Frontiers in Psychology最新文献

Introduction: The commercialization of the Body Positivity (BoPo) movement on social media platforms has sparked ongoing debate regarding its impact on audience body image.

Methods: This study employs a randomized controlled online experiment, recruiting 172 young Chinese women (aged 18-30) and randomly allocating them into three groups: a body-positive advertising group, ideal beauty (thin-ideal) advertising group, and an appearance-neutral post group featuring natural scenery.

Results: The results indicate that exposure to brand-posted BoPo advertisements significantly increased participants' positive mood, body satisfaction, and body appreciation compared to both the ideal beauty advertisement and the appearance-neutral post groups, further supporting core tenets of Positive Body Image theory. Notably, BoPo advertisements also resulted in a reduction in self-objectification levels. This finding contrasts with some existing literature and suggests that body-positive content may operate through a more complex and potentially more positive psychological mechanism within the context of social media commercialization.

Discussion: Overall, this research demonstrates a significant positive influence of commercialized BoPo content on the body image of young women. It provides important theoretical and empirical evidence for further understanding and evaluating the evolving commercialization of the Body Positivity movement and contributes to the understanding of its psychological mechanisms in a commercial context.

Introduction: This study examined the factorial validity and cross-cultural invariance of the Learning Climate Questionnaire in Physical Education (LCQ-EF) among adolescents from Mexico and Spain.

Methods: A total of 1,753 secondary school students (896 Mexican, 857 Spanish) completed the LCQ-EF. Multigroup confirmatory factor analyses tested configural, metric, scalar, and strict invariance, including invariance across genders and two age groups (12-14 and 15-17 years).

Results: The results indicated excellent internal consistency (α and ω > 0.90) in both samples and supported strict invariance between Mexico and Spain, as well as across genders and two age groups, confirming that the LCQ-EF measures autonomy support equivalently across cultures, gender, and age groups.

Discussion: The findings validate the LCQ-EF as a reliable tool for cross-cultural assessment of the perceived learning climate in Physical Education. The study highlights the universality of autonomy-supportive teaching as posited by Self-Determination Theory and provides a valid instrument to evaluate teacher behaviors that foster motivation and engagement in diverse cultural contexts.

Purpose: This study investigated the acute effects of green and blue environment exposure combined with Tai Chi exercise on the short-term emotions of elderly males, and comparatively analyzed the characteristics of acute emotional responses to short-term exposure to different environment types paired with Tai Chi exercise, as well as differences in the maintenance of acute emotional effects following subsequent exposure to different environments after the combined intervention.

Methods: Elderly males from Qinlou Subdistrict, Donggang District, Rizhao City, Shandong Province were recruited and assigned to four groups using the random number table method: conventional environment + Tai Chi (TJQ, N = 23), green environment + Tai Chi (GTJQ, N = 24), blue environment + Tai Chi (BTJQ, N = 23), and balanced green-blue environment + Tai Chi (GBTJQ, N = 24). An acute longitudinal dual-intervention model of "short-term green and blue exposure + short-term Tai Chi exercise + short-term continuous green and blue exposure" was implemented. Heart rate variability (HRV), blood pressure, and short-term positive and negative emotion indices were measured at four time points: prior to the experiment, after 20-min environmental viewing, immediately post-exercise, and at heart rate recovery to resting level.

Results: Compared with baseline, the GTJQ, BTJQ, and GBTJQ groups exhibited positive changes in HRV, blood pressure, and emotional indices after 20-min environmental viewing. All of the groups (TJQ, GTJQ, BTJQ, and GBTJQ) demonstrated positive changes in these parameters immediately after acute exercise and at heart rate recovery to resting level. The magnitude of acute positive emotional changes across all of the time points followed the order: BTJQ > GBTJQ > GTJQ > TJQ, with the BTJQ group showing the most pronounced changes.

Conclusion: Acute exposure to different types of green and blue environments exerts positive effects on the short-term emotional health of elderly males. On this basis, acute exposure to different green and blue environments in combination with Tai Chi exercise further enhances short-term emotional outcomes in elderly males. Further, following this combined acute effect, continuous exposure to different green and blue environments maintains positive emotional changes for a longer duration during the recovery period. The environment types, ranked by the magnitude of acute positive changes and maintenance effects, are as follows: blue environment > balanced green-blue environment > green environment > conventional environment.

