Objective Fear of missing out (FoMO) is a growing phenomenon that can occur across various life domains, including but not limited to online environments. It has been associated with reduced well-being, which makes it important to identify potential protective factors. The present study examined whether dispositional forgiveness, specifically forgiveness of others, perceived forgiveness by God, and self-forgiveness, is modestly associated with FoMO in a sample of Polish adults active on social networking platforms, where the experience is most common.Method A cross-sectional survey was conducted with 290 participants aged 18-65 who completed the Toussaint Forgiveness Scale and the Fear of Missing Out Scale.Results Multiple regression analyses confirmed that only self-forgiveness was significantly associated with FoMO when sociodemographic variables were controlled, with a small effect size. Quantile regression showed significant associations at the 25th and 50th percentiles, but not at the 75th percentile.Conclusion These findings suggest that self-forgiveness may represent a modest psychological resource associated with lower FoMO, particularly in preventive and educational contexts, while underscoring the need for broader resources to address more severe experiences of FoMO.
Objective Recent research indicates that differentiating between excellencism and perfectionism is needed to clarify the inconsistent associations between perfectionistic standards and educational outcomes. Whether pursuing perfection beyond excellence benefits students' motivation and adaptability was examined using the Model of Excellencism and Perfectionism (MEP). Based on the MEP and Self-Determination Theory, this study examined how excellencism and perfectionistic standards are differentially associated with students' autonomous motivation, controlled motivation, amotivation, and adaptability.Methods A cross-sectional study using an online self-reported questionnaire. Participants were 342 post-secondary students recruited through Prolific.Results Excellencism was associated with greater adaptability and higher autonomous motivation, and lower amotivation. Perfectionistic standards were positively associated with both autonomous and controlled motivations as well as amotivation. In a complementary path analysis, the null association between perfectionistic standards and adaptability was explained by antagonistic motivations that offset one another, with a positive specific indirect effect of autonomous motivation and a negative specific indirect effect of controlled motivation.Conclusions Pursuing excellence benefits motivation and adaptation. Pursuing perfectionistic standards beyond excellencism appears unnecessary for adaptability, as it relates to autonomous and controlled motivations, which are linked to adaptability in opposing ways. Perfection strivers experience antagonistic motivations that ultimately yield no advantage for adaptability.
Objective This study aims to explore the relationship between emotional intelligence and career maturity among high school students, and examine the mediating roles of self-management and coping styles in this relationship, thereby providing insights for career development education among high school students.Method A convenience sampling method was used to select 896 high school students from a high school in Guangdong Province, China. The study utilised the Wong & Law Emotional Intelligence Scale (WLEIS), Career Maturity Inventory (CMI), High School Students' Self-Management Questionnaire, and the Coping Style Scale of Middle School Students (CSSMSS) to collect data, and a sequential mediation model was constructed for analysis.Results The results indicated that: (1) emotional intelligence was positively associated with career maturity; (2) self-management and problem-solving each independently mediated the relationship between emotional intelligence and career maturity; (3) self-management and positive coping styles functioned as sequential mediators in the relationship between emotional intelligence and career maturity.Conclusions Emotional intelligence was directly and indirectly associated with high school students' career maturity through enhanced self-management and problem-solving coping styles, offering important insights for career education in high schools.
Background: Academic procrastination is a common problem among university students and can negatively impact individuals' futures. This study examined the relationships among cognitive flexibility, career decision efficacy, and academic procrastination, and also tested the buffering roles of self-esteem and socioeconomic status in these relationships. Methods: A cross-sectional study was designed, and online data were collected from 911 university students in T & uuml;rkiye using the Cognitive Flexibility, Career Decision Efficacy, Academic Procrastination, and Self-Esteem scales, along with demographic questions. Results: Cognitive flexibility was positively related to career decision efficacy, while career decision efficacy was negatively related to academic procrastination. In addition, cognitive flexibility was indirectly related to academic procrastination via career decision efficacy, indicating a fully mediated pattern. Self-esteem significantly buffered the relationships between cognitive flexibility and both career decision efficacy and academic procrastination. The relationship between cognitive flexibility and career decision efficacy was stronger among individuals with low self-esteem. Furthermore, the positive relationship between cognitive flexibility and career decision efficacy was more pronounced among individuals with higher socioeconomic status (SES). Conclusions: The findings suggest that cognitive flexibility and career decision efficacy may play important roles in understanding academic procrastination among university students. The study also highlights the potential protective roles of self-esteem and socioeconomic status in these relationships and offers important implications for academics and career professionals.
