Hassles,anxiety, and negative well-being

Adult volunteers (N = 234) responded to a “decontaminated” hassles scale plus measures of trait anxiety, perceived stress, psychiatric symptomatology, and minor physical ailments. All but the anxiety scale were time-referenced to the past month. Major findings were as follows: (1) Hassles and trait anxiety contributed positively to perceived stress, both individually and interactively, accounting altogether for 55% of the variance; highly anxious subjects showed lower increments in perceived stress with increasing hassles-exposure than did low anxious subjects. (2) Hassles and trait anxiety had a positive synergistic effect on psychiatric symptomatology which, along with the nonsignificant marginal main effects, accounted for 64% of the variance. (3) Hassles and trait anxiety had a positive synergistic effect on minor physical ailments in men; however, highly anxious women, who showed very high levels of illness under even low hassles-exposure, responded less to incremental stress than did low-anxious women. The significant Sex x Hassles x Trait-Anxiety interaction effect and all the implicated lower-order effects jointly accounted for 22% of the variance in minor ailments.     

The influence of situational and personal variables on the effectiveness of social support during childbirth

Abstract

This study examined the proposition that the efficacy of social support depends upon situational and personality variables. Specifically, it was hypothesized that women high on trait anxiety or undergoing their first experience of childbirth, would profit more from the presence of the husband during delivery than women low on trait anxiety or who had previously given birth. One hundred and twenty new mothers were asked to rank the level of state anxiety, state anger, tension and pain they had experienced during childbirth. Changes in their blood pressure and the amount of tranquilizing medication they had received were also measured. Results obtained with negative affectivity measures almost fully confirmed the hypotheses. Hypotheses regarding blood pressure were confirmed in part, but no support was found when using pain level and amount of tranquilizing medication as dependent variables. The findings are discussed in relation to the stress-buffering hypothesis and the manner in which trait anxiety might mediate the relationship between level of social support and individuals' stress reactions.     

The interaction model of anxiety: An empirical test in a parachute training situation

The interaction model of anxiety was examined by assessing both state and trait anxiety in 64 male military personnel on a Basic Parachutist Course. Two separate tests of the interactional model of anxiety were conducted, involving physical danger and social evaluation situations. The same subjects participated in both studies. In both physical danger and social evaluation studies, measures of state anxiety and cognitive appraisal (perception) of anxiety were obtained in both high-stress and non-stress conditions. Measures of social evaluation and physical danger trait anxiety were obtained in a low-stress condition. The interactional model was strongly supported for the physical danger situation. As predicted, high physical danger trait anxiety subjects experienced greater increases in state anxiety than low physical danger subjects proceeding from the non-stress to the high stress physical danger condition. The interaction model was not supported in the social evaluation situation; although not significant, mean levels of state anxiety were in the predicted direction. Results are discussed in the context of person perception and the need for testing personality models in realistic field settings.     

The Impact of Size of Cooperative Group on Achievement,Social Support,and Self-Esteem

The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.     

Readdressing Gender Bias in the Coopersmith Self-Esteem Inventory-Short Form

The short form of the Coopersmith Self-Esteem Inventory (SEI) was evaluated for gender bias. The authors replicated a study by L. Francis and D. James (1998) and administered the SEI to 361 middle and high school students (146 boys, 215 girls). They found that gender bias existed in 6 of the 25 items on the SEI, with 5 of those items favoring boys. Because recent literature indicates that male and female adolescents experience problems in different areas of their lives, the authors suggest that researchers consider such differences when selecting items for a standardized measure.     

Gender,g, Gender Identity Concepts,and Self-Constructs as Predictors of the Self-Estimated IQ

In all 102 participants completed 2 intelligence tests, a self-estimated domain-masculine (DMIQ) intelligence rating (which is a composite of self-rated mathematical–logical and spatial intelligence), a measure of self-esteem, and of self-control. The aim was to confirm and extend previous findings about the role of general intelligence and gender identity in self-assessed intelligence. It aimed to examine further correlates of the Hubris-Humility Effect that shows men believe they are more intelligent than women. The DMIQ scores were correlated significantly with gender, psychometrically assessed IQ, and masculinity but not self-esteem or self-control. Stepwise regressions indicated that gender and gender role were the strongest predictors of DMIQ accounting for a third of the variance.     

