Relations of the German almost perfect scale-revised and short almost perfect scale with the big five personality facets

The Almost Perfect Scale-Revised (APS-R) and its short form (SAPS) are among the most-established multidimensional perfectionism measures. Yet, investigations into the APS-R/SAPS nomological networks have mainly been limited to the level of broader personality traits. This reliance on trait-level associations hampers the conceptual understanding of perfectionism traits by masking more complex relations with specific cognitive, emotional, and behavioral tendencies (personality facets). In this study, we validated German versions of the APS-R and SAPS and assessed their relations with the Big Five personality facets in two samples (NSample 1 = 305 university students; NSample 2 = 467 community adults). Both scales displayed satisfactory psychometric properties, convergent and criterion-related validity. Analyses on the level of the Big Five personality facets revealed complex and nuanced patterns of relations. These findings provide new insights into the APS-R and SAPS nomological networks and facilitate the conceptual distinction between the APS-R subscales

The Effects of Programming Interventions in Early Childhood: A Systematic Review and Meta-Analysis

Programming skills are considered key skills in the 21st century. While recent meta-analyses confirm the positive effects of programming interventions in school children and university students, it is still unclear whether programming interventions are also effective in early childhood settings. Our meta-analysis clarifies this issue by synthesizing the effects of programming interventions, including various teaching tools and instructional approaches for 3- to 7-year-old children. The meta-analytic results from 23 early-childhood studies and 76 effect sizes showed a medium overall effect of d = +0.74, 95% CI [0.51, 0.97]. This effect remained when only randomized-controlled trials were considered. Furthermore, programming interventions’ unplugged activities were superior to screen-based activities, and interventions including robotics were more effective than those without robotics. Our results imply that early-childhood programming interventions have the potential to be employed in a wide range of contexts, groups of learners, and settings. Moreover, they offer useful learning opportunities in early childhood education

The Effects of Imagery Interventions in Sports: A Meta-Analysis

Imagery interventions are an established psychological tool to enhance performance, psychological skills, and injury rehabilitation. Previous meta-analyses found positive effects of mental practice on performance, leaving it open whether imagery can also enhance other outcomes than performance such as motivational or affective outcomes. We performed a meta-analysis to extend the current understanding of the effectiveness of imagery in sports on any sport specific outcome and the relevance of third variables potentially moderating the effect. The overall effect of imagery interventions was medium in magnitude with d = 0.431 (95% CI [0.298, 0.563]). Imagery interventions significantly enhanced motor performance, motivational outcomes, and affective outcomes. Imagery combined with physical practice was more effective than physical practice alone, indicating differential effects of imagery and physical practice. The effectiveness of imagery was positively associated with the intensity of the imagery training. We discuss our results against previous and most recent meta-analyses on mental practice and the background of theoretical and practical aspects of imagery. Moreover, we lay out directions for future research by providing a comprehensive overview of research gaps in the literature on imagery

Physical Activity and Subjective Well-Being in Healthy Individuals: A Meta-Analytic Review

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Electrical brain stimulation (tES) improves learning more than performance: A meta-analysis

Researchers have recently started evaluating whether stimulating the brain noninvasively with a weak and painless electrical current (transcranial Electrical Stimulation, tES) enhances physiological and cognitive processes. Some studies found that tES has weak but positive effects on brain physiology, cognition, or assessment performance, which has attracted massive public interest. We present the first meta-analytic test of the hypothesis that tES in a learning phase is more effective than tES in an assessment phase. The meta-analysis included 246 effect sizes from studies on language or mathematical competence. The effect of tES was stronger when stimulation was administered during a learning phase (d = 0.712) as compared to stimulation administered during test performance (d = 0.207). The overall effect was stimulation-dosage specific and, as found in a previous meta-analysis, significant only for anodal stimulation and not for cathodal. The results provide evidence for the modulation of long-term synaptic plasticity by tES in the context of practically relevant learning tasks and highlight the need for more systematic evaluations of tES in educational settings