Mycorrhizal Application as a Biocontrol Agent against Common Root Rot of Barley

This study was conducted to assess the biocontrol efficacy of vesicular arbuscular mycorrhizae (VAM) against barley common root rot caused by Cochliobolus sativus. Mycorrhization of barley was achieved by growing the plants in expanded clay mixed with 10% (v/v) VAM fungus inoculum in pots experiments. Large differences in disease reactions were observed among genotypes and among treatments. VAM treatments significantly reduced the percentage of disease severity in infected barley plants and increased significantly root biomass, which could be attributed to enhanced nutrients uptake, via an increase in the absorbing surface area. It can be concluded that the application of VAM as a biocontrol agent played an important role in plant resistance and exhibit greater potential to protect barley plants against C. sativus

The Interplay of Adolescents' Aggression and Victimization with Friendship and Antipathy Networks within an Educational Prosocial Intervention

How the interplay between peer relationships and behaviors unfolds and how this differs between classrooms is an understudied topic. This study examined whether adolescents befriend or dislike peers whom they consider as aggressor or victim and whether these results differ in classrooms that received an intervention to promote prosocial behavior compared to classrooms without the intervention. The sample was composed of 659 seventh graders (M-age = 12.32; 48% girls) from nine intervention and seven control classrooms in eight schools in Santiago, Chile. It was hypothesized that adolescents in intervention classrooms would be less befriended and more disliked by classmates who considered them as aggressors, and more befriended and less disliked by classmates who considered them as victims, compared to control classrooms. Longitudinal multiplex social network analyses (RSiena) indicate that antipathies toward peers considered as aggressive and victimized were significantly lower in intervention classrooms than in control classrooms, but no significant differences were found for friendships. These findings suggest that the impact of an educational intervention may go beyond changing individual behavior and extend to the way peer relations develop in classrooms

La fraternidad como principio político constitucional: apuntes para la discusión de una nueva Constitución para Chile

Fraternity has been on the horizon of political ideology since the dawn of modern times. It has inspired political movements and ideologies, but, at the same time, it has fallen into certain oblivion, giving way to the other two political principles of our era: liberty and equality. As a political principle, we consider that fraternity’s meaning in and of itself has the potential to be included in a constitutional proposal. In this article, we suggest debating this possibility by discussing the concept itself, its possible limitations and potentialities, and its viability to be included as a legal and political principle in a constitution. We concluded with a draft for a Norm and a Preamble for a new political constitution of the republic.La fraternidad ha estado en el horizonte del ideario político desde los albores de la Modernidad. Ha inspirado a movimientos e idearios políticos pero, a la vez, de alguna manera ha caído en cierto olvido cediendo el protagonismo a los otros dos principios políticos de nuestra época: la libertad y la igualdad. Consideramos que la fraternidad como principio político contiene en sí un potencial de sentido que puede ser incluido en una propuesta constitucional. Discutir esta posibilidad es lo que nos proponemos en este artículo. Para ello, realizaremos una discusión en torno al concepto mismo, sus posibles limitaciones y potencialidades, así como su viabilidad para ser incluido como principio jurídico y político en una constitución, terminando con una propuesta inicial de Norma y otra de Preámbulo de una nueva constitución política de la república

Why and How to Promote Adolescents’ Prosocial Behaviors: Direct, Mediated and Moderated Effects of the CEPIDEA School-Based Program

Prosocial behaviors are considered integral to intervention goals that seek to promote successful youth development. This study examines the effect of a school-based intervention program entirely designed to promote prosocial behaviors called Promoting Prosocial and Emotional Skills to Counteract Externalizing Problems in Adolescence (Italian acronym CEPIDEA). The CEPIDEA curriculum was incorporated into routine educational practices and included five major components that reflect the personal determinants of prosocial behavior during adolescence. The present study assessed 151 students (48.7% female; M(age) = 12.4) of the intervention school and 140 students (51.2% female; M(age) = 13.0) of the control school at three points. A multi-group latent curve analysis revealed that the intervention group, compared with the control group, showed an increase in prosocial behavior, interpersonal self-efficacy beliefs, and agreeableness along with a decrease in physical aggression above and beyond the normative developmental trend of the these variables. Participants of the intervention also obtained higher grades than the control group at the end of middle school. Moderation effects for prosocial behavior and agreeableness evidenced that those who benefited most from the intervention were those adolescents with lower normative development of prosocial behavior, low initial level of agreeableness, and high initial level of physical aggression. The results also showed that the increase of prosocial behaviors mediated the decline of verbal aggression in adolescents who had attended the intervention. These findings suggest that interventions aimed at promoting prosocial behaviors while having the potential to support positive outcomes may also counteract or redirect negative trajectories of functioning

Smartphone and social network addiction in early adolescents: The role of self-regulatory self-efficacy in a pilot school-based intervention

Background: Youths' online problematic behaviors, such as smartphone or social network sites (SNS) addiction, gained increasing attention nowadays, due to their impact on concurrent and later adjustment, such as emotional and/or behavioral problems, academic impairments, or relational issues. Aims: This study aims to evaluate the effectiveness of a pilot school-based intervention to contrast online addictive behaviors while fostering adolescents' self-regulative abilities. Materials & Methods: The intervention started in January 2022 in an Italian junior high school located in Rome, and consisted of four meetings with students. A total sample of 462 15-year-old adolescents (Mage = 15.2; SD = 0.50; 41% females; Ncontrol = 214; Nintervention = 248) was considered. Within the latent difference score framework, we examined short-term changes from the pre-to-the-postintervention levels of SNS and smartphone addiction, and self-regulatory self-efficacy (SRSE) beliefs as a possible booster of the intervention's effectiveness. Results: Results showed a significant decrease in both online addictions (SNS and smartphone addiction), controlling for age, gender, sexual orientation, and socioeconomic status, because of the short-term efficacy of the project. The buffering effect of SRSE beliefs was further supported. Conclusion: These findings emphasized the usefulness of promoting youths' self-regulative beliefs to contrast problematic tendencies, according to a Positive Youth Development perspective which focused on resources rather than only on the prevention of negative outcomes for youths' adjustment

