Reciprocal effects of esport participation and mental fatigue among Chinese undergraduate students using dynamic structural equation modeling

Esport has emerged as a global phenomenon in recent years, particularly among college students, but limited studies have examined its relationship with mental fatigue. This study aimed to examine the relationship between esport participation and mental fatigue among Chinese undergraduate students. Data from 63 college students who completed a 15-day survey were analyzed using bivariate dynamic structural equation modeling. Results showed that 80.95% of students who played more esport also experienced more mental fatigue immediately after gameplay. In addition, 25.40% of students who experienced increased mental fatigue immediately after gameplay reduced their subsequent esport participation time 12 h later. In general, students who participated in esport for longer were more likely to experience higher mental fatigue, lingering feelings of mental fatigue, and to reduce their subsequent esport participation time as a result of previously increased after-game mental fatigue. Our findings suggest that participating in more esport not only leads to increased mental fatigue immediately following gameplay, but that a sustained high level of esport participation is also associated with a consistent high level of mental fatigue and a lingering feeling of mental fatigue. Health promotion professionals and policymakers should explore measures that might be implemented to promote healthier esport behaviors among college students.     

The Role of Socioeconomic Status in SAT-Grade Relationships and in College Admissions Decisions

This article examines the role of socioeconomic status (SES) in the relationships among college admissions-test scores, secondary school grades, and subsequent academic performance. Scores on the SAT (a test widely used in the admissions process in the United States), secondary school grades, college grades, and SES measures from 143,606 students at 110 colleges and universities were examined, and results of these analyses were compared with results obtained using a 41-school data set including scores from the prior version of the SAT and using University of California data from prior research on the role of SES. In all the data sets, the SAT showed incremental validity over secondary school grades in predicting subsequent academic performance, and this incremental relationship was not substantially affected by controlling for SES. The SES of enrolled students was very similar to that of specific schools' applicant pools, which suggests that the barrier to college for low-SES students in the United States is a lower rate of entering the college admissions process, rather than exclusion on the part of colleges.     

A Multi-Study Examination of Well-Being Theory in College and Community Samples

Well-being theory (WBT) proposes five indicators of well-being [i.e., positive emotion, engagement, relationships, meaning, achievement (PERMA)] that are, independently, empirically supported predictors of flourishing (i.e., an optimal level of well-being; Seligman in Flourish: a visionary new understanding of happiness and well-being. Free Press, NY, 2011). However, there is limited empirical support for the multidimensional model suggested by WBT. Two studies sought to test and validate the higher-order factor structure of the five components of PERMA and PERMA’s ability to predict concurrent and prospective flourishing outcomes (e.g., physical health, college success). In Study 1, a longitudinal examination of college students, participants completed measures of well-being (including four of the five PERMA indicators), physical health, and college success at the end of their sophomore, junior, and senior years. In Study 2, a larger, cross-sectional study was conducted online to further validate the PERMA model with a broader sample and all five PERMA indicators. Participants completed measures similar to those administered at Study 1 and other measures used to validate Study 1 measures. Results from Study 2 further validated the PERMA model by comparing Study 1 measures to established measures and by adding meaning to the model. Study 1 and Study 2 PERMA models predicted markers of well-being (e.g., vitality, life satisfaction) and flourishing (e.g., physical health). The two studies reported here provide cross-sectional and longitudinal support that WBT is useful for predicting flourishing.     

A Case Illustrating the Concept of the Alpha Schizophrenic

The construct validity of the Academic Self-Concept Scale (Reynolds, in press) as a measure of an academic facet of general self-concept in college students was examined. Subjects were 589 undergraduate students from three colleges. Convergent validity was demonstrated in the form of correlations between the academic self-concept measure and subjects' grade point average (GPA), and scores on measures of general self-concept and locus of control. A multiple regression analysis of the Academic Self-Concept Scale produced a multiple correlation of .59 with GPA and general self-concept. Discriminant validity was shown via low correlations between academic self-concept and measures of mental ability and social desirability. As expected, differences in academic self-concept between year levels in college were also found. Factor analysis of the Academic Self-Concept Scale and subsequent oblique rotation resulted in seven interpretable factors. The results of this investigation lend support for the construct validity of the Academic Self-Concept Scale.     

