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Gender Differences in Emotional Sharing: Be Explained by Role of Traditional Masculinity/Femininity
No full textPrior research has shown that men, compared to women, were less inclined to talk about their emotions than women (Aukett et al., 1988; Kashdan et al., 2009; Winterheld, 2016)In this study, we considered gender self-concept: femininity and masculinity, as one of the explainations of gender differences in emotional sharing.
We tested distress disclosure, femininity and masculinity in two large sample size, with 1503 participants in Study 1, and 1645 participants in Study 2. We want to investigate whether men and women show differences inemotional sharing, and this difference can be explained by gender self-concept - masculinity/femininity
A psychological approach on NEET (Not in Employment, Education or Training) Youth: A Scoping Review Protocol
No full textYouth aged 20-34 who are not employed, studying or in training have become a major political and social problem due to the overwhelming individual, psychological and socio-economic impact of their (NEET) status. In 2021, around 13.1% youngsters were identified as NEET within the European Union. Despite being a recent phenomenon, research on NEET youth has raised interest in different disciplinary areas, namely psychology. Understanding the NEET youth's psychological characteristics has been acknowledged as essential and crucial to adopting appropriate strategies and positive intervention programmes.
This mapping review aims to provide a comprehensive understanding of the NEET psychological characteristics by identifying, assessing, and interpreting the current state of scientific knowledge, regarding perceived stress, quality of life, perceived social support, resilience, internalizing and externalizing behaviour problems. Research questions that have already been raised, characteristics of study samples, methodologies used, and main findings will be reviewed herein. The proposed mapping review will be performed in accordance with the JBI methodology for scoping reviews. It will cover empirical studies that explore psychological variables on NEET youth behaviours, cognitions, and emotions. The inclusion criterion specifies studies published from 2013 onwards (as it marked the appearance of the youth guarantee and defines the change in social policies) and which include the defined psychological variables onwards. The Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) will guide the search strategy. This mapping review will help psychologically characterize the NEET population, define new lines of research, and identify unexplored questions
Open research practices required or incentivised by UK health research funders
No full textInformation about what open research practices are suggested, incentivised or required from health researchers by the UK funders liste
Experienced weight stigma changes following bariatric surgery: A systematic review and meta-analysis
No full textA meta-analysis will be conducted examining stigma and weight change among pre- and post-bariatric surgical patients. More specifically, this project will examine the associations between externalized weight stigma and physical health (e.g., BMI) in bariatric surgery candidates and those who have undergone the procedure. We plan to examine these correlates in a longitudinal study design
Is More Really Merrier: Study 2 Pilot (student sample) Amendment
No full textThis pre registration was initially called "Zoom Fatigue Study 3 (Vignette) - Amendment." This is an amendment to the Zoom Fatigue Study 3 (Vignette) preregistration
Exp 2: Extension to 'either'
No full textRegistration for a study on children's understanding of the quantifier "either
Uncovering Hidden Interpersonal Framings in Dark Triad Items: An In-Depth Analysis of Framing-Specificity Across Different Interpersonal Contexts
No full textWe (1) examine how consistent (and specific) generic Dark Triad item scores are regarding four contextualized variants (four interpersonal contexts: family, friends, colleagues, strangers) and (2) describe patterns of consistency (and specificity) across traits and contexts
KiVa (Kiusaamista Vastaan) Primary School Anti-bullying Program in Czech Republic: Evaluation of Effectiveness and Fidelity (Preregistration Protocol)
No full textSchool bullying in the Czech Republic is a prevalent issue with important consequences for mental health and social adjustment of students (Svoboda, Boháčová, & Kubíková, 2019). Bullying has been defined as a subtype of aggressive behavior characterized by power imbalance and repetition and understood as a group phenomenon with an influential role of bystanders who may either passively observe the incident, support the perpetrator, or defend the victim (Salmivalli et al., 1996). Mental health problems derived from the bullying experience could last for years after the bullying was conducted. Being victimized is connected to depression and social isolation (Barchia & Bussey, 2010), worsened academic performance (Espelage et al., 2013), and other negative outcomes (cf. meta-analysis from Hawker & Boulton, 2000). A related phenomenon to bullying is a cyberbullying. Except of the common and shared features with regular bullying, the cyberbullying could be characterized of some unique aspects: possibility to harm in easier, more accessible, and anonymous ways any time during the day (Vaillancourt et al., 2017).
