Acta Psychologica最新文献

{"title":"Achieving adult status in Greece in the aftermath of the global financial crisis","authors":"Evangelia P. Galanaki ,&nbsp;Jeffrey Jensen Arnett ,&nbsp;Eirini Amanaki","doi":"10.1016/j.actpsy.2025.104984","DOIUrl":"10.1016/j.actpsy.2025.104984","url":null,"abstract":"<div><div>The attainment of adult status in Greece is a neglected research issue. Sociodemographic changes and the severity and long duration of the global financial crisis in this country (2008–2018) may have contributed to the delayed entry into adulthood, especially among university students. In this study, conducted during the financial crisis (2015), 814 university students (ages 18–25; <em>M</em> = 19.9) provided information on subjective adult status, subjective adult status with significant others, achievement of adulthood criteria, and several personal and contextual variables. Results showed that two thirds of the sample felt in-between adolescence and adulthood, thus supporting the existence of the emerging adulthood period. They felt more adult in work, university, and romantic relationships, and less adult with parents, friends, and siblings. The criteria achieved most were in the areas of Norm Compliance and Independence, whereas Role Transitions had been achieved the least. A variety of achievements, reflected in Independence, Norm Compliance, and Family Capacities criteria, and some concrete transitions were significantly associated with subjective adult status. Age, gender, parents' educational level, financial constraints, and financial concerns significantly and differentially predicted the achievement of several adulthood markers. Results provide insight into the attainment of adult status in a specific cohort of Greek youth during the aftermath of the Global Recession and underline the need for continuing research on the transition to adulthood in more recent cohorts of youth in this cultural context.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"256 ","pages":"Article 104984"},"PeriodicalIF":2.1,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143815300","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}

{"title":"Impact of socio-emotional skills on Ecuadorian agriculture","authors":"Johana Espinel Guadalupe ,&nbsp;Erika Ruperti-Lucero ,&nbsp;Diana Aguilar-Pita ,&nbsp;Carlos Rolando Naranjo-Cabrera ,&nbsp;Ambar Verdugo Arcos ,&nbsp;Patricia Gavilanez Yanes ,&nbsp;Purificación Vicente Galindo","doi":"10.1016/j.actpsy.2025.104959","DOIUrl":"10.1016/j.actpsy.2025.104959","url":null,"abstract":"<div><div>The development of social and emotional skills enhances productivity in organizations and provides competitive advantages in business by strengthening decision-making, teamwork, innovation, and the efficient use of technology. For a company to improve its productivity and stand out in the market, it is essential that its employees regulate their emotions, communicate effectively, collaborate efficiently, innovate, and leverage technology in the workplace. This article aims to establish the relationship between the socio-emotional skills of banana plantation administrators in Milagro and its surrounding areas and their impact on productivity. The study follows a quantitative, cross-sectional approach, involving 98 out of 112 administrators from small-scale banana plantations. The self-report questionnaire <strong>CompeTEA</strong> was employed to assess five workplace-related dimensions: <strong>Intrapersonal, Interpersonal, Task Development, Environmental Dimension, and Management.</strong> Findings indicate that higher productivity levels are significantly associated with task development skills (<strong>0.307</strong>). In the analysis of task development skills, along with those related to environment and management, higher scores were observed among administrators who are members of a <strong>banana producers' association</strong> compared to independent administrators. However, no significant differences were found in productivity-related indicators. This study presents a potential profile that could contribute to the enhancement of socio-emotional skills and overall productivity by incorporating additional variables such as soil type, climate, and geographical location. It concludes that socio-emotional competencies facilitate favorable productivity outcomes within banana plantations.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"256 ","pages":"Article 104959"},"PeriodicalIF":2.1,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143806957","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}

