Behavioral Sciences

10 pages, 226 KiB

Open AccessArticle

Cross-Sectional Analysis of Factors Predicting Food Assistance Stigma

by Frances Hardin-Fanning, Ratchneewan Ross and Shuying Sha

Behav. Sci. 2025, 15(7), 897; https://doi.org/10.3390/bs15070897 (registering DOI) - 1 Jul 2025

The stigma associated with food assistance can be a barrier to resolving food insecurity. Self-reliance expectations likely contribute to this stigma. Aim: This cross-sectional study identified factors that predict perceptions of food assistance stigma. Demographics (age, sex, race, and ethnicity) were collected, and [...] Read more.

The stigma associated with food assistance can be a barrier to resolving food insecurity. Self-reliance expectations likely contribute to this stigma. Aim: This cross-sectional study identified factors that predict perceptions of food assistance stigma. Demographics (age, sex, race, and ethnicity) were collected, and food assistance stigma (Food Resource Acceptability) and self-reliance (Self-Reliance Scale) were measured via REDCap questionnaires from 531 online participants. The research volunteer repository, Research Match, was used for recruitment. Multiple regression was conducted to determine food assistance stigma predictors. Older age, being male, and reporting higher self-reliance significantly predicted the likelihood of stigmatizing food assistance. The social expectation of self-reliance in adulthood contributes to an assigned and anticipated stigma associated with accepting food assistance. This stigma permeates many regions, particularly the United States, and likely contributes to unresolved food insecurity despite the availability of multiple food assistance resources. Future qualitative research should be conducted among older individuals and males with high levels of self-reliance to gain a deeper understanding of how food assistance stigma could be lessened so that appropriate stigma reduction interventions could be tested among this target group. Full article

(This article belongs to the Special Issue The Impact of Social Stigma on Marginalized Populations)

19 pages, 1232 KiB

Open AccessArticle

Inconsistent Bodily Feedback? Interoceptive Sensibility Affects Internet Gaming Disorder in Emerging Adults

by Zhouchao Lv, Cuijing Li, Jiamiao Zhang and Jinbo He

Behav. Sci. 2025, 15(7), 896; https://doi.org/10.3390/bs15070896 (registering DOI) - 30 Jun 2025

Abstract

Internet gaming disorder (IGD) has been a prominent social problem throughout the world, causing various physical health issues, and interoceptive sensibility—the ability to perceive internal bodily signals—may be a key factor in this process. However, the relationship between interoceptive sensibility and IGD remains [...] Read more.

Internet gaming disorder (IGD) has been a prominent social problem throughout the world, causing various physical health issues, and interoceptive sensibility—the ability to perceive internal bodily signals—may be a key factor in this process. However, the relationship between interoceptive sensibility and IGD remains unclear. This study examined how interoceptive sensibility contributes to IGD, the potential mediating roles of positive outcome expectancy and flow experience, as well as the moderating role of refusal self-efficacy. The serial mediation and moderated mediation analyses of data collected from 1733 students (1031 males and 702 females, M_age = 19.56) revealed that interoceptive sensibility was positively associated with IGD, and this connection was serially mediated by positive outcome expectancy and flow experience. Moreover, refusal self-efficacy buffered the positive association between positive outcome expectancy and IGD and between flow experience and IGD. These findings suggest that interoceptive sensibility plays a crucial role in the occurrence of IGD, highlighting the importance of addressing bodily awareness in prevention and intervention strategies. Additionally, enhancing refusal self-efficacy may help mitigate the negative effects of positive outcome expectancy and flow experience, offering potential avenues for reducing IGD risk. Full article

(This article belongs to the Topic New Advances in Addiction Behavior)

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21 pages, 766 KiB

Open AccessArticle

Teacher Agency in Ghanaian Schools: Impact of Career Choice Motivations and Perceptions of the Teaching Profession

by Francis Adams, Qiong Li and Hu Mu

Behav. Sci. 2025, 15(7), 895; https://doi.org/10.3390/bs15070895 (registering DOI) - 30 Jun 2025

Abstract

This study explored teacher agency and its impact on the motivation and perceptions of the teaching profession. This study employed a cross-sectional survey design, in which questionnaires were administered to a sample of 574 basic school teachers in Ghana. Structural equation modeling (SEM), [...] Read more.

