How to Improve Adolescent Stress Responses: Insights From Integrating Implicit Theories of Personality and Biopsychosocial Models

Purpose reflection benefits minoritized students' motivation and well-being in STEM

Students from groups historically excluded from STEM face heightened challenges to thriving and advancing in STEM. Prompting students to reflect on these challenges in light of their purpose can yield benefits by helping students see how their STEM work connects to fundamental motives. We conducted a randomized, controlled trial to test potential benefits of reflecting on purpose-their "why" for pursuing their degrees. This multimethod study included 466 STEM students (232 women; 237 Black/Latinx/Native students). Participants wrote about their challenges in STEM, with half randomly assigned to consider these in light of their purpose. Purpose reflection fostered benefits to beliefs and attitudes about the major, authentic belonging, and stress appraisals. Effects were robust across race and gender identities or larger for minoritized students. Structural and cultural shifts to recognize students' purpose in STEM can provide a clearer pathway for students to advance.

Learning to embrace one's stress: the selective effects of short videos on youth's stress mindsets

BACKGROUND AND OBJECTIVES

Stress is not inherently negative. As youth will inevitably experience stress when facing the various challenges of adolescence, they can benefit from developing a stress-can-be-enhancing mindset rather than learning to fear their stress responses and avoid taking on challenges. We aimed to verify whether a rapid intervention improved stress mindsets and diminished perceived stress and anxiety sensitivity in adolescents.

DESIGN AND METHODS

An online experimental design randomly exposed 233 Canadian youths aged 14-17 (83% female) to four videos of the Stress N' Go intervention (how to embrace stress) or to control condition videos (brain facts). Validated questionnaires assessing stress mindsets, perceived stress, and anxiety sensitivity were administered pre- and post-intervention, followed by open-ended questions.

RESULTS

The intervention content successfully instilled a stress-can-be-enhancing mindset compared to the control condition. Although Bayes factor analyses showed no main differences in perceived stress or anxiety sensitivity between conditions, a thematic analysis revealed that the intervention helped participants to live better with their stress.

CONCLUSIONS

Overall, these results suggest that our intervention can rapidly modify stress mindsets in youth. Future studies are needed to determine whether modifying stress mindsets is sufficient to alter anxiety sensitivity in certain adolescents and contexts.

Analysis, evaluation, and reformulation of social cognitive theory: Toward parent-child shared management in sleep health

THEORETICAL PRINCIPLES

Social Cognitive Theory (SCT) is a middle-range theory with triadic determinism between behavioral, environmental, and personal. SCT has been a guiding framework in health promotion research as it helps understand people's behaviors.

PHENOMENA ADDRESSED

Behavioral Insomnia of Childhood (BIC) is highly prevalent, affecting up to 45% of typically developing children and 80% of children with special healthcare needs. BIC leads to sleep deficiency, disrupted physical and psychological health, poor school performance, behavioral dysfunction, and negatively affects parental and family functioning. Using Fawcett's framework, we analyzed and evaluated SCT in a pediatric sleep context and propose a reformulation of SCT to better inform sleep research.

RESEARCH LINKAGES

SCT is individually focused and does not account for interdependence within relationships. Pediatric sleep interventions have limited long-term effects and sustainability without considering the parent-child dyadic interdependency. We advance the argument that the parent-child shared management (PCSM) perspective is beneficial for understanding pediatric sleep health. PCSM is a concept that reflects the shared responsibility and interdependence that parent and child have for managing child health. It assumes that with parents' ongoing support, children's responsibility for their health management increases over time, along with developmental progression and health-related experiences. We propose reformulating SCT by integrating PCSM in the pediatric sleep context: SCT with Shared Management (SCT-SM). The proposed SCT-SM accounts for parent-child interdependence and role transition. Shared management interventions that engage parents and children in active roles in managing sleep have potential sustainable effects in improving sleep and quality of life. (250).

The mediating role of proactive coping in the relationships between stress mindset, challenge appraisal tendencies, and psychological wellbeing

Objective

Stress is ubiquitous and how individuals view the nature of stress can influence psychological wellbeing. The present study aimed to investigate the mediating role of proactive coping on the relationships between stress mindset and challenge appraisal tendencies and examine how this in turn related to psychological wellbeing. A secondary aim was to investigate if there were any differences in stress mindset between athletes and non-athletes. It was hypothesised that stress mindset would be indirectly positively associated with challenge appraisal tendencies through proactive coping, that a challenge appraisal tendency would positively relate to vitality, and that vitality would negatively relate to depressive symptoms. It was also hypothesised that athletes would possess more facilitative views of stress compared with non-athletes.

Methods

Two hundred and seven individuals (n = 101 athletes, n = 106 non-athletes, Mage = 22.76 years, SD = 4.94) completed an online questionnaire pack assessing stress mindset, proactive coping, challenge appraisal tendencies, vitality, and depressive symptoms.

Results

Using path analysis, the hypothesised model demonstrated a good fit to the data and the positive relationship between stress mindset and challenge appraisal tendencies was mediated by proactive coping. Challenge appraisal tendencies were positively associated with vitality, which was negatively associated with depressive symptoms. Athletes reported a significantly greater 'stress-is-enhancing' mindset, greater vitality, and fewer depressive symptoms than non-athletes.

Conclusion

Findings offer support for the role that stress mindset has in potentially influencing psychological wellbeing and offer the novel suggestion that this mechanism may operate through proactive coping and challenge appraisal tendencies.

Growth mindset and responses to acute stress

Individuals with high levels of growth mindsets believe that attributes are malleable. Although links between acute stress responses and growth mindsets of thought, emotion, and behaviour are central to the conceptualisation of psychological disorders and their treatment, such links have yet to be examined. Undergraduate participants (N = 135) completed a modified Trier Social Stress Test (TSST), and their salivary cortisol and anxiety were assessed throughout the session. Hierarchical linear models revealed that higher growth mindset of behaviour was associated with lower cortisol levels at 25-min after the TSST onset (i.e. peak cortisol stress reactivity) in men, but not in women. Considering one's gender may be critical in understanding the relationship between growth mindset and stress responses.

Individual Responses versus Aggregate Group-Level Results: Examining the Strength of Evidence for Growth Mindset Interventions on Academic Performance

Mindset theory assumes that students' beliefs about their intelligence-whether these are fixed or can grow-affects students' academic performance. Based on this assumption, mindset theorists have developed growth mindset interventions to teach students that their intelligence or another attribute can be developed, with the goal of improving academic outcomes. Though many papers have reported benefits from growth mindset interventions, others have reported no effects or even detrimental effects. Recently, proponents of mindset theory have called for a "heterogeneity revolution" to understand when growth mindset interventions are effective and when-and for whom-they are not. We sought to examine the whole picture of heterogeneity of treatment effects, including benefits, lack of impacts, and potential detriments of growth mindset interventions on academic performance. We used a recently proposed approach that considers persons as effect sizes; this approach can reveal individual-level heterogeneity often lost in aggregate data analyses. Across three papers, we find that this approach reveals substantial individual-level heterogeneity unobservable at the group level, with many students and teachers exhibiting mindset and performance outcomes that run counter to the authors' claims. Understanding and reporting heterogeneity, including benefits, null effects, and detriments, will lead to better guidance for educators and policymakers considering the role of growth mindset interventions in schools.

