Associations of childhood poly-adversity with alcohol problems among undergraduates: adolescent alcohol use trajectories and drinker self-schema.

OBJECTIVE: Undergraduate drinking is associated with childhood adversity, early alcohol experience, and drinker self-schema. However, the pathway linking childhood adversity to undergraduate drinking problems remains undefined. This study aimed to identify the effects of childhood poly-adversity on the sequelae of adolescent alcohol-use trajectory, drinker self-schema, and alcohol problems among undergraduates. We also examined whether adolescent alcohol-use trajectory and drinker self-schema mediated the effects of childhood poly-adversity on undergraduate alcohol problems. METHODS: Baseline data from an ongoing prospective study, which included 851 first- and second-year full-time college students in Taiwan, were used. An anonymous online questionnaire was administered. RESULTS: The results showed that low poly-adversity and high poly-adversity were associated with the mean of initial alcohol use frequency during adolescence and further alcohol problems at college than those with no adversity. High poly-adversity was also associated with the increase in alcohol use frequency during adolescence. Both initial and increase in alcohol use frequency were associated with higher drinker self-schema scores and further alcohol problems. The indirect effects of high poly-adversity on undergraduate alcohol problems were mediated through adolescent alcohol-use trajectories and drinker self-schema. CONCLUSION: Findings suggest that early identification of childhood poly-adversity and interventions to decrease adolescent drinking may prevent the formation of drinker self-schema and reduce undergraduate drinking problems.

The different role of adversity before and after birth in adolescent depression.

BACKGROUND: Early adversity is strongly linked to adolescent depression, but there is limited research on the impact of indirect exposure to adversity before birth and the distinct role of adversity before and after birth. METHODS: A total of 1911 Chinese adolescents (48.8 % males; ages 11 to 19, Mean = 13.96) reported early adversities before and after birth, depression, negative self-cognition and perceived school climate. Structural equation model was used to test the association between early adversity before/after birth and adolescent depression, with negative self-cognition serving as a mediator and school climate as a moderator. RESULTS: Adversity before birth was related to adolescent depression through the full mediating role of negative self-cognition. Furthermore, it was more associated with negative self-cognition in schools with a more favorable climate. Adversity after birth was related to adolescent depression through the partial mediating role of negative self-cognition, and school climate played a nonsignificant moderating role in the mediating path. LIMITATIONS: Early adversity was measured through adolescent reports, possibly generating recall bias. The cross-sectional design should be taken into consideration when drawing conclusions about causality. CONCLUSIONS: Adversities before and after birth are associated with adolescent depression in distinct ways. The more association between adversity before birth and negative self-cognition in a favorable school climate supports the "healthy context paradox." Interventions that target depression should focus on promoting a positive school climate and helping adolescents who have experienced early adversity bolster positive self-cognition.

Cross-Sectional Analysis of Fall-Related Factors with a Focus on Fall Prevention Self-Efficacy and Self-Cognition of Physical Performance among Community-Dwelling Older Adults.

This study aimed to determine how fall prevention self-efficacy and degree of deviation in self-cognition of physical performance, which have recently received attention for their potential to explain falls in combination with a wide variety of fall-related factors, as well as affect falls. Older adults using day-care services (n = 27 with six men, mean age: 81.41 ± 7.43 years) were included in this study. Fall history in the past year, the modified fall efficacy scale (MFES), and physical performance and cognition errors were examined by evaluating the functional reach test (FRT), the stepping over test, and the timed up and go test (TUG), along with a questionnaire. In the fall (n = 14) and non-fall (n = 13) groups, logistic regression analysis using Bayesian statistical methods was used to identify factors associated with falls. The odds ratios for the MFES ranged from 0.97 to 1.0, while those of cognition-error items ranged from 3.1 to 170.72. These findings suggested that deviation in self-cognition of physical performance, particularly overestimation of timed cognitive ability, was a factor with more explanatory power for fall history. Future studies should analyze differences by disease and age group, which were not clarified in this study, to identify more detailed fall risk factors.

Associations of Content Domain-Specific Possible Selves with Adolescent Drinking Behaviors.

Alcohol use ranks as one of the most prevalent health-risk behaviors among Taiwanese adolescents. Possible selves-personalized future-oriented cognitions about the self-are significant motivators of one's actions, which may potentially influence adolescent drinking behavior. This study aimed to estimate the content domain-specific possible selves and their associations with drinking behaviors among Taiwanese adolescents. A total of 225 Taiwanese seventh and eighth graders from a public junior high school were recruited. An anonymous self-reported questionnaire was used to collect data during two time-points at six-month intervals. Results showed that having a "physical appearance" related hoped-for possible self and a "friendship" related feared possible self was associated with adolescent alcohol use after six months. Whereas, having the "physical appearance" related hoped-for and feared possible selves were associated with alcohol problems, at both, baseline and six months later. Future studies could clarify the meaning behind "physical appearance" related possible selves.