This study explored teacher agency and its impact on the motivation and perceptions of the teaching profession. This study employed a cross-sectional survey design, in which questionnaires were administered to a sample of 574 basic school teachers in Ghana. Structural equation modeling (SEM), a multivariate statistical technique for analyzing complex relationships among latent constructs, was employed to examine the direct, indirect, and moderated effects among the study variables, thereby ensuring accurate and reliable results. This study found that the motivation and perception factors have a strong positive impact on teacher agency. The moderator analysis showed that intrinsic career value was a significant predictor of teacher agency for both male and female teachers. The results also indicated the significant moderating effect of age on the relationship between intrinsic career value and teacher agency. Additionally, the findings revealed that perception factors partially mediate the relationship between motivation factors and teacher agency. However, this study is limited by its cross-sectional design and focus on public basic school teachers in Ghana, suggesting the need for future research to include longitudinal approaches, broader geographic representation, and private school contexts. Finally, the theoretical and practical implications are addressed. Full article

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15 pages, 382 KiB

Open AccessArticle

A Structural Model of Emotional Intelligence, Resilience, and Stress in University Students

by Raquel Gilar-Corbi, Andrea Izquierdo and Juan-Luis Castejón

Behav. Sci. 2025, 15(7), 894; https://doi.org/10.3390/bs15070894 (registering DOI) - 30 Jun 2025

Abstract

Mental health is an increasing concern, particularly among the younger population. Given that university life is a critical stage in the personal and academic development of some young individuals, identifying the factors that contribute to their well-being is essential. This study focused on [...] Read more.

Mental health is an increasing concern, particularly among the younger population. Given that university life is a critical stage in the personal and academic development of some young individuals, identifying the factors that contribute to their well-being is essential. This study focused on exploring the role of emotional intelligence and resilience in the perceived stress of a sample of 338 university students from the University of Alicante. To this end, a structural equation analysis was used to evaluate the direct and indirect effects of the variables included in the model. The instruments used were the Trait Meta-Mood Scale, the Connor–Davidson Resilience Scale, and the Perceived Stress Scale. Based on the dimensions of the cascading model of emotional intelligence, the results indicate that emotional attention had a direct and positive effect on stress, while both emotional clarity and emotional repair influenced resilience directly and positively. In turn, resilience had a direct and negative effect on stress, acting as a mediator between the dimensions of emotional intelligence and stress. The final proposed model explained 49.3% of the variance in stress. This study provides empirical evidence regarding how these variables interact and underscores the importance of emotional abilities in stress regulation in the university setting. Full article

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

16 pages, 211 KiB

Open AccessArticle

From Novice to Master(s) Level Athlete: A Longitudinal Analysis of Psychological Changes in a Marathon Runner Completing 119 Marathons

by Xiuxia Liu, Lisheng Huang and Shunying Lin

Behav. Sci. 2025, 15(7), 893; https://doi.org/10.3390/bs15070893 (registering DOI) - 30 Jun 2025

Abstract

Long-term participation in marathon running involves complex psychological processes, yet existing research predominantly focuses on static, single-time-point analyses. This study addresses the gap by longitudinally examining the psychological evolution of an elite Chinese marathon runner (119 marathons completed) to uncover dynamic shifts from [...] Read more.

Long-term participation in marathon running involves complex psychological processes, yet existing research predominantly focuses on static, single-time-point analyses. This study addresses the gap by longitudinally examining the psychological evolution of an elite Chinese marathon runner (119 marathons completed) to uncover dynamic shifts from novice to master(s) level athlete stages. A longitudinal single-case study was conducted using inductive thematic analysis. Data included in-depth interviews, observational records, and archival materials spanning three life stages (youth, middle age, maturity). Five experts validated the credibility and validity of the findings. The results show that the runner’s psychological trajectory followed a three-phase model: competitive drive (youth: external achievement motivation), reflective transformation (middle age: health prioritization and identity reconfiguration), and value reconstruction (maturity: legacy mission and lifelong running). These stages were shaped by the interplay of achievement motivation, social roles, and physiological changes. Notably, the transition mirrored China’s marathon culture shift from elitism to mass participation. This study proposes a novel “motivation-physicality-society” interaction model, challenging static theories of sports psychology. It highlights how long-term runners dynamically balance extrinsic and intrinsic motivations while embedding personal growth within socio-cultural transformations. The findings offer theoretical foundations for optimizing psychological support systems and promoting sustainable marathon engagement. Full article

