Peer relationships are essential during early adolescence when various psycho-social changes occur. More time is spent with peers during a phase wherein sensitivity to peer acceptance and rejection...Show morePeer relationships are essential during early adolescence when various psycho-social changes occur. More time is spent with peers during a phase wherein sensitivity to peer acceptance and rejection is heightened. Engaging in prosocial behavior is a way for adolescents to form positive peer relationships. However, peer victimization may negatively impact adolescents’ abilities to engage in such prosocial behaviors. This may be based on the degree of internalizing behaviors the adolescent engages in. This study aimed to understand whether there is an association between peer victimization and prosocial behavior two years later, as well as to understand whether internalizing behaviors mediate this relationship. This subproject of the Leiden Consortium on Individual Development (L-CID) used longitudinal data from 133 participants. Of these participants, there was a mean age of M = 11.26 years (SD = 0.73), with 54.1% being girls and 48.6% being boys. A mediation analysis investigated the relationship between peer victimization at ages 10-12 years and prosocial behaviors two years later and the role of internalizing behaviors. Results found that peer victimization did not predict prosocial behavior. However, peer victimization was associated with an increase in internalizing behaviors, and internalizing was associated with a decrease in prosocial behavior, respectively. Thus, experiencing peer victimization puts an adolescent at risk for internalizing behaviors later in time. Additionally, adolescents with higher internalizing behaviors may show reduced prosocial behaviors. This implies that peer victimization may have long-term consequences on psychosocial functioning within a non-clinical Dutch sample.Show less
Major depressive disorder (depression) is a prevalent mental health condition characterized by mood disturbance, but it can also impact motor functioning. Impairments in gross motor skills, like...Show moreMajor depressive disorder (depression) is a prevalent mental health condition characterized by mood disturbance, but it can also impact motor functioning. Impairments in gross motor skills, like slower backward walking and compromised balance, are well-documented, but the effects on manual motor skills, important for precise tasks like buttoning clothes, are less studied. Therefore, this study examined whether individuals with depression perform worse on manual motor tasks compared to healthy controls (HC), and if mood changes over 4 months correlate with motor performance changes in those with depression. Manual motor functioning was measured in 20 people with depression and 22 HC (mean age = 31 years) via five tasks: steadiness, line tracking, aiming, tapping, and pin insertion. Depressive symptoms were assessed with the Hamilton Depression Rating Scale (HAMD) and Patient Health Questionnaire (PHQ). Quality of life was evaluated using the World Health Organization Quality of Life (WHOQOL) questionnaire. ANCOVAs analyzed group differences, and linear regressions examined longitudinal associations using both frequentist and Bayesian approaches. Results showed that, compared to HC, participants with depression had longer error durations for line tracking, longer total durations for aiming, and fewer hits for tapping, Fs > = 4.946, ps < 0.032, ηp2s > 0.113, BFs10 > 0.050 (uncorrected). No group differences were found for other measures. Longitudinally, within the depressed group, improvements in HAMD-17 and HAMD-24 scores were significantly associated with fewer errors and shorter error durations in steadiness, βs > 0.739, ps < 0.043 BFs10 > 1.000 (uncorrected). Exploratory analyses provided anecdotal evidence for the associations between physical health improvements and decreased error duration in steadiness, β = -0.542, p = 0.044, BF10 = 1.933, and psychological health improvements and decreased task duration in line tracking, β = -0.623, p = 0.025, BF10 = 1.494. The results suggest that depression may specifically affect steadiness. Additionally, physical and psychological health factors were linked to overall manual motor functioning. Limitations include the small sample size and focus on a single subtype of depression. Some authors suggest that current diagnostic methods overlook manual motor functioning in depression, but evidence remains insufficient for clinical application. Larger studies with various depression subtypes and chronicity levels, incorporating both behavioral and fMRI measures, are needed to further investigate the theoretical foundations of manual motor impairments in depression.Show less
