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Systematic reviews are fast increasing in prevalence in the toxicology and environmental health literature. However, how well these complex research projects are being conducted and reported is unclear. Since editors have an essential role in ensuring the scientific quality of manuscripts being published in their journals, a workshop was convened where editors, systematic review practitioners, and research quality control experts could discuss what editors can do to ensure the systematic reviews they publish are of sufficient scientific quality. Interventions were explored along four themes: setting standards; reviewing protocols; optimizing editorial workflows; and measuring the effectiveness of editorial interventions. In total, 58 editorial interventions were proposed. Of these, 26 were shortlisted for being potentially effective, and 5 were prioritized as short-term actions that editors could relatively easily take to improve the quality of published systematic reviews. Recent progress in improving systematic reviews is summarized, and outstanding challenges to further progress are highlighted.

Improving research culture to value transparency and rigor is necessary to engage in a productive "Credibility Revolution." The field of educational psychology is well positioned to act toward this goal. It will take specific actions by both grassroots groups plus leadership to set standards that will ensure that getting published, funded, or hired is determined by universally supported ideals. These improved standards must ensure that transparency, rigor, and credibility are valued above novelty, impact, and incredibility. Grassroots groups advocate for change and share experience so that the next generation of researchers have the experience needed to sustain these early moves. Each community can take inspiration from others that have made shifts toward better practices. These instances provide opportunities for emulating trail-blazers, training for new practices such as preregistration, and constructively evaluating or criticizing practice in ways that advances the reputation of all involved.

The present study explored the associations between orthorexia nervosa, social media addiction, emotion regulation difficulties, perfectionism and BMI with four facets of mindful eating, using path analysis to assess these relationships. A sample of 551 students (127 males, 424 females, mean age = 22.6 years) completed an online self‐report questionnaire evaluating these constructs. Analyses revealed that mindful eating contributed to emotion dysregulation and orthorexia nervosa and was related to social media addiction. Significant indirect paths were identified from mindful eating, social media addiction and adaptive perfectionism through emotion dysregulation to maladaptive perfectionism. While no direct paths were observed between mindful eating and perfectionism, a direct path was found between adaptive perfectionism and orthorexia nervosa. These findings suggest a more nuanced understanding of eating behaviours is required. Individuals susceptible to eating disorders should approach mindful eating with caution and seek support from healthcare providers to ensure it is used in a way that supports overall wellbeing. Future research should aim to replicate and further clarify these associations to reveal the long‐term effects of mindful eating. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess the association between attention-deficit hyperactivity disorder (ADHD) symptoms and rejection sensitivity in college students, and whether it is mediated or moderated by elements of mental well-being. Using a cross-sectional design, the study examined 304 Hungarian college students who responded online to a set of questionnaires that included the Adult ADHD Self-Report Scale, The Mental Health Test, and the Rejection Sensitivity Questionnaire. Path analysis indicated that well-being, creative/executive proficiency, self-regulation, and resilience partially mediated the relationship between ADHD symptoms and rejection sensitivity, while savoring moderated this link. The model explained up to 50% of the total variance in rejection sensitivity scores. Findings suggest that university students with ADHD symptoms may particularly benefit from acquiring savoring skills to enhance their mental well-being and lower rejection to sensitivity. As such, the results carry significant implications for counseling psychologists, educators, and mental health professionals working in the higher education sector. [ABSTRACT FROM AUTHOR]

Major conceptual models of ADHD and learning disabilities underscore the adverse effects they have on academic performance and dropout from university. Therefore, identifying psychological risks and protective factors can aid in managing academic challenges and decreasing dropout rates. In this cross-sectional study, a sample of 395 Hungarian college students (66.6% female, mean age 23.72 years [SD = 3.87]) responded to an online survey including the Adult ADHD Self-Report Scale, Beck Depression Inventory, General Self-Efficacy Questionnaire, Academic Resilience Scale, and the Higher Education Retention Questionnaire. Path analysis indicated that depression and academic resilience mediate the relationship between ADHD symptoms and dropout intention, while self-efficacy moderates this association. The findings highlight the critical role of psychological factors in shaping academic dropout for college students with ADHD symptoms. Enhancing academic resilience and self-efficacy may help mitigate the negative impact of ADHD symptoms on college retention. [ABSTRACT FROM AUTHOR]

Objective: The prominence of suicidal ideation, suicide attempts and death by suicide among people diagnosed with Borderline Personality Disorder (BPD) underscores the importance of conducting relevant and informative risk assessment. The purpose of this study was to examine risk assessment protocols used in state public mental health services to assess whether and in what manner they include factors specific to suicidality/self-harm risk in people with BPD. Method: A qualitative evaluation of risk assessment protocols from nine of the thirteen (70%) of Victoria's public mental health was undertaken. Content analysis methodology was utilised to identify themes and compare these to recommendations for risk assessment of BPD as outlined in Australian clinical guidelines Results: The risk assessment protocols comprised suicide risk factors generally relevant to psychiatric disorders. Only one protocol incorporated BPD-specific risk assessment principles. Conclusions: Fully incorporating BPD-specific risk factors into mental health service risk assessment protocols will better inform service responses and potentially improve clinical outcomes for people with BPD whose presentation includes chronic suicidality and/or high lethality non-suicidal self-injury. Key Points: What is already known about this topic: Borderline Personality Disorder (BPD) is associated with frequent deliberate self-injury, chronic suicidal ideation, and suicidal behaviour. Specific clinical features of BPD such as chronic suicidality and impulsivity can reduce the applicability of more general psychiatric risk assessments and desensitise clinicians to high-risk situations. BPD-specific risk assessment training enables mental health professionals to differentiate between low versus high risk, chronic versus acute risk, and be alert to changes in the risk profile. What this topic adds: The majority of risk assessment protocols surveyed in public mental health services comprised suicide risk factors related to psychiatric disorders in general. Risk factors specific to chronic suicidality, deliberate self-injury, and changes in the pattern of risky behaviours in people with BPD are not systematically incorporated within public mental health risk assessment protocols. Incorporating existing evidence-based risk assessment protocols that incorporate factors specific to people with BPD may improve the consistency and accuracy with which suicide risk is assessed in public mental health services. [ABSTRACT FROM AUTHOR]

This study evaluated self-esteem and emotional regulation as possible mediators of the relationship between authoritative parenting and sociopolitical control in 240 low socioeconomic youths, aged 10 to 16 years (M = 12.48 years, SD = 1.33 years; 122 males, 118 females). Participants completed self-report questionnaires assessing their self-esteem, emotional regulation, perception of sociopolitical control, and perceptions of their parents' supportive parenting and behavior monitoring. The relationship between authoritative parenting and perception of sociopolitical control was mediated by self-esteem and emotional regulation cognitive reappraisal skills. The relationship between authoritative parenting and self-esteem was moderated by gender, in that, authoritative parenting was more predictive of self-esteem in male youth than female youth. This research identifies the importance of family interventions designed to increase authoritative parenting for youth from low socioeconomic communities, and highlights the need to identify other factors that may be important for the development of sociopolitical control in female youth.

Ethnic or racial discrimination towards children and adolescents at schools is of concern in many contexts around the world because it is associated with diverse psychosocial, behavioural, emotional, and identity problems. The purpose of this study was to identify the types of ethnic discrimination experienced by indigenous Mapuche adolescents in schools in Chile. The study was qualitative in nature and two techniques were used: semi-structured interviews and focus groups involving an "indicative" sample of 80 participants (30 students and 50 teachers) from three urban high schools in the Araucanía Region, Chile. Three modes of ethnic discrimination were identified: "verbal," "behavioural-attitudinal" and "institutional." A "non virtuous cycle" of discrimination is suggested. It originates with teachers' prejudiced attitudes that lead to attributions of deficit among Mapuche adolescents. When these attributions are activated, they lead to a diminished sense of competence, avoidance and segregation among Mapuche students who then withdraw from active participation in learning, which perpetuates and confirms teachers' prejudice and attributions. Recommendations for the educational system, schools, and teachers are discussed to diminish the manifestation of ethnic discrimination at schools and its negative consequences for indigenous adolescent population.

