Pub Date : 2024-10-01DOI: 10.1016/j.actpsy.2024.104518
Wen Xiao , Xiaoqing Chen , Yancai Wang
This study explored the impact of different components of the Home Literacy Environment (HLE) —stimulation to use language, reading books and cultural engagement, joint activities and conversation, interactive reading, and zone-of-proximal development stimulation—on Chinese preschoolers' eye movements during storybook reading. Eighty-seven children aged 4–6 were assessed for vocabulary and word reading skills, while their eye movements were tracked during storybook reading. Their parents completed a questionnaire on personal background and frequency of HLE activities. The results showed that interactive reading was the only HLE component significantly associated with children's attention to words and word reading. Additionally, attention to words during reading was linked to vocabulary and word reading, with the influence of interactive reading on word reading mediated by attention to words. These findings emphasize the differential contributions of HLE components and suggest that cultural context plays a crucial role in shaping the effectiveness of specific aspects of the home literacy environment in promoting children's reading abilities.
{"title":"Association between home literacy environment and eye movements during storybook reading: Implications for vocabulary and word reading in Chinese preschoolers","authors":"Wen Xiao , Xiaoqing Chen , Yancai Wang","doi":"10.1016/j.actpsy.2024.104518","DOIUrl":"10.1016/j.actpsy.2024.104518","url":null,"abstract":"<div><div>This study explored the impact of different components of the Home Literacy Environment (HLE) —stimulation to use language, reading books and cultural engagement, joint activities and conversation, interactive reading, and zone-of-proximal development stimulation—on Chinese preschoolers' eye movements during storybook reading. Eighty-seven children aged 4–6 were assessed for vocabulary and word reading skills, while their eye movements were tracked during storybook reading. Their parents completed a questionnaire on personal background and frequency of HLE activities. The results showed that interactive reading was the only HLE component significantly associated with children's attention to words and word reading. Additionally, attention to words during reading was linked to vocabulary and word reading, with the influence of interactive reading on word reading mediated by attention to words. These findings emphasize the differential contributions of HLE components and suggest that cultural context plays a crucial role in shaping the effectiveness of specific aspects of the home literacy environment in promoting children's reading abilities.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.actpsy.2024.104522
Yiren Yan, Tianlan Zhu, Denghao Zhang
Research has shown that ostracism negatively affects the social willingness of those who are ostracized, but the impact of observers, who play an important role in ostracism situations, has been less studied. Three studies examined whether observed ostracism affects observers' willingness to socialize and the underlying mechanism. The results showed that (1) observed ostracism decreased observers' willingness to socialize; (2) perceived future rejection mediated the relationship between observed ostracism and observers' willingness to socialize; and (3) perceived similarity had a moderating effect on the mediation model. Specifically, the higher the perceived similarity between observers and ostracized individuals, the stronger the effect of observed ostracism on observers' perceived future rejection and willingness to socialize. These findings contribute to a more comprehensive, systematic understanding of how ostracism affects observers, including its underlying mechanisms and boundary conditions.
{"title":"Strike a chord: How observed ostracism and perceived similarity affect observers' willingness to socialize","authors":"Yiren Yan, Tianlan Zhu, Denghao Zhang","doi":"10.1016/j.actpsy.2024.104522","DOIUrl":"10.1016/j.actpsy.2024.104522","url":null,"abstract":"<div><div>Research has shown that ostracism negatively affects the social willingness of those who are ostracized, but the impact of observers, who play an important role in ostracism situations, has been less studied. Three studies examined whether observed ostracism affects observers' willingness to socialize and the underlying mechanism. The results showed that (1) observed ostracism decreased observers' willingness to socialize; (2) perceived future rejection mediated the relationship between observed ostracism and observers' willingness to socialize; and (3) perceived similarity had a moderating effect on the mediation model. Specifically, the higher the perceived similarity between observers and ostracized individuals, the stronger the effect of observed ostracism on observers' perceived future rejection and willingness to socialize. These findings contribute to a more comprehensive, systematic understanding of how ostracism affects observers, including its underlying mechanisms and boundary conditions.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142379864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Past research has recognized family functions and psychological factors like anxiety and Fear of Missing Out (FoMO) as significant influencers on smartphone addiction (SA) among adolescents. However, the precise association links between these elements have remained elusive. This study, grounded in family systems and structural family theories, and the Interaction of Person-Affect-Cognition-Execution (I-PACE) Model, examines these relationships among adolescent students. It investigated how family functions, particularly emotional status and discipline, alongside anxiety and FoMO, contribute to SA through Structural Equation Modeling (SEM). This study involved 1105 secondary school students (57.3 % females; Mage = 15.12, SD = 1.78) from Southern Thailand. The research unveils that a positive family emotional climate significantly reduces anxiety, FoMO, and SA. The study further elucidates that anxiety and FoMO serve as significant risk factors in exacerbating SA. Anxiety is found to be a full mediator in the relationship from discipline to SA and a partial mediator between emotional status and SA, with FoMO amplifying these mediation effects. The limitations of this study include its cross-sectional design and reliance on self-reported data.
