Authenticity and well-being among European and Eurasian young adults
Stevens, M. J., & Constantinescu, P. M. Pages 7-15Author(s): Petru-Madalin Constantinescu , Michael J. Stevens
Language: English
Subject(s): Psychology
Issue: 1/XXII/2014
Page Range: 7-15
No. of Pages: 9
Keywords: authenticity; hedonic and eudaimonic well-being; humanistic-existential psychology; self-determination theory
Summary/Abstract: Although humanistic-existential psychologists have longed stressed the concept of authenticity as important for individual well-being, it was only until recently that an instrument for assessing authenticity with sound psychometric properties has been developed and made possible empirical research on this and related humanistic-existential constructs. However, these research findings have not been replicated cross-nationally. Our study replicated the results of Wood et al. (2008) regarding the relationships between dimensions of authenticity and both eudaimonic and hedonic well-being, which were themselves correlated. We extended the analyses to include models in which dimensions of authenticity predicted two forms of individual well-being, hedonia and eudaimonia. However, a fitted model comprising all dimensions of authenticity was abandoned in favor of a more parsimonious model that included only authentic living and self-alienation. This model best explained the variance on each of the measured constructs of individual well-being.
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Adaptation of Cognitive Style Indicator: Validity and reliability studies of the indicator
Aslan, S., & Gelbal, S. Pages 16-25Author(s): Selahattin Gelbal , Sevda Aslan
Language: English
Subject(s): Psychology
Issue: 1/XXII/2014
Page Range: 16-25
No. of Pages: 10
Keywords: Cognitive Style Indicator; university students; knowing; planning; creating
Summary/Abstract: Cognitive Style Indicator (COSI) is a scale developed by Cools and Van den Broeck (2007) which evaluates cognitive style in university students. COSI is a five-point Likert-type scale consisting of 3 cognitive styles and 18 items. COSI cognitive styles are as follows: Knowing, planning, and creating. The aim of this study was to determine the validity and reliability of the university students. The study was conducted on 1851 university students. 1035 female and 816 male students participated in the study. The sampling group consisted of 1851 1st- 4th year students studying at 63 universities during the fall 2012-2013 academic year. However, the data gathered from 331 respondents were excluded from the analysis due to incorrect or missing marking; therefore, the analysis was conducted using a 1520-person data set. The number of female students participating in the study was 885 and the number of male students participating in the study was 635. In addition, test-retest reliability method and internal consistency Analysis were used in order to evaluate the reliability of the scale. As a result of the factor analysis study, the COSI consisted of 18 items and 3 factors (knowing, planning, and creating). Exploratory and confirmatory factor analyses were carried out in order to test the construct validity of the scale. It was found that the Cronbach Alpha of the knowing, planning and creating were respectively 0.72, 0.77 and 0.80, and test-retest coefficients of the knowing, planning and creating were respectively 0.83, 0.87 and 0.93. Study findings revealed that this measurement tool can be used for Turkish university students as both a reliable and valid one.
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Emotional intelligence versus emotional competence
Vaida, S., & Opre, A. Pages 26-33Author(s): Sebastian Vaida , Adrian Opre
Language: English
Subject(s): Psychology
Issue: 1/XXII/2014
Page Range: 26-33
No. of Pages: 8
Keywords: emotional intelligence; emotional competence; personal development; models; theories
Summary/Abstract: For the past 25 years, emotional intelligence has been one of the most analyzed concepts in social sciences. The approach is on the border between the academic research and the business-organizational area. The concept first appeared almost three decades ago and made the headline in tenths of thousands of books and articles. Nevertheless, in this myriad of publications, we can depict three main approaches and models: emotional traits, emotional abilities and emotional competence. Although the majority of studies promote the advantages of emotional intelligence, something is missing from the puzzle, and that is the concept of emotional competence. The relation between these two concepts is a symbiotic one. Emotional intelligence is a prerequisite that forms the building bricks for developing emotional competence which, in turn, leads to performance. And in order to achieve the results that many training programs claim to bring (improved academic and job performance, personal development) emotional intelligence is a must yet not enough on its own. For long lasting results, emotional competence must be developed, based on improved emotional intelligence.
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The illusion of social class identity and academic performance: Exploring the role of father education as an indicator of socioeconomic status
Sinha, C., & Mishra, A. K. Pages 34-56Author(s): Arvind Kumar Mishra , Chetan Sinha
Language: English
Subject(s): Psychology
Issue: 1/XXII/2014
Page Range: 34-56
No. of Pages: 23
Keywords: socioeconomic status; social class; identity processes; academic achievement
Summary/Abstract: The academic achievement of low social class students has been attributed to lack of ability and their socioeconomic Status (SES). However, a recent meta-analysis reported decreasing relationship between SES and academic achievement in the U.S. population (Sirin, 2005). The present study attempted to explore the relationship between social class identity processes and academic performance in an Indian context. The study took students’ self report on all indicators of SES and separated high and low social class students on the basis of their fathers’ education. The result showed that social class based identity process has less important role in explaining the existing academic achievement gap. Thus the need arises to explore other identities that may collaborate with the social class identity in an educational domain.
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Short psychotherapeutic intervention on pathology borders and fight for power: A case study
Rotaru, T. Ş., & Petrov, I. Pages 57-71Author(s): Iuliana Petrov, Tudor-Ștefan Rotaru
Language: English
Subject(s): Psychology
Issue: 1/XXII/2014
Page Range: 57-71
No. of Pages: 15
Keywords: clinical case study; systemic psychotherapy; borders; ambivalence
Summary/Abstract: This case study presents a psychotherapeutic intervention with a young married couple. The main complaints refer to communication difficulties, and the parents-in-law’s involvement in couple’s life. The systemic conceptualization reveals a borders’ pathology and individuals’ fight for power. The wife presents an ambivalence concerning the relation with her husband. In 13 months after the last session, the couple hadn’t had major communication’s difficulties; a meaningful change had been initiated in their life.
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