Search Results (159)

This study aimed to develop and validate a self-report instrument—the Perceived Teacher Trust Behavior Scale (PTTBS)—to assess primary school students’ perceptions of trust-related behaviors exhibited by their teachers. Adopting a child-centered perspective within the school context, we first conducted in-depth interviews and applied a grounded theory approach to identify dimensions and generate initial items. A cluster sampling method was used to recruit 1400 students (Grades 3~5) from three schools in Guizhou Province, China, who completed the questionnaire. The collected data were analyzed via exploratory factor analysis and confirmatory factor analysis using SPSS 30.0 and Mplus8.10 software. The final version of the PTTBS consists of 13 items across four dimensions: Emotional Support, Competence Recognition, Academic Support, and Moral Recognition. The scale demonstrated excellent internal consistency (Cronbach’s α = 0.90) and split-half reliability (Spearman–Brown coefficient = 0.847). Significant correlations with an established Student-Teacher Relationship Scale were observed, along with good convergent validity (0.502~0.629) and construct validity. The PTTBS exhibits robust psychometric properties and serves as a valid tool for measuring Chinese primary school students’ perceptions of teacher trust behaviors, suitable for both research and practical applications. Full article

Background: This study addresses a common challenge in music education: students’ limited emotional engagement during music listening. Objectives: This study compared two teaching methods—externally guided augmented reality (AR) integration and internally generated simulation—in terms of their neural and behavioral differences in guiding students’ visual mental imagery and influencing their musical affect processing. Methods: Using Chinese Pipa music appreciation as our experimental paradigm, we employed fNIRS hyperscanning to record inter-brain synchronization (IBS) during teacher–student interactions across three instructional conditions (AR group, n = 27; visual imagery group, n = 27; no-instruction group, n = 27), while simultaneously assessing students’ performance in music–emotion processing tasks (emotion recognition and experience). Results: At the behavioral level, both instructional methods significantly enhanced students’ ability to differentiate emotional valence in music compared to the control condition. Crucially, the AR approach demonstrated a unique advantage in augmenting emotional arousal. Neurally, both teaching methods significantly enhanced IBS in brain regions associated with emotion evaluation (lOFC) and imaginative reasoning (bilateral dlPFC). Beyond these shared neural correlates, AR instruction specifically engaged additional brain networks supporting social cognition (lFPC) and multisensory integration (rANG). Furthermore, we identified a significant positive correlation between lFPC-IBS and improved emotional arousal exclusively in the AR group. Conclusions: The visual imagery group primarily enhances emotional music processing through neural alignment in core emotional brain regions, while augmented reality instruction creates unique advantages by additionally activating brain networks associated with social cognition and cross-modal integration. This research provides neuroscientific evidence for the dissociable mechanisms through which different teaching approaches enhance music–emotion learning, offering important implications for developing evidence-based educational technologies. Full article

Celebrity worship has become a pervasive phenomenon among Chinese undergraduates, yet its psychological mechanisms remain unclear. This cross-sectional study recruited 1103 Chinese undergraduate students via convenience sampling. Data on celebrity worship and subjective well-being were collected using the Celebrity Attitude Scale (CAS) and the Satisfaction with Life Scale (SWLS). To investigate the internal structure of celebrity worship and its relationship with subjective well-being, a network analysis approach was employed. The resulting networks revealed that 72.33% of possible edges among worship items were non-zero, indicating dense interconnectivity. Entertainment–social behaviors—particularly “obsessed by details of the celebrity’s life”—formed the most central nodes, whereas borderline-pathological beliefs emerged as the pivotal hub when well-being variables were integrated. BP displayed the strongest negative connection with shame and served as the primary bridge linking worship to reduced life satisfaction and heightened negative affect. Bootstrap analyses confirmed robust stability. These findings shift research from a global “total-score” to a “systems” paradigm, highlighting BP cognitions as high-priority targets for cognitive-reappraisal interventions to prevent the escalation from healthy enthusiasm to pathological obsession. Full article

Positive eating behaviors may be linked to improved health outcomes, but reliable assessment tools are scarce. This study aims to translate the Positive Eating Scale (PES) into Chinese (PES-C), culturally adapt it, and examine its psychometric properties and its relationship with psychological symptoms among Chinese college students. A two-stage cross-sectional study was conducted from October 2024 to April 2025. A total of 800 valid questionnaires were collected in Stage 1 and 1882 in Stage 2. PES-C showed good structural validity (CFI = 0.991, RMSEA = 0.067) and high internal agreement (Cronbach α = 0.963), with measurement invariance established across gender and ethnicity. Correlation analysis showed that PES-C score was significantly negatively correlated with depression (PHQ-9, r = −0.24) and anxiety (GAD-7, r = −0.22), positively correlated with the frequency of vegetable consumption (r = 0.13–0.18), and negatively correlated with beverage consumption (r = −0.01–−0.17). These findings indicate that positive eating attitudes help improve psychological symptoms and may also affect food choices. PES-C is a dependable and effective tool for assessing the eating behaviors of Chinese university students, offering both theoretical and practical support for campus nutrition and mental health promotion programs. Full article

