The purpose of this study was to investigate the influence of interpersonal and personal factors on (un)healthy eating in adolescents. The study sample consisted of 473 adolescents. Regression analyses were conducted to examine the effect of family climate, peer influence and self-regulation cognitions (goal commitment, efficacy and ownership) on healthy and unhealthy eating. Self-regulation cognitions are positively related to healthy eating and negatively to unhealthy eating. We conclude that different aspects of family climate and peer influence are significantly related to both healthy and unhealthy eating. Interventions should be directed at self-regulation cognitions as well as at family and peer influence.

The minor differences relating the dietary patterns to the place of residence reflect the changes in eating habits and the abandonment of the traditional Mediterranean diet, which may be attributed to the nutrition transition and urbanization phenomena.

Aims and objectivesThis study aimed to examine the psychosocial impact and identify risk factors for poor psychosocial outcomes in healthcare professionals during the Coronavirus disease 2019 (COVID‐19) pandemic in Cyprus.BackgroundHealthcare professionals are in the forefront of the COVID‐19 pandemic facing an unprecedented global health crisis, which can have consequences on their psychosocial health. There is a need to identify risk factors for poor psychosocial outcomes to inform the design of tailored psychological interventions.DesignCross‐sectional online study.MethodsA total of 1071 healthcare professionals completed self‐report questionnaires. Measures included sociodemographic information, COVID‐19‐related characteristics, quality of life (Brief World Health Organization Quality of Life; WHOQOL‐Bref), anxiety (Generalized Anxiety Disorder‐7; GAD‐7), depression (Patient Health Questionnaire‐8; PHQ‐8), occupational burnout (Copenhagen Burnout Inventory; CBI), and coping (Brief Coping Orientation to Problems Experienced; Brief COPE). This article follows the STROBE reporting guidelines.ResultsThe prevalence of moderate to severe anxiety and clinically significant depression was 27.6% and 26.8%, respectively. Significant risk factors for poor psychological outcomes included being female, being a nurse or doctor (vs non‐medical professional), working in frontline units (inpatient, intensive care), perceptions of inadequate workplace preparation to deal with the pandemic, and using avoidance coping. Depression and occupational burnout were significant risk factors for poor quality of life.ConclusionThe findings suggest several individual, psychosocial, and organisational risk factors for the adverse psychological outcomes observed in healthcare professionals during the COVID‐19 pandemic.Relevance to clinical practiceThis study highlights the urgent need for screening for anxiety and depression and psychological interventions to combat an imminent mental health crisis in healthcare professionals during the COVID‐19 pandemic. Pandemic response protocols and public health initiatives aiming to improve and prevent mental health problems in healthcare professionals during the current and future health crises, need to account for the various factors at play.

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The aim of this study was to examine whether there are gender differences in actual maths achievement, in attitudes towards maths, and in relevant achievement attributions among early adolescents. The participants were 255 eighth grade students (mean age 14.2) from 10 randomly selected public junior high schools in Cyprus. They completed a questionnaire that measured their attributions of their own maths achievement and their attitudes towards the subject (how attractive and useful it is). Then they took a maths achievement test and immediately afterwards they reported their affective reactions towards the test (how challenging or threatening they thought it was). No significant differences were found between boys and girls in actual maths achievement. Significant differences were found, however, in the way the two genders explain their performance. Boys tend to believe more than girls do that their intellectual abilities are causing their high marks in maths. Also, it was found that high achievement could predict a positive attitude towards mathematics, but not vice versa. These findings contradict the widespread beliefs that (a) girls are not as good at maths as boys are; and (b) better attitudes towards maths lead to better performance.