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Prior research documents deleterious consequences of the annual clock change to daylight saving time in many contexts, but little is known about the effect the policy has on consumer behavior. While policy debates around ending seasonal clock changes continue, millions of consumers worldwide are potentially adversely affected by the time change. Drawing on the notions of sleepiness and self-control, the authors propose a framework of how the onset of daylight saving time increases unhealthy behavior. The hypotheses are tested via two studies cast in the difference-in-differences modeling framework capturing consumption before and after the time change and across consumers who experience the transition versus those who do not. Results of the first study suggest that the onset of daylight saving time increases calorie consumption from packaged snacks that are largely unhealthy, specifically in the evening and on cloudy days. The effect of the end of daylight saving time is not significant, suggesting an overall asymmetric effect of the time change on unhealthy behavior. Study 2 reveals that the onset of daylight saving time decreases fitness center visits, particularly for consumers without healthy consumption habits and with high transaction costs. Analysis of social media data suggests that consumers find the time change disruptive. Overall, the findings imply that public policy makers and businesses should find ways to support consumers around the onset of daylight saving time. [ABSTRACT FROM AUTHOR]

This article examines the role of the sunk cost effect as a commitment device in mitigating the self-control problem and analyzes its implications for optimal contract design. Consumers may anticipate the effect ex ante and strategically use it to mitigate their self-control problems. Although the sunk cost effect may lead to a loss of consumption flexibility in the event of high consumption costs, it can serve as a commitment device to enforce self-control. A firm's optimal policy should balance the consumer's demand for flexibility in consumption with the demand for commitment. Under a simple fixed-fee contract, sunk costs have a nonmonotonic effect on profits for investment goods; that is, profits first decrease and then increase with the sunk cost effect. The firm can use a two-part tariff or a refundable fixed-fee contract to mitigate the sunk cost effect. This article also compares the implications of alternative psychological mechanisms underlying the sunk cost effect (regret-based vs. memory-cue-based) for contract design. [ABSTRACT FROM AUTHOR]

Organizations utilize self‐regulation promoting interventions to empower employees in managing challenges and resources autonomously. However, there is limited understanding of how these interventions impact employee task performance and innovative behavior, as well as which processes are critical for their effectiveness. Therefore, a field experiment was conducted to examine the effects of two self‐regulation promoting interventions—the Productivity Measurement and Enhancement Systems intervention (ProMES), a job crafting intervention, and their combination—on individual employee performance and innovation through selected process variables. We collected data before, during, and after the interventions over 16 weeks among 123 employees across three experimental and one control group. Consistent with predictions, participants of the ProMES intervention reported a higher level of perceived team climate, which consequently contributed to greater individual innovative behavior. Participants in the job crafting intervention exhibited an increase in job crafting behaviors, which consequently increased innovative behavior and task performance. Unexpectedly, the combined intervention yielded negative effects on both innovative behavior and task performance. The findings suggest that while self‐regulation promoting interventions increase favorable outcomes through different mechanisms their combination may impair relevant processes and, more generally, overwhelm employees. [ABSTRACT FROM AUTHOR]

Inconsistency in consumer time preferences has been well established and used to explain seemingly short-sighted behaviors (e.g. failures of self-control). However, prior research has conflated time-inconsistent preferences (discount rates that vary over time) with present bias (greater discounting when outcomes are delayed specifically from the present, as opposed to from a future time). This research shows that time-inconsistent preferences are reliably observed only when choices are substantially delayed (e.g. months into the future), which cannot be explained by present bias. This seeming puzzle is explained by a novel cross-period discounting framework, which predicts that consumers are more impatient when choosing between options occurring in different subjective financial periods. As a result, they display inconsistent time preferences and are less willing to wait for an equally delayed outcome specifically when a common delay to both options moves the larger-later option into a subsequent financial period. Six studies and multiple supplementary studies demonstrate that sensitivity to subjective financial periods accounts for time-inconsistent consumer preferences better than current models of time discounting based on present bias. [ABSTRACT FROM AUTHOR]

Parents of children and youth with disabilities (CYD) have expressed unique physical activity (PA) information needs. Community-based organizations (CBOs) require assistance to meet these needs. Guided by the Appraisal of Guidelines, Research and Evaluation II, this project established evidence-informed recommendations for developing PA information targeting families of CYD. This process involved a systematic scoping review to inform draft recommendations (k = 23), which were revised via a consensus meeting with researchers, knowledge users from CBOs, and families of CYD. Broader consultation with CBO knowledge users informed the final recommendations (k = 5) that fit within the following categories: (a) language and definitions, (b) program information, (c) benefits of PA, (d) barriers to PA, and (e) PA ideas and self-regulation tools. CBOs are encouraged to consider these recommendations when developing PA information for families of CYD. Future research will focus on the development of knowledge products to disseminate the recommendations to CBOs and support implementation. [ABSTRACT FROM AUTHOR]

What motivates consumers to avoid unhealthy behaviors (e.g. consuming sugar, energy drinks, and fast food)? Traditional interventions and lay intuition suggest that to motivate themselves, consumers can consider the negative long-term health consequences of their decisions. Yet, consumers still struggle to avoid unhealthy behaviors. Seven experiments (N  =   4,021) offer a different approach. We find that considering short-term costs of unhealthy behaviors (e.g. irritability or indigestion after eating sugar) better curbs these behaviors than considering long-term costs or no costs. We theorize that short-term costs are more effective at reducing unhealthy behavior because they are more strongly associated with the act of consumption, both in terms of immediate timing and perceived likelihood of costs occurring. As such, short-term costs are better at undermining the reason for consuming unhealthily: anticipated enjoyment of the consumption experience. We test this process by (a) demonstrating mediation via increased association strength and subsequent decreased anticipated enjoyment, (b) manipulating the association strength between consumption and costs (i.e. same cost realized sooner vs. later), and (c) demonstrating moderation via consumers' goal for eating unhealthily. These results identify a powerful but underutilized self-regulation strategy—emphasizing short-term costs of unhealthy consumption—with implications for consumers and marketers. [ABSTRACT FROM AUTHOR]

The study examined how childrens self-regulation skills measured by the strengths and weaknesses of ADHD symptoms and normal behavior rating are associated with story comprehension and how verbal engagement and e-book discussion prompts moderate this relation. Children aged 3-7 (N = 111, 50% female, Chinese as first language) read an interactive Chinese-English bilingual story e-book with or without discussion prompts twice with their parents (2020-2021). Results demonstrated that the lower childrens self-regulation skills, the more they struggled with story comprehension. Critically, our data suggest that embedding e-book discussion prompts and more verbalization in English can mitigate this negative association for children with inattention/hyperactivity. These findings have critical implications for future e-book design, interventions, and home reading practice for children with inattention/hyperactivity and those at risk for attention deficit/hyperactivity disorder.

