Group belongingness and collective action: Effects of need to belong and rejection sensitivity on willingness to participate in protest activities

Engaging in political protests are becoming increasingly common, and considering the potential, individual, costs and the low probability of affecting the political outcome, it is necessary to understand the motivations behind such actions. The desire to be part of a social group is deeply rooted in human nature, and previous research proposes that the groups one belongs to may influence the decision to engage in protests. We build on this research and suggest that social exclusion, individual fear of exclusion and need to belong interact in explaining who is likely to become engaged. In two studies, one natural experiment and one lab‐experiment, we show that social exclusion increase willingness to participate in protests for individuals high in both rejection sensitivity and need to belong. We conclude that contextual factors, such as exclusion or marginalization should be considered in relation to individual level personality factors when explaining who is likely to become engaged in political protests. These results are important since they suggest that some people engage in politics simply due to social reasons and are less ideologically motivated.     

The Relations Between Secrecy,Rejection Sensitivity and Autonomy-Connectedness

The aim of this study was to examine the effects of two attachment-related variables on secrecy: rejection sensitivity and autonomy-connectedness. We hypothesized that rejection sensitivity is positively associated with secrecy, and autonomy-connectedness negatively with rejection sensitivity and secrecy. These hypotheses were generally corroborated in a sample of 303 university students. Moreover, we found that autonomy-connectedness at least partly explained the association between rejection sensitivity and secrecy. Self-awareness was negatively related to secrecy, suggesting that being aware of what one needs and thinks and being able to realize one's needs in social interactions reduce the tendency to keep secrets. In addition, interesting gender effects were found suggesting that men have a higher tendency to have secrets than women after controlling for the effects of autonomy-connectedness and rejection sensitivity. Our findings deepen the insight into possible reasons behind established associations between rejection sensitivity and secrecy, and may have clinical implications.     

专家记忆优势效应理论的比较

依据专家记忆优势效应三个主要理论 (即模板理论、长时工作记忆理论和限制调节理论 )的不同特点选取变量 ,以中国象棋为实验材料 ,采用 2× 2× 2× 2混合设计 ,对三个理论进行检验比较。研究发现 :(1)被试在记忆棋局条件下的包含测验成绩 ,优于选择着法条件下的 ;(2 )棋局与棋手水平之间不存在显著的交互作用 ;(3)棋局与提取时的意识水平之间存在显著的交互作用 ,对局中的外显效应大于排局中的外显效应 ,而棋局的内隐效应则无显著差异。上述结果表明 ,相对而言 ,长时工作记忆理论能够对专家记忆优势效应作出合理的解释     

Perceived discrimination amongst young people in socio‐economically disadvantaged communities: Parental support and community identity buffer (some) negative impacts of stigma

There is increasing acceptance that children are not unaware of when they are targets of discrimination. However, discrimination as a consequence of socio‐economic disadvantage remains understudied. The aim of this study was to examine the impact of perceived discrimination on well‐being, perceptions of safety and school integration amongst children growing up within socio‐economically disadvantaged communities in Limerick, Ireland. Mediation analysis was used to explore these relationships and to examine the potential role of parental support and community identity in boys and girls in the 6th to 9th year of compulsory education (N = 199). Results indicate perceived discrimination contributed to negative outcomes in terms of school integration, perceptions of safety and levels of well‐being. Age and gender differences were observed which disadvantaged boys and younger children. All negative outcomes were buffered by parental support. Community identity also protected young people in terms of feelings of school integration and risk but not in terms of psychological well‐being. Findings are discussed in terms of the different role of family and community supports for children negotiating negative social representations of their community.     

The role of emotion knowledge in the links between shyness and children's socio‐emotional functioning at preschool

The present study investigated the potential protective role of components of emotion knowledge (i.e., emotion recognition, situation knowledge) in the links between young children's shyness and indices of socio‐emotional functioning. Participants were n = 163 children (82 boys and 81 girls) aged 23–77 months (M = 53.29, SD = 14.48), recruited from preschools in Italy. Parents provided ratings of child shyness and teachers rated children's socio‐emotional functioning at preschool (i.e., social competence, anxiety‐withdrawal, peer rejection). Children were also interviewed to assess their abilities to recognize facial emotional expressions and identify situations that affect emotions. Among the results, shyness was positively related to anxiety‐withdrawal and peer rejection. In addition, emotion recognition was found to significantly moderate the links between shyness and preschool socio‐emotional functioning, appearing to serve a buffering role. For example, at lower levels of emotion recognition, shyness was positively associated with both anxiety‐withdrawal and rejection by peers, but at higher levels of emotion recognition, these associations were attenuated. Results are discussed in terms of the protective role of emotion recognition in promoting shy children's positive socio‐emotional functioning within the classroom context.     

