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A sensitivity analysis using national reading test results demonstrated similar results with these children. If further research confirms a causal relationship, programs to increase internality in adolescent girls or newly pregnant women may result in long-term benefits to their future offspring. Copyright © 2020 Golding, Gregory, Ellis, Iles-Caven and Nowicki.Research has demonstrated that nature is beneficial for many aspects of one's health. This pilot study aimed to investigate whether viewing landscape artworks, as a form of representational nature, could improve psychological and physiological recovery from a laboratory stressor. A sample of 30 participants was randomized to one of two conditions landscape and scrambled. After a laboratory stress task, participants in the landscape condition viewed a series of landscape paintings for 30 min; participants in the scrambled condition viewed digitally scrambled versions of these artworks as a control condition. Pupil size was measured while viewing the images using an eye tracker. Affect, drowsiness and fatigue, and the salivary stress biomarkers, cortisol, and alpha-amylase were measured at baseline, after the stressor, and after the artwork viewing period. After the viewing period, the scrambled condition had increased reports of low negative affect (which contains the variables of sleepy, dull, and sluggish) (p = 0.045, η p 2 = 0.12) and increased reports of drowsiness (p = 0.038, η p 2 = 0.12). Salivary cortisol levels decreased more rapidly while viewing the scrambled images compared to the landscape artworks (p = 0.027, η p 2 = 0.62). Lastly, pupil size while viewing the landscape artworks was larger than when viewing a blank screen (p = 0.025, η p 2 = 0.33), an effect not seen in the scrambled condition. This pilot study suggests that viewing landscape artworks was more stimulating and reduced drowsiness after stress when compared to viewing scrambled images. Copyright © 2020 Law, Minissale, Lambert, Nater, Skoluda, Ryckman, Tahara-Eckl, Bandzo and Broadbent.The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students' perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Sunitinib in vitro Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings. Copyright © 2020 Huéscar, Moreno-Murcia, Domenech and Núñez.How to detect faking on personality measures has been investigated using various methods and procedures. As previous findings are mixed and rarely based on ideal point item response theory models, additional research is needed for further exploration. This study modeled the responses of personality tests using ideal point method across instructed faking and honest responding conditions. A sample of undergraduate students participated the within-subjects measures to examine how the item location parameter derived from the generalized graded unfolding model changed, and how individuals' perception about items changed when faked. The mean test scores of faking group was positively correlated to the magnitude of within-subjects score change. The item-level analysis revealed both conscientiousness items (18.8%) and neuroticism items (50.0%) appeared significant shifts on item parameters, suggesting that response pattern changed from honest to faking conditions. The direction of the change appeared both in positive and negative way, demonstrating that faking could increase or decrease personality factor scores. The results indicated that the changes of perceptions on items could be operated by faking, offering some support for the ideal point model to be an adequate measure for detecting faking. However, the findings of diagnostic accuracy analysis also implied that the appropriateness of ideal point models for detecting faking should be under consideration, also be used with caution. Implications, further research directions, and limitations are discussed. Copyright © 2020 Liu and Zhang.Before and after the 2016 US Presidential Election, this research examined Trump and Clinton supporters' attributions about behavior of each leader, both of whose ethicality had been publicly questioned. American voters (N = 268) attributed significantly more dispositional factors to the outgroup leader than to the ingroup leader. Moreover, when the ingroup candidate won the election (i.e., among Trump supporters), unethical leadership subsequently became more acceptable and there was less desire to tighten the election process when dealing with unethical candidates. The opposite pattern was found among voters whose ingroup candidate lost the election (Clinton supporters). The results and implications are discussed. Copyright © 2020 Morais, Abrams and Randsley de Moura.A meta-analysis (435 studies, k = 994, N > 61,000) of empirical research on the effects of feedback on student learning was conducted with the purpose of replicating and expanding the Visible Learning research (Hattie and Timperley, 2007; Hattie, 2009; Hattie and Zierer, 2019) from meta-synthesis. Overall results based on a random-effects model indicate a medium effect (d = 0.48) of feedback on student learning, but the significant heterogeneity in the data shows that feedback cannot be understood as a single consistent form of treatment. A moderator analysis revealed that the impact is substantially influenced by the information content conveyed. Furthermore, feedback has higher impact on cognitive and motor skills outcomes than on motivational and behavioral outcomes. We discuss these findings in the light of the assumptions made in The power of feedback (Hattie and Timperley, 2007). In general, the results suggest that feedback has rightly become a focus of teaching research and practice. However, they also point toward the necessity of interpreting different forms of feedback as independent measures.