Attentional Bias in Problem Gambling: A Systematic Review

Attentional bias has been the subject of extensive empirical investigation in connection with chemical addictions, and it has been demonstrated in users of several different substances. The findings show that substance users seem to notice and attend to substance-related stimuli more readily than non-substance-related stimuli. Less is known, however, about attentional bias in pathological gambling. This systematic review investigates the existing empirical evidence on attentional bias in problem and pathological gamblers. Eleven studies were identified and evaluated following a literature search. Key findings are that problem and pathological gamblers seem to exhibit attentional bias toward gambling-related stimuli across different measuring paradigms, although some negative findings were reported. Recommendations aimed at improving research on this topic include better validation of measures, the inclusion of manipulations of craving level, and adding variations in gambling severity as a variable, as well as gambling preference. Research on therapeutic procedures aimed at reducing attentional bias is also recommended.     

Satisfaction with Life Scale in Adolescents: Evaluation of Factor Structure and Gender Invariance in a Norwegian Sample

Social Indicators Research - In spite of the significance of life satisfaction (LS) for adolescent health and well-being, the past decades have yielded limited progress in investigating the...     

The Association Between School Stress,Life Satisfaction and Depressive Symptoms in Adolescents: Life Satisfaction as a Potential Mediator

The aim of the present study was to investigate the interrelationships between school-related stress (school performance, teacher interaction), life satisfaction, and depressive symptoms, as well as the potential mediating role of life satisfaction on the association between school-related stress and depressive symptoms. A total of 1,239 adolescents (13–18 years of age) from public elementary and secondary schools in mid-Norway participated in the school-based survey. The data were analysed using structural equations modelling. The present study showed that stress of school performance was significantly and positively related to depressive symptoms and significantly and inversely related to life satisfaction. At the bivariate levels, stress of teacher interaction was associated with more depressive symptoms and reduced life satisfaction. However, these associations were non-significant in the multivariate analyses, controlled for stress of school performance. A significant inverse association was found between life satisfaction and depressive symptoms. Further, life satisfaction partly mediated the association between stress of school performance and depressive symptoms. The results reflect the complexity of the interaction between adolescents’ experience of school performance stress and mental health, and the role of life satisfaction as a potentially relevant mediator of this association.