Gender differences in the relationship of moderator variables to stress and symptoms

Abstract

This study focused on gender differences in the relationship of four moderator variables (hostility, social support, optimism, and Type A behavior) to perceptions of symptoms and stress based on a sample of 120 female and 79 male undergraduates. Results confirmed significant gender differences in hostility, Type A behavior, and social support but not in optimism. Multiple regression analyses exposed distinct gender differences. For females, social support accounted for 21% and hostility 5% of the total variance in perceived stress. For males, only hostility accounted for any significant variance (10%). Hostility contributed 21% and social support contributed 13% to the total variance in the number of symptoms for females. For males, optimism contributed 14% and hostility 5%. Results indicate that social support is a potent variable for females in their perception of both stress and symptoms but essentially unrelated for males. Hostility, however, relates to perceptions of stress and symptoms for both sexes.     

Stress-response-dampening effects of alcohol: attention as a mediator and moderator

The present study sought to characterize alcohol's stress-response-dampening (SRD) effects on multiple measures of stress and whether these effects are mediated by reductions in sustained attention and, further, whether baseline levels of sustained attention moderate SRD. One hundred six men consumed either an alcohol (0.70 g/kg) or a placebo beverage prior to learning that they would deliver a self-disclosing speech. Structural equation models controlling for multiple baseline periods indicated that alcohol directly reduced self-reported anxiety and skin conductance levels in response to the stressor. Alcohol's effect on reducing heart rate response, in contrast, was indirect and mediated by effects on prestress baseline. As hypothesized, differences in sustained attention partially mediated the effects of alcohol on skin conductance (but not heart rate or self-reported anxiety) and served as a moderator of alcohol's effects on skin conductance response. Findings are discussed in terms of theoretical links among alcohol consumption, specific cognitive abilities, and stress reactivity.     

Self-esteem as mediator and moderator of the relationship between loneliness and life satisfaction in adolescents

In this study, the mediator and moderator effects of global self-esteem on the relationship between loneliness and global life satisfaction in adolescents were investigated. The participants were 439 students, between age range of 15–18, who were attending four different high schools in Turkey. Data were collected by using the UCLA loneliness scale, Rosenberg self-esteem scale, and the satisfaction with life scale. Hierarchical regression analysis showed that global self-esteem partially mediated the relationship between loneliness and global life satisfaction. However, global self-esteem did not moderate the relationship between loneliness and global life satisfaction. The results are discussed in terms of the conceptional context.     

Grandparent-grandchild contact and attitudes toward older adults: moderator and mediator effects

Two studies tested the intergroup contact hypothesis in the context of the grandparent-grandchild relationship. The hypothesis suggests that contact with an out-group member has more influence on attitudes toward the out-group when group memberships are salient. In Study 1, the predicted link was found but only for grandparents with whom the grandchild had more frequent contact. The second study examined only the most frequent grandparent relationship and replicated the effect. This study also investigated the role of various mediators of the link between quality of contact and attitudes, as well as quality of contact and perceived out-group variability. Perspective taking, anxiety, and accommodation mediated the effects of contact on attitudes, whereas individuation and self-disclosure mediated the effects of contact on perceived out-group variability. Moderated mediational analysis indicated that the moderating effect of group salience occurs between quality of contact and the mediator, not between the mediator and attitudes.     

Some differences between phonetic and auditory modes of perception

When third-formant transitions are appropriately incorporated into an acoustic syllable, they provide critical support for the phonetic percepts we call [d] and [g], but when presented in isolation they are perceived as time-varying ‘chirps’. In the present experiment, both modes of perception were made available simultaneously by presenting the third-format transitions to one ear and the remainder of the acoustic syllable to the other. On the speech side of this duplex percept, where the transitions supported the perception of stop-vowel syllables, perception was categorical and influenced by the presence of a preposed [al] or [ar]. On the nonspeech side, where the same transitions were heard as ‘chirps’, perception was continuous and free of influence from the preposed syllables. As both differences occurred under conditions in which the acoustic input was constant, we should suppose that they reflect the different properties of auditory and phonetic modes of perception.     

Gender subgroups and intergroup perception: adolescents' views of own-gender and other-gender groups

The authors examined intergroup bias and perceived group variability regarding gender subgroups relevant to the adolescent culture. Participants were 126 high school students, between 16 years and 19 years of age, who listed male and female subgroups, performed a series of group perception tasks, and, for each subgroup, indicated whether they themselves belonged to the group. Results showed that adolescents' perceptions of gender subgroups were subject to in-group favoritism and out-group derogation, as well as to group homogeneity effects. In line with predictions derived from Optimal Distinctiveness Theory, male and female participants favored in-groups over own-gender and other-gender out-groups and favored other-gender out-groups over own-gender outgroups. Ambivalence was particularly high with other-gender out-groups. The authors discussed implications for future research on the development of gender prejudice and for interventions to reduce prejudice.     

