The interplay between identity and personality pathology in emerging adults: A 7-year cross-lagged study.

Personality pathology is hypothesized to be an important factor in shaping identity, yet longitudinal evidence linking dimensional measures of identity and personality pathology remains scarce. To address this knowledge gap and shed light on the reciprocal dynamics proposed by the alternative model of personality disorder, we conducted a comprehensive seven-year study involving 372 emerging adults from a community sample ( = 21.98 years, = 1.

Goalsetting is Mindsetting: Guided Reflection on Life Goals Taps Into the Plasticity of Motivational Mindsets.

The working mechanism of an effective online lifegoal-setting intervention was recently proposed by means of the motivational mindset model (MMM). The MMM contains four types of mindset profiles (high-impact, low-impact, social-impact, and self-impact) based on multiple, co-occurring motives that students hold for studying. The present paper aims to qualitatively investigate the mechanism and explores whether the goal-setting intervention fosters a favorable change in mindset.

Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model.

Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT).

Motivational Mindsets and Reasons for Studying: Development and Validation of a Classification Tool.

First-year university students have multiple motives for studying and these motives may interact. Yet, past research has primarily focused on a variable-centered, dimensional approach missing out on the possibility to study the joint effect of multiple motives that students may have. Examining the interplay between motives is key to (a) better explain student differences in study success and wellbeing, and (b) to understand different effects that interventions can have in terms of wellbeing and study success.

Metacognitive beliefs, beliefs about voices and affective symptoms in patients with severe auditory verbal hallucinations.

Objectives: This study explores associations between metacognitive beliefs and beliefs about voices in patients with severe auditory verbal hallucinations, and their hypothesized relationship with levels of depression and anxiety. Furthermore, it was hypothesized that metacognitive beliefs are better able to explain differences in levels of depression and anxiety, than beliefs about voices.

Design: Cross-sectional data were obtained from baseline measurements of a randomized controlled trial.

Borderline personality disorder and emotional intelligence.

The present study investigated emotional intelligence (EI) in borderline personality disorder (BPD). It was hypothesized that patients with BPD (n = 61) compared with patients with other personality disorders (PDs; n = 69) and nonpatients (n = 248) would show higher scores on the ability to perceive emotions and impairments in the ability to regulate emotions. EI was assessed with the Mayer-Salovey-Caruso Emotional Intelligence Test (Mayer, Salovey, and Caruso [New York: MHS, 2002]).

"Will a Cuscus bite you, if he shows his teeth?" Inducing a fear-related confirmation bias in children by providing verbal threat information to their mothers.

Confirmation bias refers to the inclination to selectively search for information that confirms the view that one holds. Research has shown that fearful individuals mainly seek information that confirms dangerousness of the dreaded stimulus or situation (i.e.

Effects of verbal information on fear-related reasoning biases in children.

The present study made an attempt to induce fear-related reasoning biases by providing children with negative information about a novel stimulus. For this purpose, non-clinical children aged 9-12 years (N=318) were shown a picture of an unknown animal for which they received either negative, ambiguous, positive, or no information. Then children completed a series of tests for measuring various types of reasoning biases (i.