19 pages, 481 KiB

Open AccessArticle

The Impact of Perceived Organizational Politics on Peer Voice Endorsement: A Dual Mediation Model

by Peiwen Qiu, Tingjing Chen, Liao Hu and Hao Zhou

Behav. Sci. 2025, 15(7), 892; https://doi.org/10.3390/bs15070892 (registering DOI) - 30 Jun 2025

Abstract

Peer voice endorsement, an emerging focus in voice research, is recognized for its important role in enhancing work process efficiency. This study aims to examine the impact of perceived organizational politics on peer voice endorsement. It also explores the underlying mechanisms by developing [...] Read more.

Peer voice endorsement, an emerging focus in voice research, is recognized for its important role in enhancing work process efficiency. This study aims to examine the impact of perceived organizational politics on peer voice endorsement. It also explores the underlying mechanisms by developing a model based on the cognitive-affective personality system theory. Study data were collected in three waves from 226 full-time employees in China. The hypotheses were examined using SPSS 25.0 and the PROCESS macro. Empirical results indicate that perceived organizational politics negatively affects both psychological safety and affective commitment. Psychological safety and affective commitment also play a facilitating role in peer voice endorsement. Moreover, these two factors serve as mediators in the relationship between perceived organizational politics and peer voice endorsement. By highlighting the pivotal role of perceived organizational politics, this study offers valuable insights into its implications for peer voice endorsement. It further underscores the significance of psychological safety and affective commitment, demonstrating their essential function in cultivating a work environment that encourages peer voice endorsement. Full article

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14 pages, 1911 KiB

Open AccessArticle

Chaining Differential Reinforcement of Compliance and Functional Communication Training to Treat Challenging Behavior Maintained by Negative Reinforcement

by Emily L. Ferris, Alexandra R. Howard, Eleni Baker, Andrew R. Craig, Henry S. Roane and William E. Sullivan

Behav. Sci. 2025, 15(7), 891; https://doi.org/10.3390/bs15070891 (registering DOI) - 30 Jun 2025

Abstract

Differential reinforcement of compliance (DRC) and functional communication training (FCT) are two effective treatments for escape-maintained behavior. They each, however, have unique limitations. This study aimed to replicate and extend past work by isolating the effects of each treatment and assessing for treatment [...] Read more.

Differential reinforcement of compliance (DRC) and functional communication training (FCT) are two effective treatments for escape-maintained behavior. They each, however, have unique limitations. This study aimed to replicate and extend past work by isolating the effects of each treatment and assessing for treatment preference. FCT produced larger reductions in challenging behavior and lower levels of compliance relative to DRC, which produced elevated levels of both compliance and challenging behavior. Additionally, all participants preferred FCT to DRC. Overall, challenging behavior was low and compliance was high when both treatments were embedded within a chained schedule, and these reductions were maintained throughout fading. Full article

(This article belongs to the Special Issue Challenging Behavior of Individuals with Autism and/or Other Neurodevelopmental Disabilities)

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18 pages, 557 KiB

Open AccessArticle

How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement

by Junfeng Wei, Wenhao Gu, He Xiao and Yangang Nie

Behav. Sci. 2025, 15(7), 890; https://doi.org/10.3390/bs15070890 (registering DOI) - 30 Jun 2025

Abstract

Academic procrastination is a prevalent issue among children, often linked to poorer developmental outcomes. Prior research has uncovered cognitive, motivational, and dispositional antecedents of procrastination, yet its emotional correlates remain underexplored. Given the central role parenting plays in children’s emotional development, examining the [...] Read more.

