Our views of sensation, of feeling, and of attention determine, if we are logical, the whole further course of our psychological thought and exposition. ...

First published in 1979. Routledge is an imprint of Taylor & Francis, an informa company.

Les Conférences sur la psychologie élémentaire du sentiment et de l’attention furent tenues par E.B. Titchener (1867-1927) à l’Université de Columbia en février 1908 et publiées en juillet de la même année à New York (The Macmillan Company). Dans ces conférences, qui traitent successivement de la sensation, du sentiment, et enfin de l’attention, Titchener (1867-1927) fait un point méticuleux de l’état de la question dans la psychologie de l’époque avant d’avancer ses propres hypothèses. Il pu...

Psychology has a long past, yet its real history is short. For thousands of years it has existed and has been growing older; but in the earlier part of this period it cannot boast of any continuous progress toward a riper and richer development. In the fourth century before our era that giant thinker, Aristotle, built it up into an edifice comparing very favorably with any other science of that time. But this edifice stood without undergoing any noteworthy changes (...) or extensions, well into the eighteenth or even the nineteenth century. Only in recent times do we find an advance, at first slow but later increasing in rapidity, in the development of psychology. The general causes which checked the progress of this science and thus made it fall behind the others can readily be stated:— "The boundaries of the Soul you cannot find, though you pace off all its streets, so deep a foundation has it," runs a sentence of Heraclitus, and it hits the truth more fully than its author could ever have expected. The structures and functions of our mental life present the greatest difficulties to scientific investigation, greater even than those presented by the phenomena, in many respects{4} similar, of the bodily life of the higher organisms. These structures and processes change so unceasingly, are so fleeting, so enormously complex, and dependent on so many factors hidden yet undoubtedly influential, that it is difficult even to seize upon them and describe their true substance, still more difficult to gain an insight into their causal connections and to understand their significance. We are just now beginning to recognize the full force of these difficulties. (shrink)

Excerpt from The Mathematical Psychology of Gratry and Boole: Translated From the Language of the Higher Calculus Into That of Elementary Geometry Dear Dr. Maudsley, - You have often asked me to explain, for students unaquainted with the Infinitesimal Calculus, certain doctrines expressed in terms of that Calculus by P. Gratry and my late husband. That you permit me to dedicate my attempt to you will, at least, be a guarantee that the main ideas of mathematical psychology (...) are based, not on mystic dreams, but on scientific induction. I am glad of this opportunity of expressing to you my gratitude, both for your published works, and for much personal kindness to myself. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Brazil has one of the highest levels of economic disparity in the world. The educational system plays a large role in this reality, acting as a mechanism of social exclusion. Neoliberalism has resulted in the commodification of education, empowering private schools while undermining the public system. This has created a vicious cycle, whereby educational inequality reflects and reinforces social inequality. Such a system violates the rights of children not lucky enough to be born into wealth – the right to equal (...) education; to equal opportunity; and equal treatment. From within this context, we propose a model, dubbed The Eagle’s Flight, for psychological intervention in public schools. This will form an extension of our research group’s Psychosocial Assessment and Intervention – Prevention, Community and Liberation, which has been an on-going project for the past fourteen years. The intervention model advocates monitoring child development from a critical, social and historical perspective, focusing on how school and community affect everyday life. The analysis will be carried out via the daily immersion of psychologists in the public school setting, who pay attention to key aspects which include various expressions of violence, financial difficulties related to unemployment, informal employment or drug dealing, poor access to health services, and the developmental impact of factors such as poverty. Based on Paulo Freire's Emancipatory Education Proposal and Ignacio Martín-Baró’s Liberation Psychology, intervention in school and community must be an interdisciplinary procedure, employing professionals from a range of disciplines involved in the study of child development. The various subjects’ perspectives seek to provide support for everyday problems and solutions, whilst breaking down the hegemonic model of psychological practice that considers the child and family as responsible for their problems. A concrete example of this critical psychosocial intervention model is presented. (shrink)

