Frontiers in Psychology最新文献

{"title":"How gratitude and admiration differently enhance sustainable consumer behavior.","authors":"Cheng Che, Miaomiao Zhou, Suhui Li","doi":"10.3389/fpsyg.2025.1584263","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1584263","url":null,"abstract":"<p><p>Prior research indicates that various emotions linked to distinct values can result in unique consumer behaviors. The research is based on the discrete emotion theory, human value theory, and the theory of emotional-value consistency. It uses the experimental method to explore the influence of two completely different positive emotions, gratitude and admiration, on consumers' willingness to engage in sustainable behaviors. It is based on the concepts of differentiated emotions, human values, and the congruence between emotions and values. The research demonstrates that personal values influence the effectiveness of demonstrations of gratitude and admiration. When self-transcendence values are prioritized, gratitude increases customers' likelihood of engaging in sustainable behaviors; conversely, when self-enhancement values are emphasized, admiration heightens consumers' motivation to act sustainably. Self-efficacy clarifies this concept. Two investigations validated these impacts, augmenting our comprehension of the factors influencing sustainable consumer behavior, which benefits both marketers and regulators.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1584263"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12307419/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752956","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 mechanism of relative deprivation on prosocial behavior of migrant children: based on the mediating effect of self-esteem and the moderating effect of social support.","authors":"Xueqi Zhang, Fengjuan Yan, Lin Meng","doi":"10.3389/fpsyg.2025.1610985","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1610985","url":null,"abstract":"<p><p>Prosocial behavior refers to a series of behaviors that are beneficial to others and social harmony, such as humility, assistance, cooperation and sharing, which are important aspects of adolescent social ability development. With the acceleration of urbanization in China, the scale of the floating population continues to expand. The structural change of \"family mobility\" makes migrant children become a huge group in urban society that cannot be ignored. Promoting the social integration and urban inclusion of migrant children has become a critical interdisciplinary research focus. This study examines the impact of relative deprivation on prosocial behavior among migrant children, specifically investigating the mediating role of self-esteem in this relationship and the moderating role of social support between self-esteem and prosocial behavior. Using multi-stage clustered PPS (Probability Proportional to Size) sampling, data were collected from 1,428 migrant adolescents across 12 schools in central Jinan, Shandong Province. Prosocial behavior, relative deprivation, self-esteem, and perceived social support were assessed via standardized scales. The results indicate a significant negative effect of relative deprivation on prosocial behavior among migrant children. This inhibition is partially mediated by self-esteem, while social support positively moderates the relationship between self-esteem and prosocial behavior. The findings suggest that enhancing prosocial behavior among migrant children requires proactive emotional interventions. These interventions should aim to boost self-perception and self-identity, elevate self-esteem, reduce feelings of relative deprivation, and address educational challenges. Social networks-supported multi-pronged approaches are needed to foster social integration.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1610985"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12307424/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144753000","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":"Identity work among girls with ADHD: struggling with <i>Me</i> and <i>I</i>, impression management, and social camouflaging in school.","authors":"Jan Grimell, Maja Ericson, Matilda A Frick","doi":"10.3389/fpsyg.2025.1591135","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1591135","url":null,"abstract":"<p><p>The number of individuals diagnosed with ADHD is rapidly increasing in Sweden, with approximately two-thirds of diagnosed children being boys. However, among older adolescents, ADHD now appears to be more common among girls. Despite this, girls remain an understudied group. The purpose of this study was to explore how girls with ADHD described their identity work amid the tension between norms of socially appropriate female behavior (conceptualized as the <i>Me</i>) and their true selves (conceptualized as the <i>I</i>). Ten participants aged 15 to 18 years were included. A thematic inductive analysis was conducted, complemented by an abductive approach incorporating a dramaturgical perspective and the concepts of <i>Me</i> and <i>I</i>, impression management, and social camouflaging. The findings broaden the understanding of identity work among girls with ADHD through four analytical themes: adjusting and suppressing behavior, navigating emotions and stereotypes, struggles in the school context, and the impact of medication. The results highlighted how participants struggled to conform to the roles expected by society, particularly within the school system. In their identity work, they also navigated the emotions that arose when confronted with the school's idealized role model of a \"female student.