Behavioral Sciences最新文献

Adolescence is a period of significant physical, cognitive, and social change, during which various challenges can affect wellbeing. Understanding adolescents' own perceptions of wellbeing is crucial for developing effective support strategies. This study explores how Norwegian adolescents conceptualize their wellbeing. Using a qualitative design, semi-structured interviews were conducted with 26 adolescents aged 16-19 years, and the data are analyzed thematically. The findings reveal that wellbeing is viewed as multidimensional, encompassing physical health, social relationships, academic performance, and personal growth. Family support and community engagement emerge as central to promoting adolescents' wellbeing. The study provides valuable insight into how young people in Norway define and experience wellbeing, emphasizing the need to integrate their perspectives into policies and interventions aimed at supporting adolescent development and mental health.

This study reports findings from a nationwide replication and the second randomized controlled trial (RCT) of Strategic and Interactive Writing Instruction (SIWI), a linguistically responsive framework for teaching writing to deaf students. A total of 50 teachers and their 294 students in grades 3-6 were randomly assigned to either SIWI or business-as-usual (BAU) instruction. Writing outcomes were assessed with trait-based rubrics and the Structured Analysis of Written Language (SAWL) in two genres (recount and information report), along with the Woodcock-Johnson IV broad written language composite and genre-specific motivation surveys administered at the beginning and end of the school year. Students receiving SIWI outperformed peers in the BAU group on writing traits across both genres, with effect sizes ranging from moderately large (d = 0.70) for informational reports to very large (d = 1.11) for recounts. On the SAWL, SIWI students demonstrated significantly greater gains in grammatical clarity on recount writing, as measured by the word efficiency ratio, with a moderate effect size (d = 0.64), although this effect was not observed for information reports. Students in the treatment group also reported significantly higher motivation for both genres. Unlike the prior RCT, no statistically significant differences emerged on the broad written language measure (d = 0.27). This may reflect spurious findings in the previous study or limitations in this study caused by the COVID-19 pandemic. Nonetheless, the effect size observed suggests some practical importance that warrants further investigation. Findings provide robust evidence that SIWI positively impacts deaf elementary students' writing development and motivation, particularly for recount genres, while underscoring the importance of replication for understanding the generalizability of intervention effects.

Sexual and gender minority (SGM) people report considerable dissatisfaction with health services compared to heterosexual and/or cisgender people, with health professionals highlighting insufficient training. Teaching about the health of SGM people is not mandated in UK health professionals' educational curricula. A review of published and unpublished surveys and of UK training courses evaluating LGBTQ+ content, in the UK and Ireland, examining the teaching of the health of SGM people to health professionals was conducted. Fifteen surveys from the perspectives of educators and students were compared and contrasted. Surveys were found from educators from undergraduate medicine, nursing and midwifery, and pharmacy schools, from students at dental, medical, and pharmacy schools, and from qualified doctors and paramedics. Students and clinical staff perceived that they have insufficient training in SGM health, although there is a contradiction in the perception of teaching amount between students and educational staff. Two curriculum reviews of Royal College postgraduate medical training showed either no or very few requirements on SGM health. Although some courses make considerable efforts to fully incorporate SGM health into mandatory curricula appropriately, professionals mention insufficient training. Until curriculum setters mandate SGM health, patient complaints will continue.

Although the American Academy of Pediatrics has long recommended universal autism-specific screening at well-child pediatric visits, implementation challenges in primary care settings interfere with high-fidelity universal autism screening. These challenges delay autism identification for some children, leading to delays in needed services and supports. Prior findings indicate that new solutions must be developed to bridge the gap in access to autism screening for families, particularly among those who are under-resourced. One approach is expanding screening to other community settings, such as childcare centers, but there are barriers to this approach, which this commentary aims to address. We discuss challenges and barriers in childcare screening identified through our recently completed pilot study screening for autism in childcare centers, with suggested strategies to address them. These challenges include hesitation among childcare staff to guide conversations or concerns about autism, and stigma around autism diagnosis and presentation. Other challenges relate to emerging concerns regarding legal, ethical, and professional roles and responsibilities surrounding informed consent and data privacy, as well as the identification of children without timely follow-up evaluation and services. There is a need for increasing public awareness as an essential component of autism screening across settings. Our commentary discusses different considerations and practice strategies to meet these needs.

