Front Psychol [JOURNAL]
Sun
200 papers
The effect of school support on vocational college teachers' digital literacy: the moderating role of professional title and the mediating role of professional identity and psychological empowerment.
Zhang Y, Lin Y, Chen F … +3 more , Chen T, Cao J, Cheng X
Front Psychol · 2026 · PMID 42389092 · Full text
In the context of vocational education's digital transformation, enhancing teachers' digital literacy is critically important. However, existing research has focused primarily on external interventions such as infrastruc...
In the context of vocational education's digital transformation, enhancing teachers' digital literacy is critically important. However, existing research has focused primarily on external interventions such as infrastructure and training, often overlooking digital literacy as a "professional ability" requiring long-term cultivation that fundamentally depends on teachers' internal psychological motivation. Specifically, how school support translates into improved digital literacy through teachers' psychological states remains underexplored, particularly among vocational college teachers. To address this gap, this study proposed a serial mediation model linking school support, psychological empowerment, professional identity, and digital literacy. Data from 493 vocational college teachers revealed that school support significantly and positively predicted digital literacy. Both psychological empowerment and professional identity partially mediated this relationship, with a significant serial mediation effect also present. While professional title did not moderate the overall mediation mechanism, distinct differences emerged in the mediation pathways across title groups. These findings offer empirical support for developing stratified digital literacy training systems for vocational college teachers, with important implications for fostering high-quality, intrinsic development in vocational education during digital transformation.
Emotional modulation of temporal density in natural grasping: a vision-based kinematic study.
Gülpinar HE, Skryzhadlovska A, Haschke R … +2 more , Abramov O, Jahanian Najafabadi A
Front Psychol · 2026 · PMID 42389091 · Full text
INTRODUCTION: While emotions affect perception, their influence on physical interaction remains underexplored. This study investigated how the emotional valence of everyday objects manifests in hand kinematics during nat...
INTRODUCTION: While emotions affect perception, their influence on physical interaction remains underexplored. This study investigated how the emotional valence of everyday objects manifests in hand kinematics during natural grasping. METHODS: Hand movements were recorded from 40 participants using an overhead smartphone camera (1080p; 30 fps), combined with MediaPipe and OpenCV. Participants were randomly assigned to either a Visual Modality ( = 20) or a Non-Visual Modality ( = 20) and were instructed to grasp five objects designed to evoke distinct emotional responses (fear, disgust, neutrality, and happiness). Kinematic measures, including grasping frame rate (frames/s) and hand velocity (px/frame), were extracted alongside self-reported emotional ratings. RESULTS: Results revealed that motor behavior is not merely functional but emotionally reactive: threat-based objects (e.g., a spider) elicited significantly higher grasping frame rates, indicating more sustained interaction with these stimuli, potentially reflecting heightened monitoring or cautious engagement. A linear mixed-effects model identified a significant Modality × Object interaction, indicating that visual access influenced object-related effects selectively rather than uniformly. Notably, these affect-related changes were captured in grasping frame rate (a temporal-density measure) rather than in hand velocity. DISCUSSION: The emotional properties of objects systematically modulate motor behavior during grasping. These findings help bridge the gap between affect and physical action. They also show that consumer-grade smartphone technology can detect subtle variations in natural hand interaction, opening the door for affect-aware interfaces and scalable studies of motor-affective behavior in naturalistic environments.
The impact of sound intervention on sleep quality and stress levels in college students: a randomized controlled trial.
Hou H, Wang J, Yue X
Front Psychol · 2026 · PMID 42389090 · Full text
INTRODUCTION: To assess the effectiveness of interventions combining pink noise or binaural beats with pure music in improving sleep quality and reducing perceived stress among college students, and to preliminarily inve...
INTRODUCTION: To assess the effectiveness of interventions combining pink noise or binaural beats with pure music in improving sleep quality and reducing perceived stress among college students, and to preliminarily investigate their effects on morning salivary cortisol levels. METHODS: Using a three-group randomized controlled design, 66 college students with poor sleep quality (PSQI score >7) were randomly assigned to a pink noise + pure music group, a binaural beats + pure music group, or a control group. The intervention group received a 30-min audio intervention at bedtime for 4 consecutive weeks, 5 nights per week. Morning salivary cortisol concentrations were measured at baseline, week 2, week 4, and the week-6 follow-up. Perceived stress and sleep quality were assessed using the PSS and PSQI, respectively. RESULTS: Generalized estimating equation analyses revealed significant time, group, and time-by-group interaction effects for both PSS and PSQI scores ( < 0.05). The binaural beats + pure music group was more effective at reducing stress. Morning salivary cortisol concentrations showed only a significant main effect of time ( < 0.05), with no significant group differences. DISCUSSION: A 4-week bedtime audio intervention effectively improved sleep quality and reduced perceived stress. Binaural beats combined with pure music appeared to be more effective in reducing perceived stress, but this benefit was not reflected in peak salivary cortisol levels measured 30 min after awakening. However, cortisol measurements obtained at a single daily time point are insufficient to infer a short-term modulatory effect of the intervention on basal hypothalamic-pituitary-adrenal (HPA) axis activity.
