Mind-wandering and negative mood: Does one thing really lead to another?

Mind-wandering is closely connected with negative mood. Whether negative mood is a cause or consequence of mind-wandering remains an important, unresolved, issue. We sought to clarify the direction of this relationship by measuring mood before and after mind-wandering. We also measured the affective content, time-orientation and relevance of mind-wandering to current concerns to explore whether the link between mind-wandering and negative mood might be explained by these characteristics. A novel experience-sampling technique with smartphone application prompted participants to answer questions about mind-wandering and mood across 7 days. While sadness tended to precede mind-wandering, mind-wandering itself was not associated with later mood and only predicted feeling worse if its content was negative. We also found prior sadness predicted retrospective mind-wandering, and prior negative mood predicted mind-wandering to current concerns. Our findings provide new insight into how mood and mind-wandering relate but suggest mind-wandering is not inherently detrimental to well-being.     

Daily fluctuations in the affective states of dancers: A cross-situational test of basic needs theory

ObjectivesThis study tested the generalizability of basic needs theory (BNT; Deci & Ryan, 2000) across situations in which dancers learn and perform within vocational dance. Specifically, we examined the inter-relationships between daily and typical perceptions of autonomy support, basic psychological need satisfaction, and changes in affective states, across dance situations that were divergent in their learning and evaluative potential (dance classes, rehearsals, and performances). Genre differences were also examined.DesignA one-month diary study examined the inter-relationships between typical and daily perceptions of autonomy support, basic psychological need satisfaction and positive and negative affect among dancers studying three distinct genres and in three situations (classes, rehearsals, performances).MethodFifty-five dancers completed a series of scales tapping the variables of interest. Abbreviated versions of the scales were completed before (affective states) and after (affective states, basic needs and autonomy support) dance classes, rehearsals and performances over four weeks. Analyzes tested the BNT sequence across the learning and performance situations. Interactions between typical and state experiences were tested. Cross-genre comparisons were also made.ResultsResults partially supported the BNT sequence across classes, rehearsals and performances. There were situational differences in the salience of each need as a predictor of affective states. When comparing genres, some differences were also found in perceived autonomy support, basic need satisfaction and affective states.ConclusionsFindings point to the importance of promoting autonomy supportive dance teaching to facilitate dancers' day-to-day experiences of well-being.     

The alchemy of facilitation revealed through individual stories and collective narrative

Facilitation is a key ‘ingredient’ in the success and sustainability of communities of practice. Yet, little attention has been given to in situ experiences of facilitators of these communities. This paper takes up the challenge to explore these experiences using reflective stories written by seven TATAL (Talking about Teaching and Learning) facilitators (the authors) from different disciplines in five different Australian universities. The authors’ collaborative analysis of their experiences suggests reframing the role of facilitator to include the role of alchemist, a promoter of transformation. This reframing has the potential to change the way higher education community of practice facilitators think about and enact their role. The story-based reflective process used in this self-study could also be used by facilitators to investigate their own practice, as a component of facilitator education programmes or by academics and researchers in other contexts who seek a participatory, collaborative approach to evaluate their practice.     

Worry in imagery and verbal form: effect on residual working memory capacity

Worry-prone individuals have less residual working memory capacity during worry compared to low-worriers (Hayes, Hirsch, & Mathews, 2008). People typically worry in verbal form, and the present study investigated whether verbal worry depletes working memory capacity more than worry in imagery-based form. High and low-worriers performed a working memory task, random interval generation, whilst thinking about a worry in verbal or imagery form. High (but not low) worriers had less available working memory capacity when worrying in verbal compared to imagery-based form. The findings could not be accounted for by general attentional control, amount of negatively-valenced thought, or appraisals participants made about worry topics. The findings indicate that the verbal nature of worry is implicated in the depletion of working memory resources during worry among high-worriers, and point to the potential value of imagery-based techniques in cognitive-behavioural treatments for problematic worry.     

