Pub Date : 2024-10-01DOI: 10.1016/j.actpsy.2024.104523
Alexander Karl Ferdinand Loder
University admission test rankings are related to later student performance. Austria (Europe) faces amendments to the psychotherapy law, introducing a polyvalent bachelor's program in psychology, enabling admission for both a master's program in psychology and psychotherapy. Psychology is in high demand at public universities and has restricted access. This study aimed to answer the question whether increasing the number of places for psychology students can be recommended in the Austrian university system. Objective data of administrative university databases was merged, resulting in a sample of 1323 bachelor's psychology students of the cohorts from 2013/14 to 2023/24. Admission exam results, student performance metrics, the outcome (graduation/ dropout) and sociodemographic and -economic data was retrieved. Analyses showed low to moderate correlations between the rankings in the admission exam and later performance, different for graduates and dropouts in psychology and students, who were admitted, but enrolled elsewhere. Logistic regression models showed that rankings can predict students' outcomes. Based on graduation rates, results were extrapolated from 230 current places. Results suggest that 376 to 470 students in total may be admitted. The results of this study can help policymakers, university systems and university managers (re-)evaluate the number of places for bachelor's psychology students.
{"title":"Student performance correlates of psychology admission exam scores and the number of places for students","authors":"Alexander Karl Ferdinand Loder","doi":"10.1016/j.actpsy.2024.104523","DOIUrl":"10.1016/j.actpsy.2024.104523","url":null,"abstract":"<div><div>University admission test rankings are related to later student performance. Austria (Europe) faces amendments to the psychotherapy law, introducing a polyvalent bachelor's program in psychology, enabling admission for both a master's program in psychology and psychotherapy. Psychology is in high demand at public universities and has restricted access. This study aimed to answer the question whether increasing the number of places for psychology students can be recommended in the Austrian university system. Objective data of administrative university databases was merged, resulting in a sample of 1323 bachelor's psychology students of the cohorts from 2013/14 to 2023/24. Admission exam results, student performance metrics, the outcome (graduation/ dropout) and sociodemographic and -economic data was retrieved. Analyses showed low to moderate correlations between the rankings in the admission exam and later performance, different for graduates and dropouts in psychology and students, who were admitted, but enrolled elsewhere. Logistic regression models showed that rankings can predict students' outcomes. Based on graduation rates, results were extrapolated from 230 current places. Results suggest that 376 to 470 students in total may be admitted. The results of this study can help policymakers, university systems and university managers (re-)evaluate the number of places for bachelor's psychology students.</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":"142433547","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.2024.104516
Chunni Zhao , Qing Zeng
Background
Previous studies have demonstrated that individuals overestimate the time duration of fear-related stimuli compared with relatively neutral stimuli. However, their physiological and psychological mechanisms behind this effect remain unclear. This study investigates the overestimation the duration perception of fearful faces and its relationship with general cognitive ability (short-term memory, working memory, and attentional inhibition).
Method
Emotional pictures were selected from the Chinese Facial Affective Picture System. A total of 85 university students (43 females and 42 males,aged 20–24 years) participated in the experiments at a university. In Experiment 1,a temporal bisection task (300 ms: 1200 ms) was used to explore the effect of perceptual overestimating the duration perception of fearful faces and its relationship with general cognitive abilities (short-term memory, working memory, and attentional inhibition), In Experiment 2, the short and long standard time intervals were set to 1200 ms and 4800 ms, respectively, with the other conditions remaining the same as in Experiment 1.
Results
Both experiment revealed that participants overestimated the duration of fearful faces compared with that of neutral faces. Experiment 1 indicated no significant correlation between short-term memory, working memory, attention inhibition tests, and the overestimation effect. Experiment 2 revealed a positive correlation between working memory test scores, short-term memory test scores, and the overestimation effect,as well as temporal sensitivity.