Why do individuals, when facing institutional injustice, direct their anger toward peers rather than powerful actors? The existing literature typically explains displaced aggression through emotional arousal or power asymmetries. However, we argue that interpretive meaning within specific institutional contexts plays a more decisive role in shaping aggressive behavior. Drawing on a triadic framework of structural stimulus, narrative interpretation, and behavioral response, we conducted a scenario-based survey of 1109 Chinese university students across five institutions. The results show that perceived institutional inequality significantly increases displaced aggression (β = 0.388, p < 0.001), but not upward aggression (β = 0.091, p = 0.061). Two mediating mechanisms, perceived cost of aggression and inequality justification, account for 15.3% and 12.4% of the total effect, respectively. Moreover, pro-authoritarian attitude significantly amplifies the effect of perceived inequality on displaced aggression (interaction β = 0.224, p < 0.001). In addition, we find a counterfactual result that females show 0.248 units more displaced aggression than males under perceived inequality. These findings highlight how individuals internalize inequality as meaningful and actionable, even in constrained political settings. This study contributes a narrative-based theoretical framework for understanding misdirected aggression under institutional inequality. Full article

The transition from university to the workforce is a major developmental milestone that can generate significant psychological distress, especially for students in high-stakes professional programs such as law. Traditional measures of career-related anxiety often overlook the multidimensional nature of career insecurity and its culturally specific expressions. This study aimed to develop and validate the Future Career Insecurity Scale (FCIS), a novel instrument capturing three interrelated dimensions (future career anxiety, self-doubt, and uncertainty) among Chinese undergraduate law students. A two-study design was used with independent samples (N = 447 and N = 432). Study 1 applied exploratory factor analysis to identify the underlying structure of the FCIS. Study 2 conducted confirmatory factor analysis to validate the model and assess convergent validity using the measures of depression, anxiety, and stress. EFA supported a three-factor solution: Future Career Uncertainty, Self-Doubt, and Anxiety. CFA indicated good fit for a correlated three-factor model with satisfactory internal consistency (Cronbach’s α = 0.82–0.87). Convergent validity was evidenced by positive correlations between FCIS scores and DASS-21 depression, anxiety, and stress subscales. These findings indicate that the FCIS is a brief, multidimensional, and psychometrically robust measure of future-oriented career distress in legal education. Use of the FCIS can provide a brief, theory-aligned measure of future-oriented career distress in legal education and can support screening, targeted referral, and the evaluation of behaviorally informed interventions in university settings. Full article

Academic involution in college students has a significant impact on their physical and mental health; however, its internal psychological mechanism remains unexplored. This study aimed to examine the relationship between upward social comparison and academic involution among college students and investigate the serial mediating role of self-esteem and perceived stress. A questionnaire survey, which included the Upward Social Comparison, Self-Esteem, Chinese Perceived Stress, and College Students’ Academic Involution Scales, was conducted with 730 college students via the random sampling method. The results revealed that all pairs of variables were significantly correlated. Furthermore, upward social comparison not only directly influenced college students’ academic involution, but also indirectly affected it through the separate mediating roles of self-esteem and perceived stress, as well as the serial mediating effect of both variables. This study enriches the theoretical mechanism of college students’ academic involution and offers empirical support for designing mental health education and intervention programs. Full article

Background/Objectives: This study investigates the multifactorial determinants of weight change among Chinese international students in South Korea, focusing on physical activity (PA), sedentary behavior (SB), sleep quality, and psychological stress. Methods: Data were collected from 445 Chinese international students (male = 224, 50.3%) using self-administered questionnaires and follow-up interviews. Participants were categorized into weight gain and weight loss groups based on changes in body weight and BMI. Multinomial logistic regression was used to examine the relationships between lifestyle factors and weight change. Results: The reference group consisted of males and females in the weight loss group. Weight gain was more likely in males experiencing frequent depression (OR = 1.84, p < 0.001), while frequent stress decreased the likelihood of weight gain (OR = 0.24, p < 0.01). Males with weight gain were more likely to experience frequent fatigue (OR = 1.24, p < 0.05) and engage in optimal moderate PA (OR = 1.98, p < 0.05). In females, weight gain was less likely with frequent fatigue and high-intensity PA (OR = 0.25, p < 0.05). Conversely, weight gain was more likely in females with optimal moderate PA and reduced sleep duration (OR = 1.68, p < 0.05; OR = 2.28, p < 0.01). Conclusions: This study identifies gender-specific effects of mental health, PA, SB, and sleep patterns on weight changes among Chinese international students. These findings highlight the need for targeted health strategies addressing mental health, PA, and sleep to support weight management, particularly in international student populations. Full article

The COVID-19 pandemic altered individuals’ worldviews. This study examined how cultural values shaped the ways students navigated stress and adapted after the COVID-19 pandemic. Drawing on Conservation of Resources (COR) Theory and cultural psychology frameworks of individualism and collectivism, we hypothesized that university students in two culturally distinct contexts—China and Canada—would demonstrate resilience differently. Chinese students would display collectivistic coping strategies (e.g., social responsibility and perspective-taking), while Canadian students would show resilience through individualistic strategies (e.g., personal reflection and self-efficacy). A total of 814 students completed a mixed-methods survey assessing resilience, cognitive reflection, and post-pandemic adaptations. Quantitative data were analyzed using factor analysis and stepwise regression to identify predictors. Qualitative responses were thematically analyzed for context. Results revealed cultural differences in resilience and adaptation, with social responsibility, healthy habits, and third-person perspective-taking predicting the responses of Chinese students, whereas internal emotional processing and personal moral reflection predicting it for Canadian students. This study enhances cross-cultural understanding of resilience and adaptation after collective trauma. Full article

Background/Objectives: Developmental prosopagnosia (DP) is a neurodevelopmental disorder marked by lifelong face recognition difficulties. The 20-item Prosopagnosia Index (PI-20) has become an important tool for screening individuals with DP and has been validated across various groups of English speakers worldwide. Recently, other language versions of PI-20, such as a Simplified Chinese one, have been developed and validated. Given the significant differences between Simplified Chinese and Traditional Chinese, as well as the distinct user populations, this study aims to validate a Traditional Chinese adaptation of the PI-20 using a standardized face memory task and a novel face authenticity judgment task in Mandarin-speaking populations. Methods and Results: In Study 1 (n = 94) and Study 2 (n = 138), we tested two large independent samples of college students using the English PI-20 and the Traditional Chinese PI-20, respectively. The results show strong internal consistency and similar score distributions in both versions of the PI-20. In Study 3 (n = 64), we examined the correlation between PI-20 scores and performance on the Cambridge Face Memory Test (CFMT). We found a significant correlation with the CFMT score and the Traditional Chinese version, but not with the English version PI-20. In Study 4 (n = 32), we examined whether PI-20 scores correlated with a face authenticity judgment task where participants judged whether the face image was real or AI-synthesized. Results showed that PI-20 negatively correlated with accuracy in judging real faces, but not with judging AI-synthesized faces. Conclusions: Overall, this study shows that although Taiwanese participants validly respond to the original PI-20, the Traditional Chinese version exhibited a stronger association with their objective face memory skills and showed a link to participants’ knowledge about real faces, which is a new finding. The Traditional Chinese PI-20 can serve as a dependable and useful tool in future research. Full article

Social trust is a crucial factor influencing adolescents’ mental health and serves as a cornerstone for social stability. However, there is a lack of a reliable measurement tool specifically designed to assess the psychological characteristics of adolescents’ social trust. This study aimed to develop and validate the Chinese Adolescent Social Trust Scale (STS-CA). Semi-structured interviews were conducted with 45 adolescents (aged 12 to17 years) to generate an initial pool of scale items. Subsequently, eighteen psychological experts evaluated the content validity, and the scale was revised based on their feedback, resulting in a preliminary version. A total of 2036 secondary school students were randomly divided into Sample 1 and Sample 2. Sample 1 (N1 = 1018) was used in item analysis and exploratory factor analysis (EFA). Sample 2 (N2 = 1018) was utilized for confirmatory factor analysis (CFA). Sample 3 (N3 = 1214) was recruited to assess the scale’s reliability, validity, and measurement equivalence. Two months later, test–retest reliability analysis was assessed using Sample 4 (N4 = 303). The final STS-CA consists of 27 items covering four factors, namely trust in relatives, trust in friends, trust in strangers, and trust in organizations. The scale demonstrated good internal consistency reliability, test–retest reliability, convergent validity, and discriminant validity. Correlations between the STS-CA subscale scores and external criterion variables—interpersonal trust, trust propensity, and life satisfaction—supported criterion validity. Additionally, the scale exhibited good measurement equivalence across gender and educational stages. Overall, our findings demonstrate that the STS-CA is a reliable and valid instrument for assessing social trust levels among Chinese adolescents. Full article