Introduction: This study aimed to evaluate the impact of an 8-week Mindfulness-Based Stress Reduction (MBSR) program on sleep quality and academic stress among Chinese school adolescents.

Methods: A total of 46 students were recruited and randomly assigned to either the experimental group (n=22), which participated in the 8-week MBSR program, or the control group (n=24), which received no intervention. Assessments using the Pittsburgh Sleep Quality Index (PSQI), the Academic Stress Questionnaire (ASQ), and the Five Factors Mindfulness Scale (FFMQ) were conducted before and after the intervention period.

Results: Following the 8-week MBSR program, the experimental group demonstrated significant reductions in total scores for both sleep quality and academic stress, alongside a significant increase in total mindfulness score. In contrast, the control group showed no significant changes in academic stress, sleep quality, or mindfulness scores over the same period.

Discussion: The findings indicate that the 8-week MBSR program effectively improved sleep quality, reduced academic stress, and enhanced mindfulness levels in Chinese adolescents, suggesting its potential as a beneficial intervention in school settings.

Among patients receiving internet-delivered cognitive behavioral therapy (iCBT) for depression in routine clinical practice, 101 patients were randomized to either iCBT as usual or to iCBT with add-on scheduled telephone support (STS). Depression symptoms improved in both groups. STS increased adherence, as measured by reaching mid-treatment and completing therapy. Unlike in our previously reported population at risk of dropout, STS did not enhance symptom improvement. STS significantly reduced the time in therapy compared to the at-risk population. STS enhances adherence to iCBT for depression, with an additional effect on severity only in the at-risk population.

Introduction: War-related stressors can have profound effects on family psychological wellbeing, with young children being particularly vulnerable to emotional distress when their parents experience heightened anxiety. This study examined the association between maternal anxiety and child emotional distress during a period of war-related stress and explored parental factors that may protect children from heightened distress.

Methods: The sample included 135 mothers and their children residing in central Israel, who were exposed to daily missile attacks during the first month of the "Iron Swords" war. Mothers completed standardized questionnaires assessing maternal anxiety (GAD-7), parental self-efficacy (MaaPS-SF), war-related parent-child communication, and child emotional distress (PEDS).

Results: Results indicated that higher levels of maternal anxiety were positively associated with greater child emotional distress. However, this association was not significant among mothers with higher self-efficacy, nor among those who engaged in conversations with their children about the war. Maternal anxiety increased with child age and decreased with maternal self-efficacy, yet the buffering roles of self-efficacy and parent-child conversations were consistent for children of all ages.

Discussion: These findings emphasize the importance of supporting parental self-efficacy and fostering open parent- child communication as protective factors that may enhance family resilience during wartime.

Background: The rapid integration of artificial intelligence (AI) technologies in education highlights the urgency of understanding pre-service teachers' readiness to adopt these tools effectively. Although prior research has separately examined AI self-efficacy, AI anxiety, and generative AI acceptance, few studies have investigated their interrelations within a unified framework. This study linguistically adapted and psychometrically validated the Turkish version of the Brief General AI Self-Efficacy Scale (GSE-6AIS) and explored its associations with AI anxiety, generative AI acceptance, and demographic characteristics.

Methods: Data were collected from 941 pre-service teachers (52.4% female, 47.6% male; M = 21.97 years, SD = 1.45) recruited via convenience sampling from seven Turkish universities. Confirmatory factor analyses supported the scale's unidimensional structure and internal consistency, and multi-group analyses indicated gender invariance.

Results: The results showed that higher AI knowledge predicted greater self-efficacy and generative AI acceptance, and lower AI anxiety, whereas gender and computer use showed no significant effects. Mediation analyses revealed that AI self-efficacy partially mediated the relationship between AI anxiety and generative AI acceptance, highlighting its role as a key psychological mechanism. Integrating Bandura's self-efficacy theory with the Technology Acceptance Model (TAM), findings highlight AI self-efficacy as a central mechanism linking anxiety to generative AI acceptance.

Conclusion: These findings indicate that the Turkish AI Self-Efficacy Scale is a reliable and valid measure and underscore the importance of fostering self-efficacy to reduce anxiety and enhance acceptance of generative AI in educational contexts. The results have practical implications for teacher education programs aiming to prepare future educators for the increasing presence of AI in learning environments.

