New Ideas in Psychology最新文献

There is conceptual overlap between mental toughness and resilience, self-efficacy, and grit, although few studies have empirically examined the overlap between them. In addition, little research has examined the extent to which there is an empirical advantage of using the mental toughness framework to predict outcomes of interest. The current study therefore explored the predictive validity of mental toughness, specifically in terms of the extent to which it predicts happiness over and above the cognate constructs of resilience, self-efficacy, and grit. Three hundred and sixty-seven participants completed measures of mental toughness, resilience, self-efficacy, grit, and happiness. The correlations between the variables were explored, and a hierarchical regression analysis was conducted to examine the extent to which mental toughness predicted happiness over and above resilience, self-efficacy, and grit. There were significant correlations between mental toughness, resilience, self-efficacy, and grit. When resilience, self-efficacy and grit were entered into the regression each of them was a significant predictor of happiness, but when mental toughness was added they were no longer significant predictors, with the commitment, control of emotion, control of life, confidence in abilities, and interpersonal confidence components of mental toughness being significant predictors. Therefore, despite conceptual overlap, if the aim of research or practice is to identify individuals at risk of poor wellbeing, then this aim is better met when using the construct of mental toughness. The role of mental toughness in happiness also suggests value in examining the impact of mental toughness interventions in the domain of wellbeing.

This paper proposes that Self-Determination Theory (SDT) has considerable potential for filling some crucial feedback-seeking behavior (FSB) literature gaps. Some key issues are theoretically addressed. First, the influence mechanism of FSB on performance improvement may be explained by the role of motivational factors introduced by this theory in forming positive feedback reactions and the quality of feedback received by the feedback seeker. Second, SDT can be used to explain the feedback seekers' subjective well-being during the FSB process, which is almost overlooked in the FSB literature despite its importance. Third, this paper also relates motivational self-regulation mechanisms to FSB dimensions (e.g., method, sign, type) beyond the popular dimension of FSB frequency analyzed in the literature. The paper also suggests that the quality of FSB, based on these dimensions, is related to the quality of the feedback-seeker's motivation. This paper presents avenues for future empirical studies on different aspects of FSB based on SDT.

The current paper aimed to analyze quantitatively the trends of four major schools of thought in scientific Psychology (neuroscience, cognitivism, behaviorism, psychoanalysis) and their intersections, covering the period from 1979 to 2020. We utilized a rigorous methodology across three distinct sources: Mainstream Psychology (MP), Highly Influential Journal (HIJ), and non-English papers (NEP). Our findings align with previous research in two aspects: psychoanalysis and behaviorism have significantly declined, cognitivism remains a prominent trend. However, we deviate from prior studies by recognizing that neuroscience may be considered the most influential trend and that trends exhibit less linearity than previously assumed. We also acknowledge the significance of NEP, which manifest an independent pattern as compared to the other sources and that may reveal what happens in the “periphery” of Psychology. It is noteworthy that NEP demonstrated a still lively contribution from psychoanalysis. Our study also highlights the insularity and lack of cross-fertilization among psychological subdisciplines, despite the widespread claims to the contrary. It eventually supports the inference that scientific Psychology is a non-paradigmatic or pre-paradigmatic discipline, pointing out the dominance of applied psychology and confuting the notion of overarching "grand theories".

The ‘self’ is of interest across multiple psychological, cognitive, and social sciences. Unhelpfully, a plethora of terms are used across different theoretical and empirical areas. This leads to inconsistency, confusion and lack of clarity and impedes cross-disciplinary communication and progress. To improve clarity, increase parsimony and support theoretical and empirical advances, it is important to establish clear terms that can be applied consistently across psychology. The aim of this paper is to present a comprehensive initial inventory of synthesised self-terms that can be used by, and across psychology. We review self-terms used across different areas in psychology and identify a set of terms that are most frequently and consistently used across these domains. We then present a synthesis of commonly used ‘self-terms’ that are specifically related to six psychological sub-disciplines; Cognitive, Social, Developmental, Neuroscience, Clinical and Personality psychology. A glossary of self-terms, together with frequently used synonymous self-terms are presented.

Middle childhood has been identified as a critical period regarding the exploration and construction of the self, with strong implications for future vocational choices and occupational trajectories. Due to a shortage of both theoretical models and empirical data, a knowledge gap remains as regards children's perceptions and understandings of the concept of work between the ages of 5–8, and the differential variables influencing these representations. This review aims to fill this gap by providing relevant information with respect to the investigation of the content of children's representations of work, as well as the factors influencing them. Considering the lack of papers covering this topic, this article approaches the subject through adjacent angles such as adult and adolescent representations of work, children's representations of occupations, and children's vocational preferences or career development. A theoretical model of children's mental representations of work is presented, and general methodological avenues are proposed to pursue further investigation on this research topic.