Examination of a Measure of Racial Discrimination Among African American Adolescents1

The present study consisted of an empirical examination of the psychometric properties of the Index of Race‐Related Stress (IRRS) among 258 African American adolescents. Confirmatory factor analyses supported a 3‐component model (i.e., individual, collective/institutional, and cultural) of racial discrimination perceived by African American adolescents. The revised subscales of the IRRS were associated with another measure of racial discrimination as evidence of concurrent validity, and the subscales of the IRRS demonstrated adequate reliability. The results are consistent with previous research indicating that adolescent responses to perceived racial discrimination are distinct from adults'. Future research should consider the assessment of racial discrimination among African American adolescents to understand the relationship between perceptions of racial discrimination and indexes of mental and physical health.     

Alcohol-Induced Amnesia and Personalized Drinking Feedback: Blackouts Predict Intervention Response

Alcohol-induced amnesia (“blackout”) is a reliable predictor of alcohol-related harm. Given its association with other negative consequences, experience of alcohol-induced amnesia may serve as a teachable moment, after which individuals are more likely to respond to intervention. To test this hypothesis, alcohol-induced amnesia was evaluated as a moderator of brief intervention effect on (a) alcohol-related consequences and (b) the proposed intervention mediators, protective behavioral strategies and peak blood alcohol concentration (BAC). Baseline alcohol risk measured using the Alcohol Use Disorders Identification Test (AUDIT) was also evaluated as a moderator to rule out the possibility that amnesia is simply an indicator of more general alcohol risk. College students (N = 198) reporting alcohol use in a typical week completed assessments at baseline and 1-month follow-up as part of a larger intervention trial. Participants were randomized to assessment only (AO; n = 58) or personalized feedback intervention (PFI; n = 140). Hierarchical regression was used to examine direct and indirect intervention effects. A significant group-by-amnesia interaction revealed that only PFI participants who had experienced alcohol-induced amnesia in the past month reported decreases in alcohol consequences at 1-month follow-up. The PFI reduced alcohol-related consequences indirectly through changes in peak BAC, but only among those who had experienced amnesia at baseline. In contrast, baseline alcohol risk (AUDIT) did not moderate intervention effects, and use of protective behavioral strategies did not statistically mediate intervention effects. Findings suggest that loss of memory for drinking events is a unique determinant of young adult response to brief alcohol intervention. Normative feedback interventions may be particularly effective for individuals who have experienced alcohol-induced amnesia in the past 30 days.     

Trait self-control and beliefs about the utility of emotions for initiatory and inhibitory self-control

How do people with high trait self-control achieve their success? This research aimed to investigate beliefs about emotion utility as a potential mechanism. Specifically, because beliefs about the utility of emotions predict emotion regulation and successful performance, we investigate the hypothesis that trait self-control influences beliefs about the utility of emotions for self-control. Two preregistered studies examined whether beliefs about the utility of emotions in everyday self-control situations varied depending on the person (trait self-control) and the situation (initiatory or inhibitory self-control). Our key finding was that people considered positive emotions more useful for self-control than negative emotions. This effect was also moderated by situational and individual factors, such that positive emotions were considered especially useful by participants with high trait self-control and in situations requiring initiatory self-control (with the opposite effect for negative emotions). This research suggests a potential role for instrumental emotion regulation in self-control success.     

A Qualitative Assessment of the Sex Education Needs of Married Iranian Women

Despite a comprehensive reproductive health program there is little sex education available in Iran. In this article we present results of a study conducted to identify content area for a proposed sex education program for married Iranian women. Twenty-one married female clients (23–45 years) and 18 reproductive health providers, recruited from urban health clinics in Tehran using non-probability sampling, participated in four focus group discussions. Sexual health information needs related to reproductive tract and sexually transmitted infections, “acceptability” of certain sexual practices such as oral and anal intercourse, and the sexual response cycles and physiology of men and women. Women’s sexual concerns related to communication, incompatibility of sexual interests and desire, and their ability to maintain a strong marriage. Two themes cut across women’s responses to all questions: modesty and maintaining a strong marriage. Results contributed to the design of a sex education program that addressed the specific information needs and concerns of Iranian women.