Cognitive Fusion Mediates the Relationship between Dispositional Mindfulness and Negative Affects: A Study in a Sample of Spanish Children and Adolescent School Students

Nowadays, mindfulness-based interventions (MBI) have experienced a remarkable development of studies among childhood and adolescent interventions. For this reason, dispositional mindfulness (DM) measures for children and adolescents have been developed to determine the e ectiveness of MBI at this age stage. However, little is known about how key elements of DM (for example, cognitive de/fusion or experiential avoidance that both confirm psychological inflexibility) are involved in the mechanisms of the children and adolescents’ mental health outcomes. This research examined the mediating e ect of cognitive fusion between DM and anxiety and other negative emotional states in a sample of 318 Spanish primary-school students (aged between 8 and 16 years, M = 11.24, SD = 2.19, 50.8% males). Participants completed the AFQ-Y (Avoidance and Fusion Questionnaire for youth), which is a measure of psychological inflexibility that encompasses cognitive defusion and experiential avoidance; CAMM (DM for children and adolescents), PANAS-N (positive and negative a ect measure for children, Spanish version of PANASC), and STAIC (an anxiety measure for children). The study accomplished ethical standards. As MBI relevant literature has suggested, cognitive defusion was a significant mediator betweenDMand symptoms of both negative emotions and anxiety in children and adolescents. However, experiential avoidance did not show any significant mediating relationship. Probably, an improvement of the assessment of experiential avoidance is needed. MBI programs for children and adolescents may include more activities for reducing e ects of the cognitive defusion on their emotional distress

Direct and indirect effects of mood on risk decision making in safety-critical workers

The study aimed to examine the direct influence of specific moods (fatigue, anxiety, happiness) on risk in safety-critical decision making. It further aimed to explore indirect effects, specifically, the potential mediating effects of information processing assessed using a goodness-of-simulation task. Trait fatigue and anxiety were associated with an increase in risk taking on the Safety-Critical Personal Risk Inventory (S-CPRI), however the effect of fatigue was partialled out by anxiety. Trait happiness, in contrast was related to less risky decision making. Findings concerning the ability to simulate suggest that better simulators made less risky decisions. Anxious workers were generally less able to simulate. It is suggested that in this safety-critical environment happiness had a direct effect on risk decision making while the effect of trait anxiety was mediated by goodness-of-simulation

Dynamic Choice, Independence and Emotions

From the viewpoint of the independence axiom of expected utility theory, an interesting empirical dynamic choice problem involves the presence of a “global risk”, that is, a chance of losing everything whichever safe or risky option is chosen. In this experimental study, participants have to allocate real money between a safe and a risky project. Treatment variable is the particular decision stage at which a global risk is resolved: (i) before the investment decision; (ii) after the investment decision but before the resolution of the investment risk; (iii) after the resolution of the investment risk. The baseline treatment is without global risk. Our goal is to investigate the isolation effect and the principle of timing independence under the different timing options of the global risk. In addition, we examine the role played by anticipated and experienced emotions in the choice problem. Main findings are a violation of the isolation effect, and support for the principle of timing independence. Although behavior across the different global risk cases shows similarities, we observe clear differences in people’s affective responses. This may be responsible for the conflicting results observed in earlier experiments. Dependent on the timing of the global risk different combinations of anticipated and experienced emotions influence decision making.emotions, investment, global-risk, background risk, laboratory experiment, regret, anxiety

An Examination of Psychological Differences between Elite, College, and High School Female Soccer Players

This study was conducted to examine the psychological differences between elite, college, and high school female soccer players. The six personality traits that were measured included competitive trait anxiety, trait self-confidence, concentration skills, mental preparation skills, achievement motivation levels, and leadership skills. Three self-evaluation questionnaires were administered to the U.S. Women\u27s National Soccer Team (elite), the State University of New York at Brockport and Nazareth College women\u27s soccer teams (college), and Brockport, Livonia, and Marcellus high school soccer teams. The three questionnaires included the Sport Competitive Anxiety Test (SCAT; Martens, Burton, and Vealey, 1990), the Trait Sport-Confidence Inventory (TSCI; Vealey, 1986), and the Mental Toughness Questionnaire (MTQ; Smith, 1994). In order to determine if the three groups differed in the psychological variables of competitive trait anxiety, trait self-confidence, concentration skills, mental preparation skills, achievement motivation levels, and leadership skills, a one-way MANOVA was conducted. The overall multivariate relationship was significant (Wilks\u27 lambda = .564, F (10, 144) = 4.77 p\u3c .001. Follow up analyses revealed that competitive trait anxiety, trait self-confidence, mental preparation skills, and leadership skills differentiated the three groups. Specifically using Student-Newman-Keuls it was found that the college group exhibited the highest levels of competitive trait anxiety and leadership skills. The elite group differed from the other two by having the highest scores in trait self-confidence, and mental preparation skills. No significant differences were found between the three groups in concentration skills or achievement motivation levels

