Front Psychol [JOURNAL]
Sun
200 papers
From automation to augmentation: a retrieval-augmented large language model framework for reshaping learning experiences in higher education.
Lingling W, Shijie S, Xueyi L
Front Psychol · 2026 · PMID 42382618 · Full text
Generative artificial intelligence is now embedded in everyday university work, yet most evidence on its educational value still comes from surveys of student perception rather than from what students do. We reanalyzed t...
Generative artificial intelligence is now embedded in everyday university work, yet most evidence on its educational value still comes from surveys of student perception rather than from what students do. We reanalyzed the public log of , a course-specific retrieval-augmented chatbot deployed in an undergraduate data science module at Nanyang Technological University, Singapore. The original deployment study collected survey responses from 34 of 154 enrolled students (a 22% response rate). It released the complete query log of 12,330 anonymized learner queries over a 14-week pilot, in which the chatbot was powered by Anthropic Claude 3 (Sonnet) and a FAISS vector store. Because the survey sample is small and self-selected, and because the query log is a convenience sample clustered at the student level, this is a descriptive analysis: we report effect sizes and predictive accuracy as within-corpus summaries and do not generalize to other cohorts. We propose a query-level framework that separates interactions in which the system simply delivers an answer from interactions that scaffold reasoning, debugging, or interpretation. Each query is assigned a topical category, one of five retrieval-use types, an augmentation label, and a (LAI) on a 0-100 scale; reading complexity is captured using the Flesch-Kincaid grade-level measure. We summarized the corpus with frequencies, Cramer's V (reported descriptively, with Bonferroni-corrected -values), Kruskal-Wallis comparisons, and a 5-fold cross-validated logistic regression. Augmentation-oriented behavior accounts for 46.6% of all queries. The four technical categories (programming and debugging, data visualization, machine learning and modeling, and statistics and mathematics) together account for 57.3% of the corpus and carry the highest LAI (58.3 to 61.1). Retrieval-use type is more strongly associated with augmentation than topical category (Cramer's V = 0.226 versus 0.166), and the classifier recovers augmentation labels at AUC = 0.792 (accuracy 0.745, F1 0.666). Because the labels and the LAI are rule-based and the dataset contains no learning-outcome information, the contribution is best read as a transparent, reproducible behavioral analytics framework for course-specific RAG, rather than a measurement of learning itself.
E-leadership in distributed new product development teams: unveiling the interplay between performance, team emotional capability, and engagement.
Günsel A, Tekin B, Yurtseven HR … +1 more , Koç O
Front Psychol · 2026 · PMID 42382617 · Full text
INTRODUCTION: Distributed work has made e-leadership central to how teams coordinate, connect, and perform through digital technologies. This is particularly important in distributed new product development teams, where...
INTRODUCTION: Distributed work has made e-leadership central to how teams coordinate, connect, and perform through digital technologies. This is particularly important in distributed new product development teams, where uncertainty, time pressure, and reduced social cues intensify both coordination demands and emotional strain. Drawing on social exchange theory and leader-member exchange theory, this study investigates how e-leadership influences team performance through team emotional capability and team engagement. METHODS: A mixed-method design was used. Preliminary qualitative work, including literature review and focus group discussions, informed the measurement of e-leadership in distributed software development teams. Survey data from distributed new product development teams in Türkiye were analyzed using partial least squares structural equation modeling with SmartPLS. RESULTS: E-leadership did not have a significant direct effect on team performance. However, it had a significant indirect effect through team emotional capability, indicating an indirect-only mediation pattern. Team emotional capability also mediated the relationship between e-leadership and team engagement. The sequential mediation pathway from e-leadership to team performance through team emotional capability and team engagement was not supported. DISCUSSION: The findings show that e-leadership improves distributed team outcomes primarily by strengthening collective emotional capability rather than by directly increasing performance. Team emotional capability appears to be a critical affective mechanism through which digitally mediated leadership supports engagement and performance in distributed new product development teams. The study contributes to e-leadership research by clarifying the emotional pathway linking digital leadership practices to team effectiveness and offers practical guidance for leaders seeking to build resilient, engaged, and high-performing distributed teams.
Sustaining mental toughness under controlling coaching: a moderated mediation model of the coach-athlete relationship and resilience in elite collegiate sports.
Kim I, Kim S
Front Psychol · 2026 · PMID 42382616 · Full text
INTRODUCTION: The psychological resilience of elite athletes is often tested by the interpersonal climate established by their coaches. This study aimed to delineate the integrated psychological pathways through which co...
