Behavioral Sciences

21 pages, 856 KB

Open AccessArticle

Associations Among Physical Exercise, Social Support, and Meaning in Life in College Students: An Actor–Partner Interdependence Model

by Baole Tao, Zhenwu Li, Jie Han, Tianci Lu, Hanwen Chen and Jun Yan

Behav. Sci. 2026, 16(7), 1056; https://doi.org/10.3390/bs16071056 (registering DOI) - 25 Jun 2026

Abstract

Background: Physical exercise is known to promote positive psychological functioning among college students; however, its relationship with meaning in life within naturally occurring friendship dyads remains underexplored. This study examined both actor and partner associations between physical exercise, social support, and meaning in [...] Read more.

Background: Physical exercise is known to promote positive psychological functioning among college students; however, its relationship with meaning in life within naturally occurring friendship dyads remains underexplored. This study examined both actor and partner associations between physical exercise, social support, and meaning in life. Methods: A cross-sectional dyadic survey was conducted among 415 friendship dyads (830 Chinese college students, aged 17–23 years). Participants completed validated measures of physical exercise, perceived social support, and meaning in life. Intraclass correlations, Pearson correlations, actor–partner interdependence models (APIMs), and an indistinguishable APIM mediation model were applied to assess within-dyad nonindependence, actor and partner effects, and indirect pathways through social support. Results: Intraclass correlations revealed within-dyad similarities in physical exercise, social support, and meaning in life, with ICCs of 0.101, 0.188, and 0.253, respectively. The constrained indistinguishable mediation model demonstrated acceptable fit: χ²(6) = 12.81, p = 0.046; CFI = 0.973; TLI = 0.933; RMSEA = 0.052; SRMR = 0.028. Physical exercise was positively associated with social support at both the actor level (B = 0.150, p < 0.001) and partner level (B = 0.095, p < 0.001). Social support, in turn, was positively linked to meaning in life at both actor (B = 0.174, p < 0.001) and partner levels (B = 0.206, p < 0.001). Direct effects of physical exercise on meaning in life remained significant for both actor (B = 0.055, p = 0.001) and partner pathways (B = 0.067, p < 0.001). Bootstrap analyses confirmed significant total indirect effects for actors (B = 0.046, 95% CI [0.030, 0.063]) and partners (B = 0.047, 95% CI [0.032, 0.065]). Conclusions: Physical exercise is associated with meaning in life not only via intrapersonal pathways but also through interpersonal pathways within friendship dyads. Social support serves as a key mediating factor in this relationship. Full article

(This article belongs to the Special Issue The Impact of Sport and Physical Activity on the Mental Health of Adolescents and Children—2nd Edition)

19 pages, 1617 KB

Open AccessArticle

Parent–Child Conflict and Psychological Adjustment: The Serial Mediating Roles of Psychological Control and Basic Psychological Needs

by Mingshu Chen, Wan Ding, Jingning Liu and Ningxin Su

Behav. Sci. 2026, 16(7), 1055; https://doi.org/10.3390/bs16071055 (registering DOI) - 25 Jun 2026

Abstract

Although existing research has found that parent–child conflict significantly predicts children’s psychological adjustment, it remains unclear whether father–child and mother–child conflict exert distinct effects on psychological adjustment, the mediating processes through which they operate, and whether these processes vary across primary and secondary [...] Read more.

Although existing research has found that parent–child conflict significantly predicts children’s psychological adjustment, it remains unclear whether father–child and mother–child conflict exert distinct effects on psychological adjustment, the mediating processes through which they operate, and whether these processes vary across primary and secondary school stages. Using a three-wave longitudinal design, this study examined 1210 primary school students (M_age = 10.17, SD_age = 0.85) and 973 secondary school students (M_age = 12.62, SD_age = 1.36). A multiple mediation model integrating parallel and serial paths was constructed to investigate how father–child and mother–child conflict frequency respectively predicted four indicators of psychological adjustment (internalizing problems, externalizing problems, life satisfaction, and prosocial behavior) and to test the mediating roles of parental psychological control and basic psychological needs. Results showed the following: (1) parental psychological control and basic psychological needs served as significant independent mediators of the relationship between conflict frequency and psychological adjustment. In primary school, maternal psychological control emerged as the core mediator; in secondary school, the mediating role of paternal psychological control was significantly strengthened, and the basic psychological need mediated all associations between mother–child conflict and every adjustment indicator. (2) The serial mediating pathway “parental psychological control → basic psychological needs” was robust across both school stages. As a distal family stressor, parent–child conflict is indirectly transformed into maladjustment through a sequential process that first elevates psychological control and then thwarts basic psychological need. These findings illuminate a cascading mechanism underlying the impact of parent–child conflict on multifaceted adjustment and offer stage-specific guidance for targeted family interventions in primary and secondary school settings. Full article

(This article belongs to the Special Issue Family Interaction and Children’s Social Development: Behavioral and Neural Correlates)

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28 pages, 644 KB

Open AccessArticle

From Experience to Evangelism: Emotional and Social Drivers of Online Cosmetics Purchase Behavior—A 4Es Perspective

by Kris Jangjarat, Pongsakorn Limna and Yarnaphat Shaengchart

Behav. Sci. 2026, 16(7), 1054; https://doi.org/10.3390/bs16071054 (registering DOI) - 24 Jun 2026

Abstract

This study examines how the 4Es framework—Experience, Exchange, Everyplace, and Evangelism—influences online cosmetics purchase behavior in Thailand, addressing the growing importance of digital consumer engagement in emerging markets. A mixed-methods approach was employed, combining quantitative data from a structured survey with qualitative insights [...] Read more.

