Maladaptive or misunderstood? Dopamine fasting as a potential intervention for behavioral addiction

Binge Eating and Problem Gambling are Associated with Common and Distinct Deficits in Emotion Regulation among Community Women: Results from a Prospective Study

10.31234/osf.io/v9nbs ◽

2020 ◽

Author(s):

Sarah Farstad ◽

Kristin M. von Ranson

Keyword(s):

At Risk ◽

Emotion Regulation ◽

Binge Eating ◽

Problem Gambling ◽

Prospective Study ◽

Emotion Dysregulation ◽

Behavioral Addiction ◽

Negative Urgency ◽

Cross Sectional ◽

Severe Problem

To elucidate similarities and differences between binge eating and a behavioral addiction, this prospective study compared facets of emotion regulation that were associated with problem gambling, the only formally recognized behavioral addiction, and binge eating. Community-based women (N = 202) who engaged in at-risk binge eating (n = 79), at-risk gambling (n = 36), or both (n = 87) completed four online assessments over six months. Baseline and six-month surveys assessed self-reported emotion dysregulation (using the DERS and UPPS-P), binge eating (using the EDE-Q), and gambling (using the PGSI); abbreviated two- and four-month surveys assessed only binge eating and gambling. Binge eating and problem gambling were both associated with emotion dysregulation, and greater positive urgency was correlated with more severe problem gambling but less frequent binge eating. Negative urgency explained no unique variance in binge eating or problem gambling changes over time, once other facets of emotion dysregulation (i.e., positive urgency and facets assessed by the DERS) were included. Thus, previous cross-sectional research may have overestimated the association of negative urgency with both binge eating and problem gambling. Overall, these findings suggest that binge eating and problem gambling are associated with common as well as distinct emotion regulation deficits.

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Examining Mindset and Grit in Concurrent and Future Reading Comprehension: A Twin Study

10.31234/osf.io/x7hbt ◽

2020 ◽

Author(s):

Kimberly M. Martinez ◽

LaTasha R Holden ◽

Sara Ann Hart ◽

Jeanette Taylor

Keyword(s):

Reading Comprehension ◽

Reading Ability ◽

Preliminary Test ◽

Cognitive Factors ◽

Potential Intervention ◽

Comprehension Ability ◽

Twin Method ◽

Positive Correlations ◽

Ability Measure ◽

Reading Comprehension Ability

Non-cognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. We used a correlational and twin method design to preliminary test if mindset and grit could be potential intervention targets to increase reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in reading comprehension ability in a twin sample. We used data from 422 twin pairs (171 monozygotic pairs, 251 dizygotic pairs) drawn from the Florida Twin Project on Reading, Behavior and Environment (Taylor et al., 2019). Twins were on average 13 years old when the questionnaire and first reading ability measure were collected, and on average 15 years old when the second reading ability measure was collected. Weak and moderate positive correlations were found between both mindset and grit with each reading ability score and neither were significantly related to change in reading ability. Twin modeling suggested little to no common genetic or environmental influences between mindset and grit to reading ability. In total, our results do not lend support to the notion of mindset or grit being a mechanism of change for reading ability.

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Problematic Smartphone Use Severity: Behavioral Addiction, Psychiatric Symptoms, and Pathological Personality Traits

Review of Contemporary Philosophy ◽

10.22381/rcp1920206 ◽

2020 ◽

Vol 19 (0) ◽

pp. 64

Keyword(s):

Personality Traits ◽

Psychiatric Symptoms ◽

Behavioral Addiction ◽

Problematic Smartphone Use ◽

Smartphone Use ◽

Pathological Personality Traits

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Exploring Potential Intervention Strategies to Reduce Unsafe Youth Migration in Ethiopia: a Mixed Methods Study

Journal of International Migration and Integration / Revue de l integration et de la migration internationale ◽

10.1007/s12134-021-00803-7 ◽

2021 ◽

Author(s):

Kassahun Habtamu ◽

Abebaw Minaye ◽

Fantahun Admas ◽

Messay Gebremariam Kotecho ◽

Abera Tibebu ◽

...

Keyword(s):

Mixed Methods ◽

Intervention Strategies ◽

Mixed Methods Study ◽

Potential Intervention ◽

Youth Migration

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Behavioral Addiction

Encyclopedia of Mental Health ◽

10.1016/b978-0-12-397045-9.00077-x ◽

2016 ◽

pp. 135-142 ◽

Cited By ~ 2

Author(s):

H.J. Shaffer ◽

P.M. Shaffer

Keyword(s):

Behavioral Addiction

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Improving Assessments of Another Auditor's Competence

Auditing A Journal of Practice & Theory ◽

10.2308/aud.2009.28.1.53 ◽

2009 ◽

Vol 28 (1) ◽

pp. 53-78 ◽

Cited By ~ 13

Author(s):

Noel Harding ◽

Ken T. Trotman

Keyword(s):

Group Feedback ◽

Potential Intervention ◽

Outcome Feedback ◽

Average Group ◽

Different Types ◽

Specific Feedback ◽

Specific Outcome ◽

The Impact ◽

The Relationship ◽

Audit Effectiveness

SUMMARY: Auditing standards require auditors to assess the competence of their colleagues. However, previous studies have shown that auditors' assessments of their colleagues' competence are inaccurate and overconfident, potentially leading to a reduction in audit effectiveness. In two related studies, we investigate both the process by which these assessments are made and a potential intervention aimed at improving these judgments. In study 1, we investigate the anchors used by senior auditors in assessing the competence of their subordinates and peers, and find that the anchors vary depending on the familiarity of the audit senior with their colleague. These findings inform study 2, which investigates the impact of different types of outcome feedback on auditors' assessments of another auditor's competence. We find that the effects of individual-specific feedback and average-group feedback will be contingent on the nature of the relationship between the assessor and assessee. Specifically, individual-specific outcome feedback is effective in reducing overconfidence when assessing the competence of a colleague with whom the assessor has previously worked, but not an unfamiliar colleague. When assessing the competence of an unfamiliar colleague, we find that average-group outcome feedback is effective in reducing overconfidence. Our results complement and extend earlier theory by showing that individuals, in assessing a colleague's competence, use anchors in addition to the competence of the assessor.

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