Behavioral Sciences最新文献

This study investigated early childhood education (ECE) teachers' workplace fun and its relationship with their psychological capital and work engagement, both of which are crucial elements in improving their work efficiency. The relationship was investigated using quantitative methodology. Hypotheses and conceptual models were tested by structural equation modeling (SEM) on the raw data from 196 full-time ECE teachers via questionnaire surveys that investigated ECE teachers' experiences of four aspects of workplace fun (i.e., formal fun activities, supportive practices for fun, coworker socializing, and fun job responsibilities). It was revealed that fun job responsibilities positively predicted the work engagement of ECE teachers. Furthermore, supportive practices for fun at ECE centers can indirectly predict the work engagement of teachers via the mediating effect of psychological capital. Based on the findings of this study, suggestions are provided to enhance teachers' work engagement, including implementing supportive practices for fun by organizational management and promoting enjoyment in teachers' job responsibilities.

Traumatic experiences are significant life events that are thought to impact one's personal life narrative and narrative identity. Individuals who have experienced trauma may display fragmented memories and decreased narrative cohesion, resulting in trauma narratives that are disjointed and poorly integrated into the larger picture of their lives. Metacognition, defined as the ability to form increasingly complex and integrated ideas about the self, others, and the wider world, offers a framework to better understand life narratives and has been proposed as a construct that allows personal narratives to evolve in response to new experiences. In this paper, we will review the alterations commonly observed in trauma narratives. We will utilize the integrated model of metacognition as a framework to understand these deviations with an eye toward clinical implications. Although treatments that focus on trauma narratives exist, we argue that the study of metacognition provides unique insights into the process of integration of traumatic experience into an evolving personal narrative and may allow for more complete treatment of trauma-related disorders.

Stressful life events are important risk factors in the development of adolescent depression. Executive function is significant in the stress-depression link. However, it is not clear whether there is a specific effect for subcomponents of executive function (working memory, inhibition, and shifting). Therefore, the present study recruited 213 adolescents (mean age (M_age) = 15.19 years, SD = 1.27, range = 12.00-18.00 years, and 53.00% girls) and measured their perceived stress using the questionnaire of the Adolescent Self-Rating Life Events Checklist, working memory ability by two-back tasks, inhibition ability by Stroop tasks, and shifting ability by Wisconsin Card-Sorting tasks. Results showed that stressful life events positively correlated with adolescents' depression, while stressful life events negatively linked with working memory and inhibition. Depression was negatively associated with working memory and inhibition. No significant correlation was found between shifting and either stressful life events or depression. Mediation analyses revealed that working memory and inhibition mediated the link between stressful life events and adolescent depression, while shifting did not show a mediating effect. Our findings provide further evidence for the precise effect of executive function in the stress-depression link, implicating that different subcomponents should be considered to provide targeted intervention to alleviate adolescents' depressive symptoms.

The October 7th events precipitated an unprecedented psychological crisis for Israeli families, particularly affecting parents of children with special needs. This empirical study aimed to investigate the psychological factors contributing to parental stress and mental health outcomes in a community sample of 2097 parents, comparing those with children with special needs (n = 540) to those with typically developing children (n = 1557). Findings revealed that parents of children with special needs exhibited significantly higher levels of attachment anxiety and avoidance, parental stress, and intolerance of uncertainty, while reporting lower levels of parental competence, perceived social support, and mental health. Notably, meaning in life did not significantly differ between the groups. Correlational analyses indicated that attachment anxiety and avoidance were negatively correlated with parental competence, social support, meaning in life, and mental health while positively correlating with parental stress and intolerance of uncertainty. Mediation analyses showed that attachment anxiety and avoidance significantly predicted increased parental stress and reduced mental health, with these effects mediated by lower parental competence and diminished meaning in life. Moreover, intolerance of uncertainty mediated the effect of attachment anxiety on mental health. However, the mediating role of perceived social support on parental stress was absent among parents of children with special needs. These findings underscore the need for targeted interventions that bolster parental resilience, particularly for families of children with special needs during times of crisis.

The present study examines the relationship between future self-continuity (FSC) and grit in college students, focusing on the mediating role of future time perspective (FTP) and its dimensions. A survey was conducted among 389 college students from universities in Beijing and Guizhou Province using relevant questionnaires. The results show the following: (1) FSC positively predicts grit (r = 0.25, p < 0.01); (2) a significant mediating role of FTP was found between FSC and grit; (3) and among the dimensions of FTP, behavioral commitment and future purpose consciousness significantly mediated the relationship between FSC and grit. This study demonstrates that FSC shapes college students' grit through the mediation of future time perspective.

