Regulatory focus and adherence to self-care behaviors among adults with type 2 diabetes

The aims of this study were, first, to test the association between regulatory focus of adults with type 2 diabetes and their adherence to two types of self-care behaviors – lifestyle change (e.g. physical activity and diet) and medical care regimens (blood-glucose monitoring, foot care and medication usage). Second, to explore whether a fit between the message framing and patients’ regulatory focus would improve their intentions to adhere specifically when the type of behavior fits the patients’ regulatory focus as well. A cross-sectional study was conducted among 130 adults with type 2 diabetes who were hospitalized in an academic medical center. The patients completed a set of questionnaires that included their diabetes self-care activities, regulatory focus, self-esteem and demographic, socioeconomic and clinical data. In addition, participants were exposed to either a gain-framed or a loss-framed message, and were then asked to indicate their intention to improve adherence to self-care behaviors. A multivariable linear regression model revealed that promoters reported higher adherence to lifestyle change behaviors than preventers did (B = .60, p = .028). However, no effect of regulatory focus on adherence to medical care regimens was found (B = .46, p = .114). In addition, preventers reported higher intentions to adhere to medical care behaviors when the message framing was congruent with prevention focus (B = 1.16, p = .023). However, promoters did not report higher intentions to adhere to lifestyle behaviors when the message framing was congruent with promotion focus (B = ?.16, p = .765). These findings justify the need to develop tailor-made interventions that are adjusted to both patients’ regulatory focus and type of health behavior.     

The benefits of argumentation are cross-culturally robust: The case of Japan

Thanks to the exchange of arguments, groups outperform individuals on some tasks, such as solving logical problems. However, these results stem from experiments conducted among Westerners and they could be due to cultural particularities such as tolerance of contradiction and approval of public debate. Other cultures, collectivistic cultures in particular, are said to frown on argumentation. Moreover, some influential intellectual movements, such as Confucianism, disapprove of argumentation. In two experiments, the hypothesis that Easterners might not share the benefits of argumentation was tested. In Experiment 1, Japanese participants had to solve a standard logical problem individually and then in groups. They performed significantly better in groups. In Experiment 2, Japanese participants had to estimate the weight of various animals. They did so individually, then after learning of another participant's estimates, then after discussing these estimates with the other participant, and then individually again. While the Japanese participants also benefitted from the discussion, these benefits were only visible when participants provided a final individual estimate. This delay is interpreted as reflecting the pressure to preserve social harmony that would have constrained Japanese participants to yield to their partner even when knowing that this did not improve the accuracy of their answer.     

Measurement invariance across gender and ethnicity on the Emotional Quotient Inventory 2.0

This study investigated the measurement invariance of the Emotional Quotient Inventory 2.0 across gender and ethnic groups in South Africa. The sample consisted of 1 144 working adults (female = 49.8%. black = 36.2%, white = 29.8%; other = 34%; age range = 18 to 74 years). Multiple group factor analysis was conducted to test for configural, metric, and scalar invariance. Results suggest that the assessment is largely invariant at configural and metric levels across gender and ethnic groups. At scalar level, full invariance was achieved for ten of the fifteen scales across gender and one scale across ethnicity. Partial scalar models were explored for all other scales. Overall, the evidence seems to suggest that the scores from the Emotional Quotient Inventory 2.0 scales had similar meanings for different gender and ethnic groups. However, for a few scales across gender, and more so for ethnicity, it seems that participant responses might also be influenced by factors other than the underlying latent constructs. Thus, while the scales of the assessment appears to be largely invariant at the configural and metric levels, a more nuanced picture emerged at scalar level with partially invariant models, especially across ethnic groups.     

