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Child undernutrition and later-life non-communicable diseases (NCDs) are major global health issues. Literature suggests that undernutrition/famine exposure in childhood has immediate and long-term adverse health consequences. However, many studies have theoretical and methodological limitations. To add to the literature and overcome some of these limitations, we adopted a life course perspective and used more robust methods. We investigated the association between exposure to the 1959-1961 Chinese famine and later-life NCDs and if this association depends on: life stage at exposure, famine severity, and sex. We conducted a secondary data analysis of a large-scale, nationally representative, longitudinal study-the China Health and Retirement Longitudinal Study (2011-2018, 11,094 participants). We measured famine exposure/severity using self-reported experience, life stage using age at exposure, and health using the number of NCDs. We performed Poisson growth curve models. We obtained three findings. First, compared with unexposed participants, those exposed before age 18 had a higher risk of later-life NCDs, particularly if exposed in-utero (IRR = 1.90, 95% CI [1.70, 2.12], p < .001) and in the "first 1,000 days" of life (IRR = 1.86, 95% CI [1.73, 2.00], p < .001; for 0-6 months group, IRR = 1.95, 95% CI [1.67, 2.29], p < .001). Second, the famine effects among participants moderately and severely exposed were similar (IRR = 1.18, 95% CI [1.09, 1.28], p < .001 and IRR = 1.24, 95% CI [1.17, 1.32], p < .001). Third, the famine effects did not differ between females and males (IRR = 0.98, 95% CI [0.90, 1.07], p = .703). In an individual's life course, in-utero and the "first 1,000 days" are a particularly sensitive time period with marked long-term implications for NCDs if undernutrition/famine is experienced in this period. However, this window remains open until young adulthood. This highlights the need to invest more in preventing and treating child/adolescent undernutrition to tackle later-life NCDs.

This piece is meant to help you understand and master two-level linear modeling in an accessible, swift, and fun way (while being based on rigorous and up-to-date research). It is divided into four parts: PART 1 presents the three key principles of two-level linear modeling. PART 2 presents a three-step procedure for conducting two-level linear modeling using SPSS, Stata, R, or Mplus (from centering variables to interpreting the cross-level interactions). PART 3 presents the results from a series of simulations comparing the performances of SPSS, Stata, R, and Mplus. PART 4 gives a Q&A addressing multilevel modeling issues pertaining to statistical power, effect sizes, complex design, and nonlinear two-level regression. The empirical example used in this tutorial is based on genuine data pertaining to ʼ90s and post-ʼ00s boy band member hotness and Instagram popularity. In reading this paper, you will have the opportunity to win a signed picture of Justin Timberlake.

Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment--the ProFAN project--was conducted in France among more than 10,000 vocational high-school students. Its primary goal was to develop and test an intervention promoting a range of psychological and psychosocial variables in vocational high schools, including social competences. This 2-year long, three-wave field experiment compared the effects of a cooperative learning method--the jigsaw classroom, that entails positive goal and resource interdependence--to two control conditions: one that involves cooperation with resource independence, and the other that remains business-as-usual. This article focuses on the differential development of perceived social competences of adolescent boys and girls over time, comparing the three pedagogical methods. Results of longitudinal multilevel modeling replicate the gender gap in perceived social competences and show that this gap widens with time. However, and most importantly, the analyses revealed that such widening of the gender gap was greater in the two control conditions than in the jigsaw condition, in which the evolution of boys' and girls' perceptions of social competences remained similar over time. Contributions to the understanding of the development and teaching of social competences in education settings are discussed.

We conducted three preregistered studies using the Organization for Economic Co-operation and Development Programme for International Student Assessment (PISA) data to provide a worldwide estimation of the standardized test gap between students from lower and higher social classes. We investigated: (a) the degree to which academic anxiety contributes to this gap and (b) the role of country-level income inequality in widening this gap. In Study 1, we used PISA 2003 data (250,000+ students from 41 countries) and demonstrated that anxiety accounts for approximately one-fifth of the performance gap between students with less educated parents and those with more educated parents. Unexpectedly, the social class test gap was weaker in more unequal countries than in more equal countries. In Studies 2a and 2b, we used the PISA 2012 and 2015 data (totaling over a million students from 65 countries and 72 countries, respectively) and differentiated the cultural dimension (parental education, cultural capital) and the economic dimension (economic capital) of social class. Regardless of the dimension, anxiety again accounted for between one-tenth and one-fifth of the performance gap between students from lower and higher social classes. Moreover, (a) the culturally based social class achievement gap was weaker in more unequal than in more equal countries, and (b) the economically based social class achievement gap was larger in more unequal than in more equal countries. Unexpectedly, we also find a robust association between national income inequality and academic anxiety across all three studies. Results are discussed in relation to the multidimensionality of social class and literature on the psychology of income inequality.

This paper aims to introduce multilevel logistic regression analysis in a simple and practical way. First, we introduce the basic principles of logistic regression analysis (conditional probability, logit transformation, odds ratio). Second, we discuss the two fundamental implications of running this kind of analysis with a nested data structure: In multilevel logistic regression, the odds that the outcome variable equals one (rather than zero) may vary from one cluster to another (i.e. the intercept may vary) and the effect of a lower-level variable may also vary from one cluster to another (i.e. the slope may vary). Third and finally, we provide a simplified three-step “turnkey” procedure for multilevel logistic regression modeling: -Preliminary phase: Cluster- or grand-mean centering variables-Step #1: Running an empty model and calculating the intraclass correlation coefficient (ICC)-Step #2: Running a constrained and an augmented intermediate model and performing a likelihood ratio test to determine whether considering the cluster-based variation of the effect of the lower-level variable improves the model fit-Step #3 Running a final model and interpreting the odds ratio and confidence intervals to determine whether data support your hypothesis Command syntax for Stata, R, Mplus, and SPSS are included. These steps will be applied to a study on Justin Bieber, because everybody likes Justin Bieber.1

Mugny and his colleagues have shown that conflict is sometimes detrimental for learning, but other times beneficial, depending on how it is regulated. Yet, it is assumed that laypeople perceive conflict as 'uniformly' negative. We argue that the valence of these lay perceptions depends on the mode of conflict regulation. Epistemic and relational protective conflict regulation behaviors (integrative and submissive response, respectively) can be described as more focused on the other than relational competitive conflict regulation (self-confirmatory response); thus, they should be perceived as more socially desirable. Moreover, epistemic and competitive regulations can be described as more focused on the self than protective regulation; thus, they should be perceived as more socially useful. First-year psychology students ('N' = 119) participants evaluated three bogus respondents allegedly regulating conflict in an epistemic, competitive, or protective manner. Results supported both hypotheses, suggesting that conflict is not to be avoided per se and can be positively valued as a function of its regulation.

This article details a correction to the article: Sommet, N. & Morselli, D., (2017). Keep Calm and Learn Multilevel Logistic Modeling: A Simplified Three-Step Procedure Using Stata, R, Mplus, and SPSS. 'International Review of Social Psychology'. 30(1), pp. 203–218. DOI: https://doi.org/10.5334/irsp.90

Exams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others). Thus, we expect it to impair students' sense of self-efficacy and--by extension--the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence) and awareness (versus ignorance) of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed.