Behavioral Sciences

3 pages, 505 KB

Open AccessCorrection

Correction: Xia and Haas (2025). A Systematic Review on the Association Between Bilingualism and Theory of Mind in Adulthood. Behavioral Sciences, 15(6), 815

by Rowena J. Xia and Brian W. Haas

Behav. Sci. 2025, 15(10), 1422; https://doi.org/10.3390/bs15101422 (registering DOI) - 20 Oct 2025

Abstract

There was an error in the original publication (Xia & Haas, 2025) [...] Full article

(This article belongs to the Special Issue Understanding Other Intentions: Merging Evidence on Theory of Mind across Various Research Areas)

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29 pages, 627 KB

Open AccessArticle

Resilience Through Belonging: Schools’ Role in Promoting the Mental Health and Well-Being of Children and Young People

by Ceri Brown, Alison Douthwaite, Michael Donnelly and Yusuf Damilola Olaniyan

Behav. Sci. 2025, 15(10), 1421; https://doi.org/10.3390/bs15101421 (registering DOI) - 19 Oct 2025

Abstract

After almost a decade of the policy promotion of resilience-building initiatives in schools, mental health figures have not improved. Recent research points to shortfalls in adopting individualistic policy perspectives on resilience when supporting children’s well-being. The originality of this paper lies in our [...] Read more.

After almost a decade of the policy promotion of resilience-building initiatives in schools, mental health figures have not improved. Recent research points to shortfalls in adopting individualistic policy perspectives on resilience when supporting children’s well-being. The originality of this paper lies in our argument that a broader consideration of resilience that acknowledges the importance of collective and relational approaches could enhance school-based well-being support. Our social identities are multiple, and the individual aspects of our identities are multilayered. A more nuanced consideration of children’s sense of belonging across the different social domains of their lives is, therefore, important in developing well-being approaches that prevent poor mental health outcomes for all children. We draw on data from the Belonging in School Study, the largest school-belonging study undertaken in the city of London, which was conducted between 2023 and 2024. This paper focuses on data collected from online survey responses from almost 2000 students and subsequent focus groups with 76 students. Three identity factors emerge as highly important to young people’s sense of belonging in school: social and cultural identity, peer group identity and individual identity. Descriptive statistical analysis of the survey findings and thematic analysis of the focus group discussion suggest that the importance of the elements within these three factors is relative to students’ social characteristics and levels of social privilege. Full article

(This article belongs to the Special Issue Advances in Resilience Psychology)

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12 pages, 313 KB

Open AccessArticle

Discrimination of English Vowel Contrasts in Chinese Listeners in Relation to L2-to-L1 Assimilation

by Youngja Nam

Behav. Sci. 2025, 15(10), 1420; https://doi.org/10.3390/bs15101420 (registering DOI) - 19 Oct 2025

Abstract

The Perceptual Assimilation Model (PAM)-L2 framework posits that the discriminability of L2 speech contrasts can be predicted from how L2 phones are assimilated to L1 categories. This study examined how such assimilation types relate to variability in L2 vowel discrimination within the PAM-L2 [...] Read more.

The Perceptual Assimilation Model (PAM)-L2 framework posits that the discriminability of L2 speech contrasts can be predicted from how L2 phones are assimilated to L1 categories. This study examined how such assimilation types relate to variability in L2 vowel discrimination within the PAM-L2 framework, with particular attention to assimilation overlap. Chinese listeners were tested with six English vowel contrasts (/i-ɪ/, /e-ɛ/, /æ-ɛ/, /ɑ-ɔ/, /ɔ-ʌ/, /u-ʊ/) using an assimilation task with goodness ratings and an AXB discrimination task. The vowel contrasts formed three Uncategorized-Categorized and two Uncategorized-Uncategorized contrasts, with both types exhibiting either partial or complete overlap, along with one Category-Goodness contrast. Discrimination results showed that partial versus complete overlap accounted for some differences in discrimination accuracy and absence of overlap between dominant L1 response categories likely facilitated discrimination even when secondary categories overlapped. Large differences in perceived goodness appeared to facilitate discrimination for a vowel contrast with complete overlap. The results are discussed in particular relation to the PAM-L2 account of the assimilation overlap-discrimination relationship, and additionally how the influence of overlap may be modulated by category-goodness differences in contributing to variability in L2 vowel discrimination. Full article

