A two-dimensional model on escape motives in activity engagement was developed in three studies. We suggested that motivation to escape the self through engagement in an activity partly derives from intentions to either prevent negative affect or to promote positive affect. A scale for measuring these intentional mindsets was developed consisting of the subcategories self-suppression and self-expansion. Results showed that the dimensions were differently related to psychological predictors, outcomes, and experiences in the activity engagement. We argue that the present research introduces escapism as a relevant theoretical and empirical concept applicable to several types of activity engagements.

Internet gaming disorder (IGD) was included in the Addendum to DSM-5 as a condition for further study. Studies of community samples using a diagnostic interview are lacking, and evaluations of the proposed symptoms, comorbidities, and predictors of IGD are scarce. To provide such information participants in a Norwegian prospective community study were assessed with a clinical interview at age 10 years. Symptoms of other psychiatric disorders were measured with the Child and Adolescent Psychiatric Assessment at ages 8 and 10 (n = 740). Children, parents, and teachers provided information on demographics, temperament, intelligence, executive functions, self-concept, social skills, victimization, emotion regulation, family climate, and parenting. Results indicated that IGD was present in 1.7% (95% confidence interval, 0.7-2.7) of the participants (3.0% boys and 0.5% girls). Factor analysis revealed two factors: heavy involvement and negative consequences. The positive predictive value of withdrawal, tolerance, and unsuccessful attempts to control gaming symptoms to the disorder was low. Symptoms of other common disorders correlated weakly with IGD-symptoms (i.e., from r = 0.07 to r = 0.15). Upon adjusting for gender and gaming at age 8, only limited social and emotion regulation skills at age 8 predicted more age-10 IGD symptoms. In conclusion, IGD is already present in a small percentage of Norwegian 10-year olds. At least three of the proposed symptoms -withdrawal, tolerance and unsuccessful attempts to control gaming -merit further study given their weak associations with the disorder. Symptoms of IGD are only marginally associated with symptoms of other psychiatric disorders and only predicted by social skills and emotion regulation deficits.

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The present paper challenges the notion that engagement in leisure activities is exclusively conducive to well-being. By applying the Dualistic Model of Passion in a leisure context on 467 participants, the measurement of obsessive passion for a leisure activity was related to indicators of ill-being and unrelated to general well-being. In Study 1, obsessive passion for a leisure activity was associated with activity addiction, escapism engagement, and intrapersonal conflicts. In Study 2, obsessive passion was negatively related to basic need satisfaction in activity engagement as well as positively related to negative affective outcomes from activity engagement. We argue that the present findings may lead towards a broader understanding of motivation and outcomes in leisure activities.

The need‐to‐belong theory stipulates that social exclusion (i.e., being rejected by peers) impairs the ability to self‐regulate, and experimental studies with adults support this contention, at least on a short‐term basis. Few studies have investigated whether social exclusion affects the development of self‐regulation of children in a more enduring manner. By using data from a community sample of 762 children, we investigated reciprocal relations between social exclusion and self‐regulation from age 4 to age 6. Social exclusion was reported by teachers, whereas self‐regulation was reported by parents. Autoregressive latent cross‐lagged analyses showed that social exclusion predicted impaired development of dispositional self‐regulation and, reciprocally, that poor self‐regulation predicted enhanced social exclusion. In other words, social exclusion undermines children's development of self‐regulation, whereas poor self‐regulation increases the likelihood of exclusion. Results illuminate the applied relevance of the need‐to‐belong theory.

BackgroundSelf-esteem is fundamentally linked to mental health, but its’ role in trajectories of psychiatric problems is unclear. In particular, few studies have addressed the role of self-esteem in the development of attention problems. Hence, we examined the role of global self-esteem in the development of symptoms of anxiety/depression and attention problems, simultaneously, in a clinical sample of adolescents while accounting for gender, therapy, and medication.MethodsLongitudinal data were obtained from a sample of 201 adolescents—aged 13–18—referred to the Department of Child and Adolescent Psychiatry in Trondheim, Norway. In the baseline study, self-esteem, and symptoms of anxiety/depression and attention problems were measured by means of self-report. Participants were reassessed 3 years later, with a participation rate of 77% in the clinical sample.ResultsAnalyses showed that high self-esteem at baseline predicted fewer symptoms of both anxiety/depression and attention problems 3 years later after controlling for prior symptom levels, gender, therapy (or not), and medication.ConclusionsResults highlight the relevance of global self-esteem in the clinical practice, not only with regard to emotional problems, but also to attention problems. Implications for clinicians, parents, and others are discussed.

In this Norwegian study, bidirectional relations between children's behavior problems and child–teacher conflict and closeness were examined, and the possibility of moderation of these associations by child‐care group size was tested. Eight hundred and nineteen 4‐year‐old children were followed up in first grade. Results revealed reciprocal effects linking child–teacher conflict and behavior problems. Effects of child–teacher closeness on later behavior problems were moderated by group size: For children in small groups only (i.e., ≤ 15 children), greater closeness predicted reduced behavior problems in first grade. In consequence, stability of behavior problems was greater in larger than in smaller groups. Results are discussed in light of regulatory mechanisms and social learning theory, with possible implications for organization of child care.