Front Psychol [JOURNAL]
Sun
200 papers
The role of emotional labor in emotion regulation difficulties among social workers in Jordan.
Alsawalqa RO, Alraeesi R, Alnajdawi AM … +2 more , Alrawashdeh MN, Alkam RS
Front Psychol · 2026 · PMID 42376147 · Full text
Emotions represent essential resources in social work practice; however, difficulties in regulating them remain insufficiently explored, particularly in non-Western contexts. This study aimed to examine emotional labor (...
Emotions represent essential resources in social work practice; however, difficulties in regulating them remain insufficiently explored, particularly in non-Western contexts. This study aimed to examine emotional labor (EL) strategies and difficulties in emotion regulation (DER) among social workers (SWs) in Jordan. A cross-sectional design was employed using a structured questionnaire administered to a purposive sample of 132 SWs in Amman. The findings indicated that SWs reported relatively low levels of EL strategy use and relatively high levels of DER, particularly in limited access to regulation strategies, impulse control difficulties, non-acceptance of emotional responses, and lack of emotional awareness. A statistically significant negative correlation was found between EL and DER ( = -0.330, < 0.05), indicating that higher EL is associated with lower difficulties in emotion regulation. EL varied significantly by sex and educational level, with higher levels observed among females and those holding a master's degree. In contrast, DER differed significantly only by sex, with higher levels reported among males, and showed no significant variation across educational level or years of experience. These findings highlight the importance of strengthening emotional labor competencies as a potential mechanism for improving emotion regulation, professional effectiveness, and wellbeing among social workers. The study contributes to extending emotional labor research beyond Western contexts by providing context-specific evidence from Jordan and offering a more nuanced understanding of the relationship between EL and DER within socio-cultural and professional constraints.
What makes work sustainable for adults with ADHD? Interpreting workplace strain and support through Reddit data.
Jameson TP, Grabarski MK, Morales Arana M … +1 more , Santos PA
Front Psychol · 2026 · PMID 42376146 · Full text
Attention-Deficit/Hyperactivity Disorder (ADHD) is increasingly recognized within organizational research, yet workplace scholars often examine isolated challenges or strengths rather than situating these experiences wit...
Attention-Deficit/Hyperactivity Disorder (ADHD) is increasingly recognized within organizational research, yet workplace scholars often examine isolated challenges or strengths rather than situating these experiences within perceived patterns of work design and support. Drawing on the Job Demands-Resources (JD-R) framework as a sensitizing lens, this qualitative study examines how contributors to a large ADHD-focused online community describe workplace strain and support within online community discourse. We analyzed 277 workplace-related discussion threads from the Reddit forum r/ADHD using reflexive thematic analysis. Across accounts, workplace features such as meetings, deadlines, and disclosure were not described as either inherently demanding or supportive. Instead, contributors emphasized that these conditions were experienced differently across contexts, particularly regarding autonomy, performance management, structuring of work, and identity-related dynamics. The findings suggest that workplace strain and sustainable functioning were patterned around concepts such as the social impact of disclosure, work design aspects and invisible labor. Importantly, these results reflect collective meaning-making within a large online ADHD community rather than direct representations of organizational structures or causal mechanisms. The study provides a contextualized, discourse-informed interpretation of JD-R processes in ADHD-related workplace narratives and offers hypothesis-generating insights for future empirical research.
Development and validation of a home literacy questionnaire for Malayalam-speaking preschoolers.
Aaruni VT, Perumal RC, Krupa M … +2 more , Shanbal JC, Anjana AV
Front Psychol · 2026 · PMID 42376145 · Full text
INTRODUCTION: Environmental contexts, particularly the home literacy environment (HLE), play a significant role in shaping children's early literacy development. Despite this, there are no validated tools available in Ma...
INTRODUCTION: Environmental contexts, particularly the home literacy environment (HLE), play a significant role in shaping children's early literacy development. Despite this, there are no validated tools available in Malayalam, the primary language spoken in Kerala, India, for assessing key environmental factors. Therefore, this study aimed to develop and validate the Home Literacy Questionnaire (HLQ) for Malayalam speaking preschool children. METHOD: Questionnaire items were developed based on established frameworks of the HLE and underwent content validation by the experts. The content validity of the questionnaire was evaluated using the content validity index (CVI), including both item-level (I-CVI) and scale-level (S-CVI) indices. Based on the CVI results and expert feedback, necessary revisions were made, and it was subsequently administered to 300 parents. Percentage analysis was employed to examine the distribution of responses for each questionnaire item. Confirmatory factor analysis (CFA) was performed to evaluate the construct validity. Internal consistency was assessed using Cronbach's alpha. RESULTS: The HLQ demonstrated satisfactory content validity, with acceptable I-CVI and S-CVI values. CFA results indicated an acceptable model fit, supporting the construct validity of the questionnaire. The scale also showed good internal consistency, with satisfactory Cronbach's alpha values. Response patterns provide insights into parental reading practices, child literacy habits, parental literacy beliefs, parent child literacy interactions and the physical environment within the home. DISCUSSION: The findings suggest that that the HLQ is a valid and reliable instrument for assessing key dimensions of the home literacy environment among Malayalam speaking preschool children. The questionnaire offers a comprehensive means of evaluating literacy related practices and resources within the home and may facilitate future research examining the influence of the HLE on children's literacy development.
AI-assisted task-based language learning and English proficiency: a dual-pathway model of cognitive engagement and self-regulated learning with AI trust as a boundary condition.
Liu J, Zhou J
Front Psychol · 2026 · PMID 42376144 · Full text
PURPOSE: Artificial intelligence is increasingly transforming language learning environments, yet the psychological mechanisms through which AI-assisted instructional practices influence language outcomes remain insuffic...
PURPOSE: Artificial intelligence is increasingly transforming language learning environments, yet the psychological mechanisms through which AI-assisted instructional practices influence language outcomes remain insufficiently understood. Although prior studies have examined AI-supported learning, limited research has explained how AI-assisted task-based learning activates distinct cognitive and behavioral processes that contribute to English proficiency in Chinese higher education contexts. Therefore, this study examines how AI-assisted task-based language learning influences English proficiency among university students in China by integrating cognitive engagement and self-regulated learning as parallel mediating mechanisms, with AI trust functioning as a moderating boundary condition. METHODS: Data were collected from 412 undergraduate students enrolled in Chinese universities and analyzed using partial least squares structural equation modeling. RESULTS: The results reveal that AI-assisted task-based learning significantly enhances both cognitive engagement and self-regulated learning, which subsequently improve English proficiency. Notably, self-regulated learning demonstrated substantially stronger direct and mediating effects than cognitive engagement, suggesting that AI-assisted learning environments may operate more effectively through behavioral regulation processes. Furthermore, AI trust strengthens the positive influence of AI-assisted learning on English proficiency. IMPLICATIONS: By integrating instructional design, learner cognitive processes, and trust in artificial intelligence within a unified analytical framework, the study advances a mechanism-based explanation of AI-enabled language learning and highlights how AI technologies can enhance educational effectiveness in higher education language learning environments.
From social exclusion to interpersonal alienation among Chinese college students: the sequential mediating roles of social avoidance and self-disclosure inhibition.
Liu Y, Chen P, Lei P … +1 more , Tang W
Front Psychol · 2026 · PMID 42376143 · Full text
BACKGROUND: Social exclusion-being ignored, rejected, or excluded in social interactions-is a prevalent interpersonal stressor among college students, yet the specific mechanisms linking exclusion to long-term interperso...
BACKGROUND: Social exclusion-being ignored, rejected, or excluded in social interactions-is a prevalent interpersonal stressor among college students, yet the specific mechanisms linking exclusion to long-term interpersonal difficulties remain poorly understood. OBJECTIVE: This study tested a serial mediation model examining whether social avoidance and self-disclosure inhibition sequentially mediate the association between social exclusion and interpersonal alienation among Chinese college students. METHODS: A total of 1,166 Chinese college students (64.67% female; = 20.12, SD = 1.29) completed measures of social exclusion, social avoidance, self-disclosure, and interpersonal alienation. Serial mediation analysis using PROCESS Model 6 with bias-corrected bootstrap confidence intervals (5,000 resamples) was conducted. RESULTS: The model explained 45.4% of the variance in interpersonal alienation. Social exclusion was significantly associated with interpersonal alienation (β = 0.571, < 0.001). Three significant indirect pathways were identified: a behavioral pathway through social avoidance, a cognitive pathway through self-disclosure inhibition, and a serial pathway from social avoidance to self-disclosure inhibition. The behavioral and cognitive pathways contributed approximately equally, while the serial pathway contributed a smaller but significant portion. Results remained robust after controlling for gender and academic level. CONCLUSIONS: The findings support a sequential pattern in which social exclusion is associated with behavioral avoidance, which is linked to reduced self-disclosure and greater interpersonal alienation. This pattern suggests that interventions targeting both behavioral avoidance and self-disclosure inhibition may help address exclusion-related interpersonal difficulties among college students.
The developmental path to gambling disorder among U.S. veterans: a life-course perspective.
