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Reeves SL, Nguyen T, Scholer AA, Fujita K, Spencer SJ. Examining Beliefs About the Benefits of Self-Affirmation for Mitigating Self-Threat. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023; 49:1615-1632. [PMID: 36065608 DOI: 10.1177/01461672221120612] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Self-affirmation-reflecting on a source of global self-integrity outside of the threatened domain-can mitigate self-threat in education, health, relationships, and more. Whether people recognize these benefits is unknown. Inspired by the metamotivational approach, we examined people's beliefs about the benefits of self-affirmation and whether individual differences in these beliefs predict how people cope with self-threat. The current research revealed that people recognize that self-affirmation is selectively helpful for self-threat situations compared with other negative situations. However, people on average did not distinguish between self-affirmation and alternative strategies for coping with self-threat. Importantly, individual differences in these beliefs predicted coping decisions: Those who recognized the benefits of self-affirmation were more likely to choose to self-affirm rather than engage in an alternative strategy following an experience of self-threat. We discuss implications for self-affirmation theory and developing interventions to promote adaptive responses to self-threat.
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Affiliation(s)
- Stephanie L Reeves
- Indiana University Bloomington, USA
- The Ohio State University, Columbus, USA
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Moffitt RL, Neumann DL, Gersh HE, van Poppel EJ. A brief self-compassionate reflective writing task can manage negative reactions following an eating transgression. AUSTRALIAN PSYCHOLOGIST 2023. [DOI: 10.1080/00050067.2023.2183109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2023]
Affiliation(s)
- Robyn L. Moffitt
- School of Psychology, Faculty of Health, Deakin University, Melbourne, VIC, Australia
| | - David L. Neumann
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Hannah E. Gersh
- Psychology, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC, Australia
| | - Emily J. van Poppel
- Psychology, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC, Australia
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Kross E, Ong M, Ayduk O. Self-Reflection at Work: Why It Matters and How to Harness Its Potential and Avoid Its Pitfalls. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2023. [DOI: 10.1146/annurev-orgpsych-031921-024406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
It is difficult to fathom how an organization could be successful without its employees engaging in self-reflection. Gone would be its personnel's capacity to problem-solve, learn from past experiences, and engage in countless other introspective activities that are vital to success. Indeed, a large body of research highlights the positive value of reflection. Yet, as both common experience and a wealth of findings demonstrate, engaging in this introspective process while focusing on negative experiences often backfires, undermining people's health, well-being, performance, and relationships. Here we synthesize research on the benefits and costs of self-reflection in organizational contexts and discuss the role that psychological distance plays in allowing people to harness the potential of self-reflection while avoiding its common pitfalls.
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Affiliation(s)
- Ethan Kross
- Management & Organizations Area, Ross School of Business, University of Michigan, Ann Arbor, Michigan, USA
- Psychology Department, School of Literature Science and Arts, University of Michigan, Ann Arbor, Michigan, USA
| | - Madeline Ong
- Management Department, Mays Business School, Texas A&M University, College Station, Texas, USA
| | - Ozlem Ayduk
- Psychology Department, University of California, Berkeley, California, USA
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Pu H, Bachrach LK, Blankenburg R. Finding Meaning in Medicine: Pediatric Residents' Perspectives on Humanism. Acad Pediatr 2022; 22:680-688. [PMID: 34902564 DOI: 10.1016/j.acap.2021.12.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Revised: 08/23/2021] [Accepted: 12/08/2021] [Indexed: 11/01/2022]
Abstract
OBJECTIVES To explore pediatric residents' perspectives on humanism and how residency impacts humanism formation. METHODS We conducted a qualitative study with pediatric resident focus groups at Stanford. Transcripts were analyzed by two investigators using grounded theory. Subsequent literature review led us to adapt Cruess et al. 2015's professional identity formation framework to describe development of a humanism identity in residency. Member check was done to verify themes and the adapted framework. RESULTS Thirty two pediatric residents participated. Five themes emerged: 1) Empathy, compassion, and respect are foundational elements of humanism. 2) Each resident had a unique view of humanism derived from personal values. 3) Residents felt that the terms excellence and resilience (Gold Foundation IECARES model) did not fit with their own definitions. 4) Residents felt that humanism is a central part of their practice and training. 5) The demands, structure, and culture of residency were often in conflict with promoting humanism in residents. Based on residents' perspectives, we modified the professional identity formation and socialization conceptual framework proposed by Cruess et al. 2015 to reflect humanism identity formation during pediatrics residency. The new framework emphasizes the increased power of the healthcare system and unconscious acquisition on humanism formation in residency as compared to medical school. CONCLUSIONS Residents believe that humanism is a core part of practicing medicine and should be reinforced during residency training. Cruess' professional identity and socialization framework is a tool for a better understanding of the complexity of humanism development in residency.
