Two studies tested the hypothesis that females penalize women who succeed in male gender-typed jobs to salvage their own self-views regarding competence. The authors proposed that women are motivated to penalize successful women (i.e., characterize them as unlikable and interpersonally hostile) to minimize the self-evaluative consequences of social comparison with a highly successful female target. Results supported the hypothesis. Whereas both male and female participants penalized successful women, blocking this penalization reduced female--but not male--participants' self-ratings of competence (Study 1). Moreover, positive feedback provided to female participants about their potential to succeed (Study 2) weakened negative reactions to successful women without costs to subsequent self-ratings of competence. These results suggest that the interpersonal derogation of successful women by other women functions as a self-protective strategy against threatening upward social comparisons.

Past research has demonstrated that implementation intentions (i.e., if-then plans) facilitate goal striving by two processes: increasing the activation of the anticipated situational cue (the if-process) and automating the goal-directed response to that cue (the then-process; Gollwitzer, 1999; Webb & Sheeran, in press). Two studies investigated the implications for the course of goal striving guided by implementation intentions. When implementation intentions achieved their effects by facilitating cue identification (the if-process), alternative cues were disregarded (Study 1). On the contrary, when implementation intentions achieved their effects by the automation of the critical response (the then-process), alternative goal-directed responses were still considered (Study 2). We discuss these results with respect to the functioning of implementation intentions and the use of alternative means in planned goal pursuit.

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In response to the COVID-19 pandemic, millions of students in China followed an emergency policy called “Suspending Classes without Stopping Learning” to continue their study online as schools across the country were closed. The present study examines how students adapted to learning online in these unprecedented circumstances. We aimed to explore the relationship between adaptability, academic emotion, and student engagement during COVID-19. 1,119 university students from 20 provinces participated in this longitudinal study (2 time points with a 2-week interval). The results showed that adaptability (the ability to respond to changes) and student engagement are significantly positively correlated with positive academic emotion and negatively correlated with negative academic emotion. Furthermore, adaptability not only directly predicts student engagement, but also affects student engagement through the chain mediation of positive academic emotion and negative academic emotion. The results contribute to the gap in knowledge regarding changes in students’ learning in response to the outbreak. This study further explains the internal mechanisms mediating the relationship between adaptability and student engagement. It may provide references for educational researchers and universities in dampening the negative effects of COVID-19 on students’ learning by improving their adaptability and developing positive academic emotions.

Keywords: Explanatory vacuum Nonconscious goals Social norms AutomaticPrevious research has found that performing norm-violating behaviors based on a nonconsoously-activated goal elicits negative affect (Oettingen, Grant, Smith, Skinner, & Gol!witzer, 2006). In the present research we explored whether this negative affect is eliminated when an earlier consciolls goal with congruent behavioral effects can be used to explain the norm-violating behavior. Our findings suggest that applicable conscious goals are indeed used to interpret nonconsciously-activated goal striving (Study 1), and that this interpretation occurs reflexively rather than reflectively (Study 2), with implications for interpersonal behavior (Study 3). The role of social norms, applicable consciolls goals, and negative affect in the interpretation of nonconsciolls goal pursuit is discussed.

Student participation in online discussion forums is associated with positive outcomes for student achievement and satisfaction, but research findings on the impact of class size and instructors’ participation on student participation have been mixed. The present study analyzed the frequency of instructor and student posts in asynchronous discussion forums in 500 online courses to examine factors contributing to student participation. Results showed significant effects of both class size and amount of instructor participation, with a significant interaction between the two. In medium class sizes (with 15–30 students), amount of instructor participation did not predict the number of posts per student, but in smaller classes, significant differences in student participation were found depending on amount of instructor participation. Implications for fostering student participation in online discussion forums and interpreting research in this area are discussed.

We provide a theoretical framework and empirical evidence for how verbally planning an action creates direct perception-action links and behavioral automaticity. We argue that planning actions in an if (situation)-then (action) format induces sensorimotor simulations (i.e., activity patterns reenacting the event in the sensory and motor brain areas) of the anticipated situation and the intended action. Due to their temporal overlap, these activity patterns become linked. Whenever the previously simulated situation is encountered, the previously simulated action is partially reactivated through spreading activation and thus more likely to be executed. In 4 experiments (N = 363), we investigated the relation between specific if-then action plans worded to activate simulations of elbow flexion versus extension movements and actual elbow flexion versus extension movements in a subsequent, ostensibly unrelated categorization task. As expected, linking a critical stimulus to intended actions that implied elbow flexion movements (e.g., grabbing it for consumption) subsequently facilitated elbow flexion movements upon encountering the critical stimulus. However, linking a critical stimulus to actions that implied elbow extension movements (e.g., pointing at it) subsequently facilitated elbow extension movements upon encountering the critical stimulus. Thus, minor differences (i.e., exchanging the words "point at" with "grab") in verbally formulated action plans (i.e., conscious thought) had systematic consequences on subsequent actions. The question of how conscious thought can induce stimulus-triggered action is illuminated by the provided theoretical framework and the respective empirical evidence, facilitating the understanding of behavioral automaticity and human agency. (PsycINFO Database Record

Although accumulating evidence suggests the COVID-19 pandemic is associated with costs in mental health, the development of students' mental health, including the change from their previous levels of depression and anxiety and the factors associated with this change, has not been well-studied. The present study investigates changes in students' anxiety and depression from before the pandemic to during the lockdown and identifies factors that are associated with these changes. 14,769 university students participated in a longitudinal study with two time points with a 6-month interval. Students completed the Anxiety and Depression subscales of the Symptom Checklist 90 (SCL-90) before the COVID-19 outbreak (October 2020, Time 1), and the Self-rating Anxiety Scale (SAS) and Self-rating Depression Scale (SDS) during the pandemic (April 2020, Time 2). The prevalence of anxiety and depression symptoms were 1.44 and 1.46% at Time 1, and 4.06 and 22.09% at Time 2, respectively, showing a 181.94% increase in anxiety and a 1413.01% increase in depression. Furthermore, the increases in anxiety and depression from pre-pandemic levels were associated with students' gender and the severity of the pandemic in the province where they resided. This study contributes to the gap in knowledge regarding changes in students' mental health in response to the pandemic and the role of local factors in these changes. Implications for gender and the Typhoon Eye effect are discussed.