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Behavioral Sciences
Volume 15
Issue 11
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Behav. Sci., Volume 15, Issue 11 (November 2025) – 166 articles

Cover Story (view full-size image): Timely identification and treatment are crucial for eating disorders. First Episode Rapid Early Intervention for Eating Disorders (FREED) is an early intervention service model for 16–25-year-olds with recent-onset eating disorders. Implementation fidelity research is needed to understand if services are delivering the model as intended. We pilot tested a new fidelity tool in six English FREED services to assess its feasibility and the quality of FREED delivery. The tool was efficient and showed high inter-rater agreement. Average service fidelity fell in the ‘medium’ range. Key areas for development include speeding up access to treatment and increasing accessibility for all diagnoses. Investment is needed to improve adherence and support timely, high-quality early intervention. View this paper
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23 pages, 837 KB  
Article
Development and Validation of a New Risk-Taking Game: Helsinki Aiming Task (HAT)
by Ilmari Määttänen, Jussi Palomäki, Juha Vepsäläinen and Emilia Makkonen
Behav. Sci. 2025, 15(11), 1597; https://doi.org/10.3390/bs15111597 - 20 Nov 2025
Viewed by 408
Abstract
We introduce and describe a new risk-taking game, Helsinki Aiming Task (HAT), and test its construct (internal) and convergent (external) validity. HAT is a shooting game, in which the participants aim at a target under varying levels of “gun” inaccuracy and penalty for [...] Read more.
We introduce and describe a new risk-taking game, Helsinki Aiming Task (HAT), and test its construct (internal) and convergent (external) validity. HAT is a shooting game, in which the participants aim at a target under varying levels of “gun” inaccuracy and penalty for missing the target. It allows fine-grained examination of risk-taking behaviour, as it contains information on the effects of penalties and rewards on single, isolated decisions, immediately after each isolated event outcome. We validate HAT by studying individual responses to changing penalty levels and the accuracy of the “gun”, and by comparing it to behavioural and self-reported risk measures, personality traits, and socioeconomic variables. In study one (n = 51), we evaluated risk-taking responses (measured by aiming point) and their relation to other task variables (such as penalty levels and “gun” inaccuracy). In studies two to four (Ns = 66, 21, and 50), we evaluated the associations between risk-taking (measured by aiming point and accrued penalties) and sensitivity to punishment and reward (measured by shift in aiming after reward or punishment), and contrasted performance in HAT with performance in the Balloon Analogue Risk Task (BART) and self-reported risk variables. The game worked as expected: the participants became more cautious with increasing penalty levels and inaccuracy. The HAT risk-taking indicators (aiming point and accrued penalties) were weakly correlated with those of BART. HAT reward and punishment sensitivity was associated with extraversion, socioeconomic variables, and self-reported risk-taking. In combined analyses, HAT reinforcement sensitivity explained self-reported risk-taking rather well, whereas BART did not. HAT provides a new way to measure behavioural risk-taking, especially responses to positive and negative outcomes that could be interpreted as reward and punishment sensitivities. Full article
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24 pages, 444 KB  
Systematic Review
Entertainment Media and Gender Norm Transformation Interventions for Young Women and Girls in Sub-Saharan Africa: A Systematic Review
by William Douglas Evans, Elizabeth A. Larson, Courtney J. McLarnon, Michael Hauer, Marian Marian, Sohail Agha, Rajiv Rimal, Beniamino Cislaghi, Elizabeth Costenbader, Amy Henderson Riley, Helen Wang, Sushmita Mukherjee, Sarah Smith, Claire Hunter Davis and Rebecka Lundgren
Behav. Sci. 2025, 15(11), 1596; https://doi.org/10.3390/bs15111596 - 20 Nov 2025
Viewed by 434
Abstract
Adolescent girls and young women are particularly vulnerable to the influence of social and gender norms. This systematic review builds on a broader review of social and gender norms interventions, with the overall aim of identifying and mapping empirical evidence on efforts to [...] Read more.
Adolescent girls and young women are particularly vulnerable to the influence of social and gender norms. This systematic review builds on a broader review of social and gender norms interventions, with the overall aim of identifying and mapping empirical evidence on efforts to improve health and livelihood outcomes of adolescent girls and young women in sub-Saharan Africa. The review examines the strategies, methods, mechanisms of change, and research on the effectiveness of the interventions in the field. We conducted a systematic search of peer-reviewed literature using established PRISMA methods. The sample included 35 articles, which represented 24 distinct interventions—the unit of analysis for this systematic review—that spanned 15 countries across sub-Saharan Africa, with eleven in East Africa, six in West Africa, two in South Africa, and one in the Northern and Central regions. Interventions covered a wide range of outcomes, including sexual and reproductive health, gender-based violence, child early marriage, and other areas. The interventions generally served adolescents and young adults up to age 24. Evaluations included observational, quasi-experimental, and randomized controlled designs. Some interventions included social norms measures, and there was varying evidence of effectiveness (from emerging evidence to demonstrated effectiveness). This review suggests that entertainment media is an effective approach for shifting gender norms, attitudes, and behaviors among adolescent girls and young women. More rigorous intervention research is needed. Full article
(This article belongs to the Special Issue Social Cognition and Cooperative Behavior)
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14 pages, 634 KB  
Article
The Effect of Childhood Psychological Abuse on Depressive Symptoms in Adolescents Exposed to Campus Suicide: The Chain Mediating Role of Psychological Trauma and Anxiety Symptoms
by Tingting Tan, Jiawei Zhao, Mengxuan Wu, Xinyue Zhang, Xinchun Liu, Lili Zhang and Jie Wu
Behav. Sci. 2025, 15(11), 1595; https://doi.org/10.3390/bs15111595 - 20 Nov 2025
Viewed by 516
Abstract
Exposure to campus suicide poses a significant threat to adolescent mental health. While childhood psychological abuse (CPA) is a known vulnerability factor for depression, the mechanisms linking this early adversity to depressive symptoms (DS) following acute trauma remain unclear. This study aimed to [...] Read more.
Exposure to campus suicide poses a significant threat to adolescent mental health. While childhood psychological abuse (CPA) is a known vulnerability factor for depression, the mechanisms linking this early adversity to depressive symptoms (DS) following acute trauma remain unclear. This study aimed to test a chain mediation model where CPA contributes to DS through the sequential effects of psychological trauma (PT) and anxiety symptoms (AS). In a cross-sectional study of 1603 adolescents exposed to a campus suicide event, participants completed self-report measures for CPA, PT, AS, and DS. Chain mediation analysis revealed a significant direct effect of CPA on DS. More importantly, the hypothesized chain mediation pathway (CPA → PT → AS → DS) was significant and was identified as the most substantial indirect route. A key asymmetry emerged: the direct effect of CPA on DS remained robust, whereas its direct effect on AS became non-significant when controlling for DS. These findings suggest that CPA establishes a specific vulnerability to depression that, when activated by an acute stressor, initiates a pathological cascade. Interventions for suicide-exposed youth should be trauma-informed, prioritizing those with a CPA history and targeting emergent anxiety to interrupt the progression to severe depression. Full article
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14 pages, 532 KB  
Article
Does Teacher Support Scaffold Engagement? Academic Self-Efficacy as Mediator and Proactive Personality as Moderator Among Chinese High School Students
by Wenmei Sun, Qiaoyu Wu, Xinle Zhang, Daixin He and Xubo Liu
Behav. Sci. 2025, 15(11), 1594; https://doi.org/10.3390/bs15111594 - 20 Nov 2025
Viewed by 584
Abstract
The current study investigates how high school students’ perceived teacher support relates to their academic engagement, drawing on Job Demands–Resources (JD-R) and Conservation of Resources (COR) Theories. It further examined academic self-efficacy’s mediating role and the moderating role of proactive personality. The study [...] Read more.
