Pub Date : 2024-06-14DOI: 10.3389/fpsyg.2024.1422543
Juliane E. Kämmer, Margarete Boos, J. Seelandt
{"title":"Editorial: Promoting teamwork in healthcare","authors":"Juliane E. Kämmer, Margarete Boos, J. Seelandt","doi":"10.3389/fpsyg.2024.1422543","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1422543","url":null,"abstract":"","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"36 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.3389/fpsyg.2024.1402159
Yi Zhu, Margaret Xi Can Yin
To examine the impact of care-recipient relationship type on mental health burden of caregivers for schizophrenia patients in China, elucidating the underlying mechanisms.A cross-sectional study was conducted using face-to-face surveys administered to caregivers of patients with schizophrenia in selected communities in Beijing, China. 1,853 samples’ data was used. Descriptive statistics, logistic regression models and Sheaf coefficient method were employed to analyze the data.The mental health burden experienced by caregivers of schizophrenia patients has reached a high level, with 66.9% reporting a moderate or severe impact from their caregiving responsibilities. Parents and spouses were the primary providers of care for schizophrenia patients in China. Parent caregivers experienced greater suffering in their caregiving role compared to spouse caregivers, whereas the difference between child caregivers and spouse caregivers was not significant. The factors influencing caregiver’s mental health burden vary according to the type of relationship with the care-recipient. For parent caregivers, the mental health burden primarily stems from personal conditions of schizophrenia patients, while for spouse or child caregivers, it mainly arises from family economic conditions.This study reveals that caregivers having different types of care-recipient relationship with schizophrenia patients experience significantly different mental health burdens in Beijing, China, and major influencing factors are distinct according to different care-recipient relationship types.
{"title":"The impact of care-recipient relationship type on mental health burden of caregivers for schizophrenia patients: evidence from Beijing, China","authors":"Yi Zhu, Margaret Xi Can Yin","doi":"10.3389/fpsyg.2024.1402159","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1402159","url":null,"abstract":"To examine the impact of care-recipient relationship type on mental health burden of caregivers for schizophrenia patients in China, elucidating the underlying mechanisms.A cross-sectional study was conducted using face-to-face surveys administered to caregivers of patients with schizophrenia in selected communities in Beijing, China. 1,853 samples’ data was used. Descriptive statistics, logistic regression models and Sheaf coefficient method were employed to analyze the data.The mental health burden experienced by caregivers of schizophrenia patients has reached a high level, with 66.9% reporting a moderate or severe impact from their caregiving responsibilities. Parents and spouses were the primary providers of care for schizophrenia patients in China. Parent caregivers experienced greater suffering in their caregiving role compared to spouse caregivers, whereas the difference between child caregivers and spouse caregivers was not significant. The factors influencing caregiver’s mental health burden vary according to the type of relationship with the care-recipient. For parent caregivers, the mental health burden primarily stems from personal conditions of schizophrenia patients, while for spouse or child caregivers, it mainly arises from family economic conditions.This study reveals that caregivers having different types of care-recipient relationship with schizophrenia patients experience significantly different mental health burdens in Beijing, China, and major influencing factors are distinct according to different care-recipient relationship types.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.3389/fpsyg.2024.1389340
Ivan Uher, Hedviga Vašková, Janka Poráčová, Iveta Cimboláková, Zuzana Küchelová, Alexandra Buková, Jarmila Bernasovská
Health can be described as the state of homeostasis and optimal functioning across various bio-psycho-social dimensions and processes, allowing an individual to adapt and respond effectively to extrinsic and intrinsic challenges. Our thoughts, choices, behaviors, experiences, and feelings shape our existence. By transitioning from unconscious reactions to conscious responses, we can establish novel habits and behaviors, actively embracing positive shifts in our lifestyle.The presented examination focuses on the smartwatch (SW), analyzing the incorporation of potentially progressive attributes that could enrich our lifestyle pursuits. The objective is not the health disorders themselves but the employment of wearable devices to create a strong sense of coherence in the Straussian grounded theory approach. The study had no subjects.The potential of the SW has been partially explored in lifestyle intervention, modification, research, and practice.Based on our examination, creating an innovative SW capable of aiding individuals in better comprehending their behaviors and motivating them toward comprehensive changes in their lifestyle is a challenging yet attainable endeavor. Our ambition is to bring into existence SW capable of comprehensively measuring and evaluating interoception, circadian rhythm (CR), selected lifestyle pillars, and their associated components, and seamlessly integrating them into current SW features. It focuses on boosting motivation, maintenance, and amelioration regarding one’s lifestyle. The novel approach strives to boost both immediate and underlying factors that actively contribute to improving one’s metacognition.