Academic procrastination is a prevalent issue among children, often linked to poorer developmental outcomes. Prior research has uncovered cognitive, motivational, and dispositional antecedents of procrastination, yet its emotional correlates remain underexplored. Given the central role parenting plays in children’s emotional development, examining the emotional pathways through which parenting influences academic procrastination may deepen the understanding of emotional processes underlying academic development. Grounded in the Broaden-and-Build Theory of Positive Emotions, the present study examined the extent to which emotional resilience and school emotional engagement mediate, both individually and sequentially, the relationship between perceived positive parenting styles and academic procrastination in children. Drawing on three waves of data, this study employed structural equation modeling to assess a chain mediation model. The sample comprised 728 primary school students (Mage = 9.84, SD = 0.77, 49.22% female, range = 8 to 12 years) from Guangzhou, China. Participants completed the assessment at three time points (i.e., November 2021, May 2022, May 2023). The results reveal that perceived positive parenting styles significantly predict lower levels of academic procrastination. Both emotional resilience and school emotional engagement independently mediate the relationship between positive parenting style and academic procrastination. Moreover, this relationship is sequentially mediated by emotional resilience and school emotional engagement. While the mediation effect sizes were relatively small, the study identifies the emotional mechanism through which the perceived positive parenting influences children’s academic procrastination. The preliminary findings contribute to a richer understanding of the emotional underpinnings of academic procrastination and propose potential directions for future research and intervention. Full article

(This article belongs to the Special Issue Academic Performance: Understanding Complex Student Outcomes Through an Integrative Lens)

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23 pages, 681 KiB

Open AccessArticle

Back to Work, Running on Empty? How Recovery Needs and Perceived Organizational Support Shape Employees’ Vigor Upon Return to Work

by Yiting Wang, Keni Song, Ming Guo and Long Ye

Behav. Sci. 2025, 15(7), 889; https://doi.org/10.3390/bs15070889 (registering DOI) - 30 Jun 2025

Abstract

Returning to work after extended holidays poses significant challenges to employees’ psychological adjustment, yet this phenomenon remains underexplored in organizational research. Drawing on the Conservation of Resources (COR) theory, this study develops and tests a moderated mediation model to examine how pre-holiday work-related [...] Read more.

Returning to work after extended holidays poses significant challenges to employees’ psychological adjustment, yet this phenomenon remains underexplored in organizational research. Drawing on the Conservation of Resources (COR) theory, this study develops and tests a moderated mediation model to examine how pre-holiday work-related irritation influences post-holiday workplace vigor through heightened need for recovery, and how perceived organizational support buffers this process. Data were collected through a four-wave time-lagged design surrounding the Chinese Spring Festival, with a final sample of 349 employees across diverse industries. Results show that pre-holiday emotional strain increases employees’ recovery needs, which in turn undermines their workplace vigor. Moreover, boundary strength at home and perceived organizational support buffer the indirect negative pathway, highlighting the critical roles of both personal and organizational resources in the recovery process. By shifting attention from burnout to positive energy states such as vigor, this study advances theoretical understanding of post-holiday adjustment dynamics and offers practical insights for organizations seeking to foster employee resilience and sustained engagement after structured breaks. Full article

(This article belongs to the Special Issue Work Motivation, Engagement, and Psychological Health)

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15 pages, 481 KiB

Open AccessArticle

Resilience and Work Stress in Educational Institutions of Chepén, 2024: Mediation of Motivation and Time Moderation

by Abigail Silvia Jara Cerdan, Rosa Jackeline Medina Sanchez and Marco Agustín Arbulú Ballesteros

Behav. Sci. 2025, 15(7), 888; https://doi.org/10.3390/bs15070888 (registering DOI) - 30 Jun 2025

Abstract

The purpose of this study was to examine the relationship between resilience and work-related stress among secondary school teachers in Chepén, Peru, during 2024, with a focus on (a) the mediating role of work motivation and (b) the moderating effect of years of [...] Read more.

