Frontiers in Psychology最新文献

This study explores the impact of children's unsustainable behaviors on parental sustainable actions within family dynamics. Findings reveal that parents exposed to their children's unsustainable behaviors experience heightened family and environmental responsibility, which motivates them to engage in both private-domain and public-domain sustainable behaviors. These effects are amplified in intergenerational caregiving contexts, where parents compensate for reduced caregiving roles by adopting more sustainable practices. Through four experiments, the research validates the mediating roles of family and environmental responsibility and the moderating influence of caregiver type. This study extends existing theories on intergenerational behavior transmission by highlighting the influence of children's unsustainable behaviors, offering valuable insights for family education strategies and policy development aimed at fostering sustainability within households.

This paper explores the impacts of integrating AI into the teaching of Chinese Opera using a mixed-methods approach, examining performance, engagement, and psychological factors in students. A quasi-experimental design involving 199 participants over a one-year period was conducted, involving teaching with and without AI enhancement. Quantitative data, derived from standardized tests and analytics provided by AI platforms, were supported by qualitative data from interviews and observational studies. These results suggest that there were significant increases in the AI-enhanced cohort in opera performance competencies (Δ = 13.6, p < 0.001); retention of cultural knowledge (Δ = 15.5, p < 0.001), and overall engagement levels (r = 0.73, p < 0.001). Time series analysis revealed nonlinear learning trajectories, with participants showing greatest gains during the intervention's midpoint. The psychological data showed a strengthening relationship between self-efficacy and in-performance outcomes, demonstrating an increase from r_initial = 0.38 to r_final = 0.67, p < 0.001. This study indicates both the potential of AI in the preservation and development of traditional artistic work and highlights some challenges in initial implementation. The findings facilitate the ongoing discussion of integrating technologies into arts education and provide valuable insights to support curriculum development, in addition to conserving cultural heritage in the modern-day digital world.

Innovation and progress serve as the driving forces behind national development. Universities, with their comprehensive academic systems and robust research capabilities, undoubtedly play a crucial role in fostering student innovation and advancing faculty research innovation. This study aims to explore the relationship between the collaborative climate and innovative work behavior of university educators, as well as the mediating effect of knowledge sharing, in order to provide an important theoretical basis for universities to better promote innovative work behavior. This study adopts questionnaire survey method and semi-structured interview method. In the questionnaire survey stage, this study uses 473 in-service educators in colleges and universities as the research objects; in the interview stage, this study uses 8 in-service educators as the research objects. The results of the questionnaire study prove that educators' cooperation atmosphere has a significant positive impact on innovative work behavior, educators' collaborative climate has a significant positive impact on knowledge sharing, knowledge sharing has a significant positive impact on innovative work behavior, and knowledge sharing has a significant positive impact on teachers' collaborative climate. There is a significant mediating effect on employees' innovative work behavior. The interview results found that a positive collaborative climate within universities can influence teachers' innovative work behavior through three channels: colleague support, management resource provision, and academic freedom encouragement. Therefore, a positive collaborative climate not only encourages communication and cooperation among faculty members but also inspires them to adopt and develop new methods and technologies in their research and teaching practices. Universities should place greater emphasis on enhancing their internal collaborative atmosphere.

Introduction: There is a need for greater scientific attention to research on violence (e.g., insults, intimidation, beatings) in contexts where such behaviors are prevalent. The agonizing win-lose vision that oftentimes is characteristic of sports competition is not understood in the same way in grassroots sports as in professional sports. Although increasingly frequent, the federative systems for young athletes replicate professional competitions, and the agonizing win-lose vision and psychosocial agents that characterize sports competitions do not impact grassroots sports in the same way as in professional sports. The present study aimed to establish a predictive model of the influence of exposure to violence in initiation sports on peer social relations under competitive situations in young athletes.

Method: Through a descriptive, non-randomized, and associative study, a sample of 503 young athletes (M_age = 14.76 1 ± 72 years; 54.80% girls) was recollected, belonging to different Spanish sports centres who completed instruments designed to identify their exposure to violence, prosocial and aggressive tendencies among peers, and competitiveness.

Results: The results show that increased exposure to violence in sports amplifies those effects that excessive motivation for success and external influences, increases the likelihood of aggressive behaviors in young athletes (mainly in boys), while the emergence of prosocial skills in both boys and girls reduces aggressiveness and exposure to violent behaviors.

Discussion: For this reason, to offer a more than relevant background in reducing the effects of excessive competitiveness in grassroots sport, scientific contributions on the protective efficacy of prosocial tendencies against the emergence of aggressive behavior. In addition, contemplating the sociological analysis of the proliferation of insults, harassment, and violent behavior (e.g., observed behaviors or victimization) experienced in sports at very early ages will allow, in a more applied vision, the convenience of designing more psycho-educational sport practice strategies (e.g., social skills integrated into sports action, fair play) both for young athletes and for those adults who accompany them (e.g., parents, coaches, managers).

Conclusion: Addressing the effects of excessive competitiveness and violence in grassroots sports requires a comprehensive approach involving both sociological analysis and applied psycho-educational interventions.

Introduction: Public discussions in the media (e.g., social media and reality shows) about Black women's mental health have become more common. Notably, celebrities have become more vocal about their own mental health challenges and sought to normalize seeking care. This study aimed to gain a better understanding of Black women's: (1) past and current causes of stress, anxiety, and depression, and coping skills used; (2) their attitudes and perceptions toward mental health and receiving mental health treatment; and (3) times in their life they felt anxious or depressed, and what type of support or resources would have been helpful to have access to.

