Polyadenylation-induced translation is an important regulatory mechanism during metazoan development. During Xenopus oocyte meiotic progression, polyadenylation-induced translation is regulated by CPEB, which is activated by phosphorylation. XGef, a guanine exchange factor, is a CPEB-interacting protein involved in the early steps of progesterone-stimulated oocyte maturation. We find that XGef influences early oocyte maturation by directly influencing CPEB function. XGef and CPEB interact during oogenesis and oocyte maturation and are present in a c-mos messenger ribonucleoprotein (mRNP). Both proteins also interact directly in vitro. XGef overexpression increases the level of CPEB phosphorylated early during oocyte maturation, and this directly correlates with increased Mos protein accumulation and acceleration of meiotic resumption. To exert this effect, XGef must retain guanine exchange activity and the interaction with CPEB. Overexpression of a guanine exchange deficient version of XGef, which interacts with CPEB, does not enhance early CPEB phosphorylation. Overexpression of a version of XGef that has significantly reduced interaction with CPEB, but retains guanine exchange activity, decreases early CPEB phosphorylation and delays oocyte maturation. Injection of XGef antibodies into oocytes blocks progesterone-induced oocyte maturation and early CPEB phosphorylation. These findings indicate that XGef is involved in early CPEB activation and implicate GTPase signaling in this process.

It is well documented that religiosity is linked with positive indicators of well-being, but less research has examined the psychosocial impacts of leaving “high-control” religions. Theoretically situated in recovery and desistance literature underpinned by the social identity approach, the current study examined cross-sectionally the extent to which ‘disfellowshipped’ former Jehovah’s Witnesses’ experiences of ostracism and post-exit identification with others are associated with diminished psychological well-being and identity transition success. It also examined the extent to which the type of exit (forced vs. voluntary) and prior religious commitment shaped these outcomes. The authors recruited 554 adults (62% female; M age = 37.26, SD age = 12.82) via online social support networks for former Jehovah’s Witnesses. Path analysis tested the mediating and moderating functions of exit method (forced vs. voluntary), commitment level during membership, and post-exit group identification with groups on outcomes of identity transition, recovery identity, self-esteem, and well-being. Results indicate that individuals who voluntarily left the Jehovah’s Witnesses reported more ostracism than those who were disfellowshipped (forced out) and that a higher level of prior religious commitment was associated with post-religious identity transition success and diminished self-esteem. Findings further suggest that distinct aspects of respondents’ social identity were related differentially to outcomes in partial support of the theoretical framework. Future research and theory development efforts are deemed necessary to better understand the etiology of how exiting high-control religions impacts psychosocial outcomes.

Addressing a relative lack of research investigating the experiences of individuals who have left the Jehovah’s Witnesses (JW), this research utilizes a works draw on the social identity approach to examine qualitatively, the process of transitioning towards post-JW life, experiences of ostracism and perceived threats to self-identity. Semi-structured interviews were carried out in the homes of six former JWs, and transcripts were analysed using interpretive phenomenological analysis. Narratives suggest that experiences of ostracism following religious exit can be associated with diminished mental health, while having a sense of agency and establishing new (online) social connections may help mitigate adverse consequences. Implications and future research directions are discussed.

Exploring the impact of group identity at university on psychological and behavioural outcomesWith respect to supporting student well-being and success, the current research developed a peer support scheme, built on the principles of Social Identity Theory (SIT). This was targeted towards first year undergraduate psychology students, in which measures of collective identity, sense of belonging, group efficacy, happiness and resilience were obtained, along with attendance and academic attainment.Following one academic year of being part of our peer support scheme, participants (N = 90) completed a questionnaire and consented to their attendance and attainment data to be used. It was found that students' collective identity was positively related to their sense of belonging, group efficacy beliefs and happiness. Further, the sense of belonging was a reliable predictor of happiness, but not attendance or academic attainment. Therefore, there is some evidence to suggest that a SIT-driven peer support scheme can support students' psychosocial well-being, although more is needed to ascertain whether this could be developed further to observe any course-related outcomes. Theoretical contributions to SIT are therefore presented, in which the insights can be applied to Higher Education beyond the UK.

Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career‐related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi‐structured interviews with a self‐selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub‐themes. These were: “Divergent Experiences” with the sub‐themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub‐themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student‐led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance.