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A common notion of the creative individual in folk psychology or pop-culture depicts this person as ingenious, but also eccentric or even suffering from a form of psychopathology – only think of Van Gogh and Hemingway. In research, the direction of this association is not undebated. In clinical samples, there seems to be a positive relation between mental disorder (e.g., schizophrenia) and creativity measured as the field of an individual’s occupation (Kyaga et al., 2011, 2013). However, a meta-analysis by Paek et al. (2016) revealed that this connection is only a weak one and that its direction depends on how creativity and mental disorder were assessed. Besides, the positive correlation between creativity and psychopathology seems to exist only in men (Martín-Brufau & Corbalán, 2016). The psychopathologies under investigation in these studies can (at least partly) be understood as affective disorders. In subclinical samples on the contrary, the majority of studies find a reversed relation: Higher levels of creativity correlate with lower levels of (trait) anxiety (Byron & Khazanchi, 2011; Okebukola, 1986). Results from Hoff and Wolgast (2022) fit into these general findings, at least with regard to women. Nevertheless, these findings in subclinical samples are also challenged: Carlsson (2002) found that higher levels of anxiety correlate with higher levels of creativity in male participants, and the dual pathway model to creativity (De Dreu Baas, & Nijstad, 2008) suggests that both positive moods (e.g., feeling happy) and negative moods (e.g., feeling fearful) are associated with creativity. Since understanding the possible benefits and/or risks of creativity is crucial before promoting creativity in, for instance, educational settings, the present study aims at clarifying the relationship between creativity and anxiety. We measure creativity using the Unusual Uses Task (UUT, Guilford, 1967). Participants' results in the UUT will be measured in terms of fluency (number of generated ideas) and originality (rarity of generated ideas). Anxiety will be measured with the Despression Anxiety Stress Scales (DASS-21; Lovibond & Lovibond, 1995). As previous research suggests gender as a mediating factor, we decided to investigate the relation in women and men separately.

This study seeks to understand the relationship between bystander participant roles and demographic variables as well as previous exposure to bullying. Specifically, the study focuses on whether differences in socioeconomic status affects bystander behavior in bullying situations in high school.

Personality psychology often talks about personality traits such as Big 5, Ocean or HEXACO. But what about the "darker" side of these personality traits? The so-called Dark Triads consist of the traits Narcissism, Machiavellianism and Psychopathy. In studies such as Muris et al. (2017) a positive correlation was found in the participant group between Extraversion and Narcissism. Another study by Dåderman & Ragnestål-Impola (2019) also showed that bullies in a workplace setting score higher on the Dark Triads personality traits and Extraversion. With these findings, it is interesting to investigate whether Extraversion has any correlation with the Dark Triads traits in relation to psychology students.

Theoretical Background and Hypotheses Throughout the COVID crisis, the world has presented various ways to deal with the novel health concern, on international levels all the way to the individual basis. On the one hand, there have been countries dealing with the issues in a more or less strict way. On the other hand, it also appears that individuals experienced or still experience the crisis and threats due to the virus as more or less worrisome. The aim of this study is to measure the worries regarding those health-related threats with a fictive story about a novel corona-version that, for instance, leads to health issues, social restrictions. With further measures, the aim is to figure out if there are national effects due to the different implemented restrictions and the differences in the perceptions of them, personality traits, or social support that influence our resulting level of worry. One study stated that during the pandemic, home quarantines and school closures cause anxiety and loneliness in adolescents (Kilincel et al. 2021). Therefore, it would be interesting if prior experiences with COVID restrictions and measures have long-lasting effects on our perception of similar crises. On an individual basis, it would be interesting to review previous studies, stating that personality traits such as neuroticism could influence our level of worry (Kroenke et al. 2020) and if lastly, a high level of perceived social support leads to weaker levels of worry Kurudirek et al. 2022; Agbaria et al. 2022) Hypotheses 1-There is a positive correlation between the level of the perceived strictness of national restrictions and the level of worry. → e.g. Lindner et al. 2022 2-There is a positive correlation between the level of neuroticism and the level of worry. → e.g. Kroenke et al. 2020 3-There is a negative correlation between the level of perceived social support and the level of worry. → e.g. Kurudirek et al. 2022; Agbaria et al. 2022 References and other information are in the added "pre-registration" pdf-document.

