Frontiers in Psychology最新文献

{"title":"Retraction: Emotional regulation self-efficacy and impulsivity effects on college students' risk-taking behavior: a cross-sectional study.","authors":"","doi":"10.3389/fpsyg.2026.2023217","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.2023217","url":null,"abstract":"<p><p>[This retracts the article DOI: 10.3389/fpsyg.2025.1566618.].</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"2023217"},"PeriodicalIF":3.8,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13662599/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149192487","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":"Self-reported learning-oriented GenAI use under perceived teacher-referenced normative tension in Chinese higher education.","authors":"Zhenzhen Yang, Yong Yang, Wei Liu","doi":"10.3389/fpsyg.2026.1969743","DOIUrl":"10.3389/fpsyg.2026.1969743","url":null,"abstract":"<p><strong>Objective: </strong>The educational implications of generative artificial intelligence (GenAI) depend not only on whether students use these tools, but also on how they orient their use when acceptable-use expectations remain unsettled. This study examined whether perceived teacher-referenced GenAI normative tension (PNT) was associated with self-reported learning-oriented GenAI use (LOU) and whether LOU remained distinguishable from related academic experiences and learning tendencies in Chinese higher education.</p><p><strong>Methods: </strong>Cross-sectional survey data were collected from 1,004 students at three public universities. Covariance-based structural equation modelling was used to evaluate the proposed five-factor measurement representation and a theory-constrained six-path associational model. Internal split-sample measurement analyses, alternative measurement models, covariate-adjusted models, an ordinal-estimator sensitivity analysis, institution sensitivity analyses, a reverse focal specification, and exploratory structural extensions were also conducted.</p><p><strong>Results: </strong>The proposed five-factor measurement representation showed close fit and was reproduced in a held-out subsample. The focal PNT-LOU association was positive and statistically significant, while the remaining structural paths positioned LOU within a broader network of related academic experiences and learning tendencies. PNT was positively associated with self-reported LOU (β = 0.568, <i>p</i> < 0.001), and the model explained 32.2% of the variance in LOU. The focal association remained positive after adjustment for GenAI guidance clarity (β = 0.478, <i>p</i> < 0.001), demographic and institutional covariates (β = 0.570, <i>p</i> < 0.001), and use of an ordinal estimator. An observationally equivalent reverse specification produced the same global fit, indicating that temporal direction could not be identified. Exploratory extensions further indicated that the six-path specification did not exhaust the observed covariance structure, particularly for ACS.</p><p><strong>Conclusion: </strong>Perceived difficulty locating one's GenAI practices relative to teacher-referenced expectations and self-reported learning-oriented GenAI use can coexist rather than functioning as opposite ends of a single continuum. However, the cross-sectional, same-source design does not establish that normative tension improves learning-oriented behaviour. Reverse direction, shared unmeasured characteristics, common-method inflation, social desirability, and legitimacy-oriented self-presentation remain plausible explanations.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1969743"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13672657/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215675","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":"Team cognition in remote maritime operations: a scoping review and cross-domain theoretical synthesis.","authors":"Jonas Josten","doi":"10.3389/fpsyg.2026.1843838","DOIUrl":"10.3389/fpsyg.2026.1843838","url":null,"abstract":"<p><strong>Introduction: </strong>Remote maritime operations increasingly depend on complex, distributed socio-technical systems in which safe and effective performance relies on team cognition rather than on individual decision-making alone. Despite its importance, the conceptualisation and measurement of team cognition in this domain remain fragmented and underdeveloped.</p><p><strong>Methods: </strong>A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Searches of SCOPUS, Web of Science, and EBSCOhost yielded 162 records, of which 51 publications (35 journal articles and 16 conference proceedings, published between 2010 and 2025) were included after screening, retrieval assessment, and expert recommendation. The included publications were thematically analysed using a hybrid deductive-inductive approach.</p><p><strong>Results: </strong>Five themes emerged: (1) situation awareness and its measurement and modelling, (2) collective team cognition, learning, and training, (3) human-autonomy teaming and remote collaboration, (4) visualisation and interface design for shared cognition, and (5) maritime applications of distributed cognition. The evidence demonstrates a shift from static, individual-based models toward dynamic, interaction-driven, and system-level accounts, in which team cognition arises from ongoing interactions among human agents, technical artefacts, and environmental constraints.</p><p><strong>Discussion: </strong>The findings indicate that shared and distributed situation awareness is central to coordination and safety in remote maritime operations. Key challenges include integrating autonomous systems, designing interfaces that support distributed sensemaking, and reliably measuring team cognition. Enhancing remote maritime safety requires aligning design, training, and regulatory frameworks with the principles of distributed cognition. Future research should prioritise longitudinal and intervention-based validation in real-world operational contexts.