Behavioral Sciences最新文献

Sensory reactivity has recently been introduced as a diagnostic criterion for autism, and growing attention is being paid to considering children's behavioural responses to sensory stimuli. This study explored sensory reactivity in a sample of preschool- and school-aged autistic children. Parents of 68 participants [21 preschoolers (3-5 years) and 47 school-aged children (6-11 years)] completed an e-survey (Ethical Committee: 2024-412). Two research questions were addressed to explore: a. whether sensory reactivity dimensions differ according to autistic-like trait severity (medium vs. high) and b. whether sensory reactivity differs between preschool- and school-aged children. Controlling for age and sex, the results showed that children with higher autistic-like trait severity exhibited greater sensory reactivity across all dimensions. The interaction also supported higher sensory reactivity in each dimension for children with higher severity levels. In addition, no significant difference and interaction emerged between age group and sensory reactivity, supporting the potential stability of these features over time. However, group comparisons indicated that school-aged children showed higher parental-reported movement sensitivity, particularly during rough play or balance-related activities. These findings highlight the importance of considering sensory reactivity in autism diagnosis and in designing supportive and tailored intervention environments.

This study examined the effectiveness of an Artificial Intelligence (AI)-supported self-coaching system designed to improve preschool teachers' implementation of embedded instruction (EI) for young children with autism in inclusive early childhood classrooms. Using a multiple-probe across participants single-case design with four teacher-child dyads, the study evaluated changes in teacher fidelity, child learning outcomes, maintenance, generalization, and teacher perceptions. Following baseline and an initial EI training, teachers engaged in weekly AI-supported self-coaching cycles that included planning, data entry, reflection, and AI-generated individualized feedback. Results demonstrated clear functional relations between the introduction of the AI-supported system and increases in teachers' EI fidelity. All teachers reached high levels of accurate implementation, maintained their performance after AI supports were withdrawn, and generalized EI procedures to non-targeted routines. Correspondingly, children showed substantial improvements in unprompted correct responding on individualized goals, with gains sustained across maintenance and generalization probes. Social validity data indicated that teachers found both EI and AI-supported self-coaching highly acceptable, feasible, and helpful for guiding instructional decision-making. Findings provide promising initial evidence that AI-supported self-coaching can serve as a scalable, cost-effective professional development approach that strengthens teacher practice and enhances learning outcomes for young children with autism in inclusive preschool settings.

Women have made substantial gains in representation in some STEM fields (e.g., biology, chemistry, math) but not others (e.g., physics, computer science, engineering). Researchers have called for a STEM field-specific approach to investigate the persistent gender gap. While some studies indicate that males report higher self-efficacy than females, which may contribute to the persistent gender gap, other studies do not. The current research used Hunter-Schmidt meta-analysis to clarify the relationship between gender and self-efficacy in STEM fields where women are underrepresented compared to fields where representation has improved. A meta-analysis of 145 effects found gender differences in self-efficacy in all but one field (biology), but the magnitude of the difference was field-specific. In computer science and physics, two fields in which underrepresentation most strongly persists, there were greater gender differences in self-efficacy compared to the other fields. Findings also highlight participant educational stage as a potentially important factor in explaining heterogeneity of gender differences in self-efficacy within STEM fields and as an area for continued research.

The consumption of clothes creates paradoxes in which values, motives, and emotions interact to generate consumption experiences. To test some of these interactions, we conducted three correlational studies, studies 1, 2, and 3, one experiment, study 4, and one qualitative study, study 5. Study 1 found negative relationships between sustainability values and materialism and positive relationships between sustainable values and the preference for experiential purchases. Study 2 found positive relationships between two components of the slow-fashion movement, equity and exclusiveness, and guilt, and a negative relationship with functionality, another component of slow fashion. Study 3 found an indirect relationship between sustainable values and guilt through their positive and significant relationship with increased awareness of the environmental impact of the fast-fashion industry, supporting a mediation model. Study 4 found that participants were was more likely, regardless of whether the purchase of clothing was labeled as fast fashion or not, to experience pride than guilt when recalling recent past purchases. Last, in study 5, we found that consumers buy clothes to look good and pay attention to quality and value without significant concerns for environmental issues. The implications for consumer behavior were discussed.

This study explores the relationship model among the dark triad traits, non-suicidal self-injury (NSSI) behavior in adolescents, negative life events, and depression. A moderated mediation model was tested among 224 middle school students with left-behind experience in Inner Monolgia. These students were surveyed using the Dirty Dozen Dark Triad Measure, the Adolescent Self-Harm scale, the Adolescent Self-Rating Life Events Checklist, and the Center for Epidemiologic Studies Depression Scale. The dark triad traits had a significant positive predictive effect on NSSI behavior among adolescents with left-behind experience and indirectly influenced NSSI behavior through negative life events. The second half of the mediation path of "the dark triad traits → negative life events → NSSI behavior" was moderated by depression. The influence of the dark triad traits on NSSI behavior is exerted through negative life events, and the relationship between negative life events and NSSI behavior is moderated by depression.

