Frontiers in Psychology最新文献

Background: In modern society, health issues have gained increasing attention. Physical activity, a key factor in health maintenance, is vital for college students. As future healthcare professionals, medical students' health impacts both their academic development and future professional performance. Therefore, studying their physical activity patterns is crucial for enhancing their health.

Methods: A stratified random sampling method was used to conduct a questionnaire survey among medical college students in three universities in Jiangsu Province. The questionnaire included sociodemographic information, the revised version of the Motives for Physical Activities Measure (MPAM-R), the Exercise Self-Efficacy Scale (SEE), the Kinesiophobia Causation Scale (KCS), and the short form of the International Physical Activity Questionnaire (IPAQ).

Results: There was a positive correlation between college students' physical activity motivation and physical activity level (r = 0.201, p < 0.01). Exercise self-efficacy played a partial mediating role between physical activity motivation and physical activity level, and the mediating effect accounted for 10.732% of the total effect. The kinesiophobia level could moderate the direct path of the mediation model.

Conclusion: The motivation for physical activity has a significant positive predictive effect on the level of physical activity. Exercise self-efficacy plays a partial mediating role in this relationship, and this mediation is moderated by the kinesiophobia level. Therefore, improving exercise self-efficacy and reducing the kinesiophobia level are effective ways to enhance the physical activity level of college students. It is recommended to attach great importance to this and take corresponding intervention measures.

Introduction: Indigenous communities in Latin America remain underrepresented in body image research despite sociocultural transitions. This systematic review aimed to identify the influence of aesthetic beauty models and sociocultural factors on body image in Indigenous communities belonging to Latin America.

Methods: Following PRISMA and SPIDER guidance, a systematic search (October 28, 2025) was conducted across five databases: PubMed, Web of Science, Scopus, Lilacs, and SciELO, as well as specialized eating-disorder journals. Observational and qualitative/mixed-methods studies involving Latin American Indigenous populations and addressing body image in relation to sociocultural/aesthetic models were included.

Results: Sixteen studies met eligibility criteria, spanning multiple Indigenous and rural groups in Latin America. Across settings, findings indicated the coexistence of two partially competing frameworks: (1) persistence of local/traditional values in which larger bodies and/or curvilinearity may be associated with normality, health, status, or functionality, and (2) growing influence of Western/globalized appearance ideals emphasizing thinness and/or specific body proportions, particularly among younger women and in contexts of market integration and media access. Body dissatisfaction was frequent but heterogeneous in direction, with evidence of bidirectional dissatisfaction in some samples. Media effects were context-dependent: some studies supported causal influence of televisual exposure during technological transition, whereas others highlighted stronger roles for family, peers, and healthcare providers. Measurement concerns were recurrent, including limited cultural fit of silhouette-based tools.

Conclusion: Body image in Latin American Indigenous communities reflects complex cultural negotiation between traditional meanings and Westernized ideals. More culturally grounded, longitudinal, and methodologically adapted research is needed to inform prevention and intervention approaches that protect body wellbeing without imposing Western frameworks.

Within self-determination theory, different operationalizations of motivation co-exist. Person-centered approaches, such as Latent Profile Analysis, are employed to investigate the nuances of motivation and its association with other learning variables. This is particularly advantageous, as profile analyses acknowledge that different forms of motivational regulation are not mutually exclusive and can co-occur within individuals. This study explores different motivational profiles among German upper-secondary level biology students (N = 1,419, 17.14 ± 1.48 years, 65% female) and their relationship with perceived basic need satisfaction and pressure. Despite the importance of perceived pressure in determining the quality of experience, few studies have focused on the student perspective. Using Latent Profile Analysis, four motivational profiles were identified: low motivation, average motivation, moderately self-determined motivation, and self-determined motivation. Follow-up analysis of distinct variables indicate a trend that higher proportions of self-determined regulations within a profile were associated with greater perceived need satisfaction and lower pressure. However, students in the average motivation profile reported more perceived pressure without simultaneously reporting lower need satisfaction. Additionally, not the average but the low motivation students reported the lowest levels of perceived autonomy, competence, and relatedness. Thus, it is not the presence of controlled but the absence of self-determined qualities that appears to be associated with low levels of basic need satisfaction.

Connection to nature has been recognized to be critical for health, wellbeing and eco-supportive actions. While measures of children's connection to nature are relatively high, studies indicate a decline during early adolescence. Inconsistencies in existing research on conceptualization and measurement, along with the need to consider the unique experiences and perspectives of younger generations, highlight the need for an improved conceptual framework that guides the development of instruments that assess connection to nature. This article presents an integrative review that synthesized empirical literature from diverse fields to identify key dimensions of nature connectedness: emotional and relational connection, cognitive connection, experiential and sensory engagement, philosophical-ethical-spiritual connection, sustainable practices and stewardship, and psychological and physical wellbeing. An iterative integrative review methodology involving concept mapping and peer review feedback was employed to develop the Integrated Nature Connectedness Framework. The resulting framework is expected to guide the development of age-appropriate instruments for assessing connection to nature. By providing a holistic understanding of human-nature relationships in the context of a rapidly changing, technology-driven world, the Integrated Nature Connectedness Framework aims to inform educational strategies that effectively nurture nature connectedness and sustainable behaviors of adolescents.

