Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500173
Mengmeng Zhang , Xiantong Yang
Embodied cognition theory proposes that more cyberloafing behaviors predict severe online academic burnout via cognitive processes (e.g., attention and cognitive load), whereas self-depletion theory posits the opposite pathway. To address this contradiction, cross-lagged panel network analysis (CLPN) is used to examine the distinct relationships between the various dimensions of cyberloafing behaviors and online academic burnout. A total of 1747 Chinese adolescents have completed a survey at two-time points. The results have indicated that contemporaneous networks reveal notable nodal edges between academic cyberloafing and online academic burnout (i.e., share opinions – feel fatigued; participate in online chats – mentally drained). Temporal networks are consistent with embodied cognition theory, suggesting that academic cyberloafing serves as an antecedent of online academic burnout. Specifically, higher leisure cyberloafing behaviors predict more severe online academic burnout. Additionally, social cyberloafing (post on social media) has the strongest relations with other nodes. Findings suggest the importance of targeting cyberloafing behaviors in interventions to reduce online academic burnout.
{"title":"Academic cyberloafing induced adolescents’ online academic burnout: A cross-lagged panel network analysis","authors":"Mengmeng Zhang , Xiantong Yang","doi":"10.1016/j.psicoe.2025.500173","DOIUrl":"10.1016/j.psicoe.2025.500173","url":null,"abstract":"<div><div>Embodied cognition theory proposes that more cyberloafing behaviors predict severe online academic burnout via cognitive processes (e.g., attention and cognitive load), whereas self-depletion theory posits the opposite pathway. To address this contradiction, cross-lagged panel network analysis (CLPN) is used to examine the distinct relationships between the various dimensions of cyberloafing behaviors and online academic burnout. A total of 1747 Chinese adolescents have completed a survey at two-time points. The results have indicated that contemporaneous networks reveal notable nodal edges between academic cyberloafing and online academic burnout (i.e., <em>share opinions – feel fatigued</em>; <em>participate in online chats – mentally drained</em>). Temporal networks are consistent with embodied cognition theory, suggesting that academic cyberloafing serves as an antecedent of online academic burnout. Specifically, higher leisure cyberloafing behaviors predict more severe online academic burnout. Additionally, social cyberloafing (<em>post on social media</em>) has the strongest relations with other nodes. Findings suggest the importance of targeting cyberloafing behaviors in interventions to reduce online academic burnout.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500173"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500180
Raúl Gutiérrez-Fresneda , Teresa Pozo Rico , María Isabel de Vicente-Yagüe Jara , Ester Trigo Ibáñez
It is known, as a result of studies conducted in recent years, that phonological awareness is the best predictor of early reading ability and that deficiencies in its mastery are a clear indicator of possible reading difficulties. However, despite the importance of this skill, there are no studies focused on understanding how its development can be enhanced to promote reading learning and, in turn, contribute to the prevention of reading difficulties. The objective of this study was to determine which variables facilitate the acquisition of phonological awareness from the earliest stages of written language learning. A quasi-experimental design comparing groups with pretest and posttest measures was used. The study included 412 students who were between 5 and 6 years old at the time the program was implemented. The results indicate the existence of a series of skills that enhance phonological awareness and positively impact initial reading learning, such as vocabulary richness, auditory memory, verbal comprehension, processing speed, and visual memory.
{"title":"Effect of precursors to the development of phonological awareness on early reading learning","authors":"Raúl Gutiérrez-Fresneda , Teresa Pozo Rico , María Isabel de Vicente-Yagüe Jara , Ester Trigo Ibáñez","doi":"10.1016/j.psicoe.2025.500180","DOIUrl":"10.1016/j.psicoe.2025.500180","url":null,"abstract":"<div><div>It is known, as a result of studies conducted in recent years, that phonological awareness is the best predictor of early reading ability and that deficiencies in its mastery are a clear indicator of possible reading difficulties. However, despite the importance of this skill, there are no studies focused on understanding how its development can be enhanced to promote reading learning and, in turn, contribute to the prevention of reading difficulties. The objective of this study was to determine which variables facilitate the acquisition of phonological awareness from the earliest stages of written language learning. A quasi-experimental design comparing groups with pretest and posttest measures was used. The study included 412 students who were between 5 and 6 years old at the time the program was implemented. The results indicate the existence of a series of skills that enhance phonological awareness and positively impact initial reading learning, such as vocabulary richness, auditory memory, verbal comprehension, processing speed, and visual memory.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500180"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500179
Aránzazu Basterra-González , Juan Manuel Machimbarrena , Jessica Ortega-Barón , Joaquín González-Cabrera
Excessive and inappropriate use of the Internet poses various dysfunctional technology risks in adolescents, such as General Problematic Internet Use, Nomophobia, Fear of Missing Out Online, Internet gaming disorder, online gambling disorder, and loot boxes (LB), among others. However, few validated programs conjointly address all these problems. The study aimed to evaluate the effectiveness of the multi-risk prevention program DOMINUS, designed to prevent these risks and promote responsible and autonomous use of technology and the Internet in adolescents in 1st and 2nd grade of Compulsory Secondary Education. The program consists of 11 sessions organized in three modules. The sample comprised 651 adolescents (50.7% girls) aged 11-15 (Mage = 12.4, SD = 0.65). A quasi-experimental pre-post design was used with a non-equivalent control group. The program's effectiveness was evaluated using the nonparametric Wilcoxon signed rank test, comparing the changes between pre-test and post-test between the intervention group (n = 443) and the control group (n = 208). After implementation, a significant decrease in dysfunctional Internet risks was found in the intervention group, as well as a significant reduction in the frequency of video gaming and purchasing LB. In addition, significant improvements were observed in knowledge about risks in 68% of the items evaluated. Both students and teachers expressed high levels of satisfaction. Therefore, DOMINUS is proposed as a promising tool for reducing problematic behaviors associated with Internet use.
{"title":"Efficacy in autonomous prevention of dysfunctional risks and responsible use of the internet in adolescents: DOMINUS program","authors":"Aránzazu Basterra-González , Juan Manuel Machimbarrena , Jessica Ortega-Barón , Joaquín González-Cabrera","doi":"10.1016/j.psicoe.2025.500179","DOIUrl":"10.1016/j.psicoe.2025.500179","url":null,"abstract":"<div><div>Excessive and inappropriate use of the Internet poses various dysfunctional technology risks in adolescents, such as General Problematic Internet Use, Nomophobia, Fear of Missing Out Online, Internet gaming disorder, online gambling disorder, and loot boxes (LB), among others. However, few validated programs conjointly address all these problems. The study aimed to evaluate the effectiveness of the multi-risk prevention program DOMINUS, designed to prevent these risks and promote responsible and autonomous use of technology and the Internet in adolescents in 1<sup>st</sup> and 2<sup>nd</sup> grade of Compulsory Secondary Education. The program consists of 11 sessions organized in three modules. The sample comprised 651 adolescents (50.7% girls) aged 11-15 (<em>M<sub>age</sub></em> = 12.4, <em>SD</em> = 0.65). A quasi-experimental pre-post design was used with a non-equivalent control group. The program's effectiveness was evaluated using the nonparametric Wilcoxon signed rank test, comparing the changes between pre-test and post-test between the intervention group (<em>n</em> = 443) and the control group (<em>n</em> = 208). After implementation, a significant decrease in dysfunctional Internet risks was found in the intervention group, as well as a significant reduction in the frequency of video gaming and purchasing LB. In addition, significant improvements were observed in knowledge about risks in 68% of the items evaluated. Both students and teachers expressed high levels of satisfaction. Therefore, DOMINUS is proposed as a promising tool for reducing problematic behaviors associated with Internet use.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500179"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500175
Nathalie Liechti , Albert Sesé
Teacher Talent Management (TTM) is an organizational paradigm designed to ensure the timely recruitment of the most talented teachers in educational settings. It employs a multidimensional process encompassing attraction, selection and culture, development and succession, retention and climate, evaluation, and knowledge management, demonstrating positive impacts on student outcomes and teacher performance, among other benefits. This study represents the first empirical effort to measure TTM in Spain using a psychometrically validated tool. Data were collected through non-probabilistic sampling from 302 schools across Spain. By employing a cluster analysis approach, the study identifies distinct patterns of TTM implementation among schools. The findings reveal two clusters: high- and low-TTM schools, highlighting strengths in certain areas while uncovering significant room for improvement in teacher development and succession planning. Innovation and research emerged as key differentiating variables between schools with lower and higher TTM levels. The study highlights several implications, including the need for paradigm shifts in development plans, the introduction of mentoring programs, enhanced university training for future teachers, and policy initiatives to promote a talent-oriented culture in schools.
