Boredom due to being over- or under-challenged in mathematics: A latent profile analysis.

BACKGROUND: Recent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students. AIMS: This research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking. SAMPLE: We employed a sample of 1.407 students (fifth to ninth graders) from all three secondary school tracks (lower, middle and upper) in Bavaria (Germany). METHODS: Boredom was assessed via self-report and achievement via a standardized mathematics test. We used latent profile analysis to identify groups characterized by different levels of boredom and achievement, and we additionally examined gender and school track as group membership predictors. RESULTS: Results revealed four distinct groups, of which two showed considerably high boredom. One was coupled with low achievement on the test (i.e. 'over-challenged group', 13% of the total sample), and one was coupled with high achievement (i.e. 'under-challenged group', 21%). Furthermore, we found a low boredom and high achievement (i.e. 'well-off group', 27%) and a relatively low boredom low achievement group (i.e. 'indifferent group', 39%). Girls were overrepresented in the over-challenged group, and students from the upper school track were underrepresented in the under-challenged group. CONCLUSION: Our research emphasizes the need to openly discuss and further investigate boredom due to being over- and under-challenged.

The effect of a startle-eliciting device on the foraging success of individual harbor seals (Phoca vitulina).

Pinniped predation on commercially and ecologically important prey has been a source of conflict for centuries. In the Salish Sea, harbor seals (Phoca vitulina) are suspected of impeding the recovery of culturally and ecologically critical Pacific salmon (Oncorhynchus spp.). In Fall 2020, a novel deterrent called Targeted Acoustic Startle Technology (TAST) was deployed at Whatcom Creek to deter harbor seals from preying on fall runs of hatchery chum (O. keta) and Chinook (O. tshawytscha) salmon in Bellingham, Washington, USA. Field observations were conducted in 2020 to compare the presence and foraging success of individual harbor seals across sound exposure (TAST-on) and control (TAST-off) conditions. Observations conducted the previous (2019) and following (2021) years were used to compare the effects observed in 2020 to two control years. Using photo-identification, individual seals were associated with foraging successes across all 3 years of the study. Generalized linear mixed models showed a significant 45.6% reduction in the duration (min) individuals remained at the creek with TAST on, and a significant 43.8% reduction in the overall foraging success of individuals. However, the observed effect of TAST varied across individual seals. Seals that were observed regularly within one season were more likely to return the year after, regardless of TAST treatment. Generalized linear models showed interannual variation in the number of seals present and salmon consumed. However, the effect of TAST in 2020 was greater than the observed variation across years. Our analyses suggest TAST can be an effective tool for managing pinniped predation, although alternate strategies such as deploying TAST longer-term and using multi-unit setups to increase coverage could help strengthen its effects. Future studies should further examine the individual variability found in this study.

Developmental trajectories of achievement emotions in mathematics during adolescence.

This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5-9; N = 3425 German adolescents; Mage = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased over time (Glass's Δs = -.86, -.71). In contrast, negative emotions exhibited more complex patterns: Anger, boredom, and hopelessness increased (Δs = .52, .79, .26), shame decreased (Δ = -.12), and anxiety remained stable (Δ = .00). These change trajectories of emotions were associated with change trajectories of perceived control, intrinsic value, achievement value, and achievement in mathematics. Implications and future directions are discussed.

Anteromedial coronoid fractures: technical description of an extensile surgical approach and outcomes from a small series using this technique.

Background: Varus posteromedial rotatory instability is a difficult clinical problem to diagnose and treat. Fixation of the anteromedial coronoid fracture is often necessary to achieve elbow stability. We describe an extensile surgical approach to the anteromedial coronoid. Methods: A retrospective review was performed of all patients at our institution who had anteromedial coronoid fracture fixed with this approach between 2012 and 2020. Results: Six patients were identified. They all achieved a stable elbow. Four of 6 developed heterotopic ossification and 2/6 required further surgery for this. Only 1 patient had a transient ulnar sensory loss. Conclusion: We describe an approach to the coronoid that allows great visualization of the joint and access to large coronoid fractures. The approach is extensile and does not require extensive dissection or work around the ulnar nerve. Access to fracture and for fixation can be improved by release of the common flexor pronator origin and the medial collateral ligament.

Patient Satisfaction with Pisiform Excision for Pisotriquetral Instability or Arthritis: A Prospective Review.

