Pub Date : 2026-01-09DOI: 10.1016/j.actpsy.2026.106214
Zsófia Anna Gaál, Petia Kojouharova, István Czigler, Boglárka Nagy
Object contextual cueing is an implicit learning paradigm in which the repeated co-occurrence of certain objects facilitates target detection, even when their spatial arrangement varies. In three experiments – where participants performed a visual search task in which the target was accompanied by either consistently repeated or randomly varying distractors – we attempted to replicate Chun and Jiang's (1999) study. In Experiment 1 (using faces; N = 25, M = 20.8 years) and Experiment 2 (using abstract figures; N = 25, M = 20.8 years), although participants became faster and more accurate over time, no significant difference emerged between repeated and new configurations. Thus, using the same experimental design, we were unable to replicate the object contextual cueing effect. In Experiment 3, we tested whether search strategy influences the effect by instructing one group to adopt an active search strategy and another to use a passive one (N = 20 per group, M = 21.8 and 21.7 years, respectively; active: actively search for the target, passive: let the unique item pop out). However, the manipulation had no effect: the contextual cueing effect did not emerge in either group. Importantly, within each group we observed substantial individual differences – some participants showed a facilitation effect, others no effect, and some even showed a reverse pattern. These findings suggest that object contextual cueing may not be a robust or universal phenomenon and may instead depend on individual cognitive styles or learning tendencies.
对象上下文线索是一种内隐学习范式，在这种范式中，某些对象的重复共存有助于目标检测，即使它们的空间排列不同。在三个实验中，参与者执行一个视觉搜索任务，其中目标伴随着持续重复或随机变化的干扰物，我们试图复制Chun和Jiang（1999）的研究。在实验1（使用人脸，N = 25, M = 20.8年）和实验2（使用抽象图形，N = 25, M = 20.8年）中，尽管随着时间的推移，参与者的反应速度和准确度有所提高，但重复配置和新配置之间没有显著差异。因此，使用相同的实验设计，我们无法复制对象上下文提示效应。在实验3中，我们通过指示一组采用主动搜索策略，另一组采用被动搜索策略（N = 20 /组，M = 21.8和21.7年，主动：主动搜索目标，被动：让唯一的项目弹出）来检验搜索策略是否影响效果。然而，这种操作没有效果：语境线索效应在两组中都没有出现。重要的是，在每一组中，我们观察到实质性的个体差异——一些参与者表现出促进作用，另一些没有影响，有些甚至表现出相反的模式。这些发现表明，客体语境暗示可能不是一个强大的或普遍的现象，而是取决于个人的认知风格或学习倾向。
{"title":"Revisiting object contextual cueing: A replication study on implicit learning","authors":"Zsófia Anna Gaál, Petia Kojouharova, István Czigler, Boglárka Nagy","doi":"10.1016/j.actpsy.2026.106214","DOIUrl":"10.1016/j.actpsy.2026.106214","url":null,"abstract":"<div><div>Object contextual cueing is an implicit learning paradigm in which the repeated co-occurrence of certain objects facilitates target detection, even when their spatial arrangement varies. In three experiments – where participants performed a visual search task in which the target was accompanied by either consistently repeated or randomly varying distractors – we attempted to replicate <span><span>Chun and Jiang's (1999)</span></span> study. In Experiment 1 (using faces; <em>N</em> = 25, M = 20.8 years) and Experiment 2 (using abstract figures; N = 25, M = 20.8 years), although participants became faster and more accurate over time, no significant difference emerged between repeated and new configurations. Thus, using the same experimental design, we were unable to replicate the object contextual cueing effect. In Experiment 3, we tested whether search strategy influences the effect by instructing one group to adopt an active search strategy and another to use a passive one (<em>N</em> = 20 per group, M = 21.8 and 21.7 years, respectively; active: actively search for the target, passive: let the unique item pop out). However, the manipulation had no effect: the contextual cueing effect did not emerge in either group. Importantly, within each group we observed substantial individual differences – some participants showed a facilitation effect, others no effect, and some even showed a reverse pattern. These findings suggest that object contextual cueing may not be a robust or universal phenomenon and may instead depend on individual cognitive styles or learning tendencies.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"263 ","pages":"Article 106214"},"PeriodicalIF":2.7,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924412","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 : 2026-01-09DOI: 10.1016/j.actpsy.2025.106158
Pradeep Kumar Roy
This research examines the psychological factors that contribute to consumer intentions toward smartwatches, with a particular focus on technology adoption and consumer behavior. It incorporates motivational and decision-making psychological theories to frame the area of research, highlighting important constructs such as health and fitness motivation, technological affinity, social influence, perceived value, and brand influence as predictors of purchase intention. Survey data are analysed using machine learning models, to identify the most significant psychological drivers influencing consumers against the purchase of wearables from a technological perspective. Among the machine learning models tested, the CatBoost classifier achieved the highest performance with an accuracy of 86 % and an AUC-ROC of 0.90, outperforming Random Forest, Gradient Boosting, and XGBoost. These results underscore the strong predictive ability of ensemble-based algorithms in identifying psychological and behavioural determinants of smartwatch purchase intention. The findings provide insights into how technological and psychological-social factors complement each other, shaping consumer behavior within the Psychology and Technology field. This research contributes to the understanding of technology adoption and underscores the pressing need for a holistic psychological perspective in the everyday world of wearables.
