The relationship between computer-game preference,gender, and mental-rotation ability

This study examined how computer-game preference relates to mental-rotation test (MRT) performance and to gender differences. Subjects were 861 German secondary-school children (mean age = 14.67; range 10–20 years). Latent class analysis with the data of a computer-game preference scale revealed three types of players: “non-players”, “action-and-simulation game players” and “logic-and-skill-training game players”. Large gender differences were found with respect to class assignment. More females than males were found in the “logic-and-skill-training game player” class (82.9%) and in the class of “non-players” (81.9%). Males in contrast were overrepresented (81.7%) in the class of “action-and-simulation game players”. As expected, males on average outperformed females in mental-rotation test performance (d = 0.63). Furthermore, ANOVA results indicated mean differences in mental-rotation ability between action-and-simulation players and non-players (partial η² = .01) as well as age differences (partial η² = .04). With boys, non-players on average had lower MRT scores than action-and-simulation game players. For females, computer-game preference was unrelated to MRT performance. Results are discussed within a nature–nurture-interactionist framework of gender differences in spatial abilities.     

Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences

Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N = 1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender. Latent teacher-student closeness decreased for both genders over time (Cohen's d = − 0.15 to − 0.32), but latent conflict increased for males (Cohen's d = 0.16). There was also increased heterogeneity in teacher-student relationship quality for males relative to females. Math and reading achievement had medium reciprocal effects (β = 0.12 to 0.23), and previous math achievement had small to medium effects on subsequent teacher-student closeness (β = 0.08 to 0.11) and conflict (β = − 0.07 to − 0.09). Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled. Further, these influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict with teachers reporting closer relationships with female students and more conflictual relationships with male students.     

Testing the Tripartite Influence Model of body image and eating disturbance among Hungarian adolescents

We tested the Tripartite Influence Model of body image and eating disturbance on two separate samples of Hungarian boys (n = 145) and girls (n = 225), aged 10–16 years. Our results supported the model among Hungarian adolescents; however we found notable gender differences. The associations were stronger in girls compared to boys; moreover, internalization and body dissatisfaction mediated the relationship between appearance-related sociocultural influences and self-esteem only in girls. BMI and weight perception were also involved in the model, and we could present evidence that the sociocultural influence and the weight perception predict independently body dissatisfaction. Our data are in line with previous results; however, further exploration of gender, age, and culture-related differences in the pattern of associations may contribute to the refinement of intervention programs.     

Distinguishing intentions from desires: Contributions of the frontal and parietal lobes

The ability to represent desires and intentions as two distinct mental states was investigated in patients with parietal (N = 8) and frontal (N = 6) lesions and in age-matched controls (N = 7). A task was used where the satisfaction of the desire and the fulfilment of the intention did not co-vary and were manipulated in a 2 × 2 set. In two experiments we show that lesions to the frontal lobe may impair the ability to deal with desires when their outcome is not congruent with that of the intention, and that parietal damage – especially if it encompasses the left temporo-parietal junction – may cause severe difficulties in the processing of both desires and intentions. The implications of the results for the neuropsychological and the developmental literature are discussed.     

Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement

This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n = 815, mean age = 12.55 years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect “path” for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential “paths” from harsh parenting to adolescent academic achievement, as well as gender differences in these “paths.” The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement.     

Self-concept as a risky driver: Mediating the relationship between racing video games and on-road driving violations in a community-based sample

PurposeThe mediating relationship of self-conceptions as a risky driver on self-reported driving violations was examined for players of “drive’em up” and “circuit” racing video games using an Internet survey of automobile and racing club members. Structural equation modelling (SEM) tested Fischer et al. (2012) extended socio-cognitive model on the effects of risk-glorifying media on cognitions and actions.MethodAn Internet questionnaire was developed and relied upon validated instruments or questions derived from previous surveys. Driver club members were asked about: (1) their frequency of video game playing, (2) self-perceptions as a risky driver and (3) self-reported driving violations. SEM was performed to examine mediating effects of racing video game playing on self-reported driving violations.ResultsPlaying “drive‘em up” video games positively predicted risky self-concept (β = .15, t = 2.26), which in turn, positively predicted driving violations (β = .73, t = 8.63), while playing “circuit racing” games did not predict risky self-concept, although risky self-concept did predict driving violations (β = .72, t = 8.67).ConclusionsSelf-concept as a risky driver mediated the relationship between racing video game playing and self-reported driving violations for “drive’em up”, but not for “circuit racing” video games. These findings are congruent with Fischer and colleagues’ experimental model that self-concept as a reckless driver mediated the relationship between racing video game playing for “drive’em up”, but not for “circuit racing” games and risk-taking behavior in a video of road traffic scenarios.     

Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial

The purpose of this randomized controlled trial was to evaluate elementary-aged students' writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student's initial level of writing fluency. Third-grade students (n = 133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n = 46), a practice-only condition (i.e., weekly writing practice; n = 39), or an instructional control condition (n = 48) for 8 weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges' g = 0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students' initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed.     

Stereotype endorsement and perceived ability as mediators of the girls' gender orientation–soccer performance relationship

ObjectiveThis study investigated girls' endorsement of the stereotype that girls are not good soccer performers through three questions: (1) did stereotype endorsement predict soccer performance? (2) Was this relationship mediated by perceived ability? (3) Was stereotype endorsement related to gender role orientation?MethodOne hundred and two junior high school girls from the 6th to the 9th grade (M age = 13.5 years, SD = 1.23) reported their beliefs about girls' and boys' performance in soccer, perceived ability and gender role orientation. Next, their soccer performance was observed during matches in compulsory physical education classes. A path-analytic model tested the relationships among the variables using a product-moment correlation matrix and a maximum likelihood estimation procedure.ResultsStereotype endorsement (i.e., the belief that girls' performance in soccer is poor) negatively predicted performance, this relationship being mediated by perceived ability. Moreover, masculinity positively predicted perceived ability, and this relationship was partially mediated by stereotype endorsement.ConclusionThis study reinforces the idea that girls' sports performance may be related to gender stereotypes. Interpretations of the results in light of Eccles et al.’s expectancy-value model and stereotype threat theory are discussed, along with implications for practice.     

Acceptance of cosmetic surgery,body appreciation,body ideal internalization,and fashion blog reading among late adolescents in Sweden

This study examined adolescents’ attitudes of cosmetic surgery, as well as the relationships between these attitudes, body appreciation, body ideal internalization, and fashion blog reading. The sample comprised 110 (60 boys, 50 girls) late adolescents (mean age 16.9 years) from a Swedish high school. The results indicated that younger adolescents seem somewhat more accepting of cosmetic surgery. This was especially the case for boys’ acceptance of social motives for obtaining cosmetic surgery (boys’ M = 2.3 ± 1.55 vs. girls’ M = 1.7 ± 0.89). Girls’, and to a limited extent boys’, internalization of the thin ideal was related to more favorable cosmetic surgery attitudes. Athletic ideal internalization and body appreciation were unrelated to these attitudes. Finally, girls who frequently read fashion blogs reported higher thin ideal internalization, and also demonstrated a slight tendency of more cosmetic surgery consideration.     

Predictors of aerobic physical activity and resistance training among Canadian adults with type 2 diabetes: An application of the Protection Motivation Theory

BackgroundIt is well established that both aerobic physical activity (PA) and resistance training are essential in the treatment and management of type 2 diabetes (T2D), but few studies have examined the determinants of both modes of PA in the same sample.PurposeThe main objective was to investigate the utility of the Protection Motivation Theory (PMT) in predicting aerobic PA and resistance training in a population sample of T2D adults.MethodsA total of 244 individuals completed self-report PMT constructs of vulnerability, severity, fear, response efficacy, self-efficacy and intention, and a 3-month follow-up that assessed aerobic PA and resistance training.ResultsPMT explained 19% (p < .001) and 20% (p < .001) of the variance respectively for aerobic PA and resistance training behaviour. Significant associations were found between self-efficacy (β = 0.45, p < .001) and gender (β = 0.15, p < .05) for aerobic PA, and self-efficacy (β = 0.48, p < .001) and age (β = 0.17, p < .05) for resistance training. PMT accounted for 43% (p < .001) and 56% (p < .001) of the variance respectively for aerobic PA and resistance training intentions. For aerobic PA, response efficacy (β = 0.14, p < .05) and self-efficacy (β = 0.59, p < .001) were significantly associated with intention, while response efficacy (β = 0.23, p < .001), self-efficacy (β = 0.64, p < .001) and age (β = 0.10, p < .05) were significantly related with resistance training intention.ConclusionsNone of the unique constructs of the PMT (i.e., perceived vulnerability, severity and fear) were significant with either aerobic and resistance training intention. These results may guide the development of effective PA interventions in people with T2D.     

