Pub Date : 2025-01-14DOI: 10.1186/s40359-025-02363-2
Pan Zhang, Xiaoying Wang
Background: The positive association of parental phubbing with internalizing and externalizing problems among adolescents has gained academic traction. However, current researches on the negative impacts of parental phubbing have focused primarily on adolescents, with a noticeable lack of studies concerning preschool children, and there is also a deficiency in investigations from the perspective of the Risky Family Model. These gaps limit our understanding of how parental phubbing affects problem behaviors among preschool children. To address this gap, the present study constructed a chain mediation model to examine the association between parental phubbing and social withdrawal in preschool children, by introducing two mediating variables-parent-child conflict and negative emotions.
Methods: A sample of 739 preschool children (mean age 5.04 years, SD = 0.84) and their parents participated in the study. The parents completed measures of the Parental Phubbing Scale, Child-Parent Relationship Scale, Children's Behavior Questionnaire, and Child Social Preference Scale. The Cronbach's alpha coefficient of the four scales were 0.75, 0.84, 0.74, and 0.83, respectively. All the measures showed good reliability and validity in the present study. The data were analyzed via SPSS 26.0 and SPSS PROCESS.
Results: The results indicated that (1) parental phubbing had a significant positive effect on social withdrawal in young children; (2) parent-child conflict and negative emotions independently mediated the relationship between parental phubbing and social withdrawal in young children; and (3) parent-child conflict and negative emotions served as serial mediators in the relationship between parental phubbing and social withdrawal in young children.
Conclusions: These findings in the present study contribute to understanding the mechanisms underlying the association between parental phubbing and social withdrawal and have important implications for interventions aimed at improving social withdrawal among preschool children in China. Furthermore, the present study first introduced parental phubbing into the Risky Family Model, expanding the applicability of this model.
{"title":"The impact of parental phubbing on social withdrawal in preschool children: the serial mediating roles of parent-child conflict and negative emotions.","authors":"Pan Zhang, Xiaoying Wang","doi":"10.1186/s40359-025-02363-2","DOIUrl":"10.1186/s40359-025-02363-2","url":null,"abstract":"<p><strong>Background: </strong>The positive association of parental phubbing with internalizing and externalizing problems among adolescents has gained academic traction. However, current researches on the negative impacts of parental phubbing have focused primarily on adolescents, with a noticeable lack of studies concerning preschool children, and there is also a deficiency in investigations from the perspective of the Risky Family Model. These gaps limit our understanding of how parental phubbing affects problem behaviors among preschool children. To address this gap, the present study constructed a chain mediation model to examine the association between parental phubbing and social withdrawal in preschool children, by introducing two mediating variables-parent-child conflict and negative emotions.</p><p><strong>Methods: </strong>A sample of 739 preschool children (mean age 5.04 years, SD = 0.84) and their parents participated in the study. The parents completed measures of the Parental Phubbing Scale, Child-Parent Relationship Scale, Children's Behavior Questionnaire, and Child Social Preference Scale. The Cronbach's alpha coefficient of the four scales were 0.75, 0.84, 0.74, and 0.83, respectively. All the measures showed good reliability and validity in the present study. The data were analyzed via SPSS 26.0 and SPSS PROCESS.</p><p><strong>Results: </strong>The results indicated that (1) parental phubbing had a significant positive effect on social withdrawal in young children; (2) parent-child conflict and negative emotions independently mediated the relationship between parental phubbing and social withdrawal in young children; and (3) parent-child conflict and negative emotions served as serial mediators in the relationship between parental phubbing and social withdrawal in young children.</p><p><strong>Conclusions: </strong>These findings in the present study contribute to understanding the mechanisms underlying the association between parental phubbing and social withdrawal and have important implications for interventions aimed at improving social withdrawal among preschool children in China. Furthermore, the present study first introduced parental phubbing into the Risky Family Model, expanding the applicability of this model.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"36"},"PeriodicalIF":2.7,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11731457/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-14DOI: 10.1186/s40359-025-02347-2
Ali Awadallah Saeed, Ahmad Mohammad Al Zamel, Abrar Abdu Abass, Aisha Ahmed Mohammed, Fidaaldeen Adil Abdallh, Hiba Elhadi Ali, Nooralain Mohammed Hassan, Raad Mohammed Osman, Toga Abdelmutaal Mohammed, Azza Osman Yousif, Lamya Bashir Eisa
Introduction: Mental health is crucial for overcoming obstacles, completing tasks, and contributing to society. Mental, social, and cognitive healths are included. In demanding fields like medicine, academic pressure can cause exhaustion, poor performance, and behavioral changes. Mental health must be addressed to improve student success and well-being. Medical students' coping strategies, anxiety, depression, and behavioral changes in uncontrollable situations will be studied.
