Search Results (431)

Background/Objectives: This study examined gender-specific psychological and interpersonal correlates of suicidal behaviour using the framework of the Interpersonal Theory of Suicide (IPTS). Methods: The study included a total of 181 respondents from a clinical group (N = 93) and a control group (N = 88). Logistic regression analyses were conducted separately for women (N = 86) and men (N = 80) for cases that met leverage values (LEV) ≤ 0.2. Variables included personality traits, coping style, hopelessness, self-esteem, hope, perceived burdensomeness, thwarted belongingness, and acquired capacity for suicide. Interaction terms were also tested. Results: Among women, hopelessness (Exp(B) = 1.37; p = 0.038) and perceived burdensomeness (Exp(B) = 1.12; p = 0.033) were identified as significant correlates of suicidal behaviour. Among men, an avoidance-focused style (Exp(B) = 1.18; p = 0.009) and the interaction of general capacity for suicide x perceived burdensomeness x thwarted belongingness (Exp(B) = 5.29; p = 0.043) emerged as significant correlates. Further analysis indicated that thwarted belongingness became a significant factor in men only when perceived burdensomeness and capacity for suicide were high (Nagelkerke R² = 0.33; Exp(B) = 1.17; p = 0.042). Conclusions: Gendered expressions of suicidality appear to follow distinct pathways. Within the IPTS framework, women’s suicidality is more closely shaped by internalized cognitive and affective processes, including hopelessness and perceived burdensomeness, whereas men’s behaviour is influenced by maladaptive coping, social disconnection, and acquired capacity for suicide. These findings highlight the importance of gender-specific prevention and intervention strategies across clinical and community contexts. Early identification of these correlates may reduce suicidal intent, prevent rehospitalization, and improve mental health outcomes. Full article

This study explores how teachers’ work sustainability is shaped through everyday governance practices within private higher education institutions in China. Using a constructivist grounded theory approach, the analysis draws on long-term fieldwork and in-depth interviews with teachers, administrators, leaders, and students from two private colleges. The findings suggest that teachers’ difficulties do not stem from isolated adverse incidents, but rather from an ongoing organizational process embedded in routine management practices. Evaluation-centered promotion systems, relationship-based governance, and data-driven oversight interact to restructure how teaching work is organized, recognized, and assessed. Professional contributions are frequently treated as negotiable outcomes subject to managerial discretion, while informal alignment practices and selective monitoring gradually narrow teachers’ space for professional judgment and initiative. Despite accumulating dissatisfaction, most teachers remain in their positions. Occupational identity, social expectations, and constrained labor mobility limit realistic exit options, transforming short-term accommodation into prolonged endurance. In this context, teacher retention reflects not organizational stability, but the persistence of governance conditions that challenge the long-term sustainability of teachers’ work. By examining how routine management practices gradually reshape teachers’ work, this study highlights an overlooked dimension of sustainability in higher education: the long-term viability of teachers’ professional lives within existing governance arrangements. Unlike studies that conceptualize teachers’ difficulties through the lens of workplace bullying or interpersonal conflict, this study focuses on how ordinary governance practices shape long-term work sustainability without overt confrontation. Full article

Breastfeeding is a complex biopsychosocial process influenced not only by biological mechanisms but also by a woman’s previous psychological experiences and past traumas. The aim of this review was to analyze current research on the impact of early traumatic experiences, perinatal trauma, psychological difficulties, and previous interpersonal stressors on the initiation, continuation, and emotional course of breastfeeding. Women with a history of trauma are more likely to struggle with emotional regulation difficulties, increased stress, depressed mood, and problems bonding with their child. These factors translate into an increased risk of discontinuing lactation, discomfort during feeding, and reduced self-esteem regarding maternal competence. The literature also emphasizes the role of psychological and social support, which can help mothers cope with emotional tension and promote a positive breastfeeding experience. Consideration of the mother’s previous psychological and traumatic experiences is crucial for a more complete understanding of lactation difficulties and the development of effective forms of support for women in the perinatal period. Full article

