LATIC-A linguistic analyzer for text and item characteristics.

Analyzing texts and items regarding their linguistic features might be important for researchers to investigate the effects of the linguistic presentation as well as for practitioners to estimate the readability of a text or an item. The Linguistic Analyzer for Text and Item Characteristics (LATIC) is a software that enables users to analyze texts and items more efficiently. LATIC offers a multitude of features at three different reading levels and can be used for texts and items in four different languages: English, French, German, and Spanish. It is open source, free to use and designed to be user-friendly. In this study, we investigated LATIC's performance: LATIC achieves highly accurate results, while being extremely time saving compared to human raters. While developing LATIC, the respective features are tested continuously to ensure a high accuracy of results in the future.

Increased Risk Perception, Distress Intolerance and Health Anxiety in Stricter Lockdowns: Self-Control as a Key Protective Factor in Early Response to the COVID-19 Pandemic.

Studies provide evidence that distress, (health) anxiety, and depressive symptoms were high during the first weeks of COVID-19 lockdown restrictions, decreasing over time (possibly due to individuals' protective psychological factors). Relations between different lockdown restrictions, mental health issues, and protective factors need to be explored, since even small lockdown effects might increase the risk of future mental health issues. We merged objective lockdown stringency data with individual data (N = 1001) to examine differences in lockdown effects in strict lockdown (Romania) and mild lockdown (Hungary) conditions between March and May 2020 on stressors and mental health symptoms, taking protective factors into account. The stricter lockdown in Romania revealed higher levels of perceived risk of infection, distress intolerance, and COVID-19 health anxiety. Protective psychological factors were not affected by the lockdown measures. Surpassing psychological flexibility and resilient coping, self-control proved to be the most promising protective factor. It is recommended that future research merge objective data with study data to investigate the effects of different COVID-19 lockdown measures on mental health and protective factors. Policy decisions should consider lockdown-dependent consequences of mental health issues. Intervention programs are suggested to mitigate mental health issues and to strengthen peoples' protective psychological factors.

Reducing gender differences in student motivational-affective factors: A meta-analysis of school-based interventions.

BACKGROUND: Research shows that gender differences tend to exist in student motivational-affective factors in core subjects such as math, science or reading, where one gender is stereotypically disadvantaged. AIMS: This study aimed to investigate strategies that could reduce these gender differences by conducting a meta-analysis on school-based intervention studies that targeted student motivational-affective factors. We therefore evaluated whether interventions had differential effects for male and female students' motivational-affective factors in a given academic subject. We also evaluated potential moderator variables. METHOD: After conducting a systematic database search and screening abstracts for inclusion, we synthesized 71 effect sizes from 20 primary studies. All included studies were conducted in science or mathematics-related subjects, which are stereotypically female-disadvantaged. RESULTS: While the interventions had significant positive effects for both genders, there was no statistically significant difference between the two genders with regard to the intervention effects on motivational-affective factors. However, the descriptive effect size for female students (g = .49) was far greater than for male students (g = .28). Moderator analyses showed no significant effects for grade level, intervention duration, or school subject, but there was a significant influence of intervention method used. CONCLUSIONS: This study demonstrated that school-based interventions have positive effects on motivational-affective factors for both genders. It also provides evidence that interventions in subjects where female students are stereotypically disadvantaged may have greater effects for females than for males. Implications and suggestions for future research are discussed.

Self-Control Capacity Moderates the Effect of Stereotype Threat on Female University Students' Worry During a Math Performance Situation.

Stereotype threat is a possible reason for difficulties faced by girls and women in the fields of science, technology, engineering, and mathematics. The threat experienced due to gender can cause elevated worry during performance situations. That is, if the stereotype that women are not as good as men in math becomes salient, this stereotype activation draws women's attention to task-irrelevant worry caused by the fear of conforming to the negative stereotype. Increased worry can reduce cognitive resources, potentially leading to performance decrements. We argue that such worry is more pronounced immediately after an unrelated self-control demand, which is assumed to temporarily decrease people's self-control exertion over their attention and stream of thought (i.e., relatively low self-control capacity). This prediction was examined in an experiment conducted with 102 participating university students enrolled in courses in which math plays a crucial role. After the manipulation of self-control capacity (low vs. high), stereotype threat was induced for the female students, but not the male students. Then, the students were asked to report their thoughts during a math performance situation (i.e., written thought protocols) three times. Multiple-group autoregressive path models revealed that when self-control capacity was relatively low, female compared with male students reported more intense worry in the initial two thought protocols. In contrast, in the relatively high self-control capacity condition, female and male students did not differ significantly in their reported worry at any time. These results expand on previous findings, suggesting that threat effects depend on definable situational self-control conditions.

