Feelings or cognitions? Moral cognitions and emotions as longitudinal predictors of prosocial and aggressive behaviors

There is debate regarding the roles of sociomoral cognitions and emotions in understanding moral development. The short-term longitudinal relations among perspective taking, sympathy, prosocial moral reasoning, prosocial behaviors and aggression in adolescents were examined. Participants were 489 students (M age = 12.28 years, SD = .48; 232 boys) in public and private schools from predominantly middle class families in Valencia, Spain. Students completed measures of perspective taking, sympathy, prosocial moral reasoning, prosocial behaviors, and aggressive behaviors. Overall, structural equation modeling analyses showed that moral reasoning and emotions were interrelated and predicted both prosocial behaviors and aggression. Discussion focuses on the relevance of both social cognitions and emotions in moral development.     

Self-regulation and adaptation during and after college: A one-year prospective study

A longitudinal study examined the relation of academic self-regulation to female college students’ adaptation to graduation (n = 104 females). Self-regulation concerns the integration of social values and guidelines into personal values. Results showed that self-regulation in the academic domain was significantly related to lower levels of depressive symptoms over a year and that this relation was equally strong regardless of whether students continued in college or had graduated. Other personal factors, such as college performance, career exploration, and dispositional optimism were unrelated to adaptation. The findings support self-determination theory in showing that it is critical that students internalize the value of school participation as personally important and consistent with their goals.     

Moral/conventional transgression distinction and psychopathy in conduct disordered adolescent offenders

To date there are no studies examining the ability to make a moral/conventional transgression distinction in adolescent offenders with psychopathic traits. Based on the Psychopathy Checklist: Youth Version, we compared males with high (HP, n = 45), medium (MP, n = 31) and low psychopathy scores (LP, n = 39) on the moral convention distinction task. Under normal rule conditions the psychopathy groups did not differ in their ability to make a moral/conventional distinction. The HP group tended to view both transgression types as more permissible and conventional transgressions as less serious, than the LP group. Under modified rule conditions, the HP group exhibited reduced moral/conventional distinction scores compared to the MP group. The findings only partially replicate findings from previous M/C studies in children and adults with psychopathic traits. The work fits with more recent reports suggesting that psychopathy is not strongly associated with marked difficulties in cognitive theory of mind, perspective taking and moral judgements. Future studies should focus on the affective aspects of moral reasoning in offender samples.     

Associations Between Sleep Hygiene and Insomnia Severity in College Students: Cross-Sectional and Prospective Analyses

Although a small number of studies characterized cross-sectional associations between sleep hygiene and insomnia severity, no prior study has examined their relationships prospectively. Further, the relationship between sleep hygiene and insomnia severity among college students has rarely been examined. This study examined the prevalence of diverse sleep hygiene behaviors and their associations with insomnia severity in two independent samples of college students from a cross-sectional (N = 548; mean age = 19; 59% female; 71% White) and a two-wave short-term prospective (N = 157; mean age = 19; 71% female; 76% White) study. A total of 12% to 13% of students reported clinically significant insomnia. On average, students reported frequent engagement in inconsistent sleep-wake schedules and lounging and worrying/thinking about important matters in the bed. Improper sleep scheduling, behaviors that promote arousal near bedtime, and uncomfortable sleeping environments were positively associated with cross-sectional insomnia severity. After controlling for other well-established risk factors, only improper sleep scheduling remained significant. Prospectively, baseline improper sleep scheduling predicted insomnia severity at a 2-month follow-up after controlling for baseline insomnia severity and other well-established risk factors. Together, findings suggest a potential unique role of improper sleep scheduling in insomnia among college students.     

Bullying and defending behavior: The role of explicit and implicit moral cognition

Research on bullying has highlighted the role of morality in explaining the different behavior of students during bullying episodes. However, the research has been limited to the analysis of explicit measures of moral characteristics and moral reasoning, whereas implicit measures have yet to be fully considered. To overcome this limitation, this study investigated the association between bullying and defending, on one hand, and both explicit (moral disengagement, self-importance of moral values) and implicit (immediate affect toward moral stimuli [IAMS]) moral components, on the other hand. Young adolescents (N = 279, mean age = 11 years, 9 months, 44.4% girls) completed a series of self-report scales and individually performed a computer task investigating the IAMS. Two hierarchical regressions (bootstrapping method) were performed. Results showed that moral disengagement was associated with bullying and defending behavior at high levels of IAMS, however not when IAMS was low. In contrast, self-importance of moral values was not significantly associated to the two behaviors when IAMS was high whereas both associations were significant at low levels of IAMS. These results significantly expand previous knowledge about the role of morality in bullying and defending behavior. In particular, they highlight the role of the interaction between explicit and implicit moral dimensions in predicting bullying and defending behaviors.     

