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ising intervention effect on work engagement (24 studies, SMD -0.22, 95% CI -0.34 to -0.11, with I 2=53%, indicating moderate inconsistency in the evidence). Conclusion The synthesized evidence suggests that bottom-up, resource-developing interventions are effective in the promotion of work engagement. The meta-analysis suggests that focusing on strengths use or mobilizing ego resources and adopting a universal approach increase intervention effectiveness.Building on the social distance theory of power, this study proposed the positive and negative mechanisms of power and their impacts on abusive supervision from the competitive perspectives of psychological distance and self-control. The boundary effects of independent self-construal were also analyzed. MK-8719 cost The hypotheses of this study were tested through questionnaires and an experimental study design. The Study 1 data were collected from 422 supervisors and subordinates from five private enterprises and one state-owned enterprise in Eastern China. Study 2, on the other hand, was conducted through a scenario-based experiment in which 180 part-time master of business administration (MBA) students from a university in Eastern China participated. All data were tested using polynomial regression analysis and a bootstrapping appraisal. The results revealed that (1) the relationship between power and abusive supervision is not significant; (2) psychological distance mediates the relationship between power and abusive supervision, with high power leading to higher psychological distance, which, in turn, strengthens abusive supervision; (3) self-control mediates the relationship between power and abusive supervision, with high power leading to higher self-control, which, in turn, weakens abusive supervision; (4) the mediating effect of psychological distance is stronger, and the mediating effect of self-control is weaker when independent self-construal is high rather than low. At the end of this study, the theoretical and practical implications are discussed.Cognitive impairment is an important symptom of Parkinson's disease (PD) and predicting future cognitive decline is crucial for clinical practice. Here, we aim to identify latent sub-groups of longitudinal trajectories of cognitive change in PD patients, and explore predictors of differences in cognitive change. Longitudinal cognitive performance data from 349 newly diagnosed PD patients and 145 healthy controls from the Parkinson Progression Marker Initiative were modeled using a multivariate latent class linear mixed model. Resultant latent classes were compared on a number of baseline demographics and clinical variables, as well as cerebrospinal fluid (CSF) biomarkers and striatal dopamine transporter (DAT) density markers of neuropathology. Trajectories of cognitive change in PD were best described by two latent classes. A large subgroup (90%), which showed a subtle impairment in cognitive performance compared to controls but remained stable over the course of the study, and a small subgroup (10%) which rapidly declined in all cognitive performance measures. Rapid decliners did not differ significantly from the larger group in terms of disease duration, severity, or motor symptoms at baseline. However, rapid decliners had lower CSF amyloidß42 levels, a higher prevalence of sleep disorder and pronounced loss of caudate DAT density at baseline. These data suggest the existence of a distinct minority sub-type of PD in which rapid cognitive change in PD can occur uncoupled from motor symptoms or disease severity, likely reflecting early pathological change that extends from motor areas of the striatum into associative compartments and cortex.Social media has encouraged a large number of organizations to design their work patterns to facilitate their employees through social media adoption. This study examines the effects of enterprise social media and public social media on the novelty-focused product design, and efficiency-focused product design that eventually explain the performance of the designers. Empirical analysis based on time-lagged, multi-source data set indicate that both enterprise social media and public social media are an important source of product designer's inspiration which are positively related to novelty-focused design and efficiency-focused product design. Results further indicate that efficiency-focused product design has a stronger impact on designer performance than novelty-focused design. Theoretical implications and practical implications are discussed in the later sections.A typical protocol for the psychological study of helping behavior features two core roles a help seeker suffering from some personal or situational emergency (often called "victim") and a potential helper. The setting of these studies is such that the victim and the helper often share the same space. We wondered whether this spatial arrangement might affect the help rate. Thus, we designed a simple study with virtual reality in which space sharing could be manipulated. The participant plays the role of a potential helper; the victim is a humanoid located inside the virtual building. When the request for help is issued, the participant can be either in the same spatial region as the victim (the virtual building) or outside it. The effect of space was tested in two kinds of emergencies a mere request for help and a request for help during a fire. The analysis shows that, in both kinds of emergencies, the participants were more likely to help the victim when sharing the space with it. This study suggests controlling the spatial arrangement when investigating helping behavior. It also illustrates the expediency of virtual reality to further investigate the role of space on pro-social behavior during emergencies.Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner's autonomy. Strategies targeting learners' self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers' autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners' autonomy. link2 The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process.The aim of this study was to explore and describe service user experiences of how receiving services from a Flexible Assertive Community Treatment (FACT) team may support or inhibit citizenship. Within a participatory design, individual interviews with 32 service users from five Norwegian FACT teams were analyzed using thematic, cross-sectional analysis. The findings showed that FACT may support citizenship by relating to service users as whole people, facilitating empowerment and involvement, and providing practical and accessible help. Experiences of coercion, limited involvement and authoritarian aspects of the system surrounding FACT had inhibited citizenship for participants in this study.Previous research has shown that will to live is a strong predictor for survival among older people, irrespective of age, gender, and comorbidities. However, research on whether life at age 100 is perceived as worth living is limited. The available literature has presented evidence for good levels of positive attitudes and life satisfaction at such an advanced age, but it has also suggested that a longing for death is common. This study aimed to add to the existing data on this matter by exploring centenarians' will to live and the associated factors. The sample comprised 121 centenarians (mean age, 101 years; SD, 1.63 years), 19 (15.7%) of whom were males, from two centenarian studies (PT100). Answers to open questions were analyzed to identify the centenarians' will to live and the reasons behind it. Three groups were created (willing to live longer, not willing to live longer, no clear positioning) and further analyzed in terms of sociodemographic characteristics, health status, social functioning, and well-being. Of the total sample, 31.4% expressed willingness to live longer, 30.6% did not, and 38% presented no clear positioning. The presence of the Catholic religion (God) was referred for centenarians in all three groups. Annoyance, uselessness, loss of meaning, disconnection, and loneliness were the most common justifications for being reluctant to live longer. Positive valuation of life and good self-rated health, followed by having a confidant and reduced pain frequency, were the factors associated with being willing to live longer. The results of the study contribute to the understanding of the psychological functioning of individuals with exceptional longevity, particularly concerning the factors behind willingness to live at such an advanced age.Paranoia depicts a belief of others having harmful intent. Research using economic games has exhibited the correlation between paranoia and the propensity to characterize ambiguous intentions as harmful. Using a non-clinical sample recruited online from the United States (N=290), we examined whether paranoid thoughts influence aggressive behavior against the subjective perception of harmful intent. We conducted a preemptive strike game wherein aggressive behavior was assumed to be guided by the fear of an opponent. The outcomes indicate that (1) individuals with high paranoia assume harmful intent of an opponent more than those with low paranoia (2) conjecturing an opponent's harmful intent predicted an increase in the probability of a preemptive strike, and (3) paranoia did not have a statistically significant effect on encouraging a preemptive strike. Additionally, the exploratory analysis revealed that paranoia was related to participant's aggressiveness and with suppositions of other's self-interests and competitiveness. This study presents empirical evidence that paranoia is related to the perception of social threats in an uncertain situation. We discuss the possibility that paranoid ideation can promote or inhibit a preemptive strike.Contemporary society expects learners to synthesize large amounts of available information and take advantage of interdisciplinary knowledge to tackle complex, real-world issues. STEAM education aims to cultivate students' ability to solve such problems through interdisciplinary thinking but is often represented by courses that are merely disjointed arrays of school subjects. On the other hand, Maker education harnesses society's enthusiasm for technological innovation and creativity but overlooks the scientific principles that underpin these processes. This research presents a novel elementary school course informed by the interdisciplinary principles of STEAM, integrated with Maker's focus on technology and creativity. link3 The course design also utilized engineering design as a meta-thematic framework. A total of 164 third-grade pupils participated in the research, with responses analyzed using descriptive statistical methods. The findings indicated that the integrated design of the course promoted pupils' learning motivation, self-efficacy, and acquisition of interdisciplinary knowledge.