Managing motivational conflict: How self-esteem and executive resources influence self-regulatory responses to risk

This article explores how self-esteem and executive resources interact to determine responses to motivational conflict. One correlational and 3 experimental studies investigated the hypothesis that high and low self-esteem people undertake different self-regulatory strategies in "risky" situations that afford opportunity to pursue competing goals and that carrying out these strategies requires executive resources. When such resources are available, high self-esteem people respond to risk by prioritizing and pursuing approach goals, whereas low self-esteem people prioritize avoidance goals. However, self-esteem does not influence responses to risk when executive resources are impaired. In these studies, risk was operationalized by exposing participants to a relationship threat (Studies 1 and 2), by using participants' self-reported marital conflict (Study 3), and by threatening academic competence (Study 4). Executive resources were operationalized as cognitive load (Studies 1 and 2), working memory capacity (Study 3), and resource depletion (Study 4). When executive resources were ample, high self-esteem people responded to interpersonal risk by making more positive relationship evaluations (Studies 1, 2, and 3) and making more risky social comparisons following a personal failure (Study 4) than did low self-esteem people. Self-esteem did not predict participants' responses when executive resources were impaired or when risk was absent. The regulatory function of self-esteem may be more resource-dependent than has been previously theorized. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Anxiety, advice, and the ability to discern: feeling anxious motivates individuals to seek and use advice

Across 8 experiments, the influence of anxiety on advice seeking and advice taking is described. Anxious individuals are found to be more likely to seek and rely on advice than are those in a neutral emotional state (Experiment 1), but this pattern of results does not generalize to other negatively valenced emotions (Experiment 2). The relationships between anxiety and advice seeking and anxiety and advice taking are mediated by self-confidence; anxiety lowers self-confidence, which increases advice seeking and reliance upon advice (Experiment 3). Although anxiety also impairs information processing, impaired information processing does not mediate the relationship between anxiety and advice taking (Experiment 4). Finally, anxious individuals are found to fail to discriminate between good and bad advice (Experiments 5a-5c), and between advice from advisors with and without a conflict of interest (Experiment 6).     

Rumination and the Displacement of Aggression in United Kingdom Gang‐Affiliated Youth

The concept of gang aggression oftentimes elicits images of brutal intergang violence. In reality, gang‐related aggression can vary widely, can have various motivations and causal factors, and includes interpersonal as well as intergroup aggression. This study examined the tendency of UK youth to engage in displaced aggression (aggression aimed at undeserving targets) and examined the relationship among gang affiliation, ruminative thought, and aggression levels. Students in three London schools were asked to complete a questionnaire that assessed levels of gang affiliation, rumination about aversive events, and a tendency to engage in displaced aggression. Our analyses found a three‐way interaction between gang affiliation, rumination, and gender, such that males who were high in affiliation and rumination had the greatest tendency to displace aggression toward innocent others. Additionally, it was shown that rumination could account for a significant part of the correlation between gang affiliation and displaced aggression. Furthermore, regression analyses showed that even after controlling for trait aggression, anger, hostility, and irritability, rumination remained a significant predictor of displaced aggression. The implications for understanding gang‐related aggression and for conducting future research in this area were discussed. Aggr. Behav. 38:89‐97, 2012. © 2011 Wiley Periodicals, Inc.     

Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth

Excessive anxiety is associated with impairments in academic achievement. However, not all children with elevated anxiety share an equal risk for academic difficulty. The current study investigated whether individual differences in emotional self-efficacy - confidence in one’s ability to regulate negative emotions - protected against anxiety-related impairments in a standardized math exam in a sample of elementary school youth (N = 139). Results indicated that anxiety negatively predicted math test performance only for children with low levels of emotional self-efficacy. Students reporting high levels of emotional self-efficacy did not show anxiety-related decrements on the test performance. Emotional self-efficacy appears useful in managing negative effects of anxiety.     

Positive and negative appraisals of the consequences of activated states uniquely relate to symptoms of hypomania and depression

Individuals may appraise internal states positively or negatively. Positive appraisals involve desiring or pursuing the state or experience, while negative appraisals involve dreading or avoiding the experience. The extent to which individuals make extreme positive or negative appraisals of high, activated, energetic states might determine whether they experience symptoms of high or low mood. This study extends the existing literature by considering the role of opposing appraisals and beliefs about the same internal states and by controlling for the potential correlation between depression and activation symptoms. Extreme, positive and negative appraisals of activated mood states related distinctly to experiences of activation and depression symptoms respectively, in an analogue sample (n=323). Positive appraisals of activated internal states were uniquely associated with elevated activation and hypomania symptoms. Negative appraisals of the same states were uniquely associated with elevated depression symptoms. Opposing appraisals of internal states may underlie mood swing symptoms.     

Modifications in basal and stress-induced hypothalamic AMP-activated protein kinase (AMPK) activity in rats chronically treated with an angiotensin II receptor blocker

5' adenosine monophosphate-activated protein kinase (AMPK) plays a prominent role as a metabolic stress sensor. The role of hypothalamic AMPK in response to restraint and surgical stress has not been previously investigated. It has been recently suggested that the renin-angiotensin system, in addition to its role in stress regulation, may play a significant role in regulating metabolic pathways including the regulation of the AMPK system. This study was thus aimed to evaluate the effects of candesartan, an angiotensin II AT1 receptor blocker drug, on hypothalamic AMPK activity under basal conditions and after restraint in conscious rats or after surgical stress under general anesthesia. Male Wistar rats were treated with 5 mg/kg/day candesartan in the drinking water for 2 weeks. The hypothalamic AMPK activity was determined under basal and stress conditions, using a kinase activity assay. Chronic administration of candesartan significantly increased hypothalamic AMPK activity. Hypothalamic AMPK activity was also increased by restraint stress whereas no change was observed during surgical stress under anesthesia. The high levels of hypothalamic AMPK activation observed in candesartan-treated rats were not changed by restraint stress but were reduced to control levels by anesthesia and surgery. In conclusion, chronic candesartan treatment and restraint stress in conscious rats stimulate the hypothalamic AMPK activity, whereas surgical stress under anesthesia inhibits pathways regulating the AMPK activity even in candesartan-treated rats.     

Habits—A Repeat Performance

ABSTRACT— Habits are response dispositions that are activated automatically by the context cues that co-occurred with responses during past performance. Experience-sampling diary studies indicate that much of everyday action is characterized by habitual repetition. We consider various mechanisms that could underlie the habitual control of action, and we conclude that direct cuing and motivated contexts best account for the characteristic features of habit responding—in particular, for the rigid repetition of action that can be initiated without intention and that runs to completion with minimal conscious control. We explain the utility of contemporary habit research for issues central to psychology, especially for behavior prediction, behavior change, and self-regulation.     

How do habits guide behavior? Perceived and actual triggers of habits in daily life

What are the psychological mechanisms that trigger habits in daily life? Two studies reveal that strong habits are influenced by context cues associated with past performance (e.g., locations) but are relatively unaffected by current goals. Specifically, performance contexts—but not goals—automatically triggered strongly habitual behaviors in memory (Experiment 1) and triggered overt habit performance (Experiment 2). Nonetheless, habits sometimes appear to be linked to goals because people self-perceive their habits to be guided by goals. Furthermore, habits of moderate strength are automatically influenced by goals, yielding a curvilinear, U-shaped relation between habit strength and actual goal influence. Thus, research that taps self-perceptions or moderately strong habits may find habits to be linked to goals.     

The Scientific Status of Projective Techniques

Contents:
Introduction, p.27
Rorschach Inkblot Test, p.31
Thematic Apperception Test, p.39
Human Figure Drawing Methods, p.47
Meta-Analysis of Projective Techniques for Detecting Child Sexual Abuse, p.51
Conclusions Regarding Empirically Supported Projective Indexes, p.53
Recommendations for Research, Forensic and Clinical Practice, and Education and Training, p.55
References, p.59     

Single-Session Brief Counseling in a High School

Counseling designed to be time-limited is a valuable tool for counselors in school settings. Three approaches to brief counseling were investigated in this naturalistic study: problem-focused with task, problem-focused without task, and solution-focused with task. Quantitative and qualitative measures were used to explore aspects of single-session brief counseling. High school students made significant changes from the second-week follow-up to the sixth-week follow-up in alleviating their concerns and increasing the percentage of goal achieved. Students dramatically decreased the intensity of undesired feelings from before the counseling session through the second follow-up. Solution-focused counseling was as effective as the other two approaches, while taking less time.