The coupling of short sleep duration and high sleep need predicts riskier decision making

Abstract

Objective: To examine how risk-related decision making might be associated with habitual sleep variables, including sleep variability, sleep duration and perceived sleep need in young adults cross-sectionally and longitudinally.

Design: 166 participants completed a 7-day protocol with sleep and risk-related decision-making measures at baseline (T1) and 12 months later (T2).

Results: Habitual short sleep duration (averaging < 6?h nightly) was identified in 11.0% in our sample. After controlling for baseline demographic factors and risk-taking measures, self-reported sleep need at T1 interacted with habitual short sleep in predicting risk taking at follow-up (F_8,139=9.575, adjusted R²=.431, p<.001). T1 greater perceived sleep need predicted more risk taking among short sleepers, but decreased risk taking among normal sleepers at T2. Variable sleep timing was cross-sectionally correlated with making more Risky choices at baseline and fewer Safe choices after loss at follow up.

Conclusions: Young adults with variable sleep timing and those with short sleep duration coupled with high perceived sleep need were more likely to take risks. The moderating effects of perceived sleep need suggest that individual differences may alter the impact of sleep loss and hence should be measured and accounted for in future studies.     

The Impacts of Ignoring a Crossed Factor in Analyzing Cross-Classified Data

Cross-classified random-effects models (CCREMs) are used for modeling nonhierarchical multilevel data. Misspecifying CCREMs as hierarchical linear models (i.e., treating the cross-classified data as strictly hierarchical by ignoring one of the crossed factors) causes biases in the variance component estimates, which in turn, results in biased estimation in the standard errors of the regression coefficients. Analytical studies were conducted to provide closed-form expressions for the biases. With balanced design data structure, ignoring a crossed factor causes overestimation of the variance components of adjacent levels and underestimation of the variance component of the remaining crossed factor. Moreover, ignoring a crossed factor at the kth level causes underestimation of the standard error of the regression coefficient of the predictor associated with the ignored factor and overestimation of the standard error of the regression coefficient of the predictor at the (k?1)th level. Simulation studies were also conducted to examine the effect of different structures of cross-classification on the biases. In general, the direction and magnitude of the biases depend on the level of the ignored crossed factor, the level with which the predictor is associated at, the magnitude of the variance component of the ignored crossed factor, the variance components of the predictors, the sample sizes, and the structure of cross-classification. The results were further illustrated using the Early Childhood Longitudinal Study-Kindergarten Cohort data.     

Allocentric versus idiocentric tendencies: Convergent and discriminant validation

Allocentric tendencies were studied with a multimethod questionnaire and Illinois undergraduates. Nine scales measuring different aspects of allocentrism were shown to have good reliability and to be intercorrelated, thus showing convergent validity. Factor analysis identified three aspects: subordination of personal to group goals, the ingroup as extension of the self, and ingroup identity. The scales also had satisfactory discriminant validity. Those high on idiocentric tendencies used equity and those high in allocentric tendencies used equality and need in distributing rewards. A second study found that those who are allocentric are more likely to emphasize the values of cooperation, equality, and honesty, and those who are idiocentric to emphasize the values of comfortable life, competition, pleasure, and social recognition. Those who were allocentric reported receiving more social support and a better quality of social support; those who were idiocentric were higher in achievement motivation, alienation, anomie, and reported greater loneliness.     

When Does Supervisor Support Encourage Innovative Behavior? Opposite Moderating Effects of General Self‐efficacy and Internal Locus of Control

Previous research is inconclusive about whether supervisor support always increases employee innovative behavior. To address this inconsistency, this research explores how and when supervisor support promotes innovative behavior by examining intrinsic motivation as a mediator and employee general self‐efficacy and internal locus of control as boundary conditions. Although these 2 positive self‐view variables are similar in terms of their positive effects on a variety of desirable work outcomes, we draw on self‐verification theory, which posits that self‐confirming information draws more attention, to reason that they exhibit opposite moderating effects on the influence of supervisor support. Based on 2 samples of employees in different industries and locations in China, this moderated mediated model was supported. General self‐efficacy showed an enhancement moderating effect, such that it amplified the mediated relationship between supervisor support and employee innovative behavior via intrinsic motivation. In contrast, internal locus of control showed a substitutional moderating effect, such that it weakened this mediated relationship. Theoretical and practical implications are discussed.     

Justice for all? Progress in Research on Cultural Variation in the Psychology of Distributive and Procedural Justice

Nous passons en revue les apports des recherches concernant l'impact de la culture sur la perception de la justice. Nous pre´sentons les mode`les qui rendent compte de la faµon dont les gens appre´cient l'e´quite´ de l'attribution des allocations d'une part, l'e´quite´ des processus de de´cision d'autre part. Suite a` l'examen de recherches interculturelles, nous prenons en conside´ration des diffe´rences entre pays pour mettre a` l'e´preuve des hypothe`ses sur les liens entre des valeurs culturelles ge´ne´rales (ex.: individualisme‐collectivisme) et des crite`res particuliers (ex. les re`gles d'e´quite´). Nous ne manquons pas toutefois de souligner les e´cueils que rencontre cette strate´gie de recherche qui a entraîne´ une meilleure pre´cision des conceptions de l'influence culturelle (pre´cision dans les valeurs, les contextes sociaux qui renvoient a` des crite`res d'e´quite´ particuliers et les structures de savoirs qui pre´sident a` l'interpre´tation des conduites)     

Cognitive-behavioral treatment groups for people with chronic physical illness in Hong Kong: reflections on a culturally attuned model

This study describes and evaluates a cognitive-behavioral treatment group for people with chronic physical illness in Hong Kong. We developed a group protocol based on the understanding that Chinese people generally prefer a structured group format, expect group leaders to be active and directive, and are not used to expressing opinions and emotions in groups. The experimental and waitlist control groups had 38 and 35 participants, respectively. A standardized questionnaire was administered to all participants before and after the group treatment. Results suggest that members of the experimental group showed improvements in mental health, negative automatic thoughts, and negative emotions when compared to those in the waitlist control groups, and at the end of group treatment. Implications for designing and running a culturally attuned CBT group for Chinese people are discussed.     

Taken with Surprise: Critical Incidents in Teaching

Abstract. This collection of essays tackles thorny questions related to critical incidents in teaching. By using different pedagogical methods and techniques, each author provokes creative thinking about how to address specific concerns common to teaching. The authors demonstrate that the teaching and learning process must make room for – if not celebrate – the surprises that happen not only to the students, but to the teachers as well. The discussion of critical incidents helps to promote reflection on teaching practice and prompt insights into the intricate dynamics shaping the increasingly diverse learning community. Each individual essay is accompanied by reflection questions that can be used to spark conversation among colleagues and/or prompt further personal reflection on teaching and learning.     

Academic careers in Asia: A cross-cultural analysis

Using Berry’s (1980) acculturation model as our theoretical foundation, we provide a conceptual framework for the cross-cultural analysis of academic careers in Asia in contrast to the United States. Consistent with Berry’s model, we propose a classification of three approaches to research (Adopted Western, Asian, and Integrationist) that can be selected by Asian academics. An individual’s acculturation level or cultural identity is then proposed as the key factor in influencing his or her decision of which research approach is selected. Next, we examine the cultural contextual factors in the academic environment in Asia that interacts with the three approaches to research and conclude that the Integrationist approach, while quite challenging, is likely to be the most productive in the long run. Finally, we discuss some unanswered questions raised by our analysis.