Association of socio-demographic factors with any psychological distress in the total participants using binary regression model.

Data presented in this paper related to Malaysian university reaerch-based students’ perceptions that affect their psychological health during the COVID-19 pandemic. A sample of 384 was drawn from approximately 193,570 population both Ph.D. and research-based Master students who are currently studying in Malaysia during the COVID-19 pandemic. A simple random sampling technique was used to collect the data. Data were collected through an online survey questionnaire. The surveys were administered to the Ph.D. and research-based master’s students between June 15 and June 29, 2020, with the support of Internet platforms (Institutional Email, Google Form, WhatsApp), and resulted in valid 103 responses. The response rate is 26.82%. Demographic information data were collected by using 11 items. Psychological impact data were collected by using the 7-item Generalized Anxiety Disorder Scale (GAD-7), and research progress, academic life and daily life related data were collected by using 3 items.

Abstract AIMS This study aimed at investigating the socio-demographic and health-related variables associated with body image dissatisfaction. METHODS This is a cross-sectional study. 894 (34.04±13.62 years old) weight training practitioners from a medium-large city in the south of Brazil participated in this study. A socio-demographic questionnaire was used along with the Body Shape Questionnaire. The Chi-squared Test and the Binary Logistic Regression (p

This dataset was created as part of a doctoral thesis investigating unconscious bias in Clinical Psychology selection. The study explored the effect of candidate race and brief unconscious bias training on mock interview ratings given by participants eligible to be DClinPsy selection panellists. Participants were randomly allocated to one of four conditions (2 × 2 design: Candidate Race × Training) and completed: - an experience and demographic questionnaire - pre-interview implicit bias measures (Asian-White IAT and Bodyweight IAT) - pre-interview self-report questions on unconscious bias awareness They then observed a mock interview before: - scoring the candidate across domains (Personal, Academic, Research, Clinical) - completing post-interview measures (implicit bias and awareness questions repeated, with three additional training evaluation questions) Data were collected using Qualtrics and the Implicitly online platform. All personal data (e.g., email addresses) were stored securely and separately from the research dataset. Only anonymised data are included here. This dataset contains: - An Excel .xlsx file of anonymised participant data (rather than SPSS, to allow full descriptive labelling and transparency) - A comprehensive codebook describing each variable, coding scheme, and notes on data processing Data includes: - Demographics and experience - Experimental condition allocation - IAT scores and labels (pre and post) - Awareness and knowledge items (pre and post) - Training evaluation questions (training groups only) - Interview ratings and placement recommendations Anonymisation & Processing Notes: The dataset is fully anonymised. All personally identifying information (e.g., email addresses, participant IDs, timestamps) was removed. Variables that could contribute to indirect identification (e.g., exact years of panellist experience) were collapsed or excluded. The data file was created in Excel to allow detailed variable descriptions and overcome SPSS label length constraints. A full codebook is provided to support interpretation of the dataset.

The field of clinical psychology research has been attempting to discover the cognitive biases involved in social anxiety, specifically how avoidance of and inability to disengage from threat facilitate psychopathology. Over the years, researchers have uncovered mixed results while attempting to answer this research question, which has brought to the surface that the answer to this question is dependent upon the level of trait anxiety, the time course of exposure to threat, and how reflective the stimuli are of real life, such as being dynamic rather than static, and being naturalistic rather than laboratory-based. As the field of clinical psychology research has evolved over the years and begun to collide with cognitive psychology research, this question has begun to be studied through the use of eye-tracking, which has served as a lens looking into the subconscious processing that only eye movements can tell us.

As a result, the current non-randomized, double-blinded, experimental study seeks to use a naturalistic and dynamic stimulus involving a 1-minute video with ten actors that distribute neutral, approving, and disapproving facial and bodily expressions in order to study how one’s trait anxiety impacts their attention allocation over time as measured by their eye movements. This study attempts to fill a gap in this field of clinical cognitive research in social anxiety, whereby there are limited studies using dynamic and naturalistic stimuli using eye-tracking over large intervals of time (6 periods of 10 sec) to study attentional biases in social anxiety. Given that previous research has produced mixed results depending on the type of stimulus used, the timecourse of the trials, which type of social anxiety is being studied (trait or state), and the type of data collected, it is largely unknown what we will discover, which is why this study will be largely descriptive and explorative in nature. Nevertheless, it is predicted that there may be patterns of vigilance-avoidance and/or difficulty disengaging from both the disapproving and neutral stimuli over time for those with high trait social anxiety.

Upon registering for Skidmore’s electronic scheduling system and while completing the flyer’s questionnaire, participants will complete a three-question social anxiety screening tool, the Mini Social Phobia Inventory (Mini-SPIN). Depending on recruitment success, students in the lowest and highest quartiles will be contacted about participation. However, this quartile split may become a median split or social anxiety will become a continuous variable if participation is low. The experiment will take place in Tisch Learning Center, Room 111, and should last approximately 30 minutes. Upon arrival, the participants will need to show that they are cleared on the Co-Verified app and to sanitize their hands. Then, they will be prompted to read and sign the informed consent form.

To begin the study, participants will be calibrated on the eye-tracker. Then, they will be told that they will be giving a speech to an audience of Skidmore students about why they believe they are a good friend and will be judged for clarity, coherence, and persuasiveness. The participants will be given 1 minute to read the speech instructions and to prepare. Then, they will immediately be prompted to begin as the video stimulus plays for 1 minute while their eye movements are recorded. If there is longer than 10 seconds of silence at any time, they will be prompted to speak. Afterward, the participants will answer questions on the Social Interaction Anxiety Scale (SIAS), a trait social anxiety questionnaire, the Mini-SPIN, and a brief demographic questionnaire (gender identity, racial identity, etc). Finally, participants will be debriefed. The participants will then be compensated for their time with one half-hour of research credit or a $10 Target gift card.

This dataset contains data from a listening experiment, aimed at investigating the relationships between self-construal, music preferences, and emotions. This project comprises a listening task and a questionnaire. For the listening task, participants will listen to their favourite piece of music in the laboratory using free music streaming services such as Spotify or YouTube. The questionnaire will include open-ended questions about their favourite music, their favourite ways of listening to it, and why that is their favourite music. The questionnaire also includes "select-all-that-apply" questions and checklists, standardised self-report measures, and demographic questions.This study received ethical approval via the University of Sheffield's ethics review procedure, as administered by the Department of Psychology (Application reference #053922).