Conclusion
Individuals tend to overestimate the duration of fearful faces, and the influence of arousal and memory is modulated by the length of the target time intervals.
{"title":"Mechanism behind overestimating the duration of fearful expressions: The role of arousal and memory","authors":"Chunni Zhao , Qing Zeng","doi":"10.1016/j.actpsy.2024.104516","DOIUrl":"10.1016/j.actpsy.2024.104516","url":null,"abstract":"<div><h3>Background</h3><div>Previous studies have demonstrated that individuals overestimate the time duration of fear-related stimuli compared with relatively neutral stimuli. However, their physiological and psychological mechanisms behind this effect remain unclear. This study investigates the overestimation the duration perception of fearful faces and its relationship with general cognitive ability (short-term memory, working memory, and attentional inhibition).</div></div><div><h3>Method</h3><div>Emotional pictures were selected from the Chinese Facial Affective Picture System. A total of 85 university students (43 females and 42 males,aged 20–24 years) participated in the experiments at a university. In Experiment 1,a temporal bisection task (300 ms: 1200 ms) was used to explore the effect of perceptual overestimating the duration perception of fearful faces and its relationship with general cognitive abilities (short-term memory, working memory, and attentional inhibition), In Experiment 2, the short and long standard time intervals were set to 1200 ms and 4800 ms, respectively, with the other conditions remaining the same as in Experiment 1.</div></div><div><h3>Results</h3><div>Both experiment revealed that participants overestimated the duration of fearful faces compared with that of neutral faces. Experiment 1 indicated no significant correlation between short-term memory, working memory, attention inhibition tests, and the overestimation effect. Experiment 2 revealed a positive correlation between working memory test scores, short-term memory test scores, and the overestimation effect,as well as temporal sensitivity.</div></div><div><h3>Conclusion</h3><div>Individuals tend to overestimate the duration of fearful faces, and the influence of arousal and memory is modulated by the length of the target time intervals.</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":"142441526","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.2024.104535
Man Chen, Xinyu Zhang
This study aims to explore the key factors affecting internet addiction among college students, analyzing how stress, social support, self-efficacy, self-control, and anxiety influence internet addiction and their interrelationships and mechanisms. A structured survey was administered to 538 students from Zhengzhou Vocational University of Information and Technology, Henan University of Chinese Medicine, Henan Polytechnic, employing a two-stage Structural Equation Modeling-Artificial Neural Network (SEM-ANN) to uncover non-compensatory and non-linear relationships. The findings indicate stress, self-control, pleasure, anxiety, self-efficacy, and social support as significant predictors of internet addiction, providing theoretical and practical insights into mitigating internet addiction.
{"title":"Factors influencing internet addiction among university students: The mediating roles of self-control and anxiety","authors":"Man Chen, Xinyu Zhang","doi":"10.1016/j.actpsy.2024.104535","DOIUrl":"10.1016/j.actpsy.2024.104535","url":null,"abstract":"<div><div>This study aims to explore the key factors affecting internet addiction among college students, analyzing how stress, social support, self-efficacy, self-control, and anxiety influence internet addiction and their interrelationships and mechanisms. A structured survey was administered to 538 students from Zhengzhou Vocational University of Information and Technology, Henan University of Chinese Medicine, Henan Polytechnic, employing a two-stage Structural Equation Modeling-Artificial Neural Network (SEM-ANN) to uncover non-compensatory and non-linear relationships. The findings indicate stress, self-control, pleasure, anxiety, self-efficacy, and social support as significant predictors of internet addiction, providing theoretical and practical insights into mitigating internet addiction.</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":"142492725","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}
The integration of artificial intelligence (AI) technology in e-commerce has currently stimulated scholarly attention, however studies on AI and e-commerce generally relatively few. The current study aims to evaluate how artificial intelligence (AI) chatbots persuade users to consider chatbot recommendations in a web-based buying situation. Employing the theory of elaboration likelihood, the current study presents an analytical framework for identifying factors and internal mechanisms of consumers' readiness to adopt AI chatbot recommendations. The authors evaluated the model employing questionnaire responses from 411 Chinese AI chatbot consumers. The findings of present study indicated that chatbot recommendation reliability and accuracy is positively related to AI technology trust and have negative effect on perceived self-threat. In addition, AI technology trust is positively related to intention to adopt chatbot decision whereas perceived self-threat negatively related to intention to adopt chatbot decision. The perceived dialogue strengthens the significant relationship between AI-tech trust and intention to adopt chatbot decision and weakens the negative relationship between perceived self-threat and intention to adopt AI chatbot decisions.
