Psychology

This study aimed to explore in depth the experiences of social exclusion in public settings among parents and primary caregivers of autistic children. In this descriptive phenomenological study, semi-structured in-depth interviews were conducted with 17 participants caring for 16 children (14 individual-parent interviews, one joint mother-father interview, and one interview with a primary caregiver/grandmother). Data were analysed using steps 1–6 of Colaizzi’s phenomenological analysis procedure; participant validation (step 7) was not undertaken in view of the sample’s high caregiving burden and emotionally demanding circumstances reported by participants. Reporting followed the COREQ guidelines. Seven main themes were identified: (1) Invisible Difference and a Crisis of Credibility, (2) Moral Judgement of the Parent, (3) The Exclusionary and Protective Roles of Institutions, (4) Invisible Care Work, Self-Sacrifice, and the Narrowing/Dissolution of Identity Within the Caregiving Role, (5) Coping Strategies Between Avoidance and Deliberate Exposure, (6) The Protective Role of Material Resources, Social Capital, and Social Embeddedness, and (7) Persistent Future Anxiety: “What Will Happen After I Am Gone?” Two additional findings were also identified: effects on siblings, and a temporary easing of exclusion in seaside settings. The findings reveal a multidimensional experience of exclusion in which parents and primary caregivers of autistic children are repeatedly required to explain their child’s invisible difference in public settings, face the risk of moral judgement, and cope with unpredictable institutional responses. The intensity of this experience varies according to the resources available to the family and is lived under the shadow of persistent anxiety about the child’s future. These findings provide a context-specific, empirical basis that can inform public awareness and institutionally inclusive policies.

The present study investigated the predictive role of trait mindfulness in relation to depression, anxiety, and stress among Pakistani young adults. The following hypotheses were formulated: H1: Trait mindfulness will significantly and negatively predict depression among Pakistani young adults. H2: Trait mindfulness will significantly and negatively predict anxiety among Pakistani young adults. H3: Trait mindfulness will significantly and negatively predict stress among Pakistani young adults. A sample of 405 participants (189 males, 216 females; aged 18–30 years, M = 22.39, SD = 2.823) completed an online survey including the Mindful Attention Awareness Scale (MAAS) and the Depression Anxiety Stress Scale (DASS-21). Reliability and normality assessments confirmed the adequacy of the measures. Linear regression analyses revealed that trait mindfulness significantly and negatively predicted depression (R² = .237, p < .001), anxiety (R² = .210, p < .001), and stress (R² = .201, p < .001). These findings were consistent with the hypotheses formulated and the theoretical perspectives. The study adds value to global evidence in relation to the Pakistani context, highlighting trait mindfulness as a preventive factor against negative emotions and emphasizing the need for culturally adapted mindfulness-based interventions to enhance psychological resilience among young adults.

Background and Purpose: Non-suicidal self-injury (NSSI) is a global concern in adolescent mental health. Rural boarding middle school students, as a unique and vulnerable population, remain understudied regarding the potential heterogeneity and longitudinal trajectories of NSSI. This study aimed to identify latent classes of NSSI among this group, examine their transition patterns over time, and evaluate the effectiveness of an emotion management group intervention. Methods: Study 1 cross-sectionally surveyed 927 adolescents; we split samples into non-NSSI and NSSI subgroups and ran latent profile analysis (LPA) only among participants with NSSI ( n =285). Study 2 conducted a 6-month follow-up of 550 participants and applied latent transition analysis (LTA) to examine class shifts and predictive factors. Study 3 was a randomized controlled trial in which 30 students from the High-NSSI received an 8-week emotion-management group intervention. Intervention effects were evaluated using repeated-measures ANCOVA with demographic covariates. Results: Within the NSSI subgroup ( n = 285), two classes were identified: a High-NSSI class ( n = 21, 7.4%) and a Low-NSSI class ( n = 264, 92.6%). Poor sleep quality and bullying victimization independently predicted High-NSSI membership. Longitudinal analysis revealed high stability in the Low-NSSI class (91%) and high fluidity in the High-NSSI class (83% transitioning to low-risk). The emotion-management intervention significantly reduced both NSSI frequency and negative affect. Discussion: These findings demonstrate that clinically meaningful NSSI subtypes exist among rural boarding adolescents and that sleep quality and bullying are key modifiable risk factors. The results support a stepped-care approach in school settings, where the High-NSSI class requires intensive intervention and the Low-NSSI class may benefit from less intensive, universal supports. The emotion-management group intervention is an effective school-based program for the most severe NSSI subtype. Keywords: non-suicidal self-injury, latent profile analysis, latent transition analysis, emotion management, group intervention

Digital technologies are now at the center of university teaching and learning. They can also cause technostress, a strain that arises when technology demands outpace a person's capacity to cope. This study examined how technostress relates to psychological well-being in undergraduates and how these variables differ across demographic and academic groups. The study used a cross-sectional survey design. Using multi-stage sampling, the study selected 1001 undergraduate students (317 male and 684 female). They were enrolled in the faculties of Education, Arts, and Science at two public and two private universities in Lahore District, Pakistan. The study used a 21-item scale to assess technostress across five creators: overload, complexity, uncertainty, insecurity, and invasion. Well-being was assessed with the 42-item form of the Ryff scales. In a pilot sample of 300 students, internal consistency was .71 for technostress and .880 for well-being. Analyses were run in SPSS version 21 and included correlation, t tests for two groups, and ANOVA for more than two groups. The pilot study aimed to determine the instrument’s Cronbach's alpha reliability (TS = 0.705 and RSPW = 0.840). Experts were consulted to confirm the instrument's validity. The study tested the hypotheses using both descriptive and inferential statistics. The findings revealed a weak positive relationship between technostress and psychological well-being among undergraduate students (r = 0.22), which was statistically significant. There was no significant difference between male and female students in technostress and psychological well-being. However, the mean values indicate that females (M = 68.38) have slightly higher technostress than males (M = 67.16). Therefore, universities should foster a supportive digital environment that helps diminish the negative effects of technostress on students’ psychological well-being.

Creativity is widely considered to be a core competency for learners and graduates in rapidly changing environments; personality research has identified two dispositions as relevant to creativity repeatedly: openness to experience (OE) and tolerance of ambiguity (TOA). This narrative review examined how OE, TOA and creativity are related (with particular attention to university undergraduates). The review clarifies the three constructs and their measures, summarizes evidence for OE–creativity, TOA–creativity and OE–TOA associations, compares theoretical accounts linking them together and proposes an integrative model in which TOA may explain how openness translates into creative thinking and achievement. Evidence for an OE–creativity link is substantial and comparatively consistent. Evidence for a TOA–creativity link is positive but less strong, relies heavily on self-report, and is concentrated in a small number of research groups. Formal tests of TOA as a mediator were not found. The review closes with methodological recommendations and a research agenda for undergraduate samples, including cross-cultural and longitudinal designs, and with implications for educators who wish to foster creativity as a student strength.

Nurses delivered much of the direct care to COVID-19 patients and were repeatedly exposed to death, infection risk, and shortages of equipment, yet little is known about how Pakistani nurses experienced and managed posttraumatic stress symptoms (PTSS). This qualitative study explored PTSS, experiences of trauma, perceived psychological impact, and coping strategies among nurses who cared for COVID-19 patients during peak pandemic waves. Eight registered nurses working in COVID wards and intensive care units of public hospitals in Islamabad and Rawalpindi were recruited through purposive sampling and took part in individual semi-structured interviews conducted in Urdu and basic English. Data were analysed using Braun and Clarke’s thematic analysis. Four themes were generated: (a) symptoms related to trauma (altered sleep, changes in temperament, emotional reactivity, diminished interest in social life, flashbacks); (b) threats and stress due to COVID-19 (increased workload, direct threat to self and others, sense of isolation, lack of knowledge and equipment); (c) psychological impact of trauma (increased mental health concerns, burnout and compassion fatigue, elevated death anxiety, lack of optimism about the future); and (d) strategies to cope (sharing workload with the team, emotional support from colleagues). Seven of eight nurses described flashbacks, and accounts spanned several DSM-5 symptom clusters, although no diagnostic assessment was used. Peer teamwork and emotional support were the only coping resources reported, and no participant had received formal counselling. Peer solidarity seems to have been an informal resource of resilience where organizational support was absent and institutional psychological services should be built around it.

The transition from secondary school to higher education is a critical period that shapes students' academic engagement, social integration, and persistence. Despite increased access to higher education in South Africa, many first-year students enter university with expectations that differ substantially from their subsequent experiences, creating adjustment challenges. Guided by Tinto's Theory of Student Integration and Educational Transition Theory, this study explored first-year students' expectations. It examined how students perceived and experienced mismatches between these expectations and the realities of university life. The study adopted an interpretivist qualitative research paradigm and an exploratory descriptive design. Data were collected through three focus group discussions with 21 purposively selected first-year students at a comprehensive university in KwaZulu-Natal, South Africa. They were analysed using reflexive thematic analysis. The findings revealed an expectation–reality mismatch in three areas: social integration and peer relationships, course selection and academic guidance, and academic workload alongside self-directed learning demands. Participants who identified as first-generation students described experiencing additional transition difficulties, which they associated with limited social and cultural capital, inadequate career guidance, and low digital literacy. Participants also associated persistent socioeconomic inequality with these difficulties. The study concludes that expectation–reality mismatch is a psychologically meaningful mechanism through which structural inequality translates into experiences of uncertainty, diminished belonging, and academic disengagement during the first year. Strengthened orientation, mentoring, academic advising, and digital literacy support are recommended to improve student adjustment, engagement, and retention.

The education of young children constitutes the foundation of their cognitive, social, emotional, and behavioural development. Teacher psychological capital, emotional intelligence, and work engagement are personal resources that may be associated with good teaching practices and child development as perceived by teachers. Using COR theory, this study examined the relationships among teacher psychological capital, emotional intelligence, work engagement, teaching effectiveness, and teacher-reported children's developmental outcomes of early childhood educators in Lagos State, Nigeria. The study employed a correlational research design. A sample of 202 early childhood educators was selected through a multistage sampling process, in which five children per teacher's classroom were selected, resulting in a total of 1,010 children rated using the Early Development Instrument (EDI). The data for the study were gathered using the Psychological Capital Questionnaire, the Wong and Law Emotional Intelligence Scale, the Utrecht Work Engagement Scale, the Classroom Assessment Scoring System (CLASS) Pre-K, and the EDI Teacher Version. The scores of five children per teacher were aggregated to measure teacher-level indicators of child developmental outcomes. Data analysis was done using Pearson product-moment correlation, multiple regression, and hierarchical multiple regression at the 0.05 level of significance. The results indicated significant positive correlations among the research variables. Psychological capital, emotional intelligence, and work engagement, both together and individually, made significant contributions to teaching effectiveness and teacher-rated children’s developmental outcomes. Teaching experience and school ownership also significantly moderated the relationship between the independent and dependent variables. This research therefore concludes that psychological capital, emotional intelligence, and work engagement are significant resources for teachers, contributing to teaching effectiveness and teacher-rated children’s developmental outcomes.

This study investigates the alignment between teacher allocation and learner enrolment patterns in Eswatini high schools following the 2023 teacher allocation policy, assessing whether deployment corresponds to learner demand and to the policy goals of equity and efficiency. Guided by the Theory of Compensating Differences, it analysed disparities in enrolment and teacher distribution using documentary evidence from enrolment records, class registers, staffing information, and policy documents from 23 high schools, supplemented by contextual observations. Findings revealed substantial variation: some schools faced overcrowded classrooms, while others had enrolments far below the advised threshold of 400 students required for certain staffing provisions, with several reporting between 172 and 286 students. This raised concerns about the effective use of human and financial resources, particularly in high-density communities where staffing levels did not consistently reflect student numbers. The study concludes that reallocating teachers is necessary but complex, requiring a more responsive and context-sensitive model that goes beyond fixed enrolment thresholds to incorporate regular monitoring, redistribution mechanisms, and consideration of demographic and school-specific conditions. Such an approach would better balance educational equity, resource efficiency, and sustainability of teaching provision. Limitations include reliance on documentary and administrative records from a convenience sample of 23 schools, restricting generalisation to all Eswatini high schools. Nonetheless, the study provides valuable evidence to inform refinement of teacher allocation policy and offers lessons for other resource-constrained education systems experiencing uneven teacher distribution and shifting enrolment patterns.

The rapid integration of digital technologies into teaching, learning, and assessment has created new avenues through which technology-facilitated gender-based violence (TFGBV) may occur in school settings. Existing scholarship has examined TFGBV mainly through the lenses of cyberbullying, digital safety, and student well-being. At the same time, emerging work has also begun to conceptualise digital assessment systems as sites of structural and institutional gendered risk. Building on this systems-level perspective, this conceptual paper shifts attention to the pedagogical and interactional layer of digital assessment, examining how teachers' assessment design and oversight decisions may shape the conditions under which TFGBV becomes more or less likely. Developed through a critical interdisciplinary literature review, the paper draws on Bronfenbrenner's ecological systems theory, digital citizenship frameworks, and classroom assessment scholarship to examine how learning management systems, peer assessment tools, collaborative online assignments, and social media-integrated assessment activities may create conditions conducive to gendered harassment, image-based abuse, and exclusionary behaviour among learners of all genders. The paper proposes the Assessment-Mediated Digital Ethics (AMDE) framework, a theoretically grounded but not yet empirically validated model integrating gender-responsive assessment design, embedded digital behavioural expectations, and structured teacher oversight. AMDE is presented as a complementary pedagogical extension of existing justice-oriented approaches to digital assessment and TFGBV, rather than as a claim of first conceptualisation. The framework provides a basis for future empirical research examining teacher-mediated assessment practices and their relationship to digital safety, ethical participation, and TFGBV risk across diverse educational contexts. Responsibility for TFGBV prevention is understood as shared among teachers, learners, schools, families, technology providers, and policymakers.

Despite growing concerns about mental health difficulties among children and youth, limited empirical evidence exists on the extent to which adverse childhood experiences and resilience predict mental health difficulties among school-going children and youth in rural communities. This research explored the prevalence and psychosocial predictors of mental health difficulties among children and youth. The study adopted a correlational and descriptive research design. Respondents consisted of 837 children and youth, who were selected from Johannesburg West Education District. They were assessed using the Strengths and Difficulties Questionnaire (SDQ), the Adverse Childhood Experiences Questionnaire (ACE-Q), and the Child and Youth Resilience Measure (CYRM) as data-collection instruments. Frequencies and percentages, regression analysis, and moderation analysis were conducted using Hayes' PROCESS Macro. Findings revealed that about 44.4%, 18.3%, and 37.3% of the participants were within the normal, borderline, and abnormal ranges of mental health well-being, respectively. Adverse childhood experiences (ACEs) significantly predicted mental health difficulties (β = .238, t = 7.071, p < .001), contributing about 5.6% of the variation in mental health difficulties among youth and children. Resilience is also a significant predictor (β = −.121, t = −3.524, p < .001), accounting for about 1.5% of the variation in mental health problems; higher resilience was associated with lower levels of mental health difficulties. Moderation analyses showed that age and gender did not significantly moderate the relationships between ACEs, resilience, and mental health difficulties. The study concludes that ACEs constitute a significant risk factor, whereas resilience serves as a protective factor. The findings highlight the need for trauma-informed interventions, resilience-building programmes, and comprehensive mental health support services to promote positive mental health outcomes among children and youth.

Autism Spectrum Disorder (ASD) is one of the most common disabilities in South African schools. However, there is still limited information about children with ASD and their schooling needs in South Africa. Teachers may find it particularly taxing to address behavioral challenges while simultaneously seeking to provide fair and accessible learning opportunities for all learners. This study identifies effective behavioural strategies to help manage the challenging behaviour of learners with ASD. The study conducted observations and semi-structured interviews as part of a qualitative multiple-case study design. The data were analysed inductively, and the results revealed that teachers relied largely on their own informal strategies. These included attempts to meet the child's individual needs, providing positive reinforcement to improve behavioural regulation, practicing positive communication, and using structured routines and regulation breaks. The implementation of these strategies was carried out without formal training or systematic guidance. Learner facilitators also provided valuable support to learners with ASD. These approaches address the inclusion of learners with unique learning capabilities in mainstream learning environments through teacher initiative. This was done to address behavioural challenges in populations with limited systemic support. Given the exploratory, small-scale nature of this study, findings are intended to offer in-depth insight rather than generalisable conclusions. Additionally, recommendations are provided to assist mainstream schools and teacher training.

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

زمینه: آگاهی از خدمات سلامت جنسی و باروری جوان‌پسند (YFSRHS) نقطه شروع مهمی برای توانمندسازی جوانان در شناسایی و جستجوی اطلاعات و مراقبت‌های مناسب سلامت جنسی و باروری است. با این حال، آگاهی از این خدمات ممکن است در بافتارهای مختلف، از جمله مؤسسات آموزش عالی، متفاوت باشد. هدف: تعیین سطح آگاهی از خدمات YFSRHS در میان دانشجویان کارشناسی دانشگاه سنت آگوستین تانزانیا (SAUT)، پردیس مالیمبه. روش‌ها: یک مطالعه توصیفی مقطعی کمی در میان دانشجویان کارشناسی پردیس مالیمبه دانشگاه SAUT انجام شد. داده‌ها با استفاده از پرسشنامه ساختاریافته و خودگزارشی جمع‌آوری شدند. از میان ۱۰۹ پرسشنامه توزیع شده، ۱۰۸ پرسشنامه تکمیل شده در تحلیل گنجانده شدند. از آمار توصیفی برای خلاصه‌سازی آگاهی دانشجویان و منابع اطلاعات گزارش‌شده استفاده شد. نتایج: از میان ۱۰۸ پاسخ‌دهنده، ۹۶ نفر (۸۸.۹٪) گزارش دادند که از YFSRHS شنیده‌اند، در حالی که ۱۲ نفر (۱۱.۱٪) چنین نبوده‌اند. رسانه‌های اجتماعی به عنوان پرکاربردترین منبع اطلاعات گزارش شد (۴۴.۰٪)، پس از آن دوستان یا همسالان (۴۱.۰٪) و مراکز بهداشتی (۳۶.۰٪) قرار داشتند. برنامه‌های دانشگاهی و پوسترها یا تبلیغات کمتر گزارش شدند. نتیجه‌گیری: بیشتر پاسخ‌دهندگان از YFSRHS شنیده بودند، به طوری که رسانه‌های اجتماعی و شبکه‌های همسالان به عنوان کانال‌های اطلاعاتی برجسته عمل می‌کردند. تقویت اطلاعات دقیق از طریق این کانال‌ها، همراه با ارتباطات مبتنی بر دانشگاه، ممکن است به رفع شکاف آگاهی در میان دانشجویانی که همچنان تحت پوشش قرار نگرفته‌اند، کمک کند.

The present study explores police cadets’ perceptions of the Psychology course within their training context. The sample consisted of 111 first-year cadets who completed a structured questionnaire including subscales measuring attitudes toward the course, perceived professional usefulness, contribution to personal development, content evaluation, level of understanding, and comparative evaluation with other courses. The findings indicate a moderate to positive overall attitude, with particularly strong recognition of the course’s professional relevance. However, lower levels of intrinsic motivation and perceived contribution to personal development were observed. The course content was evaluated as contemporary, relevant, and appropriately demanding, although it did not strongly engage students’ interest. A key finding of the study is the clear preference for more interactive and experiential teaching methods, which appear crucial for enhancing student engagement and learning outcomes. Overall, while the Psychology course is acknowledged as an essential component of police education, the results highlight the need for a pedagogical redesign focusing on applied learning and active participation.

The article provides a theoretical substantiation of innovative approaches to the methodological training of higher education applicants in the context of current transformation processes in science and education. Based on the analysis of scientific works by Ukrainian and foreign researchers (V. Kremen, M. Kudla, O. Tsuniak, Ye. Lodatko, as well as publications indexed in Scopus and Web of Science), three interrelated vectors for improving methodological training are identified – technological, interdisciplinary, and digital – and their integrative significance for the formation of research competence of future specialists is substantiated. Unlike existing approaches that mostly consider these vectors in isolation, the author proposes a vision of their systemic interaction: the technological vector ensures the gradual mastering of research methods through practice-oriented learning; the interdisciplinary vector expands the methodological toolkit by integrating knowledge from related fields (sociology, psychology, statistics, philosophy); the digital vector adapts research activities to the realities of the digital scientific environment (use of SPSS, R, Mendeley, cloud technologies). It has been proven that the synergy of these three vectors creates conditions for the development not only of operational research skills but also of scientific thinking as a metacognitive ability that determines the specialist's readiness for innovative activity. The criteria for evaluating the effectiveness of integrating the proposed approaches (motivational-value, cognitive-operational, and reflexive-creative) are determined. The results of the study can be used to update methodological curricula, develop methodological recommendations for teachers, and design blended learning models for the research training of applicants at the second and third educational levels.

Abstract Less effective emotion regulation abilities during childhood represent a significant factor of risk for healthy child development. However, despite much research into less skilled emotion regulation abilities, findings about the outcomes of emotion regulation ability trajectories in adolescence are inconsistent. This may reflect methodological challenges in undertaking prospective longitudinal research, or a lack of clarity about factors that influence developmental outcomes. Therefore, we conducted a systematic review and meta-analysis to examine the prospective relation between early childhood (ages 3–6) emotion regulation abilities and adolescent outcomes (ages 13–16). Peer reviewed prospective longitudinal research studies published in English since 2015 were included in the review if they examined emotion regulation abilities in early childhood; assessed subsequent outcomes in adolescence; and examined risk, protective, or promotive factors associated with emotion trajectories. Statistical analyses utilized random effects models and reported pooled effect sizes within groups. Of 27,490 records identified, 16 studies were included in the systematic review, and 10 in the meta-analysis. Early emotion regulation abilities that were less adaptive predicted subsequent less adaptive regulation, psychiatric difficulties, academic concerns, and social challenges in adolescence. Risk and promotive factors for early childhood emotion regulation abilities included pregnancy-related factors, parental mental health, socioeconomic status, child characteristics, cognitive and behavioral traits, and family dynamics. This highlighted the complex interplay of biological, psychological, and social factors. There was conflicting evidence about sex, suicidality, and externalizing behaviors, and quantitative analyses revealed high heterogeneity among the studies. The findings offer insights about the identification of youth at risk, and the development of targeted clinical interventions to enhance adolescent developmental outcomes.

Abstract. The article presents an analysis of the issue of low free-throw conversion rates in basketball, particularly among young players competing in Super League teams during their debut season. Purpose. The aim of the study is to analyze the efficiency of free-throw execution during competitive play among young Super League basketball players throughout the season. Material and Methods. Methods and materials: analysis of specialized scientific and methodological literature, analysis of competitive performance, and mathematical statistical methods. Results. An analysis of scientific and methodological literature confirmed that, despite modern approaches and training methods for basketball players, the issue of free-throw execution persists and requires ongoing attention from basketball specialists as well as researchers in biomechanics and sports psychology. Differences were identified in free-throw efficiency during competitive play between the experimental and control groups, both in terms of group averages and specific playing positions (guards, forwards, and centers). Unlike previous studies, our research focused on identifying the dynamics of free-throw efficiency throughout the season and the need to develop a methodology for improving the execution of this shot by young Super League basketball players; unlike their more experienced counterparts, these players are characterized by inconsistency and are more susceptible to psychological pressure from opposing fans. Conclusions. The research revealed differences in free-throw efficiency during competitive play between basketball players in the experimental group and those in the control group, both in terms of group averages and by playing position (guards, forwards, and centers).

