Behavioral Sciences

24 pages, 456 KB

Open AccessSystematic Review

Emotional and Subsequent Behavioral Responses After Unethical Pro-Organizational Behavior: A Meta-Analysis Based Systematic Review

by Lemei Zou, Yixiang Wang and Chuanjun Liu

Behav. Sci. 2025, 15(9), 1266; https://doi.org/10.3390/bs15091266 - 16 Sep 2025

Abstract

UPB elicits various and heterogeneous subsequent behaviors through positive and negative emotions, a phenomenon that warrants a comprehensive meta-analysis. This study synthesized 34 studies from both English and Chinese databases (49 independent samples, N = 83,810), published between 2016 and 2024. The results [...] Read more.

UPB elicits various and heterogeneous subsequent behaviors through positive and negative emotions, a phenomenon that warrants a comprehensive meta-analysis. This study synthesized 34 studies from both English and Chinese databases (49 independent samples, N = 83,810), published between 2016 and 2024. The results reveal that positive emotions (e.g., pride, psychological entitlement) trigger the moral licensing effect of rationalizing further unethical conduct and the conscientiousness effect of enhancing organizational identification and promoting positive behaviors. Conversely, negative emotions (e.g., guilt, shame) drive the moral cleansing effect of motivating reparative moral behaviors. Additionally, negative emotions can also lead to the moral slippery slope effect of inducing unethical conduct. Moreover, moral disengagement was identified as a self-regulatory mechanism that permeates this entire process, enabling employees to navigate the moral conflicts arising from UPB. This study uncovers the dual nature of UPB from an emotional perspective. Full article

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

28 pages, 1336 KB

Open AccessArticle

Which Matters More: Intention or Outcome? The Asymmetry of Moral Blame and Moral Praise

by Zhi-Meng Li, Lin Xiao and Hong-Yue Sun

Behav. Sci. 2025, 15(9), 1265; https://doi.org/10.3390/bs15091265 - 16 Sep 2025

Abstract

This study investigated the asymmetrical effects of intentions and outcomes on moral blame and praise within scenarios involving harm and help. By manipulating self–other perspective differences and the severity of outcomes, it further explored their moderating roles in these asymmetrical effects. The key [...] Read more.

This study investigated the asymmetrical effects of intentions and outcomes on moral blame and praise within scenarios involving harm and help. By manipulating self–other perspective differences and the severity of outcomes, it further explored their moderating roles in these asymmetrical effects. The key findings include the following: (1) Intention and outcome asymmetrically influenced moral blame and praise: moral blame prioritized intentions, whereas moral praise emphasized outcomes. (2) Self–other perspectives moderated the asymmetric effects of behavioural intentions and outcomes on moral blame but did not moderate the asymmetric effect on moral praise: from the perspective of others, blame tended to focus on intentions, while the self-perspective prioritized outcomes. (3) Outcome severity moderated the effect of behavioural intentions on moral blame and moral praise. Compared to severe outcomes, intention was a stronger predictor of blame and praise when the outcome was minor; however, this moderating effect was specifically observed for moral blame from others’ perspectives and for moral praise from self-perspective. Full article

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17 pages, 867 KB

Open AccessArticle

Adolescent Athlete Engagement and Team Cohesion in Football: A Moderated Mediation Model with Gender-Based Insights

by Bingzhi Wan, Huarui Huang, Xiaoqi Sha, Chen Zhong and Yizhou Shui

Behav. Sci. 2025, 15(9), 1264; https://doi.org/10.3390/bs15091264 - 16 Sep 2025

Abstract

Adolescents often face interpersonal and adjustment challenges when transitioning from a family-centered to a school-based environment, especially without a supportive group climate. To address these challenges, this study used football, the world’s most widely played team sport, as a platform to examine the [...] Read more.

