How culturally unique are pandemic effects? Evaluating cultural similarities and differences in effects of age, biological sex, and political beliefs on COVID impacts

Despite being bio-epidemiological phenomena, the causes and effects of pandemics are culturally influenced in ways that go beyond national boundaries. However, they are often studied in isolated pockets, and this fact makes it difficult to parse the unique influence of specific cultural psychologies. To help fill in this gap, the present study applies existing cultural theories via linear mixed modeling to test the influence of unique cultural factors in a multi-national sample (that moves beyond Western nations) on the effects of age, biological sex, and political beliefs on pandemic outcomes that include adverse financial impacts, adverse resource impacts, adverse psychological impacts, and the health impacts of COVID. Our study spanned 19 nations (participant N = 14,133) and involved translations into 9 languages. Linear mixed models revealed similarities across cultures, with both young persons and women reporting worse outcomes from COVID across the multi-national sample. However, these effects were generally qualified by culture-specific variance, and overall more evidence emerged for effects unique to each culture than effects similar across cultures. Follow-up analyses suggested this cultural variability was consistent with models of pre-existing inequalities and socioecological stressors exacerbating the effects of the pandemic. Collectively, this evidence highlights the importance of developing culturally flexible models for understanding the cross-cultural nature of pandemic psychology beyond typical WEIRD approaches

Psychological predictors of precautionary behaviors in response to COVID-19: A structural model

In the initial stages of an epidemic the first line of defense are behavioral interventions such as stay home measures or general precautionary behavior training. It is crucial to investigate the psychosocial variables that may lead to the increased use of these precautionary behaviors. The present study sought to investigate predictors of precautionary practices against COVID-19 as well as resembling symptoms in 709 Mexican participants (24 states) through an online questionnaire. The study was conducted between the end of March and the beginning of April 2020, when the pandemic was in its initial stages in Mexico. The instrument included demographic items, as well as scales assessing COVID-19-resembling symptoms, empathy, impulsivity, anhedonic depression, general health practices, alcohol consumption and COVID -19- associated precautionary behaviors. Most participants reported taking limited social distancing measures or other precautionary behaviors against COVID-19. A structural equations model revealed that precautionary behaviors were directly augmented in those who reported performing trait health practices and empathy and were inhibited by alcohol consumption. Impulsivity and anhedonic depression showed indirect effects through general health practices. These results suggest people who practice COVID-19 precautionary behaviors are those who report being empathetic and already practice healthy behaviors

Assessment of Affinity towards Diversity Using the Implicit Association Test and Self-Reports

Affinity towards diversity (ATD) is the tendency to appreciate the dynamic variety of biophysical and socio-cultural scenarios. ATD may reveal a human predisposition to conserve the diversity necessary to guarantee the preservation of human and natural ecosystems. This study expands upon previous studies which employed only self-report measures by introducing a version of the Implicit Association Test (IAT) and by using a mediational model to test whether ATD through sustainable (pro-environmental and pro-social) behaviors leads to greater wellbeing. We recruited 119 Mexican students to complete a computerized IAT task and respond to ATD, wellbeing, and sustainable behavior self-report questionnaires. Reliability analyses of the scales utilized showed acceptable indexes. A mediational model was tested to examine whether sustainable behaviors mediate the relationship between ATD and wellbeing. Results demonstrated that affinity towards diversity indirectly predicted wellbeing via the mediating effects of pro-environmental behaviors and altruism. Despite finding an association between self-reported affinity towards biodiversity and IAT reaction times, an association was not found with D scores, highlighting the need for further research. These findings suggest that those with increased inclination towards diversity are more prone to engage in environmentally (both physical and social) protective behaviors and to experience psychological wellbeing

Changes in mood and anxiety symptoms throughout an academic year in university students in Northwest Mexico: Neuroticism and Extraversion as predictors

The primary aim of this project is to investigate the fluctuations in anxiety and depression symptoms among university students over an academic year and to evaluate the predictive role of personality traits in these changes, specifically within a Mexican population

Diseño y validación de dos versiones cortas de una escala de autocuidado en muestras mexicana.

