International journal of psychology : Journal international de psychologie最新文献

{"title":"Self-focused cognitive emotion regulation style as associated with widespread diminished EEG fractal dimension.","authors":"Xavier Bornas,&nbsp;Miquel Tortella-Feliu,&nbsp;Maria Balle,&nbsp;Jordi Llabrés","doi":"10.1080/00207594.2012.671945","DOIUrl":"https://doi.org/10.1080/00207594.2012.671945","url":null,"abstract":"<p><p>The cognitive regulation of emotions is important for human adaptation. Self-focused emotion regulation (ER) strategies have been linked to the development and persistence of anxiety and depression. A vast array of research has provided valuable knowledge about the neural correlates of the use of specific self-focused ER strategies; however, the resting neural correlates of cognitive ER styles, which reflect an individual's disposition to engage in different forms of ER in order to manage distress, are largely unknown. In this study, associations between theoretically negative ER style (self-focused or not) and the complexity (fractal dimension, FD) of the resting EEG at frontal, central, parietal, and occipital regions were investigated in 58 healthy volunteers. The Cognitive Emotion Regulation Questionnaire was used as the self-report measure of ER style. Results showed that a diminished FD over the scalp significantly correlated with self-focused ER style scores, even after controlling for negative affect, which has been also considered to influence the use of ER strategies. The lower the EEG FD, the higher were the self-focused ER style scores. Correlational analyses of specific self-focused ER strategies showed that self-blaming and rumination were negatively associated with diminished FD of the EEG, but catastrophizing and blaming others were not. No significant correlations were found for ER strategies more focused on situation or others. Results are discussed within the self-organized criticality theory of brain dynamics: The diminished FD of the EEG may reflect a disposition to engage in self-focused ER strategies as people prone to ruminate and self-blame show a less complex resting EEG activity, which may make it more difficult for them to exit their negative emotional state.</p>","PeriodicalId":351827,"journal":{"name":"International journal of psychology : Journal international de psychologie","volume":" ","pages":"695-703"},"PeriodicalIF":3.2,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00207594.2012.671945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40170438","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 effect of achievement goals on enjoyment, effort, satisfaction and performance.","authors":"Rogelio Puente-Díaz","doi":"10.1080/00207594.2011.585159","DOIUrl":"https://doi.org/10.1080/00207594.2011.585159","url":null,"abstract":"<p><p>This study examined the effect of achievement goals and achievement emotions on sport satisfaction, performance and effort among competitive athletes. Participants were 200 athletes. Structural equation modeling was used to test the indirect effect of mastery-approach goals on satisfaction with sport experience and performance, the direct effect of mastery-approach goals on enjoyment and effort, the direct effect of performance-approach and performance-avoidance goals on performance, and the direct effect of mastery-avoidance goals on effort. Results showed a positive direct effect of mastery-approach goals on enjoyment and an indirect effect, through enjoyment, on satisfaction, performance, and effort. We did not find support for the hypothesized effect of performance-approach or performance-avoidance goals on performance. The applied implications of endorsing mastery-approach goals are discussed.</p>","PeriodicalId":351827,"journal":{"name":"International journal of psychology : Journal international de psychologie","volume":" ","pages":"102-10"},"PeriodicalIF":3.2,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00207594.2011.585159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40123634","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":"Posttraumatic stress and worry as mediators and moderators between political stressors and emotional and behavioral disorders in Palestinian children.","authors":"Vivian Khamis","doi":"10.1080/00207594.2011.598524","DOIUrl":"https://doi.org/10.1080/00207594.2011.598524","url":null,"abstract":"<p><p>This study was designed to assess whether the symptoms of posttraumatic stress mediate or moderate the relationship between political stressors and emotional and behavioral disorders in Palestinian children. It was hypothesized that (a) posttraumatic stress and worry mediate the effect of political stressors on behavioral and emotional disorders and (b) the relationship between political stressors and behavioral and emotional disorders should be attenuated for children with low levels of worry and posttraumatic stress and strengthened for children with high levels of worry and posttraumatic stress. The total sample was 1267 school age children of both sexes with a mean age of 11.97 years. Interviews were conducted with children at school. As hypothesized, the results indicated that posttraumatic stress and worry mediated and moderated the relationship between political stressors and emotional and behavioral disorders in children. Cognitive-behavioral therapy may be used to reduce the incidence of posttraumatic stress and decrease self-reported worry, somatic symptoms, general anxiety, and depression among children exposed to political trauma. Cognitive-behavioral treatment that exclusively targets excessive worry can lead to clinical change in the other interacting subsystems at the cognitive, physiological, affective and behavioral levels.