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They point to the need for further investigation of them and their consideration for the management of presenteeism.

Parenting sensitivity and mutual parent-child attunement are key features of environments that support children's learning and development. To-date, observational measures of these constructs have focused on children aged 2-6 years and are less relevant to the more sophisticated developmental skills of children aged 7-8 years, despite parenting being equally important at these ages. We undertook a rigorous process to adapt an existing observational measure for 7-8-year-old children and their parents. Clozapine N-oxide This paper aimed to (i) describe a protocol for adapting an existing framework for rating parent-child interactions, (ii) determine variations in parents' sensitive responding and parent-child mutual attunement ('positive mutuality') by family demographics, and (iii) evaluate the psychometric properties of the newly developed measure (i.e., inter-rater reliability, construct validity).

Parent-child dyads completed one home visit, including a free-play observation and parent questionnaire. Dyads were provided esponding was associated with younger parent (

= 0.04), male parent (

= 0.03), non-English speaking background (

= 0.04), and greater neighborhood disadvantage (

= 0.02). Construct validity was demonstrated using six parent-reported psychosocial and parenting measures.

The

Years shows promise as a reliable and valid measure of parent-child interaction in the early school years. link2 Toy selection for direct observation should be considered carefully in research and practice settings.

The SCARP 7-8 Years shows promise as a reliable and valid measure of parent-child interaction in the early school years. Toy selection for direct observation should be considered carefully in research and practice settings.The hypothesis proposed by Macphail (1987) is that differences in intelligent behavior thought to distinguish different species were likely attributed to differences in the context of the tasks being used. Once one corrects for differences in sensory input, motor output, and incentive, it is likely that all vertebrate animals have comparable intellectual abilities. In the present article I suggest a number of tests of this hypothesis with pigeons. In each case, the evidence suggests that either there is evidence for the cognitive behavior, or the pigeons suffer from biases similar to those of humans. Thus, Macphail's hypothesis offers a challenge to researchers to find the appropriate conditions to bring out in the animal the cognitive ability being tested.

Psychological resilience may reduce the impact of psychological distress to some extent. We aimed to investigate the mental health status of the public during the outbreak of coronavirus disease 2019 (COVID-19) and explore the level and related factors of anxiety and depression.

From February 8 to March 9, 2020, 3,180 public completed the Zung's Self-Rating Anxiety Scale (SAS) for anxiety, Zung's Self-Rating Depression Scale (SDS) for depression, the Connor-Davidson resilience scale (CD-RISC) for psychological resilience, and the Simplified Coping Style Questionnaire (SCSQ) for the attitudes and coping styles.

The number of people with depressive symptoms (SDS > 53) was 1,303 (the rate was 41.0%). The number of people with anxiety symptoms (SAS > 50) was 1,184 (the rate was 37.2%). The depressed group and anxiety group had less education, more unmarried and younger age, as well as had significant different in SDS total score (

