Disentangling the effects of low self-esteem and stressful events on depression: Findings from three longitudinal studies

Diathesis-stress models of depression suggest that low self-esteem and stressful events jointly influence the development of depressive affect. More specifically, the self-esteem buffering hypothesis states that, in the face of challenging life circumstances, individuals with low self-esteem are prone to depression because they lack sufficient coping resources, whereas those with high self-esteem are able to cope effectively and consequently avoid spiraling downward into depression. The authors used data from 3 longitudinal studies of adolescents and young adults, who were assessed 4 times over a 3-year period (Study 1; N = 359), 3 times over a 6-week period (Study 2; N = 249), and 4 times over a 6-year period (Study 3; N = 2,403). In all 3 studies, low self-esteem and stressful events independently predicted subsequent depression but did not interact in the prediction. Thus, the results did not support the self-esteem buffering hypothesis but suggest that low self-esteem and stressful events operate as independent risk factors for depression. In addition, the authors found evidence in all 3 studies that depression, but not low self-esteem, is reciprocally related to stressful events, suggesting that individuals high in depression are more inclined to subsequently experience stressful events.

The Concept of Developmental-Tasks and its Significance for Education and Social Work

The term "developmental-task" was introduced by Robert Havighurst in the 1950's. According to R. Harvighurst, the term refers to tasks which arise in a social context during an individual lifetime. Since the 1950's the concept of developmental-tasks has become an important theoretical approach in educational science and in theories of growth and development - but not in social work and social pedagogy. In the following article I aim to show that this approach is very important to theory and practice of social pedagogy and social work.

They're Natural and Everywhere: How Evaluative Practices Permeate the Organization

How do evaluative practices become natural and ubiquitous in an organization? In this paper we integrate findings from previous empirical work on the adoption of evaluative practices in organizations with insights from institutional theory and social psychology research for advancing the understanding of possible states of evaluative practices within organizations and the processes through which organizations become permeated by evaluative practices. Our conceptual model suggests that once evaluative practices have gained a foothold in an organization, they tend to be applied to an increasing number of organizational problems and become taken for granted.

A Multi-Dimensional Approach to Suicide Bombing

Understanding suicide bombing entails studying the phenomenon on three different dimensions: the suicide bomber, the terrorist organization, and the community from which suicide bombings emerge. Political and social psychology allow us to establish the reciprocal relationships that underpin the exchanges between the three dimensions. This method increases our theoretical understanding of suicide bombing by moving away from the unidimensional models that have previously dominated the terrorism literature.

Failure cue priming and impaired cognitive performance—analyses of avoidance motivation as a mediator and fear of failure as a moderator.

The present research investigates whether and how learned symbols for failure reduce task performance. We tested the effect of number priming in two countries with different learning histories for numbers. Priming numbers associated with failure (6 in Germany and 1 in Switzerland) were hypothesized to reduce performance. As expected, in Switzerland, priming with the failure number 1 reduced performance (Study 1), whereas in Germany, priming with the failure number 6 impaired performance in analogy tasks (Study 2). Study 2 additionally analyzed the mechanism and showed that the relationship between failure number priming and performance was mediated by evoked avoidance motivation and that dispositional fear of failure moderated this mediation.

How basic need satisfaction and dispositional motives interact in predicting flow experience in sport

We have integrated the basic psychological needs approach from self-determination theory with motive disposition theory in order to enhance the prediction of flow experience in sports. We hypothesize that an environment that enables people to fulfill their basic psychological needs for competence and social relatedness results in flow. Additionally, we assume that the effect of competence need satisfaction is moderated by the achievement motive and that the effect of need-for-relatedness satisfaction is moderated by the affiliation motive. Four studies show the expected positive effects of need satisfaction on flow and further confirm that high achievement and affiliation-motivated individuals benefit more from competence and relatedness sports environments, respectively, than individuals low in these motives.