{"title":"Innovative health tracker that provides advanced functionalities to support and guide users in modifying their lifestyle: a Straussian ground theory approach","authors":"Ivan Uher, Hedviga Vašková, Janka Poráčová, Iveta Cimboláková, Zuzana Küchelová, Alexandra Buková, Jarmila Bernasovská","doi":"10.3389/fpsyg.2024.1389340","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1389340","url":null,"abstract":"Health can be described as the state of homeostasis and optimal functioning across various bio-psycho-social dimensions and processes, allowing an individual to adapt and respond effectively to extrinsic and intrinsic challenges. Our thoughts, choices, behaviors, experiences, and feelings shape our existence. By transitioning from unconscious reactions to conscious responses, we can establish novel habits and behaviors, actively embracing positive shifts in our lifestyle.The presented examination focuses on the smartwatch (SW), analyzing the incorporation of potentially progressive attributes that could enrich our lifestyle pursuits. The objective is not the health disorders themselves but the employment of wearable devices to create a strong sense of coherence in the Straussian grounded theory approach. The study had no subjects.The potential of the SW has been partially explored in lifestyle intervention, modification, research, and practice.Based on our examination, creating an innovative SW capable of aiding individuals in better comprehending their behaviors and motivating them toward comprehensive changes in their lifestyle is a challenging yet attainable endeavor. Our ambition is to bring into existence SW capable of comprehensively measuring and evaluating interoception, circadian rhythm (CR), selected lifestyle pillars, and their associated components, and seamlessly integrating them into current SW features. It focuses on boosting motivation, maintenance, and amelioration regarding one’s lifestyle. The novel approach strives to boost both immediate and underlying factors that actively contribute to improving one’s metacognition.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"52 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In competitive sports, momentum encompasses positive or negative changes in cognition, physiology, emotions, and behavior caused by sudden or a series of continuous events. Momentum occurring during basketball games leads to significant performance variation regarding positive net points differences for a specific team within a certain period. This study designed a quantitative framework based on two performative dimensions (time constraints and point differentials) to accurately identify momentum in basketball games, and explored the role of momentum in games. We identified 2,083 momentum occurrences in 372 professional elite basketball games. The number of momentum occurrences for winning teams is significantly higher than for losing teams (1.78 ± 0.47 Difference Value, p < 0.001); the correlation between momentum and game outcomes decreased as each quarter progressed. To distinguish the influence of contextual variables on momentum, we divided games into five types based on the team quality differences between the team and the opponent team. The decision tree model shows that first-quarter momentum is critical in games where weaker teams defeat stronger teams. This study provides insights for basketball coaches to formulate game strategies. More importantly, the momentum conceptual framework can help researchers identify and capture momentum, offering inspiration and reference for subsequent research.
{"title":"The influence of “momentum” on the game outcome while controlling for game types in basketball","authors":"Mingjia Qiu, Shaoliang Zhang, Qing Yi, Changjing Zhou, Mingxin Zhang","doi":"10.3389/fpsyg.2024.1412840","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1412840","url":null,"abstract":"In competitive sports, momentum encompasses positive or negative changes in cognition, physiology, emotions, and behavior caused by sudden or a series of continuous events. Momentum occurring during basketball games leads to significant performance variation regarding positive net points differences for a specific team within a certain period. This study designed a quantitative framework based on two performative dimensions (time constraints and point differentials) to accurately identify momentum in basketball games, and explored the role of momentum in games. We identified 2,083 momentum occurrences in 372 professional elite basketball games. The number of momentum occurrences for winning teams is significantly higher than for losing teams (1.78 ± 0.47 Difference Value, p < 0.001); the correlation between momentum and game outcomes decreased as each quarter progressed. To distinguish the influence of contextual variables on momentum, we divided games into five types based on the team quality differences between the team and the opponent team. The decision tree model shows that first-quarter momentum is critical in games where weaker teams defeat stronger teams. This study provides insights for basketball coaches to formulate game strategies. More importantly, the momentum conceptual framework can help researchers identify and capture momentum, offering inspiration and reference for subsequent research.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"29 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.3389/fpsyg.2024.1273860
Xiao Chang, Zhe Wang
This article examines the development of primary English education from teachers’ and students’ perspectives; this is done by investigating environment, curriculum and teacher and students’ information. The study was carried out with 42 primary English teachers and 404 primary students from 90 urban and rural primary schools in 13 regions in the Hunan Province, China, the participants engaged in the questionnaire tasks to investigate the present status and problems with primary English education in the Hunan Province. Based on the assessment indicators through CIPP model, combining educational theory and sustainable development theory, the present study develops a primary school English education evaluation model and conducts a practical investigation of primary school English education in the Hunan Province, based on the established model. The findings indicate that the quality of teachers has improved, teaching methods and teaching equipment have become diversified, and student interests and English proficiencies have increased. However, there are still deficiencies in the implementation of Primary English Education in the Hunan Province. For instance, certain schools improperly implement national policies, resulting in imbalanced education. Additionally, educational inequality persists due to disparities in family economic status and importance. Moreover, regional, ideological, and management factors contribute to uneven allocation of educational resources. Furthermore, significant disparities exist between urban and rural areas in terms of teacher qualifications, teaching quality, and school operating hours. The article proposes enhancing awareness of sustainable development, strengthening supervision, and seeking educational and policy support to facilitate the sustainable development of primary English education.