Based on Conservation of Resources (COR) theory and a socio-technical systems perspective, this study examines how technology-enacted abusive supervision (TAS) influences employees’ counterproductive work behavior (CWB) in digitalized organizational contexts. Conceptualizing TAS as a system-embedded form of digitally mediated control, we argue that technology-amplified supervisory power constitutes a persistent resource threat that reshapes employees’ behavioral regulation strategies. Using three-wave time-lagged survey data from 428 employees working in digital-intensive enterprises in China, we develop and test a moderated mediation model. The results indicate that TAS is positively associated with CWB, with defensive silence serving as a critical mediating mechanism. Although defensive silence may temporarily reduce interpersonal risk, it disrupts feedback and resource replenishment processes, leading to cumulative resource depletion and a higher likelihood of counterproductive behavior over time. Moreover, power distance significantly moderates this indirect effect, such that the mediating role of defensive silence is stronger among employees with higher-power-distance orientations. By integrating leadership research, COR theory, cultural value orientations, and a socio-technical systems perspective, this study advances our understanding of covert resistance and behavioral risk in technology-driven work systems and offers important implications for digital governance and sustainable organizational performance. Full article

Supervisor ostracism represents a pervasive and detrimental workplace stressor, yet existing research has predominantly focused on reactive coping mechanisms, leaving a critical gap regarding how employees can proactively prevent such mistreatment. To address this problem, this study draws on signaling theory as an overarching framework—integrated with social exchange theory as a downstream mechanism—to propose that employees can actively construct a “moral shield” by engaging in green advocacy, a high-cost, self-transcendent behavior that signals intrinsic moral character. We tested our theoretical model using a multi-method design. Study 1, a scenario-based experiment with 146 supervisors, provided causal evidence that green advocacy leads supervisors to objectively grant interpersonal moral credits, which subsequently reduces their behavioral intentions to ostracize. Study 2, a three-wave time-lagged survey of 434 employees, complemented these findings by confirming that green advocacy is associated with employees’ perceived moral credits and reduced perceived ostracism in a field setting. Furthermore, we found that this signaling process is contingent upon the receiver’s interpretation: the protective effect of green advocacy is amplified when Supervisory Support for the Environment (SSE) is high. This research contributes to the literature by identifying a novel, behavior-based signaling strategy for averting social exclusion and validating the dual nature (granted vs. perceived) of moral credits in hierarchical interactions. Full article

Background: Moral development (MD) arises from the interaction of attachment, temperament, emotion regulation, and decision-making. Children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently show impairments across these domains, suggesting increased vulnerability to disruptions in MD. However, the mechanisms linking ADHD to MD remain poorly understood. Methods: A systematic review was conducted according to PRISMA 2020 guidelines. PubMed was searched for studies published between January 2014 and November 2024 examining MD-related constructs, including moral reasoning, fairness, aggression, bullying, callous–unemotional (CU) traits, decision-making, and reward sensitivity, in individuals aged 0–18 years with diagnosed or subclinical ADHD. Due to substantial heterogeneity in study design, measures, and outcomes, a qualitative synthesis was performed. Results: Of the 2104 records identified, 23 studies met inclusion criteria. Insecure or disorganized attachment, difficult temperament, and emotional dysregulation consistently emerged as developmental risk factors for impaired MD. Hyperactivity–impulsivity and deficient inhibitory control were strongly associated with aggressive and antisocial behaviors. Children with ADHD demonstrated a pronounced preference for immediate over delayed rewards, altered decision-making in social contexts, and reduced sensitivity to positive feedback. CU traits and aggression were frequently identified as behavioral correlates of MD impairments, particularly in interaction with family adversity and comorbid externalizing conditions. Social dysfunction, including bullying involvement, peer rejection, and interpersonal difficulties, was common and contributed to elevated long-term psychosocial risk. Conclusions: ADHD is associated with multidimensional vulnerabilities in MD through intertwined cognitive, emotional, and relational pathways. Interventions targeting attachment security, emotion regulation, reward processing, and social skills may foster MD and reduce later social difficulties. Longitudinal and cross-cultural research is needed to clarify causal mechanisms and inform developmentally sensitive prevention and treatment strategies. Full article