Applying the social cognitive model of career self-management to career exploration and decision-making

We present two studies applying the social cognitive model of career self-management (Lent & Brown, 2013) to career exploration and decision-making outcomes in college students. In the first study (N = 180 college students), we developed a new, brief measure of career exploration and decision-making self-efficacy for use in subsequent model testing. The measure yielded two factors, decisional self-efficacy and coping efficacy, with adequate internal consistency reliability estimates. The decisional self-efficacy factor related strongly to an established measure of career decision self-efficacy and produced theory consistent relations with measures of outcome expectations, social support, conscientiousness, exploration goals, prior engagement in career exploration, decisional anxiety, and level of career decidedness. In the second study (N = 215 college students), we re-examined the factor structure of the new self-efficacy measure and used it to assess the tenability of the self-management model in a path analysis predicting exploration goals, decisional anxiety, and career decidedness. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. Implications of the findings for the social cognitive model as well as for future research and practice are considered.     

A longitudinal study of relations between job stressors and job strains while controlling for prior negative affectivity and strains

Interpretation of observed relations between job stressors and job strains in cross-sectional surveys is often ambiguous because of possible 3rd variables (both stable background factors, such as personality, and transitory occasion factors, such as mood). In this longitudinal study, negative affectivity (NA) and strains were assessed both in college and later on the job. Stressors were assessed only on the job. Evidence was found that some background factors affected measures of job stressors and job strains in that college measures were significantly related to subsequent measures on the job. Relations between job stressors and job strains, however, were in most cases not affected significantly when prior strains and NA were controlled for. Furthermore, the results suggested that NA measures are subject to occasion factors.     

Moderation of the relation between person–environment congruence and academic success: Environmental constraint,personal flexibility and method

The relation of interest–major congruence to indicators of college success was examined as it was moderated by environmental constraint, individual flexibility, and congruence definition in an initial sample of 88,813 undergraduates (38,787 men and 50,026 women) from 42 different colleges and universities in 16 states. College achievement (GPA after 1 semester and 2 years), persistence (enrollment status after 1 year and after 2 years) and major persistence in year 3 were used as criteria of college success. The significance of congruence (i.e., Euclidean distance and profile correlation) and its moderators above that of measures of academic achievement (i.e., ACT scores) and gender were examined for each of the college outcome criteria using hierarchical modeling. Results indicated that both the environmental constraint of the major and the interest flexibility of the individual moderated the congruence–outcome relation for both types of congruence indices. There was a greater relation between congruence and college outcomes for those majors that had more homogeneity and were more differentiated (i.e., were more constrained) than for majors where this was not true. There was a stronger relation between congruence and college outcomes for those individuals with lower overall profile levels (i.e., low flexibility) than those with high. Findings point to the importance of interest–major congruence in the college outcome process, but also highlight the complexity of the congruence–outcome relation.     

Rumination as a vulnerability factor to depression during the transition from early to middle adolescence: a multiwave longitudinal study

The current study examined vulnerability to depression during the transition from early to middle adolescence from the perspective of the response styles theory. During an initial assessment, 382 adolescents (ages 11-15 years) completed self-report measures assessing rumination and depressive symptoms as well as a semistructured clinical interview assessing current and past major depressive episodes. Every 3 months for the subsequent 2 years, adolescents completed self-report measures assessing depressive symptoms and negative events. Every 6 months, adolescents completed a semistructured clinical interview assessing the onset of new major depressive episodes. Higher levels of rumination were associated with a greater likelihood of exhibiting a past history of major depressive episodes, a greater likelihood of experiencing the onset of a future major depressive episode, and greater duration of future depressive episodes. Consistent with a vulnerability-stress perspective, rumination moderated the association between the occurrence of negative events and the development of future depressive symptoms and major depressive episodes.     

中国大学生应对方式变迁的横断历史研究

为探究近15年来我国大学生应对方式的年代特点,对2001至2015年67篇采用肖计划等人编制的应付方式问卷测量我国大学生（涉及35332名被试）应对方式的研究报告进行了横断历史的元分析。结果表明：（1）近15年来,我国大学生应对方式在“解决问题”“求助”这2个因子上的得分随年代显著上升,总体来说我国大学生愈益倾向于采取积极的应对方式。（2）男生除“解决问题”、女生除“求助”因子没有显著变化外,其余因子都显著升高,而且应对方式各因子得分的性别差异不明显。     

Linguistic Acquisitional Style and Mentalising Development: The Role of Maternal Mind-mindedness

