How do Curiosity,Meaning in Life,and Search for Meaning Predict College Students’ Daily Emotional Exhaustion and Engagement?

College students face numerous academic demands on a daily basis. The resources of the University and of the students to cope with these demands are essential to explain students’ levels of well-being. The purpose of this investigation is to explore the role of day-level curiosity and meaning in life in the explanation of students’ levels of engagement and emotional exhaustion at night. Two-hundred and nine college students participated in a daily study of five consecutive academic days, completing measures of curiosity and meaning in life in the afternoon and measures of engagement and emotional exhaustion at night. Data were analyzed using MLwiN software from a hierarchical linear modeling and daily approach. Curiosity in the afternoon showed a positive relationship with levels of engagement at night, and a negative relationship with levels of emotional exhaustion at night. Moreover, the interaction of curiosity and search for meaning and emotional exhaustion was positive. Although curiosity drives to exploring opportunities and challenges, decreases exhaustion and promotes daily engagement, when curiosity interacts with other emotional loads (such as search for meaning), it can become an emotional overload favoring exhaustion. From this perspective, it is necessary to continue investigating the mechanisms that predict students’ well-being and to create academic environments that stimulate curiosity and support students in their search for meaning in life.     

What do memory data tell us about the role of contingency awareness in evaluative conditioning?

Evaluative conditioning (EC) refers to the effect that pairings of a conditioned stimulus (CS) with a valenced unconditioned stimulus (US) lead to changes in the evaluation of the CS. There have been recurring debates about whether EC requires awareness of the contingency between CSs and USs during learning. We argue that the memory performance data obtained in the standard paradigm remain ambiguous about the role of contingency awareness during the encoding of CS–US pairings. First, memory performance data are unable to distinguish between encoding-related versus retrieval-related effects. Second, the relation between memory performance and evaluation is correlational, which limits conclusions about causal relations between memory performance and EC effects. These ambiguities imply that any possible data pattern can be interpreted in at least two different ways. It is concluded that a resolution of the current debate requires alternative approaches in which contingency awareness is experimentally manipulated during the encoding of CS–US pairings.     

The importance of context information for the spatial specificity of gaze cueing

In three experiments, we investigated the spatial allocation of attention in response to central gaze cues. In particular, we examined whether the allocation of attentional resources is influenced by context information—that is, the presence or absence of reference objects (i.e., placeholders) in the periphery. On each trial, gaze cues were followed by a target stimulus to which participants had to respond by keypress or by performing a target-directed saccade. Targets were presented either in an empty visual field (Exps. 1 and 2) or in previewed location placeholders (Exp. 3) and appeared at one of either 18 (Exp. 1) or six (Exps. 2 and 3) possible positions. The spatial distribution of attention was determined by comparing response times as a function of the distance between the cued and target positions. Gaze cueing was not specific to the exact cued position, but instead generalized equally to all positions in the cued hemifield, when no context information was provided. However, gaze direction induced a facilitation effect specific to the exact gazed-at position when reference objects were presented. We concluded that the presence of possible objects in the periphery to which gaze cues could refer is a prerequisite for attention shifts being specific to the gazed-at position.     

CHull as an alternative to AIC and BIC in the context of mixtures of factor analyzers

Mixture analysis is commonly used for clustering objects on the basis of multivariate data. When the data contain a large number of variables, regular mixture analysis may become problematic, because a large number of parameters need to be estimated for each cluster. To tackle this problem, the mixtures-of-factor-analyzers (MFA) model was proposed, which combines clustering with exploratory factor analysis. MFA model selection is rather intricate, as both the number of clusters and the number of underlying factors have to be determined. To this end, the Akaike (AIC) and Bayesian (BIC) information criteria are often used. AIC and BIC try to identify a model that optimally balances model fit and model complexity. In this article, the CHull (Ceulemans & Kiers, 2006) method, which also balances model fit and complexity, is presented as an interesting alternative model selection strategy for MFA. In an extensive simulation study, the performances of AIC, BIC, and CHull were compared. AIC performs poorly and systematically selects overly complex models, whereas BIC performs slightly better than CHull when considering the best model only. However, when taking model selection uncertainty into account by looking at the first three models retained, CHull outperforms BIC. This especially holds in more complex, and thus more realistic, situations (e.g., more clusters, factors, noise in the data, and overlap among clusters).     

