Pub Date : 2026-02-11DOI: 10.1016/j.actpsy.2026.106327
Laura Saad , J. Malcolm McCurry , J. Gregory Trafton
The sense of agency refers to the sense of control we feel over our actions and their effects in the environment. We propose a new framework that defines the sense of agency as consisting of three components: the presence of a goal, the sense of control of the self, and the sense of control of the environment. Across six experiments, we altered participants’ sense of agency by manipulating control of their actions and outcomes in reference to a goal. We found that participants’ sense of agency was consistently the highest when both actions and outcomes were under their control and participants achieved their goal. However, contrary to previous theoretical predictions, we also found that unpredictable outcomes impacted participants’ sense of agency more negatively than did manipulations impacting action control. Specifically, sense of agency was consistently lowest when participants did not achieve their goal. These results can be readily explained in the context of the G2C framework as a hierarchical integration of action and outcome information in reference to a goal. We discuss implications and suggestions for future work in this field.
{"title":"The role of goals, actions, and outcomes in the sense of agency","authors":"Laura Saad , J. Malcolm McCurry , J. Gregory Trafton","doi":"10.1016/j.actpsy.2026.106327","DOIUrl":"10.1016/j.actpsy.2026.106327","url":null,"abstract":"<div><div>The sense of agency refers to the sense of control we feel over our actions and their effects in the environment. We propose a new framework that defines the sense of agency as consisting of three components: the presence of a goal, the sense of control of the self, and the sense of control of the environment. Across six experiments, we altered participants’ sense of agency by manipulating control of their actions and outcomes in reference to a goal. We found that participants’ sense of agency was consistently the highest when both actions and outcomes were under their control and participants achieved their goal. However, contrary to previous theoretical predictions, we also found that unpredictable outcomes impacted participants’ sense of agency more negatively than did manipulations impacting action control. Specifically, sense of agency was consistently lowest when participants did not achieve their goal. These results can be readily explained in the context of the G2C framework as a hierarchical integration of action and outcome information in reference to a goal. We discuss implications and suggestions for future work in this field.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106327"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amid increasing scholarly attention to faith-based organizational values, this study examines how Islamic workplace spirituality and grit influence teachers' career commitment within private Islamic schools in Indonesia. Grounded in the constructs of istiqāmah (steadfastness), murāqabah (spiritual mindfulness), and taqarrub (closeness to God), the research introduces an integrative framework in which grit serves as a mediating psychological mechanism linking spiritual orientation to vocational dedication. Utilizing data from 429 teachers across elementary, middle, and high schools, this study employed a quantitative cross-sectional design and used a convenience sampling technique to recruit participants. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate both the measurement and structural models. Findings demonstrate that istiqāmah and murāqabah significantly and directly predict career commitment, whereas taqarrub exerts an indirect effect through grit. Grit itself emerges as a critical psychological construct that amplifies the influence of spiritual dimensions on professional perseverance. By bridging theological and psychological perspectives, this research offers a nuanced understanding of career motivation in religious educational settings. The results provide actionable insights for school leaders and policymakers seeking to cultivate spiritually grounded strategies that foster long-term professional commitment among educators.