{"title":"Psychological factors in consumer intentions toward smartwatches: A study on technology adoption and behavior","authors":"Pradeep Kumar Roy","doi":"10.1016/j.actpsy.2025.106158","DOIUrl":"10.1016/j.actpsy.2025.106158","url":null,"abstract":"<div><div>This research examines the psychological factors that contribute to consumer intentions toward smartwatches, with a particular focus on technology adoption and consumer behavior. It incorporates motivational and decision-making psychological theories to frame the area of research, highlighting important constructs such as health and fitness motivation, technological affinity, social influence, perceived value, and brand influence as predictors of purchase intention. Survey data are analysed using machine learning models, to identify the most significant psychological drivers influencing consumers against the purchase of wearables from a technological perspective. Among the machine learning models tested, the CatBoost classifier achieved the highest performance with an accuracy of 86 % and an AUC-ROC of 0.90, outperforming Random Forest, Gradient Boosting, and XGBoost. These results underscore the strong predictive ability of ensemble-based algorithms in identifying psychological and behavioural determinants of smartwatch purchase intention. The findings provide insights into how technological and psychological-social factors complement each other, shaping consumer behavior within the Psychology and Technology field. This research contributes to the understanding of technology adoption and underscores the pressing need for a holistic psychological perspective in the everyday world of wearables.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"263 ","pages":"Article 106158"},"PeriodicalIF":2.7,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145923859","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 : 2026-01-09DOI: 10.1016/j.actpsy.2026.106216
Sanjida Haque
<div><h3>Objective</h3><div>This bibliometric and science mapping study aimed to: (i) map the global research on TikTok and young adults, (ii) identify the main themes related to mental health, cognitive functioning, sleep, and academic or social outcomes, (iii) analyze collaboration and citation networks, and (iv) highlight gaps and future directions in this emerging field.</div></div><div><h3>Methods</h3><div>A comprehensive search of Scopus and the Web of Science Core Collection identified peer reviewed articles, reviews, and proceedings papers published between 2016 and 2025 that focused on TikTok or Douyin use among young adults aged approximately 18 to 35 years and reported psychological, cognitive, sleep, academic, or social or behavioral outcomes. After deduplication and screening against predefined eligibility criteria, 53 publications were included. Following BIBLIO recommendations for bibliometric reviews, we conducted performance analyses and science mapping using bibliometrix in R and VOSviewer. Analyses covered annual output, leading sources, authors, institutions, and countries, as well as keyword co-occurrence, co authorship, citation and co citation networks, and thematic evolution across two time slices (2016 to 2020 and 2021 to 2025).</div></div><div><h3>Results</h3><div>The initial search yielded 610 records, of which 53 met all inclusion criteria. Publications were scarce before 2019, then increased sharply, with a peak around 2023. Most studies originated from high income countries, particularly the United States, China, and the United Kingdom, while low- and middle-income countries were underrepresented. Keyword co-occurrence and thematic mapping revealed five recurring clusters: (1) mental health and anxiety, (2) sleep disruption and digital addiction, (3) academic engagement and performance, (4) attention and cognition, and (5) body image and self-esteem. Thematic evolution analyses showed a shift from general social media research and exploratory work in 2016 to 2020 toward TikTok specific investigations from 2021 onward that focused on problematic use, sleep disruption, procrastination, and body dissatisfaction, alongside emerging interest in digital wellbeing and body positive content.