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von der Embse N, De Los Reyes A. Advancing equity in access to school mental health through multiple informant decision-making. J Sch Psychol 2024; 104:101310. [PMID: 38871419 DOI: 10.1016/j.jsp.2024.101310] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 12/31/2022] [Accepted: 03/21/2024] [Indexed: 06/15/2024]
Abstract
There has been a substantial increase in the number of students with mental health needs, yet significant discrepancies exist in access to timely intervention. Traditional gatekeeping to intervention has been the provenance of single information sources. Multi-informant decision-making is a promising mechanism to improve equitable access. However, critical advancements are necessary to improve decision-making relating to (a) who is identified, (b) what type of need is determined, (c) the type of intervention necessary, and (d) where or under what circumstances to implement the intervention. We review critical components of effective mental health decision-making, contributors to inequities in school mental health services, and offer future directions for research and practice to increase equitable student outcomes.
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2
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Collins A, Stroever S, Baronia R, Michaela J, Awal A, Singer J, Amor W, Ibrahim Y. The Effects of Positive Psychological Factors on the Mental Wellbeing of Medical Students. Cureus 2024; 16:e60702. [PMID: 38899259 PMCID: PMC11186663 DOI: 10.7759/cureus.60702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/20/2024] [Indexed: 06/21/2024] Open
Abstract
Objective A well-established association exists between academic performance and levels of depression and anxiety among medical students. However, the effects of positive psychological factors on symptoms of depression and anxiety and academic performance have not been adequately studied. This study explores the relationship between the above variables and identifies positive psychological factors that can promote medical student wellbeing. Methods Medical students were surveyed at four time points during their first two years of medical education using Qualtrics. The surveys used a five-point Likert scale to assess students' levels of loneliness, religiosity, engaged living, life fulfillment, resilience, psychological wellbeing, and symptoms of depression and anxiety. Academic performance was measured using students' Comprehensive Basic Science Examination scores. Linear mixed effect models with maximum likelihood estimation were used to investigate the relationship between positive psychological factors and scores on depression and anxiety as well as the relationship between demographic and psychological factors and exam scores. Results Seventy-two students completed the study. A significant positive correlation was observed between loneliness and symptoms of depression and anxiety, while the same symptoms had significant negative correlations with engaged living. None of the positive psychological factors were significantly predictive of exam scores. Conclusion Our findings suggest that medical students who develop meaningful relationships and live engaged lives are less likely to develop symptoms of depression and anxiety. Our study lays the groundwork for future research focusing on identifying and implementing pre-clinical curriculum changes aiming to improve medical students' mental health.
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Affiliation(s)
- Alex Collins
- Department of Psychiatry, Texas Tech University Health Sciences Center, Lubbock, USA
| | - Stephanie Stroever
- Department of Medical Education, Texas Tech University Health Sciences Center, Lubbock, USA
| | - Regina Baronia
- Department of Psychiatry, Texas Tech University Health Sciences Center, Lubbock, USA
| | - Jansen Michaela
- Department of Medical Education, Texas Tech University Health Sciences Center, Lubbock, USA
| | - Abdul Awal
- Clinical Research Institute, Texas Tech University Health Sciences Center, Lubbock, USA
| | - Jonathan Singer
- Department of Psychological Sciences, Texas Tech University, Lubbock, USA
| | - Wail Amor
- Department of Psychiatry, Texas Tech University Health Sciences Center, Lubbock, USA
| | - Yasin Ibrahim
- Department of Psychiatry, Texas Tech University Health Sciences Center, Lubbock, USA
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Pelegrina S, Martín-Puga ME, Lechuga MT, Justicia-Galiano MJ, Linares R. Role of executive functions in the relations of state- and trait-math anxiety with math performance. Ann N Y Acad Sci 2024; 1535:76-91. [PMID: 38598473 DOI: 10.1111/nyas.15140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/12/2024]
Abstract
The detrimental effect of math anxiety on math performance is thought to be mediated by executive functions. Previous studies have primarily focused on trait-math anxiety rather than state-math anxiety and have typically examined a single executive function rather than comprehensively evaluating all of them. Here, we used a structural equation modeling approach to concurrently determine the potential mediating roles of different executive functions (i.e., inhibition, switching, and updating) in the relationships between both state- and trait-math anxiety and math performance. A battery of computer-based tasks and questionnaires were administered to 205 university students. Two relevant results emerged. First, confirmatory factor analysis suggests that math anxiety encompassed both trait and state dimensions and, although they share substantial variance, trait-math anxiety predicted math performance over and above state-math anxiety. Second, working memory updating was the only executive function that mediated the relationship between math anxiety and math performance; neither inhibition nor switching played mediating roles. This calls into question whether some general proposals about the relationship between anxiety and executive functions can be extended specifically to math anxiety. We also raise the possibility that working memory updating or general cognitive difficulties might precede individual differences in math anxiety.
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Affiliation(s)
| | | | | | | | - Rocío Linares
- Department of Psychology, University of Jaén, Jaén, Spain
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4
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Lester KJ, Michelson D. Perfect storm: emotionally based school avoidance in the post-COVID-19 pandemic context. BMJ MENTAL HEALTH 2024; 27:e300944. [PMID: 38580437 PMCID: PMC11021743 DOI: 10.1136/bmjment-2023-300944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 02/16/2024] [Indexed: 04/07/2024]
Abstract
School absences have risen following the COVID-19 pandemic and persistent absenteeism remains high in primary and secondary schools in England compared with pre-pandemic levels. This coincides with an upward trend in emotionally based school avoidance (EBSA). EBSA adversely affects children's educational attainment, health, social functioning and life prospects and warrants early intervention before a pattern of absenteeism becomes entrenched. In this article, we consider how the COVID-19 pandemic and its sequelae have created a 'perfect storm' of conditions, amplifying known school, family and child-based risk factors for EBSA while simultaneously reducing access to support services. We then outline priorities for developing new EBSA interventions and argue for a multi-component approach, which works across education, health and social care, and voluntary sectors to address the complex interplay between risk factors. Given the difficulties that families often face in obtaining timely support for EBSA, it is also essential that new interventions are accessible, resource-efficient and scalable. To this end, we specifically discuss the potential for contextually-sensitive, parent-focused interventions that can be delivered online with minimal synchronous support from a trained coach or facilitator.
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Affiliation(s)
- Kathryn J Lester
- School of Psychology, University of Sussex, Falmer, Brighton, East Sussex, UK
| | - Daniel Michelson
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
- NIHR Maudsley Biomedical Research Centre, South London and Maudsley NHS Foundation Trust and King's College, London, UK
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5
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Wu Y, Ng-Knight T, Tenenbaum HR. Schoolwork effort and emotions predict self-control in a weekly diary study. J Pers 2024; 92:436-456. [PMID: 36964985 DOI: 10.1111/jopy.12833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Revised: 01/23/2023] [Accepted: 03/07/2023] [Indexed: 03/27/2023]
Abstract
OBJECTIVE Self-control supports many positive life outcomes. However, the processes underlying the development of self-control are not well understood. Drawing on the TESSERA model of personality development, we examined whether weekly schoolwork effort predicts self-control (in the subsequent week). We also examined the role of schoolwork emotions and whether these emotions moderated the impact of schoolwork effort on self-control based on predictions from the TESSERA model. METHODS Data are from a weekly diary study (N = 98) that measured children's schoolwork effort, schoolwork emotions, and self-control during five consecutive weeks. Data were analyzed at the between- and within-person levels using multilevel models. RESULTS Between-person results show that schoolwork effort is related to variations in children's self-control. Furthermore, some emotions moderated the influence of schoolwork effort on self-control at the between- and within-person levels. CONCLUSION In line with the TESSERA model of personality development, positive state expressions of effort during schoolwork (e.g., putting in effort) predicted higher self-control in the subsequent week. However, this finding was dependent on the reactions and reinforcement children felt about their effort (e.g., emotional responses to their remote schoolwork). The discussion examines how these findings extend to previous literature.
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Affiliation(s)
- Yao Wu
- School of Psychology, University of Surrey, Guildford, UK
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Andersson E, Mataix-Cols D, Lauri KO, de Schipper E, Ljótsson B, Aspvall K, Wahlund T. The impact of reduced worry on general functioning: A mediation analysis from a randomized trial. Stress Health 2024; 40:e3319. [PMID: 37706604 DOI: 10.1002/smi.3319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 08/26/2023] [Accepted: 09/04/2023] [Indexed: 09/15/2023]
Abstract
Previous lab findings have indicated that excessive worry may impair cognitive performance and problem solving capabilities but it is unclear if excessive worry also leads to broader impairments in general functioning. We report a secondary process data analysis of a large randomized waitlist-controlled trial (N = 670) of a self-guided online psychological intervention for dysfunctional worry related to the Covid-19 pandemic. Specific aims were to investigate (1) if improvements in general functioning were mediated by reductions in worry related to Covid-19 during the acute intervention phase, and (2) if reduced worry related to Covid-19 during acute intervention phase had a positive long-term impact on general functioning up to 1 year after the end of the intervention. To address aim 1, we used a mediation analysis framework where outcome (general functioning measured with an adapted version of the Work and Social Adjustment Scale) and the hypothesized mediator (worry measured with an adapted version of the Generalised Anxiety Disorder 7-Item Scale) were administered weekly during the controlled phase of the trial of 3 weeks. To address aim 2, we investigated if reductions in worry during the 3-week treatment period predicted improved general functioning at 1- and 12 months after treatment completion. Results showed that improvements in general functioning at week 3 were mediated by reductions in worry during the first 2 weeks of treatment (indirect effect estimate -0.08; 95% CI -0.15, -0.02). A sensitivity analysis indicated that the mediation effects dropped significantly when the residual correlation values between the mediator and the outcome exceeded r = 0. A reversed causation model was not significant. Additionally, reductions in worry during treatment predicted subsequent improvements in general functioning at both 1- and 12-month follow-ups (p < .05, -.001). Altogether, these results provide further support of the importance of targeting worry as a way to improve functioning among the large population of individuals with high levels of worry.
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Affiliation(s)
- Erik Andersson
- Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - David Mataix-Cols
- Department of Clinical Neuroscience, Centre for Psychiatry Research, Karolinska Institutet, Stockholm Health Care Services, Stockholm, Sweden
| | - Klara Olofsdotter Lauri
- Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Elles de Schipper
- Department of Clinical Neuroscience, Centre for Psychiatry Research, Karolinska Institutet, Stockholm Health Care Services, Stockholm, Sweden
| | - Brjánn Ljótsson
- Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Kristina Aspvall
- Department of Clinical Neuroscience, Centre for Psychiatry Research, Karolinska Institutet, Stockholm Health Care Services, Stockholm, Sweden
| | - Tove Wahlund
- Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
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7
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Xu C, Wei H. The effect of working memory training on test anxiety symptoms and attentional control in adolescents. BMC Psychol 2024; 12:101. [PMID: 38414009 PMCID: PMC10900565 DOI: 10.1186/s40359-024-01597-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Accepted: 02/15/2024] [Indexed: 02/29/2024] Open
Abstract
OBJECTIVE The percentage of adolescents with test anxiety is increasing rapidly. Working memory (WM) training has been demonstrated to reduce anxiety levels and enhance attentional control in individuals. Therefore, we investigated whether adaptive dual n-back WM training could lower test anxiety level and improve attentional control in adolescents. METHODS Forty adolescents were allocated to either adaptive dual n-back WM training (n = 21) or non-adaptive dual 1-back WM training (n = 19) for 10 days. The Test Anxiety Scale was applied to measure individuals' test anxiety symptoms. The Attentional Control Scale (ACS), the flanker task, and the Go/Nogo task were used to measure attentional control. RESULTS Compared with the control group, the training group reported significantly relief of test anxiety symptoms; however, there were no significant differences between the two groups in pre-to-post changes in ACS scores or performance on the flanker task and Go/Nogo task. CONCLUSION In sum, adaptive dual n-back WM training effectively reduced adolescents' level of test anxiety but did not improve their attentional control.
