Behavioral Sciences doi: 10.3390/bs15111498

Authors: Yanzhe Zhang Yushun Han Kaiyu Guan

With the widespread use of the internet, cyberbullying has become a significant issue affecting adolescents’ mental health and quality of life. This study utilized propensity score matching (PSM) and network analysis to compare the mental health and quality of life symptom networks of Chinese high school students who had experienced cyberbullying and those who had not. A total of 9066 students were assessed using the Symptom Checklist (SCL-90) and the Chinese Quality of Life Scale for Primary and Secondary School Students (QLSCA). Network comparison tests revealed significant structural differences (M = 0.2136, p < 0.05), with the cyberbullying group showing higher global network strength (11.985 vs. 10.700, p < 0.05), indicating a more densely connected symptom network. In both groups, “self-satisfaction” was the most central node, but the cyberbullying group exhibited higher centrality for “negative emotion” and “self-concept” compared to anxiety and depression in the non-cyberbullying group. Key bridging symptoms differed: “academic attitude” in the non-cyberbullying group and “opportunity for activity” in those who had experienced cyberbullying. Moreover, the connection strength between “interpersonal sensitivity” and “negative emotion” was stronger in the cyberbullying group. These findings suggest that targeted interventions should focus on emotional regulation and social activity to disrupt the symptom network cycle.

Behavioral Sciences doi: 10.3390/bs15111497

Authors: Ruby Natale Yue Pan Yaray Agosto Carolina Velasquez Elana Mansoor Rebecca Jane Bulotsky-Shearer Sarah E. Messiah Jason F. Jent

High-quality early care and education (ECE) programs, characterized by safe environments, emotionally supportive communication, proactive behavior supports, and teacher self-care practices, play a pivotal role in healthy child development. Early Childhood Mental Health Consultation (ECMHC) is an evidence-based approach designed to strengthen these environments and support young children’s social–emotional outcomes. However, the long-term impacts of ECMHC models remain understudied. Grounded in ECMHC, the purpose of this study is to evaluate the effectiveness of Jump Start Plus COVID Support (JS+CS) in supporting child psychosocial outcomes (prosocial behaviors and reduced externalizing/internalizing behaviors) over two school years. In a cluster-randomized trial, 12 ECE centers received the 14-week JS+CS intervention, and 12 attention control centers received a 14-week obesity prevention program. Children were followed over two school years to determine long-term impacts on behavior, measured by the Devereux Early Childhood Assessment (DECA) and the Strengths and Difficulties Questionnaire (SDQ). Over two school years, significant time-by-group interactions emerged for primary child outcomes. The JS+CS group showed greater improvements in DECA Initiative and Self-Regulation (p = 0.01 and p = 0.02, respectively) compared to controls. JS+CS significantly enhanced child psychosocial functioning, supporting its potential as an effective model for a scalable mental health consultation in ECE settings.

Behavioral Sciences doi: 10.3390/bs15111496

Authors: Yongjoon So Jaeeun Shin Sung-Doo Won Wooyoung Im Kwang-Ho Seok Min Jin Jin Seung Ho Lee Sung-Man Bae

Our research investigated how a smartphone application utilizing behavioral activation principles affects depression levels in young adult populations. A total of 67 participants aged 20–30 years with clinically significant depressive symptoms (CESD-11 ≥ 16) were divided into treatment (n = 31) and comparison conditions (n = 36) through randomization procedures. Participants in the experimental group engaged with a BA-based mobile application (Maummove) over an eight-week period, while those in the control group completed weekly assessments without intervention. Depression, perceived stress, and life satisfaction were measured at baseline and postintervention using the CESD-11, PSS, and SWLS, respectively. The results indicated that the experimental group exhibited significant reductions in depression (Cohen’s d = 1.03) and stress (Cohen’s d = 0.99) compared to the control group, which showed minimal changes. Improvements in life satisfaction were observed in the experimental group, with a smaller effect size (Cohen’s d = 0.23). Time-series analyses demonstrated that depressive symptoms decreased progressively throughout the intervention period, falling below the clinical cutoff by the seventh week. These findings provide preliminary evidence that BA-based mobile applications may offer a promising, accessible approach to reducing depressive symptoms and perceived stress in young adults, though replication in larger samples with longer follow-up periods is needed to establish generalizability. This study highlights the potential of digitally delivered BA interventions as a viable alternative or complement traditional mental health services, particularly for populations facing barriers to face-to-face care.

Behavioral Sciences doi: 10.3390/bs15111495

Authors: Miguel Ángel Ortega-Zayas Pamela Patanè Carlos Peñarrubia-Lozano Francisco Pradas

Table tennis (TT) is recognized for its accessibility, adaptability, and health benefits, making it suitable for physical education (PE). This study aimed to investigate the prevalence of TT implementation in primary school PE classes and explored associations with teacher characteristics and perceptions regarding injury risk, safety, inclusivity for students with disabilities or special educational needs, student engagement, and the educational value in PE curricula. A cross-sectional survey was conducted among 393 Spanish primary school PE teachers who completed the validated Racket Sports Attitude Scale (RSAS). Associations between teacher characteristics and TT use were tested using Pearson’s Chi-square, with effect sizes reported as Cramer’s V, Phi, and Somers’ D for ordinal variables. Additional analyses examined links between TT adoption and perceptions of injury risk, inclusivity, safety for pupils, ability to enhance engagement, and its educational value in PE. Only 11.7% of teachers reported using TT in PE classes. Implementation rates were not significantly different by sex but were associated with age (χ2 = 27.2, p < 0.001, Somers’ D = 0.071) and teaching experience (χ2 = 30.0, p < 0.001, Somers’ D = 0.099). TT use showed strong associations with perceptions of lower injury risk (Cramer’s V = 0.707), suitability for students with disabilities (0.712), special educational needs (0.715), safety (0.707), engagement (0.712), and educational value (0.716) (p < 0.001). Despite positive perceptions, TT is underutilized in PE curricula.

Behavioral Sciences doi: 10.3390/bs15111494

Authors: Bo Chen

This research examines how reminders of mortality influence prosocial behavior through the lens of terror management theory. We propose that these effects depend on individuals’ global–local identity—the degree to which they identify with the broader world versus a local community. In two experimental studies, participants were exposed to mortality salience manipulations and then reported their intentions to engage in prosocial behaviors. The results consistently showed that mortality salience increased prosocial intentions for individuals with a global identity but not for those with a local identity. This interaction was explained by differences in perceived social connectedness. Together, these findings highlight the role of global–local identity in shaping prosocial responses to mortality reminders, offering theoretical insights into terror management processes and practical implications for fostering prosociality in diverse social contexts.

Behavioral Sciences doi: 10.3390/bs15111493

Authors: Giulia Raimondi Elisa Cavicchiolo Fabio Alivernini Fabio Lucidi Sara Manganelli

Background: Self-regulated learning (SRL) is a key factor in academic success, with self-regulated cognitive strategies (SRCSs) playing a central role. Identifying the factors linked to low use of SRCSs is therefore essential. Socioeconomic status (SES), a well-established predictor of multiple educational outcomes, may also influence students’ engagement in SRCSs, yet very few studies have explored this issue. Grounded in the SRL framework, this study examines differences in SRCSs use across SES groups. Methods: We analyzed data from the entire population of 10th-grade Italian students (N = 261,255). To ensure that the questionnaire functions equivalently across groups and control for measurement bias and error, Multigroup Confirmatory Factor Analysis was conducted to verify the measurement invariance of the Cognitive Self-Regulation Scale across three SES groups (low, middle, and high), followed by latent mean difference tests. Results: Low-SES students reported markedly lower CSRS use than high-SES peers and also lower use than middle-SES peers. Middle-SES students reported lower use of CSRS than high-SES students. Conclusions: These findings show a clear and consistent impact of SES on the use of SRCSs, potentially contributing to persistent academic disparities, and emphasize the need for interventions to support disadvantaged students, thereby helping to break the cycle of inequality.

Behavioral Sciences doi: 10.3390/bs15111492

Authors: Xin Lin Chan Zhou Longqi Yu Xinyue Zhang Xiaofan Cao Chenyang Guan

Introduction: Creative Dance, as an educational approach to physical activity emphasizing autonomous exploration and creative expression, has demonstrated significant benefits for children’s cognitive development and independent learning. This study aimed to examine the effects of Creative Dance on the development of autonomy among Chinese children aged 4 to 6 years, and to investigate the mediating role of autonomy need satisfaction in this process. Methods: A randomized, single-blind, two-arm experimental design was utilized, with classrooms serving as the unit of assignment. A total of 102 children aged 4–6 years were randomly allocated to either an experimental group (Creative Dance) or a control group (DanceSport). The children’s autonomy was measured pre- and post-intervention using parent-proxy reports. In addition, qualitative interviews and video observations were conducted to assess the degree of autonomy need satisfaction experienced by the children during the Creative Dance intervention. Results: Analysis of the pre-intervention data revealed no statistically significant differences in autonomy scores between the experimental and control groups. Post-intervention, the children in the experimental group scored significantly higher across all dimensions of autonomy compared to those in the control group. Mediation analysis indicated that autonomy need satisfaction significantly mediated the effect of Creative Dance on self-assertion, but not on self-reliance or self-control. Discussion: Creative Dance constitutes an effective intervention for supporting autonomy need satisfaction and promoting overall autonomy development in young children. Satisfaction of autonomy needs serves as a key mechanism through which Creative Dance enhances self-assertion. These findings provide empirical evidence supporting the incorporation of Creative Dance into early childhood education as a means of promoting physical and mental development.

Behavioral Sciences doi: 10.3390/bs15111491

Authors: Zhiming Zhang Jiaxiang Zhang Cheng Fu Chengwen Fan

Maintaining social adaptation in later life has become a key challenge amid China’s rapidly aging population. Using nationally representative data from the China Longitudinal Aging Social Survey (CLASS 2023), this study examined the relationship between physical exercise and social adaptation among 8913 older adults. Ordinary least squares regression and the Karlson–Holm–Breen decomposition method were applied to test both direct and mediating effects. The results showed that physical exercise significantly improved social adaptation (β = 0.452, p < 0.001), while aging identity played a partial mediating role, accounting for approximately 11.0% of the total effect. The association was stronger among those aged 80 and above, with lower education and income, without chronic diseases, and covered by social security. These findings suggest that physical exercise enhances social adaptation not only through physical benefits but also by strengthening psychological resilience and fostering a positive sense of aging, providing valuable evidence for developing inclusive aging policies and targeted exercise interventions.

Behavioral Sciences doi: 10.3390/bs15111490

Authors: Chrysopigi Vardikou Agisilaos Konidaris Erato Koustoumpardi Androniki Kavoura

Studies examining emoji applications in digital marketing and advertising are characterized by considerable heterogeneity in their theoretical orientation, methodologies, and contextual factors. A domain-based systematic literature review with the Theory-Context-Characteristics-Methodology (T-C-C-M) framework following PRISMA guidelines was conducted to answer how emojis are researched in marketing, and a bibliometric review was constructed to shed light on important aspects. We found a field growing in volume yet immature, with a diversity of theories and methodologies used to explore the multiple roles of emojis. An analysis of explicit and implicit theories identified that almost a quarter of studies are atheoretical, and the mostly used theories are the Emotions as Social Information Theory (EASI) and the emotional contagion theory. Emojis are mainly researched in social media and in the travel and food industry. The most common methodological categories are experimental designs, with emojis used as independent variables in simple designs. Despite the focus on short-term outcomes (engagement, purchase intention), little attention was given to advertising and to field experiments, constraining ecological validity. Our study reveals the need for a robust theoretical framework that can explain the multiple functions of emojis, and EASI emerged as the leading theory to be tested more extensively.

Behavioral Sciences doi: 10.3390/bs15111489

Authors: Wanxue Hu Yijie Wang Siyuan Zhang Siying Yu Xinying Li

Question-asking is a key component of social communication, and interventions targeting this skill may be able to improve social functioning in children with high-functioning autism spectrum disorder (HFASD). This study introduced a novel intervention method called the three-character training of question-asking (TCT-Q), aimed at teaching children with HFASD how to appropriately use 11 questions in social interactions. The effectiveness of TCT-Q was tested through a randomized controlled trial. Thirty-seven children were assigned to TCT-Q group (n = 19) or treatment as usual (TAU) group (n = 18). Children and their caregivers received two 60 min sessions weekly. Outcome variables were measured before training (T1), after training (T2), and three months after training (T3). Results showed that the question-asking frequency in the TCT-Q group increased significantly after the intervention (ps < 0.001), and the increase was significantly greater than that in the TAU group (ηp2 = 0.089–0.370). Although the TCT-Q group showed greater numerical improvements in social communication and autistic mannerisms (ps < 0.05), the group-by-time interaction did not reach statistical significance. In conclusion, TCT-Q is a promising method for enhancing question-asking behaviors and social skills in children with HFASD.

Behavioral Sciences doi: 10.3390/bs15111488

Authors: Kristi M. Morrison Jennifer C. Duckworth Matthew F. Bumpus Martie L. Skinner Brittany R. Cooper Laura G. Hill Kevin P. Haggerty

Parental permissiveness toward alcohol use is associated with increased drinking among college students. In the U.S., Greek-affiliated students drink more and experience more negative consequences than other students. This study explored associations among student Greek affiliation, parental permissiveness toward heavy episodic drinking (HED), and alcohol use outcomes among first-year college students. Parent-student dyads (n = 294) completed surveys during high school and the first semester of college at a large public university in the U.S. Paired- and independent-samples t-tests and regression analyses were conducted. Parental permissiveness toward HED was higher among Greek-affiliated students than non-Greek-affiliated students, from parent and student perspectives, before and during college. In regression analyses, student Greek affiliation and perceived parental permissiveness were associated with greater alcohol use and HED. Greek status moderated associations between perceived parental permissiveness of HED and alcohol use (but not HED) such that the relationship was less pronounced for Greek-affiliated students compared to non-Greek-affiliated students. Our results suggest that interventions that aim to reduce perceived parental permissiveness toward HED, such as parent-based normative feedback interventions, may be an effective strategy to reduce drinking among first-year Greek-affiliated students.

Behavioral Sciences doi: 10.3390/bs15111486

Authors: Xiaoli Ye Wei Yang Tingting Cheng Haohao Gao

In an era of rapid social transformation and hyper-competition, students in higher education are confronted with tremendous academic pressure, which is exacerbating mental health challenges at an alarming rate. This study used 576 Chinese college students as samples to construct and verify a moderated mediation model. The purpose was to systematically explore the associations among academic delay of gratification, depressive symptoms, academic involution, and academic resilience. The results demonstrate that academic delay of gratification exhibits a significant positive correlation with academic involution. Academic delay of gratification is negatively directly correlated with depressive symptoms, although it also exhibits a significant positive indirect correlation with depressive symptoms through academic involution. The mediating role of academic involution manifests as a suppression effect. Academic resilience is an important moderating variable. Low academic resilience intensifies the association between academic delay of gratification and academic involution. High academic resilience weakens this association. These findings not only elucidate the specific mechanism underlying academic delay of gratification and depressive symptoms but also provide a practical foundation for educational practitioners to develop effective intervention strategies.