</div></div><div><h3>Conclusion</h3><div>Bibliometric mapping indicates that research on TikTok and young adults has expanded rapidly but remains limited in volume and dominated by cross sectional designs and high-income settings. Mental health and sleep related outcomes occupy a central position, with growing attention to academic performance, attention, and body image. Important gaps include longitudinal evidence, experimental or causal designs, systematic examination of beneficial uses of TikTok, and more contributions from low- and middle-income countries. The present analysis offers a structured overview of the field and a roadmap for future interdisciplinary research, with implications for educators, clinicians, and policymakers con
这项文献计量学和科学测绘研究旨在：(i)绘制关于TikTok和年轻人的全球研究地图，（ii）确定与心理健康、认知功能、睡眠、学术或社会成果相关的主题，（iii）分析合作和引文网络，（iv）突出这一新兴领域的差距和未来方向。方法对Scopus和Web of Science核心合集进行全面搜索，确定了2016年至2025年间发表的同行评议文章、评论和论文集，这些文章、评论和论文集关注的是年龄在18至35岁之间的年轻人使用抖音或抖音，并报告了心理、认知、睡眠、学术或社会或行为结果。经过重复数据删除和预先确定的资格标准筛选后，纳入了53份出版物。根据BIBLIO对文献计量学综述的建议，我们使用R和VOSviewer中的bibliometrix进行了性能分析和科学映射。分析涵盖了年度产出、主要来源、作者、机构和国家，以及关键词共现、合著、被引和共引网络，以及两个时间段（2016年至2020年和2021年至2025年）的主题演变。结果初步检索得到610条记录，其中53条符合全部纳入标准。在2019年之前，出版物很少，然后急剧增加，在2023年左右达到峰值。大多数研究来自高收入国家，特别是美国、中国和英国，而低收入和中等收入国家的代表性不足。关键词共现和主题映射揭示了五个反复出现的集群：(1)心理健康与焦虑，(2)睡眠中断与数字成瘾，(3)学业投入与表现，(4)注意力与认知，以及(5)身体形象与自尊。主题演变分析显示，从2016年到2020年的一般社交媒体研究和探索性工作，到2021年以后的TikTok具体调查，重点是有问题的使用、睡眠中断、拖延和身体不满，以及对数字健康和身体积极内容的新兴兴趣。文献计量映射表明，关于TikTok和年轻人的研究迅速扩大，但数量仍然有限，主要是横断面设计和高收入环境。随着人们对学习成绩、注意力和身体形象的日益关注，心理健康和睡眠相关的结果占据了中心地位。重要的差距包括纵向证据、实验或因果设计、对TikTok有益用途的系统研究，以及来自低收入和中等收入国家的更多贡献。本分析提供了该领域的结构化概述和未来跨学科研究的路线图，对关注年轻人数字生活的教育工作者、临床医生和政策制定者具有启示意义。
{"title":"TikTok and young adults: A decade of research on mental health, cognition, sleep, and social outcomes (2016–2025)","authors":"Sanjida Haque","doi":"10.1016/j.actpsy.2026.106216","DOIUrl":"10.1016/j.actpsy.2026.106216","url":null,"abstract":"<div><h3>Objective</h3><div>This bibliometric and science mapping study aimed to: (i) map the global research on TikTok and young adults, (ii) identify the main themes related to mental health, cognitive functioning, sleep, and academic or social outcomes, (iii) analyze collaboration and citation networks, and (iv) highlight gaps and future directions in this emerging field.</div></div><div><h3>Methods</h3><div>A comprehensive search of Scopus and the Web of Science Core Collection identified peer reviewed articles, reviews, and proceedings papers published between 2016 and 2025 that focused on TikTok or Douyin use among young adults aged approximately 18 to 35 years and reported psychological, cognitive, sleep, academic, or social or behavioral outcomes. After deduplication and screening against predefined eligibility criteria, 53 publications were included. Following BIBLIO recommendations for bibliometric reviews, we conducted performance analyses and science mapping using bibliometrix in R and VOSviewer. Analyses covered annual output, leading sources, authors, institutions, and countries, as well as keyword co-occurrence, co authorship, citation and co citation networks, and thematic evolution across two time slices (2016 to 2020 and 2021 to 2025).