The prevalence of major depressive disorder (MDD) is growing worldwide, and experiencing violent victimization, especially during childhood, worsens its symptoms and raises the likelihood of being...Show moreThe prevalence of major depressive disorder (MDD) is growing worldwide, and experiencing violent victimization, especially during childhood, worsens its symptoms and raises the likelihood of being victimized again. This study assessed the impact of different forms of child abuse (physical, emotional, sexual) on depressive symptoms in patients with MDD and a recent history of victimization, and whether gender moderates this relationship. Additionally, it investigates whether Internet Emotion Regulation Training (iERT) as an addition to Treatment as Usual (TAU) can reduce emotion regulation difficulties and depressive symptoms in the same population. 153 patients filled in questionnaires and the hypotheses were tested by a hierarchical regression analysis and two repeated measure ANOVAs. Regarding the first research question, a significant association was found between depression and physical- and emotional child abuse, but not sexual abuse. This effect was not moderated by gender. Regarding the second research question, no significant effect was found of adding iERT to TAU on either emotion regulation difficulties or depressive symptoms.Show less
Since the emergence of Generative AI-powered (GenAI) chatbots, their potential impact on education has been widely discussed in academic and educational fields. This study explores students’...Show moreSince the emergence of Generative AI-powered (GenAI) chatbots, their potential impact on education has been widely discussed in academic and educational fields. This study explores students’ acceptance and use of GenAI chatbots, by examining the relationship between their perceptions and usage. Additionally, the study investigates potential gender differences in these perceptions and usage patterns. A correlational study was conducted using online questionnaires distributed among higher education students in the Netherlands. Only students with experience using GenAI chatbots for educational purposes were included. The sample consisted of 134 students, with an average age of 22.64 years (SD = 5.145). Among them, 35 were men, 97 were women, and two identified as ‘other’. Most students were enrolled in behavioral and social sciences, as well as education and upbringing programs. Multiple regression analysis revealed that perceptions (performance expectancy, effort expectancy, perceived risk, and anxiety) and gender predicted 21 percent of the variance in behavioral intention. These perceptions, along with gender and type of education, accounted for 16.8 percent of the variance in actual usage frequency. Performance expectancy for study in general (PEa) was the strongest predictor in both models, showing a positive effect on both behavioral intention and usage frequency, while other predictors did not significantly enhance the prediction. The study also found gender differences. Men used the chatbot more frequently than women and reported less difficulty interacting with GenAI chatbots, while women expressed more concerns about potential consequences. Based on the results, several recommendations for educational institutions are suggested. Institutions should clearly inform students about how GenAI chatbots work, provide training on how to use them effectively, and promote the importance of academic integrity. These measures can help reduce gender disparities and alleviate concerns, allowing all students to benefit from this emerging technology.Show less
Research master thesis | Psychology (research) (MSc)
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The link between anxiety in parents and children is well established, yet the physiological correlates of this intergenerational link in anxiety remain underexplored. This study examines the...Show moreThe link between anxiety in parents and children is well established, yet the physiological correlates of this intergenerational link in anxiety remain underexplored. This study examines the physiological correlates of emotion processing between parents and children. The primary aim of the current study was to explore the link between parents' and children's pupil responses to negative versus positive expressions. The secondary aim was to study the links of parental anxiety to the child’s pupil responses to emotional expressions. A community sample of 90 children (8–12 years old, M = 10.13, SD = 1.32, 47 girls) and their parents (47 mothers) viewed positive and negative dynamic facial expressions while an eye-tracker recorded their pupil dilation. Parents were asked to fill out a questionnaire about their anxiety. Both parents and children exhibited stronger physiological responses to fearful and sad faces compared to happy faces, suggesting heightened arousal to these negative emotions. In contrast only parents, but not children exhibited a significantly stronger physiological reaction to anger. The link of parental anxiety to children's pupil responses varied by emotion type. The strength of the link between parental anxiety and pupil responses was the strongest for fearful expressions, followed by happy and sad expressions, and weakest for angry expressions. The study is the first to show a link between the physiological correlates of emotion processing between parents and children and support the idea that parental anxiety explains variance in child emotion processing.Show less
