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Liu L, Li F, Gu X, Jiao R. Effect of Parent-Initiated Support on Career Calling Among Chinese Kindergarten Teachers: Basic Psychological Need Satisfaction as Mediator. Psychol Res Behav Manag 2024; 17:2941-2952. [PMID: 39129791 PMCID: PMC11317052 DOI: 10.2147/prbm.s472779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2024] [Accepted: 07/31/2024] [Indexed: 08/13/2024] Open
Abstract
Purpose Possessing a calling to teach is a core and essential quality of good kindergarten teachers, and it is critical to explore which factors positively impact kindergarten teachers' career calling. Developing a career calling is a meaning-making process that can be influenced by the actions of others in the workplace. During the frequent parent-teacher interactions, parent-initiated support may serve as significant interpersonal cues for kindergarten teachers in developing their career calling. Thus, the present study examined the effect of parent-initiated support on kindergarten teachers' career calling. Further, we investigated the multiple mediating roles of global and specific basic psychological need satisfaction based on the self-determination theory (SDT). Methods Cross-sectional data were collected from 629 kindergarten teachers in China and analyzed using Mplus 8.3 software and the Process 3.5 macro of SPSS 26.0 software. Before testing the hypothesis, we used Mplus 8.3 to save factor scores from the Bifactor model of basic psychological need satisfaction and two uni-dimensional models of parent-initiated support and career calling. Subsequently, using the Process 3.5 macro within SPSS 26.0 software, we conducted path analysis to examine the total and mediating effects between parent-initiated support and kindergarten teachers' career calling. Results The results revealed a positive effect of parent-initiated support on teachers' career calling. Teachers' global and specific competence need satisfaction partially mediated this positive effect, while the mediating effects of teachers' specific autonomy and relatedness need satisfaction were non-significant. Conclusion These findings suggest that parent-initiated support is an important job resource for kindergarten teachers' development of career calling. In addition to satisfying global psychological needs, satisfying specific needs (eg, competence need) provides additional benefits to kindergarten teachers' experience of career calling.
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Affiliation(s)
- Lili Liu
- School of Education, Changchun Normal University, Changchun, Jilin, People’s Republic of China
| | - Feifei Li
- College of Education, Wenzhou University, Wenzhou, Zhejiang, People’s Republic of China
- Center for Psychological and Behavioral Research, Wenzhou University, Wenzhou, Zhejiang, People’s Republic of China
| | - Xinyu Gu
- College of Education, Wenzhou University, Wenzhou, Zhejiang, People’s Republic of China
- Center for Psychological and Behavioral Research, Wenzhou University, Wenzhou, Zhejiang, People’s Republic of China
| | - Runkai Jiao
- School of Psychology, Northeast Normal University, Changchun, Jilin, People’s Republic of China
- National Training Center for Kindergarten Principals, Ministry of Education, Changchun, Jilin, People’s Republic of China
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Huyghebaert-Zouaghi T, Ntoumanis N, Thomas J, Badré S, Berjot S. Rethinking students' psychological need states: The unique role of need unfulfilment to understanding ill-being in academic settings. Stress Health 2024; 40:e3379. [PMID: 38319884 DOI: 10.1002/smi.3379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 01/08/2024] [Accepted: 01/21/2024] [Indexed: 02/08/2024]
Abstract
Prior research has shown that students face various stressors which can affect their psychological health. The present study examines the role of students' psychological need states in explaining their burnout and dropout intentions. More precisely, relying on recent findings from Self-Determination Theory research, we examined whether students' psychological need unfulfilment could contribute to explain their ill-being over and above need satisfaction and frustration. To this end, we also tested the validity of a tripartite instrument allowing to assess these need states in academic settings (Psychological Need States in Education-Scale [PNSE-S]). A study was conducted among two samples of high school (N = 473; Sample 1) and college (N = 1143; Sample 2) students. Results supported the construct validity of the 35-item PNSE-S in both samples by showing that students' relatedness, autonomy, and competence unfulfilment can be modelled as distinct need states alongside the frustration and satisfaction of those three needs. Moreover, these different need states displayed a well-differentiated pattern of associations with various facets of student burnout and with dropout intentions. Results also showed the critical role of psychological need unfulfilment in explaining students' ill-being.