How selves differ within and across cognitive domains: self-prioritisation, self-concept, and psychiatric traits.

BACKGROUND: How we build and maintain representations of ourselves involves both explicit features which are consciously accessible on reflection and implicit processes which are not, such as attentional biases. Understanding relations between different ways of measuring self-cognition both within and across such cognitive domains is important for understanding how selves may differ from one another, and whether self-cognition is best understood as largely uni-dimensional or more multi-dimensional. Further, uncovering this structure should inform research around how self-cognition relates to psychiatric and psychological conditions. This study explores the relations between different constructs of self-cognition and how variability within them relates to psychiatric traits. METHODS: Our final dataset includes within-subject (n = 288, general population) measures of explicit self-concept (using both the Self Concept Clarity Scale and Self Concept and Identity Measure), implicit self-prioritisation in a shape-label matching task (for both reaction time and sensitivity) and measurement of traits for five psychiatric conditions (autism, borderline personality disorder, schizophrenia, depression and anxiety). We first test whether self-cognitive measures within and across domains are correlated within individuals. We then test whether these dimensions of self-cognition support a binary distinction between psychiatric conditions that either are or are not characterised in terms of self, or whether they support self-cognition as transdiagnostically predictive of the traits associated with psychiatric conditions. To do this we run a series of planned correlations, regressions, and direct correlation comparison statistics. RESULTS: Results show that implicit self-prioritisation measures were not correlated with the explicit self-concept measures nor the psychiatric trait measures. In contrast, all the psychiatric traits scores were predicted, to varying degrees, by poorer explicit self-concept quality. Specifically, borderline personality disorder traits were significantly more strongly associated with composite explicit self-concept measures than any of depression, anxiety, or autism traits scores were. CONCLUSIONS: Our results suggest that selves can differ considerably, along different cognitive dimensions. Further, our results show that self-cognition may be a promising feature to include in future dimensional characterisations of psychiatric conditions, but care should be taken to choose relevant self-cognitive domains.

How Do Blended Biochemistry Classes Influence Students' Academic Performance and Perceptions of Self-Cognition?

The flipped classroom is becoming a popular new instructional model in higher education capable of increasing student performance in higher-order learning outcomes. However, the success of a flipped classroom model depends on various supporting elements, and it may not be appropriate for all students and courses. In this study, a new blended Biochemistry classroom model based on Massive Open Online Courses (MOOC) and a "semi-flipped" environment was applied to Biochemistry instruction of Nursing and Clinical Medicine majors. The students' academic performance and perceptions of self-cognition were used to assess the blended Biochemistry classroom. Students who participated in the blended classroom model achieved higher academic performance (p < 0.01) and reported a significant improvement in their perceptions of self-cognition (p < 0.05) compared to the control group. Moreover, the effectiveness of the blended Biochemistry classroom on the small size class (Nursing major) was stronger than on the large size class (Clinical Medicine major).

Exploring the Impact of Music Education on the Psychological and Academic Outcomes of Students: Mediating Role of Self-Efficacy and Self-Esteem.

In recent years, there has been a growing interest in scholars and practitioners to explore the factors that lead to an improvement in Students' psychological wellbeing. Due to the tough challenges faced by students during their academic life, severe issues of stress, anxiety, and other mental health issues emerge, which affect their academic performance and have a long-lasting impact on their future careers. The pandemic accelerates the stress levels, anxiety, and mental issues of students. The main purpose of this study was to explore how music education impacts on Students' psychological wellbeing and academic performance. This study also investigates the mediating effect of self-esteem and self-efficacy. To the best of our knowledge, there has been little to no study exploring the relationship of music education on the psychological wellbeing and performance of students, especially from the perspective of Asian countries. This study was conducted in undergraduate and graduate institutions of China. This study was quantitative in nature and data were collected from 319 respondents. The structural equation modeling (SEM) technique was employed for data analysis. Results reveal that music education has a significant positive impact on psychological wellbeing, which improves Students' academic performance. Moreover, psychological wellbeing also has a significant and positive impact on Students' academic performance. Self-efficacy and self-esteem significantly mediate the relationship between music education and psychological wellbeing. The findings of this study open new avenues for future research in music education and psychological wellbeing. This study suggests that the policymakers and practitioners should make such policies that encourage educational institutes to adopt music education to improve the psychological wellbeing of students.

