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Bradshaw EL, Anderson JR, Banday MAJ, Basarkod G, Daliri-Ngametua R, Ferber KA, Henry D, Ryan RM. A Quantitative Meta-Analysis and Qualitative Meta-Synthesis of Aged Care Residents' Experiences of Autonomy, Being Controlled, and Optimal Functioning. Gerontologist 2024; 64:gnad135. [PMID: 37798134 PMCID: PMC11032117 DOI: 10.1093/geront/gnad135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Indexed: 10/07/2023] Open
Abstract
BACKGROUND AND OBJECTIVES The poor mental health of adults living in aged care needs addressing. Improvements to nutrition and exercise are important, but mental health requires a psychological approach. Self-determination theory finds that autonomy is essential to wellbeing while experiences of being controlled undermine it. A review of existing quantitative data could underscore the importance of autonomy in aged care, and a review of the qualitative literature could inform ways to promote autonomy and avoid control. Testing these possibilities was the objective of this research. RESEARCH DESIGN AND METHODS We conducted a mixed-methods systematic review of studies investigating autonomy, control, and indices of optimal functioning in aged care settings. The search identified 30 eligible reports (19 quantitative, 11 qualitative), including 141 quantitative effect sizes, 84 qualitative data items, and N = 2,668. Quantitative effects were pooled using three-level meta-analytic structural equation models, and the qualitative data were meta-synthesized using a grounded theory approach. RESULTS As predicted, the meta-analysis showed a positive effect of aged care residents' autonomy and their wellness, r = 0.33 [95% CI: 0.27, 0.39], and a negative effect of control, r = -0.16 [95% CI: -0.27, -0.06]. The meta-synthesis revealed seven primary and three sub-themes describing the nuanced ways autonomy, control, and help seeking are manifest in residential aged care settings. DISCUSSION AND IMPLICATIONS The results suggest that autonomy should be supported, and unnecessary external control should be minimized in residential aged care, and we discuss ways the sector could strive for both aims.
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Affiliation(s)
- Emma L Bradshaw
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Joel R Anderson
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
- Australian Research Centre in Sex, Health and Society, La Trobe University, Bundoora, Victoria, Australia
| | - Ma A J Banday
- Faculty of Health Sciences, School of Psychology, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Geetanjali Basarkod
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Rafaan Daliri-Ngametua
- Faculty of Education and Arts, School of Education, Australian Catholic University, Banyo, Queensland, Australia
| | - Kelly A Ferber
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Dylan Henry
- Faculty of Health Sciences, School of Psychology, Australian Catholic University, Fitzroy, Victoria, Australia
| | - Richard M Ryan
- Faculty of Health Sciences, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
- Ewha Womans University, Seoul, South Korea
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Guo J, Basarkod G, Perales F, Parker PD, Marsh HW, Donald J, Dicke T, Sahdra BK, Ciarrochi J, Hu X, Lonsdale C, Sanders T, Del Pozo Cruz B. The Equality Paradox: Gender Equality Intensifies Male Advantages in Adolescent Subjective Well-Being. Pers Soc Psychol Bull 2024; 50:147-164. [PMID: 36205464 DOI: 10.1177/01461672221125619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Individuals' subjective well-being (SWB) is an important marker of development and social progress. As psychological health issues often begin during adolescence, understanding the factors that enhance SWB among adolescents is critical to devising preventive interventions. However, little is known about how institutional contexts contribute to adolescent SWB. Using Programme for International Student Assessment (PISA) 2015 and 2018 data from 78 countries (N = 941,475), we find that gender gaps in adolescents' SWB (life satisfaction, positive and negative affect) are larger in more gender-equal countries. Results paradoxically indicated that gender equality enhances boys' but not girls' SWB, suggesting that greater gender equality may facilitate social comparisons across genders. This may lead to an increased awareness of discrimination against females and consequently lower girls' SWB, diluting the overall benefits of gender equality. These findings underscore the need for researchers and policy-makers to better understand macro-level factors, beyond objective gender equality, that support girls' SWB.
