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This study used idiodynamic methodology to investigate the dynamics of second language (L2) learners' foreign language anxiety (FLA) and foreign language enjoyment (FLE), and the details of emotion regulation (ER) directed at managing these emotions, in pair- and group-work speaking tasks performed by 10 advanced English-as-a-foreign-language (EFL) learners. L2 classroom tasks were video recorded and then while viewing them, participants registered their emotion ratings per second. In stimulated-recall interviews, they revealed the causes of emotional intensity fluctuations and ER strategies used to manage the emotions. Additionally, the adapted Cognitive Emotion Regulation Questionnaire was used to collect quantitative data from a larger same-population sample (N = 103). The major high ecological validity results concerned (a) the highly individual patterns of emotional intensity fluctuations, with FLA fluctuating more than FLE, (b) the common triggers and mitigators of FLA and FLE--including specific errors, performance deficits, and message-conceptualization problems--and FLE triggers and mitigators related to its social aspect, (c) the varying degrees of the relationship between FLE and FLA, which depends on communication dynamics, and (d) a range of ER strategies, including their chains (sequences) and clusters (co-occurrence), with a special focus on the most common category--namely, cognitive ER, some types of which emerged as automatic ER processes.

This study investigated child-reported family obligation values (FOVs) in early adolescence as a moderator for associations between mother-, father-, and child-reported parental psychological control (PC) in early adolescence and child-reported internalizing and externalizing symptoms in middle and late adolescents in the Philippines. Data were drawn from three waves of a larger longitudinal study, when the Filipino youth were in late elementary grades (age M = 12.04, SD = 0.58; N = 91), in junior high school (age M = 15.03, SD = 0.59; N = 80), and in senior high school (age M = 17.00, SD = 0.59, N = 75). Results revealed that high levels of FOV buffered the positive associations between mother-reported PC and internalizing symptoms in late adolescence, and between child-reported PC and internalizing symptoms in middle and late adolescence, as well as externalizing symptoms in late adolescence. Conversely, low levels of FOV exacerbated the associations between mother- and child-reported PC on externalizing symptoms in late adolescence. Findings suggest that FOV may shape the meaning and influence of PC for children and adolescents in contexts where familial obligations are normative and important.

Are children from "Eastern" cultures less emotionally expressive and reactive than children from "Western" cultures? To answer this, we used a multi-level and multi-contextual approach to understand variations in emotion displays and cortisol reactivity among preschoolers living in China and the United States. One hundred two preschoolers from China (N = 58; 55% males) and the United States (N = 44, 48% males) completed three (i.e., control, interpersonal-related, and achievement-related) emotion-challenging paradigms over 3 days. Behavioral emotion expressions were coded, and salivary cortisol was sampled 30 minutes before and across 90 minutes post-task. Without considering context, Chinese preschoolers displayed fewer levels of positive and negative emotion expressions relative to their United States counterparts. However, Chinese preschoolers displayed similar levels of expressions as their United States counterparts during an achievement-related challenge that is more salient to their sociocultural emphases and showed higher negative emotion expressions in this challenge, relative to other contexts. Moreover, only the achievement-related challenge elicited increased cortisol levels among Chinese preschoolers, and this was correlated with higher levels of negative expressions. For US preschoolers, no cortisol increase was observed in any challenging paradigms, nor was cortisol associated with emotional expressions. Findings counter prior notions that East Asian children are generally less emotionally expressive. Instead, an achievement-related challenge elicited higher emotion expression and cortisol reactivity among Chinese preschoolers, suggesting that children's emotion expression and biological reactivity may be most responsive to contexts salient to their socio-cultural environments. We discuss the importance of considering cultural contexts when studying emotion regulation.

The current study investigated the associations among trait perfectionism, worry about mistakes, mistake rumination, L2 anxiety, and willingness to communicate in adolescents. A key element was examining the psychometric properties of a new measure of worry about mistakes as well as the Mistake Rumination Scale and the short Child-Adolescent Perfectionism Scale and its two dimensions (i.e., self-oriented and socially prescribed perfectionism). Our participants were 954 Iranian adolescent English learners. Psychometric tests supported the psychometric properties and use of the mistakes and perfectionism measures. Correlation analyses indicated that both trait perfectionism dimensions were associated with mistake rumination and worry about mistakes, and socially prescribed perfectionism was associated with L2 anxiety. However, self-oriented perfectionism was associated with greater willingness to communicate. Further analyses showed that worry about mistakes and mistake rumination mediated the association that socially prescribed perfectionism had with L2 anxiety. The vulnerabilities of adolescent perfectionists are discussed in terms of the approach-avoidance conflict as it relates to worry about mistakes and pressures to be perfect. It is evident that adolescents who are vulnerable must learn cognitive and emotional regulation techniques to effectively manage mistakes and the pressure to be perfect.

The current research evaluates the Perfectionism Social Disconnection Model (PSDM) by considering the links between measures of trait perfectionism and perfectionistic self-presentation and measures of social support, loneliness, and distress in cross-sectional research. A particular focus is on perfectionism and levels of social support as assessed by the Social Provisions Scale. The current study also uniquely evaluates levels of perfectionism and perfectionistic self-presentation in undergraduate students, medical students, and law students. The results across samples provided evidence that loneliness mediates the link between interpersonal perfectionism and distress in keeping with the predictions of the PSDM. Correlational results found robust links between loneliness and low levels of social support. Moreover, socially prescribed perfectionism and perfectionistic self-presentation were associated negatively with social support, and this was especially evident in terms of the facet tapping the nondisclosure of imperfections. Group comparisons of perfectionism yielded few significant differences in accordance with expectations. Levels of perfectionism tended to be lower among medical students. However, the links between perfectionism and distress were clearly evident among undergraduates, medical students, and law students, thus attesting to the vulnerability of perfectionistic students in general. Overall, the results further confirm the relevance of perfectionism in distress among students and applicability of the PSDM in various types of students.

