Personality Social Psychology Research Articles

Power to Detect What? Considerations for Planning and Evaluating Sample Size

Academic In the wake of the replication crisis, social and personality psychologists have increased attention to power analysis and the adequacy of sample sizes. In this article, we analyze current controversies in this area, including choosing effect sizes, why and whether power analyses should be conducted on already-collected data, how to mitigate the negative effects of sample size criteria on specific kinds of research, and which power criterion to use. For novel research questions, we advocate that researchers base sample sizes on effects that are likely to be cost-effective for other people to implement (in applied settings) or to study (in basic research settings), given the limitations of interest-based minimums or field-wide effect sizes. We discuss two alternatives to power analysis, precision analysis and sequential analysis, and end with recommendations for improving the practices of researchers, reviewers, and journal editors in social-personality psychology. Public Recently, social-personality psychology has been criticized for basing some of its conclusions on studies with low numbers of participants. As a result, power analysis, a mathematical way to ensure that a study has enough participants to reliably “detect” a given size of psychological effect, has become popular. This article describes power analysis and discusses some controversies about it, including how researchers should derive assumptions about effect size, and how the requirements of power analysis can be applied without harming research on hard-to-reach and marginalized communities. For novel research questions, we advocate that researchers base sample sizes on effects that are likely to be cost-effective for other people to implement (in applied settings) or to study (in basic research settings). We discuss two alternatives to power analysis, precision analysis and sequential analysis, and end with recommendations for improving the practices of researchers, reviewers, and journal editors in social-personality psychology.

Memahami Teori Belajar Perilaku (Behaviorisme dan Teori Belajar Sosial Bandura serta Contoh Penerapannya)

This research aims to reveal Albert Bandura's behaviorist theory and its application in Arabic language learning. An in-depth study is needed to dissect Bandura's behaviorist theory, which is a new figure in the development of learning theories that have long been adhered to by these teachers. This research is library research, relying on bibliographic sources in the form of books and scientific journals related to research results, using descriptive analysis methods to read data and analyze Bandura's theoretical thinking. The application of behavioristic theory to stimulate student response stimuli is therefore important to understand that every human being has different characteristics and learning styles. The results of this research show that observational learning (modeling), which is better known as social learning theory and personality psychology, as well as programs based on the stimulus-response concept put forward by Bandura, have appeal in learning Arabic. Implementations that can be used include: presenting a lot of material with ḥiwār, imitating idioms, habituation, by not teaching qawā'id separately. Then, all learning objectives can be achieved by optimizing the language environment.

Self-actualization and subjectivity in young men looking for a new job

The study subject is self-actualization and subjectivity in men looking for work. The purpose of this research is to identify the features of their self-actualization and subjectivity. Such methods of psychodiagnostics as the “SAT” technique by E. Shostrom (adapted by Yu.E. Aleshina et al.); the “URSL” test by M.A. Shchukina were used. Taking into account the main results of the study, the author came to the conclusion that the sample as a whole revealed problematic self-actualization and a fairly high overall level of subjectivity. In 83% of respondents, self-actualization was revealed only by contact. The proportion of men who recognize the values of a self-actualizing personality was 34%. A direct close connection between self-actualization and subjectivity has been established. The field of application of the found results is the social psychology of personality (the data received are important for assessing the socio-psychological readiness of men to promptly solve the problem of employment using intrapersonal resources). Mentioning the prospects of the study, it should be advisable to perform a comparative analysis of data by gender. The results obtained are valuable for practical social psychologists in terms of helping young men who find it difficult to realize their intentions to find a new job due to problematic self-actualization and insufficient subjectivity.

"Mostly White, heterosexual couples": Examining demographic diversity and reporting practices in relationship science research samples.