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Affiliation(s)
- Jiesi Guo
- Australian Catholic University, North Sydney, New South Wales, Australia
| | | | | | - Philip D Parker
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Herbert W Marsh
- Australian Catholic University, North Sydney, New South Wales, Australia
- University of Oxford, UK
| | - James Donald
- The University of Sydney, New South Wales, Australia
| | - Theresa Dicke
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Baljinder K Sahdra
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Joseph Ciarrochi
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Xiang Hu
- Renmin University of China, Beijing, China
| | - Chris Lonsdale
- Australian Catholic University, North Sydney, New South Wales, Australia
| | - Taren Sanders
- Australian Catholic University, North Sydney, New South Wales, Australia
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Marsh HW, Dicke T, Riley P, Parker PD, Guo J, Basarkod G, Martin AJ. School principals' mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being. Appl Psychol Health Well Being 2023; 15:999-1027. [PMID: 36504371 DOI: 10.1111/aphw.12423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 11/19/2022] [Indexed: 12/14/2022]
Abstract
Schools are critical organisational settings, and school principals face extreme stress levels. However, there are few large-scale, longitudinal studies of demands and resources that drive principals' health and well-being. Using the Job Demands-Resources (JD-R) framework, we evaluated longitudinal reciprocal effects over 3 years relating to job demands, job resources (resilience), job-related outcomes (burnout and job satisfaction), and personal outcomes (happiness and physical health) for a nationally representative sample of 3683 Australian school principals. Prior demands and resources led to small changes in subsequent outcomes, beneficial effects of resources, and adverse effects of demands, particularly for job-related outcomes. Furthermore, we also found reverse-reciprocal effects, prior outcomes (burnout and job satisfaction) influencing subsequent job characteristics. However, in response to substantively and theoretically important research questions, we found no support for Yerkes-Dodson Law (nonlinear effects of demands) or Nietzsche effects and inoculation effects (that which does not kill you, makes you stronger; manageable levels of demands build resilience). Relating our study to new and evolving issues in JD-R research, we offer limitations of our research-and JD-R theory and research more generally-and directions for further research in this essentially unstudied application of JD-R to school principals' mental health and well-being.
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Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Theresa Dicke
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Phil Riley
- Research Centre for Educational Impact, Faculty of Arts and Education, Deakin University, Geelong, Victoria, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Jiesi Guo
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, 2060, Australia
| | - Andrew J Martin
- School of Education, University of New South Wales, Sydney, Australia
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Basarkod G, Marsh HW, Sahdra BK, Parker PD, Guo J, Dicke T, Lüdtke O. The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models. Assessment 2023; 30:873-890. [PMID: 35037486 DOI: 10.1177/10731911211069675] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
For results from large-scale surveys to inform policy and practice appropriately, all participants must interpret and respond to items similarly. While organizers of surveys assessing student outcomes often ensure this for achievement measures, doing so for psychological questionnaires is also critical. We demonstrate this by examining the dimensionality of reading self-concept-a crucial psychological construct for several outcomes-across reading achievement levels. We use Programme for International Student Assessment 2018 data (N = 529,966) and local structural equation models (LSEMs) to do so. Results reveal that reading self-concept dimensions (assessed through reading competence and difficulty) vary across reading achievement levels. Students with low reading achievement show differentiated responses to the two item sets (high competence-high difficulty). In contrast, students with high reading achievement have reconciled responses (high competence-low difficulty). Our results highlight the value of LSEMs in examining factor structure generalizability of constructs in large-scale surveys and call for greater cognitive testing during item development.
