Frontiers in Psychology最新文献

{"title":"Invisible scars, collapsed trust: a mixed-methods inquiry into the cognitive-empathic divide in school bullying and a systemic intervention framework.","authors":"Binbin Mao, Jinan Jia","doi":"10.3389/fpsyg.2026.1765331","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1765331","url":null,"abstract":"<p><strong>Introduction: </strong>School bullying remains a persistent global challenge despite extensive policy implementation. This study investigates the Cognitive-Empathic Divide defined as the discrepancy between students' subjective experiences of trauma and the objective, behavior-based frameworks utilized by institutional authorities.</p><p><strong>Methods: </strong>Utilizing an explanatory sequential mixed methods design, including 7,341survey respondents and 25 semi-structured interviews.</p><p><strong>Results: </strong>Quantitative results confirmed a Coping Paradox (p <.001) among high-risk groups, indicating high frequency but maladaptive help seeking behaviors. Qualitative inquiry, conducted via reflexive thematic analysis, elucidated a cyclical process of Seek Help-Disappointment-Abandonment driven by institutional invalidation. Furthermore, an empirical analysis of 155 civil judgments provided evidence of institutional risk avoidance cultures that marginalize nonphysical harm.</p><p><strong>Discussion: </strong>The findings advocate for a paradigm shift from behavior centric management to trauma informed institutional cultures. A systemic intervention framework is proposed, integrating Social Emotional Learning and Restorative Justice within a Whole School Approach to bridge the cognitive empathic divide and rebuild institutional legitimacy.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1765331"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13147473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influence of physical exercise on college students' prosocial behavior: the chain mediating role of social conscientiousness and general self-efficacy.","authors":"Guoqiang Song, Xingyu Yi, Yuandai Chen","doi":"10.3389/fpsyg.2026.1813198","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1813198","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigates the relationships among physical exercise (PE), social conscientiousness (SC), general self-efficacy (GSE), and prosocial behavior (PB) in college students.</p><p><strong>Methods: </strong>A scale was administered to 409 college students, and statistical analyses were performed using SPSS 28.0 and Process 4.1.</p><p><strong>Results: </strong>(1) Significant positive correlations exist among college students' physical exercise, social conscientiousness, general self-efficacy, and prosocial behavior. (2) Physical exercise positively predicts college students' prosocial behavior (<i>β</i> = 0.174, <i>p</i> < 0.001). (3) The effect value of indirect path 1 (PE → SC → PB) was 0.009, representing 38.9% of the total effect; the effect value of indirect path 2 (PE → GSE → PB) was 0.004, accounting for 16.9% of the total effect; and the effect value of indirect path 3 (PE → SC → GSE → PB) was 0.002, constituting 10.4% of the total effect.</p><p><strong>Conclusion: </strong>Physical exercise directly influences college students' prosocial behavior and also exerts an indirect effect through social conscientiousness and general self-efficacy.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1813198"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144077/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Provoking or backfiring? A contingent model of how abusive supervision influences learning from failure through fear.","authors":"Haizhen Wang, Ge An, Jiajia Xu, Lin Ding, Jie Chen","doi":"10.3389/fpsyg.2026.1532064","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1532064","url":null,"abstract":"<p><strong>Introduction: </strong>Unlike prior research that has primarily examined the dysfunctional-and occasionally functional-effects of abusive supervision in general work settings, this study focuses specifically on the context of failure. It investigates when fear of failure induced by abusive supervision facilitates learning from failure, and when it stifles such learning. Grounded in conservation of resources theory and job demands-resources theory, we propose that abusive supervision elicits fear of failure in employees, which subsequently impairs their ability to learn from failure in jobs with high task variety, yet may enhance it in jobs with low task variety.</p><p><strong>Methods: </strong>To test the proposed theoretical framework, we employed a quantitative research design using three-wave survey data. The sample consisted of 189 employees who provided longitudinal responses to minimize common method bias. We measured abusive supervision, fear of failure, task variety, and learning from failure using established academic scales.</p><p><strong>Results: </strong>The findings demonstrate that abusive supervision is positively associated with fear of failure. Furthermore, task variety moderates not only the relationship between fear of failure and learning from failure, but also the indirect effect of abusive supervision on learning from failure via fear of failure.</p><p><strong>Discussion: </strong>By extending abusive supervision research from routine performance to failure learning-a context in which employees are especially prone to defensive withdrawal-this study identifies fear of failure as the affective mechanism that captures the fundamental \"arousal- depletion\" tension inherent in abusive supervision. We further demonstrate that task variety functions as a directional switch, capable of either amplifying the resource drain caused by abuse or buffering its negative effects, even converting fear-driven responses into positive learning outcomes.