From threat to challenge-Improving medical students' stress response and communication skills performance through the combination of stress arousal reappraisal and preparatory worked example-based learning when breaking bad news to simulated patients: study protocol for a randomized controlled trial

BACKGROUND

Breaking bad news (BBN; e.g., delivering a cancer diagnosis) is perceived as one of the most demanding communication tasks in the medical field and associated with high levels of stress. Physicians' increased stress in BBN encounters can negatively impact their communication performance, and in the long term, patient-related health outcomes. Although a growing body of literature acknowledges the stressful nature of BBN, little has been done to address this issue. Therefore, there is a need for appropriate tools to help physicians cope with their stress response, so that they can perform BBN at their best. In the present study, we implement the biopsychosocial model of challenge and threat as theoretical framework. According to this model, the balance between perceived situational demands and perceived coping resources determines whether a stressful performance situation, such as BBN, is experienced as challenge (resources > demands) or threat (resources < demands). Using two interventions, we aim to support medical students in shifting towards challenge-oriented stress responses and improved communication performance: (1) stress arousal reappraisal (SAR), which guides individuals to reinterpret their stress arousal as an adaptive and beneficial response for task performance; (2) worked examples (WE), which demonstrate how to BBN in a step-by-step manner, offering structure and promoting skill acquisition.

METHODS

In a randomized controlled trial with a 2 (SAR vs. control) x 2 (WE vs. control) between-subjects design, we will determine the effects of both interventions on stress response and BBN skills performance in N = 200 third-year medical students during a simulated BBN encounter. To identify students' stress responses, we will assess their perceived coping resources and task demands, record their cardiovascular activity, and measure salivary parameters before, during, and after BBN encounters. Three trained raters will independently score students' BBN skills performances.

DISCUSSION

Findings will provide unique insights into the psychophysiology of medical students who are tasked with BBN. Parameters can be understood more comprehensively from the challenge and threat perspective and linked to performance outcomes. If proven effective, the evaluated interventions could be incorporated into the curriculum of medical students and facilitate BBN skills acquisition.

TRIAL REGISTRATION

ClinicalTrials.gov (NCT05037318), September 8, 2021.

Implicit theories shape responses to social-evaluative threat

It is important to understand factors that make one more or less vulnerable to the harmful effects of social threat. This study focuses on the role of implicit theories (also referred to as mindsets) in shaping responses to a potent form of social threat, namely social-evaluative threat (SET). 124 individuals participated in an experimental study in which they were induced to have an incremental theory or an entity theory about their social skills. Next, they were exposed to SET in the laboratory. Psychological and physiological responses were assessed including social self-esteem, rumination, spontaneous mentions of concerns about one's social skills, and heart-rate variability. Compared to those induced to have entity theories, those induced to have incremental theories were buffered from the typical harmful effects of SET on social self-esteem, rumination, and concerns about their social skills. The association between implicit theories and heart-rate variability fell just short of significance.

What matters for adolescent suicidality: Depressive symptoms or fixed mindsets? Examination of cross-sectional and longitudinal associations between fixed mindsets and suicidal ideation

BACKGROUND

Fixed mindsets or beliefs about the non-malleability of self-attributes are linked to a wide range of negative psychological outcomes. Its association with suicidal ideation (SI) among young people has not been explored.

OBJECTIVES

To examine the association of fixed mindsets of depression, anxiety, and stress and SI; and its mediating role underlying the association between depression and SI.

METHODS

A sample of 1393 adolescents (M_age  = 13.04, SD = 0.85, 640 boys) from 11 middle schools voluntarily participated in a two-wave longitudinal study before and during the COVID-19 pandemic with a 9-month interval.

RESULTS

Both depressive symptoms and fixed mindsets were positively and significantly associated with concurrent and future suicidality, after controlling for demographic and socioeconomic status and previous SI. Participants with stronger fixed mindsets were more likely to have SI than those with only depressive symptoms. Also, fixed mindsets mediated the association between depressive symptoms and SI in both cross-sectional and longitudinal models.

CONCLUSION

The current study provides empirical evidence of the effects of fixed mindsets and SI and the mediating role of fixed mindset between depressive symptoms and SI among young people. Interventions to foster a growth mindset may enhance hope and reduce suicidality among adolescents.

Trait attributions and threat appraisals explain why an entity theory of personality predicts greater internalizing symptoms during adolescence

Adolescents who hold an entity theory of personality - the belief that people cannot change - are more likely to report internalizing symptoms during the socially stressful transition to high school. It has been puzzling, however, why a cognitive belief about the potential for change predicts symptoms of an affective disorder. The present research integrated three models - implicit theories, hopelessness theories of depression, and the biopsychosocial model of challenge and threat - to shed light on this issue. Study 1 replicated the link between an entity theory and internalizing symptoms by synthesizing multiple datasets (N = 6,910). Study 2 examined potential mechanisms underlying this link using 8-month longitudinal data and 10-day diary reports during the stressful first year of high school (N = 533, 3,199 daily reports). The results showed that an entity theory of personality predicted increases in internalizing symptoms through tendencies to make fixed trait causal attributions about the self and maladaptive (i.e., "threat") stress appraisals. The findings support an integrative model whereby situation-general beliefs accumulate negative consequences for psychopathology via situation-specific attributions and appraisals.

Gonadal and adrenal hormones interact with pubertal maturation to predict depressive symptoms in a group of high-school females

Adolescent females are at elevated risk for the development of depression. In this study, we addressed two questions: Are pubertal hormones associated with adolescent mental health? Might this association depend on pubertal development? We tested the hypothesis that estradiol, which has been associated with adolescent social sensitivity, might interact with pubertal stage to predict depression risk at three time points in ninth and tenth grade. Hormones and pubertal development were measured ninth-grade females. Linear regression analyses were used to predict fall ninth-grade (N = 79), spring ninth-grade (N = 76), and spring tenth-grade (N = 67) Children's Depression Inventory (CDI) scores. The hypothesized model was not statistically significant, but exploratory analyses revealed that two- and three-way interactions incorporating estradiol, puberty (stage and perceived onset), and cortisol predicted current and future CDI scores. Our exploratory model did not predict changes in CDI but did account for future (spring of ninth grade) CDI scores. Specifically, estradiol was positively correlated with fall and spring ninth-grade depressive symptoms in participants with high cortisol who also reported earlier stages and later perceived onset of pubertal development. These findings suggest that hormones associated with sensitivity to the social environment deserve consideration in models of adolescent depression risk.