This online survey was designed to test the measurement properties of nine personality scales – the Big Five, Traditionalism, Self-Control, Self-Efficacy, Honesty/Integrity, Socio-Emotional Skills, Intellectual Curiosity, Job Orientation Preferences and Vocational Interests. Eight of these nine scales are existing scales (or combinations of scales) available for use in public domain. The scale assessing socio-emotional skills was developed by an expert group. The complete formulations of items from all the scales including the different forms/test conditions of the scales are presented in the data documentation.

Simplified scales Based on the work of members of the expert group, simplified versions of original scales were developed (see data documentation). This was done in order to make the wording of the original scales more appropriate for use with general adult population (in many cases the original items were perceived as possibly too complex and abstract for less literate members of general population). Not all items have simplified versions since in some cases the original formulations were seen by the expert group as suitable for the target population. This is especially the case in the Job Orientations, Integrity/Honesty and Vocational Interests’ scales as well as the entire Intellectual Curiosity scale. In total, there are 174 original items and 130 simplified or reversed versions of the items.

Neutral/middle point In addition to comparing scales containing the original and simplified items, the second main design feature of this online survey was the use of a neutral/middle point in the Likert scales (agree/disagree). In particular, there were two versions of each original and simplified scale – one with 5 agree/disagree response options, including a “neither agree nor disagree” neutral/middle category and another with 4 response options, which did not include the option of “neither agree nor disagree”. This was done in order to see which of the two response formats worked better for each of the scales in target population.

Balanced scales Some of the original scales were balanced and some unbalanced, with the majority of items being part of balanced scales. The unbalanced scales (self-control, self-efficacy and socio-emotional skills) were balanced by including alternative reverse formulations of a selected small group of items. The process of balancing was achieved by reversing the original formulations of 22 items (in the item bank document, the reversed items are marked with “R” while newly reversed items are marked as “new R”). These newly reversed items were tested against their original counterparts in order to see if the creation of balanced scales led to improvements (comparing both item- and scale-level properties).

Multiple choice vs forced choice In case of the Vocational Interest scale, the two design features that were tested were the original vs simplified and multiple choice vs forced choice item formats. The original format of the Vocational Interest scale was multiple choice. However, the force choice format is often used in other Vocational Interest scales and the expert group wanted to test which of the two formats works better for general adult population.

Design of the online survey The objectives of the online survey were the following, to test: 1. the measurement characteristics of the selected scales; 2. the relationships of the selected scales with background and other characteristics of respondents; 3. different item formulations – original vs. simplified; 4. different response options – with or without a neutral/middle category; 5. scales with different item formats – multiple choice vs. forced choice (voc. interests scale); and 6. the new balanced scales (in comparison with the original unbalanced scales).

Background questionnaire The survey included a number of socio-demographic, economic and personal wellbeing indicators as well as a short cognitive ability test. Socio-demographic characteristics: Gender, age, country of birth/residence, mother tongue, marital status, educational attainment, and parental education Economic and wellbeing indicators: Broad activity status, occupational status, income, subjective health, social trust, life satisfaction, and personal wellbeing Quality control questions: In order to check the quality of responses, the survey included three quality control items placed within the Big Five, Self-Control, and Socio-Emotional skills scal...

This is the dataset associated with the SAD disaster study. Here is the part of the methods as submitted to the Scandinavian Journal of Psychology, where the study is currently under review:

Ethics

This study was approved by the National Bioethics Committee of Iceland (Approval number: VSN-24-085). Written informed consent was obtained from all participants in the form of information as part of the first page of the online survey. Only participants who acknowledged the information would proceed to the survey questions. All data was collected anonymously.

Recruitment

Participants for the online survey were recruited via a paid Facebook advertisement from June to September 2024. This advertisement specifically targeted people who lived in specific risk areas in Iceland and, therefore, were living under the risk of experiencing a natural disaster and were likely to have experienced natural disasters in the past. Furthermore, we selected control areas that were in close proximity to these risk areas but were clearly without the specific risk. Additionally, the link to the advertisement was shared to dedicated Facebook groups for members who lived in these areas of interest. Please note the specific areas are not listed here due to the sensitive nature of the data collected in a small community of Iceland. Risk areas were defined as those where natural disasters of significant dimension (i.e., requiring evacuation and/or having caused major destruction of buildings etc.) have happened in the past and can happen again.

Psychological Questionnaires

The study was fully based on self-report questionnaires delivered via an online survey. The online survey included demographic questions regarding current area of residence and duration of residence in that area to determine natural disaster threat and exposure, gender, age at inclusion (measured as age group), marital status, children (yes/no), educational level, and employment. The online survey also included standardized questionnaires about seasonal symptoms (Seasonal Pattern Assessment Questionnaire, SPAQ; (Rosenthal et al., 1987)), ruminative response style (Ruminative Response Scale, RRS; (Treynor et al., 2003)), anxiety (Generalised Anxiety Disorder Assessment, GAD-7; (Löwe et al., 2008; Spitzer et al., 2006)), perception of risk about imminent danger of natural disaster (Perceived Risk Scale, PRS; (Margarint et al., 2021)), satisfaction with life (Satisfaction with Life Scale, SWLS; (Diener et al., 1985)), depression (Patient Health Questionnaire, PHQ-9; (Kroenke et al., 2001)), eco-anxiety (Hogg-Eco Anxiety Scale, HEAS; (Hogg et al., 2021)), and disaster anxiety (Disaster Anxiety Scale, DAS; (Güzel, 2022)). Additionally, we asked specific questions about the experience of natural disasters, how long ago the natural disaster happened, whether safety was threatened, whether the participants had to evacuate their homes, and the length of evacuation, if applicable. The full set of questions was implemented in Microsoft Forms. Since this survey software does not allow for automatic control of repeated participation in the study, we manually screened the results for repeated participation based on the similarity of demographic information entered.

SPAQ, RRS, GAD-7, PHQ-9, HEAS and SWLS have all previously been translated to Icelandic and were used in their Icelandic version. DAS and PRS were used and translated with permission of the authors according to a translation-backtranslation procedure as follows: First, the questionnaires were translated from English to Icelandic independently by two native Icelandic speakers with university level education in psychology. Then, they were back translated to English independently by two additional Icelandic native speakers. The conformity of the backtranslation with the original English version was verified by three expert researchers in psychology, one Icelandic native speaker and two who are highly proficient in English.

