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The prevalence of nomophobia is growing among adolescents. This study aimed to disentangle the relationship between nomophobia, the fear of missing out, time spent on the phone, sex, and social alienation. Participants, who were 595 students (313 females and 282 males) attending high school during the 2019–2020 academic year, filled out personal information forms and a series of scales involving nomophobia, the fear of missing out, and social alienation. Then, data were analyzed through a moderated mediation analysis. The results showed that the bivariate correlation was significant but not the direct effect of gender on nomophobia; still, other direct effects were significant. The partial indirect effect of the fear of missing out on nomophobia was only significant for females when social alienation was controlled for. In the model where nomophobia was the outcome model, the power values for the time spent on the phone and its interaction with sex were low but high for other factors. Furthermore, the effect size was small for the model where the mediator was the outcome and high for the model that had nomophobia as the outcome. Thus, it is crucial to consider that the motives underlying the fear of missing out and nomophobia differ between the sexes in planning interventions.

While there has been research focused on interpersonal relationships and their impact on stress and well-being, no instrument has been developed to comprehensively evaluate interpersonal stressors. This research sought to develop and validate an Interpersonal Stressors Scale (ISS) for Chinese college students through three studies. Focus groups were used to generate the initial item pool (Study 1). Then two large samples ( N1 = 511; N2 = 330) were collected to explore the factor structure of the ISS and subsequently examine its reliability and validity estimates (study 2 and 3). Initial results indicated a model with 27 items and five first-order factors (interaction difficulty, behaving as expected, social criticism, relationship maintenance, and indebtedness avoidance) as well as two second-order factors (self-imposed stressors and other-imposed stressors) with strong psychometric properties. Criterion-related validity estimates indicated these two kinds of stressors were both associated with stress while having different relationships with general anxiety, depression, social anxiety, interpersonal satisfaction, and self-efficacy in social interactions. The nature and function of the structure for the ISS were discussed as well as the practical and research implications.

The study's objective was to develop and validate the psychometric properties of two brief pictorial scales to evaluate the roles of bystanders and victims of bullying. A sample of 910 students was considered (49.6%, boys; 50.4%, girls) between the ages of 7 and 13 (M = 10, SD = 1.4). Both instruments present nine pictorial items representing two dimensions: physical bullying (items 1 to 4) and psychological bullying (items 5 to 9). An additional measure of anxiety was used to assess convergent validity. The Confirmatory Factorial Analysis shows that the two-dimensional oblique model, physical bullying and psychological bullying, presents a better fit to the bystander scale data (RMSEA = .040; CFI = .984; SRMR = .033) and in the victim scale (RMSEA = .051; CFI = .978; SRMR = .040) in comparison to other competitor models. From the perspective of the Item Response Theory (IRT), it was found that the items adequately discriminate the levels of the latent variable; therefore, items 1 (physical bullying) and 7 (psychological bullying) are the most accurate on the bystander scale, and items 3 (physical bullying) and 7 (psychological bullying), on the victim scale. It was also found that the degree of difficulty on both scales is lower for the psychological bullying dimension than for the physical bullying dimension. Both instruments demonstrated good psychometric properties; therefore, they can detect school bullying in classrooms.

This study explores how resilience mediates the association between peer victimization and mental well-being among left-behind children in the Chinese cultural context, and how gender groups differ in certain path. Data are collected from a random sample of 471 left-behind children from the City of Huai’an in mainland China. Results of this study shows that peer victimization is not only significantly and directly related, but also indirectly associated with children mental well-being through the intermediary mechanism of resilience. The theoretical model is applicable to both male and female left-behind children with no gender difference. The findings provide empirical support for the proposed theoretical framework that resilience plays a crucial mediator in the relationship between peer victimization and children mental well-being. Empirical evidence also shows that interventions focused on anti-bullying and cultivating resilience may be effective to improve children mental well-being.

Many studies have documented the close association that exists between interparental conflicts and the symptomatology of online game addiction. However, the underlying mechanism that drives this association has not been fully investigated. This cross-sectional study explores the effect of interparental conflicts on online game addiction symptomatology in adolescents, focusing on the mediating effects of the parent-adolescent relationship and of adolescent loneliness. A total of 553 middle school students completed a questionnaire that included: a perception of interparental conflict scale, a level of closeness to parents scale, a short UCLA Loneliness scale, and an online game addiction symptomatology scale. Results showed that interparental conflicts, parent-adolescent relations, and adolescent loneliness are all significantly related to online game addiction symptomatology in adolescents. Structural equation modeling results indicate that the effects of interparental conflicts on adolescent online game addiction symptomatology are partially mediated by the parent-adolescent relationship and by adolescent loneliness.

The present study explored the effects of school connectedness and academic self-efficacy beliefs on academic performance among male and female high school students. It was hypothesized that hope would mediate the effects of school connectedness and academic self-efficacy beliefs on academic performance. The statistical population of the study included all high school students in a city of Iran, from whom 500 individuals were selected as the study sample using multistage random sampling. To collect the required data, three questionnaires – i.e., academic self-efficacy subscale from the Patterns of Adaptive Learning Scale by Midgley et al., Children’s Hope Scale by Snyder et al., and Brown and Evans’ School Connectedness Scale – were used. Structural equation modeling (SEM) was also applied to evaluate the proposed model, and the results indicated the statistical significance of all the path coefficients between the variables. The model showed the positive and significant relation of school connectedness, academic self-efficacy beliefs, and hope with academic performance and the relation of school connectedness and academic self-efficacy beliefs with hope. The fit indices showed that the model was well-fitted. Furthermore, the significance of all the indirect relationships was also confirmed. We concluded that, the high levels of school connectedness and academic self-efficacy are associated with high academic performance and hope seems to be an important mediator of these relationships.

