College student expression on Twitter during the COVID-19 pandemic.

Objective:The current study longitudinally examines college student Twitter patterns throughout initial phases of the COVID-19 pandemic. This study aims to better understand psychological impact and online personal communication during the pandemic.Participants:A dataset consisting of ∼720,000 tweets posted by students from universities throughout the United States during the 2020 spring semester was analyzed according to structural and sentimental analysis.Methods:Using a data-driven approach, three time periods emerged which reflected the transition to online learning.Results:Significant changes in structure and sentiment of tweets were observed across phases.Conclusions:Changes in Twitter patterns revealed important features of this unprecedented transition to online learning for college students.

The Effect of Frames on Personal Narratives of Bullying Memories.

Research demonstrates the malleability of memory; a dynamic process that occurs across development and can be influenced by internal and external frames. Narratives of past experiences represent one modality of understanding how memories are influenced by these frames. The present experimental study examines how memories of bullying are affected by two distinct yet common cultural frames. College students (n = 92) were randomly assigned to one of two groups; one with a definition of bullying framing the experience in terms of resilience and one framing it in terms of negative psychosocial effects. Participants then wrote about a remembered experience with bullying. The researchers coded the narratives for coping strategies used in response to bullying as well as for positive or negative emotion words and story endings. The results demonstrated statistically significant differences between groups in the ways bullying experiences were remembered and described. Participants in the Resiliency Group more often had positive endings to their bullying narratives and used more coping skills and positive emotion words overall. The implications of a subtle frame influencing memories of bullying and its relation to development, identity, social order, peer relationships, and resilience are discussed.

Psychological Wellbeing, Worry, and Resilience-Based Coping during COVID-19 in Relation to Sleep Quality.

The current study evaluated the impact of psychological wellbeing on sleep quality during the onset of the COVID-19 pandemic. A novel empirical model tested variables that mediate and moderate this impact. First, a relationship was established between psychological wellbeing during the COVID-19 pandemic and sleep quality. Second, resilience-based coping associated with the COVID-19 pandemic was tested as a mediator of the impact of psychological wellbeing on sleep quality. Third, dispositional rumination, mindfulness, and worry were compared as moderators of the impact of psychological wellbeing on sleep quality. Fourth, a moderated mediated model was tested for each moderator. Online survey data was collected from 153 adults in the United States. Results demonstrated that coping with the COVID-19 pandemic partially mediated the impact of psychological wellbeing on sleep quality. Worry, but not rumination or mindfulness, moderated the impact. A moderated mediation model failed to demonstrate significance, indicating that the data are best represented by distinct mediation and moderation models. Thus, interventions aimed at improving sleep quality should prioritize concurrent reduction in worry and increase in resilience-based coping strategies. This study provides practical and theoretical contribution to the literature by demonstrating relationships between key variables and contextualizing how the model can be used for assessments and interventions during widespread crises.

Children Expressing Mixed Emotion in a Nonsocial Context.

Efforts to demonstrate children's ability to report experiencing mixed emotions have typically used an allocentric approach, asking children to report on emotions of other individuals in response to stories or movie clips demonstrating social themes. In contrast, literature examining children's personal experiencing and understanding of their own mixed emotions, typified as an egocentric approach, in nonsocial situations remains underdeveloped. The current study examined the development of children's reported understanding and experience of mixed emotions egocentrically. By examining a nonsocial context, this investigation extends existing gender- and age-related research on expressing egocentric mixed emotion. Using a computerized game with a disappointing wins paradigm, egocentric mixed emotional experience was elicited in 142 children (80 boys, 62 girls) aged 6 to 12 years. Results revealed that age, but not gender, was a statistically significant predictor of expressing egocentric mixed emotion experience and understanding. When studying mixed emotion development in a nonsocial context, gender did not contribute to differences in child reports. A significant positive relationship between egocentric mixed emotion experiencing and understanding also emerged. These findings contribute to our understanding of children's emotion development and offer future directions for examining the broad domain of nonsocial contexts in youth expression of mixed emotions.

The Effects of Group Membership on College Students' Social Exclusion of Peers and Bystander Behavior.

