Frontiers in Psychology最新文献

Introduction: Learning disabilities significantly affect students' academic performance, particularly in spelling proficiency among primary school learners. This study aimed to develop and validate the Learning Disabilities Spelling Scale (LDSS) and to evaluate the effectiveness of a remedial educational intervention designed to enhance spelling skills in students with learning disabilities.

Methods: A quasi-experimental design with experimental and control groups was employed. 24 primary school students diagnosed with learning disabilities participated in the study and were assigned to an experimental group and a control group. The LDSS was administered at three time points to examine both immediate and sustained effects of the intervention on spelling performance.

Results: Findings revealed statistically significant differences in post-test in favor of the experimental group compared with the control group, indicating the effectiveness of the remedial educational program. In addition, there were no statistically significant differences between the experimental group's post-test and follow-up scores, supporting the sustained positive outcomes associated with the intervention.

Discussion: Findings support the use of the structured remedial educational programs to improve and sustain spelling performance. These results underscore the importance of targeted assessment and intervention in addressing literacy-related learning disabilities in primary education and highlight implications for practice and future research on remediation and progress monitoring.

This study presents a valid and reliable Turkish Reading Comprehension and Fluency Screening Assessment Tool (RCF-SAT) for children aged 7 to 10, which was developed and standardized. Considering the absence of practical, audiologist-friendly instruments in existing literature, this study introduces an original screening assessment tool that evaluates reading comprehension, reading speed, and writing fluency. Consisting of a short narrative passage and eight open-ended questions, RCF-SAT was administered to a diverse sample of 457 primary school students. Statistical analyses, including explanatory and confirmatory factor analyses, validated the RCF-SAT's structure. Reliability coefficients (Cronbach's α = 0.861; McDonald's ω = 0.859) confirmed their internal consistency. The results showed consistent improvements in reading and writing performance with age. This tool provides a quick, accessible, and statistically robust method for evaluating literacy development in Turkish-speaking children.

Background: Mathematics achievement is shaped not only by cognitive skills but also by psychological factors such as self-esteem and test anxiety. Demographic characteristics, including gender, age, and school location, may further moderate these relationships, yet limited research has explored these dynamics in diverse educational contexts. Situated in Nigeria, this study examined how mathematics self-esteem and test anxiety predict mathematics achievement among adolescents, while considering the moderating role of demographic variables.

Methods: A cross-sectional design was employed with data collected from 329 secondary school students. Validated instruments measured mathematics self-esteem, mathematics test anxiety, and mathematics achievement. Bayesian beta regression was used to analyse the relationships among psychological and demographic variables, offering a nuanced understanding beyond traditional statistical approaches.

Results: Findings revealed that mathematics self-esteem positively predicted achievement, while test anxiety was negatively associated with performance. Older male students reported lower self-esteem, rural students reported higher test anxiety, and rural students demonstrated higher achievement despite elevated anxiety. Two-way interaction effects involving gender, age, and location accounted for additional variance in mathematics self-esteem and achievement.

Conclusion: The results highlight the complex interplay between psychological and demographic variables in shaping mathematics outcomes. Strengthening students' self-esteem and addressing test anxiety are essential for promoting equitable learning environments. The findings underscore the importance of demographic context, pointing to the need for targeted interventions and policies that support resilience, reduce anxiety, and enhance adolescent mathematics achievement.

Media use during early childhood is common and is related to a range of both positive and negative outcomes for children. However, the motivations for why parents allow children to use media have rarely been examined, particularly over time. The current study examines the growth of four different media motivations across four years in early childhood: using media to calm children down, to educate, for enjoyment, and to keep children busy. Additionally, predictors and outcomes of the growth of media motivations were examined. Participants included 467 infants (M age = 17.77 months at the initial time point) and their caregivers. Parents completed questionnaires once a year for 4 years on their motivations for giving their children media and on child internalizing and externalizing behaviors. Using media to keep children calm was moderate at the initial time point and decreased over time. Conversely, the other three types of media motivations increased steadily over time, particularly using media because children enjoyed it. Initial levels of motivations to keep children calm and to keep children busy were both related to externalizing behaviors 4 years later. These results suggest that media motivations change over the course of early childhood and are differentially related to child behavioral outcomes over time.

