Children's over- and underestimation of academic competence: a longitudinal study of gender differences, depression, and anxiety

Self-efficacy and cheating among young children

This research, comprising three preregistered studies, investigated the link between self-efficacy and cheating on an academic test in 5- and 6-year-old children. Study 1 assessed children's general self-efficacy and found it to be unrelated to their cheating behavior. Study 2 assessed task-specific self-efficacy, which was not found to be associated with cheating. In Study 3, children were randomly assigned to either an experimental group, which received brief positive feedback on task-specific self-efficacy, or a control group, which received no feedback. The experimental group demonstrated significantly less cheating. These findings, for the first time, identify a specific connection between young children's self-efficacy and academic dishonesty and suggest that positive feedback on task-specific efficacy could be a simple effective strategy for fostering academic integrity early on.

Trait emotional intelligence and resilience: gender differences among university students

BACKGROUND

Previous studies have reported strong correlations of emotional intelligence (EI) with mental health and wellbeing; it is also a powerful predictor of social functioning and personal adaption. Resilience is the ability to adapt to significant life stressors and is also crucial for maintaining and restoring physical and mental health. The aim of this study was to investigate EI and resilience in healthy university students, with a focus on gender differences in EI and resilience components.

MATERIALS AND METHODS

A total of 277 datasets collected via online questionnaire were analyzed. The questionnaire comprised the Self-Report Emotional Ability Scale (SEAS) developed by Freudenthaler and Neubauer for assessing trait EI facets and the Connor-Davidson Resilience Scale (CD-RISC).

RESULTS

Regarding trait EI, females scored significantly higher in the total score for interpersonal emotional skills and in the subscale "Perception of the emotions of others" than males. Men showed significantly higher total scores in intrapersonal emotion-related abilities than women, and in the subscales "Regulation of one's own emotions" and "Control over the expression of one's own emotions." Concerning resilience, female students had significantly higher scores in the CD-RISC subscales "Personal competence and tenacity," "Control," and "Spiritual influence." The intrapersonal trait EI (SEAS) sum score showed a significant positive correlation with the total scores of the CD-RISC (rs = 0.445, p < 0.001). There were also positive correlations between the interpersonal trait EI sum score and the CD-RISC total score (rs = 0.438, p < 0.001).

CONCLUSION

The results indicate gender differences in specific facets of trait EI and resilience, and an interaction between the two psychological constructs was demonstrated regardless of gender. For prevention of mental disorders and to foster wellbeing, it might be helpful to focus on improvement of self-perception in girls and women, and on supporting emotional awareness towards other people's emotions in boys and men. Further studies in the field should address other populations.

When mothers are more negative while fathers are less positive: Offspring's temporary feelings of depression affect parental work engagement via the asymmetric effects of emotions transmission

There is a sharp rise in depressive moods from childhood to adolescence. Since moods can cross over from a child to a parent and spill over from family to work, offspring's temporary feelings of depression represent potential risks for parents' occupational health and well-being. In the current study, the authors investigate the impacts of offspring's temporary feelings of depression on mothers' work engagement via the transfer of negative moods, and on fathers' work engagement via the transfer of positive moods. Participants were 265 full-time employees and their adolescent offspring. The results confirmed our hypotheses. Offspring's temporary feelings of depression were associated with less maternal work engagement via increased maternal negative moods and endangered paternal work engagement via decreased paternal positive moods. The finding implies that negative emotions may be related to the occupational health of working mothers, while positive emotions may be related to the occupational health of working fathers.

Adolescents' depressive moods and parents' family-work interaction

Introduction

For working parents with dependent children, parenthood is essential to their "life" component, which could profoundly influence their work experiences. Since depressive moods rise sharply in adolescence, this study aims to investigate the relationship between children's depressive moods and parental family-work interaction. Integrating the literature on emotions and family-work interaction, I propose that adolescents' depressive moods (over the past 2 weeks) decrease parents' work engagement via increased parents' family-work conflict. Further, I hypothesize that adolescent performance-avoidance, a key trait related to adolescents' long-term emotional experiences, moderates the indirect relationship.

Methods

Using a multiple-source, time-lagged design, I tested hypotheses using data collected from 468 adolescent-parent dyadic from China.

Results

I found that adolescents' depressive moods relate negatively to their parents' work engagement via increased parents' family-work conflict when adolescents have low levels of performance-avoidance. When an adolescent has a high level of performance-avoidance, parents show a relatively higher degree of family-work conflict and lower work engagement regardless of adolescents' depressive moods.

Discussion

I discuss the theoretical and practical implications for employee family-work interaction and work engagement.