Background: Coffin-Siris Syndrome (CSS) is a rare genetic disorder caused by de novo mutations in the BAF-complex, resulting in severe developmental delays. Despite insights from case studies, the...Show moreBackground: Coffin-Siris Syndrome (CSS) is a rare genetic disorder caused by de novo mutations in the BAF-complex, resulting in severe developmental delays. Despite insights from case studies, the relationship between developmental characteristics of CSS-affected children and parental caregiving burden remains underexplored. Method: This study mainly aimed to investigate to what extent language proficiency and adaptive functioning predict the parental caregiving burden for CSS-affected children, whilst accounting for the chronological age of the children. Data were collected using standardized questionnaires to assess language proficiency (PPVT, CELF-4-NL, CELF-Preschool-2-NL), adaptive functioning (ABAS-3-NL) and parental caregiving burden (OBVL). The sample included 26 CSS-affected children aged 4-18 years (M = 10.30 years, SD = 4.23 years), recruited from the LUMC expert clinic and patient associations in the Netherlands and Belgium. Results: Language comprehension did not correlate significantly with parental caregiving burden. The correlation remained non-significant after controlling for chronological age. Similar patterns were observed between language comprehension and adaptive functioning and between adaptive functioning and caregiving burden. Chronological age significantly correlated positively with language comprehension (r = 0.43, p = 0.04), and a trend was observed for a negative correlation between age and adaptive functioning (r = -0.39, p = 0.08). Hierarchical regression analyses indicated that neither language comprehension nor adaptive functioning significantly predicted parental caregiving burden (R² = 0.13; F(2,15) = 1.130; p = .349). even after controlling for chronological age (R² = 0.148; F(3,15) = 1.199, p = .315). Conclusion: Despite exploring language proficiency, adaptive functioning, and chronological age in CSS-affected children, no significant predictors were identified for parental caregiving burden. Further research is needed to deepen our understanding of the developmental trajectories and caregiving dynamics within CSS-affected families.Show less
Sensitive parenting is important for promoting the parent-child relationship and children’s emotional, cognitive, and social development. Parental factors related to sensitive parenting are...Show moreSensitive parenting is important for promoting the parent-child relationship and children’s emotional, cognitive, and social development. Parental factors related to sensitive parenting are depression and parental self-efficacy. The aim of this study was to explore the relationship between depression and sensitive parenting, and whether parental self-efficacy mediates this association. Participants were 17 Dutch mothers and 4 Dutch fathers of children aged 3-5 years. Parents played 5-10 minutes with their child during two measurement moments, while the researcher was present through a Microsoft Teams connection. A video of the playing was recorded. In between the two measurement moments, parents completed the Center for Epidemiologic Studies Depression-questionnaire (CES-D) and the Me as a Parent-questionnaire (MaaP). Afterwards, the video recordings were encoded according to the Ainsworth sensitivity scale. Only the relation between depression and sensitivity was significant, where depression was positively related to sensitivity. There was no indication found for a mediational role of parental self-efficacy in the relation between depression and sensitivity. Explanatory theories, limitations and practical implications were discussed. Future research will have to show which other factors can explain these unexpected findings.Show less
This study examines primary school teachers' knowledge of mathematic teaching and learning trajectories, and didactic models, focusing on the teaching and learning trajectories of 'multi-digit...Show moreThis study examines primary school teachers' knowledge of mathematic teaching and learning trajectories, and didactic models, focusing on the teaching and learning trajectories of 'multi-digit addition and subtraction' and 'time'. The study aims to identify knowledge gaps to ensure teachers have adequate knowledge to meet their students' diverse mathematical needs. Factors like the grade level teachers teach, teaching experience, and instructional methods are also considered. The study uses a questionnaire to assess teachers' understanding, including a sequencing task for arranging arithmetic tasks and identifying didactic model phases. Results show teachers better understand the teaching and learning trajectories for 'multi-digit addition and subtraction' than for 'time' (n = 33). Grade level does not affect the knowledge of teaching and learning trajectories, but less experienced teachers sometimes show more insight. The teaching method used also relates to knowledge levels. Teachers excel at classifying assignments by one didactic model but struggle with another. Regarding knowledge acquisition, it appears that teachers gain more understanding of teaching and learning trajectories, and didactic models after completing their teacher education rather than during it.Show less
