Achievement Goals as Mediators of the Links Between Self-Esteem and Depressive Symptoms From Mid-Adolescence to Early Adulthood.

Numerous studies have sought to determine whether low self-esteem acts as a risk factor for depressive symptoms (i.e., a vulnerability model) or whether depressive symptoms lead to a decrease in self-esteem (i.e., a scar model). Although both models have received some support, very little research has: (a) addressed this question across critical life transitions likely to modify this pattern of associations, such as the transition to adulthood; (b) sought to identify the psychological mechanisms (i.e., mediators) underpinning these associations. The present study was designed to address these two limitations, focusing on the directionality of the associations between depressive symptoms and self-esteem from mid-adolescence to early adulthood while considering the role of motivational factors, namely mastery (intrinsic/extrinsic) and performance (approach/avoidance) goals as conceptualized in achievement goal theory. A sample of 707 Finnish adolescents aged 15-16 (52.1% boys) was surveyed six times up to the age of 25. Results from a cross-lagged panel model (CLPM) revealed that depressed individuals were more likely to have low self-esteem, although self-esteem protected against depressive symptoms between ages 16-17 to 20-21. Moreover, while self-esteem promoted mastery-extrinsic goals which in turn reinforced self-esteem, depressive symptoms promoted performance-avoidance goals which led to more depressive symptoms and lower self-esteem. Overall, these findings highlight (1) the long-lasting negative consequences of depressive symptoms on self-esteem and (2) the crucial role played by academic motivation in explaining the development of depressive symptoms and self-esteem over time. In turn, these results help refine the vulnerability and scar models, and suggest that motivational factors should be considered in prevention and intervention efforts among young populations.

A Multilevel Person-Centered Perspective on the Role of Job Demands and Resources for Employees' Job Engagement and Burnout Profiles.

The present study examined the configurations, or profiles, taken by distinct global and specific facets of job engagement and burnout (by relying on a bifactor operationalization of these constructs) among a nationally representative sample of Canadian Defence employees (n = 13,088; nested within 65 work units). The present study also adopted a multilevel perspective to investigate the role of job demands (work overload and role ambiguity), as well as individual (psychological empowerment), workgroup (interpersonal justice), supervisor (transformational leadership), and organizational (organizational support) resources in the prediction of profile membership. Latent profile analyses revealed five profiles of employees: Burned-Out/Disengaged (7.13%), Burned-Out/Involved (12.13%), Engaged (18.14%), Engaged/Exhausted (15.50%), and Normative (47.10%). The highest turnover intentions were observed in the Burned-Out/Disengaged profile, and the lowest in the Engaged profile. Employees' perceptions of job demands and resources were also associated with profile membership across both levels, although the effects of psychological empowerment were more pronounced than the effects of job demands and resources related to the workgroup, supervisor, and organization. Individual-level effects were also more pronounced than effects occurring at the work unit level, where shared perceptions of work overload and organizational support proved to be the key shared drivers of profile membership.

Profiles of body image concerns and their associations with disordered eating behaviors.

Although body image concerns (BIC) are recognized as a core driver in the development of disordered eating behaviors, the combined role of various types of BIC remains underexamined. This study relied on latent profile analysis to identify the main configurations of self-reported BIC (i.e., body checking and avoidance, perceived physical appearance, and fear of negative appearance evaluation) observed in a sample of 419 French-Canadian individuals (Mage = 26.59, SDage = 9.23). The role of body mass index, sex, and age on profile membership was also examined, as well as the relation between profile membership and disordered eating behaviors (i.e., dieting, bulimia and food preoccupation, and oral control). Six distinct BIC profiles differing in terms of shape and level were identified, with women being more likely to display a profile characterized by higher levels of BIC. In turn, profiles characterized by higher levels of BIC were associated with more disordered eating behaviors. The present study can broaden our understanding of the onset and maintenance of disordered eating behaviors and inspire the development of more tailored body-image interventions.

A longitudinal investigation of structural empowerment profiles among healthcare employees.