INTRODUCTION: Urgency has been defined as the tendency towards rash speech and behavior in the context of emotion. Measures of Urgency have been found to have robust predictive power for psychopathologies and problematic behaviors. In the current study, we question whether emotions are unique drivers of urgency, or if emotions are potent exemplars of contexts that lead to rash speech and behavior. The Emotion Specific model and the Broader Contexts model correspond with these two conceptualizations of urgency, and they frame our pre-registered hypotheses. METHODS: Participants from two well-powered samples (n = 600,n = 588) completed 9 modified items from the Urgency and Positive Urgency scales to assess rash responses in each of four contexts - Upset, Excited, Tired, and Hungry - and a fifth In General set. After data cleaning, we used principal components analysis to construct a unidimensional, 4-item set that was applied to capture impulsive behavior across the five contexts. RESULTS: We found that this research tool, called the Contexts of Impulsive Behaviors (CIBS), replicated in the second dataset, and it had adequate internal reliability in both samples. Although the Emotion Specific model was supported by the fact that the Upset context had a greater mean and greater variance than the Tired and Hungry contexts, most results supported the Broader Contexts model. That is, CIBS contexts were highly intercorrelated, and bivariate correlations with psychopathology were not significantly different across contexts. In partial correlations, effects of the Upset and Excited contexts were partially or fully statistically mediated by the Tired and Hungry contexts. DISCUSSION: These findings suggest that emotions are potent contexts for impulsive behaviors. At the same time, those with high urgency are vulnerable to impulsivity in other contexts, such as fatigue and hunger, that challenge the regulatory functions of the prefrontal cortex. Limitations, future directions, and clinical implications are discussed.

Self-control plays a pivotal role in pursuing long-term goals related to health and financial well-being. While ample evidence suggests that humans are prone to occasional self-control lapses, little is known about how changes in emotional and attentional states affect the ability to maintain self-control. In two studies (N1 = 109 and N2 = 90), we used emotion recognition software to decode participants' facial expressions while manipulating their attentional and emotional states during a Psychomotor Vigilance Task (PVT) before exerting self-control in a subsequent task. Our findings reveal dissociable roles of attention and valence in maintaining self-control, depending on the distinct demands of the task. Specifically, performance in a subsequent cognitive task was predominantly associated with changes in attentional states during the PVT rather than valence. Conversely, preferences in a subsequent social task were associated with changes in valence states during the PVT, while attention showed no effect. This dissociation between attention-invoked and emotion-invoked lapses in self-control holds significant implications for psychological and economic models of self-control, ultimately contributing to the development of policies to mitigate the detrimental consequences of individual self-control lapses.

The present study examined associations between sociocultural factors and self-regulation (parent-report, teacher-report, laboratory tasks), and prospective relations between self-regulation and behavioral adjustment (parent-, teacher-, child-report) in a socioeconomically diverse sample of Chinese American children in immigrant families (N = 258, Wave 1 age = 6-9 years, Wave 2 age = 9-11 years, 52% boys, 57% low-income) in a longitudinal study (2007-2011) during early elementary school years. Family income uniquely related to a self-regulation latent factor ( β  = .22), and parent-child Chinese orientation gaps were associated with parent-reported effortful control ( β  = .40). Self-regulation at W1 negatively predicted parent- and teacher-reported behavioral maladjustment ( β s  = -.22 and -.48) at W2, controlling for cross-time stability of both constructs and covariates (child sex, parental education).

An active and constructive process whereby individuals possess the ability to develop, implement, and flexibly maintain planned behavior in order to achieve a desired achievement goal is referred to as self-regulation. The aim of the present study is to examine the factorial structure and psychometric properties of the Self-Regulation Questionnaire, validated in the Czech educational context (SRQ-CZ). The other target is to identify any usage of self-regulation strategies which may differ as nationality, gender, age, education, and internal motivation to learn come into play. A total of 1,711 adult learners from Poland, Serbia, Slovakia, and the Czech Republic who were enrolled in a formal secondary or higher education system pursuing professions in the field of humanities, social and health care sciences participated in this study. A measurement-invariant four-factor model was obtained across all countries (min. CFI, TLI = 0.918, and 0.902, max. RMSEA = 0.059; ω between 0.625 and 0.838, and Cronbach's α between 0.622 and 0.837), including the Impulse Control, Goal Orientation, Self-Direction, and Decision Making subscales. Generally, the study confirmed a gradual increase in scores that measure positive self-regulatory qualities (Goal Orientation and Decision Making) and a decrease in unfavorable self-regulatory qualities (Impulse Control and Self-Direction) with higher age, education, and motivation, with no gender differences reported within countries. Moreover, scores on Goal Orientation and Decision Making dominated between countries. In conclusion, the SRQ-CZ demonstrated its suitability for cross-national comparisons, and personal characteristics appear to be important factors that distinguish those with high and low self-regulation. [ABSTRACT FROM AUTHOR]

We aimed to replicate previous effects of functional magnetic resonance imaging neurofeedback (fMRI-NF) in right inferior frontal cortex (rIFC) on IFC activation during a Stop Task in a larger group of boys with attention-deficit/hyperactivity disorder (ADHD). The present double-blind, randomized controlled trial tested the effects of 15 runs of active versus sham fMRI-NF of rIFC on performance and activation associated with successful and failed inhibition versus Go trials during a tracking Stop task in 88 boys with ADHD (44 active; 44 sham), controlling for age and medication status. No significant group-by-time interaction effects were observed for performance or brain activation during the successful stop trials, and post hoc analysis showed very low numbers of active fMRI-NF learners. Nevertheless, during error monitoring, there was a significant group-by-time interaction effect on post-error reaction time slowing and in left IFC activation, which were both increased after active compared to sham fMRI-NF. The findings are in line with our previous observation of left IFC upregulation after fMRI-NF of rIFC relative to active fMRI-NF of parahippocampal gyrus. This highlights the potentially wider regional effects that fMRI-NF of a particular self-control target region has on other self-regulatory regions in ADHD. This article is part of the theme issue 'Neurofeedback: new territories and neurocognitive mechanisms of endogenous neuromodulation'. [ABSTRACT FROM AUTHOR]

Cannabis use disorder (CUD) is the most frequent reason for psychiatric inpatient substance use disorder (SUD) treatment among 15–19-year-olds in Germany. Despite effective treatment programs, relapse rates remain high. Thus, existing multi-component programs (TAU) need to be enhanced with SUD-specific elements. Mindfulness-based interventions (MBI) seem promising as they can positively influence SUD-related behaviors (e. g. craving). Given limited research in adolescents, this randomized controlled trial investigated the extent to which MBI-based group therapy (Mind it!) as an add-on treatment to TAU led to fewer cannabis use days after 6 months in 84 adolescent inpatients with CUD. Additionally, craving, severity of CUD, and changes in mindfulness were monitored (pre-, post-, and follow-up (FU) assessments). The results revealed a significant reduction in cannabis use days in both groups at 6-month FU (d = − 0.72 and = − 0.75). Although minor additional benefits of Mind it! were evident post-treatment, specifically reduction of craving and SUD severity, by the 6-month mark, TAU exhibited a more substantial decrease in SUD severity (d = 0.78), and reward craving (d = 0.28) compared to Mind it!. Regarding self-regulation skills (mindfulness), Mind it! demonstrated superiority over TAU after 6-month FU (d = 0.27). Therapists judged the MBI as feasible. (Serious) adverse events were unrelated to Mind it!. There was a systematic dropout among Mind it! participants. Primarily, the results emphasize the effectiveness of TAU in reducing cannabis use. MBI also seem feasible for youth, but results remain inconsistent and unstable over time. Importantly, enhanced adherence to reduce dropouts is needed. Trial registration: German Clinical Trials Register, DRKS00014041. Registered on 17 April 2018. [ABSTRACT FROM AUTHOR]

