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Background: Teacher social support (TSS) has been identified as one of the most important factors of success and well-being for students. Yet, there is a gap in the literature regarding the impact of students' socioeconomic status (SES) on their perceptions of TSS, and whether SES may impact the strength of the relationship between teacher social support and students' sense of belonging to school (SBS). Aims: In this preregistered study, we aimed at filling this gap by testing the moderating role of SES on the TSS-SBS link, along with the direct associations between these variables. Sample: We used data from the French sample of the Programme for International Student Assessment 2018 (PISA; N = 6308). Methods: TSS was primarily assessed as a latent construct based on three indicators provided by PISA--teacher support, teacher emotional support and teacher feedback. Regarding SES, we primarily focused on family wealth possessions and parents' highest level of education. Results: Using structural equation modelling, findings confirmed that the TSS-SBS link was stronger for high-SES than low-SES students. We also found a negative association between teacher support and SES. Importantly, preregistered additional analyses highlight that findings depend on the SES and TSS indicators considered. Conclusions: Findings support the importance of SES effect on students' perceptions of their interactions with teachers and the extent to which they perceive they belong to the school. The implications and limitations of this research are discussed.

Abnormal functioning of primary brain systems that express and modulate basic emotional drives are increasingly considered to underlie mental disorders including autism spectrum disorders. We hypothesized that ASD are characterized by disruptions in the primary systems involved in the motivation for social bonding. Twenty adults with ASD were compared to 20 neurotypical participants on the basis of self-reports and clinical assessments, including the Social Anhedonia Scale (SAS) and the Affective Neuroscience Personality Scales (ANPS). ASD diagnosis was related to SAS, as well as to positive (PLAYFULNESS) and negative (FEAR) ANPS-traits. In the overall sample, levels of autistic traits (AQ) were related to SAS and PLAYFULNESS. We argue that PLAYFULNESS could be at the root of social bonding impairments in ASD.

Both syntax and Executive Functions (EF) are involved in Theory‐of‐Mind (ToM) but their contributory roles have mainly been studied separately. Moreover, researchers have mostly administered False Belief (FB) tasks while they may not be representative of all ToM abilities. Studies of adults give valuable information regarding whether syntax and EF are useful for ToM reasoning (i.e., Reasoning account), however, only the study of children brings direct evidence in favor of ToM emergence (i.e., Emergence account). Also, because the ToM tasks used often entail verbal and executive demands, the links observed could mostly result from such confounds (i.e., Expression account). We evaluated ToM, syntactic and EF abilities in 126 children (3‐11 y.o.) using a set of ToM tasks with minimal verbal and executive demands. Our goals were to assess (1) the hierarchical contribution of syntax and EF to ToM, (2) whether results previously obtained for FB tasks are representative of ToM in general, (3) whether the ToM‐syntax and ToM‐EF links are constant (i.e., Reasoning account) or decrease during development (i.e., Emergence accounts). Results of stepwise regression analyses showed a predominant role of syntax over EF to predict ToM abilities. The comparison of results for ToM and FB tasks showed that FB is not always representative of ToM. Finally, there was no moderating effect of age on the syntax‐ToM or EF‐ToM relations, thus suggestive of the Reasoning account rather than the Emergence account. [ABSTRACT FROM AUTHOR]

We conducted three preregistered studies using the Organization for Economic Co-operation and Development Programme for International Student Assessment (PISA) data to provide a worldwide estimation of the standardized test gap between students from lower and higher social classes. We investigated: (a) the degree to which academic anxiety contributes to this gap and (b) the role of country-level income inequality in widening this gap. In Study 1, we used PISA 2003 data (250,000+ students from 41 countries) and demonstrated that anxiety accounts for approximately one-fifth of the performance gap between students with less educated parents and those with more educated parents. Unexpectedly, the social class test gap was weaker in more unequal countries than in more equal countries. In Studies 2a and 2b, we used the PISA 2012 and 2015 data (totaling over a million students from 65 countries and 72 countries, respectively) and differentiated the cultural dimension (parental education, cultural capital) and the economic dimension (economic capital) of social class. Regardless of the dimension, anxiety again accounted for between one-tenth and one-fifth of the performance gap between students from lower and higher social classes. Moreover, (a) the culturally based social class achievement gap was weaker in more unequal than in more equal countries, and (b) the economically based social class achievement gap was larger in more unequal than in more equal countries. Unexpectedly, we also find a robust association between national income inequality and academic anxiety across all three studies. Results are discussed in relation to the multidimensionality of social class and literature on the psychology of income inequality. Educational Impact and Implications Statement: Standardized tests purport to measure of skills, achievement, or ability, in a manner uninfluenced by family background, although social class remains a robust predictor of test performance. Analyses of three Organization for Economic Co-operation and Development Programme for International Student Assessment data sets (750,000+ students from a total of 70+ countries observed in 2015, 2012, and 2003) showed that academic anxiety contributes to one-tenth and one-fifth of the social class test gap. In addition, national income inequality impacted the social class test gap, in the opposite direction for cultural and economic capitals, as well as increased students' academic anxiety. This research supports the intricate interplay between microlevel socioeconomic factors, macrolevel economic features, highlighting the need for a comprehensive approach in interventions aimed at addressing the social class test gap, including both individual processes and broader societal considerations. [ABSTRACT FROM AUTHOR]

