Psychiatric comorbidities of obsessive-compulsive disorder: A series of systematic reviews and meta-analyses.

OBJECTIVE: Although there is a growing number of studies on psychiatric comorbidities of obsessive-compulsive disorder (OCD), controversy remains about the strength of associations between some disorders. We present a series of systematic reviews and meta-analyses examining four psychiatric disorders frequently associated with OCD-depression, bipolar disorder, substance abuse disorder and psychosis. METHODS: Three electronic databases were searched up to May 2017; PsycINFO, Medline, and Web of Science. Meta-analyses using random effects models were conducted. RESULTS: The meta-analyses found strong associations between all comorbidities and OCD, particularly for depression. In addition, a series of systematic reviews were conducted giving information about the characteristics of these psychiatric associations. CONCLUSION: It is probable that these disorders share common etiological factors, and thus trans-diagnostic processes must be addressed when offering treatment. Clinical implications of these findings are discussed with suggestions for further research in the area.

Measuring the impact of teaching approaches on achievement-related emotions: The use of the Achievement Emotions Questionnaire.

BACKGROUND: This study focuses on achievement emotions in a context of foreign language acquisition in a French-speaking population. AIMS: Firstly, the reliability and construct validity of the Achievement Emotion Questionnaire were examined; the second aim was to compare the effectiveness of two teaching approaches, classical and task-based learning and teaching (TBLT) on students' emotions over time. SAMPLE: This study involves 299 participants. METHODS: Achievement Emotions were rated with a self-administrated questionnaire at the beginning of the academic year and at its end. RESULTS: To verify the psychometric aim, a series of confirmatory factor analyses were computed and showed that the original multifactorial structure proposed by Pekrun et al. (2010) had the best fit. For the second aim, the results showed that all of the achievement emotions reduced in intensity over the school year (apart from boredom) and this reduction is higher for the anxiety level of pupils in 6th grade with TBLT. CONCLUSIONS: Implications for further research and educational practice are discussed.