Recent research has demonstrated that self-report measures of experienced autonomy and external control relate to attitudes, behavior, and well-being consistent with self-determination theory (SDT) predictions. These motivational states have traditionally been inferred from reason-based measures of the SDT motivation types; inferences that may not be accurate, particularly when there are multiple reasons for engaging in an activity. In this research, we investigated whether self-report measures of the psychological states associated with the specific SDT motivation types might similarly eliminate the need for inference from reason-based measures and contribute meaningfully to the prediction of important outcomes. We developed a context-free measure of the type-specific motivation states - Motivational State Scales – Specific (MSS-S) – including separate approach and avoidance versions of external and introjected regulation. We administered the MSS-S along with measures of the global motivation states (autonomy, control, strength) and relevant outcomes (e.g., need satisfaction, well-being, attitudes, performance) to employees ( n = 500) and students ( n = 476). The findings supported a 9-factor structure, and the type-specific motivational states related to global states and outcomes largely in accord with SDT predictions, with meaningful differences for the approach and avoidance scales. The type-specific and global state measures contributed uniquely to outcome prediction, suggesting that both constitute meaningful ways to conceptualize the motivation quality distinction in SDT. We discuss implications for future research and practical applications of the MSS-S.

Digital technologies have become integral to higher education, yet the psychological strain they create for students is still poorly understood from the students’ own perspective, particularly in developing countries. This qualitative study explored university students lived experiences of digital stress (used interchangeably with technology stress and technostress to denote stress arising from digital devices and technology-based academic systems), including its sources, psychological impacts, and coping strategies. A phenomenological qualitative design was employed. Fifteen students (7 male, 8 females; aged 19–28 years) enrolled in BS, MS/MPhil, and PhD programmes at public and private universities in Islamabad and Rawalpindi, Pakistan, were selected through purposive sampling and interviewed using semi-structured, in-depth interviews. The data were analysed using the thematic analysis approach of Braun and Clarke (2006). Five themes were identified: (1) Academic Digital Overload, (2) Technological Anxiety and Uncertainty, (3) Emotional and Cognitive Exhaustion, (4) Constant Connectivity Pressure, and (5) Coping Strategies for Digital Stress. Students described managing multiple platforms and a continuous digital workload, fear of technical failure during examinations and submissions, mental fatigue, reduced concentration and irritability, and an expectation of being permanently available. Despite these stressors, students used time management, digital breaks, and peer support to cope. Interpreted through Technostress Theory and the Transactional Model of Stress and Coping, the findings show that digital stress is a multidimensional phenomenon shaped by academic demands, technological environments, and coping resources. Universities should develop student-centred digital learning systems that reduce technology-induced stress and promote psychological well-being.

The rapid growth of social media has transformed communication and information sharing; however, excessive use can promote procrastination and avoidance of academic tasks, contributing to increased test anxiety among students. This study explores how social media use and procrastination contribute to test anxiety among the said population. A cross-sectional design was employed with sample of 284 university students (M = 110, F = 160) with a mean X age=20.8 years selected through convenience. Social media was measured through Social Media Use Questionnaire (Xanidis and Brignell, 2016), procrastination was assessed using the Lay Procrastination Scale (Lay, 1986) and test anxiety was evaluated by Westside Test Anxiety Scale (Driscoll, 2004). Data was analyzed using correlation and regression analysis. The results revealed significant positive correlation between social media use, procrastination, and test anxiety. Regression analysis showed that both the use of social media and procrastination significantly forecasted test anxiety, indicating that an increased occurrence of problematic digital engagement and reduced self-control leads to academic stress. These findings highlight the fact that university-level interventions encourage healthier digital habits and stronger individual control of students. Also, it emphasizes the need for parents and educators to promote effective study habits and self-regulation, as excessive social media use limits students’ available study time.

Background. Emotional adversities and social context may influence romantic relationships and psychological well-being, especially within the LGBTQ+ community. However, the present study does not directly measure stigmatization. Aim. The study aimed to evaluate the interplay between attachment styles, relationship satisfaction, and psychological well-being, while considering the distinctions between LGBTQ+ individuals and their heterosexual counterparts. Methods. A quantitative correlational methodology was employed for the study, utilizing a stratified sample of 100 participants: 40 LGBTQ+ individuals and 60 heterosexuals. Standardized instruments were utilized to assess attachment styles, relationship satisfaction, and psychological well-being (ECR-S, RSI, PWB). Statistical processing included MANOVA, correlation and regression analysis. Results. The findings revealed significant disparities in the distribution of attachment styles between groups. The LGBTQ+ group showed higher rates of anxious attachment (35% vs. 23%; p=0.046) compared to the heterosexual group. Secure attachment was positively correlated with both relationship satisfaction (r=0.72) and well-being (r=0.65), whereas avoidant and anxious-avoidant styles exerted a detrimental effect on these indicators. Discussion. The obtained results underscore the critical importance of secure attachment in fostering emotional stability and harmony within relationships. This is kept but moved slightly later and presented as a cautious interpretation, not a finding. Conclusion. The study emphasizes the significance of cultivating a secure attachment style by ensuring emotional safety and adaptive strategies in relationships. The findings contribute to the enhancement of psychological support programs aimed at enhancing relationship quality and well-being across diverse social groups.

Caregivers of children with neurodevelopmental disorders experience significant multifaceted burdens. However, little qualitative research has been done to explore caregivers’ lived experiences in relation to the effect of burden and coping strategies in the study area. The study sought to investigate caregivers’ awareness problems, coping mechanisms, and support systems in caring for children with neurodevelopmental disorders in Addis Ababa, Ethiopia. The study was conducted in three public, non-teaching hospitals in Addis Ababa, Ethiopia. Using a descriptive phenomenological technique. In-depth interviews were conducted with 15 purposively selected caregivers. The data was analyzed using Braun and Clarke’s six-phase framework technique. The analysis found six interrelated themes: Awareness and Perception of Neurodevelopmental Disorders (NDDs), Emotional Responses to Diagnosis and Adaptation, Caregiving Roles and Responsibilities, Multidimensional Burden and Challenges, Coping Strategies and Adaptation Mechanisms, and Support Systems and Structural Barriers. Bronfenbrenner’s ecological systems theory was used to explain how personal, institutional, and systemic factors explain participants’ experiences and interpret caregiving realities. These findings underscore the call for integrated and collaborative efforts to address individual and system-level challenges among caregivers. Enhancing support systems, mitigating stigma, and correcting systemic inadequacies can improve caregiver well-being and optimize care for children with NDDs.

Background Academic burnout is a concern among undergraduate sports majors. Although previous studies have emphasized training- and school-related stressors, less is known about the role of family resources and related psychological mechanisms. Objective This study examined the associations among family capital, academic self-efficacy, and academic burnout, including differences across family capital dimensions and the mediating role of academic self-efficacy. Methods This cross-sectional study included 325 first- and second-year students enrolled in sports-related degree programs at a sports university in Yunnan Province, China. Pearson correlation, one-way ANOVA, and mediation analysis using PROCESS Model 4 with 5,000 bootstrap resamples were conducted. Results Family capital was positively associated with academic self-efficacy (r = 0.554, p < 0.001) and negatively associated with academic burnout (r = −0.575, p < 0.001). Cultural and social capital were significantly associated with higher self-efficacy and lower burnout, whereas economic capital was not significantly associated with burnout. Students with lower family capital reported lower self-efficacy and higher burnout. Academic self-efficacy partially mediated the association between family capital and burnout (B = −0.52, 95% CI [−0.66, −0.40]), accounting for 44.33% of the total effect. Conclusion Family capital was associated with academic burnout among undergraduate sports majors, with stronger associations for cultural and social capital than for economic capital. Academic self-efficacy represented a partial mediating pathway. Universities should provide targeted academic guidance, learning support, and educational and career information for students with limited family resources and lower academic self-efficacy.

In recent years, retro-style outfits have continued to gain popularity on social media platforms. Clothing styles marked by earlier eras, such as Y2K millennium style, vintage outfits, and retro sportswear, have become widely popular among young people. This phenomenon raises a question worth exploring: why have young people developed such strong interest in “old clothes”? What role does social media play in the transformation of nostalgic emotions into consumption behavior? Taking 2018 to 2026 as the time window, this paper systematically reviews the literature on youth nostalgic consumption in social media environments and discusses it from three dimensions: conceptual definition, activation mechanism, and identity. The review preliminarily reveals the role of social media in the dissemination and diffusion of nostalgic content and also confirms that nostalgic consumption is an important path through which young people respond to identity anxiety and seek group belonging. However, existing studies still have three limitations. First, they lack a systematic explanation of how platform mechanisms promote the transformation of nostalgic emotions into consumption behavior. Second, they pay insufficient attention to how young people continuously construct identity through symbolic practices, community interaction, and consumption choices on social media. Third, the special mechanism of “non-experiential nostalgia” in the digital age has not been fully discussed. Future research may focus on constructing theoretical models that take social media as an intermediary variable and connect the logical path from emotion to behavior and then to identity.

Background Warship crews live and work for extended periods in confined spaces, separated from their families and exposed to high operational demands. While psychosocial risks in naval and maritime work are increasingly documented, little is known about how sailors collectively organize, regulate, and adapt their daily activity aboard combat vessels. To our knowledge, no psychological study has documented collective activity in situ aboard a French warship. Objective Document sailors’ professional practices, collective dynamics, and psychosocial aspects in situ during an eight-day embarkation aboard a French multi-mission frigate. Method This is a descriptive and qualitative study, of the experience report type, carried out in March 2026 during an eight-day embarkation aboard a French Navy European Multi-Mission Frigate taking part in a high-intensity exercise in the Atlantic. Data were collected through unstructured participant observation, from an observer-as-participant position. Inductive analysis drew on grounded theory and work psychology literature. Results Three mechanisms emerged. First, rank-based messes provided spaces for peer interaction, informal regulation, and the expression of tensions. Second, sailors used situational leeway to adapt their activity to operational constraints and develop practical solutions. Third, interactions between experienced and less experienced sailors supported the transmission of knowledge, practices, and norms, contributing to collective memory and professional continuity. Conclusion These findings illustrate how professional practices, collective dynamics, and psychosocial aspects are intertwined in sailors’ daily activity aboard a French warship. Informal collective spaces, opportunities to adapt work activity, and the transmission of the professional genre between experienced sailors and newcomers support professional activity.

Research on information and communication technology (ICT) use and educational outcomes has reported positive, negative, and null associations, and little is known about creative thinking, which Programme for International Student Assessment (PISA) assessed for the first time in 2022. This study examined how profiles of ICT use relate to creative thinking and whether profile membership predicts creative thinking beyond the dimensions of use from which the profiles are derived. Using data from a large international sample of PISA 2022 students, latent profile analysis of the six Organisation for Economic Co-operation and Development (OECD) dimensions of ICT use identified four profiles that differed mainly in the overall level of use. Creative thinking was compared across profiles using all plausible values, replicate weights and a bias-adjusted three-step approach, and random forest models compared the predictive value of the profiles and the dimensions. Students with below-average use scored highest, followed by those with above-average use, whereas students with very low and very high use scored lowest. The low scores at the two ends had different correlates: adjustment for socioeconomic status and gender substantially reduced the gap for very low use but left the gap for very high use almost unchanged. In the random forest models, the six dimensions predicted creative thinking better than profile membership did. Partial dependence plots showed higher predicted scores with more school activities outside the classroom and lower predicted scores with high weekday leisure use and more support or feedback via ICT. The findings suggest that the association between ICT use and creative thinking is not linear, and that profiles based on the level of use are useful for describing groups of students but carry less information than the dimensions of use.

Abstract We investigated public beliefs about the extent to which mental disorders are perceived to be part of the true self, that is, the set of traits and behaviors that compose one’s core character. We conducted three quantitative vignette-based studies (total n = 601) in UK general public samples, considering seven disorders (attention deficit hyperactivity disorder (ADHD), anorexia nervosa, autism spectrum disorder (ASD), bipolar disorder, major depressive disorder, schizophrenia, and obsessive-compulsive disorder (OCD)). For each disorder, participants rated how much the disorder reflects the vignette character’s true self, along with perceived causes of the disorders (studies 1 and 2), perceived severity, age of onset, duration, probability of recovery (study 2), and stigmatization (study 3). Disorders differed sharply in the extent to which they were judged to be part of the true self: ADHD, ASD, and OCD received higher true self ratings than major depressive disorder, anorexia nervosa, and schizophrenia, with bipolar disorder intermediate. A disorder was rated more ‘true self’ when it was: perceived as more “biologically” caused; less “psychologically” caused; less severe; and recovery was perceived as less likely. Although the extent of stigmatization also varied across disorders, true self ratings did not predict stigmatization. Our results show that the public thinks about different mental disorders in quite different ways, suggesting that different disorders should not be lumped together when considering attitudes and their consequences.

Introduction This cross-sectional, exploratory study investigated the association between physical exercise (PE) and social anxiety (SA) among 862 left-behind adolescents in China. It examined emotion regulation abilities (ERA) and peer relationships (PR) as potential mediators and gender as a moderator in this association. Methods A cross-sectional exploratory design was adopted. Participants were 862 Chinese left-behind adolescents. Path analysis was used to test the hypothesized sequential mediation model and gender moderation effect. Results Path analysis revealed that PE was negatively associated with SA. Each separate path of the hypothesized sequential chain (PE → ERA, ERA → PR, PR → SA) was statistically significant, while the overall sequential mediation effect (PE → ERA → PR → SA) was non-significant (95% CI included zero). This indicated that the significant PE–ERA association had a small effect size and could not propagate fully through the chain to SA. The direct path from PE to PR was also non-significant. The data favoured independent mediation pathways rather than a sequential mediation process. Gender moderated the pathway: the positive PE–ERA association was significant for females but non-significant for males. Discussion The findings are hypothesis-generating rather than confirmatory and require replication via longitudinal research. For vulnerable adolescents, PE may help build emotional competence, which contributes to improved peer bonds. Interventions could integrate emotion-regulation skill training into physical activity programmes, particularly targeting female adolescents. Due to the cross-sectional nature of the study, causal conclusions cannot be drawn.

Introduction In Japan, noriuchi refers to a collaborative gambling practice in which multiple players pool money used for betting and later split the final net profit or loss. This cross-sectional online study aimed (a) to estimate the prevalence of noriuchi among adult Japanese gamblers and (b) to examine how the frequency of noriuchi participation relates to gambling involvement and problem gambling severity. Methods In February 2022, an online survey was administered via Rakuten Insight, Inc. to adults aged 20 years or older. Participants were eligible if they reported gambling at least monthly in at least one of nine gambling activities during the past 12 months ( N = 2,000). Noriuchi participation frequency was assessed on a four-point scale (never, less than monthly, monthly or more, weekly or more). Outcomes included monthly gambling days, monthly gambling expenditure, and problem gambling severity measured with the Japanese version of the Problem Gambling Severity Index (PGSI). Results Overall, 498 participants (24.9%) reported noriuchi experience in the past 12 months; among them, 198 (39.76%) met the PGSI criterion for problem gambling. After adjustment for demographic covariates, noriuchi participation was associated with greater problem gambling severity across several gambling activities. Associations with monthly gambling days and expenditure were more limited and varied across gambling activities, with significant increases primarily observed among those engaging in noriuchi weekly for certain gambling activities. Discussion These findings suggest that noriuchi is associated with problem gambling severity, whereas its associations with gambling frequency and individual gambling expenditure are less consistent.

Academic motivation in physically demanding university programmes may be better understood by considering motivational quality rather than motivation quantity alone. This cross-sectional observational survey supplemented by structured content analysis examined relationships among basic psychological need satisfaction and frustration, autonomous motivation, controlled motivation, amotivation, continuation intention, and career commitment in first- and second-year students enrolled in Physical Education and Mountain Sports at Transilvania University of Brașov. Data were collected from 6 to 30 October 2025 after ethics approval, yielding a final analytical sample of 237 students. Participants completed the Academic Motivation Scale-College/University version, the Basic Psychological Need Satisfaction and Frustration Scale, contextual and sport-related items, continuation and career indicators, and two open-ended prompts. Original open-ended answers were standardized into 50 motivation and 50 demotivation formulations and independently coded by both authors. Autonomous motivation averaged 5.04 (SD = 1.05), amotivation 2.40 (SD = 0.95), overall need satisfaction 3.72 (SD = 0.73), and overall need frustration 2.21 (SD = 0.76). Need satisfaction correlated strongly with autonomous motivation (Spearman ρ = 0.704), whereas need frustration correlated strongly with amotivation (ρ = 0.661). In adjusted models, need satisfaction was positively associated with autonomous motivation (β = 0.539, p < 0.001), and need frustration was positively associated with amotivation (β = 0.569, p < 0.001). Human coding agreement was high for motivation (92.0%, κ = 0.898) and demotivation (94.0%, κ = 0.927). Teaching/prosocial impact was the most frequent motivation category (33.8%), while curriculum/teaching/assessment was the most frequent demotivation category (23.6%). Overall, self-reported need satisfaction and frustration were differentially associated with motivational quality in this cohort, but the cross-sectional, single-faculty design precludes causal or population-level conclusions.

Purpose Academic procrastination (AP) is a pervasive self-regulatory problem that undermines students’ academic functioning and psychological well-being. This study examined the direct and indirect relationships between growth and fixed mindsets, internal and external locus of control, and AP in sports science students. Method Internal and external locus of control were tested as parallel mediators in separate growth and fixed mindset models. A cross-sectional predictive design was employed with 544 undergraduate sports science students in Eastern Anatolia, Türkiye. Participants completed measures of mindset, locus of control, and AP. Parallel mediation analyses were conducted using PROCESS Macro (Model 4) with 5,000 bootstrap samples, controlling for age and gender. Results The direct effects indicated that a growth mindset was negatively associated with AP, whereas a fixed mindset was positively associated with AP. A growth mindset was positively associated with an internal locus of control and negatively associated with an external locus of control, whereas a fixed mindset was negatively associated with an internal locus of control and positively associated with an external locus of control. An external locus of control was positively associated with AP and significantly mediated the relationships between both mindset dimensions and AP. In contrast, the internal locus of control did not significantly mediate either relationship. Male students reported higher AP levels than female students, and age was negatively associated with AP. Conclusion These findings suggest that an external locus of control is a key behavioral mechanism linking mindset beliefs to AP. Interventions targeting maladaptive external control beliefs may help reduce AP among sports science students.

Background Perceived social support is an important psychosocial resource for competitive athletes, while perceived stress is closely associated with athlete burnout. Drawing on conservation of resources theory and the cognitive-transactional model of stress, this study examines the relationships among perceived social support, perceived stress, and athlete burnout. Objectives This study aims to investigate the associations among perceived social support, perceived stress, and athlete burnout in competitive athletes, with particular attention to the statistical mediating role of perceived stress. Results Using cluster sampling, questionnaire data were collected from 252 competitive athletes across various sports, including track and field, swimming, and football. The results showed that perceived social support was negatively correlated with perceived stress ( r = -0.478, p < 0.01) and athlete burnout ( r = -0.282, p < 0.01), whereas perceived stress was positively correlated with athlete burnout ( r = 0.421, p < 0.01). Mediation analysis revealed a significant indirect association between perceived social support and athlete burnout through perceived stress ( B = -0.161, 95% CI [-0.240, -0.093]). The direct association was not statistically significant after accounting for perceived stress ( B = -0.095, p = 0.109). Conclusion Perceived social support is associated with lower levels of athlete burnout, both through its overall negative association with burnout and through a significant statistical indirect pathway involving perceived stress. These findings highlight the importance of strengthening athletes’ social support systems and addressing perceived stress in competitive sports settings. Given the cross-sectional design, the findings should be interpreted as associations rather than evidence of causal mediation.

Cognitive flexibility enables individuals to navigate unpredictable situations and rapid changes. Because the prefrontal cortex governs both cognitive flexibility and emotional input, lifetime traumatic experiences may influence its development. Despite this, research examining the impact of childhood trauma on cognitive flexibility in early adulthood remains limited. This study investigates the relationship using a sequential explanatory approach. A total of 275 undergraduate and diploma students (ages 18–25) from Gadjah Mada University completed the Adverse Childhood Experiences-International Questionnaire (ACE-IQ) and the Cognitive Flexibility Scale (CFS). Simple linear regression and thematic analysis indicated that childhood trauma predicts cognitive flexibility in early adulthood. These findings highlight the importance of understanding the long-term impact of childhood trauma on cognitive adaptability, which may inform interventions to enhance resilience in early adulthood. Future research should consider developmental timing, sociocultural environment, education, socioeconomic status, and spirituality, as well as experimental performance measures.

Executive function (EF) is foundational for school readiness, mental health, and social adaptation. Although cross-national studies document cultural variation in EF, less is known about whether EF differs across ethnic groups within the same national and educational context. In China, Yi, Bai, and Naxi children may differ in home language, childrearing practices, and educational beliefs, making them informative for examining universal and context-specific patterns of EF development. This study examined Executive Function (EF) development in a sample of 190 Chinese ethnic children (Yi, Bai, Naxi; 115 boys, 75 girls) aged 4–6 years. These findings revealed that, (1) Overall EF scores were highest for Bai children, followed by Naxi children, and than Yi children. (2) For inhibition control (IC), at ages 4 and 5, Bai and Naxi children performed significantly better than Yi children, whereas no significant differences were observed among the three ethnic groups at age 6. (3) For cognitive flexibility (CF), Bai and Naxi children are significantly better than Yi children. On the size, color, and shape sub-dimensions, pass rates were highest for Bai children, followed by Naxi and then Yi children; on the quantity sub-dimension, pass rates were highest for Naxi children, followed by Bai and then Yi children. (4) For working memory (WM), at ages 4 and 6, the ranking of scores across the three ethnic groups showed that Bai children obtained the highest scores, followed by Naxi children and than Yi children; at age 5, Bai children scored significantly higher than Naxi and Yi children. These findings contribute to theories of EF development by revealing both age-related convergence and cross-ethnic variation, and they inform culturally responsive early childhood education and intervention.

The research aimed to examine the effects of gamification environments on university students' achievement, flow experiences, and emotional states. This study utilized a mixed-methods design, incorporating a quasi-experimental approach for the quantitative phase and a phenomenological approach for the qualitative phase. The study group consisted of 80 students (Quizizz, n = 32; Quizlet, n = 48) enrolled in the Educational Psychology course at a state university. Data were collected through the Achievement Test, Flow Experience Scale, and Positive and Negative Affect Scale. Both groups showed significant pre-test to post-test gains in achievement, with no significant difference between the two groups. Flow experience was positively correlated with positive emotion in both groups, but with achievement only in the Quizlet group. In the Quizizz group, achievement was moderately and negatively correlated with negative emotion, whereas no such relationship was found in the Quizlet group. No significant relationship was found between achievement and positive emotion in either group. Qualitative findings revealed that students actively engaged in both environments, reported higher motivation, and found learning more enjoyable. However, they experienced the platforms differently. Quizizz users emphasized excitement through competition and scoring, whereas Quizlet users highlighted confidence gained from repetition and individual progress. Overall, these results indicate that gamification tools led to similar achievement gains, but through different flow and emotional processes.