Previous research has examined the utilization of different mental health services. However, not all factors in relation to that are fully understood. It remains unclear why not all advantages of these mental health services are used by people in need for it. To measure the usage probability of psychological services, it is often focused on attitudes towards these services. Different variables such as education (Fischer et al., 1972), national origin (Dadfar et al., 1982; Todd et al., 1974), cultural commitment (Price et al., 1992) and cultural values (Kim, 2007; Kim et al., 2003) have already been linked to attitudes towards seeking psychological help. In this project we intend to investigate cultural differences regarding explicit attitudes towards psychotherapy and seeking professional help. The aim is to answer the research question: Is there a cultural difference between the explicit attitudes towards psychotherapy and following in seeking professional help? To address this question we will use the Beliefs About Psychological Services Scale (BAPS; Ægisdóttir et al., 2009). This scale offers advantages compared to previously used measurements. It addresses some of the weaknesses that have been found in different versions of the ‘Attitudes Towards Seeking Psychological Help’ instrument (ATSPPH; Fischer et al., 1970; ATSPPH-SF; Fischer et al., 1995 ) and therefore may be an adequate alternative to provide further insights and understand the utilization of mental health services.

This study aims to assess how adult attachment to both parents and partners or peers relates to sexual orientation and gender identity. Based on prior literature regarding the development of attachment, we expect that LGBTQ+ identity and associated minority stress will relate to the development of attachment in adulthood. Specifically, we expect that LGBTQ+ participants will report higher levels of attachment insecurity to parents compared to heterosexual and cisgender participants. However, there are no expectations for the direction of the relationship between LGBTQ+ identity and attachment to partners and peers.

Sleep difficulties are a very common issue reported among adults today. The negative effects of sleep deprivation are extensive. For instance, it is widely understood that driving while sleep deprived can be highly hazardous, with detrimental effects on cognitive ability including delayed reaction times and impaired reasoning (Powell et al., 2001). Thus, with our project, we aim to empirically test whether sleep difficulty affects individuals' cognitive performance.

This project is part of the authors' studies (reading for a MSc in Psychology at Lund University in Sweden). They created various versions of the short form of the Individuation Test for Emerging Adults (namely, Chinese, Czech, Greek, Italian, and Swedish), following a standard back-translation procedure. They will attempt to determine the psychometric characteristics of the final versions they created, and describe the data in terms of descriptive statistics.

The following Project will be conducted from three students from Lund University within the course "The Practice of Psychology". This Project helps us to familiarize with the OSF website and furthermore with planning and conducting studies.

The aim of this study is to analyze the association between stress and the concepts of resilience, creativity, and a new concept named intellectual self-beliefs, i.e. to get a general idea of how much these concepts could possibly explain the stress level a person would feel. We have decided to provide an exploratory research basis for further confirmatory research designs by proposing these three questions: To what extent is resilience correlated with stress levels? To what extent is creativity correlated with stress levels? Is there any existing correlation between the new concept of intellectual self-beliefs and the stress a person experiences?

The notion that immigrant and refugee groups experienceing many forms of psychological trauma is well documented in the literature. However a recurrent theme which consistently surfaces, is the lack of social and cultural support for immigrant and refugee populations suffering from psychological distress. Many immigrants and refugees access traditional psychiatric services provided in Denmark, however there is also a high relapse rate within these treatment options. Muhubbart, which is a social enterprise/activity centre funded by København Kommune and manned by volunteers, focuses on providing a safe, open environment utilising an multliculutural holistic approach to recovery with an emphasis on food and culture targeted at an immigrant/refugee groups suffering from psychological trauma. This exploratory study attempts investigate the extent to which meaningful social interaction mediates psychological well being, or an individual's ability to cope and mediate their psychological distress.

Previous research suggests that there is a positive correlation between humour (in the form of wit) and creativity within groups (Smith & White, 1965). However, research on the effect of humour on individual creativity is limited. Since humour is a creative venture, are humourous people more creative? Humour could be a tool in order to induce a creative mindset. This in turn could be for example applied in other settings, such as work environments, in order to enhance creative work and therefore innovations. This study aims to investigate the effect of humourous content on an individual’s creativity, with personality-humour type/style as a moderator. Humour will be measured using the Humour Styles Questionnaire (HSQ) (Martin et al., 2003), and creativity will be measured using the paper clip task (Kudrowitz and Dippo, 2013). Participants will watch either a humourous or non-humourous video prior to the paper clip task, to test if it is possible to induce a creative state of mind using humour.

