ADHD Symptoms in Middle Childhood: The Role of Child Attachment and Maternal Emotional Availability in an Inpatient Clinical Sample.

BACKGROUND: Child ADHD symptoms are highly prevalent in middle childhood, alongside impairment in social functioning. The parent-child relationship has been shown to play an important role; however, studies investigating specific facets of the parent-child relationship in ADHD symptomatology in middle childhood have been neglected. We assumed that higher ADHD symptoms were associated with both (1) lower maternal emotional availability (EA) and (2) lower child attachment security. Moreover, (3) we aimed to explore which specific EA dimensions were associated with ADHD symptoms. METHODS: In a socio-pediatric clinic in Germany, 71 inpatient mother-child dyads (child age: M = 7.70, SD = 1.06; n = 54 boys) were assessed. Clinical data about child ADHD symptoms (Child Behavior Checklist 6-18 subscale "attention deficit/hyperactivity problems"), maternal EA (free play), and child attachment representation (Attachment Story Completion Task, GEV-B) were analyzed cross-sectionally. RESULTS: Controlling for child oppositional behavior and sex, child ADHD symptoms were associated with overall maternal EA, and more specifically non-hostility, but not with child attachment representation. CONCLUSIONS: Our results imply that the role of parent-child interaction quality should be considered in the treatment of ADHD. Bidirectional effects cannot be ruled out.

Developing the mother-child interaction inventory and uncovering mother-child interaction profiles in Türkiye.

BACKGROUND: In this study, we aimed to design a mother-report inventory to comprehensively assess mother-child interaction in the 0-3 age range, focusing on maternal and child interaction behavior and mutual attunement. METHODS: Our research involved three stages, with 1061 mothers and their 0-3-year-old children: 45 in the pilot study, 498 in exploratory factor analysis and latent profile analysis, and 518 in confirmatory factor analysis. FINDINGS: The Mother-Child Interaction Inventory emerged as a valid and reliable measurement tool, comprising three distinct scales: 1) Maternal Interaction Behavior Questionnaire with sensitive structuring, hostility, and intrusiveness subscales; 2) Child Interaction Behavior Questionnaire with emotional-behavioral involvement and child characteristics; and 3) Mutual Attunement Questionnaire with reciprocity and problem-solving subscales. Latent profile analysis revealed four mother-child interaction profiles, indicating different characteristics in maternal and child interaction behavior and mutual attunement, categorized as "Excellent interaction quality," "Average interaction quality 1", "Average interaction quality 2," and "Poor interaction quality." DISCUSSION: The study underscores the significance of maternal and child interaction behavior and mutual attunement in determining the quality of mother-child interaction. The mother-report The Mother-Child Interaction Inventory is a functional measurement tool to evaluate interaction separately and holistically, unveiling mother-child interaction profiles in the Turkish context. PRACTICE IMPLICATIONS: The practical implications of this research are significant for health professionals, educators, and stakeholders working with children and families. The Mother-Child Interaction Inventory provides a valuable tool for assessing interaction dynamics, offering insights that can be directly applied to improve mother-child interaction.

Mapping interaction quality for nursing and medical students in primary care placement in municipal emergency care units: a systematic observational study.

