We prove that the set of integrable functions on the unit circle for which the analogue of Paley's theorem for H1 fails is residual in L1(T). Moreover, we establish algebraic genericity and spaceability results in several Hardy-type function spaces under prescribed conditions on Taylor coefficients, extending phenomena considered in [12], [15].
This study explored the predictive roles of Basic Psychological Needs Satisfaction (BPNS) and Peace of Mind (PoM) in shaping subjective well-being—defined through positive and negative affect—among university students in Greece. Based on Self-Determination Theory (SDT), the research examined how the fulfillment of autonomy, competence, and relatedness contributes to students’ affective states, while also assessing the unique contribution of PoM as a psychological strength. A sample of 383 students completed standardized questionnaires measuring need satisfaction, PoM, and positive and negative affect. Correlational analyses showed that competence and relatedness were positively associated with positive affect, while autonomy and competence were negatively associated with negative affect. Hierarchical multiple linear analyses revealed that PoM significantly predicted both affective outcomes, accounting for incremental variance in positive and negative affect beyond that explained by basic psychological needs. Specifically, higher levels of PoM were predictors of higher positive emotions and lower negative ones. These findings suggest that PoM appears to function as an important emotional resource in academic settings, associated with well-being. Despite its limitations, the study highlights the importance of fostering both the satisfaction of students’ psychological needs and their inner sense of peace through interventions such as mindfulness training and autonomy-supportive educational practices, considering culturally informed programs as well.
The developmental trajectories of internalizing and externalizing symptoms, including ADHD, vary widely among individuals, yet the factors that contribute to these diverse patterns are not fully understood. Our specific objectives are to empirically identify developmental trajectories of internalizing, externalizing, and ADHD symptoms from ages 4 to 15, and to explore how early-life risk factors are linked to these trajectory groups. The study included 551 mother–child pairs of the Rhea mother–child cohort in Crete, Greece. Children’s internalizing, externalizing, and ADHD symptoms were evaluated using maternal reports at ages 4 (Strengths and Difficulties Questionnaire, ADHD Test), 6, 11 and 15 years (Child Behavior Checklist, Conners’ Parent Rating Scale-Revised). Group-based trajectory modeling was applied to identify trajectory groups from 4 to 15 years and multinomial logistic regression models were implemented to examine the associations between early-life risk factors and group trajectories. The analysis revealed four distinct trajectories for each outcome (internalizing, externalizing, and ADHD symptoms): stable low, high-decreasing, low-increasing, and stable high symptoms. Furthermore, several early-life sociodemographic and perinatal factors, such as sex, maternal and paternal age, paternal education, maternal smoking during pregnancy, and breastfeeding duration were significantly linked to the development of internalizing, externalizing, and ADHD symptoms. The study highlights the complex and dynamic nature of emotional and behavioral symptom development and the critical role of early-life determinants in shaping these trajectories. Findings suggest that early identification and intervention are crucial for preventing the persistence of psychopathology into adolescence.
This study examines how primary school teachers evaluate and prioritize the classroom support strategies they actually use with students with ADHD, with particular emphasis on peer collaboration and parent involvement techniques. Using discrete choice models, we investigated real-world preferences rather than hypothetical intentions, drawing on strategies identified through both literature review and interviews with practicing teachers. The sample included 430 Greek primary teachers from general and special education settings who completed experimentally designed choice tasks that allowed us to assess how certification, training in special education, and prior experience with ADHD students influence decision making. Across all teacher segments, student collaboration strategies, especially collaborative goal setting and peer modeling received the strongest endorsement. In contrast, parent-focused strategies, particularly those requiring structured parent training, were consistently deprioritized, diverging from widely recommended approaches. Teachers with special-education training or prior experience with ADHD students showed greater openness to a broader range of techniques. Overall, the findings highlight the classroom practices teachers find most feasible and meaningful in their daily work, underscoring the importance of professional development and school support systems that align with teachers’ actual preferences and classroom realities while promoting effective support for students with ADHD.
Regulatory focus, a person's approach to pursuing gains and avoiding hazards, has been mostly linked to self-regulatory processes, leaving the related interpersonal mechanisms poorly understood. We tested hypotheses on the association between regulatory focus and dyadic empathy-the empathic tendencies between romantically involved partners-and relationship satisfaction. Two hundred and twenty-seven Greek couples reported on promotion and prevention regulatory goals, dyadic empathic concern and perspective taking, and relationship satisfaction. Results from initial Actor-Partner Interdependence Models found that promotion focus was positively related to actors' empathic concern and perspective taking toward the other, as well as partners' empathic concern and higher actor relationship satisfaction. Results from Actor-Partner Interdependence Mediation Models indicated that partners' empathic concern and perspective taking separately mediated the relationship between promotion focus and relationship satisfaction, with varying patterns of actor and partner indirect effects for each mediator. Prevention focus was not associated with either empathic concern or perspective taking but was negatively associated with both actors' and partners' relationship satisfaction. The findings shed light on the interpersonal processes through which regulatory focus is linked to the relationship functioning in romantic relationships.