INTRODUCTION: The psychological resilience of elite athletes is often tested by the interpersonal climate established by their coaches. This study aimed to delineate the integrated psychological pathways through which controlling coaching behaviors undermine an athlete's mental toughness, specifically exploring the interplay between the coach-athlete relationship (CAR) and individual resilience. METHODS: We analyzed data from a sample of 206 elite male university soccer players in South Korea. The hypothesized moderated mediation model was empirically tested using Hayes' PROCESS macro (Model 15) with a 5,000-sample bootstrap procedure. Structural validity and common method bias were rigorously assessed prior to the main analysis. RESULTS: Path analysis revealed that while the direct impact of controlling coaching on mental toughness was marginal, its negative influence was primarily channeled through a deteriorated CAR. Crucially, resilience emerged as a potent moderator of the relational conduit; the negative indirect effect of coercive coaching via the CAR was pronounced only among athletes with lower resilience. For those possessing high resilience, this detrimental pathway was effectively neutralized, indicating a significant buffering mechanism. DISCUSSION: The findings underscore that a high-quality coach-athlete bond is a prerequisite for sustaining mental fortitude, yet this bond is highly vulnerable to controlling interpersonal styles. However, by demonstrating that resilience can decouple relational strain from psychological performance, this study highlights the necessity of resilience-building interventions as a strategic defense against dysfunctional coaching environments.
Post-traumatic stress status among emergency department nurses during the winter H1N1 influenza season and correlations with burnout, coping, resilience, and support.
Zheng Z, Shen D, Shi Y … +2 more , Chai L, Zhou Y
Front Psychol · 2025 · PMID 42382274 · Full text
OBJECTIVE: The H1N1 influenza, a highly contagious acute respiratory disease, causes a significant burden on public health, especially during the winter season when the number of cases surges. Emergency department nurses...
OBJECTIVE: The H1N1 influenza, a highly contagious acute respiratory disease, causes a significant burden on public health, especially during the winter season when the number of cases surges. Emergency department nurses, who are on the frontline of patient care during this period, are exposed to high - stress situations, increasing their risk of developing post - traumatic stress disorder (PTSD). Understanding the status of PTSD among them and its influencing factors is crucial for safeguarding their mental health and ensuring quality healthcare. This study aims to investigate the status of post-traumatic stress disorder (PTSD) among emergency department nurses in multiple tertiary hospitals in Shanghai, China during the winter H1N1 influenza season and analyze its influencing factors. METHODS: A cross - sectional study design was adopted from October 2023 to December 2023. A total of 116 emergency department nurses from multiple tertiary hospitals in Shanghai were selected as research subjects using cluster sampling during the peak period of winter H1N1 influenza. The Impact of Event Scale-Revised (IES-R), Maslach Burnout Inventory (MBI), Simplified Coping Style Questionnaire (SCSQ), Connor-Davidson Resilience Scale (CD-RISC), and Social Support Rating Scale (SSRS) were used for data collection. PTSD was defined as IES-R score ≥ 35, and participants were grouped as PTSD positive or negative. The relationship between PTSD and occupational burnout, coping styles, psychological resilience, and social support was analyzed. RESULTS: Among the 116 participants, the rate of PTSD positivity was 44.86% (48/107). The MBI scores in all dimensions were significantly higher in the PTSD positive group compared to the PTSD negative group. The positive coping scores in the SCSQ were lower in the positive group, while the negative coping scores were higher. The CD-RISC scores in all dimensions were significantly lower in the PTSD positive group, as were the SSRS scores in all dimensions. Higher emotional exhaustion was significantly associated with increased odds of PTSD (OR = 1.16), indicating that for each one-point increase in emotional exhaustion, the odds of PTSD increased by 16%. Greater reliance on negative coping strategies was also independently associated with PTSD (OR = 1.23). In contrast, higher levels of optimism (a resilience factor) and greater subjective social support were protective, significantly lowering the odds of PTSD (OR = 0.76 and OR = 0.70, respectively). CONCLUSION: The occurrence of PTSD among emergency department nurses during the winter H1N1 influenza season is considerable and closely related to occupational burnout, psychological resilience, coping styles, and social support. These findings highlight the urgent need for attention to this issue. However, this study has several limitations. The sample was only from top - tier hospitals in Shanghai during the winter influenza season, which may limit the generalizability of the findings. Also, relying on self-reported questionnaires may be subject to recall bias and self - reporting subjectivity.
Physical activity and academic burnout among middle school students: uncovering cognitive reappraisal and expressive suppression.
Chen J, Zou L, Fan Z … +6 more , Feng X, Wu X, Peng D, Dong W, Lu C, Chen J
Front Psychol · 2026 · PMID 42376163 · Full text
OBJECTIVE: This study examined whether cognitive reappraisal and expressive suppression mediate the association between physical activity and academic burnout among students at Huaihua Experimental Junior High School. ME...
