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The past decade saw a sharp increase in the use of smartphones and digital communication platforms. This manuscript reviews advancements in the study of digital communication and adolescent development over the last decade. We highlight theoretical models that seek to explain the power of digital media in adolescents' lives. We then examine research conducted over the last decade on five aspects of digital media: (1) potential to contribute to adolescent development, (2) associations with mental health, (3) differential impact of active versus passive social media use, (4) cyberbullying, and (5) sexting. We conclude with a discussion of potential opportunities and challenges for studying the role of digital communication in adolescents' development during the coming decade.

The COVID-19 pandemic produced a rapid and pervasive shift to provision of telepsychology services throughout health service psychology Simultaneously, an equally rapid and pervasive shift to telesupervision of trainees has occurred, at all levels of graduate professional training These shifts have clearly outpaced a much more gradual increase in training in telesupervision as part of the supervision competency The authors provide an overview of the somewhat limited research on telesupervision, and propose rapid adoption of training in telesupervision for both trainees and supervisors Several areas of research into telesupervision are proposed, including comparative efficacy and acceptance of telesupervision, the potential impact of information technology expertise on supervisory relationships, and potential differential impact of diversity factors in telesupervision as compared to in-person supervision (PsycInfo Database Record (c) 2021 APA, all rights reserved) Impact Statement Public Significance Statement-The COVID-19 pandemic resulted in increased use of telesupervision in health service psychology training, despite limited research and training specific to telesupervision Continued research and incorporation of education and practice of telesupervision to develop trainees' supervision competency could help alleviate the gap between practice and training in telesupervision beyond the pandemic (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Research on the performance of students with visual impairment based on educational setting has not been conducted. It was the purpose of this paper to find out the communicative competence of senior high school student with visual impairment. This student including his mother, teacher, classmate and schoolmate participated in the research undertaking. Case study was the mode of inquiry in this study. It utilized triangulation method such as classroom observation, interview and review of available documents. As a result of this study, it was found out that the student has high communicative competence. This means that he is competent communicator in the context in public, meeting, and group or dyad to strangers, acquaintances or friends. It was also suggested that further studies should assess the differential impact of a variety of courses on students’ communication competencies in diverse contexts and describe a communication approach to develop communicative competency of student with visual impairment.

Demographic survey questions are important to describe the population of survey responders, illuminate potential disparities, and ultimately advance equity. Little is known about their impact on survey response rate or measurement. # Methods A total of 4,448 individuals were randomly assigned to one of three conditions in a mailed paper questionnaire where demographic questions were (1) not asked, (2) integrated at the end of the survey, or (3) included as standalone questions on a separate piece of paper. Response rates to the main survey and demographic questions, as well as item nonresponse and correlation of responses to administrative records, are compared. # Results Overall, 33.4% of individuals who were mailed the survey responded. There were no substantive or statistical differences in survey response rate when demographic questions were not asked (34.2%), were integrated into the survey (33.1%), or were standalone (33.0%; p = 0.762). Sampled individuals responded to the demographic questions at a significantly higher rate when they were integrated into the main survey (32.7%) compared to when they were standalone (28.3%). Respondents, when asked about income, declined to answer at a significantly higher rate when demographics were integrated (16.5%) compared to standalone (10.5%). Discordance between administrative and self-reported race and ethnicity data ranged from 0.6% to 1.0% and were not statistically different across arms (p = 0.64 and p = 0.88, respectively). # Discussion While these findings are limited to the context of the experiment, our results suggest that embedding demographic questions in a survey (as opposed to on a separate page) may result in more usable demographic data. Future work could explore the differential impact of post-survey missing data adjustments on estimates of demographic characteristics and correlation with other survey content. Overall, there was little measurement error in reporting of race/ethnicity in both conditions. # Conclusion For collection of demographic data from the largest portion of individuals via a mailed survey without negative impact on response rate or measurement error, demographic questions are best integrated into surveys rather than included as standalone items on a separate piece of paper.

