Online measurement is on the rise in every subdiscipline of the major social sciences, such as psychology, sociology or educational studies. This trend may stem from the numerous advantages offered by this mode of data collection, including the facts that it is cost-efficient and enables the collection of large and diversified samples quickly. However, online studies have their own requirements, and one of them is having measurement tools available that have been adapted for online assessment in terms of their design, length, and attractiveness and are as valid and reliable as their traditional counterparts. These new needs in intelligence research were recently addressed by the creation of Pathfinder, a novel online, gamified, psychometrically sound general cognitive ability (g-score) measure. In this article, we aimed to offer further validation for and proof of concept of Pathfinder by presenting the results of its first language adaptation. The results of our adaptation showed that the Polish version of Pathfinder is a reliable and valid measurement tool suited for several research conditions. They therefore supported the applicability of Pathfinder for different linguistic and cultural contexts.

Background The COVID-19 pandemic has affected all our lives, not only through the infection itself but also through the measures taken to control the spread of the virus (e.g. lockdown). Aims Here, we investigated how the COVID-19 pandemic and unprecedented lockdown affected the mental health of young adults in England and Wales. Method We compared the mental health symptoms of up to 4773 twins in their mid-20s in 2018 prior to the COVID-19 pandemic (T1) and during four-wave longitudinal data collection during the pandemic in April, July and October 2020, and in March 2021 (T2–T5) using phenotypic and genetic longitudinal designs. Results The average changes in mental health were small to medium and mainly occurred from T1 to T2 (average Cohen d = 0.14). Despite the expectation of catastrophic effects of the pandemic on mental health, we did not observe trends in worsening mental health during the pandemic (T3–T5). Young people with pre-existing mental health problems were disproportionately affected at the beginning of the pandemic, but their increased problems largely subsided as the pandemic persisted. Twin analyses indicated that the aetiology of individual differences in mental health symptoms did not change during the lockdown (average heritability 33%); the average genetic correlation between T1 and T2–T5 was 0.95, indicating that genetic effects before the pandemic were substantially correlated with genetic effects up to a year later. Conclusions We conclude that on average the mental health of young adults in England and Wales has been remarkably resilient to the effects of the pandemic and associated lockdown.

Genome-wide association (GWA) studies have uncovered DNA variants associated with individual differences in general cognitive ability ( g ), but these are far from capturing heritability estimates obtained from twin studies. A major barrier to finding more of this ‘missing heritability’ is assessment––the use of diverse measures across GWA studies as well as time and the cost of assessment. In a series of four studies, we created a 15-min (40-item), online, gamified measure of g that is highly reliable (alpha = 0.78; two-week test-retest reliability = 0.88), psychometrically valid and scalable; we called this new measure Pathfinder. In a fifth study, we administered this measure to 4,751 young adults from the Twins Early Development Study. This novel g measure, which also yields reliable verbal and nonverbal scores, correlated substantially with standard measures of g collected at previous ages ( r ranging from 0.42 at age 7 to 0.57 at age 16). Pathfinder showed substantial twin heritability (0.57, 95% CIs = 0.43, 0.68) and SNP heritability (0.37, 95% CIs = 0.04, 0.70). A polygenic score computed from GWA studies of five cognitive and educational traits accounted for 12% of the variation in g , the strongest DNA-based prediction of g to date. Widespread use of this engaging new measure will advance research not only in genomics but throughout the biological, medical, and behavioural sciences.

Background High academic anxiety is associated with poor academic performance. One proposed mechanism of this association is that academic anxiety promotes learning avoidance behaviours, which in turn hinders students' opportunities to learn and grow. However, this proposition has not been thoroughly examined, particularly in afterschool learning settings. The present study aimed to address this gap. Aims First, we investigated whether individual differences in academic anxiety across three domains (mathematics, native language or L1, and second language learning or L2) predicted students' academic avoidance in the corresponding domain in high school. Second, given that individual differences in personality may result in employing different coping strategies to deal with academic anxiety, we examined how mental toughness (MT) moderated the relation between academic anxiety and academic avoidance. Sample Two waves of longitudinal data that were one semester apart were available for four hundred and forty-four high school students. Methods Students self-reported their MT, academic anxiety, and academic avoidance (i.e., time spent on studying a subject afterschool) in mathematics, L1, and L2. Results For students with higher MT, higher mathematics, L1, and L2 anxiety in the first semester predicted more time spent on learning the corresponding subject in the following semester, even after controlling for general anxiety, academic achievement, and initial academic avoidance. Conclusions These results challenge the proposition that all students with higher domain-specific anxiety are more likely to avoid learning altogether in that domain. Rather, among students from the general school population who generally exhibit low to moderate levels of academic anxiety, higher academic anxiety is associated with more time investment in afterschool learning in mentally tough students.

