Frontiers in Psychology最新文献

Rumination is a core modifiable cognitive risk factor for the onset and maintenance of mood and anxiety disorders. Exercise emerges as a safe, accessible, and scalable non-pharmacological intervention with potential to mitigate rumination and enhance mental health. This review synthesizes evidence on the neurobiological mechanisms and clinical efficacy of exercise interventions for rumination. Evidence suggests that exercise modulates activity in the default mode network and PFC-limbic circuits, and promotes the release of key neurotransmitters and neurotrophic factors. Therapeutic outcomes are influenced by exercise modality, intensity, frequency, and individual differences. Integrating exercise with psychotherapeutic or digital tools could produce synergistic effects. Future research requires large-scale, longitudinal trials to elucidate the underlying mechanisms and optimize personalized intervention strategies.

Objective: This study examined the heterogeneous nature of dual-career stress and its asymmetric associations with on adolescent athletes, aiming to: (1) identify distinct stress profiles based on academic, training, and role-conflict stressors; (2) assess whether stress associations vary across levels of athletic burnout and academic performance; and (3) test whether stress profiles moderate these relationships.

Methods: A two-wave longitudinal study included 843 adolescent male football players in China. Latent Profile Analysis (LPA) categorized participants using three stressor subscales at Time 1. Quantile Regression (QR) at Time 2 (6 months later) analyzed the association between total stress and athletic burnout and academic performance across five quantiles (τ = 0.10-0.90), with stress profile as moderator, controlling for social support, time management, and demographics.

Results: LPA revealed four profiles: Balanced Moderates (37.2%), Academically Overwhelmed (28.1%), Sport-Centric Strained (22.0%), and Dual-Track Distressed (12.7%). QR showed the positive association between stress and burnout increased across quantiles (β = 0.41 at τ = 0.10 to 0.78 at τ = 0.90), with the strongest association observed among already burnt-out athletes most. For academic performance, the negative association between stress and performance was strongest at lower quantiles (β = -0.71 at τ = 0.10) and weaker at higher quantiles (β = -0.29 at τ = 0.90). Stress profiles significantly moderate these relationships: the Dual-Track Distressed profile showed the strongest association with on burnout (β = 0.89), while Academically Overwhelmed and Dual-Track Distressed profiles showed the strongest negative association with on academic performance (β = -0.79 and -0.92, respectively).

Conclusion: Dual-career stress experiences and impacts are highly heterogeneous. Adolescents cluster into meaningful stress profiles, and stress is most strongly associated with negative outcomes among those already at extremes of burnout or poor academic performance. Findings underscore the need for personalized interventions tailored to athletes' specific stress profiles and outcome levels, supporting holistic development in dual-career contexts.

Introduction: Workplace ostracism is generally assumed to diminish employees' willingness to share knowledge, yet empirical findings remain inconclusive. Drawing on the two-component model of impression management, this research examines whether inclusive leadership influences ostracized employees' knowledge sharing behavior through impression motivation.

Methods: We conducted two scenario-based experiments (Study 1: hotel employees, N = 211; Study 2: software employees, N = 247) and a two-wave field survey (Study 3: full-time employees from various professions in China, N = 221).

Results: Results across the three studies consistently demonstrated that inclusive leadership moderates the relationship between workplace ostracism and knowledge sharing behavior. When inclusive leadership was low, workplace ostracism negatively affected impression motivation, which in turn reduced knowledge sharing. Conversely, when inclusive leadership was high, workplace ostracism positively influenced impression motivation, subsequently enhancing knowledge sharing behavior. Impression motivation mediated the interactive effect of workplace ostracism and inclusive leadership on knowledge sharing.

Discussion: These findings advance the workplace ostracism literature by identifying inclusive leadership as a critical boundary condition that can transform social exclusion into constructive behavioral outcomes. They also extend the two-component model to the domain of knowledge management and offer practical implications for leadership development in organizations.

Introduction: Purpose in Life is a key psychosocial resource during the university stage, contributing to psychological adjustment and well-being. To date, no psychometric validations of the abbreviated Purpose in Life scale (PILEA-4) have been reported in Latin America. This study aimed to examine the psychometric properties of the PILEA-4 in a sample of Peruvian university students.

Methods: A total of 1,006 students (55.5% women; ages 17-30) from public and private universities in Arequipa, Peru, participated. The PILEA-4 (four Likert-type items) and a Positive Youth Development questionnaire (5Cs) were administered. Due to multivariate non-normality, a unidimensional model was estimated through confirmatory factor analysis using robust maximum likelihood. Model fit was evaluated using χ², df, CFI, TLI, SRMR, and RMSEA with confidence intervals. Reliability (omega) and convergent validity (average variance extracted and correlations with the 5Cs) were examined. Measurement invariance across sex was tested through multigroup analysis.

Results: The unidimensional model showed good global fit (CFI = 0.985; TLI = 0.956; SRMR = 0.023; RMSEA = 0.079, 95% CI 0.054-0.108), with standardized loadings ranging from 0.69 to 0.90. The scale demonstrated high reliability (ω = 0.873) and adequate convergent validity (AVE = 0.641; correlations with the 5Cs ranged from 0.19 to 0.57). Multigroup analyses confirmed measurement invariance across sex up to the strict level, supporting valid comparisons between women and men.

Discussion: These findings provide solid psychometric evidence supporting the use of the PILEA-4 as a brief measure for screening and monitoring purpose in life in Peruvian university settings. To our knowledge, this represents the first validation of the PILEA-4 reported in Latin America.

Scientific scepticism, as an epistemic orientation, remains under-researched. This study investigated the interplay between belief in science, supernatural credence, and cognitive processing styles in a sample of 300 participants (M _age = 45.95, SD = 14.32). Traditional (TPB) and New Age (NAP) paranormal beliefs correlated positively with intuitive-experiential measures and negatively with analytical-rational processing indices. Belief in Science showed the inverse pattern of relationships. Latent Profile Analysis (LPA) identified two distinct subgroups: Higher Evidence-based Thinking (HET; 55%), defined by high scientific and low paranormal belief, and Lower Evidence-based Thinking (LET; 45%), characterized by low scientific and high paranormal belief. HET (vs. LET) participants demonstrated significantly greater analytical-rational and lower intuitive-experiential processing. Cognitive rigidity (dogmatism and need for closure) did not differentiate between profiles, suggesting these are belief-neutral characteristics of strongly held convictions. Findings indicated that scientific and paranormal beliefs represent oppositional worldviews associated with distinct, preferred modes of information processing.

In this Perspective, we highlight the growing need for trauma-informed practices as researchers increasingly work across disciplines to study the effects of childhood trauma. We emphasise that trauma-informed principles must be embedded not only to protect participants, but also to safeguard interdisciplinary researchers conducting biological psychology and psychiatry research with people who have lived experience of trauma. We offer practical recommendations and ethical considerations for minimising risk during trauma research, together with example content for trauma-informed researcher training. We uncovered an unmet need to systematically review what training is already available and identify the training and knowledge gaps that exist within trauma research. Understanding these realities will help shape practical, evidence-based approaches that support both participants and researchers.

Introduction: Teacher resilience has been widely recognized as an important psychological resource that supports educators' professional functioning and wellbeing. However, the mechanisms through which resilience influences teachers' work engagement and wellbeing, particularly the mediating role of self-efficacy, remain insufficiently explored in the Chinese educational context. This study aimed to examine resilience as a predictor of work engagement and wellbeing and to investigate the mediating role of self-efficacy.

Methods: A total of 411 Chinese educators participated in the study. Data were collected through self-report questionnaires measuring resilience, self-efficacy, work engagement, and wellbeing. Structural equation modeling (SEM) was employed to test the proposed structural framework and mediation effects.

Results: The results indicated that resilience significantly and positively predicted both teachers' work engagement and wellbeing. Resilience and self-efficacy jointly explained 43.6% of the variance in wellbeing. In addition, self-efficacy was found to be a significant mediator in the relationships between resilience and work engagement, as well as between resilience and wellbeing.

Discussion: These findings underscore the roles of resilience and self-efficacy in enhancing teachers' engagement and psychological wellbeing. The study suggests that interventions aimed at strengthening resilience and efficacy beliefs may improve instructional effectiveness and support teachers' sustainable professional development in educational settings.

[This corrects the article DOI: 10.3389/fpsyg.2026.1749928.].

Introduction: Against the backdrop of increasingly intense employment competition, Chinese university students are experiencing growing pressure to enhance their competitiveness. This study examined the relationship between perceived employability and academic involution behavior, focusing on the mediating role of upward social comparison and the moderating role of academic anxiety within the framework of the Job Demands-Resources (JD-R) model.

Methods: A cross-sectional survey was conducted among 498 Chinese undergraduates using standardized questionnaires assessing perceived employability, upward social comparison, academic anxiety, and academic involution behavior. Structural equation modeling and bootstrapping procedures were employed to test a moderated mediation model.

Results: Perceived employability was positively associated with academic involution behavior, and this relationship was partially mediated by upward social comparison. The indirect effect accounted for approximately 11% of the total effect. Academic anxiety significantly moderated the path from perceived employability to upward social comparison, such that the mediating effect was stronger under higher levels of academic anxiety.

Discussion: The findings extend the JD-R model to academic settings by demonstrating how perceived employability may promote competitive academic behaviors through social comparison processes. The moderating role of academic anxiety highlights the conditional nature of this mechanism. These results provide theoretical insight into student motivational dynamics and offer practical implications for reducing maladaptive academic competition in higher education contexts.

Mental health concerns (e.g., psychiatric disorders, traumatic experiences, suicidal ideation) are common among those with opioid use disorder (OUD) and are associated with an increased risk of overdose. Yet, few people with OUD receive integrated treatment for psychiatric disorders or other concerns, underscoring the need to reduce barriers to integrated care, such as a lack of knowledge about mental health conditions among frontline workers and providers. In this Community Case Study, we describe an effort at a single site (Massachusetts) of the HEALing Communities Study (HCS) to address barriers to integrated care through Learning Collaboratives (LCs), a method for large-scale dissemination of evidence-based practices. The HCS was a parallel-group, community-engaged, cluster-randomized trial conducted across four states/sites from January 2020 to December 2023 to reduce fatal opioid-related overdoses. LC sessions were offered to partners in HCS communities (e.g., frontline workers and providers, such as peer recovery coaches, social workers, psychiatrists) to support overdose reduction strategies. The HCS Massachusetts site implemented an LC series focused on mental health and OUD, including didactic presentations emphasizing concrete take-home messages and intervention strategies, case presentations, and interactive discussions. Provider participants from various professional backgrounds rated the LC sessions as helpful and useful, highlighting the feasibility of this method for disseminating information on evidence-based practices to address OUD and co-occurring mental health concerns. We also discuss challenges and lessons learned by the planning team to inform future LCs that address integrated care for OUD and mental health concerns.