THE INFLUENCE OF POSITIVE AFFECT AND ANXIETY ON ATTENTION AND CREATIVITY

The study examined naturally occurring effects of positive affect and anxiety (exam stress at different points in the semester) on attentional performance and creative abilities of undergraduate students. The mood of participants was measured by PANAS and STAI questionnaires. Their attention was tested on the Eriksen Flanker Task, and creativity on the Remote Associates Test (RAT) and Compound Word Problems (CWP). One of the main goals of this study was to verify the prediction based on the Broaden and Build theory of positive resources by Fredrickson (2001). Although the mood manipulation used in this study, that is, placing both testing session in non-stressful and stressful periods of the Fall term was successful, the actual findings are far from the predictions based on the theory. There was an effect of Anxiety Trait on the subjects\u27 performance in the two creative tasks, showing an advantage for people characterized as low in anxiety trait over those characterized as highly in anxiety trait in solving word problems only in the session conducted at the end of the semester. Furthermore only in the first testing session did subjects characterized as highly positive and with low level of anxiety state benefit from greater space between the targets and distractors in the Medium and the Far spacing conditions of the flanker task. Therefore, they showed better inhibitory skills than participants with high anxiety state score and with low level of Positive affect. The project proposes the load theory of attention by Lavie (1995) as an alternative explanation of the achieved results

Motivation to drink alcohol in first year university students : having a good time or simply coping?

Research suggests that excessive alcohol consumption is a major health concern in undergraduates with typical drinking patterns established in the first year (Berwick, et al., 2008). While the stereotype is that students drink to have fun, some American research has suggested that excessive alcohol use is associated with stress in students (DeHart et al., 2009). The self-medication hypothesis (Khantzian, 2003) suggests that individuals with high levels of stress and anxiety will drink alcohol more frequently as a coping mechanism and this was examined here. The motivation to drink alcohol was assessed in British first year undergraduates (N=137) along with levels of stress, state and trait anxiety, and frequency of alcohol use. The self-medication theory was supported for women but not for men. Women also had higher perceived stress scores than men. The more students were motivated to drink to have a good time, the more frequently they drank

Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children's and Adolescents' Emotional States?

Mindfulness is both a non-judgmental and present-centered awareness, which has been applied to reduce negative emotions. On the other hand, Trait Emotional Intelligence (TEI) is the way of how good people perceive their emotional intelligence abilities (perceiving, expressing, understanding, and regulating emotions), which are involved in people's social functioning. This empirical study was designed to analyze whether dispositional mindfulness (DM) and TEI have a potential combined role for children and adolescent's emotional states. In a sample of primary school students (N = 318), age ranged from 8 to 16 years old (M = 11.25, SD = 2.20), participants filled a TEI measure (ESCQ, Emotional skills and competence questionnaire) and two measures of DM (CAMM, Child and Adolescent Mindfulness Measure and AFQ-Y, Avoidance and Fusion Questionnaire for Youth). Measures selected included: PANAS (Positive affect and negative affect schedule), White Bear Suppression Inventory (a thought suppression inventory), and STAIC (State-Trait Anxiety for Children). Findings pointed out that TEI measures (labeling and expression, understanding, and managing emotions) were positively and significantly related to positive emotional states (especially, positive affect and balance) and negatively with a lower association with state anxiety. However, DM measures were both negatively and strongly associated with negative emotional states (thought suppression, negative affect, and anxiety). Conclusions indicate that a combined effect of both TEI skills and DM based interventions would be more complete than each one separately for better social functioning of children and teenagers

Lęk - cecha i reaktywność emocjonalna a przesadność uczniów

Anxiety-trait, emotional reactivity and superstitiousness of primary school pupilsThe aim of the research was to find relationship between anxiety-trait, emotional reactivity and superstitiousness. There were 75 six-class pupils chosen as research participants (33 girls and 42 boys) recruited from one of primary schools near Warsaw. Statistical analysis show statistically significant positive correlation between anxiety-trait and superstitiousness (r = 0,33;p<0,01)andnearly statistically significant positive correlation between emotional reactivity and superstitions (r = 0,22; p < 0,06). In result of the research it also turned out that as far as superstitions arę concerned, there arę gender differences: girls arę morę superstitious thanboys (F = 23,81 (1; 73); p < 0,001)

Left-handers look before they leap:handedness influences reactivity to novel Tower of Hanoi tasks

A sample of 203 task naïve left- and right-handed participants were asked to complete a combination of the 3- and 4-disk Towers of Hanoi (ToH), manipulating novelty and complexity. Self-reported state anxiety and latency to respond (initiation time) were recorded before each ToH. Novelty had a major effect on initiation time, particularly for left-handers. Left-handers had a longer latency to start and this was significantly longer on the first trial. Irrespective of hand-preference, initiation time reduced on the second trial, however, this was greatest for left-handers. Condition of task did not systematically influence initiation time for right handers, but did for left-handers. State anxiety was influenced by task novelty and complexity in a more complicated way. During the first trial, there was a significant handedness × number of disks interaction with left-handers having significantly higher state anxiety levels before the 3-disk ToH. This suggests that the initial reaction to this task for left-handers was not simply due to perceived difficulty. On their second trial, participants completing a novel ToH had higher state anxiety scores than those completing a repeated version. Overall, left-handers had a larger reduction in their state anxiety across trials. Relating to this, the expected strong positive correlation between state and trait anxiety was absent for left-handed females in their first tower presentation, but appeared on their second. This was driven by low trait anxiety individuals showing a higher state anxiety response in the first (novel) trial, supporting the idea that left-handed females respond to novelty in a way that is not directly a consequence of their trait anxiety. A possible explanation may be stereotype threat influencing the behavior of left-handed females