The SPAQ is a questionnaire used to measure seasonal patterns, including changes in mood and behaviour between seasons. Rosenthal et al. (1987) developed the scale which allows self-report of seasonal changes in appetite, weight, sleep, energy, socialising behaviour, and mood on a 5-point Likert scale with answer options ranging from “no change” (0 points) to “extremely marked change” (4 points). The total score is known as the Global Seasonality Score (GSS), where points of 11 or higher are categorized as high seasonality (Magnusson, A., 1996; Rosenthal et al., 1987). The questionnaire was validated in Iceland (Magnusson, A., 1996; Magnússon & Stefánsson, 1993), with a resulting sensitivity of 94%, specificity of 73% and positive predictive value of 45% for seasonal affective disorder and subsyndromal seasonal affective disorder, combined.

The SWLS is used to measure global satisfaction and is a 5-item questionnaire (Diener et al., 1985). It uses a 7-point Likert scale, where answering options range from “strongly disagree” (1 point) to “strongly agree” (7 points). The scale has shown a good test-retest correlation coefficient (α = 0.50 - 0.82 depending on time between test and re-test) and strong internal consistency (α = 0.79 – 0.89) (Diener et al., 1985; Pavot & Diener, 1993).

The PHQ-9 contains 9 items focused on the presence of depressive symptoms according to formal diagnostic criteria for the last two weeks and one additional item that focuses on level of impairment due to the symptoms (Kroenke et al., 2001). The questions are scored on a scale from “not at all” (0 points) to “nearly every day” (3 points). The threshold of the total score is five for mild depressive symptoms, 10 for moderate, 15 for moderate severe, and 20 for severe symptoms of depression (Kroenke et al., 2001). Internal consistency of the PHQ-9 is excellent (α = 0.83 – 0.89) as well as re-test reliability (α = 0.84) (Cameron et al., 2008; Kroenke et al., 2001).

The GAD-7 is a 7-item questionnaire created to identify generalized anxiety disorder, its characteristics, and symptoms severity for the last two weeks (Löwe et al., 2008; Spitzer et al., 2006). The questions are scored with answer options from “not at all” (0 points) to “nearly every day” (3 points). The cut-off points are five for mild anxiety symptoms, 10 for moderate, and 15 for severe (Spitzer et al., 2006). It has a sensitivity of 89% and a specificity of 82% (Spitzer et al., 2006), internal consistency of α = .89 (Löwe et al., 2008) and test-retest-reliability ICC = .83 (Spitzer et al., 2006).

The RRS is used to measure rumination tendencies, and the short form contains 10 items, five that measure depressive brooding and five that measure depressive reflection (Treynor et al., 2003). The RRS items describe responses to depressed mood that are self-focused, symptom-focused, and focused on the possible consequences and causes of their mood (Treynor et al., 2003). The items in the questionnaire are scored on a 4-point scale, ranging from “never or almost never” (1 point) to “always or almost always” (4 points). In the current study we used the sum score of the five questions that measure depressive brooding (RRSb) that represents a passive and abstract way of thinking about ones feelings and symptoms (Treynor et al., 2003). The scale has shown acceptable convergent and predictive validity (Nolen-Hoeksema et al., 1994). The Icelandic translation has acceptable psychometric properties (Hjartarson et al., 2021).

The HEAS-13 is used to measure anxiety about environmental conditions, perception of one’s own negative impact on the planet within 13 items referring to the last two weeks (Hogg et al., 2021). Each item has four response options ranging from “not at all” (0 points) to “nearly every day” (3 points) (Hogg et al., 2021). The HEAS-13 has shown good internal reliability (α = 0.92) (Hogg et al., 2021).

The DAS is used to measure the presence and level of disaster anxiety in a 6-item questionnaire scored by six points (Güzel, 2022). In the original version of the DAS, response options are zero for “no anxiety”, one for “almost no anxiety”, two for “mild anxiety”, three for “moderate anxiety”, four for “severe anxiety” and five for “extreme

Similar to the previous General Election Studies, the 2014 General Election Study Belgium (seventh study) or the Belgian National Election Study (BNES 2014) focuses on general political attitudes and behavior. Data has been collected on political information and knowledge, perceptions of political bodies such as parties, and perceptions of problems and important issues. Other questions deal with party identification, party preferences, feelings of political efficacy, and the nature and extent of political participation. Perceptions of social class and (economic) well-being, authoritarian attitudes, attitudes to immigrant workers, political corruption and the environment are some of the other areas investigated in this study. Extensive demographic data on respondents and their families have also been collected. The General Election Study Belgium / Belgian National Election Study (BNES 2014) has many objectives. First of all, it is intended to show a cross-section of political attitudes and behaviour of Belgians after each General Election. Second, in order to study possible developments in political attitudes and behaviour, Belgian General Election Study / BNES 2014 requires a longitudinal character, similar to some other European Election Studies. The third objective is to maximise the relationship with current theoretical research in different scientific disciplines such as political science, sociology, and social psychology. A final objective is to develop comparative research between the different regions and communities of Belgium, as well as with other countries. After the face-to-face at home interview the respondents were asked to fill out a written questionnaire and to send it back to the University of Leuven. The so-called Dillman method for postal surveys was applied. This part is called the ‘drop-off’. The drop-off codebook and drop-off dataset are integrated in the general codebook and dataset. Date: 16-03-2016 Date: 2014-10-02

Although Asian preschoolers acquire executive functions (EFs) earlier than their Western counterparts, little is known about whether this advantage persists into later childhood and adulthood. To address this gap, in the current study we gave four computerized EF tasks (providing measures of inhibition, working memory, cognitive flexibility, and planning) to a large sample (n = 1,427) of 9- to 16-year-olds and their parents. All participants lived in either the United Kingdom or Hong Kong. Our findings highlight the importance of combining developmental and cultural perspectives and show both similarities and contrasts across sites. Specifically, adults’ EF performance did not differ between the two sites; age-related changes in executive function for both the children and the parents appeared to be culturally invariant, as did a modest intergenerational correlation. In contrast, school-age children and young adolescents in Hong Kong outperformed their United Kingdom counterparts on all four EF tasks, a difference consistent with previous findings from preschool children. Only 26 of the 84 variables are included here. Recent advances in developmental cognitive neuroscience suggest a link between executive functions (EF) and school achievement. Briefly, executive functions include our ability to reason, plan ahead, multi-task or switch between tasks, sustain attention, delay gratification, and make complex decisions and change dramatically between childhood and adulthood. Children from Asia are widely reported to outperform children from North America Europe on EF tasks, but this evidence is focused almost entirely on young children and largely ignores the question of whether there are cross-cultural differences in EF for older children and adults. This project includes two studies that have been carefully designed to establish the validity, magnitude and universality of any East-West contrast in children’s EF performances. Together, these studies have three key goals: (1) to improve the measurement of children’s EF by developing psychometrically robust, culturally-fair task batteries that are suitable for use across a broad range of ages; (2) to enhance our understanding of putative cultural contrasts by examining links between within-group variation in EF performance and parenting factors and (3) to explore whether the link between EF and academic achievement show cultural universality and the extent that parental factors influence this link. Data collection involved experimental Tasks (cognitive psychology), questionnaires including demographic questions and achievement tests.

