Behavioral Sciences

28 pages, 527 KB

Open AccessArticle

Crafting the Future of Digitization: How and When Digital Leadership Promotes Public Employees’ Proactive Service Performance

by Shanghao Song, Chenhui Zuo, Yunsheng Shi, Shujie Chen and Jingwei Zhao

Behav. Sci. 2026, 16(6), 1035; https://doi.org/10.3390/bs16061035 (registering DOI) - 21 Jun 2026

Abstract

With the development of digital technology and artificial intelligence (AI), numerous studies have focused on the applications and impacts of digital technology in the public sector. However, few studies have explored how frontline public service employees, the core subject of public organizations, can [...] Read more.

With the development of digital technology and artificial intelligence (AI), numerous studies have focused on the applications and impacts of digital technology in the public sector. However, few studies have explored how frontline public service employees, the core subject of public organizations, can improve their proactive service performance. Based on the model of proactive motivation, this paper investigates the influence of digital leadership on employees’ proactive service performance from a micro perspective, as well as the internal mechanisms and boundary conditions underlying this process. Through an analysis of three-wave questionnaire survey data from 234 employees, this study finds that digital leadership has a positive impact on public employees’ proactive service performance through the serial mediation effects of AI service awareness and AI crafting. Furthermore, as an important boundary condition, employees’ public service motivation strengthens the serial indirect effect of digital leadership on proactive service performance. This paper not only extends the literature on digital leadership by adopting a micro-level perspective within the context of public sector digital transformation but also identifies the individual and contextual antecedents of proactive service performance by examining the interactive effect of public service motivation and leadership. Furthermore, this paper offers valuable implications for the practice of digital transformation in public organizations. Full article

(This article belongs to the Section Organizational Behaviors)

19 pages, 565 KB

Open AccessArticle

Longitudinal Associations Among Academic Burnout, Fear of Missing Out, and Smartphone Use Addiction in Chinese University Students: A Two-Wave Study

by Rubin Shi, Ruiqin Xie, Weiyi Xie and Lei Mo

Behav. Sci. 2026, 16(6), 1034; https://doi.org/10.3390/bs16061034 (registering DOI) - 20 Jun 2026

Abstract

Smartphone use addiction and academic burnout represent prevalent phenomena, and existing research indicates a strong positive association between them. However, the longitudinal associations and potential explanatory mechanisms underlying this association remain insufficiently examined. This research explored the reciprocal influences between academic burnout and [...] Read more.

Smartphone use addiction and academic burnout represent prevalent phenomena, and existing research indicates a strong positive association between them. However, the longitudinal associations and potential explanatory mechanisms underlying this association remain insufficiently examined. This research explored the reciprocal influences between academic burnout and smartphone use addiction across time, while also examining whether fear of missing out (FoMO) functions as a central mediating mechanism. This research utilized a two-wave longitudinal design, with data collected from participants at two time points separated by a six-month interval. The sample consisted of 893 students from a university in South China. Measures included the Adolescent Student Burnout Inventory, the Fear of Missing Out Scale, and the Mobile Phone Addiction Scale. This research employed an analytical method of cross-lagged panel models with mediating effects. The results demonstrated that smartphone use addiction and academic burnout positively predicted each other over time. Furthermore, FoMO significantly mediated these bidirectional longitudinal associations. These results provide preliminary evidence for bidirectional temporal associations between academic burnout and smartphone use addiction and identify FoMO as one potential mechanism linking the two phenomena over time. These findings offer practical insights for developing targeted intervention strategies to address these interrelated issues among university students. Full article

(This article belongs to the Topic Addictive Behaviors and Mental Disorders Among Youth and Adolescents)

20 pages, 994 KB

Open AccessArticle

Mindfulness and Psychological Distress in College Student-Athletes: The Mediating Roles of Cognitive Reappraisal and Subjective Vitality

by Xing Liu, Li Li and Huilin Wang

Behav. Sci. 2026, 16(6), 1033; https://doi.org/10.3390/bs16061033 (registering DOI) - 20 Jun 2026

Abstract

Introduction: College student-athletes must often balance academic responsibilities with intensive training and competition, placing them under considerable pressure and potentially increasing their risk of mental health difficulties. Against this background, the present study focused on the link between mindfulness and psychological distress and [...] Read more.