The high costs of low agreeableness: Low agreeableness exacerbates interpersonal consequences of rejection sensitivity in U.S. and Chinese adolescents

Although personality is a powerful predictor of adjustment, its potential moderating effects have been less studied in youth. This investigation examined why some youth are more susceptible to the negative consequences of rejection sensitivity than others. Two separate studies tested the hypothesis that agreeableness moderates the links between rejection sensitivity and interpersonal outcomes. Study 1 included 198 boys and 264 girls from the U.S.A. (M = 14.24 years old). Study 2 included 86 boys and 115 girls from China (M = 14.21 years old). Across studies, low agreeableness and high rejection sensitivity were uniquely associated with withdrawal, friendship dissatisfaction, and adverse conflict consequences. Cross-cultural replication underscores the universality of the risk confronting low agreeable youth with elevated rejection sensitivity.     

Effects of preterm birth and gender on temperament and behavior in children

The aim of the present study was to assess the direct and interactive effects of premature birth and gender on temperament and behavioral problems in 80 children aged 18–36 months. The sample was composed of children born preterm (PT; n = 44) and children born full-term (FT; n = 36). The children's mothers completed temperament (ECBQ) and behavioral problem (CBCL 1.5–5) assessments. Analyses of variance (ANOVA 2 × 2) were performed. With regard to temperament, PT children exhibited significantly higher scores on high-intensity pleasure and perceptual sensitivity and lower scores on discomfort, cuddliness, and Attentional Focusing compared with FT children. Girls scored higher on fear and discomfort compared with boys. With concern to behavioral problems, PT children scored higher on attention problems compared with FT children. No interactive effect of premature birth and gender on temperament or behavioral problems was found.     

Effets du bilinguisme précoce sur la flexibilité représentationnelle et procédurale dans le dessin du bonhomme

The present research aims to evaluate representational and procedural flexibility by comparing the performances of simultaneous bilingual children French-Arabic (n = 28), successive bilingual children Tamil-French (n = 21) and French monolinguals (n = 24) at 5 years old and at 8 years old educated, in public school, in a disadvantaged neighborhood. The paradigm of the man that does not exist (Karmiloff-Smith, 1990) has been proposed to measure the ability to introduce graphic innovation into a familiar production and drawing a man by starting with the foot (Baldy, 2010) was used to evaluate the ability to make an usual pattern in an unusual way. The results show that bilingual children as young as 5 years old produce significantly more inter-categorical innovations than their monolingual peers while in monolingual children this capacity doesn’t appear until 8 years old. In procedural representations, the results are more nuanced. The underlying mechanisms that explain the best performance of bilingual children are discussed.     

Identification of biological and environmental risk factors for language delay: The Let's Talk STEPS study

The aim of this population-based study was to identify demographic factors for language delays at an early age. The risk analysis covered 11 biological and 8 environmental factors. The mothers’ concerns regarding language development were also examined. A total of 226 children from a Finnish cohort study were invited to participate in language assessments at 36 months. The test results for word finding and language comprehension were compared with parental questionnaires about children's vocabulary at 13 and 24 months.Regression analysis revealed that the father's social class (t = −2.79, p = 0.006) and working full time (t = −2.86, p = 0.005) significantly predicted children's language delay. In addition, language comprehension was significantly predicted by the mother's social class (t = −2.06, p = 0.041) and by gender, with an advantage to girls (t = −2.71, p = 0.008). Vocabulary at 24 months was a powerful predictor for lexical development (t = 4.58, p < 0.0001) and language comprehension (t = 4.85, p < 0.0001) at 36 months. Mothers’ concerns were correlated with children's limited lexicons as early as 24 months (r = 0.31, p < 0.0001) and poor language comprehension (r = −0.35, p < 0.0001) at 36 months. Mothers were especially concerned if the parents needed special education during school years.At the population-level, gender was the most powerful biological factor in predicting language delays. Similarly, both parents’ social status had predictive value for the child's language development. In addition, it was found that the mother's concern about her child's slow language acquisition should be taken into account when making decisions regarding special support.     

Meta-analytic evidence for higher implicit affiliation and intimacy motivation scores in women,compared to men

We used meta-analysis to test for gender differences in implicit needs for affiliation/intimacy, assessed via story-coding methods. We included thirty-three effect sizes from 26 publications and 2 unpublished studies, covering a total of 5962 research participants (58% female). Across studies, women scored higher than men in measures of implicit affiliation motivation (d¹ = 0.45, 95%CI = [0.37; 0.53]). This finding was not moderated by the coding system used, gender congruence of the picture cues presented, or correction for protocol length. Men and women did not differ in their implicit needs for power (N = 2493, k = 15, d¹ = −0.19, 95%CI = [−0.44; 0.05]) or achievement (N = 2235, k = 13, d¹ = 0.14, 95%CI = [−0.03; 0.30]).     

Prosocialité perçue par les éducatrices en centre de la petite enfance et pragmatique du langage des enfants de 4 ans : une question de genre ?

