Abstract: Intelligence test scores and educational duration are positively correlated. This correlation could be interpreted in two ways: Students with greater propensity for intelligence go on to complete more education, or a longer education increases intelligence. We meta-analyzed three categories of quasiexperimental studies of educational effects on intelligence: those estimating education-intelligence associations after controlling for earlier intelligence, those using compulsory schooling policy changes as instrumental variables, and those using regression-discontinuity designs on school-entry age cutoffs. Across 142 effect sizes from 42 data sets involving over 600,000 participants, we found consistent evidence for beneficial effects of education on cognitive abilities of approximately 1 to 5 IQ points for an additional year of education. Moderator analyses indicated that the effects persisted across the life span and were present on all broad categories of cognitive ability studied. Education appears to be...

Abstract: BackgroundMany people confront potentially morally injurious experiences (PMIEs) in the course of their work which can violate deeply held moral values or beliefs, putting them at risk for psychological difficulties (e.g. post-traumatic stress disorder (PTSD), depression, etc.).AimsWe aimed to assess the effect of moral injury on mental health outcomes.MethodWe conducted a systematic review and meta-analysis to assess the association between work-related PMIEs and mental health disorders. Studies were independently assessed for methodological quality and potential moderator variables, including participant age, gender and PMIE factors, were also examined.ResultsThirteen studies were included, representing 6373 participants. PMIEs accounted for 9.4% of the variance in PTSD, 5.2% of the variance in depression and 2.0% of the variance in suicidality. PMIEs were associated with more symptoms of anxiety and behavioural problems (e.g. hostility), although this relationship was not consistently significant. Moderator analyses indicated that methodological factors (e.g. PMIE measurement tool), demographic characteristics and PMIE variables (e.g. military v. non-military context) did not affect the association between a PMIE and mental health outcomes.ConclusionsMost studies examined occupational PMIEs in military samples and additional studies investigating the effect of PMIEs on civilians are needed. Given the limited number of high-quality studies available, only tentative conclusions about the association between exposure to PMIEs and mental health disorders can be made.Declaration of interestNone.

Abstract: People in both the developing and developed worlds now face issues like work-to-family and family-to-work conflicts. Accordingly, the purpose of this paper is to explore the relationships between work-life balance, work-family conflict, and family-work conflict and perceived employee performance with job satisfaction serving as a moderating variable.,The object of this study is a full-time teaching faculty. Responses from 280 young university teaching faculty serving in public-sector universities in Islamabad, Pakistan, were investigated by applying linear regression analysis to test six hypotheses.,The results show that work-life balance and work-family conflict have a positive effect on employee performance. Job satisfaction has moderating effects on the relationships between work-life balance, work-family conflict, and family-work conflict with perceived employee performance.,The study presents some unique results, which are different from previous studies such as work-family conflict has a positive significant effect on employee performance, family-work conflict has no significant effect on employee performance, and job satisfaction can be a negative moderator between these relations.

Abstract: Cohesion is the most popular of the relationship constructs in the group therapy literature. This article reviews common definitions of cohesion, the most frequently studied measures, and a measure that may clarify group relations using two latent factors (quality and structure) to explain common variance among frequently used group relationship instruments. We present the results of a meta-analysis examining the relation between group cohesion and treatment outcome in 55 studies. Results indicate that the weighted aggregate correlation between cohesion and treatment outcome was statistically significant, r = .26, z = 6.54 (p < .01), reflecting a moderate effect size (d = .56). Heterogeneity of effect sizes was significant (Q = 260.84, df = 54, p < .001) and high (I2 = 79.3%), supporting moderator analyses. Six moderator variables were found to significantly predict the magnitude of the cohesion-outcome association (type of outcome measure, leader interventions to increase cohesion, theoretical orientation, type of group, emphasis on group interaction, and dose or number of group sessions). Patient contributions, diversity considerations, and evidence-based therapeutic practices are highlighted. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Abstract: This meta-analysis seeks to integrate findings from 25 years of research on family correlates of young children's false belief understanding (FBU). Using data from 93 studies of 3- to 7-year-old children, we examined the correlations between FBU and four of the most widely studied family factors: parental socioeconomic status, number of siblings, parental mental-state talk, and mind-mindedness. FBU exhibited modest associations with each family variable and these associations held even when individual differences in verbal ability were taken into account. Moderator analyses revealed key child-related factors (e.g., age, gender) as well as methodological factors that amplified or attenuated the relations between FBU and each family variable. Crucially, available longitudinal data highlight the importance of family factors in the development of FBU.

