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Serpentinization-fueled systems in the cool, hydrated forearc mantle of subduction zones may provide an environment that supports deep chemolithoautotrophic life. Here, we examine serpentinite clasts expelled from mud volcanoes above the Izu–Bonin–Mariana subduction zone forearc (Pacific Ocean) that contain complex organic matter and nanosized Ni–Fe alloys. Using time-of-flight secondary ion mass spectrometry and Raman spectroscopy, we determined that the organic matter consists of a mixture of aliphatic and aromatic compounds and functional groups such as amides. Although an abiotic or subduction slab-derived fluid origin cannot be excluded, the similarities between the molecular signatures identified in the clasts and those of bacteria-derived biopolymers from other serpentinizing systems hint at the possibility of deep microbial life within the forearc. To test this hypothesis, we coupled the currently known temperature limit for life, 122 °C, with a heat conduction model that predicts a potential depth limit for life within the forearc at ∼10,000 m below the seafloor. This is deeper than the 122 °C isotherm in known oceanic serpentinizing regions and an order of magnitude deeper than the downhole temperature at the serpentinized Atlantis Massif oceanic core complex, Mid-Atlantic Ridge. We suggest that the organic-rich serpentinites may be indicators for microbial life deep within or below the mud volcano. Thus, the hydrated forearc mantle may represent one of Earth’s largest hidden microbial ecosystems. These types of protected ecosystems may have allowed the deep biosphere to thrive, despite violent phases during Earth’s history such as the late heavy bombardment and global mass extinctions.

The importance of self-related constructs in predicting academic achievement has been increasingly emphasized in recent decades. Typically, bivariate associations of self-related variables with achievements have been reported. Research quantifying the combined predictive power of more than two self-variables has been scarce. Moreover, except for the academic self-concept, these variables have almost always been measured across domains, i.e., without considering the specifics of individual school subjects. The current study aimed to statistically predict academic achievement (operationalized via school grades) in three major subjects (Chinese (native language), mathematics, and English (foreign language)) by using subject-tied scales, namely academic self-concept, conscientiousness, need for cognition, perseverance of effort, and consistency of interest. The sample comprised 791 Chinese adolescents. Each scale was related separately to each of the three school subjects. Hierarchical linear regression analyses were run. The control variable, biological sex, accounted for 2% of Chinese grades and 8% of English grades, but not of mathematics grades. Adding subject-specific self-concept scales increased the explained variance to 7% (Chinese), 16% (mathematics), and 32% (English). Further additions to the other four self-related scales did not increase the variances that were accounted for. The discussion underlines the relevance of subject-specific academic self-concepts as predictors for subject-tied academic achievements.

Excessive smartphone use has recently attracted researchers’ attention. Previous studies have suggested that state anxiety and motivations are important predictors of excessive smartphone use. However, few studies have investigated how motivations and state anxiety interact with each other, and the subsequent impact on excessive smartphone use. In the current study, based on the Compensatory Internet Use theory, we analyzed the moderating role of state anxiety on the relationship between two types of motivations (i.e. entertainment and social interaction) and excessive smartphone use. Using the Smartphone Addiction Scale for College Students (SAS-C), Smartphone Usage Motivation Scale and State Anxiety Scale (S-Anxiety), we investigated 600 Chinese college students who identified themselves as smartphone users. Results indicated that: (1) for the high smartphone-use group, state anxiety moderates the relationship between entertainment and social interaction motivations and excessive smartphone use; (2) for the low smartphone-use group, state anxiety does not moderate the relationship between entertainment and social interaction motivations and excessive smartphone use. Our study emphasized the importance of psychological well-being variables (i.e. anxiety in this study) in facilitating excessive smartphone use, and may provide guidance for the design of interventions targeted at people suffering from excessive smartphone use.

Many studies have already found differences between male and female students in various motivational variables. With regard to the stereotypes associated to different school subjects, boys usually are more motivated in math or sciences whereas girls score higher in verbal subjects such as languages. Studies investigating sex differences in achievement goals have yielded conflicting results. Furthermore, studies are rare that investigate sex differences in achievement goals in different domains. Therefore, we analyzed sex differences by focusing on achievement goals for school in general and six different school subjects (math, German, English, physics, history, chemistry). Two different samples of high school students were investigated in two studies (N-1 = 425; N-2 = 1210). As a prerequisite for examining latent mean differences, the measurement invariance of the questionnaire assessing achievement goals for males and females was supported in both studies. Girls showed significantly higher mastery goals in German and English, whereas boys revealed higher mastery goals in math and physics. Boys had significantly higher mean performance-approach goals in math, physics, history, and chemistry. Furthermore, boys had higher performance-avoidance goals in math and physics. They also showed significantly higher work-avoidance goals in German, English, and regarding school in general. These results were mainly in line with psychological models on the role of students' gender-related identity. Students are particularly motivated in school subjects they perceive as stereotypically compatible with their own gender. (c) Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V. 2019. (ZPID).

Mental health issues among Chinese adolescents in boarding schools have attracted the attention of researchers in recent years. Our study was to examine the relationship between negative life events and depression experienced by Chinese adolescents at boarding schools, and to study whether peer support and active coping would moderate the relationship between negative life events and depression. Questionnaires were administered in 2015 to a sample of 521 boarding school students (51.1% females) in two counties in Jiangxi Province, central China. The mean age of the sample was 13.47 years (SD = 1.04). The Adolescent Negative Life Event Scale, Peer Support Scale, Simple Active Coping Style Scale, and Children Depression Scale were used for data collection. Latent moderation structural equation (LMS) method was used to test the moderating effect of peer support and active coping on depression. Negative life events were related with more depression among boarding school students. Peer support had a negative effect on depression and active coping moderated the association between negative life events and depression. Peer support and active coping are important to relieve the adverse consequences of negative life events among boarding school students. School mental health practice that focuses on these factors may be helpful for boarding school students.

We measured the elemental compositions of material from 23 particles in aerogel and from residue in seven craters in aluminum foil that was collected during passage of the Stardust spacecraft through the coma of comet 81P/Wild 2. These particles are chemically heterogeneous at the largest size scale analyzed (~180 ng). The mean elemental composition of this Wild 2 material is consistent with the CI meteorite composition, which is thought to represent the bulk composition of the solar system, for the elements Mg, Si, Mn, Fe, and Ni to 35%, and for Ca and Ti to 60%. The elements Cu, Zn, and Ga appear enriched in this Wild 2 material, which suggests that the CI meteorites may not represent the solar system composition for these moderately volatile minor elements.

The psycho-social adjustment of 50 gifted (mean IQ = 127) and 50 German ten-year-olds of average intelligence (mean IQ = 106, matched individually on socio-economic status and gender) was compared. Data from different sources (children, parents, teachers) on social behaviour, (therapy-relevant) behaviour problems, and emotional stability revealed no significant differences between the two ability groups. Gifted elementary-school children are socially and emotionally at least as well adjusted as their non-gifted age-mates.