The role of strength-based parenting, posttraumatic stress, and event exposure on posttraumatic growth in flood survivors.

OBJECTIVE: The present study examined the role of posttraumatic stress symptoms (PTSS), strength-based parenting (SBP), and event exposure on posttraumatic growth (PTG) in Peruvian flood survivors. METHOD: After contacting local authorities, 1,077 adult participants were surveyed 1 year after the flood. Correlation, moderation, and mediation analyses were conducted to determine relationships between variables. RESULTS: Flood survivors experienced both PTSS and PTG. Additionally, event exposure directly facilitated PTG. Further, SBP influenced PTG both directly and by its role in reducing PTSS. Finally, higher levels of SBP aided individuals in converting PTSS into PTG. CONCLUSIONS: Favorable psychological outcomes following floods are not uncommon even for those with high levels of stress or exposure. Individual- and community-level interventions should leverage facilitating factors such as SBP to promote growth outcomes such as PTG. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The type of motivation does matter for university preparation / O tipo de motivação importa para a preparação da faculdade

Using Self-Determination Theory, the relationship between motivation (autonomous and controlled), academic self-efficacy, test anxiety, life satisfaction and academic achievement was studied in a group of pre-university students from Lima-Peru. A total of 252 students of both sexes with ages between 16 and 30 years (Mage = 17.69) were assessed. Correlational analyses showed the expected relationships among the studied variables. The path analysis performed gave evidence of the fulfillment of the hypotheses proposed for this study since academic self-efficacy mediated the relationship between autonomous motivation and academic achievement and life satisfaction; also test anxiety mediated the relationship between controlled motivation and academic achievement and life satisfaction. The implications of these empirical findings are discussed in relation to pre-university education in Peru.

Utilizando a Teoria da Autodeterminação, as relações entre motivação (autônoma e controlada), autoeficácia acadêmica, ansiedade de teste, satisfação com a vida e desempenho acadêmico foram estudadas em um grupo de alunos pré-universitários de Lima-Peru. Foram avaliados 252 alunos de ambos os sexos com idade entre 16 e 30 anos (Média = 17,69). A análise correlacional mostrou as associações esperadas entre as variáveis, e a análise da trajetória mostrou conformidade com as hipóteses propostas, uma vez que a autoeficácia acadêmica mediou a relação entre motivação autónoma, desempenho acadêmico e satisfação com a vida e, por sua vez, a ansiedade de teste mediou a relação entre motivação controlada e desempenho acadêmico e satisfação com a vida. São discutidas as implicações dos resultados empíricos na perspectiva da educação pré-universitária no Peru.

Context Matters: Teaching Styles and Basic Psychological Needs Predicting Flourishing and Perfectionism in University Music Students.

Professional musicians are expected to perform at a very high level of proficiency. Many times, this high standard is associated with perfectionism, which has been shown to prompt both adaptive and maladaptive motivational dynamics and outcomes among music students. The question about how perfectionism interplays with motivational dynamics in music students is still unanswered and research within this line is scarce, especially in Latin America. In the light of Self-Determination Theory (SDT), this cross-sectional study investigated the relationship between the perceptions of motivational context (teachers' motivating styles: autonomy supportive or controlling), basic psychological needs (satisfaction/frustration), perfectionism (adaptive/maladaptive), and flourishing in University music students from Lima, Peru (N = 149; mean age = 20.68, SD = 3.03; 71% men). We performed a path analysis testing a model in which motivational teaching styles predicted both, perfectionism and flourishing via need satisfaction and frustration. The model's fit indices were ideal [χ2 (7, N = 143) = 7.48, p = 0.300, CFI = 0.998, TLI = 0.992, RMSEA = 0.021, SRMR =0.040]. In this model, perceived autonomy supportive style predicted need satisfaction positively and need frustration negatively; perceived controlling teaching style did not predict need satisfaction nor frustration. In turn, need satisfaction positively predicted adaptive perfectionism (i.e., high standards) and flourishing; whereas, need frustration predicted maladaptive perfectionism (i.e., discrepancy). These results shed light on the relevance of perfectionism in the psychology of higher music education students. Lastly, we highlight the importance of autonomy support in fostering adaptive high standards and flourishing in music learning.

Building on the Enriched Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Mastery Goals.