OBJECTIVE: This study examined whether cognitive reappraisal and expressive suppression mediate the association between physical activity and academic burnout among students at Huaihua Experimental Junior High School. METHODS: A cross-sectional study was conducted among 1,529 junior high school students. Participants completed the Learning Burnout Scale for Middle School Students (LBS-MSS), the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), and the Physical Activity Rating Scale-3 (PARS-3). Data were analyzed using SPSS 28.0, Amos 27.0, and the PROCESS macro. RESULTS: Academic burnout was negatively associated with physical activity ( = -0.279, < 0.01), cognitive reappraisal ( = -0.267, < 0.01), and expressive suppression ( = -0.060, < 0.05). Physical activity was positively associated with cognitive reappraisal ( = 0.493, < 0.01) and expressive suppression ( = 0.503, < 0.01). Regression analysis showed that physical activity significantly predicted academic burnout ( = -0.131, < 0.001). Mediation analyses indicated that cognitive reappraisal significantly mediated this association (indirect effect = -0.084), whereas expressive suppression showed an attenuating indirect effect (effect = 0.056). CONCLUSION: Physical activity was negatively associated with academic burnout among junior high school students. Cognitive reappraisal partially mediated this association, whereas expressive suppression showed an inconsistent indirect effect that attenuated part of the protective association. Given the modest effect sizes, these findings should be interpreted cautiously but suggest that different emotion regulation strategies may play distinct roles in the link between physical activity and academic burnout.
CA-MuSiC: a Culture-Aware Multilingual Skill Cognition Model for MOOC review understanding.
Du G, Ma B, Liu Y
Front Psychol · 2026 · PMID 42376162 · Full text
INTRODUCTION: Massive open online course (MOOC) reviews capture learners' emotional evaluations of course quality and perceived vocational value. Existing multilingual aspect-based sentiment analysis (ABSA) methods typic...
INTRODUCTION: Massive open online course (MOOC) reviews capture learners' emotional evaluations of course quality and perceived vocational value. Existing multilingual aspect-based sentiment analysis (ABSA) methods typically predict generic opinion structures but rarely account for context-conditioned differences in evaluative expression or link reviews to explicit skill perceptions. METHODS: We propose CA-MuSiC, a Culture-Aware Multilingual Skill Cognition Model for MOOC review understanding. In this study, "culture-aware" is used in an operational sense: the model uses language, platform/source, and course discipline as observable cultural-context proxies, rather than claiming to measure learners' cultural identities directly. CA-MuSiC combines cultural-context adaptation, external skill grounding from the Course-Skill Atlas and O*NET, hybrid extractive-generative prediction, and teacher-ensemble pseudo-label bootstrapping. RESULTS: Experiments on M-ABSA, EduRABSA, and an English-Chinese cross-lingual target-domain MOOC benchmark show that CA-MuSiC achieves the best results across TASD Micro-F1, ASQE F1, and Skill-grounded Sentiment Macro-F1, reaching 74.62, 61.45, and 69.88, respectively. Ablation studies indicate that skill grounding and pseudo-label bootstrapping are especially important for target-domain performance, whereas cultural-context adaptation improves cross-lingual robustness. DISCUSSION: These findings contribute to educational psychology and learning analytics by modeling MOOC reviews as emotionally expressed learner evaluations of perceived skill development, rather than as mere satisfaction signals.
AI-driven psychological and cognitive decision processes in professional practice: a systematic review using music teachers as an instrumental case.
Wang Y, Lan Y
Front Psychol · 2026 · PMID 42376161 · Full text
Artificial intelligence (AI) is increasingly entering professional practice, raising questions about how professionals interpret algorithmic authority, protect judgment autonomy, and negotiate human-AI boundaries. This s...
Artificial intelligence (AI) is increasingly entering professional practice, raising questions about how professionals interpret algorithmic authority, protect judgment autonomy, and negotiate human-AI boundaries. This systematic review uses music teachers as an instrumental case to examine AI-related psychological responses, cognitive appraisals, and professional decisions in a judgment-intensive and emotionally involved educational context. Following PRISMA 2020, 20 studies published from 2023 onwards were synthesized through thematic synthesis, directed content analysis, and higher-order evidence-to-theme mapping. MMAT 2018 was used for quality appraisal, with evidence-tiering applied to classify evidence strength. The synthesis identified four interrelated psychological-cognitive-professional decision pathways: professional boundaries and retention of judgment authority, learning-process regulation and critical engagement, adaptive co-creation and professional capacity reconstruction, and risk perception with bounded adoption. Across these pathways, music teachers did not simply accept or reject AI; rather, they selectively integrated AI by weighing technological convenience, pedagogical value, professional responsibility, and risks to student agency or cultural interpretation. A further synthesis showed that the depth and mode of AI adoption were jointly shaped by individual capability, organizational environment, and technological characteristics. The review suggests that AI training for music teachers should move beyond tool operation toward judgment-oriented preparation, including task-suitability evaluation, output review, critical-use pedagogy, and ethical guidance. For psychology-related professions, the findings should be treated as hypothesis-generating propositions rather than direct clinical recommendations, because psychological service contexts involve higher ethical responsibility, decision-making risk, and professional accountability.
