Opposing Effects of Impulsivity and Mindset on Sources of Science Self- 5 Efficacy and STEM Interest in Adolescents

Impulsivity has been linked to academic performance in the context of Attention Deficit Hyperactivity Disorder, though its influence on a wider spectrum of students remains largely unexplored, particularly in the context of STEM learning (i.e. science, technology, engineering, and math). STEM learning was hypothesized to be more challenging for impulsive students, since it requires the practice and repetition of tasks as well as concerted attention to task performance. Impulsivity was assessed in a cross-sectional sample of 2,476 students in grades 6-12. Results show impulsivity affects a larger population of students, not limited to students with learning disabilities. Impulsivity was associated with lower sources of science self-efficacy (SSSE) scores, interest in all STEM domains (particularly math), and self-reported STEM skills. The large negative effect observed for impulsivity was opposed by “growth” mindset, which describes a student’s belief in the importance of effort when learning is difficult. Mindset had a large positive effect, which was associated with greater SSSE, STEM interest, and STEM skills. When modeled together, results suggest that mindset interventions may benefit impulsive students who struggle with STEM. Together, these data suggest important interconnected roles for impulsivity and mindset that can influence secondary students’ STEM trajectories

Empathy’s echo: post-apartheid fellow feeling

The concept of empathy has been set to work, across a range of fields, to mark a break with the relational patterns of apartheid. Similarly, empathy has been identified, historically, as that which, within apartheid and colonial rule more generally, exceeded or escaped relations of domination. This paper approaches the discourse of empathy from a different angle, taking empathy as a concept embedded in colonial thinking. Given that so many claims to empathy have had recourse to psychoanalysis, the paper focuses on empathy in Freud’s work, specifically Dora’s case and Freud’s analysis of Michelangelo’s Moses, which are read alongside the images and installations of contemporary South African artist, Nandipha Mntambo, in particular her collection of images and installations in The Encounter. Three scenes are conjured wherein empathy confronts its impossibility, but rather than foreclose on empathy as a postapartheid condition, it is through the disclosure of the aporias of empathy that it might be brought into the realm of the ethical through a practice of reinscription and through the figure of Echo

Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents.

Impulsivity has been linked to academic performance in the context of Attention Deficit Hyperactivity Disorder, though its influence on a wider spectrum of students remains largely unexplored, particularly in the context of STEM learning (i.e. science, technology, engineering, and math). STEM learning was hypothesized to be more challenging for impulsive students, since it requires the practice and repetition of tasks as well as concerted attention to task performance. Impulsivity was assessed in a cross-sectional sample of 2,476 students in grades 6-12. Results show impulsivity affects a larger population of students, not limited to students with learning disabilities. Impulsivity was associated with lower sources of self-efficacy for science (SSSE), interest in most STEM domains (particularly math), and self-reported STEM skills. The large negative effect size observed for impulsivity was opposed by higher mindset, which describes a student's belief in the importance of effort when learning is difficult. Mindset had a large positive effect size associated with greater SSSE, STEM interest, and STEM skills. When modeled together, results offer that mindset interventions may benefit impulsive students who struggle with STEM. Together, these data suggest important interconnected roles for impulsivity and mindset that can influence secondary students' STEM trajectories

Development of a Physiologically Based Model to Describe the Pharmacokinetics of Methylphenidate in Juvenile and Adult Humans and Nonhuman Primates

<div><p>The widespread usage of methylphenidate (MPH) in the pediatric population has received considerable attention due to its potential effect on child development. For the first time a physiologically based pharmacokinetic (PBPK) model has been developed in juvenile and adult humans and nonhuman primates to quantitatively evaluate species- and age-dependent enantiomer specific pharmacokinetics of MPH and its primary metabolite ritalinic acid. The PBPK model was first calibrated in adult humans using <i>in vitro</i> enzyme kinetic data of MPH enantiomers, together with plasma and urine pharmacokinetic data with MPH in adult humans. Metabolism of MPH in the small intestine was assumed to account for the low oral bioavailability of MPH. Due to lack of information, model development for children and juvenile and adult nonhuman primates primarily relied on intra- and interspecies extrapolation using allometric scaling. The juvenile monkeys appear to metabolize MPH more rapidly than adult monkeys and humans, both adults and children. Model prediction performance is comparable between juvenile monkeys and children, with average root mean squared error values of 4.1 and 2.1, providing scientific basis for interspecies extrapolation of toxicity findings. Model estimated human equivalent doses in children that achieve similar internal dose metrics to those associated with pubertal delays in juvenile monkeys were found to be close to the therapeutic doses of MPH used in pediatric patients. This computational analysis suggests that continued pharmacovigilance assessment is prudent for the safe use of MPH.</p></div

Plasma concentrations obtained after oral dosing of children with MPH.

<p>Panel A: Data represent model simulated (dashed line, 0.6 mg/kg; solid line, 0.3 mg/kg) and observed (circles) plasma concentration of MPH after oral dosing with 0.6 mg/kg (○) and 0.3 mg/kg (•) MPH in boys with ADD (n = 14) <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0106101#pone.0106101-Shaywitz1" target="_blank">[47]</a>; Panel B: Data represent model simulated (line) and observed plasma concentrations (○, fasting, •, normal) of MPH normalized to a dose of 5 mg after three repeated oral dosing with 5–15 mg MPH, taken 4 h apart, in children with ADHD (n = 14) <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0106101#pone.0106101-Wigal1" target="_blank">[48]</a>; Panel C: Data represent model simulated individual (lines) and observed (circles) plasma concentrations of MPH (•) normalized to a dose of 20 mg after two repeated dosing with 10–40 mg MPH, taken 4 h apart, in children with ADHD (n = 14) <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0106101#pone.0106101-Quinn2" target="_blank">[51]</a>.</p

Metabolic pathways of methylphenidate in humans.

<p>Metabolic pathways of methylphenidate in humans.</p

Estimated tissue-plasma distribution coefficients for MPH.

<p>Estimated tissue-plasma distribution coefficients for MPH.</p