The current study investigates how high school students’ perceived teacher support relates to their academic engagement, drawing on Job Demands–Resources (JD-R) and Conservation of Resources (COR) Theories. It further examined academic self-efficacy’s mediating role and the moderating role of proactive personality. The study used Perceived Teacher Support Behavioral Questionnaire, Academic Self-Efficacy Scale, Proactive Personality Scale, and Academic Engagement Scale to survey 1664 students at a public high school in a county-level city in southeastern Henan Province, China. Findings showed that (1) perceived teacher support positively influenced students’ academic engagement; (2) academic self-efficacy partially mediated this connection; (3) proactive personality moderated the indirect effect, specifically the path from academic self-efficacy to academic engagement. In conclusion, academic self-efficacy acts as a key factor through which perceived teacher support promotes students’ academic engagement. Proactive personality further strengthens the effect of academic self-efficacy on engagement. Full article
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23 pages, 2112 KB  
Article
Enhancing Mental Health Through Retirement Planning Achievement: A Moderated Mediation Model and Income Group Differences
by Jing Yuan, Pengfei Jian and Buxin Han
Behav. Sci. 2025, 15(11), 1593; https://doi.org/10.3390/bs15111593 - 20 Nov 2025
Viewed by 391
Abstract
This study centers on retirement planning achievement, examining its impact mechanism on older adults’ mental health and its boundary conditions. Drawing on self-determination theory (SDT) and conservation of resources (COR) theory, we tested a parallel mediation and a moderated mediation model using data [...] Read more.
This study centers on retirement planning achievement, examining its impact mechanism on older adults’ mental health and its boundary conditions. Drawing on self-determination theory (SDT) and conservation of resources (COR) theory, we tested a parallel mediation and a moderated mediation model using data from an online survey with 900 Chinese retirees aged 55–74. Structural equation modelling revealed that retirement planning achievement directly and positively predicted mental health, and indirectly through three pathways: greater active social participation, higher retirement enjoyment, and reduced retirement loss. Furthermore, retirement adjustment exhibited dual, and opposing, moderating effects on the direct path: low retirement loss, as a psychological resource, significantly amplified the positive impact of planning achievement (a resource gain spiral), whereas high retirement enjoyment attenuated its effect (a ceiling effect). Income-group analysis revealed that both the parallel mediation and moderated mediation models were fully supported in the average-income group, but effects were non-significant for the insufficient-income group and weakened in the sufficient-income group. These findings suggest that retirement planning achievement represents a key pathway to promoting mental health in later life, but its benefits are constrained by psychological resources and socioeconomic status. The “achievement dividend” is greatest among well-adjusted retirees in the average-income group, highlighting the heterogeneity in retirement adjustment and providing evidence for targeted, equitable ageing-support policies. Full article
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29 pages, 769 KB  
Systematic Review
Interventions to Reduce Implicit Bias in High-Stakes Professional Judgements: A Systematic Review
by Isabela Merla, Fiona Gabbert and Adrian J. Scott
Behav. Sci. 2025, 15(11), 1592; https://doi.org/10.3390/bs15111592 - 20 Nov 2025
Cited by 1 | Viewed by 729
Abstract
A systematic review was conducted to examine interventions designed to reduce the influence of implicit bias on professional judgements, with the aim of identifying strategies relevant to forensic and legal contexts. These decisions are often made under time pressure, ambiguity, and limited information, [...] Read more.
A systematic review was conducted to examine interventions designed to reduce the influence of implicit bias on professional judgements, with the aim of identifying strategies relevant to forensic and legal contexts. These decisions are often made under time pressure, ambiguity, and limited information, increasing reliance on intuitive judgement and mental shortcuts that can allow bias to shape how information is evaluated. Eight databases were searched and screened using predefined inclusion criteria. Studies were included if they assessed the behavioural impact of a bias-reduction intervention on decisions made by professionals or mock professionals in forensic, legal, healthcare, educational, or organisational settings. Thirty-eight studies met the inclusion criteria and were analysed. Interventions were mapped by mechanism, delivery format, and decision context. Systemic strategies, such as decision protocols, standardised rubrics, or changes to how information was presented, consistently outperformed individual-level approaches focused on changing attitudes or awareness. Effective interventions typically constrained discretion or embedded structured prompts at the point of judgement. However, most were tested in simulated settings, with limited evidence of long-term or applied effects. The review identifies strategies with the strongest empirical support and highlights those most effective, practical, and transferable to forensic and legal contexts. Full article
(This article belongs to the Special Issue Forensic and Legal Cognition)
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18 pages, 1144 KB  
Article
Mood Shapes Reliance on Syntactic and Semantic Cues in Sentence Comprehension
by Xinmiao Liu, Shengqi Wu and Xiaoli Wang
Behav. Sci. 2025, 15(11), 1591; https://doi.org/10.3390/bs15111591 - 20 Nov 2025
Viewed by 299
Abstract
The linguistic system relies on both syntactic and semantic cues to derive the meaning of sentences. Although this process is shaped by cognitive factors, little is known about how mood influences reliance on these cues and whether such effects are moderated by cognitive [...] Read more.
The linguistic system relies on both syntactic and semantic cues to derive the meaning of sentences. Although this process is shaped by cognitive factors, little is known about how mood influences reliance on these cues and whether such effects are moderated by cognitive control. This study examined how positive and negative mood influence the use of syntactic and semantic information and whether inhibitory control and working memory moderate these effects. A sentence judgement task was administered among participants with high and low valence. The semantic plausibility and syntactic consistency of the experimental stimuli were manipulated. The results revealed a significant interaction between syntactic consistency and semantic plausibility in negative moods. In positive moods, cue use was more independent. Inhibitory control was found to influence the interaction between syntactic consistency and semantic plausibility in negative moods but not in positive moods. Working memory had no significant influence on syntactic consistency or plausibility in either mood condition. These findings provide valuable insights into the interplay between affect and cognition in shaping sentence comprehension. Full article
(This article belongs to the Section Cognition)
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17 pages, 1063 KB  
Article
Development and Validation of the Future Career Insecurity Scale (FCIS) in Law Students
by Cuiyu Lan, Xinying Weng, Qi-Lu Huang, Liqian Yu, Ruizhe Wang, Jie Su, Tianshu Zhou, Tingjian Lou, Yinlin Li and Wei Li
Behav. Sci. 2025, 15(11), 1590; https://doi.org/10.3390/bs15111590 - 20 Nov 2025
Viewed by 439
Abstract
The transition from university to the workforce is a major developmental milestone that can generate significant psychological distress, especially for students in high-stakes professional programs such as law. Traditional measures of career-related anxiety often overlook the multidimensional nature of career insecurity and its [...] Read more.
