LolEva, a computerized test for ages 3 to 8 years old, identifies issues in the development of skills that can lead to reading acquisition difficulties. Its structure captures two distinct areas: Phonological Awareness (PA, seven subtests: rhyme, identification-addition-omission of syllable and phoneme at the beginning and end of a word), and Initial Reading Competence (IRC, six subtests: reading uppercase and lowercase letters, simple words, complex words, and pseudowords, and word segmentation). With results collected in a sample of 341 children with the target ages and attending public or private schools, the alpha coefficient was .94 for PA, and .92 for IRC. Factor analysis indicated three factors are present (performance on PA and IRC, and word reading times), together explaining 75% of variance, providing evidence to support the construct validity of the test. On the other hand, analysis of variance showed significant differences for year-in-school variable for PA subscale, F(4, 336) = 191.385, p < .001, η2 p = .695, 1–β = 1.0, as well as for IRC subscale, both in number of correct answers, which increased as schooling progressed: F(4, 336) = 197.897, p < .001, η2 p = .702, 1–β = 1.0, and task completion time, which decreased as education progressed: F(4, 335) = 47.048, p < .001, η2 p = .360, 1–β = 1.0. Also, PA repeated measures analysis revealed that was easier Identification than Addition and Omission , F(2, 672) = 31.639, p < .001, η2 p = .086, 1–β = 1.0, syllable-related tasks than phoneme-related task, F(1, 336) = 229.000, p < .001, η2 p = .405, 1–β = 1.0, and syllable or phoneme at the end of the word than at the beginning, F(1, 336) = 59.201, p < .001, η2 p = .150, 1–β = 1.0. Moreover, all items were examined and indexes of difficulty and discrimination were obtained.

This study assessed the effects of the administration of a package of activities, known as Portfolio, on adolescents' cognitive functioning and self-regulation of learning. The study was carried out with a group of 109 students (mean age 15 years old) from the first level of Vocational Training. The students had learning difficulties, were unmotivated to study, and had behavior problems. A quasi-experimental pretest-posttest design was employed. The intervention involved group sessions in which certain, specially selected tasks from the psychopedagogic Instrumental Enrichment Program, the Philosophy for Children Program, and Project Intelligence were carried out. The intervention tasks were distributed over the entire school year. Statistically significant differences were observed between the experimental and the control groups on measures of general intelligence, cognitive flexibility, and metacognitive strategies (all p < .01). Statistically significant gains were observed for the experimental group on measures of decision making, problem solving, and self-regulation of learning (all p < .01).

The objective of the present study was to evaluate whether declarative memory deficits are related to executive function deficits (EF), since they could be a consequence of a poor organization of the material to memorize. This interaction between both cognitive processes can be studied simultaneously in a single task such as the Test of Memory Strategies (TSM). 23 patients with paranoid schizophrenic disorder, 11 with bipolar disorder with psychotic symptoms, 13 with bipolar disorder without psychotic symptoms and 15 healthy subjects were evaluated with the TSM; with the memory test Texts A and B (subtest of the Barcelona neuropsychological assessment battery), which assesses short-term and immediate recall without the influence of EF; and with the Trail Making Test (TMT): Part A (sustained attention) and Part B (executive control). The patients groups and the control group showed an improvement in memory performance across each of the TSM conditions. However, this facilitating effect of the strategies differed among the groups (the patients with higher EF deficits showed less improvement). Regarding these results, we conclude that this cognitive process cannot be independent of EF. However, due to the pilot nature of this study, it would be recommended to replicate these findings in new studies.