{"title":"The role of Islamic workplace spirituality and grit in predicting teachers' career commitment: A structural equation modeling approach","authors":"Khoiruddin Bashori , Zalik Nuryana , Herdian , Tommy Tanu Wijaya","doi":"10.1016/j.actpsy.2026.106365","DOIUrl":"10.1016/j.actpsy.2026.106365","url":null,"abstract":"<div><div>Amid increasing scholarly attention to faith-based organizational values, this study examines how Islamic workplace spirituality and grit influence teachers' career commitment within private Islamic schools in Indonesia. Grounded in the constructs of <em>istiqāmah</em> (steadfastness), <em>murāqabah</em> (spiritual mindfulness), and <em>taqarrub</em> (closeness to God), the research introduces an integrative framework in which grit serves as a mediating psychological mechanism linking spiritual orientation to vocational dedication. Utilizing data from 429 teachers across elementary, middle, and high schools, this study employed a quantitative cross-sectional design and used a convenience sampling technique to recruit participants. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate both the measurement and structural models. Findings demonstrate that <em>istiqāmah</em> and <em>murāqabah</em> significantly and directly predict career commitment, whereas <em>taqarrub</em> exerts an indirect effect through grit. Grit itself emerges as a critical psychological construct that amplifies the influence of spiritual dimensions on professional perseverance. By bridging theological and psychological perspectives, this research offers a nuanced understanding of career motivation in religious educational settings. The results provide actionable insights for school leaders and policymakers seeking to cultivate spiritually grounded strategies that foster long-term professional commitment among educators.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106365"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-11DOI: 10.1016/j.actpsy.2026.106442
Sabine Michiels , Jennifer Foucart , Malko Ibrahim , Laurent Pitance , Céline Mathy , Christophe Demoulin
Objective
This study aimed to compare empathy levels among first-year students beginning different health-related programmes (medicine-dentistry, physiotherapy, psychology, veterinary medicine) and to compare them to students in non-health-related programmes. A secondary objective was to identify factors influencing.
Methods
First-year students from a variety of academic fields, recruited from three different universities at the very beginning of their academic year, participated in the study. An anonymous online questionnaire was administered, including sociodemographic data, the Interpersonal Responsiveness Index (IRI) and for students enrolled in health-related programmes, the Jefferson Scale of Empathy for Health Professionals (JSPE-HPS). Incomplete questionnaires were excluded. The Spearman and Pearson correlations examined the relationships between self-report items and IRI and JSPE-HPS scores, respectively. Parametric ANOVAs compared empathy scores between groups.
Results
A total of 1787 responses were analyzed, 1132 women, 600 men and 11 non-binary people, the average age of the respondents was 18.78 years (s-d 2.51). Students in the psychology curriculum had significantly higher total IRI scores than those in non-health fields (p < 0.001). Among health students, those in psychology, medicine, and dentistry scored higher IRI and Jefferson scores than physical therapy students (p < 0.001). The regression models identified gender, field of study, and communication training as significant predictors, although these explained only a small portion of the variance in the scores.
Conclusion
The results highlight the existence of significant differences in empathy levels by field of study, with empathy particularly high among mental health students and lower among physiotherapy and non-health students. While certain factors such as gender, age, and communication training influence these levels, other variables, such as personality traits or emotional regulation, are worth exploring. These observations argue for the integration, from the first year, of educational programmes that promote the development of empathy, particularly in fields where it seems to be less present.