Introduction: Caffeine is a psychostimulant possessing arousal, motor activation, and reinforcing properties, which is consumed daily by most adolescents aged 12–19 years. Although current understanding of the implications of adolescent caffeine consumption for school behaviors remains incomplete, studies have shown that in addition to acute effects of the drug, in common with other habit‐forming psychoactive substances, regular use leads to physical dependence, evidenced by recurring negative withdrawal symptoms. Methods: Employing two waves of longitudinal data, we tested the prospective association between daily caffeine use and homeroom teacher‐observed self‐control and problem behavior in a sample of middle‐school students in 20 schools in West Virginia in the United States. Caffeine was operationalized with two dichotomized variables, daily consumption of <100 mg, and daily consumption of >100 mg, versus no daily use. Gender, mother's education, family financial status, social support by primary caregiver and adults in school, and school climate, were applied as covariates in linear mixed models. Results: Daily caffeine use of >100 mg was robustly and inversely associated with self‐control and positively associated with problem behavior. Conclusions: Caffeine consumption and associated withdrawal symptoms may be an important factor in problematic school behavior among adolescents. Recent advent of highly concentrated caffeine products (e.g., caffeine "shots") commonly marketed directly at youth, should give rise to concerns including consideration about limiting caffeine consumption among children and youth. [ABSTRACT FROM AUTHOR]

Introduction: Occupational therapists support children with self‐regulation needs to engage in meaningful occupations at home, school, and in the community. However, little is known about how Australian practitioners perceive their role working with children with self‐regulation needs in the Australian healthcare context. Therefore, we explored the contemporary practice experiences of Australian occupational therapists working with children 4–12 years referred for self‐regulation support, to better understand elements constituting efficacious service delivery to enhance occupational engagement. Methods: A qualitative descriptive design, underpinned by constructivism and relativism, was implemented to address the research aim. Occupational therapists were recruited online to participate in audio‐recorded focus groups and interviews. The audio recordings were anonymised, transcribed verbatim, and analysed through reflexive thematic analysis. Consumer and Community Involvement: No consumers were involved in the study design or analysis. Findings: Four themes were generated, encapsulating the experience of 13 occupational therapists working with children with self‐regulation needs: (1) navigating the complexities of self‐regulation, (2) intervening to support the child and surrounding systems, (3) bringing the occupational therapy perspective to the self‐regulation puzzle, and (4) working within an evolving practice context. Themes 1–3 describe specific processes that all occurred within the context of Theme 4. Overall, participants detailed successful practice to support children with self‐regulation needs to participate in meaningful occupations that required person‐centredness, collaboration, coaching, and adaptability of therapists responding to different stakeholder demands. Conclusion: Self‐regulation is a complex area of practice, and occupational therapists have a key role in supporting occupational engagement by balancing the child's needs with those of family, other stakeholders, and funding bodies. Findings support occupational therapists and decision‐makers advocating for the unique role of occupational therapy in supporting self‐regulation in childhood as part of a collaborative, multi‐disciplinary approach. Specific consideration must also be given to ways that current funding schemes in Australia enable occupational therapy services for children with self‐regulation needs. Plain Language Summary: Controlling emotions and behaviours is sometimes called 'self‐regulation'. Some children find this hard and need help from an occupational therapist, who knows a lot about the body and the systems within it. A lot of occupational therapists in Australia help children with their self‐regulation. There is not much known about how these therapists see their role in working with these children. We wanted to understand what it is like for occupational therapists who help children, between 4 and 12 years old, with their self‐regulation. We interviewed 13 occupational therapists from across Australia and analysed what they said. The data showed four main points: (1) understanding the challenges of self‐regulation, (2) helping the child and their environment, (3) using an occupational therapy approach to solve self‐regulation issues, and (4) working in a changing practice environment. The therapists described how important it is to focus on the child, work together with many people like caregivers and teachers, and being flexible. They talked about how they balance the needs of the child, family, and funding bodies, which could sometimes be tricky. The study shows the things that therapists are doing when working with children who need help with their self‐regulation and the things that therapists find hard working in this space. The results of the study can be used by people who advocate for services that help children and by people who make decisions about Australia's healthcare. One way the study can be used is to think about how current funding schemes do or do not allow different people and professions to work together to support children's self‐regulation. Even though there were some limitations, such as a low response rate due to the stress of the COVID‐19 pandemic, we did interview therapists from different parts of Australia who work in different settings to each other. [ABSTRACT FROM AUTHOR]

Tobacco use remains one of the most significant preventable public health problems globally and is increasingly concentrated among vulnerable groups, including those with trauma exposure or diagnosed with PTSD. The goal of this systematic review was to update and extend previous reviews. Of the 7224 publications that met the initial criteria, 267 were included in the review. Summary topic areas include conceptual frameworks for the relation between trauma or PTSD and tobacco use; associations between trauma exposure or PTSD and tobacco use; number and type of trauma exposures and tobacco use; PTSD symptoms and tobacco use; Treatment-related studies; and the examination of causal relations. Evidence continues to indicate that individuals exposed to trauma or diagnosed with PTSD are more likely to use tobacco products, more nicotine dependent and less likely to abstain from tobacco even when provided evidence-based treatments than individuals without trauma. The most commonly cited causal association proposed was use of tobacco for self-regulation of negative affect associated with trauma. A small proportion of the studies addressed causality and mechanisms of action. Future work should incorporate methodological approaches and measures from which we can draw causal conclusions and mechanisms to support the development of viable therapeutic targets. [ABSTRACT FROM AUTHOR]

There has been a concerning rise in mental illness among children and adolescents. Attention deficit and hyperactivity disorder, autism spectrum disorder, anxiety, and depression are the most prevalent diagnoses in this field. Research suggests that yoga as a complementary treatment offers relief from mental symptoms and has already been successfully applied in adult healthcare settings. The objective of this review is to provide an integrative summary of the existing research on the feasibility and effectiveness of yoga as a school-based intervention and complementary intervention in psychiatric care for children and adolescents. An integrative literature review was conducted, employing a combined quantitative and qualitative approach. The review was based on 16 selected articles, which presented data from more than 1000 children and adolescents aged 5–19 years and encompassed a variety of study designs. Literature searches were carried out systematically and unsystematically in February 2023, across three chosen databases. Yoga interventions consistently yielded positive outcomes in multiple domains. In this review, the findings are categorized into five themes: alleviated symptoms of psychiatric conditions; strengthened self-control and behavioral changes; improved cognitive functioning; refined relaxation; enhanced well-being. By improving psychiatric symptoms, enhancing self-control, promoting relaxation, and fostering overall well-being, yoga offers a multifaceted approach toward improving mental and physical health in children and adolescents. This comprehensive review presents compelling evidence of the positive benefits of yoga as a complementary intervention for a wide range of psychological symptoms and cognitive functions in children and adolescents. In order to further validate and consolidate these findings, there is a pressing need for future studies to provide more robust evidence and a deeper understanding of the effectiveness of yoga as a complementary intervention in this context. • Yoga has positive outcomes in school-based interventions and psychiatric care. • It leads to noteworthy enhancements in cognitive functioning, mental health and behavior. • It contributes to refined relaxation and a greater sense of well-being. • Yoga is a feasible intervention that is well received by children and adolescents. [ABSTRACT FROM AUTHOR]