A questionnaire survey was conducted with 1,635 students from two secondary schools in Hunan Province to examine the statistical roles of interpersonal emotion regulation and family functioning in the relationship between anhedonia and depressive symptoms in adolescents. The results showed that (1) after controlling for grade and gender, anhedonia was significantly and positively associated with depressive symptoms; (2) a continuous-variable model based on the full sample indicated a significant partial mediating effect of interpersonal emotion regulation on the association between anhedonia and depressive symptoms; and (3) family functioning moderated the association between anhedonia and interpersonal emotion regulation, such that lower family functioning scores (i.e., healthier family functioning) were associated with stronger conditional indirect effects linking anhedonia to depressive symptoms through interpersonal emotion regulation. When BDI-II-C Items 4 (loss of pleasure) and 12 (loss of interest) were removed from the depressive symptom total score and the analyses were repeated, the main results remained stable. An exploratory sensitivity analysis using the BDI-II-C cutoff revealed a significant mediating pathway in the below-cutoff group, whereas the regression association between interpersonal emotion regulation and depressive symptoms was not significant in the at-or-above-cutoff group. Given that grouping by the cutoff of the same dependent variable narrows the within-group score range and may affect within-group regression estimation, these subgroup results are reported only as exploratory sensitivity analyses. These findings suggest that interpersonal emotion regulation and family functioning are important factors in understanding the statistical association between anhedonia and depressive symptoms in adolescents.

Introduction Adolescents’ subjective well-being has been widely studied across different family structures. However, little is known about the role of basic psychological needs in the subjective well-being of adolescents living in different family structures or in residential care. The present study addresses this gap. Methods The sample comprised 5,295 adolescents aged 10 -16 years ( M age =13.20, SD=1.50) living in intact families (65%), single-parent families (21%), stepparent families (12%), or residential care (2%). Participants completed self-report measures of basic psychological need satisfaction at home, subjective well-being (affective and cognitive components), and perceived family affluence. Results Structural equation modeling showed significant indirect associations between family structure and adolescents’ subjective well-being through basic psychological need satisfaction at home, including a sequential indirect association through perceived family affluence and basic psychological need satisfaction. Living in residential care was also indirectly associated with adolescents’ subjective well-being through basic psychological need satisfaction at home, whereas the direct association was not statistically significant. The results show that adolescents living in intact families reported the highest level of basic psychological need satisfaction at home, followed by those in single-parent and stepparent families, while adolescents in residential care reported the lowest level. Discussion The findings provide evidence that the association between family and care contexts and adolescents’ subjective well-being is statistically mediated by basic psychological need satisfaction at home. The results are discussed in light of the value of parental and caregiver support for adolescents’ basic psychological needs in different family types and care.

Objective Non-suicidal self-injury (NSSI) is an urgent and substantial public health concern among adolescents. This study is aimed at identifying the independent psychological predictors of NSSI and developing and validating a logistic regression-based risk discrimination model focused on coping styles. Methods A cross-sectional study involving 206 adolescents (104 with NSSI and 102 healthy controls) was conducted. All the participants provided general demographic data, and completed the Experiences in Close Relationships Inventory (ECR), the Childhood Trauma Questionnaire-Short Form Version (CTQ-SF), and the Coping Styles Questionnaire (CSQ). Univariate and multivariate logistic regression analyses were performed to identify the independent predictors of NSSI. A nomogram was constructed in accordance with the final multivariate model. Model performance was evaluated using receiver operating characteristic (ROC) curves, calibration plots, the Hosmer-Lemeshow (HL) test, and a decision curve analysis (DCA). Results Multivariate logistic regression revealed that a higher level of self-blame (OR = 1.062; 95% CI: 1.023–1.102; P = 0.002) was an independent risk factor, whereas a better problem-solving capacity (OR = 0.911; 95% CI: 0.867–0.957; P < 0.001) was an independent protective factor for adolescents with NSSI. Attachment dimensions and childhood trauma did not retain independent significance after adjustment. The nomogram showed excellent discrimination (AUC = 0.951, 95% CI: 0.922–0.980), good calibration (HL test P > 0.05), and superior clinical net benefit across a wide threshold (0.01–0.99). Conclusion Targeting self-blame and enhancing problem-solving skills may be effective styles for the prevention of adolescent NSSI. As a preliminary finding, the nomogram developed in our study is a useful tool for exploratory differentiation.

Background Rooted in positive psychology, human flourishing scholarship focuses on the presence of health and wellbeing beyond the absence of illness. Contemporary flourishing research has increasingly expanded its focus beyond individuals to larger systems, including families. Family flourishing is an emerging concept with limited clarity in its conceptualizations and measurements. This scoping review synthesized existing literature on the unit-level conceptualizations and operationalizations of family flourishing and wellbeing and examined the extent to which existing measures align with contemporary understandings of human flourishing. Methods Arksey and O'Malley's methodology and the PRISMA-ScR reporting guidelines were followed. Searches were conducted in PubMed, CINAHL, ERIC, PsycINFO, Social Work Abstracts, Academic Search Premier, and Web of Science. Eligible studies presented explicit unit-level conceptualizations or quantitative measures of family flourishing or wellbeing as a multidimensional construct. Only studies written in English and published since 2000 were included. Title and abstract screening, full-text screening, and data extraction were conducted by two independent researchers, while monitoring inter-coder reliability. Discrepancies were resolved through consensus in consultation with the PI. Data extraction utilized a standardized form for consistency, which was iteratively revised through discussion. Results The final sample included 13 studies, which represented diverse regions, including China, Japan, Taiwan, Malaysia, Thailand, Indonesia, New Zealand, the Philippines, and the United States. Studies were published between 2005 and 2025, with most studies published since 2020. Seven quantitative measures of family wellbeing were identified while no family flourishing measures were found. Conceptualizations represented diverse roots including Aristotelian eudaimonia, Indigenous cultural beliefs, and local spiritual teachings. While boundaries were often unclear, six broad categories of conceptualizations were identified, including relational/functional. eudaimonic/existential, hedonic/emotional, social/community, socioeconomic/environmental, and spiritual/religious domains. Relational/functional domains were most frequently covered while spiritual/religious domains were least frequently covered by existing measures. Most measures were developed more than a decade ago, and psychometric evidence beyond internal consistency was limited. Conclusion Family flourishing is an underdeveloped but promising area of scholarship. Further studies are needed to achieve greater conceptual clarity and to develop culturally responsive and psychometrically robust measures. Systematic review registration https://doi.org/10.17605/OSF.IO/E6WXM

Introduction Digital romantic media may shape young adults' beliefs about intimacy, yet existing measures rarely assess relationship beliefs that jointly address autonomy, non-coercion, equality, and mutual growth. This study developed and validated the Sustainable Intimate Relationship Beliefs Scale (SIRBS) among Chinese college students. Methods An online survey yielded a final analytic sample of 2,008 participants, which was randomly divided for exploratory and confirmatory factor analyses. Reliability, factor-level convergent and discriminant evidence, measurement invariance, criterion-related associations, mediation, and moderation were also examined. Results The final 12-item scale comprised three correlated but conceptually distinct dimensions: Non-materialistic Relationship Beliefs, Low Control Tolerance, and Egalitarian Growth Beliefs. Confirmatory factor analysis supported the correlated three-factor model (CFI = 0.995, TLI = 0.993, RMSEA = 0.036, SRMR = 0.026). Internal consistency was satisfactory (Cronbach's alpha = 0.845; McDonald's omega total = 0.91), and composite reliability ranged from 0.878 to 0.967. Omega hierarchical (0.59) and explained common variance (0.39) indicated limited saturation by a single general factor. Approximate measurement invariance was supported across male-female gender groups and romantic relationship experience groups. SIRBS scores were positively associated with media literacy and negatively associated with unsustainable romantic-script internalization. Discussion The findings support the three subscale scores as the primary basis for construct-specific interpretation. The total score may be used as a secondary broad composite but should not be interpreted as a strictly unidimensional trait.

Socially complex peer play may provide opportunities for children to coordinate perspectives, negotiate roles, and respond to others' needs, but its association with prosocial judgment may differ according to children's social-cognitive resources. This small-scale longitudinal study examined whether mental state knowledge assessed at age 4–5 conditioned the concurrent association between socially complex peer play and prosocial judgment assessed at age 5–6. Participants were 35 children from a private nursery school in Japan. Mental state knowledge was assessed using a false-belief task. At age 5–6, children completed helping and sharing judgment tasks, and their free play was observed naturalistically across repeated focal-child observations. Socially complex peer play was indexed by the combined proportion of associative and cooperative play. Hierarchical regression analyses showed that the interaction between earlier mental state knowledge and socially complex peer play significantly predicted sharing judgment. The corresponding interaction for helping was positive but did not reach the conventional significance threshold. Sensitivity analyses using heteroskedasticity-consistent standard errors supported the sharing result. Given the modest sample size, the findings should be interpreted as preliminary. They suggest that the association between socially complex peer play and prosocial judgment may differ according to children's earlier social-cognitive resources.

This study examined whether an 8-week progressive temporal-occlusion training program improves early anticipation of forehand drop-shot direction in badminton. Seventy-eight university students with systematic badminton training experience were randomly assigned to a progressive temporal-occlusion group, a full-information active-control group, or a regular-activity control group ( n = 26 per group); 72 completed both pretest and posttest. The two video-training groups trained twice weekly for 8 weeks. Anticipation was assessed at four occlusion points: 80 ms before racket–shuttle contact, 40 ms before contact, at contact, and 40 ms after contact. Shot-direction anticipation accuracy was the primary performance measure, and correct-response reaction time (RT) was the secondary measure. Data were analyzed using mixed repeated-measures ANOVA, planned comparisons, and trial-level sensitivity analyses. Accuracy showed a significant group × test-session interaction ( p < 0.001), whereas the group × test-session × occlusion-point interaction was not significant ( p = 0.185). Relative to the active-control group, the progressive group showed larger accuracy gains at 40 ms before contact and at contact (Holm-adjusted p = 0.048 and 0.009, respectively). For correct-response RT, the three-way interaction was significant ( p < 0.001), with larger reductions in the progressive group at 80 ms before contact, 40 ms before contact, and at contact (all Holm-adjusted p = 0.013). Thus, the progressive temporal-occlusion training program produced additional improvements in selected anticipation measures beyond those obtained with dose-matched full-information video practice. The additional accuracy gains were observed at 40 ms before contact and at contact, whereas additional RT reductions extended from 80 ms before contact to contact. Because the three-way interaction for accuracy was not significant, the apparent temporal specificity of the accuracy gains should be interpreted cautiously.

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.

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 Food craving is a ubiquitous experience, often shaped by cultural familiarity. Although craving may be considered a culture-bound construct, its neural and behavioral underpinnings across food cultures remain limited. Here, we examined the effects of multisensory food exposure on craving in an Indian population, comparing Indian and Western foods across sweet and savory categories. Methods In Experiment 1 (Indian Food Craving; IFC), participants viewed Indian sweet and savory food images before and after multisensory exposure, reporting desire and willingness-to-pay (bid) ratings along with Food Craving Questionnaire-State (FCQ-S) scores. EEG was recorded using a 64-channel system. In Experiment 2 (Western Food Craving; WFC), participants completed a similar paradigm using Western food items. Results Multisensory exposure significantly increased FCQ-S scores in both experiments, indicating successful craving induction. Behaviorally, desire and bid ratings increased for both sweet and savory Indian foods, whereas for Western foods, increases were observed only for sweet items. ERP analyses revealed increased P200 and N200 amplitudes following exposure to Indian sweet foods, while LPP amplitudes increased for savory foods across both Indian and Western food categories. Complementary MVPA revealed enhanced pre- vs. post-exposure classification for sweet foods during the early (0–300 ms) window for both Indian and Western foods, whereas both sweet and savory foods showed significant classification during the later(300–600 ms) window. Discussion Together, these findings suggest that multisensory exposure modulates food-cue processing in a stimulus- and time-dependent manner, with possible contributions from attentional processes. Overall, the findings highlight the influence of food type and cultural context on craving-related neural and behavioral responses.

Objective Running applications provide feedback, goal setting, rewards, and social interaction, yet app use is often discussed as though it directly improves objective performance. This study tested a sport psychology model linking running-app engagement to perceived training gains via perceived motivational affordances and runner motivation. Methods A quantitative, cross-sectional online survey was completed by 206 adult running-app users. Twenty-five five-point indicators were analyzed using partial least squares structural equation modeling with 5,000 bootstrap resamples. A two-step assessment examined the measurement model and then the structural model, including direct, specific indirect, and total effects. Common-method considerations, construct-level cross-validated prediction, and three sensitivity analyses were also evaluated. Results Engagement was positively associated with motivational affordances (β = 0.707), motivation (β = 0.401), and perceived training gains (β = 0.401). Motivational affordances were positively associated with motivation (β = 0.496), and motivation was positively associated with perceived training gains (β = 0.499); all 95% bootstrap confidence intervals excluded zero. The indirect effect of engagement on perceived training gains through motivation was β = 0.200, while the sequential engagement–affordances–motivation–gains indirect effect was β = 0.175. The model explained 68.8% of the variance in motivation and 71.1% of the variance in perceived training gains. Conclusion Runners who integrated an app more strongly into their training also reported greater perceived motivational value, motivation, and training gains. Positive statistical indirect associations linked engagement to perceived training gains via runner motivation and the sequentially specified affordance–motivation route. Given the cross-sectional design and reliance on self-reported perceived gains, these findings support an associational rather than causal interpretation.

Traditional diagnostic systems, such as the DSM-5 and ICD-11, suffer from well-documented limitations, including high comorbidity rates, arbitrary diagnostic thresholds, and within-disorder heterogeneity. Consequently, the field is evolving towards hierarchical, transdiagnostic, dimensional models of psychopathology. This study reports on the development and initial validation of the Multidimensional Transdiagnostic Inventory of Psychopathology (MTIP). This new broadband inventory aligns traditional DSM disorders with contemporary dimensional models of psychopathology. We conducted initial development and basic psychometric analyses in a mixed sample of 301 adults. We then validated the MTIP in a second independent sample (N = 826), of which 640 who self-reported no history of past mental health treatment were used as our normative/reference sample. The final MTIP contained 13 clinical scales and seven supplemental scales. All the MTIP scales met core psychometric assumptions at the item, scale, and transdiagnostic levels. A series of exploratory and second-order factor analyses supported the MTIP hierarchical dimensional structure. Concurrent validity correlations with the DSM-5 level 1 cross-cutting symptom measure were strong, ranging from 0.89 (depression) to 0.51 (drug misuse). Regression analyses supported the construct validity of the higher-order transdiagnostic scales. Twelve of the 13 clinical scales differentiated individuals with a history of mental health care from those without past care, with effect sizes ranging from 0.20 (Alcohol Misuse) to 1.06 (Anxiety). Effect sizes for the transdiagnostic scales ranged from 0.33 (Thought Dysregulation) to 1.07 (Emotion Dysregulation). The clinical implications and potential applications of the MTIP are discussed.

Parental relationships remain an important aspect of psychological functioning throughout our lives. However, little research has been carried out examining their relationship with emotional regulation in non-clinical populations. This study aimed to investigate the relationship between perceived parental attachment and emotional regulation in young adults using a quantitative non-experimental correlational design. An online questionnaire consisting of sociodemographics and 30 Likert scale statements, 15 statements relating to parental attachment (1-15) and 15 statements relating to emotional regulation (16-30) was completed. From the sample of 102 responses exported, 1 case did not give consent and so were removed from analysis, giving a total of 101 complete cases. Reverse scoring was applied to negatively worded statements. Mean scores for parental attachment were 51.83 (SD = 12.15). Mean scores for emotional regulation were 49.42 (SD = 8.41). Internal reliability for parental attachment was high with a Cronbach?s alpha score of .877. Internal reliability for emotional regulation was acceptable with a score of .767. There was a significant positive association between parental attachment and emotional regulation (r(99)=.511, 95% CI [.35, .64], p<.001). Approximately, 26% of variance appeared to be shared between the two variables. Young adults with higher levels of perceived parental attachment (closeness, trust and open communication) reported higher levels of emotional regulation. As this study used a correlational design, this represents an association rather than a causal relationship. Overall, the findings provide evidence to take a relational approach and consider individuals within their context in counselling psychology.

Background Digital systems are integral to nursing practice, but sustained digital engagement may be accompanied by fatigue. The roles of general fear of missing out (FoMO) and perceived stress in the association between digital fatigue and nurses’ job burnout remain unclear. Guided by conservation of resources theory, this study examined the separate and serial indirect associations through FoMO and perceived stress. Method A cross-sectional survey included 554 clinical nurses recruited by convenience sampling from five tertiary Grade A hospitals in Hunan, China, between January and May 2026. Self-report measures assessed the four constructs. Structural equation modeling with bootstrap confidence intervals examined the proposed associations. Results Digital fatigue remained positively associated with job burnout when FoMO and perceived stress were included in the model. Positive indirect associations were identified through each variable separately and through FoMO followed by perceived stress (effect = 0.041, 95% CI [0.021, 0.066]). Conclusion Digital fatigue was positively associated with nurses’ job burnout, both directly and indirectly through general FoMO and perceived stress. Hospital managers could assess digital fatigue, stress, and burnout when reviewing digital workflows. Clearer expectations for responding to work messages and protected recovery time warrant prospective evaluation, including effects on staff wellbeing, workflow, and patient safety.

Generative artificial intelligence is fundamentally reshaping the cognitive conditions of knowledge innovation. While human–AI collaboration improves the efficiency of knowledge production, it may also induce creators to outsourcing cognitive work to AI systems. This study conceptualized this tendency as task-level metacognitive disengagement, defined as the immediate reduction of planning, monitoring, and reflection within a specific AI-assisted task, and, drawing on metacognition theory, cognitive offloading theory and self-regulated learning theory, examined its impact on knowledge innovation quality, its psychological mechanism, and boundary conditions through four complementary experiments. Experiment 1 showed that higher AI assistance significantly increased metacognitive disengagement. Experiment 2 revealed that cognitive offloading partially mediated the relationship between AI assistance and metacognitive disengagement. Experiment 3 confirmed the negative effect of cognitive offloading on knowledge innovation quality, specifically on novelty, usefulness, and developability, with metacognitive disengagement partially mediating this effect. Experiment 4 tested the proposed moderated mediation model and found that task complexity strengthened, whereas individual AI literacy weakened, the negative indirect effect of cognitive offloading on knowledge innovation quality through metacognitive disengagement. These findings reveal a hidden cognitive cost behind the efficiency gains of human–AI collaboration and provide empirical evidence and theoretical implications for cultivating innovative talent and designing human–AI collaborative mechanisms in the era of artificial intelligence.

In modern scholarly perspectives on grieving, being saddened has been associated with bodily experience. Numbness, shaking, a heavy heart, and other physical symptoms are caused by the intense pain of loss. Most Western philosophies have increasingly focused on psychological models based on the idea of how the self adjusts to the devastating experience of losing a loved one, and this has received a lot of attention. To connect death, embodiment, self-identification, and psychological well-being, this conceptual article develops a mourning process from an Indigenous psychological perspective. This article proposes a psychological paradigm grounded in Indigenous contemplative knowledge through an interpretive analysis of the teachings of the Ashtavakra Gita. Rather than treating the Ashtavakra Gita solely as a philosophical or spiritual text, this article interprets it as an Indigenous psychological knowledge system offering culturally grounded insights into selfhood, attachment, suffering, and psychological well-being. The proposed Ashtavakra Witnessing Consciousness Model conceptualises grief as a five-stage, non-linear process involving embodied grief, existential crisis, meaning reframing, mortality acceptance, and witnessing consciousness, culminating in psychological well-being. This model shows how a traumatic incident can be transformed into a meaningful experience and a path to psychological well-being. Advaita Vedanta’s foundational text, the Ashtavakra Gita, presents a nondual viewpoint in which suffering arises from attachment to the body, ego, and interpersonal attachments. It distinguishes between witnessing consciousness and the short-lived embodied self. This psychological Model of Witnessing Consciousness offers an alternative understanding of control, attachment, suffering, and embodied grief, grounded in the Ashtavakra Gita. It highlights the psychological implications of developing the art of witnessing consciousness. This indigenous model of traditional knowledge has implications for existential, contemplative, and meaning-centred mourning therapies and adds a cross-cultural, psychological and philosophically informed perspective to bereavement research. The article explains how the five stages were derived from the text, illustrates the model with a composite case vignette, outlines clinical cautions against encouraging detachment prematurely, and sets out the model’s limitations and directions for empirical validation.

This study aims to explore the moderated mediation mechanism of sport confidence and coaching style in the relationship between competitive state anxiety and perceived performance among Chinese elite collegiate basketball athletes. Specifically, data were collected from 315 valid participants across 15 universities in Northeast China using validated scales, and SPSS 26.0 with PROCESS Macro (Model 7) and bootstrap (5,000 samples) were employed for analysis. Results indicated that competitive state anxiety significantly negatively affected perceived performance. Further analysis revealed that sport confidence mediated this relationship. The moderated mediation test showed that coaching style dimensions differentially regulated the path: the indices of moderated mediation for Training and Instruction, Democratic Behavior, Social Support, and Positive Feedback were significant, indicating these supportive dimensions attenuated the detrimental effect of anxiety on sport confidence. In contrast, Autocratic Behavior failed to moderate the process. Collectively, competitive state anxiety is negatively associated with perceived performance in this population, with sport confidence emerging as a key mediator. Notably, the four constructive coaching style dimensions—not the overall style—buffer the first stage of mediation by weakening the negative association between anxiety and confidence. These results underscore sport confidence as a critical mediator and highlight the need to foster confidence and adopt supportive coaching to mitigate anxiety’s adverse effects on perceived performance.

This study examines how the socio-psychological climate in higher education influences the formation of students’ civic positions across motivational, cognitive, and behavioural components. To address predominantly low-to-medium baseline civic engagement, the study developed and implemented the “Harmony and Citizenship” programme aimed at fostering a supportive educational environment. Effectiveness was evaluated using documentation analysis, pedagogical observation, expert evaluations, and self-assessments. Post-implementation results confirmed the programme’s efficacy, particularly in the experimental group. Behaviourally, the experimental group achieved a higher proportion of high civic engagement (42.7% vs. 41.2% in the control group) and a significant reduction in low-level engagement (13.8% vs. 21.5%). The experimental group also showed gains in high-level motivational (34.1%) and cognitive (33.9%) dimensions. By substantiating key concepts such as civic education, patriotism, and citizenship, this research provides a practical, adaptable methodology for enhancing students’ civic development through institutional climate optimization.

