Behavioral Sciences

18 pages, 286 KB

Open AccessArticle

Cute Communication: Can Cute Discourse Be Used in Risk Communication?

by Lu Zhang and Guohua Wang

Behav. Sci. 2025, 15(10), 1377; https://doi.org/10.3390/bs15101377 (registering DOI) - 10 Oct 2025

The development of social media has brought new challenges to government risk communication, and the public has put forward higher requirements for emotionality, novelty, and interactivity in communicating risk information. Based on this, the Chinese emergency government has adopted a new expression on [...] Read more.

The development of social media has brought new challenges to government risk communication, and the public has put forward higher requirements for emotionality, novelty, and interactivity in communicating risk information. Based on this, the Chinese emergency government has adopted a new expression on social media platforms—cute discourse. The emergency government’s use of cute discourse to mitigate negative public emotions and enhance information attraction. Although there is a large number of studies on government risk communication on social media, there is a lack of research on the effectiveness of using this new expression. In this study, we analyzed the 11,152 emergency government’s posts on Weibo in China and assessed the impact of the use of cute discourse on risk communication effect under a mixed research method. The results show that within the range of sample values, the use and degree of the emergency government’s cute discourse improves communication effectiveness. Additionally, the driving effect of the use and degree of the emergency government’s cute discourse on risk communication varied across crisis types, risk stages, and risk themes. These results provide novel approaches and new perspectives for the study of governmental risk communication discourse. Full article

18 pages, 660 KB

Open AccessArticle

The Double-Edged Sword Effect of Team Job Insecurity on Team Resilience

by Jingli Xue and Chunhong Liu

Behav. Sci. 2025, 15(10), 1376; https://doi.org/10.3390/bs15101376 (registering DOI) - 10 Oct 2025

Abstract

While previous research has examined the role of team resources on team resilience from a resource-based perspective, the underlying mechanisms of team resilience emergence from a process perspective remain insufficiently discussed. Drawing on team stress appraisal theory, we explore the mechanism through which [...] Read more.

While previous research has examined the role of team resources on team resilience from a resource-based perspective, the underlying mechanisms of team resilience emergence from a process perspective remain insufficiently discussed. Drawing on team stress appraisal theory, we explore the mechanism through which team job insecurity influences team resilience and the contextual effects of team task characteristics. Through a three-wave questionnaire conducted with 464 employees from 96 teams, we found that team job insecurity was positively related to team challenge appraisal, which in turn was positively related to team resilience. Meanwhile, team job insecurity was positively related to team hindrance appraisal, which in turn was negatively related to team resilience. Furthermore, ream task interdependence reinforced the positive effect of team job insecurity on team resilience via challenge appraisal, while weakening the negative effect of team job insecurity on team resilience via hindrance appraisal. Both theoretical and practical contributions were discussed. Full article

(This article belongs to the Section Organizational Behaviors)

► Show Figures

Figure 1

13 pages, 1472 KB

Open AccessArticle

Using Network Analysis to Identify Central Facets of Androgynous Development Between Sexes in Chinese Adolescents

by Xisha Liu and Weijun Liu

Behav. Sci. 2025, 15(10), 1375; https://doi.org/10.3390/bs15101375 (registering DOI) - 9 Oct 2025

Abstract

Androgyny, characterized by high levels of both masculinity and femininity traits, is linked to adaptive psychological outcomes. However, existing research has typically examined these traits at the latent variable level, obscuring the specific trait facets that are central to androgynous development. Using network [...] Read more.

Androgyny, characterized by high levels of both masculinity and femininity traits, is linked to adaptive psychological outcomes. However, existing research has typically examined these traits at the latent variable level, obscuring the specific trait facets that are central to androgynous development. Using network analysis, this study investigated the androgynous structure network at the level of trait facets to identify the most influential facets and explore sex-specific structures. A convenience sample of 1270 Chinese adolescents (M_age = 15.41, SD = 0.88; 611 females) completed the validated Chinese Sex-Role Inventory, which measures 32 facets of masculinity and femininity traits. In the full sample, “calm” exhibited the highest expected influence (EI = 1.11). Crucially, the masculinity facet “magnanimous” was the most powerful bridge to the femininity network (bridge EI = 1.56), particularly for males (bridge EI = 1.18); the femininity facet “thoughtful” (bridge EI = 0.97) was the most powerful bridge to the masculinity network, especially for females (bridge EI = 0.86). Significant sex differences were observed in global EI, with females showing greater global network activation (p = 0.008). The sex difference was additionally evident in “thoughtful” (male < female, p = 0.022) and “magnanimous” (male > female, p = 0.043). Such findings highlight the pivotal roles of “magnanimous” for males and “thoughtful” for females in fostering androgyny. The study advances the understanding of androgyny by delineating its facet-level structure and underscores the value of sex-specific strategies in fostering balanced gender-typed trait development. The convenience sample may limit the generalizability of these findings. Full article

(This article belongs to the Section Health Psychology)

► Show Figures

Figure 1

17 pages, 768 KB

Open AccessArticle

Exploratory Pre–Post Study of School-Based Stress Interventions in Primary School Children

by Isabelle May

Behav. Sci. 2025, 15(10), 1374; https://doi.org/10.3390/bs15101374 - 9 Oct 2025

Abstract

Background: This exploratory, non-randomized pre–post study compares three school-based stress interventions—Yoga, Climbing, and Social–Emotional Learning—in primary school children. Methods: We compared three low-threshold interventions delivered during regular lessons: (1) a six-week video-guided Yoga sequence (n = 64; grade 3), (2) a 2.5-week [...] Read more.

Background: This exploratory, non-randomized pre–post study compares three school-based stress interventions—Yoga, Climbing, and Social–Emotional Learning—in primary school children. Methods: We compared three low-threshold interventions delivered during regular lessons: (1) a six-week video-guided Yoga sequence (n = 64; grade 3), (2) a 2.5-week social–emotional learning (SEL) module focused on emotion recognition and regulation (n = 60; grade 3), and (3) a two-week Climbing program implemented with a small special-education sample (n = 12). Parallel class-matched controls were included for Yoga and SEL (n = 64 and n = 60, respectively). A quasi-experimental pre–post design was used. Primary outcomes were overall stress and the emotion subdomains of anger, anxiety, and sadness (SSKJ 3–8); the secondary outcome for the Climbing pilot was general self-efficacy (SWE). Non-parametric statistics (Wilcoxon signed-rank, Mann–Whitney U) and rank-biserial effect sizes (r) were reported with Holm-adjusted α = 0.05. Results: Yoga and SEL produced significant within-group reductions in overall stress and all emotional subdomains (all p < 0.001; r = 0.59–0.75) and outperformed their respective controls at post-test (p ≤ 0.038; r = 0.22–0.48). Change-score comparisons between Yoga and SEL were not statistically different (p ≥ 0.44). In the exploratory Climbing group, self-efficacy increased significantly (V = 64.5, p = 0.006, r = 0.80); stress outcomes mirrored Yoga/SEL trends but were under-powered. Conclusions: A brief classroom Yoga routine and a condensed SEL module each yielded clinically meaningful reductions in stress among primary-school pupils, offering flexible options for post-pandemic recovery. Preliminary evidence suggests that Climbing may enhance self-efficacy in older students with psychological challenges; however, larger samples are required. Integrating cost-effective physical and emotional strategies can help schools promote resilience and well-being amid ongoing educational disruptions. Full article

(This article belongs to the Special Issue School-Based Intervention for Stress in Children and Adolescents)

► Show Figures

Figure 1

17 pages, 297 KB

Open AccessArticle

Psychosocial Representations of Gender-Based Violence Among University Students from Northwestern Italy

by Ilaria Coppola, Marta Tironi, Elisa Berlin, Laura Scudieri, Fabiola Bizzi, Chiara Rollero and Nadia Rania

Behav. Sci. 2025, 15(10), 1373; https://doi.org/10.3390/bs15101373 - 8 Oct 2025

Abstract

The aim of the study was to explore the psychosocial perceptions that young adults have regarding gender-based violence, including those based on their personal experiences, and to highlight perceptions related to social media and how its use might be connected to gender-based violence. [...] Read more.