{"title":"Empathy among first year university students: A cross-sectional analytical study","authors":"Sabine Michiels , Jennifer Foucart , Malko Ibrahim , Laurent Pitance , Céline Mathy , Christophe Demoulin","doi":"10.1016/j.actpsy.2026.106442","DOIUrl":"10.1016/j.actpsy.2026.106442","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to compare empathy levels among first-year students beginning different health-related programmes (medicine-dentistry, physiotherapy, psychology, veterinary medicine) and to compare them to students in non-health-related programmes. A secondary objective was to identify factors influencing.</div></div><div><h3>Methods</h3><div>First-year students from a variety of academic fields, recruited from three different universities at the very beginning of their academic year, participated in the study. An anonymous online questionnaire was administered, including sociodemographic data, the Interpersonal Responsiveness Index (IRI) and for students enrolled in health-related programmes, the Jefferson Scale of Empathy for Health Professionals (JSPE-HPS). Incomplete questionnaires were excluded. The Spearman and Pearson correlations examined the relationships between self-report items and IRI and JSPE-HPS scores, respectively. Parametric ANOVAs compared empathy scores between groups.</div></div><div><h3>Results</h3><div>A total of 1787 responses were analyzed, 1132 women, 600 men and 11 non-binary people, the average age of the respondents was 18.78 years (s-d 2.51). Students in the psychology curriculum had significantly higher total IRI scores than those in non-health fields (<em>p</em> < 0.001). Among health students, those in psychology, medicine, and dentistry scored higher IRI and Jefferson scores than physical therapy students (<em>p</em> < 0.001). The regression models identified gender, field of study, and communication training as significant predictors, although these explained only a small portion of the variance in the scores.</div></div><div><h3>Conclusion</h3><div>The results highlight the existence of significant differences in empathy levels by field of study, with empathy particularly high among mental health students and lower among physiotherapy and non-health students. While certain factors such as gender, age, and communication training influence these levels, other variables, such as personality traits or emotional regulation, are worth exploring. These observations argue for the integration, from the first year, of educational programmes that promote the development of empathy, particularly in fields where it seems to be less present.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106442"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-11DOI: 10.1016/j.actpsy.2026.106426
Yukiko Hayashi , Kei Fuji
Background
Cancer screening rates declined during the COVID-19 pandemic. Identifying the psychological processes that promote participation in cancer screening, even during infectious disease outbreaks, is essential. This study focused on gastric cancer, which has a high incidence rate in Asia, and examined the factors promoting cancer screening intentions during the pandemic, considering the health intention model, implementation intention, and risk perceptions/fear of COVID-19.
Methods
Two waves of longitudinal surveys were conducted in August 2022, when the pandemic continued, among Japanese individuals without a history of cancer. Wave 1 (N = 317) measured health literacy, perceived susceptibility, cues to action, implementation intentions, and COVID-19 cognition. Wave 2 (N = 270), conducted four months later, assessed about the actual screening behavior since wave 1.
Results
Structural equation modeling showed that health literacy, perceived susceptibility, and cues to action increased screening intentions. Furthermore, screening intention increased implementation intentions, which in turn promoted actual screening behavior four months later. Conversely, fear of COVID-19 increased screening intention in the short term, but inhibited screening behavior in the long term.
Conclusion
These results indicate that screening behavior during a pandemic could be promoted by factors that previous research has shown to play an important role. However, it also suggests that fear of COVID-19 could function as both a promoter and inhibitor of screening uptake, warranting careful consideration when encouraging cancer screening during a pandemic.
{"title":"Predictors of gastric cancer screening behavior during the COVID-19 pandemic: A longitudinal study in Japan","authors":"Yukiko Hayashi , Kei Fuji","doi":"10.1016/j.actpsy.2026.106426","DOIUrl":"10.1016/j.actpsy.2026.106426","url":null,"abstract":"<div><h3>Background</h3><div>Cancer screening rates declined during the COVID-19 pandemic. Identifying the psychological processes that promote participation in cancer screening, even during infectious disease outbreaks, is essential. This study focused on gastric cancer, which has a high incidence rate in Asia, and examined the factors promoting cancer screening intentions during the pandemic, considering the health intention model, implementation intention, and risk perceptions/fear of COVID-19.</div></div><div><h3>Methods</h3><div>Two waves of longitudinal surveys were conducted in August 2022, when the pandemic continued, among Japanese individuals without a history of cancer. Wave 1 (<em>N</em> = 317) measured health literacy, perceived susceptibility, cues to action, implementation intentions, and COVID-19 cognition. Wave 2 (<em>N</em> = 270), conducted four months later, assessed about the actual screening behavior since wave 1.</div></div><div><h3>Results</h3><div>Structural equation modeling showed that health literacy, perceived susceptibility, and cues to action increased screening intentions. Furthermore, screening intention increased implementation intentions, which in turn promoted actual screening behavior four months later. Conversely, fear of COVID-19 increased screening intention in the short term, but inhibited screening behavior in the long term.</div></div><div><h3>Conclusion</h3><div>These results indicate that screening behavior during a pandemic could be promoted by factors that previous research has shown to play an important role. However, it also suggests that fear of COVID-19 could function as both a promoter and inhibitor of screening uptake, warranting careful consideration when encouraging cancer screening during a pandemic.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106426"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-11DOI: 10.1016/j.actpsy.2026.106358
I. Wayan Eka Dian Rahmanu , Gyöngyvér Molnár
This review systematically examines the benefits and challenges of integrating Virtual Reality (VR) into English language instruction in higher education. Analysing 27 studies published between 2014 and 2024, the findings reveal that VR has been predominantly utilised as an instructional tool across diverse domains, including General English, English as a Foreign Language (EFL), English as a Second Language (ESL), English for Specific Purposes (ESP), English for Occupational Purposes (EOP), and English for Academic Purposes (EAP). The technology has been shown to enhance core language competencies such as speaking, writing, and vocabulary acquisition, with applications spanning vocational training, university programs, and specialised courses. Fully immersive VR, low-cost immersive VR and low-immersive VR were designed by the prior study in exploring learners' English language skills. However, challenges such as dizziness, fatigue, motion sickness, neck pain, and cognitive overload were identified as potential barriers to effective learning. The review further highlights underexplored opportunities for future research, including the integration of cognitive and metacognitive assessments, gamified learning environments, and evaluations of VR's impact on learner motivation. These insights aim to guide educators and researchers in refining VR-based language education strategies while addressing current limitations.
{"title":"Virtual reality in English language education: A systematic review of opportunities and challenges in higher education","authors":"I. Wayan Eka Dian Rahmanu , Gyöngyvér Molnár","doi":"10.1016/j.actpsy.2026.106358","DOIUrl":"10.1016/j.actpsy.2026.106358","url":null,"abstract":"<div><div>This review systematically examines the benefits and challenges of integrating Virtual Reality (VR) into English language instruction in higher education. Analysing 27 studies published between 2014 and 2024, the findings reveal that VR has been predominantly utilised as an instructional tool across diverse domains, including General English, English as a Foreign Language (EFL), English as a Second Language (ESL), English for Specific Purposes (ESP), English for Occupational Purposes (EOP), and English for Academic Purposes (EAP). The technology has been shown to enhance core language competencies such as speaking, writing, and vocabulary acquisition, with applications spanning vocational training, university programs, and specialised courses. Fully immersive VR, low-cost immersive VR and low-immersive VR were designed by the prior study in exploring learners' English language skills. However, challenges such as dizziness, fatigue, motion sickness, neck pain, and cognitive overload were identified as potential barriers to effective learning. The review further highlights underexplored opportunities for future research, including the integration of cognitive and metacognitive assessments, gamified learning environments, and evaluations of VR's impact on learner motivation. These insights aim to guide educators and researchers in refining VR-based language education strategies while addressing current limitations.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106358"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-11DOI: 10.1016/j.actpsy.2026.106392
Xiaoxiao Li , Yanyan Jiao , Zhongqiang Guo , Yifan Lu , Yanjun Huang , Xiaofang Shen , Chaoran Chen
Objective
This study employed a latent profile analysis (LPA) to identify distinct subgroups of learned helplessness among Chinese breast cancer chemotherapy patients and examined influencing factors.
Methods
Through convenience sampling, 260 breast cancer chemotherapy patients aged 18–74 years from a tertiary hospital in Henan Province were recruited between May 2024 and January 2025. Data were collected using a general demographic questionnaire, the Learned Helplessness Scale, the Brief Illness Perception Questionnaire, the Social Support Rating Scale, and the General Self-Efficacy Scale. An LPA was applied to classify learned helplessness patterns, followed by a multivariate logistic regression to determine the influencing factors.
