Subthreshold Attention-Deficit/Hyperactivity Disorder is defined as a neurobiological condition with some core inattentive or hyperactive/impulsive symptoms of ADHD which do not meet the full diagnosis clinically. Although it has been well documented that deficits in cognitive control, a high-level cognitive construct closely related to attention, are frequently found among children with ADHD, whether subthreshold ADHD is also associated with similar deficits remains unclear. In this study, we examined the attention functions and the cognitive control capacity in children with ADHD, those (...) with subthreshold ADHD, and typically developing peers. The results showed that the ADHD and subthreshold ADHD groups exhibited similar patterns of the impaired executive function of attention and reduced cognitive control capacity, and no significant difference was found between the two groups. These findings suggest that although children with subthreshold ADHD have not met the full criteria of ADHD, they showed reduced efficiency in cognitive control and attention function, similar to children with ADHD. (shrink)

Enhancing teacher leadership is not only one of the approaches to improving teaching and learning, but it is also essential to the success of education reform. Based on leader-member exchange theory, 294 preschool teachers in China were surveyed, and a structural equation model was established to explore the relationship between the participating teachers' principal leadership style, teacher leadership and psychological capital. The findings revealed a significant positive correlation between transformational and transactional leadership styles and preschool teacher leadership. The laissez-faire leadership (...) style had no correlation with preschool teacher leadership. The transformational leadership style and transactional leadership style were significantly and positively correlated with psychological capital, while the laissez-faire leadership style was significantly and negatively correlated with psychological capital. The transformational leadership style can positively influence preschool teacher leadership directly and indirectly through psychological capital; and the transactional leadership style can only positively influence preschool teacher leadership indirectly through the mediating role of psychological capital. Preschool teachers' leadership can neither be directly influenced by a laissez-faire leadership style nor be indirectly influenced through the mediating role of psychological capital. (shrink)

This study intended to explore the current status of psychological problems of preschool teachers in Southwest China 1 year after the COVID-19 pandemic and to assess the association between mental health education and psychological problems and symptoms of psychopathology. A total of 614 preschool teachers from Southwest China were enrolled to complete the questionnaires of the Chinese Symptom Checklist. Notably, 60% of the respondents reported psychological distress with GSI T-scores ≥ 63, especially the high score was reported on obsessive-compulsive disorder, (...) interpersonal sensitivity, and phobic anxiety. Although less than half of the respondents have received mental health education last year, the teachers who received the mental health education reported lower GSI T-scores. The results demonstrated the significance of constructing the education of promoting mental health of preschool teachers, and enlightening government or managers of kindergartens to relieve the psychological problems of preschool teachers through mental health education, especially for those with the pressure of overtime. It is recommended that local governments or kindergartens should organize more mental health education for kindergarten teachers to improve their mental health as well as their teaching professionalism. (shrink)