The use of figurate numbers (e. g. in the context of elementary number theory) can be considered a heuristic in the field of problem solving or proving. In this paper, we want to discuss this heuristic from the perspectives of the semiotic theory of Peirce (“diagrammatic reasoning” and “collateral knowledge”) and cognitive psychology (“schema theory” and “Gestalt psychology”). We will make use of several results taken from our research to illustrate first-year students’ problems when dealing with figurate (...) numbers in the context of proving. The considerations taken from both theoretical perspectives will help to partly explain such phenomena. It will be shown that the use of figurate numbers must not be considered to be any kind of help for learners or some way of ‘easy’ mathematics. Working in this representational system has to be learned and practiced as another kind of knowledge is necessary for working with figurate numbers. The named findings also touch upon the concept of ‘proofs that explain’. Finally, we will highlight some implications for teaching and point to a number of demands for future research. (shrink)

Originally published in 1982, this was an extensive and up-to-date review of research into the psychology of deductive reasoning, Jonathan Evans presents an alternative theoretical framework to the rationalist approach which had dominated much of the published work in this field at the time. The review falls into three sections. The first is concerned with elementary reasoning tasks, in which response latency is the prime measure of interest. The second and third sections are concerned with syllogistic and propositional (...) reasoning respectively, in which interest has focused on the explanation of frequently observed logical errors. In an extended discussion it is argued that reasoning processes are content specific, and give little indication of the operation of any underlying system of logical competence. Finally, a dual process theory of reasoning, with broad implications and connections with other fields of psychology, is elaborated and assessed in the light of recent evidence. (shrink)

The psychology underlying revenge in an intergroup context is built around a small handful of recurrent interaction types. Analyzing the cost/benefit calculations of each agent's role within these interaction types provides a more precise way to characterize intergroup conflict and revenge. This in turn allows for more precise models of the psychology of intergroup conflict to be proposed and tested.

This book offers an innovative introduction to the psychological basis of mathematics and the nature of mathematical thinking and learning, using an approach that empowers students by fostering their own construction of mathematical structures. Through accessible and engaging writing, award-winning mathematician and educator Anderson Norton reframes mathematics as something that exists first in the minds of students, rather than something that exists first in a textbook. By exploring the psychological basis for mathematics at every level - including geometry, algebra, calculus, (...) complex analysis and more - Norton unlocks students' personal power to construct mathematical objects based on their own mental activity, and illustrates the power of mathematics in organizing the world as we know it. Including reflections and activities designed to inspire awareness of the mental actions and processes coordinated in practicing mathematics, the book is geared towards current and future secondary and elementary mathematics teachers who will empower the next generation of mathematicians and STEM majors. Those interested in the history and philosophy that underpins mathematics will also benefit from this book, as well as those informed and curious minds attentive to the human experience more generally. Anderson Norton is Professor in the Department of Mathematics at Virginia Tech, USA, where he has been teaching mathematics courses for future teachers for 15 years. He is the editor of Constructing Number, and the co-author of Developing Fractions Knowledge and Numeracy for All Learners. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Elementary Students Quilting through Social StudiesLinda Bennett (bio)IntroductionIt is enchanting when over twenty students' quilt squares make a quilt. The common yet diverse techniques for making a quilt transform the students' quilt squares into a shared quilting experience. A quilt made by students in one classroom can demonstrate a unique characteristic of each student by combining their squares into a quilt about a common theme in the social (...) studies curriculum. The quilts become a lasting record of the students' depictions of the theme under study and contributions to a class project. The six quilts described in this article demonstrate how to make class quilts using social studies themes. The lessons learned by the students and teachers are shared and additional resources are provided to extend the experiences of elementary students quilting through social studies.The Elementary CurriculumOne of the first decisions when making a quilt in elementary school is how the quilt connects to the curriculum. Each year I ask my child's classroom teacher what social studies themes are in the curriculum, and with the help of the classroom teacher, the students design a quilt that matches the curriculum. The teacher determines how much class time to use for discussion of the theme and the best quilting technique for the students.The typical elementary social studies curriculum centers around self, family, school, and community in kindergarten through third grades, and the local state (in this case, Missouri) and the United States in fourth and fifth grades. Quilts can depict social studies strands such as culture, history, [End Page 90] geography, psychology, sociology, or political science. Families, friends, the school, local or national history, state or national symbols, and social issues are among the themes of quilts made by first through fifth grade students. As a parent who is also a social studies educator, I contribute to my children's elementary education by making quilts about the social studies curriculum with the students in their classrooms. Click for larger view View full resolutionFigure 1."Rights of the Child" quilt.Quilting can integrate many curricula in elementary school. When elementary students make a class quilt based on a theme in the social studies curriculum, they are integrating content and skills from literacy, mathematics, science, or art into the social studies expectations. Within language arts, students read, write, and research the social studies theme and the art of quilt making. Students use mathematical skills when measuring, cutting, and stitching. Science is integrated into social studies through themes such nature, global issues, or changes in the environment.Visual arts objectives for elementary students are intertwined into the quilting lessons. The artistic design of the quilt is the result of each student's fabric selection, design, and applications to the squares. The students use their hands, hearts, and minds as they make the quilt squares, and they learn the purpose and value of the art of quilting through the connections to the social studies curriculum.Sharing the QuiltsMy desire is for the students' enthusiasm for quilting to inspire other elementary school teachers to quilt with students. Several specific quilts are discussed below; first through third grade students have made quilts depicting the themes of families, friends, and the Rights of the Child, while older students (in fourth and fifth grade) made the pioneer quilt and the freedom quilt. [End Page 91] Click for larger view View full resolutionFigure 2."Families" quilt with hearts.For the "Rights of the Child" quilt (see figure 1), made by first and second graders, the students considered the rights of children while the teacher read A Children's Chorus and For Every Child a Better World.1 Each student made a quilt square about a right using fabric crayons. The quilt hung in the local public library to celebrate the rights of the child. Next to the quilt was a diagram with the first name of the student and the theme of his or her square.2Learning the names of friends and sharing friendships in the classroom can be the focus of social studies for young students. To make the quilt squares in the friendship quilt, the students traced their hand... (shrink)

