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More importantly, this relationship could be explained via the mediated effects of awe, problem-focused coping, and social norm compliance. The present research emphasizes the non-negligible role of public health emergencies in modifying consumer behavior and the role of awe in explaining the psychological influence of public health emergencies.We investigated, through a cross-sectional study, whether and to what extent toddlers' empathy is associated with a set of individual and family factors known to foster positive social skills in early childhood children's own emotion regulation, language ability, and maternal emotion socialization style. Participants were 320 toddlers (Mage = 28.8 months; SD = 3.55) and their mothers. The children came from middle-SES families and were recruited at 34 infant-toddler centers. We used parent-report measures to assess the toddlers' competences and a self-report questionnaire to evaluate maternal emotion socialization style (coaching vs. dismissing). Toddlers' empathic responses, as reported by their mothers, were positively and significantly correlated, respectively, with their positive emotion regulation, language skills, and maternal emotion-coaching style. Stepwise regression analysis revealed that emotion regulation and maternal emotion-coaching style contributed to explaining variance in toddlers' empathy, after controlling for the effects of children's age and language ability. Moderation analysis showed that emotion regulation skills did not moderate the relationship between maternal emotion-coaching style and children's empathy. We discuss the implications of these findings.This study was conducted to examine the roles of reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. A sample of 522 7th-9th graders from two public schools in Eastern China participated in the study and completed the questionnaires. The confirmatory factor analyses showed that Curiosity, Involvement, and Challenge as dimensions of intrinsic reading motivation and Recognition, Grades, and Competition as dimensions of extrinsic reading motivation represented reading motivation well in this Chinese sample population. Structural equation modeling analyses showed that intrinsic reading motivation had a positive direct effect on reading achievement, whereas extrinsic reading motivation exerted a negative direct effect on reading achievement. Both intrinsic and extrinsic reading motivation positively predicted reading strategy; however, only intrinsic reading motivation was positively correlated with reading amount. Fimepinostat Neither reading amount nor reading strategy mediated the effects of intrinsic and extrinsic reading motivation on reading achievement. The implications of these findings for literacy research and instruction are discussed.The Double Empathy Problem suggests that communicative difficulties between autistic and non-autistic people are due to bi-directional differences in communicative style and a reciprocal lack of understanding. If true, there should be increased similarity in interaction style, resulting in higher rapport during interactions between pairs of the same neurotype. Here, we provide two empirical tests of rapport, with data revealing whether self- and observer- rated rapport varies depending on the match or mismatch in autism status within a pair. An additional opportunity afforded by these data is to examine the effect of the autism status of the rater on the perceived rapport between matched and mismatched pairs. In Study 1 72 participants were allocated to one of three dyad conditions autistic pairs (n = 24), non-autistic pairs (n = 24) and mixed pairs (n = 12 autistic; n = 12 non-autistic). Each participant completed three semi-structured interactions with their partner, rating rapport after each interaction. Npossess a distinct mode of social interaction style, rather than demonstrating social skills deficits. These data are considered in terms of their implications for psychological theories of autism, as well as practical impact on educational and clinical practice.The Covid-19 outbreak and the subsequent lockdown have profoundly impacted families' daily life, challenging their psychological resilience. Our study aimed to investigate the immediate psychological consequences of the pandemic on Italian parents and children focusing on internalizing and post-traumatic symptoms. We also wanted to explore the impact of possible risk and resilience factors, e.g., lifestyle and behaviors, emotional and cognitive beliefs, on parents and children's reaction to the emergency distress. An online survey was administered during the country's nationwide lockdown to 721 Italian parents of at least one child aged between 6 and 18 years. The respondent completed the survey for himself/herself and his/her child. The survey included socio-demographic items and validated questionnaires on parents' post-traumatic stress symptoms, depression and anxiety levels, and on children's internalizing problems. Parents were asked to fill the questionnaires twice once referring to the current emergencs also give a series of important information on how parents perceive, and therefore influence, their children in this period of emergency. Our findings thus highlight the urgent need to provide parents with adequate support to take care of their own psychological wellbeing and to help their children coping with the direct and indirect effects of the pandemic.Over the last 2 decades, we have begun to gain traction on the neural systems that support creative cognition. Specifically, a converging body of evidence from various domains has demonstrated that creativity arises from the interaction of two large-scale systems in the brain Whereas the default network (DN) is involved in internally-oriented generation of novel concepts, the executive control network (ECN) exerts top-down control over that generative process to select task-appropriate output. In addition, the salience network (SN) regulates switching between those networks in the course of creative cognition. In contrast, we know much less about the workings of these large-scale systems in support of creativity under extreme conditions, although that is beginning to change. Specifically, there is growing evidence from systems neuroscience to demonstrate that the functioning and connectivity of DN, ECN, and SN are influenced by stress - findings that can be used to improve our understanding of the behavioral effects of stress on creativity.