What's love got to do with it? Relationship quality appraisals and quality of life in couples facing cardiovascular disease.

Objective: Changes in couples' relationship quality are common post-cardiac event but it is unclear how relationship quality is linked to patients' and spouses' quality of life (QoL). The purpose of the present study was to examine the association between relationship quality on QoL in patient-spouse dyads within six months of a cardiac event. Methods: Participants (N = 181 dyads; 25.9% female patients), recruited from a large cardiac hospital, completed validated questionnaires measuring demographic, relationship (Dyadic Adjustment Scale; DAS) and QoL variables (Heart-QoL & Quality of life of Cardiac Spouses Questionnaire). An Actor-Partner Interdependence Model was used to investigate actor (i.e. responses influencing their own outcome) and partner effects (responses influencing their partner's outcome) of relationship quality and QoL. Results: Patients' and spouses' perceptions of relationship quality were in the satisfied range (DAS > 108; 65% of sample) and, as expected, patients reported lower general physical QoL than did their spouse (t(180) = -10.635, p < .001). Patient and spouse relationship quality appraisals were positively associated with their own physical (patient ß = .25; spouse ß = .05) and emotional/social (patient ß = .21; spouse ß = .04) QoL. No partner effects were identified. Conclusion: High quality relationship appraisals appear to matter for patients' and spouses' QoL after the onset of CVD.

Dyadic patterns of mental health and quality of life change in partners and patients during three months of cardiac rehabilitation.

The effects of mental health on quality of life (QoL) over the course of a couple's recovery from a patient's cardiac event are unknown as partner outcomes are rarely considered within cardiac rehabilitation. To capture the transactional nature of recovery from a cardiac event, this research investigated the link between longitudinal changes in the mental health of couples in which at least one of the partners had cardiac disease and changes in their QoL during cardiac rehabilitation. Participants (N = 184 dyads) completed questionnaires measuring anxiety, depression, and QoL at baseline (enrollment) and 3 months (discharge). Dyadic data were analyzed using the Actor-Partner Interdependence Model with integrated latent change scores. The results indicated that improved anxiety was associated with significant positive changes in physical and emotional QoL for both the patient and partner (actor effects). A reduction in depression in both partners from baseline to follow-up predicted an increase in emotional QoL for patients and partners, and an increase in physical QoL for partners (actor effects). Patients whose depression decreased from enrollment to the completion of cardiac rehabilitation were associated with partners' greater positive changes in emotional QoL than were patients whose depression did not decrease, and reductions in partners' anxiety over time predicted positive changes in patients' physical QoL (partner effects). Findings underscore the need to screen for and attend to patients' and partners' mental health outcomes postcardiac event, as positive changes in mental health symptoms may optimize changes in patients' and partners' emotional and physical QoL. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Better together: Relationship quality and mental health among cardiac patients and spouses.

Reductions in marital relationship quality are pervasive post-cardiac event. It is not yet understood how relationship quality is linked to mental health outcomes in couples where one member has established cardiovascular disease (CVD) and the interdependence within dyads is seldom measured. This research is required as psychological distress has been independently linked to CVD incidence, morbidity, and mortality. This study assessed associations of relationship quality with depression and anxiety among patients with CVD and their spouses. Participants completed questionnaires measuring four dimensions of relationship quality and mental health. Data were analyzed using an Actor-Partner Interdependence Model with hierarchical moderation analyses. 181 dyads (N = 362 participants) comprised the study sample. Most patients had coronary artery disease (66.3%) and 25.9% were female. Patients reported higher relationship satisfaction and fewer anxiety symptoms than did spouses. Patients and spouses with high dyadic consensus and affectional expression reported fewer mental health symptoms, but only when the other partner also perceived high levels of consensus and affectional expression in the relationship. Patients and spouses with low dyadic cohesion reported worse mental health symptoms (actor effects), but those effects were no longer significant when both the patient and the spouse appraised the relationship as having high levels of dyadic cohesion. Taken together, relationship quality is linked to mental health symptoms in patients with CVD and their spouses. Longitudinal and experimental studies are now warranted to further substantiate the cross-sectional findings of this study.

Because excellencism is more than good enough: On the need to distinguish the pursuit of excellence from the pursuit of perfection.

