Behavioral Sciences最新文献

Academic possible selves (PSs) are defined as future self-representations about education and academic outcomes, recognized for their motivational power, especially in challenging situations. This study aimed to (i) explore the salience of academic PSs among senior high school students, considering sociodemographic factors; (ii) investigate the relationships among perceived contextual factors, PS constructs, difficulty mindsets, and academic outcomes; and (iii) examine differences between general and vocational school students across these variables and their relationships. A sample of 598 10th graders (i) reported their two most important hoped-for and feared PSs as well as their strategies to achieve/avoid them and (ii) completed scales measuring demographics, perceptions about parents' and teachers' beliefs, perceived efficacy for attaining PSs, perception of school as a path, difficulty mindsets about academic tasks, academic self-regulation, and achievement. The results indicated that academic PSs were salient among adolescents' hoped-for PSs, with general school students reporting academic PSs more frequently and showing more positive motivational beliefs. Path analysis indicated the role of the study variables in academic self-regulation and achievement, with school type moderating these effects. The findings emphasize the importance of supporting students' academic PSs and tailoring context-based interventions to foster academic outcomes in diverse school settings.

Career decisions are one of the most important decisions individuals make in their lives. These decisions are multifaceted and complex, making them a challenging process, particularly for students. This creates obstacles for students navigating the career choice process. The aim of this study is to examine career decision-making difficulties within the framework of personality traits and decision-making styles. The target group of this study is undergraduate students studying at a public university. For this research, we collected data through online questionnaire forms. The questionnaire comprised demographic questions and three scales: career decision-making difficulties, personality traits, and decision-making styles. A total of 505 students (63.2% female) participated in the questionnaire. The research model was tested using path analysis. We also conducted network analysis in order to better understand and visualize the relationships between the sub-dimensions of the scales. The findings showed significant direct relationships between career decision-making difficulties and personality traits (conscientiousness, openness, neuroticism, and agreeableness) and decision-making styles (rational, dependent, avoidant, and spontaneous). According to the path analysis result, neurotic personality traits were positively correlated with career decision-making difficulties, while openness to experience, agreeableness, and conscientiousness were negatively correlated with them. The relationship between dependent, avoidant, and spontaneous decision-making styles and career decision-making difficulties was positive. These results provide valuable insights into the factors that shape career decisions, helping students make more informed choices and manage their career paths effectively.

Previous research has demonstrated that students have imperfect knowledge about learning strategies. Moreover, very little is known about teachers' and parents' knowledge about learning strategies, which is important as these groups can help to model and teach students effective strategies. The goal of the present research was to add to this literature by measuring students', teachers', and parents' beliefs about several learning strategies that have received empirical scrutiny, using methodology that builds upon prior work. To do so, participants were presented with a series of learning scenarios exemplifying a different learning strategy and rated each individually on effectiveness, familiarity, and their likelihood of using (or recommending) it in the future. Participants had accurate knowledge about effective strategies, rating retrieval practice and distributed study as the most effective learning strategies. There were variations within groups on their levels of familiarity with each strategy, which may have informed their ratings of effectiveness. For instance, participants rated interleaving as less effective compared to blocking but were also less familiar with the former. On a positive note, these outcomes suggest that people generally have good knowledge about learning strategies and underscore the importance of a broad dissemination of educational research.

(1) Background: Alcohol and/or other drug use problems (ADUPs) and trauma are key risk factors for intimate partner violence (IPV) that should be addressed in perpetrator programs. Participants with ADUPs and trauma histories may display greater difficulties in emotion regulation, which may increase the likelihood of IPV recidivism. The study aimed to examine differences among participants with trauma, ADUPs, ADUPs and trauma, and without such factors in dropout, IPV, and variables related to emotion regulation at pre- and post-intervention; (2) Methods: A sample of 312 men court-mandated to attend a perpetrator program (Contexto Program) was used. Variables related to emotion regulation difficulties included alexithymia, depressive symptomatology, and clinical syndromes. IPV variables included self-reported physical and psychological IPV and IPV recidivism risk assessed by facilitators. Comparisons between groups were made using one-way ANOVA, chi-square tests, and two-way repeated measures ANOVAs; (3) Results: Participants with ADUPs and trauma presented greater difficulties on variables related to emotion regulation, higher risk of IPV at pre-intervention, and higher dropout rates. At post-intervention, all participants improved their emotion regulation skills and reduced IPV recidivism risk, with participants with ADUPs and trauma maintaining a higher risk of IPV; (4) Conclusions: IPV perpetrators with ADUPs and trauma are high-risk participants. Interventions should target trauma and ADUPs to improve their effectiveness.

The Adverse Childhood Experiences (ACEs) and Adverse Family Experiences (AFEs) frameworks have been employed extensively in research. However, to date, no such studies have considered both frameworks concurrently, nor have they explored the similarities and differences in resilience between siblings with ACE- and AFE-exposed parent(s). Doing so could, perhaps, establish the ways in which adversity is transmitted through generations and subsequently identify what trajectories to address in potential interventions. Thus, the objectives of this study were to examine the experiences of families with intergenerational ACE and AFE trauma, and to ascertain what influences similarities and differences in sibling resilience. The thematic analysis of two family case studies (n = 6) proposed a narrative encompassing fear, relationships and challenging trauma. Findings demonstrated the influence of neighbourhood violence which appeared to initiate this narrative. The fear associated with neighbourhood violence and maltreatment in early childhood appeared to influence both the parent-child bond and intimate relationships. Finally, participants demonstrated the protective properties of dissociation and sibling parentification, exhibiting their relationship with resilience. Investigators suggested neighbourhood violence be considered in the ACE questionnaire to inform current and future policies, and to safeguard the needs of families affected by intergenerational trauma.