The aim of the study was to explore the psychosocial perceptions that young adults have regarding gender-based violence, including those based on their personal experiences, and to highlight perceptions related to social media and how its use might be connected to gender-based violence. The participants were 40 university students from Northwestern Italy with an average age of 21.8 years (range: 19–25); 50% were women. Sampling was non-probabilistic and followed a purposive convenience strategy. Semi-structured interviews were conducted online and audio-recorded, and data were analyzed using the reflective thematic approach. The results revealed that young adults are very aware, at a theoretical level, of “offline” physical, psychological, and verbal gender-based violence and its effects, while they do not give much consideration to online violence, despite often being victims of it, as revealed by their accounts, for example, through unsolicited explicit images or persistent harassment on social media. Therefore, the results of this research highlight the need to develop primary prevention programs focused on increasing awareness and providing young people with more tools to identify when they have been victims of violence, both online and offline, and to process the emotional experiences associated with such events. Full article

(This article belongs to the Special Issue Psychological Research on Sexual and Social Relationships)

20 pages, 447 KB

Open AccessArticle

Making Sense of Action Bias in Higher Education: Pedagogical Insights on Critical Thinking

by Faith Jeremiah and Robert Istvan Radics

Behav. Sci. 2025, 15(10), 1372; https://doi.org/10.3390/bs15101372 - 8 Oct 2025

Abstract

Action bias, the cognitive tendency to favor action over inaction regardless of its necessity, has been extensively studied across domains such as behavioral economics, organizational behavior, and policy development. However, its manifestation in educational contexts remains critically underexplored. In the digital age, with [...] Read more.

Action bias, the cognitive tendency to favor action over inaction regardless of its necessity, has been extensively studied across domains such as behavioral economics, organizational behavior, and policy development. However, its manifestation in educational contexts remains critically underexplored. In the digital age, with an abundance of both factual and misleading information, the persistence of action bias within education jeopardizes the cultivation of initial critical thinking capable of addressing multifaceted global challenges. The analysis indicates how institutional norms may foster a performative academic identity that conflates speed and compliance with intellectual competence. Through workshops conducted with university students ranging from undergraduate to PhD levels, participants were tasked with solving a practical yet ambiguous problem to highlight potential cognitive differences across educational stages. Despite prior training in critical thinking, participants consistently defaulted to immediate ideation, bypassing fundamental inquiries into the problem’s legitimacy or broader implications. Using a sensemaking approach, this study demonstrates that reflexive actions are not interpreted as merely cognitive shortcuts but behaviors shaped by educational systems prioritizing visible outputs over critical inquiry. The findings reveal how institutional norms foster a performative academic identity, conflating speed and compliance with intellectual competence. This research challenges traditional pedagogical models, advocating for educational reforms that emphasize assessing the process of learning. By situating action bias within the broader framework of active learning, this study offers actionable insights for educators, policy makers and researchers to foster critical innovative thinking, essential in an increasingly digital future. Full article

► Show Figures

Figure 1

27 pages, 1793 KB

Open AccessArticle

Parental Language Mixing in Montreal: Rates, Predictors, and Relation to Infants’ Vocabulary Size

by Alexandra Paquette and Krista Byers-Heinlein

Behav. Sci. 2025, 15(10), 1371; https://doi.org/10.3390/bs15101371 - 8 Oct 2025

Viewed by 36

Abstract

Language mixing is a common feature of bilingual communication, yet its predictors and effects on children’s vocabulary development remain debated. Most research has been conducted in contexts with clear societal and heritage languages, leaving open questions about language mixing in environments with two [...] Read more.

Language mixing is a common feature of bilingual communication, yet its predictors and effects on children’s vocabulary development remain debated. Most research has been conducted in contexts with clear societal and heritage languages, leaving open questions about language mixing in environments with two societal languages. Montreal provides a unique opportunity to examine this question, as both French and English hold societal status, while many families also maintain heritage languages. Using archival data from 398 bilingual children (7–34 months), we looked at French-English bilinguals (representing societal bilingualism) and heritage-language bilinguals within the same sociolinguistic environment. We assessed the prevalence, predictors, and motivations of parental language mixing and its relationship with vocabulary development. Results revealed that mixing was less frequent among French-English bilinguals compared to heritage-language bilinguals in the same city. The direction of mixing differed between groups: French-English bilinguals mixed based on language dominance, while heritage-language bilinguals mixed based on societal language status. Primary motivations included uncertainty about word meanings, lack of suitable translations, and teaching new words. Mixing showed minimal associations with vocabulary size across participants. These findings suggest that parental mixing practices reflect adaptive strategies that vary by sociolinguistic context rather than detrimental influences on early language acquisition. Full article

(This article belongs to the Special Issue Language and Cognitive Development in Bilingual Children)

► Show Figures

Figure 1

25 pages, 998 KB

Open AccessArticle

Trust Formation, Error Impact, and Repair in Human–AI Financial Advisory: A Dynamic Behavioral Analysis

by Jihyung Han and Daekyun Ko

Behav. Sci. 2025, 15(10), 1370; https://doi.org/10.3390/bs15101370 - 7 Oct 2025

Viewed by 130

Abstract

Understanding how trust in artificial intelligence evolves is crucial for predicting human behavior in AI-enabled environments. While existing research focuses on initial acceptance factors, the temporal dynamics of AI trust remain poorly understood. This study develops a temporal trust dynamics framework proposing three [...] Read more.

