Incidental regulation of attraction: The neural basis of the derogation of attractive alternatives in romantic relationships

Although a great deal of research addresses the neural basis of deliberate and intentional emotion-regulation strategies, less attention has been paid to the neural mechanisms involved in implicit forms of emotion regulation. Behavioural research suggests that romantically involved participants implicitly derogate the attractiveness of alternative partners, and the present study sought to examine the neural basis of this effect. Romantically committed participants in the present study were scanned with functional magnetic resonance imaging (fMRI) while indicating whether they would consider each of a series of attractive (or unattractive) opposite-sex others as a hypothetical dating partner both while under cognitive load and no cognitive load. Successful derogation of attractive others during the no cognitive load compared to the cognitive load trials corresponded with increased activation in the ventrolateral prefrontal cortex (VLPFC) and posterior dorsomedial prefrontal cortex (pDMPFC), and decreased activation in the ventral striatum, a pattern similar to those reported in deliberate emotion-regulation studies. Activation in the VLPFC and pDMPFC was not significant in the cognitive load condition, indicating that while the derogation effect may be implicit, it nonetheless requires cognitive resources. Additionally, activation in the right VLPFC correlated with participants' level of relationship investment. These findings suggest that the RVLPFC may play a particularly important role in implicitly regulating the emotions that threaten the stability of a romantic relationship.     

Implicit negative evaluations about ex-partner predicts break-up adjustment: The brighter side of dark cognitions

Using a subliminal priming lexical decision task, the present research investigated whether individuals who show negative implicit evaluations of an ex-partner immediately after a break-up show superior post-break-up emotional adjustment. As expected, individuals whose reaction times indicated negative implicit evaluations of their ex-partner showed reduced depressive affect immediately after the break-up. Individuals who did not initiate their break-up demonstrated less negative implicit evaluations of their ex-partners as well as more depressive affect. Finally, increased negative implicit evaluations of ex-partners over a one-month period were associated with corresponding improvements in adjustment. The findings demonstrate a critical role for implicit evaluations in post-break-up adjustment.     

Intrusiveness from an attachment theory perspective: A dyadic diary study

This 14-day dyadic diary study of 60 heterosexual couples examines links between attachment insecurities, intrusiveness, and relationship dissatisfaction by exploring the effects of attachment insecurities on intrusiveness and examining the daily interplay between intrusiveness and relationship dissatisfaction. We assessed attachment orientations, daily self-reported intrusive behavior, and daily relationship satisfaction of members of each couple. Results indicated that self-reported intrusiveness was associated with actor’s attachment anxiety and with their partner’s attachment avoidance. Unexpectedly, partner’s previous-day intrusiveness was positively associated with actor’s next-day relationship satisfaction. This association was driven mainly by women scoring high on avoidance. The theoretical and practical implications of the findings are discussed.     

Classroom context,teacher expectations,and cognitive level: Predicting children's math ability judgments

Classroom practices that make ability differences salient communicate differential teacher expectations for students. This study reports on a new observational tool for measuring Classroom Ability-based Practices (CAP) and explores how young children's self-perceptions of ability in mathematics are related to their teachers' expectations for them and to their cognitive reasoning skills in classrooms that vary in usage of such ability-differentiated practices. The sample consisted of 193 children and their teachers in 15 first grade classrooms. The CAP was a reliable measure of ability-based differential teacher treatment and showed criterion validity as a moderator variable in predicting children's ability perceptions. In highly ability-differentiating classrooms, children's self-ratings were more congruent with teachers' expectations of students' mathematics ability. Also in highly ability-differentiating classrooms, higher cognitive levels predicted lower self-ability ratings in math. These findings extend our understanding of the social and cognitive factors that shape young children's self-judgments of math competence.     

The relationship superiority effect is moderated by the relationship context

Previous research has identified the perceived superiority effect, defined as the tendency to regard one's own relationship as better than other people's relationships, as a cognitive maintenance mechanism that supports commitment to close relationships. The present research was designed to test the hypothesis that the perceived superiority effect is moderated by the relationship context — that is, to whom one's relationship is being compared. Two different measures based on a spontaneous thought-listing procedure demonstrated that the perceived superiority effect is significantly stronger when comparing one's own relationship to the relationships of people in general than to the relationships of close friends. Correlational analyses suggested that this difference may reflect people's tendency to experience close friends' outcomes as personal outcomes.     

