Psychology Research and Behavior Management最新文献

Objective: The present study aims to analyze the heterogeneous trajectories of sleep disturbance (SD) among college students and to examine whether self-control mediates the association between sleep disturbance trajectories and Internet gaming disorder (IGD).

Methods: A total of 4352 students were initially invited to participate, and 4191 (M _age = 19.12, SD = 0.98; 46.9% females) students were included as valid respondents at the first time-point. This study spanned six waves (from 2019 to 2022) with a six-month interval between each wave. Sleep disturbance was measured from Time 1 to Time 4, self-control was measured at Time 5, and Internet gaming disorder was measured at Time 6. Growth mixture modeling (GMM) was applied to identify latent classes of sleep disturbance over the four waves. Mediation analysis was conducted to examine the mediating role of self-control between sleep disturbance trajectories and IGD.

Results: The results of growth mixture modelling yielded a four-class solution for sleep disturbance: a stable-low group, an increasing group, a decreasing group, and a stable-high group. Additionally, the results of mediation models showed that increased sleep disturbance is associated with a higher likelihood of individuals becoming more addicted to Internet games due to decreased self-control. Conversely, improved sleep quality may decrease the likelihood of engaging in Internet games via by promoting higher levels of self-control.

Conclusion: Future prevention and intervention programs targeted at improving self-control may decrease the possibility of developing IGD.

Objective: This study aims to examine the relationships between social anxiety, learning adaptability, AI technology usage, and behavioral problems among primary school students, with a focus on the mediating role of learning adaptability and the moderating role of AI usage.

Methods: A cross-sectional survey was conducted among 1240 primary school students aged 8-15 in Luzhou, Sichuan Province. Social anxiety was measured using the Social Anxiety Scale for Children (SASC), learning adaptability was assessed with the Children's Learning Adaptability Questionnaire (CSAQ), behavioral problems were evaluated using the Child Behavior Checklist (CBCL), and AI tool usage was gauged through a self-developed questionnaire. Data analysis involved correlation and multiple regression analyses using SPSS, with the moderated mediation effect analyzed through Process Model 59.

Results: Social anxiety was found to significantly and positively predict behavioral problems, indicating that higher levels of social anxiety were associated with more behavioral problems. Learning adaptability partially mediated this relationship, suggesting that social anxiety not only directly impacts behavioral problems but also indirectly heightens the risk by reducing learning adaptability. Additionally, AI usage moderated the relationship between learning adaptability and behavioral problems, with a stronger effect of learning adaptability on behavioral problems observed at higher levels of AI usage. Specifically, the positive influence of learning adaptability on behavioral problems became more pronounced as AI usage increased, indicating that frequent AI use can amplify the impact of learning adaptability on behavioral outcomes.

Conclusion: Social anxiety increases the risk of behavioral problems in primary school students by diminishing learning adaptability. AI technology plays a moderating role in the relationship between learning adaptability and behavioral problems, with its effects becoming more pronounced at higher levels of AI usage. This highlights the need for educators to focus on improving students' learning adaptability, judiciously incorporate AI technology, and consider individual differences, particularly mental health, to foster comprehensive and healthy student development.

Purpose: Reducing the risk of aggressive behaviour requires preventive measures that depend on our knowledge of predisposing factors. The study's aim was to compare sociodemographic variables, clinical variables and the frequency of gene polymorphisms predisposing to destructive behaviour between subpopulations of individuals with a history of suicidality and/or of aggression, both being treated for alcohol dependence.

Patients and methods: Sixty-nine patients hospitalised for alcohol dependence participated in the study. The sociodemographic, clinical (SADD, BPAQ) and genetic variables were compared between subpopulations of alcohol-dependent patients selected according to type of aggressive behaviour, including a history of suicidal behaviour and control nonalcohol-dependent group. Polymorphisms of MAOA, COMT, DRD2 and DAT1 loci that are known as risk factors of mental dysfunctions were investigated.

Results: The subpopulation of patients with suicide attempts had a longer time in education than patients with aggressive and suicidal behaviour (11.9 vs 9.7 years). Patients with suicide attempts and patients with aggression had lower levels of alcohol dependence than patients with comorbid suicide attempts and concomitant aggression. For the MAOA gene lower frequency of the G/G genotype with tendency to statistical significance was observed among patients burdened by suicidal behaviour in comparison to patients with aggression and a significantly higher A/G genotype compared to cases with aggression and controls. In the case of COMT polymorphism, the G/G genotype was reported significantly less often among patients with suicide attempts and comorbid aggression than among patients with control group).

Conclusion: Compared to patients with either only suicidal tendencies or aggression, those with comorbid aggression and suicide attempts are characterised by poorer social performance. Genetic variation in MAOA loci may be a risk factor for impulsive behaviour like suicidal behaviour, and especially aggression.

