A Moderated Mediation Analysis to Further Examine the Role of Verbal Intelligence in the Association Between Psychopathic Personality and Crime.

The current study examined the association between psychopathy, criminal behavior, and the role of verbal intelligence. One promising approach is to examine alternative links between psychopathic traits and criminality like moderation and mediation effects by considering the potential relevance of verbal intelligence as a possible moderating variable. We hypothesized that psychopathic traits linearly predict antisocial behavior (ASB) but that a conviction because of ASB is moderated by verbal intelligence. To test a path model of this hypothesis, N = 305 participants (42% women; n = 172 inmates of German correctional facilities) filled in questionnaires to assess psychopathic traits, ASB, criminal behavior, and verbal intelligence. The moderated mediation analysis revealed that high psychopathic traits go along with a higher number of ASB, whereas individuals with higher verbal intelligence were more likely to evade detection, thus being more successful in their antisocial acts. These results sheds further light on the construct of adaptive psychopathy, supporting the notion that also non-incarcerated psychopathic individuals act highly antisocial. Only separate factors like verbal intelligence might mitigate negative consequences. Further implications for the concept of successful psychopathy are discussed.

The longitudinal influence of parenting and parents' traces on narrative identity in young adulthood.

This longitudinal follow-up studied continued effects of parental influences on narrative identity in young adulthood. Decades of research have shown the importance of parental shared reminiscing and positive parenting for the development of children's and youths' autobiographical memory and narrative identity. Yet, research on long-term influences of parenting on narrative indices in adulthood is scarce, even though parents' traces remain a part of narrative identity throughout the life span (Köber & Habermas, 2018). Therefore, in this study, 118 individuals (at time 1: Mage = 17.3 years, SD = .77, 73% female, 82% White) reported at age 17 on their perceived positive parenting. As emerging and young adults, as part of follow-ups at ages 26 and again at 32, participants provided life story interviews. First, it was tested whether earlier positive parenting longitudinally predicted parents' traces in later life stories. Second, we studied the joint long-term prediction of parenting and parents' traces to several narrative features of these young adults' life stories, including emotional tone, coherent positive resolution, and narrative complexity. Results replicated prior research on parents' traces and showed moreover that perceived parenting shape offspring's narrative identity well into young adulthood. These long-term findings are consistent with the notion that narrative identity in adulthood is rooted in the family, and continuously shaped by experiences with parents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

How Students Learn to Moderate Group Work: The Role of Enjoyment and Boredom.

Fostering oral communication competences constitutes a primary goal of higher education. However, research on the acquisition process is sparse, especially when the role of learning-related emotions is considered. Based on control-value theory, this study therefore investigated the interplay between learning-related boredom and enjoyment and the build-up of moderation competence throughout an university course to foster oral competences. A longitudinal quasi-experimental study with two teaching conditions was conducted. About 160 students were assigned either to a control group (CG: autonomy supportive teaching enriched with basic levels of competence support and relatedness support) or an experimental group (EG: autonomy supportive teaching enriched with high levels of competence support and relatedness support). Perceived moderation competence and emotions were assessed three times (T) by self-report: after completion of the course introduction (T1), half way (T2), and at the end of the course (T3). The students' behavioral performance during a practical moderation exam was graded at T3. Path analyses revealed differential effects of enjoyment and boredom on students' perceived moderation competence and their grades over time: an activating, learning-enhancing effect of enjoyment on moderation competence was demonstrated, especially if teachers supported students' experience of autonomy, competence, and relatedness. Boredom, in contrast, had a detrimental effect on the behavioral performance in the practical moderation exam.

The clinical trait self-criticism and its relation to psychopathology: A systematic review - Update.

BACKGROUND: Self-criticism represents a central phenomenon in a variety of mental disorders. The review looks at the recent body of literature (2012-2018) to summarize the relation of self-criticism and psychopathology beyond depression and aims at detecting how different conceptualizations of self-criticism with psychoanalytical, psychodynamic, or cognitive-evolutionary background are related to psychopathology. Furthermore, latest treatment approaches for dysfunctional forms of self-criticism are reviewed. METHODS: The literature research of five databases (PsycINFO, PSYNDEX, PubMed, Medline, and Cochrane Library) took place in August 2018. Inclusion criteria for studies to enter the review narrative were an adult sample, non-clinical samples as well as clinical samples, and an empirical approach, which resulted in quantitative data. RESULTS: 48 studies entered the review. Besides depressive symptoms, self-criticism showed positive relations to symptoms of eating disorders, social anxiety disorder, and personality disorders as well as to psychotic symptoms or interpersonal problems through different conceptualizations of self-criticism. Regarding the treatment of self-criticism, compassion- or emotion-focused therapy interventions were investigated in most of the reviewed studies and both reduced self-criticism in clinical and non-clinical samples. However, harsh forms of self-criticism were more persistent and difficult to change. LIMITATIONS: The review focused only on the latest empirical findings regarding self-criticism and psychopathology. CONCLUSION: Potentially functional forms and functions of self-criticism need further consideration, as they represent a possible goal of psychotherapeutic treatment. Future research should address specific questions regarding antecedents and consequences of self-criticism.

