Micro-level processes of identity development: Intra-individual relations between commitment and exploration.

We investigate intra-individual processes of identity at the micro level. With an intensive longitudinal design in the general context of higher education, we explore associations between changes in pivotal identity concepts: commitment and exploration and elaborate on how we conceptualize these concepts on a micro level. With our within-individual empirical approach, we revealed a large amount of variation between individuals with respect to the associations between exploration and commitment processes. At the same time, similarities were found amongst individuals, which help extend and clarify existing findings regarding identity development. Our findings highlight the necessity to, firstly, distinguish between micro- and macro-level identity processes. Secondly, and in the same vein, our findings emphasize the heterogeneous nature of micro-level identity processes, and the necessity to use a within individual approach to study these processes.

A process model of mindsets: Conceptualizing mindsets of ability as dynamic and socially situated.

Mindsets of ability (i.e., "fixed" and "growth" mindsets) play a pivotal role in students' academic trajectories. However, relatively little is known about the mechanisms underlying mindset development. Identifying these mechanisms is vital for understanding, and potentially influencing, how mindsets emerge and change over time. In this article, we formulate a comprehensive theoretical model that purports to account for the emergence and development of ability mindsets: the process model of mindsets (PMM). The PMM is rooted in complex dynamic systems and enactive perspectives, which allow for conceptualizing psychological phenomena as dynamic and socially situated. The PMM accounts for how mindset-related behaviors, action tendencies, beliefs, and social interactions can become codependent and robust over time. We discuss how the model helps to further our understanding of the efficacy of mindset interventions and the heterogeneity thereof. The PMM has a broad explanatory scope, is generative, and paves the way for future process studies of mindsets and mindset interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Momentarily narcissistic? Development of a short, state version of the Pathological Narcissism Inventory applicable in momentary assessment.

Background: Narcissism viewed as a personality process rather than a stable trait explains narcissistic functioning as a tool for maintaining a positive self-view. Studying narcissism therefore needs adequate momentary measures for collecting higher frequency longitudinal data in experience sampling method (ESM) studies. In this study, a shorter version of the Pathological Narcisissm Inventory is offered to measure vulnerable and grandiose narcissistic states, applicable in momentary assessment. Methods: The measurement tool was tested in three samples. First, we assessed the factor structure and associations with other contemporary measures of narcissism in a cross-sectional design on one English speaking (n = 319) and one Hungarian sample (n = 236). Second, we conducted a five-day long experience sampling method study with a total of 15 measurement points (n = 123). Results: Based on structural equation modelling and multilevel analyses, the results suggest that the measure has adequate psychometric properties in both the within and between subject levels as well as acceptable convergent and discriminant validity. Conclusions: The Pathological Narcissism Inventory - State Version (PNI-S) can be a useful tool in momentary data collection enabling the examination of personality processes behind narcissistic functioning.

A toolbox for the comprehensive analysis of small volume human intestinal samples that can be used with gastrointestinal sampling capsules.

Detailed knowledge on the fate of dietary components inside the human intestinal tract is lacking. Access to this inner world of digestion is now possible through novel human gastrointestinal sampling capsules. Due to the novelty of such devices, no methodology has been published to stabilise and analyse the resulting samples. A complicating factor is that excretion of such capsules in faeces may take days, while degradation of the dietary components continues. Therefore a stabilising reagent should be pre-loaded in the capsule to ensure the measurement of a representative sample. Considering the small volume of recovered samples, analytical methods must be optimized to collect as many data as possible from little material. We present a complete workflow for stabilising and analysing the fermentation status of dietary fibres in such samples, including microbiota, fibre degradation, and short chain fatty acids. The final quenching reagent was designed based on safety and effectiveness to inhibit fructo- and galacto-oligosaccharides degradation and short chain fatty acids production by human ileostomy microbiota, and subsequently validated in faecal samples. The final composition of the stock quenching reagent is 175 mM Tris, 525 mM NaCl, 35 mM EDTA, 12% SDS, and 8 M urea at pH 8.5.

"Doing" mindsets in the classroom: A coding scheme for teacher and student mindset-related verbalizations.

There is a growing body of research showing the crucial role that students' growth versus fixed ability-mindsets have in their school achievement, enjoyment, and resilience. The overwhelming majority of this research adopts a variable-oriented approach. As a result, little is known about how teachers and students coregulate each other's mindsets within classroom interactions. This manuscript addresses the need for more person-oriented research that examines how teachers and students do mindsets in naturalistic settings, i.e., their mindsetrelated verbalizations. In this manuscript, we provide a coding scheme to study the moment-to-moment dynamics of mindset-related verbalizations of both teachers and students within Science, Technology, Engineering, and Mathematics (STEM) contexts: The STEAM (Student-TEAcherMindset) coding scheme. We demonstrate the utility of the coding system through content and ecological validity, inter-rater reliability, and a case study of STEAM-generated time-series data. We show how these data can be used to chart moment-to-moment dynamics that occur between teacher and student. The coding scheme provides teachers and researchers with a practical tool for analyzing how person-specific mindset-related language can wax and wane in the context of peer and teacher interactions within STEM lessons.

Mood dependence of perceived criticism: a significant null finding.

Five decades of research have shown that the quality of one׳s interactions with significant others, as captured in the expressed emotion (EE) concept, affects the course of various psychiatric and medical complaints. The key EE-component, interpersonal criticism, is increasingly assessed with the single-item Perceived Criticism Measure (PCM). The measure is highly practical and has shown good concurrent and predictive validity. Because the PCM relies on respondents׳ memories, ratings may be subject to mood bias. In this study we examined to what extent PCM-ratings are mood dependent. College students (N=150) provided data on mood and PCM before and after the induction of either a positive or negative mood. Although the mood induction was highly successful, PCM-ratings remained stable and appeared unaffected by changes in mood. This finding contradicts the robust mood-congruency-effect finding that the valence of one's mood enhances the recollection of similarly valenced memories. This apparent stability bolsters the PCM's construct validity and makes it less likely that high PCM-ratings simply reflect the negatively biased perceptions of distressed individuals.