"Opportunities and responsibilities": how do pharmacists assess their professionalism?

INTRODUCTION: Professionalism is fundamental to the existence of professions. In pharmacy, interest in this theme improved with events that examined the resocialization of pharmacists in care. With this, evaluating professionalism can help the operationalization of the theme and, consequently, the development of strategies for pharmacy consolidation before its challenges. Therefore, this study aimed to evaluate the professionalism of Brazilian pharmacists. METHODS: To meet the objective, a cross-sectional study was conducted between March 2022 and August 2023. Data were collected using the Brazilian version of the "Modification of Hall's Professionalism Scale for Use with Pharmacists". The scale has 39 items grouped into the domains: autonomy, vocation, professional council, self-regulation, continuing education, and altruism. Data were analyzed using descriptive statistics and an ANOVA analysis of variance with post-hoc Hochberg or Games-Howell tests with Bootstrapping was conducted to verify differences between groups. RESULTS: 600 pharmacists participated in this study. The majority (69%) was female and carried out their professional activities in community pharmacies (50%). Professionalism scores ranged between 14 and 29 points, with an average of 22.8 points. Pharmacists working in outpatient clinics had higher scores in most factors, namely, altruism, continuing education, professional council, vocation, and autonomy. This indicates that the inclination of pharmacists to occupy areas focused on care can be significant to assess professionalism. CONCLUSIONS: The data obtained indicate that pharmacists working in outpatient clinics had higher professionalism scores compared to others. This corroborates the worldwide trend experienced by pharmacy in recent decades, which is the execution of increasingly patient-centered practice models.

Beba sem moderação: motivos das denúncias dos anúncios de cerveja ao Conar / Drink it without moderation: reasons about reportings beer ad to Conar / Bébelo sin moderación: razones en quejas de la anuncios de cerveza a Conar

As propagandas de bebidas alcóolicas, além de serem mais frequentes do que outras mercadorias, também apresentam conteúdo que pode ter papel facilitador no uso dessa substância psicoativa, visto que, na maior parte delas, trazem ideias e sensações de prazer. Por isso, esta pesquisa consistiu na identificação e análise qualitativa de propagandas de cerveja que tiveram alguma denúncia feita ao ou pelo Conselho Nacional de Autorregulamentação Publicitária (Conar), nos últimos cinco anos (2015 a 2020), a partir do levantamento dessas denúncias no site do Conar e, posteriormente, foi realizada análise dos motivos condizentes com o código. Como resultado, constatou-se uma progressão nos alinhamentos entre as denúncias e as decisões, sendo encontrada maior dificuldade no alinhamento da infração em relação ao conteúdo das peças publici-tárias do que em questões técnicas.

Advertisements for alcoholic beverages, in addition to being more frequent than other goods, also present content that can play a role in facilitating the use of this psychoactive substance, since, in most of them, they bring ideas and sensations of pleasure. Therefore, this research consisted of the identification and qualitative analysis of beer advertisements that had any complaints made to or by the National Advertising Self-Regulation Council (Conar), in the last five years (2015 to 2020), based on the survey of these complaints on the website of Conar and, subsequently, an analysis of the reasons consistent with the code was carried out. As a result, there was a progression in the alignments between complaints and decisions, with greater difficulty being found in aligning the infraction in relation to the content of the advertising pieces than in technical issues.

Los anuncios de bebidas alcohólicas, además de ser más frecuentes que los de otros productos, también presentan contenidos que pueden desempeñar un papel a la hora de facilitar el consumo de esta sustan-cia psicoactiva, ya que, en la mayoría de ellos, aportan ideas y sensaciones de placer. Por lo tanto, esta investigación consistió en la identificación y análisis cualitativo de los anuncios de cerveza que tuvieron alguna denuncia realizada ante o por el Consejo Nacional de Autorregulación Publicitaria (Conar), en los últimos cinco años (2015 a 2020), a partir de la encuesta a estos. denuncias en el sitio web del Conar y, posteriormente, se realizó un análisis de los motivos compatibles con el código. Como resultado, hubo una progresión en los alineamientos entre denuncias y decisiones, encontrándose mayor dificultad en alinear la infracción con el contenido de las piezas publicitarias que en cuestiones técnicas.

The Use of a Just Noticeable Difference Approach to Improve Perceptual Acuity Ability in Male Runners.