Behavioral Sciences doi: 10.3390/bs15111487

Authors: Galina U. Soldatova Svetlana V. Chigarkova Svetlana N. Ilyukhina

Industry 4.0 is steadily advancing a reality of deepening integration between humans and technology, a phenomenon aptly described by the metaphor of the “technologically augmented human”. This study identifies the digital and personal factors that predict a preference for the “digital centaur” strategy among adolescents and young adults. This strategy is defined as a model of human–AI collaboration designed to enhance personal capabilities. A sample of 1841 participants aged 14–39 completed measures assessing digital centaur preference and identification, emotional intelligence (EI), mindfulness, digital competence, technology attitudes, and AI usage, as well as AI-induced emotions and fears. The results indicate that 27.3% of respondents currently identify as digital centaurs, with an additional 41.3% aspiring to adopt this identity within the next decade. This aspiration was most prevalent among 18- to 23-year-olds. Hierarchical regression showed that interpersonal and intrapersonal EI and mindfulness are personal predictors of the digital centaur preference, while digital competence, technophilia, technopessimism (inversely), and daily internet use emerged as significant digital predictors. Notably, intrapersonal EI and mindfulness became non-significant when technology attitudes were included. Digital centaurs predominantly used AI functionally and reported positive emotions (curiosity, pleasure, trust, gratitude) but expressed concerns about human misuse of AI. These findings position the digital centaur as an adaptive and preadaptive strategy for the technologically augmented human. This has direct implications for education, highlighting the need to foster balanced human–AI collaboration.

Behavioral Sciences doi: 10.3390/bs15111485

Authors: Judith Kleinheinrich Felix Vogel

Accurate understanding of a mental disorder’s symptomatology is essential for valid diagnosis, differential assessment, and treatment planning. It is therefore remarkable that failure to speak is defined as the only symptom in the diagnostic criteria of selective mutism (SM) in current classification systems. This narrow definition may not reflect the full range of difficulties experienced by affected children. This systematic review aimed to synthesize empirical findings on the broader symptomatology of SM across diverse study designs, informants, and assessment methods. Following PRISMA guidelines, we searched PubMed, Web of Science, and APA PsycNet, leading to 82 studies with participant samples (beyond single case reports) included in the final analysis. Results indicated that social and unspecific anxiety were the most frequently assessed and consistently identified symptoms. However, additional features—including withdrawal, depressive symptoms, social skill deficits, and, in qualitative accounts, externalizing and oppositional behaviors—were also documented. The observed symptom diversity varied notably across assessment methods and informants. Our findings support a multisymptomatic understanding of SM and suggest that failure to speak alone do not fully account for its clinical presentation. A more differentiated conceptualization may enhance diagnostic precision, inform individualized intervention strategies, and contribute to discussions on refining diagnostic frameworks.

Behavioral Sciences doi: 10.3390/bs15111484

Authors: Catherine A. N. Lorentzen Asle Bentsen Elisabeth Gulløy Kjell Ivar Øvergård

General self-efficacy is identified as a modifiable determinant of adolescent mental health and well-being. This study sought to better understand how conditions in different environments of adolescents’ lives and socio-demographic factors are associated with adolescents’ general self-efficacy. We conducted a hierarchical multi-variable linear regression analysis based on survey data from 2021 of a large population-based sample of Norwegian adolescents (n = 15,040). We found that better Relation to peers (β = 0.20, 95% CI [0.18; 0.22]) and Academic/social relation to teachers (β = 0.13, 95% CI [0.11; 0.14]), Perceived neighbourhood safety (β = 0.08, 95% CI [0.06; 0.10]), and Participation in physical activities (β = 0.07, 95% CI [0.06; 0.09]) had medium to small positive associations with adolescents’ general self-efficacy, whilst Parental involvement, Participation in organized music/cultural leisure activities, and Perceived access to neighbourhood leisure arenas had negligible associations with general self-efficacy. Boys reported a stronger general self-efficacy than girls (β = −0.17, 95% CI [−0.19; −0.16]) and Age and Socio-economic status had small positive associations with general self-efficacy (β = 0.08, 95% CI [0.07; 0.10] and 0.04, 95% CI [0.02; 0.06], respectively). We found some small moderation effects by socio-demographic factors in the associations between environmental factors and general self-efficacy. Our findings suggest that general self-efficacy-promoting initiatives that target adolescents apply a multi-sectorial and multi-level approach and pay particular attention to gender differences. A focus on facilitating adolescents’ experiences of mastery and access to relevant successful role models and supportive behaviour by adults and peers in the various contexts seems to be of particular importance.

Behavioral Sciences doi: 10.3390/bs15111483

Authors: Carolina Lunetti Ainzara Favini Eugenio Trotta

Empirical studies support the difficulties European youths encounter when transitioning into adulthood, as well as several economic and social constraints that make the acquisition of a full adult role complex and challenging, with relevant implications for psychological adjustment. In this direction, international research showed the effectiveness of Artificial Intelligence (AI) in promoting mental health adjustment, although most studies are limited to the field of clinical psychology for diagnosing and preventing the onset of pathological problems rather than on non-clinical populations. Furthermore, only a limited number of studies have been conducted in European Countries in comparison to Asian and American countries. Accordingly, this scoping review aims to provide an overview of studies conducted in Europe on AI applications for psychological support to promote psychological adjustment in emerging adults who face the challenges of reaching adulthood, often associated with stress and pressures that increase the likelihood of developing psychological problems. Out of 167 initially selected articles for the period between 2015 and 2025, only six articles were included for the final synthesis, according to explicit inclusion and exclusion criteria, and among them, only three studies were conducted on emerging European adults using different AI tools to provide support to their psychological adjustment. Results from these studies support, first, that despite the significant increase in the AI applications for mental health, their use is still scarce in the European context and specifically to promote emerging adults’ adjustment; second, that despite the scarce applications of AI tools in this sense, results from the few studies are promising regarding the potential AI applications. Future research should better investigate the effects of AI tools to understand their benefits in promoting the mental health of European youths, considering the challenges that they face in going through adulthood.

Behavioral Sciences doi: 10.3390/bs15111481

Authors: Wenting Ye Mengyan Zhu Ting Li Jiang Qiu

This study investigated factors predicting cognitive flexibility in Chinese–English bilinguals, with a comprehensive focus on demographic and language-related variables. Cognitive flexibility was assessed using reaction times (RTs) and maximum absolute deviation (MAD) in a mouse-tracking nonverbal task-switching paradigm, capturing both mix and switch costs. Regression analyses revealed that bilingual experience explained a larger proportion of variance in mix costs than in switch costs, with stronger effects for MAD than RTs. Higher composite factor scores (CFS) were positively associated with mix costs, whereas balanced language use across life stages, activities, and interlocutors predicted smaller mix costs, suggesting a move to multi-dimensional, experience-based approaches. In contrast, switch costs were largely unrelated to CFS, but balanced language use across situational contexts, which predicted reduced switch costs in MAD, indicating enhanced reactive control. Moreover, bilingual experiences in the home environment appeared to be positively associated with cognitive flexibility. These findings highlight the multidimensional nature of bilingual experience and underscore the value of movement trajectory measures in capturing subtle effects on sustained and transient cognitive control.

Behavioral Sciences doi: 10.3390/bs15111482

Authors: François Quesque Akira Imai Kenji Susami Chiharu Niki Eric Chabanat Alexandre Foncelle Jean-Baptiste Van der Henst Ayumi Kambara Yves Rossetti

Perspective-taking is fundamental to social interaction. In line with psychosocial ideas that Eastern societies value the individual’s interdependence, recent experimental work suggests that they are more inclined to endorse another person’s perspective than people from Western countries. There are, however, more cultural differences between those societies than interdependence. Because Eastern societies also sustain a more holistic nature of cognition, people from Eastern countries may simply tend to interpret the surrounding world from a less ego-centred perspective. Direct support for this idea was found when comparing the responses of Japanese and French participants in level-2 visuo-spatial perspective-taking tasks. As predicted, we observed a less egocentric bias in Japanese than in French participants. Crucially, this bias was not caused directly by a greater proportion endorsing the point of view of another person but rather indirectly by a higher disposition to spontaneously adopt non-human-centred perspectives.

Behavioral Sciences doi: 10.3390/bs15111480

Authors: Licong Ye Yongchun Xie Baojuan Ye

This study aims to explore the longitudinal relationship between academic self-efficacy, academic buoyancy, and academic burnout among junior high school students and to reveal the potential mediating role of academic buoyancy. Using cluster sampling, a longitudinal study was conducted on 906 students (mean age = 12.48, 53.3% male) in grades 7 to 9, with three follow-up assessments conducted at four-month intervals. The assessment tools included the Academic Self-Efficacy Questionnaire, the Academic Buoyancy Scale, and the Academic Burnout Questionnaire. The results indicated the following: (1) academic self-efficacy and academic buoyancy exhibit a bidirectional relationship, meaning that academic self-efficacy is associated with increases in academic buoyancy levels four months later, and academic buoyancy also is associated with increases in academic self-efficacy four months later; (2) academic buoyancy is associated with decreases in academic burnout four months later, and academic burnout also is associated with decreases in academic buoyancy four months later; (3) academic self-efficacy is indirectly associated with decreases in academic burnout through the mediating effect of academic buoyancy. Research implications: In educational practice, a focus should be on enhancing students’ academic self-efficacy while effectively reducing academic burnout among junior high school students by fostering the psychological resource of academic buoyancy.

Behavioral Sciences doi: 10.3390/bs15111478

Authors: Hülya Torun Yeterge

As technological developments proliferate, understanding the impact of digital media on children with special needs has become increasingly critical. This study examines problematic digital media use, behavioral problems, and family needs among children with special needs, and investigates whether these variables differ by disability type, parental education, and socioeconomic status (SES). Parents of 357 children with special needs from various regions of Türkiye participated. Data were collected via parent-report questionnaires and analyzed using descriptive statistical techniques. Findings indicate high levels of problematic media use, behavioral problems, and family needs in this population. In particular, children with autism spectrum disorder (ASD) exhibited higher levels of problematic media use and behavioral problems, and their parents reported greater support needs than other groups. Conversely, lower levels of problematic media use and behavioral problems were observed among children whose parents had higher education and SES. Significant positive correlations also emerged among problematic media use, behavioral problems, and family needs. These findings suggest that appropriately guided digital media use may be associated with fewer behavioral difficulties and that strengthening supports for families could be a relevant target for intervention; however, causal inferences are not warranted from these data.

Behavioral Sciences doi: 10.3390/bs15111479

Authors: Paton Pak Chun Yam Su Lu Allan B. I. Bernardo Lisbeth Ku

Engaging in unethical behaviours, such as cheating, lying, stealing and fraud, holds significant consequences for individuals and the broader community. Drawing on self-determination theory, we posit that in a consumer-centric society, where one’s worth is often linked to wealth, celebrity status, and appearance, individuals who adopt extrinsic values might be motivated to engage in unethical behaviour in pursuit of financial gains. Study 1 surveyed university students in Macao, China (n = 566), and crowdsourcing workers from the UK (n = 605), demonstrating that extrinsic values were linked to unethical decision-making in vignette-based scenarios. This association was held in both societies, suggesting a culture-independent connection between unethicality and values. To establish causal relationships, we conducted experiments manipulating extrinsic cues participants received in Macanese (Study 2, n = 170) and British (Study 3, n = 197) participants. Results revealed a significant impact of these cues on behavioural measures of unethicality, with those in the extrinsic-cues condition more likely to lie for financial gains compared to those in the control groups. Together, these findings highlight the influence of extrinsic values on unethical behaviour across cultural contexts. This research underscores the urgent need to address societal norms and consumerist cues that focus on extrinsic values, which may erode ethical standards and threaten collective well-being.

Behavioral Sciences doi: 10.3390/bs15111477

Authors: Lan Mao Qingping Li

While updating, inhibition, and task switching (TS)—the acknowledged core executive function (EF) components—are implicated in interpreting processing, their distinct roles, particularly for inhibition and TS, are rarely explored within training contexts. This study examined the effects of training different EF components and the durability of such effects on student interpreters’ consecutive interpreting performance. Sixty-four Chinese students were randomly assigned to either an EF training condition (updating, inhibition, or TS) or a control condition. Following five-week training (15 sessions), improvements in the trained EF component and English-to-Chinese interpreting were evaluated, with long-term gains measured after three months. Results showed that while each training condition improved its targeted EF component, only inhibition training produced statistically significant immediate and durable effects in improving interpreting performance. These results are discussed in light of interpreting as an intense and unique bilingual task that substantially relies on domain-general EF components.

Behavioral Sciences doi: 10.3390/bs15111476

Authors: Ariosto Trelles Tomás Fontaines Ruiz Antonio Ponce Rojo

Depression is among the most prevalent mental disorders, and its early detection is essential to improving therapeutic outcomes in psychotherapy. This systematic review and meta-analysis evaluated the accuracy, interpretability, and generalizability of supervised algorithms (SVM, Random Forest, XGBoost, and GCN) for clinical detection of depression using real-world data. Following PRISMA guidelines, 20 studies published between 2014 and 2025 were analyzed across major scientific databases. Extracted metrics included F1-Score, AUC-ROC, interpretability methods (SHAP/LIME), and cross-validation strategies, with statistical analyses using ANOVA and Pearson correlations. Results showed that XGBoost achieved the best average performance (F1-Score: 0.86; AUC-ROC: 0.84), although differences across algorithms were not statistically significant (p > 0.05), challenging claims of algorithmic superiority. SHAP was the predominant interpretability approach (70% of studies). Studies implementing combined SHAP+LIME showed higher F1-Score values (F(1,7) = 8.71, p = 0.021), although this association likely reflects greater overall methodological rigor rather than a direct causal effect of interpretability on predictive performance. Clinical surveys and electronic health records demonstrated the most stable predictive outputs across validation schemes, whereas neurophysiological data achieved the highest point estimates but with limited sample representation. F1-Score strongly correlated with AUC-ROC (r = 0.950, p < 0.001). Considerable heterogeneity was observed for both metrics (I2 = 74.37% for F1; I2 = 71.49% for AUC), and Egger’s test indicated a publication bias for AUC (p = 0.0048). Overall, findings suggest that algorithmic performance depends more on data quality, context, and interpretability than on the choice of model, with explainable approaches offering practical value for personalized and collaborative clinical decision-making.

Behavioral Sciences doi: 10.3390/bs15111475

Authors: Xiuliang Dai Lijian Wang Dan Chen Xiaoyu Guo

The study constructs a theoretical framework for how the academic environment and job satisfaction affect the turnover intention of high-skilled science and technology talents (STPs), based on academic ecology theory and job satisfaction theory. Conducting a quantitative analysis based on survey data collected from 482 national-level STP recipients across 14 first-class universities, the study integrates descriptive statistics, ANOVA, OLS regression, and bias-corrected bootstrap mediation analysis to examine the relationships between these variables. Findings reveal that STPs exhibit relatively low overall turnover intention; however, significant regional disparities exist, with higher turnover intentions observed in central and western regions. Academic environment shows moderate overall positivity, with competition receiving the highest mean score. Both academic environment and job satisfaction significantly and negatively predict turnover intention. Furthermore, job satisfaction fully mediates the relationship between collaboration/democracy and turnover intention. Based on the findings, the study recommends that universities strengthen the institutional development of the academic environment to provide a favorable environment for talent development and scientific and technological innovation.