This study aimed to investigate the effect of inaudible-frequency binaural beats (BB), excluding the influence of audible sound, on visuospatial working memory performance (VSWMP). In particular, the effects were examined in relation to the stimulation timing of the stimulus and the task performance level of participants. Thirty adults in their 20 s (20 males, 25.7 ± 1.8 years; 10 females, 24.3 ± 1.6 years) participated in the experiment. A 10 Hz BB stimulus was generated by simultaneously presenting 18,000 Hz and 18,010 Hz tones to the left and right ears, respectively. The experiment employed a within-participant design consisting of a rest phase (5 min) and a task phase (5 min), with four BB stimulation conditions: Control (no BB), Exp1 (BB during both rest and task phases), Exp2 (BB during rest only), and Exp3 (BB during task only). VSWMP was assessed using corrected hit rate and reaction time in a 3-back task. Results indicated that all BB conditions (Exp1, Exp2, Exp3) significantly improved VSWMP compared to the Control condition, regardless of the stimulation timing. When participants were grouped based on task performance level into high- and low-performing groups (HPG, LPG), significant improvements in VSWMP were particularly evident in the LPG across all BB conditions compared to the Control. Notably, in Exp3, LPG participants demonstrated VSWMP comparable to that of the HPG. In conclusion, while BB stimulation enhances VSWMP regardless of its stimulation timing, its effectiveness may vary depending on the task performance level.

Adolescence is a critical period when rapid cognitive maturation coincides with heightened emotional vulnerability. This study examined the dynamic association between academic ability and mental health across early adolescence, focusing on vocabulary ability as a core indicator of academic ability. Using large-scale data from Grades 1-12 (N = 13,412), a vertically scaled vocabulary ability scale was constructed based on Item Response Theory (IRT) and the Non-Equivalent Anchor Test (NEAT) design to achieve cross-grade comparability. Fixed-parameter calibration was then applied to an independent cross-sectional sample of middle school students (Grades 7-9, N = 401) in Tianjin, combined with the DASS-21 to assess internalizing symptoms (depression, anxiety, stress). Hierarchical multiple regression analyses revealed that higher vocabulary ability was significantly associated with lower levels of depression, anxiety, and stress, with the negative association strongest in Grade 8. The present study provides new empirical evidence for understanding the interactive mechanisms between academic and psychological development during adolescence. Methodologically, the study demonstrates the value of IRT-based vertical scaling in establishing developmentally interpretable metrics for educational and psychological assessment.

Objective: To explore the impact of physical exercise on depression among college students and the chain mediation effect of psychological resilience and sleep problems and to verify the effectiveness of exercise science in improving psychological state. Methods: A survey was conducted among 3589 college students nationwide, using the Physical Activity Rating Scale, the Simplified Version of the Psychological Resilience Scale, the Pittsburgh Sleep Quality Index, and the Simplified Chinese Version of the Self-Rating Depression-Anxiety-Stress Scale (depression dimension). Correlation analysis was performed using SPSS 27.0, and the chain mediation effect was tested using the PROCESS 4.3 plugin. Results: (1) Physical exercise can significantly negatively predict depression, and the direct predictive effect of physical exercise on college students' depressive state is significant; (2) Physical exercise can significantly positively predict psychological resilience and negatively predict sleep problems; psychological resilience significantly negatively predicts sleep problems and depression; sleep problems can significantly positively predict depression; (3) Psychological resilience and sleep problems play a significant mediating role between physical exercise and college students' depression. Among the three mediating paths, physical exercise → psychological resilience → depression (path 1), physical exercise → sleep problems → depression (path 2), and physical exercise → psychological resilience → sleep problems → depression (path 3) account for 48.67%, 14.09%, and 6.46% of the total effect, respectively. Conclusions: Physical exercise is significantly negatively correlated with college students' depression. Physical exercise not only exerts a simple mediating effect on depression through psychological resilience and sleep problems but also influences college students' depression through the chain mediation effect of psychological resilience and sleep problems.