Gratitude,Social Cognition,and Well-Being in Emerging Adolescents

The authors explored Canadian emerging adolescents' social and moral reasoning skills (empathy, theory of mind), and their perceptions of gratitude, self-competencies, and well-being (spiritual, emotional). As part of a larger five-year longitudinal study, the authors describe results of Year 2 (2016–2017) data from 46 ninth-grade students (33 girls; M_age?=?13.5?years, SD?=?5.436 years) from eight schools (Ontario, Canada). Students’ perceptions of gratitude, spirituality, self-compassion, competencies, and well-being were measured by self-report questionnaires. Significant positive correlations were found among adolescents’ perceptions of gratitude, self-competencies, and emotional and spiritual well-being. Differently valenced patterns of associations were found among students’ perceptions of gratitude (appreciation for others and sense of abundance), self-compassion, and existential well-being, and spiritual comfort, and omnipresence. Simple appreciation was the only aspect of gratitude to show significant positive relations with religious well-being. Significant positive correlations were found between gratitude (sense of abundance) and self-compassion, whereas significant negative correlations were found between self-compassion and empathy, theory of mind, existential well-being, and religious well-being. Implications for theory and educational applications are discussed.     

The Role of Career Aspiration,Self-Esteem,Body Esteem,and Gender in Predicting Sense of Well-being Among Emerging Adults

During emerging adulthood, one’s sense of well-being undergoes many rapid changes. Although emerging adults often present considerable energy, creativity, and hopefulness, both in higher education classrooms and workplaces, they often experience a decrease in well-being due to experience confusion, stress encounters, and difficulties in transitioning to adulthood. The authors examined four noteworthy key socioemotional factors that may be linked to emerging adults' sense of well-being: career aspiration, self-esteem, body esteem, and gender. Three hundred 20- to 29-year-old university students participated in the study. Results showed that well-being was correlated positively with self-esteem and body esteem, and body esteem was correlated negatively with gender (men scored higher). Regression analyses revealed that for both men and women, self-esteem and body esteem predicted well-being. Nevertheless, when the gender was analyzed separately, career aspiration predicted well-being only for men, whereas body esteem predicted well-being only for women. The study findings illuminates the importance of generating preventive measures in childhood and adolescence, through reinforcing skills such as resilience and self-esteem with the aim of passing through emerging adulthood with as little harm as possible to the sense of well-being.     

Emotional self‐efficacy,graduate employability,and career satisfaction: Testing the associations

Graduate employability has been the subject of little empirical research. There are a number of difficulties in defining and measuring graduate employability, which means that there is a paucity of research that looks at its predictors and outcomes. Previous work has proposed that emotional competence improves graduate employability, and this study further investigates this idea by examining the association between emotional self‐efficacy and employability. Also investigated is the association between employability and career satisfaction. Working graduates (N = 306) completed measures of emotional self‐efficacy, self‐perceived employability, and career satisfaction, and the data were analysed using structural equation modelling. We found emotional self‐efficacy to be an important predictor of graduate employability. Additionally, we found that graduate employability mediates the relationship between emotional self‐efficacy and career satisfaction. Some recommendations, in light of these findings, are discussed.     

A meta‐mood model of rumination and depression: Preliminary test in a non‐clinical population

Depressive rumination and trait meta‐mood (emotional attention, emotional clarity and emotional repair) have been suggested as vulnerability factors leading to depression, but less is known about the associations among them. In this study, we examined the relationships between trait meta‐mood, rumination and depressive symptomatology. Using structural equation analysis in a large sample of a non‐clinical population we found a preliminary test of the role of trait meta‐mood dimensions in rumination and depressive symptomatology. Results indicated that attention to feelings has two pathways in its relation with rumination and depressive mood. On the one hand, emotional attention was associated with emotional clarity, and emotional clarity with emotional repair, which was related to lower depressive symptomatology, in part, by reducing rumination. On the other hand, emotional attention was directly associated with ruminative thoughts which, in turn, were related to higher depressive mood. Findings are discussed in terms of the implications of beliefs about emotions in the treatment of depression.