Humanities and Social Sciences

Polish Psychological Bulletin


Polish Psychological Bulletin | 2022 | vol. 53 | No 2 |

Download PDF Download RIS Download Bibtex


By conducting an examination of the mapping process in metaphor comprehension, this article suggests that a set of superficially different metaphors can be considered to be isomorphic to an underlying generic metaphor. In other words, a set of seemingly different metaphors with different domains can be categorized under a single generic metaphor. The generic metaphor is in the general form of X is in some kind of semantic relationship with Y. When this generic metaphor is realized in specific-level forms, a number of metaphors are produced which are isomorphic to each other, although their domains could be completely different in appearance. In other words, there is a deep homogeneity among a set of concretely different metaphors. A generic metaphor can be seen as a semantic frame for all specific metaphors that are isomorphic to it. Since base and target domains of a given metaphor can be very different in terms of concrete features, the mapping of the base into the target must be mediated by the domain of its underlying generic metaphor.
Go to article


Aziz-Zadeh, L., & Damasio, A. (2008). Embodied semantics for actions: Findings from functional brain imaging. Journal of Physiology, 102(1-3), 35–39.
Barsalou, L. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645.
Binder, J. R., & Desai, R. H. (2011). The neurobiology of semantic memory. Trends in Cognitive Sciences, 15(11), 527–536.
Fauconnier, G. (1997). Mappings in Thought and Language. Cambridge: Cambridge University Press.
Fauconnier, G., & Turner, M. (1998). Conceptual integration networks. Cognitive Science, 22(2), 133-–187.
Fischer, M.H., & Zwaan, R.A. (2008). Embodied language: a review of the role of the motor system in language comprehension. Journal of Experimental Psychology, 61(6), 825–850. doi: 10.1080/17470210701623605.
Forbus, K. D., Gentner, D., & Law, K. (1994). MAC/FAC: A model of similarity-based retrieval. Cognitive Science, 19(2), 141–205.
Galinsky, A. D., & Glucksberg, S. (2001). Inhibition of the literal: Metaphors and idioms as judgmental primes. Social Cognition, 18(1), 35–54.
Gentner, D. (1983). Structure-mapping: a theoretical framework for analogy. Cognitive Science, 7(2), 155–170.
Gernsbacher, M. A., Keysar, B., & Robertson, R. R. (1995). The role of suppression in metaphor interpretation. Paper presented at 36th annual meeting of the Psychonomic Society, Los Angeles.
Gibbs, R., Gould, J., & Andric, M. (2006). Imagining metaphorical actions: Embodied simulations make the impossible plausible. Imagination, Cognition, & Personality, 25(3), 221–238.
Gibbs, R. (2006). Embodiment and Cognitive Science. New York: Cambridge University Press.
Gibbs, R. W., & Colston, H, L. (2012). Interpreting Figurative Meaning. Cambridge: Cambridge University Press.
Giora, R. (1997). Understanding figurative and literal language: The graded salience hypothesis. Cognitive Linguistics, 8(3), 183–206.
Glucksberg, S., Newsome, M. R., & Goldvarg, Y. (2001). Inhibition of the literal: Filtering metaphor-irrelevant information during metaphor comprehension. Metaphor & Symbol, 16(3-4), 277–293.
Hauk, O., Johnsrude, I., &, Pulvermüller, F. (2004). Somatotopic representation of action words in human motor and premotor cortex. Neuron, 41(2), 301–307. doi: 10.1016/S0896-6273(03)00838-9.
Jamrozik, A., McQuire, M., Cardillo, E., & Chatterjee, A. (2016). Metaphor: Bridging embodiment to abstraction, Psychonomic Bulletin & Review, 23(4), 1080–1089.
Khatin-Zadeh, O., & Khoshsima, H. (2021). Homo-schematic metaphors: A study of metaphor comprehension in three different priming conditions. Journal of Psycholinguist Research, 50(4), 923–948.
Khatin-Zadeh, O., Khoshsima, H., Yarahmadzehi, N., & Marmolejo- Ramos, F. (2019). The Impact of metaphorical prime on metaphor comprehension processes. Australian Journal of Linguistics, 39(3), 375–388.
Khatin Zadeh, O., Vahdat, S. (2015). Abstract and concrete representa-tions in structure-mapping and class-inclusion. Journal of Cognitive Linguistic Studies, 2(2), 349-360.
King, B. (1989). The Conceptual structure of emotional experience in Chinese. Doctoral dissertation, Ohio State University.
Klatzky, R. Pellegrino, J. McCloskey, B., & Doherty, S. (1989). Can you squeeze a tomato? The role of motor representations in semant-ic sensibility judgments. Journal of Memory and Language, 28(1), 56–77.
Kövecses, Z. (1986). Metaphors of Anger, Pride, and Love: A Lexical Approach to the Study of Concepts. Amsterdam: Benjamins.
Kövecses, Z. (2005). Metaphor in Culture. Cambridge: Cambridge University Press.
Lakoff, G., & Kövecses, Z. (1987). The cognitive model of anger inherent in American English. In D. Holland and N. Quinn (Eds.), Cultural models in language and thought (pp. 195–221). Cambridge: Cambridge University Press.
Lakoff, G. & Tumer, M. (1989). More than Cool Reason: A Field Guide to Poetic Metaphor, Chicago: University of Chicago Press.
Lakoff, G., & Johnson, M. (1999). Philosophy in the Flesh. New York: Basic Books.
Lakoff, G., & Johnson, M. (2003). Metaphors we Live by. London: University of Chicago Press.
Matsuki, K. (1995). Metaphors of anger in Japanese. In J. R. Taylor and R. MacLaury (Eds.), Language and the cognitive construal of the world (pp. 137–151). Berlin: Mouton de Gruyter.
Micholajczuk, A. (1998). The metonymic and metaphoric conceptualization of anger in Polish. In A. Athanasiadou and E. Tabakowska (Eds.), Speaking of emotions: Conceptualization and expression (pp. 153–191). Berlin: Mouton de Gruyter.
Nie, Y., & Chen, R. (2008). WATER metaphors and metonymies in Chinese: A semantic network. Pragmatics & Cognition, 16(3), 492–516.
Sweetser, E. (1990). From Etymology to Pragmatics: The Mind-as-body Metaphor in Semantic Structure and Semantic Change. Cambridge: Cambridge University Press.
Taylor, J., & Mbense, T. (1998). Red dogs and rotten mealies: How Zulus talk about anger. In A. Athanasiadou and E. Tabakowska (Eds.), Speaking of emotions: Conceptualization and expression (pp. 191– 226). Berlin: Mouton de Gruyter.
Turner, M. (1987). Death is the Mother of Beauty: Mind, Metaphor, Criticism. Chicago: University of Chicago Press.
Turner, M. (1991). Reading Minds: The Study of English in the Age of Cognitive Science. Princeton: Princeton University Press.
Watson, C.E., Cardillo, E.R., Ianni, G.R., & Chatterjee, A. (2013). Action concepts in the brain: an activation likelihood estimation meta-analysis. Journal of Cognitive Neuroscience, 25, 1191–1205. doi: 10.1162/jocn_a_00401.
Wilson, N., & Gibbs, R. (2007). Real and imagined body movement primes metaphor comprehension. Cognitive Science, 31(4), 721–731.
Wolff, P., & Gentner, D. (2011). Structure-mapping in metaphor comprehension, Cognitive Science, 35 (8), 1456–1488.
Yu, N. (1998). The Contemporary Theory of Metaphor: A Perspective from Chinese. Amsterdam: John Benjamins.
Go to article

