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Does Our High School Popularity Affect Us Today?
Psychologist Mitch Prinstein talks about why we are biologically programmed to care about what others think of us, why teenagers first become addicted to popularity, and why being “cool” in high school may be bad for our long-term happiness and success. For the first time in the history of the human species, Prinstein argues, we have become confused about two different types of popularity, and many of us may unwittingly be focused on the wrong one.
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Most Links Between Personality Traits and Life Outcomes Are Replicable, Study Shows
Links between personality traits and life outcomes found in previous research are largely reproducible, according to findings from a large-scale replication project.
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New Research From Psychological Science
A sample of research exploring causal inference about outcomes, preschoolers’ conversational turns, and contributors to prosocial behavior following a natural disaster.
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Screen Time – Even Before Bed – Has Little Impact on Teen Well-Being
Data from more than 17,000 teenagers shows little evidence of a relationship between screen time and well-being in adolescents.
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What to Do When You’re Bored With Your Routines
Last spring I started a new exercise class. As someone who dislikes doing jumping jacks, burpees and push-ups, I found the workouts surprisingly enjoyable — at least for a while. But after several months, my newish hobby began to feel like watching the same episode of a TV sitcom over and over again. Overly familiar with the class routine, my excitement had been replaced with boredom, a nattering emotion that affects us all. A 2016 study estimated that 63 percent of us suffer from boredom at least once over a 10-day period. While it certainly won’t kill us, researchers have found that chronically bored people are more prone to depression, substance use and anxiety.
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The Real Problem With Trigger Warnings
In 2016, Onni Gust, a historian at the University of Nottingham, wrote in The Guardian about using trigger warnings to help students “stop for a moment and breathe” during class. Gust described how a slide presentation might note that the next slide references mutilation, or that the following passage includes a graphic description of sexual violence. The warnings don’t allow students to skip the class reading assignments, but instead remind students to use their coping strategies and “keep breathing,” Gust wrote. About half of U.S.
