Claremont Graduate University

Social norms are an effective pathway for promoting pro-environmental behavior. Prior research has shown that injunctive normative beliefs about social approval or disapproval can activate emotional responses. However, the emotional underpinnings of descriptive norms have not been systematically studied, and there are theoretical grounds for predicting that emotions may not mediate behavioral responses induced through descriptive social norms. This research addresses this gap by examining how descriptive social norms influence emotional responses, and in turn, how emotions influence pro-environmental behaviors. Through a pre-registered experimental study, the present research investigates how exposure to descriptive norm information (support for Sustainable Energy Technologies [SETs]) can evoke emotions that motivate or inhibit energy-related pro-environmental actions. In a sample of California residents ( N = 600), a 2x2x2 factorial design is employed to analyze the effect of the descriptive norm on individuals’ emotional responses and engagement with SETs. Findings indicate that descriptive norms (unlike injunctive norms) do not influence general positive affect. On the other hand, descriptive normative information was found to selectively trigger surprise – a neutral valence, high-arousal emotional response – particularly among above-average SETs supporters. Additional analyses show that the emotional response of surprise mediates the relationship between the descriptive norm and task engagement, especially when normative expectations are negatively violated. No direct effect of the descriptive norm on behavior is observed. • Descriptive norms influence surprise but not broad emotional responses. • Surprise increases PEBs only among below-average SETs supporters. • Above-average supporters show stronger positive and negative emotional reactions. • The type of technology impacts emotional responses to the descriptive norm. • Descriptive norms impact behavior indirectly through surprise.

Despite the well-established health benefits of fruit and vegetable (FV) consumption, most Americans, particularly adolescents, fail to meet recommended intake levels. In contrast, high junk food (JF) consumption is prevalent, contributing to health risks, including obesity and chronic diseases. Understanding how family meal structure and motivational factors influence dietary behaviors in parent-adolescent dyads is crucial for developing effective interventions. Using data from the Family Life, Activity, Sun, Health, and Eating (FLASHE) study, we applied the Actor-Partner Interdependence Model to examine the role of autonomous (self-endorsed) and controlled motivations (pressure- or obligation-driven) in influencing FV and JF consumption in parent-adolescent dyads. We also investigated how family meal structure, including meal frequency and TV watching during dinner, moderated these effects. The sample included 1,717 parent-adolescent dyads, and data were analyzed using multigroup structural equation modeling to assess actor and partner effects. In the low-meal structure context (infrequent meals with frequent TV), both autonomous and controlled motivation showed positive actor associations with FV consumption for both parents and adolescents, and parents' FV consumption was positively associated with adolescents' controlled motivation. In the high-meal structure context (frequent meals with minimal TV), autonomous motivation showed significant actor effects and bidirectional partner effects on FV consumption, and parents' controlled motivation was positively associated with adolescents' FV consumption. For JF consumption, autonomous motivation showed negative actor associations for both parents and adolescents across meal-structure contexts, parents' controlled motivation was positively associated with parents' JF consumption in the low-meal structure context. This study underscores the importance of both autonomous and controlled motivations in shaping dietary behaviors in family contexts. It also emphasizes the moderating role of family meal structure, suggesting interventions should address both individual motivations and family dynamics to foster long-term healthy eating habits.

ABSTRACT Previous NMR 1 J (C13,H) –s correlations exhibited only marginal degrees of success. Presented here is a new such correlation where it is proposed NMR coupling data is passed by H–C–H and H–H pathways as suggested by the theoretical results of Provasi et al. Used where the current best values of the 1 J (C13,H)'s and molecular structure data for the hydrocarbons methane ( 1 ), ethane ( 2 ), ethene ( 3 ), benzene ( 4 ), propadiene ( 5 ), and ethyne ( 6 ). Simple equations for calculation of s character and bond angles are presented. The correlation has been extended to the case of a fluorine substituent. How the s character frameworks of molecules can be mapped out is demonstrated and compared to natural bond orbital (NBO) analysis estimations from density functional theory calculations. The definitions and calculation of the parameters in the master equation, 1 J (C13,H) = A s + n B + m C + o D + E + F , are explained in detail.