Gavriel-Fried B, Glaser-Guy N, Kelner J … +2 more , Valle Frias KA, Kraus SW
Front Psychol · 2026 · PMID 42376142 · Full text
INTRODUCTION: Gambling disorder (GD) is characterized by persistent gambling behavior associated with significant distress and functional impairment. Pathways to GD reflect a complex interplay of individual, environmenta...
INTRODUCTION: Gambling disorder (GD) is characterized by persistent gambling behavior associated with significant distress and functional impairment. Pathways to GD reflect a complex interplay of individual, environmental, and experiential factors. United States (U.S.) veterans are considered particularly vulnerable due to heightened exposure to trauma and cumulative life stressors. In a qualitative study examining barriers to treatment among veterans, participants described various risk factors contributing to GD, prompting a secondary analysis to better identify the unique risk factors shaping the pathways leading U.S. military veterans and service members to develop and persist in GD. METHODS: Participants included 28 U.S. service members and veterans (8 women; aged 27-73, = 46.5) recruited in the primary study. Semi-structured interviews were conducted via Zoom and included an assessment of GD diagnostic criteria (past year and 10-year history). A combination of secondary analysis and a theory-informed approach was employed, using the Pathways Model of Problem and Pathological Gambling as the overarching theoretical framework. In practice, the analysis combined deductive and inductive approaches to content analysis. RESULTS: Three main themes were revealed, each representing a specific life period: childhood, military service, and civilian life. The themes included: a) life history of vulnerability and yearning for change; b) the broken promise: the military as a multidimensional risk for developing gambling problems; and c) sinking deeper into gambling in the post-military period. While these themes corresponded with the second subtype of the Pathways Model-emotional vulnerability-they primarily illustrate the dynamic interplay between individual vulnerability and the changing socio-cultural and environmental contexts across the participants' life stages and turning points. DISCUSSION: Integrating the Pathways Model with a life-course perspective, findings underscore the dynamic interplay between individual vulnerability and environmental context in shaping GD trajectories across veterans' life stages. Rather than disrupting risk, key transitions may reinforce maladaptive patterns over time. Future studies should incorporate a life-course perspective into the theoretical framework of the Pathways Model of problem gambling.
The relationship between openness to experience and college students' well-being: the mediating roles of art-related aesthetic perception and needs.
Jin Y, Wang X, Long X
Front Psychol · 2026 · PMID 42376141 · Full text
OBJECTIVES: Grounded in Self-Determination Theory, this study investigated the impact of openness to experience on both subjective and psychological well-being among college students, with a specific focus on the mediati...
OBJECTIVES: Grounded in Self-Determination Theory, this study investigated the impact of openness to experience on both subjective and psychological well-being among college students, with a specific focus on the mediating mechanisms of art-related aesthetic perception and needs. METHODS: A sample of 558 college students ( = 18.40, = 1.38) completed standardized assessments. Mediation modeling was employed to test the direct and indirect pathways between personality traits and well-being. RESULTS: Openness to experience did not directly predict either dimension of well-being. Instead, it showed indirect associations with well-being through two pathways. (1) The independent mediation of art-related aesthetic needs, and (2) a sequential mediation involving both art-related aesthetic perception and needs. CONCLUSION: These findings clarify the psychological mechanisms by which aesthetic traits foster well-being, highlighting the critical role of art-related aesthetic needs in translating personality into positive adjustment. While providing cross-sectional evidence, future research should utilize longitudinal designs to confirm causal directions.
Generalized mathematics self-efficacy and student engagement: the role of self-concept and mathematics anxiety.
Bergqvist E
Front Psychol · 2026 · PMID 42376140 · Full text
INTRODUCTION: Mathematics self-efficacy and mathematics self-concept are well-established predictors of student engagement and performance. However, their relative contributions, alongside mathematics anxiety, are rarely...
INTRODUCTION: Mathematics self-efficacy and mathematics self-concept are well-established predictors of student engagement and performance. However, their relative contributions, alongside mathematics anxiety, are rarely examined within a single model. This study investigates how generalized mathematics self-efficacy, mathematics self-concept, and mathematics anxiety are associated with multiple dimensions of student engagement in the context of collaborative work on mathematical problems. METHODS: Seventy-seven Swedish upper-secondary students participated in a 2-week instructional segment involving complex problem-solving, with data collected at two time points. Associations among mathematics self-beliefs, mathematics anxiety, and engagement were examined using linear mixed-effects models within both frequentist and Bayesian frameworks. RESULTS: The results indicate that generalized mathematics self-efficacy shows consistent positive associations with all dimensions of engagement, whereas mathematics self-concept displays more limited and selective relations. Mathematics anxiety is primarily associated with cognitive disengagement. In addition, patterns of associations suggest that prior achievement may relate to engagement through its relation to generalized mathematics self-efficacy. DISCUSSION: These findings are consistent with theoretical perspectives emphasizing the role of control-related beliefs and achievement emotions in shaping engagement. The study highlights the importance of distinguishing between different types of mathematics self-beliefs and emotional processes and demonstrates the value of examining them jointly within a single analytical framework.