Longitudinal associations between academic achievement and depressive symptoms in adolescence: Methodological considerations and analytical approaches for identifying temporal priority

Failure to meet educational expectations in adolescence can derail an individual's potential, leading to hardship in adulthood. Lower academic achievement is also associated with poorer mental health, and both share common pathways to adult functional outcomes like employment status and economic security. Although linked in adolescence, and predictive of similar outcomes in adulthood, methodological and analytical limitations of the literature do not permit the assessment of the temporal priority between academic achievement and mental health. This omission of directionality hampers intervention and prevention efforts. In this narrative review, we summarize the literature on the temporal ordering between academic achievement and depressive symptoms in adolescence, a particularly vulnerable developmental period. We propose methodological and analytical strategies to guide future research to disentangle the chronological ordering between academic achievement and depressive symptoms-recommendations that can be used to examine other sets of correlated variables over time. Specifically, we highlight methodological issues that require attention such as the need to understand reciprocal and cascading influences over time by attending to repeated measures and timing, measurement consistency, reporter effects, examination of processes and mechanisms, and missing data. Finally, we discuss the need to embrace analytical methods that separate within-person from between-person effects; account for heterogeneity in associations using person-centered approaches; and use the two approaches as complementary, rather than competing, for a more holistic examination of temporality.

The role of school enjoyment and connectedness in the association between depressive and externalising symptoms and academic attainment: Findings from a UK prospective cohort study

BACKGROUND

Previous research on the relationship between children's depressive and externalising symptoms, experience of school, and academic attainment is inconclusive. The aims of this study were (i) to test bidirectional associations between children's school experience and depressive and externalising symptoms at age 10-11 and 13-14, (ii) to ascertain whether school experience age 13-14 is associated with academic attainment age 16, and (iii) to test whether school experience mediates the relationship between depressive or externalising symptoms and attainment.

METHODS

Data was used from the Avon Longitudinal Study of Parents and Children (n=6,409). A cross-lagged model was used to investigate bidirectional associations between school experience (enjoyment and connectedness) and depression and externalising at age 10-11 and 13-14. The same framework was used to test if school experience aged 13-14 mediated associations of depressive and externalising symptoms with later attainment.

RESULTS

Depressive and externalising symptoms at 10-11 were negatively associated with school connectedness (depressive: standardised β=-0.06, CI: -0.11, 0.01; externalizing: β=-0.13, CI: -0.17, -0.08), and school enjoyment at 13-14 (depressive β=-0.04, -0.08, 0.03; externalising: β=-0.08, CI: -0.13, -0.03). School enjoyment at 13-14 was positively associated with attainment at 16 (β=0.10, CI: 0.04, 0.15), and partially mediated associations between depressive and externalising symptoms at 10-11 and attainment at 16 (depressive: proportion mediated 2.2%, CI: -1.5, 5.9; externalising: proportion mediated; 4.7%, CI: 0.7, 10.1,).

LIMITATIONS

Results may be subject to residual confounding.

CONCLUSIONS

School enjoyment is a potentially modifiable risk factor that may affect educational attainment of adolescents with depressive or externalising symptoms.

Self-Esteem and Oral Health-Related Quality of Life within a Cleft Lip and/or Palate Population: A Prospective Cohort Study

(1) Objective: To investigate the oral health-related quality of life (OHRQoL) and self-esteem (SE) of a population with cleft lip and/or palate (CLP) and to compare it with a non-affected control cohort. (2) Materials and methods: This study comprised 91 CLP patients and a control group of 790 individuals, seeking orthodontic treatment. OHRQoL and SE were assessed by the Child’s Perception Questionnaire (CPQ) and the Dutch adaptation of the Harter’s Self-Perception Profile for Adolescents. Treatment need and self-perception of oral aesthetic were assessed using the Index of Orthodontic Treatment Need (IOTN) and the Oral Aesthetic Subjective Impact Scale (OASIS). Patients’ expectations and motivation for treatment were also scored. Linear models were used for statistical comparisons between groups. (3) Results: The cleft group scored higher in all domains of the CPQ, OASIS, IOTN and regarding SE for the domains of scholastic competence, athletic competence, physical appearance and behavioral conduct. The cleft group was not only more motivated and expected less discomfort during treatment but also had higher expectations for the treatment outcome. (4) Conclusions: The OHRQoL of CLP patients is strongly correlated with the presence of an oral cleft, while SE remains a personal resource not influenced by the malocclusion or medical condition.

