Temporal distancing during the COVID-19 pandemic: Letter writing with future self can mitigate negative affect.
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ABSTRACT:
SUBMITTER: Chishima Y
PROVIDER: S-EPMC8013690 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:ObjectivesThe outbreak of contagious diseases and their associated non-pharmaceutical interventions can lead to negative mental health consequences. This study aimed to investigate online self-compassion exercises' effectiveness in alleviating people's negative affect (anxiety and negative emotions) during the COVID-19 pandemic lockdown.MethodsStudy 1 examined the associations between self-compassion and negative affect using an anonymous online survey. In study 2, two pilot experiments were conducted to examine online self-compassion exercises' (i.e., instructor-guided meditation and self-guided writing) effectiveness to mitigate individuals' negative affect. In study 3, a randomized controlled study was conducted to further examine online self-compassion writing's effectiveness in reducing people's negative affect.ResultsThe results of study 1 indicated a significant negative association between self-compassion and participants' negative affect. Participants in study 2a reported significant decreases in negative affect after completing the self-compassion meditation. Study 2b showed that participants who completed the self-compassion writing reported significantly more self-compassion and less anxiety when compared to participants who did not. Study 3 showed substantial pre/post-test changes in participants who completed self-compassion writing. Importantly, there were significant increases in participants' self-compassion and decreases in negative affect when compared to participants in the control condition.ConclusionsSelf-compassion exercises were effective to alleviate individuals' anxiety and reduce negative emotions (even within a brief session) during the pandemic lockdown.Supplementary informationThe online version contains supplementary material available at 10.1007/s12671-021-01674-w.
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Project description:Everywhere there are children, there are screens, and child-computer interaction is ubiquitous. Despite their omnipresence, research on the impact of screens on children's learning lags behind the development of digital tools. Apple's App Store has an abundance of "educational" apps, but many of these apps' claims are unsubstantiated. Organizations responsible for vetting quality products for young people, such as the American Library Association, are developing resources to help identify the best digital products available, but they remain difficult to find, and there is limited guidance for app designers when it comes to designing apps for younger audiences. Our interdisciplinary, empirical study was inspired by "co-creation" (Sanders and Stappers, 2008) and "cooperative inquiry" (Druin, 2005). Starting with a seed grant from Kent State University's College of Communication and Information, our team sought to create a high-quality and inclusive alphabet app with haptic interactions and simplified gamification to reinforce the basic letter writing skills of young children. The app rewards a child's successful handwriting with an animation of a verb that corresponds with the letter they traced. Concrete animations and digital and verbal demonstrations connect the typographic letter to the handwritten counterpart. Librarian Claudia Haines' rubric (Haines, 2016) and the Dig Checklist (Kidmap, 2018.) guided our definition of "quality," and children served as co-designers in two qualitative user studies. Our young designers tested prototypes, completed task booklets, and were interviewed about their preferences and their feedback informed our design. Additionally, a focus group interview with kindergarten and preschool teachers provided further feedback about the typographic design, stroke order, and gaming rewards. To be inclusive, children in both our app design and user studies were selected from a diverse pool. Our research contributes to work on co-design and cooperative inquiry in the fields of User Experience Design, human-computer interaction, human information behavior, information science, interface design, motion design, typeface design and typography for children, and early literacy development. A post-study is planned upon completion of the app.
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Project description:Despite increases in the human life span, people have not increased their rate of saving. In a phenomenon known as 'temporal discounting', people value immediate gains over future gains. According to a future self-continuity hypothesis, individuals perceive and treat the future self differently from the present self, and so might fail to save for their future. Neuroimaging offers a novel means of testing this hypothesis, since previous research indicates that self- vs other-judgments elicit activation in the rostral anterior cingulate (rACC). Using event-related functional magnetic resonance imaging, we predicted and found not only individual differences in rACC activation while rating the current vs future self, but also that individual differences in current vs future self activation predicted temporal discounting assessed behaviorally a week after scanning. In addition to supporting the future self-continuity hypothesis, these findings hold implications for significant financial decisions, such as choosing whether to save for the future or spend in the present.
