Is caring for oneself relevant to happy relationship functioning? : exploring associations between self‐compassion and romantic relationship satisfaction in actors and partners

Self-compassion means being supportive and kind to oneself when experiencing failure or inadequacies. It is associated with adaptive intrapersonal and relational outcomes for individuals. This evidence was extended by using an Actor-Partner Interdependence framework. Other-sex couples (N = 209) completed measures of self-compassion, relationship-specific self-compassion, and relationship satisfaction. Both self-compassion measures were related to global relationship satisfaction and facets thereof (e.g., sexuality, engagement, trust) for actors. Relationship-specific self-compassion was also positively related to the partner's relationship satisfaction (particularly for men). It is suggested that researchers (a) consider the interdependence of the partners when analyzing self-compassion in relationships and test for partner effects and (b) use fine-grained and domain-specific measures to develop a more complete understanding of self-compassion's associations with criterion variables

Always look on the bright side of students : Does valence of teacher perceptions relate to students’ educational performance?

We studied the role of the valence of female teachers’ perceptions in predicting various student outcomes. Using a prospective design, at the beginning of Grade 5 (T1), we assessed evaluations by 43 female teachers of either mathematics or German, belonging to 22 secondary schools in Germany. We combined a qualitative measurement by using an open-ended question, with a quantitative data analysis. At T1 and T2 (4 months later), the assigned students (N = 635) reported their subject-specific achievement, learning and performance goals, and quality of relationship to their teacher. Multilevel analyses revealed that positive teacher perceptions increased future student achievement, while negative teacher perceptions reduced immediate and future learning and performance goals. Further, positive teacher perceptions explained differences in student outcomes between classes, whereas negative teacher perceptions explained differences in student outcomes between schools.Publikationsfond ML

Deriving Information on Play and Playfulness of 3–5-Year-Olds from Short Written Descriptions: Analyzing the Frequency of Usage of Indicators of Playfulness and Their Associations with Maternal Playfulness

Playfulness is an individual differences variable that enables people to (re-)frame almost any situation into an entertaining, amusing, intellectually stimulating and/or personally interesting situation by interacting playfully with others, by resolving tension, by liking complexity over simplicity and/or by having a preference for unusual topics, persons and/or activities. We asked 208 German-speaking mothers of 3–5-year-olds to describe their child in 5–10 sentences. Using a list of criteria for playfulness (e.g., actively initiating humor, playful exchange with others or widespread interests), we found that mothers used, on average, two playful characteristics to describe their child (17% did not report any). Greater usage of playful descriptors in the written texts was positively related mainly to greater other-directed and intellectual playfulness of the mothers. The findings are encouraging and suggest that the list of playful criteria in descriptions of children could be used in the study of inter-individual differences in playfulness in young children

Strength-based interventions: Their importance in application to the gifted

Positive psychology has revived psychology’s abandoned interest in the study of morally positively valued traits (the so-called character strengths) and virtues. We review lit- erature generated on strength-based approaches and focus on applications in the so-called positive psychology interventions. There seems to be great potential in this approach for research in the field of giftedness and, of course, also when practically working with gifted children and adolescents. We highlight some ideas for future research directions

Authentic Happiness at Work: Self- and Peer-Rated Orientations to Happiness, Work Satisfaction, and Stress Coping

The authentic happiness theory covers three basic orientations to happiness; namely, the life of pleasure (via hedonism); engagement (via flow-related experiences); and meaning (via eudaimonia). There is broad evidence for a positive relationship between these three orientations and indicators of positive psychological functioning in a variety of life domains. However, their contribution to well-being at work is understudied. The main aim of this study was testing the relationship between self- and peer-rated orientations to happiness, work related well-being (work satisfaction, work stress), and coping strategies. Further possible mediating effects of the coping strategies on the relationship between orientations to happiness and well-being at work were also examined. The sample consisted of 372 German- speaking Swiss adults (60.3% female), aged between 18 and 65 years (M = 38.9, SD = 10.8) with a minimum of 40% fulltime employment. For 100 persons, peer- ratings of the orientations to happiness were available. Our results showed that the life of engagement and, to a lesser extent, the life of meaning are related to work satisfaction. The life of pleasure was associated with lower levels of reported work stress. Further, positive associations between self and peer- rated orientations to happiness (particularly pleasure) and adaptive coping strategies with stress were also found. Mediation analyses showed that the effects of engagement in general and content-related work satisfaction were mediated mainly by control and negative coping, while the association between meaning and resigned work satisfaction was mediated by positive coping. Negative coping fully mediated the association between the pleasurable life and work stress. Overall, our results indicate that employees’ orientations to happiness are of importance for experiencing well-being at work