Possible underlying mechanisms and implications were discussed.Purpose To explain physical activity behavior, social-cognitive theories were most commonly used in the past. Besides conscious processes, the approach of dual processes additionally incorporates non-conscious regulatory processes into physical activity behavior theories. Habits are one of various non-conscious variables that can influence behavior and thus play an important role in terms of behavior change. The aim of this review was to examine the relationship between habit strength and physical activity behavior in longitudinal studies. Methods According to the PRISMA guidelines, a systematic search was conducted in three databases. Only peer-reviewed articles using a longitudinal study design were included. Both, habit and physical activity were measured at least once, and habit was related to physical activity behavior. Study quality was evaluated by assessment tools of the NHLBI. selleck products Results Of 3.382 identified publications between 2016 and 2019, fifteen studies with different study designs were included. Metween habit formation and physical activity maintenance studies depending on the research objective. Long-term study designs addressing the complexity of habitual behavior would be beneficial for establishing cue-behavior associations for the formation of habits. Furthermore, studies should differentiate between instigation and execution habit in order to investigate the influence of both variables on physical activity behavior independently.This study examines the associations of constructivist beliefs and classroom climate on teachers’ self-efficacy in instruction, classroom management, and student engagement among Australian secondary mathematics teachers. To do this, it uses the integrated model of teachers’ self-efficacy with the concept of analysis of teaching tasks. The study uses structural equation modeling to analyze data from 495 mathematics teachers in the Teaching and Learning International Survey (TALIS) 2013. The results reveal the integrated model is a valid theoretical framework to explain Australian secondary mathematics teachers’ self-efficacy. Teachers’ constructivist beliefs and classroom climate are positively and statistically significantly related to teachers’ self-efficacy in instruction, classroom management and student engagement. In contrast, constructivist beliefs have no significant correlation with classroom climate.Two experiments compared “Red-Green” (R-G) dichromats’ empirical and metacognized capacities to discriminate basic color categories (BCCs) and to use the corresponding basic color terms (BCTs). A first experiment used a 102-related-colors set for a pointing task to identify all the stimuli that could be named with each BCT by each R-G dichromat type (8 protanopes and 9 deuteranopes). In a second experiment, a group of R-G dichromats (15 protanopes and 16 deuteranopes) estimated their difficulty discriminating BCCs-BCTs in a verbal task. The strong coincidences between the results derived from the pointing and the verbal tasks indicated that R-G dichromats have very accurate metacognition about their capacities (they only had considerable difficulty discriminating 13 out of the total of 55 possible BCT pairs) and limitations (Brown-Green and Blue-Purple pairs were rated especially difficult to differentiate) in the use of BCTs. Multidimensional scaling (MDS) solutions derived from both tasks were very similar ndicated that the metacognition regarding the use of BCTs in “Brown-Green” dichromats, especially deuteranopes, is driven slightly more by the chromatic dimension and driven slightly less by the achromatic dimension, than their practical use of BCTs. We discuss the relevance of our results in the framework of the debate between the linguistic relativity hypothesis (LRH) and the universal evolution (UE) theories.Up to age 5, children are known to experience difficulties in the derivation of implicitly conveyed content, sticking to literally true, even if underinformative, interpretation of sentences. The computation of implicated meanings is connected to the (apparent or manifest) violation of Gricean conversational maxims. We present a study that tests unmotivated violations of the maxims of Quantity, Relevance, and Manner and of the Maximize Presupposition principle, with a Truth Value Judgment task with three options of response. We tested pre-schoolers and school-aged children, with adults as controls, to verify at which age these pragmatic rules are recognized and to see whether there is a difference among these tenets. We found an evolutionary trend and that, in all age groups, violations of the maxims of Quantity and of Relation are sanctioned to a higher degree compared to infringements of the Maim of Manner and of the Maximize Presupposition principle. We conjecture that this relates to the effects that the violation of a certain maxim or principle has on the goals of the exchange listeners are less tolerant with statements that transmit inaccurate or incomplete information, while being more tolerant with those that still permit to understand what has happened.The COVID-19 pandemic brought unprecedented changes to daily life and in the first wave in the UK, it led to a societal shutdown including playing sport and concern was placed for the mental health of athletes. Identifying mood states experienced in lockdown and self-regulating strategies is useful for the development of interventions to help mood management. Whilst this can be done on a general level, examination of sport-specific effects and the experience of athletes and coaches can help develop interventions grounded in real world experiences. The present study investigated perceived differences in mood states of boxers before and during COVID-19 isolation in the first lockdown among boxers. Boxing is an individual and high-contact sport where training tends to form a key aspect of their identity. Boxers develop close relationships with their coach and boxing. Hence boxers were vulnerable to experiencing negative mood, and support via the coach was potentially unavailable. Participants were 58 experienced participants (44 boxers, male n = 33, female n = 11; 14 boxing coaches, male n = 11, female n = 3).