The Influence of Semi-Flipped Biochemistry Teaching Model on Students' Academic Achievement and Self-Cognition / 中国生物化学与分子生物学报

The "student-centered" flipped classroom teaching model can improve students' academic achievement, improve cognition, and cultivate innovation ability. However, it has obvious deficiencies in the integrity and systematization of knowledge as well as education. The traditional teaching concept based on " teacher-centered" has the unique advantages of systematization of knowledge learning and education. Therefore, we integrated the merits of these two different teaching models and introduced the semi-flipped classroom teaching model into the Biochemistry teaching of 2020 stomatology, pharmacy and preventive medicine majors in Cheeloo Medical College, Shandong University, compared with the traditional teaching of 2019 same majors. The data on the improvement of students ' academic achievement and self-cognition were analyzed. The results showed that the students' achievements of the semi-flipped classroom teaching model were better than those of the traditional teaching (P<0. 01). The students' self-cognitions were significantly improved after the implementation of semi-flipped classroom teaching (P<0. 01 or P<0. 05). This study provides a reference for the related teaching and research work in medical colleges.

Feasibility of Intervention Program to Prevent Adolescent Health-Compromising Behaviors.

Most people start experimenting with and/or initiating health-compromising behaviors and establishing behavioral patterns during adolescence. Possible selves and episodic future thinking have been used to foster behavioral changes. In this study, we aimed to (1) develop a program incorporating possible selves and episodic future thinking to decrease the risks associated with health-compromising behaviors, and (2) examine the feasibility and fidelity of implementing this intervention among Taiwanese adolescents. A novel combination of existing intervention approaches tailored for the Taiwanese context was applied to develop a school-based intervention, which we named the Future Mapping Master program. This program contains four core units: exploring the self, setting goals, developing strategies and problem solving, and understanding the threats of health-compromising behaviors. It includes daily episodic future thinking visualization exercises. The feasibility evaluation was conducted with 88 adolescents aged 12-14 years. Feedback from teachers and students supported the proposed program's feasibility and revealed favorable reactions to the intervention. The Future Mapping Master program is feasible and offers promising strategies for implementation in Taiwanese school settings.

The Phenomenon of Loneliness in Old Age.

Background: The issue of solitude is fragmentary in gerontological investigations, and is generally interpreted as loneliness: a negative experience of lack of relationships with other people.Ageing people have many variants of loneliness, often connected with their own prejudices or satisfaction with their social contacts.In loneliness, opportunities and rights to the sovereignty of one's life space can be preserved. Objective: To study loneliness as a fact of life, a multi-dimensional phenomenon, including the feeling of loneliness itself, lack of communication, and ability to be alone. We suppose that senior adults with different levels of psychological well-being are specific in this acceptance of loneliness and ability to find resources in this situation. Design: The participants comprised 129 residents of Kamchatka Region aged 60-82. In the first stage, using C. Ryff's "Psychological Well-Being Scale" with mid-values cluster analysis, the respondents were divided into groups with different levels of psychological well-being.In the second stage, the data of the "Differential Questionnaire on Experiencing Loneliness" and "Subjective Perception of One's Own Life" questionnaire were used for correlation analysis of interrelations between psychological well-being and the "positive loneliness" subscale, revealing the participants' ability to find resources in loneliness. Results: The research shows that experiencing loneliness in the gerontological cohort is non-homogeneous; it is interconnected with personal attitudes towards positive loneliness, with psychological well-being. It changes the activities of the elderly and the extent of experiencing loneliness. Conclusion: There is cultural mitigation of loneliness in gerontological cohorts and also in their shift from a negative mindset towards an existential one.

Alcohol-related cognitive mechanisms underlying adolescent alcohol use and alcohol problems: Outcome expectancy, self-schema, and self-efficacy.

PURPOSE: The objective of this study was to empirically test a theoretical model to determine the cognitive mechanisms that are associated with adolescent alcohol use and alcohol problems. We posited that alcohol outcome expectancies would affect alcohol-refusal self-efficacy through the drinker self-schema. We also posited that alcohol outcome expectancies and the drinker self-schema would affect alcohol use and problems through alcohol-refusal self-efficacy. METHODS: A survey was administered to 225 adolescents in a public junior high school in Taiwan at two-time points, six months apart. Path analysis was used to determine the mechanisms underlying the alcohol-related cognitive constructs on the alcohol use and alcohol problems separately, controlling for appropriate alcohol-related personal and environmental factors. Indirect effects were estimated using the bootstrapping method. RESULTS: Higher positive alcohol outcome expectancies and lower negative alcohol outcome expectancies predicted higher drinker self-schema scores. Higher positive alcohol outcome expectancies and drinker self-schema scores predicted lower alcohol-refusal self-efficacy. Lower alcohol-refusal self-efficacy was associated with a history of drinking and alcohol problems in the past six months. Effects of alcohol outcome expectancies on alcohol use and alcohol problems were partially mediated through the drinker self-schema and alcohol-refusal self-efficacy. CONCLUSIONS: Findings support the proposed theoretical cognitive mechanisms underlying alcohol use and alcohol problems in a sample of Taiwanese adolescents. Given that alcohol-related cognitive constructs are modifiable, the findings also provide a foundation to suggest that interventions to reduce positive alcohol outcome expectations and prevent the formation of a drinker self-schema may facilitate alcohol-refusal self-efficacy and mitigate drinking behaviors in this adolescent population.

