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Introduction Information and communication technologies, including wearable sensors, offer accessible and ecological ways to support psychological processes underpinning technical practice in sport, such as the regulation of attention, arousal and mental load. The aim of this exploratory study is to examine whether heart rate (HR) and physical activity (PA), recorded with a chest-worn wearable, can serve as a potential, indirect correlate of the mental load experienced during golf putting training. Two research questions were of interest: (i) Do pre-shot HR and PA differ between made and missed putts? (ii) Do pre-shot HR and PA differ following a made compared with a missed putt? Methods Seven youth golfing athletes (13–16 years old; handicap (hcp) index < 12) performed a putting training exercise in which the goal was to score five consecutive putts from 3-metre distance to the hole. HR and PA were recorded continuously and matched with putting performance using video footage. Pre-shot HR and PA were taken as the mean over the 5 s before ball contact. Because the putts are nested within sessions and athletes, the analyses combine within-athlete non-parametric tests, corrected for multiple comparisons and reported with effect sizes, with linear mixed-effects models treating athlete and session as random effects. Results Pre-shot HR and PA do not differ significantly between made and missed putts (mixed-model estimate for HR: +0.09 bpm, 95% CI [−0.46, 0.64]; p = 0.76). However, pre-shot HR is higher following a made putt and lower following a missed one (+5.08 bpm, 95% CI [4.54, 5.62]; p < 0.001), an association that persists after adjusting for the pre-shot HR of the preceding putt. PA shows the opposite trend. Discussion Because no subjective ratings of mental load, arousal or affect were collected, mental load remains one plausible interpretation of this pattern rather than an established one. Pending validation against such measures, the approach could offer coaches and athletes an exploratory starting point for conversations about how training situations are experienced, and illustrates how continuous monitoring of HR may provide a potential indirect correlate of mental load in youth golfers.

Introduction Level-2 visual perspective taking (VPT-2) reflects children’s ability to understand others’ visual experiences. However, the effects of viewing angle and task materials on 4-year-olds’ performance remain unclear. Methods Using a picture-taking (“photographer”) task, this study examined the effects of test tool and rotation angle, as well as egocentric error patterns, among 163 four-year-old children from Hainan, China. A 2 (test tool: Lego figurines vs. geometric solids) × 3 (rotation angle: 0°, 90°, 180°) within-subjects design was used. The formal test comprised 18 four-alternative trials, with three trials in each Tool × Angle condition; each correct response scored 1 and each incorrect response scored 0. Performance was assessed using raw correct scores and the proportions of egocentric errors. Results Rotation angle significantly affected performance in a nonmonotonic pattern: raw correct scores were highest at 0°, followed by 180°, and lowest at 90°. The main effect of test tool was significant, with higher raw correct scores in the Lego figurine condition than in the geometric solids condition. The Tool × Angle interaction for raw correct scores was not significant. The proportions of egocentric errors showed significant main effects of test tool and rotation angle, as well as a significant Tool × Angle interaction. Egocentric errors were most pronounced in the geometric solids condition at 180°. Supplementary analyses revealed no significant sex main effect or sex-related interactions. Discussion These findings indicate that 4-year-olds’ VPT-2 performance varies across rotation angles and test materials. Performance differences between material conditions may be associated with differences in task structure, stimulus discriminability, social cues, and spatial-relational judgment demands, whose independent contributions could not be isolated in this study. Because the analyses relied on raw correct scores and error-type data, the findings should be interpreted as differences in behavioral performance rather than direct evidence about processing strategies or cognitive mechanisms.

Introduction Transgender and gender diverse (TGD) older adults in the United States (U.S.) face barriers to accessing health information and resources they need to make informed healthcare decisions. More resources are needed to promote their agency and preparedness to navigate an increasingly complex healthcare system and sociopolitical landscape. The purpose of this study was to develop a testable web-based resource to support informed healthcare decision-making for TGD older adults. Methods This multimethod co-design study integrated a human-centered design approach that centered the perspectives of TGD older adults in the research process. In the prototyping and testing phases of the study, TGD adults and multidisciplinary professionals from across the U.S. were enrolled to co-develop a web-based resource with the research team during individual and paired interviews. Participants also completed a demographic questionnaire and a website usability survey. Thematic analysis of qualitative data was used to identify design themes, which guided iterative prototyping of the web-based resource. Quantitative data were analyzed descriptively. Complementary data from the usability survey and participant interviews were integrated in a joint display. Results A total of 27 participants, of whom 14 (52%) were TGD older adults, enrolled in the prototyping and testing phases. Analysis of qualitative data across both phases yielded five design themes that structured the development of a functional web-based resource: (1) Facilitating healthcare decisions through information and resources; (2) Organizing complex content with clarity and inclusivity; (3) Maintaining security, accessibility, and navigability; (4) Phasing rollout to communities and organizations; and (5) Planning for leadership, stewardship, and partnership. In the prototyping phase, three low- and mid-fidelity prototypes of a health information and resources website for TGD older adults were developed. In the testing phase, participants trialed a mid-fidelity prototype of the website, and their recommendations for improvements were integrated into a high-fidelity prototype for dissemination. Conclusion This study is one of few studies using participatory methods to engage TGD older adults in public health research. Through the development of a health information and resources website, this study demonstrates an innovative and feasible community-based co-design approach to addressing barriers affecting healthcare decision-making for TGD older adults.

Academic expectations can be an important part of adolescent development, but students may experience these expectations as pressure. This study examined perceived parental pressure and academic stress among school students aged 16-18 years in Thanjavur, Tamil Nadu, and assessed the association between the two variables. A quantitative, descriptive-correlational, cross-sectional design was used. Convenience sampling yielded 61 consenting students. Data were collected through an online structured questionnaire containing a 20-item perceived parental-pressure measure and a 30-item academic-stress measure. Descriptive statistics, Cronbach's alpha, and Pearson's product-moment correlation were used. The mean perceived parental-pressure score was 52.31 (SD = 17.07), and the mean academic-stress score was 85.62 (SD = 22.59). Internal consistency was high in this sample (α = .95 and .96, respectively). Perceived parental pressure was positively associated with academic stress, r = .38, p = .003, 95% CI [.14, .57]. Students reporting greater perceived parental pressure tended to report greater academic stress. Because the study was cross-sectional and used a convenience sample, the findings do not establish causation and should not be generalised to all adolescents. The results highlight the value of realistic academic expectations, supportive family communication, and accessible school-based student support.

Background Stroke is a leading cause of disability worldwide and is frequently accompanied by psychological and functional impairments. Acceptance and Commitment Therapy (ACT), a third-wave behavioral intervention focusing on psychological flexibility, has been increasingly applied in stroke rehabilitation. Although previous reviews have suggested beneficial effects of ACT in stroke patients, whether these benefits persist in the short term after the intervention ends, and the certainty of the evidence, remain unclear. Methods A systematic review and meta-analysis was conducted according to PRISMA guidelines and registered in PROSPERO (CRD420261325108). Randomized controlled trials evaluating ACT in stroke patients were included. Pooled effects were calculated using random-effects models, with separate analyses for post-intervention and follow-up outcomes. Sources of heterogeneity were explored using subgroup analyses and meta-regression. Risk of bias was assessed using the Cochrane Risk of Bias 2 tool, and certainty of evidence was evaluated using the GRADE framework. Results Twenty-two RCTs involving 1,975 participants were included. ACT may be associated with reductions in depressive symptoms (post-intervention: SMD = −1.32, 95% CI: −1.80 to −0.84; follow-up: SMD = −0.76, 95% CI: −1.07 to −0.45) and anxiety symptoms (post-intervention: SMD = −1.36, 95% CI: −1.90 to −0.82; follow-up: SMD = −0.51, 95% CI: −1.42 to 0.40, not significant); depressive symptoms remained statistically significant at follow-up. Heterogeneity was considerable for both outcomes at post-intervention ( I 2 = 93.68% for depression and 93.60% for anxiety), so the pooled estimates represent average effects across studies. ACT may also be associated with improvements in psychological flexibility, quality of life, and sleep quality; however, these outcomes were based on a limited number of studies and showed considerable heterogeneity ( I 2 = 74.68 to 92.26%), so they should be interpreted cautiously. However, no statistically significant effects were observed for activities of daily living, neurological function, or hope. ACT did not appear to increase dropout rates in the available studies ( K = 16; RR = 0.99, 95% CI: 0.58–1.69). Meta-regression analyses indicated that intervention duration may not be a significant moderator of treatment effects. The certainty of evidence ranged from very low to moderate, mainly due to risk of bias and inconsistency. Conclusion Acceptance and Commitment Therapy may be a useful adjunctive intervention for improving psychological outcomes in people with stroke. However, evidence for functional recovery remains insufficient. Future high-quality RCTs with standardized protocols, larger samples, and longer follow-up are needed to confirm the long-term effectiveness of ACT. Systematic review registration https://www.crd.york.ac.uk/PROSPERO/ , identifer CRD420261325108.