</p>","PeriodicalId":351827,"journal":{"name":"International journal of psychology : Journal international de psychologie","volume":" ","pages":"133-41"},"PeriodicalIF":3.2,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00207594.2011.598524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40122926","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":"Motivation and social contexts: a crossnational pilot study of achievement, power, and affiliation motives.","authors":"Xiaoyan Xu,&nbsp;Yangang Xu,&nbsp;David Mellor,&nbsp;Liqiong Duan","doi":"10.1080/00207594.2011.590493","DOIUrl":"https://doi.org/10.1080/00207594.2011.590493","url":null,"abstract":"<p><p>Previous research suggests that there is a relationship between social contexts (e.g., economic growth, engagement in wars) and motives within populations. In particular, high achievement motive is associated with subsequent economic growth, which in turn increases power motive. Increased national achievement and power motives have been argued to precede social changes that lead to decreased affiliation motives, and engagement in wars. The present study aimed to examine differences in achievement, power, and affiliation motives between 266 college students in China (a nation with sustained high economic growth) and 255 college students in the USA (a nation with previously strong but now slowing economic growth, and engaged in war). Analysis of personal strivings suggested that Chinese college students showed significantly higher levels of achievement motive than the American college students, but American college students showed significantly higher levels of affiliation motive than Chinese college students. Overall, males exhibited higher achievement motivation than females. No significant interaction effects were found for gender by location for any of the three motives. The findings are discussed in relation to previous research.</p>","PeriodicalId":351827,"journal":{"name":"International journal of psychology : Journal international de psychologie","volume":" ","pages":"111-7"},"PeriodicalIF":3.2,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00207594.2011.590493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40123635","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":"Affective responses to movie posters: differences between adolescents and young adults.","authors":"Emma Baumgartner,&nbsp;Fiorenzo Laghi","doi":"10.1080/00207594.2011.597398","DOIUrl":"https://doi.org/10.1080/00207594.2011.597398","url":null,"abstract":"<p><p>Although the link between cognition and affect in the advertising context has been demonstrated in several studies, no research to date has considered adolescents' affective responses to movie posters and their attitudes to negative and positive images. A 2 (between subjects) × 4 (within subjects) mixed-factorial experiment design comprising two groups of subjects (80 adolescents and 80 young adults) and four advertising stimuli (two highly positive images and two highly negative images) was used to test the differences in the subjects' attitudes to advertising, positive and negative affect, and viewing intentions. Although the adolescents, compared to the young adults, did not appear to have significantly stronger attitudes to emotional advertisements (ads), they showed a similar level of intensity of affective response when exposed to negative and positive images.</p>","PeriodicalId":351827,"journal":{"name":"International journal of psychology : Journal international de psychologie","volume":" ","pages":"154-60"},"PeriodicalIF":3.2,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00207594.2011.597398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40123637","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":"Languages on the screen: is film comprehension related to the viewers' fluency level and to the language in the subtitles?","authors":"Jean-Marc Lavaur,&nbsp;Dominique Bairstow","doi":"10.1080/00207594.2011.565343","DOIUrl":"https://doi.org/10.1080/00207594.2011.565343","url":null,"abstract":"<p><p>This research aimed at studying the role of subtitling in film comprehension. It focused on the languages in which the subtitles are written and on the participants' fluency levels in the languages presented in the film. In a preliminary part of the study, the most salient visual and dialogue elements of a short sequence of an English film were extracted by the means of a free recall task after showing two versions of the film (first a silent, then a dubbed-into-French