The use of a screening tool for school-wide screening of internalizing symptoms is an important strategy for early identification and prevention of more serious and impairing emotional and behavioral health problems in adolescents. However, threshold cut-off scores determined for screening tools may not be suitable for all populations. Using a sample of 237 Singaporean secondary school students, this study validated the Youth Internalizing Problems Screener (YIPS) for local use. Results of confirmatory factor analyses supported a one-factor solution for the construct. A threshold cut-off score of 27 was found to show good classification accuracy based on receiver operating characteristics (ROC) analyses. Correlational and path analyses provided evidence of convergent and predictive validity for using YIPS to indicate at-risk status. The YIPS status was uniquely associated with girls' sense of school well-being over and above the nature of their interpersonal relationships and their sense of inadequacy. Overall, YIPS demonstrated comparable sensitivity and specificity rates even though a different cut-off score was used for this study sample. The use of YIPS as a screening tool in a multitier system of support and directions for future development were discussed.

Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions.

Background: The origin of inequalities in health outcomes has been explained by health selection and social causation models. Health selection processes operate particularly at school age. We study, if student allocation to teaching groups with aptitude tests (selective vs general class) differentiates adolescents by health behaviors and mental health. Methods: Finnish schoolchildren 12-13 years from 12 selective classes, n = 248; 41 general classes, n = 703 answered a questionnaire on addictive products (tobacco, snus, alcohol, and energy drinks), digital media use, and mental health (health complaints, anxiety, and depression). Structural equation modeling was conducted to identify structures between outcomes, SEP (socioeconomic position), class type, and academic performance. Results: Students in the selective classes reported less addictive digital media and addictive products use than students in the general classes. Differences in academic performance or SEP between the class types did not solely explain these differences. Mental health was not related to the class type. SEP was indirectly associated with health behaviors via the class type and academic performance. Conclusions: Selecting students to permanent teaching groups with aptitude tests differentiates students according to risky health behaviors. The impact of education policies using student grouping should also be evaluated in terms of students' health.

Suicide rates among Black youth have risen faster than any other racial/ethnic group in the past two decades. Black youth residing in rural areas are subject to systemic challenges such as minimal access to mental healthcare providers, generational poverty and oppressive social structures that lead to racial discrimination. Racial discrimination places rural Black youth at increased risk for anxiety, depression, and suicide. Protective factors have been found to mitigate the negative impact of racial discrimination on mental health, but there is limited research covering suicidality and Black youth. This scoping review explores what is known about the role of protective factors in moderating the association between racism/discrimination and suicide risk among Black youth in the United States. Findings were mixed regarding the influence of protective factors in moderating the effects of racial discrimination on suicide risk and more exploration among Black youth in impoverished rural areas is warranted.

Hackathons are characterized by their dynamic and collaborative nature, acting as incubators for innovation in diverse contexts. They are celebrated for nurturing creativity and tackling current challenges while offering distinctive educational opportunities. However, participants' lack of confidence and increased anxiety can diminish the utility of a hackathon's outcomes, adversely affecting both the resolution of the challenges at hand and the educational value of the experience. Drawing on 398 responses from verified hackathon participants, we examined associations among experience, intrinsic and extrinsic motivations, confidence and anxiety. The findings confirm that experience at hackathons has a beneficial effect on individuals' confidence levels and concurrently diminishes anxiety. Additionally, intrinsic motivations show negative associations with anxiety and positive associations with confidence, while extrinsic motivations have unequivocal effects. These insights deepen our comprehension of the hackathon ecosystem, underscoring the criticality of participant's well-being and motivation. The ramifications of these findings are multifaceted: they not only inform the enhancement of hackathon frameworks, emphasizing a participant-focused approach, but also facilitate the strategic incorporation of hackathons within educational and organizational contexts.

As youth psychological distress grows regarding climate change, educators are in an important position to provide support. In working with youth, educators are tasked with balancing the psychological distress associated with climate change knowledge against the ability to educate for positive outcomes such as hope, agency, and action. This theoretical essay pulls from philosophical and social psychological literature to make the case that educators have an intergenerational obligation to educate youth on climate change and that solidarity between educators and students represents a fruitful path forward. Solidarity in climate change education may help youth better manage their climate anxiety and channel this emotion into action. Solidarity expands upon current climate change teaching efforts by advocating for meaningful dialogue between students and educators, grounding action in the unique social-ecological systems within which the learning process is occurring, and fostering realistic hope and agency within students.

School teachers are susceptible to mental health issues due to the challenging responsibilities the teaching profession entails. While several interventions have demonstrated effectiveness in improving teachers' social emotional competencies and mental health outcomes, little work has examined the potential of dialectical behavior therapy-skills training (DBT-ST) in improving teacher outcomes. This study aimed to assess the effects of a five-session, Malay-translated DBT-ST on psychological symptoms (anxiety, depression, stress, burnout), social-emotional competencies, DBT skills use, and dysfunctional coping in a sample of school teachers in East Malaysia. Fifty-three participants were recruited and assigned into DBT-ST or a control group, consisting of attending a mental health talk. Analyses showed that DBT-ST participants reported greater decreases in student-related burnout and dysfunctional coping, and greater increases in DBT skills use compared to the control group from pre- to post-intervention. There were no between-condition differences on changes in other mental health outcomes, though session attendance was linked positively to improvements in several outcomes in the DBT-ST condition. Analyses of post-intervention feedback indicated that brief DBT-ST was deemed acceptable and feasible among the research participants. In conclusion, DBT-ST holds promise as an intervention to lower student-related burnout and facilitate adaptive coping among school teachers.

In recent decades, researchers' interest in the role of emotions in individual political learning has grown. However, it is still unclear whether and how discrete emotions are associated with political learning. Through a cross-disciplinary systematic review and multilevel meta-analysis, we reviewed which discrete emotions have been analyzed in the context of political learning so far and meta-analytically synthesized how these emotions relate to political learning. We addressed this question by synthesizing associations between discrete emotions and various aspects of learning about political matters, such as political attention, information seeking, discussions, knowledge, and knowledge gain. The final dataset included 66 publications with 486 effect sizes, involving more than 100,000 participants. Most of the effect sizes were based on negative-activating emotions (65%; mainly anxiety, 32%, and anger, 19%) and positive-activating emotions (32%; mainly enthusiasm, 15%), while studies on positive-deactivating emotions (e.g., contentment) and negative-deactivating emotions (e.g., sadness) are largely lacking. We uncovered small positive associations (r = 0.05 to 0.13) for activating emotions, of both negative (especially anger) and positive valence (e.g., enthusiasm, only in cross-sectional designs), but no associations for negative-deactivating emotions. We discuss theoretical implications and recommend future research to include previously unconsidered emotions in order to extend existing findings.

This study aimed to investigate anxiety and school avoidance in individuals with and without learning disabilities. The study employed quantitative survey-based approach, with comparative research design. N= 160 participants between 8 till 18 years were selected via Purposive sampling technique. Screen for Child Anxiety Related Disorders (Birmaher et al., 1999) was administered to measure anxiety and school avoidance and Learning Disabilities Checklist (National Centre for Learning Disabilities, 2007) was used to assess learning disabilities in participants. Data was analyzed using Statistical Package for the Social Sciences (SPSS) version 22. Results were analyzed using descriptive and inferential statistics. Correlation and regression analysis were done to study the relationship and level of variance between the variables. Results indicated significant differences on the variable of anxiety (t=-3.95, df =140.71, p <0.01) and school avoidance (t=-3.80, df =131.38, p <0.01) in both groups. A significant relationship (p<0.01) between anxiety and school avoidance was also reported in learning disabled groups; providing a valuable insight regarding increased vulnerability of internalizing disorders particularly related to anxiety in younger population in Pakistan.

This research aims to analyze the views of parents of children diagnosed with autism spectrum disorder (ASD) regarding their burnout using a meta-synthesis method. A total of 456 articles published between 2010 and 2023, using qualitative methodologies, were analyzed, examining 10 studies. Google Scholar, DergiPark, ERIC, EBSCO, EBCSCO Academic Search Ultimate, Elsevier, SCOPUS, Web of Science (WOS), and Wiley databases were used for study selection. The subject headings and keywords used in the searches were: 'autism spectrum disorder, parent, family, burnout, child, perspective, qualitative research. Content analysis was the preferred method during the data analysis. Using content analysis, the sampling methods, research purposes, data collection tools, and results obtained in the studies were examined. The identified data were interpreted based on frequency and occasionally presented using tables and graphs. The findings were categorized under identified themes based on the collected data. The studies examined within the scope of the research were evaluated as a whole, and five themes were reached: getting support, isolation, disruption of daily routine, anxiety, and emotional outbursts. The study's conclusions also provide recommendations for educators, parents, and future research directions.

The current study examined the psychometric properties and correlates of three measures assessing individual differences in mattering among people from Palestine assessed in January, 2024. This study uniquely considers mattering as a resource and feelings of not mattering as a risk factor among people experiencing traumatizing life circumstances. Our sample consisted of 950 Palestinian adults (305 men and 645 women). They completed the General Mattering Scale, the Anti-Mattering Scale, the Fear of Not Mattering Inventory, and the Depression Anxiety Stress Scales-21 (DASS-21). Extensive psychometric tests supported these measures as each having one factor with adequate reliability and validity. Examination of means indicated significantly elevated levels of fear of not mattering, anxiety, depression, and stress. Regression analyses further established that each measure predicted significant unique variance in anxiety, depression, and stress. The findings attest to the further use of these measures and how feelings of mattering can be vital resource as the need for resilience and adaptability escalates due to traumatizing events.

This exploratory study investigates how international students perceive and experience communication challenges in Iran's higher education context. This study explores the real-life experiences of international students enrolled in various academic programs. This study employs a qualitative approach using interviews to gather data. This study involved 70 international students from different countries. Participants were enrolled in various programs at Iranian universities. The findings revealed five communication challenges: "linguistic barriers," "cultural differences," "lack of confidence," "ineffective teaching practices," and "poor teacher rapport." As mentioned by the participants, these challenges influence effective communication and participation in academic settings. This study found that these communication challenges often co-occur together and can lead to other communication challenges. In this regard, linguistic barriers among international students can contribute to a lack of confidence, and ineffective teaching practices can lead to language barriers. The most common pattern observed in the data was linguistic barriers leading to a lack of confidence. This study emphasizes the importance of addressing these challenges to establish a more inclusive and engaging learning environment for international students. By acknowledging and actively addressing the communication challenges faced by international students, educators and policymakers can play a crucial role in establishing a supportive and inclusive learning environment that enhances students' communication skills and overall academic success.