{"title":"Pre-service mathematics teachers' modelling processes within model eliciting activity through digital technologies","authors":"Mehmet Ali Kandemir ,&nbsp;Nurullah Eryilmaz","doi":"10.1016/j.actpsy.2025.104990","DOIUrl":"10.1016/j.actpsy.2025.104990","url":null,"abstract":"<div><div>This study examines the modelling approaches of high school pre-service mathematics teachers (PSTs) and the types and purposes of digital technologies they use at different stages of the mathematical modelling process. Conducted during the 2018–2019 academic year, the study involved 26 PSTs working in eight groups as part of a course on computer technologies in mathematics education. The participants engaged in a model eliciting activity (MEA) focused on the obesity problem, integrating digital technologies and mathematical content knowledge. Findings indicate that while PSTs effectively utilized the internet, spreadsheets, calculators, and mathematical software for problem-solving, three distinct purposes of technology use emerged. However, challenges included overreliance on technological outputs, limiting critical evaluation and validation of models, and difficulties in transferring mathematical content knowledge to the modelling process. These results highlight the need for explicit instructional support in teacher education programs to enhance PSTs' critical engagement with digital tools and strengthen their ability to integrate mathematical knowledge in real-world problem-solving.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"256 ","pages":"Article 104990"},"PeriodicalIF":2.1,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143815299","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}

{"title":"Unlocking academic success: How growth mindset interventions enhance student performance through self-belief and effort regulation","authors":"Ying Ba,&nbsp;Wei Ming,&nbsp;Hanjie Zhang","doi":"10.1016/j.actpsy.2025.104977","DOIUrl":"10.1016/j.actpsy.2025.104977","url":null,"abstract":"<div><div>This research investigates how growth mindset interventions, including internal and external subscales, affect academic performance in rural Chinese schools. The research focuses on two mediators: self-belief and effort regulation. The study design adopts a purposive sample method to avoid bias, with data collected at two lags from 324 students. The data was analyzed using Structural Equation Modeling (SEM) with Smart PLS. The findings indicate that internal and external growth mindsets have no direct impact on academic performance. However, their mediating effects via self-belief and effort regulation have a considerable and positive influence on academic performance. This demonstrates that the suggested mechanism makes a significant contribution. The results show that a growth mindset promotes self-efficacy and effort-regulation, which improves students' academic performance, especially in rural schooling. Theoretically, this study enhances growth mindset theory by defining mediating mechanisms in a distinct rural environment, extending established models to unexplored educational contexts. In practice, our findings give practical insights for educators and policymakers, promoting culturally relevant interventions such as teacher training and targeted student workshops to enhance academic performance via self-regulatory behaviors.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"256 ","pages":"Article 104977"},"PeriodicalIF":2.1,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799448","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":"Ethical climate in higher education: The interplay of leadership, moral efficacy, and team cohesion in diverse cultural contexts","authors":"Qaiser Mohi Ud Din ,&nbsp;Aqsa Tahir ,&nbsp;Yang Xiaojuan ,&nbsp;Sultan Alqahtani ,&nbsp;Nagina Gul","doi":"10.1016/j.actpsy.2025.104986","DOIUrl":"10.1016/j.actpsy.2025.104986","url":null,"abstract":"<div><div>Ethical climate, ethical leadership, team cohesion, and collective moral efficacy influence organizational integrity and performance within higher education institutions. How do these factors interact within various cultural and institutional contexts, and what mechanisms reveal their relationships? This research investigates the relationship between ethical climate, ethical leadership, collective moral efficacy, and team cohesion within Pakistan, China, and Saudi Arabia higher education institutions. The research is based on Social Cognitive Theory and utilizes a quantitative survey method, obtaining data from 15 universities chosen for their varied cultural, economic, and institutional contexts. The results indicate that ethical climate substantially improves ethical leadership, with collective moral efficacy as a mediator and team cohesion as a moderator. The strength of these relationships differs among countries: China's collectivist culture and strong institutional frameworks enhance these associations, whereas Pakistan's resource limitations and systemic challenges diminish them. Saudi Arabia's Vision 2030 reforms indicate advancement; however, they encounter challenges in implementation. This study addresses significant gaps in the literature by introducing collective moral efficacy and team cohesion as mediating and moderating variables, extending Social Cognitive Theory, and offering a cross-cultural perspective on ethical leadership. The findings highlight the significance of promoting ethical climates, enhancing team cohesion, and tackling systemic challenges to improve leadership effectiveness and organizational outcomes. This investigation provides strategies for higher education institutions to enhance ethical practices and resilience across varied cultural and economic contexts. Ultimately, this study raises a pivotal question: How can higher education institutions worldwide leverage ethical climate and leadership to foster sustainable organizational practices and achieve institutional excellence in an increasingly complex global landscape?