Adolescence is the developmental process of becoming an adult. This journey of physical and psychological maturation is filled with challenges and hormonal chaos, and teenagers experience unhappiness at times. From a psychological perspective, this study aimed to examine the association between motivation, self-esteem and happiness; and to explore the mediating role of motivation in the association between self-esteem and happiness among adolescents in Malaysia. 480 secondary school students were recruited using a multistage cluster sampling method and answered the Malay versions of the Subjective Happiness, Brief Motivation and Rosenberg Self-esteem scales. Both self-esteem and motivation were found positively correlated to happiness. The hypothetical mediating role of motivation on the association between self-esteem and happiness was also supported, indicating that individuals with higher self-esteem have higher motivation which may result in greater happiness. Since the direct association between self-esteem and happiness remained significant, a partial mediation of adolescents’ motivation between self-esteem and happiness is indicated. The results showed that perceived self-esteem plays a role in predicting happiness and the presence of motivation enhances happiness, providing an insight to nurture happier adolescents for parents and educators in Malaysia.

This study examined the mediating role of sociocultural pressures (i.e., parental, peer, significant others, and media) and the internalization of appearance ideals (i.e., thin, muscular, attractive) on the relationship of Body Mass Index (BMI) and exercise frequency to exercise motives (i.e., weight management, appearance, positive health). A total of 262 young women, age 18 to 29, participated in the study. Average BMI in this sample was 22.09 (SD+/-2.69) and ranged from 18.03 to 31.51, with 15.3% of the sample having a BMI of 25 and above, which qualifies as overweight. Participants completed Sociocultural Attitudes Towards Appearance Questionnaire-4-Revised and Exercise Motivations Inventory-2 (EMI-2) along with some demographic information and questions regarding their exercise habits. The results indicated that women with higher BMI are more motivated to exercise to lose weight, and women who exercise more frequently are motivated by the aspect of positive health. Also, women with higher BMI perceive more sociocultural pressures to obtain a culturally acceptable body. The sociocultural pressures and appearance internalization mediated the relationship between BMI and the frequency of exercise This study examined the mediating role of sociocultural pressures (i.e., parental, peer, significant others, and media) and the internalization of appearance ideals (i.e., thin, muscular, attractive) on the relationship of Body Mass Index (BMI) and exercise frequency to exercise motives (i.e., weight management, appearance, positive health). A total of 262 young women, age 18 to 29, participated in the study. Average BMI in this sample was 22.09 (SD+/-2.69) and ranged from 18.03 to 31.51, with 15.3% of the sample having a BMI of 25 and above, which qualifies as overweight. Participants completed Sociocultural Attitudes Towards Appearance Questionnaire- 4-Revised and Exercise Motivations Inventory-2 (EMI-2) along with some demographic information and questions regarding their exercise habits. The results indicated that women with higher BMI are more motivated to exercise to lose weight, and women who exercise more frequently are motivated by the aspect of positive health. Also, women with higher BMI perceive more sociocultural pressures to obtain a culturally acceptable body. The sociocultural pressures and appearance internalization mediated the relationship between BMI and the frequency of exercise with motives for exercise. The implications and future directions of research are discussed.

High rates of divorce seem related to low marital satisfaction levels; however, there is still a lack of a model that can help understand the couple's resilience and fragility throughout the life cycle. This research explores the role of communication patterns, their own and partner's motivation for conjugality, cohesion and flexibility within a couple, and several sociodemographic characteristics (e.g., stage of the family life cycle) that can explain marital satisfaction. A sample of 331 Portuguese in a marital relationship completed a sociodemographic questionnaire and marital satisfaction measures, communication and conflict management competencies, cohesion and flexibility, and motivation. Adequate statistical analysis was performed using descriptive statistics and structural equation modeling. Both measurement and structural model performed in the study presented a good fit, with five significant predictors of marital satisfaction (that accounted for 85% of the variability): intrinsic motivation (β = .64), communication (β = .31), families with young children (β = -.08), families with teenagers (β = -.07) and professional/academic status (β = .06). By identifying a model for marital satisfaction, this research provides clues regarding which aspects might need to be considered in couples' clinical work to promote healthier relationships. Fundação para a Ciência e Tecnologia - FCT info:eu-repo/semantics/publishedVersion

The objective of the current research was to examine the influence of targeted messages in increasing helping behaviors towards lonely individuals. Previous research on loneliness interventions typically focuses on the lonely individual and working to reduce feelings of loneliness. The current study expands on this research by targeting individuals around lonely others to notice and consider helping those who might be lonely. Five targeted messages, based on Latané and Darley’s (1970) bystander intervention model, were utilized. These messages included a “notice” condition (increasing awareness of lonely others), an “assume responsibility” condition (awareness and responsibility towards helping lonely others), a “decide” condition (awareness, responsibility, and steps to reach out to lonely others), and two control conditions. Participants in the “decide” condition were significantly more likely to report feeling prepared to help lonely others in the future. Those in the “assume responsibility” and “decide” conditions also reported more awareness of lonely individuals during a one-week follow-up. Overall, findings indicate that it might be advantageous to approach reducing loneliness from the perspective of those around lonely individuals. Future research and implications of these findings are discussed.

