Front Psychol [JOURNAL]
Sun
200 papers
Different stigmas, different patterns: unfair treatment maps onto bullying involvement through internalizing and externalizing problems.
Zhang X, Liu JG, Li W … +3 more , Xu C, Deng R, Chong W
Front Psychol · 2026 · PMID 42396107 · Full text
BACKGROUND: Bias-based bullying is often treated as a single problem, yet different prejudices may show different associations with distinct psychological roles. With many jurisdictions lacking protections for bias, iden...
BACKGROUND: Bias-based bullying is often treated as a single problem, yet different prejudices may show different associations with distinct psychological roles. With many jurisdictions lacking protections for bias, identifying which forms of stigma have the strongest connections with both bullying victimization and bullying perpetration is urgent. METHODS: We analyzed the 2022 National Survey of Children's Health using comparative multiple-mediator association models linking racial/ethnic, disability-related, and sexual orientation or gender identity-based unfair treatment to bullying victimization and bullying perpetration via internalizing and externalizing problems. The model used percentage-scale coefficients, with 5,000 bootstrap samples, and pathway coefficients were compared to evaluate whether association patterns differed across types of unfair treatment. RESULTS: All three unfair-treatment indicators were positively associated with bullying victimization. In the primary unweighted models, only sexual orientation or gender identity-based unfair treatment retained a direct association with perpetration after accounting for internalizing and externalizing problems. Indirect statistical associations via internalizing were observed for all three unfair-treatment indicators for both outcomes, whereas the externalizing route was evident only for sexual orientation or gender identity-based unfair treatment. Pairwise comparisons suggested larger sexual orientation or gender identity-based coefficients than racial/ethnic- or disability-related coefficients in several pathways. CONCLUSION: Distinct prejudices correspond to distinct psychological association patterns. Sexual orientation or gender identity-based unfair treatment is associated with internal distress with outward dysregulation, as well as greater involvement in both bullying roles. Findings suggest the potential value of precision prevention: universal protections plus enumerated sexual orientation or gender identity safeguards and affirming climates, with targeted support for internalizing burdens among racially minoritized and disabled youth. Comparative coefficient testing helps identify where these associations appear relatively stronger.
How key family factors influence preschool children's social-emotional competence: threshold effects of parental parenting styles and parent-child interaction quality.
Wen Y, Zhu C, Wei Y … +3 more , Chen T, Li T, Wu X
Front Psychol · 2026 · PMID 42396106 · Full text
INTRODUCTION: Social-emotional competence is a core component of early childhood development. As the primary setting for its development, the family plays a crucial role, with parenting styles and parent-child interactio...
INTRODUCTION: Social-emotional competence is a core component of early childhood development. As the primary setting for its development, the family plays a crucial role, with parenting styles and parent-child interaction quality identified as key proximal factors. This study explores mediation and generalized summation models to examine the effects of these factors on preschool children's social-emotional competence. It identifies specific score ranges within which authoritative and permissive parenting styles, respectively, promote or hinder children's social-emotional competencies, thereby providing evidence-based reference thresholds for parental practices and offering empirical support for the development of early intervention programs tailored to the actual developmental needs of preschool children. METHODS: A total of 504 preschool children aged 3-6 years and their parents in China were participated in a survey using the Social Skills Improvement System Social Emotional Learning Edition Rating Forms, the Parental Authority Questionnaire, and the Brigance Parent-Child Interactions Scale. RESULTS: The findings revealed that: (1) Parental parenting styles and parent-child interaction quality are key familial factors influencing children's social-emotional competencies, with the former exerting a primary effect; (2) Authoritative and permissive parenting styles predict children's social-emotional competence positively and negatively, respectively. And parent-child interaction mediates the relationship between parental styles and children's social-emotional competence; (3) In the generalized additive model incorporating parent-child interaction quality, authoritative and permissive parenting styles exhibit threshold effects on children's social-emotional competence development: when authoritative parenting scores fall below 3.9, children's social-emotional competence demonstrate a significant improvement across all domains. Conversely, when permissive parenting scores range between 2.5 and 3.7, children's social-emotional competence experience a substantial decline. DISCUSSION: This study reveals the nonlinear mechanism through which parental parenting styles and parent-child interactions jointly influence preschool children's social-emotional competencies, providing a theoretical basis for optimizing family support strategies.
Bridging the human-AI gap: the role of perceived teacher support in shaping EFL learners' willingness to engage in collaborative writing.