Objective: Mindfulness-based stress reduction (MBSR) reduces anxiety among undergraduate students; however, there is limited evidence demonstrating mechanistic underpinnings. Theoretical models implicate cognitive self-regulation as a mechanism. This study explored whether an adapted MBSR embedded in a college course reduced anxiety and if self-regulation mediated any intervention effects. Participants: 144 undergraduate students participated in the study; 34 completed a MBSR course and 110 served as a matched control group. Methods: Mindfulness, self-regulation, and anxiety were measured at pre-MBSR, post-MBSR, and 1-month follow-up. Results: Repeated-measure ANOVAs indicated significant effects of MBSR for self-regulation and anxiety. Longitudinal mediation models indicated significant mediation effects of self-regulation on anxiety at post-intervention and 1-month follow-up. Conclusions: MBSR can be implemented within a college course to indirectly affect anxiety mechanistically via self-regulation. Given increasing rates of anxiety in college students and reduced capacity for counseling centers to meet need, MBSR holds promise for future clinical study. [ABSTRACT FROM AUTHOR]

Objective: Research indicates that coping styles mediate self-control and health outcomes. Emotion- and problem-focused coping strategies (eg, getting advice or planning) are used to address stressors. In contrast, avoidance-focused strategies (eg, substance use) are used to escape distress and are associated with greater alcohol problems. The purpose of this study was to examine associations between college students' levels of self-control, coping styles, and alcohol use and problems. Participants and Methods: 183 undergraduates completed questionnaires regarding self-control, coping styles, and alcohol consumption and problems. We hypothesized that self-control would be associated with alcohol problems through avoidance-focused coping, but not emotion- or problem-focused coping. Results: Our results were consistent with our hypothesis with and without controlling for alcohol consumption. Undergraduates lower in self-control who engage in avoidance-focused coping may experience greater alcohol problems. Conclusions: University programs dedicated to addressing substance use among undergraduates may develop workshops that promote problem- or emotion-focused coping strategies as alternatives to avoidance-focused strategies. [ABSTRACT FROM AUTHOR]

We examined the relative effectiveness of a college-level self-management (SM) course and a physical exercise (PE) course on improving self-control. In Study 1, Barratt Impulsiveness Scale (BIS-11) and general regulatory behavior questionnaire were administered before and after the courses to students from an SM course (experimental group 1; n = 87), a PE course (experimental group 2; n = 22), and a liberal arts course (control group; n = 28). There was a significant decrease in impulsivity and improvement in daily self-control behaviors in the SM group only. In Study 2, the same tests were administered before, after, and 3 months after the courses to the SM (n = 47) and PE groups (n = 20). Impulsivity and daily self-control behaviors were improved only in the SM group and maintained after 3 months. Thus, self-control can be improved and stabilized by teaching and directing self-control behaviors among college students. [ABSTRACT FROM AUTHOR]

With the increasing global interest in preparing school headteachers over the past two decades, educational systems have developed numerous means by which aspiring headteachers are prepared for the role. Reflecting this global trend, local governments in Taiwan have launched a new type of headship preparation approach, namely, the aspiring headteachers' Administrative Placement (AP) in local education authorities, ostensibly aiming to enhance participants' policy and administrative capabilities. Drawing on the analytical toolkit provided by Michel Foucault, this study problematizes the operation of the AP scheme and examines how it functions as a regime of discipline and self-discipline. Data collected from three AP schemes in different localities were used to examine the insidious effects of power relations, and findings revealed that the aspiring headteachers were, in effect, being situated into a wide range of disciplinary and dividing practices, through which they became more visible, knowable, and amenable. The study argues that the AP scheme is best understood as a disciplinary technology that shapes aspiring headteachers as self-regulating subjects and renders them as delivery subjects that contribute to securing the local delivery capacity, rather than authentically preparing educative leaders. [ABSTRACT FROM AUTHOR]

Abstinence self-efficacy, belief in one's ability to abstain, has been identified as a predictor of substance use behavior change. Yet, many people who use substances do not want to abstain. Self-efficacy for achieving a range of goals (i.e. abstinence or harm reduction) would be more widely applicable and might also predict substance use behavior change. The current study reports on the development of the Harm Reduction Self-Efficacy Scale (HRSES), adapted from the Situational Confidence Questionnaire and other measures of behavioral regulation, to assess one's self-efficacy to limit their substance use consistent with their own substance use goals. Participants were recruited from online support groups for individuals with varied personal goals for substance use. The current primary analyses included 226 individuals who completed the HRSES. Using exploratory factor analysis, we found support for a four-factor solution reflecting self-efficacy in different situations that might promote substance use: negative emotions and situations, positive social situations, low self-regulation, and pleasant emotions. Each subscale was generally negatively correlated with substance use and positively correlated with quality of life, indicating greater self-efficacy was associated with less substance use and greater quality of life. Additional work is needed to test the psychometric properties of the HRSES, particularly confirmation of the factor structure in larger and more racially and ethnically diverse samples. The HRSES has promising psychometric properties and high clinical utility with wider applicability to a range of substance use goals. [ABSTRACT FROM AUTHOR]

Background: With the increasing availability of immersive technologies such as 360° videos for educational purposes, research needs to shift from media comparison studies to value‐added studies in order to identify conditions for effective learning with such technologies. For the educational use of history‐related virtual reality media, which are characterized by immersion and emotionalization, instructional approaches that promote cognitive and critical rather than emotional processing of the content are required. Objectives: Drawing on research on self‐regulated learning, emotion regulation, and collaborative learning, the present value‐added study examines whether (1) strategy training in cognitive and emotion regulation strategies and (2) collaboration can enhance students' cognitive processing of history‐related 360° videos. Methods: In a quasi‐experimental study with school students (N = 157), we compared the effects of training addressing cognitive and emotion regulation strategies with training focusing on cognitive strategies alone. Before and during each of the two types of training, students were asked to either collaboratively or individually analyse a history‐related 360° video. Results and Conclusions: Training in cognitive strategies alone promotes cognitive processing of 360° videos, while combined training leads to more emotional processing. Collaboration helps students to analyse a history‐related 360° video in a cognitive and reflective way before training and to acquire the cognitive strategies during the training. After training, however, students who had previously collaborated processed the video more emotionally than students who had previously worked alone. This study highlights the importance of tailored instructional approaches to maximize the educational potential of immersive technologies in history education. Lay Description: What is currently known about this topic: 360° videos have been shown to be beneficial but challenging for learning.Emotionalization and immersion can hamper the cognitive processing of history‐related 360° videos.Training in cognitive strategies has shown first positive effects in this regard.Despite the use of cognitive strategies, students tend to unreflectively accept the video content as a valid representation of the past. What does this paper add: Develops and examines a training intervention for cognitive and emotion regulation strategies.Explores how collaboration affects the processing of history‐related 360° videos.Emotion regulation training helps students to describe their emotions but not to redirect their attention to non‐emotional aspects.Cognitive strategy training promotes a cognitive rather than emotional processing of the videos.Collaboration helps students to acquire cognitive strategies during the training. Implications for practice and/or policy: When using VR media (e.g., 360° videos) for history learning, cognitive strategy training should be implemented to support learners' cognitive processing.To reflect on their emotions when processing VR, students require scaffolding beyond the guidance provided by the emotion regulation training tested in this study. [ABSTRACT FROM AUTHOR]