A Short-term Psychodynamic Supportive Psychotherapy for Adolescents with Depressive Disorders: A New Approach

Depression is one of the most common psychiatric disorders in both adolescents and adults. In this article, we introduce Short-term Psychodynamic Supportive Psychotherapy (SPSP) for adolescents, a relatively new form of psychodynamic therapy for depression that has been studied in a range of randomized controlled trials with adult patients. SPSP emphasizes the relational aetiology and significance of depression and is characterized by a supportive attitude which focuses more on working in the here-and-now relational patterns rather than interpreting transference manifestations. The supportive attitude of the therapist is advocated to engage the adolescent in the therapeutic relationship and to foster his or her innate developmental capacities by attending to previously unaddressed developmental needs. The developmental perspective’s interest in defense styles and stagnation resulting from problems in past and current relationships opens up opportunities for acquiring insight and change. The focus on relational functioning makes it a promising approach for adolescents because they can implement any positive change immediately in their actual environment, immersed as they are in many new and varied relationships.     

Development and Validation of an Instrument for Measuring Individual Motives for Playing Digital Games

Individual motives for playing digital games have been studied from a variety of theoretical perspectives using different measurement instruments. However, an instrument that roots the social, rule-based narrative essence of digital games in a theory on human behavior acknowledging that not all behavior is consciously motivated has hitherto been lacking. A framework based on social cognitive theory that integrates these dimensions is proposed. After comparing the advantages of this framework to existing approaches, the development of a measurement instrument is discussed. This development concerns the generation and evaluation of an item pool and also testing the instrument for reliability and validity on different samples and different populations. Results suggest psychometric as well as theoretical soundness of the instrument.     

Reputation,Gossip, and Human Cooperation

Why do people cooperate? We address this classic question by analyzing and discussing the role of reputation: people cooperate to maintain a positive reputation in their social environment. Reputation is a key element fueling a system of indirect reciprocity, where cooperators establish a good reputation and are thus more likely to receive future benefits from third parties. The tendencies to monitor, spread, and manage each other's reputation help explain the abundance of human cooperation with unrelated strangers. We review research on the phenomenon of reputation‐based cooperation in the domains of how people manage their reputation in response to varying cues of reputation, when reputation can promote cooperation, and individual differences in reputation management. We also propose three directions for future research: group stability and reputation‐based cooperation, solutions to cope with noise and biased reputation, and the relative efficiency of positive versus negative reputation systems.     

Belief in a zero-sum game and subjective well-being across 35 countries

Current Psychology - This article presents a short research report on the relationship between perceived antagonism in social relations measured using the Belief in a Zero-Sum Game (BZSG) scale,...     

One does not simply track students: the relationship between teachers’ perceived public track regard and their job satisfaction in a context of rigid tracking

Although there is a wealth of research on the educational and broader outcomes of tracking in education, there is virtually no research that investigates teachers’ track identities on such outcomes. Building on research that focuses on the determinants of teachers’ job satisfaction, tracking outcomes and social categorization theory, this study tests the relationship between the perceived public regard of a teachers’ track and their job satisfaction, in a Belgian context of within- (vocational, technical and general education tracks) and between-school tracking (multilateral versus categorical schools). Data of the Belgian SIS (School, Identity and Society)-survey, a large-scale dataset gathered in 2017, containing the self-reports of 324 teachers, clustered in 43 secondary schools is used to test particular hypotheses regarding this relationship. The results of a multilevel analysis show that the relationship between teachers’ public track regard and their job satisfaction varies according to the track they teach and whether they work in a categorical or multilateral school. The findings highlight the importance of carrying out further research on tracked identities in education.

     

Understanding supervisee nondisclosures in supervision with videorecording review and interpersonal process recall

The purpose of this qualitative multiple case study was to obtain an in‐depth understanding of supervisees' in‐the‐moment nondisclosure experiences, perceptions and internal processes as they occurred in clinical supervision involving videorecording review. The supervisees who participated in the study were students in their first year of a master's‐level counselling practicum in Western Canada. Utilising interpersonal process recall (IPR) interview methods, supervisees were asked to share their moment‐by‐moment nondisclosures that occurred during a recent videorecorded supervision session in which the supervisory dyad reviewed a videorecording of the supervisee's clinical work. Thematic analysis across cases yielded five overarching themes: (a) validation; (b) safety; (c) growth and accomplishment; (d) performance anxiety; and (e) avoidance. The findings revealed a broad range of positive and negative supervisee nondisclosures that were influenced by the supervision modality of videorecording review and the IPR interview. Implications for clinical supervision, limitations of the study and suggestions for future research are discussed.