Adapt, Explore, or Keep Going? The Role of Adaptability, Curiosity, and Perseverance in a Network of Study-Related Factors and Scholastic Success

Late acute stress effects on decision-making: The magnified attraction to immediate gains in the iowa gambling task

Previous literature indicates that the later phases of the acute stress response may promote poor decision-making, characterized by riskier choices and a likely inclination towards immediate reward-seeking. However, all studies addressing the effect of this phase have treated decisional capacity as a singular dimension, without analyzing the underlying processes under decision-making. Employing the Value-Plus-Perseveration (VPP) RL model, based on Bayesian logic, this study aims to gain specific insights into how late phase of acute stress impacts the cognitive processes underpinning decision-making in the Iowa Gambling Task (IGT), deciphering whether, as expected, gains are processed in a magnified manner. Seventy-three participants were randomly assigned to two groups, stress (N = 35) and control (N = 38). A virtual version of The Trier Social Stress Test (TSST-VR) was employed as a laboratory stressor. Decision-making was evaluated 35 minutes after the stressor onset, by means of the IGT. Results showed that stressed participants, in comparison to control group, displayed more perseverant and consistent decision-making, enhanced memory, and reinforcement learning capabilities, yet were guided by a greater attraction to decks offering immediate high gains. These results are analyzed with the understanding that in the IGT, short-term decisions focused on instant rewards are seen as counterproductive. This suggests that stress could limit the ability to switch to strategies that are more cautious and offer greater long-term benefits.

The Italian Behavioral, Emotional, and Social Skills Inventory (BESSI-I)

The importance of social, emotional, and behavioral (SEB) skills is recognized worldwide, but their measurement has always been a challenge. The BESSI measures 32 SEB skills, divided into five domains (social engagement, cooperation, self-management, emotional resilience, and innovation), but its validity must be expanded to new languages and contexts. Across two studies (N1 = 990, N2= 824) we developed the Italian version of the BESSI, provided further support for its convergent and discriminant validity with the Big Five, and expanded its nomological network to procrastination, self-efficacy, and emotion regulation. The BESSI-I showed excellent internal reliability and satisfactory fit indices at the facet, domain, and overarching framework level. We also confirmed the correlations between the SEB skills and the Big Five personality traits and found meaningful correlations with the selected external outcomes. Overall, we confirm that the BESSI-I is a valid and useful instrument to assess SEB skills for research and clinical purposes.

Happy children! A network of psychological and environmental factors associated with the development of positive affect in 9-13 children

To deepen the development of positive affect during early adolescence and shed new light on its predictors, this study adopts an exploratory network approach to first identify the main domains that describe the variability of children's psychological, environmental, and behavioral characteristics, and then use these domains to longitudinally predict positive affect and its development within a latent growth framework. To this aim, we considered 10,904 US participants (9 years old at baseline; 13 years old 42 months later), six measurement occasions of positive affect, and 46 baseline indicators from the ABCD study. Our results not only confirm that positive affect declines between 9 and 13 years old, but also show that among the five domains identified (behavioral dysregulation, cognitive functioning, psychological problems, supportive social environment, and extracurricular activities), only a supportive social environment consistently predicts positive affect. This is crucial for practitioners and policymakers, as it can help them focus on the elements within our complex network of psychological, social, and environmental variability.

A Mixed Methods Study on Character Traits of Nursing Students and Faculty Influencing a 100% Passing Rate in the Nursing Licensure Exam in the Philippines

INTRODUCTION

This study explores the character traits contributing to the 100% passing rate of nursing graduates in the Nursing Licensure Examination (NLE) in the Philippines over the past decade. Understanding these traits provides insights into the factors driving academic and professional success in nursing.

METHODS

Employing a convergent parallel mixed methods design, this study combined quantitative and qualitative approaches. Data were collected through electronic surveys from 222 nursing alumni and 39 faculty members, focusing on character traits and behaviors linked to NLE success. The quantitative data were analyzed using Statistical Product and Service Solutions (SPSS, version 29; IBM SPSS Statistics for Windows, Armonk, NY) for descriptive statistics and factor analysis. Additionally, in-depth interviews with 21 alumni and 15 faculty members provided qualitative insights. Data saturation was reached with 11 faculty and 13 alumni, ensuring comprehensive coverage of the participants' experiences.

RESULTS

Quantitative results from factor analysis showed that spirituality, love of learning, honesty, and kindness are among the qualities that are necessary for success in NLE. These character traits have a significant impact on both career readiness and academic performance. Qualitative results revealed the importance of resilience, faculty support, and peer relationships in fostering these attributes. It became evident that building a healthy learning environment required the support of peers and professors and that resilience was necessary to manage the stress of tests. Both datasets emphasized the need for a strong character and academic achievement in conjunction with long-term success.

DISCUSSION

The study highlights that obtaining a high NLE passing rate is mostly dependent on academic knowledge in addition to character attributes. Character education techniques such as role-playing, reflective writing, and service-learning can be incorporated into nursing curricula to improve attributes such as empathy and resilience. Continuous faculty development and structured mentorship are also crucial.

CONCLUSION

Character development must be incorporated into academic learning in nursing education. Focusing on qualities such as empathy, resilience, and ethical judgment, along with implementing character education tactics such as service-learning and reflective writing, are crucial to prepare graduates to succeed in professional practice and board exams. A comprehensive approach that blends character development with academic achievement produces skilled and compassionate healthcare professionals.

Understanding the impact of sisu on workforce and well-being: A machine learning-based analysis

This study investigates the construct of sisu, a Finnish attribute representing mental resilience and fortitude when confronted with difficult situations. By leveraging advanced analytical methods and explainable Artificial Intelligence, we gain insights into how sisu factors influence well-being, work efficiency, and overall health. We investigate how the beneficial aspects of sisu contribute significantly to mental and physical health, satisfaction, and professional accomplishments. Conversely, we analyze the harmful sisu and its adverse impacts on the same domains. Our findings, including intriguing trends related to age, educational level, emotional states, and gender, pave the way for developing tailored solutions and initiatives to nurture the beneficial aspects of sisu and curtail the damaging consequences of sisu within professional settings and personal welfare.

Social, Emotional, and Behavioral Skills: Age and Gender Differences at 12 to 19 Years Old

Individuals use social, emotional, and behavioral (SEB) skills to build and maintain social relationships, regulate emotions, and manage goal-directed behaviors. A promising integrative framework of SEB skills was recently proposed, showing that they matter for positive outcomes during adolescence. Nothing is known about how and whether they differ between 12 and 19 years old and whether such differences depend on gender (males or females). Uncovering their age trajectories is fundamental because SEB skills are highly needed during this period of life. Educators, psychologists, and policymakers need to understand when, why, and how interventions concerning SEB skills should be proposed, potentially considering male and female profiles. To cover this gap, we cross-sectionally analyzed data from 4106 participants (2215 females, 12-19 years old). We highlighted age and gender differences in the five domains of SEB skills (self-management, innovation, cooperation, social engagement, and emotional resilience). Our results show that each SEB skill follows a specific age trend: emotional resilience and cooperation skills increase naturally between 12 and 19 years old, while innovation, social engagement, and self-management skills decline, especially between 12 and 16 years old, and grow later. The trajectories of self-management, social engagement, and emotional resilience skills also differ between males and females. Importantly, we detected declines in SEB skills (especially for social engagement and innovation skills) that can inform policies and interventions to sustain SEB skills in youths to favor their well-being and success in this crucial period.