When thinking hurts: Attachment,rumination, and postrelationship adjustment

The current study used an attachment framework to explore postrelationship rumination and adjustment. Young adults (N= 231) involved in a romantic relationship that (a) was of 3 months duration or longer and (b) ended in the last 12 months participated in the study. The study assessed rumination generally (brooding, regret, and reflection), and specifically concerning the ended relationship (relationship preoccupation and romantic regret). At the general level, brooding and regret were associated with more negative adjustment, whereas reflection was associated with more positive adjustment. At the relationship level, both relationship preoccupation and romantic regret were associated with more negative adjustment. Models tested indicated that rumination largely mediated the association between attachment anxiety and adjustment.     

Relationships between stage of change for stress management behavior and perceived stress and coping

The main aim of this study was to examine the relationships between stage of change, which was guided by the transtheoretical model, for stress management behavior and perceived stress and coping. First, we developed the Korean version of the Rhode Island Stress and Coping Inventory (RISCI). Second, we related stage of change for stress management behavior to perceived stress and coping. Based on two surveys that we conducted (n = 530 for survey 1 and n = 299 for survey 2), we developed the Korean version of the RISCI with acceptable internal consistency and criterion‐related validity against the depressive level measured using the Korean Beck Depression Inventory II. The stress score of the Korean version of the RISCI was significantly lower in maintenance than in the other stages, while the coping score was significantly higher in action and maintenance than in the first three stages (n = 804), irrespective of sex. These results provided further empirical evidence to validate stage classification in the field of stress management behavior.     

“A Different Starting Point,a Different Metaphysics”: Reading Bergson and Barad Diffractively

This article provides an affirmative feminist reading of the philosophy of Henri Bergson by reading it through the work of Karen Barad. Adopting such a diffractive reading strategy enables feminist philosophy to move beyond discarding Bergson for his apparent phallocentrism. Feminist philosophy finds itself double bound when it critiques a philosophy for being phallocentric, because the setup of a master narrative comes into being with the critique. By negating a gender‐blind or sexist philosophy, feminist philosophy only reaffirms its parameters, and setting up a master narrative costs feminist philosophy its feminism. I thus propose and practice a different methodological starting point, one that capitalizes on “diffraction.” This article experiments with the affirmative phase in feminist philosophy prophesied by Elizabeth Grosz, among others. Working along the lines of the diffractive method, the article at the same time proposes a new reading of Bergson (as well as of Barad), a new, different metaphysics indeed, which can be specified as onto‐epistemological or “new materialist.”     

The Effects of Spiritual/Religious Engagement on College Students' Affective Outcomes: Differences by Gender and Race

This study examines the general and differential effects of spiritual/religious engagement on affective college outcomes (i.e., leadership skills, interpersonal skills, social satisfaction, sense of belonging, and psychological well-being) across different gender and racial groups among undergraduate students at research universities. The study utilized data on 63,528 students who participated in the 2008 University of California Undergraduate Experience Survey (UCUES). The findings reveal differential effects of spiritual/religious engagement on college students' affective outcomes depending on their gender and race (i.e., gender- and race-based conditional effects). Implications for college students' spiritual development at public research universities and faith-based institutions are discussed.