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Recent research findings have indicated that aerobic fitness and motor fitness are related to specific executive functions (EF). However, it is not clear whether the relationships of these fitness factors with executive functions are dependent on each other. The goal of this study was thus to investigate the relationship of aerobic fitness, motor fitness, and their interaction with EF in preadolescents. The sample consisted of 137 students (67 boys) aged 9-10 years. Physical fitness assessment included measures of aerobic fitness (20 m shuttle run test) and motor fitness (Hurdle and crawl test), while EF assessment encompassed measures of inhibition (Modified Stroop task), shifting (Smiley task) and updating (Letter memory task). The results showed that motor fitness was positively related to inhibition, r = .22, p lt .05, while aerobic fitness was positively related to shifting r = .22, p lt .05. Multiple regression and post hoc analyses indicated that aerobic fitness was positively related to shifting only when motor fitness was also high (beta = .44, p lt .01). This pattern of results could indicate the potential relevance of high levels of both motor and aerobic fitness for EF.

Students' attitude toward physical education (PE) is one of the important indicators of their involvement in PE classes as well as out-of- school physical activities. The main aim of this study was to examine the predictive value of sociodemographic and psychological characteristics of the students at early and middle adolescence for the formation of their attitude toward PE. The students' gender, age, academic self-concept in PE and the state anxiety in PE were examined. Additionally, the correlation between the students' attitudes toward PE and their performance in PE classes and out-of-school physical activities was also investigated. The sample included 251 primary and secondary school students, aged 13 to 17. The following instruments were applied in this research: the physical education attitude scale (PEAS), the Academic Self-Description Questionnaire (ASDQ II) and the Physical Education State Anxiety Scale (PESAS) including the following subscales: somatic anxiety, cognitive processes and worry, as well as an additional questionnaire containing questions about gender, age, PE marks and the students' engagement in out-of-school physical activities. The results have indicated a positive correlation between the students' attitudes toward PE and the academic self-concept in PE, whereas a negative correlation between the PE attitudes and all three components of the state anxiety in PE was determined. The results of a hierarchical multiple regression have indicated that the academic self-concept in PE and a somatic component of the state anxiety in PE are significant predictors of the students' attitude toward PE. It has also been shown that the students' attitudes correlated with their performance in PE and the success achieved in out-of-school physical activities as well. It has been concluded that it is necessary to enhance the students' academic self-concept in PE and create the classroom atmosphere which will provoke positive emotional experiences in students.

Shnabel and Nadler (2008) assessed a needs-based model of reconciliation suggesting that in conflicts, victims and perpetrators have different psychological needs that when satisfied increase the chances of reconciliation. For instance, Shnabel and Nadler found that after a conflict, perpetrators indicated that they had a need for social acceptance and were more likely to reconcile after their sense of social acceptance was restored, whereas victims indicated that they had a need for power and were more likely to reconcile after their sense of power was restored. Gilbert (2016), as a part of the Reproducibility Project: Psychology (RP:P), attempted to replicate these findings using different study materials but did not find support for the original effect. In an attempt to reconcile these discrepant findings, we conducted two new sets of replications—one using the RP:P protocol and another using modified materials meant to be more relatable to undergraduate participants. Teams from eight universities contributed to data collection ( N = 2,738). We did find moderation by protocol; the focal interaction from the revised protocol, but not from the RP:P protocol, replicated the interaction in the original study. We discuss differences in, and possible explanations for, the patterns of results across protocols.

Athletes' coping strategies are important factors that contribute to competitive achievement and psychological well-being. The first aim of the current study was to explore the direct and interactive effects of Five Factor personality dimensions on dispositional coping strategies. The second aim was to test the second-order factorial structure of the Dispositional Coping Inventory for Competitive Sport (DCICS). The sample included 166 female volleyball players of mean age 15.01 years (SD=.87), and mean sports experience of 4.81 years (SD=1.85). They completed the NEO-FFI inventory and DCICS. Explorative factor analyses indicated two second order solutions with high reliability coefficients: task- and emotion-oriented coping strategies. The Paired samples t-test showed that young female athletes more often apply task-oriented strategies than emotion-oriented strategies. The regression analysis showed that some Five-Factor personality dimensions independently predicted the use of higher order coping dimensions. Conscientiousness was the only positive predictor of task-oriented strategies. Neuroticism was positive and agreeableness is a negative predictor of emotion-oriented coping strategies. No interaction effects of personality dimensions on dispositional coping were founded. These findings suggest that the Five-Factor personality model can predict the coping strategies that athletes frequently use. Findings also emphasize the need for more studies aimed to investigate this complex relationship including potential moderator effects of different variables such as gender, sport experience, competitive achievement, and different sports disciplines.