Measuring Prosocial Behaviors: Psychometric Properties and Cross-National Validation of the Prosociality Scale in Five Countries

This research investigated the psychometric properties of the Prosociality Scale and its cross-cultural validation and generalizability across five different western and non-western countries (China, Chile, Italy, Spain, and the United States). The scale was designed to measure individual differences in a global tendency to behave in prosocial ways during late adolescence and adulthood. Study 1 was designed to identify the best factorial structure of the Prosociality Scale and Study 2 tested the model’s equivalence across five countries (N = 1,630 young adults coming from China, Chile, Italy, Spain and the United States; general Mage = 21.34; SD = 3.34). Findings supported a bifactor model in which prosocial responding was characterized by a general latent factor (i.e., prosociality) and two other specific factors (prosocial actions and prosocial feelings). New evidence of construct validity of the Prosociality Scale was provided

Prosociality from Early Adolescence to Young Adulthood: A Longitudinal Study of Individuals with a History of Language Impairment

Background: Longitudinal research into the development of prosociality contributes vitally to understanding of individual differences in psychosocial outcomes. Most of the research to date has been concerned with prosocial behaviour in typically developing young people; much less has been directed to the course of development in individuals with developmental disorders. Aims: This study reports a longitudinal investigation of prosocial behaviour in young people with language impairment (LI), and compares trajectories of development to typically developing age-matched peers (AMPs). Methods and Procedures: Participants were followed from age 11 years to young adulthood (age 24 years). Outcomes and Results: Participants with LI perceived themselves as prosocial; their ratings – though lower than those for the AMPs - were well within the normal range and they remained consistently so from 11 to 24 years. Two different developmental trajectories were identified for the LI group, which were stable and differed only in level of prosociality. Approximately one third of participants with LI followed a moderate prosociality trajectory whilst the majority (71%) followed a prosocial trajectory. We found evidence of protective effects of prosociality for social outcomes in young adulthood. Conclusions and Implications: The findings indicate that prosociality is an area of relative strength in LI

Bidirectional Associations of Prosocial Behavior with Peer Acceptance and Rejection in Adolescence

As most studies on the link between peer status and prosocial behavior are cross-sectional, conducted with children, and operationalize status as the difference between acceptance and rejection, it remains unclear whether peer acceptance and rejection are consequences or prerequisites of prosocial behavior in adolescence. To fill this gap, this study examines the bidirectional associations of prosocial behavior with peer acceptance and peer rejection with data collected at 3 time points, 6 months apart, in a sample of 660 early Chilean adolescents (M = 12.94, SD = 0.62; 55.1% boys). Cross-lagged panel analyses showed that prosocial behavior positively predicted future peer acceptance, whereas peer acceptance had no significant effect on future prosocial behavior. The association between rejection and prosocial behavior was negative and bidirectional between Time 1 and Time 2. When a new academic year began, between Time 2 and Time 3, prosocial behavior negatively predicted rejection, whereas rejection in the previous grade level was positively associated with prosocial behavior at the beginning of the next grade. Multi-group panel analyses did not detect significant differences between boys and girls in the cross-lagged associations of prosociality with peer acceptance and peer rejection. The results suggest that acting prosocially can make adolescents better liked by their peers and highlight the possible importance of the transition to a new academic year for the prosocial behavior of previously rejected students. Implications for future research on peer relations are discussed.</p

Trajectories of prosocial behavior from adolescence to early adulthood: Associations with personality change

The goal of this study was to identify heterogenic longitudinal patterns of change in prosocial behavior from adolescence to early adulthood and their association with change in Big Five Factor (BFF) personality traits from adolescence until early adulthood. Participants were 573 Italian adolescents aged approximately 13 at the first assessment and 21 at the last assessment. Using growth mixture modeling, low increasing (LI; 18%), medium quadratic (MQ; 26%), and high quadratic (HQ; 54%) trajectories of prosocial behavior were distinguished. Generally, the LI trajectory group predicted an increase in Conscientiousness over time, whereas the HQ trajectory group predicted greater change in Agreeableness and Openness. In addition, positive changes in Conscientiousness, Agreeableness, and Openness between ages 13 and 21 predicted a higher probability of belonging to the HQ prosocial group. Findings support a malleable perspective on personality and identify longterm positive pathways for youths' prosocial development

Adolescents' Prosocial Behavior Predicts Good Grades Beyond Intelligence and Personality Traits

Objective. Researchers have demonstrated the prediction of academic functioning by children's prosocial behavior (PB). The goal of our study was to examine the contribution of adolescents' PB for middle and senior high school grades after controlling for stability of achievement and for intelligence, Big Five traits, and socio-demographic variables (i.e., sex and SES). Method. Study 1 examined on 165 adolescents (48.5% boys) the prediction by peer-reported PB in 7th grade of academic achievement at the end of junior high school, after controlling for the above variables. Study 2 examined the prediction by 927 (52% girls) 8th graders' PB of academic achievement 5 years later, at the end of senior high school, taking into account the stability of grades, personality traits, and socio-structural variables. Results. Overall, hierarchical regression analysis indicated in both studies PB and Openness significantly predicted better grades in the short-term and over time despite the high stability of grades across five years. Extraversion negatively predicted academic achievement across one year in junior high school. Conclusion. Findings supported the view of PB as a strength and a key resource for adolescents' academic attainment. This article is protected by copyright