The purpose of this study is to determine the variables that affect career transition levels of Turkish and U.S. participants. For this purpose, 336 (n[subscript U.S.] = 151; n[subscript Turkey] = 185) participants who reported their socio-economic level as middle experiencing career transition at least for 2-3 months are included in the study. According to the Career Transition Model, hopelessness and trait anxiety affect Turkish participants' career transition significantly, but do not have such an effect for U.S. participants. In addition to this, social support does not affect career transition of Turkish participants significantly, and this is also true for U.S. participants. Finally, the Career Transition Model does not show a significant difference based on culture.

Academic procrastination has been a subject of particular interest in research due to its frequent association with heightened levels of anxiety, stress, and the long-term risk of emotional and behavioural vulnerability (Hoge et al., 2013). Our study tests the correlation between motivational persistence as a trait and academic procrastination, as well as the impact of behavioural disengagement on this relation. A total of 426 female students aged 18 to 30 years participated in the study (M = 1.77, SD = 1.39). The results demonstrate a significant and negative correlation between motivational persistence and academic procrastination, and a weak correlation between behavioural disengagement and academic procrastination. Behavioural disengagement has a significant impact on the association between motivational persistence and academic procrastination; academic procrastination decreases irrespective of the level of behavioural disengagement. We discuss the practical implications from a feminine viewpoint and the extent to which coping strategies remain stable or vary depending on the situation.

Personal values are broad motivational goals that have been found to have systematic relations with subjective wellbeing in adults. Values that promote higher subjective wellbeing are considered "healthy" while those that hamper it are considered "unhealthy" (Schwartz & Sortheix, 2018). However, little is known about these relations in children. This pre-registered study examined (1) whether the values of children (6 to 12 years of age) relate to their subjective wellbeing and (2) whether these relations are moderated or mediated by perceived social support from parents, teachers, classmates, and close friends. These research questions were examined with a sample of 738 primary school students (50% female). Our results show that "healthy" growth values were positively related to subjective wellbeing overall, and for the subgroups of girls and children 9 to 12 years but not boys and children 6 to 8 years; however, "unhealthy" anxiety values were only negatively associated with subjective wellbeing for girls. While perceived social support partially mediated relations between growth values and subjective wellbeing, the direct values-wellbeing relations accounted for over half the variance. Interestingly, this study also found that growth values positively, and anxiety values negatively, influenced perceived social support from all referents. While perceived social support did not moderate values-wellbeing relations in the overall sample, differences were found in the way perceived social support moderated these relations in some age and gender subgroups. Taken together, these findings suggest that "healthy" growth values positively influence subjective wellbeing in middle childhood, even after accounting for perceived social support.

Background: School engagement is a positive, malleable aspect of youth functioning that may be influenced by familial factors. Both risk and protective factors may affect youth's school engagement. Objective: Utilizing an intergenerational transmission of risk framework, the current study examined how maternal factors (i.e., maternal psychopathology, maternal trauma history, maternal education) and youth factors (i.e., social support) relate to school engagement. Methods: Participants were 117 youth of color aged 8-13 years (M[subscript age] = 9.96, SD = 1.40), 51% female, 89% Black or African American and their female primary caregivers; all families had experienced adversity. Using a single-group, cross-sectional design, hierarchical linear regression models examined direct and interactive effects. The first block included maternal psychopathology (i.e., anxiety or depression), maternal trauma history, maternal education, and child social support. The second block added the interaction between maternal psychopathology and child social support. Results: Results revealed a direct, positive relation between child social support and school engagement. Social support also moderated the association between maternal anxiety and school engagement; for individuals with extremely low social support, higher maternal anxiety was related to lower school engagement. Conclusions: Results illustrate the value of an intergenerational approach to exploring how maternal factors have implications for youth functioning. Findings also highlight the importance of social support among families of color exposed to adversity. Limitations include the cross-sectional design; thus, future research would benefit from longitudinal examination of maternal and child factors related to school engagement to assess temporal and directional effects.

Technologies like ChatGPT and other AI tools have impacted learning by giving students more chances to ask questions and explore knowledge. The inclusion of Non-Player Characters (NPCs) as scaffolding in game-based situated learning activities can have a positive impact on learning. The application of ChatGPT to role-playing has potential; therefore, this study designed a "ChatGPT-based NPCs scaffolding Workflow Framework" and used it as the basis for designing and evaluating an educational game for employee ethics training with empirical evidence. This study had 61 participants, divided into a document scaffolding group (n = 32) and a ChatGPT-based NPC group (n = 29) and examined the learning achievement, flow, motivation, and anxiety in the two groups. The results showed that the designs of both groups benefited learning achievement, and both groups could maintain a certain level of high motivation and engagement. Through qualitatively analyzing the content of students' discussions with NPCs, it was found that there is potential for NPC-assisted learning through ChatGPT. Overall, this study explored the efficacy and limitations of using ChatGPT-based NPCs as scaffolding in game-based learning and found that it is extensible. We also present a framework for the design of ChatGPT-based NPCs scaffolding mechanism.

The study investigates the potential of anxiety clusters in predicting programming performance in two distinct coding environments. Participants comprised 83 second-year programming students who were randomly assigned to either a block-based or a text-based group. Anxiety-induced behaviors were assessed using physiological measures (Apple Watch and Electrocardiogram machine), behavioral observation, and self-report. Utilizing the Hidden Markov Model and Optimal Matching algorithm, we found three representative clusters in each group. In the block-based group, clusters were designated as follows: "stay calm" (students allocating more of their time to a calm state), "stay hesitant" (students allocating more of their time to a hesitant state), and "to-calm" (those allocating minimal time to a hesitant and anxious state but displaying a pronounced propensity to transition to a calm state). In contrast, clusters in the text-based group were labeled as: "to-hesitant" (exhibiting a higher propensity to transition to a hesitant state), "stay hesitant" (allocating significant time to a hesitant state), and "stay anxious" (remaining persistently anxious in a majority of the coding time). Additionally, our results indicate that novice programmers are more likely to experience anxiety during text-based coding. We discussed the findings and highlighted the policy implications of the study.

