Envy and Its Consequences: Why It Is Useful to Distinguish between Benign and Malicious Envy

Envy is the pain that arises from the good fortune of others. Recent research identified two subtypes of envy, benign and malicious envy. Malicious envy is the envy subtype with action tendencies aimed to pull down the envied person from their superior position. Benign envy is also a frustrating experience, but activates action tendencies aimed at improving oneself. This article provides an overview of the empirical support for making this distinction in envy subtypes. It then discusses the benefits of a subtype approach to envy, with the main advantages of distinguishing benign and malicious envy being that it (a) provides researchers with the language to be clear in how they conceptualize envy and (b) allows novel predictions. A next section provides a response to some criticism on making this distinction. Finally, I conclude with a section on how envy in general, and benign and malicious envy in particular, could be measured.     

Emotional health predictors of substance use initiation during middle school

This study aimed to evaluate whether emotional health factors, including anxiety and depression, stress, and social support, are associated with earlier youth initiation of alcohol and illicit substances during middle school (from the sixth to the eighth grade). Data for this study were from the Developmental Pathways Project, a longitudinal study of 521 youth sampled from the Seattle Public Schools. Discrete time survival analyses were used to assess the effects of depression, anxiety, stress, and support on initiation of substance use, measured every 6 months at five time points between sixth and eighth grade. Youth who had initiated prior to sixth grade had significantly higher levels of depressive symptoms. In multivariate survival analyses controlling for child race/ethnicity, gender, and socioeconomic status, and accounting for conduct problems, youth who reported higher levels of separation anxiety/panic symptoms were at decreased risk for early alcohol initiation. Children with higher levels of perceived teacher support had a significantly lower risk of alcohol initiation during early follow-up periods. Recent stressful life events in Grade 6 were associated with significantly greater risk of initiating an illicit substance by Grade 8. The current findings highlight the role of stress in the initiation of illicit substance use and suggest that teacher support is associated with lower risk for very early alcohol use. Future research examining anxiety as a predictor of substance use should distinguish between subtypes of anxiety.     

Effects on High School Students of a Teaching Module for Reducing Homophobia

Outcomes of an antihomophobia teaching unit for 130 high school students were evaluated in a pretest-posttest follow-up design, with gender and school type as independent variables. Dependent variables were cognition (Modified Attitudes Toward Homosexuality Scale; Price, 1982); homophobic guilt, homophobic anger, and delight (Affective Reactions to Homosexuality Scale; Van de Ven, Bornholt, & Bailey, in press); behavioral intentions (Homophobic Behavior of Students Scale; Van de Ven et al., in press); and short-story responses. Multivariate analyses of variance revealed that participants' anger (p < .05) and behavioral intentions (p < .0005) were significantly less homophobic at posttest and follow-up. Analyses of the cognition variable showed that hostility toward homosexuals was significantly reduced for girls (p < .0005) and initially for boys (p < .0005); however, boys reverted to previous levels of homophobia on this variable at 3-month follow-up. Similarly, analyses of the delight variable for students in single-sex schools showed that girls became less hostile (p < .05) and maintained their reduced levels of homophobia, whereas boys became less hostile initially (p < .05) but then regressed. The intervention had no effect on students' guilt and no effect on delight for coeducational students. Analysis of all participants' short-story content using sign tests indicated that the instruction had the desired effect (p < .005). However, only the female, coeducational school cohort yielded significant results (p < .05). The findings reinforce the importance of using multiple dependent measures of homophobic response and of collecting follow-up data. They also imply that extensions of the unit are warranted, especially in the absence of longer term impact for boys.     

Influence of text cohesion on the persuasive power of expository text

The present study examined how global text cohesion affects persuasion and memory for message arguments presented in expository text. Sixty-nine participants who held a neutral prior attitude towards NATO read a persuasive text about NATO that was either high or low in global cohesion. After reading, participants voted whether Finland should seek NATO membership and filled in an attitude questionnaire. After a 1-week delay they returned for a surprise recall task. The results showed that the high cohesion text was more persuasive than the low cohesion text. Moreover, attitude after reading but not text cohesion predicted later recall of the message arguments. The results show that global text cohesion increases text's persuasive power and that readers who form a positive attitude have better memory of the persuasive arguments after a delay than readers who are less persuaded.     