{"title":"Is AI chatbot recommendation convincing customer? An analytical response based on the elaboration likelihood model","authors":"Xiaoyi Zhang , Angelina Lilac Chen , Xinyang Piao , Manning Yu , Yakang Zhang , Lihao Zhang","doi":"10.1016/j.actpsy.2024.104501","DOIUrl":"10.1016/j.actpsy.2024.104501","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI) technology in e-commerce has currently stimulated scholarly attention, however studies on AI and e-commerce generally relatively few. The current study aims to evaluate how artificial intelligence (AI) chatbots persuade users to consider chatbot recommendations in a web-based buying situation. Employing the theory of elaboration likelihood, the current study presents an analytical framework for identifying factors and internal mechanisms of consumers' readiness to adopt AI chatbot recommendations. The authors evaluated the model employing questionnaire responses from 411 Chinese AI chatbot consumers. The findings of present study indicated that chatbot recommendation reliability and accuracy is positively related to AI technology trust and have negative effect on perceived self-threat. In addition, AI technology trust is positively related to intention to adopt chatbot decision whereas perceived self-threat negatively related to intention to adopt chatbot decision. The perceived dialogue strengthens the significant relationship between AI-tech trust and intention to adopt chatbot decision and weakens the negative relationship between perceived self-threat and intention to adopt AI chatbot decisions.</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":"142363938","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.2024.104567
Dritjon Gruda , Jim A. McCleskey
Recent research has shown a particularly positive association between Machiavellianism and academic major choices, namely Economics, Law, and Politics. Interestingly, previous findings indicated that the academic major Business – usually portrayed as power-hungry and greedy in mainstream media and movies – was not positively associated with Machiavellianism. In this paper, we posit that these prior results are incomplete since Business is a college major encompassing several sub-fields (e.g., Advertising, Finance, Human Resources). Using a sample of 2630 participants from 110 countries and nine business majors, we found overall support for a significant association between Machiavellianism and specific business specializations, with Finance majors scoring highest on Machiavellianism. We compare these findings to prior results and break down results by gender.
{"title":"I keep my mind on my money and my money on my mind: Trait Machiavellianism in business majors","authors":"Dritjon Gruda , Jim A. McCleskey","doi":"10.1016/j.actpsy.2024.104567","DOIUrl":"10.1016/j.actpsy.2024.104567","url":null,"abstract":"<div><div>Recent research has shown a particularly positive association between Machiavellianism and academic major choices, namely Economics, Law, and Politics. Interestingly, previous findings indicated that the academic major Business – usually portrayed as power-hungry and greedy in mainstream media and movies – was not positively associated with Machiavellianism. In this paper, we posit that these prior results are incomplete since Business is a college major encompassing several sub-fields (e.g., Advertising, Finance, Human Resources). Using a sample of 2630 participants from 110 countries and nine business majors, we found overall support for a significant association between Machiavellianism and specific business specializations, with Finance majors scoring highest on Machiavellianism. We compare these findings to prior results and break down results by gender.</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":"142535288","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}
Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal of all English language teachers to assist these students in developing academic self-confidence and autonomy and in honing their spoken English. Drawing upon a quantitative method, the current study delved into a university setting to investigate the impact of autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in English as a Foreign Language (EFL). Three hundred eighty-seven EFL students completed a survey. The results of Structural Equation Modeling (SEM), along with the Confirmatory Factor Analysis (CFA) as part of the measurement model validation, demonstrated that enhancing the EFL students' autonomy and academic engagement could significantly foster their willingness to communicate in English, as well as their self-esteem, and L2 grit. Overall, the results highlighted how the two pillars of self-determination theory, autonomy and academic engagement, contribute to positive psychology outcomes in the EFL domain. Relevant pedagogical consequences of this investigation are discussed based on the findings of the study.