Understanding how trust in artificial intelligence evolves is crucial for predicting human behavior in AI-enabled environments. While existing research focuses on initial acceptance factors, the temporal dynamics of AI trust remain poorly understood. This study develops a temporal trust dynamics framework proposing three phases: formation through accuracy cues, single-error shock, and post-error repair through explanations. Two experiments in financial advisory contexts tested this framework. Study 1 (N = 189) compared human versus algorithmic advisors, while Study 2 (N = 294) traced trust trajectories across three rounds, manipulating accuracy and post-error explanations. Results demonstrate three temporal patterns. First, participants initially favored algorithmic advisors, supporting “algorithmic appreciation.” Second, single advisory errors resulted in substantial trust decline (η² = 0.141), demonstrating acute sensitivity to performance failures. Third, post-error explanations significantly facilitated trust recovery, with evidence of enhancement beyond baseline. Financial literacy moderated these patterns, with higher-expertise users showing sharper decline after errors and stronger recovery following explanations. These findings reveal that AI trust follows predictable temporal patterns distinct from interpersonal trust, exhibiting heightened error sensitivity yet remaining amenable to repair through well-designed explanatory interventions. They offer theoretical integration of appreciation and aversion phenomena and practical guidance for designing inclusive AI systems. Full article

18 pages, 322 KB

Open AccessArticle

Dark Triad, Depression, Anhedonia and Alexithymia: The Role of Sex Differences

by Daniel French, Gwenolé Loas and Matthieu Hein

Behav. Sci. 2025, 15(10), 1369; https://doi.org/10.3390/bs15101369 - 7 Oct 2025

Viewed by 446

Abstract

The Dark Triad (Machiavellianism, narcissism, and psychopathy) has been traditionally associated with externalizing behaviors and a lack of empathy. However, emerging evidence suggests that these traits also relate to internal emotional vulnerabilities (such as depression, alexithymia, and anhedonia). This study aimed to examine [...] Read more.

The Dark Triad (Machiavellianism, narcissism, and psychopathy) has been traditionally associated with externalizing behaviors and a lack of empathy. However, emerging evidence suggests that these traits also relate to internal emotional vulnerabilities (such as depression, alexithymia, and anhedonia). This study aimed to examine the association between Dark Triad traits and emotional variabilities (alexithymia and anhedonia) in the general population, with a particular focus on sex differences. A total of 492 French-speaking adults completed a battery of validated self-report measures online, including the SD3fr, BDI-II, TAS-20, and PAS. Comparative and multivariate analyses were conducted separately for males and females. High SD3 scores were associated with greater depression, alexithymia (especially difficulty in identifying feelings), and anhedonia in the overall sample. These associations remained significant after adjusting for depression severity. Sex differences emerged: in females, high Dark Triad traits were strongly linked to emotional dysfunction, while no such associations were observed in males. These findings support the presence of sex-specific emotional correlates of the Dark Triad, particularly in females, where Machiavellianism and psychopathy were linked to emotional distress. Clinical implications are discussed in light of hormonal, sociocultural, and emotional regulation differences. Full article

(This article belongs to the Special Issue Individual Differences in Narcissism: From Personality to Psychopathology)

14 pages, 285 KB

Open AccessArticle

Syntactic Awareness Skills in Children with Dyslexia: The Contributions of Phonological Awareness and Morphological Awareness

by Kyriakoula M. Rothou and Constantinos Symeon A. Nisiotis

Behav. Sci. 2025, 15(10), 1368; https://doi.org/10.3390/bs15101368 - 7 Oct 2025

Viewed by 153

Abstract

Research has shown that children with dyslexia have syntactic awareness difficulties in comparison to typically developing readers. Considering the theoretical connections among phonological awareness, morphological awareness, and syntactic awareness, the present study explored (a) whether Greek-speaking children with dyslexia face syntactic awareness difficulties [...] Read more.

Research has shown that children with dyslexia have syntactic awareness difficulties in comparison to typically developing readers. Considering the theoretical connections among phonological awareness, morphological awareness, and syntactic awareness, the present study explored (a) whether Greek-speaking children with dyslexia face syntactic awareness difficulties in comparison to typically developing readers, and (b) to what extent phonological and non-phonological language skills contribute to syntactic awareness performance. Measures of syntactic awareness, phonological awareness, morphological awareness, and receptive vocabulary were administered among 8.7-year-old children with and without dyslexia. The children with dyslexia had syntactic awareness difficulties in comparison to the typically developing readers. Phonological awareness, morphological awareness, and reading status were significant predictors of syntactic awareness performance. Phonological and morphological awareness made a more substantial contribution to syntactic awareness performance in the typically developing readers. Notably, reading status (i.e., children with dyslexia versus typically developing readers) was highlighted as a significant mediator of the relationship between phonological awareness and syntactic awareness and between morphological awareness and syntactic awareness. Taken together, it could be suggested that both phonological awareness difficulties and morphological awareness difficulties of Greek-speaking children with dyslexia might explain syntactic awareness difficulties. These findings are discussed in light of current research on the nature of syntactic deficits in dyslexia. Full article

(This article belongs to the Special Issue Learning Disabilities in Reading and Writing: Current Issues in Assessment and Intervention)

16 pages, 874 KB

Open AccessArticle

Factors Influencing Telemedicine Adoption Among Healthcare Professionals in Geriatric Medical Centers: A Technology Acceptance Model Approach

by Tammy Porat-Packer, Gizell Green, Cochava Sharon and Riki Tesler

Behav. Sci. 2025, 15(10), 1367; https://doi.org/10.3390/bs15101367 (registering DOI) - 7 Oct 2025

Viewed by 89

Abstract

Background: Telemedicine has gained significance, especially during the COVID-19 pandemic, offering remote healthcare solutions. However, its adoption in geriatric medical centers (GMCs) remains limited. Understanding the factors influencing telemedicine acceptance among care teams in geriatric medical centers is crucial for successful implementation. Aim: [...] Read more.

Background: Telemedicine has gained significance, especially during the COVID-19 pandemic, offering remote healthcare solutions. However, its adoption in geriatric medical centers (GMCs) remains limited. Understanding the factors influencing telemedicine acceptance among care teams in geriatric medical centers is crucial for successful implementation. Aim: This study examines behavioral factors influencing telemedicine adoption among care teams in Israeli geriatric medical centers through the lens of the Technology Acceptance Model. Methods: A cross-sectional study was conducted with 406 healthcare professionals from four geriatric medical centers in Israel. Participants completed a self-administered questionnaire measuring self-efficacy, subjective norms, anxiety, resistance to change, perceived usefulness, perceived ease of use, and intention to use telemedicine. Structural equation modeling was used to analyze the data. Results: Perceived ease of use mediated the associations between self-efficacy and perceived usefulness and between subjective norms and perceived usefulness, demonstrating how confidence shapes technology acceptance. Perceived usefulness mediated the association between perceived ease of use and intention to use. Perceived ease of use did not mediate the relationship between anxiety or resistance to technological changes and perceived usefulness. Conclusions: The study highlights the importance of perceived ease of use and usefulness in promoting telemedicine adoption among geriatric medical center care teams, emphasizing the need for targeted interventions to enhance these perceptions. Full article

► Show Figures

Figure 1

14 pages, 573 KB

Open AccessArticle

Effects of Suppression and Expression of Academic Emotions on Peer Acceptance in Outperformance and Underperformance Situations

by Ying Liu and Biao Sang

Behav. Sci. 2025, 15(10), 1366; https://doi.org/10.3390/bs15101366 - 7 Oct 2025

Viewed by 181

Abstract

The current study was conducted to investigate the cross-situational differences in the effect of the suppression and expression of academic emotions on peer acceptance in situations involving outperformance and underperformance. A total of 81 adolescents were randomly selected to evaluate a target classmate’s [...] Read more.