</div></div><div><h3>Results</h3><div>The initial search yielded 610 records, of which 53 met all inclusion criteria. Publications were scarce before 2019, then increased sharply, with a peak around 2023. Most studies originated from high income countries, particularly the United States, China, and the United Kingdom, while low- and middle-income countries were underrepresented. Keyword co-occurrence and thematic mapping revealed five recurring clusters: (1) mental health and anxiety, (2) sleep disruption and digital addiction, (3) academic engagement and performance, (4) attention and cognition, and (5) body image and self-esteem. Thematic evolution analyses showed a shift from general social media research and exploratory work in 2016 to 2020 toward TikTok specific investigations from 2021 onward that focused on problematic use, sleep disruption, procrastination, and body dissatisfaction, alongside emerging interest in digital wellbeing and body positive content.</div></div><div><h3>Conclusion</h3><div>Bibliometric mapping indicates that research on TikTok and young adults has expanded rapidly but remains limited in volume and dominated by cross sectional designs and high-income settings. Mental health and sleep related outcomes occupy a central position, with growing attention to academic performance, attention, and body image. Important gaps include longitudinal evidence, experimental or causal designs, systematic examination of beneficial uses of TikTok, and more contributions from low- and middle-income countries. The present analysis offers a structured overview of the field and a roadmap for future interdisciplinary research, with implications for educators, clinicians, and policymakers con","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"263 ","pages":"Article 106216"},"PeriodicalIF":2.7,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145923860","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 : 2026-01-09DOI: 10.1016/j.actpsy.2026.106205
Meng Yao, Melissa Ng Lee Yen Abdullah
Although interest in technology-assisted interventions is increasing, studies involving preschool-aged children remain limited. This gap is especially evident in the lack of empirical work on culturally adapted digital tools that help young children manage their emotions. In the Chinese context, most existing approaches continue to rely on traditional materials such as picture books, and only a small number of studies have examined interactive applications grounded in psychological theory. To address this gap, the present study examined the effectiveness of the EmoPlay Pals App, an interactive Mandarin-language application designed with familiar cultural contexts, everyday preschool routines, and age-appropriate role models for Chinese children. A quasi-experimental pre-test–post-test design with a delayed post-test was used. The sample consisted of 100 preschool children aged 4–5 years from two kindergartens in Chengdu, China, randomly assigned to either the experimental group (n = 50) or the control group (n = 50). Over eight weeks, the experimental group used the EmoPlay Pals App during classroom activities, while the control group continued with picture-book–based emotional learning activities. Emotion regulation was assessed at baseline, immediately after the intervention, and again three weeks later. Semi-structured interviews with teachers added further insight into classroom behaviours and children's use of the strategies taught. Repeated-measures ANOVA showed a significant group × time interaction, with the experimental group showing improvements that continued beyond the intervention period. Teachers echoed these patterns, reporting noticeable gains in attention, impulse control, and adaptability among the children who used the app. Overall, the findings show that a theory-informed, culturally grounded digital tool can meaningfully support preschool children's emotion-regulation development, pointing to its potential value in early childhood education.
{"title":"Enhancing the emotion regulation of preschool children through the EmoPlay Pals App: Evidence from China","authors":"Meng Yao, Melissa Ng Lee Yen Abdullah","doi":"10.1016/j.actpsy.2026.106205","DOIUrl":"10.1016/j.actpsy.2026.106205","url":null,"abstract":"<div><div>Although interest in technology-assisted interventions is increasing, studies involving preschool-aged children remain limited. This gap is especially evident in the lack of empirical work on culturally adapted digital tools that help young children manage their emotions. In the Chinese context, most existing approaches continue to rely on traditional materials such as picture books, and only a small number of studies have examined interactive applications grounded in psychological theory. To address this gap, the present study examined the effectiveness of the <em>EmoPlay Pals</em> App, an interactive Mandarin-language application designed with familiar cultural contexts, everyday preschool routines, and age-appropriate role models for Chinese children. A quasi-experimental pre-test–post-test design with a delayed post-test was used. The sample consisted of 100 preschool children aged 4–5 years from two kindergartens in Chengdu, China, randomly assigned to either the experimental group (<em>n</em> = 50) or the control group (n = 50). Over eight weeks, the experimental group used the <em>EmoPlay Pals</em> App during classroom activities, while the control group continued with picture-book–based emotional learning activities. Emotion regulation was assessed at baseline, immediately after the intervention, and again three weeks later. Semi-structured interviews with teachers added further insight into classroom behaviours and children's use of the strategies taught. Repeated-measures ANOVA showed a significant group × time interaction, with the experimental group showing improvements that continued beyond the intervention period. Teachers echoed these patterns, reporting noticeable gains in attention, impulse control, and adaptability among the children who used the app. Overall, the findings show that a theory-informed, culturally grounded digital tool can meaningfully support preschool children's emotion-regulation development, pointing to its potential value in early childhood education.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"263 ","pages":"Article 106205"},"PeriodicalIF":2.7,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145923857","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 : 2026-01-08DOI: 10.1016/j.actpsy.2025.106149
Shengchen Du , Hongze Tan , Huimin Fan
Background
In the digital age, the influence of social capital on youth employment has grown increasingly intricate, with the mechanisms of online and offline social capital, particularly for vulnerable groups like rural youth in China, remaining underexplored.
Aims
This study investigated the association of social capital with rural Chinese youth's career choices and explored the mediating role of social mobility perception.
Methods
Data were obtained from the 2017 Chinese General Social Survey, including 489 rural youth. Social mobility perception was measured by MacArthur Scale of Subjective Social Status. Social capital consisted of both offline and online dimensions. Career choices included employment status, nature of job, occupational stability, and job freedom. Gender, marital status, education and father's occupation were covariates.
Results
Both offline and online social capital positively corelated with rural Chinese youth's career choices, with social mobility perception substantially mediating this link.
Conclusions
Social capital plays a significant role in shaping rural youth's aspirations and trajectories. For these youth, social capital connects to their transitional mobility experience and expectations, with their perceptions of mobility demonstrating their personal agency in making career decisions.
Limitation
This study is limited by the temporal relevance of the data and certain measurement constraints.
{"title":"Social capital and career choices among rural Chinese youth: The mediating role of social mobility perception","authors":"Shengchen Du , Hongze Tan , Huimin Fan","doi":"10.1016/j.actpsy.2025.106149","DOIUrl":"10.1016/j.actpsy.2025.106149","url":null,"abstract":"<div><h3>Background</h3><div>In the digital age, the influence of social capital on youth employment has grown increasingly intricate, with the mechanisms of online and offline social capital, particularly for vulnerable groups like rural youth in China, remaining underexplored.</div></div><div><h3>Aims</h3><div>This study investigated the association of social capital with rural Chinese youth's career choices and explored the mediating role of social mobility perception.</div></div><div><h3>Methods</h3><div>Data were obtained from the 2017 Chinese General Social Survey, including 489 rural youth. Social mobility perception was measured by MacArthur Scale of Subjective Social Status. Social capital consisted of both offline and online dimensions. Career choices included employment status, nature of job, occupational stability, and job freedom. Gender, marital status, education and father's occupation were covariates.</div></div><div><h3>Results</h3><div>Both offline and online social capital positively corelated with rural Chinese youth's career choices, with social mobility perception substantially mediating this link.</div></div><div><h3>Conclusions</h3><div>Social capital plays a significant role in shaping rural youth's aspirations and trajectories. For these youth, social capital connects to their transitional mobility experience and expectations, with their perceptions of mobility demonstrating their personal agency in making career decisions.</div></div><div><h3>Limitation</h3><div>This study is limited by the temporal relevance of the data and certain measurement constraints.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"262 ","pages":"Article 106149"},"PeriodicalIF":2.7,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145921011","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 : 2026-01-08DOI: 10.1016/j.actpsy.2025.106195
Zhanyang Yuan , Xiaoyun Tang
The present study examines how social media engagement shapes environmental well-being among university students by integrating social connectedness, sustainability awareness, and perceived social support into a unified explanatory framework. Grounded in perspectives on social capital, digital connectedness, and environmental psychology, the study conceptualizes environmental well-being as an outcome influenced by the social and cognitive processes activated during online interactions. Social media is viewed as a context that enables relationship-building, identity reinforcement, and the circulation of sustainability-related meanings, all of which may contribute to more positive environmental orientations. Within this framework, social connectedness is positioned as a key mechanism that links online engagement with environmental well-being, while sustainability awareness and perceived social support serve as conditions that may strengthen this link. The study's implications highlight the potential for leveraging social media platforms to promote environmental engagement among university students through strategies that enhance connectedness, awareness, and supportive digital environments.
{"title":"Environmental effects of social media on university students: A joint moderated mediation analysis of social connectedness and sustainability awareness, and perceived social support","authors":"Zhanyang Yuan , Xiaoyun Tang","doi":"10.1016/j.actpsy.2025.106195","DOIUrl":"10.1016/j.actpsy.2025.106195","url":null,"abstract":"<div><div>The present study examines how social media engagement shapes environmental well-being among university students by integrating social connectedness, sustainability awareness, and perceived social support into a unified explanatory framework. Grounded in perspectives on social capital, digital connectedness, and environmental psychology, the study conceptualizes environmental well-being as an outcome influenced by the social and cognitive processes activated during online interactions. Social media is viewed as a context that enables relationship-building, identity reinforcement, and the circulation of sustainability-related meanings, all of which may contribute to more positive environmental orientations. Within this framework, social connectedness is positioned as a key mechanism that links online engagement with environmental well-being, while sustainability awareness and perceived social support serve as conditions that may strengthen this link. The study's implications highlight the potential for leveraging social media platforms to promote environmental engagement among university students through strategies that enhance connectedness, awareness, and supportive digital environments.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"263 ","pages":"Article 106195"},"PeriodicalIF":2.7,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145923858","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 : 2026-01-08DOI: 10.1016/j.actpsy.2026.106229
Geoffrey Bentum-Micah , Zhao Shurong , Wang Xiangxu , Cao Xiaoyan , Tamimu Mohammed Gadafi , Luo Ailing
This study explores the dynamics of online Chinese language education in Anglophone West Africa, focusing on Ghana, Nigeria, Liberia, and Sierra Leone. Employing a sequential explanatory mixed-methods design, the research investigates demand trends, pedagogical requirements, and the impact of cultural adaptation and technological integration on learner engagement and outcomes. Quantitative analysis of 319 participants reveals a rapidly growing demand, with economic opportunity and cultural curiosity as primary motivators. Structural Equation Modeling demonstrates that culturally relevant pedagogies significantly enhance engagement and course completion, particularly when local content is integrated. Qualitative findings highlight learners’ resilience, hybrid linguistic identities, and adaptive strategies in response to infrastructural challenges. The study concentrates on the use of online learning platforms, mobile-enabled environments, and improvisational tools (such as learning management systems and messaging applications), rather than commercial e-commerce marketplaces. It underscores the importance of culturally responsive instruction, flexible technology, and social learning structures in optimizing online language education. These insights inform policy and practice, offering a blueprint for designing inclusive, contextually grounded digital language programs in resource-diverse, multicultural environments.
