Spanish Journal of Psychology最新文献_第6页

The Influence of Psychosocial Factors according to Gender and Age in Hospital Care Workers. 医院护理员心理社会因素对性别、年龄的影响

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2023-03-21 DOI: 10.1017/SJP.2023.1

Germán Cañavate, Isabella Meneghel, Marisa Salanova

{"title":"The Influence of Psychosocial Factors according to Gender and Age in Hospital Care Workers.","authors":"Germán Cañavate, Isabella Meneghel, Marisa Salanova","doi":"10.1017/SJP.2023.1","DOIUrl":"https://doi.org/10.1017/SJP.2023.1","url":null,"abstract":"Even though psychosocial risks can affect the entire working population regardless of demographic variables, multiple publications claim that women are more exposed to psychosocial risks and that psychosocial risks affect people in a different way, depending on their age. This study aims to investigate demographic differences (i.e., sex and age) in health care workers, with an aim which is twofold: (i) To know if these geographic differences lead to differences in perception of psychosocial risks; and (ii) to identify the job demands and resources with the highest impact on work engagement and performance. A sample of 4,451 people from the sanitary sector, pertaining to 75 Spanish hospitals, was analyzed to test the hypotheses. ANOVA results demonstrated that women show significantly higher impact values in job demands than men, as well as higher values in job resources. Moreover, the group of younger people (< 40 years) showed significantly lower levels in demands, and significantly higher in job resources, wellbeing, and organizational outcomes. Finally, multi-group SEM analyses showed that the impact of job demands and resources on work engagement and performance is significant, regardless of sex and age, although there are changes in the coefficients. The differences in the perception of job demands and resources of the different demographic groups can be used to develop specific psychosocial intervention in health care workers.","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9156707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Executive Functions and Improvement of Thinking: An Intervention Program to Enhance Deductive Reasoning Abilities. 执行功能与思维的改善:一项提高演绎推理能力的干预计划。

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-12-15 DOI: 10.1017/SJP.2022.26

Juan Antonio García-Madruga, Isabel Orenes, José Óscar Vila Chaves, Isabel Gómez-Veiga

{"title":"Executive Functions and Improvement of Thinking: An Intervention Program to Enhance Deductive Reasoning Abilities.","authors":"Juan Antonio García-Madruga, Isabel Orenes, José Óscar Vila Chaves, Isabel Gómez-Veiga","doi":"10.1017/SJP.2022.26","DOIUrl":"https://doi.org/10.1017/SJP.2022.26","url":null,"abstract":"Empirical and theoretical advances and application to society are moved at different speed. Application work is frequently developed later because it requires the integration of knowledge from different research areas. In the present paper, we integrate literature coming from diverse areas of research in order to design a deductive reasoning intervention, based on the involved executive functions. Executive functions include working memory (WM)'s online executive processes and other off-line functions such as task revising and planning. Deductive reasoning is a sequential thinking process driven by reasoners' meta-deductive knowledge and goals that requires the construction and manipulation of representations. We present a new theoretical view about the relationship between executive function and higher-level thinking, a critical analysis of the possibilities and limitations of cognitive training, and a metacognitive training procedure on executive functions to improve deductive reasoning. This procedure integrates direct instruction on deduction and meta-deductive concepts (consistency, necessity) and strategies (search for counterexamples and exhaustivity), together with the simultaneous training of WM and executive functions involved: Focus and switch attention, update WM representations, inhibit and revise intuitive responses, and control the emotional stress yielded by tasks. Likewise, it includes direct training of some complex WM tasks that demands people to carry out similar cognitive assignment than deduction. Our training program would be included in the school curriculum and attempts not only to improve deductive reasoning in experimental tasks, but also to increase students' ability to uncover fallacies in discourse, to automatize some basic logical skills, and to be able to use logical intuitions.","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10360801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dyadic Coping, Dyadic Coping Based Gratitude (DC-G), and Relationship Satisfaction in Pakistani Couples. 巴基斯坦夫妻的二元应对、基于二元应对的感恩与关系满意度。

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-12-02 DOI: 10.1017/SJP.2022.28