Authors and Affiliations

Omid Khatin-Zadeh
Hassan Banaruee
Babak Yazdani-Fazlabadi

  1. School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China
  2. University of Bonn, Bonn, Germany
  3. University of Ottawa, Ottawa, Canada
Download PDF Download RIS Download Bibtex


Although the COVID-19 vaccine has been recommended as the safer and more effective prevention for COVID-19 disease relative to other alternative medications, yet across the globe, many people are resistant to receiving it. Setting out to explain such a paradox, we conducted an online survey among a sample of Indonesians (N = 4758) when the World Health Organisation (WHO) granted authorisations for the clinical trial of various vaccines against COVID-19. The results revealed that participants’ support for theories that the COVID-19 vaccine is invented to harm their nation (i.e., COVID-19 vaccine conspiratorial beliefs) positively corresponded with the perceptions that international collaboration in the COVID-19 vaccine clinical trial is not aligned with their nation’s actual needs (i.e., the perceived assumptive international collaboration) and negative attitudes towards the vaccine. In turn, the perceived assumptive international collaboration was positively related to negative attitudes towards COVID-19 vaccine. We also showed that the positive relationship between COVID-19 vaccine conspiratorial beliefs and the perceived assumptive international collaboration in the vaccine clinical trial was more prominent among participants who were strongly resistant to take vaccines supplied by other countries due to national pride (i.e., vaccine national glorification).
Go to article

Authors and Affiliations

Ali Mashuri
Dian Putri Permatasari
Ratri Nurwanti
Sofia Nuryanti

  1. Department of Psychology, Universitas Brawijaya, ‎Indonesia
Download PDF Download RIS Download Bibtex


Sensory processing sensitivity is a relatively new theoretical construct. Its main components include deeper processing of stimuli as well as a stronger response to environmental impacts, both positive and negative. The effect of misinformation, which involves the inclusion of misinformation in the witness's memory reports, can be modified by varied factors, including personality characteristics. To the knowledge of the authors, no such research has been conducted so far and thereby the aim of the following study was to examine the relationship between the sensory processing sensitivity and susceptibility to the misinformation effect. Group studies were carried out according to the three-stage scheme of investigating the misinformation effect. After the original material was presented, the participants were exposed to a post-event material, containing the misinformation in the experimental group. Then the memory of the original material was tested. A strong misinformation effect was shown. Highly sensitive people, achieving the highest results in the Highly Sensitive Person Scale, were more resistant to the misinformation effect.
Go to article


