Teacher well-being is closely connected to teachers’ classroom experiences, yet limited research has examined how perceived student engagement and discrete teacher emotions are associated with the well-being of novice male English teachers. This study therefore investigated the associations among perceived student engagement, teacher enjoyment, anxiety, boredom, and well-being in the context of Chinese senior high school English education. A two-wave time-lagged design was adopted. Using convenience sampling, 339 novice male English teachers from Chinese senior high schools completed measures of perceived student engagement and teacher emotions at Time (1) Four weeks later, they completed a measure of teacher well-being at Time (2) Structural equation modeling (SEM) was used to examine the hypothesized direct and indirect associations. Perceived student engagement was positively associated with subsequent teacher well-being. It was also indirectly associated with well-being through higher teacher enjoyment and lower teacher anxiety and boredom. These findings indicate that teachers who perceived their students as more actively engaged tended to report more positive emotional experiences, fewer negative emotional experiences, and higher well-being four weeks later. The findings extend current understanding of how teachers’ perceptions of student classroom engagement are associated with their emotional experiences and subsequent well-being. Schools may benefit from combining engagement-oriented instructional practices with emotion-focused professional development to support the well-being of novice male English teachers.
Transference is defined as the possibility for the patient to relive, during the psychotherapy process, unconscious impulses and fantasies awakened in the relationship with a person from the patient’s earlier life and it plays an essential role in psychoanalytic treatments. This systematic review aimed to identify and describe the main instruments found in the literature used to assess and measure transference in psychoanalytic psychotherapy, especially with self-reported measures (PROSPERO CRD42024596027). Searches were conducted across the central databases (PubMed/Medline, PsycInfo, Scopus, Scielo, Cochrane, Web of Science, BVS, and Embase) using descriptors such as “Transference,” “Psychotherapy,” “scale,” and “instruments,” along with related terms. No language or publication date restrictions were applied. A total of 1,812 articles were identified, 31 met the inclusion criteria and 12 different instruments were identified: none of the studies were published in Latin America, Oceania and Africa, and only two instruments considered the patients’ perspective. Regarding the two self-report instruments, although one had a more robust statistical analysis regarding the quality of the proposed instrument, neither achieved high levels of psychometric quality across the evaluated criteria. Future research should develop scientifically rigorous tools to better demonstrate the transferential process in psychotherapy.
Although older age is dominantly associated with cognitive complaints or mistakes, such failures are also prevalent but much less studied in the young population. Importantly, they might impact academic or occupational performance, sleep, or general affect and well-being. Therefore, the aim of the present study was to identify variables potentially contributing to cognitive failures in healthy young adults, including objective cognitive performance, sleep, and affective factors. 125 young adults (mean age: 21 years, SD = 2.29) completed a series of self-report questionnaires and performed neurocognitive tasks targeting memory and executive functions. Variables associated with cognitive failures were identified by correlation analysis and hierarchical multiple linear regression. We demonstrated that although the amount of self-reported cognitive failures was not associated with objective cognitive performance, it was significantly related to subjective sleep quality and depression. Our results indicate the importance of examining affective and sleep-related factors in the case of subjective cognitive complaints, as cognitive failures reflect worries about one’s cognitive ability rather than actual cognitive functioning, even at a younger age. Not applicable.