Adolescents often face interpersonal and adjustment challenges when transitioning from a family-centered to a school-based environment, especially without a supportive group climate. To address these challenges, this study used football, the world’s most widely played team sport, as a platform to examine the impact of athlete engagement on team cohesion and its underlying mechanisms. A total of 1692 Chinese adolescents who regularly participated in football training and demonstrated a strong passion for the sport were recruited. Data were collected using the Athlete Engagement Questionnaire (AEQ), the Interpersonal Competence Questionnaire (ICQ), the Perceived Workplace Social Support Scale (PWSSS), and the Group Environment Questionnaire (GEQ), all of which demonstrated good reliability and validity in this study. The results revealed that (1) athlete engagement was positively associated with team cohesion team cohesion; (2) interpersonal competence partially mediated the relationship between athlete engagement and team cohesion; (3) social support moderated both the direct relationship between athlete engagement and team cohesion and the indirect relationship between athlete engagement and interpersonal competence; and (4) social support moderated the relationship between athlete engagement and team cohesion with significant gender differences, whereas no gender differences were observed in the relationship between athlete engagement and interpersonal competence. This moderated mediation model not only enriches the conceptual model of group cohesion but also addresses gaps in the current literature. Furthermore, it provides theoretical support for physical educators to design targeted team sports interventions tailored to the characteristics of different gender groups. Full article

(This article belongs to the Special Issue The Impact of Sport and Physical Activity on the Mental Health of Adolescents and Children)

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23 pages, 1333 KB

Open AccessArticle

Unraveling the Impact of Blended Learning vs. Online Learning on Learners’ Performance: Perspective of Self-Determination Theory

by Qing Yu, Kun Yu and Jiyao Wang

Behav. Sci. 2025, 15(9), 1263; https://doi.org/10.3390/bs15091263 - 16 Sep 2025

Abstract

After the COVID-19 pandemic, online and blended learning (BL) have been very popular worldwide. They have become as important as face-to-face (F2F) learning. Previous meta-analyses examined the effects of BL and online learning (OL) compared to F2F learning. However, there is no meta-analytic [...] Read more.

After the COVID-19 pandemic, online and blended learning (BL) have been very popular worldwide. They have become as important as face-to-face (F2F) learning. Previous meta-analyses examined the effects of BL and online learning (OL) compared to F2F learning. However, there is no meta-analytic evidence on the effects of BL vs. OL. Which is more effective: BL or OL? So, this study compares the impact of BL and OL based on 37 empirical articles (2000–2024) via meta-analysis. The results suggest that BL has a positive upper-medium effect on student learning outcomes (SMD = 0.611, p < 0.001), especially on cognitive outcomes (SMD = 0.698, p < 0.001) and affective outcomes (SMD = 0.533, p < 0.001). Moreover, moderator analysis finds that BL’s effects are better than OL (1) for a class size of 0~50 students (2) for K-12 and university students (3) within 3 months of intervention (4) on non-STEM subjects (5) with different teachers (6) with 30%~69% proportion of OL (7) using mixed interaction (8) with mixed and group learning (9) on Asian students. Moreover, the results provide valuable suggestions for educators and researchers to improve BL’s practices. Full article

(This article belongs to the Section Educational Psychology)

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16 pages, 1774 KB

Open AccessArticle

Association Between Trauma, Impulsivity, and Functioning in Suicide Attempters

by Paula Jhoana Escobedo-Aedo, Alejandro Porras-Segovia, Maria Luisa Barrigón, Philippe Courtet, Jorge López-Castroman and Enrique Baca-Garcia

Behav. Sci. 2025, 15(9), 1262; https://doi.org/10.3390/bs15091262 - 15 Sep 2025

Abstract

Suicide is a significant public health concern associated with multiple risk factors. Among these factors, a history of trauma and impulsivity has recently received particular attention. Nevertheless, the relationship between trauma, impulsivity, and functional impairment in individuals who attempt suicide remains to be [...] Read more.

Suicide is a significant public health concern associated with multiple risk factors. Among these factors, a history of trauma and impulsivity has recently received particular attention. Nevertheless, the relationship between trauma, impulsivity, and functional impairment in individuals who attempt suicide remains to be fully elucidated. This study aimed to examine the association between trauma, impulsivity, and functioning in a clinical sample with previous suicide attempts. A total of 293 patients were included in the study, with a mean age of 41.42 years (SD 14.37 years). The participants had consulted hospitals due to suicide attempts or severe suicidal ideation. The patients were recruited from three hospitals across Spain. Participants completed assessments designed to measure childhood trauma, impulsivity, and functioning. Pearson’s correlations and logistic regression analyses were used to explore associations between trauma, impulsivity, and their impact on functioning. The findings of the present study indicated a modest yet statistically significant correlation between trauma and impulsivity and between impulsivity and functioning. The findings of the logistic regression analysis indicated that physical and sexual abuse, in conjunction with impulsivity, were significant predictors of diminished functioning. The present study found no evidence of a moderating effect of gender or age in the observed relationships. After controlling for all significant variables, impulsivity was the only factor that retained its statistical significance. The present findings underscore the significance of incorporating a focus on impulsivity within clinical interventions targeting individuals who have attempted suicide, with the objective of enhancing their overall functionality. Full article