Creative competence, defined as the knowledge, skills, and dispositions required both to act creatively and to cultivate creativity in learners, is increasingly framed as a core professional capability for teachers, yet initial teacher education rarely addresses it systematically. This brief research report examines whether a game-based instructional module embedded in a standard pedagogy course can strengthen pre-service teachers' creative competence. Using a quasi-experimental, nonequivalent-groups pre-test/post-test design, two intact cohorts of undergraduate pre-service teachers ( N = 118) completed either a 12-week game-based module (“Creative Pedagogy Lab”; n = 61) or a conventional seminar covering the same syllabus ( n = 57). Outcomes included creative self-efficacy and creative personal identity (Short Scale of Creative Self), teaching-for-creativity competence, divergent thinking (Alternative Uses Task), and blind consensual ratings of an authentic lesson-design product; reflective journals and focus groups captured participants’ experiences. Covariate-adjusted analyses showed significant advantages for the game-based condition in creative self-efficacy ( η p² = .10), teaching-for-creativity competence ( η p² = .12), originality of ideas ( η p² = .06), and rated creativity of lesson designs (d = 0.82). No significant effect emerged for ideational fluency, and the effect on creative personal identity was small and did not survive correction for multiple comparisons. Qualitative findings offer contextual insight into these patterns rather than independent evidence of causal mechanism: participants described the games as low-stakes “safe-fail” spaces that granted permission to experiment, while time pressure and coverage anxiety constrained engagement. The results provide preliminary evidence that game-based approaches can be integrated into professional preparation without displacing core content, and they point to organizational conditions—curricular space, facilitator development, and assessment alignment—needed to sustain such approaches in teacher-education organizations. As a single-institution study with a predominantly female, elementary-track sample, these findings are preliminary and may not generalize to other subject areas, institutions, or more gender-balanced cohorts.

The development of digital-based work systems has increased job demands and technology use, which may lead to burnout among workers, particularly in the telecommunications sector. This study aimed to determine the relationship between job demands and technostress with burnout levels among employees of PT Telkom Infrastruktur Indonesia in Medan. This study employed a quantitative cross-sectional design. The population consisted of 55 employees, and all members of the population were selected as samples using a total sampling technique. Data were collected using the Job Demands-Resources Questionnaire (JD-RQ), Technostress Creators Scale, and Oldenburg Burnout Inventory (OLBI). Data analysis was conducted using the Spearman Rank Correlation test with a significance level of 0.05. The results showed a significant and strong positive relationship between job demands and burnout, with a p-value = 0.001 and a correlation coefficient of r = 0.750. In addition, a significant and strong positive relationship was also found between technostress and burnout, with a p-value = 0.001 and a correlation coefficient of r = 0.687. High job demands and technostress were associated with increased burnout. The company is advised to strengthen burnout prevention efforts by optimizing workload evaluations that take actual working conditions into account, providing regular training on the use of digital systems, and enhancing employee recovery initiatives through the optimal utilization of annual leave and better management of work-related communication outside working hours.