To understand human–machine interactions, we adopted a framework that distinguishes between stable individual differences (enduring personality/interpersonal traits), initial trust (pre-interaction expectations), and situational trust (dynamic calibration via gaze and behavior). A driving simulator experiment was conducted with 30 male participants to investigate trust calibration across three levels: manual (Level 0), semi-automated (Level 2, requiring monitoring), and fully automated (Level 4, system handles tasks). We combined eye tracking (pupillometry/fixations) with the Eysenck Personality Questionnaire (EPQ) and Interpersonal Trust Scale (ITS). Results indicated that semi-automation yielded a higher hazard detection sensitivity (d′ = 0.81) but induced greater physiological costs (pupil diameter, ηp² = 0.445) compared to manual driving. A mediation analysis confirmed that neuroticism was associated with initial trust specifically through interpersonal trust. Critically, despite lower initial trust, young male individuals with high interpersonal trust exhibited slower reaction times in the semi-automation model (B = 0.60, p = 0.035), revealing a “social complacency” effect where social faith paradoxically predicted lower behavioral readiness. Based on these findings, we propose that situational trust is a multi-layer calibration process involving dissociated attentional and behavioral mechanisms, suggesting that such “wary but complacent” drivers require adaptive HMI interventions. Full article

Background/Objectives: Major Depressive Disorder (MDD) affects over 280 million people worldwide and is a leading cause of disability. Emotional blunting—characterized by a numbing or flattening of emotions—is a significant yet often underrecognized symptom that impairs daily functioning and interpersonal relationships in patients with MDD. It remains unclear whether emotional blunting results primarily from the disorder itself or from antidepressant treatments, especially selective serotonin reuptake inhibitors (SSRIs) and serotonin–norepinephrine reuptake inhibitors (SNRIs). Vortioxetine, a multimodal antidepressant approved for MDD, may help alleviate emotional blunting by modulating neurotransmitters differently than SSRIs. This study investigates the severity of emotional blunting among Hong Kong MDD patients and explores the changes in this symptom with the use of vortioxetine, while also considering anhedonia as a related dimension of reward processing. Methods: This naturalistic, longitudinal observational study in Hong Kong enrolled adults (aged 18 and above) clinically diagnosed with MDD who were initiating vortioxetine treatment for emotional blunting. Patient inclusion was based on independent prescribing decisions by psychiatrists, with informed consent obtained. Data collection comprised one intake interview and the administration of four self-report questionnaires—ODQ, PHQ-9, PDQ-D, SDS, MFI, and SHAPS—at baseline, week 1, week 4, and week 8. Demographic and clinical history data were also recorded. Questionnaires were completed online or via phone, over a study duration of approximately two months. Results: The prevalence of emotional blunting, estimated by the proportion of patients with an ODQ score at or above the clinical cut-off (≥50), was 91.9% at baseline, decreasing to 85.5% at week 1, 77.7% at week 4, and 73.3% at week 8. Significant improvements were also observed in depressive symptoms, cognitive dysfunction, functional impairment, pleasure experience, and fatigue. Conclusions: In this naturalistic observational cohort of patients with MDD who were prescribed vortioxetine, self-reported emotional blunting, depressive symptoms, cognitive dysfunction, functional impairment, and fatigue decreased over eight weeks. Anhedonia scores (SHAPS) decreased to non-significant levels, and clinician-rated Clinical Global Impression scores confirmed a significant reduction in illness severity. Full article