Abstract: Interaction plots are used frequently in psychology research to make inferences about moderation hypotheses. A common method of analyzing and displaying interactions is to create simple-slopes or marginal-effects plots using standard software programs. However, these plots omit features that are essential to both graphic integrity and statistical inference. For example, they often do not display all quantities of interest, omit information about uncertainty, or do not show the observed data underlying an interaction, and failure to include these features undermines the strength of the inferences that may be drawn from such displays. Here, we review the strengths and limitations of present practices in analyzing and visualizing interaction effects in psychology. We provide simulated examples of the conditions under which visual displays may lead to inappropriate inferences and introduce open-source software that provides optimized utilities for analyzing and visualizing interactions.

Abstract: The purpose of this meta-analysis was to examine the effect of physical activity interventions on youth diagnosed with autism spectrum disorder. Standard meta-analytical procedures determining inclusion criteria, literature searches in electronic databases, coding procedures, and statistical methods were used to identify and synthesize articles retained for analysis. Hedge's g (1988) was utilized to interpret effect sizes and quantify research findings. Moderator and outcome variables were assessed using coding procedures. A total of 29 studies with 30 independent samples (N = 1009) were utilized in this analysis. Results from meta-analyses indicated an overall moderate effect (g = 0.62). Several outcomes indicated moderate-to-large effects (g ≥ 0.5); specifically, moderate to large positive effects were revealed for participants exposed to interventions targeting the development of manipulative skills, locomotor skills, skill-related fitness, social functioning, and muscular strength and endurance. Moderator analyses were conducted to explain variance between groups; environment was the only subgrouping variable (intervention characteristics) to produce a significant difference (QB = 5.67, P < 0.05) between moderators. While no significant differences were found between other moderators, several trends were apparent within groups in which experimental groups outperformed control groups. Autism Res 2018, 11: 818-833. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY Results of the meta-analysis-a method for synthesizing research-showed physical activity interventions to have a moderate or large effect on a variety of outcomes, including for the development of manipulative skills, locomotor skills, skill-related fitness, social functioning, and muscular strength and endurance. The authors conclude that physical activity's standing as an evidence-based strategy for youth with ASD is reinforced.

Abstract: Background: Depression, anxiety and stress are common problems for modern workers. Although having meaningful work, or work that is significant, facilitates personal growth, and contributes to the ...

Abstract: Despite the growing research on work recovery and its well-being outcomes, surprisingly little attention has been paid to at-work recovery and its job performance outcomes. The current study extends the work recovery literature by examining day-level relationships between prototypical microbreaks and job performance as mediated by state positive affect. Furthermore, general work engagement is tested as a cross-level moderator weakening the indirect effects of microbreaks on job performance via positive affect. Using multisource experience sampling method, the authors collected two daily surveys from 71 call center employees and obtained objective records of daily sales performance for two consecutive weeks (n = 632). Multilevel path analysis results showed that relaxation, socialization, and cognitive microbreaks were related to increased positive affect at work which, in turn, predicted greater sales performance. However, breaks for nutrition-intake (having snacks and drinks) did not show significant effects. Importantly, microbreaks had significant indirect effects on job performance via positive affect only for workers who had lower general work engagement, whereas the indirect effects did not exist for workers who had higher general work engagement. Furthermore, Bayesian multilevel analyses confirmed the results. Theoretical and practical implications, limitations, and future research directions are discussed. (PsycINFO Database Record