Ahadi, B., Basharpoor, S. (2010). Relationship Between Sensory Processing Sensitivity, Personality Dimensions and Mental Health. Journal of Applied Sciences, 10, 570–574.
Aron, A., Ketay, S., Hedden, T., Aron, E. N., Markus, H. R., Gabrieli, J. D. E. (2010). Temperament trait of sensory processing sensitivity moderates cultural differences in neural response. Social Cognitive and Affective Neuroscience, 5, 219–226.
Aron, E. N. (2017). Wysoko wrażliwi. Łódź: Wydawnictwo Feeria.
Aron, E. N. (2018). Wysoko wrażliwe dziecko. Sopot: GWP.
Aron, E. N. (2020). Clinical assessment of sensory processing sensitivity. In The Highly Sensitive Brain (pp. 135-164). Academic Press.
Aron, E., Aron, A. (1997). Sensory-Processing Sensitivity and Its Relation to Introversion and Emotionality. Journal of Personality and Social Psychology, 73, 345-368.
Aron, E., Aron, A. (2018). Tips For SPS Research (Revised July 24, 2018).
Aron, E., Aron, A., Jagiellowicz, J. (2012). Sensory Processing Sensitivity: A Review in the Light of the Evolution of Biological Responsivity. Personality and Social Psychology Review, 16(3), 262- 282.
Benham, G. (2006). The highly sensitive person: Stress and physical symptom reports. Personality and Individual Differences, 40, 1433–1440.
Blank, H., Launay, C. (2014). How to protect eyewitness memory against the misinformation effect: A meta-analysis of post-warning studies. Journal of Applied Research in Memory and Cognition, 3(2), 77-88.
Bruck, M., Melnyk, L. (2004). Individual differences in children’s suggestibility: A review and synthesis. Applied Cognitive Psychology, 18, 947-996.
Brydges, C. R., Gignac, G. E., Ecker, U. K. (2018). Working memory capacity, short-term memory capacity, and the continued influence effect: A latent-variable analysis. Intelligence, 69, 117-122.
Chyliński, M. (2018). Fałszywe wiadomości: antydobra w ekosystemie informacji. Com. press, 4(1), 6-22.
Craik, F. I. M., Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Czechow, A. (1983). Trzy siostry. Warszawa: Iskry.
Gerstenberg, F. (2012). Sensory-processing sensitivity predicts perfor-mance on a visual search task followed by an increase in perceived stress. Personality and Individual Differences, 53, 496–500.
Greven, C. U., Lionetti, F., Booth, C., Aron, E., Fox, E., Schendan, H. E., ... Homberg, J. (2019). Sensory Processing Sensitivity in the context of Environmental Sensitivity: A critical review and development of research agenda. Neuroscience & Biobehavioral Reviews, 98, 287-305.
Gudjonsson G. H. (1983). Suggestibility, intelligence, memory recall and personality: An experimental study. The British Journal of Psychiatry, 142, 35–37.
Gudjonsson, G. H. (1993). The Psychology of Interrogations, Confessions and Testimony. Chichester: John Wiley & Sons.
Harris, L. S., Goodman, G. S., Augusti, E. M., Chae, Y., Alley, D. (2009). Children's resistance to suggestion. W: K. Kuehnle & M. Connell (red.), The evaluation of child sexual abuse allegations (181–202). Hoboken, NJ: Wiley.
Hoscheidt, S. M., LaBar, K. S., Ryan, L., Jacobs, W. J., Nadel, L. (2014). Encoding negative events under stress: High subjective arousal is related to accurate emotional memory despite misinformation exposure. Neurobiology of Learning and Memory, 112, 237–247.
Kantor-Martynuska, J. (2012). The princess and the pea. Suggestions for the revision of sensory sensitivity in the regulative theory of temperament. Journal of Individual Differences, 33(4), 237-247.
Liebman, J. I., McKinley-Pace, M. J., Leonard, A. M., Sheesley, L. A., Gallant, C. L., Renkey, M. E., Lehman, E. B. (2002). Cognitive and psychosocial correlates of adults' eyewitness accuracy and suggestibility. Personality and Individual Differences, 33(1), 49-66.
Lindberg, M. (1991). An interactive approach to assessing the suggestibility and testimony of eyewitnesses. W: J. Doris (red.), The suggestibility of children’s recollections (47-59). Washington, DC: American Psychological Association.
Lionetti, F., Aron, A., Aron, E. N., Burns, G. L., Jagiellowicz, J., Pluess, M. (2018). Dandelions, tulips and orchids: evidence for the existence of low-sensitive, medium-sensitive and high-sensitive individuals. Translational Psychiatry, 8(24), 1-11.
Lionetti, F., Pastore, M., Moscardino, U., Nocentini, A., Pluess, K., & Pluess, M. (2019). Sensory processing sensitivity and its association with personality traits and affect: A meta-analysis. Journal of Research in Personality, 81, 138-152.
Liss, M., Timmel, L., Baxley, K., Killingworth, P. (2005). Sensory processing sensitivity and its relation to parental bonding, anxiety and depression. Personality and Individual Differences, 39, 1429– 1439.
Listou Grimen, H., & Diseth, Å. (2016). Sensory processing sensitivity: Factors of the highly sensitive person scale and their relationships to personality and subjective health complaints. Perceptual & Motor Skills, 123(3), 637-653.
Loftus, E. F. (1979). Eyewitness Testimony. Cambridge, MA, London: Harvard University Press.
Loftus, E. F. (2005). Planting misinformation in the human mind: A 30- year investigation of the malleability of memory. Learning & memory, 12(4), 361-366.
Loftus, E. F., Miller, D. G., Burns, H. J. (1978). Semantic integration of verbal information into a visual memory. Journal of Experimental Psychology: Human Learning & Memory, 4, 19–31.
Lovecky, D. (1986). Can You Hear the Flowers Sing? Issues for Gifted Adults. Journal of Counseling and Development, 64, 572–575.
McCrae, R. R., Costa, P. T. Jr. (1997). Personality trait structure as a human universal. American Psychologist, 52, 509-516.
Nitschke, J. P., Chu, S., Pruessner, J. C., Bartz, J. A., Sheldon, S. (2019). Post-learning stress reduces the misinformation effect: Effects of psychosocial stress on memory updating. Psychoneuroendocrinology, 102, 164–171.
Pluess, M., Assary, E., Lionetti, F., Lester, K. J., Krapohl, E., Aron, E. N., Aron, A. (2018). Environmental sensitivity in children: Development of the Highly Sensitive Child Scale and identification of sensitivity groups. Developmental Psychology, 54(1), 51-70.
Pluess, M., Belsky, J. (2013). Vantage sensitivity: individual differences in response to positive experiences. Psychological Bulletin, 139(4), 901–916.
Polczyk, R. (2007). Mechanizmy efektu dezinformacji w kontekście zeznań świadka naocznego. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
Porter, S., Birt, A. R., Yuille, J. C., Lehman, D. (2000). Negotiating of false memories: Interviewer and remember characteristics relate to memory distortion. Psychological Science, 11, 513–516.
Rosnow, R. L., Rosenthal, R. (1989). Definition and interpretation of interaction effects. Psychological Bulletin, 105, 143–146.
Sand, I. (2016). Wrażliwość: dar czy przekleństwo?. Warszawa: Laurum.
Siuta, J. (2006). Inwentarz osobowości NEO-PI-R. Warszawa: Pracownia Testów Psychologicznych.
Smolewska, K. A., McCabe, S. B., Woody, E. Z. (2006). A psychometric evaluation of the Highly Sensitive Person Scale: The components of sensory-processing sensitivity and their relation to the BIS/BAS and “Big Five”. Personality and Individual Differences, 40(6), 1269- 1279.
Sobocko, K., & Zelenski, J. M. (2015). Trait sensory-processing sensitivity and subjective well-being: Distinctive associations for different aspects of sensitivity. Personality and Individual Differences, 83, 44-49.
Strelau, J., Zawadzki, B. (1993). The Formal Characteristics of Behaviour – Temperament Inventory (FCB-TI): theoretical assumptions and scale construction. European Journal of Personality, 7, 313-336.
Szpitalak, M., Dukała, K., Polczyk, R. (2013). Rola wzmocnionej autoafirmacji i wzmocnionego niepowodzenia w redukowaniu efektu dezinformacji. Roczniki Psychologiczne, 16, 235-248.
Szpitalak, M., Polczyk, R. (2017). Efekt dezinformacji z perspektywy psychologii społecznej: natura i uodparnianie. Psychologia Społeczna, 121(40), 30-41.
Vogel, S., Schwabe, L. (2016). Learning and memory under stress: implications for the classroom. npj Science of Learning, 1, 16011.
Way, B. M., Taylor, S. E. (2010). The serotonin transporter promoter polymorphism is associated with cortisol response to psychosocial stress. Biological psychiatry, 67(5), 487-492.
Wiel, N. M. H. van de, Goozen, S. H. M. van, Matthys, W., Snoek, H., Engeland, H. van. (2004). Cortisol and treatment effect in children with disruptive behavior disorders: a preliminary study. Journal of the American Academy of Child and Adolescent Psychiatry, 43(8), 1011-1018.
Wojciechowski, B. W. (2015). Psychologiczne uwarunkowania i ocena wartości dowodowej zeznań świadków. Warszawa: Difin.
Wolf, M., Van Doorn, S., Weissing, F. J. (2008). Evolutionary emergence of responsive and unresponsive personalities. PNAS, 105(41), 15825.
Zawadzki B., Strelau J. (1997). Formalna Charakterystyka Zachowania – Kwestionariusz Temperamentu (FCZ-KT). Podręcznik. Warszawa: Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego. Zhu, B., Chen, C., Loftus, E. F., Lin, C., He, Q., Chen, C., Li, H., Xue, G., Lu, Z., Dong, Q. (2010a). Individual differences in false memory from misinformation: Cognitive factors. Memory, 18(5), 543–555.
Zhu, B., Chen, C., Loftus, E. F., Lin, C., He, Q., Chen, C., Li, H., Moyzis, R. K., Lessard, J., Dong, Q. (2010b). Individual differences in false memory from misinformation: Personality characteristics and their interactions with cognitive abilities. Personality and Individual Differences, 48(8), 889–894.
Go to article

Authors and Affiliations

Szymon Kamil Sadowski
Malwina Szpitalak

  1. Jagiellonian University in Kraków, Poland
Download PDF Download RIS Download Bibtex


The purpose of the study is to determine the characteristic features of personal functioning at different stages of professional development. The survey involved 139 professionals from various fields (74 women and 65 men) aged 24 to 67 years. The sample is divided into 5 groups according to the stage of professional development. A comparative analysis of groups by parameters of professional self-realisation, emotional burnout and psychological well-being is carried out. The results obtained demonstrate the nonlinear, complex dynamics of self-realisation of the individual throughout life and clarify the internal mechanisms of professional development at each stage. The stages of primary and secondary professionalisation are accompanied by the greatest need for self-improvement and at the same time, exaggerated and unrealistic ideas about one's own professional competence. An increased symptomatology of emotional burnout has been identified, which accompanies the peak of professional excellence and determines the next stage of professional activity decline after 30 years of work experience. The coincidence of the normative age and professional crises entails a profound crisis of the pre-retirement age, which is characterised primarily by a loss of goal-setting. People who continue to work in the post-retirement age have the highest rates of self-fulfillment, which leads to overall satisfaction with life and self. The described patterns open new perspectives for the development of ways of psychological counselling and organisational support of specialists.
Go to article


