Frontiers in Psychology最新文献

Introduction: Perceptual-cognitive skills (PCS) are a strong predictor of future expert performance in football. Theoretical and practical knowledge of PCS are important to inform (de)selection and development decisions. Despite their relevance to player development, limited research has explored how coaches working in talent development environments conceptualise and assess PCS in practice. This study aimed to critically examine perceptions of and engagement with PCS identification and assessment among UK academy coaches.

Methods: An online survey collected data from 63 academy coaches regarding their understanding and identification of PCS within the age groups they coach.

Results: Data indicated agreement between coaches PCS definitions and their importance in player development. However, variations in coaches' familiarity, confidence, and frequency of PCS identification, alongside differing views on the importance of specific PCS point to potential knowledge and practice gaps.

Discussion: Further research is needed to understand and develop interventions that support coaches in enhancing PCS identification and assessment within this overlooked area of player development.

As higher education institutions increasingly expect university teachers to pursue further education, the complexity of balancing professional responsibilities, personal life, and academic advancement has become a pressing concern. However, the lived experiences and challenges faced by these educators remain underexplored. Guided by the Job Demands-Resources (JD-R) Model, this exploratory qualitative study investigated the challenges faced by teachers from diverse types of Chinese universities in balancing these triple demands, as well as the coping strategies that can be used to address these difficulties. Data was collected through semi-structured interviews and analyzed using thematic analysis. Findings revealed a variety of challenges, including workplace constraints, strains in personal affairs, insufficient institutional support, and threats to psychological well-being. Participants also suggested a range of coping mechanisms, such as time and workload management techniques, the importance of supportive institutional policies, interpersonal and family assistance, and practices for maintaining mental health. By applying the JD-R model, this study provides valuable insights into the complexities and difficulties experienced by university teachers and highlights actionable approaches for both individuals and institutions. It informs recommendations for policy refinement and practical support, ultimately contributing to the sustainable development of teacher education and the well-being of educators as they pursue continuing education.

Western classical music (WCM) in higher music education (HME) remains anchored in score-centered norms that may constrain interpretative freedom. While innovative pedagogies exist, little is known about how instructors who challenge these norms design and sustain their courses, particularly within conservatoire settings. This exploratory qualitative study examines: (1) the characteristics and aims of such courses, (2) how they challenge WCM norms through their content, (3) instructors' perceptions of course impacts, and (4) the institutional contexts that enable or constrain these initiatives. Semi-structured interviews were conducted with 15 instructors across seven countries in Europe and the UK, predominantly from conservatoires, with three participants from university music departments. Analysis combined content analysis for course characteristics with inductive thematic analysis using a deductive-inductive framework for norm-challenging approaches, perceived impacts, and institutional contexts. Courses clustered into two broad categories: repertoire-based designs employing historically informed and ahistorical score deviation, and non-repertoire designs centered on improvisation and cross-arts practice. Instructors perceived positive impacts including what they described as reduced performance anxiety and increased student agency, alongside some student reticence toward excessive freedom. Institutional tensions were pervasive, including skepticism from colleagues and examination panels, the primacy of one-to-one instruction, funding pressures, and assessment regimes privileging accuracy. Adoption was facilitated by historical framing strategies, collegial alliances, leadership support, and flexible evaluation frameworks. Instructors expressed cautious optimism regarding long-term employability benefits while doubting immediate gains given prevailing audition and orchestral selection practices. It is important to note that findings represent the perspectives of a purposively sampled group of critically oriented instructors and should not be generalized to indicate prevalence or typicality across HME more broadly. The study contributes depth of understanding regarding how norm-challenging courses operate when they exist, rather than how common such courses are. Implications for curriculum design, assessment practices, and future research directions are discussed, including the need for direct investigation of student experiences and audience impacts.

Background: Escalating life pressures among adults are increasingly associated with social isolation. Distinct from general team sports, "Alumni Football" facilitates a unique dual-mechanism of identity restoration and social reconnection, particularly for adults navigating the loss of former athletic roles. However, the specific pathways through which re-established athletic identity relates to social connectedness and correlates with wellbeing remain under-explored.