We investigated three main questions: (a) Is there consistency over time in mothers' mind-mindedness (the proclivity to treat one's child as an individual with a mind)? (b) Does mind-mindedness relate to children's subsequent mentalising development? and (c) Is mentalising development related to children's linguistic acquisitional style? Two measures of early vocabulary—proportion of common nouns and proportion of frozen phrases—were obtained at 20 months. Three measures of maternal mind-mindedness were taken: (a) mothers' reports of nonstandard words in their children's vocabularies; (b) mothers' meaningful interpretations of their children's early vocalizations; and (c) mothers' propensity to focus on their children's mental attributes at age 3. Children's mentalising abilities were assessed using the “false belief and emotion” task (Harris, Johnson, Hutton, Andrews, & Cooke, 1989) at age 5. There was clear evidence for consistency in mind-mindedness between 20 months and 3 years. All three measures of mind-mindedness were positively related to children's performance on the false belief and emotion task, but children's linguistic acquisitional style was not related to subsequent mentalising ability. These findings are interpreted as providing support for the view that caregivers' behavior is critical in helping children acquire a “theory of mind.”     

Vulnerability to depressive mood reactions: toward a more powerful test of the diathesis-stress and causal mediation components of the reformulated theory of depression

To provide a more powerful test of the diathesis-stress component of the reformulated theory of depression (Abramson, Seligman, & Teasdale, 1978), we extended and refined the Metalsky, Abramson, Seligman, Semmel, and Peterson (1982) study and examined whether the content of college students' attributional styles (hypothesized attributional diathesis) as measured at Time 1 interacted with the outcomes students received on a class midterm exam to predict their subsequent depressive mood responses. In addition, to test the mediation component of the theory, we examined whether the relation between the hypothesized attributional diathesis and failure students' subsequent depressive mood responses to their low midterm grades was mediated by the particular causal attributions these students made for their low grades. The results partially corroborated the current statement (Abramson, Alloy, & Metalsky, 1986; Abramson, Metalsky, & Alloy, 1986a, 1986b) of the diathesis-stress component of the theory. Whereas students' immediate depressive mood reactions were predicted solely by the outcomes they received on the class midterm exams, their enduring depressive mood reactions were predicted solely by the hypothesized Attributional Diathesis X Outcome on Midterm Exam interaction. The direction and form of the interaction were in line with prediction. The results fully corroborated predictions derived from the mediation component of the theory as they applied to students' enduring mood responses.     

大学生对年轻人和老年人的年龄刻板印象

采用内隐联想测验(IAT)和相应的外显测量,考察了大学生被试对年轻人和老年人的内隐和外显年龄刻板印象。结果表明:大学生被试在身体特征、个人表达和认知能力等3个方面对老年人都普遍存在明显消极的内隐态度;而在外显测量中,对年轻人和老年人的态度不存在显著差异;内隐和外显的年龄刻板印象测量之间相关不显著,可以用不同的记忆系统理论和联结-命题评价(APE)模型来解释内隐和外显测量不一致现象;不同性别的大学生被试在外显态度测量和内隐联想测验中测得的年龄刻板印象均不存在显著差异。     

简单非一致:以再认启发式使用为例

再认启发式理论认为人们仅依赖再认做出决策。以两项高低不同再认预测力(效度)的任务为材料,选取初中生(N=138,M=14.1岁)和成年大学生(N=136,M=19.3岁)被试,探讨再认启发式使用特征。使用层级多项式加工树模型对数据进行分析,结果显示:(1)初中生较大学生认识的材料数更少或运用知识比较的正确率更低;(2)再认启发式使用存在被试异质性;(3)初中生再认启发式的使用低于大学生。结论:知识表现出随年龄增长的趋势,再认启发式的使用存在较大的个体差异和群体差异,决策时初中生相比大学生会更少依赖再认线索。     

"When no means no": can reactance augment the theory of planned behavior?

A longitudinal study examined women's clinic attendance for treatment and follow-up after having received an abnormal cervical screening result. Participants (N = 660) completed questionnaire measures of variables specified by the theory of planned behavior and J. Kuhl's (2000) measure of low volitional control--reactance--prior to receiving up to 3 subsequent appointments during the following 15 months. The theory of planned behavior was capable of predicting persistent attendance and discriminated women who kept all of their scheduled appointments from those who dropped out from treatment. Consideration of reactance enhanced prediction of behavior and discriminated between women who delayed appointment keeping and women who ceased attending.     