Gong W, Xu C, Ye JH
Front Psychol · 2026 · PMID 42396105 · Full text
Collaborative writing instruction has been widely adopted in second language (L2) writing pedagogy, and the human-AI collaborative approach has recently gained increasing traction in this field. Despite the promising pot...
Collaborative writing instruction has been widely adopted in second language (L2) writing pedagogy, and the human-AI collaborative approach has recently gained increasing traction in this field. Despite the promising potential of this pedagogical model in facilitating L2 writing, the factors influencing learners' willingness to engage (WTE) in human-AI collaborative L2 writing remain underexplored. Based on the Stimulus-Organism-Response (S-O-R) model and the Technology Acceptance Model (TAM), this study explores how perceived teacher support contributes to EFL learners' WTE in human-AI collaborative L2 writing. A total of 503 Chinese university EFL learners with AI-aided L2 writing experience were included in this quantitative study. Findings from questionnaires and regression analyses indicate that perceived teacher support is directly and positively linked to the EFL learners' WTE. It also exerts an indirect association with WTE via the independent mediating roles of technology acceptance and task flow. Furthermore, technology acceptance and task flow jointly form a chain-mediating pathway between perceived teacher support and WTE. These findings not only broaden the application of the S-O-R model and TAM within human-AI collaborative writing contexts but also provide valuable implications for L2 writing pedagogy in AI-aided contexts.
The adaptive ecological trap: a grounded theory study of adolescent AI dependency.
Gong G, Li G
Front Psychol · 2026 · PMID 42396104 · Full text
INTRODUCTION: This study explores the formation mechanisms of adolescent dependency on artificial intelligence and proposes a theoretical model of the "adaptive ecological trap" to explain its dynamic evolutionary proces...
INTRODUCTION: This study explores the formation mechanisms of adolescent dependency on artificial intelligence and proposes a theoretical model of the "adaptive ecological trap" to explain its dynamic evolutionary process. METHODS: Employing a grounded theory approach, in-depth interviews were conducted with 38 secondary school students who frequently used generative AI, and the data were analyzed through three-level coding. RESULTS: The results indicated that the formation of adolescent AI dependency is a systemic process that originates from gaps in real-world developmental needs and initiates compensatory use under the combined influence of technological allure and individual-environmental vulnerabilities. According to participants' accounts, this process may be perceived to erode key developmental capacities and potentially contribute to a self-reinforcing cycle. The model delineates a four-stage evolutionary pathway from adaptive use to increasingly impairing dependency: trap laying, triggering, tightening, and locking. This study emphasizes that AI dependency is not merely a behavioral addiction but an outcome of dysregulation within the individual-technology-environment ecosystem, characterized by dynamism, interactivity, and self-reinforcing properties. DISCUSSION: The findings call for collaborative interventions involving families, schools, technology platforms, and social policies. Furthermore, measures such as filling real-world developmental gaps, enhancing individual and environmental resilience, and disrupting negative feedback loops are crucial to assist adolescents in achieving healthy, autonomous development in the digital era.
When you know better, do better: a reconceptualization of SEL for Black youth.
Heidelburg K, Scott M, Collins TA
Front Psychol · 2026 · PMID 42396103 · Full text
Social-emotional learning (SEL) is often presented as a way to promote positive student outcomes. However, current SEL programs may reflect Eurocentric, heterosexual, ableist, middle-class American values and overlook th...
Social-emotional learning (SEL) is often presented as a way to promote positive student outcomes. However, current SEL programs may reflect Eurocentric, heterosexual, ableist, middle-class American values and overlook the needs of racially/ethnically minoritized youth. To help school psychologists engage in social justice advocacy to improve Black students' wellbeing, this conceptual article highlights five key components of SEL for Black youth. The authors focus on: (1) afrocentrism; (2) anti-oppressive frameworks; (3) a strength-based approach; (4) student empowerment and healing; and (5) evidence-based practices as essential to SEL to promote positive academic, behavioral, and social-emotional outcomes for Black youth. Supporting research for each component is included, along with recommendations for system-level integration to enhance school interventions, promote community partnerships, and establish policies that meet the needs of Black youth.
The relationship between physical exercise and sleep procrastination in college students: the chain mediating role of self-control and time management tendencies.
