Exploring characteristics of and transitions between mental states within the Multi-Action Plan model in high-level judo.

The Multi-Action Plan (MAP) model presents an idiosyncratic framework for human performance. MAP research has categorised four Performance Types (PTs; T1-T4) using self-paced activities. Specifically, T1-4 present four distinct mental states experienced by athletes during performance, differing, among other aspects, in the level of effort and perceived control. However, transitions between PTs are yet to be empirically investigated. This study aimed to examine MAP in the hyperdynamic open-skill combat context of judo. We explored how judoka experienced PTs and the transition processes between these mental states. Six British, high-level judoka (n = 6; Mdnage = 19) were interviewed using a retrospective semi-structured interview schedule. Interpretative phenomenological analysis indicated that judo presents a hyperdynamic difficult-to-predict performance context due to the opponent and fighting rhythm. Second, participants strongly related to T2 and T3 and less to T1 and T4. They also reported experiences 'between' T2 and T3. Lastly, participants reported common transition pathways (e.g., T2-T3), typical transition cues, and specific trainable strategies to optimise performance. Findings are discussed in relation to existing literature. Lastly, we present limitations, applied, and research considerations.

Metacognitive analysis of the practicum subject of the Master's in Secondary Teaching through a reflexive portfolio.

This study delves into the efficacy of the reflective portfolio in the metacognitive domain within the context of the Master's in Secondary Teaching. It places particular emphasis on the impact of prior academic training in different specialties (scientific vs. humanities) on metacognitive skills development. The research employs a mixed-methods approach, analyzing portfolios from various academic specialties, developed in practicum subject, to ascertain differences in metacognitive competencies of teaching competencies. The main findings reveal that while students generally demonstrate a basic level of success in describing learning situations, there is a notable deficiency in deeper analytical skills and self-improvement strategies, especially among science students compared to their humanities counterparts. This suggests that initial training and educational background significantly influence the development of these competencies. The study concludes that there is a pressing need for more focused and robust training in metacognitive skills across different educational disciplines. Furthermore, it highlights the necessity for educational strategies that effectively address these variations, aligning teaching and learning processes with the principles of quality and sustainable education as envisioned in Agenda 2030. The insights gained are crucial for the development of more effective and comprehensive teacher education programs.

Regulation of emotions in project-based collaborative learning: an empirical study in academic English classrooms.

In spite of the increasing popularity of project-based collaborative learning (PBCL) as a pedagogy, real successful collaboration cannot always be achieved due to the cognitive, motivational and social emotional challenges students encounter during collaboration. Recognizing the challenges and developing regulation strategies to cope with the challenges at both individual and group level is essential for successful collaboration. In the last decades, a growing interest has been developed around socially shared regulation of emotions and how it is interwoven with self-regulation and co-regulation. However, capturing the process of students' emotional challenges and regulations in a long and dynamic project proves difficult and there remains a paucity of evidence on how co-regulation and socially-shared regulation co-occur with learners' cognitive and emotional progress in project-based collaborative learning. The purpose of the present study is to investigate and identify what kind of social emotional challenges students encountered during PBCL and how they regulate themselves and the groups in order to finish the projects. A quasi-experimental research design was adopted in an academic English classroom, with thirty-eight students self-reporting their challenges and regulations three times after finishing each of the projects. The results of qualitative analysis plus a case study of two groups indicate that students encounter a variety of social emotional challenges and employed different levels of co-regulation and socially shared regulation in addition to self-regulation, leading to varying collaboration results and experiences. The findings of the study offer insights into the emotional regulation in PBCL and shed light for future design of pedagogical interventions aiming at supporting socially shared regulation.

Obesity treatment-associated transfer of exercise-related self-regulation to eating-related self-regulation changes in women.