The COVID-19 pandemic has forced the confinement of most populations worldwide, through stay-at-home orders. Children have continued their education process at home, supervised by parents, who, in most cases, have adopted the role of prime drivers of their learning processes. In this study, the psychological impact of confinement was explored, as well as the relationship of the forced homeschooling situation with psychological well-being. During their confinement, 400 individuals residing in Spain-165 without children at home (Group 1), 104 parents who dedicated little time to homeschooling (Group 2), and 131 who dedicated more time to homeschooling (Group 3)-responded to an online questionnaire. The results show that confinement threatened the mental health of all the participants but especially Group 3 individuals, who had the highest loneliness, anxiety, and stress levels. Moreover, loneliness, perception of discomfort due to homeschooling, and anxiety exacerbated the stress experienced during confinement. Discomfort due to the homeschooling situation was especially relevant in explaining anxiety and stress for Group 3 individuals. These results suggest that forced homeschooling could be associated with the negative consequences that confinement has on individuals' mental health. Moreover, the results suggest that parents who dedicate more time to homeschooling feel more unprotected and more stressed due to the homeschooling in comparison to Group 2 individuals. Health professionals must pay special attention to parents who dedicate more time to homeschooling, and governments and schools must emphasize social support provision to families during homeschooling situations.La pandemia de la COVID-19 ha impuesto el confinamiento de la mayoría de las poblaciones de todo el mundo mediante órdenes de quedarse en casa. Los niños han continuado su proceso de escolarización en sus hogares, supervisados por los padres, quienes, en la mayoría de los casos, han adoptado el papel de impulsores principales de sus procesos de aprendizaje. En este estudio se analizó el efecto psicológico del confinamiento, así como la relación de la situación forzada de enseñanza en el hogar con el bienestar psicológico. Durante su confinamiento, 400 personas residentes en España -165 sin niños en casa (grupo 1), 104 padres que dedicaron poco tiempo a la enseñanza en el hogar (grupo 2), y 131 que dedicaron más tiempo a la enseñanza en el hogar (grupo 3)- respondieron un cuestionario en línea. Los resultados demuestran que el confinamiento amenazó la salud mental de todos los participantes, pero especialmente la de las personas del grupo 3, quienes demostraron mayores niveles de soledad, ansiedad y estrés. Además, la soledad, la percepción de incomodidad a consecuencia de la enseñanza en el hogar, y la ansiedad agravaron el estrés sufrido durante el confinamiento. La incomodidad provocada por la situación de enseñanza en el hogar fue especialmente importante para explicar la ansiedad y el estrés de las personas del grupo 3. Estos resultados sugieren que la enseñanza forzada en el hogar podría estar asociada con las consecuencias negativas que tiene el confinamiento en la salud mental. Además, los resultados indican que los padres que dedican más tiempo a la enseñanza en el hogar se sienten más desprotegidos y más estresados debido a este tipo de enseñanza en comparación con las personas del grupo 2. Los profesionales de la salud deben prestar especial atención a los padres que dedican más tiempo a la enseñanza en el hogar, y los gobiernos y centros educativos deben brindar más apoyo social a las familias durante las situaciones de enseñanza en el hogar.2019新冠病毒(COVID-19)大流行病迫使世界各地的大多数人因为留在家里的命令被禁闭。孩子们在家里继续他们的教育过程，由父母监督，在大多数情况下，父母是他们学习过程的主要推动者。在这项研究中，我们探讨了禁闭的心理影响，以及强迫式的家庭教育境况与心理健康的关系。在禁闭期间，居住在西班牙的400名受试者--其中165名家中没有孩子的人（第1组），104名家长很少有时间致力于家庭教育的父母（第2组），以及131名花较多时间致力于家庭教育的父母（第3组）--回答了一份在线调查问卷。结果显示，禁闭威胁着所有参与者的心理健康，但特别是第3组的人，他们的孤独感、焦虑和压力水平最高。此外，孤独感、对家庭教育带来的不适感和焦虑感加剧了禁闭期间的压力。在解释第3组人的焦虑和压力时，由于家庭教育情况造成的不适感尤为重要。这些结果表明，强迫家庭教育可能与禁闭对个人心理健康产生的消极后果有关。此外，研究结果表明，与第2组个体相比，为家庭教育投入更多时间的父母感到更多的不受保护和更多的压力。卫生专业人员必须特别关注那些花更多时间在家庭教育上的父母，而政府和学校必须强调在在家上学的家庭教育情况下向家庭提供社会支持。.

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. Using the results from a pan-Canadian Teacher ...

This study compared the effect of the timing of form-focused instruction (FFI) on the acquisition of the past counterfactual conditional (PCC) and framing expressions (FEs) for English questions. Sixty-three EFL adult learners received a total of six hours of isolated or integrated FFI on the target features. Acquisition was measured by means of cloze tests and interviews. The results obtained from a mixed-design ANOVA indicated that the learners in the two experimental groups made significant gains on the two language measures. A dependent t-test revealed that the two target structures responded differentially to the timing of form-focused instruction. We discuss some of the theoretical and pedagogical implications of these findings.

Despite the increasing popularity of task-based language teaching (TBLT) among researchers and teachers, further classroom-based empirical evidence is needed to support its use over more traditional teaching approaches such as presentation practice production (PPP). The argument that TBLT is ‘legislation by hypothesis’ (Swan, 2005), is yet to be completely refuted (Ellis, 2018). Four intact classes of Japanese university students taking a one-year oral English course were randomly assigned to either a TBLT or PPP teaching condition. Speaking proficiency and speaking self-efficacy were measured three times during the year to discover the differential impact of teaching approach on growth. Student interviews provided insights into their views on the different approaches. Results showed that students in TBLT and PPP classes experienced growth in both proficiency and self-efficacy, and there was no difference in final outcomes for the two conditions. However, patterns of growth for the groups were different.

The goal of the present study was to investigate the instructional potential of metacognitive strategies to improve listening comprehension and the automaticity of listening processes. Metacognition can be described as focusing attention on the cognitive processes one is currently using. In the classroom, metacognitive listening instruction means guiding learners in applying metacognition to learning by monitoring the mental strategies they use while listening, evaluating the relative success of these strategies, and planning for future listening experiences. I argue that providing students with these tools to monitor and regulate the perceptual and cognitive processes involved in listening contributes significantly to building toward the automaticity of those processes, leading to improved performance and reduced reaction time on listening assessments. In order to test this hypothesis, a pretest—treatment—posttest design was adopted and seven intact sections of second-semester French were randomly assigned to the control or experimental condition. The experimental groups were instructed in using metacognitive strategies to regulate the listening process while the control groups were simply exposed to the listening passages and asked to verify comprehension. Results showed that treatment condition alone did not account for improvement in listening comprehension or automaticity. Differences were found, however, based on initial listening proficiency and metacognitive awareness: low proficiency learners in both conditions outperformed all high proficiency learners in listening gains over time. Initial level of metacognitive awareness had a significant impact on gains in listening performance, indicating that the learners in the experimental group who began the study with low metacognitive awareness achieved higher gains in listening. This suggests that increasing metacognitive awareness through instruction is effective in improving listening comprehension. A potential ceiling effect was indicated, however, since those who began the study with high metacognitive awareness in the control condition improved their listening more than those in the experimental condition. An analysis of reaction time gain scores suggested that automaticity was not affected by initial listening proficiency. On the other hand, it was the learners in the control condition with low initial metacognitive awareness who decreased their reaction time compared to other subgroups over the course of the study, suggesting that metacognitive abilities are indeed related to automaticity. On the whole, these results indicate that initial level of metacognitive awareness has a differential impact on listening comprehension gains as well as reaction time. This supports the idea that increasing metacognition can help learners to improve listening skills; however, further research must be done in order to clarify the nature of these interrelationships.

To date, little is known about the impact of fitspiration and thinspiration exposure on men, as previous studies on these social media trends were primarily conducted on women. Male participants (n = 223) completed baseline measures of trait body image, then used a smartphone application to complete up to six state-based assessments daily for seven days. In each assessment, participants were randomly assigned to one of three image conditions (fitspiration, thinspiration, or neutral). Before and after viewing each image, they reported state body fat dissatisfaction, muscularity dissatisfaction, negative mood, and urge to engage in behaviours to reduce body fat and increase muscularity. Multi-level analyses revealed that compared to viewing neutral images, viewing fitspiration images increased men's body dissatisfaction, whereas viewing thinspiration images decreased body dissatisfaction. Viewing either fit- or thinspiration images also led to lower mood and greater urges to increase muscularity, whereas only fitspiration images increased urges to reduce body fat. Men with greater baseline muscularity dissatisfaction and higher appearance comparison were most vulnerable to muscularity dissatisfaction after viewing fitspiration images. Findings suggest the importance of limiting exposure to fitspiration imagery and implementing social media literacy programmes for men and well as women.

Most of the previous literature regarding eye movements use visual stimuli alone. However, in real life, visual and auditory stimuli occur together frequently. It has been shown that a sound presented just before or simultaneously with the visual target reduces the latency of the saccades. The present study investigates the effect of a sound presented shortly before the LED visual target for three types of eye movements: saccades, vergences and combined eye movements. Fourteen participants (6 women, mean age: 22.6 +/- 0.62 years) took part in the study. Each type of eye movements was tested in two conditions: one with visual LED targets alone, the other with a sound coming for a buzzer adjacent to the LED, and preceding by 50 ms the onset of the LED target (auditory-visual target). Eye movements were recorded at 220 Hz for each eye with the Eyeseecam binocular devicehttps://www.eyeseetec.de/eyeseecam-sci/). The results confirm that the sound significantly reduces the latency of the saccades. In contrast, for convergence or divergence the sound did not decrease the latency but it did increase the velocity and reduced the duration of such movements significantly. For combined saccade vergence movements particularly leftward, the sound had multiple effects on the saccade component: it decreased the duration of the saccade component and reciprocally increased its velocity but also reduced its latency. Such mixed effects on latency duration and velocity of the saccade component favor the hypothesis that saccade components of combined eye movements are subtended by a co-activation of both, saccade and vergence brainstem generators. The differential benefit from the sound according to the type of eye movements is of theoretical and clinical interest.

Commensurate with the serious risks bullying poses to students’ mental health, substantial attention has been devoted to evaluating school bullying prevention programs. Research on the effectiveness of these interventions shows mixed outcomes. Recent evidence suggests that even programs that reduce overall bullying may have negative outcomes for victims. Most bullying prevention programs incorporate a range of strategies, but we know little about which strategies actively reduce bullying and whether some may have iatrogenic effects. Questions have been raised about programs that involve working with peer bystanders and whether some strategies stigmatize victims. In this article, I propose three theoretically derived hypotheses that describe mechanisms through which encouraging peers to actively defend victims may produce adverse outcomes for victims. More research is needed to test these hypotheses. A deeper understanding of the differential impact of bullying prevention strategies will lead to improvements in programs and more targeted use of effective strategies.

This study is a modification of the Kane, Spizman, and Donelson, (2013) model for educational attainment of children. The primary modification is to provide separate models for children who lived with both parents compared to those who did not to allow for differential impacts of family characteristics by household type on the children's educational attainment. The study also (1) captures five additional years of educational attainment data that were not available for the Kane, et al., (2013) study, (2) does not impose a functional form on some of the independent variables, (3) modifies the model to facilitate the inclusion of observations for which some data are missing, and (4) provides estimates for the average age at the time various degrees are obtained. The results show that the education levels of both parents are impactful for the educational attainment of children who lived with both parents and that there is no statistical difference between the impact of mother's and father's education level. In contrast, the results show the relatively greater impact of the mother's compared to the father's educational level on the educational attainment of children in households that did not include both parents.

This research examines how host’s interaction styles can shape consumer outcomes (e.g., satisfaction and switching intentions) after experiencing service failure in home-sharing via the intervening role of trust. Drawing on findings from two experimental studies, the results consistently suggest that adopting a personal (vs. professional) style in the initial host–guest interaction yields higher trust in the host (Study 1a, 2a). When service failure occurs, consumers exposed to an initial personal (vs. professional) interaction with the host report greater satisfaction and lower switching intentions, regardless of recovery interaction styles (Study 1b, 2b). Serial mediation analysis suggests that trust accounts for the differential impact of interaction styles on post-service recovery outcomes. Implications for the sharing economy literature and managerial practices are discussed.

Purpose The purpose of this study is to examine the association between parental migration and adolescents’ styles of close relationships with parents, friends and romantic partners. Design/methodology/approach In total, 197 adolescents from Cuenca (Ecuador) participated in the study, of which 35% reported a background of parental migration. The Behavioral Systems Questionnaire was used to assess participants’ relational styles. Findings The study reveals that, although parental migration is associated with the development of lower secure styles for parents and friends, it is not associated with the development of insecure styles. Moreover, parental migration does not appear to be associated with the development of romantic styles. Based on the differential impact of the migration of one or two parents, the migration of two parents appeared to have a stronger association with lower secure styles. Originality/value The results are discussed in light of the socio-cultural context in which parental migration occurs in Ecuador, which may offer clue variables in shaping the relational styles of adolescents. The study addresses an important consequence of migration focusing on a scarce studies group, adolescents who stay in their home country while their parents migrate. Moreover, its main findings challenge the preconceptions that parent-child separations necessarily involve a direct negative impact on relational functioning.

