Abstract In academic settings, publication pressure or the demand for high publication output in prestigious journals is significantly linked to negative mental health outcomes and may lead to questionable research practices. The Revised Publication Pressure Questionnaire (PPQr) was developed to assess these pressures globally; however, this questionnaire has not been adapted to the unique academic environment in Japan. In this study, the Japanese version of the PPQr (PPQr‐J) was developed and validated in a sample of 272 researchers from various Japanese institutions. The translation and cultural adaptation methods used adhered to established guidelines. The internal consistency and test–retest reliability were assessed using Cronbach's alpha and intraclass correlation coefficients (ICC). We then conducted exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) to validate the factor structure. Correlations with existing scales, including burnout indicators, the Survey Work–Home Interaction Nijmegen, and the Brief Job Stress Questionnaire, were examined. The EFA revealed a four‐factor model based on stress, attitude, resources, and discretion that consisted of 17 items. The PPQr‐J demonstrated acceptable to good internal consistency and moderate to good test–retest reliability, with ICC for the subscales ranging from .499 to .752. CFA supported the four‐factor model with a moderate fit. Significant correlations with existing scales confirmed the validity of PPQr‐J. This study confirmed that PPQr‐J is a reliable and valid tool for assessing publication pressure among Japanese researchers, with “discretion” added as a new element.

Abstract The COVID‐19 pandemic had a significant impact on individuals' well‐being. A person‐centered approach is useful to illustrate who experienced mental recovery during the pandemic period. This study adopted a random intercept latent transition analysis (RI‐LTA), integrating four domains (health, work, social relationships, and enjoyment) of life satisfaction (LS). Moreover, we explore the predictors of the transition, encompassing demographic variables and the initiation of new activities in the early stages of the pandemic. Data ( N = 10,109) were obtained from a nationwide online panel survey conducted in Japan at three different time points (T1: May 2020, T2: December 2020, and T3: April 2021). The RI‐LTA revealed that a five‐class model was optimal. Positive transitions from lower to higher LS classes were more prevalent from T1 to T2 than from T2 to T3. Engaging in new activities was a significant predictor of positive transitions from T1 to T2. Our findings expand upon previous research by demonstrating that engaging in new activities during the initial phase of the pandemic contributed to enhanced LS.

Abstract People often seek explanations for the occurrence of certain events. Therefore, they may encounter an alternative explanation that conflicts with the original, such as a second opinion on a medical diagnosis. This study investigated two hypotheses on how an alternative explanation affects satisfaction with the original explanation. One hypothesis posits that satisfaction with the original explanation varies according to the quality of the alternative explanation. The other hypothesis suggests that the presence of an alternative explanation decreases satisfaction with the original, regardless of quality. The experiment was conducted with 72 participants using a between‐subjects design with two conditions, in which only the original explanation was provided, or both the original explanation and an alternative explanation were presented. The quality of the alternative explanation was manipulated by virtue (Simplicity, Scope, and Latent scope) to determine whether it was normatively superior or inferior to the original explanation. The results showed that satisfaction was generally lower when an alternative explanation was presented, regardless of quality. However, original explanations with Latent scope did not fit either hypothesis but could be interpreted using the breadth of Scope.

Abstract Cultural priming significantly enhances the internal validity of causal inferences in cultural psychology. Earlier studies showed that bicultural Hong Kongese could alternate between Chinese and Western cultural frames based on priming. However, after more than 25 years since Hong Kong's transfer from the UK to China, this assumption requires reevaluation due to substantial social and political changes. While the late 1990s studies reasonably presumed Hong Kongese were bicultural, the region has since undergone profound transformations. To reassess this, we conducted six preregistered experiments and internal mini meta‐analyses. In Experiment 1 (N = 369), we aimed to replicate the second and third of Hong et al.'s (1997) original studies of cultural priming in Hong Kong. In Experiment 2 (N = 434), we incorporated design improvements by T. K. Ng et al. (2016). In Experiment 3 (N = 330), we considered potential cohort effects and targeted a more diverse adult sample. In Experiment 4 (N = 565), we made adjustments related to the individual versus group salience in the measurement of the dependent variable. In Experiment 5 (N = 451), we increased group salience and fixed the language of the materials to English for Hong Kongese of student age. In Experiment 6 (N = 522), we increased group salience, fixed the language of the materials to Chinese, and recruited more general Hong Kong public participants. The six experiments and the mini meta‐analysis consistently failed to replicate the cultural priming effect. Potential reasons for these failed replications are discussed.

Abstract The spectrum of school absenteeism, futoko in Japanese, encompasses various behaviors, from psychological school avoidance motivation to the initiation and persistence of absentee behaviors. This study determined if the progression from ideation to action in absenteeism is attributable to the intensification of ideation (i.e., the spectrum hypothesis) or the lowering of the behavioral hurdle that cannot be explained solely by ideation (i.e., the actualization hurdle hypothesis). Retrospective data from 156 students who had experienced futoko were used to examine their school avoidance motivation and absentee behavior at four time points before the onset of futoko. The analysis delineated a trajectory wherein students, 2 years before ceasing attendance, showed adaptation comparable to that of their attending peers, followed by progression into futoko, marked by an escalation in avoidance motivation over the following 2 years. This study found no substantial reduction in behavioral actualization hurdles, indicating that the emergence of such behaviors is linked to escalating school avoidance motivation. These findings underscore the importance of monitoring changes in ideation, specifically school avoidance motivation, to prevent absenteeism.

Abstract A prevailing belief suggests that learning kanji imposes a significant burden on learners due to the need to memorize numerous character–sound pairs. This study challenges this notion through a 2 × 2 within‐participants experiment examining the effects of okurigana (present vs. absent) and context (present vs. absent) on kanji reading accuracy. A total of 124 university students read rare kun‐reading kanji words under four conditions: (a) both context and okurigana present (e.g., ズボンを佩く), (b) context present and okurigana absent (e.g., ズボンを佩〇), (c) context absent and okurigana present (e.g., 佩く), and (d) both context and okurigana absent (e.g., 佩〇). The results revealed that okurigana and context substantially improved kanji reading accuracy, with a moderate interaction between the two factors. Additionally, weak‐to‐moderate correlations were found between the reading scores and reading habits, particularly for manga/magazines. These findings suggest that okurigana and context facilitate readers in inferring or recalling kanji readings and that reading experience, especially with manga, supports these processes.

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Abstract Preschool teacher training (TT) about children's neurodevelopmental concerns consisted of six monthly workshops and one booster session 3 months after the sixth session that lasted 90–105 min each. Each teacher was responsible for one child and provided different interventions between sessions. A questionnaire was administered pre‐ and post‐workshop. Of the 46 participants, we analyzed the results of 44. The Total Deviance/Difficulties score on the Strengths and Difficulties Questionnaire (SDQ) for children decreased significantly post‐training, with a large effect size. The SDQ subscale scores revealed larger effect sizes for Peer Problems and Prosocial Behavior and medium effect sizes for Hyperactivity and Emotional Symptoms. Teachers' Rosenberg Self‐Esteem Scale scores increased significantly with a medium effect size. The Pre‐School Teacher Efficacy Scale showed no significant differences with a small effect size. Thus, TT may benefit both children's behavior and teacher's self‐esteem. However, it is unclear whether these changes are attributable to actual changes in the children's or teachers' understanding of their growth and development, or to both. Further studies are required to confirm these findings.