Personality traits explain levels of norm compliance during the COVID-19 pandemic.
Zinchenko O, Timokhov V, Kosova E … +2 more , Klucharev V, Hare TA
Front Psychol · 2026 · PMID 42376160 · Full text
Social norms refer to unwritten rules or expectations that guide people's behavior in a given social setting. Norms often dictate how people should behave and communicate, among other things. Recent studies showed pronou...
Social norms refer to unwritten rules or expectations that guide people's behavior in a given social setting. Norms often dictate how people should behave and communicate, among other things. Recent studies showed pronounced cross-cultural and individual differences in norm compliance. The current study explored the role of individual propensity to cooperate, culture and personality traits, such as Dark Triad and empathy (measured by Davis's questionnaire), in norm compliance to a newly introduced norm of wearing masks in public as a protective measure against COVID-19 in 2020-2021. In the current study, we investigated Swiss and Russian resident participants while they performed a public goods game (PGG) with additional reward and punishment conditions and completed the questionnaires on attitudes toward the norm of mask-wearing during COVID-19, interpersonal reactivity index and personality traits (narcissism, machiavellianism, and psychopathy). We found that individual motivation to cooperate or defect in a modified PGG did not predict the level of compliance to the protective norm of mask-wearing, while personality traits, such as Emphatic Concern, were significantly positively associated with the self-reported level of compliance with the norm of mask-wearing.
Cognitive behavioral therapy for bipolar disorder: patient-level participation barriers and ketogenic metabolic therapy as a candidate adjunct.
Laurent N
Front Psychol · 2026 · PMID 42376159 · Full text
This conceptual analysis synthesizes patient-level participation barriers described in the bipolar disorder CBT literature and considers ketogenic metabolic therapy (KMT) as a candidate adjunct within a delivery-focused...
This conceptual analysis synthesizes patient-level participation barriers described in the bipolar disorder CBT literature and considers ketogenic metabolic therapy (KMT) as a candidate adjunct within a delivery-focused framework. CBT is an evidence-based adjunctive psychotherapy for bipolar disorder, but its clinical value depends on whether patients initiate treatment, sustain session continuity, and complete between-session practice that supports skill use in daily life. In routine care, psychotherapy uptake remains limited, discontinuation can occur early, and patient-level barriers can constrain delivered dose. Early clinical evidence for KMT in bipolar disorder remains preliminary and does not support conclusions regarding disorder-level efficacy or comparative effectiveness. Case reports, retrospective analyses, and pilot trials describe KMT-associated change in domains that overlap with capacity for CBT participation, including mood stability, sleep, energy, anxiety, cognition, and functioning. To date, no studies have directly tested whether KMT improves CBT participation outcomes (initiation, continuity, or between-session practice) in bipolar disorder. This article presents a participation-capacity framework that evaluates KMT as an adjunct to guideline-consistent care and operationalizes research priorities for measuring participation, feasibility, and fidelity across psychotherapy dose, between-session practice, and verified ketosis, rather than symptom change alone. The model specifies sequential decision points for introducing KMT before CBT when participation capacity limits initiation or early continuity, or after participation barriers emerge. CBT is initiated or resumed when pre-specified participation-readiness indicators suggest that an adequate CBT dose can be delivered.
The effect of cooperative learning on nursing students' creative thinking disposition and self-regulated learning.
Erden D
Front Psychol · 2026 · PMID 42376158 · Full text
AIM: This study aimed to determine the effect of a nursing education course based on the cooperative learning model on the creative thinking disposition and self-regulated learning skills of students preparing to provide...
AIM: This study aimed to determine the effect of a nursing education course based on the cooperative learning model on the creative thinking disposition and self-regulated learning skills of students preparing to provide patient education. METHODS: This was a quasi-experimental study with a one-group pretest-post-test design. The study sample included 91 third-year students enrolled in the Education in Nursing course during the 2022-2023 academic year. Data were collected before and after the education session using a Student Information Form, the Self-regulated Learning Scale in Clinical Nursing Practice (SRLSCNP), and the Marmara Creative Thinking Dispositions Scale (MCTDS). RESULTS: Compared to pre-education values, the students' post-education creative thinking dispositions and MCTDS sub-dimensions of self-discipline, innovation search, courage, and inquisition were higher. In addition, students' self-regulated learning levels and the motivation sub-dimension were also higher. The study revealed positive relationships between the pre-training flexibility subscale and motivation ( = 0.518; < 0.001), the self-regulated learning scale ( = 0.682; < 0.001), and learning strategies ( = 0.717; < 0.001); and positive relationships between post-training innovation search and the self-regulated learning scale ( = 0.521; < 0.001), learning strategies (: 0.533; < 0.001), and motivation (: 0.357; = 0.001).Upon course completion, a statistically significant positive relationship was found between the learning strategies and the self-discipline sub-dimension. CONCLUSIONS: The nursing education course, designed to prepare students for the implementation of patient education and based on a cooperative learning model, contributed to the development of students' creative thinking skills and their ability to learn independently.