It is well established that adverse childhood experiences (ACEs) are strongly associated with a range of adverse outcomes across the lifespan. Approximately two-thirds of the U.S. population report experiencing at least one ACE, placing them at significantly higher risk for poorer health outcomes and relational dysfunction. Forgiveness interventions have emerged as an effective treatment for trauma survivors, yet some studies find that forgiveness can contribute to worse outcomes in certain contexts, and many survivors express reluctance or inability to forgive. We conducted a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension guidelines to provide a comprehensive overview of the relationship between ACEs and forgiveness. Studies were included if they reported original empirical research examining forgiveness in relation to, or among survivors of, ACEs, were published in peer-reviewed journals, were written in English, and assessed forgiveness quantitatively or qualitatively. After screening 295 articles, 54 studies met our inclusion criteria. Results revealed that ACEs were associated with reduced forgiveness. Self-forgiveness and situational forgiveness were largely linked to better outcomes, while forgiveness of others showed mixed findings. In contrast, forgiveness of specific perpetrators was associated with better outcomes across studies, though survivors with severe abuse histories typically reported greater difficulty with forgiving. Studies revealed harmful effects when survivors felt pressured to forgive, or not to forgive. Importantly, forgiveness interventions consistently demonstrated positive outcomes, including interventions that focused specifically on self-forgiveness rather than forgiving perpetrators. These findings suggest forgiveness can benefit ACE survivors, but requires trauma-informed implementation that prioritizes survivors' autonomy and safety.

Abstract Though mental health programming is usually structured around “best practices,” there are fallbacks associated. They do not address larger systemic issues or take into account community voice. This chapter presents a framework to question best practices and address ignored inequity while welcoming community insight. The K-16+ mental health framework centers student and community voices while promoting accessibility and challenging deficit thinking. Merging assets-based community development and community-engaged research helps build community sustainability while adapting to everchanging community needs, while still being evidence-based. Allowing the people to speak for themselves, they incorporate lived experience from each layer of their identities and context to inform feedback. By working with community strengths and giving them agency, it reduces stigma and builds on existing community knowledge. It also helps institutions play a role in societal change, as it adapts to different communities to build sustainability in the long run.

PurposeAlthough physical activity (PA) levels have been linked to decreased lung cancer mortality, the magnitude of associations and delineation of biological and behavioral risk factors is often inconsistent. Our study aims to address this gap by elucidating the associations of lung cancer mortality with time-varying and exertion-varying pre-diagnosis PA levels.MethodsWe examined the associations between PA and lung cancer mortality among 1,768 women enrolled in the California Teachers Study cohort and diagnosed with lung cancer between 1995–2019. Pre-diagnosis lifetime and recent PA were assessed. Multivariable Cox regressions provided hazard ratio (HR) and 95% confidence interval (CI) estimates.ResultsSimilar risks of lung cancer mortality were observed across all PA variables. Ever and/or former smokers who engaged in higher levels of moderate, lifetime PA had a lower risk of lung cancer mortality. Ever and/or current smokers who engaged in intermediate to high levels of strenuous, lifetime PA had increased risk of lung cancer mortality, while never smokers saw a protective effect on lung cancer mortality.ConclusionThe results of this study suggest that smoking significantly modifies the association between PA and lung cancer mortality. Although the mechanisms underlying these findings remain unclear, we hypothesize that excessive strenuous PA among ever and/or current smokers exacerbates the inflammatory damage already induced by smoke exposure, compromising immune cell recovery and leading to reduced lung cancer survival in this group.

ABSTRACT The present study investigated the risk factors of teacher victimization using multi-contextual criminal opportunity theory as a framework. A random sample of 2,266 teachers, surveyed across two waves of data collection, was used to explore victimization via physical assault, sexual harassment, and theft/vandalism. Consistent with previous research, we found a significant incidence of violence and aggression directed toward teachers. Approximately 1 out of 10 teachers in the sample reported a physical assault and sexual harassment victimization, respectively, in the 12 months prior to the survey, while more than a quarter of the sample reported incidents of theft/vandalism victimization. Multivariate analyses indicate that school context and environment have a strong impact on likelihood of victimization suggesting several pathways for intervention.