Introduction: College student-athletes must often balance academic responsibilities with intensive training and competition, placing them under considerable pressure and potentially increasing their risk of mental health difficulties. Against this background, the present study focused on the link between mindfulness and psychological distress and examined whether cognitive reappraisal and subjective vitality were statistically involved in this association as indirect associations. Methods: Participants were 430 college student-athletes recruited from five universities in Hunan Province, China. Using a cross-sectional survey design, the hypothesized model was tested using structural equation modeling in AMOS 23.0, and indirect associations were examined with bootstrap analysis based on 5000 resamples. Results: Mindfulness was positively associated with both cognitive reappraisal and subjective vitality. Cognitive reappraisal was positively associated with subjective vitality but negatively associated with psychological distress. Subjective vitality also showed a negative association with distress. Moreover, mindfulness showed an indirect association with lower distress through cognitive reappraisal and subjective vitality. Discussion: The findings may contribute to a better understanding of the psychological correlates associated with mental health in college student-athletes. They also suggest that mindfulness-related psychological resources may be associated with lower distress and may help guide future longitudinal and intervention research in this group. Full article

(This article belongs to the Special Issue Mindfulness, Compassion, and Well-Being in Social Work Practice)

20 pages, 1013 KB

Open AccessArticle

Bilingual and Bicultural: Executive Function in Korean and American Children

by Jasmine R. Ernst, Seokyung Kim, Catherine Schaefer, Hyewon Park Choi and Stephanie M. Carlson

Behav. Sci. 2026, 16(6), 1032; https://doi.org/10.3390/bs16061032 (registering DOI) - 20 Jun 2026

Abstract

The bilingual advantage hypothesis proposes that bilingual children will display greater executive function (EF) skills compared to their monolingual peers. However, most research on this topic neglects to include monolingual children from both language groups for comparison, thus confounding language status and cultural [...] Read more.

The bilingual advantage hypothesis proposes that bilingual children will display greater executive function (EF) skills compared to their monolingual peers. However, most research on this topic neglects to include monolingual children from both language groups for comparison, thus confounding language status and cultural context. To address this gap, we administered an extensive battery of EF tasks to 189 typically developing children ages 47–95 months (M_age = 71.47, SD = 11.68, 42.9 % Female) drawn from three language status groups: Korean-English Bilingual and English Monolingual (both in the northwestern United States) and Korean Monolingual (South Korea). Korean-English Bilingual children scored significantly higher on the EF composite than Korean Monolingual children, even after controlling for child age and verbal ability. Both English Monolingual and Korean-English Bilingual children waited significantly longer during a delay-of-gratification task than Korean Monolingual children when controlling for age and verbal ability. Korean-English Bilingual children outperformed English Monolingual and Korean Monolingual children on the Comprehensive Test of Nonverbal Intelligence. There were no significant differences between language status groups on the other individual EF tasks after adjusting for multiple comparisons. Taken together, we did not find consistent support for a bilingual advantage in EF skills: Country of residence also played a role, with children living in the United States outperforming children living in Korea in some cases. Full article

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

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18 pages, 5932 KB

Open AccessReview

Culturally Responsive Pediatric Rehabilitation Interventions: A Scoping Review

by Ashley Albores, Annamarie Jump, Hana Rupnow, Cheyenne Schorlig, Patricia C. Coker-Bolt and Emerson Hart

Behav. Sci. 2026, 16(6), 1031; https://doi.org/10.3390/bs16061031 - 19 Jun 2026

Abstract

Culturally responsive frameworks are essential for delivering equitable rehabilitation services to diverse communities. Culturally informed practices that use evidence-based strategies facilitate holistic, family-centered interventions. This scoping review explores the literature published over the last 5 years on barriers and facilitators to the use [...] Read more.

Culturally responsive frameworks are essential for delivering equitable rehabilitation services to diverse communities. Culturally informed practices that use evidence-based strategies facilitate holistic, family-centered interventions. This scoping review explores the literature published over the last 5 years on barriers and facilitators to the use of culturally responsive interventions for children and families receiving pediatric rehabilitation services. Databases searched included PubMed, CINAHL Complete, Medline, Cochrane Library, and OTseeker. Search terms included cultural competence, culturally informed, culturally grounded, pediatrics, rehabilitation, physical therapy, occupational therapy, barriers, facilitators, and a combination of these terms. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Published intervention studies that identified the barriers and facilitators of culturally responsive care were included in this review. Data from presentations, non-peer-reviewed literature, published abstracts, and dissertations were excluded. Ten studies were included, two Level III, three Level IV, and five Level V, according to the commonly accepted research Levels of Evidence. The outcomes of these studies suggest that rehabilitation providers should consider how to implement tailored, culturally informed interventions to improve holistic, accessible care for all communities. Full article