Methodology: A cross-sectional study involved 393 medical students from various universities in Khartoum. Data was collected using an online questionnaire to assess mental health responses during both controllable and uncontrollable situations across all academic years.
Results: Data analysis using SPSS 27 indicated minimal missing data (0.25%) among the 393 participants. PHQ-4 scores assessed psychological distress, anxiety, and depression. The study found that 74.2% of participants experienced behavioral, cognitive, and emotional changes. Significant associations were observed between PHQ-4 scores and these changes (p < .05) using Chi-Square testing. Most participants were females aged 20 to 22, primarily from the Medicine and Pharmacy departments. The study revealed that most individuals utilized pharmacological coping strategies following significant life changes due to uncontrollable situations.
Conclusion: The study highlights that women experienced stress, dissatisfaction, concern, and anger more frequently than men during ongoing war and the post-COVID-19 lockdown. Medical students faced substantial challenges in behavior, emotions, and cognition during societal unrest, including fatigue, feelings of failure, and sleep disturbances. Over 74% reported multiple changes in their emotions and behaviors. Coping strategies included nicotine, sleeping aids, socializing, exercise, venting, meditation, and journaling.
{"title":"Psychological impact and coping mechanisms among sudanese medical students: a study on anxiety, depression, behavioral, and cognitive changes post COVID-19 lockdown and ongoing conflict.","authors":"Ali Awadallah Saeed, Ahmad Mohammad Al Zamel, Abrar Abdu Abass, Aisha Ahmed Mohammed, Fidaaldeen Adil Abdallh, Hiba Elhadi Ali, Nooralain Mohammed Hassan, Raad Mohammed Osman, Toga Abdelmutaal Mohammed, Azza Osman Yousif, Lamya Bashir Eisa","doi":"10.1186/s40359-025-02347-2","DOIUrl":"10.1186/s40359-025-02347-2","url":null,"abstract":"<p><strong>Introduction: </strong>Mental health is crucial for overcoming obstacles, completing tasks, and contributing to society. Mental, social, and cognitive healths are included. In demanding fields like medicine, academic pressure can cause exhaustion, poor performance, and behavioral changes. Mental health must be addressed to improve student success and well-being. Medical students' coping strategies, anxiety, depression, and behavioral changes in uncontrollable situations will be studied.</p><p><strong>Methodology: </strong>A cross-sectional study involved 393 medical students from various universities in Khartoum. Data was collected using an online questionnaire to assess mental health responses during both controllable and uncontrollable situations across all academic years.</p><p><strong>Results: </strong>Data analysis using SPSS 27 indicated minimal missing data (0.25%) among the 393 participants. PHQ-4 scores assessed psychological distress, anxiety, and depression. The study found that 74.2% of participants experienced behavioral, cognitive, and emotional changes. Significant associations were observed between PHQ-4 scores and these changes (p < .05) using Chi-Square testing. Most participants were females aged 20 to 22, primarily from the Medicine and Pharmacy departments. The study revealed that most individuals utilized pharmacological coping strategies following significant life changes due to uncontrollable situations.</p><p><strong>Conclusion: </strong>The study highlights that women experienced stress, dissatisfaction, concern, and anger more frequently than men during ongoing war and the post-COVID-19 lockdown. Medical students faced substantial challenges in behavior, emotions, and cognition during societal unrest, including fatigue, feelings of failure, and sleep disturbances. Over 74% reported multiple changes in their emotions and behaviors. Coping strategies included nicotine, sleeping aids, socializing, exercise, venting, meditation, and journaling.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"37"},"PeriodicalIF":2.7,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11731409/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-14DOI: 10.1186/s40359-025-02354-3
Sumaia Mohammed Zaid, Fonny Dameaty Hutagalung, Harris Shah Bin Abd Hamid, Sahar Mohammed Taresh
Background: Emotions are a fundamental part of life and play a critical role in shaping individuals' experiences Effectively regulating emotions in socially appropriate ways is essential for navigating life successfully. This study investigated the impact of seven sadness regulation strategies on depression and anxiety and examined the mediating role of ER in the relationship between sadness regulation and depression and anxiety.
Method: A cross-sectional design was employed with 350 participants (144 men, 206 women) aged 18 to 35.
Results: Regression analyses showed that sadness regulation strategies significantly predict both depression and anxiety. For depression, the model explained 18.6% of the variance (F (7,342) = 11.140, p < 0.001), with cognitive reappraisal, religious coping, and seeking support negatively associated, while rumination was positively associated. For anxiety, the model explained 19% of the variance (F(7,342) = 11.484, p < 0.001), with rumination and substance use linked to lower anxiety levels, while other strategies showed no significant associations. Mediation analyses highlighted emotion regulation critical role, with sadness regulation influencing depression indirectly through ER (β = -0.024, 95% CI [-0.040, -0.009]) and accounting for 3.6% of the variance. Sadness regulation also had a direct (β = -0.037, p < 0.001) and indirect effect on anxiety through emotion regulation, explaining 6.1% of the variance.