Parental educational anxiety poses a significant risk to children's academic development. This two-stage study first establishes Parental Mathematics Education Anxiety (PMEA) as a unique construct and then examines the complex effects of a positive suggestion intervention. Study 1, a questionnaire-based investigation, revealed that PMEA is a significant and independent negative predictor of children's mathematics achievement, distinct from parents' general state anxiety or their own mathematics anxiety. It also identified socioeconomic factors, such as family income and parental education, as key drivers of PMEA. Study 2 employed an experimental design to test an intervention, revealing that the effectiveness of positive suggestions is not universal but is significantly moderated by the three-way interaction of PMEA level, child type (with/without math learning difficulties), and suggestion frequency. Notably, for non-math-difficult children, frequent positive suggestions from high-anxiety parents were found to be potentially detrimental (a "backfire effect"), whereas for math-difficult children in high-anxiety homes, a higher frequency of suggestion was necessary to yield benefits. These findings deepen the understanding of PMEA's mechanisms and underscore the necessity of moving beyond one-size-fits-all approaches toward differentiated, context-aware intervention strategies in family education.

This study aimed to develop and validate a self-report instrument-the Perceived Teacher Trust Behavior Scale (PTTBS)-to assess primary school students' perceptions of trust-related behaviors exhibited by their teachers. Adopting a child-centered perspective within the school context, we first conducted in-depth interviews and applied a grounded theory approach to identify dimensions and generate initial items. A cluster sampling method was used to recruit 1400 students (Grades 3~5) from three schools in Guizhou Province, China, who completed the questionnaire. The collected data were analyzed via exploratory factor analysis and confirmatory factor analysis using SPSS 30.0 and Mplus8.10 software. The final version of the PTTBS consists of 13 items across four dimensions: Emotional Support, Competence Recognition, Academic Support, and Moral Recognition. The scale demonstrated excellent internal consistency (Cronbach's α = 0.90) and split-half reliability (Spearman-Brown coefficient = 0.847). Significant correlations with an established Student-Teacher Relationship Scale were observed, along with good convergent validity (0.502~0.629) and construct validity. The PTTBS exhibits robust psychometric properties and serves as a valid tool for measuring Chinese primary school students' perceptions of teacher trust behaviors, suitable for both research and practical applications.

As public attention to environmental issues grows, enterprises have begun implementing environment-centered business management. Achieving environmental sustainability requires the participation of all organizational members. This study was conducted in Chinese food manufacturing small and medium-sized enterprises located in Guangdong and Jiangsu provinces, China, and employed a three-wave, time-lagged survey design to collect and match data from team leaders and employees. Hierarchical linear modeling was used to test the cross-level hypotheses, and the indirect effect was assessed using Bayesian multilevel mediation analysis. Using cross-level data from both team leaders and team members, this study examines how green transformational leadership impacts employees' pro-environmental behavior. In addition, this study examines the mediating role of employee value-action barriers and the moderating role of green brand image. The results indicate that (1) green transformational leadership positively influences employee pro-environmental behavior, (2) employee value-action barriers mediate the relationship between green transformational leadership and employee pro-environmental behavior, and (3) green brand image moderates both the correlation between green transformational leadership and employee pro-environmental behavior and the relationship between employee value-action barriers and employee pro-environmental behavior. These findings provide empirical support for the application of social learning theory and offer managerial insights into how managers can more effectively enhance their employees' pro-environmental behavior. Future research may further test the robustness and applicability of these relationships in other industries and in different regional and national contexts.