Although leader knowledge theft has garnered growing attention, our understanding of its implicit costs remains incomplete. Drawing on social information processing theory and role theory, this study examines the underlying mechanisms and boundary conditions through which leader knowledge theft influences employee unethical behavior. To empirically test this model, we collected three-wave data from 425 full-time employees in China. The results reveal that leader knowledge theft fosters employees’ perceived contextual impunity, which subsequently promotes their unethical behavior. Furthermore, employee role ethicality plays a critical moderating role in this process. Specifically, high role ethicality buffers the positive relationship between perceived contextual impunity and unethical behavior. Finally, we discuss the theoretical contributions and practical implications of these findings regarding leader knowledge theft, perceived contextual impunity, and unethical behavior.
Death anxiety may operate as a transdiagnostic process underlying anxiety and depressive symptoms. This study used the Death-Implicit Association Task (D-IAT) to index implicit self-death associations (ISDA) and evaluated a brief mindfulness intervention using a concurrent multiple-baseline design with maintenance across four students with prior anxiety/depressive diagnoses. Across 20 daily sessions, D-IAT D-scores and Mini-DASS depression and anxiety scores were collected. Visual analysis suggested reductions in depression and anxiety for several participants, with lower scores often persisting into maintenance. Casewise Tau-b patterns were heterogeneous. Exact randomisation tests showed a significant reduction in anxiety from baseline to intervention (p = .04), while the reduction in depression was nonsignificant (p = .08). Neither outcome showed a significant baseline-to-maintenance effect, and D-scores showed no significant reduction. Findings provide partial support for mindfulness-related symptom change but no evidence of corresponding change in ISDA.
Attentional control and mental motivation are critical cognitive factors underlying academic Success. However, their interrelationships and differential patterns across performance levels remain underexplored in higher education populations. Therefore, this study examined differences in attentional control and mental motivation between high- and low-achieving university students, and assessed how gender, academic specialization, and study level relate to these constructs. Total of 300 undergraduate students completed validated Arabic versions of the attentional control and mental motivation scales. Results showed that high-achieving students demonstrated superior attentional shifting, but did not differ from low-achieving peers in attentional focusing or mental motivation scores. Critically, attentional shifting mediates the relationship between academic achievement and mental motivation, suggesting that achievement differences in mental motivation are partly explained by shifting capacity. Female students reported significantly higher motivation than males; no effects emerged for academic specialization or study level. In conclusion, these findings highlight attentional shifting—not focusing—as a key cognitive mechanism in academic success. Interventions targeting attentional control, particularly shifting abilities, may enhance student mental motivation and achievement outcomes.
Aggression is a common and impairing co-occurring behavior among children and adolescents with autism spectrum disorder (ASD), negatively affecting developmental outcomes, family functioning, and social participation. Although numerous studies have examined factors associated with aggression in ASD, findings remain inconsistent, limiting efforts to improve early identification and intervention. This systematic review synthesized current evidence on predictors of aggression in children and adolescents with ASD. The review protocol was registered in PROSPERO (CRD42023416081). A systematic search of PubMed, Web of Science, Embase, Scopus, and the Cochrane Library was conducted from database inception to 4 April 2024. Eligible studies were evaluated using the Joanna Briggs Institute Checklist for cross-sectional designs and the Newcastle–Ottawa Scale for cohort studies, and findings were narratively synthesized. Thirteen studies met inclusion criteria and were of generally satisfactory methodological quality. Across studies, six categories of predictors were identified: demographic, caregiver, core symptom, comorbidity, psychological, and biological factors. Social communication deficits and poor sleep quality showed relatively consistent associations with aggression, although these findings were based on only three and two studies, respectively, whereas evidence for other factors—including age, IQ, caregiver characteristics, and sensory or biological markers—was mixed. Overall, aggression in ASD appears to arise from interacting individual, familial, and contextual influences. These findings highlight the importance of assessing communication skills and sleep problems when evaluating aggression risk and suggest that interventions targeting these domains may reduce aggressive behavior. Future research should employ longitudinal and cross-cultural designs to clarify developmental pathways and strengthen the evidence base for personalized intervention strategies.
In the Nigerian university environment, students face various stressors that can hinder their academic performance. Despite their dedication to achieving academic success, the challenging environment can be a barrier. While there is existing research on stress, none has focused specifically on agricultural students. This gap in the literature inspired researchers to investigate the impact of cognitive behaviour therapy (CBT) on stress and resilience among agricultural students through a randomised controlled trial. A sample of 90 participants from year two and year three at Kogi State University in Nigeria was randomly selected for an 8-week randomised evaluation using the Perceived Stress Scale (PSS) and Evaluation Resilience Scale (EERS). Data were analysed using repeated measures analysis, revealing that agricultural students who underwent the 8-week CBT intervention experienced significantly lower stress levels and increased resilience compared to the waitlisted control group. In conclusion, CBT intervention can help agricultural students effectively manage stress and enhance resilience. These findings highlight the effectiveness of CBT in reducing stress and boosting resilience among agricultural students. It is recommended that the university implement CBT interventions to support agricultural students.