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Affiliation(s)
| | - Nikos Ntoumanis
- Danish Center for Motivation and Behaviour Change, University of Southern Denmark, Odense, Denmark
- Norwegian School of Sport Sciences, Oslo, Norway
| | - Jérémy Thomas
- C2S, Université de Reims Champagne Ardenne, Reims, France
| | - Simon Badré
- C2S, Université de Reims Champagne Ardenne, Reims, France
- Centre d'Information et d'Orientation (CIO) de Reims, Reims, France
| | - Sophie Berjot
- C2S, Université de Reims Champagne Ardenne, Reims, France
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Held T, Mejeh M. Students' motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon 2024; 10:e29526. [PMID: 38681646 PMCID: PMC11046111 DOI: 10.1016/j.heliyon.2024.e29526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 04/08/2024] [Accepted: 04/09/2024] [Indexed: 05/01/2024] Open
Abstract
Motivation is central for successful learning processes and lifelong learning. In the present study, the motivational development of vocational students in a learning environment promoting self-regulated learning (SRL) was examined in comparison to a control group with regular, teacher-centered instruction. The first aim was to examine the development of the dispositional and situational motivation of vocational students. The second aim was to gain a deeper understanding of the students' motivational experiences and the factors of the learning environment that promote and impede motivation. For this purpose, a mixed-methods design was applied. Through multilevel analysis, we investigated the development of dispositional motivation between the beginning and the end of the first year of vocational education (N = 159), as well as the development of situational motivation over the first 14 weeks using weekly motivation measures (N = 119). In addition, we interviewed 19 students from the SRL-promoting and regular school settings. The quantitative results revealed significant changes in dispositional and situational motivation over time. The qualitative results showed that the three basic psychological needs (relatedness, competence, and autonomy) were central determinants of the students' motivation in both learning environments-albeit to varying extents. Overall, the SRL-promoting learning environment has positive effects on student motivation, but interindividual differences must be considered. Moreover, the results shed light on the coexistence of different motivation regulations within students and interindividual differences in the interpretation of the satisfaction of the three basic psychological needs.
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Affiliation(s)
- Tanja Held
- School of Education, Liverpool John Moores University, United Kingdom
- Department of Research in School and Learning, Institute of Educational Science, University of Bern, Switzerland
| | - Mathias Mejeh
- Zurich University of Teacher Education, Zurich, Switzerland
- Department of Research in School and Learning, Institute of Educational Science, University of Bern, Switzerland
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Sette S, Pecora G, Laghi F, Coplan RJ. Motivations for Social Withdrawal, Mental Health, and Well-Being in Emerging Adulthood: A Person-Oriented Approach. Behav Sci (Basel) 2023; 13:977. [PMID: 38131832 PMCID: PMC10740958 DOI: 10.3390/bs13120977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Revised: 11/17/2023] [Accepted: 11/20/2023] [Indexed: 12/23/2023] Open
Abstract
Emerging adults seek solitude because of different underlying motivational and emotional processes. The current short-term longitudinal study aimed to: (1) identify subgroups of socially withdrawn emerging adults characterized by different motivations for solitude (shyness, unsociability, social avoidance) and affect (positive, negative); and (2) compare these subgroups in terms of indices of internalizing difficulties and life-satisfaction. Participants were N = 348 university students (Mage = 21.85 years, SD = 3.84) from Italy, who completed online questionnaires at two-time points separated by three months. Results from a latent profile analysis (LPA) suggested three distinct subgroups characterized by different social withdrawal motivations (i.e., shy, unsociable, and socially avoidant), as well as a non-withdrawn subgroup (characterized by low social withdrawal motivations, low negative affect, and high positive affect). Among the results, the socially avoidant subgroup reported the highest levels of social anxiety, whereas the avoidant and shy subgroups reported the highest loneliness and lowest life satisfaction. The unsociable subgroup appeared to be the most well-adjusted subgroup of socially withdrawn emerging adults and reported similar levels of life satisfaction as the non-withdrawn subgroup. Our findings confirmed the heterogeneity of emerging adults' experiences of solitude, with different motivations for social withdrawal appearing to confer a differential risk for maladjustment.
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Affiliation(s)
- Stefania Sette
- Department of Developmental and Social Psychology, Sapienza University of Rome, 00185 Rome, Italy; (G.P.); (F.L.)
| | - Giulia Pecora
- Department of Developmental and Social Psychology, Sapienza University of Rome, 00185 Rome, Italy; (G.P.); (F.L.)
| | - Fiorenzo Laghi
- Department of Developmental and Social Psychology, Sapienza University of Rome, 00185 Rome, Italy; (G.P.); (F.L.)