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24 pages, 739 KB

Open AccessArticle

Reflecting Emotional Intelligence: How Mindsets Navigate Academic Engagement and Burnout Among College Students

by Yunshan Jiang, Jianwei Zhang, Wenfeng Zheng, Guangxia Guo and Wenya Yang

Behav. Sci. 2025, 15(9), 1261; https://doi.org/10.3390/bs15091261 - 15 Sep 2025

Abstract

Despite the growing recognition of emotional intelligence (EI) and its significant associations with academic outcomes, less is known about the underlying mechanisms through which EI mindsets affect academic engagement and burnout. Drawing on regulatory focus theory and social comparison theory, this study aims [...] Read more.

Despite the growing recognition of emotional intelligence (EI) and its significant associations with academic outcomes, less is known about the underlying mechanisms through which EI mindsets affect academic engagement and burnout. Drawing on regulatory focus theory and social comparison theory, this study aims to reveal how different types of EI mindsets influence college students’ academic engagement and burnout through regulatory focus (i.e., promotion and prevention focus) and further examines the moderating role of performance-prove goal orientation—defined as the motivation to demonstrate competence and outperform others—in these pathways. To test these associations, we conducted two studies. A scenario experiment (Study 1) indicates that a growth mindset of EI (GMOE) has the potential to enhance academic engagement while reducing academic burnout, whereas a fixed mindset of EI (FMOE) exhibits the opposite pattern. Study 2, based on three-wave data, demonstrates that GMOE is positively associated with academic engagement and negatively associated with academic burnout via promotion focus, whereas FMOE is positively associated with academic burnout and negatively associated with academic engagement through prevention focus. Of note, performance-prove goal orientation moderates these pathways: Individuals with higher levels of performance-prove goal orientation exhibit a weakened indirect effect of GMOE on academic engagement via promotion focus, whereas those with lower levels of performance-prove goal orientation display a strengthened version of this pathway. Conversely, the indirect effect of FMOE on academic burnout through prevention focus is stronger when performance-prove goal orientation is high and weaker when it is low. Theoretical and practical implications are also discussed. Full article

(This article belongs to the Section Educational Psychology)

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20 pages, 257 KB

Open AccessArticle

The Role of Leadership Communication in Building Crisis Readiness and Resilient Leadership in Times of Disruption: An Exploratory Study

by Ralph A. Gigliotti and Sonia Alvarez-Robinson

Behav. Sci. 2025, 15(9), 1260; https://doi.org/10.3390/bs15091260 - 15 Sep 2025

Abstract

In today’s dynamic organizational landscape, workplace communication has become an essential competency for leaders at all levels. With a focus on the narratives used during and after organizational crises—specifically, public examples of workplace communication employed by leaders in a higher education context—this study [...] Read more.

In today’s dynamic organizational landscape, workplace communication has become an essential competency for leaders at all levels. With a focus on the narratives used during and after organizational crises—specifically, public examples of workplace communication employed by leaders in a higher education context—this study examines how leaders can cultivate crisis readiness and resilience through strategic communication practices that build trust, convey stability, and strengthen institutional cohesion in times of disruption. Drawing on recent scholarship and public leadership examples, the study introduces a rubric for evaluating resilience narratives that aim to strengthen collective preparedness and adaptability. Framed by the concepts of crisis readiness, resilience, and resilient leadership, this exploratory research highlights how the use of resilience narratives as a form of workplace communication used by leaders can help to bolster collective crisis readiness. Full article

(This article belongs to the Special Issue Workplace Communication: An Emerging Field of Study)

13 pages, 460 KB

Open AccessArticle

Difficulty in Emotion Regulation and Self-Concealment as Mediators of the Link Between Psychological Distress and Disordered Eating Behavior in Emerging Adult Women

by Duckhyun Jo, Mary L. Hill and Akihiko Masuda

Behav. Sci. 2025, 15(9), 1259; https://doi.org/10.3390/bs15091259 - 15 Sep 2025

Abstract

Objective: Emerging adulthood often involves a greater degree of disordered eating behaviors, especially among women. In this psychosocial context, extant evidence suggests that psychological distress is a major contributing factor to disordered eating behaviors. The present cross-sectional study examined whether psychological distress was [...] Read more.