Obesity in the United States has risen to 42 percent of its adult population and is similarly problematic in many other countries. Although the U.S. government has provided education on healthy eating and the need to exercise regularly, behavioral obesity treatments have largely failed to sustain reductions in weight. Self-regulation, and the incorporation of exercise for its psychological impacts on eating, has sometimes been targeted. While there has been sporadic investigation into the carry-over of exercise-related self-regulation to eating-related self-regulation, the present aim is to further inquiry in that area to inform future treatment content for improved effects. Women enrolled in community-based obesity treatments with either a self-regulation (n = 106) or education (n = 54) focus were assessed on changes in exercise- and eating-related self-regulation, negative mood, completed exercise, and weight. Improvements were significantly greater in the self-regulation-focused group. After controlling for initial change in eating-related self-regulation, change in that measure from Month 3 to 6 was significantly predicted by change in exercise-related self-regulation during the initial 3 treatment months. This suggested a carry-over effect. A stronger predictive relationship was associated with the self-regulation-focused treatment. In further analyses, paths from changes in exercise→negative mood→self-regulation of both exercise and eating were significant. Increase in eating-related self-regulation was significantly associated with weight loss over 6, 12, and 24 months. The self-regulation-focused group had stronger relationships, again. Findings suggested utility in targeting exercise-related self-regulation to impact later change in eating-related self-regulation, and the use of exercise-associated mood improvement to bolster participants' self-regulation capabilities.

Effectiveness of Interoceptive Programs to Improve Academic Self-Regulation and Reduce Behavioral Problems Among Children With Learning Disabilities.

Background Learning disabilities occur in very young children, yet they are usually not noticed until the child reaches school age. These issues can affect the child's ability to perform activities of daily living and their ability to learn including academic activities. Occupational therapy can assist with improving their ability to learn which will also help their performance at school. Aims and objectives The present study was designed to investigate the impact of interoceptive programs on improving academic self-regulation and reducing behavioral problems among children with learning disabilities. The objectives of the study were to determine a learning disability through the use of the Learning Disability Checklist. The Academic Self-Regulation Questionnaire for Learning Disability (SRQ-A LD) was used to assess the degree of academic self-regulation, while the Behavior Rating Inventory for Executive Functioning-2 (BRIEF-2) was used to assess the degree of behavioral problems. The primary objective was to evaluate the efficacy of interoceptive programs to enhance academic self-regulation and lessen behavioral issues in the experimental group, as well as to find out the impact of conventional occupational therapy for children with learning disabilities in the control group. Methodology This was a quasi-experimental design with convenience sampling and selected samples (n=50), which were then split into two groups, an experimental group (n=25) and a control group (n=25), based on the inclusion and exclusion criteria. The experimental group received intervention based on interoception activities, while the control group received conventional occupational therapy. A pre-test and post-test were conducted to measure the changes. The study assessed 50 children in the range of 7 to 11 years, using an initial Madras Dyslexia Association Checklist. Academic self-regulation was assessed using SRQ-A LD. Behaviors were assessed using BRIEF-2. The duration of the study was six months, three sessions per week, lasting 45 minutes to an hour each. The statistical analysis was done with significance at a 1% alpha level using IBM SPSS version 29.0 (Armonk, NY: IBM Corp). Results The pre-test and post-test data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney test. The study found that the interoceptive program had an impact on academic self-regulation and behavioral problems among children with learning disabilities. The p-value of academic self-regulation was <0.001, and the p-value of the behavior rating inventory was <0.001, the alternate hypothesis was accepted. Thus, the results showed significant improvement in academic self-regulation and behavioral problems in the experimental group compared to the control group. Conclusion The results of the study showed that the Interoceptive program helped children with learning disabilities improve their academic self-regulation and have fewer behavioral issues. Interoception can positively regulate their behavior. For this reason, the primary therapeutic approach for children with learning disabilities can be the implementation of Interoceptive activities.

Altered Heart Rate Variability During Mobile Game Playing and Watching Self-Mobile Gaming in Individuals with Problematic Mobile Game Use: Implications for Cardiac Health.