Empathic behavior is increasingly incorporated into socially assistive robots, yet little is known about how older adults’ personality-based self-regulatory processes shape responses to such designs. The present study examined a recognition-based “mirror effect” framework of narcissistic self-regulation, referring to the ways individuals maintain a valued self-image through social feedback and acknowledgment. We focused on two core dimensions: narcissistic admiration, characterized by self-promotion and the pursuit of affirmation, and narcissistic rivalry, characterized by defensiveness, antagonism, and sensitivity to threat. Community-dwelling older adults (N = 527; M_age = 72.73) were randomly assigned to view a video of a socially assistive robot interacting in either an empathic or a cold manner. Participants reported their perceived recognition by the robot, defined as the subjective experience of feeling seen, acknowledged, and valued, as well as multiple robot evaluations (anthropomorphism, likability, perceived intelligence, safety, and intention to use). At the mean level, empathic robot behavior increased perceived recognition, anthropomorphism, and likability but did not improve perceived intelligence, safety, or intention to use. Conditional process analyses revealed that narcissistic admiration was positively associated with perceived recognition, which in turn predicted more favorable robot evaluations, regardless of robot behavior. In contrast, narcissistic rivalry showed a behavior-dependent pattern: rivalry was associated with reduced perceived recognition and less favorable evaluations primarily in the empathic condition, whereas this association reversed in the cold condition. Importantly, once perceived recognition and narcissistic traits were accounted for, the cold robot was evaluated as more intelligent, safer, and more desirable to use than the empathic robot. Studying these processes in older adults is theoretically and practically significant, as later life is marked by shifts in social roles, autonomy concerns, and sensitivity to interpersonal evaluation, which may alter how empathic technologies are experienced. Together, the findings identify perceived recognition as a central psychological mechanism linking personality and robot design and suggest that greater robotic empathy is not universally beneficial, particularly for users high in rivalry-related threat sensitivity. Full article

A theoretical model of learning is proposed which is grounded in the constitutive role of interpersonal relationships, integrating contributions from early developmental psychology and relational philosophy. Using a Theoretical Educational Inquiry approach, the study critically examines dominant competency-based and cognitivist models, identifying their inability to account for learning as a deep personal transformation. Drawing on authors such as Stern, Trevarthen, Hobson, Winnicott, and Kohut, it presents empirical evidence that the self and cognitive-affective capacities emerge within primary relational bonds. However, interpersonal relationships are not the environment where development occurs, but the end towards which it is oriented: if the relational bond is the point of departure, the interpersonal encounter is the telos shaping the whole process. The child’s engagement with inner and outer worlds is driven by the search for such encounter, irreducible to mere relational pleasantness, although this may indicate its realization. Philosophical perspectives from Polo, Levinas, Buber, Whitehead, Spaemann, and Marcel support the understanding of learning as a relational event of co-constitution. Learning implies cycles of crisis and reintegration. This approach shifts the focus from skill acquisition as an end to using it as a means for fostering meaningful interpersonal relationships, thereby reorienting education towards a dignity-centered paradigm. Full article

The adult child–parent relationship is a key source of emotional support across adulthood and older age. This study takes a dyadic, attachment-based perspective to examine how (dis)similarities in attachment orientations between older parents and adult children relate to the emotional support they provide each other. A total of 104 adult child–parent dyads (M parents’ age = 67.85; M adult children’s age = 36.18) participated. Structural Equation Modeling (SEM) and Response Surface Analysis (RSA) were used to assess how dyadic (dis)similarities in attachment anxiety and avoidance are associated with own support provision. Both parents and adult children provided greater emotional support when their attachment insecurity was at low levels. Support also increased when the partner showed higher insecurity but differed across generations: parents offered more support when the child’s anxiety or avoidance exceeded their own, even at own high levels of insecurity, whereas children supported insecure parents only when their own insecurity was relatively low. Attachment-based processes in the adult child–parent bond serve as a source of emotional connection, operating differently across generations: parents can adapt caregiving to meet children’s needs, while children’s support is more constrained by their own attachment insecurity. Full article

Examining the dyadic effects of parental depression on parenting behaviors is important for understanding the dynamic impact of a family member’s negative emotions on parenting and family-based interventions. To clarify the interpersonal processes between parental depression and parenting within families, this study aimed to investigate the mutual influence of parental depression and parenting (warmth–reasoning and harshness–hostility) in one large sample of adolescent twins and their parents. A sample of 1387 Chinese families with adolescent twins was used. The actor–partner interdependence model (APIM) was used to examine the mutual influences. By examining the dyadic patterns with APIM, we found that depressive symptoms in mothers or fathers significantly influence their own and their partner’s parenting behaviors. The model comparisons found no significant difference in the partner effect between maternal and paternal depression. In the Chinese family system, depression in one parent influences not only their own parenting but also their partner’s parenting. Full article