Introduction: Primary care placement for nursing and medical students is vital for developing the competence to accommodate the increasing number of patients with multimorbid and complex conditions. Prior studies have suggested that interaction quality in primary care placement empowers learning. However, research mapping interaction quality in primary care placements in municipal emergency care units is lacking. This study aimed to systematically map interaction quality for nursing and medical students in primary care placement in two municipal emergency care units. Materials and methods: This study adopted a systematic descriptive observational design. Systematic observations (n = 201 cycles) of eight nursing students (n = 103 cycles) and six medical students (n = 98 cycles) were used to map interaction quality across six learning situations between March and May 2019. Observations were coded using the Classroom Assessment Scoring System-Secondary (CLASS-S). Data were analyzed using descriptive statistics and Spearman correlations. Results: Interaction quality is described in three domains: (I) emotional support, (II) framework for learning, and (III) instructional support, and the overall measure, student engagement. The results indicated middle-quality interactions in the emotional and instructional support domains and high quality in the framework for learning domain and student engagement. Correlations exhibited similar patterns and ranged from non-significant to strong correlations. Conclusion: The interaction qualities indicated a generally positive and supportive learning environment contributing to nursing and medical students' learning and active participation in work tasks related to their professional roles. Thus, this new form for primary care placement for nursing and medical students in the municipal emergency care units was found to be a positive learning arena. These results may enhance nursing and medical education programs in countries with similar health services and education. Health education, supervisors, peers, and others contributing to students' learning should recognize which interaction qualities may affect learning and how to improve quality, thus affecting supervisors' approach to training students. While the CLASS-S showed potential for mapping interaction qualities for nursing and medical students in primary care placement in municipal emergency care units, further studies are needed to validate the CLASS-S for use in clinical placement settings.

Early childhood teachers' feedback in natural mathematical learning situations: Development and validation of a detailed category system.

In many countries, early mathematical learning takes place in informal and play-based situations. To support children's mathematical learning, the interactions that occur in the daily contact between the early childhood (EC) teacher and the child in kindergarten play an important role. In these interactions, the feedback provided by the EC teacher is considered to have effects on learning. However, how EC teachers actually give specific or non-specific feedback in everyday activities and play situations with a potential for mathematical learning (natural mathematical learning situations) has been little studied so far. To comprehensively characterize the EC teacher's feedback in natural mathematical learning situations, the current study developed a detailed category system based on categories from previous feedback studies, conducted under various conditions and with different objectives. To verify our category system, we coded mathematical teacher-child interactions (N = 162). The coding provided us with evidence that the category system allows to capture the given feedback in natural mathematical learning situations reliably and in detail. The category system can be useful for further research examining the effects of naturally given feedback on children's mathematical learning and, in the long run, for training teachers in the use of potentially supportive feedback in natural learning situations.

Associations between teachers' professional competencies and the quality of interactions and relationships in preschool: findings from Austria.

The professionalization of preschool teachers is considered an important factor for ensuring and improving the quality of interactions and relationships. Findings on associations between teachers' professional competencies and the quality of interactions and relationships in preschools are not only inconsistent in general but also rare for early childhood education and care (ECEC) in Austria. Therefore, the aim of this study is to address this research gap by considering interaction quality at the child level (measured with the inCLASS) and preschool teachers' perceptions of the teacher-child relationship (measured with the STRS). A sample of 287 children from 89 Austrian preschools was examined. After including control variables, the results of regression analyses revealed that preschool teachers' beliefs on co-construction were negatively related to task orientation, whereas their beliefs on instruction were positively related to task orientation. Furthermore, preschool teachers' work engagement was positively related to conflict interactions. Regarding teacher-child closeness, a positive association with preschool teachers' work engagement was found. Results on teacher-child conflict showed a positive effect of preschool teachers' beliefs on instruction and negative effects of teachers' beliefs on co-construction and their self-efficacy. The findings are discussed in regard to the professionalization of preschool teachers.

Need Fulfillment During Intergroup Contact: Three Experience Sampling Studies.

One challenge of modern intergroup contact research has been the question of when and why an interaction is perceived as positive and improves intergroup relations. We propose to consider the perceived fulfillment of the situationally most relevant need. We conducted three intensive longitudinal studies with recent migrants to capture their interactions with the majority out-group (Nmeasurements = 10,297; Nparticipants = 207). The situational need fulfillment mechanism is consistently a strong predictor of perceived interaction quality and positive out-group attitudes following intergroup interactions. The model is specific to out-group contact, robust to various need types, and works at least as well as Allport's contact conditions. As one of the first studies to test intergroup contact theory using intensive longitudinal data, we offer insight into the mechanisms of positive intergroup contact during real-life interactions and find situational motivations to be a key building block for understanding and addressing positive intergroup interactions.Public significance statement: In this article, we provide evidence that the fulfillment of situational needs during real-life intergroup contacts meaningfully predicts perceived interaction quality and positive outgroup attitudes. Methodologically, this offers a testament to the emerging practice of capturing real-life interactions using intensive longitudinal data. Theoretically, our results give weight to motivational fulfillment as a flexible and effective mechanism for understanding positive intergroup contact.