Abstract: Spatial split-attention effects have been noted in the research literature, where, under split-attention conditions, integrating text and diagrams has been shown to be effective. From this literature grew the spatial contiguity principle (or spatial contiguity effect), which states that people learn more when related words and pictures are displayed spatially near one another. Research has shown both effects to influence learning; however, little is known about the conditions in which integrated designs are most effective. This meta-analysis examines the influence of integrated designs across numerous moderator variables in order to improve our understanding of under which conditions integrated designs influence learning. A random effects meta-analysis of 58 independent comparisons (n = 2426) produced an overall effect size of g = 0.63 (p < 0.001). Moderator analyses indicated that integrated designs have benefited learning across many intervention-related and context-related moderator variables. Practical and theoretical implications of the findings are provided.

Abstract: Objectives: Information and communicative technology (ICT) use is a potential vehicle for improving the psychological well-being (PWB) of older people. We examined the roles of age, frailty, and social connectedness in the relationship between ICT use and PWB.Method: Telephone interviews were conducted in mid-2016 with 1201 participants aged 50 and above (55.7% female) residing in Hong Kong, China. The participants reported PWB, ICT use (frequency of using the Internet and smart devices), frailty status, contact with family, friends, and neighbors, self-rated health, subjective financial sufficiency, education level, and employment status.Results: We found that the association between ICT and PWB was moderated by age: ICT was associated with PWB only among old-olds (75+), but not in other age groups. This moderation was mediated by contact with family, but not with friends or neighbors. The moderation was further qualified by frailty status: the ICT-by-age moderation was found only among frail, bu...

Abstract: Early or voluntary retirement (ER) can be defined as the full exit from an organizational job or career path of long duration, decided by individuals of a certain age at the mid or late career before mandatory retirement age, with the aim of reducing their attachment to work and closing a process of gradual psychological disengagement from working life. Given the swinging movements that characterize employment policies, the potential effects of ER-both for individuals and society-are still controversial. This meta-analysis examined the relationships between ER and its antecedent and subsequent correlates. Our review of the literature was generated with 151 empirical studies, containing a total number of 706,937 participants, with a wide range of sample sizes (from N = 27 to N = 127,384 participants) and 380 independent effect sizes (ESs), which included 171 independent samples. A negligible ES value for antecedent correlates of early retirement (family pull, job stress, job satisfaction, and income) was obtained (which ranged from r = -0.13 to 0.19), while a fair ES was obtained for workplace timing for retirement, organizational pressures, financial security, and poor physical and mental health, (ranging from r = 0.28 to 0.25). Regarding ER subsequent correlates, poor ESs were obtained, ranging from r = 0.08 to 0.18 for the relationships with subsequent correlates, and fair ESs only for social engagement (r = -0.25). Examination of the potential moderator variables has been conducted. Only a reduced percentage of variability of primary studies has been explained by moderators. Although potential moderator factors were examined, there are several unknown or not measurable factors which contribute to ER and about which there are very little data available. The discussion is aimed to offer theoretical and empirical implications suggestion in order to improve employee's well-being.

Abstract: Research into Internet gaming disorder (IGD) literature largely uses cross-sectional designs and seldom examines gaming context-related factors. Therefore, the present study combined a cross-sectional and longitudinal design to examine depression and the gamer-avatar relationship (GAR) as risk factors in the development of IGD among emerging adults. IGD behaviors of 125 gamers (64 online gamers, Mage = 23.3 years, SD = 3.4; 61 offline gamers, Mage = 23.0 years, SD = 3.4) were assessed using the nine-item Internet Gaming Disorder Scale Short Form (IGDS-SF9; Pontes and Griffiths Revista Argentina de Ciencias del Comportamiento, 7, 102–118, 2015a; Computers in Human Behavior, 45, 137–143, 2015b). The Self-Presence Scale (Ratan and Dawson Communication Research, 2015) and the Beck Depression Inventory (Beck et al. 1996) were also used to assess gamers’ levels of GAR and depressive symptoms, respectively. Regression and moderation analyses revealed that depression and the GAR act as individual risk factors in the development of IGD over time. Furthermore, the GAR exacerbates the IGD risk effect of depression.