Sultan Shujja, Guy Bodenmann, Ashley K Randall, Adnan Adil, Farah Malik

{"title":"Dyadic Coping, Dyadic Coping Based Gratitude (DC-G), and Relationship Satisfaction in Pakistani Couples.","authors":"Sultan Shujja, Guy Bodenmann, Ashley K Randall, Adnan Adil, Farah Malik","doi":"10.1017/SJP.2022.28","DOIUrl":"https://doi.org/10.1017/SJP.2022.28","url":null,"abstract":"Dyadic coping-based gratitude (DC-G) refers to the reaction of appreciation and thankfulness in response to received problem-focused and emotion-focused positive dyadic coping (DC) behaviors by the partner. The actor-partner interdependent mediation model was used to test the mediating role of DC-G between DC and relationship satisfaction in a purposive sample of 300 Pakistani married couples, which were treated as indistinguishable following the use of a test for distinguishability. Mediation analysis demonstrated that DC-G partially mediated the couples' DC and relationship satisfaction implying that the association between DC and relationship satisfaction strengthened as the DC-G intervenes in the path model. Additionally, the actor-actor or partner-partner indirect effects were stronger compared to the cross-partner effect suggesting that husbands or wives' DC more strongly predicted corresponding relationship satisfaction via DC-G compared to husbands-wives' DC. Implications are discussed within collectivistic cultural orientation and Islamic religious obligations regarding marital relationships in Pakistani couples.","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40548142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"It is Typical of Teenagers": When Teachers Morally Disengage from Cyberbullying. “这是典型的青少年”:当教师从道德上脱离网络欺凌。

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-12-01 DOI: 10.1017/SJP.2022.27

Nádia Salgado Pereira, Paula Da Costa Ferreira, Ana Margarida Veiga Simão, Andreia Cardoso, Alexandra Barros, Alexandra Marques-Pinto, Aristides I Ferreira, Ana Cláudia Primor, Sara Carvalhal

{"title":"\"It is Typical of Teenagers\": When Teachers Morally Disengage from Cyberbullying.","authors":"Nádia Salgado Pereira, Paula Da Costa Ferreira, Ana Margarida Veiga Simão, Andreia Cardoso, Alexandra Barros, Alexandra Marques-Pinto, Aristides I Ferreira, Ana Cláudia Primor, Sara Carvalhal","doi":"10.1017/SJP.2022.27","DOIUrl":"https://doi.org/10.1017/SJP.2022.27","url":null,"abstract":"Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers' definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers' being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers' discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers' awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers' perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers.","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40714109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

When More is More: Do Non-Restricted Goals Benefit Employers and the Environment Too? 当更多就是更多:不受限制的目标对雇主和环境也有好处吗?

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-11-24 DOI: 10.1017/SJP.2022.25

Adelaida Patrasc-Lungu, Dragoș Iliescu

{"title":"When More is More: Do Non-Restricted Goals Benefit Employers and the Environment Too?","authors":"Adelaida Patrasc-Lungu, Dragoș Iliescu","doi":"10.1017/SJP.2022.25","DOIUrl":"https://doi.org/10.1017/SJP.2022.25","url":null,"abstract":"Prior research on goal self-concordance (GSC) and goal attainment (GA) has studied these dimensions as transversal sections through a person's life domains. Blending the recent developments in self-determination theory and pro-environmental behavior literature, the current study introduced the concept of non-restricted goals and explored whether work climate (WCQ) and environmental identity (EID) impact GA and, through it, in-role job performance (IRB), organizational citizenship behaviors (OCB) and wellbeing, as well as organizational citizenship behaviors for the environment (OCBE). It also explored GSC along with basic psychological needs' satisfaction (BPNS) and GA, as explanatory mechanisms. The study relied on data collected at two different moments in time, with a retained sample of 201 employees from different organizations. Results confirmed that WCQ and EID are relevant antecedents for IRB, OCB and wellbeing, as well as OCBE. Except for the direct relationship between EID and OCB/OCBE, most of these impacts were indirect, through BPNS, GSC or GA. The current study did not find a significant relationship between GSC and GA, adding to the line of mixed results regarding their relationship. The findings inform pro-environmental interventions in the workplace, as well as human resource management practices that foster employee wellbeing, work-life balance, and job performance.","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40507455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims. 健康环境悖论:当减少欺凌行为以某些受害者为代价时。

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-11-03 DOI: 10.1017/SJP.2022.23

Beatriz Lucas-Molina, Alicia Pérez-Albéniz, Eduardo Fonseca-Pedrero

{"title":"The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims.","authors":"Beatriz Lucas-Molina, Alicia Pérez-Albéniz, Eduardo Fonseca-Pedrero","doi":"10.1017/SJP.2022.23","DOIUrl":"https://doi.org/10.1017/SJP.2022.23","url":null,"abstract":"Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed \"the healthy context paradox\". In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from \"the healthy context paradox\".","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40661567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Children's Perspectives on Fairness and Inclusivity in the Classroom. 儿童对课堂公平与包容的看法

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-11-02 DOI: 10.1017/SJP.2022.24