An unresolved and controversial issue in the perfectionism literature is whether perfectionism is beneficial, harmful, or unneeded. The model of excellencism and perfectionism (MEP) was recently developed to address this question by distinguishing the pursuit of perfection from the pursuit of excellence (Gaudreau, 2019). In this article, we report the results of the first empirical test of the core assumptions of the MEP. Across five studies (total N = 2,157), we tested the conceptual, functional, and developmental distinctiveness of excellencism and perfectionism. In Study 1, exploratory and confirmatory factor analyses with two samples supported the hypothesized two-factor structure of the newly developed Scale of Perfectionism and Excellencism (SCOPE). Study 2 provided evidence of convergent and discriminant validity from scores obtained from the SCOPE, and showed that, over and above excellencism, perfectionism was not associated with additional benefits (e.g., life satisfaction) or reduced harms (e.g., depression). Studies 3-4 focused on the academic achievement of undergraduates and showed that, compared to excellence strivers, perfection strivers more often aimed for perfect A+ grades (Study 3), but in fact achieved worse grades (Study 4). Study 5 adopted a four-wave longitudinal design with undergraduates and showed that excellencism and perfectionism were associated with an upward and a downward spiral of academic development. Overall, the results support the core assumptions of the MEP and show that perfectionism is either unneeded or harmful. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Investigating how autonomy-supportive teaching moderates the relation between student honesty and premeditated cheating.

BACKGROUND: Cheating at the post-secondary level is a skewed phenomenon. While personality and environmental factors are associated with cheating, few studies account for the zero inflation when predicting cheating behaviour. AIM: In this study, we explore a person-situation interaction hypothesis where teacher autonomy support (AS) could modify the relation between students' honesty trait and premeditated cheating. SAMPLE: Participants were 710 college students and 31 teachers. METHODS: Teacher and student reports of teacher AS were collected and students also completed self-reports of honesty and premeditated cheating. RESULTS: Given that cheating had a zero-inflated negative binomial distribution, we can investigate two separate outcomes: likelihood of cheating and magnitude of cheating. Predictably, student honesty trait predicted lower likelihood and magnitude of cheating. AS, whether student- or teacher-reported, moderated the relation between honesty and likelihood of cheating. In low perceived AS teaching environments, student honesty was associated with cheating likelihood. However, there was no such relation in high perceived AS teaching environments. CONCLUSIONS: Students' honesty generally predicts lower cheating. However, the educational environment provided by the teacher influences the strength of this association. The less autonomy-supportive students perceive the educational environment, the more their personality is important in predicting the likelihood of cheating.

Dyadic effects of anxiety and depression on quality of life among couples facing cardiovascular disease.

OBJECTIVE: Anxiety and depression are frequently comorbid in patients with cardiovascular disease (CVD) and a patient's poor mental health may implicate the quality of life (QoL) of a partner. The bidirectional effects of comorbid anxiety and depression on patient and partner outcomes are inadequately understood. The aim of this study was to investigate associations of the combined role of depression and anxiety on patients' and partners' QoL. METHOD: In this cross-sectional study, patients with CVD and their partners completed questionnaires measuring anxiety, depression, and QoL. Dyadic data was analyzed using the Actor-Partner Interdependence Model and polynomial interaction for examining the synergistic and dysergistic effects of anxiety and depression (i.e., in combination). RESULTS: 181 dyads comprised the study sample (66.3% coronary artery disease; 25.9% female patients). Anxiety and depression, in synergy was associated with poorer QoL in patients and partners (actor effects). Patients that are more anxious than depressed have greater physical QoL whereas partners that are more depressed than anxious have greater emotional QoL (dysergistic actor effects). Patients' more severe symptoms of anxiety and depression, in synergy, was associated with partners' poorer QoL (partner effect). CONCLUSION: Anxiety and depression are comorbid and associated with poor QoL in patients and their partners. The results may have implications for secondary prevention programming but future longitudinal studies are warranted to substantiate the cross-sectional findings.

Some days are more satisfying than others: A daily-diary study on optimism, pessimism, coping, and academic satisfaction.

BACKGROUND: Feelings of satisfaction fluctuate across time and situations, and focusing on within-person experiences opens up the door to a better understanding of the daily lives of university students. AIMS: Our overarching goal was to situate academic satisfaction not only as a relatively enduring characteristic but also as a transient state that fluctuates across days in the lives of student. In the present study, we explored how optimism and pessimism related to inter-individual differences in academic satisfaction. We also investigated the association between coping and academic satisfaction at both the between- and within-person levels. SAMPLE: A sample of 235 undergraduate students (Mage  = 19.14) participated in this study. METHOD: Students completed baseline measures of optimism and pessimism. They were then asked to complete daily-diary measures of academic coping strategies and academic satisfaction during six consecutive days. RESULTS: At the between-person level, results from multilevel mediation analyses demonstrated that optimism was associated with greater academic satisfaction and that task-oriented coping was a significant mediator of this association. At the within-person level, our analyses revealed that the daily satisfaction of students varies according to the coping strategies used on those specific days. Almost half of the variance in academic satisfaction can be attributable to daily fluctuations. CONCLUSIONS: This source of within-person variance is non-negligible and supports the need to also conceive academic satisfaction as a question of when. These findings illustrate the importance of considering the role of personality and daily coping to better conceptualize and understand academic satisfaction of university students.