Previous research has shown that people with higher levels of Openness to Experience show higher levels of cognitive functioning. However, the mechanisms underlying this personality-cognition relation are not well understood. The goal of the current project was to examine whether strategy use mediates the relation between Openness to experience and retrospective memory, and whether the role of strategy use in the Openness-memory relation was the same in younger and older adults. Method: Two studies were conducted. In each of them, younger and older adults were administered a retrospective memory task (29 younger and 27 older in Study 1, 43 adults of all ages in Study 2). They were asked to report the strategies they used during the task, and to complete an Openness to Experience scale. Results: Consistent with previous reports, higher scores of Openness to experience and greater use of efficient memory strategies were associated with higher levels of memory performance. In addition, individual differences in memory strategy use mostly mediated the relation between Openness and memory performance. Results did not support a mediation model moderated by age. That is, the role of memory strategy use in the relation between Openness and memory was the same in younger and older adults. Conclusion: Higher levels of Openness are associated with better memory performance, mostly because people with higher levels of Openness use more efficient memory strategies.

We examined the influence of categorization and stereotyping on young children’s (N = 96; 39 to 71 months of age) use of gender to make generalizations regarding novel biological and behavioral characteristics. Participants were asked to sort pictures of children according to either gender, common gender stereotypes, or shirt color. Then participants performed a triad inductive reasoning task. Children in the Stereotype condition consistently generalized on the basis of gender, but performance was inconsistent in the absence of stereotyping. Results are discussed in relation to variability in early gender cognition.

Personality traits provide natural mechanisms through which childhood maltreatment may translate into psychiatric symptomatology. The PID-5 has provided a DSM-supported exemplar for canvassing traits that may contribute to the developmental trajectories of many personality and mood disorders. This general population survey ( N = 2,430) examined associations between adverse childhood experiences (ACE questionnaire) and selected PID-5 trait indicators of emotional well-being (Depressivity, Anxiousness, and Emotional Lability). These associations were contrasted with others derived from traditional dimensional measures of childhood maltreatment. ACE counts and all six of the dimensional maltreatment indicators were linked to the three trait scores. Family emotional abuse and ACE counts provided equally strong correlates of Depressivity and Anxiousness. ACE counts and childhood sexual abuse were especially strong in their associations with all three traits. Graded relationships were found in these trait-adversity relationships with polyvictimized respondents generating the highest personality maladjustment. The odds of a trait score elevation (>1 SD) were raised substantially (two to five fold) by singular adversity exposures, and the co-occurrence of only two different forms of adversity maximized odds of extreme trait expression. These results contribute to an evidentiary base suggesting steeper developmental trajectories for personality maladjustment among maltreated youth.

Previous studies have found inconsistent results regarding the personality predictors of scholastic cheating. This study investigated whether personality was a predictor of scholastic cheating using the HEXACO-60 personality inventory and the Dark Triad (DT). A sample of 252 students completed the online questionnaire. Results from a one-way ANOVA showed that scholastic cheating was more common in associate degree/diploma/foundation students and undergraduate students than postgraduate students. Year of study or student status (local or international students) had no effect on scholastic cheating. MANOVA showed that academic qualification, year of study, and student status had no effect on reasons for cheating. A structural equation model (SEM) found that scholastic cheating was positively predicted by unmitigated achievement and psychopathy. Psychopathy emerged as the strongest significant predictor of scholastic cheating. These results supported the view that dark personality is relevant for understanding scholastic cheating.

Background The role of music on energy intake is conflicting, and recent research has suggested a positive association between classical music listening and mindfulness. Objective The purpose of the present study was to investigate the effect of music, specifically classical music on state mindfulness and calorie intake of energy-dense foods. Method One hundred participants were randomly assigned to either a classical, popular or no music condition, and were served a variety of sweet (i.e., chocolate and cookies) and savoury (i.e., crisps) energy-dense foods. Results: The results found no significant differences in state mindfulness, overall calorie intake, or intake of sweet foods across the three conditions. However, participants in the classical music condition did consume significantly less savoury food than those in the no music condition. Conclusion Playing classical music may be beneficial in reducing intake of savoury foods, but not through the association to changes in state mindfulness. Future research should explore extended sessions of music listening on state mindfulness and other experiential evaluations of mindfulness to conclude on the direct and indirect effects of music on sweet and savoury foods.

