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Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students' use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students' perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures. Control strategy was stronger positive mediators of achievement in Western countries, whereas memorisation and elaboration strategy use and instrumental motivation more negatively mediated the effect of perseverance on achievement in Western countries.

Academic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success within traditional education. In higher online education, information on these relationships is lacking, while this group of learners is growing in size and importance. We therefore investigated the total as well as the unique predictive value of academic self-efficacy, self-esteem, and grit on academic success in higher online education. Moreover, mediation effects were investigated. Students of a higher online education university in the Netherlands participated (N = 2027, age 18-80 years) in this observational study. Participants filled out online questionnaires on the variables of interest and potential confounding variables at baseline. Academic success was measured objectively through information provided by the exam registration office and operationalized in three variables: exam attempt, study progress, and academic performance. Logistic regression analyses showed that consistency of interests significantly predicted exam attempt (B = .43, p < 0.001). Generalized multiple linear regression analyses with negative binomial distribution showed that consistency of interests was a significant predictor of study progress (B = 0.16, p < 0.001). Mixed model analyses revealed no significant predictors for academic performance (ps > 0.06). The fact that of our three predictors solely consistency of interests was found to be predictive for academic success indicates that online educational institutes should pay attention to consistency of interests of their students to improve the academic success rates.

Research has shown the importance of goal orientation in predicting academic performance for children, adolescents, and college students in traditional educational settings. Studies on this relationship within adult distance education, however, are lacking. To fill this gap, the present study was conducted to investigate the relationship between goal orientation and academic performance in adult distance learners. A sample of N = 1128 distance university students (age 18-75 years) filled out an online questionnaire. Their exam grades were collected from the files of the Open University of the Netherlands (OUNL). A mixed model regression showed performance approach goal orientation to be a positive predictor of academic performance, whereas performance avoidance and work avoidance were negative predictors of academic performance. Non-significant results were found for mastery approach as well as for mastery avoidance. Implications of these results are discussed.

Objectives Maternal pre-pregnancy weight is known to affect foetal development. However, it has not yet been clarified if gestational weight gain is associated with childhood behavioural development. Methods We performed a pooled analysis of two prospective birth cohorts to investigate the association between gestational weight gain and childhood problem behaviours, and the effect modification of maternal pre-pregnancy BMI. In total, 378 mother-child pairs from the Maastricht Essential Fatty Acids Birth cohort (MEFAB) and 414 pairs from the Rhea Mother-Child cohort were followed up from early pregnancy to 6-7 years post-partum. At follow up, parents assessed their children's behaviour, measured as total problems, internalizing and externalizing behaviours, with the Child Behaviour Checklist. We computed cohort- and subject-specific gestational weight gain trajectories using mixed-effect linear regression models. Fractional polynomial regressions, stratified by maternal pre-pregnancy BMI status, were then used to examine the association between gestational weight gain and childhood problem behaviours. Results In the pre-pregnancy overweight/obese group, greater gestational weight gain was associated with higher problem behaviours. On average, children of women with overweight/obesity who gained 0.5 kg/week scored 25 points higher (on a 0-100 scale) in total problems and internalizing behaviours, and about 18 points higher in externalizing behaviours than children whose mothers gained 0.2 kg/week. Inconsistent results were found in the pre-pregnancy normal weight group. Conclusions for Practice Excessive gestational weight gain in women with pre-pregnancy overweight/obesity might increase problem behaviours in school-age children. Particular attention should be granted to avoid excessive weight gain in women with a pre-pregnancy overweight or obesity., Author(s): Elena C. Tore [sup.1] [sup.2] , Evangelia E. Antoniou [sup.1] , Renate H. M. de Groot [sup.3] [sup.4] , Marij Gielen [sup.4] , Roger W. L. Godschalk [sup.5] , [...]