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Affiliation(s)
- Chunling Xu
- Department of Psychology, Suzhou University of Science and Technology, 99 Xuefu Road, Huqiu District, 215009, Suzhou, Jiangsu, China
| | - Hua Wei
- Department of Psychology, Suzhou University of Science and Technology, 99 Xuefu Road, Huqiu District, 215009, Suzhou, Jiangsu, China.
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8
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Anning KL, Langley K, Hobson C, De Sonneville L, Van Goozen SHM. Inattention symptom severity and cognitive processes in children at risk of ADHD: the moderating role of separation anxiety. Child Neuropsychol 2024; 30:264-288. [PMID: 36960813 DOI: 10.1080/09297049.2023.2190964] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 02/24/2023] [Indexed: 03/25/2023]
Abstract
Impairments in cognitive processes and their associations with dimensional measures of inattention, hyperactivity-impulsivity and anxiety were examined in children at risk of Attention-Deficit Hyperactivity Disorder. Children referred by teachers for exhibiting ADHD-type problems (n = 116; 43 meeting full diagnostic criteria for ADHD; 4-8 years) completed computerized tasks measuring episodic memory, response inhibition, visuomotor control and sustained attention, while parents were interviewed (DAWBA) to assess ADHD and anxiety symptoms. Of the 116 children assessed, 72% exhibited impaired cognitive processes; 47% had impaired visuomotor control, 37% impaired response inhibition, and 35% had impaired episodic memory. Correlational and hierarchical regression analyses using our final analytic sample (i.e., children who completed all cognitive tasks and a vocabulary assessment, n = 114) showed that poorer task performance and greater within-subject variability were significantly associated with more severe inattention symptoms but not with hyperactivity-impulsivity severity. Symptoms of separation anxiety, which were reported in over half of the sample, moderated associations between inattention and episodic memory, and between inattention and inhibition. Only children without separation anxiety showed significant correlations between ADHD symptoms and poor performance. However, separation anxiety had no moderating effect on associations between inattention and visuomotor control or sustaining attention. Children exhibiting signs of ADHD show impairments across a range of cognitive tasks. Further research to improve our understanding of these processes may be useful in the development of early interventions. Our results suggest that separation anxiety should be taken into account when considering interventions to address emerging neuropsychological deficits associated with this disorder.
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Affiliation(s)
- Kate L Anning
- School of Psychology, Cardiff University, Cardiff, UK
| | - Kate Langley
- School of Psychology, Cardiff University, Cardiff, UK
| | | | - Leo De Sonneville
- Department of Clinical Neurodevelopmental Studies, Leiden University, Leiden, The Netherlands
| | - Stephanie H M Van Goozen
- School of Psychology, Cardiff University, Cardiff, UK
- Department of Clinical Neurodevelopmental Studies, Leiden University, Leiden, The Netherlands
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LoParo D, Fonseca AC, Matos APM, Craighead WE. Anxiety and Depression from Childhood to Young Adulthood: Trajectories and Risk Factors. Child Psychiatry Hum Dev 2024; 55:127-136. [PMID: 35763175 DOI: 10.1007/s10578-022-01391-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/05/2022] [Indexed: 11/03/2022]
Abstract
This study aimed to (1) evaluate how population levels of anxiety and depression grow and correlate from middle childhood through early adulthood, and (2) determine whether sex, family socioeconomic status, parental education, academic achievement, learning disabilities, or externalizing symptoms predict anxiety and/or depression levels and growth trajectory. We used two longitudinal samples (N = 445, 448) of Portuguese children. Mean depression levels increased from mid-childhood through adolescence before stabilizing in early adulthood and were most strongly predicted by academic achievement and learning disabilities. Mean anxiety levels increased until adolescence before decreasing across early adulthood and were most strongly predicted by academic achievement, learning disabilities, and externalizing symptoms. Quadratic models of growth fit best for both depression and anxiety, and depression and anxiety growth trajectories were strongly correlated. Though anxiety and depression trajectories differ in pattern and predictors, the two are highly interrelated and pathways to comorbid anxiety and depression should be characterized.
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Affiliation(s)
- Devon LoParo
- Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, 12 Executive Park Drive NE, 2nd Floor, Atlanta, GA, 30329, USA.
| | | | | | - W Edward Craighead
- Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, 12 Executive Park Drive NE, 2nd Floor, Atlanta, GA, 30329, USA
- Department of Psychology, Emory University, Atlanta, GA, USA
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10
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Gradi N, Chopin A, Bavelier D, Shechner T, Pichon S. Evaluating the effect of action-like video game play and of casual video game play on anxiety in adolescents with elevated anxiety: protocol for a multi-center, parallel group, assessor-blind, randomized controlled trial. BMC Psychiatry 2024; 24:56. [PMID: 38243201 PMCID: PMC10799487 DOI: 10.1186/s12888-024-05515-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 01/10/2024] [Indexed: 01/21/2024] Open
Abstract
BACKGROUND Adolescence is a critical period for the onset and maintenance of anxiety disorders, which raises the importance of intervening early; one possibility of doing so is via digital interventions. Within that research field, at least two important research paths have been explored in the past years. On the one hand, the anxiolytic effect of casual video games has been tested as such gaming activity may distract away from anxious thoughts through the induction of flow and redirection of attention toward the game and thus away of anxious thoughts. On the other hand, the bidirectional link between weak attentional control and higher anxiety has led to the design of interventions aiming at improving attentional control such as working memory training studies. Taking stock that another genre of gaming, action video games, improves attentional control, game-based interventions that combines cognitive training and action-like game features would seem relevant. This three-arm randomized controlled trial aims to evaluate the feasibility and the efficacy of two video game interventions to document how each may potentially alleviate adolescent anxiety-related symptoms when deployed fully on-line. METHODS The study aims to recruit 150 individuals, 12 to 14 years of age, with high levels of anxiety as reported by the parents' online form of the Screen for Child Anxiety Related Disorders questionnaire. This trial contrasts a child-friendly, "action-like" video game designed to improve attentional control abilities in a progressive and stepwise manner (Eco-Rescue), a casual puzzle video game selected to act as a positive distraction tool (Bejeweled) and finally a control group with no assigned training intervention to control for possible test-retest effects (No-training). Participants will be assigned randomly to one of the three study arms. They will be assessed for main (anxiety) and secondary outcomes (attentional control, affective working memory) at three time points, before training (T1), one week after the 6-week training (T2) and four months after completing the training (T3). DISCUSSION The results will provide evidence for the feasibility and the efficacy of two online video game interventions at improving mental health and emotional well-being in adolescents with high levels of anxiety. This project will contribute unique knowledge to the field, as few studies have examined the effects of video game play in the context of digital mental health interventions for adolescents. TRIAL REGISTRATION The trial is registered on ClinicalTrials.gov (NCT05923944, June 20, 2023).
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Affiliation(s)
- Naïma Gradi
- Department of Psychology, University of Geneva, Geneva, Switzerland.
| | - Adrien Chopin
- Smith Kettlewell Eye Research Institute, San Francisco, CA, USA
| | - Daphné Bavelier
- Department of Psychology, University of Geneva, Geneva, Switzerland.
| | - Tomer Shechner
- Department of Psychology, University of Haifa, Haifa, Israel
| | - Swann Pichon
- Geneva School of Health Sciences, Geneva, Switzerland
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11
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Cécillon FX, Mermillod M, Leys C, Lachaux JP, Le Vigouroux S, Shankland R. Trait Anxiety, Emotion Regulation, and Metacognitive Beliefs: An Observational Study Incorporating Separate Network and Correlation Analyses to Examine Associations with Executive Functions and Academic Achievement. CHILDREN (BASEL, SWITZERLAND) 2024; 11:123. [PMID: 38255435 PMCID: PMC10814468 DOI: 10.3390/children11010123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Revised: 01/09/2024] [Accepted: 01/16/2024] [Indexed: 01/24/2024]
Abstract
Trait anxiety, emotion regulation strategies, and metacognitive beliefs influence executive functions (EFs) and academic achievement. This study examines their interplay and impact on academic success. In total, 275 adolescents (10-17 years) and parents completed an online questionnaire assessing trait anxiety, emotion regulation strategies, metacognition, parent-reported behaviors related to executive functioning, and overall school average. Preliminary analyses confirmed consistency with the existing literature for each variable and their interaction. Furthermore, we conducted a network analysis among the main variables. This analysis supports the need to pay more attention to reflective variables-maladaptive emotion regulation strategies and metacognitive beliefs about worry-when studying trait anxiety. These variables were linked to problematic executive functioning in adolescents, and the latter was negatively linked to academic achievement. This study offers innovative insights by investigating relationships less explored in the scientific literature. It reveals high and significant correlations between metacognitive beliefs, maladaptive emotion regulation strategies, and trait anxiety (r > 0.500, p < 0.001) but also between these variables and both executive functioning and academic achievement. These findings offer new perspectives for research and underscore the importance of holistically examining the psychological factors related to academic success.
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Affiliation(s)
- François-Xavier Cécillon
- Laboratoire Développement Individu Processus Handicap Education, Université Lumière Lyon 2, 5, Avenue Pierre Mendès-France, 69676 Bron, Cedex, France;
| | - Martial Mermillod
- Laboratoire Psychologie et NeuroCognition, CNRS, Université Grenoble Alpes, 38000 Grenoble, France;
| | - Christophe Leys
- Faculté de Psychologie, Sciences de l’Education et Logopédie, Université Libre de Bruxelles, Avenue Franklin Roosevelt, 50—CP191, 1050 Bruxelles, Belgium;
| | - Jean-Philippe Lachaux
- Centre de Recherche en Neurosciences de Lyon, Bâtiment 452—95 Bd Pinel, 69500 Bron, France;
| | | | - Rebecca Shankland
- Laboratoire Développement Individu Processus Handicap Education, Université Lumière Lyon 2, 5, Avenue Pierre Mendès-France, 69676 Bron, Cedex, France;
- Institut Universitaire de France, 1 Rue Descartes, 75231 Paris, Cedex 05, France
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12
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Bogdan PC, Cervantes VH, Regenwetter M. What does a population-level mediation reveal about individual people? Behav Res Methods 2023:10.3758/s13428-023-02298-9. [PMID: 38158553 DOI: 10.3758/s13428-023-02298-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/16/2023] [Indexed: 01/03/2024]
Abstract
Mediation analysis investigates the covariation of variables in a population of interest. In contrast, the resolution level of psychological theory, at its core, aims to reach all the way to the behaviors, mental processes, and relationships of individual persons. It would be a logical error to presume that the population-level pattern of behavior revealed by a mediation analysis directly describes all, or even many, individual members of the population. Instead, to reconcile collective covariation with theoretical claims about individual behavior, one needs to look beyond abstract aggregate trends. Taking data quality as a given and a mediation model's estimated parameters as accurate population-level depictions, what can one say about the number of people properly described by the linkages in that mediation analysis? How many individuals are exceptions to that pattern or pathway? How can we bridge the gap between psychological theory and analytic method? We provide a simple framework for understanding how many people actually align with the pattern of relationships revealed by a population-level mediation. Additionally, for those individuals who are exceptions to that pattern, we tabulate how many people mismatch which features of the mediation pattern. Consistent with the person-oriented research paradigm, understanding the distribution of alignment and mismatches goes beyond the realm of traditional variable-level mediation analysis. Yet, such a tabulation is key to designing potential interventions. It provides the basis for predicting how many people stand to either benefit from, or be disadvantaged by, which type of intervention.