Bystanders represent one major avenue for reducing the incidence and severity of social exclusion, yet little research has examined behavioral measurement of bystander intervention. Utilizing the most common low risk form of exclusion, this study examined how group membership impacts college students' behavioral response to a peer's social exclusion through an Internet-based ball tossing game (N = 121). Participants played the game with three other virtual players, in which two of these players excluded the third player. Results demonstrated increased inclusive behavior towards the excluded peer across study conditions. This inclusion was strengthened when the excluded player was in the participant's in-group. Participants displayed an initial preference for in-group members, although attitudes towards all peers improved after the shared activity. Findings point to the interaction of social norms of inclusion, group membership, and changes in familiarity in determining bystander responses to social exclusion. In low-risk exclusion, group membership maintains an impact but does not provide sufficient motivation to counteract the social norm of inclusivity. The implication of bystander actions for promotion of community and future research are discussed.

Effects of Rumination and Worry on Sleep.

Recent research suggests that the stress-sleep relationship is mediated by pre-sleep arousal (PSA) and that cognitive arousal has a stronger mediating effect than somatic arousal; however, this has not been directly tested. Using multilevel moderated mediation, we compared the effects of cognitive arousal and somatic arousal within the stress-sleep relationship. We also assessed whether two forms of repetitive negative thought-rumination and worry-are similarly involved in the stress-sleep relationship. Data was collected from 178 participants across the United States via an online platform. Participants completed baseline self-report surveys examining rumination tendencies and worry tendencies. Over the course of 2 weeks, participants completed daily questionnaires assessing daily stress, PSA, and sleep quality. Results indicated that indirect effects from stress to sleep quality via PSA were statistically significant at low and high levels of rumination and worry, and people at high levels of rumination and worry had stronger relationships between stress and PSA. Across all models, cognitive arousal consistently accounted for more of the variance in the stress-sleep relationship as compared to somatic arousal. Implications for the cognitive behavioral treatment of insomnia are discussed.

Gender-Based Effects of Frames on Bullying Outcomes.

The study extends research on the effect of frames. It is the first study to examine how framing affects the impact of being bullied. College students were randomly assigned to one of two groups: one framing bullying in terms of resilience and the other framing bullying with negative psychosocial consequences. Participants were asked to engage in a brief writing task aimed to actively create a frame and then completed both implicit and explicit measures. There was a significant main effect by gender and several significant interaction effects between frame and gender. These results suggest that framing impacts an individual's conceptualization of emotionally salient personal memories and should be considered when developing bullying interventions. The impact of framing bullying may vary by gender.

The understanding and experience of mixed emotions in 3-5-year-old children.

The term mixed emotions refers to the presence of two opposite-valence emotions toward a single target. Identifying when children begin to report experiencing and understanding mixed emotions is critical in identifying how skills such as adaptive functioning, coping strategies, environmental understanding, and socioemotional competence emerge. Prior research has shown that children as young as 5 years old can understand and experience mixed emotion, but perhaps appropriately sensitive methodologies can reveal these abilities in younger children. The present study evaluated 57 children between 3 and 5 years old for mixed emotion experience and understanding using an animated video clip in which a character experiences a mixed emotional episode. Ordinal logistic regression was utilized to examine the relation of gender, attention, and understanding of content to experience and understanding of mixed emotion. While only 12% of children reported experiencing mixed emotion while watching the clip, 49% of children-some as young as 3 years old-were able to recognize the mixed emotional experience of the character. Thus, mixed emotion understanding emerges earlier than previously identified and the expression of understanding may develop independently of the ability to report mixed emotion experience. These findings are discussed in relation to cognitive and developmental considerations.

Long-term psychosocial consequences of peer victimization: from elementary to high school.