Are changes in mothers' representations of their infants related to changes in observed mother-infant interaction quality?

Infant mental health clinicians aiming to improve mother-infant dyads at risk typically target mothers' representations of their infant or mother-infant interactions, assuming that one port of entry leads to change in the other. However, little is known about the relation between changes in mothers' representations and in mother-infant interactions. Therefore, the current study aimed to investigate this in a low- to moderate-risk community sample of 152 mothers (M = 29.7 years) of infants aged 0-2 years (M = 11.5 months) recruited from rural and urban cities in Norway. The mothers' representations were measured using the Working Model of the Child Interview, and the quality of the mother-infant interactions was measured with the Emotional Availability Scales. We found no evidence of a relation between mothers' changed representations and changed quality of mother-infant interactions. Several explanations concerning the low-risk status of the sample, the observation situation, the time between assessment points, and the homogeneous scores from the instruments used are discussed, as are the implications for clinical practice and future research.

Physician-Patient Interaction Quality Mediates the Association Between HIV-Related Stigma and HIV-Prevention Behaviors Among Sexual Minority Men in Zambia.

HIV-related stigma is a major challenge to HIV prevention for sexual minority men (SMM) in Zambia, but little is known about the underlying mechanisms. This study aimed to investigate whether physician-patient interaction quality mediates the relationship between HIV-related stigma and HIV-prevention behaviors among SMM. Data were collected using a cross-sectional survey from 194 SMM (aged: mean = 24.08, SD = 4.27) across four districts in Zambia between February and November 2021. Participants were asked about their demographic characteristics, HIV-related stigma, SMM-related stigma, physician-patient interaction quality, HIV-testing intention, and use of pre-exposure prophylaxis (PrEP). Path analysis was used to test the mediation effect of physician-patient interaction quality in the associations of HIV-related stigma/SMM-related stigma with HIV-testing intention and current PrEP use. Higher self-reported physician-patient interaction quality was negatively associated with HIV-related stigma (ß = - 0.444, z = - 2.223, p < 0.05), and positively associated with HIV-testing intention (ß = 0.039, z = 5.121, p < 0.001) and current PrEP use (ß = 0.008, z = 2.723, p < 0.01). HIV-related stigma among SMM had a significant and negative indirect effect on HIV-testing intention (ß = - 0.017, z = - 2.006, p < 0.05), and current PrEP use (ß = - 0.004, z = - 2.009, p < 0.05) through physician-patient interaction quality. Contrary to our expectations, SMM-related stigma did not have a significant and negative indirect effect on HIV prevention behaviors through physician-patient interaction quality. Health interventions need to improve physician-patient interaction quality by offering healthcare provider training, targeting HIV-related stigma in healthcare settings, and devising inclusive healthcare policies to promote HIV prevention efforts.

Effects of Servicescapes on Interaction Quality, Service Quality, and Behavioral Intention in a Healthcare Setting.

This study develops a conceptual framework that encompasses servicescapes and customer perceptions and behaviors, and conducts an empirical investigation of healthcare service facilities. Structural equation modeling is performed using a sample of 271 patients who received treatment within one year at hospitals and clinics located in the metropolitan area of Seoul, South Korea. The results of the empirical analysis show that service quality improvements and patient revisits to healthcare facilities can be induced through servicescape improvements and interaction quality. These results make theoretical contributions to the service management literature and have practical implications for the operations of healthcare facilities.

Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition.

