Frontiers in Psychology最新文献

Introduction: This study examines the complex interplay between childhood maltreatment and suicidal ideation among Chinese female college students within China's collectivistic context, examining affective balance as a mediator and expressive suppression as a culturally contingent moderator.

Methods: A cross-sectional design was employed with 2,280 female undergraduates from 11 universities across eight Chinese provinces. Participants completed validated measures, including the Childhood Trauma Questionnaire, Beck Scale for Suicide Ideation, Bradburn Affect Balance Scale, and Emotion Regulation Questionnaire. The data were analyzed by conducting moderated mediation analysis with bootstrapping procedures to test the hypothesized pathways.

Results: Affective balance significantly mediated the relationship between childhood maltreatment and suicidal ideation (indirect effect = 0.12, 95% CI [0.08, 0.16]). Expressive suppression moderated this mediation pathway, with higher levels of suppression attenuating the adverse effects of childhood maltreatment on affective balance (interaction effect = -0.09, p < 0.01). The protective buffering effect was particularly pronounced at moderate to low levels of childhood trauma.

Discussion: Consistent with prior cross-cultural psychology research, the present findings substantiate the adaptive role of expressive suppression in China's collectivistic cultural context. Rather than challenging Western emotion regulation models, this study extends the existing evidence by demonstrating context-specific patterns of emotion regulation among Chinese participants. These results underscore the importance of incorporating cultural variability into models of emotion regulation and suggest that culturally informed approaches are essential for understanding emotional adjustment and mental health across societies.

Introduction: This study aims to provide researchers with a comprehensive literature review that illustrates how students' creative thinking ability has informed the development of meaningful research pathways.

Methods: The systematic review highlights the significance of incorporating student perspectives and is grounded in empirical studies published between 1954 and 2025, retrieved from the Scopus database. From an initial pool of 186 studies, 30 met the inclusion criteria and were analyzed qualitatively.

Results: The review provides an in-depth portrayal of how creative thinking among students is addressed within educational research. While quantitative methods dominate, they often fall short in capturing the complexity of motivational factors. In contrast, qualitative approaches present opportunities for methodological innovation. The geographical diversity of the studies particularly the strong representation from Asia underscores the global relevance of this topic.

Discussion: This review not only maps current research trends but also identifies promising directions for future inquiry, advocating for flexible and context-sensitive strategies to enhance students' creative thinking. To the best of our knowledge, this systematic review integrates analyses of creative thinking with related meta-literature, addressing an underexplored area and contributing to ongoing academic development.

Introduction: The quiet eye (QE) period is the interval of the final gaze fixation before the start of a decisive movement in each sport. QE is considered essential for successful performance in activities that require throwing or aiming at a target, such as basketball free-throw shooting. The purpose of the present study was two-fold, aiming to (a) compare gaze fixation parameters between successful and unsuccessful shots, and (b) investigate the relationships between gaze fixation variables, with eye-hand coordination, self-talk, anxiety, and emotion variables.

Methods: Thirty-one basketball players participated in the Hellenic Women and Men U18 National Teams volunteered to participate in the study. Each participant completed ten free-throw shots while wearing the ET Vision system during the trials. The mean of the gaze variables value across these attempts was calculated. The participants filled in the Sport Anxiety Scale-2 based on how they usually feel, the Activation-Deactivation Adjective Checklist, and the Self-Talk Questionnaire based on how they felt before and during, respectively, the free-throw shots.

Results: The results showed significant differences in gaze fixation parameters between successful and unsuccessful shots. There were significant negative correlations between concentration disruption and gaze fixation parameters. Positive and neutral correlations were observed between gaze parameters and instructional and motivational self-talk, respectively.

Discussion: Successful free throws feature extended QE, onset, and longer fixation duration, and higher proximity of longer fixation to QE. Eye-hand coordination drills should be included in athletes' physical training, as successful performance is a proactive, not a reactive, process. The application of psychological preparation programs and stress management techniques would help athletes to eliminate the negative effects of anxiety and disrupted concentration on their performance. These findings support a well-rounded basketball training approach that integrates technical instruction, visual strategies, and psychological skill development.

