Angela Sorgente

Open data can extend the use of participants’ information far beyond the study for which it was collected, making informed consent for data sharing an important part of research transparency. We examined whether psychology journals that promote open data address this issue in their guidelines and whether articles sharing data report relevant information about consent. We reviewed the websites of 83 journals identified through the TOP Factor list and examined 196 empirical articles sharing data, published in 2024–2025. No journal provided explicit guidance on obtaining consent specifically for sharing participants’ data on open platforms; four required authors to report consent for secondary data use when applicable. Only seven articles (3.57%) provided information connecting informed consent to data sharing, and in six cases this information was identifiable only in repository materials. These findings reveal a transparency gap: consent for data sharing is rarely made explicit in journal guidance or research reports, even when data are openly shared. We recommend clearer communication with participants about data sharing, more detailed reporting and sharing of consent materials, and stronger guidance from journals and institutions.

The rapid advancement of Artificial Intelligence technologies, particularly generative Artificial Intelligence, has revolutionized numerous domains, including education. This study investigates the adoption of ChatGPT, a prominent generative Artificial Intelligence tool, among 409 Italian university students (Mage = 23.24 years, SD = 2.61; 58.3% female) using the Technology Acceptance Model as a theoretical framework. A path analysis model was employed to examine the relationships between Technology Acceptance Model variables influencing ChatGPT’s adoption. Findings suggest that perceived usefulness is the most influential factor, strongly affecting students’ attitudes toward ChatGPT and their intentions to use it, and indirectly influencing its actual use. Perceived usefulness of ChatGPT is higher in students who have positive social norms related to technology use and perceive ChatGPT as easy to use, which, in turn, is predicted by a high level of technology self-efficacy and low level of technology anxiety. The results provide insights for academic institutions on how to facilitate the adoption of ChatGPT, contributing to more inclusive and effective education. Enhancing technology self-efficacy, promoting positive social norms related to technology use, and reducing technology anxiety are crucial for facilitating ChatGPT’s integration into academic settings.

The Multidimensional Subjective Financial Well-Being Scale (MSFWBS) has demonstrated strong validity in assessing subjective financial well-being among emerging adults in WEIRD (Western, Educated, Industrialized, Rich, and Democratic) contexts. However, evidence from developing countries remains limited and mixed. This study aimed to validate the Persian version of the MSFWBS among emerging adults in Iran. Adopting a contemporary view to validity, the scale was first translated and culturally adapted to ensure face and content validity. Subsequently, a series of Structural Equation Models were conducted to collect evidence of score structure, reliability, generalizability, and both convergent and criterion-related validity. Data were collected from 356 participants aged 18–29 in Sanandaj, Iran. Confirmatory factor analysis supported the original five-factor structure, with good fit indices and high internal consistency. Measurement invariance was confirmed across gender, age, living arrangement, and occupational status. Additionally, significant associations with personal income and life satisfaction provided further evidence for convergent and criterion-related validity, respectively. Overall, the findings suggest that the Persian version of the MSFWBS is a reliable and valid instrument for assessing subjective financial well-being among Iranian emerging adults. The study contributes to expanding research in non-WEIRD populations and supports the broader cross-cultural applicability of the MSFWBS in developing economies.

Scholarly interest in financial resilience has grown significantly over the past decade, yet the literature remains fragmented, marked by conceptual ambiguity and methodological inconsistencies. This integrative review critically synthesizes research on how consumers recover from financial shocks, bridging economic and psychological perspectives to advance a multidimensional understanding of financial resilience. Guided by the SPAR‐4‐SLR protocol, a literature search was conducted across Scopus, PsycINFO, and EconLit databases. The final sample comprises 112 documents published between 2011 and 2025. Analyses reveal persistent gaps in both conceptualization and measurement of the construct. Resilience is often conflated with related but distinct constructs, and the adoption of robust theoretical frameworks remains limited. Empirical studies predominantly emphasize economic resources (e.g., emergency savings, income, or liquidity), while neglecting non‐economic resources, such as social capital and psychological characteristics. Furthermore, existing measurement tools often fail to capture the multidimensional nature of financial resilience. To address these limitations, the study outlines directions for future research aimed at improving theoretical clarity and methodological robustness. It also proposes guidelines to reconceptualize financial resilience as a systemic and dynamic process embedded within broader social and psychological systems, and to develop context‐based frameworks.

Latent class analysis (LCA) can help identify unobserved classes of individuals in a population based on collected categorical data. It is commonly used in psychology to test hypotheses about sources of heterogeneity and class characteristics. However, careful decision-making is required in the modeling process. Its flexibility may explain why it is becoming more commonly used in psychology; however, it also highlights that there are many decision points in the modeling process, thus warranting a systematic literature review to document the use of LCA in psychology, mapping both the prevalence and quality of LCA studies. This systematic review followed the PRISMA guidelines and involved a comprehensive search across multiple databases, yielding 7,580 records related to latent class analysis. After removing duplicates and selecting a representative subsample, 377 documents were assessed for eligibility. Of these, 251 publications (comprising 313 LCAs) met the inclusion and exclusion criteria and were reviewed for this study. Each study was meticulously coded to map how the authors performed and reported each step of the LCA. Our analysis of these studies, in comparison with published guidelines, revealed notable discrepancies in how LCA is applied and reported. To support researchers in enhancing the quality of future LCA applications, we summarize key recommendations in a final section that outlines best practices for future LCA applications. The findings indicate a growing use of LCA in psychology but also highlight the need for greater methodological rigor and transparency in its implementation.

