Trait mindfulness, self-efficacy, and coping strategies during COVID-19.

BACKGROUND: The worldwide COVID-19 pandemic may have negative impacts on individuals' mental health. At the same time, protective factors such as mindfulness, i.e., a moment-to-moment awareness of own experiences without judgment, may have positive effects on various psychological outcomes during the pandemic. OBJECTIVES: The current study analyzed the associations between trait mindfulness and psychological outcomes during the COVID-19 pandemic at three measurement points, testing self-efficacy and coping strategies as further potential predictors. DESIGN & METHODS: Altogether 207 students (85% female, mostly between 18 and 25 years old) participated in a longitudinal online survey from May to July 2020. At t1, t2, and t3, trait mindfulness, COVID-19-specific psychological well-being, depressiveness, anxiety, and stress were assessed. In addition, coping strategies were measured at t1 and self-efficacy at t2. RESULTS: Psychological outcomes at t1 were associated with trait mindfulness and coping strategies. The change in psychological outcomes between t2 and t3 was predicted by trait mindfulness and self-efficacy and to some extent by maladaptive coping. In a cross-lagged panel design, trait mindfulness was a better predictor of the psychological outcomes than vice versa. CONCLUSIONS: Our results support the value of trait mindfulness for psychological outcomes during the COVID-19 pandemic.

The role of metacognitive competences in the development of school achievement among gifted adolescents.

Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (ß = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (ß = .169), which mediated their effect on school achievement.

[Effectiveness of an Educator Training about the Attention-Deficit-/Hyperactivity Disorder (ADHD)]. / Wirksamkeit eines Workshops für Lehrkräfte über die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS).

The purpose of the current study was to examine the effectiveness of a workshop for teachers focussing on ADHD. A total of 44 educators answered a short version of the Knowledge of Attention Deficit Disorders Scale (KADDS) and self-report questions before, shortly after, and three month subsequent (follow-up) to a 2.5 hour long workshop. Results showed a significant increase in the educators' knowledge at post-test, which remained stable in the follow-up. Whereas uncertainties ("don't-know"-answers) decreased, heterogeneous results were found concerning the number of misconceptions. Educators upgraded their knowledge perception as well as their certainty in dealing with an affected child at post-test. The results show that even a relatively short workshop had a positive and persistent impact on educators' ADHD expertise, which illustrates the potential of such workshops.

[Mindfulness-based intervention in attention-deficit-/hyperactivity disorder (ADHD)]. / Achtsamkeitsbasierte Therapieverfahren bei der Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörung (ADHS).

This paper reviews the current literature on mindfulness-based interventions in the treatment of attention-deficit/hyperactivity disorder (ADHD). Mindfulness means paying attention and being aware of the experiences occurring in the present moment, and it is usually developed by the practice of meditation. Research shows that mindfulness training is associated with improved attention systems and self-regulation, and that it therefore fosters those skills that are underdeveloped in individuals with ADHD. Although only few studies have investigated the effectiveness of mindfulness training in ADHD (many of which showing methodological limitations), the findings do suggest that mindfulness may be useful in ADHD interventions.

[Relationship Between Age of School Entry and Behaviour Problems]. / Zusammenhang zwischen Einschulungsalter und Verhaltensauffälligkeiten.

Relationship Between Age of School Entry and Behaviour Problems Recent studies demonstrated that children who are relatively young within a school year show more behaviour problems, are at greater risk of being diagnosed with attention- eficit/hyperactivity disorder (ADHD) and treated with stimulants compared to their older classmates. In this paper we examine the association of age at school entry and behavioural problems for a German sample of elementary school children, who were enrolled in 2009 (N = 928). We used teacher ratings on the Strengths and Difficulties Questionnaire (SDQ) as well as the prevalence of ADHD diagnosis and medication. Our analyses showed that those children with a relatively younger age at school entry were judged more hyperactive than their older peers when sex was controlled for. After stratifying for sex, the effect of age at school entry on hyperactivity was now only significant for boys. No association with age at school entry could be found for the other SDQ-subscales as well as for ADHD diagnosis and medication. Although we could only partially demonstrate a significant relationship between age at school entry and behavioral problems in German elementary school-children, understanding these associations may help to consider children´s maturity differences when evaluating the child´s behavior.

Attention-deficit hyperactivity disorder (ADHD) in the early years: diagnostic issues and educational relevance.

In this study we discuss implications of the dimensional versus categorical approach in the diagnosis of attention-deficit hyperactivity disorder (ADHD) and focus on the educational relevance of an early assessment. In a longitudinal study in a German community sample we investigated the development of ADHD symptoms from kindergarten until the end of Grade 1 as well as the association to pre-academic skills and later academic performance. At three time points in kindergarten, children (original sample N = 793; Mn age 4 years 10 months) were assessed in regard to school-relevant precursors of reading, spelling and mathematical abilities; ADHD symptoms were rated by parents and preschool teachers. In elementary school academic performance in reading, spelling, and mathematics was measured with standardized tests. Results show that stability of ADHD symptoms during preschool was high considering the dimensional approach, whereas in regard to the categorical classification many children crossing the cut-off point at one measurement point did not do so at the next assessment. Furthermore, preschool ADHD symptoms were negatively correlated with all school-relevant precursors. This was more pronounced for symptoms of inattention than for hyperactivity/impulsivity. Observing later development, preschool ADHD symptoms predicted academic achievement in mathematics and reading at the end of Grade 1 even after individual differences in nonverbal intelligence and specific precursors had been statistically controlled for.