Extending the theory of planned behavior in mathematics education: teachers' innovative pedagogical knowledge, classroom climate, and gender differences in students' innovative attitudes.
Ben-Motreb K
Front Psychol · 2026 · PMID 42376157 · Full text
Fostering students' innovative capacities in mathematics is increasingly recognized as both a psychological and educational priority, yet little is known about how mathematics teachers' innovative pedagogical knowledge a...
Fostering students' innovative capacities in mathematics is increasingly recognized as both a psychological and educational priority, yet little is known about how mathematics teachers' innovative pedagogical knowledge and the classroom climate are jointly associated with students' innovative attitudes, particularly in gender-segregated systems. Guided by the Theory of Planned Behavior (TPB), this study surveyed 300 first-year secondary mathematics students in Saudi Arabia (150 males, 150 females) using validated instruments that assessed perceptions of teachers' innovative pedagogical knowledge, classroom climate, and students' innovative attitudes toward learning mathematics. Using a TPB-informed framework, the study examined how instructional and classroom factors were associated with students' innovative attitudes in mathematics learning. Analyses included correlations, independent-samples -tests, mediation models, multiple regression, and hierarchical regression. Results indicated that teachers' innovative pedagogical knowledge was significantly associated with students' innovative attitudes in mathematics, with stronger effects among female students. For girls, classroom climate showed a modest indirect association between teachers' innovative pedagogical knowledge and innovative attitudes, while no evidence of a comparable indirect pathway was observed for boys. Gender also moderated the strength of predictors, as both teacher knowledge and classroom climate showed stronger associations with female students. Collectively, these factors explained approximately 25% of the variance in female students' innovative attitudes toward mathematics learning, compared with a smaller share for males. The findings highlight gender-related differences in how instructional practices and classroom environments are associated with students' innovative attitudes in mathematics and emphasize the importance of professional development and gender-responsive classroom practices that support creativity and innovation in mathematics learning.
Fostering engagement in the digital age: the mediating role of self-efficacy and self-regulation between enjoyment and learner engagement in AI-assisted EFL writing.
Li X, Wang T, Wang W … +1 more , Liu L
Front Psychol · 2026 · PMID 42376156 · Full text
INTRODUCTION: The development of artificial intelligence (AI) has created new opportunities for AI-supported foreign language teaching and applications. This study investigates the interrelationships among foreign langua...
INTRODUCTION: The development of artificial intelligence (AI) has created new opportunities for AI-supported foreign language teaching and applications. This study investigates the interrelationships among foreign language enjoyment (FLE), writing self-efficacy, self-regulated learning (SRL) strategies, and learner engagement within the context of AI-assisted English as a foreign language (EFL) writing. METHODS: A cross-sectional survey design was employed, involving 535 Chinese university students with prior experience in AI-assisted writing. Participants completed adapted and validated scales measuring FLE, writing self-efficacy, SRL strategies, and learner engagement. Structural equation modeling (SEM) was used to test a hypothesized partial mediation model linking these constructs. RESULTS: The results supported a well-fitting partial mediation model. FLE was found to be a direct and significant positive factor of learner engagement. Furthermore, the analysis confirmed that self-efficacy and SRL strategies act as sequential mediators in the relationship between FLE and engagement. Specifically, FLE is positively associated with learners' self-efficacy, which in turn promotes the use of SRL strategies, ultimately leading to deeper cognitive, behavioral, emotional, and agentic engagement in the writing task. DISCUSSION: The study extends Control-Value Theory, Broaden-and-Build Theory, Social Cognitive Theory, and Self-Regulated Learning Theory to the novel domain of AI-assisted language learning, highlighting the critical affective and cognitive pathways that foster engaged learning. Pedagogical implications are discussed, emphasizing the importance of designing enjoyable, confidence-building, and strategy-rich AI-assisted writing environments.
The role of teacher feedback on students' motivation: a situated expectancy-value perspective.
Chen J, Haw J, Yan Z … +1 more , King RB
Front Psychol · 2026 · PMID 42376155 · Full text
Teacher feedback has been argued to enhance students' learning. Recent studies, however, have shown mixed findings. Some studies reported positive, others negligible, and still others a negative impact of teachers' feedb...
