The relationship of individual and communal state-trait coping and interpersonal resources as trust,empathy and responsibility

Prior research and theoretical considerations revealed important information about the role of individual state-trait coping and personal resources for coping with an examination. However, the relationship between communal coping strategies and interpersonal resources has yet to be investigated. In order to understand the relationship between state-trait coping and interpersonal resources, several statistical analyses were used. The German Strategic Approach to Coping Scale (GSACS, GSACS-Exam), the Interpersonal Trust Scale (ITS), and exam-specific Empathy and Responsibility Scales (RESP-Exam, EMP-Exam) were combined for collecting data from a sample of 122 examiner-examinee-dyads. Data on empathy and responsibility of examiners were gathered as well as dispositional coping styles and trust of examinees eight weeks prior to an oral examination. Dispositional coping predicted comparable situational coping, reported immediately after the examination at a low-moderate level. Communal coping strategies tended to vary more than individual ones. Interpersonal resources were found to predict specific communal coping responses and a path model revealed the mediating effect of interpersonal trust. The results are discussed in the light of communal coping theory and educational significance.     

Anxiety and watching the war in Ukraine

On 24 February 2022, Russia attacked Ukraine. Millions of people tuned into social media to watch the war. Media exposure to disasters and large-scale violence can precipitate anxiety resulting in intrusive thoughts. This research investigates factors related to anxiety while watching the war. Since the war began during the ongoing coronavirus pandemic, threat from COVID-19 is seen as a predictor of anxiety when watching the war. A theoretical model is put forward where the outcome was anxiety when watching the war, and predictors were self-reported interference of watching the war with one's studies or work, gender, worry about the war, self-efficacy and coronavirus threat. Data were collected online with independent samples of university students from two European countries close to Ukraine, Germany (n = 348) and Finland (n = 228), who filled out an anonymous questionnaire. Path analysis was used to analyse the data. Findings showed that the model was an acceptable fit to the data in each sample, and standardised regression coefficients indicated that anxiety, when watching the war, increased with interference, war worry and coronavirus threat, and decreased with self-efficacy. Women reported more anxiety when watching the war than men. Implications of the results are discussed.     

Erscheinungsformen und Ursachen von Amoktaten aus kriminologischer,forensisch-psychiatrischer und forensisch-psychologischer Sicht

Cases of running amok are intentional, accomplished and attempted multiple homicides by which mass murder is generally carried out by a single offender, motivated by anger, hate and revenge, attacking defined or randomly selected victims. The offender intends to become famous and in many cases commits suicide after the attack. Young offenders up to the age of 24 years old differ from the heterogeneous group of adults. Within a core group of young offenders personality disorders and behavioral problems are the main cause of the attacks. A quiet, reclusive and always somewhat strange loner has a deep feeling of alienation, feels offended and disregarded, identifies with perpetrators and stages the crime as revenge for subjectively experienced insults. Schizotypal, paranoid and narcissistic aspects dominate. The offenders are not characterized by patterns of impulsive, aggressive or dissocial behavior.     

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (N_Teachers?=?220) and mathematics (N_Teachers?=?245) teachers and on students’ achievement and feelings of helplessness in German language classes (N_Students?=?2606) and mathematics classes (N_Students?=?2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (N_Teachers?=?456) and students’ achievement and self-concept in mathematics (N_Students?=?4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.

     

Parent–Child Interaction in Children with Autism Spectrum Disorder and Their Siblings: Choosing a Coding Strategy

The parent-child interaction strongly influences the emotional, behavioural, and cognitive development of young children. The nature of parent-child interactions differs in families with children with autism spectrum disorder (ASD), but research still entails a lot of inconsistencies and there is no consensus as to how these interactions should be coded. The parent-child interaction between sixteen mothers and their child with ASD (M _age?=?68 months) and a younger sibling without ASD (M _age?=?48 months) in a within-family study were coded using both a global and frequency coding scheme. Global and frequency codes of the same sample were compared to explore the value of each coding method and how they could complement each other. In addition, each coding method’s ability to detect group differences was evaluated. We found that mothers used an interaction style characterized by more support and structure, and clearer instructions in interaction with their children without ASD. In addition, global rating results suggested that within the ASD group, mothers may adapt their behaviour to the specific abilities of their child. Regarding the evaluation of coding method, results showed overlap between conceptually similar constructs included in both coding schemes. Although frequency coding clearly has its value, more qualitative aspects of the interaction were better captured by global rating scales and global rating was more time efficient. For this purpose, global ratings might be preferable over frequency coding.     