Digital Disinformation About COVID-19 and the Third-Person Effect: Examining the Channel Differences and Negative Emotional Outcomes

Expanding third-person effect (TPE) research to digital disinformation, this article investigates the impact of COVID-19 digital fake news exposure on individuals' perceived susceptibility of influence on themselves, their close others, and their distant others. Findings from a survey of 511 Chinese respondents suggest that, overall, individuals would perceive themselves to be less vulnerable than close others and distant others to the impact of COVID-19 digital disinformation. The highest self-other perceptual discrepancy is found when individuals receive disinformation on mobile social networking apps. Also, individuals who practice more active fact-checking perceive themselves to be less susceptible. The perception of disinformation effects on self as well as the self-other perceptual discrepancy is both positively related to emotional responses (anxiety, fear, and worry) to the COVID-19 pandemic. This study contributes to existing research by linking exposure to disinformation in different digital channels, the TPEs, and emotional outcomes in the context of a public health crisis. It also highlights the importance of educating and enabling fact-checking behaviors on digital media, which could help to reduce negative emotional impact of the disinformation.

Parent-child agreement in different domains of child behavior and health

AIM

The present study aimed to investigate and compare parent-child agreement in different domains of child health and behavior.

METHODS

Data were collected between 2011 and 2019 within the framework of the LIFE Child study (Germany). Different subgroups of 10- to 12-year-old children and their parents (n (max) = 692) completed questionnaires on several health behaviors (diet, media use, physical activity, sleep), parameters of health (behavioral strengths and difficulties, psychosomatic complaints), and school grades. Agreement between child and parent reports was evaluated using weighted kappa coefficients. Furthermore, the frequencies of different types of (dis)agreement (parent report > child report, same response, child report > parent report) were assessed and checked for associations with child or parent gender.

RESULTS

Agreement between child and parent reports varied from low to almost perfect, with the greatest levels of agreement for school grades and organized physical activity, and the lowest for dizziness, sleep duration, and the consumption of potatoes. Child gender had no significant effect on parent-child agreement. In contrast, the findings suggest that parent gender had some effect on agreement levels, with higher agreement for certain psychosomatic complaints when parent reports were completed by the mother, and higher agreement for white bread consumption if they were completed by the father. For some of the questionnaire items (especially those relating to behavioral difficulties and psychosomatic complaints, but also to the consumption of individual food products and mobile phone use), the type of (dis)agreement differed depending on child or parent gender.

CONCLUSIONS

The findings suggest that the perceptions and reporting strategies of children and their parents can diverge considerably, in particular for behavior that is not easily observable or measurable.

Simultaneously examining negative appraisals, emotion reactivity, and cognitive reactivity in relation to depressive symptoms in children

Prior theory and research have linked negative appraisals (NA), emotion reactivity (ER), and cognitive reactivity (CR) to depression; however, few studies have examined whether even two of these constructs simultaneously, but none have done so in child or adolescent populations. A total of 571 youths (ages 9-13) completed a novel procedure in which all three constructs were assessed in response to the same personally relevant, hypothetical, peer victimization events. Multilevel modeling enabled the extraction of dynamic, within-person, latent-variable measures of NA, ER, and CR. All three constructs were related to children's depressive symptoms in ways that were commensurate with most (but not all) theoretical frameworks. Gender and age differences also emerged. Support for an NA-predicts-ER-predicts-CR model suggests ways that these constructs can be integrated into a more complete, transtheoretical understanding of the cognitive-emotional substrate of depression in children.

A Factor Analysis and Test of Longitudinal Measurement Invariance of the Children's Depression Inventory (CDI) Across Adolescence

Depression increases dramatically during adolescence. This finding has been demonstrated using multiple measures, including the Children's Depression Inventory (CDI). The CDI is one of the most commonly used measures to assess depression in youth. However, there is little agreement on its factor structure, and it is possible that its factor structure changes over time. Yet, no study to date has investigated whether this structure is longitudinally invariant from early- to mid-adolescence. The present study examined the factor structure of the CDI in a sample of 227 adolescents aged approximately 13 at baseline and 16 at follow-up. The analyses revealed that a one-factor structure was a good fit to the data at each assessment. Moreover, tests of measurement invariance supported configural, metric, and scalar invariance across time. These findings suggest that changes in depressive symptoms during adolescence are due to true developmental changes, rather than changes in measurement properties.

The evolution of self-esteem before, during and after orthodontic treatment in adolescents with dental malocclusion, a prospective cohort study

Objectives

This study aimed (1) to investigate the evolution of self-esteem through orthodontic treatment, and (2) to study how key demographic factors would affect these evolutions and to assess relationships between self-esteem and orthodontic treatment need.

Methods

This longitudinal prospective cohort study comprised of 326 adolescents (172 girls and 154 boys) aged 11–16 years; data were obtained from 325 adolescents at T0 and 123 at T2. Three hundred twenty-one adolescents filled in questionnaires at T0, whereas 118 at T2. They were selected in the University Hospitals Leuven, Belgium, where they all received orthodontic treatment. Self-esteem was assessed with the Dutch adaptation of the Harter’s test and treatment need was defined by the Index of Orthodontic Treatment Need (IOTN). Data were analysed with multivariate linear models and Spearman correlations.