Self-reported narrative identity in Norway: psychometric evaluation of the Awareness of Narrative Identity Questionnaire and the Narrative Identity Self-Evaluation scale with focus on personality pathology.
Thimm JC, Rønning ADJ, Maurstad IMK … +4 more , Lilleland JS, Aurebekk IKJ, Hummelen B, Lind M
Front Psychol · 2026 · PMID 42376139 · Full text
BACKGROUND: Narrative identity has traditionally been assessed with rater-based codings of life event narratives. Recently, the Awareness of Narrative Identity Questionnaire (ANIQ) and the Narrative Identity Self-Evaluat...
BACKGROUND: Narrative identity has traditionally been assessed with rater-based codings of life event narratives. Recently, the Awareness of Narrative Identity Questionnaire (ANIQ) and the Narrative Identity Self-Evaluation (NISE) were developed to assess central features of narrative identity via self-report. The goal of the study was to examine the internal consistency, structural validity, and criterion-related validity of the Norwegian ANIQ and NISE. Because prior work has specifically linked narrative identity disturbances to personality pathology, criterion validity was investigated in relation to personality functioning and pathological personality traits. METHODS: An adult sample ( = 330, = 35.0 years, = 14.2 years, 78.5% female) completed the ANIQ, NISE, Level of Personality Functioning Scale-Brief Form 2.0 (LPFS-BF 2.0), and Modified Personality Inventory for DSM-5-Brief Form Plus (PID5BF+M). RESULTS: The results showed that the Norwegian ANIQ and NISE had high internal consistency. While confirmatory factor analyses yielded mixed results for both instruments, subsequent exploratory factor analyses supported the instruments' proposed structures. NISE narrative disturbances showed strong associations with impaired personality functioning and pathological personality traits. CONCLUSION: It is concluded that the Norwegian ANIQ and NISE show satisfactory reliability, structural validity, and theoretically coherent links to personality functioning and maladaptive personality traits, underscoring the relevance of narrative identity, especially narrative disturbances, for dimensional models of personality disorders.
Impact of chronic comorbidities on psychological and social status in COVID-19 patients.
Wu P, Jian Z, Yang S … +7 more , Liu H, Luo Q, Zhang Q, Zheng Q, Zhang S, Lin Q, Chen X
Front Psychol · 2026 · PMID 42376138 · Full text
OBJECTIVE: To investigate the psychological and social status in patients with COVID-19 accompanied by common chronic diseases compared to patients without these chronic conditions. Additionally, the study aims to explor...
OBJECTIVE: To investigate the psychological and social status in patients with COVID-19 accompanied by common chronic diseases compared to patients without these chronic conditions. Additionally, the study aims to explore the relevant influencing factors, providing objective data and scientific theoretical basis for the psychological status of COVID-19 patients with common chronic diseases and improvement of their quality of life. METHODS: Sixty patients diagnosed with COVID-19 and admitted to the Department of Respiratory and Critical Care Medicine in Fujian Medical University Union Hospital, between January 1, 2023, and March 31, 2023, were enrolled. The Hospital Anxiety and Depression Scale (HADS), Medical Coping Modes Questionnaire (MCMQ), Social Support Rating Scale (SSRS), and Type D Personality Scale (Ds-14) were used for the investigation. Admission complete blood count, blood biochemistry, and C-reactive protein (CRP) data were collected to calculate the neutrophil-to-lymphocyte ratio (NLR), platelet-to-lymphocyte ratio (PLR), and C-reactive protein-to-albumin ratio (CAR). The prevalence of anxiety and depression was compared between patients with COVID-19 accompanied by chronic diseases and those without, and coping styles, social support, Type D personality, and CAR were analyzed and compared between the two groups. RESULTS: Among 60 COVID-19 patients, 46 had accompanying chronic diseases, 14 patients had no accompanying chronic diseases. Patients with chronic diseases had higher anxiety and depression scores than those without. Moreover, there were statistically significant differences between the two groups in MCMQ, SSRS, and CAR ( < 0.05). And we found that, among patients with COVID-19, Type D personality was associated with the co-occurrence of anxiety and depression, as well as with higher anxiety scores. and elevated CAR levels was associated with the co-occurrence of anxiety and depression. CONCLUSION: The presence of common chronic diseases significantly influenced the coping styles and social support profiles of COVID-19 patients. Different psychosocial factors were associated with the occurrence and severity scores of anxiety and depression in patients.