Departing from a universal perspective on affective organizational commitment, the present article examines the situational and personal variables that act as potential moderators of the relationship between affective commitment and its antecedents and outcomes. Based on emerging evidence and theory, it is argued that the relationship between extrinsic and intrinsic rewards and other job experiences and affective commitment is stronger when employees exert an influence over rewards and job experiences. This can be achieved when the organization offers opportunities for such influence or when employees’ traits help them earn expected rewards. Similarly, theory and empirical evidence suggest that the relationship between affective commitment and work outcomes is subject to moderating influences. For example, affective commitment may foster employee retention when more career opportunities are available, making one’s belongingness to the organization more attractive. Such career opportunities may result from the organization’s action or from individuals’ own proactivity to obtain them. Likewise, the relationship between affective commitment and work performance is likely stronger when supervisors’ leadership helps employees engage in those behaviors that are rewarded by the organization. Finally, we discuss avenues for future inquiry by identifying group-level and cultural variables as promising moderators that warrant attention.

The objective of this study was to verify the factor validity and structure of the “Irritation Scale” in a sample of 578 Spanish university students. At the same time, the study aimed to verify the criterion-related validity of the scale, analyzing the results obtained through correlation with other variables, such as general self-efficacy, self-regulation, depression, and certain personality dimensions. The results obtained through the Exploratory Structural Equation Modeling approach (ESEM) using Mplus confirmed the presence of two factors in the Irritation Scale, as observed in other international studies within a workplace setting. The significant correlations obtained between the Irritation Scale and the variables considered in the study confirmed the construct validity and verified that irritation is significantly and positively associated with depression and academic burnout, and is negatively associated with general self-efficacy and self-regulation.

Non-suicidal self-injury (NSSI) behaviors are self-injurious behaviors inflicted without intending death. Literature has shown the relationship between stressful life events (SLE) and NSSI behaviors. The Strengths and Difficulties Questionnaire-Dysregulation Profile (SDQ-DP) is defined as an index of self-regulatory problems, related to higher risk for suicidal ideation and attempts in adolescents. In this study the relationship between SDQ-DP and NSSI behaviors, mediated by SLE in a clinical sample of children and adolescents is analyzed. A cross-sectional study was conducted on 239 subjects (aged from 11 to 17) to test the mediation model. SDQ-DP significantly correlates with NSSI behaviors (Wald = 6.5477, p = .0105); SDQ-DP significantly correlates with SLE (T = 5.7229, p < .001); SLE significantly correlates NSSI behaviors, and the relation remains significant whilst controlling for SDQ-DP (Wald = 4.1715, p = .041); the relation between SDQ-DP and NSSI behaviors stops being significant whilst controlling for the potential mediator (SLE) (Wald = 2.9951, p = .0835). Study of indirect effect supports the mediation model (.0585 CI [.0016, .1266]). Findings are compatible with the complete mediation scenario. These results point out the importance of self-regulatory problems in coping strategies with regards to SLE and the development of NSSI behaviors.

The present study examined the role of behavioral engagement and disaffection as mediators between self-determination and academic performance. Participants were 545 secondary students (53.4% girls) aged 12 to 19 years. Variables were assessed in the Spanish language classroom over a nine-month period. Students estimated their self-determination, and their teachers assessed student engagement, disaffection, and performance. Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement (R2 = .39) and disaffection (R2 = .24), and were progressively more adaptive the higher the autonomy; self-determination, behavioral engagement, and disaffection predicted performance (R2 = .43); engagement and disaffection partially mediated the relationship from external regulation (β = –.097; p < .002; Confidence Interval = –.177, –.051), identified regulation (β = .109; p < .006; CI = .054, .165), and intrinsic motivation (β = .139; p < .002; CI = .086, .206) to performance. The implications of these findings for current theory and educational intervention are discussed.

In a series of three experiments the influence that information unrecognised by the subjects has on the effectiveness of occurring cognitive activity is studied. With this aim 3 types of stimulus were compared which for one reason or another were not afforded sufficient attention, namely: unconscious meanings of polysemantic information, stimuli presented at the subliminal level, and intentionally ignored distractors. All the listed types of stimuli are united in that the subjects were not able to give an account of them, i.e., these stimuli were not processed attentively. It is assumed that each of the types of stimuli studied is in actuality perceived, which can be judged by the impact they have on occurring cognitive activity. The purpose of the present research is the comparison of this impact: apart from the determination of the impact of unperceived stimuli on the information directly associated with them (priming-effect registration), also identified is the presence/absence of an overall interference effect rendered by the unperceived stimuli on the performance of occurring cognitive activity. To this end, each experiment had a control condition the aim of which was the creation of the possibility for the subjects to perceive stimuli unnoticed under experimental conditions. An experimental priming paradigm was used in combination with image-classification and lexical-decision tasks.