Time spent in nature leads to significant physical and mental benefits, but research is mixed on how much time in nature is necessary to affect change in adults' mental health. This meta-analysis aimed to answer the question: what effect does length and interval of nature dosage have on adults with mental illness? The authors defined nature exposure as an experience in nature lasting at least 10 minutes and taking place in an actual natural setting. Because some studies indicated single experiences of exposure to nature (one-time) while others utilized multiple exposures to nature (interval), these studies were separated to determine differences between one-time versus interval exposure to nature. Following Cochrane Handbook for Systematic Reviews of Interventions and PRISMA reporting guidelines, this review included 78 studies published between 1990 and 2020. The present study found that one-time and interval nature exposure yielded different results for adults with a diagnosed mental illness and adults with symptoms of mental illness. Notably, shorter nature exposure delivered in intervals appeared to show positive significant effects, even more than one-time exposure. This finding has important implications for public health and green space preservation, as being outside for as little as 10 minutes and even in urban nature can improve adults' mental health.

There is inadequate availability and access to behavioral health services to meet demand, and this issue amplified during the pandemic, creating a mental health crisis. Group therapy is an effective way to meet this need. The rapid implementation of telehealth group psychotherapy as part of a Primary Care Behavioral Health Integration program in a U.S. safety-net health care setting is described. Implementation lessons are summarized as barriers or facilitators, using thematic analysis of qualitative data from meeting notes. Major facilitators identified include having key staff serve as technology champions, dedicated administrative leadership to operationalize workflows, and communication and collaboration across teams and layers of infrastructure. Major barriers include uncertainty about operational workflows and technological challenges. While group visit volume initially waned, it began to rebound and quantitative analysis of demographic data shows that important underserved populations were reached. Frequent communication, collaboration, and adaptation among teams are critical elements for improving the likelihood of successful telehealth group therapy. It is feasible to expeditiously implement telehealth group psychotherapy in safety-net health care systems with limited resources.

This study was carried out to explore the mechanism between athlete participation and team cohesion for adolescent school soccer players. We examined the mediating role of athlete engagement and collective self-esteem between athlete participation and team cohesion for adolescent soccer players. A comprehensive investigation of 1659 primary and middle school soccer players was conducted using the Athlete Participation Scale, Athlete Engagement Questionnaire, Collective Self-Esteem Scale, and Team Cohesion Scale, and we conducted correlation, regression and pathway analyses among the variables. We found the following for adolescent soccer players: (1) Athlete engagement plays a complete mediating role between athlete participation and team cohesion. (2) Collective self-esteem plays a complete mediating role between athlete participation and team cohesion. (3) Athlete participation does not directly predict team cohesion, but can influence team cohesion through the chain mediation of athlete engagement and collective self-esteem. This study built a chain mediation model showing that athlete engagement and team cohesion mediated athlete participation and team cohesion, to investigate its mediating role for adolescent soccer players. This study provides theoretical guidance and an empirical basis for the intervention of athlete participation on team cohesion in soccer sports among adolescents.

This study uses Q methodology to examine the perception types of humanities majors during their employment preparation process. With the rapid advancement of artificial intelligence (AI) and automation technologies, traditional career paths for humanities majors are shrinking, leading to intensified job mismatches, psychological anxiety, and social bias. The study identified four perception types: (1) Social Support for Career Challenges, which emphasises the need for emotional and institutional support to overcome career-related anxiety and biases, (2) Building Practical Career Skills, which focuses on enhancing employability through practical job experience and technical skill development, (3) Graduation-related Career Constraints, which highlights the limitations caused by academic graduation requirements, calling for structural reforms and expanded certification support, and (4) Proactive Job Preparation, which reflects active efforts to adapt to technological advancements and competitive job market demands by emphasising digital skill acquisition and practical education. We analyse each type's characteristics and support needs, offering valuable insights into how to address these challenges. The findings provide policy implications for career guidance and employment support, aiming to improve the employment success rates and job stability of humanities graduates. By offering empirical evidence for tailored support programmes, this study contributes practical recommendations to prepare humanities majors for the evolving job market.

In the workplace, the application of artificial intelligence (AI) is becoming increasingly widespread, including in employee performance management where AI feedback is gaining importance. Some companies are also using AI to provide negative feedback to employees. Our research compares the impact of AI negative feedback and leader negative feedback on employees. In order to explore the impact of AI negative feedback on employees, we investigated how AI negative feedback impacts employee psychology and behavior and compared these effects to those of human leader negative feedback, within the framework of the feedback process model. To explore these differences, we conducted three experimental studies (n = 772) from two different regions (i.e., China and the United States). The results reveal that leader negative feedback induces greater feelings of shame in employees, leading to work withdrawal behaviors, compared to AI negative feedback. Conversely, AI negative feedback has a more detrimental effect on employees' self-efficacy, leading to work withdrawal behaviors, compared to leader negative feedback. Furthermore, employees' AI knowledge moderates the relationship between negative feedback sources and employee withdrawal behavior. Specifically, employees who perceive themselves as having limited AI knowledge are more likely to feel ashamed when receiving leader negative feedback than when receiving AI negative feedback. Conversely, employees who believe they are knowledgeable about AI are more likely to have their self-efficacy undermined by AI negative feedback than leader negative feedback. Our research contributes significantly to the literature on AI versus human feedback and the role of feedback sources, providing practical insights for organizations on optimizing AI usage in delivering negative feedback.