Globally increasing prevalence of eating disorders emphasizes the existence of eating psychopathologies across cultures. Investigating eating disorders and depression among emerging adults across ethnic/racial diversity is important regarding theory and interventions. Hence, examination of differences regarding eating attitudes and depression of international university students from Africa and Asia continents was aimed. “Eating Attitudes Test-26” (EAT-26) and “The Center for Epidemiologic Studies Depression Scale-Revised” (CESD-R) were used for data collection. Participants are 108 (84 Africans, 24 Asians) university students. Asian students’ and females’ EAT-26 scores were determined as higher.  Regarding depression scores, %14,81 of the all participants (%8,3 of the African and %37,5 of the Asian students) were found above the pathological cut point. But no differences were detected between groups except ‘suicide ideas’. Disordered eating attitudes correlated positively with depressive tendencies and also with ‘sadness’, ‘tiredness’ and ‘suicide ideas’ besides compensating behaviors like ‘laxative diuretic usage’. Results demonstrated some practical and theoretical implications. As well as being consistent with cross-cultural findings regarding eating disorders, results seems consistent with the criteria and the related literature revealing co-existing symptoms of eating disorders, comorbidity between eating disorders and depression and also with Cognitive Theory.

Our goal was to determine food cravings, nutritional status and physical activity of patients diagnosed with major depression. The study was conducted on 203 (144 women, 59 men) patients, aged 20-64 years, who were diagnosed with major depression at three psychiatry centers. Anthropometric measurements, demographic data, current health status, depression duration, drug use, eating habits, food craving status (Food Craving Questionnaire-Trait/FCQ-T), food consumption frequency, energy and nutrient intake and physical activity level (International Physical Activity Questionnaire-Short Form/IPAQ) were evaluated. Depression duration, the frequency of antidepressant use and FCQ-T scores were higher in females than males. We found a positive correlation between FCQ-T score with the frequency of antidepressant use, depression duration and eating speed  (p < 0.05). Also, depression duration was negatively correlated with folate, vitamin B6, vitamin C and zinc (p < 0.05). Lastly, depression duration and FCQ-T were positively correlated with body weight, body mass index, waist circumference, hip circumference, body fat (%) and fat tissue (kg) (p< 0.05). In addition, physical activity is a very important statement for FCQ-T scores. Both men and women, the risk of FCQ-T score who exercised for <600 Met-min/week were greater relative to that of those who exercised for ≥3000 Met-min/week. The results of this study showed that an inverse correlation between a number of nutrients intake and depression duration, antidepressant use or FCQ-T scores.  It also emphasizes the beneficial effects of habitual exercise participation on food cravings. Future research exploring the nutritional status of individuals with depression is warranted.

The role of motivation, temperament, personality and well-being as predicting propensity factors for mathematical abilities was investigated in 30 adults. By embedding these predictors in the Opportunity-Propensity framework, this study aimed to reveal their unique contribution in math development, which is important to improve mathematics education. To our knowledge, the present study is the first to combine predictors and find evidence for the importance of some non-cognitive and socio-emotional propensity factors for mathematical performance by using primary data. Results indicated significant interrelations between the propensities, pleading to integrate them in math research. Furthermore, the relationship propensities and mathematics was dependent on the specific investigated math task, which is in line with the componential nature of mathematics. Negative Affect was the best prediction of accuracy (lower levels of subjective well-being associated with lower levels of mathematical accuracy) whereas Intrinsic Motivation was the best predictor for fact retrieval speed. Limitations and implications for future research are described.

Due to the notably increased penetration of smartphone use among university students and the alarming risk it poses to both physical and mental health, this study investigated mobile phone addiction among university students concerning student characteristics, mobile phone usage behaviors, and mobile phone use purposes and situations. The participants of this study were 600 university students, who were selected according to the convenience sampling method from different departments in Türkiye. The data were collected using the student characteristics form and the Mobile Phone Addiction Scale. The correlational research method was followed in the study. The data were analyzed using descriptive and inferential statistics. The results showed that students clustered as addicted and non-addicted had different mobile phone use behaviors on account of daily smartphone use duration, internet use duration on a smartphone, and daily smartphone check frequency. Being a female at a lower grade level and using mobile phones mostly at night made students more vulnerable to mobile phone addiction. Additionally, the results indicated a significant positive moderate correlation between internet use duration, daily smartphone use duration, daily smartphone check frequency, and mobile phone addiction scores. Lastly, checking social media apps, messaging, and editing photos significantly contributed to mobile phone addiction scores. Among the mobile phone use situations, when getting bored, during lessons, when watching TV or movies, and when being alone significantly contributed to mobile phone addiction scores. This study provided a thorough discussion and a set of recommendations.  

According to the systems perspective, the influence of various systems (e.g., family, school, community) on children's behavior at school is highly acknowledged. It is therefore accepted that problem behavior in the classroom originates from social interactions, providing a conceptual framework where problems are seen as indicative of dysfunction within the school system, thus removing blame from the individual child, the teacher, or the parents. Addressing the importance of interactions among students, teachers, and parents in this system, the present study aimed to identify and compare the types of behaviors that Greek primary and secondary teachers and parents view as problematic in the classroom. A sample of 378 teachers and 69 parents were asked to identify which behaviors were considered troublesome. Exploratory factor analysis revealed five categories of behaviors perceived as problematic by parents and teachers: Externalizing behaviors, School Difficulties, Internalizing behaviors, Attention seeking behaviors, and Hyperactivity/attention difficulties. Both teachers and parents considered externalizing behaviors to be more troublesome than other types of behavior. Teachers tend to worry less than parents about all types of children’s behaviors, except for school difficulties. The findings highlight the importance of considering diverse perspectives within the school system when designing interventions to address the specific needs of school communities while also promoting collaboration among all members of the school system.