Evaluation of the Informational Content,Readability and Comprehensibility of Online Health Information on Monogenic Diabetes

The purpose of this study was to assess the informational content, readability, suitability and comprehensibility of websites offering educational information about monogenic diabetes available to patients. The top 20 results from 15 queries in four search engines were screened. Content analysis was performed by two independent coders. Readability was determined using Flesch-Kincaid grade level (FKGL) and Simplified Measure of Goobledygook (SMOG). The Comprehensibility Assessment of Materials (SAM + CAM) scale was utilized to evaluate website suitability and comprehensibility. Only 2% (N = 29) of 1200 screened websites met inclusion criteria. Content analysis showed that 16 websites presented information on at least the most common forms of MODY (1, 2 and 3), four addressed the utility of genetic counseling, and none included support resources for patients. All websites exceeded the consensus readability level (6th grade) as assessed by FKGL (10.1 grade) and SMOG (12.8 ± 1.5 grades). Although the majority (N = 20) of websites had an overall “adequate” to “superior” quality score (SAM + CAM score > = 40%), more than one-third scored “not suitable” in categories of content, literacy demand, graphics, and learning motivation. The online educational resources for monogenic diabetes have a high readability level and require improvement in ease of use and comprehensibility for patients with diabetes.     

The Structure of Emotion Dialogues: Maternal Reminiscing Factors Differentially Relate to Child Language and Socio-Emotional Outcomes

Research on Child and Adolescent Psychopathology - Mother–child reminiscing about past emotional experiences is one aspect of emotion socialization that facilitates child socio-emotional and...     

Family Structure Transitions: Prevalence and Physical Health Effects in Ethiopia,India, Peru,and Vietnam

Journal of Child and Family Studies - This study aimed to identify the prevalence and physical health consequences of family structure transitions among children in Ethiopia, India, Peru, and...     

Who wants to learn harder? The relationship between conservatism and liberalism,desirable difficulties,and academic learning

Social Psychology of Education - Previous work has shown that challenging learning strategies like desirable difficulties improve long-term learning. Nonetheless, because they might be regarded as...     

Ethnic identity and self‐esteem among Asian and European Americans: When a minority is the majority and the majority is a minority

Three studies were conducted to examine the impact of being a numeric majority or minority in Hawai'i and U.S. mainland on the ethnic identity and self‐esteem of Asian and European Americans. Results of Study 1 (N = 214, M age = 19.85 years) and Study 2 (N = 215, M age = 18.20 years) showed that Asian Americans who grew up on the U.S. mainland, where they are a numeric minority, reported higher ethnic identity than did Asian Americans who grew up in Hawai'i, where they are a numeric majority. In addition, ethnic identity was significantly associated with self‐esteem for Asian Americans from the U.S. mainland and European Americans from Hawai'i (numeric minority), but not for Asian Americans from Hawai'i and European Americans from the U.S. mainland (numeric majority). Study 3 (N = 88, M age = 18.12) examined ethnic identity and self‐esteem among Asian and European Americans who had moved from the U.S. mainland to attend a university in Hawai'i over a 1 year time period. The results showed significant relations between ethnic identity and self‐esteem for Asian Americans when they initially moved to Hawai'i, but this relation decreased after they had lived in Hawai'i for 1 year. The findings highlight contextual variations in ethnic identity and self‐esteem for members of both minority and majority groups in the U.S. Copyright © 2014 John Wiley & Sons, Ltd.     

Age‐related changes in the dynamics of fear‐related regulation in early childhood

Self‐regulation is a dynamic process wherein executive processes (EP) delay, minimize or desist prepotent responses (PR) that arise in situations that threaten well‐being. It is generally assumed that, over the course of early childhood, children expand and more effectively deploy their repertoire of EP‐related strategies to regulate PR. However, longitudinal tests of these assumptions are scarce in part because self‐regulation has been mostly studied as a static construct. This study engages dynamic systems modeling to examine developmental changes in self‐regulation between ages 2 and 5 years. Second‐by‐second time‐series data derived from behavioral observations of 112 children (63 boys) faced with novel laboratory‐based situations designed to elicit wariness, hesitation, and fear were modeled using differential equation models designed to capture age‐related changes in the intrinsic dynamics and bidirectional coupling of PR (fear/wariness) and EP (strategy use). Results revealed that dynamic models allow for the conceptualization and measurement of fear regulation as intrinsic processes as well as direct and indirect coupling between PR and EP. Several patterns of age‐related changes were in line with developmental theory suggesting that PR weakened and was regulated more quickly and efficiently by EP at age 5 than at age 2. However, most findings were in the intrinsic dynamics and moderating influences between PR and EP rather than direct influences. The findings illustrate the precision with which specific aspects of self‐regulation can be articulated using dynamic systems models, and how such models can be used to describe the development of self‐regulation in nuanced and theoretically meaningful ways.     

Mediation of self‐regulation and mood in the relationship of changes in high emotional eating and nutritional behaviors: Moderating effects of physical activity

High emotional eating (EE) is prevalent in women with obesity. A previous study's subsample of obese women classified as high emotional eaters participated in either a physical activity‐focused experimental (n = 29) or an educationally focused comparison (n = 22) behavioral treatment and was assessed over phases of expected weight loss (baseline–month 6) and short‐ and long‐term regain (months 6–12 and 6–24, respectively). The study's aim was to assess theory‐based psychological and behavioral mediation and moderation of changes in nutritional behaviors via emotional eating change in order to inform behavioral weight‐loss treatments. During the weight‐loss phase, significant improvements in eating self‐regulation and mood significantly mediated the relationship of reduced EE and intake of both fruits and vegetables (FV) and sweets. Self‐regulation was a significant independent mediator. Physical activity significantly moderated the relationship between EE and self‐regulation changes. All variables demonstrated large positive effects and significant time × group interactions favoring the experimental group. During the short and long‐term phases of expected weight regain, there were no significant changes in FV intake, although consumption of sweets significantly increased during months 6–24. Change in FV and sweets significantly predicted weight change, which was significantly greater in the experimental vs. comparison group over both the initial 6 months (?6.1% vs. ?2.6%) and full 24 months of the study (?7.6% vs. ?1.3%). Findings suggest that behavioral treatments should address EE through improvements in self‐regulation and mood, and supported physical activity will aid in that process. The need for an improved understanding of weight‐loss maintenance remains.     

Early Maternal Spatial Support for Toddlers and Math Skills in Second Grade

ABSTRACT

The aim of this study is to investigate whether maternal spatial support during two types of joint manipulative toy play tasks with 2-year-old children was longitudinally associated with math screening test scores in second grade. The interaction between spatial support and maternal education was explored as well. We also investigated predictions of a teacher rating of math performance at second grade, although these effects were less robust. Data were drawn from BONDS (The Behavior Outlook Norwegian Developmental Study), a longitudinal study of Norwegian children and their families. Participants were a subsample of 932 mothers and their 2-year-olds. Mothers were asked to help their children solve both a puzzle task and a shape-color sorting task. Mothers’ spatial support included spatial language, gestures, and placement of objects. Results showed that higher levels of spatial support during mother-child interaction tasks at 2 years of age was significantly associated with fewer math difficulties in second grade. This was the case for a puzzle task (a task associated with spatial visualization skills), but not for a shape-color sorting task (a task associated with shape and color feature discriminations). Conclusions are drawn with respect to the importance of identifying optimal parental spatial strategies associated with better math outcomes. These findings on parental facilitation of spatial skills during joint early play may be useful for future training interventions directed at parents of children at risk for poor math skills.