{"title":"Exploring associative relationships: Family functions, anxiety, and fear of missing out as predictors of smartphone addiction among Thai adolescents","authors":"Yejin Kim , Wanchai Dhammasaccakarn , Kasetchai Laeheem , Idsaratt Rinthaisong","doi":"10.1016/j.actpsy.2024.104570","DOIUrl":"10.1016/j.actpsy.2024.104570","url":null,"abstract":"<div><div>Past research has recognized family functions and psychological factors like anxiety and Fear of Missing Out (FoMO) as significant influencers on smartphone addiction (SA) among adolescents. However, the precise association links between these elements have remained elusive. This study, grounded in family systems and structural family theories, and the Interaction of Person-Affect-Cognition-Execution (I-PACE) Model, examines these relationships among adolescent students. It investigated how family functions, particularly emotional status and discipline, alongside anxiety and FoMO, contribute to SA through Structural Equation Modeling (SEM). This study involved 1105 secondary school students (57.3 % females; M<sub>age</sub> = 15.12, SD = 1.78) from Southern Thailand. The research unveils that a positive family emotional climate significantly reduces anxiety, FoMO, and SA. The study further elucidates that anxiety and FoMO serve as significant risk factors in exacerbating SA. Anxiety is found to be a full mediator in the relationship from discipline to SA and a partial mediator between emotional status and SA, with FoMO amplifying these mediation effects. The limitations of this study include its cross-sectional design and reliance on self-reported data.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142537152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.actpsy.2024.104525
Michael Batashvili , Omer Dado , Daniel Edery , Noam Kane , Gui Xue , Daniel A. Levy
Experiencing and remembering objects using the sense of touch is an important aspect of our interactions with our environment, but the cognitive processes of long-term tactile memory for surface textures have not previously been studied. We administered a novel tactile texture memory span task, which required participants to identify new textures among a constantly increasing set of previously experienced stimuli. Performance on that task was compared to a span task employing novel visual objects. We found no correlation between participants' tactile texture span and visual span performance. Additionally, there was no correlation between participants' ability to name textures and their tactile texture span performance. These findings provide some initial evidence for a possible dissociation between long-term memory capacity for stimuli of different sensory modality, and for the mnemonic representation of texture information independent of verbal descriptors.
