Frontiers in Psychology最新文献

[This corrects the article DOI: 10.3389/fpsyg.2025.1705232.].

This quasi-experimental study examined the effects of a 16-week systematic table tennis training program on the Big Five personality traits of primary school students. Previous research has largely focused on the macro-level effects of physical activity, with limited fine-grained investigation into the psychological shaping mechanisms of specific sports, particularly intervention-based evidence involving children without prior training. A total of 98 male students aged 9-10 years were enrolled and, after propensity score matching (including age, baseline personality scores, etc.), were allocated to an experimental group (n = 49) or a control group (n = 49). The experimental group received moderate-intensity table tennis training three times per week (120 min per session), comprising technical drills, tactical exercises, and match simulations, while the control group maintained their routine activities. The short-form NEO Five-Factor Inventory (NEO-FFI) was administered before and after the intervention. A 2 × 2 mixed-design ANOVA and analysis of covariance (ANCOVA), with pretest scores as covariates, were used to analyze the effects. The results revealed significant Time × Group interaction effects for Openness (F(1,92) = 64.32, p < 0.001, η ² = 0.411), Neuroticism (F(1,92) = 42.18, p < 0.001, η ² = 0.314), Agreeableness (F(1,92) = 89.45, p < 0.001, η ² = 0.493), and Extraversion (F(1,92) = 56.74, p < 0.001, η ² = 0.381) but not for Conscientiousness (p = 0.076). Simple effects analyses indicated that the experimental group showed significant post-intervention improvements in Openness (d = 1.67), Agreeableness (d = 1.56), and Extraversion (d = 0.86), along with a significant reduction in Neuroticism (d = -0.89). No significant changes were observed in the control group. The findings suggest that systematic table tennis training can effectively promote the development of emotional stability, openness, agreeableness, and extraversion in primary school students, but it has a limited effect on conscientiousness. This study provides preliminary causal evidence for fostering children's personality development through a specific sport and offers empirical support for the integration of sports and education. Limitations include the all-male sample and the quasi-experimental design. Future research should employ large-scale randomized controlled trials and multi-source assessments to further validate these results.

Few resources are available for the automatic generation of Raven-like matrices. Some of them are no longer working, while others are hardly customizable without advanced programming skills. Although an R package exists for generating stimuli for psychological assessments, it currently only supports creating rotations of the same shape. The matRiks package has been developed to address the above-mentioned issues. This package generates matrices based on different types of transformation rules. Some rely on visuospatial features, such as shape, size, or orientation. Others are based on logical operations, such as set intersection or union. The package also introduces a key innovation, the automatic generation of distractors based on the common error patterns observed in Raven's tests. This allows for the construction of realistic and diagnostically meaningful response options for each matrix. Overall, the matRiks package provides a flexible and systematic framework for generating well-structured and cognitively interpretable matrix reasoning tasks, based on clearly defined transformation rules. It enables precise control over matrix complexity and supports scalable matrix creation for experimental and assessment purposes. Developed in the R environment, the matRiks package is fully open-source, facilitates the reproducibility of stimuli, and is designed to be easy to use for people with basic knowledge of the R language.

Introduction: Sex differences in music performance anxiety (MPA) remain a persistent concern in both research and practice, yet the mediation mechanisms are not fully understood. Thus, this study examined whether self-scrutiny, other-scrutiny, and self-efficacy mediate the relationship between sex and MPA among Chinese choir members.

Methods: A cross-sectional online survey was conducted in June 2025 with 774 active participants (27.1% male; mean age = 46.02, SD = 18.19) recruited from four community-based choirs in China. Standardized measures assessed MPA, self-scrutiny, other-scrutiny, and self-efficacy.

Results: Findings indicated that (1) females reported significantly higher MPA than males; (2) Self-scrutiny, other-scrutiny, and self-efficacy significantly mediated the sex-MPA association, with effect sizes of 36.0%, 16.3%, and 2.8%, respectively. (3) Serial mediation via self-scrutiny and self-efficacy was not supported, whereas the indirect pathway through other-scrutiny and self-efficacy was significant, though modest in size (1.0%).

Conclusion: These findings highlight that evaluative cognitions, especially self-scrutiny, play a central role in explaining sex disparities in MPA, whereas self-efficacy exerts a limited contribution. In the Chinese choral context, where collective and public performance accentuates external evaluation, other-scrutiny may further erode confidence over time. The study underscores the need for interventions that target maladaptive self- and other-focused cognitions, while simultaneously fostering mastery experiences and supportive feedback to strengthen self-efficacy.

Introduction: This study examined how attachment styles condition the relationship between football fans' psychological commitment and aggressive tendencies.

Methods: The sample consisted of 561 adult football supporters who identified themselves as long-term and highly committed fans. A moderation framework was employed to test whether attachment orientations shape the strength and expression of the association between psychological commitment and aggression.

Results: Moderation analyses revealed that higher psychological commitment was generally associated with increased aggression; however, this relationship varied significantly as a function of attachment style. Secure attachment attenuated the positive association between commitment and aggression, whereas anxious ambivalent and avoidant attachment styles were associated with higher baseline levels of aggression.

Discussion: Attachment styles function as regulatory lenses through which strong emotional investment in a team translates into either controlled or aggressive responses, offering important implications for prevention and intervention strategies in football environments.

Introduction: Agency confirmation via control feedback (e.g., an immediate sensory consequence of one's action) has been shown to motivate action choice and reinforce motor responses. Recent work also demonstrated that it qualitatively improves motor performance. The present study tested the hypothesis that this improvement arises because control feedback selectively strengthens stimulus-response (S-R) associations, and further examined its reinforcing impact on motor responses and action choice to provide an integrated account of how agency confirmation shapes behavior and performance.

Methods: Three experiments employed an acquisition-test paradigm. During acquisition, specific stimulus-response combinations triggered an immediate perceptual effect, while other combinations produced no effect (Experiments 1 and 3) or a delayed effect (Experiment 2). In the test phase, the perceptual effect depended solely on the response (Experiments 1 and 2) or was absent (Experiment 3). Experiment 3 also included a free-choice phase assessing the motivating impact of control feedback on voluntary action selection and explicit knowledge regarding the S-R pairings.

Results: Control feedback enhanced S-R learning, yielding faster and more accurate performance for previously reinforced pairings compared to delayed or no-effect conditions. Immediate response-contingent effect independently facilitated motor execution (Experiments 1 and 2), and reinforced S-R pairings biased action choice preference (Experiment 3) even without explicit awareness of the pairings.

Discussion: Agency confirmation via control feedback exerts a triple and partially dissociable influence on behavior, enhancing S-R learning, reinforcing motor execution, and motivating voluntary action. The findings inform models of action control and motor skill learning.

Background: In the context of educational digital transformation, digital literacy is increasingly recognized as a key psychological resource beyond technical skills. However, the specific mechanisms and group differences through which it influences college students' psychological resilience remain underexplored. This study examines how digital literacy affects resilience through the mediating roles of digital learning engagement and digital learning ability.

Methods: A survey of 1,256 students at Ningbo University was conducted using convenience sampling. Data were collected via a novel, self-developed Digital Literacy Scale, alongside established instruments for digital learning engagement, digital learning ability, and psychological resilience. Multiple regression and Bootstrap-mediated effect tests, performed in Stata 16, were utilized to rigorously analyze the hypothesized pathways.

Results: Results revealed three key findings: (1) Digital literacy significantly and positively predicted college students' psychological resilience (β = 0.063, p < 0.01). (2) Digital learning engagement and digital learning ability collectively demonstrated a significant partial dual-mediating role between digital literacy and psychological resilience. (3) Heterogeneity analyses revealed a differential pattern across subgroups, with stronger positive effects observed among female students and those from rural backgrounds, while an inverse association emerged among students with lower baseline psychological resilience.

Conclusion: This study confirms that digital literacy directly and indirectly has a positive effect on college students' psychological resilience, through the mediation of digital learning engagement and digital learning ability. These findings support a validated dual-path model, underscoring the practical value of integrating targeted digital literacy training into educational programs aimed at building student resilience.

A demographic shift towards aging societies necessitates a reexamination of established psychological tests with age-related decline of physiological responsivity in mind. The Concealed Information Test (CIT), a physiological test to detect memory of crime details, is frequently and effectively used in criminal investigations in Japan, a severe case of an aging society. Its validity has been well established, but almost all the support stems from data of young and healthy university students. Yet, the age-related decline in physiological activity is well documented, but it is unclear how the CIT is affected. We examined the robustness of the CIT to the effects of advanced age by subjecting 33 seniors, aged 62-80, to a standard CIT examination, measuring skin conductance response, heart rate, and respiration over two conditions. Once participants were aware of secret information and hid it, and once they were ignorant of the target piece of information. Skin conductance response was an effective measure, but the proportion of non-responders was higher than expected. Heart rate was not diagnostic with the standard transformation procedure, but with a -1-0s baseline correction the test could detect hidden knowledge. Respiration was not diagnostic. Our findings suggest that all three CIT indices are affected by age. Therefore, while modifications to data analysis can partially mitigate age-related effects on CIT accuracy, the overall reduction in physiological indices warrants a cautious approach when faced with senior examinees and highlights the need for further research into age-related physiological changes impacting applied tests such as the CIT.

[This corrects the article DOI: 10.3389/fpsyg.2025.1637594.].

The Managing the Emotions of Others Scale-Spanish Adaptation Short Form (MEOS-SASF) is an instrument used to assess prosocial and non-prosocial aspects of interpersonal emotion regulation. The psychometric properties of the Spanish version of the scale have not been evaluated in adolescent populations. The aims of the present study were, first, to examine the factorial and convergent validity, internal consistency, and gender and age related measurement invariance of the Spanish adolescent adaptation of the MEOS-SF (MEOS-SASF), and second, to evaluate its applicability in an adolescent sample of 701 Spanish adolescents (M = 13.26; SD = 1.10). The MEOS-SASF presented a three-factor (prosocial, non-prosocial and concealing) correlated structure. The three subscales of the MEOS-SASF exhibited adequate internal consistency indices (alphas and omegas = 0.72-0.87). The results of the gender and age analysis revealed a good fit. Additionally, the MEOS-SASF showed evidence of convergent validity with respect to trait emotional intelligence, sadism, social competence and satisfaction with life. The MEOS-SASF offers reliable and valid measures of interpersonal emotion regulation in Spanish adolescents.