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Life's messy, live happy : things don't have to be perfect for you to be content
\"A simple shift in thinking can change everything you believe about your own happiness. By the time we become adults, most of us have joined the religion of suffering, which preaches that unless circumstances are controlled, life will be a mess. We compare ourselves to others and speculate about an impossible-to-know future, holding out hope for an improved life through getting ahead, fulfilling passion, or finding true love. But the idea that happiness comes from putting effort toward altering one's circumstances is harmful and backward. What if we instead learned to understand that circumstances can rarely be controlled, and that life is, and always will be, messy? From that starting point, we could learn to use our minds to create happiness despite life's ever-changing circumstances and events. Life's Messy, Live Happy by Cy Wakeman is about dramatically changing the level of happiness you feel in your daily life, by learning to disconnect happiness from external forces, stop worrying about the future, and realize that most of your negative feelings are about things that never even happened. Wakeman is a credible, relatable teacher-a business owner, mother, and community member who has lived her philosophy and achieved profound happiness and success in a crazy, messy life. Filled with concrete daily practices and true stories that are hilarious, painful, and poignant, this book will change everything: your perspective, your focus, and your energy level for everyday life\"-- Provided by publisher.
BOOK
El Efecto de la Elaboración en el Cambio Indirecto de Actitudes
DOI https://doi.org/10.70478/psicothema.2025.37.27Psicothema, 2025.Vol. 37 (nº 4). 42-51 PDFEl Efecto de la Elaboración en el Cambio Indirecto de ActitudesExtended Persuasion: Elaboration Moderates Indirect Attitude ChangeDiego Bustos1, Borja Paredes1, Lorena Moreno2, Pablo Briñol1 & Richard E. Petty31 Universidad Autónoma de Madrid (Spain) 2 Universidad Complutense de Madrid (Spain) 3 Ohio State University (United States)Abstract: Background: Indirect attitude change effect occurs when a change in attitudes toward an object (i.e., focal attitude) is accompanied by a change in attitudes toward other related objects (i.e., distal attitude). The current research examines to what extent the amount of thinking (elaboration) involved in changing focal attitudes can moderate this indirect change effect. We expect that indirect change will be more likely to occur under high elaboration conditions (i.e., elaboration-indirect change effect). Method: Across two studies, participants’ thought valence toward a healthy diet (Study 1) and toward coffee (Study 2) was manipulated to be positive or negative. The amount of elaboration accompanying the thought generation tasks was either measured (Study 1) or manipulated (Study 2). Finally, focal and distal attitudes were assessed in both studies to test the proposed elaboration-indirect change effect. Results: Focal attitudes were generally associated with distal attitudes. More importantly, the amount of thinking moderated this effect, with increased elaboration leading to more indirect change from focal to distal attitudes. Conclusions: Elaboration moderates indirect attitude change.Resumen: Introducción: El cambio indirecto de actitudes ocurre cuando un cambio en las actitudes hacia un objeto focal (i.e., actitudes focales) va acompañado de un cambio en las actitudes hacia otros objetos potencialmente relacionados con los primeros (i.e., actitudes distales). La presente investigación estudia en qué medida la cantidad de pensamiento (elaboración) involucrada en el cambio de actitudes focales puede moderar este efecto de cambio indirecto. Esperamos que el cambio indirecto sea más probable cuanta más elaboración haya (i.e., efecto de elaboración sobre el cambio indirecto). Método: En dos estudios, se manipuló la valencia de los pensamientos hacia una dieta saludable (Estudio 1) y hacia el café (Estudio 2) para que fuera positiva o negativa. La elaboración que acompañaba esas inducciones fue medida (Estudio 1) o manipulada (Estudio 2). Finalmente, se midieron las actitudes focales y distales en ambos estudios. Resultados: Las actitudes focales se asociaron con las actitudes distales en ambos estudios. Los resultados también revelaron que una mayor elaboración produjo un mayor cambio indirecto desde las actitudes focales a las distales. Conclusiones: La elaboración modera el efecto de cambio indirecto de actitudes.PDF English English
Journal Article
Less Negative Implicit Attitudes Toward Autism Spectrum Disorder in University Students: A Comparison with Physical Disabilities
People with autism spectrum disorder (ASD) experience stigmatization rooted in negative attitudes or prejudice toward them due to social awkwardness. However, little is known about implicit attitudes toward ASD, especially differences in attitudes compared to those of more visible conditions; physical disabilities. In this study, we implemented implicit association tests (IATs) to assess implicit attitudes. Sixty-three university students participated in IATs and answered questionnaires that measured explicit attitudes, social desirability, knowledge about—and familiarity with—disorders. The results demonstrated that implicit attitude toward ASD was significantly less negative than toward physical disabilities. Regarding the discrepancy, not socially awkward behavior but appearance of people with ASD can be evaluated as ‘in-group’ members and lead to less negative attitude compared with physical disabilities.