This study examines the influence of brain hemisphere preference on the learning and thinking styles of undergraduate students in the Malappuram district, Kerala, India. The primary aims were to identify students’ hemispheric preference using SOLAT test, assess their learning and thinking styles, and compare these styles across hemispheric preference, and specific components of learning and thinking. A descriptive survey design was employed, involving 400 undergraduates. Data were collected using standardized instrument and analyzed through descriptive statistics (percentages, means, and standard deviations) and inferential statistics (independent-samples t-test, one-Way ANOVA, Welch ANOVA, Tukey HSD and Games-Howell post hoc tests), with appropriate effect-size measures (Cohen’s d, η2 and ω2). Among participants, 248 students exhibited right-hemisphere preference and 144 exhibited left-hemispheric preference. Key findings include that most students in both groups exhibited moderate levels of learning and thinking styles. Students with left-hemispheric preference tended to favour structured, sequential, and verbal learning approaches, while students with right-hemispheric preference tended to exhibit inclination towards interactive, creative, and imaginative learning and thinking styles. The study found no significant difference in overall learning styles between students with left- and right-hemispheric preferences. However, a significant difference was observed in thinking styles, with students with a right-hemispheric preference demonstrating higher scores than those with a left-hemispheric preference, accompanied by a moderate effect size. Notable differences were identified within the components of learning and thinking styles for both hemispheric groups, particularly among students with a right-hemispheric preference, with creativity and imaginative thinking emerging as salient components. Effect sizes ranged from small to moderate, indicating meaningful but non-deterministic hemispheric influences. The study establishes that hemispheric preference exerts a nuanced, component-specific influence, operating alongside integrative and overlapping cognitive processes rather than as a rigid functional divide, unlike prior studies depicting hemispheric preference as a fixed or deterministic predictor of learning and thinking styles. The findings reinforce contemporary perspectives that view hemispheric preference as reflecting relative cognitive tendencies rather than rigid functional divisions. The study underlines adopting balanced and inclusive pedagogical approaches addressing diverse cognitive orientations in higher education.
Undergraduate health science students experience academic, clinical, and social demands that may affect psychological well-being and influence self-care practices, including self-medication. Religiousness and spirituality may be associated with how students experience and interpret psychological distress, although the direction and independence of these associations remain uncertain. This study aimed to estimate the prevalence of self-medication and compare anxiety and depressive symptom scores across undergraduate programs; associations with sociodemographic, academic, clinical, and religious/spiritual variables were treated as secondary, exploratory analyses given the cross-sectional design and non-probabilistic sampling. This cross-sectional analytical observational study, conducted between May and December 2025, included 163 Dentistry, Psychology, and Nursing students from a private higher education institution in Jundiai, Sao Paulo, Brazil. Participants completed a sociodemographic questionnaire, a structured self-medication questionnaire, the Beck Anxiety Inventory (BAI), the Beck Depression Inventory-II (BDI-II), and the Brief Multidimensional Measure of Religiousness/Spirituality. Because one BAI item was structurally absent from the electronic dataset, the 20 administered BAI items were prorated to the conventional 0–63 metric; this limitation is reported explicitly. Multivariable Poisson regression with robust variance estimated adjusted prevalence ratios for self-medication outcomes, and multivariable linear regression with HC3 robust standard errors estimated adjusted coefficients for anxiety and depression. Final complete-case samples were n = 162 for each Poisson model, n = 159 for anxiety, and n = 150 for depression. Linear-model diagnostics included VIFs, residual assessment, leverage, Cook’s distance, and heteroscedasticity testing. The mean age was 30.0 years (SD 11.7; median 27; IQR 20–39; range 18–68; n = 162). Lifetime self-medication was reported by 132 students (81.0
Abstract Background A diagnosis of vestibular schwannoma (VS) confronts patients with complex treatment decisions under conditions of uncertainty. While previous research has focused on treatment outcomes, symptom trajectories, and predictors of treatment choice, less is known about how patients psychologically process the diagnosis and construct meaning before surgery. This study explored how patients experience uncertainty, regain agency, and negotiate responsibility during the preoperative period. Methods We conducted semi-structured interviews with twelve patients who underwent surgical resection of a VS within the previous five years. Interviews explored emotional, cognitive, and relational experiences following diagnosis and during treatment decision-making. Data were analyzed using qualitative content analysis. Results Four interconnected themes described a process of reconstructing certainty and agency after diagnosis: (1) Diagnosis as biographical disruption, as patients experienced VS as a sudden event challenging their sense of normality, identity, and future expectations; (2) Meaning-making as an attempt to regain control, involving information-seeking, peer exchange, and reinterpretation of previous experiences; (3) Healthcare interactions as regulators of uncertainty, with communication quality, empathy, and consistency shaping confidence and emotional stability; and (4) Surgical decision-making as emotional, relational, and moral work, requiring patients to negotiate fear, trust, responsibility, and the burden of irreversible choices. Conclusion The preoperative experience of patients with VS extends beyond symptom burden and treatment selection. Patients engage in complex processes of meaning-making and uncertainty management before deciding on treatment. Patient-centered care should integrate clear information with empathetic communication and support patients in navigating the emotional and moral dimensions of decision-making.
The cultural adaptation of cognitive behavioral therapy (CBT) oriented school-based programs is essential to ensure contextual relevance, ecological validity, and implementation feasibility, particularly in low-resource settings. The feasibility trial of the Super Skills for Life Program (SSL—Children Version) involves its translation and adaptation in the cultural context of Pakistan. The trial also examined the fidelity, acceptability, feasibility and preliminary within-group changes of SSL intervention in reducing anxiety and depressive symptoms and enhancing self-esteem, social skills, and quality of life. The SSL program was translated and culturally adapted using the Planned Adaptation (PA) approach and subsequently evaluated in a mixed-methods feasibility trial. Feasibility, implementation fidelity, and acceptability were assessed using a mixed-methods approach, while preliminary within-group changes were evaluated through pre- and post-intervention assessments of 18 primary school children recruited from a private school system. The findings provided evidence that the intervention was delivered with high implementation fidelity with satisfactory markers of inter-rater reliability (κ = 0.99**). The feasibility outcomes demonstrated acceptability across children, parents, and teachers. The findings also suggested the practical feasibility of conducting a future cluster randomized controlled trial (cRCT), with only minor procedural changes in the methodology of SSL. The preliminary within-group changes indicated a significant reduction in anxiety (t = 5.87, p < .001) and depressive symptoms (t = 4.93, p < .001) at the post-assessment level. Furthermore, the findings provided evidence of improvements in self-esteem (t = 4.04, p < .001), social skills (t = 5.64, p < .001), and quality of life (t = 3.25, p < .001) following the intervention. The culturally adapted SSL program demonstrated high implementation fidelity, high acceptability and feasibility alongside promising preliminary within-group changes for reducing anxiety and depressive symptoms as well as enhancing self-esteem, social skills and quality of life among primary school children in Pakistan. Trial Registration No: Trial is registered at Registry of Efficacy and Effectiveness Studies with ID is 12720.1v1 during the study on 28 May 2022. It has also been registered retrospectively at ClinicalTrials.gov with ID NCT07162402 on 18 august 2025.
Researchers’ observations as academics in higher institutions have shown that the university environment in the Nigerian context has a lot of stressors and such have the potential of impeding the work effectiveness of university staff. In the ideal situation, academics’ target is to discharge their duties diligently, devoid of any limiting factor. However, when the environment is not conducive to achieving such a target, the expected result will be hampered. Studies on the management of stressful conditions abound, but few studies have specifically focused on these academic disciplines in Nigeria. In other words, there is a dearth of research with respect to the effectiveness of REBT on stress management among academics in higher education. Thus, this research explored the effect of rational emotive behaviour therapy (REBT) on stress management among higher education lecturers using a randomized controlled trial group experimental design. A randomised controlled trial evaluation lasted for 12 weeks, and data were analysed using Quade's analysis of covariance test. The study involved 183 eligible volunteers from federal universities in Southeast Nigeria who were conveniently recruited and then randomly allocated to the intervention and non-intervention groups. Out of the 183 participants, 92 were assigned to the REBT group, while 91 were assigned to the non-intervention group. Their perceptions of stress were measured using an adopted perceived stress scale (α = .87). Academics in the fields of Agriculture, Science, and Vocational Education who participated in an 8-week REBT intervention showed significantly lower mean stress scores than those in the non-intervention group, F (1, 181) = 254.215, p < .001, η_p^2 = .584. It is interesting to note that following a 3-month follow-up, the REBT group members were still able to maintain their reduced levels of work-related stress, F (1, 181) = 258.815, p < .001, η_p^2 = .588. Therefore, this finding is indicative of the effectiveness of REBT on the management of work stress among academics in the fields of agriculture, science, and vocational education. For university academics, REBT may be a useful tool for managing work-related stress. Therefore, it is advised that the management of the university in southeast Nigeria make the necessary preparations to guarantee that the REBT intervention is applied to the university's faculty. University Hospital Medical Information Network Clinical Trials Registry (UMIN-CTR). Trial Number: UMIN000061069. Date of registration: 12/01/2026 (Retrospectively registered).
