Behavioral Sciences最新文献

While extensive research has examined adult perceptions of Artificial Intelligence (AI)'s impact on the workforce, studies focusing on adolescents-who are at a critical stage of career development-remain scarce. Drawing upon Social Cognitive Career Theory (SCCT) and the significance of fostering adolescents' adaptability in the era of AI, we designed a questionnaire-based experiment to examine how adolescents' prior perceptions, attitude and immediate knowledge of AI influence their career preferences. We conducted a questionnaire-based experiment with 836 adolescents (M_age = 13.98, SD = 1.35 years; 52.30% male) to investigate the influence of three independent variable groups: prior perception of AI (familiarity with AI), prior attitudes towards AI (trust in AI and positive/negative attitude towards AI) and immediate knowledge of AI (experimental manipulation). The results showed that immediate knowledge of AI significantly and negatively predicted adolescents' preference for both low- and high-replaceable jobs. In contrast, familiarity with AI, trust in AI and positive attitude towards AI significantly and positively predicted a preference for low-replaceable jobs. This study introduces an integrated empirical framework demonstrating that distinct AI-related factors differentially influence adolescent career preferences. Results emphasize the importance of familiarity with AI, trust in AI and positive attitude towards AI among teenagers in order to better adapt the future changes in the labor market. This finding provides an empirical reference for educators and policy makers to better guide teenagers to make career plans.

The location of mental health services in schools increases access for children and youth. This may be especially important in rural communities, where youth have more significant mental health needs and less access to services. Yet, few studies exist that explore the outcomes of student participation in school-based services. The present study evaluates student behavioral health needs and outcomes, as measured by the strengths and difficulties questionnaire (SDQ), of students (N = 43) participating in therapeutic mental health services (Tier 3) provided in three rural Midwest communities in the United States. At baseline, SDQ scores indicated that over half of students' total difficulties scores fell in the Borderline or Abnormal categories, and over 40% of students demonstrated high needs related to emotional problems and hyperactivity. At the conclusion of services, students experienced statistically significant improvements in mean scores (compared to baseline) in total difficulties, externalizing problems, and internalizing problems, and on subscales measuring emotional problems, conduct problems, and hyperactivity. Significant differences were not found in the subscales measuring peer problems and prosocial behavior. High levels of satisfaction with services were also reported. Limitations and conclusions are discussed.

The COVID-19 pandemic had widespread psychological effects, prompting research into long-term impacts on mental health and identity development. This retrospective study examined how pandemic-related stress affected obsessive-compulsive symptoms (OCS) and generalized anxiety symptoms across three timepoints, prior to the pandemic (2019-February 2020), during the height of the pandemic (March 2020-2022), and the present (within the past month), and how changes in these symptoms relates to identity. The sample consisted of undergraduate students (N = 476) who completed an anonymous online survey battery. Indices of psychological "damage" and "recovery" showed although OCS levels returned to baseline in the current period, anxiety levels remained elevated. COVID-related stress predicted higher OCS and anxiety symptoms across timepoints. Greater symptom damage was associated with more identity disturbance, while recovery from anxiety was related to reduced identity disturbance. Recovery from OCS was uniquely related to higher identity consolidation. These findings suggest the psychological toll of the pandemic extends beyond clinical symptoms, impacting foundations of identity. Although some psychological recovery has occurred, lingering anxiety symptoms may continue to affect developmental outcomes. Further research is needed to understand mechanisms that support long-term recovery and identity formation in the wake of large-scale stressors like the COVID-19 pandemic.

The Healthy Context Paradox suggests that victims of bullying struggle more with psychological adjustment in environments with low victimization norms. This study, guided by Beck's Model of Depression, explores this phenomenon through a cognitive lens. Using data from 2091 Chinese junior high students (54.3% boys, mean age 13.26), we identified cliques via the Social Cognitive Map and examined the mediating role of cognitive biases and the moderating role of clique-level victimization norms in the link between peer victimization and depressive symptoms. Results showed that cognitive biases partially mediated the link between peer victimization and depressive symptoms. While clique victimization norms moderated the association between peer victimization and cognitive biases, they had no significant relation to depressive symptoms. In low victimization norm cliques, peer victimization showed a stronger association with cognitive biases, especially in all-girl cliques, whereas this association was observed in all-boy cliques irrespective of norms. The moderating effects of clique victimization norms on the association between peer victimization and depressive symptoms were non-significant in all-boy and mixed-gender cliques. These findings suggest that integrating the Healthy Context Paradox with Beck's Model can inform depressive symptom prevention strategies, particularly in bullying-prone environments.

Attention deficit hyperactivity disorder (ADHD) presents significant challenges in all age groups, affecting various aspects of daily functioning and quality of life. Objective: This study aims to explore the rate and associated factors of unemployment among ADHD in adults. A retrospective cohort study was conducted, including 179 adults diagnosed with ADHD seeking consultation at a comprehensive ADHD clinic at a tertiary hospital in urban Oman. Sociodemographic characteristics, clinical presentations, and factors associated with employment status were collected. 41% of the participants were actively seeking employment. Among the correlates of unemployment is obesity (OR 5.64, p = 0.011, 95% CI 1.49-21.43). Other variables, including education level and marital status, also influenced employment rates, with bachelor's degree holders showing higher chances of unemployment (OR 5.35, p = 0.009, 95% CI 1.52-18.88). Marital status was closely associated with unemployment, with 39.5% of married individuals unemployed (p = 0.022). Furthermore, anxiety disorders were closely associated with unemployment (p = 0.026). Nearly one-third of the cohort had a comorbid substance use disorder (30%), and 6% reported suicidal attempts. This study highlights the significantly high prevalence of job seeking among adults with ADHD. Obesity, education level, marital status, and anxiety disorders were strongly associated with job search.