This pilot study investigated how viewers perceive Monica Geller's personality using three evidence-based personality models: Big Five, HEXACO, and Cloninger's Biopsychosocial Model. Additionally, it examined how these perceptions are associated to audiences' engagement in parasocial relationships with this iconic character from the sitcom Friends. A sample of sixty-three participants assessed Monica's personality by responding to the Big Five Inventory (BFI), the HEXACO-60, and the Temperament and Character Inventory (TCI-60). Participants also completed the Multidimensional Measure of Parasocial Relationships (MMPR). Personality scores were contextualized against U.S. population norms (N_BFI = 711, N_HEXACO = 1126, N_TCI = 1948) and Pearson correlations were conducted to explore associations between personality traits and the Affective, Behavioral, Cognitive, and Decisional dimensions of parasocial engagement. Normative comparisons revealed Monica's perceived Openness and Agreeableness in the Big Five and her Openness and Agreeableness in the HEXACO as significantly below average, while her Big Five Neuroticism and her HEXACO Conscientiousness were significantly above average. In the Biopsychosocial Model, Monica's Persistence was significantly higher than population norms, while Cooperativeness was significantly lower. Big Five Agreeableness showed correlations across all parasocial engagement dimensions. HEXACO Emotionality was strongly linked to the Affective and Behavioral dimensions, while Honesty-Humility was associated with Cognitive parasocial engagement. In the Biopsychosocial Model, Reward Dependence and Cooperativeness were associated with Cognitive and Affective parasocial engagement, while Self-Directedness was linked to the Behavioral dimension. The Biopsychosocial Model offered the most comprehensive insights, capturing the multidimensional nature of viewer-character engagement. The Big Five and HEXACO models added valuable perspectives, particularly in explaining that traits associated with trust and kindness are linked to decision making. These findings emphasize the importance of integrating multiple personality frameworks to advance the understanding of parasocial relationship engagement, shedding light on the nuanced ways personality traits shape audience perceptions and relationships with media characters, with significant implications for media psychology and personality research. Limitations and avenues for future developments are discussed, building on the insights from this pilot study.

Treatment provided by psychological counselors is a professional solution to prevailing mental health issues. Despite the presence of several narrative reviews, the counseling competencies have not been systematically examined based on empirical studies. Therefore, the present study aimed to comprehensively clarify the core counseling competencies using the scoping review method. Five databases were searched, including Web of Science, PsycINFO, PubMed, WANFANG, and CNKI. The articles were included or excluded based on strict criteria of having a specific focus on the general counseling competencies. The competencies were extracted using a three-stage coding process following the principles of the Grounded Theory method. Only 15 studies qualified and were subsequently coded to extract the relevant competencies. Through the three-level coding, 122 competencies were initially identified; then, 30 core competencies were obtained by merging similar items. Based on the attributes of the core competencies, four categories finally emerged: (1) attitude, (2) personality, (3) knowledge, and (4) skill and ability. The precise definition of each core competence was explicitly articulated and presented with references. The category of skill and ability emerged as the most frequently reported in the articles reviewed. The empirical research on counseling competencies was limited. The present study enumerated 30 core competencies for counselors and further extracted four categories from them. The findings contribute to the establishment of a compelling framework that facilitates a comprehensive understanding of the pivotal areas for counselors' professional growth and development.

Young children typically engage in cognitive control reactively in response to specific situations, rather than proactively preparing for them. The developmental change from reactive to proactive control seems to happen gradually across early development and ultimately results in a qualitatively different behavior pattern. However, existing evidence is mainly based on cross-sectional designs. Thus, this study adopted a longitudinal design to examine the transition from reactive control to proactive control in preschoolers. Sixty preschoolers aged 4 (n = 31) and 5 (n = 29) were recruited and required to complete two cognitive control tasks (i.e., an AX-Continuous Performance Test and a Cued Task-Switching task) twice within a five-month interval. The results showed that the children improved their cognitive control skills across both tasks, demonstrating a predominantly reactive control pattern during the time interval. This improvement reflects an age-related gradual change, which is a preparation for evolving into a qualitatively different behavioral pattern over time. These findings provide longitudinal evidence for the developmental change from reactive to proactive control in early childhood strategies.

Research is needed on the myths regarding child sexual abuse in order to address commonly held misconceptions in persons training for professional careers in relevant fields for child protection. We present our translated, validated, and expanded Child Sexual Abuse Myth Scale (CSAMS-G). It was tested on a sample of 569 students studying either education, social work, law, or policing. Results of confirmatory factor analysis revealed a good model fit for our assumed factorial structure. Acceptable results on internal consistency were confirmed with McDonald's ω. We also present the first results on the acceptance of child sexual abuse myths in our sample. Overall, myth acceptance was low, but a few exceptions were found, especially for the newly added items. We found group differences in factor scores for gender as well as between survivors and non-survivors of child sexual abuse.

Perceiving facial attractiveness based on partial information is a common experience in social interactions, where we often view only parts of faces. However, our understanding of predictions of the whole face from its parts remains limited. This study investigated this by dividing faces into the top and bottom halves (Study 1) and the forehead, eyes, nose, and mouth (Study 2). We compared how attractiveness was predicted from these parts versus when the whole face was fully observed. In the findings, overestimations occurred when predicting from the eyes (or the top half). Similarly, predictions from the nose resulted in overestimations, though to a lesser extent. In contrast, no difference was found between the predicted and observed attractiveness of the whole face when predicting from the mouth (or the bottom half). Further analysis revealed that the eyes were the most significant predictor of facial attractiveness across all facial features. Interestingly, higher attractiveness of the eyes was associated with a greater extent of overestimations in predictions from the eyes, whereas predictions from other parts exhibited a reduced extent of overestimations. These findings implied that predictions were influenced by the eyes, underscoring the critical role the eyes play in the process of predicting facial attractiveness.