Journal Article
One of those days
Children show that even when you have an unpleasant Sad for no Reason Day, an Itchy Sweater Day, or an Annoying Sibling Day, you can expect a better day tomorrow.
Book
Correction: Di Lorenzo et al. Staff Attitude Towards Coercive Measures in Hospital and Community Psychiatric Settings. J. Clin. Med. 2025, 14, 2886
Most professionals worked in a Mental Health Community Service (MHCS) (72.09%). The professionals who are more frequently exposed to violent and aggressive behavior, such as those who work in SPDC, showed a reduced critical attitude towards coercion in comparison with those working in MHCS, suggesting that exposure to violence can shape the response of professionals. Variables SACS Total Score (m ± SD) Coercion as Offending (m ± SD) Coercion as Care and Security (m ± SD) Coercion as Treatment (m ± SD) Profession Nurse 42.2 ± 8.3 19 ± 3.6 19.4 ± 4.7 5.9 ± 2.2 Psychiatric Rehabilitation Technician 38.1 ± 7.2 20 ± 4.3 17.5 ± 3.3 4.5 ± 0.9 Nurse Assistant 38 ± 1.4 20.5 ± 2.1 17.5 ± 0.7 5 ± 1.4 Educator 36 23 20 3 Psychiatrist 46 ± 13.2 18.6 ± 4.4 20.8 ± 7.9 7.7 ± 2.7 Psychologist 39.5 ± 17.7 17.5 ± 6.4 16.5 ± 9.2 7.5 ± 6.4 Total 41.9 ± 8.8 19.1 ± 3.7 19.2 ± 4.8 5.9 ± 2.3 Statistical test Probability chi2 = 5.78 p = 0.3279 Kruskal–Wallis test chi2 = 2.73 p = 0.7422 Kruskal–Wallis test chi2 = 3.79 p = 0.5798 Kruskal–Wallis test chi2 = 9.1 p = 0.1044 Kruskal–Wallis test Age (
Journal Article
Success : the psychology of achievement
A guide grounded in psychologial reasearch. It shows you how to reframe your thinking, capitalize on your resources, and reach your full potential.
BOOK
The mediating role of self-regulatory learning on the relationships between attitudinal variables and mathematics achievement
This quantitative study investigated three attitudinal components of senior high school students (enjoyment in math [EM], usefulness of math [UM], and interest in math [IM]) and self-regulatory learning (SRL) and math achievement (MA). SRL served as a mediating variable between attitude and MA. The gaps in studies over the years propelled the researchers to generate six hypotheses on the impact of attitude on MA and the mediating role of SRL between attitude and achievement. Data was collected by using a questionnaire on the attitudinal components and a test on MA administered to 272 students. The SPSS Amos was used to run a series of analyses. Specifically, the use of the structural equation model helped to generate factor loadings and the discriminant validity of the constructs were obtained before subsequent analysis of the data revealed several findings. Findings indicated that EM and IM did not have a significant impact on students’ MA although usefulness did. Nor did SRL have a direct influence on MA. However, all three attitudinal components (EM, UM, and IM) had a significant impact on SRL, yet SRL did not serve as an effective mediator between attitude and MA.
Journal Article