We were interested in micro-variations in an athlete's psychophysical state that separate peak exertion from physiological collapse. Thus, we measured perceptual acuity in runners using a classic psychophysical approach, the just noticeable difference (JND) on two standard stimuli runs at treadmill speed corresponding to 70%VO2max and 80%VO2max. Thirty-four male runners (M age = 35.26, SD = 7.33 years) first performed a maximal treadmill test to determine the speed of a standard exercise bout for the JND trials. The JND trials consisted of four 5-minute running bouts on a treadmill with 5-minute rests between bouts. For bouts 1 and 3, participants ran at the standard stimuli pace, but for bouts 2 and 4, they adjusted their speeds to achieve a level of exertion at a JND above/below the SS. They achieved differences in the final 30 seconds of the VO2 between each JND bout and the previous standard stimuli at just above (JND-A) and just below (JND-B) the JND perceived exertions. We used a Generalized Linear Model analysis to compare the JND-A and JND-B within and between ventilatory threshold groups (lower/higher) in absolute and relative VO2 and in terms of the total JND magnitude. The magnitude of JND-A was greater than that of JND-B at 70%VO2max and 80%VO2max in absolute units (70%VO2 Δ = 2.62; SE = 0.37; p < .001; 80%VO2 Δ = 1.67; SE = 0.44; p = .002) and in relative units (70%VO2max Δ = 4.70; SE = 0.66; p < .001; 80%VO2max Δ = 2.96; SE = 0.80; p = .002). The total magnitude was greater in the 70%VO2max trial than 80%VO2max in absolute units (70%VO2 M = 3.78, SE = 0.31 mL·kg-1·min-1; 80%VO2 M = 2.62, SE = 0.37 mL·kg-1·min-1; p = .020) and in relative units (70%VO2max M = 6.57, SE = 0.53%VO2max; 80%VO2max M = 4.71, SE = 0.64%VO2max; p = .030). The JND range narrowed when physiologic demand increased, for both physical (speed) and psychological (RPE) variables.

Emotional self-regulation and personality in the light of Thomas Aquinas's philosophical anthropology.

This article aims to thoroughly understand the concept of emotional self-regulation (ESR) and its relationship with personality. Through an interdisciplinary dialogue between psychology and philosophy-specifically, the anthropology of Thomas Aquinas-three realities are proposed that could be considered as ESR. The conceptual relationship between ESR-understood as operation, faculty and habit-and personality is examined, specifically using the Five-Factor Model and the virtues model. Key findings include the need for consensus on a precise definition of ESR, the central role of reason as a faculty capable of ruling over emotions, the relevance of the distinction between ESR and self-control, and the understanding of ESR as a set of habits that include aspects of prudence, temperance and fortitude. Interdisciplinary dialogue seems to be a valuable intellectual approach to the advancement of the field of psychology.

Stress and self-regulation behaviors in preterm neonates hospitalized at open-bay and single-family room Neonatal Intensive Care Unit.

The Neonatal Intensive Care Unit (NICU) could be a risk factor for the development of preterm neonates due to the stressful procedures they undergo. Stress-related behaviors must be managed through environmental strategies that support regulating the neonates' biobehavioural system to minimize the negative impact on their development. The study aimed to compare the NICU environment's stressful procedures and developmental care strategies and the stress and self-regulation behaviors of preterm neonates in groups differentiated by the NICU environmental design. The sample comprised 20 preterm neonates hospitalized in a NICU with an open-bay model (OB NICU) and 20 preterm neonates hospitalized in a single-family room model (SFR NICU). The stressful procedures were assessed by the Neonatal Infant Stressor Scale (NISS). The developmental care strategies and the preterm neonates' stress and self-regulation behaviors were assessed using a structured observational protocol. The between-group comparison was performed by the Mann-Whitney test, and the significance level was set at 5%. Both NICUs had similar stressful procedures and developmental care approaches. However, the preterm neonates hospitalized in the SFR NICU exhibited significantly fewer total stress behaviors, and specifically in the motor system, compared to those in the OB NICU. Additionally, the preterm neonates hospitalized in the SFR NICU exhibited significantly more total self-regulation behaviors, and specifically in the behavioral state system, compared to those in the OB NICU. The findings showed that the single-family room NICU model was consistent with the environmental protection of biobehavioural regulation in preterm neonates hospitalized in the NICU.

Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation.

(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary effects on self-regulation processes in early adolescence. However, programs have typically combined different types of interventions with no understanding of the specific effect of each intervention type on attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs-one focused on classic attentional practices and another focused on the recognition and expression of emotions-on attentional, emotional, and behavioral self-regulation in early adolescents. (2) Method: An experimental paradigm was used. A sample of 74 children aged between 8 and 12 years old were randomly assigned to three experimental conditions: (1) an MBI with a focus on attentional practices, (2) an MBI with a focus on recognition and expression of emotions, and (3) a control group. The interventions lasted 8 weeks, with a weekly, 1 h online synchronous session plus home practices. Children were evaluated before starting the intervention and at the end of the 8-week period. The assessed outcomes were (1) mindfulness; (2) emotional regulation; (3) attentional regulation, and (4) behavioral regulation. (3) Results: Children who participated in both intervention programs increased their mindfulness and emotional and behavioral regulation scores. Only children who participated in the MBI with a focus on attention showed significant changes in their ability to self-regulate attention. (4) Conclusions: The use of online MBIs, with attention to external and internal stimuli practices, can be a good strategy to strengthen self-regulation skills for attention, emotions, and behavior in early adolescence.

Patrones de procesamiento sensorial de adultos con dificultades de aprendizaje autorreferidas / Sensory processing patterns of adults with self-reported learning disabilities

Resumen Las dificultades de aprendizaje, que pueden continuar manifestándose en la adultez, han mostrado vinculación con déficit en el procesamiento sensorial. El propósito de la investigación es indagar el perfil sensorial de adultos con y sin dificultades de aprendizaje (DA) en el área de lectoescritura. El estudio es cuantitativo no experimental. El perfil sensorial se evaluó a través de un cuestionario basado en el modelo de Dunn (1997b), que define cuatro patrones sensoriales a partir de la interacción entre el umbral neurológico y las estrategias de autorregulación, junto a un autorreporte de dificultades de aprendizaje. Los resultados mostraron puntuaciones similares en tres patrones sensoriales para ambos grupos, con diferencias significativas en el patrón sensorial de 'Espectador' (p = .038, d =0.5). Este patrón caracterizaría a adultos con DA con una tendencia a estrategias de autorregulación pasiva y umbral neurológico alto. Se concluye que las características de procesamiento sensorial pueden ser relevantes para orientar la intervención y apoyo de personas con DA. Se demuestra la relevancia de analizar el perfil de procesamiento sensorial para la comprensión de las dificultades de aprendizaje. En términos aplicados, amplía las posibilidades de apoyo para adultos con DA al visibilizar la necesidad de entornos que respondan a las características sensoriales individuales.

Abstract Learning difficulties, which may continue to manifest into adulthood, are linked to deficits in sensory processing. A study focused on investigating the sensory profile of adults with and without learning difficulties (LD) in literacy is presented. Quantitative and non-experimental study. The sensory profile was assessed through a questionnaire based on Dunn's model (1997b), which defines four sensory patterns based on the interaction between the neurological threshold and self-regulation strategies. We also included a self-reporting of LD. The results showed similar scores in three sensory patterns for both groups, with significant differences in the 'Bystander' sensory pattern (p = .038, d = 0.5). This pattern would characterize adults with LD with a tendency for passive self-regulation strategies and a high neurological threshold. Sensory processing characteristics may be relevant to guide the intervention and support of people with LD. Our findings demonstrate the relevance of analyzing the sensory processing profile for understanding learning difficulties. In applied terms, it expands support possibilities for adults with LD by highlighting the need for environments that respond to individual sensory characteristics.

Head-Toes-Knees-Shoulders task and EF in two samples of adolescents in Brazil and United States.

Executive function (EF) is a foundational cognitive construct, which is linked to better cognitive and physical health throughout development. The present study examines the construct validity of an EF task, the Head-Toes-Knees-Shoulders task (HTKS) that was initially developed for young children, in a sample of adolescents. We investigate the initial validity and range in scores between 54 adolescents from Brazil (mean age 12.58) and 56 US adolescents (mean age 12.48) from different socioeconomic contexts. Results indicated that the HTKS showed sufficient variability in both samples, especially for a measure of HTKS efficiency (completion time divided by the total score). The US sample performed better on all cognitive measures. For the Brazilian sample, regression models controlling for age and sex showed a significant relationship between the digit span working memory task, the HTKS total score, and the HTKS efficiency score. The Heart and Flowers cognitive flexibility measure was also included as an independent variable only for the Brazil sample, showing a significant relationship with both HTKS scores. For the US sample, results showed that only the HTKS efficiency score was significantly related to the digit span working memory task. This study highlights the importance of cognitive efficiency measures to achieve greater validity, as they can assess a broader range of performance with different populations. The HTKS showed good ecological validity with two adolescent samples, as it differentiated between populations with high and low socioeconomic status from different cultural contexts.

Caresses, whispers and affective faces: A theoretical framework for a multimodal interoceptive mechanism underlying ASMR and affective touch: An evolutionary and developmental perspective for understanding ASMR and affective touch as complementary processes within affiliative interactions.

Autonomous sensory meridian response (ASMR) and affective touch (AT) are two phenomena that have been independently investigated from separate lines of research. In this article, I provide a unified theoretical framework for understanding and studying them as complementary processes. I highlight their shared biological basis and positive effects on emotional and psychophysiological regulation. Drawing from evolutionary and developmental theories, I propose that ASMR results from the development of biological mechanisms associated with early affiliative behaviour and self-regulation, similar to AT. I also propose a multimodal interoceptive mechanism underlying both phenomena, suggesting that different sensory systems could specifically respond to affective stimulation (caresses, whispers and affective faces), where the integration of those inputs occurs in the brain's interoceptive hubs, allowing physiological regulation. The implications of this proposal are discussed with a view to future research that jointly examines ASMR and AT, and their potential impact on improving emotional well-being and mental health.

Restorative methods as a strategy for the prevention of violence and bullying in primary and secondary schools in Mexico: An exploratory study.

School coexistence processes are mediated by conflict situations that are often not adequately, immediately and comprehensively resolved by schools, giving rise to violence. School violence has become a matter of global priority not only at the school or family level, but also socially due to its magnitude and scope. In the Program for International Student Assessment (PISA), reported in 2018 that 23% of students in Mexico had suffered bullying at least once a month, these data are worrying as they reveal high rate of violence. Considering the increase of violence in Mexican educational institutions, we wonder if students' awareness in the use of communication to resolve disagreements would be achieved after participating in a conflict prevention project applying restorative practices. The objective of this study was to test whether students acquired greater emotional self-regulation, self-determination, and peaceful strategies to resolve conflicts after participating in a project centred on the restorative paradigm. A total of 336 students from an elementary school and a high school located in Mexico participated in this study. An ad hoc questionnaire was administered to the students by a restorative justice specialist in the middle of the school year. Statistical analyses were performed with the Statistical Package for the Social Sciences V. 25. The results obtained showed that, after the implementation of this program for five months, students in both schools showed greater emotional self-regulation and self-determination. In conclusion, providing students with restorative strategies to resolve disputes favoured the use of peaceful conflict resolution strategies.

Behavioral self-regulation in pediatric bipolar disorder and healthy offspring of bipolar patients.

OBJECTIVES: This study investigated behavioral self-regulation problems using the Children's Hostility Inventory (CHI) in pediatric bipolar disorder (PBD), healthy offspring of bipolar disorder patients (HOBD), and healthy controls (HC) without previous history of psychiatric disorders. METHODS: The CHI was administered to 41 consecutive children and adolescents diagnosed with PBD, to 16 HOBD, and to 22 HC. The inventory assessed irritability, expression, hostility, and aggression and was completed by the children with the help of their mothers. Adolescents and their respective parents were interviewed separately using the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL). RESULTS: All subscales of the CHI presented statistically significant differences, except for the subscale assessing feelings of suspicion. Pairwise comparisons revealed consistently significant differences between the PBD group and controls, indicating more self-regulation difficulties in the PBD group, represented by high levels of hostility and aggressive behavior. There were no significant differences between the PBD and HOBD groups. CONCLUSIONS: Future studies should further investigate if such behavior is state-dependent or a trait of bipolar juvenile expression. Expression of hostility and irritability should be considered relevant targets in psychosocial approaches addressing this population.

Self-regulation learning as active inference: dynamic causal modeling of an fMRI neurofeedback task.

