Indirect effects of Daily Self-Control Demands on Subjective Vitality via Ego Depletion - How Daily Psychological Detachment Pays Off

The present study uses a within‐person approach to provide insights into day‐specific dynamics in the relation between self‐control demands at work and well‐being. Integrating arguments derived from the Limited Strength Model of Self‐Control and research on spillover processes, we develop and test a theoretical model of how the adverse effects of day‐specific self‐control demands at work may spill over to the home domain. Specifically, we propose ego depletion at home (an indicator of regulatory resource depletion) as a mediator linking self‐control demands on a given working day to reduced subjective vitality at home (an indicator of well‐being)

Multivariate Small Area Estimation of Multidimensional Latent Economic Well-being Indicators

© 2019 The Authors. International Statistical Review © 2019 International Statistical Institute Factor analysis models are used in data dimensionality reduction problems where the variability among observed variables can be described through a smaller number of unobserved latent variables. This approach is often used to estimate the multidimensionality of well-being. We employ factor analysis models and use multivariate empirical best linear unbiased predictor (EBLUP) under a unit-level small area estimation approach to predict a vector of means of factor scores representing well-being for small areas. We compare this approach with the standard approach whereby we use small area estimation (univariate and multivariate) to estimate a dashboard of EBLUPs of the means of the original variables and then averaged. Our simulation study shows that the use of factor scores provides estimates with lower variability than weighted and simple averages of standardised multivariate EBLUPs and univariate EBLUPs. Moreover, we find that when the correlation in the observed data is taken into account before small area estimates are computed, multivariate modelling does not provide large improvements in the precision of the estimates over the univariate modelling. We close with an application using the European Union Statistics on Income and Living Conditions data

School-based targeted prevention compared to specialist mental health treatment for youth anxiety

Background The ‘FRIENDS for life’ program (FRIENDS) is a 10-session cognitive behavioral therapy (CBT) program used for prevention and treatment of youth anxiety. There is discussion about whether FRIENDS is best applied as prevention or as treatment. Methods We compared FRIENDS delivered in schools as targeted prevention to a previous specialist mental health clinic trial. The targeted prevention sample (N = 82; Mage = 11.6 years, SD = 2.1; 75.0% girls) was identified and recruited by school nurses in collaboration with a community psychologist. The clinical sample (N = 88, Mage = 11.7 years, SD = 2.1; 54.5% girls) was recruited for a randomized controlled trial from community child- and adolescent psychiatric outpatient clinics and was diagnosed with anxiety disorders. Results Both samples showed significantly reduced anxiety symptoms from baseline to postintervention, with medium mean effect sizes across raters (youths and parents) and timepoints (post; 12-months follow-up). Baseline youth-reported anxiety symptom levels were similar between the samples, whereas parent-reported youth anxiety was higher in the clinical sample. Conclusions The study suggests that self-reported anxiety levels may not differ between youth recruited in schools and in clinic settings. The results indicate promising results of the FRIENDS program when delivered in schools by less specialized health personnel from the school health services, as well as when delivered in clinics by trained mental health professionals.publishedVersio

Internalising symptoms and body dissatisfaction:Untangling temporal precedence using cross-lagged models in two cohorts

BACKGROUND: Cross-sectional studies demonstrate that body dissatisfaction and internalising symptoms are correlated and are both overrepresented in girls compared to boys. However, it is not clear whether body dissatisfaction typically precedes internalising symptoms or vice versa. Existing literature provides theoretical and empirical support for both possibilities, but is limited in two ways: (a) no study has simultaneously tested the two temporal hypotheses within the same model, and (b) the studies focus almost exclusively on early adolescents resulting in little being known about development from preadolescence and across puberty. METHODS: This study used data from 5485 primary school students (49.1% girls, aged 8–9 years at baseline) and 5981 secondary school students (53.9% girls, aged 11–12 years at baseline). Self-reports of internalising symptoms and body dissatisfaction were collected over three consecutive years at 1-year intervals. Cross-lagged models were estimated in the two cohorts, for boys and girls separately, to examine the temporal associations between these two domains across the three measurement points. RESULTS: In the younger cohort, internalising symptoms predicted body dissatisfaction 1-year later for both boys and girls, whereas there was no evidence for the reverse being true. In the older cohort, internalising symptoms predicted later body dissatisfaction for boys. However, in girls, body dissatisfaction predicted later internalising symptoms. CONCLUSIONS: In preadolescents, internalising symptoms drive later body dissatisfaction regardless of gender, suggesting body dissatisfaction is a specific manifestation of a tendency towards negative affect. From age 11, girls develop a distinct risk profile whereby body dissatisfaction drives later internalising symptoms. Preventative interventions in this field would benefit from adopting a developmentally sensitive approach that takes into account gender differences in risk pathways