Social and personality psychologists aim to "understand individuals in their social contexts for the benefit of all people" (Society for Personality and Social Psychology, n.d.). Though this mission is admirable, value statements do little, on their own, to create an inclusive, high-quality science that benefits humanity broadly. In this research, we evaluate relationship science, a major subfield of social-personality psychology, illustrating both the unique diversity-relevant challenges faced by particular subfields and the barriers to inclusive and diverse research that are shared across research areas. Specifically, we examine the sample diversity and reporting practices of 1,762 studies published in eight mainstream psychology and relationships journals at two time points-(a) 1996-2000 and (b) 2016-2020-and center our analysis around five focal sample characteristics: gender, sexual orientation, regional context, socioeconomic status (SES), and race. We find that reporting practices and representation have not improved for some core demographic characteristics (e.g., socioeconomic status) and that even in domains for which reporting practices have improved (e.g., sexual orientation), reporting remains limited. Further, we find that reporting practices in relationship science frequently center Whiteness (e.g., "participants were mostly White"), obscure or overlook potential sexual orientation diversity (e.g., implying that individuals in man-woman dyads are "heterosexual"), and treat the United States as the contextual default (e.g., participants came from a "large Southeastern university"). In light of these findings, we offer recommendations that we hope will cultivate a more representative and inclusive discipline. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Nonverbal competence in researching the communicative and organizational skills of teachers

Arising from the complexity and multidisciplinarity of the problem of nonverbal communication and impression management in the organizational environment, its investigation constitutes a common subject for several sciences, being located at the confluence of social psychology of personality, communication psychology, educational psychology, organizational psychology and business psychology, reflecting in the same way, the contemporary trend of mutual approximation and escalation of the boundaries of scientific fields.

What is social psychology? The construal principle.

Standard definitions of social psychology, such as "the study of the way in which people's thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people" (Aronson et al., 2019, p. 3), fail to capture much of what social psychologists actually do and do not capture the basic theoretical foundations of the field. I suggest the field is founded on the construal principle, which holds that to understand and predict human behavior, one must focus on people's proximate (current) construals of themselves and their environment. The construal principle empowers social psychology in three key ways: It (a) accounts for the power of the situation, by acknowledging that construals are highly attuned to social norms; (b) is amenable to study with the experimental method; and (c) provides a unique theoretical framework for how to change human behavior. I discuss the origins and implications of the construal principle and how it distinguishes social psychology from related subdisciplines, including evolutionary social psychology, personality psychology, and social neuroscience. Whereas each subdiscipline is good at accomplishing the tasks it has set for itself, social psychology has unique advantages. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Female and Male auto- and heterostereotypes of Russian and Belarusian youth

The article is devoted to the actual problem of the social cognition psychology: stereotyping as a mechanism of interpersonal perception and self-perception in the context of the biological sex of the subject and the object of social perception. The results of an empirical study of male and female auto- and heterostereotypes of young women and young men, performed on a combined (Russian-Belarusian) sample, are presented. Content features and modality (emotional coloring) of male and female auto- and heterostereotypes were revealed using a free associative experiment. The content and structure of male and female auto- and heterostereotypes that exist in the ordinary consciousness of modern youth have been determined and analysed. Based on the results of the correlation analysis, the strength, direction and meaningful characteristics of the relationship between auto- and heterostereotypes in the male and female samples have been revealed. The results of the study are of interest to specialists in the field of psychology of social cognition, differential psychology, social psychology of personality, psychology of heterosexual relationships.

Effect size reporting and interpretation in social personality research

Reporting and interpreting effect sizes (ESs) has been recommended by all major bodies within the field of psychology. In this systematic review, we investigated the reporting of ESs in six social-personality psychology journals from 2018, given that this area has been at the center of psychology’s replication crisis. Our results highlight that although ES reporting is near perfect (even for follow-up tests), interpreting the magnitude of ESs, including confidence intervals for ESs, and interpreting the precision of the confidence intervals needs development. We also highlight widespread confusion regarding the interpretations of the magnitude of ESs within the context of the research.

