The Mediating Effect of Social Problem-Solving Between Perfectionism and Subjective Well-Being

This study examined the relationship between perfectionism and subjective well-being (SWB) and dimensions of social problem-solving ability. The Almost Perfect Scale-Revised (APS-R), Social problem-solving Inventory-Revised (SPSI-R) and Satisfaction with Life Scale (SWLS) were used to conduct a questionnaire survey of 202 Chinese adults. The results found that: (1) Subjective well-being was significantly negatively correlated with the discrepancy dimension of perfectionism and was also significantly negatively correlated with the negative problem orientation of social problem-solving. (2) The discrepancy dimension reflected in maladaptive perfectionism was significantly positively correlated with the negative aspects of social problem solving (Negative Problem Orientation, NPO; Impulsivity-Carelessness Style, ICS; and Avoidance Style, AS). (3) The negative problem orientation (NPO) dimension in SPSI-R, as a partial mediator, mediated the negative correlation between maladaptive perfectionism and subjective well-being. In conclusion, perfectionism and social problem-solving ability had different degrees of influence on the SWB of Chinese adults, and attention could be paid to dealing with discrepancy and how to reduce negative problem-solving tendency in education and clinical practice.

Processing possessives in French as a foreign language: Design of an experiment

The paradigm of possessive determiners differs in systematic ways across languages and causes cognitive resolution problems in the interpretation of a foreign language. Based on previous investigations into cross-linguistic influences (CLI) in learners’ interpretation of possessive determiners, this article presents the design of an experiment for testing English, German and Norwegian adult learners of French. We specify two kinds of processing problems: a direction problem (orientation towards possessor vs. possessee) and a problem of lexical parasites (‘false friends’). The experiment is directed at learners’ spontaneous interpretation of the singular possessives "son", "sa" and "ses", on account of a partly false friendship with the possessive determiners in these learners’ first languages.

Formation and development of digital skills in university education

The aim is to develop a concept for implementing a systematic approach to the practice of forming and developing digital skills in higher education institutions. In this research, the methods of analysis and synthesis have been applied to integrate various approaches to the formation of digital skills into university education. Research results. Within the framework of a systematic approach to the formation and development of digital skills, consistent linking of the following approaches is suggested: standard-oriented, expert-oriented, student-oriented, problem-oriented. Integration of these approaches will ensure synergy in a changing technological environment. The main principles of a systematic approach are defined as processability, flexibility, and adaptability, problem orientation, timeliness, creativity. The scientific value of the research lies in the integration of various approaches that are practically used in university education to develop the concept of digital skills management.

Problem Orientation and Psychological Distress Among Adolescents: Do Cognitive Emotion Regulation Strategies Mediate Their Relationship?

Adolescence is a critical period for the development of attitudes and skills crucial in determining vulnerability for psychological distress. The current study aimed to focus on the association of problem orientation and cognitive emotion regulation strategies with psychological distress and demonstrate the mediator roles of adaptive and maladaptive cognitive emotion regulation strategies in the association of problem orientation with psychological distress. Data were collected from 335 adolescents (167 female) aged 14-to-18 years (M= 14.7, SD= .95) via measures of problem orientation, cognitive emotion regulation, and psychological distress. The results revealed that maladaptive emotion regulation strategies (self-blame and other-blame) mediated the association of negative problem orientation with psychological distress. The findings emphasize the crucial roles of blaming-focused strategies in this relationship.

Negative Problems Orientation Questionnaire for Chinese Adolescents: Bifactor Model and Measurement Invariance

The Negative Problem Orientation Questionnaire (NPOQ) is a widely used tool for assessing negative problem orientation (NPO). However, its construct and measurement invariance has not been adequately tested in adolescents. The present study explored the possible construct of the NPOQ and its measurement invariance in a sample of 754 Chinese adolescents (51.6% girls, all 12–18 years old). The results supported a bifactor model of the NPOQ that consists of a general factor NPO and three domain-specific factors including perceived threat, self-inefficacy, and negative outcome expectancy. A multiple-group CFA indicated that the bifactor model showed strict invariance across gender and age. The general and domain factors showed unique variance in indexes of worry, depression, anxiety, and stress, which supported well incremental validity of them. This study confirms for a bifactor conceptualization of the NPOQ and its measurement invariance across gender and age in Chinese adolescents. Additionally, it is recommended that the total score should be used to assess NPO in Chinese adolescents.