In the present article, I compare Ernst Mach’s and Heinrich Gomperz’s contributions to the German-speaking positivist tradition by showing how, in trying to refound epistemology on the basis of one definite category of experiential element, namely, sensation and feeling, respectively, they each epitomized one major trend of Immanenzpositivismus. I demonstrate that, besides Mach’s “sensualist” conception of positivism – in light of which historians have tended thus far to interpret all German-speaking positivist research of that period – there also existed an (...) “affectivist” conception of positivism, which originated in Avenarius’s empiriocriticism and culminated in Gomperz’s pathempiricism. Here I aim to provide a new perspective on the history of positivism by highlighting the role played in it by psychological concerns. First, I revisit the notion of Immanenzpositivismus, the form of positivism that prevailed in both Germany and Austria between the late nineteenth and early twentieth centuries: in addition to addressing the definition of this philosophical school of thought, I discuss the issue of “pure experience”, from which the positivists tried to reinterpret the foundations of knowledge. Second, I deal with Mach’s sensation-based approach to Immanenzpositivismus by commenting on his ontological and typological analysis of the constitutive elements of experience and emphasizing the fact that his concept of Empfindung is a relatively ill-defined notion in light of contemporary psychological standards. Moreover, I show that, despite his pretense of confining his epistemological developments to the analysis of sensations, Mach did not deny the involvement of feelings in epistemology, as clearly evidenced by some passages of Erkenntnis und Irrtum. Third, I analyze Gomperz’s feeling-based conception of Immanenzpositivismus, that is, pathempiricism, by highlighting how he strove to radically refound epistemology on the basis of the most recent advances of affective psychology. Focusing on the question of language sciences, I also discuss how he considered the role of feelings in the various forms of theoretical knowledge, the only field of investigation that he revisited in detail in his unfinished book, the Weltanschauungslehre. Fourth and last, I contrast Gomperz’s with Mach’s positivist model and argue that the former is more coherent and has a higher explanatory power than the latter. In conclusion, I insist on the importance of revisiting pathempiricism within the broader framework of affective epistemology. (shrink)

School environment refers to the set of relationships that occur among members of a school community that are determined by structural, personal, and functional factors of the educational institution, which provide distinctiveness to schools. The school environment is an important factor when evaluating student well-being. Previous findings have shown that variables such as physical, academic, and social dimensions influence school environments. This research seeks to explain the relationship between school environment and the well-being of primary education students. To carry out (...) this research, a total of 405 students from four public elementary schools in northwestern Mexico were selected to participate. The instrument used to measure the variables and the relationship of school environment and well-being is based on the three dimensions of school environment proposed by Kutsyuruba et al. (2015) : Physical, social, and academic. Statistical analyses were carried out to determine the reliability and validity of the measurement scales using SPSS V20 and EQS software. Confirmatory factor analysis models were tested to determine the construct validity of each scale; then, an analysis via structural equation modeling was made to form an explanatory model obtaining acceptable practical and statistical indicators. Among the relationships in this study, our research identified the variable of school environments as an outcome determined by physical, academic, and social factors. School environment and student well-being variables were also found to be correlated. (shrink)

Teaching research methods is especially challenging because we not only wish to convey formal knowledge and encourage critical thinking, as with any course, but also to enable our students dream up meaningful research projects, translate them into logical steps, conduct the research in a professional manner, analyze the data, and write up the project in APA style. We also wish to spark interest in the topics of research papers, and in the intellectual challenge of creating a research report, but we (...) have learned just how difficult these goals can be from teaching undergraduates and from serving as journal reviewers: many submissions contain flaws such as elementary errors of logic (e.g., using a null control condition instead of a placebo or dummy treatment), tangled statistics, a lack of graphs, and ungrammatical, unclear writing that violates APA rules. Yet these manuscripts are written by university faculty, often with doctorates and years of experience. Even published papers may contain egregious faults (Standing & McKelvie, 1986). And although we have both published widely, we still hone our skills. It requires optimism to expect that a typical undergraduate will do better, on the basis of just a year or two of studies in psychology. In this paper, we describe a systematic set of methodology courses and two specific practices that we think can help. Methodology Courses as the Backbone of our Psychology Program How can methodology courses promote undergraduate involvem... (shrink)

The Bayesian model is used in psychology as the reference for the study of dynamic probability judgment. The main limit induced by this model is that it confines the study of revision of degrees of belief to the sole situations of revision in which the universe is static (revising situations). However, it may happen that individuals have to revise their degrees of belief when the message they learn specifies a change of direction in the universe, which is considered as (...) changing with time (updating situations). We analyze the main results of the experimental literature with regard to elementary qualitative properties of these two situations of revision. First, the order effect phenomenon is confronted with the commutative property. Second, an apparent new phenomenon is presented: the redundancy effect that is confronted with the idempotence property. Finally, results obtained in this kind of experimental situations are reinterpreted in the light of pragmatic analysis. (shrink)

Past research has revealed direct effects of parental involvement and parenting style on children’s achievement goals separately, however, it is necessary to investigate the interactive mechanism in an integrated way. This study examined the relations between children’s perception of different dimensions of parental involvement and their achievement goals, and the moderating role of parenting style. Participants were 614 Chinese fourth and fifth grades students. Results showed that home-based involvement was positively associated with performance-approach goals, school-based involvement was positively associated with (...) mastery goals, and academic socialisation was positively associated with both mastery and performance-approach goals. Parental psychological control moderated the relationships between performance-approach goals and two types of parental involve... (shrink)

The psychology of Aristotle has never been understood in a historically correct way. A new interpretation of the De anima will be proposed in which this work can be seen as compatible with the psychology that can be reconstructed from the fragments of Aristotle's lost dialogues and the De motu animalium and other biological works and the doxographical data gathered from ancient writers besides the commentators. In De anima, II, 412b5, where psychè is defined as 'the first entelecheia (...) of a natural body that is organikon,' the words 'natural body' should not be taken to mean 'the body of a living plant, animal or human being' but to stand for 'elementary body.' And the qualification 'organikon' should not be understood as 'equipped with organs' but in the sense of 'serving as an instrument to the soul.' This 'instrumental body' that is inseparably connected with the soul is the seat of desire, which physically influences the parts of the visible body. Besides those two corrections there are the words ta merè in 412b18 that should be taken as meaning not 'parts of the body' but 'parts of the soul.' Aristotle is arguing there that even those parts of the soul that are not yet actualized in the embryo of a new living being can be said to be 'not without body.'. (shrink)

The model presented by Lee and Schwarz provides a novel explanation for the elementary mechanisms of psychological cleansing. I argue that the model could be extended to account for complex instances of psychological cleansing where the grounded procedures are not isolated and the opposing motives of separation and connection are entangled in a strategic interplay.

