Explore the vast range of titles available.

(This study examines the directionality of the associations among cognitive assets (IQ, academic achievement), motivational beliefs (academic self-concept, task values), and educational and occupational aspirations over time from late adolescence (Grade 10) into early adulthood (5 years post high school). Participants were from a nationally representative sample of U.S. boys N = 2,213). The results suggest that (a) self-concept and intrinsic value have reciprocal effects with academic achievement and predict educational attainment, (b) self-concept is consistently found to predict occupational aspirations, (c) the associations between achievement and aspirations are partially mediated by motivational beliefs, and (d) academic self-concept in high school had stronger long-term indirect effects on future occupational aspirations and educational attainment than task values and IQ.

In this research, the authors examined the construct validity of scores of the Academic Motivation Scale using exploratory structural equation modeling. Study 1 and Study 2 involved 1,416 college students and 4,498 high school students, respectively. First, results of both studies indicated that the factor structure tested with exploratory structural equation modeling provides better fit to the data than the one tested with confirmatory factor analysis. Second, the factor structure was gender invariant in the exploratory structural equation modeling framework. Third, the pattern of convergent and divergent correlations among Academic Motivation Scale factors was more in line with theoretical expectations when computed with exploratory structural equation modeling rather than confirmatory factor analysis. Fourth, the configuration of convergent and divergent correlations connecting each Academic Motivation Scale factors to a validity criterion was more in line with theoretical expectations with exploratory structural equation modeling than with confirmatory factor analysis.

Work-relevant commitments have important implications for employee behavior and well-being, but the connections are complicated by the fact that commitments can be characterized by different mindsets and be directed at different targets. Recent developments in person-centered analytic strategies (e.g., latent profile analysis) have helped to address these complexities, particularly as they pertain to the interactions among the mindset of affective, normative, and continuance commitment to the organization. In the present study we extend application of the person-centered approach to identify profiles of commitment to two interrelated targets—the organization and the occupation—in a sample of 1,096 Hong Kong teachers. We identified seven distinct profiles reflecting both similarities and differences in the nature of the dual commitments across targets, and demonstrated differing patterns of turnover intentions and well-being across the profiles. Implications for commitment theory, future research, and practice are discussed.

The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally representative matched samples of fourth- and eighth-grade students from three Middle Eastern Islamic, five Western, and four Asian countries (N=117,321 students) with important theoretical, developmental, cross-cultural, and methodological implications.

Latent curve models (LCMs) have been used extensively to analyze longitudinal data. However, little is known about the power of LCMs to detect nonlinear trends when they are present in the data. For this study, we utilized simulated data to investigate the power of LCMs to detect the mean of the quadratic slope, Type I error rates, and rates of nonconvergence during the estimation of quadratic LCMs. Five factors were examined: the number of time points, growth magnitude, interindividual variability, sample size, and the R 2 s of the measured variables. The results showed that the empirical Type I error rates were close to the nominal value of 5 %. The empirical power to detect the mean of the quadratic slope was affected by the simulation factors. Finally, a substantial proportion of samples failed to converge under conditions of no to small variation in the quadratic factor, small sample sizes, and small R 2 of the repeated measures. In general, we recommended that quadratic LCMs be based on samples of (a) at least 250 but ideally 400, when four measurement points are available; (b) at least 100 but ideally 150, when six measurement points are available; (c) at least 50 but ideally 100, when ten measurement points are available.

This study investigates heterogeneity in adolescents' trajectories of global self-esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student-level effects when there are multiple schools, but not enough to support multilevel analyses. This study is based on a 4-year, six-measurement-point, follow-up of 1,008 adolescents (M age = 12.6 years, SD = 0.6 at Time 1.) The results show four latent classes presenting elevated, moderate, increasing, and low trajectories defined based on GSE levels and fluctuations. The results show that GSE becomes traitlike as it increases and that school life effects, moderated by gender, played an important role in predicting membership in these trajectories.

This study illustrates an integrative psychometric framework to investigate two sources of construct-relevant multidimensionality in answers to the Self-Perception Profile for Children (SPPC). Using a sample of 2,353 German students attending Grades 3 to 6, we contrasted: (a) first-order versus hierarchical and bifactor models to investigate construct-relevant multidimensionality related to the hierarchical nature of multidimensional selfconceptions and (b) confirmatory factor analyses (CFA) and exploratory structural equation models (ESEM) to investigate construct-relevant multidimensionality related to the assessment of conceptually related constructs. The bifactor-ESEM solution provided the best fit, suggesting the presence of both sources of construct-relevant psychometric multidimensionality. The results supported measurement invariance of the SPPC across gender and grade level and showed latent mean differences mostly supporting results from previous research.