The survey was devoted to the assessment of digital educational environment (DEE) by university students in connection with their personality characteristics. The survey was conducted using google forms and was anonymous. To identify personality traits, Big Five Inventory was used. Self-regulation resources were determined using self-activation and the style of self-regulation of behavior. To determine the attitude to learning in the DEE, the AUDEE Scale was used, and to determine the attitude to learning activities, Activity-Related Experiences Assessment technique (AREA). A questionnaire was also offered with questions about students’ socio-demographic characteristics and attitudes towards training at the DEE

Background: The current study investigated mental health literacy in an Australian sample to examine the influence sex has in the identification of and attitudes towards various aspects of mental illness. Methods: An online questionnaire was completed by 373 participants (267 female, M = 34.87). Participants were randomly assigned a vignette depicting an individual exhibiting the symptoms of one of three types of mental illness and asked to answer questions relating to aspects of mental health literacy. Results: Males exhibited poorer mental health literacy skills compared to females. Males were less likely to correctly identify the type of mental illness, more likely to rate symptoms as less serious and to perceive the individual as having greater personal control over such symptoms. Conclusions: Generally, the sample was relatively proficient at correctly identifying mental illness but overall males displayed poorer mental health literacy skills than females. (Abstract from published manuscript https://peerj.com/preprints/965v1/).

Method: Experiment 1 Participants Participants were qualified paramedics employed by an Australian government ambulance service and paramedic students studying an accredited undergraduate paramedicine degree at an Australian university. Paramedics were invited to participate in the study during a regularly scheduled employer in-service program. Students were recruited during a face-to-face block of teaching on campus. No inducements or payments were offered for participation. Sixty-four paramedics and forty-four students completed Experiment 1 (see Table 1). Paramedics were predominantly male (64%), while students had greater gender balance (41% male). Paramedics had a median of 13 years’ experience in the role; the least experienced in this group had 3 years, while the most experienced had practiced for 41 years.

Design Experiment 1 used a repeated-measures design that manipulated four levels of likelihood and measured self-reports of typicality and confidence on five-point ordinal scales and impression as a forced choice from four pre-defined options. Answer fluency was measured as the response time for the impression; timing commenced from when the options were presented and stopped with the participant’s first recorded impression. The experiment aimed to induce an intuitive decision by placing participants under time pressure and by undertaking an unrelated concurrent task (De Neys, 2006; Thompson et al., 2011).

Ethical review The study protocol was considered and approved by the Australian National University Human Research Ethics Committee (2017/141) and the Australian Catholic University Human Research Ethics Committee (2017-163R).

Materials One area of paramedic practice where there is good knowledge of objective likelihood is Acute Coronary Syndrome (ACS). ACS is an umbrella term for several life-threatening conditions including acute angina pectoris, ST-elevation myocardial infarction , and non-ST-elevation myocardial infarction. Patients with ACS commonly, but not always, present with chest pain. However, chest pain is associated with a range of possible diagnoses ranging from life threatening through to the relatively benign. Paramedics need to accurately identify the cause of chest pain as different diagnoses are associated with different (sometimes contradictory) treatment pathways. The signs and symptoms of ACS have been studied in several retrospective case-series (Body et al., 2010; Colbeck, 2016; Fanaroff, Rymer, Goldstein, Simel, & Newby, 2015; Sharif & Upadhye, 2016). These studies have generated likelihood ratios (LR+) for a range of signs, symptoms and risk factors. From these, a list of ‘cues’ was generated with an associated LR+ for ACS. For experiment 1, four written vignettes were designed to show a progression from most likely to least likely to be associated with ACS (Table 2). The information provided was deliberately restricted to a few key points similar to what paramedics would receive in reality to form an impression en route to an emergency incident. The experimental materials were presented on Qualtrics survey software (Qualtrics, Provo, UT). Paramedics accessed the software using a 10-inch touch-screen tablet in the classroom, while students used a desktop computer located in a university computer lab. Participants interacted with the software using a touch screen (with their finger or a stylus) or a mouse. Paramedics completed the experiment individually in a classroom environment ranging in size from two to 12. The paramedicine students participated individually in class groups of 20-30.

Procedure Typically, a paramedic’s first exposure to a patient occurs before they meet. In many countries, members of the public requesting paramedic attendance in an emergency do so via a centralised call centre (e.g. 000 in Australia, 911 in the USA). Call centre staff seek basic information about the location and nature of the request, including limited patient information. This information is passed to the attending paramedic verbally or electronically before traveling to the patient, or en route to the patient. This allows the paramedic to form an “impression” of what might be wrong with the patient before ever seeing them, often while concurrently performing other tasks, such as navigating and driving to the location. When the paramedic arrives at the patient’s location, they can begin a more comprehensive and structured assessment leading to a diagnosis. The experimental design followed this structure to assess the role of this limited “pre-arrival” clinical information. After providing consent, participants answered a series of demographic questions using the software. Participants were then provided with on-screen instructions and prompted to press the “next” button when ready. This initiated the first of six practice tasks. The first three practice tasks consisted of an image of a street map with two markers on it. The map was taken from a location expected to be unfamiliar to Australian participants (the outer suburbs of Des Moines, Iowa, USA). Participants were instructed to mark a route between the markers. To ensure consistent task difficulty in both practice and experimental tasks, the markers were approximately the same linear distance apart and required a similar number of turns in the optimal route. The map appeared on the screen for only 12 seconds before automatically advancing, regardless of whether the full route had been marked or not. The first three practice tasks consisted of the navigation exercise only; the second three practice tasks combined the navigation exercise with clinical information. For these tasks, at the top of the map was brief written clinical information similar to that seen by paramedics when traveling to a patient. The information simulated information gathered by an emergency dispatcher from a caller during an emergency request for service (Figure 1). The word length of each vignette was similar, as were the number of cues. Again, the participant had only 12 seconds to complete the task and read the information provided. Following the navigation task, participants were asked the following questions (possible responses in square brackets): 1. Thinking just about the pre-arrival information, what do you think is most likely to be wrong with the patient? (Choose one option) [Presented in random order: Acute Coronary Syndrome; Respiratory Tract Infection; Musculo-skeletal injury; Pulmonary embolism] 2. For the previous question, you chose [response to previous question]. Based on the pre-arrival information you saw, how confident are you about your answer? [Not at all confident; Low confidence; Confident; Very confident] 3. Based just on the pre-arrival information you saw, how representative or typical was that patient compared to others with [response to first question] you know about or have experienced? [Very atypical; Atypical; Neither typical nor atypical; Typical; Very Typical] Responses to question one are referred to below as ‘impression’; responses to questions two and three are referred to as ‘confidence’ and ‘typicality’, respectively. Following the six practice tasks, participants were presented with the four experimental tasks in random order. The experimental tasks appeared to the participant as identical to the last three practice tasks. Figure 2 outlines the experimental procedure.