Bu J, Yin Y, Yu L
Front Psychol · 2026 · PMID 42396102 · Full text
OBJECTIVE: This study aims to investigate the direct effect of physical exercise on bedtime procrastination among college students, as well as the mediating roles of self-control and time management tendencies. METHODS:...
OBJECTIVE: This study aims to investigate the direct effect of physical exercise on bedtime procrastination among college students, as well as the mediating roles of self-control and time management tendencies. METHODS: A total of 1,069 college students from four universities were surveyed using an online questionnaire. The instruments included the Physical Activity Rating Scale (PARS-3), the Bedtime Procrastination Scale (BPS), the Self-Control Scale (SCS), and the Time Management Disposition Scale (TMD). RESULTS: (1) Physical exercise was significantly negatively correlated with bedtime procrastination ( < 0.01) and significantly positively correlated with both self-control and time management tendencies ( < 0.01). Self-control and time management tendencies were also positively correlated with each other ( < 0.01), and both were negatively correlated with bedtime procrastination ( < 0.01). (2) Physical exercise had a significant negative predictive effect on bedtime procrastination ( = -0.158, = -5.229, < 0.01). Self-control and time management tendencies each played independent mediating roles in the relationship between physical exercise and bedtime procrastination. (3) A significant chain mediation pattern was observed, suggesting that physical exercise was indirectly associated with bedtime procrastination via self-control and time management tendencies ( = 0.058, = 3.014, < 0.01). CONCLUSION: Physical exercise significantly negatively predicts bedtime procrastination among college students. Self-control and time management tendencies serve as significant mediators in this relationship, forming a chain mediation pathway: Physical Exercise → Self-Control → Time Management Tendency → Bedtime Procrastination. These findings provide a theoretical basis for developing targeted behavioural interventions to improve sleep habits among university students.
The relationship between job crafting and professional identity among primary and secondary school physical education teachers: a chain mediation analysis.
Fu Y, Liu T, Yin Z … +4 more , Guo Q, Yu D, Yang L, Li M
Front Psychol · 2026 · PMID 42396101 · Full text
BACKGROUND: Job crafting is a proactive behavior through which teachers adjust their work tasks, relationships, and cognitions, and is positively associated with professional identity. However, the psychological mechanis...
BACKGROUND: Job crafting is a proactive behavior through which teachers adjust their work tasks, relationships, and cognitions, and is positively associated with professional identity. However, the psychological mechanism linking job crafting to professional identity remains unclear among primary and secondary school physical education (PE) teachers. This study investigated this relationship, focusing on the chain mediating roles of work stress and positive psychological capital. METHODS: The sample consisted of 850 primary and secondary school physical education teachers from 10 provinces in China (50% male, 50% female; mean age 34.75 ± 8.42 years). They completed measures of job crafting, professional identity, work stress, and positive psychological capital. Mediation analysis was conducted using SPSS 26.0 with the PROCESS macro (Model 6), applying 5,000 bootstrap resamples. RESULTS: Job crafting was significantly and positively correlated with professional identity (r = 0.433, < 0.001). Regression results showed that job crafting positively predicted professional identity ( = 0.433, < 0.001), negatively predicted work stress ( = -0.351, < 0.001), and positively predicted positive psychological capital ( = 0.459, < 0.001). Work stress negatively predicted professional identity (β = -0.453, < 0.001), whereas positive psychological capital positively predicted it. More importantly, the indirect effects of job crafting on professional identity via work stress alone, via positive psychological capital alone, and via the sequential pathway of work stress followed by positive psychological capital were all significant (95% CI did not include zero). The total indirect effect accounted for 51.4% of the total effect. CONCLUSION: Job crafting is positively associated with professional identity among primary and secondary school physical education teachers, with work stress and positive psychological capital serving both independent and chain mediating roles. These findings highlight that reducing work stress and boosting positive psychological capital form a key psychological pathway through which job crafting is associated with higher levels of professional identity, offering practical value for designing targeted teacher development interventions.
From emotion regulation to moral judgment: culturally responsive education and the psychological pathways of youth moral reasoning.
Ma W, Yang J
Front Psychol · 2026 · PMID 42396100 · Full text
Culturally responsive education (CRE) is increasingly discussed as an inclusive pedagogical orientation, yet its relationship with adolescents' moral reasoning remains underexplored. The present study examined whether CR...
Culturally responsive education (CRE) is increasingly discussed as an inclusive pedagogical orientation, yet its relationship with adolescents' moral reasoning remains underexplored. The present study examined whether CRE was associated with Grade 12 students' moral reasoning through differentiated dimensions of social-emotional competence (SEC), with particular attention to emotion regulation, empathy and perspective taking, and responsible decision-making. Participants were 500 Chinese senior high school students (46.6% male, 53.4% female; M_age = 18.38 years, SD = 0.49) from two schools. Students completed measures of CRE, SEC, and scenario-based moral reasoning. Psychometric analyses supported the measurement structure, and the nine-factor CFA showed excellent fit, (558) = 562.64, = 0.437, CFI = 0.999, TLI = 0.999, RMSEA = 0.004, SRMR = 0.028. In the structural model, CRE was positively associated with emotion regulation ( = 0.284, < 0.001), empathy and perspective taking ( = 0.465, < 0.001), and responsible decision-making ( = 0.534, < 0.001). Empathy and perspective taking ( = 0.309, < 0.001) and responsible decision-making ( = 0.257, < 0.001), but not emotion regulation ( = 0.027, = 0.522), were positively associated with moral reasoning. The direct CRE to moral reasoning path was not significant after the SEC dimensions were included ( = 0.052, = 0.287). Bootstrap analyses indicated significant indirect effects through empathy and perspective taking and responsible decision-making, but not through emotion regulation. The findings are consistent with an indirect-only pattern in which culturally responsive schooling is linked to moral reasoning primarily through specific socio-emotional pathways. The study extends work on culturally responsive pedagogy by showing that its relevance may include not only engagement and belonging, but also the psychological processes through which late adolescents reason about fairness, responsibility, and competing social claims.
Cognitive processing of semantic mismatch in Chinese reading: the moderating effect of contextual constraint.
Liu Y, Zou B, Yang J
Front Psychol · 2026 · PMID 42396099 · Full text
BACKGROUND: Semantic mismatch processing is fundamental to language comprehension, yet how contextual constraint modulates this processing in Chinese reading remains unclear. The present study investigated the cognitive...
BACKGROUND: Semantic mismatch processing is fundamental to language comprehension, yet how contextual constraint modulates this processing in Chinese reading remains unclear. The present study investigated the cognitive processing of semantic mismatch in Chinese modifier-noun constructions and examined the moderating effect of contextual constraint. METHODS: Forty-eight native Mandarin Chinese speakers read sentences containing semantically matched or mismatched modifier-noun constructions embedded in high- or low-constraint contexts while their eye movements were recorded using an EyeLink 1000 Plus eye tracker. Linear mixed-effects models were used to analyze eye movement measures. RESULTS: Robust semantic mismatch effects were observed: mismatched constructions elicited longer first fixation durations and gaze durations, higher regression probabilities, and longer total reading times. Critically, significant interactions between semantic relation and contextual constraint emerged on gaze duration and late processing measures, with mismatch effects approximately twice as large in high-constraint contexts. Simple effects analyses revealed that contextual constraint selectively affected mismatched constructions while leaving matched constructions unaffected. CONCLUSION: These findings support predictive processing accounts of language comprehension, demonstrating that readers actively generate contextual expectations and experience amplified processing difficulty when these expectations are violated.
Work-school conflict and turnover intention among Chinese Music University students with part-time jobs: the roles of negative affect and resilience.
Zhang L, Aguo A, Huang L … +2 more , Zhang X, Zhang T
Front Psychol · 2026 · PMID 42396098 · Full text
INTRODUCTION: As increasing numbers of university students engage in part-time work, balancing academic and work demands has become a critical challenge. Work-school conflict (WSC) may be associated with greater negative...
INTRODUCTION: As increasing numbers of university students engage in part-time work, balancing academic and work demands has become a critical challenge. Work-school conflict (WSC) may be associated with greater negative affect and stronger turnover intention among student workers. This study examined the association between WSC and turnover intention among Chinese music university students with part-time jobs, focusing on the mediating role of negative affect and the moderating role of resilience. METHODS: A cross-sectional survey was conducted with 518 Chinese music university student workers (mean age = 20.27, SD = 1.40, 57.3% females). Validated scales were used to assess WSC, negative affect, turnover intention, and resilience. Structural equation modeling was conducted to test a model in which negative affect was specified as a mediator and resilience as a moderator of the direct and indirect paths. RESULTS: WSC was positively associated with negative affect (β = 0.36, < 0.001), which in turn was positively associated with turnover intention (β = 0.28, < 0.001), indicating a significant mediating effect of negative affect (β = 0.10, 95% CI [0.04, 0.16]). Resilience moderated only the direct association between WSC and turnover intention (β = -0.13, < 0.001), whereas its moderating effects on the paths from WSC to negative affect and from negative affect to turnover intention were not significant. The positive association between WSC and turnover intention was stronger at low levels of resilience than at high levels of resilience. CONCLUSIONS: These findings suggest that negative affect is one pathway through which WSC is associated with turnover intention and that resilience may weaken the direct association between WSC and turnover intention. Overall, the findings help clarify how role conflict, emotional responses, and personal resources are jointly related to turnover intention among student workers.