Objective: Emerging adulthood often involves a greater degree of disordered eating behaviors, especially among women. In this psychosocial context, extant evidence suggests that psychological distress is a major contributing factor to disordered eating behaviors. The present cross-sectional study examined whether psychological distress was positively associated with disordered eating behavior in a sample of emerging adult women, and whether difficulty in emotion regulation, self-concealment, or both together, at least partially explained this association. Method: Participants were 723 emerging adult women aged 18 to 25 years old (M_age = 19.5, SD_age = 1.6) who were recruited from a four-year public university in Hawaii, USA. Upon the completion of the informed consent procedure, they voluntarily completed an online survey package that included the self-report measures assessing disordered eating behavior, psychological distress, difficulties in emotion regulation, and self-concealment. Results: We found that psychological distress was positively associated with disordered eating behaviors. We also found that both difficulty in emotion regulation and self-concealment partially accounted for the positive association between psychological distress and disordered eating behavior. Discussion: Future research should examine the conceptual and applied implications of these findings further. Full article

(This article belongs to the Section Psychiatric, Emotional and Behavioral Disorders)

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11 pages, 601 KB

Open AccessArticle

Recent Reminders with Word-Image Information Can Improve Children’s Prospective Memory Performance

by Yan Yang, Yunfei Guo and Mingyuan Wang

Behav. Sci. 2025, 15(9), 1258; https://doi.org/10.3390/bs15091258 - 15 Sep 2025

Abstract

Children’s prospective memory is not yet mature, and setting reminders is an effective method to improve their prospective memory. This study aimed to explore how reminders, placed at different distances from prospective memory cues, affect children’s prospective memory under different attention load conditions. [...] Read more.

Children’s prospective memory is not yet mature, and setting reminders is an effective method to improve their prospective memory. This study aimed to explore how reminders, placed at different distances from prospective memory cues, affect children’s prospective memory under different attention load conditions. A total of 170 primary school students aged 7–12 (M = 9.54, SD = 1.68) took part in the experiment in a laboratory environment. The experimental program was presented using E-prime 2.0 on one desktop computer. This study used a 3 (reminder conditions: recent reminder, distant reminder, control condition) × 2 (attention loads: low, high) between-subjects design. The results showed that in both low and high attention load conditions, the accuracy of prospective memory in the recent reminder condition was much higher than that in both the distant reminder and control conditions. The accuracy of ongoing tasks under the recent reminder condition was also significantly higher than that under the distant reminder and control conditions. The results showed that recent reminders can improve children’s prospective memory performance while reducing attentional expenditure, and the promoting effect of recent reminders on children’s prospective memory was not affected by attentional loads. Full article

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13 pages, 597 KB

Open AccessArticle

The Developmental Trajectory and Influencing Factors of Self-Concept Clarity in Chinese Adolescents: A Latent Transition Analysis

by Yang Yang, Ying Zou, Yin Qiu and Jianyong Yang

Behav. Sci. 2025, 15(9), 1257; https://doi.org/10.3390/bs15091257 - 14 Sep 2025

Abstract

This study used latent transition analysis to explore the categories of self-concept clarity transformation and their influencing factors among adolescents. A total of 3010 adolescents (Mage = 17.56, SD = 2.61, ranging from 12 to 23 years, 41.23% males) were longitudinally tracked, [...] Read more.

This study used latent transition analysis to explore the categories of self-concept clarity transformation and their influencing factors among adolescents. A total of 3010 adolescents (Mage = 17.56, SD = 2.61, ranging from 12 to 23 years, 41.23% males) were longitudinally tracked, with assessments of their self-concept clarity conducted three times over half a year. Results showed that (1) there existed heterogeneity in the adolescents’ self-concept clarity, with three distinct profiles identified at each time point; and (2) adolescents’ self-concept clarity exhibited different transition trajectories. The group with high self-concept clarity revealed higher stability, with those in the low self-concept clarity group tending to shift towards either the moderate self-concept clarity group or the high self-concept clarity group. (3) Parent–child relationships had a more stable impact on adolescents’ self-concept clarity subgroups, while peer relationships played a less consistent role. The study advances our understanding of the potential changes in the development of adolescent self-concept clarity profiles in conjunction with the impact of peer relationships and parent–child relationships, but also offers a basis for classification description and intervention practices in enhancing adolescents’ self-concept clarity. Full article