Treatment adherence is a critical challenge in managing both physical and mental health conditions. For psychiatric patients, enhancing adherence significantly lowers readmission rates, thereby reducing healthcare costs and improving satisfaction levels among both patients and caregivers. This study aimed to evaluate the impact of a specifically designed discharge program on improving treatment adherence in severely ill psychiatric inpatients at an Iranian teaching psychiatric hospital during 2022. This pre-post case-control study, conducted as a pre- and post-intervention design at the Psychiatric Teaching Hospital in Sanandaj, Iran, involved designing (based on literature review, hospital assessment, and an evidence-based model) and implementing a discharge program. It included adults (≥ 18 years) with schizophrenia, schizoaffective disorder, or bipolar disorder, divided into a control group (n = 133) and an intervention group (n = 136). The control group was sampled in the first quarter of 2022, and the intervention group was sampled in the third quarter of the same year. Participants were followed for six months post-discharge, with outcomes measured including treatment adherence (using the MMAQ-8 via phone at one month), attendance at the first scheduled follow-up visit (dichotomous, via phone at one month), and the number of readmissions (determined via hospital records within six months). Data analysis was performed using Stata version 16, employing independent t-tests, chi-square tests, and Fisher’s exact tests. Following the discharge plan implementation, the intervention group demonstrated significantly higher treatment adherence, a considerably higher rate of attendance at the first scheduled post-discharge visit, and a significantly lower readmission rate within six months compared to the control group (p < 0.001 for all outcomes). Overall, the discharge program—rooted in patient and family education and implemented through collaboration between the treatment team and families—proved highly effective, significantly improving treatment adherence, boosting attendance at the first post-discharge visit, and reducing patient readmissions. IRCT20180114038350N4. Registration date: 2026-08-20.
Camera use in synchronous online teaching determines whether instructors are visually observable, yet experimental evidence on how this visibility affects instructors’ immediate stress and performance remains limited. This study compared perceived stress and expert-rated performance under camera-on and camera-off conditions during online microteaching among teacher-education students. In a parallel-group randomized experiment, 70 participants were randomized to camera-on or camera-off conditions. Sixty-six attended the laboratory session and provided outcome data (camera-on n = 35; camera-off n = 31). Perceived stress was assessed immediately after teaching on a 5-point scale. Three experienced teacher educators rated teaching performance from the recordings using a prespecified rubric. Neuroticism and conscientiousness were examined in exploratory moderation analyses, and primary comparisons were supplemented with covariate-adjusted robustness models. Perceived stress was higher in the camera-on condition than in the camera-off condition (M = 3.40 vs. 2.10, d = 1.67, p < 0.001). Expert-rated performance was also higher in the camera-on condition (M = 90.67 vs. 86.55, d = 1.32, p < 0.001). Covariate-adjusted robustness models yielded similar estimates. Neuroticism showed a small positive association with perceived stress, whereas the exploratory analyses provided no evidence that neuroticism or conscientiousness moderated the camera-condition effects. These findings suggest that the camera-on configuration operates as a double-edged situational cue, yielding higher perceived stress alongside more favorable evaluations. Notably, performance ratings may partly reflect visual information available to raters rather than purely enacted teaching behavior. Future research should examine whether these effects extend to more interactive teaching contexts and diverse participant populations. This study was retrospectively registered at the Chinese Clinical Trial Registry (ChiCTR2600123389) on 26 April 2026. Chinese Clinical Trial Registry, ChiCTR2600123389; registered on 26 April 2026; retrospectively registered.
Emotional and uncontrolled eating are common in obesity and may persist despite pharmacological or surgical treatment. Automatic thoughts and metacognitive beliefs may contribute to maladaptive eating, but have rarely been examined together while accounting for depression, anxiety, and stress. We examined whether metacognitive beliefs were associated with eating behaviors in adults with obesity and whether these associations differed from healthy-weight controls. This cross-sectional study included 67 adults with obesity (body mass index [BMI] ≥ 30 kg/m²) from a psychiatric outpatient clinic and 70 healthy-weight hospital employees (BMI ≤ 25 kg/m²). Current DSM-5 psychiatric disorders were excluded using the Structured Clinical Interview for DSM-5. Participants completed the Three-Factor Eating Questionnaire-21, Automatic Thoughts Questionnaire, Metacognitions Questionnaire-30, and Depression Anxiety Stress Scales-21. Multi-group path analysis assessed direct and indirect associations, adjusting for age and sex. Indirect effects used 5,000 bootstrap samples, and selected coefficients were compared with Wald-type z tests. Because sample size was calculated for the primary group comparison rather than the structural model, path analyses were exploratory. Participants with obesity had higher emotional eating (d = 1.05), uncontrolled eating (d = 1.10), automatic thoughts (d = 0.58), metacognitive beliefs (d = 0.55), and depression, anxiety, and stress scores (d = 0.69–0.96), whereas cognitive restraint did not differ (d = − 0.07). In the obesity group, metacognitive beliefs were associated with emotional eating independently of emotional symptoms (β = 0.46, p = .006); the corresponding association was not statistically significant in controls (β = −0.06, p = .688), and the between-group difference was significant. In controls, automatic thoughts were indirectly associated with uncontrolled eating through anxiety, although indirect effects were not formally compared. The principal finding remained after adjustment for education. Metacognitive beliefs showed a selective association with emotional eating in adults with obesity. Most other associations were non-significant, and the cross-sectional design precludes causal inference. These findings require confirmation in larger longitudinal and interventional studies and do not establish metacognitive beliefs as a causal treatment target or the effectiveness of metacognitive therapy for obesity.
Self-care is essential for long-term heart failure (HF) management, but many people with HF struggle to engage with self-care activities over time. This may be because of motivational factors in HF management. Self-Determination Theory (SDT) offers a robust theoretical framework for understanding the relationship between motivation and self-care; however, it is unclear whether motivation predicts self-care of HF over time. A longitudinal study was conducted to examine the relationship between motivations and self-care over time. This study included a baseline questionnaire (T1) and a 3-month follow-up questionnaire (T2). One hundred one participants (60 females) completed the baseline questionnaire, and 81 participants (46 females) completed the follow up questionnaire. Higher autonomous motivation at T1 was significantly associated with higher self-care at T1 and was indirectly associated with higher self-care at T2 through two pathways: higher self-care at T1 and higher autonomous motivation at T2. In contrast, controlled motivation and amotivation showed no statistically significant direct or indirect associations with self-care. Exploratory analyses also indicated that higher autonomous motivation at T1 was associated with lower amotivation at T2. This study highlighted the stability of motivation types and the crucial role of autonomous motivation in predicting self-care over time. These findings emphasised the need to prioritise strategies that enhance autonomous motivation when designing interventions to support long-term self-care in HF.
Modern accounts of cognitive effort posit that it is actively controlled based on a cost-benefit analysis, integrating (subjective) costs and possible rewards, which is furthermore moderated by efficacy (i.e., whether there is a clear relationship between successful task performance and reward). Although there is evidence that reward and efficacy interact, this relationship may not be stable over time, given that reward attenuates time-on-task effects while efficacy’s relationship with time-on-task is still unclear. Thirty participants performed a Stroop task with a block design, with block-wise manipulation of efficacy (possible rewards were either contingent upon correct task performance or determined without regard to task performance) and reward (high or low). Behavioral measures (response time and accuracy), pupil data (tonic and phasic pupil size), and blink measures (rate and duration) were recorded and analyzed using a mixed-effects modelling approach, with each block split into two halves to assess time-on-task effects. The behavioral data showed clear effects for efficacy, a pattern that was also largely mirrored in phasic pupil size, suggesting substantial effort allocation. In contrast, we found no clear impact of time-on-task or reward on behavioral data or phasic pupil size. Tonic pupil size and blink metrics (rate and duration) did suggest time-on-task effects, with reward and efficacy attenuating these in some cases. However, because these time-on-task effects diverged from behavioral outcomes and yielded theoretically ambiguous interaction patterns, they warrant cautious interpretation. These findings support the role of efficacy in effort-related cost-benefit calculations, even when efficacy information is sustained across relatively long task blocks. More broadly, the present study highlights the interpretive complexity of ocular measures for studying cognitive effort over time.