The impact of implicit theories on resilience among Chinese nurses: The chain mediating effect of grit and meaning in life

Implicit theories refer to assumptions people hold about different domains, also known as mindsets. There are two implicit theories on the malleability of one’s ability: entity theory and incremental theory. They constrain and regulate people’s understanding and responses to an individual’s behavior, leading to different social cognitive patterns and behavioral responses. Resilience is a positive adaptation in highly stressful situations that represents mechanisms for coping with and transcending difficult experiences, i.e., a person’s ability to successfully adapt to change, resist the adverse effects of stressors, avoid significant dysfunction, and be chronically affected by considered a protective factor for mental health. Although previous studies showed that individuals’ implicit theories are associated with resilience, this relationship has received little attention in the nursing population. It is unclear which variables may contribute to explaining the relationship between implicit theories and resilience. Therefore, the current study aims to deeply explore the relationship between implicit theories and the resilience of Chinese nurses. In addition, we also seek to demonstrate the chain mediating effects of grit and meaning in life on this relationship. We surveyed 709 Chinese nurses through online questionnaires using the self-made demographic questionnaire, the Implicit Theories Scale, the Short Grit Scale, the Meaning in Life Questionnaire, and the 10-item Connor-Davidson Resilience Scale. After controlling for demographic variables such as age, gender, educational background, marital status, professional title, and working years, the results reveal positive associations between Chinese nurses’ implicit theories and their resilience, and grit and meaning in life play a partial mediating role in this relationship, respectively. Furthermore, grit and meaning in life play a chain mediating role between implicit theories and resilience. These findings contribute to understanding the psychological impact mechanism of implicit theories on nurses’ resilience and provide a theoretical basis for nursing managers to formulate strategies to improve nurses’ psychological resilience.

A synergistic mindsets intervention protects adolescents from stress

Social-evaluative stressors-experiences in which people feel they could be judged negatively-pose a major threat to adolescent mental health1-3 and can cause young people to disengage from stressful pursuits, resulting in missed opportunities to acquire valuable skills. Here we show that replicable benefits for the stress responses of adolescents can be achieved with a short (around 30-min), scalable 'synergistic mindsets' intervention. This intervention, which is a self-administered online training module, synergistically targets both growth mindsets4 (the idea that intelligence can be developed) and stress-can-be-enhancing mindsets5 (the idea that one's physiological stress response can fuel optimal performance). In six double-blind, randomized, controlled experiments that were conducted with secondary and post-secondary students in the United States, the synergistic mindsets intervention improved stress-related cognitions (study 1, n = 2,717; study 2, n = 755), cardiovascular reactivity (study 3, n = 160; study 4, n = 200), daily cortisol levels (study 5, n = 118 students, n = 1,213 observations), psychological well-being (studies 4 and 5), academic success (study 5) and anxiety symptoms during the 2020 COVID-19 lockdowns (study 6, n = 341). Heterogeneity analyses (studies 3, 5 and 6) and a four-cell experiment (study 4) showed that the benefits of the intervention depended on addressing both mindsets-growth and stress-synergistically. Confidence in these conclusions comes from a conservative, Bayesian machine-learning statistical method for detecting heterogeneous effects6. Thus, our research has identified a treatment for adolescent stress that could, in principle, be scaled nationally at low cost.

An Identity Affirming Web App to Help Sexual and Gender Minority Youth Cope with Minority Stress: Pilot Randomized Control Trial (Preprint)

Background

Efficacious mental health interventions for sexual and gender minority youth have had limited reach, given their delivery as time-intensive, in-person sessions. Internet-based interventions may facilitate reach to sexual and gender minority youth; however, there is little research examining their efficacy.

Objective

This study aims to describe the results of a pilot randomized controlled trial of imi, a web application designed to improve mental health by supporting lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority identity affirmation, coping self-efficacy, and coping skill practice.

Methods

Sexual and gender minority youth (N=270) aged 13 to 19 (mean 16.5, SD 1.5) years and living in the United States were recruited through Instagram advertisements. Approximately 78% (210/270) of the sample identified as racial or ethnic minorities. Participants were randomized in a 1:1 fashion to the full imi intervention web application (treatment; 135/270, 50%) or a resource page–only version of the imi site (control; 135/270, 50%). The imi application covered four topical areas: gender identity; lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority identity; stress and coping; and internalized homophobia and transphobia. Participants explored these areas by engaging with informational resources, exercises, and peer stories at a self-guided pace. Both arms were assessed via web-based surveys at baseline and 4-week follow-up for intervention satisfaction, stress appraisals (ie, challenge, threat, and resource), coping skills (ie, instrumental support, positive reframing, and planning), and mental health symptoms among other outcomes. Main intent-to-treat analyses compared the arms at week 4, controlling for baseline values on each outcome.

Results

Survey retention was 90.4% (244/270) at week 4. Participants in the treatment arm reported greater satisfaction with the intervention than participants in the control arm (t₂₄₁=–2.98; P=.003). The treatment arm showed significantly greater improvement in challenge appraisals (ie, belief in one’s coping abilities) than the control (Cohen d=0.26; P=.008). There were no differences between the arms for threat (d=0.10; P=.37) or resource (d=0.15; P=.14) appraisals. The treatment arm showed greater increases in coping skills than the control arm (instrumental support: d=0.24, P=.005; positive reframing: d=0.27, P=.02; planning: d=0.26, P=.02). Mental health symptoms improved across both the treatment and control arms; however, there were no differences between arms. Within the treatment arm, higher engagement with imi (≥5 sessions, >10 minutes, or >10 pages) predicted greater improvement in stress appraisals (all P values <.05).

Conclusions

The results provide initial evidence that asynchronous psychosocial interventions delivered via a web application to sexual and gender minority youth can support their ability to cope with minority stress. Further research is needed to examine the long-term effects of the imi application.

Trial Registration

ClinicalTrials.gov NCT05061966; https://clinicaltrials.gov/ct2/show/NCT05061966

The Influence of Growth Mindset on the Mental Health and Life Events of College Students

Growth mindset refers to our core belief that our talents can be developed through practice, which may influence our thoughts and behaviors. Growth mindset has been studied in a variety of fields, including education, sports, and management. However, few studies have explored whether differences in individuals' growth mindsets influence college students' self-reported mental health. Using the Growth Mindset Scale, Adolescent Self-rating Life Events Checklist, and SCL-90 Scale, data was collected from 2,505 freshmen in a University in China. Findings revealed that the students within the growth mindset group scored significantly lower on "mental health issues" and "stress due to life events" than the students in the fixed mindset group. Our findings suggest that individuals with a growth mindset are less prone to mental health problems than individuals with a fixed mindset.

The Experience Sampling Method in Monitoring Social Interactions Among Children and Adolescents in School: A Systematic Literature Review

Background

The experience sampling method (ESM) is an increasingly popular data collection method to assess interpersonal dynamics in everyday life and emotions contextualized in real-world settings. As primary advantages of ESM sampling strategies include minimization of memory biases, maximization of ecological validity, and hypothesis testing at the between- and within-person levels, ESM is suggested to be appropriate for studying the daily lives of educational actors. However, ESM appears to be underutilized in education research. We, thus, aimed to systematically evaluate the methodological characteristics and quality of published ESM studies of social interactions among children and adolescents in school settings, as well as to explore how much variance in social interaction variables could be attributed to the within-person level.

Method

Using Academic Search Complete, APA PsycINFO, APA PsycArticles, ProQuest, Web of Science, Wiley Online Library, and SAGE Journals, and in accordance with PRISMA guidelines and pre-defined eligibility criteria, we conducted a systematic literature search of experience sampling studies up to November 2020. To assess methodological quality, we used a modified checklist for reporting of ESM studies.

Results

Of the originally 2 413 identified studies, a final 52 experience sampling studies were included in the present review. Findings on sample and study design characteristics generally revealed wide variability. Even if high-quality studies were associated with higher scores on the training of participants in using the ESM procedure, and use of incentives, these design strategies did not reveal a statistically significant impact on compliance. The intraclass correlation coefficient was reported in nine studies and on average 58% of the variance in social interaction variables could be attributed to within-person fluctuation between timepoints.

Conclusion

The current study is the first to systematically review ESM-based studies on social interactions among children and adolescents in the school context. These observations suggest that ESM is a potentially favorable technique for extracting complex social phenomena in real-world settings. We hope that this review will contribute to improving the quality assessment of ESM studies as well as to inform and guide future experience sampling studies, particularly regarding social phenomena with children and adolescents in educational settings.

Chemiluminescent immunoassay overestimates hormone concentrations and obscures testosterone sex differences relative to LC-MS/MS in a field study of diverse adolescents

Background

Methodological comparisons of hormone quantification techniques have repeatedly demonstrated that, in adults, enzyme immunoassay (EIA) inflates steroid hormone concentrations relative to mass spectrometry. However, methodological comparisons in adolescent samples remain rare, and few studies have examined how chemiluminescent immunoassay (CLIA), another popular immunoassay, compares to mass spectrometry. Additionally, no studies have examined how differences in analytical techniques may be affecting relationships between steroid hormone levels and outcomes of interest, such as psychopathology. This pre-registered analysis of an existing dataset measured salivary cortisol and testosterone using both CLIA and liquid chromatography dual mass spectrometry (LC-MS/MS) in a repeated measures (516 samples) sample of 207 9th graders.

Methods

In aim 1, this study sought to expand on past findings by 1) measuring inflation of testosterone and cortisol by CLIA in a relatively large adolescent sample, and 2) showing that CLIA (like EIA) testosterone inflation was especially true in groups with low ‘true’ testosterone levels. In aim 2, this study sought to examine the impact of hormone quantification method on relationships between hormone levels and psychopathological measures (the Children's Depression Inventory, the Perceived Social Stress Scale, the UCLA Loneliness Scale, and the Anxious Avoidant and Negative Self Evaluation subscales of the Social Anxiety Scale for Adolescents).

Results

We found that CLIA, like EIA, inflated testosterone and cortisol levels and overestimated female testosterone resulting in suppressed sex differences in testosterone. We did not observe these same patterns when examining testosterone in individuals with differing levels of pubertal development. Results of psychopathology analyses demonstrated no significant method differences in hormone-psychopathology relationships.

Conclusions

Our findings show that CLIA introduces proportional bias in cortisol and testosterone in a manner that suppresses sex differences in testosterone. Steroid measurement method did not significantly moderate the relationship between hormones and psychopathology in our sample, though more work is needed to investigate this question in larger, clinical samples.

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Pre-registered comparison of 516 samples of CLIA and LC/MS-MS-assessed cortisol and testosterone from 207 adolescents.

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CLIA overestimated cortisol and testosterone relative to LC-MS/MS and suppressed sex differences in testosterone.

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No significant moderating effect of method on hormone-psychopathology relationships.

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LC-MS/MS should be used to measure steroid hormones when possible.

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Further research is needed to examine how method differences may be impacting hormone-psychopathology findings.

Physiological correlates of support for self-expansion and links to goal pursuit in retirement

Partner support for self-expansion has been associated with long-term health and retirement satisfaction, yet the underlying physiological correlates are unknown. We predicted that partner support for self-expansion would be associated with short-term physiology and behavior as well as long-term goal pursuit. And 100 couples with at least one retiree within 2 years of retirement visited the laboratory and had a discussion of the retirees' future goals for retirement. We recorded behaviors and physiological responses during the discussion, assessed immediate feelings of capability afterwards, and then assessed goal pursuit one year later. Laboratory results indicated that partner support for self-expansion was linked to increased stroke volume reactivity in the support-recipient (suggesting a greater challenge response), which in turn predicted greater feelings of capability of accomplishing the goal, particularly for males. In addition, decreases in the support-provider's pre-ejection period reactivity (greater sympathetic arousal) during the discussion were associated with greater partner support for self-expansion in the lab, suggesting that support providers offer greater levels of support when they exhibit greater physiological signs of task engagement. Longitudinal follow-up results indicated that immediate feelings of capability of accomplishing the goal following a discussion about that goal predicted goal pursuit 1 year later. This research leverages a dyadic design and a multi-method approach (involving physiology, observed behavior, and perceptions) to show that couple members' physiology during goal discussions has long-term implications for a support-recipient's ability to accomplish goals.

What Characterises an Effective Mindset Intervention in Enhancing Students’ Learning? A Systematic Literature Review

In recent years, increasing attention has been paid to interventions designed to enhance individuals’ sustainable development in learning by priming a growth mindset. The current study systematically explored the characteristics of message transformation in growth mindset interventions from the perspective of teaching and learning. According to a three-phase literature search (database, prominent researchers, and backtracking references), thirty-eight empirical studies investigating the efficacy of mindset interventions for adolescents of school age constitute the sample for the current literature review. The results indicate that a supportive but not-completely-saturated learning environment paves the way to implementing a mindset intervention. The three pedagogical characteristics that ensure successful interventions are: (1) Mutual interaction among the person, the context, and the theory to generate the message; (2) Iterative processes to ensure the message is delivered; and (3) a persuasive yet stealthy approach to facilitating its internalization. The findings inspire educators to design effective mindset interventions to enhance students’ learning. Theoretical and practical implications, limitations, and future directions are discussed.

Effects of an incremental theory of the personality intervention on psychophysiological responses to social stress during the transition to college

This randomized controlled trial (NCT04786496) examined the effects of a preventive intervention based on Incremental Theory of the Personality (ITP) on psychophysiological responses to social stress and evaluated whether levels of depression moderate the intervention effects. The participants, 107 first-year university students, were randomly assigned to one of three conditions: ITP intervention, ITP + a self-affirmation intervention (SA), and a control condition (CC). Indicators of the Hypothalamic–Pituitary–Adrenal axis, autonomic nervous system, and subjective mood were assessed with the Trier Social Stress Task. Participants in the ITP condition displayed a lower decline in respiratory sinus arrythmia (RSA) compared to those in the CC during the first phases of the task [Slopes: -0.08 (0.09) vs -0.21 (0.09), z = 2.86, p = .004] and a higher decrease in cortisol at recovery [β = -0.18 (0.08), z = -2.37, p = .018]. Depressive symptoms moderated the effect of ITP [β = -0.10 (0.05), z = -2.15, p =.032] and ITP+SA [β = -0.09 (0.04), z = -2.06, p =.039] in the decline during stress and recovery in RSA. In participants with low/medium levels of depressive symptoms, both interventions predicted a lower decline during stress [Slopes: -0.06 (0.09) for ITP, -0.17 (.09) for ITP+SA, and -0.26 (0.09) for CC] and higher recovery in RSA [Slopes: 0.18 (0.01) for ITP, 0.24 (0.01) for ITP+SA, and 0.30 (0.01) for CC]. The findings suggest that the ITP intervention has the potential to be an effective preventive intervention to reduce the stress response.

Testing the effects of the Shamiri Intervention and its components on anxiety, depression, wellbeing, and academic functioning in Kenyan adolescents: study protocol for a five-arm randomized controlled trial

BACKGROUND

Treatments for youth mental disorders are a public health priority, especially in sub-Saharan Africa (SSA), where treatment options remain limited due to high cost, elevated stigma, and lack of trained mental health professionals. Brief, accessible, and non-stigmatizing community-based interventions delivered by lay providers may help address treatment needs in SSA. One such intervention, the Shamiri Intervention, consisting of three elements (growth mindset, gratitude, and value affirmation) has been tested in randomized controlled trials with school-going Kenyan adolescents. This three-element Shamiri Intervention has been shown to significantly reduce depression and anxiety symptoms and improve social support and academic performance relative to a control group. In this trial, we aim to investigate the effects of each element of the Shamiri Intervention.

METHODS

In this five-arm randomized controlled trial, we will test each of the intervention components (growth mindset, gratitude, and value affirmation) against the full Shamiri Intervention and against a study skills control intervention. Students (Nplanned = 1288) at participating secondary schools who are interested in participating in this universal intervention will be randomized in equal numbers into the five groups. The students will meet in groups of 8-15 students led by local high school graduate lay providers. These lay providers will receive a brief training, plus expert supervision once a week throughout the intervention delivery. Multi-level models will be used to compare trajectories over time of the primary outcomes (depressive symptoms, anxiety symptoms, academic performance, and wellness) and secondary outcomes in each intervention group to the control group. Multi-level models will also be used to compare trajectories over time of the primary outcomes (depressive symptoms, anxiety symptoms, academic performance, and wellness) and secondary outcomes of participants in the single-element interventions compared to the full Shamiri Intervention. Finally, effect sizes (calculated as mean gain scores) will be used to compare all groups on all measures.

DISCUSSION

This trial will shed light on the mechanisms and outcomes targeted by each individual intervention, helping prioritize which mental health interventions are most important to disseminate.

TRIAL REGISTRATION

PACTR Trial ID: PACTR202104716135752 . Approved on 4/19/2021.

The effect of autonomous and controlled motivation on self-control performance and the acute cortisol response

Autonomously regulated self-control typically does not reduce over time as much, compared with self-control underpinned by controlled motivation. The proposed study tested whether an acute stress response is implicated in this process. Utilizing a framework grounded in self-determination theory, this study examined whether participants' motivational regulation would influence repeated self-control performance and acute stress levels, measured by the stress hormone cortisol. A single-blind randomized experimental design incorporating two motivational conditions (autonomous regulation and controlled regulation) tested these hypotheses. Participants (female = 28; male = 11; M_age  = 22.33) performed three sequential self-control tasks; a modified Stroop task followed by two "wall sit" postural persistence tasks. Salivary cortisol was measured at baseline and after each of the wall sits. A repeated measures ANCOVA unexpectedly revealed that participants in the controlled regulation condition recorded greater wall sit performance in the first and second wall sits, compared with the autonomous condition. A repeated measures ANCOVA also revealed a significant quadratic interaction for cortisol. Controlled regulation was associated with an increase, and autonomous regulation condition a decrease, in cortisol that subsided at timepoint two. Results imply autonomous motivation facilitates an adaptive stress response. Performance on the self-control tasks was contrary to expectations, but may reflect short-term performance benefits of controlled motivation.

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms

To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool-the Load Reduction Instruction Scale-Short (LRIS-S)-to N = 2,071 students in 188 high school science classrooms. Multilevel latent profile analysis (LPA) was used to identify student and classroom profiles based on students' reports of instructional cognitive load (load reduction instruction, LRI; using the LRIS-S) and their accompanying psychological challenge orientations (self-efficacy and growth goals), and psychological threat orientations (anxiety and failure avoidance goals). In phase 1 of analyses (investigating students; Level 1), we identified 5 instructional-psychological student profiles that represented different presentations of instructional load, challenge orientation, and threat orientation, ranging from the most maladaptive profile (the Instructionally-Overburdened & Psychologically-Resigned profile) to the most adaptive profile (Instructionally-Optimized & Psychologically-Self-Assured profile). The derived profiles revealed that similar levels of perceived instructional load can be accompanied by different levels of perceived challenge and threat. For example, we identified two profiles that were both instructionally-supported but who varied in their accompanying psychological orientations. Findings also identified profiles where students were dually motivated by both challenge and threat. In turn, these profiles (and their component scores) were validated through their significant associations with persistence, disengagement, and achievement. In phase 2 of analyses (investigating students and classrooms; Levels 1 and 2), we identified 3 instructional-psychological classroom profiles that varied in instructional cognitive load, challenge orientations, and threat orientations: Striving classrooms, Thriving classrooms, and Struggling classrooms. These three classroom profiles (and their component scores) were also validated through their significant associations with classroom-average persistence, disengagement, and achievement-with Struggling classrooms reflecting the most maladaptive outcomes and Thriving classrooms reflecting the most adaptive outcomes. Taken together, findings show that considering instructional cognitive load (and new approaches to empirically assessing it) in the context of students' accompanying psychological orientations can reveal unique insights about students' learning experiences and about important differences between classrooms in terms of the instructional load that is present.

Harnessing Wise Interventions to Advance the Potency and Reach of Youth Mental Health Services

Despite progress in research on evidence-based treatments (EBTs) for youth psychopathology, many youths with mental health needs do not receive services, and EBTs are not always effective for those who access them. Wise interventions (WIs) may help address needs for more disseminable, potent youth mental health interventions. WIs are single-component, social-psychological interventions designed to foster adaptive meaning-making. They have improved health-related and interpersonal youth outcomes, yet their potential to reduce youth psychopathology has not been systematically explored. Accordingly, we conducted a systematic, descriptive review characterizing WIs' potential to reduce youth mental health problems. Across 25 RCTs (N = 9219 youths, ages 11-19) testing 13 intervention types, 7 WIs qualified as "Well-Established," "Probably Efficacious," or "Possibly Efficacious" for reducing one or more types of youth psychopathology, relative to controls. Among these, 5 WIs significantly reduced youth depressive symptoms; 3, general psychological distress; and 1 each, eating problems, anxiety, and substance use. Three of these 7 WIs were self-administered by youths, and four by trained interventionists; collectively, they were 30-168 min in length and targeted clinic-referred and non-referred samples in clinical, school, and laboratory settings. Overall, certain WIs show promise in reducing mild-to-severe youth psychopathology. Given their brevity and low cost relative to traditional (i.e., therapist-delivered, 12- to 16-week, clinic-based) EBTs, WIs may represent beneficial additions to the youth mental healthcare ecosystem. Priorities for future research are proposed, including testing WIs for parents, younger children, and externalizing problems; as EBT adjuncts; and in schools and primary care clinics to increase access to brief, effective supports.

A Synergistic Mindsets Intervention Protects Adolescents from Social Stress

Social stress poses a major threat to adolescent health via its effects on internalizing symptoms, such as anxiety and depression. Available interventions to help adolescents improve their stress responses, however, have not been effective in rigorous evaluation studies, or they have been difficult to administer widely. Here we show that replicable improvements in adolescent stress responses can be achieved with a short (~30-minute), scalable synergistic mindsets intervention. This intervention, which is a self-administered online training module, targets both growth mindsets (the idea that people's intelligence can be developed in response to challenge) and stress-can-be-enhancing mindsets (the idea that people's stress responses can be fuel for optimal performance). Its goal is to promote positive engagement with stressful events (e.g., learning from failure on a quiz or a conflict with a peer) and to encourage adolescents to use their responses to stressful events and even their bodily symptoms (e.g. racing heart, sweaty palms, butterflies in their stomach) to their advantage. In five double-blind, randomized, controlled trials (total N = 4,091 adolescents), the new synergistic mindsets intervention improved stress-related cognitions (Studies 1-2), cardiovascular reactivity (Study 3), daily internalizing symptoms and cortisol levels (Study 4), and generalized anxiety symptoms during the 2020 COVID-19 lockdowns (Study 5). Effects on downstream outcomes (in Studies 3-5) were stronger among individuals who, at baseline, held the two negative mindsets targeted by the intervention, providing evidence for the proposed mechanisms. Confidence in this conclusion comes from a conservative, Bayesian machine-learning method for detecting heterogeneity.

