Hornshoemaker6242

ms may be a more appropriate target audience for intervention strategies, given the possible, crucial role personal experience plays in increasing mental health knowledge, and ultimately, encouraging help-seeking.Currently, 2.7 billion people use at least one of the Facebook-owned social media platforms - Facebook, WhatsApp, and Instagram. Previous research investigating individual differences between users and non-users of these platforms has typically focused on one platform. However, individuals typically use a combination of Facebook-owned platforms. Therefore, we aim (1) to identify the relative prevalence of different patterns of social media use, and (2) to evaluate potential between-group differences in the distributions of age, gender, education, and Big Five personality traits. Data collection was performed using a cross-sectional design. Specifically, we administered a survey assessing participants' demographic variables, current use of Facebook-owned platforms, and Big Five personality traits. In N = 3003 participants from the general population (60.67% females; mean age = 35.53 years, SD = 13.53), WhatsApp emerged as the most widely used application in the sample, and hence, has the strongest reach. A pattern consisting of a combined use of WhatsApp and Instagram appeared to be most prevalent among the youngest participants. Further, individuals using at least one social media platform were generally younger, more often female, and more extraverted than non-users. Small differences in Conscientiousness and Neuroticism also emerged across groups reporting different combinations of social media use. Interestingly, when examined as control variables, we found demographic characteristics partially accounted for differences in broad personality factors and facets across different patterns of social media use. Our findings are relevant to researchers carrying out their studies via social media platforms, as sample characteristics appear to be different depending on the platform used.Although mind wandering remains ubiquitous in daily life, the processes that underlie and sustain this behavior remain poorly understood. Cyclosporine A order Across two experiments, we studied the role of intrinsic temperament traits, which shape stable behavioral processes, in moderating the association between mind wandering and the real-life functional outcome of academic success. In Experiment 1, participants completed the Mind Wandering Questionnaire, the Adult Temperament Questionnaire, and reported their grade for the highest degree completed or in progress. Individuals with traits of low Effortful control, high Negative affect, and low Extraversion indicated more mind wandering. Effortful control moderated the relationship between mind wandering and academic success, with higher tendency for mind wandering associated with higher academic achievement for individuals with high Effortful control, and lower academic achievement for those with low Effortful control. Experiment 2 confirmed these links using the visual metronome response task, an objective measure of mind wandering. Together, these results suggest that the intrinsic temperament trait of Effortful control represents one of the key mechanisms behind the functional influence of mind wandering on real-life outcomes. This work places an innate ability to control attention at the very core of real life success, and highlights the need for studying mind wandering through an interdisciplinary lens that brings together cognitive, biological, social, and clinical theories in order to understand the fundamental mechanisms that drive this behavior.Aim In lead climbing, the ascent of the route can be defined as on-sight or red-point. On-sight is the more challenging style since it demands greater physiological and psychological commitment. The differences between the two modes in advanced climbers have not been studied much. Two essential skills needed to optimize performance, in both on-sight and in red-point climbing, are route interpretation (RI) ability and movements sequence recall. Therefore, this study aimed to compare performance between on-sight and red-point ascent in advanced climbers and evaluate how a climber's RI ability and movement sequences recall might change before and after on-sight and red-point climbing. Methods Eighteen advanced male climbers (age 29.2 ± 4.7 years, body mass 67.8 ± 3.6 kg, stature 175.2 ± 2.4 cm, best red-point and on-sight grades 7b+/8a and 7a+/7b+, respectively) were video-recorded during the route ascent in on-sight and red-point modes to evaluate performance and to measure static and dynamic action times. RI a. Our findings suggest that RI is a trainable skill and underscore the importance of including specific techniques in training programs designed to improve interaction between perceptual, psychological, and physiological factors.Teachers' social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers' occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theory-based situational judgment test measuring teachers' knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers' general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers' occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.