Teacher feedback has been argued to enhance students' learning. Recent studies, however, have shown mixed findings. Some studies reported positive, others negligible, and still others a negative impact of teachers' feedback on students' learning achievement. To clarify these ambiguities, research is needed to understand the motivational mechanisms through which teacher feedback shapes students' learning. Through the lens of the Situated Expectancy-Value Theory (SEVT), this study examined whether and how expectancy and value beliefs mediated the relationship between teacher feedback and learning performance. We conducted a structural equation modelling analysis, linking teacher feedback, expectancy, value, and students' performance, using data from 569,311 students from 80 countries. An inconsistency was identified between the direct and indirect effects of teacher feedback on reading performance. Although the direct relationship between teacher feedback and reading performance was negative, the indirect effect demonstrated that teacher feedback might partially enhance performance by boosting students' expectancy and value beliefs. Our findings shed light on the motivational mechanisms by which teacher feedback shapes academic performance. Feedback is adaptive insofar as it can be leveraged to enhance students' expectancy and value beliefs, thereby suggesting a potential pathway for the positive indirect effect of feedback on achievement. For teacher feedback to be truly effective, it needs to target the enhancement of students' motivation, particularly helping students believe that they can succeed, to recognise the importance of what they are learning, and to derive joy from the learning process.
Intergenerational transmission of parenting and its relation to children's internalizing and externalizing problems in Chinese families.
Lu C, Huang Z, E Y
Front Psychol · 2026 · PMID 42376154 · Full text
INTRODUCTION: Although the intergenerational transmission of parenting has been widely documented, its relation to third-generation (G) behavioral problems remains insufficiently explored. Drawing on family systems theor...
INTRODUCTION: Although the intergenerational transmission of parenting has been widely documented, its relation to third-generation (G) behavioral problems remains insufficiently explored. Drawing on family systems theory, this study examined how intergenerational relationships mediated the intergenerational transmission of parenting and how this process related to children's behavioral problems. METHODS: We surveyed 2,120 families, including children and their parents, using the Parental Authority Questionnaire, Intergenerational Relationship Scale, and Strengths and Difficulties Questionnaire. Results: (1) G authoritative parenting was indirectly associated with G authoritative parenting through intergenerational affection, and was further related to G internalizing and externalizing problems via the sequential mediation of intergenerational affection and G authoritative parenting. (2) G authoritarian parenting was indirectly associated with G authoritarian parenting through intergenerational conflict, and was further related to G internalizing and externalizing problems through the sequential mediation of intergenerational conflict and G authoritarian parenting. DISCUSSION: By delineating a three-generation transmission mechanism, this study advances understanding of the intergenerational processes through which parenting is associated with child behavioral outcomes. The findings suggest that reinforcing the intergenerational transmission of authoritative parenting and interrupting that of authoritarian parenting may be an effective strategy to reduce behavioral problems in third-generation children.
Quality of life and physical activity levels in kickboxing practitioners: a comparative study.
da Silva Duarte JDR, Robalino J, Franchini E … +4 more , Carrijo VHV, Andreato CC, de Oliveira RG, Fett CA
Front Psychol · 2026 · PMID 42376153 · Full text
This study aimed to compare the various domains of quality of life between practitioners and non-practitioners of kickboxing. The study involved 264 volunteers, of whom 153 (90 males and 63 females) were kickboxers and 1...
This study aimed to compare the various domains of quality of life between practitioners and non-practitioners of kickboxing. The study involved 264 volunteers, of whom 153 (90 males and 63 females) were kickboxers and 111 (57 males and 54 females) were sedentary controls. Comparisons were made between black belt ( = 63) and colored belt ( = 90) and all subgroups with sedentary controls ( = 111). To assess physical activity levels, the International Physical Activity Questionnaire was utilized, while quality of life was measured using the World Health Organization Quality of Life Questionnaire. The Mann-Whitney U test was used to compare kickboxers with sedentary controls, with a significance level established of < 0.05. Among kickboxers, 87% ( = 133) were classified as having a high level of physical activity, while 13% ( = 20) had a moderate level. Conversely, in the sedentary controls group, 86.5% ( = 96) were classified as having a low level of physical activity and 13.5% ( = 15) as having a moderate level. Kickboxers were significantly older than sedentary controls, with a median of 30 years (IQR: 23-38) compared to 24 years (IQR: 20-31) among sedentary controls ( < 0.01), respectively. Black belt kickboxers and competitive athletes were taller than sedentary controls with 1.76 m (IQR: 1.70-1.80) compared to 1.70 m (IQR: 1.60-1.80) ( < 0.01). Competitive athletes were also taller than recreational practitioners, with a median height of 1.76 m (IQR: 1.70-1.80) compared to 1.71 m (IQR: 1.60-1.80) ( < 0.05). The results of quality of life indicated that kickboxers (recreational, competitive, black and colored belts) had superior quality of life in all domains physical, psychological, social, and environmental when compared to sedentary controls ( < 0.001). Competitive kickboxers demonstrated higher physical and psychological domains compared to recreational kickboxers ( < 0.05). Nevertheless, black belts only had superior psychological domains than colored belts ( < 0.05). Kickboxing appears to be an excellent option for promoting quality of life in the population. Competitors have a partially higher quality of life than recreational athletes, and black belts appear to have better psychological health than colored belts. Therefore, prospective longitudinal studies are warranted to elucidate the causal relationships and underlying effects.
