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Residence training for analytic photo physicists should be broadened to add atomic medicine science.
This study presents a comprehensive meta-analysis on the faking resistance of forced-choice (FC) inventories. The results showed that (1) FC inventories show resistance to faking behavior; (2) the magnitude of faking is higher in experimental contexts than in real-life selection processes, suggesting that the effects of faking may be, in part, a laboratory phenomenon; and (3) quasi-ipsative FC inventories are more resistant to faking than the other FC formats. Smaller effect sizes were found for conscientiousness when the quasi-ipsative format was used (δ = 0.49 vs. δ = 1.27 for ipsative formats). Also, the effect sizes were smaller for the applicant samples than for the experimental samples. Finally, the contributions and practical implications of these findings are discussed.The present study aimed to assess the construct validity of the Self-Determination Theory in Second Language Scale (SDT-L2; Alamer, 2021). The study involved 266 undergraduate students learning English as a second language (L2) in Saudi Arabia. The factorial structure of the SDT-L2 was examined using the advanced bifactor-Exploratory Structural Equation Modeling (ESEM) method. The scale provided adequate composite reliability and the bifactor ESEM provided unique details about the multidimensionality of the scale which accounted for the specific constructs (i.e., intrinsic, identified, introjected, and external regulations) and the general constructs (i.e., autonomous motivation and controlled motivation), and allowed for assessment of convergent and discriminant validity. Predictive validity was established by showing that autonomous motivation significantly predicted L2 performance, while controlled motivation did not. Overall, the study demonstrated the usefulness of the bifactor ESEM for construct validation purposes and the results showed that SDT-L2 is a valid scale to assess students' L2 motivation based on SDT perspective.The purpose of this study was to examine multiple direct and indirect pathways of the association between older age and mental health through COVID-19-related stress perceptions, meaning in life, and forgiveness of situations. Participants were 1,382 U.S. adults who were part of the Harvard Digital Lab for the Social Sciences panel who volunteered to complete a 12 min survey in the spring of 2020. The sample had an average age of 56 years, was slightly more male (55%) than female (44%) or other (2%), mostly White (88%), well-educated (70% bachelors degree or more), and middle-income ($60,000-$75,000 annually). Measures included COVID-19-related stress perceptions (e.g., concerns about infection, job, lack of necessities), presence of and search for meaning in life, forgiveness of situations, psychological distress, hopelessness, and optimism. A latent mental health variable was created that was comprised of psychological distress, hopelessness, and optimism. All hypothesized direct effects were in evidence, and all but one indirect effect were observed. Specifically, older age was related to better mental health through higher presence of meaning and lower search for meaning. Older age was also related to better mental health through a serial indirect pathway from lower COVID-19-related stress perceptions to higher presence of and lower search for meaning and higher forgiveness of situations to mental health. The proposed model was largely supported and confirms existing theory and research on aging, positive psychological processes, and mental health. Findings also offer new insights on the unique potential role of forgiveness of situations and its theoretical relevance to offending situations such as the COVID-19 pandemic. The present study offers a beginning for theorists, researchers, and practitioners to consider the connections between aging and mental health and the intricate interconnections between stress appraisal and positive coping resources that may serve to support it.This paper introduces a model that explains psychosocial development by embedding the developmental concept of rough-and-tumble play (RTP) into the contextual settings of martial arts (MA). Current sport-for-change literature relies on theories that address contextual factors surrounding sport but agrees that sport in itself does not facilitate developmental outcomes. In contemporary times where western societies invest substantial resources in sport programs for their psychosocial contribution, this becomes problematic. If the contextual factors surrounding sport are exclusively what produce developmental outcomes, what is the rationale for investing resources in sport specifically? We challenge this idea and argue that although contextual factors are important to any social phenomena, the developmental outcomes from sport can also be traced to the corporeal domain in sport. To date, we have lacked the theoretical lenses to articulate this. GSK3685032 purchase The developmental concept of RTP emphasizes how "play fighting" betw as a social intervention, it too becomes imperative to account for why sport, and in this case, MA, is suitable to such ends.Introduction Remote work was widely promoted in 2020, as a result of the COVID-19 pandemic. However, the effects of remote work on psychological and physical stress responses and presenteeism of workers remain unclear. This research aims to provide empirical evidence of the implications for people and organizations of this new scenario of working from home. Methods A two-wave panel survey of before and after the pandemic was performed to investigate the effects of remote work on these aspects among office workers. A total of 3,123 office workers from 23 tertiary industries responded to a questionnaire. Participants were surveyed about their job stress conditions and sleep practices in both 2019 and 2020, who had not done remote work as of 2019 were included in the study. The effects of remote work on psychological and physical stress responses and