Background The present study aimed to evaluate the self-regulatory properties of anger on the performance of individuals under various motivational dispositions using an experimental design. Methods The participants were 99 university students who participated in response to extra credit. The performance of the participants was evaluated using the Tower of Hanoi task. Their anger was measured using a facial expression recognition system and arousal was assessed using a heart-rate monitoring device. Two motivational dispositions were assessed: performance goals with normative evaluative standards and performance goals with a focus on outcomes. Results The results indicated that a nonlinear function explained the relationship between anger, arousal, and achievement under different goal conditions. Specifically, the Cusp Catastrophe Model showed that anger levels beyond a critical point were associated with the unpredictability of performance during the normative goal condition, suggesting that anger disturbed the relationship between arousal and achievement. Interestingly, a linear model was relevant for explaining the same relationships during the outcome goal condition. Conclusion Thus, this study concluded that anger plays a more salient role when coupled with the pressures arising from employing interpersonal evaluative standards.
In recent years school bullying and other forms of aggressive behaviors in children and adolescents have become an issue of great concern among parents, psychologists, and educators. This study examined the relationship between school bullying and animal abuse in a community sample of school-age children. One hundred and seventy-four elementary school students from central Greece participated in the study and filled in self-report questionnaires which examined animal abuse, bullying – victimization, empathy, self-control, and peer interactions. Results showed that bullying behavior and peer victimization are associated with both direct abuse of animals and witnessing violence against animals. Multiple regression analysis indicated that witnessing animal abuse and being victimized by peers are positive predictors of bullying. Empathy, self-control, and peer interactions failed to predict school bullying. We discuss theoretical mechanisms linking bullying/victimization and animal abuse as well as directions for future research.
In this study, we adopted parenting styles as a multidimensional and latent construct that includes different aspects of parenting, rather than solely focusing on a single parenting style. In a Web-based survey with 1203 Greek parents, we identified parenting styles and their SDQ reports on their children. According to our results by Latent Profile Analysis, we must use a more complex approach concerning parenting styles. We identified a “Highly Authoritative style” profile with high levels of authoritative, low levels of authoritarian and middle levels of permissive parenting styles. We additionally identified a profile called “Relaxed Authoritative style”, with still high but lower levels of authoritative style, low but slightly heightened levels of authoritarian style, and middle levels of permissive style. A further profile, named “Permissive Focused Authoritative style”, had a mix of high levels of authoritative, moderate levels of permissive, and elevated levels of authoritarian parenting styles. Finally, in a profile named “Inconsistent Parenting style”, we identified parents with a blend of still high, but the lowest of all four levels of authoritative and highest levels of permissive and authoritarian parenting styles. When combining the four identified parenting patterns with the SDQ results, we identified the “highly authoritative parenting style” profile to be the least connected to internalizing or externalizing problems of the respective children.
Τhe purpose of the current study was to examine the positive impact of music listening and musical emotion regulation strategies as predictors of students’ affect during COVID-19 lockdown. Two hundred and three students from University of Western Macedonia completed an on-line self-report questionnaire consisting of Positive Music Listening Experience Scale, Music Uses and Gratifications Scale, Positive and Negative Affect Schedule. Results indicate that students’ positive affect is positively related with positive impact of music listening as well as with negative mood management, whereas negative affect is negatively related with negative mood management. Furthermore, positive impact of music listening was the only predictor of students’ positive affect, while both emotion regulation strategies were predictors of students’ negative affect. Results indicate the importance of music listening as an emotion regulation strategy of students during pandemic. The practical applications and limitations of the research are discussed.
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