Background: Enhancing the effectiveness of online learning has become a key challenge with regard to the ability of blended learning to reach its full potential. However, mechanisms by which students' self‐regulated learning (SRL) skills influence their online learning engagement in blended learning and subsequent learning achievement have yet to be explored fully. Objectives: This study aims to explore the mechanisms underlying the effects of students' SRL skills on online learning behaviour and learning achievement in blended learning. Methods: Based on students' self‐reported data and learning behavioural data, this study employed a combination of structural equation modelling and learning analytics to conduct an in‐depth investigation into the influence of SRL skills on online learning behaviour and blended learning achievement. Results: The results indicated that the duration spent on challenging mandatory tasks mediates the relationship between psychological engagement and learning achievement; Two SRL skills, task strategies and self‐evaluation, played positive moderating roles in the relationship between psychological engagement and online behavioural engagement. Further analysis of behavioural sequences revealed that these two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, self‐evaluation impacted the approach to quizzes and error correction during exercises. Takeaway: The findings of this research enrich and advance the understanding of characteristics and processes of SRL in blended learning contexts and have important implications for both instructional design and learning support in the context of blended K‐12 learning. Lay Description: What is already known about this topic: Elementary and secondary school students' level of SRL skills is an important factor influencing the effectiveness of blended learning.Behavioural indicators that are more relevant to cognitive engagement are stronger predictors of learning performance.Students with different levels of SRL skills exhibit different characteristics of learning behaviour.Mechanisms by which students' SRL skills influence their online learning engagement in blended learning and learning achievement have yet to be explored fully. What this paper adds: The duration spent on challenging mandatory tasks is a key indicator of psychological engagement, which mediates the relationship between psychological engagement and learning achievement in blended learning.Task strategies and self‐evaluation are the key SRL skills moderating the impact of psychological engagement in blended learning on online behavioural engagement.These two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, Self‐evaluation impacted the approach to quizzes and error correction during exercises. Implications for practice and/or policy: Mandatory online tasks with appropriate challenges can effectively stimulate substantial online learning engagement, and students' behavioural engagement in such tasks can be used as a predictor of learning achievement in blended learning.Enhancing students' SRL skills in both task strategies and self‐evaluation can significantly improve learning behaviours and then achievement in blended learning.Behavioural patterns exhibited by students during video learning and testing offer a foundational framework for the assessment and enhancement of SRL in blended learning. [ABSTRACT FROM AUTHOR]

Background: The COVID‐19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self‐regulated learning strategies (SRLS) in these new educational environments. Objective: The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes. Methods: This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six‐part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education. Results and Conclusions: From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS. Lay Description: What is currently known about the subject matter: Blended learning (BL) is transforming education.Self‐regulated Learning Strategies (SRLS) is key for success.Its effectiveness in new models is unclear.The importance of learner autonomy is growing. What this paper adds: Comprehensive review of SRLS in higher education BL over the past five years.Evidence on SRLS's impact on outcomes in BL.Highlights the importance of interdisciplinary research.Emphasizes the need for research on individual differences and environment. Implications of Study Findings for Practitioners: Educators should integrate SRLS into instructional design.Provide students with tools for self‐regulation in BL.Inform policies to optimize BL environments.Future research should explore long‐term impacts of SRLS on success. [ABSTRACT FROM AUTHOR]

Background: Self‐regulated learning (SRL) is a predictive variable in students' academic performance, especially in virtual reality (VR) environments, which lack monitoring and control. However, current research on VR encounters challenges in effective interventions of cognitive and affective regulation, and visualising the SRL processes using multimodal data. Objectives: This study aimed to analyse multimodal data to investigate the SRL processes (behaviour, cognition and affective states) and learning performance in the VR environment. Methods: This study developed a VR‐based immersive learning system that supports SRL activities, and conducted a pilot study in an English for Geography course. A total of 21 undergraduates participated. Face tracker, electroencephalography, and learning logs were used to gather data for learning behaviour, cognition and affective states in the VR environment. Results and Conclusions: First, the study identified three categories of learners (HG, MG and LG) within the VR environment who presented different behavioural engagement and SRL strategies. The HG exhibited the highest level of cognition and affective states, which resulted in superior performance in terms of vocabulary acquisition and retention. The MG, despite possessing a higher level of cognition, performed inadequately in other aspects, leading to no difference in vocabulary acquisition and retention from the LG. By collecting and mining multimodal data, this study helps to enrich the visual analysis of SRL processes. In addition, the results of this study help to dissect the problems of students' SRL in a VR learning environment. Furthermore, this study provides a theoretical basis and reference for the study of SRL development in immersive learning environments. Lay Description: What is already known about this topic?: Self‐regulated learning (SRL) is a predictive variable in students' academic performance.Students in virtual reality (VR) environments may lack monitoring and control.SRL is a complex system influenced by multiple factors.SRL in VR environments needs multimodal data to analyse the process. What this paper adds?: A VR‐based immersive system that supports SRL activities is devised.Analysis of SRL processes and performance obtained from multimodal data are discussed.Students present different behavioural engagement and SRL strategies in the VR environment.Students with different SRL behaviours present different attention, affective state, and learning performance. Implications for practise and/or policy: Effective SRL interventions should be designed within the VR environments.The mining of SRL processes with multimodal data used in the study is recommended for explaining the SRL mechanisms in VR environments. [ABSTRACT FROM AUTHOR]

Background: While the integration of robot‐based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning. Objectives: The study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self‐regulation and theory of mind skills. Methods: An experiment was conducted with 90 kindergarteners (ages 5–6) randomly assigned to either a direct instruction (DI), cooperative play (CP) or control group. Results: Results show that (1) children in all three groups had significant improvements on computational thinking, sequencing and self‐regulation; (2) both early AI education approaches (CP and DI) significantly enhance young children's computational thinking, sequencing, self‐regulation and theory of mind skills; (3) the DI group had significant higher improvement than the CP group on computational thinking; (4) the CP group exhibited greater enhancements in theory of mind skills than the DI group. Conclusion: These findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills. Lay Description: What is already known about this topic?: Artificial intelligence (AI) has become an integral part of the modern world.The integration of robot‐based learning in early childhood education has gained increasing attention in recent years. What this paper adds?: The aim of this study was to investigate the contribution of an AI robot for promoting computational thinking, sequencing, self‐regulation and theory of mind skills of kindergarten children.The study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self‐regulation and theory of mind skills. Implications for practice and/or policy: These findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills.The conclusions drawn from this research carry weighty implications, encouraging educators and research scholars to traverse new pathways for cultivating crucial competencies in young children, leveraging the power of early AI education. [ABSTRACT FROM AUTHOR]