The effects of light physical activity (LPA) interventions on adolescents' learning were reviewed. Learning was operationalized as academic performance and academic-performance-related cognitive functions. Using PubMed, Web of Science, ERIC, PsycINFO, PsycARTICLES, Psychology and Behavioral Sciences Collection, and Cochrane Library, only English-language studies published until 19-07-2021 were included. Of the resulting 49, 34 studies posed a low risk of bias, covering: executive functions (inhibition, updating, and shifting), memory, and academic performance. The quality of evidence of each outcome was very low, mainly due to inconsistencies in results between studies. Nonetheless, most studies found positive (n = 15) or null (n = 14) effects of LPA interventions on adolescents' learning. Negative effects of LPA interventions were only found from studies with on-task procedures (n = 4). One study reported positive and negative effects. Only two studies utilized longitudinal LPA interventions, of which one reported positive effects, and the other reported null effects. Future studies should explore the role of potential moderators, e.g. timing of LPA interventions with regard to the learning and testing phases. Overall, while introducing LPA in the classroom may be effective at breaking up prolonged sedentary behavior, more high-quality research is needed to establish its positive effect on learning. [ABSTRACT FROM AUTHOR]

The goal of this study was to investigate whether single executive function (EF) tests were predictive for learning performance in mainly young and middle-aged adults. The tests measured shifting and updating. Processing speed was also measured. In an observational study, cognitive performance and learning performance were measured objectively in 851 adult students and analyzed using multiple linear regression. EFs and processing speed were measured via cognitive tests. Learning performance was evaluated after 14 months. The results show that updating performance is predictive for learning performance, with a small effect size, while shifting performance was not. This means that a single updating test has predictive value for learning performance acquired over a longer period of time. However, as the effect size is rather small, the test on its own does not serve as a proper selection tool for determining whether a student will be successful or not.

Background: Knowledge about the beneficial role of physical activity (PA) for health and school performance is growing. Studies investigating the link between PA and school absenteeism due to illness are lacking. Therefore, we investigated associations between habitual PA and school absenteeism due to illness in adolescents and explored whether mental health and cardiovascular fitness mediated this association. Methods: We studied 328 students in grades 7 and 9 (mean age 13.8 years; 49% boys). The PA was measured objectively by an ActivPAL3™ accelerometer attached on the thigh during 1 full week (24 hours/day). Depressive symptoms and self-esteem were self-reported by the Center for Epidemiologic Studies Depression Scale (CES-D) and Rosenberg Self-Esteem Scale, respectively, and included as a proxy for mental health in the analyses. Cardiovascular fitness was measured by the 20-m shuttle-run test. School absenteeism due to illness data was provided by the school administration. Results: The PA was not significantly associated with school absenteeism, though there was an indirect association between PA and school absenteeism by cardiovascular fitness. Conclusions: Cardiovascular fitness mediates the association between PA and school absenteeism due to illness. Thus, cardiovascular fitness of students should be improved to reduce school absenteeism due to illness.

The GOALS study (Grootschalig Onderzoek naar Activiteiten van Limburgse Scholieren [Large-scale Research of Activities in Dutch Students]) was set up to investigate possible associations between different forms of physical activity and inactivity with cognitive performance, academic achievement and mental well-being. It was conducted at a secondary school in the south of the Netherlands. Data collection took place during normal school weeks from October 2011 to March 2012, and 1 year later from October 2012 to May 2013. The study was approved by the local Ethical Committee of the Open University of the Netherlands. All students in grades 7 and 9 of senior general secondary education and university preparatory education were invited to participate (n?=?526). At baseline, a sample of 440 Dutch-speaking adolescents was willing to participate (83.7%). Of these, 344 participated in the follow-up. Physical activity was measured objectively by an ActivPal3™ accelerometer (Paltechnologies, Glasgow, UK). Cognitive performance was measured by the d2 Test of Attention and the Symbol Digit Modalities Test. Academic achievement was determined using the mean of school grades in Dutch, English and Mathematics. Several well-validated instruments were used to determine mood/depressive symptoms, self-esteem and goal orientation. Information on several covariates such as sex, academic year, school level, ethnicity, socio-economic status, body mass index, pubertal status, smoking, drinking, viewing television, computer use, etc., are available.

The Memory Compensation Questionnaire (MCQ) is a psychometrically sound instrument that assesses the variety and extent to which an individual compensates for actual or perceived memory losses. Until now, only an English version of the MCQ has been psychometrically evaluated. The aim of the present study was to establish a Dutch version of the MCQ and evaluate its psychometric properties. The MCQ data of N = 556 cognitively healthy adults (61.8% females) aged between 50.1 and 95.3 years (M = 73.9 years, SD = 8.0) were analyzed. The results showed that the factor structure of the Dutch version of the MCQ corresponded well with that of the English version of the MCQ. The reliabilities of the scales of the Dutch version of the MCQ were all high (all Cronbach's [alpha]s [greater than or equal to] 0.77). Demographic variables (especially age and gender) affected most of the MCQ scale scores. Regression-based normative data that take these demographic influences into account were established, and a user-friendly computer program was provided to facilitate the scoring and norming of the MCQ. (Contains 9 tables.)