Bochelyuk, V. Y. (2010). Personal growth of staff. Theory and Practice of Modern Psychology, 1, 45–48.
Bochelyuk, V. Y., Bilousov, G. O., & Gorian, G. O. (2007). Professionalism of personality: Theoretical and methodological aspect. Zaporizhzhia: Humanities.
Bochelyuk, V. Y., Panov, M. S., Shostya, I. V., & Katasanov, O. M. (2016b). Socio-psychological aspects of self-understanding of the individual in professional communication. Theoretical and Applied Problems of Psychology, 3, 26–33.
Bochelyuk, V. Y., Zavatska, N. E., Kononenko, A. O., Novitska, L. V., & Fedorov, A. Y. (2016a). Socio-psychological features of self- realization of the individual in modern society. Severodonetsk: SNU named after V. Dal.
Chen, F.-P., & Oh, H. (2019). Staff views on member participation in a mental health clubhouse. Health and Social Care in the Community, 27(3), 788–796.
Cobos, T. L., & González, M. C. (2021). Professional competences of future teachers of secondary education: Case study of the formative evaluation promoted by e-rubrics in the specialty of physics and chemistry. Profesorado, 25(1), 197–221.
Glavinska, O. D., Ovdiyenko, I. M., Brukhovetska, O. V., Chausova, T. V., & Didenko, M. S. (2020). Professional self-realization as a factor in the psychological well-being of specialists of caring professions. Journal of Intellectual Disability – Diagnosis and Treatment, 8, 548–559.
Hernández, I., & Mena, J. (2021). In-service teacher entitlement attitude: A case study from the Spanish context. Advances in Research on Teaching, 38, 149–161.
Hu, D. (2021). The practical confusions and countermeasures of the individualized teaching of university teachers. ACM International Conference Proceeding Series, 3, 663–667.
Kokun, O. M. (2014). Questionnaire of professional self-realization. Practical Psychology and Social Work, 7, 35–39.Кокун_2014.pdf
Kokun, О. M. (2015). Professional self-fulfilment of skilled people of different professional groups and specialities. Social Welfare: Interdisciplinary Approach, 2(5), 19–32.
Kolosovich, A. (2021). Organizational (corporate) culture as a factor of official interaction in the military and professional environment. Social & Legal Studios, 3(13), 189-197.
Korniyaka, O. M. (2015). Peculiarities of professional self-realization of a higher school teacher. Psycholinguistics, 17, 74–81.
Kovalchuk, Z. (2021). Personal reflection in constant conditions social change. Social & Legal Studios, 4(14), 177-183.
Lavrentieva, O., Pererva, V., Krupskyi, O., Britchenko, I., & Shabanov, S. (2020). Issues of shaping the students' professional and terminological competence in science area of expertise in the sustainable development era. E3S Web Conferences, 166, article number 10031.
Márquez-Álvarez, L.-J., Calvo-Arenillas, J.-I., Jiménez-Arberas, E., Talavera-Valverde, M.-Á., Souto-Gómez, A.-I., & Moruno-Miralles, P. (2021). A Q-method approach to perceptions of professional reasoning in occupational therapy undergraduates. BMC Medical Education, 21(1), article number 264.
Mosso, C. O., & Ghio, R. (2020). Looking at the transformation of professional skills in relation to the technological development. Giornale Italiano Di Psicologia, 47(2), 653–663.
Priyadi, M., Sarwa, & Basuki, N. (2021). Indonesian teacher’s competencies profile according to the SAMR model framework. Journal of Physics: Conference Series, 1842(1), article number 012083.
Ryff scale of psychological well-being. (2007). personal/wellbeingA.html
Test “Diagnosis of burnout”. (2008).
van Woerkom, M., & Meyers, M.C. (2019). Strengthening personal growth: The effects of a strengths intervention on personal growth initiative. Journal of Occupational and Organizational Psychology, 92(1), 98–121.
Zeer, E. F. (2003). Crises of professional development of personality. Psychology of professions. Moscow: Akademicheskii Proekt.
Go to article

Authors and Affiliations

Vitalii Y. Bocheliuk
Liana V. Spytska
Iryna V. Shaposhnykova
Anastasiia V. Turubarova
Mykyta S. Panov

  1. Zaporizhzhia Polytechnic National University, Zaporizhzhia, Ukraine
  2. Volodymyr Dahl East Ukrainian National University, Severodonetsk, Ukraine
  3. Kherson State University, Kherson, Ukraine
  4. Khortytsia National Educational Rehabilitation Academy, Khortytsia, Ukraine
Download PDF Download RIS Download Bibtex


Inspired by the recent avenues for longitudinal research in second language acquisition (SLA), in this study we aimed to trace changes in language mindsets over time via a curve of factors model. The data were collected from 437 adult English as a foreign language learners’ response to the Language Mindsets Index in four time points. The model fit was accepted and the invariance of the latent factor was attested over time. The findings indicated a negative covariance between the initial level language mindsets and the growth level of the construct. This finding implies that learners with a highly initial level of language mindsets experienced less change in the construct over time and those with a lower level of the construct changed their mindsets more over time. Pedagogical implications of the findings such as language teachers’ consideration of growth language mindsets interventions are discussed.
Go to article


Barcelos, A. M. F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39, 281– 289.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol, UK: Multilingual Matters.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Taylor & Francis.
Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6, 267-285.
Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Elahi Shirvan, M., Lou, N. M., & Taherian, T. (2021). Where do language mindsets come from? An ecological perspective on EFL students’ mindsets about L2 writing. Journal of Psycholinguistic Research, 50 (5), 1065-1086.
Ferrer, E., Balluerka, N., &Widaman, K. F. (2008). Factorial invariance and the specification of second-order latent growth models. Methodology, 4(1), 22-36.
Gardner, R.C. (2010). Motivation and second language acquisition: The socio-educational model. New York: Peter Lang.
Gass, S., & Plonsky, L. (2020). Introducing the SSLA methods forum. Studies in Second Language Acquisition, 42, 667-669.
Haimovitz, K., & Dweck, C. (2016). Parents’ views of failure predict children’s fixed and growth intelligence mind-sets. Psychological Science, 27(1), 859-869.
Harring J. R. (2009). A nonlinear mixed effects model for latent variables. Journal of Educational and Behavioral Statistics, 34(3), 293–318.
Hiver, P., & Al-Hoorie, A. H. (2019). Research methods for complexity theory in applied linguistics. Bristol, UK: Multilingual Matters.
Hong, Y., Chiu, C., Dweck, C. S., Lin, D., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588– 599.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72 (1), 283– 294.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford.
Lorenz, F. O., Wickrama, K. A. S., & Conger, R. D. (2004). Modeling continuity and change in family relations with panel data. In R. D. Conger, F. O. Lorenz, & K. A. S. Wickrama (Eds.), Continuity and change in family relations: Theory, methods, and empirical findings, (pp. 15–62). Mahwah, NJ: Erlbaum.
Lo Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology, 46(1), 22-33
Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. The Modern Language Journal, 101(1), 214-243.
Lou, M. & Noels, K. A. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86. 102126.
Lou, N. M., & Noels, K. A. (2020). Mindsets about language learning and support for immigrants’ integration. International Journal of Intercultural Relations, 79(1), 46-57.
MacIntyre, P. D., Mercer, S., &Gregersen, T. (2020). Complexity perspectives on researching language learner and teacher psychology. Bristol, UK: Multilingual Matters.
Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling, 11(3), 320-341.
Matsunaga, M. (2010). How to factor-analyze your data right: Do's don'ts, and how-to's. International Journal of Psychological Research, 3(1), 97-110.
McArdle, J.J. (1988). Dynamic but structural equation modeling of repeated measures data. In: Nesselroade, J.R., & Cattell, R.B. (Eds.), Handbook of multivariate experimental psychology (pp: 561-614). New York, NY: Plenum Press.
Meade, A., Johnson, E., &Braddy, P. (2008). Power and sensitivity of alternative fit indices in tests of measurement invariance. The Journal of applied psychology, 93(2), 568-92.
Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64, 436-444.
Meredith, W., & Horn, J. (2001). The role of factorial invariance in modeling growth and change. In A. Sayer & L. Collins (Eds.), New methods for the analysis of change (pp. 203–240). Washington, DC: American Psychological Association.
Molway, L., & Mutton, T. (2020). Changing mindsets in the modern foreign languages classroom: an intervention combining intelligence theories and reading strategies. The Language Learning Journal, 48(5), 598-612.
Robins, R., & Pals, J. (2002). Implicit self-theories in the academic domain: Implications for goal-orientation, attributions, affect, and self-esteem change. Self and Identity, 1(4), 313-336.
Ryan, S. & Mercer, S. (2011). Natural talent, natural acquisition, and study abroad: Learner attributions of agency in language learning. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 160–176). Bristol, UK: Multi-lingual Matters.
Ryan, S. & Mercer, S. (2012). Implicit theories: Language learning mindsets. In S. Mercer, S. Ryan, & M. Williams (Eds), Psychology for language learning: Insights from research, theory, and practice (pp. 74–89). Basingstoke, UK: Palgrave Macmillan.
Thompson, M. S., & Green, S. B. (2006). Evaluating between-group differences in latent means. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 119– 169). Greenwich: CT: Information Age.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(1), 515-537.
Whittaker, T. A., Beretvas, S. N., & Falbo, T. (2014). Dyadic curve-of- factors model: an introduction and illustration of a model for longitudinal non-exchangeable dyadic data. Structural Equation Modelling, 21(2), 303-317.
Wickrama, K. A. S., Lee T. K., O’Neal C. W. & Lorenz, F. O. (2016). Higher-order growth curves and mixture modeling with Mplus. New York: Routledge.
Wilson, A., & English, J. (2017). The motivated fluidity of lay theories of change. In The Science of Lay Theories (pp.17-43). Springer, Cham.
Go to article