The current study was conducted to investigate the cross-situational differences in the effect of the suppression and expression of academic emotions on peer acceptance in situations involving outperformance and underperformance. A total of 81 adolescents were randomly selected to evaluate a target classmate’s acceptance level when underperforming or outperforming in a predetermined hypothetical setting using two questionnaires. The results obtained from the paired sample t-test showed that the relationship between the suppression or expression of academic emotions and peer acceptance has situational specificity; that is, compared with adolescents expressing positive academic emotions when outperforming others, adolescents expressing negative academic emotions when underperforming achieve higher levels of peer acceptance. In addition, in outperformance, peer acceptance was higher when positive academic emotions were suppressed rather than expressed; in underperformance, acceptance was significantly higher when negative academic emotions were suppressed rather than expressed. These findings underscore the significance of situations involving outperformance and underperformance in shaping the effectiveness of academic emotion regulation strategies, and support the different adaptive values of emotional expression and expressive suppression in both types of situations. Full article

(This article belongs to the Topic Risk and Protective Factors in Social Interactions: Behavioral and Neural Evidence)

► Show Figures

Figure 1

23 pages, 874 KB

Open AccessArticle

School Belonging and STEM Career Interest in Chinese Adolescents: The Mediating Role of Science Identity

by Yuling Li and Yan Kong

Behav. Sci. 2025, 15(10), 1365; https://doi.org/10.3390/bs15101365 - 7 Oct 2025

Viewed by 170

Abstract

Adolescents’ sustained engagement in STEM fields is critical for cultivating future scientific talent. While school belonging—a key form of emotional support perceived by students within the school environment—has been widely studied, its specific influence on STEM career interest, particularly within non-Western educational systems, [...] Read more.

Adolescents’ sustained engagement in STEM fields is critical for cultivating future scientific talent. While school belonging—a key form of emotional support perceived by students within the school environment—has been widely studied, its specific influence on STEM career interest, particularly within non-Western educational systems, remains insufficiently understood. Drawing on Social Cognitive Career Theory (SCCT), this study examines how school belonging, as a contextual affordance, shapes STEM career interest among Chinese high school students, and whether science identity, as a person input, mediates this relationship. Utilizing data from 451 students in a science-focused Chinese high school, multiple regression analyses demonstrated that school belonging significantly predicts higher STEM career interest. Science identity partially mediated this relationship, with science interest emerging as the strongest mediating component, followed by competence/performance beliefs; external recognition had a comparatively weaker effect. These findings suggest that fostering school belonging in science-oriented environments may support adolescents’ interest in STEM careers, both directly and indirectly through the development of science identity. From a cultural perspective, the study further sheds light on the mechanisms underlying students’ interest in STEM careers, and highlights the potential of inclusive environments that support the development of students’ sense of belonging and identity in promoting their long-term engagement in STEM fields. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

► Show Figures

Figure 1

24 pages, 1555 KB

Open AccessSystematic Review

The Effectiveness of Professional Development in the Self-Efficacy of In-Service Teachers in STEM Education: A Meta-Analysis

by Jiao Liu, Ke Wang and Zilong Pan

Behav. Sci. 2025, 15(10), 1364; https://doi.org/10.3390/bs15101364 - 6 Oct 2025

Viewed by 364

Abstract

This meta-analysis reports on the effect of professional development (PD) on K-12 in-service STEM teachers’ self-efficacy. There were 18 selected empirical studies in this study. Overall, PD had a modest positive effect on self-efficacy (Hedges’g = 0.551, 95% CI [0.285, 0.704], SE [...] Read more.

This meta-analysis reports on the effect of professional development (PD) on K-12 in-service STEM teachers’ self-efficacy. There were 18 selected empirical studies in this study. Overall, PD had a modest positive effect on self-efficacy (Hedges’g = 0.551, 95% CI [0.285, 0.704], SE = 0.107) under the random-effects model. Furthermore, the findings show that (1) participant size of PD significantly contributed to the effect size of PD; (2) training hours of PD significantly contributed to the effect size of PD; (3) PD using the Teaching Efficacy Belief Instrument or other scales of self-efficacy showed larger significant effect sizes than PD using the Teachers’ Sense of Efficacy Scale. This study offers insights into the design of effective PD to improve STEM teachers’ self-efficacy. Full article

(This article belongs to the Section Educational Psychology)

► Show Figures

Figure 1

14 pages, 789 KB

Open AccessSystematic Review

Contraceptive Barriers and Psychological Well-Being After Repeat Induced Abortion: A Systematic Review

by Bogdan Dumitriu, Alina Dumitriu, Flavius George Socol, Ioana Denisa Socol and Adrian Gluhovschi

Behav. Sci. 2025, 15(10), 1363; https://doi.org/10.3390/bs15101363 - 6 Oct 2025

Viewed by 196

Abstract

Background: Repeat induced abortion (defined as ≥two lifetime procedures) is becoming more common worldwide, yet its independent influence on women’s psychological health remains contested, particularly in settings where access to modern contraception is restricted. Objectives: This review sought to quantify the burden of [...] Read more.

Background: Repeat induced abortion (defined as ≥two lifetime procedures) is becoming more common worldwide, yet its independent influence on women’s psychological health remains contested, particularly in settings where access to modern contraception is restricted. Objectives: This review sought to quantify the burden of depression, anxiety, stress, and generic quality of life (QoL) among women with repeat abortions and to determine how barriers to contraceptive access alter those outcomes. Methods: Following the preregistered PRISMA-2020 protocol, PubMed, Embase and Scopus were searched from inception to 31 June 2025. Results: Eight eligible studies comprising approximately 262,000 participants (individual sample sizes up to 79,609) revealed wide variation in psychological morbidity. Prevalence of clinically significant symptoms ranged from 5.5% to 24.8% for depression, 8.3% to 31.2% for anxiety, and 18.8% to 27% for perceived stress; frequent mental distress affected 12.3% of women in neutral policy environments but rose to 21.9% under highly restrictive abortion legislation. Having three or more abortions, compared with none or one, increased the odds of depressive symptoms by roughly one-third (pooled OR ≈ 1.37, 95% CI 1.13–1.67). Contextual factors exerted comparable or stronger effects: abortions sought for socioeconomic reasons elevated depression odds by 34%, unwanted disclosure of the abortion episode increased depressive scores by 0.62 standard deviations, and low partner support raised them by 0.67 SD. At the structural level, every standard deviation improvement in a state’s reproductive rights index reduced frequent mental distress odds by 5%, whereas enactment of a near-total legal ban produced an absolute increase of 6.8 percentage points. QoL outcomes were less frequently reported; where measured, denied or heavily delayed abortions were associated with a 0.41-unit decrement on a seven-point life satisfaction scale. Conclusions: Psychological morbidity after abortion clusters where legal hostility, financial hardship, or interpersonal coercion constrain contraceptive autonomy while, in comparison, the mere number of procedures is a weaker predictor. Interventions that integrate stigma-free mental health support with confidential, affordable, and rights-based contraception are essential to protect well-being in women who experience repeat abortions. Full article

► Show Figures

Figure 1

35 pages, 5980 KB

Open AccessArticle

Developing Speaking Skills in Third-Grade Students Through the Analysis of Visual Material in Two Languages (Lithuanian and English)

by Daiva Jakavonytė-Staškuvienė and Guostė Streikutė

Behav. Sci. 2025, 15(10), 1362; https://doi.org/10.3390/bs15101362 - 5 Oct 2025

Viewed by 602

Abstract

In language classes, speaking skills are often taken for granted, and not enough attention is paid to developing these skills in a targeted way. In our study, the speaking skills of third-grade students (N = 46) are developed in integrated Lithuanian and English [...] Read more.