Abstract: Background. According to the Minorities’ Diminished Returns (MDR) theory, the health returns of socioeconomic status (SES) are systemically smaller for Blacks compared to Whites. Less is known, however, about trans-generational aspects of such diminished gains. For example, the differential impact of parental educational attainment on differences in mental well-being between White versus Black college students remains unknown. Aims. With a national scope, this study explored racial differences in the effect of parental educational attainment on the mental well-being of college students in the United States. Methods. The Healthy Mind Study (HMS), 2016–2017, is a national telephone survey that included 41,898 college students. The sample was composed of Whites (n = 38,544; 92.0%) and Blacks (n = 3354; 8.0%). The independent variable was highest parental educational attainment. The dependent variable was mental well-being (mentally healthy days in the past month) which was measured using a single item. Age and gender were covariates. Race was the moderator. Logistic regression was used for data analysis. Results. In the pooled sample, high parental educational attainment was associated with better mental wellbeing, independent of race, age, and gender. Race, however, showed a significant interaction with parental educational attainment on students’ mental wellbeing, indicating a smaller effect of parent education on the mental wellbeing of Black compared to White college students. Conclusions. The returns of parental educational attainment in terms of mental well-being is smaller for Black college students compared to their White counterparts. To minimize the diminished returns of parental education in Black families, policies should go beyond equalizing SES and reduce the structural barriers that are common in the lives of Black families. Policies should also aim to reduce extra costs of upward social mobility, prevent discrimination, and enhance the quality of education for Blacks. As the mechanisms that are involved in MDR are multi-level, multi-level solutions are needed to minimize the racial gaps in gaining mental health benefits from higher socioeconomic levels.

Abstract: Purpose The purpose of this paper is to provide the overview of factors responsible for materialism and compulsive buying among adolescents and young adults. In today’s world, materialism is a crucial phenomenon of the modern age. According to social comparison theory, comparisons are a significant factor affecting the behavioral intentions of adolescents and young adults. Thus, this study develops a framework based on the stimulus–organism–response model and uses the framework to examine the impact of interpersonal communication and marketing factors on social comparison, materialism and compulsive buying, with social media acting as a moderator. Design/methodology/approach Using a survey method, data were collected in Study 1 from adolescents (n = 298) and in Study 2 from young adults (n = 345). Structural equation modeling analysis using partial least squares technique was used to analyze the data. Findings The results show that social comparison plays a significant role in developing materialistic values and compulsive buying among adolescents and young adults. Through these two studies, it was found that young adults are more socially comparative, materialistic and compulsive in buying as compared to adolescents. Moreover, social media use moderated the relationship between social comparison with peers and media celebrities, which means that rapid increase of social media use leads adolescents and young adults to create high social comparison and materialistic values. Research limitations/implications This research is based on the cross-sectional method, which limits the research findings. Practical implications This research helps corporate managers understand the interpersonal communication role in creating social comparison among individuals. The study found that peer communication plays a more important role in enhancing the social comparative values among young adults than among adolescents, which provides clear implications for the practitioner. Originality/value This study makes a significant contribution to extant literature by discussing the above issue and presenting quantitative data. The study extends the literature by examining and validating a theoretical model of how interpersonal communication among socializing agents affects social comparison among young adults and adolescents. This research examines outcomes of the social comparison with parents, peers and social media, based on the stimulus–organism–response (SOR) model.

Abstract: Although numerous studies have demonstrated that social support affects a range of life experiences, few have examined its moderating and mediating effects. In the current study, 479 Chinese parents of children with ASD (aged 3–18 years) completed the surveys assessing parenting stress, social support and life satisfaction. Results indicated that parenting stress, social support and life satisfaction were significantly related. Moreover, social support both mediated and moderated the influence of parenting stress on life satisfaction. These findings imply that parenting stress and social support are critical indicators of life satisfaction and can serve as basic intervention strategies that promote life satisfaction among Chinese parents of children with ASD.