Due to the high prevalence of eating issues for young children, it is important to understand how parental factors can influence these issues. This study investigates the link between temperament...Show moreDue to the high prevalence of eating issues for young children, it is important to understand how parental factors can influence these issues. This study investigates the link between temperament and picky eating for three-year-old children, and the role of maternal parenting styles like restrictive eating and pressure to eat. The research aims to explore the mediating role of these parenting styles in the relationship between shy or anxious temperament and picky eating in young children. Participants were recruited from the 'Baby’s First Bites' study, which tracked mothers and their firstborn children until the child turned 36 months old. In this study 84 mothers completed the Early Childhood Behavior Questionnaire (ECBQ) to assess temperament, the Children's Eating Behavior Questionnaire (CEBQ) to assess picky eating, and the Infant Feeding Style Questionnaire (IFSQ) to assess feeding styles. To examine the research hypotheses, a correlation matrix was used to determine whether high levels of shy or anxious temperament correlate with elevated levels of picky eating. Additionally, to evaluate direct and indirect relationships, a mediation analysis was conducted using Hayes’ PROCESS model 4. For the correlation and the mediation, a significance level of alpha = .05 was maintained for all hypotheses. Results showed no significant associations between shy or anxious temperament and picky eating. Furthermore, maternal restrictive eating and pressure to eat do not mediate these relationships. These findings contrast with prior research, potentially due to differences in terminology, measurement tools, age of the children, and sample characteristics. Future studies should investigate the longitudinal interplay among temperament, parenting styles, and picky eating, using robust and varied measurement tools while accounting for demographic factors like location and ethnicity to minimize biases.Show less
Children with sex chromosome trisomy (SCT) are at increased risk for psychopathology, particularly within the social domain. This study investigates whether children with SCT exhibit elevated...Show moreChildren with sex chromosome trisomy (SCT) are at increased risk for psychopathology, particularly within the social domain. This study investigates whether children with SCT exhibit elevated autism traits compared to typically developing children, given the difficulties in social interaction and communication that are typical of autism spectrum disorders. The sample comprised 67 children with SCT (27 girls with XXX, 29 boys with XXY, 11 boys with XYY) and 70 typically developing children, aged 2.5 to 7.5 years. Autism traits were assessed using the Social Responsiveness Scale, Second edition (SRS-2). Statistical analyses revealed that children with SCT demonstrate more severe deficits in social responsiveness than typically developing children, scoring primarily in the subclinical range. Children with SCT scored significantly higher on all assessed autism aspects, with social awareness being the least affected compared to the control group. No differences were found across different karyotypes, suggesting a consistent elevation of autism traits across SCT genetic variants. Age had no effect on the severity of autism traits, implying stability across development. These insights enhance understanding of the specific needs and challenges of children with SCT in their social development, which is crucial for the development of effective support and intervention programs. Additionally, these findings underscore the importance of early detection and intervention for children with SCT, with autism traits serving as potential early indicators of SCT presence.Show less
Objectives: Free-play and social interactions during school recess are crucial for children's development. This study explored the social preferences of autistic and non-autistic children during...Show moreObjectives: Free-play and social interactions during school recess are crucial for children's development. This study explored the social preferences of autistic and non-autistic children during recess, and their impact on children’s recess enjoyment. Based on prior research, the study hypothesized that (1) both autistic and non-autistic children would interact more with in-group peers, and (2) more in-group interactions would contribute to higher recess enjoyment. Methods: Measurements were conducted on 69 children with special educational needs (19 autistic, 50 non-autistic) aged 4-14 years at a special educational primary school in the Netherlands. Radio frequency identification (RFID) proximity sensors tracked children’s number of interaction partners and total interaction time during recess. Recess enjoyment was assessed using six items from the Lunchtime Enjoyment of Activity and Play (LEAP) self-report questionnaire, completed on tablets with assistance. Interaction measures were adjusted for different group sizes and recess duration. Results: Mixed ANOVAs and post hoc tests showed that non-autistic children had significantly more non-autistic interaction partners than autistic partners (t(49) = 8,88, p < .001), whereas autistic children had a similar number of autistic and non-autistic partners (t(18) = .961, p = .175). No significant difference were found in the time spent interacting with autistic and non-autistic peers for either group (F(1, 66) = 1.09; p = .300; partial η² = .016). Regression models showed no significant relationship between in-group interactions and recess enjoyment (b = .40, t(48) = .13, p = .897 for time spent in interaction; b = 1.87, t(48) = .77, p = .443 for number of interaction partners). Conclusion: The study partially replicated previous findings of in-group social preferences among non-autistic children but found no such preference among autistic children during recess. The results highlight the differences in social patterns alongside similarities in the time spent in close interactions and enjoyment of recess in both groups. The findings have implications for professionals in designing and managing school environments that respect diverse social preferences while handling social exclusions. Limitations, future directions, and theoretical implications supporting the social model of autism are discussed.Show less