presenteeism were analyzed by multivariate analysis, with the adjustment of age, gender, overtime, job stressors, social support, and sleep status. Results The multivariate logistic regression analysis demonstrated that remote work was associated with the reduction of psychological and physical stress responses independently of changes of job stressors, social support, sleep disturbance, and total sleep time on workdays. On the other hand, remote work of 5 days a week (full-remote) was associated with the reduction of work productivity. Conclusion Promoting remote work can reduce psychological and physical stress responses, however, full-remote work has the risk of worsening presenteeism. From the viewpoint of mental health, the review of working styles is expected to have positive effects, even after the end of the COVID-19 pandemic.The Autobiographical Implicit Association Test (aIAT) is a reaction time-based methodology to assess one's recognition of the truth value of propositions about an autobiographical episode. This study introduced pupillometry to examine its utility as an additional measure of aIAT. Participants blindly chose one of two cards and memorized it. They then underwent the aIAT to assess the cards they chose. The pupil diameter was larger in the block in which sentences related to the chosen card shared the same response key with sentences describing false events than the block in which sentences related to the chosen card shared the same response key with true-event sentences. Although preliminary, pupil measurement also yielded high efficiency in discriminating the chosen card. These results indicate that pupillometry can be used as a measure of aIAT.Our hominin ancestors inevitably encountered and likely ingested psychedelic mushrooms throughout their evolutionary history. This assertion is supported by current understanding of early hominins' paleodiet and paleoecology; primate phylogeny of mycophagical and self-medicative behaviors; and the biogeography of psilocybin-containing fungi. These lines of evidence indicate mushrooms (including bioactive species) have been a relevant resource since the Pliocene, when hominins intensified exploitation of forest floor foods. Psilocybin and similar psychedelics that primarily target the serotonin 2A receptor subtype stimulate an active coping strategy response that may provide an enhanced capacity for adaptive changes through a flexible and associative mode of cognition. Such psychedelics also alter emotional processing, self-regulation, and social behavior, often having enduring effects on individual and group well-being and sociality. A homeostatic and drug instrumentalization perspective suggests that incidenon pressure and an adaptive response, and was partially constructed by hominins through their activities and their choices. Therefore, the evolutionary scenario put forward suggests that integration of psilocybin into ancient diet, communal practice, and proto-religious activity may have enhanced hominin response to the socio-cognitive niche, while also aiding in its creation. In particular, the interpersonal and prosocial effects of psilocybin may have mediated the expansion of social bonding mechanisms such as laughter, music, storytelling, and religion, imposing a systematic bias on the selective environment that favored selection for prosociality in our lineage.Student engagement is an important issue in learning and teaching given its positive effects on students' learning outcomes. Assessment for Learning (AfL), an assessment and pedagogic innovation, if done well, can fully engage students in the learning and assessment process. Adopting a multi-case design, the present study explored how Chinese university English as a Foreign Language (EFL) teachers used AfL to facilitate student engagement in their classrooms and what factors influenced their AfL practices. Three EFL teachers were recruited on a voluntary basis from two universities in Northwest China. Data collected from semi-structed interviews, stimulated recall interviews, and classroom observations suggested that teacher participants demonstrated differed assessment practices, representing Assessment of Learning (AoL), convergent, and divergent AfL, respectively. Three factors teacher assessment literacy, teachers' beliefs about the relationship between goal orientation and motivation, as well as a trusting relationship between teachers and students, were identified as contributing to teachers' different assessment practices. Our study calls for teacher educators' efforts to equip teachers with necessary assessment-related knowledge and skills, encourage teachers to negotiate learning goals with students, and help teachers establish a trusting environment in their classrooms, if AfL is to be fully embedded in classroom instruction.The purpose of this study was to investigate the impact of high (HPBPT) and low percentage ball possession teams (LPBPT) on physical and technical-tactical performance indicators in the Chinese Football Super League (CSL). Eight physical performance indicators and 26 technical-tactical performance indicators from all 240 matches from season 2018 were analyzed, as well as three contextual variables (team strength, quality of opposition, and match location). Players were divided according to five positions fullbacks, central defenders, wide midfielders, central midfielders, and attackers. A k-means cluster analysis was conducted to classify all match observations into two groups HPBPT (n = 229) and LPBPT (n = 251). A mixed linear model was fitted with contextual variables as covariates. When significant interactions or main effects were detected, a post hoc comparison was used to compare physical and technical/tactical differences between HPBPT and LPBPT. Results showed that central defenders and fullbacks covered more high-intensity and sprint running distance in the high possession teams, while wide midfielders and forward covered more high-intensity and sprint running distance in the low possession teams.
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