Objective: This article examines the limitations of standardised developmental assessment frameworks in capturing diverse developmental trajectories shaped by cultural, social, and socioeconomic contexts, and proposes a more inclusive and context-sensitive approach. Method: A conceptual analysis was conducted by synthesising empirical and theoretical literature on developmental assessment, cross-cultural validity, and mixed-method approaches. Evidence from established and emerging tools, including the Malawi Developmental Assessment Tool (MDAT), the International Development and Early Learning Assessment (IDELA), and the Global Scales for Early Development(GSED), was used to inform the analysis. Results: Findingsindicate that widely used standardised instruments may demonstrate reducedvalidity and inconsistent performance across culturally and socioeconomically diverse populations, particularly in language and communication domains. These limitations may lead to misclassification and inequitable identification of developmental needs. Integrating qualitative insights, contextual factors, andadvanced psychometric approaches enhances interpretive accuracy and supports more culturally responsive assessment practices. Conclusions: A context-sensitive and integrative framework for developmental assessment is essential to improve accuracy, equity, and applicability across diverse populations. This article contributes theoretically by bridging standardisation with contextual inclusivity and provides directions for developing more culturally responsive and methodologically robust assessment systems.
Objective: This Delphi study aimed to identify current, practice-informed competencies required for Educational and Developmental Psychologists in Australia. Method: The study employed the Delphi method, involving two iterative rounds of surveys with a panel of 46 experts. Phase 1 involved thematic content analysis of existing competency frameworks from English-speaking countries. Phase 2 consisted of two Delphi rounds where participants rated the importance of identified competencies and suggested additional competencies. Results: In Round 1, 35 competency domains were presented, with 10 excluded based on mean values and standard deviations. Panellists suggested 89 additional competencies, resulting in 8 new domains after thematic analysis. In Round 2, the revised list included 33 competencies, encompassing areas such as neurodevelopmental conditions, ethical practice, research communication, and cultural competence. The final consensus highlighted the need for a diverse skill set addressing the complexities of contemporary educational and developmental contexts. Conclusions: Findings offer a consensus snapshot from Australian/New Zealand practitioners of what is most important now. The set is intended as a reference for curriculum mapping, supervision, and service planning.
Objectives: This study examined differential patterns of screen use, namely interactive online education (IOE) and leisure screen time (LST), and their associations with psychological outcomes (internalising and externalising problems and prosocial behaviour). Methods: A cross-sectional, community-based study was conducted in a community sample of 397 parent respondents reporting on children aged 6-17 years in T & uuml;rkiye. Screen time and psychosocial functioning were assessed using the Strengths and Difficulties Questionnaire (SDQ-P) at two time points. Results: Leisure screen time increased significantly (mean difference = 2.57 hours/day, p < .001) during the pandemic, accompanied by increases in internalising (t = 7.49, p < .001), and externalising (t = 15.08, p < .001) problems and decreases in prosocial behaviour (t = -9.26, p < .001). LST was positively correlated with internalising (r = .204, p < .001) and externalising problems (r = .154, p = .003) and negatively correlated with prosocial behaviour (r = -.209, p < .001). Males showed significantly higher LST (p = .029) and externalising problems than females (p = .005). Regression analyses indicated that LST was significantly associated with both internalising (beta = 0.18, p < .001) and externalising problems (beta = 0.12, p = .011), whereas IOE was not. Conclusions: These findings support distinguishing between screen-use types and emphasise the importance of content and context, rather than duration alone, in understanding youth mental health.