Introduction: The surge in mobile gaming, fueled by smartphone and internet accessibility, lacks a comprehensive understanding of physiological changes during gameplay. Methods: This study, involving 93 participants (average age 21.75 years), categorized them into Problematic Mobile Gaming (PMG) and non-problematic Mobile Gaming (nPMG) groups based on Problematic Mobile Gaming Questionnaire (PMGQ) scores. The PMGQ is a 12-item scale developed in Taiwan to assess symptoms of problematic mobile gaming. The research delved into heart rate variability (HRV) alterations during real-time mobile gaming and self-gaming video viewing. Results: Results showed that the PMG group significantly presents a lower root mean square of successive differences (RMSSD), and High Frequency (lnHF) than does the nPMG group (F=4.73, p=0.03; F=10.65, p=0.002, respectively) at the baseline. In addition, the PMG group significantly displayed elevated HF and low-frequency to high-frequency (LF/HF) in the mobile-gaming (F=7.59, p=0.007; F=9.31, p=0.003) condition as well as in the watching self-gaming videos (F=9.75, p=0.002; F=9.02, p=0.003) than did the nPMG. Conclusion: The study suggests targeted interventions to mitigate autonomic arousal, offering a potential avenue to address adverse effects associated with problematic mobile gaming behavior. The PMG group displayed increased craving scores after real-time mobile gaming and watching self-gaming video excerpts, unlike the nPMG group. Elevated LF/HF ratios in frequent gaming cases heightened autonomic arousal, presenting challenges in relaxation after mobile gaming. These findings contribute to a nuanced understanding of the complex interplay between mobile gaming activities, physiological responses, and potential intervention strategies.

Comparison of approach/avoidance intentions for alcohol and vegetable consumption under a temporal self-regulation theory framework.

OBJECTIVE: This study aimed to compare the differences between the framing of intention (approach vs. avoidance) and the type of self-regulatory capacity (planning vs. inhibition) to predict two behaviours (alcohol vs. vegetable consumption). Interaction effects between temporal self-regulation theory constructs were also explored. METHODS: UK participants were recruited online (N = 254) and completed measures of intention (approach and avoidance), self-regulatory capacity (planning and inhibition), and behavioural prepotency (habit) related to alcohol and vegetable consumption. One week later, consumption was assessed. RESULTS: Habit strength and approach-intentions consistently predicted consumption across each model for both behaviours. There was mixed support for avoidance-intentions and self-regulatory capacity variables in predicting consumption. Planning was more important in vegetable consumption than in alcohol consumption, and avoidance-intentions were only predictive in alcohol consumption. Inhibition was not significant for either behaviour. The interaction between approach-intention and planning was the only significant moderation detected and was only present in vegetable consumption. CONCLUSION: The framing of intentions and the sub-facet of self-regulatory capacity are important to consider when attempting to explain health behaviours. Furthermore, theoretically defined moderation between temporal self-regulation theory variables might also depend on the type of behaviour and specific measured used to capture self-regulatory capacity.

Refraining from spontaneous face touch is linked to personality traits, reduced memory performance and EEG changes.

Spontaneous touches of one's face (sFST) were suggested to serve cognitive-emotional regulation processes. During the pandemic, refraining from face-touching was recommended, yet, accompanying effects and the influence of personal attributes remain unclear. Ninety participants (45 female, 45 male) filled out a questionnaire concerning personality, anxiety screening and ADHD screening. Subsequently, they performed a delayed verbal memory recall task four times. After two times, sixty participants were instructed to refrain from face-touching (experimental group). Thirty participants did not receive behavioral instructions (control group). To identify face-touches and conduct further analysis, Video, EMG, and EEG data were recorded. Two samples were formed, depending on the adherence to completely refrain from face-touching (adherent, non-adherent sample) and compared to each other and the control group. EEG analyses uncovered that refraining from face-touching is accompanied by increased beta-power at sensorimotor sites and, exclusively in the non-adherent sample, at frontal sites. Decreased memory performance was found exclusively in subsamples, who non-adherently touched their face while retaining words. In terms of questionnaire results, lower Conscientiousness and higher ADHD screening scores were revealed by the non-adherent compared to the adherent sample. No differences were found among the subsamples. The presented results indicate that refraining from face-touching is related to personal attributes, accompanied by neurophysiological shifts and for a portion of humans by lower memory performance, supporting the notion that sFST serve processes beyond sensorimotor.

Metacognitive Awareness of Older Adult Drivers with Mild Cognitive Impairment: Relationships with Demographics, Subjective Evaluation of Cognition, and Driving Self-Efficacy.

(1) Self-regulation of driving is a means of maintaining one's driving identity. The purpose of this study was to investigate the extent to which older drivers with Mild Cognitive Impairment (MCI) are metacognitively aware of the requirements of specific demanding driving conditions and whether this awareness is linked to subjective assessments of cognition. (2) One hundred seventeen (117) older MCI drivers participated in a telephone survey in which they reported their metacognitive experiences in nine driving conditions, listed as an aim of self-regulation. The analyses included the participants' subjective cognitive assessments, both in terms of their cognitive state and their perceived driving self-efficacy. (3) The analyses pointed out a direct and negative effect of age on the formation of the metacognitive feeling of certainty. Furthermore, an indirect effect of sex through driving self-efficacy was established. This effect was negative in the case of the metacognitive feeling of difficulty and the estimation of effort and positive in the case of the metacognitive feeling of certainty. (4) This position points out the need to establish appropriate levels of the perceived self-efficacy of older drivers with MCI, and it raises issues when it moves to fictitious levels.

The mediating role of cognitive test anxiety on the relationship between academic procrastination and subjective wellbeing and academic performance.

Background: Promoting wellness as a predictor of sustainable development empowers schools to model healthy behavior. The multiple interactions in real and virtual environments that today's youth are subjected to force schools to explore effective educational strategies to provide a quality education for students and their families. Purpose: This study examines the relationship between academic procrastination, assessment anxiety, subjective wellbeing, and academic performance. Methods: A convenience sample of 322 undergraduate students () was used, and questionnaires were administered to students measuring academic procrastination, cognitive test anxiety, and subjective wellbeing. For the same target group, the level of academic performance was identified using personal reports. The questionnaires were administered between May and June 2023 in an online format. For the data analysis, we applied correlational analysis and path analysis using. Results: Both test anxiety and academic procrastination negatively correlate with performance and subjective wellbeing, leading to decreased performance and subjective wellbeing. Procrastination correlates positively with test anxiety. Cognitive test anxiety partially mediated the relationship between academic procrastination and subjective wellbeing and fully mediated the relationship between academic procrastination and academic performance. Thus, high procrastination leads to decreased performance and subjective wellbeing both directly and indirectly through increased test anxiety, leading to decreased performance and subjective wellbeing. Significance/discussions: As a result of theoretical and practical investigations, it emerges that joint action of educational actors is required in the generation of effective educational strategies for the prevention and control of procrastination and evaluation anxiety, given the fact that both a high level of procrastination as well as assessment anxiety led to the decrease of students' wellbeing, to the registration of low academic performances. In the long term, disruptive behavior (procrastination and anxious behavior) could generate low social and professional performance, which is a research question for a future longitudinal study.

Self-Regulated Parenting: A Systematic Review of the Relations Between Effortful Control, the Big-Five, and Parenting Practices.

It is well established that parents' own self-regulation is related to adaptive parenting practices (such as warmth and sensitivity) as well as to maladaptive ones (such as laxness and over-reactivity). However, parenting practices are not solely determined by parents' self-regulation. We discuss how broad personality dimensions (drawn from the Big-Five model) relate to temperamental self-regulation (effortful control) and to parenting practices. Considering the limited empirical literature linking these three constructs, we present extant evidence for each of the dyadic connections between these three constructs. We then propose a comprehensive model that includes the plausible moderation/mediation role of different personality dimensions (such as conscientiousness and agreeableness) on the connection between self-regulation and parenting practices. This systematic review summarizes the extant empirical findings from 74 studies, linking effortful control, character and parenting practices. It is the first to systematically review and organize the accumulating knowledge regarding their relations. Based on the reviewed literature, a conceptual framework is proposed for predicting parenting practices, which are, in turn, a crucial concept predicting children's behavioral and cognitive outcomes. In doing so, it provides a theoretical basis for the importance of parental character traits, specifically conscientiousness and agreeableness, as mediators between the parent's effortful control and their actual parenting practices.

Premenstrual syndrome is associated with differences in heart rate variability and attentional control throughout the menstrual cycle: A pilot study.