PURPOSE: Research on structural empowerment has typically adopted a variable-centered perspective, which is not ideal to study the combined effects of structural empowerment components. This person-centered investigation aims to enhance our knowledge about the configurations, or profiles, of healthcare employees' perceptions of the structural empowerment dimensions present in their workplace (opportunity, information, support, and resources). Furthermore, this study considers the replicability and stability of these profiles over a period of 2 years, and their outcomes (perceived quality of care, and positive and negative affect). DESIGN: Participants completed the same self-reported questionnaires twice, 2 years apart. METHODS: A sample of 633 healthcare employees (including a majority of nurses and nursing assistants) participated. Latent transition analyses were performed. RESULTS: Five profiles were identified: Low Empowerment, High Information, Normative, Moderately High Empowerment, and High Empowerment. Membership into the Normative and Moderately High Empowerment profiles demonstrated a high level of stability over time (79.1% to 83.2%). Membership in the other profiles was either moderately stable (43.5% for the High Empowerment profile) or relatively unstable (19.7% to 20.4% for the Low Empowerment and High Information profiles) over time. More desirable outcomes (i.e., higher positive affect and quality of care, and lower negative affect) were observed in the High Empowerment profile. CONCLUSIONS: These results highlight the benefits of high structural empowerment, in line with prior studies suggesting that structural empowerment can act as a strong organizational resource capable of enhancing the functioning of healthcare professionals. These findings additionally demonstrate that profiles characterized by the highest or lowest levels of structural empowerment were less stable over time than those characterized by more moderate levels. CLINICAL RELEVANCE: From an intervention perspective, organizations and managers should pay special attention to employees perceiving low levels of structural empowerment, as they experience the worst outcomes. In addition, they should try to maintain high levels of structural empowerment within the High Empowerment profile, as this profile is associated with the most desirable consequences. Such attention should be fruitful, considering the instability of the High Empowerment and Low Empowerment profiles over time. REGISTRATION: NCT04010773 on ClinicalTrials.gov (4 July, 2019).

Respiratory sinus arrhythmia moderates the interpersonal consequences of brooding rumination.

Brooding rumination is an intrapersonal emotion regulation strategy associated with negative interpersonal consequences. Resting respiratory sinus arrhythmia (RSA), a psychophysiological marker of self-regulatory capacity, may buffer the association between maladaptive emotion regulation and negative interpersonal behaviors. The current work examines the moderating effect of RSA on the association between brooding rumination and different negative interpersonal consequences. Across three convenience samples, individuals with lower RSA showed a stronger association between brooding rumination and more negative interpersonal behaviors as well as less perception of received instrumental social support (Study 1; n = 154), higher levels of interviewer-rated interpersonal stress (Study 2; n = 42) and a stronger indirect association between brooding rumination and depressive symptoms via daily interpersonal stress (Study 3; n = 222). These findings highlight the negative interpersonal consequences of brooding rumination, particularly among individuals with lower RSA.

Nature, implications and determinants of academic motivation profiles among upper elementary and secondary students.

The present study sought to contribute to self-determination theory by examining the nature of adolescents' academic motivation profiles defined while considering its global and specific nature. The construct validity of these profiles was examined by considering their replicability across samples of upper elementary (n = 781) and secondary (n = 467) school students, as well as their associations with predictors (perceived parental need nurturing behaviors) and outcomes (academic achievement and expectations of success). Latent profile analyses revealed four profiles (Non-Motivated, Identified, Amotivated, and Strongly Motivated) characterized by differing levels of global and specific levels of academic motivation. These profiles were fully replicated across educational levels. Most profiles differed from one another in terms of outcomes, although differences in terms of outcomes associations were observed across educational levels. Finally, profile membership was predicted by global levels of need nurturing and by some of the specific need nurturing behaviors in a way that replicated across educational levels. Our results suggest that the specific qualities of academic motivation and the global levels of self-determination are equally important in the identification of academic motivation profiles. Supplementary Information: The online version contains supplementary material available at 10.1007/s12144-023-04687-x.

Relationship Between Actual and Perceived Locomotor and Ball Skills Competence Among Children: A Person-Centered Approach.