ObjectivesThe rapid growth of digital screen exposure has reshaped childhood and adolescence, raising concerns about mental health. This systematic review synthesises peer-reviewed studies (2013-2025) on screen use (social media, gaming, problematic internet use) and psychological outcomes in children and adolescents aged 2-18, focusing on depression, anxiety, and attention-related problems.MethodFollowing PRISMA, searches in PubMed, PsycINFO, ScienceDirect, Scopus, and Web of Science identified eligible articles. Studies were appraised with the Newcastle - Ottawa Scale and thematically synthesised.ResultsAcross 50 studies, heavier screen exposure was consistently associated with poorer outcomes, including higher depressive and anxiety symptoms, psychological distress, and broader emotional/behavioural difficulties. Social media use showed the most consistent links with depression, commonly alongside low self-esteem, body dissatisfaction, and online harassment. Sleep disruption and reduced physical activity frequently co-occurred with higher screen exposure and, when formally tested, sleep partially explained screen - mental health associations. Evidence also linked higher screen exposure and problematic use with attention difficulties and ADHD-type symptoms, with longitudinal findings suggesting screen exposure increases the prediction of symptom growth in vulnerable adolescents.ConclusionOverall, guidance should move beyond duration to screen type, timing, content, and individual vulnerability, while protecting sleep and activity. This review is registered in PROSPERO (CRD420251245554).
Objective: To evaluate a 12-week "Resilience Workshop" designed to enhance psychological characteristics in first-year university students. Method: 117 students received the workshop (experimental group; EG), whilst 52 served as a delayed control (CG). The workshop, grounded in experiential learning pedagogy, featured a "Resilience Circuits" session where students engaged in deliberately challenging tasks, enabling them to experience failure and therefore practice resilience. Results: Quantitative analyses provided mixed support for the effectiveness of the intervention. Both groups showed significant declines in resilience (EG: d =-0.11; CG: d =-0.23) and grit (EG: d =-0.19; CG: d =-0.19) post-intervention, but the EG also experienced a significant decrease in self-oriented perfectionism (a positive outcome) (d =-0.12). The CG exhibited additional significant reductions in tenacity (d =-0.21) and growth mindset (d = 0.16). Qualitative data were positive, with five key themes emerging: 1) Building Relationships, 2) Experiential Learning and the Value of Failure, 3) Growth and Skill Development, 4) Challenges and Frustration, and 5) Learner Diversity. Conclusions: Integrating strands suggests the Resilience Workshop may mitigate typical early-semester declines in some psychological characteristics, whilst students strongly valued its relationship-building function. Confirmation with randomised designs and direct academic outcomes is warranted.
ObjectiveThe widespread use of digital communication has reshaped how university students connect and engage socially. As social media addiction (SMA) becomes increasingly prevalent, its adverse effects on mental health and academic performance have attracted growing attention. However, the psychological and contextual mechanisms underlying SMA remain insufficiently understood. This study examined the mediating role of the Big Five personality traits and the moderating role of academic discipline in the relationship between fear of missing out (FoMO) and SMA.MethodA cross-sectional design was employed with 993 undergraduate students (Mage = 20.18, SD = 1.58) from a public university in T & uuml;rkiye, classified into SEA (Social Sciences, Education, Arts) and STEM (Science, Technology, Engineering, Medicine) disciplines. Participants completed measures of FoMO, SMA, and personality traits. Parallel and moderated mediation analyses were conducted.ResultsFoMO was positively associated with SMA. Agreeableness, neuroticism, and openness to experience significantly mediated this relationship. Academic discipline moderated several pathways: extraversion, agreeableness, and openness to experience were significant mediators in SEA, whereas neuroticism was the primary mediator in STEM. Conscientiousness did not mediate the FoMO-SMA relationship in the STEM group.ConclusionSMA reflects interactions between psychological vulnerabilities and academic contexts, highlighting the importance of context-sensitive, trait-informed interventions.