© 2018 American Psychological Association. Which is more enjoyable: trying to think enjoyable thoughts or doing everyday solitary activities? Wilson et al. (2014) found that American participants much preferred solitary everyday activities, such as reading or watching TV, to thinking for pleasure. To see whether this preference generalized outside of the United States, we replicated the study with 2,557 participants from 12 sites in 11 countries. The results were consistent in every country: Participants randomly assigned to do something reported significantly greater enjoyment than did participants randomly assigned to think for pleasure. Although we found systematic differences by country in how much participants enjoyed thinking for pleasure, we used a series of nested structural equation models to show that these differences were fully accounted for by country-level variation in 5 individual differences, 4 of which were positively correlated with thinking for pleasure (need for cognition, openness to experience, meditation experience, and initial positive affect) and 1 of which was negatively correlated (reported phone usage). ispartof: Journal of Personality and Social Psychology vol:117 issue:5 pages:E71-E83 ispartof: location:United States status: published

A positive attitude towards physical education (PE) is an important component of students’ engagement in classes and extracurricular physical activities. Relying on students’ interests when planning the class work can contribute to the formation of such an attitude. The research was aimed at verifying the effects of the experimental programme “Inclusion of music in Physical Education classes” on the formation of students’ attitude towards PE. An experiment with parallel groups that lasted for 26 classes was applied in the research on the sample of 141 primary school students attending the seventh grade. In the initial and final testing two instruments for measuring the attitudes were applied: the Students’ Attitudes toward Physical Education - SATPE and the Connotative Differential (CD-15). In the final testing, the experimental group also completed the questionnaire on students’ assessment of classes with and without music. The analysis of variance has shown that the experimental group achieved considerably higher scores at the final testing compared to the initial on the cognitive and conative subscales of the CD-15 instrument. This change was not linked to gender, PE grade and involvement in music. It has been shown that students in the experimental group assessed more positively the classes accompanied by music compared to the classes without music, measured by the questionnaire on students’ assessment of classes with and without music. It can be concluded that the application of music has influenced the development of a more positive attitude towards PE, observed via the cognitive and conative dimension, which points to the fact that it is justifiable and desirable to use music in PE education. [Projekat Ministarstva nauke Republike Srbije, br. 179018 i br. 47015]

The aim of the present study was to examine the effects of affective valence and arousal on the reasoning process. Reasoning was measured using a semantic verification task and the influence of valence and arousal was tracked using the affective priming paradigm. Primes were photographs varied on two dimensions - emotional valence (positive, neutral, negative) and arousal (high, low). Forty-nine psychology students participated in the experiment. Results showed that reaction time needed for semantic verification was significantly faster for positive-high arousing in comparison to positive-low arousing condition and for neutral high arousing in comparison to neutral-low arousing condition, but there were no significant differences in negative low and high arousing conditions. Also, significant differences were found among all three valences in high arousing conditions and there were no such differences in low arousing conditions. These results reveal the importance of both arousal and valence in the research on the influence of emotions on the reasoning process. [Projekat Ministarstva nauke Republike Srbije, br. 179033]

The aim of this study was to investigate the relationship between cognitive processing of affective verbal material and the basic personality structure. For the purposes of research a new experiment was created, where affective priming was measured in a lexical decision task. The term affective priming stands for facilitation in recognition of the stimuli that comes after the presentation of stimuli of the same valence. In this experiment, two words were presented on a screen in front of the subject (stimuli-prime and stimuli-target). Those two words were of the same or different affective valence, and the subject's were instructed to respond whether the second word on the screen had a meaning or not. The basic personality structure was defined by the 'Big five' model and the Disintegration model and measured by NEO PI-R and Delta 10 questionnaires. The results of the affective priming experiment indicated a strong effect of positive facilitation and much weaker effect off negative facilitation. Two significant functions were extracted by quasicanonical correlation analysis. The first function showed correlation between the effect of positive facilitation and all of the subscales of Neuroticism, Extraversion and Conscientiousness (NEO PI-R), as well as all sub dimensions of Disintegration (DELTA 10). The second one indicated to a correlation between the negative facilitation effect and some subscales of Neuroticism, Extraversion and Agreeableness (NEO PI-R), as well as all subscales of Disintegration (DELTA 10).