Behavioral Sciences doi: 10.3390/bs15111474

Authors: Meytal Nasie

Intergroup relations in contexts of conflict are often characterized by mutual disrespect. The present research introduces and examines the concept of intergroup meta-respect—the belief that one’s ingroup is viewed by the outgroup as deserving of respect. Across two studies conducted among Jewish and Arab citizens of Israel, we investigated perceptions of outgroup deservedness of respect, meta-respect, and their implications for intergroup attitudes. Study 1 (N = 451) revealed systematic biases in meta-respect: both groups underestimated the extent to which the outgroup considered their ingroup deserving of respect as human beings. Arabs, however, demonstrated greater accuracy and positivity, perceiving Jews as more deserving of respect than Jews perceived Arabs. Study 2 (N = 326) experimentally tested interventions aimed at correcting these misperceptions by presenting participants with accurate survey data, either with or without explicit correction of misperceptions. Exposure to corrective information increased participants’ feelings of respect, hope, and positive perceptions of the outgroup, and indirectly—through feelings of respect—enhanced willingness to respect and interact with the outgroup, although these effects were more limited among minority (Arab) participants. These findings highlight the critical role of meta-respect in shaping intergroup dynamics, and suggest that interventions targeting respect perceptions hold potential for improving intergroup relations, even amid ongoing intractable conflict.

Behavioral Sciences doi: 10.3390/bs15111473

Authors: Sherry R. Rosenblad Carlos Guerrero Jodie Lockeby Dirce Utrera

Personality assessment has long been recognized as a valuable tool for understanding individual differences with implications for self-understanding and growth-related processes. Building on the development of the Personality Spectrum Analysis (PSA), the present study evaluated the SOLACE Spectrum, a revised and expanded measure designed to provide a reliable and accessible framework for understanding personality in therapeutic and relational contexts. Data were collected from 1021 adults through online administration, and exploratory factor analysis revealed six components: Stability, Optimism, Leadership, Achievement, Compassion, and Extroversion. The instrument demonstrated strong internal consistency (α = 0.91) and robust test–retest reliability (0.851–0.922), indicating stability over time. Findings support the SOLACE Spectrum as a psychometrically sound measure that can inform understanding of personality traits, relationship processes, and personal growth processes. Its application may assist professionals in therapy, counseling, and educational or organizational settings by providing descriptive feedback on personality dimensions, highlighting areas of strength, and identifying potential areas for reflection and personal insight.

Behavioral Sciences doi: 10.3390/bs15111472

Authors: Ting Zhang Huan Zhang Guan Ren Hongxi Ge Ziqiang Zhang

This study investigates the role of career calling in shaping Chinese graduates’ professional match, with a focus on the mediating role of career loyalty and the moderating effect of industry income. Drawing on Conservation of Resources (COR) theory and person–environment (P–E) fit theory, we developed a three-wave, multi-source design with 2025 graduates across diverse industries. The results reveal that career calling significantly enhances professional match, and this relationship is fully mediated by career loyalty. Moreover, industry income strengthens the positive effect of calling, suggesting that external rewards amplify internal motivation in achieving sustainable career outcomes. Theoretically, the study extends calling research into the graduate labor market and integrates contextual economic factors into the COR and P–E fit frameworks. Practically, the findings highlight the importance of cultivating career calling through higher education, organizational practices, and policy initiatives to improve workforce alignment and long-term career sustainability.

Behavioral Sciences doi: 10.3390/bs15111471

Authors: Danjie Sheng Liping Pu Honggang Liu

This study investigates how English learning burnout (ELB), academic buoyancy (AB), and foreign language enjoyment (FLE) jointly and independently influence the English academic achievement of Chinese senior high school students. Drawing on the Control-Value Theory of Achievement Emotions, data from 640 students were analyzed using both regression and fuzzy-set Qualitative Comparative Analysis (fsQCA). Regression results indicated that intrinsic enjoyment of language learning was the strongest positive predictor of achievement, whereas exhaustion exerted a notable negative effect. The fsQCA results revealed five pathways to high achievement, such as the combination of high enjoyment and buoyancy with low burnout, which predicted success even without strong teacher support. Conversely, low buoyancy and enjoyment coupled with high burnout characterized underachievement. These findings enrich Control-Value Theory by highlighting asymmetry between the causes of success and failure, and they emphasize the importance of fostering both intrinsic enjoyment and resilience in exam-driven educational contexts. Practical strategies are suggested to help educators reduce negative states and promote sustainable learning engagement.

Behavioral Sciences doi: 10.3390/bs15111470

Authors: Peng Liu Xin Cheng Mengyao Fan Zhichao Huang Chao Zhang

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Behavioral Sciences doi: 10.3390/bs15111469

Authors: Jérémy Lamri Karin Valentini Felipe Zamana Todd Lubart

This article introduces the ATHENA competency model, a systemic framework designed to conceptualize and support the development of creativity and complex skills in professional and educational contexts. Creativity, increasingly seen as essential across sectors, requires the coordination of cognitive, motivational, emotional, social, and sensorimotor resources. ATHENA conceptualizes competencies as emergent, agentic behaviors, not static possessions, arising from the coordination of five dimensions: cognition, conation, knowledge, emotion, and sensorimotion. These are subdivided into 60 facets, each described across four progressive mastery levels, enabling fine-grained diagnosis and developmental roadmaps. To operationalize this framework, ATHENA includes three modules: Skills, which models the requirements of professional tasks; Profile, which analyzes learner populations and contextual constraints; and LEARN, a repertory of pedagogical activities linked to ATHENA facets. The article illustrates the system through two case studies of creative job activities—graphic design and workshop facilitation—demonstrating how ATHENA aligns abstract competencies with practical training interventions. The model bridges theoretical research in psychology, creativity, and education with instructional design. Future work aims to refine its applicability, scalability, and cross-cultural relevance.

Behavioral Sciences doi: 10.3390/bs15111468

Authors: Giovanna Zimatore Ludovica Cardinali Carlo Baldari Manuela Minozzi Valerio Bonavolontà Piercesare Grimaldi Laura Guidetti Dafne Ferrari Maria Chiara Gallotta

Background: The transition to university represents a crucial period for the consolidation of health-related behaviors that may persist into adulthood. Examining gender and field-of-study differences can help identify factors shaping students’ well-being and lifestyle habits. Methods: This study assessed lifestyle behaviors and psychological well-being in 202 university students (125 females, 77 males; mean age = 19.76 ± 2.40) including 157 medical and 45 non-medical students. At the beginning and end of the academic year, participants completed questionnaires assessing diet (MEDAS), physical activity (IPAQ, VEQ-I), and psychological well-being (PSS-10, WHO-5, PGWB-S). Results: Males showed higher BMI, greater volitional resources supporting goal-directed behavior (VEQ-VF), and psychological well-being, while females reported greater stress (PSS-10) and lower volition (p < 0.05). Non-medical students scored higher on the WHO-5 (p = 0.041). Males and non-medical students were more frequently in the high IPAQ category (p < 0.01). Physical activity correlated positively with volition and well-being and negatively with stress. Conclusions: These results suggest that volitional resources support adaptive behaviors and are linked to both physical activity and psychological health. Promoting volitional skills, particularly among medical students and females, may enhance well-being and encourage healthier lifestyles during their university years.

Behavioral Sciences doi: 10.3390/bs15111467

Authors: Hongyi Cai Yuhui Ge Heng Zhao

As technological revolutions continue to advance, AI increasingly emerges as a focal driver for enhancing innovation quality. Grounded in coping theory, this study develops a moderated dual-pathway model to examine the mechanisms through which AI-related task complexity influences innovative work behavior. A three-wave field survey was conducted among 353 employees from high-tech enterprises in Beijing and Shanghai. Hypotheses are tested via structural equation modeling. The findings reveal that AI-related task complexity significantly promotes innovative work behavior by fostering problem-focused coping while simultaneously suppressing it by triggering emotion-focused coping. Moreover, AI opportunity perception is found to moderate these relationships, strengthening the positive effect of problem-focused coping and attenuating the negative effect of emotion-focused coping on innovation. This study advances theoretical understanding of employee behavioral responses in AI-integrated work contexts and offers practical insights into how organizations can leverage AI to stimulate innovation among their workforce.

Behavioral Sciences doi: 10.3390/bs15111466

Authors: Huijun Wu Arpana Church Xueyan Jiang Jennifer S. Labus Chuyao Yan Emeran A. Mayer Hao Wang

Myelin is essential for efficient neural signaling and can be quantitatively evaluated using the T1-weighted/T2-weighted (T1w/T2w) ratio as a proxy for regional myelin content. Myelin covariance networks (MCNs) reflect correlated myelin patterns across brain regions, enabling the investigation of topological organization. However, a vertex-level map of myelin covariance gradients and their cognitive associations remains underexplored. The objective of this study was to construct and characterize vertex-level MCNs, identify their principal gradients, map their higher-order topological landscape, and determine their associations with cognitive functions and other multimodal cortical features. We conducted a cross-sectional, secondary analysis of publicly available data from the Human Connectome Project (HCP). The dataset included T1w/T2w MRI data from 1096 healthy adult participants (age 22–37). All original data collection and sharing procedures were approved by the Washington University institutional review board. Our procedures involved (1) constructing a vertex-wise MCN from T1w/T2w ratio data; (2) applying gradient analysis to identify principal organizational axes; (3) calculating network connectivity strength; (4) performing cognitive meta-analysis using Neurosynth; and (5) using graphlet analysis to assess higher-order topology. Our results show that the primary myelin gradient (Gradient 1) spans from sensory-motor to association cortices, strongly associates with connectivity strength (r = 0.66), and shows a functional dissociation between affective processing and sensorimotor domains. Furthermore, Gradient 2, as well as the positive and full connectivity strength, showed robust correlations with fractional anisotropy (FA), a DTI metric reflecting white matter microstructure. Our higher-order analysis also revealed that negative and positive myelin covariance connections exhibited distinct topologies. Negative connections were dominated by star-like graphlet structures, while positive connections were dominated by path-like and triangular structures. This systematic vertex-level investigation offers novel insights into the organizational principles of cortical myelin, linking gray matter myelin patterns to white matter integrity, and providing a valuable reference for neuropsychological research and the potential identification of biomarkers for neurological disorders.

Behavioral Sciences doi: 10.3390/bs15111465

Authors: Janice L. Burke Miko M. Wilford Yueran Yang

Plea bargaining underlies the majority of criminal convictions in the United States, yet concerns remain about its potentially coercive effects, particularly when sentencing differentials between plea offers and potential trial outcomes are large. This experiment examined practicing attorneys’ plea-related recommendations in a 2 (Defendant guilt status: guilty or innocent) × 3 (Potential trial sentence: low, moderate, or high) between-subjects design. Using an interactive computer simulation designed to convey legal scenarios engagingly, we measured attorneys’ plea recommendations, willingness to recommend the plea (WTRP), and maximum acceptable plea sentences. The results reflected Prospect Theory’s utility function, with plea acceptance recommendations increasing as potential trial sentences increased, provided the plea sentence remained within an acceptable range. Attorneys also accepted longer maximum plea sentences as trial penalties became more severe. An interaction between defendant guilt status and potential trial sentence showed that attorneys wanted shorter maximum plea sentences for innocent defendants, though this effect was moderated by trial sentence severity. These findings contribute to our understanding of how attorneys evaluate plea offers and illustrate how large sentencing differentials can shape their recommendations in ways that may affect the fairness of the plea-bargaining process.

Behavioral Sciences doi: 10.3390/bs15111464

Authors: Irem Korucu Robert J. Duncan Sabrina A. Kenny Christopher R. Gonzales Ahmad Ahmadi Jasmine T. Karing Megan M. McClelland

Prior research has consistently found significant associations between self-regulation and early academic achievement, yet the majority has focused primarily on understanding the magnitude of these linear associations rather than identifying the level at which self-regulation difficulties pose challenges for kindergarten achievement. In this longitudinal study, we examined the utility of a commonly used self-regulation task, the HTKS, and its updated version, the HTKS-R, as a potential screening tool for kindergarten-level achievement, using two different samples from the Pacific Northwest area of the United States. The probability of scoring at kindergarten-level for different scores on a self-regulation measure was examined along with the sensitivity, specificity, precision, and negative predictive value. Findings suggest that both the HTKS and the HTKS-R can be used as a screening tool, with the closest associations to mathematics, and when administered concurrently during the fall of kindergarten. Furthermore, both measures are best equipped to estimate who will be at/above kindergarten-level (precision), such that high performance on the HTKS is associated with a high likelihood of being at/above kindergarten-level in achievement. As a brief and easy-to-administer assessment, the HTKS tasks can provide insights for determining aspects of school readiness, including providing valuable information about children’s ability to perform on a self-regulation measure and children’s probability of performing at kindergarten-level on achievement.

Behavioral Sciences doi: 10.3390/bs15111463

Authors: Eunmi Jang Heeyeob Kang

While innovative behavior is essential for organizational success, recent studies have highlighted its potential dark side, namely triggering envy and ostracism among coworkers. However, we propose that these negative outcomes are contingent on the organizational context, particularly on the frequency of supervisor interactions. Using multi-wave data from 392 South Korean employees, we demonstrate that the frequency of supervisor interaction fundamentally alters the social impact of innovative behavior. Our findings reveal a striking pattern: When frequency of supervisor interaction is low, innovative behavior indeed triggers the predicted dark side—increasing ostracism through heightened envy. However, when frequency of supervisor interaction is high, this relationship reverses—innovative behavior reduces ostracism by suppressing envy. This moderated mediation effect suggests that the dark side of innovation is not inherent but context-depenent. We theorize that high-frequency supervisor interaction transforms innovative behavior from a competitive threat to a collective asset. These findings challenge deterministic views of creativity’s social costs and highlight the critical role of leadership in shaping how innovation is interpreted and responded to within organizations.

Behavioral Sciences doi: 10.3390/bs15111462

Authors: Julia Russell Favour Oloriegbe Garrett Robert Baber Anna K. Quesada Nancy A. Hamilton

Fear of sleep may drive the development of trauma-related sleep disturbances but may differ across potentially traumatic events (PTEs). This study tested whether the factor structure of the Fear of Sleep Inventory-Short Form (FOSI-SF) differed between women with a history of sexual traumas (ST: including sexual assault and other sexual traumas) and women reporting other Non-ST PTEs. Two samples of undergraduate women who endorsed a history of PTEs (n = 339 and n = 318) completed a battery of questionnaires including the FOSI-SF, as well as other psychological and sleep screening measures. We conducted an exploratory factor analysis in Sample 1 and a confirmatory analysis in Sample 2. In the sample of women endorsing a history of ST, but not those with Non-ST PTEs, four latent factors adequately fit the data: vigilance, fear of the dark, fear of nightmares, and vulnerability. This structure was replicated in the second sample that included only women with a history of ST and showed appropriate convergent and discriminant validity with other study measures. This study illustrates that fear of sleep may differ across PTE, and that for those with a history of ST, the fear of nightmares appears to be distinct from other facets of the fear of sleep construct.