ObjectiveThis study aimed to examine the relationships among the academic environment, academic resilience, and psychological well-being, with a primary focus on validating academic resilience as a crucial mediator. The findings address an empirical gap in Indonesian higher education and extend the applicability of resilience theory to developing countries.MethodsA cross-sectional online survey was conducted with 653 undergraduate students from Universitas Nusa Cendana, Indonesia, using stratified quota sampling methods. Data were collected using validated Indonesian versions of the DREEM-12, the ARS-24, and the RPWBS-18. Correlation analysis using Spearman's rho and mediation analysis using the PROCESS Macro (Model 4) were utilised.ResultsA significant positive correlation was observed among the three variables. Crucially, academic resilience was found to be a potent partial mediator, demonstrating that the effect of the external environment is primarily channelled through the student's internal capacity to adapt and persevere.ConclusionAcademic resilience is the key psychological mechanism transforming external resources into positive student well-being, as empirically validated by the environment-resilience-well-being model in Indonesia. These results necessitate a dual intervention strategy for higher education policy: enhancing the academic environment and actively integrating resilience-building strategies to foster optimal mental health outcomes.
ObjectiveThis study aimed to explore the role of caregiving beliefs among Israeli mothers by focusing on infants' communicative gestures and mothers' contingent responses, rather than solely on maternal attention.MethodMothers completed the Baby Care Questionnaire, which assesses maternal caregiving beliefs, and home visits were conducted to observe infants' gesture production and maternal response patterns at 11 and 13 months of age.ResultsIsraeli mothers endorsed more structured than attuned caregiving beliefs. At 11 months, attuned caregiving beliefs were linked to fewer typical giving gestures and more gestures contingent on exploration, as well as more frequent maternal responses overall and fewer motor-only responses. Conversely, structured caregiving beliefs correlated with lower overall maternal responsiveness at 11 months. Over time, there were no significant changes in infants' gesture frequency or type between 11 and 13 months. At 13 months, several associations between caregiving beliefs and both infants' gestures and maternal responses remained significant, though the overall pattern was less consistent and should be interpreted with caution.ConclusionThe findings suggest that maternal caregiving beliefs are associated with early mother-infant communication, especially at 11 months. The 13-month results provide more limited evidence, highlighting the need for careful interpretation and further research.
ObjectiveThe following pilot mixed-design study evaluate a novel intervention feasibility and acceptability to generate preliminary hypotheses considering its potential to promote responsible screen and book use, parents' interactions and cognitive development through one-month in-person sessions and virtual psychoeducation.Method24 mothers of toddlers aged 12 to 36 months (M.age = 30.21 months, SD = 7.68, female = 12) from Buenos Aires low-SES backgrounds participated. Measurements were taken at baseline, post-treatment (after one month, n = 16), and follow-up (after three months, n = 7). Sociodemographic, screen-use questionnaires, and psychometric tests assessing interactions, toddlers' language and executive functions were administered. Workshops were recorded to assess mothers' narrations about barriers and facilitators of behavioural change.ResultsChildren's sentence use and verbal interactions tended to increase post-treatment. Barriers to behavior change included using screens to calm toddlers and disagreement between mothers. The facilitators were mothers' awareness of the consequences of screen exposure and information access. Finally, positive associations were found between the number of books and verbal scaffolding.ConclusionA long-term behaviour maintenance strategy should be developed for families, and further work is needed on the types of interactions mothers engage in during playtime with infants.
ObjectiveThis study examines how individualistic and collectivistic cultural orientations relate to perceptions of emerging adulthood (EA) among South Korean college students.MethodUsing data from the Emerging Adulthood Measured at Multiple Institutions 3: The International Edition (EAMMi3), 732 participants completed the Inventory of Dimensions of Emerging Adulthood (IDEA) and the Cultural Orientation Scale. We investigated whether EA was viewed primarily as self-focused (e.g. independence, personal responsibility) or other-focused (e.g. commitment to others, settling down).ResultsSouth Korean college students perceived EA more as a self-focused rather than other-focused period and reported higher levels of individualism compared to collectivism. A significant positive correlation was observed between individualism and self-focused EA perceptions, whereas collectivism strongly correlated with other-focused perceptions. Individualism explained approximately 11% of the variance in self-focused EA perceptions, while collectivism accounted for about 26% of other-focused perceptions.ConclusionsThese findings indicate a cultural shift among younger South Koreans, blending traditional collectivist values with rising individualistic ideals likely influenced by globalisation and Western media. This hybrid cultural orientation suggests evolving conceptions of adulthood within Eastern societies, highlighting the necessity for further research exploring cultural impacts on EA.