The integration of generative artificial intelligence (GenAI) into professional work has given rise to a novel phenomenon, employee dependence on GenAI, which remains conceptually underdeveloped and lacks validated measurement instruments. This research program aimed to conceptualize GenAI dependence, develop a psychometric scale, and examine its curvilinear impact on employee innovation performance and underlying mechanisms. A multi-study mixed-methods design was employed. Study 1 used an abductive grounded-theory approach with 24 knowledge workers (21 initial interviews and 3 additional interviews conducted to assess theoretical saturation). Study 2 developed a measurement scale validated through three survey rounds (N = 233, 271, and 269) using CITC, EFA, and CFA, supplemented by content-validity indices, model comparisons (correlated three-factor, second-order, bifactor, and one-factor models), omega coefficients, and HTMT ratios. Study 3 used a three-wave time-lagged survey (N = 342) to test an inverted U-shaped model, with thriving at work as the mediator and mindfulness as the moderator, analyzed via hierarchical regression and the MEDCURVE macro, with turning-point analyses, dimension-level analyses, and robustness checks. GenAI dependence comprises three interrelated and potentially progressive dimensions: instrumental, psychological, and cognitive. The 20-item GenAID scale demonstrated preliminary evidence of internal structure, reliability, and discriminant validity, and model comparisons supported the defensibility of a total score. GenAI dependence showed an inverted U-shaped relationship with innovation performance, mediated by thriving at work; the turning point lay within the observed data range, with significant positive and negative slopes at one standard deviation below and above the mean. Mindfulness moderated this effect, flattening the downward slope and shifting the turning point rightward. Analyses of the three dimensions separately indicated significant negative curvature within each dimension and a turning point that occurs progressively earlier from instrumental through psychological to cognitive dependence, although the complete set of inverted-U conditions was not uniformly satisfied for every dimension. This research provides an initial conceptualization and a preliminary instrument for assessing GenAI dependence in organizations. The findings suggest a double-edged sword effect on innovation performance, and they inform the management of AI integration and the design of candidate interventions, such as mindfulness-based programs, whose effectiveness remains to be tested in future research.
Academic procrastination is associated with students” academic adjustment, yet longitudinal evidence from primary school populations remains limited. This study examined reciprocal longitudinal associations among family functioning, personal growth initiative (PGI), and academic procrastination, as well as the indirect association between family functioning and later procrastination through PGI. A sample of 1,284 fourth- to sixth-grade students completed three assessments in December 2023, March 2024, and June 2024, at approximately three-month intervals. Cross-lagged panel modeling was used to estimate autoregressive and cross-lagged paths. Family functioning predicted higher subsequent PGI, and PGI also predicted higher subsequent family functioning. Higher PGI predicted higher subsequent academic-procrastination scale scores, which represent lower procrastination, while lower procrastination likewise predicted higher subsequent PGI. Family functioning also predicted lower subsequent procrastination, and its longitudinal association with later procrastination was statistically mediated by PGI. The findings identify reciprocal longitudinal associations between family functioning and PGI and between PGI and academic procrastination. Because the data are observational, the results support prediction and statistical mediation rather than causal conclusions.
STEM education has always played a central role in scientific and technological advancement; however, recent years have seen heightened attention to the academic challenges faced by students in STEM programs. An important one is that in a predominantly male environment like that of STEM fields, the academic experience of women is often not the same as that of their male peers. In response to these problems, this research aims to analyze whether educational factors such as the use of metacognitive strategies and an autonomy-supportive climate are associated with academic self-efficacy and, in turn, how these factors are associated with students’ academic performance and academic satisfaction. Furthermore, it aims to explore patterns of statistical significance across gender groups using multigroup SEM analysis. In the results, the hypothesized general SEM model demonstrated good fit indices. The model also met invariance criteria, after which multigroup SEM analyses were conducted. The factors associated with academic self-efficacy were found to be the autonomy-supportive climate and metacognitive strategies in both gender groups. Regarding academic satisfaction, the association with academic self-efficacy was statistically significant among women but not among men, whereas the association with an autonomy-supportive climate was significant among men but not women. Finally, academic self-efficacy and autonomy-supportive climate were found to be associated with academic performance among women but not among men. The results show different patterns of statistical significance across gender groups and open valuable questions about associations between academic variables and students’ academic experiences in STEM programs.
