Effects of Self‐Affirmation,Narratives, and Informational Messages in Reducing Unrealistic Optimism About Alcohol‐Related Problems Among College Students

This study examines intervention approaches to improve the accuracy of risk judgments among college students with unrealistic optimism about alcohol‐related problems. We conducted a randomized experiment with 2 self‐affirmation (affirmed, nonaffirmed) and 3 message conditions (narrative, informational, no treatment control). Results indicate that providing risk information to unrealistic optimists, while concomitantly protecting their self‐concept via either self‐affirmation or narratives, may reduce defensive reactions and align their perceived risk more closely with their actual risk. Self‐affirmation reduced unrealistic optimism only among those exposed to an informational message, not those exposed to a narrative. The narrative message appeared to increase perceived risk among unrealistic optimists via transportation and identification with the character. We discuss theoretical and practical implications of this work.     

Examining the Relationship between Social Support,Parenting Stress,and Depression in South Korean Single Mothers

Journal of Child and Family Studies - The purpose of this study is to examine the relationships among social support, parenting stress, and depression in single mothers with young children in South...     

To Balance or not to Balance: Confirmatory Factor Analysis of the Affect-Balance Scale

This study examined the psychometric quality of the Affect-Balance Scale (ABS) (Bradburn, 1969) using data collected from 292 middle-aged and older adults, living independently. The dimensionality of the scale was examined, the quality of individual items was tested, and the validity of the ABS was studied. Using a tetrachoric correlation matrix with the robust weighted least squares (WLSMV) estimation method of the Mplus program, we found that two moderately correlated (r = -0.37) constructs are needed to adequately account for the pattern of item scores in the ABS. Two of the 10 ABS items were found to be problematic. When raw sum scores were used in analysis, the correlation between the positive-affect and the negative-affect subscales was lower (r = -0.17), indicating that random and nonrandom measurement error masked the relationship between the two. While affect-balance correlated substantially with five criterion well-being measures, the negative-affect subscale (which constitutes half of the ABS) had a similar pattern of correlations, with only slightly lower magnitude. The theoretical construct of nobreak 'balance' is also questioned. The 'balance' scoring method (subtracting the negative-affect subscale score from the positive-affect subscale score) nets exactly the same score as does summing scores from both subscales together. Accordingly, the summed scores have the very same correlations with other variables as do the balance scores.     

The Relationship Between Creativity and Behavior Problems Among Underachieving Elementary and High School Students

Understanding the role creative potential may play in the underachievement of some students could help schools and parents understand underachievers. This study examined whether there is a relationship between creativity and behavior problems among underachievers. Forty-one elementary and 89 high school students and 4 teachers in Korea participated in this study. The principal study involved comparing all of the students' scores on the 3 measures of creative potential (Torrance Tests of Creative Thinking-Figural [TTCT], Runco Ideational Behavior Scale [RIBS], and Scales for Rating the Behavioral Characteristics of Superior Students-Revised Edition [SRBCSS-R]), with their scores on a measure of behavior problems reported by their teachers. The results indicated that, among underachievers, there is a relationship between behavioral problems and students' scores on the 3 measures of creative potential. An understanding of these students and their behavior will help us promote creative students' academic and lifelong success in classrooms.     

Underachievement and Creativity: Are Gifted Underachievers Highly Creative?

This literature review synthesizes the available literature that suggests that the underachievement of gifted students may be tied to their inherent and unrecognized creativity. Apparently, many gifted students are underachievers and up to 30% of high school dropouts may be highly gifted. Beginning with the belief that these gifted underachievers may be highly creative, this article first reviews the view that creativity can be a gift, much like intelligence. It then reviews the typical characteristics of gifted underachievers and the similar characteristics of creative underachievers. Finally, it reviews the studies and theories that have shown that once underachievers are placed in an environment that fosters their needs, with motivation, mentors, understanding, freedom, and responsibility, they can become highly productive. Classrooms across the nation are facing ever-increasing pressure to educate every child, especially with the No Child Left Behind (2007) Act. There is a demand for those children who might normally “fall through the cracks” to receive closer attention and potentially greater accommodations than were previously required.     

Creativity and Confucianism Among American and Korean Educators

The purpose of this study was to examine differences in creative styles and Confucian ideas between Koreans and Americans and to examine the relationship between creativity and Confucianism. A total number of 579 educators (227 American and 352 Korean) participated in this study. Eastern-Western Perspective Scale was used to measure participants’ level of Confucianism and the Torrance Tests of Creative Thinking-Figural was used to measure participants’ level of creative potential. The results indicate that Koreans have strikingly more Confucian ideals than Americans, whereas Americans have more creative strengths and are more adaptively creative than Koreans. The results also indicate higher levels of Confucianism relate to lower levels of creativity. The Confucian elements that show negative relationships with creativity are suppression of expression, gender inequality, gender role expectations, and filial piety.     

The Effect of Variety and Dietary Restraint on Food Intake in Lean Young Women: A Preliminary Study

When satiety develops specific to sensory properties of food, variety leads to increased eating. The relationship between meal variety and dietary restraint was explored here in lean young women (18–20 years), classified into unrestrainers versus restrainers using the Dutch Eating Behavior Questionnaire Restrained Eating Scale. The expected variety effect obtained for unrestrainers (p < .05) but not for restrainers, despite a typical sensitivity to sensory-specific satiety and the same rate of habituation to sensory-based food responses (i.e., hedonics) across them. Unrestrainers’ eating appeared guided by hedonics (p < .05), but not restrainers’. These results suggest the potential involvement of an internal or participant characteristic, instead of an external factor, in moderating unrestrainers’ versus restrainers’ food consumption when offered a highly desired food (the favorite in the plain condition) versus less desired (but accepted) foods (presented successively with the favorite in the variety condition). Study limitations and suggestions for further research were discussed.     

Extraversion and Agreeableness: Divergent Routes to Daily Satisfaction With Social Relationships

We examined the unique effects of extraversion and agreeableness (and honesty‐humility) on everyday satisfaction with family, friends, romantic life, and acquaintances, and explored potential mediators of these effects. Three diary studies (Ns = 206, 139, 185) were conducted on Singaporean university students. In Studies 1 and 2, participants rated their satisfaction with different relationship categories. In Study 3, participants rated their satisfaction and social interactions with 10 target individuals each day for a 1‐week period. Both extraversion and agreeableness predicted relationship satisfaction. However, the effect of extraversion was mediated by greater levels of trust in others, whereas the effect of agreeableness was mediated by less frequent negative exchanges (e.g., criticism, perceived anger, and perceived neglect). The effect of honesty‐humility on negative exchanges was similar to agreeableness. When both were entered as predictors, only the effect of honesty‐humility was significant. We discuss how the processes by which personality affect relationship satisfaction vary depending on the trait as well as the particular measure that is used (IPIP NEO PI‐R, California Q‐Set, and IPIP‐HEXACO).