The purpose of this study was to examine the relationship between resilience and work-related stress among secondary school teachers in Chepén, Peru, during 2024, with a focus on (a) the mediating role of work motivation and (b) the moderating effect of years of service. Using a non-experimental quantitative design, data were collected from 450 teachers and analyzed in SPSS 27 with Hayes’ PROCESS 4.3 macro. Results showed that resilience significantly predicted motivation (β = 0.413, p < 0.001), accounting for 35% of its variance (R² = 0.35). In turn, motivation was significantly and negatively associated with work stress (β = 0.335, p = 0.0401), explaining 20% of the variance in stress levels (R² = 0.20). Neither resilience (β = 0.187, p = 0.5420) nor years of service (β = 0.217, p = 0.9003), nor their interaction (β = 0.002, p = 0.8144) had a direct or moderating effect on work stress. Descriptive analyses indicated that most teachers exhibited moderate levels of resilience (51.1%), stress (42.2%), and motivation (37.8%). These findings underscore that resilience alone does not reduce work stress; its stress-buffering effect operates through enhanced motivation. Educational interventions should therefore target both resilience-building and motivational strategies to effectively diminish teacher stress and promote occupational well-being. Full article

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26 pages, 344 KiB

Open AccessArticle

An Intergenerational Exploration of Discipline, Attachment, and Black Mother–Daughter Relationships Across the Lifespan

by Seanna Leath, Lamont Bryant, Khrystal Johnson, Jessica Bernice Pitts, Titilope Omole and Sheretta T. Butler-Barnes

Behav. Sci. 2025, 15(7), 887; https://doi.org/10.3390/bs15070887 (registering DOI) - 30 Jun 2025

Abstract

Discipline is a significant predictor of parent–child attachment and relationship quality across the lifespan. Yet, much of the research on Black families’ disciplinary strategies uses a deficit and myopic lens that focuses on punitive punishment styles (e.g., spanking or taking away privileges). In [...] Read more.

Discipline is a significant predictor of parent–child attachment and relationship quality across the lifespan. Yet, much of the research on Black families’ disciplinary strategies uses a deficit and myopic lens that focuses on punitive punishment styles (e.g., spanking or taking away privileges). In the current exploratory qualitative study, we used an intergenerational narrative lens and thematic analysis to explore semi-structured interview data from 31 Black mothers (25–60 years, M_age = 46) in the United States around their mothers’ disciplinary practices during their childhood. We explored the connections that Black adult daughters made between their childhood disciplinary practices and their current disciplinary practices with their children, as well as their current relationships with their mothers. Adult daughters varied widely in their retrospective accounts of their mothers’ disciplinary strategies, which we categorized into three themes: (a) punitive, (b) logical, and (c) natural. We also identified three themes around how their mothers’ practices informed their current disciplinary practices with their own children: namely, (d) continuity, (e) mix, and (f) shift. Finally, we identified three themes around the current nature of their mother–daughter relationships: (g) strained, (h) progressing, and (i) healthy. The results highlighted the personal and cultural factors that informed Black women’s disciplinary strategies across two generations of mothers and revealed that when adult daughters shifted away from what they experienced during childhood—it was often towards less punitive strategies. Our exploratory findings also pointed to patterns regarding the extent to which Black adult daughters felt connected, validated, and supported by their mothers. The findings lend insight into Black mother–daughter relationship dynamics, particularly around the importance of communication patterns and emotional connection in the culture of discipline within families. Full article

(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)

22 pages, 678 KiB

Open AccessArticle

Drivers and Moderators of Social Media-Enabled Cooperative Learning in Design Education: An Extended TAM Perspective from Chinese Students

by Tiansheng Xia, Yujiao Wu and Yibing Chen

Behav. Sci. 2025, 15(7), 886; https://doi.org/10.3390/bs15070886 (registering DOI) - 28 Jun 2025

Abstract

This study aims to explore the mechanisms through which social media influences the cooperative learning attitudes and academic performance of design students in the context of China’s collectivist culture, providing a basis for the application of social media in design education. Using the [...] Read more.