Former recent research has shown a worrying trend in current reading skills of Dutch youth, indicating that more young people are leaving school with low literacy. Differences in literary skills...Show moreFormer recent research has shown a worrying trend in current reading skills of Dutch youth, indicating that more young people are leaving school with low literacy. Differences in literary skills exist and increase at early ages. It is important to close the gap early so that every child gets an equal opportunity to develop their literary skills. This research evaluates the effectiveness of digital readingaloud programs aimed at developing early literary skills, such as broad and deep vocabulary which form the basis for later reading comprehension. The role of active attention is studied, as differences in active attention during the reading-aloud programs might cause differences in effectiveness of the program on developing reading skills. Different reading-aloud programs are used in pre-school classrooms (groups 1 and 2 in the Dutch education system) during several weeks. A total of 88 toddlers, of which 53 girls, have participated. Participants’ levels of broad and deep vocabulary are measured prior to following the programs and each time after following one of the programs. Active attention is measured using observations. Results indicated a strong effect for the development of broad vocabulary over the programs, where a program with instructions focused on semantics had the strongest effects. Students with higher degrees of active attention showed greater increases in broad vocabulary. Deep vocabulary develops to a lesser extent and additional instructions from the teacher did not show stronger effects. Toddlers with different degrees of active attention seemed to develop their deep vocabulary similarly. Active attention might play a smaller role in the development of broad and deep vocabulary than previously thought. Follow-up research should be aimed at the development of programs that are effective for every child, especially for those at risk of falling behind.Show less
Mild Cognitive Impairment (MCI) is a syndrome characterized by a decline in various cognitive domains, including prospective episodic memory (PEM) and executive functions (EF). It has been...Show moreMild Cognitive Impairment (MCI) is a syndrome characterized by a decline in various cognitive domains, including prospective episodic memory (PEM) and executive functions (EF). It has been recognized recently that vascular risk factors (VRF), such as hypertension, diabetes, and hyperlipidemia, can also have detrimental effects on these cognitive domains. Less research has been conducted on the synergistic influence of MCI and VRF on cognition, with available studies providing mixed results. Moreover, only one study has been conducted on the topic regarding the Greek population, so more research is needed to account for possible differences in ethnicity-related variables. Therefore, we sought to investigate how MCI with comorbid VRF influence PEM and EF, compared to VRF alone and healthy ageing. A sample of 111 Greek older adults participated in the study, divided into three groups: patients with MCI and concomitant VRF, patients with VRF and healthy controls. To assess cognition, tests were used to measure PEM, interference control, flexibility and semantic and phonemic verbal fluency. Data were analysed using MANCOVA, controlling for the educational level of the participants. Results showed that there were no differences between the two pathological groups for any of the measures, but the healthy controls outperformed the MCI+VRF (adjusted mean difference of total score being 8.94, 95 % confidence interval (CI) [3.67, 14.20], p < .001) and the VRF group (adjusted mean difference of total score being 8.20, 95% CI [2.94, 13.46], p < .001) in the semantic fluency task. Indeed, literature has shown that both MCI and VRF affect the integrity of frontal networks, which mainly support EF function. Methodological differences, such as the older age of the sample and the simplicity of the PEM task, ethnic differences and limitations in the statistical analysis can possibly account for the discrepancies with previous studies. All in all, this study suggests that there are no differences in cognition between VRF and MCI+VRF patients, while emphasizing the need for and more research into the cognitive consequences of comorbid MCI and VRF both in the Greek population and internationally.Show less
Prosocial behavior can result in favorable developmental consequences in adolescence. Therefore, gaining insight into prosocial behavior is important, so we can assist adolescents. However,...Show moreProsocial behavior can result in favorable developmental consequences in adolescence. Therefore, gaining insight into prosocial behavior is important, so we can assist adolescents. However, previous studies on prosocial did not consider that prosocial behavior takes effort, such as holding the door open for another individual. Additionally, they did not explore whether cognitive and physical effort, and different effort levels, lead to variations in prosocial behavior among adolescents. Therefore, this study examined whether there are differences in cognitive and physical effort-based prosocial behavior in adolescents aged 9-12 across three different effort levels - low, medium, and high. In addition, age was taken into account as covariate. Effort levels referred to how much effort one had to exert in order to complete a specific task. 41 participants completed two experimental effort-based prosocial tasks. The cognitive task involved reversed digit spans, and the physical task was based on the Effort-Expenditure for Rewards Task, where the participant was required to tap on a predetermined number of boxes. The research question was investigated using a two-way repeated measures ANCOVA. Furthermore, an exploratory analysis was done using a three-way repeated measures ANCOVA, to investigate if adding the recipient as a within-subject variable would impact the results of the repeated measure ANCOVA. The main analysis revealed no effect of effort level, effort type, or interaction between these two. Age was not influential in the analysis either. The absence of differences highlighted the potential generalizability of neural mechanisms, the possible role of empathy as a moderator, and considered cognitive and physical effort-based prosocial behavior as constructs that vary across situations. However, the not-significant outcome could also be explained by the not-significant main effect of the recipient, found in the exploratory analysis. This study represented a new area of research that explored the nuances of effort-related prosocial behavior in adolescents. From our findings, we speculated that both kinds of prosocial behavior are equally beneficial, and result in favorable developmental consequences. Future research should investigate whether the findings are generalizable for mid and late adolescents and other forms of prosocial behavior.Show less