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Project description:ObjectiveBased on a national survey of program directors we developed a letter of recommendation (LOR) scoring rubric (SR) to assess LORs submitted to a pediatric residency program. The objective was to use the SR to analyze: the consistency of LOR ratings across raters and LOR components that contributed to impression of the LOR and candidate.MethodsWe graded 30 LORs submitted to a pediatric residency program that were evenly distributed based on final rank by our program. The SR contained 3 sections (letter features, phrases, and applicant abilities) and 2 questions about the quality of the LOR (LORQ) and impression of the candidate (IC) after reading the LOR on a 5-point Likert scale. Inter-rater reliability was calculated with intraclass correlation coefficients (ICC(2,1)). Pearson (r) correlations and stepwise multivariate linear regression modeling predicted LORQ and IC. Mean scores of phrases, features, and applicant abilities were analyzed with ANOVA and Bonferroni correction.ResultsPhrases (ICC(2,1) = 0.82, p<0.001)) and features (ICC(2,1) = 0.60, p<0.001)) were rated consistently, while applicant abilities were not (ICC(2,1) = 0.28, p<0.001)). For features, LORQ (R2 = 0.75, p<0.001) and IC (R2 = 0.58, p<0.001) were best predicated by: writing about candidates' abilities, strength of recommendation, and depth of interaction with the applicant. For abilities, LORQ (R2 = 0.47, p<0.001) and IC (R2 = 0.51, p<0.001) were best predicted by: clinical reasoning, leadership, and communication skills (0.2). There were significant differences for phrases and features (p<0.05).ConclusionsThe SR was consistent across raters and correlates with impression of LORQ and IC. This rubric has potential as a faculty development tool for writing LORS.
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Project description:Crowding between adjacent letters has been investigated primarily as a spatial effect. The purpose of this study was to investigate the spatio-temporal properties of letter crowding. Specifically, we examined the systematic changes in the degradation effects in letter identification performance when adjacent letters were presented with a temporal asynchrony, as a function of letter separation and between the fovea and the periphery. We measured proportion-correct performance for identifying the middle target letter in strings of three lowercase letters at the fovea and 10° in the inferior visual field, for a range of center-to-center letter separations and a range of stimulus onset asynchronies (SOA) between the target and flanking letters (positive SOAs: target preceded flankers). As expected, the accuracy for identifying the target letters reduces with decreases in letter separation. This crowding effect shows a strong dependency on SOAs, such that crowding is maximal between 0 and ∼100 ms (depending on conditions) and diminishes for larger SOAs (positive or negative). Maximal crowding does not require the target and flanking letters to physically coexist for the entire presentation duration. Most importantly, crowding can be minimized even for closely spaced letters if there is a large temporal asynchrony between the target and flankers. The reliance of letter identification performance on SOAs and how it changes with letter separations imply that the crowding effect can be traded between space and time. Our findings are consistent with the notion that crowding should be considered as a spatio-temporal, and not simply a spatial, effect.
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Project description:Current work on meaning-making has primarily focused on major negative life events such as trauma and loss, leaving common daily adversities unexplored. This study aimed to examine how utilizing meaning-making strategies such as positive reappraisal and self-distancing (in isolation or in combination) can facilitate an adaptive processing of these daily negative experiences. Overall meaning and facets of meaning (coherence, purpose, and significance/mattering) were assessed at both global and situational levels. Results suggested that positive reappraisal was generally effective for enhancing situational meaning but not under all conditions. Specifically, when negative experiences were high on emotional intensity, reflecting on the experience from a distanced (third-person) perspective enhanced coherence and existential mattering more than engaging in positive reappraisal. However, when negative experiences were low on intensity, distanced reflection led to less coherence and mattering than positive reappraisal. The findings of this study elucidated the importance of examining the multidimensional construct of meaning at the facet level and highlighted the importance of applying different coping strategies to effectively make meaning out of daily negative experiences.