Background: Both child temperament (specifically high shyness and fear) and environmental stressors like the COVID-19 pandemic are known to confer risk for elevated anxiety symptoms in children. However, few studies have examined the long-term impact of the pandemic on young children's anxiety. Objective: We examined the moderating effects of disruptions experienced during the early months of the pandemic on the longitudinal association between shy and fearful temperament at age 2 pre-pandemic and anxiety symptoms in the year following the start of the pandemic. Methods: Participants were 125 parents of toddlers (M[subscript age] = 26 months, 54% girls, 80% White) who were participating in an ongoing anxiety screening study when the pandemic started in 2020. Shy and fearful temperament were assessed pre-pandemic at age 2 years using the Early Childhood Behavior Questionnaire and anxiety symptoms were assessed within the first post-pandemic year (at ages 3 or 4) using the Spence Preschool Anxiety Scale. Parents completed the Epidemic-Pandemic Impacts Inventory at the start of the pandemic to assess types of disruptions experienced. Results: Shyness predicted higher anxiety symptoms among children whose parents experienced more work-related disruptions. Fear was associated with higher anxiety symptoms at lower levels of social activities disruption but was unrelated to anxiety symptoms at high levels of these disruptions. Conclusions: Results suggest that anxious temperament may serve as a meaningful screening target for identifying the children most in need of support during times of major stress.

Background: Fear of missing out (FoMO) and homesickness have been associated with a variety of negative psychosocial outcomes; however, they have rarely been studied together or with adolescents in residential settings. Objective: This study examined the potential associations of FoMO and homesickness with program outcomes in a sample of adolescents attending a military-style residential program. The residential treatment context inherently involves removal and isolation from an individual's typical living arrangements. Methods: Data were collected from 185 participants (aged 16-18) at three time points (i.e., 2 weeks after entry into the 19-week program; 9 weeks into the program; at week 18 of the program). RESULTS: Overall, FoMO and homesickness declined from initial assessment to midway through the program but rebounded just prior to exit from the program. FoMO and homesickness showed no direct correlations with participant outcomes, although both showed patterns of correlation demonstrating poor adjustment (e.g., low emotion regulation, high loneliness). Decreases in FoMO and homesickness during the program were positively correlated with distress tolerance. Conclusions: Given the negative implications of experiencing FoMO and homesickness, adolescents at risk for emotional distress tolerance may need additional support when initiating participation in residential programs.

This systematic meta-analytic review investigated the relations between achievement goals and internalizing symptoms and disorders, namely, anxiety and depression. The number of samples for each focal relationship ranged from 3 to 36. The results indicated significant effect sizes for the relations between mastery-approach goals and anxiety (r = - 0.10) and depression (r = - 0.18), as well as performance-avoidance goals and anxiety (r = 0.25) and depression (r = 0.16). A significant effect size was also found for the relation between performance-approach goals and anxiety (r = 0.15), and a non-significant effect size was observed for the relation between performance-approach goals and depression (r = 0.05). Mastery-avoidance goals were not significantly related to either anxiety (r = 0.08) or depression (r = - 0.13). Several moderators representing the conceptualization of achievement goals (e.g., theoretical model), sample characteristics (e.g., education level), and methodology- and publication-based characteristics (e.g., year of publication) were significant, and suggested avenues for future research. These findings herein have implications for intervention programs that could focus on reducing the links between achievement goals and internalizing problems.

The aim of this study is to examine the effect of anxiety level on foreign language success and to examine the level of anxiety in terms of various variables in learning Turkish as a foreign language. Descriptive analysis and measurement by scanning was used. Anxiety levels of students learning Turkish as a foreign language were examined in terms of various variables. "Foreigners' Turkish Learning Anxiety Scale" was applied. In conclusion; Anxiety is an effective factor in learning Turkish as a foreign language. While sufficient level of anxiety facilitates learning, high level of anxiety makes learning difficult. As a new concept, we can call it motivational anxiety. Anxiety levels of students do not differ significantly according to gender, country and time they live. When the anxiety levels of the students learning Turkish as a foreign language are examined according to the variable of the number of languages they know, there is a significant difference in favor of those who speak 4 languages or more. Since the majority of the students are at a moderate level in terms of both academic and self-esteem, it is thought that a moderate level of anxiety will contribute to success.

According to empirical evidence, there are associations between resilience and stress, resilience and emotion regulation, and emotion regulation and stress. However, studies underlying the mechanisms between resilience and stress among teachers are sparse. This study examines the associations between these variables and investigates which emotion regulation strategies mediate the relationship between resilience and perceived stress among k-12 school teachers. In a sample of 1390 school and high school teachers, with an average of 14.84 years (SD = 10.58) of work experience, resilience was positively correlated with cognitive reappraisal and expressive suppression and negatively with perceived stress. Cognitive reappraisal and expressive suppression negatively correlated with perceived stress. Results of the multiple mediation model indicated that only expressive suppression mediated the association between participants' resilience and their perceived stress level. Additionally, gender and teaching status represented significant covariates of the mediation model. These results highlight the importance of emotion regulation in understanding how resilience relates to perceived stress among k-12 school teachers.