The dark side of algorithmic entertainment: social and physical presence, short video addiction, and cognitive fatigue among Douyin users.
Bai K, Liu Y
Front Psychol · 2026 · PMID 42376137 · Full text
Short video platforms such as Douyin have become deeply embedded in everyday digital life, reshaping leisure, emotion, and identity, but their immersive features also pose cognitive and psychological risks. This study ex...
Short video platforms such as Douyin have become deeply embedded in everyday digital life, reshaping leisure, emotion, and identity, but their immersive features also pose cognitive and psychological risks. This study examines how social presence and physical presence jointly influence two interrelated outcomes among young Chinese users: short video addiction and cognitive fatigue. Using survey data from 649 participants, we employed both PLS-SEM and fsQCA to identify linear relationships and configurational patterns. Results show that all hypothesized relationships are supported except the direct effect of emotional fatigue on cognitive fatigue. Social presence primarily increases addiction through hedonic pleasure, whereas physical presence exerts its influence through loss of control. The fsQCA findings further reveal that severe cognitive deterioration emerges not from any single factor but from dynamic combinations of emotional, cognitive, and behavioral conditions. Integrating presence and media theories, this study links algorithmic engagement to mental health risks. Given the cross-sectional design, the findings should be interpreted as associative rather than causal.
Body image resources for parents of youth: a scoping review.
Vani MF, Mansoor A, Christopoulos E … +4 more , Xu F, Meadows L, Ricketts C, Sabiston CM
Front Psychol · 2026 · PMID 42369323 · Full text
INTRODUCTION: Parents play an important role in shaping youth body image, yet many report uncertainty about how to provide supportive guidance, particularly in sport contexts where body image pressures are heightened. A...
INTRODUCTION: Parents play an important role in shaping youth body image, yet many report uncertainty about how to provide supportive guidance, particularly in sport contexts where body image pressures are heightened. A scoping review was conducted to identify and synthesize existing parent resources to inform the development of an evidence-based, sport-specific parent resource for supporting youth body image. METHODS: An eight-step scoping review methodology was used. Databases (Embase, PsycINFO, Social Work Abstracts, and MEDLINE accessed via Ovid, CINAHL, Gender Studies, and SportDiscus via EBSCO, and ERIC and Sociological Abstracts via ProQuest) were searched to identify relevant literature from January 1, 2014, to January 28, 2026. Four authors independently screened articles using predefined eligibility criteria and extracted data. Parents were consulted to gather feedback on the review findings. Data were analyzed using descriptive statistics and qualitative content analysis. RESULTS: Fifteen articles met inclusion criteria (9 quantitative, 3 qualitative, 2 mixed methods, 1 review), representing ten unique resources. Most resources were programs or guidelines delivered in online text or workshop/session formats. Resources commonly discussed body image influences, positive body image, and health behaviours. Few resources were tailored to adolescents or diverse identity groups, and most encouraged parents to provide youth informational and emotional support. Findings from the parent consultation demonstrated a preference for practical, accessible, and inclusive resources. DISCUSSION: Overall, results highlight the need for evidence-informed, developmentally appropriate, and culturally responsive parent resources to support youth body image in sport. Future efforts should prioritize co-design, evaluation, and integrated dissemination to maximize impact. SYSTEMATIC REVIEW REGISTRATION: https://osf.io/9hq78, identifier.
Mindfulness- and acceptance-based interventions for music performance anxiety: a three-level meta-analysis of therapeutic effects, mechanisms, and boundary conditions.
Zhang C, Shan X, Zhang H … +2 more , Zhang M, Zhou H
Front Psychol · 2026 · PMID 42369322 · Full text
INTRODUCTION: Music performance anxiety (MPA) can substantially impair musicians' learning, performance, and psychological functioning. Although mindfulness- and acceptance-based interventions (MABIs) have shown promise...
