Search Results (4,134)

The rapid proliferation of generative artificial intelligence (GenAI) has reshaped university students’ learning practices, yet the association between GenAI-assisted learning and procrastination remains insufficiently understood. Drawing on the Theory of Planned Behavior as an established framework, this study offered a contextual extension of TPB and procrastination research into the GenAI domain by examining the association between students’ use of GenAI for learning task completion and GenAI-assisted learning procrastination among 1243 Chinese university students. Path analysis showed that students’ use of GenAI was negatively associated with GenAI-assisted learning procrastination (β = −0.195, p < 0.001). Behavioral attitude (β = −0.164, p < 0.001), subjective norm (β = −0.171, p < 0.001), perceived behavioral control (β = −0.331, p < 0.001), and behavioral intention (β = −0.137, p < 0.001) were each negatively associated with GenAI-assisted learning procrastination. The indirect associations linking GenAI use to GenAI-assisted learning procrastination through these Theory of Planned Behavior constructs were statistically significant, with the total indirect association accounting for approximately 30.9% of the total association (standardized indirect association = −0.086, p < 0.01). Learning GenAI anxiety moderated the association between behavioral intention and GenAI-assisted learning procrastination, with the negative association being stronger among students with higher anxiety (b = −0.268, SE = 0.040, p < 0.001) than among those with lower anxiety (b = 0.006, SE = 0.052, p = 0.915). The model explained 71.6% of the variance in procrastination in GenAI-assisted learning. Given the cross-sectional design and the sample’s specific characteristics, these findings should be interpreted as conditional associations rather than causal evidence, and their generalizability requires further investigation. Nevertheless, the results highlighted the roles of beliefs, intentions, and emotional experiences in understanding procrastination in GenAI-assisted learning. Full article

In the campus planning of severe cold regions, indoor pedestrian corridors have emerged as an important strategy for mitigating harsh weather and maintaining pedestrian network continuity. These enclosed systems provide thermal comfort and physical convenience for faculty and students. However, reduced visual contact with outdoor natural environments may be associated with less favorable affective experiences. Existing research primarily emphasizes functional connectivity and spatial efficiency, with limited quantitative evidence on the visual characteristics of indoor corridors and their relationship with emotional perception. Drawing upon environmental psychology, this study examines the associations between corridor visual characteristics and five AI-predicted affective perception dimensions. Using deep-learning-based computer vision, semantic segmentation, and statistical analysis, environmental features and predicted perception scores were analyzed. A local human validation showed moderate overall agreement between human consensus ratings and AI-predicted scores, supporting their use as exploratory perception proxies. The findings indicate that indoor-corridor-related visual features were negatively associated with predicted beauty scores and positively associated with predicted depression scores, while predicted boringness was positively associated with wall enclosure. Predicted safety and liveliness showed weaker associations with individual visual features. These results provide exploratory evidence for balancing thermal protection, circulation efficiency, and psychological comfort in future campus corridor design. Full article

Adolescence is marked by a heightened need for belonging, peer acceptance, and emotional validation, with disruptions linked to loneliness and psychological distress. This perspective integrates belongingness theory with emerging research on companion artificial intelligence (AI), reconceptualizing these systems as relational substitutes that simulate, but do not provide, genuine interpersonal connection. Designed to offer continuous, emotionally responsive interactions, companion AI may be particularly appealing to socially isolated youth. However, these features can foster perceived intimacy, emotional dependence, and misinterpretations of programmed responses as authentic care. Drawing on developmental research and recent case evidence, this manuscript examines how AI-mediated interactions may reinforce social withdrawal, shape expectations of relationships, and contribute to mental health risk. These findings stress the importance of understanding the developmental implications of artificial forms of connection during adolescence and describe potential policies to mitigate the likelihood of negative outcomes. Full article

