Aha over Haha: Brands benefit more from being clever than from being funny

We examine whether the cleverness of a brand's humor attempt affects consumers' brand attitudes and engagement. A clever humor attempt is any humor attempt wherein the consumer feels she must make mental connections to solve the joke (e.g., understand a cultural reference, understand the dual meaning of a pun). Across five studies, we demonstrate that as the cleverness of a humor attempt increases, consumers report higher brand attitudes and are more engaged with the brand. This effect is mediated by perceptions of brand warmth and competence and moderated by consumers' need for cognition.     

A systematic review of relationship maintenance: Reflecting back and looking to the future

Relationship maintenance processes include a wide range of activities and cognitions that romantic partners engage in to sustain or enhance their relationships. In this article, we review literature from the past two decades (2002–2021). We focus on key definitional and conceptual issues in the study of relational maintenance. Guided by a lens of intersectionality, we then perform a theoretically-driven review of the empirical articles published over the last 20 years paying careful attention to the nature of the samples, methods, and privileged research questions. We conclude by offering a reflection on the current state of this literature and provide suggestions for future research.     

Couple disagreement: Inevitable and healthy? Belgian and Japanese conceptions

“Couples who argue together, stay together” is a popular English saying suggesting the necessity of disagreement for a healthy and stable romantic relationship. The present study explores whether Belgian and Japanese participants similarly view couple disagreement as a necessity, and whether conceptions of disagreement have implications for partners' ideas of how to deal with disagreement. We conducted four focus groups in each culture and analyzed them using thematic analysis. The findings suggested that Belgian participants thought that partners' needs unavoidably clash. They thus saw disagreement as inevitable. In contrast, Japanese participants thought of disagreement as avoidable. To avoid disagreement, they reported that they adjusted to and accepted the differences of their partner. Consistent with these respective conceptions of disagreement, Belgian participants highlighted the importance of addressing disagreement through open communication, while Japanese participants reported to frequently engage in indirect forms of communication such as mindreading. The differences in Belgian and Japanese conceptions of disagreement reflect different cultural notions of a healthy relationship, with Belgian partners valuing independence and Japanese emphasizing interdependence in the relationship. We discuss the implications of existing research on couple disagreement, which often starts from assumptions closer to the English saying and the Belgian conceptions of disagreement.     

Addressing social determinants of mental health in therapy: A thematic synthesis

Background

The importance of addressing social determinants of mental health in therapy is well-documented. However, there appears to be limited research on what this actually involves in practice and how best to prepare therapists to work with individuals experiencing adverse social determinants.

Aims

The aim of this review was to draw implications for practice and training from reviewing research on addressing social determinants of mental health in therapy.

Methodology

A qualitative systematic review of the research on addressing social determinants of mental health in therapy was conducted, extracting papers from eight databases: Cochrane Library, ASSIA, CINAHL Plus, PsycInfo, Psychoanalytic Electronic Publishing, Science Direct, Scopus and Web of Science. Out of 127 papers found, five met the eligibility criteria and were quality-assessed and analysed thematically.

Findings

The thematic synthesis generated three main themes: “the therapeutic relationship,” “adapting to client context” and “community as a resource,” with eight subthemes.

Conclusion

This thematic synthesis highlights the importance of the therapeutic relationship and adapting mental health support to client frame of reference and context to address social determinants of mental health in therapy. It emphasises community as a helpful resource for informing training and therapeutic interventions, as well as a significant resource for people experiencing adverse social determinants.     