This study explored the link between classroom-level problem behaviors and teacher-child interaction quality in 307 Head Start preschool classrooms. The moderating role of the classroom's age composition (e.g., 3- and 4-year-olds versus 4-year-olds only) also was examined. Using a dataset of 852 3-year-old children and 1114 4-year-old children, classroom-level problem behaviors were operationalized using teacher reports of children's problem behaviors. Results indicated that classroom-level problem behaviors, specifically oppositional/aggressive and internalizing behavior, were associated with lower teacher-child interaction quality (i.e., emotional support, classroom organization, and instructional support). In contrast, classroom-level hyperactivity was only negatively related to classroom instructional support. Moderation results indicated that high-levels of classroom-level activity were related to lower-levels of teacher-child interaction quality, but for 4-year-old only classrooms. The results of this study have implications for practice and policy.

Assurance and Development of Interaction Quality: The Impact of Blended-Learning Professional Development Training Programme.

In recent years, there has been considerable investment at the European Union level in expanding early childhood education and care (ECEC) facilities. In line with this quantitative substantial initiative, research and social policies are increasingly focusing on the quality of such facilities. High quality depends, among other things, on well-trained early childhood educators. This poses a dilemma for early childhood educators for various reasons; there is a shortage of skilled early childhood professionals, so that low-skilled staff are also being employed in early childhood education facilities. Online formats for professional development can contribute to the professionalisation of the ECEC system through vocational training. Since these formats are designed and produced to high professional and technical standards, they can be cost-effective thanks to their multiple uses and because they can often be completed by participants independent of time and location. This article presents an empirically studied blended e-learning training format based on the principles of co-constructivist didactics. The content focuses on the quality of interaction between early childhood professionals and children. Before and after the training course was completed, standardised non-participant observations were conducted in Austrian, German, Hungarian, Slovenian, Italian, and Portuguese early childhood education and care institutions. The before/after measurements (N = 43) showed a significant effect on the quality of interaction between the early childhood professionals and the children.

Alone in a Crowd: Is Social Contact Associated with Less Psychological Pain of Loneliness in Everyday Life?

People are often advised to engage in social contact to cope with the experience of loneliness and improve well-being. But are the moments of loneliness actually more bearable when spent in other people's company? In this research, we proposed and tested two conflicting theoretical accounts regarding the role of social contact: social contact is associated with a stronger (the amplifying account) or with a weaker (the buffering account) negative effect of loneliness on psychological well-being. Analyses of three datasets collected using ecological momentary assessments (Nindividuals = 3,035) revealed that the negative association between loneliness and well-being was stronger when participants were with others than alone, consistent with the amplifying account. Further, when participants experienced high levels of loneliness, being with others was associated with the same or with even a lower level of well-being than being alone. These findings suggest that simply spending time with others (vs. alone) is not associated with a reduced burden of loneliness and may even backfire. Supplementary Information: The online version contains supplementary material available at 10.1007/s10902-023-00661-3.

Implementation of a Hybrid Intelligence System Enabling the Effectiveness Assessment of Interaction Channels Use in HMI.

The article presents a novel idea of Interaction Quality Sensor (IQS), introduced in the complete solution of Hybrid INTelligence (HINT) architecture for intelligent control systems. The proposed system is designed to use and prioritize multiple information channels (speech, images, videos) in order to optimize the information flow efficiency of interaction in HMI systems. The proposed architecture is implemented and validated in a real-world application of training unskilled workers-new employees (with lower competencies and/or a language barrier). With the help of the HINT system, the man-machine communication information channels are deliberately chosen based on IQS readouts to enable an untrained, inexperienced, foreign employee candidate to become a good worker, while not requiring the presence of either an interpreter or an expert during training. The proposed implementation is in line with the labor market trend, which displays significant fluctuations. The HINT system is designed to activate human resources and support organizations/enterprises in the effective assimilation of employees to the tasks performed on the production assembly line. The market need of solving this noticeable problem was caused by a large migration of employees within (and between) enterprises. The research results presented in the work show significant benefits of the methods used, while supporting multilingualism and optimizing the preselection of information channels.

Caregiver sensitivity supported young children's vocabulary development during the Covid-19 UK lockdowns.