Results
The latent profile analysis revealed three distinct profiles of learned helplessness among breast cancer patients undergoing chemotherapy: a “low helplessness–low hopelessness stable profile” (17.0%), a “moderate helplessness–moderate hopelessness fluctuating profile” (52.0%), and a “high helplessness–high hopelessness profile” (31.0%). The multivariable logistic regression revealed that age range 18–44 years, low monthly household income per capita, fatigue, and illness perception were significantly associated with the “high helplessness–high hopelessness profile” (P < 0.05). Conversely, the age range 45–59 years was significantly associated with the “moderate helplessness–moderate hopelessness fluctuating profile” (P < 0.001). Furthermore, experiencing ≤2 chemotherapy-related side effects, a higher level of perceived social support, and greater self-efficacy were significant predictors of membership in the “low helplessness–low hopelessness profile” (P < 0.05).
Conclusion
Breast cancer chemotherapy patients were categorized into three distinct subgroups, which were influenced by age, income, fatigue, treatment side effects, illness perception, self-efficacy, and social support.
{"title":"Study on the characteristics and influencing factors of learned helplessness in breast cancer patients undergoing chemotherapy: A latent class analysis","authors":"Xiaoxiao Li , Yanyan Jiao , Zhongqiang Guo , Yifan Lu , Yanjun Huang , Xiaofang Shen , Chaoran Chen","doi":"10.1016/j.actpsy.2026.106392","DOIUrl":"10.1016/j.actpsy.2026.106392","url":null,"abstract":"<div><h3>Objective</h3><div>This study employed a latent profile analysis (LPA) to identify distinct subgroups of learned helplessness among Chinese breast cancer chemotherapy patients and examined influencing factors.</div></div><div><h3>Methods</h3><div>Through convenience sampling, 260 breast cancer chemotherapy patients aged 18–74 years from a tertiary hospital in Henan Province were recruited between May 2024 and January 2025. Data were collected using a general demographic questionnaire, the Learned Helplessness Scale, the Brief Illness Perception Questionnaire, the Social Support Rating Scale, and the General Self-Efficacy Scale. An LPA was applied to classify learned helplessness patterns, followed by a multivariate logistic regression to determine the influencing factors.</div></div><div><h3>Results</h3><div>The latent profile analysis revealed three distinct profiles of learned helplessness among breast cancer patients undergoing chemotherapy: a “low helplessness–low hopelessness stable profile” (17.0%), a “moderate helplessness–moderate hopelessness fluctuating profile” (52.0%), and a “high helplessness–high hopelessness profile” (31.0%). The multivariable logistic regression revealed that age range 18–44 years, low monthly household income per capita, fatigue, and illness perception were significantly associated with the “high helplessness–high hopelessness profile” (<em>P</em> < 0.05). Conversely, the age range 45–59 years was significantly associated with the “moderate helplessness–moderate hopelessness fluctuating profile” (<em>P</em> < 0.001). Furthermore, experiencing ≤2 chemotherapy-related side effects, a higher level of perceived social support, and greater self-efficacy were significant predictors of membership in the “low helplessness–low hopelessness profile” (<em>P</em> < 0.05).</div></div><div><h3>Conclusion</h3><div>Breast cancer chemotherapy patients were categorized into three distinct subgroups, which were influenced by age, income, fatigue, treatment side effects, illness perception, self-efficacy, and social support.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106392"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-11DOI: 10.1016/j.actpsy.2026.106441
Tongtong Yang , Wei Xu , Haomin Tommy Li
Learners' engagement is a key factor in successful language learning. However, the emotional and motivational mechanisms behind engagement have not been fully explored, especially in English as a foreign language (EFL) contexts. This study explored how EFL learners' self-efficacy affected their engagement through the mediating role of enjoyment, and how anxiety and boredom moderated these emotional paths. Based on survey data from Chinese university EFL learners (N = 940), a regression-based path analysis using Hayes' PROCESS macro was conducted to test a moderated mediation model. The results indicated that EFL learners' self-efficacy positively predicted engagement both directly and indirectly through enjoyment, while anxiety weakened the paths from self-efficacy to enjoyment and from enjoyment to engagement. Boredom, despite its negative association, intensified the effects of self-efficacy and enjoyment on engagement. This study provides a theoretical basis for understanding how efficacy beliefs and achievement emotions jointly influence classroom engagement. Practically, these findings suggest that teachers should foster self-efficacy and enjoyment, reduce anxiety, and treat boredom as a signal to adjust emotional support.