(This article belongs to the Special Issue Improvement in the Adaptation and Wellbeing of Children with Neuromotor Disabilities)

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11 pages, 279 KB

Open AccessArticle

Initial Psychometric Evaluation of the Social Safeness and Pleasure Scale Japanese Version

by Kenichi Asano, Asa Nagae, Yasuhiro Kotera, Rhea Takahashi, Jaskaran Basran and Paul Gilbert

Behav. Sci. 2026, 16(6), 1030; https://doi.org/10.3390/bs16061030 - 19 Jun 2026

Abstract

This study conducted an initial psychometric evaluation of the Japanese version of the Social Safeness and Pleasure Scale (SSPS-J). In Study 1 (N = 477), exploratory factor analysis supported a single-factor structure with excellent internal consistency (alpha = 0.95, omega = 0.95). [...] Read more.

This study conducted an initial psychometric evaluation of the Japanese version of the Social Safeness and Pleasure Scale (SSPS-J). In Study 1 (N = 477), exploratory factor analysis supported a single-factor structure with excellent internal consistency (alpha = 0.95, omega = 0.95). Significant correlations with depression (r = −0.53), anxiety (r = −0.26), stress (r = −0.36), life satisfaction (r = 0.67), and social support (r = 0.47–0.52) demonstrated robust convergent validity. In Study 2, confirmatory factor analysis (N = 262) confirmed the reproducibility of the single-factor model with an acceptable overall fit (CFI = 0.943, SRMR = 0.036, RMSEA = 0.108). Test–retest reliability over a three-week interval (N = 113) was also high (ICC = 0.88). These results suggest that the SSPS-J is a reliable and valid preliminary measure for assessing social safeness in the Japanese general population. Full article

17 pages, 1161 KB

Open AccessArticle

Relating Cognitive-Activating Instruction and Metacognitive Self-Regulation to Mathematics Performance and Self-Efficacy: A Process-Modelling Study

by Ioannis G. Katsantonis

Behav. Sci. 2026, 16(6), 1029; https://doi.org/10.3390/bs16061029 - 19 Jun 2026

Abstract

This study examined the processes linking cognitively activating mathematics instruction to self-efficacy via metacognitive self-regulation. A sequential mediation model was tested whereby cognitive-activating instruction operationalised as mathematical argumentation was specified as being associated with metacognitive self-regulation, which, in turn, was estimated to be [...] Read more.

This study examined the processes linking cognitively activating mathematics instruction to self-efficacy via metacognitive self-regulation. A sequential mediation model was tested whereby cognitive-activating instruction operationalised as mathematical argumentation was specified as being associated with metacognitive self-regulation, which, in turn, was estimated to be associated with mathematics performance and mathematics self-efficacy. Data from 6403 adolescents (49.76% females) from Greece’s PISA 2022 dataset were utilised. Latent variables were constructed from the student questionnaire items to capture cognitive activation, metacognitive self-regulation, and self-efficacy. Structural equation modelling showed that cognitive activation was positively associated with metacognitive self-regulation, which, in turn, was positively associated with mathematics self-efficacy. Sequential mediation analysis indicated that cognitive-activating instruction was also directly linked to mathematics self-efficacy and indirectly through mathematics performance, supporting the role of performance as a source of mastery experiences. In brief, the findings imply that engaging students in cognitively activating activities is associated with better metacognitive self-regulation skills and higher mathematics self-efficacy, partly through mathematics performance, which is consistent with the mastery-experiences account. Full article

(This article belongs to the Section Educational Psychology)

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21 pages, 5570 KB

Open AccessArticle

Learning-Behavioral Affordances in German Textbooks: Sustainability-Oriented Intercultural Competence Development in China

by Chenxi Li and Enuo Wang

Behav. Sci. 2026, 16(6), 1028; https://doi.org/10.3390/bs16061028 - 19 Jun 2026

Abstract

This study examines how German textbooks provide learning-behavioral affordances for sustainability-oriented intercultural competence development. Drawing on Klieme’s competence-model logic, ESD, intercultural competence research, learning behavior theory, and affordance theory, it treats “sustainable intercultural competence” not as a standardized construct but as a working [...] Read more.