Experimental philosophy of actual and counterfactual free will intuitions

Five experiments suggested that everyday free will and moral responsibility judgments about some hypothetical thought examples differed from free will and moral responsibility judgments about the actual world. Experiment 1 (N = 106) showed that free will intuitions about the actual world measured by the FAD-Plus poorly predicted free will intuitions about a hypothetical person performing a determined action (r = .13). Experiments 2–5 replicated this result and found the relations between actual free will judgments and free will judgments about hypothetical determined or fated actions (rs = .22–.35) were much smaller than the differences between them (η_p² = .2–.55). These results put some pressure on theoretical accounts of everyday intuitions about freedom and moral responsibility.     

Associations between peer victimization,perceived teacher unfairness,and adolescents' adjustment and well-being

Negative relationships within the classroom, both with peers and teachers, can be very stressful for adolescents and are often found to be associated with a variety of negative outcomes. In this study, we investigated the concurrent role of peer victimization and perceived teacher unfairness in explaining psychosocial problems in a sample of 1378 Italian students (353 middle school students, M_age = 12.61, SD = 0.69, and 1025 high school students, M_age = 14.92, SD = 0.81). Structural equation modeling showed that both peer victimization and perceived teacher unfairness were positively associated with reports of more frequent psychological and somatic problems, and negatively related to satisfaction with friends and sense of safety. Only perceived teacher unfairness showed a significant association with satisfaction with school. Results of multi-group modeling demonstrated measurement invariance (total scalar invariance) across both gender and school-level groups. Some gender and school-level differences in the regression coefficients were found. In general, associations between the risk factors and adolescents' problems were stronger for girls and for higher school students. Findings confirmed that both peer victimization and perceived teacher unfairness are significant risk factors within the classroom microsystems. Implications for school psychologists are discussed.     

Perception of exertion and attention allocation as a function of visual and auditory conditions

AimThe aim of the present study was to test the role of auditory (e.g., music) and visual sensory modalities on perceived levels of exertion and attention processes across a 30% dynamometer-squeezing task. The study explored the dynamics embedded within the automated nature of the association–dissociation shift process.MethodSixty young adults (33 male and 27 female; M_age = 22.21 yrs, SD = 3.49) were recruited to perform a handgrip-squeezing task. They were randomly assigned to 4 groups of 15 participants. After establishing the maximal squeezing value they performed 30% max squeezing-task under one of four assigned condition: full vision and preferred music, full vision and no music, blindfolded and preferred music, and blindfolded and no music until volitional fatigue. Rate of perceived exertion and attention strategies were administered at 30 s intervals.ResultsA set of Repeated Measures ANOVAs indicated an additive effect of visual and auditory cues on the perception of exertion, and the dynamic pattern of attention shift. Participants who were given both forms of sensory information remained in a dissociative strategy for a significantly longer duration than participants in all other conditions.ConclusionsSeveral sensory modalities are required to affect perceived exertion and attention allocation while engaging in demanding workload. External stimuli may serve as mediating agents in diverting attention away from internal and painful stimuli. This distraction may likely contribute to the pleasantness of the exercise experience, ultimately leading to increased exercise participation and reduced dropout rates.     

La formation dans l’enseignement de la psychologie pour les étudiants de cycle supérieur : les compétences essentielles pour les nouveaux enseignants

What pedagogical skills are necessary for first-time college instructors? Ninety-two faculty (M = 41.3 years old, 68% female, 90.2% white, 91% born in the US) and 64 graduate students (M = 28.3 years old, 83% female, 87.5% white, 81% born in the US) listed the top three skills they believed were essential to instructors’ success in the college classroom. Despite differing levels of classroom teaching experience, graduate students and faculty members prioritized “survival” skills: public speaking, organization, and content mastery. Notable differences did emerge: faculty members were more likely to list reflection on teaching and graduate students were more likely to list classroom management and comfort with technology. Faculty also preferred more informal training methods (e.g., self-reflection, mentorship), whereas graduate students preferred more formal training methods (e.g., practice/experience, seminar/workshop). Recommendations for graduate teacher training programs include a focus on lower as well as higher-level skills and an attempt to incorporate formal and informal training methods.     