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Affiliation(s)
- Paul C Bogdan
- Center for Cognitive Neuroscience, Duke University, 308 Research Dr, Durham, 27708, NC, USA.
| | - Víctor H Cervantes
- Department of Psychology, University of Illinois at Urbana-Champaign, 603 E Daniel St, Champaign, 61820, IL, USA
| | - Michel Regenwetter
- Department of Psychology, University of Illinois at Urbana-Champaign, 603 E Daniel St, Champaign, 61820, IL, USA
- Department of Political Science, University of Illinois at Urbana-Champaign, 1407 W Gregory Dr, Urbana, 61801, IL, USA
- Department of Electrical & Computer Engineering, University of Illinois at Urbana-Champaign, 306 N Wright St, Urbana, 61801, IL, USA
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13
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Kimpo RR, Puder B. A neuroanatomy lab practical exam format in alignment with the universal design for learning framework. ANATOMICAL SCIENCES EDUCATION 2023; 16:1046-1057. [PMID: 37460449 DOI: 10.1002/ase.2316] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Revised: 05/18/2023] [Accepted: 06/23/2023] [Indexed: 11/01/2023]
Abstract
The traditional format for neuroanatomy lab practical exams involves stations with a time limit for each station and inability to revisit stations. Timed exams have been associated with anxiety, which can lead to poor performance. In alignment with the universal design for learning (UDL), Timed Image Question and Untimed Image Question exam formats were designed to determine which format supports student success, especially for those who performed poorly in the traditional format. Only the Untimed Image Question format allowed students to revisit questions. All three formats were administered in a randomized order within a course for three cohorts of medical students. When all students' scores were analyzed together, the type of format had no effect. However, when analyses were conducted only on students who performed poorly in the traditional format, the type of format had an effect. These students increased their score, on average, by at least one grade level in the Untimed Image Question format compared to the traditional format. Students who performed well in the traditional format maintained their A, on average, in the two new formats. More students indicated Untimed Image Question as their most preferred format after experiencing all three formats. Most students associated the inability to revisit questions with high levels of anxiety. A neuroanatomy lab exam format was therefore identified as consistent with the UDL framework such that all students, regardless of test anxiety levels, can equally demonstrate what they learned. This format allowed for unlimited time per question and ability to revisit questions.
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Affiliation(s)
- Rhea R Kimpo
- Department of Basic Sciences, College of Health Sciences, Samuel Merritt University, Oakland, California, USA
| | - Barb Puder
- Department of Basic Sciences, College of Health Sciences, Samuel Merritt University, Oakland, California, USA
- Department of Foundational Sciences, College of Osteopathic Medicine, Touro University, California, Vallejo, California, USA
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14
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Grachan JJ, Marek M, Cray J, Quinn MM. Effects of using superheroes in an undergraduate human anatomy curriculum. ANATOMICAL SCIENCES EDUCATION 2023; 16:1079-1088. [PMID: 37356088 DOI: 10.1002/ase.2312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 06/09/2023] [Accepted: 06/12/2023] [Indexed: 06/27/2023]
Abstract
Students often find human anatomy courses to be difficult due to the large amount of content covered at a fast pace, which can result in students failing to retain pertinent information. Superheroes are at the forefront of today's popular culture, with many students identifying with specific characters. Utilizing aspects of students' lives, or their agency, that they can resonate with in the classroom, such as their interests in superheroes or personal connections to fictional characters, may help drive students' motivation to learn course content. This study investigated if the use of superheroes in an anatomy curriculum helped undergraduate students learn, apply, and improve their anatomical knowledge. Two courses at The Ohio State University-Columbus Campus, one with a superhero-based curriculum and one with a traditional anatomy curriculum were compared over three semesters using quizzes and survey data. Results from this project found that the use of superheroes/pop culture in anatomy education is an effective way to teach content. The study also showed that most students found the use of superheroes increased their motivation to learn, helped them gain a deeper understanding of the material, and helped them find the content more approachable and enjoyable. In summary, anatomy curricula can still be taught and explained through these creative and "marvel"-ous examples as it can help students connect the material to their own agency and drive motivation to learn.
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Affiliation(s)
- Jeremy J Grachan
- Department of Medicine, Rutgers New Jersey Medical School, Newark, New Jersey, USA
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
| | - Mason Marek
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
| | - James Cray
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
- Division of Biosciences, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
| | - Melissa M Quinn
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
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15
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Sylvia AM, Shear PK, Jastrowski Mano KE, Guerin JM, Mano QR. Test anxiety and reading comprehension: the key role of fluid reasoning. ANXIETY, STRESS, AND COPING 2023; 36:781-794. [PMID: 36755396 DOI: 10.1080/10615806.2023.2169677] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Revised: 12/07/2022] [Accepted: 01/11/2023] [Indexed: 02/10/2023]
Abstract
BACKGROUND High test anxiety has been associated with poorer academic performance. Test anxiety may affect academic performance by disrupting cognitive processes required for complex academic tasks, such as reading comprehension. OBJECTIVES AND METHOD The objective of this cross-sectional study was to clarify the cognitive pathways through which test anxiety may affect reading comprehension performance using archival clinical data of adults (n = 94; Mage = 23.35, SD = 4.32) referred for a comprehensive psychological assessment for academic difficulties. Serial multiple indirect effects analysis was used to assess for the direct and indirect effects of test anxiety on reading comprehension through cognitive processing speed, working memory, fluid reasoning, and crystallized knowledge. A second serial multiple indirect effects analysis was conducted with trait anxiety as the antecedent. RESULTS Test anxiety had a significant indirect effect on reading comprehension through fluid reasoning (B = -.08, SE = .04; 95% CI [-.15 to -.01]), while trait anxiety exerted no significant effect. CONCLUSION Results suggest that test anxiety and fluid reasoning play unique roles in disrupting academic functioning among individuals referred for academic difficulties. It may be that test anxious adults struggle to reason effectively in testing situations, leading to downstream difficulty comprehending text.
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Affiliation(s)
- Allison M Sylvia
- Department of Psychology, University of Cincinnati, Cincinnati, OH, USA
| | - Paula K Shear
- Department of Psychology, University of Cincinnati, Cincinnati, OH, USA
| | | | - Julia M Guerin
- Department of Psychology, University of Cincinnati, Cincinnati, OH, USA
| | - Quintino R Mano
- Department of Psychology, University of Cincinnati, Cincinnati, OH, USA
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16
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Tilahun WM, Wolde HF, Gebreegziabher ZA, Abebaw WA, Simegn MB, Tadesse AA. Magnitude, relationship and determinants of attention deficit hyperactivity disorder and depression among University of Gondar undergraduate students, Northwest Ethiopia, 2022: Non-recursive structural equation modeling. PLoS One 2023; 18:e0291137. [PMID: 37796847 PMCID: PMC10553242 DOI: 10.1371/journal.pone.0291137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 08/22/2023] [Indexed: 10/07/2023] Open
Abstract
BACKGROUND Up to 80% of adults with attention deficit hyperactivity disorder (ADHD) may have a concomitant psychiatric disorder. ADHD and depression, combined with the demands of University life, can pose serious challenges for students. However, there are limited studies conducted on this topic in our country. Therefore, the current study assessed the magnitude, relationship, and determinants of ADHD and depressive symptoms among students at the University of Gondar. METHOD An institution-based cross-sectional study was employed among 1514 undergraduate students at the University of Gondar from June 1-20, 2022. A stratified, simple random sampling technique was applied. Structural equation modeling was employed. The degree of relationship was interpreted based on the adjusted regression coefficient with 95% confidence interval (CI) and p-value (<0.05). RESULT In our study, 37.6% [CI: 35.2-40.1%] and 20.01% [CI: 18.1-22.1%] of the participants had depressive and ADHD symptoms, respectively. Chronic illness [β = 0.19, CI; 0.09, 0.30], alcohol use [β = 0.10, CI; 0.03, 0.17], social support [β = -0.23, CI; -0.29, -0.17], problematic internet use (PIU) [β = 0.23, CI; 0.18, 0.27], and insomnia [β = 0.24, CI; 0.17, 0.30] had a direct relationship with depressive symptoms. Mother education level [β = -0.09, CI; -0.13, -0.06], birth order [β = -0.09, CI; -0.11, -0.07], chat chewing [β = 0.18, CI; 0.06, 0.30], and depressive symptoms [β = 0.73, CI; 0.62, 0.86] had a direct relationship with ADHD. Chronic illness [β = 0.14, CI; 0.06, 0.22], PIU [β = 0.16, CI; 0.13, 0.21], social support [β = -0.16, CI; -0.22, -0.12], and insomnia [β = 0.17, CI; 0.13, 0.23] had an indirect effect on ADHD. CONCLUSION AND RECOMMENDATION The prevalence of ADHD and depressive symptoms was high. Chronic disease, alcohol use, social support, PIU, and insomnia had a direct effect on depressive symptoms and an indirect effect on ADHD. Mother education, birth order, chat chewing, and depressive symptoms had a direct effect on ADHD. Our study provided useful clues for clinical treatment and school-based interventions that aim to improve college students' mental well-being. It is better to design school-based intervention and prevention programs to achieve timely diagnosis and treatment of these disorders among university students.
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Affiliation(s)
- Werkneh Melkie Tilahun
- Department of Public Health, College of Medicine and Health Science, Debre Markos University, Debre Markos, Ethiopia
| | - Haileab Fekadu Wolde
- Department of Epidemiology and Biostatistics, Institute of Public Health, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
| | - Zenebe Abebe Gebreegziabher
- Department of Epidemiology and Biostatistics, School of Public Health, Debre Birhan University, Debre Birhan, Ethiopia
| | - Wondwosen Abey Abebaw
- Department of Epidemiology and Biostatistics, School of Public Health, College of Medicine and Health Sciences, Woldia University, Woldia, Ethiopia
| | - Mulat Belay Simegn
- Department of Public Health, College of Medicine and Health Science, Debre Markos University, Debre Markos, Ethiopia
| | - Asefa Adimasu Tadesse
- Department of Epidemiology and Biostatistics, Institute of Public Health, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
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Ding K, Wang H, Wang Q, Li H, Li C. Inhibitory control associated with the neural mechanism of joint attention in preschoolers: An fNIRS evidence. Int J Psychophysiol 2023; 192:53-61. [PMID: 37597695 DOI: 10.1016/j.ijpsycho.2023.08.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 08/11/2023] [Accepted: 08/14/2023] [Indexed: 08/21/2023]
Abstract
Joint attention (JA) is fundamental to the development of children's social functioning; both its response and initiation are closely related to executive function (EF), but the relationship between JA and EF has been relatively rarely studied. The present study aimed to investigate the between-condition differences in brain activation and synchronization of JA under four conditions: (1) stranger-Initiating Joint Attention (Stranger-IJA); (2) teacher-Initiating Joint Attention (Teacher-IJA); (3) stranger-Responding to Joint Attention (Stranger-RJA); and (4) teacher-Responding to Joint Attention (Teacher-RJA). It also aimed to explore the relationships between neuroimaging data and children's inhibitory control levels. To address these two goals, the present study employed 41 (aged 58.61 ± 8.64 months, 24 boys) preschool children through behavioral and functional Near-Infrared Spectroscopy (fNIRS) brain imaging assessment to measure children's EF and brain function under JA, respectively. The results revealed that: (1) a significantly higher prefrontal cortex (PFC) activation was triggered in IJA than RJA; (2) a significantly higher brain activation was triggered in JA with a stranger than with a teacher; (3) a significantly higher index of synchronization asymmetry was evoked in the left and right PFC during interaction with the teacher than with the stranger; and (4) preschoolers' brain activation and synchronization were correlated with their inhibitory control level. The findings advance our understanding of preschoolers' social cognitive development with a biological aspect, offer an opportunity to understand the potential risk of the neural disorder in preschoolers, and provide a basis and insight for preventing neural developmental disorders.
