Assessing regulatory emotional self-efficacy in three countries

The Regulatory Emotional Self-Efficacy (RESE) scale was developed to assess perceived self-efficacy in managing negative (NEG) and in expressing positive (POS) affect (G. V. Caprara & M. Gerbino, 2001). In this study of young adults, the factorial structure of the RESE scale was found to be similar in Italy, the United States, and Bolivia. In addition to a factor for POS, NEG was represented by a second-order factor of 2 different negative affects: despondency-distress (DES) and anger-irritation (ANG). Overall, there was partial invariance at both metric and scalar levels across gender and countries. Discriminant and convergent validity of the RESE scale was further examined in the Italian sample. Stronger patterns of association of POS with prosocial behavior, of ANG with low aggressive behavior problems and irritability, and of DES with low anxiety/depressive problems and shyness and high self-esteem were found.     

Feline communication strategies when presented with an unsolvable task: the attentional state of the person matters

Animal Cognition - Research on social cognitive ability in domestic cats is limited. The current study investigated social referencing in cats when exposed to first, a solvable, and then, an...     

The Italian job?: Comparing theory of mind performance in British and Italian children

Cross‐cultural research on theory of mind is relatively recent and largely restricted to comparisons of children from Western versus non‐Western samples; much less is known about variation within Western cultures. This study compared 5‐ to 6‐year‐olds from Britain and Italy (matched for age, verbal age, gender, and maternal education; N = 140), on tests tapping children's understanding of 1st and 2nd order false belief and mixed emotions. Overall, British children outperformed Italian children; group differences were clearest for tests of false‐belief understanding. These results are discussed in relation to contrasts in family talk about mental states, schooling, language comprehension, and cultural factors in Britain and Italy.     

When you accept me for me: the relational benefits of intrinsic affirmations from one's relationship partner

Research suggests that not all affirmations of self-worth are created equal-affirming intrinsic aspects of the self (i.e., a person's stable, intrinsic qualities) leads to better outcomes for the individual compared to affirming extrinsic aspects (i.e., a person's deeds and accomplishments). Extending this research to the domain of romantic relationships, the current research compared the relational benefits of recalling intrinsic versus extrinsic affirmations from a romantic partner among people high versus low in baseline relationship satisfaction. Across three experiments, as predicted, people low but not high in baseline satisfaction reported higher relationship quality and more pro-relationship responses after recalling a time of intrinsic compared to extrinsic affirmation from a romantic partner. Together, these experiments suggest that affirmations from relationship partners may be important for enhancing relationships, but only if they emphasize intrinsic qualities of the self.     

Social achievement goals: the nature and consequences of different orientations toward social competence

The proposition that achievement goals are applicable to the social domain was examined in four studies. Study 1 established that different orientations toward developing or demonstrating social competence can be seen in individuals' responses to open-ended questions about their social goals and social competence. Studies 2 through 4 evaluated a new survey measure of social achievement goals. Exploratory and confirmatory factor analyses confirmed the hypothesized model of social achievement goals. Convergent and discriminant validity for the new measure of social achievement goals was established. In line with hypotheses, a social development goal was associated with adjustment and a social demonstration-avoid goal was associated with maladjustment both concurrently and longitudinally. A social development goal also was positively related to instructor ratings of students' social adjustment in small classroom settings. A social demonstration-approach goal was most often unrelated to adjustment. The importance of social achievement goals for a comprehensive understanding of social motivation and adjustment is discussed.