Objectives: This conceptual study examines how Islamic mindfulness practices (Muraqabah, Dhikr, Salah) influence psychological processes that extend beyond spiritual benefits, shaping decision-making and well-being in both personal and professional domains.

Methods: Employing a conceptual analysis methodology, this research synthesizes interdisciplinary literature from Islamic studies, psychology, consumer behavior, and organizational management to theoretically explicate the psychological mechanisms of these practices.

Results: The analysis suggests that these practices may cultivate heightened self-regulation, intentionality (Niyyah), and ethical attentional orientations, including tendencies toward reduced materialism. This psychological profile is theorized to be associated with more deliberate and ethically oriented consumption tendencies and with orientations supporting professional resilience, focus, and ethical decision-making.

Conclusion: This paper theorizes that Islamic mindfulness may provide a framework for understanding culturally embedded forms of mindfulness. While explicitly conceptual and exploratory in nature, it highlights directions for empirical validation and introduces a Culturally Embedded Mindfulness Model (CEMM) that contributes to ongoing debates in mindfulness science regarding universality versus cultural specificity.

Objective: Prostate cancer (PCa) patients often suffer from sleep problems. The aims of this study were to compare several questionnaires for measuring sleep problems, to compare the sleep problems of PCa patients with those of the general population, to calculate associations between sleep problems and other variables, and to analyze the factor structure of sleep items.

Methods: A sample of 309 PCa patients treated in a German rehabilitation hospital were examined. Their sleep problems were assessed with the Pittsburgh Sleep Quality Index (PSQI), the Insomnia Sleep Scale (ISI), the Jenkins Sleep Scale (JSS), and two single-item measures. In addition, questionnaires on quality of life, anxiety, depression, and fear of cancer recurrence were used.

Results: Sleep quality in the PCa group was markedly worse than that of the general population, with effect sizes between 0.69 and 0.97. The correlations between the sleep scales ranged from 0.64 to 0.84, which indicates a certain but not complete interchangeability. Sleep problems were associated with anxiety, depression, and fear of cancer recurrence. A principal component analysis yielded three factors underlying the items of the sleep instruments.

Conclusion: The study confirmed sleep problems in PCa patients. Results obtained by using one specific questionnaire can only be partly generalized to other instruments.

Young children's heart rates (HR) have been shown to decrease, and heart rate variability (HRV) has been shown to become suppressed, in response to new stimuli. This response has been documented when children experience novel physical objects as well as novel aural stimuli, giving cause to wonder whether novel musical stimuli would be accompanied by cardiovascular changes. The purpose of this study was to (1) document children's HR and HRV in a naturalistic setting (early childhood music classes), (2) conduct analyses to ascertain whether HR and HRV are associated with the level of familiarity of musical material among study participants, and (3) draw recommendations for follow-up research based on methods used in this preliminary study. Seven children, ages 3-5, engaged in 30-min music classes, once-per-week for eight consecutive weeks, while wearing heart rate monitors. Findings included a notable synchronization of heart rate across children and in response to the musical content of classes. Analysis of variance revealed that heart rates during unfamiliar music were significantly lower than during transitions or familiar music; however, a random effects linear panel model did not detect a significant difference between the heart rate means in the varying familiarity/transitional states. Recommendations for follow-up research include employing a more complex analytical model in order to better capture the serial correlation and moving trend of the heart rate data, incorporating technology that produces continuous heart rate tracking and can be employed in naturalistic settings, and engaging with a larger sample in order to determine the extent to which changes in heart rate during music classes may be associated with the familiarity of the musical material.

Introduction: The practice of cooperative learning (CL) in the classroom has positive effects on performance and affective and social variables. Moreover, CL can be a methodology that favors the emergence of prosocial behaviors. In this research we intend to study the connection between CL as a contextual variable and prosocial behavior in Primary Education. We analyze the degree to which the five key components of CL (Social skills, group processing, promotive interaction, positive interdependence and individual accountability) explain and predict prosocial behavior among students.

Methods: The sample was made up of 490 students between 10 and 12 years old complementing the Cooperative Learning Questionnaire (CLQ) to measure prosocial behavior using the Prosocial Behavior scale of the Strengths and Difficulties Questionnaire (SDQ).

