サイコパシーの社会的行動のメカニズム : 認知機能に着目した検討

内容の要約広島大学(Hiroshima University)博士(学術)Doctor of Philosophydoctora

(Development, reliability, and validity of the Japanese version of Dark Triad Dirty Dozen (DTDD-J))

The Dark Triad (DT) is a constellation of three socially undesirable personality traits: Machiavellianism, psychopathy, and narcissism. This study developed a Japanese version of the Dark Triad Dirty Dozen (DTDD-J) which used a self-report measure of the DT, and examined its reliability and validity. Undergraduate students (N＝246) completed the DTDD-J, three measures of each DT personality trait, and the Big-Five Scale. Hierarchical confirmatory factor analysis indicated that the DTDD-J had three group factors corresponding to each DT personality trait, and one general factor of comprehensive DT. Internal consistencies of the DTDD-J were high, except for psychopathy. Concurrent validity and discriminant validity of the DTDD-J were almost consistent with previous research. Although there are remaining issues, the results generally support the reliability and validity of the DTDD-J

The effect of low-intensity exercise on emotional and cognitive engagement in the classroom

This study examined whether engaging in physical exercise during a university class would have beneficial effect on students’ learning motivation. One hundred and forty-nine participants took part in a psychology class over nine weeks (one lesson per week); for each lesson, participants engaged in a three-minute physical activity (low-intensity aerobic exercise) or control activity (watching a video), about 20 min after the lesson started. Participants reported higher vigour and lower fatigue during the class when they exercised than when they engaged in control activities. These findings suggest the utility of incorporating a short exercise activity in university settings to enhance students’ classroom motivation

Basic psychological need satisfaction in parents and adolescents

This project aims to longitudinally examine the interplay between parents’ own basic psychological need satisfaction (BPNS), their perception of their child’s BPNS, and their child’s self-reported BPNS

Transmission of Basic Psychological Need Satisfaction between Parents and Adolescents: The Critical Role of Parental Perceptions

While studies have documented the importance of basic psychological need satisfaction in parent-child relationships, a gap remains in understanding how parent and adolescent need satisfactions are associated. Using two longitudinal intergenerational datasets (200 parent-adolescent dyads and 408 mother-adolescent dyads; two waves), we examined whether (1) parents’ need satisfaction predicts adolescents’ need satisfaction (parental needs effect), (2) adolescents’ need satisfaction predicts parents’ need satisfaction (child’s needs effect), and (3) parental perception of adolescent’s need satisfaction predicts adolescents’ need satisfaction (parental perception effect). Findings from cross-lagged path models analogous to actor-partner interdependence models only supported parental perception effects: parents’ T1 perception of their adolescent’s need satisfaction predicted their adolescent’s T2 self-reported need satisfaction, especially for autonomy and competence needs. Findings highlight the importance of parents’ perceptions, which may benefit the design of new interventions for basic psychological needs