{"title":"Texture and visual memory span capacities are dissociable","authors":"Michael Batashvili , Omer Dado , Daniel Edery , Noam Kane , Gui Xue , Daniel A. Levy","doi":"10.1016/j.actpsy.2024.104525","DOIUrl":"10.1016/j.actpsy.2024.104525","url":null,"abstract":"<div><div>Experiencing and remembering objects using the sense of touch is an important aspect of our interactions with our environment, but the cognitive processes of long-term tactile memory for surface textures have not previously been studied. We administered a novel tactile texture memory span task, which required participants to identify new textures among a constantly increasing set of previously experienced stimuli. Performance on that task was compared to a span task employing novel visual objects. We found no correlation between participants' tactile texture span and visual span performance. Additionally, there was no correlation between participants' ability to name textures and their tactile texture span performance. These findings provide some initial evidence for a possible dissociation between long-term memory capacity for stimuli of different sensory modality, and for the mnemonic representation of texture information independent of verbal descriptors.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.actpsy.2024.104526
Zachariah John A. Belmonte , Yogi Tri Prasetyo , Maela Madel L. Cahigas , Reny Nadlifatin , Ma. Janice J. Gumasing
The use of E-wallets in the Philippines experienced remarkable growth in recent years. This study investigated the key factors influencing the intention to use E-wallets among Generation Z and Millennials in the country, employing an extended Technology Acceptance Model (TAM) framework. A total of 500 respondents from these demographic groups participated in an online survey featuring 24 indicators, selected through a stratified sampling method. Using Partial Least Square - Structural Equation Modeling (PLS-SEM), the analysis revealed that perceived ease of use, perceived usefulness, social influence, attractiveness of alternatives, perceived trust, perceived security, and perceived value significantly influenced users' intention to adopt E-wallets. Notably, perceived trust emerged as a stronger predictor than perceived value. This research provided valuable insights into the factors shaping user intentions and consumer satisfaction, enhancing the understanding of E-wallet adoption in the industry. Furthermore, the incorporation of the extended TAM strengthened the theoretical framework for studying E-wallet adoption in developing countries like the Philippines.
近年来，菲律宾的电子钱包使用率显著增长。本研究采用扩展的技术接受模型（TAM）框架，调查了影响菲律宾Z世代和千禧一代使用电子钱包意向的关键因素。共有 500 名来自这些人口群体的受访者参与了在线调查，调查通过分层抽样法选出了 24 项指标。利用偏最小平方结构方程模型（PLS-SEM）进行的分析表明，易用性感知、有用性感知、社会影响、替代品吸引力、信任感感知、安全性感知和价值感知对用户采用电子钱包的意向有显著影响。值得注意的是，"信任感 "比 "价值感 "的预测作用更大。这项研究对影响用户意向和消费者满意度的因素提供了宝贵的见解，加深了人们对电子钱包在行业中应用情况的了解。此外，扩展的 TAM 的加入加强了研究菲律宾等发展中国家电子钱包应用的理论框架。
{"title":"Factors influencing the intention to use e-wallet among generation Z and millennials in the Philippines: An extended technology acceptance model (TAM) approach","authors":"Zachariah John A. Belmonte , Yogi Tri Prasetyo , Maela Madel L. Cahigas , Reny Nadlifatin , Ma. Janice J. Gumasing","doi":"10.1016/j.actpsy.2024.104526","DOIUrl":"10.1016/j.actpsy.2024.104526","url":null,"abstract":"<div><div>The use of <em>E</em>-wallets in the Philippines experienced remarkable growth in recent years. This study investigated the key factors influencing the intention to use E-wallets among Generation Z and Millennials in the country, employing an extended Technology Acceptance Model (TAM) framework. A total of 500 respondents from these demographic groups participated in an online survey featuring 24 indicators, selected through a stratified sampling method. Using Partial Least Square - Structural Equation Modeling (PLS-SEM), the analysis revealed that perceived ease of use, perceived usefulness, social influence, attractiveness of alternatives, perceived trust, perceived security, and perceived value significantly influenced users' intention to adopt <em>E</em>-wallets. Notably, perceived trust emerged as a stronger predictor than perceived value. This research provided valuable insights into the factors shaping user intentions and consumer satisfaction, enhancing the understanding of E-wallet adoption in the industry. Furthermore, the incorporation of the extended TAM strengthened the theoretical framework for studying E-wallet adoption in developing countries like the Philippines.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.actpsy.2024.104561
Luna Sinisterra , Jonathan Peñalver , Marisa Salanova
The Life Engagement Test (LET) consists of a fast instrument to measure the extent to which individuals identify and participate in valued activities and, therefore, engage in life. It is also a fundamental component of psychological well-being. This study aims to validate the Spanish version of the Life Engagement Test (LET-ES). First, the LET was translated using back-translation methodology, after which a pilot study was tested on 41 individuals. Then, the final version of the LET-ES was administered to a convenience sample of 436 Spanish participants (67,7 % female; 59,6 % aged 18 to 35 years old) to assess its reliability and validity. A subset of 138 participants (70,5 % female, 59,7 % aged 18 to 35 years old) completed a retest. Confirmatory factor analysis, reliability analysis (Cronbach's alpha, McDonald's omega), test-retest reliability (intraclass correlation coefficient), measurement invariance across gender and age, as well as convergent validity analyses were conducted. Results confirmed the one-factor structure of the LET-ES. Cronbach's alpha, McDonald's omega, and test-retest analysis yielded satisfactory reliability of the scale. Measurement invariance was established for gender, but not for age. Finally, convergent validity was supported by significant and positive correlations between the LET-ES scores and psychological well-being variables (i.e., purpose in life, satisfaction with life), and significant negative correlations between the LET-ES and psychological discomfort variables (i.e. stress, anxiety, depression). In conclusion, the Spanish version of the LET is a valid and reliable measure to assess life engagement among the Spanish population.