INTRODUCTION: Music performance anxiety (MPA) can substantially impair musicians' learning, performance, and psychological functioning. Although mindfulness- and acceptance-based interventions (MABIs) have shown promise for MPA, their pooled effects, boundary conditions, and mechanism-related commonalities remain insufficiently understood. Grounded in a dual-path explanatory framework emphasizing decentering and attentional reallocation, this study examined the effects of MABIs on anxiety-related outcomes and positive psychological functioning. METHODS: A dual-track synthesis combining three-level meta-analysis and qualitative synthesis was conducted. Thirty-two independent studies ( = 1,983) were included in the qualitative synthesis, and 26 studies provided data suitable for quantitative meta-analysis. Three-level meta-analytic models were used to account for dependent effect sizes, and robust variance estimation was applied as a secondary sensitivity approach. Exploratory moderator and outcome-family analyses examined intervention type, intervention dose, and narrower outcome domains. RESULTS: MABIs were associated with a moderate-to-large reduction in music performance-related anxiety outcomes (Hedges' = 0.732) and a small-to-moderate improvement in positive psychological functioning ( = 0.350). Exploratory analyses showed stronger effects for MPA-specific anxiety than for broader anxiety/stress responses, whereas no clear differential effects emerged within positive psychological functioning. Intervention type and dose did not significantly moderate the main effects. The qualitative synthesis identified four recurring therapeutic components: cognitive defusion, somatic anchoring, acceptance/values clarification, and self-compassion. DISCUSSION: The findings suggest that MABIs may reduce anxiety and support adaptive psychological functioning among music performers. However, mechanism-related interpretations remain inferential because they are based on theoretical integration and qualitative evidence rather than direct mediation testing. Future research should use longitudinal designs, stronger control conditions, and multimodal physiological assessments to examine dose-response patterns and therapeutic pathways more directly. SYSTEMATIC REVIEW REGISTRATION: https://osf.io/7yr5s/overview, identifier osfregistrations-7yr5s-v1.
Association between achievement motivation and anxiety symptoms among college students.
Liu J, Wang C, Bai H … +7 more , Zhang H, Li J, Li Y, Dong X, Zhang X, Xu F, Sun H
Front Psychol · 2026 · PMID 42369321 · Full text
BACKGROUND: Emotional problems are prevalent among college students, and many experience low levels of achievement motivation. This study investigated the correlation between achievement motivation and anxiety symptoms a...
BACKGROUND: Emotional problems are prevalent among college students, and many experience low levels of achievement motivation. This study investigated the correlation between achievement motivation and anxiety symptoms among medical students from Jining Medical University in Jining, China. METHOD: In September 2025, a cross-sectional study was performed among 3,173 college students in Jining City. Data were collected through electronic questionnaires consisting of three core components: sociodemographic characteristics, the Achievement Motivation Scale, and the 7-item Generalized anxiety symptoms Scale (GAD-7). Statistical analyses were conducted using SPSS 27.0 software, including univariate analysis, multiple logistic regression analysis and correlation analysis, to identify factors associated with anxiety symptoms and achievement motivation, as well as to verify the correlation between these two variables. RESULTS: A total of 3,173 questionnaires were distributed, and 2,827 valid questionnaires were collected, with an effective response rate of 89.09%; among the 2,827 college students surveyed, 28.76% reported mild anxiety symptoms, 4.89% reported moderate symptoms, and 1.31% reported severe symptoms. Achievement motivation analysis revealed that 59.43% of the participants exhibited high levels, while 35.58% showed low levels. Multivariate logistic regression analysis revealed that the severity of anxiety was significantly associated with being left behind in childhood, family income, parental health status, chronic diseases (respiratory/digestive systems), satisfaction with major, and academic planning ( < 0.05), but not with age, height, weight, gender, or BMI. The severe anxiety group exhibited more pronounced health risk behaviors and academic adaptation issues, necessitating targeted interventions. Related research has shown that anxiety severity was significantly positively correlated with failure avoidance motivation, and negatively correlated with success pursuit motivation. CONCLUSION: Our study reveals that anxiety symptoms are significantly associated with individual patterns of achievement motivation. Achievement motivation is closely correlated with anxiety symptoms among college students: fear of failure is linked to higher anxiety levels, while pursuit of success is related to lower anxiety levels. These findings suggest that motivational orientation adjustments may be an important target in mental health interventions, though causal direction remains to be established. To promote college students' mental health, schools should carry out adaptive motivation training programs to help students shift from a "failure-avoidance" motivational orientation toward a "success-pursuit" orientation. Meanwhile, targeted academic planning guidance should be integrated into mental health intervention, as academic planning showed a protective role against severe anxiety in the current study. While simultaneously strengthening psychological support and academic planning guidance for students with backgrounds such as left-behind experiences or family financial difficulties.
Age, income, and the discounting of delayed and probabilistic rewards.
Wan H, Myerson J, Green L … +2 more , Strube MJ, Hale S
Front Psychol · 2026 · PMID 42369320 · Full text
Recent meta-analyses of age-related changes in decision-making have yielded inconsistent findings, reporting no sizable age effect on intertemporal and risky choice (i.e., delay and probability discounting, respectively)...