This study examined whether profiles varying in actual and perceived locomotor and ball skill competencies would be identified and whether these profiles would differ in relation to children's characteristics. Participants were 127 (70 boys; 57 girls) French-speaking Canadian children (5-11 years). Actual and perceived motor competencies were, respectively, measured using the Test of Gross Motor Development - Third version and the pictorial scale of Perceived Movement Skill Competence. Latent profile analyses revealed four profiles: (1) Non-Alignment: Devaluation (children underestimated their slightly below average competencies; 17.9%); (2) Non-Alignment: Overestimation (children overestimated their slightly below average competencies; 24.7%); (3) Non-Alignment: Underestimation (children slightly underestimated their above average competencies; 24.9%); (4) Alignment: Low Competence (children displayed accurate but slightly below average competencies; 32.5%). Girls were more likely to correspond to profiles 1 and 4, older children and children more frequently involved in physical activity/sport practice were more likely to correspond to profile 3, and younger children were more likely to correspond to profile 2. These results emphasise the importance of considering the alignment between perceived and actual motor competencies. They also indicate that age and physical activity/sport practice were associated with higher competencies, whereas girls and younger children were associated with lower competencies.

Profiles of Anxious and Depressive Symptoms Among Adolescent Boys and Girls: Associations with Coping Strategies.

Most existing studies investigating profiles of anxious and depressive symptoms in adolescent boys and girls do not consider the high cooccurrence between them, which prevents from identifying how heterogeneous groups might distinctly use coping strategies. To address this gap, the current study relies on a sample of 976 adolescents (56.0% girls (n = 547), aged 12-15 y.o., M = 12.92, SD = 0.75) to identify profiles of self-reported internalizing symptoms while properly disaggregating youth's global levels of internalizing symptoms from their specific levels of anxious and depressive symptoms. The study also assesses whether similar profiles will be identified with the same frequency among boys and girls, as well as the associations between profile membership and coping strategies (problem-solving, social support, cognitive restructuring, cognitive avoidance, and behavioral avoidance) and whether these associations vary between sexes. Bifactor-confirmatory factor analyses confirmed the presence of a global internalizing factor and six specific factors reflecting anxious and depressive symptoms. Latent profile analyses identified three similar profiles among boys and girls but with different prevalence: Low internalizing symptoms (29.97% (n = 164) girls; 70.77% (n = 304) boys), Internalizing and specific anxious symptoms (40.15% (n = 220) girls, 14.75% (n = 63) boys), and Internalizing and specific depressive symptoms (29.86% (n = 163) girls, 14.48% (n = 62) boys). Girls in the Internalizing and specific anxious profile reported more frequent use of four coping strategies compared to boys (problem-solving, social support, cognitive restructuring, and cognitive avoidance). Among boys and girls, the Internalizing and specific depressive profile was associated with the least strategic use of coping strategies (low problem-solving, social support, and cognitive restructuring, and high cognitive and behavioral avoidance). The Internalizing and specific anxious profile was associated with high levels of all coping strategies (except behavioral avoidance). Overall, the study demonstrates that disaggregating global and specific internalizing symptoms allow identifying qualitatively distinct profiles, which then raised questions on the efficacy of the coping strategies used by youth with an Internalizing and specific anxious profile. These results support the adoption of a transdiagnostic approach of treatment based on a holistic representation of all aspects of adolescent boys' and girls' internalizing symptoms to better accompany them in the selection of their coping strategies.

Longitudinal Trajectories, Social and Individual Antecedents, and Outcomes of Problematic Internet Use Among Late Adolescents.

Given the detrimental effects associated with problematic internet use (PIU) and the need to better understand its nature and evolution, the present study examined the development of PIU in a sample of 1,750 adolescents (aged 16-19) from Finland over a 3-year period. We documented the social (loneliness, perceived maternal and paternal behaviors) and individual (sex) antecedents, as well as the outcome implications (depressive symptoms, substance use, academic achievement) of PIU trajectories. Outcomes also predicted PIU trajectories. Latent curve modeling revealed an initially moderate, and subsequently decreasing trajectory of PIU. PIU was predicted by loneliness, paternal neglect, maternal care, depressive symptoms, and being male. In turn, PIU trajectories predicted increases in depressive symptoms and substance use, but decreases in academic achievement.

Monitoring the evolution of individuals' flood-related adaptive behaviors over time: two cross-sectional surveys conducted in the Province of Quebec, Canada.

Climate change is predicted to increase the frequency and intensity of floods in the province of Quebec, Canada. Therefore, in 2015, to better monitor the level of adaptation to flooding of Quebec residents living in or near a flood-prone area, the Quebec Observatory of Adaptation to Climate Change developed five indices of adaptation to flooding, according to the chronology of events. The present study was conducted 4 years later and is a follow-up to the 2015 one. Two independent samples of 1951 (2015) and 974 (2019) individuals completed a questionnaire on their adoption (or non-adoption) of flood adaptation behaviors, their perception of the mental and physical impacts of flooding, and their knowledge of the fact that they lived in a flood-prone area.The results of the study demonstrated the measurement invariance of the five indices across two different samples of people over time, ensuring that the differences (or absence of differences) observed in flood-related adaptive behaviors between 2015 and 2019 were real and not due to measurement errors. They also showed that, overall, Quebeckers' flood-related adaptive behaviors have not changed considerably since 2015, with adaptation scores being similar in 2019 for four of the five flood indices. Moreover, the results indicated an increase in self-reported physical and mental health issues related to past flooding events, as well as a larger proportion of people having consulted a health professional because of these problems. Thus, this study provides a better understanding of flood adaptation in Quebec over the past 4 years and confirms that the five adaptive behavior indices developed in 2015 are appropriate tools for monitoring changes in flood adaptation in the province. Finally, our results showed that little has changed in Quebeckers' adoption of adaptive behaviors, highlighting the need for awareness raising in order to limit the impacts that climate change will have on the population.

The Forest and the Trees: Investigating the Globality and Specificity of Employees' Basic Need Satisfaction at Work.

This research assessed the underlying psychometric multidimensionality and nomological validity of 523 employees' responses to the Work-related Basic Need Satisfaction (W-BNS) scale using bifactor-exploratory structural equation modeling (bifactor-ESEM). Our results first showed the superiority of a bifactor-ESEM representation when compared to alternative representations of the data. Thus, employees' ratings of psychological need satisfaction simultaneously reflected a global need satisfaction construct, which coexisted with specific autonomy, competence, and relatedness needs satisfaction. Importantly, our findings also supported the nomological validity of employees' ratings of psychological need satisfaction in relation to measures of positive affect, negative affect, job satisfaction, perceived organizational support, organizational citizenship behaviors, work engagement, and burnout. In addition, our results also supported the presence of indirect (mediated) effects between perceived organizational support and some of the outcome variables as mediated by employees' levels of need satisfaction.

Internalizing and Externalizing Behavior Problems and Student Engagement in Elementary and Secondary School Students.

Students with externalizing or internalizing behavior problems are at increased risk of underachievement and school non-completion, often due to their lower school engagement. Two studies were undertaken to assess the unique and joint (i.e., interactive) associations between behavior problems and engagement during two developmental periods; childhood and adolescence. These studies also aim to disentangle the contribution of global (externalizing and internalizing) and specific (hyperactivity/inattention, opposition/defiance, anxiety, depression) behavior problems on the global and specific aspects of student behavioral, emotional, and cognitive engagement. Study 1 was conducted among a sample of elementary school students (n = 1036; 3rd to 6th grade; mean age = 9.94 y.o.; 47.30% female; majority native Canadians) and Study 2 was conducted in secondary school (n = 1011; 7th and 8th grade; mean age = 12.93 y.o.; 55.77% female; 60.64% from immigrant background). Results of the bifactor-CFA and path analyses from both studies indicate that global externalizing behaviors were associated with lower global and specific behavioral engagement. In Study 1, global internalizing behaviors were also associated with lower global and specific cognitive engagement, whereas specific anxiety was associated with lower global and specific emotional engagement. In Study 2, specific depressive symptoms were associated with lower global and specific emotional engagement. Together, these two studies suggest that externalizing behaviors remain risk factors for student disengagement during childhood and adolescence, but that the risk posed by internalizing behaviors increases in importance for older students.

Exercise interventions to improve balance for young people with intellectual disabilities: a systematic review and meta-analysis.

