Prior findings show that men as a group seek psychological help at relatively low rates. The current study sought to provide preliminary evidence that Ajzen's (1991) Theory of Planned Behavior can integrate prior research findings and help explain men's psychological help-seeking by testing a mediation model among a young adult sample. Structural equation modeling was utilized to investigate the impact of traditional masculinity ideology and attitudes toward psychological help-seeking on men's intention to seek psychological help. Results (N ϭ 307) provided support for a mediation effect of attitudes toward psychological help-seeking on the relationship between traditional masculinity ideology and psychological help-seeking intentions, 2 (1, N ϭ 306) ϭ 1.56, p ϭ .21, standardized root-mean-square residual ϭ .022, Comparative Fit Index ϭ .997, Root Mean Square Error of Approximation Index ϭ .043. Together, the predictors accounted for 29.6% of the variance in men's psychological help-seeking intentions. Study findings integrate and build upon prior research and highlight recommendations for developing interventions to facilitate help-seeking among traditionally masculine men. Overall, the results of this study suggest that the Theory of Planned Behavior may be a promising model to help understand men's psychological helpseeking.

The present study sought to address a gap in the literature by providing preliminary evidence of the prevalence and clinical characteristics of comorbid generalized anxiety disorder (GAD) and alcohol use disorders (AUD) in a front-line outpatient substance abuse clinic. Of 39 outpatients meeting criteria for an AUD, nearly half (46%) also met criteria for current GAD. The onset of GAD occurred prior to AUD in 67% of comorbid cases, with an average time lag of 12.5 years among individuals with primary GAD. Participants with comorbid GAD-AUD endorsed higher levels of worry severity and worry-reduction alcohol expectancies, and 55.6% of comorbid participants had a history of suicide attempts. Groups did not differ on anxiety sensitivity, social anxiety, or depression. Comorbid participants were more likely to indicate that worry interfered with their substance abuse treatment, and to indicate interest in concurrent treatment targeting their worry. Study findings provide initial evidence that GAD may be a prevalent and relevant factor among individuals with AUD seeking outpatient substance abuse treatment.

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The term mixed emotions refers to the presence of two opposite-valence emotions toward a single target. Identifying when children begin to report experiencing and understanding mixed emotions is critical in identifying how skills such as adaptive functioning, coping strategies, environmental understanding, and socioemotional competence emerge. Prior research has shown that children as young as 5 years old can understand and experience mixed emotion, but perhaps appropriately sensitive methodologies can reveal these abilities in younger children. The present study evaluated 57 children between 3 and 5 years old for mixed emotion experience and understanding using an animated video clip in which a character experiences a mixed emotional episode. Ordinal logistic regression was utilized to examine the relation of gender, attention, and understanding of content to experience and understanding of mixed emotion. While only 12% of children reported experiencing mixed emotion while watching the clip, 49% of children-some as young as 3 years old-were able to recognize the mixed emotional experience of the character. Thus, mixed emotion understanding emerges earlier than previously identified and the expression of understanding may develop independently of the ability to report mixed emotion experience. These findings are discussed in relation to cognitive and developmental considerations.

What makes teams creative? We investigated how the diversity and agreeableness of team members moderate the relationship between creative self-efficacy (CSE) and innovative performance at the team level. We found that the educational background diversity is a critical factor to affect the knowledge, perspective, and problem-solving skills and, in turn, has a positive effect on innovative performance. We also showed that the relationship between aggregated CSE and innovative performance was not linear but inverted U-shaped at the team level. We expect our study to provide meaningful managerial implications about team composition and team innovative performance.