The results of the experiments conducted demonstrate that all types of stimuli ‘slipping the attention’ are assimilated, but their effect on occurring cognitive activity is varied. Thus, subliminally presented information aids, and distractors, on the contrary, hinder the solution of tasks associated with them, whereas unperceived meanings of polysemantic information hinder not only the solution of the tasks directly associated with them, but also the performance of any other cognitive activity for which they serve as a context. The effect of subliminal stimuli on occurring cognitive activity in the present research is explained by the spreading activation in the memory, the effect of distractors – by the inhibition of irrelevant representations in the information-processing system. For an explanation of the consequence of unperceived meanings of polysemanticity, not only an inhibition model was used, but also an unconscious negative choice model which assumed the necessity of making a special decision on non-perception.

This study attempts to explore the level of Independent Learning (IL) amongst a sample of Jordanian preschoolers. Behaviors of sixty preschool children aged 5–6 years old were observed and rated by their teachers against an Arabic version of the Children’s Independent Learning Development (CHILD 3–5) observational instrument to explore the independent learning among young children according to their gender, engagement level, parental education and the size of their families. The results illustrated that preschoolers may show some aspects of behaviors particularly those related to pro-social and cognitive areas. It also indicated that children from high educated environments demonstrated IL behaviors more than those coming from low educated environments. Finally, children coming from larger family size showed less IL behaviors than those coming from smaller ones. Results and implications are discussed.

The main goal was to compare idiographic profiles of achievement goal dominance(AGD) and motivational profiles based on 2x2 achievement goals to improve ourunderstanding of how the four achievement goals work in conjunction with oneanother, and to discern which profiles are most adaptive in the PhysicalEducation context. A total of 351 students (203 males; 148 females)(M = 14.26 ± 1.37 years) from 3 differentsecondary schools agreed to participate. 86.6% (N =303) showed AGD, mostly mastery-approach dominance (62.9%).We examined the fourAGD groups’ idiographic profiles and how they relate to certainpositive (autonomous motivation and positive affect) and negative variables(controlled motivation and amotivation). The results supported the hypotheses ofAGD theory (MANOVA one-way, Wilks’ lambda= .609, F(24, 298) = 7.96,p < .001, η2 = .15).Subsequently, k-means cluster analysis was performed, yielding4 distinct achievement goal profiles. The most adaptive was named“mastery goals”, while “high achievementgoals” were the second most adaptive. AGDparticipants’distribution across the different motivational clusterswas also ascertained (MANOVA one-way, Wilks’ lambda= .678, F(12, 910) = 12.01,p < .001, η2 =.12).

This study aimed to investigate the meaningfulness that Brazilian and French artists find in their work, considering the historic French cultural influence in the Brazilian creative industry. The specific objective was to cross-culturally validate a model of meaningfulness in work that was developed in French Canada and that includes five latent variables: learning and development, utility of work, quality of working relationships, autonomy, and moral correctness. The present study used a French Canadian measurement instrument that was developed for the health care and management occupations in Quebec. A total of 648 individuals, 280 in France and 368 in Brazil, provided online responses that were then analyzed using Confirmatory Factor Analysis (CFA) and Multigroup Confirmatory Factor Analysis (MGCFA). The five–factor structure of the meaningfulness in work model was found to be similar for the two samples of artists—although this model was a better fit to the data for the Brazilian creative professionals than the data for their French counterparts. The analyses showed that the two groups understand the structure of the meaningfulness factors in a similar manner (configural and metric invariance). The study also showed that conceived as a social and economic core activity, work is present in the context of the arts as well as in the traditional sectors of the economy for which the model was developed.