学习者的参与是语言学习成功的关键因素。然而，敬业背后的情感和动机机制尚未得到充分的探索，特别是在英语作为外语的背景下。本研究探讨了英语学习者的自我效能感如何通过享受的中介作用影响他们的学习投入，以及焦虑和无聊如何调节这些情绪路径。基于940名中国大学英语学习者的调查数据，采用Hayes' s PROCESS宏进行回归路径分析，以检验有调节的中介模型。结果表明，英语学习者的自我效能感通过享受直接或间接地正向预测投入，而焦虑则削弱了自我效能感到享受和从享受到投入的路径。无聊，尽管有负面的关联，却强化了自我效能感和享受对投入的影响。本研究为理解效能信念与成就情绪如何共同影响课堂投入提供了理论基础。实际上，这些发现表明教师应该培养自我效能感和愉悦感，减少焦虑，并将无聊视为调节情绪支持的信号。
{"title":"Self-efficacy and learning engagement in EFL context: A moderated mediation model of enjoyment, anxiety, and boredom","authors":"Tongtong Yang , Wei Xu , Haomin Tommy Li","doi":"10.1016/j.actpsy.2026.106441","DOIUrl":"10.1016/j.actpsy.2026.106441","url":null,"abstract":"<div><div>Learners' engagement is a key factor in successful language learning. However, the emotional and motivational mechanisms behind engagement have not been fully explored, especially in English as a foreign language (EFL) contexts. This study explored how EFL learners' self-efficacy affected their engagement through the mediating role of enjoyment, and how anxiety and boredom moderated these emotional paths. Based on survey data from Chinese university EFL learners (<em>N</em> = 940), a regression-based path analysis using Hayes' PROCESS macro was conducted to test a moderated mediation model. The results indicated that EFL learners' self-efficacy positively predicted engagement both directly and indirectly through enjoyment, while anxiety weakened the paths from self-efficacy to enjoyment and from enjoyment to engagement. Boredom, despite its negative association, intensified the effects of self-efficacy and enjoyment on engagement. This study provides a theoretical basis for understanding how efficacy beliefs and achievement emotions jointly influence classroom engagement. Practically, these findings suggest that teachers should foster self-efficacy and enjoyment, reduce anxiety, and treat boredom as a signal to adjust emotional support.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106441"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-11DOI: 10.1016/j.actpsy.2026.106391
Huanhuan Zhang , Hanqing Wu , Xiaoming Shi
This study investigates the factors shaping K-12 teachers' behavioral intention to use Yuejiao Xiangyun Digital Textbook Platform in basic education. Drawing on the Stimulus-Organism-Response (S-O-R) framework by integrating the Theory of Planned Behavior (TPB) and the DeLone and McLean Information Systems Success (D&M) model, the study employs a mixed-methods design that combines Structural Equation Modeling and fuzzy-set Qualitative Comparative Analysis (fsQCA) to analyze survey data gathered from 295 K-12 teachers in Guangdong Province, China. SEM results show that attitude to use, subjective norm, and perceived behavioral control positively influence behavioral intention, with subjective norm exerting the strongest effect. Educational system quality and service quality influenced teachers' behavioral intention through attitude to use, subjective norm, and perceived behavioral, whereas information quality influences teachers' behavioral intention only through subjective norm. FsQCA identified five configurations leading to high behavioral intention, with subjective norm as a core condition across all configurations. This indicates that teachers' intention to use digital textbook platforms arises from multiple interacting factors rather than a single influence, highlighting the complexity of teachers' adoption decisions. The findings provide theoretical support for the TPB-D&M model integrated within the S-O-R framework in explaining K-12 teachers' intentions to use digital textbook platforms and offer practical guidance for improving platform design and policy implementation. The results further highlight the importance of balancing institutional expectations with improvements in platform quality when promoting adoption. Future research should test the framework across diverse regions, platform types, and policy contexts, and explore additional factors that further illuminate teachers' technology adoption.