This study aims to explore the mechanisms through which social media influences the cooperative learning attitudes and academic performance of design students in the context of China’s collectivist culture, providing a basis for the application of social media in design education. Using the Extended Technology Acceptance Model (TAM) as the theoretical framework, a questionnaire survey of 305 students was conducted. Structural equation modelling and moderation effect analysis revealed that perceived usefulness, ease of use, enjoyment, and interactivity significantly influence students’ attitudes toward social media-based collaborative learning. This attitude directly enhances academic performance and is positively moderated by knowledge-sharing willingness and academic self-efficacy. This study validated the applicability of the extended TAM in online collaborative learning, revealing that positive attitudes toward collaborative learning can only effectively translate into academic outcomes when students possess sufficient knowledge-sharing willingness or self-efficacy. This provides empirical evidence for strategically leveraging social media in educational design. Full article

(This article belongs to the Section Educational Psychology)

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40 pages, 1104 KiB

Open AccessArticle

The Mental Health Costs of Shadow Education: The Duration of Shadow Education and Its Depressive Effects on Chinese Adolescents

by Yang Cao and Wenbin Wang

Behav. Sci. 2025, 15(7), 885; https://doi.org/10.3390/bs15070885 (registering DOI) - 28 Jun 2025

Abstract

Shadow education refers to supplementary educational activities outside of the formal school system, typically provided by private institutions to enhance students’ academic performance. This phenomenon has become increasingly prominent worldwide, drawing significant attention from both scholars and the public. While shadow education is [...] Read more.

Shadow education refers to supplementary educational activities outside of the formal school system, typically provided by private institutions to enhance students’ academic performance. This phenomenon has become increasingly prominent worldwide, drawing significant attention from both scholars and the public. While shadow education is often associated with improved academic outcomes, its potential mental health implications for adolescents remain underexplored. Based on four large-scale surveys conducted in China from 2016 to 2022, this study examines the association between the duration of shadow education and adolescent depressive symptoms, with particular attention being paid to differences across family backgrounds and policy environments. Utilizing multilevel regression models that incorporate individual, family, and community factors, as well as inverse probability weighting regression adjustment and sensitivity analyses, this study yields three main findings. First, the relationship between shadow education duration and adolescent depressive symptoms demonstrates a U-shaped pattern: moderate engagement is associated with lower depressive symptoms, while both limited and excessive participation are linked to higher symptom levels. Second, adolescents from higher-income families are more likely to maintain shadow education participation within an optimal range and report fewer depressive symptoms. Third, following the implementation of regulatory policies on shadow education in China after 2021, the duration of shadow education among adolescents has generally shifted toward a more balanced level, accompanied by a decrease in depressive symptoms. These results underscore the need to consider the nonlinear mental health effects of shadow education in both research and policymaking. In particular, contextual factors, such as socioeconomic background and policy interventions, should be taken into account when formulating and regulating supplementary educational activities. By addressing these dimensions, policymakers can better balance the academic benefits of shadow education with its potential risks for adolescent mental health. Full article

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

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29 pages, 696 KiB

Open AccessArticle

Comparing ChatGPT Feedback and Peer Feedback in Shaping Students’ Evaluative Judgement of Statistical Analysis: A Case Study

by Xiao Xie, Lawrence Jun Zhang and Aaron J. Wilson

Behav. Sci. 2025, 15(7), 884; https://doi.org/10.3390/bs15070884 (registering DOI) - 28 Jun 2025

Abstract

Higher Degree by Research (HDR) students in language and education disciplines, particularly those enrolled in thesis-only programmes, are increasingly expected to interpret complex statistical data. However, many lack the analytical skills required for independent statistical analysis, posing challenges to their research competence. This [...] Read more.

Higher Degree by Research (HDR) students in language and education disciplines, particularly those enrolled in thesis-only programmes, are increasingly expected to interpret complex statistical data. However, many lack the analytical skills required for independent statistical analysis, posing challenges to their research competence. This study investigated the pedagogical potential of ChatGPT feedback and peer feedback in supporting students’ evaluative judgement during a 14-week doctoral-level statistical analysis course at a research-intensive university. Thirty-two doctoral students were assigned to receive either ChatGPT feedback or peer feedback on a mid-term assignment. They were then required to complete written reflections. Follow-up interviews with six selected participants revealed that each feedback modality influenced their evaluative judgement differently across three dimensions: hard (accuracy-based), soft (value-based), and dynamic (process-based). While ChatGPT provided timely and detailed guidance, it offered limited support for students’ confidence in verifying accuracy. Peer feedback promoted critical reflection and collaboration but varied in quality. We therefore argue that strategically combining ChatGPT feedback and peer feedback may better support novice researchers in developing statistical competence in hybrid human–AI learning environments. Full article