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1843838"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13672215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215770","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 indirect association between psychological well-being and professional commitment through teacher self-efficacy among Turkish language teachers.","authors":"Tuğrul Gökmen Şahin, Emrullah Banaz, Uğur Özbilen","doi":"10.3389/fpsyg.2026.1901378","DOIUrl":"10.3389/fpsyg.2026.1901378","url":null,"abstract":"<p><strong>Introduction: </strong>This study examined the indirect association between psychological well-being and professional commitment through teacher self-efficacy within the framework of Albert Bandura's Social Cognitive Theory.</p><p><strong>Methods: </strong>A correlational research design was employed with a sample of 330 Turkish language teachers working in public schools in Türkiye. Data were collected using the Teacher Self-Efficacy Scale, the Psychological Well-Being Scale, and the Teachers' Professional Commitment Scale. Pearson correlation and regression-based indirect-effect analyses were conducted using PROCESS macro Model 4 developed by Andrew F. Hayes.</p><p><strong>Results: </strong>Psychological well-being was positively and significantly associated with both teacher self-efficacy and professional commitment. Teacher self-efficacy was also positively and significantly associated with professional commitment. Furthermore, the indirect-effect analysis indicated a statistically significant indirect association between psychological well-being and professional commitment through teacher self-efficacy. The proposed model explained approximately 30% of the variance in professional commitment.</p><p><strong>Discussion: </strong>The findings highlight the relevance of teachers' psychological well-being and self-efficacy to professional commitment and provide context-specific evidence from Turkish language teachers working in the Turkish educational context.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1901378"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13672629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215859","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":"Psychological predictors of sport dropout in adolescents: a latent profile analysis of risk profiles and R3STEP auxiliary regression.","authors":"Tianzhi Zhan, Lu Liu","doi":"10.3389/fpsyg.2026.1972994","DOIUrl":"10.3389/fpsyg.2026.1972994","url":null,"abstract":"<p><p>Understanding why adolescents discontinue organized sport is central to sustaining the physical and mental health benefits of sport participation. Most research has examined psychological correlates of dropout one variable at a time, yet burnout, amotivation, and competitive anxiety may co-occur in meaningful configurations. This study applied a person-centered latent profile analysis (LPA) to identify psychological risk profiles among adolescent athletes and used the R3STEP three-step approach to examine whether dropout status was associated with baseline profile membership over a 12-month follow-up. A total of 864 competitive adolescent athletes (46.5% girls; mean age = 14.6 years, SD = 1.8) from Jiangsu Province, China, completed measures of athlete burnout (emotional/physical exhaustion, reduced sense of accomplishment, sport devaluation), amotivation, and multidimensional competitive anxiety (somatic, worry, concentration disruption). Dropout status was recorded 12 months later. Model selection indices supported a three-profile solution: a low-risk profile (52.8%), characterized by uniformly favorable scores; a moderate-risk profile (33.4%); and a high-risk profile (13.8%), marked by pronounced elevations across all seven indicators. Twelve-month dropout rates rose monotonically across profiles (8.6%, 19.4%, and 35.3%, respectively), χ²(2) = 45.87, <i>p</i> < 0.001. In R3STEP analyses controlling for age, sex, and weekly training hours, dropouts were 3.86 times more likely to belong to the high-risk rather than the low-risk profile (OR = 3.86, <i>p</i> < 0.001) and 1.94 times more likely to belong to the moderate-risk profile (OR = 1.94, <i>p</i> < 0.01). Older age and greater weekly training hours were also associated with higher-risk membership. These findings indicate that burnout, amotivation, and anxiety cluster within identifiable subgroups of adolescent athletes, and that membership in a high-risk psychological profile is strongly associated with subsequent sport dropout. These profiles may inform the future development of risk-assessment approaches for retaining adolescent athletes, pending prospective validation of their predictive performance.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1972994"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13671941/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215910","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 mediating roles of self-efficacy and professional identity in the association between internship environment and voice behavior among nursing interns: a multicenter cross-sectional study.","authors":"Tao Xiao, Wei Cui, Meimei He, Yixia Deng, Jia Guo, Yayun Xiang","doi":"10.3389/fpsyg.2026.1879452","DOIUrl":"10.3389/fpsyg.2026.1879452","url":null,"abstract":"<p><strong>Aim: </strong>To examine the association between the internship environment and voice behavior among nursing interns and to explore the statistical indirect effects involving self-efficacy and professional identity.