Adverse Childhood Experiences (ACE), such as abuse, neglect, and household dysfunction have consistently been associated with the development of dysfunctional thinking patterns, known as Early...Show moreAdverse Childhood Experiences (ACE), such as abuse, neglect, and household dysfunction have consistently been associated with the development of dysfunctional thinking patterns, known as Early Maladaptive Schemas (EMS). This study aimed to investigate the relationship between ACE and the EMS Impaired Limits domain, while exploring the potential moderating role of sex assigned at birth in this relationship. We expected that more adverse experiences would predict more severe difficulties in controlling impulses and following rules and that sex assigned at birth would moderate this relationship. A cross-sectional design with convenience sampling was implemented, and self-report online questionnaires were completed by 131 Leiden University students, who volunteered to participate in the study. The Adverse Childhood Experiences Questionnaire (ACE-Q) and the Young Schema Questionnaire-Short Form; version 3 (YSQ-S3) were used to measure ACE and the EMS Impaired Limits domain respectively. Demographic information was collected, regarding participants’ sex assigned at birth, gender identity, country of origin, years lived in the Netherlands and cumulative GPA. The final sample consisted of 125 participants, out of which 114 were female (91.2%) and 11 (8.8%) were male. The average age of the participants was 19 years. To examine the relationship between ACE and the EMS Impaired Limits domain, linear regression analysis was conducted. The findings revealed that ACE score significantly predicted participants’ scores in the EMS Impaired Limits domain, (β = 1.66, p < .001, 95% CI [20.63, 24.02]), explaining 10.5% of the variance (R2 = 0.105). Moderation analysis to explore the role of sex assigned at birth did not yield reliable results, due to the disproportionate representation of male participants in the sample. The findings underscore the importance of ACE in understanding the development of the EMS Impaired Limits domain, highlighting the need for early and tailored interventions for individuals with a history of ACE. Future studies could further investigate additional factors influencing the development of this EMS domain, including a nuanced exploration of both sex assigned at birth and gender identity, utilizing more balanced and representative samples.Show less
The reading skills of children in the Netherlands have been significantly declining since 2015. Reading skills are fundamental for successful participation in society. The reading enjoyment of...Show moreThe reading skills of children in the Netherlands have been significantly declining since 2015. Reading skills are fundamental for successful participation in society. The reading enjoyment of children is also declining and reading enjoyment is associated with reading skills. Research has shown that struggling readers need individualized intensive multicomponent reading interventions to improve their reading skills. The purpose of this study was to examine the effects of two online reading interventions on reading skills and reading enjoyment of struggling readers in grades 4 and 5. The first reading intervention, the ‘Universele Interventie voor Lezen’ (UIL), is individualized and intensive and uses direct and explicit instruction. The second reading intervention, the ‘Meelees Interventie’ (MLI), is individualized, but less intensive and makes less use of direct and explicit instruction. Both interventions cover multiple components of reading. The interventions were compared to a wait-list control group (CG) in which children received the UIL at the end of the study. Reading skills were divided in word reading, reading fluency and reading comprehension and were measured using CBM word reading, CBM reading aloud, and CBM maze-selection. Reading enjoyment was measured using the Reading and Me Survey. Results revealed that struggling readers in the intervention conditions (UIL and MLI) made significantly greater pre-posttest gains in word reading than did struggling readers in the control group. No significant effects were found for reading fluency, reading comprehension or reading enjoyment. The results suggest that providing extra, intensive individualized multicomponent reading interventions to struggling 4th- and 5th-grade readers over a period of 4 weeks with 8 sessions may increase their word reading skills, but not their reading fluency skills, their reading comprehension skills or their reading enjoyment. In addition, the results suggest that interventions with more and less direct and explicit instruction were equally effective.Show less