Behavioral Sciences doi: 10.3390/bs15111461

Authors: Reece D. Bush-Evans Claire M. Hart Sylwia Z. Cisek Liam P. Satchell Constantine Sedikides

We investigated narcissism in a naturalistic social context. Specifically, we examined how individuals high in admirative and rivalrous narcissism are perceived in team dynamics. Participants (n = 101) worked in small teams (k = 23 teams) during escape room-based tasks. Using a round-robin design, we observed alignment between self- and peer-ratings on interpersonal traits. Those high on admirative narcissism were perceived as confident but overestimated their likeability, whereas those high on rivalrous narcissism were perceived as aggressive and lazy. Teams characterized by high levels of rivalry exhibited reduced team cohesion, which in turn was associated with poorer team performance. There were no team-level effects for narcissistic admiration. The research advances understanding of admirative and rivalrous narcissism by simulating real-time teamwork in escape rooms.

Behavioral Sciences doi: 10.3390/bs15111460

Authors: Xiaoxin Chen Degao Li Wenling Ma Meixue Zhang Jin Wang

It is theoretically accepted that Chinese two-character words (2C-words) are processed both holistically and according to their constituent characters. Given the evidence on readers’ sensitivities to the syntactic relationships between the constituent characters, however, this general view might not fully explain the 2C-word processing mechanism. As an important category of 2C-words, verb–object constructions (VOCs) exhibit significant heterogeneity in splittability, the degree of syntactic phrasalization through the insertion of other characters between the constituent characters. To examine skilled readers’ VOC processing under the influences of splittability and whether the constituent characters are bound or free characters (character type), two experiments were conducted on a cohort of college students, who were Chinese native speakers, using the lexical decision task in a repetition priming paradigm. The prime stimuli (primer type) comprised three conditions: (a) the targets themselves, (b) the targets’ transposed non-words, and (c) non-linguistic baseline symbols ‘※※’. The primers’ two constituents were presented simultaneously and sequentially in Experiments 1 and 2, respectively. A significant interaction was revealed across both experiments between splittability and character type in the participants’ performance. The main effect was significant for primer type in the participants’ performance in Experiment 1; in Experiment 2, however, the interaction was significant both between primer type and splittability in the participants’ performance and between primer type and character type in their reaction times. In addition to confirming the general view, skilled readers might inevitably experience syntactic and semantic combinations of the constituent characters in their processing of VOCs.

Behavioral Sciences doi: 10.3390/bs15111459

Authors: Yahui Zhang Weihai Tang Mei Peng Xiping Liu

Although associative interference has traditionally been attributed to retrieval competition, emerging evidence suggests that interference may also arise from encoding-based representational processes. The present study examined whether retroactive interference (RI) and proactive interference (PI) can occur in the absence of explicit retrieval competition and whether they reflect distinct underlying mechanisms. Participants studied two lists of word–picture pairs in an AB/AC associative learning paradigm, followed by a non-competitive two-alternative forced-choice (2AFC) associative recognition test and a source memory task. Across both frequentist and Bayesian analyses, recognition accuracy revealed a significant RI effect—lower accuracy for earlier A-B pairs relative to non-overlapping controls—whereas PI manifested as longer reaction times (RTs) for later A-C pairs, despite comparable accuracy. Source judgments showed faster correct responses for overlapping than for non-overlapping pairs, suggesting that cue overlap facilitated more fluent retrieval rather than confusion. These findings indicate that interference can emerge independently of retrieval competition and that RI and PI are supported by dissociable mechanisms: RI reflects encoding-related reorganization that weakens earlier associations, whereas PI reflects increased retrieval effort following differentiation of overlapping traces. Together, the results support a process-interaction framework in which encoding-based reactivation and reorganization shape later retrieval dynamics, demonstrating that associative interference arises from the interplay between encoding and retrieval processes rather than retrieval competition alone.

Behavioral Sciences doi: 10.3390/bs15111457

Authors: Ian M. McDonough Andrew R. Bender Lawrence Patihis Elizabeth A. Stinson Sarah K. Letang William S. Miller

Functional magnetic resonance imaging (fMRI) is commonly used to investigate the neural bases of aging and psychological disorders. However, the BOLD signal captured by fMRI is affected by many factors that are non-neural in origin. We tested how vascular health risks, which often go unmeasured in neuroimaging studies, and aging interact to modify the shape and/or timing of the HRF, which then affect the differences in patterns of brain activity in a task-evoked memory encoding paradigm. Adult participants (aged 20–74) answered questions about their health and underwent two fMRI tasks: viewing a flashing checkerboard and a memory encoding task. Aging and vascular risk had the largest impacts on the maximum peak value of the HRF. Using a subject-specific HRF resulted in a dampening of brain activity in task-positive and task-negative regions. Across three vascular risk factors, using a subject-specific HRF resulted in more consistent brain regions that reached significance and larger effect sizes compared with the canonical HRF. These findings serve as a cautious tail when interpreting task-evoked fMRI activity, especially in populations experiencing alterations to brain vasculature including many older adults and people with neurocognitive disorders like Alzheimer’s disease and related dementias.

Behavioral Sciences doi: 10.3390/bs15111458

Authors: Glenn Geher Ethan Eisenberg Michael DeMaio Olivia Casa Anthony J. Caserta Katherine Cochran Leah Cohen Aliza Dewan Stephanie Dickinson-Frevola Lauryn Fenigstein Chloe Giboyeaux Mia Goren Emma Jerabek Julia Lieberstein Lindsay Marr Brandon Staccio Nadia Tamayo

The social context for human social interactions between modern urban contexts and ancestral, small-scale contexts is different in many important ways. Before the advent of agriculture, all people lived in small-scale social contexts and were surrounded by kin and other familiar others. As these conditions characterized the lion’s share of human evolutionary history, we can expect much of our social psychology to be more designed for such small-scale contexts than for large-scale contexts. The study described here specifically predicted that informal forms of making an agreement (such as a handshake, which is more similar to how contracts are sealed in small-scale societies) would be weighted more heavily by people who are given an option to break a contract in a small-scale context. On the other hand, we predicted that people who are framed to think about large-scale social contexts will give more weight to written contracts. Using a 2*2 between-groups design (with 200 young adult participants), this interaction-based hypothesis was supported. We also found that, apart from experimental conditions, participants who reported coming from urban backgrounds were more likely to break a deal of any kind relative to others. Implications for cultivating prosocial outcomes against this backdrop are discussed.

Behavioral Sciences doi: 10.3390/bs15111456

Authors: Tobias Altmann Marcus Roth

Measures of narcissism often overlap with global self-esteem, risking that observed associations with outcomes may reflect associations of self-regard rather than actual narcissistic dispositions. The present study examined whether common narcissism instruments differ in their overlap with self-esteem and how this alters their associations with key personality domains. A sample of 337 participants completed multiple measures of narcissism, a global self-esteem measure as the control variable, and assessments of the Big Five, empathy, and aggression as personality correlates. Our results showed that overlap the measures of narcissism share with self-esteem varied considerably. Vulnerable scales showed the largest overlap and the greatest changes in correlations with the personality correlates after controlling for self-esteem. Grandiose and antagonistic measures were generally less affected, though noteworthy differences emerged between these instruments as well. We conclude that self-esteem overlap is a substantive but uneven measurement issue. Researchers cannot assume measures to be interchangeable. Our findings suggest that in order to isolate narcissistic dispositions from self-regard, researchers may need to select less affected instruments and/or report (additional) analyses controlling for self-esteem.

Behavioral Sciences doi: 10.3390/bs15111455

Authors: Madelyn J. Hill Rebecca A. Vidourek Keith A. King Matthew Lee Smith Ashley L. Merianos

Excessive social media use (ESMU) may negatively impact college students. Less is known about whether cannabis use may influence ESMU. This study assessed the association between current cannabis use and ESMU in addition to cannabis use risk and ESMU among U.S. college students. An analysis of the 2022–2023 American College Health Association’s National College Health Assessment dataset including 65,052 college students aged 18–24-years old was performed. Unadjusted and adjusted logistic regression models were analyzed. In total, 23.2% of college students reported current cannabis use within the past 30 days. The unadjusted and adjusted logistic model results indicated that college students reporting current cannabis use were at increased odds of reporting ESMU compared to college students not reporting current cannabis use (OR = 1.22, 95% CI = 1.16–1.28; AOR = 1.27, 95% CI = 1.20–1.34, respectively). Furthermore, unadjusted and adjusted logistic regression results demonstrated that college students with moderate cannabis use risk (OR = 1.21, 95% CI = 1.12–1.30; AOR = 1.21, 95% CI = 1.12–1.30) or high cannabis use risk (OR = 1.78, 95% CI = 1.50–2.11; AOR = 1.82, 95% CI = 1.53–2.16) were at increased odds of reporting ESMU compared to college students with low cannabis use risk. U.S. college students who currently use cannabis, especially those exhibiting a moderate or high cannabis use risk, are at an increased odds of excessively using social media sites.

Behavioral Sciences doi: 10.3390/bs15111454

Authors: Dana Badau Adela Badau Dragos Florin Teodor Corina Claudia Dinciu Victor Dulceata Dan Cristian Mănescu Catalin Octavian Mănescu Marin Florin Litoi Alina-Mihaela Stoica

This study critically examines the multidimensional differences in body image perceptions among female students who participate in regular sports activities compared to their sedentary counterparts. The investigation involved a sample of 436 female students divided into two distinct groups: the sports group (GS, n = 180), consisting of participants from physical education and sports disciplines, and the non-sports group (GNS, n = 256). Anthropometric measurements such as height, weight, and body mass index (BMI) were systematically taken, along with the administration of three validated psychometric tools: the Silhouette Rating Scale (SRS) to assess body perception and satisfaction, the Objectified Body Consciousness Scale (OBC) to evaluate body objectification, and the Ideal Body Stereotype Scale-Revised (IBIS-R) to analyze perceptions of ideal body stereotypes. Notably, body dissatisfaction (SRS-D) showed the strongest correlation with BMI in both groups, with the non-athletic group displaying slightly higher correlation coefficients (r = 0.940) compared to the athletic group (r = 0.904; p < 0.001). Additionally, stereotypes related to the ideal body (IBIS-R) were strongly correlated with BMI in the non-athletic group (r = 0.846), whereas the athletic group showed a slightly lower correlation (r = 0.805). The body objectification measure (OBC) demonstrated moderate correlations, with the non-athletic group showing stronger associations (r = 0.394 vs. r = 0.352). Linear regression analysis revealed that non-athletic individuals exhibited higher predictive validity, characterized by greater R2 values and stronger correlations between physical and psychosocial factors. The results indicate that participation in sports serves as a protective factor against negative body image, shown by weaker correlations in the sports group. This research suggests that engaging in physical activities is associated with healthier body profiles and a more positive body image, leading to greater satisfaction and more realistic perceptions of body size.

Behavioral Sciences doi: 10.3390/bs15111453

Authors: Fang Liu Ruofei Du Qian Lu Yulu Liu Jin Wang

Background: This study developed the Postgraduate Research Flow Experience Scale and examined its psychometric properties, including reliability and validity. Methods: The development of a preliminary scale draft was guided by initial interviews with 42 participants. Item analysis and exploratory factor analysis (EFA) were subsequently conducted on data collected from 133 participants. Finally, psychometric evaluations, including reliability and validity tests, were performed using data from 944 participants. Results: The final version of the Postgraduate Research Flow Experience Scale consists of 15 items distributed across three dimensions: Clear Goals, Concentration, and Autotelic Experience. This scale demonstrated satisfactory psychometric properties, including construct validity, criterion validity, internal consistency reliability, split-half reliability, and composite reliability, meeting established psychometric standards. Conclusion: The Postgraduate Research Flow Experience Scale developed in this study demonstrates robust psychometric properties, establishing its suitability as a measurement tool for assessing flow experience in postgraduate scientific research.

Behavioral Sciences doi: 10.3390/bs15111452

Authors: Junjie Qiu Jiaxin Shi Zhansheng Chen

From the targets’ perspective, objectification is the process of being perceived and treated as mere instruments without human qualities. We argue that objectified people would experience more social pain and that the state of gratitude could weaken the link between objectification and painful feelings. Three studies (N = 927) confirmed our hypotheses. Study 1 found that people experienced more social pain after recalling the objectification experience. In Study 2, the participants’ chronic objectification was positively linked to psychological pain. More importantly, participants with higher feelings of objectification reported lower pain in the gratitude condition than those in the non-gratitude condition. In Study 3, objectified people reported less social pain in the gratitude condition than in the non-gratitude condition. In sum, our research highlights the negative impacts of objectification and the power of gratitude as a valuable tool in buffering the adverse effects of objectification.

Behavioral Sciences doi: 10.3390/bs15111451

Authors: Tiberiu Dughi Dana Rad Alina Roman Dana Dughi Camelia Daciana Stoian Nicolae Radu Stoian Cristian Măduța Remus Runcan Alina Costin Anca Egerău Claudiu Coman Sonia Ignat Evelina Balaș Maria Sinaci Gavril Rad

The present study investigates the twofold effect of home–work spillover on life satisfaction through intrinsic work motivation and meaning derived from work, with family flexibility as a moderator. Based on Self-Determination Theory and the Work–Home Resources model, we test a moderated parallel mediation model whereby both positive and negative spillover from home affect life satisfaction through motivational and meaning pathways, depending on the level of family flexibility. 735 working adults completed validated measures of work-related flow, work meaning, home–work interaction (negative and positive), family flexibility, and life satisfaction. PROCESS macro (Model 59) via 5000 bootstrapped samples indicated that home negatively influencing work was associated with lower life satisfaction, mainly via reduced work meaning, particularly for individuals with low family flexibility. Conversely, positive work–home interaction was associated with higher work meaning and, indirectly, greater life satisfaction, with this effect being stronger when family flexibility was lower. Intrinsic motivation was associated with life satisfaction through mediation only when family flexibility was higher. These results indicate work meaning and family context compensatory and buffering effects on well-being. The research adds to integrative work–life interface models by delineating conditional psychological processes that enable employee flourishing.

Behavioral Sciences doi: 10.3390/bs15111450

Authors: Hector Cabezas-Klinger Fabian Felipe Fernandez-Daza Yecid Mina-Paz

The exponential growth of human interactions on social media via the internet has revolutionized global communication, but it has also emerged as a critical factor in mental health linked to suicidal ideation and mental disorders. This systematic review and meta-analysis aimed to synthesize evidence on the most prevalent disorders in adolescents and young adults associated with social media use based on previous research, highlighting risk factors and key findings. Publications from 2020 to 2024 in highly relevant databases were reviewed following the PRISMA declaration guidelines. The meta-analysis (conducted in R software) of the included documents (24 studies, 68 effects) verified a significant and positive association between exposure to risk factors in social networks and various disorders in adolescents and young adults (aggregate correlation r = 0.2173, 95% CI [0.1826, 0.2520], p ≤ 0.0001), although with high heterogeneity (I2 = 99.66%). Prevention strategies were indicated by revealing data from contexts in which 40% of adolescents who died by suicide had developed online identities focused on suicidal thoughts.