Abstract: The economic crisis had a detrimental impact on the economies of several European countries, namely in Portugal. The literature emphasizes that periods of economic turmoil potentiate the appearance of mental health issues, such as stress, anxiety, and depression, and decrease populations' well-being. The present study, conducted in Portugal, was performed with a sample of 729 individuals, 33.9% males and 66.1% females, with an average age of 36.99 years old. Its' aim was to assess the relationship between economic stress factors (economic hardship, financial threat, and financial well-being) and stress, anxiety, and depression, as well as to test the moderating effect of social support on this relationship. Structural equation modeling (SEM) was used to examine the relationships defined. When comparing the results obtained in the models without and with social support as a moderator, statistically significant differences were observed on the relationships between financial threat and depression and between economic hardship and stress, anxiety, and depression. Regarding the association between financial threat and stress and anxiety, the effect of the economic stressor decreased in the presence of social support, but the differences were not statistically significant. The implications of these results are discussed and strategies to foster social support are proposed.

Abstract: Purpose Although the role of creativity in the entrepreneurial process has long been analysed, only recently scholars have begun addressing its influence on entrepreneurial intentions, showing that complex dynamics characterise this relationship. The purpose of this paper is to understand the surrounding mechanisms (moderation and mediation) that connect creativity to entrepreneurial intentions, with a focus on social context and entrepreneurial self-efficacy. Design/methodology/approach A structured questionnaire was administered to a sample of 507 students from 17 to 21 years old. The effect of creativity on entrepreneurial intentions and the moderating role of social context were tested with a three-step hierarchical regression, while the mediating effect of self-efficacy was tested by a multiple regression analysis based on the bootstrapping method. Findings The results reveal that: peers who encourage entrepreneurship moderate the relationship between creativity and entrepreneurial intentions by strengthening this relationship, and entrepreneurial self-efficacy mediates the relationship between creativity and entrepreneurial intentions. Research limitations/implications In light of these results, institutions should draw attention to how creative potential in students differs in order to provide new educational programmes to strengthen self-efficacy in entrepreneurial students and support encouraging social context of peers in which entrepreneurial intentions can be fostered. Originality/value The study, by responding to the suggestions of conducting research on the interface between creativity and entrepreneurship (Shane and Nicolaou, 2015), brings new empirical details regarding the mechanisms that link creativity to entrepreneurial intentions. Furthermore, it casts light on the interaction between dispositional and social variables, showing the crucial role of peers in enhancing the interaction between creativity and intentions.

Abstract: The importance of personal psychological resources in preventing academic stress has enjoyed little attention to date, despite the high rates of stress that exist among university students. This article analyzes the effect of eudaimonic well-being on the use of adaptive strategies for coping with academic stress. Moreover, it analyzes the role of self-efficacy as a mediator and moderator of this relationship. In the mediation model, gender is included as a co-variable; in the moderation model, gender is included as a moderator. A total of 1402 university students participated in the study. The data were gathered through validated self-report instruments. The mediation analyses were performed using the PROCESS module of the statistical package, SPSS. The moderating effects of self-efficacy and gender were analyzed through hierarchical regression analysis. The results indicate that self-efficacy partially mediates but does not moderate the relationship between eudaimonic well-being and adaptive coping strategies. This finding reveals the benefits of using these two personal resources to enhance effective coping with academic stress while attending university.