Objective and methodThe aim of this article is to study the influence of pragmatic skills (language use in social context) of girls and boys aged 4 (n = 120) on prosociality as perceived by their early childhood educators (n = 22).ResultsAs with many works, the results show a significant difference in favor of girls rather than boys, indicating a differential perception of gender in perceived prosociality. Then, they show that the conversational initiative of the boys influences the evaluation of the prosociality as perceived by their early childhood educators, whereas for the girls, it does not make it possible to account for it. On the other hand, girls’ expressed pragmatics (communication intentions) are related to their perceived prosociality, whereas it is not the case for boys.ConclusionThese results tend to show a differentiated influence of the pragmatic skills according to the sex of 4-year-olds in the perceived prosociality by their early childhood educators.     

Identity formation in juvenile delinquents and clinically referred youth

IntroductionLittle is known about how juvenile delinquents and clinically referred youth handle the key developmental task of identity formation.ObjectiveThe aim of this study was to compare identity formation in juvenile delinquent and clinically referred boys to identity formation in boys drawn from the general population.MethodMean scores on identity dimensions and membership to identity statuses in ideological (i.e., education) and interpersonal (i.e., relationship with the best friend) domains were compared across groups of juvenile delinquent boys (n = 30), clinically referred boys (n = 21), and boys drawn from the general adolescent population (n = 30).ResultsJuvenile delinquents, but not clinically referred youth, displayed a weaker identity in both the ideological and interpersonal domain than adolescents from the general population.DiscussionIdentity formation among juvenile delinquents deserves more attention from both researchers and clinicians.     

Body-related state shame and guilt in women: Do causal attributions mediate the influence of physical self-concept and shame and guilt proneness

Guided by the process model of self-conscious emotions, this study examined whether physical self-concept (PSC) and shame and guilt proneness were associated with body-related self-conscious emotions of state shame and guilt and if these relationships were mediated by attributions of stability, globality, and controllability. Female participants (N = 284; Mean age = 20.6 ± 1.9 years) completed measures of PSC and shame and guilt proneness before reading a hypothetical scenario. Participants completed measures of attributions and state shame and guilt in response to the scenario. Significant relationships were noted between state shame and attributions of globality and controllability, and shame proneness, guilt proneness, and PSC. Similar relationships, with the additional predictor of stability, were found for state guilt. Mediation analysis partially supported the process model hypotheses for shame. Results indicate PSC and shame proneness are important in predicting body-related emotions, but the role of specific attributions are still unclear.     

The link between children's sport participation and self-esteem: Exploring the mediating role of sport self-concept

Background and PurposeSport participation is positively associated with indices of adjustment, such as self-esteem, among adolescent participants. Less is known about the processes through which younger children benefit from their sport participation. The purpose of this investigation was to test whether children's sport self-concept mediated the longitudinal associations between time spent in individual- and team-oriented organized sport activities and later self-esteem.MethodsWe used four waves of data from the Childhood and Beyond Study collected from three cohorts of elementary school-aged children (N = 987), their parents, and their teachers.ResultsFindings indicated that children who spent more time in team sports, but not time in individual sports, reported higher sport self-concept, which, in turn, was associated with higher self-esteem than their peers. Multi-group analyses suggested that these relations did not vary across gender, sport ability, sport importance beliefs, or peer acceptance.ConclusionsStudy results suggested that the relations between time spent in sports and children's sport self-concept depends, in part, on whether the time was spent in team or individual sports. This investigation highlighted the value of examining mediating processes so as to better explicate the association between time in sports and self-esteem.     

Use of video observation and motor imagery on jumping performance in national rhythmic gymnastics athletes

The aim of this study was to evaluate whether a mental training protocol could improve gymnastic jumping performance. Seventy-two rhythmic gymnasts were randomly divided into an experimental and control group. At baseline, experimental group completed the Movement Imagery Questionnaire Revised (MIQ-R) to assess the gymnast ability to generate movement imagery. A repeated measures design was used to compare two different types of training aimed at improving jumping performance: (a) video observation and PETTLEP mental training associated with physical practice, for the experimental group, and (b) physical practice alone for the control group. Before and after six weeks of training, their jumping performance was measured using the Hopping Test (HT), Drop Jump (DJ), and Counter Movement Jump (CMJ). Results revealed differences between jumping parameters F(1, 71) = 11.957; p < .01, and between groups F(1, 71) = 10.620; p < .01. In the experimental group there were significant correlations between imagery ability and the post-training Flight Time of the HT, r(34) = −.295, p < .05 and the DJ, r(34) = −.297, p < .05. The application of the protocol described herein was shown to improve jumping performance, thereby preserving the elite athlete’s energy for other tasks.