Recent meta-analyses of age-related changes in decision-making have yielded inconsistent findings, reporting no sizable age effect on intertemporal and risky choice (i.e., delay and probability discounting, respectively). However, these reviews did not systematically account for socioeconomic status, a potential moderator. The present research addresses this gap by examining the interactive effects of age and self-reported annual household income on both intertemporal and risky choice across a wide range of reward amounts. In two parallel studies, participants aged 20 to 80 (Study 1, delay discounting: = 596; Study 2, probability discounting: = 592) completed an adjusting-amount discounting task with hypothetical rewards of $150, $2,500, and $30,000. As expected, income was unrelated to discounting in participants under 35. For those 35 and older, the effects of age were domain-specific: Degree of delay discounting decreased with age, as indicated by linear increases in the Area-under-the-Curve (AuC), whereas for risky choice, the relation between AuC and age was nonlinear, with discounting decreasing until around age 60 and relatively little change thereafter. As predicted by the buffering hypothesis, these age effects were moderated by income in both domains. For delay discounting, the age-related decrease in degree of discounting was present only in lower- and middle-income groups. For probability discounting, the nonlinear age trajectory was absent in the high-income group. These findings resolve prior inconsistencies by demonstrating that the effects of aging on economic preferences follow distinct, domain-specific trajectories that are markedly influenced by socioeconomic context.
Short-form video addiction and psychological resilience: a cognitive-existential serial mediation model among Chinese college students.
Li X, Chen P, Tang W … +1 more , Lei P
Front Psychol · 2026 · PMID 42369319 · Full text
This study examined the serial mediating roles of belief in a just world (BJW) and meaning in life in the association between short-form video addiction and psychological resilience among Chinese college students. A tota...
This study examined the serial mediating roles of belief in a just world (BJW) and meaning in life in the association between short-form video addiction and psychological resilience among Chinese college students. A total of 4,456 participants (age = 20.34, = 1.52; 52.1% female) from five universities in Sichuan Province completed measures of short-form video addiction, BJW, meaning in life, and psychological resilience. Serial mediation analysis (PROCESS Model 6; 5,000 bootstrap samples) revealed that short-form video addiction negatively predicted resilience ( = -0.1948, < 0.001). Three indirect pathways were significant: through BJW alone [Effect = -0.0337, 95% CI (-0.0426, -0.0254)], through meaning in life alone [Effect = -0.0606, 95% CI (-0.0769, -0.0443)], and through BJW sequentially to meaning in life [Effect = -0.0274, 95% CI (-0.0337, -0.0215)]. The total indirect effect accounted for 62.5% of the total effect. Meaning in life was the strongest proximal correlate of resilience ( = 0.5410). These findings are consistent with a cognitive-existential sequential association pattern in which short-form video addiction is associated with weakened worldview beliefs and diminished existential meaning, which in turn are associated with lower resilience. Implications for multi-layered university interventions are discussed.
From positive psychology to practical empowerment: theoretical construction and pathway innovation in graduate student mental health education.
Sun L, Hu D, Su M … +1 more , Xing X
Front Psychol · 2026 · PMID 42369318 · Full text
The graduate student population faces unique pressures from academics, employment, interpersonal relationships, and various other stressors, with their mental health issues increasingly drawing attention. Traditional men...
The graduate student population faces unique pressures from academics, employment, interpersonal relationships, and various other stressors, with their mental health issues increasingly drawing attention. Traditional mental health education models often focus on problem correction and crisis intervention, whereas the perspective of positive psychology emphasizes discovering and cultivating individuals' strengths, resilience, and wellbeing; it offers a new theoretical paradigm for graduate student mental health education. This paper aims to systematically review the application of core theories of positive psychology in the field of graduate student mental health education and, based on existing empirical research, thoroughly explore effective pathways for translating theoretical construction into specific practice. The article analyzes the integration of positive psychological qualities cultivation into the entire process of graduate education and evaluates the effectiveness and challenges of different intervention models, with the goal of providing theoretical foundations and practical references for constructing a systematic, developmental, and preventive mental health support system for graduate students.
Bittersweet emotion and narrative transportation in streaming drama: cognitive and emotional routes to persuasion.
Kim HS, Lim J
Front Psychol · 2026 · PMID 42369317 · Full text
This study examines how cognitive and emotional components of the Extended Transportation-Imagery Model (ETIM) are associated with relational moral beliefs and behavioral intentions in the context of serialized streaming...