This study examines how German textbooks provide learning-behavioral affordances for sustainability-oriented intercultural competence development. Drawing on Klieme’s competence-model logic, ESD, intercultural competence research, learning behavior theory, and affordance theory, it treats “sustainable intercultural competence” not as a standardized construct but as a working shorthand for the sustainability-oriented development of intercultural competence. Methodologically, the study adopts a directed qualitative content analysis supplemented by descriptive frequency aggregation. All 37 units across the four volumes of Meilenstein were coded on a 0–2 scale across three affordance dimensions: cognitive-understanding affordance, reflective value-judgment affordance, and interaction-action affordance. The findings show that the series provides substantial but uneven affordances. Interaction-action received the highest aggregated score, followed by cognitive-understanding, whereas reflective value-judgment remained substantially lower. Units on family, identity, sustainability, and civic engagement offer the most balanced affordance structures, whereas everyday practical units privilege communicative action and disciplinary units privilege cognitive understanding. The study argues that textbook-based intercultural learning should be examined not only through topic inclusion but also through how texts, prompts, and tasks organize opportunities for comparison, reflection, judgment, negotiation, and action. Full article

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21 pages, 1513 KB

Open AccessArticle

Association Between Mental Health Literacy and Its Dimensions with Adolescent Depression and Anxiety: A Cross-Sectional Study Among 5759 Adolescents in China

by Zhihan Jiang, Xing Wang, Yuteng Luo, Zeyun Hu, Shibin Wang, Yanbin Liu and Heng Wu

Behav. Sci. 2026, 16(6), 1027; https://doi.org/10.3390/bs16061027 - 18 Jun 2026

Abstract

Introduction: Adolescent depression and anxiety are major public health concerns. Previous studies showed that low mental health literacy is associated with depressive and anxiety symptoms. However, how its core dimensions—knowledge, attitudes, and skills—differentially relate to emotional symptoms remains unclear. Methods: A school-based survey [...] Read more.

Introduction: Adolescent depression and anxiety are major public health concerns. Previous studies showed that low mental health literacy is associated with depressive and anxiety symptoms. However, how its core dimensions—knowledge, attitudes, and skills—differentially relate to emotional symptoms remains unclear. Methods: A school-based survey was conducted among 6400 adolescents in Guangdong, China. Eligible participants completed the MHL questionnaire and assessments for depressive and anxiety symptoms. We assessed whether MHL was associated with depressive and anxiety symptoms in adolescents. Machine learning algorithms with SHAP analysis were applied to explore complex associations and validate key findings. Results: A total of 5759 adolescents were included. MHL and the knowledge dimension were negatively associated with depressive and anxiety symptoms. The attitudes dimension showed a negative association with both mental health outcomes (depression: OR = 0.83; anxiety: OR = 0.84) and machine learning confirmed attitudes as the key factor. Skills were unrelated to depressive symptoms. At the highest quartile, skills showed a positive association with anxiety symptoms (OR = 1.29). Conclusions: The attitudes dimension is negatively associated with adolescent depressive and anxiety symptoms and emerged as a key feature in ML identification models. Full article

(This article belongs to the Section Child and Adolescent Psychiatry)

16 pages, 445 KB

Open AccessArticle

D&D and You: A Reflexive Thematic Analysis of Young Adult Players’ Experiences Exploring Identity and Mental Health Through Dungeons and Dragons

by Zoe Thomas, Abby Dunn, Aislinn D. Gomez Bergin and Cassie M. Hazell

Behav. Sci. 2026, 16(6), 1026; https://doi.org/10.3390/bs16061026 - 18 Jun 2026

Abstract

Dungeons and Dragons (D&D) is a collaborative roleplaying game that is associated with social and emotional benefits for young adults (YAs). Research has not addressed how YAs’ understanding of identity and mental health is explored through D&D. This research explored the impact that [...] Read more.

Dungeons and Dragons (D&D) is a collaborative roleplaying game that is associated with social and emotional benefits for young adults (YAs). Research has not addressed how YAs’ understanding of identity and mental health is explored through D&D. This research explored the impact that playing D&D has on YAs’ understanding of their identity and how this relates to their mental health. Eleven YAs (aged 18–25) were interviewed about their experiences of playing D&D. Their interviews were analysed using Reflexive Thematic Analysis. Four main themes were identified: D&D as a safer space; D&D for coping; D&D for exploration; and D&D for growth. The findings demonstrate that YAs use D&D to navigate experiences such as social and emotional difficulties and their evolving sense of self. D&D helped YAs to manage their current circumstances as well as to look to the future. These findings highlight the positive impact D&D has on identity exploration and mental health for YAs. Playing D&D was perceived by participants as improving their wellbeing, relationships, and occupations at a critical time developmentally when they are developing their sense of self. Consideration of how D&D may be incorporated into existing intervention approaches is discussed, including implications for further research. Full article

(This article belongs to the Special Issue Roleplaying Games and Wellbeing)

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24 pages, 3312 KB

Open AccessArticle

Leveraging Multi-Source Data Fusion Approach for Fine-Grained Affective-Appraisal Analysis in TPD-Oriented Online Professional Learning

by Di Chen, Xinyue Xu, Ruiyang Gao and Yuhong Liu

Behav. Sci. 2026, 16(6), 1025; https://doi.org/10.3390/bs16061025 - 18 Jun 2026

Abstract

Teacher professional development (TPD) is increasingly mediated by online platforms, yet emotion analysis in this context remains underdeveloped because teachers’ professional discourse is often reflective, evaluative, and shaped by professional norms. To address this challenge, this study proposes a fine-grained, low-intrusion affective-appraisal analysis [...] Read more.