The aim of this study was to analyse the effect of the SOC on the main components of biopsychosocial health separately, thereby contributing to a better understanding of the relationship between the SOC and health in adolescence. The sample consisted of 7,580 Spanish adolescents aged 13 to 18 who had participated in the 2009/10 edition of the WHO international survey Health Behaviour in School-aged Children. Using multivariate analysis of variance, the effects of the SOC and demographic variables (including interaction effects between them) on different health components were analysed. A higher SOC was associated with better self-rated health, lower frequency of somatic and psychological complaints and higher quality of life and life satisfaction. Thus, results support the association between SOC and positive health outcomes, especially for the psychological components of health. In addition, the effect of SOC on the various health components was homogeneous among all of the adolescents, regardless of gender and age.

CEO social capital has shown a positive association with dynamic capabilities, although correlations have considerable heterogeneity among them. This meta-analysis estimates the correlation between CEO social capital and dynamic capabilities, and analyses moderator variables in explaining the heterogeneity in the results. Moderators are classified across four levels from macro to micro variables: country variables, firm environment, firm characteristics, and CEO variables. We apply a systematic search for studies in the Web of Science, Scopus, EBSCO, ProQuest, and Google Scholar databases. Additionally, we used a three-level random-effect meta-analysis on 89 correlations published between 2008 and 2021 from 9,272 CEOs. Findings indicate a positive correlation between CEO social capital and dynamic capabilities. Furthermore, we identified a moderator effect in the country and firm environment level. We found that the country of the study, the perception of transparency and legality in the country, and the environmental dynamism in the market moderate the size of the correlations. We also reject other moderators, including the individualism-collectivism national culture, firm size, the sources of social capital (business or political ties), and the dimension of the social capital (structural, relational or cognitive). This study contributes to the exploration of the sources of dynamic capabilities from the micro-foundation, identifies moderator variables that explain the heterogeneity in the results, and highlights the social nature of management activities which always evolve in a social context.

Basic Color Terms (BCTs) use by aged people (normal and tritanomalous) was analysed on the basis of the results provided by two visual search tasks. One task (mapping) required participants to select every stimulus that could be included in a specific BCT. Another task (best representative) required participants to select the stimulus that most accurately identified a BCT. Both tasks' results were used for two different goals. First (descriptive level), to specify the main differences between aged and young people in their use of BCTs (dimensions provided by multidimensional scaling, confusions between specific pairs of BCTs). Second (explicative level), to compare the accuracy of three models for predicting aged people's performance. Model A (filtering without compensation) assumed that aged people must use BCTs as young people do when responding to stimuli similar to the ones produced by lens aging. On the contrary, model B (filtering with compensation) assumed that lens aging effects were partially compensated by a von Kries-type mechanism (white normalisation). Finally, model C (tritan lines) assumed that ocular aging only influences S cone responses (tritan responses). Results showed that model B was the most accurate with the percentage of explained variance over 90% for both aged groups.

This study examines the role that motivational values play in the experience of discrimination in young immigrants in Spain and how this role is mediated by parental values. Participants in the study were 193 dyads of pre-adolescent to young adult first and second generation immigrants and one of their parents. All participants were either of Moroccan or Romanian ascent, the two largest immigrant groups in Spain. The proposed SEM model had an adequate fit, χ2(2, N = 193) = 2.272, p = .321, RMSEA = .027, CFI = .999, NFI = .994, and yielded a large R2, both for the Moroccan group (R2 = .79, p < .01), and the Romanian group (R2 = .80, p < .01). It showed that the value dimension openness to change vs. conservation is positively related to their experience of discrimination (β = .35, p < .01, for Moroccans group; and β = .29, p < .001, for Romanians). This relationship was mediated by parental values and their parents’ experience of discrimination. A possible explanation is that immigrants high in openness to change are likely to pursue contact with the host culture more intensely, and thus increase the probability of interactions involving discrimination. Additionally, parental values and their own experience of discrimination influences their children, making them more vulnerable to discrimination stress and more likely to perceive discrimination. While most research is focused on external or environmental variables, this study highlights the importance of value orientations and parental influences in immigrants’ experience of discrimination.