Introduction: This study investigates how academic self-concept contributes to English language achievement among Chinese EFL college students, focusing on the mediating role of academic buoyancy and the moderating role of personal best. Guided by positive psychology theory, we clarify how self-belief, resilience, and self-referenced goal striving jointly shape English learning outcomes.

Methods: Data were collected from 364 undergraduates enrolled in a private university in southern China. Participants completed a structured questionnaire. Partial Least Squares Structural Equation Modeling was employed to examine the measurement and structural models, assess mediation and moderation effects, and evaluate model fit and predictive validity.

Results: The measurement model showed satisfactory reliability and validity; the structural model tested direct, mediating, and moderating effects. Results indicated that academic self-concept positively predicted both academic buoyancy and English language achievement. Academic buoyancy also positively predicted English language achievement, yielding a significant partial mediation from academic self-concept to English language achievement via academic buoyancy. Moderation analyses revealed a non-significant personal best effect on the academic self-concept to personal best path, but a significant negative moderation on the academic buoyancy to English language achievement path, suggesting that the achievement benefits of buoyancy are weaker when students' personal best orientation is higher.

Discussion: The findings highlight the pivotal roles of academic self-concept and academic buoyancy in enhancing English language achievement while revealing boundary conditions linked to personal best. Pedagogically, strengthening students' self-belief and everyday academic resilience remains crucial; however, instructors should calibrate self-referenced goal setting to avoid inadvertently attenuating the performance yield of buoyant coping.

Introduction: This study aimed to translate the English version of the Charité Alarm Fatigue Questionnaire (not the original German version) into Chinese and evaluate its psychometric properties among ICU healthcare professionals in China.

Methods: The Charité Alarm Fatigue Questionnaire was translated into Chinese following Brislin's translation model and finalized after a pre-survey. A total of 674 questionnaires were distributed. The 634 valid responses were randomly split into two subsamples for exploratory factor analysis (n = 317) and confirmatory factor analysis (n = 317). Item analysis was performed using the critical ratio method, correlation coefficient method, and homogeneity test. Validity was assessed through content validity, construct validity, convergent validity, discriminant validity, and criterion-related validity. Reliability was evaluated using Cronbach's α coefficient, McDonald's ω coefficient, split-half reliability, and test-retest reliability.

Results: The Chinese version consisted of 9 items and 2 dimensions, with a cumulative variance contribution rate of 68.346%. The item-level content validity index ranged from 0.80 to 1.00, and the scale-level content validity index/average was 0.954. The average variance extracted and composite reliability values for each dimension met the criteria, demonstrating good convergent and discriminant validity. The criterion-related validity was 0.567. Cronbach's α coefficient was 0.855, McDonald's ω coefficient was 0.842, split-half reliability was 0.871, and the test-retest reliability was 0.719. No significant floor or ceiling effects were observed.

Discussion: The Chinese version demonstrates good psychometric properties and can be considered a valid tool for assessing alarm fatigue levels in China.

Rapid advances in large language models (LLMs) have been accompanied by a striking increase in public and user attribution of mentality to AI systems. This paper offers a structured analysis of these attributions by distinguishing three frameworks for thinking about AI mentality and their implications for interpretation. First, I examine "mindless machines" views, focusing on architectural debunking arguments that claim mechanistic or algorithmic descriptions render folk-psychological explanation redundant. Drawing on Marr's levels of analysis, I argue that such arguments are often too quick, though they highlight an important distinction between "deep" folk-psychological concepts that are sensitive to implementation and "shallow" concepts such as belief and desire that are more architecture-indifferent. Second, I assess "mere roleplay" views that treat mental-state ascriptions to LLMs as useful heuristics akin to engagement with fiction. I argue that this stance is psychologically unstable in anthropomimetic systems designed to elicit unironic anthropomorphism, and theoretically incomplete insofar as roleplay analogies typically presuppose an underlying agent. Third, I develop a "minimal cognitive agents" framework under which LLMs may warrant limited, graded attributions of belief- and desire-like states. I suggest that moving from binary to multidimensional, continuous conceptions of belief can preserve distinctions between humans, LLMs, and simpler systems while better capturing emerging interpretive practice and its normative stakes.