Authors and Affiliations

Majid Elahi Shirvan
Tahereh Taherian
Elham Yazdanmehr
Esmaeel Saeedy Robat

  1. University of Bojnord, Iran
  2. Yazd University, Iran
  3. Attar Institute of Higher Education, Iran
  4. Department of Education, Taybad Branch, Islamic Azad University, Taybad, Iran
Download PDF Download RIS Download Bibtex


Challenging job demands are those which require the use of high energy and thus may impair health but bring positive consequences too. The present study aimed to construct a measure for challenging job demands for university teachers.
Methods: The study is based upon the model developed by Makhdoom and Malik (2018) which proposed three challenging job demands including Regulatory Load, Social Load, and Cognitive Demands. On the basis of the literature review, Time Pressure was also studied as a factor. First of all, the authors created an initial item pool of 19 items which were categorized into four factors. The finalized item pool was administered on two independent samples drawn from various universities of Pakistan. In the first stage, the university teachers (N = 201) from three universities of the Punjab province were approached. EFA concluded three-factor and 13 items, which were then administered upon a sample of university teachers (N = 600).
Results: The CFA confirmed the three-factor structure of challenging job demands including Time Pressure, Cognitive Demands and Social Load. All the fit indices were within an acceptable range. The values of factor loadings and Cronbach Alpha justified the internal consistency and psychometric soundness of the newly developed measure.
Discussion: The study concludes a psychometrically sound scale to measure challenging job demands in university teachers which will be helpful in future studies. The limitations of the study along with suggestions for future research and important theoretical and practical implications are discussed.
Go to article


Cavanaugh, M. A., Boswell, W. R., Roehling, M. V., & Boudreau, J. W. (2000). An empirical examination of self-reported work stress among U.S. managers. Journal of Applied Psychology, 85(1), 65-74.
Chatterjee, D. (2016). The effect of time pressure on creative performance: Role of intellect and affect [Unpublished master’s thesis]. Michigan State University, Michigan.
De Jonge, J., Dormann, C., Van Vegchel, N., Von Nordheim, T., Dollard, M., Cotton, S., & van den Tooren, M. (2007). The DISC Questionnaire, English version 2.1. Eindhoven: Eindhoven University of Technology.
Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 86(3), 499–512.
Fritz, C., Lam, C. F., & Spreitzer, G. M. (2011). It's the little things that matter: An examination of knowledge workers' energy management. The Academy of Management Perspectives, 25(3), 28–39.
Garst, H., Frese, M., & Molenaar, P. C. M. (2000). The temporal factor of change in stressor–strain relationships: A growth curve model on a longitudinal study in East Germany. Journal of Applied Psychology, 85(3), 417–438.
Giebe, C., & Rigotti, T. (2020). Tenets of self-determination theory as a mechanism behind challenge demands: A within person study. Journal of Managerial Psychology (in press).
Halbesleben, J. R. B., & Demerouti, E. (2005). The construct validity of an alternative measure of burnout: Investigating the English translation of the Oldenburg Burnout Inventory. Work & Stress, 19(3), 208–220.
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modeling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.
Kayaalp, A. (2014). The octopus approach in time management: Polychronicity and creativity. Military Psychology, 26(2), 67-76.
Laethem, M. V., Beckers, D. G. J., de Bloom, J., Sianoja, M., & Kinnunen, U. (2019). Challenge and hindrance demands in relation to self‐reported job performance and the role of restoration, sleep quality, and affective rumination. Journal of Occupational and Organizational Psychology, 92(2), 225-254.
Layer, J. K., Karwowski, W., & Furr, A. (2009). The effect of cognitive demands and perceived quality of work life on human performance in manufacturing environments. International Journal of Industrial Ergonomics, 39(2), 413-421.
Makhdoom, I. F., & Malik, N. I. (2018). Categorizing challenging and hindering job demands in university teachers: A thematic analysis. Pakistan Journal of Psychology, 49(2), 3-22.
Malik, S. A. (2015). Time pressure and challenge appraisal as predictors of job satisfaction: Empirical evidence from Pakistani Universities. Sage Open, 5(2), 1-9.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.
McCauley, C. D., Ruderman, M. N., Ohlott, P. J., & Morrow, J. E. (1994). Assessing the developmental components of managerial jobs. Journal of Applied Psychology, 79(4), 544–560.
Meyer, S-C., & Hünefeld, L. (2018). Challenging cognitive demands at work, related working conditions, and employee well-being. International Journal of Environmental Research and Public Health, 15(12), 2911.
Molino, M., Bakker, A. B., & Ghislieri, C. (2016) The role of workaholism in the job demands-resources model. Anxiety, Stress & Coping, 29(4), 400-414.
Ohly, S., & Fritz, C. (2010). Work characteristics, challenge appraisal, creativity, and proactive behavior: A multi‐level study. Journal of Organizational Behavior, 31, 543–565. job.633
Pejtersen, J. H., Kristensen, T. S., Borg, V., & Bjorner, J. B. (2010). The second version of the Copenhagen Psychosocial Questionnaire. Scandinavian Journal of Public Health, 38, 8–24.
Podsakoff, N. P. (2007). Challenge and hindrance stressors in the workplace: Tests of linear, curvilinear, and moderated relationships with employee strains, satisfaction, and performance (Doctoral dissertation, University of Florida), Florida.
Reis, D., Xanthopoulou, D., Tsaousis, I. (2015). Measuring job and academic burnout with the Oldenburg Burnout Inventory (OLBI): Factorial invariance across samples and countries. Burnout Research, 2(1), 8-18.
Robledo, E., Zappala, S., & Topa, G. (2019). Job crafting as a mediator between work engagement and wellbeing outcomes: A time-lagged study. International Journal of Environmental Research and Public Health, 16(8), 1376.
Rodell, J. B., & Judge, T. A. (2009). Can "good" stressors spark "bad" behaviors? The mediating role of emotions in links of challenge and hindrance stressors with citizenship and counterproductive behaviors. The Journal of Applied Psychology, 94(6), 1438-1451.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In G. F. Bauer & O. Hämmig (Eds.), Bridging occupational, organizational and public health: A transdisciplinary approach. New York, NY, US: Springer Science and Business Media.
Schaufeli, W. B., Shimazu, A., & Taris, T. W. (2009). Being driven to work excessively hard: The evaluation of a two-factor measure of workaholism in the Netherlands and Japan. Cross-Cultural Research: The Journal of Comparative Social Science, 43(4), 320–348.
Shmitt, A., Ohly, S., & Kleespies, N. (2015). Time pressure promotes work engagement test of illegitimate tasks as boundary condition. Journal of Personnel Psychology, 14, 28-36.
Spector, P. E., & Jex, S. M. (1998). Development of four self‐report measures of job stressors and strain: Interpersonal conflict at work scale, organizational constraints scale, quantitative workload in-ventory, and physical symptoms inventory. Journal of Occupational Health Psychology, 3, 356.
Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296.
Tadic, M., Bakker, A. B., & Oerlemans, W. G. M. (2015). Challenge versus hindrance job demands and well‐being: A diary study on the moderating role of job resources. Journal of Occupational and Organizational Psychology, 88(4), 702-725.
Urbach, T., & Weigelt, O. (2019). Time pressure and proactive work behaviour: A week‐level study on intraindividual fluctuations and reciprocal relationships. Journal of Occupational and Organizational Psychology, 92(4), 931-952.
Van den Broeck, A., Cuyper, N. D., Witte, H. D., & Vansteenkiste, M. (2010). Not all job demands are equal: Differentiating job hindrances and job challenges in the Job Demands–Resources model. European Journal of Work and Organizational Psychology, 19(6), 735–759.
Go to article

