Search Results (9)

Mindfulness-based interventions (MBIs) have been previously linked with improved cognition and reduced stress, anxiety, and depression. Yet, traditional MBIs are lengthy and resource intensive. Brief and online MBIs represent a bridge into more extensive practice—but questions of whether these protocols improve cognition and affect remain. The present experiment used a randomized longitudinal design to assess the effects of a 31-day, 15 min daily mindfulness program compared to a podcast control on a battery of cognitive and self-report measures in a sample of university students. Results indicated that, over the course of the study, the MBI group found their intervention less challenging, more enjoyable, more relaxing, more engaging, and more useful compared to the podcast control group. MBI participants also increased in state and dispositional mindfulness and state metacognition following the intervention relative to the Podcast group. However, both groups scored comparably on all cognitive and affective post-intervention measures, with equivalence testing suggesting that the observed effect sizes in the present study were significantly smaller than in some previously reported effects. Taken together, the results suggest that while brief online MBIs can elicit near transfer to proximal domains (e.g., mindfulness, metacognition), more work is needed to make strong claims that these MBIs elicit far transfer to cognitive and affective domains. Full article

Human Resource Information Systems (HRISs) have become integral to contemporary organizational life, yet their successful adoption remains uneven and poorly understood. Existing models often focus on cognitive or technical determinants, overlooking how emotional and social factors shape user behavior in real-world settings. This study explores HRIS adoption through a psychosocial lens, centering the experiences of business line managers, key users who are often excluded from HRIS design, training, and research. Drawing on 25 qualitative interviews across five large UK-based organizations, this paper identifies six emergent themes related to interpersonal trust, role identity, leadership influence, organizational culture, emotional resistance, and the gap between expected usefulness and daily utility. Findings reveal that approaches which account for user emotions, perceived role clarity, and social context offer a more complete understanding of HRIS adoption than those based solely on intention or usability. By highlighting the role of interpersonal dynamics and subjective experience, this study challenges dominant technology adoption models and contributes to more human-centered perspectives in HRIS research and practice. This paper concludes by offering theoretical implications and practical guidance for designing HRIS strategies that reflect the psychosocial realities of implementation across diverse organizational environments. Full article

Intensive parenting is a parenting style in which parents, especially mothers, devote significant portions of their time, money, and energy to their children. An intensive parenting attitude questionnaire has been developed that assesses five dimensions of intensive parenting attitude: (1) Essentialism, (2) Fulfillment, (3) Challenging, (4) Stimulation, and (5) Child-centered. Psychologists suggest this attitude can negatively impact maternal mental health or well-being, with the impact varying according to cultural and societal values or socioeconomic and occupational status. There is a need to investigate the effect of intensive parenting attitude on mothers with a focus on a specific culture and maternal background, especially in societies with strongly gendered division of labor. The questionnaire survey examined whether housewives with at least one infant or preschool-aged child (n = 467) and part-time working mothers (n = 148) were affected by intensive parenting attitude in Japan, where there is strongly gendered division of labor and mothers usually take on the burden of housework and childcare responsibilities. In this study, the effects of maternal socioeconomic status and perceived social support were controlled for in order to elucidate the link between intensive parenting attitudes and maternal well-being and self-efficacy. Results showed that, when controlling for socioeconomic status and perceived social support, each dimension of intensive parenting attitude was significantly associated with perceived maternal stress, general life satisfaction, and self-efficacy. Most surprisingly, Essentialism was negatively associated with perceived stress and positively associated with self-efficacy. These findings suggest that the effects of intensive parenting attitude on mothers depend on current child-rearing circumstances and societal or country values. Future research on intensive parenting attitude should consider social variables of mothers. Full article

Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML) have long served as foundational frameworks in instructional design. However, their applicability to contemporary, technologically mediated learning environments remains under-theorized. This review critically examines CLT and CTML, focusing on their assumptions, empirical contributions, and current limitations in addressing the complexities of dynamic, AI-enhanced educational settings. The discussion is further enriched through engagement with complementary perspectives, including self-regulated learning, dual process theory, and connectivism. These frameworks illuminate conceptual convergences but also expose theoretical tensions, particularly regarding unresolved constructs such as germane cognitive load and the methodological challenges associated with real-time cognitive load measurement. In response to these gaps, this paper proposes the Cognitive Load-Aware Modulation (CLAM) strategy—a conceptual model designed to extend cognitive load principles in adaptive, ethically responsive learning environments. Synthesizing insights from cognitive psychology, educational technology, and affective computing, CLAM supports the design of personalized, data-driven instructional systems attuned to learners’ cognitive and emotional states. The model emerges not merely as a theoretical contribution, but as a future-oriented framework rooted in the critical synthesis of the reviewed literature. Its practical applications for real-world educational settings are outlined, and its empirical validation constitutes the next phase of our ongoing research project. Full article