AI-associated academic writing anxiety in AI-assisted contexts: evidence from Chinese EFL postgraduate students.
Zhang Y
Front Psychol · 2026 · PMID 42389089 · Full text
INTRODUCTION: AI adoption in academic writing provides support but also introduces uncertainty for L2 learners. Research has focused on tool effectiveness and acceptance, with limited attention to how technology percepti...
INTRODUCTION: AI adoption in academic writing provides support but also introduces uncertainty for L2 learners. Research has focused on tool effectiveness and acceptance, with limited attention to how technology perceptions influence emotional experiences, particularly writing anxiety. METHODS: This study proposes a Technology-Emotion-Performance (TEP) framework, integrating the Technology Acceptance Model, social cognitive theory, and appraisal-based emotion theory. Technology appraisals (perceived usefulness, ease of use, trust), writing self-efficacy (perceived control), and writing anxiety (appraisal-based outcome) were examined. Survey data were collected from Chinese EFL postgraduate students, and structural equation modeling (SEM) analyzed the relationships. RESULTS: Positive technology perceptions were linked to higher writing self-efficacy, which predicted lower writing anxiety. Trust had both direct and indirect effects on anxiety, whereas integrity-related threats increased anxiety. Writing self-efficacy and anxiety were associated with self-reported writing performance. DISCUSSION: Findings indicate that writing anxiety in AI-assisted contexts is better understood as a technology-mediated appraisal outcome rather than a direct effect of AI use. Integrating cognitive, affective, and behavioral dimensions offers a clearer account of learner experiences and informs pedagogical strategies for AI-supported academic writing.
Identifying foreign language learning burnout: latent profiles, cutoff points, and an explainable web-based calculator.
She N, Chen X, Wan Q … +3 more , Zhao K, Liu J, Li Y
Front Psychol · 2026 · PMID 42389088 · Full text
BACKGROUND: Foreign language learning burnout (FLLB) is prevalent among English as a foreign language learners, which adversely affects students' academic performance and mental health. However, the clear cutoff point an...
BACKGROUND: Foreign language learning burnout (FLLB) is prevalent among English as a foreign language learners, which adversely affects students' academic performance and mental health. However, the clear cutoff point and individualized risk prediction tools for FLLB remain lacking, limiting its application in practical identification and assessment. METHODS: This cross-sectional study recruited 1,343 Chinese secondary school students and collected data on FLLB, academic stress, engagement, teacher affective support, foreign language enjoyment, English achievement, and demographic characteristics. Latent profile analysis (LPA) was used to identify FLLB risk profiles. The cutoff point was determined using receiver operating characteristic curve (ROC) analysis. Six machine learning models were compared, and their generalizability was evaluated in an external validation set. The best-performing model was selected, interpreted with Shapley additive explanation (SHAP) analysis, and deployed as a web-based calculator. RESULTS: LPA indicated that 14.2% of students belonged to the FLLB high-risk group. The optimal cutoff point was determined as: Exhaustion ≥14, Cynicism ≥3, and Reduced Efficacy ≥3. Logistic regression performed best, with AUC values of 0.903 (internal test set) and 0.813 (external validation set). SHAP analysis revealed that academic stress and foreign language enjoyment were key predictors. CONCLUSION: This study determined an operational cutoff point for FLLB. A well-performing risk prediction model was then developed and validated, which we subsequently deployed as a web-based calculator. The tool reports FLLB risk probabilities and visualizes the direction and relative contribution of key predictors, thereby providing a reference for efficient FLLB risk screening and subsequent targeted learning support and psycho-educational services.
Soft skills and potential covariates in first year health science students in Latin America: a cross-sectional study.
Díaz-Narváez VP, Reyes-Reyes F, Reyes-Reyes A … +4 more , Rod JE, Gamarra-Moncayo J, Bustos OEH, Gelvez AIL
Front Psychol · 2026 · PMID 42389087 · Full text
BACKGROUND: Latin American health education institutions traditionally prioritize technical skills over "soft" psychosocial competencies. However, empathy and resilience are vital for quality clinical care. This study ai...
