A little autonomy support goes a long way. Daily autonomy-supportive parenting, child well-being, parental need fulfillment, and change in child, family, and parent adjustment across the adaptation to the COVID-19 pandemic

This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well-being across 3 weeks during the COVID-19 pandemic in Germany. Day-to-day associations among autonomy-supportive parenting, parental need fulfillment, and child well-being were also assessed. Parents of school children (6–19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy-supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well-being partially predicted change in adjustment measures highlighting the central role of daily parenting for children’s adjustment during the pandemic. (DIPF/Orig.

Distance learning, parent-child interactions, and affective well-being of parents and children during the COVID-19 pandemic. A diary study

To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children\u27s scholastic activities to the homes and imposing a massive burden on parents and school-age children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether (a) distance learning and (b) parents\u27 involvement therein were associated with negative parent-child interactions and affective well-being of parents and children, over and above the effect of daily stressors. Participants were 562 parents (489 mothers, Mage = 42.79, SDage = 6.12, range = 25-63) most of whom were married (n = 382, 68.0%). They responded to the daily items with respect to the youngest child living in their household (Mage = 9.74, SDage = 2.81, range = 6-19). On days when children were working on school tasks, parents reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being. The present work highlights the need for measures to better support school-age children and their parents during distance learning. (DIPF/Orig.

Homeschooling während der SARS-CoV-2-Pandemie. Die Rolle dispositioneller Selbstregulation und Eigenschaften täglicher Lernaufgaben für die tägliche Selbstregulation von Schüler*innen

As a means to counter the SARS-CoV-2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students\u27 homes where students were supposed to work on learning tasks provided by their teachers. Students\u27 self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students\u27 daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students\u27 trait self-regulation as well as task difficulty and task enjoyment for students\u27 daily independence from their parents in learning during the homeschooling period. Data on children\u27s trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Mage = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students\u27 learning independence through 21 consecutive daily online questionnaires. The results showed students\u27 trait self-regulation to be positively associated with their daily learning independence. Additionally, students\u27 daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students\u27 daily self-regulation during the homeschooling period. Finally, implications for teaching practice during the pandemic-related school closures are derived. (DIPF/Orig.)Um die SARS-CoV-2-Pandemie einzudämmen, wurden zwischen Mitte März und Ende April 2020 deutschlandweit alle Schulen geschlossen. Während dieser Zeit wurden die Schüler*innen zu Hause beschult (\u27Homeschooling\u27) und arbeiteten an Lernaufgaben, die von ihren Lehrkräften bereitgestellt wurden. Bei der Anpassung an diese neuartige Beschulungssituation könnten sowohl die Selbstregulation der Schüler*innen als auch die Eigenschaften der Lernaufgaben eine wichtige Rolle gespielt haben. Es ist anzunehmen, dass diese insbesondere die tagtägliche Selbstregulation der Schüler*innen beim Bearbeiten der Lernaufgaben und damit die Selbstständigkeit, mit der sie an den Lernaufgaben arbeiteten beeinflusst haben. Die vorliegende Arbeit untersuchte, welche Rolle die dispositionelle Selbstregulation von Schüler*innen, die Schwierigkeit der Lernaufgaben und die Freude an den Aufgaben für die tagtägliche Selbstständigkeit der Bearbeitung der Aufgaben während des Homeschoolings spielten. Die dispositionelle Selbstregulation der Schüler*innen wurde zunächst über einen Eingangsfragebogen erfasst, der von den Eltern von 535 Kindern ausgefüllt wurde (MAlter = 9,69; SDAlter = 2,80). Die Eltern berichteten anschließend an 21 aufeinander folgenden Tagen über die tägliche Aufgabenschwierigkeit, die Freude an den Aufgaben und die Selbstständigkeit, mit der ihre Kinder die Lernaufgaben bearbeiteten. Die Ergebnisse zeigten, dass die dispositionelle Selbstregulation der Schüler*innen positiv mit ihrer täglichen Selbstständigkeit beim Lernen assoziiert war. Darüber hinaus war die tägliche Selbstständigkeit der Schüler*innen beim Lernen negativ mit der Aufgabenschwierigkeit und positiv mit der Freude an den Aufgaben verbunden. Die Ergebnisse werden im Hinblick auf die tägliche Selbstregulation der Schüler*innen während der Beschulung zu Hause diskutiert. Abschließend werden Implikationen für die Lehrpraxis während der pandemiebedingten Schulschließungen abgeleitet. (DIPF/Orig.

Phase behavior and structure of model colloid-polymer mixtures confined between two parallel planar walls

Using Gibbs ensemble Monte Carlo simulations and density functional theory we investigate the fluid-fluid demixing transition in inhomogeneous colloid-polymer mixtures confined between two parallel plates with separation distances between one and ten colloid diameters covering the complete range from quasi two-dimensional to bulk-like behavior. We use the Asakura-Oosawa-Vrij model in which colloid-colloid and colloid-polymer interactions are hard-sphere like, whilst the pair potential between polymers vanishes. Two different types of confinement induced by a pair of parallel walls are considered, namely either through two hard walls or through two semi-permeable walls that repel colloids but allow polymers to freely penetrate. For hard (semi-permeable) walls we find that the capillary binodal is shifted towards higher (lower) polymer fugacities and lower (higher) colloid fugacities as compared to the bulk binodal; this implies capillary condensation (evaporation) of the colloidal liquid phase in the slit. A macroscopic treatment is provided by a novel symmetric Kelvin equation for general binary mixtures, based on the proximity in chemical potentials of statepoints at capillary coexistence and the reference bulk coexistence. Results for capillary binodals compare well with those obtained from the classic version of the Kelvin equation due to Evans and Marini Bettolo Marconi [J. Chem. Phys. 86, 7138 (1987)], and are quantitatively accurate away from the fluid-fluid critical point, even at small wall separations. For hard walls the density profiles of polymers and colloids inside the slit display oscillations due to packing effects for all statepoints. For semi-permeable walls either similar structuring or flat profiles are found, depending on the statepoint considered.Comment: 15 pages, 13 figure