Background Pisotriquetral pain and instability is an elusive cause of ulnar-sided wrist pain. Initial treatment of chronic pisotriquetral pathology should involve a trial of nonoperative therapy such as neutral wrist splint, anti-inflammatories, and intra-articular steroid injections. The mainstay of surgical management of pisotriquetral pain is pisiform excision. Purpose This prospective study seeks to understand patient satisfaction after pisiform excision in patients with isolated pisotriquetral pathology. Patients and Methods A consecutive series of nine cases of pisiform excision was performed by the senior surgeon. The primary outcome measure was determined a priori to be the Patient-Rated Wrist Evaluation (PRWE) score. Wrist range of motion, grip strength, and QuickDASH (shortened version of Disabilities of the Arm, Shoulder and Hand) scores were also collected preoperatively and at 3 and 12 months postoperatively as secondary outcome measures. Results There was a very rapid improvement in the PRWE by 3 months, which was maintained at 12 months. The QuickDASH score was slower to improve, with a significant improvement by 12 months. There was no change in grip strength or wrist range of motion at any time point. Conclusion Pisiform excision results in a very rapid improvement of symptoms and should be considered in cases of pisotriquetral instability or arthritis that fail conservative management. Level of Evidence Level IV, case series.

Our individual order of things directs how we think we feel.

ABSTRACTOur work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used a globally accessible example, namely, the categorisation of knowledge based on school subjects. In a longitudinal sample of high school students (grades 9-11), we found that judging academic domains as similar led to judging typical emotions related to those domains as more similar than experienced in real life (assessed via real-time assessment of emotions). Our study thus shows that the order of things matters in how we think we feel with respect to those things.

Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement.

Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in terms of autonomy support and achievement pressure, and academic achievement is very limited. The present multilevel longitudinal analysis focusing on the domain of mathematics (N = 1,542 German adolescents; annual assessments from Grades 5 to 9; mean age at Grade 5 = 11.79 years, SD = 0.71, 51.75% female) addressed these gaps. Results from multilevel latent basic growth curve models showed that self- and externally regulated learning decreased over the 5 years at both the individual student and the class level. Changes in self- and externally regulated learning were linked: Classes with higher levels of self-regulated learning at Grade 5 showed a stronger decrease in externally regulated learning over time. Initial levels of and changes in student-reported teacher and parental autonomy support and achievement pressure were associated with self- and externally regulated learning at the individual student level; student-reported teacher autonomy support and self-regulated learning were also linked at the class level. Self-regulated learning related positively to standardized achievement test scores but not to adolescents' grades. This study adds to the scarce evidence base on different regulatory forms of adolescents' learning and can inform future research on adolescents' positive development and educational practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Ultrasound assessment of the posterolateral elbow ulnohumeral gap in normal subjects with and without posterolateral drawer testing.

Background: Posterolateral rotator instability (PLRI) is the most common pattern of recurrent elbow instability, and current imaging to aid PLRI diagnosis is limited. Thus, we sought to define use of ultrasound (US) to determine normal lateral ulnohumeral joint measurements, with and without posterolateral drawer testing to provide an insight into how US may aid diagnosis. Methods: Sixty elbows were evaluated in thirty healthy volunteers. The lateral ulnohumeral gap (LUHG) was measured with US in the resting position while the posterolateral drawer stress test maneuver was applied. Joint laxity was calculated as the difference between maximum stress and average rest measurements. Two independent readers assessed each elbow with comparison performed between stress and rest positions. Results: Differences in the LUHG were evident between stress and rest conditions (reader 1: P < .0001 and reader 2: P = .0002). At rest, median LUHG values were 2.31 mm and 2.05 mm for readers 1 and 2 respectively, while at stress 2.88 mm and 2.9 mm for readers 1 and 2. Median joint laxity was 0.8 mm for reader 1 and 1.1 mm for reader 2. Pearson correlation was r = 0.457 (absolute intraclass correlation coefficient [ICC] = 0.608) while under stress and r = 0.308 (absolute intraclass correlation coefficient [ICC] = 0.417) at rest. Median joint laxity demonstrated a Pearson correlation of r = 0.161 and absolute intraclass correlation coefficient [ICC] = 0.252. Conclusions: This study demonstrates a dynamic US assessment for PLRI, which aimed to assess the usefulness and feasibility of a laxity measurement after the application of a posterolateral drawer stress maneuver in a healthy population. Although establishing concordance between readers in measuring an LUHG under stress, the utility of a laxity measurement alone is not clear as correlation of measurements is not excellent; hence, an upper limit of normal for the ulnohumeral gap under stress may be more useful. Further evaluation of this technique is required in patients with PLRI.