Introduction: Psychological flexibility has been conceptualized as the capacity to relate to internal experiences, maintain focus on the present moment, thereby allowing individuals to act according to the context in pursuit of their goals and values. It is a psychological construct related to mental health, where there is an increasing body of research that highlights its importance in athletic performance. The Psychological Flexibility Sports Scale (PFSS) is the first psychological flexibility scale specifically designed for use in sports. It has only been validated in a limited number of cultural contexts. Concerning this, the study aims to translate the PFSS into Spanish (ES-PFSS), thereby analyzing and identifying the psychometric properties of the ES-PFSS among native Spanish athletes or those with medium to high proficiency in Spanish.

Methods: The sample comprised 146 participants who practiced both team-based and individual sports. (Age 33.95 ± 11.69 years, 63.014% male). Statistical analysis was performed for reliability (internal consistency and temporal stability), construct validity, and criterion validity.

Results and discussion: The scale was confirmed to be unidimensional through confirmatory factor analysis. Significant results were found for the evaluation of construct validity. The ES-PFSS demonstrated solid criterion validity related to other constructs of psychological flexibility and perceived athletic performance. The reliability study proved to be significant, with excellent internal consistency (Cronbach's α = 0.937). The scale showed low temporal stability (ICC = 0.378).

Background: In high-stakes examination contexts such as China's Gaokao system, students frequently experience controlled motivation characterized by external pressure and learning anxiety. While research consistently demonstrates that controlled motivation undermines academic achievement, the psychological mechanisms through which this occurs remain underspecified. This study examined whether and how controlled motivation influences physics achievement through sequential effects on self-efficacy beliefs and learning strategy use among Chinese high school students.

Methods: A total of 496 s-year high school students (65.9% male; M age = 16.98 years) from three schools in Zhejiang Province completed validated measures of controlled motivation, physics self-efficacy, learning strategies, and physics achievement. Serial mediation analysis using Hayes' PROCESS Model 6 tested the hypothesized pathways through which controlled motivation influences achievement.

Results: The negative association between controlled motivation and physics achievement operates primarily through psychological and behavioral mechanisms rather than through direct pathways. These findings suggest that interventions targeting self-efficacy enhancement and learning strategy support may effectively buffer against the detrimental effects of external pressure in high-stakes educational contexts. This research integrates self-determination theory, social cognitive theory, and self-regulated learning theory into a unified framework for understanding motivation-achievement relationships.

Conclusion: These findings suggest that interventions targeting self-efficacy enhancement and learning strategy instruction could potentially buffer against the detrimental correlates of external pressure in high-stakes educational contexts. The research contributes to theoretical understanding by demonstrating empirical support for an integrated framework combining self-determination theory, social cognitive theory, and self-regulated learning theory in explaining motivation-achievement relationships.

Background: Interaction is a key element in sustaining the development of human society. The Social Baseline Theory suggests that individuals can regulate emotions through social interactions, thereby promoting physical and mental wellbeing.

Aim: This study focuses on the interaction between graduate students and their supervisors within the educational ecosystem, exploring the advantages of interpersonal emotion regulation and the role of teacher-student closeness.

Methods: Study 1 recruited 9 university teachers and 58 graduate students, and Study 2 62 of each, with behavioral experiments implemented in both.

Results: The results indicate that, whether employing cognitive reappraisal or expressive suppression strategies, the effectiveness of interpersonal emotion regulation is significantly superior to that of self-emotion regulation. Moreover, higher levels of teacher-student closeness enhance the positive effects of interpersonal emotion regulation on graduate students.

Conclusion: These findings highlight the advantage of interpersonal emotion regulation in teacher-student interactions and emphasize the critical role of high closeness. This study not only provides empirical support for understanding the effectiveness of interpersonal emotion regulation in teacher-student interactions but also offers important theoretical foundations and practical implications for constructing a mental health support system for graduate students.