The role of unstable self-esteem in the appraisal of romantic relationships

The relationship appraisals of individuals with stable and unstable forms of self-esteem were examined in two studies using undergraduate participants. Study 1 (N = 166) used indicators of relationship closeness and satisfaction whereas Study 2 (N = 125) examined relationship commitment. Across both studies, men with unstable high self-esteem reported more positive views of their relationships than other individuals. We believe that the fragile nature of their feelings of self-worth may have motivated these men to appraise their relationships positively in an effort to maintain and enhance their own tenuous feelings of self-worth. These findings suggest that men with unstable high self-esteem may use their romantic relationships to regulate how they feel about themselves.     

Prevention of marital instability and distress. Results of an 11-year longitudinal follow-up study

Divorce and destructive couple conflict are major risk factors for many forms of dysfunction and psychopathology in the family. Couple relationship education has been offered in an attempt to reduce those risks and enhance couple outcomes. The current effectiveness study had two aims: to assess (a) the long-term effects of relationship education and (b) the ability of partners to remember the skills typically taught during the communication skills training. One hundred and one couples from two studies, in which the effectiveness of the EPL (Ein Partnerschaftliches Lernprogramm für Paare [A Learning Program for Married Couples]) was investigated, were followed-up 11 years after the training. In the first study, EPL-takers had a significantly lower divorce and separation rate (27.5%) than non-EPL-takers (52.6%). This finding was replicated in a second study, showing a 20% dissolution rate in EPL-takers. For those couples still together, the rate of happy relationships was 80% at the eleven-year follow-up - thus, there is optimism for longer married couples who are willing to focus on improving their relationships. Only about 55% of the partners could remember at least one speaker skill whereas 70% remembered at least one listening skill taught during EPL. Consequences for prevention programs in the couple domain are discussed.     

大学生自尊状况的调查研究

该研究的主要目的是对大学生的自尊状况进行描述分析。测量工具为Rosenberg的“自尊量表”。被试取自北京市3所高校的一至三年级大学生,共788人。结果显示,约80％接受调查的大学生显示高自尊,另外约20％的大学生显示低自尊。     

Cross‐cultural similarities and differences in motives to forgive: A comparison between and within cultures

Recently, researchers have begun to explore people's motives to forgive those who have offended them. Using a recall method, we examined whether such motives (relationship‐, offender‐ or self‐focused) differ between and within cultures that are more collectivistic (Moluccan Islands in Indonesia) or more individualistic (the Netherlands) and whether this depends on people's relationship with the offender. More specifically, we examined the idea that other‐focused motives should be more important in cultures that are more collectivistic and that self‐focused motives should prevail in more individualistic cultures. We found that Moluccan participants indeed endorsed relationship‐ and offender‐focused motives more than Dutch participants. Moluccan and Dutch participants did not, however, differ in the extent to which they endorsed self‐focused motives. Furthermore, Dutch participants were more likely to endorse relationship motives (especially in close relations) than self‐focused motives. For Moluccan participants, relationship‐, offender‐ and self‐focused motives were equally important and also did not depend on how close they were with the offender. Differences between the samples could not be explained by the extent to which people defined themselves as more independent or interdependent. The implications of these findings for future research on forgiveness motives are discussed.     

Can a before-school physical activity program decrease bullying victimization in disadvantaged children? The Active-Start Study

Background/ObjectiveTo test the effectiveness of an 8-week before-school physical activity program to reduce bullying victimization among a group of socially disadvantaged children in the Active-Start study.MethodA non-blinded randomized controlled trial was conducted in three public schools classified as highly vulnerable and located in a deprived area of Santiago (Chile). A total of 5 classes participated, totaling 170 fourth grade children. The intervention was delivered before starting the first school-class (8:00–8:30 a.m.). The program lasted for 8 weeks. Primary outcome measurement on bullying victimization was assessed by the CUBE questionnaire at baseline and post-intervention.ResultsThere was a statistically significant reduction in the probability of suffering physical bullying (OR= 0.18, 95% CI, 0.04-0.82; p= .027) and verbal bullying (OR=0.13, 95% CI, 0.02-0.97; p= .046) after the 8-week program.ConclusionsParticipation in an 8-week before-school physical activity intervention implemented in schools located in a disadvantaged district in Santiago (Chile) resulted in lower levels of bullying victimization among study participants. The Active-Start program may be a feasible and potentially scalable intervention option to improve the climate and pro-sociality environment at schools.