{"title":"The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context","authors":"Ehsan Namaziandost , Fidel Çakmak , Tahereh Heydarnejad , Afsheen Rezai","doi":"10.1016/j.actpsy.2024.104528","DOIUrl":"10.1016/j.actpsy.2024.104528","url":null,"abstract":"<div><div>Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal of all English language teachers to assist these students in developing academic self-confidence and autonomy and in honing their spoken English. Drawing upon a quantitative method, the current study delved into a university setting to investigate the impact of autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in English as a Foreign Language (EFL). Three hundred eighty-seven EFL students completed a survey. The results of Structural Equation Modeling (SEM), along with the Confirmatory Factor Analysis (CFA) as part of the measurement model validation, demonstrated that enhancing the EFL students' autonomy and academic engagement could significantly foster their willingness to communicate in English, as well as their self-esteem, and L2 grit. Overall, the results highlighted how the two pillars of self-determination theory, autonomy and academic engagement, contribute to positive psychology outcomes in the EFL domain. Relevant pedagogical consequences of this investigation are discussed based on the findings of the study.</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":"142433548","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.2024.104568
Bin Ling , Xiang Ao , Ziqian Liu
This research investigates the relationship between music preference strength and job search reactions, specifically stress and knowledge-skill development, with career adaptability as a mediating factor. Results obtained using a two-wave data collection procedure (wave one: N = 337; wave two: N = 188; the final sample size after matching: N = 182) reveal that music preference strength is positively correlated with career adaptability, which significantly mediates the relationship between music preference strength and both lower job search stress and greater knowledge-skill development. These findings suggest that fostering strong music preferences is associated with enhanced career adaptability, which predicts reduced stress and improved skill development during job searches. However, limitations to this research, such as the two-wave design and the exclusion of other theoretical explanations, call for caution in generalizing these results and interpreting causal relationships.
{"title":"Dealing with job search reactions: How strength of music preference predicts job seekers' stress and knowledge-skill development","authors":"Bin Ling , Xiang Ao , Ziqian Liu","doi":"10.1016/j.actpsy.2024.104568","DOIUrl":"10.1016/j.actpsy.2024.104568","url":null,"abstract":"<div><div>This research investigates the relationship between music preference strength and job search reactions, specifically stress and knowledge-skill development, with career adaptability as a mediating factor. Results obtained using a two-wave data collection procedure (wave one: <em>N</em> = 337; wave two: <em>N</em> = 188; the final sample size after matching: <em>N</em> = 182) reveal that music preference strength is positively correlated with career adaptability, which significantly mediates the relationship between music preference strength and both lower job search stress and greater knowledge-skill development. These findings suggest that fostering strong music preferences is associated with enhanced career adaptability, which predicts reduced stress and improved skill development during job searches. However, limitations to this research, such as the two-wave design and the exclusion of other theoretical explanations, call for caution in generalizing these results and interpreting causal relationships.</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":"142552913","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 : 2024-09-26DOI: 10.1016/j.actpsy.2024.104502
Monique D. Crouse
Procedural training programs such as augmented and virtual reality programs often present cues that direct trainees' attention to particular locations and/or items to facilitate learning. However, the impact of different types of cues on trainees' learning is poorly understood. For example, cues that indicate the location of to-be-pressed buttons might cause a trainee to focus on button locations rather than their icons. If the trainee later needs to use a differently-arranged interface, they may be unable to complete the tasks and may need retraining. The current study trained people with either location cues or icon cues and then had them perform the same tasks with a rearranged layout. The results indicate that what a trainee learns is impacted by the type of cue and the type of icons in the interface. When the interface contained icons that represented their function, participants trained with location cues had poorer accuracy and reported experiencing higher difficulty using the interface than participants trained with icon cues, suggesting that icon cues may lead to greater learning than location cues. Both groups, though, maintained similar accuracy when the interface rearranged, indicating they both learned button icons. When the interface contained abstract icons, participants trained with icon cues were able to maintain higher accuracy with the rearranged interface compared to participants trained with location cues suggesting they had greater knowledge of button icons. This finding indicates designers of procedural training programs should consider how cue type could impact a trainee's learning, particularly with abstract icons.