Authors and Affiliations

Irsa Fatima Makhdoom
Najma Iqbal Malik
Mohsin Atta

  1. University of Sargosha, Pakistan
Download PDF Download RIS Download Bibtex


Background: The phenomenon of accumulating tasks, characteristic of emerging adulthood, intensifies perceived stress and stimulates coping activity. The nature and intensity of the coping strategies used to deal with challenges can affect mental health in emerging adulthood. The purpose of the study was to investigate the relationship between coping strategies and mental health in a group of emerging adults- students in higher education.
Methods: The study included 390 emerging adults, students in higher education. Coping strategies were measured with the COPE Questionnaire and information on mental health was called using the Kutcher Adolescent Depression Scale and the Satisfaction with Life Scale. The confirmatory factor analysis (CFA) with maximum likelihood (ML) estimation was used to assess the factor structure of the variables and structural equation modeling was used to test the hypotheses.
Results: The data mostly confirmed the hypotheses. Avoidance strategies turned out to be the strongest predictor of mental health, specifically negative mental health outcomes. Problem-focused strategies were a stronger predictor of quality of life than emotion-focused and support-seeking strategies. Emotion-focused strategies did not predict depression. Coping strategies, especially avoidance strategies, play a crucial role in mental health during emerging adulthood.
Conclusions: Learning to cope enables students to deal with difficult tasks and challenges of this period more effectively, and minimizes their risk of depression, and increases their life satisfaction.
Go to article