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18 pages, 575 KB

Open AccessArticle

Teachers’ Well-Being and Innovative Work Behavior: A Moderated Mediation Model of Perceived Insider Status and Principal Authentic Leadership

by Chao Lu, Zeqing Xu and Qinrui Tian

Behav. Sci. 2025, 15(10), 1419; https://doi.org/10.3390/bs15101419 (registering DOI) - 19 Oct 2025

Abstract

Teacher innovation is critical for fostering student creativity, enhancing school effectiveness, and advancing national talent strategies. Grounded in the broaden-and-build theory of positive emotions and social information processing theory, this study develops a moderated mediation model to explore the motivational mechanisms underlying teachers’ [...] Read more.

Teacher innovation is critical for fostering student creativity, enhancing school effectiveness, and advancing national talent strategies. Grounded in the broaden-and-build theory of positive emotions and social information processing theory, this study develops a moderated mediation model to explore the motivational mechanisms underlying teachers’ innovative work behavior. Using survey data from 508 teachers in mainland China, the analysis reveals that teacher well-being positively influences innovative work behavior, and this relationship is mediated by perceived insider status. Furthermore, principal authentic leadership enhances the impact of perceived insider status on innovation and strengthens the indirect effect of well-being through this mediator. These findings underscore the importance of both emotional pathways and contextual signals in shaping teacher innovation, offering theoretical contributions to education leadership and teacher work behavior research while providing practical implications for creating supportive and innovation-conducive school environments. Full article

(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)

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15 pages, 1029 KB

Open AccessArticle

Adaptation and Validation of a Spanish Writing Self-Efficacy Scale in Quechua-Speaking Peruvian Basic Education Students

by Moises Curo-Huacani, Liset Z. Sairitupa-Sanchez, Gutember Peralta-Eugenio, Mardel Morales-García, Róbert-János Ilyés and Wilter C. Morales-García

Behav. Sci. 2025, 15(10), 1418; https://doi.org/10.3390/bs15101418 (registering DOI) - 18 Oct 2025

Abstract

Background: Writing self-efficacy is a central construct in educational research, grounded in Bandura’s social cognitive theory. However, most available instruments have been developed in Western and urban contexts, which limits their applicability to indigenous bilingual populations, such as Quechua-speaking students in Peru. The [...] Read more.

Background: Writing self-efficacy is a central construct in educational research, grounded in Bandura’s social cognitive theory. However, most available instruments have been developed in Western and urban contexts, which limits their applicability to indigenous bilingual populations, such as Quechua-speaking students in Peru. The absence of validated scales in these contexts hinders the accurate assessment of writing self-efficacy and the implementation of educational strategies tailored to their linguistic and cultural needs. Objective: This study aimed to adapt and validate the Writing Self-Efficacy Scale (QEWSE) for Quechua-speaking students in basic education in Peru, ensuring its structural validity and reliability. Methods: An instrumental study was conducted with a sample of 265 secondary school students (50.6% female, 49.4% male), using convenience sampling. Confirmatory factor analysis (CFA) was applied to evaluate the structure of the instrument. Reliability was assessed using Cronbach’s alpha and McDonald’s omega coefficients. Results: The four first-order factor model (Ideation, Skills, Usage, and Self-Regulation) showed adequate fit indices (CFI = 0.92; TLI = 0.91; RMSEA = 0.05 [90% CI: 0.05–0.06]; SRMR = 0.05). However, the high inter-factor correlations (≥0.85) suggest the relevance of a second-order model, which demonstrated a reasonable fit (CFI = 0.92; TLI = 0.91; RMSEA = 0.06; SRMR = 0.05), supporting the interpretation of writing self-efficacy as a global construct. The scale showed high reliability across all factors (α and ω ranged from 0.74 to 0.90). Conclusions: The QEWS-S demonstrates strong psychometric properties for assessing writing self-efficacy among Quechua-speaking students. The hierarchical second-order model offers a more accurate theoretical and empirical representation, allowing for the reporting of an overall self-efficacy score while also providing specific scores for each dimension. These results support its use in bilingual and culturally diverse contexts and lay the groundwork for future research aimed at further examining discriminant validity and developing pedagogical interventions focused on strengthening students’ confidence and writing skills. Full article