Behavioral Sciences doi: 10.3390/bs15111449

Authors: Simas Garbenis Irena Kaffemaniene

This study, by analyzing processes taking place in physical education (PE) lessons, sought to identify how traits of self-confidence and intrinsic motivation developed in pupils with special educational needs (SEN). The research employed a micro-ethnographic study that was directed at the research object: opportunities to develop pupils’ traits of self-confidence and intrinsic motivation. Empirical data were gathered through video recordings of PE lessons. The sample comprised 36 first-grade pupils with severe SEN. Using reflexive thematic analysis, we identified themes and subthemes that revealed the development of emotional intelligence traits: self-confidence and intrinsic motivation, as well as themes and subthemes that revealed the manifestation of these traits in PE lessons. The study found that constructive dialogic interaction—emphasizing emotional support and strength-oriented, reciprocal teacher–pupil reflection—was the key factor in developing both self-confidence and intrinsic motivation. The study revealed distinctive features of self-confidence (demonstration of self-efficacy, positive self-assessment, reflection on the perception of strengths) and intrinsic motivation (choosing challenging tasks, determination and persistence, the need to improve skills and achieve better results). The empirical findings reflected universal methods for cultivating emotional intelligence traits that could be transferred to other educational contexts. The article presents a small part of the dissertation research data.

Behavioral Sciences doi: 10.3390/bs15111448

Authors: Sanying Peng Fang Yuan Hongchang Yang Meilin Li Xiaoming Yang

This umbrella review examined the application of behaviour change techniques (BCTs) and their associations with physical activity (PA) outcomes in interventions targeting adults with chronic conditions. A comprehensive search of five databases was conducted up to 20 December 2024, identifying eighteen eligible systematic reviews (including nine meta-analyses), encompassing 468 primary studies and over 57,500 participants. BCTs were coded using the BCT Taxonomy v1, and review quality was assessed using AMSTAR 2. Across the included studies, eleven BCTs were most frequently employed, clustering into four core domains: self-regulation, instruction/information, social or contextual support, and modelling. Among these, four BCTs—goal setting (behaviour), social support (unspecified), instruction on how to perform the behaviour, and graded tasks—were consistently associated with significant increases in PA. Subgroup analysis revealed condition-specific patterns: graded tasks combined with social incentives were most effective for metabolic disorders, instructional techniques for cardiovascular disease, combined instruction and social support for musculoskeletal conditions, goal setting for mixed chronic conditions, and pairing action planning with graded tasks for cancer survivors. These findings advance both theoretical and practical understanding of components associated with successful PA interventions and provide a robust evidence base to inform future program design for chronic disease management.

Behavioral Sciences doi: 10.3390/bs15111447

Authors: Flavio Muñoz-Troncoso Enrique Riquelme-Mella Ignacio Montero Gerardo Muñoz-Troncoso

This study explores the perceptions of Chilean educational staff regarding school climate, classroom climate, and personal well-being, analyzing differences by gender and professional role. A non-experimental, cross-sectional, and quantitative design was used, with 8536 participants who completed perception scales on institutional support, classroom dynamics, and personal well-being. Results showed that women reported higher scores in Teacher–Student Relationship and Course Organization and Participation, while men reported higher levels of Institutional Support. Teachers reported more positive results than assistants in most dimensions, except for Institutional Support, where assistants scored higher. Although these effects were statistically significant, their magnitudes were consistently very small, underscoring the need for cautious interpretation. The findings highlight the importance of developing inclusive strategies that consider gender and role differences to foster positive and safe school environments. Limitations regarding the cross-sectional design, reliance on self-report measures, and the use of secondary data are acknowledged, and future research is suggested to explore cultural and structural factors that shape school coexistence.

Behavioral Sciences doi: 10.3390/bs15111446

Authors: Rui Yin Xianyun Liu

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Behavioral Sciences doi: 10.3390/bs15111445

Authors: Maya J. Golden Lianna R. Lipton Georgios Sideridis Stephanie J. Brewster William Barbaresi Elizabeth Harstad

This study examined whether Bayley Scales of Infant and Toddler Development-III (Bayley-III) standardized cognitive scores from toddlers diagnosed with autism spectrum disorder (ASD) predict intellectual quotient (IQ) at early school age and whether ASD persistence or interventions received moderate this relationship. Children diagnosed clinically with ASD at 12–36 months underwent research assessments at 5–7 years. Of 212 children diagnosed as toddlers, 133 continued to meet DSM-5 ASD criteria based on current functioning at school age (“persistent ASD”), and 79 did not (“non-persistent ASD”). A moderate positive correlation was found between baseline cognitive scores in toddlerhood and school age IQ (r (210) = 0.45, p < 0.001). Children with baseline cognitive scores < 70 showed greater variation in school age IQ compared to those with baseline scores > 85. Non-persistent ASD status was associated with a higher rate of cognitive change from toddler to school age (Sdiff = 15.044; z = 4.432, p < 0.001). Overall, 94.3% of the sample received ASD-specific interventions. There was no relation between hours of ASD-specific interventions and change in cognitive trajectories for children with non-persistent ASD and an inverse relationship for children with persistent ASD.

Behavioral Sciences doi: 10.3390/bs15111444

Authors: Yixuan Han Shiyu Zheng Xuehong Chen Jing Zhang Yao Meng

Middle school boarders are more prone to maladjustment to school due to a lack of parental accompaniment and long school hours. Focusing on this specific group, this study explored the effects of emotion malleability beliefs on their adjustment to school and their influential pathways, and constructed a hypothetical model with resilience and peer relationships as chain mediators. The Implicit Theories of Emotion Scale, the Adaptation to School Scale for Middle School Students, the Adolescents Resilience Scale, and the Peer Relationship Assessment Scale were applied to measure 511 middle school boarders. The results showed that there were significant positive correlations between emotion malleability beliefs, resilience, peer relationships, and adaptation to school. Emotion malleability beliefs directly influence adaptation to school and are indirectly associated with adaptation to school through the chain mediation of resilience and peer relationships. Our study emphasized the important influence of emotion malleability beliefs on boarding students’ adaptation to school, which also hinted to us that interventions targeting emotion malleability beliefs may help enhance resilience and peer relationships, thereby supporting school adaptation.

Behavioral Sciences doi: 10.3390/bs15111443

Authors: Limin Zhang Yuxuan Xia Siying Zhu Xiaoxiao Lin Jiaxin Xiang

Anxiety is a common negative emotional experience among preschoolers that can significantly affect their physical and mental health development. Investigating the key factors that influence preschoolers’ anxiety and the mechanisms by which they act is important. This study aimed to examine the relationship between family socioeconomic status and preschoolers’ anxiety and explore the mediating role of parenting style and preschoolers’ psychological resilience in this relationship. This study examined the relationship between family socioeconomic status and childhood anxiety from the perspective of family factors and personal psychological characteristics. The Family Background Questionnaire, the Parenting Styles and Dimensions Questionnaire, the DECA-P2, and the Preschool Anxiety Scale were distributed to 36,048 parent–child dyads (children aged 3–6 years) in China. The collected data were analyzed via SPSS 22.0 and Mplus 8.3. A set of serial mediation models was constructed to provide evidence supporting the role of the key factors of early childhood anxiety and their observed associations. There were two-way correlations between family socioeconomic status (SES), parenting style, psychological resilience, and anxiety level. SES demonstrated a significant negative association with preschoolers’ anxiety, with direct and indirect links between authoritative and authoritarian parenting styles and preschoolers’ psychological resilience. Specifically, SES was associated with lower anxiety in preschoolers through authoritative parenting styles and was linked to higher anxiety through authoritarian parenting styles. SES was also related to preschoolers’ anxiety through their psychological resilience. In summary, parenting style and children’s psychological resilience function as serial mediators in the relationship between SES and preschoolers’ anxiety. Family socioeconomic status significantly and negatively correlates with early childhood anxiety, and parenting style and preschoolers’ psychological resilience mediate this relationship, in this study conducted from the perspectives of both family factors and individual psychological traits of preschoolers.

Behavioral Sciences doi: 10.3390/bs15111441

Authors: Yuhan Jiang Leping Huang Yi Song Jingxin Wang Kuo Zhang

Adolescence is a critical stage of emotional and social development, with family functioning playing a vital role in shaping adolescent adjustment. However, the mechanisms linking family functioning to adolescent adjustment, particularly the mediating role of interpersonal competence in China, remain underexplored. This study surveyed 7318 junior and senior high school students from multiple Chinese regions, assessing family cohesion, family adaptability, interpersonal competence (communication, regulation, perception), and adolescent adjustment. Regression and mediation analyses examined direct and indirect effects of family functioning on adjustment. Among junior high students, family cohesion indirectly influenced adjustment via communication (28.10%) and regulation (17.32%), while adaptability operated through communication (29.50%) and regulation (32.45%). Among senior high students, cohesion acted via communication (18.63%) and regulation (21.57%), whereas adaptability affected adjustment equally through both (31.29%). Findings reveal developmental stage differences in the relative importance of interpersonal competence dimensions, confirm the applicability of the Social and Emotional Learning (SEL) framework in China, and provide evidence for stage-specific interventions to strengthen interpersonal skills and optimize family–school support systems for adolescent adjustment.

Behavioral Sciences doi: 10.3390/bs15111442

Authors: Migle Baceviciene Rasa Jankauskiene

This cross-sectional study examined whether physical activity (PA) in nature and overall PA mediate the relationship between nature exposure and quality of life (QoL) across four domains: physical, psychological, social, and environmental, while controlling for perceived financial security. A cross-sectional online survey was conducted, involving 924 adults aged 18 to 79 years (m = 40.0, SD = 12.4); 73.6% were women. Nature exposure, PA in nature, overall PA, and financial security were assessed using nationally language-validated self-report scales and questionnaires. QoL was measured using the WHOQOL-BREF, covering four domains. Mediation models were tested using the regression-based PROCESS macro with 5000 bootstrapped samples. Nature exposure was positively associated with both types of PA and all QoL domains, while financial security was positively linked to PA in nature. PA in nature significantly mediated the relationship between nature exposure and psychological QoL, but not the other domains. In contrast, overall PA was a significant mediator across all QoL domains. In all models, nature exposure and financial security remained significant direct predictors of QoL. Bootstrapped confidence intervals confirmed the significance of indirect effects through overall PA for physical, psychological, social, and environmental QoL. While nature exposure was independently associated with better QoL, this relationship was partly explained by PA. These findings highlight the broader role of PA in linking nature exposure to QoL and underscore the importance of supporting active lifestyles in nature to enhance QoL. To achieve a higher QoL, policies that increase access to and opportunities for nature-based physical activity should be implemented.

Behavioral Sciences doi: 10.3390/bs15111440

Authors: Xinyuan Yang Kui Feng Yong Zhang Bin Xiong

As a behavioral ability, flexibility plays an indispensable role in human learning activities. However, the analysis of flexibility in specific disciplines has not yet been fully explored. In response, through trigonometry of mathematics, this study investigated the strategic flexibility of high school level students, examining the influence of external factors such as gender and class on flexibility, and exploring the relationship between cognitive and strategic flexibility. Based on the four-stage flexibility test and the cognitive flexibility questionnaire survey of 237 11th-grade students in China, the current research yielded the following findings: (1) There is a positive correlation between potential strategic flexibility and actual strategic flexibility, and the actual strategic flexibility level of students is higher than that of potential strategic flexibility. (2) Gender and class have no significant relationship with strategic flexibility, but different subject combinations have a certain impact on flexibility. (3) Cognitive flexibility has a positive effect on both potential strategic flexibility and actual strategic flexibility. These findings have provided some research basis for understanding students’ external performance and adjusting teachers’ teaching behaviors, proposing a certain adjustment direction for the focus of teaching, students’ learning content, and classroom teaching methods.

Behavioral Sciences doi: 10.3390/bs15111439

Authors: Yvette Pasternak Barami Liat Goldfarb

Objective: The association between Mind-Wandering (MW), symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD), and task performance is understudied in children, and has never been studied in a population of kindergarten-aged children. Kindergarten is an important developmental stage in which children begin to acquire the building stones for proper academic abilities. Methods: One hundred and six kindergarten-aged children performed arithmetic and phonological tasks, and their level of MW was examined after each task in two different sessions. In addition, the ADHD symptoms’ level was collected for each participant. Results: A positive correlation between symptoms of ADHD and MW was found. In addition, reliability assessment of the two probes of MW indicated adequate reliability. Finally, the results suggest a connection between MW and academic-related task performance, beyond the effect of ADHD symptoms. Conclusions: MW is a stable cognitive structure beyond a specific task or time; it is also associated with symptoms of ADHD and relates to poorer performance in academic-related tasks in kindergarten-aged children.

Behavioral Sciences doi: 10.3390/bs15111438

Authors: Yiran Liu Xiaoya Liang Chengying Zhang Wei Dong Xin Li Huihui Li

Why do some entrepreneurs experience higher levels of well-being? While prior research has extensively investigated various determinants of entrepreneurial well-being, this study advances the literature by examining the unique role of narcissism in shaping entrepreneurs’ well-being. We propose that a narcissistic personality—characterized by heightened self-focus and need for recognition—interacts with contextual factors to enhance well-being. Specifically, narcissistic entrepreneurs’ well-being increases when equity ranking is high and industry attention is salient. Using a multi-method approach, combining survey data from 165 Chinese entrepreneurs with archival data, we demonstrate that narcissism positively predicts well-being, with effects amplified by both high equity ranking and industry attention. In doing so, this study contributes to research on well-being and narcissistic personality in entrepreneurial contexts.

Behavioral Sciences doi: 10.3390/bs15111437

Authors: Ashley R. McDonald Briah A. Glover Olivia C. Goldstein Dawn P. Witherspoon

This study examined how ethnic-racial socialization (ERS)—cultural-egalitarianism, preparation for bias, and promotion of mistrust—mediate the influence of neighborhood and parental cultural contexts on youth self-esteem and ethnic-racial identity (ERI). Participants included 184 youth (Mage = 13.38; 57.5% female) and 144 parents (Mage = 40.62) from Black and Latino families living in a new destination context. Data were analyzed using multiple group path analysis. Findings revealed distinct patterns for Black and Latino families. Neighborhood disadvantage was negatively associated with preparation for bias and promotion of mistrust beliefs. Neighborhood diversity was positively related to promotion of mistrust, while neighborhood cohesion positively influenced cultural-egalitarianism and preparation for bias beliefs. Each ERS belief was associated with youth perceptions of the corresponding ERS practice. In Latino families, preparation for bias beliefs also supported cultural-egalitarianism practices. ERS practices were linked to youth outcomes. Cultural-egalitarianism was positively associated with self-esteem and, for Latino youth, with centrality and private regard. In contrast, preparation for bias and promotion of mistrust were negatively associated with self-esteem and public regard. Additionally, neighborhood factors, parental discrimination, parental ERI, and ERS beliefs were directly linked to youth self-esteem and ERI. Findings underscore how broader sociocultural contexts shape ERS and, in turn, adolescent development.