Conclusion: These findings underscore the importance of adaptive sadness and emotion regulation strategies in mitigating depression and anxiety, offering valuable insights for therapeutic interventions.
{"title":"The power of emotion regulation: how managing sadness influences depression and anxiety?","authors":"Sumaia Mohammed Zaid, Fonny Dameaty Hutagalung, Harris Shah Bin Abd Hamid, Sahar Mohammed Taresh","doi":"10.1186/s40359-025-02354-3","DOIUrl":"10.1186/s40359-025-02354-3","url":null,"abstract":"<p><strong>Background: </strong>Emotions are a fundamental part of life and play a critical role in shaping individuals' experiences Effectively regulating emotions in socially appropriate ways is essential for navigating life successfully. This study investigated the impact of seven sadness regulation strategies on depression and anxiety and examined the mediating role of ER in the relationship between sadness regulation and depression and anxiety.</p><p><strong>Method: </strong>A cross-sectional design was employed with 350 participants (144 men, 206 women) aged 18 to 35.</p><p><strong>Results: </strong>Regression analyses showed that sadness regulation strategies significantly predict both depression and anxiety. For depression, the model explained 18.6% of the variance (F (7,342) = 11.140, p < 0.001), with cognitive reappraisal, religious coping, and seeking support negatively associated, while rumination was positively associated. For anxiety, the model explained 19% of the variance (F(7,342) = 11.484, p < 0.001), with rumination and substance use linked to lower anxiety levels, while other strategies showed no significant associations. Mediation analyses highlighted emotion regulation critical role, with sadness regulation influencing depression indirectly through ER (β = -0.024, 95% CI [-0.040, -0.009]) and accounting for 3.6% of the variance. Sadness regulation also had a direct (β = -0.037, p < 0.001) and indirect effect on anxiety through emotion regulation, explaining 6.1% of the variance.</p><p><strong>Conclusion: </strong>These findings underscore the importance of adaptive sadness and emotion regulation strategies in mitigating depression and anxiety, offering valuable insights for therapeutic interventions.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"38"},"PeriodicalIF":2.7,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11731166/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Creativity motivated by negative intentions can be referred to as malevolent creativity. While existing findings have largely focused on environmental or individual factors influencing malevolent creativity, less attention has been directed towards understanding how the sense of place-derived from individual-environment interaction-affects malevolent creativity. Additionally, the role of coping styles as mediating mechanisms in negative environments has been insufficiently explored.
Methods: This study aims to investigate the relationship between negative sense of place and malevolent creativity, while examining the mediating role of coping styles. To this end, a paper-based survey was conducted among 1310 Chinese high school students, utilizing the Negative Sense of Place Scale, Coping Styles Scale, and Malevolent Creativity Scale. Data were analyzed using SPSS 26.0 and Mplus 8.3.
Results: The findings revealed that a negative sense of place in the school environment significantly and positively predicted malevolent creativity. Negative sense of place was also positively associated with negative coping styles and negatively associated with positive coping styles. Furthermore, coping styles mediated the relationship between negative sense of place and malevolent creativity.
Conclusion: This study enriches existing literature by elucidating the links between sense of place, coping styles, and malevolent creativity. These findings provide valuable insights for strategies aimed at reducing malevolent creativity and preventing harmful creative behaviors in educational contexts.
