scholarly journals The role of social comparison and type of feedback on self-criticism in people with high levels of depressive symptoms

2021 ◽  
Vol 23 (2) ◽  
pp. 40-45
Author(s):  
Andreea Amănălăchioaie ◽  
Loredana Diaconu-Gherasim
Keyword(s):  
Young Adults ◽  
Depressive Symptoms ◽  
Social Comparison ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Psychology Students ◽  
Feedback Condition ◽  
First Year ◽  
Practical Implications

This research explores the relation between social comparison and self-criticism on a group of participants with elevated rates of depressive symptoms. In addition, the study investigated whether the type of feedback could moderate the relation between social comparison and self-criticism. The sample included 36 psychology students in the first year (N = 28 women, M age = 24.6, SD = 4.66) with high depressive symptoms. Results show that higher rates of negative social comparison are correlated with higher levels of self-criticism. Participants that received negative feedback reported an increase level of self-criticism compared to those from positive feedback condition. The type of feedback moderated the relation between social comparison and self-criticism. Our findings are discussed from the perspective of their practical implications for young adults experiencing high levels of depressive symptoms.

scholarly journals Suppression of personality variation in boldness during foraging in three-spined sticklebacks

2021 ◽  
Vol 75 (4) ◽  
Author(s):  
Hannah E. A. MacGregor ◽  
Aislinn Cottage ◽  
Christos C. Ioannou
Keyword(s):  
Negative Feedback ◽  
Risk Taking ◽  
Positive Feedback ◽  
Gasterosteus Aculeatus ◽  
Control Treatment ◽  
Refuge Use ◽  
Individual Level ◽  
Behavioural Type ◽  
State Behaviour

Abstract Consistent inter-individual variation in behaviour within a population, widely referred to as personality variation, can be affected by environmental context. Feedbacks between an individual’s behaviour and state can strengthen (positive feedback) or weaken (negative feedback) individual differences when experiences such as predator encounters or winning contests are dependent on behavioural type. We examined the influence of foraging on individual-level consistency in refuge use (a measure of risk-taking, i.e. boldness) in three-spined sticklebacks, Gasterosteus aculeatus, and particularly whether changes in refuge use depended on boldness measured under control conditions. In the control treatment trials with no food, individuals were repeatable in refuge use across repeated trials, and this behavioural consistency did not differ between the start and end of these trials. In contrast, when food was available, individuals showed a higher degree of consistency in refuge use at the start of the trials versus controls but this consistency significantly reduced by the end of the trials. The effect of the opportunity to forage was dependent on behavioural type, with bolder fish varying more in their refuge use between the start and the end of the feeding trials than shyer fish, and boldness positively predicted the likelihood of feeding at the start but not at the end of the trials. This suggests a state-behaviour feedback, but there was no overall trend in how bolder individuals changed their behaviour. Our study shows that personality variation can be suppressed in foraging contexts and a potential but unpredictable role of feedbacks between state and behaviour. Significance statement In this experimental study, we examined how foraging influences consistency in risk-taking in individual three-spined sticklebacks. We show that bolder individuals become less consistent in their risk-taking behaviour than shyer individuals during foraging. Some bolder individuals reinforce their risk-taking behaviour, suggesting a positive feedback between state and behaviour, while others converge on the behaviour of shyer individuals, suggesting a negative feedback. In support of a role of satiation in driving negative feedback effects, we found that bolder individuals were more likely to feed at the start but not at the end of the trials. Overall, our findings suggest that foraging can influence personality variation in risk-taking behaviour; however, the role of feedbacks may be unpredictable.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals The Spiral of Positive Feedback: Go-Along Interviews About Adolescents’ Perceptions of and Reactions to Alcohol Posts on Social Media

2021 ◽  
pp. 002204262110414
Author(s):  
Robyn Vanherle ◽  
Kathleen Beullens ◽  
Hanneke Hendriks
Keyword(s):  
Social Media ◽  
Interpersonal Communication ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Online Chat ◽  
Public And Private ◽  
Face To Face ◽  
Online Environments

