Europe’s Journal of Psychology

The Associations of Peer-Rated Popularity and Likeability With Dark Triad Personality Traits in Adolescent Groups

2024-08-30T01:36:12-07:00

One of the most significant challenges in adolescence is the pursuit of social acceptance, which can manifest in various forms, including likeability and popularity. Achieving social acceptance is associated with positive outcomes, while its absence is linked to adverse consequences. Existing research into the personality determinants impacting the ability to elicit likeability or gain popularity remains limited, primarily focusing on the influence of Big Five traits. This study aimed to explore the relationships between self-reported Dark Triad traits -encompassing Machiavellianism, subclinical psychopathy, and subclinical narcissism- and peer-rated likeability and popularity in a naturalistic high school classroom setting. The sample comprised 184 secondary students (98 females, 86 males) with an average age of 16.29 (SD = 1.36). Participants self-reported their Dark Triad traits and provided peer ratings through sociometric questions related to likeability and popularity. Our findings indicated that narcissism was significantly and positively associated with both likeability and popularity. In contrast, psychopathy and Machiavellianism exhibited minimal associations with measures of social acceptance. We discuss the theoretical and practical implications of these findings.

Quality of Life and Body Dissatisfaction in Cisgender Men Reporting Sexual Attraction Toward Men or Women

2024-08-30T01:36:13-07:00

Gay men report poorer body image than straight men, but no research has examined other dimensions of sexual identity (e.g., sexual attraction). Most research also focused on clinical outcomes of body dissatisfaction rather than subclinical influences on quality of life. We examined the association between sexual attraction (i.e., attraction to men or women), body dissatisfaction and quality of life in cisgender men. We hypothesised that: 1) men attracted to men would report higher body dissatisfaction, 2) men attracted to men would report lower quality of life (i.e., psychological, physiological, social, and environmental), 3) body dissatisfaction would be negatively associated with quality of life, and finally 4) body dissatisfaction mediates the association between sexual attraction and quality of life. A cross-sectional study (86 men attracted to men and 87 men attracted to women) supported these hypotheses but showed that sexual attraction was only associated with psychological quality of life. While sexual attraction was only associated with psychological quality of life, there were indirect associations with all quality of life domains acting through body dissatisfaction. Our findings emphasise that men attracted to men are at greater risk of poor body image and that body dissatisfaction is a pervasive health problem, negatively influencing subclinical health and well-being in cisgender men. We also highlight how body dissatisfaction may be one psychological process negatively influencing the psychological quality of life in men attracted to men. More resources should be directed toward preventing body dissatisfaction, particularly in sexual minoritised men.

Growth Mindset Is Associated With Mastery Goals in Adulthood

2024-08-30T01:36:14-07:00

Growth mindsets, the belief that intelligence can grow with effort and training, have been associated with the adoption of mastery goals in children and adolescents. However, it is unknown whether these two factors are also correlated in adults. We conducted two online studies among three hundred participants to challenge this association. Results from (1) zero-order correlations, (2) structural equation modeling and (3) out-of-sample predictions converged on the finding that growth mindset was associated with the adoption of mastery goals in mathematics. This association generalized across different ways of measuring mindsets. Taken together the results provided new evidence for the idea that mindset and goal achievement are intrinsically related concepts, which remain associated across different life stages and generalize across populations.

Use It or Lose It: Facilitating the Use of Interactive Data Apps in Psychological Research Data Sharing

2024-08-30T01:36:14-07:00

The value of open research data (ORD), a key feature of open science, lies in their reuse. However, the mere online availability of ORD does not guarantee their reuse by other researchers. Specifically, previous meta-scientific research has indicated that the underutilization of ORD is related to barriers at the level of the ORD themselves, potential reusers of ORD, and the broader academic ecosystem. At the same time, sharing large datasets in an understandable and transparent format that motivates researchers to explore these datasets remains a fundamental challenge. With the present work, we propose interactive data apps (IDAs) as innovative ORD supplements that provide a means to lower barriers of ORD reuse. We demonstrate the use of two open-source Python libraries (Dash, Gradio) for IDA development using two psychological research use cases. The first use case pertains to an experimental quantitative dataset acquired in a clinical psychology setting. The second use case concerns the familiarization with data analysis workflows that are characteristic of natural language processing (NLP). For both use cases, we provide easy-to-adapt Python code that can form the basis for IDA development in similar scenarios.