{"title":"Managing malice in negative environments: the mediating effect of coping styles on the relationship between negative sense of place and malevolent creativity among Chinese high school students.","authors":"Jianzhen Zhang, Jiaxin Lu, Jiahao Ge, Susu Li, Xiaoyu Liang","doi":"10.1186/s40359-024-02333-0","DOIUrl":"10.1186/s40359-024-02333-0","url":null,"abstract":"<p><strong>Background: </strong>Creativity motivated by negative intentions can be referred to as malevolent creativity. While existing findings have largely focused on environmental or individual factors influencing malevolent creativity, less attention has been directed towards understanding how the sense of place-derived from individual-environment interaction-affects malevolent creativity. Additionally, the role of coping styles as mediating mechanisms in negative environments has been insufficiently explored.</p><p><strong>Methods: </strong>This study aims to investigate the relationship between negative sense of place and malevolent creativity, while examining the mediating role of coping styles. To this end, a paper-based survey was conducted among 1310 Chinese high school students, utilizing the Negative Sense of Place Scale, Coping Styles Scale, and Malevolent Creativity Scale. Data were analyzed using SPSS 26.0 and Mplus 8.3.</p><p><strong>Results: </strong>The findings revealed that a negative sense of place in the school environment significantly and positively predicted malevolent creativity. Negative sense of place was also positively associated with negative coping styles and negatively associated with positive coping styles. Furthermore, coping styles mediated the relationship between negative sense of place and malevolent creativity.</p><p><strong>Conclusion: </strong>This study enriches existing literature by elucidating the links between sense of place, coping styles, and malevolent creativity. These findings provide valuable insights for strategies aimed at reducing malevolent creativity and preventing harmful creative behaviors in educational contexts.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"35"},"PeriodicalIF":2.7,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11731381/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-13DOI: 10.1186/s40359-024-02340-1
Mengxia Li, Yuning Chen, Jiahui Yang, Qiangqiang Wang, Xiaolin Ye
It is well established in the literature that the relation of spatial ability and the number representation, but the intrinsic relation of spatial visualization ability and number representation are not well understood. In the Current study, Chinese Preschool children (N = 200; 107 girls; Mage = 5.47years, SD = 0.67) completed two kinds of spatial visualization tasks and six kinds of number representation tasks. The results showed that spatial visualization ability was positively correlated with number representation for 5 years-old Children. Furthermore, spatial visualization ability can positively predicted number representation. These findings are consistent with the view that spatial visualization is recognized for its potential to enhance numerical skills, encompassing competencies associated with fundamental number. Therefore, developing children's spatial visualization ability may be an effective way to enhance their number representation skills. This has important implications for early education and intervention strategies.
{"title":"The relationship of spatial visualization ability and number representation: evidence from multiple tasks.","authors":"Mengxia Li, Yuning Chen, Jiahui Yang, Qiangqiang Wang, Xiaolin Ye","doi":"10.1186/s40359-024-02340-1","DOIUrl":"10.1186/s40359-024-02340-1","url":null,"abstract":"<p><p>It is well established in the literature that the relation of spatial ability and the number representation, but the intrinsic relation of spatial visualization ability and number representation are not well understood. In the Current study, Chinese Preschool children (N = 200; 107 girls; Mage = 5.47years, SD = 0.67) completed two kinds of spatial visualization tasks and six kinds of number representation tasks. The results showed that spatial visualization ability was positively correlated with number representation for 5 years-old Children. Furthermore, spatial visualization ability can positively predicted number representation. These findings are consistent with the view that spatial visualization is recognized for its potential to enhance numerical skills, encompassing competencies associated with fundamental number. Therefore, developing children's spatial visualization ability may be an effective way to enhance their number representation skills. This has important implications for early education and intervention strategies.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"33"},"PeriodicalIF":2.7,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11726946/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Schizophrenia is a multifactorial disorder influenced by various biological and psychosocial factors. This study aimed to determine the characteristics and associated factors of expressed emotion (EE) among caregivers of individuals with schizophrenia.
Methods: From May to July 2024, a cross-sectional study was conducted with caregivers of individuals with schizophrenia across multiple hospitals in Southern Thailand. The study utilized four questionnaires: (1) Demographic inquiry, (2) The Thai Expressed Emotion Scale (TEES), (3) The Thai General Health Questionnaire (GHQ-12), and (4) The Zarit Burden Interview (ZBI). Data were analyzed using descriptive statistics. The groups analyzed were compared using the Analysis of Variance (ANOVA) or Kruskal-Wallis test, the Student t-test or Wilcoxon rank sum test, and the Chi-square test. Multiple logistic regression analysis was performed.
Results: In a survey of 200 caregivers, 70.5% were female. They had a median caregiving duration of 108 months, with an interquartile range (IQR) of 36 to 180 months. Notably, 51.0% of caregivers reported no mental health problems, as assessed by the GHQ-12, while 29.0% indicated experiencing severe burden. The median score on the TEES was 99.0, with an IQR of 84.7 to 109.0. Furthermore, 46.0% of caregivers reported TEES above the median score, indicating high levels of EE. There was also a significant correlation between caregiver burden and EE scores. Those experiencing severe burden had an EE score of 110.5 compared to 94.0 for those with no burden, which was statistically significant (p = 0.001). Multiple logistic regression analysis revealed that high EE among caregivers was associated with factors such as the patient's duration of illness, caregiver occupation, and mental health status.
Conclusion: Nearly half of the caregivers of individuals with schizophrenia reported high levels of EE, with increased caregiver burden associated with higher EE levels. Factors such as the duration of the patient's illness, caregiver occupation, and mental health status were also associated with higher EE. Moreover, caregivers' emotional responses and expressions are complex and dynamic. Thus, focusing on providing support to caregivers can have a positive impact on the well-being of both caregivers and individuals with schizophrenia.