22 pages, 596 KB

Open AccessArticle

Filial Care in Transition: Linguistic and Emotional Patterns in Online Discourse Among Emerging Adults in Taiwan

by Nai-Huan Hsiung, Chung-Fan Ni, Charles Silber, Justin Jacques and Cass Dykeman

Behav. Sci. 2025, 15(10), 1417; https://doi.org/10.3390/bs15101417 (registering DOI) - 18 Oct 2025

Abstract

As Taiwan’s population ages, traditional filial piety expectations face modernization challenges, yet few studies examine how emergent adults linguistically negotiate these cultural tensions digitally. This study addresses this gap by analyzing how emerging adults in Taiwan express and reinterpret filial obligations toward aging [...] Read more.

As Taiwan’s population ages, traditional filial piety expectations face modernization challenges, yet few studies examine how emergent adults linguistically negotiate these cultural tensions digitally. This study addresses this gap by analyzing how emerging adults in Taiwan express and reinterpret filial obligations toward aging parents through online discourse. Emerging adults represent a particularly meaningful demographic because they straddle traditional filial norms and modern independence, making their language use a valuable indicator of cultural transition. We analyzed 1976 Dcard posts from 30 discussion threads (2017–2023) using computational linguistics. LIWC-22 assessed emotional expression patterns, while Sketch Engine conducted keyness analysis and collocation mapping around filial care keywords. Posts were compared against Chinese web corpus norms. Quantitative emotion analysis revealed dominant positive emotions (M = 3.93) alongside significant negative emotions (M = 3.30), with anger and sadness exceeding broader Chinese online communication norms. Keyness analysis identified economic concerns as central themes. Collocation analysis around “filial piety” showed associations with “limits”, “willingness”, and “define”, indicating conditional rather than absolute conceptualization. Findings indicate that emerging adults in Taiwan reinterpret filial piety through reciprocal emotional bonds rather than strict hierarchical duty, negotiating traditional expectations with contemporary economic realities and personal autonomy. The implications of these findings highlight how cultural values adapt in response to modernization and digital communication, offering insight into evolving intergenerational relationships and informing future cross-cultural aging and caregiving research. Full article

19 pages, 435 KB

Open AccessArticle

“A Ronin Without a Master”: Exploring Police Perspectives on Digital Evidence in England and Wales

by Magdalene Ng, Rachael Medhurst, Coral J. Dando and Ray Bull

Behav. Sci. 2025, 15(10), 1416; https://doi.org/10.3390/bs15101416 - 17 Oct 2025

Abstract

Despite digital evidence (DE) now being a major component of most criminal investigations, very few studies have examined how police officers themselves evaluate and use DE over the course of an investigation. Drawing on in-depth interviews with N = 13 police officers from [...] Read more.

Despite digital evidence (DE) now being a major component of most criminal investigations, very few studies have examined how police officers themselves evaluate and use DE over the course of an investigation. Drawing on in-depth interviews with N = 13 police officers from England and Wales, four themes are presented: (i) Sense-making and handling of digital devices and DE in investigations; (ii) The interpretation and reliability of DE; (iii) Strategic use of DE in investigative interviews with suspects, with a subtheme of Digital devices and DE in victim-centered interviews; and (iv) DE in the courtroom. While often seen as objective and infallible, DE is fragile, volatile, and legally complex, highlighting the cognitive and interpretive work that officers must do when dealing with DE. This is important because this work has a direct impact on how investigations proceed, including what is taken from crime scenes and how it is used in investigative interviews. Findings show how DE creates unique challenges and opportunities within investigative interviewing, extending research on strategic disclosure into the digital domain. Future directions include setting up better communication workflows to reduce epistemic drift and offering more DE interpretation training to help officers in an increasingly digital environment. Full article

(This article belongs to the Special Issue Forensic and Legal Cognition)

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25 pages, 961 KB

Open AccessArticle

Curious Games: Game Making, Hacking and Jamming as Critical Practice

by Chloé Germaine and Paul Wake

Behav. Sci. 2025, 15(10), 1415; https://doi.org/10.3390/bs15101415 - 17 Oct 2025

Abstract

In this article we establish the affordances of game making, hacking, and jamming as critical practices in teaching and research. We explain the origins of our approach in specific teaching and research projects and consider their impact on our scholarly practice. First, we [...] Read more.