Modeling Differences in the Dimensionality of Multiblock Data by Means of Clusterwise Simultaneous Component Analysis

Given multivariate multiblock data (e.g., subjects nested in groups are measured on multiple variables), one may be interested in the nature and number of dimensions that underlie the variables, and in differences in dimensional structure across data blocks. To this end, clusterwise simultaneous component analysis (SCA) was proposed which simultaneously clusters blocks with a similar structure and performs an SCA per cluster. However, the number of components was restricted to be the same across clusters, which is often unrealistic. In this paper, this restriction is removed. The resulting challenges with respect to model estimation and selection are resolved.     

Multidimensionality and bipolarity of a Spanish version of Warr's (1990) well-being measures

The validity and reliability of the Spanish version of the 2 scales measuring work-related well-being proposed by P. Warr (1990; Anxiety-Contentment and Depression-Enthusiasm) were examined in a cross-sectional questionnaire study among 299 Spanish factory employees. Two methods suggested by Warr (1990) to control the response bias (acquiescent response set) were used. The 1st method involved separate analyses for the 6 positive and 6 negative items that make up the 2 scales. The 2nd was a series of 4 principal component analyses with oblique rotation on the estimated response set controlled in partial correlation between each item. The results support the existence of these 2 independent scales for measuring work-related psychological well-being as hypothesised by Warr (1990). However, 2 main problems appear: the cross-loading of the items contented and cheerful and the fact that only I factor appears in the pre-rotated solution. Possible explanations for these results are discussed.     

Semisupervised category learning facilitates the development of automaticity

In the human category of learning, learning is studied in a supervised, an unsupervised, or a semisupervised way. The rare human semisupervised category of learning studies all focus on early learning. However, the impact of the semisupervised category learning late in learning, when automaticity develops, is unknown. Therefore, in Experiment 1, all participants were first trained on the information-integration category structure for 2 days until they reached an expert level. Afterwards, half of the participants learned in a supervised way and the other half in a semisupervised way over two successive days. Both groups received an equal number of feedback trials. Finally, all participants took part in a test day where they were asked to respond as quickly as possible. Participants were significantly faster on this test in the semisupervised group than in the supervised group. This difference was not found on day 2, implying that the no-feedback trials in the semisupervised condition facilitated automaticity. Experiment 2 was designed to test whether the higher number of trials in the semisupervised condition of Experiment 1 caused the faster response times. We therefore created an almost supervised condition where participants almost always received feedback (95%) and an almost unsupervised condition where participants almost never received feedback (5%). All conditions now contained an equal number of trials to the semisupervised condition of Experiment 1. The results show that receiving feedback almost always or almost never led to slower response times than the semisupervised condition of Experiment 1. This confirms the advantage of semisupervised learning late in learning.     

Constructions of work stress and coping in a female- and a male-dominated department

In the present study the nature of stress and coping was investigated and considered as socially constructed. Thirty small group interviews were performed using the Critical Incident Technique in one female- and one male-dominated customer service department of a telecom company. The main themes about stress among both women and men were often expressed as collective phenomena and were connected to the organizational change and downsizing process, problems when carrying out the work and lack of autonomy. However, a striking difference between female and male interviews was found in the way that women to a greater extent expressed lack of autonomy and their working situation was described as strictly regulated. The findings illustrate that a traditional gender difference regarding autonomy could be found when comparing a female- and a male-dominated department even though they were performing the same type of job. Both women and men portrayed coping as a mixture of collective and individual strategies. They often mentioned collective acceptance, resignation and hardening. There is a need for further research about women and men at work, taking into consideration the interpersonal context and the collective nature of stress and coping.