Positive attitude towards inclusion of children with disabilities in Physical Education (PE) classes is one quite important factor for successful implementation of inclusive education. The aim of this study was to examine the predictors of attitude of the students as future PE teachers towards inclusion in PE. In this study, the predictors in the field of personality, professional competences for working with children with disabilities and certain personal characteristics (gender) were included. The sample included 221 students of the final year of studies at the Faculty of Sport and Physical Education in Belgrade, Nis and Novi Sad. In order to measure the attitude towards inclusion in PE, the instrument of Attitude Toward Inclusive Physical Education was used. In the field of personality, a trait of openness to experience was examined, which was measured using the HEXACO PI-R instrument. An additional questionnaire was also designed by which the students were asked to indicate their gender and professional competences for working with children with disabilities: their average mark during the studies, subjective assessment of the level of knowledge and skills required for working with children with disabilities acquired in the course of their studies (self-assessment of professional competence) and experience in working with children with disabilities during their professional practice. The results of multiple regression analysis showed that openness to experience, self-assessment of professional competence and gender were significant predictors. The results indicate that, during the training for teaching profession, it is necessary to develop students' specific competences required for the work in inclusive education as well as to create the teaching atmosphere which will enhance inquisitiveness and creativity as significant determinants of the trait of openness to experience.

Some authors state that one of the functions of explicit homophobia is defensive, and that it has roots in latent attraction towards same sex. Large body of evidence suggests that implicit techniques enable assessment of those cognitions hidden from conscious awareness. Sample of 277 heterosexuals completed several implicit (Implicit Association Test-IAT and Affective Priming-AP) and explicit measures of attitude (Test of homophobia and Connotative differential). Multi-group SEM analysis was done to investigate cross-sample stability of the model postulating influence of IAT and AP factors on latent explicit factor. Analyses suggest that both in males and females IAT latent factor predicts negative explicit attitude. Results revealed that explicit homophobia is related to implicit, negative attitude toward homosexuals and not to implicit attraction towards same sex. [Projekat Ministarstva nauke Republike Srbije, br. 179018 i br. 179033]

Although male or female characteristics are traditionally attributed to some sports, contemporary trends are going in the direction of changing gender inequality in sport and physical education. The aim of this research was to investigate the relationship between motor and musical abilities of students, attitudes towards rhythmic gymnastics, their success in mastering the program contents of the theory and methodology of rhythmic gymnastics (T&M RG) and genders. The sample consisted of 104 subjects, third year students of the Faculty of Sport and Physical Education in Belgrade. Motor and musical abilities were made operational by the scores on tests that are an integral part of the qualifying exam on the FSPE: the test of general motor abilities, the test of specific motor abilities with the ball, and the test for assessing the sense of movement and rhythm and checking musicality, and the success in mastering the content of T&M RG by the grade from this subject. Subjects' attitudes were measured by the Connotative differential instrument, which includes three dimensions of an attitude: affective, cognitive and conative. In addition, the data on school achievement of subjects were collected. The results showed that the subjects of female and male gender did not differ in their achievements in the test for assessing the sense of rhythm and movement and musicality, as well as in their achievements in T&M RG. Also, it is shown that this test is predictive for the assessment in the subject T&M RG. Although the attitudes of both genders were very positive, it was shown that women had slightly more positive attitudes than men. The subjects' attitudes towards rhythmic gymnastics were positively correlated with the grade in T&M RG. The results indicated that students of both genders in their future pedagogical practice would be ready to equally successfully apply rhythmic gymnastics as one of the physical education program contents.

Large body of evidence suggests that two processes influence attitudes formation, implicit and explicit. On a sample of 70 heterosexual students of Belgrade University, several implicit and explicit measures were collected in order to assess attitudes towards homosexuality. To asses implicit processes Implicit Association Test (IAT) and Affective Priming (AP) were used, while Homophobic Attitude Scale (HAS), and Connotative differential (CD) were used as explicit measures. IAT and AP were based on the same stimuli. SEM-model was designed to investigate the influence of implicit latent factors on the explicit latent factor of the attitude. The model had excellent fit:□2(32) = 32.11, p = 0.46; RMSEA = 0.007 (90% CI RMSEA 0.0–0.089), SRMR = 0.071, and CFI = 0.99. Analyses suggest that IAT latent factor influences negative explicit attitude. Results revealed that latent AP factor interpreted as arousal on heterosexual stimuli, does not correlate neither with IAT nor explicit attitude. Theoretical and methodological ramifications of the results are discussed.