Replication and extension of match-on-action Shimamura et al

A descriptive study exploring the correlation between the involvement and experience of bullying in school and later self-esteem

Simon, Group 1

We are interested in researchers' and scientists' opinion towards meta-science (i.e. “the science of making science”) related topics such as the publication process, the proper use of methods, the accessibility of data and results...

Impostor phenomenon (IP) is described by the psychologists Clance and Imes (1978) for the first time and entails the perception of oneself as a fraud or an impostor in relation to their goals and/or achievements (Kolligian & Sternberg, 1991; cited in Bravata et al., 2020). This self-doubt and fear of being exposed persist despite the objective evidence of constant achievement (Bravata et al., 2020). The term was initially associated with women in high-achieving professions (Clance & Imes, 1978), but more updated studies indicated that these feelings were also found among men and multiple ethnic and racial groups (Hawley, 2016, Harvey & Katz, 1985; cited in Bravata et al., 2020). This irrational belief is explained by the attribution bias that personal success corresponds to external factors such as luck or others’ help, while failure is due to personal or internal factors (Clance & Imes, 1978; Bravata et al., 2020). It should be noted that IP is not a clinical diagnosis and not featured in the American Psychiatric Association’s Diagnostic and Statistical Manual (DSM-5) (American Psychiatric Association, 2013). Nevertheless, in the Bravata et al. (2020) review, IP has been related in other studies to depression (McGregor et al., 2008; Chrisman et al., 1995), anxiety (Kananifar et al., 2015) low self-esteem (Neureiter & Traut-Mattausch, 2016) (for review see Bravata et al., 2020). Emotion regulation is an umbrella term for different cognitive and behavioural strategies used when facing a difficult or negative experience (e.g., Garnefski et al., 2001). In this study, we will focus on cognitive processes, that is how we think when facing a negative event. Cognitive emotion regulation strategies are most commonly measured using the Cognitive Emotion Regulation Questionnaire (CERQ). The CERQ was developed by Garnefski and colleagues (Garnefski et al., 2001) and has been further validated by additional studies (see Garnefski & Kraaij, 2007; Feliu-Soler et al., 2017). The CERQ has been divided into two main strategy categories: more adaptive and less adaptive emotion regulation strategies (see below) (Garnefski et al., 2001). The CERQ has been used to investigate what strategies are used by different populations, including participants with different mental health problems. For example, Omran (2011) compared CERQ values of participants with depression and anxiety. The author found that participants with high levels of anxiety and/or depression used catastrophising, self-blame and rumination (i.e. the less adaptive regulation strategies (LA-ERS)) whilst participants with lower levels of anxiety and/or depression used refocusing, positive reappraisal and planning strategies (i.e. more adaptive regulation strategies (MA-ERS)). Additionally, the CERQ has been related to self-esteem. Akter et al. (2018) found a positive correlation between self-esteem and more adaptive strategies. Participants with higher levels of self-esteem were more likely to adopt more adaptive emotion regulation strategies. To our knowledge, emotion regulation strategies have not previously been researched in relation to IP alone. Our study will look at the LA-ERS in relation to IP. In addition, we will compare this relationship between levels of higher education (Bachelor/Undergraduate, masters, doctorate); as it has been hypothesised that IP increases with academic study (Sightler & Wilson, 2001), and it was suggested to be due to frequent evaluations and its impactful consequences (Clance, 1985; cited in Sightler & Wilson, 2001).

Psychologists have used self-determination theory to explore and interpret research on many levels over the last three decades, (Deci & Ryan, 1985) however little research has been done to determine how the digital transformation has been fundamentally changing people’s ability to make choices and manage their lives. While it has allowed for increased amounts of citizen agency, it has also enabled the collection and analysis of extensive amounts of personal data (Deci & Ryan, 1985). This requires us to re-define and describe the change of the self in the context of digital world. Therefore, this research project focuses on the newly formed notion of digital self-determination theory, based on existing self-determination theories and explores the implications of social media use and the determination of the self. According to SDT researchers Deci & Ryan (1985), the motivational orientations are as follows: The Autonomy Orientation assesses the extent to which a person is oriented toward aspects of the environment that stimulate intrinsic motivation, are optimally challenging, and provide informational feedback. The Controlled Orientation assesses the extent to which a person is oriented toward being controlled by rewards, deadlines, structures, ego-involvements, and other people’s directives. The Impersonal Orientation assesses the extent to which a person believes that attaining desired outcomes is beyond his or her control and that achievement is largely a matter of luck or fate.