The occurrence of traumatic experiences in early life is associated with increased vulnerability to psychiatric disorders. The objective of this study is to integrate childhood trauma (CT) and...Show moreThe occurrence of traumatic experiences in early life is associated with increased vulnerability to psychiatric disorders. The objective of this study is to integrate childhood trauma (CT) and emotional eating (EE) with anxiety to show how implementing tailored treatment in standard therapy benefits overall health. This study is the first of its kind to investigate these variables. Three research questions are explored, all using regression analysis: first, is there an association between CT and EE in healthy controls (no diagnosis of anxiety or depression) and with diagnosed anxiety, second, what role does anxiety play in EE and what is the moderating effect of anxiety on CT and EE. The third investigates the five subtypes of childhood trauma (emotional, sexual, physical abuse, emotional and physical neglect) and its association with EE. The population was taken from the Netherlands Study of Depression and Anxiety (NESDA), a total of 1391 participants were included with either a lifetime diagnosed anxiety disorder or healthy controls. There was a significant positive association between CT and EE when controlled for anxiety. EE was higher in participants with an anxiety disorder relative to controls. Emotional abuse had the strongest association with EE, physical abuse had no significant association. The findings provide evidence that risk groups with childhood trauma and emotional eating would benefit from tailored interventions such as mindfulness, emotional regulation and dialectal behaviour therapy. Future research is recommended to investigate factors such as gender and depression to understand the extent of symptomology and ensure successful treatment.Show less
About 40% of Dutch employees engage in physically demanding work (PDW). PDW involves tasks during work that require prolonged standing, heavy lifting, repetitive movements, and taxing postures....Show moreAbout 40% of Dutch employees engage in physically demanding work (PDW). PDW involves tasks during work that require prolonged standing, heavy lifting, repetitive movements, and taxing postures. Recent research shows that PDW deteriorates health, but mechanisms and buffers or boosters for this relation have remained unclear. In the present study, lower leisure-time physical activity (LTPA) and higher alcohol consumption are postulated as explanations and as moderators for the negative relation between PDW and health. Thus, this study investigates the relationship between PDW and health outcomes over one year, and further focusses on the potential mediating and moderating roles of the lifestyle behaviors, LTPA and alcohol consumption. The sample consisted of N = 1,259 Dutch employees and data was used from a longitudinal study (LISS-panel) conducted over two waves with a one-year interval (2021-2022). Using self-reported questionnaires, the participants reported about their health status (at both baseline and after one year), physical work demands, alcohol consumption and participation in LTPA. The statistical analysis involved a regression analysis (main effect), and the PROCESS Macro by Hayes model 1 (moderation) and 4 (mediation). There was controlled for gender, age, education level and health at baseline. The analyses showed that first, in line with the literature, PDW negatively affects health. Second, neither LTPA nor alcohol consumption significantly mediates or moderates the negative relationship between PDW and health outcome. These results suggest that the impact of PDW cannot be explained by the lifestyle factors studied. Also, the findings point at a need for investigating other mechanisms in the relation between PDW and health, such as other lifestyle behaviors or implementing tools to make jobs itself less physically demanding. We also recommend future research to follow up on these findings with objective measurements of health and physical activity (instead of self-reporting questionnaires), longer study periods, and the use of multiple item questions to fully understand the long-term health implications of PDW and lifestyle behavior.Show less
Global temperatures are rising as policymakers aim to tackle the climate challenges our world faces today. The European Union plays a leading role in climate politics and the global reduction of...Show moreGlobal temperatures are rising as policymakers aim to tackle the climate challenges our world faces today. The European Union plays a leading role in climate politics and the global reduction of greenhouse gas emissions through one of its key tools, the Emissions Trading System. This thesis examines the impact of EU member states’ industrial composition on implementing the EU ETS in phase 2 through a comparative analysis of the Netherlands and Belgium. An examination of the correlation between national industries and the national implementation of the ETS has thus far remained absent in the existing literature and provides policy insights for future climate politics. An analysis of the relevant policy documents reveals how both countries varied in their implementation of the system. It demonstrates how the more pollutive industrial composition of the Netherlands caused the government to be more responsive to the affected industries’ interests in the allocation process. However, contrary to expectations, the Netherlands was not more lenient the monitoring of the system and was even more strict than Belgium in most areas.Show less