Results

There was no evidence of a change in global self-esteem during orthodontic treatment. A significant gender by time interaction for scholastic competence (P &lt; 0.05), a decrease in self-esteem for females, and an increase for males between T0 and T1 was observed. A significant age (at T0) by time interaction for physical appearance and global self-worth (P &lt; 0.05) and a negative correlation between self-esteem and self-assessed IOTN aesthetic component for the subdomain of close friendship (P &lt; 0.05) were found.

Conclusions

Global self-esteem acts as a stable construct during orthodontic treatment. The subdomains of self-esteem could be influenced by age and gender. Self-esteem and the subjective need for orthodontic treatment were found to be negatively correlated.

Learning not to underestimate

Purpose

The purpose of this paper is twofold. First, it aims to isolate a new mechanism (i.e. underestimation judgments) through which gender (percentage of women in a group in particular) influences group synergy, or the extent to which groups are able to perform better than their composing members. Second, it aims to explore further the extent to which underestimation judgments are prone to change and adjustment as a result of participating in social contexts, such as groups.

Design/methodology/approach

The sample consisted of 278 student participants (161 women), nested within 66 groups. Participants performed a series of cognitive tasks with correct answers and had to rate how confident they were in the answers given.

Findings

Gender composition in terms of percentage of women is positively related to underestimation within groups and this negatively affects group synergy. The data also show that women underestimate less or improve the accuracy of their performance self-evaluation judgments after group interaction, thereby highlighting a factor (group experience) that helps women gain greater accuracy about their performance.

Research limitations/implications

Further research could explore the extent to which underestimation judgments are present in various organizational contexts and the extent to which they are prone to change.

Practical implications

Organizations and universities are invited to reflect on the relevance of self-beliefs (and underestimation in particular) on the accomplishment of cognitive tasks. Practices and policies should be geared toward the enhancement of self-knowledge accuracy, with a particular focus on the female population.

Originality/value

This paper identifies a new mechanism through which gender influences group synergy: underestimation judgments.

A naturalistic 1 year follow-up study of the elderly patients with depression visiting the psychiatric outpatient services for the first time

This naturalistic study aimed to assess treatment dropout pattern, course of symptoms and outcome of depression among the elderly. This study aimed to assess the course and outcome of depression and treatment dropout pattern of patients with depression in old age. Additionally an attempt was made to study the predictors of outcome and dropout. 140 elderly patients (≥ 60 years) were followed up at 6 months and 1 year to evaluate the status of their depression and treatment pattern. Out of the 140 patients recruited at the baseline, 58 (41.4%) patients did not return to the clinic after the first visit. 65.7%, 75% and 90% patients dropped out from the clinic by 3 months, 6 months and 1 year after registration with the clinic. At 1 year, about two-third (65%) of patients achieved improvement in symptoms to the extent of 81-100% and only 10% did not show any improvement throughout the study period. To conclude present study suggests that large proportion of the elderly patients with depression attending a mental health service dropout of treatment. Despite the high dropouts rate, more than three-fourth of the patients improve to the extent of 81-100% and very few patients have worsening of symptoms or persistent symptoms.

Comparison of Children With and Without ADHD on a New Pictorial Self-Assessment of Executive Functions

OBJECTIVE

We examined the Pictorial Interview of Children's Metacognition and Executive Functions' (PIC-ME's) reliability and validity, targeting children's appraisal of their executive function (EF) in daily life.

METHOD

One hundred children with attention deficit hyperactivity disorder (ADHD) and 44 typically developing children (ages 5-10 yr) completed the PIC-ME. Parents completed the PIC-ME and Behavior Rating Inventory of Executive Function (BRIEF).

RESULTS

Cronbach's α for the child PIC-ME was .914. A high correlation was found between the parent PIC-ME total and the BRIEF (r = .724). Comparisons between groups revealed significant differences on the parent PIC-ME (p < .0001) but none on the child PIC-ME. Children with ADHD identified a median of eight EF challenges they wanted to set as treatment goals.

CONCLUSION

Results support the PIC-ME's initial reliability and validity among children with ADHD. Children were able to identify several EF challenges and engage in goal setting.

