Acta Psychologica最新文献

{"title":"Mental health effects of government transfer payments in urban China—An empirical study based on CFPS panel data","authors":"Jing Zeng,&nbsp;Yunting Chen,&nbsp;Yafeng Li","doi":"10.1016/j.actpsy.2024.104575","DOIUrl":"10.1016/j.actpsy.2024.104575","url":null,"abstract":"<div><h3>Background</h3><div>Government transfer payments play a crucial role in redistributing wealth and alleviating relative poverty. However, the mental health effects of government transfers remain to be explored. This study aims to explore the internal mechanisms of the mental health effects of government transfer payments by examining individuals' subjective evaluations and attitudes.</div></div><div><h3>Methods</h3><div>Based on panel data from the 2016 and 2018 China Family Panel Studies (CFPS) urban sample composition (<em>N</em> = 6645), the PSM-DID model was used to investigate the mental health effects of government transfer payments. Based on the calculation of the PSM-DID model, this study examined the effects of social security satisfaction and subjective social status on the mental health effects of government transfer payments through the mediation model and moderation model.</div></div><div><h3>Results</h3><div>The study found that, overall, receiving government transfer payments can significantly reduce the level of individual depression. In examining the mechanism linking government transfer payments and mental health, it was discovered that social security satisfaction partially mediates this relationship. Additionally, subjective social status was identified as a negative moderating factor in this relationship, meaning that the alleviating effect of government transfer payments on depression diminishes as subjective social status increases.</div></div><div><h3>Conclusions</h3><div>Therefore, in future policy optimization, firstly, the size and scope of urban government transfer payments should be expanded to directly improve the living standards of recipients. Secondly, social security programs should be strengthened. Thirdly, implementing the targeted interventions to address disparities in subjective social status should be considered.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Observer-generated maps of diagnostic facial features enable categorization and prediction of emotion expressions","authors":"Martin Wegrzyn ,&nbsp;Laura Münst ,&nbsp;Jessica König ,&nbsp;Maximilian Dinter ,&nbsp;Johanna Kissler","doi":"10.1016/j.actpsy.2024.104569","DOIUrl":"10.1016/j.actpsy.2024.104569","url":null,"abstract":"<div><div>According to one prominent model, facial expressions of emotion can be categorized into depicting happiness, disgust, anger, sadness, fear and surprise. One open question is which facial features observers use to recognize the different expressions and whether the features indicated by observers can be used to predict which expression they saw.</div><div>We created fine-grained maps of diagnostic facial features by asking participants to use mouse clicks to highlight those parts of a face that they deem useful for recognizing its expression. We tested how well the resulting maps align with models of emotion expressions (based on Action Units) and how the maps relate to the accuracy with which observers recognize full or partly masked faces.</div><div>As expected, observers focused on the eyes and mouth regions in all faces. However, each expression deviated from this global pattern in a unique way, allowing to create maps of diagnostic face regions. Action Units considered most important for expressing an emotion were highlighted most often, indicating their psychological validity. The maps of facial features also allowed to correctly predict which expression a participant had seen, with above-chance accuracies for all expressions. For happiness, fear and anger, the face half which was highlighted the most was also the half whose visibility led to higher recognition accuracies.</div><div>The results suggest that diagnostic facial features are distributed in unique patterns for each expression, which observers seem to intuitively extract and use when categorizing facial displays of emotion.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142567191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of Chinese calligraphic handwriting education on positive mental characters and academic emotions in Chinese primary school students","authors":"Wen Chen ,&nbsp;Min Wang ,&nbsp;Yang Gao ,&nbsp;Mengzhen Fang ,&nbsp;Yixuan Liu ,&nbsp;Yanxi Tao ,&nbsp;Ying Ma ,&nbsp;Wenjing Wang","doi":"10.1016/j.actpsy.2024.104533","DOIUrl":"10.1016/j.actpsy.2024.104533","url":null,"abstract":"<div><div>The current research tested the relationship between Chinese calligraphic handwriting (CCH) education and student academic emotions. Using a quasi-experimental, cross-sectional design, we recruited 448 third- to sixth-grade students, and about half of them (<em>N</em> = 228) come from a CCH specialist school and the other half (<em>N</em> = 220) from a general primary school. We examined the relations between CCH education and student outcomes in two ways: comparing the means of academic emotions between the two groups and investigating the associations between the CCH level of the CCH students (rated by CCH teachers) and their academic emotions. Results showed that compared with the control group, CCH group had a higher level of positive low arousal of academic emotions. Within the CCH group, however, more significant associations were found between CCH level and student outcomes. We further found the interaction effect of CCH level and positive mental characters on academic emotions, specifically, the positive low arousal and negative high arousal academic emotions. Limitations and implications of the study were discussed.