Integrating Acceptance and Commitment Therapy with intervention mapping to enhance self-care in type 2 diabetes: a conceptual framework.
Ruiz PHGM, Kirchner LF, Kern de Castro E
Front Psychol · 2026 · PMID 42376152 · Full text
Self-care in type 2 diabetes mellitus (T2DM) remains suboptimal despite evidence for the effectiveness of Acceptance and Commitment Therapy (ACT) in chronic illness management. This conceptual paper integrates ACT-based...
Self-care in type 2 diabetes mellitus (T2DM) remains suboptimal despite evidence for the effectiveness of Acceptance and Commitment Therapy (ACT) in chronic illness management. This conceptual paper integrates ACT-based psychological flexibility processes with Steps 1-4 of the Intervention Mapping framework to develop a brief, replicable group intervention for primary care. Acceptance, cognitive defusion, and values clarification are specified as modifiable determinants of barriers in self-monitoring, diet, exercise, and medication adherence, organized into performance-determinant matrices to guide method selection. Theory-based methods are operationalized through culturally adaptable metaphors and experiential exercises. This framework addresses methodological gaps in translating ACT to diabetes care, aligns with biopsychosocial models in health psychology, and offers a testable foundation for future randomized trials on multicultural efficacy.
Conflict adaptation in a confound-minimized face-word Stroop task: exploring the potential settings of an fMRI-related experiment.
Caisachana Guevara LM, Huber R, Kocataş H … +3 more , Abdelmotaleb M, Meinzer M, Fischer R
Front Psychol · 2026 · PMID 42376151 · Full text
Conflict adaptation refers to the adjustment of cognitive control to reduce interference on subsequent trials. Its neural mechanisms are often studied by assessing the congruence sequence effect (CSE) in face-word Stroop...
Conflict adaptation refers to the adjustment of cognitive control to reduce interference on subsequent trials. Its neural mechanisms are often studied by assessing the congruence sequence effect (CSE) in face-word Stroop tasks during neuroimaging. The present behavioral study aimed to address two key methodological issues when aiming to translate standard response conflict tasks into fMRI settings: Ensuring the involvement of cognitive control in the CSE and demonstrating its temporal stability across varying inter-trial intervals. In a set of five experiments, using an adapted version of the face-word Stroop task, participants performed either a gender categorization (Experiment 3) or responded to the learned identity of four faces while ignoring the printed name (all other experiments). We specifically incorporated recent advancements in confound minimization to exclude effects of feature integration and contingency learning, included a priming component to further increase the involvement of cognitive control, and used a variable range of inter-trial intervals to test for potential applicability in fMRI research. Although a robust Stroop effect was consistently observed in all experiments, a strong CSE emerged specifically in the gender categorization task. In the confound-minimized face-word Stroop variant, a significant CSE occurred only under specific conditions (e.g., sufficiently long target presentation, bi-manual responses) and was accompanied by substantial inter-individual variability. Therefore, while we observed a reliable CSE in a confound-minimized face-word Stroop task with long inter-trial intervals, the increased methodological rigor that improves precision and interpretability also adds complexity and yields smaller and more variable effects. This trade-off constitutes an important consideration when aiming to adapt the Stroop task for fMRI applicability.
The first scene of artificial intelligence curriculum reform: longitudinal evidence on teachers' stress and multidimensional anxiety.
Li J
Front Psychol · 2026 · PMID 42376150 · Full text
INTRODUCTION: The formal incorporation of artificial intelligence courses into basic education has raised a key issue for the effective implementation of the curriculum: whether teachers can withstand the continuously ri...
INTRODUCTION: The formal incorporation of artificial intelligence courses into basic education has raised a key issue for the effective implementation of the curriculum: whether teachers can withstand the continuously rising teaching pressure in the early phase of reform and prevent such pressure from further developing into teaching anxiety. Limited attention has been paid to the persistent influence of teachers' perceived AI teaching stress on teaching anxiety and the potential buffering role of school support in this process. METHODS: Drawing on two-wave longitudinal tracking data, this study analyzed 553 valid primary and secondary school teachers at T1 and 348 matched teachers at T2 to examine the persistent impact of perceived AI teaching stress on teaching anxiety, as well as the buffering effect of school support. RESULTS: Teachers' stress and anxiety levels at T2 were both higher than those at T1, indicating an upward trend for both in the early stage of reform. Stress exerted a stable and significant positive effect on anxiety: stress at T1 significantly predicted anxiety at T1 (β ranging from 0.382 to 0.428, < 0.001), and stress at T2 also significantly predicted anxiety at T2 (β ranging from 0.361 to 0.406, < 0.001). Further analyses revealed clear cross-time continuity in both stress and anxiety, with stress at T1 significantly predicting stress at T2 (β ranging from 0.518 to 0.523, = 0.001). Additionally, emotional support and training support significantly weakened the strength of the association between stress and anxiety. DISCUSSION: The findings indicate that teacher anxiety in the early phase of artificial intelligence curriculum reform is not a short-term psychological fluctuation, but a sustained psychological risk. This highlights the necessity for schools to identify such anxiety early and implement systematic interventions to address it.
