Group belongingness and collective action: Effects of need to belong and rejection sensitivity on willingness to participate in protest activities

Engaging in political protests are becoming increasingly common, and considering the potential, individual, costs and the low probability of affecting the political outcome, it is necessary to understand the motivations behind such actions. The desire to be part of a social group is deeply rooted in human nature, and previous research proposes that the groups one belongs to may influence the decision to engage in protests. We build on this research and suggest that social exclusion, individual fear of exclusion and need to belong interact in explaining who is likely to become engaged. In two studies, one natural experiment and one lab‐experiment, we show that social exclusion increase willingness to participate in protests for individuals high in both rejection sensitivity and need to belong. We conclude that contextual factors, such as exclusion or marginalization should be considered in relation to individual level personality factors when explaining who is likely to become engaged in political protests. These results are important since they suggest that some people engage in politics simply due to social reasons and are less ideologically motivated.     

Facilitating particularization of repeated similar events with context‐specific cues

Ninety‐five dental care patients participated in a quasi‐experiment in which they were interviewed twice about dental visits they had made during the past ten years. Objective truth was established by analysing their dental records. The main purpose of the study was to investigate to what extent context‐specific cues could facilitate particularization (i.e., recollection of events and details) of repeated and similar events. A mixed design was employed and the effects of three types of cues were explored: two types of context‐specific cues vs. cues commonly used in police practise when interviewing plaintiffs. In line with our hypothesis, context‐specific cues tended to be more effective for recollection of individual events than the comparison cues. In addition, context‐specific cues generated more details than the comparison cues and the difference was marginally significant. Rehearsal of the memories by telling them to others was associated with an increased number of recollected events and details. The results are discussed from a legal psychology perspective with focus on recollection of repeated abuse.     

Training counting skills and working memory in preschool

Previous studies have shown that early numeracy skills predict later mathematics learning and that they can be improved by training. Cognitive abilities, especially working memory (WM), play an important role in early numeracy, as well. Several studies have shown that working memory is related to early numeracy. So far, existing literature offers a good few examples of studies in which WM training has led to improvements in early numerical performance as well. In this study, we aim at investigating the effects of two different training conditions: (1) counting training; and (2) simultaneous training of WM and counting on five‐ to six‐year‐old preschoolers' (N = 61) counting skills. The results show that domain‐specific training in mathematical skills is more effective in improving early numerical performance than WM and counting training combined. Based on our results, preschool‐aged children do not seem to benefit from short period group training of WM skills. However, because of several intervening factors, one should not conclude that young children's WM training is ineffectual. Instead, future studies should be conducted to further investigate the issue.     

Intercorrelations and developmental pathways of mothers' and fathers' loneliness during pregnancy,infancy and toddlerhood – STEPS study

Our aim was to study the inter‐correlations and developmental pathways of mothers' and fathers' social and emotional loneliness during pregnancy (20th pregnancy week), infancy (child aged 8 months), and early childhood (child aged 18 months). Moreover, we aimed to study whether mothers and fathers who have different developmental profiles (identified by latent growth curve mixture models) differ in their experiences of marital dissatisfaction (RDAS), social phobia (SPIN) and depression (BDI) during pregnancy. Both mothers' social and emotional loneliness and fathers' social and emotional loneliness were highly stable, and within individuals these loneliness factors were strongly correlated. However, the correlations between mothers' loneliness experiences and fathers' loneliness experiences were weaker than expected. Separate latent growth curve groups were identified, which differed in feelings of marital dissatisfaction, social phobia, and depression. These groupings revealed that the higher the loneliness was, the more the parents experience these other psychosocial problems.     

Changes in Attachment‐Related Behavioural Problems of Internationally Adopted Toddlers in Finland: Results from the FinAdo Study

This study investigated attachment‐related behavioural problems and their change over time among internationally adopted toddlers (N = 171, boys 40%) in Finland. The parents filled in questionnaires posted in 2007 and again in 2009. At the baseline (on average, 1.9 years from adoption), the mean age of the adoptees was 2.8 years. The comparison group (N = 244, boys 46%) was collected through well‐baby clinics. Results from the paired t‐test and mixed models showed that the adoptees' attachment‐related behavioural problems decreased during the 2‐year follow‐up and that they did not manifest more problems than their age‐mates any more 4 years after adoption. The decrease in behavioural problems was associated with the child's female gender, country of origin and adoptive parents' positive experience about adoption. A child's stereotypic or self‐injurious behaviour was not associated with the change in attachment‐related behaviour over time, although both were associated with behavioural problems. Copyright © 2014 John Wiley & Sons, Ltd.     

Perspectives of children and adolescents on the perceived determinants of physical activity during recess

Promotion of healthy lifestyles in youth focuses on school-based interventions with the aim to increase physical activity (PA) during school days. Drawing on seventeen focus group discussions from three purposively selected Estonian schools, we explored factors that perceivably affect students’ recess physical activity (RPA). Both inductive and deductive principles of data analysis were used to extract major and subthemes related to factors that inhibit or enhance RPA. Participants identified barriers and facilitators to recess PA as originating mainly from physical and organizational school environment. Also, unsuitable weather was described as a barrier to being active. Additionally, feelings, behavioral and normative beliefs were described as constraining or facilitating RPA. Results highlighted two culture-specific unique perceived determinants of RPA that need to be addressed during the development of school-based interventions to increase PA.     

Bullying and its association with altruism toward victims,blaming the victims,and classroom prevalence of bystander behaviors: a multilevel analysis

With reference to social-ecological, self-determination, attributional, and social cognitive theories, the current study examined whether gender, age, altruistic motivation to defend victims, and tendency to blame the victims, at the individual level, and the prevalence of reinforcing and defending, at the classroom level, were associated with bullying. A sample of 901 Swedish students (9–13 years old, M?=?11.00, SD?=?.83) from 43 classrooms filled out a questionnaire. Multilevel regression analyses revealed that the perpetration of bullying was positively associated with the prevalence of reinforcing at the classroom level and blaming the victims at the individual level, whereas it was negatively associated with altruistic motivation to defend victims of bullying at the individual level. Furthermore, students with high altruistic motivation to defend victims of bullying were less inclined to bully, independent of the classroom level of reinforcing. The current study suggests that bullying prevention and intervention programs should: explicitly target bystander behaviors, in particular to reduce the prevalence of reinforcing bullying; include efforts to strengthen altruistic self-concept and motivation to defend victims; and prevent, challenge, and counteract tendencies among students to blame the victim.     

Traveling Without a Destination? A Dialogical Analysis of Professional Identity Construction Among Australian Double Degree Psychology Students

This paper presents findings from a study of Australian double degree psychology students’ construction of professional identity. Dialogical self theory was used as a framework to conceptualize professional identity construction and to identify the I-positions, the voices of others, and the relationships between these voices within the self. Results revealed that conflicting voices were heard within the self, creating tensions in students’ professional identification. Moreover, it seems that when trying to navigate their study journeys, students rely on several, sometimes unintentional, value orientations to assist them in moving forward from these struggles. Findings are considered in the context of further developing dialogical self theory and the enhancement of curricula that focus on multiprofessional and interdisciplinary learning and teaching.