Effects of cognitive-behavioral therapy with relaxation vs. imagery rescripting on psychophysiological stress responses of students with test anxiety in a randomized controlled trial.

Background and objectives: Psychophysiological measures were assessed in university students during a test simulation before and after group treatment for test anxiety based on cognitive behavioral therapy (CBT), including relaxation techniques (CBT + R) or imagery rescripting (CBT + ImRs) and a moderated self-help group (SH) to understand if psychophysiological stress responses change after treatment. Design: Students suffering from test anxiety were recruited (n = 180) and three different test anxiety treatments administered in 3-hr group sessions once a week over a period of five weeks. Methods: During an experimental socially evaluative situation state anxiety and physiological stress responses of participants were obtained before and after treatment. Results: In all treatment groups, self-reported state anxiety in a stressful socially evaluative situation declined after treatment. Contrary to our hypotheses no significant reduction of physiological reactivity scores after intervention was found in any of the three group treatments. Conclusions: CBT and SH treatments are successful in reducing self-reported state anxiety in a socially evaluative situation, but psychophysiological stress responses in test anxiety patients remained unchanged despite all treatments.

The relation between social identity and test anxiety in university students.

Social identification has been shown to be a protective resource for mental health. In this study, the relationships between social identification and emotional, as well as cognitive symptoms of test anxiety are investigated. Participants were university students diagnosed with test anxiety (N = 108). They completed questionnaires regarding a range of psychopathologic stress symptoms, and their social identification with fellow students and with their study program. Results reveal negative relations between social identification and almost all investigated emotional and cognitive symptoms of test anxiety. Based on this study, interventions could be developed that strengthen the social identity of university students.

The Development and Preliminary Validation of a Brief Questionnaire of Psychopathic Personality Traits.

The measurement of psychopathic personality traits via self-report has become an important tool in legal psychology. One prominent instrument is the Psychopathic Personality Inventory (PPI; Lilienfeld and Andrews, 1996), a well-validated questionnaire that is widely applied in many countries. In Germany, it is the only questionnaire assessing psychopathic traits that is available from a publisher with a manual edited for easy administration. Nevertheless, the PPI shows certain shortcomings: the high number of 154 items makes it less economic, it was developed on a non-representative undergraduate sample, and studies revealed an inconsistent factor structure. To overcome these points, a new questionnaire, the Questionnaire of Psychopathic Personality Traits [German: Fragebogen Psychopathischer Persönlichkeitseigenschaften (FPP)] was developed. The sample consists of n = 132 civilians (56% female) and n = 173 inmates of German correctional facilities (30% female). The FPP comprises 30 items, whose wording was short and adequate for inmates. It shows satisfying psychometric properties regarding factorial structure, item properties, and reliability. Partial invariance regarding both subsamples allows for interpretation of latent means. Results supported validity such as associations with self-reported crime, and inmates' misconduct. The factorial structure was cross-validated on a second sample of N = 517 participants (71% female) from an online study. The FPP is useful in large-scale research studies as well as for clinical settings, e.g., for treatment planning in correctional facilities.

All Impostors Aren't Alike - Differentiating the Impostor Phenomenon.

Following up on earlier investigations, the present paper analyzes construct validity of the impostor phenomenon. It examines the question whether the impostor phenomenon is a homogeneous construct or whether different types of persons with impostor self-concept can be distinguished on the basis of related characteristics. The study was conducted with professionals in leadership positions exhibiting a pronounced impostor self-concept (n = 183). Cluster-analytic procedures indicated the existence of two different types: one group which, in line with the literature (e.g., Clance, 1985), possessed traits classified as fairly unfavorable ("true impostors") and another group which can be described as largely unencumbered ("strategic impostors"). The present study suggests two types of impostorism: "True" impostors characterized by the negative self-views associated with the construct definition, and more "strategic" impostors who seem to be less encumbered by self-doubt. It is assumed that "strategic impostors" are characterized by a form of deliberate self-presentation. Therefore, the impostor self-concept cannot principally be viewed as a dysfunctional personality style. This distinction should be more carefully considered in further research and in therapeutic interventions.