BACKGROUND: Latin American health education institutions traditionally prioritize technical skills over "soft" psychosocial competencies. However, empathy and resilience are vital for quality clinical care. This study aimed to explore the psychometric properties, gender differences, and correlations between soft skills (empathy, resilience) and psychosocial covariates (affect, family functioning, satisfaction with life) in first-year students. METHODS: A quantitative, cross-sectional study was conducted with a convenience sample of 896 first-year students (59% female, 41% male) from Dentistry, Kinesiology, and Nursing programs at three universities in Chile. Participants completed five validated instruments: JSE-HPS (Empathy), EEA (Resilience), PANAS (positive and negative affect), FACES-20 (Family Functioning), and SWLS (Satisfaction with Life). Data were analyzed using Confirmatory Factor Analysis (CFA) and Pearson correlations. RESULTS: CFA confirmed adequate structural validity and reliability for most scales, though gender invariance was only strictly met for affect and family functioning. Significant gender differences were observed: men scored higher in compassionate care, positive affect, and engineering/adaptive resilience, while women scored higher in perspective taking and negative affect. Resilience showed moderate positive correlations with positive affect ( = 0.401) and satisfaction with life ( = 0.368). Overall, students scored in the mean range, suggesting a developmental deficit in these competencies upon university entry. CONCLUSION: The study provides a psychometric foundation for assessing soft skills in Latin American health students. The results highlight the need for early risk gender and sub dimensions adjusted profiling to identify students more susceptible of soft skill decline during training. Furthermore, further research is needed to develop training interventions to improve soft skills during academic years.
The mediating role of physical exercise in the relationship between university students' interpersonal disturbance and conflict resolution strategies.
Zhong B, Yan J, Yang Q
Front Psychol · 2026 · PMID 42389086 · Full text
BACKGROUND: University represents a critical period for individual development and a key transition into wider society. Interpersonal conflicts arising from relational difficulties can lead to adverse outcomes, including...
BACKGROUND: University represents a critical period for individual development and a key transition into wider society. Interpersonal conflicts arising from relational difficulties can lead to adverse outcomes, including risks to personal safety. This study examined the relationship between physical exercise and college students' interpersonal relationships and conflict resolution strategies, and the mediating role of physical exercise in interpersonal relationships and conflict resolution strategies. METHODS: A cross-sectional survey design was used with a sample of 1,737 undergraduate students. Data were collected using a demographic questionnaire, the Physical Activity Rating Scale, the Comprehensive Interpersonal Relationship Diagnostic Scale, and the Organizational Conflict Inventory. The relationships among variables were tested through Structural Equation Modeling (SEM), statistical significance of mediation effects was tested by bias-corrected confidence intervals for bootstrap samples. RESULTS: The findings indicated that interpersonal disturbance had significant direct effects on multiple conflict resolution strategies, particularly collaboration and domination. Physical exercise was significantly associated with a range of strategies, including obliging, dominating, avoiding, and compromising ( 0.07-0.08, < 0.05). Bootstrap samples indicate that: (1) physical exercise on interpersonal disturbance and obliging was significant ( = 0.02, 95% CI: [0.005, 0.035]). (2) The indirect effect of physical exercise on interpersonal disturbance and compromising was significant ( = 0.02, 95% CI: [0.002, 0.037]). (3) Physical exercise exhibits a significant indirect effect between interpersonal disturbance and avoiding ( = 0.02, 95% CI: [0.003, 0.037]). (4) Physical exercise exhibits a significant indirect effect between interpersonal disturbance and dominating ( = 0.02, 95% CI: [0.005, 0.038]). These results suggest that physical exercise plays an important mediating role in the relationship between interpersonal disturbance and the selection of conflict resolution strategies. CONCLUSION: Physical exercise showed positive associations with interpersonal relationship quality and conflict resolution strategies. It is predicted that college students with interpersonal disturbances can indirectly affect the choice of conflict resolution strategy through physical exercise.
Integrating physical activity into the workplace: opportunities for enhancing employee health.
Signorini G, Scurati R, Bosio A … +4 more , Pagano A, Magaldi E, Invernizzi PL, Rigon M
Front Psychol · 2026 · PMID 42389085 · Full text
INTRODUCTION: Human health is closely linked to physical, social, and ecological environments. Since people spend a large portion of their time at work, this setting plays a key role in well-being. Desk workers often rem...
INTRODUCTION: Human health is closely linked to physical, social, and ecological environments. Since people spend a large portion of their time at work, this setting plays a key role in well-being. Desk workers often remain sedentary for 8-10 h daily, increasing the risk of musculoskeletal disorders and pain. The UP150 office concept aims to promote movement during working hours, supporting the mind-body connection, improving relationships, and enhancing both health and work quality. This study builds on previous research by evaluating the effects of the UP150 concept after 2 years of implementation. METHODS: A focus group identified key intervention strategies, and 41 employees from an architectural company were recruited. Twenty-four participants were assigned to the experimental group and 17 to the control group. The experimental group followed the UP150 model for 2 years, while the control group maintained usual routines. Every 6 months, measures included motor efficiency, physical activity, sedentary behavior, psychological well-being, and socio-psychological job aspects. At the end, semi-structured interviews explored participants' experiences with UP150. RESULTS: The focus group showed strong organizational commitment but highlighted the need to improve the social environment and reduce sedentary time. Over 2 years, the experimental group improved motor efficiency, particularly in cardiorespiratory fitness and flexibility (shoulder and back mobility), while the control group showed no significant changes. The experimental group also reported increased light and moderate physical activity and better psychological well-being compared to controls. DISCUSSION: The UP150 model offers a practical framework to reduce sedentary behavior and promote a healthier workplace culture. Integrating structured movement into daily routines helps employees break prolonged sitting and adopt more active habits, supporting both physical and psychological health. Overall, its adoption can provide sustainable, long-term benefits for individuals and organizations.
