Open Access

Article

Article ID: 3453

Unravelling the interplay of endurance, variety, aggressiveness, and intuition: A correlational study using the FIKR personality assessment tool

by Chee Kong Yap, Chee Seng Leow, Wing Sum Vincent Leong

Applied Psychology Research, Vol.5, No.1, 2026;

This research examines the intricate connections among Endurance, Variety, Aggressiveness, and Intuition through the Facet, Insights, Knowledge and Resilience (FIKR) personality evaluation system. All 409 participants in this research performed a personality assessment tool that was designed according to FIKR. Correlation among attributes was tested for strength and direction through correlation analysis. Statistically significant associations among attributes existed for personality traits. Endurance was highly associated with Extroversion, Achievement, and Intellectual traits, but Aggressiveness was positively associated with Support, Analytical Ability, and Intellectual tendencies. Intellectual and analytical capacity was highly associated with Intuition, which signifies efficiency in cognitive-emotional integration. The intricate nature and interrelation among personality traits illustrate the requirement for holistic and integrative psychological assessment and intervention. This study also identifies pertinent patterns among the interrelations among attributes and demographic variables, which could be used for developing customized psychological interventions to promote well-being, resilience, and adaptive functioning. This study highlights the intricate interrelation among personality traits, thereby promoting enhanced use in psychotherapeutic, educational, and occupational settings. These theoretical connections serve as a vital framework for psychologists and practitioners, allowing them to shift their focus toward the promotion of psychological well-being and the development of adaptive behaviours. By identifying these links, professionals can move beyond a deficit-based model to one that reinforces human resilience. However, to truly generalize these findings and construct more comprehensive psychological theories, researchers must investigate these interactions across a wide spectrum of individuals and cultural contexts.

Open Access

Article

Article ID: 4219

Actions with manipulatives support second graders’ learning about place-value concepts

by Helena P. Osana, Joel R. Levin, Anne Lafay

Applied Psychology Research, Vol.5, No.1, 2026;

The aim of the present study was to examine the impact of conceptual transparency of mathematics manipulatives used in instruction on the learning of place-value concepts in typically developing second graders (n = 88) and those at-risk for mathematics learning disabilities (n = 29). We randomly assigned the children of each classification to three instructional conditions that varied according to the extent to which place-value concepts were made visible in the objects’ perceptual features. In one condition, the ten and hundreds denominations were already grouped and the ones were visible in each denomination; in the second condition the denominations were already grouped but the ones were not visible; in the third condition, we provided children with individual beads that could be attached in groups of tens and hundreds. We assessed the accuracy of the children’s representations of two- and three-digit numerals using manipulatives and their place-value knowledge on symbolic tasks. Contrary to our expectations, we found that the manipulatives requiring children to construct their own denominations were related to gains in the accuracy of the physical representations, but not to gains on the symbolic measures. We speculate that the actions involved in constructing the denominations provided opportunities for children to encode the materials’ salient features in ways that led to the greatest benefits. We suggest that teachers ensure that students encode manipulatives used during instruction in meaningful ways.

Open Access

Article

Article ID: 3932

Examining kinesiophobia as a predictor of somatization, anxiety, and phobia in patients with sickle cell disease

by Meredythe Q. Galliher, John J. Sollers III, Ashley Membreno Lopez, Bayan Haseem, Danielle May, Margaret J. Fryman, Janeishka Torres Rivera, Camrynn Cutchin, John Sollers IV, Mary Wood, Camela S. Barker, Cara Green, Jonathan Livingston, Christopher L. Edwards

Applied Psychology Research, Vol.5, No.1, 2026;

Sickle cell disease (SCD) is a chronic hematologic condition characterized by recurrent pain crises that contribute to psychological distress and activity avoidance. The fear of movement due to anticipated pain (Kinesiophobia) has been identified as an important factor within chronic pain literature, yet it is an underexplored factor within chronic pain conditions like SCD, particularly in relation to psychological symptom expression. The present study examined whether age and kinesiophobia are associated with symptom dimensions of somatization, anxiety, and specific phobia in adults with SCD. Participants (N = 100–102) were recruited from a medical center in North Carolina, where they completed the Tampa Scale of Kinesiophobia (TSK) and the Symptom Checklist-90-R (SCL-90-R). Hierarchical linear regression analyses were utilized to assess the predictive value of age and kinesiophobia across symptom domains. In any model, age did not emerge as a significant predictor. The inclusion of kinesiophobia significantly improved the somatization model, accounting for an additional 7.3% of variance, and emerged as a statistically significant predictor, β = 0.255, p = 0.011. Conversely, neither age nor kinesiophobia emerged as significant predictors of anxiety or specific phobia in this sample. The findings suggest that kinesiophobia may be more specifically associated with somatic symptom expression rather than broader domains of psychological distress in individuals with SCD. Further research is needed to examine the mechanisms that underlie this relationship and to determine if targeting kinesiophobia in this population may improve clinical outcomes.