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Affiliation(s)
- Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Baljinder K Sahdra
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Theresa Dicke
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia
| | - Oliver Lüdtke
- The Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany
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Marsh HW, Basarkod G. Big-Fish-Little-Pond Effect. Motivation Science 2023. [DOI: 10.1093/oso/9780197662359.003.0017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Abstract
Self-concepts are based on objective accomplishments evaluated in relation to frames of reference. In the big-fish-little-pond effect (BFLPE), equally able students have lower academic self-concepts in high-average ability schools, but higher academic self-concepts in low-average ability schools. The authors of this essay note the existence of additional psychological comparison processes that influence self-concept formation, including temporal (“I am getting better”) and dimensional (“I am better at math than verbal subjects”) comparisons. By employing increasingly sophisticated theoretical and statistical models, motivation scientists have integrated multiple frame-of-reference effects into a unified framework and shown support for the universality of the BFLPE.
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Basarkod G, Marsh HW. Academic Self-Concept. Motivation Science 2023. [DOI: 10.1093/oso/9780197662359.003.0010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Abstract
Academic self-concept is a person’s perceived competence and sense of their own abilities and skills in academic subjects. In an educational setting, having a positive academic self-concept leads to improvements in a host of educational outcomes such as achievement, attainment, persistence, and course selection. Academic self-concept even predicts these outcomes after controlling for previous levels of achievement. Importantly, research has shown academic self-concept to be a stronger predictor of achievement than other motivational constructs, suggesting that it might be one of the most important motivational constructs. The importance of academic self-concept as a central motivation construct in educational settings distinguishes it from related self-belief constructs.
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Marsh HW, Reeve J, Guo J, Pekrun R, Parada RH, Parker PD, Basarkod G, Craven R, Jang HR, Dicke T, Ciarrochi J, Sahdra BK, Devine EK, Cheon SH. Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions. Perspect Psychol Sci 2022:17456916221112919. [PMID: 36239467 DOI: 10.1177/17456916221112919] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Peer victimization at school is a worldwide problem with profound implications for victims, bullies, and whole-school communities. Yet the 50-year quest to solve the problem has produced mostly disappointing results. A critical examination of current research reveals both pivotal limitations and potential solutions. Solutions include introducing psychometrically sound measures to assess the parallel components of bullying and victimization, analyzing cross-national data sets, and embracing a social-ecological perspective emphasizing the motivation of bullies, importance of bystanders, pro-defending and antibullying attitudes, classroom climate, and a multilevel perspective. These solutions have been integrated into a series of recent interventions. Teachers can be professionally trained to create a highly supportive climate that allows student-bystanders to overcome their otherwise normative tendency to reinforce bullies. Once established, this intervention-enabled classroom climate impedes bully-victim episodes. The take-home message is to work with teachers on how to develop an interpersonally supportive classroom climate at the beginning of the school year to catalyze student-bystanders' volitional internalization of pro-defending and antibullying attitudes and social norms. Recommendations for future research include studying bullying and victimization simultaneously, testing multilevel models, targeting classroom climate and bystander roles as critical intervention outcomes, and integrating school-wide and individual student interventions only after improving social norms and the school climate.
