Behavioral Sciences最新文献

Numerous studies have demonstrated the benefits of social and emotional learning (SEL) for both students and teachers. For students, SEL enhances their learning environment, psychological well-being, and academic performance. For teachers, it fosters a sense of meaningfulness in their work and strengthens relationships with students. However, effective SEL requires guidance, a safe emotional environment, and opportunities for personal reflection. This study explored SEL by analyzing the reflections of eight trainee teachers in the United Arab Emirates and six in Finland, who participated in similar SEL courses independently. Utilizing both data-driven and theory-driven content analysis based on the levels of processing the results indicated that over 60% of student responses were elaborative or insightful, while less than 40% were at the reproduction level. The most prominent SEL category identified was developing social interaction, whereas responsible decision-making was the least represented. Overall, the course significantly enhanced participants' theoretical understanding and SEL development, yielding similar outcomes in both countries. The findings suggest that methods promoting responsible decision-making should be further integrated into teacher training for SEL development.

Self-construal refers to how individuals perceive themselves relative to others and includes dimensions of independence and interdependence. To understand antagonistic personality traits of Machiavellianism, psychopathy, narcissism, and sadism, we investigate how these four traits (the Antagonistic or Dark Tetrad) are predicted by independent and interdependent self-construal using self-report measures from 861 Canadian university students. Direct entry linear regression found that after accounting for age and gender, each antagonistic trait was significantly predicted by independent and interdependent self-construal. As the pattern of regression weights differ for self-construal dimensions, we conclude that self-construal differentially predicts the Antagonistic Tetrad. These results add to work examining how self-construal is related to the Antagonistic Triad by the addition of sadism and investigating the predictive ability of self-construal.

This study examined how negative emotions influence three core components of cognitive control, inhibition, updating, and shifting, as assessed through a Go/No-Go, 2-back, and set-switching task, respectively. Participants performed these three tasks under both negative and neutral emotional conditions. Negative emotions led to slower response times on false-positive trials, suggesting increased interference during inhibitory demands rather than a direct impairment of inhibition. In the 2-back task, accuracy decreased on Non-Match trials under negative emotions, indicating difficulties in updating working memory and disengaging from irrelevant information. In the switching task, participants showed higher error rates under negative emotions regardless of trial type, pointing to a broader decline in performance when cognitive flexibility is required. Correlation analyses indicated that emotion-related effects were associated between updating and shifting, but not with inhibition, suggesting that negative emotions preferentially affect partially overlapping control processes depending on their cognitive demands. These findings highlight that the impact of negative emotions is not uniform across executive functions and underscore the importance of investigating emotion-cognition interactions across multiple domains within individuals.

The purpose of the present study was to examine the effects of a strategic self-talk intervention on a complex tennis performance test through the use of a narrow internal instructional self-talk plan. Fifty young beginner tennis players from two tennis academies were assigned into intervention and control groups. A pre/post quasi-experimental design was implemented, including baseline assessment, training intervention, and final assessment. The intervention lasted five weeks, during which all participants underwent the same training, with the experimental group using strategic self-talk. Repeated measures MANOVA revealed a significant time by group interaction for all tennis strokes; pairwise comparisons showed that the all strokes performance of the self-talk group improved from initial to final assessment and was better than the performance of the control group at final assessment. In addition, repeated measures ANOVA examining the overall performance of the rally showed that the intervention group achieved higher total rally scores than the control group. The effectiveness of the intervention in this multi-stroke task suggests that strategic self-talk facilitated movement sequences, possibly through an efficient shifting of attention. Accordingly, practitioners are encouraged to explore the potential of strategic self-talk for tasks requiring such attentional demands.

The present longitudinal retrospective study examined in a sample of 123 Greek-speaking children whether the raw score growth in a broad range of oral language and reading skills from Grade 1 to Grade 3 differs among children with persistent reading comprehension difficulties (pRCD; N = 49) identified in Grade 3, those exhibiting a resolving tendency of RCD (rRCD; N = 16), and typically developing (TD; N = 58) children. Children were classified into the respective groups, based on their performance on standardized reading comprehension measures in Grades 1, 2, and 3. They were, also, assessed on phonological awareness, rapid automatized naming (RAN), morphological awareness, vocabulary, word reading accuracy, word reading fluency, and text-reading fluency across the three Grades. Mixed ANOVAs showed that children with pRCD displayed slower growth in morphological awareness, word reading fluency, and text-reading fluency than the other two groups. Children with rRCD did not differ from TD children on these measures, but they exhibited a higher growth on RAN. Both groups of children with RCD outperformed TD children on the growth of phonological awareness and word reading accuracy, whereas no group differences revealed in vocabulary. Our results suggest that more rapid gains in morphological awareness, RAN, word reading fluency, and text-reading fluency over time might be associated with a resolving tendency of reading comprehension difficulties, providing valuable insights for intervention policy.

Therapeutic horse riding (THR) is a non-traditional intervention that may support mental well-being in individuals with autism spectrum conditions. Despite growing interest, most research has focused on children and has tended to privilege practitioner or caregiver perspectives, leaving autistic adults underrepresented. This qualitative study explores the psychological benefits and systemic barriers associated with THR among Autistic adults, drawing on perspectives from both clients and practitioners. Semi-structured interviews were conducted with six Autistic clients and four practitioners, and the data were analysed using reflexive thematic analysis. Five overarching themes were constructed: Facing the Puissance: barriers to accessing THR, Pathways to Participation, Embodied Engagement, To Understand and To Be Understood, and Beyond the Arena-Impacts That Last. Participants described enjoyment, increased confidence, and a sense of achievement, with effects accumulating over time and often extending beyond the riding arena into daily life. Barriers included cost, accessibility, and limited availability of appropriately trained staff and facilities. These findings add to the limited evidence base on THR for Autistic adults by providing an in-depth, contextually grounded account of participants' experiences. They suggest that, for verbally fluent Autistic adults who choose to access THR in similar settings, THR can enhance well-being, self-agency, and relationship-building, whilst also revealing structural obstacles that restrict equitable access.