This study examined a set of background psychological and other variables of orthorexic (ON) tendency in a sample of young women with special interest in healthy lifestyle. The sample consisted of female young adults (N = 310; aged 18–35 years; mean age = 24.3 years; SD = 4.97 years) who were recruited through social media health sites. Besides Orthorexia Nervosa Questionnaire (ORTO‑15), BMI, regular sporting activity, the following scales were used: Eating Disorder Inventory (EDI, drive for thinness, ineffectiveness and maturity fears); Bergen Social Media Addiction Scale (BSMAS); and The Proactive Coping Inventory. In this sample, 37.7% were at risk for ON. Eating disorder attitudes, regular sporting and social media addiction were the most relevant predictors of orthorexic tendency with drive for thinness being the strongest contributor (β = 0.54, p < 0.001). For young women with a special interest in healthy lifestyle, drive for thinness together with regular sporting, ON tendency may serve as a tool for achieving their goal. Social media addiction and other psychological problems (feeling of ineffectiveness or maturity fears) can also contribute to orthorexic rendency. It would be important to ask for support from qualified health professionals when changing nutritional practices. [ABSTRACT FROM AUTHOR]

Citizen science has generated a growing interest among scientists and community groups, and citizen science programs have been created specifically for conservation. We examined collaborative science, a highly interactive form of citizen science, which we developed within a theoretically informed framework. In this essay, we focused on 2 aspects of our framework: social learning and adaptive management. Social learning, in contrast to individual-based learning, stresses collaborative and generative insight making and is well-suited for adaptive management. Adaptive-management integrates feedback loops that are informed by what is learned and is guided by iterative decision making. Participants engaged in citizen science are able to add to what they are learning through primary data collection, which can result in the real-time information that is often necessary for conservation. Our work is particularly timely because research publications consistently report a lack of established frameworks and evaluation plans to address the extent of conservation outcomes in citizen science. To illustrate how our framework supports conservation through citizen science, we examined how 2 programs enacted our collaborative science framework. Further, we inspected preliminary conservation outcomes of our case-study programs. These programs, despite their recent implementation, are demonstrating promise with regard to positive conservation outcomes. To date, they are independently earning funds to support research, earning buy-in from local partners to engage in experimentation, and, in the absence of leading scientists, are collecting data to test ideas. We argue that this success is due to citizen scientists being organized around local issues and engaging in iterative, collaborative, and adaptive learning.

Scientific evidence should guide the selection of practice for individuals with disabilities. Scientific evidence, however, must be trustworthy to move special education toward greater empirical certainty and more effective policies and practices. Transparency, openness, and reproducibility increase the trustworthiness of evidence. We propose that researchers in special education adopt emerging open-science reforms, such as preprints, data and materials sharing, preregistration of studies and analysis plans, and Registered Reports. Adoption of these practices will require shifts in cultural norms, guidelines, and incentives. We discuss how adopting open-science practices can advance the quality of research and, consequently, policy and practice in special education.

This study sought to further explain the association between general anxiety symptoms and impaired problem-solving by testing whether this occurs, in part, through a reduced ability to retrieve event-level, specific autobiographical memory (AM). Participants (N = 301; M age = 28.2 SD = 7.7, 55.8% female) completed assessments of the retrieval of specific AM, anxiety symptoms, depressive symptoms, and rumination. They then completed the Means-End Problem Solving Task, which assessed their ability to produce relevant problem-solving steps. Participants who were higher in anxiety reported a lesser number of relevant problem-solving steps, and this association was, in part, related to anxiety being associated with reduced AM specificity (after controlling for depressive symptoms). Rumination did not mediate anxiety and problem-solving, nor anxiety and AM specificity. These findings provide further evidence that elevated anxiety is associated with reduced ability to retrieve specific AM, and a specific cognitive pathway through which anxiety may affect problem-solving performance.