Dynamic testing (DT) is a method of testing that includes the provision of a form of feedback and guidance to the testing procedure, and can be used to examine children’s potential for learning in...Show moreDynamic testing (DT) is a method of testing that includes the provision of a form of feedback and guidance to the testing procedure, and can be used to examine children’s potential for learning in various cognitive functions, including working memory (WM). Furthermore, intrinsic motivation (IM) seems to be related to enhanced WM performance and learning, especially in feedback-contexts. However, research on the effectiveness of DT of WM in this age group, as well as the influence of IM, is lacking. Therefore, the current thesis aimed to study the effectiveness of our DT of WM, as well as the influence of IM. The study had a pretest-training-posttest design with two groups. The experimental group received training, whereas control group did not. The sample included 100 typically developing primary school children between 8 and 9 years old (Mage = 8.46, SD = 0.50, 51% girls). Contrary to previous findings, our results showed a decrease from pretest to posttest in WM performance in the control group and a slight increase in performance in the experimental group. Moreover, the children’s IM did not significantly influence the WM improvements when tested dynamically. The findings suggest that the training element in our DT could have protected against the decrease in WM from pretest to posttest and that IM did not have a significant influence on these results. These findings contribute to the field of research by highlighting the importance of factors such as sustained attention and time-on-task effects in the prevention of this decline in WM performance during DT. Besides these factors, future research should look into the effects of age, cognitive load and engagement on the DT of WM and IM to gain a better understanding on how to improve its effectiveness, especially in 8- to 9-year-old children. Further exploration could aid educational professionals in implementing the dynamic approach and supporting children’s learning processes and cognitive development.Show less
Over the past forty years, there has been a significant increase in the number of referrals to gender identity clinics in the Netherlands. The children referred to these clinics experience distress...Show moreOver the past forty years, there has been a significant increase in the number of referrals to gender identity clinics in the Netherlands. The children referred to these clinics experience distress due to a discrepancy between their assigned gender at birth and their experienced gender. This study aims to gain insight into parents' attitudes and thoughts regarding gender-related topics and how they convey these gender-related messages to their children. The research question formulated for this study is: Is there a relationship between the attitudes parents convey regarding gender nonconforming and the gender identity of adolescents, and is this relationship influenced by the adolescents' self-confidence? To answer the research question, fathers, mothers, and their eldest child within Dutch families participated in the study (N = 100). The eldest children completed questionnaires to measure self-confidence and gender identity. Fathers and mothers completed a questionnaire to measure attitudes towards gender nonconforming. The results indicated that fathers scored higher on gender nonconforming statements than mothers, and there was a relationship between the attitudes conveyed by fathers regarding gender nonconforming and the gender identity of the eldest children. The study also found that the relationship between the attitudes conveyed by parents regarding gender nonconforming and the gender identity of the eldest children was not influenced by the self-confidence of the eldest children. Based on the results, it is important for parents, particularly fathers, to become aware of the gender-related messages they (consciously or unconsciously) transmit to their children. By supporting fathers in this aspect, mental health professionals can improve mental health outcomes within the entire family.Show less
For children with Autism Spectrum Disorder (ASD), social contact can be particularly challenging, which can impact their level of peer acceptance. This study aimed to explore the relationship...Show moreFor children with Autism Spectrum Disorder (ASD), social contact can be particularly challenging, which can impact their level of peer acceptance. This study aimed to explore the relationship between social contact and peer acceptance among children with ASD. We hypothesized that children with ASD had fewer contacts and were less accepted by peers than children without ASD. Furthermore, we hypothesized that increased social contact was associated with greater levels of peer acceptance for both children with and without ASD, but less strong for children with ASD in comparison to children without ASD. With a novel approach, this study documented the amount of social contact and the level of peer acceptance of 95 children in two special education schools in the Netherlands. The sample included 46 children with (Mage = 10.2, SD = 1.0) and 49 children without ASD (Mage = 11.3, SD=1.0), with an age range from 8 to 13 years, who were observed through proximity tags to measure social contact, and the LITOP questionnaire was utilized to assess the level of peer acceptance. MANOVA was employed to investigate whether children with ASD had fewer contacts and were less accepted than their peers without ASD and the hierarchical regression analysis was used to examine the potential relationship between social contact and peer acceptance and. Surprisingly, children with ASD engaged in contact with more partners and were more accepted than children without ASD, despite the expectedly shorter duration of contact. Moreover, no significant relation was found between social contact and peer acceptance, for the two groups alike. These findings indicate that peer acceptance may not solely depend on the quantity of contact, but rather on the quality and context. Consequently, it is advised that educators facilitate structured social activities to facilitate finding similar peers and shared interests. Further research is required to gain a deeper understanding of the nature of the contact and its emotional aspects, with the aim of developing more effective strategies for enhancing peer acceptance among children with ASD. This could be achieved through a combination of quantitative measurements, such as proximity tags and qualitative measurement, including observationsShow less
Food waste is a global problem, which necessitates addressing. A pilot (N = 56) and main study (N = 124) used online survey research to explore the expected negative relationship between viewing a...Show moreFood waste is a global problem, which necessitates addressing. A pilot (N = 56) and main study (N = 124) used online survey research to explore the expected negative relationship between viewing a food waste reduction-poster and food waste intentions, the expected negative relationship between self-efficacy and food waste intentions and the expected moderating effect of self-efficacy on the relationship between poster and food waste intentions. In the main study, participants were randomly allocated to a poster (N = 31) or control condition (N = 30) without a poster. Repeated measures ANOVA showed no differences between groups nor within participants when comparing food waste intentions between two measurement points. Regression analyses showed neither a main- nor a moderating effect of self-efficacy on the relationship between seeing the poster and food waste intentions. Limitations, suggestions and implications were discussed and the importance of future research into this subject was highlighted.Show less
Objective Recent research has found conflicting interactions between health and different domains of physical activity (PA). Occupational physical activity (OPA) seems to negatively impact health,...Show moreObjective Recent research has found conflicting interactions between health and different domains of physical activity (PA). Occupational physical activity (OPA) seems to negatively impact health, whereas leisure-time physical activity (LTPA) positively impacts health, a phenomenon known as the physical activity paradox. What remains unclear is how these different domains of PA interact with each other and how their interaction influences health. Therefore, this study aims to investigate the main and interactive effects of OPA and LTPA on physical and mental health. A better understanding of these relations can contribute to more accurate PA advice, indirectly contributing to the closure of socioeconomic health inequalities. Based on previous studies, it was expected that higher OPA would relate to higher physical and mental health problems, while higher LTPA would relate to lower physical and mental health problems. Additionally, this study aimed to answer the research question whether LTPA functions as a buffer for the negative effects of high OPA on health or as an accelerator. Methods To investigate the hypotheses and research question, data from a longitudinal panel study were used. Two data measurement points were used with a one-year time lag. The sample was heterogeneous and consisted of Dutch employees working ≥ 24-hours a week (N = 1578). Results It was found that OPA and LTPA independently did not affect physical or mental health outcomes differently. Additionally, different combinations of OPA and LTPA did not lead to an increase or decrease in both physical mobility or mental health problems one year later. However, the results did show that individuals who had high levels of both OPA and LTPA had the highest chance on developing physical health problems one year later (b = 0.393, p = <0.001). Conclusion This study shows that OPA and LTPA may have different effects on the development of physical health problems, like headache and sleeping problems. The findings suggest that the health benefits of LTPA are affected by the extent of OPA and that a combination of both high OPA and LTPA is the most unfavourable combination. This combination is associated with an increase in physical health problems. Theoretical and practical implications are discussed.Show less