Recent developments in relational frame theory (RFT) have outlined a number of key variables of potential importance when analyzing the dynamics involved in derived relational responding. Recent research has begun to explore the impact of a number of these variables on persistent rule-following, namely, levels of derivation and coherence. However, no research to date has systematically examined the impact of coherence on persistent rule-following at varying levels of derivation. Across two experiments, the impact of coherence (manipulated through the systematic use of performance feedback) was explored on persistent rule-following when derivation was relatively low (Exp. 1) and high (Exp. 2). A training protocol based on the implicit relational assessment procedure (IRAP) was used to establish novel combinatorially entailed relations that manipulated the feedback provided on the untrained, derived relations (A-C) for five blocks of trials in Experiment 1 and one block of trials in Experiment 2. One of these relations was then inserted into the rule for responding on a subsequent contingency-switching match-to-sample task to assess rule persistence. While no significant differences were found in Experiment 1, the provision or non-provision of feedback had a significant differential impact on rule persistence in Experiment 2. These differences, and the subtle complexities that appear to be involved in persistent rule-following in the face of reversed reinforcement contingencies, are discussed.

Inconclusive prior research on the effects of entrepreneurship education may be an aggregation artefact because student subjects were assumed to be homogenous. Accordingly, we examine the impact of entrepreneurship education on student intention, entrepreneurial self-efficacy and attitude towards entrepreneurship among theoretically relevant sub-groups of Norwegian business students. We find that at aggregate level, self-efficacy increases while attitude towards entrepreneurship and intentions remain unchanged. However, on closer examination we find that entrepreneurial self-efficacy and attitude towards entrepreneurship increase for some subgroups of students, decrease for other subgroups of students, and have opposite, cancelling, changes for still others. Such unmasking of the true effects of entrepreneurship education helps ensure that pedagogy, funding, and public policy decisions are made appropriately.

Although the negative impact of child maltreatment on child development is well-established in the literature, little research has explored potential developmental differences in the impact of child maltreatment on child outcomes. The primary aim of this qualitative study was to explore the impact of child maltreatment from the perspective of practitioners who serve maltreated children, including variation in impact and manifestation due to the developmental stage of the child. In this study, 27 in-depth interviews were conducted with practitioners who directly serve maltreated children in an urban Midwestern city in the United States. Thematic analysis was used to analyze the data. The four themes of developmental differential on the impact of maltreatment included (1) impact manifestation; (2) behavioral expression; (3) locus of control; and, (4) complexity. The findings from this study offer valuable insight to inform developmentally-appropriate interventions for children who have experienced child maltreatment. Our discoveries encourage agencies and those working with maltreated children to consider the child's developmental level to acknowledge how the child will process and react to the maltreatment.

The (un)predictability of threat influences anticipatory emotional and motivational states. However, few investigations have examined the impact of threat type on defensive motivation. Two within-subject studies (total N = 134) examined defense motivation (startle reflex) and attentional engagement (probe N100, P300) in anticipation of shock and an aversive noise (scream) during a no, predictable, and unpredictable threat (NPU-threat) task. In Study 1, startle was potentiated for unpredictable shock and scream, but potentiation was greater for shock. Startle was potentiated for predictable shock but attenuated for predictable scream. In Study 2, the scream was paired with a scared female face. Startle was potentiated for both predictable and unpredictable shock and scream. The probe N100 was enhanced during unpredictable threat and the probe P300 was suppressed during both predictable and unpredictable threat. The present study suggests that threat type impacts unpredictable (but not predictable) defensive motivation but not attentional engagement. Moreover, predictable auditory aversive stimuli need a paired visual stimulus to enhance defensive motivation.

Research on consumer technology adoption has predominantly focused on technology acceptance models; the role of consumers' affective states and individual characteristics has largely remained underexplored. Drawing on the Mood-Behavior Model and the Affect Infusion Model, this research suggests that consumers' mood is an important factor that influences their decision to adopt in-store m-payment services. More importantly, the nature of this impact differs depending on two individual characteristics: consumers' decision-making style (maximizer/satisficer) and need for gratification. A scenario-based experiment (n = 322) provides empirical evidence for the significance of consumers' affective states in their judgements and decisions. When experiencing positive mood, those satisficers who have a higher need for gratification are more likely to use m-payment services. In contrast, in a negative mood state, maximizers with a higher need for gratification are more inclined to use m-payment. The findings contribute to the literature by demonstrating that mood is an important determinant of technology adoption and that consumers' individual characteristics define how positive and negative mood can influence their adoption decisions in different ways. The results also inform managers on an interesting consumer segmentation approach based on consumers’ decision-making style and need for gratification when promoting in-store m-payment services.

