Psichologija最新文献

{"title":"Job Requirements, Resources and Proactive Behavior at Work: The Role of Work Engagement and Stress","authors":"Marija Miselytė, Dalia Bagdžiūnienė, Violeta Jakutė","doi":"10.15388/PSICHOL.2019.1","DOIUrl":"https://doi.org/10.15388/PSICHOL.2019.1","url":null,"abstract":"Proactive employees are an important part of social capital in modern organizations that operate in a competitive and ever-changing business environment. Proactive behavior (PB) is defined as self-directed and future-oriented actions that are aimed to change the situation, work environment, or oneself (Bindl & Parker, 2010). Proactive workers initiate individual and organizational changes, and they not only respond to work requirements or adapt to environmental conditions (Fritz & Sonnentag, 2009). Therefore, it is important to analyze the work and personal characteristics that may be significant in order to enhance the employees’ PB. The paper presents an empirical study that integrates the theoretical approaches of Proactive Behavior (Parker & Collins, 2010) and Job Demands – Resources (Schaufeli & Bakker, 2004). It is aimed, first, to examine the links between job demands (pace and amount of work, emotional and mental workload), resources (autonomy and feedback), and work engagement and stress with employee strategic proactive behaviors as well as work and person-environment fit proactive behaviors. Second, to determine the role that work engagement and stress have in the relationships between job characteristics and PB types. \u0000A total of 386 employees from various Lithuanian organizations were surveyed online. Sixty one percent of the respondents were female; the average age of the respondents was 34.8 (SD = 11.32) years, with an average of 7.3 (SD = 8.22) years of working experience in their organizations. Twenty one percent of the respondents were first-level managers. Most of the respondents (93.6%) had acquired higher education. \u0000Structural equation modeling analyses revealed that strategic PB, through engagement as a mediator, was predicted by autonomy, mental workload, and feedback; proactive work behavior was predicted by emotional workload, while mental workload, autonomy, and feedback were related to proactive work behavior through work engagement as a mediator; proactive person-environment fit behavior was predicted only by feedback via work engagement as a mediator. The study has shown that employee PB can be reinforced not only with job resources (autonomy and feedback) but job demands as well (the mental and emotional workload) via the mediative effect of work engagement. Work stress was not related with PB. The practical applications of research findings are discussed.","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90728720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationships between Employee Occupational Self-efficacy, Structural Empowerment, and Work Engagement","authors":"I. Žukauskaitė, Dalia Bagdžiūnienė, Rita Rekašiūtė Balsienė","doi":"10.15388/PSICHOL.2019.3","DOIUrl":"https://doi.org/10.15388/PSICHOL.2019.3","url":null,"abstract":"Nowadays the competitive advantage of any organization mainly relies not only on technologies or material resources but also on competitive, energetic, engaged employees, who are willing to share their knowledge, skills, and experience. Organizations must not only recruit talents but also inspire them and create the conditions in which they reveal themselves and have the prospect for professional growth. According to Bandura (1982), the personal belief of how well one can execute courses of action required to deal with prospective situations may become crucial for work success. The present study integrates Bandura’s (1982; 1989) Social Cognitive, Kanter’s (1977; 1979) Structural Empowerment, and Schaufeli and Bakker’s(2004) Work Engagement theories and is aimed (1) to analyze the relationships between employee occupational self-efficacy, structural empowerment, and work engagement and (2) to determine the role of occupational self-efficacy in the relationships between the elements of structural empowerment and work engagement. \u0000A total of 1636 specialist level employees from one Lithuanian public sector organization were surveyed online. Ninety four percent of the respondents were female, six percent were male. The average age of the respondents was 45.71 (SD = 10.34) years, with the average of 8.29 (SD = 7.23) years of working experience. All respondents had higher education. Occupational self-efficacy was measured using the Schyns & von Collani (2002) OCCSEEF scale (short version), structural empowerment elements (access to opportunity, information, support, and resources, informal power and