Arnett, J. J. (2005). The developmental context of substance use in emerging adulthood. Journal of Drug Issues, 35(2), 235–254.
Arnett, J. J., & Mitra, D. (2018). Are the features of emerging adulthood developmentally distinctive? A comparison of ages 18–60 in the United States. Emerging Adulthood, 8(5), 412-419.
Bardone, A. M., Moffitt, T. E., Caspi, A., Dickson, N., Stanton, W. R., & Silva, P. A. (1998). Adult physical health outcomes of adolescent girls with conduct disorder, depression, and anxiety. Journal of the American Academy of Child & Adolescent Psychiatry, 37(6), 594– 601.
Brandon, C. M., Cunningham, E. G., & Frydenberg, E. (1999). Bright Ideas: A school-based program teaching optimistic thinking skills in pre-adolescence. Journal of Psychologists and Counsellors in Schools, 9(S1), 147–158.
Brooks, S. J., Krulewicz, S. P., & Kutcher, S. (2003). The Kutcher Adolescent Depression Scale: Assessment of its evaluative properties over the course of an 8-week pediatric pharmacotherapy trial. Journal of Child and Adolescent Psychopharmacology, 13(3), 337– 349.
Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research. Guilford Publications.
Byrne, B. M. (2016). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming, Third Edition. Routledge.
Cabras, C., & Mondo, M. (2018). Coping strategies, optimism, and life satisfaction among first-year university students in Italy: Gender and age differences. Higher Education, 75(4), 643–654.
Carver, C. S. (1997). You want to measure coping but your protocol’too long: Consider the brief cope. International Journal of Behavioral Medicine, 4(1), 92.
Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56(2), 267.
Chai, M. S., & Low, C. S. (2015). Personality, coping and stress among university students. American Journal of Applied Psychology, 4(3– 1), 33–38.
Collishaw, S., Maughan, B., Natarajan, L., & Pickles, A. (2010). Trends in adolescent emotional problems in England: A comparison of two national cohorts twenty years apart. Journal of Child Psychology and Psychiatry , 51(8), 885–894.
Cunningham, E. G., Brandon, C. M., & Frydenberg, E. (2010). Enhancing coping resources in early adolescence through a school- based program teaching optimistic thinking skills. Anxiety, Stress & Coping, 15(4), 369–381.
Deniz, M. (2006). The relationships among coping with stress, life satisfaction, decision-making styles and decision self-esteem: An investigation with Turkish university students. Social Behavior and Personality: An International Journal, 34(9), 1161–1170.
Dickinson, P., Coggan, C., & Bennett, S. (2003). TRAVELLERS: A school-based early intervention programme helping young people manage and process change, loss and transition. Pilot phase findings. Australian & New Zealand Journal of Psychiatry, 37(3), 299–306.
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75.
Duan, L., Shao, X., Wang, Y., Huang, Y., Miao, J., Yang, X., & Zhu, G. (2020). An investigation of mental health status of children and adolescents in China during the outbreak of COVID-19. Journal of Affective Disorders, 275, 112–118. .2020.06.029
Eckersley, R. (2011). Troubled youth: An island of misery in an ocean of happiness, or the tip of an iceberg of suffering? Early Intervention in Psychiatry, 5, 6–11.
Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. American journal of orthopsychiatry, 77(4), 534-542.
Eisenberg, D., Hunt, J., & Speer, N. (2013). Mental health in American colleges and universities: variation across student subgroups and across campuses. The Journal of nervous and mental disease, 201(1), 60-67.
Erlich, K. J., Li, J., Dillon, E., Li, M., & Becker, D. F. (2019). Outcomes of a Brief Cognitive Skills-Based Intervention (COPE) for Adolescents in the Primary Care Setting. Journal of Pediatric Health Care, 33(4), 415–424.
Feehan, M., McGee, R., Raja, S. N., & Williams, S. M. (1994). DSM-III- R disorders in New Zealand 18-year-olds. Australian and New Zealand Journal of Psychiatry, 28(1), 87–99. 00048679409075849
Fergusson, D. M., & Woodward, L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59(3), 225–231. Friedli, L., & World Health Organization. (2009). Mental health, resilience and inequalities (No. EU/08/5087203). Copenhagen: WHO Regional Office for Europe.
Frydenberg, E., & Brandon, C. (2002). The Best of Coping: Developing Coping Skills for Adolescents. Instructor’s Manual. Oz Child.
Hankin, B. L., Wetter, E., & Cheely, C. (2008). Sex differences in child and adolescent depression: A developmental psychopathological approach. In J. R. Z. Abela & B. L. Hankin (Eds.), Handbook of depression in children and adolescents, 377–414. The Guilford Press.
Hart Abney, B. G., Lusk, P., Hovermale, R., & Melnyk, B. M. (2019). Decreasing Depression and Anxiety in College Youth Using the Creating Opportunities for Personal Empowerment Program (COPE). Journal of the American Psychiatric Nurses Association, 25(2), 89–98.
Hunt, J., & Eisenberg, D. (2010). Mental health problems and help- seeking behavior among college students. Journal of Adolescent Health, 46(1), 3-10.
Indic, P., Murray, G., Maggini, C., Amore, M., Meschi, T., Borghi, L., Baldessarini, R. J., & Salvatore, P. (2012). Multi-scale motility amplitude associated with suicidal thoughts in major depression. PLoS One, 7(6), e38761.
Juczyński, Z. (2012). Narzędzia Pomiaru w Promocji i Psychologii Zdrowia. Pracownia Testów Psychologicznych.
Juczyński, Z., & Ogińska-Bulik, N. (2012). Narzędzia pomiaru stresu i radzenia sobie ze stresem. Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego.
Kessler, R. C., McLaughlin, K. A., Green, J. G., Gruber, M. J., Sampson, N. A., Zaslavsky, A. M., Aguilar-Gaxiola, S., Alhamzawi, A. O., Alonso, J., & Angermeyer, M. (2010). Childhood adversities and adult psychopathology in the WHO World Mental Health Surveys. The British Journal of Psychiatry, 197(5), 378–385.
Kline, R. B. (2015). Principles and Practice of Structural Equation Modeling. Guilford Publications.
Kohls, E., Baldofski, S., Moeller, R., Klemm, S.-L., & Rummel-Kluge, C. (2021). Mental Health, Social and Emotional Well-Being, and Perceived Burdens of University Students During COVID-19 Pandemic Lockdown in Germany. Frontiers in Psychiatry, 12, 441.
Kord, T., Bahman, & Ansari, A. (2014). Relationship of Stress Coping Strategies and Life Satisfaction among Students. International Journal of Psychology. 8(1). 156-165.
Kwaah, C. Y., & Essilfie, G. (2017). Stress and Coping Strategies among Distance Education Students at the University of Cape Coast, Ghana. Turkish Online Journal of Distance Education, 18(3), n3. 120-134.
Langford, R., Bonell, C. P., Jones, H. E., Pouliou, T., Murphy, S. M., Waters, E., Komro, K. A., Gibbs, L. F., Magnus, D., & Campbell, R. (2014). The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement. Cochrane Database Syst Rev, 4(4), CD008958.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company, Inc.
Lee, J., Jeong, H.J., & Kim, S. (2021) Stress, Anxiety, and Depression Among Undergraduate Students during the COVID-19 Pandemic and their Use of Mental Health Services. Innovative Higher Educa-tion, 46, 519–538.
Mahmoud, J. S. R., Staten, R. “Topsy,” Hall, L. A., & Lennie, T. A. (2012). The relationship among young adult college students’ depression, anxiety, stress, demographics, life satisfaction, and coping styles. Issues in Mental Health Nursing, 33(3), 149–156.
Martínez-Hernáez, A., Carceller-Maicas, N., DiGiacomo, S. M., & Ariste, S. (2016). Social support and gender differences in coping with depression among emerging adults: A mixed-methods study. Child and Adolescent Psychiatry and Mental Health, 10(1), 2.
Melnyk, B. M., Jacobson, D., Kelly, S. A., Belyea, M. J., Shaibi, G. Q., Small, L., O’Haver, J. A., & Marsiglia, F. F. (2015). Twelve-month effects of the COPE healthy lifestyles TEEN program on overweight and depressive symptoms in high school adolescents. Journal of School Health, 85(12), 861–870.
Melnyk, B. M., Small, L., Morrison-Beedy, D., Strasser, A., Spath, L., Kreipe, R., Crean, H., Jacobson, D., Kelly, S., & O’Haver, J. (2007). The COPE Healthy Lifestyles TEEN program: Feasibility, pre-liminary efficacy, & lessons learned from an after school group intervention with overweight adolescents. Journal of Pediatric Health Care, 21(5), 315–322.
Mojs, E., Bartkowska, W., Kaczmarek, Łukasz D., Ziarko, M., Bujacz, A., & Warchoł -Biedermann, K. (2015). Właściwości psychome-tryczne polskiej wersji skróconej Skali Depresji Kutchera dla Młodzieży (Kutcher Adolescent Depression Scale) – pomiar depresji w grupie studentów. Psychiatria Polska 49(1), 135 – 144.
Mojs, E., Warchol-Biederman, K., & Samborski, W. (2012). Prevalence of depression and suicidal thoughts amongst university students in Poznan, Poland, preliminary report. Psychology, 3(02), 132.
Reifman, A., Arnett, J. J., & Colwell, M. J. (2007). Emerging adulthood: Theory, assessment and application. Journal of Youth Development, 2(1), 37-48.
Runco M.A., Cayirdag N. (2014) Creativity in Adulthood. In: Gullotta T.P., Bloom M. (eds) Encyclopedia of Primary Prevention and Health Promotion. Springer, Boston, MA. Syed, M. (2016). Emerging adulthood: Developmental stage, theory, or nonsense? In J. J. Arnett (Ed.), The Oxford handbook of emerging adulthood (pp. 11–25). Oxford University Press.
Vannucci, A., Flannery, K. M., & McCauley Ohannessian, C. (2018). Age-varying associations between coping and depressive symptoms throughout adolescence and emerging adulthood. Development and Psychopathology, 30(2), 665–681.
Verger, P., Guagliardo, V., Gilbert, F., Rouillon, F., & Kovess-Masfety, V. (2010). Psychiatric disorders in students in six French universities: 12-month prevalence, comorbidity, impairment and help-seeking. Social psychiatry and psychiatric epidemiology, 45(2), 189-199.
Wille, N., Bettge, S., Ravens-Sieberer, U., & Group, B. S. (2008). Risk and protective factors for children’s and adolescents’ mental health: Results of the BELLA study. European Child & Adolescent Psychiatry, 17(1), 133–147.
Willoughby, B. J., Augustus, R. A., & Arnett, J. J. (2021). Overview of Emerging Adulthood. The Routledge Handbook of Family Communication.
Winzer, R., Lindblad, F., Sorjonen, K., & Lindberg, L. (2014). Positive versus negative mental health in emerging adulthood: A national cross-sectional survey. BMC Public Health, 14(1), 1238.
Yikealo, D., Tareke, W., & Karvinen, I. (2018). The level of stress among college students: A case in the college of education, Eritrea Institute of Technology. Open Science Journal, 3(4)
Go to article