Self-harm represents a serious mental health concern in which emotional experiences play a significant role in both its onset and maintenance. This exploratory study examined which emotions were most frequently reported before and after self-harm, how selected emotions changed following self-harm, and how emotional experiences were associated with specific forms of self-harm and demographic factors (gender, religious identification). The sample comprised of 158 university students, of whom 130 reported a history of self-harming behavior and were included in analyses of emotional experiences. Data were collected using a modified Self-Harm Inventory questionnaire and measures assessing the occurrence of emotions before and after self-harm. Anger, feelings of failure, and sadness were the most frequently reported emotions preceding self-harm, whereas sadness, relief, disappointment, guilt, and shame were the most frequently reported emotions following self-harm. The reported frequency of anger, guilt, and sadness decreased following self-harm, whereas negative emotions remained prominent after the behavior. After Benjamini–Hochberg correction for multiple comparisons, religious identification remained negatively associated with self-harm frequency and with the reported frequency of several emotions. Gender was not significantly associated with the examined variables, although this finding should be interpreted cautiously given the gender imbalance and limited sample size. After correction, selected associations between emotions and specific forms of self-harm remained significant, including associations of anger with hitting oneself, disgust with starving oneself, hatred with self-defeating thoughts, guilt following laxative misuse, and changes in anger with hitting oneself and intentionally worsening medical situations. Overall, the findings indicate selective associations between emotional experiences and self-harming behavior while underscoring the need for longitudinal and event-level research to clarify their temporal and causal dynamics.

The present study examined the relationship between imposter phenomenon and career anxiety among final-year students in India. A quantitative correlational design was adopted with a sample of 36 final-year students (10 males, 26 females) selected through convenience sampling. Standardized measures included the Clance Imposter Phenomenon Scale and a self-constructed Career Anxiety Scale. Data were analyzed using descriptive statistics, Pearson?s correlation, and independent-samples t-tests. Results revealed a significant moderate positive correlation between imposter phenomenon and career anxiety (r = .45, p = .006). Female students reported slightly higher scores on both constructs, but gender differences were not statistically significant (p > .05). Findings suggest that imposter feelings contribute to career anxiety and may inform career counselling interventions in college settings.

Background Diabetes frequently co-occurs with depression, anxiety, and diabetes-related distress, and psychological status directly influences glycaemic control and the risk of complications. Traditional mental health assessment relies on subjective scales. With the growth of digital health, digital phenotyping offers a new paradigm for real-time, objective mental health monitoring and prediction. However, the pathways through which these technologies perform monitoring and prediction remain unclear. Objective This scoping review aimed to systematically map the application pathways of digital phenotyping for mental health monitoring and prediction in people with diabetes, and to use machine learning-assisted text mining to analyse the main research themes and hotspots, thereby informing the future development of individualised risk prediction models and monitoring systems. Methods A scoping review search was conducted in six English databases (PubMed, Embase, CINAHL, Web of Science, Scopus, and the Cochrane Library) and four Chinese databases (CNKI, Wanfang, VIP, and China Biomedical Literature Database[CBM]), covering studies published from database inception to 10 September 2026. The search strategy was built around terms related to diabetes, digital phenotyping, and mental health. Machine learning-assisted literature mining was used to identify thematic patterns in the included studies. The study selection process and overall workflow followed the PRISMA extension for scoping reviews (PRISMA-ScR). Results A total of 2,968 records were retrieved. After screening, 10 studies were included. The evidence indicated that digital phenotyping mainly enables real-time monitoring of mental health in people with diabetes through signals such as continuous glucose monitoring (CGM), passive smartphone sensing, voice, and ecological momentary assessment (EMA). Machine learning methods were widely used for risk prediction modelling, but most studies built models at the group level, with only a few adopting n -of-1 analysis or subgroup prediction to achieve individualised risk prediction. External validation of models was generally lacking, and no intervention studies were identified. Conclusions Preliminary evidence suggests that digital phenotyping has exploratory potential for mental health monitoring and prediction in people with diabetes, but research that genuinely achieves individualised risk prediction remains limited. Closed-loop monitoring-intervention design and multicentre external validation are the main directions for future research. Systematic Review Registration https://osf. io/6wsaj/ .