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Affiliation(s)
- Helen Pu
- Department of Pediatrics, Stanford University School of Medicine, Palo Alto, Calif.
| | - Laura K Bachrach
- Department of Pediatrics, Stanford University School of Medicine, Palo Alto, Calif
| | - Rebecca Blankenburg
- Department of Pediatrics, Stanford University School of Medicine, Palo Alto, Calif
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Can I Get Back Later or Turn It Off? Day-Level Effect of Remote Communication Autonomy on Sustainable Proactivity. SUSTAINABILITY 2022. [DOI: 10.3390/su14031856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Overwhelming remote communication episodes have become critical daily work demands for employees. On the basis of affective event theory, this study explores the effect of daily remote communication autonomy on positive affect and proactive work behaviors. We conducted a multilevel path analysis using a general survey, followed by experience sampling methodology, with a sample of 80 employees in China who completed surveys thrice daily over a two-week period. The results showed that daily remote communication autonomy increased positive affective reactions, which, in turn, enhanced proactive work behaviors on the same workday. Furthermore, positive day-level relationships leading to employee proactivity were only significant when the employees’ person-level general techno-workload was not high. The findings provide a new perspective for managing employees working under continuous techno-workload and demands for remote interactions.
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Moran T, Eyal T. Emotion Regulation by Psychological Distance and Level of Abstraction: Two Meta-Analyses. PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW 2022; 26:112-159. [PMID: 35100904 DOI: 10.1177/10888683211069025] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Self-reflection is suggested to attenuate feelings, yet researchers disagree on whether adopting a distant or near perspective, or processing the experience abstractly or concretely, is more effective. Given the relationship between psychological distance and level of abstraction, we suggest the "construal-matching hypothesis": Psychological distance and abstraction differently influence emotion intensity, depending on whether the emotion's appraisal involves low-level or high-level construal. Two meta-analyses tested the effects of psychological distance (k = 230) and level-of-abstraction (k = 98) manipulations on emotional experience. A distant perspective attenuated emotional experience (g = 0.52) but with weaker effects for high-level (g = 0.29; for example, self-conscious emotions) than low-level emotions (g= 0.64; for example, basic emotions). Level of abstraction only attenuated the experience of low-level emotions (g = 0.2) and showed a reverse (nonsignificant) effect for high-level emotions (g = -0.13). These results highlight differences between distancing and level-of-abstraction manipulations and the importance of considering the type of emotion experienced in emotion regulation.
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Affiliation(s)
- Tal Moran
- The Open University of Israel, Ra'anana, Israel.,Ghent University, Belgium
| | - Tal Eyal
- Ben-Gurion University of the Negev, Be'er Sheva, Israel
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Lauzier-Jobin F, Houle J. Caregiver Support in Mental Health Recovery: A Critical Realist Qualitative Research. QUALITATIVE HEALTH RESEARCH 2021; 31:2440-2453. [PMID: 34420469 PMCID: PMC8579328 DOI: 10.1177/10497323211039828] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Support from caregivers is an important element of mental health recovery. However, the mechanisms by which social support influences the recovery of persons with depressive, anxiety, or bipolar disorders are less understood. In this study, we describe the social support mechanisms that influence mental health recovery. A cross-sectional qualitative study was undertaken in Québec (Canada) with 15 persons in recovery and 15 caregivers-those having played the most significant role in their recovery. A deductive thematic analysis allowed for the identification and description of different mechanisms through a triangulation of perspectives from different actors. Regarding classic social support functions, several of the support mechanisms for mental health recovery were identified (emotional support, companionship, instrumental support, and validation). However, informational support was not mentioned. New mechanisms were also identified: presence, communication, and influence. Social support mechanisms evoke a model containing a hierarchy as well as links among them.