Cross-sectional studies of bullying in the Czech Republic indicated various prevalence of bullying. Blahutková and Charvát (2008) found that the prevalence of repeated bullying was up to 17%, whereas Svoboda et al. (2019) reported in the sample of 1350 7th and 9th grade class students even 37.9% when asked about bullying frequency “during the last year”. The prevalence varied with bullying type with prevalence of physical bullying of 11.5%, material bullying of 17.3%, threatening of 12.5%, and verbal bullying of 26.1% (Svoboda, Boháčová, & Kubíková, 2019). The comparison of various bullying prevalence studies presented in Janošová, Kollerová, and Zábrodská (2014) resulted in the average prevalence from 9.4% to 11.4% (the differences in the reported bullying prevalence were associated with inherent differences in samples, designs and measurement methods within included studies. The average prevalence stems from a comparison of studies and we tend to give in more credit than single cross-sectional studies).
Several types of anti-bullying Interventions could be identified in the research literature. Usually, the intervention programs are divided according to a certain criteria into, e.g. (1) universal (prevention, targeting all students) or indicated (targeting students at risk or already participating students in indicated bullying; Mrazek & Haggerty, 1994); (2) whole-school approach (multiple levels within school environment, Gevers & Flisher, 2012) or discrete approach (particular level or aspect of school – e.g., only students); (3) comprehensive focus (broad range of risk behaviors) and specific focus (particular problem).
The present study will be the first study aiming to adopt Finnish KiVa (Kiusaamista Vastaan) program into Czech language and culture in an evidence-based way. In the Czech Republic there is no other cluster randomized controlled trial (RCT) designed to investigate the effectiveness of any anti-bullying program in general (as far as we know). The KiVa program was developed and evaluated (Salmivalli, Kärnä, & Poskiparta, 2011) as the complex approach to prevent bullying using whole-school techniques such as universal and indicated actions. The whole-school perspective is multi-layered into individual (pupils), class, and school levels (Smith et al., 2004). Bullying is perceived as a systemic problem in KiVa. Universal actions include 10 preventive lessons (duration 90 minutes/month) containing discussions, videos, or group and dyadic tasks. Other universal elements include an online game against bullying, visible KiVa symbols in the public space of schools (vests, posters, badges etc.). Indicated actions are interventions used when a bullying situation actually occurs at the given school (could be confrontational or non-confrontational).
KiVa has been already evaluated in Finland, Chile, UK, South Africa, Netherlands, US, Greece, Estonia, New Zealand, and Italy. Even though not all of these evaluations have been officially published, the evidence, especially in Finland, was very promising. The present study aims to provide pilot evaluation of KiVa in the context of Czech Republic.
This project aims: (1) to translate and adapt KiVa anti-bullying program into Czech language in a culturally appropriate way (including KiVa measurement tools); (2) to investigate the efficacy and mechanisms of KiVa program in the sample of primary schools in Czech Republic using cluster RCT design with two arms: KiVa intervention group and Wait-list control group; (3) to measure the fidelity of the program implementation and to disclose potential barriers or harms and facilitators to implementation using focus groups and in depth interviews
Pre-Data Collection Registration for Minimal Group Procedures and Outcomes
No full textThis pre-registration includes methods, analysis plan, and hypotheses for our project, Minimal Group Procedures and Outcomes. The planned research will produce the first adequately powered within-study comparison of minimal group induction procedures across multiple outcome measures. Analyses will compare MGP inductions and methodological features across measures of discrimination and implicit and explicit evaluation and identification. Results will reveal how common variations in the MGP affect a range of outcomes and the relationships among them
Efficacy of “third wave” cognitive-behavioural therapies for somatoform disorders and associated functional somatic syndromes in adults: a meta-analysis
No full textThis meta-analysis seeks to examine the efficacy of third-wave cognitive behaviour therapy interventions (namely ACT, MBSR, and MBCT) for somatoform disorders and functional somatic syndromes (namely fibromyalgia, irritable bowel syndrome and chronic fatigue syndrome) in adults compared with inactive and non-specific control groups