Transfer students comprise half of all undergraduate students, yet their educational experiences may differ in meaningful ways from those of traditional students. Importantly, the transfer student population is diverse and not monolithic. Achievement emotions, which occur in an iterative pattern with past experiences informing current and future emotions, are particularly understudied within the transfer population. This survey study (N = 721) examines how diverse transfer students' enjoyment and anxiety achievement emotions relate to GPA and term-to-term persistence. Results of the study showed that both anxiety and enjoyment emotions predicted term GPA and persistence for transfer students. However, when controlling for anxiety emotions, enjoyment emotions were no longer a significant predictor. These relations differed across demographic groups. Achievement emotions are an integral part of transfer students' experiences in higher education, creating opportunities for institutions to improve their students' educational outcomes.

Undergraduates' use of academic libraries is associated with academic achievement, but library research resources are underutilized, and little is known about what factors contribute to students' use of these resources. A random sample of undergraduate students from a historically women's college in the United States (N = 207; 59.2% white; 87.7% female or transfemale, 5.9% gender queer, 5.9% gender non-conforming, and 0.5% other gender) reported on their information literacy self-efficacy, attitudes toward research in undergraduate courses, and behavioral intentions to engage with library resources and services using an anonymous online questionnaire. Controlling for past library research and class year, results indicated that self-efficacy and positive research disposition were associated with greater library research intentions ([beta]s = 0.246, ps = 0.005), with positive disposition related to intentions most strongly among students of underrepresented racial and ethnic identities (b = 0.4817, p <0.0001). Surprisingly, greater research anxiety was associated with greater library research intentions ([beta] = 0.345, p =0.005), and no significant relation emerged for perceived usefulness (p =0.05). Self-efficacy is an important factor in library research intentions, and attitudes should be assessed multidimensionally as they relate to library research intentions in different ways. Future research should apply these findings to library instruction and research methods course design to enhance student self-efficacy, encourage library use, and promote success in undergraduate learning.

Previous research has reported that schoolteachers are an at-risk population for stress and anxiety-related psychological disorders. High stress levels have been linked to the suboptimal use of executive functions, abilities which are a major component of effective job performance in educational contexts. In the present study, 99 teachers from five primary schools in Spain were randomly assigned to a mindfulness training group or wait-list control group. All groups were assessed for dispositional mindfulness, anxiety levels, self-reported well-being, and neuropsychological performance (including attention, mental flexibility and inhibitory control, visuoconstructive abilities and visual memory, verbal fluency and processing speed) prior to and following the training program. The results showed significant differences between the groups in terms of dispositional mindfulness, workplace well-being, visuoconstructive abilities, and one of the processing speed indexes. A within-group analysis indicated a general trend toward improvement in the training group, mainly in dispositional mindfulness and verbal fluency. The assessment of neuropsychological performance in this study also contributes to expanding the existing body of knowledge on the effects of mindfulness-based programs using behavioral measures in a research field that heavily relies on self-reported measures.

The present study investigated whether distinct developmental patterns of externalizing behaviors (EBs: hyperactivity-impulsivity, noncompliance, physical aggression) based on parent reports were repeatedly and differentially associated with separate dimensions of internalizing problems such as general anxiety, separation anxiety, and depressive symptoms across the early, middle, and late preschool years in a population birth cohort (N = 2,057, 50.7% boys). Six high trajectory classes obtained by latent growth modeling were used as longitudinal indicators of single EB and co-occurrent EBs. Children following low or moderate trajectories for all EBs served as the reference class. Results revealed that children in trajectory classes reflecting high levels of co-occurring EBs showed higher levels of general anxiety, separation anxiety, and depressive symptoms across the preschool years. In contrast, children in trajectory classes reflecting single EB manifested higher levels of some, but not all, dimensions of internalizing problems. In addition, their scores varied from one period to another. No sex differences were observed in the above associations. These results underline the need for comprehensive assessments across distinct types of EBs and internalizing problems to better reflect the characteristics that distinguish individual children. Finally, results suggest that children showing early co-occurrent EBs and internalizing symptoms may be an important group to target for in-depth assessment and possibly preventive intervention.

Children with a history of behaviorally inhibited (BI) temperament face a heightened risk for anxiety disorders and often use control strategies that are less planful. Although these relations have been observed concurrently in early childhood, middle childhood, and adolescence, few studies leverage longitudinal data to examine long-term prospective relations between cognitive control and anxiety. Using longitudinal data from 149 adolescents (55% female; from predominantly White middle-class families), we assessed temperament in toddlerhood and cognitive control and anxiety at 4, 12, 15, and 18 years of age. At age 4, separate measures of task switching and inhibitory control were obtained via the Dimensional Change Card Sort and Stroop tasks, respectively. At 12, 15, and 18 years of age, planful control was assessed with the AX-Continuous Performance Test, and anxiety symptoms were assessed via self-report. Growth curve models revealed that children with greater inhibitory control at age 4, regardless of BI status, experienced a sharper increase in anxiety symptoms across adolescence. Children with heightened BI during early childhood displayed lower levels of planful control at age 12, but experienced a more rapid improvement in these skills across adolescence. Children with greater task switching ability at age 4 displayed higher levels of planful control at age 12, but experienced a smaller increase in these skills across adolescence. Finally, children's growth rate for anxiety was unrelated to their growth rate for planful control. These findings reveal that early-life temperament, cognitive control, and anxiety remain interconnected across development, from toddlerhood to at least late adolescence.

