The effect of approach and avoidance motivation on self-perception.

This work addresses the link between motivation and self-perception by systematically studying visual self-representations. We propose that the way individuals perceive themselves may be associated with dispositional and situationally induced approach and avoidance motivation. First, we investigate how dispositional differences in approach/avoidance motivation and self-esteem relate to self-perception.

Inclusive classroom norms and children's expectations of inclusion of peers with learning difficulties in their social world.

We examined whether inclusive classroom norms predicted children's reasoning and expectations about the inclusion of peers with learning difficulties from different perspectives (i.e., self, friends, and unfamiliar story protagonist).

Effectiveness of Psychomotor Therapy among Children with Graphomotor Impairment with and without DCD-Diagnosis.

In Switzerland, psychomotor therapy (PMT) is a standard treatment for children with graphomotor impairments, but scientific evidence of its effectiveness is rare. To investigate the effectiveness of PMT, we conducted a randomised field trial (RFT). The sample consisted of 121 first and second graders with graphomotor impairments, some of whom met the criteria of developmental coordination disorder, while the remaining suffered from developmental dysgraphia.

Oxytocin has sex-specific effects on trust and underlying neurophysiological processes.

The neuropeptide oxytocin (OT) regulates mammalian social approach behavior across sexes. Yet most OT studies in humans exclusively investigated men. Here, we studied sex differences in OT's effects on human trust behavior in 144 heterosexual participants (73 women, 71 men).

The "Goldilocks Zone": (Too) many confidence intervals in tests of mediation just exclude zero.

Questionable research practices (QRPs) can occur whenever one result is favored over another, and tests of mediation are no exception. Given mediation's ubiquity and importance to both theory and practice, QRPs in tests of mediation pose a serious threat to the advancement of psychology. We investigate this issue through the introduction of a straightforward means of detecting the presence and magnitude of QRPs in tests of mediation and validate this methodology with a series of sensitivity tests and simulations.

Links Between Teachers' Liking of Students, Peer Inclusion, and Students' Academic Achievement: A Two-Wave Longitudinal Study.

Students who are more liked by their teachers tend to be included by their peers and to perform successfully at school. Yet, very little is known whether peer inclusion can mediate the effect of teachers' liking of students on students' academic achievement. Teachers from Grades 5 and 6 reported their liking of each student and academic achievement (N = 1209; 49% females), whereas peers rated the inclusion of classmates.

Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior.

As the classroom represents an important social context for the development of out-group attitudes, the current study investigated the role of inclusive classroom norms for students' attitudes toward hyperactive peers. The study included 1209 Swiss children from 61 school classes who were surveyed in the fifth grade (T1) and in the sixth grade (T2) (M = 11.55 years, M = 12.

Promoting Inclusion Via Cross-Group Friendship: The Mediating Role of Change in Trust and Sympathy.

To understand the conditions fostering positive outcomes of inclusive schooling, this two-wave study examined the role of individual change in trust and sympathy for adolescents' cross-group friendships and inclusive attitudes toward students with low academic achievement. Cross-group friendships, intergroup trust, intergroup sympathy, and inclusive attitudes were obtained from surveys completed by 1,122 Swiss adolescents (M  = 11.54 years, M  = 12.

The role of cross-group friendship and emotions in adolescents' attitudes towards inclusion.

Background: Most countries have started to educate students with special educational needs (SEN) in mainstream schools, but it remains unclear how inclusive attitudes towards students with SEN can be promoted.

Aims: This study investigated the role of adolescents' friendships and socio-moral competencies for their attitudes towards the inclusion of students with SEN. Specifically, we studied whether adolescents without SEN would develop more inclusive attitudes if they had close friendships with SEN students and if they expressed negative emotions about social exclusion.

Swiss children's moral and psychological judgments about inclusion and exclusion of children with disabilities.

Children's judgments about inclusion and exclusion of children with disabilities were investigated in a Swiss sample of 6-, 9-, and 12-year-old children from inclusive and noninclusive classrooms (N = 422). Overall, the majority of children judged it as morally wrong to exclude children with disabilities. Yet, participants were less likely to expect the inclusion of children with mental or physical disabilities in academic and athletic contexts compared to social contexts.