Attachment Style and Working Models of Parenting in Individuals without Children

<p>This study investigated the extent to which insecure attachment predicted negative attitudes and expectations of parenting among people yet to have children. In total, 572 participants aged between 18 to 40 years completed an online survey that rated attachment styles, working models of parenting, and the desire to have children. As predicted, more avoidant people held more negative attitudes. In addition, a lower desire to have children mediated the link between attachment and negative working models of parenting. In contrast and as expected, more anxious people held less negative expectations of childrearing, were more interested in having children, and expected to be satisfied by the future role of parent. There were two novel features of the current study. First, it replicated and extended findings to an older, community based population. Second, analyses across two different samples (those in current relationships and single people) showed they were generally similar, although insecurity of attachment had stronger links with negative attitudes for those in current relationships.</p>

Attachment Style and Working Models of Parenting in Individuals without Children

<p>This study investigated the extent to which insecure attachment predicted negative attitudes and expectations of parenting among people yet to have children. In total, 572 participants aged between 18 to 40 years completed an online survey that rated attachment styles, working models of parenting, and the desire to have children. As predicted, more avoidant people held more negative attitudes. In addition, a lower desire to have children mediated the link between attachment and negative working models of parenting. In contrast and as expected, more anxious people held less negative expectations of childrearing, were more interested in having children, and expected to be satisfied by the future role of parent. There were two novel features of the current study. First, it replicated and extended findings to an older, community based population. Second, analyses across two different samples (those in current relationships and single people) showed they were generally similar, although insecurity of attachment had stronger links with negative attitudes for those in current relationships.</p>

Cognitive Variables in Social Anxiety Disorder in Children and Adolescents: A Network Analysis

Clark and Wells’ prominent model of social anxiety disorder (SAD) assumes that cognitive variables such as negative expectations or dysfunctional cognitions play a central role in the symptomatology of SAD. In contrast to adults, it is less clear how well the cognitive model can be applied to children and adolescents. A network analysis with seven nodes was conducted to explore the importance of cognitive variables and their interaction with symptoms of SAD based on N = 205 children and adolescents (8–18 years, M = 11.54 years). Cognitive variables had a high but differential impact within the positively connected network of SAD. Dysfunctional cognitions were most strongly connected within the network. Dysfunctional cognitions, as predicted by Clark and Wells’ model, seem to act as a hub affecting several symptoms. The association between negative expectations and avoidance indicates that negative expectations may particularly contribute to the maintenance of SAD.

Pathway to Expectations of Child Functioning Following Sexual Abuse: Caregiver Maltreatment History and Depressive Symptoms

Caregiver responses and behaviors often play a significant role in a child’s recovery following child sexual abuse (CSA). Caregiver expectations of their child’s postabuse functioning has been associated with child symptoms, such that negative expectations lead to worse outcomes for the child. Additionally, caregivers who experienced maltreatment in their own childhood may face difficulties providing support to their child after CSA. Caregivers’ own psychological symptoms may influence their expectations for their child’s future functioning following CSA. This study utilized structural equation modeling (SEM) to examine the association between caregivers’ childhood maltreatment histories, their expectations for their child’s future functioning following CSA, and the indirect effect of caregiver depressive symptoms on this relationship. Participants were 354 nonoffending caregivers presenting to treatment with their child following CSA disclosure. Caregivers were 23-72 years old ( M = 38.38, SD = 8.02), predominately white, and predominately biological mothers to the youth who were abused. Results indicated that caregivers who experienced maltreatment in childhood were more likely to experience depressive symptoms, which then lead to more negative expectations of their child’s future functioning. As negative expectations are associated with poorer outcomes for children following CSA, increased attention to caregivers’ depressive symptoms in treatment may promote more positive expectations for their child’s postabuse functioning.