Strain and low self-control theory are two prominent theories of crime. However, there has been little research comparing the two perspectives to examine their relationship to self-reported delinquency among institutionalized juveniles. We begin to address this gap in the literature by assessing the impacts of economic strain, negative emotions, and low self-control on the commission of property and violent crime using a near census of institutionalized delinquents from Missouri. Results indicated self-control was more essential to understanding both property and violent crime among institutionalized youth as compared to economic strain and negative emotions. Any associations between negative emotions and delinquency were mediated by the effect of low self-control. The theoretical and practical implications of these results are discussed. [ABSTRACT FROM AUTHOR]

Objective: We explore the idea that inhibitory self‐control and prohedonic emotion regulation may be incompatible concerns. Background: Specifically, we propose that because some forms of self‐control involve denying oneself hedonic pleasures, it may lead to negative affect. Because people may then prioritize emotion regulation over self‐control, negative affect may in turn lead to emotion regulation efforts, specifically the use of emotion regulation strategies, and an increased likelihood of self‐control failure. Method: To explore the relationship between emotion regulation and self‐control in daily life, we conducted a secondary analysis of a 6‐week, 6‐signal‐per‐day ambulatory assessment data set (N = 125 participants with a total of 22,845 completed measurement occasions). Results: Consistent with our predictions, we found that self‐control efforts of resisting a pleasurable desire led to significantly increased subsequent negative affect, which, in turn, led to significantly increased emotion regulation efforts and to significantly more likely self‐control failures. Conclusions: We found evidence for the notion that inhibitory self‐control and prohedonic emotion regulation are, on average, somewhat incompatible concerns. We discuss our findings in the context of other phenomena in which emotion regulation concerns may conflict with the pursuit of other goals. [ABSTRACT FROM AUTHOR]

Emotional and behavioral regulations are crucial for the development of perceptive, responsive, and flexible parenting. Moreover, maternal emotional dysregulation constitutes a risk for maltreatment behaviors. The present study aimed to conduct a systematic review of empirical studies on the associations between mothers' emotional and behavioral regulations and parenting practices with their children or adolescents. A systematic review was conducted, including papers that addressed these variables, analyzing the direct effects, and moderation or mediation effects of maternal emotional and behavioral regulation on parenting practices, targeting child and adolescent samples. We identified 35 studies for analysis. Most of the studies (86%) showed significant associations between maternal emotional and behavioral regulation and parenting practices. Mothers' emotional dysregulation was related to a high risk of maltreatment and negative parenting, such as unsupportive reactions and harsh discipline. High maternal emotional dysregulation and negative parenting, in turn, were associated with children's aggressive behaviors. Conversely, when mothers exhibited high emotional regulation, they engaged in more positive and supportive parenting. Additionally, maternal behavioral regulation with inhibitory control and effortful control led to supportive and warm parenting. Individual and contextual factors, such as maternal victimization history and symptoms of inattention and hyperactivity, had effects on maternal emotional dysregulation, which, in turn, impacted their parenting practices. Consequently, emotional and behavioral regulation played a crucial role in mothers' parenting practices with their children and adolescents. The findings of the current review could contribute to planning parenting interventions, including maternal emotional and behavioral regulation skills, aimed at preventing maltreatment of their children. [ABSTRACT FROM AUTHOR]

Background and Aims: This study examined the effects of working memory training (WMT) on WM and fluid intelligence. A novel four‐pronged model of mediated learning, cognitive functions, task characteristics and metacognition is presented as a conceptual basis for the Modifiability of a Working Memory Program (MWMP). Our basic assumption is that increasing WM depends on a synchronized combination of the four components. Sample: A group of typically developed preschool children (n = 62) participated in the experimental group, receiving the MWMP. They were compared with a control group (n = 56) of preschool children who engaged in a substitute program. This comparison allowed us to discern the specific effects of the MWMP. Methods: All participants received tests of WM, self‐regulation and analogical reasoning before and after the intervention. The MWMP was administered to children in the experimental group for 10 weekly sessions, each lasting 40 minutes, in small groups of two children. The children in the control group engaged in didactic activities that were part of a school curriculum routine for kindergartners for the same length of time. Results: We used ANCOVA analysis to compare the Treatment x Time with age and socioeconomic status as covariates. The findings revealed a higher improvement in some WM and self‐regulation tests among children in the experimental group compared to those in the control group. However, no significant transfer effects were observed in analogical thinking. Conclusion: The findings confirm the effectiveness of a non‐computerized WMT among kindergartners and support our four‐pronged theoretical model. We also discuss earlier findings on far‐transfer effects and educational implications. We suggest that future WM studies adopt the following: (1) the development of training methods that are theoretically anchored; (2) training procedures should not rely heavily on computerized exercises but can be adapted to group characteristics, educational settings and cost‐effectiveness aspects; (3) varying the task characteristics and training strategies to stimulate task‐intrinsic motivation; (4) identifying training strategies to produce cognitive improvements underlying WM; (5) intervention should target individuals in early development as much as possible; (6) development of training procedures that facilitate motivation; and (7) providing empirical evidence of far‐transfer effects for WM training. The empirical evidence should link gains in WM capacity and achievements in academic and other life domains. [ABSTRACT FROM AUTHOR]

We assessed, with validated instruments, whether family atmosphere, religiosity or lifestyle were significant correlates of self‐esteem and/or self‐control among adolescents (Grades 7–12, n = 2067) in Saudi Arabia. Participants' mean age was 15.5 years; 64% were boys. Higher scores in family atmosphere and religiosity and having fewer lifestyle risk factors were significantly related to higher self‐esteem and self‐control scores (p <.05; adjusted linear regression models). The odds of scoring low (below median) in both self‐esteem and self‐control decreased incrementally across the increasing quartiles of family atmosphere and religiosity; the odds decreased incrementally across decreasing number of lifestyle risk factors (p <.05; adjusted multinomial regression). Programmes supporting healthy lifestyles, positive family environments and religiosity may boost self‐esteem and self‐control among adolescents. [ABSTRACT FROM AUTHOR]

According to the Work/Family Border Theory, the pandemic‐induced disruptions, such as widespread teleworking adoption, have blurred work and family boundaries. Meanwhile, the Work–Home Resources Model posited that the impact of such disruptions on work–family conflicts and mental health depends on individual resources. Building on previous research, this study hypothesised that self‐compassion and self‐control mitigate pandemic burnout by reducing work–family conflicts during pandemic. In particular, we proposed that the proactive nature of self‐compassion motivates individuals to seek resources for managing work–family conflicts, while self‐control translates this motivation into action through behavioural regulation and adaptive coping. Using a three‐wave longitudinal design with 568 participants in China during heightened pandemic severity, the study revealed that both self‐compassion and self‐control were associated with lower pandemic burnout, mediated through reduced work–family conflict. The indirect effect of self‐compassion on pandemic burnout via work–family conflicts was significant only for individuals with high or average self‐control, emphasising the complementary role of both factors. Our findings underscore the protective value of self‐compassion and self‐control in navigating work–family conflicts during collective adversities, advocating for their incorporation in theoretical frameworks and practical intervention. [ABSTRACT FROM AUTHOR]

