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Supplementary materials to "“The whole thing is a juggling act”: Qualitative exploration of goal systems among activists and nonactivists" [Other]
No full textSupplementary materials [Other]. The related article is Grzymala-Moszczynska, J., Coenen, A.-C., Gore-Gorszewska, G., Kunst, J. R., Kałwak, W., & Jasko, K. (2025). “The whole thing is a juggling act”: Qualitative exploration of goal systems among activists and nonactivists. Journal of Social and Political Psychology, Vol. 13(2). https://doi.org/10.5964/jspp.15491The supplementary material contains: recruitment questionnaire, participant demographics, analytical coding methodology, table of participants' personal goals in their original form.unknownunknow
Data for: Parental Evaluations of Separation Anxiety Symptoms: The Role of Socialization Norms and Stigma in China and Germany
No full textSeparation anxiety disorder (SAD; the fear of being away from an attachment figure) is among the diagnoses with the earliest age-of-onset and poses a risk factor for child development and mental health well into adulthood. Lifetime prevalences vary largely across countries worldwide. Cultural differences may play a role in the detection and diagnosis of SAD. The threshold hypothesis suggests that cultural norms influence whether a specific child behavior is perceived as pathological or normal. This online experiment aimed to investigate the parental perception of SAD symptoms in Germany and China (i.e., culture). Parents from both cultures read vignettes describing children with SAD. One vignette focused on cognitive SAD symptoms, another vignette focused on somatic SAD symptoms (i.e., symptom type). Prior to reading the vignettes, half of the participants thought about themselves as members of their cultural group (social identity and norm salience) while the other half thought about themselves as individuals (personal value salience; i.e., salience).notReviewe
The Boredom Cadence Theory: Pausing to Rewire the Mind
No full textBoredom Cadence Theory (BCT) redefines boredom as a vital signal, not a flaw. It organizes the mind into rhythms, cycles of effort and pause, where boredom triggers incubation, fostering creativity and resilience. Modern life’s constant noise disrupts these rhythms, fueling anxiety and burnout. BCT proposes Boredom Cadence Attunement (BCA), a free, 10-minute daily pause to restore balance. Three testable predictions and a 7-day pilot are outlined to evaluate BCA’s impact on well-being and insight. Open science via citizen participation will drive this quiet revolution, offering a simple, scalable way to rethink mental health.notReviewedothe
Sleep deprivation can lead to increased physiologically based irritability in college students [Author Accepted Manuscript]
No full textObjectives: While sleep deprivation has been thoroughly researched in association to cognitive and physiological effects, very few have evaluated its association with irritability. This study addresses the relationship between sleep and irritability using physiological data and includes a research model to aid future experiments on irritability and neighboring mood concepts. Methods: Thirty-four US undergraduate students participated in a physiologically based study on irritability. Participants were separated into two groups based on sleep recommendations adapted from the Centers for Disease Control and Prevention (CDC) guidelines for college students. The experiment consisted of three cognitive tasks paired with irritable stimuli, all done while undergoing heart rate (HR) measurements. Results: The mean length of time participants slept throughout the study was 7.70 hours, which was higher than initially expected. Significant increases seen in HR during periods of the Insoluble Puzzle task possibly indicate duration, perceived reward blocking, and participant expectation can play a significant role in inducing irritability when sleep deprived (p = .014 and p = .045). Conclusions: These findings indicate that exposure to an irritating stimulus can have a physiological impact on a sleep-deprived individual. Importantly, this study is also practically applicable to other researchers as it presents a research model that serves as a guideline for future research on irritability and its neighboring concepts.reviewedacceptedVersio
Final Report of the DFG-funded project "Teachers and the Covid 19 pandemic – Identifying individual and school factors that predict successful professional adaptation (TeaCop)"
No full textThe TeaCop study examined the experience and behavior of teachers during the pandemic. The starting point is a theoretical model that conceptualizes knowledge, beliefs, motivation and self-regulation as aspects of professional competence. The guiding assumption was that these aspects, in interaction with job-unspecific prerequisites and contextual characteristics, determine professional behavior and experience and can thus explain differences in professional coping with the pandemic. The project investigated two aspects of coping, teachers’ well-being and the quality with which they arranged distance learning.