Emotional Reactions and Adaptation to COVID-19 Lockdown (or Confinement) by Spanish Competitive Athletes: Some Lesson for the Future

The Coronavirus Covid 19 (SARS-CoV-2) pandemic has produced terrible effects in the world economy and is shaking social and political stability around the world. The world of sport has obviously been severely affected by the pandemic, as authorities progressively canceled all level of competitions, including the 2020 Olympic Games in Tokyo. In Spain, the initial government-lockdown closed the Sports High-performance Centers, and many other sports facilities. In order to support athlete's health and performance at crises like these, an online questionnaire named RECOVID-19, was designed to assess how athletes were living their lives during such periods of home confinement. The main purpose of the questionnaire was to assess the impact of prolongued confinement on athlete's psychological, emotional, and behavioral performance. One thousand, two hundred forty-eight athletes participated in the survey. They had the fllowing characteristics: (Mean age = 22.31 ± 11.49, Female: 53%), who compete at National (N: 1017, Mean age = 21.58 ± 11.42, Female: 52%) and International level (N: 231, Mean age = 25.56 ± 11.22, Female: 57%). Results showed that during the confinement period, those athletes who lacked motivation reported a higher level of stressful thoughts, more behavioral problems, and greater emotional upheaval (anger, fatigue, tension, and depression). However, those athletes who accepted confinement measures as necessary, and were in favor of respecting the rules of social isolation, fostered positive emotional states such as feelings of friendship. In addition, the availability of some sport equipment together with the ability to continue some training, were (1) protective factors against emotional stress, lack of motivation and behavioral problems; and (2) they were associated with greater respect for, and adherence to, confinement rules. Gender differences, tested by multigroup analysis, revealed that coping activities were more often associated to negative emotional states among women, whereas the ongoing availability of training information and future conditions were equally protective factors for both genders. This study also showed that receiving coaching, support and completing frequent training routines seem to be valuable tools to prevent or reduce some of the harmful effects of isolation on athlete's emotional well-being. The conclusions derived from this research would possibly help sport authorities to design supporting policies and plans to support athletes and trainers in future disruptive health crises.

The Relationship Between Multidimensional Motivation and Endocrine-Related Responses: A Systematic Review

Multidimensional motivational theories postulate that the type of motivation is as important as the quantity of motivation, with implications for human functioning and well-being. An extensive amount of research has explored how constructs contained within these theories relate to the activation of the endocrine system. However, research is fragmented across several theories, and determining the current state of the science is complicated. In line with contemporary trends for theoretical integration, this systematic review aims to evaluate the association between multidimensional motivational constructs and endocrine-related responses to determine which theories are commonly used and what inferences can be made. Forty-one studies were identified incorporating five distinct motivation theories and multiple endocrine-related responses. There was evidence across several theories that high-quality motivation attenuated the cortisol response in evaluative environments. There was also evidence that motivational needs for power and affiliation were associated with lower and higher levels of salivary immunoglobulin A, respectively. The need for power may play a role in increasing testosterone when winning a contest; however, this evidence was not conclusive. Overall, this review can shape the future integration of motivational theories by characterizing the nature of physiological responses to motivational processes and examining the implications for well-being.

Stress, Sleep, and Coping Self-Efficacy in Adolescents

Adults are thought to show a sleep-stress spiral in which greater stress worsens sleep quality, which amplifies stress, which leads to worse sleep. This study examined whether adolescents show a similar spiral, and if so, whether coping self-efficacy-believing one can cope with stress-interrupts the spiral. Temporal dynamics of perceived stress, sleep quality, and coping self-efficacy were tracked in 381 9th graders (49% female, mean age 14.43, age range 14-16) using daily surveys across two school weeks (3184 observations). Though expected associations were evident between individuals, only a unidirectional path was found within individuals from sleep quality to perceived stress via coping self-efficacy. This challenges the conventional bidirectional understanding of sleep-stress relations and suggests coping self-efficacy as an intervention target.

Strong hearts, open minds: Cardiovascular challenge predicts non-defensive responses to ingroup-perpetrated violence

Reminders of ingroup-perpetrated violence represent a psychological stressor that some people respond to defensively (e.g., justifying the violence), while others react non-defensively (e.g., accepting collective responsibility). To explain these divergent responses, we applied the biopsychosocial model of challenge and threat to the context of intergroup conflict. Participants (N = 130) read about either an ingroup (American) or outgroup (Australian) soldier torturing an Iranian captive. We recorded cardiovascular responses while participants video-recorded introductions to an Iranian confederate who they believed they would meet. In the ingroup (but not the outgroup) condition, cardiovascular responses of challenge (relative to threat) were associated with less psychological defensiveness of ingroup-perpetrated violence and greater support for diplomacy towards its victims. Self-reported challenge/threat appraisals demonstrated no such relationships. These findings suggest that motivational states of challenge and threat can differentiate defensive and non-defensive responses, and that these motivational states may be better captured with physiological rather than self-report measures.

An enhanced psychological mindset intervention to promote adolescent wellbeing within educational settings: A feasibility randomized controlled trial

OBJECTIVE

This randomized controlled trial feasibility study aimed to investigate a single-session mindset intervention, incorporating third-wave constructs, within educational settings as a universal tool to promote emotional wellbeing.

METHOD

Eighty adolescents (age M = 16.63) were randomized to the 30-min computer intervention or a usual curriculum waitlist. Outcome measures were administered at baseline, posttreatment, 4-week, and 8-week follow-ups.

RESULTS

Student feedback about the intervention and trial procedure was mainly positive. Participants engaged with the intervention content and data were suggestive of possible small-large intervention effects for targeted mechanisms of personality mindset and psychological flexibility. Between-group differences over time across wellbeing outcomes of self-compassion, self-esteem, low mood, and anxiety also yielded some promising results, though assessments of reliable change were less clear. No harm was reported.

CONCLUSIONS

The intervention and study design were deemed feasible, though areas for improvement were noted. A full-scale trial to determine effectiveness is warranted.

Mindsets in the clinic: Applying mindset theory to clinical psychology

Beliefs about the malleability of attributes, also known as mindsets, have been studied for decades in social-personality psychology and education. Here, I review the many applications of mindset theory to clinical psychology and psychotherapy. First, I review social psychological and cognitive neuroscience evidence that mindsets and mindset-related messages are, to a large extent, focused on emotional tolerance. Specifically, the growth mindset, or the belief that attributes are malleable, encourages confronting and tolerating anxiety, frustration, and disappointment in healthy and adaptive ways that promote resilience, whereas the fixed mindset and related messages discourage the experience of these emotions and often leads to helplessness. Second, I review the emerging research on the anxiety mindset and discuss its relevance to clinical work. A model is proposed illustrating connections between mindsets, emotion regulation strategies, treatment preferences, and outcomes. Case examples are used to illustrate practical applications. I conclude that mindsets can inform psychotherapy, research, and public policy.

