Italian Children's Accounts of the Lockdown: Insights and Perspectives

COVID-19 lockdown-imposed restrictions emerged as a risk to children's well-being. However, the extant literature often ignored children's experiences, emotions, struggles, hopes, and expectations. Based on a large sample of Italian students (N = 906; mean age = 9.4 years, 48.8% female), we drew data from a post-lockdown school re-entry program where students completed narrative activities in 2020. These narratives underwent quantitative content analysis according to gender and school level. Overall, children reported mixed feelings about the lockdown; they felt safe at home but also experienced fear and missed their friends, school, and freedom. Screen-time, technology and friendships helped, but children struggled to make sense of the events. Our findings show how children attempted to make sense of the lockdown experience and may provide key information for the development of community coping programs to help children facing crises in the future.

Affective and cognitive impact of social overinclusion: a meta-analytic review of cyberball studies

Belongingness is a central biopsychosocial system. Challenges to belongingness (i.e. exclusion/ostracism) engender robust negative effects on affect and cognitions. Whether overinclusion - getting more than one's fair share of social attention - favourably impacts affect and cognitions remains an open question. This pre-registered meta-analysis includes twenty-two studies (N = 2757) examining overinclusion in the context of the Cyberball task. We found that the estimated overall effect size of overinclusion on positive affect was small but robust, and the effect on fundamental needs cognitions (belongingness, self-esteem, meaningful existence and control) was moderate in size and positive in direction. Notably, the effect sizes of overinclusion were smaller than the corresponding effects of exclusion. Finally, the effects of overinclusion on positive affect were greater for high, as compared to low, socially anxious individuals. Exploring the sequelae of the full range of inclusion experiences - from exclusion to overinclusion - may enrich our understanding of the functioning of the belongingness system as well as its interaction with another central biosocial system - the social status system.

Effect of Social Exclusion on Social Maladjustment Among Chinese Adolescents: A Moderated Mediation Model of Group Identification and Parent-Child Cohesion

Social exclusion is a covert and widespread social behavior. Different from previous studies on the role of internal and social functions in the relationship between social exclusion and maladjustment, the study aims to explore the influence of individual interaction on the individual-group relationship as well as the impact of relationship changes on adolescent social maladjustment. Based on an integration of social information processing theory and social identification theory, we analyzed the association between social exclusion and adolescents' social maladjustment, especially the mediating role of group identification and the moderating role of parent-child cohesion. Participants were 1,506 Chinese adolescents (M_age = 16.18 years, SD = 0.81). The results demonstrated that the association between social exclusion and adolescent social maladjustment was partly mediated by group identification. Parent-child cohesion was found to moderate the direct effect and first half of mediating path after splitting gender variable. Our findings expand the extant insights on how social exclusion could contribute to adolescent social maladjustment and highlight the important role of father in later adolescence development.

Trolls Without Borders: A Cross-Cultural Examination of Victim Reactions to Verbal and Silent Aggression Online

Trolling-the online exploitation of website, chat, or game mechanics at another user's expense-can and does take place all over cyberspace. It can take myriad forms, as well-some verbal, like trash-talking an opponent in a game, and some silent, like refusing to include a new player in a team effort during an in-game quest. However, despite this variety, there are few to no studies comparing the effects of these differing trolling types on victims. In addition, no study has yet taken into account users' offline cultural context and norms into the trolling victim experience. To fill this gap in the literature, the present study put participants from three culturally-distinct countries-Pakistan, Taiwan, and the Netherlands-in a simulated trolling interaction using the Cyberball game. Participants were either flamed (read: harshly insulted) or ostracized by a member of their own cultural group (ingroup) or a minority member (outgroup), and the participants' emotional responses, behavioral intentions toward the other players, and messages sent during the game were taken as indicators of their response to the trolling. Results showed that our Taiwanese sample used the most reactive aggression when trolled and our Dutch sample was the most passive. In addition, ostracism generally produced the desire to repair relationships, irrespective of cultural context, and perpetrator culture (ingroup or outgroup) only produced an effect in the behavioral intentions of our Pakistani sample. Overall, it would appear that online and offline culture interact to produce the variety of responses to trolling seen in extant literature. Additional implications for future research into computer-mediated communication and online aggression are also discussed.