Method: Experiment 2 Participants Participants were recruited using the same processes as experiment 1. No individual participated in both experiments 1 and 2. Sixty-five paramedics and eighty-three students completed experiment 2 (Table 7). Paramedics were predominantly male (69%), while students had the opposite gender balance (25% male). Paramedics had a median 14 years’ experience; the least experienced in this group were nine graduate interns with less than 12 months experience, while the most experienced had practiced for 32 years. The paramedic group was divided according to the median experience: Less experienced (<14 years) and More Experienced (>= 14 years).

Materials Participants accessed the experimental materials as described in experiment 1. The tasks leading to an impression were identical to the “Most Likely” and “Least Likely” conditions in experiment 1 (see Table 3). Experiment 1 presented participants with limited information to make a decision, simulating the sort of information available to paramedics prior to meeting a patient, known as pre-arrival or dispatch information. Experiment 2 added additional information such as that available to a paramedic after they meet their patient; post-arrival information. Post-arrival information used previously identified cues to form one scenario likely to be ACS and another that was unlikely; for simplicity these will be referred to as “Likely” and “Unlikely” (see Table 8). Based on previous research, the likely scenario had an estimated positive likelihood ratio for ACS of 2.1 to 6.4, and the unlikely scenario had an estimated positive likelihood ratio of 0.1 to 1.0 (Body et al., 2010; Colbeck, 2016; Fanaroff et al., 2015; Sharif & Upadhye, 2016). In addition to the diagnostic cues identified by previous research, the vignettes contained additional information to provide participants with information typically gathered by paramedics in their patient assessment. The additional information was non-diagnostic; that is, they were in the normal range or were innocuous. Both vignettes had similar word counts and presented the same number of cues. Such vignettes are used commonly in paramedic initial and ongoing training, so the style and format were familiar to participants. The pre-arrival and post-arrival information was combined to form four vignettes each with two parts: Unlikely-Likely (UL); Likely-Unlikely (LU); Unlikely-Unlikely (UU); Likely-Likely (LL). The LL and UU vignettes were considered congruent; and the LU and

Participants were 140 Australian diabetes educators, 131 females, age from 31 to 68. Measures included burnout, perceived organisational support, and social support. Demographic questions included: sex, age, personal diabetes status, hours worked, and geographic location.

Similar to the previous General Election Studies, the 2007 General Election Study Belgium (fifth study) focuses on general political attitudes and behavior. Data has been collected on political information and knowledge, perceptions of political bodies such as parties, and perceptions of problems and important issues. Other questions deal with party identification, party preferences, feelings of political efficacy, and the nature and extent of political participation. Perceptions of social class and (economic) well-being, authoritarian attitudes, attitudes to immigrant workers, political corruption and the environment are some of the other areas investigated in this study. Extensive demographic data on respondents and their families have also been collected.The General Election Study Belgium has many objectives. First of all, it is intended to show a cross-section of political attitudes and behavior of Belgians after each General Election. Second, in order to study possible developments in political attitudes and behavior, Belgian General Election Study requires a longitudinal character, similar to some other European Election Studies. The third objective is to maximise the relationship with current theoretical research in different scientific disciplines such as political science, sociology, and social psychology. A final objective is to develop comparative research between the different regions and communities of Belgium, as well as with other countries. Dutch version questionnaire and French version questionnaire in codebook. Questions were translated to English for the codebook.The depositor provided the .SAV format of the file 'BGES_2007_final_with_weights'. DANS added the .POR and .DTA format of this file. The General Election Study Belgium focuses on general political attitudes and behavior. Data has been collected on political information and knowledge, perceptions of political bodies such as parties, and perceptions of problems and important issues. Other questions deal with party identification, party preferences, feelings of political efficacy, and the nature and extent of political participation. Perceptions of social class and (economic) well-being, authoritarian attitudes, attitudes to immigrant workers, political corruption and the environment are some of the other areas investigated in this study. Extensive demographic data on respondents and their families have also been collected.The General Election Study Belgium has many objectives. First of all, it is intended to show a cross-section of political attitudes and behavior of Belgians after each General Election. Second, in order to study possible developments in political attitudes and behavior, Belgian General Election Study requires a longitudinal character, similar to some other European Election Studies. The third objective is to maximise the relationship with current theoretical research in different scientific disciplines such as political science, sociology, and social psychology. A final objective is to develop comparative research between the different regions and communities of Belgium, as well as with other countries.

Background: The Coronavirus disease (COVID-19) has emphasised the critical need to investigate the mental well-being of healthcare professionals working during the pandemic. It has been highlighted that healthcare professionals display a higher prevalence of mental distress and research has largely focused on frontline professions. Social restrictions were enforced during the pandemic that caused rapid changes to the working environment (both clinically and remotely). The present study aims to examine the mental health of a variety of healthcare professionals, comparing overall mental wellbeing in both frontline and non-frontline professionals and the effect of the working environment on mental health outcomes.

Method: A cross-sectional mixed methods design, conducted through an online questionnaire. Demographic information was optional but participants were required to complete: (a) Patient Health Questionnaire, (b) Generalised Anxiety Disorder, (c) Perceived Stress Scale, and (d) Copenhagen Burnout Inventory. The questionnaire included one open-ended question regarding challenges experienced working during the pandemic.

Procedure:
Upon ethical approval the online questionnaire was advertised for six weeks from 1st May 2021 to 12th June 2021 to maximise the total number of respondents able to partake. The survey was hosted on the survey platform “Online Surveys”. It was not possible to determine a response rate because identifying how many people had received the link was unattainable information. The advert for the study was placed on social media platforms (WhatsApp, Instagram, Facebook and Twitter) and shared through emails.