Effects of cognitive behavioral therapy with relaxation vs. imagery rescripting on test anxiety: A randomized controlled trial.

BACKGROUND: Test anxiety is a common condition in students, which may lead to impaired academic performance as well as to distress. The primary objective of this study was to evaluate the effectiveness of two cognitive-behavioral interventions designed to reduce test anxiety. Test anxiety in the participants was diagnosed as social or specific phobia according to DSM-IV. Subsequently subjects were randomized to three groups: a moderated self-help group, which served as a control group, and two treatment groups, where either relaxation techniques or imagery rescripting were applied. METHODS: Students suffering from test anxiety were recruited at two German universities (n=180). The randomized controlled design comprised three groups which received test anxiety treatment in weekly three-hour sessions over a period of five weeks. Treatment outcome was assessed with a test anxiety questionnaire, which was administered before and after treatment, as well as in a six-month follow-up. RESULTS: A repeated-measures ANOVA for participants with complete data (n=59) revealed a significant reduction of test anxiety from baseline to six-month follow-up in all three treatment groups (p<.001). LIMITATIONS: Participants were included if they had a clinical diagnosis of test anxiety. The sample may therefore represent only more severe forms of text anxiety . Moreover, the sample size in this study was small, the numbers of participants per group differed, and treatment results were based on self-report. Due to the length of the treatment, an implementation of the group treatments used in this study might not be feasible in all settings. CONCLUSIONS: Group treatments constitute an effective method of treating test anxiety, e.g. in university settings. Imagery rescripting may particularly contribute to treatment efficacy.

Validation of the Impostor Phenomenon among Managers.

Following up on earlier investigations, the present research aims at validating the construct impostor phenomenon by taking other personality correlates into account and to examine whether the impostor phenomenon is a construct in its own right. In addition, gender effects as well as associations with dispositional working styles and strain are examined. In an online study we surveyed a sample of N = 242 individuals occupying leadership positions in different sectors. Confirmatory factor analyses provide empirical evidence for the discriminant validity of the impostor phenomenon. In accord with earlier studies we show that the impostor phenomenon is accompanied by higher levels of anxiety, dysphoric moods, emotional instability, a generally negative self-evaluation, and perfectionism. The study does not reveal any gender differences concerning the impostor phenomenon. With respect to working styles, persons with an impostor self-concept tend to show perfectionist as well as procrastinating behaviors. Moreover, they report being more stressed and strained by their work. In sum, the findings show that the impostor phenomenon constitutes a dysfunctional personality style. Practical implications are discussed.

Assessing the Multi-faceted Nature of Test Anxiety Among Secondary School Students: An English Version of the German Test Anxiety Questionnaire: PAF-E.

The current study concerns the validation of an English version of the German Test Anxiety Inventory, namely the PAF-E. This questionnaire is a multi-faceted measure of test anxiety designed to detect normative test anxiety levels and in consequence meet the need of consultancy. Construct and criterion validity of (PAF-E) were examined with a sample of 96 secondary students (Mage = 12.8, SD = 0.67; 55% girls) from an international school in Berlin (Germany) and 399 secondary students (Mage = 13.4, SD = 0.80; 56% girls) from Montréal (Canada). Both samples completed the PAF-E and related constructs, such as school-related self-efficacy, inhibitory test anxiety, achievement motivation, and the Big Five. Exploratory and confirmatory factor analyses confirmed the four-factor-structure (worry, emotionality, interfering thoughts, lack of confidence) of the original German Test Anxiety Inventory (PAF). Each subscale consists of five items with a total of 20 questions. Cronbach's alpha, ranging from.71 to.82 among Germans and.77 to.87 among Canadians as well as the re-test reliability (from.80 to.85 among Canadians) were sufficient. The differential patterns of correlations between other constructs and the indices of test anxiety indicate good construct validity.

Can autism spectrum disorders and social anxiety disorders be differentiated by the social responsiveness scale in children and adolescents?