Therapeutic inertia has been extensively examined in chronic medical conditions but remains insufficiently conceptualized and empirically studied in psychiatry. This structured narrative review examines therapeutic inertia as a multilevel and potentially bidirectional phenomenon arising when clinically relevant care is not reconsidered or modified despite unmet therapeutic goals and the availability of a reasonable and feasible alternative. A targeted PubMed search was supplemented by backward and forward citation searching, prioritizing psychiatric evidence and foundational literature on clinical decision-making under uncertainty. The review distinguishes therapeutic inertia from appropriate caution, watchful waiting, informed refusal, structural non-access, therapeutic nihilism, medical futility, therapeutic obstinacy, and evidence-based deprescribing. Potential determinants include cognitive and emotional mechanisms, diagnostic and prognostic uncertainty, adverse-effect concerns, patient preferences and previous experiences, therapeutic relationships, resource constraints, fragmented care, guideline structures, workload, and medicolegal culture. Clozapine underutilization in treatment-resistant schizophrenia represents the most compelling psychiatric example, while direct but more limited evidence is available in major depressive and bipolar disorders; applications to anxiety, obsessive-compulsive, substance-use, and non-pharmacological care remain largely hypothesis-generating. Strategies include explicit therapeutic goals, planned reassessment, measurement-based and guideline-informed care, shared decision-making, multidisciplinary review, improved access, clinical decision support, and audit and feedback. Future research should use operational definitions, experimental and observational designs, patient-centered outcomes, and real-world data to determine when treatment non-modification is inappropriate and whether corrective interventions improve care without promoting indiscriminate escalation, coercion, polypharmacy, or premature discontinuation. Full article

Digital dependence and substance use may co-occur in post-digital cohorts when platform design, peer norms, stress exposure, and individual vulnerabilities converge to reinforce dysregulated patterns of reward seeking, self-regulation failure, and affective coping. This Entry defines their co-occurrence as a multidetermined phenomenon in which digital environments, including algorithmic feeds, notifications, social comparison, and variable rewards, interact with developmental vulnerabilities such as identity formation, impulsivity, reward sensitivity, and emotional dysregulation. Psychiatric comorbidities, particularly depression, anxiety, Attention-Deficit/Hyperactivity Disorder, and personality pathology, may increase susceptibility, while socioeconomic disadvantage and unequal access to care can intensify harm. Current evidence suggests that problematic digital use and substance use are more strongly related to functional impairment, coping motives, peer norms, and contextual stressors than to screen time alone. This Entry therefore organizes the available evidence around structural determinants, individual mechanisms, mental-health mediators, and prevention strategies, with emphasis on proportionate regulation, digital literacy, culturally adapted interventions, and integrated clinical pathways. Full article

Background: Diabetes mellitus is highly prevalent in Saudi Arabia and shapes individuals’ lived experiences within culturally and religiously embedded contexts. Although existing research has extensively examined biomedical, behavioral, and psychosocial dimensions of diabetes using quantitative and conventional qualitative approaches, there remains limited understanding of how individuals interpret, construct meaning, and reconstruct identity in relation to the illness over time. In particular, phenomenological inquiry is needed to access the lived, embodied, and existential dimensions of type 2 diabetes that are often not captured in existing outcome- or theme-focused qualitative studies. This study aimed to explore how Saudi adults with type 2 diabetes experience identity transitions, construct meaning, and undergo personal transformation. Methods: A hermeneutic phenomenological design informed by van Manen was employed. Twenty-seven Saudi adults with type 2 diabetes of at least one year’s duration were purposively recruited from a tertiary diabetes center in Riyadh. The sample size was guided by the principles of hermeneutic phenomenology, which prioritize depth, richness, and interpretive adequacy rather than numerical saturation. Recruitment and data collection continued until interpretive sufficiency was achieved, defined as the point at which no new experiential meanings or conceptual insights emerged across iterative analysis. Data were generated through in-depth, face-to-face interviews conducted in Arabic. Analysis followed an iterative interpretive process guided by the hermeneutic circle. Reflexivity, member checking, and peer review were used to enhance rigor. Results: Diabetes was experienced as a profound multidimensional disruption affecting embodiment, social roles, emotional well-being, and existential orientation. Participants described persistent fatigue and bodily limitation, shifting family roles and reduced social participation, emotional turbulence moving from shock to acceptance, and ongoing processes of meaning-making grounded in faith, gratitude, and strengthened family relationships. Conclusions: Living with diabetes involves an ongoing process of meaning-making and identity reconstruction that extends beyond clinical disease management to include emotional, social, and existential dimensions. These findings highlight the importance of culturally sensitive, person-centered care that addresses the lived experience of chronic illness within its sociocultural and spiritual context. Full article