In this article we establish the affordances of game making, hacking, and jamming as critical practices in teaching and research. We explain the origins of our approach in specific teaching and research projects and consider their impact on our scholarly practice. First, we interrogate the value of game making through a project in which students at the Manchester School of Architecture were tasked with exploring questions relating to Britain’s post-war power infrastructures through the creation of games (in place of traditional essays). These games were subsequently used to share research with the public. Second, we develop the concept of game hacking in relation to our own research practice, where we have used it to creatively investigate designing for sustainability and as a practice for imagining alternative climate futures. Finally, we move from game hacking to a consideration of jamming through reflections on a participatory research project with young people, which sought to understand how board game play could support their climate action. There, game hacking became an anarchic process that enabled young people to interrogate the world and develop critical frameworks for speaking out about their experiences. Using game making in the HE classroom led us to employ hacking as a research method, which in turn prepared us to recognise and value the anarchic jamming that emerged in our participatory project with young people. That jamming experience has subsequently transformed how we approach both teaching and research, making us more attentive to moments when we might be willing to dwell in apparent unproductivity. Full article

(This article belongs to the Special Issue Benefits of Game-Based Learning)

14 pages, 264 KB

Open AccessArticle

Psychometric Properties of the COVID-19 Stress Scale in College Students

by Lynn M. Bielski, Anjolii Diaz, Jocelyn Bolin and Lauren A. Shaffer

Behav. Sci. 2025, 15(10), 1414; https://doi.org/10.3390/bs15101414 - 17 Oct 2025

Abstract

Many experienced isolation and restricted behaviors due to the rapid onset of the COVID-19 pandemic in 2020. Investigations related to the psychological factors such as stress along with the danger of spread and contamination are scarce. The COVID-19 stress scale (CSS) was developed [...] Read more.

Many experienced isolation and restricted behaviors due to the rapid onset of the COVID-19 pandemic in 2020. Investigations related to the psychological factors such as stress along with the danger of spread and contamination are scarce. The COVID-19 stress scale (CSS) was developed in order to evaluate such stress and anxiety related to the COVID-19 pandemic. The current study investigated the psychometric properties of the CSS, using a survey to provide evidence towards its continued use as a scientifically sound measuring instrument for future acute health crises in a sample of 615 college students (78.80% female, 18.60% male, 1.30% trans male, 1.00% non-binary), with a mean age of 19.10 years. The study partially supported the original measure’s factor structure. The main modification suggests a five-factor structure and removal of items related to less frequently used methods of banking and postal mail. The authors provide suggestions for future validation directions, use of the CSS and development of stress response strategies for students. Full article

16 pages, 283 KB

Open AccessArticle

Transnational Lessons from Mexican-Origin Border Crossing Future Teachers: Decolonizing Teacher Practices

by Irasema Mora-Pablo, G. Sue Kasun, Zurisaray Espinosa and J. Nozipho Moyo

Behav. Sci. 2025, 15(10), 1413; https://doi.org/10.3390/bs15101413 - 17 Oct 2025

Abstract

Grounded in frameworks of decoloniality and transnationalism, this study examines how organizational behaviors in education—particularly in teacher preparation—can shift to more inclusively serve transnational youth, challenging Eurocentric, nation-bound assumptions about pedagogy, belonging, and professional development. The present study aims to understand Mexican-origin returnees [...] Read more.