Teacher professional development (TPD) is increasingly mediated by online platforms, yet emotion analysis in this context remains underdeveloped because teachers’ professional discourse is often reflective, evaluative, and shaped by professional norms. To address this challenge, this study proposes a fine-grained, low-intrusion affective-appraisal analysis framework for TPD-oriented online professional learning that integrates textual evidence with platform interaction logs. The framework retains pleasure, arousal, and dominance from the pleasure–arousal–dominance (PAD) model and introduces utility as an appraisal-related dimension, capturing teachers’ perceived usefulness, value judgment, and professional learning gain. Methodologically, it combines textual representations based on Bidirectional Encoder Representations from Transformers (BERT), intra-week long short-term memory (LSTM) aggregation, interpretable behavioral-log features, and feature-level fusion. Data were collected from an authentic TPD-oriented online course involving 107 pre-service teachers, yielding 1276 teacher-week samples from 4300 texts and 264,028 interaction records. Results show that intra-week sequential modeling improves the macro-averaged F1 score (Macro-F1) over both the term frequency–inverse document frequency plus support vector machine (TF-IDF+SVM) baseline and BERT-based weekly text concatenation, with statistically significant gains over the non-sequential BERT-concat model across all four dimensions. Adding interaction logs improves accuracy across all dimensions and provides complementary process-based evidence, especially for arousal and utility. By linking a four-dimensional affective-appraisal framework with text-log fusion, this study offers a scalable and context-sensitive approach to affective-appraisal analytics in pre-service teacher professional learning. Full article

(This article belongs to the Section Educational Psychology)

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17 pages, 490 KB

Open AccessArticle

Development and Validation of the Social–Emotional Competence Questionnaire for College Students

by Chao Li and Xiuli Liu

Behav. Sci. 2026, 16(6), 1024; https://doi.org/10.3390/bs16061024 - 18 Jun 2026

Abstract

This study aimed to develop and validate a Social–Emotional Competence instrument for college students. The questionnaire includes 30 items across five dimensions: self-awareness, self-management, social awareness, interpersonal communication, and sense of responsibility. The items were selected from an initial pool of 42 items [...] Read more.

This study aimed to develop and validate a Social–Emotional Competence instrument for college students. The questionnaire includes 30 items across five dimensions: self-awareness, self-management, social awareness, interpersonal communication, and sense of responsibility. The items were selected from an initial pool of 42 items generated through a comprehensive literature review, semi-structured interviews, and expert evaluation. A total of 1008 valid responses were collected from undergraduate students. The dataset was randomly divided into two independent samples. Sample 1 (n = 504) was used for item analysis and exploratory factor analysis, while Sample 2 (n = 504) was employed for confirmatory factor analysis (CFA) and assessing the reliability and validity of the questionnaire. Exploratory factor analysis supported a five-factor structure, accounting for 60.619% of the total variance. Confirmatory factor analysis indicated that the model fit the data reasonably well, with CFI = 0.915, TLI = 0.905, RMSEA = 0.063, and SRMR = 0.046. The questionnaire demonstrated excellent internal consistency (α = 0.958) and maintained strong stability over time, as evidenced by a test–retest correlation of r = 0.939. Criterion-related validity was supported by significant positive correlations with interpersonal competence and negative correlations with emotion regulation difficulties and depressive symptoms. Taken together, these results provide preliminary support for the reliability and validity of the instrument, suggesting that it may serve as a practical tool for evaluating social–emotional competence among college students. Full article

(This article belongs to the Section Educational Psychology)

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27 pages, 3061 KB

Open AccessArticle

A Synergistic Social Work–Ethnic Education Intervention for Reducing Dropout Risk Among Male Students in Central Guangxi Zhuang Vocational High Schools: A Mixed-Methods and Quasi-Experimental Study

by Guobin Huang and Lu Hai

Behav. Sci. 2026, 16(6), 1023; https://doi.org/10.3390/bs16061023 - 18 Jun 2026

Abstract

This study evaluated a synergistic intervention integrating school social work and ethnic education for reducing dropout-related risk among male students in Zhuang vocational secondary schools in central Guangxi, China. Using a quasi-experimental mixed-methods design with baseline, post-intervention, and follow-up assessments, 457 students were [...] Read more.