Open Access

Article

Article ID: 4169

Influence of flavored jelly beverage consumption on emotions during video game performance: An electroencephalographic study

by Yasuyoshi Kinta, Naoki Iemoto, Nobuaki Takahashi

Applied Psychology Research, Vol.5, No.1, 2026;

The relationship between food consumption and emotional sensitivity has attracted considerable attention recently. This study aimed to examine the impact of routine consumption of a flavored jelly beverage on performance in a video game task. We included 19 healthy Japanese male participants aged 20–44 years. Using normalized γ-wave power values and an emotional state estimation model based on electroencephalography, we found that the routine consumption of flavored jelly beverages increased γ-wave power, which may be related to arousal. During the pre-performance quiet period, the winning group exhibited a lower positive probability in the emotional state model than the losing group, suggesting that reduced positive emotional states may enhance performance. Similarly, the routine group demonstrated a low positive probability, which aligns with the emotional state of the winners. After the task, the winning group exhibited decreased γ-wave power, which may reflect reduced arousal and a calmer emotional state. Our findings suggest that optimal performance is associated with a low positive probability, which may be linked to arousal-related emotional states. Routine consumption of a flavored jelly beverage may induce this low positive probability. Thus, this study established a correlation between flavored jelly beverage intake and emotional sensitivity, which could contribute to the development of foods that are not only enjoyable and healthy but also enhance overall well-being, including mental health.

Open Access

Review

Article ID: 4075

Forging a military mindset: The psychology of success at basic training

by Kevin M. Fisher

Applied Psychology Research, Vol.5, No.1, 2026;

Each of the six branches of the United States Armed Forces requires individuals that are new to the military to attend and successfully complete an entry-level training course, commonly referred to as basic training or boot camp. These courses feature physical and psychological challenges that must be overcome if a recruit (trainee) is to graduate and pursue a military career. Although the specific location, length, training exercises, and criteria for evaluation will differ by the chosen branch, characteristics such as a high level of physical fitness and psychological readiness can facilitate success for a civilian who is embarking on the difficult journey of becoming a service member. A military mindset is not an inborn trait; it is a trainable adaptation produced through disciplined exposure to challenge, stress regulation, habit formation, identity transformation, and purposeful socialization into a mission-driven culture. Such a mindset may be described as mental fitness or mental readiness for duty. Specific physical demands may vary by branch and military occupation due to differences in purpose and scope, but universal psychological components, including resilient persistence (grit) and stress tolerance, emotional regulation, mindfulness (task-focused attention), self-discipline, coachability, confidence through mastery, growth-oriented thinking, adaptability, an attitude for teamwork, and purpose-driven commitment can help any enlistee be prepared to overcome the challenges of entry-level military training. This article addresses critical theoretical foundations and important psychological components that can facilitate success for a (prospective) recruit of any branch of service.

Open Access

Article

Article ID: 4148

The character model of a scientist: Structure and role

by Jian Zhou, Jian’er Yu, Rebecca Susan Dewey, Yuanyuan Zhou

Applied Psychology Research, Vol.5, No.1, 2026;

People have been studying the characteristics of scientists for more than 100 years. Some related studies have drawn on concepts and methods from fields such as psychology, cognitive science, ethics, and behavioral science, proposing certain incomplete perspectives. However, systematic research in this area remains insufficient to date. Based on a literature review and theoretical analysis, this study integrates research findings from modern psychology, cognitive science, ethics and moral science, and behavioral science to propose a systematic theoretical framework for the character of a scientist. The study introduces a novel definition of these traits, elucidates their constituent elements, and establishes a theoretical model for describing the characteristics of scientists. This paper also discusses the close connections between the scientist model and the Big Five Personality Model, Rational Cognitive Style Theory, Schwartz Value Theory, and Habit Behavior Theory, as well as the relationships among the various dimensions of the model. The proposal and dissemination of the scientist character theory will facilitate the objective selection of future scientists and researchers, as well as the acquisition and enhancement of their scientific research skills, ultimately advancing the progress of scientific research. Simultaneously, it may exert positive potential impacts on science communication, public understanding of science, and the development of scientific culture and science education.