Intergenerational Continuity in Depression: The Importance of Time-Varying Effects, Maternal Co-morbid Health Risk Behaviors and Child's Gender

Intergenerational continuity in depressive symptoms is well established between mother and child, but there are still important facets of this relationship that are underexplored. We examine intergenerational continuity in depressive symptoms between mother-child dyads as a flexible function of child age and account for the potential moderating role of maternal co-morbid health risk behaviors. Using prospective, self-report data collected yearly from 413 mother-child dyads (210 mother-son dyads and 203 mother-daughter dyads) between child ages 12-17, the results indicate that the effect of maternal depressive symptoms on daughters' depressive symptoms steadily increases throughout adolescence whereas the effect of maternal depressive symptoms on sons' depressive symptoms is relatively small, stable, and non-significant during mid-adolescence before increasing in effect in later adolescence. A positive interactive effect between maternal depressive symptoms and intimate partner violence is observed for sons and maternal depressive symptoms and substance use for daughters. A negative interactive effect of maternal depressive symptoms and substance use is observed among sons. Overall, this study identifies particular subgroups for whom intervention programming is most beneficial and suggests targeting health risk behaviors of mothers to lessen the impact of maternal depressive symptoms on offspring.

Trajectories of self-evaluation bias in primary and secondary school: Parental antecedents and academic consequences

Using a longitudinal approach spanning nine years of children's formal education, this study investigated the developmental trajectories of self-evaluation bias of academic competence. The study also examined how parenting styles were associated with the trajectories of bias in mid-primary school, and how those trajectories predicted academic outcomes at the end of secondary school and the beginning of college. A total of 711 children in 4th and 5th grades (mean age=10.71years old; 358 girls) participated in this study. Using a latent class growth modeling framework, results indicated that children can be classified in three latent growth trajectories of self-evaluation bias: the optimistic, realistic and pessimistic trajectories. These trajectories differed in their initial status of bias and also in their development over time. Children's adherence to a specific trajectory was associated with parenting variables in childhood. Finally, the optimistic, realistic, or pessimistic trajectories distinctively predicted achievement and persistence.

Body Objectification and Depression in Adolescents: The Role of Gender, Shame, and Rumination

Objectification theory posits that the tendency to view oneself as an object to be looked at and evaluated by others negatively affects girls', but not boys', subjective well-being. Although it has been established that women self-objectify more than men, research in this area has been limited to the study of adult college women. The aim in the current longitudinal study was to investigate the role of body shame and rumination in the link between self-objectification and depression among a community sample of girls and boys at ages 11 and 13. Results indicated that adolescent girls reported higher levels of self-objectification, body shame, rumination, and depression than boys. The findings support a model in which body shame and rumination mediate a direct relation between self-objectification and depression among girls; developmentally, the gender difference in self-objectification appears before the gender differences in rumination and depression.

Academic achievements, behavioral problems, and loneliness as predictors of social skills among students with and without learning disorders

This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students’ social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary students (642 without LD; 91 with LD). Homeroom teachers assessed students’ academic achievements, behavior problems, and social skills. Students completed questionnaires regarding their loneliness feelings. Regression analysis showed that academic achievement and behavior problems explained approximately 70% of the students’ social skills variance, whereas LD did not, and loneliness explained social skills variance only among boys. These unexpected but encouraging findings are discussed in terms of the positive process of change that occurred since the announcement of the Israeli National Special Education Law of 1988, which made it possible for students with LD to be integrated in regular classes.

Anxiety, Depression and Self-Esteem in Secondary School Children

With the introduction of a new curriculum and increased targets for schools, children are facing increased pressure to succeed in examinations at increasingly earlier ages. It is therefore necessary to emphasize the need for greater awareness of the distress that may be experienced by young children and adolescents as a result and implement provision for early interventions. The aim of this study was to investigate changes occurring in anxiety, affect, depression and self-esteem in secondary school children as they approached important school examinations and to examine variations between schools of differing design and status. There were a total of 520 participants, from four different schools in two school years (year 9, age 13-14 and year 11, age 15-16). Participants completed self-report questionnaires at two time points—firstly during regular term time and the second in the week immediately prior to the examinations. Gender differences were found in the majority of measures with females displaying greater levels of anxiety and negative affect immediately before the examinations, whereas males reported higher positive affect and self-esteem and lower depression and anxiety, even within the week prior to the examinations. Differences between the schools were also found. However, there were no significant differences between the two school years and the two times of testing. A number of trends were identified in relation to both gender differences and the influence of the type of school attended. Females, particularly those attending independent or grammar schools, reported a greater negative mood overall and before the examinations. It is suggested that there is a need for a school-based provision aimed at pro-actively increasing pupils self-esteem and to develop skills for dealing with stressful situations—particularly important examinations.

