Perfectionism and Negative Affect After Repeated Failure

2014 ◽  
Vol 35 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Joachim Stoeber ◽  
Natalia Schneider ◽  
Rimi Hussain ◽  
Kelly Matthews
Keyword(s):  
Negative Affect ◽  
University Students ◽  
Negative Emotions ◽  
Vulnerability Factors ◽  
Initial Failure ◽  
Socially Prescribed Perfectionism ◽  
Anxiety Depression

Perfectionists have shown increased negative affect after failure compared to nonperfectionists. However, little is known about how perfectionists react to repeated failure. This study investigated the effects of two forms of perfectionism – self-oriented perfectionism and socially prescribed perfectionism – on 100 university students’ reactions to repeated failure (versus repeated success) examining three negative emotions: anxiety, depression, and anger. Results showed that socially prescribed perfectionism predicted increased anxiety, depression, and anger after initial failure and further increased anger after repeated failure. In contrast, self-oriented perfectionism predicted increased anxiety, but only after repeated failure. The findings suggest that both self-oriented and socially prescribed perfectionism are vulnerability factors predisposing individuals to react with increased negative affect after repeated failure.

scholarly journals Assessing the wellbeing of Chinese university students: validation of a Chinese version of the college student subjective wellbeing questionnaire

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Yan Zhang ◽  
Richard Carciofo
Keyword(s):  
Life Satisfaction ◽  
College Student ◽  
Negative Affect ◽  
University Students ◽  
Subjective Wellbeing ◽  
School Connectedness ◽  
Chinese Version ◽  
Academic Efficacy ◽  
Academic Satisfaction ◽  
Positive Correlation

Abstract Background In response to the rising concern with promoting the wellbeing of university students and relative lack of domain-specific wellbeing measurement instruments in China, the current study aimed to validate a Chinese version of the College Student Subjective Wellbeing Questionnaire (CSSWQ), a 16-item self-report English-language rating scale assessing four aspects of wellbeing (academic satisfaction, academic efficacy, school connectedness, and college gratitude). Methods The Chinese translation of the CSSWQ, the Students’ Life Satisfaction Scale, the Positive and Negative Affect Schedule, the 10-Item Big Five Personality Inventory, and demographic questions were completed by 252 Chinese students at a university in Suzhou, China. Results Exploratory factor analysis found four factors each with the same four items as in the original English scale. Each subscale showed good internal consistency. Test–retest for a one-month interval showed generally moderate reliability. As predicted, Pearson correlational analysis found positive correlations between the Chinese CSSWQ and life satisfaction, positive affect, extraversion, and GPA, and negative correlations with neuroticism and negative affect. Monthly income had small negative correlations with academic satisfaction and academic efficacy, smoking had a small positive correlation with school connectedness, and exercise had a small positive correlation with academic efficacy. Conclusion Data for the Chinese CSSWQ in the current study showed validity and reliability, supporting the use of this instrument as a measurement of college student wellbeing in China.

scholarly journals Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study

2016 ◽  
Vol 15 (1) ◽  
pp. ar1 ◽  
Author(s):  
Christoph Randler ◽  
Eda Demirhan ◽  
Peter Wüst-Ackermann ◽  
Inga H. Desch
Keyword(s):  
Life History ◽  
Negative Affect ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Video Clip ◽  
Biology Teachers ◽  
Treatment Comparison ◽  
Film Treatment ◽  
Efficacy Measure ◽  
The Cost

In science education, dissections of animals are an integral part of teaching, but they often evoke negative emotions. We aimed at reducing negative emotions (anxiety, negative affect [NA]) and increasing positive affect (PA) and self-efficacy by an experimental intervention using a predissection video to instruct students about fish dissection. We compared this treatment with another group that watched a life history video about the fish. The participants were 135 students studying to become biology teachers. Seventy received the treatment with the dissection video, and 65 viewed the life history video. We applied a pre/posttest treatment-comparison design and used the Positive and Negative Affect Schedule (PANAS), the State–Trait–Anxiety Inventory for State (STAI-S), and a self-efficacy measure three times: before the lesson (pretest), after the film treatment (posttest 1), and after the dissection (posttest 2). The dissection film group scored higher in PA, NA, and state anxiety (STAI-S) after the dissection video treatment and higher in self-efficacy after the dissection. The life history group showed no differences between the pretest and posttest 1. The dissection film has clear benefits—increasing PA and self-efficacy—that come at the cost of higher NA and higher STAI-S.