The emotion dysregulation and impulsivity are highly associated with alcohol use disorder (AUD). This study explored the role of impulsivity and emotion dysregulation and the interaction with adult probable ADHD on alcohol-related quality of life (QoL). In this observational trial, we analyzed data from the randomized TRAIN study, which compared efficacy of two cognitive training programs in patients AUD recently detoxified at 5 centers in France from February 2019 to February 2023, and who completed child and adult ADHD screening data (WURS + ARSR, n = 206 of 226). We collected baseline data on AUD severity, age, sex, quality of life (AQoLS), cognitive impairment (MoCA), impulsive behavior (UPPS-P) and emotion dysregulation (ERQ expressive suppression subscore, DERS-impulse). Patients with probable and without ADHD were compared. We performed multiple linear regression explaining the total AQoLS score (dependent variable) by impulsivity (UPPS-P score), emotion regulation (DERS-impulse), and expressive suppression (ERQ expressive suppression subscore), and their interaction with ADHD, adjusted on MoCA, sex, age. Forty (19%) patients were above the screening threshold for ADHD. The impact of alcohol on QoL was greater in them than in those without ADHD (57.3 (21.9) vs. 46.4 (19.6), p = 0.002). High impulsivity and emotion dysregulation dimensions were both significantly associated with poorer QoL. ADHD interacted significantly with expressive suppression to worsen the impact of alcohol on QoL (p = 0.04). The dysfunctional attempts to compensate for the strong dysregulation of emotions in ADHD lowers QoL in AUD., Competing Interests: Declaration of competing interest AL, TM, PL, MB, AD, PP, AC: no conflict of interest related to this manuscript. HD: declares to have participated in occasional interventions (conference activities) for Abbvie, Gilead, Ethypharm AB: declares to have participated in occasional interventions (conference activities) for Eisai, Gilead and Abbvie. Board member Indivior and Camurus., (Copyright © 2024. Published by Elsevier Ltd.)

The COVID-19 pandemic and subsequent lockdowns negatively impacted the mental health of populations. This impact is not equally distributed and increases existing mental health inequalities. Indeed, government restrictions and the economic consequences of the pandemic affect more the less educated and less wealthy people. However, psychological processes implicated in this increase of mental health inequalities during the COVID-19 pandemic remain unexplored. The present study (N=591) tested the role of financial insecurity and attentional control in the relation between socioeconomic status and mental health, along with the influence of trait anxiety. Based on Structural Equation Modelling, findings showed a mediation effect of financial insecurity, but not of attentional control, in the relationship between socioeconomic status and mental health. In addition, exploratory analyses suggested that financial insecurity also mediated the effect of attentional control on mental health. Results of the present research point at the importance of understanding psychological processes implicated in the effect of economic crises on mental health inequalities., Competing Interests: The authors have no competing interests to declare., (Copyright: © 2021 The Author(s).)

Information and communication numeric technologies now have a deep influence on the field of healthcare. New medical practices using these technologies attempt to promote greater equality in the access of healthcare services, particularly in the field of mental health and addictions where the use of care remains low. Online gambling addiction, which we will here refer to problem gambling, seems to represent a relevant model of prevention and care measures based on the use of digital data extracted from Big data and the use of new technologies. The data from player accounts offer the possibility of a direct assessment of their gaming behavior. At the same time, we assume that the use of the Internet provides a framework for care to which online players may be particularly sensitive., (© 2019 médecine/sciences – Inserm.)