Climate change is predicted to increase the frequency and intensity of floods in the province of Quebec, Canada. Therefore, in 2015, to better monitor the level of adaptation to flooding of Quebec residents living in or near a flood-prone area, the Quebec Observatory of Adaptation to Climate Change developed five indices of adaptation to flooding, according to the chronology of events. The present study was conducted 4 years later and is a follow-up to the 2015 one. Two independent samples of 1951 (2015) and 974 (2019) individuals completed a questionnaire on their adoption (or non-adoption) of flood adaptation behaviors, their perception of the mental and physical impacts of flooding, and their knowledge of the fact that they lived in a flood-prone area. The results of the study demonstrated the measurement invariance of the five indices across two different samples of people over time, ensuring that the differences (or absence of differences) observed in flood-related adaptive behaviors between 2015 and 2019 were real and not due to measurement errors. They also showed that, overall, Quebeckers’ flood-related adaptive behaviors have not changed considerably since 2015, with adaptation scores being similar in 2019 for four of the five flood indices. Moreover, the results indicated an increase in self-reported physical and mental health issues related to past flooding events, as well as a larger proportion of people having consulted a health professional because of these problems. Thus, this study provides a better understanding of flood adaptation in Quebec over the past 4 years and confirms that the five adaptive behavior indices developed in 2015 are appropriate tools for monitoring changes in flood adaptation in the province. Finally, our results showed that little has changed in Quebeckers’ adoption of adaptive behaviors, highlighting the need for awareness raising in order to limit the impacts that climate change will have on the population.

Intuitive eating is an adaptive eating style that could help explain part of the relation between affect and eating behaviors. However, research in this area remains limited. The objectives of this study are twofold. First, we examine the relation between affect, disordered eating attitudes and behaviors (DEABs), and orthorexia nervosa (ON). Second, we investigate the mediating role of intuitive eating regarding these relations. A sample of 197 French-speaking Canadian women, aged from 18 to 69, participated in the study. The results showed that negative affect was related to DEABs and ON, but not positive affect. Statistically significant associations were also found between affect (negative and positive) and the four dimensions of intuitive eating. Additionally, negative relations were found between intuitive eating dimensions and most types of eating behaviors (encompassing DEABs and ON), except for dieting. Finally, our results revealed that the relations between affect (positive and negative) and most types of eating behaviors were indirect (i.e., suggesting mediation) via intuitive eating. Based on these results, it seems that interventions addressing affect regulation and eating behaviors could benefit from including a focus on intuitive eating.

Background Cross-sectional studies have shown that hyperactivity and impaired executive functioning are associated with symptoms of eating disorders in adolescence and adulthood. Whether hyperactivity and executive functions in early life can prospectively predict the emergence of eating disorder symptoms in adolescence remains unknown. The present study relies on a longitudinal design to investigate how hyperactivity at age 3, eating behaviours at age 3.5 and cognition at ages 3–6 were associated with the development of eating-disorder symptoms from 12 to 20 years old. Methods Using archival data collected since 1997 from the Quebec Longitudinal Study of Child Development cohort ( N  = 2, 223), we used Latent Curve Models to analyse predictors of youth’s trajectories of eating-disorder symptoms at four timepoints. Results A quadratic (curvilinear) trajectory of eating-disorder symptoms was found to be most representative of the data. Higher hyperactivity at age 3 was associated with higher levels of eating-disorder symptoms at age 12, and this association was partially mediated by higher levels of overeating and cognitive inflexibility in childhood. Cognitive inflexibility in childhood also mediated the association between hyperactivity at age 3 and increases in eating-disorder symptoms during adolescence. Furthermore, working memory was indirectly related to eating-disorder symptoms via the mediational role of cognitive flexibility. Conclusions Hyperactivity, overeating, cognitive inflexibility, and working memory early in life might precede the onset of eating-disorder symptoms in adolescence. Early behavioural and cognitive screening may help to identify children who are most at risk for eating disorders. This, in turn, could guide preventive interventions. Plain English summary Eating-disorder symptoms, such as body image issues, maladaptive behaviors, and preoccupation with weight, tend to develop in adolescence. However, it is unclear whether early childhood characteristics or behaviours could be indicators of a risk of developing eating-disorder symptoms later. The current study examined the possible link between certain early behaviours (e.g., hyperactivity, childhood eating), early cognitive processes, and eating-disorder symptoms development in a community cohort followed from birth. Results showed that being hyperactive in early childhood predicts higher levels of eating-disorder symptoms at the beginning of adolescence (age 15), and that this is partially explained by a link between being hyperactive, being more rigid in our ways of thinking, and engaging in overeating behaviours. Additionally, more early rigid ways of thinking predicted the increase in symptoms over time. Our results demonstrate possible behaviours and characteristics that could be used to identify children at risk of eating disorders, which in future research could potentially help improve our preventive interventions.