Relation between cognitive and motor-oriented systems of visual position perception

Although subjects failed to detect a target displacement if it occurred near the time of a saccadic eye movement (a cognitive visual task), they were still able to point to the center of the target with an unseen pointer (a motor visual task). Pointing performance was not affected by detecting or failing to detect a stimulus displacement. The experiments demonstrate that some information that is available to a motor-oriented visual system is unavailable to the cognitive visual system, under conditions simulating normal perception.     

Age differences between leader and followers as a moderator of the relationship between transformational leadership and team performance

In a field study of 49 R&D teams in the pharmaceutical industry, the age difference between the team leader and the team members was examined as a moderator of the relationship between transformational leadership and team supervisors' longitudinal ratings of team performance. Data collected from 285 team members and 21 team supervisors showed that this relationship was positive when the leader was older than the other team members, but non‐significant when the leader's age was closer to the mean age of the team members. This finding broadens the still fragmentary knowledge of the conditions under which transformational leadership is likely to have more or less positive effects on team performance.     

Time perception and time perspective differences between adolescents and adults

The present experiment aimed to investigate the differences in time perception and time perspective between subjects representing two developmental stages, namely adolescence and middle adulthood. Twenty Chinese adolescents aged 15–25 and twenty Chinese adults aged 35–55 participated in the study. A time discrimination task and a time reproduction task were implemented to measure the accuracy of their time perception. The Zimbardo Time Perspective Inventory (Short-Form) was adopted to assess their time orientation. It was found that adolescents performed better than adults in both the time discrimination task and the time reproduction task. Adolescents were able to differentiate different time intervals with greater accuracy and reproduce the target duration more precisely. For the time reproduction task, it was also found that adults tended to overestimate the duration of the target stimuli while adolescents were more likely to underestimate it. As regards time perspective, adults were more future-oriented than adolescents, whereas adolescents were more present-oriented than adults. No significant relationship was found between time perspective and time perception.     

Differences between immigrant and national students in motivational variables and classroom-motivational-climate perception

The objective of this study is to see whether Immigrant (IM) and Spanish (National) students (SP) need different kinds of help from teachers due to differences in motivation, family expectancies and interests and classroom-motivational-climate perception. A sample of Secondary Students -242 Spanish and 243 Immigrants- completed questionnaires assessing goal orientations and expectancies, family attitudes towards academic work, perception of classroom motivational climate and of its effects, satisfaction, disruptive behavior and achievement. ANOVAs showed differences in many of the motivational variables assessed as well as in family attitudes. In most cases, Immigrant students scored lower than Spanish students in the relevant variables. Regression analyses showed that personal and family differences were related to student's satisfaction, achievement and disruptive behavior. Finally, multi-group analysis of classroom-motivational-climate (CMC) showed similarities and differences in the motivational value attributed by IM and SP to each specific teaching pattern that configure the CMC. IM lower self-esteem could explain these results, whose implications for teaching and research are discussed.     

Protective behavioral strategies as a mediator and moderator of the relationship between self-regulation and alcohol-related consequences in first-year college students

This study examined protective behavioral strategies (PBS) as a potential mediator and moderator of the relationship between self-regulation and alcohol-related consequences. Participants were 249 first-year undergraduate men and women. The use of PBS partially mediated the relationship between self-regulation and alcohol-related problems (i.e., supporting the "self-control equals drinking control" hypothesis). However, use of PBS appeared more important for those with poorer self-regulation abilities (supporting the "PBS protect the impaired" hypothesis). Because both mediation and moderation were supported, a moderated mediation model was tested. The moderated mediation model demonstrated that the negative relationship between self-regulation and alcohol-related consequences could be explained by use of PBS for individuals with poor-to-average self-regulation but not for individuals with above-average, self-regulation abilities. Implications of the study's findings are discussed.     

Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance

Working memory skills are positively associated with academic performance. In contrast, high levels of trait anxiety are linked with educational underachievement. Based on Eysenck and Calvo's (1992) processing efficiency theory (PET), the present study investigated whether associations between anxiety and educational achievement were mediated via poor working memory performance. Fifty children aged 11-12 years completed verbal (backwards digit span; tapping the phonological store/central executive) and spatial (Corsi blocks; tapping the visuospatial sketchpad/central executive) working memory tasks. Trait anxiety was measured using the State-Trait Anxiety Inventory for Children. Academic performance was assessed using school administered tests of reasoning (Cognitive Abilities Test) and attainment (Standard Assessment Tests). The results showed that the association between trait anxiety and academic performance was significantly mediated by verbal working memory for three of the six academic performance measures (math, quantitative and non-verbal reasoning). Spatial working memory did not significantly mediate the relationship between trait anxiety and academic performance. On average verbal working memory accounted for 51% of the association between trait anxiety and academic performance, while spatial working memory only accounted for 9%. The findings indicate that PET is a useful framework to assess the impact of children's anxiety on educational achievement.     

Test anxiety: associations with personal and family variables

Test anxiety is a common behavior among students facing social pressure centered on mastery. Only a few studies have analyzed the relations between test anxiety, academic procrastination, personal and family variables and math grades. This work focus on the analysis of the impact of students' social-personal variables such as parents' education level, number of siblings and under-achievement by performing ANOVAs in two samples of 533 and 796 students from junior high-school. Corroborating the findings in other studies, the data stress that test anxiety is higher in girls and decreases when students' parents have higher educational levels, with the number of courses flunked, and when students' math grades were lower. Test anxiety and procrastination correlate positive and significantly. Findings are discussed and compared with those of previous researches. The implications for teaching practice are also analyzed.     

New-born infants' perception of similarities and differences between two- and three-dimensional stimuli

The new-born baby' ability to detect similarities and differences between three-dimensional stimuli and their two-dimensional representations is investigated in three experiments, using both visual preference and habituation procedures. In Expt 1 new-borns strongly preferred (looked more at) complex objects to their photographs. This preference was found with monocular viewing, and suggests that motion parallax is a salient cue in the detection of the differences between the two- and three-dimensional stimuli. The results from Expt 2 support the view that, for the new-born, the differences between objects and their two-dimensional representations are more detectable or salient than their similarities. These conclusions were further supported by the results from the last experiment, using simpler stimuli, although the preference was for the two- rather than the three-dimensional stimuli. The results suggest that studies which use only two-dimensional stimuli may provide only limited information about the course of perceptual development, at least in the first few months from birth.     

Emotional reactivity and blood pressure elevations: anxiety as a mediator

There is a strong link between emotional reactivity and hypertension, yet little research to date has examined mediators of this relationship. Ourstudy investigated the mediating roleof anxiety on the relationship between emotional reactivity and blood pressure elevations. Participants were226 hypertensive patients (93 men and 133 women, Mean age = 53.09, SD = 13.88 years), purposivelydrawn from the General Outpatient Department in University of Calabar Teaching Hospital, Calabar, , Nigeria. . Measures for data collection were Emotional Reactivity Scale, State Trait Anxiety Inventory, and the Mercury Sphygmomanometer. Hayes PROCESS macro for SPSS which uses a regression-based, path-analytical framework, was employed in analysing the data. Results showed that emotional reactivity was positively associated with blood pressure elevations. Anxiety was positively associated with blood pressure elevations. Anxiety also fully mediated the relationship between emotional reactivity and blood pressure elevations, even after adjusting for the control variables (e.g., age, family history of hypertension, and educational status). The finding suggests that being less emotionally reactive is associated with a decrease in disabling influences of anxiety, thereby contributing to lower levels of mean arterial blood pressure. The findings may be helpful in improving prevention, control and management of hypertension in healthcare.     

Tactual perception: a review of experimental variables and procedures

This paper reviews the literature on tactual perception. Throughout this review, we will highlight some of the most relevant aspects in the touch literature: type of stimuli; type of participants; type of tactile exploration; and finally, the interaction between touch and other senses. Regarding type of stimuli, we will analyse studies with abstract stimuli such as vibrations, with two- and three-dimensional stimuli, and also concrete stimuli, considering the relation between familiar and unfamiliar stimuli and the haptic perception of faces. Under the "type of participants" topic, we separated studies with blind participants, studies with children and adults, and also performed an overview of sex differences in performance. The type of tactile exploration is explored considering conditions of active and passive touch, the relevance of movement in touch and the relation between haptic exploration and time. Finally, interactions between touch and vision, touch and smell and touch and taste are explored in the last topic. The review ends with an overall conclusion on the state of the art for the tactual perception literature. With this work, we intend to present an organised overview of the main variables in touch experiments, compiling aspects reported in the tactual literature, and attempting to provide both a summary of previous findings, and a guide to the design of future works on tactual perception and memory, through a presentation of implications from previous studies.