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The five-dimensional process-oriented model of identity development delineates the formation and evaluation cycles of identity and includes ruminative exploration. In South Korea, individualistic and collectivistic cultures coexist, and such culture may influence the identity development process of young adults. However, identity development in Korean young adults has not been studied abundantly. In particular, the five-dimensional model of identity has never been used to study a Korean sample. In the present study, we tested the applicability of the five-dimensional model of identity with South Korean young adults between ages 19 and 25 (N = 548; M.sub.age = 22.72; SD.sub.age = 1.93; 44.2% men). Specifically, we examined the measurement model of the Dimensions of Identity Development Scale (DIDS) and nomological net of the identity dimensions. Further, we conducted a cluster analysis to derive identity statuses. Results indicated that the five-factor model of the DIDS could be applied in our sample. The identity dimensions were related to each other and with external variables in ways that were mostly consistent with previous studies. Exploration in breadth and exploration in depth's relations with commitment making, identification with commitment, and psychosocial functioning, which have not been consistent in previous studies, were positive. Finally, we identified five identity status clusters that resembled statuses identified in previous studies, but further research would be needed to ensure comparability., Author(s): Yerin Park [sup.1] , Seheon Kim [sup.2] , Garam Kim [sup.2] , Sara K. Johnson [sup.1] , Sun W. Park [sup.2] Author Affiliations: (1) grid.429997.8, 0000 0004 1936 7531, [...]

1,4-Azaborine-based arenes are promising electroluminescent emitters with thermally activated delayed fluorescence (TADF), offering narrow emission spectra and high quantum yields due to a multi-resonance (MR) effect. However, their practical application is constrained by their limited operational stability. This study investigates the degradation mechanism of MR-TADF molecules. Electroluminescent devices incorporating these compounds display varied operational lifetimes, uncorrelated with excitonic stability or external quantum efficiency roll-off. Bulk electrolysis reveals significant instability in the radical cationic forms of MR-TADF compounds, with device lifetime linked to the Faradaic yield of oxidation. Comprehensive chemical analyses corroborate that the degradation byproducts originated from intramolecular cyclization of radical cation, followed by hydrogen atom transfer. The mechanism is further supported by enhanced stability observed in a deuterated MR-TADF emitter, attributed to a secondary kinetic isotope effect. These findings provide insights into the stabilizing effects of deuteration and mechanism-driven strategies for designing MR-TADF compounds with improved operational longevity. The limited operational stability of multi-resonance thermally activated delayed fluorescence emitters often constrains their practical application. Here, the authors report a direct correlation between device lifetime and Faradaic yield for oxidative degradation of emitter molecules. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative study was to describe teachers' perceptions of changes in their ethnic-racial identity after completing professional development designed to support facilitation of a school-based ethnic-racial identity student curriculum – the Identity Project. We analyzed interview data from 11 U.S. high school educators (four Teachers of Color; seven White Teachers) who completed 32 training hours and post-program individual interviews to reflect on the impact of the program on their ethnic-racial identity. Based on reflexive thematic analysis, we found that the program influenced teachers' ethnic-racial identity by offering them time and opportunities for change through guided self-reflection. This included participating in all aspects of the Identity Project that is designed for students and learning from and sharing with colleagues. The program (a) served as a reminder reinforcing prior learning about one's ethnic-racial identity, (b) leveraged unique benefits of reflecting in community about issues of ethnicity, race, and identity, and (c) activated curiosity to learn more about one's ethnic-racial identity and its connections with supporting students. Nevertheless, there was teacher-specific variation in these findings that illustrated nuanced experiences. Our findings illuminate paths forward for fostering teachers' ongoing ethnic-racial identity development in the service of promoting students' learning and well-being. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to compare quantitative electroencephalography (Q-EEG) characteristics of children with Attention-deficit/hyperactivity disorder (ADHD), taking into account the presence of a comorbidity for anxiety disorder. It also sought to investigate the impact of comorbid anxiety on the Q-EEG heterogeneity of children with ADHD., Method: A total of 141 children with ADHD but without comorbid anxiety (ADHD-Only), 25 children with a comorbidity for anxiety disorder (ADHD-ANX) and 43 children in the control group were assessed. To compare Q-EEG characteristics between groups, we performed ANCOVA (Analysis of Covariance) on relative power and theta/beta ratio (TBR) controlling for covariates such as age, sex, and FSIQ. Relative power values from 19 electrodes were averaged for three regions (frontal, central and posterior). Furthermore, cluster analysis (Ward's method) using the squared Euclidian distance was conducted on participants with ADHD to explore the impact of anxiety on the heterogeneity of Q-EEG characteristics in ADHD., Results: There were no significant group differences in cognitive and behavioral measures. However, significant differences between groups were observed in the theta values in the central region, and the beta values in the frontal, central and posterior regions. In post hoc analyses, It was found that the ADHD-ANX group has significantly higher beta power values than the ADHD-Only group in all regions. For the theta/beta ratio, the ADHD-Only group had significantly higher values than the ADHD-ANX group in frontal, central and posterior regions. However, the control group did not show significant differences compared to both the ADHD-Only and ADHD-ANX group. Through clustering analysis, the participants in the ADHD-Only and ADHD-ANX groups were classified into four clusters. The ratios of children with comorbidities for anxiety disorder within each cluster were significantly different ( χ 2 = 10.018, p = 0.019)., Conclusion: Attention-deficit/hyperactivity disorder children with comorbid anxiety disorder showed lower theta power in the central region, higher beta power in all regions and lower TBR in all regions compared to those without comorbid anxiety disorder. The ratios of children with comorbidities for anxiety disorder within each cluster were significantly different., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Jang, Oh, Lee, Lee, Song, Park, Lee and Joung.)