Resilience is an essential attribute for medical students to manage academic demands and sustain well-being during training. While resilience has traditionally been studied at the individual level, less attention has been given to institutional factors that shape its development. This study explored the institutional factors contributing to resilience among undergraduate medical students. A qualitative descriptive study was conducted with 55 participants, including 45 medical students and 10 faculty and administrative staff. Data were collected through four focus group discussions and individual interviews, transcribed verbatim, and analysed using reflexive thematic analysis. Six themes were identified: learning environment, support systems, extracurricular activities, academics, financial barriers, and faculty role. Findings indicated that supportive institutional environments enhanced resilience, while academic pressure and financial constraints undermined students’ well-being. Institutional factors play a central role in shaping medical students’ resilience. Strengthening supportive learning environments and institutional support systems may enhance student well-being and academic success.
Research has primarily focused on the cognitive benefits of action video games (AVGs), with less focus on the distinction between recreational and problematic use, particularly regarding visual search across different visual fields and cue conditions. This study examined visual search abilities of problematic AVG players, recreational players, and non-players, alongside the effects of a further 21-day AVG training intervention. Recreational players showed better visual search performance than problematic AVG players and non-players. This advantage was observed only under cued conditions, in both central and peripheral visual fields, indicating that recreational players had more efficient use of cue utilization rather than a broader visual field. Furthermore, the 21-day AVG training showed short-term AVG training could improve cue utilization in the training group. These findings support an association between recreational AVG use and better visual search performance, whereas problematic AVG use was not accompanied by the same advantage, with preliminary evidence that short-term AVG training may improve cue utilization.
Drawing on the job demands and resources theory (JD-R), the most important question is how important it is for human resource managers to balance the Psychosocial Work Environment with the inclusion of JD-R’s demands path. This study evaluates whether the Copenhagen psychosocial work environment domain “Demands at Work” can be operationalised as a reflective–formative higher-order construct. With a 96
To conduct a cross–cultural adaptation and revision of the Behavior Assessment System for Children, Third Edition, Child (BASC–3–C) for the Chinese context and to examine its reliability and validity. The scale was translated by psychology graduate students under the guidance of developmental psychology experts to form a preliminary version. After a pilot test and further revisions based on feedback, the final Chinese version of the BASC–3–C was established, comprising Self-Report of Personality, Parent Rating Scales, and Teacher Rating Scales for children aged 6–11. Using stratified sampling based on China’s administrative divisions, the study covered 7 major geographical regions and 25 provinces. A total of 600 children were selected, balanced for age, gender, and parental education level, with matched parent and teacher samples. To evaluate known-groups validity, an independent clinical sample (N = 60) was also recruited. Internal consistency was examined, structural validity was tested using confirmatory factor analyses (CFA), and known-groups validity was assessed using Welch’s ANOVA and Games-Howell post hoc tests. The Chinese version of the BASC–3–C demonstrated good internal consistency, with Cronbach’s alpha ranging from 0.75 to 0.96 across the different forms and composite scales. CFA supported the structural validity of the instrument, yielding acceptable model fit indices across dimensions (CFI = 0.91–0.97, TLI = 0.91–0.97, RMSEA = 0.03–0.08). The factor structure was generally consistent with the theoretical framework of the original BASC–3–C. Significant group differences were observed across the SRP–C, PRS–C, and TRS–C composite scales (ps < 0.05). Findings provide initial psychometric support for the Chinese BASC–3–C, demonstrating its potential as a reliable and valid multi-informant tool for assessing both problem and adaptive behaviors in Chinese children aged 6–11.