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual worlds, real opportunities: A review of marketing in the metaverse","authors":"Harish Kumar","doi":"10.1016/j.actpsy.2024.104517","DOIUrl":"10.1016/j.actpsy.2024.104517","url":null,"abstract":"<div><div>Metaverse, as an emerging phenomenon, presents businesses with new opportunities to create user-centered, interactive, and fully immersive products and services that transcend the boundaries of physical and digital reality. However, there is a lack of understanding among academics and business leaders regarding what the metaverse is and how it can transform the marketing landscape. By conducting a systematic literature review of 39 articles using 5W1H framework, the study enhances the comprehension of marketing in metaverse from both conceptual and managerial perspectives. The study delves into the intricacies of the metaverse, examining its components, such as 3D virtual world, avatars, interoperability, and persistency, while exploring its opportunities and challenges. Specifically, it highlights the evolution of the 4P's of marketing and their applications across diverse industries, ranging from tourism and education to retailing and beyond. The review provides a comprehensive understanding of the state-of-the-art literature. The findings of this study can guide future research on the potential of metaverse and aid managers in developing effective marketing strategies related to marketing in metaverse.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142441528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A serial mediation model of sense of belonging to university and life satisfaction: The role of social loneliness and depression","authors":"Hadi Samadieh,&nbsp;Mehdi Rezaei","doi":"10.1016/j.actpsy.2024.104562","DOIUrl":"10.1016/j.actpsy.2024.104562","url":null,"abstract":"<div><div>The impact of a sense of belonging (SOB) on life satisfaction is acknowledged. However, research focusing on this dynamic within higher education is sparse. Additionally, the mechanisms underlying this association warrant further investigation. This study aimed to determine the serial mediation effects of loneliness and depression on the relationship between SOB and life satisfaction among college students. A cross-sectional survey was conducted with 345 college students (M_age = 22.16, SD = 4.48). The survey instruments included the Satisfaction with Life Scale (SWLS), the Social and Emotional Loneliness Scale for Adults (SELSA-S), the Depression, Anxiety, and Stress Scale (DASS), and the Institutional Integration Scale (IIS). The serial mediation effects were analyzed utilizing Model 6 of Hayes' PROCESS macro in SPSS. The results showed that the sense of belonging to the university had no direct effect on life satisfaction (Effect = 0.105, 95 % CI: −0.076 to 0.286). Loneliness and depression serially mediated the relationship between a sense of belonging to the university and life satisfaction (Effect = 0.029, 95 % CI: 0.012 to 0.051). Depression independently mediated the association between SOB and life satisfaction (Effect = 0.160, 95 % CI: 0.10 to 0.221), whereas loneliness did not serve as a significant independent mediator in the relationship between belonging to the university and life satisfaction (Effect = 0.014, 95 % CI: −0.006 to 0.039). This research enhances comprehension of the fundamental processes linking students' sense of belonging (SOB) with their life satisfaction, offering valuable perspectives for academic institutions to develop strategies to elevate university students' well-being.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142520696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating the double-edged sword: How and when laissez-faire leadership affects Employees' challenging behavior","authors":"Shanting Zheng,&nbsp;Lingli Li","doi":"10.1016/j.actpsy.2024.104549","DOIUrl":"10.1016/j.actpsy.2024.104549","url":null,"abstract":"<div><div>The majority of extant studies have found the detrimental role of laissez-faire leadership, but some researchers have revealed its potential benefits. The current research aims to investigate the double-edged nature of laissez-faire leadership. Drawing upon conservation of resources theory, we identify both the dark and bright sides of laissez-faire leadership because the nature of laissez-faire leaders not providing support resources can be perceived by employees as offering limited guidance from the resource loss perspective and offering freedom resources from the resource gain perspective. We propose and test the effects of laissez-faire leadership on employees' constructive challenging behavior through the mediators of work-related flow and work disengagement, and we posit that this mediating relationship is conditional on the moderator of coworker-support climate. Three independent studies (i.e., two vignette experiments in Study 1 with 52 participants and Study 2 with 77 participants, and a time-lagged field study in Study 3 with 277 employees) were conducted to consistently indicate the double-edged nature of laissez-faire leadership. Specifically, on the one hand, laissez-faire leadership is positively associated with subordinates' increased work disengagement, which in turn reduces their constructive challenging behavior (Study 1 and Study 3). On the other hand, laissez-faire leadership is positively associated with subordinates' work-related flow, which in turn enhances their constructive challenging behavior (Study 2 and Study 3). In addition, the coworker-support climate was found to positively moderate the relationship between laissez-faire leadership and subordinates' constructive challenging behavior via work-related flow.