Safe Drill Trajectory for Anatomic Repair of Distal Biceps Tendon Through a Single Incision: A Cadaveric Study.

PURPOSE: We sought to determine the safest drill trajectory to avoid injury to the posterior interosseous nerve (PIN) when performing a repair of a distal biceps tendon to an anatomic location through an anterior, single-incision approach using cortical button fixation. METHODS: A standard anterior approach was performed in 10 cadaveric specimens to expose the distal biceps attachment. Three drill holes were made in the radial tuberosity from the center of the anatomic footprint for the distal biceps tendon insertion with the forearm fully supinated. Holes were made in 30° distal, transverse, and 30° proximal directions. Each hole was made by angling the trajectory from an anterior to posterior and ulnar to radial direction, leaving adequate bone on the ulnar side to accommodate an 8-mm tunnel for the purpose of docking the biceps tendon into bone. The proximity of each drill trajectory to the PIN was determined by making a second incision on the dorsum of the proximal forearm. A K-wire was passed through each hole, and the distance between the PIN and K-wire was measured for each trajectory. RESULTS: The distally directed drill hole placed the trajectory wire closest to the PIN (mean distance, 5.4 mm), contacting the K-wire in 3 cases. The transverse drill trajectory resulted in contact with the PIN in 1 case (mean distance, 7.6 mm). The proximal drill trajectory appeared safest, with no PIN contact (mean distance, 13.3 mm). CONCLUSIONS: In this cadaveric study, the proximal drill trajectory resulted in the widest clearance from the PIN. CLINICAL RELEVANCE: When performing repair of a distal biceps tendon to the anatomic location on the tuberosity, the drill trajectory from the center of the biceps footprint should be radial and proximal to provide the greatest separation between the drill guide and the PIN.

A three-dimensional taxonomy of achievement emotions.

We present a three-dimensional taxonomy of achievement emotions that considers valence, arousal, and object focus as core features of these emotions. By distinguishing between positive and negative emotions (valence), activating and deactivating emotions (arousal), and activity emotions, prospective outcome emotions, and retrospective outcome emotions (object focus), the taxonomy has a 2 × 2 × 3 structure representing 12 groups of achievement emotions. In four studies across different countries (N = 330, 235, 323, and 269 participants in Canada, the United States, Germany, and the U.K., respectively), we investigated the empirical robustness of the taxonomy in educational (Studies 1-3) and work settings (Study 4). An expanded version of the Achievement Emotions Questionnaire was used to assess 12 key emotions representing the taxonomy. Consistently across the four studies, findings from multilevel facet analysis and structural equation modeling documented the importance of the three dimensions for explaining achievement emotions. In addition, based on hypotheses about relations with external variables, the findings show clear links of the emotions with important antecedents and outcomes. The Big Five personality traits, appraisals of control and value, and context perceptions were predictors of the emotions. The 12 emotions, in turn, were related to participants' use of strategies, cognitive performance, and self-reported health problems. Taken together, the findings provide robust evidence for the unique positions of different achievement emotions in the proposed taxonomy, as well as unique patterns of relations with external variables. Directions for future research and implications for policy and practice are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators.

BACKGROUND: This study investigated the role of different test anxiety components (affective, cognitive, motivational and physiological) as mediators between control and performance as proposed by Pekrun's control-value theory (CVT). While all components were assessed via self-report, the physiological component was additionally assessed via electrodermal activity (EDA). AIMS: We examined the relative impact of the self-reported anxiety components and EDA in this mediating mechanism to identify the most relevant assessment(s) (i.e., self-reported anxiety components and/or EDA) for predicting test performance. SAMPLE: The study comprised 50 eighth graders. METHODS: Data were collected during a mathematics test comprising six task blocks. State self-reports of control and anxiety components along with test performance and other test emotions were collected block-wise (i.e., repeated assessments within students). EDA was continuously recorded. RESULTS: Consistent with CVT, intra-individual mediation analysis with multiple mediators revealed that higher control predicted lower anxiety (i.e., all self-reported components). Unexpectedly, higher control was associated with increased EDA. Follow-up analyses taking other test emotions into account suggested this might reflect positive activation. Correlations between EDA and control and self-reported anxiety components differed depending on which test emotion was dominant in each situation. Regarding test performance, only the cognitive component was a significant mediator and thus seems to play a pivotal role in the relationship between control and performance. CONCLUSIONS: Distinguishing between anxiety components and including unbiased physiological measures improve our understanding of the mechanisms behind the relationship between test anxiety and performance. Higher physiological arousal may be a sign of anxiety but can also be a sign of positive activation. When aiming to reduce negative effects of anxiety on performance, targeting the cognitive component seems crucial. Implications of these findings for educational and psychological practice are discussed.