Refugees and asylum seekers (RASs) are among the most marginalised, vulnerable, and economically disadvantaged groups worldwide. As a result, many government and non-government organizations, including migrant-led community organizations (MLCOs), support RASs to improve their lives in their host countries. However, there is a lack of research on the role and challenges of MLCOs supporting RASs. Therefore, informed by the concepts of grassroots humanitarianism and ethnic capital, and based on data collected through focus group discussions, this article explores the rationale, activities, and challenges of Eritrean MLCOs in England. The findings indicate that MLCOs help fill some gaps left by government agencies by providing RASs with strong advocacy and support systems to protect their rights and meet their needs. Although volunteers with limited funding run these organizations, they utilise ethnic capital to provide knowledge, raise awareness, and deliver culturally sensitive services to RASs in their own language. This article advances understanding of MLCOs' work and improves their services to better meet the needs of RASs. It also contributes to knowledge by highlighting MLCOs' role as sites of learning and education.

In recent years, the application of augmented reality digital technology in brands has transformed the way consumers interact with brands. This study focuses on the impact of augmented reality (AR) technology on consumption behavior and brand communication related to intangible cultural heritage products, integrating the TAM and UTAUT2 theories to construct a research model. This study employed a time-location sampling method, utilizing SPSS and AMOS software for data analysis based on valid questionnaires completed by 305 AR-experiencing consumers in Changsha City, Hunan Province. Results indicate that the presence and novelty of AR technology significantly and positively influence consumers' attitudes toward using AR technology, which in turn affects their purchase intent, social media sharing behavior, and brand attitudes. The study confirms that emotional factors and consumer perceptions play a guiding and decisive role in the new consumption reality enabled by AR technology. These research findings have practical significance and value for ICH brand building and AR marketing, demonstrating that AR is an effective means to enhance the visibility and influence of the ICH brand. They inject new vitality into promoting more sustainable ICH protection and popularization, as well as the development of the digital creative industry.

This study examines whether Drawmetrics (DM), an expressive-semantic personality system, can be linked with the Five-Factor Model (Big Five) through an embedding-based mapping approach and network psychometric methods. A total of 185 participants completed both the DM assessment and the IPIP-NEO 120 Big Five inventory. DM term outputs were embedded using a miniLM sentence-transformer and aggregated into 30 facet composites, with six composites per domain. Big Five facet composites were extracted from standardized reports and harmonized to canonical facet names. Analyses focused on the overlap sample (N = 148) with valid scores on both instruments. DM composites demonstrated strong internal structure and high stability indices. Substantial semantic-space alignment was observed between DM term language and Big Five facet language, supporting interpretable linking. However, person-level correlations between DM and Big Five domains were modest (mean |r| ≈ 0.07; Spearman similar), with the largest facet-level association at |r| ≈ 0.26. DM appears to represent a coherent expressive-semantic trait space that is related to, but not isomorphic with, Big Five traits. These findings support a linking rather than equivalence interpretation and highlight the need for future research on scaling, reliability, range restriction, and criterion validation.

Effective communication in English is a critical behavioral competency for seafarers in a multilingual maritime environment, directly impacting operational safety. However, a gap exists between current Maritime English (ME) training in China and the actual communication demands of global seafaring. This study aims to identify the specific ME skills including linguistic, behavioral, and sociolinguistic dimensions that are most important for on-board performance and safety management from the perspective of pre-service maritime students at Shanghai Maritime University. A mixed-methods approach was used, combining structured questionnaires (n = 313) with in-depth follow-up interviews (n = 10). The results identified 24 highly needed ME skills, particularly focused on areas governing safety-critical behaviors, such as wireless communication, security protocols, and emergency procedures. In addition, based on learner profiling, the study depicts two different learner characteristics: exam-focused and work-focused students, each with different views on the importance of skills. Work-focused students place greater emphasis on the practicality of their skills. The interview data confirms and enriches these quantitative research results. The research findings emphasize that ME courses must be more closely aligned with real-world communicative scenarios and behaviors, prioritize scenario based teaching and practical operations, and tailor differentiated teaching based on learner psychology and behavioral preference. This study offers references for maritime education institutions with similar learner profiles to optimize ME curricula, prioritize secure communication skills, and strengthen industry-education collaboration, thereby enhancing pre-service maritime students' safety behavior and professional competitiveness in China.

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky's cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring.