Psychological predictors for health-related quality of life and disability in persons with chronic obstructive pulmonary disease (COPD)

Objective: Individuals with chronic obstructive pulmonary disease (COPD) exhibit low physical and mental health-related quality of life (HRQL) and high susceptibility to disability. We investigated the influence of psychological factors on HRQL and disability in COPD individuals recruited from the general population. In line with Leventhal’s common sense model, we expected psychological factors to be associated with HRQL and disability even after controlling for medical status.

Methods: Individuals with COPD (n = 502; 59.7 years old; GOLD grades were I: 3%, II: 17%, III: 34%, IV: 46%) were assessed through an online survey administered via COPD patient organisations in Germany. Individuals filled in the Short Form Health Survey (SF-12), COPD Assessment Test, Patient Health Questionnaire (modules: GAD-2, PHQ-15, PHQ-9), Brief Illness Perception Questionnaire, a questionnaire that assesses causal illness attributions, and the internal illness-related locus of control scale of the ‘KKG questionnaire for the assessment of control beliefs about illness and health’. Multiple linear regressions were calculated.

Results: The investigated factors explained high variances (disability = 56%, physical HRQL = 28%, mental HRQL = 63%, p ≤ .001). Better mental health, more optimistic illness perceptions, attribution to psychological causes, and stronger internal locus of control were associated with lower disability and better HRQL. Comorbid somatic symptoms contributed to high disability and low quality of life.

Conclusion: Psychological factors, such as illness perception, attribution and internal locus of control, were associated with disability and HRQL. These factors should be considered when designing treatments for individuals with COPD, and adequate interventions should be provided to enhance illness understanding and self-management skills.     

Factor structure of the Behavior Rating Inventory of Executive Functions (BRIEF-P) at age three years

The preschool period is an important developmental period for the emergence of cognitive self-regulatory skills or executive functions (EF). To date, evidence regarding the structure of EF in preschool children has supported both unitary and multicomponent models. The aim of the present study was to test the factor structure of early EF as measured by the Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P). BRIEF-P consists of five subscales and three broader indexes, hypothesized to tap into different subcomponents of EF. Parent ratings of EF from a nonreferred sample of children recruited from the Norwegian Mother and Child Cohort Study (N = 1134; age range 37–47 months) were subjected to confirmatory factor analyses (CFA). Three theoretically derived models were assessed; the second-order three-factor model originally proposed by the BRIEF-P authors, a “true” first-order one-factor model and a second-order one-factor model. CFA fit statistics supported the original three-factor solution. However, the difference in fit was marginal between this model and the second-order one-factor model. A follow-up exploratory factor analysis (EFA) supported the existence of several factors underlying EF in early preschool years, with a considerable overlap with the five BRIEF-P subscales. Our results suggest that some differentiation in EF has taken place at age 3 years, which is reflected in behavior ratings. The internal consistency of the BRIEF-P five clinical subscales is supported. Subscale interrelations may, however, differ at this age from those observed in the preschool group as a whole.     

Transformational Leadership and Followers’ Objective Performance Over Time: Insights From German Basketball

The purpose of this present study is to gauge the usefulness of head coaches’ transformational leadership in predicting followers’ individual, objectively measured performance development over time. The sample encompassed data on 22 coaches and 200 players from German professional basketball. Each player's performance was captured for approximately 20 subsequent games resulting in a sample of 3,905 measurement points. Our analyses revealed significant effects from transformational leadership facets of Articulating a Vision, Fostering the Acceptance of Group Goals, and Providing Individualized Consideration on the development of players’ performance over time.     

Effects of literacy on semantic verbal fluency in an immigrant population

Objective: A significant impact of limited schooling and illiteracy has been found on numerous neuropsychological tests, which may partly be due to the ecological relevance of the tests in the context of illiteracy. The aims of this study were to compare the performance of illiterate and literate immigrants on two semantic criteria for the verbal fluency test, and examine the influence of acculturation on test performances.