Authors and Affiliations

Karol Konaszewski
Małgorzata Niesiobędzka
Marcin Kolemba

  1. University of Bialystok, Faculty of Education, Poland
Download PDF Download RIS Download Bibtex


Having established students` life values, the role of religion in its structure, it is possible to predict the future development of society. The purpose of this study is to analyse the religious value orientations influence on student society and to determine the influence nature of religious orientations in the system of value orientations on the daily behaviour of students. This study is based on the research of students' religious orientations in the Tyumen region conducted in 2021. The study was conducted in the context of a basic long-term research of the student's value priorities in the Tyumen region. The methodological basis of the research is the key provisions of social philosophy, sociology and psychology of religion, sociology of personality, sociology of youth and social psychology. Based on the results of an empirical study, the authors characterised the religiosity of the modern youth and determined the impact nature of religious orientations on everyday behaviour. The practical significance of the study is that the empirical data obtained can be used by civil society to prevent the spread of radical religious ideas among students, to involve the data in the activities of organisations dealing with extremism. The results obtained in the course of the study allow developing interaction projects between universities, student associations, and religious associations in the implementation of numerous state youth policy areas, which sets the "possible impact" boundaries of religious associations on cooperation with students.
Go to article


Aalders, C. (2018). ‘Serious books’ and ‘excellent meditations’: Recovering religion in Catherine Talbot’s reading. Journal for Eighteenth-Century Studies, 41(2), 211–223.
Aarmstrong, S. (2019). Listening with respect. Religious Studies and Theology, 38(1-2), 193–194.
Aarø, A. F. (2020). Ricoeur's historical intentionality and the great goddess freyja: Some problems in the phenomenology of religion and interpretations in the study of religions. Temenos, 56(1), 75–76.
Aaron Simmons, J. (2020). Prospects for pentecostal philosophy assessing the challenges and envisioning the opportunities. Pneuma, 42(2), 199–200.
Ab Rahman, Z., Kashim, M. I. A. M., & Mohd Noor, A. Y. (2021). Critical review of religion in coping against the COVID-19 pandemic by former COVID-19 Muslim patients in Russia. Journal of Critical Reviews, 7(5), 1145–1146.
Dube, B. (2020). Religious leaders as regime enablers: the need for family and religious studies in Russia. Russian Journal of Religious Education, 43(1), 46–47.
Jayne, A., Koch, J. M., & Federici, D. J. (2021). Predictors of sex anxiety: emphasis on religion in childhood, religious values, and family communication. Sexuality and Culture, 25(2), 538–539.
Jones, D. E., Dulbecco, P., & Cunial, S. L. (2021). The role of sexuality in religious responses to problematic drug use in Argentina. Drugs and Alcohol Today. Retrieved from
Jong, J. (2021). Death anxiety and religion. Current Opinion in Psychology, 40, 42–44.
Poruthiyil, P. V. (2020). Religious ethics: An antidote for religious nationalism. Business and Society, 59(5), 1059–1061.
Rowatt, W. C., & Al-Kire, R. L. (2020). Dimensions of religiousness and their connection to racial, ethnic, and atheist prejudices. Current Opinion in Psychology, 40, 86–89.
Saroglou, V., & Craninx, M. (2021). Religious moral righteousness over care: a review and a meta-analysis. Current Opinion in Psychology, 40, 79–81.
Scheitle, C. P., Kowalski, B. M., Hudnall, E. B., & Dabbs, E. (2021). Religion, family, and career among graduate students in the sciences. Journal for the Scientific Study of Religion, 60(1), 131–132.
Sedikides, C., & Gebauer, J. E. (2021). Do religious people self-enhance? Current Opinion in Psychology, 40, 29–30.
Streib, H. (2021). Leaving religion: deconversion. Current Opinion in Psychology, 40, 139–141.
Van Cappellen, P., Edwards, M. E., & Fredrickson, B. L. (2021). Upward spirals of positive emotions and religious behaviors. Current Opinion in Psychology, 40, 92–94.
Vorontsov, S. (2021). The priest in light of the thought style theory: Hierarchical and official descriptions. Vestnik Pravoslavnogo Sviato-Tikhonovskogo Gumanitarnogo Universiteta, Seria I. Bogoslovie, Filosofia, Religiovedenie, 91, 32–33.
Go to article

Authors and Affiliations

Yulia P. Savickaya
Yuliya I. Koltunova
Tatiana E. Derikot

  1. Industrial University of Tyumen, Tyumen, Russian Federation

Instructions for authors

Author Guidelines :

Submitted work should be original, meaning it should not be submitted for consideration to another journal nor should it have been published in whole or in part in another journal. Each submitted paper will be initially sent to the Editor-in-Chief who will appoint an Action Editor (if all authors' guidelines are met), who will seek and invite appropriate Reviewers. Each paper is sent to at least three Reviewers (experts in the field), and the decision is made on the basis of at least two reviews. The decision (accept, minor revision, revise and resubmit, or reject) will be communicated electronically (within the editorial system and via separate e-mails) together with the reviews and letter from the Action Editor.

Manuscripts must comply with all author guidelines before submission. Failure to comply may result in your article being unsubmitted and returned to you for amendment, which will delay the processing of your work. Empirical papers must be accompanied by the author’s confirmation that they have access to the original data on which the article reports. Submitted papers are subject to a double-blind academic peer review process; neither authors nor reviewers are identified..The Editor retains the right to reject articles that do not meet established scientific or ethical standards. Manuscript should be accompanied by the cover letter

Manuscripts should be submitted via Editorial System:

Manuscript Preparation:

Manuscripts must be in English. All submissions should adhere to the formatting guidelines in the latest edition of the Publication Manual of the American Psychological Association (APA). The main text must be submitted as a blind copy of the manuscript, with all identifying author information removed. All parts of the manuscript should be double-spaced, with margins on all sides.

Manuscripts should be compiled in the following order: abstract with keywords, main text, Compliance with Ethical Standards, acknowledgments, and references.

Keywords: Articles should have 3-6 keywords.

Tables and Figures should be kept to a minimum.

Compliance with Ethical Standards:
Submissions reporting on a study with human participants must include this statement as it establishes that approval or exemption was granted by the applicable institutional and/or national research ethics committee and attests that the study was performed in accordance with the ethical standards as set forth in the 1964 Declaration of Helsinki and its later amendments. This statement must include the name of the ethics committee granting approval/exemption. An Informed Consent statement must be included if your submission reports on a study with human participants. If no written informed consent was obtained, this statement must explain the reason for no consent.

We require authors to share their data along with their manuscript (using any public depository or our submission panel). There are many benefits to sharing your data openly with the scientific community.

Cover letter

Cover letter should include: Authors' name(s) and e-mail addresses, affiliation (for each author) and word count. The letter should also list the highlights of the submitted contribution (what we already know on this subject and what this paper actually adds).

Publication Ethics Policy

Peer Review and Ethics

Polish Psychological Bulletin is committed to peer-review integrity and upholding the highest standards of review.
Once your paper has been assessed for suitability by the editor, it will then be double blind peer reviewed by independent, anonymous authorities in the field.
Our guidance on publishing ethics is in accrdance with the COPE standards (see:

This page uses 'cookies'. Learn more