МЕТОДОЛОГИЧЕСКИЕ ОСНОВЫ ПСИХОЛОГИИ ТЕАТРАЛЬНОЙ ДЕЯТЕЛЬНОСТИ

Background Th e article reveals acting as an activity, the defi nition of the method of “psychophysical actions” in the context of mastering the acting role as a process of development of higher mental functions of actors. Objective. Th is article attempts to off er a psychological interpretation of the technologies of acting presented in the works of K.S. Stanislavsky, as well as his followers V.O. Toporkov, M.A. Chekhov, E.B. Vakhtangov, V.E. Meyerhold, M.O. Knebel, etc. from the point of view of L.S. Vygotsky’s cultural-historical approach, A.N. Leontiev’s theory of activity, psychological theories of communication and personality. Methods. The authors of the article analyze stage communication and personality development during the development of the role from the point of view of the basics of social psychology and personality psychology, and also reveal scientifi cally based psychological interpretations of the acting profession as a conscious continuous activity aimed at achieving the credibility and organic existence of an actor on stage. Results. Th e results of the theoretical analysis allow us to identify the mediation of theatrical activity by psychological patterns and technologies of analysis of the proposed circumstances of the role in the profession of the artist. Conclusion. As a conclusion, a reasoned position is given on the need for scientifi c study of acting using the methodology of psychological science in order to develop the most eff ective method for the development of the acting profession as a process of formation of higher mental functions and the choice of adequate psychophysical actions in the proposed circumstances of the role.

ЧЕЛОВЕК В ОТНОШЕНИЯХ С ОКРУЖАЮЩИМ МИРОМ: ОПИСАНИЯ КОНТЕКСТА

Background. Th e history of the formation of social psychology is the history of the ongoing search for a methodologically reasonable and correct description of a person’s relationship with the outside world. Th e changing realities of the modern world are transforming the strategies of human interaction with the reality, which creates the need to search for new languages for describing both the surrounding world itself and human interaction with it. Objective. Th e article is devoted to the 50th anniversary of the creation of the Department of Social Psychology of Moscow State University, one of the most important directions in the work of which was the development of methodological problems. Th e desire to formulate and study the fundamental questions of the psychology of human “social being” has always been a distinctive feature of the activity of the Department of Social Psychology of Moscow State University. Th e subject of discussion in the article is the evolution of ideas about the relationship of a person with the outside world. Results. Th e content of the problematic fi eld of modern social psychology is connected with the tasks of developing ideas of a changing context and its cognition by a person. It is shown that the interest in the context of human life is common to a number of areas of modern psychological science. In modern personality psychology an interaction with the outside world is considered as a factor of dynamicfunctioning and development of personality. Th e problem fi elds of other areas of modern science, in particular existential psychology, also include the study of human relations with the outside world. Th us, the principle of contextual study and interpretation of psychological phenomenology acquires the status of a general methodological principle of psychological science Conclusion. Th e main conclusion of the analysis is the statement that socio-psychological knowledge acquies the status of fundamental knowledge for a number of areas of modern psychological science and practice, the interaction of the problematic fi elds of social psychology and personality psychology, their common interest in the existence of a person in the modern world, in situational,\ life and existential contexts, creates prospects for the formation of an integral approach to the study of personality by modern psychological science.

Sibling Constructs: What Are They, Why Do They Matter, and How Should You Handle Them?

Researchers often study constructs that are conceptually and/or empirically related, but distinct (i.e., “sibling constructs”). In social-personality psychology, as well as psychology more generally, there is little guidance for how to deal with sibling constructs, which can result in researchers ignoring or mishandling them. In this article, we start by situating sibling constructs in the literature on the jingle-jangle fallacies. Then, we outline 10 conceptual and empirical criteria for determining the degree to which, and in what ways, constructs may share a sibling relationship, using self-esteem and grandiose narcissism as a running example. Finally, we discuss strategies for handling sibling constructs in a systematic and transparent way. We hope that the procedures described here will help social-personality psychologists identify sibling constructs, understand when and why they pose problems for their research, and adopt strategies that ameliorate their adverse effects.

Social psychology of group and personality in changing Russia (to the 85-th anniversary of the birth of A. S. Chernyshev)

In honor of the 85-th anniversary of his birth, the scientific views of the outstanding Russian social psychologist A.S. Chernyshev are presented, his contribution to the development of the theory of small groups and collectives, methods of social psychology and other areas of psychological science is noted. It is shown how ideas and developments were embodied in the activities of the psychological education service, in the social education of young people, in the psychological education of the population. His role as the leader of the Kursk scientific school in social and educational psychology is revealed.

