Psychology International

Self-esteem and attachment are core constructs in adult relational functioning, yet their interrelations across levels of cognitive processing have remained understudied. This study investigated how explicit and implicit attachment styles relate to self-esteem in individuals seeking a romantic partner (N = 399) and in a partnered sample (N = 108). Participants completed explicit attachment and self-esteem scales, along with three single-target Implicit Association Tests (IATs) assessing implicit self-esteem and avoidant and anxious attachment styles. Regression analyses were conducted using explicit and implicit attachment as predictors of explicit and implicit self-esteem while controlling for covariates. In singles, explicit anxious attachment was negatively associated with explicit self-esteem, while implicit anxious attachment and implicit avoidant attachment were negatively associated with implicit self-esteem. No cross-level associations were found, supporting a parallel-level interpretation in which explicit and implicit variables relate primarily within, rather than across, processing levels. The same regression models applied to the partnered sample showed generally similar trends, although the associations observed in singles for explicit anxious and implicit avoidant attachment were not detected in the partnered group. The inclusion of implicit measures provides new insight into non-conscious relational insecurity, with both implicit anxious and avoidant attachment showing negative associations with implicit self-esteem.

This study examines changes associated with a guided introspective intervention in self-reflection, introspection, and motivational competences among future teachers. Conducted within a Master’s course in Teacher Training, the ten-session program employed the “Casa Vital” framework, a metaphorical and visual model representing personal and professional development through structured introspective exercises. Eighty-two participants completed the Self-Reflection and Insight Scale (SRIS-SF) and selected subscales of the Motivated Strategies for Learning Questionnaire (MSLQ) in a pre–post quasi-experimental design. Findings reveal significant increases in introspection, intrinsic goal orientation, control of learning beliefs, and self-efficacy for learning and performance (small–moderate effects), while self-reflection, extrinsic goal orientation and task value remained stable. These results suggest that guided introspection enhances motivational competences by promoting self-awareness, value clarification, and alignment of personal and professional goals. The intervention also seems to support autonomy-oriented engagement and purpose-driven decision-making, contributing to the development of reflective and resilient educators. Integrating structured introspective practices into teacher education may strengthen professional identity, psychological flexibility, and internal-driven motivation. The study underscores the practical potential of reflective frameworks such as Casa Vital to foster meaningful, self-determined, and adaptive teaching practices, offering an accessible and scalable approach for enhancing teacher preparation programs. Within the limits of a single-group pre–post design, these findings provide descriptive, theory-consistent indications that introspection may be associated with the cultivation of purposeful, motivated, and competent educators.

This study aimed to investigate whether a multimodal cognitive behavioural intervention could enhance academy athletes’ stress mindset, self-compassion, and performance, as well as reduce irrational beliefs and symptoms of anxiety and depression. We delivered 6 × 1 h group workshops at five different football (n = 4) and rugby (n = 1) academies in the United Kingdom. We hypothesised that there would be increases in stress mindset, self-compassion, and perceived performance coupled with decreases in irrational beliefs, anxiety, and depressive symptoms as a result of the intervention, and that such changes would remain evident one month later. Sixty-seven participants (n = 59 males, n = 8 females, Mage = 17.03 years, SD = 2.55) completed assessment at baseline, post-intervention, and at a follow-up. Through paired-sample t-tests, our results demonstrated support for the hypotheses with principally small effect sizes. Findings offer support for the use of a multimodal cognitive behavioural programme in academy athletes.