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Project description:The authors conducted an experience sampling study to investigate the relationship between momentary ruminative self-focus and negative affect. Ninety-three adults recorded these variables at quasi-random intervals 8 times daily for 1 week. Scores on questionnaire measures of dispositional rumination were associated with mean levels of momentary ruminative self-focus over the experience sampling week. Concurrently, momentary ruminative self-focus was positively associated with negative affect. Cross-lagged analyses revealed that whereas ruminative self-focus predicted negative affect at a subsequent occasion, negative affect also predicted ruminative self-focus at a subsequent occasion. Decomposition of the dispositional rumination measure suggested that brooding, but not reflective pondering, was associated with higher mean levels of negative affect. Though broadly consistent with Nolen-Hoeksema's (1991) response styles theory, these results suggest that a reciprocal relationship exists between ruminative self-focus and negative affect.
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Project description:The COVID-19 pandemic influenced emotional experiences globally. We examined daily positive and negative affect between May/June 2020 and February 2021 (N = 151,049; 3,509,982 observations) using a convenience sample from a national mobile application-based survey that asked for daily affect reports. Four questions were examined: (1) How did people in the United States feel from May/June 2020 to February 2021?; (2) What demographic variables are related to positive and negative affect?; (3) What is the relationship between experienced stressors and daily affect?; and (4) What is the relationship between daily affect and preventive behavior? Positive affect increased, and negative decreased over time. Demographic differences mirrored those from before the pandemic (e.g., younger participants reported more negative and less positive affect). Stressors such as feeling unwell, experiencing COVID-19 symptoms, exposure to COVID-19, and lack of sleep were associated with less positive and more negative affect. Exercising protective behaviors predicted future affect, and affect also predicted future protective behaviors (e.g., less protective behavior when happy but more when grateful and thoughtful). The implications for public health communication were discussed.
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Project description:This study examines entrepreneurship. It focuses on the effect of tenacity and future self-continuity (FSC) on inter-temporal risky choice in the entrepreneurial context. A total of 129 Chinese undergraduates participated in this survey. The results formulate that tenacity positively correlates with the risky choices and inter-temporal risky choices, in which commitment, endurance, and challenge play a major role. Meanwhile, FSC predicts the risk-return of the subjects. Higher FSC corresponds to higher expected inter-temporal risk-return. Furthermore, the multivariable regression analysis shows that there is a reciprocal effect when tenacity and FSC work together on subjects' inter-temporal risky decision-making. FSC slightly mitigates both the pursuit of risky-return and the tolerance of time delay for the subjects with high tenacity. This implies that their worthwhile goal is to seek smooth income rather than to pursue an extreme high risk-return. These findings extend the research on personality, choice, and entrepreneurship and provide a guiding significance to the start-up.
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Project description:Motivational beliefs, such as writing self-efficacy and attitude toward writing, are believed to foster or hinder writing by influencing if one chooses to write, how much effort is committed to writing, and what cognitive resources writers apply. In the current study, we examined self-efficacy for writing self-regulation and attitude toward writing of 2,124 Grade 2 Norwegian students (1,069 girls; 1,055 boys). We investigated if there were differences in each of these beliefs between girls and boys and students who differed in their language status (Norwegian first language, Norwegian and another language both first language, or language other than Norwegian first language). We further tested if each of these writing motivational beliefs made statistically unique contributions to predicting the quality of students' writing. In each of these analyses, we controlled for variance related to individual- and school factors. Girls were more positive about writing than boys, and they were confident about their abilities to self-regulate writing. Students with Norwegian and another language both as first language ("bilingual" students) had a more positive attitude toward writing than the other two language groups. Efficacy for writing self-regulation and attitude toward writing both made statistically significant unique contributions to predicting the quality of students writing, although these two writing beliefs collectively accounted for just 2% of the variance in writing quality scores once individual- and school-factors were controlled. Recommendations for future research and implications of the finding are discussed.
| S-EPMC10616524 | biostudies-literature