Participants were recruited through the researchers’ existing professional networks and they shared the advertisement and link to questionnaire with colleagues. The information page explained the purpose of the study, eligibility criteria, procedure, costs and benefits of partaking and data storage. Participants were made aware on the information page that completing and submitting the questionnaire indicated their informed consent. It was not possible to submit complete questionnaires unless blank responses were optional demographic data. Participants were informed that completed questionnaires could not be withdrawn due to anonymity.

The questionnaire consisted of four sections: demographic data, mental health information and the four psychometric tools, PHQ-9, GAD-7, PSS-10 and CBI. Due to the sensitive nature of this research, only the psychometric measures required an answer for each question, thus all demographic information was optional to encourage participant contentment. Once participants had completed the questionnaire and submitted, they were automatically taken to a debrief page. This revealed the hypothesis of the questionnaire and rationalised why it was necessary to conceal this prior to completion. Participants were signposted to mental health charities and a self-referral form for psychological support. Participants could contact the researcher via email to express an interest in the results. It was explained that findings would be analysed using descriptive statistics to investigate any correlations or patterns in the responses. Data collected was stored electronically, on a password protected laptop. It will be kept for three years and then destroyed.

Instruments: PHQ-9, GAD-7, PSS-10 and CBI.

Other questions included:

Thank you for considering taking part in the questionnaire! Please remember by completing and submitting the questionnaire you are giving your informed consent to participate in this study.

Demographic:

Gender: please select one of the following:

Male Female Non-binary Prefer not to answer

Age: what is your age?

Open question: Prefer not to answer

What is your current region in the UK?

South West, East of England, South East, East Midlands, Yorkshire and the Humber, North West, West Midlands, North East, London, Scotland, Wales, Northern Ireland Prefer not to answer

Ethnicity: please select one of the following:

White English, Welsh, Scottish, Northern Irish or British Irish Gypsy or Irish Traveller Any other White background Mixed or Multiple ethnic groups White and Black Caribbean White and Black African White and Asian Any other Mixed or Multiple ethnic background Asian or Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background Black, African, Caribbean or Black British African Caribbean Any other Black, African or Caribbean background Other ethnic group Arab Option for other please specify Prefer not to answer

Employment/environment:

What was your employment status in 2020 prior to COVID-19 pandemic?

Please select the option that best applies. Employed Self-employed Unpaid work (homemaker/carer) Out of work and looking for work Out of work but not currently looking for work Student Volunteer Retired Unable to work Prefer not to answer Option for other please specify

What is your current employment status?

Please tick the option that best applies. Employed Self-employed Unpaid work (homemaker/carer) Out of work and looking for work Out of work but not currently looking for work Student Volunteer Retired Unable to work Prefer not to answer Option for other please specify

What is your healthcare profession/helping profession?

Please state your job title. Open question

How often did you work from home before the COVID-19 pandemic?

Not at all, rarely, some, most, everyday Option for N/A

How often did you work from home during the first UK national lockdown for COVID-19?

Not at all, rarely, some, most, everyday Option for N/A

How often did you work from home during the second UK national lockdown during COVID-19?

Not at all, rarely, some, most, everyday Option for N/A

How often have you worked from home during the third UK national lockdown during COVID-19?

Not at all, rarely, some, most, everyday Option for N/A

How often are you currently working from home during the COVID-19 pandemic?

Not at all, rarely, some, most, everyday Option for N/A

Mental health:

How would you describe your mental health leading up to the COVID-19 pandemic?

Excellent, Very good, Good, Fair, Poor

How would you describe your mental health during the COVID-19 pandemic?

Excellent, Very good, Good, Fair, Poor

What have been the main challenges working as a healthcare professional/helping profession during COVID-19 pandemic? Open question

Data analysis: Firstly, any missing data was checked by the researcher and noted in the results section. The data was then analysed using a statistical software package called Statistical Package for the Social Sciences version 28 (SPSS-28). Descriptive statistics were collected to organise and summarise the data, and a correlation coefficient describes the strength and direction of the relationship between two variables. Inferential statistics were used to determine whether the effects were statistically significant. Responses to the open-ended question were coded and examined for key themes and patterns utilising the Braun and Clarke (2006) thematic analysis approach.

Ethical considerations: The study was approved by the Health Science, Engineering and Technology Ethical Committee with Delegated Authority at the University of Hertfordshire.

The potential benefits and risks of partaking in the research were contemplated and presented on the information page to promote informed consent. Precautions to prevent harm to participants included eligibility criteria, excluding those under eighteen years older or experiencing mental health distress. As the questionnaire was based around employment and the working environment, another exclusion involved experiencing a recent job change which caused upset.

An anonymous questionnaire and optional input of demographic data fostered the participants’ right to autonomy, privacy and respect. Specific employment and organisation or company information were not collected to protect confidentiality. Although participants were initially deceived regarding the hypotheses, they were provided with accurate information about the purpose of the study. Deceit was appropriate to collect unbiased information and participants were subsequently informed of the hypotheses on the debrief page.

The purpose of this research project is to explore children's social workers' awareness and implementation of the NICE guidelines on self-harm with children in care.Children in care are at an increased risk of self-harm with risk rates between two and four-fold higher than children without care experience. However, very little is known about the assessment and management of self-harm in this group. This study explores children’s social workers’ knowledge of the NICE guidelines on self-harm and their opportunities, capabilities and motivations to implement them with children in care, using a large-scale online survey. The survey consists of 19 questions (three screening questions (1-3), two assessing awareness and implementation levels (4-5), and six assessing opportunity, motivation and capability to implement the NICE guidelines on self-harm, adapted from Keyworth et al., 2020 (items 6-11) based on the COM-B model (Michie et al., 2011); a free response question asking participants if anything has helped or hindered NICE guideline implementation with children in care who self-harm (12); seven questions addressing demographic information (13-19): area of social work specialism, number of years of experience, regional area of work, age, ethnicity, gender and disability status). Items 16-19 ask about personal information of protected characteristics, constructed using Diversity and Inclusion Survey (DAISY) guidance (EDIS & Wellcome, 2022) and Sex and Gender Equity in Research (SAGER) guidelines (Heidari et al., 2016). These questions contain an optional response of “prefer not to respond.” 18 of 19 items are forced-choice questions, requiring participants to insert a response, meaning items cannot be skipped. Item 12, the free response text item, is the exception. The forced response pattern is to minimise the risk of missing data. All survey items were reviewed by a trauma-informed expert and public contributors with lived experience of self-harm to ensure language sensitivity and acceptability.References:EDIS & Wellcome (2022). ‘The DAISY Guidance Version 2’. Available at: https://edisgroup.org/resources/practical-tools-and-guidance/diversity-and-inclusion-survey-daisy-question-guidance-v2/. Heidari, S., Babor, T.F., De Castro, P., Tort S., Curno, M. (2016). Sex and Gender Equity in Research: rationale for the SAGER guidelines and recommended use. Res Integr Peer Rev, 1 (2). https://doi.org/10.1186/s41073-016-0007-6Keyworth, C., Epton, T., Goldthorpe, J., Calam, R., Armitage, C.J. (2020) Acceptability, reliability, and validity of a brief measure of capabilities, opportunities, and motivations (“COM-B”). British Journal of Health Psychology, 25 (3), 474-501. https://doi.org/10.1111/bjhp.12417Michie, S., Van Stralen, M.M., & West, R. (2011). The Behaviour Change Wheel: A New Method for Characterising and Designing Behaviour Change Interventions. Imp Sci. 6, 42.