Psychological uncertainty in human experience and behavior: a systematic review on measurements, induction, and effects.
Franssen M, Verstegen R, Bazilinskyy P … +2 more , van der Spek ED, Martens MH
Front Psychol · 2026 · PMID 42389084 · Full text
Uncertainty influences our experiences, emotions, and interactions, and can play a role in the adoption of automated technologies. However, the concept of uncertainty is not clearly defined. This systematic literature re...
Uncertainty influences our experiences, emotions, and interactions, and can play a role in the adoption of automated technologies. However, the concept of uncertainty is not clearly defined. This systematic literature review synthesizes evidence from 27 peer reviewed articles explicitly addressing the word uncertainty, on the definitions, measurements, inductions, and positive and negative effects of uncertainty in relation to human experience and behavior. Based on our analysis, we provide a definition of psychological uncertainty, which highlights the nature of psychological uncertainty as a context-dependent state, of which the effects vary per source. This review also reports on measurements of uncertainty, which most frequently are based on Likert/multiple-choice self-reporting. Furthermore, this review summarizes the different methods for inducing participants in a state of uncertainty, which are recall of uncertain events, varying or withholding information, and altering predictability. Lastly, this review reports on the moderators of uncertainty and provides one single definition of psychological uncertainty for future work to implement and refine. The results from this review can inform future studies, refine theoretical frameworks, and guide the development of practical applications in psychology and human factors.
Optimal dosage of exercise interventions for enhancing inhibitory control in overweight and obese children and adolescents: insights from a multilevel meta-analysis.
Wang P, Wang H, Miao Y … +9 more , He J, Wang T, Hu Z, Wang Z, Xin X, Jiang T, Guo Y, Zhao Z, Li D
Front Psychol · 2026 · PMID 42389083 · Full text
BACKGROUND: Overweight and obesity in children and adolescents are frequently associated with impairments in inhibitory control. Exercise interventions have been proposed as an effective means to enhance inhibitory contr...
BACKGROUND: Overweight and obesity in children and adolescents are frequently associated with impairments in inhibitory control. Exercise interventions have been proposed as an effective means to enhance inhibitory control in this population. This study employs a three-level meta-analysis to assess the effects of exercise interventions on inhibitory control in overweight and obese children and adolescents, and further explores the dose-response relationship to identify the optimal intervention dosage. METHODS: Systematic searches were conducted in the PubMed, Web of Science, Embase, Cochrane Library, and CNKI databases to identify relevant studies. Hedges' g was used as the measure of effect size, and a three-level random-effects model was implemented using the metafor package in R to address the dependency of multiple effect sizes within individual studies. RESULTS: A total of 11 studies from four countries, involving 787 overweight and obese children and adolescents (average age: 8.75-14.06 years), were included. The meta-analysis revealed that exercise interventions significantly improved inhibitory control in this population, with consistent findings across both the three-level model ( = 0.41, = 0.002) and the traditional two-level model ( = 0.45, < 0.001). Nonlinear regression analysis using restricted cubic splines showed that the improvement in inhibitory control followed a nonlinear pattern within a specific dosage range, with the optimal intervention being approximately 49 exercise sessions, each lasting 48 min. Additionally, linear meta-regression revealed a significant negative linear relationship between BMI and intervention effect ( = -0.13, = 0.027). CONCLUSION: Exercise interventions significantly enhance inhibitory control in overweight and obese children and adolescents. Based on current evidence, approximately 49 exercise sessions, each lasting about 48 min, may represent a potentially beneficial intervention dosage for improving inhibitory control. However, given the very low certainty of evidence, these findings should be interpreted cautiously and considered hypothesis-generating rather than definitive clinical recommendations. SYSTEMATIC REVIEW REGISTRATION: PROSPERO, CRD420251163768.
Developing a cognitive model of advanced teacher professional vision for understanding processes of noticing and reasoning.
Seidel T, Böheim R, Kosel C
Front Psychol · 2026 · PMID 42389082 · Full text
Teacher professional vision (PV) describes teachers' situation-specific ability to notice and reason about pedagogically relevant classroom events - encompassing both instructional learning processes and classroom manage...