Background: research shows that university students’ academic engagement and performance can be usefully predicted by academic behavioural confidence (ABC), a set of self-beliefs in study-focused behaviours. While demographic and institutional variations in ABC are often reported, less is known about its psychosocial or behavioural correlates. Methods: A total of 328 students in 16 English universities completed an online survey with measures of ABC, self-esteem, ethnic identity, peer pressure, social support, and substance dependence and theirs and their tutor’s demographics. Results: Aspects of ABC differed by student gender (ps < 0.01), university (modern/traditional; ps < 0.01), and degree (nonvocational/vocational; p < 0.01) types and correlated with self-esteem, social support, peer pressure, drug dependence, and, for ethnic minority students, ethnic identity. Hierarchical regression analyses identified gender (β = 0.14–0.25), age (β = −0.16–0.12), self-esteem (β = 0.22–0.46), peer pressure (β = −0.15–−0.17), and drug dependence (β = −0.15–−0.21) as consistent predictors across ABC components. Conclusions: The findings highlight the importance of individual factors and social networks for academic self-efficacy. Recommendations for monitoring ABC and its contributors for targeted study and pastoral support are made. Full article

Enhancing mathematical achievement has been identified as a pivotal issue in school education, extending beyond mathematics education alone. However, research comprehensively examining the relationship between multiple affective variables and learning and mathematics achievement is limited. The present study examines the relationship between self-efficacy, mathematics anxiety, behavioural engagement, and mathematics achievement among students in Japan. Moreover, this study examines whether there are any differences in this relationship according to gender and socio-economic status (SES). A path analysis using the data from students in Japan (n = 5760) in the PISA 2022 dataset revealed that (1) self-efficacy for formal and applied mathematics was significantly negatively related to mathematics anxiety and significantly positively related to behavioural engagement and mathematics achievement, (2) self-efficacy for mathematical reasoning and 21st-century mathematics was found to be significantly negatively associated with mathematics anxiety and positively associated with behavioural engagement, and (3) while a negative correlation was observed between mathematics anxiety and behavioural engagement, a significant relationship was not identified between the two and mathematics achievement. Furthermore, the multiple-group structural equation modelling, with gender and SES as the grouping variable, demonstrated no differences in gender and SES in the relationship between self-efficacy, mathematics anxiety, behavioural engagement, and math achievement. Full article

Background: Street harassment is a widespread issue affecting women’s freedom and well-being. While research has explored its impact on victims, little is known about individual factors influencing societal tolerance of such behaviour. This study examined the relationships of cognitive empathy and social dominance orientation (SDO) to street harassment tolerance among heterosexual men in two European cultures. Methods: A total of 136 Italian and 113 British heterosexual men completed measures of SDO and street harassment tolerance before and after watching a video depicting a woman experiencing harassment. Cognitive empathy was assessed through participants’ ability to recognise the victim’s emotional responses in the video. Results: Higher tolerances of street harassment before and after viewing the video were associated with lower cognitive empathy and higher SDO in both countries. Exposure to the video reduced street harassment tolerance in British participants but had no significant effect in the Italian sample. Conclusions: These findings highlight cognitive empathy and SDO as correlates of street harassment tolerance, suggesting their potential relevance for interventions to shift street harassment attitudes. The differing impact of the video between countries highlight the potential importance of cultural context for developing street harassment prevention strategies. Future research should further explore these relationships to inform targeted interventions. Full article

As modern technology enables instant access to virtually limitless information, students may perceive memorization of information as lacking in practical importance. The current study investigated the relationship between attitudes toward remembering and metamemory as well as objective memory performance. University students (N = 108, M_Age = 19.39, 77% women) completed the Importance of Remembering questionnaire (IORQ) as a measure of attitudes toward remembering. Subjective components of memory were measured by immediate and delayed judgments of learning (JOLs), global judgments of learning (global JOLs), retroactive confidence judgments (RCJs), and subjective mental workload. Objective memory performance was measured using a cued recall test using word pairs and picture pairs. The IORQ was only significantly correlated with absolute accuracy of delayed judgments of learning for words and pictures such that higher IORQ ratings were associated with less accurate judgments about how well they learned the items. No other correlations were significant. This suggests that a student’s lack of belief in the importance of remembering, at least as conceptualized on the IORQ, may not affect most aspects of memory performance, including those related to academic outcomes. Full article

Background: Emotional valence can be used to describe the pleasant or unpleasant nature of information such as images, words, sentences, or texts. The possible existence of a bias favoring the comprehension of positive versus negative information remains a controversial subject. The aim of the present study was to explore whether the emotional valence of a text influences its comprehension by students in the fourth or fifth grade. Methods: To this end, 55 French students with a mean age of 10.11 years answered surface, semantic, and inferential questions after reading texts with a positive, negative, or neutral valence. Results: The results showed that surface comprehension scores were higher for texts with a positive or negative valence, rather than a neutral one. They also showed that semantic comprehension scores were lower for negatively valenced texts. Conclusion: These observations suggest that emotional valence influences text comprehension in young readers. The existence of a positivity bias in children’s reading comprehension and the educational implications in the classroom are discussed. Full article