Background: In the post-pandemic era, the number of college graduates has continued to reach new highs, while employment rates have fallen to a ten-year low. Career decision self-efficacy (CDSE) has been shown to significantly predict job search persistence and employment quality; however, the underlying mechanisms remain unclear. Growth mindset is considered an intervenable psychological resource, and its role in areas such as health and academics has been demonstrated. However, empirical research explaining how it is transformed into career confidence through the chain pathway of "perceived social support → meaning in life" is lacking. Clarifying this progressive mechanism could provide evidence-based strategies for university career guidance.

Objective: The study aimed to examine the chain-mediated effects of perceived social support and meaning in life on the relationship between growth mindset and career decision-making self-efficacy among college students.

Method: A survey was conducted among 556 students from Hunan University of Traditional Chinese Medicine using the Growth Mindset Scale (GMS), the Career Decision Self-Efficacy Scale-Short Form (CDSE-SF), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Chinese version of the Meaning in Life Questionnaire (C-MLQ).

Results: Correlation analysis showed significant positive correlations between growth mindset, career decision-making self-efficacy, perceived social support, and meaning in life (r = 0.359-0.538, p < 0.001). Growth mindset had a significant direct effect on career decision-making self-efficacy (β = 1.761). Growth mindset also positively predicted perceived social support (β = 1.278) and meaning in life (β = 0.978). Perceived social support positively predicted meaning in life (β = 0.017) and career decision-making self-efficacy (β = 0.433). Moreover, meaning in life positively predicted career decision-making self-efficacy (β = 0.304). Bootstrap analysis confirmed that the chain-mediated effect of perceived social support and meaning in life on the relationship between growth mindset and career decision-making self-efficacy was significant, accounting for 34.24% of the total effect. The effect values of the three mediation pathways accounted for 20.65, 2.46, and 11.13% of the total effect.

Conclusion: Growth mindset can directly enhance college students' career decision-making self-efficacy and can also indirectly influence it through perceived social support and meaning in life.

Online risk-taking among middle school-aged children is a growing concern, along with its potential consequences. With the widespread use of internet technologies, the likelihood of children encountering online risks can increase in parallel with the increase in usage. To date, there has been very little research on factors that could protect against online risks. The current study aims to fill this knowledge gap by measuring online risk-taking and mindfulness levels in a sample of 574 middle school students in Ankara, Türkiye, using descriptive and correlational screening models to determine the relationship between mindfulness and online risk-taking among middle school-age children and how demographic and personal characteristics predict both variables. Data were collected using the "Online Risk-Taking Scale" to measure online risk-taking levels, the "Mindfulness Scale for Children and Adolescents" to measure mindfulness attitudes, and the "Demographic and Personal Information Questionnaire" to measure demographic and personal characteristics. The results indicate a significant negative correlation between mindfulness and online risk-taking; demographic and personal characteristics such as age, gender, academic achievement, and daily screen time significantly influence online risk-taking; age, gender, birth order, father's employment status, academic achievement, social relationships, and daily screen time significantly influence mindfulness. These findings emphasize the importance of mindfulness in online risk-taking, highlight the need for further research on this topic in this age group and on mechanisms to prevent children from engaging in risky behavior online; underscore the need for collaboration among all environmental systems in which children are embedded to keep them safe online; and stress the importance of developing educational programs and interventions to enhance children's mindfulness.

Developing literacy is a fundamental goal of public education. In pursuit of inclusive and equitable quality education (SDG 4), a deeper understanding of literacy development in pupils with special educational needs (SEN) is essential. Guided by the Direct and Indirect Effects Model of Reading (DIER), this longitudinal study investigated the development of listening comprehension (LC) and its role in reading fluency among a heterogeneous sample of SEN pupils (N = 103) identified by teachers in Chinese inclusive primary schools. Standardized assessments showed that pupils with SEN had lower LC than their typically developing peers in the same grades, and this gap widened over 1 year. Robust regression analysis revealed that vocabulary exerted a substantial positive effect on LC, while gender and grade were not. Both LC and orthographic knowledge significantly predicted reading fluency. These findings highlight the potential benefits of (1) targeted interventions to strengthen vocabulary, LC, and orthographic knowledge in pupils with SEN, and (2) refining teacher-based SEN identification procedures, which may contribute to enhancing inclusive education quality and promoting educational equity.