Methods: Focus groups were conducted with 20 women (mean age 36.6 years, SD 17.8 years), with 5 participants per group. Descriptive qualitative content analysis of the focus group transcripts was conducted.

Results: Results consistently showed that intersectional identities of being both Black and a woman resulted in feelings of both hypervisibility and invisibility, representation matters when it comes to mental health providers, an increased openness to therapy across age groups, and a willingness to try digital health tools (e.g., smartphone app) for mental health needs. There is still work to be done to normalize mental health treatment among Black women.

Discussion: Subgroups within the community (e.g., young adults) have less stigma around mental health and are acting as catalysts for change. Intentional inclusion of Black women in mental health research and evolving treatment paradigms is important to eliminate inequities in access to culturally relevant mental health care.

Objective: As the academic pressure, employment competition and mental health problems faced by college students are becoming more and more prominent, paying attention to and improving the quality of life and well-being of college students has become an important issue of widespread concern in all walks of life. This study focuses on the correlation between physical activity and college students' life satisfaction.

Methods: A cross-sectional survey method was applied to 326 college students, using the Physical Activity Rating Scale, the Psychological Resilience Scale, the Depression-Anxiety-Stress Scale, and the Life Satisfaction Scale. For data analysis, demographic analysis of variance, correlation analysis, and chain mediating effect test were conducted sequentially.

Results: There were significant differences in psychological resilience, negative emotions, and life satisfaction by gender, and psychological resilience by grade level; there were significant correlations between physical activity and psychological resilience, negative emotions, and life satisfaction among college students (r = 0.541, p < 0.001; r = -0.379, p < 0.001; r = 0.435, p < 0.001); and psychological resilience, negative emotions had significant mediating and chain mediating effects between physical activity and life satisfaction, where the mediating effect of psychological resilience was significantly stronger than the mediating effect of negative emotions and the chain mediating effect of both.

Conclusion: There was a correlation between physical activity and life satisfaction among college students, and this relationship was partially mediated by psychological resilience and negative emotions.

Introduction: Expression is a key aspect of music performance. Studies on pianists' gestures and expression have mainly documented the impact of their expressive intentions on proximal segments and head linear kinematics. It remains unclear how pianists' expressive intentions influence joint angular kinematics as well as exposure to risk factors of injury, such as poor overall posture and distal jerky movements, two kinematic factors linked to injury. The first objective of this exploratory case study was to analyze the influence of pianists' expressive intentions on proximal and distal joint range of motion (ROM) across different musical contexts. The second objective was to evaluate the impact of expressive intentions on the posture of joints that are commonly injured in pianists, as well as distal joint angular jerk. Methods: Two expert pianists (P1 and P2) performed six musical excerpts (E1-E6) in two experimental conditions: normal condition (including expressive intentions) and the control condition (strictly playing the composer's notations written in the score with no subjective interpretation). An inertial measurement unit system recorded upper body kinematics.

Methods: Two expert pianists (P1 and P2) performed six musical excerpts (E1-E6) in two experimental conditions: normal condition (including expressive intentions) and the control condition (strictly playing the composer's notations written in the score with no subjective interpretation). An inertial measurement unit system recorded upper body kinematics.

Results and discussion: Both proximal and distal joint ROM increased when pianists incorporated expressive intentions. Participants exhibited more static, non-neutral wrist postures when incorporating expressive intentions (right and left wrist for P1 and P2, respectively), suggesting an increased risk of distal injury. On the contrary, the thorax exhibited more dynamic, neutral flexion postures, suggesting a reduced risk of proximal injury. These results suggest that expressive intentions may impact proximal and distal postures differently. Incorporating expressive intentions also led to jerkier, less smooth wrist movements in lyrical, non-virtuosic musical excerpts (E1-E4). However, in more virtuosic excerpts (E5-E6), there were generally no differences between conditions. Spatiotemporal constraints might explain these discrepancies between non-virtuosic and virtuosic musical excerpts. These results provide evidence of the impact of expressive intentions on the entire kinematic chain, while highlighting the implications of the subjective dimension of music expression in relation to exposure to risk factors of injury.

Children experience a variety of emotions in achievement settings. Yet, mathematics-related emotions other than anxiety are understudied, especially for young children entering primary school. The current study reports the prevalence and intensity of six basic, discrete achievement emotions (joy/happiness, sadness, surprise, anger, fear, and disgust) expressed on the faces of 15 kindergarten-aged children as they solved increasingly complex arithmetic story problems in a 3-month teaching experiment. We also examine how the extent to which the expressed emotions influenced arithmetic accuracy at the end of an instructional session at the beginning, middle, and end of the teaching experiment. Through the application of FaceReader9, the three most intensely expressed emotions at the launch of the instructional sessions were happiness/joy, sadness, and surprise. Using functional regressions, these expressed achievement emotions predicted arithmetic accuracy at the end of the instructional session. However, when the effect of session over time was added to the model, the relationship between happiness/joy and accuracy, as well as sadness and accuracy, became non-significant. In contrast, the relationship between surprise and accuracy remained significant. We discuss potential explanations for these patterns of significance and non-significance. This study serves as a critical first step in clarifying how emotions contribute to problem-solving behavior as we grapple with how to respond to the sometimes intense, but always present emotions of young learners in ways that are affirming, as well as mathematically productive and generative.