Reciprocal relations of subjective sleep quality and affective well-being in late childhood

High sleep quality has been associated with beneficial outcomes across the life span. Intensive longitudinal studies suggest that these beneficial effects can also be observed on a day-to-day level. However, the dynamic interplay between subjective sleep quality and affective well-being in children\u27s daily life has only rarely been investigated. The aims of the present work were (a) to replicate findings from a prior ambulatory assessment study in this area (Könen et al., 2016), (b) to explore the effect of subjective sleep quality on well-being throughout the day, and (c) to examine the reciprocal relation between subjective sleep quality and well-being in more detail. Data from two ambulatory assessment studies with children between 8 and 11 years (N = 108/84, with assessments over 28/21 consecutive days) consistently showed that positive affect was higher and negative affect was lower after nights with better sleep quality, and that the effects of subjective sleep quality were stronger on well-being assessed in the morning compared with later in the day. Results from dynamic structural equation models revealed reciprocal effects of subjective sleep quality and positive affect. Negative affect was not consistently related to worse subsequent sleep quality after controlling for positive affect and prior night\u27s sleep quality. Results suggest a close relation of sleep quality and positive affect, which strengthens the idea behind interventions targeting both, children\u27s sleep and well-being. Differences between children in the dynamic interplay between sleep and affect may be important predictors of long-term outcomes. (DIPF/Orig.

Spectral deconvolution in electrophoretic NMR to investigate the migration of neutral molecules in electrolytes

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Wall-Fluid and Liquid-Gas Interfaces of Model Colloid-Polymer Mixtures by Simulation and Theory

We perform a study of the interfacial properties of a model suspension of hard sphere colloids with diameter $\sigma_c$ and non-adsorbing ideal polymer coils with diameter $\sigma_p$. For the mixture in contact with a planar hard wall, we obtain from simulations the wall-fluid interfacial free energy, $\gamma_{wf}$, for size ratios $q=\sigma_p/\sigma_c=0.6$ and 1, using thermodynamic integration, and study the (excess) adsorption of colloids, $\Gamma_c$, and of polymers, $\Gamma_p$, at the hard wall. The interfacial tension of the free liquid-gas interface, $\gamma_{lg}$, is obtained following three different routes in simulations: i) from studying the system size dependence of the interfacial width according to the predictions of capillary wave theory, ii) from the probability distribution of the colloid density at coexistence in the grand canonical ensemble, and iii) for statepoints where the colloidal liquid wets the wall completely, from Young's equation relating $\gamma_{lg}$ to the difference of wall-liquid and wall-gas interfacial tensions, $\gamma_{wl}-\gamma_{wg}$. In addition, we calculate $\gamma_{wf}, \Gamma_c$, and $\Gamma_p$ using density functional theory and a scaled particle theory based on free volume theory. Good agreement is found between the simulation results and those from density functional theory, while the results from scaled particle theory quantitatively deviate but reproduce some essential features. Simulation results for $\gamma_{lg}$ obtained from the three different routes are all in good agreement. Density functional theory predicts $\gamma_{lg}$ with good accuracy for high polymer reservoir packing fractions, but yields deviations from the simulation results close to the critical point.Comment: 23 pages, 10 figures, REVTEX. Fig 5a changed. Final versio

Quantitative Chevalley-Weil theorem for curves

The classical Chevalley-Weil theorem asserts that for an \'etale covering of projective varieties over a number field K, the discriminant of the field of definition of the fiber over a K-rational point is uniformly bounded. We obtain a fully explicit version of this theorem in dimension 1.Comment: version 4: minor inaccuracies in Lemma 3.4 and Proposition 5.2 correcte

Concussion-related Alterations in Neural Activity During Emotion Recognition: Case Studies of Short-term and Residual Effects

Concussions have recently become an area of concern among the general public, but a clear understanding of their total consequence is still being developed. Symptoms of concussions are wide-ranging, encapsulating a plethora of cognitive and emotional abilities that could be affected. Concussions transiently disrupt neural activation as well as behavioral responses across multiple categories. Skills pertaining to various aspects of emotions are often affected yet have rarely been studied after concussions. We present two case studies of collegiate athletes with a history of multiple concussions. This paper highlights the case of a collegiate athlete who had obtained two previous concussions with the most recent being sustained sixteen days prior to neuroimaging. A second athlete with two lifetime concussions was tested one year after the most recent injury. The current study utilized a novel emotional recognition task to assess the behavioral and neural effects of this injury. A group of five controls responded with high accuracy rates and quick response times to the task. They showed activation in regions of the frontal lobe as well as facial recognition areas of the occipital lobe. The 16-day case subject was impaired in recognizing emotions relative to controls and showed little to no overlap in brain activity for regions involved in emotional face processing. The athlete with a longer post-concussion period also showed residual effects of neural activity alteration when compared to controls with few overlapping active regions. Specific brain regions were activated in this group but not in controls including the sensorimotor cortex, supramarginal gyrus, and lateral occipital cortex. By taking a more individual approach in examination of neural activity post-concussion, we may be able to gain a better understanding of this heterogeneous injury