INTRODUCTION: Most persons with an active menstrual cycle suffer from a range of aversive symptoms (e.g. reduced ability to concentrate) in the days before their menstruation - the premenstrual syndrome (PMS). Biological and cognitive mechanisms of PMS are poorly understood. It has been shown that vagally mediated heart rate variability (vmHRV), a physiological marker of self-regulation, decreases during the PMS-affected cycle phase (luteal phase) only in individuals with high PMS symptomology. This study investigates the specific associations between vmHRV, PMS symptomology and cognitive self-regulation (attentional control). METHODS: In this between-subject study, participants completed an vmHRV baseline measurement through electrocardiography, a reaction time paradigm to measure attentional control (modified attention network test revised, ANT-R) and filled out a questionnaire regarding impact of PMS as well as current menstrual phase. RESULTS: Mixed Model analysis showed interactions effects in the hypothesized direction. VmHRV was decreased during the luteal phase only in individuals with higher PMS. Analogously, performance in the Executive Functioning of the ANT-R task was reduced in the luteal compared to the follicular phase only in individuals with increased PMS symptoms. No effects were found in the Orienting Network Score. DISCUSSION: The results point in the direction of associations between vmHRV, PMS and self-regulation. This could hint at common underlying mechanisms. Further research, however, must be conducted to examine causal pathways to confirm these associations.

Self-regulation and conflict goals management capabilities of ecosystem entrepreneurs: a case study of Haier ecosystem.

The inherent dual roles of "follower" and "leader" among ecosystem entrepreneurs inevitably introduce challenges in managing conflicting dependent and independent goals. Ecosystem entrepreneurs' capabilities in conflict goals management directly influence new venture survival and development. This single-case qualitative study explores how ecosystem entrepreneurs develop conflict goals management capabilities through self-regulation, which is not only a unique practical challenge in ecosystem entrepreneurship, but also a cutting-edge topic in current theoretical research. Through research of entrepreneurs in Haier Entrepreneurship Ecosystem, the paper finds: (1) strategic corresponding and mechanism adapting emerge as the two trigger factors enabling ecosystem entrepreneurs to recognize the equilibrium or disequilibrium between conflicting goals; (2) by leveraging self-control, grit, and metacognition, ecosystem entrepreneurs construct decoupling mechanisms for antagonistic goal recognition and coupling mechanisms for synergistic goal recognition; (3) ecosystem entrepreneurs enhance their conflict goals management capabilities by developing both segregative and synergistic management capabilities. Furthermore, this research explores the self-regulation process underlying ecosystem entrepreneurs' conflict goals management behaviors, including environmental interaction perception, conflict goals analysis, and delineation of goal relationships. Findings provide insights for ecosystem entrepreneurs on improving their conflict goals management capabilities through self-assessment and skill development.

Pornography, identification, alcohol, and condomless sex.

Using national probability data from the 2022 National Survey of Sexual Health and Behavior, the present study evaluated whether moderators of the association between frequency of pornography exposure and condomless sex are consistent with the sexual script acquisition, activation, application model's (3AM) suppositions about the facilitating effects of wishful identification and decreased self-regulation and forethought capacity. Consistent with the 3AM, two-way interaction effect analysis indicated that the strength of the positive association between exposure frequency and condomless sex increased as identification intensified. Inconsistent with the 3AM, two-way interaction effect analysis indicated that the association between exposure frequency and condomless sex was not significantly different among those who had and had not consumed alcohol before their last sexual encounter. However, the three-way interaction between exposure frequency, identification, and alcohol use did suggest a role for each 3AM moderator, as the catalyzing effect of identification was operable among those who had consumed alcohol only.

Transactional Linkages Between Parenting Behaviors and Child Executive Functions and Self-Regulation from Early Childhood to Adolescence.