Bridging the Gap between Personality-Social Psychology and Human-Animal Interaction Research

Personality and social psychology are two of the broadest subfields within psychology. Social psychology extends into areas such as perception and cognition while providing more unique contributions in specific domains such as close relationships and aggression. Personality cuts across all areas...

Integrating Models of Self-Regulation.

Self-regulation is a core aspect of human functioning that helps facilitate the successful pursuit of personal goals. There has been a proliferation of theories and models describing different aspects of self-regulation both within and outside of psychology. All of these models provide insights about self-regulation, but sometimes they talk past each other, make only shallow contributions, or make contributions that are underappreciated by scholars working in adjacent areas. The purpose of this article is to integrate across the many different models in order to refine the vast literature on self-regulation. To achieve this objective, we first review some of the more prominent models of self-regulation coming from social psychology, personality psychology, and cognitive neuroscience. We then integrate across these models based on four key elements-level of analysis, conflict, emotion, and cognitive functioning-specifically identifying points of convergence but also points of insufficient emphasis. We close with prescriptions for future research.

TEORI BELAJAR BEHAVIORISME ALBERT BANDURA DAN IMPLIKASINYA DALAM PEMBELAJARAN BAHASA ARAB

This research aims to reveal Albert Bandura's theory of behaviorism and its implications in learning Arabic. An in-depth study is needed to dissect Bandura's theory of behaviorism, which is a new figure in the development of learning theories that have been long held by these teachers. This research is a library research, relying on bibliographic sources in the form of books and scientific journals from related research, using descriptive analysis methods to read data and analyze the thinking of Bandura theory. The results of this study indicate that observational learning (modeling), better known as social learning theory and personality psychology, and programs that are based on the concept of stimulus-response, proposed by Bandura, have implications in learning Arabic. The implementations that can be used include: the material presentation of many with ḥiwār, imitation of idioms, habituation, by not teaching qawā'id separately. Then, all learning objectives can be achieved by optimizing the environment of the language (bī'ah).

XLIV Regional Student Scientific Conference “The Youth
 of the Third Millennium”. Section “Psychology and Organization of Work with Youth”

The article presents the results of the work of the section of the faculty of psychology in the framework of the annual scientific student conference «Youth of the third Millennium». The reports of the plenary session were reviewed, as well as six subsections: personality Psychology, Social psychology of personality, Socio-psychological problems and resources of modern youth, Psychological aspects of deviating
 behavior, Psychological aspects of deviating behavior – 2 and Organizational psychology. The winners of
 the subsections are also presented.

ПОСТТРАВМАТИЧНЕ ЖИТТЄТВОРЕННЯ ОСОБИСТОСТІ: МЕТОДИ ДІАГНОСТИКИ І ВІДНОВЛЕННЯ

Представлено емпіричну верифікацію наступних аспектів теорії відновлення психологічного здоров’я особистості: діапазону психологічних наслідків впливу травми на особистість; способів розподілу ресурсів особистості у складних умовах; засобів та процедур визначення ефективності реабілітаційних впливів; перс­пектив забезпечення комплексної психосоціальної підтримки особистості. Апробовано комплекс ме­тодик, який використовувався колективом лабораторії соціальної психології особистості при дослідженні посттравматичного етапу життєтворення. 
 Показали свою ефективність наступні методи діагностики: методи опитування, глибинного та контекстуального інтерв’ю, створення автонаративу. Інтерпретація результатів, отриманих в резуль­та­ті використання якісних методів, здійснювалася за допомогою процедур контент-аналізу та аналізу твор­чих продуктів. Засвідчено інформативність методу інтерв’ю, завдяки якому вдалося виявити вплив трав­матичних життєвих обставин на способи організації життєтворення, зміни стилю життя, апробацію нових копінгів. 
 Доведено формувально-відновлювальний вплив методів соціально-психологічної реабілітації на осо­бис­тість. Здійснено перевірку ефективності реабілітаційних технологій з використанням методу феноме­нологічного аналізу індивідуальних та групових впливів та подальшим аналізом консультативних, психоте­рапевтичних і тренінгових текстів, що дало змогу з’ясувати феноменологію травматичного досвіду постра­ж­далих, зафіксувати наявність внутрішніх і зовнішніх ресурсів для відновлення їхнього психоло­гіч­ного здоров’я та реконструювати ціннісно-смислові і праксеологічні контексти посттравматичного життєтворення.

