Psychometric Properties of the Georgian Version of the Grit Scale

The concept of grit refers to an individual’s tendency to keep perseverance and passion for long-term goals despite setbacks or obstacles. The present research examines the psychometric properties of the Georgian version of the Grit. 431 individuals participated in the study. Results from the confirmatory factor analyses (CFA) supported a two-dimensional higher-order structure of grit. The relationship with big five personality traits, creative activities, creative achievements, and psychological well-being demonstrated the construct validity of the Georgian version of the Grit Scale (G-Grit). The Georgian version of the Grit Scale seems well suited for future research purposes. Key words: Grit, Personality Traits, Creative Activities, Creative Achievements, Psychological Well-Being.&nbsp

Psychological well-being in Europe after the outbreak of war in Ukraine

The Russian invasion of Ukraine on February 24, 2022, has had devastating effects on the Ukrainian population and the global economy, environment, and political order. However, little is known about the psychological states surrounding the outbreak of war, particularly the mental well-being of individuals outside Ukraine. Here, we present a longitudinal experience-sampling study of a convenience sample from 17 European countries (total participants = 1,341, total assessments = 44,894, countries with >100 participants = 5) that allows us to track well-being levels across countries during the weeks surrounding the outbreak of war. Our data show a significant decline in well-being on the day of the Russian invasion. Recovery over the following weeks was associated with an individual’s personality but was not statistically significantly associated with their age, gender, subjective social status, and political orientation. In general, well-being was lower on days when the war was more salient on social media. Our results demonstrate the need to consider the psychological implications of the Russo-Ukrainian war next to its humanitarian, economic, and ecological consequences

A global experience-sampling method study of well-being during times of crisis : The CoCo project

We present a global experience-sampling method (ESM) study aimed at describing, predicting, and understanding individual differences in well-being during times of crisis such as the COVID-19 pandemic. This international ESM study is a collaborative effort of over 60 interdisciplinary researchers from around the world in the “Coping with Corona” (CoCo) project. The study comprises trait-, state-, and daily-level data of 7490 participants from over 20 countries (total ESM measurements = 207,263; total daily measurements = 73,295) collected between October 2021 and August 2022. We provide a brief overview of the theoretical background and aims of the study, present the applied methods (including a description of the study design, data collection procedures, data cleaning, and final sample), and discuss exemplary research questions to which these data can be applied. We end by inviting collaborations on the CoCo dataset

Creativity and intelligence: A link to different levels of human needs hierarchy?

The relationship between creativity and intelligence has been intensely studied, but still is not clearly understood. Here, we aimed to investigate how creativity and intelligence are related to the different levels of human needs hierarchy. 342 participants completed a battery of instruments for intelligence and creativity as well as inventories for assessing the human needs satisfaction/frustration and self-actualization. We expected that creativity, as a characteristic of a self-actualized person should be related stronger to self-actualization needs, whereas intelligence should be related stronger to satisfaction/frustration, because of its role for humans' adaptation and survival. Results largely confirm expectations: Intelligence is positively related to lower needs, while creativity measures (divergent thinking, creative achievements and activities) show positive associations with higher levels of human needs. These results might contribute to the scientific debate regarding the distinction and the nature of the difference between intelligence and creativity

Does Perfectionism Lead to Well-Being? The Role of Flow and Personality Traits

Perfectionism is a personality trait that plays an important role in understanding human behavior and functioning. There has been a focus on the negative aspects and outcomes of perfectionism, and less is known about whether and how perfectionism relates to adaptive characteristics of personality and normal functioning. We investigated associations between different aspects of perfectionism and psychological well-being in two studies by determining the role of dispositional flow and personality traits in this relationship. In Study 1, participants completed questionnaires for perfectionism, psychological well-being and flow. In Study 2, personality traits from the HEXACO model of personality were additionally measured. We found that psychological well-being had a positive correlation with conscientious perfectionism and a negative correlation with self-evaluative perfectionism. Flow mediates the relationship between conscientious perfectionism and psychological well-being. There was no correlation between self-evaluative perfectionism and dispositional flow. After controlling for relevant personality traits, dispositional flow remains the mediator between conscientious perfectionism and psychological well-being, but the relation becomes negative. Implications for the understanding of how different components of perfectionism are related to psychological well-being and how flow experience contributes to this relationship are discussed

Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics

In many social science majors, e.g., psychology, students report high levels of statistics anxiety. However, these majors are often chosen by students who are less prone to mathematics and who might have experienced difficulties and unpleasant feelings in their mathematics courses at school. The present study investigates whether statistics anxiety is a genuine form of anxiety that impairs students' achievements or whether learners mainly transfer previous experiences in mathematics and their anxiety in mathematics to statistics. The relationship between mathematics anxiety and statistics anxiety, their relationship to learning behaviors and to performance in a statistics examination were investigated in a sample of 225 undergraduate psychology students (164 women, 61 men). Data were recorded at three points in time: At the beginning of term students' mathematics anxiety, general proneness to anxiety, school grades, and demographic data were assessed; 2 weeks before the end of term, they completed questionnaires on statistics anxiety and their learning behaviors. At the end of term, examination scores were recorded. Mathematics anxiety and statistics anxiety correlated highly but the comparison of different structural equation models showed that they had genuine and even antagonistic contributions to learning behaviors and performance in the examination. Surprisingly, mathematics anxiety was positively related to performance. It might be that students realized over the course of their first term that knowledge and skills in higher secondary education mathematics are not sufficient to be successful in statistics. Part of mathematics anxiety may then have strengthened positive extrinsic effort motivation by the intention to avoid failure and may have led to higher effort for the exam preparation. However, via statistics anxiety mathematics anxiety also had a negative contribution to performance. Statistics anxiety led to higher procrastination in the structural equation model and, therefore, contributed indirectly and negatively to performance. Furthermore, it had a direct negative impact on performance (probably via increased tension and worry in the exam). The results of the study speak for shared but also unique components of statistics anxiety and mathematics anxiety. They are also important for instruction and give recommendations to learners as well as to instructors.(VLID)309251