In pursuit of job satisfaction and happiness: Testing the interactive contribution of emotion‐regulation ability and workplace social support

The present study focuses on the interplay of emotion‐regulation ability and perceived workplace social support as predictors of job satisfaction and happiness in a Spanish multi‐occupational sample. A total of 494 working adults (39.4% females) took part in this study. Emotion‐regulation ability and perceived support from colleagues and supervisors were positively associated. In addition, emotion‐regulation ability and perceived support from colleagues and supervisors showed positive associations with job satisfaction and happiness. Furthermore, considering results from moderation analyses, when low levels of perceived workplace social support were reported, the relationship between emotion regulation and both job satisfaction and happiness was stronger than in cases of higher perceived workplace support. In line with previous studies, these findings suggest that training in emotion regulation abilities may take into consideration the potential moderating role of job characteristics such as support from colleagues and supervisors. Finally, theoretical and practical implications of the joint study of these factors in line with the Job Demands‐Resources model and the Emotional Intelligence framework are discussed.     

Children's developmental understanding of ethnicity and race

Research on children's development of ethnic cognition from preschool through adolescence was reviewed. This review was based on research conducted on (a) children's ethnic cognition, (b) children's social-cognitive development, (c) children's understanding of a variety of social status, and (d) Quintana's model of children's understanding of ethnicity. Four developmental levels were described: Integration of affective and perceptual understanding of ethnicity (level 0), literal understanding of ethnicity (level 1), social and nonliteral perspective of ethnicity (level 2), and ethnic-group consciousness and ethnic identity (level 3). For each developmental level, applied implications were discussed.     

Human-computer interaction: A preliminary social psychological analysis

Considering an interactive computer as a social stimulus suggests that contemporary social psychological theories can contribute to the prediction of user attitude and performance. In order to assist in the systematic exploration of this possibility, we developed DIALOGUE, an on-line system to investigate the effects of varying the computer’s responses to the user. This system involves a presentation program that displays the computer’s responses, performs the pacing of video information, and collects a variety of measurements, including the user’s response time and the number of correct/incorrect user responses. DIALOGUE also includes a data manager that allows the experimenter to examine or modify the information collected by the presentation program. Utilizing DIALOGUE, we conducted a preliminary investigation of one aspect of human-computer interaction, the effects of varying the degree of human-like responses exhibited by the computer. Results suggest that (1) there are underlying dimensions of judgment involving perception of interactive computers, (2) a manipulation of human-like computer responses is reflected primarily in certain of these dimensions, and (3) such a manipulation influences user performance and feelings of responsibility. Factors related to the implementation of DIALOGUE are considered, and its potential for investigations of a variety of human-computer interactions is discussed.     

Relational Needs in Late Adolescent Separation-lndividuation

In this article the authors critically examine empirical and conceptual research suggesting that adolescent separation-individuation progresses linearly from dependence to independence, without including adaptive forms of connectedness and maladaptive forms of separateness. An investigation of 87, mostly first- and second-year and primarily White, college students demonstrated that participation in relationships that supported separateness, mirroring, and nurturance needs was associated with freedom from depressive complaints. Conversely, engulfment anxiety, separation anxiety and denial of dependency were associated with such complaints. Results suggested that some forms of connectedness and separateness were associated with adaptiveness, whereas other forms of connectedness and separateness were associated with distress.     

Review of clinical validation of ADHD behavior rating scales

The purpose of this review is to assess the range of overall accuracies for Attention Deficit/Hyperactivity Disorder (ADHD) behavior rating scales evaluated in clinical validation studies. Studies were characterized according to the evidence standards of the American Academy of Neurology (AAN). Studies were excluded due to major design problems such as overfitting by discriminant analysis. The 13 included evaluations of rating scales revealed overall accuracy in the range of 59%-79% with a pooled mean of 69% (+/-7%, standard deviation) and a pooled sample size of 2228 subjects from nine studies. While some of the excluded studies demonstrated higher overall accuracies (>79%), these studies were observed to have factors in experimen tal design and statistics that are known to unduly inflate accuracy. We recommend further research following the full AAN standards, namely well-designed, blinded, pro spective studies of rating scales applied to clinically representative samples evaluated with a clinical standard.     

Benefits of cultural exposure and development of Korean perspective-taking ability for transracially adopted Korean children

This study investigated the benefits of cultural exposure for transracially adopted (TRA) Korean children's developmental understanding of being Korean. Fifty TRA Korean children living in the United States were interviewed to assess their understanding of the implications of their Korean status for peer relations and personal identities, using a model of perspective-taking ability (PTA). Results showed cultural exposure and chronological age were significant predictors of children's PTA for being Korean. Cultural exposure had a slightly stronger relationship with PTA development for younger children than older ones. Comparison with another sample suggested that nonadopted native Korean children in the United States for an average of 25 months achieved levels of PTA at earlier ages did TRA children but that level of cultural exposure mediated these age differences.     

Attachment Orientations: Predicting Psychological Distress in German and Turkish Samples

This study examined the relationship between attachment orientations and psychological distress, as well as cultural moderation in this relationship, among 241 university students from Germany and Turkey. Attachment orientations predicted the elevation of psychological distress in both samples. Attachment anxiety in the German sample and attachment avoidance in the Turkish sample showed stronger association with the elevation in psychological distress. The results and potential implications for counseling research and practice are discussed.     

Reducing Identity Distress: Results of an Identity Intervention for Emerging Adults

Emerging adulthood is a transitional period between adolescence and adulthood where positive and negative life trajectories tend to diverge, with issues surrounding identity formation playing a key role. The present study evaluated the Miami Adult Development Project, a self-facilitated identity-focused intervention. The sample consisted of 141 emerging adults (19?29 years old; M = 23.08) who completed pretest and posttest assessments. Results indicated participation in the intervention relative to the comparison group was associated with lower levels of identity distress and higher levels of well-being via the reduction of identity distress and the development of a consolidated identity (commitment and synthesis). The present study provides evidence for the effectiveness of positive identity interventions during emerging adulthood.