The current study explores the social experiences of adolescent and transition-age youths with intellectual disabilities (IDs) and the support mechanisms available to these groups in Saudi Arabia. This study adopts a qualitative methodology with a semi-structured interview constituting the data collection method involving 13 parents with children aged between 11 and 19 years, a critical adolescent period and transition to early adulthood. The results suggest that family, caregivers, community, friendships, and healthcare providers play important roles that impact the quality of life for these groups. The main challenges identified include health-related issues, employment challenges, educational barriers, insufficient services, inadequate community participation, and limited social relationships, with special emphasis on obstacles linked to transition during the 18 to 19-year period when youths must navigate transfers from pediatric to adult services and changes associated with legal rights. This study highlights several reasons it is important to increase awareness and education, while also continuing to improve support systems aimed at dealing with both transition challenges and adolescent needs. The results further illustrate that although support from family provides the foundation for care, systemic changes are needed to promote social inclusion and reduce stigma during critical development periods. The current study contributes to the limited research related to IDs in the context of the Middle East, with special reference to Saudi Arabia. Finally, the discussion highlights several insights that are culturally specific for the development of policy and provision of services associated with the transition from adolescence to early adulthood.

In recent years, behavioral economics has revolutionized various fields, including finance, marketing, and public policy. Its application in people management, however, remains an emerging area of exploration. By integrating psychological insights into economic decision-making, behavioral economics offers a nuanced understanding of human behavior, essential for designing effective HR practices. While many of the concepts are not new in organizational behavior research and related fields, thanks to the incorporation of formalized models of choice, behavioral economics brings analytical clarity to domains traditionally studied through descriptive or qualitative methods in the behavioral sciences. This review article delves into how behavioral economics can shed light on key aspects of people management, focusing on five domains: incentives, decision-making, leadership, personalization, and organizational change. We offer a critical overview integrating some of the most well-known findings with applicability in these areas as well as promising avenues for future research. One of the main conclusions is that behavioral economics offers a powerful lens to approach people management, but also that behavioral principles need to be understood in depth (beyond average effects, for example) as generalization is often flawed, claiming for personalized solutions and interventions grounded on comprehensive perspectives.

Caregiver-mediated approaches in early intervention can provide impactful support for families of young children with social communication needs. Project ImPACT (PI), a caregiver-mediated naturalistic developmental behavioral intervention, was tested for effectiveness in public early intervention (EI) programs in a randomized waitlist-control community trial across California. Participants included EI service providers (n = 47) and caregiver-child dyads (n = 125; ages 14-32 months). Families received services-as-usual (SAU) or PI following provider training in PI. Multilevel models were used to examine provider coaching, caregiver-child interactions, caregiver PI strategy use, parenting stress, self-efficacy in parenting, and child social communication outcomes across approximately four months of services. Provider use of evidence-based coaching significantly improved after PI training. Caregivers who received PI showed greater gains in some domains of parent-child interaction; PI fidelity scores, stress, and self-efficacy did not differ by condition. Child communication outcomes improved over time in both groups, but differences between conditions were not detected during the study time period. Training community EI providers in PI improved coaching quality and enhanced caregiver-child interaction, demonstrating feasible, scalable use of PI in community settings. Differential child-level effects were not detected, underscoring the need for larger samples and longitudinal follow-up.

This qualitative study aimed to explore the work-family conflict phenomenon in China, to extend our understanding of such a phenomenon experienced under a different cultural background outside of the West, and to help suggest the Chinese culturally specific variables (e.g., filial piety) related to the work-family conflict in China for future research. A purposive sample of 16 Chinese employees was interviewed. Using Creswell's phenomenological method, six themes and 17 sub-themes emerged through 297 significant statements. The participants described the work-family conflict as only a life experience or no more than a minor problem in life that has influenced their coping strategy (e.g., avoidance coping). It appeared that Chinese culture places both positive and negative effects that simultaneously ease and exacerbate work-family conflict (e.g., a greater level of family support came with more family obligation). After comparing the results with the previous Western findings, differences in the experience of work-family conflict were identified. Relevant factors related to the experience of work-family conflict were suggested, providing directions for future work-family conflict studies.

Although teacher identity and social-emotional learning (SEL) have been studied separately, little is known about how these constructs intersect in ways that explain why teachers' social and emotional competence (SEC) does not always translate into classroom practice. This study introduces the construct of SEL identity (SEL-ID) as a potential missing piece in the current SEL frameworks by utilizing the teacher identity construct. This study seeks to describe SEL-ID, drawing on teachers' reflections on lived experiences and their classroom practices. Using grounded theory, the data was collected through semi-structured interviews and classroom observations of 12 early childhood education teachers who were actively working with children aged from 3 to 5 in childcare centers established by a local municipality. As a result, the coding process revealed overlaps between teacher identity and SEL, as well as unique elements that go beyond the established SEL framework. Five interrelated components of SEL-ID resulted from the analysis process: (1) self-perception, (2) emotional literacy, (3) interpersonal relations, (4) participatory SEL, and (5) managerial expertise. These findings demonstrate that SEL-ID is not simply an extension of teacher identity or SEL but a construct that helps explain variations in teachers' ability to enact SEL in practice. The researchers hope that this study will guide future studies to explore more into SEL-ID and its contribution to strengthening SEL practices in schools.