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Background: Chronic stress and anxiety can impair individuals’ health. Appraisal theories assume that stress and anxiety are experienced if individuals appraise a situation as threatening for their well-being. Thus, the modification of cognitive appraisals can be expected to reduce stress and anxiety. A potentially effective method to modify individuals’ appraisals is inquiry-based stress reduction (IBSR; Mitchell & Mitchell, 2003).Aims: The present study assesses the effects of IBSR on chronic stress and trait anxiety in comparison to a matched control group.Method: We used a quasi-experimental repeated-measurement design and a non-clinical sample of N = 199. Participants’ chronic stress and anxiety levels were assessed before and three months after a nine-day IBSR training. To account for the consequences of missing randomization, propensity score matching was applied.Results: As expected, data analyses revealed that in the IBSR training group chronic stress and trait anxiety statistically significantly decreased over the course of three months whereas in the matched control group, the levels of chronic stress and trait anxiety did not statistically significantly change.Conclusions: IBSR seems to effectively reduce trait anxiety and chronic stress in a non-clinical sample.

Subjective vitality is a positive feeling of aliveness and energy, and it is a crucial aspect of well-being. The Subjective Vitality Scales (SVS) have been developed to measure subjective vitality both at the individual difference level and the state level in English-speaking samples. We translated the SVS into German (the SVS-G) and examined their psychometric properties. In Study 1 (N=260), we found that two correlated factors (Factor 1: individual difference level; Factor 2: state level) with five items each constituted a useful structure for the SVS-G. Moreover, the scores on the individual difference scale were more stable than the scores on the state scale. We also found partial evidence for the measurement invariance over a period of three weeks. Conforming to our expectations, Study 2 (N=296) revealed that the SVS-G scores were related to positive and negative affect but could still be distinguished from the affect variables. In line with previous findings, Study 3 (N=203) showed that SVS-G scores are related to well-being variables (happiness and joviality) and the perceived capacity to actively perform effortful tasks (attentiveness and capacity for self-control). Across all the studies, the SVS-G showed satisfying inner consistency, and the two consideration levels (individual differences vs. state) could be differentiated. The initial evidence suggests that overall, the SVS-G have good psychometric properties.

Empirical studies have revealed that teachers face problems when assessing task difficulty for their students. By drawing on research that focuses on how individuals assess what others know, we argue that these difficulties are a consequence of the imputation of one’s own knowledge to others (i.e., social projection). In particular, we tested the assumption that individuals impute more of their own knowledge to others, the more they elaborate what these others might know. In a first experiment, students were asked to judge task difficulty for their best friend. In the second experiment, teacher trainees were asked to assess task difficulty for 9th graders. Results revealed that individuals, who deeply elaborated when assessing task difficulty for another person, more closely relied on their own rating of task difficulty than individuals with a lower elaboration depth. These findings support the notion that social projection becomes stronger, the deeper individuals elaborate.