AIM: To conduct a systematic review and meta-analysis of the effects of exercise interventions designed to improve balance in young people with intellectual disabilities. METHOD: A systematic literature search was performed on 10 databases. Studies in press or published in English in a peer-reviewed journal were included if: (1) participants were young people with intellectual disabilities; (2) exercise interventions were designed to improve balance; and (3) they used quasi-experimental or experimental designs. Studies focusing only on a specific subpopulation of young people with intellectual disabilities or having a specific physical characteristic were excluded. Risk of bias was assessed for randomization, allocation sequence concealment, blinding, incomplete outcome data, selective outcome reporting, and other biases. RESULTS: The search strategy identified 937 articles and 15 studies, published between 1991 and 2017, that met the inclusion criteria. Exercise intervention groups showed a significant and larger improvement in static (pooled effect size, Hedges' g=0.98) and dynamic (g=1.34) balance compared with the control groups. However, although the pooled improvement of static-dynamic balance was large (g=2.80), the result was non-significant. None of the subgroup analyses were significant, except for the improvement in: (1) static balance (higher in quasi-experimental than in experimental studies); and (2) dynamic balance (higher in young people with a mild vs a mild-moderate intellectual disability). INTERPRETATION: The reviewed exercise interventions seem to represent an effective means for improving the static and dynamic balance of young people with intellectual disabilities. However, the present findings should be considered as preliminary given the small number of studies and their limitations. WHAT THIS PAPER ADDS: Exercise intervention results in large and significant improvements in static and dynamic balance in young people with intellectual disabilities. Exercise intervention results in a large but non-significant improvement in static-dynamic balance. Static balance improvement was significantly higher in quasi-experimental versus experimental studies. Dynamic balance improvement was significantly higher in young people with mild versus mild-moderate intellectual disability. No significant differences related to age group, balance measures, and components of exercise intervention were found.

EJERCICIOS PARA MEJORAR EL EQUILIBRIO EN JÓVENES CON DISCAPACIDAD INTELECTUAL: UNA REVISIÓN SISTEMÁTICA Y UN METAANÁLISIS: OBJETIVO: Realizar una revisión sistemática y un metaanálisis sobre los efectos del ejercicio diseñado para mejorar el equilibrio en jóvenes con discapacidad intelectual. METODO: Se realizó una búsqueda sistemática en 10 bases de datos. Fueron incluidos estudios impresos o publicados en ingles en publicaciones revisadas por sus pares; que a su vez : (1) los participantes eran jóvenes con discapacidad intelectual, (2) las intervenciones a través del ejercicio fueron diseñados para mejorar el equilibrio, (3) fueron usados diseños experimentales o cuasi experimentales. Los estudios que se enfocaron únicamente a una subpoblación de jóvenes con discapacidad intelectual y los que tenían características físicas específicas fueros excluidos. El riesgo de sesgo fue evaluado para detectar randomización, ocultamiento de secuencia de alocación, estudios ciegos, datos de resultado incompletos, reporte de resultados seleccionados y otros sesgos RESULTADOS: La estrategia de búsqueda identificó 937 artículos y 15 estudios, publicados entre 1991 y 2017, que cumplieron los criterios de inclusión. El grupo con intervención de ejercicios mostró una mejora significativa en el balance estático (tamaño del efecto agrupado, g=0.98) y balance dinámico (g=1.34) comparado con el grupo control. Sin embargo, aunque la mejoría combinada del balance estático y dinámico fue grande (g=2.80), el resultado no es significativo. Ninguno de los subgrupos analizados fue significativo, excepto por la mejora en: (1) balance estático (mayor en los estudios cuasi-experimentales que en los experimentales) y (2) balance dinámico (mayor en gente joven con discapacidad intelectual leve que en gente con discapacidad intelectual leve -moderado). INTERPRETACION: La revisión de intervenciones con ejercicio parece representar un método eficaz para mejorar el equilibrio estático y dinámico en jóvenes con discapacidad intelectual. Sin embargo, los hallazgos deben ser considerados como preliminares por la pequeña cantidad de estudios y sus limitaciones.

