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The study’s primary goal is to investigate the relationship between different aspects of mindfulness which were carved out by a systematic literature review on sustainability through possible mediators. The relationship between different aspects of mindfulness (acceptance, acting with awareness, decentering, inner awareness, outer awareness, insight) and sustainable attitudes and behavior under the consideration of mediating variables (congruence of attitudes and behavior, values, well-being, connectedness to nature, disruption of routines, pro-socialness) was investigated in 337 participants. The results showed the diverse relation of mindfulness to sustainable attitude and behavior. In a mediation model, sustainable attitude and sustainable behavior were positively predicted by outer awareness and insight via connectedness to nature. Moreover, sustainable attitude and behavior were positively predicted by inner awareness, outer awareness, and insight via pro-socialness. There were no direct effects from any other aspect of mindfulness on sustainable attitude or behavior. Our study hints that connectedness to nature and pro-socialness are the relevant mediators between mindfulness (awareness and insight) and sustainable attitude and behavior. However, further intervention studies should test whether these mindfulness aspects are the most important for changing sustainable attitudes and behaviors.

Gender differences in mental-rotation tests with cube figures as rotational material are well examined and robust. Besides biological or socialization factors, task characteristics could partly be responsible for men’s advantage in mental rotation. Therefore, we investigated in two studies the influence of different rotational materials on the gender differences in mental-rotation performance. In the first study, 134 undergraduate students (89 women, 45 men) participated using a mental-rotation test with either cube or pellet figures. Significant gender differences in favour of men but no interaction of gender and material were found. In the second study, 189 undergraduate students (110 women, 79 men) solved a mental-rotation test with either male or female-stereotyped objects. Significant gender differences appeared only when male-stereotyped objects were used as rotational material, but not for female-stereotyped material. A significant interaction of gender and material appeared. Hence, some rotational objects seem to have an influence on participants’ mental-rotation performance and the gender differences in this task while others do not affect performances of women and men.

Well-being is essential for all people. Therefore, important factors influencing people's well-being must be investigated. Well-being is multifaceted and defined as, for example, psychological, emotional, mental, physical, or social well-being. Here, we focus on psychological well-being. The study aimed to analyze different aspects of connectedness as potential predictors of psychological well-being. For this purpose, we conducted a study examining the psychological well-being of 184 participants (130 women, 54 men, age: M = 31.39, SD = 15.24) as well as their connectedness with oneself (self-love), with others (prosocialness), with nature (nature connectedness), and with the transcendent (spirituality). First, significant positive correlations appeared between psychological well-being and self-love, nature connectedness, and spirituality. Furthermore, correlations between the four aspects of connectedness were significant, except for the relationship between self-love and prosocialness. A regression analysis revealed that self-love and nature connectedness positively predicted participants' psychological well-being, while spirituality and prosocialness did not explain any incremental variance. The strong relationship between self-love and well-being was partly mediated by nature connectedness. Hence, self-love, understood as a positive attitude of self-kindness, should be considered in more detail to enhance psychological well-being. Besides this, a more vital connectedness to the surrounding nature could benefit people's well-being.

Objective Whereas in the public discourse, a relation between self-love and love in a romantic relationship is assumed, the empirical evaluation of this claim needs to be included. Theoretical overlapping mechanisms between both concepts are provided. So, the study’s main goal was to investigate this relation empirically. Method Four hundred sixty participants (125 men and 335 women) were included in the analysis. They completed a demographic questionnaire, self-assessment of self-compassion, self-love, the triangular theory of love measurement, and satisfaction with the relationship scale. Results The results indicated that love in a romantic relationship is closely tied to self-love. However, only self-care and self-acceptance are significant predictors of passion, intimacy, and commitment. The third component of self-love, self-contact, was not a significant predictor. In an exploratory manner, satisfaction with relationships was investigated, revealing that, in addition to the components of love in a romantic relationship, self-compassion, but not self-love, predicts satisfaction. Discussion The study confirms, on the one hand, the public view that self-love is related to love in a romantic relationship; on the other hand, the results emphasize that this view must be differentiated. According to the results, it would be promising to investigate whether self-love training can improve love in a romantic relationship.

In mental rotation, males consistently outperform females in performance and confidence. Both can affect math anxiety. In the present study, 107 undergraduate students (85 female) solved a mental-rotation test either with cube (C-MRT) or pellet (P-MRT) figures as stimulus material, then reported their confidence in their ability in the test, and solved a math test. Males performed better than females in both test versions: In the C-MRT, with a large effect, and in the P-MRT, with a small effect, and reported higher scores in their confidence. In math test performance, males scored higher than females when they solved the math test after the C-MRT but not after the P-MRT. The interactions of gender and stimulus material were not significant. Correlations between confidence and math test performance were large for males and not significant for females. Stereotype threat and lift effects are discussed as possible reasons for the varying effects of the stimulus material on the MRT performance of male and female participants.

