Focusing on gender similarities increases female students’ motivation to participate in STEM

Recent analyses highlight women's opting out of STEM fields as an important contributing factor to the gender gap in science. Therefore, it is important to identify the factors influencing women's motivation to participate in STEM. In the present study, we tested the hypothesis that the focus on differences between male and female students in STEM, even when those differences are irrelevant to the competence dimension, would decrease the motivation of women to engage in STEM. On the other hand, a belief in gender similarities would increase their motivation to get involved in STEM. We conducted three experiments among female students in STEM majors, in which we manipulated the focus on gender differences versus similarities. The results, which replicated across three studies, showed that when female students focused on similarities between men and women, they were more motivated to engage in STEM‐related activities than when they focused on gender differences. Additionally, we tested whether the gender stereotypes and a perception of gender discrimination mediated that effect but the results of these analyses were inconsistent across studies. Overall, the findings suggest that messaging directed at women in STEM, which highlights similarities between men and women could encourage them to engage in STEM but deactivation of gender stereotypes does not necessarily account for these effects.     

Associations Between Conduct Disorder,Neurodevelopmental Problems and Psychopathic Personality Traits in a Swedish Twin Youth Population

Previous research has found a complex relationship between psychopathic traits, neurodevelopmental problems (NDPs), and conduct disorder (CD) in children. This study explores associations between psychopathic traits, assessed with the Child Problematic Traits Inventory—Short Version (CPTI-SV), and CD in children with and without coexisting NDPs (i.e., attention deficit/hyperactivity disorder [ADHD] and autism spectrum disorder [ASD]) in a community-based sample of Swedish twins (n?=?8762). Findings indicate weak to moderately strong correlations between psychopathic traits and CD, ADHD, and ASD, respectively. Furthermore, in univariable analyses, both psychopathic traits and NDPs displayed significant positive associations with being screened positive for CD, though only the grandiose-deceitful dimension of CPTI-SV and the ADHD domain concentration and attention deficits remained significantly associated with CD in a multivariable regression model. The results are relevant to screening and assessment in child and youth psychiatry, as a grandiose and deceitful interpersonal style may also be a valid sign of children at risk of developing CD.     

Toward a Non-memory Misinformation Effect: Accessing the Original Source Does Not Prevent Yielding to Misinformation

The misinformation effect is regarded by many to be fully memory-related. The paper presents results demonstrating that it may occur without memory distortions or source monitoring errors. Three experiments were conducted, in which the participants were allowed to access the original and post-event source while answering. All experiments used a discrepancy detection test in order to see whether participants aware of discrepancies and having access to the original source, still provide answers consistent with misinformation. In Experiments 2 and 3, the participants’ actions in the modified procedure were recorded, ensuring that subjects actively access the original source. A misinformation effect was obtained in all experiments. Moreover, awareness of discrepancies did not fully protect against the misinformation effect. Results demonstrate that existing memory-related explanations of the misinformation effect, including source misattribution, may not be enough to fully understand it.     

Planning and self-efficacy interventions encouraging replacing energy-dense foods intake with fruit and vegetable: A longitudinal experimental study

Objective: This longitudinal experimental study compared effects of self-efficacy, planning and education-based conditions, encouraging adolescents to eat fruit and vegetable in place of energy-dense foods.

Design: Data were collected among 506 adolescents (13–18 years old) who were randomly assigned to control (n = 181), planning (n = 153) or self-efficacy (n = 172) conditions. Measurements were taken at baseline (T1), at a 2-month follow-up (T2), and at a 14-month follow-up (T3). Interventions/control group procedures were delivered at T1 and T2.

Outcome measures: Self-reports of fruit and vegetable intake (FVI) and energy-dense foods intake were collected at three times. Cognitive mediators (self-efficacy and planning) were assessed at T1 and T2. Body weight and height were objectively measured at T1 and T3.

Results and conclusions: Similar significant increases of FVI were found for planning and self-efficacy interventions (T3). The planning intervention did not influence energy-dense food intake (T3), but the self-efficacy intervention tended to result in stabilising intake (compared to an increase found in the control group). There were no effects on body weight. Similar patterns were found for the total sample and for a subsample of adolescents with overweight/obesity. The effects of interventions on FVI were mediated by respective cognitions.     

Effect of simultaneous model observation and self-modeling of volleyball skill acquisition

This study examined the effect of feedback with simultaneous skilled model observation and self-modeling on volleyball skill acquisition. 53 pupils 12 to 15 years old formed two experimental groups and one control group who followed an intervention program with 12 practice sessions for acquisition and retention of how to receive a ball. Groups received different types of feedback before and in the middle of each practice session. Reception performance outcome (score) and technique in every group were assessed before and at the end of the intervention program and during the retention phase. A 3 (Group) x 3 (Measurement Period) multivariate analysis of variance with repeated measures was applied to investigate differences. Results showed equivalent improvement in all three groups at the end of the intervention program. In conclusion, types of augmented feedback from the physical education teacher are effective in acquisition and retention of the skill for reception in volleyball.     

The Berlin Affective Word List Reloaded (BAWL-R)

The study presented here provides researchers with a revised list of affective German words, the Berlin Affective Word List Reloaded (BAWL-R). This work is an extension of the previously published BAWL (V?, Jacobs, & Conrad, 2006), which has enabled researchers to investigate affective word processing with highly controlled stimulus material. The lack of arousal ratings, however, necessitated a revised version of the BAWL. We therefore present the BAWL-R, which is the first list that not only contains a large set of psycholinguistic indexes known to influence word processing, but also features ratings regarding emotional arousal, in addition to emotional valence and imageability. The BAWL-R is intended to help researchers create stimulus material for a wide range of experiments dealing with the affective processing of German verbal material.     

On‐Line Support and Resources for People Bereaved through Suicide: What Is Available?

The Internet is a potentially valuable source of information for the bereaved, but the current knowledge regarding the type and quality of online material on suicide bereavement is very limited. This study was designed to explore the types of online information and support available for people bereaved by suicide and the quality of such resources. Four popular Internet search engines were searched using terms related to suicide bereavement and support. Although a wide range of Internet resources exist for people bereaved by suicide, these resources may not meet basic quality standards. It is unknown who uses these sites, how such material is used, and whether it helps people to cope effectively with grief after suicide.     

Direct and indirect effects of parenting practices on socio‐moral approval of aggression in Polish young adults. Do all practices matter?

The purpose of this article was to determine the socialisation antecedents of socio‐moral approval of aggression (SMAA). In Study 1, we assessed factorial structure and reliability of the SMAA with a sample of 355 students who reported on the extent to which they approved of six forms of aggressive behaviour and six justifications of aggression. Two‐factor solutions were obtained with regard to forms and justifications of aggressive acts. Thus, approval of extreme and minor aggression was distinguished as well as legitimate and illegitimate justifications of aggression. In Study 2, we tested the path models of the socialisation antecedents that contributed to the high approval of minor and extreme aggressive acts as well as legitimate and illegitimate justifications of aggression. Data were collected from 173 undergraduate students. Path analyses showed that high levels of approval of extremely aggressive acts and of illegitimate justifications of aggression were preceded by a sequence of negative life events, beginning with frequent misbehaviour in childhood, corporal punishment used by parents and ending with delinquency in adolescence. The approval of minor aggression had little relation to socialisation factors apart from a detrimental effect of psychological aggression while approval of legitimate justifications of aggression had no socialisation antecedents.