</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"255 ","pages":"Article 104986"},"PeriodicalIF":2.1,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791923","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":"Translation and psychometric evaluation of the Clance impostor phenomenon scale in Arabic-speaking individuals: Study of validity and reliability","authors":"Nasser M. AbuDujain ,&nbsp;Fahad Alajlan ,&nbsp;Sara T. Alkhelaiwi ,&nbsp;Abrar M. Alshahrani ,&nbsp;Abdulrahman A. Almuhaideb ,&nbsp;Abdullah A. Alrasheed ,&nbsp;Turky H. Almigbal ,&nbsp;Fahad D. Alosaimi ,&nbsp;Victoria M. Fallon","doi":"10.1016/j.actpsy.2025.104995","DOIUrl":"10.1016/j.actpsy.2025.104995","url":null,"abstract":"<div><h3>Background</h3><div>Imposter Syndrome (IS), or Imposter Phenomenon (IP), is marked by persistent self-doubt and fear of being exposed as a fraud despite success. It's prevalent in high-achieving fields like medicine and is linked to anxiety and perfectionism. The Clance Imposter Phenomenon Scale (CIPS) is the most common assessment tool. This study aims to translate and validate an Arabic version of CIPS for Arabic-speaking populations.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted at King Saud University, Riyadh, from August to September 2024, using a convenient sampling method. The survey gathered demographic details and included the Arabic version of the CIPS, the General Self-Esteem Scale (GSES), and The Big Three Perfectionism Scale (BTPS). Data were analyzed using IBM SPSS 22 (<em>p</em> &lt; 0.05). Construct validity was assessed through Exploratory and Confirmatory Factor Analysis. Internal consistency (Cronbach's alpha ≥0.7), test-retest reliability (ICC &gt;0.75), and discriminant validity were evaluated. Concurrent validity was examined using structural equation modelling and Pearson's correlation with GSES and BTPS.</div></div><div><h3>Results</h3><div>A total of 477 participants (66.5 % female, mean age 21.1 ± 2.0 years) completed the questionnaire. The Arabic CIPS demonstrated a three-factor structure in exploratory factor analysis (KMO = 0.936, Bartlett's test <em>p</em> &lt; 0.001), with confirmatory factor analysis supporting good model fit (CFI = 0.87, RMSEA = 0.07). Internal consistency was excellent (Cronbach's α = 0.90), and test-retest reliability was acceptable (ICC = 0.71). Discriminant validity was supported by significant score differences across quartiles. CIPS correlated negatively with general self-efficacy (<em>r</em> = −0.39, <em>p</em> = 0.001) and positively with self-critical perfectionism (<em>r</em> = 0.68, p = 0.001) and rigid perfectionism (<em>r</em> = 0.46, p = 0.001), confirming its construct validity.</div></div><div><h3>Conclusion</h3><div>The Arabic CIPS is valid and reliable for use among medical and non-medical populations.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"255 ","pages":"Article 104995"},"PeriodicalIF":2.1,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799128","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":"Test anxiety across writing formats: The mediating role of perceived teacher strictness","authors":"Abdullah Al Fraidan","doi":"10.1016/j.actpsy.2025.104942","DOIUrl":"10.1016/j.actpsy.2025.104942","url":null,"abstract":"<div><div>This study examines how different types of writing tasks can influence anxiety among students learning English as a Foreign Language (EFL). Specifically, we explored whether tasks requiring students to correct errors (indirect tasks) cause more anxiety than tasks that involve writing original content (direct tasks like essays or letters). We also investigated if students' perceptions of their teachers as strict affected their anxiety levels during these tasks. A total of 80 university students participated by completing various writing tasks, and 10 instructors shared their views through interviews. The results revealed that students experienced significantly greater anxiety when working on indirect tasks (editing) compared to direct writing tasks (essays or letters). Additionally, students who perceived their instructors as strict reported feeling anxious before starting the tasks, but this anxiety reduced during task performance. Our findings suggest that educators can reduce student anxiety by balancing assessment tasks and maintaining supportive classroom interactions.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"256 ","pages":"Article 104942"},"PeriodicalIF":2.1,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792172","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 effect of major identity on depression among Chinese university students: A moderated mediation model","authors":"Hui Bai ,&nbsp;Guangqiang Wang ,&nbsp;Yangbang Hu","doi":"10.1016/j.actpsy.2025.104985","DOIUrl":"10.1016/j.actpsy.2025.104985","url":null,"abstract":"<div><div>The mechanisms and boundary conditions through which major identity affects university students' depression remain unclear. To fill this gap, the present study aimed to examine the relationship between major identity and university students' depression, revealing the mediating role of self-esteem in this relationship and the moderating role of perceived social support. A total of 436 Chinese university students participated in this study. The results showed that major identity was significantly and negatively related to depression and significantly and positively related to self-esteem. Self-esteem was significantly and negatively related to depression. Self-esteem mediated the relationship between major identity and university students' depression. Perceived social support not only moderated the relationships between major identity and university students' depression but also moderated the relationship between self-esteem and university students' depression. In addition, perceived social support moderated the mediating effect of self-esteem between major identity and university students' depression. The theoretical and practical implications of this study are discussed in depth.