Grounded in frameworks of decoloniality and transnationalism, this study examines how organizational behaviors in education—particularly in teacher preparation—can shift to more inclusively serve transnational youth, challenging Eurocentric, nation-bound assumptions about pedagogy, belonging, and professional development. The present study aims to understand Mexican-origin returnees and transnational migrants who came back to Mexico to pursue English teacher preparation degrees in Guanajuato and Hidalgo after spending significant periods of time on either side of the Mexico-U.S. border. Our study aimed to recognize and describe the experiences that shaped their English teaching practices and professional commitments to teaching English as a foreign language. Using narrative inquiry within a longitudinal qualitative study of 28 Mexican-origin pre-service English teachers, our research was guided by frameworks of decoloniality and transnationalism. Our findings reveal that for participants, U.S.-based teaching approaches were recalled most often as the best compared to Mexican ones. Participants also reflected on how their experiences of learning and adapting to a new culture contributed to their professional identity and how their ability to adapt constituted a form of international-mindedness. We argue that through the comparison and adoption of multiple decolonial practices, teacher preparation programs can produce culturally responsive pedagogies that cross borders. By illustrating how teacher preparation programs can cultivate culturally responsive pedagogies that transcend national boundaries, the study highlights the potential of decolonial and transnational perspectives to transform organizational behavior at multiple levels of educational practice and policy. Full article

(This article belongs to the Special Issue The Language, Education, and Identity Development of Transnational Youth—Learning from and Advancing Transdisciplinary Approaches)

15 pages, 674 KB

Open AccessArticle

The Influence of Servant Leadership on the Professional Well-Being of Kindergarten Teachers: A Moderated Mediation Model

by Dongqing Yu, Wenxin Yue, Shuang Hao, Dengyin Li and Qiurong Wu

Behav. Sci. 2025, 15(10), 1412; https://doi.org/10.3390/bs15101412 - 17 Oct 2025

Abstract

This study examined the relationships among principals’ servant leadership, kindergarten teachers’ professional well-being, psychological empowerment, and an inclusive atmosphere. A questionnaire survey was conducted with 531 kindergarten teachers using purposive sampling. Results showed that (1) principals’ servant leadership positively predicted teachers’ professional well-being; [...] Read more.

This study examined the relationships among principals’ servant leadership, kindergarten teachers’ professional well-being, psychological empowerment, and an inclusive atmosphere. A questionnaire survey was conducted with 531 kindergarten teachers using purposive sampling. Results showed that (1) principals’ servant leadership positively predicted teachers’ professional well-being; (2) servant leadership positively predicted teachers’ psychological empowerment; (3) psychological empowerment mediated the relationship between servant leadership and teachers’ professional well-being; and (4) an inclusive kindergarten climate moderated the relationship between servant leadership and psychological empowerment. These findings clarify the mechanism through which servant leadership influences teachers’ professional well-being and provide practical implications for improving kindergarten management and promoting teachers’ occupational well-being. Full article

(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)

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22 pages, 363 KB

Open AccessArticle

The Impact of Expert Witness Knowledge on Perceived Credibility: Implications for Not Guilty by Reason of Insanity (NGRI) Endorsement

by Cayla F. Cain and Olivia K. H. Smith

Behav. Sci. 2025, 15(10), 1411; https://doi.org/10.3390/bs15101411 - 16 Oct 2025

Abstract

Previous research demonstrates that expert witness education and experience have an influence on mock juror perceptions of credibility. However, whether this relationship extends to cases involving the insanity defense remains unclear, leaving an important gap in the literature given the high stakes of [...] Read more.

Previous research demonstrates that expert witness education and experience have an influence on mock juror perceptions of credibility. However, whether this relationship extends to cases involving the insanity defense remains unclear, leaving an important gap in the literature given the high stakes of such trials. The current study used an experimental design to examine the impact of expert witness knowledge (high vs. low) on perceived credibility and subsequent NGRI endorsement. Participants (N = 425) read a case summary and the credentials and testimony of the expert witness, completed questionnaires, and reported the likelihood that they would endorse NGRI for the defendant. Results indicated that, regardless of expert witness testimony, prior attitudes about the insanity defense (IDA-R) predicted NGRI endorsement. Specifically, positive attitudes towards the insanity defense resulted in an increased likelihood of NGRI endorsement. These findings underscore that juror attitudes toward the insanity defense, rather than expert witness characteristics, may be the decisive factor shaping NGRI endorsement. This highlights the need for courts to consider such attitudes during jury selection in NGRI cases, paralleling the practice of death qualification in capital trials. Full article

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

21 pages, 353 KB

Open AccessArticle

Workplace Mental Health Status Among Academic Staff: Psychological Distress, Burnout, and Organisational Culture at a South African University

by Veena Abraham, Johanna C. Meyer, Kebogile Elizabeth Mokwena and Edward Duncan

Behav. Sci. 2025, 15(10), 1410; https://doi.org/10.3390/bs15101410 - 16 Oct 2025

Abstract

Mental health challenges in academic settings are increasingly recognised, yet research on staff wellbeing remains limited, particularly within African universities. This study provides the first institution-wide assessment of psychological distress and burnout among academic staff at a South African university. A cross-sectional survey [...] Read more.