The transition from university to the workforce is a major developmental milestone that can generate significant psychological distress, especially for students in high-stakes professional programs such as law. Traditional measures of career-related anxiety often overlook the multidimensional nature of career insecurity and its culturally specific expressions. This study aimed to develop and validate the Future Career Insecurity Scale (FCIS), a novel instrument capturing three interrelated dimensions (future career anxiety, self-doubt, and uncertainty) among Chinese undergraduate law students. A two-study design was used with independent samples (N = 447 and N = 432). Study 1 applied exploratory factor analysis to identify the underlying structure of the FCIS. Study 2 conducted confirmatory factor analysis to validate the model and assess convergent validity using the measures of depression, anxiety, and stress. EFA supported a three-factor solution: Future Career Uncertainty, Self-Doubt, and Anxiety. CFA indicated good fit for a correlated three-factor model with satisfactory internal consistency (Cronbach’s α = 0.82–0.87). Convergent validity was evidenced by positive correlations between FCIS scores and DASS-21 depression, anxiety, and stress subscales. These findings indicate that the FCIS is a brief, multidimensional, and psychometrically robust measure of future-oriented career distress in legal education. Use of the FCIS can provide a brief, theory-aligned measure of future-oriented career distress in legal education and can support screening, targeted referral, and the evaluation of behaviorally informed interventions in university settings. Full article
(This article belongs to the Section Social Psychology)
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16 pages, 730 KB  
Article
Learning Burnout and Internet Gaming Disorder: Longitudinal Chain Mediation Effects of Self-Control and Peer Alienation
by Xiaohui Yu, Xiaoxiao Song, Lina Li, Shaobo Lyu and Haibo Yang
Behav. Sci. 2025, 15(11), 1589; https://doi.org/10.3390/bs15111589 - 19 Nov 2025
Viewed by 360
Abstract
Learning burnout, a prevalent condition among adolescents characterized by emotional exhaustion and academic disengagement, has been increasingly recognized as a critical risk factor for Internet Gaming Disorder. This study investigates the chain-mediating roles of self-control and peer alienation in this relationship. A longitudinal [...] Read more.
Learning burnout, a prevalent condition among adolescents characterized by emotional exhaustion and academic disengagement, has been increasingly recognized as a critical risk factor for Internet Gaming Disorder. This study investigates the chain-mediating roles of self-control and peer alienation in this relationship. A longitudinal design was implemented with three waves of data collected from 759 Chinese middle school students. Chain mediation analyses were conducted to examine the dynamic pathways among these variables over time. Learning burnout not only directly predicted IGD but also exerted indirect effects through the mediating roles of self-control and peer alienation. The proportion of mediation effects showed an initial increase from T1 (48.18%) to T2 (60.98%), followed by a decrease at T3 (41.94%), suggesting a transition from conscious coping strategies to habitual addictive patterns. The longitudinal model (T1–T3) demonstrated that early learning burnout impaired self-control at T2, which subsequently led to increased peer alienation at T3, ultimately contributing to IGD, with this pathway accounting for 72.14% of the total effect. These findings support a dual-process mechanism involving resource depletion and compensatory need satisfaction, highlighting the importance of early interventions focused on enhancing self-regulation capabilities and improving peer relationships to prevent IGD development among adolescents. Full article
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16 pages, 308 KB  
Article
Design and Validation of the Multidimensional School Social Climate Inventory for Adolescents (MSSCI-A) in Chile
by Mónica Bravo-Sanzana, Oscar Terán-Mendoza, Rafael Miranda, Xavier Oriol, Jorge Varela and Manuel Mieres-Chacaltana
Behav. Sci. 2025, 15(11), 1588; https://doi.org/10.3390/bs15111588 - 19 Nov 2025
Viewed by 202
Abstract
In Latin America, there is a critical need for validated instruments that capture the multidimensionality of school social climate from an ecological perspective. To fill this gap, this study developed and validated the Multidimensional School Social Climate Inventory for Adolescents (MSSCI-A). Using a [...] Read more.
In Latin America, there is a critical need for validated instruments that capture the multidimensionality of school social climate from an ecological perspective. To fill this gap, this study developed and validated the Multidimensional School Social Climate Inventory for Adolescents (MSSCI-A). Using a non-experimental, cross-sectional design, data were collected from 8949 students across 16 Chilean regions, randomly divided for exploratory and confirmatory analyses. Content validity was ensured through expert judgment with Aiken’s V, while item variability was tested in a pilot study. Dimensionality was examined through Exploratory Factor Analysis (EFA) and Exploratory Graph Analysis (EGA), which identified 10 coherent and parsimonious dimensions. These combined expected domains such as Emotional Safety, Collaboration, and Belonging with hybrid factors that reflect how students experience interdependent aspects of school life. The Organizational Structure factor, however, did not meet minimum psychometric standards and was therefore removed. The final model was tested with Confirmatory Factor Analysis (CFA), while internal consistency and convergent validity were supported through Cronbach’s alpha, McDonald’s omega, and AVE. Findings show that the MSSCI-A demonstrates strong psychometric properties. Overall, it constitutes one of the few validated, multidimensional, and culturally grounded tools in Latin America, with applications in research, educational practice, and policymaking. Full article
(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)
17 pages, 559 KB  
Case Report
Therapeutic Approach in Language and Cognitive Skills in Premature Twins with ASD: Case Report
by Alejandro Cano-Villagrasa, Fatma Ben-Mansour, Miguel López-Zamora and Isabel López-Chicheri
Behav. Sci. 2025, 15(11), 1587; https://doi.org/10.3390/bs15111587 - 19 Nov 2025
Viewed by 282
Abstract
Prematurity and autism spectrum disorder (ASD) are risk factors for alterations in language development. Their coexistence, frequent in twin pregnancies, may result in atypical communicative profiles that require specific interventions. This case report analyzed the linguistic, cognitive, and socioemotional development of two premature [...] Read more.
Prematurity and autism spectrum disorder (ASD) are risk factors for alterations in language development. Their coexistence, frequent in twin pregnancies, may result in atypical communicative profiles that require specific interventions. This case report analyzed the linguistic, cognitive, and socioemotional development of two premature twins with ASD, relating the results to the therapeutic strategies applied. Standardized tests were applied to measure cognitive, linguistic, adaptive, and socioemotional development. The intervention combined the TEACCH, ABA, DIR/Floortime, and Hanen—More Than Words models. Both children showed significant impairments in communication, executive functions, and autonomy, with differentiated clinical profiles. Individualized interventions favored advances in functional language, emotional regulation, and routines, although challenges in language generalization and pragmatics persisted. The combination of prematurity and ASD creates complex challenges that require individualized therapeutic approaches. Early and intensive intervention, based on structured and relational approaches, is useful to promote functional and communicative development. Full article
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13 pages, 250 KB  
Article
The Mindful Reappraisal of Pain Scale: Initial Validity Evidence for Use as a State Measure Following Isometric Exercise
by Sara A. Thompson, Reese Small, Anne E. Cox and Sarah Ullrich-French
Behav. Sci. 2025, 15(11), 1586; https://doi.org/10.3390/bs15111586 - 19 Nov 2025
Viewed by 269
Abstract
The Mindful Reappraisal of Pain Scale (MRPS) measures the capacity to reinterpret pain mindfully, supporting resilience and persistence during discomfort. The MRPS may be especially useful in acute, exercise-related pain contexts, where individuals experience short-term but physically demanding discomfort. This study is the [...] Read more.
The Mindful Reappraisal of Pain Scale (MRPS) measures the capacity to reinterpret pain mindfully, supporting resilience and persistence during discomfort. The MRPS may be especially useful in acute, exercise-related pain contexts, where individuals experience short-term but physically demanding discomfort. This study is the first to evaluate the validity of a state-based version of the MRPS in an acute exercise context. Physically active participants (N = 127) completed a plank and wall sit and reported state mindful reappraisal of pain, trait and state mindfulness, and exercise experience perceptions. Confirmatory factor analyses supported a unidimensional structure with good internal consistency (ω = 0.88/0.90). MRPS scores correlated with mindfulness, pain tolerance, and affect and uniquely predicted wall sit pain tolerance after controlling for mindfulness. Scores were unrelated to pain intensity and perceived exertion, supporting the theoretical distinction of cognitive–affective reinterpretation rather than sensory attenuation. These findings support the MRPS as a brief, reliable tool for assessing mindful reappraisal in acute exercise contexts while also aligning with emerging evidence from clinical validation studies. However, further research is needed to confirm psychometric robustness across diverse exercise modes and participant populations. Full article
(This article belongs to the Section Health Psychology)
28 pages, 4010 KB  
Article
Exploring How a Therapy Dog Intervention in a Tier 3 Classroom Influences Mental Health Components of Well-Being: A Case Study
by Kathleen M. Farrand and Jae Young Jung
Behav. Sci. 2025, 15(11), 1585; https://doi.org/10.3390/bs15111585 - 19 Nov 2025
Viewed by 225
Abstract
The purpose of this case study is to examine how a therapy dog intervention can be integrated into a Tier 3 intervention classroom and how therapy dog interventions influence mental health components of well-being, social, emotional, and behavioral functioning, in a Tier 3 [...] Read more.
The purpose of this case study is to examine how a therapy dog intervention can be integrated into a Tier 3 intervention classroom and how therapy dog interventions influence mental health components of well-being, social, emotional, and behavioral functioning, in a Tier 3 intervention classroom. This research used qualitative methods to triangulate data from classroom observations of the Tier 3 classroom with and without the therapy dog present including video data, field notes, student feedback, and a semi-structured interview with the classroom teacher/handler. Thematic analysis of transcripts from student feedback, semi-structured interview, and field notes was used for qualitative analysis. Multi-modal analysis was used to examine the phenomenon of the therapy dog intervention in the Tier 3 classroom and the multi-modal transcripts were aligned with the theme and sub-themes of the mental health components of well-being. The results indicated that a systematic integration model designed with a therapy dog intervention alongside a traditional Tier 3 approach can influence both emotional support and academic achievement. Therapy dog interventions positively impact the social, emotional, and behavioral well-being of students in Tier 3 settings when effectively integrated as a complementary intervention to enhance existing Tier 3 interventions. Full article
(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)
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19 pages, 497 KB  
Article
Parafoveal Processing of Orthographic, Phonological, and Semantic Information from Chinese Characters at a Distant Position: A Parafoveal Priming Study
by Xiaoyuan Yuan, Sainan Li and Guoli Yan
Behav. Sci. 2025, 15(11), 1584; https://doi.org/10.3390/bs15111584 - 19 Nov 2025
Viewed by 318
Abstract
Previous research has shown that the perceptual span in Chinese reading extends three characters to the right of the fixation point. However, little is known regarding the types of preview information that can be extracted from such a distant position; namely, the character [...] Read more.
Previous research has shown that the perceptual span in Chinese reading extends three characters to the right of the fixation point. However, little is known regarding the types of preview information that can be extracted from such a distant position; namely, the character at the N + 3 position. Using the parafoveal priming paradigm combined with eye-tracking technology, we manipulated the preview type and preview duration to examine whether Chinese readers could extract orthographic, phonological, and semantic information from the character at the N + 3 position across three experiments. Experiment 1 revealed an orthographic preview cost: orthographically similar previews delayed the target character recognition compared to unrelated previews. Experiment 2 showed no evidence of phonological preview effects. Experiment 3 demonstrated a semantic preview benefit: semantically related previews significantly facilitated the target character recognition relative to unrelated previews. Taken together, these findings indicate that Chinese readers are able to extract orthographic and semantic, but not phonological, information from a distant parafoveal position. Full article
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13 pages, 503 KB  
Article
From Online Aggression to Offline Silence: A Longitudinal Examination of Bullying Victimization, Dark Triad Traits, and Cyberbullying
by Shaojie Zhang, Jiaxiang Wang, Xiong Gan and Junwei Pu
Behav. Sci. 2025, 15(11), 1583; https://doi.org/10.3390/bs15111583 - 18 Nov 2025
Viewed by 570
Abstract
A significant body of research has documented the aggressive and antisocial tendencies of individuals with dark triad personality traits. Although the prevalence of dark personalities in online environments is often criticized, there is a need to explore effective strategies to mitigate or stop [...] Read more.
A significant body of research has documented the aggressive and antisocial tendencies of individuals with dark triad personality traits. Although the prevalence of dark personalities in online environments is often criticized, there is a need to explore effective strategies to mitigate or stop such behaviors. This study aims to shed light on the intriguing phenomenon of “Giants on the Internet, cowards in real life” by examining the longitudinal relationship between dark triad traits, bullying victimization, and cyberbullying. Study 1 revealed that adolescents tend to display heightened tendencies towards cyberbullying after experiencing real-life victimization. Study 2, on the other hand, showed a reduction in cyberbullying behaviors among those with dark triad traits following experiences of bullying. These findings highlight the paradoxical mechanisms underlying the relationship between bullying victimization, dark triad traits, and cyberbullying. Consequently, this study introduces the new label, “From Online Aggression to Offline Silence,” to describe this dynamic. Full article
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19 pages, 416 KB  
Article
Self-Reported Dyslexia Traits as Positive Predictors of Self-Reported Cognitive Failures in the Workplace
by James H. Smith-Spark and Madalyn Huang
Behav. Sci. 2025, 15(11), 1582; https://doi.org/10.3390/bs15111582 - 18 Nov 2025
Viewed by 377
Abstract
There is little direct empirical evidence indicating how dyslexia-related cognitive difficulties express themselves in employment settings, although employers may be legally required to support neurodivergent workers through targeted accommodations. The current pre-registered online survey investigated the relationship between dyslexia traits and the self-reported [...] Read more.