This study examines how cognitive and emotional components of the Extended Transportation-Imagery Model (ETIM) are associated with relational moral beliefs and behavioral intentions in the context of serialized streaming drama. Survey data from 300 Korean viewers of a Netflix original series were analyzed using structural equation modeling. Character identification, perceived verisimilitude, and cultural familiarity were positively associated with narrative transportation. Narrative transportation was, in turn, associated with relational moral beliefs both directly and indirectly through bittersweet emotion. Bittersweet emotion, characterized by the coexistence of warmth- and sadness-related affect, was associated with reflective engagement with relational moral beliefs and related behavioral intentions. Rather than making causal claims, this study provides cross-sectional evidence consistent with a dual-route interpretation of narrative engagement in long-form streaming contexts. These findings highlight the possible relevance of emotionally complex storytelling for understanding belief-oriented responses to serialized narratives.
Hierarchical motor competencies and academic achievement: visual-motor integration as the key correlate for school-age children in a disadvantaged context.
Li X
Front Psychol · 2026 · PMID 42369316 · Full text
PURPOSE: The relationship between motor competencies and academic achievement in children from disadvantaged backgrounds remains unclear. This study proposes a theoretical framework titled "Motor Competency-Academic Achi...
PURPOSE: The relationship between motor competencies and academic achievement in children from disadvantaged backgrounds remains unclear. This study proposes a theoretical framework titled "Motor Competency-Academic Achievement Link Based on Cognitive Demand Hierarchy" to guide subsequent investigations into the association between hierarchically structured motor competencies and academic achievement among children from disadvantaged backgrounds. We hypothesize that visual-motor integration within the sensorimotor integration dimension, which requires active higher-order cognitive involvement, may exhibit a significant association with academic achievement. METHODS: A cross-sectional study design was employed, with a sample of 155 children aged 6-12 years from a rural primary school in a mountainous region of Yunnan, China. Hierarchical motor competencies were assessed, including speed, hand dribbling, and visual-motor integration measured using a modified five-figure version of the Bender-Gestalt test. Academic achievement was operationalized as a composite index derived from standardized final examination scores. Hierarchical multiple regression analysis was conducted to examine the extent to which each motor competency level was uniquely associated with academic achievement, while controlling for demographic covariates. RESULTS: Hierarchical regression analysis, controlling for grade, gender and BMI, revealed that visual-motor integration was a significant correlate of overall academic achievement (β = 0.436, < 0.001). Domain-specific analyses showed that visual-motor integration significantly correlated with both mathematics (β = 0.419, < 0.001) and Chinese language (β = 0.393, < 0.001) performance. Basic speed measures showed a significant association with Chinese language only when grade was controlled. However, sensitivity analyses omitting grade indicated that this association was not robust and was likely confounded by developmental differences. In contrast, the correlates between visual-motor integration and academic achievement remained statistically significant across different nutritional status groups and were confirmed in multiple sensitivity analyses. CONCLUSION: The present findings provide preliminary evidence that, in resource-limited settings, children's visual-motor integration may be a domain-general correlate of academic achievement. In contrast, automated motor skills did not emerge as a significant correlate of academic achievement. Speed does not show an independent association after accounting for grade-related maturational differences.
L2 students' academic emotions in teacher feedback and GAI-generated feedback on argumentative writing.
Wang L, An M
Front Psychol · 2026 · PMID 42369315 · Full text
With the rise of generative artificial intelligence (GAI) in the field of second (foreign) language writing, GAI-generated feedback has garnered increasing scholarly attention. While previous research has compared the ef...
With the rise of generative artificial intelligence (GAI) in the field of second (foreign) language writing, GAI-generated feedback has garnered increasing scholarly attention. While previous research has compared the efficacy of GAI and teacher feedback, the academic emotions elicited by GAI during the revision process remain under-explored. To fill this lacuna, this study employed a mixed-methods research design to investigate the emotional experiences and corresponding regulation strategies of L2 students in both teacher and GAI-generated feedback contexts. Eighty-six Chinese master's students participated in the study, with qualitative data gathered from written retrospective reflections, essays with teacher feedback, screenshots documenting the GAI-assisted revision process, and semi-structured interviews. The results revealed that students experienced higher levels of positive emotions in teacher-feedback contexts, whereas GAI-generated feedback was associated with more negative emotions. Furthermore, the findings identified distinct occurrences, types, and developmental trajectories of emotions across the two feedback conditions. This study offers important pedagogical implications, encouraging teachers to adopt hybrid feedback strategies and suggesting ways to help students manage negative emotions by fostering a growth mindset and enhancing feedback literacy.
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