Teacher professional vision (PV) describes teachers' situation-specific ability to notice and reason about pedagogically relevant classroom events - encompassing both instructional learning processes and classroom management interactions. PV comprises two core processes: noticing (the selective perception of relevant classroom cues) and reasoning/interpretation (the knowledge-based process of making sense of what has been noticed). Previous research has consistently shown that novice and expert teachers differ systematically in their PV skills and that these skills can be fostered through targeted professional development. While existing models of professional vision have provided important conceptual distinctions between noticing and reasoning, a theory-based specification of the underlying cognitive processes remains limited. In this conceptual contribution, we address this gap by introducing a cognitive processing model of teacher professional vision (PV-CP model) that aligns PV research with central assumptions from educational cognitive psychology and expertise research. The model differentiates four core processes: two noticing-related processes (information selection and breadth of the visual field) and two reasoning-related processes (cognitive organizing and integrating). Drawing on recent empirical studies of PV, predominantly using eye-tracking methods, we synthesize systematic differences between novice and experienced teachers across these processes. Experienced teachers are characterized by rapid, knowledge-guided information selection, holistic classroom monitoring, and the ability to organize and integrate visual information into coherent mental models, enabling accurate interpretation and adaptive decision-making. Building on the PV-CP model, we further discuss implications for the design of professional vision training in teacher education. In particular, we discuss video-based learning environments, eye movement modeling examples, and verbal expert self-explanations and outline how these approaches may support targeted development of noticing and reasoning processes. By providing a cognitively grounded process model, this contribution advances theoretical integration in PV research and offers a systematic framework for future empirical studies and instructional interventions.
Ability exposure in physical education and university students' psychological well-being: evaluation anxiety as a mediator and PE belonging and disadvantaged status as contextual conditions.
Wang H
Front Psychol · 2026 · PMID 42389081 · Full text
Physical education (PE) is often regarded as beneficial for students' physical and psychosocial development; however, its psychological correlates may depend on the evaluative conditions under which participation occurs....
Physical education (PE) is often regarded as beneficial for students' physical and psychosocial development; however, its psychological correlates may depend on the evaluative conditions under which participation occurs. Drawing on the view that PE is an embodied, publicly performed, and socially comparable context, this cross-sectional study examined whether ability exposure in PE was associated with university students' psychological well-being through evaluation anxiety, and whether PE belonging and disadvantaged status functioned as contextual conditions. A survey was completed by 648 undergraduate students enrolled in PE courses. Results showed that ability exposure was associated with higher evaluation anxiety and lower psychological well-being. Evaluation anxiety statistically mediated the negative association between ability exposure and psychological well-being. PE belonging was associated with lower evaluation anxiety and higher psychological well-being, whereas disadvantaged status was associated with higher evaluation anxiety and lower psychological well-being. However, the hypothesized moderation effects and the indices of moderated mediation were not statistically significant. Given the cross-sectional correlational design, these findings should be interpreted as associations rather than causal effects. The study suggests that the psychological meaning of PE may depend less on participation itself than on how bodily performance is made visible, comparable, and open to judgment.
Grounded theology: a co-constructivist "two books" approach to qualitative research.
Amundson GJ
Front Psychol · 2026 · PMID 42389080 · Full text
BACKGROUND: Grounded Theology (GT) is derived from the sociological research methodology Grounded Theory, originally developed by Barney Glaser and Anselm Strauss. GT aims to discover or construct theological frameworks...
BACKGROUND: Grounded Theology (GT) is derived from the sociological research methodology Grounded Theory, originally developed by Barney Glaser and Anselm Strauss. GT aims to discover or construct theological frameworks that are firmly rooted in empirical data, achieved through systematic data collection and rigorous comparative analysis. While GT offers flexibility in its approach, it remains a complex and structured methodology. What sets GT apart is its integration of the "Two Books" theory, which posits that God reveals Himself through both the Book of Scripture (Special Revelation) and the Book of Nature (General Revelation). GT uniquely integrates insights from empirical observation of the natural world and theological reflection on scriptural texts, enabling researchers to construct frameworks grounded in both scientific and spiritual data. Successful application requires researchers to have a thorough understanding of GT's conceptual foundations, discourse, and practical processes, as well as the interplay between these two complementary sources of revelation. OBJECTIVE: To present a contemporary research framework for GT applicable to behavioral, sociological, and theological contexts. The framework supports researchers in structuring and conducting qualitative investigations that are methodologically sound and contextually relevant. The article adapts grounded theory methods through a sequenced approach involving empirical qualitative analysis, theological interpretation, and spiritual discernment. Worked examples and explanations of grounded theory concepts are provided to illustrate their relationship to GT and to ensure methodological transparency in developing rigorous, reproducible, and actionable theological frameworks. RESULTS: The article provides a comprehensive overview of GT, supplemented by graphical and tabular representations of the processes and methods utilized in qualitative research. The framework is depicted through a diagrammatic model of the research design process, offering a clear visual guide for novice GT researchers and facilitating understanding of the methodology's key steps and components. CONCLUSION: GT is a rigorous yet adaptable research framework suitable for both novice and experienced researchers interested in exploring social phenomena, particularly those grounded in qualitative data. GT research findings and recommendations have the potential to inform policy and advance knowledge, particularly in domains that address moral and ethical issues and decision-making in high-stakes environments.