Dual-process theories of evaluative learning suggest that evaluative representations can be formed via two functionally distinct mechanisms: automatic formation of associative links between co-occurring events (associative learning) and nonautomatic generation and truth assessment of mental propositions about the relation between stimuli (propositional learning). Single-process propositional theories reject the idea of automatic association formation, attributing all instances of evaluative learning to propositional processes. A central question in the debate between the two theories concerns the mechanisms underlying unqualified effects of stimulus co-occurrence when the relation between the co-occurring stimuli suggests an evaluation that is opposite to the one implied by the observed co-occurrence (e.g., sunscreen prevents skin cancer). Addressing interpretational ambiguities in previous research on the differential impact of co-occurrence and relational information on implicit and explicit measures, the current research used a multinomial modeling approach to investigate the functional properties of the effects of co-occurrence and relational information on a single measure of evaluative responses. Although the moderating effects obtained for relational information are consistent with the predictions of the two theories, the obtained properties of co-occurrence effects pose an explanatory challenge to both dual-process and single-process propositional theories. The findings demonstrate the value of multinomial modeling in providing deeper insights into the functional properties of the effects of co-occurrence and relational information, which impose stronger empirical constraints on extant theories of evaluative learning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

When entering into a negotiation, individuals have the choice to enact a variety of communication styles. We test the differential impact of being “warm and friendly” versus “tough and firm” in a distributive negotiation when first offers are held constant and concession patterns are tracked. We train a natural language processing algorithm to precisely quantify the difference between how people enact warm and friendly versus tough and firm communication styles. We find that the two styles differ primarily in length and their expressions of politeness (Study 1). Negotiators with a tough and firm communication style achieved better economic outcomes than negotiators with a warm and friendly communication style in both a field experiment (Study 2) and a laboratory experiment (Study 3). This was driven by the fact that offers delivered in tough and firm language elicited more favorable counteroffers. We further find that the counterparts of warm and friendly versus tough and firm negotiators did not report different levels of satisfaction or enjoyment of their interactions (Study 3). Finally, we document that individuals’ lay beliefs are in direct opposition to our findings: participants believe that authors of warmly worded negotiation offers will be better liked and will achieve better economic outcomes (Study 4). This paper was accepted by Yuval Rottenstreich, judgment and decision making.

The extant studies on leadership are replete with employee, coworker, and leader outcomes, however, research is still nascent on leadership’s crossover into employees’ family members’ lives. To examine leadership’s impact on the work–family interface, we draw on conservation of resources theory (COR) and crossover theory and investigate how authoritarian leadership and benevolent leadership affect spousal family satisfaction. We examine the mediating influence of work–family conflict (WFC) and work-family facilitation (WFF), and the moderating impact of spouses’ need for control. Our model was tested with multisource, mutiwave data from 207 Chinese married dyads. The results suggest that, as expected, the positive relationship between benevolent leadership and spousal family satisfaction is fully mediated by WFF, and the negative relationship between authoritarian leadership and spousal family satisfaction is fully mediated by WFC. Findings further suggest that the negative relationship between employee WFC and spousal family satisfaction is stronger for spouses with a higher need for control. Thus, authoritarian leadership, through its negative influence on WFC appears to be universally detrimental for spousal family satisfaction, however, even more so for spouses with a higher need for control. These results underscore the importance of acknowledging leadership’s impact at work reaching far beyond the job incumbent.

The use of mouse models has revolutionized the field of Down syndrome (DS), increasing our knowledge about neuropathology and helping to propose new therapies for cognitive impairment. However, concerns about the reproducibility of results in mice and their translatability to humans have become a major issue, and controlling for moderators of behavior is essential. Social and environmental factors, the experience of the researcher, and the sex and strain of the animals can all have effects on behavior, and their impact on DS mouse models has not been explored. Here we analyzed the influence of a number of social and environmental factors, usually not taken into consideration, on the behavior of male and female wild-type and trisomic mice (the Ts65Dn model) in one of the most used tests for proving drug effects on memory, the novel object recognition (NOR) test. Using principal component analysis and correlation matrices, we show that the ratio of trisomic mice in the cage, the experience of the experimenter, and the timing of the test have a differential impact on male and female and on wild-type and trisomic behavior. We conclude that although the NOR test is quite robust and less susceptible to environmental influences than expected, to obtain useful results, the phenotype expression must be contrasted against the influences of social and environmental factors. The lab of MD is supported by the Departament d’Universitats, Recerca i Societat de la Informació de la Generalitat de Catalunya (Grups consolidats 2017 SGR 926, 2017 SGR 138). This research was funded by the Agencia Estatal de Investigación (PID2019-110755RB-I00/AEI/10.13039/501100011033), the European Union’s Horizon 2020 Research and Innovation Program under grant agreement No. 848077. Jerôme Lejeune Foundation (Grant number 2002), NIH (Grant Number: 1R01EB 028159-01), Marató TV3 (#2016/20-30), and JPND (Heroes; AC17/00006). The Centre for Genomic Regulation (CRG) acknowledges the support of the Spanish Ministry of Science and Innovation to the EMBL partnership, the Centro de Excelencia Severo Ochoa, and the CERCA Program/Generalitat de Catalunya. The CIBER of Rare Diseases (CIBERER) is an initiative of the ISCIII. CS received the FI grant from Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR) de la Generalitat de Catalunya

Increased screen time has been found to be associated with a number of negative health and wellbeing indicators in youth populations. An increasing number of studies have investigated the association between screen time and wellbeing in adolescents, but evidence in younger children is still emerging. This 2017 study explored the effect of leisure screen time and gender on dimensions of wellbeing (measured using KIDSCREEN-27) in a national sample of 897 Irish primary school children aged 8–12 years. Participants had a mean age of 10.9 ± 1.16 years and were 47.7% female. Just over 30% of the sample accumulated 2 h or more of leisure screen time daily. Results show that there was no significant interaction between screen time category (&lt, 2 h/2 h + daily) and gender on overall wellbeing, while controlling for BMI. Children who self-reported &lt, 2 h of leisure screen time scored significantly higher on four dimensions of wellbeing: physical, parental, peers, and school, but not psychological. This study supports the growing evidence of the impact that leisure screen time has on health. Further longitudinal research investigating the impact of sub-categories of leisure screen time behaviour on wellbeing is warranted.