This study examined the relationship between pupils’ involvement in school-initiated absenteeism interventions and their academic achievement in Araling Panlipunan in Kadingilan II District, Bukidnon (SY 2019–2020). A descriptive-correlational design was employed involving 101 Grade 4 pupils identified as at risk of dropping out. Data were collected using a validated questionnaire (CVI = 0.89; Cronbach’s α = 0.91) and analyzed using descriptive statistics, independent t-test, one-way ANOVA, and Pearson product–moment correlation. Respondents were predominantly male (65.3%), aged 10–11 years (61.4%), from low-income households (85.1% earning ₱1,000–₱10,999), with parents largely self-employed (92.1%) and with elementary education (80.2%). Pupils reported high involvement in interventions: close-door counseling (M = 4.06), home visits (M = 3.80), CFSS (M = 3.74), and school feeding (M = 4.03), while dormitory involvement was low (M = 1.47). Academic achievement was generally low, with 63% fairly satisfactory (75–79) and 36% satisfactory (80–84). No significant differences were observed across most demographic variables (p > .05), except for dormitory involvement by gender and income (p < .05). Correlation analysis showed no significant relationship between intervention involvement and academic achievement (r = -0.186 to 0.149, p > .05). Findings indicate that while interventions enhance participation, they do not directly predict academic outcomes.

Gender inequality in higher education remains a concern in rural Pakistan, where women’s education opportunities are shaped by social expectations concerning mobility, family responsibilities, and appropriate gender roles. This study examined how social stigmatization associated with staying at home and performing domestic roles is experienced by rural females and how public and self-stigma relate to their participation in higher education. A qualitative descriptive phenomenological design was employed. Data were collected by semi-structured interviews from 30 participants in rural Pakistan, including eight female students and nine female family members, and 13 male family and community members. Thematic analysis identified four interrelated themes: restricted mobility and chaperonage, conditional educational and career aspirations, internalized domestic identity, and protectionist concerns surrounding coeducation. The findings indicate that female education was generally valued, but support was often conditional on family approval, proximity to home, supervision, and conformity with socially accepted roles as daughters, wives, and mothers. Public stigma was reflected in shared expectations that restricted women’s mobility, educational location, and career choices. While self-stigma through self-censorship became apparent when some female students anticipated these judgments and adjusted their educational aspirations accordingly. These findings suggest that educational inequality in the setting examined is associated not only with material and institutional barriers but also with social judgments and their internalization. By applying a stigma perspective, the study provides a context-specific account of how public stigma, self-stigma, and self-censorship may interact with gendered expectations to narrow higher education opportunities for rural females.

Allocation of educational resources affects the learning environment and equality of opportunity for students. Frontline teachers' views on the urban-rural disparity in educational resources for Chinese primary and secondary schools are investigated in this study. An exploratory comparative design was used, and based on questionnaire responses from 26 teachers, six were from urban schools and twenty were from rural or township schools. Teacher staffing and qualifications, school facilities, digital resources, curriculum implementation, professional development, family cooperation, funding and policy execution were also analysed. Therefore, the deficiencies in urban and rural areas cannot be confined to primary and secondary school facilities. Rural teachers reported more restrictions in specialist staffing, professional development, curriculum provision, digital resources, family support and the actual implementation of educational balancing policies. Teachers in both groups also listed the recruitment, training and retention of teachers as problems. Therefore, in addition to the supply of resources, schools need to have the ability to use and maintain these resources effectively for educational equity. Due to the small and unequal sample and the reliance on self-reported data, the findings should be interpreted as exploratory. Future research should use larger samples and combine teacher perspectives with student, school, and longitudinal data to further examine how resource allocation affects educational opportunities.

Introduction This study examined associations among professional identity, work engagement, and self-rated caregiving performance among childcare trainees and early-career practitioners in China. Methods A cross-sectional survey included 318 participants recruited through 11 vocational colleges and 50 childcare institutions in Guangdong Province. Confirmatory factor analysis and structural equation modelling assessed the measurement structure and associations, with bootstrapping and robustness analyses. Results The three-factor model showed good fit (CFI = 0.954, RMSEA = 0.039). Professional identity was positively associated with self-rated caregiving performance (total β = 0.694; direct β = 0.465), including an indirect association through work engagement (β = 0.229, bias-corrected 95% CI [0.128, 0.339]). Findings remained consistent across robustness analyses. Discussion Professional identity and work engagement were associated with more favourable self-appraisals of caregiving performance. The cross-sectional, single-source design precludes causal inference, and self-rated performance should not be equated with observed caregiving quality.

Background Concerns over possible employment displacement among undergraduates majoring in English have been raised by the growing use of artificial intelligence in writing, translation, and language services. However, limited research has examined the association between perceived AI replacement threat (PAIRT) and employment anxiety among English-major undergraduates or the roles of career insecurity and career decision-making self-efficacy (CDMSE). Methods This cross-sectional study surveyed 711 Chinese English-major undergraduates recruited through convenience sampling. After controlling for gender and grade level, AMOS and PROCESS Model 7 with 5,000 bootstrap resamples were used to examine the indirect and conditional indirect associations. Results PAIRT was positively associated with both career insecurity and employment anxiety. A significant indirect association between PAIRT and employment anxiety through career insecurity was observed, accounting for 48.29% of the estimated total effect. CDMSE significantly moderated the association between PAIRT and career insecurity, with this positive association becoming weaker at higher levels of CDMSE. The conditional indirect association through career insecurity was smaller at higher levels of CDMSE, and the index of moderated mediation was significant. Sensitivity analyses excluding the career replaceability items from employment anxiety produced substantively consistent results. Discussion These findings extend understanding of employment anxiety among English-major undergraduates in the context of AI.

A couple of questions in media effects research have generated many empirical tasks and as little consensus as the link between violent video game play and real-world aggression. Public argument consistently conjures up the medium after mass shootings, while scholarship has actually produced meta-analyses reaching contrary conclusions from overlapping proof. This review synthesizes experimental, longitudinal and population-level research released between 1961 and 2020, making use of twenty peer-reviewed sources situated in Web of Science, Scopus and PsycINFO that report a quantitative estimate linking violent media exposure to an aggression-related outcome. Short-term experiments find tiny rises in aggressive affect, cognition and laboratory-measured behavior, however, these estimates reduce when publication bias is modelled and rest on outcome measures of contested validity. Longitudinal designs yield effects in the exact same tiny range, with the biggest prospective meta-analysis reporting a standardized coefficient of 0.11. Population-level analyses of crime data discover no positive association between violent media consumption and violent offending. A reanalysis that anchors these contested syntheses to a common analytical scale reveals consistent yet extremely small adverse effects. Collectively, the literature supports a modest association with aggressive behavior, while failing to substantiate the causal claim linking exposure to serious violence—a narrative that disproportionately dominates public discourse.

Mental health conditions have become one of the most urgent public health challenges worldwide, affecting nearly one billion people and creating substantial social and economic burdens. Despite increasing demand for psychological services, barriers such as financial costs, shortages of mental health professionals, geographical inequalities, and social stigma prevent many individuals from receiving timely support. This paper examines the biological, psychological, and environmental factors contributing to mental disorders and evaluates the potential role of artificial intelligence (AI) conversational models in mental health support. It argues that AI cannot replace licensed clinicians but can serve as a complementary tool by improving accessibility, providing continuous communication, offering privacy, and delivering personalized psychoeducation. Particular attention is given to autism spectrum disorder (ASD), where AI's predictable communication style may support communication practice and reduce social pressure. The paper also discusses AI-assisted interventions based on cognitive behavioral therapy (CBT) and examines ethical challenges, including privacy, algorithmic bias, and clinical responsibility. Overall, responsible cooperation between AI technologies and healthcare professionals may improve the accessibility and effectiveness of future mental healthcare.

Social deduction games require people to identify the truth-tellers and liars based on limited and vague information. This exploratory study investigated the relationship between agreeableness, neuroticism and accuracy of deception judgment in a structured social-deduction task. Sixty-three participants aged 15-35 completed a 120-item Big Five personality inventory and then observed the materials from a Werewolf game before making five judgments, three hidden-role judgments and two truth-value judgments. The results showed that neuroticism was negatively correlated with the accuracy of judgment (r = -0.294, p = .019, 95% CI [-0.505, -0.050]), and agreeableness was not significantly related to accuracy (r = -0.128, p = .317, 95% CI [-0.364, 0.124]). Exploratory analysis of trait combinations also showed that the mean accuracy of the agreeableness and neuroticism groups was different. Therefore, it is proposed that neuroticism may be linked to differences in the judgement of deception among individuals, but agreeableness alone was not significantly associated with performance in the current task. As an exploratory correlational study, the results provide an initial indication of personality differences in deception judgment under the circumstances of structured social interaction.

Introduction This study treats adolescent athletes' self-efficacy as a dynamic process rather than a fixed quantity, asking how its fluctuations arise in online social settings and how that volatility shapes training engagement. Methods We recruited a stratified sample of 320 youth athletes across sport discipline, competitive tier, and sex, and combined ecological momentary assessment with weekly follow-up over 8 consecutive weeks, using instruments released under open licenses and open-source software throughout. Two dispersion indices, the intraindividual standard deviation and the root mean square of successive differences, summarized fluctuation at the person level, while absolute occasion-to-occasion change indexed momentary instability at the event level. We fitted multilevel linear models, a two-level dynamic structural equation model, latent growth curve models, and multilevel structural equation models, with each path labeled by its level of analysis. Results Momentary self-efficacy showed genuine within-person temporal dependence rather than independent scatter, and its trajectory was phase-linked to the competitive calendar and unevenly distributed across individuals. Between persons, fluctuation amplitude tracked the intensity of negatively valenced comparison rather than the sheer volume of feedback, and comparison orientation amplified that association on the negative arm alone. Within persons, negative comparison enlarged momentary instability both immediately and at a one-occasion lag, whereas positive signals steadied confidence only briefly. Amplitude was negatively associated with all three engagement facets beyond mean efficacy, most strongly for absorption, although a formal equality test separated absorption from dedication but not vigor. The direct reach of negative comparison into engagement proved facet-specific: vigor and absorption were affected, dedication was not, so the facet-by-facet hypothesis holds only in part. Sensitivity analyses adding competitive-calendar phase, splitting the series by season phase, partialling the person mean and the person-specific autoregression out of the amplitude index, entering competitive tier as a covariate, and checking participant-coded valence against automated sentiment scoring left the pattern intact. Discussion The findings extend social cognitive theory's vicarious and persuasive sources into a temporally dense digital regime and point toward protective coaching and self-regulation strategies.

The present study examined differences in the desire to become a celebrity versus a hero in Iran and Afghanistan and investigated whether admiration of one’s favorite celebrity was associated with these aspirations. Participants completed an online questionnaire including a 7-item version of the Celebrity Attitude Scale (CAS-7) and measures of desire to become a celebrity or hero. In Iran, participants reported significantly greater interest in becoming a hero than a celebrity, whereas this difference was not significant in Afghanistan. CAS-7 scores were positively associated with the desire to become a celebrity in both Iran and Afghanistan. These findings suggest that the desire to be a hero, rather than a celebrity, extends well beyond American borders.

Background Cognitive differences across badminton performance levels may be task-specific rather than reflect broad executive-function advantages. Methods Ninety-six participants (33 high-level players, 31 recreational players and 32 non-badminton participants) completed word-color matching, task switching, 1-back and Raven testing. Analyses adjusted for sex, age and Raven score. Task-level MANCOVAs used Pillai’s trace, with HC3-adjusted RT models and binomial mixed models for follow-up comparisons. Additional models distinguished 1-back timeouts from accuracy among answered trials. Results Overall group effects were significant for word-color matching ( p < 0.001) and 1-back ( p = 0.011), but not task switching ( p = 0.592). High-level players responded faster in both word-color conditions than both comparison groups. Condition, response hand and response frequency were confounded, preventing an isolated interpretation of the condition RT contrast. In 1-back, timeout rates were 40.45%, 36.92% and 48.21% in the high-level, recreational and non-badminton groups; both badminton groups had lower adjusted timeout rates than the non-badminton group in both conditions. Accuracy among answered trials showed no clear group differences, and correct-response RT did not differ significantly ( p = 0.572). All-trial accuracy findings were sensitive to model specification. Conclusion High-level players showed faster word-color matching, and both badminton groups had fewer timeouts in the deadline-constrained 1-back task. The findings indicate task-specific performance differences rather than a broad executive-function advantage.

Introduction Tactical decision-making in basketball depends on the rapid extraction, maintenance, and use of changing spatial information, but the cognitive abilities associated with tactical performance may not be the same at different levels of expertise. Methods In this cross-sectional study, 90 male basketball players were classified as expert, intermediate, or novice ( n = 30 per group). Participants completed an MOT task, a computerized Corsi block-tapping task assessing VSWM, and a video-based TDM task. Group differences, within-group correlations, and expertise-moderated regression models were examined. Results Experts showed higher MOT thresholds and TDM scores than both intermediate and novice players, and higher Corsi spans than novices. Within experts, MOT was positively associated with TDM ( r = 0.535, FDR-adjusted p = 0.010), whereas within intermediate players, Corsi span was positively associated with TDM ( r = 0.726, FDR-adjusted p < 0.001). The omnibus moderated-regression interaction block was significant, F (4, 80) = 3.331, p = 0.014. Direct pairwise slope contrasts showed that the MOT–TDM slope was stronger in experts than in intermediate players (Δ B = 7.210, Holm-adjusted p = 0.043) and that the Corsi–TDM slope was stronger in intermediate than in expert players (Δ B = 6.682, Holm-adjusted p = 0.042); the other pairwise slope contrasts did not survive multiplicity correction. Sensitivity analyses using Spearman correlations, HC3 robust standard errors, and influence diagnostics supported the main expert–intermediate contrasts. Discussion These findings provide exploratory evidence that cognitive–decision associations differ across basketball expertise levels, particularly between expert and intermediate players. The cross-sectional design does not establish causal mechanisms or developmental transitions.

Students differ in whether they learn for the sheer joy of learning or primarily to avoid failure. The difference can be partly explained by intrinsic motivation—a driver of engagement, persistence, and psychological well-being that is not fixed but shaped by the learning environment itself. Drawing on Self-Determination Theory (SDT), this review synthesizes research on educational interventions designed to cultivate students' intrinsic motivation, spanning five categories: need-supportive teaching, competence-supportive practices such as structure and feedback, instructional-method redesigns such as problem- and project-based learning, technology-based approaches such as gamification, and teacher-focused interventions targeting teachers' own behavior and motivation. Across these approaches, one pattern stands out: need-supportive interventions—particularly autonomy support combined with structure—carry the strongest theoretical and empirical support, while other interventions succeed only insofar as they satisfy students' psychological needs within a given context. Autonomy, competence, and relatedness thus provide a common framework for understanding how diverse educational practices influence motivational outcomes. Yet the evidence base remains fragmented: inconsistent conceptualizations of intrinsic motivation, considerable heterogeneity across intervention designs, and a scarcity of long-term data limit what can be concluded with confidence.

The exclusion and bullying targeting minority groups--including sexual minorities, individuals with disabilities, and orphans--have become observable social phenomena in Chinese campus settings. This review examines, from a social psychological perspective, how the herd effect operates within physical campus environments to trigger, amplify, and consolidate prejudice and discrimination held by majority groups toward minority students. Adopting a literature review methodology, this paper synthesizes Asch's conformity experiments, behaviorist theory, Freudian individual unconscious, Jungian collective unconscious, and empirical studies on school bullying and peer conformity published over the past two decades. The central argument proposes a "three-tiered ladder" through which the herd effect function: first, linguistic stigmatization transforms neutral identity labels such as "gay" and" Tang"(a colloquial abbreviation for Down Syndrome in Chinese, used similarly to offensive slurs like "mong" in English) into tools of humiliation; second, social isolation dismantles the victim's support network; and third, peer pressure escalates into physical violence and property damage. This mechanism is significantly amplified within the Chinese collectivist educational context, where the physical inseparability of fixed-class systems extends conformity pressure from temporary behavior into chronic survival anxiety.

Introduction Research on associations between pornography viewing and sexual violence has been limited by the absence of validated instruments that differentiate exposure along a violence continuum within pornographic practices, with existing measures focused on consumption frequency or problematic patterns rather than on the specific content consumed. The Pornography Violence Exposure Scale (PVES) was developed to assess exposure to pornographic content graded across three violence levels: non-violent material and domination-without-pain (Level 1), coercive content (Level 2), and explicit physical aggression (Level 3). Methods A cross-sectional study with 2,181 Spanish young adults aged 18–35 years who reported viewing pornography examined factor structure, measurement invariance across sex and age, convergent, nomological, and incremental validity, and discriminative capacity for sexual violence outcomes via Receiver Operating Characteristic (ROC) analysis. Results A bifactor model demonstrated good fit (CFI = 0.978, TLI = 0.957, RMSEA = 0.076), with a dominant general factor (ωH = 0.84, ECV = 0.81) capturing graded exposure to violent content. Strict measurement invariance was supported across sex and age groups. Convergent correlations with sexual violence outcomes (mean | r | = 0.24) substantially exceeded near-zero nomological associations with sexual function and partner-evaluation indicators (mean |r| = 0.03), and the general factor produced significant incremental validity for both victimization (Δ R 2 = 0.088) and perpetration (Δ R 2 = 0.200), with acceptable discrimination for perpetration (AUC = 0.753). Discussion The PVES is the first psychometrically validated instrument for measuring differentiated exposure to violent pornographic content, enabling more precise investigation of content-specific associations with sexual violence outcomes.

Abstract The concepts of archetypes and the collective unconscious are the most recognised among Carl G. Jung’s contributions. The collective unconscious is a component of the human psyche distinct from the personal unconscious and not derived from individual experience; therefore, it does not constitute a personal realization. Jung’s theory centres on the Collective Unconscious, which he defines as a repository of “racial memories,” primal images, and experiential patterns known as archetypes. Jungian literary criticism sharply contrasts with psychoanalytic criticism. Although he initially followed Sigmund Freud, Jung’s interpretation of depth psychology diverges significantly from that of his predecessor, creating a fundamental difference between Jungian literary criticism and psychoanalytic criticism. The purpose of this paper is to apply Jung’s theory, “Archetypes and The Collective Unconscious,” to the characters in J. C. Oates’s short story “Where Are You Going, Where Have You Been?” by analysing the archetypes of persona, anima/animus, shadow, and the self within the story to understand how these archetypes interact to shape the psyche of each character and their psychological behaviours throughout the story. Keywords: Collective Unconscious, Personal Unconscious, Archetypes, Persona, Anima/Animus, Shadow, Self, Psychoanalytic Criticism, Psychological Behaviours, Dreams and Visions

The in-depth penetration of artificial intelligence (AI) technology has reshaped career forms and the structure of the labor market, exerting a profound impact on university students’ cognition and orientation towards career development. Based on the conservation of resources theory and self-determination theory, we conducted three studies—an experimental study and two survey studies—to explore correlational linkages between AI awareness and university students’ boundaryless career. Studies 1 and 3 consistently demonstrated that AI awareness is indirectly associated with boundaryless career through the parallel mediating pathways of intrinsic motivation and future job insecurity. Study 2 provided experimental evidence that heightened AI awareness increases both intrinsic motivation and future job insecurity. This research enriches the application scenarios of boundaryless career theory in the context of technological change, deepens the understanding of the mechanism linking technological perception to youth career psychology, and offers practical implications for career guidance in universities.

This community service study examines the role of communication psychology in fostering children's self-confidence through the “Lomba Islami Anak Ceria” (Cheerful Islamic Children's Competition) held at At-Taqwa Mosque, Gaden Village, Trucuk District, Klaten Regency. The program was initiated following observations that many early childhood and elementary school children attending local Quranic learning centers lacked self-confidence, felt shy, and hesitated to perform publicly. The study employed a participatory approach integrating communication psychology principles, supported by evaluation through direct observation and qualitative reflection. The program consisted of three stages: preparation through TPA mentoring, implementation of competitions, and evaluation. Activities included adhan recitation, Islamic quizzes, calligraphy coloring, short surah recitation, and interactive quizzes. Approximately 100 children from TPAs across Gaden Village participated, supported by 21 student volunteers. The results showed that friendly, empathetic, and supportive communication strategies, combined with equal appreciation for all participants, created a safe and comfortable social environment. Children demonstrated greater enthusiasm, more active participation, and increased courage in interacting and expressing themselves publicly. These findings highlight the importance of positive communication in supporting children's psychological development. This study concludes that a supportive environment grounded in communication psychology can effectively foster self-confidence in early childhood, particularly through engaging, inclusive, and enjoyable Islamic educational activities.

این مطالعه خدمت‌رسانی به جامعه به بررسی نقش روان‌شناسی ارتباطات در پرورش اعتماد به نفس کودکان از طریق «مسابقه اسلامی کودکان شاد» که در مسجد التقوی روستای گادن، بخش تروچوک، شهرستان کلَتن برگزار شد، می‌پردازد. این برنامه پس از مشاهده این موضوع که بسیاری از کودکان پیش‌دبستانی و دبستانی که در مراکز آموزش قرآن محلی شرکت می‌کنند، فاقد اعتماد به نفس بوده، احساس خجالت می‌کنند و در اجرای عمومی تردید دارند، آغاز شد. این پژوهش با رویکرد مشارکتی و با ادغام اصول روان‌شناسی ارتباطات انجام شد و ارزیابی آن از طریق مشاهده مستقیم و بازتاب کیفی صورت گرفت. برنامه شامل سه مرحله بود: آمادگی از طریق مشاوره TPA، اجرای مسابقات و ارزیابی. فعالیت‌ها شامل اذان‌گویی، مسابقه‌های اسلامی، رنگ‌آمیزی خوشنویسی، قرائت سوره‌های کوتاه و مسابقه‌های تعاملی بود. حدود ۱۰۰ کودک از مراکز TPA سراسر روستای گادن با حمایت ۲۱ داوطلب دانشجویی در این برنامه شرکت کردند. نتایج نشان داد که راهبردهای ارتباطی دوستانه، همدلانه و حمایتی همراه با قدردانی برابر از همه شرکت‌کنندگان، محیط اجتماعی امن و راحتی ایجاد کرد. کودکان اشتیاق بیشتری نشان دادند، مشارکت فعال‌تری داشتند و جسارت بیشتری در تعامل و ابراز وجود در جمع پیدا کردند. این یافته‌ها اهمیت ارتباط مثبت را در حمایت از رشد روان‌شناختی کودکان برجسته می‌کند. این مطالعه نتیجه می‌گیرد که محیط حمایتی مبتنی بر روان‌شناسی ارتباطات می‌تواند به طور مؤثری اعتماد به نفس را در کودکان خردسال، به ویژه از طریق فعالیت‌های آموزشی اسلامی جذاب، فراگیر و لذت‌بخش، پرورش دهد.