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Affiliation(s)
| | - Janie Houle
- Université du Québec à Montréal, Montréal, Québec, Canada
- Janie Houle, Department of Psychology, Université du Québec à Montréal, 100 Rue Sherbrooke Ouest, Montréal, Québec, Canada H2X 3P2.
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Abstract
Do conversations end when people want them to? Surprisingly, behavioral science provides no answer to this fundamental question about the most ubiquitous of all human social activities. In two studies of 932 conversations, we asked conversants to report when they had wanted a conversation to end and to estimate when their partner (who was an intimate in Study 1 and a stranger in Study 2) had wanted it to end. Results showed that conversations almost never ended when both conversants wanted them to and rarely ended when even one conversant wanted them to and that the average discrepancy between desired and actual durations was roughly half the duration of the conversation. Conversants had little idea when their partners wanted to end and underestimated how discrepant their partners' desires were from their own. These studies suggest that ending conversations is a classic "coordination problem" that humans are unable to solve because doing so requires information that they normally keep from each other. As a result, most conversations appear to end when no one wants them to.
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Bornstein O, Katzir M, Simchon A, Eyal T. Differential effects of abstract and concrete processing on the reactivity of basic and self-conscious emotions. Cogn Emot 2020; 35:593-606. [PMID: 33225822 DOI: 10.1080/02699931.2020.1848804] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The present research examines the influence of different processing modes (abstract vs. concrete) on the intensity of negative basic emotions (anger, fear) and self-conscious emotions (guilt, shame). We suggest that the cognitive appraisals underlying self-conscious emotions are relatively more abstract and less concrete than the appraisals underlying basic emotions. Consequently, we predicted that abstract processing would increase the intensity of self-conscious emotions and decrease the intensity of basic emotions, whereas concrete processing would increase the intensity of basic emotions and decrease the intensity of self-conscious emotions. We tested this prediction in four experiments. In Experiments 1 and 2, concrete processing led to more intense anger than abstract processing, and abstract processing led to more intense guilt than concrete processing. In Experiment 3a, concrete processing increased the intensity of fear, and in Experiment 3b, concrete processing decreased the intensity of shame. Our findings highlight the importance of considering the emotion's underlying appraisals when reflecting on one's emotional experience.