There is little direct empirical evidence indicating how dyslexia-related cognitive difficulties express themselves in employment settings, although employers may be legally required to support neurodivergent workers through targeted accommodations. The current pre-registered online survey investigated the relationship between dyslexia traits and the self-reported frequency of workplace cognitive failures. Four hundred native English speakers were recruited via Prolific. All respondents identified as being full- or part-time UK employees in a central place of work. The respondents completed a series of published self-report questionnaires on neurodivergent symptomatology, mental wellbeing, personality characteristics, and busyness and routine at work. Hierarchical multiple regression analyses were used to determine whether dyslexia traits were predictive of workplace cognitive failures. After controlling for age, busyness and routine, Big Five personality traits, mental wellbeing, and self-reported ADHD symptoms, dyslexia traits were a significant positive predictor of the overall frequency of workplace cognitive failures. Self-reported dyslexia traits were also significant positive but weak predictors of the individual memory, attention, and action factors. The predictive relationships found between self-reported dyslexia traits and workplace cognitive failures suggest that a similar approach with officially diagnosed individuals would prove fruitful in understanding how dyslexia affects work performance and improve targeted support for dyslexic employees. Full article
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17 pages, 1048 KB  
Article
The Embodied Simulation of L2 Grammatical Aspect: Proficiency-Dependent Evidence from the Action-Sentence Compatibility Effect
by Chunqiao Hu, Shifa Chen and Yufeng Liu
Behav. Sci. 2025, 15(11), 1581; https://doi.org/10.3390/bs15111581 - 18 Nov 2025
Viewed by 313
Abstract
Using the Action–Sentence Compatibility Effect (ACE) paradigm, this study investigated whether types of grammatical aspects and L2 proficiency influence embodied simulation during L2 sentence comprehension of English among Chinese learners. Participants judged the semantic plausibility of sentences in progressive or perfective aspect by [...] Read more.
Using the Action–Sentence Compatibility Effect (ACE) paradigm, this study investigated whether types of grammatical aspects and L2 proficiency influence embodied simulation during L2 sentence comprehension of English among Chinese learners. Participants judged the semantic plausibility of sentences in progressive or perfective aspect by performing directional actions (toward or away the body) that were either compatible or incompatible with the action direction described. Analysis of the reaction times (RTs) revealed a significant main effect of proficiency, with low-proficiency learners responding more slowly overall. Crucially, we observed a significant three-way interaction between aspect, action–sentence consistency, and proficiency. Simple effects analyses revealed a qualitative reversal: advanced learners exhibited a significant ACE only for sentences in the progressive aspect, indicating grammatically guided simulation sensitive to ongoing actions, whereas we found no ACE for perfective sentences, consistent with their focus on event completion rather than on-going action processes. In contrast, low-proficiency learners showed a significant ACE for the perfective aspect, suggesting a reliance on lexically triggered simulation, while they showed no simulation effect for the progressive aspect due to shallow morphosyntactic processing and L1 transfer. These findings support a proficiency-dependent dual-pathway model of L2 embodiment: advanced learners engage in direct mapping from grammar to simulation, whereas low-proficiency learners rely on an indirect, lexically mediated route. In summary, our findings demonstrate that the embodiment of grammatical meaning in L2 acquisition is not automatic, but is developmentally modulated, evolving from a lexically dependent to grammar-dependent simulation as proficiency increases. Furthermore, these results call for future research to explore the pedagogical applications of grammar-focused embodied instruction and to examine this dual-pathway model across other linguistic structures and L2 populations. Full article
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12 pages, 254 KB  
Article
Laughing over a Drink: Exploring the Relationship Between Humor Styles and Drinking Behavior
by Giulia Baldacci, Angelo Marino, Lia Cirillo, Lucia Guidi, Alessandra Musio and Alberto Dionigi
Behav. Sci. 2025, 15(11), 1580; https://doi.org/10.3390/bs15111580 - 18 Nov 2025
Viewed by 335
Abstract
Humor is a key component of social relationships and has been linked to both positive health outcomes and detrimental effects, depending on the style of humor employed. However, its associations with alcohol-related behaviors remain largely underexplored. The present study investigated the relationships between [...] Read more.
Humor is a key component of social relationships and has been linked to both positive health outcomes and detrimental effects, depending on the style of humor employed. However, its associations with alcohol-related behaviors remain largely underexplored. The present study investigated the relationships between humor styles, gender, age, and alcohol use. A total of 392 adults (123 males and 269 females), aged between 18 and 74 years (M = 36.64; SD = 13.11), completed the Humor Styles Questionnaire (HSQ). This data was used to assess humor styles and the Alcohol Use Disorders Identification Test (AUDIT) to evaluate alcohol consumption patterns. Results indicated that male sex and younger age were significantly associated with higher alcohol use. Moreover, Self-Defeating humor emerged as a significant positive predictor of alcohol-related behavior. These findings suggest that certain maladaptive humor styles, particularly Self-Defeating humor, may play a role in reinforcing problematic drinking behaviors, possibly by serving as a dysfunctional coping mechanism in social contexts. Full article
(This article belongs to the Section Health Psychology)
17 pages, 641 KB  
Article
Psychometric Properties of the Brief COPE Inventory on a Student Sample
by Julia A. Marakshina, Sofia A. Mironets, Anna A. Pavlova, Victoria I. Ismatullina, Marina M. Lobaskova, Anna A. Pecherkina, Elvira E. Symaniuk and Sergey B. Malykh
Behav. Sci. 2025, 15(11), 1579; https://doi.org/10.3390/bs15111579 - 18 Nov 2025
Viewed by 713
Abstract
The aim of this study was to evaluate the psychometric properties of the Brief Coping Orientation to Problems Experienced (COPE) inventory among students. The data was collected via an online platform from Russian universities involving first–fourth-year students (N = 670). The participants completed [...] Read more.
The aim of this study was to evaluate the psychometric properties of the Brief Coping Orientation to Problems Experienced (COPE) inventory among students. The data was collected via an online platform from Russian universities involving first–fourth-year students (N = 670). The participants completed the Brief COPE inventory (32 items). Of these, 529 (79%) were female, and 141 (21%) were male. The age range was 18 to 29 years. For this study, the inventory was modified, and its reliability (internal consistency) and validity (internal, external) were assessed. Participants were asked also to complete three additional tests: the Perceived Stress Scale (PSS), the Hospital Anxiety and Depression Scale (HADS), and the Mental Toughness Questionnaire (MTQ-10). Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA) showed that the data fit the expected six-factor structure after a reduction of seven items with low factor loadings from the inventory structure. The internal consistency was good (Cronbach’s α in the range of 0.65–0.91). External validity demonstrated weak but significant indicators: all correlations between most scales of the brief COPE inventory and the scores of other tests ranged from 0.067 to 0.364). The Brief COPE, comprising 25 items, is a new tool for assessing the coping strategies of Russian students. It is a reliable, valid, accurate, and acceptable measure of coping strategies that can be used in large-scale studies in Russia. Additionally, the developed instrument may be potentially useful for application in educational and psychological screening, which opens up further opportunities for its practical implementation. Full article
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18 pages, 693 KB  
Article
Perceived Teacher Support Profiles and Students’ Mathematics Engagement, Anxiety and Attitude: A Latent Profile Analysis
by Yu Zhou, Bin Jing, Hongliang Ma and Hongchao Liu
Behav. Sci. 2025, 15(11), 1578; https://doi.org/10.3390/bs15111578 - 18 Nov 2025
Viewed by 507
Abstract
The importance of perceived teacher support in mathematics learning is well-documented, yet individual student differences have often been overlooked. This study examined Chinese high school students in a highly standardized educational system characterized by a uniform curriculum, competitive rankings, and high-stakes examinations. We [...] Read more.