A robust body of research provides evidence of a strong connection between identity development and age-related functioning. A sense of financial identity may be an important precursor of adult self-sufficiency. For this reason, the study of financial identity (i.e., the answer to the question “Who am I from a financial point of view?”) as a domain-specific component of identity development during the transition to adulthood is a timely and important topic worldwide. In order to properly investigate the financial identity domain, a reliable and valid instrument is needed. The aim of the current study is to test both a variable-centered model and a person-centered model of the 12-item Financial Identity Scale in an international sample of 4,960 emerging adults from ten different countries: Austria, Finland, Hungary, India, Italy, Lithuania, Portugal, Romania, Slovenia, and the United States. The variable-centered model of the Financial Identity Scale suggests that the 12 items measure four latent factors, each corresponding to a different identity status: achievement, foreclosure, diffusion, and moratorium. Confirmatory factor analysis confirmed this model in seven out of ten countries, and approximate measurement invariance indicated that Financial Identity Scale scores were comparable across these countries. The person-centered model of the Financial Identity Scale suggests that the four statuses of financial identity present three different configurations in the population: pathfinders, followers, and drifters. The latent profile analysis conducted in the current study identified four distinct profiles, the first three of which correspond to those in the original model, and a fourth which was labelled “Indecisive”. Theoretical and practical implications of these findings are discussed.

Over the lifetime, women develop attitudes toward menstruation, which can affect their physical and psychological well-being. Up to now, literature has poorly investigated the relationship between attitudes toward menstruation, specific variables potentially associated with these attitudes - such as women’s age, sources of information, level of education, use of hormonal contraceptives - and some indicators of well-being, such as body appreciation, self-esteem, and emotional regulation. This study aims to fill this gap. The main objective is to identify attitude toward menstruation profiles able to describe the heterogeneity of the sample and relate them to the variables and indicators of well-being mentioned above. A Latent Profile Analysis was performed on a sample of 452 women, aged 18 to 53, who filled out an online survey. Specifically, three different menstrual attitude patterns profiles were identified, namely predictable annoying event , predictable natural event and unpredictable and deniable event . The main findings show that age and having acquired knowledge from scientific sources contribute to the development of positive attitudes, which in turn are associated with higher levels of self-esteem and body appreciation. On the other hand, using hormonal contraceptives and relying on the Internet as a source of information about menstruation are linked to negative attitudes, which in turn are associated with reduced self-esteem and body appreciation, and greater emotional dysregulation.

The present study focuses on the role of family support to young adult children during COVID‐19 in ameliorating the negative financial impact of the pandemic. Guided by the Conservation of Resources (COR) Theory of stress and coping, we conceptualize the negative financial impact due to COVID‐19 as a source of financial stress that would be associated with lower levels of both financial wellbeing and positive outlook of young adults. We rely on data collected from a multinational sample of young adults (ages 18–30) from six countries (China, Italy, Lithuania, Portugal, Slovenia, US; N = 2102) over a 3‐month period (July 2020–September 2020). We tested the potential effects of two types of support (i.e., parental financial support and family emotional support) using path analysis. While we find a consistent positive association between family emotional support and both financial wellbeing and positive outlook, we also find a consistent negative association between parental financial support and financial wellbeing, and a nonsignificant or negative association (Lithuania only) with a positive outlook. The significant interaction between COVID‐19 financial impact and family emotional support on young adults' positive outlook reveals that the benefit of family emotional support is more evident when the negative financial impact is low or moderate. We discuss the implications of these findings in assisting young adults to cope with financial disruptions.

The current study investigated whether the grade point average (GPA) of high school courses and the score on the test for admission to a bachelor’s degree in Psychology—assessing logical reasoning, reading comprehension, and general knowledge—can predict student academic success (AS) and to what extent. Archival data from 5147 candidates (82.4% female) collected over six years (2010–2016) were used. For 2559 of these, indicators of AS (graduation marks, average weighted marks, completion of the degree on time, and dropout) were also available. A series of hierarchical regressions were performed, in which the high school GPA was included as the first predictor, and the scores of the three sections of the admission test were included as the second set of predictors. Findings indicated high school GPA as the best predictor of AS. However, admission test scores predicted a portion of AS that the high school GPA was not able to account for. This result indicates that the administration of the admission test, which evaluates logical reasoning, reading comprehension, and general knowledge, can add relevant information to the high school GPA, thus increasing the efficacy in the selection of candidates, who can have the best chance to earn a bachelor’s degree in psychology.