Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades

Applying the multi-threat framework of stereotype threat in the context of digital gaming.

Females often report experiencing stigmatisation pertaining to their competency in digital gaming communities. Employing the principles of the multi-Threat framework of stereotype threat, the current research examined the impact of gender-related stereotypes on females' gaming performance and related self-perceptions. In Experiment 1, 90 females were assigned to one of three conditions in which they were primed that their performance would be either diagnostic of their personal (self-As-Target) or gender group's ability (group-As-Target) or would be non-diagnostic of gaming ability (control). In Experiment 2, 90 females were primed that their performance would be judged by a group of other females (in-group source) or males (out-group source), or would be non-diagnostic of ability (control). Participants then completed a casual gaming task, as well as measures of competence beliefs, self-efficacy and self-esteem. Findings from Experiment 1 indicate that neither a self-As-Target nor a group-As-Target stereotype affected significantly gaming performance, or gamerelated self-efficacy, self-esteem and competency beliefs. Findings from Experiment 2 reveal further that females' gaming performance and associated self-perceptions were not impacted significantly by an in-group or out-group source of stereotype threat. The discussion turns to potential explanations for these findings, proposing that females may not perceive negative gender-gaming stereotypes to be an accurate representation of their personal or social group's gaming ability. We also discuss the implications of the experimental design and difficulty, as well as the potential for domain identification to moderate performance outcomes under stereotype threat

Systematic evaluation of immune regulation and modulation

Cancer immunotherapies are showing promising clinical results in a variety of malignancies. Monitoring the immune as well as the tumor response following these therapies has led to significant advancements in the field. Moreover, the identification and assessment of both predictive and prognostic biomarkers has become a key component to advancing these therapies. Thus, it is critical to develop systematic approaches to monitor the immune response and to interpret the data obtained from these assays. In order to address these issues and make recommendations to the field, the Society for Immunotherapy of Cancer reconvened the Immune Biomarkers Task Force. As a part of this Task Force, Working Group 3 (WG3) consisting of multidisciplinary experts from industry, academia, and government focused on the systematic assessment of immune regulation and modulation. In this review, the tumor microenvironment, microbiome, bone marrow, and adoptively transferred T cells will be used as examples to discuss the type and timing of sample collection. In addition, potential types of measurements, assays, and analyses will be discussed for each sample. Specifically, these recommendations will focus on the unique collection and assay requirements for the analysis of various samples as well as the high-throughput assays to evaluate potential biomarkers

Self-other asymmetries: three wonders in "hot" social cognition and three questions about them

Various self-other asymmetry phenomena in person judgement, risk perception, causal attribution and intergroup behaviour are briefly described. Three remarkable patterns emerge from this overview. First, most people are basically alike in that they share the belief that they are different from their peers. Second, while overestimating their dissimilarity from others, people also overestimate their similarity to them. Third, when shifting from an interpersonal to an intergroup point of view, people come to see the very individuals to which they usually believe to be superior as ingroup members who in turn are "better than" outgroup members. At least three questions are in need of further exploration: (a) how are the various self-other asymmetries related, (b) what are the causal mechanisms behind them, and (c) what are their consequences for (social) behaviour?Afdeling Experimentele en kwantitatieve psychologie. Laboratorium voor Experimentele sociale psychologie.status: publishe

Factors influencing self-management in adults with diabetes: an umbrella review protocol.

The aim of this umbrella review is to identify and describe factors influencing diabetes self-management (DSM) in adults with diabetes. More specifically, we will address DSM-related factors and their relationships, considering both qualitative and quantitative components of available literature.The review question for the qualitative component of the umbrella review is:The review questions for the quantitative component of the umbrella review are:An additional question will be applied to both the qualitative and quantitative components of the overview

Validation of the french version of the memory self-efficacy questionnaire = Validation française du questionnaire d’auto-efficacité mnésique

The aim of this research is to test the psychometric properties of the Questionnaire d'auto-efficacité mnésique (QAEM), the French version of the Memory Self-Efficacy Questionnaire (MSEQ). Reliability and validity of the MSEQ. Dev. Psychol. 25 (1989) 701-713, a scale based on Bandura's self-efficacy theory. After reviewing previous research into memory self-efficacy (MSE), we present a validation study for the QAEM, conducted on a sample of 288 older adults. The QAEM was found to show comparable reliability, sensitivity and construct validity to the MSEQ. The QAEM scores correlated with other metamemory variables and, weakly, with episodic memory performances.L’objectif de cette étude est d’examiner les propriétés psychométriques du questionnaire d’autoefficacité mnésique (QAEM), la version française du Memory Self-Efficacy Questionnaire (MSEQ). Reliability and validity of the memory self-efficacy questionnaire. Dev. Psychol. 25 (1989) 701–713, une échelle dérivée des principes de la théorie de l’autoefficacité de Bandura. Après une synthèse des recherches sur le sentiment d’autoefficacité mnésique, l’étude de validation de l’échelle auprès d’un échantillon de 288 personnes âgées est présentée. Les résultats obtenus mettent en évidence une fiabilité, une sensibilité et une validité de construit du QAEM comparables à celle du MSEQ. Les scores obtenus au QAEM sont liés aux autres variables métamnésiques et, faiblement, aux performances de mémoire épisodique mesurées

Motivation as a mediator of the relation between cognitive reserve and cognitive performance.

Objectives: Interindividual differences in cognitive aging may be explained by differences in cognitive reserve (CR) that are built up across the life span. A plausible but underresearched mechanism for these differences is that CR helps compensating cognitive decline by enhancing motivation to cope with challenging cognitive situations. Theories of motivation on cognition suggest that perceived capacity and intrinsic motivation may be key mediators in this respect.  Method:  In 506 older adults, we assessed CR proxies (education, occupation, leisure activities), motivation (perceived capacity, intrinsic motivation), and a global measure of cognitive functioning.  Results:  Perceived capacity, but not intrinsic motivation, significantly mediated the relation between CR and cognitive performance.  Discussion:  Complementary with neurobiological and cognitive processes, our results suggest a more comprehensive view of the role of motivational aspects built up across the life span in determining differences in cognitive performance in old age