Previous work has noted that math anxiety may have a profound effect on math performance; however extant research has relied on measures that explicitly assess math anxiety. This study examined the effects of implicit math anxiety on the performance of a math achievement task. We hypothesized that combined measure of implicit anxiety and explicit anxiety would better predict math achievement than measures of explicit math anxiety alone. In addition, we hypothesized that an individuals’ measured implicit anxiety and measured explicit anxiety would share only a modest correlation. To test these hypotheses, 175 participants completed measures of explicit anxiety, an implicit associations test designed to measure implicit anxiety, and a measure of math achievement. As expected, math achievement was better predicted when implicit anxiety was combined with explicit anxiety. Furthermore, scores on the implicit and explicit anxiety measures were not significantly correlated. These results suggest that implicit and explicit math anxiety are two distinct constructs, thus traditional methods for helping students deal with math anxiety may not be entirely successful if the implicit component is ignored.

Mindfulness has been associated with positive mental health functioning across a range of constructs, including self-regulation. Most of this research, however, has investigated mindfulness as a unidimensional domain. Few studies have examined the relationships between specific facets of mindfulness and particular dimensions of self-regulation, including delay of gratification and emotion regulation, despite relevance for mindfulness-based interventions. Two hundred and seventy-eight undergraduate college student participants completed a series of questionnaires examining dispositional mindfulness, difficulties with emotion regulation, and delay of gratification skills. Linear regressions investigated the associations between five facets of mindfulness and each of the two components of self-regulation. Findings revealed that describing, acting with awareness, nonjudging, and nonreacting mindfulness facets were negatively associated with difficulties with emotion regulation, and that observing, acting with awareness, and nonjudging mindfulness facets were positively associated with delay of gratification skills, after accounting for the effects of the other mindfulness subscales. These preliminary findings may have important clinical relevance, as greater self-regulation has critical implications for social, emotional, and academic functioning.

Women dealing with infertility issues may well undergo a long process of treatments and they are also likely to feel empty, defective, inadequate and worthless. Some of these women join online support groups in order to share their experiences, get information and ease their pain. One important positive phenomenon of the Internet is the advent of online support groups. These are designed to foster well-being and increased social interaction, and to offer 24/7 availability with no geographical restrictions. This study, comprising 191 female participants who answered an online survey, focused on closed Facebook support groups, the members of which were women undergoing treatments for infertility. The study examined to what extent the degree of engagement by these women in online support groups could be predicted by external factors (family status, social and family support, the importance of the group and the duration of membership) and internal factors (extroversion, openness to experience, subjective happiness and loneliness). Findings show that higher levels of engagement in such Facebook support groups are predicted by the external factors, including having a child, longer duration of membership in the group, family support and the strongest predictor, perception of the group as important. Findings also show that higher levels of engagement in these groups are predicted by internal factors extroversion and openness to experience, as was found in previous studies of other populations. Results and future research are discussed.

Research has shown that growing up in an environment in which emotions are invalidated (i.e., ignored or responded to negatively) by parents is associated with later difficulties regulating emotions. Meanwhile, dispositional mindfulness has been shown to engender a greater capacity for emotion regulation, through use of adaptive strategies like cognitive reframing and minimizing use of maladaptive strategies like expressive suppression. The current study aimed to explore the role of invalidating childhood environments on use of cognitive reappraisal and expressive suppression as emotion regulation skills and to investigate the role of mindfulness in this relationship. Participants were recruited via Amazon Mechanical Turk ( n = 1094, Mage = 58.3% women) and completed self-report measures assessing perceptions of maternal invalidation, mindfulness, and emotion regulation. Results demonstrated that the mindfulness facets of describing, non-judging, and non-reactivity partially mediated the relationship between perception of maternal invalidation and expressive suppression. Awareness and non-reactivity were found to mediate the relationship between perception of maternal invalidation and cognitive reappraisal. Clinical implications are discussed.

This study aimed to identify the motives for social media sites use in the general population and determine what personality traits (normal and maladaptive) predict different motives for social media sites use. Another objective was to analyze which motives for SMSs use are related to well-being. The sample consisted of 420 subjects (211 men, 209 women), mean age 40.29 years ( SD = 14.93). Data were gathered using the Big Five Inventory, the Personality Inventory for DSM-5-Brief Form -Adult, the Mental Health Continuum-Short Form, and a scale designed ad hoc to evaluate the motives for social media sites use. The results showed that the most frequent motives were Personal relationship maintenance/Search for information, Pastime/Exhibitionism, and Search for companionship. In addition, it was found that normal and, especially, maladaptive personality traits increased the explained variance for the three motives for social media sites use, beyond age and gender. Predictors of relationship initiation and pastime/exhibitionism motives were related to more negative features (e.g., antagonism and disinhibition) than predictors of personal relationship maintenance/search for information. Finally, personal relationship maintenance/search for information was positively related to all the components of well-being, while the other motives for social media sites use were negatively associated with well-being.

Physical exercise declines during adolescence due to several factors, such as lack of intrinsic motivation or enjoyment, high physical exercise anxiety, and so on. The objectives of this study were to validate the psychometric structure of the Behavioral Regulation in Exercise Questionnaire-2 to confirm the existence of five levels of motivation toward physical exercise in adolescent population, as well as to analyze the differences in motivation according to sex and age, and the role of age and sex in the relationship between motivation and enjoyment. To do so, 666 students between 10 and 16 years old completed the Behavioral Regulation in Exercise Questionnaire-2 and questionnaires related to enjoyment and physical exercise anxiety. The confirmatory factor analysis of the Behavioral Regulation in Exercise Questionnaire-2 showed a five-factor structure. However, a more parsimonious four-factor structure with a single intrinsic-identified regulation emerged through an exploratory factor analysis. The more self-determined types of motivation were positively associated with enjoyment and negatively with anxiety, the type of physical exercise motivation fluctuated depending on age and sex, and the age moderated the relationship between motivation and enjoyment. This study highlights the importance of fostering specific types of motivation to improve the physical exercise and the relevance of age and sex when developing interventions.