(1) Background: University students face increasing mental health challenges, with sociodemographic disparities shaping well-being outcomes and highlighting the need for machine learning approaches to identify distinct psychological profiles. (2) Methods: This cross-sectional study surveyed 4911 Chinese university students (aged 18–25) using the EPOCH Questionnaire, which measures Engagement, Perseverance, Optimism, Connectedness, and Happiness. Data were collected via WenjuanXing (WJX), with recruitment promoted through official channels. Well-being profiles were identified through exploratory K-means clustering, with internal validity and the optimal cluster number assessed using the silhouette coefficient. (3) Results: Cluster analysis identified two distinct groups: Cluster 0 (41.09%) with higher well-being scores and Cluster 1 (58.91%) with lower scores. Differences across all five EPOCH dimensions exceeded 1.0, most notably in Optimism (Δ = 1.31) and Happiness (Δ = 1.37). A subgroup of concern within Cluster 1 (n = 92), primarily male sophomores from rural, low-income, multi-child families receiving financial aid, showed particularly low scores in Connectedness (Δ = −0.57) and Happiness (Δ = −0.43). In contrast, a high well-being subgroup in Cluster 0 (n = 108), mainly urban female freshmen from high-income, only-child families, exhibited elevated scores, especially in Connectedness (Δ = 0.69) and Happiness (Δ = 0.65). (4) Conclusions: This exploratory clustering study identified distinct well-being profiles among Chinese university students, with demographic and socioeconomic vulnerabilities associated with diminished psychological well-being, particularly in Connectedness, Happiness, and Optimism. These findings highlight the need for targeted interventions that integrate psychosocial support with financial assistance to reduce inequalities and promote flourishing. Full article

Digital ink Chinese characters (DICCs) written by international students often contain various errors and irregularities, making the recognition of these characters a highly challenging pattern recognition problem. This paper designs a graph convolutional network with agent attention (GCNAA) for recognizing DICCs written by international students. Each sampling point is treated as a vertex in a graph, with connections between adjacent sampling points within the same stroke serving as edges to create a Chinese character graph structure. The GCNAA is used to process the data of the Chinese character graph structure, implemented by stacking Block modules. In each Block module, the graph agent attention module not only models the global context between graph nodes but also reduces computational complexity, shortens training time, and accelerates inference speed. The graph convolution block module models the local adjacency structure of the graph by aggregating local geometric information from neighboring nodes, while graph pooling is employed to learn multi-resolution features. Finally, the Softmax function is used to generate prediction results. Experiments conducted on public datasets such as CASIA-OLWHDB1.0-1.2, SCUT-COUCH2009 GB1&GB2, and HIT-OR3C-ONLINE demonstrate that the GCNAA performs well even on large-category datasets, showing strong generalization ability and robustness. The recognition accuracy for DICCs written by international students reaches 98.7%. Accurate and efficient handwritten Chinese character recognition technology can provide a solid technical foundation for computer-assisted Chinese character writing for international students, thereby promoting the development of international Chinese character education. Full article

This study aims to explore the values of character education in the Chinese animated film Three Monks. This film serves as a teaching tool, not only imparting animation principles to university students majoring in animation but also showcasing Chinese cultural philosophy and educational values in implicit, exaggerated, and humorous action design. We employed a descriptive qualitative method. A total of 73 college students majoring in animation watched the film without any prior explanation of animation principles and moral education and then listened to detailed explanations of the character education and animation principles integrated into the film. Through repeated viewing, analysis, and summarization of the storyline, character behaviors, and action design in Three Monks, the values of character education, such as religion, kindness, diligence, independence, responsibility, tolerance, self-reflection, unity and cooperation, and courage to innovate, were embodied. These values are manifested through the film’s storyline, conflicts, character actions, animated performances, and background music. We compared the students’ pre- and post-viewing attitudes based on their discussions, reflections, and course evaluations. The results revealed that conveying moral values through animated films internalized and transmitted character education among university students, shaping cultural identity and social norms. This approach enhanced students’ learning engagement and improved their learning efficiency. Full article

Public stigma toward psychological help-seeking is a critical barrier to mental health service utilization, particularly among university students in culturally conservative and academically demanding disciplines such as law. In China, where Confucian values emphasize social conformity and face preservation, law students may internalize societal narratives that associate mental illness with personal weakness, deterring them from accessing psychological services. This study translated and examined the psychometric properties of the Stigma Scale for Receiving Psychological Help (SSRPH) among Chinese law students. A total of 1257 undergraduate law students from five universities in China participated in the study. Exploratory factor analysis (EFA) was conducted on a randomly selected subsample (n = 628) to examine the scale’s factor structure, followed by confirmatory factor analysis (CFA) on a second subsample (n = 629). Results supported a unidimensional factor structure with strong internal consistency (α = 0.82). CFA yielded a good model fit (CFI = 0.97, TLI = 0.95). Significant negative correlations with help-seeking attitudes (r = −0.37, p < 0.001) supported discriminant validity. While further validation is warranted, the Chinese SSRPH appears suitable for assessing perceived public stigma in legal education contexts and may inform future research and program design in stigma reduction and mental health promotion. Full article