Research on the development of executive functions (EFs) and self-regulation (SR) has focused heavily on the early childhood years, when these abilities first emerge. Less is known in comparison about how these abilities develop through adolescence, and how contextual factors, such as parenting, influence their development in later years. Using longitudinal data from the Study of Early Child Care and Youth Development (SECCYD), we used random intercept cross-lagged panel modeling (RI-CLPM) to examine the bidirectional linkages between three parenting behaviors (i.e., autonomy support, supportive presence, hostility), child EFs (i.e., working memory, inhibitory control) and child SR outcomes, from early childhood to adolescence. Parenting in early childhood was significantly associated with change in child EFs from early to middle childhood, but not from middle childhood to adolescence. Specifically, greater autonomy support in early childhood was associated with stronger child working memory and inhibitory control in middle childhood; greater supportive presence in early childhood was associated with stronger child working memory in middle childhood; and higher rates of hostility in early childhood were associated with weaker child inhibitory skills in middle childhood. Reciprocal effects of child EF and SR on parenting were also observed. Specifically, stronger child inhibitory control in early childhood was associated with less hostility in middle childhood, and stronger child self-regulation in middle childhood was associated with greater supportive presence in adolescence. Accounting for lagged and stability effects, there was significant residual covariance between parenting behaviors and child SR in adolescence, suggesting that parenting continues to be associated with the development of SR skills through adolescence. Understanding reciprocal linkages between parenting and child EF/SR through adolescence is critical in developing targeted parenting interventions beyond early childhood to improve children's outcomes.

Self-compassion defuses the aggression triggered by social exclusion.

Social exclusion is a pervasive phenomenon that can have profound psychological consequences, including increased aggression. Self-compassion can promote psychological resilience, which helps individuals cope with challenges and may help mitigate the aggression triggered by social exclusion. This study aims to explore the relationship between self-compassion and aggression in the context of social exclusion from both state and trait perspectives. First, a cross-sectional study (Study 1) was conducted; the findings revealed that social exclusion is associated with higher levels of aggression, while self-compassion is linked to lower levels of social exclusion and aggression. Further division of self-compassion into its constituent components (self-kindness, mindfulness, and common humanity) revealed additional insights into the specific roles played by these factors. Self-kindness and mindfulness were found to moderate the relationship between social exclusion and aggression, while common humanity was observed to mediate this relationship. To determine the causal relationships among variables in further detail, an experimental study (Study 2) was designed. This study utilized a recall writing task to induce feelings of social exclusion and employed self-compassion writing tasks to elicit self-compassionate responses from participants. The results of this experiment indicated that self-compassion can significantly reduce the aggression triggered by social exclusion, thus suggesting that self-compassion may help alleviate the distress caused by individuals' experiences of social exclusion. The findings of this research have important implications for the development of clinical interventions aimed at reducing the adverse effects of social exclusion.

Staying self-regulated in the classroom: The role of children's executive functions and situational factors.

BACKGROUND: Self-regulation is crucial for children's learning and development. Several studies have explored children's inter-individual differences in self-regulation, but little is known about sources of intra-individual variation. AIMS: This study addressed the variability of children's self-regulation across typical classroom situations and how this might be associated with children's executive functions (EFs). SAMPLE: The study included 148 children (54.7% girls; Mage = 56.73 months). METHODS: Self-regulation was assessed with an observational measure in teacher-led and child-led activities within naturalistic classroom settings. Children's EFs were assessed with direct assessments at the start and end of the school year. RESULTS: Linear mixed-effect models showed that children demonstrated higher levels of self-regulation in child-led in comparison with teacher-led activities. Children with higher levels of EFs at the start of the school year showed less variation across teacher-led and child-led activities in comparison with children with lower levels of EFs. Regarding other aspects of the classroom context, neither the group size in which the activity took place nor which school subject it was focused on were associated with children's self-regulation. However, in teacher-led activities the type of interaction involved in the activity and the type of task influenced children's self-regulation. CONCLUSION: These results suggest that children who start school with higher levels of EFs are more able to adapt to different situations, highlighting the importance of fostering these skills in early childhood. In turn, children with lower levels of EFs may need additional support from teachers to remain self-regulated across different contexts.

Are perfectionistic strivings beneficial or detrimental to well-being and achievement? Tests of procrastination and emotion regulation as moderators.