Bridging self-control and prosocial behavior in early adolescents: a simulation-based node-perturbation analysis.
Yi F, Zhang Z, Ren Y
Front Psychol · 2026 · PMID 42389079 · Full text
BACKGROUND: Prosocial behaviors during early adolescence are closely related to self-control; however, they are not completely accounted for through variable-centered methods, as person-centered variations in these behav...
BACKGROUND: Prosocial behaviors during early adolescence are closely related to self-control; however, they are not completely accounted for through variable-centered methods, as person-centered variations in these behaviors may co-exist independently. The present study used a person-centered, network-informed approach to explore self-control profiles latent within persons, the corresponding networks of prosocial behavior, along with responses to node perturbation. METHODS: A cross-sectional sample of 1,417 early adolescents (M = 13.57 years, SD = 1.10) was recruited from junior middle schools in Guangxi, China. Using self-reported multidimensional self-control and prosocial behavior, we conducted latent profile analysis (LPA), Ising network estimation, Gaussian Graphical Model estimation, and simulation-based node-perturbation analysis (Network Intervention Response Analysis; NIRA) to identify profile-specific association patterns and candidate node-level leverage points. RESULTS: LPA identified four self-control subgroups: Lowest, Low-to-Moderate, Moderate-to-High, and Highest. Overall prosocial behavior tended to be higher in profiles with higher self-control, although item-level patterns were not uniformly monotonic. The Low-to-Moderate self-control subgroup showed the densest pattern of associations among prosocial nodes, a pattern that may reflect stronger behavioral coupling but should not be interpreted as necessarily adaptive. Hypothetical node perturbations suggested profile-specific sensitivities: lower self-control profiles were more responsive to emotionally reactive and request-based helping nodes (e.g., PB24: Compliant helping), whereas higher self-control profiles were more responsive to non-reciprocal and principle-oriented helping nodes (e.g., PB25: Pure altruism). These patterns indicate different association structures rather than moral superiority or confirmed intervention effects. CONCLUSIONS: The present research offers person-first, network-informed evidence that self-control profiles correspond to both the extent of, and structure behind, prosocial behaviors during early adolescence. The node-perturbation results should be interpreted as hypothesis-generating evidence for potential targets requiring longitudinal and experimental validation. These findings suggest that school-based programs in the future should incorporate cautious, profile-sensitive measures instead of claims that simulating specific targets is a better method than universal target methods.
Cross linguistic cognitive load estimation via hierarchical attention in English translation education.
Dong X
Front Psychol · 2026 · PMID 42389078 · Full text
INTRODUCTION: Estimating cognitive load in English translation education is important for understanding learners' processing difficulty and supporting adaptive instructional decisions. However, cognitive load is a latent...
INTRODUCTION: Estimating cognitive load in English translation education is important for understanding learners' processing difficulty and supporting adaptive instructional decisions. However, cognitive load is a latent psychological construct and cannot be treated as a directly observed token level label. To address this issue, this study proposes a cross linguistic cognitive load estimation framework based on hierarchical attention and probabilistic modeling. METHODS: Cognitive load proxy scores are constructed from human derived translation process measurements, including subjective workload ratings, eye tracking, pupillometry, keystroke logs, timing records, and translation performance indicators. The proposed Hierarchical Cognitive Load Estimator integrates three modules: a Variational Constraint Optimizer, an Attention guided Temporal Segmenter, and an Uncertainty aware Output Regularizer. These modules enable the model to capture token , segment , and document level dependencies, represent latent learner and task specific factors, and estimate predictive uncertainty. The task is formulated as continuous probabilistic regression rather than categorical classification. Experiments are conducted on translation process datasets covering English-Chinese, English-Japanese, and English-Spanish settings, with standard, cross subject, and cross language evaluation protocols. The proposed model is compared with feature based regression, neural sequence models, structured state space models, hierarchical attention baselines, and probabilistic uncertainty baselines. RESULTS AND DISCUSSION: Results show that the proposed framework improves regression performance, probabilistic fit, and uncertainty calibration. Additional ablation, sensitivity, interpretability, and educator facing analyzes indicate that the model's predictions align with known difficulty indicators and can support instructional diagnosis, learner feedback, curriculum adjustment, and adaptive intervention in translation education.
Negative life events and mobile phone addiction among Chinese vocational college students: a chain-mediation model of perceived stress and psychological resilience.
Xu L, Li L
Front Psychol · 2026 · PMID 42389077 · Full text
BACKGROUND: Mobile phone addiction not only poses potential adverse effects on the effective implementation of educational and teaching activities, but also exerts a detrimental influence on students' mental health. Nega...
