Anales de psicología Vol. 40, Nº 3 (2024)

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https://hdl.handle.net/10201/143506

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Open Access
Change in Maslow’s hierarchy of basic needs: evidence from the study of well-being in Mexico
(Universidad de Murcia. Servicio de Publicaciones, 2024) Méndez, Alfonso; Rojas, Mariano
Maslow's pyramid is a symbol that has endured in the image of psychologists, scientists, businessmen and politicians around the world; its premise expresses a hierarchy of needs, but sometimes this idea is con-fused with sequentiality and ascendancy of satisfaction that begins with physiological needs and ends with self-actualization. This article examines empirically the hierarchy of basic needs from the perspective of subjective well-being in Mexico. The analyzes are carried out with a sample of 38,560 cases from the Mexican population, using a stepwise forward multiple linear regression model. The main finding is that the needs for love and belonging are the ones that explain satisfaction with life to a greater degree, the hierarchy proposed by Maslow changes insofar as its importance for subjective well-being. The relevance of belonging needs as explanatory fac-tor of well-being in Mexico is discussed
Open Access
Acceptability and feasibility of a meaning-focused intervention at work: A case series study
(Universidad de Murcia. Servicio de Publicaciones, 2024) Ríos, Diana C.; Hervas, Gonzalo
The concept of meaning in life is fundamental in well-being research, yet its exploration in applied settings remains limited.This study aimed to assess the feasibility and acceptability of a meaning-focused intervention in the workplace. We implemented a six-week meaning in life intervention that targeted enhancing coherence, purpose, and significance in both personal and professional domains. The participants included 9 workers from the Spanish armed forces who voluntarily participated in the intervention. We utilized a case study design to evaluate the intervention's feasibility and acceptability. Attendance rates were high, with 77.78% of participants expressing overall satisfaction with the intervention. We analyzed pre-and post-intervention data on participants' levels of meaning in life, meaningful work, burnout, engagement, well-being, and depression. Significant changes were observed in 33% of the sample regarding meaning in life and in 22% concerning meaningful work, professional efficacy, and overall well-being.This study demonstrates the feasibility and acceptability of our meaning-focused intervention, suggesting its potential efficacy. Through case series studies, we have highlighted the importance of cultivating meaning in life as an essential skill in today's world, crucial for maintaining robust mental health in the face of adversities.
Open Access
How to proceed when both normality and sphericity are violated in repeated measures ANOVA
(Universidad de Murcia. Servicio de Publicaciones, 2024) Blanca, María J.; Alarcón, Rafael; Arnau, Jaume; García-Castro, F. Javier; Bono, Roser
Adjusted F-tests have typically been proposed as an alternative to the F-statistic in repeated measures ANOVA. Despite considerable re-search, it remains unclear how these statistics perform under simultaneous violation of normality and sphericity. Accordingly, our aim here was to conduct a detailed examination of Type I error and power of the F-statistic and the Greenhouse-Geisser (F-GG) and Huynh-Feldt (F-HF) adjustments, manipulating the number of repeated measures (3-6), sample size (10-300), sphericity (Greenhouse-Geisser epsilon estimator, , from its lower to upper limit), and distribution shape (slight to extreme deviations from normality). The findings show that the behavior of F-GGand F-HFdepends on the degree of violation of both normality, sphericity, and sample size. Overall, we suggest using F-GG under violation of sphericity and slight or moderate deviations from normality in all sample size; with severe deviations from both normality and sphericity F-GGmay be used with a sample size larger than 10; and with extreme deviation from both normali-ty and sphericity this statistic may be used with a sample size larger than 30. In the event of discrepant results between F-GGand F-HF, the choice depends on the value.
Open Access
Age/Order of Acquisition influences at early stages of visual word processing: Evidence from homophonic formal priming in Spanish and English
(Universidad de Murcia. Servicio de Publicaciones, 2024) Pérez-Sánchez, Miguel Á.; Marín, Javier; Izura, Cristina
Words learned first or earlier in life are processed faster, with more accuracy, and are more resistant to brain injury than words learned some time later. This phenomenon is called the age-of-acquisition (AoA) effect. Current accounts of the AoA effect place its influence in the semantic system (i.e., the semantic hypothesis), or in the irregular connections formed between representations (i.e., the arbitrary mapping hypothesis). In this study, we tested the predictions derived from these hypotheses on visual word recognition using a formal masked priming paradigm with short SOA (43 ms) and two lexical decision tasks: one in Spanish and one in English. The AoA of the target words and the orthographic and phonological relationship between primes and targets were manipulated. Results from LMM analyses showed the main effects of AoA and phonological priming and an interaction where phonological priming affected only the recognition of late-acquired words. Neither the semantic nor the arbitrary mapping hypotheses fully explain these findings. Alternative accounts such as the phonological completeness or the sensorimotor hypotheses are dis-cussed
Open Access
Number sense and academic buoyancy among middle school students: A serial mediation model of mathematical metacognition awareness and math anxiety
(Universidad de Murcia. Servicio de Publicaciones, 2024) Aksu, Zeki; Kul, Ümit; Satıcı, Seydi Ahmet
The present study examined whether number sense was related to academic buoyancy and whether this relationship was mediated by mathematical metacognition awareness and mathematics anxiety. Data was gathered from 231 students in grade 7 and 8 middle schools through selfreport measures of number sense, academic buoyancy, metacognition awareness, and math anxiety. The results revealed a significant positive association between number sense and mathematical metacognition awareness, as well as a significant negative association between number sense and math anxiety. Moreover, results indicated that number sense facilitated academic buoyancy via mathematical metacognition awareness and then math anxiety. These findings contribute to the understanding of how these factors may impact academic buoyancy in middle school students.

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