{"title":"Expressed emotions among caregivers of individuals with schizophrenia and associated factors: a multihospital-based survey in Southern Thailand.","authors":"Tanaporn Kaewchum, Jarurin Pitanupong, Laddaporn Tepsuan, Puangsan Yakkaphan, Pakpoom Maneepongpermpoon","doi":"10.1186/s40359-025-02365-0","DOIUrl":"10.1186/s40359-025-02365-0","url":null,"abstract":"<p><strong>Background: </strong>Schizophrenia is a multifactorial disorder influenced by various biological and psychosocial factors. This study aimed to determine the characteristics and associated factors of expressed emotion (EE) among caregivers of individuals with schizophrenia.</p><p><strong>Methods: </strong>From May to July 2024, a cross-sectional study was conducted with caregivers of individuals with schizophrenia across multiple hospitals in Southern Thailand. The study utilized four questionnaires: (1) Demographic inquiry, (2) The Thai Expressed Emotion Scale (TEES), (3) The Thai General Health Questionnaire (GHQ-12), and (4) The Zarit Burden Interview (ZBI). Data were analyzed using descriptive statistics. The groups analyzed were compared using the Analysis of Variance (ANOVA) or Kruskal-Wallis test, the Student t-test or Wilcoxon rank sum test, and the Chi-square test. Multiple logistic regression analysis was performed.</p><p><strong>Results: </strong>In a survey of 200 caregivers, 70.5% were female. They had a median caregiving duration of 108 months, with an interquartile range (IQR) of 36 to 180 months. Notably, 51.0% of caregivers reported no mental health problems, as assessed by the GHQ-12, while 29.0% indicated experiencing severe burden. The median score on the TEES was 99.0, with an IQR of 84.7 to 109.0. Furthermore, 46.0% of caregivers reported TEES above the median score, indicating high levels of EE. There was also a significant correlation between caregiver burden and EE scores. Those experiencing severe burden had an EE score of 110.5 compared to 94.0 for those with no burden, which was statistically significant (p = 0.001). Multiple logistic regression analysis revealed that high EE among caregivers was associated with factors such as the patient's duration of illness, caregiver occupation, and mental health status.</p><p><strong>Conclusion: </strong>Nearly half of the caregivers of individuals with schizophrenia reported high levels of EE, with increased caregiver burden associated with higher EE levels. Factors such as the duration of the patient's illness, caregiver occupation, and mental health status were also associated with higher EE. Moreover, caregivers' emotional responses and expressions are complex and dynamic. Thus, focusing on providing support to caregivers can have a positive impact on the well-being of both caregivers and individuals with schizophrenia.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"34"},"PeriodicalIF":2.7,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11731186/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-12DOI: 10.1186/s40359-025-02361-4
Jiahua Wang, Bo Zhang, Rosliza Yahaya, Azizah Binti Abdullah
Background: In clinical practice, creative arts therapy is frequently utilized for the treatment of traumatized adults, with reports of favorable outcomes. However, the effectiveness of this intervention in post-traumatic stress disorder (PTSD) treatment has not yet been definitively established through meta-analysis. In this meta-analysis, we aim to assess the effectiveness of creative arts therapy in the management of PTSD.
Methods: We conducted systematic literature searches through electronic databases from the extended inception of each database to November 2023. We utilized the Cochrane risk of bias tool to evaluate the quality of evidence. Standardized mean differences (SMDs) were calculated as the effects of creative art therapy on the improvement of PTSD.
Results: Seven controlled, comparative studies investigated the use of creative arts therapy in treating adults with PTSD. Meta-analysis demonstrated a significant decrease in PTSD symptoms following creative arts therapy (SMD = -1.98, 95% Confidence Interval (CI): -3.8 to -0.16, p < 0.03, I2 = 98%). Subgroup analysis indicates that drama therapy was notably effective, while music, art, and dance/movement therapies exhibited less pronounced effects.
Conclusion: Despite the limitations, including a limited number of studies, participant size, study heterogeneity, and methodological quality, these results provide valuable understanding regarding the efficacy of creative arts therapies in treating PTSD and highlight the urgent need for additional research in this area.