Autism spectrum disorder (ASD) as well as social phobia (SP), and selective mutism (SM) are characterised by impaired social interaction. We assessed the validity of the Social Responsiveness Scale (SRS) to differentiate between ASD, and SP/SM. Raw scores were compared in 6-18 year old individuals with ASD (N = 60), SP (N = 38), SM (N = 43), and typically developed (N = 42). Sensitivity and specificity were examined. The three disorders showed overlapping SRS scores. Especially in boys with SM (ROC-AUC = .81), presence of ASD was overestimated by the SRS. A combination of three disorder specific questionnaires resulted in marginally improved diagnostic accuracy. For the clinically very relevant differential diagnosis of SP/SM, SRS results must be interpreted with caution.

Validity of the social responsiveness scale to differentiate between autism spectrum disorders and disruptive behaviour disorders.

Autism spectrum disorder (ASD) as well as oppositional defiant (ODD) and conduct disorder (CD) is characterised by difficulties in social interaction with peers. The Social Responsiveness Scale (SRS) measures reciprocal social behaviour in children and adolescents and was originally developed as a quantitative measure of autistic traits. In the present study, we compare parent-rated SRS scores in children with ODD, CD, and ASD and examine the diagnostic validity of the SRS alone and in combination with additional questionnaires to differentiate between groups. We hypothesize that the SRS better differentiates ASD and typically developing controls (TD) than ASD and the disruptive behaviour disorders ODD and CD. The sample consists of three clinical groups: ASD without comorbid intellectual delay (N = 55), ODD/CD (N = 55), and TD (N = 55), between 6 and 18 years. The groups were matched by age, sex, and IQ. SRS scores were compared for the three groups. Sensitivity and specificity of the SRS total and sub-scores were examined by receiver operating characteristics (ROC) analyses. Logistic regression analyses were calculated for estimating the rate of correctly specified individuals. The SRS differentiated excellently between ASD and TD (ROC-AUC = 1.00), but sensitivity and specificity were considerably lower when ASD was compared with ODD/CD (ROC-AUC = 0.82). A combination of three parent-rated questionnaires resulted in an improved validity to differentiate ASD and ODD/CD. For clinical screening purposes in children suspicious of ASD and/or ODD/CD, the SRS should be used in combination with additional disorder-specific questionnaires to improve the rate of correct classification of both disorders.

The role of disgust in patients with hypochondriasis.

Theoretically, disgust sensitivity and disgust proneness could play an important role in hypochondriasis, since disgust is a defensive emotion widely believed to protect the organism from illness. However, empirical evidence to support this hypothesis has so far been based only on nonclinical samples, so that the importance and specificity of disgust for hypochondriasis remains unclear. In the current study, 36 patients with hypochondriasis, 27 with an anxiety disorder, and 29 healthy controls completed several measures which included the assessment of disgust sensitivity (Scale for the Assessment of Disgust Sensitivity) and disgust proneness (Questionnaire for the Assessment of Disgust Proneness). We found that patients with hypochondriasis and those with an anxiety disorder had higher scores than those of the healthy controls for several measures of disgust proneness. Moreover, measures of hypochondriacal characteristics were associated with those of disgust proneness and disgust sensitivity. However, no differences were found between patients with hypochondriasis and those with anxiety disorders, with respect to disgust proneness and disgust sensitivity. Therefore, it can be assumed that disgust proneness and disgust sensitivity seem to be less specific than previously suggested for the development and maintenance of hypochondriasis.

The primacy of perceiving: emotion recognition buffers negative effects of emotional labor.

There is ample empirical evidence for negative effects of emotional labor (surface acting and deep acting) on workers' well-being. This study analyzed to what extent workers' ability to recognize others' emotions may buffer these effects. In a 4-week study with 85 nurses and police officers, emotion recognition moderated the relationship between emotional labor and work engagement: Workers with high emotion recognition engaging in emotional labor did not report lower work engagement after 4 weeks, whereas those with low emotion recognition did. These effects pertained to both surface and deep acting. The results suggest that emotional labor be not necessarily detrimental to workers' engagement. Instead, the impact of emotional labor hinges upon workers' ability to correctly identify interaction partners' emotions.

Psychophysiological effects of emotional display rules and the moderating role of trait anger in a simulated call center.