Funny or Angry? Neural Correlates of Individual Differences in Aggressive Humor Processing.

Humor has been a hot topic for social cognition in recent years. The present study focused on the social attribute of humor and showed different stories to participants, which were divided into four types according to the model of humor style, to explore the underlying neural mechanism of point-to-self aggressive humor and how individual differences modulated it. Measuring the degree of anger and funniness, results suggested that aggressive humor helped us in social communication by reducing the degree of anger. The neural activities showed that bilateral temporal lobes and frontal lobes played a synergistic role in the point-to-self aggressive humor processing, while point-to-self non-aggressive humor was dominant in the left-side brain. Results from the region of interest (ROI) analysis showed that the individual differences of the self-control level and the self-construal level may influence the neural processing of point-to-self aggressive humor by modulating the activated levels and patterns of the right inferior orbital frontal gyrus, the right superior temporal lobe, and the right superior frontal lobe.

Expected Problem Drinker Possible Self: Predictor of Alcohol Problems and Tobacco Use in Adolescents.

BACKGROUND: Alcohol and tobacco use commonly co-occur in adolescents. According to the cross-substance facilitation of information processing hypothesis, cognitive structures related to one substance increase use of another related substance through enhanced cognitive processing. In this study, the authors test this hypothesis by determining whether a problem drinker "possible self" in 8th grade predicts alcohol and tobacco use in 9th grade. METHODS: A secondary data analysis of a 12-month longitudinal dataset was conducted. The outcome variables were alcohol consumption, alcohol problems, and tobacco use in 9th grade. The main predictor of interest was presence of an expected problem drinker possible self in 8th grade. Zero-inflated gamma regression, zero-inflated negative binomial regression, and logistic regression were used. RESULTS: Among 137 adolescents, controlling for known family, parent, and peer determinants, and corresponding 8th grade behavior, having an expected problem drinker possible self in 8th grade predicted alcohol problems, but not level of alcohol consumption in 9th grade. Moreover, the expected problem drinker possible self in 8th grade predicted tobacco use in 9th grade, controlling for known determinants and concurrent alcohol problems. CONCLUSIONS: Findings provide support for the cross-substance facilitation hypothesis, suggesting that interventions designed to modify the expected problem drinker possible self may reduce not only adolescent alcohol use but also tobacco use. Further studies are needed to determine whether smoking content is embedded in a drinking cognition or 2 separate but related drinking and smoking cognitions account for the association between alcohol and tobacco use.

SIMPP analysis on self-recognized learning effectiveness of students / 中华医学教育探索杂志

College students' self cognition of the learning effectiveness influences their learning behavior greatly. Focusing on college students' self cognition of their learning effectiveness, and then standardizing their learning behavior is one of the important work of educators in colleges. Therefore this paper has designed the questionnaire of the influencing factors of learning effectiveness self cog-nition, used SIMPP analysis method to analyze it, and set up the relation model. The analysis shows that college students' self cognition of learning effectiveness is influenced not only by students' dili-gence level and the recognition degree of specialized subject, but also by the factors such as the attitude when you get the bad results. The result provides data basis and scientific basis for future practice and relevant research for educators in colleges.

Self-recognition in pigeons revisited.

Recognition of a self-image in a mirror is investigated using the mark test during which a mark is placed onto a point on the body that is not directly visible, and the presence or absence of self-directed behaviors is evaluated for the mirror-observing subjects. Great apes, dolphins, possibly elephants, and magpies have all passed the mark test, that is, displayed self-directed behaviors, whereas monkeys, crows, and other animals have failed the test even though they were able to use a mirror to find a not-directly-visible object. Self-directed behavior and mirror use are prerequisites of a successful mark test, and the absence of these behaviors may lead to false negative results. Epstein, Lanza, and Skinner (1981) reported self-directed behavior of pigeons in front of a mirror after explicit training of self-directed pecking and of pecking an object with the aid of a mirror, but certain other researchers could not confirm the results. The aim of the present study was to conduct the mark test with two pigeons that had received extensive training of the prerequisite behaviors. Crucial points of the training were identical topography (pecking) and the same reinforcement (food) in the prerequisite behaviors as well as sufficient training of these behaviors. After training for the prerequisite behaviors, both pigeons spontaneously integrated the learned self-directed and mirror-use behavior and displayed self-directed behavior in a mark test. This indicates that pigeons display mirror self-recognition after training of suitable ontogenetic contingency.