(This article belongs to the Section Developmental Psychology)

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22 pages, 440 KB

Open AccessArticle

Executive Functioning Profiles in Children with Neurodevelopmental Disorders

by Esperanza Bausela Herreras

Behav. Sci. 2025, 15(9), 1256; https://doi.org/10.3390/bs15091256 - 14 Sep 2025

Abstract

Antecedents: From a functional perspective, executive functions—such as self-regulation and meta-cognition—emerge as key dimensions affected transversally across various neurodevelopmental disorders. Aim: The aim of this study is to analyze and compare executive functioning profiles in children with various neurodevelopmental disorders, as reported by [...] Read more.

Antecedents: From a functional perspective, executive functions—such as self-regulation and meta-cognition—emerge as key dimensions affected transversally across various neurodevelopmental disorders. Aim: The aim of this study is to analyze and compare executive functioning profiles in children with various neurodevelopmental disorders, as reported by parents and teachers. It is hypothesized that children with neurodevelopmental disorders exhibit executive function deficits, as measured by the BRIEF-P, in comparison to typically developing children. Methodology: We used a non-experimental methodology and ex post facto design to perform a descriptive, cross-sectional study. Participants: The normative sample is composed of 1.979 participants with typical (normotypical) development and 205 participants belonging to a clinical sample. Measurement: The instrumental development of EFs was evaluated using BRIEF-P by key informants. Results: The highest F-values were observed in the following: (i) working memory, (a) parents [F = 195.76, p < 0.001] and (b) teachers: [F = 199.63, p < 0.001]; and (ii) Emergent Metacognition Index, (a) parents [F = 176.15, p < 0.001] and (b) teachers [F = 187.87, p < 0.001]; and (iii) Executive Function Global, (a) parents [F = 168.07, p < 0.001] and (b) teachers [F = 207.47, p < 0.001]. Conclusions: This study provides a clear framework for identifying dysexecutive syndrome. Executive functioning is one of the most important abilities, and its disruption can lead to dysexecutive syndrome. Full article

(This article belongs to the Special Issue Developing Cognitive and Executive Functions Across Lifespan)

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17 pages, 504 KB

Open AccessArticle

Working Differently, Performing Similarly: Systems Intelligence and Job Crafting as Predictors of Job Performance in a Three-Wave Longitudinal Study

by Sidra Liaquat, Jordi Escartín and Jacqueline Coyle-Shapiro

Behav. Sci. 2025, 15(9), 1255; https://doi.org/10.3390/bs15091255 - 14 Sep 2025

Abstract

In light of a Volatile, Uncertain, Complex and Ambiguous (VUCA) world, the need for employee adaptability is a critical capacity to navigate challenges and facilitate employees thriving in organizations. One important capacity, systems intelligence, captures employees’ ability to think, adapt and act effectively [...] Read more.

In light of a Volatile, Uncertain, Complex and Ambiguous (VUCA) world, the need for employee adaptability is a critical capacity to navigate challenges and facilitate employees thriving in organizations. One important capacity, systems intelligence, captures employees’ ability to think, adapt and act effectively in interactions with systems. In a three-wave longitudinal study, we examine the relationship between systems intelligence (SI), job crafting (JC), and job performance (JP) over time. We employ the job demands-resources model to demonstrate that SI increases JP, hypothesizing that job resources, as manifested in JC, act as mediator between personal resources (SI) and JP. Data were collected from employees in Pakistan working across the banking, telecommunications, information technology, and engineering sectors. In the first wave, 303 participants completed the survey using validated self-report measures, followed by 212 in the second wave, and 99 in the third wave, each two months apart. Our findings show that systems intelligence at Time 1 was positively related to job performance at Time 3 but not Time 2. We found no significant association of SI at Time 1 with JC at Time 2 or Time 3. JC at Time 2 did not mediate the effects of SI at Time 1 on JP at Time 3. However, JC (T1 & T2) had a significant positive effect on JP (T2 & T3). Overall, our findings suggest that the pathways from systems intelligence and job crafting to job performance are independent. This dual pathway to performance has important theoretical implications as well as practical implications for organizations. Organizations can improve team and individual productivity by fostering systems intelligence and promoting job crafting behaviours. This research directs the attention of leaders and HR functions to the value of tailored interventions in developing these abilities and achieving long-term success and adaptive performance in the workforce. Full article