Getting Fewer "Likes" Than Others on Social Media Elicits Emotional Distress Among Victimized Adolescents

Three studies examined the effects of receiving fewer signs of positive feedback than others on social media. In Study 1, adolescents (N = 613, Mage  = 14.3 years) who were randomly assigned to receive few (vs. many) likes during a standardized social media interaction felt more strongly rejected, and reported more negative affect and more negative thoughts about themselves. In Study 2 (N = 145), negative responses to receiving fewer likes were associated with greater depressive symptoms reported day-to-day and at the end of the school year. Study 3 (N = 579) replicated Study 1's main effect of receiving fewer likes and showed that adolescents who already experienced peer victimization at school were the most vulnerable. The findings raise the possibility that technology which makes it easier for adolescents to compare their social status online-even when there is no chance to share explicitly negative comments-could be a risk factor that accelerates the onset of internalizing symptoms among vulnerable youth.

The Effect of an Intervention Teaching Adolescents that People can Change on Depressive Symptoms, Cognitive Schemas, and Hypothalamic-Pituitary-Adrenal Axis Hormones

Interest is increasing in developing universal interventions to prevent depression in adolescents that are brief enough to be scaled up. The aim of this study was to test the effects on depressive symptoms, cognitive schemas, and Hypothalamic-Pituitary-Adrenal Axis Hormones of an intervention focused on teaching an element of an incremental theory of personality, namely, the belief that people can change. We also examined whether grade level moderated the effects of the intervention. A double-blind, randomized, controlled trial was conducted with 867 Spanish adolescent participants (51.9% boys, Grades 8-10) randomly assigned to an incremental theory intervention (n = 456) or an educational control intervention (n = 411). The adolescents completed measures of depressive symptoms and negative cognitive schemas at pretest, at 6-month follow-up, and at 12-month follow-up. A subsample of 503 adolescents provided salivary samples for cortisol and DHEA-S testing. In 8th grade, adolescents who received the incremental theory intervention displayed a greater decrease in depressive symptoms and cognitive schemas and a lower increase in DHEA-S. Moreover, in adolescents who received the intervention, the rate of adolescents with high depression scores decreased by almost 18% whereas in the control group, the rate increased by 37%. Surprisingly, the effects of the intervention were in the opposite direction among adolescents in 9th grade. These data indicate that a brief universal intervention could prevent depressive symptoms under some conditions, but developmental characteristics can moderate the effectiveness of this approach.

How School Contexts Shape the Relations Among Adolescents' Beliefs, Peer Victimization, and Depressive Symptoms

The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth-grade adolescents in 25 U.S. high schools showed a three-way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in schools with high levels of school-level victimization, but not in schools with low victimization levels. In high-victimization schools, adolescents who believed that people cannot change (an entity theory of personality) were more depressed when they were victimized more frequently. Thus, the mental health correlates of adolescents' implicit theories depend on both personal experiences and the norms in the context.

Randomized Trial of a Single-Session Growth Mind-Set Intervention for Rural Adolescents' Internalizing and Externalizing Problems

Adolescents living in rural regions of the United States face substantial barriers to accessing mental health services, creating needs for more accessible, nonstigmatizing, briefer interventions. Research suggests that single-session "growth mind-set" interventions (GM-SSIs)-which teach the belief that personal traits are malleable through effort-may reduce internalizing and externalizing problems in adolescents. However, GM-SSIs have not been evaluated among rural youth, and their effects on internalizing and externalizing problems have not been assessed within a single trial, rendering their relative benefits for different problem types unclear. We examined whether a computerized GM-SSI could reduce depressive symptoms, social anxiety symptoms, and conduct problems in female adolescents from rural areas of the United States. Tenth-grade female adolescents (N = 222, M age = 15.2, 38% White, 25% Black, 29% Hispanic) from 4 rural, low-income high schools in the southeastern United States were randomized to receive a 45-min GM-SSI or a computer-based active control program, teaching healthy sexual behaviors. Young women self-reported depression symptoms, social anxiety symptoms, and conduct problem behaviors at baseline and 4-month follow-up. Relative to the female students in the control group, the students receiving the GM-SSI reported modest but significantly greater reductions in depressive symptoms (d= .23) and likelihood of reporting elevated depressive symptoms (d= .29) from baseline to follow-up. GM-SSI effects were nonsignificant for social anxiety symptoms, although a small effect size emerged in the hypothesized direction (d= .21), and nonsignificant for change in conduct problems (d= .01). A free-of-charge 45-min GM-SSI may help reduce internalizing distress, especially depression-but not conduct problems-in rural female adolescents.

An Integrative Model for the Effectiveness of Biofeedback Interventions for Anxiety Regulation: Viewpoint

Biofeedback has shown to be a promising tool for the treatment of anxiety; however, several theoretical as well as practical limitations have prevented widespread adaptation until now. With current technological advances and the increasing interest in the use of self-monitoring technology to improve mental health, we argue that this is an ideal time to launch a new wave of biofeedback training. In this viewpoint paper, we reflect on the current state of biofeedback training, including the more traditional techniques and mechanisms that have been thought to explain the effectiveness of biofeedback such as the integration of operant learning and meditation techniques, and the changes in interoceptive awareness and physiology. Subsequently, we propose an integrative model that includes a set of cognitive appraisals as potential determinants of adaptive trajectories within biofeedback training such as growth mindset, self-efficacy, locus of control, and threat-challenge appraisals. Finally, we present a set of detailed guidelines based on the integration of our model with the mechanics and mechanisms offered by emerging interactive technology to encourage a new phase of research and implementation using biofeedback. There is a great deal of promise for future biofeedback interventions that harness the power of wearables and video games, and that adopt a user-centered approach to help people regulate their anxiety in a way that feels engaging, personal, and meaningful.

Fostering Stress Resilience Among Business Students: The Role of Stress Mindset and Self-Connection

Educators are becoming increasingly concerned about the high rates of burnout among their students. Although the solution may appear to be reducing the stress their students experience, simply reducing stress is a temporary solution and does not help students when they enter the workforce and encounter increased stressors. A better option may be to consider the ways in which students can increase stress resilience in ways that will help them long after they leave the classroom. With this idea in mind, we tested for relationships between two individual difference variables, stress mindset and self-connection, and burnout and life satisfaction among business students. The results showed there was a positive relationship between viewing stress as debilitating and prevalence of both personal and school-related burnout. Additionally, self-connection was negatively related to personal burnout and greater life satisfaction. Stress mindset and self-connection also interacted to predict both personal and school burnout. The results suggest that promoting adaptive views of stress and becoming more self-connected may lead to a better student experience.