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transcranial direct current stimulation combined with cognitive training improves two executive functions: Cognitive flexibility and information updating after traumatic brain injury","authors":"Fatemeh Afsharian ,&nbsp;Razieh Khorram Abadi ,&nbsp;Reza Taheri ,&nbsp;Saeid Abbasi Sarajehlou","doi":"10.1016/j.actpsy.2024.104553","DOIUrl":"10.1016/j.actpsy.2024.104553","url":null,"abstract":"<div><div>Traumatic brain injury (TBI) often causes persistent deficits in cognitive flexibility and information updating. Cognitive flexibility refers to the brain's ability to adjust its thinking and behavior in response to changing circumstances, whereas information updating is the process of incorporating new facts into current knowledge. Both cognitive flexibility and information updating are critical components of executive function, and their impairment can have a major influence on a person's capacity to operate independently and adjust to life's problems following a TBI. Understanding and addressing these specific cognitive processes is therefore critical in designing successful therapies for TBI patients. Previous studies have examined the effects of non-invasive brain stimulation and cognitive training separately. This study investigated the effects of combining transcranial direct current stimulation (tDCS) with computer-based cognitive training, comparing this combined intervention against a control group with no treatment, to assess improvements in two executive functions in TBI patients: cognitive flexibility and information updating. Thirty TBI patients, 2–12 weeks post-injury with impaired executive dysfunction, were randomized to an experimental or control group. The experimental group received ten 30-minute sessions over 2 weeks of anodal (A-tDCS), 2.0 mA to the prefrontal cortex while performing cognitive training tasks from the RehaCom software. The control group received no intervention during this period. Cognitive flexibility and information updating were assessed before and after the intervention period using the n-back working memory task, Wisconsin Sorting Card Test, and quantitative electroencephalography (qEEG) during eyes-closed state. Statistically significant differences in theta, alpha, beta, and gamma band power were observed between groups (<em>p</em> &lt; .05, 4 &lt; f &lt; 6). Secondary outcomes indicated significant improvements in cognitive flexibility within Wisconsin Card Sorting Test and information updating performance within n-back task (<em>p</em> &lt; .05, 7 &lt; f &lt; 20). The combination of tDCS and cognitive training may improve cognitive flexibility and information updating in TBI patients by enhancing plasticity and connectivity in prefrontal regions involved in these complex cognitive processes.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom","authors":"Qiong Liu ,&nbsp;Wei Zhou","doi":"10.1016/j.actpsy.2024.104504","DOIUrl":"10.1016/j.actpsy.2024.104504","url":null,"abstract":"<div><div>Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autistic-like social communication disorders and sensory profile in visually impaired children: Similarity and divergence with autism spectrum disorders","authors":"Anna Rita Galiano ,&nbsp;Franclain Mekomedemb ,&nbsp;Anna Eve Helmlinger ,&nbsp;Jean-Yves Baudouin","doi":"10.1016/j.actpsy.2024.104544","DOIUrl":"10.1016/j.actpsy.2024.104544","url":null,"abstract":"<div><div>This study examined the sensory profile of three groups of children (those with visual impairment, typical development or autism spectrum disorder) aged 3 to 12. The principal aim was to find out whether the Sensory Profile (SP) of children with visual impairment was a good predictor of behaviors typical of ASD. The data was collected through a sensory profile filled out by parents of 37 visually impaired children, 30 with autism spectrum disorder (ASD) and 42 with typical development (TD). To assess the risk of ASD, the Social Communication Questionnaire (SCQ) was also administered. The results indicate that children with visual impairment are at increased risk of exhibiting signs of ASD, and that the sensory profile is a good predictor of risk of autistic signs in children with visual impairment. This study provides for the first time strong evidence for the need to systematically assess the sensory profile in children with visual impairment.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142492722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationships Between Burnout, Job Satisfaction, and Emotion Regulation Among Foreign Language Teachers: A Meta-Analytic Review","authors":"Qikai Wang,&nbsp;Yang Gao,&nbsp;Xiaochen Wang","doi":"10.1016/j.actpsy.2024.104545","DOIUrl":"10.1016/j.actpsy.2024.104545","url":null,"abstract":"<div><div>This meta-analytic review examines the relationships between foreign language teachers’ burnout and two key factors: (1) job satisfaction and (2) emotion regulation. The analysis incorporates data from 14 studies with 3,812 participants to quantify these relationships and explore potential moderating factors. The results indicate a significant negative correlation between burnout and job satisfaction, as well as a strong negative correlation between burnout and emotion regulation. Moderator analyses reveal that country, educational setting, and education stage significantly influence these relationships. However, continuous moderators such as gender distribution and publication year did not significantly affect the outcomes. These findings underscore the importance of considering contextual factors in addressing burnout among foreign language teachers and suggest targeted interventions to enhance emotion regulation and job satisfaction in this population.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142537148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}