Research has provided direct and indirect evidence of associations between trust beliefs and social-perceptual theory of mind (ToM) and between social-perceptual ToM and interpersonal communication competence during childhood and adolescence. This research (a) developed a scale for evaluating trust beliefs in young Italian adults (Study 1) and (b) examined how social-perceptual ToM mediates the relationship between emotional trust beliefs and interpersonal communication competences such as assertiveness and empathy (Study 2). In Study 1, a sample of 168 university students ( M = 23.3, SD = 3 months) completed the Italian Adults’ Generalized Trust Beliefs (AGTB) scale and two second-order false beliefs tasks. In Study 2, 318 Italian university students ( M = 22.96 years, SD = 2 months) completed the AGTB scale, the Experiences in Close Relationships-Revised questionnaire, the Reading the Mind in the Eyes Test, and items measuring assertiveness and empathy. As expected, the AGTB scale exhibited acceptable internal consistency, structural validity, and construct validity. Furthermore, path analysis confirmed the existence of the hypothesized paths between adults’ emotional trust beliefs, social-perceptual ToM, assertiveness, and empathy. This study also identified the effects of gender on the other variables, but sex did not moderate the relationships between variables.

Time perspective is an important correlate of developmental outcomes in adolescence, and research has highlighted the importance of assessing the past, the present, and the future. However, there are few instruments that assess all three time periods. In the current study, we examined the responses of Italian and Albanian adolescents on the time frequency, time orientation, time relation, and time attitude subscales of the Adolescent and Adult Time Inventory. Participants consisted of two samples of adolescents—246 Italians and 312 Albanians—who completed translated versions of the Adolescent and Adult Time Inventory. Italian and Albanian adolescents had similar responses to time frequency and time attitudes but differed in time orientation and time relation. Additionally, psychometric evidence supported the internal consistency and structural validity of scores on five of the six time attitude subscales—Past Positive, Past Negative, Present Positive, Present Negative, and Future Positive—but provided less support for Future Negative subscale scores. Time attitude scores showed strong invariance across countries. Comparisons of time attitude mean scores in this study with time attitude means in samples from Germany, Japan, Italy, New Zealand, Turkey, and the United States revealed similarities and differences. Finally, time constructs did not have substantial associations with risky behaviors or seatbelt use. The findings suggest that the Adolescent and Adult Time Inventory can be used in cross-cultural research on time perspective and may help us understand adolescents in these contexts.

Cultural life scripts are shared knowledge about personal events expected to be experienced by individuals within a society and used as a framework for life story narration. Differences in cultural life scripts for individuals with depression and trauma, and their relations to anxiety, stress, and well-being, have not been investigated. Malaysian participants ( N = 120) described and rated seven significant events most likely to be experienced by a prototypical infant from their culture, and seven significant events they had experienced or expected to experience in their own life. Participants then answered questionnaires about depression and trauma symptoms and about anxiety, stress, and well-being. The subclinical depression group listed less typical cultural life scripts events, whereas the subclinical post-traumatic stress disorder group listed less positive individual life story events. The findings indicate that, although individuals with depression and trauma possess knowledge of the cultural life scripts, there may be small differences in the cognitive processing of cultural life scripts and individual life story events.

Over two studies, participants (total N = 642) rated a community sample of photographs of Black, East Asian, and White males who were smiling or portraying a neutral expression to see how participant ethnicity, target ethnicity, and target expression influence judgments of approachability (i.e., trustworthiness, friendliness, and threat). We also examined how a commonly used study design, in which each participant is asked to evaluate different groups of people, may motivate participants to adjust their ratings in an effort to avoid appearing biased. Results showed that the White participant group tended to rate smiling targets as friendlier (Studies 1 and 2) and more trustworthy (Study 1) than did the non-White participant group, which could be due to cultural differences based on majority versus minority status among the participants. In addition, the White participant group tended to rate White targets more positively than did the non-White participant group, suggesting an in-group bias. Finally, differences in results between Studies 1 and 2 suggest that study design can influence the degree of bias responding, highlighting the importance of incorporating a diversity of methods to better understand first impression judgments.

The human need for sleep is universal and unquestioned; however, humans vary in their sleep needs according to age, individual differences, as well as cultural and social norms and practices. Therefore, what is “normal” in infant sleep and the development of sleep architecture in humans is highly dependent on biological and sociocultural variables as well as socially constructed assumptions about what infant sleep “should” look like. This paper uses a multidisciplinary approach to review papers from fields including pediatrics, anthropology, psychology, medicine, and sociology to understand “normal” infant sleep. Because human culture and behavioral practice changes much more quickly than evolved human biology, and because human evolutionary history occurred in the context of breastfeeding and cosleeping, new work in the field of infant sleep architecture development would benefit from a multidisciplinary approach. To come to a consensus about what is “normal” infant sleep, researchers must agree on underlying basic assumptions of infant sleep from which to ask question and interpret findings.