Introduction: Learning to self-regulate brain activity by neurofeedback has been shown to lead to changes in the brain and behavior, with beneficial clinical and non-clinical outcomes. Neurofeedback uses a brain-computer interface to guide participants to change some feature of their brain activity. However, the neural mechanism of self-regulation learning remains unclear, with only 50% of the participants succeeding in achieving it. To bridge this knowledge gap, our study delves into the neural mechanisms of self-regulation learning via neurofeedback and investigates the brain processes associated with successful brain self-regulation. Methods: We study the neural underpinnings of self-regulation learning by employing dynamical causal modeling (DCM) in conjunction with real-time functional MRI data. The study involved a cohort of 18 participants undergoing neurofeedback training targeting the supplementary motor area. A critical focus was the comparison between top-down hierarchical connectivity models proposed by Active Inference and alternative bottom-up connectivity models like reinforcement learning. Results: Our analysis revealed a crucial distinction in brain connectivity patterns between successful and non-successful learners. Particularly, successful learners evinced a significantly stronger top-down effective connectivity towards the target area implicated in self-regulation. This heightened top-down network engagement closely resembles the patterns observed in goal-oriented and cognitive control studies, shedding light on the intricate cognitive processes intertwined with self-regulation learning. Discussion: The findings from our investigation underscore the significance of cognitive mechanisms in the process of self-regulation learning through neurofeedback. The observed stronger top-down effective connectivity in successful learners indicates the involvement of hierarchical cognitive control, which aligns with the tenets of Active Inference. This study contributes to a deeper understanding of the neural dynamics behind successful self-regulation learning and provides insights into the potential cognitive architecture underpinning this process.

Relación entre diferenciación del self y agresión entre pares en estudiantes universitarios argentinos / Relationship between Differentiation of Self and Peer Aggression among Argentine University Students

Resumen La agresión entre pares, sea un caso aislado o recurrente, se ha convertido en un problema cada vez más frecuente que socava el desarrollo psicoafectivo saludable en adolescentes y universitarios. Como en el caso de otras conductas de riesgo, la investigación sugiere que los aspectos emocionales son relevantes para su prevención. El objetivo de este trabajo fue explorar la posible relación entre la agresión entre pares, la agresión frecuente como potencial conducta de bullying, y la diferenciación del self, un constructo procedente de la perspectiva sistémica, vinculado con la autorregulación emocional y la madurez afectiva. Universitarios de entre 17 y 20 años (. = 365), completaron sendos cuestionarios autoadministrados sobre estilos de vida (Carlos et al., 2016) y diferenciación del self (Duch-Ceballos et al., 2022). En esta muestra, los análisis realizados indican que menores niveles de diferenciación del self en los varones se asocian con mayor probabilidad de agresión entre pares, tanto sufrida como ejercida. Además, uno de los componentes de la diferenciación del self, la reactividad emocional, predijo también las probabilidades de agresión (sufrida y ejercida) entre las mujeres. La diferenciación del self está recibiendo una creciente atención como variable relevante para explicar la conducta de los adolescentes y jóvenes emergentes, especialmente en lo que refiere a conductas de riesgo. Este sería el primer estudio sobre la relación entre diferenciación del self, agresión entre pares y agresión frecuente como potencial conducta de buylling. Finalmente, a partir de los resultados encontrados, se plantean futuras líneas de investigación y aplicaciones prácticas.