In language classes, speaking skills are often taken for granted, and not enough attention is paid to developing these skills in a targeted way. In our study, the speaking skills of third-grade students (N = 46) are developed in integrated Lithuanian and English lessons through the analysis of visual material. Visual material is an aid and a means for expanding students’ vocabulary and developing their ability to express their thoughts verbally. The students are aged 9–10 years old. The aim of the study was to investigate the development of third-grade students’ speaking skills using visual material analysis in two languages. The Action Research was conducted in a school in one of Lithuania’s major cities. During the Action Research, students completed mind maps and analyzed visual material by answering questions in two languages. The questions were designed to cover different groups of thinking skills (knowledge and understanding, drawing conclusions, interpretation, and evaluation). The students spoke their prepared answers to the questions. The accuracy and correctness of the answers, English pronunciation, and the ability to speak in complete sentences were evaluated. Full article

► Show Figures

Figure 1

18 pages, 382 KB

Open AccessArticle

Dyadic Coping and Communication as Predictors of 10-Year Relationship Satisfaction Subgroup Trajectories in Stable Romantic Couples

by Michelle Roth, Fridtjof W. Nussbeck, Selina A. Landolt, Mirjam Senn, Thomas N. Bradbury, Katharina Weitkamp and Guy Bodenmann

Behav. Sci. 2025, 15(10), 1361; https://doi.org/10.3390/bs15101361 - 5 Oct 2025

Viewed by 175

Abstract

Given the importance of relationship satisfaction and the detrimental effects of its decline in romantic couples, it is crucial to understand how relationship satisfaction develops over time in long-term stable relationships and to identify predictors that explain such long-term changes. Building upon previously [...] Read more.

Given the importance of relationship satisfaction and the detrimental effects of its decline in romantic couples, it is crucial to understand how relationship satisfaction develops over time in long-term stable relationships and to identify predictors that explain such long-term changes. Building upon previously identified subgroups with distinct trajectories of relationship satisfaction, our objective was to examine whether two types of relationship skills—dyadic coping and communication—predict subgroup trajectories. We followed 300 mixed-gender couples over 10 years in annual assessments and applied Dyadic Latent Class Growth models with predictors. Our results suggest that subgroups of relationship satisfaction trajectories can be differentiated by both baseline levels and changes in relationship skills. Couples with high and relatively stable satisfaction were distinguished from those with declining satisfaction primarily by baseline negative communication (women’s report) and a deterioration in dyadic coping. Couples with the lowest initial satisfaction exhibited the least beneficial relationship skills but increased their satisfaction over time, likely due to observed improvements in their skills. These findings have important public health implications, as modifiable relationship skills can be targeted in prevention, counseling, or therapy to help couples develop and sustain improvements in their relationship skills to protect their relational well-being in the long term. Full article

(This article belongs to the Section Social Psychology)

► Show Figures

Figure 1

21 pages, 2232 KB

Open AccessArticle

Leveraging Learning Analytics to Model Student Engagement in Graduate Statistics: A Problem-Based Learning Approach in Agricultural Education

by Zhihong Xu, Fahmida Husain Choudhury, Shuai Ma, Theresa Pesl Murphrey and Kim E. Dooley

Behav. Sci. 2025, 15(10), 1360; https://doi.org/10.3390/bs15101360 - 5 Oct 2025

Viewed by 532

Abstract

Graduate students often experience difficulties in learning statistics, particularly those who have limited mathematical backgrounds. In recent years, Learning Management Systems (LMS) and Problem-Based Learning (PBL) have been widely adopted to support instruction, yet little research has explored how these tools relate to [...] Read more.

Graduate students often experience difficulties in learning statistics, particularly those who have limited mathematical backgrounds. In recent years, Learning Management Systems (LMS) and Problem-Based Learning (PBL) have been widely adopted to support instruction, yet little research has explored how these tools relate to learning outcomes using mixed methods design. Limited studies have employed machine learning methods such as clustering analysis in Learning Analytics (LA) to explore different behavior of clusters based on students log data. This study followed an explanatory sequential mixed methods design to examine student engagement patterns on Canvas and learning outcomes of students in a graduate-level statistics course. LMS log data and surveys were collected from 31 students, followed by interviews with 19 participants. K-means clustering revealed two groups: a high-performing group with lower LMS engagement and a low-performing group with higher LMS engagement. Six themes emerged from a thematic analysis of interview transcripts: behavioral differences in engagement, the role of assessment, emotional struggle, self-efficacy, knowledge or skill gain, and structured instructional support. Results indicated that low-performing students engaged more frequently and benefited from structured guidance and repeated exposure. High-performing students showed more proactive and consistent engagement habits. These findings highlight the importance of intentional course design that combines PBL with LMS features to support diverse learners. Full article

► Show Figures

Figure 1

16 pages, 314 KB

Open AccessArticle

The Field of Gender Through Metaphors: The Dilemma of Female and Male Referees in the Minds of Football Fans

by Sabiha Gizem Engin

Behav. Sci. 2025, 15(10), 1359; https://doi.org/10.3390/bs15101359 - 5 Oct 2025

Viewed by 135

Abstract

The perception of football as a male-dominated sport by society, coupled with the socio-cultural and economic barriers faced by women, has constrained their presence in the domain of football and revealed the manifestation of gender norms within the sport. This exclusion further masculinizes [...] Read more.

The perception of football as a male-dominated sport by society, coupled with the socio-cultural and economic barriers faced by women, has constrained their presence in the domain of football and revealed the manifestation of gender norms within the sport. This exclusion further masculinizes sport, negatively affecting social unity and cohesion, and deepening inequality within sport. Within this context, the study seeks to reveal how football fans perceive female and male referees through metaphorical representations. Participants, selected using purposive sampling, are individuals who regularly attend football matches and have experience watching games officiated by female football referees. The research employed a phenomenological approach to analyse metaphors generated by 352 football fans regarding female and male referees. Data were collected online through the Google Forms platform, which was accessible only to the researcher via password-protected access. During the analysis process, metaphors were coded, categorized, and transformed into meaningful interpretative formats. Results indicate that female referees are predominantly described with metaphors associated with sexist objectification, such as “flower”, “rose”, and “queen.” Female referees are represented by social roles and stereotypes metaphors like “mother,” and “gold,” yet they are also confronted with violence and disparaging metaphors such as “trash” and “chaos.” Conversely, male referees are perceived through metaphors evoking strength, toughness, and authority, including “lion”, “stone”, “authority”, “king”, and “leader.” These metaphorical representations highlight the persistence of gender norms within sport, demonstrating how women’s professional competencies are overshadowed by societal codes. Moreover, they are depicted as figures of power and discipline, reflecting masculinity within the sporting context. Ultimately, the research seeks to raise awareness about gender-based perceptions and foster transformation towards greater gender equality in sport. Full article

(This article belongs to the Section Social Psychology)

20 pages, 632 KB

Open AccessHypothesis

Engagement by Design: Belongingness, Cultural Value Orientations, and Pathways into Emerging Technologies

by Daisuke Akiba, Michael Perrone, Caterina Almendral and Rebecca Garte

Behav. Sci. 2025, 15(10), 1358; https://doi.org/10.3390/bs15101358 (registering DOI) - 5 Oct 2025

Viewed by 160

Abstract

This theoretical article examines how belongingness, defined as the sense that one’s participation is legitimate and valued, interacts with cultural value orientations to help explain persistent disparities in U.S. technology engagement, including emerging technologies, across racial and ethnic groups. While structural barriers (e.g., [...] Read more.

