Behavioral Sciences最新文献

Why might women who experience intimate partner violence (IPV) become more likely to engage in risky sexual behavior? Women's interest in casual sex may satisfy relational expectations and connection needs, while avoiding the types of close attachments that previously were violent. Specifically, attachment avoidance was tested as a mechanism linking IPV victimization and risky sexual behavior. Women who experienced (vs. did not experience) partner violence reported higher rates of risky sexual behavior, and this association was mediated by attachment avoidance (Study 1, N = 312; age range 18-58 years, M = 28). Making IPV salient via an experimental manipulation caused more avoidant perceptions (Study 2, N = 140; age range 19-57 years, M = 31), and inducing an avoidant mindset via an experimental manipulation caused greater sexual interest (Study 3, N = 128; age range 19-66 years, M = 33). These findings suggest that IPV disrupts expectations of security and reinforces a manner of connecting with partners that leads to risky sexual encounters.

The social-emotional functions associated with the Dark Triad have been widely examined. However, further research is needed to explore the nuanced relationship between the Dark Triad and interpersonal relationships, particularly in diverse cultural contexts. This study aimed to investigate the relationship between the Dark Triad and interpersonal relationship satisfaction and interpersonal forgiveness by testing 577 students with the Dirty Dozen (DD), Interpersonal Relationship Satisfaction Questionnaire (IRSQ), and the Transgression-Related Interpersonal Motivations Scale-12-Item Form (TRIM-12). Results showed that (a) overall, the Dark Triad correlated negatively with lower interpersonal relationship satisfaction and interpersonal forgiveness. (b) Narcissism differs in the pattern of correlations from Machiavellianism and psychopathy. Machiavellianism and psychopathy were positively correlated with revenge, avoidance, and interpersonal dissatisfaction and negatively correlated with interpersonal satisfaction. In contrast, narcissism was positively correlated with revenge, avoidance, interpersonal dissatisfaction, and interpersonal satisfaction. (c) The mediating models showed that individuals with higher Dark Triad scores exhibited lower interpersonal relationship satisfaction and higher levels of revenge. Individuals with higher Machiavellianism and psychopathy showed greater interpersonal relationship dissatisfaction and more pronounced avoidance. These findings highlight the nuanced role of the Dark Triad in shaping interpersonal outcomes and suggest that targeted interventions focusing on relationship satisfaction and interpersonal forgiveness could mitigate the negative social behaviors associated with these traits.

This study investigates why artificial intelligence (AI) may hinder rather than enhance teaching efficiency in primary school physical education (PE). Guided by socio-technical systems theory, we conducted focus group interviews with 13 PE teachers (6 from Nanjing and 7 from Chongqing, China) who had at least three years of teaching experience and two years of AI implementation experience. Participants were purposefully selected through a two-stage sampling strategy: initial screening via open-ended questionnaires to identify teachers reporting negative experiences with AI integration, followed by snowball sampling to recruit additional participants with similar perspectives. Data collection employed a dual-facilitator approach using semi-structured interviews, with one moderator guiding discussions while another observed non-verbal cues. Qualitative content analysis revealed key barriers across four dimensions: technological (interface complexity, infrastructure limitations), employee (professional identity conflicts, interpersonal tensions), task-related (real-time monitoring challenges, reduced pedagogical flexibility), and organizational (inadequate support systems, unclear implementation policies). These findings suggest that successful AI integration in PE requires a holistic approach addressing both technological and human factors, rather than focusing solely on technological advancement. The study contributes to understanding how socio-technical interactions uniquely manifest in physically active learning environments.

Purpose-The purpose of this study is to examine the mechanism of scene features (i.e., visual appeal, presence, and scene-product matching) of e-commerce live streaming and how it impacts consumers' flow and purchase intentions of sporting goods. Design/methodology/approach-To test the hypotheses in the conceptualized model that was developed based on the Stimulus-Organism-Response (S-O-R) model, sports consumers (N = 340) who watched e-commerce live streaming responded to an online survey administration. Structural equation modeling (SEM) was applied to examine the research model and test the hypotheses. Findings-The results reveal that scene features positively affect consumer flow experience, in which scene-product matching is the main contributing factor. Moreover, the flow experience plays a critical mediating role in influencing purchase intentions; meanwhile, the moderation role of sport identification was not found to be statistically significant. Originality/value-This study fills the void to explore how scene features of e-commerce live streaming influence consumer behavior associated with sporting goods merchandise through immersed flow experience. Confirming the applicability of the S-O-R model in the sports e-commerce live streaming setting, the findings of this study identify dimensions of scene features of e-commerce live streaming and highlight the significance of developing scene-product congruence features when designing, operating, and promoting live streaming programs while enhancing immersive involvement.

This paper describes the social architecture model of school-based bullying behavior. The model proposes that the behavior of all students affects rates of bullying. Alongside self-reported victims and bullies, the model identified four bystander roles: assistant, reinforcer, outsider, and defender. The level of support for bullies varies based on school policies that address bullying and promote school connectedness. The universal components of the KiVa school-based anti-bullying program designed to teach pupils to stand against bullying are described. The Stand Together trial, a UK-based randomized controlled trial, recruited 11,000+ students from 118 schools across the UK, half of whom received the KiVa program whilst the remainder delivered usual practice to address bullying. The main trial results reported a significant reduction in victimization in favor of KiVa. This paper examines data collected on the pupil-reported Participant Role Questionnaire (PRQ), one of the secondary measures used to explore whether significant reductions in victimization were accompanied by changes in bystander behavior. The results showed reductions in the student response rates of self-identified roles as bullies, assistants, and reinforcers in favor of KiVa, but outsider roles increased, and defender roles reduced. This provides tentative support for the social architecture model as taught in the Stand Together KiVa trial but also suggests that further work needs to be conducted to support the development of defender behaviors and address this important public health challenge.