Measuring emotions in mathematics: the Achievement Emotions Questionnaire-Mathematics (AEQ-M).

Understanding the structure, antecedents, and outcomes of students' emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire-Mathematics (AEQ-M), a self-report instrument assessing students' mathematics-related emotions. The AEQ-M measures seven emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) across class, learning, and test contexts (internal structure). Based on control-value theory, it is assumed that these emotions are evoked by control and value appraisals, and that they influence students' motivation, learning strategies, and performance (external relations). Despite the popularity and frequent use of the AEQ-M, the research leading to its development has never been published, creating uncertainty about the validity of the proposed internal structure and external relations. We close this gap in Study 1 (N = 781 students, Grades 5-10, mean age 14.1 years, 53.5% female) by demonstrating that emotions are organized across contexts and linked to their proposed antecedents and outcomes. Study 2 (N = 699 students, Grade 7 and 9, mean age 14.0 years, 56.9% female) addresses another deficit in research on the AEQ-M, the lack of evidence regarding the assumption that emotions represent sets of interrelated affective, cognitive, motivational, and physiological/expressive components. We close this gap by evaluating extended AEQ-M scales, systematically assessing these components for five core mathematics emotions (enjoyment, anger, anxiety, hopelessness, boredom). Our work provides solid grounds for future research using the AEQ-M to assess emotions and their components in the domain of mathematics.

Assessing psychological variables on mobile devices: an introduction to the experience sampling app ESM-Quest.

The use of the Experience Sampling Method (ESM), which involves repeated assessments in people's daily lives, has increased in popularity in psychology and associated disciplines in recent years. A rather challenging aspect of ESM is its technical implementation. In this paper, after briefly introducing the history of ESM and the main reasons for its current popularity, we outline the ESM-Quest experience sampling app which is currently being developed at the University of Vienna. ESM-Quest runs on different operating systems, specifically on mobile devices such as smartphones and tablets running either iOS or Android. An internet connection is not necessary during the assessment. Compared to most other ESM apps, ESM-Quest allows event-based random sampling, which is very helpful when assessments need to be collected within specific situations. Currently, ESM-Quest is being utilized at the University of Vienna and will be made available for research groups worldwide upon request. We introduce the technical aspects of ESM-Quest and provide examples of analyses on ESM data collected through this app, such as examining fluctuations in constructs within individuals. Finally, we outline potential next steps in ESM research.

Surgical Results of Chronic Distal Biceps Ruptures: A Systematic Review.

BACKGROUND: Distal biceps tendon tears can cause weakness and fatigue with activities requiring elbow flexion and supination. Surgical management of chronic tears (>21 days) is not well described in the literature. PURPOSE: To determine the clinical outcomes of chronic distal biceps repairs and reconstructions. STUDY DESIGN: Systematic review; Level of evidence, 4. METHODS: We performed a search of Medline (PubMed and Ovid), EMBASE, CINAHL physical therapy, Cochrane Database of Systematic Reviews and Central Register of Controlled Trials, and PubMed Central from inception until September 29, 2020, to identify articles on chronic distal biceps ruptures. The inclusion criteria were studies with at least 1 outcome measure and 10 patients with chronic distal biceps ruptures treated surgically. The quality of the included studies was assessed with the methodological index for nonrandomized studies (MINORS) score. Functional outcomes and complications were reviewed. RESULTS: A total of 12 studies were included after systematic database screenings. The MINORS scores ranged from 5 to 19. There were a total of 1704 distal biceps ruptures, of which 1270 were acute and 434 were chronic. Average follow-up time was 12 months to 5.1 years. Single-incision (n = 3), 2-incision (n = 2), or both (n = 6) surgical techniques were used in these studies. Four studies described the use of autografts, and 4 articles used allografts in the chronic repair. Range of motion, function, and strength outcomes were similar when compared with the contralateral arm. Pain was reduced to minimal levels. Main postoperative complications were of paresthesia (specifically to the lateral antebrachial cutaneous nerve), which were temporary in 69.1% of cases. CONCLUSION: The results of this review indicate that surgical management of chronic distal biceps ruptures demonstrates improvement in outcomes including pain reduction and functional ability. Although there may be a slightly higher immediate complication rate, the functional outcomes remain comparable with those seen in the patient population with acute distal biceps.

Angry Women Are More Trusting: The Differential Effects of Perceived Social Distance on Trust Behavior.

