Blunted cardiovascular reactivity may serve as an index of psychological task disengagement in the motivated performance situations

Challenge and threat models predict that once individuals become engaged with performance, their evaluations and cardiovascular response determine further outcomes. Although the role of challenge and threat in predicting performance has been extensively tested, few studies have focused on task engagement. We aimed to investigate task engagement in performance at the psychological and physiological levels. We accounted for physiological task engagement by examining blunted cardiovascular reactivity, the third possible cardiovascular response to performance, in addition to the challenge/threat responses. We expected that low psychological task engagement would be related to blunted cardiovascular reactivity during the performance. Gamers (N = 241) completed five matches of the soccer video game FIFA 19. We recorded psychological task engagement, heart rate reactivity, and the difference between goals scored and conceded. Lower psychological task engagement was related to blunted heart rate reactivity during the performance. Furthermore, poorer performance in the previous game was related to increased task engagement in the subsequent match. The findings extend existing literature by providing initial evidence that blunted cardiovascular reactivity may serve as the index of low task engagement.

THE COMPARISON OF THREE REAL-TIME PCR KITS FOR SARS-COV-2 DIAGNOSIS REVEALS DISCREPANCIES ON THE IDENTIFICATION OF POSITIVE COVID-19 CASES AND DISPERSION ON THE VALUES OBTAINED FOR THE DETECTION OF SARS-COV-2 VARIANTS

The COVID-19 pandemic has generated a huge challenge and threat to public health throughout the world population. Reverse transcription associated with real-time Polymerase Chain Reaction (RT-qPCR) has been the gold-standard molecular tool for diagnosis and detection of the SARS-CoV-2. Currently, it is used as the main strategy for testing, traceability, and control of positive cases For this reason, the on-top high demand for reagents has produced stock-out on several occasions and the only alternative to keep population diagnosis has been the use of different RT-qPCR kits. Therefore, we evaluate the performance of three of the commercial RT-qPCR kits currently in use for SARS-CoV-2 diagnosis in Chile, consisting in: TaqMan 2019-nCoV Assay Kit v1 (Thermo). Real-Time Fluorescent RT-PCR Kit for Detecting SARS-CoV-2 (BGI), and LightCycler Multiplex RNA Virus Master (Roche). Results of quantification cycle (Cq) and relative fluorescence units (RFU) obtained from their RT-qPCR reactions revealed important discrepancies on the total RNA required for the identification of SARS-CoV-2 genes and diagnosis. Marked differences between kits in samples with 30>Cq value< 34 was observed. Samples with positive diagnoses for Covid-19 using the Thermo Fisher kit had different results when the same samples were evaluated with Roche and BGI kits. The displacement on the Cq value for SARS-CoV-2 identification between the three different RT-qPCR kits was also evident when the presence of single nucleotide variants was evaluated in the context of genomic surveillance. Taken together, this study emphasizes the special care adjusting RT-qPCR reaction conditions of the different kits must be taken by all the laboratories before carrying out the detection of SARS-CoV-2 genes from total RNA nasopharyngeal swab (NPS) samples.

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms

To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool—the Load Reduction Instruction Scale-Short (LRIS-S)—to N = 2,071 students in 188 high school science classrooms. Multilevel latent profile analysis (LPA) was used to identify student and classroom profiles based on students' reports of instructional cognitive load (load reduction instruction, LRI; using the LRIS-S) and their accompanying psychological challenge orientations (self-efficacy and growth goals), and psychological threat orientations (anxiety and failure avoidance goals). In phase 1 of analyses (investigating students; Level 1), we identified 5 instructional-psychological student profiles that represented different presentations of instructional load, challenge orientation, and threat orientation, ranging from the most maladaptive profile (the Instructionally-Overburdened &amp; Psychologically-Resigned profile) to the most adaptive profile (Instructionally-Optimized &amp; Psychologically-Self-Assured profile). The derived profiles revealed that similar levels of perceived instructional load can be accompanied by different levels of perceived challenge and threat. For example, we identified two profiles that were both instructionally-supported but who varied in their accompanying psychological orientations. Findings also identified profiles where students were dually motivated by both challenge and threat. In turn, these profiles (and their component scores) were validated through their significant associations with persistence, disengagement, and achievement. In phase 2 of analyses (investigating students and classrooms; Levels 1 and 2), we identified 3 instructional-psychological classroom profiles that varied in instructional cognitive load, challenge orientations, and threat orientations: Striving classrooms, Thriving classrooms, and Struggling classrooms. These three classroom profiles (and their component scores) were also validated through their significant associations with classroom-average persistence, disengagement, and achievement—with Struggling classrooms reflecting the most maladaptive outcomes and Thriving classrooms reflecting the most adaptive outcomes. Taken together, findings show that considering instructional cognitive load (and new approaches to empirically assessing it) in the context of students' accompanying psychological orientations can reveal unique insights about students' learning experiences and about important differences between classrooms in terms of the instructional load that is present.

Trait attributions and threat appraisals explain why an entity theory of personality predicts greater internalizing symptoms during adolescence

Adolescents who hold an entity theory of personality – the belief that people cannot change – are more likely to report internalizing symptoms during the socially stressful transition to high school. It has been puzzling, however, why a cognitive belief about the potential for change predicts symptoms of an affective disorder. The present research integrated three models – implicit theories, hopelessness theories of depression, and the biopsychosocial model of challenge and threat – to shed light on this issue. Study 1 replicated the link between an entity theory and internalizing symptoms by synthesizing multiple datasets (N = 6,910). Study 2 examined potential mechanisms underlying this link using 8-month longitudinal data and 10-day diary reports during the stressful first year of high school (N = 533, 3,199 daily reports). The results showed that an entity theory of personality predicted increases in internalizing symptoms through tendencies to make fixed trait causal attributions about the self and maladaptive (i.e., “threat”) stress appraisals. The findings support an integrative model whereby situation-general beliefs accumulate negative consequences for psychopathology via situation-specific attributions and appraisals.