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[Roles regarding processing and being compatible in antidepression associated with Sini Natural powder:a new metabonomics study].
The present investigation examined how sports club membership is related to adolescents' daily negative and positive affects as they age. Robust prior results demonstrated that sports club membership is positively related to positive affect and negatively related to negative affect. However, surprisingly, no prior studies examined whether these benefits are consistently present throughout the teenage years or there are certain critical periods when teenagers can affectively profit more from being members of a sports club. The present cross-sectional investigation examined these questions on a comprehensive sample of French adolescents (N=17,337, female=7,604, aged between 10 and 18, M age=12.45years, SD age=1.94years). Besides the expected affective benefits of a sports club membership, there was no interaction between age and negative affect. However, late adolescents reported greater daily positive affective benefits of sports club membership than early adolescents. These results suggest that late adolescents can use the extra affective benefits of sports club membership to gain advantages for the first steps of their adult life, such as coping with career start or transition to higher education. These results can provide guidelines for future studies to prioritize late adolescents with heightened positive sport-related affective benefits. It can also be useful information to promote sport among late adolescents.The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students' basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imom are drawn.The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). ETC159 Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.The occurrence of mind wandering (MW) leads to lower performance on memory tasks related to lecture contents in educational settings, which has been recognized as problematic. To date, several dispositional factors have been reported as being associated with MW. This study investigated whether another psychological component-life skills-is linked to MW. Specifically, it clarified the relationship between life skills and two types of MW state MW (occurs while performing a given task) and trait MW (occurs subjectively in daily life), using a sample of university students. From the perspective of cognitive and emotional control functions, life skills are thought to be related to the occurrence of MW. In addition to common questionnaire surveys, by recording and analyzing the participants' self-reports for MW occurrence during the experimental task, we clarified not only the quantitative associations among the variables but also the qualitative differences. Multiple regression analysis for the data from 53 students showed that decision-making and coping-with-emotion skills are negatively related to the occurrence of mind wandering. The qualitative data additionally revealed that participants with high decision-making skills are more likely than those with low decision-making skills to attempt to maintain their concentration on the task by thinking about task execution. These results suggest that life skills are associated with MW and that the ability to inhibit MW may be enhanced by improving life skills because they comprise acquired, learnable behaviors and attitudes. Life skills training may help in reducing students' MW in educational contexts.The purpose of this study was to expand internal construct validity and equivalence research of the South African Personality Inventory (SAPI), as well as to investigate the nomological validity of the SAPI by examining its relationship with specific and relevant psychological outcomes. The internal and external validity of the SAPI was assessed within three separate samples (N = 936). Using the combined data from all three samples, Exploratory Structural Equation Modelling (ESEM) indicated that the six-factor SAPI model fit proved to be excellent. Measurement invariance analyses showed that the SAPI dimensions in the ESEM model were invariant across gender and race groups. Next, two separate studies explored the associations of the SAPI factors with relevant psychological outcomes. An ESEM-within-CFA (set ESEM) method was used to add the factors into a new input file to correlate them with variables that were not part of the initial ESEM model. Both models generated excellent fit. In Study 1, psychological wrelevance of the SAPI factors.Objective This study was designed to investigate preoperative anxiety situations and postoperative pain degree in Chinese patients undergoing laparoscopic hysterectomy and to analyze the related factors of preoperative anxiety and the correlation between preoperative anxiety and postoperative pain to provide a reference for effective postoperative analgesia management. Methods A total of 100 female patients undergoing laparoscopic hysterectomy were enrolled in this study and randomly divided into two groups (n = 50, each). In group A, the patients were treated with dexmedetomidine and sufentanil for postoperative analgesia. In group B, the patients were treated with sufentanil alone for postoperative analgesia. All patients were evaluated with a self-rating anxiety scale (SAS) 1 day before the operation. The patients' pain was evaluated using the numerical rating scale (NRS) 1 day after the operation, and data were recorded. Results In these 100 patients, the highest preoperative SAS score was 48, and the avedetomidine combined with sufentanil can improve the postoperative analgesic effect.The role of the human-computer interaction (HCI) system in college students' oral English learning is discussed to analyze the current situation of college students' oral English based on the HCI simulation system. The purpose is to study the oral education of college students. First, the theories of educational psychology, the HCI system, and the current situation of college students' oral English learning are elaborated. Meanwhile, in oral English teaching, teachers use support vector machines and multimodal fusion intention perception methods in set theory to realize the interactive teaching between students and machines; then, the HCI simulation of oral English is explained. The current situation of college students' oral English learning is analyzed by a questionnaire from the perspective of educational psychology. Finally, the HCI system in college students' oral English learning is explored based on the learning level detection. The results show that 12% of college students are unqualified in oral English; 25% of them think their oral English level is medium; most of college students' English learning anxiety is related to English progress anxiety; 18% of the students believe that they will study oral English for life; 32% of the students think that they have more opportunities to learn English at ordinary times; and most of the students learn English through English movies and songs outside of class. What attracts college students to learn oral English through the HCI system is that learning is not limited by time and space. Most students believe that their English level is good and hope that learning anxiety can be reduced through HCI systems. The strategies of college students' oral English education with an HCI simulation system are evaluated based on the perspective of educational psychology, providing a research basis for oral English education in other regions and even the whole country to facilitate the better development of oral English education.Numerous studies have examined the effects of gender diversity in groups on creative performance, and no clear effect has been identified. Findings depend on situational cues making gender diversity more or less salient in groups. A large-scale study on two cohorts (N = 2,261) was conducted among business students to examine the impact of the gender diversity in small groups on divergent thinking in an idea-generation task performed by synchronous electronic brainstorming. Participants were automatically randomized in three- or four-member groups to generate ideas during 10 min on a gendered or neutral task. Then, five categories of groups where the proportion of men/women in groups varied from three/four men to three/four women were compared to examine creative performance on three divergent thinking measures (fluency, flexibility, and originality). A Multivariate Generalized Linear Mixed Model (mGLMM) showed greater fluency in all-women groups than in other groups (except mixed-gender groups composed of two men and two women), and more specifically "solo" groups composed of a single woman/man among a majority of men/women. For flexibility and originality, the superiority of all-women groups was found only in comparison to "solo" groups composed of a single woman. As gender differences are more salient in "solo" groups than in other groups faultlines may appear in groups, leading to a deleterious impact on creative performance.
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