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The Adult Prosocialness Behavior Scale (APBS) is most often used to measure adult prosociality. We conducted a reliability generalization meta-analysis to compute the average APBS reliability and examine the heterogeneity among reliability estimations and the influence of moderator variables. An exhaustive search identified 74 articles that applied the APBS with 16 items assessed on a 5-point Likert-type scale. Of these, 58 had reliability coefficients with the current data, and 76 reliability estimates were provided. Random- and mixed-effects models were used. The average reliability coefficient was 0.903 for Cronbach's alpha, 0.896 for McDonald's omega, and 0.674 for test-retest. Moderator analyses were used to create a predictive model in which the target population and study language accounted for 48.7% of the total variability among Cronbach's alpha coefficients. Although the APBS has shown satisfactory internal consistency, it can vary as a function of several factors.

Background: Children with Special Education Needs and Learning Difficulties are at risk of being excluded, or bullied because of their impairments. Within the bullying literature, two variables have been shown to be key in terms of its predictions: student-teacher relationship and students' social status among peers. Objective: The aim of this research was to assess the association between the student-teacher relationship and students' social status in the peer group and bullying dimensions in children with SEN, LD, and typical development. Method: A total of 320 children--55 with LD, 46 with SEN, and 219 in the control group -- participated in the study, with a mean age of 11.04 (SD = 1.42), and 59.7% of whom were male. The model tested showed a good fit: X[superscript 2] (40) = 102.395, p < 0.001, CFI = 0.940, RMSEA = 0.070 [90% CI = 0.054, 0.088]. Results: Main findings show that children with SEN and LD had more difficulties in social participation and might be at higher risk of being bullied, compared with their classmates. Conclusions: This study offers evidence on bullying in children with SEN and LD and its association with both relationship with teacher and students' social status. For teachers, results highlight peculiarities and possible problems of school inclusion of children with SEN and LD. For educational researchers, findings add knowledge on literature focused on bullying in children with difficulties.

This study aimed to investigate how children with attention deficit hyperactivity disorder (ADHD) adjust to school when compared to typically developing students. The convenience sample consisted of 135 children--27 with ADHD and 108 in the control group--and 19 prevalent teachers from 6 primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Evaluations were also used to assess teachers' perceptions of their relationships with their students, children's behaviors, and children's academic competencies. Chi-squared tests, independent sample t tests, bivariate correlations, and one-way multivariate analyses of variance (MANOVA) were used to analyze the data. The chi-squared test showed that children with ADHD were rejected by their peers and more unpopular than expected. The results of the one-way MANOVA tests showed greater difficulty on the teacher's part in establishing relationships based on affective closeness with children with ADHD than with typically developing children. Children with ADHD also showed higher levels in emotional symptoms, behavioral problems, hyperactivity, and peer problems than typically developing children. This study's findings suggest that teachers should consider the wellbeing of children with ADHD to improve their social and behavioral development on children's ability to adjust to school.

Author(s): Matteo Angelo Fabris [sup.1] , Laura Badenes-Ribera [sup.2] , Claudio Longobardi [sup.1] , Alessia Demuru [sup.1] , Scigala Dawid Konrad [sup.3] , Michele Settanni [sup.1] Author Affiliations: (1) grid.7605.4, [...], Bullying victimization has several consequences for the psychological well-being of marginalized people, including body dysmorphic concerns and paranoid ideation, a relatively stable way of thinking characterized by suspiciousness and mistrust of others. Men who have sex with men (MSM) report a greater risk of homophobic bullying victimization (HBV), and previous research has indicated that MSM face a higher risk of body dysmorphic concerns, particularly in reference to their muscles. The aim of this study is to examine the association between HBV and muscle dysmorphic concerns in a sample of MSM, and to test the hypothesis that paranoid ideation mediates the association between HBV and muscle dysmorphic concerns. The sample consisted of 270 Italian-speaking MSM aged 18-64 years (M = 34.3; SD = 11.4). We administered an anonymous online questionnaire to collect data about sociodemographics, previous HBV experiences, muscle dysmorphic concerns and paranoid ideation using internationally validated instruments. Our results suggest that HBV positively predicts both higher levels of paranoid ideation and muscle dysmorphic preoccupation. Moreover, the results indicate that paranoid ideation is a mediator of the relationship between HBV and MD. Implications for research and clinical practice are discussed.

Background/Objectives: Studies on executive functions in child sex offenders relate their findings to the presence of pedophilia, but they are not able to distinguish between paraphilia and abuse. It is therefore this lack of a distinction that leads us to complement the existing information. Thus, the purpose of this review is to find all available evidence on the neurocognitive and neuroanatomical differences in executive functions among pedophilic and non-pedophilic child sex offenders, and non-offender pedophiles. Methods: The present review, in accordance with the PRISMA statement, ran a systematic search of three databases (Web of Science, Scopus and ProQuest). This search identified 5697 potential articles, but only 16 studies met all the inclusion criteria. Most of the studies were conducted in Europe, using a cross-sectional design with a convenience sample. Results: The results showed alterations in frontal, temporal and parietal structures related to executive functions (e.g., response inhibition) in child sexual offenders, regardless of the presence of pedophilia. Conclusions: In summary, there are differences in brain structure underlying executive functions related to child sexual abuse, but not to pedophilia as such. [ABSTRACT FROM AUTHOR]

Children who stutter are at risk of being excluded, rejected, or bullied at school because of their impairment. The aim of the current research is to assess the relationship between students and teachers and students' social status in their peer group and bullying dimensions in children who stutter. A total of 536 children -- 62 affected by stuttering and 474 in the control group -- participated in the study, with a mean age of 11.42 (SD = 1.55), and 50.2% of whom were male. Among the tested models, model 2 showed better fit with statistically significant relations: X[superscript 2] = 109.02, df = 38, p <0.01; CFI = 0.94; RMSEA = 0.06 [90% CI = 0.05, 0.07]; and, thus, it was retained as the best representation of the data. This study offers preliminary evidence about the role of the presence of stuttering in students as a predictor of bullying.