Young adults with autism spectrum disorder (ASD) are attending university in increasing numbers. While those with ASD may be very knowledgeable within their chosen field, a range of academic-related and nonacademic challenges may hinder their success including executive functioning challenges and interpersonal issues. The purpose of this study was to conduct a preliminary investigation into the perspective of parents of high schoolers with ASD regarding their son/daughters’ transition to college. Qualitative analysis of parent interviews examined the concerns and challenges they anticipated their son/daughter might experience in a university setting, as well as supports they are seeking as they consider postsecondary options. Prominent themes that emerged as areas of concern were social skills, executive functioning, academics, campus living, and support services. These findings highlight some key potential pitfalls for students with ASD which may be useful targets for prevention and remediation, as well as informing policy for colleges and universities as they consider cost-effective interventions to improve the academic success of students with ASD.

The measurement of affect is often of central interest in adolescent research. Very few studies have investigated the factor structure underlying adolescent responses to the Positive and Negative Affect Schedule, with mixed results. Only two studies reported on the trait version: one in Florida, the other in Chile. This study compared a range of prominent models to capture responses from adolescent boys from grades 7 to 12 in Australia (N = 1431) employing confirmatory factor analyses. Models included two, three, and a recently proposed bifactor model. While most models showed reasonable fit compared to a one-factor solution, cross-loading of the item feeling “strong” enhanced fit to the data. In the end, interpretation and parsimony advocate for the adoption of the uncorrelated two-factor Positive and Negative Affect Schedule (PANAS) model for representing general positive and negative affectivity in boys.

Theory of Mind (ToM) is the capacity to make attributions of mental states such as thoughts, feelings, and beliefs of others. Individuals with autism spectrum disorder are often characterized by delayed or impaired Theory of Mind development and poor social skills. A positive correlation between Theory of Mind skills and social skills exists, but effective interventions that generalize these skills have proven to be a challenge in the field. Furthermore, few effective interventions exist to increase Theory of Mind skills in adolescents with autism spectrum disorder. The Teaching Theory of Mind curriculum is a 12-week intervention aimed at increasing social understanding in children and adolescents with deficits in Theory of Mind. To date, there have not been any empirical studies to test the efficacy of the curriculum. The purpose of this study is to investigate the efficacy of the Teaching Theory of Mind curriculum on adolescents with autism spectrum disorder and explore the impact of the intervention when addressing various domains of social understanding. Results, though tentative, indicated that parents saw improved social understanding following intervention, though direct measures of Theory of Mind with adolescent participants did not change significantly.

Neuroticism has been linked to an increased likelihood of cognitive failures, including episodes of inattentiveness, forgetfulness, or accidents causing difficulties in successfully executing everyday tasks and impacting health and quality of life. Cognitive failures associated with trait neuroticism can prompt some negative psychological outcomes and risky behaviors. Accumulating evidence shows that augmenting mindfulness can benefit cognitive health and general well-being. However, little is known regarding potential cognitive-behavioral pathways through which individual differences in trait neuroticism could influence the propensity to cognitive failures. Using a sample of 1003 undergraduate college students (females: n = 779) consisting of self-reported questionnaire data, we conducted correlational and mediational analyses to investigate the interrelationship between neuroticism, mindfulness, and cognitive failures. Higher neuroticism scores (females: r = −0.388, males: r = −0.390) and higher cognitive failures scores (females: r = −0.339, males: r = −0.407, p < .001) were significantly correlated with lower self-reported mindfulness scores. Mindfulness significantly mediated the relationship between neuroticism and cognitive failures (β = 0.50, 95%, CI: 0.37, 0.65). These findings indicate that higher mindfulness may help ameliorate negative effects of neuroticism on everyday cognitive failures. Future research will determine how college students may benefit from positive impact of mindfulness to improve their psychological and physical health.

The concept ‘parenting styles’ has been widely examined to understand the etiology of narcissism for decades. This study aimed to systematically review the empirical research literature regarding the association between perceived parenting styles and narcissism. In this study, Ebscohost, Wiley Online Library, Taylor&Francis, Springer Link, PubMed, PsycNet, ScienceDirect, and Google Scholar databases were searched using identified keywords. An extensive database search resulted in 75 identified publications. Of these, 60 were scrutinized, and in the end, ten studies were included in the review for data synthesis. To reach a common conceptualization on the parenting styles, the results were evaluated based on Baumrind’s typology. As a result of this systematic review, we can conclude that there is a relationship between narcissism and parenting styles. In particular, perceived permissive parenting was positively correlated with narcissism. However, the relationship between narcissism and other parenting styles is more complex. Therefore, more high-quality empirical studies are needed to investigate the relationship between parenting and narcissism.