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Affiliation(s)
- Oren Bornstein
- Department of Psychology, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Maayan Katzir
- Graduate Program on Conflict Management, Resolution and Negotiations, Bar-Ilan University, Ramat Gan, Israel
| | - Almog Simchon
- Department of Psychology, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Tal Eyal
- Department of Psychology, Ben-Gurion University of the Negev, Beer-Sheva, Israel
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Pahayahay A, Khalili-Mahani N. What Media Helps, What Media Hurts: A Mixed Methods Survey Study of Coping with COVID-19 Using the Media Repertoire Framework and the Appraisal Theory of Stress. J Med Internet Res 2020; 22:e20186. [PMID: 32701459 PMCID: PMC7419155 DOI: 10.2196/20186] [Citation(s) in RCA: 52] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 07/21/2020] [Accepted: 07/22/2020] [Indexed: 01/15/2023] Open
Abstract
Background Social and physical distancing in response to the coronavirus disease (COVID-19) pandemic has made screen-mediated information and communication technologies (media) indispensable. Whether an increase in screen use is a source of or a relief for stress remains to be seen. Objective In the immediate aftermath of the COVID-19 lockdowns, we investigated the relation between subjective stress and changes in the pattern of media use. Based on Lazarus’s transactional model of appraisal and coping, and building on an earlier similar survey, we hypothesize that individual differences in the appraisal of media predict variations in approach or avoidance of media for coping with COVID-19 stress. Methods Between March 20 and April 20, 2020, a brief snowball survey entitled: “What media helps, what media hurts: coping with COVID19 through screens” was distributed via Concordia University’s mailing lists and social media (PERFORM Centre, EngAGE Centre, and Media Health Lab). Using a media repertoire method, we asked questions about preferences, changes in use, and personal appraisal of media experiences (approach, avoid, and ignore) as a result of the COVID-19 pandemic and investigated interindividual differences in media use by factors such as subjective stress, age, gender, and self-reported mental health. Results More than 90% of the survey respondents were in Canada and the east coast of the United States. From 685 completed responses, 169 respondents were “very stressed” and 452 were “slightly worried” about the pandemic. COVID-19 stress led to increased use of Facebook (χ23=11.76, P=.008), television (χ23=12.40, P=.006), YouTube (χ23=8.577, P=.04), and streaming services such as Netflix (χ23=10.71, P=.01). Respondents who considered their mental health “not good” were twice as likely to prefer streaming services as a coping tool for self-isolation. Women and nonbinary respondents were twice as likely than men to pick social media for coping. Individuals younger than 35 years were 3 times more likely to pick computer games, and individuals older than 55 years were more likely to pick network television or print media. Gender affected the appraisal of media (less in men than others) in terms of avoid (F1,637=5.84, P=.02) and approach scores (F1,637=14.31, P<.001). Subjective mental health affected the ignore score (less in those who said “good” than others; F1,637=13.88, P<.001). The appraisal score and use increase explained variations in worrying about physical and mental health stress due to increased screen time. A qualitative analysis of open-ended questions revealed that media (especially social networks) were important for coping if they provided support and connection through the dissemination of factual and positive information while avoiding the overflow of sensational and false news. Conclusions The relationship between appraisal of media’s positive and negative facets vary with demographic differences in mental health resiliency. The media repertoire approach is an important tool in studies that focus on assessing the benefits and harms of screen overuse in different populations, especially in the context of the COVID-19 pandemic.
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Affiliation(s)
- Amber Pahayahay
- School of Public Health and Services, University of Waterloo, Waterloo, ON, Canada
| | - Najmeh Khalili-Mahani
- PERFORM Centre, Concordia University, Montreal, QC, Canada.,McGill Centre for Integrative Neuroscience, Montreal Neurological Institute, McGill University, Montreal, QC, Canada
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Burr J, Beck Dallaghan GL. The Relationship of Emotions and Burnout to Medical Students' Academic Performance. TEACHING AND LEARNING IN MEDICINE 2019; 31:479-486. [PMID: 31116577 DOI: 10.1080/10401334.2019.1613237] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
Phenomenon: Medical school curricula challenge even the most adept learner, potentially leading to feelings of burnout. When faced with uncertainties in a new curriculum, confidence in achieving academic goals may be threatened. We previously found associations between academic performance and pride, hope, anxiety, and shame in medical students. Are these emotions still associated in the context of an evolving curriculum? Approach: All 1st- and 2nd-year medical students were invited to participate in a survey study (n = 264). Year 1 students were in the first semester of the new curriculum. The Hope, Pride, Shame, and Anxiety subscales of the Achievement Emotions Questionnaire and the Maslach Burnout Inventory (MBI) General Survey for Students were administered in fall 2017. Academic performance (semester overall percentage) was matched to participants completing all 4 questionnaires. Descriptive and inferential statistics were used to analyze the results. Findings: Response rates for those who completed every survey administered was 18.5%. Combined data from the classes revealed relationships between academic performance with MBI subscale-professional efficacy (r = .577), hope (r = .497), pride (r = .411), anxiety (r = -.307), and shame (r = -.402). Upon analyzing data from each class, professional efficacy (M1: r = .535; M2: r = .674) and pride (M1: r = .591; M2: r = .450) were correlated to academic performance. In a stepwise regression model, professional efficacy was the only predictor of academic performance (B = .560, t = 3.82, R2 = .31). Insights: When faced with challenges from medical school, positive emotions strengthen self-efficacy, allowing students to identify strategies to accomplish academic goals. Although it is important to acknowledge the emotions that students experience, our finding that professional efficacy was the most significant predictor of academic performance suggests the need for strategies to enhance self-efficacy. Use of flipped classrooms or problem-based learning offers opportunities for cognitive appraisal to foster their self-efficacy.