This study evaluated a synergistic intervention integrating school social work and ethnic education for reducing dropout-related risk among male students in Zhuang vocational secondary schools in central Guangxi, China. Using a quasi-experimental mixed-methods design with baseline, post-intervention, and follow-up assessments, 457 students were enrolled and 435 were included in the final analysis. Compared with usual support, the intervention group showed a larger reduction in the dropout risk index at follow-up, β = −0.37, SE = 0.08, 95% CI [−0.52, −0.22], p < 0.001, and a lower likelihood of chronic absenteeism, OR = 0.56, 95% CI [0.34, 0.91], p = 0.020. The retention difference was positive but less precise, OR = 1.70, 95% CI [0.79, 3.67], p = 0.174. The intervention group also reported higher school belonging, β = 0.33, SE = 0.06, p < 0.001, and academic self-efficacy, β = 0.30, SE = 0.06, p < 0.001. Parallel mediation analysis suggested that these two protective factors accounted for part of the intervention-associated difference in dropout risk, with a total indirect effect of −0.20, 95% CI [−0.28, −0.12], p < 0.001. The findings suggest that culturally responsive practices, when combined with tiered case management and family engagement, may help strengthen protective processes and slow the accumulation of dropout-related risks. This study provides context-sensitive evidence for designing school retention interventions in vocational schools serving ethnic minority communities, while the quasi-experimental design warrants cautious interpretation. Full article

(This article belongs to the Special Issue Socio-Emotional Competencies and School Adjustment in Adolescence)

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15 pages, 736 KB

Open AccessArticle

Shifting from Proactive to Reactive Control: Cognitive Control in Action Video Game Players with Gaming Disorder

by Yuhong Zhou, Jiayu Li, Danni Zhan, Zijie Fang and Xuemei Gao

Behav. Sci. 2026, 16(6), 1022; https://doi.org/10.3390/bs16061022 - 18 Jun 2026

Abstract

While action video games (AVGs) can enhance cognitive control, mechanisms underlying gaming disorder (GD) remain unclear. Using the Dual Mechanisms of Control framework, two task-switching experiments dissociated proactive and reactive control among AVG players with GD, recreational game users (RGU), and non-gamers (NG). [...] Read more.

While action video games (AVGs) can enhance cognitive control, mechanisms underlying gaming disorder (GD) remain unclear. Using the Dual Mechanisms of Control framework, two task-switching experiments dissociated proactive and reactive control among AVG players with GD, recreational game users (RGU), and non-gamers (NG). Experiment 1 provided initial evidence that, unlike healthy controls, GD players showed difficulty sustaining proactive preparation over extended intervals and tended to rely more on post-response interference resolution. Experiment 2 further supported this reactive dependence: after prolonged delays, switch costs in the GD group dropped to negligible levels, whereas residual costs persisted in RGU and NG groups. These findings provide converging evidence that GD players exhibit relatively fragile proactive control and a compensatory over-reliance on reactive control. Consequently, cognitive impairment in GD reflects a shift in processing mode rather than a generalized deficit, highlighting mechanism-specific targets for clinical interventions. Full article

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

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17 pages, 500 KB

Open AccessArticle

Research on the Purchase Behavior of Owner–Pet Matching Outfits Based on the Extended Theory of Planned Behavior

by Sisi Chen, Diqing Qian and Zengrui Xiao

Behav. Sci. 2026, 16(6), 1021; https://doi.org/10.3390/bs16061021 - 18 Jun 2026

Abstract

With the rapid expansion of the pet economy, owner–pet matching outfits have grown increasingly popular among pet owners. Grounded in the extended theory of planned behavior, this study investigates the key determinants of pet owners’ purchase intentions and actual purchase behaviors toward owner–pet [...] Read more.