{"title":"Colors of the mind: a meta-analysis of creative arts therapy as an approach for post-traumatic stress disorder intervention.","authors":"Jiahua Wang, Bo Zhang, Rosliza Yahaya, Azizah Binti Abdullah","doi":"10.1186/s40359-025-02361-4","DOIUrl":"10.1186/s40359-025-02361-4","url":null,"abstract":"<p><strong>Background: </strong>In clinical practice, creative arts therapy is frequently utilized for the treatment of traumatized adults, with reports of favorable outcomes. However, the effectiveness of this intervention in post-traumatic stress disorder (PTSD) treatment has not yet been definitively established through meta-analysis. In this meta-analysis, we aim to assess the effectiveness of creative arts therapy in the management of PTSD.</p><p><strong>Methods: </strong>We conducted systematic literature searches through electronic databases from the extended inception of each database to November 2023. We utilized the Cochrane risk of bias tool to evaluate the quality of evidence. Standardized mean differences (SMDs) were calculated as the effects of creative art therapy on the improvement of PTSD.</p><p><strong>Results: </strong>Seven controlled, comparative studies investigated the use of creative arts therapy in treating adults with PTSD. Meta-analysis demonstrated a significant decrease in PTSD symptoms following creative arts therapy (SMD = -1.98, 95% Confidence Interval (CI): -3.8 to -0.16, p < 0.03, I2 = 98%). Subgroup analysis indicates that drama therapy was notably effective, while music, art, and dance/movement therapies exhibited less pronounced effects.</p><p><strong>Conclusion: </strong>Despite the limitations, including a limited number of studies, participant size, study heterogeneity, and methodological quality, these results provide valuable understanding regarding the efficacy of creative arts therapies in treating PTSD and highlight the urgent need for additional research in this area.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"32"},"PeriodicalIF":2.7,"publicationDate":"2025-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11725198/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-10DOI: 10.1186/s40359-024-02233-3
Jia-Qi Xu, Yee-Man Jennifer Tang, Hoi Ying Katherine Chen
Objectives: Pursuing a research postgraduate (RPg) degree is a major life event and could be stressful. The current study aims to explore the effectiveness of an online eight-week mindfulness-based intervention on improving wellbeing and alleviating illbeing among a group of RPg students using a randomized waitlist-controlled design.
Methods: A total of 88 RPg students, either studying in Hong Kong or Macau, were recruited (43 were randomized into the immediate intervention group; 67 females; mean age = 27.7; SD = 4.60). The "Finding Peace in a Frantic World" was adopted as the mindfulness-based program. Linear mixed models were applied to test the effects of the intervention on trait mindfulness, compassion, wellbeing related measures (i.e., subjective wellbeing, resilience, wellbeing literacy) and illbeing related measures (i.e., emotional and sleeping disturbances), while controlling for the effects of age and gender. The intervention group was also assessed at two-month follow-up to evaluate the sustained effects.
Results: The results revealed that participants from the intervention group showed increased resilience (b = 0.88, p = .012), wellbeing literacy (b = 2.52, p = .04), trait mindfulness (b = 5.16, p = .006), and decreased emotional disturbances (b=-8.24, p = .015), while there were no changes in subjective wellbeing, sleeping quality, and self-compassion or compassion towards others compared to the waitlist controls. Positive effects were sustained after two months in the intervention group.
Conclusions: This study provides evidence for online mindfulness training in alleviating RPg students' emotional disturbance and supporting their resilience and wellbeing literacy.
Registration: The study was retrospectively registered with the ISRCTN Registry on 11/11/2022 (registration number: ISRCTN18262344).
目标:攻读研究型研究生(RPg)学位是人生中的一件大事,可能会有压力。目前的研究旨在探索一个为期八周的基于正念的在线干预在改善一组RPg学生的幸福感和减轻疾病方面的有效性,该干预采用随机候补对照设计。方法:共招募88名在香港或澳门学习的RPg学生(43名随机分为立即干预组;67女性;平均年龄27.7岁;sd = 4.60)。“在一个疯狂的世界中寻找和平”被采纳为基于正念的项目。采用线性混合模型来测试干预对特质正念、同情心、健康相关措施(即主观幸福感、弹性、健康素养)和疾病相关措施(即情绪和睡眠障碍)的影响,同时控制年龄和性别的影响。干预组也在两个月的随访中进行评估,以评估持续效果。结果:干预组在心理韧性(b= 0.88, p = 0.012)、健康素养(b= 2.52, p = 0.04)、特质正念(b= 5.16, p = 0.006)、情绪障碍(b=-8.24, p = 0.015)等方面均有所提高,而在主观幸福感、睡眠质量、自我同情和对他人的同情等方面均无显著变化。干预组的积极效果持续了两个月。结论:本研究为在线正念训练在缓解RPg学生情绪障碍、支持其心理弹性和幸福素养方面提供了证据。注册:该研究于2022年11月11日在ISRCTN注册中心回顾性注册(注册号:ISRCTN18262344)。
{"title":"Impact of an online mindfulness-based program on wellbeing and trait mindfulness for research postgraduate students: a randomized-controlled trial.","authors":"Jia-Qi Xu, Yee-Man Jennifer Tang, Hoi Ying Katherine Chen","doi":"10.1186/s40359-024-02233-3","DOIUrl":"10.1186/s40359-024-02233-3","url":null,"abstract":"<p><strong>Objectives: </strong>Pursuing a research postgraduate (RPg) degree is a major life event and could be stressful. The current study aims to explore the effectiveness of an online eight-week mindfulness-based intervention on improving wellbeing and alleviating illbeing among a group of RPg students using a randomized waitlist-controlled design.