Islamic education views learners as individuals endowed with innate human nature (fitrah) that should be developed holistically through educational processes integrating intellectual, emotional, moral, social, and spiritual dimensions. Within the context of the Malay Coastal community, local cultural values rooted in Islamic teachings constitute an important social capital for strengthening students' character and spirituality. This article aims to analyze the concepts of fitrah, character, and spirituality from the perspective of Islamic educational psychology based on Malay Coastal culture. This study employs a library research method using a conceptual approach through an extensive review of the Qur'an, Hadith, Islamic educational psychology literature, and relevant scholarly publications. The findings indicate that fitrah serves as the fundamental human potential that underlies the development of character and spirituality. Malay Coastal cultural values including religiosity, mutual cooperation, deliberation, courtesy, respect for parents, and social responsibility strongly support the reinforcement of Islamic character education. The integration of the concept of fitrah with local cultural values produces a contextual, humanistic, and value-oriented educational framework that contributes to the realization of insan kamil (the complete human being). Consequently, Islamic educational psychology grounded in Malay Coastal culture represents a strategic educational approach for strengthening students' character and spirituality amid the challenges posed by globalization and technological advancement. Abstrak Pendidikan Islam memandang peserta didik sebagai individu yang memiliki potensi fitrah yang harus dikembangkan secara utuh melalui proses pendidikan yang memperhatikan dimensi intelektual, emosional, moral, sosial, dan spiritual. Dalam konteks masyarakat Melayu Pesisir, nilai-nilai budaya lokal yang berlandaskan ajaran Islam menjadi modal sosial yang penting dalam membentuk karakter dan spiritualitas peserta didik. Artikel ini bertujuan menganalisis konsep fitrah, karakter, dan spiritualitas peserta didik dalam perspektif psikologi pendidikan Islam berbasis budaya Melayu Pesisir. Penelitian menggunakan metode library research dengan pendekatan konseptual melalui kajian terhadap Al-Qur'an, Hadis, literatur psikologi pendidikan Islam, serta berbagai hasil penelitian ilmiah yang relevan. Hasil kajian menunjukkan bahwa fitrah merupakan potensi dasar manusia yang menjadi landasan perkembangan karakter dan spiritualitas. Nilai-nilai budaya Melayu Pesisir seperti religiusitas, gotong royong, musyawarah, sopan santun, penghormatan kepada orang tua, dan kepedulian sosial memiliki relevansi yang kuat dalam penguatan pendidikan karakter Islami. Integrasi konsep fitrah dengan nilai budaya lokal menghasilkan model pendidikan yang lebih kontekstual, humanistik, dan berorientasi pada pembentukan insan kamil. Oleh karena itu, psikologi pendidikan Islam berbasis budaya Melayu Pesisir menjadi pendekatan strategis dalam memperkuat karakter peserta didik di tengah tantangan globalisasi dan perkembangan teknologi.

آموزش اسلامی، دانش‌آموزان را به عنوان افرادی با فطرت انسانی ذاتی می‌نگرد که باید این فطرت به صورت جامع از طریق فرایندهای آموزشی که ابعاد عقلانی، هیجانی، اخلاقی، اجتماعی و معنوی را دربرمی‌گیرد، پرورش یابد. در بستر جامعه ملایو ساحلی، ارزش‌های فرهنگی محلی که ریشه در تعالیم اسلامی دارند، سرمایه اجتماعی مهمی برای تقویت شخصیت و معنویت دانش‌آموزان محسوب می‌شوند. هدف این مقاله تحلیل مفاهیم فطرت، شخصیت و معنویت از منظر روان‌شناسی تربیتی اسلامی مبتنی بر فرهنگ ملایو ساحلی است. این پژوهش با روش کتابخانه‌ای و رویکرد مفهومی از طریق بررسی گسترده قرآن، حدیث، ادبیات روان‌شناسی تربیتی اسلامی و انتشارات علمی مرتبط انجام شده است. یافته‌ها نشان می‌دهد که فطرت به عنوان ظرفیت بنیادین انسانی، زیرساخت توسعه شخصیت و معنویت است. ارزش‌های فرهنگی ملایو ساحلی از جمله دینداری، همکاری جمعی، مشورت، ادب، احترام به والدین و مسئولیت‌پذیری اجتماعی، نقش مهمی در تقویت آموزش شخصیت اسلامی دارند. ادغام مفهوم فطرت با ارزش‌های فرهنگی محلی، چارچوب آموزشی زمینه‌مند، انسان‌محور و ارزش‌مداری را پدید می‌آورد که به تحقق انسان کامل (انسان کامل) کمک می‌کند. بنابراین، روان‌شناسی تربیتی اسلامی مبتنی بر فرهنگ ملایو ساحلی، رویکردی راهبردی برای تقویت شخصیت و معنویت دانش‌آموزان در مواجهه با چالش‌های جهانی‌شدن و پیشرفت فناوری به شمار می‌رود.

Time-of-day can affect optimal performance in educational and professional settings.Although institutional schedules such as early morning classes are known to negatively affect sleep and academic outcomes, the impact of assignment deadlines and examination timings is less clear.Here, we examined how the timing of 16,677 assignment deadlines and 1,371 examinations associated with sleep, wellbeing, and academic performance in a cohort of 636 first-year undergraduate students over their first semester at university.Sleep was objectively tracked using a wearable device, whereas well-being was assessed through daily smartphone-delivered ecological momentary assessments.We found that nearly half (44%) of total assignments were submitted within 24 hr of its deadline.Those due earlier in the day were associated with 11-49 min shorter sleep the night before the deadline compared with a typical night.Sleep satisfaction was also poorer with earlier deadlines, whereas stress and sadness levels were highest on days with early morning deadlines.Furthermore, morning examinations were associated with 61-82 min shorter sleep than both afternoon and evening examinations.However, both morning and evening examinations were associated with 5-6 percentage points poorer course grades on average compared with examinations commencing in the afternoon.Regardless of examination time-of-day, sleep the night before an examination was associated with course performance.Notably, each hour less sleep than habitual the night before an examination was associated with a 1.2-to 3-percentage point decrease in marks achieved.These findings suggest timing of assignment deadlines and examinations as a key modulator of student sleep, well-being, and academic success. Educational Impact and Implications StatementLast-minute submissions of student assignments due earlier in the day were linked to shorter and poorer quality sleep, and reduced well-being.Both morning and evening examinations were associated with poorer academic performance compared with afternoon examinations, but scores were moderated by sleep duration the night before.

زمان روز می‌تواند بر عملکرد بهینه در محیط‌های آموزشی و حرفه‌ای تأثیرگذار باشد. اگرچه برنامه‌های نهادی مانند کلاس‌های صبح زود به‌طور شناخته‌شده‌ای بر خواب و پیامدهای تحصیلی اثر منفی دارند، اما تأثیر زمان‌بندی مهلت‌های تحویل تکالیف و زمان برگزاری آزمون‌ها کمتر روشن است. در این پژوهش، بررسی کردیم که زمان‌بندی ۱۶٬۶۷۷ مهلت تحویل تکلیف و ۱٬۳۷۱ آزمون چگونه با خواب، بهزیستی و عملکرد تحصیلی در یک گروه ۶۳۶ نفره از دانشجویان سال اول کارشناسی طی نخستین نیم‌سال تحصیلی در دانشگاه مرتبط است. خواب به‌صورت عینی با استفاده از یک دستگاه پوشیدنی پایش شد و بهزیستی از طریق ارزیابی‌های لحظه‌ای زیست‌محیطی که روزانه توسط تلفن هوشمند ارائه می‌شد، سنجیده شد. دریافتیم که تقریباً نیمی (۴۴٪) از کل تکالیف ظرف ۲۴ ساعت پیش از مهلت مقرر تحویل داده شدند. تکالیفی که موعد تحویل آن‌ها زودتر در روز بود، با ۱۱ تا ۴۹ دقیقه خواب کمتر در شب پیش از مهلت نسبت به یک شب معمولی همراه بود. رضایت از خواب نیز با مهلت‌های زودتر پایین‌تر بود و سطوح استرس و غم در روزهایی با مهلت تحویل صبح زود بالاترین میزان را داشت. افزون بر این، آزمون‌های صبحگاهی با ۶۱ تا ۸۲ دقیقه خواب کمتر نسبت به آزمون‌های بعدازظهر و عصر همراه بودند. با این حال، هم آزمون‌های صبحگاهی و هم آزمون‌های عصرگاهی به‌طور میانگین با ۵ تا ۶ درصد نمره پایین‌تر در مقایسه با آزمون‌هایی که بعدازظهر آغاز می‌شدند، همراه بودند. صرف‌نظر از زمان برگزاری آزمون، خواب شب پیش از آزمون با عملکرد درسی مرتبط بود. به‌ویژه، هر ساعت خواب کمتر از میزان عادی در شب پیش از آزمون با کاهش ۱٫۲ تا ۳ درصدی در نمره کسب‌شده همراه بود. این یافته‌ها نشان می‌دهد که زمان‌بندی مهلت‌های تحویل تکالیف و آزمون‌ها به‌عنوان یک تعدیل‌گر کلیدی خواب، بهزیستی و موفقیت تحصیلی دانشجویان عمل می‌کند. بیانیه تأثیر و پیامدهای آموزشی: تحویل تکالیف دانشجویی در آخرین لحظات، به‌ویژه زمانی که موعد آن‌ها زودتر در روز است، با خواب کوتاه‌تر و با کیفیت پایین‌تر و کاهش بهزیستی مرتبط بود. هم آزمون‌های صبحگاهی و هم عصرگاهی با عملکرد تحصیلی ضعیف‌تر نسبت به آزمون‌های بعدازظهر همراه بودند، اما نمرات با مدت خواب شب پیش از آزمون تعدیل می‌شد.

Borderline personality disorder (BPD) may be overlooked when the therapist does not occupy the role of primary attachment object. In such cases, characteristic borderline dynamics emerge chiefly in external relationships rather than within psychotherapy, leading clinicians to underestimate the disorder. Drawing on Gunderson's original ego psychology-object relations model, this paper argues that BPD is fundamentally organised around relationships with emotionally significant others. Diagnostic formulations that rely heavily on transference dynamics may therefore miss BPD in seemingly organised patients whose central conflicts are enacted outside treatment. Gunderson's model thus remains essential for understanding the interpersonal core of borderline psychopathology.

اختلال شخصیت مرزی ممکن است زمانی نادیده گرفته شود که درمانگر نقش شیء دلبستگی اصلی را ایفا نمی‌کند. در چنین مواردی، پویایی‌های مرزی شاخص عمدتاً در روابط بیرونی و نه درون روان‌درمانی ظاهر می‌شوند و این امر منجر به کم‌برآوردی این اختلال توسط درمانگران می‌گردد. با استناد به مدل روان‌شناسی ایگو ـ روابط شیء گاندرسون، این مقاله استدلال می‌کند که اختلال شخصیت مرزی اساساً حول روابط با دیگرانِ هیجانی مهم سازمان می‌یابد. بنابراین، فرمول‌بندی‌های تشخیصی که به‌شدت بر پویایی‌های انتقالی تکیه دارند، ممکن است اختلال شخصیت مرزی را در بیمارانی که به ظاهر سازمان‌یافته‌اند و تعارضات مرکزی آن‌ها خارج از درمان به نمایش گذاشته می‌شود، از دست بدهند. مدل گاندرسون همچنان برای فهم هسته بین‌فردی آسیب‌شناسی روانی مرزی ضروری باقی می‌ماند.

The Ministry of Education and Culture (MEC), the Finnish National Agency for Education (EDUFI), and the Finnish Education Evaluation Centre (FINEEC) have recently actively sought to identify and produce means and tools to support socio-emotional learning and well-being among children in early childhood education. According to reports conducted by the Ministry of Education and Culture and the Finnish National Agency for Education, there is a need for a more research related to research-based intervention methods in ECE. The aim of this descriptive review is to highlight Finnish peer reviewed intervention research and find out how teacher-child interaction skills are described within it. The findings indicate that Finnish intervention research is relatively recent, and that all intervention programs are targeted at entire groups of children. The intervention studies (n = 18) were evenly divided into descriptions of method implementation, the strengthening the professional competence of ECE and care personnel and the supporting the socio-emotional skills among children and ECE and care personnel. Teacher competence was enhanced through training that emphasized theoretical knowledge, its binding into practice, and shared reflection. Approximately half of the interventions were based on positive psychology. The role of guardians in interventions was limited. The descriptions of the teacher-child interaction were strongly focused on emotional support. According to the results, the core of teacher-child interaction lies in the teacher’s active role: the teacher is not merely available to the child but acts as an active agent in creating learning opportunities for each child. Supporting the child relies largely on the teacher’s own teacher-child interaction skills and their ability to appropriately use and apply materials. Therefore, strengthening teachers’ own socio-emotional competence and professional capacity is essential within interventions. Providing stronger support for children with greater needs in socio-emotional learning also requires more individualized interventions. Ultimately, children’s socio-emotional learning and competencies, as well as the learning environments that support them, are nurtured by ECE teachers and other ECE and care personnel.

وزارت آموزش و فرهنگ (MEC)، سازمان ملی آموزش فنلاند (EDUFI) و مرکز ارزیابی آموزش فنلاند (FINEEC) اخیراً به طور فعال در پی شناسایی و تولید ابزارها و روش‌هایی برای حمایت از یادگیری اجتماعی‌هیجانی و بهزیستی کودکان در آموزش و پرورش دوران کودکی بوده‌اند. بر اساس گزارش‌های تهیه‌شده توسط وزارت آموزش و فرهنگ و سازمان ملی آموزش فنلاند، نیاز به پژوهش‌های بیشتری در زمینه روش‌های مداخله مبتنی بر پژوهش در آموزش و پرورش دوران کودکی وجود دارد. هدف این مرور توصیفی، برجسته‌کردن پژوهش‌های مداخله‌ای داوری‌شده فنلاندی و بررسی نحوه توصیف مهارت‌های تعامل معلم-کودک در این پژوهش‌ها است. یافته‌ها نشان می‌دهد که پژوهش‌های مداخله‌ای فنلاندی نسبتاً جدید هستند و همه برنامه‌های مداخله‌ای بر کل گروه‌های کودکان متمرکز بوده‌اند. مطالعات مداخله‌ای (n = 18) به طور مساوی بین توصیف اجرای روش، تقویت شایستگی حرفه‌ای کارکنان آموزش و مراقبت دوران کودکی و حمایت از مهارت‌های اجتماعی‌هیجانی کودکان و کارکنان آموزش و مراقبت تقسیم شده‌اند. شایستگی معلمان از طریق آموزش‌هایی که بر دانش نظری، پیوند آن با عمل و بازتاب مشترک تأکید داشتند، تقویت شده است. تقریباً نیمی از مداخلات مبتنی بر روان‌شناسی مثبت‌گرا بوده‌اند. نقش والدین در مداخلات محدود بوده است. توصیف‌های تعامل معلم-کودک عمدتاً بر حمایت هیجانی متمرکز بوده‌اند. بر اساس نتایج، هسته تعامل معلم-کودک در نقش فعال معلم نهفته است: معلم صرفاً در دسترس کودک نیست، بلکه به عنوان عاملی فعال در ایجاد فرصت‌های یادگیری برای هر کودک عمل می‌کند. حمایت از کودک تا حد زیادی به مهارت‌های تعامل معلم-کودک و توانایی معلم در استفاده و به‌کارگیری مناسب مواد آموزشی وابسته است. بنابراین، تقویت شایستگی اجتماعی‌هیجانی و ظرفیت حرفه‌ای معلمان در مداخلات ضروری است. ارائه حمایت قوی‌تر برای کودکانی که نیاز بیشتری به یادگیری اجتماعی‌هیجانی دارند، همچنین مستلزم مداخلات فردی‌تر است. در نهایت، یادگیری و شایستگی‌های اجتماعی‌هیجانی کودکان و همچنین محیط‌های یادگیری حمایت‌کننده از آن‌ها، توسط معلمان آموزش و پرورش دوران کودکی و سایر کارکنان آموزش و مراقبت پرورش می‌یابد.

This research is related to the Concept of Relationship Inferred Self Efficacy in the Qur'an. Where this concept has a great influence on the psychology of people with spinal disorders, namely scoliosis. Scoliosis is a spinal disorder that not only has an impact on the physical condition, but also on the psychological condition of the sufferer. Such as a decrease in confidence in one's ability or called Self Efficacy. From the perspective of social psychology, Albert Bandura explained that self-efficacy is not only formed by personal experience, but also influenced by social relations, known as the concept of Relation Inferred Self-Efficacy (RISE), which is an individual's belief in his or her own abilities formed from the perception of the judgment of others. Therefore, supportive relationships are an important factor in increasing the self-efficacy of people with scoliosis. This type of research has a library research nature with primary data sources from the Qur'an and uses the maudhu'i tafsir method, where this interpretation starts from collecting and analyzing verses of the Qur'an related to human characteristics and beliefs or faith. The purpose of this research is to find out how the concept of RISE can be understood in the perspective of the Qur'an and how the verses of the Qur'an provide a theological and psychological basis regarding the importance of social relations in building individual confidence and mental fortitude, especially for people with scoliosis. The results of the study show that the Qur'an emphasizes the importance of relationships based on compassion, empathy, good communication, and mutual strengthening, which is in line with the concept of RISE in Bandura's theory. Values such as advising each other, providing support, and strengthening others are factors that can increase individual self-efficacy. Thus, the Qur'an not only provides spiritual solutions, but also offers relevant psychosocial principles in an effort to increase self-efficacy through positive relationships.

این پژوهش به مفهوم خودکارآمدی استنباط‌شده از روابط در قرآن می‌پردازد. این مفهوم تأثیر بسزایی بر روان‌شناسی افراد مبتلا به اختلالات ستون فقرات، به‌ویژه اسکولیوز، دارد. اسکولیوز نوعی اختلال ستون فقرات است که نه‌تنها بر وضعیت جسمانی، بلکه بر وضعیت روانی فرد مبتلا نیز تأثیر می‌گذارد؛ از جمله کاهش اعتماد به توانایی‌های فرد که به آن خودکارآمدی گفته می‌شود. از منظر روان‌شناسی اجتماعی، Albert Bandura توضیح داده است که خودکارآمدی تنها از طریق تجربه شخصی شکل نمی‌گیرد، بلکه تحت تأثیر روابط اجتماعی نیز قرار دارد که به آن مفهوم خودکارآمدی استنباط‌شده از روابط (Relation Inferred Self-Efficacy - RISE) گفته می‌شود؛ یعنی باور فرد به توانایی‌های خود که از ادراک قضاوت دیگران شکل می‌گیرد. بنابراین، روابط حمایتی عامل مهمی در افزایش خودکارآمدی افراد مبتلا به اسکولیوز به‌شمار می‌رود. این پژوهش از نوع کتابخانه‌ای است و داده‌های اولیه آن از قرآن کریم استخراج شده و از روش تفسیر موضوعی (تفسیر مضمونی) بهره گرفته است؛ به‌طوری که این تفسیر با جمع‌آوری و تحلیل آیات مرتبط با ویژگی‌ها و باورهای انسانی یا ایمان آغاز می‌شود. هدف این پژوهش، بررسی چگونگی فهم مفهوم RISE از منظر قرآن و نحوه ارائه مبانی الهیاتی و روان‌شناختی توسط آیات قرآن در خصوص اهمیت روابط اجتماعی در ساختن اعتماد به نفس و استحکام روانی فرد، به‌ویژه برای مبتلایان به اسکولیوز است. نتایج پژوهش نشان می‌دهد که قرآن بر اهمیت روابط مبتنی بر شفقت، همدلی، ارتباط مؤثر و تقویت متقابل تأکید دارد که با مفهوم RISE در نظریه Bandura همسو است. ارزش‌هایی همچون نصیحت متقابل، حمایت و تقویت دیگران از جمله عواملی هستند که می‌توانند خودکارآمدی فردی را افزایش دهند. بنابراین، قرآن نه‌تنها راه‌حل‌های معنوی ارائه می‌دهد، بلکه اصول روانی-اجتماعی مرتبط با تلاش برای افزایش خودکارآمدی از طریق روابط مثبت را نیز مطرح می‌کند.

Human cognition is unique. Our large brains and advanced cognitive skills indicate intense selection following the divergence from other hominins. Theoretical models and empirical data from the last few decades suggest that human intelligence primarily serves a social function. However, explaining precisely how human cognition is adapted for navigating the complexities of social life has proved challenging. This preregistered study empirically examines the recently proposed Coalitional Intelligence Hypothesis , which posits that the behavioral effects of human intelligence evolved as reliable signals of coalitional value, facilitating adaptive reciprocal exchanges of status and cognitive-computational services. This study also introduces the first Norwegian translation of the International Cognitive Ability Resource 16-Item Sample Test (ICAR-16), which we developed for use as our cognitive ability measure. Analysing a new dyadic dataset using the actor-partner interdependence mediation model, we found that coalitional value, operationalized in terms of ability to coordinate a group, fully mediates status allocated based on cognitive ability. These findings provide initial empirical support for the Coalitional Intelligence Hypothesis.

شناخت انسانی منحصر به فرد است. مغز بزرگ ما و مهارت‌های پیشرفته شناختی نشان‌دهنده انتخاب شدید پس از انشعاب از سایر هومینین‌ها است. مدل‌های نظری و داده‌های تجربی چند دهه اخیر نشان می‌دهند که هوش انسانی عمدتاً کارکردی اجتماعی دارد. با این حال، توضیح دقیق اینکه چگونه شناخت انسانی برای پیمایش پیچیدگی‌های زندگی اجتماعی سازگار شده است، چالش‌برانگیز بوده است. این مطالعه پیش‌ثبت‌شده به‌طور تجربی فرضیه هوش ائتلافی را که اخیراً مطرح شده است، بررسی می‌کند؛ این فرضیه بیان می‌کند که اثرات رفتاری هوش انسانی به عنوان نشانه‌های قابل اعتماد ارزش ائتلافی تکامل یافته‌اند و تبادلات متقابل سازگارانه منزلت و خدمات شناختی-محاسباتی را تسهیل می‌کنند. این مطالعه همچنین نخستین ترجمه نروژی آزمون نمونه ۱۶ ماده‌ای منبع بین‌المللی توانایی شناختی (ICAR-16) را معرفی می‌کند که ما آن را به عنوان سنجه توانایی شناختی خود توسعه دادیم. با تحلیل یک مجموعه داده دوتایی جدید با استفاده از مدل میانجی‌گری وابستگی بازیگر-شریک، دریافتیم که ارزش ائتلافی که بر اساس توانایی هماهنگی یک گروه عملیاتی شده است، به‌طور کامل میانجی‌گری تخصیص منزلت بر اساس توانایی شناختی را انجام می‌دهد. این یافته‌ها شواهد تجربی اولیه‌ای را برای فرضیه هوش ائتلافی فراهم می‌کند.