Objective: Research on autistic students' anxiety in school has largely focused on quantitative measures, which offer limited practical guidance for teachers and clinicians. This study aimed to describe how anxiety presents in autistic students within school settings. Method: Teachers of 140 autistic students (aged 6-14) completed open and closed questions about anxiety signs and effective strategies. Teachers were predominantly female (87.9%), employed full time (86.4%) in mainstream settings (73%). Data were analysed using quantitative and qualitative (content) analysis. Results: Over half the students (55.4%) were reported to be anxious in class, and 35.7% in playground/free time. Common indicators of anxiety in the classroom included avoiding/delaying tasks, and increased movement and activity. Withdrawal, hiding, and running away were frequently reported indicators of anxiety in playground/free time. Access to a safe, calm space was the most frequently noted strategy to reduce anxiety. Conclusion: Indicators of autistic students' anxiety may be behavioural, cognitive, and/or emotional, and may vary by student and context. Findings highlight the importance of recognising anxiety as a potential underlying factor in behaviour in or outside the classroom. This study has important implications for teacher training and school policies, emphasising proactive identification and tailored support to enhance autistic students' wellbeing.
ObjectiveThis study examined the factors influencing university students' adoption of Online Education Platforms (OEP) in Bangladesh, applying an extended Technology Acceptance Model (TAM).MethodA cross-sectional quantitative study was conducted with 700 public university students, yielding 535 valid responses, analysed using Structural Equation Modeling (SEM) via SmartPLS software.ResultsThe findings revealed that Perceived Ease of Use (PEOU) significantly impacted Perceived Usefulness (PU) and students' attitudes, indicating that ease of use enhances perceived usefulness. PU and Social Influences (SI) positively affect students' attitudes toward adoption, underscoring the importance of perceived academic benefits and social support. However, Artificial Intelligence (AI) did not significantly affect attitudes, possibly due to limited awareness of AI-driven tools among students.ConclusionThis study contributed theoretical implications by the extension of TAM by incorporating Social Influences (SI) and Artificial Intelligence (AI) as additional factors. Practically, educational institutions and platform developers prioritise user-friendly designs, highlight academic benefits, and leverage peer networks to foster adoption. As a cross-sectional study, future research should explore longitudinal effects, cross-cultural comparisons, and emerging technologies. This study contributed to the literature by validating the extended TAM in a developing country context, providing insights into the cultural and social dynamics affecting OEP adoption.
IntroductionYoung children develop crucial cognitive and socioemotional skills through everyday interactions with their caregivers within specific sociocultural contexts. Most research on the associations between the quantity and quality (e.g. linguistic complexity, conceptual content, and interactional features) of caregivers' language input and children's development has been conducted with samples from North America and Western Europe. This is the first narrative review of studies examining the associations between Latin American caregivers' language input and children's cognitive and socioemotional development from infancy through preschool.MethodA content analysis of studies published between 2010 and 2025 was conducted.ResultsSignificant within-group variability in how caregivers' language input was found. Caregivers' linguistic complexity and conceptual content varied across developmental periods, whereas the interactional nature of caregivers' input differed across ethnic groups.ConclusionWe highlight four recommendations: 1) move beyond restrictive definitions of language input by developing culturally relevant operationalisations; 2) broaden measures of both linguistic complexity and conceptual content across developmental periods; 3) expand research to underrepresented communities to capture variation and greater nuance in interactional styles; and 4) integrate structured tasks and observational assessments of child development.