Spirituality as compensation for low-quality social environments in childhood among young Kenyan men

This study explores the role of spirituality as a coping mechanism for poor social conditions in childhood, asking whether spirituality moderates poor childhood social conditions and suicide ideation, self-rated health and collective self-esteem among young Kenyan men. Measured outcomes were worse among men who recalled fewer memories of relational warmth and safety in childhood, and better among men who reported higher spirituality. Consistent with the "religion as attachment" framework, spirituality significantly moderated associations between suicide ideation, self-rated health and childhood relational warmth and safety. Contrary to expectations, the association between low childhood warmth and safety and collective self-esteem was exacerbated, rather than compensated for, by higher spirituality. We consider whether "a safe harbor" may exist for people higher in spirituality to accept and critique social arrangements, and whether such a situation might illuminate another way spirituality compensates for poor social environments.

Stress-responses to ostracism: Examining cortisol and affective reactivity to in-person and online exclusion

Ostracism is associated with poor outcomes, but it is unclear if online versus in-person ostracism elicits divergent psychological and physiological responses. Participants (N = 54) were randomly assigned to online or in-person ostracism, and provided pre- and post-ostracism measures of affect, self-esteem, self-feelings, and salivary cortisol. No significant changes in negative affect, self-esteem, or self-feelings emerged, nor were there differences by ostracism condition. Both ostracism conditions decreased positive affect (stronger online) and lowered cortisol. Extending prior work, ostracism appears to reliably decrease positive affect (especially online) but may not be threatening to the self; moreover, ostracism may reliably elicit acute cortisol declines.

Learning as an Important Privilege: A Life Span Perspective with Implications for Successful Aging

Research has demonstrated the cognitive and mental health benefits of learning new skills and content across the life span, enhancing knowledge as well as cognitive performance. We argue that the importance of this learning – which is not available equally to all – goes beyond the cognitive and mental health benefits. Learning is important for not only the maintenance, but also enhancement of functional independence in a dynamic environment, such as changes induced by the COVID-19 pandemic and technological advances. Learning difficult skills and content is a privilege because the opportunities for learning are neither guaranteed nor universal, and it requires personal and social engagement, time, motivation, and societal support. This paper highlights the importance of considering learning new skills and content as an <i>important privilege</i> across the life span and argues that this privilege becomes increasingly exclusionary as individuals age, when social and infrastructural support for learning decreases. We highlight research on the potential positive and negative impacts of retirement, when accessibility to learning opportunities may vary, and research on learning barriers due to low expectations and limited resources from poverty. We conclude that addressing barriers to lifelong learning would advance theories on life span cognitive development and raise the bar for successful aging. In doing so, our society might imagine and achieve previously unrealized gains in life span cognitive development, through late adulthood.

PILAR: A Model of Collaboration to Encapsulate Social Psychology

This article presents an iterative examination of a grounded theory of collaboration in conjunction with social psychology literature. The resulting PILAR (Prospects, Involved, Liked, Agency, Respect) model of collaboration encapsulates over 30 social and group psychology (SGP) theories, including social identity theory, social network analysis, and psychological safety. Selected works of the early 20th-century scholars Lewin, Moreno, Simmel, and Foucault resonate with the PILAR model. We considered that, in constructing a generalized model of collaboration made possible by the availability of modern SGP theory, PILAR may represent advancement toward accomplishing these early scholars’ original intent. To validate PILAR, we proposed an empirical investigation for its consistency with organizational psychology, positive psychology, and appreciative inquiry, and for testing whether learning PILAR may improve collaboration skills for individuals lacking empathy.

