Gedutienė, Reda

Background: The aging of societies highlights the importance of understanding the lives of the elderly. Researchers are interested in iden-tifying factors of psychological well-being associated with age as it is crucial to find out what contributes to a fulfilling life of older people. However, the relationship of psychological well-being with adaptive and maladaptive functioning remains ambiguous. This study aimed to assess this relationship among older adults. Participants and procedure: The study involved 332 individuals aged 60 to 97, with an average age of 71.93 years, of whom 36.4% were male. A nationally representative sample of older adults was obtained using multistage stratified sampling. The short supplemen-tary scale of the Lithuanian Psychological Well-Being Scale and Older Adult Self Report (OASR/60+) were used. Results: The hierarchical regression analysis revealed that, even after controlling for other factors of psychological well-being, cer-tain specific problems – namely anxiety/depression, thought problems, and irritability/disinhibition – were significant pre-dictors of psychological well-being. Conclusions: Our study underscores the importance of targeting specific maladaptive behaviors, such as anxiety, thought problems, and irritability when developing interventions for the elderly. Addressing these issues may enhance their psychological well-being and contribute to successful aging.

Purpose: This longitudinal study investigated the simple view of reading (SVR) model and its cognitive basis in a transparent orthography of the Lithuanian across the transition from kindergarten to Grade 1. Method: The language and early literacy skills of 229 children (Mage = 6.79, SD =.47) were tested at the end of kindergarten (vocabulary, letter knowledge, phonological awareness, and RAN); listening comprehension and word reading fluency were tested at the start of Grade 1; and reading comprehension was measured at the end of Grade 1. Results: Together with parental education, word reading fluency and listening comprehension predicted reading comprehension (R2 = 43.2%). The second model, which also included language and early literacy skills, showed that vocabulary and phonological awareness indirectly predicted reading comprehension via listening comprehension, while phonological awareness, letter knowledge, and rapid automatized naming (RAN) indirectly predicted reading comprehension via word reading fluency (R2 = 43.6%). However, after allowing the direct paths from language and early literacy skills in kindergarten to reading comprehension, listening comprehension and word reading fluency were no longer significant predictors of reading comprehension, whereas vocabulary and letter knowledge were (R2 = 58.9%). Conclusion: The results provided support for the SVR model in transparent Lithuanian orthography in that linguistic and decoding components are important for early reading comprehension. However, the results also suggested that, in the Lithuanian context, kindergarten vocabulary and letter knowledge are stronger measures in predicting reading comprehension than listening comprehension and word reading fluency in Grade 1.

Objectives: To conduct international comparisons of self-reports, collateral reports, and cross-informant agreement regarding older adult psychopathology. Participants: We compared self-ratings of problems (e.g. I cry a lot) and personal strengths (e.g. I like to help others) for 10,686 adults aged 60–102 years from 19 societies and collateral ratings for 7,065 of these adults from 12 societies. Measurements: Data were obtained via the Older Adult Self-Report (OASR) and the Older Adult Behavior Checklist (OABCL; Achenbach et al., 2004). Results: Cronbach’s alphas were .76 (OASR) and .80 (OABCL) averaged across societies. Across societies, 27 of the 30 problem items with the highest mean ratings and 28 of the 30 items with the lowest mean ratings were the same on the OASR and the OABCL. Q correlations between the means of the 0–1–2 ratings for the 113 problem items averaged across all pairs of societies yielded means of .77 (OASR) and .78 (OABCL). For the OASR and OABCL, respectively, analyses of variance (ANOVAs) yielded effect sizes (ESs) for society of 15% and 18% for Total Problems and 42% and 31% for Personal Strengths, respectively. For 5,584 cross-informant dyads in 12 societies, cross-informant correlations averaged across societies were .68 for Total Problems and .58 for Personal Strengths. Mixed-model ANOVAs yielded large effects for society on both Total Problems (ES = 17%) and Personal Strengths (ES = 36%). Conclusions: The OASR and OABCL are efficient, low-cost, easily administered mental health assessments that can be used internationally to screen for many problems and strengths.

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT's claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.

If to compare with the abundant literature available on the development of reading and writing, especially in English speaking population, the literature on research evidence of reading and writing in Lithuanian is still sparse. The strong negative influence on Lithuanian research had Soviet occupation. It destroyed the development of Lithuanian psychological and psycholinguistic research as Soviet ideology tried to create a so-called “fusion of nations and languages” and “scientifically” justify Russification in Lithuania. Thus, any attempt to introduce national languages as objects of study in psychology and psycholinguistic was treated as an example of ideologically corrupted “nationalist bourgeoisie research”. In Soviet period, there were no research papers on the theoretical models of the development of reading and writing skills in Lithuanian language, no research dealing with the topics on teaching reading and writing skills, no development of psychological assessment tools and no empirical research. After the restoration of Independence in 1990, the several papers and empirical research tried to tackle these problems, but the field still lacks critical mass of research to start productive discussion.