This study examines how the 4Es framework—Experience, Exchange, Everyplace, and Evangelism—influences online cosmetics purchase behavior in Thailand, addressing the growing importance of digital consumer engagement in emerging markets. A mixed-methods approach was employed, combining quantitative data from a structured survey with qualitative insights from semi-structured interviews. Binary logistic regression analysis was used to assess the effects and predictive power of the 4Es and selected demographic and behavioral variables. The results indicate that all four dimensions significantly influence purchase behavior, with Evangelism emerging as the strongest predictor, followed by Experience, Everyplace, and Exchange. The model demonstrates strong predictive capability, highlighting the importance of behavioral factors such as platform usage, purchase frequency, and social media engagement, while several demographic variables show limited influence. Qualitative findings further support these results, revealing that consumers place strong emphasis on social influence, emotional engagement, and convenience in their online shopping experiences. The study concludes that online cosmetics purchase behavior is shaped by a combination of experiential, relational, and socially driven factors, with social influence playing a dominant role. These findings demonstrate that the 4Es framework remains highly relevant in digitally mediated consumer environments, where purchase decisions are increasingly influenced by interactive experiences, omnichannel accessibility, value co-creation, and consumer advocacy. By integrating quantitative and qualitative evidence, the study extends the application of the 4Es framework beyond traditional marketing contexts and demonstrates its value as a comprehensive model for understanding consumer engagement and online purchasing behavior in contemporary digital marketplaces. The mixed-methods approach provides both generalizable and contextually grounded insights, offering theoretical contributions to digital marketing literature and practical guidance for marketers seeking to strengthen consumer engagement and brand advocacy in increasingly competitive online markets. Full article

(This article belongs to the Special Issue The Emotional Antecedents and Consequences of Buying and Consuming: A Multidisciplinary Perspective on Consumers’ Emotions—Second Edition)

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37 pages, 3505 KB

Open AccessArticle

The Influence of Different Cognitive Skills on Learning Agility Among Gen Z in Established and Start-Up Companies

by Dian Palupi Restuputri, Yassierli and Ari Widyanti

Behav. Sci. 2026, 16(7), 1053; https://doi.org/10.3390/bs16071053 (registering DOI) - 24 Jun 2026

Abstract

Learning agility has become an essential capability for employees working in technology-driven environments characterized by rapid change and uncertainty. Despite increasing attention on learning agility, limited empirical research has examined how different levels of cognitive abilities contribute to its development, particularly among Generation [...] Read more.

Learning agility has become an essential capability for employees working in technology-driven environments characterized by rapid change and uncertainty. Despite increasing attention on learning agility, limited empirical research has examined how different levels of cognitive abilities contribute to its development, particularly among Generation Z employees. This study investigates the cognitive determinants of learning agility by distinguishing between basic cognitive abilities and high-level cognitive abilities and examining their roles across established and start-up companies. A total of 270 Generation Z employees in Indonesia participated in the study, consisting of 135 employees from established companies and 135 from start-up companies. Cognitive abilities were assessed using objective psychometric instruments, where basic cognitive abilities (reasoning, memory, attention, coordination, and perception) were measured using CogniFit, while high-level cognitive abilities were assessed through the Divergent Association Task (DAT) for creativity, the Watson–Glaser Critical Thinking Appraisal for critical thinking, and the FourSight framework for problem-solving. Learning agility was measured using a multidimensional behavioral scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that higher-order cognitive abilities play a more prominent role in shaping learning agility than basic cognitive abilities. Creativity and problem solving consistently demonstrate significant positive relationships with learning agility across organizational contexts, while reasoning, critical thinking, and perception show context-dependent effects across organizational environments. These findings suggest that learning agility is primarily driven by generative and evaluative cognitive processes rather than by basic cognitive efficiency alone. The study contributes to a deeper understanding of the cognitive architecture of learning agility and provides insights for organizations seeking to develop adaptive talent in rapidly evolving technological environments. Full article

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28 pages, 314 KB

Open AccessArticle

Skill Breakdown and Symbolic Relating: A Functional Contextual Exploration of Choking in Sport

by Sara T. Svoboda, Patrick Smith, Denise M. Hill, Jamie B. Barker and Karl J. Steptoe

Behav. Sci. 2026, 16(7), 1052; https://doi.org/10.3390/bs16071052 (registering DOI) - 24 Jun 2026

Abstract

Choking in sport is both a highly researched phenomenon and a colloquial term for performance collapse, which has been at the centre of much debate. The past four decades of study continue to present challenges with its definition that have stifled progression with [...] Read more.