Abstract: The purpose of this paper is to investigate the moderating role of organizational culture in affective commitment and job satisfaction relationship.,Responses were collected from 712 employees working in nine different Indian central public sector enterprises /state-owned enterprises (SOEs) by using a questionnaire-based survey. Theoretical analysis is based on social exchange theory and managerial grid theory. Data were analyzed by using partial least squares structural equation modeling.,The establishment of organizational culture as a moderator in Indian organizations is unique. This study has utilized data from employees working in different departments of organizations to provide unbiased responses. The results demonstrate that impact of affective commitment on employees’ job satisfaction is moderated by supportive and innovative cultures. Additionally, this research also proves that bureaucratic culture does not play a crucial role in moderating the relationship between organizational commitment and employees’ job satisfaction.,Results are relevant to top-level and middle-level management in which people are involved in the governance of the organization, both directly and indirectly. There should be fixed working hours and optimum time management. Due to growing pressure, few employees who have personal obligations toward their families, such as nursing mothers and stressed individuals, should be provided with flexible working hours. In this way, culture can become supportive to cater to different needs of employees.,Till date, organizational culture as moderator has received very less attention in India. The establishment of organizational culture as a moderator in Indian SOEs is unique. The results add to the growing literature of commitment from non-western context as this study is based on Indian samples. This study has utilized data from employees working in different departments of organizations to provide unbiased responses.

Abstract: Psychosocial safety climate (PSC) is a facet-specific aspect of organizational climate that pertains to employees’ psychological health. We sought to deepen our understanding of how and when resources function by considering the role of PSC as a contextual factor for job demands-resources model. We explained this using two different mechanisms – PSC as a resource passageway (i.e., channelling, supplying, bolstering, complementing, compensating resources) or PSC as a safety signal (i.e., enabling resource use) effect. Using longitudinal data from 429 Malaysian health care workers from 53 teams and hierarchical linear modelling (HLM), we found team PSC was a stronger moderator of emotional demands than control or rewards on psychological health problems (emotional exhaustion and somatic symptoms), after controlling for the baseline outcomes. A three-way interaction of team PSC at Time 1 with demands and resources (rewards only) at Time 2 showed that PSC is able to moderate the moderation relationship of demands and resources. Specifically, PSC, as a resource passageway, is providing a range of resources, that likely to compensate and complement low rewards. Hence, when both PSC and rewards were low, emotional demands had the strongest effect on psychological health. This result is robust as it was validated using HLM and split samples of PSC at the upper level. Given the important contextual role of PSC as a ‘moderator of the moderators’, building PSC should be the focus of workplace interventions to protect the psychological health of workers. Practitioner points: Psychosocial safety climate may compensate for job resources, particularly rewards in an organization to protect workers’ psychological health. Psychosocial safety climate buffers the detrimental effect of emotional demands on workers’ psychological health better than rewards and control.

Abstract: This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined Sample included 430 students from Italy (484% female; mean age 122 years; grades 6–8) Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors (Less)

Abstract: Research has demonstrated that in controlled experiments in which small groups are being tutored by researchers, reading-strategy instruction is highly effective in fostering reading comprehension (Palincsar & Brown, Cognition and Instruction, 1(2), 117–175, 1984). It is unclear, however, whether reading-strategy interventions are equally effective in whole-classroom situations in which the teacher is the sole instructor for the whole class. This meta-analysis focuses on the effects of reading-strategy interventions in whole-classroom settings. Results of studies on the effectiveness of reading-strategy interventions in whole-classroom settings were summarized (Nstudies = 52, K = 125) to determine the overall effects on reading comprehension and strategic ability. In addition, moderator effects of intervention, study, and student characteristics were explored. The analysis demonstrated a very small effect on reading comprehension (Cohen’s d = .186) for standardized tests and a small effect (Cohen’s d = .431) on researcher-developed reading comprehension tests. A medium overall effect was found for strategic ability (Cohen’s d = .786). Intervention effects tended to be lower for studies that did not control for the hierarchical structure of the data (i.e. multilevel analyses).For interventions in which “setting reading goals” was part of the reading-strategy package, effects tended to be larger. In addition, effects were larger for interventions in which the trainer was the researcher as opposed to teachers and effect sizes tended to be larger for studies conducted in grades 6–8. Implications of these findings for future research and educational practice are discussed.