The goal of the present study was to examine the influence of social context in young children’s sharing behavior. Sixty-three children, aged between 3 and 8 years, participated in a dictator game in which they were requested to distribute stickers between themselves and an anonymous child. Results showed that the quantities the participants expected to receive were greater than those which were distributed to the others, t(63) = –6, 28, p < .01. Moreover, older participants shared more stickers when they were being observed than when they allocated stickers alone (p = .001, ηp 2 = .30). It is believed that increasing age leads to a greater respect for the societal rule of equity. These results are discussed in light of previous studies on sharing behavior during childhood.

Deficits in facial affect recognition have been repeatedly reported in schizophrenia patients. The hypothesis that this deficit is caused by poorly differentiated cognitive representation of facial expressions was tested in this study. To this end, performance of patients with schizophrenia and controls was compared in a new emotion-rating task. This novel approach allowed the participants to rate each facial expression at different times in terms of different emotion labels. Results revealed that patients tended to give higher ratings to emotion labels that did not correspond to the portrayed emotion, especially in the case of negative facial expressions (p < .001, η2 = .131). Although patients and controls gave similar ratings when the emotion label matched with the facial expression, patients gave higher ratings on trials with "incorrect" emotion labels (p s < .05). Comparison of patients and controls in a summary index of expressive ambiguity showed that patients perceived angry, fearful and happy faces as more emotionally ambiguous than did the controls (p < .001, η2 = .135). These results are consistent with the idea that the cognitive representation of emotional expressions in schizophrenia is characterized by less clear boundaries and a less close correspondence between facial configurations and emotional states.

The lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers’ knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman’s Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers’ level of knowledge of ADHD.

Although pregnancy increases the vulnerability to anxiety, no specific assessment instruments are usually used to detect it. The objective of this study was to adapt the Pregnancy Related Anxiety Questionnaire (PRAQ) to Spanish population, as well as analyze its validity and reliability. A sample of 367 nulliparous pregnant women with a normal risk status filled in a socio-demographic and obstetric-gynaecological questionnaire, the PRAQ, the Edinburgh Postnatal Depression Scale (EPDS) and the State-Trait Anxiety Inventory (STAI). After performing a factorial analysis, a five-factor model that explains 53.1% of the variance was obtained. Estimates of internal consistency reliability were adequate (range = .78 to .93) for the five factors included in the final confirmatory factor analysis, and for the total scale (.97). Significant correlation among PRAQ, EPDS, and STAI was found (p < .001). The 85th percentile (score 234 or more) was used as a cut-off point to identify those women with high pregnancy-specific anxiety. In accordance with the results obtained, the PRAQ can be considered a useful screening tool to evaluate pregnancy-related anxiety among the Spanish population.

Dual process theories of decision making describe choice as the result of an automatic System 1, which is quick to activate but behaves impulsively, and a deliberative System 2, which is slower to activate but makes decisions in a rational and controlled manner. However, most existent dual process theories are verbal descriptions and do not generate testable qualitative and quantitative predictions. In this paper, we describe a formalized dynamic dual process model framework of intertemporal choice that allows for precise, experimentally testable predictions regarding choice probability and response time distributions. The framework is based on two-stage stochastic process models to account for the two postulated systems and to capture the dynamics and uncertainty involved in decision making. Using quasi closed form solutions, we illustrate how different factors (timing of System 1, time constraint, and preferences in both systems), which are reflected in the model parameters, influence qualitative and quantitative model predictions. Furthermore, we show how an existing static-deterministic model on intertemporal choice can be implemented in the framework allowing for testable predictions. The proposed framework can bring novel insights into the processes underlying intertemporal choices.