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Wheat yellow mosaic (WYM) caused by wheat yellow mosaic bymovirus (WYMV) has been growing as one of the most serious diseases affecting wheat production in China. In this study, the association of quantitative trait loci (QTLs) governing WYMV resistance with molecular markers was established using 164 recombinant inbred lines (RILs) derived from 'Xifeng Wheat' (highly resistant) × 'Zhen 9523' (highly susceptible). Phenotypic data of WYMV resistance of the RILs were collected from 4-year, two-location replicated field trials. A molecular marker-based linkage map, which was comprised of 273 non-redundant loci and represented all the 21 wheat chromosomes, was constructed with the JoinMap 4.0 software. Using the Windows QTL Cartographer V2.5 software, three QTLs associated with WYMV resistance, QYm.njau-3B.1, QYm.njau-5A.1 and QYm.njau-7B.1, were detected on chromosomes 3BS, 5AL, and 7BS, respectively. The favorable allele effects were all contributed by 'Xifeng Wheat'. Among the three QTLs, QYm.njau-3B.1 and QYm.njau-5A.1 were detected in all the four trials and the overall mean, and could explain 3.3-10.2% and 25.9-53.7% of the phenotypic variation, respectively, while QYm.njau-7B.1 was detected in one trial and the overall mean and explained 4.9 and 3.3% of the phenotypic variation, respectively. A large portion of the variability for WYMV response was explained by a major QTL, QYm.njau-5A.1. The relationship of the molecular markers linked with QYm.njau-5A.1 and the WYMV resistance was further validated using a secondary F(2) population. The results showed that three markers, i.e., Xwmc415.1, CINAU152, and CINAU153, were closely linked to QYm.njau-5A.1 with the genetic distances of 0.0, 0.0, and 0.1 cM, respectively, indicating they should be useful in marker-assisted selection (MAS) wheat breeding for WYMV resistance. A panel of germplasm collection consisting of 46 wheat varieties with known WYMV response phenotypes was further used to validate the presence and effects of QYm.njau-5A.1 and the above three markers. It was found that QYm.njau-5A.1 was present in 12 of the 34 WYMV-resistant varieties.

Developmental theories and previous research have emphasized the significance of cooperation and self-control in middle childhood. The present study extends previous research by examining (a) the growth of cooperation and self-control as well as the relations between them in middle childhood (third to sixth grade) and (b) the extent to which mothers' and fathers' parenting during early childhood (54 months and first grade) was associated with children's cooperation and self-control. The sample included 705 children (51% female, 86% White) and their mothers, fathers, and teachers in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD). Children, on average, exhibited increases in self-control but not cooperation from third to sixth grade though the increases were smaller for children who had higher self-control or cooperation at third grade. Children who exhibited higher self-control at third grade tended to exhibit higher cooperation at third grade; similar positive associations emerged for the changes in self-control and cooperation over time. In addition, if a child exhibited higher self-control at one time point relative to their typical average level, they tended to also exhibit higher cooperation at the same time point relative to their typical average level. However, these relative deviations within person were not associated over time. Lastly, maternal and paternal sensitive and stimulating parenting in early childhood was positively associated with children's cooperation and self-control in middle childhood. Overall, our findings shed light on the growth of and the relations between cooperation and self-control in middle childhood and highlight the role of maternal and paternal parenting in early childhood.

In a sample of 569 Chinese high school students, the present findings indicated that students with the 4-repeat genotype showed a higher level of test anxiety. Furthermore, the prediction of academic performance on test anxiety was stronger among students with the 3-repeat genotype than those with the 4-repeat genotype. The present findings suggest that mono-amine-oxidase type A gene polymorphism is significantly related to test anxiety.

The present study sought to examine the relationship between Chinese high school students' academic self-efficacy and their academic-related boredom. Another objective was to explore the moderating effects of mono-amineoxidase type A (MAOA) gene polymorphism on this relationship. In a sample of 514 Chinese high school students, we measured their academic self-efficacy and academic-related boredom from Grades 10 to 12. In addition, we collected their DNA. Data were analyzed by using a linear mixture model. The results indicated that students' academic self-efficacy negatively predicted their academic-related boredom. The relationship between academic self-efficacy and academic-related boredom was more reliable for students with the 3-repeat allele than for the students with the 4-repeat allele. The findings suggested that the functional polymorphism of MAOA gene moderated the relationship between academic self-efficacy and academic-related boredom.

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Cultural responsiveness is a key aspect of the quality of organized activities, yet has rarely been examined. Based on developmental theories and a theoretical framework for culturally responsive activities, the current study investigated the prevalence and correlates of two ethnic cultural features (i.e., ethnic cultural content & ethnic cultural respect) in organized activities. Using data from 154 Latino adolescents (M = 12.36, SD = .53; 59% Female) and parents, we examined associations between adolescent perceptions of both ethnic cultural features and their activity experiences; and associations between parent perceptions of both ethnic cultural features and parental involvement in the activity. Latino adolescents and parents in general perceived lower than average ethnic cultural content and moderate to high ethnic cultural respect in the reported activity. Both adolescents and parents were more likely to perceive ethnic cultural content and respect in activities where Latino youth were the numerical ethnic majority than in activities where Latino youth were the numerical ethnic minority. Latino adolescents' perceptions of ethnic cultural respect were associated with more positive activity experiences, whereas their perceptions of ethnic cultural content were associated with more negative feelings. Latino parents' perceptions of ethnic cultural content predicted higher involvement. To design culturally responsive activities, ethnic cultural features should be incorporated in a thoughtful, meaningful way that reflects both adolescents' and parents' perspectives.