Adolescent political activism and long-term happiness: a 21-year longitudinal study on the development of micro- and macrosocial worries

Utilizing latent growth modeling, the long-term development of worries among peace movement supporters is examined. Data originate from a seven-wave German longitudinal study started in 1985 with on average 14-year-olds. Waves were interspersed 3 and a half years each. Activists are assumed to have lower (self-related) microworries (Hypothesis 1) and higher macroworries (concerned with larger entities; Hypothesis 2) than nonactivists at the onset of the study. Nonactivists who appraised the threat of nuclear war as high in 1985 are assumed to report worse mental health than their activist age-mates 21 years later (Hypothesis 3). Activists are assumed to express relatively more macroworries than nonactivists in midadulthood (Hypothesis 4). All four hypotheses were confirmed. Results are interpreted in a stress-coping (Lazarus) and resource (Elder) framework, suggesting that refraining from acting out against a perceived sociopolitical threat is a long-term risk for a positive mental health trajectory.     

How social is the social psychology of emotion?

Two classic studies published 50 years ago showed how other people provide information that shapes the activation and interpretation of emotions. The present paper traces development of the social psychology of emotions from this starting point. Subsequent research into group-based and social appraisal has advanced understanding of the impact of social information on emotions and suggested new ways of investigating associated phenomena. Although potential integrations of interpersonal and group-oriented approaches offer promise for the future, the continuing focus on emotions as cognitively mediated effects of social factors should broaden to encompass dynamic relational processes.     

Where do my emotions belong? A study of immigrants' emotional acculturation

The emotional experiences of people who live together tend to be similar; this is true not only for dyads and groups but also for cultures. It raises the question of whether immigrants' emotions become more similar to host culture patterns of emotional experience; do emotions acculturate? Two studies, on Korean immigrants in the United States (Study 1) and on Turkish immigrants in Belgium (Study 2), measured emotional experiences of immigrants and host group members with the Emotional Patterns Questionnaire. To obtain a measure of the immigrants' emotional similarity to the host group, their individual emotional patterns were correlated to the average pattern of the host group. Immigrants' exposure to and engagement in the host culture, but not their acculturation attitudes, predicted emotional acculturation.     

The mainstream is not electable: when vision triumphs over representativeness in leader emergence and effectiveness

Theories of visionary leadership propose that groups bestow leadership on exceptional group members. In contrast, social identity perspectives claim that leadership arises, in part, from a person's ability to be seen as representative of the group. Integrating these perspectives, the authors propose that effective leaders often share group members' perspectives concerning the present, yet offer a unique and compelling vision for the group's future. In addition, although intergroup contexts may increase the value of representativeness, the authors predict that vision dominates representativeness in single-group situations characterized by high levels of collective stress (e.g., a natural disaster). Five studies demonstrated that visionary leaders (those who offer novel solutions to their group's predicament) attract more followers, promote group identification and intrinsic motivation, mobilize collective action, and effectively regulate group members' emotions and reactions to crises compared to representative leaders. The authors discuss when, why, and how vision triumphs over representativeness in leader emergence and effectiveness.     

Are we puppets on a string? Comparing the impact of contingency and validity on implicit and explicit evaluations

Research has demonstrated that implicit and explicit evaluations of the same object can diverge. Explanations of such dissociations frequently appeal to dual-process theories, such that implicit evaluations are assumed to reflect object-valence contingencies independent of their perceived validity, whereas explicit evaluations reflect the perceived validity of object-valence contingencies. Although there is evidence supporting these assumptions, it remains unclear if dissociations can arise in situations in which object-valence contingencies are judged to be true or false during the learning of these contingencies. Challenging dual-process accounts that propose a simultaneous operation of two parallel learning mechanisms, results from three experiments showed that the perceived validity of evaluative information about social targets qualified both explicit and implicit evaluations when validity information was available immediately after the encoding of the valence information; however, delaying the presentation of validity information reduced its qualifying impact for implicit, but not explicit, evaluations.     

Interpersonal coordination and ball dynamics in futsal (indoor football)

Here, we report an investigation of the patterned movement behavior of players for a specific sub-phase of the game of futsal, namely when the goalkeeper for the attacking team is substituted with an extra outfield player. The movement trajectories of the ball and players were recorded in both lateral and longitudinal directions and investigated using relative phase analysis. Some differences in phase relations between different playing dyads were noted, indicating specificity of phase attractions, or otherwise, for certain players. In general terms, the defenders demonstrated strong in-phase attractions with the ball and with each other, whereas weaker phase attractions, indicated by increased relative phase variability, were observed for the attackers and ball, as well as between attackers themselves. These results demonstrate different coordination dynamics for the defending and attacking dyads, from which we interpret evidence for different playing sub-systems consistent with different team objectives linked together in an overarching game structure. In keeping with dynamical systems theory for complex systems, we view this sub-phase of futsal as being characterized by coordinated behavior patterns that emerge as a result of self-organizing processes. These dynamic patterns are generated within functional constraints, with players and teams exerting mutual influence on each other.     

Diagnostic value of the Dominic Interactive Assessment with children exposed to intimate partner violence

This article reports on the diagnostic validity of the Dominic Interactive Assessment (DIA) in a sample of Spanish children exposed to intimate partner violence (IPV). The study participants included 55 children aged between 6 and 11 years whose mothers visited an IPV counselling centre. Psychopathology and functional impairment were used as the main criteria for assessing predictive and discriminative accuracy, as well as incremental validity, of DIA. The results indicate that DIA permits obtaining useful information from children. This information improves the prediction and validity of the process of clinical assessment of children exposed to IPV. Children's self-reports could prove effective in identifying cases in this high-risk population when developmentally adequate instruments and functional criteria are used.     

English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.     

Longitudinal Modeling of Adolescents' Activity Involvement, Problem Peer Associations, and Youth Smoking

Longitudinal associations among different types of organized activity involvement, problem peer associations, and cigarette smoking were examined in a sample of 1040 adolescents (mean age = 15.62 at baseline, 16.89 at 15-month assessment, 17.59 at 24 months) enriched for smoking experimentation (83% had tried smoking). A structural equation model tested longitudinal paths between three categories of involvement (team sports, school clubs and activities, and religious activities, measured at baseline and 15 months), problem peer associations (baseline and 15 months), and cigarette smoking behavior (baseline and 24 months). Multi-group analyses indicated pathways differed by type of activity and adolescent gender. Boys' baseline team sports and religious involvement predicted lower levels of smoking at 24 months via continued activity involvement at 15 months. Girls' involvement in school clubs and activities and religious activities indirectly predicted lower levels of smoking at 24 months via reduced exposure to problem peers at 15 months.     

Implementation of training programs in self-regulated learning strategies in Moodle format: results of a experience in higher education

This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group.