This study aims to validate the Portuguese version of the Satisfaction with Life Scale (Cronbach's alpha = 0.82) and the Positive and Negative Affect Scale (Cronbach's alpha = 0.86 for positive affect and 0.89 for negative affect) for people with disabilities and to examine the association between engaging in physical activity and affective responses, investigating the relationship with satisfaction with life. 143 Portuguese with disabilities filled in the Portuguese version of the scales. The findings endorsed the single factorial structure and reliability of the Satisfaction with Life Scale [χ2/df = 6.3, B-S p = 0.487, TLI = 0.989, CFI = 0.995, SRMR = 0.0263, RMSEA = 0.043 (CI = 0, 0.130)]. For Positive and Negative Affect Scale, the results also confirmed the factorial structure and reliability [χ2/df = 1.871, B-S p = 0.114, TLI = 0.891, CFI = 0.918, SRMR = 0.0778, RMSEA = 0.078 (CI = 0.048, 0.108)]. On the other hand, the structural model presented satisfactory fit to the data [χ2/df = 1.436, B-S p = 0.269, TLI = 0.917, CFI = 0.930, SRMR = 0.0748, RMSEA = 0.055 (CI = 0.033, 0.075)]. Significant direct effects have been found, as has been theoretically proposed, namely: years of practice displayed a positive and significant association with positive affect; positive affect was positively associated with satisfaction with life (β = 0.073, CI = 0.020, 0.139; p = 0.031).
Perceiving organizational support is a crucial factor in enhancing teacher job satisfaction and contributes to improving teacher job performance. Previous research has predominantly focused on the impact of job satisfaction on job performance, overlooking the interactions among factors shaping perceived organizational support. This study aims to examine the interrelationships among personality traits, perceived organizational support, self-efficacy, and job satisfaction in influencing teacher job performance. A total of 581 university teachers participated in an empirical study, and the results confirmed that perceived organizational support influences teacher job performance directly and indirectly through personality traits, self-efficacy, and job satisfaction. This study develops and validates a novel model illustrating how perceived organizational support indirectly influences teachers'job performance through personality traits, self-efficacy, and job satisfaction. By emphasizing the mediating roles of personality traits, self-efficacy, and job satisfaction, this study makes a significant contribution to the theoretical literature. Moreover, it provides valuable theoretical insights and practical guidance for universities to formulate support strategies tailored to teachers' personality traits, thereby enhancing their job performance.
Background: Self-control is essential for individual health and well-being. The relationship between mindfulness and self-control has recently become a central focus of research. However, the dynamics of this relationship in deaf and hearing individuals remain underexplored. This study, based on the Cognitive Behavioral Theory, developed a moderated mediation model to examine the mediating role of inner peace and the moderating role of group type in the mindfulness-self-control relationship.
Methods: Using a cross-sectional survey design, this study used a sample of 121 deaf and 142 hearing college students. A moderated mediation analysis was conducted based on participants' responses to the Mindfulness Attention Awareness Scale, Peace of Mind Scale, and Belief Self-Control Scale.
Results: The findings indicate a significant positive correlation between mindfulness and self-control across both groups. Inner peace partially mediates the mindfulness-self-control relationship for both groups. However, group type moderates the mindfulness-inner peace-self-control pathway. Specifically, in hearing individuals, mindfulness bolsters self-control by enhancing inner peace, whereas in deaf individuals, this mediation effect is weaker, with their self-control not correlating with increased inner peace.
Conclusion: The results reveal that, despite shared psychological mechanisms in mindfulness and self-control between deaf and hearing individuals, the beneficial impact of inner peace on self-control is significantly lower in deaf individuals. This highlights the complex relationship shaped by diverse life experiences, underscoring the need for tailored interventions like mindfulness training to enhance positive emotions and self-control in deaf individuals.
Background: The influence of eye contact on memory has been a topic of extensive study, yet its effects remain ambiguous. This inconsistency may be attributed to the varying levels of task difficulty encountered when conducting this type of research.
Methods: To explore this possibility, our study used a word memory task that also integrated eye gaze as a means of examining how task difficulty (easy or difficult) modulates the effect of eye contact on word memory. A total of 41 participants engaged in the memory task under varying eye contact conditions.
Results: Our findings revealed a significant interaction between task difficulty and eye contact: For easy tasks, memory accuracy was lower with eye contact, whereas for difficult tasks, accuracy was improved with eye contact. Intriguingly, this effect was predominantly observed in female participants. In easy tasks, eye contact appeared to hinder memory performance in females, whereas it enhanced performance in difficult tasks.