Purpose: Stressful life events are risk factors of depression. To explore whether the avoidant personality disorder (AVPD) features play a mediating role between stressful life events (SLEs) and depression among Chinese first-year university students.

Methods: The cross-sectional study was conducted from April to October 2018. The participants were the freshmen selected from Jining Medical University and Weifang Medical University (n=7390) in Shandong Province in China. Depression was assessed by the Beck Depression Inventory-II, AVPD were measured by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM 5). The data were processed and analyzed by SPSS24.0 software, Pearson correlation analysis and PROCESS3.3 program intermediary analysis. The method of Bootstrap was adopted to determine whether the AVPD features act as mediating factors in the association between the NLEs and depression.

Results: A total of 34.68% of the participants reported one to three AVPD features, and 18.15% reported four to seven AVPD features. AVPD features (r=0.384, P<0.05) and the SLEs (r=0.309, P<0.05) were positively related to the risk of depression, respectively. AVPD features play a partial mediating effect on the relationship between SLEs and depression (the effect value is 0.133, P < 0.01; 32.28% of the total effect).

Limitation: There might be recall bias in this cross-sectional study.

Conclusion: AVPD features are prevalent among Chinese university students. AVPD features displayed the mediation effect on depression related to stressful life events. Psychological interventions for depression in college students should focus not only on stress but on individual personality traits and cognitive mode. Care-givers, teachers, and health professionals should pay more attention to the early identification of the AVPD features among university students.

Background: The rapid growth of the global aging population highlights the need to address ageism and promote social inclusiveness. While considerable research has explored the impact of perceived ageism on older adults' mental health, limited attention has been given to how negative mental health factors-such as depression, anxiety, and stress (DAS)-influence ageist attitudes among younger populations, along with the psychological mechanisms underlying this relationship.

Purpose: This study first investigates the prevalence of ageism among undergraduates and its variation across certain socio-demographic factors at the research site. It then examines the predictive effects of depression, anxiety, and stress (DAS) on ageism, accounting for these socio-demographic factors. Finally, the study explores how DAS influences ageism both directly and indirectly through life satisfaction, gratitude, and prosociality.

Design and settings: A cross-sectional study conducted at 11 higher education institutions in Jiangxi, China.

Participants: A total of 1,213 undergraduates participated in the study between July and August 2024. Following data cleaning, 1174 responses were included for analysis.

Methods: Data were collected using online questionnaires. T-tests and ANOVA assessed socio-demographic differences in ageism, and regression analysis examined DAS's predictive effects. Structural Equation Modeling (SEM) explored the pathways linking DAS to ageism via mediators.

Results: A moderate level of ageism was observed, with significant variations across socio-demographic factors like academic year, physical health, and contact with older adults. Depression and stress directly predicted ageism, while anxiety had indirect effects via depression and stress. DAS-as a composite construct-indirectly affected ageism via life satisfaction, gratitude, and prosociality.

Conclusion: Educational interventions should not only target the reduction of ageist attitudes but also address the underlying mental health conditions that fuel these biases. Promoting life satisfaction, gratitude, and prosociality, along with fostering meaningful intergenerational interactions, will be crucial for developing more effective strategies to combat ageism.

Background: Cognition is central to acquiring knowledge and learning new experiences, critical for social behavior and quality of life. Despite its importance, traditional cognitive assessment tools face limitations, including high labor costs and human error, underscoring an urgent need for cost-effective, precise tools to assess cognitive functions.

Objective: This study aims to address this gap by evaluating the reliability and validity of the Chinese version of the Adaptive Cognitive Evaluation (ACE) tool among college students, thereby contributing to the advancement of cognitive research and disease management strategies in China.

Methods: We collected data from 150 participants (72 males, 78 females) with an average age of 20.97 ±3.36 years. A baseline assessment was conducted using the ACE Chinese version, Digit Span Memory Test (DSMT), and Line-trailing Test-A & B (LTT-A&B). After one week, the ACE tests were administered again to assess test-retest reliability.

Results: The results indicated no significant correlations between age, sex, and the outcomes of the sub-tests. However, a significant association was found between educational level and the results of the sub-tests. The Cronbach's α for each sub-test exceeded 0.8, indicating high reliability. Both the I-CVI and S-CVI indexes were 1.00, demonstrating strong content validity. When DSMT, LTT-A, and LTT-B were used as criteria, most sub-tests showed satisfactory criterion validity. The factor-loading coefficient for each dimension of cognitive control was greater than 0.4, and the cumulative variance explanation rate was 64.84%.

Conclusion: The Chinese version of the ACE tool demonstrated satisfactory reliability and validity, making it an efficient tool for cognitive function assessment among college students.