本研究探讨了中小学教师在基础教育中使用悦教祥云数字教材平台的行为意向的影响因素。本研究结合计划行为理论（TPB）和DeLone and McLean信息系统成功模型（D&M），借鉴刺激-有机体-反应（S-O-R）框架，采用结构方程模型和模糊集定性比较分析（fsQCA）相结合的混合方法设计，对广东省295名K-12教师的调查数据进行了分析。SEM结果显示，使用态度、主观规范和感知行为控制正向影响行为意向，其中主观规范的影响最大。教育系统质量和服务质量通过使用态度、主观规范和感知行为影响教师的行为意愿，而信息质量仅通过主观规范影响教师的行为意愿。FsQCA确定了导致高行为意愿的五种配置，主观规范是所有配置的核心条件。这表明教师使用数字教科书平台的意愿是由多种因素相互作用产生的，而不是单一的影响，突出了教师采用决策的复杂性。研究结果为整合在S-O-R框架中的TPB-D&M模型解释K-12教师使用数字教科书平台的意图提供了理论支持，并为改进平台设计和政策实施提供了实践指导。结果进一步强调了在促进采用时平衡机构期望和平台质量改进的重要性。未来的研究应该在不同的地区、平台类型和政策背景下测试该框架，并探索进一步阐明教师技术采用的其他因素。
{"title":"Determinants of K-12 teachers' behavioral intention to use digital textbook platforms: A SEM-fsQCA analysis","authors":"Huanhuan Zhang , Hanqing Wu , Xiaoming Shi","doi":"10.1016/j.actpsy.2026.106391","DOIUrl":"10.1016/j.actpsy.2026.106391","url":null,"abstract":"<div><div>This study investigates the factors shaping K-12 teachers' behavioral intention to use Yuejiao Xiangyun Digital Textbook Platform in basic education. Drawing on the Stimulus-Organism-Response (S-O-R) framework by integrating the Theory of Planned Behavior (TPB) and the DeLone and McLean Information Systems Success (D&M) model, the study employs a mixed-methods design that combines Structural Equation Modeling and fuzzy-set Qualitative Comparative Analysis (fsQCA) to analyze survey data gathered from 295 K-12 teachers in Guangdong Province, China. SEM results show that attitude to use, subjective norm, and perceived behavioral control positively influence behavioral intention, with subjective norm exerting the strongest effect. Educational system quality and service quality influenced teachers' behavioral intention through attitude to use, subjective norm, and perceived behavioral, whereas information quality influences teachers' behavioral intention only through subjective norm. FsQCA identified five configurations leading to high behavioral intention, with subjective norm as a core condition across all configurations. This indicates that teachers' intention to use digital textbook platforms arises from multiple interacting factors rather than a single influence, highlighting the complexity of teachers' adoption decisions. The findings provide theoretical support for the TPB-D&M model integrated within the S-O-R framework in explaining K-12 teachers' intentions to use digital textbook platforms and offer practical guidance for improving platform design and policy implementation. The results further highlight the importance of balancing institutional expectations with improvements in platform quality when promoting adoption. Future research should test the framework across diverse regions, platform types, and policy contexts, and explore additional factors that further illuminate teachers' technology adoption.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106391"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-11DOI: 10.1016/j.actpsy.2026.106409
Oliver Wegenberger , Ivo Ponocny
The world of work is subject to the transition toward a sustainable economy. This requires a corresponding reflection in vocational interest research and practice, and updates where necessary, including motivational changes when professional activities gain meaning due to their increased relevance for the planet. In current measures, interests are hardly contextualized according to this transition, meaning that they are implemented as independent of a reference object, e.g., interest in technology without differentiating regarding the existence of an ecological context. Our work fills this gap by providing specific green basic interest markers with contextualized items reflecting the potential motivation to contribute to specific areas of the ecological transition. This is based on the analysis and initial validation of a set of 25 markers which were derived from the European Commission's official green skills and knowledge concept. The psychometric analysis demonstrates high internal consistency, as indicated by the findings of a sample of n = 415 individuals, as well as structural, convergent, and discriminant validity, confirming the extracted dimensional structure. The derived measures may serve as a first step toward a more context-sensitive approach to vocational interests with respect to research and career counseling.