How development and culture shape intuitions about prosocial obligations.

Do children, like most adults, believe that only kin and close others are obligated to help one another? In two studies (total N = 1140), we examined whether children (∼5- to ∼10-yos) and adults across five different societies consider social relationship when ascribing prosocial obligations. Contrary to the view that such discriminations are a natural default in human reasoning, younger children in the United States (Studies 1 and 2) and across cultures (Study 2) generally judged everyone-parents, friends, and strangers-as obligated to help someone in need. Older children and adults, on the other hand, tended to exhibit more discriminant judgments. They considered parents more obligated to help than friends followed by strangers-although this effect was stronger in some cultures than others. Our findings suggest that children's initial sense of prosocial obligation in social-relational contexts starts out broad and generally becomes more selective over the course of development. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Beware of Stereotypes: Are Classmates' Stereotypes Associated With Students' Reading Outcomes?

This study examined the associations between classmates' reading-related gender stereotypes and students' reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students' individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students' individual reading-related gender stereotypes, classmates' gender stereotypes were negatively related to all of the boys' reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors.

German Dentists' Preferences for the Treatment of Apical Periodontitis: A Cross-Sectional Survey.

Currently, there is no standard treatment protocol for apical periodontitis (AP). Thus, restorable teeth might get extracted and replaced prosthetically. This study evaluated German dentists' preferred AP treatment decisions and the influencing factors for selecting tooth retention by initial/repeated surgical/non-surgical root-canal treatment (RCT) or extraction with/without prosthetic replacement. Through an online-survey, participants (n = 260) rated different treatment options for four case scenarios with AP in anterior/posterior teeth without/with previous RCT. Statistical analysis included the Friedman test for intra-case comparisons and Chi-squared test for factor-associations (p ≤ 0.05). Tooth retention using initial/repeated RCT was ranked first in all scenarios and rated as (very) appropriate by most participants, while implant-supported crowns (ISC) and apicoectomy had the second ratings. ISC were preferred more on posterior teeth or previous root-canal-treated teeth. Rating levels of treatment options displayed significant differences for all case scenarios. Posterior tooth retention by RCT demonstrated a significant association with work experience. Tooth retention with previous RCT displayed a significant correlation with dentists' privately insured patients. Most dentists preferred tooth preserving with initial/repeated RCT, while others selected non-evidence-based choices. This reflects a lack of consensus of AP treatment decisions in Germany. Fixed treatment guidelines and further evaluation of treatment-decision-correlated factors are recommended for correct treatment planning.

Self-Control Outdoes Fluid Reasoning in Explaining Vocational and Academic Performance-But Does It?

Trait self-control, the ability to interrupt undesired behavioral tendencies and to refrain from acting on them, is one of the most important socio-emotional skills. There had been some evidence that it outperforms intelligence in predicting students' achievement measured as both school grades and standardized achievement tests. However, recent research has shown that the relationships between trait self-control and measures of achievement are more equivocal, emphasizing the importance of the respective outcome of the test to the individual. On the one hand, high-stakes school achievement measures such as GPA repeatedly showed strong relationships with trait self-control. On the other hand, findings on the relationships between trait self-control and performance in mostly low-stakes standardized achievement tests were more heterogeneous. The substantial positive relationship between intelligence and both achievement measures is uncontested. However, the incremental value of trait self-control beyond intelligence when investigating their relationships with achievement remains uncertain. To investigate the relationships of self-control with school achievement and two standardized achievement tests (school mathematics and physics) beyond fluid reasoning, we drew on a large heterogeneous sample of adults in vocational training (N = 3,146). Results show differential patterns of results for fluid reasoning and trait self-control and the achievement measures. Trait self-control and fluid reasoning showed similar relationships with school achievement, whereas only fluid reasoning was significantly associated with standardized achievement test scores. For both achievement measures, no significant interaction effects between trait self-control and fluid reasoning were found. The results highlight the utility of trait self-control for performance in high-stakes school assessment beyond fluid reasoning, but set limits to the overall value of trait self-control for achievement in standardized assessments-at least in low-stakes testing situations.