This theoretical article examines how belongingness, defined as the sense that one’s participation is legitimate and valued, interacts with cultural value orientations to help explain persistent disparities in U.S. technology engagement, including emerging technologies, across racial and ethnic groups. While structural barriers (e.g., racism, poverty, linguistic bias, etc.) remain essential to understanding such inequity, we argue that engagement patterns in technology also reflect how different cultural communities may define and experience belongingness in relation to digital domains. Drawing on Triandis and Gelfand’s framework, and focusing specifically on educational contexts, we propose the Belongingness through Cultural Value Alignment (BCVA) model, whereby belongingness serves as a catalyst between cultural value orientations and technology engagement, with vertical collectivism deriving belongingness primarily through structured skill development and validation while horizontal collectivism focusing instead on belonging based on community integration. When technological environments value practices that are consistent with vertical collectivist norms, individuals from horizontal collectivist cultures may experience cultural misalignment not from disinterest in technology or exclusionary efforts but, instead, because dominant engagement modes conflict with their familiar frameworks for fostering a sense of belonging. By examining how cultural value orientations mediate the sense of belonging in contexts involving modern technologies, the proposed perspective offers a novel framework for understanding why access alone may have proven insufficient to address technological participation gaps, and suggests directions for creating technology spaces where individuals from a wider range of communities can experience the authentic sense of belonging. Full article

(This article belongs to the Special Issue The Affective, Cognitive, and Cultural Dimensions of Engagement with Computational Thinking and Emerging Technologies)

► Show Figures

Figure 1

16 pages, 593 KB

Open AccessArticle

The Promoting Role of Teachers’ Emotional Competence in Innovative Teaching Behaviors: The Mediating Effects of Teaching Efficacy and Work Vitality

by Xi Li, Si Cheng, Ning Chen and Haibin Wang

Behav. Sci. 2025, 15(10), 1357; https://doi.org/10.3390/bs15101357 (registering DOI) - 5 Oct 2025

Viewed by 135

Abstract

Amid ongoing educational reforms and the rapid advancement of the knowledge economy, innovative teaching behaviors are not only closely related to teachers’ professional growth and students’ academic achievement but are also regarded as the key driving force for the evolution of the educational [...] Read more.

Amid ongoing educational reforms and the rapid advancement of the knowledge economy, innovative teaching behaviors are not only closely related to teachers’ professional growth and students’ academic achievement but are also regarded as the key driving force for the evolution of the educational system. Consequently, identifying effective ways to foster teachers’ innovative teaching behaviors has become a central concern in educational psychology and management. Grounded in the Job Demands–Resources framework, this study developed and tested a chained mediation model using survey data from 1165 Chinese elementary and secondary school teachers. The model examines how teachers’ emotional competence fosters innovative teaching behaviors and elucidates the underlying mechanisms. The results revealed that (1) emotional competence significantly and positively predicted innovative teaching behaviors, and (2) teaching efficacy and work vitality served not only as independent mediators but also as sequential mediators in this relationship. These findings extend the understanding of the antecedents of teachers’ innovative behaviors from an emotional perspective, demonstrating that emotional competence, as a critical psychological resource, can be transformed into innovative teaching behaviors through dual “cognitive–motivational” and “energy–motivational” pathways. This study offers both theoretical insights and practical implications for advancing teaching innovation by strengthening teachers’ emotional competence, teaching efficacy, and work vitality. Full article

► Show Figures

Figure 1

17 pages, 2703 KB

Open AccessArticle

Science Teachers’ Perceptions and Cognitive Structures About Skill-Based Questions

by Nail İlhan and Sultan Şan

Behav. Sci. 2025, 15(10), 1356; https://doi.org/10.3390/bs15101356 - 4 Oct 2025

Viewed by 268

Abstract

The study investigates how Turkish science teachers view and understand skill-based questions (SBQs). SBQs aim to assess higher-order cognitive skills, such as critical thinking and problem-solving, in line with global standards like PISA and TIMSS. The data collected via the Word Association Test [...] Read more.

The study investigates how Turkish science teachers view and understand skill-based questions (SBQs). SBQs aim to assess higher-order cognitive skills, such as critical thinking and problem-solving, in line with global standards like PISA and TIMSS. The data collected via the Word Association Test (WAT) revealed teachers’ conceptual frameworks and attitudes toward SBQs. The most frequently associated terms were ‘cognitive based’ and ‘culturally context consistency’. Teachers expressed mixed perceptions, with concerns about SBQs’ alignment with international standards, literacy, validity, and the stress they impose on students. Statistical analyses showed that teachers’ cognitive structures lack integration, indicating confusion and limited understanding. The findings highlight the need for enhanced teacher training, clearer guidelines and addressing the gaps between policy and practice. This study contributes to educational assessment reforms by emphasizing the importance of supporting teachers in using SBQs effectively. Full article

(This article belongs to the Section Educational Psychology)

► Show Figures

Figure 1

20 pages, 1014 KB

Open AccessArticle

Words Matter: How Attorney Language Abstraction and Emotional Valence Shape Juror Decision-Making

by Justice Healy, Monica K. Miller and Yueran Yang

Behav. Sci. 2025, 15(10), 1355; https://doi.org/10.3390/bs15101355 - 4 Oct 2025

Viewed by 138

Abstract

The language used by attorneys at trial could influence case outcomes, impacting fairness and wrongful convictions. At trial, attorneys choose their words to manage impressions the jury forms of the defendant, thereby influencing case outcomes. This study examines whether the abstraction and emotional [...] Read more.