PsyP11.2

Project page for the journal Meta-Psychology

Our aim is to see if there is a difference in implicit attitudes towards assertiveness and competence between heterosexual and non-heterosexual men. Research question: Do heterosexual and non-heterosexual men differ in implicit positive and negative associations with assertiveness and competence? Our group is highly interested in implicit attitudes and socially stereotypical masculinity. Previous research related to gender norms has identified a trait known as "agency", which is typically associated with masculinity. In order to explore implicit attitudes in connection to masculinity, we want to look at the difference towards two opposing constituents of agency: assertiveness and competence. Therefore, the scientific relevance of our experiment is to explore potential differences in implicit attitudes towards assertiveness and competence between heterosexual and non-heterosexual men. This research will help further describe the idea of masculinity and to whom it may apply.

This document is designed to give an overview of the different components of the research project. It includes a description of the project, expected outcome, materials, and methods.

The study aim is to find out how working and non-working students have different experiences of stress and creativity. Therefore, participants are asked to fill out a questionnaire about demographic data, working specification, stress and creativity. The study measures the state characteristic of stress and creativity.

Tracing papers that cite Srull & Wyer 1979.

University students often experience both internal and external demands related to their studies. Though these demands may not be crucial for students’ success, how students cope with them can have major effects on student life, academic success, relationships, as well as overall well-being. Previous literature indicates gender differences in both frequencies and the use of different types of stress coping mechanisms among students. For example, Graves et al. (2021) study reported in a sample of undergraduate college students, that women’s coping styles were more emotion-focused than men towards the end of the semester. Similar results were reported by Eisenbarth in her 2019 study of college students. Women coped with stress using more emotional and instrumental support, while men engaged more in the use of humor (Eisenbarth, 2019). Furthermore, Anbumalar et al. (2017) stated that men have been found to use more maladaptive behaviors to cope with stress (i.e. alcohol, unhealthy eating, etc.), compared to women. Women were reported to use help-seeking behavior and social support to a higher degree than men (Anbumalar et al., 2017). Maladaptive and avoidance coping mechanisms for stress have been associated with depression. Social support, exercising, and identifying causes of stress, on the other hand, have been found to enhance well-being, which proves effective coping mechanisms for stress (Anbumalar et al., 2017). Psychological measurements of how students cope with academic demands and stress can improve the university’s understanding of students’ needs and difficulties, in turn, reinforce beneficial coping styles for students. Previous supports for gender differences show that the importance of managing students’ academic demands and stress is a diverse topic of conversation. Our study aims to look into gender differences in stress coping mechanisms related to academic demands among university students in Sweden. Suldo et al. (2015) developed the Coping with Academic Demands Scale (CADS) to measure coping for high school students pursuing advanced curricula. We will in our study apply the CADS scale, 58 items with 16 factors, in a university setting. We have adjusted items on the scale to fit university students.