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Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Johnmarshall Reeve
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Reinhard Pekrun
- Institute for Positive Psychology and Education, Australian Catholic University
- University of Essex
| | | | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Rhonda Craven
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Hye-Ryen Jang
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Theresa Dicke
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Joseph Ciarrochi
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Baljinder K Sahdra
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Emma K Devine
- The Matilda Centre for Research in Mental Health and Substance Use, University of Sydney
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Guo J, Hu X, Elliot AJ, Marsh HW, Murayama K, Basarkod G, Parker PD, Dicke T. Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences. J Pers Soc Psychol 2022:2023-02637-001. [PMID: 36136789 DOI: 10.1037/pspp0000436] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Mastery-approach (MAP) goals, focusing on developing competence and acquiring task mastery, are posited to be the most optimal, beneficial type of achievement goal for academic and life outcomes. Although there is meta-analytic evidence supporting this finding, such evidence does not allow us to conclude that the extant MAP goal findings generalize across cultures. Meta-analyses have often suffered from overrepresentation of Western, educated, industrialized, rich, and democratic (WEIRD) samples; reliance on bivariate correlations; and lack the ability to directly control individual-level background variables. To address these limitations, this study used nationally representative data from 77 countries/regions (N = 595,444 adolescents) to examine the relations of MAP goals to four antecedents (workmastery, competitiveness, fear of failure, fixed mindset) and 16 consequences (task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive but not negative achievement motives/beliefs; (b) most strongly predictive of well-being outcomes, followed by adaptive motivation; (c) positively but consistently weakly associated with achievement-related outcomes, particularly for academic performance (β = .069); (d) negatively and weakly associated with maladaptive outcomes; and (e) uniquely predictive of various consequences, controlling for the antecedents and covariates. Further, the MAP goal predictions were generalizable across countries/regions for 13 of 16 consequences. While directions of effect sizes were slightly mixed for academic performance, perceived reading, and PISA test difficulty, the effect sizes were consistently small for most countries/regions. This generalizability points to quite strong cross-cultural support for the observed patterns. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
- Jiesi Guo
- Institute for Positive Psychology and Education
| | | | | | | | - Kou Murayama
- Hector Research Institute of Education Sciences and Psychology
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Guo J, Tang X, Marsh HW, Parker P, Basarkod G, Sahdra B, Ranta M, Salmela-Aro K. The roles of social-emotional skills in students' academic and life success: A multi-informant and multicohort perspective. J Pers Soc Psychol 2022; 124:1079-1110. [PMID: 35666915 DOI: 10.1037/pspp0000426] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Social-emotional skills have been shown to be beneficial for many important life outcomes for students. However, previous studies on the topic have suffered from many issues (e.g., consideration of only a small subset of skills, single-informant, and single-cohort design). To address these limitations, this study used a multi-informant (self, teacher, and parent) and multicohort (ages 10-15 from Finland, N = 5,533) perspective to study the association between 15 social-emotional skills and 20 educational (e.g., school grades), social (e.g., relationships with teachers), psychological health (e.g., life satisfaction), and physical health outcomes (e.g., sleep trouble). Results showed that (a) there was a modest level of interrater agreement on social-emotional skills, with the highest agreement between students and parents (mean r = .41); (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles; (c) by modeling skills at the facet level rather than at the domain level, we identified the key skills for different outcomes and found significant variation in facets' predictive utility even within the same domain; and (d) although the older cohort showed lower levels of most social-emotional skills (9/15), there were only minor changes in the interrater agreement and predictive utility on outcomes. Overall, self-control, trust, optimism, and energy were found among the four most important skills for academic and life success. We further identified the unique contribution of each skill for specific outcomes, pointing the way to effective and precise interventions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
- Jiesi Guo
- Institute for Positive Psychology and Education
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Sahdra BK, Ciarrochi J, Basarkod G, Dicke T, Guo J, Parker PD, Marsh HW. High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests. Journal of Educational Psychology 2022. [DOI: 10.1037/edu0000667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Counson I, Bartholomew A, Crawford J, Petrie K, Basarkod G, Moynihan V, Pires J, Cohen R, Glozier N, Harvey S, Sanatkar S. Development of the Shift Smartphone App to Support the Emotional Well-Being of Junior Physicians: Design of a Prototype and Results of Usability and Acceptability Testing. JMIR Form Res 2021; 5:e26370. [PMID: 34860662 PMCID: PMC8686399 DOI: 10.2196/26370] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Revised: 04/09/2021] [Accepted: 10/21/2021] [Indexed: 01/20/2023] Open
Abstract
Background Junior physicians report higher levels of psychological distress than senior doctors and report several barriers to seeking professional mental health support, including concerns about confidentiality and career progression. Mobile health (mHealth) apps may be utilized to help overcome these barriers to assist the emotional well-being of this population and encourage help-seeking. Objective This study describes the development and pilot trial of the Shift mHealth app to provide an unobtrusive avenue for junior physicians to seek information about, and help for, well-being and mental health concerns, which is sensitive to workplace settings. Methods A 4-phase iterative development process was undertaken to create the content and features of Shift involving junior physicians using the principles of user-centered design. These 4 phases were—needs assessment, on the basis of interviews with 12 junior physicians; prototype development with user experience feedback from 2 junior physicians; evaluation, consisting of a pilot trial with 22 junior physicians to assess the usability and acceptability of the initial prototype; and redesign, including user experience workshops with 51 junior physicians. Results Qualitative results informed the content and design of Shift to ensure that the app was tailored to junior physicians’ needs. The Shift app prototype contained cognitive behavioral, mindfulness, value-based actions, and psychoeducational modules, as well as a tracking function that visualized patterns of daily variations in mood and health behaviors. Pilot-testing revealed possible issues with the organization of the app content, which were addressed through a thorough restructuring and redesign of Shift with the help of junior physicians across 3 user experience workshops. Conclusions This study demonstrates the importance of ongoing end user involvement in the creation of a specialized mHealth app for a unique working population experiencing profession-specific stressors and barriers to help-seeking. The development and pilot trial of this novel Shift mHealth app are the first steps in addressing the mental health and support-seeking needs of junior physicians, although further research is required to validate its effectiveness and appropriateness on a larger scale.