Study Objectives: There is a well-established association between poor sleep quality and internalizing traits. This relationship has previously been studied using a twin design. However, when it comes to adolescence, there is a paucity of twin studies that have investigated this relationship, despite the importance of this developmental stage for both the development of poor sleep quality and internalizing symptoms. Additionally, anxiety sensitivity, which is commonly associated with poor sleep quality, has not been studied in this context. Our objective was to estimate genetic and environmental influences on the relationships between insomnia, poor sleep quality, and internalizing symptoms in adolescence.Methods: Insomnia, poor sleep quality, depression, anxiety, and anxiety sensitivity traits were measured in a sample of 5111 twin pairs from the Twins Early Development Study, born between 1994 and 1996 (mean age 16.32 years [SD = 0.68]).Results: A moderate proportion of the variance for the different variables (.29-.42) was explained by genetic factors. Associations between sleep and internalizing variables were moderate (r =.34-.46) and there was a large genetic overlap between these variables (rA=.51-.73).Conclusion: This study adds novel information by showing that there are large genetic correlations between sleep disturbances and internalizing symptoms in adolescence.

INTRODUCTION:Mathematics anxiety (MA) is an important risk factor hindering the development of confidence and capability in mathematics and participation in the science, technology, engineering, and mathematics workforce. The aim of the present study is to further our understanding of these relations in adolescence by adopting a threefold approach. First, we adopted a longitudinal design to clarify the temporal order in the developmental relations between (a) MA and mathematics achievement and (b) MA and mathematics self-perceived ability. Second, we investigated whether the developmental relations between MA and mathematics achievement/self-perceived ability differed between boys and girls. Finally, we explored the domain-specificity of MA by examining its role in foreign language (L2) learning. METHODS:Data were collected from 1043 Italian high school students. Students reported their anxiety, self-perceived ability, and school achievement in mathematics and L2 over two separate waves, one semester apart. RESULTS:Using multi-group cross-lagged panel analyses, we found that (a) mathematics achievement predicted MA longitudinally, whereas MA did not predict subsequent mathematics achievement; (b) there was a negative reciprocal relation between MA and mathematics self-perceived ability in male, but not female students; and (c) there were longitudinal relations between MA and L2 achievement and self-perceived ability above and beyond L2 anxiety. CONCLUSIONS:These findings support the deficit view of the developmental relation between MA and mathematics achievement, highlight high school male students as a vulnerable group evincing vicious transactions between high anxiety and low self-efficacy in mathematics, and reveal the importance of internal cross-domain comparison processes in MA development.

Performance in everyday spatial orientation tasks (e.g., map reading and navigation) has been considered functionally separate from performance on more abstract object-based spatial abilities (e.g., mental rotation and visualization). However, few studies have examined the link between spatial orientation and object-based spatial skills, and even fewer have done so including a wide range of spatial tests. To examine this issue and more generally to test the structure of spatial ability, we used a novel gamified battery to assess six tests of spatial orientation in a virtual environment and examined their association with ten object-based spatial tests, as well as their links to general cognitive ability ( g ). We further estimated the role of genetic and environmental factors in underlying variation and covariation in these spatial tests. Participants ( N = 2660; aged 19–22) were part of the Twins Early Development Study. The six tests of spatial orientation clustered into a single ‘ Navigation’ factor that was 64% heritable. Examining the structure of spatial ability across all 16 tests, three, substantially correlated, factors emerged: Navigation , Object Manipulation , and Visualization . These, in turn, loaded strongly onto a general factor of Spatial Ability , which was highly heritable (84%). A large portion (45%) of this high heritability was independent of g . The results point towards the existence of a common genetic network that supports all spatial abilities.

Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA) and MM (including importance, self-perceived ability, and interest), to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13 +/- 21 years old), we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups.

Mental toughness has been associated with optimal performance across diverse contexts including academic achievement. MT is positively associated with subclinical narcissism. Cross-sectional research reported that high narcissism may contribute indirectly to enhanced positive outcomes, through MT. This study is the first to explore longitudinally the development of the association between MT, narcissism and achievement in a sample of adolescents. MT correlated positively with narcissism and predicted a small percentage of the variation in school achievement. Narcissism did not correlate significantly with school achievement. However, subclinical narcissism exerted a significant positive indirect effect on school achievement through MT. The findings suggest that the relationship between narcissism and MT could be one of the non-cognitive mechanisms that underlie individual variation in school achievement.