Purpose: The present study aimed to investigate the prevalence of anxiety and depression in patients with mechanical ocular injuries, and the effects of worry and resilience on anxiety and depression.

Patients and methods: Patients with one eye of mechanical ocular injuries and healthy residents were recruited from June 8, 2022, to March 1, 2023. All subjects participated in psychologically relevant questionnaires including the Self-rating Anxiety Scale(SAS), the Self-rating Depression Scale(SDS), the Connor- Davidson Resilience Scale (CD-RISC), and the Penn State Worry Questionnaire(PSWQ). Data were collected and subjected to statistical analysis.

Results: There were no significant differences in SAS and SDS total scores based on demographics (p>0.05) except for the subjective appraisal of the family economy (p<0.05). The SAS and SDS total scores and the positive rates of anxiety and depression in the ocular trauma group were significantly higher than those in the healthy control group (p<0.01). The positive rates of anxiety and SAS total scores of individuals with mild visual impairment were significantly higher than those with low vision (p<0.01) and blindness (p<0.05). There was no difference between the remaining groups. The positive rates of anxiety and SAS total score (36.5%, 45.92) of individuals with mild visual impairment were significantly higher than those with low vision (4.3%, 38.15) (p<0.01) and blindness (19.4%, 40.19) (p<0.05). There was no difference between the other groups. All effects of mechanical ocular injuries on anxiety and depression were significant (p<0.01). The indirect mediating effects on anxiety by worry alone, resilience alone, resilience, and worry were significant (p<0.01). The mediating indirect impact on depression by worry alone (p<0.01), worry and resilience (p<0.05) were significant while resilience (p>0.05) did not show a significant mediation effect.

Conclusion: Patients with mechanical ocular injuries are prone to developing anxiety and depression with resilience and worry playing a mediating role.

Background: Stigma can not only threaten the self-identity of secondary vocational students, but also have negative effects on their mental health and behavior.

Objective: This study aimed to develop the Self-Stigma Scale for Secondary Vocational Students (SSS-SVS) and test its reliability and validity.

Patients and methods: This study formed a scale based on the stigma conceptualization model and open questionnaire. The formal survey was divided into two stages. In the first stage, a preliminary questionnaire was administered to 328 secondary vocational students to develop a formal SSS-SVS according to the results of the data check. In the second stage, the SSS-SVS, Social Recognition of Secondary Vocational Students (SR-SVS), Intensity of Willingness to Become a Secondary Vocational Student (IWB-SVS), Stigma-Consciousness Scale (SCS), Learning Adjustment Scale (LAS), Professional Identity Scale for Secondary Vocational Students (PIS-SVS), and the Self-Compassion Scale (SCoS) were administered to 1079 vocational secondary school students.

Results: The SSS-SVS consisted of 21 items which were divided into three dimensions of negative characteristics, self-deprecation, and opportunity loss, reflecting secondary vocational students' perception of negative public evaluation, self-feeling under the influence of stigma, and cognition of negative impact on their identity. The confirmatory factor analysis (CFA) shows that the three-factor model has good fit indices. The total score and the scores of each dimension of the SSS-SVS were significantly and positively correlated with Stigma Consciousness; they were significantly and negatively correlated with SA-SVS, IDB-SVS, SVS-PIS, Learning Adjustment, and Self-Compassion. Both the Cronbach's α coefficients of the total scale and each dimension and the McDonald's ω coefficients were satisfactory. Additionally, the scale had measurement equivalence across gender and grade levels. The SSS-SVS has limitations and may be affected by cultural background. Future studies should expand the sample and conduct cross-cultural verification.

Conclusion: The SSS-SVS is a reliable and valid instrument for assessing secondary vocational students' self-stigma, providing support for developing relevant programs and policies. It also advances secondary vocational education and enhances students' mental health.

Objective: Existing research has yet to adequately examine the correlation between sleep time, body pain, and depressive symptoms. This study seeks to elucidate the interconnections between these three elements.

Methods: The study used 2020 CHARLS data for analysis. To assess the intricate association among sleep time, body pain, and depressive symptoms, the study employed Spearman correlation analysis, multiple logistic regression, restricted cubic splines, and mediation effect analysis based on bootstrap testing.

Results: Risk factors for depressive symptoms in middle-aged and elderly Chinese include physical pain and reduced sleep duration. Results from the RCS suggest that the lowest risk of depressive symptoms occurs when the sleep time for the middle-aged and elderly population is approximately 7.5 hours. Body pain accounts for a 19.05% mediating effect between sleep time and depressive symptoms, and even after controlling confounding factors, there remains a 7.5% mediating effect.

Conclusion: The research findings indicate that there is a significant correlation among sleep time, body pain, and depressive symptoms. Insufficient sleep time and body pain can lead to depressive symptoms. Body pain plays a partial mediating role between sleep time and depressive symptoms.