Recruitment and retention of students in STEM fields continues to be a challenge. Existing models of recruitment and retention emphasize the role of domain interest and identity. In the current research, we investigated the role of transformative experience combined with domain interest/identity in predicting academic and career choice. Transformative experiences represent a form of deep engagement in which students actively apply school learning in their everyday lives and find value in doing so. We looked specifically at academic and career choice, i.e., available educational paths and various career options, in the field of geoscience, as the geosciences currently struggle to attract and retain majors, resulting in a lack of professionals to fill these jobs. We collected survey data from students (n = 60) at three U.S. universities, and used hierarchical multiple regression to investigate self-efficacy, pre-geoscience interest/identity, transformative experience, and post-geoscience interest/identity as predictors of geoscience academic and career choice. The full regression model explained 69% of the variance in geoscience academic/career choice. Further, stepwise regression analysis revealed that post-geoscience interest/identity fully mediated the relations between the other significant predictors (pre-geoscience interest/identity and transformative experience) and geoscience academic/career choice.

Although a few studies have examined the relationship between physical exercise and sleep quality, the underlying mechanisms of this association remain unclear. This study aims to investigate how and under what conditions physical exercise can promote the sleep quality among Chinese college students, with a focus on how self-control mediates and mindfulness moderates this relationship. Data were collected through convenient sampling from five universities in China, with a total of 1028 college students aged 16 to 29 participating in the study. Participants were recruited to complete the self-report questionnaires measuring their physical exercise, self-control, sleep quality and mindfulness. Results showed that physical exercise significantly and positively predicts sleep quality among Chinese college students. Further moderated mediation analyses indicated that self-control plays a significant mediating role, while mindfulness plays a moderating role in this relationship. Additionally, simple slopes analyses found that the moderating effect of mindfulness is more pronounced among individuals with lower levels of mindfulness compared to those with higher levels. The findings suggest that physical exercise can enhance sleep quality by improving self-control. Furthermore, physical exercise has a beneficial impact on self-control and sleep quality among college students with low mindfulness, while mindfulness itself exerts a distinct positive influence among those with high mindfulness.

This study aimed to promote a coherent pedagogical framework for integrating mobile exergames into physical education (PE) as a strategy to reduce sedentary behavior. The intervention was grounded in the game-based learning methodology, assessing the impact of exergame practice on the physical and mental well-being of prospective PE teachers. The Borg Rating of Perceived Exertion (RPE) scale and a mental effort scale were used to evaluate perceived exertion across various mini-games, measuring physical intensity, motor engagement, and mental effort with participation from 130 undergraduate students in Physical Activity and Sport Sciences. Additionally, the pedagogical and motivational aspects of the Active Arcade v3.11 video game were analyzed to support its future integration into secondary education PE classes. Participants reported high levels of motor engagement throughout the program, accompanied by moderate physical intensity. They also emphasized the user-friendly nature of these augmented reality exergames and expressed enjoyment during the sessions. The findings suggest that mobile exergames hold considerable potential for enhancing skill acquisition and fundamental motor skills while promoting healthy habits among students in PE classes.

Understanding the determinants of the occupational health of specific populations and their work-related vulnerabilities is important for developing more effective psychosocial interventions. The aims of this study were (1) to explore differences in occupational health between groups of men versus women and heterosexual versus LGBTQIA+ individuals living in Portugal; (2) to assess whether belonging to LGBTQIA+ groups or being a woman predicts worse occupational health; and (3) to evaluate differences in absenteeism frequency and possible predictors based on sexual orientation and gender. This cross-sectional quantitative study involved 577 participants living and working in Portugal (mean age: 41.62 years, SD = 11.41). To assess occupational health, we used the Copenhagen Psychosocial Questionnaire (COPSOQ III-Middle Version). Women and LGBTQIA+ individuals reported poorer occupational health compared to men and heterosexual individuals, although greater discrepancies were observed in LGBTQIA+ individuals, especially in mental health indicators. Gender and sexual orientation were found to have modest but statistically significant effects on occupational health. The absenteeism frequency was higher among women. Our data suggest improvements in terms of women's occupational health in Portugal, but not gender equality, which indicates that there are still points to be improved. These findings also suggest the persistence of stigma related to sexual diversity and its effects on the occupational health of LGBTQIA+ and underscore the need for more inclusive workplace policies in Portugal.

This qualitative study explores the interactions among gifted students' vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (n = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing to support students' diverse identities; conversely, teachers provided support when they were available, enthusiastic, and understanding. Further, peers added stress through class rank competition but fostered support through accepting diverse identities and building friendships. In general, students heavily relied on problem-focused coping to address academic stress (e.g., changing schools, advocacy), yet had minimal adaptative coping strategies to address social stress. Students also discussed hybrid coping approaches, like extracurriculars and counseling. These findings suggest that interventions, such as teacher training and peer support programs, should address specific vulnerabilities, including diverse identities, and provide direct instruction in developing coping strategies to address social stressors.