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Affiliation(s)
- Isabelle Counson
- Black Dog Institute, Randwick, Australia.,School of Psychiatry, Faculty of Medicine, UNSW Sydney, Kensington, Australia
| | | | - Joanna Crawford
- Black Dog Institute, Randwick, Australia.,School of Psychiatry, Faculty of Medicine, UNSW Sydney, Kensington, Australia
| | - Katherine Petrie
- Black Dog Institute, Randwick, Australia.,School of Psychiatry, Faculty of Medicine, UNSW Sydney, Kensington, Australia
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, Australia
| | | | | | | | - Nicholas Glozier
- Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Australia
| | - Samuel Harvey
- Black Dog Institute, Randwick, Australia.,School of Psychiatry, Faculty of Medicine, UNSW Sydney, Kensington, Australia
| | - Samineh Sanatkar
- Black Dog Institute, Randwick, Australia.,School of Psychiatry, Faculty of Medicine, UNSW Sydney, Kensington, Australia
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Dicke T, Parker PD, Guo J, Basarkod G, Marsh HW, Deady M, Harvey S, Riley P. Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state? Journal of Educational Psychology 2021. [DOI: 10.1037/edu0000582] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Parker PD, Trautwein U, Marsh HW, Basarkod G, Dicke T. Development in relationship self-concept from high school to university predicts adjustment. Dev Psychol 2020; 56:1547-1555. [PMID: 32551721 DOI: 10.1037/dev0000992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Helping students adjust to university life is a critical developmental issue. Using longitudinal data from 1652 German late adolescents, this research tested the effect of initial high-school parent, same-sex, and opposite sex self-concept and its change on university dropout intentions, study stress, and study satisfaction. High-school self-concept predicted all outcomes. Change across the postschool transition in parent and same self-concept also predicted most outcomes. Change in opposite sex self-concept predicted no outcome. We argue young people's relationship self-beliefs are critical for successful developmental transitions. Consistent with previous research, we argue that parents remain a vital relationship for late adolescents. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Marsh HW, Parker PD, Guo J, Basarkod G, Niepel C, Van Zanden B. Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes. J Pers Soc Psychol 2020; 121:168-183. [PMID: 32525339 DOI: 10.1037/pspp0000306] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Gender-equality paradoxes (GEPs) posit that gender gaps in math self-concepts (MSCs) are larger-not smaller-in countries with greater gender equality. These paradoxical results suggest that efforts to improve gender equality might be counterproductive. However, we show that this currently popular explanation of gender differences is an illusory, epi-phenomenon (485,490 students, 18,292 schools, 68 countries/regions). Between-country (absolute) measures of gender equality are confounded with achievement and socioeconomic-status; tiny GEPs disappear when controlling achievement and socioeconomic-status. Critically, even without controls GEPs are not supported when using true gender-gap measures-within-country (relative) female-male differences, that hold many confounds constant. This absolute/relative-gap distinction is more important than the composite/domain-specific distinction for understanding why even tiny GEPs are illusory. Recent developments in academic self-concept theory are relevant to GEPs and gender differences, but also explain other, related paradoxes. The big-fish little pond effect posits that attending schools with high school-average math achievements leads to lower MSCs. Extending this theoretical model to the country-level, we show that countries with high country-average math achievements also have lower MSCs. Dimensional comparison theory predicts that MSCs are positively predicted by math achievements but negatively predicted by verbal achievements. Extending this theoretical model, we show that girls' low MSCs are due more to girls' high verbal achievements that detract from their MSCs than to their low math achievements. In support of the pan-human wide generalizability of our findings, our cross-national results generalize over 68 country/regions as well as multiple math self-belief constructs (self-efficacy, anxiety, interest, utility, future plans) and multiple gender-equality measures. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Christoph Niepel