Previous studies have shown that caregivers' sensitive, responsive interactions with young children can boost language development. We explored the association between caregivers' sensitivity and the vocabulary development of their 8-to-36-month-olds during COVID-19 when family routines were unexpectedly disrupted. Measuring caregivers' sensitivity from home interaction videos at three timepoints, we found that children who experienced more-sensitive concurrent interactions had higher receptive and expressive vocabularies (N=100). Children whose caregivers showed more-sensitive interactions at the beginning of the pandemic showed greater expressive vocabulary growth six (but not 12) months later (n=58). Significant associations with receptive vocabulary growth were not observed. Our findings highlight the importance of sensitivity at a time when other positive influences on language development were compromised.

Students are at risk? Elucidating the impact of health risks of COVID-19 on emotional exhaustion and academic performance: role of mindfulness and online interaction quality.

Although previous online learning studies have looked at how student outcomes are influenced in different settings, this study is unique in that it looks at the role of COVID-19 as a particular stressor. This study discussed how students' perceptions of health risks of COVID-19 (PHRC) influenced their academic performance through emotional exhaustion. This study also looked at how mindfulness and online interaction quality (OIQ) affected PHRC's direct effects on exhaustion, as well as PHRC's indirect effects on academic performance via exhaustion. The data for the current study were collected from 336 students in three waves who were studying online during COVID-19. The results through structural equation modeling (SEM) revealed that PHRC influenced academic performance. The results further revealed that mindfulness and OIQ attenuated the direct effects of PHRC on emotional exhaustion as well as indirect effects on academic performance through emotional exhaustion. This study provides some novel implications for practice and research.

Digital threads in turbulent times: unraveling technostress and cleaner production in the food industry.

Introduction: In the current landscape marked by swift digital transformations and global disruptions, comprehending the intersection of digitalization and sustainable business practices is imperative. This study focuses on the food industries of China and Pakistan, aiming to explore the influence of digitalization on cleaner production. Methods: Employing a cross-sectional design, data were gathered through online surveys involving a diverse group of employees. Special attention was given to the emergent phenomenon of technostress and its subsequent implications for individuals in the workplace. Results: The findings of the study demonstrate a significant impact of digitalization on both resource mobilization and interaction quality within the surveyed food industries. Notably, technostress emerged as a mediating factor, shedding light on the psychological challenges associated with digital transitions. The study further reveals the moderating role of the COVID-19 pandemic, altering the dynamics among the variables under investigation. Discussion: From a theoretical perspective, this research contributes to the cleaner production literature by bridging it with the human-centric nuances of technological adaptation. On a practical level, the study emphasizes the importance of aligning digital strategies with resource mobilization to achieve sustainable outcomes. For the food industry and potentially beyond, the research offers a roadmap for integrating digital tools into operations, ensuring efficiency, and promoting cleaner production.

Impacts of family environment on adolescents' academic achievement: The role of peer interaction quality and educational expectation gap.

The current study uses a two-wave longitudinal survey to explores the influence mechanism of the family environment on adolescents' academic achievement. The family environment is measured by parents and children's reports, including family atmosphere, parent-child interaction, and family rules, to reveal the mediating effect of adolescents' positive or negative peers between the family environment and academic achievement, and whether the gap between self- and parental educational expectation plays a moderating effect. This study uses the data of the China Education Panel Study (CEPS); the survey samples include 9,449 eighth-grade students (Mage = 13.55 years, SD = 0.70), establishing a multilevel moderated mediating effect model. The results showed (1) the family environment and peer interaction quality can positively predict adolescents' academic achievement. (2) Using the KHB test, peer interaction quality plays a partial mediating role in the process of family environment positively affecting academic achievement, and the mediating ratio is 27.5%. (3) The educational expectation gap moderates the effect of the family environment on academic achievement and also on peer interaction quality. Therefore, from the perspective of environment and important others, to correctly grasp the academic achievement of junior high school students in the process of socialization, it is necessary to recognize that the family environment, peer interaction quality, and educational expectation gap play an important role.