This article examines interdisciplinary integration as a means of developing future teachers’ didactic competence within English language teacher education at pedagogical universities in Uzbekistan. Didactic competence is understood as the ability to transform subject knowledge into coherent instruction through informed planning, classroom interaction, assessment, and adaptation to learners’ needs. The article adopts a conceptual and analytical approach to explore connections among linguistics, language teaching methodology, educational psychology, pedagogy, and digital literacy. It considers how these disciplines can contribute to shared instructional problems while retaining their distinct perspectives. The analysis proposes a framework centred on interdisciplinary learning objectives, problem-based lesson design, collaborative microteaching, guided analysis of teaching practice, and reflective assessment. Particular attention is given to tasks that require prospective English teachers to explain language features, anticipate learning difficulties, select appropriate instructional strategies, and interpret evidence of learner understanding. Multilingual classroom contexts and cooperation between university educators and school mentors inform the framework’s intended application. The article argues that interdisciplinary integration can create opportunities for students to connect disciplinary understanding with professional judgement when assignments, feedback, and teaching experiences are coherently organized. The proposed relationships remain theoretical rather than empirically demonstrated.

این مقاله به بررسی ادغام میان‌رشته‌ای به‌عنوان ابزاری برای توسعه شایستگی تدریسی معلمان آینده در آموزش معلمان زبان انگلیسی در دانشگاه‌های تربیت معلم ازبکستان می‌پردازد. شایستگی تدریسی به‌عنوان توانایی تبدیل دانش موضوعی به آموزش منسجم از طریق برنامه‌ریزی آگاهانه، تعامل کلاسی، ارزشیابی و سازگاری با نیازهای یادگیرندگان تعریف می‌شود. مقاله با رویکردی مفهومی و تحلیلی به بررسی ارتباط میان زبان‌شناسی، روش‌شناسی آموزش زبان، روان‌شناسی تربیتی، علوم تربیتی و سواد دیجیتال می‌پردازد. همچنین بررسی می‌کند که چگونه این رشته‌ها می‌توانند به مسائل مشترک آموزشی کمک کنند، در حالی که دیدگاه‌های متمایز خود را حفظ می‌کنند. تحلیل ارائه‌شده چارچوبی مبتنی بر اهداف یادگیری میان‌رشته‌ای، طراحی درس مبتنی بر مسئله، آموزش خرد مشارکتی، تحلیل هدایت‌شده عملکرد تدریس و ارزشیابی تأملی پیشنهاد می‌کند. توجه ویژه‌ای به وظایفی شده است که از معلمان آینده زبان انگلیسی می‌خواهد ویژگی‌های زبان را توضیح دهند، دشواری‌های یادگیری را پیش‌بینی کنند، راهبردهای آموزشی مناسب را انتخاب نمایند و شواهد درک یادگیرندگان را تفسیر کنند. زمینه‌های کلاسی چندزبانه و همکاری میان اساتید دانشگاه و راهنمایان مدارس، کاربرد مورد نظر این چارچوب را شکل می‌دهد. مقاله استدلال می‌کند که ادغام میان‌رشته‌ای می‌تواند فرصت‌هایی برای دانشجویان فراهم آورد تا درک رشته‌ای را با قضاوت حرفه‌ای پیوند دهند، مشروط بر آنکه تکالیف، بازخورد و تجربیات تدریس به‌صورت منسجم سازمان‌دهی شوند. روابط پیشنهادی در این مقاله نظری باقی مانده و به‌طور تجربی اثبات نشده‌اند.

Transitions from primary to secondary school can heighten anxiety, unsettle relationships, and challenge pupils’ sense of belonging. Schools increasingly deploy pastoral systems and universal wellbeing programmes, yet implementation varies and practice often lacks a clearly articulated evidence base. This literature review synthesises qualitative and mixed-methods studies (2017–2025) and examines how education staff can support pupils’ emotional wellbeing during primary‑to‑secondary transitions, with a focus on strategies informed by Cognitive Behaviour Therapy (CBT). Using a PICo framework, searches of ERIC, Education Source, CINAHL, and Psychology & Behavioral Sciences were conducted, applying inclusion criteria relevant to school contexts and transition stages. Studies were appraised with CASP tools. Findings cluster around three interrelated themes: (1) the centrality of relationships (teacher empathy and consistency; peer support; family partnership); (2) school belonging and connectedness (inclusive climate, pupil voice, and relational safety); and (3) emotional skills and resilience (structured psychoeducation, low-intensity CBT techniques, and peer-led emotion work). Methodological limitations across the literature include over-reliance on self-report, limited longitudinal designs, and conceptual ambiguity between belonging, connectedness, climate, and culture. The review proposes a practical pastoral framework that integrates CBT-informed strategies within universal and targeted supports and highlights priorities for professional development, co-production, and evaluation. Implications for pastoral care emphasise relationally attuned practice, actionable classroom tools, and multi-agency collaboration to scaffold emotionally safe, equitable transitions. Implications for pastoral care include embedding CBT-informed strategies within universal and targeted supports, prioritising relational safety, and fostering inclusive school climates to ensure emotionally secure transitions.

گذار از دبستان به دبیرستان می‌تواند موجب افزایش اضطراب، برهم خوردن روابط و به چالش کشیدن حس تعلق دانش‌آموزان شود. مدارس به طور فزاینده‌ای از نظام‌های پرورشی و برنامه‌های بهزیستی همگانی بهره می‌گیرند، اما اجرای این برنامه‌ها متفاوت است و اغلب فاقد پشتوانه شواهدی روشن و تبیین‌شده می‌باشد. این مرور ادبیات، پژوهش‌های کیفی و روش‌های ترکیبی (۲۰۱۷ تا ۲۰۲۵) را تلفیق می‌کند و بررسی می‌نماید که کارکنان آموزشی چگونه می‌توانند از بهزیستی هیجانی دانش‌آموزان در گذار از دبستان به دبیرستان حمایت کنند، با تمرکز ویژه بر راهبردهای مبتنی بر درمان شناختی-رفتاری (CBT). با استفاده از چارچوب PICo، جستجوهایی در پایگاه‌های ERIC، Education Source، CINAHL و Psychology & Behavioral Sciences انجام شد و معیارهای ورود مرتبط با زمینه‌های مدرسه و مراحل گذار اعمال گردید. مطالعات با ابزارهای CASP ارزیابی شدند. یافته‌ها حول سه محور به‌هم‌پیوسته متمرکز می‌شوند: (۱) محوریت روابط (همدلی و ثبات معلم؛ حمایت همسالان؛ مشارکت خانواده)؛ (۲) تعلق و پیوستگی به مدرسه (اقلیم فراگیر، صدای دانش‌آموز و امنیت رابطه‌ای)؛ و (۳) مهارت‌های هیجانی و تاب‌آوری (آموزش روانی ساختاریافته، فنون کم‌شدت درمان شناختی-رفتاری و فعالیت‌های هیجانی همسال‌محور). محدودیت‌های روش‌شناختی در ادبیات شامل اتکای بیش از حد به خودگزارشی، طرح‌های طولی محدود و ابهام مفهومی میان تعلق، پیوستگی، اقلیم و فرهنگ است. این مرور، چارچوب پرورشی عملیاتی را پیشنهاد می‌کند که راهبردهای مبتنی بر درمان شناختی-رفتاری (CBT) را در حمایت‌های همگانی و هدفمند ادغام می‌نماید و اولویت‌هایی برای توسعه حرفه‌ای، تولید مشترک و ارزیابی برجسته می‌سازد. پیامدهای مراقبت پرورشی بر تمرین مبتنی بر روابط، ابزارهای عملیاتی در کلاس درس و همکاری چندنهادی برای حمایت از گذارهای عاطفی ایمن و عادلانه تأکید دارد. پیامدهای مراقبت پرورشی شامل ادغام راهبردهای مبتنی بر درمان شناختی-رفتاری (CBT) در حمایت‌های همگانی و هدفمند، اولویت‌بخشی به امنیت رابطه‌ای و تقویت اقلیم فراگیر مدرسه برای تضمین گذارهای هیجانی ایمن است.

BACKGROUND: Parenting programs grounded in social learning (SL) and attachment theory are widely implemented, yet few trials have directly compared their effects across multiple parenting domains in community contexts. This study examined the relative effectiveness of an SL-based program (Triple P - Level 4 Group) and an attachment-based program (Circle of Security - Parenting, COS-P) against treatment-as-usual (TAU) when delivered online through community agencies. METHODS: A three-arm randomized controlled trial was conducted across four community organizations in Ontario, Canada. Caregivers of children aged 2-6 years (N = 502) were randomized (1:1:1) to Triple P, COS-P, or TAU. Primary outcomes were child behavioral difficulties (SDQ-Total) and parental overreactivity with post-intervention, 6-, and 12-month follow-up. Secondary outcomes included parental attributions, parenting stress, and caregiver mental health. Analyses followed an intention-to-treat framework using mixed-effects models (ClinicalTrials.gov #NCT04702191). RESULTS: Relative to TAU, Triple P demonstrated significant short-term reductions in emotional symptoms and conduct problems, and immediate improvements in hostile and helpless parenting and anxiety; however, most between-group effects did not persist beyond post-intervention. Effects on total child behavior problems at 12 months were no longer significant after correction for multiple testing. Improvements in parental attributions were sustained at 12 months. COS-P differed from TAU on only one outcome, at one time point. Within-group improvements in child behavior, dysfunctional parenting, and caregiver mood were observed in TAU, with COS-P and Triple P showing similar trends. Exploratory analyses suggested broader benefits for Triple P relative to COS-P. CONCLUSIONS: Triple P demonstrated selective short-term benefits relative to TAU across child behavioral and parenting outcomes, with sustained effects limited to parental attributions. COS-P showed no measurable effects relative to TAU. These findings highlight the importance of behavioral management and self-regulation components and point to the need for further research examining contextual moderators, maintenance strategies, and sustainable delivery approaches, including digital formats.

زمینه: برنامه‌های فرزندپروری مبتنی بر یادگیری اجتماعی (SL) و نظریه دلبستگی به طور گسترده‌ای اجرا می‌شوند، اما تعداد کمی از کارآزمایی‌ها به طور مستقیم اثرات آن‌ها را در حوزه‌های مختلف فرزندپروری در بسترهای اجتماعی مقایسه کرده‌اند. این مطالعه اثربخشی نسبی یک برنامه مبتنی بر SL (Triple P - Level 4 Group) و یک برنامه مبتنی بر دلبستگی (Circle of Security - Parenting، COS-P) را در مقایسه با درمان معمول (TAU) هنگام ارائه آنلاین از طریق نهادهای اجتماعی بررسی کرد. روش‌ها: یک کارآزمایی تصادفی‌شده‌ی کنترل‌شده‌ی سه‌گروهی در چهار سازمان اجتماعی در انتاریو، کانادا انجام شد. مراقبان کودکان ۲ تا ۶ ساله (N = 502) به طور تصادفی (۱:۱:۱) به Triple P، COS-P یا TAU تخصیص یافتند. پیامدهای اولیه شامل مشکلات رفتاری کودک (SDQ-Total) و واکنش‌پذیری بیش از حد والدین با پیگیری پس از مداخله، ۶ و ۱۲ ماهه بود. پیامدهای ثانویه شامل اسنادهای والدینی، استرس فرزندپروری و سلامت روان مراقبان بود. تحلیل‌ها بر اساس چارچوب قصد درمان با استفاده از مدل‌های اثرات مختلط انجام شد (ClinicalTrials.gov #NCT04702191). یافته‌ها: نسبت به TAU، Triple P کاهش معنادار کوتاه‌مدت در علائم هیجانی و مشکلات رفتاری و بهبود فوری در فرزندپروری خصمانه و درمانده و اضطراب را نشان داد؛ با این حال، اکثر اثرات بین‌گروهی فراتر از پس از مداخله پایدار نماندند. اثرات بر مشکلات کلی رفتار کودک در ۱۲ ماه پس از اصلاح برای آزمون‌های متعدد دیگر معنادار نبود. بهبود در اسنادهای والدینی تا ۱۲ ماه پایدار ماند. COS-P فقط در یک پیامد و در یک نقطه زمانی با TAU تفاوت داشت. بهبودهای درون‌گروهی در رفتار کودک، فرزندپروری ناکارآمد و خلق مراقبان در TAU مشاهده شد و COS-P و Triple P روندهای مشابهی را نشان دادند. تحلیل‌های اکتشافی مزایای گسترده‌تری را برای Triple P نسبت به COS-P پیشنهاد کرد. نتیجه‌گیری: Triple P مزایای انتخابی کوتاه‌مدت نسبت به TAU در پیامدهای رفتاری کودک و فرزندپروری نشان داد، در حالی که اثرات پایدار به اسنادهای والدینی محدود بود. COS-P هیچ اثر قابل اندازه‌گیری نسبت به TAU نشان نداد. این یافته‌ها بر اهمیت مؤلفه‌های مدیریت رفتاری و خودتنظیمی تأکید می‌کند و نیاز به پژوهش‌های بیشتر درباره تعدیل‌کننده‌های زمینه‌ای، راهبردهای حفظ اثر و رویکردهای پایدار ارائه، از جمله قالب‌های دیجیتال را برجسته می‌سازد.

This article examines the narrative of Adam and Eve from the perspectives of psychology of religion and spiritual counseling and care, drawing on the therapeutic functions of sacred texts. Grounded in the long-standing healing power of narratives, bibliotherapy is discussed within the context of sacred texts, with particular attention to spiritual bibliotherapy’s capacity to access individuals’ moral, emotional, and existential processes. Within this framework, the study relates the Adam and Eve narrative to the concept of moral injury, which has gained increasing prominence in contemporary psychological literature, and explores the potential of sacred narratives in processes of spiritual repair. The research adopts a qualitative approach, employing purposive literature review and conceptual analysis. Classical and modern interpretations of the Adam and Eve narrative in the Torah and the Qur’an, together with literature on psychology of religion and moral injury, were analyzed using Braun and Clarke’s thematic analysis framework. Four core themes were identified: will and responsibility; transgression and rebellion; shame and alienation; and hope and redemption. The findings demonstrate that the narrative makes visible the moral and spiritual ruptures following value violations and offers a meaningful foundation of hope for spiritual healing through confrontation and repentance. The study concludes that the Adam and Eve narrative can serve as a bibliotherapeutic resource in spiritual care.

این مقاله روایت آدم و حوا را از منظر روان‌شناسی دین و مشاوره و مراقبت معنوی مورد بررسی قرار می‌دهد و بر کارکردهای درمانی متون مقدس تأکید می‌کند. با تکیه بر قدرت دیرپای شفابخشی روایت‌ها، کتاب‌درمانی در بستر متون مقدس مورد بحث قرار گرفته و به‌ویژه به ظرفیت کتاب‌درمانی معنوی برای دسترسی به فرایندهای اخلاقی، هیجانی و وجودی افراد توجه شده است. در این چارچوب، پژوهش روایت آدم و حوا را به مفهوم آسیب اخلاقی که در ادبیات روان‌شناسی معاصر اهمیت فزاینده‌ای یافته است مرتبط می‌کند و ظرفیت روایت‌های مقدس را در فرایندهای ترمیم معنوی بررسی می‌نماید. این پژوهش رویکردی کیفی اتخاذ کرده و از مرور هدفمند متون و تحلیل مفهومی بهره برده است. تفسیرهای کلاسیک و مدرن از روایت آدم و حوا در تورات و قرآن، همراه با ادبیات روان‌شناسی دین و آسیب اخلاقی، با استفاده از چارچوب تحلیل تماتیک Braun و Clarke تحلیل شده‌اند. چهار مضمون اصلی شناسایی شد: اراده و مسئولیت؛ تخطی و عصیان؛ شرم و بیگانگی؛ و امید و رستگاری. یافته‌ها نشان می‌دهند که این روایت، گسست‌های اخلاقی و معنوی پس از نقض ارزش‌ها را آشکار می‌سازد و بنیانی معنادار از امید برای شفای معنوی از طریق مواجهه و توبه فراهم می‌کند. نتیجه پژوهش آن است که روایت آدم و حوا می‌تواند به‌عنوان منبعی کتاب‌درمانگرانه در مراقبت معنوی مورد استفاده قرار گیرد.

OBJECTIVE: The present study investigated Stroop interference effects in young adult and older deaf American Sign Language (ASL) and English bilinguals with ASL and English stimuli. METHOD: Deaf ASL-English bilinguals (n = 108; aged 21-88) signed their responses in two computerized Stroop tasks, one with ASL videos of color signs and one with printed English color words. Participants saw 120 trials in each language with 84 congruent and 36 incongruent trials. RESULTS: Even though participants responded in ASL in both tasks, Stroop effects were larger with English than with ASL stimuli in both response times (RTs) and errors, a pattern of results not typically seen in spoken-language bilinguals (in which Stroop effects are often smaller between-languages than within-languages). Older participants showed larger Stroop effects than younger participants, especially in English RTs. Aging effects in error rates were not significant in either language. CONCLUSIONS: The finding of larger Stroop effects in deaf signers with English rather than ASL stimuli suggests a possibly critical role for modality of presentation in eliciting Stroop effects. Additional work is needed to determine why English is more sensitive to aging effects in deaf signers, and which language will be most sensitive for detecting cognitive impairment in this population.

هدف: پژوهش حاضر اثرات تداخل استروپ را در بزرگسالان جوان و سالمند ناشنوای دوزبانه زبان اشاره آمریکایی (ASL) و انگلیسی با محرک‌های ASL و انگلیسی بررسی کرد. روش: دوزبانه‌های ناشنوای ASL-انگلیسی (n = 108؛ دامنه سنی ۲۱ تا ۸۸ سال) پاسخ‌های خود را در دو تکلیف رایانه‌ای استروپ، یکی با ویدئوهای ASL از نشانه‌های رنگ و دیگری با واژه‌های رنگ چاپی انگلیسی، به صورت اشاره‌ای ارائه دادند. شرکت‌کنندگان در هر زبان ۱۲۰ آزمون مشاهده کردند که شامل ۸۴ آزمون همخوان و ۳۶ آزمون ناهمخوان بود. یافته‌ها: اگرچه شرکت‌کنندگان در هر دو تکلیف به زبان اشاره پاسخ دادند، اثرات استروپ با محرک‌های انگلیسی نسبت به ASL هم در زمان واکنش (RTs) و هم در خطاها بزرگ‌تر بود؛ الگویی که معمولاً در دوزبانه‌های گفتاری مشاهده نمی‌شود (که در آن اثرات استروپ اغلب بین‌زبان‌ها کوچک‌تر از درون‌زبان‌ها است). شرکت‌کنندگان سالمند نسبت به جوان‌ترها اثرات استروپ بزرگ‌تری نشان دادند، به‌ویژه در زمان واکنش انگلیسی. اثرات سالمندی در نرخ خطا در هیچ‌یک از زبان‌ها معنادار نبود. نتیجه‌گیری: یافته اثرات استروپ بزرگ‌تر در ناشنوایان اشاره‌گر با محرک‌های انگلیسی نسبت به ASL، نقش احتمالی مهمی برای شیوه ارائه محرک‌ها در ایجاد اثر استروپ پیشنهاد می‌کند. پژوهش‌های بیشتری لازم است تا مشخص شود چرا زبان انگلیسی نسبت به اثرات سالمندی در ناشنوایان اشاره‌گر حساس‌تر است و کدام زبان برای شناسایی اختلال شناختی در این جمعیت حساس‌تر خواهد بود.

Young people are growing up in a complex and constantly changing world. Its continuous transformations pose significant challenges for the entire population but are particularly impactful for young adults. During the transition from tertiary education to the labor market, they often struggle to envision their future and to imagine their professional careers, so reducing their personal well-being. However, actively reflecting on the future enables individuals to explore multiple possibilities, define their goals, and anticipate as well as better manage upcoming challenges. For these reasons, a group of Social Psychologists of the University of Milano Bicocca and Designers of the Polytechnic University of Milano developed a university course entitled Life Design that was launched in the 2018/2019 academic year within the Integrated Product Design program at the School of Design of the Polytechnic of Milano. The present paper describes the Life Design course, outlining for each topic the corresponding theoretical framework, the specifically designed activities, and the expected outcomes in terms of awareness and skills development. The course is grounded in the most recent and well-established theoretical models in vocational guidance psychology, with particular reference to the literature of the Life Design Research Group. Its main purpose is to prepare future graduates to navigate contemporary complexity and ontological uncertainty. The course aims to equip students with both psycho-social theoretical frameworks and related practical tools based on the development of smart skills, enabling them to better understand the socio-economic context, analyze its dynamic characteristics, and effectively respond to its consequences.

جوانان در جهانی پیچیده و همواره در حال تغییر رشد می‌کنند. این دگرگونی‌های مداوم چالش‌های قابل توجهی را برای کل جمعیت ایجاد می‌کند، اما به‌ویژه برای بزرگسالان جوان تأثیرگذار است. در دوره گذار از آموزش عالی به بازار کار، آن‌ها اغلب در تصور آینده خود و تجسم مسیرهای حرفه‌ای‌شان با دشواری مواجه می‌شوند که این امر به کاهش بهزیستی فردی آن‌ها منجر می‌شود. با این حال، تأمل فعالانه درباره آینده به افراد امکان می‌دهد تا امکانات متعددی را کاوش کنند، اهداف خود را تعریف نمایند و چالش‌های پیش‌رو را پیش‌بینی و بهتر مدیریت کنند. به همین دلایل، گروهی از روان‌شناسان اجتماعی دانشگاه Milano Bicocca و طراحان دانشگاه پلی‌تکنیک Milano دوره‌ای دانشگاهی با عنوان طراحی زندگی (Life Design) تدوین کردند که در سال تحصیلی ۲۰۱۸/۲۰۱۹ در قالب برنامه طراحی محصول یکپارچه در دانشکده طراحی پلی‌تکنیک Milano ارائه شد. مقاله حاضر به توصیف دوره طراحی زندگی می‌پردازد و برای هر موضوع، چارچوب نظری مربوطه، فعالیت‌های طراحی‌شده ویژه و پیامدهای مورد انتظار در زمینه آگاهی و توسعه مهارت‌ها را تشریح می‌کند. این دوره مبتنی بر جدیدترین و معتبرترین مدل‌های نظری در روان‌شناسی راهنمایی شغلی است و به‌ویژه به ادبیات گروه پژوهشی Life Design ارجاع دارد. هدف اصلی آن آماده‌سازی فارغ‌التحصیلان آینده برای پیمایش در پیچیدگی معاصر و عدم قطعیت هستی‌شناختی است. این دوره در پی تجهیز دانشجویان به چارچوب‌های نظری روانی-اجتماعی و ابزارهای عملی مرتبط مبتنی بر توسعه مهارت‌های هوشمند است تا آن‌ها بتوانند زمینه اجتماعی-اقتصادی را بهتر درک کنند، ویژگی‌های پویای آن را تحلیل نمایند و به طور مؤثر به پیامدهای آن پاسخ دهند.

This study aims to examine the relationship between self-control and learning motivation among students of the Islamic Religious Education (PAI) study program at Universitas Negeri Jakarta Class of 2024 from an Islamic psychology perspective. A quantitative method with a correlational approach was used, involving 75 students selected through random sampling from a target population of 148 active students of the 2024 cohort. Data were collected using a five-point Likert-scale questionnaire that had been tested for validity and reliability on 30 respondents outside the main sample, and were analyzed with IBM SPSS Statistics using the Pearson Product Moment correlation technique. The results show a positive and highly significant correlation between self-control and learning motivation (r = 0.807; sig. = 0.000 < 0.05), so that H0 is rejected and H1 is accepted. The coefficient of determination indicates that self-control contributes 65.1% to learning motivation, while the remaining 34.9% is explained by other factors outside this study. These findings confirm that students with better self-control, understood in Islamic psychology as mujahadah an-nafs, tend to show higher learning motivation oriented toward both academic achievement and worship.