< 0.001), SAS total score (

< 0.001), CD-RISC total score (

especially females, the younger and less educational populations, and unmarried individuals, should be given more attention. Individuals with high level of mental resilience and active coping styles would have lower levels of anxiety and depression during the outbreak of COVID-19.The purpose of cognitive diagnostic modeling (CDM) is to classify students' latent attribute profiles using their responses to the diagnostic assessment. In recent years, each diagnostic classification model (DCM) makes different assumptions about the relationship between a student's response pattern and attribute profile. The previous research studies showed that the inappropriate DCMs and inaccurate Q-matrix impact diagnostic classification accuracy. Artificial Neural Networks (ANNs) have been proposed as a promising approach to convert a pattern of item responses into a diagnostic classification in some research studies. However, the ANNs methods produced very unstable and unappreciated estimation unless a great deal of care was taken. In this research, we combined ANNs with two typical DCMs, the deterministic-input, noisy, "and" gate (DINA) model and the deterministic-inputs, noisy, "or" gate (DINO) model, within a semi-supervised learning framework to achieve a robust and accurate classification. In both simulated study and real data study, the experimental results showed that the proposed method could achieve appreciated performance across different test conditions, especially when the diagnostic quality of assessment was not high and the Q-matrix contained misspecified elements. This research study is the first time of applying the thinking of semi-supervised learning into CDM. Also, we used the validating test to choose the appropriate parameters for the ANNs instead of using typical statistical criteria.School bullying among young adolescents is a globally pervasive problem, but is less common when bystanders are motivated to defend victims. Thus, the focus of this experimental study is on motivation to defend victims of bullying. Methods A total of 388 students (Mage = 12.22 years, 49.7% girls) from two Turkish public schools (5th-8th grade) participated in a vignette experiment. Students were randomized to one of two vignettes (direct vs. cyberbullying). Self-report measures of motivation to defend, trait anxiety, depression, and identification with the victim or bully were used. Results Participants reported more autonomous motivation in the cyberbullying condition, while those who witnessed direct bullying reported higher anxiety and depression. Results also revealed that this type of condition was associated with anxiety and depression, while anxiety was associated with autonomous motivation to defend. Finally, participants in the direct bullying condition were more likely to identify with the bully. Conclusion Findings advance our understanding of when and why adolescents are motivated to help victims of bullying because they give a richer picture of what they assess when deciding whether or not they should intervene.The tendency to get involved in helping one's family, friends, school, and community has many potential benefits such as greater compassion, concern for others, and social responsibility. Research interest in the benefits of contribution in adolescents has increased recently, but there are not many studies examining the effect of contribution on adolescents' mental health. The present study focused on whether the contribution is associated with fewer self-rated depression symptoms in adolescents. We further tested whether self-regulation and academic performance can have a mediating role in this association. A total of 423 secondary school students (233 female) from eastern Croatia participated in the study. link3 Mean age was 16.78 (SD = 1.21). Students completed measures of self-regulation, depression symptoms, and contribution (helping one's family, friends, or neighbors, mentoring peers, volunteering in one's community, and participating in school organizations or boards), and gave information about age, gender, and academic performance. A hierarchical regression analysis revealed that contribution, self-regulation, and academic performance were related with lower levels of self-rated depression symptoms. Furthermore, mediation analysis indicated a significant indirect effect through two mediators, self-regulation and academic performance, which was stronger than a path containing only self-regulation. Academic performance alone was not a significant mediator. Our findings suggest that contribution could protect against depression by promoting self-regulation, leading to higher academic performance, and consequently fewer depression symptoms.Objective performance measures are vastly used in sport psychology despite their inherent limitations (e.g., unaccounted baseline differences). Founded on the nature of group goals in team sports, we aimed at developing the Perceived Performance in Team Sports Questionnaire (PPTSQ) to capture the team members' perception of their team's performance. Accordingly, three dimensions were hypothesized effort investment, skills execution, and perceived outcome. To measure these dimensions, items were generated to address the players' perception of their team performance as a whole. Four samples of athletes were used to test the psychometric properties of the PPTSQ professional (n = 231), collegiate (n = 222), professional-retest (n = 89), and mixed professional-collegiate (n = 139). Exploratory and confirmatory factor analyses were used to estimate construct and content validities. These procedures revealed a better data fit to a two-dimensional model that consists of effort investment and perceived outcome. The reliability analyses for the PPTSQ provide satisfactory evidence that the questionnaire is a reliable measure of perceived performance in team sport. Adequate internal consistency emerged for both dimensions (0.75 less then ω less then 0.89). Furthermore, a high correlation was obtained for temporal stability. Concurrent validity was addressed by correlating the PPTSQ scores with the Group Environment Questionnaire and the Team Assessment Diagnostic Instrument. Correlational analysis between the PPTSQ and an objective measure of performance was used to test its predictive validity. The correlations strongly support the concurrent and predictive validities of the PPTSQ. We conclude that our perceived performance questionnaire can address various objective measures shortcomings (e.g., considering base-rate biases) resulting in a more meaningful team performance metric. Implication of the PPTSQ for sport psychology research and applied work enhancement are discussed in detail.Sentence repetition (SR) tasks have been extensively employed to assess bilingual children's linguistic and cognitive resources. The present study examined whether monoliterate bilingual children differ from their monolingual (and monoliterate) peers in SR accuracy and cognitive tasks, and investigated links between vocabulary, updating, verbal and visuospatial working memory and SR performance in the same children. Participants were two groups of 35 children, 8-12 years of age one group consisted of Albanian-Greek monoliterate bilingual children and the other of Greek monolingual children attending a monolingual-Greek educational setting. The findings demonstrate that the two groups performed similarly in the grammaticality scores of the SR. However, monolinguals outperformed the monoliterate bilinguals in SR accuracy, as well as in the visuospatial working memory and updating tasks. The findings did not indicate any bilingual advantage in cognitive performance. The results also demonstrate that updating and visuospatial working memory significantly predicted monolingual children's SR accuracy scores, whereas Greek vocabulary predicted the performance of our monoliterate bilingual children in the same task.