Behavioral Sciences doi: 10.3390/bs15111436

Authors: Youling Bai Luoxuan Li Yuhan Yang Yanling Liu

Social trust is a crucial factor influencing adolescents’ mental health and serves as a cornerstone for social stability. However, there is a lack of a reliable measurement tool specifically designed to assess the psychological characteristics of adolescents’ social trust. This study aimed to develop and validate the Chinese Adolescent Social Trust Scale (STS-CA). Semi-structured interviews were conducted with 45 adolescents (aged 12 to17 years) to generate an initial pool of scale items. Subsequently, eighteen psychological experts evaluated the content validity, and the scale was revised based on their feedback, resulting in a preliminary version. A total of 2036 secondary school students were randomly divided into Sample 1 and Sample 2. Sample 1 (N1 = 1018) was used in item analysis and exploratory factor analysis (EFA). Sample 2 (N2 = 1018) was utilized for confirmatory factor analysis (CFA). Sample 3 (N3 = 1214) was recruited to assess the scale’s reliability, validity, and measurement equivalence. Two months later, test–retest reliability analysis was assessed using Sample 4 (N4 = 303). The final STS-CA consists of 27 items covering four factors, namely trust in relatives, trust in friends, trust in strangers, and trust in organizations. The scale demonstrated good internal consistency reliability, test–retest reliability, convergent validity, and discriminant validity. Correlations between the STS-CA subscale scores and external criterion variables—interpersonal trust, trust propensity, and life satisfaction—supported criterion validity. Additionally, the scale exhibited good measurement equivalence across gender and educational stages. Overall, our findings demonstrate that the STS-CA is a reliable and valid instrument for assessing social trust levels among Chinese adolescents.

Behavioral Sciences doi: 10.3390/bs15111435

Authors: Kristin Walker Jenny L. Singleton Aaron Shield

Facial expressions and body language play crucial roles in communication by conveying emotional and contextual information. In signed languages, facial expressions also serve linguistic functions. While previous research on autistic individuals’ facial expressions has focused primarily on affective expressions in hearing people, studying deaf autistic individuals offers insight into how autism affects linguistic and affective facial expressions. This case study examines the nonmanual expressions of “Brent,” a Deaf autistic adolescent natively exposed to American Sign Language (ASL). Five video recordings (four monologues and one conversation, totaling 35 m) were coded for nonmanual expressions, including affective facial expressions, question marking, negation, and other functions. Across 590 coded utterances, Brent showed absent or reduced facial expressions for both linguistic and affective purposes. However, he frequently used alternative communicative strategies, including additional manual signs, sign modification, and body enactment. Use of body movement to convey negation, affirmation, or emphasis was observed but inconsistently applied. These findings expand the current understanding of how autistic individuals use facial expressions by including linguistic functions in a signed language and support a broader view of autistic communication that embraces diverse and effective languaging strategies beyond neurotypical norms.

Behavioral Sciences doi: 10.3390/bs15111434

Authors: Sevda Demir Hilal Kuşcu Karatepe

This study examines the effect of academic procrastination on life satisfaction among nursing and midwifery students and explores the serial mediating role of academic self-efficacy and self-control in this relationship. Academic procrastination is a common issue among students and is negatively associated with low life satisfaction. Understanding the mechanisms underlying this relationship is important for developing effective interventions. The study included 467 nursing and midwifery students from a state university. Data were analyzed using SPSS and AMOS to test the serial mediation model. Academic procrastination was found to have significant negative effects on academic self-efficacy (β = −0.521, p < 0.001), self-control (β = −0.556, p < 0.001), and life satisfaction (β = −0.268, p < 0.001). Both academic self-efficacy (β = 0.242, p < 0.001) and self-control (β = 0.317, p < 0.001) significantly predicted life satisfaction. The total indirect effect of academic procrastination on life satisfaction was significant, with academic self-efficacy and self-control acting as significant serial mediators (β = −0.349, 95% CI [−0.452, −0.235]). Academic procrastination reduces life satisfaction among nursing and midwifery students, but this negative effect can be mitigated through enhanced academic self-efficacy and self-control.

Behavioral Sciences doi: 10.3390/bs15111433

Authors: Erika Iacona Maria Masina Ines Testoni

Motherhood regret still constitutes a major taboo that limits the possibility of processing the negative exposure to being a mother. This qualitative study involved Italian women living both in Italy and abroad, where traditional patriarchal thinking remains influential. Sixteen women defining themselves as ‘regretful were interviewed to explore their experiences of regret, the changes following the birth of children, family and social support, and employment. The thematic analysis highlighted several recurring themes: the idealisation of motherhood and the hidden struggles it conceals; the guilt associated with feeling inadequate and the indifference of some fathers; the social pressure that compels women to conform to maternal expectations; the perception of being trapped in a predefined role; and the conflict between personal identity and the ideal of the “perfect mother.”. The findings reveal that maternal regret is deeply intertwined with internalised patriarchal norms, the myth of the “good mother,” and the social expectation of women’s self-sacrifice. Despite recognising these as cultural constructs, participants expressed feelings of guilt, anger, and inadequacy, intensified by the unequal division of domestic and parental responsibilities. This issue and the need for a revival of women’s consciousness-raising groups to open a space for dialogue on the topic in countries where patriarchy is still strong, such as Italy, are discussed.

Behavioral Sciences doi: 10.3390/bs15111432

Authors: Cynthia R. Rovnaghi Donovan Castilla-Liu Ashley M. Lee Akul Shrivastava Kanwaljeet J. S. Anand

Positive childhood experiences (PCEs) are increasingly recognized as critical factors that promote resilience, emotional regulation, and flourishing in children, especially in the context of adversity. This narrative review explores the conceptual development, empirical evidence, and theoretical frameworks underpinning the role of PCEs in early childhood development. A critical assessment of the existing literature focuses on how PCEs function as promotive and protective factors and evaluates the strengths and limitations of current measurement tools. Drawing on theories from resilience science, developmental psychopathology, positive psychology, and ecological systems theory, this review highlights the complex, multidimensional nature of PCEs and their interplay with parenting styles, socioeconomic status, and the social drivers of health. Despite compelling evidence that PCEs influence cognitive, emotional, relational, and behavioral outcomes across the lifespan, there is no dedicated validated tool for prospectively measuring PCEs in preverbal or preschool-aged children. This gap limits our ability to design and test interventions to mitigate adverse childhood experiences and to assess their developmental impact in real time and subsequent periods. We conclude that future research should focus on creating culturally sensitive, developmentally appropriate instruments to measure PCEs in early life, essential for advancing equity, optimizing child health, and promoting wellness across diverse populations.

Behavioral Sciences doi: 10.3390/bs15101431

Authors: Marie-Hélène Goulet Laura Dellazizzo Simon Goyer Stéphanie Dollé Alexandre Hudon Kingsada Phraxayavong Marie Désilets Alexandre Dumais

As extended reality (XR) technologies such as virtual and augmented reality rapidly enter mental health care, ethical considerations lag behind and require urgent attention to safeguard patient safety, uphold research integrity, and guide clinical practice. This scoping review aims to map the current understanding regarding the main ethical issues arising on the use of XR in clinical psychiatry. Methods: Searches were conducted in 5 databases and included 29 studies. Relevant excerpts discussing ethical issues were documented and then categorized. Results: The analysis led to the identification of 5 core ethical challenges: (i) Balancing beneficence and non-maleficence as a question of patient safety, (ii) Altering autonomy by altering reality and information, (iii) data privacy risks and confidentiality concerns, (iv) clinical liability and regulation, and v) fostering inclusiveness and equity in XR development. Most authors have stated ethical concerns primarily for the first two topics, whereas the remaining four themes were not consistently addressed across all papers. Conclusions: There remains a great research void regarding such an important topic due the limited number of empirical studies, the lack of involvement of those living with a mental health issue in the development of these XR-based technologies, and the lack of clear clinical and ethical guidelines regarding their use. Identifying broader ethical implications of such novel technology is crucial for best mental healthcare practices.

Behavioral Sciences doi: 10.3390/bs15101430

Authors: Maria Chiara Basilici Federica Stefanelli Annalaura Nocentini Ersilia Menesini

Peer relationship difficulties during adolescence can significantly affect development. As classrooms become increasingly multiethnic, little is known about how native students navigate these contexts, while research on students with an immigrant background has mainly examined the onset of peer relationship difficulties. Moreover, the impact of the classroom ethnic composition—the proportion of students with an immigrant background relative to native students—remains unclear, with various theories offering conflicting perspectives. To address these gaps, this study examines the longitudinal development of peer relationship difficulties, considering students’ immigrant backgrounds and classroom ethnic composition. Two data collections were conducted (T1: December 2021/January 2022; T2: May/June 2022) in Italy. The sample included 604 first-year high school students (Mage = 15.16; SDage = 0.56; 17.5% with an immigrant background; 52.9% males) nested within 30 classrooms across 8 schools. Results from the random intercept linear mixed model showed an increase in peer relationship difficulties for native students in medium and highly multiethnic classrooms, where the proportion of students with an immigrant background was above the sample mean, but not in low multiethnic classrooms (below the sample mean). Students with an immigrant background experienced an increase in peer relationship difficulties over time across all classroom conditions. Classroom ethnic composition plays a crucial role in shaping peer relationship difficulties, suggesting that the presence of multiple ethnic groups may present additional challenges. The study underscores the need for targeted, inclusive interventions and contributes to theoretical debates on the social dynamics of multiethnic classrooms.

Behavioral Sciences doi: 10.3390/bs15101429

Authors: Ruth Berkowitz Naama Bar-On Shmilovitch Shay Tzafrir Guy Enosh

Research and public attention on violence directed toward school teachers are increasing. Yet to date, our knowledge on violence against teachers is limited, because most research has focused on student-perpetrated violence, largely overlooking the aggression directed at teachers by parents. To fill this gap in knowledge, this study used a qualitative approach based on in-depth semistructured interviews with 46 teachers, school leaders and policy-level managers to explore the phenomenon of parents’ violence against teachers, including manifestation of the problem, risk factors, and effective coping strategies. Following the principles of grounded theory, the results suggest that parents’ violence toward teachers takes various forms, mostly rudeness, shouting, intimidation, and verbal threats. These behaviors create complex challenges that affect teachers both personally and professionally, requiring coping mechanisms at the societal, school, community and individual levels. Effective strategies encompass improving the social and organizational climate in schools, providing mentoring and support, offering conflict management training for educators, and implementing comprehensive family–school partnership policies at the school level. Implications for research and policy are discussed.

Behavioral Sciences doi: 10.3390/bs15101428

Authors: Wendy M. Reinke Keith C. Herman Aaron Thompson Sarah Owens

Over the past decade, researchers in partnership with school practitioners developed a comprehensive school mental health model. The model includes a universal screening system that incorporates teacher and student reports on areas of risk known to be linked to mental health issues in youth. The Early Identification System (EIS) was developed as a feasible and socially valid universal screener that allows schools to use data to identify universal prevention interventions, areas for professional development for staff, and students who would benefit from selective or indicated interventions. The EIS can also be used to monitor change over time. Originally developed as part of a Coalition of six school districts, the US Department of Education invested in this comprehensive school mental health model to be adapted for rural schools. This article describes the partnership between school practitioners, the use of the model over time, and research conducted over the past decade. Implications for practice and policy are discussed.

Behavioral Sciences doi: 10.3390/bs15101427

Authors: Christine E. Potter Casey Lew-Williams

It is a widely held belief that bilingual infants benefit from hearing each of their languages spoken by different people, as speakers could serve as a cue for separating the two languages. However, it is not yet known whether infants reliably attend to speaker-specific language use. In four experiments using looking time measures, we asked whether monolingual and bilingual infants in the U.S. could learn pairings between speakers and languages. Infants were first familiarized with two speakers, each using a different language. Then, after infants habituated, the two speakers switched languages, and we measured whether infants showed increased interest in hearing the speakers use a different language. Across all four studies, infants did not show reliable evidence that they detected a change in the language used by individual speakers, suggesting that speaker-language associations may not be a salient source of information for infants.

Behavioral Sciences doi: 10.3390/bs15101426

Authors: Tonje M. Molyneux Adele Diamond

Integrating social and emotional learning (SEL) into academic instruction may improve well-being and achievement. In mathematics—where anxiety and negative attitudes often hinder learning—SEL may be especially useful. This multiple case study examined how a math curriculum that explicitly embeds SEL principles shapes learning environments and teacher/student experiences. Using a multiple case study design, we conducted classroom observations, teacher interviews, and check-ins in six Grade 5–7 classrooms implementing JUMP Math, a program that centers social–emotional well-being. Three themes characterized the SEL-integrated environment: (1) Teaching Energy—steady pacing, enthusiastic delivery, and humor; (2) Learning Harmony—progressing together, peer help, and the normalization of mistakes; and (3) Emotional Stability—supportive feedback, invitations to participate, and respectful, responsive interactions. Teachers reported greater confidence and reduced math anxiety; students showed higher engagement, cooperation, and resilience in problem-solving. Findings indicate that math curricula intentionally designed with SEL can create emotionally supportive classrooms that benefit both teachers and students, while advancing academic goals. The findings contribute to understanding how academic instruction can be leveraged to develop social and emotional competence while maintaining focus on academic achievement.

Behavioral Sciences doi: 10.3390/bs15101425

Authors: Cindy Gevarter Jaime Branaman Jessica Nico Erin Gallegos Richelle McGuire

This study examined child outcomes for five minimally verbal (or non-speaking) autistic preschoolers who participated in cascading coaching programs in which naturalistic developmental behavioral intervention (NDBI) techniques were taught to graduate student clinicians and Hispanic caregivers (three who primarily spoke English, and two who spoke Spanish). While prior studies reported on adult participant outcomes, this study analyzed child multimodal communication outcomes, using multiple baselines/probes single case experimental designs across contexts. Neurodiversity-affirming and culturally responsive principles were embedded within the intervention procedures. Following the introduction of a coached NDBI, all five children (three who received the intervention in English and two who received the intervention in Spanish) demonstrated increased use of (a) the total targeted communicative responses and (b) the targeted unprompted communicative responses, across both student clinician-led and caregiver-led play sessions. The Tau-U effect size measures revealed large-to-very large effects across all of the variables. Overall, higher rates of communication responses were observed during student clinician-led sessions than in caregiver-led sessions. Additionally, behavioral coding of the multimodal response forms (e.g., gestures, aided augmentative and alternative communication, signs, vocal words) using the Communication Matrix revealed that the children used a variety of response topographies during the intervention sessions beyond their preferred communication mode (e.g., signs for three participants). Four of the five children used symbolic communication forms consistently across both caregiver and student clinician-led sessions. Importantly, adults’ reinforcement of pre-symbolic or less advanced communication forms during the intervention did not inhibit the use of more advanced forms.