Participants Participants were Australian registered paramedics and New Zealand paramedics eligible for national registration. Student participants were undertaking accredited undergraduate paramedicine studies in Australian or New Zealand universities. Participants were recruited through paramedicine and student social media groups, professional associations, employer groups, and universities offering paramedicine courses. The study was promoted on Facebook, Twitter and LinkedIn for six weeks in August and September 2020. Professional groups, major employers, and student paramedicine associations in Australia and New Zealand were all asked to assist with promoting the study. Based on estimated sample calculations, recruitment continued for six weeks or until a sample size of 250 was reached. There were 328 surveys attempted and 237 completed (Table 1). Following removal of responses that took too long or failed the attention or random-responding checks, there were 204 valid responses available for analysis (Table 2). Table 1. Number of responses received and considered for analysis. Number of surveys attempted 328 Number of surveys completed 237 Number of responses greater 2 standard deviations in length 1 Number failed attention check 4 Number failed random check 28 Number available for analysis 204

Table 2. Participant characteristics. Paramedic (n=103) Student (n=101) All participants (N=204) Gender
Female 45 (43.7%) 60 (59.4%) 105 (51.5%) Male 51 (49.5%) 37 (36.6%) 88 (43.1%) Other 7 (6.8%) 4 (4.0%) 11 (5.4%) Age (Years: Mean [SD]) 38.7 [11.1] 25.7 [8.53] 32.2 [11.8] Experience (Years: Mean [SD]) 12.0 [9.43] NA 12.0 [9.43]

Measures Cognitive Reflection Test The Cognitive Reflection Test (CRT; Frederick, 2005) is the most commonly used tool to assess intuitive versus effortful reasoning by measuring the ability to override an intuitively attractive but incorrect response and determine the correct answer. Since the original three-item version was first created in 2005, the CRT has been used and validated in a variety of settings and evolved over time (Patel et al., 2019). We used a 7-item version with reworked versions of the classic items plus additional non-numeric items (Table 3) (Newton et al., 2021). Table 3. Cognitive Reflection Test items used in this study. The ages of Mark and Adam add up to 28 years total. Mark is 20 years older than Adam. How many years old is Adam? Intuitive answer: 8; Correct answer: 4

If it takes 10 seconds for 10 printers to print out 10 pages of paper, how many seconds will it take 50 printers to print out 50 pages of paper? Intuitive answer: 50; Correct answer: 10 On a loaf of bread, there is a patch of mould. Every day, the patch doubles in size. If it takes 40 days for the patch to cover the entire loaf of bread, how many days would it take for the patch to cover half of the loaf of bread? Intuitive answer: 20; Correct answer: 39. If you’re running a race and you pass the person in second place, what place are you in? Intuitive answer: first; Correct answer: second A farmer had 15 sheep and all but 8 died. How many are left? Intuitive answer: 7; Correct answer: 8

Emily’s father has three daughters. The first two are named April and May. What is the third daughter’s name? Intuitive answer: June; Correct answer: Emily How many cubic metres of dirt are there in a hole that is 3m deep x 3m wide x 3m long? Intuitive answer: 27; Correct answer: 0

Comprehensive Thinking Styles Questionnaire (CTSQ) The Comprehensive Thinking Styles Questionnaire (CTSQ; Newton et al., 2021) measures preferences for both intuitive and effortful thinking as well as open- and close-mindedness. The instrument has potential to be used as a common measurement standard for assessing thinking styles. However, as a very new development it has not been used in a variety of domains. The CTSQ has 24 items and four subscales (Table 4): Actively Open-minded Thinking (AOT), Close-Minded Thinking (CMT), Preference for Intuitive Thinking (PIT), and Preference for Effortful Thinking (PET). The items are scored on a 6-point Likert scale (ranging from 1 [strongly disagree] to 6 [strongly agree] with no neutral response option. Table 4. Comprehensive Thinking Scale Questionnaire: subscale definitions and items Name of Scale Description Items Actively Open-minded Thinking (AOT)* Assesses the tendency to weigh new evidence against a preferred belief. 1. It is important to be loyal to your beliefs even when evidence is brought to bear against them. 2. Whether something feels true is more important than evidence. 3. Just because evidence conflicts with my current beliefs does not mean my beliefs are wrong. 4. There may be evidence that goes against what you believe but that does not mean you have to change your beliefs. 5. Even if there is concrete evidence against what you believe to be true, it is OK to maintain cherished beliefs. 6. Regardless of the topic, what you believe to be true is more important than evidence against your beliefs. Close-minded Thinking (CMT) Assesses the conviction that an individual’s beliefs are correct, especially in contrast to alternatives. 7. I think there are many wrong ways, but only one right way, to almost anything. 8. In my experience, the truth is often black and white. 9. Truth is never relative. 10. The truth does not change. 11. Either something is true or it is false; there is nothing in-between. 12. There is no middle ground between what is true and what is false. Preference for Intuitive Thinking (PIT) Assesses an individual’s preference to base decisions on gut feelings and trust in their own intuition when making decisions. 13. I like to rely on my intuitive impressions. 14. I believe in trusting my hunches. 15. When I make decisions, I tend to rely on my intuition. 16. Using my "gut-feelings" usually works well for me in figuring out problems in my life. 17. Intuition is the best guide in making decisions. 18. I often go by my instincts when deciding on a course of action. Preference for Effortful Thinking (PET)* Assesses an individual’s tendency to engage in and enjoy effortful cognitive activity. 19. I’m not that good at figuring out complicated problems. 20. Thinking is not my idea of an enjoyable activity. 21. I try to avoid situations that require thinking in depth about something. 22. I am not a very analytical thinker. 23. Reasoning things out carefully is not one of my strong points. 24. Thinking hard and for a long time about something gives me little satisfaction. Notes: The items are scored on a 6-point Likert scale (ranging from 1 (strongly disagree) to 6 (strongly agree) with no moderate response option. To compute a score for the measure, calculate the mean of each subscale. * The Active Open-minded Thinking and Preference for Effortful Thinking subscales are reverse scored.