- Department of Behavioural and Cognitive Sciences, University of Luxembourg
| | - Brooke Van Zanden
- Institute for Positive Psychology and Education, Australian Catholic University
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Marsh HW, Parker PD, Guo J, Pekrun R, Basarkod G. Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries. Eur J Pers 2020. [DOI: 10.1002/per.2232] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self–concept theory: multidimensionality of self–concept (focusing instead on self–esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social–cognitive processes and contextual effects drive self–perceptions at different levels (individual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self–perceptions and their relation to distal outcomes. Our meta–theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame–of–reference and contextual effects in self–concept formation that occur at different levels. The effects were tested with a sample of 485,490 fifteen–year–old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self–concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self–concept were negative for school–average math achievement (big–fish–little–pond effect), country–average achievement (paradoxical cross–cultural effect), and being young relative to year in school but positive for school–average verbal achievement (big–fish–little–pond effect—compensatory effect). We demonstrate cross–cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology
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Affiliation(s)
- Herbert W. Marsh
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
- Department of Education, University of Oxford, Oxford, United Kingdom
| | - Philip D. Parker
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
| | - Jiesi Guo
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
| | - Reinhard Pekrun
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
- Department of Psychology, University of Essex, Colchester, United Kingdom
- Department of Psychology, University of Munich, Munich, Germany
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education (IPPE), Australian Catholic University, North Sydney, NSW Australia
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Donald JN, Bradshaw EL, Ryan RM, Basarkod G, Ciarrochi J, Duineveld JJ, Guo J, Sahdra BK. Mindfulness and Its Association With Varied Types of Motivation: A Systematic Review and Meta-Analysis Using Self-Determination Theory. Pers Soc Psychol Bull 2019; 46:1121-1138. [PMID: 31884892 DOI: 10.1177/0146167219896136] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Mindfulness has been shown to have varied associations with different forms of motivation, leading to a lack of clarity as to how and when it may foster healthy motivational states. Grounded in self-determination theory, the present study proposes a theoretical model for how mindfulness supports different forms of human motivation, and then tests this via meta-analysis. A systematic review identified 89 relevant studies (N = 25,176), comprising 104 independent data sets and 200 effect sizes. We used a three-level modeling approach to meta-analyze these data. Across both correlational and intervention studies, we found consistent support for mindfulness predicting more autonomous forms of motivation and, among correlational studies, less controlled motivation and amotivation. We conducted moderation analyses to probe heterogeneity in the effects, including bias within studies. We conclude by highlighting substantive and methodological issues that need to be addressed in future research in this area.