Introduction Event nominalizations are a central feature of academic language: they compress complex events into nominal structures, increasing informational density while reducing the transparency of thematic-role assignment. The present eye-tracking study examined whether nominalizations impose greater processing demands than corresponding active and passive constructions in developing readers, and whether these effects vary across readers with different linguistic and literacy profiles. Methods Seventy-nine fifth- and sixth-grade children participated in the study: 28 typically developing monolingual Italian children, 21 monolingual Italian children with developmental dyslexia, and 30 typically developing bilingual children with migrant background and Italian as the societal language. Participants silently read short passages in which the same target event was expressed either as a nominalization, a passive construction, or an active construction, and then answered comprehension questions while their eye movements were recorded. Accuracy, standard eye-movement measures, and scanpaths were analyzed to capture comprehension outcomes and online reading strategies. Results Nominalizations did not significantly reduce comprehension accuracy, but they affected online processing during both initial reading and the question-answering phase. Scanpath dissimilarity was higher for nominalizations than for both verbal constructions during initial reading, and than for passives during question-answering in correctly answered trials. In these trials, nominalizations were also associated with a higher probability of partial rescanning and a lower probability of minimal rescanning relative to active texts, indicating greater reliance on rereading when answering questions correctly. Moreover, children with dyslexia showed a generalized increase in processing effort, whereas bilingual children displayed an intermediate profile, with increased reliance on rereading during question-answering. Discussion These findings indicate that nominalizations significantly influence online reading processes even when questions are answered correctly, suggesting additional demands in retrieving information about event participants. Overall processing patterns differed across reader groups, and children with dyslexia showed the greatest effort in both online reading and question-answering.

Psychoanalysis occupies a unique position in psychiatry, simultaneously a body of knowledge, a method of clinical investigation, and a form of treatment. Despite its relevance to clinical practice, postgraduate psychiatry residents often encounter the subject with limited structured exposure, resulting in either fascination or dismissal. This primer aims to bridge that gap by providing an accessible, theoretically grounded introduction to psychoanalysis and its derivatives psychoanalytic psychotherapy and psychodynamic psychotherapy for postgraduate psychiatry residents. It outlines the core principles of psychoanalytic theory, the evolution of the field since Freud, key underlying neurobiological concepts, and the common factors shared across various dynamic therapies. The paper does not serve as a training manual, nor does it provide detailed accounts of individual defense mechanisms, models of mind, dream analysis, drive theory, or the historical development of analytic schools. It is intended to sensitize residents to the field and provide a foundation for further independent study.

Introduction As noted in successive OECD assessment reports, global education systems are shifting from standardized assessments toward prioritizing students’ psychological wellbeing and autonomous agency. However, cross-cultural quantitative evidence regarding how these macro-policy transformations relate to students’ micro-psychological perceptions and academic behaviors remains limited. Methods Utilizing a cross-sectional survey, this study analyzed data from 1,309 university students in Shanghai, China, and Kazakhstan. Multi-Group Confirmatory Factor Analysis and Structural Equation Modeling (SEM) were employed to examine the structural associations and measurement invariance among Perceived Educational Transformation (PET), Intrinsic Motivation (IM), and Learning Engagement (LE). Results The three-factor model demonstrated strict measurement invariance across both samples. SEM findings indicated that IM partially mediated a significant indirect associative mechanism the positive structural relationship between PET and LE (indirect effect = 0.098, 95% CI [0.076, 0.122]). This statistical mediating pathway was consistent across both cohorts, showing only trivial inter-group differences (all parameter Δ p > 0.05). Baseline comparisons revealed the Shanghai sample reported higher PET, yet IM and LE levels exhibited no significant quantitative differences between the two groups (Cohen’s d < 0.10). Discussion Higher perceptions of educational transformation do not linearly correspond to enhanced motivation, potentially constrained by unobserved systemic evaluation pressures. The findings suggest that autonomy-supportive educational environments are consistently associated with higher Intrinsic Motivation and academic engagement, regardless of differentiated macro-educational contexts. However, due to the cross-sectional design, these findings represent structural associations rather than directional causality.