{"title":"“I want to do something green”: A set of green basic interest markers","authors":"Oliver Wegenberger , Ivo Ponocny","doi":"10.1016/j.actpsy.2026.106409","DOIUrl":"10.1016/j.actpsy.2026.106409","url":null,"abstract":"<div><div>The world of work is subject to the transition toward a sustainable economy. This requires a corresponding reflection in vocational interest research and practice, and updates where necessary, including motivational changes when professional activities gain meaning due to their increased relevance for the planet. In current measures, interests are hardly contextualized according to this transition, meaning that they are implemented as independent of a reference object, e.g., interest in technology without differentiating regarding the existence of an ecological context. Our work fills this gap by providing specific green basic interest markers with contextualized items reflecting the potential motivation to contribute to specific areas of the ecological transition. This is based on the analysis and initial validation of a set of 25 markers which were derived from the European Commission's official green skills and knowledge concept. The psychometric analysis demonstrates high internal consistency, as indicated by the findings of a sample of <em>n</em> = 415 individuals, as well as structural, convergent, and discriminant validity, confirming the extracted dimensional structure. The derived measures may serve as a first step toward a more context-sensitive approach to vocational interests with respect to research and career counseling.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106409"},"PeriodicalIF":2.7,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-10DOI: 10.1016/j.actpsy.2026.106398
Zoe Ockerby , Jonathan Redshaw , Thomas Suddendorf
In the developmental and comparative literatures, innovation is generally defined as the capacity to generate novel problem-solutions. When conceived in this way, children demonstrate some competencies by the late preschool years and are increasingly capable from middle childhood onwards. Evidence of novel problem-solving is also seen in a variety of non-human animals. But when we instead consider innovation to be predicated on recognising the future utility of problem-solutions, the literature tells a different developmental and phylogenetic story. Here we review recent research examining innovation from both of these perspectives, emphasising that children at the end of the preschool years begin to construct basic tools with future needs in mind, and selectively retain and share useful tools by early middle childhood. By recognising future utility, current solutions can be transformed into innovations that can actively drive cultural change.
{"title":"The role of foresight in the emergence of innovation","authors":"Zoe Ockerby , Jonathan Redshaw , Thomas Suddendorf","doi":"10.1016/j.actpsy.2026.106398","DOIUrl":"10.1016/j.actpsy.2026.106398","url":null,"abstract":"<div><div>In the developmental and comparative literatures, innovation is generally defined as the capacity to generate novel problem-solutions. When conceived in this way, children demonstrate some competencies by the late preschool years and are increasingly capable from middle childhood onwards. Evidence of novel problem-solving is also seen in a variety of non-human animals. But when we instead consider innovation to be predicated on recognising the future utility of problem-solutions, the literature tells a different developmental and phylogenetic story. Here we review recent research examining innovation from both of these perspectives, emphasising that children at the end of the preschool years begin to construct basic tools with future needs in mind, and selectively retain and share useful tools by early middle childhood. By recognising future utility, current solutions can be transformed into innovations that can actively drive cultural change.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"264 ","pages":"Article 106398"},"PeriodicalIF":2.7,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146163465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号