{"title":"Assessing the development of primary English education based on CIPP model—a case study from primary schools in China","authors":"Xiao Chang, Zhe Wang","doi":"10.3389/fpsyg.2024.1273860","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1273860","url":null,"abstract":"This article examines the development of primary English education from teachers’ and students’ perspectives; this is done by investigating environment, curriculum and teacher and students’ information. The study was carried out with 42 primary English teachers and 404 primary students from 90 urban and rural primary schools in 13 regions in the Hunan Province, China, the participants engaged in the questionnaire tasks to investigate the present status and problems with primary English education in the Hunan Province. Based on the assessment indicators through CIPP model, combining educational theory and sustainable development theory, the present study develops a primary school English education evaluation model and conducts a practical investigation of primary school English education in the Hunan Province, based on the established model. The findings indicate that the quality of teachers has improved, teaching methods and teaching equipment have become diversified, and student interests and English proficiencies have increased. However, there are still deficiencies in the implementation of Primary English Education in the Hunan Province. For instance, certain schools improperly implement national policies, resulting in imbalanced education. Additionally, educational inequality persists due to disparities in family economic status and importance. Moreover, regional, ideological, and management factors contribute to uneven allocation of educational resources. Furthermore, significant disparities exist between urban and rural areas in terms of teacher qualifications, teaching quality, and school operating hours. The article proposes enhancing awareness of sustainable development, strengthening supervision, and seeking educational and policy support to facilitate the sustainable development of primary English education.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"20 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.3389/fpsyg.2024.1437320
Isabel Martínez, Iris M. Oliveira, Sergio Murgui, Feliciano H. Veiga
{"title":"Editorial: Family and school influences on individuals' early and later adjustment","authors":"Isabel Martínez, Iris M. Oliveira, Sergio Murgui, Feliciano H. Veiga","doi":"10.3389/fpsyg.2024.1437320","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1437320","url":null,"abstract":"","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"17 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.3389/fpsyg.2024.1291341
Wen Li, Weiping Wang
Teaching presence is the core role of teachers in online education and is the most promising mechanism for developing online learning communities. Drawing on the theoretical framework of teaching presence, and based on data from an online survey of university students from 334 Chinese universities, this study constructs a framework for teaching presence and compares the differences in teaching presence among different student groups, and further explores the impact of teaching presence on students’ online learning experience and its heterogeneity in terms of gender and discipline. The study finds that teaching presence includes three dimensions: instructional design and organization, facilitating interaction, and direct instruction, and there are differences among different groups. Teaching presence has a significant impact on the online learning experience, among which facilitating interaction is the most important influencing factor. Heterogeneity examination reveals that the direct instruction dimension has a greater impact on the online learning experience of female students and students in science and engineering, while the facilitating interaction dimension has a greater impact on the experience of male students and students in science and engineering. For the development of online teaching, it is necessary to help online teachers comprehensively improve teaching presence, adopt different teaching strategies and improvement measures for different student groups, and pay attention to collecting and analyzing student behavioral data for teachers to reflect on and improve teaching.
{"title":"The impact of teaching presence on students’ online learning experience: evidence from 334 Chinese universities during the pandemic","authors":"Wen Li, Weiping Wang","doi":"10.3389/fpsyg.2024.1291341","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1291341","url":null,"abstract":"Teaching presence is the core role of teachers in online education and is the most promising mechanism for developing online learning communities. Drawing on the theoretical framework of teaching presence, and based on data from an online survey of university students from 334 Chinese universities, this study constructs a framework for teaching presence and compares the differences in teaching presence among different student groups, and further explores the impact of teaching presence on students’ online learning experience and its heterogeneity in terms of gender and discipline. The study finds that teaching presence includes three dimensions: instructional design and organization, facilitating interaction, and direct instruction, and there are differences among different groups. Teaching presence has a significant impact on the online learning experience, among which facilitating interaction is the most important influencing factor. Heterogeneity examination reveals that the direct instruction dimension has a greater impact on the online learning experience of female students and students in science and engineering, while the facilitating interaction dimension has a greater impact on the experience of male students and students in science and engineering. For the development of online teaching, it is necessary to help online teachers comprehensively improve teaching presence, adopt different teaching strategies and improvement measures for different student groups, and pay attention to collecting and analyzing student behavioral data for teachers to reflect on and improve teaching.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"16 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.3389/fpsyg.2024.1415248
Yanyan Shen, Wencheng Cui
Artificial Intelligence (AI) exerts significant influence on both professional and personal spheres, underscoring the necessity for college students to have a fundamental understanding of AI. Guided by self-determination theory (SDT), this study explores the influence of psychological needs satisfaction on AI literacy among university students. A cross-sectional survey involving 445 university students from diverse academic backgrounds was conducted. The survey assessed the mediation effect of students’ psychological need satisfaction between two types of support—technical and teacher—and AI literacy. The results indicate that both support types positively influenced the fulfillment of autonomy and competence needs, which subsequently acted as mediators in enhancing AI literacy. However, the satisfaction of relatedness needs did not mediate the relationship between the types of support and AI literacy. Unexpectedly, no direct association was found between the two forms of support and AI literacy levels among students. The findings suggest that although technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy underscores the importance of addressing specific psychological needs through educational interventions. It is recommended that educators provide tailored support in AI education (AIEd) and that institutions develop specialized courses to enhance AI literacy.
