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Borderline personality disorder (BPD) is associated with altered activity in the prefrontal cortex (PFC) and amygdala, yet no studies have examined fronto-limbic circuitry in borderline adolescents and emerging adults. Here, we examined the contribution of fronto-limbic effective connectivity (EC) to the longitudinal stability of emotion-related impulsivity, a key feature of BPD, in symptomatic adolescents and young adults. We compared resting-state EC in 82 adolescents and emerging adults with and without clinically significant borderline symptoms ( BPD = 40, ages 13-30). Group-specific directed networks were estimated amongst fronto-limbic nodes including PFC, ventral striatum (VS), central amygdala (CeN), and basolateral amygdala (BLA). We examined the association of directed centrality metrics with initial levels and rates of change in emotion-related impulsivity symptoms over a one-year follow-up using latent growth curve models (LGCMs). In controls, ventromedial prefrontal cortex (vmPFC) and dorsal ACC had a directed influence on CeN and VS, respectively. In the BPD group, bilateral BLA had a directed influence on CeN, whereas in the healthy group CeN influenced BLA. LGCMs indicated that emotion-related impulsivity was stable across a one-year follow-up in the BPD group. Further, higher EC of R CeN to other regions in controls was associated with stronger within-person decreases in emotion-related impulsivity. Functional inputs from BLA and vmPFC appear to play competing roles in influencing CeN activity. In borderline adolescents and young adults, BLA may predominate over CeN activity, while in controls the ability of CeN to influence BLA activity predicted more rapid reductions in emotion-related impulsivity.

Borderline personality disorder (BPD) is a debilitating psychiatric illness whose symptoms frequently emerge during adolescence. Critically, self-injury and suicide attempts in BPD are often precipitated by interpersonal discord. Initial studies in adults suggest that the interpersonal difficulties common in BPD may emerge from disrupted processing of socioemotional stimuli. Less is known about these processes in adolescents with BPD symptoms, despite substantial changes in socioemotional processing during this developmental period. Eighty-six adolescents and young adults with and without BPD symptoms completed an emotional interference task involving the identification of a facial emotion expression in the presence of a conflicting or congruent emotion word. We used hierarchical drift diffusion modeling to index speed of processing and decision boundary. Using Bayesian multilevel regression, we characterized age-related differences in facial emotion processing. We examined whether BPD symptom dimensions were associated with alterations in facial emotion processing. To determine the specificity of our effects, we analyzed behavioral data from a corresponding nonemotional interference task. Emotion-related impulsivity, but not negative affectivity or interpersonal dysfunction, predicted inefficient processing when presented with conflicting negative emotional stimuli. Across both tasks, emotion-related impulsivity in adolescents, but not young adults, was further associated with a lower decision boundary - resulting in fast but inaccurate decisions. Impulsive adolescents with BPD symptoms are prone to making errors when appraising facial emotion expressions, which may potentiate or worsen interpersonal conflicts. Our findings highlight the role of lower-level social cognitive processes in interpersonal difficulties among vulnerable youth during a sensitive developmental window.

Borderline personality disorder (BPD) is a debilitating psychiatric illness whose symptoms frequently emerge during adolescence. Initial studies in adults suggest that the interpersonal difficulties common in BPD may emerge from disrupted processing of social and emotional stimuli. Less is known about these processes in adolescents with BPD symptoms, despite substantial changes in socioemotional processing during this developmental period. 86 adolescents and young adults with and without BPD symptoms completed an emotional interference task involving the identification of a facial emotion expression in the presence of a conflicting or congruent emotion word. We used hierarchical drift diffusion modeling to index speed of processing and decision boundary. Using Bayesian multilevel regression, we characterized age-related differences in facial emotion processing. We then examined whether BPD symptom dimensions were associated with facial emotion processing on this task. To determine the specificity of our effects, we analyzed behavioral data from a corresponding nonemotional interference task. Impulsivity, but not negative affectivity or interpersonal dysfunction, predicted inefficient processing when presented with conflicting negative emotional stimuli. Across both tasks, impulsivity in adolescents was further associated with a lower decision boundary. Impulsive adolescents were especially likely to make fast, but inaccurate decisions about another person's emotional state. Impulsive adolescents with BPD symptoms are prone to making errors when appraising facial expressions of emotions, which may potentiate or worsen interpersonal conflicts. Our findings highlight the role of lower-level social cognitive processes in interpersonal difficulties among vulnerable youth during a sensitive developmental window.

Background: Borderline Personality Disorder (BPD) symptoms often emerge in adolescence. However, little is known about the functional organization of intrinsic brain networks in young people with BPD symptoms. Methods: In this study we collected resting-state fMRI data in a sample of adolescents and young adults with (nBPD = 40) and without BPD (nHC= 42) symptoms. Using a detailed cortico-limbic parcellation coupled with graph theoretical analyses, we tested for group and age-related differences in regional functional and effective connectivity (FC, EC) and amplitude of low frequency fluctuations (ALFF). We conducted a series of analyses that progressed from global network properties to focal tests of EC amongst nodes in Salience (SN) and Dorsal Attention Networks (DAN). Results: At the regional level, regularized regression analyses revealed a broad pattern of hyper-connectivity and heightened ALFF in R dorsal anterior insula (daIns), in addition to hypoconnectivity in R temporal-parietal junction (TPJ) and decreased ALFF in multiple DAN regions. Furthermore, analyses of EC amongst daIns, TPJ, and DAN revealed that in BPD participants daIns exerts a heightened influence on TPJ and DAN regions. Finally, multivariate mediation models indicated that lower DANALFF was differentially predicted by EC from TPJ and daIns. Conclusions: Our findings provide converging evidence that heightened EC from daIns impairs network-wide ALFF in DAN both directly and indirectly via impaired TPJ functioning. We interpret this pattern of findings in line with an \"attentional hijacking\" account of borderline personality. Competing Interest Statement The authors have declared no competing interest.

Borderline personality disorder (BPD) is associated with altered activity in the prefrontal cortex (PFC) and amygdala, yet no studies have examined fronto-limbic circuitry in borderline adolescents. Here, we examined the contribution of fronto-limbic connectivity to the longitudinal stability of emotion-related impulsivity (ERI), a key feature of BPD, in symptomatic adolescents and young adults. We compared resting-state effective connectivity (EC) in 82 adolescents and emerging adults with and without clinically significant borderline symptoms (n BPD = 40, ages 13-30). Group-specific directed networks were estimated amongst fronto-limbic nodes including PFC, ventral striatum (VS), central amygdala (CeN), and basolateral amygdala (BLA). We calculated directed centrality metrics and examined if these values were associated with initial levels and rates of change in ERI symptoms over a one-year follow-up using latent growth curve models (LGCMs). In the healthy group, ventromedial prefrontal cortex (vmPFC) and dorsal ACC had a directed influence on CeN and VS respectively. In the borderline group bilateral BLA had a directed influence on CeN, whereas in the healthy group CeN influenced BLA. LGCMs revealed that in borderline adolescents, ERI remained stable across follow-ups. Further, higher output of R CeN in controls was associated with stronger within-person decreases in ERI. Functional inputs from BLA and vmPFC appear to play competing roles in influencing CeN activity. In borderline adolescents BLA may predominate over CeN activity, while in controls the ability of CeN to conversely influence BLA activity is associated with more rapid reductions in ERI.

Aim/Purpose: Research on students in higher education contexts to date has focused primarily on the experiences undergraduates, largely overlooking topics relevant to doctoral students’ mental, physiological, motivational, and social experiences. Existing research on doctoral students has consistently found mental and physical health concerns and high attrition rates among these students, but a comprehensive understanding of these students’ experiences is still lacking. Background: The present review paper aims to offer deep insight into the issues affecting doctoral students by reviewing and critically analyzing recent literature on the doctoral experience. An extensive review of recent literature uncovered factors that can be readily categorized as external and internal to the doctoral student; external factors include supervision, personal/social lives, the department and socialization, and financial support opportunities, while internal factors motivation, writing skills, self-regulatory strategies, and academic identity. Methodology: 163 empirical articles on the topic of doctoral education are reviewed and analyzed in the present paper. Contribution: The present paper represents a comprehensive review of the factors found to influence the experiences (e.g., success, satisfaction, well-being) of doctoral students in their programs. It represents a unique contribution to the field of doctoral education as it attempt to bring together all the factors found to date to shape the lived experiences of doctoral students, as well as evidence-based ways to facilitate students’ success and well-being through these factors. More specifically, the present paper aims to inform students, faculty, and practitioners (e.g., student support staff) of the optimal practices and structures uncovered to date, as most beneficial to doctoral students in terms of both academic success and well-being. Impact on Society: Decreases to doctoral students’ well-being as they progress in their programs, financial struggles, and the notable difficulty in maintaining a social life/family responsibilities have been widely discussed in popular culture. The present paper aims to highlight these, and other, issues affecting the doctoral experience in an attempt to contribute to the conversation with comprehensive empirical evidence. By facilitating discussions on the issues that play a role in the attribution and dissatisfaction of existing doctoral students, and perhaps deter potential doctoral students from ever entering doctoral education system, we hope to contribute to a student-cantered focus in which departments are concerned with the academic success of doctoral students, but also equally concerned with maximizing students’ well-being in the process of attaining a doctoral degree. This, we hope, will enhance the societal perception of doctoral education as a challenging, yet worthwhile and rewarding process. Future Research: Future research in which the confluence of the factors discussed in this review, particularly with respect to the cross-cutting impact of socialization variables, is recommended to provide a sufficiently in-depth examination of the salient predictors of doctoral student development and persistence. Future research efforts that steer away from single-factor foci to explore interactive or redundant relationships between factors are thus recommended, as are analyses of the potential effects that changes to one aspect of the doctoral experience (e.g., motivational interventions) can have on other factors. Finally, studies employing various alternative methodologies and analytical methods (e.g., observational, questionnaire, experimental, experience sampling) are similarly expected to yield valuable knowledge as to the nature and extent of the afore-mentioned and novel contributing factors, as well as the utility of student intervention programs aimed at improving both the personal and professional lives of doctoral students internationally

Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-sampling methods while students took a math test (Study 1) and attended math classes (Study 2). The discrepant findings for trait versus state math anxiety were partly accounted for by students' beliefs about their competence in mathematics, with female students reporting lower perceived competence than male students despite having the same average grades in math. Implications for educational practices and the assessment of anxiety are discussed.

To address the present research gap on relations between motivational beliefs, self-regulation failure, and psychological health in post-secondary faculty, the present study used associative latent growth modeling to longitudinally examine relationships between self-efficacy, procrastination, and burnout (emotional exhaustion) in faculty internationally. Findings from 3,071 faculty participants (70% female, 69 countries) over three time points (5-6 month lags) showed greater self-efficacy at baseline to correspond with lower procrastination and burnout, and procrastination to be positively related to burnout (intercepts). Growth analyses additionally revealed stronger relations between increases in self-efficacy, procrastination, and burnout over time (slopes). Supplemental cross-lagged analyses provided causal evidence of burnout as an antecedent of self-efficacy and procrastination, underscoring intervention and policy efforts to address overwork and exhaustion in post-secondary faculty.

The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students' self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research.