No aspect of structure should be left behind in relation to student autonomous motivation.

BACKGROUND: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure-namely, contingency, clear expectations, help and support, and monitoring-are equally important for student learning and motivation. AIMS: In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers' contingency, clear expectations, help and support, and monitoring. SAMPLE: Participants were 12,036 Turkish adolescent students (age range: 15-19 years; 54.4% males) from 446 classes, nested into 24 public schools. METHODS: Cross-sectional, based on student ratings of their self-determined motivation and their teacher structure provision and autonomy support. RESULTS: Multilevel and ordinary least-squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations). CONCLUSIONS: These findings imply the key role that teachers could play in enhancing their students' autonomous motivation by providing all the elements of structure.

Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance.

The purpose of this study is to examine measurement invariance of scoring of teaching behavior, as perceived by students, across six cultural contexts (Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia). It also aims to compare perceived teaching behavior across the six countries based on a uniform student measure. Results from multi-group confirmatory factor analyses (MGCFA) showed perceived teaching behavior in the six countries to be adequately invariant. Perceived teaching behavior was the highest in South Korea and the lowest in Indonesia. The findings provide new insights into the relevance and differences of teaching behavior across cultural contexts.

Examination of Sexual Quality of Life and Dyadic Adjustment among Women with Mastectomy.

OBJECTIVE: To investigate the effect of mastectomy on sexual quality of life and dyadic adjustment among women with breast cancer. MATERIALS AND METHODS: This study was carried out in an analytical and retrospective way by comparing women with mastectomy and the control group who had similarities to this group and did not have breast cancer. The study included 88 women who underwent mastectomy surgery at least 1 year and at most 5 years ago and 88 women who did not undergo mastectomy with matching ages and levels of education. The data were collected using the "Individual Characteristics Form", "Sexual Quality of Life-Female", and the "Dyadic Adjustment Scale" for women with and without mastectomy. RESULTS: In both groups sexual quality of life and dyadic adjustment were positively correlated. Sexual quality of life and dyadic adjustment of women with mastectomy were significantly lower compared to the control group. It was found that sexual quality of life improved as the education level of women with mastectomy increased. Also, sexual quality of life and dyadic adjustment were significantly higher in women with mastectomy whose income was equal to or greater than their expenditures compared to those with income lower than expenditures. CONCLUSION: Sexual quality of life and dyadic adjustment of women with mastectomy are low than women without mastectomy. Nurses should to assess the risk of low dyadic adjustment and sexual quality of life, educate and consultant women on how they can maintain healthy sexual relationships and dyadic adjustment with their spouse after mastectomy.

The time course of location-avoidance learning in fear of spiders.

Two experiments were designed to study the time course of avoidance learning in spider fearfuls (SFs) under controlled experimental conditions. To achieve this, we employed an immersive virtual environment (IVE): While walking freely through a virtual art museum to search for specific paintings, the participants were exposed to virtual spiders. Unbeknown to the participants, only two of four museum rooms contained spiders, allowing for avoidance learning. Indeed, the more SF the participants were, the faster they learned to avoid the rooms that contained spiders (Experiment. 1), and within the first six trials, high fearfuls already developed a preference for starting their search task in rooms without spiders (Experiment 2). These results illustrate the time course of avoidance learning in SFs, and they speak to the usefulness of IVEs in fundamental anxiety research.

Training approach-avoidance of smiling faces affects emotional vulnerability in socially anxious individuals.

PREVIOUS RESEARCH REVEALED AN AUTOMATIC BEHAVIORAL BIAS IN HIGH SOCIALLY ANXIOUS INDIVIDUALS (HSAS): although their explicit evaluations of smiling faces are positive, they show automatic avoidance of these faces. This is reflected by faster pushing than pulling of smiling faces in an Approach-Avoidance Task (AAT; Heuer et al., 2007). The current study addressed the causal role of this avoidance bias for social anxiety. To this end, we used the AAT to train HSAs, either to approach smiling faces or to avoid them. We examined whether such an AAT training could change HSAs' automatic avoidance tendencies, and if yes, whether AAT effects would generalize to a new approach task with new facial stimuli, and to mood and anxiety in a social threat situation (a video-recorded self-presentation). We found that HSAs trained to approach smiling faces did indeed approach female faces faster after the training than HSAs trained to avoid smiling faces. Moreover, approach-faces training reduced emotional vulnerability: it led to more positive mood and lower anxiety after the self-presentation than avoid-faces training. These results suggest that automatic approach-avoidance tendencies have a causal role in social anxiety, and that they can be modified by a simple computerized training. This may open new avenues in the therapy of social phobia.