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Notably, procrastination and performance approach goals (measured between exams) partially mediated lagged effects of reappraisal on subsequent performance. Implications for the stress, emotion regulation, and mindsets literatures are discussed. Moreover, alleviating negative effects of acute stress in community college students, a substantial but understudied population, has potentially important applied implications. (PsycInfo Database Record (c) 2021 APA, all rights reserved).People tend to believe they are more (less) likely to experience positive (negative) outcomes than similar others. While research has consistently shown that feeling unrealistically optimistic about future events influences the adoption of self-protective behaviors, much less is known about the opposite relationship. We address this gap by examining whether and how self-protective behaviors influence unrealistic optimism in the context of the COVID-19 pandemic. Across two preregistered, high-powered experiments (N = 4,707), we document a generalized unrealistic optimism about the health risks associated with COVID-19. Critically, we show that prompting people to think about a precautionary behavior they often perform (i.e., mask wearing) magnifies this preexisting tendency. Egocentrism, but not self-enhancement and/or better-than-average effects, helps to explain the phenomenon. Theoretical contributions and substantive implications to health risk research and policy are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).The COVID-19 pandemic is challenging healthcare systems worldwide and is causing numerous deaths. Vaccination is an important tool to help us get back to normal; however, the majority of the public must be willing to get vaccinated to reach herd immunity. By considering postulates of message framing and socioemotional selectivity theory, this study investigated the effects of gain-loss framing on younger and older adults’ reactance arousal, attitudes toward the coronavirus vaccination, vaccination intention, and recognition performance. In a 2 × 2 online experiment in October 2020, 281 participants received textual health information about future vaccination against COVID-19 with either gain- or loss-framed messages (Factor 1). Half of the participants were aged 18-30 years, and the other half were 60 years and above (quasi-experimental Factor 2). Among younger adults, we found an antagonistic pattern of effects While loss framing positively influenced vaccination attitudes and led to stronger vaccination intentions, it simultaneously decreased recognition accuracy. In contrast, there was no framing effect on attitudes and intentions in older adults, which might be a consequence of the positivity effect. These findings can be interpreted as a first step to uncover the interaction of age and framing in the coronavirus pandemic. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Individuals are better at recognizing faces from their own ethnic group compared with other ethnicity faces-the other-ethnicity effect (OEE). This finding is said to reflect differences in experience and familiarity to faces from other ethnicities relative to faces corresponding with the viewers’ ethnicity. However, own-ethnicity face recognition performance ranges considerably within a population, from very poor to extremely good. In addition, within-population recognition performance on other-ethnicity faces can also vary considerably with some individuals being classed as “other ethnicity face blind” (Wan et al., 2017). Despite evidence for considerable variation in performance within population for faces of both types, it is currently unclear whether the magnitude of the OEE changes as a function of this variability. By recruiting large-scale multinational samples, we investigated the size of the OEE across the full range of own and other ethnicity face performance while considering measures of social contact. We find that the magnitude of the OEE is remarkably consistent across all levels of within-population own- and other-ethnicity face recognition ability, and this pattern was unaffected by social contact measures. These findings suggest that the OEE is a persistent feature of face recognition performance, with consequences for models built around very poor, and very good face recognizers. (PsycInfo Database Record (c) 2021 APA, all rights reserved).This study investigated current school psychology students’ perspectives on recruiting and orienting prospective trainees to the profession. Two hundred sixty-two student members of the National Association of School Psychologists (NASP) responded to two open-ended survey items regarding (a) information they wished they had known prior to beginning their training and (b) their beliefs about effective recruitment practices for increasing racial and ethnic (R/E) diversity in the profession. Qualitative analyses revealed that approximately one-third of participants from R/E minoritized backgrounds reported wishing they had known more about the roles and functions of school psychologists. Participants also generated a wide range of potentially valuable recruitment strategies. Poly(vinyl alcohol) cost Implications for improving recruitment practices are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Results from research indicate writing is a critical skill linked to several academic outcomes. To promote improvements in writing quantity and quality, intervention might target increasing students’ academic engagement during time designated to practice writing. The purpose of this study was to implement an evidence-based classwide behavioral intervention, the Good Behavior Game (GBG), during daily writing practice time in two classrooms. Participants (n = 45) included students in a Grade 1 and Grade 2 class enrolled in an elementary school in a large suburb in the northeast U.S. Findings based on visual analysis and multilevel modeling indicate that students, on average, wrote more words (quantity) and more correct writing sequences (quality) when the GBG was played versus when it was not. Implications include the need for replication studies to extend findings and explore how school psychologists might consider the use of behavioral interventions to promote improved engagement and academic output in the classroom.