The right mindset: stress mindset moderates the association between perceived stress and depressive symptoms

Background and Objectives: Having a stress-is-enhancing mindset - the extent to which one believes the effects of stress are enhancing rather than debilitating - is associated with greater health and well-being, and may mitigate negative outcomes associated with experiencing stress. The present study aimed to examine stress mindset and whether it moderates the association between perceived stress and mental health outcomes.Design and Methods: Participants (N = 293) completed questionnaires assessing their stress mindset, perceived stress level, and current depressive and anxiety symptoms. Perceived stress and mental health were assessed again at a follow-up session one month later.Results: Across moderated linear regression analyses, there was a consistent pattern in which higher perceived stress was associated with higher mental health concerns, but the risk was greater for those with a stress-is-debilitating mindset. Stress mindset moderated the perceived stress-depression association at baseline (p = .026), at follow-up (p = .008), and when focusing on change in depressive symptoms from baseline to follow-up (p = .006).Conclusions: These results suggest that a stress-is-enhancing mindset mitigates the development of depressive and anxiety symptoms in college students faced with high levels of stress. The benefits of introducing emerging adults to an adaptive stress mindset are discussed.

Towards trauma-informed legal practice: a review

Vicarious or secondary trauma experience has always been part of legal practice although many do not acknowledge the risk it can have on the mental health, well-being and performance of legal professionals. The listening to, observing and then detailing of traumatic events for the purposes of legal process in some cases may harm lawyers who need to work closely with clients, victims and witnesses. This article reviews the research on trauma in many areas of professional human services that could inform and improve our understanding of legal practice. It examines the discursive history of trauma and recent studies on lawyer well-being, before discussing the controversies about recognising vicarious trauma and the stigma against mental health concerns in the legal profession. The article concludes by reviewing options to assist law firms in considering trauma-informed policy, practices and supervision strategies and to help individual lawyers recognise the value of self-care.

Adolescents with an entity theory of personality are more vigilant to social status and use relational aggression to maintain social status

The present research proposed that one social-cognitive root of adolescents' willingness to use relational aggression to maintain social status in high school is an entity theory of personality, which is the belief that people's social status-relevant traits are fixed and cannot change. Aggregated data from three studies (N=882) showed that first-year high school adolescents in the U.S. who endorsed more of an entity theory were more likely to show cognitive and motivational vigilance to social status, in terms of judgments on a novel social categorization task and reports of goals related to demonstrating social status to peers. Those with an entity theory then showed a greater willingness to use relational aggression, as measured by retrospective self-reports, responses to a hypothetical scenario, and a behavioral choice task. Discussion centers on theoretical and translational implications of the proposed model and of the novel measures.

Social Support Versus Emotion Regulation: Mediators of Attachment and Psychological Problems After Social Exclusion

Introduction: Secure parental attachment improves the perception of available social support and the socialization of emotion regulation strategies. Research has suggested that both perceived social support and emotion regulation help individuals reappraise stressful situations as less stressful. Individuals under stress are at an increased risk for psychological problems.

Method: The current study examined whether social support, emotion regulation, and psychological inflexibility mediated the relation between parental attachment and psychological problems after a social exclusion task.

Results: Results indicated that secure parental attachment was associated with an increased ability to up-regulate emotions and with an increase in the perception of available social support. Secure attachment to either parent was indirectly associated with psychological problems reported after social exclusion.

Discussion: Indirect effects were found only for pathways from attachment through emotion regulation strategies, which suggests that emotion regulation may be a driving factor between attachment to parental figures and stress induced psychological problems. Further results, limitations, and implications were discussed.

Do Immediate Gains Predict Long-Term Symptom Change? Findings from a Randomized Trial of a Single-Session Intervention for Youth Anxiety and Depression

Single-session interventions (SSIs) can help reduce youth psychopathology, but SSIs may benefit some youths more than others. Identifying predictors of SSIs' effectiveness may clarify youths' likelihoods of benefitting from an SSI alone, versus requiring further treatment. We tested whether pre-to-post-SSI shifts in hypothesized symptom change mechanisms predicted subsequent reductions in youth internalizing symptoms. Data were from a trial evaluating whether an SSI teaching growth mindset (the belief that personality is malleable) reduced youth anxiety and depression. Youths (N = 96, ages 12-15) self-reported growth mindsets, perceived primary control, and perceived secondary control pre- and immediately post-intervention. They self-reported depression and anxiety symptoms at pre-intervention and 3, 6, and 9-month follow-ups. Larger immediate increases in primary control predicted steeper depressive symptoms declines across the follow-up; larger immediate increases in secondary control predicted steeper anxiety symptoms declines. Immediate shifts in proximal intervention "targets" may predict longer-term response to an SSI for youth internalizing distress. CLINICAL TRIALS: Clinicaltrials.gov registration: NCT03132298.

Mindsets: A View From Two Eras

A growth mindset is the belief that human capacities are not fixed but can be developed over time, and mindset research examines the power of such beliefs to influence human behavior. This article offers two personal perspectives on mindset research across two eras. Given recent changes in the field, the authors represent different generations of researchers, each focusing on different issues and challenges, but both committed to "era-bridging" research. The first author traces mindset research from its systematic examination of how mindsets affect challenge seeking and resilience, through the ways in which mindsets influence the formation of judgments and stereotypes. The second author then describes how mindset research entered the era of field experiments and replication science, and how researchers worked to create reliable interventions to address underachievement-including a national experiment in the United States. The authors conclude that there is much more to learn but that the studies to date illustrate how an era-bridging program of research can continue to be generative and relevant to new generations of scholars.

Can an online curriculum improve the daily socio-emotional lives of middle-aged adults exposed to childhood Trauma?

One pathway linking experiences of childhood trauma to poorer mental and physical health in midlife are disruptions in daily socio-emotional regulation. However, there is a dearth of effective and accessible treatments that meet the needs of trauma-exposed individuals and their communities. Through a randomized controlled trial, this research examines whether an online social intelligence training (SIT) program improves social-emotional regulation compared to an attention-control (AC) condition. During the pre- and post-test phases of the study, participants (N = 230) completed online surveys for 14-days that included measures of social connectedness, emotional awareness, and perspective-taking. In the SIT condition, multi-level analyses revealed significant increases in daily levels of "in-tune" social interactions, emotional awareness, and perspective-taking, and attenuated within-person changes in social engagement on stressful and uplifting days. Participants who reported greater childhood trauma exhibited the strongest increases in daily social engagement and emotional awareness, suggesting that program benefits were largest for those reporting greater exposure to trauma in childhood. Our findings shed light on the potential reversibility of socio-emotional mechanisms linking childhood trauma to poorer mental and physical health in midlife, and support the utility of widely accessible, low-cost intervention methods for individuals and communities.

A Reward-Based Framework of Perceived Control

Perceived control can be broadly defined as the belief in one's ability to exert control over situations or events. It has long been known that perceived control is a major contributor toward mental and physical health as well as a strong predictor of achievements in life. However, one issue that limits a mechanistic understanding of perceived control is the heterogeneity of how the term is defined in models in psychology and neuroscience, and used in experimental settings across a wide spectrum of studies. Here, we propose a framework for studying perceived control by integrating the ideas from traditionally separate work on perceived control. Specifically, we discuss key properties of perceived control from a reward-based framework, including choice opportunity, instrumental contingency, and success/reward rate. We argue that these separate reward-related processes are integral to fostering an enhanced perception of control and influencing an individual's behavior and well-being. We draw on select studies to elucidate how these reward-related elements are implicated separately and collectively in the investigation of perceived control. We highlight the role of dopamine within corticostriatal pathways shared by reward-related processes and perceived control. Finally, through the lens of this reward-based framework of perceived control, we consider the implications of perceived control in clinical deficits and how these insights could help us better understand psychopathology and treatment options.