Prior research has demonstrated that victims of peer victimization show reduced psychological adjustment, social adjustment, and physical well-being compared with nonvictims. However, little research has addressed whether this maladjustment continues over the long term. This study examined adjustment in 72 high school students who had participated in a peer-nomination procedure assessing peer victimization when in elementary school (5 to 8 years earlier). Thirty-five high school students who had been peer nominated as overtly and/or relationally peer victimized were compared with 37 peers who were not nominated as victimized in elementary school. High school students completed self-report measures of psychological adjustment, social adjustment, physical well-being, and current overt and relational victimization. In addition, a retrospective self-report measure of peer victimization in elementary school was administered. Results revealed that, although current self-reported peer victimization was negatively related to adjustment, elementary-school peer-nomination measures of victimization were unrelated to high-school adjustment. Further, current self-reports of remembered victimization in elementary school were associated with lowered adjustment. These results indicate that current and past perceived peer victimization is negatively related to adjustment, but past experience of peer-identified victimization has a more complex relation to current adjustment.

Children's understanding and experience of mixed emotions: the roles of age, gender, and empathy.

The present study examined the development of children's ability report understanding and experiencing allocentric mixed emotions, and explored the relation of gender and empathic ability to these skills. Participants (128 elementary school-aged children [63 boys, 65 girls]) were shown a movie clip with bittersweet themes to elicit mixed emotions. Findings from this study are consistent with prior research (Larsen, To, & Fireman, 2007), supporting a developmental progression in children's ability to both understand and report experiencing mixed emotions, with the two as distinct skills and children reporting understanding earlier than experiencing of emotions. Consistent with previous research, girls performed significantly better on the emotion experience task. Finally, results provided evidence that empathy partially mediates the relationship between age and reports of mixed emotion experience, but no evidence that empathy plays a role in mixed emotional understanding.

Trait hostility, perceived stress, and sleep quality in a sample of normal sleepers.

Objective. To date, no studies have directly examined the effects of cognitive trait hostility on prospectively assessed sleep quality. This is important as individuals with heightened trait hostility demonstrate similar patterns of reactivity to perceived stressors as is often reported by poor sleepers. The present study hypothesized that increased trait hostility is associated with poorer subjective sleep quality and that perceived stress mediates this relationship. Methods. A sample of 66 normal sleepers completed daily sleep and stress logs for two weeks. Trait hostility was measured retrospectively. Results. The cognitive dimension of trait hostility was significantly correlated with subjectively rated sleep quality indicators, and these relationships were significantly mediated by perceived daily stress. Individuals with higher levels of trait cognitive hostility reported increased levels of perceived stress which accounted for their poorer sleep ratings as measured by both retrospective and prospective measures. Conclusions. Overall, the findings indicate that high levels of cognitive hostility are a significant risk factor for disturbed sleep and suggest that this might be a fruitful target for clinical intervention.

The relative contribution of affect load and affect distress as predictors of disturbed dreaming.

This is the first study to empirically investigate the heuristic model of dysphoric dreaming proposed by Levin and Nielsen (2007) . Participants indicated their incidence of nightmares (NMs) and bad dreams (BDs) over 21 days, and rated their subsequent distress in daily dream logs. Results support the contention that the 2 constructs identified in the model, affect load (AL) and affect distress (AD), underlie NM production and are active in both the waking and sleeping states. As predicted, AL accounted for more unique variance to the prediction of incidences of disturbed dreaming (DD), whereas AD accounted for more unique variance to the prediction of distress over NMs and BDs. Taken together, these findings are consistent with Levin and Nielsen's (2007) model and bolster earlier findings that suggest that distress about DD remains a crucial component in the relation between DD frequency and waking psychopathology.

The relation of student behavior, peer status, race, and gender to decisions about school discipline using CHAID decision trees and regression modeling.

Peer nominations and demographic information were collected from a diverse sample of 1493 elementary school participants to examine behavior (overt and relational aggression, impulsivity, and prosociality), context (peer status), and demographic characteristics (race and gender) as predictors of teacher and administrator decisions about discipline. Exploratory results using classification tree analyses indicated students nominated as average or highly overtly aggressive were more likely to be disciplined than others. Among these students, race was the most significant predictor, with African American students more likely to be disciplined than Caucasians, Hispanics, or Others. Among the students nominated as low in overt aggression, a lack of prosocial behavior was the most significant predictor. Confirmatory analysis using hierarchical logistic regression supported the exploratory results. Similarities with other biased referral patterns, proactive classroom management strategies, and culturally sensitive recommendations are discussed.

