Helmholtz Centre Potsdam - GFZ German Research Centre for Geosciences
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Exp. 3: Emotion responses following failed goal-directed actions
No full textIn Experiment 3, we ask whether infants have expectations about emotion responses following failed goal-directed actions as the result of an additional obstacle
Designing a better method of allocation of law enforcement revenues: An experimental study
No full textSocial Comparison and Self-esteem: The moderating role of Attachment Anxiety
No full textESRC funded research investigating attachment anxiety as a moderator of the self-esteem effect of social compariso
Leibniz Dream: Children's comprehension of conjunctive expressions in Georgian.
No full textThis study investigates how children interpret conjunctive expressions in languages like Hungarian and Georgian, which can express conjunction using three different types of expressions: (i) only with 'Mu' particles (e.g., *... -c ... -c* in Georgian), (ii) only with 'J' particles (e.g., *... da ...* in Georgian), or (iii) with both 'Mu' and 'J' particles (e.g., *... -c da ... -c* in Georgian)
Exploring the associations between family functioning and emotion regulation: A systematic review and meta-analysis
No full textPrevious works have proposed the role of the family in shaping emotion regulation as well as how this association extends to predict outcomes like mental health (Morris et al., 2007; Suveg et al., 2010; Thompson, 2014). Current reviews on the links between family functioning and emotion regulation have focused on particular aspects of the family such as emotional expression (Bariola et al., 2011), parental factors (Petersen et al, 2017; Zimmer-Gembeck et al., 2022), attachment (Brumariu, 2015), or parent-child interactions (Rattaz, 2022). To date, no meta-analyses have looked more comprehensively into the various domains of family functioning and how they might be related to the different aspects of emotion regulation. The current review will synthesise existing evidence on the links between family functioning and emotion regulation, measure the size of their relationships, and provide commentary and analysis on the nature of their associations.
Given the dynamic processes involved in both family functioning and emotion regulation, this review will further explore the moderating variables between them. We hope to shed some light on questions such as whether or not family functioning relates to emotion regulation across developmental stages, whether some domains of family functioning (e.g. cohesion, communication, problem-solving, or relationships) are more or less strongly associated with certain aspects of emotion regulation (adaptive/maladaptive strategies and difficulties), or what roles the unique family circumstances and contexts play in these associations.
Emotion regulation is seen as a transdiagnostic factor in many mental health issues (Aldao, et al., 2016), hence, it will also be valuable to explore what role family functioning (or its domains) plays in the pathway towards mental health and well-being. Where possible, we will test the indirect effect of family functioning on variables such as mental health or wellbeing via emotion regulation
Mindfulness Training in Introductory Physics: Preregistration Plan 3
No full textThis preregistration plan describes analyses focused on examining the effect of mindfulness training on physics problem solving and psychological threat
SAÚDE MENTAL E COVID-19: O impacto da pandemia na saúde mental dos profissionais de enfermagem.
No full textO estudo trata-se de uma Revisão Integrativa da Literatura, sobre quais os impactos da pandemia da COVID-19 na saúde mental dos profissionais de enfermagem
Do positive prescriptive defending norms positively influence adolescent’s defending in school (cyber-)bullying, and does norm level (school vs. friendship-group) matter?
No full textPerceptions of social norms have a powerful role in the development of positive and negative behavior, especially in (cyber)bullying situations. Adolescents typically show pluralistic ignorance toward defending in bullying situations. This means they privately show high positive attitudes toward defending in such situations (e.g., they strongly agree that one should comfort a victim or report a bully to a teacher). However, they rarely observe their peers defending in bullying situations, and therefore tend to underestimate their similar attitudes toward defending. This may lead adolescents to misinterpret their peers’ inactions as unfavorable prescriptive defending norms, which then contributes to their own inaction and to maintaining the status-quo of low defending (Salmivalli, 2010; Juvonen & Galván, 2008).
One potential promising preventive approach to promote defending in (cyber)bullying situations may therefore be to give adolescents accurate information about prescriptive defending norms within their group (see e.g. Perkins, Craig, & Perkins, 2011). However, in order to be relevant for one’s own behavior, the source of such norm needs to be relevant to adolescents themselves (Prentice, 2012). Most studies in the context of school bullying focus on either school-level or classroom-level norms (e.g., asking adolescents how much their school- or classmates agree with positive attitudes toward defending). However, since friendships are of particular relevance to adolescents, friendship-group norms may influence adolescent’s behavior even more strongly compared to norms on the school level. To our knowledge, comparison between school-level norms influence versus friendship-group norms influence on defending has not been empirically examined yet.
The aim of the present study is first, to examine whether presenting prescriptive norms showing high agreement with defending among adolescents’ school or friendship-group leads to more defending behavioral intentions and behavior compared to non-presenting such information (control), and second – whether differences in defending behavioral intentions and behavior emerge when the source of normative influence is schoolmates or friendship-groups