{"title":"Learning to direct attention: Consequences for procedural task training programs","authors":"Monique D. Crouse","doi":"10.1016/j.actpsy.2024.104502","DOIUrl":"10.1016/j.actpsy.2024.104502","url":null,"abstract":"<div><div>Procedural training programs such as augmented and virtual reality programs often present cues that direct trainees' attention to particular locations and/or items to facilitate learning. However, the impact of different types of cues on trainees' learning is poorly understood. For example, cues that indicate the location of to-be-pressed buttons might cause a trainee to focus on button locations rather than their icons. If the trainee later needs to use a differently-arranged interface, they may be unable to complete the tasks and may need retraining. The current study trained people with either location cues or icon cues and then had them perform the same tasks with a rearranged layout. The results indicate that what a trainee learns is impacted by the type of cue and the type of icons in the interface. When the interface contained icons that represented their function, participants trained with location cues had poorer accuracy and reported experiencing higher difficulty using the interface than participants trained with icon cues, suggesting that icon cues may lead to greater learning than location cues. Both groups, though, maintained similar accuracy when the interface rearranged, indicating they both learned button icons. When the interface contained abstract icons, participants trained with icon cues were able to maintain higher accuracy with the rearranged interface compared to participants trained with location cues suggesting they had greater knowledge of button icons. This finding indicates designers of procedural training programs should consider how cue type could impact a trainee's learning, particularly with abstract icons.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142319955","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 aimed to explore the relationship among the Big Five personality traits, emotional intelligence (EIQ), psychological capital (PsyCap), and teacher well-being (TPWB) within the context of higher education. The objective was to predict TPWB in university teachers by utilizing the Big Five personality traits and PsyCap while considering EI as a mediator. Data were collected from 708 teachers in Ethiopian higher education institutions. Participants completed the Emotional Intelligence Scale (EIS-16), Big Five Personality Inventory (BFI-10), Psychological Capital Questionnaire (PCQ-12), and Teacher Professional Well-Being Scale (TPWBS). The analysis included reliability tests, correlation analysis, validity assessment, measurement invariance, and serial mediation testing. The findings unveil a significant direct positive effect of Big Five personality traits on EIQ, PsyCap, and TPWB. Furthermore, PsyCap demonstrates a direct positive effect on TPWB. PsyCap fully mediates the relationship between the Big Five personality traits, EIQ, and TPWB, while EIQ partially mediates the relationships between the Big Five personality traits and PsyCap/TPWB, accentuating a serial mediation effect. Moreover, the personality trait of openness to experience positively predicts EIQ, PsyCap, and TPWB. Conscientiousness and agreeableness also positively predict EIQ, while extraversion directly influences PsyCap in a positive manner. However, neuroticism exerts a negative direct impact on EIQ, PsyCap, and TPWB. Additionally, emotional intelligence partially mediates the relationship between the five dimensions of the Big Five personality (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) and TPWB. In conclusion, PsyCap fully mediates the relationship between the Big Five personality traits, EIQ, and TPWB, while EIQ partially mediates the relationships between the Big Five personality traits and PsyCap/TPWB. These findings hold significant implications for enhancing well-being among teachers.