The relationship between disturbed dreaming and somatic distress: a prospective investigation.

Despite an abundant literature on disturbed dreaming (DD) incidence and psychopathology, little is known about the pathogenesis of these dream disturbances. Recent work strongly suggests that DD distress may be the primary determinant of the relationship between DD and waking psychological impairment. This is the first empirical investigation of the possible role of somatic distress as a crucial pathway in this relationship. A total of 313 college undergraduates completed 3 measures of somatic distress (SCL-90-R Somatization scale, Somatic Interpretations Questionnaire and the Anxiety Sensitivity Index) and then monitored their DD incidence and distress for 21 consecutive days. It was predicted that high levels of somatic distress would be associated with heightened levels of both DD incidence and distress. Although the results were somewhat mixed, individuals who reported more incidents of both bad dreams and nightmares did indeed report higher levels of somatic distress. The results were largely consistent with our predictions and the findings are discussed with regard to recent modeling by in identifying key cognitive diatheses for the development of DD.

Children's understanding and experience of mixed emotions.

Though some models of emotion contend that happiness and sadness are mutually exclusive in experience, recent findings suggest that adults can feel happy and sad at the same time in emotionally complex situations. Other research has shown that children develop a better conceptual understanding of mixed emotions as they grow older, but no research has examined children's actual experience of mixed emotions. To examine developmental differences in the experience of mixed emotions, we showed children ages 5 to 12 scenes from an animated film that culminated with a father and daughter's bittersweet farewell. In subsequent interviews, older children were more likely than younger children to report experiencing mixed emotions. These results suggest that in addition to having a better conceptual understanding of mixed emotions, older children are more likely than younger children to actually experience mixed emotions in emotionally complex situations.

The effect of self-observation on children's problem solving.

The effects of self-observation on children's problem solving were investigated. Children (N = 124) aged 6-8 years attempted to solve the 3-disc Tower of Hanoi problem. After pretesting, children were grouped into those who (a) practiced solving the(c) observed problem independently, (b) received instruction on the most efficient solution, a videotape recording of their previous attempt, and (d) served as a control. Subsequently, children were immediately tested on the 3-disc problem and a more difficult 4-disc problem. They were tested again 1 week later. Performance was most improved for children inwere maintained the practice and video conditions on the 4-disc problem. Improvements over the 1-week interval. Unique characteristics of video self-observation are discussed.

Nightmare prevalence, nightmare distress, and self-reported psychological disturbance.

STUDY OBJECTIVES: The relationship between nightmare prevalence, nightmare distress, and self-reported psychological disturbance was assessed prospectively. DESIGN: Differences in self-reported psychological disturbance as a function of nightmare prevalence was investigated by MANCOVA's with non-nightmare dreams as the covariate as well as Pearson correlations. The relative contribution of nightmare prevalence and distress to the prediction of psychological disturbance was investigated through multiple regression analyses. SETTING: N/A. PARTICIPANTS: 116 participants (mean age = 20 years) completed self-report indices of depression, anxiety, dissociation, psychosis-proneness, and a psychiatric symptom checklist and kept a nightmare log for 21 consecutive nights. INTERVENTIONS: N/A. MEASUREMENTS AND RESULTS: Frequent nightmares were associated with higher levels of psychological disturbance. Individuals who reported 3 or more nightmares across the 3 weeks reported more dissociation, psychosis-proneness and psychiatric symptoms than participants reporting 2 nightmares or less. However, nightmare prevalence and distress were not significantly correlated and differentially predicted to different types of waking psychological disturbance. Multiple regressions further indicated that nightmare distress accounted for much of the unique explanatory variance in predicting clinical states associated with high negative affect (anxiety and depression). Last, there was no evidence for a specific relationship between nightmares and psychosis-proneness. CONCLUSIONS: The findings suggest that it is not the incidence of nightmares which is associated with poorer waking psychological functioning, especially anxiety and depression states, but the reported distress associated with the nightmare experience which is the critical variable in predicting higher psychological disturbance.