Introduction The Tibetan Buddhist tradition distinguishes between two broad categories of meditation: Sutra and Tantra, which differ in the methods and mental faculties they employ. The main neurophysiological studies of Tibetan Buddhist meditation have been conducted mostly on Sutra practices; while Tantric meditation remains less studied. Methods This publication presents a dual comparative study, using both between-groups and within-subjects design, of the neurophysiological (EEG) correlates characterizing Sutra and Tantra meditative practices, examining both the meditative states and the meditative traits. The study was carried out within the natural environment of Tibetan Buddhist monasteries in India, maintaining the socio-cultural context. Two groups of long-term practitioners (Buddhist monks of Gelug lineage), one experienced in the Tantra tradition (T-group, n = 21) and the other in the Sutra tradition (S-group, n = 20) participated in the study. Results A between-group cluster permutation test revealed that the groups differed in EEG alpha power during meditation, as well as in baseline resting conditions before and after meditation. Specifically, T-group demonstrated consistently lower alpha power compared to the S-group, regardless of the conditions. Thus, the observed differences are stable characteristics of the groups. The within-subjects analysis demonstrated that the conditions (meditation, and baseline resting states before and after meditation) differed only in the T-group: during meditation, an increase in individual alpha peak frequency (iAPF) was observed in the occipital leads, followed by a decrease in iAPF after meditation. Discussion We suggest that reported between-group differences represent enduring meditative traits developed through years of training in meditative techniques in the Sutra and Tantra traditions. Nevertheless, we cannot entirely exclude the possibility that these variations may also stem from certain cohort-specific characteristics unrelated to meditation. An examination of individual power spectra revealed that the absence of significant differences in EEG spectral power between conditions can be primarily attributed to the inter-individual variability in both groups. This variability, in turn, may stem from extensive expertise of highly experienced practitioners, who over years of training, develop individualized cognitive strategies for maintaining the meditative state. Our future research will focus on a more detailed quantitative analysis of inter-individual variability during meditations and on identifying additional between-group differences among practitioners in different traditions.

Background: The increasing use of Instagram among medical students has raised concerns about its potential impact on academic performance. However, existing evidence remains inconsistent, and researchers have not yet fully understood the psychological mechanisms underlying this relationship. Objective: To evaluate the association between Instagram use intensity and academic performance while investigating the mediating role of grit. Methods: A cross-sectional analytical study was conducted among 128 third-semester medical students at the Faculty of Medicine, Universitas Airlangga, Indonesia. Instagram use intensity was measured using the Instagram Intensity Scale Questionnaire (IISQ), and grit was assessed with the Short Grit Scale (Grit-S). The assessment of academic performance was conducted through pharmacology and biochemistry block examination scores, the semester grade point average (SGPA), and the cumulative grade point average (CGPA). Correlation analyses, group comparisons, and mediation analysis using PROCESS Macro Model 4 with bootstrap resampling were performed. Results: Instagram use intensity was not significantly associated with any academic performance measure (p>0.05). However, it was negatively associated with grit (r= −0.276, p=0.002), whereas grit was positively associated with all academic outcomes (all p<0.001). Mediation analysis demonstrated significant indirect effects of Instagram use intensity on pharmacology and biochemistry examination scores, SGPA, and CGPA through grit, indicating full mediation. Conclusions: Instagram use intensity was not directly associated with academic performance. Instead, its influence operated indirectly through grit, suggesting that interventions promoting perseverance and self-regulated learning may be more beneficial than strategies focused solely on reducing Instagram use.