(This article belongs to the Section Organizational Behaviors)

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20 pages, 264 KB

Open AccessArticle

Bridging Disciplines: Integrating Mental Health and Education to Promote Immigrant Student Wellbeing

by Vanja Pejic, Kristin Russo, Rhode Milord-LeBlanc, Kayla Mehjabin Parr, Sara Whitcomb and Robyn S. Hess

Behav. Sci. 2025, 15(9), 1254; https://doi.org/10.3390/bs15091254 - 14 Sep 2025

Abstract

More than 5 million students in U.S. public schools are immigrants or the children of immigrants, highlighting the urgent need for educational practices that honor their lived experiences and promote both emotional and academic growth. This article details a collaborative effort between a [...] Read more.

More than 5 million students in U.S. public schools are immigrants or the children of immigrants, highlighting the urgent need for educational practices that honor their lived experiences and promote both emotional and academic growth. This article details a collaborative effort between a school-based psychologist and two high school English teachers to co-design a 12th grade English Language Arts curriculum responsive to the unique strengths and challenges of immigrant youth. Grounded in transformative social and emotional learning, trauma informed principles and culturally sustaining pedagogy, the curriculum weaves together themes of hope, identity, social determinants of health, and agency. The co-development process involved aligning clinical and educational expertise, adapting trauma-informed principles for the classroom, and centering student experience throughout design and implementation. Students reported high satisfaction with the curriculum. Teachers observed stronger student engagement and deeper, more meaningful relationships, attributing these outcomes to the curriculum’s relevance to students’ cultural and community contexts. This case study illustrates the promise of cross-sector partnerships and provides recommendations for creating learning environments where immigrant students can reflect, heal, and thrive through both academic content and emotional connection. Full article

(This article belongs to the Special Issue School-Based Mental Health Systems: Psychological Care for Children and Youth)

17 pages, 621 KB

Open AccessArticle

Further Validation Study of the Gender-Specific Binary Depression Screening Version (GIDS-15) and Investigation of Intervention Effects

by Jan S. Pellowski, Christian Wiessner, Claudia Buntrock and Hanna Christiansen

Behav. Sci. 2025, 15(9), 1253; https://doi.org/10.3390/bs15091253 - 14 Sep 2025

Abstract

Men and women differ in the manifestation of depression. At the same time, there is a lack of gender-sensitive depression questionnaires in Germany. This study investigated the Gender-specific binary depression screening version (GIDS-15) in a further validation step. In a two-armed, pragmatic single-blind [...] Read more.

Men and women differ in the manifestation of depression. At the same time, there is a lack of gender-sensitive depression questionnaires in Germany. This study investigated the Gender-specific binary depression screening version (GIDS-15) in a further validation step. In a two-armed, pragmatic single-blind randomised controlled clinical trial, we first investigated the psychometric properties and the sensitivity to change in the GIDS-15 in a sample with subclinical depression (N = 203). In addition, we then analysed sex differences between the intervention and waiting control group over time. We were able to demonstrate adequate to acceptable internal consistency as well as convergent construct validity of the GIDS-15. Additionally, we were able to demonstrate the sensitivity to change in the GIDS-15. Using a linear mixed model, we calculated a three-way interaction between intervention group, sex, and time (p = 0.017). We found an increase in the intervention effect for men over time. Conclusions: The GIDS-15 proves to be a solid and practical screening tool for the gender-sensitive assessment of depression in Germany. It can be used for progression and intervention diagnostics, although the intervention effect that was found can only be interpreted to a limited extent due to significant sample size differences between men and women. Limitations of our study and practical implications are discussed. Full article

(This article belongs to the Section Psychiatric, Emotional and Behavioral Disorders)

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24 pages, 610 KB

Open AccessArticle

Investigation of Lexical and Inflectional Verb Production and Comprehension in French-Speaking Teenagers with Developmental Language Disorders (DLDs)

by Marie Pourquié, Emilie Courteau, Ann-Sophie Duquette and Phaedra Royle

Behav. Sci. 2025, 15(9), 1252; https://doi.org/10.3390/bs15091252 - 14 Sep 2025

Abstract

Little research has studied verb inflection and argument structure complexity effects in teenagers with developmental language disorders (DLDs). However, verb production and comprehension deficits that characterize younger children with DLD might persist over time. Seventeen French-speaking teenagers with DLD and seventeen controls (typical [...] Read more.