Alcohol use and dating violence among college students

IntroductionNumerous studies have focused on the association of dating violence (DV) and alcohol use. However, little research has as yet assessed their co-occurrence in short timeframes.ObjectiveThis study aims to investigate alcohol use in the two hours preceding DV and in the two hours following DV.MethodCollege students (n = 649, 71% females, mean age = 19.8) reported their experience of DV and their hazardous drinking on self-administered questionnaires. They also reported their alcohol use in the two hours preceding – as well as following – a specific DV event (i.e. insult between dating partners).ResultsChi-square tests outline that alcohol use in the two hours preceding an insult is associated with alcohol use in the two hours following an insult. Regressions show that higher scores of hazardous drinking puts students at risk of insulting or being insulted in a context of alcohol use.ConclusionThe findings can contribute to DV prevention programs among college students.     

Measurement invariance related to gender of the institutional integration scale

The Institutional Integration Scale (IIS) is claimed to measure five facets of college student academic and social integration. A revised two-factor model measuring the same facets but including social and academic integration in faculty and student factors was examined for invariance. Specifically, the invariance of the latent structure of the IIS across gender was investigated through multiple sample confirmatory factor analysis (MCFA). Two independent samples (n₁ = 1077, n₂ = 1547) of undergraduate students from a large Midwestern United States university made cross-validation of results possible. MCFA results revealed that the factor structure was essentially invariant and results replicated across the second sample. Latent means were not examined due to a lack of invariant intercepts.     

Two tests of the social cognitive model of well-being in Portuguese college students

A social cognitive model of well-being (Lent & Brown, 2006, 2008) was tested in two studies (one cross-sectional, one longitudinal) with Portuguese college students. Participants in Study 1 (N = 366) completed measures of academic self-efficacy, environmental support, goal progress, academic satisfaction and stress, trait positive affect, and overall life satisfaction at a single assessment. Those in Study 2 (N = 158) took the same measures at each of two time points, 15 weeks apart. A modified version of the model improved the fit to the data in Study 1. Optimal fit in Study 2 was achieved with a bidirectional version that modeled reciprocal relations of positive affect to both self-efficacy and support. The predictors in both studies accounted for substantial portions of the variance in academic domain satisfaction, academic stress, and life satisfaction. Implications for future research on the social cognitive model in educational and work settings are considered.     

Generalization of theory-based predictions for improved nutrition to adults with morbid obesity: Implications of initiating exercise

Exercise is a robust predictor of long-term success with weight loss, and research based on social cognitive theory suggests that exercise program-induced changes in self-regulation, mood, and self-efficacy transfer to improved eating. These relationships were tested in adults with morbid obesity (overall M_age = 43 years; 86% female; M_{body mass index} = 45 kg/m²) participating in a 6-month treatment of cognitive-behaviorally supported exercise paired with either standard nutrition education (n = 87) or cognitive-behavioral methods for controlled eating (n = 89). Based on multiple mediation analyses, improvements in self-regulation and self-efficacy were significantly associated with increased fruit and vegetable intake and reduced body mass index (BMI). The cognitive-behavioral nutrition methods were associated with greater improvements in fruit and vegetable intake and BMI, however, within both models, complete mediation was found after simultaneous entry of changes in self-regulation, mood, and self-efficacy, and exercise volume as mediators. Only the indirect effect of change in self-regulation was a significant (or marginally significant) independent mediator. Generalization of previously identified relationships between exercise program-induced improvements in psychosocial variables and improvements in nutrition and BMI were supported for individuals with morbid obesity. Based on these relationships, implications for behavioral treatments were discussed.     