Sleep and circadian disturbances in Alzheimer’s disease (AD) affect patients and caregivers, but clinical action depends on the syndrome, measurement, and outcome under consideration. This narrative review links sleep assessment to indication-based care while distinguishing symptomatic benefit, physiological target engagement, and disease modification. A purposive literature search was supplemented by targeted checks of PubMed-indexed and original publisher records through 4 October 2026. Selected studies are described by population, AD ascertainment, comparator, and measured endpoint rather than assigned formal evidence-certainty grades. Actigraphy characterizes behavioral rest–activity patterns; melatonin timing and temperature rhythms address endogenous circadian physiology under controlled conditions. Polysomnography and quantitative electroencephalography characterize respiratory events, sleep architecture, and oscillatory activity. These measurements inform different questions and do not independently assign AD etiology or cognitive-functional stage. Clinical priorities include confirmed obstructive sleep apnea, cognition-adapted insomnia care, irregular sleep timing, medication-related effects, parasomnias, limb symptoms, and excessive daytime sleepiness. Interpretation incorporates hypoxemia, treatment exposure, comorbidity, caregiver support, and competing diagnoses. Randomized sleep benefits remain distinct from observational cognitive associations or exploratory imaging and cerebrospinal fluid changes. Human and animal studies of arousal circuits, protein dynamics, inflammation, and fluid transport provide mechanistic context, with conflicting results interpreted according to the actual experimental endpoint. The review provides a clinically organized account of selected evidence, not a comprehensive treatment ranking. Sleep care and cognitive-etiologic assessment should proceed in parallel, with follow-up matched to patient function, safety, and the specific treatment goal.

The aim of this study was to identify the latent profiles of young adults based on their levels of cyber victimization, perceived social support, self-compassion, and difficulties in emotion regulation (DER), and to examine whether these profiles differed according to gender and academic year. The study included 425 young adults enrolled at a public university in Türkiye. Data were collected using the Cyber Victimization Scale, the Multidimensional Scale of Perceived Social Support, the Self-Compassion Scale–Short Form, and the Difficulties in Emotion Regulation Scale. Latent Profile Analysis (LPA) and the R3STEP procedure were used to analyze the data. The findings revealed four distinct latent profiles: The Protective Resources Profile, Low Self-Compassion / High DER Profile, Moderate Psychosocial Adjustment Profile, and High Self-Compassion / Average DER Profile. The R3STEP analysis indicated that gender was significantly associated with latent profile membership, whereas academic year showed limited associations. Specifically, compared with male students, female students were less likely to belong to the Low Self-Compassion / High DER Profile and the High Self-Compassion / Average DER Profile rather than the Protective Resources Profile, but were more likely to belong to the Moderate Psychosocial Adjustment Profile rather than the Low Self-Compassion / High DER Profile. Additionally, fourth-year students were more likely than first-year students to belong to the Low Self-Compassion / High DER Profile rather than the Protective Resources Profile.