Against all odds - is a more differentiated view of personality development in emerging adulthood needed? The case of young apprentices.

Personality development in emerging adults who do not attend college after high school has been largely overlooked so far. In this study, we investigated personality development in emerging German adults (NT 1  = 1,886, MageT1  = 18.01 years, 29% female) undergoing vocational education and training (VET). The trainees were assessed at the start of VET, 1.5 years later, and another 1.5 years after that, just before graduation. Longitudinal latent change score analyses were applied. Bivariate analyses investigated life satisfaction and job strain as social and work-related aspects that are potentially reciprocally related to personality development. Mean-level personality changes included increases in neuroticism and decreases in agreeableness and conscientiousness in the first interval. In the second interval, neuroticism decreased and conscientiousness increased. Simultaneously, trainees reported a gradual decrease in extraversion and openness across the 3-year time span. Personality, especially agreeableness and conscientiousness, emerged as a stronger predictor of changes in job strain and life satisfaction than vice versa. For example, more agreeable and more conscientious trainees subsequently showed increases in life satisfaction. Trainees reporting higher job strain subsequently showed decreases in agreeableness. Trajectories of personality development partly support the maturity principle that has been established in many college student samples.

A new perspective on the interplay between self-control and cognitive performance: Modeling progressive depletion patterns.

Exerting self-control in a first task weakens self-control performance in a subsequent unrelated task (ego depletion). In self-control research new strategies are required to investigate the ego-depletion effect, which has recently been shown to be more fragile than previously assumed. Moreover, the relation between ego depletion and trait self-control is still unclear, as various studies have reported heterogeneous findings concerning the interplay of both variables. We addressed these lacunas by drawing on a sample of N = 120 students, who participated in two test sessions. In the first test session, we assessed trait self-control and several control variables. The second test session followed an experimental design and tested the effects of ego depletion on invested effort and cognitive performance trajectories in an ecologically valid computer-based assessment setting (i.e., a 30-minute mathematical problem-solving and reasoning test). Trait self-control was then used as a moderator of the ego-depletion effect. Combining an established ego-depletion paradigm (i.e., the sequential-task paradigm) with multilevel modeling of time-on-task and performance changes, our results indicate (1) that trait self-control predicted the motivation to solve cognitive tasks, (2) that ego depletion led to a progressive performance decrease, and (3) that the negative effect of ego depletion on performance was stronger for students with high trait self-control. Additional analyses revealed that our results could not be alternatively explained by fatigue effects. All effects were robust even after controlling for the students' cognitive abilities, which are known to be closely related to mathematical performance. Our results provide evidence that the self-control invested in order to keep performance at a consistently high level wanes over time. By modeling progressive ego-depletion effects while considering trait self-control, we provide an alternative approach that may help future researchers to investigate the underlying mechanisms of self-control.

A New Measure of Reading Habit: Going Beyond Behavioral Frequency.

Reading habit is considered an important construct in reading research as it serves as a significant predictor of reading achievement. However, there is still no consensus on how to best measure reading habit. In recent research, it has mostly been measured as behavioral frequency; this approach neglects the fact that repeated behavior does not cover the broad content of habitual behavior-such as automaticity and the expression of one's identity. In this study, we aimed to adapt a 10-item scale on the basis of the Self-Report Habit Index by Verplanken and Orbell (2003) that is comprehensive but still economical for measuring reading habit. It was tested by drawing on a sample of N = 1,418 upper secondary school students. The scale showed good psychometric properties and the internal and external validity was supported. Moreover, the scale predicted reading achievement and decoding speed over and above reading frequency. The implications of an elaborated but still economical way of measuring reading habit are discussed giving new impetus on research on reading habit, challenging conventional approaches of traditional measures.

Reading development in a tracked school system: a longitudinal study over 3 years using propensity score matching.

BACKGROUND: Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. AIMS: This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. SAMPLE: In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. METHOD: Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students' growth trajectories between the different school tracks, we applied multi-group latent growth curve models. RESULTS: Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. CONCLUSIONS: Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.