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Affiliation(s)
- Keya Ding
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
| | - Hongan Wang
- Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China
| | - Qian Wang
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
| | - Hui Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China; Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong
| | - Chuanjiang Li
- College of Child Development and Education, Zhejiang Normal University, Hangzhou, China.
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18
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Janus M, Ryan J, Pottruff M, Reid-Westoby C, Brownell M, Bennett T, Birken CS, Duku E, Ferro MA, Forer B, Georgiades S, Gorter JW, Guhn M, Maguire J, Manson H, Pei J, Santos R, Coplan RJ. Population-Based Teacher-Rated Assessment of Anxiety Among Canadian Kindergarten Children. Child Psychiatry Hum Dev 2023; 54:1309-1320. [PMID: 35244815 PMCID: PMC8894824 DOI: 10.1007/s10578-022-01332-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/08/2022] [Indexed: 11/13/2022]
Abstract
Despite anxiety being a prevalent mental health problem in children, little data exist on the pervasiveness and levels of anxiety symptoms in kindergarteners. Data from the Early Development Instrument, a teacher-completed, population-level measure of child development, were collected across Canada from 2004 to 2015. The final analytic sample consisted of 974,319 children of whom 2.6% were classified as "highly anxious". Compared to children who exhibited "few to none" anxious behaviors, highly anxious children were more likely to be male, have English/French as a second language, and have a special needs designation. Furthermore, compared with their less anxious peers, highly anxious children had between 3.5 and 6.1 higher odds of scoring below the 10th percentile cut-off in physical, social, language/cognitive and communication domains. Our findings suggest that anxious behaviors are related to children's overall health and illustrate the consistency and extensiveness of anxiety at a very young age among Canadian children.
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Affiliation(s)
- Magdalena Janus
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neuroscience, McMaster University, BAHT 132, 1280 Main St. West, Hamilton, ON, L8S 4K1, Canada.
| | - Julia Ryan
- Department of Psychology, Carleton University, Ottawa, ON, Canada
| | - Molly Pottruff
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neuroscience, McMaster University, BAHT 132, 1280 Main St. West, Hamilton, ON, L8S 4K1, Canada
| | - Caroline Reid-Westoby
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neuroscience, McMaster University, BAHT 132, 1280 Main St. West, Hamilton, ON, L8S 4K1, Canada
| | - Marni Brownell
- Department of Community Health Sciences, Manitoba Centre for Health Policy, University of Manitoba, Winnipeg, MB, Canada
| | - Teresa Bennett
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neuroscience, McMaster University, BAHT 132, 1280 Main St. West, Hamilton, ON, L8S 4K1, Canada
| | - Catherine S Birken
- Department of Pediatrics, University of Toronto, Toronto, ON, Canada
- The Hospital for Sick Children, Toronto, ON, Canada
| | - Eric Duku
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neuroscience, McMaster University, BAHT 132, 1280 Main St. West, Hamilton, ON, L8S 4K1, Canada
| | - Mark A Ferro
- School of Public Health and Health Systems, University of Waterloo, Waterloo, ON, Canada
| | - Barry Forer
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
| | - Stelios Georgiades
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neuroscience, McMaster University, BAHT 132, 1280 Main St. West, Hamilton, ON, L8S 4K1, Canada
| | - Jan Willem Gorter
- Department of Pediatrics, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Martin Guhn
- Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
| | - Jonathon Maguire
- Department of Pediatrics, University of Toronto, Toronto, ON, Canada
- Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada
| | | | - Jacqueline Pei
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
| | - Rob Santos
- Department of Community Health Sciences, Manitoba Centre for Health Policy, University of Manitoba, Winnipeg, MB, Canada
| | - Robert J Coplan
- Department of Psychology, Carleton University, Ottawa, ON, Canada
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19
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Jing Z, Ding F, Sun Y, Zhang S, Li N. Comparing Depression Prevalence and Associated Symptoms with Intolerance of Uncertainty among Chinese Urban and Rural Adolescents: A Network Analysis. Behav Sci (Basel) 2023; 13:662. [PMID: 37622802 PMCID: PMC10451834 DOI: 10.3390/bs13080662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 08/06/2023] [Accepted: 08/07/2023] [Indexed: 08/26/2023] Open
Abstract
The prevalence of depression among adolescents is increasing, which can hinder their healthy development and is intricately linked to the intolerance of uncertainty (IU). IU involves both prospective anxiety and inhibitory anxiety. However, the precise relationship between depressive symptoms and these two components of IU remains unclear, particularly when considering the specific context of rural adolescents in China. A total of 1488 adolescents (male, 848; Meanage = 20, SDage = 1.51, age range from 16 to 24) in China were recruited and divided into urban adolescents (N = 439) and rural adolescents (N = 1049) groups. The Patient Health Questionnaire-9 and Intolerance of Uncertainty Scale-12 were utilized to measure depression and IU. The symptom network approach and the flow network approach were employed. The prevalence of depression was significantly higher (χ2 = 4.09, p = 0.04) among rural adolescents (N = 419, 40.1%) than urban adolescents (N = 152, 34.8%). The node strength of "motor" demonstrated some discrepancy between rural and urban adolescents, while there was no notable disparity in the global strength and structure of the network between the two groups. However, rural adolescents exhibited a significantly higher global strength in the flow network (including depression and IU) than their urban counterparts. In the flow networks of rural adolescents, "guilt" was directly associated with prospective and inhibitory anxiety. These findings highlight the urgent need for interventions that enhance the ability of rural adolescents to cope with uncertainty and prevent their depressive symptoms more effectively.
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Affiliation(s)
- Zhi Jing
- Department of Psychology, College of Teacher Education, Ningxia University, Yinchuan 750021, China; (Z.J.)
- Department of Mental Health Education, Office of Student Affairs, Ordos Institute of Technology, Ordos 017000, China
| | - Fengqin Ding
- Department of Psychology, College of Teacher Education, Ningxia University, Yinchuan 750021, China; (Z.J.)
| | - Yishu Sun
- Department of Psychology, College of Teacher Education, Ningxia University, Yinchuan 750021, China; (Z.J.)
| | - Sensen Zhang
- Department of Psychology, College of Teacher Education, Ningxia University, Yinchuan 750021, China; (Z.J.)
| | - Ning Li
- Department of Psychology, College of Teacher Education, Ningxia University, Yinchuan 750021, China; (Z.J.)
- Psychotherapy Department, Ningxia Mental Health Center, Yinchuan 750021, China
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20
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Grills AE, Fletcher JM, Vaughn SR, Bowman C. Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students. Child Psychiatry Hum Dev 2023; 54:1064-1074. [PMID: 35072871 PMCID: PMC10666225 DOI: 10.1007/s10578-022-01315-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/07/2022] [Indexed: 12/20/2022]
Abstract
While the field of learning disabilities has grown substantially over the past several decades (Grigorenko et al. in Am Psychol 75:37, 2020) little work has explored the role of internalizing symptoms among struggling students. The present study compared struggling and typical readers on several child reported internalizing measures at both the beginning and end of a school year during which time they received either classroom-as-usual or research-team provided intensive intervention. Struggling readers who did and did not meet reading benchmarks were also compared at year-end. While minimal differences were present at the beginning of the year, numerous differences were observed at the end, with students exhibiting persistent reading struggles reporting significantly greater distress. Bi-directional associations emerged with beginning of year group status predicting internalizing symptoms and beginning of year internalizing symptoms predicting end of year intervention response group status. Findings are discussed in terms of future directions for enhancing intervention studies of struggling readers.
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Affiliation(s)
- Amie E Grills
- Wheelock College of Education & Human Development, Boston University, 2 Silber Way, Boston, MA, 02215, USA.
| | - Jack M Fletcher
- Department of Psychology, University of Houston, 3695 Cullen Boulevard, Room 126, Houston, TX, 77204-5022, USA
| | - Sharon R Vaughn
- College of Education, University of Texas at Austin, 1918 Speedway, Stop D5000, Austin, TX, 78712, USA
| | - Chelsey Bowman
- Wheelock College of Education & Human Development, Boston University, 2 Silber Way, Boston, MA, 02215, USA
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21
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Robson DA, Johnstone SJ, Putwain DW, Howard S. Test anxiety in primary school children: A 20-year systematic review and meta-analysis. J Sch Psychol 2023; 98:39-60. [DOI: 10.1016/j.jsp.2023.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Revised: 10/04/2022] [Accepted: 02/15/2023] [Indexed: 03/13/2023]
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22
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Cuder A, Živković M, Doz E, Pellizzoni S, Passolunghi MC. The relationship between math anxiety and math performance: The moderating role of visuospatial working memory. J Exp Child Psychol 2023; 233:105688. [PMID: 37156081 DOI: 10.1016/j.jecp.2023.105688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 02/17/2023] [Accepted: 03/23/2023] [Indexed: 05/10/2023]
Abstract
According to the processing efficiency theory (PET), math anxiety would interfere with working memory resources, negatively affecting mathematical abilities. To date, few studies have explored how the interaction between math anxiety and working memory would affect different types of math tasks, especially in primary school children. Therefore, the purpose of this study was to explore whether the interplay between math anxiety and working memory would influence performance in numerical operations (i.e., math fluency task) and mathematical reasoning (i.e., math reasoning task) in a group of primary school children (N = 202). Results showed that visuospatial working memory appeared to moderate the relationship between math anxiety and math performance when the math fluency task was considered, indicating that participants with higher levels of working memory were more negatively affected by math anxiety. No interaction effect was found for the math reasoning task in which students' scores were explained only by visuospatial working memory. The findings suggest that math anxiety and visuospatial working memory interact to influence performance in the math fluency task and that this effect may vary depending on the strategies used to complete the task. On the other hand, results on the math reasoning task showed that visuospatial working memory continues to have a positive effect on the math performance independently of math anxiety. The implications in the educational setting are discussed, pointing to the importance of monitoring and intervention studies on affective factors.
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Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Marija Živković
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy.