The language used by attorneys at trial could influence case outcomes, impacting fairness and wrongful convictions. At trial, attorneys choose their words to manage impressions the jury forms of the defendant, thereby influencing case outcomes. This study examines whether the abstraction and emotional valence of attorneys’ language at trial influence jurors’ decision-making. In this 2 × 2 factorial experiment, 273 online participants read an attorney’s closing statement regarding a civil case, with the emotional valence of the attorney’s descriptions being either positive or negative, and the abstraction concrete or abstract (e.g., a negative–concrete description being “the cost of removing these cancer-causing chemicals is millions of dollars” vs. the corresponding abstract description, “the cost of removing these health-hazardous chemicals is enormous”). The results revealed that attorney language abstraction and emotional valence influenced jurors’ perceptions of the case: Participants judged the defendant as more liable when exposed to negative–concrete language than positive–concrete language—a difference not present with abstract language. Findings suggest that attorneys might benefit from tailoring their language in closing arguments and that jurors’ decisions can be influenced by how information is conveyed—highlighting implications for courtroom communication and legal outcomes. Full article

(This article belongs to the Special Issue Social Cognitive Processes in Legal Decision Making)

► Show Figures

Figure 1

10 pages, 214 KB

Open AccessOpinion

Value-Based Care and Accountable Care Organizations: Implications for Early Autism Diagnosis and Access to Quality Care

by Kyle M. Frost, Heather E. Hsu, Marisa Petruccelli, Rebecca McNally Keehn, Hanna Rue, Angela Beeler and Sarabeth Broder-Fingert

Behav. Sci. 2025, 15(10), 1354; https://doi.org/10.3390/bs15101354 - 4 Oct 2025

Viewed by 120

Abstract

The incentives in fee-for-service healthcare payment systems to increase clinical volume often work in opposition to efforts to coordinate care or improve care delivery in partnership with community-based services. There has been increasing interest in and adoption of value-based care as an alternative [...] Read more.

The incentives in fee-for-service healthcare payment systems to increase clinical volume often work in opposition to efforts to coordinate care or improve care delivery in partnership with community-based services. There has been increasing interest in and adoption of value-based care as an alternative healthcare delivery model in which clinician reimbursement is based on measures of healthcare quality and patient outcomes, meant to shift the focus from generating volume toward providing more efficient, coordinated care. In this commentary, we discuss potential benefits, challenges, and unintended consequences of this fundamental shift in payment systems and the specific implications for autism services, highlighting critical areas of focus for future research and policy development. Full article

(This article belongs to the Special Issue Early Identification and Intervention of Autism)

18 pages, 580 KB

Open AccessArticle

Examining Associations Between Individual Exercise, Parent–Child Exercise, and Children’s Mental Health: A Structural Equation Modeling Approach

by Shengsheng Li, Xuanxuan Zhou, Shan Lu, Zhen Xie, Yijuan Lu and Sinuo Wang

Behav. Sci. 2025, 15(10), 1353; https://doi.org/10.3390/bs15101353 - 3 Oct 2025

Viewed by 219

Abstract

Objective: This study explores the associations between parent–child exercise and children’s mental health from the perspective of family physical education. Methods: In total, 527 valid questionnaires were collected from students in grades four to six of three primary schools in Yuhang [...] Read more.

Objective: This study explores the associations between parent–child exercise and children’s mental health from the perspective of family physical education. Methods: In total, 527 valid questionnaires were collected from students in grades four to six of three primary schools in Yuhang District, Hangzhou City, including a survey of the status of children’s exercise and family sports and the SCL-90 symptom self-measurement scale. Based on an analysis of practical challenges in family sports engagement and children’s mental health status, the data were analyzed and modeled using structural equation modeling to obtain a model of children’s mental health promotion, with individual children’s exercise as the primary factor and parent–child exercise as the mediator. Results: Both individual children’s exercise and parent–child exercise were significant predictors of children’s mental health promotion. Parent–child activities show a more significant negative correlation with symptoms of anxiety and depression than individual exercise alone. They also partially mediated the relationship between individual exercise and depression/anxiety symptoms. The indirect effects had confidence intervals of [−0.008, −0.001] for depression and [−0.007, −0.001] for anxiety. The direct effects of individual exercise on mental health (depression: β = −0.115; anxiety: β = −0.127) were stronger than the indirect effects and significantly positively correlated with parent–child exercise (β = 0.444, p < 0.05), suggesting that individual exercise may encourage more parent–child exercise. Conclusions: We propose a relational pathways model incorporating parent–child exercise as a mediating variable and individual exercise as the primary activity. This model is more closely aligned with real-life conditions and practical feasibility than approaches lacking such a family-based component. Full article

(This article belongs to the Special Issue Assessment and Intervention for Mental Health in Teenagers and Young Adults)

► Show Figures

Figure 1

18 pages, 521 KB

Open AccessArticle

Improving Confidence and Self-Esteem Among Socioeconomically Disadvantaged Children: A Social Emotional Learning Intervention in Rural China

by Jiameng Li, Lin Zhu and Therese Hesketh

Behav. Sci. 2025, 15(10), 1352; https://doi.org/10.3390/bs15101352 - 2 Oct 2025

Viewed by 361

Abstract

Background: Children in underdeveloped rural areas of China often face socioeconomic disadvantages, which are associated with low confidence and self-esteem. While SEL programs have shown benefits internationally, evidence from Mainland China is limited. This study examined whether a school-based SEL intervention could improve [...] Read more.

Background: Children in underdeveloped rural areas of China often face socioeconomic disadvantages, which are associated with low confidence and self-esteem. While SEL programs have shown benefits internationally, evidence from Mainland China is limited. This study examined whether a school-based SEL intervention could improve confidence and self-esteem among children in economically disadvantaged rural areas. Methods: The intervention was a quasi-experimental study conducted in a rural, underdeveloped region of central China. It involved 16 weekly sessions, each lasting 90 min. A total of 230 children aged 8–12 years participated in the intervention school, while 325 children from another school served as the control group. The study used a mixed-methods design, including a quantitative survey administered at baseline, post-intervention, and a 5-month follow-up, as well as qualitative interviews with 83 children, nine caregivers, and eight teachers following the intervention. A linear mixed-effects model was employed to evaluate the effectiveness of the intervention, while interview data were analyzed using an inductive thematic approach. Results: The findings suggested (1) children from lower socioeconomic backgrounds consistently reported lower levels of self-esteem and self-efficacy across all three assessment points. (2) There was a short-term intervention effect on self-esteem, with greater improvements among children from poorer families. (3) The increase in children’s confidence meant they were more able to express themselves and mix with others. (4) Children’s improvements were not sustained up to a 5-month follow-up. Conclusions: The program may be effective in improving children’s confidence and self-esteem in underdeveloped rural areas of China. Such a program may contribute not only to educational outcomes but also to broader efforts aimed at social mobility and poverty reduction. Full article

► Show Figures

Figure 1

36 pages, 450 KB

Open AccessArticle

College on the Margins: A Comprehensive Case Study of Three College-in-Prison Programs in the Southern United States

by Haruna Suzuki and John C. Begeny

Behav. Sci. 2025, 15(10), 1351; https://doi.org/10.3390/bs15101351 - 2 Oct 2025

Viewed by 162

Abstract

Research has well documented the far-reaching benefits of providing educational opportunities for individuals who are incarcerated, applicable to the students themselves and society. Given the many benefits, it is encouraging that access to U.S. Pell Grants for incarcerated students was restored in July [...] Read more.

