Attributional style, dreaming and depression

The relationship between attributional style, depression and dreaming was explored by analysing dream reports from 80 subjects for evidence of attributional style using the Content Analysis of Verbatim Material (CAVE) technique. These scores were then compared with a waking measure of attributional style—the Expanded Attributional Style Questionnaire (EASQ) and with levels of depression as measured by the BDI. Contrary to expectations, dream attributional style did not correlate with waking attributional style, nor was there a significant correlation between internal, global and stable attributional style in dreams and level of depression. Results did support previous research that an internal, stable and global waking attributional style correlates with depression.     

Behavioral and environmental correlates of infant abuse in group- living pigtail macaques

The present study investigated the context of occurrence of infant abuse and the behavior of abusive mothers and their infants in pigtail macaques (Macaca nemestrina). Subjects were 8 abusive mothers with their infants and 8 control mother-infant pairs living in 3 captive social groups. The most common forms of abuse were infant crushing and dragging and the most common context of occurrence was social stress. Severe and mild abuse differed in the frequency but not in the type of abuse patterns. Abusive mothers had controlling parenting styles relative to nonabusive mothers, and abused infants played at a later age and less frequently than controls. This study replicates previous findings on the parenting styles of abusive macaque mothers and provides new evidence on the context of occurrence of abuse and its consequences for infant health and social development.     

Emotion Regulation and Coping Strategies in Pedagogical Students with Different Attachment Styles

Abstract : Emotion regulation (ER) and coping strategies were compared in 242 pedagogical students from the Faculty of Education, University of Ljubljana, with different attachment styles: secure (51.3%), fearful (31.9%), preoccupied (14.2%), and dismissive (2.7%). The students’ ages ranged from 18 to 24 years ( M = 19.02; SD = .92), and the majority were female (95.0%). They completed three questionnaires assessing their attachment styles and their use of ER and coping strategies. It was determined that the students used the majority of ER and coping strategies sometimes. Somewhat different patterns in the use of ER and coping strategies were, however, present in each attachment‐based group. Significant differences between these groups appeared in their use of the ER strategies of social support, suppression, and comfort eating, and in the coping strategies of seeking social support and escaping or avoiding stressful situations.     

Getting along or ahead: Effects of gender identity threat on communal and agentic self‐presentations

When faced with a threat to gender identity, people may try to restore their gender status by acting in a more gender‐typical manner. The present research investigated effects of gender identity threat on self‐presentations of agentic and communal traits in a Swedish and an Argentine sample (N = 242). Under threat (vs. affirmation), Swedish women deemphasized agentic traits (d [95% CI] = ?0.41 [?0.93, 0.11]), Argentine women increased their emphasis on communal traits (d = 0.44 [?0.08, 0.97]), and Argentine men increased their emphasis on agentic traits (d = 0.49 [?0.03, 1.01]). However, Swedish men did not appear to be affected by the threat regarding agentic (d = 0.04 [?0.47, 0.55]) or communal traits (d = 0.23 [?0.29, 0.74]). The findings are to be considered tentative. Implications for identity threat research are discussed.     

Autonomy support from parents and coaches: Synergistic or compensatory effects on sport-related outcomes of adolescent-athletes?

ObjectivesThis study examined how autonomy support from parents and autonomy support from coaches are associated with sport-related outcomes of adolescent-athletes. Two alternative hypotheses were proposed: (a) a synergistic socialization interaction in which high levels of autonomy support provided by parents and coaches are both needed to obtain the most positive sport-related outcomes, (b) a compensatory-protective interaction in which coaching autonomy support is more important for sport-related outcomes in athletes perceiving lower levels of parental autonomy support.DesignTwo studies using prospective designs.MethodStudy 1 was conducted with adolescent soccer players (N = 46) and Study 2 was conducted with gymnasts (N = 85). In both studies, athletes reported the extent to which they perceived their parents and coaches provided autonomy support. Athletes also completed scales assessing their motivation toward sport (Studies 1 and 2), situational motivation prior to and following a competition (Study 2), and need satisfaction (Study 1). Sport achievement and performance were also assessed in the form of goal attainment (Study 1), self-reported achievement following the competition (Study 2), and flow states (Study 2). Hierarchical moderated regressions were conducted in order to test our competing hypotheses.ResultsAnalyses provided support for the compensatory-protective interaction hypothesis. Coaching autonomy support was more strongly related to sport motivation, need satisfaction, sport achievement, and flow in athletes who perceived lower level of parental autonomy support.ConclusionsThis research program provided support for the study of the interactive effect of perceived autonomy support from distinct socialization agents (i.e., parents and coaches) and its impact on adolescent-athletes.     

样例设计及呈现方式对学习代数运算规则的促进

为了考察"解释法"、"解释-标记法"两种样例设计方法及其"分步呈现"方式对六年级小学生学习代数运算规则的促进作用,以六年级小学生为被试,以"完全平方和"和"平方差"代数运算样例为学习材料,进行了3项实验研究。结果表明:(1)采用"解释法"设计"完全平方和"和"平方差"的代数运算样例,明显提高了代数运算规则的样例学习效果。(2)在"解释法"设计的样例上添加"运算标记"要运用适当,如果运用不当,特别是"运算标记"过多时,容易增加样例学习的认知负荷,从而降低标记的使用效果。(3)对于运算步骤和"运算标记"过多的样例,采用被试自主控制的"分步呈现"运算步骤的样例学习方式,其学习效果显著优于整体呈现样例的学习效果。     

Does avoidance‐attachment style attenuate the benefits of being listened to?

We tested both Rogers's hypothesis that listening enables speakers to experience psychological safety and our hypothesis that the benefit of listening for psychological safety is attenuated by avoidance‐attachment style. We tested these hypotheses in six laboratory experiments, a field correlational study, and a scenario experiment. We meta‐analyzed the results of the laboratory experiments and found that listening increased psychological safety on average but that the variance between the experiments was also significant. The between experiment variance in the effect of listening manipulation on psychological safety exposes a methodological challenge in choosing a research paradigm of good‐versus‐normal listening, as opposed to normal‐versus‐poor listening. More importantly, we found, as expected and across all designs, that the higher the avoidance‐attachment style was, the lower the effect of listening on psychological safety. This finding has implications both for practice and for placing a theoretical boundary on Rogers's theory.     

The Relationship Between Parenting Style and Children's Adjustment: The Parents' Perspective

We examined the relationship between authoritative and authoritarian parenting styles and socio-emotional adjustment in elementary school children as reported from the parents' perspective. Mothers of first through fifth graders provided information about parenting style as well as children's competencies and problem behaviors. Teachers provided ratings of children's adjustment for a subset of the participants. Results indicated that authoritative parenting was associated negatively with parent- and teacher-rated maladaptive behavior, and positively with indicators of healthy adjustment. Correlations between authoritarian parenting and adjustment were either small or non-significant. Regression analyses indicated that authoritative parenting was more predictive of children's competence than maladaptation (22% versus 10% of variance). The effects of parenting style on adjustment were not moderated by demographic variables, such as the child's gender, grade level, ethnicity, and family income.