An Analysis of the Appearance Management Behavior of Generation MZ in the Post-Corona Era

Purpose: This study focused on generation MZ and the changes in their appearance management behavior following the outbreak of COVID-19. The purpose of this study was to design a paradigm model for the beauty behavior of Generation MZ after the spread of COVID-19.Methods: In-depth interviews among qualitative research techniques were used to examine the changes in the in-depth behavior and psychology of Generation MZ following the outbreak of COVID-19.Results: Generation MZ consumes cosmetics and set appearance management behaviors—along with the use of cosmetics as beauty routines—to solve beauty concerns caused by situational factors (such as COVID-19), thereby expressing an individual’s ideal appearance. Following COVID-19, Generation MZ had a variety of beauty concerns that differed from those prior to the outbreak. To solve these concerns, Generation MZ made changes, such as focusing on skincare and simplifying beauty routines. Following the conclusion of COVID-19, Generation MZ is planning appropriate levels of appearance management behavior, in consideration of the pre- and post-COVID-19 era.Conclusion: The appearance management behavior of Generation MZ has changed significantly since the COVID-19 outbreak. Detailed behavioral psychology has transformed as new beauty concerns have arisen following the spread of the virus. Therefore, it is necessary to plan a new cosmetics development and marketing strategy to satisfy the needs of Generation MZ during the pandemic.

What Do Participants Think of Our Research Practices? An Examination of Behavioral Psychology Participants’ Preferences

What research practices should be considered acceptable? Historically, scientists have set the standards for what constitutes acceptable research practices. However, there is value in considering non-scientists’ perspectives, including research participants’. 1,873 participants from MTurk and university subject pools were surveyed after their participation in one of eight minimal-risk studies. We asked participants how they would feel if common research practices were applied to their data: p-hacking/cherry-picking results, selective reporting of studies, Hypothesizing After Results are Known (HARKing), committing fraud, conducting direct replications, sharing data, sharing methods, and open access publishing. An overwhelming majority of psychology research participants think questionable research practices (e.g., p-hacking, HARKing) are unacceptable (68.3--81.3%), and were supportive of practices to increase transparency and replicability (71.4--80.1%). A surprising number of participants expressed positive or neutral views toward scientific fraud, raising concerns about the quality of our data. We grapple with this concern and interpret our results in light of the limitations of our study. Despite ambiguity in our results, we argue that there is evidence (from our study and others’) that researchers may be violating participants’ expectations and should be transparent with participants about how their data will be used.

Training in the Gap Between Conditioning and Learning

Biofeedback intervention draws from multiple attitudes toward healing: mind-body medicine, behavioral psychology, sport psychology, experimental psychology, contemplative practices, and so forth. The most prominent approach is behavioral psychology. Following this psychological orientation, we use biofeedback instrumentation as a conditioning methodology. On the other hand, drawing from experimental psychology, the same instrumentation is used to achieve awareness. Awareness does not necessarily precede change. This article aims first to outline the difference between conditioning and learning and then introduce a session format that promotes learning.

Preaching, Emotion, and the Aristotelian Turn

Chapter 7 explores the impact of Aristotelian rhetoric on the emotional work of preaching. Many manuscripts of Aristotle’s Rhetoric (and a good proportion of manuscripts of De regimine principum) belonged to clerical institutions; some of the most interesting responses to Aristotelian rhetoric are left to us by readers who were actively engaged in preaching. The many medieval artes praedicandi offer nothing like Aristotle’s Rhetoric in terms of teaching emotional appeal. The preachers who encountered the Rhetoric would find that it voiced the theory behind what was already lodged in their practice but which the preceptive traditions they had inherited did not articulate. It affirmed, in theoretical terms, what no medieval art of preaching articulated so systematically: the behavioral psychology of emotion and the strategies for appealing to emotions through argument. This chapter gives particular attention to three preachers who used the Rhetoric in their own practice: Thomas Eborall of London, Engelbert of Admont, and Mathias of Linköping (confessor to Birgitta of Sweden). Finally, the chapter explores the impact of the Rhetoric on an anonymous fifteenth-century pastoral reader who composed a short English verse on “Piers the Plowman” which he left in a copy of Aristotle’s Rhetoric next to the section on amicitia; it considers how this preacher brought together the emotional concerns of English poetry (the broad Piers Plowman phenomenon) and the theory of emotion in the Rhetoric.

Contributions to Critical Care from Psychological Science and Practice

In this chapter we highlight findings and practices from Psychology that can be applied to mitigate the impact of critical illness and the ICU environment on patients, families and staff. The substantial accumulating evidence for detrimental health effects of traumatic stress is highly relevant for the care of patients on the ICU, who are potentially traumatized by the experience and who may bring a history of trauma with them. The fields of trauma psychology and rehabilitation psychology share foundational principles to guide patient-centered and systemic changes to ICU care, and these principles guided our selection and presentation of material. Our discussion of how to implement these principles within a healthcare system is informed by selected findings from social, organizational and behavioral psychology, which also are summarized.

The Impact of COVID-19 Instigated Changes on Loneliness of Teachers and Motivation–Engagement of Students: A Psychological Analysis of Education Sector

Upon the spread of the global pandemic of COVID-19, education was transformed online in an abrupt manner. Amid this change, the education sector did not have room for proper decision-making and understanding of psychological effects. This theoretical analysis aims to contribute to the proposed Frontiers Research Topic, through (a) in-depth analysis of the pandemic status and behavioral psychology and (b) examining educational psychology from the perspective of teachers regarding sudden changes. As a result, implications are suggested based on interviews, linking to extant literature. The current research recognizes the difference between online learning and emergency remote education. While the former comprises prepared means of teaching and assessment, the latter is unaccompanied by such preparedness. Thus, there are variations in the outcomes of learning, motivation, and engagement. Scholars, teachers, deans, and educational managers can benefit from current results.

Meaningful Events in Cognitive and Behavioral Psychology Research Approaches: A 6-Year Literature Review

The concept of meaning has been a traditional object of scientific study over recent decades within the behavioral and cognitive psychology fields. The former defines meaningful events in terms of their existing or acquired behavioral functions. The latter focuses on explanatory models to describe the role of meaningful events in cognitive performance. We performed a literature review of research studies that were published between 2012 and 2017 that investigated the relationship between meaningful events and cognitive processes that are related to language acquisition and behavioral processes, specifically the formation of stimulus equivalence classes. The final sample included 33 articles that were identified by searching three different databases (Web of Science, PsycINFO, and Google Scholar) using specific keywords. The results showed that meaningful events play an important role in cognitive/behavioral processes. More studies were found within the cognitive approach, whereas a stronger effect of meaningful events was observed in studies that employed a behavioral approach.Keywords: Behavioral psychology, cognitive psychology, meaningful events, meaning.