The severe consequences of climate change are effecting people worldwide. To minimize the negative effects of climate change, it is important to increase our pro-environmental behavior. This study...Show moreThe severe consequences of climate change are effecting people worldwide. To minimize the negative effects of climate change, it is important to increase our pro-environmental behavior. This study explored the underlying factors within the environmental attitude – behavior gap among young adults by investigating the mediating role of descriptive environmental norms between environmental attitudes and pro-environmental behavior of young adults, moderated by social connectedness. Data was collected from 216 young adults using self-report questionnaires. The moderated mediation model using Hayes PROCESS macro (model 14) was conducted to test the study hypothesis. Results showed there was no significant moderated mediation. Environmental attitudes were not significantly associated with either pro-environmental behavior or descriptive environmental norms. However, descriptive environmental norms showed a significant positive association with pro-environmental behavior (t = 6.86, p < .001, 95% CI [0.27, 0.49]). Furthermore, social connectedness significantly moderated the association between descriptive environmental norms and pro-environmental behavior, with lower social connectedness strengthening this association (t = -2.39, p = .018, 95% CI [-0.23, 0.02]). These findings provide a better understanding of what drives young adults to pro-environmental behavior and can contribute to more targeted campaigns to encourage young adults to pro-environmental behavior.Show less
Background: Child welfare services face substantial challenges in managing out-of-home placements, with various risk factors influencing the duration and outcomes of these placements. Research has...Show moreBackground: Child welfare services face substantial challenges in managing out-of-home placements, with various risk factors influencing the duration and outcomes of these placements. Research has shown that both maternal and child characteristics can significantly impact the stability and length of these out-of-home placements, yet there is a lack of comprehensive studies examining these relationships within the Dutch context. Understanding these factors is crucial for developing effective interventions and support mechanisms. That is why this study aims to investigate the associations between the duration of out-of-home placements and maternal and child risk factors, as well as the role of help provided during the placement. Method: A case file analysis was conducted of 199 children (104 boys, 95 girls) within the Dutch child welfare system. The data was collected from randomly selected case files from various certified agencies across the Netherlands. The study employes both correlation and regression analysis to examine the relationship between the variables. Results: Correlation analysis revealed a significant negative correlation between maternal risk factors and the child’s age and a significant positive correlation with the duration of the placement and the amount of help provided during the placement. Child risk factors were positively correlated with the child’s age and negatively correlated with maternal risk factors. Regression analysis confirmed that maternal risk factors and help during the placement are significant predictors of the duration of out-of-home placements. Conclusions: This study underscores the importance of targeted interventions addressing maternal risk factors and providing psycho-education for mothers regarding their role in the duration of out-of-home placements. Additionally, it is crucial to ensure that access to support services is easy and straightforward for mothers, to encourage their engagement and participation in available interventions.Show less
Previous research has argued the importance of education for future gains (Palomino et al., 2019) and how inequality can negatively affect educational aspirations (Jia et al., 2021). Therefore,...Show morePrevious research has argued the importance of education for future gains (Palomino et al., 2019) and how inequality can negatively affect educational aspirations (Jia et al., 2021). Therefore, this study aimed to further demonstrate whether differences in perceptions of inequality of opportunity and outcome negatively affects students’ educational aspirations. Further, based on previous research demonstrating positive main effect of internal locus of control (Sagone & Caroli, 2014) and a moderating effect of internal locus of control (Jia et al., 2021) on educational outcomes, locus of control was added as a moderator to see if an internal locus of control offsets negative effects of inequality on educational aspirations. Our manipulation, videos explaining inequality of opportunity and outcome, failed to tease apart perceptions of inequality of opportunity and outcome and were consequently combined into one factor, inequality. We found no significant main effect of perception of inequality, but a significant positive main effect of locus of control on educational aspirations. An interaction effect between perceptions of inequality and locus of control on educational aspirations was found. However, unexpectedly, students perceiving inequality within the external locus of control group scored highest on educational aspirations. Implications, limitations, and avenues for further research are discussed.Show less