Daily Work Stress and Relationship Satisfaction: Detachment Affects Romantic Couples’ Interactions Quality

Psychologically detaching from work in the private setting is crucial to recover from work stress and promotes well-being. Moreover, broad evidence documents negative effects of stress on relationship quality. However, the interpersonal consequences of detachment have barely been studied. We seek to investigate, in daily life, whether and how detachment affects the interaction quality with the romantic partner. We propose that stress impedes detaching from work, and that detachment in turn, promotes individuals’ ability to engage in positive interactions at home, which increases individual and relational well-being. In a first experience sampling study, involving 106 dual-earner couples with young children, detachment mediated the association between work stress and not only the stressed individual’s, but also their partner’s relationship quality. However, positive (affectionate) behaviors did not play a significant role in this process. In a second experience sampling study, involving 53 dual-earner couples with preschool children, detachment was associated with more affectionate interactions, which in turn, predicted lower actor, but not partner evening strain. These results suggest that detachment from work not only affects the working individual’s, but also their close partner’s the perception of their interactions, showing that detachment plays an important mediating role in the stress spillover and crossover process. This emphasizes the relevance of addressing interpersonal processes in the association between detachment and well-being.     

The effect of early life stress on the cognitive phenotype of children with an extra X chromosome (47,XXY/47,XXX)

Studies on gene–environment interactions suggest that some individuals may be more susceptible to life adversities than others due to their genetic profile. This study assesses whether or not children with an extra X chromosome are more vulnerable to the negative impact of early life stress on cognitive functioning than typically-developing children.

A total of 50 children with an extra X chromosome and 103 non-clinical controls aged 9 to 18 years participated in the study. Cognitive functioning in domains of language, social cognition and executive functioning were assessed. Early life stress was measured with the Questionnaire of Life Events. High levels of early life stress were found to be associated with compromised executive functioning in the areas of mental flexibility and inhibitory control, irrespective of group membership. In contrast, the children with an extra X chromosome were found to be disproportionally vulnerable to deficits in social cognition on top of executive dysfunction, as compared to typically-developing children. Within the extra X group the number of negative life events is significantly correlated with more problems in inhibition, mental flexibility and social cognition. It is concluded that children with an extra X chromosome are vulnerable to adverse life events, with social cognition being particularly impacted in addition to the negative effects on executive functioning. The findings that developmental outcome is codependent on early environmental factors in genetically vulnerable children also underscores opportunities for training and support to positively influence the course of development.     

Serial and subjective clustering on a verbal learning test (VLT) in children aged 5–15: The nature of subjective clustering

This study investigated which strategies children aged 5–15 years (N?=?408) employ while performing a multitrial free recall test of semantically unrelated words. Serial clustering (i.e., a relatively passive strategy) is an index of the sequential consistency of recall order. Subjective clustering (i.e., a more active strategy) is based on similar word groupings in successive trials. Previously, Meijs et al. (2009 Meijs, C. J. C., Hurks, P. P. M., Kalff, A. C., Slaats-Willemse, D. I. E., Rozendaal, N. and Jolles, J. 2009. Differential development of learning strategies on a Pictorial Verbal Learning Test (PVLT) in primary school children. Child Neuropsychology, 15: 247–261. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) found that the level of (serial and subjective) clustering increases with age. At all ages, the level of serial clustering correlates positively with the ability to recall information on VLT trials. However, subjective clustering is more predictive of VLT performance than serial clustering after ≥ 3 trials, but only in children aged 8+. Knowledge on how children organize words (based on, for example, sound or meaning) and how this relates to developmental stage is still lacking. This study revealed that the level of subjective clustering is primarily determined by the position of words in a VLT list. More specifically, primacy (i.e., recall of words 1–3 of the VLT list — whether recalled in the same order or reversed) and recency (i.e., recall of words 14–15) effects primarily determine level subjective organization over successive trials. Thus, older children still organize words based on the serial position of the VLT list and are much less likely to organize them based on any other feature of the words, for example, sound or meaning. This indicates that the most important information to be learned needs to be presented first or last, even in older children and even with repeated presentations.     

The Missing Link: On Strengthening the Relationship Between Values and Attitudes

Three experiments that test whether the activation of values may result in a change in the relationship between the activated value and connected attitudes are discussed. Participants were primed with the value universalism and subsequently asked for their attitude toward organically grown food. Our results strongly suggest that values are more likely to significantly influence attitudes when the relevant value is activated and the link between the activated value and attitude is activated as well. However, merely activating a specific value is not sufficient to instigate a significant change in the relationship between a value and its related attitudes.     

Asymmetry in resting intracortical activity as a buffer to social threat

Social rejection can create powerful changes in people's brains and bodies. In the study reported here, we examined brain-based individual differences associated with buffering against cardiovascular threat responses to social rejection. Using EEG source-localization techniques, we examined differences in intracortical asymmetry. We predicted that individuals with greater left relative to right dorsolateral prefrontal activity would show a more approach-motivated response to social rejection. Eighty-four female participants were randomly assigned to one of three stressful situations: social rejection, social evaluation without rejection, or self-evaluation. Among participants assigned to the social-rejection condition, greater left relative to right prefrontal intracortical activity at baseline was associated with more adaptive cardiovascular profiles and more self-reported approach-oriented emotions. Participants in the other conditions did not show these relationships. Our data are the first to show that social context matters when attempting to link individual differences in cortical asymmetry with approach-related cardiovascular and emotional outcomes.