Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration.

In recent years, discussion of the limitations of the standard cross-lagged panel model (CLPM) has increased, and the random intercept cross-lagged panel model (RI-CLPM) has been proposed as an improved approach to modeling. By now, there are some first applications of the model to investigate reciprocal relations in self-concept development. However, a methodological-substantive integration of the model in the context of the three major comparison processes in self-concept development is still missing, and it has not been used to evaluate dimensional and temporal comparison effects.

Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long-term follow-up study on later university major and career choices.

An important first step in talent development in science, technology, engineering, and mathematics (STEM) is getting individuals excited about STEM. Females, in particular, are underrepresented in many STEM fields. Since girls' interest in STEM declines in adolescence, interventions should begin in secondary education at the latest.

Embodiment: I sat, I felt, I performed - Posture effects on mood and cognitive performance.

Previous embodiment findings indicate a relationship between physical posture and mood states, suggesting upright postures induce positive mood states. Findings also showed a relationship between moods and cognitive performance. While positive mood states were found to be related to increased processing speed, negative mood states were associated with higher processing accuracy in cognitive task performance.

Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats.

Online mentoring can be useful for supporting girls in science, technology, engineering, and mathematics (STEM). Yet, little is known about the differential effects of various online mentoring formats. We examine the general and relative effectiveness of three online mentoring formats, one-on-one mentoring, many-to-many group mentoring, and a hybrid form of the two.

Neuroenergetics and "General Intelligence": A Systems Biology Perspective.

David C. Geary proposed the efficiency of mitochondrial processes, especially the production of energy, as the most fundamental biological mechanism contributing to individual differences in general intelligence (). While the efficiency of mitochondrial functioning is undoubtedly an important and highly interesting factor, I outline several reasons why other main factors of neuroenergetics should not be neglected and why a systems biology perspective should be adopted.

Online Mentoring for Talented Girls in STEM: The Role of Relationship Quality and Changes in Learning Environments in Explaining Mentoring Success.

Although participation rates of women in science, technology, engineering, and mathematics (STEM) are continually improving, low rates are still an issue in many countries. While previous studies found positive effects of online mentoring for increasing girls' interests in STEM, research concerning explanatory mechanisms is lacking. We found evidence that in a 1-year online mentoring program for girls (age: M = 13.

Learning resources and talent development from a systemic point of view.

System theories postulate that a system needs resources in order to evolve and function as an entirety. According to the actiotope model of giftedness, exogenous and endogenous resources needed to develop excellence include five forms of educational capital (economic, cultural, social, infrastructural, and didactic) and five forms of learning capital (organismic, telic, actional, episodic, and attentional), independent of domain and level of talent development. In three studies, we addressed several blind spots in the empirical basis of the educational and learning capital (ELC) approach.