The study builds on an existing longitudinal study in which a sample of 271 mathematics teachers was last surveyed in summer 2019 and for which extensive information from previous surveys was available. The supplementary TeaCop study comprised two additional measurement points in spring 2021 and 2022. In addition to questionnaires, we also collected samples of teachers' work, i.e., teaching materials which were assessed in terms of their quality using a newly developed coding scheme.
The results show that the pandemic has had a significant impact on teachers. The 2021 survey shows serious drops in well-being compared to 2019, without recovery in the summer of 2022. These fluctuations are many times greater than previous changes in well-being, e.g., in the typically very stressful period of the induction phase. Questionnaires and material analyses demonstrate a low quality in distance learning, with conventional approaches (e.g., worksheets) and very little interactivity predominating. The teaching offered little constructive support and little cognitive activation. However, there were substantial differences between teach-ers in terms of both well-being and teaching quality. Aspects of professional competence (e.g., self-efficacy, constructivist beliefs and technical-pedagogical knowledge), general prerequisites (e.g., family stress, openness) and the school context (e.g., technical resources, cooperation) explain differences between teachers.
The analyses of the data have not yet been completed and will be combined with the analyses of the overall project. Overall, the results impressively demonstrate the high level of stress that the pandemic has placed on teachers. However, they also show that a substantial proportion of the teachers surveyed were able to cope with the challenges competently. In line with the theoretical assumptions, it becomes clear that, beyond the material and social support at schools, teachers' individual characteristics, and in particular their professional knowledge and beliefs, are important resources for successfully practicing their profession in challenging times. (DFG number 470251387)DFG-funded project - DFG number 470251387unknow
KLARpsy-Text: Hängt Kreativität mit Bildung, Einkommen und Wohnsituation zusammen?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Hängt Kreativität mit Bildung, Einkommen und Wohnsituation zusammen?”. Er wurde von Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Als testlesende Person war E. Springer beteiligt. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Der sozioökonomische Status einer Person hängt mit vielen wichtigen Eigenschaften zusammen. Beispielsweise schneiden Personen, die aus einer wohlhabenderen Familie kommen, im Durchschnitt besser in Intelligenztests ab. Ein möglicher Grund ist der bessere Zugang zu Bildung und kulturellen Einrichtungen. Ob und wie der sozioökonomische Status auch mit Kreativität zusammenhängt, ist bisher unklar. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: Hängt der sozioökonomische Status einer Person mit ihrer Kreativität zusammen? Macht es einen Unterschied, welche Teilmerkmale des sozioökonomischen Status und der Kreativität gemessen wurden? Je besser ihr sozioökonomischer Status, also Bildung, Einkommen und Wohnsituation, desto kreativer sind Menschen im Durchschnitt.https://klarpsy.de/hintergrundunknownunknow
Supplementary Material for: An Implicit Measure of Surrender to God: Validation and Relation with Addiction among Christian Patients
No full textSpiritual recovery programs for addiction often advocate Surrender to God (StG) as an essential element in recovery. However, the assessment of StG is generally limited to explicit questionnaires, which have methodological and theoretical limitations. This study tested an Implicit Association Task (IAT) related to StG in patients with substance use disorder (N = 210) during clinical treatment. Therefore, an implicit measure of StG could be assessed that places less emphasis on self-report and reflective processes. Results provided initial test validity by demonstrating group differences (Christian vs. Non-religious), associations with more explicit StG, religiosity, meaning in life, and lower levels of craving. Combining the implicit and explicit assessments of StG improved the prediction of meaning in life and private religious activities. This study provides initial support for the use of the surrender-IAT for addiction and health research.Supplementary Material with descriptions of pilot studies, additional tables, and (stimulus) materialunknownunknow
Assessing critical thinking in young children: Development and validation of the Critical Thinking Assessment for Children [Author Accepted Manuscript]
No full textIn today’s media-saturated environment, young children are increasingly exposed to diverse and sometimes conflicting information. Developing critical thinking skills early is essential for evaluating, interpreting, and making informed judgments. To address this need, we developed and validated the Critical Thinking Assessment for Children (CTAC), an instrument designed to systematically measure critical thinking abilities in primary school learners.