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23
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Nahidi M, Ghalandarzadeh M, Sinichi F, Sahebzadeh N, Eslami S, Reihani H, Emadzadeh M, Fayyazi Bordbar MR. Investigating the psychological effects of home quarantine during the early peaks of the COVID-19 pandemic: a survey from Iran. Int Clin Psychopharmacol 2023; 38:136-145. [PMID: 36730691 DOI: 10.1097/yic.0000000000000444] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
We assessed psychological symptoms among individuals who were quarantined during early coronavirus disease 2019 (COVID-19) peaks. This cross-sectional study was performed during April-October 2020 in Iran. We surveyed 100 individuals with COVID-19 patients in their families and 100 others with health conditions associated with a higher risk of developing critical forms of COVID-19 infection, who have completed at least 14 days of home quarantine. Validated Persian versions of the 21-item Depression, Anxiety, and Stress and 22-item Impact of Event Scale-Revised were used to measure the symptoms of depression, anxiety, stress and distress. The rates of stress, anxiety, depression and quarantine-related distress were 46.5, 48.5, 57.0 and 80.5%, respectively; however, they were not significantly different between the contact and no-contact groups. Female sex and being unemployed were significantly associated with quarantine-related distress, P = 0.007 and P = 0.018, respectively. Independent risk factors for anxiety were a history of medical comorbidity ( P = 0.025) and contact with COVID-19 patients ( P = 0.007). Findings show high prevalence rates of psychological symptoms among quarantined individuals, regardless of whether they had contact with COVID-19 patients or not. Female sex and unemployment were risk factors for quarantine-related distress.
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Affiliation(s)
- Mahsa Nahidi
- Psychiatry and Behavioral Sciences Research Centers
| | | | | | | | - Saeid Eslami
- Department of Medical Informatics, Faculty of Medicine
- Pharmaceutical Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
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Lewis KM, Barrett P, Freitag G, Ollendick TH. An Ounce of Prevention: Building resilience and targeting anxiety in young children. Clin Child Psychol Psychiatry 2023; 28:795-809. [PMID: 35996946 DOI: 10.1177/13591045221121595] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND Anxiety disorders are among the most common psychiatric disorders in childhood and can develop as early as the preschool years. Therefore, providing young children who display early signs of anxiety with skills to prevent the development of later psychopathology is invaluable. The current study evaluates the effectiveness of Fun FRIENDS, an anxiety prevention and resilience program for young children. METHOD Fifty-seven kindergartners across three classrooms participated in a 15-week anxiety prevention program and teachers completed a behavioral screening measure and anxiety questionnaire at pre, post, 3 month, and 10-month follow-up assessment points. RESULTS Anxiety positively correlated with emotional symptoms, peer difficulties, and total difficulties at pre-intervention. Anxiety symptoms decreased from pre-intervention to follow-up. Additionally, prosocial behaviors improved and moderated the relationship between pre-and post-intervention anxiety symptoms. CONCLUSIONS These findings yield promising implications regarding the effectiveness of prevention and intervention programs on increasing social emotional skills and reducing anxiety symptoms in young children.
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Affiliation(s)
- Krystal M Lewis
- 25944National Institute of Mental Health, Bethesda, MD, USA.,Department of Psychology, 1757Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| | - Paula Barrett
- 2219Australian National University, Canberra, ACT, Australia
| | - Gabrielle Freitag
- Department of Psychology, 5450Florida International University, Miami, FL, USA
| | - Thomas H Ollendick
- Department of Psychology, 1757Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
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25
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Dong M, Li Y, Zhang Y. The effect of mindfulness training on executive function in youth with depression. Acta Psychol (Amst) 2023; 235:103888. [PMID: 36934696 DOI: 10.1016/j.actpsy.2023.103888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Revised: 03/07/2023] [Accepted: 03/10/2023] [Indexed: 03/19/2023] Open
Abstract
Youth depression is often associated with impairments in cognitive function, especially in executive function. This study examines the effect of an 8-session-long mindfulness training that can improve executive function in youth with depression. Sixty youths (age range 15-27 years) with depression were selected as participants and were randomized into a mindfulness training group (MTG) and a waitlist-control group (WCG). The MTG received an 8-week mindfulness training while the WCG received no intervention. Both groups performed the Stroop, N-back, and More-odd shifting tasks at baseline and after eight weeks to examine inhibitory control, working memory, and cognitive flexibility of executive function, respectively. The results showed that mindfulness training significantly reduced the Stroop effect size for MTG (p < 0.001), but the effect on the switching cost was not statistically significant (p = 0.975). There was an age effect of mindfulness training on working memory. For young adults, mindfulness training improved accuracy on the N-back task (p < 0.01) and shortened reaction time, although this effect slightly exceeded the significance level (p = 0.075). However, mindfulness training failed to improve the working memory of adolescents with depression. In conclusion, mindfulness training improved inhibitory control in youth with depression. It also improved working memory in young adults with depression, but future studies with large samples are needed to validate the improvement in working memory.
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Affiliation(s)
- Mingchao Dong
- Department of Psychology, Renmin University of China, Beijing, China
| | - Yingwu Li
- Department of Psychology, Renmin University of China, Beijing, China; The Laboratory of Department of Psychology, Renmin University of China, Beijing, China.
| | - Yan Zhang
- Department of Psychology, Renmin University of China, Beijing, China
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Bitar Z, Elias MB, Malaeb D, Hallit S, Obeid S. Is cyberbullying perpetration associated with anxiety, depression and suicidal ideation among lebanese adolescents? Results from a cross-sectional study. BMC Psychol 2023; 11:53. [PMID: 36829238 PMCID: PMC9951827 DOI: 10.1186/s40359-023-01091-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Accepted: 02/20/2023] [Indexed: 02/26/2023] Open
Abstract
BACKGROUND As cyberbullying is a new area of investigation, results worldwide point to the prevalence of cyberbullying perpetration. This study aimed to assess the association between cyberbullying perpetration, anxiety, depression and suicidal ideation among Lebanese adolescents. METHODS This cross-sectional study was conducted between May and June 2021 and included a sample of adolescents aged between 13 and 16 years old, recruited from private schools chosen in a convenient way from all Lebanese districts. A total of 520 students accepted to participate in our study. To collect data, a questionnaire was shared by google form including: Cyber Bully/Cyber victim questionnaire; Lebanese Anxiety Scale; and Patient Health Questionnaire for Adolescents. RESULTS The results of the linear regressions, taking anxiety and depression as dependent variables, showed that female gender, having kind of hard and very/extremely hard influence of problems on daily work, sexual cyberbullying in cyberspace, embarrassing and inserting malicious content in cyberspace and older age were significantly associated with more anxiety and depression. Having kind of hard influence of problems on daily work compared to not at all, higher anxiety, higher depression and higher household crowding index (lower socioeconomic status) were significantly associated with higher odds of having suicidal ideation in the last month. CONCLUSION Cyberbullying perpetration and its associated factors reported in this study are significant enough to call for early detection and prevention strategies for Lebanese adolescents. At the school level, effective programs implemented in the school years are needed, aiming to develop social/emotional control, and conflict resolution skills as they might decrease engagement in cyberbullying perpetration among adolescents. Preventive interventions are needed to reduce the engagement of Lebanese adolescents in cyberbullying perpetration.
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Affiliation(s)
- Zeinab Bitar
- grid.460789.40000 0004 4910 6535Faculty of medicine, Paris-Saclay University, Le Kremlin-Bicêtre, France
| | - Marie-Belle Elias
- grid.444434.70000 0001 2106 3658School of Arts and Sciences, Holy Spirit University of Kaslik, P.O. Box 446, Jounieh, Lebanon
| | - Diana Malaeb
- grid.411884.00000 0004 1762 9788College of Pharmacy, Gulf Medical University, P.O. Box 4184, Ajman, United Arab Emirates ,grid.444421.30000 0004 0417 6142School of Pharmacy, Lebanese International University, Beirut, Lebanon
| | - Souheil Hallit
- School of Medicine and Medical Sciences, Holy Spirit University of Kaslik, P.O. Box 446, Jounieh, Lebanon. .,Applied Science Research Center, Applied Science Private University, Amman, Jordan. .,Research Department, Psychiatric Hospital of the Cross, Jal Eddib, Lebanon.
| | - Sahar Obeid
- Social and Education Sciences Department, School of Arts and Sciences, Lebanese American University, Jbeil, Lebanon.
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Fletcher-Hildebrand S, Williamson L, Lawson K, Dell C. Remotely and collaboratively evaluating a campus-based therapy dog program during the COVID-19 pandemic. EVALUATION AND PROGRAM PLANNING 2023; 98:102239. [PMID: 37086706 PMCID: PMC9841739 DOI: 10.1016/j.evalprogplan.2023.102239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/18/2021] [Revised: 12/07/2022] [Accepted: 01/15/2023] [Indexed: 05/03/2023]
Abstract
The COVID-19 pandemic adversely affected the wellbeing of university students and adults in general, emphasizing the need for mental health programming that was compliant with physical distancing mandates. The present evaluation investigated mental health and social connection within the context of COVID-19 by remotely evaluating a virtual animal-assisted activity at the University of Saskatchewan - PAWS Your Stress. The purpose of this article is to outline our evaluation methods and findings, while calling specific attention to the collaborative strategies that were implemented within a remote, time-sensitive context. The evaluation findings revealed that remote animal-assisted programming can facilitate connections with humans and animals, and promote multiple mental health benefits, despite the lack of physical interaction with the animals. Our lessons learned indicate that remote program logic modelling workshops are feasible when suited to audience demographics. Further, our experience suggests that the Most Significant Change technique (a qualitative, participatory, storytelling method that elicits outcome data) can be useful in time-restricted evaluations, and the necessity of central steps in the process may vary depending on evaluation goals. This project has implications for future evaluation work, by demonstrating the effective use of remote methods that allowed for successful stakeholder collaboration.
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Affiliation(s)
| | - Linzi Williamson
- University of Saskatchewan, Room 191, 9 Campus Drive, Saskatoon, Saskatchewan S7N 5A5, Canada
| | - Karen Lawson
- University of Saskatchewan, Room 154, 9 Campus Drive, Saskatoon, Saskatchewan S7N 5A5, Canada
| | - Colleen Dell
- University of Saskatchewan, Room 1109, 9 Campus Drive, Saskatoon, Saskatchewan S7N 5A5, Canada
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Brown CRH, Feng YC, Costin V, Hirsch CR, Wang YH, Wang YL, Chew J, Kenny J, Allen P. Specific Pandemic-Related Worries Predict Higher Attention-Related Errors and Negative Affect Independent of Trait Anxiety in UK-Based Students. COGNITIVE THERAPY AND RESEARCH 2023; 47:1-19. [PMID: 36284796 PMCID: PMC9584227 DOI: 10.1007/s10608-022-10336-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2022] [Indexed: 02/07/2023]
Abstract
Background The COVID-19 pandemic has resulted in many individuals experiencing increased symptoms of anxiety. We predict that this increase may be underpinned by pandemic-related worry (PRW), characterised by repetitive negative thinking about pandemic-specific outcomes; and that this relationship is mediated through reduced attentional capacity required to regulate negative affect. Methods We developed a novel scale to measure the contents of PRW in an initial sample of 255 participants, and explored its relationship with cognitive functioning and negative affect in a sample of 382 UK-based university students, whilst controlling for recalled pre-pandemic trait anxiety. Results A five-factor model of PRW was identified, with factors reflecting worry about decline in quality of life (QoL) and probability of infection correlating with attention and memory-related errors. Importantly, attention-related errors partially mediated the positive relationship between PRW and negative affect, even when controlling for pre-pandemic trait anxiety. Conclusion PRW's relationship with negative affect was partially mediated through attentional function, consistent with models of anxiety and attentional control. In UK-based students PRW may be predominantly focused on the decline in QoL; therefore, interventions targeting worry about the decline in QoL caused by COVID-19 are especially important in this population in the wake of the pandemic. Supplementary Information The online version contains supplementary material available at 10.1007/s10608-022-10336-7.