Results: The results show significant associations between prosocial behavior and Global Cooperation in the classroom (β = 0.0387; p < 0.001). Our results show that social skills (β = 0.194; p < 0.01), group processing (β = 0.095; p < 0.01) and individual responsibility (β = 0.091; p < 0.01) in a cooperative classroom are associated with students' prosocial behavior.

Discussion and conclusion: This study has demonstrated the relationship between cooperative classrooms and prosocial behavior. A cooperative classroom is an effective tool for giving and receiving social support. Interaction and group processing in cooperative classrooms enable students to develop social skills, which are a predictor of prosocial behavior. Cooperative classrooms make students more accountable, and this accountability has a positive impact on prosocial behavior. These findings represent a new contribution to the theoretical framework of CL and derive methodological implications for teaching practice. Therefore, it will be necessary to disseminate and motivate teachers to apply this methodology in the classroom.

Background: Loneliness among college students has reached epidemic proportions, yet the specific behavioral and environmental mechanisms through which attachment security protects against loneliness remain unclear. While previous research has focused on how attachment insecurity contributes to loneliness, less attention has been paid to understanding the protective pathways of attachment security. This study examined a serial mediation model in which self-disclosure quality and perceived social support sequentially mediate the attachment security-loneliness relationship.

Methods: A cross-sectional survey of 1,098 Chinese college students (M_age = 20.15, SD = 1.28; 82.9% female) assessed attachment security (closeness dimension), self-disclosure quality (depth and honesty composite), perceived social support, and loneliness using validated instruments. Serial mediation analysis was conducted using PROCESS Model 6 with bootstrap confidence intervals.

Results: The model explained 43.2% of loneliness variance. Three significant indirect pathways emerged: perceived social support alone (B = -0.433, 69.5% of total indirect effect), complete serial mediation through self-disclosure quality and perceived social support (B = -0.110, 16.9%), and self-disclosure quality alone (B = -0.084, 13.6%). All hypothesized relationships were supported, with perceived social support serving as the dominant protective mechanism.

Conclusion: Perceived social support represents the primary pathway linking attachment security to reduced loneliness, while behavioral mechanisms through self-disclosure quality provide secondary protection. These findings advance understanding of attachment security's protective mechanisms and suggest that interventions should prioritize enhancing students' capacity to recognize and utilize available social resources, with supplementary focus on developing high-quality disclosure behaviors.

Background: Digital game addiction is a rapidly developing social and mental health concern that is closely related to emotion regulation difficulties. The present study aimed to compare the effectiveness of acceptance and commitment therapy (ACT), emotion-focused therapy (EFT), and attachment-based therapy (ABT) in improving emotion regulation among adolescents with digital game addiction.

Methods: The present study was an interventional study employing a pretest-posttest design and a control group. The sample included 100 adolescents aged 13-18 years who were diagnosed with gaming disorder according to the 11^th Revision of the International Classification of Diseases (ICD-11) criteria. Participants were selected using purposive sampling and were assigned to four groups of 25 individuals each, including three experimental groups and one wait-list control group. The 7-item Digital Game Addiction Scale (DGAS-7) and the Regulation of Emotions Questionnaire among Adolescents (REQ-A) were used to gather data. ACT and EFT were administered in eight sessions, whereas ABT was delivered in 10 sessions. Data were analyzed using repeated measures ANOVA in SPSS.

Results: It was found that the three therapeutic strategies produced a significant increase in functional emotion regulation scores (internal and external) and a significant decrease in dysfunctional emotion regulation scores compared to the control group (p < 0.001). However, the effect sizes for the ACT and EFT groups were very large compared to the ABT group. There was no significant difference between ACT and EFT; nevertheless, both interventions were significantly more effective compared to ABT at both the posttest and follow-up stages.

Conclusion: ACT and EFT are more effective interventions for improving emotion regulation among adolescents with digital game addiction because of their emphasis on psychological flexibility and emotionally profound processing. Although ABT was found to be moderately effective, it can be used as an adjunctive therapy, particularly in cases involving relational problems.