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long-run interest in developing autonomy is best served by developing their understanding of and provisional identity within (...) their primary culture and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity. (shrink)

The philosophical foundation -- Using the environment as a teaching tool -- Assessing the pillars of the physical environment for academic learning -- The physical environment to support meaningful learning -- The physical environment to support social learning -- The physical environment to support purposeful learning -- The physical environment to support responsible learning -- The physical environment to support continuous learning -- The physical environment to support in-depth learning -- Using the APPEAL for professional development and research -- General (...) procedures for administering the APPEAL. (shrink)

To be an effective teacher, a combination of specific professional skills and psychological attributes are required. With increasingly fluid employment conditions, particularly in the international context, recruiters and schools are under considerable pressure to quickly differentiate candidates and make successful placements, which involves more than just determining if a candidate holds an appropriate qualification. Therefore, the aim of this cross-sectional study was to measure theoretically and empirically valuable psychological attributes in an international sample of schoolteachers to determine the most valuable (...) correlates of satisfaction and position duration. An international sample (N= 335) of elementary, middle and high school teachers completed an online survey to capture their workplace satisfaction, position duration and measure 15 psychological attributes using validated instruments. Linear associations were estimated using hierarchical regression with this analysis complemented and compared with follow-up non-linear neural network models. Using regression, lower agreeableness (less people-oriented) emerged as the strongest correlate of longer position duration throughout the cohort. In elementary school teachers, lower impulsivity and higher organizational commitment emerged as the strongest correlates of longer position duration. In high school teachers, better stress tolerance and higher organizational commitment emerged as the strongest correlates of longer position duration. Using neural networks to suggest predictive models, low levels of neuroticism and impulsivity were the strongest predictors of longer position duration in elementary school teachers. High stress tolerance also predicted high work satisfaction in elementary teachers, whereas it was lower impulsivity that most strongly predicted higher work satisfaction in high school teachers. Innovation tendencies, perhaps surprisingly, appeared as a consistent predictor of lower levels of workplace satisfaction across teaching levels. Honesty-humility also emerged as a predictor of shorter position duration, particularly for primary/elementary teachers scoring above the mean. Taken together the results suggest an interesting balancing act that needs to be struck between hiring people-oriented and innovative teachers who may be more effective and adaptable but also at greater risk of changing position, possibly due to an increased interest and ability to transition into new social environments. (shrink)

Around the world, many schools were closed as one of the measures to contain the spread of the COVID-19 pandemic. School closure brought about important challenges to the students' learning process. This context requires strong self-regulatory competences and agency for autonomous learning. Moreover, online remote learning was the main alternative response to classroom learning, which increased the inequalities between students with and without access to technological resources or for those with low digital literacy. All considered, to level the playing field (...) for students without digital resources, there is an urgent need to promote self-regulatory competences through offline intervention solutions. The current paper describes a project with this purpose, using radio broadcasting and letters to reach elementary students without digital resources. Moreover, potential reach and participants' perspectives of the project implementation are presented and discussed. The project draws on a prior evidence-based story-tool intervention grounded on a self-regulated learning framework. The original intervention was set previous to the COVID-19 pandemic and was implemented in the classroom context (N= 1,103 students). Once the schools had been closed down, the mode of intervention was adapted with the collaboration of the community. Alternative solutions were developed as follows: (i) story chapters were read on the radio and students received to their homes a printed script, prompting reflection, and suggesting related activities; (ii) students were provided with the story-tool to read autonomously and received letters from the main characters of the story which included, for example, suggestions for activities and reflection. These two alternative modes of intervention delivery potentially reached 394 elementary students, including students with digital resources. Interviews conducted with a group of students were provided information about the positive aspects of these two modes of intervention delivery, perceived learning (e.g., planning), constraints, and suggestions to improve the project. The current work is likely to merit attention from researchers and educational practitioners, given the need to use offline alternatives to provide support for students without digital resources to engage in autonomous learning during the pandemic period. This project may also be used as an alternative or a complementary solution to online modality. (shrink)

Sensation is the reflection of the brain on the individual attributes of objective things that directly act on the sense organs. Feeling is the most elementary cognitive process and the simplest psychological phenomenon. Vision is a kind of sense, and sense is produced by objective things acting on the sense organs. But at present, it is rare to analyze interior design exhibition from the perspective of visual psychology, an emerging science, as an interdisciplinary attempt, only in interior design (...) research. Therefore, the study of sensory process should start from its external stimuli, in order to first understand how it acts on the sensory organs to produce sensory phenomena. This paper mainly studies the visual performance of psychological factors in interior design under the background of artificial intelligence. This paper proposes a K-means clustering algorithm and a localization algorithm fused with visual and inertial navigation. The distance thresholds corresponding to the SIFT feature descriptors of threshold T1, 128D, 96D, 64D, and 32D are 170, 160, 150, and 90, respectively. This verifies that the candidate image with the highest number of matching points is considered the best matching image. (shrink)

Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout’s negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers’ main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers’ social and emotional competence appears to be particularly promising, positively impacting teachers’ well-being and personal accomplishment (...) and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention’s implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables and distal variables, and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation, with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal and distal variables favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants’ responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers’ burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs’ efficacy, as well as the need to adapt and consider context variables in research and practice. (shrink)

Meaning in life has been widely recognized as a hallmark of psychological well-being and positive youth development. The goal of this study was to validate the Korean version of the Meaning in Life in Children Questionnaire utilizing the framework suggested by the Standards for Educational and Psychological Testing. Data were obtained from 277 fifth graders aged 10–11 in three elementary schools in Seoul and Gyeonggi through a paper-and-pencil survey. We translated the MIL-CQ, a 21-item self-report measure developed based on (...) Frankl’s “meaning triangle,” into Korean. Psychological well-being measures were also assessed. Validity and reliability data were collected. The content of domains and items was appropriate for measuring MIL among children. A three-factor model consisting of attitude, creativity, and experience pathways was extracted via exploratory factor analysis, and a three-factor hierarchical model including attitude, creativity, and experience as first-order factors and MIL as a second-order factor was confirmed via confirmatory factor analysis. Higher levels of MIL were related to higher levels of satisfaction with life, self-esteem, positive affectivity, and lower levels of negative affectivity. All item fit statistics were acceptable based on the Rasch model. The analysis of the measurement invariance of each item showed that the responses to one item varied by gender, suggesting that additional items might facilitate better measurement of MIL in children. This study provides validity and reliability evidence that K-MIL-CQ is appropriate for measuring MIL among South Korean elementary school students. (shrink)

Objectives: This study explored a multidimensional model of the relationships between social media use, gender, peer bullying victimization experiences, and the onset of anxiety symptoms among children. We hypothesized that greater experience of bullying would be associated with greater onset of anxiety. We also expected that gender and social media use would be linked with anxiety among elementary school children. To test this hypothesis, a structural equation modeling approach was used.Methods: A total of 456 elementary children aged 11–13 (...) years from nine schools were recruited for this research. We used two psychological measures: The Screen for Child Anxiety Related Emotional Disorders and the Personal Experience Checklist as well as a sociodemographic questionnaire.Results: The social media usage survey found that all participants used social media. Instagram and YouTube were the platforms most used by the participants. The Structural Equation Model results suggest that bullying victimization and gender predicted the onset of anxiety in elementary school children. The model explained 32.1% of the variance of the outcome with very adequate fit indicators based on most indices, χ2 = 173.56, df = 52, p < 0.001; CFI = 0.92; TLI = 0.94; RMSEA = 0.07. Instagram use was correlated positively with generalized anxiety disorder. Gender was negatively correlated with Instagram use and positively correlated with YouTube use. Girls were found to use Instagram more and boys were found to use YouTube more. It was also found that girls had higher scores onSCARED dimensions, except for school avoidance. Girls were more prone to onset of anxiety than boys, except for school avoidance, which was not related to gender. Boys were found to experience significantly more physical bullying than girls. On the other hand, girls were found to experience more panic disorder, generalized anxiety disorder, separation anxiety disorder, and social anxiety than boys.Conclusion: This study found that bullying victimization significantly influences the onset of anxiety in children. Particular attention should be paid to cyberbullying in this context. This study also found a link between gender and anxiety—girls had a greater tendency to experience the onset of various types of anxiety, including panic disorder, generalized anxiety disorder, separation anxiety disorder, and social anxiety. Gender was also correlated with the form of bullying victimization. The findings of this study suggest that boys were more likely to experience physical bullying than girls. Interestingly, we found that Instagram use was significantly correlated with developing separation anxiety. In particular, children demonstrated school avoidance when experiencing cyberbullying. Limitations and future directions are discussed. (shrink)