Introduction: Research on gaming and gaming habits has predominantly focused on younger populations, particularly males. The main objective of this study was to analyze gender-based differences in gamer profiles, considering variables related to gaming habits and the gaming community. Methods: A total of 180 Spanish university students currently engaged in video gaming (M = 21.51 years, SD = 3.09, 57.4% male) participated in the study by completing an online questionnaire addressing gaming characteristics such as the age of onset, gaming hours, motives of gaming, and perceived toxicity in the video gaming community. Results: The results revealed statistically significant gender differences in the age of gaming initiation, weekly gaming hours, community toxicity, and several gaming motivations, including customization, cognitive challenge, violent gratification, and social interaction. Linear discriminant analysis identified that higher scores in the age of initiation and customization, along with lower scores in violent gratification and community toxicity, formed the combination of predictor variables that most strongly distinguished between genders. Conclusion: Understanding these gender differences is essential for capturing current gaming trends and addressing the needs of diverse gamers. Finally, the potential clinical implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Despite the clear importance of the student-teacher relationship, few studies have focused on children with special education needs (SEN) and learning disabilities (LD). The purpose of this study was to examine the quality of the student-teacher relationship and its effects on the behavior, work, and social and relational skills of students with any type of SEN and LD. The sample consisted of 320 children-55 with LD, 46 with SEN, and 219 in the control group and 40 teachers. The chi-square test showed that students with SEN were more disliked in the peer group. MANCOVAs controlling for student age revealed that the presence of SEN in students did not affect perceptions of the teacher-student relationship, but did affect emotional and hyperactive symptomatology and academic performance. Students with LD showed higher levels of emotional and hyperactive symptomatology compared to typically developing students. In addition, students with SEN showed higher levels of hyperactivity symptomatology compared to students with typical development. Students with typical development showed better academic performance in humanity and science compared to students with SEN, and better performance in science subjects than students with LD. Students with LD showed better academic performance in intellectual subjects compared to students with SEN. [ABSTRACT FROM AUTHOR]

Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student-teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children--15 were affected by SM, with 60 in the control group--and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group.

The relationship between premature ovarian insufficiency (FXPOI) and premutation in the FMR1 gene is well established. In recent years, though, a potential relationship between the latter and a low ovarian reserve has been suggested. To explore it, we conducted a retrospective study in an IVF program at a university tertiary referral center in Barcelona (Spain). Data were obtained retrospectively from a total of 385 women referred for FMR1 gene testing at our institution from January 2018 to December 2021. We compared the prevalence of FMR1 gene premutation between 93 of them, younger than 35 years, with a diminished ovarian reserve (DOR), characterized by levels of anti-Mullerian hormone < 1.1 ng/mL and antral follicle count < 5; and 132 egg donors screened by protocol that served as the controls. We found a higher prevalence of FMR1 premutation in the DOR group (seven patients (7.69%)) than in the control group (one patient (1.32%)), Fisher-exact test p-value = 0.012). We concluded that compared with the general population represented by young egg donors, the prevalence of FMR1 gene premutation is higher in young patients with a diminished ovarian reserve. Although these findings warrant further prospective validation in a larger cohort of patients within DOR, they suggest that, in clinical practice, FMR1 premutation should be determined in infertile young patients with DOR in order to give them adequate genetic counselling. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine sexting behavior, specifically the prevalence of sexting, and its relationships with sociodemographic characteristics (i.e. gender, sexual orientation, and age) and psychological adjustment. To this end, a cross-sectional study was conducted using an online survey. The sample consisted of 999 young adults (98% Italian, 76% female, 67.4% heterosexual) with a mean age of 24.47 years (SD = 3.11). Results showed differences in sexting behavior according to gender and sexual orientation. Age was also associated with sexting behavior. These findings have important implications for clinical practice and future research. Awareness of sexting behavior and its relationships with sociodemographic characteristics can inform the development of targeted interventions to promote safe and ethical use of digital technologies in the realm of sexuality. Additionally, further research can delve into the psychological dynamics involved in sexting and identify risk and protective factors associated with its use. [ABSTRACT FROM AUTHOR]

This study examines the factorial invariance of the Scale on Beliefs About Children's Adjustment in Same-Sex Families (SBCASSF) across countries in three samples: Chilean, Spanish, and Hispanic university students. The scale analyzes attitudes toward the consequences of the rearing and education of children by parents with a homosexual sexual orientation. The instrument consists of two subscales: Individual Opposition and Normative Opposition. The Spanish sample is composed of 199 university students, the Chilean sample is made up of 279 students, and the Hispanic sample consists of 114 students. The results provide empirical evidence for the reliability of the SBCASSF in the samples from the countries and its factorial invariance (strict invariance). Results are also provided about differences between countries and by sex. The SBCASSF could be a potentially useful measure for educators, psychologists, and other mental health professionals who wish to study beliefs about the child-rearing practices of same-sex parents.