Construct validation of the Narcissistic Admiration and Rivalry Questionnaire in Spanish-speaking countries: Assessment of the reliability,structural and external validity and cross-cultural equivalence

A recent re-operationalisation of grandiose narcissism has resulted in the distinction of two narcissistic strategies based on the cognitive, affective-motivational and behavioural dynamics: admiration (assertive self-enhancement) and rivalry (antagonistic self-protection). The Narcissistic Admiration and Rivalry Questionnaire (NARQ) was developed to assess this model with two higher-order dimensions. However, cross-validations of the NARQ have not been extensively conducted across diverse population groups and languages. This study aimed to test the internal and external validity (through the relation with envy and self-esteem), reliability and cross-cultural equivalence of the Spanish version of the NARQ. The psychometric properties were evaluated in a Spanish sample (N = 310), and cross-cultural equivalence was tested in participants from Chile (N = 234) and Colombia (N = 256). The results supported the reliability and validity of the Spanish NARQ, as well as the cross-cultural equivalence across Spanish-speaking countries. In addition, we discuss obtained differences across Spanish, Chilean and Colombian sample within two narcissistic strategies.     

A measurement model of women's behavioral risk taking.

The current study was designed to gain a better understanding of the nature of the relationship between substance use and sexual risk taking within a community sample of women (N = 1,004). Using confirmatory factor analysis, the authors examined the factor structure of sexual risk behaviors and substance use to determine whether they are best conceptualized as domains underlying a single, higher order, risk-taking propensity. A 2 higher order factor model (sexual risk behavior and substance use) provided the best fit to the data, suggesting that these 2 general risk domains are correlated but independent factors. Sensation seeking had large general direct effects on the 2 risk domains and large indirect effects on the 4 first-order factors and the individual indicators. Negative affect had smaller, yet still significant, effects. Impulsivity and anxiety were unrelated to sexual health risk domains.     

Teacher’s use of praise,clarity of school rules and classroom climate: comparing classroom compositions in terms of disruptive students

Clarity of school rules and teachers’ use of praise are strategies suggested to facilitate a positive classroom climate. Studies indicate difficulties for teachers to use such approaches in classrooms with higher levels of disruption. To study (1) if student-rated clarity of school rules, use of praise, and classroom climate differ between students in classes with lower numbers of disruptive students versus classes with higher numbers, (2) if clarity of school rules and teacher’s use of praise are longitudinally associated with classroom climate, (3) if the possible longitudinal association differs between groups, classes (n = 109) in school grades 5–7 were divided into two groups, based on head teacher ratings of disruptive students in class. Baseline and 12-month follow-up responses collected within a Swedish trial were used to perform multiple regression analysis, to compare groups and to investigate possible longitudinal associations. Students in classes with less disruption rated all variables more positively. Classroom climate deteriorated over time in both groups, even if the low disruption group perceived their climate as more positive at follow up. Clarity of school rules did not substantially contribute to classroom climate longitudinally, whereas teacher’s use of praise to some extent did. The difference in longitudinal associations between groups was marginal, hence our hypothesis on weaker associations in the high disruption group could not be confirmed. Clarity of school rules is not longitudinally associated with classroom climate, but teachers may positively influence the learning environment by giving praise, regardless of level of disruption.     

Affectivity and the distinction between minimal and narrative self

Continental Philosophy Review - In the contemporary phenomenological literature it has been argued that it is possible to distinguish between two forms of selfhood: the “minimal” and...