The mediational role of motivation in the model of motor development in childhood: A longitudinal study

The aim of this study was twofold: first, to examine the stability of the hypothesized conceptual model of motor development (without and with including various types of motivation) when children are followed up one-year later, and second to examine longitudinally whether changes in one model variable predict changes in other variables, according to the hypothesized pathways in the model. A sample of 361 Spanish students (50.7% girls, 8–11 years old) voluntarily participated in this study. In relation to the first aim, structural equation modeling revealed the expected positive relationship between the model variables in both measurement times. That is: actual motor competence (MC) predicted physical activity (PA) (p < .001), perceived MC mediated the relationship between actual MC and PA (p < .001), and autonomous motivation mediated the relationship between perceived MC and PA (p < .05). Moreover, the comparison of the invariance analysis showed non-practical differences between the unconstrained model and the constrained model, supporting the stability of the model over time. In relation to the second aim, the hypothesized model in Time 2 controlling for Time 1 values showed that changes in children’s actual MC positively predicted changes in their perceived MC (p < .001), which in turn, predicted changes in their autonomous motivation (p < .001), and PA (p < .001) at Time 2. Based on these findings Physical Education teachers are recommended to foster children’s actual and perceived MC as well as their autonomous motivation over time in order to promote PA strategies for lifelong health.     

Romantic relationship quality during the COVID-19 pandemic: The longitudinal associations with relationship loneliness and depression

The COVID-19 pandemic created significant strain on both mental health and romantic relationships. Therefore, we examined longitudinal associations between romantic relationship quality, relationship loneliness, and depressive symptoms over 6 months of the COVID-19 pandemic. We surveyed 122 couples (n = 244 individuals) in approximately May, September, and November 2020. Using a dyadic mediation model, findings indicated that relationship quality at Time 1 was positively associated with depression at Time 3 for men, but not for women. A significant indirect effect of relationship quality on depression via relationship loneliness at Time 2 was found for both men and women. Self-mastery, or feeling in control of one's life circumstances, was an important covariate of women's depressive symptoms. Overall, these findings highlight relationship loneliness as particularly salient for mental health and demonstrate the importance of high-quality relationships for promoting well-being during stressful events, such as global pandemics.     

Preparing children to cope with earthquakes: Building emotional competence

Natural disasters, including earthquakes, can have a traumatic impact on children's psychological wellbeing and development. The efficacy of interventions aimed at enhancing children's socio-emotional learning has been documented in the literature. At the same time, these techniques are the key for training children for possible future disasters by enhancing their knowledge about behavioural preparedness and emotional competence. However, research on evidence-based training programs on earthquakes combining digital and traditional activities is scarce. We tested the efficacy of a 10-unit training program for primary school children, developed within the Emotional Prevention and Earthquakes in Primary School (PrEmT) project. The program aimed at increasing knowledge of and metacognition about earthquakes, safety behaviours, emotions, and coping strategies, through digital (using the web-application HEMOT^®, Helmet for EMOTions, developed ad-hoc) and traditional activities (completing paper-and-pencil tasks). The participants were 548 second and fourth-graders from Italian schools. They were divided into an experimental group (participating in the training program) and a control group. Both groups participated in pretests and posttests to evaluate changes in their knowledge of training-related contents. For ethical reasons, we also measured children's wellbeing. Generalized linear mixed models indicated an improvement in the experimental group's knowledge and metacognition about earthquakes, safety behaviours, emotions, and coping strategies after the training program, compared to the control group. Children's general wellbeing did not deteriorate during participation in the project. The results documented the efficacy of the evidence-based training program developed within the PrEmT project. The program provides a preventive method for enhancing earthquake-related resilience that could be generalized to other kinds of disasters.     

Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence

Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color-evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine-Westphalia (N = 631, M_age = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, M_age = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color-evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non-immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own.     

Partner–objectification in romantic relationships: A dyadic approach

The present study investigated the relationship between the objectification of one's romantic partner (partner–objectification) and relationship quality using 221 heterosexual couples. Controlling for relevant covariates, actor–partner interdependence models revealed no partner effects but multiple actor effects. First, men who objectified their partners more had lower levels of relationship commitment and relationship satisfaction, and perceived higher quality alternatives to the relationship. Second, women who objectified their partners more had lower levels of relationship satisfaction themselves. Third, relationship duration marginally moderated the association between partner–objectification and relationship commitment, with partner–objectification negatively linked to one's own relationship commitment in relationships of shorter durations, but not when relationship durations were longer. Implications for an investment model and romantic relationship objectification are discussed.