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"255 ","pages":"Article 104985"},"PeriodicalIF":2.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791924","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 buffering effect of secure base leadership on the relationship between emotional demands and burnout: A multilevel study among military officer cadets","authors":"María C. Navas-Jiménez ,&nbsp;Ana Laguía ,&nbsp;Patricia Recio ,&nbsp;Carlos García-Guiu ,&nbsp;Alberto Pastor ,&nbsp;Sergio Edú-Valsania ,&nbsp;Fernando Molero ,&nbsp;Mario Mikulincer ,&nbsp;Juan A. Moriano","doi":"10.1016/j.actpsy.2025.104971","DOIUrl":"10.1016/j.actpsy.2025.104971","url":null,"abstract":"<div><div>This study examined the association between Secure Base Leadership (SBL) and burnout among 398 officer cadets at the Spanish Army's General Military Academy in Zaragoza. Grounded in the Job Demands-Resources (JD-R) theory, this research examines both the direct and moderating effects of SBL on the relationship between emotional demands and burnout within a high-stress military training environment. Cadets were organized into 14 sections, each led by a designated supervisor. Using multilevel modeling, the findings reveal that at the individual level (Level 1), higher emotional demands are significantly associated with increased burnout. At the team level (Level 2), cadets who perceive their leaders as a secure base report lower levels of burnout, indicating that SBL functions as a key job resource that mitigates stress-related outcomes. Furthermore, results demonstrate a significant cross-level interaction, whereby SBL moderates the relationship between emotional demands and burnout, attenuating the negative impact of high emotional demands on cadet well-being. These findings extend the JD-R framework by providing empirical evidence of the buffering role of secure base leadership in high-strain educational and occupational settings. The study underscores the critical role of leadership in fostering psychological resilience and suggests practical implications for the development of leadership training programs in military academies aimed at enhancing cadets' capacity to cope with occupational stressors.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"255 ","pages":"Article 104971"},"PeriodicalIF":2.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785878","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":"Informational or emotional? The influencing mechanism of digital corporate social responsibility related interactive content on product purchase intention","authors":"Xu Jilv ,&nbsp;Tong Zelin ,&nbsp;Manzar Rehman ,&nbsp;Talib Hussain","doi":"10.1016/j.actpsy.2025.104988","DOIUrl":"10.1016/j.actpsy.2025.104988","url":null,"abstract":"<div><div>Digitalization has transformed the way enterprises communicate corporate social responsibility (CSR) initiatives, highlighting the critical role of interactive content in the realm of digital CSR (DSR). This research investigates the influence of informational and emotional DSR content on consumer perceptions and behavioral outcomes through two experimental studies. Study 1 employed a one-factor between-subjects design (informational vs. emotional) with 50 participants in each condition. Study 2 utilized a 2 × 2 factorial design (content type: informational vs. emotional; product quality certification: present vs. absent), with 50 participants assigned to each of the four conditions. The results demonstrate that informational content significantly enhances consumers' perceptions of competence and positively influences purchase intentions. In contrast, emotional content primarily evokes perceptions of warmth but does not directly impact purchase intentions. However, the presence of product quality certification amplifies the effectiveness of emotional content, creating a “warm glow” effect that enhances warmth perceptions and fosters consumer engagement. These findings underscore the importance of combining emotional content with informational details, such as time, place, amount, and channel, to balance warmth and competence in DSR communications. By integrating the Stereotype Content Model and the “warm glow” effect into DSR research, this study provides theoretical advancements and practical insights for optimizing DSR-related interactive content strategies to maximize consumer engagement and purchase behavior.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"255 ","pages":"Article 104988"},"PeriodicalIF":2.1,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785877","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}