Segmentation of work from nonwork life is widely presented as desirable to maximize recovery from work. Yet it involves effort which may reduce its positive effects. We present a dual‐process model of segmentation based on integrating boundary theory and self‐regulation theory that shows how creating and maintaining boundaries can have both positive and negative effects. Segmentation allows individuals not only to psychological detach from work, thereby reducing work–nonwork conflict, but can also deplete an individual's momentary capacity for state self‐control, increasing work–nonwork conflict. We tested our model with two studies: a weekly diary study with a sample of 436 individuals and a daily diary study with data collected at two time points each day from 162 participants. Using a Bayesian approach, we find some support for our hypothesized dual pathways. In both studies, psychological detachment mediated a negative relationship between segmentation and work–nonwork conflict. In the daily study, self‐control capacity mediated a positive relationship between segmentation and work–nonwork conflict, but this effect was present only when individuals worked onsite and not when working at home. This article contributes towards understanding the mechanisms explaining the relationship between segmentation and work–nonwork conflict and underscores the importance of self‐regulation in this process. [ABSTRACT FROM AUTHOR]

Research suggests that both applicants and organizations may withdraw from the recruitment and selection process without notice. This behaviour, referred to as 'ghosting', is prevalent yet empirical research on this topic is unfortunately scarce. To gain greater clarity, the current study examines the antecedents of applicant ghosting behaviour, which we place within the nomological network of maladaptive workplace behaviour. Drawing on an interactionist framework, we examine the role of aberrant dispositional characteristics – the Dark Triad, self‐control and fear of missing out (FoMO) – in predicting applicant ghosting behaviour. We also draw on trait activation and conservation of resources theories to examine how the experience of being ghosted before moderates these relationships between aberrant dispositional characteristics and ghosting behaviour. Results from a two‐wave design suggest that psychopathy and FoMO positively predicted ghosting behaviour and being ghosted before moderated relationships between both (a) self‐control and ghosting behaviour and (b) FoMO and ghosting behaviour. Qualitative data suggest that perceived fit and interest, communication and ghosting norms, company culture and behaviour, and compensation and benefits were the primary reasons why applicants engage in ghosting behaviour. We discuss the theoretical and practical implications of these results and offer future research directions in this nascent field. [ABSTRACT FROM AUTHOR]

Teachers of students with emotional and behavioral disorders (EBD) often struggle with simultaneously meeting students' writing and behavioral needs. Building on existing Self-Regulated Strategy Development (SRSD) literature, this study investigated the collateral effects of SRSD with social skills prompts on the writing outcomes and problem behavior of students with EBD. In a multiple probe across participants design study, we taught three upper elementary students with EBD opinion writing using the SRSD instructional framework. Outcome measures included the number of genre elements in participants' written products, the length (i.e., total words written) and quality of written products, and the level of problem behaviors during 20-min observational sessions. Generalization measure involved the use of video prompts to determine the effects of SRSD on students' overall writing outcomes. Post-SRSD data showed clear increases in the number of genre elements and length of written products for all participants. Additional holistic scoring revealed moderate improvements in the overall quality of written products across participants. Results on students' problem behavior reduction were inconclusive. Implications for practice and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Introduction: Counsellors and psychotherapists working with trauma experience constant exposure to clients' adverse events, placing their well‐being in jeopardy. The pivotal role of empathy in maintaining their well‐being is underscored, given the imperative for these professionals to sustain empathetic engagement with clients. However, prior research has solely focussed on other helping professions. Methodology: This study employed semi‐structured interviews to explore the subjective experiences of 14 psychotherapists and counsellors in trauma‐informed settings regarding the role of empathy and its implications for well‐being. Reflexive thematic analysis was utilised to analyse these data. Results: Three main themes were identified from the analysis: Empathy is crucial, empathy as a risk factor and empathy can be regulated and developed. Conclusions: The study's findings reinforce previous research and provide new insights into empathy's development and management in the context of professional trauma work. [ABSTRACT FROM AUTHOR]

Objectives: Several contemporary models of psychotherapy demand psychotherapists and counsellors to navigate an intensely personal involvement with clients. This study considers how this personal involvement impacts the clinician as a person. Design: We interviewed practitioners about how working with clients in a one‐on‐one therapeutic setting changed them. Methods: A grounded theory analysis of interviews with behavioural and cognitive therapists (N = 14; 9 women, 5 men) was carried out. Results: Working with clients may improve practitioners' self‐regulation by generating a clearer view of themselves, providing strategies for effective living and facilitating self‐compassion. These changes are often either clinical work's unavoidable effects or gains from accidental exposure to clients' contents. Clinical work may also improve practitioners' relationships by demonstrating the value of and providing strategies for managing one's input in crucial relationships and non‐judgemental acceptance. Improved relational regulation often occurs as unavoidable learning or results from intentional emulation. Both self‐regulation and relational regulation may contribute to clinical competency. Professionals can also unintentionally reproduce client quirks and accidentally learn practical tips. Possible implications are discussed. Conclusion: Clients' influence on counsellors and psychotherapists deserves attention in psychotherapy research, training and supervision. [ABSTRACT FROM AUTHOR]

Adverse childhood experiences research has shown that supportive and secure attachment experiences can buffer against stress exposure during periods of high brain development and promote new patterns of tolerance to stress. This article draws on attachment theory to critically examine the importance of positive relationships for youth who have experienced trauma in promoting the development of neural pathways associated with social and emotional well-being, self-regulation, and stress tolerance. Grounded in a neurobiological understanding of disrupted attachments in the wake of trauma, this article examines the role of sport as a form of tolerable stress. In the presence of supportive relationships (coaches, mentors, peers), sport is uniquely suited to introduce stress in manageable doses and promote body awareness, regulation, and cognitive capacities to offset the long-term negative impacts of toxic stress on developing youth. [ABSTRACT FROM AUTHOR]

The literature on cognitive distortions offers insight on why we continue to face reform challenges regarding police use of force- and citizen interaction-related outcomes. We used two studies of police officers to determine the extent to which one cognitive distortion—dichotomous thinking—was associated with problematic orientations about use of force and citizen interactions. In Study 1, we found that dichotomous thinking was associated with weaker support for de-escalation, procedural justice, and maintaining self-control during hypothetical citizen interactions. Dichotomous thinking also was associated with more support for force-related misconduct. Study 2 showed that officers who engaged in dichotomous thinking were more likely to perceive an immediate and serious threat from watching suspects in body-worn camera videos. Also, they were more likely to believe suspects had greater ability, opportunity, and intent to cause harm. We discuss the practical implications of these findings for policing and police reform. [ABSTRACT FROM AUTHOR]