Fremd- und Selbsturteile von Lehrern und Schülern im Rahmen psychologischer Diagnostik

Zusammenfassung. Lehrkräfte spielen in der psychologischen Diagnostik eine zunehmend wichtige Rolle als Informationsquellen. Unklar ist bisher, inwieweit Beurteilungsübereinstimmungen zwischen Lehrkräften und Schülern sowie zwischen verschiedenen Schülerurteilen durch spezifische Merkmale wie Alter und Geschlecht der Schüler beeinflusst werden. In einer Stichprobe von N = 189 Schülern zwischen neun und 18 Jahren (Altersdurchschnitt = 13,69, SD = 2,26) wurde mittels Regressionsanalysen geprüft, ob das Alter und das Geschlecht der Schüler die Übereinstimmung zwischen Selbst- und Lehrerurteilen beim Sozial- und Lernverhalten beeinflusst. Des Weiteren wurde dieser Effekt in Bezug auf die Übereinstimmung von Selbstbeurteilungen für prosoziales Verhalten und psychische Belastungen auf der einen Seite und Sozial- und Lernverhalten auf der anderen Seite analysiert. Es zeigt sich, dass die Beurteilungen von Schülerinnen und ihren Lehrkräften stärker zusammenhängen als diejenigen zwischen Schülern und ihren Lehrkräften. Mögliche Erklärungen für diese Ergebnisse werden diskutiert.

A longitudinal study of self-control at the transition to secondary school: Considering the role of pubertal status and parenting

Higher self-control in children and adolescents is associated with a range of positive outcomes in adulthood. However, little is known about the naturalistic development of self-control during early adolescence and the factors that affect this. We examined the role of puberty and parenting style as theoretically important influences on stability and change in self-control. A longitudinal (3 waves), multiple-informant dataset of children entering early adolescence (M = 11 years) was used to explore longitudinal change in self-control using latent growth curve modelling. Children's self-control declined during the one-year study period and declines were associated with children's behavioural and social functioning. Associations with self-control were found for pubertal status and parental warmth and hostility, but not for parental discipline. The findings suggest that during early adolescence, when children make the transition to secondary school, self-control declines. This is particularly the case for those experiencing puberty earlier than their peers. Parent warmth influences the trajectory of self-control during this period.

Good for the Self: Self-Compassion and Other Self-Related Constructs in Relation to Symptoms of Anxiety and Depression in Non-clinical Youths

This study examined relationships among self-compassion, self-esteem, and self-efficacy and symptoms of anxiety disorders and depression in a sample of 132 non-clinical adolescents aged 12-17 years. The results first of all indicated that the Shortened Self-Compassion Scale for Adolescents was reliable (i.e., all Cronbach's alphas were >.70) and valid in terms of both construct (as demonstrated by a principal components analysis which revealed the hypothesized three-factor structure) and concurrent validity (i.e., as shown by means of positive correlations with self-esteem and self-efficacy). Further, the expected negative correlations were found between self-compassion and anxiety and depression, indicating that higher levels of this self-related construct are associated with lower symptom levels, and vice versa. Of the three components of self-compassion, mindfulness appeared most convincingly related to symptoms of anxiety and depression. Finally, when controlling for other self-related constructs, self-compassion no longer accounted for a significant proportion in the variance of symptom levels. In contrast, self-esteem (depression) and in particular self-efficacy (anxiety and depression) did show unique explanatory power.

Haben Schüler mit optimistischen Selbsteinschätzungen die Nase vorn?

Zusammenfassung. In der pädagogisch-psychologischen Selbstkonzeptliteratur findet sich vielfach die Forderung nach optimistischen Fähigkeitsselbstkonzepten. Längsschnittstudien, die dezidiert den Auswirkungen von Selbstüber- und -unterschätzungen auf die Leistungsentwicklung nachgehen, existieren bislang jedoch kaum. In der vorliegenden Studie wurde mittels Residualscores das Ausmaß an Selbstüber- und -unterschätzungen in Bezug auf das Fach Mathematik von 925 Erstklässler/-innen bestimmt und über Cross-Lagged-Panel-Analysen mit der mathematischen Leistungsentwicklung über die gesamte Grundschulzeit in Zusammenhang gesetzt. Es zeigte sich, dass die Residualscores lediglich zu Beginn der Grundschulzeit positive Effekte auf die Leistungen aufwiesen. Die Befunde werden vor dem Hintergrund der theoretischen Annahme einer positiven Auswirkung von optimistischen Fähigkeitsselbstkonzepten und der Selbstkonzeptentwicklung im Grundschulalter diskutiert.