Two motivational theories - the Achievement Goal Theory and Self-Determination Theory - have recently been combined to explain students' motivation, making it possible to study the "what" and the "why" of learners' achievement strivings. The present study built on this approach by (a) investigating whether the distinction between autonomous or volitional and controlling or pressuring reasons can be meaningfully applied to the adoption of mastery-avoidance goals, (b) investigating the concurrent and prospectiverelations between mastery-avoidance goals and their underlying reasons and learning strategies when mastery-approach goals and their underlying reasons were also considered, and by (c) incorporating psychological need experiences as an explanatory variable in the relation between achievement motives (i.e., the motive to succeed and motive to avoid failure) and both mastery goals and their underlying reasons. In two Turkish university students samples (N = 226, Mage = 22.36; N = 331, Mage = 19.5), autonomous and controlling reasons appeared applicable to mastery-avoidance goals and regression and path analysis further showed that mastery-avoidance goals and their underlying autonomous reasons fail to predicted learning strategies over and above the pursuit of mastery-approach goals and their underlying reasons. Finally, need experiences were established as mediators between achievement motives and both mastery goals and their underlying reasons.

Autonomy-Supportive Parenting and Autonomy-Supportive Sibling Interactions: The Role of Mothers' and Siblings' Psychological Need Satisfaction.

Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers' satisfaction of the psychological needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother-child similarity in psychological need satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers' psychological need satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological need satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics.

Estrés de la vida urbana en preadolescentes: una evaluación longitudinal en Lima / Urban life stress in preadolescents: a longitudinal assessment in Lima

This study has the aim to longitudinally explore stressors and perceived stress in several domains in preadolescents in the urban area of Lima. A non-clinical sample (N = 170, 9-11 years) from low and high socioeconomic status (SES) was investigated in four waves of data collection across two subsequent years. A multilevel analysis revealed that the intensity of perceived life stress decreased across the two years. Results further showed that preadolescents from low SES were more stressed about themselves and family than those from high SES. Regarding gender, girls were more stressed about their family and friends than boys. Finally, a list of the most frequent stressors in preadolescents living in the urban area of Lima is described...

Este estudio tiene como objetivo explorar longitudinalmente los eventos estresantes en preadolescentes de una zona urbana de Lima. Una muestra no clínica (N = 170, 9-11 años) proveniente de niveles socioeconómicos (SES) alto y bajo en la zona urbana de Lima, fue evaluada en cuatro momentos a lo largo de dos años. El análisis multinivel mostró que la intensidad de estrés percibido disminuyó durante los dos años. Los preadolescentes de SES bajo, mostraron más estrés sobre sí mismos y sobre sus familia en comparación con los de SES alto. Las niñas se estresaban más por sus familias y amigos que los niños. Finalmente se describen los estresantes más frecuentes encontrados en este grupo de preadolescentes limeños que viven en una zona urbana...

Economic inequality is linked to biased self-perception.

People's self-perception biases often lead them to see themselves as better than the average person (a phenomenon known as self-enhancement). This bias varies across cultures, and variations are typically explained using cultural variables, such as individualism versus collectivism. We propose that socioeconomic differences among societies--specifically, relative levels of economic inequality--play an important but unrecognized role in how people evaluate themselves. Evidence for self-enhancement was found in 15 diverse nations, but the magnitude of the bias varied. Greater self-enhancement was found in societies with more income inequality, and income inequality predicted cross-cultural differences in self-enhancement better than did individualism/collectivism. These results indicate that macrosocial differences in the distribution of economic goods are linked to microsocial processes of perceiving the self.

Factor structure of the Impact of Event Scale-Revised in two different Peruvian samples.

BACKGROUND: This article studied the factor structure of the Impact of Event Scale-Revised (IES-R) in two samples in Peru, i.e., a sample of survivors of a fire (N=174) and a university student sample (N=562). METHODS: First, confirmatory factor analysis was used to compare nine different models of posttraumatic stress disorder symptoms as evaluated by the IES-R in both of the samples separately. The model with the best fit in both samples had four correlated factors, i.e., Intrusion, Avoidance, Hyperarousal and Sleep Disturbance. Second, the degree of factorial invariance of the IES-R was compared in both the samples using multiple group confirmatory factor analysis. RESULTS AND CONCLUSIONS: The results showed almost no differences between both samples. Finally, the results supported the internal consistency, as well as the concurrent and convergent validity of the IES-R in Peru.