Research has well documented the far-reaching benefits of providing educational opportunities for individuals who are incarcerated, applicable to the students themselves and society. Given the many benefits, it is encouraging that access to U.S. Pell Grants for incarcerated students was restored in July 2023—the first time in nearly 30 years that need-based federal postsecondary financial aid was available to individuals in U.S. prisons. Although Pell Restoration enables an increasing number of colleges and universities to provide higher-education-in-prison (HEP) programs, this funding guarantees nothing about the quality and rigor of programming. In fact, relatively little is known about the nature, scope, and quality of HEP programs within the United States, and it is both timely and important to deeply examine these topics. The present study is a critical qualitative case study of three college-in-prison programs in the southern United States. To interrogate the nature and quality of the programs, this study explores the experiences and practices of program faculty and directors, drawing from research and scholarship in education and the behavioral sciences to examine two key areas: faculty training and the educational experiences made available to students. Multiple forms of data were collected, and two main findings emerged: (a) faculty training is piecemeal and limited, and (b) the educational experiences made available in the three programs are simultaneously empowering and disempowering. Using Ladson-Billings’s concept of the education debt (including its historical, moral, and economic underpinnings), this study highlights that the three college-in-prison programs—like many HEP programs across the United States—both contribute to and challenge the education debt. Full article

(This article belongs to the Section Educational Psychology)

15 pages, 514 KB

Open AccessArticle

Factors for Perceived Helpfulness of Support Sources Among Survivors of Intimate Partner Violence

by Hyunkag Cho, Woojong Kim, Kaytee Gillis and Kasey Goetz

Behav. Sci. 2025, 15(10), 1350; https://doi.org/10.3390/bs15101350 - 2 Oct 2025

Viewed by 262

Abstract

Intimate partner violence (IPV) has far-reaching health and social consequences, particularly for survivors experiencing polyvictimization—multiple forms of IPV such as physical, emotional, and sexual abuse. This study examined help-seeking behaviors and the perceived helpfulness of formal support sources (police, medical professionals, and psychologists) [...] Read more.

Intimate partner violence (IPV) has far-reaching health and social consequences, particularly for survivors experiencing polyvictimization—multiple forms of IPV such as physical, emotional, and sexual abuse. This study examined help-seeking behaviors and the perceived helpfulness of formal support sources (police, medical professionals, and psychologists) among a nationally representative sample of 2387 IPV survivors drawn from the 2010 National Intimate Partner and Sexual Violence Survey (NISVS) in the United States. Latent class analysis identified three distinct polyvictimization profiles: Coercive Control and Psychological Aggression (CCPA), Psychological and Physical Violence (PPV), and Multiple Violence (MV). Survivors’ patterns of formal help-seeking varied significantly by gender, sexual orientation, socioeconomic status, and type of victimization. Psychologists were the most commonly contacted and perceived as the most helpful overall, though disparities emerged. Female survivors and those with less severe victimization were more likely to rate support as helpful, whereas male and sexual/gender minority (SGM) survivors, particularly those facing severe or multiple forms of violence, were less likely to find formal sources helpful—especially law enforcement. These findings highlight the need for more inclusive, culturally competent, and trauma-informed services tailored to the diverse experiences of IPV survivors. Full article

(This article belongs to the Special Issue Perspectives on Violence and Sexual Harassment)

► Show Figures

Figure 1

19 pages, 895 KB

Open AccessArticle

Academic and Socio-Emotional Experiences of a Twice-Exceptional Student

by Davut Açar and Muhammet Davut Gül

Behav. Sci. 2025, 15(10), 1349; https://doi.org/10.3390/bs15101349 - 2 Oct 2025

Viewed by 369

Abstract

Twice-exceptional students, who are both gifted and present with characteristics of neurodiversity such as Autism Spectrum Disorder (ASD), possess distinctive academic and socio-emotional needs that necessitate individualized educational strategies. This qualitative case study explores the academic and socio-emotional experiences of Murat, an eighth-grade [...] Read more.

Twice-exceptional students, who are both gifted and present with characteristics of neurodiversity such as Autism Spectrum Disorder (ASD), possess distinctive academic and socio-emotional needs that necessitate individualized educational strategies. This qualitative case study explores the academic and socio-emotional experiences of Murat, an eighth-grade learner identified as gifted and diagnosed with ASD, from the perspectives of the student himself, his mother, and his teachers. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase reflexive thematic analysis. The findings revealed that Murat achieved success in mathematics and science, particularly within enriched, strength-oriented environments that accommodated his sensory sensitivities. Despite challenges in social skills and group participation, he benefited considerably from teacher scaffolding and interactive pedagogies. His mother’s active engagement and strong family–school collaboration emerged as pivotal factors in his developmental progress. This study extends beyond individual challenges to highlight the potential strengths that arise from by the intersection of neurodiversity and giftedness. Additionally, it contributes to the limited body of literature exploring how the notion of twice-exceptionality manifests within underrepresented educational contexts. Future research could investigate diverse socio-cultural contexts and develop strategies to enhance teacher preparation and family engagement in supporting gifted learners with ASD. Full article

(This article belongs to the Section Educational Psychology)

► Show Figures

Figure 1

20 pages, 510 KB

Open AccessArticle

Effect of GenAI Dependency on University Students’ Academic Achievement: The Mediating Role of Self-Efficacy and Moderating Role of Perceived Teacher Caring

by Wenxiu Jia, Li Pan and Siobhan Neary

Behav. Sci. 2025, 15(10), 1348; https://doi.org/10.3390/bs15101348 - 2 Oct 2025

Viewed by 522

Abstract

Generative artificial intelligence (GenAI) holds significant potential to enhance university students’ learning. However, over-reliance on it to complete academic tasks poses a risk to academic achievement by potentially encouraging cognitive outsourcing. Despite this growing concern and an expanding body of research on GenAI [...] Read more.

Generative artificial intelligence (GenAI) holds significant potential to enhance university students’ learning. However, over-reliance on it to complete academic tasks poses a risk to academic achievement by potentially encouraging cognitive outsourcing. Despite this growing concern and an expanding body of research on GenAI usage, the mechanisms through which GenAI dependency and perceived teacher caring affect their academic achievement and self-efficacy remain underexplored. Based on the theory of media system dependence, this study explores the mechanisms through which university students’ dependency on GenAI affects their academic outcomes, focusing on the mediating role of self-efficacy and moderating role of perceived teacher caring. A survey was conducted with 418 university students from Chinese public universities who had used GenAI for an extended period. The results revealed that GenAI dependency positively predicts false self-efficacy and negatively predicts academic achievement, exhibiting a significant Dunning–Kruger effect. Perceived teacher caring moderates the relationship between GenAI dependency and self-efficacy. High perceived teacher caring mitigates the Dunning–Kruger effect but has a weak moderating effect on academic achievement. These findings enhance the explanatory power of the media system dependency theory in educational contexts and reveal the pathways through which GenAI dependency and teacher caring affect learning processes and outcomes. This study expands the theoretical implications of teacher caring in the digital age and provides empirical evidence to aid higher education administrators in optimising AI governance and teachers in improving instructional interventions. Full article

► Show Figures

Figure 1

Journal Menu

Journal Browser

Behav. Sci., Volume 15, Issue 10 (October 2025) – 83 articles

Further Information

Guidelines

MDPI Initiatives

Follow MDPI