Positively biased self-perceptions of peer acceptance and subtypes of aggression in children

There is a growing body of research linking children's positively biased self-perceptions with higher levels of aggression. This study extended this area of research by examining prospective associations of positively biased self-perceptions of peer acceptance with overt and relational aggression. In addition, moderating effects of peer rejection were examined to test the "disputed overestimation hypothesis," which posits that the link between bias and aggression is limited to children who are rejected by their peers. Using a two-wave longitudinal design, measures of peer-rated and self-perceived peer acceptance and peer-rated overt and relational aggression were obtained for 712 children in 3rd through 5th grades (386 girls and 326 boys). Positively biased perceptions led to increases in relational, but not overt, aggression. This pattern was observed even when the effects of gender, race, peer rejection, and overt aggression on relational aggression were controlled. Contrary to the disputed overestimation hypothesis, the prospective associations between bias and aggression did not vary as a function of children's peer rejection status, thus supporting the view that positive bias predicts future aggressive behavior, regardless of social status. The results are discussed in terms of the comparability with previous findings and practical implications.

Distinguishing state variability from trait change in longitudinal data: the role of measurement (non)invariance in latent state-trait analyses

Researchers analyzing longitudinal data often want to find out whether the process they study is characterized by (1) short-term state variability, (2) long-term trait change, or (3) a combination of state variability and trait change. Classical latent state-trait (LST) models are designed to measure reversible state variability around a fixed set-point or trait, whereas latent growth curve (LGC) models focus on long-lasting and often irreversible trait changes. In the present article, we contrast LST and LGC models from the perspective of measurement invariance testing. We show that establishing a pure state-variability process requires (1) the inclusion of a mean structure and (2) establishing strong factorial invariance in LST analyses. Analytical derivations and simulations demonstrate that LST models with noninvariant parameters can mask the fact that a trait-change or hybrid process has generated the data. Furthermore, the inappropriate application of LST models to trait change or hybrid data can lead to bias in the estimates of consistency and occasion specificity, which are typically of key interest in LST analyses. Four tips for the proper application of LST models are provided.

Self-perception of competencies in adolescents with autism spectrum disorders

Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n = 19) and typically developing (TD) mental-age-matched controls (n = 22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions.

Depressive Symptoms Among Adolescent Students in Greek High Schools

Depressive symptoms in adolescence have been a subject of considerable controversy in terms of their nature, severity and identification. Therefore, the objective of this study was to examine the presence of depressive symptoms in Greek adolescent high school students and to explore the relationship between depressive symptoms and sociodemographic characteristics. For that purpose, a cross-sectional study design was conducted in two public schools in Megalopolis, Greece, from April 2012 to July 2012, using a self-administered questionnaire based on DSM-IV. The target population involved 222 high school students and the response rate was 74.75%. Data was analyzed using trend χ(2) test, student's t-test and bivariate analysis. The analysis of survey data was conducted using the SPSS (19.0). Main findings demonstrate that 3.6% had symptoms of major depressive episode. Furthermore, depressive symptoms were significantly higher in girls, while statistically significant relationships were found between students' physical (P<0.01) and mental health (P<0.008), students' experiences in school (P<0.02), students' experiences with friends (P<0.008) and the frequency of depressive symptoms. Overall, the study results reveal that depressive symptoms can occur in adolescents. Early diagnosis, as well as the need for psychological care at adolescence is necessary for the prevention of major depressive disorders.

Mediators of the Associations Between Externalizing Behaviors and Internalizing Symptoms in Late Childhood and Early Adolescence

This study tests the predictive associations between externalizing behaviors and internalizing symptoms and examines the mediating roles of social competence, parent-child conflicts, and academic achievement. Using youth-, parent-, and teacher-reported longitudinal data on a sample of 523 boys and 460 girls from late childhood to early adolescence, we found evidence for pathways between externalizing behaviors and internalizing symptoms in both directions. Parent-child conflict, but not social competence and academic achievement, was found to be a significant mediator such that externalizing behaviors predicted parent-child conflicts, which in turn, predicted internalizing symptoms. Internalizing symptoms showed more continuity during early adolescence for girls than boys. For boys, academic achievement was unexpectedly, positively predictive of internalizing symptoms. The results highlight the importance of facilitating positive parental and caregiver involvement during adolescence in alleviating the risk of co-occurring psychopathology.

Gender equity in physical education: The use of language

This study analyzed Spanish teachers' behavior and the transmission of gender stereotypes. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized. They allowed us to identify four major themes related to the transmission of gender stereotypes of teachers: male generics, stereotyped expressions, nominative attention, and priority order. We used a coding sheet as well as audio and video recordings to register the categories. The Kruskal-Wallis test produced significance levels lower than .05, resulting in the rejection of the null hypothesis. Sexist behavior was found in the male generics, nominative attention, and priority order. However, we found no difference in stereotyped expressions.

A Randomised Controlled Trial Comparing the Impact of Yoga and Physical Education on the Emotional and Behavioural Functioning of Middle School Children

BACKGROUND

Yoga programs geared for school children have become more widespread, but research regarding its impact on children is lacking. Several studies have reported positive outcomes, though there is a need for more randomised controlled trials.