{"title":"Teachers’ talent management in Spain","authors":"Nathalie Liechti , Albert Sesé","doi":"10.1016/j.psicoe.2025.500175","DOIUrl":"10.1016/j.psicoe.2025.500175","url":null,"abstract":"<div><div>Teacher Talent Management (TTM) is an organizational paradigm designed to ensure the timely recruitment of the most talented teachers in educational settings. It employs a multidimensional process encompassing attraction, selection and culture, development and succession, retention and climate, evaluation, and knowledge management, demonstrating positive impacts on student outcomes and teacher performance, among other benefits. This study represents the first empirical effort to measure TTM in Spain using a psychometrically validated tool. Data were collected through non-probabilistic sampling from 302 schools across Spain. By employing a cluster analysis approach, the study identifies distinct patterns of TTM implementation among schools. The findings reveal two clusters: high- and low-TTM schools, highlighting strengths in certain areas while uncovering significant room for improvement in teacher development and succession planning. Innovation and research emerged as key differentiating variables between schools with lower and higher TTM levels. The study highlights several implications, including the need for paradigm shifts in development plans, the introduction of mentoring programs, enhanced university training for future teachers, and policy initiatives to promote a talent-oriented culture in schools.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500175"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The primary aim of the research is to ascertain how mindfulness training influences the development of critical thinking and emotional intelligence among students. The participants in the study comprise students from grades 5-11 at Alihan Bokeykhanov Secondary School, located in the Jambyl Region of the Republic of Kazakhstan, totaling 1070 individuals. A controlled experimental design has been employed to assess the impact of a six-month mindfulness training program on a sample of middle and high school students. Participants are divided into an experimental group, which undergoes mindfulness training, and a control group, which receives no intervention. Both groups use the HEIghten critical thinking test and the Emotional Intelligence Self-Assessment Inventory (EISAI). The statistical analysis involved the application of paired and independent t-tests alongside linear mixed-effects models (LMMs) to compare group outcomes and to evaluate changes over time. Participants in the mindfulness training group demonstrate enhanced abilities to analyze and evaluate information, along with increased emotional awareness, regulation, and empathy. The LMM analysis confirmed a significant interaction between group and time factors, indicating substantial improvements in critical thinking and emotional intelligence within the experimental group. These findings suggest that mindfulness training can be a valuable addition to educational programs. The integration of mindfulness practices into the educational system has the potential to transform the traditional learning environment, supporting the development of well-rounded individuals better equipped to navigate the complexities of modern society.
{"title":"Exploring the impact of mindfulness training on enhancing critical thinking and emotional intelligence","authors":"Zhumakul Molbassynova , Nurgul Toxanbayeva , Khapiza Naubayeva , Zhanat Sarybekova , Aigul Danikeyeva , Ulmeken Zhamirova","doi":"10.1016/j.psicoe.2025.500178","DOIUrl":"10.1016/j.psicoe.2025.500178","url":null,"abstract":"<div><div>The primary aim of the research is to ascertain how mindfulness training influences the development of critical thinking and emotional intelligence among students. The participants in the study comprise students from grades 5-11 at Alihan Bokeykhanov Secondary School, located in the Jambyl Region of the Republic of Kazakhstan, totaling 1070 individuals. A controlled experimental design has been employed to assess the impact of a six-month mindfulness training program on a sample of middle and high school students. Participants are divided into an experimental group, which undergoes mindfulness training, and a control group, which receives no intervention. Both groups use the HEIghten critical thinking test and the <em>Emotional Intelligence Self-Assessment Inventory</em> (EISAI). The statistical analysis involved the application of paired and independent <em>t</em>-tests alongside linear mixed-effects models (LMMs) to compare group outcomes and to evaluate changes over time. Participants in the mindfulness training group demonstrate enhanced abilities to analyze and evaluate information, along with increased emotional awareness, regulation, and empathy. The LMM analysis confirmed a significant interaction between group and time factors, indicating substantial improvements in critical thinking and emotional intelligence within the experimental group. These findings suggest that mindfulness training can be a valuable addition to educational programs. The integration of mindfulness practices into the educational system has the potential to transform the traditional learning environment, supporting the development of well-rounded individuals better equipped to navigate the complexities of modern society.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500178"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500182
Zikang Chen , Jiaqi Li , Ruoxin Gao , Yanjie Liu , Yating Lu , Xiaowei Chu
Short-form video application addiction and bullying represent significant risk factors for children’s healthy development. Previous research has found a correlation between short-form video application addiction and bullying. However, the directionality and underlying mechanisms of this relationship remain unclear. This study used a cross-lagged panel design over three six-month intervals with 758 students (Mage = 10.14, SDage = 1.159; 46.3% girls) to examine the bidirectional relationship between short-form video application addiction and bullying perpetration/victimization and the mediating role of social-emotional competence. The results indicated that there was a bidirectional positive relationship between short-form video application addiction and bullying victimization. Furthermore, bullying perpetration/victimization predicted short-form video application addiction by reducing social-emotional competence. These findings emphasize the importance of enhancing children’s social-emotional competence as a protective factor against both short-form video application addiction and bullying. The study provides practical implications for parents, educators, and policymakers to design early intervention and prevention programs that enhance children’s social-emotional competence, thereby fostering healthier digital habits and positive peer relationships.
{"title":"Exploring the reciprocal associations between short-form video application addiction and bullying","authors":"Zikang Chen , Jiaqi Li , Ruoxin Gao , Yanjie Liu , Yating Lu , Xiaowei Chu","doi":"10.1016/j.psicoe.2025.500182","DOIUrl":"10.1016/j.psicoe.2025.500182","url":null,"abstract":"<div><div>Short-form video application addiction and bullying represent significant risk factors for children’s healthy development. Previous research has found a correlation between short-form video application addiction and bullying. However, the directionality and underlying mechanisms of this relationship remain unclear. This study used a cross-lagged panel design over three six-month intervals with 758 students (<em>M<sub>age</sub></em> <!-->=<!--> <!-->10.14, <em>SD<sub>age</sub></em> <!-->=<!--> <!-->1.159; 46.3% girls) to examine the bidirectional relationship between short-form video application addiction and bullying perpetration/victimization and the mediating role of social-emotional competence. The results indicated that there was a bidirectional positive relationship between short-form video application addiction and bullying victimization. Furthermore, bullying perpetration/victimization predicted short-form video application addiction by reducing social-emotional competence. These findings emphasize the importance of enhancing children’s social-emotional competence as a protective factor against both short-form video application addiction and bullying. The study provides practical implications for parents, educators, and policymakers to design early intervention and prevention programs that enhance children’s social-emotional competence, thereby fostering healthier digital habits and positive peer relationships.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500182"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500176
Paula García-Carrera, Rosario Ortega-Ruiz, Antonio Camacho, Eva M. Romera
While defending victims is recognized as a key behavior in anti-bullying interventions, the specific role of moral courage in its activation needs to be explored using a longitudinal approach. This study analyzes the association of moral courage with different forms of defense against peer harassment, as well as the possible moderating effect of gender and educational stage. The sample was composed of 540 schoolchildren in grades 5 and 6 (primary education) and grades 7 through 9 (lower secondary education) (53% girls; Mage = 12.6, SD = 1.5), who reported having witnessed situations of bullying in recent months. Using a structural equation model with multigroup analysis, the relationship between moral courage and four forms of defensive behavior were examined: comforting the victim, reporting to authority, employing solution-focused strategies, and aggressively defending the victim. Moral courage showed positive and significant associations with prosocial behaviors (comforting, reporting, and problem-solving), but not with aggressive defense in the overall model. However, the multigroup analysis revealed differential effects: moral courage was associated with aggressive defense by boys and students in primary education, and its influence on comforting the victim was greater in primary education than at the secondary level. These findings underscore the relevance of moral courage as an engine of prosocial action, shaped by developmental and contextual variables.