Predicting drive for muscularity behavioural engagement from body image attitudes and emotions

We examined the potential moderating effects of appearance investment, body image disturbance, and situational body image dysphoria on the drive for muscularity attitude–behaviour relationship. Participants (339 British college men, M_AGE = 20.00 years, SD = 2.59) completed drive for muscularity attitude and behaviour, appearance investment, body image disturbance, and situational body image dysphoria measures. Results indicated higher levels of appearance investment, body image disturbance, and situational body image dysphoria were associated with increases in the drive for muscularity attitude's relationship with physique-enhancing behavioural engagement. Results help extend recent research that has moved beyond identifying correlates to examining ways that groups of variables interact to predict drive for muscularity behavioural engagement and may contribute to theory development.     

Will students pass a competitive exam that they failed in their dreams?

We tested whether dreams can anticipate a stressful exam and how failure/success in dreams affect next-day performance. We collected information on students’ dreams during the night preceding the medical school entrance exam. Demographic, academic, sleep and dream characteristics were compared to the students’ grades on the exam. Of the 719 respondents to the questionnaire (of 2324 total students), 60.4% dreamt of the exam during the night preceding it. Problems with the exam appeared in 78% of dreams and primarily involved being late and forgetting answers. Reporting a dream about the exam on the pre-exam night was associated with better performance on the exam (p = .01). The frequency of dreams concerning the exam during the first term predicted proportionally higher performance on the exam (R = 0.1, p = .01). These results suggest that the negative anticipation of a stressful event in dreams is common and that this episodic simulation provides a cognitive gain.     

The role of motion platform on postural instability and head vibration exposure at driving simulators

This paper explains the effect of a motion platform for driving simulators on postural instability and head vibration exposure. The sensed head level-vehicle (visual cues) level longitudinal and lateral accelerations (a_x,sensed = a_{x_head} and a_y,sensed = a_{y_head}, a_yv = a_{y_veh} and a_yv = a_{y_veh}) were saved by using a motion tracking sensor and a simulation software respectively. Then, associated vibration dose values (VDVs) were computed at head level during the driving sessions. Furthermore, the postural instabilities of the participants were measured as longitudinal and lateral subject body centre of pressure (X_CP and Y_CP, respectively) displacements just after each driving session via a balance platform. The results revealed that the optic-head inertial level longitudinal accelerations indicated a negative non-significant correlation (r = −.203, p = .154 > .05) for the static case, whereas the optic-head inertial longitudinal accelerations depicted a so small negative non-significant correlation (r = −.066, p = .643 > .05) that can be negligible for the dynamic condition. The X_CP for the dynamic case indicated a significant higher value than the static situation (t(47), p < .0001). The VDV_x for the dynamic case yielded a significant higher value than the static situation (U(47), p < .0001). The optic-head inertial lateral accelerations resulted a negative significant correlation (r = −.376, p = .007 < .05) for the static platform, whereas the optic-head inertial lateral accelerations showed a positive significant correlation (r = .418, p = .002 < .05) at dynamic platform condition. The VDV_y for the static case indicated a significant higher value rather than the dynamic situation (U(47), p < .0001). The Y_CP for the static case yielded significantly higher than the dynamic situation (t(47), p = .001 < 0.05).     

The utility of single-item readiness screeners in middle school

This study examined the benefit of utilizing one-item academic and one-item behavior readiness teacher-rated screeners at the beginning of the school year to predict end-of-school year outcomes for middle school students. The Middle School Academic and Behavior Readiness (M-ABR) screeners were developed to provide an efficient and effective way to assess readiness in students. Participants included 889 students in 62 middle school classrooms in an urban Missouri school district. Concurrent validity with the M-ABR items and other indicators of readiness in the fall were evaluated using Pearson product-moment correlation coefficients, with the academic readiness item having medium to strong correlations with other baseline academic indicators (r = ± 0.56 to 0.91) and the behavior readiness item having low to strong correlations with baseline behavior items (r = ± 0.20 to 0.79). Next, the predictive validity of the M-ABR items was analyzed with hierarchical linear regressions using end-of-year outcomes as the dependent variable. The academic and behavior readiness items demonstrated adequate validity for all outcomes with moderate effects (β = ± 0.31 to 0.73 for academic outcomes and β = ± 0.24 to 0.59 for behavioral outcomes) after controlling for baseline demographics. Even after controlling for baseline scores, the M-ABR items predicted unique variance in almost all outcome variables. Four conditional probability indices were calculated to obtain an optimal cut score, to determine ready vs. not ready, for both single-item M-ABR scales. The cut point of “fair” yielded the most acceptable values for the indices. The odd ratios (OR) of experiencing negative outcomes given a “fair” or lower readiness rating (2 or below on the M-ABR screeners) at the beginning of the year were significant and strong for all outcomes (OR = 2.29 to OR = 14.46), except for internalizing problems. These findings suggest promise for using single readiness items to screen for varying negative end-of-year student outcomes.     

