Posttraumatic stress disorder (PTSD) symptom profiles among people who have experienced abuse: Findings from the NESARC-III study.

Greater recognition of diversity in psychological responses to traumatic events has led to increased exploration of posttrauma symptom typologies and risk factors for more "complex" presentations. OBJECTIVES: We sought to identify unique PTSD symptom profiles associated with the experience of physical and sexual abuse and to determine whether exposure in childhood, type of abuse, frequency of abuse and familial support were associated with profiles indicating increased symptom complexity. METHOD: We analyzed data from 6,769 American adults (M = 43.93 years, SD = 15.35, 70.9% female) from the National Epidemiologic Survey on Alcohol and Related Conditions-III who reported histories of physical or sexual abuse. Latent Class Analysis was used to identify distinct profiles of the twenty PTSD symptoms outlined in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5). Abuse in childhood, type of abuse, frequency of childhood abuse, emotional support in childhood and a range of demographic variables were compared across classes. RESULTS: Five classes were educed: High All (19.6%), Threat (14.4%), Dysphoric (13.7%), Moderate Threat (29.4%) and Low Symptom (22.9%). Contrary to our hypotheses, trauma exposure in childhood did not predict class membership while type of abuse did. The High All and Dysphoric classes had greater frequency of childhood abuse, lower support in childhood, and a history of sexual abuse when compared to their less complex, predominantly fear-based counterparts (Threat and Moderate Threat classes, respectively). CONCLUSIONS: These constellations of DSM-5 PTSD symptoms may be a proxy for increased "complexity" and may indicate a need for alternative or additional therapeutic interventions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Emotional intelligence predicts academic performance: A meta-analysis.

Schools and universities devote considerable time and resources to developing students' social and emotional skills, such as emotional intelligence (EI). The goals of such programs are partly for personal development but partly to increase academic performance. The current meta-analysis examines the degree to which student EI is associated with academic performance. We found an overall effect of ρ = .20 using robust variance estimation (N = 42,529, k = 1,246 from 158 citations). The association is significantly stronger for ability EI (ρ = .24, k = 50) compared with self-rated (ρ = .12, k = 33) or mixed EI (ρ = .19, k = 90). Ability, self-rated, and mixed EI explained an additional 1.7%, 0.7%, and 2.3% of the variance, respectively, after controlling for intelligence and big five personality. Understanding and management branches of ability EI explained an additional 3.9% and 3.6%, respectively. Relative importance analysis suggests that EI is the third most important predictor for all three streams, after intelligence and conscientiousness. Moderators of the effect differed across the three EI streams. Ability EI was a stronger predictor of performance in humanities than science. Self-rated EI was a stronger predictor of grades than standardized test scores. We propose that three mechanisms underlie the EI/academic performance link: (a) regulating academic emotions, (b) building social relationships at school, and (c) academic content overlap with EI. Different streams of EI may affect performance through different mechanisms. We note some limitations, including the lack of evidence for a causal direction. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Adolescents' Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing.

Pertinent to concern in Australia and elsewhere regarding shortages in STEM fields, motivational expectancies and values predict STEM study and career aspirations. Less is known about how "cost" values may deter, and how expectancies/values and costs combine for different profiles of learners to predict achievement aspirations and psychological wellbeing outcomes. These were the aims of the present study using established measures of perceived talent, intrinsic and utility values, and a new multidimensional "costs" measure as the platform to explore a typology of mathematics/science learners. Grade 10 Australian adolescents (N = 1,172; 702 girls) from 9 metropolitan Sydney/Melbourne schools completed surveys early 2012/2013. Latent profile analyses educed profiles within each of mathematics and science: "Positively engaged" scored high on positive motivations, low on costs; "Struggling ambitious" were high for both positive motivations and costs; "Disengaged" exhibited generally low scores on positive motivations but high costs. MANOVAs examined mathematics/science profile differences on clustering variables, experienced learning environments, achievement background and striving, career aspirations and psychological wellbeing. Positively engaged/Struggling ambitious were distinguished by high costs perceived by Struggling ambitious, associated with debilitated psychological wellbeing, but not eroding achievement striving. A greater proportion of boys was in this risk type. Disengaged students reported lowest STEM-related career aspirations, aimed marks and history of results; in mathematics, a greater proportion of girls was in this risk type. Profiles could be conceptualized along dimensions of achievement striving and psychological wellbeing. Similar profiles for mathematics and science, and coherent patterns of antecedents and outcomes, suggest several theoretical and educational implications.