Musical sight-reading requires decoding visual notation into coordinated motor actions, making it an invaluable paradigm for studying the perceptual and motor representations underlying perception-action coupling. Two experiments examined the impact of tonal modulations on sight-reading, having pianists perform melodies varying in the tonal distance of their modulation (no modulation, close modulation, mid modulation, and far modulation). Experiment 1 presented melodies in a random order, whereas Experiment 2 presenting melodies blocked by condition (no modulation melodies first versus modulating melodies first). In both studies, analyses of performance errors revealed increased errors from the initial key to the subsequent key. Additionally, both experiments found gradated tonal distance effects, with far modulations producing the largest difference in error rate between initial and subsequent keys, no modulations producing the least difference, and close and mid modulations falling in between the two. Finally, both experiments observed a spike in error rates, with errors peaking at the transition point from the initial to the subsequent key. Of note is that Experiment 1 showed this (albeit non-significant) pattern for the no modulation melodies, suggesting that pianists developed expectations for key modulation irrespective of its occurrence. Experiment 2 confirmed this hypothesis, demonstrating no change in error rates for no modulation melodies when pianists performed these melodies prior to experiencing the modulating melodies. Together, these results support a perception-action account of piano performance, and suggest intriguing new directions for research on real-time music performance.

Background: This study investigates the neuromuscular control strategies and motor expertise underlying complex yoga movements by comparing expert (n = 17) and novice (n = 17) female practitioners during two twisting poses: the Standing Twist (ST) and the Semi-Triangle Twist (STT).

Methods: Utilizing musculoskeletal modeling and surface electromyography (sEMG), we examined how internal coordination adapts to varying task demands.

Results: While the STT imposed significantly higher mechanical demands-evidenced by greater peak trunk rotation (p < 0.001), higher peak moments (p = 0.020), and increased erector spinae activation-the external kinematic performance did not distinguish experts from novices. Crucially, expertise was manifested at the neuromuscular level: experts exhibited a refined recruitment pattern characterized by higher rectus abdominis activation compared to novices (unadjusted p < 0.05), suggesting a more targeted core stabilization strategy. Furthermore, the lower-load ST pose induced a significantly higher lumbar co-activation ratio (p = 0.015), indicating that muscular coordination efficiency is non-linearly related to task difficulty.

Conclusion: These findings suggest that motor expertise in yoga is not defined by observable movement outcomes, but by the optimization of internal motor representations and the strategic recruitment of musculature to manage spinal stability.

Objective: This study examined female college athletes to explore the association between training stress and psychological well-being. It further investigated whether general self-efficacy and psychological resilience mediate this association.

Methods: A questionnaire survey was administered to 604 female college athletes. The instruments included the Training Distress Scale, the General Self-Efficacy Scale, the Psychological Resilience Scale, and the Psychological Well-Being Scale. PROCESS Model 6 with 5,000 bootstrap resamples was used to test the serial mediation effects.

Results: Training stress was significantly negatively correlated with psychological well-being (r = -0.356, p < 0.001, N = 604). The serial mediation regression analysis showed that training stress significantly and negatively predicted psychological well-being (β = -0.174, p < 0.001, 95% CI [-0.244, -0.104]). Bootstrap analyses (5,000 resamples) indicated a significant total indirect effect (indirect effect = -0.182, BootSE = 0.025, 95% BootCI [-0.232, -0.133]), accounting for 51.1% of the total effect. Within the total indirect effect, the specific indirect effect via general self-efficacy was -0.084 (46.2% of the total indirect effect, 95% BootCI [-0.125, -0.048]), the specific indirect effect via psychological resilience was -0.065 (35.7, 95% BootCI [-0.101, -0.035]), and the serial indirect effect via general self-efficacy and psychological resilience was -0.033 (18.1, 95% BootCI [-0.049, -0.020]).

Conclusion: Training stress significantly undermines psychological well-being in female college athletes. This influence manifests not only as a direct effect but also indirectly through general self-efficacy, psychological resilience, and their chain mediation. Therefore, enhancing general self-efficacy and psychological resilience may be an effective approach to reduce the negative impact of training stress and to promote psychological well-being in female college athletes.