\" Stereotypical thinking further extended to perceptions of the ADHD diagnosis. The school system played a significant role in shaping identities and influencing the participants' experiences and self-perceptions. This process was reported to be both demanding and challenging. Schools often initiated the ADHD assessments. Following diagnosis, medication was prescribed, which, while offering some benefits from an educational perspective, also came at a cost. The price to be paid was an identity transformation-becoming someone other than who they truly were. This process infused their identity work with reflections on who they really were versus who they were expected to be in a society that places high value on academic achievement and performance. From a Swedish ADHD perspective, social factors-such as roles, norms, standards, and ideals-must be considered in relation to the rising number of diagnoses. There may be a tendency to quickly seek medical explanations for deviant behavior, particularly in school settings, which can profoundly impact identity work, especially for girls on the ADHD spectrum. Some solutions may lie beyond the medical approach and instead be sought in organizational, pedagogical, and resource-based changes. Considerably more research is needed on the understudied group of girls with ADHD to better understand their identity work and the role of both society and schools in the increasing prevalence of diagnoses.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1591135"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12308699/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752957","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":"Screening mental health risks for adolescents in South Korea.","authors":"Euntaek Hong, Joohee Lee, Seowon Yoon, Surin Cho, Yong-Chun Bahk, Jeongwon Choi, Kee-Hong Choi","doi":"10.3389/fpsyg.2025.1589136","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1589136","url":null,"abstract":"<p><strong>Background: </strong>Depression, anxiety, and suicidal ideation are significant mental health problems among adolescents, especially in South Korea, which has one of the highest adolescent suicide rates globally. However, few standardized and validated mental health screening tools exist for this population. This study aimed to examine the psychometric properties and establish normative data for the Mental Health Screening Tool for Depressive Disorder (MHS: D), Generalized Anxiety Disorder (MHS: A), and Suicide Risk (MHS: S) in South Korean adolescents.</p><p><strong>Methods: </strong>An online survey involving 6,689 students and out-of-school youths (aged 10-18 years) was conducted between July and August 2021. Psychometric properties-including reliability, validity, and measurement invariance-were assessed by comparing adolescent and adult samples and demographic subgroups within the adolescent sample.</p><p><strong>Results: </strong>All three screening tools demonstrated excellent internal consistency (Cronbach's α: MHS: D = 0.92, MHS: A = 0.93, and MHS: S = 0.86) and adequate unidimensional factor structure in the adolescent sample. A multi-group confirmatory factor analysis showed that the unidimensional factor structure of each instrument was maintained between the adolescent and adult samples, and that measurement invariance was maintained across adolescent sex and age subgroups. Reference norms indicated higher symptom prevalence among girls compared to boys, with symptom severity increasing with age. Significant correlations with mental health indicators (i.e., somatization, self-harm, perceived stress, and peritraumatic COVID-19 stress) supported the high construct validity of the instruments and highlighted the detrimental impact of mental health concerns on overall well-being.</p><p><strong>Conclusion: </strong>The MHS: D, MHS: A, and MHS: S demonstrated excellent psychometric properties across sex and age subgroups in a representative adolescent sample. Using these validated tools in clinical and community settings can aid in monitoring adolescent mental health and preventing suicide risk.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1589136"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12308555/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752997","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":"A study of the improvement of academic burnout of students with different learning styles by teacher-student collaborative assessment.","authors":"Yong Jiang, Wen-Ting Ge, Yu-Ge Wu, Han-Zhu Zhou, Jun-Xuan Zhang","doi":"10.3389/fpsyg.2025.1504097","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1504097","url":null,"abstract":"<p><strong>Introduction: </strong>Academic burnout has become a pressing concern in higher education, particularly with the rise of online learning. This study aimed to investigate the effectiveness of the Teacher-Student Collaborative Assessment (TSCA) model in mitigating academic burnout among college students with diverse learning styles.</p><p><strong>Methods: </strong>A quasi-experimental design was applied to two undergraduate classes (<i>n</i> = 85) at Jilin Medical University. The Kolb Learning Style Inventory was used to categorize students into adaptive, assimilative, divergent, and convergent types. Academic burnout was assessed at the start and conclusion of a 3-month TSCA-based course using a validated burnout questionnaire.</p><p><strong>Results: </strong>The results indicated that students with adaptive and divergent learning styles experienced a statistically significant decrease in burnout levels (<i>P</i> < 0.05), whereas those with assimilative and convergent styles did not (<i>P</i>>0.05).</p><p><strong>Discussion: </strong>These findings suggest that the TSCA model may be particularly effective for certain learner types in reducing academic burnout and enhancing engagement in online education. This study provides practical insights for personalized teaching interventions and online course design.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1504097"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12309000/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144753031","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":"Mean centering is not necessary in regression analyses, and probably increases the risk of incorrectly interpreting coefficients.","authors":"Lee H Wurm, Miles Reitan","doi":"10.3389/fpsyg.2025.1634152","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1634152","url":null,"abstract":"<p><p>Scholars trained in the use of factorial ANOVAs have increasingly begun using linear modelling techniques. When models contain interactions between continuous variables (or powers of them), it has long been argued that it is necessary to mean center prior to conducting the analysis. A review of the recommendations offered in statistical textbooks shows considerable disagreement, with some authors maintaining that centering is necessary, and others arguing that it is more trouble than it is worth. We also find errors in people's beliefs about how to interpret first-order regression coefficients in moderated regression. These coefficients do not index main effects, whether data have been centered or not, but mischaracterizing them is probably more likely after centering. In this study we review the recommendations, and then provide two demonstrations using ordinary least squares (OLS) regression models with continuous predictors. We show that mean centering has no effect on the numeric estimate, the confidence intervals, or the t- or <i>p</i>-values for main effects, interactions, or quadratic terms, provided one knows how to properly assess them. We also highlight some shortcomings of the standardized regression coefficient (β), and note some advantages of the semipartial correlation coefficient (sr). We demonstrate that some aspects of conventional wisdom were probably never correct; other concerns have been removed by advances in computer precision. In OLS models with continuous predictors, mean centering might or might not aid interpretation, but it is not necessary. We close with practical recommendations.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1634152"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12308356/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752958","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":"Not evolved to save the planet, yet capable to promote pro-environmental action leveraging human nature.","authors":"Marco Antonio Correa Varella, Felipe Carvalho Novaes, Ramon Felipe Bicudo da Silva, Renato de Mei Romero, Paulo Henrique Santos Gonçalves, Joelson Moreno Brito de Moura, Risoneide Henriques da Silva, Matheus Adriano Ferreira Coelho, João Vitor Rodrigues Costa, Mauro Dias Silva Júnior, Markus J Rantala, Katariina Elsa Maria Vuorinen","doi":"10.3389/fpsyg.2025.1571765","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1571765","url":null,"abstract":"<p><p>Anthropogenic environmental issues, from global warming to pollution, biodiversity loss, and natural resources depletion, require immediate action. Yet, inaction remains pervasive, and pro-environmental psychological interventions have, at best, yielded modest, short-lived effects. In this article, we argue that the development of more effective interventions could be aided by more nuanced discussion around two pervasive misguided assumptions: That human nature is inherently environmentally friendly, thus naturally inclined toward sustainability unless distorted by modern socioeconomic systems; on the other hand, that human nature is inherently destructive, posing a fundamental barrier to environmental action. We critically examine these presuppositions, their foundations, as well as their pro- and counterarguments, and argue that both are oversimplifications which overlook the current understanding on biological, evolutionary and behavioral sciences, disregarding its contextual nature. Many native populations have overexploited their resources, yet modern evolutionary psychology does not support the notion that human nature would be inherently unfit for environmental action. Evolved behavioral tendencies interact with socioeconomic environments which can lead to the relational properties of environmental destruction as well as to protection. Their high behavioral variability, interactivity, calibration, flexibility, plasticity, and co-optability enable a wide range of sustainable actions. Rather than seeing biological and evolutionary aspects as inherently pessimistic or optimistic <i>per se</i>, we call for more research which appropriately integrates behavioral biology and evolutionary psychology so that we can avoid the above-described erroneous presuppositions as well as related Moralistic and Naturalistic Fallacies. We also argue toward a more nuanced understanding of human nature, and thus design more effective interventions which fit our biological predispositions. Furthermore, promoting education, ethical control and responsible journalism may help to avoid fostering these misguided assumptions about human nature. We conclude that evolved, universal psychological tendencies neither justify inaction nor make sustainability unattainable. Instead, correctly understanding human nature serves as a crucial foundation for guiding us toward designing effective and lasting sustainable practices.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1571765"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12309308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752959","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":"Beyond distress: a sequential quantitative investigation of MBSR through a dual-factor model of mental health in college students.","authors":"Ding-Zhong Huang, Rohani Ismail, Kar Kheng Yeoh, Affizal Ahmad","doi":"10.3389/fpsyg.2025.1588162","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1588162","url":null,"abstract":"<p><strong>Objective: </strong>This study applies the Dual-Factor Model of Mental Health to examine the effects of Mindfulness-Based Stress Reduction (MBSR) among college students, addressing a critical gap in understanding how mindfulness interventions simultaneously promote positive mental health and reduce psychological distress. Sleep quality was investigated as a potential mediating mechanism, and the scalability of MBSR as a campus-wide intervention was explored in the post-pandemic context, where student mental health concerns have risen sharply.