The coronavirus 2019 (COVID-19) pandemic has affected both the private and public lives of people worldwide. Countries have chosen different strategies to reduce the spread of infection, including school closures and distance learning. This study aimed to describe school nurses' perceptions about the wellbeing of students during the COVID-19 pandemic in Sweden. Interviews in five focus groups and one individual were conducted with 17 school nurses in Sweden. The interviews were analyzed using a qualitative content analysis. According to the school nurses' perceptions, students were concerned about spreading infection, becoming infected themselves, their academic performances, and longing for socialization. The change in the school situation involved a slower pace and less anxiety for some students, more or less physical activity, and an increase in screen time.

Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12 weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect--the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction.

Black, Indigenous, and Persons of Color (BIPOC) autistic transition-aged youth (TAY) report lower rates of competitive employment compared to White autistic TAY and even greater deficits with social skills associated with positive job interviewing. A virtual job interviewing program was adapted to support and improve the job interviewing skills of autistic TAY. The current study evaluates the effectiveness of an efficacious virtual interview training program on the job interview skills, interview anxiety, and likeliness to be hired, for a subsample of 32 BIPOC autistic TAY, ages 17-26 years old from a previous randomized control trial of the program. Bivariate analyses were used to evaluate between-group differences at pre-test related to background characteristics, and whether Virtual Interview Training for Transition-Age Youth (VIT-TAY) was associated with changes between pre-test and post-test measures of job interview skills. Additionally, a Firth logistic regression was conducted to examine the relationship between VIT-TAY and competitive integrative employment at 6 months, covarying for fluid cognition, having ever had a job interview, and baseline employment status. Participants receiving pre-employment services (Pre-ETS) and virtual interview training had better job interview skills (F = 12.7, [rho] < 0.01; [partial eta-squared] =0.32, lower job interview anxiety (F = 0.3.96, [rho] < 0.05; [partial eta-squared] = 0.12), and a higher likeliness of receiving employment (F = 4.34, [rho] < 0.05; [partial eta-squared] =0.13 at the 6-month follow up compared to participants that only had Pre-ETS. Findings from this study suggest that virtual interview training for TAY is effective for BIPOC autistic TAY in improving their interview skills to gain competitive employment and lower their job interview anxiety.

Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children's experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD.

The current study examined whether social competence and autistic traits are related to anxiety and depression in autistic and non-autistic children. Parents of 340 children aged 6 to 12 years old, including 186 autistic and 154 non-autistic children completed the Autism Spectrum Quotient (AQ) to assess their child's autistic traits, the Multidimensional Social Competence Scale (MSCS) to assess their child's social competence, and the Behaviour Assessment Scale for Children 2 (BASC-2) to assess their child's internalizing symptoms of depression and anxiety, and children were administered the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II) to assess their intellectual abilities. Hierarchical multiple regression analyses were conducted to investigate the relations between social competence, autistic traits, anxiety, and depression. Social competence was related to anxiety and depression symptoms in autistic children, but only depression symptoms in non-autistic children, above and beyond the effects of autistic traits, IQ and age. Autistic children were also reported to experience more severe anxiety and depression symptoms, and more autistic traits were related to higher levels of anxiety and depression in both groups. These findings suggest that social competence and internalizing symptoms are intricately connected in autistic children and need to be jointly considered in both assessment and intervention. The social implications are discussed with an emphasis on acceptance of diverse social styles as a viable avenue to reduce children's internalizing symptoms.

No research has been conducted on PTSD manifestation in children with severe or moderate intellectual disability (SID; IQ 20-49) and no PTSD measurement instrument was available. This pilot explores the psychometric properties of a new diagnostic instrument to investigate trauma and to classify PTSD in children with SID. The Diagnostic Interview Trauma and Stressors-Severe Intellectual Disabilities (DITS-SID), Aberrant Behavior Checklist and Child and Adolescent Trauma Screener 3-6 were administered to parents and residential caregivers of fifteen children with SID. The inter-rater reliability of the DITS-SID is good to excellent. There are indications of a good convergent validity. PTSD prevalence seems high at 27%-33%. Self-injurious behavior was one of the most commonly reported PTSD symptoms. There is evidence that the PTSD manifestation of children with SID does not differ from that of children without SID. PTSD is probably underdiagnosed in this target group. In understanding challenging behavior, it is important to consider an underlying PTSD in order to provide appropriate treatment. The DITS-SID is potentially suitable for diagnosing PTSD. Follow-up research in a larger sample is needed.

Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing = 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship.

In Singapore, preschool children with developmental disabilities receive developmental interventions by multidisciplinary teams of providers across various settings. Cessation of in-person sessions during the early stages of the COVID-19 pandemic necessitated providers to pivot rapidly and use virtual platforms to continue delivering interventions. This cross-sectional study assessed the effects of this challenging experience on providers' psychological wellbeing, including resilience, depression, stress, and anxiety. Ninety-five providers anonymously completed (i) an online questionnaire which included questions on their perceptions of the provision of virtual services and stress; (ii) the Connor-Davidson Resilience Scale (CD-RISC); and (iii) the Depression, Anxiety and Stress Scale (DASS). Among participants who used virtual platforms to continue providing interventions, 83.3% reported difficulties during sessions. Over half (57.9%; n = 55) reported increased stress compared to pre-COVID-19. The mean CD-RISC score (62.7; range: 36-88) was lower than that of general population samples, indicating reduced resilience. Lack of flexibility to work from home, difficulties providing interventions online, higher self-reported stress, and a non-hospital setting were significantly associated with lower resilience. Prevalence rates of depression, anxiety, and stress were 13.7% (n = 13), 42.1% (n = 40), and 56.8% (n = 54), respectively, with school-based settings significantly associated with a positive screen for depression. The results reveal the often-invisible psychological ill-effects in providers of children with developmental disabilities and underscore the need for targeted support to improve their resilience and overall mental wellbeing so that they can continue to effectively provide the crucial interventions needed by the children under their care.