This study investigates how serious games enhance sustainability learning in tourism through cognitive–emotional activation and agency-driven behavioural pathways. The sample comprised 354 students from hospitality, culinary arts, and tourism programmes and 255 employees from 15 four- and five-star hotels in Extremadura (Spain). Across six workshops (2023–2025) using Hotel Giant 2 and Typsy, participants simulated environmental, operational, and managerial challenges. A mixed-methods design combined longitudinal quantitative modelling with qualitative reflections. Results show two main theoretical contributions: sustainability learning develops through recursive emotional-normative cycles, and behavioural consolidation differs sharply between students and employees. Practically, MGA indicates distinct learning trajectories, while full-partial mediation highlights layered reinforcement mechanisms. Future research should examine identity-based meaning construction in sustainability adoption. Full article

Food allergy (FA) is a chronic condition that can affect adolescents’ emotional well-being, daily functioning, and psychosocial adjustment. Digital interventions based on serious games may support the development of socioemotional competencies in this population, although evidence remains limited. This study explored the psychological outcomes derived from emoTIChealth, a serious game designed to promote psychological adjustment and emotional competencies in adolescents with FA. A quasi-experimental longitudinal design with repeated measures and no parallel control group was conducted in 23 adolescents aged 11–17 years diagnosed with FA. Participants completed assessments at two pre-intervention time points and one post-intervention assessment. Outcomes included health-related quality of life, emotional competencies, socioemotional skills, self-concept, healthy habits, psychopathological symptoms, and perceived disease threat. A significant decrease in emotional awareness-related dimensions was observed, particularly in attention to others’ emotions and global emotional awareness. A significant decrease in Global Difficulties and the presence of psychopathology post-intervention was also observed. The participants’ emotional state and perceived difficulties during the intervention were associated with changes in some psychological outcomes. These findings provide preliminary evidence that emoTIChealth may influence specific emotional processes in adolescents with FA, although its impact on broader psychosocial and health-related outcomes appears limited. Further controlled studies with larger samples are warranted. Full article

Background: Bullying represents a complex problem affecting students of all ages. Among the factors that influence it, appraisals of the transgressions and bystanders’ responses play a very important role. The present study examined adults’ emotional, evaluative, and behavioral responses to hypothetical bullying scenarios varying by bullying type and victim ethnicity. It also explored whether psychological distress was associated with bystanding behaviors as well as previous bullying experiences. Methods: The study used a mixed 3 × 4 vignette-based design. Victim ethnicity (i.e., Romanian, Roma, or Hungarian) was manipulated between participants, while bullying type was manipulated within participants through four scenarios describing physical, verbal, indirect, and cyberbullying. The final sample included 477 adults aged between 18 and 52 years. Participants appraised each transgression (i.e., empathic reactions, unacceptability), reported their likely bystander behavioral intentions (i.e., defend, ignore, report or join the aggression), completed the Depression Anxiety and Stress Scale (DASS-21) and reported previous bullying experiences as victim, witness, and aggressor. Results: Bullying type was the most consistent factor shaping participants’ appraisals as well as bystander reactions. The most tolerated forms were indirect bullying (e.g., highest probability to join the aggression) and verbal bullying (e.g., lowest unacceptability) the least accepted was physical bullying (e.g., lowest probability to join the aggression) while cyberbullying elicited specific patterns (i.e., lower empathy but higher willingness to report the incident). Victim ethnicity had a very limited effect, only concerning reporting intentions: lower for Hungarian targets compared to Romanian. Psychological distress was mainly associated with previous victimization and witnessing, while associations with scenario-based responses were smaller and more specific. Conclusions: The findings suggest that bystander responses are differentiated across bullying forms and prevention efforts should address subtle, indirect, verbal, and online forms of bullying, as these may be more easily normalized or less directly confronted. Full article