This paper presents a comprehensive group intervention for older adults with cognitive complaints. It offers psychoeducation about cognitive aging and contextual factors, focuses on skills and compensatory behavior, and incorporates group discussion. The intervention reduced negative emotional reactions towards cognitive functioning in a controlled study in healthy women aged 60 to 75 years. Its background and content are described in detail to enable replication and large-scale implementation. Therefore, a process evaluation was carried out. The results support participants' appreciation and point to better self-evaluations after intervention. This intervention may offer a valuable contribution to public health care for older adults. (Contains 3 tables and 1 figure.)

Public education about memory was evaluated with a controlled intervention trial. Participants in group 1 (n = 273) attended a symposium covering memory-related topics and received a magazine with identical information. Group 2 (n = 141) only received the magazine. Participants were nonprofessionals and professionals aged between 29 and 88. Outcome measures were knowledge about memory and subjective experience. For nonprofessionals, knowledge increment was higher in group 1 than in group 2, indicating that an objective increment in knowledge is present in nonprofessionals after attending the symposium. No knowledge change occurred in professionals. Furthermore, participants were very satisfied after both interventions, even when knowledge transfer was limited. (Contains 1 figure and 2 tables.)

Background: University students often exhibit high levels of sedentary behavior that is negatively associated with cognition and mood. On the other hand, light‐intensity physical activity (LIPA) may improve cognitive performance and mood. Therefore, this study investigated the acute effect of LIPA breaks during prolonged sitting on attention, executive functioning, and mood. Methods: A randomized crossover design was used in this study. In total, 21 healthy adults (15 women, age = 24 ± 3 years, BMI = 23 ± 2 kg/m2) completed three prolonged sitting conditions: (1) without a demanding cognitive task (SIT), (2) with a demanding cognitive task (COGN), and (3) with every 25 min sitting interrupted by a 5‐minute walk (INTERRUPT). Attention, executive function (response inhibition, task shifting, and working memory updating), and mood were assessed before and after each condition. Results: Linear mixed models analyses showed that prolonged sitting frequently interrupted by LIPA (INTERRUPT) or with cognitively demanding activities (COGN) significantly improved task shifting compared to SIT. However, INTERRUPT did not significantly improve task shifting compared with COGN. No significant acute effects on attention, response inhibition, working memory updating, or mood were found. Conclusions: Frequent LIPA breaks or cognitively demanding activities have a selective, acute positive impact on one aspect of cognitive performance compared to idle sitting. No evidence was found that LIPA breaks have an acute improvement in attention, executive function, and mood compared to sitting with cognitive loading. To further investigate the effect of PA on cognitive performance, it is necessary to consider cognitive loading and control for the cognitive activity during sitting in the experimental design. [ABSTRACT FROM AUTHOR]

Although iron homeostasis is essential for brain functioning, the effects of iron levels on cognitive performance in older individuals have scarcely been investigated. In the present study, serum iron parameters and hemochromatosis (HFE) C282Y genotype were determined in 818 older individuals who participated in a 3-year randomized, placebo-controlled double-blind trial examining the effects of folic acid on carotid intima-media thickness. All participants had slightly elevated homocysteine levels and were vitamin BI2 replete. Cognitive functioning was assessed at baseline and after 3 years by means of a neuropsychological test battery. At baseline, increased serum ferritin was associated with decreased sensorimotor speed, complex speed, and information-processing speed and increased serum iron was associated with decreased sensorimotor speed. Cognitive performance over 3 years was not associated with HFE C282Y genotype or iron parameters. In conclusion, serum iron parameters do not show a straightforward relationship with cognitive functioning, although elevated iron levels may decrease cognitive speed in older individuals susceptible to cognitive impairment. Key Words: Cognitive performance--Iron parameters--HFE--Longitudinal study--Older adults. doi: 10.1093/gerona/glq149