Mental health challenges in academic settings are increasingly recognised, yet research on staff wellbeing remains limited, particularly within African universities. This study provides the first institution-wide assessment of psychological distress and burnout among academic staff at a South African university. A cross-sectional survey using validated tools, the 28-item General Health Questionnaire (GHQ-28 ) and the Oldenburg Burnout Inventory (OLBI) was administered to 157 academic employees, and data were analysed using descriptive statistics, non-parametric tests, and ordinal regression. The median age of participants was 42 years (Interquartile range [IQR] = 34–50; SD = 11.4), and the majority of participants were female (n = 110, 70%). The sample included staff across academic ranks, with lecturers being the most common (n = 64, 41%). Results showed that nearly half of participants (49%) exhibited severe psychological distress, and over a quarter (27%) reported high levels of burnout. Female staff reported significantly higher distress and burnout scores compared to their male counterparts. Less than a third (28%) of participants reported feeling safe to disclose mental health concerns, while over half expressed dissatisfaction with institutional support. Participants indicated strong support for both individual-level services, such as confidential counselling and workshops, and systemic changes, including flexible work arrangements and leadership-driven mental health initiatives. Findings highlight the need for integrated, participatory mental health strategies that are culturally and contextually tailored. These results offer timely evidence to inform the development of institutional strategies, policies, and practices to promote mental health among academic staff. Full article

(This article belongs to the Special Issue Workplace Health and Wellbeing)

18 pages, 773 KB

Open AccessArticle

Moderating Effects of Telework Intensity on the Relationship Between Ethical Climate, Affective Commitment and Burnout in the Colombian Electricity Sector Amid the COVID-19 Pandemic

by Carlos Santiago-Torner

Behav. Sci. 2025, 15(10), 1409; https://doi.org/10.3390/bs15101409 - 16 Oct 2025

Abstract

Background: Ethical leadership and ethical climate are generally considered protective factors against burnout, while affective commitment has traditionally been understood as a personal resource that enhances employee well-being. However, recent evidence suggests that, under specific contextual conditions, these variables may also operate as [...] Read more.

Background: Ethical leadership and ethical climate are generally considered protective factors against burnout, while affective commitment has traditionally been understood as a personal resource that enhances employee well-being. However, recent evidence suggests that, under specific contextual conditions, these variables may also operate as demands that intensify emotional strain. Objective: This study examines how telework intensity moderates the relationships between ethical leadership, affective commitment, principle-based ethical climate, and burnout. Methods: Data were drawn from a doctoral study conducted in the Colombian electricity sector. Moderation analyses were performed to assess whether the number of telework days per week altered the strength and direction of associations between organizational variables and the dimensions of burnout. Results: Telework intensity did not moderate the relationship between ethical leadership and affective commitment, but it strengthened the positive association between affective commitment and emotional exhaustion. Moreover, it reversed the role of a principle-based ethical climate: from being positively associated with emotional exhaustion and depersonalization to acting as a protective factor under medium to high telework intensity. Conclusions: The findings challenge conventional assumptions about affective commitment and ethical climate, highlighting the ambivalent role of telework. They underscore the need for more nuanced theoretical frameworks and management practices that are sensitive to emerging psychosocial risks in virtual work environments. Full article

(This article belongs to the Special Issue Picturing Morality from Multidisciplinary Perspectives—Third Edition)

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18 pages, 2501 KB

Open AccessArticle

Connecting the Dots: From Teachers’ Perceived Ability to Teach Reading and Their Knowledge of Language and Literacy Concepts to Students’ Reading Growth

by Pamela Guilbault, George K. Georgiou, Joanna Huynh and Tomohiro Inoue

Behav. Sci. 2025, 15(10), 1408; https://doi.org/10.3390/bs15101408 - 16 Oct 2025

Abstract

The purpose of this study was two-fold: (a) to examine the joint contribution of teachers’ knowledge of foundational language and literacy concepts and their perceived ability to teach reading to their students’ reading growth, and (b) to examine whether the effects of these [...] Read more.