Procedure Survey materials were implemented in Qualtrics (Provo, UT), with recruitment and participation entirely internet-based. After viewing a participant information sheet and providing consent, participants completed the 7-item CRT with items in random order, followed by an additional question asking if the participant had seen the questions before. Participants then completed the CTSQ items in random order, followed by questions to check for attention and random responding. Finally, participants provided demographic information. Other than demographic questions to confirm their professional status and experience, none of the instructions or questions were specific to paramedic practice. The survey materials and data can be found at (URL). Ethics The study protocol was considered and approved by the Australian National University Human Research Ethics Committee (2017/141). No inducements or payments were offered for participation. No personal data was collected for the study and the researchers were unable to identify individual responses. Statistical Analysis In order to detect a correlation of at least 0.2 with 80% power at a significance level of 0.05 (two-tailed), 193 participants were required (Cohen, 1988). Correlation of 0.2 was selected based on previous research correlating CRT performance with CTSQ scales (Newton et al., 2021). The target of 250 allowed for a proportion of responses to be removed for inattention, incompleteness, or random responding. Statistical analysis was conducted using ‘R’ version 4.0.5 (R Core Team, 2021). Frequency data are reported as count (percentage). Continuous variables are reported as mean (SD). Comparisons of categorical data were conducted using Chi-square test and continuous variables were compared using the relevant parametric test with P-values set at .05 two-tailed.. All data analysis was conducted on complete surveys after removing participants who responded inappropriately to the attention-check and random responding items. In addition, any survey that took longer than two standard deviations of the mean response time was removed. The CRT was scored by one point for each correct answer (range: 0-7), with a higher score indicating a higher degree of cognitive reflection, or put another way, a greater ability to override an incorrect intuitive response. To compute a score for the CTSQ, the mean was calculated for each subscale. The Active Open-Minded Thinking and Preference for Effortful Thinking subscales are reverse scored, so a higher score for all subscales indicates higher preference for that style.

ObjectiveThis study aimed to investigate the relationship between pregnancy stress and mental health of the pregnant women, employing a positive psychology perspective. Specifically, the study sought to explore how the two positive psychological qualities of mindfulness and peace of mind may serve as potential mediators in the association between pregnancy stress and mental health of the pregnant women.MethodsSeven hundreds and thirteen pregnant women seeking care at the First Affiliated Hospital of Sun Yat-Sen University were included in this study. The participants completed a self-report demographic questionnaire, as well as several validated scales including the Pregnancy Pressure Scale (PPS), Mindful Attention Awareness Scale (MAAS), Peace of Mind Scale (PoMS), and Chinese Health Questionnaire (CHQ). The Amos 23.0 system was utilized to construct structural equation models.ResultsA total of 713 participants had an average age of 29.46 ± 4.81 years and an average gestational age of 24.26 ± 22.66 weeks. Out of the pregnant women, 163 (22.9%) experienced moderate or higher levels of pregnancy stress (PPS > 1), while 212 (29.7%) exhibited mental distress (CHQ > 3). Pregnancy stress exhibited a positive association with mental distress, while displaying negative associations with mindfulness and peace of mind. Mindfulness and peace of mind were negatively associated with mental distress. By employing structural equation modeling, the analysis revealed that mindfulness and peace of mind acted as partial mediators in the relationship between pregnancy stress and mental health. Furthermore, the identified models exhibited bidirectional sequential mediating pathways, suggesting that the pathways of mindfulness ↔ peace of mind mitigated the harmful influence of pregnancy stress on the mental health of pregnant women.ConclusionThis study adds to the current body of knowledge by investigating the relationships among mindfulness, peace of mind, pregnancy stress, and mental health in pregnant women. From a positive psychology framework, it provides valuable understanding of the intricate dynamics between pregnancy stress and protective factors of mental health. Consequently, interventions aimed at bolstering positive psychological qualities in pregnant women should prioritize the cultivation of mindfulness to foster peace of mind, or alternatively, the cultivation of peace of mind to enhance mindfulness, ultimately leading to improved mental health outcomes.

Following the first two Belgian National Election Studies, which were held after the General Election of 24 November 1991 and 21 May 1995, a third, similar study was set up in connection with the General Election of 13 June 1999. The Study was supported financially by the Federal Services for Technical, Cultural and Scientific Affairs, under the National Ministry of Science. Similar to the first two General Election Studies, this third study focuses on general political attitudes and behavior. Data has been collected on political information and knowledge, perceptions of political bodies such as parties, and perceptions of problems and important issues. Other questions deal with party identification, party preferences, feelings of political efficacy, and the nature and extent of political participation. Perceptions of social class and (economic) well-being, authoritarian attitudes, attitudes to immigrant workers, political corruption and the environment are some of the other areas investigated in this study. Extensive demographic data on the respondents and their families have also been collected. The General Election Study Belgium focuses on general political attitudes and behavior. Data has been collected on political information and knowledge, perceptions of political bodies such as parties, and perceptions of problems and important issues. Other questions deal with party identification, party preferences, feelings of political efficacy, and the nature and extent of political participation. Perceptions of social class and (economic) well-being, authoritarian attitudes, attitudes to immigrant workers, political corruption and the environment are some of the other areas investigated in this study. Extensive demographic data on respondents and their families have also been collected.The General Election Study Belgium has many objectives. First of all, it is intended to show a cross-section of political attitudes and behavior of Belgians after each General Election. Second, in order to study possible developments in political attitudes and behavior, Belgian General Election Study requires a longitudinal character, similar to some other European Election Studies. The third objective is to maximise the relationship with current theoretical research in different scientific disciplines such as political science, sociology, and social psychology. A final objective is to develop comparative research between the different regions and communities of Belgium, as well as with other countries.