Behavioral Sciences最新文献

In the current digital age, children are exposed to electronic media at an increasingly early age. The issue of excessive electronic media use has become a significant risk factor affecting the healthy development of young children. To examine the association between parental phubbing and preschoolers' excessive electronic media use, as well as the underlying mechanism-mediating roles of parent-child attachment and self-control, 758 parents of preschoolers were recruited to complete a set of scales. The results show that: (1) Parental phubbing was positively associated with preschoolers' excessive electronic media use; (2) Parent-child attachment and self-control significantly mediated this relation, which contains three mediating pathways-the mediating effects of parent-child attachment and self-control, as well as their chain mediating effect. The study revealed the psychological mechanisms between parental phubbing and preschoolers' excessive electronic media use, providing suggestions for the prevention and intervention of excessive electronic media use among preschoolers.

Textual revision is a recursive process integral to writing. However, less experienced writers often struggle to select effective strategies, underuse self-regulation, and evaluate their work without metacognitive control. This study examined the effectiveness of instructional programs focused on textual revision, incorporating dynamic assessment as a means to promote self-regulation. A total of 88 secondary school students (aged 13-15) participated, randomly assigned by class group to one of four conditions: mechanical revision, substantive revision, combined revision, or rewriting. A quasi-experimental design with repeated measures was used to assess the revisions carried out by the students Each intervention focused on distinct revision strategies: surface-level corrections, content and structure, or a combination of both. The rewriting group received no specific instruction beyond the weekly practice of rewriting the text that the other groups worked on. Findings revealed that students in the substantive revision group achieved the greatest gains in their revisions. The study concludes that instructional approaches focused on deep, content-oriented revision are particularly effective in improving students' writing performance and fostering self-regulatory skills. These findings highlight the value of embedding metacognitive support in revision-focused instruction.

This study investigates how emotionally structured online interaction networks shape consumer perception of new energy vehicle (NEV) technology. Drawing on discussion forum data from two leading NEV brands, Brand_T and Brand_B, we focus on how users respond to brand technological narratives and how these responses translate into distinct patterns of peer-to-peer interaction. Using a behavioral network analysis framework, we integrate sentiment analysis, topic modeling, and Exponential Random Graph Modeling (ERGM) to uncover the psychological and structural mechanisms underlying consumer engagement. Three main findings emerge. First, users display brand-specific emotional-cognitive profiles: Brand_T communities show broader technological engagement but more heterogeneous emotional responses, whereas Brand_B communities exhibit more emotionally aligned discussions. Second, emotional homophily is a robust driver of interaction ties, particularly in Brand_B forums, where positive sentiment clusters into dense and supportive discussion subnetworks. Third, perceived technological benefits, rather than risk sensitivity, are consistently associated with higher interaction intensity, underscoring the motivational salience of anticipated gains over cautionary concerns in shaping engagement behavior. The study contributes to behavioral science and transportation behavior research by linking consumer sentiment, cognition, and social interaction dynamics in digital environments, offering an integrated theoretical account that bridges the Elaboration Likelihood Model, social identity processes, and behavioral network formation. This advances the understanding of technology perception from static individual evaluations to dynamic, group-structured outcomes. It highlights how emotionally patterned interaction networks can reinforce or recalibrate technology-related perceptions, offering practical implications for NEV manufacturers and policymakers seeking to design psychologically informed communication strategies that support sustainable technology adoption.

This study examines the recent diversification of the Korean golf market into traditional field, popular virtual reality (VR), and park golf, which is rapidly expanding among older adults. Comparing participants' psychological characteristics and behavioral intentions across golf types is essential for sustainably developing the golf industry. Therefore, differences were investigated in participation satisfaction (physical, mental, and social), switching intention, loyalty, and continuous participation intention among regular participants in all three golf types in urban Korea. Data were analyzed from 327 adults aged 20 years or older (Field: 98, VR: 132, Park: 97) in Korea using on/offline surveys, and a multivariate analysis of variance with post hoc tests was implemented to compare psychological and behavioral differences across the three golf types. The findings showed that, first, physical and mental satisfaction were significantly higher in the park golf group than in the rest of the groups. Second, switching intention was higher in the field golf group than in the VR golf group. Third, loyalty and continuous participation intention were highest in the park golf group. Each golf type thus offers unique experiential value, with park golf particularly effective in fulfilling participants' physical and psychological needs. Conversely, field golf faces potential risks of participant attrition because of cost and time burdens. The findings provide useful implications for predicting demand and developing differentiated marketing and management strategies tailored to generational needs.

Active involvement in creative activities, known as creative health, has been shown to enhance wellbeing, with museums serving as unique spaces for health promotion; however, visitors often require guidance to derive significant benefits from these institutions. This study, part of the larger ASBA (Anxiety, Stress, Brain-friendly museum Approach) project, evaluates the first phase of an intervention specifically focused on a Mindfulness protocol adapted to museum contexts. It has employed a single-group pre-post design with 79 healthy adults recruited from the non-clinical population. Participants were involved in a 15 min standardized mindfulness practice adapted from Mindfulness-Based Stress Reduction (MBSR) in either an art or science museum. State anxiety (SAI) and mood (VAS) were assessed at baseline and post-intervention, alongside personality traits (BFI-10) and interest measures to identify individual moderators of treatment response. The practice appeared to reduce state anxiety significantly in both settings, with large effect sizes. Specific moderators emerged: openness to experience predicted anxiety reduction in the art museum, whereas science interest predicted outcomes in the science setting. These findings suggest that brief, standardized mindfulness protocols implemented through the ASBA framework can provide promising immediate benefits for visitor wellbeing across diverse museum environments.