Little research has studied verb inflection and argument structure complexity effects in teenagers with developmental language disorders (DLDs). However, verb production and comprehension deficits that characterize younger children with DLD might persist over time. Seventeen French-speaking teenagers with DLD and seventeen controls (typical language, TL group) were tested with fLEX, an application designed to assess lexical and inflectional production and comprehension of three different verb types: intransitives, transitives and ditransitives, i.e., verbs that require none, one or two overt complements. Participants performed three tasks: action naming, sentence production and sentence comprehension involving third singular and plural present tense. Both groups performed similarly on action naming. Subject–verb agreement errors characterized participants with DLD both in sentence production and comprehension; however, verb–argument structure had no effect on any of the tasks. These results characterize verb deficits in teenagers with DLD as affecting inflectional processes rather than lexical ones: they are found in production and comprehension, persist until adolescence and are thus a target for evaluation and intervention in French-speaking teenagers. Results are discussed from a cross-linguistic perspective and in light of current theories on DLD. Full article

(This article belongs to the Special Issue Understanding Dyslexia and Developmental Language Disorders)

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19 pages, 3345 KB

Open AccessArticle

Relational Humor and Identity Framing in the “Virgin vs. Chad” Meme Format

by Ana Yara Postigo-Fuentes

Behav. Sci. 2025, 15(9), 1251; https://doi.org/10.3390/bs15091251 - 14 Sep 2025

Abstract

Extremist narratives combine two relational dynamics: the in-group is portrayed as both socially superior and simultaneously victimized by an antagonistic out-group, which legitimizes hostility or defensive solutions. Despite their relevance, such narratives remain comparatively understudied. To date, little research has examined how extremist [...] Read more.

Extremist narratives combine two relational dynamics: the in-group is portrayed as both socially superior and simultaneously victimized by an antagonistic out-group, which legitimizes hostility or defensive solutions. Despite their relevance, such narratives remain comparatively understudied. To date, little research has examined how extremist narratives are represented through memes, and particularly how humour operates within memetic forms. This article develops and tests a three-layered analytical framework for examining humour in extremist digital cultures. The framework integrates insights from narrative studies, multimodal discourse analysis, and humour theory to capture how memes condense antagonisms, stabilize symbolic contrasts, and calibrate affective positioning. The Virgin vs. Chad meme format is used as a case study due to its binary archetypal structure and recurrent circulation in Spanish far-right meme ecologies. The study draws on 1225 posts on X (May–August 2024), from which 17 memes employing the format were selected for in-depth qualitative analysis. The findings show that the format performs symbolic compression by staging binary oppositions between in-group and out-group identities, typically valorizing figures associated with nationalism, masculinity, and epistemic certainty while delegitimizing those linked to progressivism, pluralism, or emotional expressiveness. These meanings are stabilized through repeated visual and typographic conventions, including character archetypes, split-panel layouts, and indexical stylization. Humour arises through devices such as irony, reversal, exaggeration, and incongruity, which render these oppositions as recognizable contrasts. By integrating insights from humour theory, narrative framing, and multimodal discourse analysis, the article contributes a methodological model for examining how memes condense and circulate antagonistic distinctions in online political ecologies. Full article

(This article belongs to the Special Issue Humor Use in Interpersonal Relationships)

34 pages, 1319 KB

Open AccessArticle

Case Order Effects in Legal Decision-Making

by Paul Troop and David Lagnado

Behav. Sci. 2025, 15(9), 1250; https://doi.org/10.3390/bs15091250 - 14 Sep 2025

Abstract

Case order effects, where decision-makers resolve dilemmas differently depending on the order in which cases are presented, are well established in the psychology of moral decision-making. Yet this type of order effect has rarely been studied in a legal context. Given the integral [...] Read more.