In customer interactions, emotional display rules typically prescribe service providers to suppress negative emotions and display positive ones. This study investigated the causal impact of these emotional display rules on physiological indicators of workers' stress and performance. Additionally, the moderating influence of personality was examined by analyzing the impact of trait anger. In a simulated call center, 82 females were confronted with a complaining customer and instructed to react either authentically and show their true emotions or to "serve with a smile" and hide negative emotions. Increases in diastolic blood pressure and heart rates were higher in the smile condition, while verbal fluency was lower. Trait anger moderated the effects on diastolic blood pressure and observer ratings' of participants' professional competence, suggesting more negative effects for high trait anger individuals. Findings imply that emotional display rules may increase call center employees' strain and that considering employees' personality may be crucial for precluding health and performance impairments among call center workers.

Peer-victimization and mental health problems in adolescents: are parental and school support protective?

The aim of this study was to investigate the frequency and effects of peer-victimization on mental health problems among adolescents. Parental and school support were assumed as protective factors that might interact with one another in acting as buffers for adolescents against the risk of peer-victimization. Besides these protective factors, age and gender were additionally considered as moderating factors. The Social and Health Assessment survey was conducted among 986 students aged 11-18 years in order to assess peer-victimization, risk and protective factors and mental health problems. For mental health problems, the Strengths and Difficulties Questionnaire (SDQ) was used. Effects of peer-victimization on mental health problems were additionally compared with normative SDQ data in order to obtain information about clinically relevant psychopathology in our study sample. Results of this study show that peer-victimization carries a serious risk for mental health problems in adolescents. School support is effective in both male and female adolescents by acting as a buffer against the effect of victimization, and school support gains increasing importance in more senior students. Parental support seems to be protective against maladjustment, especially in peer-victimized girls entering secondary school. Since the effect of peer-victimization can be reduced by parental and school support, educational interventions are of great importance in cases of peer-victimization.

Psychophysiological effects of emotional dissonance in a face-to-face service interaction.

Current research demonstrates that requirements to express emotions which are not genuinely felt in the particular situation (emotional dissonance) are associated with negative long and short-term effects. The aim of the present study was to investigate: (a) the psychophysiological short-term effects of emotional dissonance in a face-to-face service interaction and (b) the moderating role of gender and neuroticism. In total, 32 women and 27 men were instructed to play the role of a service employee, who had to interact with an angry and rude customer. Half of the sample was given information that the organization expected them to be friendly (emotional dissonance), the other half was told they were expected to act naturally and show their genuine feelings (no emotional dissonance). Subjective and behavioral responses revealed that participants in the "friendly" condition modulated their emotional expressions to a greater extent than those in the "naturally" condition. Participants in the "friendly" condition showed stronger systolic and diastolic blood pressure responses. Furthermore, hierarchical regression analyses yielded that gender and neuroticism partly moderated the association between emotional dissonance and participants' psychophysiological response.

Emotion regulation, disgust sensitivity, and psychophysiological responses to a disgust-inducing film.

Using a disgust-inducing film, Gross (1998) showed that the instruction to suppress mimic expression (suppression) triggered physiological arousal, while the instruction to think about the film in order to adopt a detached and unemotional attitude (reappraisal) reduced affective strain compared to a condition instructing subjects simply to watch the film (watch). The present paper investigates, if disgust sensitivity has a moderating role in this context. Physiological, subjective, and behavior responses were recorded in 120 males divided according to high/low disgust sensitivity who were exposed to the disgust-inducing film used by Gross. The instruction effects reported by Gross could not be replicated. However, high disgust-sensitive subjects were more physiologically and emotionally aroused than low disgust-sensitive subjects. Interactions between disgust sensitivity and the three film instructions can possibly be traced back to a repressive coping style of subjects with low disgust sensitivity.

Implicit but not explicit affectivity predicts circadian and reactive cortisol: using the implicit positive and negative affect test.

Self-report measures assess mental processes or representations that are consciously accessible. In contrast, implicit measures assess automatic processes that often operate outside awareness. Whereas self-report measures have often failed to show expected relationships with endocrine stress responses, little effort has been made to relate implicit measures to endocrine processes. The present work examines whether implicit affectivity as assessed by the Implicit Positive and Negative Affect Test (IPANAT) predicts cortisol regulation. In Study 1, implicit low positive affectivity, but not negative affectivity, significantly predicted circadian cortisol release. In Study 2, implicit negative affectivity, but not positive affectivity, significantly predicted the cortisol response to acute stress. By contrast, cortisol regulation was not predicted by self-reported affectivity. The findings support the use of implicit affectivity measures in studying individual differences in endocrine stress responses and point to a differential role of positive and negative affectivity in baseline versus stress-contingent cortisol release, respectively.