IntrodutionBreast cancer affects about 1 in 10 women and is one of the three most frequent causes ofdeath amongwomen in the United States It is also likely that with regard to mammography as well as other healthrelated behaviors,3-32 individuals move through a series of motivational and behavioral stages in which the behavior is not considered ("precontemplation"), the behavior is contemplated but not yet acted upon ("contemplation"), an initial behavior change is made ("action"), and the behavior is maintained over time ("maintenance") Therefore, it is likely that mammography recommendations in the form of letters mailed from physicians to patients' homes would have an impact on women's propensity to be screened. We used computer technology to assemble individualized letters tailored according to women's responses in baseline interviews. Message adaptation, based on individual needs and circumstances, is commonly used to enhance the effectiveness of face-to-face patient counseling,4546 but only recently has such individual tailoring become feasible for printed messages. We sought to determine whether printed tailored recommendations addressing women's specific screening and risk status and their perceptions about breast cancer and mammog-

Intervention and control patients were exposed to effective adherence care. Future meta-analyses of (behavior change) interventions should control for variability in care delivered to active controls. Clinical practice may be best served by implementing current best practice.

Variation in SCQ provided to control groups may substantially influence effect sizes of behavior change interventions. Future trials should therefore assess and report SCQ, and meta-analyses should control for variability in SCQ, thereby producing more accurate estimates of the effectiveness of behavior change interventions.

During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students’ resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a k-means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students’ responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.

Cognitive therapy had enduring effects that lasted beyond the end of treatment. This potential prophylactic effect of cognitive therapy is promising; it might be a new strategy to combat the global epidemic of obesity.