{"title":"Moral courage and defending behaviors in the face of bullying: A longitudinal study with Primary and Secondary School students","authors":"Paula García-Carrera, Rosario Ortega-Ruiz, Antonio Camacho, Eva M. Romera","doi":"10.1016/j.psicoe.2025.500176","DOIUrl":"10.1016/j.psicoe.2025.500176","url":null,"abstract":"<div><div>While defending victims is recognized as a key behavior in anti-bullying interventions, the specific role of moral courage in its activation needs to be explored using a longitudinal approach. This study analyzes the association of moral courage with different forms of defense against peer harassment, as well as the possible moderating effect of gender and educational stage. The sample was composed of 540 schoolchildren in grades 5 and 6 (primary education) and grades 7 through 9 (lower secondary education) (53% girls; <em>M<sub>age</sub></em> = 12.6, <em>SD</em> = 1.5), who reported having witnessed situations of bullying in recent months. Using a structural equation model with multigroup analysis, the relationship between moral courage and four forms of defensive behavior were examined: comforting the victim, reporting to authority, employing solution-focused strategies, and aggressively defending the victim. Moral courage showed positive and significant associations with prosocial behaviors (comforting, reporting, and problem-solving), but not with aggressive defense in the overall model. However, the multigroup analysis revealed differential effects: moral courage was associated with aggressive defense by boys and students in primary education, and its influence on comforting the victim was greater in primary education than at the secondary level. These findings underscore the relevance of moral courage as an engine of prosocial action, shaped by developmental and contextual variables.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500176"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500177
Yongzhao Wang , Lijun Zhou , Bingqing Xie , Lisha Wang , Hua Jin
Mathematical resilience (MR), a key psychological trait that enables students to confront the difficulties in the process of learning mathematics, is important for enhancing academic performance and promoting psychological well-being. Drawing on PISA 2022 data, the present study investigates the influence mechanism through which subjective norms (SN), anxiety (AN), and self-efficacy (SE) affect MR among adolescents (N = 15,603) in Hong Kong, Macau, and Taiwan. The results indicated that SN, AN, and SE are significantly correlated with MR and can predict MR. Additionally, a significant finding is that SN not only has a direct positive impact on MR, but also exerts influence indirectly through AN and SE, with the indirect effects encompassing both parallel and chain mediation, thereby extending the Theory of Planned Behavior (TPB). Cross-cultural analysis further revealed significant regional variations in the mechanism. To be specific, adolescents in Macau rely mainly on indirect effects, whereas those in Hong Kong and Taiwan depend more on direct effects. To further explore these differences, SN was divided into peer norms and parental norms, pointing that adolescents in Hong Kong are more influenced by parents, and their counterparts in Macau by peers. Such explorations elucidate the psychological mechanisms of how SN affects MR, validate the cross-cultural applicability of the Social Cognitive Theory (SCT), provide empirical evidence for the formulation of differentiated educational policies, and offer practical insights for the development of adolescent psychological health.
{"title":"Relationship between subjective norms and adolescents’ mathematical resilience: The mediating effects of anxiety and self-efficacy","authors":"Yongzhao Wang , Lijun Zhou , Bingqing Xie , Lisha Wang , Hua Jin","doi":"10.1016/j.psicoe.2025.500177","DOIUrl":"10.1016/j.psicoe.2025.500177","url":null,"abstract":"<div><div>Mathematical resilience (MR), a key psychological trait that enables students to confront the difficulties in the process of learning mathematics, is important for enhancing academic performance and promoting psychological well-being. Drawing on PISA 2022 data, the present study investigates the influence mechanism through which subjective norms (SN), anxiety (AN), and self-efficacy (SE) affect MR among adolescents (<em>N</em> <!-->=<!--> <!-->15,603) in Hong Kong, Macau, and Taiwan. The results indicated that SN, AN, and SE are significantly correlated with MR and can predict MR. Additionally, a significant finding is that SN not only has a direct positive impact on MR, but also exerts influence indirectly through AN and SE, with the indirect effects encompassing both parallel and chain mediation, thereby extending the <em>Theory of Planned Behavior</em> (TPB). Cross-cultural analysis further revealed significant regional variations in the mechanism. To be specific, adolescents in Macau rely mainly on indirect effects, whereas those in Hong Kong and Taiwan depend more on direct effects. To further explore these differences, SN was divided into peer norms and parental norms, pointing that adolescents in Hong Kong are more influenced by parents, and their counterparts in Macau by peers. Such explorations elucidate the psychological mechanisms of how SN affects MR, validate the cross-cultural applicability of the <em>Social Cognitive Theory</em> (SCT), provide empirical evidence for the formulation of differentiated educational policies, and offer practical insights for the development of adolescent psychological health.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500177"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500174
Roberto Espinoza-Gutiérrez , Juan José Calleja-Núñez , Antonio Granero-Gallegos , Raúl Baños
This study aimed to analyze the mediating effect of motivational climate on the relationship between interpersonal teaching styles and academic self-concept in university Physical Education students, considering gender differences. To achieve this, two complementary studies were conducted. In Study 1, the Motivational Climate in Higher Education Scale was adapted and validated for use in the Mexican University context. In Study 2, a mediation model was evaluated, analyzing how teaching styles (autonomy support and controlling style) influence academic confidence and effort, with motivational climate as a mediating factor. The study followed a cross-sectional design with a sample of 1164 students from the Bachelor’s Degree in Physical Education at the Autonomous University of Baja California. The results showed that autonomy support from teachers positively predicts students’ academic confidence and effort, while the controlling style had no direct effect on these variables. Additionally, gender differences were identified: among male students, task-involving motivational climate mediated the relationship between autonomy support and academic self-concept, whereas among female students, the effect was direct. These findings highlight the importance of promoting learning environments based on autonomy, which foster academic confidence and effort, while avoiding controlling teaching strategies that could negatively impact students’ educational development.