Sleep quality is fundamental to college students’ physical and psychological health and academic functioning. Amid increasing digitalization and stress, sleep problems remain prevalent among college students. Previous research has shown that physical activity, cognitive processing styles, and behavioral regulation patterns are associated with sleep outcomes, but these variables have often been examined separately, with limited attention to their integrated association structure. Based on cross-sectional survey data, this study used latent-variable structural equation modeling to examine the sequential indirect association pattern among physical activity, negative attentional bias, bedtime procrastination, and sleep quality. Using cluster sampling, data were collected from 921 college students from four universities in East China (439 males, 482 females; M_age = 20.34, SD = 1.59). Measures included the Physical Activity Rating Scale (PARS-3), Negative Attentional Bias Scale, Bedtime Procrastination Scale, and Pittsburgh Sleep Quality Index (PSQI). Structural equation modeling and bootstrap methods examined indirect associations. Results indicated that physical activity was significantly associated with lower PSQI scores, indicating better sleep quality (B_total = −0.072, β _total = −0.440, p < 0.001). Negative attentional bias and bedtime procrastination both showed significant partial indirect associations. The simple indirect associations through negative attentional bias and bedtime procrastination accounted for 20.8 and 15.3% of the total association, respectively. The sequential indirect association “physical activity → negative attentional bias → bedtime procrastination → sleep quality” was also significant, although its proportion was relatively small (4.2%). Overall, the total indirect association accounted for 40.3% of the total association. Multi-group structural analysis indicated that the association structure was broadly comparable across gender groups, although associations involving bedtime procrastination appeared stronger among female students. By integrating cognitive processing and behavioral regulation perspectives, this study provides a more integrative view of the association between physical activity and sleep quality. The findings suggest that college students’ sleep problems may be embedded within a broader system of health behaviors and psychological processes. Given the cross-sectional design, future longitudinal or experimental studies should examine the dynamic associations among these variables.

The relationship between parenting behaviour and children's socio-emotional functioning is well documented in Western samples, yet evidence from primary-school-age children in Andhra Pradesh, India, is limited. This cross-sectional correlational study examined whether parent-reported authoritative, authoritarian, and permissive parenting were related to children's total difficulties and prosocial behaviour. Fifty parents of children aged 6-12 years completed an online 25-item researcher-developed questionnaire. Most parents (86%) reported predominantly authoritative behaviour. Authoritative parenting was unrelated to prosocial behaviour (r = .06) and difficulties (r = -.03), and authoritarian parenting was unrelated to difficulties (r = .13), so the main hypotheses were not supported. Authoritarian parenting was negatively correlated with prosocial behaviour (r = -.37, p = .009), and children from joint families scored higher on prosocial behaviour than children from nuclear families (d = 0.70). Scale reliability was low (α = -.21 to .28), so the findings are tentative. Validated tools and larger samples are needed.

Introduction Deception elicits measurable cognitive and linguistic changes, yet accurately identifying deceptive language in high-stakes environments remains a persistent challenge. Although natural language processing (NLP) and machine learning (ML) techniques have shown promise in detecting misinformation and low-stakes deception, their performance on spontaneous, stress-induced speech remains poorly understood. This study investigates linguistic markers of deception and evaluates the performance of supervised ML models and a knowledge-grounded language model, FranklinAsk™, across both synthetic and real-world datasets. Methods Linguistic analyses were conducted on responses from a National Center for Credibility Assessment (NCCA) military training exercise involving truthful and deceptive participants. A synthetic dataset was generated using MOSTLYAI to provide a balanced corpus for ML training. Linguistic features were extracted using pretrained NLP models, and supervised classifiers, including logistic regression, Random Forest, Naïve Bayes, and Support Vector Machine (SVM), were trained using LIWC-22 features with 10-fold cross-validation. The FranklinAsk™ RAG system was evaluated using the same participant responses to compare knowledge-grounded reasoning with statistical learning. Results Two linguistic features, cardinal numbers (nominal p = 0.041) and particles (nominal p = 0.0486), reached the unadjusted significance threshold, each with a moderate effect size ( d = 0.55); neither remained statistically significant after Benjamini-Hochberg FDR correction (adjusted p = 0.668 for both). No significant sentiment differences were observed. On the synthetic dataset, logistic regression performed best (F1 = 0.930; ROC AUC = 0.978), but all supervised models showed substantial performance declines when applied to the real-world dataset. In contrast, FranklinAsk™ achieved the highest F1-score (0.519), highest accuracy (0.487), and second-highest recall (0.700) on the military exercise data. Discussion These findings highlight the limited generalizability of synthetic-trained deception models to real-world, high-stakes communication and motivate further investigation of knowledge-grounded language models as an alternative approach when labeled real-world training data are limited. Future research should prioritize expanding ecologically valid datasets and exploring hybrid approaches that combine statistical modeling with knowledge-grounded reasoning.