</p><p><strong>Method: </strong>A sequential quantitative design was employed, combining cross-sectional analysis (<i>N</i> = 406) and a randomized controlled trial (<i>N</i> = 120). In the cross-sectional phase, mindfulness (MAAS), sleep quality (Athens Insomnia Scale), psychological distress (DASS-21), and positive mental health (MHC-SF) were assessed. Path analysis and bootstrap-based mediation testing (5,000 resamples) were used to examine structural relationships and estimate indirect effects, particularly the mediating role of sleep quality. In the experimental phase, participants were randomly assigned to an 8-week MBSR program or a waitlist control group, with assessments at baseline, post-intervention, and 6-month follow-up to evaluate sustained outcomes. We employed sequential quantitative design combining cross-sectional analysis (<i>N</i> = 406) and a randomized controlled trial (<i>N</i> = 120). The cross-sectional phase used the Mindful Attention Awareness Scale (MAAS), Athens Insomnia Scale (AIS), Depression Anxiety Stress Scale-21 (DASS-21), and Mental Health Continuum-Short Form (MHC-SF) to establish structural relationships through path analysis and bootstrap-based mediation testing (5,000 resamples). The intervention phase randomly assigned participants to an 8-week MBSR program or waitlist control, with assessments at baseline, post-intervention, and 6-month follow-up to capture sustainability.</p><p><strong>Result: </strong>Cross-sectional analyses revealed that mindfulness was positively associated with positive mental health (<i>β</i> = 0.38, <i>p</i> < 0.01) and negatively associated with psychological distress (<i>β</i> = -0.31, <i>p</i> < 0.01). Sleep quality emerged as a potential mediator, particularly in relation to positive mental health outcomes. The intervention group demonstrated robust and sustained improvements in positive mental health (<i>d</i> = 0.71, 95% CI [0.52, 0.90]). Psychological distress showed more variable patterns, with no significant between-group differences observed.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1588162"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12308198/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752950","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":"State of the art on the main intervention methodologies in the field of emergency psychology: a systematic review.","authors":"Michele Romanelli, Flavia Taddeo, Gian Piero Turchi, Antonio Iudici","doi":"10.3389/fpsyg.2025.1597897","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1597897","url":null,"abstract":"<p><p>In recent years, emergency psychology has emerged as an interdisciplinary discipline that integrates clinical, community and intercultural approaches to managing the psychological impact of critical events. However, the rapid evolution of the field has generated methodological fragmentation, hindering the definition of a unified disciplinary identity. While international guidelines (IASC and OMS) promote an integrated approach, other models focus on PTSD prevention and practitioner training. This review analyses the main types of interventions in the literature through a systematic analysis and thematic clustering of 27 articles. The results highlight a wide range of approaches, from methodologies for the development of coping skills and social adaptation, to psychological support strategies, to clinical-diagnostic models borrowed from emergency medicine. However, the risk of reducing emergency psychology to an extension of the biomedical model, focused on the diagnosis and prevention of psychopathology, raises questions about the specificity and distinctive contribution of the discipline. The review underscores the need for a paradigm shift in emergency psychology toward more holistic, integrated, and community-centered approaches, emphasizing the importance of developing interventions that address both individual and collective resilience in crisis situations. The study's scope was limited by its focus on English-language articles from the past decade and the use of specific keywords, potentially overlooking relevant interventions and alternative perspectives that could have emerged from a broader, multilingual search strategy. In terms of future research, this perspective suggests the need to develop methodologies and intervention protocols that go beyond clinical diagnosis and foster governance of interactions in emergency contexts, promoting effective and shared crisis management.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1597897"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12309494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752999","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":"Cognitive flexibility mediates the impact of emotion regulation strategies on negative emotions in preschool teachers.","authors":"Changwei Gu, Mengxin Guo, Yeying Cui, Feifei Yu, Ya Chen, Juanjuan Chu, Shuang Zhou","doi":"10.3389/fpsyg.2025.1609872","DOIUrl":"https://doi.org/10.3389/fpsyg.2025.1609872","url":null,"abstract":"<p><p>This study aimed to examine how cognitive flexibility mediates the associations between emotion regulation strategies and negative emotions among preschool teachers in China. A total of 392 in-service preschool teachers in Beijing were recruited through random sampling. Participants completed validated questionnaires assessing cognitive reappraisal and expressive suppression (Emotion Regulation Questionnaire), anxiety and depression (SAS and SDS), and cognitive flexibility (Cognitive Flexibility Inventory). Structural equation modeling (SEM) and bootstrapping were used to test mediation models. The results revealed that cognitive reappraisal positively predicted cognitive flexibility, which in turn was associated with lower levels of both anxiety and depression. Conversely, expressive suppression negatively predicted cognitive flexibility, which indirectly contributed to increased negative emotions. However, the direct effects of expressive suppression on anxiety and depression were not statistically significant. These findings suggest that cognitive flexibility serves as a crucial psychological mechanism through which emotion regulation strategies impact mental health. This study advances current theoretical models by highlighting cognitive flexibility as a mediating factor in preschool teachers' emotional experiences.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1609872"},"PeriodicalIF":2.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12308556/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752953","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}