Given the multidimensional nature of critical thinking, item generation followed a rigorous process involving expert evaluation and pilot testing. An initial pilot study with 72 Italian children aged 6 to 8 years led to a refined 22-item version, selected based on item discrimination indices. Study 1 examined the psychometric properties of the CTAC in a sample of 112 children (M = 7.43, SD = 1.12) across different grades. Results from an exploratory factor analysis identified a three-factor structure: Open-Minded Inquiry, Media Literacy and Critical Analysis, and Contradiction Recognition and Critical Awareness. Study 2 validated this structure in a larger sample of 356 children (M = 8.45, SD = 1.20), incorporating concurrent validity measures, including Raven’s Coloured Progressive Matrices and teacher-reported academic performance.
Results from a confirmatory factor analysis supported the robustness of a second-order three-factor model. The findings indicate that the CTAC is a reliable and valid tool for assessing critical thinking within the Italian primary school context. Its application can provide educators and researchers with insights into early cognitive development and serve as a foundation for designing targeted educational interventions. Future studies should examine its longitudinal sensitivity and evaluate its adaptability across different cultural and linguistic contexts.reviewedacceptedVersio
Verfahrensdokumentation für PMERQ: German Version of the Process Model of Emotion Regulation Questionnaire
No full textDie deutsche Adaptation des PMERQ misst individuelle Unterschiede in der Emotionsregulation bei Erwachsenen entlang aller fünf Phasen des Prozessmodells von Gross (2015) zur Emotionsentstehung (Situationsselektion, Situationsmodifikation, Aufmerksamkeitssteuerung, kognitive Veränderung und Reaktionsmodulation) anhand von 45 Items, die 10 Subskalen umfassen. Reliabilität: Die internen Konsistenzen nach McDonalds Omega variieren zwischen ω = .76 und ω = .92. Validität: Konvergente und diskriminante Validität sowie die angenommene Faktorenstruktur konnte nachgewiesen werden. Es zeigten sich jedoch Einschränkungen bezüglich der Messinvarianz über Altersgruppen und Geschlechter hinweg.The German adaptation of the PMERQ measures individual differences in emotion regulation in adults across all five phases of Gross's (2015) process model of emotion formation (situation selection, situation modification, attention control, cognitive change, and response modulation) using 45 items comprising 10 subscales. Reliability: Internal consistencies according to McDonald's omega vary between ω = .76 and ω = .92. Validity: Convergent and discriminant validity as well as the assumed factor structure could be demonstrated. However, limitations were found with regard to measurement invariance across age groups and genders.reviewedpublishedVersio
The Status Quo of FAIR Data Sharing in Psychology
No full textData sharing is paramount for reproducible science, yet few studies have examined whether shared data meet FAIR (findable, accessible, interoperable, reusable) principles, often relying on small journal samples. Hence, we conducted a comprehensive analysis of 11,384 psychology datasets (2013–2024) indexed in PsycInfo and PSYNDEX, assessing FAIRness with the F-UJI tool. While data sharing has increased, FAIRness remained limited: datasets were generally findable and interoperable but less accessible and reusable. FAIRness varied mainly by repository, but not substantially by year, subfield, journal, or author characteristics. Higher reusability was linked to increased citation rates. Compared with F-UJI, humans rated datasets higher for accessibility but lower for interoperability and reusability. To improve data FAIRness, we provide a brief checklist for editors and reviewers that adds practical guidance beyond F-UJI. Finally, we highlight the value of coordinated efforts by repositories, authors, and journals.notReviewedothe