Although some exercise interventions have demonstrated short-term benefits for women's positive body image, evidence regarding their longer-term effects-particularly under real-world conditions-remains limited. Understanding the sustainability of post-intervention outcomes is important for assessing the practical relevance of exercise programmes and their potential to improve positive body image. The aim of this study was to examine the sustainability of post-intervention outcomes related to positive body image one year after participation in non-randomised 8-week Nirvana Fitness (NF) and Functional Training (FT) interventions among young women under real-world conditions. Young women (mean age 22.79 ± 6.14) were self-selected into either the NF group (n = 16) or the FT (n = 15) group and participated in an eight-week exercise intervention. A control group (n = 17) of women did not participate in the intervention. Participants completed online questionnaires assessing body appreciation, body surveillance, functionality appreciation, body-mind connection, intrinsic exercise motivation, physical activity at baseline, immediately after the intervention, and 12 months later. Changes in outcomes over time were analysed using linear mixed-effects models with fixed effects for group, time, and their interaction, random intercepts for participants, and adjustment for age and body mass index. Analysis revealed significant group × time interactions for body appreciation, functionality appreciation, body-mind connection, and intrinsic exercise regulation, indicating differential changes over time between interventions and control groups. Body surveillance showed a significant effect of time only, whereas leisure-time exercise differed between groups but did not change over time. Overall, intervention groups demonstrated more favourable change patterns across positive body image-related outcomes compared with the control group. Conclusion: Participation in intervention programmes was associated with sustained improvements in positive body image and exercise motivation, but not with changes in body surveillance or leisure-time physical activity. Given the self-selected group allocation and small sample size, these findings should be considered exploratory. Larger randomised studies are needed to confirm the sustainability and generalisability of these findings.

This study examined potential visual search advantages in individuals with autism spectrum disorder (ASD) and explored the roles of distractor grouping and perceptual load by comparing their performance with that of typically developing (TD) controls. Participants were required to search for large or small targets under two levels of perceptual load, with distractors being either large or small. The results showed the following: (1) Search speed in the ASD group was slower than that of the TD group. (2) The effect of distractor grouping was stronger in the Target-Nontarget (T-N) size-inconsistent condition than in the consistent condition. Both groups showed a T-N size-consistency effect-response speeds in the T-N size-inconsistent condition were faster, indicating that distractor grouping improves search efficiency. (3) Under high load, the TD group exhibited a stronger T-N size-consistency effect than the ASD group, whereas no significant difference was observed under low load. This suggests that distractor grouping in the ASD group is less effective than in TD participants under high load. (4) Under the T-N size-inconsistent condition, participants with ASD detected small targets faster under low load, whereas TD participants detected large targets faster under high load. This indicates that distractor grouping facilitates visual search in ASD under low load. Both groups focus more on targets under high load. In conclusion, although ASD shows no search advantage, improving distractor grouping can speed up target search. Nevertheless, under high load, distractor grouping in individuals with ASD is weaker than in TD individuals, consistent with the weak central coherence theory. Additionally, ASD displays size asymmetry that is influenced by load, with distractor grouping aiding target detection in low load and reducing distractor processing under high load.

As a distal factor influencing adolescents' psychological development and behavioral adaptation, the question of whether and how childhood unpredictability is associated with smartphone addiction remains unclear. To address this gap, this study examined the mediating roles of self-concept clarity and self-control, as well as the moderating role of psychological resilience, in the relationship between childhood unpredictability and smartphone addiction. Using a random cluster sampling method, 2262 high school students (51.59% girls; M_age = 17.83, SD = 0.77) were recruited to complete relevant questionnaires. Correlation analyses revealed that childhood unpredictability was negatively correlated with self-concept clarity, self-control, and psychological resilience, and positively correlated with smartphone addiction. Mediation model results indicated that childhood unpredictability contributes to higher smartphone addiction both directly and indirectly through the independent mediating roles of self-concept clarity and self-control and a chained mediation pathway from self-concept clarity to self-control. Moreover, the link between childhood unpredictability and self-concept clarity was moderated by psychological resilience. These findings highlight the critical role and underlying mechanisms of childhood unpredictability in increasing adolescents' risk of smartphone addiction and emphasize that fostering psychological resilience should be a key target for prevention and intervention efforts aimed at mitigating the adverse effects of childhood unpredictability.

This study illustrates the application of Acceptance and Commitment Therapy (ACT) for a 12-year-old boy with separation anxiety and his mother. Over 23 sessions, ACT strategies promoted psychological flexibility, values-based parenting, and adaptive behaviors. The intervention reduced the child's experiential avoidance, anxiety, and depressive symptoms, while increasing value-oriented actions, while the mother showed improved psychological flexibility and life satisfaction. The results were sustained at a three-month follow-up. This case study highlights the potential of ACT in treating childhood separation anxiety by simultaneously involving parents, demonstrating its feasibility and efficacy. The findings provide guidance for adapting ACT for families and child populations.