Frontiers in Psychology最新文献

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.

Background: The mechanisms associated with cognitive issues in post-COVID condition (PCC) are still under debate. Metacognition refers to the ability to reflect and evaluate one's cognitive functioning and remains unexplored in this condition. This study aimed to investigate both local and global metacognition in individuals with PCC according to the presence of objective cognitive impairment and to assess the relationship between metacognitive abilities and fatigue, depression, and anxiety.

Methods: A total of 74 PCC (mean age = 51.45 ± 8.74 years; 78.4% female) patients and 49 healthy controls (HC) (mean age = 49.55 ± 8.84 years; 85.7% female) were included in this cross-sectional study. All participants completed a comprehensive neuropsychological battery. Local metacognition was assessed through task-specific performance estimates, collected through predictions and postdictions of the performance in the neuropsychological assessment. Global metacognition was assessed via two self-report instruments. PCC patients were classified as cognitively preserved (PCC-CP = 43) and cognitively impaired (PCC-CI = 31).

Results: PCC patients showed reduced accuracy in both local and global metacognition compared to HC. Regarding local metacognition, PCC-CI patients significantly overestimated their performance in attention, executive function and memory. For global metacognition, both PCC-CP and PCC-CI underestimated their global cognitive abilities compared to HC. Global metacognitive scores were negatively correlated with fatigue and depression only in the PCC-CP group.

Conclusion: PCC exhibit impaired local and global metacognitive accuracy, with differences according to the presence of objective cognitive impairment. These findings underscore the importance of assessing cognitive performance and metacognitive abilities in PCC patients to better understand subjective cognitive complaints and inform targeted rehabilitation strategies.

Introduction: Teacher-student interaction (TSI) is core to effective foreign language teaching (FLT), yet its linguistic-cognitive dynamics are under-explored via Complex Dynamic Systems Theory (CDST). SFLEP Cup teaching contests form natural complex dynamic systems with fixed students and rotating teachers, offering a unique context to explore TSI emergence.

Methods: We analyzed 20-minute demo lessons of 10 award-winning EFL teachers, extracting 315 teacher-student question-answer pairs. State Space Grids (SSGs) visualized TSI dynamics; a 4-point dual coding framework was applied to video data. Spearman's correlation analysis (α = 0.05) examined bivariate associations between key TSI variables.

Results: Individual teachers' adaptive variability converged into a dominant global TSI attractor state: simple elicitation questions paired with concise student answers. Linguistic TSI coupling (mean ρ = 0.771) was far stronger than cognitive coupling (mean ρ = 0.377). Effective TSI elicitation correlated positively with contest rankings, and variability/co-adaptation drove global pattern emergence from heterogeneous local teacher dynamics.

Discussion: The low-cognitive-demand TSI pattern is shaped by contest evaluation priorities and performative teaching characteristics. Teachers designed for higher-order thinking, but student cognitive output failed to match, revealing linguistic-cognitive misalignment. Variability and co-adaptation are core mechanisms for global pattern emergence from local dynamics. We call for integrating cognitively challenging interactions into routine FLT and refining contest criteria to prioritize cognitive activation over surface-level interaction fluency, extending CDST applications in L2 classroom research.

With the rapid advancement of artificial intelligence technology in education, AI-driven gamified learning environments offer innovative pathways for primary English vocabulary instruction. Grounded in self-regulated learning theory, this study systematically examines the mechanisms through which AI-personalised gamified environments influence metacognitive strategy development in primary pupils' English vocabulary acquisition. Through a meta-analysis of 45 empirical studies conducted between 2019 and 2024, the research reveals that AI-driven gamified learning environments demonstrate significant effects in promoting vocabulary acquisition (Cohen's d = 0.72), enhancing metacognitive awareness (Cohen's d = 0.68), and improving learning persistence (Cohen's d = 0.64). Adaptive feedback mechanisms played a crucial mediating role, effectively fostering learners' self-regulation capabilities by dynamically adjusting learning pathways and delivering personalised guidance. The study further revealed the significant moderating effects of cultural context, technology acceptance, and teacher support on AI gamification outcomes. This research provides theoretical foundations and practical guidance for AI applications in language education, holding considerable value for advancing the design of personalised language learning environments.

Lingnan gardens represent one of the three major schools of classical Chinese gardens. As the manifestation of regional culture and ecological wisdom in South China, they are considered irreplaceable in terms of their inherited historical context and role in shaping the spirit of locations. The aim of this study was to investigate the public's perception of the commonalities and characteristics of Lingnan gardens as well as group differences in visual perception to accurately understand the public's visual preferences for Lingnan gardens and promote their protection, utilization, and innovative development. A convenience sampling method was used to the semantic differential (SD) method, and Yuyin Garden in Guangzhou, Foshan Liangyuan Garden, Dongguan Keyuan Garden, and Shunde Qinghui Garden were selected as sample collection locations. A total of 120 valid data points were collected. Factor analysis, descriptive statistics and chi-square test were used to explore the perceptual dimensions and inter-group differences. The findings of the study were as follows: (1) Principal component factor analysis revealed that the four factors with the greatest impact on public visual perception were visual attention factors, visual information content factors, field of vision factors, and spatial visual factors. (2) Among the evaluation factors in the 120 questionnaires, the overall scoring trend was consistent, and the visual perception results of Lingnan gardens in different locations were similar. Natural elements received the highest evaluation score, and the public's evaluation of this issue was the most unified. The evaluation of area size and Western cultural elements had the most significant differences, and the opinions of the respondents were difficult to unify. (3) There were two items that differed due to different groups of people and were divided into two categories: growth factors and non-growth factors, among which growth factors have a greater impact. The differences in visual perception of Lingnan gardens were explored in this study from the perspective of the public, and a quantitative translation path for analyzing the differences in visual perception of classical Chinese gardens is proposed. Although the sample size is sufficient for an initial understanding, it is recommended that future studies involve larger and more stratified samples to enhance generalizability.

Visually impaired people constitute a large proportion of the population, and audition and olfaction serve as vital media through which they perceive urban environments. However, few studies have focused on parallel auditory and olfactory perceptual models of visually impaired individuals to comprehensively describe how they understand the environment, thus providing evidence-based urban spatial design interventions. This study aimed to construct a parallel auditory and olfactory perceptual model of the visually impaired in urban environments to characterise perceptual dimensions of spatial experience and explore the relationships among different perceptual factors. First, indicators of auditory and olfactory environmental perceptions specific to the visually impaired were extracted through interviews. Subsequently, a laboratory experiment was conducted to investigate the evaluations of the visually impaired (participants were adults with visual impairment defined as best-corrected visual acuity below 0.1) under different combinations of auditory and olfactory variables, based on which a perceptual model was constructed. This study identified 17 indicators of auditory environment perception and 10 indicators of olfactory environment perception through interviews. Through factor analysis, these indicators were grouped into five perceptual factors of the auditory environment (auditory affect, auditory spatiotemporality, auditory discriminability, auditory awareness, and auditory curiosity) and three perceptual factors of the olfactory environment (olfactory affect, olfactory awareness, and olfactory spatiality). The distributions of auditory and olfactory environment perceptions under different auditory and olfactory variables were analysed. Furthermore, the correlations between these indicators were examined to assess the feasibility of simplifying the indicator framework. This study provides a practical, evidence-based guideline, which offer tangible utility for the researchers and practitioners in urban environmental design.