</p><p><strong>Design: </strong>A multicenter cross-sectional study.</p><p><strong>Methods: </strong>From January to February 2026, 498 nursing interns from hospitals in Hunan Province, China, completed questionnaires on internship environment, self-efficacy, professional identity, and voice behavior. Descriptive statistics, Pearson correlation analysis, and regression analysis were conducted. PROCESS Model 6 with 5,000 bootstrap samples was used to estimate the individual and combined indirect effects involving self-efficacy and professional identity.</p><p><strong>Results: </strong>Internship environment was positively correlated with voice behavior (<i>r</i> = 0.553, <i>p</i> < 0.001), self-efficacy (<i>r</i> = 0.498, <i>p</i> < 0.001), and professional identity (<i>r</i> = 0.538, <i>p</i> < 0.001). After adjustment for demographic and internship-related characteristics, the 95% bootstrap confidence intervals for the individual indirect effects involving self-efficacy and professional identity and the combined indirect effect involving both variables did not include zero for overall, promotive, or prohibitive voice behavior. The descriptive ratios of the estimated total indirect effect to the estimated total effect were 55.98% for overall voice behavior, 49.47% for promotive voice, and 62.48% for prohibitive voice.</p><p><strong>Conclusion: </strong>A more supportive internship environment was associated with higher levels of overall, promotive, and prohibitive voice behavior among nursing interns. Significant indirect effects involving self-efficacy and professional identity were also observed in these associations. Clinical educators should consider fostering psychologically safe and supportive internship environments in which nursing interns feel able to express suggestions and patient safety concerns.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1879452"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13672668/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215953","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":"Gender-specific differences in smartphone addiction, body image, eating disorders, and physical activity: a cross-sectional investigation.","authors":"Bijad S Alqahtani, Khalid M Alkhathami, Shajiya Sarwar Moosa, Mohammad Ahsan","doi":"10.3389/fpsyg.2026.1823725","DOIUrl":"10.3389/fpsyg.2026.1823725","url":null,"abstract":"<p><strong>Introduction: </strong>Smartphone addiction, body image concerns, eating disorders, and physical activity are interconnected issues affecting many young people, regardless of gender. This study examines differences in smartphone addiction, body image, eating disorders, and physical activity between male and female participants.</p><p><strong>Methods: </strong>A cross-sectional study was conducted with 318 university students (168 males, 150 females) in Saudi Arabia. There average age was of 20.86 ± 3.47 years, a height of 168.24 ± 11.36 cm, and a weight of 65.26 ± 18.32 kg. Data were collected via an online survey using the Smartphone Addiction Scale-Short Version (SAS-SV), Body Image Questionnaire (BIQ-19), Eating Disorder Examination Questionnaire (EDE-Q 6.0) and International Physical Activity Questionnaire-Short Form (IPAQ-SF). All instruments demonstrated acceptable reliability (Cronbach's α > 0.70) in previous validation studies. Statistical analysis employed Mann-Whitney U test and Kruskal-Wallis tests with a significance level of <i>p</i> < 0.05.</p><p><strong>Results: </strong>No significant differences were found in smartphones addiction (<i>z</i> = -0.64, <i>p</i> = 0.52), body image (<i>z</i> = -0.32, <i>p</i> = 0.75), physical activity (<i>z</i> = -0.61, <i>p</i> = 54). Whereas a significant difference was found in eating disorder (<i>z</i> = 2.91, <i>p</i> = 0.004), with female showing higher prevalence (88%) compare to male (76%). Sub-scales revealed significant within-group differences for all variables.</p><p><strong>Conclusion: </strong>This study revealed insignificant gender differences for smartphone addiction, body image, and physical activity levels except eating disorders. Future research should employ longitudinal designs and objective measures to clarify causal pathways and gender-specific mechanisms for all related variables.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1823725"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13672640/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215561","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":"Repatriation, identity, and organisational adaptation: a case study on reverse brain drain and socio-psychological drivers in Turkey's energy sector.","authors":"Cihan Durmuşkaya, Mustafa Abdül Metin Dinçer, Onur Metin, Akın Özdemir","doi":"10.3389/fpsyg.2026.1802059","DOIUrl":"10.3389/fpsyg.2026.1802059","url":null,"abstract":"<p><p>This study examines the post-return experiences of engineers who completed postgraduate education abroad under a state scholarship carrying a service-or-repay bond and returned to a strategic public organisation in Turkey, the Case Company (CC): graduates either serve the institution for twice the funded period or reimburse the full cost of their training. We characterise this arrangement as scholarship-bound return migration and direct attention to what the bond cannot secure: integration after return. The research focuses on their integration into local work processes, organisational adaptation dynamics, knowledge transfer mechanisms, and institutional logic conflicts. In this context, the research question of the study has been formulated as follows: How