هدف این پژوهش بررسی رابطه بین خودکنترلی و انگیزش یادگیری در میان دانشجویان رشته آموزش دینی اسلامی (PAI) دانشگاه دولتی جاکارتا ورودی ۲۰۲۴ از منظر روان‌شناسی اسلامی است. این پژوهش با روش کمی و رویکرد همبستگی انجام شده است و ۷۵ دانشجو با نمونه‌گیری تصادفی از جمعیت هدف شامل ۱۴۸ دانشجوی فعال ورودی ۲۰۲۴ انتخاب شدند. داده‌ها با استفاده از پرسشنامه لیکرت پنج‌درجه‌ای که روایی و پایایی آن بر روی ۳۰ پاسخ‌دهنده خارج از نمونه اصلی آزمون شده بود، گردآوری شد و با نرم‌افزار IBM SPSS Statistics و تکنیک همبستگی پیرسون تحلیل گردید. نتایج نشان داد که بین خودکنترلی و انگیزش یادگیری رابطه مثبت و بسیار معناداری وجود دارد (r = 0.807؛ sig. = 0.000 < 0.05)، بنابراین فرض صفر رد و فرض یک پذیرفته می‌شود. ضریب تعیین نشان می‌دهد که خودکنترلی ۶۵.۱٪ از واریانس انگیزش یادگیری را تبیین می‌کند و ۳۴.۹٪ باقیمانده توسط عوامل دیگری خارج از این پژوهش توضیح داده می‌شود. این یافته‌ها تأیید می‌کند که دانشجویانی که خودکنترلی بهتری دارند، که در روان‌شناسی اسلامی به عنوان مجاهده نفس شناخته می‌شود، تمایل دارند انگیزش یادگیری بالاتری از لحاظ پیشرفت تحصیلی و عبادت نشان دهند.

Psychological Skills Training (PST) is widely recognized as part of athlete preparation and performance development, but less is known about how PST is learned, supported, delivered, and experienced in applied sport settings. This study compared coach and athlete perspectives on PST, with particular attention to familiarity, learning pathways, support structures, delivery, perceived effectiveness, and motivation for further development. A cross-sectional online survey was completed by 49 coaches and 94 athletes from a range of sports, with experience from two years or fewer to over ten years and from regional to international or elite level. Comparative analyses were restricted to conceptually similar items across the two surveys and were interpreted descriptively rather than causally. Coaches reported significantly greater familiarity with PST, higher levels of self-directed learning, stronger motivation to continue developing PST-related knowledge, and greater perceived importance of hands-on practice. Athletes reported significantly greater satisfaction with perceived current PST delivery, while no significant group difference emerged in perceived effectiveness of current methods. Exploratory subgroup analyses indicated that motivation to continue developing PST knowledge differed across competitive levels and was highest at international level. Among coaches, perceived effectiveness also differed by the performance level of the athletes they coached. These findings suggest that demand for further development may be particularly evident in higher-performance contexts. The clearest descriptive contrast concerned learning pathways. Athletes most commonly reported first learning about PST through their coach, whereas coaches most commonly reported first learning through online resources, workshops, and books or articles. Both groups also reported limited input from sport psychologists. These findings suggest that PST knowledge in applied sport may move through an uneven chain of transmission, with coaches acting as the principal route through which athletes encounter PST, while coaches themselves often learn through informal and weakly supported routes. All findings reflect coach- and athlete-reported perceptions rather than objectively assessed performance outcomes and should be interpreted with reference to the study’s descriptive design, non-validated survey instruments, and modest, unevenly distributed subgroup sizes. The study highlights the need to examine not only whether PST is valued, but how it is learned, supported, and translated into practice across the sporting system.

آموزش مهارت‌های روان‌شناختی (PST) به عنوان بخشی از آمادگی و توسعه عملکرد ورزشکاران به طور گسترده‌ای شناخته شده است، اما اطلاعات کمتری درباره نحوه یادگیری، حمایت، ارائه و تجربه PST در محیط‌های ورزشی کاربردی وجود دارد. این مطالعه دیدگاه‌های مربیان و ورزشکاران درباره PST را با تمرکز ویژه بر آشنایی، مسیرهای یادگیری، ساختارهای حمایتی، نحوه ارائه، اثربخشی ادراک‌شده و انگیزه برای توسعه بیشتر مقایسه کرد. یک پرسشنامه آنلاین مقطعی توسط ۴۹ مربی و ۹۴ ورزشکار از رشته‌های مختلف ورزشی، با سابقه‌ای از دو سال یا کمتر تا بیش از ده سال و از سطح منطقه‌ای تا بین‌المللی یا نخبه، تکمیل شد. تحلیل‌های مقایسه‌ای به موارد مفهومی مشابه در دو پرسشنامه محدود شد و به صورت توصیفی و نه علّی تفسیر گردید. مربیان آشنایی قابل توجه بیشتری با PST، سطوح بالاتر یادگیری خودراهبر، انگیزه قوی‌تر برای ادامه توسعه دانش مرتبط با PST و اهمیت ادراک‌شده بیشتری برای تمرین عملی گزارش کردند. ورزشکاران رضایت قابل توجه بیشتری از نحوه ارائه فعلی PST ابراز داشتند، در حالی که تفاوت معناداری بین گروه‌ها در اثربخشی ادراک‌شده روش‌های فعلی مشاهده نشد. تحلیل‌های اکتشافی زیرگروه‌ها نشان داد که انگیزه برای ادامه توسعه دانش PST در سطوح رقابتی مختلف متفاوت است و در سطح بین‌المللی بیشترین مقدار را دارد. در میان مربیان، اثربخشی ادراک‌شده نیز بر اساس سطح عملکرد ورزشکارانی که آموزش می‌دهند متفاوت بود. این یافته‌ها نشان می‌دهد که تقاضا برای توسعه بیشتر، به ویژه در زمینه‌های با عملکرد بالاتر، مشهودتر است. واضح‌ترین تفاوت توصیفی مربوط به مسیرهای یادگیری بود. ورزشکاران عمدتاً گزارش کردند که اولین بار از طریق مربی خود با PST آشنا شده‌اند، در حالی که مربیان عمدتاً اولین بار از طریق منابع آنلاین، کارگاه‌ها و کتاب‌ها یا مقالات با آن آشنا شده‌اند. هر دو گروه همچنین ورودی محدودی از روان‌شناسان ورزشی گزارش کردند. این یافته‌ها نشان می‌دهد که دانش PST در ورزش کاربردی ممکن است از طریق زنجیره‌ای نامتوازن منتقل شود، به طوری که مربیان به عنوان مسیر اصلی آشنایی ورزشکاران با PST عمل می‌کنند، در حالی که خود مربیان اغلب از طریق مسیرهای غیررسمی و با حمایت ضعیف یاد می‌گیرند. همه یافته‌ها بازتاب ادراکات گزارش‌شده توسط مربیان و ورزشکاران است و نه نتایج عملکردی که به طور عینی ارزیابی شده باشد و باید با توجه به طراحی توصیفی مطالعه، ابزارهای پرسشنامه‌ای غیرمعتبر و اندازه‌های زیرگروه نسبتاً کم و نامتوازن تفسیر شود. این مطالعه بر ضرورت بررسی نه تنها ارزشمندی PST، بلکه نحوه یادگیری، حمایت و ترجمه آن به عمل در سراسر نظام ورزشی تأکید می‌کند.

Understanding how personal values shape preference formation is a central concern in personality and social psychology, and increasingly relevant to tourism research. This study examines how openness to change (self-direction, stimulation, and hedonism) and conservation values (conformity, tradition, and security) are associated with preferences for novelty and familiarity in vacation experiences. Unlike prior variable-centered studies, this research adopts a person-centered approach to identify profiles based on within-person value structures. Using latent profile analysis on data from 498 US tourists, we identified four distinct value profiles: Tradition-focused, Stimulation-focused, Strong, and Weak. The Tradition-focused profile aligns with conservation values, favoring familiar experiences, while the Stimulation-focused profile, aligned with openness to change, favors novel experiences. The Strong profile places high importance on both openness to change and conservation values, showing the most balanced preference for new and familiar elements among the four profiles. The Weak profile places low importance on all values, reflecting flexible vacation preferences. These findings challenge the traditional dichotomy of novelty and familiarity, demonstrating that individuals can simultaneously hold preferences for both. By showing that openness to change and conservation values can be jointly important within individuals, this study extends the theoretical understanding of compatible and conflicting values and contributes to person-centered research on individual differences. Applied to tourism, these insights offer practical implications for tailoring vacation experiences to diverse value profiles.

درک چگونگی تأثیر ارزش‌های فردی بر شکل‌گیری ترجیحات، یکی از دغدغه‌های اصلی در روان‌شناسی شخصیت و اجتماعی است و به طور فزاینده‌ای در پژوهش‌های گردشگری اهمیت یافته است. این مطالعه بررسی می‌کند که چگونه ارزش‌های گشودگی نسبت به تغییر (خودراهبری، تحریک و لذت‌گرایی) و ارزش‌های حفظ (همنوایی، سنت و امنیت) با ترجیحات برای نوآوری و آشنایی در تجارب تعطیلات مرتبط هستند. برخلاف مطالعات پیشین با رویکرد متغیرمحور، این پژوهش رویکرد فردمحور را اتخاذ کرده است تا با تحلیل ساختارهای ارزشی درون‌فردی، پروفایل‌هایی را شناسایی کند. با استفاده از تحلیل پروفایل نهفته بر داده‌های ۴۹۸ گردشگر آمریکایی، چهار پروفایل ارزشی متمایز شناسایی شد: تمرکز بر سنت، تمرکز بر تحریک، قوی و ضعیف. پروفایل تمرکز بر سنت با ارزش‌های حفظ همسو بوده و تجارب آشنا را ترجیح می‌دهد، در حالی که پروفایل تمرکز بر تحریک که با گشودگی نسبت به تغییر همراستا است، تجارب نو را ترجیح می‌دهد. پروفایل قوی، هم به ارزش‌های گشودگی نسبت به تغییر و هم به ارزش‌های حفظ اهمیت بالایی می‌دهد و متعادل‌ترین ترجیح را برای عناصر جدید و آشنا در میان چهار پروفایل نشان می‌دهد. پروفایل ضعیف اهمیت اندکی برای همه ارزش‌ها قائل است و ترجیحات تعطیلاتی انعطاف‌پذیر را منعکس می‌کند. این یافته‌ها دوگانگی سنتی نوآوری و آشنایی را به چالش می‌کشد و نشان می‌دهد که افراد می‌توانند همزمان ترجیحاتی برای هر دو داشته باشند. با نشان دادن اینکه ارزش‌های گشودگی نسبت به تغییر و حفظ می‌توانند به طور مشترک درون افراد اهمیت داشته باشند، این مطالعه فهم نظری از ارزش‌های سازگار و متعارض را گسترش داده و به پژوهش‌های فردمحور درباره تفاوت‌های فردی کمک می‌کند. در کاربرد گردشگری، این بینش‌ها پیامدهای عملی برای متناسب‌سازی تجارب تعطیلات با پروفایل‌های ارزشی متنوع ارائه می‌دهد.

Educational psychology plays a critical role in preparing future Science, Technology, Engineering, and Mathematics (STEM) teachers by supporting evidence-based instructional practices and the development of transversal competencies. This study evaluates the effectiveness of Educational Psychology in a STEM Fields module developed within the Erasmus+ academy for STEM teachers project for preservice science teachers. A quantitative single-group pre-test–post-test quasi-experimental design is employed with 54 participants. The blended 4-week module integrates face-to-face and online learning activities focusing on educational psychology, teacher proactivity, time management, and collaborative work. The results indicate a statistically significant improvement in participants’ transversal STEM competencies following the intervention, with no significant gender differences observed. Descriptive findings further show notable improvements in inclusive instructional design, educational psychology-based decision-making, and collaborative learning. Participants also report high levels of self-perceived thematic competence and overall satisfaction with the module. Overall, the findings suggest that integrating educational psychology into STEM teacher education can effectively enhance pre-service teachers’ pedagogical competencies, foster essential transversal skills, and support more inclusive and evidence-informed STEM teaching.

روان‌شناسی تربیتی نقش حیاتی در آماده‌سازی معلمان آینده علوم، فناوری، مهندسی و ریاضیات (STEM) ایفا می‌کند، از طریق حمایت از شیوه‌های آموزشی مبتنی بر شواهد و توسعه شایستگی‌های عرضی. این پژوهش اثربخشی روان‌شناسی تربیتی در یک ماژول حوزه‌های STEM را که در چارچوب پروژه آکادمی Erasmus+ برای معلمان STEM برای معلمان پیش‌خدمت علوم توسعه یافته است، ارزیابی می‌کند. طرح پژوهش شبه‌آزمایشی تک‌گروهی با پیش‌آزمون و پس‌آزمون به صورت کمی با ۵۴ شرکت‌کننده اجرا شده است. این ماژول ترکیبی چهار هفته‌ای، فعالیت‌های یادگیری حضوری و آنلاین را با تمرکز بر روان‌شناسی تربیتی، پیش‌فعالی معلم، مدیریت زمان و کار گروهی تلفیق می‌کند. نتایج نشان می‌دهد که پس از مداخله، بهبود معنادار آماری در شایستگی‌های عرضی STEM شرکت‌کنندگان مشاهده شده است و تفاوت معناداری از نظر جنسیت وجود ندارد. یافته‌های توصیفی همچنین بهبود قابل توجهی را در طراحی آموزشی فراگیر، تصمیم‌گیری مبتنی بر روان‌شناسی تربیتی و یادگیری مشارکتی نشان می‌دهد. شرکت‌کنندگان همچنین سطوح بالایی از شایستگی موضوعی ادراک‌شده و رضایت کلی از ماژول را گزارش کردند. در مجموع، یافته‌ها حاکی از آن است که ادغام روان‌شناسی تربیتی در آموزش معلمان STEM می‌تواند به طور مؤثری شایستگی‌های آموزشی معلمان پیش‌خدمت را ارتقا دهد، مهارت‌های عرضی اساسی را تقویت کند و از آموزش STEM فراگیرتر و مبتنی بر شواهد حمایت نماید.

Ouys AlkharaniPostgraduate School, Universitas Airlangga, Surabaya, IndonesiaCorrespondence: Ouys Alkharani, Doctoral Program in Human Resource Development, Airlangga University, Surabaya, 60115, Indonesia, Fax +62 31-5956027, Email ouys.alkharani-2022@pasca.unair.ac.id

اویس الخَرَنی، دانشکده تحصیلات تکمیلی، دانشگاه ایرلانگا، سورابایا، اندونزی. نویسنده مسئول: اویس الخَرَنی، برنامه دکتری توسعه منابع انسانی، دانشگاه ایرلانگا، سورابایا، ۶۰۱۱۵، اندونزی، فکس: +۶۲ ۳۱-۵۹۵۶۰۲۷، ایمیل: ouys.alkharani-2022@pasca.unair.ac.id

Abstract Morphological development is a crucial component of early language acquisition. This study examined developmental changes in types and tokens of inflectional morphemes produced among 214 typically developing Kannada-speaking preschool children and their parents. Inflectional use was elicited through a story retelling task and analyzed in child’s and parental speech. Results showed developmental increase in both types and tokens of inflectional morphology production in children, indicating that preschool years constitute an important phase of inflectional systems in Kannada, an agglutinative language. Parental inflectional production remained relatively stable across age groups, while only the variety of parental inflections significantly predicted children’s output, emphasizing the role of input richness over frequency. Children produced high functional load markers (namely dative case, tense, and person–number–gender agreement), more frequently than optional or irregular forms. Overall, findings support usage-based theories with educational and clinical relevance. These findings, however, warrant future validation across other naturalistic tasks.

تحول صرفی یکی از مؤلفه‌های اساسی در فراگیری اولیه زبان است. این پژوهش تغییرات تحولی در انواع و بسامد تکواژهای تصریفی تولیدشده توسط ۲۱۴ کودک پیش‌دبستانی کانادا زبان با رشد طبیعی و والدین آن‌ها را بررسی کرد. استفاده از تصریف‌ها از طریق تکلیف بازگویی داستان برانگیخته شد و در گفتار کودک و والدین تحلیل گردید. نتایج نشان داد که تولید انواع و بسامد تکواژهای تصریفی در کودکان با افزایش سن رشد می‌کند و این امر نشان‌دهنده اهمیت سال‌های پیش‌دبستانی در شکل‌گیری نظام‌های تصریفی در زبان کانادا به‌عنوان یک زبان پیوندی است. تولید تصریف‌های والدین در گروه‌های سنی مختلف نسبتاً ثابت باقی ماند، اما تنها تنوع تصریف‌های والدین به طور معناداری پیش‌بینی‌کننده تولید کودکان بود و این امر بر نقش غنای ورودی نسبت به فراوانی تأکید می‌کند. کودکان نشانگرهای دارای بار کارکردی بالا (مانند حالت مفعولی، زمان و توافق شخص–عدد–جنس) را بیش از شکل‌های اختیاری یا بی‌قاعده تولید کردند. به طور کلی، یافته‌ها نظریه‌های مبتنی بر کاربرد را با اهمیت آموزشی و بالینی تأیید می‌کند. با این حال، این یافته‌ها نیازمند اعتبارسنجی بیشتر در تکالیف طبیعی‌گرایانه دیگر هستند.

Language use, vocal behavior, and facial activity provide complementary indicators of affective state, but multimodal models can be affected by noisy temporal observations and insufficient global guidance before cross-modal interaction. We developed a framework combining bidirectional gated recurrent unit encoders, attention pooling, dynamic hypernode injection, and graph attention fusion. Textual, acoustic, and visual sequences were mapped into a shared latent space and compressed into modality-level representations. A sample-dependent hypernode and a learnable static prior were then injected through gated residual connections before graph propagation. The model was evaluated on CMU-MOSI and CMU-MOSEI using five random seeds and validation-MAE checkpoint selection. On CMU-MOSI, the model obtained an MAE of 0.7290 ± 0.0099 , a correlation of 0.7880 ± 0.0076 , and an Acc-7 of 0.4561 ± 0.0160 . On CMU-MOSEI, the corresponding results were 0.5541 ± 0.0053 , 0.7551 ± 0.0058 , and 0.5269 ± 0.0064 . A five-run comparison of pre-GAT, post-GAT, and no injection showed that pre-GAT injection provided the strongest overall regression-oriented balance, although post-GAT was slightly higher on MOSEI Acc-7. Gate, graph-attention, representation, and balanced case diagnostics showed that the injected prior was sample dependent and modality selective. These findings support pre-propagation hypernode injection under complete, word-aligned tri-modal inputs, without establishing universal superiority or robustness to missing and corrupted modalities.

استفاده از زبان، رفتار صوتی و فعالیت چهره شاخص‌های مکملی از وضعیت عاطفی فراهم می‌کنند، اما مدل‌های چندوجهی ممکن است تحت تأثیر مشاهدات زمانی نویزی و راهنمایی کلی ناکافی پیش از تعامل بین‌وجهی قرار گیرند. ما چارچوبی را توسعه دادیم که رمزگذارهای واحد بازگشتی دروازه‌دار دوسویه، تجمیع توجه، تزریق ابرگره پویا و ادغام توجه گراف را ترکیب می‌کند. توالی‌های متنی، صوتی و بصری به فضای نهفته مشترک نگاشته شده و به نمایش‌های سطح وجهی فشرده شدند. سپس یک ابرگره وابسته به نمونه و یک پیش‌فرض ایستا قابل یادگیری از طریق اتصالات باقیمانده دروازه‌دار پیش از انتشار گراف تزریق شدند. مدل بر روی مجموعه‌های داده CMU-MOSI و CMU-MOSEI با استفاده از پنج بذر تصادفی و انتخاب نقطه توقف بر اساس MAE اعتبارسنجی ارزیابی شد. بر روی CMU-MOSI، مدل به MAE برابر با 0.7290 ± 0.0099، همبستگی 0.7880 ± 0.0076 و Acc-7 برابر با 0.4561 ± 0.0160 دست یافت. بر روی CMU-MOSEI، نتایج متناظر به ترتیب 0.5541 ± 0.0053، 0.7551 ± 0.0058 و 0.5269 ± 0.0064 بودند. مقایسه پنج‌باره پیش از GAT، پس از GAT و بدون تزریق نشان داد که تزریق پیش از GAT قوی‌ترین تعادل کلی مبتنی بر رگرسیون را فراهم می‌کند، اگرچه پس از GAT کمی در MOSEI Acc-7 بالاتر بود. تشخیص‌های دروازه، توجه گراف، نمایش و حالت متعادل نشان داد که پیش‌فرض تزریق‌شده وابسته به نمونه و انتخابی نسبت به وجه بود. این یافته‌ها از تزریق ابرگره پیش از انتشار در ورودی‌های سه‌وجهی کامل و هم‌تراز با واژه حمایت می‌کنند، بدون آنکه برتری یا پایداری جهانی در برابر وجوه مفقود یا مخدوش را اثبات نمایند.

Background Responsible media reporting of suicide is a population-level suicide prevention intervention, yet there is no experimental evidence from low-income settings. Aims We assessed the effects of exposure to educative suicide prevention content and stories of surviving a suicide crisis in the print media on reducing suicidality in India. Method A three-arm randomised controlled trial (Clinical Trials Registry of India, ref: CTRI/2022/09/045439) was conducted in Chennai, India, between August 2023 and March 2024. Participants were young adults (18–29 years), recruited through social media advertisements, randomised 1:1:1 to a control group and two intervention groups. Data were analysed during June–September 2024. All three groups were exposed to three 600-word purpose-designed Tamil-language print media articles on digital tablets. Intervention group 1 was exposed to three print media articles containing educative suicide prevention content. The same articles given to intervention group 2 were modified to contain brief accounts of young adults who had coped with experiences of suicidal ideation. The control group was exposed to three print media articles on diabetes. Suicidal ideation was measured using the 23-item Survival and Coping Beliefs subscale of the Reasons for Living Scale at baseline, post-test and 14-day follow-up. Results Of 375 participants, randomisation resulted in 125 being assigned to the control group and 124 and 126 to intervention groups 1 and 2, respectively; 16 were lost to follow-up. At post-test, participants randomised to intervention group 1 demonstrated small improvements in suicidal ideation at post-test (standardised mean difference (SMD) = 0.15, p = 0.019) and follow-up (SMD = 0.17, p = 0.038). Larger effects were observed among participants with greater vulnerability (post-test, SMD = 0.25, p = 0.039; follow-up, SMD = 0.32, p = 0.023). There were no improvements in suicidal ideation in intervention group 2 at post-test, yet a marginal (SMD = 0.16, p = 0.053) effect was observed at follow-up. Conclusions Exposure to educative print media articles can result in small improvements in suicidal ideation that would represent a substantial population-level impact.