Psicologia & saúde treino de habilidades de vida e saúde mental em universitários

2021 ◽  
Author(s):  
Leide Silva do Carmo ◽  
Nelson Iguimar Valerio
Keyword(s):  
Mental Health ◽  
University Students ◽  
Life Skills ◽  
Low Cost ◽  
Intervention Group ◽  
Skills Training ◽  
Risky Behaviors ◽  
Group Life ◽  
Academic Adaptation ◽  
Anxiety Depression

Several factors can cause damage to the mental health of university students, e.g. academic adaptation, housing change, distance from family and friends, and dealing with stressors regarding new requirements, which need some resources to cope with such situations. The content of this book, from the Master's Dissertation developed by the authors at the Stricto-Sensu Psychology and Health Post-Graduation Program at the Medical School of São José do Rio Preto - FAMERP, aims at describing the presence of mental disorders and demonstrating the implementation of a life-skills training in university students (Medicine and Nursing), randomly chosen in a teaching institution in a medium-sized city, interior of São Paulo state. The participants expressed high symptoms of anxiety, depression and stress in the initial evaluation, however, after the training of group life skills, they showed significant improvements with maintenance of these rates during the follow-up. This training can be stood out to improve the mental health and life skills of the students. It is likely that the intervention group may have helped these students to cope with negative pressures, avoiding risky behaviors, communicating effectively; moreover, coping with adaptations and changes in such academic process. It is worthwhile to point out that this study may encourage further research in relation to mental health and life-skills in university students, and that it will encourage the insertion of programs with these skills training, due to their effectiveness, low cost, the participants´ acceptance, improvement in mental health, and provide increasing academic performance.

scholarly journals Behind Dislike: Adaptive Purposes for Undergraduates’ Negative Emotions in the Career Decision-Making Process

2020 ◽  
Vol 12 (19) ◽  
pp. 8071
Author(s):  
Keith A. Puffer ◽  
Kris G. Pence
Keyword(s):  
College Students ◽  
Decision Making ◽  
Negative Affect ◽  
Negative Emotions ◽  
Career Decision ◽  
Emotional Reactions ◽  
Decision Makers ◽  
Decision Making Process ◽  
Career Decision Making ◽  
Response Options

The first career interest inventory emerged in the late 1920s. The response options for the questions in the Strong Vocational Interest Blank included ‘like’ and ‘dislike.’ Both answers are emotional reactions. Regrettably, clients within the context of vocational counseling often regard negative feelings (e.g., dislikes) as inconsequential. Yet, negative emotionality can be adaptive and feasibly assist career decision-makers. In the literature on college students’ career development and emotional functioning, there is a paucity of information about how negative emotions advance the career decision-making process and how career decision-makers apply such knowledge. Hence, a sample of undergraduates (n = 256) was recruited to ascertain imaginable adaptive career decision-making benefits from negative affect. Employing a Mixed Methods-Grounded Theory methodology, the present study tabulated the negative emotional reactions of college students to vocations that were self- or computer-reported. In addition, their answers to two investigative questions about the selection of their negative emotions were analyzed. From the data, three negative meta-emotions emerged as reactions to participants’ reported occupations; four adaptive purposes for their selected negative affect were also discovered. A theoretical framework and applicative suggestions from the findings are presented.

scholarly journals Discrimination and anxiety: Using multiple polygenic scores to control for genetic liability