{"title":"Psychometric validation of the Spanish version of the life engagement test: Assessing validity and reliability","authors":"Luna Sinisterra , Jonathan Peñalver , Marisa Salanova","doi":"10.1016/j.actpsy.2024.104561","DOIUrl":"10.1016/j.actpsy.2024.104561","url":null,"abstract":"<div><div>The Life Engagement Test (LET) consists of a fast instrument to measure the extent to which individuals identify and participate in valued activities and, therefore, engage in life. It is also a fundamental component of psychological well-being. This study aims to validate the Spanish version of the Life Engagement Test (LET-ES). First, the LET was translated using back-translation methodology, after which a pilot study was tested on 41 individuals. Then, the final version of the LET-ES was administered to a convenience sample of 436 Spanish participants (67,7 % female; 59,6 % aged 18 to 35 years old) to assess its reliability and validity. A subset of 138 participants (70,5 % female, 59,7 % aged 18 to 35 years old) completed a retest. Confirmatory factor analysis, reliability analysis (Cronbach's alpha, McDonald's omega), test-retest reliability (intraclass correlation coefficient), measurement invariance across gender and age, as well as convergent validity analyses were conducted. Results confirmed the one-factor structure of the LET-ES. Cronbach's alpha, McDonald's omega, and test-retest analysis yielded satisfactory reliability of the scale. Measurement invariance was established for gender, but not for age. Finally, convergent validity was supported by significant and positive correlations between the LET-ES scores and psychological well-being variables (i.e., purpose in life, satisfaction with life), and significant negative correlations between the LET-ES and psychological discomfort variables (i.e. stress, anxiety, depression). In conclusion, the Spanish version of the LET is a valid and reliable measure to assess life engagement among the Spanish population.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142492726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.actpsy.2024.104508
Gregorius J. Beek , Larike H. Bronkhorst , Bjorn G.J. Wansink , Sanne F. Akkerman
Involvement of other people is beneficial, if not crucial, for adolescents' interest development. Our current understanding of how others can be involved in interest is mostly based on research into a particular kind of interest (e.g., STEM-interests) or particular contexts, most prominently school and hobby/affinity practices. This study explores the ways involvement of others unfolds when adolescents pursue different interests in and across different contexts. We studied all reported interests of nine purposefully selected adolescents over the course of almost three years using experience sampling reports of interest engagement (N = 3029 events) and interviews reflecting on interest pursuits (N = 174). We observed twelve manifestations of involvement during interest engagement, that differ in: (1) whether others were involved in a structural way; (2) who and (3) how involved others are; (4) if their involvement is necessary; and, lastly, (5) whether the interest engagement or involvement of others is foregrounded in adolescents' experience. We identified shifts in the presence of others, how they are involved, and their necessity for interest over time. Involved others appear to be consequential for if and how adolescents pursue their interests. These findings serve as a reminder to anyone concerned with adolescents' interest to be mindful of their own and others' role in adolescents' interest pursuits.