version) to native French speakers. This visual and dialogue information was used in the setting of a questionnaire concerning the understanding of the film presented in the main part of the study, in which other French native speakers with beginner, intermediate, or advanced fluency levels in English were shown one of three versions of the film used in the preliminary part. Respectively, these versions had no subtitles or they included either English or French subtitles. The results indicate a global interaction between all three factors in this study: For the beginners, visual processing dropped from the version without subtitles to that with English subtitles, and even more so if French subtitles were provided, whereas the effect of film version on dialogue comprehension was the reverse. The advanced participants achieved higher comprehension for both types of information with the version without subtitles, and dialogue information processing was always better than visual information processing. The intermediate group similarly processed dialogues in a better way than visual information, but was not affected by film version. These results imply that, depending on the viewers' fluency levels, the language of subtitles can have different effects on movie information processing.</p>","PeriodicalId":351827,"journal":{"name":"International journal of psychology : Journal international de psychologie","volume":" ","pages":"455-62"},"PeriodicalIF":3.2,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00207594.2011.565343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40124244","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":"Acknowledgement - remerciments.","authors":"","doi":"10.1080/00207594.1989.10600034","DOIUrl":"https://doi.org/10.1080/00207594.1989.10600034","url":null,"abstract":"","PeriodicalId":351827,"journal":{"name":"International journal of psychology : Journal international de psychologie","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128402797","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":"Books Received - Livres Re¸us.","authors":"E. Clemens, A. Orloff, Bev Skeggs, Peter Hughes, J. Anthony, S. Zavestoski","doi":"10.1080/00207594.1989.10600061","DOIUrl":"https://doi.org/10.1080/00207594.1989.10600061","url":null,"abstract":"Ackerman, P.L., R.J. Sternberg and R. Glaser (eds.), 1989. Learning and Individual Differences. New York: W.H. Freeman. This anthology is a much needed update of the field of learning and individual differences. Written by many of today's most distinguished psychologists, the chapters in this book not only discuss the latest contemporary research but offer a critical review of the progress made in the field over the last twenty years. The contributors examine the historical and theoretical foundations for the study of individual differences in learning, describe empirical approaches to learning and individual differences, present a taxonomic description of learning skills, and communicate the current intellectual climate that will shape future research in the area. Adams, G.R. and T. Gullotta, 1989. Adolescent Life Experiences. Pacific Grove, CA: BrooksjCole Publishing Co. This second edition of a book written for those who strive to better understand adolescents, whether in a professional or a personal role, was revised to include more 'traditional' psychology while retaining the original applied concept of 'life experiences'. It also reflects the problems and changes that confront teenagers now and will in coming years. Adolescents today are forced to wrestle with tougher decisions than ever before; the authors confront these tough issues headon, and emphasize the role that society plays in the erratic and sometimes volatile lives of teenagers. Ajzen, 1., 1988. Attitudes, Personality, and Behavior. Pacific Grove, CA: BrooksjCole Publishing Co. This book examines the recent developments concerning the dispositional prediction of human behavior. The author draws equally from Personality and Social Psychology research and highlights the similarities in the way traits and attitudes are defined, in the way they are measured, and in the implications of these definitions and measurement procedures for dispositional prediction of behavior. The authors show how enthusiastic acceptance of the trait and attitude concepts gave way, in both domains, to rather pessimistic assessments of the validity and practical utility of the dispositional approach. Baker, W.J., L.P. Mos, H.V. Rappard and H.J. Stam (eds.), 1988. Recent Trends in Theoretical Psychology. New York: Springer-Verlag. This volume constitutes the Proceedings of the Second Biannual Conference of the International Society for Theoretical Psychology, held in Banff, Alberta, Canada, April 20-25, 1987. Including an invited address by Kenneth Gergen on the concept of progress in psychological theory, this volume includes 34 of the 39 papers","PeriodicalId":351827,"journal":{"name":"International journal of psychology : Journal international de psychologie","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123835055","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}