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1532064"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13143604/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unpacking flexible work and employee thriving: knowledge-motivation mediation and the boundary role of cognitive flexibility.","authors":"Bingxin Xia, Mengze Zhang, Zhaoqi Li","doi":"10.3389/fpsyg.2026.1701795","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1701795","url":null,"abstract":"<p><strong>Introduction: </strong>Remote collaboration and digital work have become increasingly prevalent, making flexible work arrangements (FWA) a critical strategy for enhancing organizational adaptability and employee effectiveness. However, the extent to which such institutional practices translate into positive employee outcomes depends on the activation of underlying psychological mechanisms.</p><p><strong>Methods: </strong>Drawing on Self-Determination Theory (SDT), this study develops a chained mediation model (institutional activation → knowledge acquisition → intrinsic motivation → thriving at work). Cognitive flexibility (CF) is incorporated as a dual-function adaptive mechanism. Data were collected from 427 knowledge workers in China using a three-wave time-lagged survey design.</p><p><strong>Results: </strong>The results indicate that FWA significantly promotes employees' thriving at work through sequential mediation of knowledge acquisition and intrinsic motivation. Furthermore, cognitive flexibility strengthens these transmission effects, serving as a critical moderator within the institution-cognition-motivation-behavior pathway.</p><p><strong>Discussion: </strong>This study extends SDT by enriching the relational pathway and identifying the cognitive boundary conditions of institutional influence. It also provides practical implications for organizational design, employee empowerment, and the development of adaptive capacity in digital work environments.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1701795"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13143649/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital media technology in drama education: educational value and mental health empowerment from a symbolic interactionism perspective.","authors":"Peng Wei, Majid Murad","doi":"10.3389/fpsyg.2026.1810918","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1810918","url":null,"abstract":"<p><strong>Background: </strong>Digital media technology offers diverse educational methods, shaping interaction and communication within the educational process and further embodying profound value in promoting students' mental health. Drawing on symbolic interactionism, this study systematically analyzes the educational value and mental health empowerment pathways of digital media technology in drama education. It re-examines the role of digital media technology in drama education and clarifies the direction for leveraging such technology to develop drama education.</p><p><strong>Methods: </strong>The research employs an ethnographic methodology, conducting in-depth personal interviews with 30 drama education professors in China. Drawing on the four dimensions of symbolic interactionism-\"subject, content, behavior, situation\"-the study analyzes the primary educational value of digital media technology in university-level drama education and clarifies the internal logic connecting technology, interaction, and psychological development.</p><p><strong>Results: </strong>The study finds that digital media technology, represented by virtual reality, is being used with diminishing frequency, and the role of educators is shifting from \"performance instructor\" to \"technology guide.\" Simultaneously, digital media technology transforms dry educational content into \"vivid and immersive\" virtual-real scenarios, providing teachers and students in drama education with \"authentic\" and immersive digital educational content, along with distinctive emotional experiences. Digital media-empowered drama education effectively enhances students' psychological resilience and social adaptability, offering a feasible pathway to achieve the dual objectives of \"teaching quality enhancement\" and \"psychological empowerment\" in education for the new era.</p><p><strong>Conclusion: </strong>The changes in content, action, and environment brought about by digital media technology in drama education reflect the requirements of the integrated development of art and technology, as well as new opportunities and challenges for drama education. Digital media technology builds a crucial bridge for the deep integration of symbolic interactionism with drama education and mental health. It also provides theoretical reference and practical insights for the digital transformation of drama education and the organic integration of mental health education.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1810918"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13143739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The association between academic self-esteem and college students' positive psychological qualities: the mediating role of general self-efficacy.","authors":"Jing Li, Xianghui Yan","doi":"10.3389/fpsyg.2026.1788167","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1788167","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Previous studies have primarily focused on the various psychological factors influencing college students' well-being, yet research on the specific role of academic self-esteem in fostering positive psychological qualities remains limited, especially when considering the mediating effect of general self-efficacy. Existing relevant research has only verified the potential mediating role of general self-efficacy in similar psychological construct relationships, failing to explicitly identify the specific type of mediation or quantify the relative contributions of direct and indirect effects. Meanwhile, empirical evidence for this association is scarce within the cultural and educational context of Chinese college students. This study aims to explore the association between academic self-esteem and college students' positive psychological qualities, and to examine the mediating role of general self-efficacy, identifying its specific mediation type and quantifying the contribution ratios of direct and indirect effects.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methodology: &lt;/strong&gt;The study was conducted online among students from six universities and vocational colleges in Anhui, Zhejiang, and Sichuan Provinces of China, with a total of 1,025 participants completing self-reported electronic questionnaires. After strict screening of valid responses, 940 valid questionnaires were collected. Mediation analysis was performed using the PROCESS macro (Model 4) with the bias-corrected percentile Bootstrap method to verify the specific mediation type and quantify the effect size of general self-efficacy in the relationship between academic self-esteem and positive psychological qualities.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Showed that academic self-esteem was significantly and positively associated with positive psychological qualities (&lt;i&gt;p&lt;/i&gt; &lt; 0.001), and general self-efficacy played a partial mediating role between them [&lt;i&gt;β&lt;/i&gt; = 0.37, 95% CI = (0.28, 0.38), &lt;i&gt;p&lt;/i&gt; &lt; 0.01]. The indirect effect of academic self-esteem on positive psychological qualities through general self-efficacy accounted for 51.85% of the total effect, while the direct effect accounted for 48.15%.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;Enhancing college students' academic self-esteem and general self-efficacy not only promotes their positive psychological qualities more effectively but also improves their mental health. This study makes three notable contributions to the existing literature. First, it explicitly identifies the mediating role of general self-efficacy between academic self-esteem and positive psychological qualities as partial complementary mediation, addressing the deficiency of previous research that only verified the existence of a mediating effect without identifying its specific type. Second, it quantifies the relative contribution ratios of direct and indirect effects, achieving an in-depth decomposition of the statistical mediation pathway. Third, it empiric","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1788167"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13143648/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intergenerational relational dynamics in co-parenting families: a cross-sectional analysis through a systemic theoretical lens.","authors":"Ziran Li, Mohd Najmi Daud, Mohamad Salleh Bin Abdul Ghani, Asmidawati Ashari","doi":"10.3389/fpsyg.2026.1748675","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1748675","url":null,"abstract":"<p><strong>Introduction: </strong>Intergenerational co-parenting, where parents and grandparents share child-rearing responsibilities, is prevalent in Chinese families. Despite its cultural significance, few studies have examined how grandparent parent co-parenting relationship dimensions relate to broader family functioning using a systemic theoretical framework.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted with 710 Chinese parents (303 fathers, 407 mothers), of whom 426 reported active grandparent involvement in child-rearing. The Co-Parenting Relationship Scale (CRS) and Family Environment Scale (FES) were administered. Data were analyzed using hierarchical multiple regression and bootstrap mediation analysis (PROCESS macro, Model 4, 5,000 resamples).</p><p><strong>Results: </strong>Negative co-parenting dimensions (particularly undermining, M = 4.61) scored higher than positive dimensions. Co-parenting support significantly predicted overall family environment quality (<i>β</i> = 0.243, <i>p</i> < 0.05). Co-parenting debasement negatively predicted family cohesion (<i>β</i> = -0.275, <i>p</i> < 0.01), while division of labor positively predicted cohesion (<i>β</i> = 0.224, <i>p</i> < 0.05). Bootstrap mediation analysis revealed that family environment partially mediated the relationship between co-parenting conflict and child behavioral difficulties (indirect effect = 0.038, 95% CI [0.011, 0.074]).</p><p><strong>Discussion: </strong>Findings support systemic theoretical propositions regarding relational interdependence, structural boundaries, and circular causality within co-parenting families. Co-parenting relationship quality is significantly associated with family environment, which serves as a pathway influencing child outcomes. Limitations include the cross-sectional design and reliance on self-report measures.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1748675"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13143887/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neural responses to proxemic distance regulation in urban public spaces in the post-COVID context using a portable electroencephalogram.","authors":"Shabnam Salehi, Roozbeh Naghshineh, Ali Ahmadian","doi":"10.3389/fpsyg.2026.1670088","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1670088","url":null,"abstract":"<p><p>Recent advances in cognitive neuroscience are increasingly informing architectural and urban studies by providing objective insights into human-environment interactions. Proxemic relationships play a critical role in shaping urban spaces, and the widespread implementation of social distancing measures during the COVID-19 pandemic may have influenced how individuals perceive and regulate interpersonal distance. This exploratory study investigates neural responses associated with proxemic distances in urban settings during the post-COVID period, referencing established proxemic frameworks rather than relying on direct pre-pandemic neural comparisons. Using a quasi-experimental design, primary data were collected through portable electroencephalography (EEG) recordings and questionnaires. Participants were exposed to controlled interpersonal distance scenarios in an outdoor urban environment, allowing examination of neural activity at personal and social distances. EEG analyses focused on alpha (8-12 Hz) and low-beta (12-15 Hz) frequency bands, which are commonly associated