formal power) were measured using the Conditions of Work Effectiveness Questionnaire – II (CWEQ – II) (Laschinger, Finegan, Shamian, & Wilk, 2001), and the Utrecht Work Engagement Scale (UWES-9) (Schaufeli, Bakker, & Salanova, 2006) was used to measure work engagement. Structural equation modelling (SEM) was applied to determine the mediating role of occupational self-efficacy in the relationships between elements of structural empowerment and work engagement. \u0000The analysis revealed that all dimensions of structural empowerment positively predicted occupational self-efficacy, and that occupational self-efficacy positively predicted work engagement. Formal power directly positively predicted work engagement, occupational self-efficacy fully mediated the relationship between informal power and work engagement and partially mediated the relationships between certain predictors (access to opportinity, information, and resources) and work engagement. \u0000Despite some limitations (e.g., this being a cross-sectional study, and that specialist level employees were surveyed from one organization), the results of the study highlighted, first, that employee occupational self-efficacy and work engagement might be strengthened by empowering organizational structures, and, second, that occupational self-efficacy is an important personal characteristic explaining the relatio","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80722025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Homoseksualumo atsiskleidimą aprašančių straipsnių komentarų turinio analizė","authors":"K. Žardeckaitė-Matulaitienė, Viktorija Gaidytė","doi":"10.15388/Psichol.2018.6","DOIUrl":"https://doi.org/10.15388/Psichol.2018.6","url":null,"abstract":"[full article and abstract in Lithuanian; abstract in English] \u0000Both researchers and society agree that those who decide to disclose their sexual orientation can find acceptance and even support in these experiences, while others are met with negative reactions, such as anger, rejection or bullying etc. There are lots of controversial studies about the differences in reactions to the coming out of homosexual men and women. It is agreed that these attitudes could be defined as multidimensional constructs comprised of cognitive, affective and behavioral components. A content analysis of comments on articles describing coming out of homosexual individuals has not been yet performed in Lithuania. \u0000The aim of this study was to analyze the content of comments as reactions to the articles describing homosexuality disclosure in order to reveal the prevailing beliefs, emotions and behavioral reactions toward the disclosure of homosexuality and to compare any differences in responses while taking into account the sex of a disclosed person. \u0000A content analysis of 380 comments collected on the websites lrytas.lt and delfi.lt was carried out. The validity of the content categories was assessed with a second-rater procedure. The agreement percentage among the raters ranged from 84 to 100 and Cohen’s kappa from 0.42 to 1 throughout the categories. After the first evaluation of the content and after an objective selection of the comments for this research, 156 comments, which were suitable for further analysis, were selected. \u0000The analysis has shown that commentators tend to have negative perceptions regarding the disclosure of a homosexual individual’s sexual orientation. In the comments of the articles describing homosexuality disclosure, it was most often expressed that homosexuality is an unnatural thing or a perversion; that homosexual people should not disclose their sexual orientation; that homosexual people should not be allowed to raise children. At the same time, any positive attitude was expressed rarely. The most prevailing positive attitude is the following: homosexual people are just as normal as heterosexual people. Negative emotions, such as anger or disgust, as well as homophobic bullying (offensive remarks, jokes and name-calling), were dominating in the comments. The accepting behavior (not encouraging someone to change), positive emotional reactions, such as support and suggestions to emigrate, were the rarest. The content analysis of the comments revealed the different reactions of the readers to homosexual men and women. The negative attitude toward raising children and the emotion of anger are more often addressed toward homosexual women than to homosexual men. \u0000The results of this study indicate the prevailing negative attitude toward the public disclosure of the sexual orientation of homosexual persons.","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73409251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship between Creativity and Global/National Identity: Comparative Study of Lithuanian and American Students’ Sample","authors":"Viktoria Tidikis, Dovilė Petkevičiūtė-Barysienė, Dana K. Donohue, Lauryna Rakickienė","doi":"10.15388/PSICHOL.2018.4","DOIUrl":"https://doi.org/10.15388/PSICHOL.2018.4","url":null,"abstract":"[full article, abstract in English; abstract in Lithuanian] \u0000The mindset of either a national or global identity was primed in the participants in the United States and Lithuania. The effects of priming on creativity were then examined. Two hundred and eighty-five participants from the United States and 95 Lithuanian participants received one of three possible manipulations: one that primed national identity, one that primed global identity, or no manipulation. They were then asked to complete measures of creativity. The results suggested that participants from Lithuania scored higher than the American participants on measures of national orientation regardless of the condition in which they participated. Lithuanian participants were the most affected by the national prime, and scored particularly low on global orientation when they were in the national identity condition. Lithuanian participants scored higher than participants from the United States on all measures of creativity, regardless of the condition. However, a country-by-condition interaction was also present, showing that participants in the US scored higher on creativity when they were in the global prime condition, while Lithuanians received higher creativity scores when in the national prime condition. Explanations and implications for these results are discussed.","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81564441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Galimybės keisti klaidingus įsitikinimus dėl seksualinio priekabiavimo Lietuvos studentų imtyje","authors":"Monika Čeponytė, K. Žardeckaitė-Matulaitienė","doi":"10.15388/PSICHOL.2018.5","DOIUrl":"https://doi.org/10.15388/PSICHOL.2018.5","url":null,"abstract":"[full article and abstract in Lithuanian; abstract in English] \u0000Sexual harassment is one of the most common gender-based discrimination forms in Lithuania and is experienced at least once in a lifetime by 35% of women from the age of 15. The recently published results of a survey implemented by the Lithuanian Students’ Union (2018) showed that 5 percent of students from different universities and colleges in Lithuania possess experiences that they identify as sexual harassment; however, the majority of them are afraid to report these incidents because of the negative public reaction or because of the potential impact on their academic achievements. An absence of a clear definition and the prevailing misconceptions about sexual harassment, as well as a lack of information about the procedure of reporting sexual harassment, makes sexual harassment an ambiguous problem that became the topic of public discussion but has not been dealt with properly. Various studies show promising results of different sexual harassment prevention activities and makes it possible to assume that such training might be a way of reducing the prevalence of sexual harassment in the academic environment. The aim of this study was to assess the effectiveness of a brief sexual harassment training course in reducing positive attitudes toward sexual harassment and the acceptance of sexual harassment myths, as well as improving the identification of sexual harassment situations, in a sample of Lithuanian students. \u0000Thirty-two students (28 females and 4 males) took part in this research and attended a brief sexual harassment training that lasted for 1 hour 30 minutes. The participants’ age varied from 19 to 28 years, the average age being 22.9 years (SD = 2.19). A self-reported questionnaire consisted of several scales: the Sexual Harassment Attitude Scale (Cronbach α – 0,86) (Mazer & Percival, 1989) measuring the participants’ positive attitudes toward sexual harassment; the Illinois Sexual Harassment Myth Acceptance Scale (Cronbach α – 0,92) (Lonsway, Cortina, & Magley, 2008); 8 self-report scenarios were created based on Bursik (1992) and consultations with the Office of the Equal Opportunities Ombudsperson to measure the participants’ perceptions of sexual harassment. Additional demographic questions were also included. \u0000The results revealed significant changes in sexual harassment perception, myth acceptance and attitudes toward sexual harassment before and after the training. Study results showed significantly reduced positive attitudes toward sexual harassment and that the participants were less likely to attribute sexual harassment to being a part of a romantic relationship. Even