Fear of Failure Mediates the Relation Between Parental Psychological Control and Academic Outcomes: A Latent Mediated-Moderation Model of Parents' and Children's Genders.

Given the negative relations between parental psychological control and various aspects of emerging adults' social and emotional adaptation, there is a need to determine whether similar relations exist for emerging adults' academic adjustment. The current study tested an integrative model using an interactionist approach of dyadic gender composition to test whether maternal and paternal psychological control are unique and interactive predictors of four different indicators of academic adjustment (i.e., academic achievement, satisfaction of academic achievement, academic goal progress, and school satisfaction) for male and female emerging adults, using fear of failure as a mediator. The sample comprised 1792 undergraduate students aged 17-25 years old (74.2% identified as females). The results showed that maternal and paternal psychological control interacted to predict students' fear of failure, and that fear of failure negatively predicted all indicators of academic adjustment. The results revealed small indirect mediation effects. For females, fear of failure mediated the relation between the interaction of psychological control and satisfaction of academic achievement. For males, fear of failure mediated the relation between the interaction of psychological control and academic goal progress. The results show that parents continue to play an important role in their children's lives during emerging adulthood, and provide insight on the mechanisms underlying such parental influence.

The detrimental effect of academic procrastination on subsequent grades: the mediating role of coping over and above past achievement and working memory capacity.

BACKGROUND: Academic procrastination is common among university students and its effect on their achievement is worrisome. Although procrastination is often depicted as self-regulation failure, research still needs to examine the self-regulatory mechanisms involved in the relationship between procrastination and achievement. OBJECTIVES: In this prospective study, we sought to (a) unravel the unique effect of academic procrastination on university grades, (b) examine the mediating role of task-oriented and disengagement-oriented coping as a self-regulatory pathway toward achievement, (c) control for the potential confounding influence of past achievement and working memory capacity. METHODS: A sample of 258 university students completed self-report measures of academic procrastination and coping, and performed tests of working memory. Their semester grade point average was collected at the end of the semester. RESULTS: Results of structural equation modeling showed that academic procrastination negatively predicted subsequent academic achievement, even after controlling for high school achievement and working memory capacity. Furthermore, indirect effects revealed that task- and disengagement-oriented coping explained 70% of the total effect. CONCLUSION: These findings outline that the effect of academic procrastination cannot be reduced to a history of academic difficulties or limited cognitive ability and that coping plays an important role in the procrastination - achievement relationship.

Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement.

In previous research, autonomous motivation (AM) has been found to be associated with school achievement, but the relation has been largely heterogeneous across studies. AM has typically been assessed with explicit measures such as self-report questionnaires. Recent self-determination theory (SDT) research has suggested that converging implicit and explicit measures can be taken to characterize the integrative process in SDT. Drawing from dual-process theories, we contended that explicit AM is likely to promote school achievement when it is part of an integrated cognitive system that combines easily accessible mental representations (i.e., implicit AM) and efficient executive functioning. A sample of 272 university students completed a questionnaire and a lexical decision task to assess their explicit and implicit AM, respectively, and they also completed working memory capacity measures. Grades were obtained at the end of the semester to examine the short-term prospective effect of implicit and explicit AM, working memory, and their interaction. Results of moderation analyses have provided support for a synergistic interaction in which the association between explicit AM and academic achievement was positive and significant only for individuals with high level of implicit AM. Moreover, working memory was moderating the synergistic effect of explicit and implicit AM. Explicit AM was positively associated with academic achievement for students with average-to-high levels of working memory capacity, but only if their motivation operated synergistically with high implicit AM. The integrative process thus seems to hold better proprieties for achievement than the sole effect of explicit AM. Implications for SDT are outlined.

Coping as a building mechanism to explain the unique association of affect and goal motivation with changes in affective states.

BACKGROUND AND OBJECTIVES: In this study, we examined the mediating role of university students' coping strategies in the unique/additive influence of affective states and goal motivation on upward changes in affect during a midterm exam period. DESIGN: Using a short-term prospective design, key assumptions from the self-concordance model and the broaden-and-build theory were drawn upon to determine whether coping strategies are influenced by goal motivation and affective states, while also subsequently influencing short-term changes in affective states during a semester. METHOD: A sample of 272 students (79% females and 21% males) participated in a study in which they completed questionnaires twice during the semester. RESULTS: Results of structural equation modeling, using a true latent change approach, have generally supported our hypotheses. Positive affective states and autonomous goal motivation prospectively predicted task-oriented coping which, in turn, was associated with increases in positive affect. Negative affective states and controlled goal motivation prospectively predicted disengagement-oriented coping which, in turn, was associated with increases in negative affect. CONCLUSION: Coping partially mediates the unique association of affect and goal motivation with changes in affective states of university students.