with relaxation and attentional engagement, respectively. Results indicate a consistent decrease in alpha power and a concurrent increase in low-beta activity when interpersonal distance was reduced, suggesting heightened vigilance and cognitive engagement in response to proxemic intrusion. Behaviorally, a subset of participants maintained interpersonal distances exceeding classical proxemic norms, highlighting variability in post-COVID distancing tendencies. These findings suggest deviations from established proxemic standards that warrant further investigation. The findings offer preliminary neurophysiological evidence relevant to urban and architectural design, emphasizing the importance of considering interpersonal distance as a factor influencing mental comfort in public spaces. Future research employing longitudinal designs, larger samples, and complementary qualitative measures is needed to clarify the persistence and origins of observed proxemic adaptations.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1670088"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144029/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When resources run short: the inhibitory effect of economic scarcity on third-party punishment.","authors":"Hanyu Liang, Jie Li","doi":"10.3389/fpsyg.2026.1801512","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1801512","url":null,"abstract":"<p><p>This study investigates how economic scarcity influences third-party punishment, a costly and non-self-interested behavior that plays a critical role in maintaining social norms and cooperation. In real-world contexts, individuals often operate under resource constraints that may systematically alter their cost-benefit calculations; however, it remains unclear whether and how scarcity affects the willingness to punish unfairness. Across two experiments, we examined whether scarcity reduces individuals' propensity to engage in third-party punishment. Experiment 1, involving 70 participants, showed that individuals under scarcity allocated significantly fewer resources to sanction unfair dictators than those in a control condition. Experiment 2, with 41 participants, replicated this design across two time points separated by 2 months. The results further confirmed the suppressing effect of scarcity on punishment and demonstrated a similar pattern of results across time points. These findings offer important theoretical and practical implications for promoting cooperation and effective norm enforcement under resource-limited conditions.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1801512"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144109/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acute psychological responses to official match outcomes in male youth volleyball: an observational repeated-measures study within a single national-level team.","authors":"Marcos Henrique Do Nascimento, Alberto Souza Sá Filho, Vicente Aprigliano, Filipe Manuel Clemente, Carlos Alexandre Vieira, Mário Hebling Campos, Augusto Cezar Rodrigues Rocha, Débora Darck Lopes Costa Arantes, Gustavo Ferreira Pedrosa, Matias Noll, Adam Kawczyński, Lorenzo Laporta, Gustavo De Conti Teixeira Costa","doi":"10.3389/fpsyg.2026.1826372","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1826372","url":null,"abstract":"<p><strong>Background: </strong>Official match outcomes may be associated with acute psychological responses in youth athletes, particularly in team sports characterized by high emotional and interpersonal demands.</p><p><strong>Objective: </strong>To examine acute psychological responses in male youth volleyball athletes during official matches in a national-level competition, focusing on associations with match outcome (win vs. loss), playing status (starter vs. substitute), and assessment moment (pre- vs. post-match).</p><p><strong>Methods: </strong>Fourteen male athletes (mean age 16.5 ± 0.82 years) from a single Brazilian national-level team were followed across 20 official matches (14 wins and 6 losses). Psychological responses were assessed before and/or after matches using validated instruments: State Anxiety (STAI-IDATE), Brunel Mood Scale (BRUMS), Feeling Scale, Physical Activity Enjoyment Scale (PACES), and Total Quality Recovery (TQR). Generalized estimating equations (GEE) were used with an independent working correlation structure and robust (sandwich) standard errors. Fixed effects included match outcome, playing status, assessment moment, and their interactions. Candidate marginal models were compared via Independence Model Criterion under a parsimonious strategy suitable for small samples.</p><p><strong>Results: </strong>Losses were associated with increased post-match state anxiety, tension, depression, anger, and confusion, whereas wins were generally associated with stability or more favorable responses in these dimensions. Affective valence also showed an outcome×moment interaction, declining after losses but remaining relatively stable after wins. Vigor demonstrated a three-way interaction between playing status, outcome, and moment, with substitutes showing a more pronounced decline after losses. Fatigue showed main effects of playing status, match outcome, and moment. Enjoyment was higher in wins than losses and higher in starters than substitutes. Perceived recovery showed a playing status×outcome interaction, with starters reporting higher pre-match recovery before matches that resulted in wins.</p><p><strong>Conclusion: </strong>In this single-team observational sample, acute psychological responses appeared to vary according to match outcome, playing status, and assessment moment. These findings should be interpreted as exploratory associations and may support the practical value of psychological monitoring in youth competitive volleyball.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1826372"},"PeriodicalIF":2.9,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13143687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147836537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}