Mental fatigue (MF) can impair cognitive and physical performance in sport. We tested the hypothesis that a shorter adaptive Time Load Dual Back (TLDB) task induces MF faster than a longer Stroop; and subsequently impairs cognitive and intermittent running performance. This study employed a randomized within-participant design. 25 trained individuals performed a Yo-Yo test after one of four experimental conditions (30-min Stroop, 20-min and 10-min TLDB tasks, and active control). Cognitive performance was assessed using the Psychomotor Vigilance Task (PVT) before and after the experimental conditions. Measures of mood, workload, MF, RPE, heart rate (HR), heart rate variability (HRV) and blood lactate were collected. ANOVAs determined the effect of the 4 conditions. Stroop and 20-min TLDB conditions impaired running performance similarly (p =.015), while no differences are reported for 10-min TLDB and Control. No significant differences in physiological parameters were reported during the Yo-Yo test although RPE was significantly higher in the Stroop and 20-min TLDB conditions (p =.014). Stroop and both TLDBs conditions impaired PVT's cognitive performance (p =.029), MF (p =.012), mental demand (p <.001), HR (p =.021) and HRV (p =.033); with 20-min TLDB task having the higher significant impact. Mood alterations were similar between Stroop and TLDB conditions. Intermittent running (Yo-Yo) and cognitive (PVT) performances, and subjective ratings were impaired by 30-min Stroop and 20-min TLDB tasks; while 10-min TLDB did not to impair performance. Shorter adaptive modes seem to be more effective in inducing MF and could have relevant clinical applications to assess conditions such as traumatic brain injury and concussion. [ABSTRACT FROM AUTHOR]

Introduction.: The use of strategic learning strategies has been positively associated with academic performance in several graduate health profession programs. This finding suggests that it may be an important construct to explore in Doctor of Physical Therapy (DPT) education. The Learning and Study Strategies Inventory (LASSI) summarizes a student's perception and use of 10 learning and study strategies. Review of Literature.: Although the LASSI has limited reporting in DPT education, other health care education programs have shown correlation with academic performance. The purpose of this study was to examine DPT students' early perceptions of strategic learning with descriptive summaries of LASSI data and examine correlations between demographic and admissions-related data. Subjects.: Matriculated DPT students (n = 294) at a 2-year hybrid program who completed the LASSI at orientation in 2020 and 2021. Methods.: This was a descriptive study that retrospectively analyzed LASSI scores in entry-level DPT students. LASSI score differences among demographic groups and Spearman's rho correlations between the LASSI, Graduate Record Examination (GRE) scores, grade point averages, grit, and emotional intelligence (EI) were explored. Results.: LASSI score means were in the 50th–75th percentile (moderate category) suggesting a need for further development in strategic learning. Group differences in LASSI scores were noted for gender identity (male higher Anxiety management, P <.001; female higher Attitude , P <.001, Time Management , P =.003, and Use of Academic Resources , P =.003), racial–ethnic minoritized group (higher S elf-regulation , P =.013), first-generation college students (higher Attitude , P =.047), physical therapy assistants (higher Information Processing , P =.047), students with a primary language other than English (higher Time Management , P =.046), and older students (higher Anxiety management, P =.026). Weak but significant correlations were identified between LASSI scale and component scores and several admissions variables. Highest correlations were with grit (Will , ρ = 0.319, P <.001; Concentration , ρ = 0.312, P <.001), EI (Will , ρ = 0.328, P <.001; Attitude , ρ = 0.302, P <.001; Self-regulation , ρ = 0.382, P <.001; Use of Academic Resources ρ = 0.331, P <.001), and quantitative GRE scores (Anxiety management, ρ = 0.341, P <.001). Discussion/Conclusion.: All LASSI scale scores and components were in the moderate category, potentially indicating a need to coach and develop strategic learning strategies. Group differences in LASSI scores may represent varied student needs. The weak relationship between LASSI scores and admissions variables could suggest that the constructs measured by LASSI are not currently captured through typical DPT admissions practices. [ABSTRACT FROM AUTHOR]

Universal design for learning (UDL)-an instructional design framework that promotes expert learning by promoting accessibility and reducing of barriers to learning-is gaining momentum on the global stage. However, UDL implementations with deaf or deafdisabled learners remain limited. This study examined how UDL enabled educators of deafdisabled learners to design instruction that promoted independence. This study asked, (1) What patterns emerged when teachers used UDL to design instruction for deafdisabled students? and (2) How did teachers of deafdisabled students use UDL to promote learner-centered skills and independence? Following a UDL training, teachers designed, implemented, and reflected on a UDL-based lesson. Results indicate that the use of teacher-driven guidelines was impacted by characteristics of the students, teacher, and lesson. While teachers noted the importance of learner-driven guidelines, they experienced challenges that limited implementation. This study illustrates how instruction targeting learner-driven UDL guidelines can promote independence in students who are deafdisabled. Findings indicate that engaging in additional teacher education and research is key to ensuring educators of deafdisabled learners have opportunities to develop the knowledge and skill to understand and apply UDL. [ABSTRACT FROM AUTHOR]

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Financial service providers continually strive to develop innovative financial products and services that address customer needs and aim to improve customers' financial well-being. Previous studies discovered that psychological need satisfaction is positively associated with psychological well-being and growth, while psychological need frustration is associated with problematic behaviour and ill-being. However, uncertainty still exists as to whether psychological needs are associated with financial well-being. Furthermore, whereas psychological need satisfaction is associated with positive day-to-day behaviours such as exhibiting self-control, psychological need frustration has been associated with irresponsible spending. Spending can be a psychological coping mechanism, and as such, the regulation of spending behaviour may aid financial well-being. Therefore, the main purpose of this article is to explore the relationship between psychological needs and financial well-being, and to assess whether consumer spending self-control can act as a regulating mechanism in this relationship. Data were collected by means of a self-administered questionnaire distributed via an online paid-for consumer panel to credit-active South African consumers. The results revealed that CSSC had a mediating effect on the relationships between psychological needs and financial well-being. This highlights the importance of developing and promoting consumer spending self-control as a strategy for financial well-being. [ABSTRACT FROM AUTHOR]

Current scholarship tends to frame retreat-going, and the practices carried out therein, as emblematic of late-modern forms of self-work, understanding retreats as part of broader personal life projects of self-mastery and self-knowledge. For this article, I draw on empirical data to suggest that, although work on the self is typically the central concern for retreat-goers, they also question or outright reject the discipline of the retreat space by breaking its 'rules'. Borrowing insights developed in the context of organisation studies, I describe two kinds of such 'misbehaviour' on retreat. First, I explore how retreat-goers misbehave in regards to the rules around intimacy, since sexual and erotic desire is usually discouraged but nonetheless features in retreat-goers' experiences. Then, I explore examples of collective misbehaviour and suggest that retreat-goers often work together to ensure the retreat's success by collaboratively breaking the rules through practices like gossip. This article contributes an understanding of how wellbeing practices might be usefully made sense of as social accomplishments, situated within the greater swathe of everyday life. But I also map out one way in which the concept of 'misbehaviour' might be applied to activities outside of the workplace. [ABSTRACT FROM AUTHOR]