{"title":"How others are involved in interest development","authors":"Gregorius J. Beek , Larike H. Bronkhorst , Bjorn G.J. Wansink , Sanne F. Akkerman","doi":"10.1016/j.actpsy.2024.104508","DOIUrl":"10.1016/j.actpsy.2024.104508","url":null,"abstract":"<div><div>Involvement of other people is beneficial, if not crucial, for adolescents' interest development. Our current understanding of how others can be involved in interest is mostly based on research into a particular kind of interest (e.g., STEM-interests) or particular contexts, most prominently school and hobby/affinity practices. This study explores the ways involvement of others unfolds when adolescents pursue different interests in and across different contexts. We studied all reported interests of nine purposefully selected adolescents over the course of almost three years using experience sampling reports of interest engagement (<em>N</em> = 3029 events) and interviews reflecting on interest pursuits (<em>N</em> = 174). We observed twelve manifestations of involvement during interest engagement, that differ in: (1) whether others were involved in a structural way; (2) who and (3) how involved others are; (4) if their involvement is necessary; and, lastly, (5) whether the interest engagement or involvement of others is foregrounded in adolescents' experience. We identified shifts in the presence of others, how they are involved, and their necessity for interest over time. Involved others appear to be consequential for if and how adolescents pursue their interests. These findings serve as a reminder to anyone concerned with adolescents' interest to be mindful of their own and others' role in adolescents' interest pursuits.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142370723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01DOI: 10.1016/j.actpsy.2024.104512
Saman Ebadi , Maryam Zandi , Zahra Fakher Ajabshir
This study investigated the relationship between English language learners` Instagram engagement and second language (L2) motivation. It also aimed to determine engagement types (behavioral, cognitive, and affective engagement) as predictors of L2 motivation. Through stratified sampling, we recruited 102 Iranian users engaged in learning English via the Instagram platform as an informal learning context. The participants were Persian native speakers learning English as a foreign language. They were 81 males and 21 females at different levels of English proficiency whose ages ranged from 16 to 62. A multimethod approach, with a quantitative/qualitative design, was adopted to conduct the study. The quantitative phase had a correlational design in which two questionnaires were administered to measure English learners` engagement in language learning on Instagram and their L2 motivation. Furthermore, a semi-structured interview was conducted in the qualitative phase. Results revealed a positive and significant relationship between the English language learners` engagement on Instagram and their L2 motivation. Moreover, cognitive engagement was the sole predictor of learners` L2 motivation. The findings have pedagogical implications for both English instructors and L2 learners, which are discussed in light of the literature.
{"title":"The effect of language learning engagement on L2 motivation over Instagram","authors":"Saman Ebadi , Maryam Zandi , Zahra Fakher Ajabshir","doi":"10.1016/j.actpsy.2024.104512","DOIUrl":"10.1016/j.actpsy.2024.104512","url":null,"abstract":"<div><div>This study investigated the relationship between English language learners` Instagram engagement and second language (L2) motivation. It also aimed to determine engagement types (behavioral, cognitive, and affective engagement) as predictors of L2 motivation. Through stratified sampling, we recruited 102 Iranian users engaged in learning English via the Instagram platform as an informal learning context. The participants were Persian native speakers learning English as a foreign language. They were 81 males and 21 females at different levels of English proficiency whose ages ranged from 16 to 62. A multimethod approach, with a quantitative/qualitative design, was adopted to conduct the study. The quantitative phase had a correlational design in which two questionnaires were administered to measure English learners` engagement in language learning on Instagram and their L2 motivation. Furthermore, a semi-structured interview was conducted in the qualitative phase. Results revealed a positive and significant relationship between the English language learners` engagement on Instagram and their L2 motivation. Moreover, cognitive engagement was the sole predictor of learners` L2 motivation. The findings have pedagogical implications for both English instructors and L2 learners, which are discussed in light of the literature.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142370724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the impact of person-environment fit and job stress on innovative work behavior within Thailand's food industry. Through a comprehensive survey conducted among supervisors in the food industry, validated scales were utilized to measure person-environment fit, job stress, and innovative work behavior while controlling demographic variables. Employing hierarchical regression analysis and moderation analysis, the study examines the direct and moderating effects of person-environment fit and job stress on innovative work behavior. Results reveal a significant positive relationship between person-environment fit and innovative work behavior, with job stress moderating this relationship. Notably, specific points of interaction between job stress levels and person-environment fit are identified, shedding light on nuanced dynamics within the food industry. This research introduces a novel approach by integrating the Job Demands-Resources Model with person-environment fit theory to explore how specific stressors unique to the food industry can influence innovation. The study also pioneers the use of industry-specific measures for assessing job stress and innovation, which were developed and validated within this context. This research contributes to both theoretical and practical knowledge by enhancing our understanding of innovation mechanisms in the food industry and providing actionable insights for fostering creativity and innovation among employees. The study's originality lies not only in its emphasis on the context of the food industry but also in its development of tailored theoretical and methodological approaches to address the sector's unique challenges and opportunities.