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

Gratitude has been consistently linked to well-being, but its influence on health-related functioning is not well understood. Furthermore, research suggests the need to differentiate between-person and within-person effects of personality characteristics, and research on gratitude and health has not typically done so. This prospective study aimed to (1) differentiate the unique effects of trait and state gratitude on health-related quality of life (HRQoL) and (2) test state gratitude as a mediator between baseline trait gratitude and subsequent HRQoL. Undergraduate participants ( N = 141) completed a trait gratitude measure at baseline and then repeated measures of weekly state gratitude and HRQoL over eight weeks. Multilevel models examined baseline trait gratitude, state gratitude averaged across the study (person aggregate) as between-person individual differences, and within-person variability in state gratitude (person-centered) as predictors of HRQoL, as well as the indirect effect of trait gratitude on HRQoL via state gratitude. Greater aggregate and person-centered state gratitude each predicted higher HRQoL. Baseline trait gratitude did not have a significant direct effect but prospectively predicted higher HRQoL via higher weekly state gratitude. Results suggest that understanding effects of gratitude on health-related perceptions requires accounting for both between-person individual differences and within-person fluctuation in state gratitude.

WOS: 000481965100001 PubMed ID: 31403904 This study investigated the impact of an empathy training program developed by the researchers to promote perspective-taking abilities of preschool children. Participants were 34 children from two different kindergartens. Children in the treatment group attended an empathy training program that consisted of 30 activities and lasted for 10 weeks, whereas those in the nonintervention group attend the regular preschool program. Data were obtained through individual interviews with children. Perspective-Taking Test for Children, designed by the researchers, was used to assess children's perspective-taking abilities. The results of the study demonstrated that the training program significantly improved perspective-taking performance of children in the treatment group compared to their peers in the nonintervention group, and this effect persisted one month after the intervention.

This study investigated the relationship between parent–child attachment and social anxiety in college students, as well as the mediating role of psychological resilience and the moderating role of online social support. In total, 614 college students were recruited by the cluster sampling method. The results showed that (1) parent–child attachment was negatively correlated with college students’ social anxiety and positively correlated with their psychological resilience, (2) psychological resilience played a mediating role between parent–child attachment and college students’ social anxiety, and (3) online social support regulated the first half and second half of the mediation process in which parent–child attachment affected college students’ social anxiety through psychological resilience. These findings revealed the mechanism of parent–child attachment affecting social anxiety, which had important theoretical and empirical value for enhancing the strength of college students’ psychological resilience and alleviating social anxiety.

Adopting a contextual, systematic perspective, the present study aimed to understand whether an individual’s adverse circumstances in one domain have a continuous effect on his or her maladaptation in another domain. The Korean Children and Youth Panel Survey data set, comprising a stratified sample of 1,932 students recruited from 95 schools from 16 cities in Korea, was used for pattern identification, latent class analysis, and latent transition analysis. Consistent with Masten’s resilience model, latent class analysis was used to identify the following four types of patterns: resilient, maladaptive, vulnerable, and competent-unchallenged. These four patterns were clearly identified at Time 1, Time 2, and Time 3. Latent transition analysis was used to identify the continuity and change patterns in the four groups across the developmental pathology. The transition probabilities from Time 1 to Time 2 were relatively unstable, with many variations observed among the latent classes; however, the transition probabilities from Time 2 to Time 3 remained relatively stable. An in-depth discussion of the findings and their implications is provided.

Recent research suggests oral contraceptive use is associated with altered memory for emotional story information, blunted stress hormone responses to emotional stimuli, and altered structure or function of the amygdala and hippocampus. This study examined the extent to which oral contraceptives influence relative recall of (a) the spatial location of emotional versus neutral stimuli and (b) positive versus negative emotional stimuli. Participants (58 oral contraceptive users, 40 nonusers, and 37 men) completed an Emotional Spatial Memory test and were evaluated on short-term recall and long-term (one week) recall. There was no evidence for group differences in recall of the locations of emotional versus neutral stimuli. However, oral contraceptive users remembered relatively more positive than negative items compared with nonusers and men on the spatial memory test. This effect was driven by oral contraceptive users recalling fewer negative items than free cyclers. The results indicate that hormonal contraceptives may decrease immediate recall of negative emotional stimuli.

Previous research points to a significant impact of social integration and self-esteem on well-being. The present study examined whether self-esteem constitutes one pathway from social integration in the classroom to mental and physical well-being of students and accordingly serves as a mediator. Therefore, 163 students (mean age: 12.98 years, age range: 9–17 years, 57.9% male) of three German secondary schools were examined regarding their experience of social integration, self-esteem, and mental as well as physical well-being. Results revealed that self-esteem mediated the effect of social integration on mental and physical well-being. This finding elucidates one pathway from social integration to well-being and points to the importance of improving both self-esteem and social integration for the promotion of well-being among adolescents.

The goal of the present research was to test the efficacy of the Bringing Baby Home couple-focused psychoeducational program for promoting father involvement and related satisfaction. A randomized clinical trial design was used to randomly assign 136 pregnant couples to either an intervention or control group. Father involvement post-intervention was assessed through self-report of engagement in parenting tasks. Intent-to-treat analysis of covariance analyses indicated that fathers who participated in the Bringing Baby Home program reported significantly more involvement in parenting tasks, satisfaction with the division of parenting labor, and feeling appreciated by their wives. Both husbands and wives were also more satisfied with the division of labor when fathers were more involved in parenting. Results suggest that couple-focused psychoeducational programs can be successful for promoting father involvement.