Behavioral Sciences doi: 10.3390/bs15101424

Authors: Rui Ma Haiqing Bai Jin Cheng Huichi Qian

This research examines how leader–member exchange ambivalence (LMXA) affects employee emotional exhaustion. It investigates the mediating role of workplace sense of control and the moderating effects of interactional justice. Based on Fairness Heuristic Theory, this research proposes that high organizational justice amplifies rather than buffers LMXA’s detrimental effects due to violated fairness expectations. Data from 511 Chinese employees were collected through a two-phase survey and analyzed using moderated mediation analysis. Results show that LMXA positively relates to emotional exhaustion through reduced workplace sense of control, and interactional justice strengthens this indirect effect. The negative impact of LMXA on workplace sense of control increases when justice levels are high, consequently increasing emotional exhaustion. These findings reveal a paradoxical effect of organizational justice, challenging assumptions about its universally positive function. This research contributes by demonstrating that fair organizational systems could backfire when combined with inconsistent leadership. The findings provide insights into how employees manage relational uncertainty and highlight the importance of leadership consistency in organizations.

Behavioral Sciences doi: 10.3390/bs15101423

Authors: Vanessa Rodriguez Jessica Cottrell Fanli Jia

The COVID-19 pandemic introduced profound and rapid disruptions to family life, particularly affecting parents through altered routines, economic instability, and reduced access to childcare and social support. This study investigates the cascading effects of these stressors on parent–child relationships and their influence on children’s mental and physical well-being. Drawing on a U.S. based national sample, findings reveal that parental daily routine disruptions were significantly associated with adverse child outcomes. The quality of the parent–child relationship emerged as a central mediating factor, fully mediating mental health outcomes and partially mediating physical health impacts. While parental anxiety was a factor, its mediating impact was less pronounced. After peaking in 2020, modest improvements were observed by the end of 2022, yet residual stress and incomplete recovery highlight the enduring psychological impact of the pandemic. These results underscore the importance of strengthening parent–child relationships and alleviating parental burdens during public health crises. Effective policy responses should integrate mental health resources, flexible employment options, and parenting-focused programs that reinforce family stability and developmental outcomes.

Behavioral Sciences doi: 10.3390/bs15101422

Authors: Rowena J. Xia Brian W. Haas

There was an error in the original publication (Xia & Haas, 2025) [...]

Behavioral Sciences doi: 10.3390/bs15101421

Authors: Ceri Brown Alison Douthwaite Michael Donnelly Yusuf Damilola Olaniyan

After almost a decade of the policy promotion of resilience-building initiatives in schools, mental health figures have not improved. Recent research points to shortfalls in adopting individualistic policy perspectives on resilience when supporting children’s well-being. The originality of this paper lies in our argument that a broader consideration of resilience that acknowledges the importance of collective and relational approaches could enhance school-based well-being support. Our social identities are multiple, and the individual aspects of our identities are multilayered. A more nuanced consideration of children’s sense of belonging across the different social domains of their lives is, therefore, important in developing well-being approaches that prevent poor mental health outcomes for all children. We draw on data from the Belonging in School Study, the largest school-belonging study undertaken in the city of London, which was conducted between 2023 and 2024. This paper focuses on data collected from online survey responses from almost 2000 students and subsequent focus groups with 76 students. Three identity factors emerge as highly important to young people’s sense of belonging in school: social and cultural identity, peer group identity and individual identity. Descriptive statistical analysis of the survey findings and thematic analysis of the focus group discussion suggest that the importance of the elements within these three factors is relative to students’ social characteristics and levels of social privilege.

Behavioral Sciences doi: 10.3390/bs15101420

Authors: Youngja Nam

The Perceptual Assimilation Model (PAM)-L2 framework posits that the discriminability of L2 speech contrasts can be predicted from how L2 phones are assimilated to L1 categories. This study examined how such assimilation types relate to variability in L2 vowel discrimination within the PAM-L2 framework, with particular attention to assimilation overlap. Chinese listeners were tested with six English vowel contrasts (/i-ɪ/, /e-ɛ/, /æ-ɛ/, /ɑ-ɔ/, /ɔ-ʌ/, /u-ʊ/) using an assimilation task with goodness ratings and an AXB discrimination task. The vowel contrasts formed three Uncategorized-Categorized and two Uncategorized-Uncategorized contrasts, with both types exhibiting either partial or complete overlap, along with one Category-Goodness contrast. Discrimination results showed that partial versus complete overlap accounted for some differences in discrimination accuracy and absence of overlap between dominant L1 response categories likely facilitated discrimination even when secondary categories overlapped. Large differences in perceived goodness appeared to facilitate discrimination for a vowel contrast with complete overlap. The results are discussed in particular relation to the PAM-L2 account of the assimilation overlap-discrimination relationship, and additionally how the influence of overlap may be modulated by category-goodness differences in contributing to variability in L2 vowel discrimination.

Behavioral Sciences doi: 10.3390/bs15101419

Authors: Chao Lu Zeqing Xu Qinrui Tian

Teacher innovation is critical for fostering student creativity, enhancing school effectiveness, and advancing national talent strategies. Grounded in the broaden-and-build theory of positive emotions and social information processing theory, this study develops a moderated mediation model to explore the motivational mechanisms underlying teachers’ innovative work behavior. Using survey data from 508 teachers in mainland China, the analysis reveals that teacher well-being positively influences innovative work behavior, and this relationship is mediated by perceived insider status. Furthermore, principal authentic leadership enhances the impact of perceived insider status on innovation and strengthens the indirect effect of well-being through this mediator. These findings underscore the importance of both emotional pathways and contextual signals in shaping teacher innovation, offering theoretical contributions to education leadership and teacher work behavior research while providing practical implications for creating supportive and innovation-conducive school environments.

Behavioral Sciences doi: 10.3390/bs15101418

Authors: Moises Curo-Huacani Liset Z. Sairitupa-Sanchez Gutember Peralta-Eugenio Mardel Morales-García Róbert-János Ilyés Wilter C. Morales-García

Background: Writing self-efficacy is a central construct in educational research, grounded in Bandura’s social cognitive theory. However, most available instruments have been developed in Western and urban contexts, which limits their applicability to indigenous bilingual populations, such as Quechua-speaking students in Peru. The absence of validated scales in these contexts hinders the accurate assessment of writing self-efficacy and the implementation of educational strategies tailored to their linguistic and cultural needs. Objective: This study aimed to adapt and validate the Writing Self-Efficacy Scale (QEWSE) for Quechua-speaking students in basic education in Peru, ensuring its structural validity and reliability. Methods: An instrumental study was conducted with a sample of 265 secondary school students (50.6% female, 49.4% male), using convenience sampling. Confirmatory factor analysis (CFA) was applied to evaluate the structure of the instrument. Reliability was assessed using Cronbach’s alpha and McDonald’s omega coefficients. Results: The four first-order factor model (Ideation, Skills, Usage, and Self-Regulation) showed adequate fit indices (CFI = 0.92; TLI = 0.91; RMSEA = 0.05 [90% CI: 0.05–0.06]; SRMR = 0.05). However, the high inter-factor correlations (≥0.85) suggest the relevance of a second-order model, which demonstrated a reasonable fit (CFI = 0.92; TLI = 0.91; RMSEA = 0.06; SRMR = 0.05), supporting the interpretation of writing self-efficacy as a global construct. The scale showed high reliability across all factors (α and ω ranged from 0.74 to 0.90). Conclusions: The QEWS-S demonstrates strong psychometric properties for assessing writing self-efficacy among Quechua-speaking students. The hierarchical second-order model offers a more accurate theoretical and empirical representation, allowing for the reporting of an overall self-efficacy score while also providing specific scores for each dimension. These results support its use in bilingual and culturally diverse contexts and lay the groundwork for future research aimed at further examining discriminant validity and developing pedagogical interventions focused on strengthening students’ confidence and writing skills.

Behavioral Sciences doi: 10.3390/bs15101417

Authors: Nai-Huan Hsiung Chung-Fan Ni Charles Silber Justin Jacques Cass Dykeman

As Taiwan’s population ages, traditional filial piety expectations face modernization challenges, yet few studies examine how emergent adults linguistically negotiate these cultural tensions digitally. This study addresses this gap by analyzing how emerging adults in Taiwan express and reinterpret filial obligations toward aging parents through online discourse. Emerging adults represent a particularly meaningful demographic because they straddle traditional filial norms and modern independence, making their language use a valuable indicator of cultural transition. We analyzed 1976 Dcard posts from 30 discussion threads (2017–2023) using computational linguistics. LIWC-22 assessed emotional expression patterns, while Sketch Engine conducted keyness analysis and collocation mapping around filial care keywords. Posts were compared against Chinese web corpus norms. Quantitative emotion analysis revealed dominant positive emotions (M = 3.93) alongside significant negative emotions (M = 3.30), with anger and sadness exceeding broader Chinese online communication norms. Keyness analysis identified economic concerns as central themes. Collocation analysis around “filial piety” showed associations with “limits”, “willingness”, and “define”, indicating conditional rather than absolute conceptualization. Findings indicate that emerging adults in Taiwan reinterpret filial piety through reciprocal emotional bonds rather than strict hierarchical duty, negotiating traditional expectations with contemporary economic realities and personal autonomy. The implications of these findings highlight how cultural values adapt in response to modernization and digital communication, offering insight into evolving intergenerational relationships and informing future cross-cultural aging and caregiving research.

Behavioral Sciences doi: 10.3390/bs15101416

Authors: Magdalene Ng Rachael Medhurst Coral J. Dando Ray Bull

Despite digital evidence (DE) now being a major component of most criminal investigations, very few studies have examined how police officers themselves evaluate and use DE over the course of an investigation. Drawing on in-depth interviews with N = 13 police officers from England and Wales, four themes are presented: (i) Sense-making and handling of digital devices and DE in investigations; (ii) The interpretation and reliability of DE; (iii) Strategic use of DE in investigative interviews with suspects, with a subtheme of Digital devices and DE in victim-centered interviews; and (iv) DE in the courtroom. While often seen as objective and infallible, DE is fragile, volatile, and legally complex, highlighting the cognitive and interpretive work that officers must do when dealing with DE. This is important because this work has a direct impact on how investigations proceed, including what is taken from crime scenes and how it is used in investigative interviews. Findings show how DE creates unique challenges and opportunities within investigative interviewing, extending research on strategic disclosure into the digital domain. Future directions include setting up better communication workflows to reduce epistemic drift and offering more DE interpretation training to help officers in an increasingly digital environment.

Behavioral Sciences doi: 10.3390/bs15101415

Authors: Chloé Germaine Paul Wake

In this article we establish the affordances of game making, hacking, and jamming as critical practices in teaching and research. We explain the origins of our approach in specific teaching and research projects and consider their impact on our scholarly practice. First, we interrogate the value of game making through a project in which students at the Manchester School of Architecture were tasked with exploring questions relating to Britain’s post-war power infrastructures through the creation of games (in place of traditional essays). These games were subsequently used to share research with the public. Second, we develop the concept of game hacking in relation to our own research practice, where we have used it to creatively investigate designing for sustainability and as a practice for imagining alternative climate futures. Finally, we move from game hacking to a consideration of jamming through reflections on a participatory research project with young people, which sought to understand how board game play could support their climate action. There, game hacking became an anarchic process that enabled young people to interrogate the world and develop critical frameworks for speaking out about their experiences. Using game making in the HE classroom led us to employ hacking as a research method, which in turn prepared us to recognise and value the anarchic jamming that emerged in our participatory project with young people. That jamming experience has subsequently transformed how we approach both teaching and research, making us more attentive to moments when we might be willing to dwell in apparent unproductivity.

Behavioral Sciences doi: 10.3390/bs15101414

Authors: Lynn M. Bielski Anjolii Diaz Jocelyn Bolin Lauren A. Shaffer

Many experienced isolation and restricted behaviors due to the rapid onset of the COVID-19 pandemic in 2020. Investigations related to the psychological factors such as stress along with the danger of spread and contamination are scarce. The COVID-19 stress scale (CSS) was developed in order to evaluate such stress and anxiety related to the COVID-19 pandemic. The current study investigated the psychometric properties of the CSS, using a survey to provide evidence towards its continued use as a scientifically sound measuring instrument for future acute health crises in a sample of 615 college students (78.80% female, 18.60% male, 1.30% trans male, 1.00% non-binary), with a mean age of 19.10 years. The study partially supported the original measure’s factor structure. The main modification suggests a five-factor structure and removal of items related to less frequently used methods of banking and postal mail. The authors provide suggestions for future validation directions, use of the CSS and development of stress response strategies for students.

Behavioral Sciences doi: 10.3390/bs15101413

Authors: Irasema Mora-Pablo G. Sue Kasun Zurisaray Espinosa J. Nozipho Moyo

Grounded in frameworks of decoloniality and transnationalism, this study examines how organizational behaviors in education—particularly in teacher preparation—can shift to more inclusively serve transnational youth, challenging Eurocentric, nation-bound assumptions about pedagogy, belonging, and professional development. The present study aims to understand Mexican-origin returnees and transnational migrants who came back to Mexico to pursue English teacher preparation degrees in Guanajuato and Hidalgo after spending significant periods of time on either side of the Mexico-U.S. border. Our study aimed to recognize and describe the experiences that shaped their English teaching practices and professional commitments to teaching English as a foreign language. Using narrative inquiry within a longitudinal qualitative study of 28 Mexican-origin pre-service English teachers, our research was guided by frameworks of decoloniality and transnationalism. Our findings reveal that for participants, U.S.-based teaching approaches were recalled most often as the best compared to Mexican ones. Participants also reflected on how their experiences of learning and adapting to a new culture contributed to their professional identity and how their ability to adapt constituted a form of international-mindedness. We argue that through the comparison and adoption of multiple decolonial practices, teacher preparation programs can produce culturally responsive pedagogies that cross borders. By illustrating how teacher preparation programs can cultivate culturally responsive pedagogies that transcend national boundaries, the study highlights the potential of decolonial and transnational perspectives to transform organizational behavior at multiple levels of educational practice and policy.

Behavioral Sciences doi: 10.3390/bs15101412

Authors: Dongqing Yu Wenxin Yue Shuang Hao Dengyin Li Qiurong Wu

This study examined the relationships among principals’ servant leadership, kindergarten teachers’ professional well-being, psychological empowerment, and an inclusive atmosphere. A questionnaire survey was conducted with 531 kindergarten teachers using purposive sampling. Results showed that (1) principals’ servant leadership positively predicted teachers’ professional well-being; (2) servant leadership positively predicted teachers’ psychological empowerment; (3) psychological empowerment mediated the relationship between servant leadership and teachers’ professional well-being; and (4) an inclusive kindergarten climate moderated the relationship between servant leadership and psychological empowerment. These findings clarify the mechanism through which servant leadership influences teachers’ professional well-being and provide practical implications for improving kindergarten management and promoting teachers’ occupational well-being.