Elise Marie Kaufman, Melanie Killen

{"title":"Children's Perspectives on Fairness and Inclusivity in the Classroom.","authors":"Elise Marie Kaufman, Melanie Killen","doi":"10.1017/SJP.2022.24","DOIUrl":"https://doi.org/10.1017/SJP.2022.24","url":null,"abstract":"School represents an important context for children's social, moral, and identity development. Research indicates that supportive teacher-student relationships are significantly related to positive student academic achievement. Unfortunately, teacher bias as well as peer exclusion based on group identity (gender, race, ethnicity, and nationality) pervade many school contexts. The presence of these biases in the classroom is negatively related to students' academic development, especially for children who are minoritized and marginalized. Very little research has connected teacher bias and children's reasoning about bias and inequalities in the classroom context. The classroom is a complex environment in which to examine children's social and moral reasoning about bias, given teachers' position of authority which often includes power, status, and prestige. We propose that understanding both teacher bias and peer intergroup exclusion are essential for promoting more fair classrooms. This paper reviews foundational theory as well as the social reasoning developmental model as a framework for studying how children think about fairness and bias in the classroom context. We then discuss current research on children's social-cognitive and moral capacities, particularly in the contexts of societal inequality and social inclusion or exclusion. Finally, this article proposes new directions for research to promote fairness and inclusivity in schools and suggests how these new lines of research might inform school-based interventions.","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40449253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Validation of the Spanish Version of the Generic Conspiracist Beliefs Scale. 西班牙语版通用阴谋论信仰量表的验证。

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-10-10 DOI: 10.1017/SJP.2022.21

Angelo Fasce, Diego Avendaño, Neil Dagnall, Andrew Denovan, Álex Escolà-Gascón

{"title":"Validation of the Spanish Version of the Generic Conspiracist Beliefs Scale.","authors":"Angelo Fasce, Diego Avendaño, Neil Dagnall, Andrew Denovan, Álex Escolà-Gascón","doi":"10.1017/SJP.2022.21","DOIUrl":"https://doi.org/10.1017/SJP.2022.21","url":null,"abstract":"Theorists acknowledge that conspiracy beliefs represent an established psychological construct. The study of conspiracy beliefs is important because allied ideation potentially influences everyday attitudes and behaviors across a range of domains (i.e., cognitive, social, cross-cultural, and political psychology). In this article, we analyze the internal structure and construct validity of the Spanish adaptation of the Generic Conspiracist Beliefs Scale (GCBS). Correlational and confirmatory factor analyses using an international sample of 732 Spanish-speakers revealed a five-factor structure equivalent to the original instrument. Convergent validity was demonstrated using educational level, political orientation, need for uniqueness, and four social axioms (social cynicism, religiosity, reward for application, and fate control). In comparison to two English samples (N = 794 and N = 421), the adaptation demonstrated satisfactory, although restricted, levels of invariance. Accordingly, findings support the use of this translated form of the GCBS with Spanish speakers.","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33494626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

How Chronological Age, Theory of Mind, and Yield are Interrelated to Memory and Suggestion in Young Children. 幼儿的实足年龄、心理理论和屈服与记忆和暗示的关系。

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-10-10 DOI: 10.1017/SJP.2022.22

Nieves Pérez-Mata, Amparo Moreno, Margarita Diges, Miriam Peláez

{"title":"How Chronological Age, Theory of Mind, and Yield are Interrelated to Memory and Suggestion in Young Children.","authors":"Nieves Pérez-Mata, Amparo Moreno, Margarita Diges, Miriam Peláez","doi":"10.1017/SJP.2022.22","DOIUrl":"https://doi.org/10.1017/SJP.2022.22","url":null,"abstract":"We investigated the interrelations between chronological age, theory of mind (ToM), Yield (as a measure of individual suggestibility), memory and acceptance of experimental suggestion in a sample of children between 3 and 7 years old (N = 106). One week after participants interacted with 'a Teacher', they were asked to recall activities carried out with the Teacher (direct experience) and the contents of a story read to them by the Teacher (indirect experience). Data were examined with an analysis of developmental trajectories, which allows establishing the predictor value of socio-cognitive developmental factors regardless of participants' chronological age. It also estimates predictor values in interaction with the age and determines whether age is the best predictor for performance. As in previous research, results showed that chronological age was the main predictor of memory performance, both for direct experience (i.e., activities performed) and indirect experience (i.e., contents of the story). However, ToM and Yield, together with participants' ages, modulated their acceptance of the external suggestions received (presented only once, one week after the event). A turning point was observed at age 4.6. Below this age, the greater the mentalist skills (higher ToM), the lower was the vulnerability to external suggestion. Still, children below this age characterized individually as being suggestible (Yield medium or high) were more vulnerable to suggestion the younger they were. Thus, developmental socio-cognitive factors might modulate young children's vulnerability to external suggestions, even if received only once.","PeriodicalId":54309,"journal":{"name":"Spanish Journal of Psychology","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33495641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

To be Direct or not: Reversing Likert Response Format Items. 直接与否:反转李克特回复格式项目。

IF 2.3 4区心理学

Spanish Journal of Psychology Pub Date : 2022-10-10 DOI: 10.1017/SJP.2022.20

Jaime García-Fernández, Álvaro Postigo, Marcelino Cuesta, Covadonga González-Nuevo, Álvaro Menéndez-Aller, Eduardo García-Cueto

引用次数: 2