The relationship between self-compassion and teacher self-efficacy in early childhood teachers: the mediating role of emotional exhaustion and the moderating role of core self-evaluation.
Li Y, Zhao D
Front Psychol · 2026 · PMID 42396097 · Full text
BACKGROUND: The professional psychological state of early childhood teachers is associated with their teaching quality and career stability. As a core professional psychological trait, self-efficacy is related to various...
BACKGROUND: The professional psychological state of early childhood teachers is associated with their teaching quality and career stability. As a core professional psychological trait, self-efficacy is related to various psychological factors in its formation and stability. To better understand the underlying mechanism, this study adopts the Conservation of Resources Theory. We propose a moderated mediation model. This model examines the mediating role of emotional exhaustion in the association of self?compassion with self?efficacy in early childhood teachers. Whether core self-evaluation plays a moderating role is also examined. METHODS: Standardized measures of self-compassion, emotional exhaustion, core self-evaluation, and self-efficacy are used in this work. We collected data from 552 Chinese early childhood educators. We used the PROCESS Macro 4.2 plugin in SPSS to perform path analysis. RESULTS: Self-compassion showed a strong positive correlation with self-efficacy. Emotional exhaustion showed a partial mediating role in this relationship. The completely standardized indirect effect was 0.135 (95% bootstrap CI [0.095, 0.175]). Core self-evaluation positively moderated emotional exhaustion and self-efficacy. CONCLUSIONS: This study takes an empirical perspective on the correlates of self?efficacy and describes a theoretical basis for intervention design. These interventions are intended to be associated with the professional mental health of these teachers.
Differential roles of alexithymia components in linking autistic traits to personal distress and empathy concern.
Wang X, Li N, Wang Y … +2 more , Shangguan C, Zhou H
Front Psychol · 2026 · PMID 42396096 · Full text
PURPOSE: The alexithymia hypothesis proposes that the empathy deficits commonly found in ASD are driven mainly by coexisting alexithymia, not by ASD itself. Yet, empirical research has produced mixed evidence for this ex...
PURPOSE: The alexithymia hypothesis proposes that the empathy deficits commonly found in ASD are driven mainly by coexisting alexithymia, not by ASD itself. Yet, empirical research has produced mixed evidence for this explanation. To further clarify this issue, the present study focused on how different component of alexithymia, such as, difficulty identifying feelings, difficulty describing feelings, and externally oriented thinking link autistic traits to two aspects of emotional empathy: personal distress and empathy concern. METHOD: A total of 730 participants took part in the investigation and completed three questionnaires assessing autistic traits, alexithymia, and emotional empathy. RESULT: Analyses revealed a divergent pattern in emotional empathy. Elevated autistic traits predicted heightened personal distress alongside diminished empathy concern. Mediation analyses further indicated that specific components of alexithymia accounted for these associations. Difficulty identifying feelings had a significant indirect effect on the relationship between autistic traits to heightened personal distress, whereas externally oriented thinking had a significant indirect effect on the relationship between autistic traits and empathy concern. CONCLUSION: These findings highlight the complex and multifaceted influence of alexithymia on empathy in individuals with elevated autistic traits and point to potential intervention strategies for enhancing empathy and social functioning in individuals on the autism spectrum.
Reducing cognitive load in choral rehearsal: evidence-informed conducting pedagogies based on music perception theory.
Zhang Y, Lyu Y, Hou D
Front Psychol · 2026 · PMID 42396095 · Full text
The purpose of this investigation was to determine whether varying degrees of conducting gesture complexity would influence choral musicians' perceived cognitive load and their evaluations of rehearsal effectiveness. Two...