(This article belongs to the Special Issue Transforming Student Learning Engagement Through Generative Artificial Intelligence (GenAI))

6 pages, 188 KiB

Open AccessEditorial

Caring for Those Who Care

by Eduardo Fernández-Jiménez and Clara González-Sanguino

Behav. Sci. 2025, 15(7), 883; https://doi.org/10.3390/bs15070883 (registering DOI) - 28 Jun 2025

Abstract

Healthcare professionals are exposed to numerous adverse stressors and very demanding settings and, consequently, the levels of depression, anxiety, and stress-related disorders in this population are highly relevant, especially during the COVID-19 pandemic and in the post-pandemic context [...] Full article

(This article belongs to the Special Issue Stress, Anxiety, and Depression among Healthcare Workers)

15 pages, 599 KiB

Open AccessSystematic Review

The Relationship Between Negative Life Events and Mental Health in Chinese Vulnerable Children: A Meta-Analysis Based on the Dual-Factor Model of Mental Health

by Yunrong Pu, Kuo Zhang and Xiaoliu Jiang

Behav. Sci. 2025, 15(7), 882; https://doi.org/10.3390/bs15070882 (registering DOI) - 28 Jun 2025

Abstract

While negative life events’(NLEs’) impact on vulnerable children’s mental health has been studied, the role of moderating variables remains unclear. Synthesizing the current evidence is critical to advancing understanding. Accordingly, this study conducted a meta-analysis utilizing a random-effects model across 77 studies, which [...] Read more.

While negative life events’(NLEs’) impact on vulnerable children’s mental health has been studied, the role of moderating variables remains unclear. Synthesizing the current evidence is critical to advancing understanding. Accordingly, this study conducted a meta-analysis utilizing a random-effects model across 77 studies, which collectively encompassed 119 effect sizes, to elucidate the connections between NLEs and mental health indicators among distressed children. The results revealed a significant positive correlation between NLEs and negative indicators of mental health (r = 0.42), reflecting strong and consistent associations. In contrast, NLEs were associated with a significant negative correlation with positive indicators of mental health (r = −0.25), reflecting weak and variable associations. Furthermore, the relationship between NLEs and the mental health of vulnerable children was found to be consistent across various age groups and subpopulations. These findings lay the groundwork for the development of targeted intervention strategies aimed at enhancing the mental well-being of vulnerable children. Full article

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24 pages, 639 KiB

Open AccessArticle

Learning Engagement and Professional Identity Among Pre-Service Teachers: The Sequential Mediating Role of Adaptability and Self-Concept

by Xiaoli Ye, Tingting Cheng and Wei Yang

Behav. Sci. 2025, 15(7), 881; https://doi.org/10.3390/bs15070881 (registering DOI) - 27 Jun 2025

Abstract

The fostering of professional identity among pre-service teachers has emerged as a pivotal research focus in contemporary pedagogical studies. Significantly, learning engagement is a core component of pre-service teachers’ training during their education stage. A survey involving 632 pre-service teachers from China was [...] Read more.

The fostering of professional identity among pre-service teachers has emerged as a pivotal research focus in contemporary pedagogical studies. Significantly, learning engagement is a core component of pre-service teachers’ training during their education stage. A survey involving 632 pre-service teachers from China was conducted. It employed a sequential mediating model to explore how learning engagement relates to professional identity within the potential roles of adaptability and self-concept. The results indicated that pre-service teachers’ learning engagement was significantly related to professional identity. Specifically, adaptability and self-concept were not only independent mediators in the relationship between learning engagement and professional identity but also sequential mediators. The empirical evidence demonstrates that pre-service teachers who have a high degree of learning engagement are inclined to exhibit greater adaptability and a stronger self-concept, which can strengthen their professional identity. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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18 pages, 402 KiB

Open AccessArticle

Family Resilience, Support, and Functionality in Breast Cancer Patients: A Longitudinal Pre- and Post-Operative Study

by Dimitrios Charos, Maria Andriopoulou, Giannoula Kyrkou, Maria Kolliopoulou, Anna Deltsidou, Anastasia Bothou and Victoria Vivilaki

Behav. Sci. 2025, 15(7), 880; https://doi.org/10.3390/bs15070880 (registering DOI) - 27 Jun 2025

Abstract

This longitudinal study investigated changes in family resilience, support, and functionality among breast cancer patients during the pre-operative and post-operative phases. The study was grounded in McCubbin’s model, emphasizing the psychosocial impact of illness and the cultural dynamics of the Greek family system. [...] Read more.