Choking in sport is both a highly researched phenomenon and a colloquial term for performance collapse, which has been at the centre of much debate. The past four decades of study continue to present challenges with its definition that have stifled progression with both research and applied intervention. This study adopted a functional contextual approach, with the aim of exploring how conceptualising choking through this lens might better serve practitioners and researchers, to build more impactful and meaningful processes for behaviour change. A purposive sample of 12 athletes, who identified as having experienced choking, took part in one of four focus groups. Thematic analysis provided four themes that explain choking from this functional contextual perspective, as a process of creating maladaptive personal narratives, responding to symbolic cues, rule-following, and strategies to alleviate the discomfort of challenging inner experiences associated with the experience. Findings provide preliminary support for functional contextualism as a worthwhile research lens for choking, with the suggestion that returning to observable definitions of choking may offer practitioners greater insight into relational processes underpinning choking. Full article

(This article belongs to the Special Issue Psychological Factors Determining Performance Under Pressure)

23 pages, 631 KB

Open AccessArticle

Mapping Patterns of Parental Burnout Along Psychological Resources and Parenting Styles

by Patrik M. Bogdán, Katalin Varga, Szandra Katona, Kristóf Gróf and Annamária Pakai

Behav. Sci. 2026, 16(7), 1051; https://doi.org/10.3390/bs16071051 (registering DOI) - 24 Jun 2026

Abstract

Background: Parental burnout results from chronic stress related to the parental role and reflects a persistent imbalance between parenting demands and available psychological resources, negatively affecting parental well-being and parent–child relationships. This study examined the associations between parental burnout, parenting attitudes, and psychological [...] Read more.

Background: Parental burnout results from chronic stress related to the parental role and reflects a persistent imbalance between parenting demands and available psychological resources, negatively affecting parental well-being and parent–child relationships. This study examined the associations between parental burnout, parenting attitudes, and psychological resilience within the parental adaptation of the job demands–resources model, with particular attention to the potential mediating role of parenting styles in the relationship between resilience and parental burnout, while controlling for sociodemographic factors. Methods: A cross-sectional design was applied with 447 Hungarian parents who completed an anonymous online questionnaire including the Parental Burnout Assessment, the Parenting Styles and Dimensions Questionnaire, and the 10-item Connor–Davidson Resilience Scale. Data were analyzed using nonparametric correlations, group comparisons, multiple linear regression models with bootstrap estimation, and mediation analyses. Results: Resilience showed negative associations with all dimensions of parental burnout. Authoritarian and permissive parenting styles were positively associated with burnout, whereas authoritative parenting style showed negative associations. In multivariate analyses, authoritative parenting attitudes and fulfillment of the ideal parental role emerged as protective factors, while authoritarian parenting style functioned as a significant risk factor. Mediation analyses further indicated that the association between resilience and parental burnout may partly operate through parenting styles, particularly across the dimensions of emotional exhaustion, contrast, and emotional distancing. Conclusions: Parental burnout appears to be a dynamic psychological process shaped by the interaction of internal resources and parenting functioning, underscoring the importance of resource-oriented approaches in prevention and intervention. Full article

(This article belongs to the Section Health Psychology)

27 pages, 925 KB

Open AccessSystematic Review

Effectiveness of AI-Supported Game-Based Learning: A Systematic Review of Outcomes, Challenges, and Future Directions

by İsmail Kaşarcı and Eyüp Yurt

Behav. Sci. 2026, 16(7), 1050; https://doi.org/10.3390/bs16071050 (registering DOI) - 24 Jun 2026

Abstract

Background: AI-supported game-based learning (AI-GBL) integrates artificial intelligence mechanisms, including adaptive difficulty adjustment, large language model (LLM) scaffolding, intelligent non-player characters (NPCs), and stealth assessment, into game-based educational environments. Objective: This systematic review synthesizes the empirical evidence on AI-GBL effectiveness, adaptive mechanisms, and [...] Read more.

Background: AI-supported game-based learning (AI-GBL) integrates artificial intelligence mechanisms, including adaptive difficulty adjustment, large language model (LLM) scaffolding, intelligent non-player characters (NPCs), and stealth assessment, into game-based educational environments. Objective: This systematic review synthesizes the empirical evidence on AI-GBL effectiveness, adaptive mechanisms, and intelligent assessment approaches across diverse educational contexts. Method: Following PRISMA 2020 guidelines, 55 peer-reviewed empirical studies (2021–2026) were identified from Web of Science and Scopus databases. Two independent reviewers screened records (κ = 0.89; 100% consensus on disagreements), extracted data using a standardized coding scheme, and assessed methodological quality using a five-criterion rubric. A thematic synthesis approach was adopted due to the heterogeneity of the evidence base. Results: The reviewed studies generally suggest promising positive effects of AI-GBL on knowledge acquisition, intrinsic motivation, and affective engagement under a range of educational conditions. LLM-based scaffolding reduces cognitive load but risks fostering passive dependency; adaptive difficulty adjustment benefits depend critically on the direction and magnitude of adaptation; AI NPCs function as credible instructional partners in both EFL and STEM contexts; stealth assessment achieves AUCs of 0.848–0.913. Challenges include algorithmic bias in assessment models, LLM latency, over-reliance risks, and a near absence of longitudinal evidence. Conclusions: AI-GBL’s effectiveness rests on principled alignment between AI mechanisms and learning theory rather than algorithmic sophistication per se. Equity-by-design approaches and longitudinal evidence constitute the field’s priority research needs. Full article