Trust (or distrust) in artificial intelligence (AI) is a critical research topic, given AI's pervasive integration across societal domains. Despite its significance, scholarly attention to process-based learned trust in AI remains limited. To address this gap, this study designed a virtual non-fungible token (NFT) investment task, featuring seven rounds of risk decision-making scenarios, to simulate an investment/trust game to explore participants' multifaceted trust under the influence of different chatbots' social role. The findings suggested the chatbot's social role had a significant impact on participants' trust behaviors and perceptions over time. Trust in the two chatbot types diverged until the system-induced failures occurred. The friend-like chatbot elicited a higher level of behavioral trust than the servant-like counterpart. During those trust-damaging moments, the friend-like chatbot proved more effective in mitigating trust erosion and facilitating trust repair, as evidenced by relatively stable investment behaviors. The findings reinforce the notion that friendship with AI can function as a relational buffer, softening the impact of trust violations and facilitating smoother trust recovery.

This paper draws on a capacity-building initiative by the researcher to prepare the parents of nine selectively mute (SM) children to take the lead in their child's change process towards, gradually and in tiny steps, starting to speak in more situations and to more people. Egan's skilled helper model is used as a framework in the parent guidance group. Focus group interviews in the parent group make up the data set for the project, along with the parents' written answers to questions arising from Egan's skilled helper model between meetings. Content analysis is used to analyse the data. A common theme among the families is how to find the right balance between supporting and challenging the SM child in communication with others. How to promote greater independence in parent-child relationships is the main question from the project.

Considering the high prevalence of adolescent depression and anxiety, the profound functional consequences of untreated early psychosis and suicide being the number one cause of death in Australia among 15-19-year-olds, ensuring that teachers are literate about these disorders should be a high priority. Teachers' disorder-specific literacy is a pragmatic response to healthcare system constraints. This scoping review aimed to map the evidence of teacher mental health literacy training programs, specifically for depression, anxiety, early psychosis and suicide risk. PRISMA-ScR guidelines were followed. Included studies were published in English between 2000 and 2024, focused on teachers working with students in Year 7-12 and measured teachers' knowledge of depression, anxiety, psychosis or suicide risk. Studies were appraised for quality. Eighteen studies met the inclusion criteria. Nine evaluated knowledge of student depression, five evaluated knowledge of anxiety and five evaluated knowledge of psychosis, while nine studies focused on suicide risk. Providing disorder-specific training and evaluation, rather than general mental health literacy training, is recommended for future research. When healthcare systems lack the capacity to provide care for ill adolescents, schools often function as frontline sites for recognition and triage. Disorder-specific literacy is recommended for teachers so they can manage their real-world, health-system compensation role.

This study aimed to examine the interventional effects of positive psychology expressive writing (PPEW) on adolescents' time attitudes and mental health. A total of 285 adolescents from Northwest China (M = 14.13, SD = 1.075; 53.3% female) were randomly assigned to either a PPEW group (n = 148) or a control group (n = 137). The PPEW group completed a six-week positive psychology expressive writing intervention, while the control group engaged in neutral writing tasks. All participants were assessed on time attitudes, positive affect, and depressive symptoms before and after the intervention. The results showed that, compared to the control group, the PPEW group scored significantly higher on Past Positive, Present Positive, and Future Positive, and significantly lower on Present Negative at post-test; however, a significant improvement in Past Negative was observed only within the PPEW group itself. Regarding mental health, depressive symptoms were significantly reduced in the PPEW group relative to the control group at post-test, but no significant change was observed in positive affect. In conclusion, positive psychology expressive writing can effectively foster the positive development of time attitudes in adolescents and may serve as a feasible approach to alleviating depressive symptoms.

Empowering leadership can provide more resource support for organizations and better match the characteristics of current knowledge employees, such as a high demand for autonomy and pursuit of value diversification. However, existing literature has not fully clarified the specific cognitive transmission mechanisms linking empowering leadership to knowledge workers' job crafting, nor has it sufficiently examined the boundary conditions of this relationship under specific individual traits. This study aimed to explore the impact of empowering leadership on knowledge employees' job crafting by constructing a moderated mediation model. This study introduces role breadth self-efficacy as a mediating variable and learning goal orientation as a moderating variable and collects questionnaire data to investigate the underlying mechanisms among 338 knowledge employees. Empowering leadership has a positive effect on knowledge employees' job crafting. Role breadth self-efficacy mediates the relationship between empowering leadership and job crafting. Learning goal orientation positively moderated the impact of empowering leadership on role breadth self-efficacy. Building an empowering leadership model with empowerment and psychological safety at its core can stimulate employees' job crafting. Role breadth self-efficacy can be improved by challenging tasks and systematic training. The implementation of differentiated management based on learning-goal orientation strengthens the empowerment effect. These measures provide feasible paths for organizations to drive adaptive changes.