BACKGROUND: Mobile phone addiction not only poses potential adverse effects on the effective implementation of educational and teaching activities, but also exerts a detrimental influence on students' mental health. Negative life events have been identified as a significant contributing factor to mobile phone addiction among vocational college students. Although prior research has investigated the relationship between life events and problematic mobile phone use, this study represents the first comprehensive examination of the sequential mediating roles of perceived stress and psychological resilience in the association between negative life events and mobile phone addiction. This investigation not only extends the application of stress-coping theory within the domain of digital behavior addiction, but also offers novel empirical insights and potential intervention strategies for understanding the psychological vulnerability and adaptive mechanisms involved in the development of mobile phone addiction among vocational college students. OBJECTIVE: The present study investigates the relationship between perceived stress and psychological resilience in the context of negative life events and mobile phone addiction, as well as the underlying mechanisms that mediate this association. METHODS: Data collection was carried out among 587 vocational college students in Nanchang City, Jiujiang City, and Fuzhou City of Jiangxi Province, using the Self-Rated Life Events Scale for Adolescents, the Perceived Stress Scale, the Psychological Resilience Scale, and the Mobile Phone Addiction Questionnaire. RESULTS: The findings are: (1) Mobile phone addiction is widespread among vocational college students, and the level of mobile phone addiction does not show significant differences in factors such as gender and place of origin. (2) Negative life events among vocational college students are positively associated with mobile phone addiction. (3) Perceived stress and psychological resilience play an independent mediating role and a chain mediating role between negative life events experienced by vocational college students and mobile phone addiction behaviors. The mediating effect includes three paths: negative life events → perceived stress → mobile phone addiction (effect size: 0.200), negative life events → psychological resilience → mobile phone addiction (effect size: 0.047), and negative life events → perceived stress → psychological resilience → mobile phone addiction (effect size: 0.024). CONCLUSION: This study highlights that negative life events are directly associated with mobile phone addiction among vocational college students, and also are indirectly associated with the degree of mobile phone addiction among vocational college students through the mediating effects of perceived stress and psychological resilience. The research results provide an important theoretical basis for higher vocational colleges to deeply understand the psychological causes of students' mobile phone addiction, which is conducive to optimizing the content of mental health education in schools and strengthening stress management training and psychological resilience cultivation in a targeted manner. It provides scientific support for educators to design stratified intervention plans and prevent problematic mobile phone usage behaviors, and also offers a powerful practical reference for promoting the formulation of digital health promotion policies for vocational college students and creating a positive and healthy campus network environment.
Modeling the relationships among student-perceived teacher support, academic buoyancy, and L2 engagement: a mixed-methods approach.
Hu X, Tong S, Xu J
Front Psychol · 2026 · PMID 42389076 · Full text
INTRODUCTION: The present study aims at investigating the relationship between student-perceived teacher support and their L2 engagement through the mediating role of academic buoyancy in EFL contexts. METHODS: In doing...
INTRODUCTION: The present study aims at investigating the relationship between student-perceived teacher support and their L2 engagement through the mediating role of academic buoyancy in EFL contexts. METHODS: In doing so, a group of 415 Chinese EFL learners were recruited to complete three closed-ended questionnaires, assessing the levels of teacher support, academic buoyancy and L2 engagement. Besides, 48 students were invited to respond to an open-ended questionnaire to triangulate the quantitative findings and gain a nuanced understanding of the interrelationships among these constructs. RESULTS: Correlation analysis indicated that student-perceived teacher support, academic buoyancy and L2 engagement were positively and significantly correlated with each other. Structural equation modeling analysis indicated a significantly positive relationship between EFL learners' perceptions of teacher support and L2 engagement. In addition, academic buoyancy partially mediated the relationship between teacher support and L2 engagement. The qualitative data have triangulated the quantitative findings and corroborated the impact of student-perceived teacher support on enhancing EFL learners' academic buoyancy and L2 engagement. DISCUSSION: This paper has confirmed the essential role of teacher support in developing EFL learners' ability to cope with setbacks and pressures as well as enhancing their involvement in the ordinary course of English learning.
Toward sustainable aesthetic education: exploring the impact of GenAl collaboration on students' critical thinking disposition.
Liu H, Niu T, Shengyan C … +3 more , Pang P, Liu T, Taclis Luo Y
Front Psychol · 2026 · PMID 42389075 · Full text
INTRODUCTION: Artificial intelligence (AI)-enabled tools have increasingly influenced artistic creation processes in aesthetic education. However, empirical evidence regarding their impact on students' critical thinking...
