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IntroductionWhile much of the worldwide contemporary research on sensory processing sensitivity (SPS) and environmental sensitivity (ES) has relied on the participation of university students, there remains a significant gap in understanding the academic social experiences of those scoring high in SPS (i.e., highly sensitive individuals).MethodsTo address this gap, this exploratory study aimed to investigate in detail students’ academic socialization through their narratives. We conducted nine interviews with Italian university students who self-identified as highly sensitive.ResultsThrough thematic reflexive analysis, we identified and analyzed 6 themes (with subthemes and versions of subthemes) concerning their self-definitions, their university experience (in classroom, before, during, and after exams), and socialization with peers and teachers.DiscussionAfter 20 years of research on SPS, this study integrates the relevant literature into the field of social psychology and academic socialization, emphasizing the importance of understanding SPS within real-life educational contexts and considering highly sensitive students’ perspectives on their resources and challenges in attending university. By contributing to the emerging qualitative literature on SPS and ES, this study provides practical implications for educators and policymakers seeking to foster inclusive learning environments for all students.

In school settings, adolescents recur to different sources of information to create their beliefs about future possibilities. Social comparison processes and personal goals related to achievement play an important role in shaping these beliefs. Drawing upon literature concerning the Big-Fish-Little-Pond effect and the Achievement Goal Theory, the present study aimed at understanding how adolescents attending the last year of secondary school (n = 689; Mage = 18.15; SD = 0.57) perceive their possibilities of potentially having a better future than their classmates. In particular, we sought to understand in what way this perception is influenced by students’ perceived relative position in their class—which accounts for the social comparison process—and its interaction with different types of achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals). Results showed that perceived relative position mediated the relationship between the predictors (classmates’ average achievement and individual achievement) and future expectations. Furthermore, analyses of moderated mediation showed that both performance-approach and performance-avoidance goals reduced the impact of a low perceived relative position on future expectations, while mastery-approach and mastery-avoidance goals did not moderate its effect.

This paper aims to deepen the understanding of the role of “local norms” in explaining ecological behavior within Ajzen’s Theory of Planned Behavior. A longitudinal investigation (overall N = 222), focused on households waste recycling, tested the hypothesis that the effects of this type of norms on behavioral intentions varies as a function of the individual’s spatial proximity to the social categories relevant to the social-physical context (in this study: housemates, neighbors, inhabitants of the district or quarter, and inhabitants of the city) in which the behavior takes place. The hypothesis was confirmed and we also showed that the effects of local norms are empirically distinguishable from those of the social norms already considered by the model (i.e., subjective norms). Local norms, also have a direct influence on self-reported recycling behavior measured 1 month after intentions. We propose possible theoretical explanations for the results obtained and discuss the implications for applicative purposes.

Several studies have underlined how chronic exposure to environmental noise may have negative effects on performance, wellbeing, and social relations. The present study (N = 90 employees of a motor factory who are chronically exposed to environmental noise) investigated whether the negative effects of chronic exposure of noise-sensitive individuals to noise in the workplace may be moderated by the need for cognitive closure (i.e., an epistemic tendency to reduce uncertainty; NFCC, Kruglanski, 2004). As NFCC has been shown to enhance protection of the focal goal by reducing interference (Kossowska, 2007; Pica et al., 2013), we hypothesized that people with high NFCC should be able to manage the interference coming from environmental noise and concentrate on their tasks more than their low-NFCC counterparts. The results confirm that the negative effects of noise sensitivity on job satisfaction, state anxiety, and turnover intent were higher among low (vs. high)-NFCC individuals.

This study explores dynamic processes in the development of the psychological contract, focusing on the interaction of obligations related to the two parties (i.e., employees’ perceptions of both their own and the organization’s obligations fulfillment) on attitudinal outcomes (organizational commitment and turnover intention) during the initial stage of the employment relationship. In a twofold cross-sectional and two-wave study on newly hired correctional police officers, we examined: (a) whether perception of organizational obligations fulfillment moderates the relationship between employee obligations and their attitudes (Study 1, n.500); (b) the direct and moderated influence of perceived obligations at the entrance stage on those in the following months (Study 2, n.223). Results confirmed that, in the eyes of the newcomer, the obligations fulfillment of each of the two parties interact, having an additional effect beyond the main direct effects, in influencing both subsequent obligations perceptions and, through this, the outcome variables. Theoretical and practical implications of the findings are discussed.