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- 2025-01-18
Does Perfectionism Affect Parental Identity Development? A One‐Year Longitudinal Study
Introduction: Previous studies have revealed that perfectionism and identity development during adolescence are related.However, no longitudinal study has been conducted on the impact of perfectionism on identity development in adulthood. In thepresent study, we analyzed for the first time the longitudinal relationship between personal standards, an indicator of perfection-istic strivings, and concern over mistakes and doubts about actions, indicators of perfectionist concerns, and identity develop-ment in one of the most important yet least understood domains for adults, parental identity. Methods: This 1-year, three-wave longitudinal study investigated reciprocal relationships between perfectionism and parentalidentity among 1275 parents (aged 18–30, M = 26.11; SD = 3.00). We analyzed the results using cross-lagged panel model analysisand random-intercept cross-lagged panel model analysis. Results: The results revealed that personal standards were associated with a relative increase in seeking in- depth informa-tion about parenthood, and doubts/concerns were associated with a relative increase in disappointment and parenthood regret. Parental identity was not reciprocally related to changes in perfectionism at the between-person level. However, we observed theeffect of parental identity on the decrease in personal standards at the within-person level. Conclusion: The results suggest mutual relationships between perfectionism and parental identity at the between-person andwithin-person levels.Otwarty dostępArtykułyJournal article - 2024-04-01
Processes and Statuses of Parental Identity at Different Stages of Parenthood
The study aimed to verify whether parents at different stages of parenthood differ in the intensity of three identity processes in the parental domain: commitment, in-depth exploration, and reconsideration of commitment. We also examined whether there were differences between men and women in this context. We jointly analyzed results from seven independent cross-sectional samples examined between 2017 and 2022 in Poland. A total of 5454 parents aged 18 to 59 participated in the studies at different stages of parenthood: up to 3 years after becoming a parent, being a parent for 4 to 7 years, being a parent for 8 to 12 years, being a parent for 13 to 20 years and being a parent for 21 years or more. Parents at different stages of parenthood were found to have significantly different levels of in-depth exploration and reconsideration of commitment. The results suggest that in the first years of parenthood, parents experience a relatively high in-depth exploration and reconsideration of commitment, which may decrease over time. The analyses also indicated that women are characterized by higher levels of in-depth exploration than men at each stage of parenthood. Men, on the other hand, experience stronger identity uncertainty related to the parental role.Otwarty dostępArtykułyJournal article - 2025
Errorful learning of trivia questions and answers: The role of study time
Errorful learning—asking questions and forcing responding even before the correct answers are presented for study—has recently been proposed as a way of maximizing the effectiveness of study. However, much support for the superiority of errorful learning over standard learning via reading comes from studies employing pairs of words as study materials, which remain of little educational relevance. Studies using materials affording richer semantic processing, such as trivia questions and their answers, have shown benefits of errorful learning only when the errorful learning condition is granted additional time for formulating guesses. In the present study, we systematically examined the role of timing when comparing errorful learning and reading strategies applied to study of trivia questions and their answers. In Experiments 1 and 2, we obtained evidence for the superiority of errorful learning over reading when additional time was given to formulate guesses, but this superiority was abolished when the overall time to study was equated between the two learning strategies. We further examined the role of answer familiarity in Experiment 3, showing that incorrect guessing produced no benefit for learning regardless of whether the to-be-learned concepts were familiar or not. In Experiments 4 and 5, no benefits of errorful learning emerged when participants were required to guess responses to two different questions that shared a common set of possible answers. We conclude that the benefits of errorful learning for trivia questions emerge only when guessing gives more time to process target questions.Otwarty dostępArtykułyJournal article - 2025
Comparing obedience and efficiency in tedious task performance under human and humanoid robot supervision
This study examines the dynamics of obedience and power in the context of interactions between humans and robots at work. We replicated and extended the previous studies by comparing the responses of participants to a humanoid robot, which acts as an authoritative figure, against those to a human in a similar role. Although the humanoid robot commanded a significant level of obedience (63%), it was notably lower than that of its human counterpart (75%). Moreover, the work under the supervision of the robot was performed more slowly and less effectively. The results provide a good insight into the practical implications of using humanoid robots in official roles, especially for repeated and tedious tasks or challenging work activities.Otwarty dostępArtykułyJournal article - 2025-01-15
MESS to live with schizophrenic parental history: A systematic review of developmental checkpoints
Batool, RabiaMushtaq, UzmaIqbal, ShakirShaheen, SanaButt, Aimen ZafarAhmed, AneesShivanand KattimaniParental history of schizophrenia, a complex and multifaceted psychological disorder, is recognized as a well-established risk factor in the development of the disorder among offspring. However, the developmental patterns of such children and adolescents before the onset of the problem have not yet been systematically documented. We present a comprehensive account of developmental checkpoints essential for preventing it from occurring. This review embarks on a detailed explanation of the domains requiring serious attention during the development of an individual with such a familial history. We examined a diversified set of studies comparing the developmental patterns of children with or without (a comparative) a parental history of schizophrenia and highlighted the areas of concern for the later development of the problem among the first group. We included the peer-reviewed articles, published in English based on children and adolescents, found in Web of Science, PubMed, and PsychInfo databases and separate citation searches. We summarized our findings under MESS typology covering motor development, emotional and behavioral issues, speech and hearing impairments, and socio-cognitive aspects as essential features of a child’s development serving as a guide to prevent the onset of psychological complications.Otwarty dostępArtykułyJournal article