Abstract The socio-emotional well-being of children and adolescents is a subject of interest, both for academics and researchers, as well as for parents, teachers, and educators. Initiatives on this subject promoted from the scientific and social fields are constantly increasing, and tend to have multiple objectives, among which one is to understand the dynamics of violence and aggression (which can lead to harassment situations), in order to design more effective prevention and intervention programs. Research suggests that emotional aspects are relevant to the prevention of aggression. Within this realm, we have focused on Differentiation of self (DoS). The Differentiation of Self is the central construct of Bowen's (1978) systemic family theory, considered from the systemic perspective as one of the most comprehensive theories of human behavior. With multiple applications in various fields, DoS is a multidimensional construct, defined as the ability to balance emotional and intellectual functioning -intrapsychic dimension-, and intimacy and autonomy in personal relationships -interpersonal dimension-. Based on previous studies in which associations between bullying and socio-emotional competencies were found, the objective of this study was to find relationships between differentiation of self and peer aggression. The sample of this study was comprised of university students between 17 and 20 years old (. = 365; . = 18.3, SD = .7), who were studying the first or second year of different careers at a private university in Argentina. Participants completed self-administered questionnaires on lifestyles (Carlos et al., 2016) and the Spanish version of the Differentiation of Self Inventory-Revised (S-DSI; Rodríguez-González et al., 2015). Considering that peer aggression does not represent bullying in all cases, the association between self-differentiation and peer aggression was first analyzed and, second, this same association was analyzed, but considering frequent aggression. Peer aggression was perpetrated by 54 % of women and 63 % of men (. = .043) and suffered by 72 % of women and 61 % of men (. = .124). Frequent peer aggression was perpetrated by 15 % of women and 21 % of men (. = .001) and suffered by 41 % of women and 24 % of men (. = .146). Both measures of DoS (Emotional reactivity and Emotional cutoff) were associated with a lower prevalence of both aggression and frequent aggression. This work offers two main findings. First, given the high incidence of peer aggression, the results of this study confirm the relevance of the research on peer aggression and, specifically, on frequent aggression associated with bullying. Second, present data suggests the existence of a relationship between differentiation of self and aggression. Since the idea and perceptions about aggression could be changing, new research is suggested, based around the cultural context and social changes that identify how the concept of bullying evolves should be promoted. Moreover, it would be positive to develop new research that can delve into the role played by the differentiation of self, since it is a factor that impacts the development and health of adolescents. The significant relationship between peer aggression and DoS found in this study contributes to the empirical corpus that affirms the relevance of the emotional factor in aggressive and bullying behaviors. In this sense, this study joins others that support the idea of intervening in aggression and buylling through the development of school intervention programs aimed at developing emotional competencies, involving students and also parents and educators.

Teacher Self-regulation: Validation of Scales in Chile Applied with an Online Technological Tool / Autorregulación Docente: Validación de Escalas en Chile Aplicadas con una Herramienta Tecnológica Online

Resumen La autorregulación docente es de gran importancia porque permite un ejercicio profesional organizado y estructurado, además facilita un desempeño exitoso del proceso de enseñanza y aprendizaje, permitiendo al docente monitorear la efectividad de sus prácticas pedagógicas y modelar habilidades de autorregulación en sus estudiantes. El objetivo de este estudio fue adaptar y validar escalas para medir procesos de autorregulación docente en español y con evidencia de su funcionalidad mediante la aplicación de herramientas tecnológicas. El estudio fue cuantitativo, con un diseño instrumental. La muestra estuvo constituida por 204 profesores de Educación Media de Chile. Las escalas fueron adaptadas de la Teacher Self-regulation Scale y sometidas a procedimientos de retrotraducción, entrevistas cognitivas, análisis factorial confirmatorio y análisis de confiabilidad. Los resultados mostraron estimadores adecuados de validez y confiabilidad para las siete escalas correspondientes a establecimiento de metas, interés intrínseco, orientación a metas de desempeño, orientación a metas de dominio, autoinstrucción, control emocional y autoevaluación. En conclusión, las escalas permiten una medición válida y fiable de los procesos de autorregulación de la enseñanza.

Abstract Teacher self-regulation is of great importance because it allows an organized and structured professional exercise, it also facilitates a successful performance of the teaching and learning process, allowing the teacher to monitor the effectiveness of their pedagogical practices and modeling of selfregulatory skills in students. The objective of this study was to adapt and validate scales to measure teaching self-regulation processes in Spanish and with evidence of its functionality by application of technological tools. The study was quantitative, with an instrumental design. The sample consisted of 204 secondary school teachers in Chile. The scales were adapted from the Teacher Self-regulation Scale and underwent back-translation procedures, cognitive interviews, confirmatory factor analysis, and reliability analyses. The results showed adequate validity and reliability estimators for seven scales corresponding to goal setting, intrinsic interest, performance goal orientation, goal mastery orientation, self-instruction, emotional control, and self-evaluation. In conclusion, the scales allow valid and reliable measurement of teaching self-regulatory processes.

Exploring self-regulation theory as a mechanism of the effects of psychological contract fulfillment: The role of emotional intelligence.