Violence against women remains prevalent, yet many survivors do not engage with services even where health infrastructure exists. This study investigated the role of institution-facing resources, Institutional Trust (ITR) and Procedural Justice (PJ), and the role of interpersonal resources, Social Support Provided (SSP), in women’s formal care-seeking intentions, as mediated by Psychological Distress (PSS) and General Self-Efficacy (GSE). An online survey was administered to women in Greece (n = 392) and the United Kingdom (n = 328), yielding a sample of 718. To compare the structural paths in the model across the two countries, measurement invariance was first explored, while the model was estimated through multi-group structural equation modeling. Across the pooled sample, PJ and GSE predicted HSB firmly, while ITR had no direct link to the construct. SSP did not directly predict HSB, but was linked to GSE in all models. The results of the interaction and group-difference models showed PJ and SSP had a slight indirect effect through GSE, while distress-based pathways were weaker and context-dependent. Multi-group models revealed significant cross-national differences: the direct effect of ITR and PSS on GSE was stronger in the United Kingdom than in Greece. The direct effect of PJ/GSE and SSP/GSE also had a stronger impact in Greece than in the United Kingdom. Overall, the results indicate that the willingness of women to seek help is less driven by their trust in institutions and more driven by their expectations of fairness in provider interaction and their perceived personal capability, where social support plays a role as the antecedent increasing women’s Perceived Self-Efficacy. The implications include prioritizing procedurally just practices, designing interventions that enhance self-efficacy for system navigation, and mobilizing informal networks as partners in the help-seeking process. Full article

Against the backdrop of rising farm household incomes alongside a widening internal income gap in rural China, investigating the impact of peer effects in ecological assistance (PEEA) on farmers’ policy satisfaction is crucial for formulating more targeted support policies and mitigating rural income inequality. Utilizing 2023 survey data from designated assistance counties of the National Forestry and Grassland Administration (NFGA) of China, this study employs methods such as Oprobit and moderation effects to examine the factors and mechanisms through which peer effects in ecological assistance affect farmers’ policy satisfaction. The results indicate that PEEA exert a negative influence on farmers’ policy satisfaction, a finding that remains robust after endogeneity checks using the conditional mixed process (CMP) model and residual analysis. The information transmission mechanism can strengthen the suppressive effect of these peer effects on satisfaction, whereas the social interaction mechanism exhibits a substitution effect with the peer effects. The peer effects are asymmetric, with a more pronounced negative impact on policy satisfaction among farmers over 50 years old and those with lower human capital. Furthermore, the peer effect is most significant for forestry property income, followed by forestry wage income and forestry operating income. Farmer groups with low-to-medium forestry income are more significantly affected by PEEA. Furthermore, among these, the medium forestry income cohort demonstrates the highest sensitivity to the influence of PEEA on policy satisfaction. Therefore, ecological assistance policies should be further optimized, and forestry income should be distributed equitably to enhance the sense of policy benefit and well-being among farmers. Meanwhile, information channels should be improved to guide rational interpersonal expenditure, target groups with strong peer demonstration effects, explore diversified forestry management projects, and broaden income-increasing channels through ecological assistance. Full article

Preschool teaching is a highly demanding profession that requires constant socio-emotional attunement and the ability to engage in reflective reasoning. Despite the central role of these skills in effective early childhood education, little is known about whether preschool teachers’ socio-affective and cognitive capacities vary as a function of accumulated professional experience. To address this knowledge gap, we compared the performance of 30 professional preschool teachers with a matched control group of 30 non-teachers on tests measuring emotion recognition, active-empathic listening, interpersonal reactivity, and abstract reasoning. We found that preschool teachers were significantly better on all dimensions of active-empathic listening (sensing, processing, and responding) and better in emotional self-regulation than controls. Moreover, years of preschool teaching experience were positively correlated with emotion recognition, improved listening skills, and more deliberate abstract reasoning strategies. Notably, socio-affective competencies were correlated with abstract reasoning performance within the preschool teacher group. According to these results, long-term professional involvement in preschool teaching enhances socio-affective skills and integrates them with higher-order cognitive processes, both of which are essential for responsive teaching, efficient classroom management, and the development of children’s social and cognitive abilities. Full article