INTERVENÇÕES COM EXERCÍCIOS PARA MELHORAR O EQUILÍBRIO PARA JOVENS COM DEFICIÊNCIA INTELECTUAL: UMA REVISÃO SISTEMÁTICA E METANÁLISE: OBJETIVO: Conduzir uma revisão sistemática e metanálise sobre os efeitos das intervenções com exercícios desenhadas para melhorar o equilíbrio em jovens com deficiência intelectual. MÉTODO Uma revisão sistemática da literature foi realizada em 10 bases de dados. Estudos in press ou publicados em inglês em revistas revisadas por pares foram incluídos se: 1) os participantes fossem jovens com deficiência intellectual; 2) intervenções com exercícios foram aplicadas visando melhorar o equilíbrio e 3) usaram desenhos experimentais ou quasi-experimentais. Estudos com enfoque em apenas uma sub-população específica de jovens com deficiência intelectual ou que tinham alguma característica física específica foram excluídos. O risco de viés foi avaliado para randomização, sequência de alocação selada, cegamento, resultados incompletes, relato seletivo de resultados, e outros vieses. RESULTADOS: A estratégia de busca identificou 937 artigos e 15 estudos, publicados entre 1991 e 2017, que atenderam aos critérios de inclusão Os grupos sob intervenção com exercícios mostraram significativa e maior melhora no equilíbrio estático (tamanho do efeito agrupado de Hedges g=0,98) and dinâmico (g=1,34) comparados com os grupos controle. Entretanto, embora a melhora agrupada no equilíbrio estático-dinâmico tenha sido grande (g=2,80), o resultado não foi significativo. Nenhuma das análises de subrupos foi significativa, exceto para a melhora em: (1) equilíbrio estático (maior nos estudos quasi-experimentais que nos experimentais) e (2) equilíbrio dinâmico (maior em jovens com deficiência intelectual leve versus leve-moderada). INTERPRETAÇÃO: As intervenções com exercícios revisadas parecem representar um meio efetivo de melhorar o equilíbrio estático e dinâmico de jovens com deficiência intelectual. No entanto, os achados presentes devem ser considerados preliminaries dado o pequeno número de estudos e suas limitações.

Unpacking the Longitudinal Associations between the Frequency of Substance Use, Substance Use Related Problems, and Academic Achievement among Adolescents.

Previous research repeatedly observed associations between academic achievement and substance use during adolescence. However, the simple frequency of substance use was not differentiated from the emergence of substance use related problems, such as abuse and dependence. This study presents autoregressive cross-lagged models describing inter-relations between academic achievement, frequency of substance use, and substance use related problems among a sample of 1034 seventh graders (46% female; 83% White North Americans; Mage = 12.64 years, SDage = 0.65) who participated in a four-year longitudinal study. The stability of measurement structure of frequency of substance use and substance use related problems was supported. Higher frequency of substance use and substance use related problems did not predict lower academic achievement. A higher academic achievement predicted a later increase in frequency of substance use and substance use related problems in boys, whereas a higher academic achievement predicted a lower frequency of substance use in girls. Although substance use related problems were mainly predicted by frequency of substance use, substance use can remain, nonetheless, non-problematic during adolescence.

Psychometric properties of the Weight Self-Stigma Questionnaire (WSSQ) among a sample of overweight/obese French-speaking adolescents.

PURPOSE: The Weight Self-Stigma Questionnaire (WSSQ) was recently developed to assess the internalization of weight stigma among English-speaking overweight and obese adults. The objective of the present study was to develop and examine the psychometric properties of a French version of the WSSQ, as well as its applicability to adolescents. METHODS: The sample comprised 156 overweight and obese adolescents (81 boys, 75 girls, Mage = 16.31). The factor validity and the convergent validity of the French version of the WSSQ were examined using a confirmatory factor analysis and a structural equation model, respectively. RESULTS: The a priori two-factor structure of the WSSQ and the composite reliability of its subscales (self-devaluation and fear of enacted stigma) were supported. Convergent validity analyses revealed that both WSSQ subscales were significantly and (a) negatively correlated with measures of self-esteem and physical appearance, and (b) positively correlated with measures of anxiety, depression, fear of negative appearance evaluation, and eating-related pathology (fear of getting fat, eating-related control, food preoccupation, vomiting-purging behaviors, and eating-related guilt subscales). However, no significant relation was found between the WSSQ subscales and body mass index. CONCLUSION: These results suggest that the French version of the WSSQ has acceptable psychometric properties and can be used to assess weight self-stigma among overweight and obese adolescents.