| | - Robert J. Coplan
- Department of Psychology, Carleton University, Ottawa, ON K1S 5B6, Canada;
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Fernet C, Morin AJS, Mueller MB, Gillet N, Austin S. Psychological need satisfaction across work and personal life: an empirical test of a comprehensive typology. Front Psychol 2023; 14:1216450. [PMID: 37744584 PMCID: PMC10512304 DOI: 10.3389/fpsyg.2023.1216450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 08/17/2023] [Indexed: 09/26/2023] Open
Abstract
Introduction A comprehensive typology of the satisfaction of psychological needs at work and in personal life was developed and tested. The typology proposes five scenarios (Enriched, Middling, Impoverished, Work-Fulfilled, and Personal Life-Fulfilled) accounting for various profiles of employees showing distinct configurations of global and specific levels of need satisfaction at work and in personal life. Methods The scenarios were tested in a sample of 1,024 employees. Results Using latent profile analysis, five profiles were identified that were consistent with four or the five scenarios, either aligned (Globally Satisfied, Globally Unsatisfied) or misaligned (Globally Satisfied at Work with High Relatedness, Globally Satisfied in Personal Life with High Autonomy, and Globally Satisfied in Personal Life with Low Autonomy) across domains. No profile corresponding to the Middling scenario was observed. Discussion The results indicate that perceived job and individual characteristics predicted membership in distinct profiles. More importantly, unlike the profile Globally Unsatisfied, the profile Globally Satisfied contributed substantially to higher well-being (vitality and lower psychological distress), and to more favorable job attitudes (job satisfaction and lower turnover intentions) and behaviors (self-rated job performance and lower absenteeism, presenteeism, and work injuries). Furthermore, two of the misaligned profiles were also substantially associated with highly desirable outcome levels.
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Affiliation(s)
- Claude Fernet
- Département de gestion des ressources humaines, École de Gestion, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
| | - Alexandre J. S. Morin
- Department of Psychology, Substantive-Methodological Synergy Research Laboratory, Concordia University, Montreal, QC, Canada
| | - Marcus B. Mueller
- Department of Management, Jack Welch College of Business and Technology, Sacred Hearth University, Luxembourg, Luxembourg
| | - Nicolas Gillet
- Institut Universitaire de France, Paris, France
- Département de psychologie, Université de Tours, Tours, France
| | - Stéphanie Austin
- Département de gestion des ressources humaines, École de Gestion, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
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Gilbert W, Bureau JS, Poellhuber B, Guay F. Educational contexts that nurture students' psychological needs predict low distress and healthy lifestyle through facilitated self-control. CURRENT PSYCHOLOGY 2022; 42:1-21. [PMID: 36468166 PMCID: PMC9684939 DOI: 10.1007/s12144-022-04019-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/04/2022] [Indexed: 11/24/2022]
Abstract
Psychological distress and unhealthy lifestyle behaviors are highly prevalent among undergraduate students. Importantly, numerous longitudinal studies show that these phenomena rise significantly during the first months of college and remain high thereafter. However, research identifying theory-driven mechanisms to explain these phenomena is lacking. Using two complementary statistical approaches (person- and variable-centered), this study assesses basic psychological needs (BPNs) and self-control as possible explanatory factors underlying the association between student's educational experience and multiple health-related outcomes. A total of 2450 Canadian undergraduates participated in this study study involving two time points (12 months apart; NTime1 = 1783; NTime2 = 1053), of which 386 participated at both measurement occasions. First, results from person-centered analyses (i.e., latent profile and transition analyses) revealed three profiles of need-satisfaction and frustration in students that were replicated at both time points. Need-supportive conditions within college generally predicted membership in the most adaptive profile. In turn, more adaptive profiles predicted higher self-control, lower levels of psychological distress (anxiety, depression), and healthier lifestyle behaviors (physical activity, fruit and vegetable consumption). Second, results from variable-centered analyses (i.e., structural equation modeling) showed that the association between students' BPNs and health-related outcomes was mediated by self-control. In other words, high need satisfaction and low need frustration were associated with higher self-regulatory performance at Time 1, which in turn predicted a more adaptive functioning at Time 2. Overall, these findings help clarify the mechanisms underlying the association between college educational climate and students' health-related functioning. Supplementary Information The online version contains supplementary material available at 10.1007/s12144-022-04019-5.
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Affiliation(s)
| | - Julien S. Bureau
- Department of Educational Fundamentals and Practices, Université Laval, 2320 Rue Des Bibliothèques, Quebec City, QC G1V 0A6 Canada
| | - Bruno Poellhuber
- Department of Psychopedagogy and Andragogy, Université de Montréal, Montréal, QC Canada
| | - Frédéric Guay
- Department of Educational Fundamentals and Practices, Université Laval, 2320 Rue Des Bibliothèques, Quebec City, QC G1V 0A6 Canada
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On the global and specific nature of psychological need satisfaction and work motivation in predicting employees' wellbeing: a self-determination theory perspective. JOURNAL OF MANAGEMENT & ORGANIZATION 2022. [DOI: 10.1017/jmo.2022.76] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Abstract
Using data from 708 French-Canadian nurses, the present study relies on self-determination theory (SDT) and its proposed motivation mediation model to examine the associations between need satisfaction, work motivation, and various manifestations of psychological wellbeing (work satisfaction, emotional exhaustion, and turnover intentions). To increase the precision and accuracy of these analyses, we relied on analytic approaches that explicitly account for the dual global/specific nature of both work motivation and need satisfaction. Results revealed that nurses' global psychological need satisfaction, and their specific autonomy and competence satisfaction, were positively associated with their global self-determined work motivation and specific intrinsic motivation. In turn, global self-determined work motivation and specific intrinsic motivation were associated with more desirable outcome levels. Nurses' global need satisfaction and specific autonomy satisfaction were also directly associated with more desirable outcome levels. Our results provided support for a partially mediated version of SDT's motivation mediation model.
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Jungert T, Gradito Dubord M, Högberg M, Forest J. Can managers be trained to further support their employees' basic needs and work engagement: A manager training program study. INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT 2022. [DOI: 10.1111/ijtd.12267] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
| | | | | | - Jacques Forest
- École des sciences de la gestion Université du Québec à Montréal (UQAM) Montréal Québec Canada
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Lohbeck A, Tóth-Király I, Morin AJ. Disentangling the Associations of Academic Motivation with Self-Concept and Academic Achievement using the Bifactor Exploratory Structural Equation Modeling Framework. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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10
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Zheng S, Yao M, Zhang L, Li J, Xing H. Does Basic Psychological Need Satisfaction Matter to College Students' Sustained Volunteering? A Mixed-Methods Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413229. [PMID: 34948843 PMCID: PMC8701654 DOI: 10.3390/ijerph182413229] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Revised: 12/11/2021] [Accepted: 12/14/2021] [Indexed: 12/20/2022]
Abstract
Based on the self-determination theory (SDT), this study used a mixed-methods (i.e., quantitative and qualitative approaches) design to explore the role of basic psychological need satisfaction (BPNS) played in sustained volunteering. Quantitative analysis of 803 college student volunteers revealed that competence and relatedness need satisfaction had significant associations with sustained volunteering, while autonomy need satisfaction did not. Furthermore, latent profile analyses identified five profiles of BPNS: low (Profile 1), relatively low (Profile 2), moderate (Profile 3), low autonomy-high competence and relatedness (Profile 4), and high (Profile 5). Volunteers in Profile 4 and Profile 5 reported higher sustained volunteering than those in other profiles. Subsequent qualitative synthesis of interview data from 33 college student volunteers found that competence need satisfaction (45.58%) was mentioned most frequently among the factors promoting sustained volunteering, then followed by relatedness (27.43%) and autonomy need satisfaction (11.06%). These findings highlight the important role of BPNS, especially competence and relatedness need satisfaction, in promoting college students' long-term volunteering.
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Affiliation(s)
| | - Meilin Yao
- Correspondence: ; Tel.: +86-10-5880-5143
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11
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Workaholism and work engagement: An examination of their psychometric multidimensionality and relations with employees’ functioning. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01820-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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12
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A longitudinal examination of nurses’ need satisfaction profiles: A latent transition analysis. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00972-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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13
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Tóth‐Király I, Morin AJ, Bőthe B, Rigó A, Orosz G. Toward an Improved Understanding of Work Motivation Profiles. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2020. [DOI: 10.1111/apps.12256] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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Tóth-Király I, Amoura C, Bőthe B, Orosz G, Rigó A. Predictors and outcomes of core and peripheral sport motivation profiles: A person-centered study. J Sports Sci 2020; 38:897-909. [PMID: 32156190 DOI: 10.1080/02640414.2020.1736765] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
While previous studies highlighted the importance of the different motivations for doing sports as proposed by self-determination theory, less emphasis has been put on the simultaneous presence of multiple motivations within the same individual. Therefore, the present study aimed to investigate the complex interaction of sport motivations and to identify core (common) and peripheral (uncommon) profiles of people engaged in sports based on a combination of motivations. To achieve this goal, latent profile analysis, a person-centered approach, was performed on responses from 506 participants engaged in sports. For better understanding the extracted profiles, basic psychological need fulfillment was included as profile predictor, while subjective vitality and various engagement-related indicators as outcomes. Four core and peripheral profiles were identified: Moderately Motivated, Highly Motivated, Amotivated, and Poorly Motivated. Contrary to theory, introjected regulation clustered more closely with self-determined motivations. Profile membership was significantly predicted by global need fulfillment, autonomy satisfaction as well as, to a smaller extent, autonomy, relatedness, and competence frustration. The four profiles differed along vitality and some, but not all, engagement-related outcomes.
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Affiliation(s)
- István Tóth-Király
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada.,Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | | | - Beáta Bőthe
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Département de Psychologie, Université de Montréal, Montreal, Canada
| | - Gábor Orosz
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Department of Psychology, Stanford University, Stanford, CA, USA
| | - Adrien Rigó
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
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