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Affiliation(s)
- Justin Burr
- University of Nebraska College of Medicine, Omaha, Nebraska, USA
| | - Gary L Beck Dallaghan
- Educational Scholarship and Research Associate Professor of Pediatrics, UNC School of Medicine, Chapel Hill, North Carolina, USA
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Stetten NE, LeBeau K, Aguirre MA, Vogt AB, Quintana JR, Jennings AR, Hart M. Analyzing the Communication Interchange of Individuals With Disabilities Utilizing Facebook, Discussion Forums, and Chat Rooms: Qualitative Content Analysis of Online Disabilities Support Groups. JMIR Rehabil Assist Technol 2019; 6:e12667. [PMID: 31573937 PMCID: PMC6792025 DOI: 10.2196/12667] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2018] [Revised: 06/03/2019] [Accepted: 07/19/2019] [Indexed: 12/17/2022] Open
Abstract
Background Approximately 1 in 5 adults in the United States are currently living with a form of disability. Although the Americans with Disabilities Act has published guidelines to help make developing technology and social networking sites (SNS) more accessible and user-friendly to people with a range of disabilities, persons with disabilities, on average, have less access to the internet than the general population. The quality, content, and medium vary from site to site and have been greatly understudied. Due to this, it is still unclear how persons with disabilities utilize various platforms of online communication for support. Objective The objective of this study was to qualitatively explore and compare the interactions and connections among online support groups across Facebook, discussion forums, and chat rooms to better understand how persons with disabilities were utilizing different SNS to facilitate communication interchange, disseminate information, and foster community support. Methods Facebook groups, discussion forums, and chat rooms were chosen based on predetermined inclusion criteria. Data collected included content posted on Facebook groups, forums, and chat rooms as well as the interactions among group members. Data were analyzed qualitatively using the constant comparative method. Results A total of 133 Facebook posts, 116 forum posts, and 60 hours of chat room discussions were collected and analyzed. In addition, 4 themes were identified for Facebook posts, 3 for discussion forums, and 3 for chat rooms. Persons with disabilities utilized discussion forums and chat rooms in similar ways, but their interactions on Facebook differed in comparison. They seem to interact on a platform based on the specific functions it offers. Conclusions Interactions on each of the platforms displayed elements of the 4 types of social support, indicating the ability for social support to be facilitated among SNS; however, the type of social support varied by platform. Findings demonstrate that online support platforms serve specific purposes that may not be interchangeable. Through participation on different platforms, persons with disabilities are able to provide and receive social support in various ways, without the barriers and constraints often experienced by this population.
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Affiliation(s)
- Nichole E Stetten
- College of Public Health and Health Professions, University of Florida, Gainesville, FL, United States
| | - Kelsea LeBeau
- College of Public Health and Health Professions, University of Florida, Gainesville, FL, United States
| | - Maria A Aguirre
- College of Public Health and Health Professions, University of Florida, Gainesville, FL, United States
| | - Alexis B Vogt
- College of Public Health and Health Professions, University of Florida, Gainesville, FL, United States
| | - Jazmine R Quintana
- Bouvé College of Health Sciences, Northeastern University, Boston, MA, United States
| | - Alexis R Jennings
- College of Public Health and Health Professions, University of Florida, Gainesville, FL, United States
| | - Mark Hart
- College of Public Health and Health Professions, University of Florida, Gainesville, FL, United States
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