Methods: This study employs a cross-sectional design involving 240 alumni football participants. Using Structural Equation Modeling (SEM), it systematically analyzes the structural relationships between participation, athletic identity, social connectedness, and mental wellbeing.

Results: The data analysis delineates a specific chain mediation path: actual participation is positively associated with athletic identity, which is linked to social connectedness, ultimately correlating with mental wellbeing. Notably, while athletic identity serves as a crucial link, it exhibits no significant direct association with mental wellbeing (β = 0.05). This finding implies that athletic identity alone, lacking the support of social connectedness, may be insufficient to relate to improved psychological health during the transition out of competitive contexts.

Conclusion: Findings underscore the positive relationship between alumni football and adult mental wellbeing, highlighting social connectedness as the core mediator. The study suggests leveraging alumni networks for mental wellbeing interventions, advocating a strategic pivot from merely emphasizing "exercise volume" to cultivating identity-based "sporting communities" to potentially mitigate social isolation risks.

Introduction: The rapid growth of AI-generated content (AIGC) on social media has led to the introduction of AI disclosure labels to enhance transparency; however, emerging technologies such as Sora2 make it difficult for users to discern synthetic from human-created content, presenting challenges for both users and platform designers.

Methods: This study investigates how different AI labels (clear, ambiguous, and no label) affect user behavior, focusing on information avoidance. We performed two online experiments (N = 760) to examine these effects in simulated social media scenarios (Bilibili and TikTok).

Results: We found that ambiguous AI labels functioned as heuristic barriers that significantly increased information avoidance compared to clear or no labels. Cognitive dissonance was identified as a key mediator, where conflicting information led to discomfort and subsequent disengagement. Furthermore, factors such as label-content congruence and thematic relevance moderated these impacts.

Discussion: These findings suggest that while AI disclosure labels are intended to improve transparency, ambiguous labels may inadvertently hinder user engagement, offering important implications for the design of transparency tools in AI-driven social media environments.

Introduction: Prior research suggests that insufficient sleep can increase aggressive behaviour in adolescents. However, few studies have employed controlled designs, but none have incorporated objective measures of aggression. Moreover, the potential moderating role of sleep in the relationship between trait aggression and aggressive behaviour remains unexplored. This study addressed these gaps by examining whether sleep duration and quality moderate the association between trait aggression and objectively measured aggressive behaviour in adolescents. We hypothesised that adolescents higher in trait aggression would be more sensitive to poor sleep.

Method: Thirty-four adolescent female participants spent one night in the Flinders University Sleep and Psychology Lab. Sleep duration was assessed using a consumer-grade sleep-tracking wearable, and sleep quality was self-reported. The following morning, participants underwent a noxious aggression provocation paradigm, after which behavioural aggression was assessed using a modified Hot Sauce Paradigm, measured via the weight of allocated wasabi paste. Trait aggression was measured using the Buss-Perry Aggression Questionnaire (BPAQ).

Results: Sleep duration significantly moderated the relationship between trait aggression and aggressive behaviour, with shorter sleep predicting greater aggression among participants higher in trait aggression (R ² _change = 0.11, p = 0.03). No such moderating effect was observed for self-reported sleep quality.

Discussion: These findings suggest that adolescents high in trait aggression may be particularly susceptible to the behavioural consequences of shorter sleep. Ensuring adequate sleep could, therefore, be especially important for reducing aggression in this subgroup. This study extends prior research by demonstrating the moderating role of objectively measured sleep duration on aggression using a controlled design and a behavioural outcome measure, offering new insights for both theoretical models of aggression and the development of targeted, sleep-based interventions for at-risk youth.