INTRODUCTION: Artificial intelligence (AI)-enabled tools have increasingly influenced artistic creation processes in aesthetic education. However, empirical evidence regarding their impact on students' critical thinking disposition remains limited. This study examined whether integrating Generative Artificial Intelligence (GenAI) tools into an aesthetic learning workshop could enhance undergraduate students' critical thinking disposition and explored the underlying mechanisms. METHODS: A mixed-methods design was employed. Sixty-three undergraduate arts and design students were randomly assigned to an experimental group () or a control group (). Both groups participated in a two-week structured landscape sketching workshop, while only the experimental group was permitted to use GenAI tools, including image generation models and large language models, to support idea generation, visual experimentation, and iterative refinement. Critical thinking disposition was measured before and after the intervention using a standardized scale. Quantitative analyses included independent-samples tests and ANCOVA, while qualitative data were analyzed to identify learning mechanisms associated with GenAI use. RESULTS: The experimental group demonstrated significantly greater improvement in critical thinking disposition than the control group ( < 0.01, Cohen's = 0.70). Dimension-level analyses and ANCOVA further confirmed that these gains remained significant across multiple dimensions of critical thinking after controlling for baseline differences. Qualitative findings revealed three interrelated mechanisms contributing to these improvements: perceptual-conceptual alignment, iterative visual experimentation, and AI-mediated reflective structuring. DISCUSSION: The findings suggest that GenAI tools can function as cognitive amplifiers in aesthetic learning by promoting more analytical, iterative, and reflective creative practices. This study provides empirical support for the integration of AI tools in design education and offers practical implications for fostering higher-order thinking skills in workshop-based learning environments.
Characterizing facilitators and barriers to Hypoglycemic Confidence among patients with diabetes: a qualitative descriptive study.
Zheng S, Lan X, Zhu Q … +6 more , Wu S, Chen L, Zhou L, Lu S, Chen M, Zheng X
Front Psychol · 2026 · PMID 42382640 · Full text
AIM: To explore the experiences of Hypoglycemic Confidence among Chinese adults with type 1 or 2 diabetes and identify contextual facilitators and barriers affecting its development and sustainability. METHODS: A qualita...
AIM: To explore the experiences of Hypoglycemic Confidence among Chinese adults with type 1 or 2 diabetes and identify contextual facilitators and barriers affecting its development and sustainability. METHODS: A qualitative descriptive design was adopted. Semi-structured face-to-face interviews were conducted with 16 adults with type 1 or 2 diabetes from the endocrinology department of a tertiary hospital in Eastern China. Inductive content analysis of the transcribed data was guided by Bandura's self-efficacy theory. RESULTS: Four themes emerged: (1) direct behavioral experience; (2) vicarious observation and learning experiences; (3) verbal persuasion and external support; (4) physiological and emotional arousal. CONCLUSION: Healthcare professionals should pay more attention to Hypoglycemic Confidence in patients with diabetes and call for social support and safety nets, thereby facilitating psychological care, enhancing knowledge provision, and acknowledging the psychosocial comforting role of culture. These strategies may have positive implications for optimizing patient-centered diabetes care and improving the health and well-being of patients in the long term.
Psychometric evaluation and refinement of the 7DHW questionnaire for the German population.
Santos Silva I, Schifferdecker-Hoch F, Hollmann M … +1 more , Soares L
Front Psychol · 2026 · PMID 42382639 · Full text
BACKGROUND: Holistic conceptualizations of health emphasize the integration of physical, psychological, social, occupational, and environmental dimensions. However, psychometrically robust instruments that operationalize...
BACKGROUND: Holistic conceptualizations of health emphasize the integration of physical, psychological, social, occupational, and environmental dimensions. However, psychometrically robust instruments that operationalize such multidimensional frameworks remain limited. This study aimed to examine the internal structure, reliability, and construct validity of the Holistic Scale of Body and Mental Health and Wellbeing, based on the 7 Dimensions of Holistic Wellbeing (7DHW) model, in a German adult sample. METHODS: A cross-sectional study was conducted with 677 adults in Germany (age range 22-86 years). Participants completed the 7DHW questionnaire online. Psychometric evaluation included exploratory and confirmatory factor analyses (EFA and CFA) to assess dimensionality, internal consistency analyses using Cronbach's α and McDonald's ω, and known-groups comparisons across gender and age. Item-level diagnostics were conducted to evaluate scoring and conceptual coherence, particularly for poorly performing sub-scales. RESULTS: The findings provided partial support for the conceptual framework while revealing substantial multidimensionality within several domains. Dimensions A (Self-Esteem), C (Social Relationships), D (Environment), and G (Sense of the Future) demonstrated strong internal consistency, and Dimension E (Meaningful Work) showed acceptable reliability. The original Body Image (B) and Health Knowledge and Behavior (F) dimensions showed inadequate psychometric performance. Following item-level diagnostics, Dimension B was refined through reverse coding and item reduction, resulting in acceptable reliability, although its factorial structure remains provisional. Dimension F demonstrated a heterogeneous structure and was better represented as a set of exploratory sub-domains (e.g., preventive behavior, dietary behavior), with variable reliability across components. Known-groups analyses revealed expected differences by gender and age across selected dimensions and sub-domains, supporting construct validity. CONCLUSIONS: The results indicate that several domains are inherently multidimensional and may be better conceptualized as clusters of related subcomponents rather than strictly unidimensional scales. Overall, the instrument demonstrates promising psychometric properties at the domain level, while highlighting the need for further refinement and independent validation of specific dimensions.
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