As self-regulation theory has increasingly been used as a theoretical lens to explain the effects of psychological contract evaluations and employee outcomes, we test whether emotional intelligence (an ability for self-regulation) is a potential moderator of these relationships. More concretely, using a multiple times survey design in an education-based organization with 247 participants, we examined whether emotional intelligence moderates the mediation effect of emotional exhaustion on the relationship between psychological contract fulfillment and turnover intentions. Using a structural equations model (SEM) framework, our results support our hypotheses that individuals with low emotional intelligence do not experience the benefits of having fulfilled psychological contracts. Psychological contract fulfillment significantly reduces the likelihood of emotional exhaustion but only for individuals with high emotional intelligence. Consequently, turnover intentions are lower for emotionally intelligent individuals who experience the fulfillment of psychological contracts. Theoretical and practical implications are discussed. We conclude our study by suggesting that emotional intelligence should be considered as a relevant individual difference in future psychological contract research.

The role of socio-cultural background and child age for parental regulation strategies and children's self-regulation: A comparison between Germany, Chile, and El Salvador.

This study compared parental regulation strategies and children's self-regulation in three different countries (Germany, Chile, El Salvador). N = 300 primary caregivers of 1- to 3-year-olds filled out a parental questionnaire (IMpulse-MAnagement in the caregiver-child dyad, IMMA; Pauen et al., 2019) assessing (a) socio-demographic variables, (b) parental ideas and goals regarding children's self-regulation skills, (c) children's self-regulation strategies in dealing with internal challenges or demands, and (d) caregiver's regulation strategies. Age-group comparisons revealed that (1) children increased compliance and verbal negotiation with their caregivers as they grow older, and (2) parents adapted their regulation strategies to the age of the child. Country-group comparisons further indicated substantial similarities and differences between countries with respect to (3) how parents expected children to deal with requests and prohibitions, as well as with their own needs, feelings, and impulses, (4) how children responded to goal-frustration and parental demands, and (5) which regulatory strategies parents used to support their offspring. These exploratory findings are discussed in the light of current models on cultural learning, parent-child interactions, and child self-regulation development.

Reappraising the role of dopamine in adolescent risk-taking behavior.

Adolescence is characterized by increased risk-taking, which is often ascribed to developmental changes in dopaminergic signaling. Popular models propose that these behaviors are caused by dopamine-induced hypersensitivity to rewards, which overrides adolescents' immature self-control mechanisms. However, these models are often based on oversimplified notions about the workings and functions of dopamine. Here we discuss the relationship between changes in the dopaminergic system and adolescent behavior in light of current theories/models about the functions of dopamine. We show that dopamine is linked to learning, adaptive decision-making under uncertainty, and increased motivation to work for rewards. Thus, changes in the dopaminergic system contribute to the maturation of cognitive control through various mechanisms, contrary to the false dichotomy between reward processing and self-control. Finally, we note that dopamine interacts with a number of other neuromodulator systems, which also change during adolescence, but that have been largely ignored in the field of adolescent development. A full understanding of adolescent behavior will require these neurochemicals and their interactions with dopamine to be taken into account.

Self-regulation in youth with bipolar disorder

Objectives: To examine the composition of self-regulation in pediatric bipolar disorder (PBD) through the relationship between executive functions, emotion processing, and family environmental factors. Methods: 58 participants (36 with PBD and 22 controls), ages 12-17, were assessed using the Barratt Impulsiveness Scale (BIS), Conners' Continuous Performance Test (CPT-II), Wisconsin Cards Sorting Test (WCST), Computerized Neurocognitive Battery Emotion Recognition Test-Facial Emotion Recognition Test (PENNCNB ER-40), and Expressed Emotion Adjective Checklist Questionnaire (EEAC). Results: Adolescents with PBD displayed significant deficits in all three spheres when compared to the control group. Emotion processing correlated negatively with inhibition and attention, and correlated positively with mental flexibility/working memory. Family environmental factors correlated negatively with mental flexibility/working memory and emotion processing, and positively with attention and inhibition. These correlations indicate that better inhibitory control, attention, and mental flexibility/working memory are associated with greater emotion processing and a fitter family environment. Conclusion: This study is the first to investigate all of the components of self-regulation deficits simultaneously in patients with PBD. Results suggest that self-regulation is essential for a comprehensive perspective of PBD and should be assessed in an integrative and multifaceted way. Understanding that self-regulation is impacted by the abovementioned factors should influence treatment and improve the functional impairments of daily life observed in this population.

