Worries about the potential negative consequences of popular fat loss regimens for aesthetic purposes in normal weight females have been surfacing in the media. However, longitudinal studies investigating these kinds of diets are lacking. The purpose of the present study was to investigate the effects of a 4-month fat-loss diet in normal weight females competing in fitness-sport. In total 50 participants finished the study with 27 females (27.2 ± 4.1 years) dieting for a competition and 23 (27.7 ± 3.7 years) acting as weight-stable controls. The energy deficit of the diet group was achieved by reducing carbohydrate intake and increasing aerobic exercise while maintaining a high level of protein intake and resistance training in addition to moderate fat intake. The diet led to a ~12% decrease in body weight (P < 0.001) and a ~35–50% decrease in fat mass (DXA, bioimpedance, skinfolds, P < 0.001) whereas the control group maintained their body and fat mass (diet × group interaction P < 0.001). A small decrease in lean mass (bioimpedance and skinfolds) and in vastus lateralis muscle cross-sectional area (ultrasound) were observed in diet (P < 0.05), whereas other results were unaltered (DXA: lean mass, ultrasound: triceps brachii thickness). The hormonal system was altered during the diet with decreased serum concentrations of leptin, triiodothyronine (T3), testosterone (P < 0.001), and estradiol (P < 0.01) coinciding with an increased incidence of menstrual irregularities (P < 0.05). Body weight and all hormones except T3 and testosterone returned to baseline during a 3–4 month recovery period including increased energy intake and decreased levels aerobic exercise. This study shows for the first time that most of the hormonal changes after a 35–50% decrease in body fat in previously normal-weight females can recover within 3–4 months of increased energy intake.

This longitudinal study examined the role of Extraversion and Neuroticism as antecedents of emotion regulation and dysregulation among 89 women and 81 men. When participants were 27 years old, their Extraversion and Neuroticism were assessed with the standardized version of the Eysenck Personality Questionnaire. At age 33, they completed the Big‐Five Personality Inventory, an authorized adaptation of the NEO Personality Inventory. Emotion regulation, operationalized as an active attempt to turn a negative emotion toward a more positive direction, and measured by the Repair subscale of the Meta‐Regulation Scale, and emotional social support, as measured by the Life Situation Questionnaire, were assessed when participants reached 36 years of age. Emotional ambivalence, a type of emotion dysregulation, was also assessed in this wave. Structural equation modelling demonstrated that prior Neuroticism led to higher emotional ambivalence and lowered use of Repair at age 36. Prior Extraversion, on the other hand, was linked to lower emotional ambivalence at age 36. Extraversion also led to higher attempts to rely on emotional social support to regulate emotions, but less interest in using Repair. Correlational findings revealed that Extraversion and Neuroticism showed differential continuity between ages 27 and 33. Copyright © 2001 John Wiley & Sons, Ltd.

The phenomenon of self-disclosure has been actively studied in several sub-discliplines of psychology from the 1970s on, and neighbouring disciplines, such as social and communication sciences, have enriched the psychological understanding of the topic. The psychological literature on self-disclosure, which is viewed, sometimes as a trait-like construct, varying in degree from one person to another, and sometimes as an interpersonal process which occurs when individuals interact with each other, has addressed, in particular, the issues of reciprocity effect, sex differences, self-disclosure in intimate vs. non-intimate relationships, the benefits to be derived from disclosing, and the emotional or anxiety-based motives for disclosure. The present article aims to present a broad and general overview of the self-disclosure literature by integrating empirical discoveries from different areas of science. Self-disclosure is here approached by outlining the characteristics of the discloser and the recipient that promote or prevent self-disclosing, the relationship between the discloser and the recipient, some situational and cultural factors affecting self-disclosure, and the benefits and risks of self-disclosing.

Aims:The purpose of the present study was to examine whether the association between depression and the serum high-density lipoprotein cholesterol (HDL-C) is modified by symptom duration.Methods: Depressed patients (n = 88) and an ageand sex-matched group of healthy general population controls (n = 88) underwent a Structured Clinical Interview for DSM-IV (SCID), and depressed participants reported the duration of their symptoms. The serum levels of total cholesterol (TC), HDL-C, low-density lipoprotein cholesterol (LDL-C), triglycerides (TG) and non-HDL, and the ratios of LDL-C/ HDL and TC/HDL-C were assessed.Results: Major depressive disorder (MDD) subjects with a long symptom duration (Ն3 years) had lower levels of HDL-C compared with healthy controls or MDD subjects with a symptom duration <3 years. The likelihood for long symptom duration doubled for each 0.5-mmol/L decrease in HDL-C levels in regression models adjusted for age, gender, marital status, overweight, symptom severity, alcohol consumption, smoking, physical exercise, medication use, and non-HDL-C (P < 0.05).Conclusions: These findings suggest that a low serum HDL-C level, a risk factor for coronary heart disease, is specifically associated with long-term depressive symptomatology.

5This study investigated the effectiveness of a creative physical education (CPE) intervention on 6 students' perceptions of motivational climate in physical education (PE), leisure-time physical 7 activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students (Mage = 8 10.87[.93]) from two elementary schools were assigned to the CPE intervention (n = 196; Mage = 9 10.84[.95]) and control 'PE-as-usual' (n = 186; Mage = 10.90[.90]) groups. Students' perceived 10 task-and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were 11 measured before and after the one-year intervention. Analyses of covariance and path analyses 12 were implemented to test the effectiveness of the intervention. The intervention had a positive 13 effect on students' perceptions of task-supportive climate in PE (p<.001) and a negative effect 14 on ego-supportive climate (p<.001). Students' perceptions of task-supportive climate had a 15 positive effect on their leisure-time PA motivation (p<.001), which, in turn, had a positive effect 16 on their overall PA (p<.001). The results suggest that CPE-based PE may increase students' 17 perceptions of task-supportive climate in PE, which predicts their later leisure-time PA 18 motivation outside the school context and overall PA. 19 20 Keywords: child-centered approach, motivational climate, school physical education, models-21 based practice 22Education (Hastie, 2011;Siedentop, 1998). However there is limited evidence of the ways these 46 model-based practices impact students' PA participation. Models are useful pedagogical tools 47 but should not be accepted uncritically. As Landi et al. (2016) have highlighted, citing Jewett and 48 Bain (1985, p. 81), "physical educators should be cognizant that each model 'makes assumptions 49 about human beings, the role of education in society and the nature of subject matter in physical 50 education'" (p. 402). A model developed from a theoretical position that takes these 51 considerations into direct account is Creative PE (CPE; Quay et al., 2016; Peters, 52 2008, 2012). 53 CPE is founded in an existential framework that marries phenomenological-ontological 54 and pragmatic interpretations of experience and applies this to education (Quay, 2013(Quay, , 2015. 55This existential framework enables CPE to offer a more developed conception of child-centered 56 pedagogy, one that embeds both curriculum and pedagogy in ontology. Noting that Finnish 57 teachers of PE tend to use more teacher-centered pedagogies (Jaakkola and Watt, 2011), we 58 hypothesize that CPE should positively impact students' PA participation, a hypothesis this study 59 investigated by testing the effect of a CPE intervention on Finnish elementary school students' 60 perceptions of motivational climate in PE, their leisure-time PA motivation, and overall PA. 61 62 Motivation and physical activity 63This study was guided by two postulations: (1) PE students' perceptions of their 64 psychological environment (i.e. motivational climate) wi...