{"title":"Perceived support and AI literacy: the mediating role of psychological needs satisfaction","authors":"Yanyan Shen, Wencheng Cui","doi":"10.3389/fpsyg.2024.1415248","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1415248","url":null,"abstract":"Artificial Intelligence (AI) exerts significant influence on both professional and personal spheres, underscoring the necessity for college students to have a fundamental understanding of AI. Guided by self-determination theory (SDT), this study explores the influence of psychological needs satisfaction on AI literacy among university students. A cross-sectional survey involving 445 university students from diverse academic backgrounds was conducted. The survey assessed the mediation effect of students’ psychological need satisfaction between two types of support—technical and teacher—and AI literacy. The results indicate that both support types positively influenced the fulfillment of autonomy and competence needs, which subsequently acted as mediators in enhancing AI literacy. However, the satisfaction of relatedness needs did not mediate the relationship between the types of support and AI literacy. Unexpectedly, no direct association was found between the two forms of support and AI literacy levels among students. The findings suggest that although technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy underscores the importance of addressing specific psychological needs through educational interventions. It is recommended that educators provide tailored support in AI education (AIEd) and that institutions develop specialized courses to enhance AI literacy.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"27 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.3389/fpsyg.2024.1377379
Jeanette A. Chacón-Candia, Renato Ponce, Andrea Marotta
Individuals diagnosed with attention deficit/hyperactivity disorder (ADHD) have been found to have impairments in multiple aspects of social cognition, thus including the attentional processing of socially relevant stimuli such as eye-gaze. However, to date, it remains unclear whether only the social-specific but not the domain-general directional components, elicited by eye-gaze are affected by ADHD symptomatology. To address this issue, the present study aimed to investigate the impact of ADHD-like traits on the social-specific attentional processing of eye-gaze. To this purpose, we conducted an online experiment with a sample of 140 healthy undergraduate participants who completed two self-reported questionnaires designed to assess ADHD-like traits, and a social variant of an interference spatial task known to effectively isolate the social-specific component of eye-gaze. To make our research plan transparent, our hypotheses, together with the plans of analyses, were registered before data exploration. Results showed that while the social-specific component of eye-gaze was evident in the sample, no significant correlation was found between this component and the measured ADHD-like traits. These results appear to contradict the intuition that the attentional processing of the social-specific components of eye-gaze may be impaired by ADHD symptomatology. However, further research involving children and clinical populations is needed in order to clarify this matter.
{"title":"The reverse congruency effect elicited by eye-gaze as a function of attention-deficit/hyperactivity disorder symptoms","authors":"Jeanette A. Chacón-Candia, Renato Ponce, Andrea Marotta","doi":"10.3389/fpsyg.2024.1377379","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1377379","url":null,"abstract":"Individuals diagnosed with attention deficit/hyperactivity disorder (ADHD) have been found to have impairments in multiple aspects of social cognition, thus including the attentional processing of socially relevant stimuli such as eye-gaze. However, to date, it remains unclear whether only the social-specific but not the domain-general directional components, elicited by eye-gaze are affected by ADHD symptomatology. To address this issue, the present study aimed to investigate the impact of ADHD-like traits on the social-specific attentional processing of eye-gaze. To this purpose, we conducted an online experiment with a sample of 140 healthy undergraduate participants who completed two self-reported questionnaires designed to assess ADHD-like traits, and a social variant of an interference spatial task known to effectively isolate the social-specific component of eye-gaze. To make our research plan transparent, our hypotheses, together with the plans of analyses, were registered before data exploration. Results showed that while the social-specific component of eye-gaze was evident in the sample, no significant correlation was found between this component and the measured ADHD-like traits. These results appear to contradict the intuition that the attentional processing of the social-specific components of eye-gaze may be impaired by ADHD symptomatology. However, further research involving children and clinical populations is needed in order to clarify this matter.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"23 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141342761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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