With the rapid expansion of the pet economy, owner–pet matching outfits have grown increasingly popular among pet owners. Grounded in the extended theory of planned behavior, this study investigates the key determinants of pet owners’ purchase intentions and actual purchase behaviors toward owner–pet matching outfits, and explores the moderating effect of aesthetic risk on the intention–behavior transition. Questionnaire survey data from 222 pet owners were collected for empirical analysis, and regression analysis was adopted to verify the proposed research hypotheses. The empirical results reveal that subjective norms exert a direct promotional effect on consumer purchase behavior and indirectly boost such behavior through the partial mediating role of purchase intention. By contrast, behavioral attitude is positively associated with purchase intention and further stimulates purchase behavior via a full mediating pathway of purchase intention. Perceived behavioral control displays a significant positive direct impact on purchase behavior yet yields no significant effect on purchase intention. Furthermore, purchase intention serves as a robust positive predictor of purchase behavior, whereas aesthetic risk significantly weakens the association between purchase intention and purchase behavior. Brands are suggested to foster consumers’ favorable behavioral attitudes by optimizing product design, enriching practical functions, and minimizing potential risks to pets in owner–pet matching outfits. Meanwhile, enterprises should actively shape supportive subjective norms to popularize the owner–pet matching outfit wearing lifestyle. Additionally, brands need to enhance consumption accessibility through diversified sales channels, reasonable pricing strategies and abundant product style options. This study pioneers the application of the extended theory of planned behavior to the emerging field of owner–pet matching outfits, empirically verifying the positive effects of behavioral attitude, subjective norms, and perceived behavioral control on consumers’ purchase intention and purchase behavior. Full article

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19 pages, 797 KB

Open AccessArticle

Does Reading-While-Listening Facilitate Reading in Older Adults? Evidence from Eye Movements

by Lin Li, Chenxi Wang, Yaning Ji, Jiaxin Du and Kevin B. Paterson

Behav. Sci. 2026, 16(6), 1020; https://doi.org/10.3390/bs16061020 - 18 Jun 2026

Abstract

Previous research suggests receiving a concurrent auditory version of text during reading, i.e., reading-while-listening, improves eye-movement behavior in less skilled readers, while disrupting skilled reading. We extended this approach to older adults (65+ years) to see whether they benefit similarly. The experiment was [...] Read more.

Previous research suggests receiving a concurrent auditory version of text during reading, i.e., reading-while-listening, improves eye-movement behavior in less skilled readers, while disrupting skilled reading. We extended this approach to older adults (65+ years) to see whether they benefit similarly. The experiment was conducted in Chinese, comparing young and older adults from an earlier reading-only study with new, closely matched groups presented with the same stimuli in a reading-while-listening task. Stimuli comprised either sentences containing a temporary ambiguity or matched unambiguous control, with plausibility manipulated for control target words and the incorrect interpretation of the ambiguity. At the sentence level, older adults showed differences across reading modes, with faster reading during reading-while-listening, whereas younger adults showed no evidence that reading-while-listening benefited reading, with some evidence it was disruptive. At the word level, both groups produced control-word plausibility effects, but neither showed plausibility effects for ambiguous targets, with no influence of reading mode. The findings suggest differential effects of reading-while-listening, potentially facilitating reading in older adults while yielding no benefit and some disruption in younger adults. As neither group had difficulty processing the ambiguity, no conclusions can be drawn about local ambiguity resolution. Nevertheless, the results suggest possible benefits of reading-while-listening for older adults. Full article

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16 pages, 915 KB

Open AccessArticle

Nature Exposure and Problematic Smartphone Use Among Chinese High School Students: The Mediating Roles of Anxiety and Self-Control

by Li Wu, Ting Han, Gengfeng Niu and Xiaxia Xu

Behav. Sci. 2026, 16(6), 1019; https://doi.org/10.3390/bs16061019 - 18 Jun 2026

Abstract

Problematic smartphone use (PSU) has become an increasingly important public health concern among adolescents, yet the potential protective role of restorative environmental experiences (nature exposure) remains insufficiently understood. Under the perspective of Stress Reduction Theory (SRT) and Attention Restoration Theory (ART), this cross-sectional [...] Read more.

Problematic smartphone use (PSU) has become an increasingly important public health concern among adolescents, yet the potential protective role of restorative environmental experiences (nature exposure) remains insufficiently understood. Under the perspective of Stress Reduction Theory (SRT) and Attention Restoration Theory (ART), this cross-sectional study examined the association between nature exposure and adolescent PSU, with anxiety and self-control tested as potential mediators. The sample comprised 700 high school students recruited from several high schools in Qinghai Province, China (52.00% female; M age = 17.01 years, SD = 0.78). Nature exposure, anxiety, self-control, and PSU were assessed using self-report measures. The results showed that nature exposure was negatively associated with PSU; anxiety and self-control significantly mediated this association both independently and sequentially. Specifically, more nature exposure was associated with lower anxiety and higher self-control, which, in turn, were associated with lower PSU. These findings suggest that restorative environmental experiences may be associated with reduced vulnerability to PSU through interconnected affective and self-regulatory processes. The present study extends existing literature by integrating emotional and attentional restoration perspectives within a unified framework linking nature exposure to adolescent PSU, and provides implications for the prevention and intervention of PSU. Full article