Resumen Debido a la contingencia sanitaria de los últimos años, la necesidad del estudio del autocuidado se ha convertido en vital. En este artículo, se evaluaron las propiedades psicométricas de dos versiones de una escala que mide el autocuidado (físico, psicológico y espiritual). Para tal propósito, se diseñó un instrumento (original y una versión corta) de autoinforme que se aplicó digitalmente a dos muestras no probabilísticas (n1= 313, n2= 199). Para identificar los principales factores que explicarán la matriz de intercorrelación, se realizaron análisis factoriales exploratorios, los cuales demostraron una estructura trifactorial similar en ambas versiones, las cuales explican el 42.3% y 55.7% de la varianza total respectivamente. En cuanto a la consistencia interna de la escalas fueron aceptables (α≥.901), así como sus subescalas (físico: α≥.713, psicológico: α≥.812, espiritual: α≥.936). Así mismo, se encontró que la escala en sus dos versiones, obtuvieron asociaciones significativas con constructos teóricamente relevantes. Los hallazgos sugieren que el instrumento, en sus dos versiones, poseen validez de constructo, convergente y divergente, además de ser confiables para medir el autocuidado. Abstract Due to the health contingency during the past few years, the need for the study of self-care has become vital. In the present study, we evaluate psychometric properties of two versions of a scale that measures self-care (physical, psychological and spiritual). A self-report instrument (original and a short version) was designed, where participants from two non-probabilistic samples (n1= 313, n2= 199) answered the items online. To identify the main factors that will explain the intercorrelation matrix, exploratory factor analyses were performed, which demonstrated a similar trifactorial structure in both versions, which explained 42.3% and 55.7% of the total variance respectively. As for the internal consistency of the scales, they were acceptable for the total instrument (α≥,901), as well as the subscales (physical: α≥,713, psychological: α≥,812, spiritual: α≥,936). Likewise, we found that the instrument in its two versions, demonstrated significant associations with theoretically relevant constructs. These findings suggest that the instrument, in its two versions, possess construct, convergent and divergent validity, as well as being reliable for measuring self-care

Ambiente de aprendizaje positivo, compromiso académico y aprendizaje autorregulado en bachilleres

From the perspective of positive environment theory, supportive environments, can promote student successful academic adaptation. Accordingly, student academic success is the result of academic adaptation, and can be assessed via means of academic engagement and self-regulated learning. Thus, the aim of the present study was to test the relationship between positive learning environments (POLE), academic engagement and self-regulated learning in high school students. Using a cross-sectional design, participants included 166 freshmen high school students, 76 participants of the sample were male (45.8%) and 90 were female (54.2%). Mean age was 15.2 (S.D. = .43). Before participation informed consent was obtained from parents and assent from participants. Students answered a questionnaire regarding academic support given by parents, pro-academic friends, positive family environment, and academic engagement and self-regulated learning. Using Structural Equation Modeling the results demonstrated (p <.05) that POLE represented a latent factor formed by parental academic support, pro-academic friends and positive family environment. The structural model showed that POLE was positively related to academic engagement (structural coefficient= .80); also, academic engagement was related with self-regulated learning (structural coefficient= .55) and explained 30% of student self-regulated learning. Results suggest that POLE could promote academic engagement and self-regulated learning.De acuerdo con la teoría de ambientes positivos, los contextos donde se brinda apoyo académico pueden promover la adaptación exitosa de los estudiantes, y, a su vez, el resultado de dicha adaptación favorece su éxito académico, lo cual puede medirse con los constructos de compromiso académico y aprendizaje autorregulado en el ámbito académico. Teniendo esto en consideración, en la presente investigación se da cuenta de un trabajo de psicología positiva aplicada en el que se tuvo como objetivo evaluar la relación entre el ambiente de aprendizaje positivo (AAP), el compromiso académico y el aprendizaje autorregulado en bachilleres mexicanos. Para esto, se diseñó un estudio de tipo correlacional en el que participaron 166 estudiantes voluntarios de primer grado de bachillerato, seleccionados por conglomerados, con consentimiento informado individual y de sus padres. Del total de participantes, 76 fueron de sexo masculino (45.8 %) y 90 de sexo femenino (54.2 %), con una edad promedio de 15.2 años (DE = .43); quienes respondieron a cuestionarios sobre apoyo académico de padres, amigos pro-académicos, ambiente familiar positivo, compromiso académico y aprendizaje autorregulado. Se realizó un análisis de ecuaciones estructurales, y en los resultados se encontró, con una p < .05, que el AAP fue un factor latente formado por el apoyo académico de los padres, los amigos pro-académicos y el ambiente familiar positivo; además, en el modelo estructural, el AAP correlacionó positivamente con el compromiso académico (coeficiente estructural = .80), y este último se relacionó positivamente con el aprendizaje autorregulado de los estudiantes (coeficiente estructural = .55); finalmente el modelo estructural resultante explicó el 30 % del aprendizaje autorregulado. Para concluir, se discute respecto a la posibilidad de que el AAP promueva el compromiso académico y el aprendizaje autorregulado de los estudiantes

Ambiente de aprendizaje positivo, compromiso académico y aprendizaje autorregulado en bachilleres