This longitudinal study investigated changes in family resilience, support, and functionality among breast cancer patients during the pre-operative and post-operative phases. The study was grounded in McCubbin’s model, emphasizing the psychosocial impact of illness and the cultural dynamics of the Greek family system. A longitudinal cohort study was conducted on women diagnosed with breast cancer, aged over 18, undergoing mastectomy, fluent in Greek, and capable of completing questionnaires at two time points, pre- and post-operatively. Standardized instruments were used: the Family Assessment Device (FAD), the Family Crisis Oriented Personal Evaluation Scales (F-COPES), the Family Problem Solving Communication Scale (FPSC), and the Family Support Scale (FS-13). Data were analyzed using paired t-tests, ANOVA, and partial correlations. The sample consisted of 58 women with breast cancer. The mean age of participants was 52 years. According to post-operative measurements, the scales that had a significant change were FS-13 (change −12 and SD = 6.9, paired t-test, p < 0.001), and the subscale “Problem Solving” of FAD (change 0.13 and SD = 0.44, paired t-test, p = 0.048). The remaining scales did not change significantly post-operatively. Depending on the type of treatment, the scales that had a significant difference post-operatively regarded the participants, who had undergone chemotherapy in the dimension “Acquiring Social Support” (ANOVA = 0.173, p = 0.030), the participants, who had undergone radiotherapy in the dimension “Seeking spiritual support” (ANOVA = 0.122, p = 0.035), and in the FS-13 scale across all treatment types (ANOVA = 0.458, p < 0.001). The post-operative phase of breast cancer was a psychosocially vulnerable time, accompanied by an increase in family dysfunction and a significant decrease in family support across all types of treatments, while patients receiving chemotherapy or radiotherapy experienced a corresponding decrease in social and spiritual support. Finally, enhanced family support was associated with improved family resilience, highlighting the need for targeted psychosocial interventions during this period. Full article

(This article belongs to the Section Health Psychology)

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17 pages, 457 KiB

Open AccessArticle

Attachment to Group and Mental Health Following the October 7th Attack: The Mediating Role of Meaning in Life and Intolerance of Uncertainty

by Yitshak Alfasi and Avi Besser

Behav. Sci. 2025, 15(7), 879; https://doi.org/10.3390/bs15070879 (registering DOI) - 27 Jun 2025

Abstract

Attachment theory, originally developed to explain interpersonal relationships, may also be relevant to understanding the psychological aspects of group belonging. Accordingly, the current study examined the role of attachment to Israel as a group of belonging in shaping mental health outcomes among Israeli [...] Read more.

Attachment theory, originally developed to explain interpersonal relationships, may also be relevant to understanding the psychological aspects of group belonging. Accordingly, the current study examined the role of attachment to Israel as a group of belonging in shaping mental health outcomes among Israeli citizens following the October 7th attack, focusing on psychological mechanisms involving meaning in life and intolerance of uncertainty. A sample of 1179 participants completed an online survey assessing attachment to Israel, sense of meaning in life, intolerance of uncertainty, and mental health. Path analysis revealed that attachment to Israel was positively associated with better mental health, both directly and indirectly through two key mechanisms: a stronger sense of meaning in life and lower intolerance of uncertainty. Specifically, attachment to Israel was positively associated with meaning in life, which, in turn, was significantly linked to enhanced mental well-being. Moreover, attachment to Israel was associated with lower intolerance of uncertainty, which was also positively correlated with improved mental health. These findings demonstrate that a strong attachment to Israel can enhance mental health by fostering a sense of meaning in life and reducing uncertainty. The implications of these findings are discussed within the frameworks of existential psychology, social identity theory, and attachment theory. Full article

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