{"title":"A serial mediation model of Big 5 personality traits, emotional intelligence, and psychological capital as predictors of teachers' professional well-being","authors":"Girum Tareke Zewude , Yikunoamlak Mesfin , Fatiha Sadouki , Abate Getahun Ayele , Solomon Goraw , Tesfaye Segon , Mária Hercz","doi":"10.1016/j.actpsy.2024.104500","DOIUrl":"10.1016/j.actpsy.2024.104500","url":null,"abstract":"<div><div>This study aimed to explore the relationship among the Big Five personality traits, emotional intelligence (EIQ), psychological capital (PsyCap), and teacher well-being (TPWB) within the context of higher education. The objective was to predict TPWB in university teachers by utilizing the Big Five personality traits and PsyCap while considering EI as a mediator. Data were collected from 708 teachers in Ethiopian higher education institutions. Participants completed the Emotional Intelligence Scale (EIS-16), Big Five Personality Inventory (BFI-10), Psychological Capital Questionnaire (PCQ-12), and Teacher Professional Well-Being Scale (TPWBS). The analysis included reliability tests, correlation analysis, validity assessment, measurement invariance, and serial mediation testing. The findings unveil a significant direct positive effect of Big Five personality traits on EIQ, PsyCap, and TPWB. Furthermore, PsyCap demonstrates a direct positive effect on TPWB. PsyCap fully mediates the relationship between the Big Five personality traits, EIQ, and TPWB, while EIQ partially mediates the relationships between the Big Five personality traits and PsyCap/TPWB, accentuating a serial mediation effect. Moreover, the personality trait of openness to experience positively predicts EIQ, PsyCap, and TPWB. Conscientiousness and agreeableness also positively predict EIQ, while extraversion directly influences PsyCap in a positive manner. However, neuroticism exerts a negative direct impact on EIQ, PsyCap, and TPWB. Additionally, emotional intelligence partially mediates the relationship between the five dimensions of the Big Five personality (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) and TPWB. In conclusion, PsyCap fully mediates the relationship between the Big Five personality traits, EIQ, and TPWB, while EIQ partially mediates the relationships between the Big Five personality traits and PsyCap/TPWB. These findings hold significant implications for enhancing well-being among teachers.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0001691824003780/pdfft?md5=a5df4ab87e0ba9402115184ea8cf333b&pid=1-s2.0-S0001691824003780-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311544","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 : 2024-09-21DOI: 10.1016/j.actpsy.2024.104472
Manuela Macedonia , Brian Mathias , Claudia Rodella , Christian Andrä , Nasrin Sedaghatgoftar , Claudia Repetto
Prior studies suggest that the reductions in physical activity during Covid-19-related lockdowns impacted physical and mental health. Whether reductions in physical activity that occurred during lockdowns also relate to cognitive functions such as memory and attention is less explored. Here, we investigated whether changes in physical activity (PA) that occurred during and following Covid-19-related lockdowns could predict a variety of measures of cognitive performance in 318 young adults. Participants were assessed on their engagement in PA before, during, and after lockdowns. They also completed tests of cognitive control, working memory, and short-term memory following lockdown(s). As expected, engagement in PA decreased during lockdown and returned to near baseline levels thereafter. Decreases in PA during lockdown predicted individual differences in cognitive performance following lockdown. Greater reductions in PA during lockdown were associated with lower scores on the go/no-go task, a measure of cognitive control ability, and the n-back task, a measure of working memory performance. Larger post-lockdown increases in PA were associated with higher scores on the same tasks. Individual differences in pandemic-related stress and insomnia also predicted cognitive outcomes. These findings suggest that reductions of PA can predict cognitive performance, and underscore the importance of maintaining PA for cognitive health, especially in situations such as lockdowns.
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