Self-concept research with school-aged youth with intellectual disabilities: A systematic review.

BACKGROUND: Research on the self-concept of youth with intellectual disabilities has not been summarized in more than four decades. The present systematic review addresses this gap. METHOD: A systematic literature search was performed in nine databases and 21 studies, published between 1979 and 2017, met our inclusion criteria. RESULTS: Significant differences between the self-concepts of youth with intellectual disabilities and typically developing (TD) youth were found in: (a) cognitive-academic self-concept in disfavour of youth with intellectual disabilities; (b) global self-concept and cognitive-academic self-concept in disfavour of children with intellectual disabilities; and (c) global, behavioural, and cognitive-academic self-concept in disfavour of youth with intellectual disabilities schooled in a special class. Additionally, except for age, intellectual functioning and school placement, no significant relations were found between the self-concept dimensions and academic achievement and sex. CONCLUSION: Studies on self-concept research with school-aged youth with intellectual disabilities have several weaknesses that need to be advanced in future research.

Validity and reliability of the Very Short form of the Physical Self-Inventory among Turkish adolescents.

The study aimed to test the validity and reliability of the Very Short form of the Physical Self-Inventory (PSI-VS) among a sample of 635 Turkish adolescents. These adolescents have completed the 12 original items of the PSI-VS, plus a positively worded reformulation of the single reverse-keyed item of the physical attractiveness subscale. A series of confirmatory factor analyses was used to examine the psychometric properties of the original and modified versions of the PSI-VS. Findings revealed superior psychometric properties with the modified version than with the original set of items. The modified version was thus subsequently used to examine its factor structure invariance across sexes, age groups and sport practice involvement. Results not only report that this version was fully invariant across, but also that latent means were significantly different across sexes and sport practice involvement. In sum, the Turkish modified version of the PSI-VS presents acceptable psychometric properties and may be used to repeatedly and/or intensively assess participants' physical self-perceptions in the context of sport and exercise interventions.

Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities.

Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8-10) in matched samples of 138 adolescents (34.78 % girls) with low levels of cognitive abilities and 556 adolescents (44.88 % girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within samples of adolescents with low, and average-to-high levels of cognitive ability.

Performance of growth mixture models in the presence of time-varying covariates.

Growth mixture modeling is often used to identify unobserved heterogeneity in populations. Despite the usefulness of growth mixture modeling in practice, little is known about the performance of this data analysis technique in the presence of time-varying covariates. In the present simulation study, we examined the impacts of five design factors: the proportion of the total variance of the outcome explained by the time-varying covariates, the number of time points, the error structure, the sample size, and the mixing ratio. More precisely, we examined the impact of these factors on the accuracy of parameter and standard error estimates, as well as on the class enumeration accuracy. Our results showed that the consistent Akaike information criterion (CAIC), the sample-size-adjusted CAIC (SCAIC), the Bayesian information criterion (BIC), and the integrated completed likelihood criterion (ICL-BIC) proved to be highly reliable indicators of the true number of latent classes in the data, across design conditions, and that the sample-size-adjusted BIC (SBIC) also proved quite accurate, especially in larger samples. In contrast, the Akaike information criterion (AIC), the entropy, the normalized entropy criterion (NEC), and the classification likelihood criterion (CLC) proved to be unreliable indicators of the true number of latent classes in the data. Our results also showed that substantial biases in the parameter and standard error estimates tended to be associated with growth mixture models that included only four time points.

Development and validity of a very short form of the Eating Disorder Inventory.

INTRODUCTION: The main objective of the present series of studies was to develop and validate a 16-item very short form of the Eating Disorder Inventory (EDI-VS) for use as a short assessment tool in large-scale comprehensive or longitudinal studies, as well as in-depth idiographic studies. METHOD: The EDI-VS was developed, and validated, through a series of five studies based on independent community samples including a total of 1372 French adolescents. RESULTS: The results supported the reliability, content validity, factor validity, convergent validity, and criterion-related validity of the EDI-VS. CONCLUSIONS: The EDI-VS comprises 16 items assessing the eight original dimensions of the conceptual model for the EDI. Recommendations for future practice and research on the EDI-VS are outlined.