(This article belongs to the Special Issue AI Use and Academic Development)

14 pages, 452 KB

Open AccessArticle

A Novel Approach to the Involvement of Loved Ones in the Treatment of Individuals with Eating Disorders: The Family Integration Model

by Renee D. Rienecke, Maria Bazo Perez, Amy Boyers and Wendy Oliver-Pyatt

Behav. Sci. 2026, 16(7), 1049; https://doi.org/10.3390/bs16071049 (registering DOI) - 24 Jun 2026

Abstract

The purpose of this study was to describe a novel approach to involving family members and support people in higher-level care treatment for patients with eating disorders (EDs) across the age spectrum, to examine outcomes on ED symptoms, depression, and anxiety, and to [...] Read more.

The purpose of this study was to describe a novel approach to involving family members and support people in higher-level care treatment for patients with eating disorders (EDs) across the age spectrum, to examine outcomes on ED symptoms, depression, and anxiety, and to assess outcomes for patients presenting with high-severity symptoms. Family members also rated their satisfaction with family-specific programming. Participants were 137 adults and 61 adolescents receiving treatment at the intensive outpatient program and partial hospitalization program levels. Self-report measures of ED symptoms, depression, and anxiety were completed at admission and discharge. Adults and adolescents reported significant reductions on the Eating Disorder Examination-Questionnaire Global Score and all subscales from admission to discharge (all ps < 0.001). Adults (t(90) = 9.21, p < 0.001) and adolescents (t(36) = 4.27, p < 0.001) reported significant reductions in depression from admission to discharge (ps < 0.001). Adults (p < 0.001), but not adolescents (p = 0.07), reported significant reductions in anxiety. Overall, similar results were found for patients presenting with high-severity symptoms. Family members reported high levels of satisfaction with family programming. Findings suggest that this novel approach to involving family members and support people for those with EDs across the age spectrum may result in favorable treatment outcomes. Full article

(This article belongs to the Special Issue The Prevention, Intervention and Treatment of Eating Disorders)

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20 pages, 408 KB

Open AccessArticle

Emotions Meet Reflexivity in Workplace Training: A Person-Centered Approach to Understanding Transfer of Learning

by Eleonora Cova and Maria Luisa Farnese

Behav. Sci. 2026, 16(7), 1048; https://doi.org/10.3390/bs16071048 (registering DOI) - 23 Jun 2026

Abstract

This study examines how emotional and reflexive processes jointly relate to transfer of learning in workplace training contexts. Drawing on organizational learning theory, it introduces Reflexivity on Emotions (RoE) as a metacognitive capability through which individuals become aware of, critically examine, and respond [...] Read more.

This study examines how emotional and reflexive processes jointly relate to transfer of learning in workplace training contexts. Drawing on organizational learning theory, it introduces Reflexivity on Emotions (RoE) as a metacognitive capability through which individuals become aware of, critically examine, and respond to their emotional experiences. Integrating RoE, reflexivity on practice, positive affect, and negative affect within a person-centered framework, the study applies Latent Profile Analysis (LPA) to data collected from 609 correctional officer cadets enrolled in a six-month training program. The analysis identified four emotional–reflexive profiles (Generative–Reflexive, Balanced–Reflexive, Detached–Unreflexive, and Inhibited–Unreflexive), which showed different levels of transfer of learning. Notably, the Generative–Reflexive profile, characterized by elevated negative affect alongside strong reflexive resources, was associated with the highest levels of transfer, suggesting that negative emotions are not uniformly associated with poorer learning outcomes. More broadly, the findings indicate that transfer of learning is better understood through emotional–reflexive configurations rather than through isolated factors. The study contributes to organizational learning research by extending reflexivity into the emotional domain and by demonstrating the value of person-centered approaches for understanding individual differences in workplace learning. Practical implications for training design and the development of emotionally reflective learning environments are discussed. Full article

(This article belongs to the Section Organizational Behaviors)

19 pages, 622 KB

Open AccessArticle

Moral Disengagement Mechanisms in Image-Based Sexual Abuse Against Women: The Role of Age and Gender

by Jone Martínez-Bacaicoa, Román Ronzón-Tirado, Sophie McBain-Ritchie and Manuel Gámez-Guadix

Behav. Sci. 2026, 16(7), 1047; https://doi.org/10.3390/bs16071047 (registering DOI) - 23 Jun 2026

Abstract

Image-based sexual abuse (IBSA) is an increasingly prevalent problem that disproportionately affects women. Understanding the psychological processes related to this behavior is essential for its prevention. Accordingly, the present study examines the activation of moral disengagement mechanisms in IBSA contexts by considering the [...] Read more.

Image-based sexual abuse (IBSA) is an increasingly prevalent problem that disproportionately affects women. Understanding the psychological processes related to this behavior is essential for its prevention. Accordingly, the present study examines the activation of moral disengagement mechanisms in IBSA contexts by considering the role of gender and age across the lifespan. Specifically, by using a vignette-based methodology, this study investigates which moral disengagement mechanisms are activated in scenarios of sextortion and non-consensual intimate image sharing (NCIIS) involving male-perpetrated abuse against women. A sample of 2343 participants (68.2% women) aged 14–74 years (M = 25.86, SD = 9.96, Mo = 19) completed measures which assessed eight mechanisms of moral disengagement. The results indicated that men exhibited higher levels of moral disengagement than women in relation to both sextortion and NCIIS, with younger men reporting the highest levels. Gender differences were more pronounced for NCIIS (ηp² = 0.085) than for sextortion (ηp² = 0.043). With regard to age, older participants reported lower overall levels of moral disengagement in both scenarios, although age effects were comparatively small (ηp² = 0.020–0.026). The minimization of consequences in sextortion was the only mechanism that remained relatively stable across ages. Analyses also revealed significant age × gender interactions, particularly for NCIIS (ηp² = 0.016), indicating that moral disengagement among women remained at consistently lower levels, whereas initial gender differences between men and women decreased with age. These findings are consistent with prior literature which suggests that both sextortion and NCIIS constitute gendered forms of violence and highlight the importance of targeting young men in prevention and intervention efforts aimed at challenging the justifications underlying these behaviors. Full article

(This article belongs to the Special Issue Sexual Violence Against Women Across Contexts: Prevention, Education, and Intervention)

19 pages, 631 KB

Open AccessArticle

What Students Want to Hear After Failure

by Al Robiullah, Rebecca Gold, Kelsey Collins, Daeun Park and Gerardo Ramirez

Behav. Sci. 2026, 16(7), 1046; https://doi.org/10.3390/bs16071046 (registering DOI) - 23 Jun 2026

Abstract

Academic setbacks are common in college, yet instructor responses to poor performance vary widely and may shape students’ motivation, emotional reactions, and perceptions of faculty support. Prior work suggests that supportive communication matters, but less is known about which types of messages students [...] Read more.

Academic setbacks are common in college, yet instructor responses to poor performance vary widely and may shape students’ motivation, emotional reactions, and perceptions of faculty support. Prior work suggests that supportive communication matters, but less is known about which types of messages students prefer after academic failure or whether faculty accurately anticipate these preferences. The present research examined how college students and instructors evaluate different instructor responses to a disappointing exam grade and assessed alignment between student preferences and faculty perceptions. Using a mixed-methods design, college instructors and undergraduate students responded to parallel vignette scenarios involving a poor exam outcome and rated brief instructor comments representing three response types: solution-focused, emotional validation, and interpersonal affirmation. Participants also provided open-ended responses describing what they would say to a student or want to hear from an instructor. Across two studies, students rated affirmation as most effective, validation as moderately helpful, and solution-focused responses as least effective, despite perceiving solution-focused comments as most common in actual classrooms. Faculty in our sample rated validation and affirmation as more effective than solution-focused responses but primarily generated strategy-focused advice in their own responses. Faculty correctly anticipated students’ preference for encouragement but rarely offered such messages. These findings point to a gap between what faculty believe students value and what they typically communicate following academic setbacks, suggesting that incorporating brief affirming and emotionally responsive messages may strengthen student–teacher relationships by signaling care, understanding, and support in moments of academic difficulty. Full article

(This article belongs to the Section Educational Psychology)

20 pages, 864 KB

Open AccessArticle

Revaluating the Dimensionality of Academic Engagement: A Bifactor Analysis of the UWES in Higher Education

by Alejandro Vega-Muñoz, Beatriz Sora, Joan Boada-Grau, David Chavez-Herting and Natalia Salas-Guzmán

Behav. Sci. 2026, 16(7), 1045; https://doi.org/10.3390/bs16071045 (registering DOI) - 23 Jun 2026

Abstract

The factor structure of the Utrecht Work Engagement Scale (UWES) has been debated, with studies alternately supporting unidimensional and three-factor solutions. This inconsistency may reflect a methodological limitation: conventional confirmatory factor analysis (CFA) cannot always separate general from dimension-specific variance, producing similar fit [...] Read more.

The factor structure of the Utrecht Work Engagement Scale (UWES) has been debated, with studies alternately supporting unidimensional and three-factor solutions. This inconsistency may reflect a methodological limitation: conventional confirmatory factor analysis (CFA) cannot always separate general from dimension-specific variance, producing similar fit indices across competing models when a dominant general factor is present. We examined the dimensionality of the UWES-17 and UWES-9 in a sample of 755 Chilean university students, comparing unidimensional, three-factor, second-order, and bifactor models using weighted least squares mean and variance adjusted (WLSMV) estimation appropriate for ordinal data. Bifactor indices, explained common variance (ECV), percent of uncontaminated correlations (PUC), and hierarchical omega (ω_h), were computed to evaluate essential unidimensionality. Results indicated that a general engagement factor explained approximately 85% of common item variance in both versions (ECV ≈ 0.85; ω_h > 0.90), while specific factors for vigor, dedication, and absorption retained negligible reliable variance, particularly absorption (ω_h ≈ 0.00). Measurement invariance by sex was supported for the UWES-9 at the metric level, whereas classical UWES-17 solutions showed instability, including factor collapse and non-convergence of the second-order model. Taken together, findings suggest that the apparent multidimensionality of the UWES may be, at least partly, an artifact of conventional CFA modeling rather than a substantive property of the construct in this student sample. For applied monitoring of student well-being, the UWES-9 total score appears to be the most pragmatic and psychometrically defensible approach for assessing general academic engagement in this Chilean university sample, while institutional well-being monitoring would ideally be further supported by criterion-related, predictive, and sensitivity-to-change evidence. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

18 pages, 456 KB

Open AccessArticle

Why Users Rebel Against Algorithms: The Impact of Perceived Algorithmic Power on Fairness Evaluations, Negative Emotions, and Resistance Behaviors

by Yangyang Shi, Jialu Wang, Jing Chen and Haiqing Bai

Behav. Sci. 2026, 16(7), 1044; https://doi.org/10.3390/bs16071044 (registering DOI) - 23 Jun 2026

Abstract

Platform algorithms are widely used to personalize content and organize users’ everyday social media experiences. Yet they may also become objects of resistance when algorithmic recommendations are perceived as intrusive, repetitive, or difficult to escape. Drawing on the critical theory of technology, this [...] Read more.

Platform algorithms are widely used to personalize content and organize users’ everyday social media experiences. Yet they may also become objects of resistance when algorithmic recommendations are perceived as intrusive, repetitive, or difficult to escape. Drawing on the critical theory of technology, this study develops a parallel mediation model to explain why users resist algorithm-driven social media platforms. Focusing on algorithmic power and algorithmic technicality as two perceived characteristics of platform algorithms, the model examines whether these perceptions are associated with algorithmic resistance through fairness evaluations and negative emotions. Based on survey data from users of Chinese algorithm-driven social media platforms, the results show that both algorithmic power and algorithmic technicality are associated with stronger algorithmic resistance through lower fairness evaluations and stronger negative emotions. These findings suggest that algorithmic resistance is not merely a response to inaccurate or opaque recommendations, but also reflects users’ reactions to algorithms experienced as systems of platform control and data-driven inference. By identifying fairness evaluations and negative emotions as parallel cognitive and affective pathways, this study shifts attention from algorithmic acceptance to algorithmic resistance and provides a more critical understanding of user agency in human–algorithm relations. Full article

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19 pages, 303 KB

Open AccessArticle

Adolescents’ Responses to Peer Disclosure of Teen Dating Violence: Relationship Configuration, Response Intentions, and Protective Adult Support

by Francesco Sulla, Andreana Lavanga, Margherita Santamato, Nunzia Merafina, Salvatore Adam Leone, Giulia Fiorentino and Anna Sorrentino

Behav. Sci. 2026, 16(7), 1043; https://doi.org/10.3390/bs16071043 (registering DOI) - 23 Jun 2026

Abstract

Teen dating violence (TDV) is a relevant form of adolescent interpersonal violence, yet little is known about how adolescents intend to respond when a peer discloses victimization and whether these responses facilitate access to supportive adults and other protective resources. This study examined [...] Read more.

Teen dating violence (TDV) is a relevant form of adolescent interpersonal violence, yet little is known about how adolescents intend to respond when a peer discloses victimization and whether these responses facilitate access to supportive adults and other protective resources. This study examined adolescents’ intended responses following peer disclosure of TDV using a vignette-based design that extended prior work by including four relationship configurations: heterosexual male perpetrator/female victim, heterosexual female perpetrator/male victim, male same-sex couple, and female same-sex couple. Participants were 655 adolescents aged 12 to 18 years from secondary schools in Southern Italy. Descriptive findings showed that supportive and relational responses were most frequently endorsed, including listening to the friend, helping them decide what to do, reassuring them, and encouraging them to talk to trusted others, whereas institutional responses were endorsed less often. Stratified chi-square analyses indicated that condition effects were selective rather than pervasive and were concentrated mainly in responses involving escalation to adults or authorities. Across subgroups, the heterosexual female-perpetrator/male-victim condition was most consistently associated with lower intervention-oriented responding and/or greater uncertainty, whereas the heterosexual male-perpetrator/female-victim condition more often elicited active intervention. The findings suggest that adolescents’ responses to peer disclosures of violence are shaped not only by prosocial intentions but also by the social recognizability of the violent scenario, with implications for validation, access to supportive adults, and inclusive school-based prevention. Full article

(This article belongs to the Special Issue Resilience and Youth Development)

25 pages, 759 KB

Open AccessArticle

Bridging Offline Experience and Digital Commerce: How Tourism-Derived Information Reduces Uncertainty and Shapes Purchase Intention in Cross-Border E-Commerce

by Sangyoon Jang, Li Cai, Sukjae Park and Zuankuo Liu

Behav. Sci. 2026, 16(7), 1042; https://doi.org/10.3390/bs16071042 (registering DOI) - 23 Jun 2026

Abstract

Cross-border e-commerce (CBEC) has emerged as a critical mode of international trade; however, product uncertainty and transaction risk remain persistent barriers to purchase decisions. While digital platforms have developed various solutions, the role of offline experiential knowledge in shaping online purchase behavior remains [...] Read more.