Case order effects, where decision-makers resolve dilemmas differently depending on the order in which cases are presented, are well established in the psychology of moral decision-making. Yet this type of order effect has rarely been studied in a legal context. Given the integral importance of consistency and precedent to the law, we sought to test for the existence of case order effects in legal decisions. Participants across five studies (total n = 1023) were given pairs of life-or-death legal cases to decide, consisting of one decision generally viewed positively in isolation, and one decision negatively viewed, with the order of presentation being varied (positive before negative vs. negative before positive). Studies included civil and criminal cases and individual and group decision-making. Results demonstrated that the case order effects previously seen in the moral context also held in the legal context. Order effects were asymmetric, with responses to one case remaining stable while responses to the other being labile, depending on the order presented. A particularly novel finding was of responses to labile cases becoming less, rather than more, similar to responses to preceding cases. Order effects can be readily triggered in the context of legal decision-making, suggesting legal precedent may be partially dependent on the order in which cases are determined. The asymmetric and previously undiscovered direction of these order effects is not consistent with existing consistency-type theories which predict effects to be symmetrical and more similar to previous cases and the findings are only partially consistent with salience-type theories. Full article

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

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38 pages, 842 KB

Open AccessArticle

Using Psychologically Informed Community-Based Participatory Research to Create Culturally Relevant Informal STEM Experiences

by Jennifer LaCosse, E. Shirl Donaldson, Thiago Ferreira and Mihai Burzo

Behav. Sci. 2025, 15(9), 1249; https://doi.org/10.3390/bs15091249 - 13 Sep 2025

Abstract

Systemic racism, high turnovers of teachers and administrators, and deindustrialization in Flint, Michigan, have created an environment that limits the opportunities of Flint youth to engage in and succeed in STEM. This paper describes a partnership between university researchers and Flint community members [...] Read more.

Systemic racism, high turnovers of teachers and administrators, and deindustrialization in Flint, Michigan, have created an environment that limits the opportunities of Flint youth to engage in and succeed in STEM. This paper describes a partnership between university researchers and Flint community members formed to start the task of addressing this issue. We took a community-based participatory research (CBPR) approach in which we treated community members as co-creators of informal science experiences (ISEs) that take place outside of the classroom. We also integrated psychological research into our research practices and design. To provide context for our work, we review the current literature on ISE and CBPR. We then share our general approach to forming an understanding of minoritized youths’ experiences in STEM in Flint. Next, we discuss how our relationship with the community started, what is working well, the challenges we face, and our recommendations for future researchers. Finally, we discuss the implications of what we have learned and directions for future research. Full article

(This article belongs to the Special Issue The Psychology of Underrepresentation in STEM (Science, Technology, Engineering and Mathematics))

19 pages, 605 KB

Open AccessArticle

Development and Validation of the Safety Behavior Assessment Form-PTSD Scale

by Jason T. Goodson, Madison E. Fraizer, Gerald J. Haeffel, Jacek Brewczynski, Lucas Baker, Caleb Woolston, Anu Asnaani and Erika M. Roberge

Behav. Sci. 2025, 15(9), 1248; https://doi.org/10.3390/bs15091248 - 12 Sep 2025

Abstract

Safety behaviors are mental processes and behaviors associated with the onset, maintenance, and treatment of anxiety-related disorders. But these behaviors are understudied in the context of posttraumatic stress disorder (PTSD). One reason is the lack of psychometrically valid instruments to assess safety behaviors [...] Read more.

Safety behaviors are mental processes and behaviors associated with the onset, maintenance, and treatment of anxiety-related disorders. But these behaviors are understudied in the context of posttraumatic stress disorder (PTSD). One reason is the lack of psychometrically valid instruments to assess safety behaviors specific to the diagnosis of PTSD. To address this gap in the literature, we adapted a well-validated general measure of safety behaviors to create a brief 10-item questionnaire for assessing PTSD-specific safety behaviors—the Safety Behavior Assessment Form-PTSD scale (SBAF-PTSD scale). The results of four studies, using both clinical and non-clinical populations, supported the reliability and validity of the SBAF-PTSD scale; the measure demonstrated strong internal consistency, test–retest reliability, inter-item correlations, and convergent and divergent validity across all four studies. It also demonstrated clinical utility as it predicted treatment outcomes for American military veterans diagnosed with PTSD. Results provide initial support for this measure as a tool that can be used in both research and in clinical practice (e.g., treatment monitoring). Full article

(This article belongs to the Section Psychiatric, Emotional and Behavioral Disorders)

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