Doing psychological science by hand

Over the past decade, mouse-tracking in choice tasks has become a popular method across psychological science. This method exploits hand movements as a measure of multiple response activations that can be tracked continuously over hundreds of milliseconds. Whereas early mouse-tracking research focused on specific debates, researchers have realized the methodology has far broader theoretical value. This more recent work demonstrates that mouse-tracking is a widely applicable measure across the field, capable of exposing the micro-structure of real-time decisions including their component processes and millisecond-resolution time-course in ways that inform theory. In the article, recent advances in the mouse-tracking approach are described, and comparisons with the gold standard measure of reaction time and other temporally-sensitive methodologies are provided. Future directions, including mapping to neural representations with brain-imaging and ways to improve our theoretical understanding of mouse-tracking methodology, are discussed.

Reducing contingent self-worth: A defensive response to self-threats

Previous research shows that people with high self-esteem cope with threats to the self by reducing the extent to which their self-worth is contingent on the threatened domain (Buckingham, Weber, & Sypher, 2012). The present studies tested the hypothesis that this is a defensive process. In support of this hypothesis, Study 1 (N = 160), showed that self-affirmation attenuates the tendency for people with high self-esteem to reduce their contingencies of self-worth following self-threat. Furthermore, Study 2 (N = 286), showed that this tendency was more prevalent among people with defensive self-esteem than among those with secure self-esteem. The present studies imply that reducing contingent self-worth after self-threat is a defensive process. We discuss implications for theories of contingent self-worth.

It's All About the Money (For Some): Consequences of Financially Contingent Self-Worth

Financial success is an important goal, yet striving for it is often associated with negative outcomes. One reason for this paradox is that financial pressures may be tied to basing self-worth on financial success. Studies 1a to 1c developed a measure of Financial Contingency of Self-Worth (Financial CSW), and found that it predicted more financial social comparisons, financial hassles, stress, anxiety, and less autonomy. In response to a financial (vs. academic) threat, higher Financial CSW participants experienced less autonomy, perceived financial problems more negatively, and disengaged from their financial problems (Study 2). When given an opportunity to self-affirm, however, Financial CSW participants did not show diminished autonomy in response to a financial (vs. academic) threat (Study 3). Finally, participants with higher Financial CSW were less likely to make extravagant spending decisions following a financial (vs. health) threat (Study 4). Together, these studies demonstrate the many consequences of staking self-worth on financial success.

Healthy eating decisions require efficient dietary self-control in children: A mouse-tracking food decision study

Learning how to make healthy eating decisions, (i.e., resisting unhealthy foods and consuming healthy foods), enhances physical development and reduces health risks in children. Although healthy eating decisions are known to be challenging for children, the mechanisms of children's food choice processes are not fully understood. The present study recorded mouse movement trajectories while eighteen children aged 8-13 years were choosing between eating and rejecting foods. Children were inclined to choose to eat rather than to reject foods, and preferred unhealthy foods over healthy foods, implying that rejecting unhealthy foods could be a demanding choice. When children rejected unhealthy foods, mouse trajectories were characterized by large curvature toward an eating choice in the beginning, late decision shifting time toward a rejecting choice, and slowed response times. These results suggested that children exercised greater cognitive efforts with longer decision times to resist unhealthy foods, providing evidence that children require dietary self-control to make healthy eating-decisions by resisting the temptation of unhealthy foods. Developmentally, older children attempted to exercise greater cognitive efforts for consuming healthy foods than younger children, suggesting that development of dietary self-control contributes to healthy eating-decisions. The study also documents that healthy weight children with higher BMIs were more likely to choose to reject healthy foods. Overall, findings have important implications for how children make healthy eating choices and the role of dietary self-control in eating decisions.

Creative Aspirations or Pipe Dreams? Toward Understanding Creative Mortification in Children and Adolescents

What experiences influence the development of creativity in children and adolescents? One experience is the mortification of creative aspirations. Creative mortification (CM) refers to the loss of one's willingness to pursue a particular creative aspiration following a negative performance outcome. The purpose of this article is to introduce an empirically testable model of CM. Specifically, the model highlights how CM can result from interpreting a negative performance outcome through the lens of internal attributions, fixed ability beliefs, and the experience of shame. The model further posits that young people's level of aspirational commitment, the feedback they receive, and their sociocultural context can moderate their interpretations and experiences of negative performance outcomes and CM.