BMC Psychology最新文献

Background: Repeated exposure to microaggressions, subtle and often unintentional forms of discrimination, can undermine the well-being of migrant populations. This study examines the role of psychological capital, comprising hope, self-efficacy, resilience, and optimism, in mediating and moderating the association between perceived microaggressions and health outcomes among migrants in Germany.

Methods: In the cross-sectional study, a total of 858 participants with a migration background residing across different federal states in Germany completed a questionnaire assessing sociodemographic factors, rates of perceived microaggression (BMS-9), psychological capital (PCQ-12), and mental (PHQ-9) and physical health (PHQ-15). Structural equation modelling (SEM) using AMOS 29 was conducted to examine whether psychological capital mediates the association between perceived microaggressions and health outcomes. Mediation was tested using bias-corrected bootstrapped confidence intervals, with model fit evaluated through established indices.

Results: Psychological capital significantly mediated the association between perceived microaggressions and both mental and physical health outcomes. Higher levels of perceived microaggressions were associated with reduced psychological capital, which in turn negatively affected health outcomes. Psychological capital significantly moderated the association between microaggressions and depressive symptoms, with higher psychological capital intensifying the link between microaggressions and poorer mental health; however, it did not moderate the association between microaggressions and physical health.

Conclusion: Perceived microaggressions were linked to poorer mental and physical health among migrants, partly through reduced psychological capital. Although psychological capital supported overall well-being, it did not consistently buffer the health impacts of microaggressions. In practice, this means that programs aimed at strengthening resilience, optimism, and self-efficacy should be combined with institutional measures to reduce discriminatory practices in healthcare, education, and the workplace. Policies that recognise microaggressions and promote inclusive, culturally sensitive environments are essential to improving health outcomes and advancing equity for migrants in Germany.

Background: In the evolving landscape of educational technology, artificial intelligence (AI) is reshaping how educators understand and influence student behavior. This study examines the impact of student-perceived teacher AI literacy on students' innovative behavior through the theoretical lens of educational psychology and behavior analysis, guided by the conservation of resources theory.

Methodology: Data were collected using stratified random sampling from multiple universities. The study investigated the mediating role of students' positive emotion and the moderating effect of organizational support in the relationship between student-perceived teacher AI literacy and student innovation.

Results: Findings reveal that student-perceived teacher AI literacy significantly enhances students' innovative behavior and positive emotion. Students' positive emotion serves as a key mediating variable, while organizational support amplifies the positive effects of student-perceived teacher AI literacy on student outcomes.

Conclusion: This research demonstrates that educators' AI competencies can foster emotionally and behaviorally engaged learning environments, leading to improved student innovation. It provides practical implications for integrating AI into pedagogical strategies and contributes to the growing field of AI-driven educational psychology.

Background: Adolescents in middle school face rising socio-emotional and academic pressures. Understanding the convergent and grade-specific needs of students, parents, and teachers is essential to designing effective, developmentally appropriate school mental-health curricula in China.

Methods: A mixed-methods design was used. Semi-structured interviews with students, parents, and teachers (n = 18) from diverse school types informed item generation. A self-developed questionnaire (student/parent/teacher versions) was administered in eight middle schools (students n = 1,510; parents n = 1,337; teachers n = 200). Multiple-response items were summarized using penetration rate and per-respondent normalized share. Grade differences in student penetration rates were tested with R × C chi-square and Bonferroni-adjusted pairwise proportion tests (α = 0.05).

Results: Across stakeholders, priorities clustered around study-methods guidance, interpersonal communication skills, life education, and emotion management. Clear grade patterns emerged: Grade 1 emphasized transition/adaptation, whereas Grades 2-3 increasingly prioritized stress and emotion regulation as academic pressure rose. Respondents favored interactive delivery (e.g., role-play, scenario work) and qualified instructors.

Conclusion: Findings support a developmentally sequenced, school-based mental-health curriculum aligned with HPS principles, combining universal and grade-differentiated modules, interactive pedagogy, trained staff, and school-family-community collaboration with referral pathways. Limitations (single-province sample, self-developed instrument, self-report, potential selection bias) temper generalizability; future cross-regional, prospective evaluations should test impacts on wellbeing, help-seeking, academic engagement, and implementation outcomes.

The objective of this study is to develop and validate the Student Social Resilience Scale for Disasters (SSRD) as a reliable instrument for measuring the social resilience of high school students in disaster-prone areas. Despite the growing global focus on the issue of resilience, there remains a paucity of instruments that are specifically capable of capturing the multidimensional nature of adolescent social resilience in the context of education, particularly in disaster-affected areas. The present study involved 800 students from high schools in Indonesia and employed Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to assess the psychometric quality of the SSRD. The EFA results identified three main dimensions, namely Individual, Relationship, and Contextual, while CFA confirmed the construct validity with excellent model fit indices (CFI = 0.968; TLI = 0.965; RMSEA = 0.055). Reliability analysis demonstrated high internal consistency across all dimensions (Cronbach's Alpha 0.925). Moreover, the second-order confirmatory factor analysis (CFA) supported the existence of a second-order construct in the individual factor. This construct was found to consist of self-efficacy and emotional regulation, problem-solving and adaptability, and motivation and perseverance. These findings confirm that SSRD is a valid and reliable instrument for measuring students' social resilience in disaster-prone contexts. In addition to its contribution to the development of theory through the integration of personal, relational, and contextual dimensions, this instrument also has practical implications for education policymakers and practitioners in the design of more targeted disaster education interventions and psychosocial support.

Background: Anxiety and somatic symptoms are prevalent health issues among Chinese university students. This study aims to investigate the shared risk and buffering factors for these conditions in Chinese university students to inform targeted interventions.

Methods: A convenience sampling method was used to survey 485 undergraduate students from a university in Western China. Data were collected using the Early-Life Adversity Scale, the Generalized Anxiety Disorder-7 (GAD-7) scale, the Somatic Symptom Scale-8 (SSS-8), and the family support subscale of the Multidimensional Scale of Perceived Social Support (MSPSS). Structural equation modeling was employed to examine the main effects of early-life adversity on anxiety and somatic symptoms, as well as the moderating effect of family support.

Results: Early-life adversity significantly and positively predicted anxiety (β = 0.42, p < 0.01) and somatic symptoms (β = 0.64, p < 0.01), with effect being significantly stronger on somatic symptoms than on anxiety. Family support significantly negatively moderated the relationship between early-life adversity and anxiety/somatic symptoms (interaction term β = -0.27 / -0.27, p < 0.01). Family support buffered the effect of early-life adversity on anxiety exclusively through its moderating role, whereas it mitigated the impact of early-life adversity on somatic symptoms through both direct and moderating effects.

Conclusion: Early-life adversity is a significant risk factor for anxiety and somatic symptoms among Chinese university students. Family support can buffer the long-term effects of early-life adversity on both anxiety and somatic symptoms. Integrating family support into university health intervention systems may help alleviate anxiety and somatic symptoms among students.