All our literature as PDFs

This study is about cyberbullying and the bystander effect; more specifically, it aims to investigate defender behavior in previous victims of cyberbullying. It has been found that individuals who experience cyberbullying are at greater risk of experiencing negative emotions and have worse mental and physical health than individuals experiencing traditional bullying (Ferreira et al., 2016; Ostrov & Perry, 2020). However, it has been shown that previous victims of (cyber)bullying are more likely to defend victims of cyberbullying, than people who have not experienced (cyber)bullying (Barlinska et al., 2013; Cleemput et al., 2014). Investigating defender behavior in relation to cyberbullying is important, as it may help us identify protective factors and move us closer to taking evidence-based measures against cyberbullying. The variables which we are interested in are victimization (whether someone has been a victim of cyberbullying), cyberbully perpetrator behavior (whether someone has engaged in cyberbullying) and bystander and defender behavior (whether someone defends another victim of cyberbullying or is a passive observer).The definition of cyberbullying is when one or more perpetrators (repeatedly) carry out intentional and aggressive acts, using electronic forms of contact against a victim who cannot easily defend themselves (Smith et al., 2008). It should be noted that, for cyberbullying, the criteria of repetition is not fundamental since one-time occurence of cyberbullying can have potentially devastating consequences on the victim and their health (Jungert et al., 2021) Furthermore, previous research has shown that being victimized under one type of circumstance can lead to the person being susceptible to being victimized in another context. In cyberbullying there are a few different types of victimization; cyberbullying victimization, cyber dating abuse victimization, sexting victimization, online grooming and problematic Internet use (Machimbarrena et al., 2018). The bystander effect refers to the phenomena in which individuals do not offer any means of help to a victim when other people are present (Latane & Darley, 1970). Bystander behavior is categorized into three types of behavior; defender behavior, passive outsider behavior and reinforcer and assistant behavior. The main point of interest in the bystander effect in this study is the defender behavior, which entails the likelihood of a person acting as a defender towards a victim of cyberbullying.

Bullying is described as aggressive behavior with hostile intent. It needs two characteristics in order to be considered as bullying: the repetition, exploiting the behavior regularly, and the imbalance of power, the misuse of power (Smith & Brain, 2000). The power imbalance stems from the party that assaults, victimizes, intimidates, abuses, dominates and perpetuates this behavior on those who are being bullied. This imbalance comes from the fact that this party feels superior and better in some ways. The misuse of this power, which may be real or perceived, can be manifest through an individual's behavior in many ways: verbal (e.g. threats, insults), physical (e.g. pushing, hitting) or social (e.g. social exclusion). Bullying can occur directly through persons or indirectly via different digital platforms. When bullying occurs online it is called cyberbullying (Meriläinen, Puhakka & Sinkkonen, 2015). Bullying behavior is intended to cause physical, social and psychological harm to one or more people (Gómez-Galán, Lázaro-Pérez & Martínez-López, 2021). As a result, victims feel helpless and unable to cope with the situation to stop it (Myers & Cowie, 2013). Bullying is a highly researched topic in children and adolescents due to the damaging impact it can have throughout a bully victim's life. It is investigated largely in the context of high school, where bullying has a range of effects, including but not limited to mental health and academic performance. However, adult bullying has not been researched to the same extent. Thus, this study aims to investigate the prevalence of bullying within higher education and describe the presence of bullying across different levels of higher education. This is especially important as bullying has been seen to have a lasting impact on their academic career Gómez-Galán, Lázaro-Pérez & Martínez-López, 2021). Several factors appear to have at least some impact on bullying victimization, i.e. who is bullied, and perpetration, i.e. who bullies. For example, age, sexuality, ethnic origin and having a handicap all appear to influence a child’s likelihood to be bullied (Ringrose & Renold, 2010). However, many questions remain regarding what interpersonal factors influence and are related to bullying. A key debate within the research on bullying is whether there are differences in gender in bullying victimization and perpetration. The presence of gender differences in bullying appears to vary cross-culturally (Pörhölä et al., 2020). Another factor that may influence the prevalence and type of bullying is the age, both of perpetrator and victim. Some researchers believe that the reduced presence of bullying in higher education Gómez-Galán, Lázaro-Pérez & Martínez-López, 2021) is due to bullying being essentially harassment, a crime for which adults can be legally liable to (Myers & Cowie, 2017). Overall, patterns found in bullying research remain largely inconclusive (Myers & Cowie, 2017). Since only limited research has been conducted about bullying at the university level, this study focuses on the prevalence of adult bullying targeting the student population. The research focuses on the exploratory questions concerning the prevalence of bullying among students at the university level. The aim is to broaden and deepen the understanding of adult bullying in higher education. This study presents several important research opportunities. First, this survey will compare bullying behaviour across three different levels of higher education to gain a more nuanced understanding of the presence of bullying in higher education. Second, due to the survey being hosted on an online platform, this study will collect data from several different countries allowing it to be one of the first international comparisons on adult bullying in higher education. Third, this study will add further knowledge on the potential presence of gender differences in bullying and explore the relationship between age and bullying behaviour.