Analysis of cognitive mechanisms in phoneme perception and pronunciation errors among Korean language learners.
Zhang Y
Front Psychol · 2026 · PMID 42376149 · Full text
INTRODUCTION: Cognitive load tracking in Korean phoneme recognition presents significant changes due to the intricate spatiotemporal dynamics of EEG signals and the inherent variability in cognitive states. Traditional m...
INTRODUCTION: Cognitive load tracking in Korean phoneme recognition presents significant changes due to the intricate spatiotemporal dynamics of EEG signals and the inherent variability in cognitive states. Traditional methods often struggle with these complexities, leading to suboptimal performance in accurately modeling cognitive load. This paper introduces an innovative framework, the Adaptive EEG Attention Trac, designed to overcome these limitations by leveraging attention-augmented EEG signals. METHODS: The proposed methodology comprises three integral components: the Manifold Constrained Signal Encoding, the Agent-driven Temporal Attention Routing, and the Uncertainty-aware Cognitive Load Prediction. The encoder is responsible for transforming raw EEG signals into a compact latent representation while adhering to manifold constraints, thereby ensuring structural fidelity. The attention router dynamically allocates focus across temporal segments, enhancing both interpretability and relevance of the signals. The predictor incorporates uncertainty quantification, which is crucial for providing robust estimations of cognitive load. Furthermore, the Uncertainty Propagation Adjustment strategy is introduced to explicitly model and propagate uncertainty throughout the computational pipeline, thereby refining predictions and enhancing reliability. RESULTS AND DISCUSSION: Experimental results substantiate the efficacy of the proposed framework, demonstrating its capability to accurately track cognitive load during Korean phoneme recognition tasks. This advancement significantly contributes to the field of EEG-based cognitive modeling, offering a more reliable and interpretable approach to understanding cognitive processes.
Association between workload, compassion fatigue and presenteeism among maternal and newborn health professionals: the moderated role of self-compassion.
Fu L, Zhang M, Wang N … +9 more , Song L, Lu J, Fan Q, Yang Y, Liu L, Li S, E D, Gamble J, Creedy D
Front Psychol · 2026 · PMID 42376148 · Full text
BACKGROUND: Presenteeism is prevalent in healthcare settings and is significantly associated with impaired physical and psychological wellbeing among healthcare professionals, as well as reduced quality of care. While wo...
BACKGROUND: Presenteeism is prevalent in healthcare settings and is significantly associated with impaired physical and psychological wellbeing among healthcare professionals, as well as reduced quality of care. While workload is a known trigger, the psychological mechanisms linking it to presenteeism remain underexplored. Compassion fatigue may serve as a mediator, and self-compassion as a potential moderator, yet empirical evidence in maternal and newborn health settings is limited. Therefore, we aimed to investigate the roles of compassion fatigue and self-compassion on workload and presenteeism among maternal and newborn health professionals. METHODS: A cross-sectional study was employed between October 2024 and June 2025. A total of 737 maternal and newborn health professionals from 13 hospitals in Beijing, China, completed measures of workload (NASA Task Load Index, NASA-TLX), presenteeism (Stanford Presenteeism Scale, SPS-6), compassion fatigue (Compassion Fatigue Short Scale, CF-Short Scale), and self-compassion (Self-Compassion Scale Short Form, SCS-SF). Data were analyzed using correlation, mediation, and moderated mediation analyses (PROCESS macro). RESULTS: The mean presenteeism score among MNH professionals was 15.13 ± 4.21. Presenteeism was positively associated with workload and compassion fatigue, and negatively associated with self-compassion (all < 0.01). Compassion fatigue mediated the relationship between workload and presenteeism (indirect effect B = 0.04, 95% CI [0.03, 0.06]). Self-compassion moderated both the direct effect of workload on compassion fatigue (B = -0.02, < 0.01) and the indirect effect of workload on presenteeism via compassion fatigue (moderated mediation index = -0.002, 95% CI [-0.003, -0.001]), with higher self-compassion attenuating these relationships. CONCLUSION: Elevated workload increases presenteeism primarily through compassion fatigue. Importantly, self-compassion substantially mitigated this pathway, reducing associated fatigue risk and weakening its impact on work functioning. Interventions targeting workload management and the cultivation of self-compassion may help reduce presenteeism and support workforce wellbeing in MNH settings. However, the cross-sectional design of this study limits causal interpretation, and future longitudinal research is needed to confirm these pathways.
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