同伴拒绝与早期青少年学业成绩的关系：同伴接纳、友谊支持的调节作用

采用同伴提名法获得215名早期青少年(5年级、7年级)的同伴地位(同伴拒绝、同伴接纳)分数,采用关系网络问卷(NRI)获得友谊支持分数,以学生期中考试的语文、数学、英语成绩的班内标准分的三科平均分作为个体学业成绩的指标,分析同伴拒绝与学业成绩的关系,以及同伴接纳和友谊支持对二者关系的调节作用及其年级和性别差异。结果发现:(1)女生的学业成绩高于男生,同伴拒绝、同伴接纳、友谊支持水平均不存在性别差异;(2)同伴拒绝均显著负向预测5、7年级学生的学业成绩,且这种预测作用不存在显著的性别差异;(3)在7年级,学生的同伴接纳可以调节同伴拒绝与学业成绩的关系,尽管高同伴接纳并不能补偿高同伴拒绝给学业成绩带来的消极影响,但它也是个体获得良好学业成绩的必要条件;在5年级和7年级,友谊支持都不能调节同伴拒绝与学业成绩的关系。     

Pitfalls of the Peer World: How Children Cope with Common Rejection Experiences

This study examines the reliability and validity of a newly developed self-report measure designed to assess children's coping strategies in response to everyday rejection experiences. The Survey for Coping with Rejection Experiences (SCORE) was administered to 225 children and factor analysis of responses resulted in the conceptually meaningful subscales of active, aggressive, denial, and ruminative coping. A subset of 95 children also completed a battery of self- (depression, social anxiety), parent- (internalizing and externalizing problems), and peer- (social preference, aggression, withdrawal) ratings of socioemotional adjustment. Children's coping strategies were meaningfully associated with adjustment measures, although these associations differed for boys and girls in several instances. Importantly, both aggressive and ruminative coping strategies were positively associated with internalizing problems even after controlling for the effect of children's actual sociometric status. In addition, denial coping emerged as a significant moderator of the relation between status and adjustment.     

Psychopathic Traits in Boys With and Without Attention-Deficit/Hyperactivity Disorder: Concurrent and Longitudinal Correlates

To investigate the role of psychopathic traits in a clinical and comparison sample, we obtained dimensional California Child Q-Set (CCQ) personality profiles for 66 preadolescent boys with attention-deficit/hyperactivity disorder (ADHD) and 56 comparison boys during naturalistic summer programs and correlated each boy's CCQ profile with an expert-derived CCQ psychopathy prototype. These scores, representing each boy's degree of similarity to the prototype, were significantly associated with concurrent externalizing diagnoses and symptoms and, with statistical control of these externalizing features, concurrent measures of objectively observed noncompliance, overt and covert antisocial behavior, and peer sociometric nominations indexing peer rejection. Psychopathic traits were not associated with peer acceptance. CCQ psychopathy dimension scores also predicted severity of delinquency at a 5-7-year prospective follow-up, with statistical control of age, baseline externalizing diagnoses and symptoms, and baseline objective observations of antisocial behavior. Predictions held when overt behavioral items from the CCQ, which may have overlapped with the delinquency outcome criterion, were eliminated. Despite these strong effects, a plethora of false positives were evident in the prospective predictions to delinquency status. We discuss research and clinical implications of measuring psychopathic traits in childhood.     

Friendships of aggressive youth: considering the influences of being disliked and of being perceived as popular

Past research provides conflicting evidence regarding whether aggressive youth have problems in the domain of friendship. The current study tested whether being disliked by peers exacerbates the negative effects of aggression on friendship and whether being perceived as popular by peers mitigates these damaging effects. Participants were 607 third-, fifth-, seventh-, and ninth-grade students. Support for the hypothesis that being disliked or being perceived as popular would moderate relations between aggression and friendship adjustment was found for the association between relational aggression and friendship conflict. Specifically, relational aggression was associated with having conflictual friendships for youth who were disliked but not for youth who were perceived as popular. In addition, similarity between friends was found in terms of how aggressive youth were as well as in terms of how disliked they were and how popular they were perceived to be. Implications for the well-being and development of aggressive youth are discussed.