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Affiliation(s)
- Chris R. H. Brown
- School of Psychology, Whitelands College, University of Roehampton, Holybourne Avenue, London, SW15 4JD UK
| | - Ya-Chun Feng
- National Sun Yat-Sen University, Kaohsiung, Taiwan
| | | | | | | | | | | | | | - Paul Allen
- Kings College London, University of Roehampton, London, UK
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Journault AA, Plante I, Charbonneau S, Sauvageau C, Longpré C, Giguère CÉ, Labonté C, Roger K, Cernik R, Chaffee KE, Dumont L, Labelle R, Lupien SJ. Using latent profile analysis to uncover the combined role of anxiety sensitivity and test anxiety in students' state anxiety. Front Psychol 2022; 13:1035494. [PMID: 36619097 PMCID: PMC9811949 DOI: 10.3389/fpsyg.2022.1035494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Accepted: 11/30/2022] [Indexed: 12/24/2022] Open
Abstract
Background Studies report a growing tendency for students to experience state anxiety in schools. However, the combination of individual susceptibilities likely to trigger students' anxious states remains unclear. Aims This study examined whether distinct profiles of students emerge regarding their susceptibility to anxiety sensitivity and/or test anxiety and evaluated whether students' profile predicted anxious states. We also verified whether susceptibility profiles varied across gender, school level, and school type. Sample and methods In total, 1,404 Canadian students in Grades 5 and 10 (589 boys; M age = 15.2, SD = 2.1) from 13 public and private schools completed self-reported measures of state/trait anxiety, anxiety sensitivity, and test anxiety. Results Latent profile analyses identified four susceptibility profiles: (1) Double-susceptibility: highest anxiety sensitivity and test anxiety scores; (2) Unique-susceptibility to test anxiety: high test anxiety score and low anxiety sensitivity score; (3) Unique-susceptibility to anxiety sensitivity: high anxiety sensitivity score and low test anxiety score; and (4) No-susceptibility: lowest anxiety sensitivity and test anxiety scores. The profiles comprised 12, 9, 6, and 73% of the sample, respectively, and their membership varied across gender and school type, but not across school levels. A linear mixed-effect model showed that state anxiety varied significantly between profiles, where the Double-susceptibility profile predicted the highest state anxiety scores, followed by the two Unique-susceptibility profiles (indifferently), and the No-susceptibility profile. Conclusion Beyond their theoretical contribution to the state-trait anxiety literature, these findings suggest that selective interventions designed more specifically for students with the Double-susceptibility profile may be worthwhile. Results also highlight the high proportion of students with the No-susceptibility profile and shed light on the reassuring portrait regarding students' anxiety.
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Affiliation(s)
- Audrey-Ann Journault
- Centre for Studies on Human Stress, Montréal, QC, Canada,Research Center, Institut Universitaire en Santé Mentale de Montréal, Montréal, QC, Canada,Department of Psychology, Université de Montréal, Montréal, QC, Canada,*Correspondence: Audrey-Ann Journault,
| | - Isabelle Plante
- Department of Didactics, Université du Québec à Montréal, Montréal, QC, Canada
| | - Sandrine Charbonneau
- Centre for Studies on Human Stress, Montréal, QC, Canada,Research Center, Institut Universitaire en Santé Mentale de Montréal, Montréal, QC, Canada,Department of Psychology, Université de Montréal, Montréal, QC, Canada
| | - Claudia Sauvageau
- Centre for Studies on Human Stress, Montréal, QC, Canada,Research Center, Institut Universitaire en Santé Mentale de Montréal, Montréal, QC, Canada
| | - Charlotte Longpré
- Centre for Studies on Human Stress, Montréal, QC, Canada,Research Center, Institut Universitaire en Santé Mentale de Montréal, Montréal, QC, Canada,Department of Psychology, Université de Montréal, Montréal, QC, Canada
| | | | | | | | - Rebecca Cernik
- Centre for Studies on Human Stress, Montréal, QC, Canada,Research Center, Institut Universitaire en Santé Mentale de Montréal, Montréal, QC, Canada,Department of Psychiatry and Addiction, Université de Montréal, Montréal, QC, Canada,Department of Psychology, Université du Québec à Montréal, Montréal, QC, Canada
| | | | - Laurence Dumont
- Centre for Studies on Human Stress, Montréal, QC, Canada,Research Center, Institut Universitaire en Santé Mentale de Montréal, Montréal, QC, Canada
| | - Réal Labelle
- Research Center, Institut Universitaire en Santé Mentale de Montréal, Montréal, QC, Canada,Department of Psychology, Université du Québec à Montréal, Montréal, QC, Canada
| | - Sonia J. Lupien
- Centre for Studies on Human Stress, Montréal, QC, Canada,Research Center, Institut Universitaire en Santé Mentale de Montréal, Montréal, QC, Canada,Department of Psychology, Université de Montréal, Montréal, QC, Canada,Department of Psychiatry and Addiction, Université de Montréal, Montréal, QC, Canada
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Almarzouki AF, Mandili RL, Salloom J, Kamal LK, Alharthi O, Alharthi S, Khayyat N, Baglagel AM. The Impact of Sleep and Mental Health on Working Memory and Academic Performance: A Longitudinal Study. Brain Sci 2022; 12:1525. [PMID: 36358451 PMCID: PMC9688482 DOI: 10.3390/brainsci12111525] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Revised: 11/01/2022] [Accepted: 11/07/2022] [Indexed: 04/06/2024] Open
Abstract
Sleep and mental health can affect cognition and academic performance. The present study aimed to investigate the relationships between sleep, mental health, working memory, and academic performance. We collected demographic data from university students during the non-academic summer period and the academic term. We also measured academic performance (GPA), sleep (PSQI), depression (PHQ-9), anxiety (GAD-7), and disordered social media use (SMDS). Working memory was assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB). We assessed 83 students (42.2% male) with a mean age of 21 years. Compared to the non-academic summer period, students had significantly worse sleep and distress scores in the academic term. Anxiety, depression, and distress scores were significantly correlated with worse sleep quality. Despite worse mental health and sleep in the academic term, working memory improved compared to the non-academic summer period and was also correlated with a higher GPA. However, a higher GPA was significantly associated with longer sleep latency, increased sleep disturbances, and increased use of sleep medication. Students experiencing poor sleep suffered from poor mental health, although they maintained high GPA and working memory scores. Cognitive resilience, including higher working memory, may mask poor sleep quality and mental health among university students.
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Affiliation(s)
- Abeer F. Almarzouki
- Department of Physiology, Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Rahaf L. Mandili
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Joud Salloom
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Lujain K. Kamal
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Omimah Alharthi
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Samah Alharthi
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Nusaiba Khayyat
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Alaa M. Baglagel
- Faculty of Medicine, King Abdulaziz University, Jeddah 21589, Saudi Arabia
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31
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Huang Z, Zhang L, Wang J, Wang T, Xu L, Yang X, Lu H. Nomogram reliability for predicting potential risk in postgraduate medical students with anxiety symptoms. Heliyon 2022; 8:e10803. [PMID: 36247164 PMCID: PMC9557898 DOI: 10.1016/j.heliyon.2022.e10803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 07/25/2022] [Accepted: 09/22/2022] [Indexed: 11/19/2022] Open
Abstract
Purpose This research aims to develop a Nomogram for exact anxiety symptoms prediction in postgraduate medical students so that they may be identified as high-risk individuals early and get focused care. Methods Using a convenient sampling method, for case-control matching, 126 participants with anxiety symptoms and 774 participants of the same age and gender but without anxiety symptoms were designated as the case group and control group, respectively. Multivariable logistic regression analysis was utilized to identify influencing factors for anxiety symptoms, then used to design and verify a Nomogram of anxiety symptoms. Results Multivariate logistic regression analysis showed that lack of social support (OR = 0.95, 95%CI: 0.91-0.99), low life satisfaction (OR = 0.91, 95%CI: 0.86-0.95), low subjective well-being (OR = 0.58, 95%CI: 0.41-0.83) and frequent tobacco and alcohol use (OR = 1.75, 95%CI: 1.10-2.80) were independent predictors of anxiety symptoms in postgraduate medical students (P < 0.05). The Nomogram risk prediction model based on the above four independent prediction factors was established, and the verified C-index (Concordance index) is 0.787 (95%CI: 0.744-0.803, P < 0.001). Conclusions Anxiety symptoms in postgraduate medical students are influenced by various variables. The Nomogram prediction model has high accuracy, validity, and reliability, which can provide reference for predicting anxiety symptoms in postgraduate medical students.
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Affiliation(s)
- Zewen Huang
- Department of Psychosomatic Medicine, The Second Affiliated Hospital of Nanchang University, Nanchang, Jiangxi, China
- Faculty of Medicine, Macau University of Science and Technology, Macao, China
| | - Lejun Zhang
- School of Psychology, South China Normal University, Guangzhou, Guangdong, China
| | - Junyu Wang
- School of Cyberspace, Hangzhou Dianzi University, Hangzhou, Zhejiang, China
| | - Tingting Wang
- Faculty of Medicine, Macau University of Science and Technology, Macao, China
| | - Lu Xu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Xialing Yang
- Graduate Department, The Second Affiliated Hospital of Nanchang University, Nanchang, Jiangxi, China
| | - Heli Lu
- Department of Psychosomatic Medicine, The Second Affiliated Hospital of Nanchang University, Nanchang, Jiangxi, China
- Corresponding author.
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32
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Sahmurova A, Arikan S, Gursesli MC, Duradoni M. ADHD Symptoms as a Stressor Leading to Depressive Symptoms among University Students: The Mediating Role of Perceived Stress between ADHD and Depression. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11091. [PMID: 36078805 PMCID: PMC9518099 DOI: 10.3390/ijerph191711091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 08/31/2022] [Accepted: 09/02/2022] [Indexed: 06/15/2023]
Abstract
Attention deficit hyperactivity disorder (ADHD) is a condition manifested in childhood and includes symptoms, such as attention deficit, impulsivity, difficulty in concentrating, hyperactivity, and aggressive behavior. Along with the negative effects of ADHD symptoms on individuals, various psychological factors are thought to be associated with these symptoms. However, ADHD in emerging adulthood is not rare and can be conceived as the continuation of discomfort that might emerge during childhood and adolescence. Our mediation study involved 613 undergraduate students in İstanbul. The participants filled out demographic information forms: Adult Attention Deficit and Hyperactivity Disorder Self-Reported Scale (ASRS), Perceived Stress Scale and Beck Depression Inventory (BDI). Our work stressed those positive correlations found among ASRS, Perceived Stress Scale, and BDI scores. Analysis by Model 4 of Hayes Process Macro and Sobel tests showed that ADHD symptoms predicted both perceived stress and depression scores of the participants and dimensions of perceived stress acted as partial mediators in the positive relationship between ADHD and depression scores.
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Affiliation(s)
- Aida Sahmurova
- Faculty of Health Sciences, Antalya Bilim University, Antalya 07190, Turkey
| | - Selma Arikan
- Faculty of Arts and Humanities, Psychology, Istanbul Medeniyet University, Istanbul 34700, Turkey
| | - Mustafa Can Gursesli
- Department of Education, Literatures, Intercultural Studies, Languages and Psychology, University of Florence, 50135 Florence, Italy
- Department of Information Engineering, University of Florence, 50139 Florence, Italy
| | - Mirko Duradoni
- Department of Education, Literatures, Intercultural Studies, Languages and Psychology, University of Florence, 50135 Florence, Italy
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Vaughn S, Grills AE, Capin P, Roberts G, Fall AM, Daniel J. Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties. JOURNAL OF LEARNING DISABILITIES 2022; 55:408-426. [PMID: 34753334 PMCID: PMC9085973 DOI: 10.1177/00222194211053225] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group reading intervention with math fact practice (RMATH), and (c) business-as-usual (BAU) comparison condition (no researcher provided treatment). Personnel from the research team provided participants in the RANX and RMATH the same reading intervention with the variation in the two treatments being whether the same amount of time per lesson was allocated to anxiety management (RANX) or practicing math facts (RMATH). Students in the RANX significantly outperformed students in the BAU on reading comprehension (effect size [ES] = 1.22) and students in the RMATH outperformed BAU on reading comprehension (ES = 0.77). Groups did not differ significantly on other reading outcomes. Reading anxiety moderated the main effect of the RANX intervention on the Test of Word Reading Efficiency (TOWRE) word reading when contrasted against the BAU group, indicating a significant difference favoring RANX where treatment's effect decreased by 0.94 units (about 1 point on the outcome) on word reading for each additional point increase in reading anxiety.
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Ma W, Fan X, Zhang S. Identifying Transformative Sequences in the Psychotherapeutic Interaction With Chinese Adolescents With Depression: A Conversation Analysis Approach. Front Psychol 2022; 13:810371. [PMID: 35800915 PMCID: PMC9253862 DOI: 10.3389/fpsyg.2022.810371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Accepted: 03/17/2022] [Indexed: 11/20/2022] Open
Abstract
Previous studies seldom touch on aspects of psychotherapeutic encounters between therapists and clients with particular disorders (such as depression). Little attention has been paid to the sequence organization of psychotherapeutic interaction between therapists and clients with depression in Chinese medical settings. By adopting conversation analysis, we investigated the specifics of psychotherapeutic encounters, specifically, the transformative sequences of psychotherapeutic interaction between therapists and Chinese adolescents with depression. We identified the fourth aspect of clients’ experience transformed in the Chinese psychotherapeutic interaction with adolescents with depression: cognition, and described how the sequential organization of therapists’ actions facilitates the momentary transformation of clients’ experience (i.e., the transformation of cognition, referent, emotion, and relation) in the psychotherapeutic processes. This study not only adds to the conversation analytic study on the transformative sequences in psychotherapeutic interaction but also sheds some light on the study of how therapists transform clients’ experience in Chinese psychotherapeutic interaction.
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Affiliation(s)
- Wen Ma
- School of Foreign Languages and Literature, Shandong University, Jinan, China
- Language Sciences Lab, Shandong University, Jinan, China
| | - Xingang Fan
- Department of Psychiatry, The Fourth People’s Hospital, Liaocheng, China
| | - Shuai Zhang
- School of Foreign Languages and Literature, Shandong University, Jinan, China
- School of Foreign Languages, Yantai University, Yantai, China
- *Correspondence: Shuai Zhang,
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Reddy LA, Glover TA, Dudek CM, Alperin A, Wiggs NB, Bronstein B. A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student outcomes. J Sch Psychol 2022; 92:227-245. [DOI: 10.1016/j.jsp.2022.04.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Revised: 12/11/2021] [Accepted: 04/05/2022] [Indexed: 11/27/2022]
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Parajuli N, Pradhan B, Bapat S. Effect of yoga on cognitive functions and anxiety among female school children with low academic performance: A randomized control trial. Complement Ther Clin Pract 2022; 48:101614. [DOI: 10.1016/j.ctcp.2022.101614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Revised: 05/03/2022] [Accepted: 05/29/2022] [Indexed: 11/30/2022]
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Heo H, Bonk CJ, Doo MY. Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19. THE INTERNET AND HIGHER EDUCATION 2022; 54:100856. [PMID: 35464172 PMCID: PMC9013013 DOI: 10.1016/j.iheduc.2022.100856] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 03/04/2022] [Accepted: 04/11/2022] [Indexed: 05/14/2023]
Abstract
This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.
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Affiliation(s)
- Heeok Heo
- Department of Computer Education, College of Education, Sunchon National University, Republic of Korea
| | - Curtis J Bonk
- Instructional Systems Technology, Indiana University, Bloomington, IN, USA
| | - Min Young Doo
- Department of Education, Kangwon National University, Chuncheon-si, Republic of Korea
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Mukund B, Jena SPK. Qualitative analysis of school children's experience of receiving “Coping Cat program”: A cognitive behavioral therapy program for high anxiety. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Bhavna Mukund
- Department of Psychology, Faculty of Arts University of Delhi, North Campus Delhi Delhi India
| | - S. P. K. Jena
- Department of Applied Psychology University of Delhi, South Campus Delhi India
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de Mélo Silva Júnior ML, Valença MM, Rocha-Filho PAS. Individual and residency program factors related to depression, anxiety and burnout in physician residents - a Brazilian survey. BMC Psychiatry 2022; 22:272. [PMID: 35436910 PMCID: PMC9016975 DOI: 10.1186/s12888-022-03916-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 04/06/2022] [Indexed: 11/14/2022] Open
Abstract
BACKGROUND Psychological distress is common among medical trainees. This study aimed to assess the frequency of depression, anxiety and burnout among physician residents and their association with both individual and residency program-related factors. METHODS This was a cross-sectional study applying an online survey in a national-wide sample of medical residents from Brazil. Depression, anxiety, burnout and diurnal somnolence were assessed with validated tools (Patient Health Questionnaire-4, 2 items version of Maslach Burnout Inventory, and Epworth Sleepiness Scale). Socio-demographic and residency program-related factors were measured with internally validated instruments. We performed multivariate binary logistic regression analysis for each of the main outcomes. RESULTS Screening for depression, anxiety and burnout was positive respectively in 46.9%, 56.6% and 37.0% of our sample (n = 1,419). Depression was independently related to female sex, longer duty hours, absence of day off, poor learning perception, poor feeling about the residency program, overall occurrence of psychological abuse, anxiety, diurnal somnolence and burnout (AUROC = .859 [95%CI = .840-.878], p < .001). Anxiety was independently associated with female sex, higher age and duty hours, work-personal life conflicts, few classroom activities, providing assistance without supervision, depression and diurnal somnolence (837 [.816-.857], p < .001). Burnout was related to lower age and leisure time, male sex, longer duty hours, absence of day off, provision of care without supervision, choice of the wrong specialty, poor learning, psychological abuse, depression and diurnal somnolence (.780 [.753-.806], p < .001). CONCLUSION Frequency of psychological distress in residency training is high and related to both individuals and environmental factors, namely high workloads, occurrence of psychological abuse, poor faculty supervision, poor learning experience and work-personal life conflicts.
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Affiliation(s)
- Mário Luciano de Mélo Silva Júnior
- Division of Neuropsychiatry, Federal University of Pernambuco (UFPE), Recife, Brazil. .,Neurology Unit, Hospital da Restauração, Recife, Brazil. .,Medical School, Uninassau, Recife, Brazil.
| | - Marcelo Moraes Valença
- grid.411227.30000 0001 0670 7996Division of Neuropsychiatry, Federal University of Pernambuco (UFPE), Recife, Brazil
| | - Pedro Augusto Sampaio Rocha-Filho
- grid.411227.30000 0001 0670 7996Division of Neuropsychiatry, Federal University of Pernambuco (UFPE), Recife, Brazil ,grid.26141.300000 0000 9011 5442Headache Clinic, Hospital Universitario Oswaldo Cruz, University of Pernambuco (UPE), Recife, Brazil
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Živković M, Pellizzoni S, Mammarella IC, Passolunghi MC. Executive functions, math anxiety and math performance in middle school students. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022; 40:438-452. [PMID: 35394078 PMCID: PMC9543615 DOI: 10.1111/bjdp.12412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 03/25/2022] [Indexed: 11/28/2022]
Abstract
Previous studies mainly investigated working memory (WM) and math anxiety (MA) leaving almost unexplored other aspects of executive functions (EFs) in middle school period. Filling the gap in the literature, the aims of this study were: (1) to better examine the relationship between MA and math performance, (2) to better examine the relationship between EFs and math performance and (3) to investigate the interplay between EFs and MA on math performances. This study confirmed a significant and negative relationship between MA and math performance, indicates a significant and positive relationship between visuospatial WM and math performance, shifting and math performance and highlight a scarcely investigated indirect influence of MA through the measure of shifting on math performance. Our findings shed further light on the mediating role of EFs between MA and math performance and underline some future perspectives.
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Affiliation(s)
- Marija Živković
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
| | | | - Maria Chiara Passolunghi
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
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Li G, Li Z, Wu X, Zhen R. Relations Between Class Competition and Primary School Students' Academic Achievement: Learning Anxiety and Learning Engagement as Mediators. Front Psychol 2022; 13:775213. [PMID: 35282231 PMCID: PMC8904934 DOI: 10.3389/fpsyg.2022.775213] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Accepted: 01/31/2022] [Indexed: 11/13/2022] Open
Abstract
This study aimed to analyze the relations between class competition and primary school students' academic achievement, considering the possible mediating roles of learning anxiety and learning engagement. Participants were 1,479 primary school students from four primary schools in Zhejiang, China. We analyzed participants' scores for class competition, learning anxiety, and learning engagement and their last two final exam scores. Class competition did not directly predict academic achievement, but indirectly affected academic achievement through learning anxiety and learning engagement. There were three effect paths: (1) class competition negatively predicted academic achievement by increasing learning anxiety; (2) class competition positively predicted academic achievement by promoting learning engagement; and (3) class competition affected academic achievement through multiple mediating effects of learning anxiety and learning engagement. This study highlights the important roles of learning anxiety and learning engagement in class competition and academic achievement, which have theoretical and practical significance.
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Affiliation(s)
- Guoqiang Li
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Zhiyuan Li
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Xinyue Wu
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Rui Zhen
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
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Zhu Z, Sang B, Chen W, Liu J. Coping style mediates the relationship between psychological capital and depression among senior high school students. SOCIAL BEHAVIOR AND PERSONALITY 2022. [DOI: 10.2224/sbp.11224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
We explored the mediating effect of coping style in the relationship between psychological capital and depression in a sample of 367 senior high school students from Shanghai, China. We measured their psychological capital, coping style, and depression using the Psychological Capital
Questionnaire for Adolescent Students, the Trait Coping Style Questionnaire, and the Center for Epidemiologic Studies Depression Scale. The results show that psychological capital and positive coping were significantly and positively correlated, psychological capital and positive coping were
significantly and negatively related to negative coping and depression, and negative coping and depression were significantly and positively correlated. After controlling for school type, grade, and gender, both positive and negative coping styles mediated the association between psychological
capital and depression. The results indicate the importance of high levels of psychological capital and positive coping for preventing and alleviating depression in senior high school students.
