Acta Psychologica最新文献

This study was conducted to determine whether the coping flexibility and narcissism of child teachers are related to the teacher-child relationship through teacher efficacy, focusing on the importance of coping flexibility and narcissism, which has recently attracted attention in relation to human psychology. To this end, data from 329 child teachers working in kindergartens and daycare centers were analyzed using the Coping Flexibility Questionnaire (COFLEX), Murray's Narcissism Scale, Teacher Self-Efficacy Scale (TSES), and Student-Teacher Relationship Scale (STRS). A higher level of coping flexibility and teacher efficacy in early child teachers showed direct and indirect links to the teacher-child relationship. Covert narcissism also demonstrated direct and indirect negative associations with teacher efficacy and the teacher-child relationship. Despite teacher efficacy being a prominent variable in many studies, its connection with the teacher-child relationship was comparatively weaker than that of coping flexibility and narcissism. These results suggest that we should pay more attention to the psychological factors of teachers in addition to teacher-related variables. It suggests that growth writing, which involves expressing personal thoughts and experiences to foster self-awareness. And the need to provide a specific repertoire, examples, and manuals for stress situations of early childhood education field to enhance teacher's coping flexibility.

In today's marketing landscape, consumer demand for eco-friendly products is on the rise, yet the psychological factors that encourage green purchasing intentions remain unclear. To address this research gap, the current study builds on Social Identity Theory to explore the role of social influence and sustainability consciousness in shaping customers' green purchase intentions. Data were collected through a survey of 406 customers at Saudi Arabian upscale restaurants and analyzed using structural equation modeling. The findings reveal that social influence positively impacts both sustainability consciousness and green purchase intentions. Besides, the study identifies sustainability consciousness as a critical mediator in this relationship, emphasizing the importance of intrinsic motivations in driving environmentally responsible behavior. Additionally, gender differences were also examined, revealing that women are more responsive to social influences regarding sustainability consciousness and green purchase intentions. This study enriches the literature by providing a robust framework to understand the collective social processes influencing green consumption. Practically, the research offers actionable insights for managers to develop targeted marketing campaigns, leverage social influencers, and utilize technology to enhance transparency and trust in sustainable practices. This study not only bridges literature gaps but also provides a foundation for promoting green consumption patterns essential for addressing global environmental challenges.

Achieving goals and aspirations as well as managing emotions, thoughts, and behaviors in various situations are the key components of self-management competence as specified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Utilizing this definition as a foundation for this qualitative investigation, the study initiated to explore the perceptions and strategies of EFL teachers regarding their self-management competence in the classroom. The maximal goal was to construct a model tailored for EFL teachers. For this purpose, 19 Iranian EFL teachers, selected through convenience sampling, were interviewed via a semi-structured written interview and four focus group sessions. The interviews served to elicit participants' perspectives on the relevant topics. The data analysis method involved three rounds of grounded theory coding - open, axial, and selective coding - to uncover the key elements of the model for EFL teachers' self-management competence. This process revealed three crucial self-management perceptions: emotional, behavioral, and classroom performance management and three primary categories of strategy: self-directed emotion-regulation, student-directed emotion-regulation, and self-awareness strategies. Notably, the centrality of emotional perception and regulation within the findings underscored the significance of the emotional dimension in self-management competence for EFL teachers. These outcomes hold promising implications for improving the psychological well-being of prospective EFL teachers.

Visual-spatial skills have been a fertile ground for assessing aspects of intelligence and investigating its components. The initial goal of this bipartite study was to elucidate the nature of the underlying components of visual-spatial processes and the relations among them. The second goal was examination of a higher, overarching factor, underlying spatial ability but also lexical-semantic performance as well. In Study 1, three components model is examined, hypothesized to form the foundation for visual-spatial processing. In Study 2, we utilized the findings from Study 1 and performed a structural model analysis with the aim of examining the hypothesis of a second-order factor, underlying both visual-spatial and lexical-semantic processes. These studies were motivated by the notion that underlying such visual-spatial and lexical-semantic skills is a factor we termed mental manipulation, which is domain-general that cuts across species. One hundred and thirty-three participants completed 9 tasks, representing visual-spatial and lexical-semantic abilities. Confirmatory factor analysis (CFA) of the resulting data was utilized to model the results and compare the fitness of one-, two- and three-factor models. After establishing the measurement model, a second-order structural model analysis was performed to assess the existence of an overarching factor, common to both verbal and visual domains. The results of the analyses confirm the existence of a second-order factor, which we regard as reflecting mental manipulation. The implication of such mental manipulation is discussed in terms of practical applications for diagnosis, intervention, and education, highlighting its potential to improve outcomes.