زمینه: گزارش‌دهی مسئولانه رسانه‌ها درباره خودکشی یک مداخله پیشگیرانه از خودکشی در سطح جمعیت است، اما هیچ شواهد تجربی از محیط‌های کم‌درآمد وجود ندارد. اهداف: ما تأثیرات مواجهه با محتوای آموزشی پیشگیری از خودکشی و روایت‌هایی از نجات‌یافتگان بحران خودکشی در رسانه‌های چاپی را بر کاهش افکار خودکشی در هند ارزیابی کردیم. روش: یک کارآزمایی تصادفی کنترل‌شده سه‌گروهی (ثبت‌شده در Clinical Trials Registry of India، شماره: CTRI/2022/09/045439) بین اوت ۲۰۲۳ تا مارس ۲۰۲۴ در چنای، هند انجام شد. شرکت‌کنندگان بزرگسالان جوان (۱۸ تا ۲۹ سال) بودند که از طریق تبلیغات در شبکه‌های اجتماعی جذب و به‌صورت تصادفی ۱:۱:۱ به گروه کنترل و دو گروه مداخله تقسیم شدند. داده‌ها در بازه ژوئن تا سپتامبر ۲۰۲۴ تحلیل شد. هر سه گروه با سه مقاله ۶۰۰ کلمه‌ای طراحی‌شده به زبان تامیلی در تبلت‌های دیجیتال مواجه شدند. گروه مداخله ۱ با سه مقاله رسانه‌ای چاپی حاوی محتوای آموزشی پیشگیری از خودکشی مواجه شد. همان مقالات برای گروه مداخله ۲ به گونه‌ای اصلاح شد که شامل روایت‌های کوتاه از بزرگسالان جوانی باشد که با تجارب افکار خودکشی مقابله کرده بودند. گروه کنترل با سه مقاله رسانه‌ای چاپی درباره دیابت مواجه شد. افکار خودکشی با استفاده از زیرمقیاس ۲۳ ماده‌ای Survival and Coping Beliefs از Reasons for Living Scale در آغاز، پس‌آزمون و پیگیری ۱۴ روزه سنجیده شد. نتایج: از میان ۳۷۵ شرکت‌کننده، تصادفی‌سازی منجر به تخصیص ۱۲۵ نفر به گروه کنترل و ۱۲۴ و ۱۲۶ نفر به گروه‌های مداخله ۱ و ۲ شد؛ ۱۶ نفر در پیگیری از دست رفتند. در پس‌آزمون، شرکت‌کنندگانی که به گروه مداخله ۱ تصادفی شده بودند، بهبود اندکی در افکار خودکشی در پس‌آزمون (تفاوت میانگین استانداردشده (SMD) = ۰٫۱۵، ۰٫۰۱۹ = p) و پیگیری (SMD = ۰٫۱۷، ۰٫۰۳۸ = p) نشان دادند. اثرات بزرگ‌تری در میان شرکت‌کنندگانی با آسیب‌پذیری بیشتر مشاهده شد (پس‌آزمون، SMD = ۰٫۲۵، ۰٫۰۳۹ = p؛ پیگیری، SMD = ۰٫۳۲، ۰٫۰۲۳ = p). در گروه مداخله ۲ در پس‌آزمون بهبودی در افکار خودکشی مشاهده نشد، اما در پیگیری اثر حاشیه‌ای (SMD = ۰٫۱۶، ۰٫۰۵۳ = p) مشاهده شد. نتیجه‌گیری: مواجهه با مقالات آموزشی رسانه‌های چاپی می‌تواند منجر به بهبود اندک در افکار خودکشی شود که می‌تواند تأثیر قابل توجهی در سطح جمعیت داشته باشد.

Women comprise the majority of students and early-career scholars in psychology, yet they are less likely to remain active in research over time. This pattern raises a central question: At what stages of academic careers do women disproportionately leave academia, and what factors drive their attrition? Using large-scale bibliometric data tracking 78,216 psychologists who began publishing between 2000 and 2014, we examine gender differences in research career attrition operationalized through publishing activity across the full trajectory from entry onward. Although women accounted for more than 60\% of new entrants, they experienced higher attrition rates than men, with the gender gap peaking approximately five years after first publication. Early-career performance, particularly first-authored publications, was the strongest predictor of subsequent retention, whereas last-authored publications were most closely associated with continued activity at later career stages. Collaboration patterns and institutional context also shaped career persistence, though less strongly than publication indicators. Notably, gender differences in research attrition persisted even after accounting for these career determinants, especially during early career stages. These findings suggest that gender inequality in psychology is driven less by recruitment than by differential retention over time. Addressing early-career vulnerability may therefore be essential to achieving equitable representation in senior academic leadership within the discipline.

زنان اکثریت دانشجویان و پژوهشگران اوایل دوران حرفه‌ای در روان‌شناسی را تشکیل می‌دهند، با این حال احتمال ماندگاری آن‌ها در فعالیت‌های پژوهشی در طول زمان کمتر است. این الگو پرسشی اساسی را مطرح می‌کند: در کدام مراحل از مسیر شغلی دانشگاهی، زنان به طور نامتناسبی دانشگاه را ترک می‌کنند و چه عواملی موجب ترک تحصیل آن‌ها می‌شود؟ با استفاده از داده‌های کتاب‌سنجی در مقیاس وسیع که ۷۸٬۲۱۶ روان‌شناس را که بین سال‌های ۲۰۰۰ تا ۲۰۱۴ شروع به انتشار کردند، ردیابی می‌کند، تفاوت‌های جنسیتی در ترک مسیر پژوهشی را که از طریق فعالیت انتشاراتی در سراسر مسیر حرفه‌ای از ورود به بعد عملیاتی شده است، بررسی می‌کنیم. اگرچه زنان بیش از ۶۰٪ از تازه‌واردان را تشکیل می‌دادند، اما نرخ ترک تحصیل بالاتری نسبت به مردان تجربه کردند و شکاف جنسیتی تقریباً پنج سال پس از نخستین انتشار به اوج خود رسید. عملکرد اوایل دوران حرفه‌ای، به ویژه انتشارات با نویسنده اول، قوی‌ترین پیش‌بینی‌کننده ماندگاری بعدی بود، در حالی که انتشارات با نویسنده آخر بیشترین ارتباط را با تداوم فعالیت در مراحل بعدی حرفه‌ای داشت. الگوهای همکاری و زمینه نهادی نیز بر پایداری حرفه‌ای تأثیرگذار بودند، اگرچه این تأثیر کمتر از شاخص‌های انتشاراتی بود. شایان توجه است که تفاوت‌های جنسیتی در ترک پژوهش حتی پس از در نظر گرفتن این تعیین‌کننده‌های حرفه‌ای، به ویژه در مراحل اولیه حرفه‌ای، همچنان باقی ماند. این یافته‌ها نشان می‌دهد که نابرابری جنسیتی در روان‌شناسی بیشتر ناشی از جذب نیست، بلکه ناشی از ماندگاری متفاوت در طول زمان است. بنابراین پرداختن به آسیب‌پذیری اوایل دوران حرفه‌ای ممکن است برای دستیابی به نمایندگی عادلانه در رهبری دانشگاهی ارشد در این رشته ضروری باشد.

With the increasing use of psychedelics in both clinical and non-clinical contexts, there is growing potential for harm arising from challenging experiences and post-psychedelic difficulties. This qualitative review aimed to explore psychedelic users’ experiences of acute and post-psychedelic challenges in non-clinical contexts, to identify practice considerations for safer and more effective client work supporting the evolving role of counselling psychologists and practitioners in related fields. A comprehensive search across EBSCO databases and Google Scholar identified seven studies (n = 721) published between 2021 and 2025. Data extraction, quality appraisal, and meta-aggregative synthesis were conducted in accordance with JBI methodology. Four synthesised findings were identified: (1) complex experiences of distress; (2) diverse and individualised coping strategies; (3) external support and challenges; and (4) internal adjustment and ambiguous outcomes. Findings indicate that experiences are varied, complex, and paradoxical; this highlights the value of pluralistic harm-reduction approaches that acknowledge diversity of experience to ensure safer and more effective outcomes for those navigating post-psychedelic difficulties.

با افزایش استفاده از روان‌گردان‌ها در زمینه‌های بالینی و غیر‌بالینی، پتانسیل آسیب ناشی از تجارب چالش‌برانگیز و دشواری‌های پس از مصرف روان‌گردان‌ها رو به افزایش است. این مرور کیفی با هدف بررسی تجارب کاربران روان‌گردان‌ها از چالش‌های حاد و پس از مصرف در زمینه‌های غیر‌بالینی انجام شد تا ملاحظات عملی برای کار ایمن‌تر و مؤثرتر با مراجعان را شناسایی کند و نقش در حال تحول روان‌شناسان مشاوره و سایر متخصصان مرتبط را مورد حمایت قرار دهد. جستجوی جامع در پایگاه‌های داده EBSCO و Google Scholar منجر به شناسایی هفت مطالعه (n = 721) منتشرشده بین سال‌های 2021 تا 2025 شد. استخراج داده‌ها، ارزیابی کیفیت و ترکیب فرابرآوردی مطابق با روش‌شناسی JBI انجام گرفت. چهار یافته ترکیبی شناسایی شد: (1) تجارب پیچیده از پریشانی؛ (2) راهبردهای مقابله‌ای متنوع و فردی؛ (3) حمایت و چالش‌های بیرونی؛ و (4) سازگاری درونی و پیامدهای مبهم. یافته‌ها نشان می‌دهد که تجارب متنوع، پیچیده و متناقض هستند؛ این امر بر ارزش رویکردهای کاهشی آسیب کثرت‌گرا که به تنوع تجارب اذعان دارند برای تضمین پیامدهای ایمن‌تر و مؤثرتر برای افرادی که با دشواری‌های پس از مصرف روان‌گردان‌ها مواجه‌اند، تأکید می‌کند.

Although the effect of authentic leadership on perceived school effectiveness is recognized, how this relationship changes depending on teachers’ professional collaboration has been insufficiently examined. This study aims to determine the moderating role of teacher professional collaboration in the relationship between authentic leadership and perceived school effectiveness. The research was conducted with 385 teachers working in high schools in Siirt, Türkiye, using a cross-sectional design and convenience sampling. Correlation analysis revealed positive and significant relationships among authentic leadership, professional collaboration, and perceived school effectiveness. Moderation analysis showed that teacher professional collaboration appears to strengthen the relationship between authentic leadership and perceived school effectiveness. Specifically, when professional collaboration among teachers is at moderate and high levels, the positive association between authentic leadership and perceived school effectiveness becomes stronger. These findings suggest that supporting teacher collaboration may be associated with enhanced teachers’ perceptions of school effectiveness.

اگرچه تأثیر رهبری اصیل بر اثربخشی ادراک‌شده مدرسه مورد تأیید قرار گرفته است، اما چگونگی تغییر این رابطه بسته به همکاری حرفه‌ای معلمان به اندازه کافی مورد بررسی قرار نگرفته است. هدف این پژوهش تعیین نقش تعدیل‌گری همکاری حرفه‌ای معلمان در رابطه بین رهبری اصیل و اثربخشی ادراک‌شده مدرسه است. این پژوهش با مشارکت ۳۸۵ معلم شاغل در دبیرستان‌های شهر سییرت ترکیه و با استفاده از طرح مقطعی و نمونه‌گیری در دسترس انجام شد. تحلیل همبستگی روابط مثبت و معناداری میان رهبری اصیل، همکاری حرفه‌ای و اثربخشی ادراک‌شده مدرسه نشان داد. تحلیل تعدیل‌گری نشان داد که همکاری حرفه‌ای معلمان به نظر می‌رسد رابطه بین رهبری اصیل و اثربخشی ادراک‌شده مدرسه را تقویت می‌کند. به طور خاص، زمانی که همکاری حرفه‌ای میان معلمان در سطح متوسط و بالا قرار دارد، ارتباط مثبت بین رهبری اصیل و اثربخشی ادراک‌شده مدرسه قوی‌تر می‌شود. این یافته‌ها نشان می‌دهد که حمایت از همکاری معلمان ممکن است با افزایش ادراک معلمان از اثربخشی مدرسه مرتبط باشد.

What does happiness mean to ordinary people? Answering this requires examining not only the components people associate with happiness, but also how these components are organized and structurally connected into a semantic schema. The same questions apply to its conceptual counterpart—unhappiness—and to how both vary across social groups. To address these questions, this study employs a word-association network approach to investigate the semantic schemas and group differences in people’s perceptions of happiness and unhappiness. Specifically, we create semantic representations of happiness and unhappiness using a word-association task in which participants freely listed words they associate with happiness and unhappiness, and then listed further words associated with each response; these word pairs are used to construct association networks from which underlying schemas are identified and demographic differences examined. Based on a survey conducted in Japan, our findings reveal major components, such as “ Wealth ” and “ Relationships ,” widely identified in existing theories, as well as underrepresented components, such as “ Food .” Moreover, our analysis provides insights into the structural relationships among these components, allowing us to understand how different components are connected to one another and what roles they play within the schema. Furthermore, we demonstrate that the word-association network approach provides a useful framework for investigating how everyday conceptions of happiness and unhappiness differ across demographic groups, revealing variation across groups in both schema structure and specific semantic features. Overall, this study demonstrates the value of word-association networks for capturing everyday conceptions of happiness and unhappiness, offering both theoretical insights and practical implications for developing more accurate and culturally grounded measures.

خوشبختی برای افراد عادی به چه معناست؟ پاسخ به این پرسش مستلزم بررسی نه تنها مؤلفه‌هایی است که افراد با خوشبختی مرتبط می‌دانند، بلکه نحوه سازمان‌دهی و ارتباط ساختاری این مؤلفه‌ها در قالب یک طرحواره معنایی نیز اهمیت دارد. همین پرسش‌ها در مورد مفهوم مقابل آن، یعنی بدبختی، و همچنین نحوه تفاوت هر دو در میان گروه‌های اجتماعی نیز مطرح است. برای پاسخ به این پرسش‌ها، این مطالعه با بهره‌گیری از رویکرد شبکه تداعی واژه به بررسی طرحواره‌های معنایی و تفاوت‌های گروهی در ادراک افراد از خوشبختی و بدبختی می‌پردازد. به طور مشخص، بازنمایی‌های معنایی خوشبختی و بدبختی از طریق یک تکلیف تداعی واژه ایجاد می‌شود که در آن شرکت‌کنندگان آزادانه واژه‌هایی را که با خوشبختی و بدبختی مرتبط می‌دانند، فهرست می‌کنند و سپس واژه‌های بیشتری را که با هر پاسخ مرتبط است، ذکر می‌کنند؛ این جفت واژه‌ها برای ساخت شبکه‌های تداعی به کار می‌روند که بر اساس آن‌ها طرحواره‌های زیرین شناسایی شده و تفاوت‌های جمعیت‌شناختی بررسی می‌شود. بر اساس یک پیمایش انجام‌شده در ژاپن، یافته‌های ما مؤلفه‌های اصلی مانند «ثروت» و «روابط» را که در نظریه‌های موجود به طور گسترده شناسایی شده‌اند، و همچنین مؤلفه‌های کمتر مورد توجه مانند «غذا» را آشکار می‌کند. افزون بر این، تحلیل ما بینش‌هایی درباره روابط ساختاری میان این مؤلفه‌ها ارائه می‌دهد و امکان درک نحوه اتصال مؤلفه‌های مختلف به یکدیگر و نقش آن‌ها در طرحواره را فراهم می‌سازد. همچنین نشان می‌دهیم که رویکرد شبکه تداعی واژه چارچوبی سودمند برای بررسی تفاوت تصورات روزمره از خوشبختی و بدبختی در میان گروه‌های جمعیت‌شناختی فراهم می‌کند و تفاوت‌هایی را در ساختار طرحواره و ویژگی‌های معنایی خاص میان گروه‌ها آشکار می‌سازد. در مجموع، این مطالعه ارزش شبکه‌های تداعی واژه را در بازنمایی تصورات روزمره از خوشبختی و بدبختی نشان می‌دهد و بینش‌های نظری و پیامدهای عملی برای توسعه سنجه‌های دقیق‌تر و مبتنی بر فرهنگ ارائه می‌کند.

Background Concerns about teacher stress, burnout, and attrition have led to increased international attention to teacher resilience in education research. This study investigates how teachers in Malaysia, Japan, Nigeria, Uganda, and Vietnam support resilience through their perceptions of teacher professional identity (TPI). Methods Comparative discourse analysis based on quantitative ethnography (QE) and epistemic network analysis (ENA) was used to identify cross-cultural discourse patterns and thematically evaluate teacher utterances related to stress, coping methods, support systems, and notions of resilience. Results The findings demonstrate that resilience is not only developed as an individual skill, but also through culturally and socially rooted understandings of TPI. Teachers from Japan and Vietnam focused on systemic navigation and emotional regulation, while teachers from Nigeria and Uganda focused on spirituality and moral leadership. Malaysian instructors have a mixed approach that blends strategic adaptation and community-centric principles. Conclusions The study highlights the need for contextually relevant and localized methods of professional development that are sensitive to teachers’ identities and contextual realities.

زمینه و هدف: نگرانی‌ها درباره استرس، فرسودگی شغلی و ترک خدمت معلمان موجب افزایش توجه بین‌المللی به تاب‌آوری معلمان در پژوهش‌های آموزشی شده است. این مطالعه بررسی می‌کند که چگونه معلمان در مالزی، ژاپن، نیجریه، اوگاندا و ویتنام از طریق ادراکات خود از هویت حرفه‌ای معلم (TPI) به حمایت از تاب‌آوری می‌پردازند. روش‌ها: تحلیل گفتمان تطبیقی مبتنی بر قوم‌نگاری کمی (QE) و تحلیل شبکه معرفتی (ENA) برای شناسایی الگوهای گفتمانی میان‌فرهنگی و ارزیابی موضوعی اظهارات معلمان مرتبط با استرس، روش‌های مقابله، نظام‌های حمایتی و مفاهیم تاب‌آوری به کار گرفته شد. یافته‌ها: نتایج نشان می‌دهد که تاب‌آوری نه تنها به عنوان یک مهارت فردی توسعه می‌یابد، بلکه از طریق درک‌های ریشه‌دار فرهنگی و اجتماعی از هویت حرفه‌ای معلم نیز شکل می‌گیرد. معلمان ژاپن و ویتنام بر پیمایش نظام‌مند و تنظیم هیجانی تمرکز داشتند، در حالی که معلمان نیجریه و اوگاندا بر معنویت و رهبری اخلاقی تأکید کردند. مدرسان مالزی رویکردی ترکیبی دارند که سازگاری راهبردی و اصول جامعه‌محور را در هم می‌آمیزد. نتیجه‌گیری: این مطالعه بر ضرورت روش‌های توسعه حرفه‌ای بومی و متناسب با زمینه که نسبت به هویت و واقعیت‌های زمینه‌ای معلمان حساس باشد، تأکید می‌کند.

Cognitive theories posit that interpretation biases (IBs), the tendency to interpret emotionally ambiguous information negatively, contribute to the development and maintenance of depression. While adult meta-analyses report a moderate association between IBs and depression, evidence in populations under 18 remains inconsistent. Therefore, this systematic review and meta-analysis aimed to (1) estimate the first overall cross-sectional effect size between IBs and child and youth depression and to summarize (2) longitudinal and (3) experimental findings from randomized controlled studies. Eligible studies included healthy and depressed participants (including comorbid conditions) younger than 18, assessed depression and IBs, and were published in English with full-text availability. A literature search in PubMed, Web of Science, PsycInfo and ProQuest Dissertations in March 2025 identified 30 eligible studies. Risk of bias was assessed using the RoB2 tool for randomized studies and an adapted Downs and Black checklist for non-randomized studies. Overall study quality was acceptable, albeit with variability (M = 67.75%, SD = 12.1). A random-effects meta-analysis of 22 cross-sectional effect sizes (N = 4763) yielded a moderate overall correlation (r = .34, 95%-CI = [.27; .42], p < .001), similar to adult findings when accounting for methodological differences. Limited longitudinal (4 studies, N = 616) and experimental evidence (3 studies, N = 239) highlight the need for further research. Included studies only examined participants aged above 7 with largely low depressive symptoms, limiting generalizability. Future research should therefore examine younger and more severely depressed populations and employ validated measures of IBs in children to better characterize developmental trajectories. Prospero Registration: ID CRD420250655580.

نظریه‌های شناختی بر این باورند که سوگیری‌های تفسیر (IBs)، یعنی تمایل به تفسیر منفی اطلاعات هیجانی مبهم، در شکل‌گیری و تداوم افسردگی نقش دارند. در حالی که فراتحلیل‌های بزرگسالان ارتباطی متوسط میان IBs و افسردگی گزارش کرده‌اند، شواهد در جمعیت‌های زیر ۱۸ سال همچنان ناسازگار است. بنابراین، این مرور نظام‌مند و فراتحلیل با هدف (۱) برآورد نخستین اندازه‌ی اثر مقطعی کلی میان IBs و افسردگی کودکان و نوجوانان و (۲) خلاصه‌سازی یافته‌های طولی و (۳) یافته‌های آزمایشی از مطالعات تصادفی کنترل‌شده انجام شد. مطالعات واجد شرایط شامل شرکت‌کنندگان سالم و افسرده (شامل شرایط همبود) زیر ۱۸ سال بودند که افسردگی و IBs را ارزیابی کرده و به زبان انگلیسی با دسترسی به متن کامل منتشر شده بودند. جستجوی منابع در PubMed، Web of Science، PsycInfo و ProQuest Dissertations در مارس ۲۰۲۵، ۳۰ مطالعه‌ی واجد شرایط را شناسایی کرد. خطر سوگیری با استفاده از ابزار RoB2 برای مطالعات تصادفی و چک‌لیست تعدیل‌شده‌ی Downs and Black برای مطالعات غیرتصادفی ارزیابی شد. کیفیت کلی مطالعات قابل قبول بود، هرچند با تغییرپذیری (M = ۶۷.۷۵٪، SD = ۱۲.۱). فراتحلیل با مدل اثرات تصادفی بر روی ۲۲ اندازه‌ی اثر مقطعی (N = ۴۷۶۳) همبستگی کلی متوسطی را نشان داد (r = ۰.۳۴، ۹۵٪-CI = [.۲۷؛ .۴۲]، p < .۰۰۱)، که با یافته‌های بزرگسالان در صورت لحاظ تفاوت‌های روش‌شناختی مشابه است. شواهد طولی محدود (۴ مطالعه، N = ۶۱۶) و شواهد آزمایشی (۳ مطالعه، N = ۲۳۹) بر نیاز به پژوهش‌های بیشتر تأکید دارند. مطالعات واردشده تنها شرکت‌کنندگان بالای ۷ سال با علائم افسردگی عمدتاً پایین را بررسی کرده‌اند که تعمیم‌پذیری را محدود می‌کند. بنابراین، پژوهش‌های آتی باید جمعیت‌های جوان‌تر و با افسردگی شدیدتر را بررسی کرده و از ابزارهای معتبر سنجش IBs در کودکان استفاده کنند تا مسیرهای رشدی را بهتر تبیین نمایند. ثبت در Prospero: شناسه CRD420250655580.