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Affiliation(s)
- James N Donald
- The University of Sydney Business School, New South Wales, Australia
| | - Emma L Bradshaw
- Institute of Positive Psychology & Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Richard M Ryan
- Institute of Positive Psychology & Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Geetanjali Basarkod
- Institute of Positive Psychology & Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Joseph Ciarrochi
- Institute of Positive Psychology & Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Jasper J Duineveld
- Institute of Positive Psychology & Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Jiesi Guo
- Institute of Positive Psychology & Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Baljinder K Sahdra
- Institute of Positive Psychology & Education, Australian Catholic University, North Sydney, New South Wales, Australia
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17
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Basarkod G, Sahdra B, Ciarrochi J. Body Image-Acceptance and Action Questionnaire-5: An Abbreviation Using Genetic Algorithms. Behav Ther 2018; 49:388-402. [PMID: 29704968 DOI: 10.1016/j.beth.2017.09.006] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/06/2017] [Revised: 09/08/2017] [Accepted: 09/15/2017] [Indexed: 10/18/2022]
Abstract
Body image concerns are typically linked with negative outcomes such as disordered eating and diminished well-being, but some people can exhibit psychological flexibility and remain committed to their valued goals despite being dissatisfied about their bodies. Such flexibility is most frequently measured by the Body Image-Acceptance and Action Questionnaire (BI-AAQ). This study used a recently validated, fully automated method based on genetic algorithms (GAs) on data from an American community sample (N1=538, 71.5% female, Age: M = 40.87, SD = 13.5) to abbreviate the 12-item BI-AAQ to a 5-item short form, BI-AAQ-5. Validation tests were conducted on data from an independent community sample (N2= 762, 44.6% female, Age: M = 40.65, SD = 13.06). The short form performed comparably to the long form in terms of its factor structure and correlations with theoretically relevant constructs, including body image dissatisfaction, stigma, internalization of societal norms of appearance, self-compassion, and poor mental health. Further, preliminary analyses using structural equation modeling showed that body image flexibility, as measured by either the long or short form, was associated with almost all the criterion variables, even while controlling for a highly related construct of body image dissatisfaction. These results demonstrate the potential discriminant validity of both the long and short form of the BI-AAQ, and show that the BI-AAQ-5 is a suitable alternative to its long form. We discuss how psychological flexibility with respect to body image dissatisfaction can be conducive to positive functioning.
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Affiliation(s)
- Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University.
| | - Baljinder Sahdra
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Joseph Ciarrochi
- Institute for Positive Psychology and Education, Australian Catholic University
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18
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Sahdra BK, Ciarrochi J, Parker PD, Basarkod G, Bradshaw EL, Baer R. Are People Mindful in Different Ways? Disentangling the Quantity and Quality of Mindfulness in Latent Profiles and Exploring Their Links to Mental Health and Life Effectiveness. Eur J Pers 2017. [DOI: 10.1002/per.2108] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
We sought to disambiguate the quantitative and qualitative components of mindfulness profiles, examine whether including ‘nonattachment’ as a subcomponent of mindfulness alters the profiles, and evaluate the extent to which the person–centred approach to understanding mindfulness adds predictive power beyond a more parsimonious variable–centred approach. Using data from a nationally representative sample of Americans ( N = 7884; 52% female; Age: M = 47.9, SD = 16), we utilized bifactor exploratory structural equation modelling and latent profile analysis to separate the level and shape of previously identified profiles of mindfulness (Pearson, Lawless, Brown, & Bravo, 2015). Consistent with past research, we identified a judgmentally observing profile and a non–judgmentally aware group, but inconsistent with past research, we did not find profiles that showed high or low levels on all specific aspects of mindfulness. Adding nonattachment did not alter the shape of the profiles. Profile membership was meaningfully related to demographic variables. In models testing the distinctive predictive utility of the profiles, the judgmentally observing profile, compared to the other profiles, showed the highest levels of mental ill–health, but also the highest levels of life satisfaction and effectiveness. We discuss the implications of our study for clinical interventions and understanding the varieties of mindfulness. Copyright © 2017 European Association of Personality Psychology
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Affiliation(s)
- Baljinder K. Sahdra
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Joseph Ciarrochi
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Philip D. Parker
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Emma L. Bradshaw
- Institute for Positive Psychology and Education, Faculty of Health Science, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Ruth Baer
- Department of Psychology, University of Kentucky, Kentucky, USA
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