though the results showed a significantly lower “Normal heterosexuality” subscale in terms of the results on the Sexual Harassment Myth Acceptance Scale, participants were, however, more likely to attribute blame to the victim of sexual harassment after the prevention training. The study results a","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89029679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Piešimo testo kūrybiškam mąstymui (TCT-DP) psichometrinės charakteristikos 8–10 metų lietuvių vaikų imčiai","authors":"S. Girdzijauskienė, D. Nasvytienė, Dovilė Butkienė, G. Gintilienė, Kęstutis Dragūnevičius","doi":"10.15388/PSICHOL.2018.2","DOIUrl":"https://doi.org/10.15388/PSICHOL.2018.2","url":null,"abstract":"","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87210041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An European Perspective on Regulating Psychology: A review of the European Commission’s Mutual Evaluation of Regulated Professions","authors":"E. Karayianni","doi":"10.15388/PSICHOL.2018.7","DOIUrl":"https://doi.org/10.15388/PSICHOL.2018.7","url":null,"abstract":"[full article, abstract in English; abstract in Lithuanian] \u0000The article provides a summarized review of the current legal status of the profession of psychology across European countries, making a case for the need of a legal status and recognition of the profession. The review is based on comparing and contrasting the results of the European Commission’s mutual evaluation of the regulated professions report published in 2016 and the currently available information on the EU Single Market Regulated Professions Database maintained by the European Commission. Results show that, despite the different levels of qualifications required in the Member States, the general requirements tend to follow the Bologna process. The review also focuses on the rationale provided for regulation and the requirement for professional membership.","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86890305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lietuvos vaikų naudojimosi internetu 2010 ir 2018 metais ypatumų palyginimas","authors":"Neringa Grigutytė, Saulė Raižienė, V. Pakalniškienė, Robertas Povilaitis","doi":"10.15388/PSICHOL.2018.3","DOIUrl":"https://doi.org/10.15388/PSICHOL.2018.3","url":null,"abstract":"[full article and abstract in Lithuanian; abstract in English] \u0000The accessibility of the internet and the availability of online services in Lithuania are steadily increasing; the demand for some services is almost twice the EU average and is growing every year. In the context of Europe, Lithuania is among the countries with high internet use, which increases the risk and threat to children through the internet. In a study conducted by the EU Kids Online II in 2010, it was found that Lithuanian children lack the skills of safe use of internet, while parents lack the knowledge and ability to ensure the safe use of internet by their children. The purpose of this article is to identify how children’s threats and the involvement of parents in ensuring the safe use of internet by their children are changing as the access to information technology and the internet grows. During a survey conducted in 2018, 1 012 children aged 9 to 17 years and one of each of their parents were interviewed. These data were compared to the data from 2010 survey, when 1 004 online users aged 9 to 16 years and one of each of their parents were interviewed. The results revealed that in 2018, children and their parents spend more time on the internet. Children spend 4–5 hours on the internet every day and it is approximately one hour longer than in 2010. Children use a variety of devices to connect to the internet and use the internet to perform various activities, especially the sharing of pictures, watching videos and playing games on the internet, and more often use social networks sites. The most popular social network is Facebook. In the current year, children are less likely to share their personal information, communicate less with strangers, but children experience more abusive behavior from others online and have more access to sexual content in 2018 than in previous years. Parents report less negative experience and technical threats, such as the use of a child’s personal information or device infection with a virus, regarding their children spending their time on the internet. The data suggests that parents nowadays seldom are in the same room with the child while he/she is on the internet, but parents talk with children on safety issues, encourage them and are interested in their activities on the internet more often than in previous years.","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80745865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psichologijos institucionalizacija Lietuvoje: žvilgsnis iš valstybės 100-mečio perspektyvos","authors":"A. Bagdonas","doi":"10.15388/PSICHOL.2018.1","DOIUrl":"https://doi.org/10.15388/PSICHOL.2018.1","url":null,"abstract":"[full article and abstract in Lithuanian; abstract in English] \u0000Different sides of the development of psychology as a science, a teaching subject and a professional activity in Lithuania during the 100-year period are analyzed and discussed. This analysis is performed in the context of the institutionalization of the modern Lithuanian State. The three main premises of the development of psychology in Lithuania are revealed: the sociopolitical and economical context of state, the influence of the global field of psychology and the activities of the enthusiasts of profession. The extent of development of psychology in Lituania during the different periods of Lithuanian history of last 100 years of its existance is evaluated according to 10 criteria of recognizing the profession: 1) Social need; 2) State regulation of the profession; 3) Legislative basis of the profession; 4) Trust by society and authority; 5) Control of professional competence; 6) Being included in a classification of scienes and a scientific studies system; 7) Education (teaching and training) of the profession; 8) Professional and scientiffic communication (journals, conferences); 9) Values and professional ethics; 10) Professional self-regulation (professional NGO). The development of psychology in Lithuania can be divided in stages according to the context of the modern state’s development events: 1) Before the year 1918 (the period of arousal and enlightenment in psychological culture); 2) The years 1918–1940 (start of the institutionalization of psychology in the First Republic of Lithuania); 3) The years 1940–1944 (an empty, topsyturvy-esque or confused of social and economical life stage during the Second World War); 4) The years 1945–1988 (an unsettled stage of training and researches in psychology with stabilization after when psychologists were begun to be educated at Vilnius University in 1969); 5) The years 1989–2018 (a dissociation from the Russian academic field of psychology and an independent development with the rising ifluence of Western academic psychological influences). The names of the main enthusiasts of the institutionalization of psychology in Lithuania during the five listed stages are presented. The main persons from this list were Alfonsas Gucas (1907–1988), Jonas Vabalas-Gudaitis (1881–1955), Vladas Lazersonas (1889–1945) and Juvencijus Lapė (1925–1911). The main conclusion of paper is that psychology in Lithuania, during the 100-year period, was developed according to all 10 criteria; it was reasonably adapted to the national state culture and infrastructure. In other words, at the present time, we can speak and write not only about the development of psychology in Lithuania but about a Lithuanian psychology – a nationally indigenized profession. Eleven features of indeginized psychology are also listed.","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86966843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implicitinis ir eksplicitinis požiūris į naudojimąsi „Facebooku“","authors":"Monika Meilutė Ribokė, V. Pakalniškienė","doi":"10.15388/PSICHOL.2018.0.11901","DOIUrl":"https://doi.org/10.15388/PSICHOL.2018.0.11901","url":null,"abstract":"Straipsnyje pristatomi tyrimo, kuriuo siekta išsiaiškinti implicitinį ir eksplicitinį požiūrį į naudojimąsi „Facebooku“, rezultatai. Apklausta 210 vienos gimnazijos mokinių. Jų amžius buvo nuo 17 iki 19 metų, 41,4 % – vaikinai, 58,6 % – merginos. Implicitiniam požiūriui matuoti buvo pasitelktas vieno atributo implicitinių asociacijų testas (SA-IAT), o eksplicitiniam – 21 teiginio klausimynas apie požiūrį į naudojimąsi„Facebooku“ (Kokoç & Çiçek, 2011). Buvo atskleista, kad jaunuolių, besinaudojančių „Facebooku“, požiūris į jo naudojimą teigiamesnis nei tų, kurie neturi susikūrę savo paskyros šiame tinkle. Be to, eksplicitinis požiūris yra susijęs su prisijungimų dažniu ir laiku, praleistu prie šio socialinio tinklo, ir padeda prognozuoti „Facebooko“ paskyros turėjimą. Implicitinio požiūrio sąsajų su elgesiu bei skirtumų tarp turinčių paskyrą ir jos neturinčių jaunuolių rasti nepavyko. Taip pat šis požiūris nėra prognozuojantis veiksnys, tačiau, nagrinėjant reakcijos greičio skirtumus, pastebėta, kad turintys paskyrą jaunuoliai greičiau susieja „Facebooką“ su malonumu. ","PeriodicalId":33049,"journal":{"name":"Psichologija","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86220287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}