{"title":"Enhancing the global reach and pedagogical diversity of online Chinese language education across cultural contexts: Evidence from Anglophone West Africa","authors":"Geoffrey Bentum-Micah , Zhao Shurong , Wang Xiangxu , Cao Xiaoyan , Tamimu Mohammed Gadafi , Luo Ailing","doi":"10.1016/j.actpsy.2026.106229","DOIUrl":"10.1016/j.actpsy.2026.106229","url":null,"abstract":"<div><div>This study explores the dynamics of online Chinese language education in Anglophone West Africa, focusing on Ghana, Nigeria, Liberia, and Sierra Leone. Employing a sequential explanatory mixed-methods design, the research investigates demand trends, pedagogical requirements, and the impact of cultural adaptation and technological integration on learner engagement and outcomes. Quantitative analysis of 319 participants reveals a rapidly growing demand, with economic opportunity and cultural curiosity as primary motivators. Structural Equation Modeling demonstrates that culturally relevant pedagogies significantly enhance engagement and course completion, particularly when local content is integrated. Qualitative findings highlight learners’ resilience, hybrid linguistic identities, and adaptive strategies in response to infrastructural challenges. The study concentrates on the use of online learning platforms, mobile-enabled environments, and improvisational tools (such as learning management systems and messaging applications), rather than commercial e-commerce marketplaces. It underscores the importance of culturally responsive instruction, flexible technology, and social learning structures in optimizing online language education. These insights inform policy and practice, offering a blueprint for designing inclusive, contextually grounded digital language programs in resource-diverse, multicultural environments.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"263 ","pages":"Article 106229"},"PeriodicalIF":2.7,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145923861","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 : 2026-01-07DOI: 10.1016/j.actpsy.2025.106141
Yunfei Shang , Ke Liu , Qing Feng
This study employed a dot-probe paradigm to investigate attentional biases toward emotional faces in individuals with high versus low levels of security across general and threat contexts, using eye-tracking technology. Participants were screened into high- and low-security groups based on validated security scales. Threat contexts were established using images from the International Affective Picture System (IAPS). Results revealed that: (1) Both high- and low-security individuals exhibited attentional biases toward emotional faces compared to neutral faces. (2) Security levels modulated attention to emotional faces: high-security individuals displayed greater bias toward happy faces, while low-security individuals showed enhanced bias toward angry faces, consistent with the schema-congruence hypothesis. (3) Reaction times accelerated under threat conditions for all participants, and threat contexts amplified attentional bias toward angry faces in high-security individuals. These findings highlight the interplay between intrinsic security and external contexts in shaping attentional processing of emotional stimuli.
{"title":"The influences of security and context on attentional bias toward emotional faces: Evidence from eye movements","authors":"Yunfei Shang , Ke Liu , Qing Feng","doi":"10.1016/j.actpsy.2025.106141","DOIUrl":"10.1016/j.actpsy.2025.106141","url":null,"abstract":"<div><div>This study employed a dot-probe paradigm to investigate attentional biases toward emotional faces in individuals with high versus low levels of security across general and threat contexts, using eye-tracking technology. Participants were screened into high- and low-security groups based on validated security scales. Threat contexts were established using images from the International Affective Picture System (IAPS). Results revealed that: (1) Both high- and low-security individuals exhibited attentional biases toward emotional faces compared to neutral faces. (2) Security levels modulated attention to emotional faces: high-security individuals displayed greater bias toward happy faces, while low-security individuals showed enhanced bias toward angry faces, consistent with the schema-congruence hypothesis. (3) Reaction times accelerated under threat conditions for all participants, and threat contexts amplified attentional bias toward angry faces in high-security individuals. These findings highlight the interplay between intrinsic security and external contexts in shaping attentional processing of emotional stimuli.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"263 ","pages":"Article 106141"},"PeriodicalIF":2.7,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908909","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 : 2026-01-07DOI: 10.1016/j.actpsy.2026.106220
Yan Wang , Sihua Xu
As artificial intelligence (AI) rapidly integrates into higher education, AI tools are increasingly being utilized to support student learning. Although these tools offer efficiency and convenience, their psychological implications—particularly vis-à-vis academic stress—remain unclear. This study investigated the relationship between AI tool usage experience and academic stress among college students, focusing on the potential mediating role of loneliness and the moderating role of academic self-efficacy. Overall, 624 university students were surveyed using the AI Tool Usage Experience Scale, UCLA Loneliness Scale, Academic Stress Scale, and Academic Self-Efficacy Scale. The following three key findings were observed: (1) AI tool usage experience significantly positively predicted students' academic stress. (2) Loneliness partially mediated this relationship. (3) Academic self-efficacy significantly moderated the mediation pathway's first stage. Specifically, AI usage's positive predictive effect on loneliness was stronger (weaker) for students with higher (lower) academic self-efficacy levels. These findings suggest that AI tool usage not only directly influences academic stress but also contributes indirectly through heightened feelings of loneliness, particularly among students with strong self-efficacy beliefs. This study underscores the complex psychological mechanisms underlying students' interactions with AI in educational settings.
