The Role of Identity Integration in Enhancing Creativity Among Mixed‐Race Individuals

Identity integration among bicultural individuals refers to the perception that their two cultural identities are compatible. Previous research has shown that identity integration is likely to lead to enhanced creativity. However, this research was conducted among first‐ and second‐generation immigrants, but not among mixed‐race individuals. The current research examined identity integration and creativity among mixed‐race individuals. We also explored the role of integrated identity experiences at home. We found that identity integration was related to increases in creativity; and this was partly mediated via integrated identity experiences at home. Our findings suggest that positive bicultural experiences at home may create a context for the individual to integrate their biracial identities; and this is ultimately beneficial for creativity.     

A step too far? Leader racism inhibits transgression credit

Prior research established that when in‐group leaders commit serious transgressions, such as breaking enforceable rules or engaging in bribery, people treat them leniently compared with similarly transgressive regular group members or out‐group leaders (‘transgression credit’). The present studies test a boundary condition of this phenomenon, specifically the hypothesis that transgression credit will be lost if a leader's action implies racist motivation. In study 1, in a corporate scenario, a transgressive in‐group leader did or did not express racism. In study 2, in a sports scenario, an in‐group or out‐group leader or member transgressed rules with or without a racist connotation. Both studies showed that in‐group transgressive leaders lost their transgression credit if their transgression included a racial connotation. Wider implications for constraining leaders' transgressions are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

“Where there is a will, there is an A”: examining the roles of self-efficacy and self-concept in college students’ current educational attainment and career planning

As previous research indicates self-efficacy and self-concept have similar effects on achievement outcomes, the current study investigated the differential effects of both constructs on academic performance and career path certainty in college freshmen. Results indicated high school GPA was best predicted by general self-efficacy, whereas current GPA was most strongly related to self-efficacy for learning. However, academic competence did not moderate either self-efficacy or academic performance. Career path certainty was best explained by general self-efficacy and job competence, and scholastic competence best predicted current academic performance. Yet, no mediation effect was found for general self-efficacy amongst the variables of self-concept, academic performance, and career path certainty.     

Dyadic Causal Sequencing of Depressive Symptoms and Relationship Satisfaction in Romantic Partners Across Four Years

Abstract

Causal sequencing between relationship satisfaction and depressive symptoms has important ramifications for couples therapy. Using dyadic data from the Pairfam study (N?=?1,876 German couples), an auto-regressive cross-lagged model was used to test the causal sequencing of these associations annually across four years. Although depressive symptoms had a significant bidirectional association with relationship satisfaction both within and between partners, depressive symptoms tended to serve as a stronger and more consistent predictor of relationship satisfaction than the reverse direction. Thus, clinically focusing on reducing depressive symptoms in couples’ therapy may serve to help prevent future deterioration in relationship quality.     

Love in the counter-transference: The uses of the therapist's excitement

SUMMARY

The psychoanalytic tradition has always had difficulty with the question of the therapist's sexual feelings toward the patient. This paper traces that difficulty: from Freud's original struggle to replace moralism with a psychoanalytic mode of understanding, to the more recent literature on countertransference which still seems particularly averse to the possibility of the therapist's sexual experience. By way of a discussion of a psychoanalytic psychotherapy, I argue for the sometimes central therapeutic role of the therapist's experiencing, and then containing, excitement.     

ON THE RELATION BETWEEN REINFORCER EFFICACY AND PREFERENCE

Most research on stimulus preference and reinforcer assessment involves a preference assessment that is followed by a reinforcer assessment. Typically, the most and least preferred stimuli are tested as reinforcers. In the current study, we first quantified the reinforcing efficacies of six food items and then assessed relative preference for each item. Relative preference ranking and reinforcer efficacies showed almost perfect concordance for 1 participant and partial concordance for the other. Discordance tended to occur with the weakest reinforcers.     

Patterns of Adolescent Aggression and Victimization: Sex Differences and Correlates

This study identified heterogeneous patterns of peer and dating aggression and victimization among boys and girls and examined their relation to risk and protective correlates. Girls (n = 1648) and boys (n = 1420) in grades 8–10 completed surveys assessing 14 indicators of violence involvement. Latent class analyses indicated a four-class solution, though a test of measurement invariance indicated the nature of the classes differed by sex. Among boys and girls, three classes emerged: Uninvolved (45% of girls, 61% of boys), Peer Aggressor-Victims (23% of girls, 21% of boys), and Cross-Context Aggressor-Victims (CCAV) (12% of girls, 5% of boys). Those in the Peer Aggressor-Victims class were likely to report involvement in peer aggression only; however, girls in this class were likely to be involved only in moderate violence, whereas boys were likely to be involved in moderate and severe violence. Those in the CCAV class were likely to report involvement in all forms of violence except sexual and controlling aggression, which was likely only among boys. Among girls, but not boys, a Verbal Dating Aggressor-Victims class (21% of girls) emerged that was characterized by involvement in occasional verbal dating aggression only. Among boys, but not girls, a Cross-Context Physical Victims class (13% of boys) emerged that was characterized by being only a victim of moderate physical peer and dating violence. Unique and shared risk and protective factors distinguished class membership for girls and boys. Findings suggest the pathways leading to violence may differ by sex and result in different patterns of violence involvement.