The 2021 amendment to the Juvenile Law legalized real-name reporting of 18- and 19-year-olds, also known as “specified juveniles,” during the sentencing phase. This allows for the real names of these juveniles to be made public. This study explores the relationship between real-name reporting and sentencing, focusing on the experience of Schadenfreude (SF) among the public. SF refers to the pleasure that some people may experience when witnessing the suffering of others. The mediation model was examined using the scenarios of forcible sexual intercourse and damage to property. The study’s findings were based on responses from 964 participants. The results revealed that those who read the forcible sexual intercourse scenario and believed that real-name reporting was deserving, experienced greater levels of SF, leading to longer sentence recommendations for the offender. Conversely, no significant effect of SF on sentencing was seen among respondents who read the damage to property scenario. Thus, the differences in the results of forcible sexual intercourse and damage-to-property scenarios were discussed in terms of seriousness.

Parental emotion socialization behaviors influence children’s socio-emotional development. This study examined the general parental beliefs about emotional development as one of the key factors contributing to individual differences in responses to children’s negative emotions. Participants comprised 276 parents whose first child was 3–8 years. They completed an online questionnaire containing nine questions to measure their general beliefs regarding emotional development alongside the Coping with Children’s Negative Emotions Scale. The results showed that the expectation of early comprehension of “the control of emotion” led to unsupportive emotion socialization behaviors to discount or devalue children’s negative emotions/problems (minimization reactions). Further, parents who expected earlier comprehension of “the experience of emotion” engaged in supportive emotion socialization behaviors that help children to calm down (emotion-focused reactions), and to solve problems that caused distress (problem-focused reactions). These findings highlight how general parental beliefs about emotional development manifest in emotion socialization behavior in daily life.

To assess subjective feelings of embarrassment, researchers often employ scenarios designed to evoke embarrassment in participants, along with questions aimed at capturing their emotional responses. However, the reliability of this measurement approach remains uncertain, particularly regarding the influence of different scenarios. Through an online survey with a crowdsourced sample, this study aims to explore the impact of both choice of questions and scenarios on reliability by adopting a generalizability theory perspective. Participants were presented with various scenarios depicting both public and private situations and were subsequently asked to rate their emotional responses. Results underscore the importance of incorporating multiple scenarios and questions to achieve adequate generalizability across both public and private situations. Furthermore, a greater number of scenarios and questions are particularly beneficial in private situations than in public ones. Correlation analysis involving personality traits indicates that incorporating several scenarios helps prevent the attenuation of correlation coefficients. This study concludes with practical recommendations aimed at enhancing the quality of embarrassment measurements from a generalizability perspective.