Ability factors and cognitive processes

Several measures of the speed of information processing were related to ability factors derived from the Cattell-Horn theory of fluid and crystallized intelligence. Ninety-one college students took a battery of paper and pencil tests designed to measure four ability factors: fluid intelligence (Gf), crystallized intelligence (Gc), spatial visualization (Gv), and clerical perceptual speed (CPS). They also performed paper and pencil and computerized versions of three information processing tasks: mental rotations, letter matching, and sentence verification. Correlations among the ability measures, among the information processing measures, and between the two domains were analyzed using confirmatory factor analysis. The four ability factors were found to be largely independent in this college population. Speed of letter-matching and sentence verification were highly correlated, but neither was related to speed of mental rotation. Mental rotation speed was strongly correlated with Gv; letter matching speed was correlated with CPS; and sentence verification speed was correlated with both Gc and CPS.     

The predictive strength of personal constructs versus conventional constructs: self-image disparity and neuroticism

Idiographic personal construct (PC) measures of self-image disparity were hypothesized to be stronger than nonidiographic conventional construct (CC) measures in predicting neuroticism. Ninety-six college students completed PC and CC measures of real self, ideal self, social self, and ideal social self; the NEO Five-Factor Inventory; and the Marlowe-Crowne Social Desirability Scale. Content analysis showed that individuals' PC measures were unique. The disparity between real self and ideal self and the disparity between social self and ideal social self were computed for PC and CC; test-retest reliabilities were .76 to .81. Results of simultaneous multiple regression analyses supported the hypothesis. Also, the two-variable PC self-image disparity scores were stronger than one-variable PC esteem scores in predicting neuroticism. Implications were discussed for research method, self-concept theory, personal construct theory, neuroticism, and psychotherapy.     

Preliminary Validation of a Korean Version of the Acquired Capability for Suicide Scale‐Fearlessness About Death

The interpersonal‐psychological theory of suicide proposes that the desire for suicide must be accompanied by the capability to do so in order for an individual to engage in suicidal behavior. The Acquired Capability for Suicide Scale‐Fearlessness about Death (ACSS ‐FAD ) measures fearlessness about death, a core component of the capability for suicide. This study aimed to validate a Korean version of the ACSS ‐FAD in a college student sample. We administered the ACSS ‐FAD and measures of suicide ideation, fear of suicide, death anxiety, pain anxiety, and depression in a sample of Korean college students (N  = 301) and analyzed its reliability, factor structure, invariance across genders, convergent validity, and discriminant validity. The one‐factor model achieved satisfactory model fit. Across genders, partial metric invariance and partial scalar invariance were established. The results also revealed that the ACSS ‐FAD has good internal consistency, convergent validity (positive correlations with fear of suicide, death anxiety, and pain anxiety), and discriminant validity (no relation with depression). The Korean version of the ACSS ‐FAD presents adequate psychometric properties and may be considered to be a promising instrument for measuring fearlessness about death in college students.     

Can the Media Help Women Be Better at Math? Stereotype Threat,Selective Exposure,Media Effects,and Women's Math Performance

This study examines women's media selections when under the gender–math stereotype threat and the subsequent media effects on their math performance through the lens of the Selective Exposure Self‐ and Affect‐Management (SESAM) model, mood management theory, and social comparison theory. Female college students were randomly assigned to the stereotype threat condition or the control condition; then, they selectively browsed magazine pages showing female role models in stereotypical domains (beauty or family) and counterstereotypical domains (career or science) before taking the math test. The results show that women spent more time on career magazines when under threat, and this selective exposure's effect on their math performance was moderated by their assimilation to the role models.     

Individual Differences in Social Dominance Orientation Predict Support for the Use of Cognitive Ability Tests

This study investigates the personality processes involved in the debate surrounding the use of cognitive ability tests in college admissions. In Study 1, 108 undergraduates (M_age = 18.88 years, 60 women, 80 Whites) completed measures of social dominance orientation (SDO), testing self‐efficacy, and attitudes regarding the use of cognitive ability tests in college admissions; SAT/ACT scores were collected from the registrar. Sixty‐seven undergraduates (M_age = 19.06 years, 39 women, 49 Whites) completed the same measures in Study 2, along with measures of endorsement of commonly presented arguments about test use. In Study 3, 321 American adults (M_age = 35.58 years, 180 women, 251 Whites) completed the same measures used in Study 2; half were provided with facts about race and validity issues surrounding cognitive ability tests. Individual differences in SDO significantly predicted support for the use of cognitive ability tests in all samples, after controlling for SAT/ACT scores and test self‐efficacy and also among participants who read facts about cognitive ability tests. Moreover, arguments for and against test use mediated this effect. The present study sheds new light on an old debate by demonstrating that individual differences in beliefs about hierarchy play a key role in attitudes toward cognitive ability test use.