Individuals differ in their level of general anxiety as well as in their level of anxiety towards specific activities, such as mathematics and spatial tasks. Both specific anxieties correlate moderately with general anxiety, but the aetiology of their association remains unexplored. Moreover, the factor structure of spatial anxiety is to date unknown. The present study investigated the factor structure of spatial anxiety, its aetiology, and the origins of its association with general and mathematics anxiety in a sample of 1,464 19-21-year-old twin pairs from the UK representative Twins Early Development Study. Participants reported their general, mathematics and spatial anxiety as part of an online battery of tests. We found that spatial anxiety is a multifactorial construct, including two components: navigation anxiety and rotation/visualization anxiety. All anxiety measures were moderately heritable (30% to 41%), and non-shared environmental factors explained the remaining variance. Multivariate genetic analysis showed that, although some genetic and environmental factors contributed to all anxiety measures, a substantial portion of genetic and non-shared environmental influences were specific to each anxiety construct. This suggests that anxiety is a multifactorial construct phenotypically and aetiologically, highlighting the importance of studying anxiety within specific contexts.

Spatial abilities encompass several skills differentiable from general cognitive ability (g). Importantly, spatial abilities have been shown to be significant predictors of many life outcomes, even after controlling for g. To date, no studies have analyzed the genetic architecture of diverse spatial abilities using a multivariate approach. We developed "gamified" measures of diverse putative spatial abilities. The battery of 10 tests was administered online to 1,367 twin pairs (age 19-21) from the UK-representative Twins Early Development Study (TEDS). We show that spatial abilities constitute a single factor, both phenotypically and genetically, even after controlling for g This spatial ability factor is highly heritable (69%). We draw three conclusions: (i) The high heritability of spatial ability makes it a good target for gene-hunting research; (ii) some genes will be specific to spatial ability, independent of g; and (iii) these genes will be associated with all components of spatial ability.

Spatial abilities–defined broadly as the capacity to manipulate mental representations of objects and the relations between them–have been studied widely, but with little agreement reached concerning their nature or structure. Two major putative spatial abilities are “mental rotation” (rotating mental models) and “visualisation” (complex manipulations, such as identifying objects from incomplete information), but inconsistent findings have been presented regarding their relationship to one another. Similarly inconsistent findings have been reported for the relationship between two- and three-dimensional stimuli. Behavioural genetic methods offer a largely untapped means to investigate such relationships. 1,265 twin pairs from the Twins Early Development Study completed the novel “Bricks” test battery, designed to tap these abilities in isolation. The results suggest substantial genetic influence unique to spatial ability as a whole, but indicate that dissociations between the more specific constructs (rotation and visualisation, in 2D and 3D) disappear when tested under identical conditions: they are highly correlated phenotypically, perfectly correlated genetically (indicating that the same genetic influences underpin performance) and are related similarly to other abilities. This has important implications for the structure of spatial ability, suggesting that the proliferation of apparent sub-domains may sometimes reflect idiosyncratic tasks rather than meaningful dissociations.

BACKGROUND:Social deprivation is associated with a greater morbidity and shorter life expectancy. This study evaluates differences in weight loss following bariatric surgery and deprivation, based on UK deprivation measures in a London bariatric centre.METHODS:All patients undergoing bariatric surgery between 2002 and 2012 were retrospectively identified. Demographic details, type of surgery and percentage excess weight loss data were collected. UK Index of Multiple Deprivation (IMD, 2010) and IMD domain of the Health Deprivation and Disability (HDD) scores were used to assess deprivation (where 1 is the most deprived in rank order and 32,482 is the least deprived). Two-way between-subjects analysis of variance (ANOVA) was performed to examine the effect of IMD score, deprivation, procedure type and gender on percentage excess weight loss.RESULTS:Data were included from 983 patients (178 male, 805 female) involving 3,663 patient episodes. Treatments comprised laparoscopic gastric bands (n=533), gastric bypass (n=362) and gastric balloons (n=88). The average percentage excess weight loss across all procedures was 38 % over a follow-up period (3 months-9 years). There was no correlation between weight loss and IMD/HDD rank scores. Gastric bypass was significantly more effective at achieving weight loss than the other two procedures at 3-, 6- and 9-month and 1-year follow-up.CONCLUSIONS:Social deprivation does not influence weight loss after bariatric surgery, suggesting that all socioeconomic groups may equally benefit from surgical intervention. Social deprivation should not therefore negatively influence the decision for surgical intervention in these patients.