Abstract From the perspective of positive environment theory, supportive environments, can promote student successful academic adaptation. Accordingly, student academic success is the result of academic adaptation, and can be assessed via means of academic engagement and self-regulated learning. Thus, the aim of the present study was to test the relationship between positive learning environments (POLE), academic engagement and self-regulated learning in high school students. Using a cross-sectional design, participants included 166 freshmen high school students, 76 participants of the sample were male (45.8%) and 90 were female (54.2%). Mean age was 15.2 (S.D. = .43). Before participation informed consent was obtained from parents and assent from participants. Students answered a questionnaire regarding academic support given by parents, pro-academic friends, positive family environment, and academic engagement and self-regulated learning. Using Structural Equation Modeling the results demonstrated (p<.05) that POLE represented a latent factor formed by parental academic support, pro-academic friends and positive family environment. The structural model showed that POLE was positively related to academic engagement (structural coefficient= .80); also, academic engagement was related with self-regulated learning (structural coefficient= .55) and explained 30% of student self-regulated learning. Results suggest that POLE could promote academic engagement and self-regulated learning.Resumen De acuerdo con la teoría de ambientes positivos, los contextos donde se brinda apoyo académico pueden promover la adaptación exitosa de los estudiantes, y, a su vez, el resultado de dicha adaptación favorece su éxito académico, lo cual puede medirse con los constructos de compromiso académico y aprendizaje autorregulado en el ámbito académico. Teniendo esto en consideración, en la presente investigación se da cuenta de un trabajo de psicología positiva aplicada en el que se tuvo como objetivo evaluar la relación entre el ambiente de aprendizaje positivo (AAP), el compromiso académico y el aprendizaje autorregulado en bachilleres mexicanos. Para esto, se diseñó un estudio de tipo correlacional en el que participaron 166 estudiantes voluntarios de primer grado de bachillerato, seleccionados por conglomerados, con consentimiento informado individual y de sus padres. Del total de participantes, 76 fueron de sexo masculino (45.8 %) y 90 de sexo femenino (54.2 %), con una edad promedio de 15.2 años (DE = .43); quienes respondieron a cuestionarios sobre apoyo académico de padres, amigos pro-académicos, ambiente familiar positivo, compromiso académico y aprendizaje autorregulado. Se realizó un análisis de ecuaciones estructurales, y en los resultados se encontró, con una p < .05, que el AAP fue un factor latente formado por el apoyo académico de los padres, los amigos pro-académicos y el ambiente familiar positivo; además, en el modelo estructural, el AAP correlacionó positivamente con el compromiso académico (coeficiente estructural = .80), y este último se relacionó positivamente con el aprendizaje autorregulado de los estudiantes (coeficiente estructural = .55); finalmente el modelo estructural resultante explicó el 30 % del aprendizaje autorregulado. Para concluir, se discute respecto a la posibilidad de que el AAP promueva el compromiso académico y el aprendizaje autorregulado de los estudiantes

Regional Hubs: A PSA Initiative to Support Latin American and South Asian Regional Collaborations

PSA aims to reduce barriers to science by nurturing regional communities for scholars who reside outside of NA/EU countries. Using existing membership, we focus on Latin America and South Asia members. We will host regional workshops, journal clubs, and social events as well as increase recruitment efforts to achieve our long-term goal of encouraging scientific activities for diverse scholars. Scholars will be equipped with a new skill set and gain access to global resources

Incorporating feminist practices into (psychological) science - the why, the what and the how

Feminism is about challenging power in all its forms. Applying a feminist lens to scientific research brings many advantages, such as broadening theoretical perspectives, encouraging collaboration with—and inclusion of—marginalized groups, and widening the scope of research methods. However, findings from an informal survey as part of a SIPS hackathon revealed that both academics and non-academics grapple with a lack of clear conceptual understanding regarding feminist approaches and feminism as a whole. We aim for this perspective piece to provide an access point for why researchers should incorporate feminist approaches in psychological science, what feminist approaches look like and how researchers can start incorporating them into their own work. In answering the why, what and how of feminist practices, we aim to make working in a feminist way more legible and accessible, with the ultimate aim of cultivating a more comprehensive understanding of human psychology while fostering diverse perspectives. Based on the survey and our unique viewpoints as feminist ECRs working in different domains of psychological science, we propose constructive approaches for integrating feminist values and practices into the domain of psychological science. We highlight what possible barriers exist to incorporating feminist practices into one‘s own work and how future research can embrace feminist practices. We also provide a short glossary explaining terminology that can support the communication of feminist research as well as a curated checklist of feminist practices to start out with. This perspective warmly invites—and promotes—researchers from all backgrounds to engage in and contribute to the exploration of feminist values and practices within the realm of psychological science