We investigated gender differences in mental rotation performance in younger and older adolescents and effects of stereotype threat activation and a short mindfulness induction. Two hundred fifty younger adolescents from grades 5, 6, and 7 (119 boys) and 152 older adolescents from grades 10, 11, and 12 (80 boys) were divided into four groups with or without a mindfulness induction and with or without stereotype threat activation. All participants solved a mental rotation test and filled out a questionnaire about their gender stereotype beliefs and perceived abilities of masculine and feminine activities. Results illustrate that older adolescents outperformed younger adolescents, and gender differences in favor of males appeared only in the older age group. Independent of gender, the mindfulness induction had a significantly positive effect on adolescents’ mental rotation performance that was significant only in the older age group. No effect of the stereotype activation was found. For gender stereotype beliefs and perceived abilities of gendered activities, the mindfulness intervention enhanced male stereotype beliefs and participants’ perceived ability of masculine activities. A short mindfulness induction seems to have an enhancing effect on a subsequently performed stereotypically masculine cognitive task and consequently on adolescents’ male stereotype beliefs and their perceived ability in masculine activities.

Mental rotation is the ability to rotate objects in one’s mind. Large age-related decreases in accuracy and processing time are often found in studies using paper-and-pencil or computerized mental rotation tests. For older participants, these tests are often too difficult. In the present study, real models consisting of cube figures were used to assess the mental rotation performance of middle and older aged adults. It should be investigated whether these tests were comparable to paper-and-pencil or chronometric tests and if very old participants were able to solve them. Eighty-four participants (49 females) between 40 and 90 years took part and were divided into middle (40–68 years) and older aged (69–90 years) and groups with higher (with college degree) and lower education (without college degree). For accuracy, main effects of gender and age group as well as interactions of age group and education were found. Younger participants outperformed older ones only in the group with lower education. For processing time, a main effect of age group as well as an interaction of age group and education was found. The age-related cognitive decline in the higher educated group was moderate, while a large effect appeared for the group without college degree. Age and gender effects of our new test with real objects were comparable to paper–pencil and computerized tests. Furthermore, a protective effect of education on the cognitive decline in mental rotation performance is discussed.

Math anxiety is a negative affective reaction in situations concerning mathematics and is related to poor math performance and a lower mathematical self-concept. Gender differences appear in math anxiety even though gender differences in math abilities are non-existent or minimal in effect size. In the present study, gender and age differences in math anxiety, mental-rotation performance, and perceived mental-rotation performance are investigated as well as (perceived) mental-rotation performance as possible mediators of the relation between gender and math anxiety. Ninety-seven children (54 females) between 11 and 15 years and 84 undergraduate students (59 females) solved a mental-rotation test, rated their performance in this test, and filled out a questionnaire about math anxiety. Increasing gender differences with age were found for math anxiety, mental-rotation performance, and perceived mental-rotation performance. Mental-rotation performance and perceived mental-rotation performance were significant individual mediators for gender differences in math anxiety. Adequate measures should be discussed to enhance females’ mental-rotation abilities and their perception of these skills to reduce gender differences in math anxiety.

Objectives Being affected by a natural disaster or helping victims can impact mental health. This study aimed to examine whether a digital mindfulness intervention positively affects self-compassion, life satisfaction, and positive affect, and alleviates negative affect, perceived stress, and pathological symptoms in victims and volunteers of the flood disaster in Germany in July 2021. Method Participants were 146 people affected by the flood (via house, n = 88; friends, n = 100; workplace, n = 54) and/or volunteered after the disaster ( n = 86). After the randomized assignment, 74 received a 6-week application-based mindfulness intervention, and 72 were allocated to the wait-control condition. The control group received the same intervention 6 weeks later. Before (T1) and after (T2) the intervention of the first group and after the intervention of the control group (T3), participants filled out questionnaires regarding different aspects of mental health. Results We found significant interaction effects of time and intervention for all variables (self-compassion, life satisfaction, positive and negative affect, perceived stress, and pathological symptoms), indicating effectiveness of the digital mindfulness intervention. No deterioration were found between T2 and T3 in the intervention group for any of the variables. Conclusions The 6-week digital mindfulness program positively affected the mental health of both disaster victims and volunteers. Therefore, a digital mindfulness intervention could be a good alternative in situations where group programs or face-to-face meetings are infeasible.