Территориальное самоопределение магаданских студентов на разных этапах обучения в вузе

Objectives. Determination of dynamics of correlation of territorial self-determination of the person with coping and value-semantic mechanisms of regulation of social behavior in students. Background. In social-psychological studies of migration, the concept of territorial self-determination is practically not used, although it may be productive for systematizing existing research in the field of social psychology of migration, social psychology of personality and development, and setting new hypotheses. The article deals with the problem of territorial self-determination at different stages of personal development. Study design. We studied the difference between the correlation of migration intentions and attitudes with life orientations and coping in students of 1st and 5th years: we used the R-Spearman rank correlation coefficient, the U-Mann-Whitney criterion, and the φ*-Fisher angular transformation criterion. Participants. 59 first-year students and 87 fifth-year students of North-Eastern state University (Magadan), a total of 146 people. Measurements. Questionnaire for studying migration intentions, author’s scale of migration attitudes, test of life orientations by D.A. Leontiev, questionnaire of coping with stress COPE in adaptation by T.O. Gordeeva, etc. Results. It is established that as the University studies, the place of migration intentions and attitudes changes in the system of regulators of social behavior of the person. For first-year students, the correlation of migration intentions and attitudes with life orientations are more typical; they act as dispositions of the highest level, on the scale of the life path. Fifth-year students are more likely to associate migration intentions and attitudes with coping strategies, and they become regulators of behavior on the scale of activities. Conclusions. Migration intentions and attitudes can act as regulators of social behavior of a person at different levels, depending on the scale of the individual’s activity at this stage of its development and depending on the tasks solved by the person.

Are You a Good Friend? Assessing Social Relationship Competence Using Situational Judgments.

Individual differences in social relationship competence (SRC) should have significant implications for social relationship success and well-being. Ability-based measures of SRC are scarce, though, particularly in social-personality psychology, and these considerations led to the present research. In specific terms, a situation judgment method was used to create and examine the correlates of a scenario-based assessment of SRC termed the Social Relationship Competence-Ability Measure (SRC-AM). Four studies (total N = 994) were conducted. Study 1 used item-total correlations and factor analyses to select scenarios from a larger pool. Studies 2 and 3 then showed that the SRC-AM predicted outcomes consistent with social relationship success (Study 2) as well as psychological well-being (Study 3). Study 4, finally, linked SRC levels to peer ratings of social competence and popularity. The research highlights a class of social inferences and abilities that possess novel implications for social relationship success.

Le test d’intelligence Binet-Simon dans les asiles (1898–1908). L’invention d’une nouvelle pratique d’interrogatoire

AimsThe present study explores the investigation methods used by Alfred Binet and Théodore Simon in experiments on adolescents and adults in Perray-Vaucluse and Sainte-Anne asylums, Paris, in the 1900s. MethodExperimental interaction is central to the present analysis, and uses dialogues with the experimental subjects transcribed by Binet. The historical reconstruction examines the different aspects of the experimental protocol (the behaviour of the investigator, the institutions visited, the administration protocol for the tests, the choice of instruments and experimental subjects, the stereotypes, the hypotheses and the interpretation of data), without neglecting the specific nature of the asylum setting. ResultsThe physical violence and the psychological manipulations inflicted by Alfred Binet on adolescents and adults in Sainte-Anne reveal deviant behaviours on the part of an experienced and knowledgeable investigator towards vulnerable subjects confined to a total institution. Beyond the mere exploration of the abilities of his subjects, in the course of his visits to the asylum Binet deliberately instated a relationship of extreme coercion and subordination towards defenceless children, adolescents and adults. In this perspective, the contribution of Binet and Simon to child psychiatry should be sought in the area of the social psychology of personality, rather than merely in the area of the psychometrics of intelligence. DiscussionThe detailed descriptions of the modes of questioning raises the issue of the social functions of this experimental relationship, a system for acquiring knowledge based on the subjugation of asylum inmates. ConclusionThe denial of reciprocity, a reification of others, and abuse of authority are the main manifestations of the experimental relationship entertained by Alfred Binet in the asylum setting.