Method: Performances of 20 cognitively unimpaired illiterate and 21 literate Turkish immigrants aged ≥50 years were compared on an animal and supermarket criterion for the semantic verbal fluency test. Also, the influence of acculturation on test performances was examined.

Results: Significantly poorer performance of the illiterate compared to the literate group was found for the animal criterion, whereas no differences were found for the supermarket criterion that was considered more ecologically relevant for illiterate individuals. A significant interaction effect was found between the semantic criteria and literacy group, which was mainly related to a large effect of semantic criteria within the illiterate group. Adjusting for years of residence in Denmark and acculturation score did not affect this interaction effect.

Conclusions: Overall, our results are in line with previous studies comparing semantic fluency in illiterate and literate individuals. The results lend further support to the strong associations between literacy, semantic verbal fluency performance and ecological relevance of the semantic criterion and extend previous findings to immigrants with different cultural experiences related to the acculturation process.     

Moral Evaluations of Lying for One's Own Group

This study investigated the development of moral judgments of blue lies, which occur when a speaker makes false statements to benefit a group of which he or she is a member. We investigated this issue in China, where there is substantial emphasis on the nature of children's associations with groups they belong to. Participants ranged in age from 9 to 17, and we asked them to evaluate lies that were told to benefit a team representing a speaker's class, school, or country. Judgments varied systematically as a function of age, with the 17‐year‐olds rating lying for any form of collective less negatively than did the younger age groups. In addition, across the age groups, children's affinity tended to shift from smaller groups to broader and more abstract collectives: 9‐ and 11‐year olds were least critical of blue lies told to benefit a speaker's class, 13‐year olds were least critical of blue lies told to benefit a speaker's school, and 17‐year olds were least critical of blue lies told to benefit a speaker's country. Copyright © 2015 John Wiley & Sons, Ltd.     

Better Days – A randomized controlled trial of an internet-based positive psychology intervention

The internet seems promising for delivering interventions to enhance well-being in a normal population. The aim of this study was to test the effects of an internet-based positive psychology intervention targeting gratitude, pleasant activities, strengths, mastery, acts of kindness, optimism, flow, attributions, and mindfulness. One-hundred and twelve participants were randomized to the intervention and 94 to the control group, and data were collected at baseline, one, two, and six months after intervention onset. The balance of positive to negative affect increased over time among participants in the intervention group (unstandardized beta coefficient [B]?=?0.07, p?<?0.01), as compared to the controls (B?=?0.02, p?=?010). The intervention worked equally well regardless of participants’ gender, age, or education. However, optimism did not mediate the effect of the intervention on affect balance. In conclusion, the intervention had a small, but significant effect on affect balance among healthy adults.     

Testing the dimensional comparison theory: When do students prefer dimensional comparisons to social and temporal comparisons?

Students compare their achievement in a subject with their classmates’ achievements (social comparison), their own prior achievements (temporal comparison), and their achievements in other subjects (dimensional comparison), which can each be better (upward comparison), equal (lateral comparison), or worse (downward comparison). Prior research has investigated the impact of different comparison motivations on the prevalence of social and temporal comparisons, but no study has examined the same for dimensional comparisons yet. The present study closes this gap: A total of 605 German high school students were presented with four situations, in which a fictitious student receives the same objective feedback for an exam in a certain subject, but is motivated either to evaluate, to enhance, to improve, or to differentiate himself. For each comparison motivation, the participants judged how likely the fictitious student was to draw dimensional, social, and temporal upward, lateral, and downward comparisons. As a central result, dimensional comparisons in all directions had the highest prevalences under the self-differentiation motivation. In contrast, the prevalences of dimensional comparisons were relatively low under the other three motivations. This finding complements the recently developed dimensional comparison theory. For the first time, we could empirically show that dimensional comparisons primarily serve self-differentiation motivations.