Gauthierberthelsen4826

Due to COVID-19 spreading in Italy, on March 11 the Prime Minister of Italy declared a lockdown and imposed severe restrictive measures impacting citizens' freedom at several levels. People were required to stay at home and go out only to satisfy basic needs. Several risk models have postulated a link among online searching behavior, affect, anxiety, and complaints by individuals toward government restrictions (GR), which emerged as also related to an increased perception of knowledge toward risk. However, to date, no study has addressed how these key risk-related aspects (i.e., affect, anxiety, perceived knowledge on risk, and risk dimensions) can act jointly to orient online health information-seeking behavior, and people's complaints toward GR imposed during the lockdown. This study investigated the mechanisms underlying online health information-seeking behavior and people's complaints toward the government's restrictions during a COVID-19 emergency in the Italian population. Drawing from the health belieparticipants' affect and anxiety, which, in turn, motivated and fully mediated both information search behavior and complaint toward GR. BMS309403 price This research can offer useful suggestions for policy-makers during the COVID-19 emergency, and it advanced the knowledge on the risk-emotion link in emergency situations.A longitudinal study was conducted to examine the developmental trend of creative potential in Chinese junior high school students and the within-person and between-person effects of student-student support and need for cognition. Two hundred and fourteen Chinese junior high school students participated in the present study (mean age = 13.29 years, SD = 0.49 years, 116 boys). Student-student support, need for cognition, and creative potential were measured once per year for 3 years. Longitudinal multilevel models indicated that (1) Chinese junior high school students' creative potential showed a downward trend from grades 7 to 9; (2) at the within-person level, time-varying student-student support positively predicted time-varying creative potential; (3) at the within-person level, time-varying need for cognition moderated the positive link between time-varying student-student support and time-varying creative potential; and (4) at the between-person level, no support was found for the links between student-student support, need for cognition, and creative potential. Specifically, average levels of student-student support neither significantly predicted initial levels and developmental rates of creative potential nor moderated the links between average levels of student-student and initial levels and developmental rates of creative potential. The findings highlight that at the within-person and between-person levels, student-student support and need for cognition have differential influences on Chinese junior school students' creative potential.Perceptual fluency is generally thought to affect judgments of learning (JOLs) non-analytically. However, some studies suggested that perceptual fluency may also affect JOLs analytically based on beliefs about the relationship between perceptual fluency and memory performance. The present study aimed to investigate how perceptual fluency affects JOLs. In Experiment 1, participants performed a continuous identification task and a JOLs task to determine whether perceptual fluency affects JOLs. In Experiment 2, we manipulated participants' beliefs about how perceptual fluency affects memory to explore whether perceptual fluency affects JOLs through belief-based analysis. In Experiment 3, we explored whether participants who believed neither perceptual fluency nor font size affected memory performance still offered higher JOLs to large words than to small words, to explore whether perceptual fluency affects JOLs non-analytically. In Experiment 4, participants performed a continuous identification-JOLs task, and then they performed an observation task to measure their beliefs about fluency and memory. The results of the four experiments suggested that perceptual fluency affects JOLs both non-analytically and analytically based on beliefs about the relationship between perceptual fluency and memory performance.Although customer mistreatment produces harmful consequences for employees and organizations, our understanding of the boundary conditions of customer mistreatment has largely been neglected. This study examines whether and when customer mistreatment influences employee displaced aggression toward coworkers by demonstrating interpersonal sensitivity and moral identity traits as two critical boundary conditions. Through the analysis of 623 employees' questionnaire data, the results showed that customer mistreatment was positively related to employee displaced aggression toward coworkers. Furthermore, interpersonal sensitivity exacerbates the effect of customer mistreatment on displaced aggressive behaviors, while moral identity buffering the effect.As previous researchers have found, like other parts of the world, depression is prevalent among middle school teachers in China. The Beck Depression Inventory-II (BDI-II) has been widely used to detect depression among workers in different careers all over the world and has shown good scale properties but inconsistent factor structures. To examine the psychometric properties of the BDI-II among middle school teachers, a nationally representative sample of 4,672 valid cases from 688 middle schools were included. We first generated a new bifactor model based on exploratory factor analysis and agglomerate cluster analysis of the residual item correlations and then validated the modes and examined measurement invariance across gender and school location with multiple-group confirmatory factor analysis (CFA). Results indicated that (1) a new bifactor model with a general factor and two group factors (cognitive-affective group factor and somatic group factor) fitted well to the data [WLSMV χ2 = 745.651, df = 173, P less then 0.001, CFI = 0.983, TLI = 0.979, RMSEA = 0.037; 90% CI (0.035, 0.040)]; Omega values for the three factors varied from 0.88 to 0.92; (2) measurement invariance tests indicated that the BDI-II could equally measure depression of middle school teachers across gender and school location groups. All the findings suggest that the BDI-II is a self-report inventory with good psychometric properties for measuring depression among middle school teachers in China.