Gender as a moderator of the fair process effect

This paper examines gender as a moderator of the fair-process effect in an ultimatum game setting. Results from games with 112 German high-school students support the hypothesis that fair procedures can decrease rejection behavior in unfair human allocation decisions. Furthermore, procedural fairness results in a statistically significant difference for women in accepting an unfair distribution. In contrast, procedural fairness appears to have no significant impact on men’s rejection behavior. However, we found no significant gender differences in the perception of procedural fairness. We conclude that, although men perceive procedural fairness similarly to women, this aspect is less important for determining their subsequent behavior. (PsycINFO Database Record (c) 2013 APA, all rights reserved)

Unresolved Problems with the "I", the "A" and the "T": Logical and Psychometric Critique of the Implicit Association Test (IAT)

The Implicit Association Test (IAT) had already gained the status of a prominent assessment procedure before its psychometric properties and underlying task structure were understood. The present critique addresses five major problems that arise when the IAT is used for diagnostic inferences: (1) the asymmetry of causal and diagnostic inferences; (2) the viability of the underlying association model; (3) the lack of a testable model underlying IAT-based inferences; (4) the difficulties of interpreting difference scores; and (5) the susceptibility of the IAT to deliberate faking and strategic processing. Based on a theoretical reflection of these issues, and a comprehensive survey of published IAT studies, it is concluded that a number of uncontrolled factors can produce (or reduce) significant IAT scores independently of the personality attribute that is supposed to be captured by the IAT procedure.

How do indirect measures of evaluation work? Evaluating the inference of prejudice in the Implicit Association Test

There has been significant interest in indirect measures of attitudes like the Implicit Association Test (IAT), presumably because of the possibility of uncovering implicit prejudices. The authors derived a set of qualitative predictions for people's performance in the IAT on the basis of random walk models. These were supported in 3 experiments comparing clearly positive or negative categories to nonwords. They also provided evidence that participants shift their response criterion when doing the IAT. Because of these criterion shifts, a response pattern in the IAT can have multiple causes. Thus, it is not possible to infer a single cause (such as prejudice) from IAT results. A surprising additional result was that nonwords were treated as though they were evaluated more negatively than obviously negative items like insects, suggesting that low familiarity items may generate the pattern of data previously interpreted as evidence for implicit prejudice.

How large are actor and partner effects of personality on relationship satisfaction? The importance of controlling for shared method variance

Previous research suggests that the personality of a relationship partner predicts not only the individual’s own satisfaction with the relationship but also the partner’s satisfaction. Based on the actor–partner interdependence model, the present research tested whether actor and partner effects of personality are biased when the same method (e.g., self-report) is used for the assessment of personality and relationship satisfaction and, consequently, shared method variance is not controlled for. Data came from 186 couples, of whom both partners provided self- and partner reports on the Big Five personality traits. Depending on the research design, actor effects were larger than partner effects (when using only self-reports), smaller than partner effects (when using only partner reports), or of about the same size as partner effects (when using self- and partner reports). The findings attest to the importance of controlling for shared method variance in dyadic data analysis.

Increasing intercultural competence and tolerance in multicultural schools: A Training Program and its effectiveness

This study reports the implementation of a Training of Intercultural Competence and Tolerance (TICT) for upper-secondary school students and the empirical evaluation of its effectiveness. The TICT program was developed to counteract increasing interethnic conflicts in the North Caucasus Federal District of Russia. It is based on the theoretical and empirical framework of social psychology and cross-cultural psychology. The training effectiveness was assessed by conducting pre- and post-surveys among the training participants. The results indicate that TICT contributes to the development of a positive ethnic identity and the formation of a civic identity among the participating youth. It also increases their optimism regarding the future of interethnic relations in Russia and the subjective level of intercultural competence of majority group youth towards minority cultures. Thus, the evaluation of the training effectiveness of the TICT has shown that the aims of the training have been achieved to a large extent and that the Training of Intercultural Competence and Tolerance can be effectively used to prevent interethnic conflicts and promote interethnic relations in multicultural schools. Suggestions for the practical implementation of the TICT as well as for future research on the training's effectiveness are discussed.