(This article belongs to the Section Developmental Psychology)

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26 pages, 2664 KB

Open AccessArticle

Flexible Teachers, Thriving Classrooms: A Unified Flexibility and Mindfulness (UFM) Model of Classroom Dynamics, Teaching Practices, and Teacher Burnout

by Katie Palmer and Ronald D. Rogge

Behav. Sci. 2026, 16(6), 1018; https://doi.org/10.3390/bs16061018 - 17 Jun 2026

Abstract

Within the conceptual framework of the Unified Flexibility & Mindfulness (UFM) model, the current study applied a contextual behavioral science lens to understanding the challenges and dynamics of classroom teaching in the United States. In particular, the study sought to highlight the specific [...] Read more.

Within the conceptual framework of the Unified Flexibility & Mindfulness (UFM) model, the current study applied a contextual behavioral science lens to understanding the challenges and dynamics of classroom teaching in the United States. In particular, the study sought to highlight the specific flexibility processes linked to lower teacher burnout and to greater use of adaptive instructional and behavior management strategies—deepening the conceptualization and operationalization of teachers’ Social and Emotional Competence (SEC). Toward that end, a sample of 308 K-12 teachers (79% female, 85% white, M_age = 42 years old) with an average of 13 years of teaching experience completed a relational task (RT) indirectly assessing relational thinking about students along with teacher-report measures of: (1) their own use of 14 forms of mindful flexibility (and distracted, reactive inflexibility) in the classroom, (2) their conscious perceptions of student engagement and disaffection with learning, (3) their use of adaptive instructional and behavior management strategies, and (4) a measure of work-related and student-related burnout. Exploratory network analyses largely supported the Unified Flexibility and Mindfulness model shaping teachers’ functioning in the classroom. The results further highlighted unique links from categorical thinking on the RT (i.e., viewing all positive or negative adjectives as essentially the same in students) to greater burnout and unique links from more nuanced thinking on the RT (i.e., the ability to see negative and positive traits coexisting in students) to greater perceptions of both student engagement and disaffection. Teachers’ engagement of committed action and self-as-context (maintaining a broader perspective in the face of disruptive behavior) along with perceptions of greater student engagement emerged as some of the most robust predictors of using adaptive classroom strategies. In contrast, teachers’ engagement in fusion and inaction (along with perceptions of greater student disaffection and lower student engagement) emerged as the most robust predictors of teacher burnout. Implications are discussed. Full article

(This article belongs to the Special Issue Psychological Flexibility for Health and Wellbeing)

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17 pages, 2502 KB

Open AccessArticle

Child- and Adult-Centered Toy Play Across Languages in Thai–English Bilingual Mother–Child Interactions

by Sirada Rochanavibhata and Viorica Marian

Behav. Sci. 2026, 16(6), 1017; https://doi.org/10.3390/bs16061017 - 17 Jun 2026

Abstract

Play is a universal activity. Yet there are cultural and linguistic differences in how families engage in adult–child play. In the present study, Thai–English bilingual mother–child dyads completed a toy play task in both languages. The results revealed cross-linguistic differences in bilingual mothers’ [...] Read more.

Play is a universal activity. Yet there are cultural and linguistic differences in how families engage in adult–child play. In the present study, Thai–English bilingual mother–child dyads completed a toy play task in both languages. The results revealed cross-linguistic differences in bilingual mothers’ and children’s conversation styles. When speaking Thai, the nature of bilinguals’ dyadic play was more adult-centered, characterized by the use of directives by the mothers and use of repetitions by the children, which was congruent with parent–child interpersonal dynamics in high-power-distance Asian cultures. When speaking English, the play session was more child-centered, evidenced by children’s use of directives and encouragements, which was congruent with behavioral norms in low-power-distance Western cultures. Bilingual mothers and children exhibited positive associations in their narrative styles during both the Thai and English sessions. Additionally, the preliminary results provided evidence that cross-linguistic differences in mother–child speech patterns may be moderated by child gender. These findings suggest that the communicative and interactional patterns that bilingual caregivers modeled for bilingual children varied across languages and that preschoolers aligned their behaviors with those exemplified by their mothers. We conclude that bilingualism influences early social communication, with theoretical and applied implications for researchers, educators, and clinicians. Full article

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

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