</p><p><strong>Methods: </strong>A total of 88 RPg students, either studying in Hong Kong or Macau, were recruited (43 were randomized into the immediate intervention group; 67 females; mean age = 27.7; SD = 4.60). The \"Finding Peace in a Frantic World\" was adopted as the mindfulness-based program. Linear mixed models were applied to test the effects of the intervention on trait mindfulness, compassion, wellbeing related measures (i.e., subjective wellbeing, resilience, wellbeing literacy) and illbeing related measures (i.e., emotional and sleeping disturbances), while controlling for the effects of age and gender. The intervention group was also assessed at two-month follow-up to evaluate the sustained effects.</p><p><strong>Results: </strong>The results revealed that participants from the intervention group showed increased resilience (b = 0.88, p = .012), wellbeing literacy (b = 2.52, p = .04), trait mindfulness (b = 5.16, p = .006), and decreased emotional disturbances (b=-8.24, p = .015), while there were no changes in subjective wellbeing, sleeping quality, and self-compassion or compassion towards others compared to the waitlist controls. Positive effects were sustained after two months in the intervention group.</p><p><strong>Conclusions: </strong>This study provides evidence for online mindfulness training in alleviating RPg students' emotional disturbance and supporting their resilience and wellbeing literacy.</p><p><strong>Registration: </strong>The study was retrospectively registered with the ISRCTN Registry on 11/11/2022 (registration number: ISRCTN18262344).</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"28"},"PeriodicalIF":2.7,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11720815/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-10DOI: 10.1186/s40359-025-02355-2
Xing Li, Yong Xu, Dan Huang
This study investigated the factors influencing teachers' organizational commitment in China. We employed a survey design with a sample of 506 full-time teachers from various public middle and high schools across mainland China. Social connectedness, job control, and work engagement were measured using self-reported scales. Structural equation modeling (SEM) was utilized to examine the hypothesized relationships. The results indicated that social connectedness and job control were directly associated with higher levels of organizational commitment among teachers. Furthermore, work engagement played a mediating role in these relationships. Specifically, teachers who felt more connected to their colleagues and had greater control over their work reported higher levels of work engagement, which, in turn, predicted stronger organizational commitment. These findings highlight the importance of fostering a supportive and collaborative school environment to cultivate social connectedness and provide teachers with greater autonomy and decision-making opportunities to enhance job control. By nurturing these factors, schools can promote work engagement, ultimately leading to a more dedicated and committed teaching workforce.
{"title":"Exploring the interplay between social connectedness, job control, and organizational commitment: the mediating role of work engagement among Chinese teachers.","authors":"Xing Li, Yong Xu, Dan Huang","doi":"10.1186/s40359-025-02355-2","DOIUrl":"10.1186/s40359-025-02355-2","url":null,"abstract":"<p><p>This study investigated the factors influencing teachers' organizational commitment in China. We employed a survey design with a sample of 506 full-time teachers from various public middle and high schools across mainland China. Social connectedness, job control, and work engagement were measured using self-reported scales. Structural equation modeling (SEM) was utilized to examine the hypothesized relationships. The results indicated that social connectedness and job control were directly associated with higher levels of organizational commitment among teachers. Furthermore, work engagement played a mediating role in these relationships. Specifically, teachers who felt more connected to their colleagues and had greater control over their work reported higher levels of work engagement, which, in turn, predicted stronger organizational commitment. These findings highlight the importance of fostering a supportive and collaborative school environment to cultivate social connectedness and provide teachers with greater autonomy and decision-making opportunities to enhance job control. By nurturing these factors, schools can promote work engagement, ultimately leading to a more dedicated and committed teaching workforce.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"31"},"PeriodicalIF":2.7,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11724516/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The objective of this systematic review was to review the current evidence on the effects of acute exercise with and without morning breakfast consumption on cognitive performance.
Methods: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines and is registered in the International Prospective Register of Systematic Reviews (CRD42023396125). Studies were included if they investigated effects of acute exercise with and without preceding morning breakfast on cognitive performance measured during and following exercise in healthy adults. Eligible studies from 5 electronic databases, PubMed, Scopus, MEDLINE, Web of Science, and Embase, with no limitations on years and dates of publications to retrieve maximal number of literature (literature search and screen were completed on 13 December 2024). Study quality was assessed using the Physiotherapy Evidence Database scale (PEDro).