The importance of perceived teacher support in mathematics learning is well-documented, yet individual student differences have often been overlooked. This study examined Chinese high school students in a highly standardized educational system characterized by a uniform curriculum, competitive rankings, and high-stakes examinations. We adopted a person-centered approach and analyzed perceptions from a sample of 1314 students, identifying three profiles: low (5.78%), medium (44.29%), and high (49.93%) perceived levels of teacher support. Results showed that neither gender nor grade predicted profile membership; however, significant variations emerged in mathematics engagement, anxiety, and attitude. Further analysis revealed significant differences across these profiles in behavioral, cognitive, and emotional engagement, as well as in classroom anxiety, learning motivation, and learning strategy. Mediation analysis demonstrated that mathematics attitude indirectly linked perceived teacher support to mathematics engagement, whereas anxiety did not mediate this relationship. These findings underscore how individual differences in perceived teacher support influence mathematics engagement, anxiety, and attitude. Stronger support fosters a more positive attitude and greater engagement, providing empirical support for differentiated instruction. Full article
(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)
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11 pages, 1181 KB  
Article
The Impact of Sensory Reactivity and Oral Praxis on Feeding Participation in Children with Autism (SemAlTea Study)
by Inmaculada López-Martínez, Rafael Galera-Martínez, Adrián Aparicio-Mota, José María López-Martín, Isabelle Beaudry-Bellefeuille and Tesifón Parrón-Carreño
Behav. Sci. 2025, 15(11), 1577; https://doi.org/10.3390/bs15111577 - 18 Nov 2025
Viewed by 427
Abstract
Clarifying the influence of sensorimotor factors on feeding participation problems (FPPs) in children with autism may have implications for therapeutic interventions. Our objective was to assess the prevalence of FPPs in a population of children with autism and to study its association with [...] Read more.
Clarifying the influence of sensorimotor factors on feeding participation problems (FPPs) in children with autism may have implications for therapeutic interventions. Our objective was to assess the prevalence of FPPs in a population of children with autism and to study its association with sensorimotor factors (oral and tactile reactivity and oral praxis). Descriptive observational study including 26 autistic children aged 3 to 12 years. Behavioral Pediatrics Feeding Assessment Scale (BPFAS), Sensory Profile 2 (SP-2), and Oral Praxis (OPr) tests were used. Caregiver stress was evaluated by Parental Stress Index–Short Form (PSI-4-SF). Multivariate logistic analysis and Receiver Operating Characteristic curve was used to predict the risk of FPPs. 26 children (84.6% boys) were included, with a mean age of 6.92 years (95% CI 5.94–7.91). Feeding behavior difficulties were observed in 53.8% of participants, 80.7% exhibited oral praxis issues, and 65.4% of caregivers reported stress related to their child’s FPPs. Oral reactivity and sensory avoidance behaviors were significantly associated with FPPs. Among children with higher support needs, tactile reactivity was also significantly related to FPPs. FPPs in children with autism were associated with oral and tactile hyperreactivity, higher levels of sensory avoidance, dysfunctional parent–child interactions, and increased support needs. Full article
(This article belongs to the Section Psychiatric, Emotional and Behavioral Disorders)
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17 pages, 1148 KB  
Article
Self-Compassion Components and Emotional Regulation Strategies as Predictors of Psychological Distress and Well-Being
by Sepideh Ranjouri, Denny Meyer and Glen William Bates
Behav. Sci. 2025, 15(11), 1576; https://doi.org/10.3390/bs15111576 - 18 Nov 2025
Viewed by 636
Abstract
Self-compassion is a positive self-related construct important in reducing symptoms of psychological distress and enhancing well-being. Self-compassion can be divided into compassionate self-responding (CSR), the ability to respond with self-kindness, a sense of common humanity, and mindfulness to one’s failures and negative experiences, [...] Read more.
Self-compassion is a positive self-related construct important in reducing symptoms of psychological distress and enhancing well-being. Self-compassion can be divided into compassionate self-responding (CSR), the ability to respond with self-kindness, a sense of common humanity, and mindfulness to one’s failures and negative experiences, and reduced uncompassionate self-responding (RUSR) the capacity to reduce self-judgment, isolation, and overidentification with emotional reactions. The current study was a preliminary investigation which examined the relationships of CSR and RUSR with psychological distress and well-being and explored the possible mediating effects on that relationship of emotional regulation via cognitive reappraisal and expressive suppression. A sample of 201 adults aged 18 to 73 from an Australian university completed an online survey. Structural equation modelling showed that compared to CSR, RUSR was a stronger predictor of psychological distress and eudaimonic well-being and a weaker predictor of hedonic well-being. Moreover, while emotion regulation strategies were found to mediate the relationships of CSR and RUSR with psychological distress and well-being, these relationships differed according to the outcome being predicted. The findings thus offer meaningful theoretical and treatment implications that provide direction for future research. Full article
(This article belongs to the Section Developmental Psychology)
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25 pages, 533 KB  
Article
Why Do “Digital Hamsters” Hoard but Never Consume? Configurational Pathways and Influencing Mechanisms of Digital Hoarding Behaviour Among Chinese Generation Z
by Chao Zhang, Jingwen Li and Yinze Hao
Behav. Sci. 2025, 15(11), 1575; https://doi.org/10.3390/bs15111575 - 17 Nov 2025
Viewed by 558
Abstract
The advancement of digital technologies has fostered distinctive behaviour patterns and cultural phenomena in online environments. As digital natives, Chinese Generation Z has gradually developed digital hoarding behaviour under the dual influence of technological convenience and emerging social pressures. Such behaviour functions as [...] Read more.
The advancement of digital technologies has fostered distinctive behaviour patterns and cultural phenomena in online environments. As digital natives, Chinese Generation Z has gradually developed digital hoarding behaviour under the dual influence of technological convenience and emerging social pressures. Such behaviour functions as a coping mechanism for managing both real-world competitive anxieties and emotional uncertainties. Drawing on in-depth interviews with 35 Generation Z participants, this study employs fuzzy-set qualitative comparative analysis (fsQCA) to systematically examine the influence mechanisms of six antecedent conditions—media dependency, perceived usefulness, perceived ease of use, uncertainty avoidance, emotional attachment, and deletion barriers—on attitudes toward digital hoarding behaviour. The findings reveal two core configurational paths leading to high acceptance of digital hoarding: the first represents strategic knowledge accumulation pursued under the pressures of involution, where digital hoarding becomes a means of seeking competitive advantage; the second reflects a retreat into the digital sphere, where hoarding practices provide emotional security amid experiences of offline relational alienation. This study thus contributes a theoretical lens that moves beyond technological rationality toward social adaptation, explicating the intertwined emotional, psychological, and social drivers of digital hoarding. It also provides empirical insights for the design of supportive digital infrastructures and health education initiatives aimed at enhancing youth digital well-being. Full article
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24 pages, 3162 KB  
Article
Effect of Active Pedagogical Models on Basic Psychological Needs and Intention to Do Physical Exercise
by Olga Calle, Antonio Antúnez, Sergio José Ibáñez and Sebastián Feu
Behav. Sci. 2025, 15(11), 1574; https://doi.org/10.3390/bs15111574 - 17 Nov 2025
Viewed by 468
Abstract
(1) This study examined the influence of pedagogical models and gender on basic psychological needs and intention to engage in physical exercise during the teaching of an alternative invasive sport. (2) Participants were 136 students from the fifth and sixth grades of Primary [...] Read more.