This qualitative study, grounded in a phenomenological-interpretive design, aimed to explore university students’ experiences regarding digital hyperconnectivity, emotional well-being, and the balance between academic and personal life at a private university in Viña del Mar, Chile. The sample consisted of 18 Occupational Therapy students (mean age: 22.4 years; 61.1% female, 27.8% male, 5.6% non-binary; representing a diverse range of undergraduate academic years from second to fifth). Data were collected through individual semi-structured interviews and analyzed using open, axial, and selective coding following grounded theory guidelines, with the assistance of Atlas.ti v25 software, to identify emerging categories and establish conceptual relationships. Findings were organized into two analytical categories. The first, Experiences and perceptions of digital hyperconnectivity, portrays hyperconnectivity as a taken-for-granted everyday condition shaped by intensive device use and the predominance of social media, streaming platforms, and artificial intelligence tools; within this category, a tension emerges between recognized practical/pedagogical usefulness and distracting or compulsive patterns of use. The second, Emotional well-being and balance in academic life, highlights the impact on emotions, time management, sleep, and relationships, as well as disconnection strategies to restore balance (time limits, mental breaks, and offline activities). In conclusion, digital hyperconnectivity is significantly associated with emotional well-being and the academic-personal life balance. Students’ narratives suggest that technology can enrich learning when accompanied by regulation, media literacy, and deliberate disconnection practices. Therefore, context-sensitive institutional interventions are needed to promote conscious disconnection, digital identity education, and a pedagogical design that integrates digital tools through a critical and ethical approach. Full article

This study aims to examine how celebrity-endorsed travel livestreaming, as a digital marketing innovation, influences booking intention through the mediating roles of perceived authenticity and emotional engagement. Drawing on the Stimulus–Organism–Response (SOR) framework, the study conceptualizes livestreaming as a stimulus that activates both cognitive and affective responses, which are subsequently associated with consumer behavioral intentions. A quantitative approach was adopted using a structured questionnaire distributed online to a diverse sample of 609 respondents. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the proposed relationships and mediation effects. The findings reveal that celebrity-endorsed travel livestreaming has a significant positive effect on booking intention, perceived authenticity, and emotional engagement. In addition, both perceived authenticity and emotional engagement positively influence booking intention, with emotional engagement demonstrating a stronger effect. The mediation analysis further confirms that both perceived authenticity and emotional engagement partially mediate the relationship between livestreaming and booking intention, indicating that the impact of livestreaming is largely transmitted through cognitive and affective mechanisms. The study makes several key contributions by extending the SOR framework to digitally immersive marketing contexts, reconceptualizing authenticity as an interaction-driven construct within celebrity-endorsed environments, and highlighting the prominent role of emotional engagement in consumer decision-making. These findings provide a more nuanced understanding of how innovative digital marketing formats are associated with consumer behavior and offer practical insights for designing more effective livestreaming strategies in the tourism industry. Full article

Background: Adolescent substance abuse is a growing public health concern associated with poor mental health, unsafe sexual behaviour, violence, school dropout, and psychosocial dysfunction. In rural South Africa, peer influence, cultural practices, poverty, and inadequate psychosocial support may increase learners’ vulnerability to substance use. However, limited qualitative evidence exists on how these factors influence substance abuse among school learners in rural communities. Aim: This study explored peer-group and cultural influences on substance abuse among school learners in a rural community in Limpopo Province, South Africa. Methods: A qualitative, exploratory, descriptive, and contextual design was adopted. Purposive sampling was used to recruit 30 learners from selected secondary schools in the DIMAMO area of the Capricorn District, Limpopo Province. Data were collected through semi-structured one-on-one interviews until data saturation was reached. Interviews were audio-recorded, transcribed verbatim, and analysed using thematic analysis guided by Social Learning Theory. Trustworthiness was ensured through credibility, dependability, confirmability, and transferability. Ethical approval and informed consent were obtained prior to data collection. Results: Two major themes emerged: causes of substance abuse and factors maintaining substance use. Peer pressure and social influence contributed to the initiation of alcohol, cannabis, cigarette, and snuff use. Cultural practices and ancestral beliefs further normalised substance use behaviours. Psychological distress associated with poverty, family conflict, and inadequate parental support increased learners’ vulnerability. Continued substance use was reinforced by addiction, perceived emotional relief, social tolerance, and easy access to substances. Conclusions: Adolescent substance abuse in rural communities is influenced by interconnected social, cultural, psychological, and environmental factors. Integrated school- and community-based psychosocial interventions are needed to strengthen adolescent mental health and substance abuse prevention strategies. Full article

As large language models (LLMs) advance the machine mind of artificial intelligence (AI) to be more human-like, the dynamic impact of users’ perceptions of this mind on their engagement remains underexplored. Specifically, little is known about the “tipping point” where appreciation shifts to aversion. Grounded in mind perception theory, this research investigates the dynamic relationship between the perceived machine mind of AI voice assistants and user engagement using data from online reviews and experiments. Study 1 reveals a significant inverted U-shaped relationship, indicating that a moderate level of human-like machine mind maximizes user engagement, while excessive anthropomorphism triggers aversion—a form of the “uncanny valley” effect. Study 2 further dissects the differential impacts of the two core dimensions of the mind: the agentic mind (i.e., the capacity for thinking and planning) and the experiential mind (i.e., the capacity for feeling and emotion). Our findings reveal the comparative effects of AI agentic and experiential minds on the inverted U-shaped relationship, showing that a high experiential mind attenuates the positive effect of the agentic mind on user engagement. These findings deepen our understanding of mind perception effects in human–AI interaction and offer critical practical insights for AI designers on optimizing mind simulation to avoid user alienation. Full article

Game-based learning (GBL) has increasingly been recognized as a valuable approach for supporting student engagement, motivation, and skill development in educational settings. However, comparatively little research has examined analog gameplay within informal, co-curricular higher education environments. Grounded in Self-Determination Theory (SDT), this exploratory study examined students’ perceptions of their experiences at a university’s Academic Skills Centre’s (ASC) Game Café (not course-based), with particular attention to motivation, social engagement, and perceived academic skill development. Using a descriptive, cross-sectional survey design, data were collected from 44 student participants through a researcher-developed survey consisting of Likert-scale and open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses were thematically coded. Internal consistency analyses demonstrated acceptable to strong reliability across survey scales (Q6 α = 0.70; Q7 α = 0.89). Findings indicated that students perceived a consistent association between the Game Café and positive emotional experiences, collaboration, peer interaction, and the perceived development of transferable skills such as communication, critical thinking, and problem-solving. Participants also described the café as a low-pressure and socially supportive environment that fostered motivation and informal learning beyond the classroom. Overall, the findings suggest that analog, co-curricular game-based environments may support students’ perceived engagement, belonging, and learning within higher education contexts. Full article

Background: Dysregulation of the microbiota–gut–brain axis has been implicated in attention-deficit/hyperactivity disorder (ADHD), but randomized controlled trial evidence for probiotic supplementation remains inconsistent. Objective: This systematic review and meta-analysis evaluated the effects of probiotic supplementation on ADHD-related clinical outcomes and emotional–behavioral outcomes in children and adolescents. Methods: PubMed, Embase, Cochrane CENTRAL, Web of Science, PsycINFO, and EBSCO were searched from database inception to October 2025. Randomized controlled trials including participants under 18 years of age with DSM-defined ADHD were eligible. Pooled effects were calculated using standardized mean differences (SMDs) or mean differences (MDs) with 95% confidence intervals (CIs) under random-effects models. Results: Nine RCTs involving 482 participants were included, with intervention durations ranging from 8 to 12 weeks. In the broad exploratory synthesis of ADHD-related clinical outcomes, probiotic supplementation did not show a clear benefit (SMD = −0.25, 95% CI: −0.57 to 0.07; p = 0.131). Because this analysis combined conceptually heterogeneous instruments, greater interpretive weight was placed on domain-specific analyses. No clear effects were observed for more specific core symptom-related measures, including SNAP-IV inattention scores and CPT-derived attention-related performance measures. In domain-specific exploratory analyses, CPRS total scores showed a small reduction following probiotic supplementation (SMD = −0.33, 95% CI: −0.65 to −0.01; p = 0.041), whereas CBCL total scores did not show a statistically significant effect under the random-effects model (MD = −1.93, 95% CI: −6.30 to 2.44; p = 0.386). The SNAP-IV hyperactivity finding was statistically significant but was largely driven by a single study and should be interpreted cautiously. Conclusions: Current 8–12-week RCT evidence does not demonstrate a clear benefit of probiotic supplementation for ADHD core symptom-related measures. However, exploratory findings suggest that probiotic supplementation may have potential for improving broad parent-reported emotional–behavioral outcomes, particularly CPRS-assessed behavioral symptoms. This potential benefit should be interpreted cautiously because it was based on a small number of heterogeneous trials and was not consistently supported by CBCL outcomes. Larger, rigorously designed trials are needed to confirm these broad parent-reported behavioral and emotional findings and clarify their clinical relevance. Full article