The purpose of this study was two-fold: (a) to examine the joint contribution of teachers’ knowledge of foundational language and literacy concepts and their perceived ability to teach reading to their students’ reading growth, and (b) to examine whether the effects of these factors were mediated by teachers’ perceived ability to differentiate instruction. A total of 32 language arts teachers and their 582 Grade 3 to 9 students (48% female) participated in the study. Teachers completed a survey on their knowledge of phonological awareness, phonics and morphology, and also rated their ability to teach different reading skills and to differentiate reading instruction. Children were assessed at the beginning and end of the school year on the Test of Word Reading Efficiency-2 and on the Test of Silent Reading Efficiency and Comprehension. Results of multilevel modeling indicated that teachers’ knowledge had a direct effect on students’ performance at the end of the school year, even after controlling for students’ earlier reading ability. Teachers’ perceived ability did not predict students’ reading growth either directly or indirectly. Taken together, these findings suggest that we need to invest in increasing teachers’ knowledge around foundational literacy skills. Full article

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15 pages, 941 KB

Open AccessArticle

Risk for Adolescent Substance Use Initiation: Associations with Large-Scale Brain Network Recruitment During Emotional Inhibitory Control

by Julia E. Cohen-Gilbert, Jennifer T. Sneider, Emily N. Oot, Anna M. Seraikas, Eleanor M. Schuttenberg, Sion K. Harris, Lisa D. Nickerson and Marisa M. Silveri

Behav. Sci. 2025, 15(10), 1407; https://doi.org/10.3390/bs15101407 - 16 Oct 2025

Abstract

As the brain continues to mature during adolescence, heightened impulsivity in emotional situations may increase the likelihood of initiating substance use. Functional magnetic resonance imaging (fMRI) was used to assess large-scale network activation during an emotional inhibitory control task (Go-NoGo). Participants were healthy, [...] Read more.

As the brain continues to mature during adolescence, heightened impulsivity in emotional situations may increase the likelihood of initiating substance use. Functional magnetic resonance imaging (fMRI) was used to assess large-scale network activation during an emotional inhibitory control task (Go-NoGo). Participants were healthy, substance-naïve adolescents aged 13–14 years (n = 56, 31 females) who were then followed for 3 years with quarterly substance use evaluations. During follow-up, 24 participants initiated substance use, while 32 remained substance-naïve. Network activation strength was extracted for the Negative NoGo > Neutral NoGo contrast in the left and right lateral frontoparietal networks (lL-FPN, rL-FPN) and the dorsal attention network (DAN) for each participant. The impact of network activation strength on substance use initiation was analyzed via survival analysis (Cox regression). Reduced activation strength of the lL-FPN was associated with significantly higher hazard of initiation of substance use (p = 0.008). No significant effects were observed for rL-FPN or DAN. Diminished engagement of the lL-FPN during inhibitory control in negative versus neutral emotional contexts was associated with earlier substance use initiation. This pattern of network activation may represent a neurobiological marker of self-regulation vulnerability, highlighting a potential target for early identification and prevention strategies during adolescence. Full article

(This article belongs to the Special Issue Polysubstance Use among Adolescents and Young Adults: Effects on Brain, Behavior and Health)

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20 pages, 567 KB

Open AccessArticle

Flexible Work and Organizational Commitment Among Korean Managers: The Mediating Role of Work–Family Conflict and CEO Gender Equality

by Hyondong Kim and Jin Suk Lee

Behav. Sci. 2025, 15(10), 1406; https://doi.org/10.3390/bs15101406 - 16 Oct 2025

Abstract

This study aims to explore how organizations plan and implement flexible work arrangements (FWAs) to support managers in fostering work–family balance. In doing so, we examine the sequential mediating roles of work–family conflict, CEO gender equality perceptions, and organizational commitment to elucidate the [...] Read more.

