No abstract

A randomized‐controlled‐trial study (N = 219) tested two pre‐registered hypotheses that mobile‐phone app‐based mindfulness training improves wellbeing and increases self‐transcendent emotions: gratitude, self‐compassion, and awe. Latent change score modeling with a robust maximum likelihood estimator was used to test how those changes are associated in the training versus the waiting‐list group. The training increased wellbeing and all self‐transcendent emotions regardless of interindividual variance in the changes across time. Changes in all self‐transcendent emotions were positively associated with changes in wellbeing. The strength of those associations was comparable in the waiting‐list group and the training group. More studies are needed to test whether the effects of mindfulness practice on wellbeing are driven by increases in self‐transcendent emotions. The study was conducted over 6 weeks during the COVID19 pandemic. The results indicate that the mindfulness training can be an easily accessible effective intervention supporting eudaimonic wellbeing in face of adversity.

Meta-analytical evidence indicates the robust association between collective narcissism and conspiracy theories is moderated by the content of conspiracy theories. Belief in conspiracies of specific outgroups fits collective narcissistic posture of intergroup hostility but collective narcissism is also bound to other conspiracy theories because it simultaneously comprises a committed belief (that the ingroup is great) and a threatening belief (that the ingroup is unrecognized). This creates compensatory motivations to believe in conspiracy theories that protect the committed belief and to seize on any conspiracy theory as a meaning-making activity. Collective narcissism and conspiracy theories may also co-occur because they serve to coordinate undemocratic leaders and their constituencies. They produce threatening environments that justify coercion, violence and undemocratic governance.

Perspektywa czasu i wartości życiowe a zachowania studentów w okresie zawieszenia stacjonarnych zajęć dydaktycznych na początku pandemii SARS-COV-2 (COVID-19)Time Perspective and Life Values and Students' Behavior during Cancelation of Face-to-Face Teaching at the Beginning of the SARS-COV-2 (COVID-19) Pandemic