Altering meal timing could improve cognition, alertness, and thus safety during the nightshift. This study investigated the differential impact of consuming a meal, snack, or not eating during the nightshift on cognitive performance (ANZCTR12615001107516). 39 healthy participants (59% male, age mean±SD: 24.5 ± 5.0y) completed a 7-day laboratory study and underwent four simulated nightshifts. Participants were randomly allocated to: Meal at Night (MN; n= 12), Snack at Night (SN; n = 13) or No Eating at Night (NE; n = 14). At 00:30 h, MN consumed a meal and SN consumed a snack (30% and 10% of 24 h energy intake respectively). NE did not eat during the nightshift. Macronutrient intake was constant across conditions. At 20:00 h, 22:30 h, 01:30 h, and 04:00 h, participants completed the 3-min Psychomotor Vigilance Task (PVT-B), 40-min driving simulator, post-drive PVT-B, subjective sleepiness scale, 2-choice Reaction Time task, and Running Memory task. Objective sleep was recorded for each of the day sleeps using Actigraphy and for the third day sleep, Polysomnography was used. Performance was compared between conditions using mixed model analyses. Significant two-way interactions were found. At 04:00 h, SN displayed increased time spent in the safe zone (p < .001; percentage of time spent within 10 km/h of the speed limit and 0.8 m of lane center), and decreases in speed variability (p < .001), lane variability (p < .001), post-drive PVT-B lapses (defined as RT > 355 ms; p < .001), and reaction time on the 2-choice reaction time task (p < .001) and running memory task (p < .001) compared to MN and NE. MN reported greater subjective sleepiness at 04:00 h (p < .001) compared to SN and NE. There was no difference in objective sleep between eating conditions. Eating a large meal during the nightshift impairs cognitive performance and sleepiness above the effects of time of night alone. For improved performance, shiftworkers should opt for a snack at night. Refereed/Peer-reviewed

Social constructivist theory suggests that social support affects internalizing and externalizing problems by improving self-esteem. The differential impact of these variables has not been fully explored between male and female genders. The current study examined how different sources of received or perceived social support from mother, father, or a close friend affect internalizing and externalizing problems as explained by self-esteem in emerging adulthood. Emerging adults attending college ( N = 854, ages 18-25 years) were recruited to complete survey measures. For both genders, the perception of friend support was indirectly related to internalizing and externalizing problems through self-esteem. Received social support from fathers indirectly effected internalizing and externalizing problems in females through self-esteem but not males. Interventions during emerging adulthood aimed at increasing perception of support from friends may directly and indirectly benefit females in college. Further results, implications, and limitations of the study are discussed.

Objective: Loneliness is associated with worse health status outcomes. Yet, the present study is one of the first to identify how patterns of loneliness (transient and chronic) are associated with ...

Purpose Job information through word-of-mouth (WOM) has a crucial impact on employer attractiveness. The phenomenal rise of social media offers alternate WOM platforms for sharing job information, which is quite different from traditional face-to-face WOM. The purpose of this paper is to examine the differential impact of traditional word-of-mouth (t-WOM) and social media word-of-mouth (s-WOM) on employer attractiveness along with the difference in the job attributes and relationship strength with the information source. Design/methodology/approach A 2 × 2 × 2 experiment was conducted to examine the impact of information source (t-WOM and s-WOM), job attributes (tangible and intangible) and relationship strength (strong and weak), on employer attractiveness. Source expertise and source trust were treated as the control variable. Findings The result shows the differential impact of t-WOM and s-WOM on employer attractiveness. Moreover, t-WOM from strong relation source found to have a high impact on employer attractiveness than s-WOM. No significant difference due to job attributes was found. Research limitations/implications Use of only positive WOM and not the negative one, student as the subjects, etc. Practical implications The present study suggests using t-WOM and s-WOM to attract talented job seekers. Originality/value This is the first study to analyze the differential impact of t-WOM and s-WOM on employer attractiveness.

Using a parental leave reform implemented in Canada at the end of 2000, I study the effects of an increase in maternal care on the developmental outcomes of children aged 2–3 years old. The reform increased the time mothers spent with their newborns by 3 months. Using the Canadian National Longitudinal Survey of Children and Youth, I employ a difference-in-differences methodology, where I compare children with a sibling born after the reform to those with a sibling born before the reform, relative to children of the same birth cohorts with no siblings born in the period surrounding the reform. Results show that treated children enjoy an increase of 3.6 h per week in the time they spend with their mothers, mainly due to a decrease in the time spent in non-institutional care. The increase in maternal care improves the emotional disorder score in the short-run and has no other impact on cognitive, non-cognitive or health outcomes in the short-run or the medium-run. Studying heterogeneous effects reveals a differential impact by child's age. An increase of 6.5 h per week in the time 2-year-olds spend with their mothers significantly improves their non-cognitive skills.

Using self-determination theory, this research sheds light on the role of different subjective, or functional, meanings of cash rewards on employees’ functioning. Based on three samples of workers from across the world in a variety of industries, the current research provides empirical evidence that cash rewards perceived as having an informative meaning positively contribute to their psychological needs, which leads to better functioning, whereas cash rewards perceived as having a controlling meaning negatively contributed to their psychological needs, which is then associated with suboptimal functioning. These findings highlight the theoretical and practical relevance of considering employees’ perceptions to understand the influence of cash reward programs on their commitment, quality of motivation and behaviors in the workplace as well as to better design these programs, including their roll out strategies, if organizations set those in place to drive healthier forms of motivation and commitment.