Go-along interviews among adolescents ( N = 26, M age = 16.31, SD = .83) were conducted to examine how adolescents interpret alcohol posts in terms of appropriateness and how this, in turn, plays a role in adolescents’ reactions toward alcohol posts on public and private social media entries. The findings of this study, first, indicate that alcohol posts were classified as appropriate or inappropriate based on the amount of alcohol and the displayed behavior in the post. Second, most posts, including inappropriate ones, received positive or no feedback. Moreover, adolescents deliberately seemed to withhold negative feedback out of fear of being misjudged by peers. Still, negative reactions were expressed more quickly in safer off- and online environments (i.e., face-to-face conversation and online chat messages) because they were visible to close friends only. This is important in view of prevention as it unravels the interesting role of private environments in stimulating negative interpersonal communication.

scholarly journals Toward a Complex Network of Risks for Psychosis: Combining Trauma, Cognitive Biases, Depression, and Psychotic-like Experiences on a Large Sample of Young Adults

2020 ◽  
Author(s):  
Łukasz Gawęda ◽  
Renata Pionke ◽  
Jessica Hartmann ◽  
Barnaby Nelson ◽  
Andrzej Cechnicki ◽  
...  
Keyword(s):  
Young Adults ◽  
Depressive Symptoms ◽  
Life Events ◽  
Cognitive Biases ◽  
Depression Scale ◽  
Epidemiologic Studies ◽  
Traumatic Experience ◽  
Experience Of Care ◽  
Traumatic Life Events

Abstract Although the linkage between traumatic life events and psychotic-like experiences (PLEs) is well established, the knowledge of potential mechanisms of this relationship is scarce. The aim of the present study was to better understand the structure of connections between traumatic life events and PLEs by considering at the same time the role of cognitive biases and depressive symptoms in the population of young adults (18–35 years of age, M = 26.52, SD = 4.74, n = 6772). Our study was conducted within a framework of network analysis. PLEs were measured with the Prodromal Questionnaire (PQ-16), cognitive biases were measured with nine items from the Davos Assessment of Cognitive Biases Scale-18 (DACOBS-18), depressive symptoms were assessed with the Center for Epidemiologic Studies–Depression Scale (CESD-R) and exposure to traumatic life events was measured with a combination of Childhood Experience of Care and Abuse Questionnaire (CECA.Q) and Traumatic Experience Checklist (TEC). The results present a network of all nodes being interconnected within and between domains, with no isolated factors. Exposures to sexual trauma were the most central node in the network. Pathways were identified from trauma to PLEs via cognitive biases and depressive symptoms. However, the shortest pathway between the most central traumatic life event and PLEs was through other traumatic life events, without cognitive biases or depressive symptoms along the way. Our findings suggest the importance of environmental adversities as well as dysfunctional information processing and depression in the network of psychosis risks.

PERSONALITY AND SOCIAL-EVALUATIVE ANXIETIES ASSOCIATED WITH RATING DISCOMFORT IN ANTICIPATED POSITIVE AND NEGATIVE FEEDBACK CONDITIONS

2002 ◽  
Vol 30 (4) ◽  
pp. 359-371 ◽  
Author(s):  
Thomas P. Sawyer ◽  
Lisa A. Hollis-Sawyer ◽  
Amanda Pokryfke
Keyword(s):  
Undergraduate Students ◽  
Negative Feedback ◽  
Performance Feedback ◽  
Positive Feedback ◽  
Test Performance ◽  
Inverse Relationship ◽  
Feedback Condition ◽  
Regression Analyses ◽  
Personality Dimensions ◽  
Positive And Negative Feedback

The purpose of this study was to assess the relationships between select personality dimensions, social-evaluative anxieties, and rating discomfort. Undergraduate students were told they would be giving test performance feedback to a confederate and were instructed on how to give this feedback, to some degree, based on condition. Correlation and regression analyses revealed some interesting patterns. Neuroticism was found to be significantly related to feelings of discomfort only under the positive feedback condition, while extraversion was found to be significantly related to feelings of discomfort only under the negative feedback condition. A significant inverse relationship was also found between both agreeableness and conscientiousness levels, and in reaction to giving positive feedback. Additional findings and implications are discussed.

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