DMCC - Artículoshttps://hdl.handle.net/10481/528082024-03-28T19:38:46Z2024-03-28T19:38:46ZHumor Styles Are Related to Loneliness Across 15 CountriesSchermer, Julie AitkenTorres Marín, Jorgehttps://hdl.handle.net/10481/819632023-05-29T10:39:47ZHumor Styles Are Related to Loneliness Across 15 Countries
Schermer, Julie Aitken; Torres Marín, Jorge
The relationships between self-report loneliness and the four humor styles of affiliative, aggressive, self-defeating, and self-enhancing
were investigated in 15 countries (N = 4,701). Because loneliness has been suggested to be both commonly experienced and
detrimental, we examine if there are similar patterns between humor styles, gender, and age with loneliness in samples of individuals
from diverse backgrounds. Across the country samples, affiliative and self-enhancing humor styles negatively correlated with
loneliness, self-defeating was positively correlated, and the aggressive humor style was not significantly related. In predicting
loneliness, 40.5% of the variance could be accounted. Younger females with lower affiliative, lower self-enhancing, and higher self-
defeating humor style scores had higher loneliness scores. The results suggest that although national mean differences may be
present, the pattern of relationships between humor styles and loneliness is consistent across these diverse samples, providing some
suggestions for mental health promotion among lonely individuals.
The supplementary materials provided are the R code and dataset used in the research and can be accessed in the Index of Supplementary Materials below. Rogoza, R., & Krammer, G. (2021, August 19). Humor and loneliness across 15 countries. [R script, dataset]. OSF. https://osf.io/jhp6f
Keys to a successful writing program: a qualitative studyLara-de Haro, MaytePlaza, Juan F.Benítez Baena, Isabelhttps://hdl.handle.net/10481/816542023-06-05T22:12:39ZKeys to a successful writing program: a qualitative study
Lara-de Haro, Mayte; Plaza, Juan F.; Benítez Baena, Isabel
La enseñanza de la escritura
académica ha supuesto una
preocupación en las universidades de
Estados Unidos desde hace más de 50
años. El sistema de educación superior
español, sin embargo, ha abordado esta
cuestión más recientemente y todavía no
existen programas de escritura
institucionalizados en España. Este
artículo pretende definir qué es escribir
bien y describir los elementos clave para
la creación de un programa que
promueva la escritura en las
universidades españolas. Para ello, se ha
seguido una metodología cualitativa,
concretamente las entrevistas cognitivas,
con el objetivo de conocer las
experiencias de 26 profesionales
estadounidenses. Se diseñó un protocolo
ad hoc para preguntar a los expertos/as
por los elementos relevantes en el
diseño de un programa de escritura y
entender los argumentos que
sustentaban sus respuestas. Las
entrevistas se analizaron con Q-notes,
donde se compararon y relacionaron las
respuestas de los participantes. Los
resultados demostraron que escribir bien
es retórico y contextual. Además, los
expertos/as destacaron la importancia de
comprender el contexto en el diseño de
un programa de escritura. Los resultados
se agrupan según las diferentes fases de
creación del programa y se reflejan en
un diagrama. Finalmente, se abordan los
retos y recursos necesarios.; Teaching academic writing
has been a concern in universities all
over the United States for more than
50 years. The Spanish higher
education system, however, has
addressed this question more recently
and there are still no institutionalized
writing programs in Spain. This
paper aims to define good writing and
to describe the key elements needed
for the creation of a writing program
in order to promote writing at
Spanish universities. To do that, a
qualitative methodology was followed,
specifically the method of cognitive
interviews, with the aim to learn from
experiences of 26 US experts. An ad
hoc protocol was designed to ask
experts about all the relevant
elements when designing a writing
program and to understand the
arguments supporting their
responses. Interviews were analyzed
using the Q-notes software where the
participants' responses were
compared and connected. Results
showed that there is not a fixed
definition of good writing as it is
rhetorical and contextual. Moreover,
experts emphasized the importance of
understanding the institutional
context when designing a writing
program. Findings were grouped
according to the different steps of the
creation of the program and were
reflected in a flowchart. Challenges
and the main resources are discussed.