Pengaruh Ekspektasi Guru terhadap Prestasi Belajar Peserta Didik Kelas VI Semester I di Madrasah Ibtidaiyah (MI) Al-Mu’awwanah Jombang

This study aims to dig deep information about the effect of positive and negative teacher expectations on the learning achievement of students in MI. The method used is a survey-associative quantitative research method. The population as well as the research sample was 20 people from the teacher for variable X and 30 students for variable Y. Data analysis was carried out by using multiple regression analysis techniques. From the data analysis conducted, several research findings indicate that positive expectations (X1) and negative expectations (X2) simultaneously do not have a significant effect on student achievement (Y). The strength of the relationship between Variable X1 (Teacher Positive Expectations) and X2 (Teacher Negative Expectations) simultaneously to Y (Student Learning Achievement) is 0.304 = 30.4% with the influence of variable X on Variable Y of 9.3% and 90, 7% is influenced by variables other than the expectation variable. The regression equation that can be formed from the results of data processing is as follows: Y '= 5.310 + 0.006X1 - 0.094X2. From the above equation it can be seen that the effect of positive expectations (X1) on student learning achievement (Y) is positive. This means that if teachers' positive expectations increase, the learning achievement of students will also increase. However, if the positive expectations of the teacher decrease, the learning achievement will also decrease. While the direction of the negative expectation variable (X2) on learning achievement (Y) is negative. That is, if negative expectations increase, learning achievement will decrease. But, on the contrary, if the teacher's negative expectations decrease, the learning achievement of students will increase

Pension Security in Russia: Major Problems and Assessments of the Population

The authors consider stereotypes, expectations and attitude of Russian citizens to the formation and management of pension savings, studied the resources and limitations that determine the responsible attitude to financial security in old age. In the course of the research, a mass questionnaire survey of the population. As the results of the research have shown, Russians are rather pessimistic about the prospects of their aging. Lack of appropriate economic models of behavior, both in personal and parental experience, and low level of trust in power and the pension system form negative expectations and devaluate real efforts in the population's mind to ensure a decent old age.

Influence Of Optimism Upon The Accumulation Of Stress, Mental State And Perceived Risks For The Future Of Students, In The Conditions Of Covid–19 Pandemic

An empirical psychological study was conducted with students from Nikola Vaptsarov Naval Academy, using both quantitative and qualitative approaches. The aim of the research was to test the role of optimism on the accumulation of stress in the conditions of pandemic of COVID-19, their mental states, experiences in connection with social isolation and perceived risks for the future and career. It has been found that optimism, as a generalized personal expectation, has a strong buffering effect on the impact of accumulated pandemic stress on students’ emotional states. Negative expectations do not have a significant effect on the emotional state. Optimism and negative expectations have no effect on fears for the future and perceived risks for young people as a result of the COVID-19 pandemic. Obviously, other personal and social factors determine the negative expectations for the acquired competencies during distance learning – online, as well as for more difficult careers and career problems for this reason. More pronounced negative expectations make it more difficult for students to tolerate social isolation, while optimism has no statistically significant impact on social isolation experiences during a pandemic. Students with more optimism perceive their mental state as stable, good, while those with reduced optimism and more pronounced negative expectations as shaky, depressed. The results of the study suggest the need for additional activity of higher education institutions in such conditions to support and advise students.

Gender Identity Milestones, Minority Stress and Mental Health in Three Generational Cohorts of Italian Binary and Nonbinary Transgender People

Transgender and gender nonconforming (TGNC) people experience high rates of minority stress and associated risk for negative health outcomes. However, during the last years, significant positive socio-cultural changes have happened, and younger cohorts of TGNC individuals are having diverse experiences compared to older cohorts. By integrating the minority stress theory and the life course perspective, this cross-sectional, web-based study aimed to explore in 197 Italian TGNC people aged 18 to 54 years (M = 29.82, SD = 9.64) whether the average ages of gender identity milestones (i.e., first insights about being TGNC, self-labeling as a TGNC person, and coming out), minority stress, and mental health vary among three generational cohorts (i.e., Generation Z, Millennials, and Generation X). Compared with older cohorts, younger participants: (a) were more likely to be in the trans-masculine spectrum; (b) self-labeled as TGNC and came out earlier; (c) had more negative expectations and lower levels of disclosure; and (d) had higher levels of mental health problems. No generational differences related to first insights about being TGNC and distal minority stressors were found. Furthermore, compared with binary individuals, participants with a non-binary identity: (a) reported later ages for the gender identity milestones; (b) had higher negative expectations; and (c) had higher levels of mental health problems. Overall, our findings indicated that changes in the social environments have a limited impact on stigmatization processes and mental health of Italian TGNC people.