Parental accommodation (i.e., modifying behavior to reduce child distress) is among the most empirically supported anxiety enhancing parenting practices; while emotional warmth (i.e., support and affection) has demonstrated a less clear link to anxiety. The current study aims to explore the interactive nature of emotional warmth within the context of accommodation. We hypothesized that accommodation would moderate the relationship between emotional warmth and anxiety. The sample included parents of youth (N = 526) ages 7–17. A simple moderation analysis was conducted. Accommodation significantly moderated the relationship [B = 0.03, C.I. (0.01, 0.05), p = 0.01]. Additional variance was accounted for by adding the interaction term to the model (R² = 0.47, p < 0.001). At high levels of accommodation, emotional warmth significantly predicted child anxiety symptoms. This study affirms that emotional warmth is significantly related to anxiety in the context of high accommodation. Future work ought to build upon these findings to explore these relationships. Limitations of the study include sampling and parent-report data.

There is a pressing need for feasible, scalable interventions that address children’s and adults’ math anxiety and result in enhanced math learning. In this article, we suggest a pathway toward intervention development. First, we consider what is known about the mechanisms of math anxiety. To treat math anxiety, we must understand both how and why math anxiety interferes with mathematical learning, thinking, and problem-solving. We then review current approaches to ameliorating math anxiety. Finally, we consider pathways of developing more effective and robust interventions for math anxiety across the lifespan. We highlight clinical approaches to math anxiety and advocate for a double-pronged approach to “break the cycle” of math anxiety transmission from adults to children.

In qualitative research, theme typically refers to an identified trend running through the data. Themes play a prominent role in interpretative phenomenological analysis (IPA) and may serve as a framework for presentation. Although comprehensive resources are available to guide researchers through stages of IPA analysis, there is far less information on specific strategies for associating a theme with a name or label for IPA, or for other qualitative approaches. Therefore, the purpose of this paper is to present strategies for thoughtful development of IPA theme names. To this end, we present and summarize available theme-naming guidance associated with multiple methods including IPA and thematic analysis. We supplement this with examples from prior IPA research studies we believe illustrate effective theme names, organized in three broad categories of theme focus, phrasing, and structure. Within these categories we provide guidelines for researchers to consider to best address the research purpose and most effectively communicate the key findings.

It is important to identify psychological correlates of vaccine hesitancy, including among people not from the United States (U.S.). College students were recruited between March–June 2023 in the US (n = 330, M_age = 20.21, 79.5% female) and in Israel (n = 204, M_age = 23.45, 92.6% female) to complete a cross-sectional survey on vaccine attitudes, emotions, and behavior. A 2 (Nation: US, Israel) × 2 (Vaccine Status: Vaccinated, Unvaccinated) factorial design was used. Individual ANCOVAS controlling for sociodemographic factors were conducted to test main effects of nation and vaccine status, and their interaction, across various psychological correlates of health behavior. Consistent with hypotheses, unvaccinated (vs. vaccinated) individuals reported higher perceived ambiguity, reactance, and anger as well as perceived lower susceptibility, severity, worry, and intentions to vaccinate. Unvaccinated (vs. vaccinated) individuals also reported lower positive emotion. Contrary to hypotheses, unvaccinated individuals reported greater fear. Israeli (vs. American) participants reported higher perceived ambiguity, worry, fear, and anger, as well as lower perceived susceptibility. Vaccinated Americans reported higher intentions to vaccinate again in the future (M = 2.89, SE = 0.08) compared to vaccinated Israelis (M = 2.36, SE = 0.08). However, unvaccinated Americans reported lower intentions to vaccinate (M = 1.80, SE = 0.15) than unvaccinated Israelis (M = 1.95, SE = 0.21). Findings provide insight into correlates to target for vaccine promotion and emphasize the need for cultural tailoring.

Growing evidence highlights the predictive power of cross-notation magnitude comparison (e.g., 2/5 vs. 0.25) for math outcomes, but whether these relations persist into adulthood and the underlying mechanisms remain unknown. Across two studies during the 2021–2022 academic year, we investigated undergraduates’ cross-notation and within-notation comparison skills given equivalent fractions, decimals, and percentages (Study 1, N = 220 and Study 2, N = 183). We found participants did not perceive equivalent rational numbers equivalently. Cluster analyses revealed that approximately one-quarter of undergraduates exhibited a bias to select percentages as larger in cross-notation comparisons. Compared with the other cluster of undergraduates who showed little-to-no bias, the percentages-are-larger bias cluster performed worse on fraction number line estimation and fraction arithmetic (exact and approximate), as well as reporting lower Scholastic Aptitude Test/American College Test (SAT/ACT) scores. Hierarchical linear regression analyses demonstrated that cross-notation comparison accuracy accounted for variance in SAT/ACT beyond within-notation accuracy. Mediation analyses were consistent with a potential mechanism: Stronger cross-notation knowledge equips individuals to evaluate the reasonableness of fraction arithmetic solutions. Together, these results suggest the importance of an integrated understanding of rational number notations, which may not be fully assessed by within-notation measures alone.

Background: Anxiety in simulations can be influenced by various factors that either motivate or immobilize students. Understanding simulation anxiety is crucial for educators to design appropriately challenging scenarios without overwhelming students. No instruments have yet been tested to differentiate between debilitating and facilitating anxiety within nursing simulations. Methods: A quantitative repeated measures design was used to examine students’ baseline and pre-simulation anxiety with 90 pre-licensure junior level nursing students. The Achievement Anxiety Test (AAT) was administered to differentiate levels of debilitating and facilitating anxiety. Results: The revised AAT demonstrated preliminary validity and reliability for measuring debilitating and facilitating anxiety when used in nursing simulation. Linear regression showed only debilitating anxiety significantly predicted pre-simulation state anxiety. Baseline anxiety has a significant impact on students, increasing debilitating anxiety in simulated settings. Conclusions: To ensure success in practice settings, it is important to address students baseline anxiety to support a successful transition into practice. This study was prospectively determined to be exempt with the University’s Institutional Review Board on 6 December 2022 and was not prospectively registered in a formal registry.