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Affiliation(s)
- Zhongmin Zhu
- School of Psychology and Cognitive Science, East China Normal University, and Lab for Educational Big Data and Policymaking, Shanghai Academy of Educational Science, People's Republic of China
| | - Biao Sang
- Lab for Educational Big Data and Policymaking, Shanghai Academy of Educational Sciences, and School of Psychology and Cognitive Science, East China Normal University, People's Republic of China
| | - Wanfen Chen
- School of Education, Suzhou University of Science and Technology, People's Republic of China
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, People's Republic of China
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MOLDOVAN M, PRODAN N, COMAN AD, VISU-PETRA L. "Deep Dive into the Constructive Mind: Relating Interpretive Diversity Understanding to Anxiety Symptoms and Parental Practices in Middle Childhood". JOURNAL OF EVIDENCE-BASED PSYCHOTHERAPIES 2022. [DOI: 10.24193/jebp.2022.1.4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The relation between the understanding of the mind as being constructive, anxiety, and parental factors is not fully elucidated. Interpretive diversity understanding represents an understanding that people can have a different interpretation of the same situation due to differences in beliefs, attitudes, and knowledge. We aim to bring together two approaches to this concept: the interpretive theory of mind (ToMi), and the constructivist theory of mind (ToMc) and relate them to anxiety symptoms and parental practices during middle childhood (8-12 years). In two studies, we used a restricted view paradigm to assess ToMi, a questionnaire to assess ToMc (the Constructivist Theory of Mind Interview, short written version in Study 1, and extended interview in Study 2) and parental and child reports of parental practices, as well as children’s anxiety symptoms. Results revealed that the two interpretive diversity understanding tasks were positively associated (Study 2). Overall, warm parental practices were positively associated with ToM tasks and a significant predictor for the ToMc interview answers. On the other hand, parental rejection and overprotection were negatively associated with performance on the ToMi task, with the ToMc score and positively with anxiety symptoms. Understanding the relationship between ToM, anxiety, and parental practices is essential for preventing early social and emotional difficulties during middle childhood.
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Marshall C, Langevin R. Ego Control Mediates the Effect of Maltreatment on Child Depression. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 15:53-64. [PMID: 35222775 PMCID: PMC8837771 DOI: 10.1007/s40653-021-00356-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/15/2021] [Indexed: 05/23/2023]
Abstract
Maltreatment among school-aged children is associated with negative impacts on development and can contribute to the onset of psychological difficulties, including early depressive symptoms. Maltreatment can have devasting consequences, thus it is important to better understand the mechanisms contributing to children's psychological outcomes. Purpose: The objective of this study was to examine children's personality functioning (ego control and ego resiliency) as mediators of the association between substantiated maltreatment and depression. Methods: A total of 300 school-aged children were followed over the course of 3 years in the context of a summer camp (168 maltreated children; 132 non-maltreated children). Maltreatment status was determined through cases referred by the Monroe County Department of Social Services, New York. Ego control and ego resiliency at year 2 (T2), as measured by camp counselors using the California Child Q-Set, were tested as mediators. Children's depressive symptoms were self-reported using the Childhood Depression Inventory at year 3 (T3). A parallel mediation model was tested using Mplus. Results: Maltreatment was not directly associated with depression at either time point, but significantly predicted both mediators. Ego undercontrol significantly predicted increased depressive symptoms at T3, while there was no significant prediction by ego resiliency. Conclusions: These findings point to the longitudinal paths to early depressive symptoms in maltreated children and the mediating effect of children's ego control which could be a target for intervention.
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Affiliation(s)
- Carley Marshall
- School/Applied Child Psychology, Department of Educational and Counselling Psychology, McGill University, 3700 McTavish St., Montreal, Quebec, H3A 1Y2 Canada
| | - Rachel Langevin
- Department of Educational and Counselling Psychology, McGill University, 3700 McTavish St., Montreal, Quebec, H3A 1Y2 Canada
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Živković M, Pellizzoni S, Mammarella IC, Passolunghi MC. The relationship betweens math anxiety and arithmetic reasoning: The mediating role of working memory and self-competence. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02765-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
AbstractThe complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 335 students from the 3rd, 5th, and 7th grades. In respect to emotional and motivational factors, data indicates a direct influence of maths anxiety on maths performance. Furthermore, the results highlight that maths anxiety differently impacts working memory subsystems. In fact, we observe a significant and indirect effect of MA, through the visuospatial system, on maths achievement. Our results provide further support to the hypothesis that maths anxiety is a special type of anxiety, most likely impacting the visuospatial rather than the verbal working memory subsystem. Data is discussed in terms of a possible mechanism underlying maths anxiety and visuospatial working memory at the base of this specificity, and in relation to the role of self-competence in this interplay.
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The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. J Autism Dev Disord 2022; 53:1642-1672. [PMID: 35013867 PMCID: PMC8747872 DOI: 10.1007/s10803-021-05383-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/22/2021] [Indexed: 01/03/2023]
Abstract
Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599–629, 2007), the current study investigated which factors helped predicting children’s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.
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Pittman DM, Riedy Rush C, Hurley KB, Minges ML. Double jeopardy: Intimate partner violence vulnerability among emerging adult women through lenses of race and sexual orientation. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:265-273. [PMID: 32240063 DOI: 10.1080/07448481.2020.1740710] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Revised: 02/22/2020] [Accepted: 02/29/2020] [Indexed: 06/11/2023]
Abstract
Objective: Intimate partner violence (IPV) remains a public health concern for women age 18-25. While much is known about the IPV risk and experiences of heterosexual women, little is known about the IPV risk and experiences of their LGBTQ + counterparts and any contributions of multiple marginalization in such risk. This study examines the emotional, physical, and sexual intimate partner violence (IPV) vulnerability of emerging adult college women with and without multiple minority statuses (e.g., women with both racial/ethnic and sexual minority identities). Participants: Participants were 9,435 women ages 18-25 from the National College Health Assessment (NCHA). Results: Findings demonstrate that being a sexual minority increases risk vulnerability for all forms of IPV, regardless of race. Conclusions: The risk for college women with multiple marginalized identities is exponentially greater than either their White or heterosexual counterparts. Implications for colleges/universities, university counseling centers and professionals, and future research directions are discussed.
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Affiliation(s)
- Delishia M Pittman
- Department of Counseling and Human Development, The George Washington University, Washington, District of Columbia, USA
| | - Cassandra Riedy Rush
- Department of Counseling and Human Development, The George Washington University, Washington, District of Columbia, USA
| | - Katherine B Hurley
- Department of Counseling and Human Development, The George Washington University, Washington, District of Columbia, USA
| | - Melanie L Minges
- Department of Counseling and Human Development, The George Washington University, Washington, District of Columbia, USA
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Pellizzoni S, Cargnelutti E, Cuder A, Passolunghi MC. The interplay between math anxiety and working memory on math performance: a longitudinal study. Ann N Y Acad Sci 2021; 1510:132-144. [PMID: 34951707 PMCID: PMC9304239 DOI: 10.1111/nyas.14722] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 10/13/2021] [Accepted: 10/20/2021] [Indexed: 11/30/2022]
Abstract
Mathematical skills are essential to mastering everyday activities, making professional choices, and exercising citizenship in a numerate society. There is extensive evidence of the relationship between math anxiety (MA) and working memory (WM) influencing
math attainment. Studies have mainly considered adult samples, however, leaving primary school children almost unexplored. This study is a first attempt to examine how the complex interplay between MA and WM affects math achievement from a developmental perspective. A total of 148 third graders were assessed with WM, general anxiety (GA), MA, and math tasks. Anxiety and WM were assessed at the beginning of the school year when children started attending grade 3, while math achievement was tested twice at the start of grades 3 and 4. The findings seem to confirm that GA has both a direct and an indirect effect (mediated by WM) on math performance in third and fourth graders. MA has a direct effect on math performance in grade 4, but only an indirect effect in grade 3, suggesting MA has a developmental trajectory, becoming stronger over time. The implications in the educational setting are discussed, pointing to the importance of a combined intervention on MA and WM.
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Affiliation(s)
| | - Elisa Cargnelutti
- Dipartimento/Unità Operativa Pasian di Prato, Scientific Institute, IRCCS E. Medea, Udine, Italy
| | - Alessandro Cuder
- Department of Life Sciences, University of Trieste, Trieste, Italy
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Kent BV, Bradshaw M. Adolescent Context and Depressive Symptom Trajectories in a National Sample: Ages 13 to 34. Int J Ment Health Addict 2021; 19:1468-1484. [PMID: 34924894 DOI: 10.1007/s11469-020-00236-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Abstract
Background Group-based trajectory analyses of depressive symptoms are often conducted with convenience samples, over limited developmental periods, or with a limited set of predictors in the adolescent context. Examinations of protective and risk factors in robust national samples are needed. Aim Using an ecological approach, this study's purpose is to identify key relational and contextual factors associated with trajectory groups of depressive symptoms that span ages 13 to 34. Method 12,248 respondents in the National Study of Adolescent to Adult Health (Waves 1, 3, and 4) were analyzed with a group-based, cohort sequential design to identify trajectory classes, shapes, and adolescent (i.e., Wave 1) risk and protective factors for depressive symptom trajectories. Results A four-class quadratic solution was identified. Close attachment to parents was strongly associated with decreased odds of membership on elevated trajectories. No relationship with a mother or father was associated with better mental health than a poor relationship with that parent. Peer support, teacher support, and educational achievement were highly protective. Romantic relationships, increased number of sexual partners, and prayer were modestly associated with higher depressive symptom burden. Pregnancy was associated with increased burden later in life relative to the teenage years. Conclusions Assessing adolescent family, school, peer, and religious contexts indicates several protective and risk factors for depressive symptoms that are persistent over time.
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Minihan S, Samimi Z, Schweizer S. The effectiveness of affective compared to neutral working memory training in university students with test anxiety. Behav Res Ther 2021; 147:103974. [PMID: 34624665 PMCID: PMC7611905 DOI: 10.1016/j.brat.2021.103974] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 09/14/2021] [Accepted: 09/23/2021] [Indexed: 11/23/2022]
Abstract
BACKGROUND Test anxiety (TA), defined as the emotional, physiological, and behavioural responses surrounding situations involving formal evaluation of performance, is a relatively common occurrence, and, when present, can be a disruptive factor in students' academic careers. Research indicates that working memory, in particular, affective working memory, is impaired in individuals with TA. The current study therefore explored whether training the application of working memory in affective contexts could reduce TA and associated cognitive and affective impairments. METHOD 60 Iranian university students (50% female; 19-22 years) with TA symptoms were randomized to receive 20 sessions of affective working memory training (aWMT), neutral working memory training (nWMT) or to a no-training control group. Prior and immediately after training, all participants completed measures of TA, working memory, cognitive control, and emotion regulation. RESULTS Compared to the control group, both the aWMT and the nWMT groups demonstrated improved cognitive and affective functioning from pre-to post-training. However, the reduction in TA symptoms and improvement in emotion regulation was greater in the aWMT group compared to the nWMT group. CONCLUSION aWMT may be an effective means of not only reducing TA, but also enhancing cognitive and affective functioning. These preliminary findings are promising given the potential for free and easy dissemination of aWMT in schools and online settings, including low- and middle-income countries.
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Affiliation(s)
- Savannah Minihan
- University of New South Wales, School of Psychology, Developmental Affective Science Lab, Australia
| | - Zobair Samimi
- International University of Chabahar, Department of Educational Science, Chabahar, Iran
| | - Susanne Schweizer
- University of New South Wales, School of Psychology, Developmental Affective Science Lab, Australia; University of Cambridge, Department of Psychology, Developmental Cognitive Neuroscience Group, UK.
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