{"title":"Job stress matters: Understanding how job stress moderates the relationship between person-environment fit and innovative work behavior in the Thai food industry","authors":"Kanakarn Phanniphong , Khahan Na-Nan , Nanthanapas Asavanatthakorn , Kanjana Chuen-u-ra","doi":"10.1016/j.actpsy.2024.104513","DOIUrl":"10.1016/j.actpsy.2024.104513","url":null,"abstract":"<div><div>This study investigates the impact of person-environment fit and job stress on innovative work behavior within Thailand's food industry. Through a comprehensive survey conducted among supervisors in the food industry, validated scales were utilized to measure person-environment fit, job stress, and innovative work behavior while controlling demographic variables. Employing hierarchical regression analysis and moderation analysis, the study examines the direct and moderating effects of person-environment fit and job stress on innovative work behavior. Results reveal a significant positive relationship between person-environment fit and innovative work behavior, with job stress moderating this relationship. Notably, specific points of interaction between job stress levels and person-environment fit are identified, shedding light on nuanced dynamics within the food industry. This research introduces a novel approach by integrating the Job Demands-Resources Model with person-environment fit theory to explore how specific stressors unique to the food industry can influence innovation. The study also pioneers the use of industry-specific measures for assessing job stress and innovation, which were developed and validated within this context. This research contributes to both theoretical and practical knowledge by enhancing our understanding of innovation mechanisms in the food industry and providing actionable insights for fostering creativity and innovation among employees. The study's originality lies not only in its emphasis on the context of the food industry but also in its development of tailored theoretical and methodological approaches to address the sector's unique challenges and opportunities.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142378969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to identify and analyze innovative and transformative pedagogical practices constructed for, and by, a school community in Chile through the implementation of an annual carnival to face emerging social challenges in their communities. To this end, we take on an ethnographic approach to the data collection process through participant observation, which encompassed observations of the planning and design process of the carnival, interviews and questionnaires to relevant social actors of the school community, and document analysis. Results suggest that the carnival favors the construction, maintenance, and resignification of a symbolic relationship across the school community in which it is possible to identify the ideas, expectations, and valuations of the community in their pursuit of social well-being and social change through quality and meaningful teaching and learning experiences. Consequently, the empirical findings in this study provide a new understanding of how learning and teaching practices can, in fact, challenge and overcome structural and institutional constraints in the construction and legitimation of meaningful socio-educational ecologies.
{"title":"The carnival as a transformative pedagogical practice for social change: A case study from Chile","authors":"Carla Fardella , Carolina Pérez-Arredondo , Claudio Broitman , Natascha Roth-Eichin","doi":"10.1016/j.actpsy.2024.104539","DOIUrl":"10.1016/j.actpsy.2024.104539","url":null,"abstract":"<div><div>This study aims to identify and analyze innovative and transformative pedagogical practices constructed for, and by, a school community in Chile through the implementation of an annual carnival to face emerging social challenges in their communities. To this end, we take on an ethnographic approach to the data collection process through participant observation, which encompassed observations of the planning and design process of the carnival, interviews and questionnaires to relevant social actors of the school community, and document analysis. Results suggest that the carnival favors the construction, maintenance, and resignification of a symbolic relationship across the school community in which it is possible to identify the ideas, expectations, and valuations of the community in their pursuit of social well-being and social change through quality and meaningful teaching and learning experiences. Consequently, the empirical findings in this study provide a new understanding of how learning and teaching practices can, in fact, challenge and overcome structural and institutional constraints in the construction and legitimation of meaningful socio-educational ecologies.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142537147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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