Self-control and early adolescent antisocial behavior: A longitudinal analysis

Contains fulltext : 73179.pdf (publisher's version ) (Closed access)The article discusses a three-wave longitudinal study that investigates the relationship between self-control and aggressive and delinquent behavior of early adolescent boys and girls. The sample consists of 1,012 Dutch adolescents (mean age = 12.3) in their first year of secondary education. Structural equation modeling analyses reveal that high levels of self-control consistently decrease aggressive and delinquent behavior in the subsequent 6 months follow-up intervals. Results for the total sample do not support the hypothesis that self-control is influenced by previous levels of aggression or delinquency. For boys, the partial evidence found indicates reciprocal effects of self-control and delinquency.21 p

Maternal and child reflective functioning in the context of child sexual abuse: pathways to depression and externalising difficulties

BACKGROUND: Sexual abuse is a well-recognised risk factor for child psychopathology. Little is known regarding whether child and maternal mentalization can be considered a potential resource or protective factor in this context, respectively, mediating or moderating the relationship between sexual abuse and psychopathology. OBJECTIVE: The aims of this study were (1) to explore the relationships between child and maternal mentalizing, measured as reflective functioning (RF), and child depressive symptoms and externalising difficulties; and (2) to examine whether child mentalizing mediates the relationship between child sexual abuse (CSA) and psychopathology. METHOD: A total of 168 children aged 7-12 years and their mothers participated in the study. The sample included 74 dyads where children had experienced sexual abuse. The Child Attachment Interview was rated by using the Child Reflective Functioning Scale to assess children's mentalization, and the Child Depression Inventory was used to assess depressive symptoms. Mothers completed the Parent Development Interview to assess maternal RF and the Child Behavior Checklist to assess their child's externalising difficulties. A model involving direct and indirect paths from CSA, child and maternal RF to child psychopathology was examined using Mplus software. RESULTS: Child mentalization partially mediated the relationships between CSA and depressive symptoms, as well as the relationship between CSA and externalising difficulties. Maternal mentalization was an independent predictor of child externalising difficulties, with higher maternal RF associated with less externalising difficulties. DISCUSSION: The findings indicate that by ages 7-12, child mentalization is an important inner resource associated with lower depression and externalising. In addition, this study provides new evidence of the importance of the parent's mentalizing stance for the development of self-regulation and externalising difficulties in both abused and non-abused children. The clinical implications are discussed

The development of executive function and language skills in the early school years

Background: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Method: Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. Results: There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions: There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour

Tourism destination competitiveness: second thoughts on the world economic forum reports

The Travel and Tourism Competitiveness Reports of the World Economic Forum elaborate the Travel and Tourism Competitiveness Index (TTCI) as an overall measure of destination competitiveness for 130 economies worldwide. From a tourism management point of view, a measure such as the TTCI is expected to be instrumental in explaining and predicting the tourism performance of receiving countries. This study explores several ways to transform the TTCI into a formative structural model. Partial least squares path modelling, PLS regression, mixture modelling and non-linear covariance-based structural equation modelling are applied to examine the TTCI's predictive power. The analysis probes possible measures for improvement. The destination countries may be subject to unobserved heterogeneity with regard to how the various constituents of competitiveness act on tourism performance. Interaction phenomena seem to prohibit a simple cause-effect pattern and non-linear relationships show encouraging results

Sex Differences in Sum Scores May Be Hard to Interpret: The Importance of Measurement Invariance

In most assessment instruments, distinct items are designed to measure a trait, and the sum score of these items serves as an approximation of an individual’s trait score. In interpreting group differences with respect to sum scores, the instrument should measure the same underlying trait across groups (e.g., male/female, young/old). Differences with respect to the sum score should accurately reflect differences in the latent trait of interest. A necessary condition for this is that the instrument is measurement invariant. In the current study, the authors illustrate a stepwise approach for testing measurement invariance with respect to sex in a four-item instrument designed to assess disordered eating behavior in a large epidemiological sample (1,195 men and 1,507 women). This approach can be applied to other phenotypes for which group differences are expected. Any analysis of such variables may be subject to measurement bias if a lack of measurement invariance between grouping variables goes undetected

Teacher Ratings of Children's Behavior Problems and Functional Impairment Across Gender and Ethnicity:Construct Equivalence of the Strengths and Difficulties Questionnaire

The present study examined construct equivalence of the teacher Strengths and Difficulties Questionnaire and compared mean scores in an ethnically diverse sample of children living in the Netherlands. Elementary schoolteachers completed the Strengths and Difficulties Questionnaire for 2,185 children aged 6 to 10 years of the four largest ethnic groups in the Netherlands, namely native Dutch (n = 684) and Moroccan (n = 702), Turkish (n = 434), and Surinamese (n = 365) immigrant children. Multigroup confirmatory factor analysis suggested the factor structure of the Strengths and Difficulties Questionnaire to be invariant across children's ethnicity and gender. Additionally, the factor structure appeared to be similar for Dutch and Surinamese teachers. However, mean scores on emotional problems, hyperactivity, conduct problems, prosocial behavior, and impairment varied significantly according to ethnicity and gender. Mean scores on peer problems differed significantly for boys and girls, but not across ethnicity. Whether mean differences reflect a method bias or actual differences in classroom behaviors is discussed and needs further research