Behavioral Sciences doi: 10.3390/bs15101411

Authors: Cayla F. Cain Olivia K. H. Smith

Previous research demonstrates that expert witness education and experience have an influence on mock juror perceptions of credibility. However, whether this relationship extends to cases involving the insanity defense remains unclear, leaving an important gap in the literature given the high stakes of such trials. The current study used an experimental design to examine the impact of expert witness knowledge (high vs. low) on perceived credibility and subsequent NGRI endorsement. Participants (N = 425) read a case summary and the credentials and testimony of the expert witness, completed questionnaires, and reported the likelihood that they would endorse NGRI for the defendant. Results indicated that, regardless of expert witness testimony, prior attitudes about the insanity defense (IDA-R) predicted NGRI endorsement. Specifically, positive attitudes towards the insanity defense resulted in an increased likelihood of NGRI endorsement. These findings underscore that juror attitudes toward the insanity defense, rather than expert witness characteristics, may be the decisive factor shaping NGRI endorsement. This highlights the need for courts to consider such attitudes during jury selection in NGRI cases, paralleling the practice of death qualification in capital trials.

Behavioral Sciences doi: 10.3390/bs15101410

Authors: Veena Abraham Johanna C. Meyer Kebogile Elizabeth Mokwena Edward Duncan

Mental health challenges in academic settings are increasingly recognised, yet research on staff wellbeing remains limited, particularly within African universities. This study provides the first institution-wide assessment of psychological distress and burnout among academic staff at a South African university. A cross-sectional survey using validated tools, the 28-item General Health Questionnaire (GHQ-28 ) and the Oldenburg Burnout Inventory (OLBI) was administered to 157 academic employees, and data were analysed using descriptive statistics, non-parametric tests, and ordinal regression. The median age of participants was 42 years (Interquartile range [IQR] = 34–50; SD = 11.4), and the majority of participants were female (n = 110, 70%). The sample included staff across academic ranks, with lecturers being the most common (n = 64, 41%). Results showed that nearly half of participants (49%) exhibited severe psychological distress, and over a quarter (27%) reported high levels of burnout. Female staff reported significantly higher distress and burnout scores compared to their male counterparts. Less than a third (28%) of participants reported feeling safe to disclose mental health concerns, while over half expressed dissatisfaction with institutional support. Participants indicated strong support for both individual-level services, such as confidential counselling and workshops, and systemic changes, including flexible work arrangements and leadership-driven mental health initiatives. Findings highlight the need for integrated, participatory mental health strategies that are culturally and contextually tailored. These results offer timely evidence to inform the development of institutional strategies, policies, and practices to promote mental health among academic staff.

Behavioral Sciences doi: 10.3390/bs15101409

Authors: Carlos Santiago-Torner

Background: Ethical leadership and ethical climate are generally considered protective factors against burnout, while affective commitment has traditionally been understood as a personal resource that enhances employee well-being. However, recent evidence suggests that, under specific contextual conditions, these variables may also operate as demands that intensify emotional strain. Objective: This study examines how telework intensity moderates the relationships between ethical leadership, affective commitment, principle-based ethical climate, and burnout. Methods: Data were drawn from a doctoral study conducted in the Colombian electricity sector. Moderation analyses were performed to assess whether the number of telework days per week altered the strength and direction of associations between organizational variables and the dimensions of burnout. Results: Telework intensity did not moderate the relationship between ethical leadership and affective commitment, but it strengthened the positive association between affective commitment and emotional exhaustion. Moreover, it reversed the role of a principle-based ethical climate: from being positively associated with emotional exhaustion and depersonalization to acting as a protective factor under medium to high telework intensity. Conclusions: The findings challenge conventional assumptions about affective commitment and ethical climate, highlighting the ambivalent role of telework. They underscore the need for more nuanced theoretical frameworks and management practices that are sensitive to emerging psychosocial risks in virtual work environments.

Behavioral Sciences doi: 10.3390/bs15101408

Authors: Pamela Guilbault George K. Georgiou Joanna Huynh Tomohiro Inoue

The purpose of this study was two-fold: (a) to examine the joint contribution of teachers’ knowledge of foundational language and literacy concepts and their perceived ability to teach reading to their students’ reading growth, and (b) to examine whether the effects of these factors were mediated by teachers’ perceived ability to differentiate instruction. A total of 32 language arts teachers and their 582 Grade 3 to 9 students (48% female) participated in the study. Teachers completed a survey on their knowledge of phonological awareness, phonics and morphology, and also rated their ability to teach different reading skills and to differentiate reading instruction. Children were assessed at the beginning and end of the school year on the Test of Word Reading Efficiency-2 and on the Test of Silent Reading Efficiency and Comprehension. Results of multilevel modeling indicated that teachers’ knowledge had a direct effect on students’ performance at the end of the school year, even after controlling for students’ earlier reading ability. Teachers’ perceived ability did not predict students’ reading growth either directly or indirectly. Taken together, these findings suggest that we need to invest in increasing teachers’ knowledge around foundational literacy skills.

Behavioral Sciences doi: 10.3390/bs15101407

Authors: Julia E. Cohen-Gilbert Jennifer T. Sneider Emily N. Oot Anna M. Seraikas Eleanor M. Schuttenberg Sion K. Harris Lisa D. Nickerson Marisa M. Silveri

As the brain continues to mature during adolescence, heightened impulsivity in emotional situations may increase the likelihood of initiating substance use. Functional magnetic resonance imaging (fMRI) was used to assess large-scale network activation during an emotional inhibitory control task (Go-NoGo). Participants were healthy, substance-naïve adolescents aged 13–14 years (n = 56, 31 females) who were then followed for 3 years with quarterly substance use evaluations. During follow-up, 24 participants initiated substance use, while 32 remained substance-naïve. Network activation strength was extracted for the Negative NoGo > Neutral NoGo contrast in the left and right lateral frontoparietal networks (lL-FPN, rL-FPN) and the dorsal attention network (DAN) for each participant. The impact of network activation strength on substance use initiation was analyzed via survival analysis (Cox regression). Reduced activation strength of the lL-FPN was associated with significantly higher hazard of initiation of substance use (p = 0.008). No significant effects were observed for rL-FPN or DAN. Diminished engagement of the lL-FPN during inhibitory control in negative versus neutral emotional contexts was associated with earlier substance use initiation. This pattern of network activation may represent a neurobiological marker of self-regulation vulnerability, highlighting a potential target for early identification and prevention strategies during adolescence.

Behavioral Sciences doi: 10.3390/bs15101406

Authors: Hyondong Kim Jin Suk Lee

This study aims to explore how organizations plan and implement flexible work arrangements (FWAs) to support managers in fostering work–family balance. In doing so, we examine the sequential mediating roles of work–family conflict, CEO gender equality perceptions, and organizational commitment to elucidate the consequences of FWAs. Our study draws upon the Korean Women Manager Panel (KWMP), a three-year initiative that includes 2345 mother and father managers working in 469 Korean companies. We utilized the longitudinal multilevel macro process model 8 to examine the mediating effects of work–family conflict and CEO gender equality perceptions on the relationship between FWAs and organizational commitment. The findings show that both work–family conflict and CEO gender equality perceptions mediate the relationship between FWAs and organizational commitment. Notably, father managers perceive less work–family conflict than mother managers, which indicates that as FWAs increase, CEO gender equality perceptions and organizational commitment rise as well. The use of FWAs is more beneficial for father managers as it alleviates work–family conflict and fosters positive perceptions and attitudes about CEOs and organizations. Thus, to increase the effectiveness of FWAs, it is pivotal to consider managers’ gender. Additionally, the CEO must be actively involved in shaping and promoting gender equality in the workplace.

Behavioral Sciences doi: 10.3390/bs15101405

Authors: Zifeng Shen Ruiming Lan Xiaojie Su Rong Lian Yingying Zhang

Primary and secondary school teachers in China bear a substantial additional administrative workload. However, no quantitative study has examined the effects of this workload on teachers. Drawing on the Job Demands–Resources model and Conservation of Resources theory, we examined the relationship between extra-administrative workload (school level), emotional exhaustion (personal level), and work engagement (personal level) by administering questionnaires and estimating a multilevel linear model. A total of 318 teachers from 51 primary and secondary schools participated in the study. The results indicated that (a) school-level extra-administrative workload significantly and positively predicted teachers’ emotional exhaustion, and (b) emotional exhaustion, in turn, significantly and positively predicted teachers’ work engagement. These findings provide an empirical basis for school management and policy formulation in primary and secondary education and offer practical guidance for promoting teachers’ mental health.

Behavioral Sciences doi: 10.3390/bs15101404

Authors: Yanzhe Zhang Yushun Han Kaiyu Guan

Against the backdrop of rapid population aging and a high prevalence of cognitive impairment in China, identifying modifiable environmental risk factors is a public health priority. Although environmental noise is widely recognized as a significant stressor, its effects on cognitive health remain underexplored within the Chinese context. Drawing on balanced panel data from three waves of the China Health and Retirement Longitudinal Study (CHARLS), we examined 3459 individuals aged 45 and above to assess the association between noise pollution and cognitive function using a two-way fixed-effects model. Additionally, we employed a chained mediation approach to investigate whether sleep disturbances and depressive symptoms serve as intermediary mechanisms. The findings indicated a significant inverse relationship: each unit increase in the noise pollution index corresponded to a 0.41-point reduction in overall cognitive scores. These results were robust across various noise exposure measures. Sensitivity analyses using alternative noise metrics also supported this finding. Sleep duration and depression were identified as significant mediators in the relationship between noise pollution and cognitive decline. This longitudinal analysis offers compelling evidence that environmental noise constitutes a substantial risk factor for declining cognitive function in middle-aged and older adults in China.

Behavioral Sciences doi: 10.3390/bs15101403

Authors: Rana Şen Doğan

Materialism is recognized as an important determinant of consumer behavior. However, studies exploring how materialism influences impulsive buying through the Diderot effect in digital contexts remain scarce. This study analyzes data from 416 adult consumers in Türkiye using Structural Equation Modeling (SEM). Four hypotheses were tested: (i) materialism increases the Diderot effect, (ii) the Diderot effect strengthens impulsive buying, (iii) materialism directly influences impulsive buying, and (iv) materialism indirectly affects impulsive buying through the Diderot effect. The findings support all four hypotheses. Materialism significantly increases both the Diderot effect and impulsive buying in online environments. The Diderot effect partially mediates this relationship and acts as an independent predictor of impulsive tendencies. The study also points out that digital stimuli such as recommendation systems, fast payment options, and social proof may reinforce this mechanism, highlighting the importance of understanding consumer behavior in digital settings. Overall, the results underline that materialistic desires, when combined with the completion motive of the Diderot effect, strongly shape impulsive tendencies. Beyond advancing theory, the study emphasizes that marketing strategies should go beyond promoting higher consumption and instead foster conscious and sustainable shopping practices. This approach not only supports consumer well-being, but also contributes to building ethical and sustainable markets.

Behavioral Sciences doi: 10.3390/bs15101402

Authors: Peter Yang

This study aimed to provide a comprehensive understanding of career striving by exploring the trajectory of career identity and passion, particularly focusing on the evolution of young people’s self-direction and energy while establishing their vocational careers. Utilizing the interpretative phenomenology paradigm, semi-structured in-depth interviews were conducted with 30 university graduates who had been employed for approximately three years since entering the workforce. Data were analyzed using a modified form of interpretative phenomenological analysis, combining idiographic depth with cross-case thematic synthesis. The analysis identified 20 experiential themes that captured critical aspects of career striving, including the career growth model, stress-coping model, and associated mechanisms. The conceptualization of career striving established in this study provides a theoretical framework for the development of career striving theory and implications for further research.

Behavioral Sciences doi: 10.3390/bs15101400

Authors: Migle Baceviciene Laima Trinkuniene Rasa Jankauskiene

Adolescence is a critical developmental stage at which body image and lifestyle behaviours intersect. Research shows that having a positive body image during this period is linked to better mental health and certain aspects of a healthy lifestyle. However, more empirical evidence is needed, especially concerning boys. This cross-sectional study explored the association between body appreciation (BA) and lifestyle factors in a large sample of Lithuanian adolescents. These associations were examined while controlling for body mass index (BMI), and the role of sex in these relationships was evaluated. A cross-sectional study involved 1412 adolescents (59.6% girls) aged 16–17 years (mean age of 16.97 ± 0.46 years). Participants completed questionnaires assessing BA, self-esteem, life satisfaction and lifestyle factors such as physical activity and perceived fitness, sleep duration, screen time and disordered eating (DE) attitudes and behaviours. Data were analysed using descriptive statistics, analysis of covariance (ANCOVA), and binary logistic regression analysis. Higher BA was associated with greater life satisfaction, self-esteem, perceived physical fitness and healthier eating behaviours independent of BMI in boys and girls. Adolescents with high BA had significantly higher odds of participating in sports, having a healthy BMI, accurate body weight estimation, good self-rated health and non-smoking behaviours compared to those with low BA. BA was also associated with healthier sleeping hours, lower screen time and lower unhealthy and DE behaviour in girls. Boys with high BA were more likely to abstain from alcohol. Interaction effects indicated that the effect of BA on self-esteem, BMI and DE behaviours was stronger in girls than in boys. BA is strongly linked to positive lifestyle outcomes and self-esteem in adolescents, particularly in girls. The findings of this study indicate that initiatives designed to promote healthy lifestyles among adolescent boys and girls may be enhanced by the incorporation of education on positive body image. Interventions should be tailored to gender-specific needs, emphasizing prevention of dysfunctional eating for girls, and reducing substance use for boys. Incorporating body-positive education into schools and health programs can help create supportive environments that enhance both psychological well-being and physical health.

Behavioral Sciences doi: 10.3390/bs15101401

Authors: Seunghee Han

While sadness and anger are distinct emotional states, the cognitive traits that differentiate people prone to one versus the other are not well understood. This research tested whether the cognitive signatures of state emotions extend to the trait level. Across two studies, we developed and validated a new Trait Sadness Scale (TSS) and used it to compare the cognitive responses of a sadness-prone group (high sadness, low anger) and an anger-prone group (high anger, low sadness) to ambiguous negative events. Contrary to predictions from state emotion theories, the groups did not differ in their causal attribution patterns (i.e., who they blamed). However, key cognitive differences did emerge: the sadness-prone group reported significantly greater helplessness, an effect specific to interpersonal contexts, and appraised the causes of negative events as more stable and global. These findings reveal a dissociation between state- and trait-level cognition, suggesting that emotional dispositions are differentiated not by simple patterns of blame, but by a more complex interplay of context-dependent appraisals of control and a pessimistic explanatory style.

Behavioral Sciences doi: 10.3390/bs15101398

Authors: Xiaoxuan Zhang Xiaoling Hu Yinguang Sun Lu Li Shiyi Deng Xiaowen Chen

This study examines Chinese university students’ adoption of generative artificial intelligence (GenAI) tools by integrating the Theory of Planned Behavior (TPB), the Technology Acceptance Model (TAM), and AI literacy dimensions into a hybrid framework. Survey data from 1006 students across various majors and regions are analyzed using partial least squares structural equation modeling. Notably, AI literacy (i.e., students’ AI ethics, evaluation, and awareness) positively affect their attitudes, subjective norms, and perceived behavioral control, although the influence patterns vary according to the literacy dimension. Perceived privacy risks reduce AI trust, which mediates adoption behavior. Overall, core TPB pathways are validated, with behavioral intentions significantly predicting students’ actual use. Gender and regional differences moderate the key relationships. The results of this study suggest that enhancing students’ ethical and evaluative competencies, building user trust, and addressing privacy concerns could promote generative AI integration in education.