Learn2trust Lab

About the lab

Featured research (7)

The short form of the Experiences in Close Relationships Scale-Revised Child version (ECR-RC) is a promising self-report measure of anxious and avoidant attachment in Western adolescents, yet little is known about its psychometric properties across cultures. More importantly, little is known about attachment styles across cultures, child gender and parental gender. The current study aims to address these limitations by studying the psychometric properties and measurement invariance of the ECR-RC in a sample of 1232 Belgian and Vietnamese adolescents (45.9% boys, Mage = 12.3, SD = 1.20, range = 9.0-15.0; 61.36% Vietnamese adolescents). Results indicated that the factor structure of the mother-oriented ECR-RC was replicated across a Belgian and a Vietnamese sample and that the scale was invariant across both cultures and across gender and age. Vietnamese adolescents were more avoidantly and anxiously attached to their mothers compared to their Belgian counterparts. Boys were more avoidantly and anxiously attached compared to girls for the total sample. Considering two countries separately, boys were found to be more avoidantly attached, not anxiously attached compared to girls. Furthermore, with increasing age, more anxious and avoidant attachment was reported, except in Belgian adolescents where anxious and avoidant attachment did not differ over age. Focusing solely on the Vietnamese data, results revealed that the ECR-RC is a reliable measure to assess Vietnamese adolescents' anxious and avoidant attachment to both parents. Vietnamese adolescents did not differ in their levels of anxious attachment towards both parents but showed higher avoidant attachment to fathers compared to mothers.
There has been an increase in peer violence in Vietnam. Although normative beliefs approving aggression have been considered an important factor in the development of peer violence in Western countries, few studies examine the factor in Vietnamese context. This limitation may be due to the lack of a validated scale used to evaluate the factor. The current study aims to translate and validate the Vietnamese version of the Attitudes and Beliefs Regarding Aggression (ABRA). We used two independent samples of Vietnamese adolescents. The first sample included 411 participants (47.2% boys, aged 11-16, Mage = 14.00, SD = 1.12), whereas the second sample included 310 adolescents (51.6% boys, age 10-15, Mage = 12.67, SD = 1.61). Results obtained from confirmatory factor analyses and item response theory analyses suggested the use of two out of three subscales of the ABRA: the Aggression Legitimate and the Aggression Pays subscales. Additionally, the two subscales were indicated to be reliable in terms of both internal consistency and test-retest. Finally, results obtained from multiple hierarchical analyses suggested the criterion validity of the two subscales. In sum, the Vietnamese ABRA is a valid measure of normative beliefs approving aggression in Vietnamese adolescents.
It is becoming clear that the COVID-19 pandemic has had a devastating psychological impact on Vietnamese society, but little is known about its impact on Vietnamese students. In the current study, we evaluated whether anxiety of contracting COVID-19 is related to students' learning burnout. Specifically, we tested two months into the pandemic whether this anxiety is linked to pupils' learning exhaustion and cynicism. The data includes 652 Vietnamese students (56.3% girls) with Mage = 12.6 (SD = 1.0). The data were collected using a self-report questionnaire during an online survey. Two Multiple Linear Regression Analyses tested the associations between COVID-19 anxiety and learning-related exhaustion (Model 1) and learning-related cynicism (Model 2), controlling for general depression, gender and grade. Results show that COVID-19 anxiety significantly and uniquely links to learning-related cynicism but not learning exhaustion, suggesting that the pandemic affects Vietnamese students' ability to thrive through education.
Theory and research both point at epigenetic processes affecting both parenting behavior and child functioning. However, little is known about the convergence of mother and child’s epigenetic patterns in families. Therefore, the current study investigated epigenetic covariance in mother–child dyads’ methylation levels regarding four stress-regulation related genes (5HTT, NR3C1, FKBP5, and BDNF). Covariance was tested in a general population sample, consisting of early adolescents (Mage = 11.63, SDage = 2.3) and mothers (N = 160 dyads). Results showed that mother and offspring 5HTT and NR3C1 methylation patterns correlated. Furthermore, when averaged across genes, methylation levels strongly correlated. These findings partially supported that child and parent methylation levels covary. It might be important to consider this covariance to understand maladaptive parent–child relationships.
The associations between learning burnout, school belonging and mental health in Vietnamese secondary schools. Abstract: The goal of the current study is to investigate the associations between learning burnout, school belongingness and mental health in Vietnamese secondary schools. The sample includes 244 Vietnamese secondary students (139 girls, 60.2%; Mage = 12.71, SD = 0.81). Results obtained from a hierarchical regression analysis shows that learning burnout and school belonging are both significantly and uniquely linked to student's mental health problems. Implications for interventions will be discussed in the current paper.

Lab head

Guy Bosmans
  • Research unit for Clinical Psychology
About Guy Bosmans
  • Guy Bosmans currently works at the Research Unit Clinical Psychology, University of Leuven. Guy does research in Clinical Psychology, Developmental Psychology, and Developmental Psychopathology. His main research interest is attachment, with a specific focus on attachment-related process research in middle childhood.

Members (11)

Adinda Dujardin
  • Odisee University college
Chloë Finet
  • KU Leuven
Joke Heylen
  • KU Leuven
Tara Santens
  • KU Leuven
Simon De Winter
Simon De Winter
  • Not confirmed yet