2020 ◽  
Vol 118 (1) ◽  
pp. e2017224118
Author(s):  
Adolfo G. Cuevas ◽  
Frank D. Mann ◽  
David R. Williams ◽  
Robert F. Krueger
Keyword(s):  
Negative Affect ◽  
Principal Components ◽  
The United States ◽  
European Ancestry ◽  
Prevention Measures ◽  
Latent Factor ◽  
Genetic Liability ◽  
Polygenic Scores ◽  
Anxiety Depression ◽  
The Impact

An established body of research indicates that discrimination is associated with increased symptoms of anxiety and negative affect. However, the association cannot be interpreted unambiguously as an exposure effect because a common set of genetic factors can simultaneously contribute to increased liability for symptoms of anxiety, negative affect, and the perception of discrimination. The present study elucidates the association between discrimination and anxiety/negative affect by implementing strict genetic controls in a large sample of adults. We used data from the biomarker project of the Study of Midlife Development in the United States (MIDUS), a national probability sample of noninstitutionalized, English-speaking respondents aged 25 to 74 y. Participants who consented to provide genetic data were biologically unrelated and of European ancestry as determined by genotype principal components analysis (n = 1,146). A single structural regression model was fit to the data with three measures of discrimination specified to load onto a latent factor and six measures of anxiety and negative affect specified to load onto a second latent factor. After accounting for potential genetic confounds—polygenic scores for anxiety, depression, and neuroticism and the first five genetic principal components—greater discrimination was associated with greater anxiety/negative affect (β = 0.53, SE = 0.04, P < 0.001). Findings suggest that measures of perceived discrimination should be considered environmental risk factors for anxiety/negative affect rather than indices of genetic liability for anxiety, depression, or neuroticism. Clinical interventions and prevention measures should focus on ways to mitigate the impact of discrimination to improve mental health at the population level.

scholarly journals Prevalence of food addiction and its association with anxiety, depression, and adherence to social distancing measures in Brazilian university students during the COVID-19 pandemic: a nationwide study

2022 ◽  
Author(s):  
André Eduardo da Silva Júnior ◽  
Mateus de Lima Macena ◽  
Ana Debora Santos de Oliveira ◽  
Dafiny Rodrigues Silva Praxedes ◽  
Isabele Rejane de Oliveira Maranhão Pureza ◽  
...  
Keyword(s):  
University Students ◽  
Food Addiction ◽  
Nationwide Study ◽  
Social Distancing ◽  
Anxiety Depression

scholarly journals University Students’ Perception of Transformational Leadership of the University President in Korea: The Role of Students’ Personality, Affect, and Affective Commitment to the University

2021 ◽  
Vol 20 (1) ◽  
pp. 160-184
Author(s):  
Boram Do ◽  
Seung-Yoon Rhee
Keyword(s):  
Transformational Leadership ◽  
Negative Affect ◽  
University Students ◽  
Affective Commitment ◽  
Affective State ◽  
Hierarchical Regression ◽  
University President ◽  
University Leadership ◽  
The University ◽  
The Relationship

This study explores how university students’ personality and positive or negative affect influence their perception of transformational leadership of the university president. It further examines how the level of students’ affective commitment to the university moderates the relationship. Survey data were collected from 141 undergraduate and graduate students enrolled in a large public university in South Korea. The students answered survey questions to measure their big-five personalities, positive and negative affect, affective commitment to the university, and their perception of the university president’s transformational leadership. The results of hierarchical regression analyses show that (a) students’ positive affect is positively related to their perception of the university president’s transformational leadership, after controlling for the effect of the students’ personality and that (b) students’ affective commitment to the university moderates the relationship between negative affect and perception of transformational leadership of the university president. This study sheds light on the dynamic, reciprocal process of the social construction of university leadership with an emphasis on students’ affective state and personality traits as critical factors in understanding distant leadership.

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