This study aims to explore how organizations plan and implement flexible work arrangements (FWAs) to support managers in fostering work–family balance. In doing so, we examine the sequential mediating roles of work–family conflict, CEO gender equality perceptions, and organizational commitment to elucidate the consequences of FWAs. Our study draws upon the Korean Women Manager Panel (KWMP), a three-year initiative that includes 2345 mother and father managers working in 469 Korean companies. We utilized the longitudinal multilevel macro process model 8 to examine the mediating effects of work–family conflict and CEO gender equality perceptions on the relationship between FWAs and organizational commitment. The findings show that both work–family conflict and CEO gender equality perceptions mediate the relationship between FWAs and organizational commitment. Notably, father managers perceive less work–family conflict than mother managers, which indicates that as FWAs increase, CEO gender equality perceptions and organizational commitment rise as well. The use of FWAs is more beneficial for father managers as it alleviates work–family conflict and fosters positive perceptions and attitudes about CEOs and organizations. Thus, to increase the effectiveness of FWAs, it is pivotal to consider managers’ gender. Additionally, the CEO must be actively involved in shaping and promoting gender equality in the workplace. Full article

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12 pages, 422 KB

Open AccessArticle

The Relationship Between Extra-Administrative Workload, Emotional Exhaustion, and Work Engagement of Primary and Secondary School Teachers: Based on Multilevel Linear Model Analysis

by Zifeng Shen, Ruiming Lan, Xiaojie Su, Rong Lian and Yingying Zhang

Behav. Sci. 2025, 15(10), 1405; https://doi.org/10.3390/bs15101405 - 16 Oct 2025

Abstract

Primary and secondary school teachers in China bear a substantial additional administrative workload. However, no quantitative study has examined the effects of this workload on teachers. Drawing on the Job Demands–Resources model and Conservation of Resources theory, we examined the relationship between extra-administrative [...] Read more.

Primary and secondary school teachers in China bear a substantial additional administrative workload. However, no quantitative study has examined the effects of this workload on teachers. Drawing on the Job Demands–Resources model and Conservation of Resources theory, we examined the relationship between extra-administrative workload (school level), emotional exhaustion (personal level), and work engagement (personal level) by administering questionnaires and estimating a multilevel linear model. A total of 318 teachers from 51 primary and secondary schools participated in the study. The results indicated that (a) school-level extra-administrative workload significantly and positively predicted teachers’ emotional exhaustion, and (b) emotional exhaustion, in turn, significantly and positively predicted teachers’ work engagement. These findings provide an empirical basis for school management and policy formulation in primary and secondary education and offer practical guidance for promoting teachers’ mental health. Full article

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15 pages, 1131 KB

Open AccessArticle

The Impact of Noise Pollution on Cognitive Function in Middle-Aged and Older Adults: Empirical Evidence from the CHARLS

by Yanzhe Zhang, Yushun Han and Kaiyu Guan

Behav. Sci. 2025, 15(10), 1404; https://doi.org/10.3390/bs15101404 - 16 Oct 2025

Abstract

Against the backdrop of rapid population aging and a high prevalence of cognitive impairment in China, identifying modifiable environmental risk factors is a public health priority. Although environmental noise is widely recognized as a significant stressor, its effects on cognitive health remain underexplored [...] Read more.

Against the backdrop of rapid population aging and a high prevalence of cognitive impairment in China, identifying modifiable environmental risk factors is a public health priority. Although environmental noise is widely recognized as a significant stressor, its effects on cognitive health remain underexplored within the Chinese context. Drawing on balanced panel data from three waves of the China Health and Retirement Longitudinal Study (CHARLS), we examined 3459 individuals aged 45 and above to assess the association between noise pollution and cognitive function using a two-way fixed-effects model. Additionally, we employed a chained mediation approach to investigate whether sleep disturbances and depressive symptoms serve as intermediary mechanisms. The findings indicated a significant inverse relationship: each unit increase in the noise pollution index corresponded to a 0.41-point reduction in overall cognitive scores. These results were robust across various noise exposure measures. Sensitivity analyses using alternative noise metrics also supported this finding. Sleep duration and depression were identified as significant mediators in the relationship between noise pollution and cognitive decline. This longitudinal analysis offers compelling evidence that environmental noise constitutes a substantial risk factor for declining cognitive function in middle-aged and older adults in China. Full article

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Behavioral Sciences

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