(1) This study examined the influence of pedagogical models and gender on basic psychological needs and intention to engage in physical exercise during the teaching of an alternative invasive sport. (2) Participants were 136 students from the fifth and sixth grades of Primary Education and the first grade of Secondary Education (M = 11.36; SD = 1.04). Two programs were implemented per grade: one following the Game-Centered Model, and another based on a hybrid model combining the Game-Centered Model and the Sports Education Model. Autonomy, competence, and relatedness were assessed using the Basic Psychological Needs in Physical Exercise Scale, while exercise intention was evaluated with the Intentionality to Be Physically Active Scale. Psychometric properties were verified through confirmatory factor analysis, Cronbach’s alpha, mean variance extracted, and composite reliability. Descriptive and inferential analyses were conducted using the linear mixed model and Bonferroni’s post hoc test. (3) Both pedagogical models improved all variables. The hybrid model yielded significantly higher autonomy. Gender differences were observed in relatedness, with boys reporting greater values. (4) The pedagogical models used favor the satisfaction of basic psychological needs and exercise intention. Teachers should integrate psychological needs into programs for improvements in intention to be physically active, positively impacting self-determined participation. Full article
(This article belongs to the Special Issue New Methodological Contributions in Organizational and Sports Psychology)
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16 pages, 730 KB  
Article
Emotional Profiles and Their Relationship with the Use of Artificial Intelligence in University Students
by Raquel Suriá-Martínez, Fernando García-Castillo, Carmen López-Sánchez and José A. García del Castillo
Behav. Sci. 2025, 15(11), 1573; https://doi.org/10.3390/bs15111573 - 17 Nov 2025
Viewed by 368
Abstract
This study analyzes the relationship between emotional intelligence (EI) profiles and the use of artificial intelligence (AI) among university students, considering its use as an academic, informational, and emotional support resource. It also explores whether there are statistically significant differences between the identified [...] Read more.
This study analyzes the relationship between emotional intelligence (EI) profiles and the use of artificial intelligence (AI) among university students, considering its use as an academic, informational, and emotional support resource. It also explores whether there are statistically significant differences between the identified EI profiles and the purposes for which AI is used. Finally, it examines the association between EI and AI use. A total of 352 students from the University of Alicante participated (184 women, 168 men; mean age = 21.4, SD = 2.3). EI was assessed using the TMMS-24 scale (Attention, Clarity, and Emotional Repair). To evaluate AI use, a 12-item ad hoc questionnaire was developed and validated, comprising three dimensions: educational support, informational support, and emotional support. Cluster analysis identified three EI profiles: (1) high and balanced EI, with high scores across all three dimensions; (2) regulatory EI, characterized by moderate attention and high emotional understanding and regulation; (3) repair-deficit EI, showing difficulties in emotional regulation despite moderate perception and understanding. ANCOVA analyses assessed differences between profiles, showing that students with high and balanced EI perceived greater usefulness of AI for educational and informational support, as well as greater emotional support benefits, compared to other profiles. Finally, positive correlations were found between EI and AI use across all three types of support. These findings suggest that EI influences AI use in differentiated ways, highlighting its role as a facilitator of learning, information management, and emotional well-being in higher education. Full article
(This article belongs to the Section Social Psychology)
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15 pages, 723 KB  
Article
The Impact of School Leadership on Inclusive Education Literacy: Examining the Sequential Mediation of Job Stress and Teacher Agency
by Yulu Feng, Dan Zhou and Yihong Wei
Behav. Sci. 2025, 15(11), 1572; https://doi.org/10.3390/bs15111572 - 17 Nov 2025
Viewed by 355
Abstract
Based on the Job Demands-Resources model theory, this study examines how school leadership affects inclusive education literacy among teachers in regular classrooms, focusing on the mediating roles of job stress and teacher agency. Using validated scales measuring school leadership, job stress, teacher agency, [...] Read more.
Based on the Job Demands-Resources model theory, this study examines how school leadership affects inclusive education literacy among teachers in regular classrooms, focusing on the mediating roles of job stress and teacher agency. Using validated scales measuring school leadership, job stress, teacher agency, and inclusive education literacy, data from 751 inclusive education teachers in Sichuan, China, using a combined cluster and stratified sampling method, were analyzed via structural equation modeling. Results indicate school leadership directly enhances inclusive education literacy while also operating through job stress and teacher agency as parallel mediators. A significant chain mediation pathway further reveals a sequential stress reduction-empowerment process. We recommend that principals implement dual leadership strategies combining burden alleviation with empowerment: applying distributed leadership to optimize workflows alongside transformational leadership to foster collaboration and activate teacher agency, thereby systematically improving inclusive education quality. Full article
(This article belongs to the Special Issue Wellbeing and Motivation Among Teachers)
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22 pages, 3327 KB  
Article
Disproportionate Cybersexual Victimization of Women from Adolescence into Midlife in Spain: Implications for Targeted Protection and Prevention
by Carlos J. Mármol, Aurelio Luna and Isabel Legaz
Behav. Sci. 2025, 15(11), 1571; https://doi.org/10.3390/bs15111571 - 17 Nov 2025
Viewed by 298
Abstract
Cybersexual victimization is a growing public health concern with severe psychosocial consequences, particularly for younger populations. Despite growing awareness of its prevalence, understanding how cybersexual victimization evolves across different demographic and regional contexts remains limited. The aim was to analyze sex- and age-specific [...] Read more.
Cybersexual victimization is a growing public health concern with severe psychosocial consequences, particularly for younger populations. Despite growing awareness of its prevalence, understanding how cybersexual victimization evolves across different demographic and regional contexts remains limited. The aim was to analyze sex- and age-specific temporal trends and projections of cybersexual victimization in Spain (2011–2022), disaggregated by sex, age group, autonomous community, and offense type, to identify where disparities emerge and persist (particularly from adolescence (<18) into midlife) while also examining gender and regional inequalities to provide evidence for prevention strategies that are both gender-sensitive and tailored to different developmental stages and territorial contexts. Spanish national police-reported data on seven cybersexual offenses (sexual abuse, sexual harassment, corruption of minors, grooming, exhibitionism, child sexual abuse images, and sexual provocation) from 2011 to 2022 were analyzed. Data were disaggregated by sex, age group, and regions. Mean rates per 100,000 inhabitants were calculated, independent-sample t-tests assessed sex differences, and linear regression models projected trends to 2035 for each age-sex group. Between 2011 and 2022, cybersexual crimes in Spain increased across most offense types, with grooming, child sexual abuse images, and contact offenses showing the steepest upward trends (all p < 0.001). Women consistently presented higher mean victimization rates than men in most offense types and age groups. Among those under 18, mean grooming rates were 2.55 for females versus 0.95 per 100,000 for males (p < 0.001), with significant differences also in corruption of minors (p < 0.01). In young adulthood (18–25 years), women showed higher rates in sexual harassment (p < 0.001) and sexual abuse (p < 0.01), while, in midlife (26–40 and 41–50 years), female predominance persisted for sexual harassment, sexual abuse, and sexual provocation (all p < 0.05). Projections to 2035 indicate that sex gaps will remain or widen, particularly among females under 18 and in the 26–40 age group. The Balearic, Canary Islands, and Andalusia regions recorded the highest mean rates, whereas Galicia and Castilla-La Mancha reported the lowest. Cybersexual victimization in Spain disproportionately affects females from adolescence into midlife, with the most considerable disparities emerging before age 18 and persisting into adulthood. The combination of rapid offense growth, persistent sex-based disparities, and marked regional inequalities underscores the urgent need for gender-sensitive, developmentally targeted prevention strategies that address both early vulnerability and the reinforcement of risk in adult digital environments. Full article
(This article belongs to the Special Issue Online Behavioral Dynamics of Psychological Harm: Technology-Facilitated Abuse)
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27 pages, 1092 KB  
Article
How Familiarity, Musical Affinity, and ADHD Shape Adolescents’ Perception of Musical Emotions
by Adam Robaczewski, Erika Harkins, Pénélope Pelland-Goulet and Nathalie Gosselin
Behav. Sci. 2025, 15(11), 1570; https://doi.org/10.3390/bs15111570 - 17 Nov 2025
Viewed by 740
Abstract
Music serves as a powerful tool for emotion regulation, particularly in adolescents, who experience emotional challenges. Understanding the determinants shaping their perception of musical emotions may help optimize music-based interventions, especially for those with ADHD. This online study examined how familiarity, musical affinity, [...] Read more.
Music serves as a powerful tool for emotion regulation, particularly in adolescents, who experience emotional challenges. Understanding the determinants shaping their perception of musical emotions may help optimize music-based interventions, especially for those with ADHD. This online study examined how familiarity, musical affinity, and ADHD diagnosis influence adolescents’ judgments of musical excerpts in terms of arousal and emotional valence. A total of 138 adolescents (38 ADHD, 100 controls) rated 55 excerpts for arousal, valence, and familiarity using 10-point Likert scales. Musical affinity was conceptualized as a multidimensional construct encompassing musical experience, listening diversity, and receptivity to musical emotions. A cluster analysis identified two affinity profiles (low and high), and ANCOVAs tested the effects of affinity, ADHD, and familiarity on arousal and valence judgments. Familiarity strongly affected both arousal and valence. High-affinity adolescents judged excerpts as more pleasant and familiar, though arousal ratings did not differ between affinity profiles. Familiarity effects on emotional valence were stronger among lower-affinity adolescents. ADHD status did not significantly affect ratings. Overall, the study underscores music’s potential for emotion regulation and its relevance in educational, clinical, and self-care contexts. Full article
(This article belongs to the Special Issue The Impact of Music on Individual and Social Well-Being)
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26 pages, 2357 KB  
Article
The Impact of AI Guide Language Strategies on Museum Visitor Experience: The Mediating Role of Psychological Distance in the Arousal–Topic Fit Effect
by Tiansheng Xia, Yujiao Wu, Aopeng Qiu, Ziyu Liu and Meng Fan
Behav. Sci. 2025, 15(11), 1569; https://doi.org/10.3390/bs15111569 - 17 Nov 2025
Viewed by 475
Abstract
AI digital human tour guides are increasingly used in museums, yet current designs prioritize technological features over content adaptability, neglecting the psychological underpinnings of effective communication. This study examines how language arousal (high vs. low) influences visitor satisfaction, continued use intention, and knowledge [...] Read more.
AI digital human tour guides are increasingly used in museums, yet current designs prioritize technological features over content adaptability, neglecting the psychological underpinnings of effective communication. This study examines how language arousal (high vs. low) influences visitor satisfaction, continued use intention, and knowledge recall, with a focus on the mediating roles of psychological distance, emotional resonance, and concentration. The experiment employed a 2 × 2 mixed design, with language arousal as the between-subjects variable and science popularization themes as the within-subjects variable. Eighty participants were randomly assigned to either a high-arousal or low-arousal group. All participants received stimuli from both natural science and social culture science popularization themes, with presentation order balanced using the ABBA method. Results revealed a significant interaction between language arousal and topic: high-arousal language improved outcomes in natural science contexts by reducing psychological distance, whereas low-arousal language was more effective for social history, where increased psychological distance preserved perceived seriousness and credibility. Psychological distance emerged as a key mediator, while emotional resonance and concentration did not show significant effects. These findings reveal how topic-aware language design can enhance AI-guided museum experiences. The study helps AI explanation systems achieve a qualitative transformation from “being able to speak” to “being effective in speaking”. Full article
(This article belongs to the Section Social Psychology)
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22 pages, 1602 KB  
Review
Reconceptualising the Digital Gender Divide, Accommodating New Forms of Virtual Gender-Based Violence
by Elena López-de-Arana Prado
Behav. Sci. 2025, 15(11), 1568; https://doi.org/10.3390/bs15111568 - 17 Nov 2025
Viewed by 505
Abstract
From a critical feminist perspective, it is hypothesised that the gender digital divide may be related to new forms of virtual gender-based violence that particularly affect girls and young women. If this is the case, these forms of violence would fall within the [...] Read more.
From a critical feminist perspective, it is hypothesised that the gender digital divide may be related to new forms of virtual gender-based violence that particularly affect girls and young women. If this is the case, these forms of violence would fall within the dimension of exploitation or quality of use of technologies that characterises the digital divide. To test this hypothesis, a documentary analysis of the phenomenon was carried out by reviewing different cases reported in various media outlets, which show that the well-being of girls and adolescents is at risk when technology is involved. Four categories emerge that reflect situations in which technology becomes a tool for promoting self-harm and suicide among minors through exposure to harmful content, grooming, sexting and/or sextortion; the digital sexual exploitation of underage girls through deepfakes or intimate images generated with artificial intelligence; the consumption of violent and hateful content in mass chats; and the incitement of gender-based violence through video games. The results show the reproduction and perpetuation of gender-based violence in the digital world. To guarantee safe, inclusive and equitable digital environments, various measures are essential, including European policies or plans aimed at guaranteeing digital security and rights, and those related to critical digital literacy with a gender perspective in formal education (school and university) and informal education (parents, carers and guardians). Finally, we urge that the focus be placed on personal digital resilience, since thinking of a completely secure digital world is a naive and unattainable utopia. Full article
(This article belongs to the Special Issue Tackling Cyberbullying, Social Media, and Problematic Internet and Mobile Use: Research and Strategies for Effective Intervention)
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