Results: A total of 3018 studies were screened. Five studies, involving 70 participants (42 women, aged between 18 and 50 years) in total (sample size per study: 10-24), were eligible for inclusion in this review. The synthesised results based on 5 identified studies with healthy adults showed that there was no indication that effects of exercise on cognitive performance (e.g., processing speed, inhibitory control) are altered by breakfast skipping and/or consumption (e.g., different portion, macronutrients, and contents). The included studies had a mean PEDro score of 4.0 (scored between 3 and 5), suggesting 'fair' methodological quality.
Conclusion: The synthesised results showed that there was no indication that effects of exercise on cognitive performance (e.g., processing speed, inhibitory control) are altered by morning breakfast consumption or macronutrients and contents of breakfast in healthy adults. However, the synthesised results should be interpreted cautiously, given the limited evidence and the heterogeneity in methodology with mostly involved young and healthy adults. Further investigation regarding interactive effects of breakfast and exercise on cognition, especially in individuals with metabolic disease or medical conditions, is warranted.
背景:本系统综述的目的是回顾目前关于有或不吃早餐的急性运动对认知表现影响的证据。方法:本系统评价遵循系统评价和荟萃分析指南的首选报告项目,并在国际前瞻性系统评价注册(CRD42023396125)中注册。如果研究调查了健康成年人在运动期间和运动后进行的有早餐和没有早餐的急性运动对认知表现的影响,则纳入研究。从PubMed、Scopus、MEDLINE、Web of Science和Embase 5个电子数据库中检索符合条件的研究,检索文献的最大数量,没有出版年份和日期限制(文献检索和筛选于2024年12月13日完成)。使用物理治疗证据数据库量表(PEDro)评估研究质量。结果:共筛选了3018项研究。5项研究,共涉及70名参与者(42名女性,年龄在18至50岁之间)(每项研究的样本量:10-24),符合纳入本综述的条件。基于对健康成人进行的5项已确定研究的综合结果表明,没有迹象表明运动对认知表现(例如,处理速度、抑制控制)的影响会因不吃早餐和/或摄入(例如,不同的份量、常量营养素和含量)而改变。纳入的研究的平均PEDro得分为4.0(得分在3到5之间),表明方法质量“公平”。结论:综合结果显示,没有迹象表明运动对认知表现(如处理速度、抑制控制)的影响会因健康成人早餐的摄入量或常量营养素和早餐的含量而改变。然而,考虑到有限的证据和方法的异质性,主要涉及年轻和健康的成年人,综合结果应谨慎解释。需要进一步研究早餐和运动对认知的相互作用,特别是对有代谢疾病或身体状况的个体。
{"title":"Systematic review on the effects of exercise with and without breakfast consumption on cognitive performance in healthy adults.","authors":"Shu-Shih Hsieh, Yu Tian, Chun-Yuan Cheng, Yung-Chih Chen","doi":"10.1186/s40359-024-02327-y","DOIUrl":"10.1186/s40359-024-02327-y","url":null,"abstract":"<p><strong>Background: </strong>The objective of this systematic review was to review the current evidence on the effects of acute exercise with and without morning breakfast consumption on cognitive performance.</p><p><strong>Methods: </strong>This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines and is registered in the International Prospective Register of Systematic Reviews (CRD42023396125). Studies were included if they investigated effects of acute exercise with and without preceding morning breakfast on cognitive performance measured during and following exercise in healthy adults. Eligible studies from 5 electronic databases, PubMed, Scopus, MEDLINE, Web of Science, and Embase, with no limitations on years and dates of publications to retrieve maximal number of literature (literature search and screen were completed on 13 December 2024). Study quality was assessed using the Physiotherapy Evidence Database scale (PEDro).</p><p><strong>Results: </strong>A total of 3018 studies were screened. Five studies, involving 70 participants (42 women, aged between 18 and 50 years) in total (sample size per study: 10-24), were eligible for inclusion in this review. The synthesised results based on 5 identified studies with healthy adults showed that there was no indication that effects of exercise on cognitive performance (e.g., processing speed, inhibitory control) are altered by breakfast skipping and/or consumption (e.g., different portion, macronutrients, and contents). The included studies had a mean PEDro score of 4.0 (scored between 3 and 5), suggesting 'fair' methodological quality.</p><p><strong>Conclusion: </strong>The synthesised results showed that there was no indication that effects of exercise on cognitive performance (e.g., processing speed, inhibitory control) are altered by morning breakfast consumption or macronutrients and contents of breakfast in healthy adults. However, the synthesised results should be interpreted cautiously, given the limited evidence and the heterogeneity in methodology with mostly involved young and healthy adults. Further investigation regarding interactive effects of breakfast and exercise on cognition, especially in individuals with metabolic disease or medical conditions, is warranted.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"29"},"PeriodicalIF":2.7,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11720559/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}