The purpose of this investigation was to determine whether varying degrees of conducting gesture complexity would influence choral musicians' perceived cognitive load and their evaluations of rehearsal effectiveness. Two choral directors were recorded leading 1-min segments from Eric Whitacre's using simplified, standard, and elaborated conducting gestures. These six recordings were then paired with an identical high-quality choral audio track or a separate sight-reading audio excerpt. University choral ensemble participants ( = 120; novice, = 60; experienced, = 60) viewed all six stimulus recordings and assessed both their perceived cognitive load and the effectiveness of the rehearsal process. Participants also composed one brief written observation about either the conductor or the rehearsal after each video. Findings revealed that gesture complexity had a statistically significant impact on ratings of both cognitive load and rehearsal effectiveness. A significant interaction emerged between gesture complexity (simplified, standard, and elaborated) and rehearsal context (sight-reading or polishing) with respect to cognitive load assessments. Participants indicated that the elaborated gesture condition during sight-reading imposed the highest cognitive demands. The standard gesture approach received the most favorable effectiveness ratings regardless of rehearsal context. Written observations predominantly addressed conductor behaviors rather than rehearsal outcomes, with the elaborated-gesture recordings generating the highest proportion of negative responses.
Effects of integrating a structured design thinking strategy into generative AI-supported design learning on students' design achievement, creative self-efficacy, and problem-solving skills.
Song F, Xu B
Front Psychol · 2026 · PMID 42389119 · Full text
The rapid development of generative artificial intelligence (GAI) offers new opportunities for design education, yet its educational value may be limited without clear instructional guidance. To address this issue, this...
The rapid development of generative artificial intelligence (GAI) offers new opportunities for design education, yet its educational value may be limited without clear instructional guidance. To address this issue, this study integrates a structured design thinking strategy based on the Double Diamond model into GAI-supported design learning to support students' purposeful and reflective use of GAI tools. An experimental study was conducted in a university-level character design course in China, involving 120 undergraduate students assigned to three conditions: GAI-supported learning with a structured design thinking strategy (GAI-SDTS), GAI-supported learning without the strategy, and traditional design learning. Results showed that students in the GAI-SDTS group achieved higher design achievement, creative self-efficacy, and problem-solving skills than those in the other two groups. These findings suggest that while GAI can support design learning, its educational benefits appear to be strengthened when embedded within a structured design thinking framework. The study also discusses the theoretical and practical implications of integrating generative AI with structured design thinking in higher education design contexts.
Fukushima treated water release and marine sports.
Han JH, Sa HJ
Front Psychol · 2026 · PMID 42389118 · Full text
INTRODUCTION: This study examined behavioral intentions toward marine sports participation among South Koreans in the context of the Fukushima Daiichi Nuclear Power Plant treated water discharge. METHODS: Data were colle...
INTRODUCTION: This study examined behavioral intentions toward marine sports participation among South Koreans in the context of the Fukushima Daiichi Nuclear Power Plant treated water discharge. METHODS: Data were collected from 250 marine sports participants over 6 days beginning on September 6, 2023, and analyzed using SPSS and AMOS. RESULTS: Attitudes toward marine sports did not significantly influence behavioral intentions, leading to the rejection of Hypothesis 1. In contrast, subjective norms and perceived behavioral control positively influenced behavioral intentions, supporting Hypotheses 2 and 3. Furthermore, subjective norms positively influenced attitudes, while perceived knowledge positively influenced both attitudes and subjective norms, supporting Hypotheses 4-6. In addition, perceived psychological risk negatively influenced attitudes and behavioral intentions, supporting Hypotheses 7 and 8. DISCUSSION: These findings suggest that although attitudes alone may not directly determine behavioral intentions toward marine sports participation under environmental uncertainty, social influence, perceived control, perceived knowledge, and psychological risk play important roles in shaping behavioral responses. By incorporating perceived knowledge and psychological risk into the theory of planned behavior, this study provides additional insight into behavioral decision-making related to marine sports participation under environmental risk conditions.
Mindful parenting and preschoolers' screen dependency behavior: the mediating role of parent-child relationship and the moderating role of effortful control.
Liu F, Yan Y, Hu C … +1 more , Ye Q
Front Psychol · 2026 · PMID 42389117 · Full text
BACKGROUND: In the digital age, screens have become an indispensable part of children's lives. The phenomenon of preschoolers excessively using screens, even developing screen dependency behavior, has emerged. Mindful pa...
BACKGROUND: In the digital age, screens have become an indispensable part of children's lives. The phenomenon of preschoolers excessively using screens, even developing screen dependency behavior, has emerged. Mindful parenting is increasingly considered a factor potentially associated with lower levels of children's screen dependency behavior. However, little is known about the underlying mechanisms and effective interventions, especially under the influence of parent-child relationship and preschoolers' effortful control. METHODS: Using a stratified cluster sampling method, a questionnaire survey was conducted among parents of preschool children in Shanxi and Hebei provinces of China. We collected a total of 654 valid questionnaires using a combination of offline and online approaches. Using validated instruments, we assessed mindful parenting, preschoolers' screen dependency behavior, parent-child relationship, and preschoolers' effortful control. We employed a partial least squares structural equation model (PLS-SEM) to perform data analysis. RESULTS: Mindful parenting showed a significant direct negative association with preschoolers' screen dependency behavior ( = -0.15, < 0.01), and this association was partially mediated by parent-child relationship (indirect effect = -0.03, < 0.05). Preschoolers' effortful control significantly negatively moderated the association between mindful parenting and parent-child relationship ( = -0.13, < 0.01), and positively moderated the association between mindful parenting and preschoolers' screen dependency behavior ( = 0.09, < 0.01). The model accounted for 49% of the variance in parent-child relationship and 69% in screen dependency behavior. CONCLUSION: Findings indicate the importance of integrating parental factors, parent-child relationship, and children's characteristics in understanding screen dependency behavior in preschool children. This study not only responds to the call for adaptive parenting strategies in the digital age, but also supports the localization and contextualization of temperament-environment interaction theory and attachment theory. It provides a theoretical foundation for subsequent research on individualized parenting adaptation and offers practical suggestions for developing family intervention programs.
Dynamic relationships among first-year university students' critical thinking, academic self-concept, and student engagement: a cross-lagged study.
Gao Y, Jiang R, Zhang K … +1 more , Song S
Front Psychol · 2026 · PMID 42389116 · Full text
Critical thinking and academic self-concept are key predictors of student engagement among first-year university students. Yet, the mechanisms underlying their relationships remain unclear. This one-year longitudinal stu...
Critical thinking and academic self-concept are key predictors of student engagement among first-year university students. Yet, the mechanisms underlying their relationships remain unclear. This one-year longitudinal study examined cross-lagged relationships between critical thinking and academic self-concept and their effects on student engagement. A sample of 3,437 Chinese first-year university students completed measures at two waves; data were analyzed using structural equation modeling (SEM). Four main findings emerged. First, critical thinking and academic self-concept showed significant cross-lagged effects: critical thinking negatively predicted academic self-concept, whereas academic self-concept positively predicted critical thinking. Second, critical thinking positively predicted T2 student engagement. Third, academic self-concept negatively predicted T2 student engagement. Fourth, these dynamic relationships were consistent across Math and English disciplines. The findings extend the literature on student engagement and offer insights into its development during the transition to university.
The association between academic major identity and career decision-making difficulty among Chinese college students: a sequential indirect association model of psychological capital and career adaptability.
Mou R, Han X, Jia Z
Front Psychol · 2026 · PMID 42389115 · Full text
Academic major identity, referring to students' cognitive, affective, behavioral, and fit-based identification with their field of study, may be an important correlate of career decision-making difficulty. Career adaptab...
Academic major identity, referring to students' cognitive, affective, behavioral, and fit-based identification with their field of study, may be an important correlate of career decision-making difficulty. Career adaptability refers to psychosocial resources that individuals use to manage career-related tasks, transitions, and uncertainty. Drawing on career construction theory, this cross-sectional study examined a theoretically informed model of associations among academic major identity, psychological capital, career adaptability, and career decision-making difficulty among Chinese college students. Data were collected through an anonymous online survey using Questionnaire Star. Participants were 2,255 first-, second-, and third-year undergraduate students recruited from 20 universities in Sichuan Province, China. Established instruments were used to measure academic major identity, psychological capital, career adaptability, and career decision-making difficulty. Structural equation modeling and bias-corrected bootstrap procedures were used to analyze the data. The results showed that academic major identity was negatively associated with career decision-making difficulty and positively associated with psychological capital and career adaptability. Psychological capital and career adaptability were both negatively associated with career decision-making difficulty, and psychological capital was positively associated with career adaptability. Bootstrap analyses further indicated significant indirect associations between academic major identity and career decision-making difficulty through psychological capital, through career adaptability, and through the sequential pathway of psychological capital and career adaptability. These findings should be interpreted as associations rather than causal effects because of the cross-sectional design. Overall, the study contributes to the literature by integrating major-related identification, general positive psychological resources, and career-specific adaptive resources within a single analytical framework. The Chinese higher education context, characterized by major placement, family expectations, and increasingly diversified post-graduation pathways, makes this integrated model particularly relevant for understanding career decision-making difficulty among undergraduates.