OBJECTIVES

To determine the effects of yoga on children's emotional and behavioural functioning when compared with physical education (PE) classes.

METHODS

Thirty middle school children were randomised to participate in either a school-based Ashtanga-informed yoga or PE class three times a week for 12 weeks. Emotional (i.e. affect, self-perceptions) and behavioural (i.e. internalising and externalising problems, aggression) functioning were measured pre and post-intervention.

RESULTS

There were no significant changes between groups in self-reported positive affect, global self-worth, aggression indices or parent reports of their children's externalising and internalising problems. However, negative affect increased for those children participating in yoga when compared to the PE program.

CONCLUSIONS

In general, findings suggest that yoga and PE classes do not differentially impact on middle school children's emotional and behavioural functioning. However, children reported experiencing increased negative emotions after receiving yoga while children in the PE group reported a decrease in these feelings. Implications of these results and potential directions for future research on children's yoga are discussed.

Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a fifth of college students. We report a values affirmation intervention conducted with 798 U.S. students (154 first-generation) in an introductory biology course for majors. For first-generation students, values affirmation significantly improved final course grades and retention in the second course in the biology sequence, as well as overall GPA for the semester. This brief intervention narrowed the achievement gap between first-generation and continuing generation students for course grades by 50% and increased retention in a critical gateway course by 20%. Our results suggest that educators can expand the pipeline for first-generation students to continue studying in the biosciences with psychological interventions.

The relationship between emotional problems and subsequent school attainment: a meta-analysis

Longitudinal studies have provided mixed findings regarding the relationship between emotional problems and subsequent poor school attainment. A meta-analysis of 26 community-based studies of children and adolescents was performed. Results revealed a prospective association between emotional problems and poor school attainment. More consistent associations were found for depression than anxiety. Moderator analyses indicated that some of the heterogeneity between studies may be due to age and gender, with reduced heterogeneity particularly notable for school grades during early adolescence and for anxiety by gender. Findings suggest that early identification and provision of support for young people with emotional problems may be helpful for improving academic outcomes such as school attainment.

Co-occurring aggressive and depressive symptoms as related to overestimations of competence in children with attention-deficit/hyperactivity disorder

Research indicates that on average, children with attention-deficit/hyperactivity disorder (ADHD) overestimate their competence in various domains. ADHD also frequently co-occurs with disorders involving aggressive and depressive symptoms, which themselves seem to influence estimations of self-competence in social, academic, and behavioral domains. In particular, high levels of aggressive behavior are generally associated with overestimations of competence, and high levels of depressive symptoms are related to underestimations of competence. This paper reviews studies of overestimations of competence among children with ADHD and examines the extent to which comorbid aggressive or depressive symptoms may be influencing these estimates. Although significant challenges arise due to limited information regarding comorbidities and problematic methods used to assess overestimations of competence, existing evidence suggests that ADHD may be associated with overestimations of competence over and above co-occurring aggression. As well, studies suggest that comorbid depression may reduce the appearance of overestimations of competence in children with ADHD. Underlying mechanisms (e.g., neuropsychological deficits or self-protection) of overestimations in children with ADHD are discussed, each with particular clinical implications for the assessment and treatment of ADHD. Future research would do well to carefully consider and explicitly describe the comorbid aggressive and depressive characteristics among individuals with ADHD when overestimations of competence are examined.

Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity

Despite gender similarities in math and science achievement, women continue to be underrepresented in science, technology, engineering, and mathematics (STEM) education and careers. Increasingly, researchers are looking to gender differences in STEM attitudes as the root of this disparity. Theoretical support for the importance of STEM attitudes comes from several theories within educational, social, and vocational psychology, including Eccles’ expectancy-value theory, which maintains that education-related choices are shaped by attitudes—namely, expectations of success and task value as well as self-concept. Yet, the studies testing this model generally have not taken into account the intersection of gender and ethnicity. The current study addresses this gap in the literature by describing gender differences in math and science attitudes and achievement among 367 White, African American, Latino/Latina, and Asian American 10th grade students in neighborhood public high schools from a large northeastern city. Male and female adolescents earned similar end-of-year grades in math and science, whereas Asian American students outperformed students from the other ethnic groups in math and science. Self-report data from paper-and-pencil surveys indicate significant gender differences in that male adolescents reported greater math self-concept and expectations of success and female adolescents reported more science value; gender differences did not vary across ethnic groups. Attitudes were strong predictors of achievement, consistent with hypotheses. To our knowledge, ours is the first study to examine math and science attitudes and achievement at the intersection of gender and ethnicity across four major ethnic groups. We discuss implications for efforts aimed at improving the representation of women in STEM.