do the socio-psychological experiences of scholarship-funded engineers evolve after their return, as they adapt to their home organisation and its competing institutional logics? Using a qualitative methodology, we conducted semi-structured interviews with 12 engineers who returned under this scholarship-bound arrangement and analysed the data using inductive and deductive content analysis in MAXQDA. Findings indicate that participants experienced reality shock due to inadequate orientation, alongside professional dissatisfaction stemming from expertise-role mismatches. However, socio-cultural factors-specifically a 'debt of gratitude' and strong family ties-prove pivotal in retention. Analysis through an institutional logics lens revealed persistent tensions between CC's public-bureaucratic operating logic and the global market logic that engineers had internalised during their studies abroad. While existing literature focuses on macro-level migration factors, this study addresses micro-level organisational adaptation and cognitive dissonance within strategic sectors through institutional logic analysis.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1802059"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13671976/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215634","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":"Understanding teachers' technostress creators due to IT use at work: a mixed-methods study.","authors":"Ni Yao, Qiong Wang","doi":"10.3389/fpsyg.2026.1887403","DOIUrl":"10.3389/fpsyg.2026.1887403","url":null,"abstract":"<p><p>With the digitization of education, the use of information technology (IT) at work has become a requirement for teachers, rather than an option. However, IT is a double-edged sword that brings teachers great benefits and additional challenges (e.g., technostress). The present study employed a mixed-methods design to understand context-specific technostress creators and their associations with cognitive appraisal outcomes and IT use behaviors among teachers. Phase 1 identified six technostress creators-unreliability (UNR), role conflict, teaching interruption (TI), work overload (WO), information overload (IO), and technology integration (TIG)-through semi-structured interviews with 20 teachers. Phase 2 was conducted to empirically examine how technostress creators influence teachers' IT use behaviors (i.e., innovative use [IU] and avoidant use) through cognitive appraisal outcomes. The results from structural equation modeling involving 265 Chinese teachers demonstrated that teachers tend to appraise unreliability, role conflict, and teaching interruption as threats, but appraise work overload and technology integration as challenges. Moreover, challenge appraisal is likely to stimulate innovative IT use and decrease avoidant IT use, while threat appraisal (TA) increases avoidant IT use. The findings extended the literature related to IT research by identifying context-specific technostress creators and linking them to IT use among teachers.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1887403"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13672583/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215855","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":"Childhood trauma and suicidal ideation in female prisoners: serial mediation via intolerance of uncertainty and emotional problems.","authors":"Kun-Yan Wang, Jue Deng, Xiang-Hui Lai, Ruo-Heng Wang, Xiao-Li Zhu","doi":"10.3389/fpsyg.2026.1935504","DOIUrl":"10.3389/fpsyg.2026.1935504","url":null,"abstract":"<p><strong>Introduction: </strong>Given the high risk of suicide among female prisoners, investigating the internal risk factors and pathways associated with suicidal ideation holds substantial clinical and practical significance. Childhood trauma, a critical distal risk factor, is closely associated with suicidal behavior. However, the specific cognitive and affective mechanisms through which childhood trauma links to suicidal ideation remain underexplored. Drawing on Emotion Dysregulation Theory and related research, this study constructed a serial mediation model to explore the relationship between childhood trauma and suicidal ideation in female prisoners, as well as the mediating roles of intolerance of uncertainty and emotional problems.</p><p><strong>Methods: </strong>A cross-sectional survey using standardized questionnaires was conducted with a sample of 1,086 female prisoners.</p><p><strong>Results: </strong>The results indicated that childhood trauma showed a significant indirect association with suicidal ideation through intolerance of uncertainty and emotional problems. Specifically, emotional problems showed a significant independent mediating effect, and intolerance of uncertainty was involved in a significant serial mediation pathway linking childhood trauma to suicidal ideation. Furthermore, the direct paths from childhood trauma and intolerance of uncertainty to concurrent suicidal ideation were not statistically significant. Both variables were positively associated with emotional problems, which were associated with higher levels of suicidal ideation.</p><p><strong>Discussion: </strong>This study delineates the cognitive-affective pathways through which early trauma is indirectly associated with suicidal ideation, providing empirical evidence for targeted suicide risk assessment and psychological interventions in correctional settings.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1935504"},"PeriodicalIF":3.8,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13671918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149215655","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}