Cross-border e-commerce (CBEC) has emerged as a critical mode of international trade; however, product uncertainty and transaction risk remain persistent barriers to purchase decisions. While digital platforms have developed various solutions, the role of offline experiential knowledge in shaping online purchase behavior remains underexplored. This study examines how tourism-derived information influences purchase intention in CBEC. Drawing on transaction cost theory and uncertainty reduction theory, we propose that tourism-derived information enhances product familiarity and perceived diagnosticity, which subsequently reduce product uncertainty and increase cross-border purchase intention, and further examine the moderating role of transaction uncertainty. A four-week survey in March 2026 collected data from 325 Chinese consumers who had visited Korea and encountered Korean cosmetics and beauty products; data were analyzed using PLS-SEM. Results show that tourism-derived information significantly enhances product familiarity and perceived diagnosticity while directly reducing product uncertainty; reduced product uncertainty, in turn, positively influences purchase intention. Transaction uncertainty strengthens the negative effect of product uncertainty on purchase intention. By reconceptualizing tourism experience as an experience-based informational resource in CBEC and providing a multidimensional perspective on consumer uncertainty, this study contributes to consumer behavior research in digital commerce and offers practical insights for CBEC platform operators and cross-border retailers. Full article

(This article belongs to the Special Issue Exploring the Dynamics of Consumer Behavior in Digital Commerce)

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17 pages, 2080 KB

Open AccessArticle

An Eye-Tracking Study on Text Accessibility and Comprehension in University Students

by Sergio Navas-León and Jon Andoni Duñabeitia

Behav. Sci. 2026, 16(6), 1041; https://doi.org/10.3390/bs16061041 (registering DOI) - 22 Jun 2026

Abstract

Easy-to-Read (E2R) recommendations aim to improve accessibility, but it remains unclear whether some visual and typographic adaptations may also benefit readers without disabilities. This study examined the effects of different text formats on reading comprehension and visual processing in university students using eye-tracking. [...] Read more.

Easy-to-Read (E2R) recommendations aim to improve accessibility, but it remains unclear whether some visual and typographic adaptations may also benefit readers without disabilities. This study examined the effects of different text formats on reading comprehension and visual processing in university students using eye-tracking. Twenty-four young adults without cognitive disabilities read texts presented in three formats: hard-to-read, control, and Easy-to-Read. Reading comprehension was assessed with multiple-choice questions, and eye movements were recorded during reading. Data were analyzed using linear mixed-effects models. Text Format significantly affected reading comprehension, with estimated accuracy highest in the E2R format and significantly higher than in the hard-to-read format. The E2R format was also associated with shorter fixation durations and larger saccades than the other formats, suggesting a pattern compatible with a reduced cognitive demand in some eye-movement measures. Fixation count was highest for hard-to-read texts and significantly higher than in the control format, whereas differences involving E2R were not significant. Reading time showed a trend towards significance, with descriptively longer reading times for hard-to-read texts than for the control and E2R formats. These findings suggest that E2R adaptations, originally developed to support populations with cognitive needs, may also facilitate comprehension and reading efficiency in readers without cognitive disabilities. Full article

(This article belongs to the Section Cognition)

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18 pages, 534 KB

Open AccessArticle

The Relationship Between Physical Activity, Social Support, and Life Satisfaction Among Female College Students: A Variable- and Person-Centered Analysis

by Yan Liu, Wenying Huang, Wen Zhang and Chang Hu

Behav. Sci. 2026, 16(6), 1040; https://doi.org/10.3390/bs16061040 (registering DOI) - 22 Jun 2026

Abstract

Life satisfaction (LS) is an important indicator of subjective well-being among college students. However, relatively few studies have integrated variable-centered and person-centered approaches to examine the associations among physical activity (PA), social support (SS), and LS in female college students. This cross-sectional study [...] Read more.