Objective: Our study examined the impact of sex, ADHD subtype, and comorbid illnesses (depression/anxiety) on the timing of diagnosis and treatment for ADHD. Method: To analyze ADHD patients, four health databases were used to assess subtype, comorbid mood, and antidepressant or anxiolytic drug exposure. Analyses were stratified by sex and age. Standardized mean differences measured intergroup differences. Results: Females with ADHD were identified at older ages and had higher rates of depression and anxiety diagnoses and treatments before and after their initial ADHD diagnosis. Predominantly inattentive ADHD patients were diagnosed later and more likely to receive mood disorder diagnosis and treatment than hyperactive impulsive ADHD patients. Conclusions: Results suggest a more complex ADHD presentation in females, potentially causing late diagnosis and delayed treatment.

This paper is an adapted version of the Brian Nettleton Lecture given at the Outdoors Victoria Conference, 2022. It explores how the last two decades have seen an ever-accelerating Digital Revolution which has impacted on almost every aspect of human experience to the point that it is now omnipresent. Life is now mediated through the screen. As a result, children and young people have become hyper-vigilant, overly anxious, experience a sense of climate trauma, and have decreasing access to, and time spent in, the outdoors. In addition, children have just experienced two years of isolation as a result of the COVID-19 pandemic and evidence suggests that they are already experiencing significant mental health issues as a result. This paper considers the implications of this for Outdoors Victoria and Outdoor Education.

This study examined the clinical utility of the Massachusetts Youth Screening Instrument--Second Version (MAYSI-2) among African American (AA) incarcerated youth and used White incarcerated youth as a comparison group. Data were analyzed for 314 incarcerated youth (193 AA offenders and 121 White offenders) of ages 13-17 years who were adjudicated delinquent from a southeastern United States medium security residential facility. Seven logistic regression and receiver operating characteristic curve (ROC) models were built to determine whether the MAYSI-2 subscales accurately identify committed AA male incarcerated youth who have a mental illness diagnosis on file. Analyses also examined how well the MAYSI-2 subscales identify specific mental illnesses among AA-committed male incarcerated youth. Results demonstrated that no MAYSI-2 subscales accurately identified and categorized AA-committed male incarcerated youth who have mental disorders, and only two subscales (Alcohol/Drug Use, Depressed/Anxious) identified and categorized White committed male incarcerated youth who have a mental disorder. Additional results and implications for research and practice are provided.

This study examined the links between COVID-19 psychosocial stressors, ethnic discrimination, COVID-19 fears, and their combined effects on mental health outcomes among U.S.-based Latinx college students (N = 148; M[subscript age] = 20.68, SD = 2.53). Findings showed that sleep and eating disturbances, emotional distress, and work disruptions were linked with fear of contamination, fear of social distancing, and fear of pandemic impact. Further, ethnic discrimination was found to uniquely contribute to COVID-19 fears above and beyond COVID-19 psychosocial stressors. Finally, COVID-19 emotional distress and COVID fear of pandemic impact were significantly linked to anxiety and depression symptomatology. Recommendations for practice and future research are provided.

This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children (M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children's psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion.

Mental disorders constitute one of the population's principal health problems, especially among undergraduates. This quantitative study compared levels of depression, anxiety, and stress in a sample of emerging adult university undergraduates from a gender perspective (1) during the initial and intermediate years of emerging adulthood and (2) in two different cohorts. A total of 383 Spanish emerging adult university undergraduates were monitored longitudinally (2015-2018) and two cohorts were compared (2015-2020). Participants completed the validated Spanish version of the Depression Anxiety Stress Scale-21. Mean-level and rank-order stability was found across the two waves of the longitudinal study in relation to levels of depression, anxiety, and stress. Significant differences were found between the two cohorts, indicating higher levels of psychological distress in 2020 than in 2015. Women were found to have higher levels of psychological distress, particularly stress, than men in both waves and cohorts. Results are discussed in relation to the negative effects of the COVID-19 health crisis on the emotional health of emerging adults. The present study highlights the need to establish measures designed to improve the mental health of emerging adults, which was more severely affected by the COVID-19 crisis than by the aftermath of the 2008 financial crisis. It also underscores the need to develop interventions designed to alleviate the greater degree of stress suffered by women.

The shift to emergency remote teaching due to COVID-19 brought diverse psychological, emotional, and academic challenges for second language (L2) learners. Overcoming these challenges necessitated the utilization of grit, a personality trait signifying perseverance and passion to sustain academic progress. While grit and emotions have been explored in English language learning, their interaction remains underexplored in other languages. Despite Mandarin Chinese being widely learned globally, little previous work has been done to investigate learners' psychological experiences, the function of L2 grit, and the relationship between them in online learning from the perspective of positive psychology. This might lead to an incomplete understanding of this pattern across domains and contexts, thus impeding the development of this discipline. This study uses a structural equation model to analyze the relationship between L2 grit, anxiety, boredom, and enjoyment based on 204 valid responses from Chinese as a Second Language learners in mainland China. Results underscore the importance of one facet of L2 grit, perseverance of effort in online Chinese language learning, and highlight the domain-specific nature of emotions. It also suggests that educators need not be overly concerned about negative emotions in online education, as they can be overridden by positive emotions.