Influence of Vigilance Performance on Lifeguard Gaze Behaviour

2024-08-30T01:36:15-07:00

The present study sought to examine the gaze behaviours exhibited by lifeguards with different levels of experience while performing a task focused on detecting drowning incidents across extended periods. The results indicated a gradual decline in detection performance over time, regardless of the lifeguards' levels of experience. Analysis of the participants' gaze behaviours unveiled that this decline was associated with alterations in both the number and duration of fixations. The results indicated that lifeguards with greater experience maintained higher levels of detection performance and fixation numbers for extended durations, while exhibiting consistent fixation durations throughout the task, in contrast to their less experienced counterparts. These findings offer initial indications that lifeguards with more experience may possess an attentional advantage during tasks requiring sustained vigilance.

The Helping by Clicking Types Questionnaire (HCTQ): The Development of a Measure to Assess Different Patterns of Helping by Clicking

2024-08-30T01:36:15-07:00

Recently, there has been an increase in the number of aid campaigns launched via social media. The paper explores the phenomenon called “helping by clicking,” which consists in clicking “Like” to support a charitable campaign or cause. The main aim of the paper is to present a new measure: The Helping by Clicking Types Questionnaire (HCTQ), assessing the patterns of helping by clicking. In developing the questionnaire, we relied on the theory of reciprocal altruism. The study included two samples of n = 349 and n = 1,006 participants. The HTCQ consists of 19 items making up three subscales: People, Environment, and Animals. The present research included two independent studies. Study 1 was conducted to determine the psychometric properties of the questionnaire, while Study 2 was conducted to verify the previous results and to test the usefulness of the questionnaire in distinguishing individuals with different patterns of helping by clicking. The measure was designed to assess three aspects of helping: helping people, helping the environment, and helping animals via social media. The study showed that the HCTQ was suitable for measuring patterns of helping by clicking. All HCTQ factors had good Cronbach’s alpha reliability coefficients. The HCTQ concerns a new and largely unexplored area of helping that involves the use of modern technologies. It reveals people’s motivations for helping.

Babies in the Corporeal Turn: The Cognitive Embodiment of Early Motor Development and Exploration in the Brazilian Context of Early Childhood Education

2024-05-29T00:02:34-07:00

The corporeal turn in developmental psychology has rekindled interest regarding how early motor development contributes to and enhances cognitive development across the first years of life. By highlighting embodied perceptual-motor engagement with the world, embodied cognitive learning emphasizes the importance of experience and perceptual-motor mechanisms in modulating the development of person-environment systems. The field currently calls for research that combines such conceptual frameworks with the complex everyday material and sociocultural landscapes that resource infants' developmental trajectories. We, therefore, aim to connect the conceptual refinement of bodily-anchored exploration to the contextual reality of everyday settings of early childhood education (ECE)—here situated in the Brazilian context—as relevant social and cultural suppliers and modulators of the developmental trajectories of babies. Secondarily, we ponder on the premises of national pedagogical curricula and their role in mediating the quality of experiences and systems of person-environment relations more closely. Cultural-historical psychology, in dialogue with the principles of Ecological Psychology, constitutes the theoretical framework that underpins the microgenetic analyses conducted. By analyzing episodes of exploratory actions of a focal baby situated in the ECE context, we seek to apprehend motor-perceptual indicators of embodied cognitive processing by considering the modes of appropriation entailed in episodes of embodied exploration. We reflect on pedagogical implications considering official national documents of early childhood education. This work contributes by providing complementary insights into the nature of infants' everyday sociocultural embodied experiences and their development in pedagogically oriented settings.

Shared Construction of Social Pretend Play Sequences at the Kindergarten

2024-05-29T00:02:35-07:00

Pretend play is usually defined as an activity wherein objects and actions (but also affective expression, at times) are separated from their original meanings. Its developmental appearance is set around the second year of life, and increases dramatically in duration, frequency and quality when play episodes start becoming more complex, both linguistically and interactionally reaching its peak in preschool years. To date, however, little attention has been paid to how social pretend play emerges and develops before the age of three. Our study aims to investigate early spontaneous pretend play interactions between children aged 19 to 28 months attending the same kindergarten. We used micro-analytical coding of video-recorded interactions to explore sequences of interaction where children coordinated their actions to engage in social pretend play with objects. Our analyses showed that co-constructed sequences appeared organised by a turn-alternation structure already at 19 months, and children used embodied and material resources afforded by the sequential organisation of actions to dynamically manage their participation. Although explorative, our results seem in line with previous reports suggesting an early onset of social pretend play developing over a continuum from being predominately an individual activity to progressively becoming a co-constructed endeavour.

Gestures, Objects, and Spaces: Exploring Teachers’ Multimodal Communication in Nursery Schools

2024-05-29T00:02:36-07:00

This study builds on the increasing evidence that the multimodal nature of adult-child interactions and the use of objects play an important role in early linguistic development. Most of these studies analyzed dyadic interactions at home, whereas few research has been conducted in early childhood education and care settings. In this paper, we characterized the multimodal nature of teachers’ communicative bids during classroom-based group interactions in nursery schools. Observational data of circle-time activities was collected from 16 Spanish nursery school classrooms, comprising 16 teachers and 161 children between two and three years of age. We analyzed teachers’ communicative bids (i.e., verbal utterances and verbal-gestural bids) considering the frequency of use of different types of gestures, to whom are they addressed (i.e., the whole group or a single child), the extent to which they involve the use of objects, the classroom layout, and the relationship between the communicative bids and the number of children that participated in each classroom. Teachers’ communication with toddlers is highly multimodal and rely on different types of gestures, although the use of objects in our sample was scarce. Descriptive analysis suggest that certain classroom layouts may favor teachers’ use of some types of gestures over others. In this article, we discuss the implications of both the use of objects and space for understanding how adults shape the linguistic contexts of young children, and the potential opportunities and limitations they pose for classroom interactions.

Material Engagement Shaping Participation of Children on the Autism Spectrum: Embodiment and Subjectivity in Small-Group Learning

2024-05-29T00:02:36-07:00

This study investigated the material engagement and their affordances for participation of children on the autism spectrum (AS) in small-group learning. Framed by a methodology called Idea Diary that fosters social interactions in classroom environments, our focus was on understanding how and when the construction and manipulation of the diary supported children’s participation and knowledge construction in small groups. This investigation was guided by the intersection of the theory of subjectivity developed by Fernando González Rey and enactive accounts of cognition. This framework provided the view of the singularity in the communicative process of children on the AS and the necessary support for examining the mechanisms of engagement that led to children’s participation. We present two case studies of 9–10-year-old boys. Data consists of the diaries produced and used by children and video recordings of children’s interactions during small-group discussions. Our analytical approach included a qualitative semiotic analysis of the materials and a micro-analysis of the social interactions. The results showed, first, that children on the AS continuously engaged in the construction of the diary, expressing elements of their subjectivity—experiences, ideas and the system through which they interact with the world. Repetition framed children’s productions and signalled engagement. Second, material engagement enabled participatory sense-making, which in this study appeared in creating new communicative resources between the child on the AS and their peers and in adapting the narratives, approximating children’s perspectives in conversations. Although contextualised within a specific pedagogical practice, the study contributes to advancing our understanding of the role of material engagement in social participation in learning situations involving children on the AS, particularly relevant in educational psychology and education.