Life satisfaction (LS) is an important indicator of subjective well-being among college students. However, relatively few studies have integrated variable-centered and person-centered approaches to examine the associations among physical activity (PA), social support (SS), and LS in female college students. This cross-sectional study surveyed 2097 female college students from 11 universities in Jiangxi Province, China. PA, SS, and LS were assessed using self-report questionnaires. A mediation model was used to examine whether SS statistically mediated the association between PA and LS after controlling for education level and place of origin. Latent profile analysis was then conducted using six LS items, and the BCH method was used to compare PA and SS across profiles. The results showed that PA was positively associated with SS and LS, and SS was positively associated with LS. The indirect association between PA and LS through SS was statistically significant, suggesting a partial statistical mediation pattern. Latent profile analysis identified three level-based LS profiles: low-, medium-, and high-LS profiles. PA and SS increased progressively across these profiles, with the highest levels in the high-LS profile and the lowest levels in the low-LS profile. These findings suggest that PA, SS, and LS are closely interrelated and that meaningful quantitative heterogeneity exists in LS among female college students. Given the cross-sectional design and convenience sampling, the findings should be interpreted as statistical associations rather than causal effects. Full article

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23 pages, 1012 KB

Open AccessArticle

Shifting the Blame: How Narrative Framing, Coercive Strategies, and Rape Myth Acceptance Distort Perceptions of Sexual Assault and Fuel Victim Blame

by Pantxika Victoire Morlat, Maria Limniou, Isobel Phelps and Laurence Alison

Behav. Sci. 2026, 16(6), 1039; https://doi.org/10.3390/bs16061039 (registering DOI) - 22 Jun 2026

Abstract

Previous research has shown that both victim intoxication and narrative framing can influence the levels of victim blame. However, far less attention has been paid to how coercive strategy and narrative framing may interact to shape victim-blaming judgements and perceptions of sexual assault. [...] Read more.

Previous research has shown that both victim intoxication and narrative framing can influence the levels of victim blame. However, far less attention has been paid to how coercive strategy and narrative framing may interact to shape victim-blaming judgements and perceptions of sexual assault. The present study addresses this gap by examining how combinations of coercive strategies (physical force versus alcohol facilitated), narrative framing (active versus passive), and rape myth acceptance (RMA) influence victim blame and the recognition of sexual assault. Participant gender and age were also assessed in relation to RMA and victim-blaming attitudes. A total of 202 participants aged 18–63 (78.7% of women, 21.3% of men, M_Age = 28.93, SD = 14.36) completed an online survey evaluating vignettes depicting a male perpetrator sexually assaulting a female victim. Age significantly predicted victim blaming, with older participants assigning greater blame to the victim. Gender predicted both RMA and victim blame, with men reporting higher RMA and greater victim blame than women. Active framing in both the physical force and alcohol-use conditions reduced participants’ recognition of the incident as sexual assault. Participants with lower RMA consistently reported lower victim blame across conditions, and were more likely to identify the incident as sexual assault in the physical force condition. These findings highlight the influence of coercive strategies and the importance of victim-centred language in policing, legal, and media contexts, where narrative framing can meaningfully shape the recognition of sexual assault. Full article

(This article belongs to the Special Issue Sexual Violence Against Women Across Contexts: Prevention, Education, and Intervention)

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21 pages, 347 KB

Open AccessReview

An AI Perspective on Counseling Supervision

by Emily A. Brinck, James L. Soldner, Hung Jen Kuo, Scott A. Sabella, Trenton J. Landon, Charles P. Bernacchio and Elizabeth A. Boland

Behav. Sci. 2026, 16(6), 1038; https://doi.org/10.3390/bs16061038 (registering DOI) - 22 Jun 2026

Abstract

The increased use of technology-assisted distance counseling practices is one result of COVID’s impact on behavioral health, including in counselor education and the delivery of supervision. First, technology-assisted distance supervision needed for “real time” communication grew. Furthermore, there is an emergence of artificial [...] Read more.

The increased use of technology-assisted distance counseling practices is one result of COVID’s impact on behavioral health, including in counselor education and the delivery of supervision. First, technology-assisted distance supervision needed for “real time” communication grew. Furthermore, there is an emergence of artificial intelligence (AI) technologies that have the potential to contribute to aspects of supervision; however, current evidence remains emerging, context-dependent, and at times mixed, warranting cautious interpretation of their effectiveness. The article offers an overview of using AI in clinical supervision, examines the benefits and potential concerns of AI from different perspectives, and considers the significance of using AI in counseling supervision. The role of AI is discussed as applied to counseling supervision including the use of AI tools, such as chatbots and reasoning AI, to detect and track sessions, note behavioral and emotional cues, aid/monitor communication and feedback, while also attending to ethical and legal consideration for its use. The article will report a range of benefits for supervisors and trainees using AI—for example, by enhancing data-driven supervision decisions, analyzing feedback trends, providing more efficient administrative monitoring, flexible/remote support, skill development, and promoting ethical decisions and self-reflection. Special attention is given to the challenges of using AI in supervision, including risks of undervaluing intuition and qualitative insights, potential for algorithms to reinforce systemic biases, risks of replacing human interaction, as well as non-compliance with HIPAA, FERPA, and ethical guidelines in data storage and privacy. The article will discuss privacy concerns, depersonalized feedback, and increased judgment-driven anxiety despite needed empathy when using AI as a tool for clinical supervision. Recommendations will also be offered for effective, ethical integration of AI in counseling supervision. Full article

(This article belongs to the Special Issue Artificial Intelligence in Mental Health and Counseling Practices)

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