{"title":"The mediating role of motivational climate between interpersonal teaching styles and academic self-concept among university student of Physical Education: Is there a gender difference?","authors":"Roberto Espinoza-Gutiérrez , Juan José Calleja-Núñez , Antonio Granero-Gallegos , Raúl Baños","doi":"10.1016/j.psicoe.2025.500174","DOIUrl":"10.1016/j.psicoe.2025.500174","url":null,"abstract":"<div><div>This study aimed to analyze the mediating effect of motivational climate on the relationship between interpersonal teaching styles and academic self-concept in university Physical Education students, considering gender differences. To achieve this, two complementary studies were conducted. In Study 1, the <em>Motivational Climate in Higher Education Scale</em> was adapted and validated for use in the Mexican University context. In Study 2, a mediation model was evaluated, analyzing how teaching styles (autonomy support and controlling style) influence academic confidence and effort, with motivational climate as a mediating factor. The study followed a cross-sectional design with a sample of 1164 students from the Bachelor’s Degree in Physical Education at the Autonomous University of Baja California. The results showed that autonomy support from teachers positively predicts students’ academic confidence and effort, while the controlling style had no direct effect on these variables. Additionally, gender differences were identified: among male students, task-involving motivational climate mediated the relationship between autonomy support and academic self-concept, whereas among female students, the effect was direct. These findings highlight the importance of promoting learning environments based on autonomy, which foster academic confidence and effort, while avoiding controlling teaching strategies that could negatively impact students’ educational development.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500174"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01DOI: 10.1016/j.psicoe.2025.500181
Yujing Zhao , Xiaowei Chu , Kexin Rong
Online trolling is a highly prevalent online negative behavior among college students. The present study explored whether online histrionic personality was positively related to online trolling and whether self-concept clarity and ego depletion mediated this relation. A sample of 832 college students (28.80% females) aged between 17 and 25 (M = 19.56, SD = 1.32) completed a survey measuring the variables of interest online. In the overall sample, online histrionic personality positively predicted online trolling, and self-concept clarity mediated this relation. Higher levels of online histrionic personality were associated with lower self-concept clarity, which increased online trolling. When further examining gender differences in the serial mediation model, the pattern of males was consistent with the overall findings. However, the pattern differed in the female model. Specifically, self-concept clarity positively predicted online trolling, and ego depletion also mediated the relation between online histrionic personality and online trolling in the female model. The findings enhance educators’ understanding of the links between psychological factors and students’ problematic online behavior, providing insights to support healthy digital practices in education.
{"title":"Why do people with histrionic personality tend to troll others online? A perspective from the self","authors":"Yujing Zhao , Xiaowei Chu , Kexin Rong","doi":"10.1016/j.psicoe.2025.500181","DOIUrl":"10.1016/j.psicoe.2025.500181","url":null,"abstract":"<div><div>Online trolling is a highly prevalent online negative behavior among college students. The present study explored whether online histrionic personality was positively related to online trolling and whether self-concept clarity and ego depletion mediated this relation. A sample of 832 college students (28.80% females) aged between 17 and 25 (<em>M</em> = 19.56, <em>SD</em> = 1.32) completed a survey measuring the variables of interest online. In the overall sample, online histrionic personality positively predicted online trolling, and self-concept clarity mediated this relation. Higher levels of online histrionic personality were associated with lower self-concept clarity, which increased online trolling. When further examining gender differences in the serial mediation model, the pattern of males was consistent with the overall findings. However, the pattern differed in the female model. Specifically, self-concept clarity positively predicted online trolling, and ego depletion also mediated the relation between online histrionic personality and online trolling in the female model. The findings enhance educators’ understanding of the links between psychological factors and students’ problematic online behavior, providing insights to support healthy digital practices in education.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 1","pages":"Article 500181"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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