Accumulating evidence suggests that anger can have a strong impact on discrete trust behaviors. However, the mechanisms underlying how anger influences trust are still unclear. Based on the appraisal tendency framework, we hypothesized that perceived social distance would positively mediate the effect of anger on trust, and that gender would moderate this mediation. In Study 1, a 2 (Anger vs. Control) × 2 (Men vs. Women) factorial design was used to investigate this hypothesis. Results supported our predictions that anger drove women, but not men, to perceive smaller social distance, and thus sent more money to their counterparts in a trust game as compared to controls. In Study 2, social distance was manipulated, and a 2 (Low social distance vs. Control) × 2 (Men vs. Women) factorial design was used to critically test the causal role of the mediator, namely to examine the effect of perceived social distance on trust. Results showed that women, but not men, sent more money to their counterparts in the low social distance condition than in the control condition. Results of both studies indicate that the high certainty, higher individual control, and approach motivation associated with anger could trigger optimistic risk assessment, and thus more trust toward others in women, via perceiving smaller social distance to others.

Boredom Makes Me Sick: Adolescents' Boredom Trajectories and Their Health-Related Quality of Life.

Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredom has adverse consequences in both work and achievement-related settings. The present study investigates latent correlations of 1.484 adolescents' (Mage = 13.23) mathematics boredom scores at three time points during a semester in 2018/19 and their Rasch scaled health-related quality of life (HRQoL). Moreover, we applied latent growth curve modeling to estimate boredom trajectories across the semester and determined the relationship between the latent growth parameters of student boredom and HRQoL in bivariate correlation analyses. Our results show that boredom is significantly negatively linked with all HRQoL dimensions (physical well-being, psychological well-being, autonomy and parent relation, social support and peers, school environment [SCH], and general HRQoL [GH]). Furthermore, stronger increases in boredom across the semester were negatively associated with SCH scores and GH. In conclusion, given that boredom is negatively linked with HRQoL and that stronger boredom growth is linked with more severe health-related problems, signs of academic boredom could be an early warning signal for adolescents' potentially severe problems.

Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance.

BACKGROUND AND OBJECTIVES: Although anxiety consists of multiple components, including cognitive, affective, motivational, and physiological, and some findings suggest that there might be differences regarding their control antecedents and effects on performance, previous studies have largely neglected to examine these components separately and for reasons of convenience often assessed test anxiety as a unified construct using a single-item. Therefore, this study investigated the different test anxiety components with the goal to: (1) examine the relative impact of the anxiety components in the mediating mechanism that connects control and performance - as proposed by Pekrun's control-value theory, and (2) determine which specific anxiety component is underlying common single-item anxiety measures. METHODS: The research questions were investigated using an intra-individual approach in a sample of N = 137 German 8th graders during a mathematics exam. RESULTS: As expected, control was negatively related to all anxiety components, but associations varied in strength. Additionally, the components differed in their relative impact on performance, with the cognitive component being central for this outcome. Furthermore, common single-item measures seem to specifically assess the affective component, and thus not the component most relevant for test performance. CONCLUSION: Consequently, our study strongly recommends to distinguish between the anxiety components depending on the research question at hand.

Excessive boredom among adolescents: A comparison between low and high achievers.

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students' behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavioral (social and emotional problems, positive/negative affect, cognitive reappraisal, and expressive suppression), and personality variables (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low vs. high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for all variables. In conclusion, our results suggest that high boredom can occur in both low- and high-achieving students and that bored low- and high-achievers show similar behaviors and personality profiles.

Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades.

Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades.

The Differential Effects of Anger on Trust: A Cross-Cultural Comparison of the Effects of Gender and Social Distance.

Accumulating empirical evidence suggests that anger elicited in one situation can influence trust behaviors in another situation. However, the conditions under which anger influences trust are still unclear. The present study addresses this research gap and examines the ways in which anger influences trust. We hypothesized that the social distance to the trustee, and the trusting person's gender would moderate the effect of anger on trust. To test this hypothesis, a study using a 2 (Anger vs. Control) × 2 (Low vs. High social distance) × 2 (Men vs. Women) factorial design was conducted in Germany (N = 215) and in China (N = 310). Results reveal that in both countries men's trust behavior was not influenced by the manipulations (i.e., anger and social distance). The pattern for women, however, differed by country. In Germany, women's trust to a stranger (i.e., high social distance) was increased by anger; while in China, women's trust to someone who they have communicated with (i.e., low social distance) was increased by anger. These results indicate that women's trust levels seem to be more context-sensitive than men's.