The links between self-determined motivations and behavioral automaticity in a variety of real-life behaviors

The different motivations postulated by the Self-Determination Theory have proved to be meaningful to predict the level of engagement in a wide variety of life domains. The present research examines the relation between the different forms of self-determined motivation and behavioral automaticity of 12 behaviors associated with different life domains. Following 1743 measurements of self-determination (using a short version of the situational motivational scale, SIMS8), behavioral automaticity (using the self-reported behavioral automaticity index, SRBAI), and behavioral frequency (self-reported number of executions in a unit of time) for 12 various common behaviors collected on 315 young adults (M_age = 20.60?±?2.87 years) through an online survey, the results of crossed linear mixed models indicated that self-determined motivations are more associated with behavioral automaticity than non-self-determined motivations (intrinsic motivation: β?=?0.13, p?<?.001, identified extrinsic motivation: β?=?0.13, p?<?.001; external extrinsic motivation : β?=?0.08, p?<?.001; amotivation: β?=?0.02, p?=?.433). Furthermore, self-determination played a moderating role between the repetition of behaviors and behavioral automaticity (β?=?0.06, p?<?.002) suggesting that self-determination facilitated automatization, as high level of behavioral automaticity was achieved with less frequent behaviors when behaviors were performed for highly self-determined (β?=?0.41, p?<?.001) than weakly self-determined reasons (β?=?0.29, p?<?.001). The applications of these findings for learning and habit formation are discussed.     

Intimate and Relational Loneliness in Adolescence

Research on peer-related loneliness in adolescence has paid insufficient attention to the distinction between intimate loneliness (i.e., in a dyadic relationship with a friend) and relational loneliness (i.e., in the broader peer group). This study examined the correlations among a broad set of loneliness scales. A sample of adolescents from Belgium (n?=?282; 60% female) completed 8 subscales of 6 established loneliness measures. Results revealed high correlations among these measures. At the same time, confirmatory factor analysis revealed the two expected factors, reflecting intimate and relational loneliness. Furthermore, it was found that boys experienced on average more intimate loneliness than girls, and girls experienced on average more relational loneliness than boys. As different types of loneliness are related to problems in different domains, and adolescents may experience one type of loneliness but not the other, it is essential to know which loneliness measure taps into which type of loneliness. The present study not only provides evidence for the distinction between intimate and relational loneliness, but also shows which type is covered by which of six commonly used loneliness measures. Based on these findings, researchers can now make a more deliberate selection of scales for future research, and can better interpret and integrate findings from previous studies that used different loneliness measures.     

Identity Statuses and Event-Focused Narratives at University Starting Point in Italy

The purpose of this study was to explore in greater depth the identity formation processes in Italian university students starting from previous studies that have provided support for a “postponed Identity”. Given the particular socio-economic difficulties of the Italian context, especially occupational uncertainty, this study assumes that the years of university for Italian students are rather like a time of standby, a period when students are allowed to remain in moratorium (institutionalized) or diffusion statuses and disengage from tasks related to personal and professional identity consolidation. For this purpose, the study focuses initially on the person-centred approach by measuring identity statuses in students attending the first 2 years of university and in students attending the fourth and fifth years of university. Subsequently, it focuses on the first 2 years of university through an event-focused approach, exploring narrative accounts of memorable daily life events perceived as important for identity construction, and to deepen our understanding of the subjective dimension of personal changes. Based on five identity dimensions, the cluster analysis indicated that six identity statuses could be extracted for both students groups: achievement, foreclosure, moratorium, diffused diffusion, carefree diffusion and undifferentiated. Each of these clusters revealed a distinct profile in terms of narrative universes of meaning. The study explored associations between narratives, reflecting a particular focus on the identity content and identity statuses. Suggestions for future research and limitations are discussed.     

Why There Cannot be a Single Probabilistic Measure of Coherence

Bayesian Coherence Theory of Justification or, for short, Bayesian Coherentism, is characterized by two theses, viz. (i) that our degree of confidence in the content of a set of propositions is positively affected by the coherence of the set, and (ii) that coherence can be characterized in probabilistic terms. There has been a longstanding question of how to construct a measure of coherence. We will show that Bayesian Coherentism cannot rest on a single measure of coherence, but requires a vector whose components exhaustively characterize the coherence properties of the set. Our degree of confidence in the content of the information set is a function of the reliability of the sources and the components of the coherence vector. The components of this coherence vector are weakly but not strongly separable, which blocks the construction of a single coherence measure.     

Father involvement and marital relationship during transition to parenthood: differences between dual and single-earner families

Research into the process of becoming mother or father shows very conclusively that this important life transition is accompanied by both a decrease in marital quality and a more traditional division of labour. In this paper these changes are analyzed with special emphasis on the relationships between them and exploring the role played in this process by the mother's work status. Results showed a significant link between the development of marital quality and violated expectations regarding father involvement on childrearing. Dual-earner families were characterized by a specific pattern of changes, with greater stability than single-earner families in marital and parental roles during transition to parenthood and a significant role played by spouse support as a partner, but not as a parent.     

Loneliness,Depressive Symptomatology,and Suicide Ideation in Adolescence: Cross-Sectional and Longitudinal Analyses

The paper presents the first known longitudinal study of the relationship between loneliness, depressive symptoms, and suicide ideation in adolescence, in a stratified sample of high school students (Time 1 N = 1009; 57 % female; Time 2 N = 541; 60 % female). Cross-lagged structural equation modeling indicated that depressive symptoms led to more loneliness across time, whereas loneliness did not predict higher levels of depressive symptoms across time. Loneliness was found to be a correlate of depressive symptoms at the cross-sectional level, independent of gender, other demographic factors, multiple psychosocial variables, and social desirability. Loneliness did not predict suicide ideation over time or at the cross-sectional level, when controlling for depressive symptoms. Gender did not predict loneliness, depressive symptoms or suicide ideation across time. Future longitudinal studies of the relationship between loneliness, depressive symptoms, and suicide ideation in adolescence should use more extensive designs.     

The effect of directive tutor guidance on students' conceptual understanding of statistics in problem‐based learning

Background. Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error‐free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. Aims. The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Sample. Undergraduate university students from an introductory statistics course, in an authentic problem‐based learning (PBL) environment, were randomly assigned to conditions and measurement time points. Method. In the PBL tutorial meetings, half of the tutors guided the discussions of the students in a traditional way. The other half guided the discussions more actively by asking directive and activating questions. To gauge conceptual understanding, the students answered open‐ended questions asking them to explain and relate important statistical concepts. Results and conclusions. Results of the quantitative analysis show that providing directive tutor guidance improved understanding. Qualitative data of students' misconceptions seem to support this finding. Long‐term retention of the subject matter seemed to be inadequate.     

Perceived instability in emerging adulthood: The protective role of identity capital

Developmental instability characterizes the late teens and twenties in today's late-modern society. The present study (a) focused on the link between instability and both general (i.e., self-esteem and depressive symptoms) and work-related outcomes (i.e., work engagement and burnout) and (b) investigated the possible moderating role of identity capital acquisition (as assessed through sense of adulthood and community integration) in a sample of 202 emerging adult employees. Results indicated that instability was negatively related to self-esteem, positively to depressive symptoms, and unrelated to most components of work engagement and burnout. Several of these main effects, however, were moderated by sense of adulthood. Instability substantially impacted on several components of job burnout and work engagement when sense of adulthood was low. When sense of adulthood was high, these detrimental effects were no longer present. Implications and suggestions for future research are outlined.