Job quality and fertility intentions among Chinese migrant workers: the role of traditional fertility beliefs.
Liu H, Adira A
Front Psychol · 2026 · PMID 42389114 · Full text
Under conditions of low fertility, the association between overall working conditions and fertility intention, and the extent to which this association is accompanied by changes in traditional fertility beliefs, remain i...
Under conditions of low fertility, the association between overall working conditions and fertility intention, and the extent to which this association is accompanied by changes in traditional fertility beliefs, remain insufficiently understood, particularly among Chinese migrant workers, a population situated at the intersection of traditional cultural norms and the modern labor market. Using Value of Children theory as the core framework, and incorporating insights from Conservation of Resources theory and social identity theory, this study examines the association between job quality and short-term fertility intention among Chinese migrant workers and explores the potential role of traditional fertility beliefs in this association. Using data on 2,119 married migrant workers of childbearing age from the 2020 China Family Panel Studies (CFPS), this study constructs a composite job quality index encompassing six dimensions: wage income, job stability, work intensity, welfare protection, career development prospects, and job satisfaction, and employs a two-level mixed-effects logistic regression model for analysis. The results indicate that higher job quality is significantly associated with lower short-term fertility intention. Parity-stratified analysis reveals that this association is primarily concentrated among one-child families facing the decision of whether to have a second child and is not significant among families with two or more children. At the mechanism level, higher job quality is significantly associated with weaker endorsement of the "continuing the family lineage" belief in the full sample, whereas the association between higher job quality and weaker endorsement of the "raising children for old-age support" belief is significant only among migrant workers without male children. Furthermore, the negative association between job quality and short-term fertility intention is more pronounced among male migrant workers, whereas it is not significant among female migrant workers. By integrating Conservation of Resources theory into a Value of Children framework, this study provides empirical evidence for understanding the associations among employment conditions, traditional fertility beliefs, and fertility intention. The findings further suggest that these associations are conditional and context-dependent rather than universally applicable.
Using the theory of positive disintegration's 'dynamisms' to gauge retrospective suicide lived experience.
Schläppy ML, Kyron MJ, Stanley SH … +2 more , Freshwater DS, Hood SD
Front Psychol · 2026 · PMID 42389113 · Full text
In this study, the concept of 'disintegration', as explained in the Theory of Positive Disintegration (TPD) was tested to find out whether it could be used as an indication of retrospective suicide lived experience. This...
In this study, the concept of 'disintegration', as explained in the Theory of Positive Disintegration (TPD) was tested to find out whether it could be used as an indication of retrospective suicide lived experience. This study constitutes one of the first baseline of TPD level III 'dynamisms' in a sample of participant with(out) suicide lived experience. The aims of this study were to test, via an online survey, whether TPD level III disintegrative 'dynamisms' were associated with the retrospective behaviours, emotions, or thoughts of study participants with(out) suicide lived experience. Two Kruskal-Wallis median tests showed that disintegrative 'dynamisms' were (a) significantly higher in participants with suicide lived experience and (b) were higher in persons supported pharmacologically for their mental health. To investigate (a) the 'dynamisms' themselves, (b) their location (i.e., behaviour, thoughts or emotions) and how far in the past they occurred (months or years), a PERMANOVAs and non-metric multi-dimensional scaling (nMDS) based on Euclidean distances were carried out. Those multivariate analyses showed that the different level III 'dynamisms' were statistically different to each other and therefore not interchangeable. The location of 'dynamisms' mattered, and participants scored them differently for behaviour, thoughts and emotions. Unlike other 'dynamisms', 'shame' and 'guilt' elicited the same responses from participants whether the 'dynamisms' were months or years in the past, suggesting that those two 'dynamisms' may be the best candidates for counsellors to use to address disintegration and suicide prevention with their patients. Overall, the study results suggests that there is merit in using the vocabulary of TPD 'dynamisms' in suicide prevention.
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