Crystals are fascinating structures of solid or liquid matter where atoms, molecules, and/or ions are, on average, arranged in a highly ordered lattice. It is well-documented that some of the earliest objects collected by our hominin ancestors, without evident practical purpose, were small quartz and calcite crystals. These crystals, measuring a few centimeters, had no known utility as weapons, tools, or ornaments. However, hominins appear to have appreciated these stones, collecting and transporting them from their place of discovery to their shelters. This behavior, registered as far back as 780,000 years ago, has been interpreted as early evidence of symbolic thought in much younger archaeological contexts. In this study, we adopted an experimental approach to investigate the factors underlying the nature of our ancestral fascination with crystals. We designed a series of experiments with enculturated chimpanzees, one of our two closest living nonhuman relatives, who share significant genetic and behavioral traits with humans. The experiments aimed to identify which physical properties of crystals might have attracted chimpanzees and hominins. Our results suggest that enculturated chimpanzees can identify and distinguish crystals from other types of stones. We found that transparency and geometric shape were the two attractors guiding chimpanzees. These properties are notably salient in the natural environments of both chimpanzees and hominins. Furthermore, the crystals elicited exploratory behaviors in the enculturated chimpanzees, who engaged in voluntary and intentional actions to investigate crystalline transparency and compare shape. We discuss the relevance of these findings for understanding hominin behavior, proposing that similar responses to crystals in hominins and non-hominin apes could reflect a shared cognitive predisposition. Our study provides insights into the potential role of crystal collection in cognitive evolution and highlights the significance of material properties in shaping early symbolic behaviors.

Artificial Intelligence (AI) can help teachers plan lessons more efficiently, but it also raises concerns about increased cognitive load, loss of autonomy, and uniform lesson plans. This study aims to investigate drivers of English teacher perceived usefulness (PU), needs satisfaction (NS), and behavioral intention (BI) towards AI-assisted lesson planning tools. By integrating Technology Acceptance Model 2 (TAM2), Decomposed Technology Acceptance Model (DTAM) and Self-Determination Theory (SDT), we propose a research model positioning output quality (OQ), job relevance (JR), and result demonstrability (RD) as antecedents, PU and NS as mediators, and BI as the outcome variable. Data were collected from 485 English teachers via a questionnaire survey and data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results revealed that OQ significantly enhances both PU and NS (p < 0.001). JR and RD significantly and positively influence PU (β = 0.435, p < 0.001 for RD; β = 0.185, p < 0.001 for JR) but show no significant direct effect on NS (p > 0.05). Furthermore, both PU (β = 0.428, p < 0.001) and NS (β = 0.180, p < 0.001) directly and significantly predict BI, with NS serving as a significant mediator in the PU-BI pathway (β = 0.095, p < 0.05). These findings offer a solid theoretical and empirical foundation for understanding the cognitive and psychological mechanisms underlying teachers' AI adoption behavior, and provide targeted practical implications for the design and promotion of AI educational tools.

This paper aims to examine and transcend the "single-track" analytical paradigm of peer feedback research in the field of second language acquisition (SLA), and construct a novel "Conceptual framework of dual-role engagement." Traditionally, learner engagement research has primarily focused on learners' cognitive, behavioral, and emotional responses as feedback recipients. Derived from research on teacher feedback and automated assessment systems, this perspective fails to fully capture the dual role of learners as both feedback providers and recipients/processors in peer feedback activities, as well as the interactive nature of their roles. This study pays particular attention to the context of second language oral communication, precisely because oral feedback is highly immediate, interactive, and can most vividly reflect learners' dynamic engagement process in switching between dual roles. This paper first outlines the paradigm shift in feedback concepts from one-way transmission to dialogue and negotiation, as well as the core characteristics of peer feedback as a social and collaborative language practice. Subsequently, it systematically reviews the development trajectory of learner engagement theory and its application and limitations in SLA feedback research, pointing out the theoretical gaps when directly applying the classic three-dimensional (cognitive, behavioral, emotional) model to peer feedback contexts. Based on this, this study proposes a "dual-role engagement framework" specifically tailored for SLA oral peer feedback, supported by sociocultural theory and cooperative learning theory. This framework examines learners' engagement simultaneously on two interrelated tracks: "providing feedback" and "processing feedback," elaborating on the specific connotations, observational indicators, and interactive mechanisms of learners' cognitive, behavioral, and affective engagement when playing different roles. This study serves as a conceptual proposal. It represents a refined development of learner engagement theory. It also provides new conceptual tools to advance peer feedback research. Specifically, these tools facilitate a shift from a "result-oriented" to a "process-oriented" approach, and from viewing feedback as one-way transmission to understanding it as dialogue construction. Future research can commence from four aspects: the development of measurement tools, the verification of dynamic mechanisms, the exploration of influencing factors, and the testing of practical applications, to empirically consolidate and refine the theoretical framework.