During the COronaVIrus Disease 2019 (COVID-19) pandemic in Italy, general practitioners (GPs) are ensuring continued access to primary care for citizens while also absorbing more of the impact of the crisis than most professional groups. The aim of this study is to explore the relationships between dimensions of burnout and various psychological features among Italian GPs during the COVID-19 emergency. A group of 102 GPs completed self-administered questionnaires available online through Google Forms, including Maslach Burnout Inventory (MBI), Resilience Scale, Intolerance of Uncertainty Scale Short Form (IU), and Coping Inventory for Stressful Situations (CISS). Cluster analysis highlighted four distinct burnout risk profiles Low Burnout, Medium Risk, High Risk, and High Burnout. The High Burnout group showed both lower Resilience and lower CISS Task-oriented coping strategy than the Medium Risk group and higher IU Prospective than the Low Burnout group. Results of a linear regression analysis confirmed that CISS Emotion-oriented style positively predicted MBI Emotional Exhaustion, CISS Task-oriented and Emotion-oriented emerged as significant predictors (negatively and positively, respectively) of MBI Depersonalization, and Resilience positively predicted MBI Personal Accomplishment. In conclusion, the results showed that the COVID-19 emergency had a significant impact on GPs’ work management. Implementing task-oriented problem management, rather than emotional strategies, appears to protect against burnout in these circumstances. It is possible that the emotions related to the pandemic are too intense to be regulated and used productively to manage the professional issues that the COVID-19 pandemic presents.

Although dot-probe paradigms have been widely used in previous studies to investigate the attentional bias of perfectionists, the exact characteristics of this bias are still unclear.

In this study, eye-tracking technology was used to compare the attentional patterns of high perfectionists (HP) and low perfectionists (LP). The HP and LP groups (

= 39 vs 34) completed a visual attention task in which they observed perfect vs imperfect picture pairs, during which their eye movements (EMs) were recorded automatically using an EM tracking system.

Both the HP and LP groups showed an overall attentional bias toward imperfect pictures, as indicated by the criteria of initial visual attention orientation and attentional maintenance. There were no significant differences between the HP and LP groups during the early and middle phases of attention both groups exhibited a longer total fixation duration on imperfect pictures than on perfect pictures. However, during the late phase of attention, the participants in the HP group diverted their attention away from the imperfect pictures and began to pay more attention to the perfect pictures. By contrast, the participants in the LP group consistently exhibited longer fixation times for imperfect pictures than the HP group during the entire duration of the stimulus.

These findings indicate that the participants in the HP group tended to avoid imperfect stimuli during the late phase of attention; this may indicate that avoidance plays an important role in maintaining perfectionism. This study also shows that eye-tracking is a useful methodology for measuring the attentional biases of perfectionists.

These findings indicate that the participants in the HP group tended to avoid imperfect stimuli during the late phase of attention; this may indicate that avoidance plays an important role in maintaining perfectionism. This study also shows that eye-tracking is a useful methodology for measuring the attentional biases of perfectionists.Self-regulation develops rapidly during the years before formal schooling, and it helps lay the foundation for children’s later social, academic, and educational outcomes. However, children’s self-regulation may be influenced by cultural contexts, sociodemographic factors, and characteristics of the child. The present study investigates whether children’s levels of self-regulation, as measured by the Head-Toes-Knees-Shoulders (HTKS) task, are the same in samples from Norway (Mage = 5.79; N = 243, 49.4% girls) and the United States (U.S.) (Mage = 5.65; N = 264, 50.8% girls) and whether the role of mother’s education level and child gender on children’s self-regulation differ across the two samples. Results showed that Norwegian and U.S. children had similar levels of self-regulation. Mother’s education level significantly predicted children’s self-regulation in the U.S. sample but not in the Norwegian sample, and this difference across samples was significant. Girls had a significantly higher level of self-regulation than boys in the Norwegian sample, but there were no gender differences in the U.S. sample. However, the effect of child gender on self-regulation did not differ significantly across the two samples. Results highlight the importance of cross-cultural studies of self-regulation.The COVID-19 pandemic is heavily influencing people’s general well-being worldwide. Since its outbreak, many studies have explored the population’s general psychological well-being, while only a few studies have addressed how the COVID-19 pandemic and the lockdown are affecting sexuality. Sexual health, an important aspect of general well-being, has relevant consequences on people’s daily lives. Although it is well known that distress can affect sexuality, and it is possible to speculate that the outbreak’s psychological outcomes are affecting the population’s sexual life; recent literature does not explore couples’ sexuality and their relationship quality during the lockdown. PP1 in vivo The present preliminary research aimed to understand if the Italian population’s sexuality has changed, and if so, how it had changed since the spread of COVID-19, and which variables were influencing couples’ relationship quality during the COVID-19 lockdown. A questionnaire reserved especially for cohabiting couples was designed and d time of crisis.This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5-6 years old, were randomly selected and equally divided into two groups, i.e., experimental group and control group. The experimental group received the intervention of teaching block-building for 14 weeks (45 min each time, once a week), while children in the control group freely played with blocks for the equivalent time. Children’s spatial representation performances were measured in both pre- and post-tests by the Experimental Tasks of Spatial Representation for Children. The results showed that (1) teaching block-building could promote not only the overall spatial representation but also all three sub-forms of spatial representations; (2) there was no gender differences regarding the effect of teaching block-building on neither the overall nor three sub-forms of spatial representations; (3) after the intervention, the diversity of children’s choices regarding the use of sub-forms spatial representations was also promoted in the experimental group.