Cultural Differences in How People Deal with Ridicule and Laughter: Differential Item Functioning between the Taiwanese Chinese and Canadian English Versions of the PhoPhiKat-45Lau, ChloeTorres Marín, Jorgehttps://hdl.handle.net/10481/808722023-03-27T10:47:28ZCultural Differences in How People Deal with Ridicule and Laughter: Differential Item Functioning between the Taiwanese Chinese and Canadian English Versions of the PhoPhiKat-45
Lau, Chloe; Torres Marín, Jorge
The PhoPhiKat-45 measures three dispositions toward ridicule and laughter, including
gelotophobia (i.e., the fear of being laughed at), gelotophilia (i.e., the joy of being laughed at),
and katagelasticism (i.e., the joy of laughing at others). Despite numerous cultural adaptations,
there is a paucity of cross-cultural studies investigating measurement invariance of this measure.
Undergraduate students from a Canadian university (N = 1467; 71.4% females) and 14 universities
in Taiwan (N = 1274; 64.6% females) completed the English and Chinese PhoPhiKat-45 measures,
respectively. Item response theory and differential item functioning analyses demonstrated that most
items were well-distributed across the latent continuum. Five of 45 items were flagged for DIF, but all
values had negligible effect sizes (McFadden’s pseudo R2 < 0.13). The Canadian sample was further
subdivided into subsamples who identified as European White born in Canada (n = 567) and Chinese
born in China, Hong Kong, or Taiwan (n = 180). In the subgroup analyses, no evidence of DIF was
found. Findings support the utility of this measure across these languages and samples.
Climate anxiety, wellbeing and pro-environmental action: correlates of negative emotional responses to climate change in 32 countriesOgunbode, Charles A.Torres Marín, Jorgehttps://hdl.handle.net/10481/803262023-04-18T22:18:30ZClimate anxiety, wellbeing and pro-environmental action: correlates of negative emotional responses to climate change in 32 countries
Ogunbode, Charles A.; Torres Marín, Jorge
This study explored the correlates of climate anxiety in a diverse range of national contexts. We analysed crosssectional
data gathered in 32 countries (N = 12,246). Our results show that climate anxiety is positively related
to rate of exposure to information about climate change impacts, the amount of attention people pay to climate
change information, and perceived descriptive norms about emotional responding to climate change. Climate
anxiety was also positively linked to pro-environmental behaviours and negatively linked to mental wellbeing.
Notably, climate anxiety had a significant inverse association with mental wellbeing in 31 out of 32 countries. In
contrast, it had a significant association with pro-environmental behaviour in 24 countries, and with environmental
activism in 12 countries. Our findings highlight contextual boundaries to engagement in environmental
action as an antidote to climate anxiety, and the broad international significance of considering negative climaterelated
emotions as a plausible threat to wellbeing.
Visuospatial working memory and attention control make the difference between experts, regulars and non-players of the videogame League of LegendsValls Serrano, CarlosVélez Coto, MaríaCaracuel Romero, Alfonsohttps://hdl.handle.net/10481/767392022-09-20T22:28:59ZVisuospatial working memory and attention control make the difference between experts, regulars and non-players of the videogame League of Legends
Valls Serrano, Carlos; Vélez Coto, María; Caracuel Romero, Alfonso
Video games have been postulated as an emerging field for studying the
cognition-expertise relationship. Despite this, some methodological practices
hinder scientific advance (e.g., heterogeneous samples, an ambiguous
definition of expertise, etc.). League of Legends (LOL) is a massively played
video game with a moderately defined structure that meets the requirements
to overcome current study limitations. The aim of this study was to analyze
cognitive differences among expert LOL players, regular LOL players, and
non-videogame players. A sample of 80 participants was enrolled in three
different groups of expertise. Participants were evaluated with behavioral tests
of working memory, attention, cognitive flexibility, and inhibition. Kruskal-
Wallis tests for group comparison showed that the experts performed
significantly better than regular players and non-videogame players in the
working memory test. Significant differences were also found between
players and non-videogame players in the attention test. Methodological
implications for future research in neuroscience and human-computer
interaction are discussed.