This article aims to explore a way of thinking based on chiastic structure (X-shaped structure), chiastic thinking. Characterized by its juxtaposition of opposite structure, chiastic thinking has an intriguing connection to Janusian thinking. This is because Janusian thinking is deemed a creative process wherein two opposite concepts or images are conceived simultaneously. At the beginning of the article, conceptual combination and Janusian thinking are presented, along with empirical research data to support the effectiveness of Janusian thinking. The paper then shifts to a discussion of chiastic thinking, which occupies a unique place in human culture and civilization but does not receive due attention. In the last part of this article, the examples of chiastic thinking in literature, science, and art are provided. Across diverse disciplines, the combination of opposites manifests in various ways, often adopting different technical terms that give rise to different theories. These terms and theories may share fundamental commonalities but differ in certain aspects. The main purpose of this review article is to examine the close relation between Chiastic and Janusian thinking. Hopefully, this review article can rekindle the academic interest in these two thinking processes and give them new meaning.

The experience of embodiment is a central theme in phenomenological philosophy and has recently received increasing attention also within psychological science. In the present paper we argue (1) that the experience of embodiment represents a fundamental synthesis of having a body (the body as an object) and being a body (the body as felt “from within”); (2) that this synthesis is basic to an individual's experience of self-identity; (3) that each individual, as an existential task, has to develop their specific version of the embodiment synthesis; (4) that these syntheses can be more or less harmonious or disharmonious, and that disharmonious syntheses are associated with psychological distress and psychopathology. Different phenomenological accounts of possible variants of disharmonious embodiment, as found in the literature on eating disorders, are discussed and compared. Finally, some research implications and clinical implications are discussed.

Philosopher-activist Heather Menzies advocates for an approach to ecological literacy that goes beyond knowing about the interconnected goings on of the world from afar by foregrounding the import of relating with a locale through prolonged periods of implicated participation. Here, we offer further insight to these views across three sections. First, following a brief excursus, we show how Menzies' views of implicated participation focus less on the explication of facts about the world, more as enabling us to be taught by its goings on. It is, in other words, to study with and learn from the beings and things which surround us. Second, we incorporate Menzies' views with the ecological approach to psychology, drawing specifically on the concept of affordance. This helps us take up with the practical challenge of fostering Menzies' views in places tightened by privatisation, commodification and homogenisation: factors over-constraining the ways people can engage with the affordances of a locale. Thus, section three leans on key ideas from Karen Franck and Quentin Stevens to reposition ‘leftover spaces’ as arenas for ecological literacy: thrivingly loose ecologies enriched with affordances determined over varying timescales of implicated participation. To think with these ideas, two cases are presented.

Machine learning modelling of psychological processes is often considered as competing alternative to theoretical modelling. In contrast, the current study explores potential synergetic effects of these two general approaches both for predictive accuracy and theoretical understanding. Theoretical models have high explanatory value but can have weak predictive power. Machine learning models have high predictive power but low transparency and require large amounts of data and computational power. The combination of machine learning and theoretical models may yield both higher predictive accuracy as well as higher explanatory value and lower requirements of data and computational power as compared to either of the two approaches alone. We examine our assumptions in the field of team motivation, using archival performance data from 1,425,926 individual and relay races of swimming competitions. While the results revealed better prediction of the machine learning model, an exploration of the machine learning model with explainable artificial intelligence methods offered new insights also for the theoretical model. Finally, the combination of machine learning and theoretical modelling required less computational power than the machine learning approach alone, but not less data for building the model.

Traditionally, resilience has been viewed as a general positive adaptation to stressors. However, the hallmark of resilience – returning to the previous state following a perturbation – may also have severe downsides, which are often overlooked. Specifically, it may be unrealistic to return to the previous state or resilience may cause a person to become stuck in an undesirable state. In this article, we first call for a more nuanced theoretical conceptualization of resilience. To do so, we draw on insights from dynamical systems theory help to clearly define the role of a stressor and the idealized pathway to adapt to it. Then, we exemplify the potential downsides of resilience in the context of trauma and social adversity, learning, and goal-disengagement. In conclusion, researchers and practitioners should become more cautious with the term resilience and provide nuanced accounts for what they mean to avoid potentially harmful consequences.