The Influence Mechanism of Interaction Quality in Live Streaming Shopping on Consumers' Impulsive Purchase Intention.

As an emerging mode of online shopping, live streaming shopping has the characteristics of high interactivity. Live streaming shopping has achieved many positive results, but it leads to the phenomenon of consumers' impulsive purchase. To analyze the reasons for impulsive purchase intention, we can make up for the lack of attention paid to this issue. Therefore, this study explores the influence mechanism of interaction quality between anchors and consumers on consumers' emotion and impulsive purchase intention from the perspective of interaction quality combined with cognitive evaluation theory. A total 407 samples were collected by a questionnaire survey to test the research model. The results showed that: interaction quality (responsiveness, professionalism, informativeness, and personalization) had a significantly positive impact on consumers' emotion; consumers' emotion played a mediating role between interaction quality and impulsive purchase intention; consumers' extroverted personality significantly negatively moderated the relationship between professionalism, informativeness and consumers' emotion. This study can provide theoretical basis and reference for enterprises and anchors to carry out marketing activities and consumers' rational consumption.

Evaluating Usability of Telehealth Sehhaty Application Used in Saudi Arabia During Covid-19.

Telehealth services were made available in the Kingdom of Saudi Arabia through a number of different mobile applications, one of which is the Sehhaty application. Studies are needed to evaluate how consumers are perceiving these services, during the COVID-19 pandemic. This study aims to measure consumers' satisfaction with telehealth services provided by the Sehhaty application and to compare the results to other countries using similar telehealth services. The telehealth usability questionnaire (TUQ) tool was used to construct an online survey to gather consumers' usability assessment and measure satisfaction. The study provides strong evidence that Sehhaty application has a high acceptance rate among users with 76.36% overall satisfaction. Although, 44.34% of participants liked using Sehhaty application, a total of 68.87% participants prefers in-person visits. As a result, more studies need to be conducted to identify factors affecting satisfaction levels for Sehhaty telehealth solutions by the public.

Promoting interactive skills and mind-mindedness among early childcare professionals: study protocol for a randomized wait-list controlled trial comparing the Circle of Security approach with care as usual in center-based childcare (the SECURE project).

BACKGROUND: In countries where the majority of young children are enrolled in professional childcare, the childcare setting constitutes an important part of children's caregiving environment. Research consistently shows that particularly the quality of the daily interactions and relationship between young children and their professional caregivers have long-term effects on a range of developmental child outcomes. Therefore, professional caregivers' capacity for establishing high quality interactions with the children in their care is an important target of intervention. METHODS: A prospective, parallel, cluster-randomized wait-list controlled trial is used to test the efficacy of the attachment- and mentalization theory informed Circle of Security (COS) approach adapted to the childcare setting (COS-Classroom) on caregiver interactive skills and mind-mindedness. Participants are professional caregivers of children aged 0-2.9 years working in center-based childcare in Denmark. Approximately 31 childcare centers, corresponding to an estimated 113 caregivers, are expected to participate. The primary outcome is caregiver Sensitive responsiveness measured with the Caregiver Interactive Profile Scales (CIP-scales). Secondary outcomes include caregiver Mind-mindedness, the five remaining CIP-scales (Respect for autonomy, Structure and limit setting, Verbal communication, Developmental stimulation, and Fostering positive peer interactions), and caregivers' resources to cope with work-related stress. Data on structural factors (e.g., staff stability, caregiver-child ratio, and level of pre-service education), caregiver attachment style, acceptability and feasibility of the COS-C together with qualitative data on how the participants experience the COS-C is additionally collected to investigate moderating and confounding effects. DISCUSSION: Examining the effectiveness of the COS-C in center-based childcare contributes to the knowledge of evidence-based intervention programs and can potentially improve the caregiver quality early childcare. TRIAL REGISTRATION: ClinicalTrials.gov: NCT04654533. Prospectively registered December 4, 2020, https://clinicaltrials.gov/ct2/show/NCT04654533 .