{"title":"Relationship between artificial intelligence tool usage experience and academic stress among college students: Mediating role of loneliness and moderating role of academic self-efficacy","authors":"Yan Wang , Sihua Xu","doi":"10.1016/j.actpsy.2026.106220","DOIUrl":"10.1016/j.actpsy.2026.106220","url":null,"abstract":"<div><div>As artificial intelligence (AI) rapidly integrates into higher education, AI tools are increasingly being utilized to support student learning. Although these tools offer efficiency and convenience, their psychological implications—particularly vis-à-vis academic stress—remain unclear. This study investigated the relationship between AI tool usage experience and academic stress among college students, focusing on the potential mediating role of loneliness and the moderating role of academic self-efficacy. Overall, 624 university students were surveyed using the AI Tool Usage Experience Scale, UCLA Loneliness Scale, Academic Stress Scale, and Academic Self-Efficacy Scale. The following three key findings were observed: (1) AI tool usage experience significantly positively predicted students' academic stress. (2) Loneliness partially mediated this relationship. (3) Academic self-efficacy significantly moderated the mediation pathway's first stage. Specifically, AI usage's positive predictive effect on loneliness was stronger (weaker) for students with higher (lower) academic self-efficacy levels. These findings suggest that AI tool usage not only directly influences academic stress but also contributes indirectly through heightened feelings of loneliness, particularly among students with strong self-efficacy beliefs. This study underscores the complex psychological mechanisms underlying students' interactions with AI in educational settings.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"263 ","pages":"Article 106220"},"PeriodicalIF":2.7,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908910","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 : 2026-01-06DOI: 10.1016/j.actpsy.2025.106189
Aeshah Alamri , Ibtisam Alamri
This qualitative study investigates how people in Saudi Arabia assign responsibility for stranger harassment, specifically examining culturally influenced views related to gender, morality, and blame. The research involved detailed semi-structured interviews with 36 Saudi adults (20 women and 16 men), aged 18 years and older. Using thematic analysis, the study found dominant ideas blaming women for harassment based on their appearance, behaviors, and emotional expressions. A recurring theme was the belief that men are inherently reactive to female presence and that women, therefore, bear a moral obligation to regulate male desire. Interestingly, many female participants also accepted these beliefs, reinforcing victim-blaming attitudes and indicating deep internalization of traditional gender norms. Additional culturally specific themes emerged, including women's vulnerability and their need for male protection, as well as the challenges women face due to increased visibility in mixed-gender settings. The findings emphasize the importance of culturally appropriate programs to challenge existing stereotypes and encourage shared responsibility in preventing harassment, especially as Saudi society experiences rapid social transformations under programs like Vision 2030.
{"title":"Stereotypes, gender norms, and victim blaming: Attributions of responsibility for stranger harassment","authors":"Aeshah Alamri , Ibtisam Alamri","doi":"10.1016/j.actpsy.2025.106189","DOIUrl":"10.1016/j.actpsy.2025.106189","url":null,"abstract":"<div><div>This qualitative study investigates how people in Saudi Arabia assign responsibility for stranger harassment, specifically examining culturally influenced views related to gender, morality, and blame. The research involved detailed semi-structured interviews with 36 Saudi adults (20 women and 16 men), aged 18 years and older. Using thematic analysis, the study found dominant ideas blaming women for harassment based on their appearance, behaviors, and emotional expressions. A recurring theme was the belief that men are inherently reactive to female presence and that women, therefore, bear a moral obligation to regulate male desire. Interestingly, many female participants also accepted these beliefs, reinforcing victim-blaming attitudes and indicating deep internalization of traditional gender norms. Additional culturally specific themes emerged, including women's vulnerability and their need for male protection, as well as the challenges women face due to increased visibility in mixed-gender settings. The findings emphasize the importance of culturally appropriate programs to challenge existing stereotypes and encourage shared responsibility in preventing harassment, especially as Saudi society experiences rapid social transformations under programs like Vision 2030.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"262 ","pages":"Article 106189"},"PeriodicalIF":2.7,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145921129","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}
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