Conclusions: These results suggest that the impact of eye contact on memory is not uniformly positive or negative, but is instead contingent on task complexity and influenced by gender differences. This study contributes new insights into the fluctuating effects of eye contact on memory, thereby enriching our understanding of the relationship between nonverbal social cues and cognitive processes.
Background: Military personnel face an increased risk of developing mental disorders owing to the stressful environments they encounter. Effective stress management strategies are crucial to mitigate this risk. Mindfulness training (MT) is promising as a stress management approach in such demanding settings. This study uses a quantitative approach to investigate the impact of MT on the relationship between the autonomic nervous system (ANS) and emotional regulation.
Methods: The study evaluated the effectiveness of MT in reducing stress among 86 military personnel. Participants were divided into two groups: MT (n = 42) and non-MT (n = 38). The study compared the two groups using measures of heart rate variability (HRV), a reliable indicator of ANS activity.
Results: The MT group exhibited a significant increase in HRV (14.4%, p = 0.001) and alpha asymmetry (AA) in the frontal lobe (45.7%, p < 0.001) compared to the non-MT group. Notably, the MT group achieved significantly higher scores on the parachute landing fall (PLF) training performance (p < 0.001). These improvements in HRV, AA, and PLF performance were strongly correlated. Furthermore, AA fully mediated the relationship between HRV and PLF training performance.
Conclusions: The findings suggest that MT has a positive impact on stress resilience, potentially by mitigating anxiety and attention deficits induced by extreme stressors. These positive effects are facilitated by concurrent modulation of the frontal cortex and autonomic nervous system. Our findings provide insight into the neural mechanisms behind MT-induced stress reduction from the perspective of neuromodulation.
Background: Psychological safety is crucial for student-athletes, impacting their stress levels and academic anxiety. Understanding how interpersonal factors like intimacy and social adjustment impact psychological safety can guide interventions to enhance student-athlete well-being.
Objectives: This study investigates the relationships between intimacy, social adjustment, psychological safety, perceived stress, and learning-related anxiety among student-athletes. It tests explicitly whether psychological safety mediates the effects of intimacy and social adjustment on perceived stress and learning-related anxiety.
Methodology: A cross-sectional design was employed, involving 300 student-athletes from various universities in Wuhan, China. Participants completed measures of intimacy (RCI), social adjustment (SAS-SR), perceived stress (PSS), learning-related anxiety (LAS), and psychological safety (PSS). Structural Equation Modeling (SEM) was used to analyze direct and indirect relationships among the variables.
Results/discussion: The results revealed that intimacy and social adjustment positively impact psychological safety. In turn, psychological safety negatively affects perceived stress and learning-related anxiety. The mediation analysis showed that psychological safety significantly mediates the relationships between both intimacy and social adjustment with perceived stress and learning-related anxiety. Specifically, the study found that higher intimacy and social adjustment levels increased psychological safety, subsequently reducing perceived stress and anxiety levels. These findings underscore the importance of fostering a psychologically safe environment to mitigate stress and anxiety among student-athletes. The study's implications suggest that coaches and educators should build supportive relationships and enhance social integration to improve psychological safety and overall athlete well-being.
Conclusion: This study highlights the critical role of psychological safety in student athletes' mental health. By promoting intimacy and social adjustment, institutions can enhance psychological safety, reduce stress and anxiety, and improve athletes' academic and personal experiences. Future research should explore longitudinal effects and potential moderators to understand these relationships further.
Background: This research focuses on examining and comparing the aggression levels of prisoners incarcerated for intentional injury and amateur combat athletes. The study aims to explore the differences in aggression levels among these groups to understand the impact of incarceration and sports participation on aggression.
Methods: The participants included in the analysis consist of prisoners (n = 363) housed in Marmara No. 7 and No. 3 Type L Closed Penal Institutions, who have been incarcerated for intentional injury, with an average age of 36.64 ± 10.30 years and an average custody period of 980.47 ± 1335.27 days. Amateur combat athletes (n = 203) with an average age of 25.17 ± 10.09 years have been actively engaged in sports for an average of 11.83 ± 9.53 years. The control group (n = 329) has an average age of 32.65 ± 7.56 years. Data collection instruments included a personal information form and the Buss-Perry Aggression Questionnaire. The data were analyzed using IBM SPSS Statistics 23.0, with a significance level set at p < 0.05.
Results: Analysis of the Buss-Perry Aggression Questionnaire scores revealed that the aggression levels of prisoners incarcerated for intentional injury were statistically significantly lower than those of both amateur combat athletes and control group participants (p < 0.001). Additionally, a significant reduction in overall aggression scores was observed among prisoners as the number of days in custody increased (p = 0.045). No significant differences were found among amateur combat athletes concerning the discipline variable, and no meaningful relationship was identified between years of active sports participation and aggression scores.
Conclusion: The findings indicate that educational, social, and sports activities organized in correctional facilities can be effective in reducing aggression levels among inmates. Systematic planning, professional implementation, and continuous evaluation of such programs can make significant contributions to the rehabilitation of prisoners and their successful reintegration into society.
Objective: To study the heterogeneity and influencing factors of self-acceptance of drug addicts in compulsory isolation in 2 drug rehabilitation centers in Sichuan Province, and to analyze the effects of different types of self-acceptance on subthreshold depression in drug addicts, in order to provide useful references for improving their mental health.
Methods: Self-acceptance Questionnaire (SAQ), Drug use Stereotype Threat Scale(DSTS) and Center for Epidemiologic Studies Depression Scale(CES-D) were used to conduct a questionnaire survey in January 2024 on 1068 drug addicts in two compulsory isolation drug rehabilitation centers in Sichuan Province.
Results: Drug addicts self-acceptance can be categorized into 5 potential categories; men were more likely than women to show lower self-acceptance in the 'low-low'(β = 0.285,OR = 0.381, p < 0.001),'low-high'(β = 0.331,OR = 0.383,p = 0.004), and'high-low'(β = 0.283,OR = 0.548, p = 0.033) groups compared to the ' high-high' group; drug addicts with an education level of elementary school and below were categorized into the'low -low ' group(β = 0.642,OR = 6.173, p = 0.005);HIV-negative drug addicts were more likely to show higher self-acceptance than positive patients(β = 0.418,OR = 2.427, p = 0.034)); the'low-low'group had the greatest likelihood of being alienated(β = 0.169,OR = 3.249, p < 0.001). The results of multiple linear regression showed that drug addicts in the' moderate-moderate 'group and'high-high 'group had significantly lower subthreshold depression than those in the'low-low 'group; the results of the Kruskal-Wallis Test showed that the'high -high 'group had the lowest level of subthreshold depression, and the'low -low ','low-high 'and'high-low 'groups had the highest mean ranks in different dimensions of subthreshold depression(P < 0.001).
Conclusion: Heterogeneity exists in drug addicts' self-acceptance, and gender, HIV-positive or not, education level, and drug use stereotype threat are factors influencing self-acceptance in compulsory isolated drug addicts. High self-appraisal-high self-acceptance had the lowest level of subthreshold depression in drug addicts, and the consistency of poor self-appraisal and self-acceptance also affected the level of subthreshold depression in drug addicts.
Objectives: Major Depressive Disorder (MDD) is a severe and widespread psychiatric condition that affects individuals globally. Suicidal ideation is one of the key symptoms associated with this disorder. Numerous studies have explored the impact of adverse childhood experiences on the development of suicidal thoughts in adulthood. However, limited research focuses on the underlying mechanisms that mediate this relationship. Therefore, the present study aimed to investigate whether emotional reactivity, along with probabilistic and reinforcement learning (PRL), serves as a mediator in the relationship between adverse childhood experiences and suicidal ideation in Iranian patients with MDD.
Method: The study included 201 inpatients diagnosed with MDD hospitalized in various psychiatric wards across Shiraz, Iran. Participants were selected using a convenient sampling method. Data were collected through the Probabilistic Reward Task, the Emotional Reactivity Scale, the Beck Scale of Suicidal Ideation, and the Modified Adverse Childhood Experiences - International Questionnaire. The collected data were analyzed using Pearson's correlation test and structural equation modeling with SPSS and AMOS 26.
Results: Adverse childhood experiences were found to have a direct and significant relationship with suicidal ideation (p < .001). Additionally, emotional reactivity and PRL served as significant mediators in the relationship between adverse childhood experiences and suicidal ideation.
Conclusion: Our findings indicate that various factors-including adverse childhood experiences, emotional reactivity, and PRL-contribute to the development of suicidal ideation in patients with major depressive disorder (MDD). Therefore, it is essential to consider these factors when developing therapeutic plans.
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