Autonomous motivation can effectively predict students' academic performance; however, the underlying mechanisms through which this occurs require further exploration. Therefore, the purpose of this study is to explore the mediating roles of self-control and learning habits in this relationship among Chinese college students. A cross-sectional survey design was employed. Data were collected via an online questionnaire platform between November and December 2024. Using a convenience sampling method, a total of 796 university students (Mage = 20.49, SD = 1.32) were recruited. Participants completed a series of questionnaires assessing autonomous motivation, self-control, and learning habits. Academic performance scores were also collected. Data analysis was conducted using SPSS 24.0 and the SPSS PROCESS plug-in developed by Hayes. The findings showed that college students' autonomous motivation directly and positively predicted academic performance (effect = 0.072), accounting for 59.02%. Notably, learning habits partially mediated the relationship between autonomous motivation and academic performance (effect = 0.021). In addition, autonomous motivation indirectly and positively affected academic performance through the chain mediating effect of self-control and learning habits (effect = 0.029). The total indirect effect was significant (effect = 0.050), accounting for 40.98% of the total effect. However, the mediating role of self-control alone was not significant. The results of this study elucidate the internal mechanisms linking autonomous motivation to academic performance and provide actionable insights for college teachers and educational departments to improve students' academic outcomes.

Objective: To investigate the current status of post-traumatic growth in patients with liver cirrhosis, analyze the influencing factors of post-traumatic growth, and provide a theoretical basis for the development of targeted intervention measures.

Methods: A total of 250 patients hospitalized with liver cirrhosis were selected using a convenience sampling method from the Departments of Gastroenterology and Infectious Diseases of three tertiary hospitals in Shandong Province, between May and November 2023. Data were collected using a general information questionnaire, Psychological Resilience Scale, Chinese-Posttraumatic Growth Inventory, and Fear of Progression Questionnaire Short Form. The influencing factors of post-traumatic growth were analyzed.

Results: A total of 250 patients with liver cirrhosis were included in the analysis. The mean post-traumatic growth score was (60.92 ± 10.74), the mean psychological resilience score was (26.89 ± 5.59), and the mean fear of progression score was (25.84 ± 6.50). Pearson correlation analysis showed a significant positive correlation between post-traumatic growth and psychological resilience (r = 0.667, p < 0.05) and a significant negative correlation between post-traumatic growth and fear of disease progression (r = -0.178, p = 0.006). Multiple linear regression analysis showed that a higher educational level (t = 2.037, p = 0.043, 95%CI: 4.164 ~ 9.442), psychological resilience (t = 11.308, p = 0.000, 95%CI: 0.342 ~ 0.744), and fear of progression in the social and family dimension (t = -2.398, p = 0.017, 95%CI: -0.388 ~ -0.026) were the main influencing factors of post-traumatic growth.

Conclusion: Post-traumatic growth in patients with liver cirrhosis is at a moderate level. Fear of disease progression, psychological resilience, and educational level are the main influencing factors of post-traumatic growth. Healthcare professionals should focus on patients with high levels of fear of progression, low psychological resilience, and lower educational levels, and implement targeted intervention measures early to improve post-traumatic growth and promote the physical and psychological well-being of liver cirrhosis patients.

The rapid integration of generative artificial intelligence (GenAI) into higher education has created a paradoxical landscape for college students: while technological advancements offer unprecedented convenience, they simultaneously exacerbate the knowledge-practice gap in AI Literacy cultivation. Traditional educational frameworks struggle to address the dynamic interplay between AI-mediated learning environments, ethical dilemmas, and competency development, leaving a critical theoretical and practical void in literacy cultivation models. To bridge this gap, this study pioneered an exploratory sequential mixed-methods design, combining qualitative interviews (n = 30) and quantitative surveys (n = 590, response rate 98.33%) to unravel the mechanisms through which GenAI use enhances students' AI Literacy. Qualitative analysis revealed a spiral-ascending literacy construction model characterized by iterative cycles of cognition-practice-evaluation, wherein 82% of participants demonstrated critical awareness of algorithmic biases and privacy risks. Quantitative results further validated a novel theoretical framework, showing that the social environment indirectly drives application practice via perceived impressions (path coefficient = 0.294, p < 0.001), with group needs fully mediating this relationship (p = 0.439 for the direct path). Structural equation modeling also identified key pathways linking perceived ease of use (β = 0.477) and technological expectations (β = 0.284) to behavioral adoption and future-oriented literacy. These findings challenge linear literacy models by emphasizing ecological dynamics and recursive learning processes, offering actionable insights for designing AI-integrated curricula and policies. Collectively, this research underscores the necessity of multi-dimensional interventions, combining cognitive scaffolding, ethical education, and skill training, to transform passive AI utilization into active literacy cultivation in the digital age.