Psychometric Properties of the Causal Attributions Scale for Reading Comprehension / Propiedades psicométricas de la Escala de Atribuciones Causales para la Comprensión Lectora / Propriedades psicométricas da Escala Atribuições de Causas para a Compreensão de Leitura

Causal attributions, achievement goals, and self-efficacy comprise the motivational dimension of self-regulated learning. Due to the absence of scales to assess the causal attributions of Brazilian middle school students, this study aimed to investigate the psychometric properties of the Causal Attributions Scale for Reading Com-prehension. The study involved three samples: one of the expert judges and two composed of students. Evidence of content validity was found through theo-retical and practical representativeness and the intel-ligibility of the scale items. The associations between the attributional causes and psychological dimensions proved validity based on the scale's internal structure. The effects identified in the comparisons between the scale and achievement goals, and the scale and self-efficacy indicated validity based on the relationship with other variables. This instrument can be recom-mended for use by professionals in psychology and education. We also suggest the performance of further studies with the scale.

Las atribuciones causales, los objetivos de logro y la autoeficacia constituyen la dimensión motivacional del aprendizaje autorregulado. Debido a la ausencia de escalas para evaluar las atribuciones causales de estudiantes brasileños de enseñanza fundamental, en este estudio investigamos las propiedades psicométricas de la Escala de Atribuciones Causales para la Comprensión Lectora. Este análisis involucró tres muestras: una de jueces expertos y dos formadas por estudiantes. Se encontró evidencia de validez de contenido a través de la representatividad teórica y práctica, y por medio de la inteligibilidad de los ítems de la escala. Los resultados de las asociaciones entre las causas atribucionales y las dimensiones psicológicas proporcionaron evidencia de validez basada en la estructura interna. Los efectos identificados en las comparaciones entre la escala y metas de logro, y la escala y autoeficacia, indicaron evidencia de validez basada en la relación con otras variables. Este instrumento puede ser recomendado para su uso por profesionales en psicología y educación. También se sugiere la realización de más estudios con la escala

Atribuições causais, metas de realização e autoeficácia constituem a dimensão motivacional da aprendizagem autorregulada. Devido à ausência de escalas para avaliar as atribuições causais de estudantes brasileiros do ensino fundamental, neste estudo investigamos as propriedades psicométricas da Escala Atribuições de Causas para a Compreensão de Leitura. Este estudo envolveu três amostras: uma amostra de juízes especialistas e duas amostras compostas por estudantes. Encontrouse evidência de validade de conteúdo através da represen-tatividade teórica e prática e por meio da inteligibilidade dos itens da escala. Os resultados das associações entre as causas atribuídas e as dimensões psicológicas forneceram evidências de validade com base na estru-tura interna. Os efeitos identificados nas comparações entre a escala e os objetivos de realização, e a escala e autoeficácia indicaram evidências de validade com base na relação com outras variáveis. Recomendamos que este instrumento seja utilizado por profissionais da psicologia e da educação. Outros estudos com a escala também são sugeridos.

Self-regulation in youth with bipolar disorder.

OBJECTIVES: To examine the composition of self-regulation in pediatric bipolar disorder (PBD) through the relationship between executive functions, emotion processing, and family environmental factors. METHODS: 58 participants (36 with PBD and 22 controls), ages 12-17, were assessed using the Barratt Impulsiveness Scale (BIS), Conners' Continuous Performance Test (CPT-II), Wisconsin Cards Sorting Test (WCST), Computerized Neurocognitive Battery Emotion Recognition Test-Facial Emotion Recognition Test (PENNCNB ER-40), and Expressed Emotion Adjective Checklist Questionnaire (EEAC). RESULTS: Adolescents with PBD displayed significant deficits in all three spheres when compared to the control group. Emotion processing correlated negatively with inhibition and attention, and correlated positively with mental flexibility/working memory. Family environmental factors correlated negatively with mental flexibility/working memory and emotion processing, and positively with attention and inhibition. These correlations indicate that better inhibitory control, attention, and mental flexibility/working memory are associated with greater emotion processing and a fitter family environment. CONCLUSION: This study is the first to investigate all of the components of self-regulation deficits simultaneously in patients with PBD. Results suggest that self-regulation is essential for a comprehensive perspective of PBD and should be assessed in an integrative and multifaceted way. Understanding that self-regulation is impacted by the abovementioned factors should influence treatment and improve the functional impairments of daily life observed in this population.