Promoting an equitable and supportive school climate in high schools: The role of school organizational health and staff burnout

In response to persistent racial disparities in academic and behavioral outcomes between Black and White students, equitable school climate has drawn attention as a potential target for school reform. This study examined differences in Black and White students' experiences of school climate and explored whether indicators of school organizational health and staff burnout moderated differences in students' school experiences by race. Utilizing hierarchical linear modeling with a sample of 18,397 Black students (n = 6228) and White students (n = 12,169) and 2391 school staff in 53 schools, we found a consistent pattern of racial inequalities, such that Black students reported less positive experiences than White students across three indicators of school climate (caring γ = − 0.08, p < .001; equity γ = − 0.05, p = .007; and engagement γ = − 0.05, p < .001). In addition, we found significant, positive associations between aggregated staff-report of school organizational health and student-reported school climate (e.g., staff affiliation and student-perceived equity, γ = 0.07, p < .001). Surprisingly, a number of school organizational health indicators were more strongly associated with positive perceptions of school climate among White students than Black students, translating into greater racial disparities in perceived school climate at schools with greater organizational health (e.g., supportive leadership by race on student-perceived engagement, γ = − 0.03, p = .042). We also found negative associations between staff-reported burnout and students' experience of equity, such that the racial gap was smaller in schools with high ratings of burnout (γ = 0.04, p = .002). These findings have implications for educators and education researchers interested in promoting school social contexts that equitably support student engagement and success.     

Nightmare frequency is related to a propensity for mirror behaviors

We previously reported that college students who indicated engaging in frequent dream-enacting behaviors also scored high on a new measure of mirror behaviors, which is the propensity to imitate another person’s emotions or actions. Since dream-enacting behaviors are frequently the culmination of nightmares, one explanation for the observed relationship is that individuals who frequently display mirror behaviors are also prone to nightmares. We used the Mirror Behavior Questionnaire (MBQ) and self-reported frequencies of nightmares to assess this possibility.A sample of 480 students, consisting of 188 males (19.2 ± 1.73 years) and 292 females (19.0 ± 1.55 years) enrolled in a first-year university psychology course, participated for course credit. They completed a battery of questionnaires that included the 16-item MBQ, plus an item about nightmare frequency (NMF) in the past 30 days. NMF scores were split to create low, medium, and high NMF groups.MBQ total scores were significantly higher for female than for male subjects, but an interaction revealed that this was true only for Hi-NMF subjects. MBQ Factor 4, Motor Skill Imitation, paralleled this global interaction for females, whereas MBQ Factor 3, Sleepiness/Anger Contagion, was elevated only for Hi-NMF males. Item analyses indicated that Hi- and Med-NMF females scored higher than Lo-NMF females on the 3 items of Factor 4 that reflect voluntary imitation (imitating famous/cartoon voices, being a physically active spectator, and learning new skills by observing), as well as on 2 other items that reflect involuntary imitation (contagious yawning and self-rated empathy). Although Hi- and Lo-NMF males differed most clearly on the sleepiness item of Factor 3, all 3 items on this factor (including anger contagion and contagious yawning) are plausibly associated with perception of and response to social threat.Results provide evidence that among females nightmares are associated with voluntary and involuntary mirror behaviors during wakefulness, while among males nightmares are associated with threat-related mirror behaviors during wakefulness. They thus support the possibility that the association between mirror behaviors and dream-enacting behaviors is due to a common mirror neuron mechanism that underlies mirror behaviors and nightmares and that involves motor, rather than emotional, resonance. These results have implications for understanding the comorbidity of nightmares and other pathological symptoms such as imitative suicidal behaviors, the influence of observational learning on dissociative symptomatology, and the predominance of threat and aggression in the dream enacting behaviors of REM sleep behavior disorder.