Museums serve several different functions within society, from education to entertainment. For all objectives however, it remains important to provide the visitor with a good visiting experience....Show moreMuseums serve several different functions within society, from education to entertainment. For all objectives however, it remains important to provide the visitor with a good visiting experience. The current study investigates the presence and effectiveness of two possible influences on visitor’s experience. The first investigated topic regards the effects of museum labels on visitors’ emotional experience, and the second topic explores the impact of visitors’ characteristics on their viewing behaviour. Data was collected at the Rijksmuseum in Amsterdam over a span of three weeks, using three specifically selected paintings. Eye tracking glasses and questionnaires were used to gather data from 69 participants. The study found that the addition of a museum label helped with making the provided information for artworks clearer, which was especially relevant for paintings with a more subtle message. Secondly, visitors experienced more negative emotions viewing a slavery-related painting when it was accompanied by a descriptive label, implying its aid in connecting visual information to (historical) context. No effects were found for visitors’ characteristics on viewing behaviour, emphasizing the influence of individual characteristics over group characteristics. These findings provide further insight into how visitors observe art in museums, and how to optimize this experience.Show less
The DuLIP-Extended is the extension of the Dutch Linguistic Intraoperative Protocol (De Witte et al., 2015) which aims to test language function on the linguistic levels of phonology, semantics,...Show moreThe DuLIP-Extended is the extension of the Dutch Linguistic Intraoperative Protocol (De Witte et al., 2015) which aims to test language function on the linguistic levels of phonology, semantics, and syntax in cases of awake brain surgery on glioma patients with no or mild aphasia. The extension aims to make awake surgery feasible for glioma patients who have severe preoperative aphasia, by the addition of less complex tasks on all linguistic levels. This study aims to provide insight into how a healthy Flemish and Dutch sample perform on the DuLIP-Extended. Insight was gained by investigating which items should be removed depending on low accuracy rate in a healthy Dutch and a healthy Flemish sample, what the accuracy rates of the performances were on subtask level, whether the performances of the Dutch and Flemish samples significantly differed from each other, and whether the factors of sex, age, and education level affected task performances. The Dutch sample contained 71 participants and the Flemish contained 80 participants. Across the samples the age range was 18 years of age to 83 years of age. Accuracy rate was below 80% for only a few items (k = 6 in the Dutch sample, k = 3 in the Flemish sample) and these items were marked for removal in future versions of the DuLIP-Extended. Overall performances of both samples were high in accuracy (all subtask medians were above 80%). Mann-Whitney U tests revealed differences in performances on four subtasks of the DuLIP-Extended between the Flemish and Dutch sample. Lastly, sex, age, and education level had no effect on the performances of the Dutch sample.Show less
Recent years have seen a decline in the life satisfaction of Dutch girls (Rombouts et al., 2023). High stress levels and emotional problems are significant risk factors (Kleinjan et al., 2018) for...Show moreRecent years have seen a decline in the life satisfaction of Dutch girls (Rombouts et al., 2023). High stress levels and emotional problems are significant risk factors (Kleinjan et al., 2018) for a low life satisfaction score. To prevent this trend from continuing, more information is needed about the stress levels of primary school students. This study aims to fill the gaps in the literature regarding the existing (social) stress among primary school students. The main research question is: "Is there a difference in (social) stress levels between students with different demographic variables (gender, grade levels, and with or without siblings) in grades 7 and 8 of primary school?". To answer this question, multiple questionnaires were administered to 89 participants (39 boys, 49 girls, and 1 other) from three grade 7 classes and three grade 8 classes. The data were analysed using various t-tests and a repeated measures ANOVA. The statistical tests revealed that girls have higher overall stress levels than boys. The social stress levels did not differ significantly between the grade levels. However, a high effect size (d = 1.03) was observed in the social stress levels of children without siblings compared to children with siblings. The sample size of children without siblings may have been too small to provide reliable results, but it presents an important avenue for future research. On the other hand, no differences were found between the different social stress factors. Additionally, no effect was found from gender and grade levels on the social stress level. Future research could focus on explaining the difference in overall stress levels between boys and girls. This research contributes to a better understanding of stress factors among primary school students and provides insights for interventions to improve their well-being.Show less