In the present research, the aim was to develop, implement, and examine the effectiveness of an education program for mothers for the prevention of child neglect. In the study, the “Mother Education Program to Prevent Child Neglect” was initially designed for implementation and a quasi-experimental design involving pretest/posttest, and one-month follow-up test was implemented to examine the effectiveness of the trial procedure. The study group of the research consisted of 24 mothers (12 mothers in the intervention group and 12 mothers in the comparison group) who agreed to participate in the study. In order to collect the sociodemographic information about the children and their mothers, an “Individual Information Form” was administered. In order to assess the neglectful behaviors of the mothers, the Parent Form of the Multidimensional Neglectful Behavior Scale-Parents Form was used. As a result of the study, a significant difference was found between the pretest and posttest scores of the mothers in the intervention group ( p

Motivational processes and emotional self-regulation are relevant factors for predicting the practice of physical exercise and for certain health-related parameters. The aim of the present work, developed along two different phases, was, on the one hand, to determine the prevalence of physical inactivity and, on the other hand, to carry out a comparative analysis between physically active and inactive university students in relation to their motivational determinants, emotional self-regulation, physical condition, health-related quality of life and other health parameters. The results obtained showed a prevalence of physical inactivity of 12.78%. Physically inactive participants showed significantly lower scores in intrinsic motivation, emotion regulation, and in some dimensions of health-related quality of life, as well as significantly high levels of body fat mass. Lastly, logistic regression analysis identified low scores in Emotional Clarity ( p= .009) and Identified Regulation ( p = .011), and high scores in Amotivation ( p = .006) as reliable predictors of a physically inactive lifestyle. These results are useful for the design and implementation of programs aimed at promoting health and physical activity, with special attention on physically inactive youth populations.

Research suggests that people attribute more negative traits to individuals with obesity than to non-obese individuals, and that females with obesity are seen more negatively than males. The theory also suggests that stereotypes are cognitive predecessors of prejudices. The aims of this research were to examine the latent structure underlying anti-fat stereotypical traits, differences in perceiving individuals with obesity and non-obese individuals, male and female individuals with obesity, as well as the role of anti-fat stereotypes in anti-fat prejudices. The sample consisted of 106 respondents (Male = 16; Female = 86; Mean age = 19.98), who graded stimuli photographs of male and female individuals (with obesity and average-weight) on series of anti-fat stereotypical traits on two occasions, and filled in Anti-fat prejudices questionnaire. The data were analyzed through EFA and CFA, ANOVA, and structural equation modeling (moderation). Four factors behind stereotypical traits were extracted: Positive social image, Perceived lack of self-care, Perceived persistence, and Antipathy. It has been shown that respondents gave stimuli photographs of individuals with obesity lower scores on Positive social image and Perceived persistence, and higher scores on Perceived lack of self-care and Antipathy. The same results were obtained for females within the subsample of individuals with obesity. Furthermore, it has been shown that certain anti-fat stereotypes (Positive social image, Perceived lack of self-care, and Perceived persistence) predict anti-fat prejudices, and that gender was a significant moderator of the effect of Perceived lack of self-care on anti-fat prejudices. We can conclude that individuals with obesity are indeed seen in a more negative light than non-obese individuals, and that this is more pronounced for females with obesity, which is in accordance with previous studies. Moreover, the results suggest the possible role of anti-fat stereotypes as cognitive predecessors of anti-fat prejudices, and that gender of individuals with obesity has an effect on this relationship.

The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.

Meta-analyses on the relation between socioeconomic status (SES) and performance on measures of cognitive ability and achievement arrive at the same general conclusion of a small to medium association. Advancements in methods make possible for meta-analyses to examine specific pathways linking SES to cognitive ability and achievement, as well as the moderators of these pathways. In this study, we conducted a systematic overview of meta-analyses on SES to address three research questions: 1) what is the direction and overall strength of association between SES and performance on measures of cognitive ability and achievement, and how precise are the effect sizes reported? 2) to what extent have meta-analyses examined moderation by components of SES, age, sex, and race/ethnicity? and 3) to what extent have meta-analyses examined mechanisms linking SES to cognitive ability and achievement? We conducted a systematic search using online archives (i.e., PsycINFO, ERIC, PubMed, Sociological Abstracts, and Web of Science), searching issues in Psychological Bulletin and Review of Educational Research, and examining references and citations. We identified 14 meta-analyses published between 1982 and 2019. These meta-analyses consistently reported positive associations of small to medium magnitude, indicating that SES is a meaningful contributor to the development of cognitive ability and achievement. Fewer meta-analyses reported evidence of moderation by age, sex, and race/ethnicity. None of the meta-analyses directly examined mechanisms, but provided evidence of possible mechanisms for future research. We suggest that meta-analyses can increase their contribution to future research, interventions, and policy by narrowing their focus on specific pathways.

The aim of the present study was to determine whether two types of teacher humor (Aggressive Humor and Affinity Humor) are predictors of students’ mental health. A self-report scale was administered to 500 elementary and junior high school students in grades 4 to 9 (mean age 12.04, SD = 1.76) asking questions about perceived teacher humor, stress response, emotional well-being, and self-esteem. Aggressive humor was a significant positive predictor of stress response and a significant negative predictor of emotional well-being. Affinity humor was a significant positive predictor of emotional well-being and self-esteem. These results suggest that the teacher’s humor is related to students’ mental health. We conclude that teachers should refrain from using aggressive humor as much as possible in favor of affinity humor.