The present research investigates whether and how mindfulness meditation influences the guilt-driven tendency to repair harm caused to others. Through a series of eight experiments (N > 1,400), we demonstrate that state mindfulness cultivated via focused-breathing meditation can dampen the relationship between transgressions and the desire to engage in reparative prosocial behaviors. Experiment 1 showed that induced state mindfulness reduced state guilt. Experiments 2a-2c found that induced state mindfulness reduced the willingness to engage in reparative behaviors in normally guilt-inducing situations. Experiments 3a and 3b found that guilt mediated the negative effect of mindfulness meditation on prosocial reparation. Experiment 4 demonstrated that induced state mindfulness weakened the link between a transgression and reparative behavior, as well as documented the mediating role of guilt over and above other emotions. Finally, in Experiment 5, we found that loving kindness meditation led to significantly more prosocial reparation than focused-breathing meditation, mediated by increased other-focus and feelings of love. We discuss theoretical and practical implications. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

This study examined the prevalence and impact of imposter syndrome (IS) on a sample of pre-service educators. We report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. We also investigated the effects of minority group membership on experiences of IS, and found that IS was more severe for women and queer minorities, but less severe for racial minorities. Lastly, we investigated the potential for healthy emotion regulation to mitigate the effects of IS on pre-service educator well-being and found that adaptive emotion regulation strategy use mitigates the effects of IS, which may provide a viable means for addressing this pervasive issue among educators, and specifically among those with minoritized identities. We discuss the implications of our findings for educational training and improving the experiences of pre-service educators.

The COVID-19 pandemic threatened our physical health, alongside our mental and social wellbeing. Social distancing requirements, which are necessary to mitigate the spread of COVID-19, increased social isolation by limiting social interactions that are an essential part of human wellbeing. In this study, we examined the stress caused by COVID-19 early on in the pandemic through the lens of sociability among a large sample of preservice educators (N = 2,183). We found that individuals who have higher sociability (including deriving joy from social interactions and using social support to manage emotions) experienced greater COVID-19 stress. This study also contributed to prior literature which has sought to relate pandemic-related stress to demographic group differences. We found no significant relationship between demographic membership (gender, race, and sexual orientation) and COVID-19 stress. This study is among the first, however, to demonstrate that vulnerability to pandemic stress varies as a function of sociability. Implications of these findings and ways people can better cope with pandemic isolation are discussed.

Emotion perception is a primary facet of Emotional Intelligence (EI) and the underpinning of interpersonal communication. In this study, we examined meso-expressions—the everyday, moderate-intensity emotions communicated through the face, voice, and body. We theoretically distinguished meso-expressions from other well-known emotion research paradigms (i.e., macro-expression and micro-expressions). In Study 1, we demonstrated that people can reliably discriminate between meso-expressions, and we created a corpus of 914 unique video displays of meso-expressions across a race- and gender-diverse set of expressors. In Study 2, we developed a novel video-based assessment of emotion perception ability: The Meso-Expression Test (MET). In this study, we found that the MET is psychometrically valid and demonstrated measurement equivalence across Asian, Black, Hispanic, and White perceiver groups and across men and women. In Study 3, we examined the construct validity of the MET and showed that it converged with other well-known measures of emotion perception and diverged from cognitive ability. Finally, in Study 4, we showed that the MET is positively related to important psychosocial outcomes, including social well-being, social connectedness, and empathic concern and is negatively related to alexithymia, stress, depression, anxiety, and adverse social interactions. We conclude with a discussion focused on the implications of our findings for EI ability research and the practical applications of the MET.