The association between temperament and depressive symptoms in adolescence: brooding and reflection as potential mediators

This study examined whether rumination subtypes (brooding and reflection) mediated prospective associations between temperament (negative emotionality and positive emotionality) and depressive symptoms in a community sample of 423 adolescents. Effortful control and sex were examined as potential moderators of the mediated pathway. Youth self-reported negative emotionality (NE), positive emotionality (PE), and effortful control (EC) at age 12; brooding and reflection subtypes of rumination at age 14; and depressive symptoms at ages 12, 14, and 15. Hierarchical linear regression analyses indicated that, controlling for initial levels of depressive symptoms, high NE, but not low PE, predicted increases in depressive symptoms from age 12 to age 15. Brooding, but not reflection, mediated the association between NE and depressive symptoms. Neither sex nor EC moderated either indirect pathway in the mediated model. The results confirm and extend previous findings on the association between affective and cognitive vulnerability factors in predicting depressive symptoms in adolescence.     

The Relationship Between Religion and Religious Coping: Religious Coping as a Moderator Between Religion and Adjustment

This study examined the relationship between and among religion, religious coping, and positive/negative psychological adjustment and investigated whether the four religious coping styles of Self-Directing, Deferring, Collaborative, and Turning to Religion would significantly moderate the relationship between religion and psychological adjustment. Each of the four religious coping measures were significant moderators between religion and positive and negative adjustment. However, the high self-directing and high religion group showed opposite results from the other three coping styles, in that they were the most maladjusted and least satisfied with life compared to the other three integration and religious coping groups. The participants high on religion and high deferring, high collaborative, and high turning to religion groups were less maladjusted and more satisfied than the other three groups in each of these religious coping styles.     

First-order indefinite and uniform neighbourhood semantics

The main purpose of this paper is to define and study a particular variety of Montague-Scott neighborhood semantics for modal propositional logic. We call this variety the first-order neighborhood semantics because it consists of the neighborhood frames whose neighborhood operations are, in a certain sense, first-order definable. The paper consists of two parts. In Part I we begin by presenting a family of modal systems. We recall the Montague-Scott semantics and apply it to some of our systems that have hitherto be uncharacterized. Then, we define the notion of a first-order indefinite semantics, along with the more specific notion of a first-order uniform semantics, the latter containing as special cases the possible world semantics of Kripke. In Part II we prove consistency and completeness for a broad range of the systems considered, with respect to the first-order indefinite semantics, and for a selected list of systems, with respect to the first-order uniform semantics. The completeness proofs are algebraic in character and make essential use of the finite model property. A by-product of our investigations is a result relating provability in S-systems and provability in T-systems, which generalizes a known theorem relating provability in the systems S 2° and C 2.The author would like to thank Prof. Nuel D. Belnap of the University of Pittsburg for many indispensable contributions to earlier versions of this work. The author also thanks the referee for several helpful comments and corrections.     

Verbal fluency and verbal comprehension abilities in synonym tasks

Generating different synonym candidates and evaluating these candidates with respect to their synonymy with the stimulus word are two components of solving an open synonym task, which requires giving synonyms for a given word (cf. Janssen, Hoskens, & De Boeck, 1993). Separate subtasks were designed to identify these components. It is shown in this study that the generation component ability is primarily related to verbal fluency abilities, whereas the evaluation component ability is primarily related to verbal comprehension abilities. Moreover, evidence is given that these two component abilities can account for the correlations of the open synonym task with other ability measures.     

A Comparison of Two Teaching Modules for Reducing Homophobia in Young Offenders1

The outcomes for young offenders (N= 37) of two teaching modules for reducing homophobia were evaluated using a multigroup pretest-posttest design. Dependent variables were cognitive, affective, and behavioral self-report measures, as well as short-story responses. Cognition was assessed by the Modified Attitudes Toward Homosexuality Scale (Price, 1982). Affects of homophobic guilt, homophobic anger, and delight were measured by the Affective Reactions to Homosexuality Scale (Van de Ven, Bornholt, & Bailey, in press). Behavioral intentions were assessed by the Homophobic Behavior of Students Scale (Van de Ven et al., in press). Interventions took two forms: a New South Wales Department of School Education module and a Community Care Schools module. The latter, which specifically addressed maintenance factors of juvenile offender homophobia, was anticipated to result in better outcomes. ANCOVAs and a difference of proportions test revealed that the Community Care Schools module was superior in terms of producing less commitment to homophobic behavior (p < .005), more positive written responses (p < .001), and more positive delight scores (p < .05). Implications for further interventions and research are discussed.