OBJECTIVE: Researchers have called for an approach that examines the conditions under which perfectionistic strivings (PS) may be beneficial or detrimental to psychological functioning. We adopted a self-regulation perspective and tested whether individual differences in self-regulation (procrastination, emotion regulation) moderate PS's relationships with achievement and well-being in an academic/work-related achievement context. METHOD: A sample of 183 preservice teachers participated in a study that combined "traditional" longitudinal assessment (six performance situations over a 9-month period) with repeated ambulatory assessment (measuring well-being, procrastination, and emotion regulation during a total of 910 preparation phases that preceded performance situations). RESULTS: Mean levels of achievement, well-being, and emotion regulation were found to be stable over time, whereas procrastination decreased on average across preparation phases. Results from latent variable interaction models indicated that individual differences in intraindividual change in procrastination over time moderated the relationship between PS and well-being (but not achievement) in the expected direction: The less individuals decreased in procrastination over time, the more negative the relationship between PS and well-being was. Contrary to expectations, we found no evidence of a moderating effect of emotion regulation. CONCLUSION: The study contributes to a nuanced perspective on the adaptiveness of PS.

Comparison of the effectiveness of enhanced cognitive-behavioral couple therapy on emotional self-regulation and couple burnout of self-assigned and court-referred incompatible couples.

This study aimed to investigate the comparative effectiveness of enhanced cognitive-behavioral couple therapy (ECBCT) on emotional self-regulation and couple burnout in incompatible couples. The study hypothesizes that ECBCT is efficacious in emotional self-regulation and marital burnout of incompatible Iranian couples (self-assigned and court-referred) visiting counseling centers. Twenty-eight Iranian couples were divided into four groups (two self-assigned and court-referred experimental groups and two self-assigned and court-referred control groups) who were selected using the available sampling. The experimental groups were subjected to ECBCT, while the control groups received no therapy. Over time, there was an improvement in emotional self-regulation and marital burnout in experimental groups compared with control groups. This intervention was more efficacious for the self-assigned couples of the experimental group according to the Eta coefficient, which was 71 for emotional self-regulation and 66 for marital burnout. ECBCT helps couples improve their emotional self-regulation and couple burnout.

The Use of a Just Noticeable Difference Approach to Improve Perceptual Acuity Ability in Male Runners.

We were interested in micro-variations in an athlete's psychophysical state that separate peak exertion from physiological collapse. Thus, we measured perceptual acuity in runners using a classic psychophysical approach, the just noticeable difference (JND) on two standard stimuli runs at treadmill speed corresponding to 70%VO2max and 80%VO2max. Thirty-four male runners (M age = 35.26, SD = 7.33 years) first performed a maximal treadmill test to determine the speed of a standard exercise bout for the JND trials. The JND trials consisted of four 5-minute running bouts on a treadmill with 5-minute rests between bouts. For bouts 1 and 3, participants ran at the standard stimuli pace, but for bouts 2 and 4, they adjusted their speeds to achieve a level of exertion at a JND above/below the SS. They achieved differences in the final 30 seconds of the VO2 between each JND bout and the previous standard stimuli at just above (JND-A) and just below (JND-B) the JND perceived exertions. We used a Generalized Linear Model analysis to compare the JND-A and JND-B within and between ventilatory threshold groups (lower/higher) in absolute and relative VO2 and in terms of the total JND magnitude. The magnitude of JND-A was greater than that of JND-B at 70%VO2max and 80%VO2max in absolute units (70%VO2 Δ = 2.62; SE = 0.37; p < .001; 80%VO2 Δ = 1.67; SE = 0.44; p = .002) and in relative units (70%VO2max Δ = 4.70; SE = 0.66; p < .001; 80%VO2max Δ = 2.96; SE = 0.80; p = .002). The total magnitude was greater in the 70%VO2max trial than 80%VO2max in absolute units (70%VO2 M = 3.78, SE = 0.31 mL·kg-1·min-1; 80%VO2 M = 2.62, SE = 0.37 mL·kg-1·min-1; p = .020) and in relative units (70%VO2max M = 6.57, SE = 0.53%VO2max; 80%VO2max M = 4.71, SE = 0.64%VO2max; p = .030). The JND range narrowed when physiologic demand increased, for both physical (speed) and psychological (RPE) variables.