Strengths use and deficit improvement: The relationship with engagement and fit with study course amongst first-year students

This study sought to test a model of students’ proactive behaviour to use their strengths and improve their deficits and how this relates with their self-reported perceptions of their fit with a study course and engagement. Participants were 692 first-year students from a higher education institution in South Africa (females=60.3%; blacks=71.3%; mean age=19.71; SD=1.93). They completed measures of strengths use, deficit improvement, perceptions of fit with a study course and engagement. Structural equation modelling was utilised to examine the relationship between students’ strengths use and deficit improvement, perceptions of fit with a study course and student engagement. In addition, the bootstrapping method was used to identify possible mediating effects of fit with a study course. The results indicated that only deficit improvement showed a significant relationship with engagement. Perceptions of fit with a study course mediated the relationship between students’ strengths use and deficit improvement.     

Effectiveness of Two Cognitive Interventions Promoting Happiness with Video-Based Online Instructions

A 3-month experimental online study examined the short-term and 1 month follow-up effects of regularly practicing one of two cognitive interventions on subjective well-being. Participants were 435 self-selected adults (366 female, 69 male, aged 18–63) randomly assigned to one of three conditions: writing about best possible selves in the future (n = 135), making gratitude lists (n = 150) or writing to-do-lists as a control condition (n = 150). The study was fully self-administered and exercise instructions were given in online videos. Repeated-measures MANOVA revealed that both interventions significantly increased subjective well-being in comparison to the control condition. Effect sizes for the different components of subjective well-being ranged from r = .09–.13 (η² = .01–.02) for the 2 months intervention period. These effects were maintained until the 1-month follow-up. Enjoyment and interest regarding the exercise as indicators of perceived person-intervention-fit moderated the effect; participants of the happiness interventions who perceived a better fit showed greater increases in subjective well-being. These findings confirm previous research on these interventions and encourage further studies on online interventions, especially regarding possibilities to increase participants’ motivation and reduce dropout attrition.     

Are affordances normative?

Phenomenology and the Cognitive Sciences - In this paper we explore in what sense we can claim that affordances, the objects of perception for ecological psychology, are related to normativity....     

Programs of religious/spiritual support in hospitals - five “Whies” and five “Hows”

A contemporary orientation of the hospital experience model must encompass the clients’ religious-spiritual dimension. The objective of this paper is to share a previous experience, highlighting at least five reasons hospitals should invest in this direction, and an equal number of steps required to achieve it. In the first part, the text discourses about five reasons to invest in religious-spiritual support programs: 1. Religious-spiritual wellbeing is related to better health; 2. Religious-spiritual appreciation is a standard for hospital accreditation; 3. To undo religious-spiritual misunderstandings that can affect treatment; 4. Patients demand a religious-spiritual outlook from the institution; and 5. Costs may be reduced with religious-spiritual support. In the second part, the text suggests five steps to implement religious-spiritual support programs: 1. Deep institutional involvement; 2. Formal staff training; 3. Infrastructure and resources; 4. Adjustment of institutional politics; and 5. Agreement with religious-spiritual leaders. The authors hope the information compiled here can inspire hospitals to adopt actions toward optimization of the healing experience.     

Does the Quality of Academic Life Matter for Students’ Performance,Loyalty and University Recommendation?

The quality of academic life (QAL) is concerned with all the general feelings of satisfaction of a student who experiences university. For universities, academic staff, public managers and policy makers, the fundamental question is how the measures and management of this construct can be improved in order to render a better service to students. Based on a sample of 726 students from all Portuguese State universities, we test a structural model that allows us to evaluate the impact of QAL on students’ academic performance (SAP) along with loyalty and willingness to recommend the university. In the analysis of all groups, the results reveal that QAL has a positive and significant, although not robust, influence on SAP. That positive influence is ratified, however, in the multi-group analysis for the 2nd and 3rd Study Cycles, through obtaining significant and robust empirical evidence. The results also show that QAL is a good predictor of loyalty and university recommendation.     

Envy and Its Consequences: Why It Is Useful to Distinguish between Benign and Malicious Envy

Envy is the pain that arises from the good fortune of others. Recent research identified two subtypes of envy, benign and malicious envy. Malicious envy is the envy subtype with action tendencies aimed to pull down the envied person from their superior position. Benign envy is also a frustrating experience, but activates action tendencies aimed at improving oneself. This article provides an overview of the empirical support for making this distinction in envy subtypes. It then discusses the benefits of a subtype approach to envy, with the main advantages of distinguishing benign and malicious envy being that it (a) provides researchers with the language to be clear in how they conceptualize envy and (b) allows novel predictions. A next section provides a response to some criticism on making this distinction. Finally, I conclude with a section on how envy in general, and benign and malicious envy in particular, could be measured.     

Elementary schoolchildren know a logical argument when they see one

Both empirical data and theoretical approaches suggest that argumentation is an important component of development of reasoning skills. We argue that if argumentation does have a primary role, then children should be able to distinguish more from less logical justifications even when they are incapable of determining the correct conclusion by themselves. We asked 8- and 11-year-old children to choose one of two conclusions for abstract reasoning problems, based on justifications from authority (friends and teacher) or logical ones (probability and counterexamples). Although there was a clear age-related increase, even the younger children considered logical justifications to be better than authority, irrespective of the specific conclusion endorsed. Thus, children can distinguish logical and non-logical justifications even when they cannot easily arrive at the correct conclusion by themselves.     

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,...