Behavioral Sciences最新文献

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that influences an individual's cognitive functions and social interaction. While most studies have focused on children and adolescents diagnosed with ASD, elevated levels of autistic traits in subclinical populations may also influence individuals' daily functioning. Autistic traits are also linked to the Big Five personality. In particular, neuroticism (emotion instability) has been shown to be positively associated with autistic traits, which may contribute to behavioral symptoms of autistic traits. The present study aimed to investigate the association between autistic symptoms and sensorimotor processing among a subclinical population. One hundred young adults (M_age = 20.32 years; SD = 3.69 years; 69 female) completed a choice reaction time (RT) task, and their behavioral performance was analyzed using the ex-Gaussian modeling. The Autism Quotient (AQ) and the Ten-Item Personality Inventory (TIPI) were used to assess autistic traits and neuroticism, respectively. The mediation analysis was conducted to examine the behavioral mechanism through which autistic traits influence sensorimotor processing. The results showed that the AQ score was negatively correlated with RT and positively correlated with neuroticism score. Importantly, the mediation analysis indicated an indirect effect, suggesting that neuroticism mediates the association between the AQ score and RT. The findings indicated a possible mechanism of the association between autistic traits and sensorimotor responses and suggested that neuroticism should be included as an intervention target for ASD. The present study contributes to the research on autistic traits and has practical implications for future intervention programs to improve daily functioning among individuals with ASD.

Background/objectives: The purpose of this study is to describe the current status of preschool teachers' attitudes about inclusive education and discuss the factors that influence these attitudes.

Methods: A total of 449 preschool teachers who have students with disabilities or special educational needs in their classrooms and 638 teachers without students with disabilities or special educational needs in their classrooms volunteered to complete the online survey. The survey included two components: a Basic Information Questionnaire and the Early Childhood Inclusive Education Attitude Questionnaire (ECIEAQ). Data were analyzed using descriptive statistics, t-tests, and ANOVA.

Results: Scores in the two dimensions of Positivity and Promotion were higher than those in the two dimensions of Resistance and Passivity, indicating an overall positive attitude about inclusive education. Attitudes about inclusive education significantly differed by gender, preschool location, inclusive education training opportunities, and receipt of a special education financial allowance. Inclusive class teachers who are female, aged over 30, teach classes with a child-to-teacher ratio of more than 14, and who work in urban areas show higher levels of Promotion or Resistance than general class teachers.

Conclusions: Overall, preschool teachers hold a positive attitude about inclusive education. Training opportunities and a special education financial allowance should be provided to foster positive attitudes. Certain groups of inclusive class teachers may need more support and resources to implement inclusive education.

Vision communication (VC) is an important way for leaders to express their ideas about a blueprint of the future to convince employees that their work is valuable and meaningful in total quality management. This research studies the influence of vision communication (VC) on quality performance (QP) through the mediation of total employee involvement (EI) and the moderation of leader support (LS). With the use of Smartpls 3.0, the collected data based on 2996 samples in Shanghai were used to analyze the various constructs. The results show that both VC and EI affect QP and should be influenced by LS. EI was found to partially mediate the relationship between VC and QP. The results also demonstrate that EI can positively affect improvement in QP via stronger LS and that high-level employee involvement is positively associated with quality performance when leader support is high (vs. low). This research can be inferred as one of the very limited empirical analyses that explored the mediating impact of EI on VC and QP. In the quality management (QM) field, the exploration of the moderating effect of LS on the mediation of the EI between VC and QP can be viewed to be a significant theoretical finding. The findings will be instrumental in assisting managers and administrators in understanding the significance of vision communication and leader support in quality management practice.

This study examined the emotional reactions and coping resources of Bedouin teenagers (ages 12-18) following the events of 7 October 2023 and the subsequent Iron Swords War between Israel and Hamas forces in Gaza. This study focused on the relationships between subjective exposure, personal sense of coherence, community resilience, and the use of different coping strategies, on the one hand, and anxiety, anger, and psychological distress, on the other. During 2024, 762 participants completed the study questionnaire, which addressed the different study variables. The findings revealed significant differences between the boys and the girls. Specifically, the girls reported higher levels of subjective exposure and emotional reactions. Personal sense of coherence was found to be a significant protective factor. In contrast, the use of nonproductive coping strategies increased distress. This study underscores the need for intervention programs tailored for this society and by gender, as well as training for educational professionals, to help them to identify and treat emotional reactions to stress in ways that take into consideration the Bedouin cultural context. This study enhances our understanding of how Bedouin teenagers cope with stressful situations and crises.

Background: Adverse life occurrences (e.g., severe accidents, violence/abuse, organic disorders such as COVID-19) can elicit traumatic responses that heighten fear, anxiety, and depression. However, scientific research has shown that certain variables, such as self-esteem, based on theories like terror management theory (TMT) and the anxiety-buffering hypothesis (ABH), can mitigate the negative effects of trauma. This study aimed to test the ABH by assessing the buffering role of self-esteem in the relationships among the impact of traumatic experiences, fear, anxiety, and depression.

Method: An observational research design was used. This study involved 321 participants who experienced COVID-19 as a traumatic experience. A sequential multiple-mediation model with observed variables (path analysis) was used to test the impact of the traumatic experience on fear, anxiety, and depression, examining the protective role of self-esteem.

Results: A path analysis revealed that fear and anxiety mediated the relationship between the impact of the traumatic experience of COVID-19 and depression. Additionally, in line with the ABH, self-esteem was found to mediate the relationship between the predictors and their adverse psychological consequences. This suggests that self-esteem played a buffering role, mitigating the negative impact of traumatic experiences on mental health outcomes.

Conclusions: These findings underscore the central mediating role of self-esteem, as well as fear and anxiety, in the pathway from trauma-related factors to depression. These insights advocate for evidence-based interventions aimed at alleviating the psychological suffering associated with traumatic experiences, fostering adaptation, and supporting psychological health.

Previous research has suggested that there are two modular processes of perspective selection and calculation in level 1 perspective taking. Evidence further showed that verbal working memory is associated with both processes in adults. However, research has not tested whether verbal working memory may be associated with working memory in children. Moreover, since perspective taking is associated with spatial working memory, it is necessary to investigate whether spatial working memory links to both processes. By recruiting 9-year-old children and college students in the single-task paradigm and the dual-task paradigm, we conducted two experiments to answer these questions. Results in experiment 1 suggested that verbal working memory correlated with adults' perspective calculation, but with both processes in children's perspective taking. Results in experiment 2 showed that spatial working memory is associated with adults' perspective calculation and children's perspective selection. These findings suggest that different components of working memory play distinct roles in the processing of perspective taking, which is moderated by age.

Psychotic disorders in youth pose significant challenges for mental health services, necessitating a detailed understanding of the interplay between risk factors and resilience. This systematic review aimed to assess how resilience factors might buffer the adverse effects of risk factors on the development of psychosis among youth, thereby informing targeted interventions. Studies were selected based on criteria including a focus on individuals aged up to 25 years old at risk for psychosis, the examination of both risk factors and resilience, and the use of validated instruments for measuring outcomes. Literature searches were conducted across several databases, such as PubMed, Scopus, and Web of Science. Data extraction emphasized odds ratios (ORs) and hazard ratios (HRs) for risk factors, including familial, developmental, and socio-environmental influences. The review included and analyzed nine studies, encompassing a diverse sample of 140,972 participants. Significant findings indicate that highly supportive familial and community environments significantly reduce the risk of psychosis onset. For instance, children with strong family support and engagement in structured activities demonstrated a 40% lower incidence of developing psychotic symptoms [p < 0.05]. Furthermore, the presence of neurobehavioral deficits, such as impaired verbal memory and attention, emerged as significant predictors of psychosis, with these children exhibiting a threefold increase in risk compared to their peers [OR = 3.2, 95% CI: 2.1-4.8, p < 0.01]. Resilience factors play a critical role in mitigating the impact of psychosocial and neurobiological risks in the development of psychosis among youths. Interventions enhancing resilience could potentially alter the trajectory of psychosis development, emphasizing the need for early and targeted psychosocial interventions to support at-risk populations. This study underscores the importance of fostering resilience through both individual-focused and community-based strategies to prevent the onset of psychotic disorders in vulnerable young populations.

(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; M_age = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner-instructor and learner-learner interactions and learning efficiency. Specifically, while the indirect effect of learner-instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [-0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner-learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner-learner and learner-instructor interactions on online learning efficiency was found to be unequal.

Brands need to have a digital strategy. Yet, it is difficult to grab consumers' attention in virtual environments. We present the Curiosity in Virtual Environment (CVE) model, which integrates empirical and conceptual work on virtual environments, goal content, and curiosity. The model seeks to serve as a guiding framework and tool for research scholars and practitioners working in virtual environments who want to communicate with consumers. To elaborate and present the CVE, we first discuss the main characteristics of virtual environments and types of goal contents, followed by a brief introduction to the theoretical developments of curiosity. The model is then introduced, showing four quadrants in which practitioners should have an easier (more difficult) time grabbing consumers' attention. We then conduct a selective review of experimental studies on curiosity and consumption, identifying three voids in the field. We finish the article by suggesting directions for future research and acknowledging the limitations of the CVE model.

Most individuals in the general population will be exposed to potentially traumatic situations at some point in their lifespan. There is a strong body of research focusing on the clinical implications of exposure to potentially traumatic situations, but less attention has been given to psychological adjustment following these events. Very few available instruments assess trauma exposure while considering subjective perceptions of both positive and negative features. In this study, 304 adults from the general population, mostly women of middle and high socioeconomic status (mean age = 43), filled in a questionnaire with sociodemographic questions and an adapted version of the Trauma Exposure Checklist, which was originally developed in the context of the COVID-19 pandemic. Results indicate that most participants have experienced a potentially traumatic event, most prevalently related to violence and/or criminality and to the severe illnesses and deaths of close relatives. Principal components and reliability analyses lent support to a three-factor structure that considers perceptions of internal and external losses and a positive factor that addresses resources and social support. This study is a first step towards advancing our knowledge on the impact of developmental and sociodemographic factors on subjective experiences of psychological crises and, consequently, psychological adjustment throughout the lifespan.