Weight teasing is associated with body dissatisfaction, but no study has examined the differential impact of the teasing source’s gender. This study examined whether the longitudinal relationship between weight teasing (by peers), weight-related comments (by parents) and body esteem differed by the teasing sources’ gender, and whether these relationships were moderated by victims’ weight status and demographic factors. A school-based sample (N = 1197 at Time 1; 60% female) of adolescents completed surveys over approximately 2 years (Time 1-Time 3). Multilevel modeling showed that teasing from a male peer had a stronger, negative association with appearance esteem for female victims than males. Although weight teasing was more prevalent among youth with overweight/obesity, teasing from female peers had a stronger negative association with weight esteem for adolescents of average weight. Results suggest the weight teasing sources’ gender may differentially impact the victims’ body esteem, and highlights the need to consider these factors in weight teasing prevention strategies.

The present paper offers an account of how self-reported health varies with religious affiliation and reproductive effort among Serbian Roma women. Data were collected in 2014–2018 in two Roma semi-urban settlements in central Serbia. The sample consisted of 177 Christian and 127 Muslim women, averaging 54 years of age. In addition to religious affiliation (Christianity/Islam), demographic data, reproductive histories, data on self-reported and children’s health were collected, along with height and weight, and smoking status. Christian and Muslim Roma women differed significantly on a number of variables, with Muslim women reporting poorer health and higher reproductive effort. Among Roma women religion may be an important determinant of reproductive and fertility patterns, largely because it may have formed an important foundation upon which identity is based. This study adds to the literature on the cross-cultural relevance of the ways religion shapes reproductive behaviors for understanding the health variations of women from the same ethnic group who profess different religions.

We experimentally investigated gratitude’s impact on loneliness and health in older adults. Participants were assigned to a daily gratitude writing exercise (treatment group) or a control group. Self-reported loneliness and health (i.e., subjective well-being, subjective health, health symptoms) were measured daily over a 3-week period. In support of our hypotheses, within-person variability in gratitude predicted differences in loneliness and health. Furthermore, those in the treatment group showed stronger cumulative effects of gratitude on loneliness and health symptoms when aggregated across the 20-day study. Additionally, a series of conditional, multilevel indirect effect models found that loneliness acted as a mechanism for gratitude’s differential impact on subjective well-being and health symptoms across conditions. Taken together, this study provides initial evidence that a simple gratitude exercise can strengthen associations among daily gratitude and loneliness and, consequently, improve health, for older adults.

An increasing number of grandparents are assuming full-time parenting responsibilities for grandchildren when birth parents are unable to do so. This raises concern given the body of research that ...

Integrating functional leadership theory with models of the team creativity and innovation, we present a dynamic model of leadership emergence where leadership emergence is shaped by (a) the type of contributions members express (constructive contributions proposing new ideas, or supportive contributions affirming ideas with merit), (b) when those contributions are expressed (i.e., in the idea generation or idea enactment phase), and (c) the extent fellow teammates themselves are contributing in constructive or supportive ways in those phases. We tested our theoretical model in two studies involving simulated teams engaged in an innovation design challenge. In both studies, we found that constructive contributions were more strongly related to leadership emergence in the idea generation phase than in the idea enactment phase. Moreover, the impact of constructive contributions on leadership emergence in the idea generation phase was stronger when there was a "void"-that is, fellow teammates' constructive contributions were low. Surprisingly, in both studies, we found consistent evidence that supportive contributions also enhanced leadership emergence in the idea generation phase, whereas the findings on supportive contributions and leadership emergence in the idea enactment phase were mixed. Overall, our model highlights the importance of integrating dynamic and contextualized aspects of teams into theories of leadership emergence and also sheds new light on the processes underlying emergent forms of leadership in the early phases of the innovation cycle. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The growing rates of traffic crashes involving cyclists are currently recognized as a major public health and road safety concern. Furthermore, risky behaviors on the road and their precedent factors have been conceptualized as potential determinants for explaining, intervening and preventing traffic injuries of cyclists. Objectives This study aimed at examining whether individual factors and self-reported risky behaviors could explain the crash rates of cyclists in a period of 5 years. Methods A sample of 1064 cyclists was used, with a mean age of 32.83 years. Participants answered a survey assessing demographic data and information on risky behaviors, risk perception, knowledge of norms, and suffered cycling crashes. Results Using Structural Equation Models, it was found that crash rates in cyclists could be explained through risky behaviors, risk perception, knowledge of traffic norms and cycling intensity. Through a multi-group path model differentiating cyclists by age group, it was also found that cycling intensity has a differential impact on self-reported crashes in older (age > 25) and younger (age Conclusions This study suggests that risky behaviors mediate the relationship between the individual factors and the crash rates of cyclists, and that age exerts an important effect in the variation of the explanatory structure of the model. The design of educational tools would be useful for promoting not only the avoidance of risky behaviors, but also a generalized awareness on road safety issues. Practical applications This research provides an empirical precedent in the study of the impact of factors related to risky behaviors on the road and to safety outcomes of cyclists.

Although online product recommendation (OPR) is important in e-commerce transactions, there is a little understanding about differential impact of different recommendations. This study aims to exam...

Incentivizing subordinates is a crucial task of anyone in a decision‐making role. However, little is known about the mechanisms behind selection of different types of incentives. Our laboratory experiment characterizes the ways in which male and female decision‐makers assign incentives, and how these choices are perceived by those affected by them. We find that women are significantly less likely to select “competitive” incentives based on comparative performance of workers, particularly in the treatment where their workers can observe their gender. The results are not due to priming but are rather consistent with the explanation that women conform to gender stereotypes in anticipation of subsequent evaluation by workers. Indeed, female decision‐makers are significantly underrated relative to comparable males, even after controlling for incentive choice and an extensive set of individual characteristics. The gender difference in competency ratings can be attributed to male workers rating female decision‐makers disproportionately lower relative to their male counterparts. The gender gap in ratings appears to arise because of gender per se and not due to a differential impact of incentives on decision‐makers' gender.

Objective Occurring at an alarming rate in the United States, mass violence has been linked to posttraumatic stress symptoms (PTSS) in both direct victims and community members who are indirectly exposed. Identifying what distinct exposure patterns exist and their relation to later PTSS has important clinical implications. The present study determined classes of exposure to an event of mass violence, and if PTSS differed across classes. Method First- and second-year college students (N = 1,189) participated in a confidential online survey following a mass murder at their university, which assessed event exposure and PTSS 3 months later. Latent class analysis (LCA) was used to empirically determine distinct classes of exposure patterns and links between class membership and PTSS. Results The final model yielded 4 classes: minimal exposure (55.5% of sample), auditory exposure (29.4% of sample), visual exposure (10% of sample), and interpersonal exposure (5% of sample). More severe direct exposure (i.e., the visual exposure class) was associated with significantly higher levels of PTSS than the auditory exposure or minimal exposure classes, as was the interpersonal exposure class. There were no significant differences in PTSS between the auditory exposure and minimal exposure classes or the visual exposure and interpersonal exposure classes. Conclusion Results point to the differential impact of exposure categories, and provide empirical evidence for distinguishing among auditory, visual, and interpersonal exposures to events of mass violence on college campuses. Clinical implications suggest that visual and interpersonal exposure may warrant targeted efforts following mass violence. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Previous research has shown that individuals high in narcissism mistrust others, yet little is known about narcissism's relation to trust. In the current study (N = 727), we aim to close this gap in the literature by examining the relationship between facets of trust (i.e., cognitive bias in the evaluation of others and personal trustworthiness) and facets of grandiose narcissism (i.e., agentic, antagonistic, and communal). We strive to answer the question whether narcissistic individuals believe that others are reliable, honest, and benevolent (how they perceive others) and whether they present themselves as trusting of others (how they perceive themselves). We posit and show that agentic narcissism is not related to any of the studied trust facets, suggesting that the concept of trust is not relevant to their self-image. In contrast, antagonistic narcissism is negatively related to perceiving others and oneself as trustful, and communal narcissism is positively related to these trust facets, purportedly due to communal self-enhancement. We discuss our findings of the Narcissistic Admiration and Rivalry Concept as well as to the Agency-Communion model of grandiose narcissism.

College cannabis users report using more cannabis during the weekend than on weekdays, yet little attention has been paid to the role of weekend and weekday-specific motives for use. The present investigation evaluated the impact of weekend and weekday-specific cannabis motives on cannabis use and related problems among current (past-3 month) cannabis using undergraduates (N = 276). Participants reported more cannabis use motives during the weekend than weekday. Enhancement and social motives were greater than coping, conformity, and expansion motives during weekends. Enhancement and conformity motives were indirectly related to problems via cannabis use frequency for both weekdays and weekends. Yet social, coping, and expansion motives were indirectly related to problems via cannabis use frequency for only weekdays. Findings support the differential impact of weekend and weekday-specific motives on cannabis use and related problems.

Siblings of individuals with severe intellectual disability are underrepresented in research, yet they are simultaneously an at-risk population and a crucial population in terms of future planning ( Heller & Arnold, 2010 ; Rossetti & Hall, 2015 ). This review systematically summarizes the literature with the goals of (1) characterizing the state of the literature on this subpopulation, (2) identifying evidence for differential impacts and needs in this subpopulation as compared to the umbrella population of siblings of individuals with IDD, and (3) identifying future directions researchers should take to determine the implications of these differential impact(s), should they exist. Results suggest that the research is inconclusive in many domains, but increased likelihood of negative outcomes and increased caregiving responsibilities across the lifespan are supported. Limitations include underreporting of severity and sample biases. Implications for sibling wellbeing and future planning are discussed.

This study explores the differential impact of weather on time allocation to physical activity and sleep by children and their parents. We use nationally representative data with time use indicators objectively measured on multiple occasions for more than 1,100 child-parent pairs, coupled with daily meteorological data. Employing an individual fixed effects regression model to estimate the causal impact of weather, we find that unfavourable weather conditions, as measured by cold or hot temperatures or rain, cause children to reduce physical activity time and increase sedentary time. However, such weather conditions have little impact on children’s sleep time or the time allocation of their parents. We also find substantial differential weather impact, especially on children’s time allocation, by weekdays/weekends and parental employment status, suggesting that these factors may contribute to explaining the differential weather impact that we observed. Our results additionally provide evidence of adaptation, as temperature appears to have a more pronounced impact on time allocation in colder months and colder regions. The results suggest that extreme weather conditions, including those associated with climate change, could make children vulnerable to reduced physical activity.

The number of people working from home (WFH) increased radically during the coronavirus (COVID-19) pandemic. The purpose of this study was therefore to investigate people’s experiences of WFH during the pandemic and to identify the main factors of advantages and disadvantages of WFH. Data from 29 European countries on the experiences of knowledge workers (N = 5748) WFH during the early stages of lockdown (11 March to 8 May 2020) were collected. A factor analysis showed the overall distribution of people’s experiences and how the advantages and disadvantages of WFH during the early weeks of the pandemic can be grouped into six key factors. The results indicated that most people had a more positive rather than negative experience of WFH during lockdown. Three factors represent the main advantages of WFH: (i) work–life balance, (ii) improved work efficiency and (iii) greater work control. The main disadvantages were (iv) home office constraints, (v) work uncertainties and (vi) inadequate tools. Comparing gender, number of children at home, age and managers versus employees in relation to these factors provided insights into the differential impact of WFH on people’s lives. The factors help organisations understand where action is most needed to safeguard both performance and well-being. As the data were collected amidst the COVID-19 pandemic, we recommend further studies to validate the six factors and investigate their importance for well-being and performance in knowledge work.