Examining experiential avoidance as a mediator of the relation between anxiety sensitivity and depressive symptoms

Initial evidence suggests that experiential avoidance (EA) mediates the relation between anxiety sensitivity (AS) and depression. We examined the AS-EA-depression pathway, examining both concurrent, and prospective (cross-lag), mediation models. Utilizing data from a study that examined the effects of exercise on AS (N = 60), we modeled depressive symptoms, EA, and AS over four time points. Time-varying predictors were disaggregated into between- subjects (each person’s mean level of the predictor) and within- subjects change (each person’s deviations, at each time point, from their mean level on the predictor) components. Tests of the concurrent relations were partially consistent with predictions, with mean EA levels, but not within-subjects changes in EA, partially mediating the relation between AS and depression symptom severity. However, the prospective, cross-lag mediation model, in which AS predicted future EA controlling for previous EA, and EA predicted future depression, controlling for previous depression, yielded no significant effects. These results suggest that observed between-subjects mediation findings, found here and in previous studies, may not replicate using more stringent, quasi-causal, cross-lag mediation analyses. These results highlight the importance of estimating causal pathways in mediation analyses. Clinical implications and directions for future research are discussedPsycholog

Is sexism a gender issue? A motivated social cognition perspective on men’s and women’s sexist attitudes toward own and other gender

The present research investigated the antecedents of ambivalent sexism (i.e., hostile and benevolent forms) in both men and women toward own and other gender. In two heterogeneous adult samples (Study 1: N = 179 and Study 2: N = 222), it as revealed that gender itself was only a minor predictor of sexist attitudes compared to the substantial impact of individual differences in general motivated cognition (i.e., Need for closure). Analyses further showed that the relationship between Need for closure and sexism was mediated by social attitudes (i.e., right-wing authoritarianism and social dominance orientation), which were differently related to benevolent and hostile forms of sexism. In the discussion it is argued that sexism primarily stems from individual differences in motivated cognitive style, which relates to peoples? perspective on the social world, rather than from group differences between men and women

Causal Induction from Continuous Event Streams: Evidence for Delay-Induced Attribution Shifts

Contemporary theories of Human Causal Induction assume that causal knowledge is inferred from observable contingencies. While this assumption is well supported by empirical results, it fails to consider an important problem-solving aspect of causal induction in real time: In the absence of well structured learning trials, it is not clear whether the effect of interest occurred because of the cause under investigation, or on its own accord. Attributing the effect to either the cause of interest or alternative background causes is an important precursor to induction. We present a new paradigm based on the presentation of continuous event streams, and use it to test the Attribution-Shift Hypothesis (Shanks & Dickinson, 1987), according to which temporal delays sever the attributional link between cause and effect. Delays generally impaired attribution to the candidate, and increased attribution to the constant background of alternative causes. In line with earlier research (Buehner & May, 2002, 2003, 2004) prior knowledge and experience mediated this effect. Pre-exposure to a causally ineffective background context was found to facilitate the discovery of delayed causal relationships by reducing the tendency for attributional shifts to occur. However, longer exposure to a delayed causal relationship did not improve discovery. This complex pattern of results is problematic for associative learning theories, but supports the Attribution-Shift Hypothesi

Effects of goal orientation and perceived value of toughness on antisocial behavior in soccer: the mediating role of moral disengagement

In this study, we examined (a) the effects of goal orientations and perceived value of toughness on antisocial behavior toward opponents and teammates in soccer and (b) whether any effects were mediated by moral disengagement Male soccer players (N = 307) completed questionnaires assessing the aforementioned variables Structural equation modeling indicated that ego orientation had positive and task orientation had negative direct effects on antisocial behavior toward opponents Further, ego orientation and perceived value of toughness had indirect positive effects on antisocial behavior toward opponents and teammates which were mediated by moral disengagement Collectively, these findings aid our understanding of the effects of personal influences on antisocial behavior and of psychosocial mechanisms that could facilitate such antisocial conduct in male soccer player

How do differential explanations of voice-hearing influence attributions and behavioural intentions towards voice-hearers?

Explanations regarding the etiology of mental health difficulties have been found to affect public attitudes towards those who experience such difficulties. Utilizing a large, randomized parallel-groups design (N=1,004), we examined how standardized differential explanations of voice-hearing influence public attitudes, attributions, and behavioral intentions towards voice-hearers. Additionally, we incorporated a behavioral outcome measure to examine whether reported behavioral intentions towards voice-hearers were related to responses towards an individual with a history of voice-hearing. Consistent with attribution theory, mediated pathways between attributions and intentions were identified: broadly, viewing the voice-hearer's behavior as dangerous, within their personal responsibility, and global was associated with more coercive intentions – and these were mediated by feelings of fear, anger, and pity. Reported behavioral intentions demonstrated small-to-moderate associations with our behavioral outcome measure. The findings suggest that explanations regarding the etiology of mental health difficulties that seek to reduce public attributions of dangerousness, personal responsibility, and globality may facilitate more helpful responses towards voice-hearers

Cognitive mediators of the effect of peer victimization on loneliness

The impact of stress on psychological adjustment may be mediated by cognitive interpretations (i.e., appraisals) of events for individuals. Defining characteristics of loneliness suggest that appraisals of blame, threat, and perceived control may be particularly important in this domain. AIMS: To evaluate the extent to which cognitive appraisals (perceived control, threat, and blame) can mediate the effect of peer victimization on loneliness. SAMPLE: One hundred and ten children (54 boys, 56 girls) aged 8-12 years attending mainstream schools in Scotland. METHOD: Self-report measures of peer victimization, appraisal, and loneliness. RESULTS: Perceived control partially mediated the effects of peer victimization on loneliness, but neither blame nor threat were mediators. All three measures of control were significantly associated with loneliness at the bivariate level, but only perceived control was significant when the appraisals were entered as predictors in a hierarchical multiple linear regression. CONCLUSIONS: The results highlight the importance of research designs assessing multiple categories of appraisal. Furthermore, they suggest that intervention efforts aiming to combat feelings of loneliness within a peer victimization context should address children's appraisals of perceived control

Non-suicidal self-injury in adolescence: a longitudinal study of the relationship between NSSI, psychological distress and perceived parenting

Objective: The present study investigates whether either adolescents' psychological distress and/or perceived parenting predicted the occurrence of NSSI. Furthermore, the consequences of NSSI are examined in a three-wave longitudinal study. Design: The sample at time 1 (age 12) consisted of 1396 adolescent reports and 1438 parent reports. At time 2 (age 13), 827 adolescent reports and 936 parent reports were obtained. Time 3 (age 14) included 754 adolescent reports and 790 parent reports. Psychological distress of adolescents was measured using the Strengths and Difficulties Questionnaire. Perceived parenting behaviors were examined by the Parental Behavior Scale and the Psychological Control Scale. Results: A total of 10% of the adolescents engaged in NSSI at least once before age 15. Higher psychological distress of adolescents at time 1 was associated with the presence of NSSI at time 2 or 3. The association between psychological distress at time 1 and perception of decreased parental rule setting at time 3 was mediated by the presence of NSSI at time 2. Conclusions: The present study showed that psychological distress at age 12 predicts NSSI over time and that parental awareness of NSSI changes the perception of parenting behaviors. (C) 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved

Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries

This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school andwere rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world