Frontiers in Psychology最新文献

{"title":"Loneliness and problematic use of conversational artificial intelligence among college students: the serial mediating roles of social anxiety and self-control.","authors":"Bingzhi Li, Lu Shi, Xiaofei Bu, Hanwei Zhou","doi":"10.3389/fpsyg.2026.1950646","DOIUrl":"10.3389/fpsyg.2026.1950646","url":null,"abstract":"<p><strong>Objectives: </strong>Loneliness is an important public health concern associated with individuals' physical and mental wellbeing. As conversational artificial intelligence (CAI) becomes more widely used, concerns about its problematic use have attracted increasing attention. However, the link between loneliness and problematic use of conversational artificial intelligence (PUCAI) remains insufficiently understood. The current research explored the link between loneliness and PUCAI among college students, with social anxiety and self-control evaluated as serial mediators. These findings provide preliminary empirical insight into the psychological correlates of PUCAI and may inform future research and educational efforts aimed at promoting healthy and responsible CAI use.</p><p><strong>Methods: </strong>Using convenience sampling, this cross-sectional study analyzed data from 400 undergraduate students enrolled at a university in western China. Research instruments included the Loneliness Scale, the PUCAI Scale, the Social Anxiety Scale, and the Self-Control Scale. Descriptive statistics and Pearson correlations were computed with IBM SPSS Statistics 26.0. Serial mediation was examined with Hayes' PROCESS macro (Model 6), and indirect effects were evaluated using 5,000 bootstrap resamples with 95% confidence intervals.</p><p><strong>Results: </strong>Greater loneliness was linked to higher PUCAI. Social anxiety and self-control each showed significant indirect associations, and the proposed statistical model indicated a significant serial indirect effect involving these two variables.</p><p><strong>Conclusion: </strong>The results offer further insight into the potential psychological pathways associated with PUCAI among college students. The findings suggest that loneliness, social anxiety, and self-regulatory capacities may represent potentially relevant factors to consider in future research and prevention efforts aimed at promoting healthy and responsible CAI use.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1950646"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13662157/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149180916","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":"Feasibility of a remote-care-system-based sibling peer event for young carers: a longitudinal pilot study.","authors":"Rie Wakimizu, Keita Sasaki, Mariko Hoshi, Rika Ogoshi, Marise Kasai, Yoshiyuki Kawano","doi":"10.3389/fpsyg.2026.1940533","DOIUrl":"10.3389/fpsyg.2026.1940533","url":null,"abstract":"<p><p>Siblings of children with chronic conditions or disabilities (young carers) often take on caregiving roles yet remain largely outside family-support frameworks, and intervention research targeting them is scarce, particularly in Japan. This prospective longitudinal pilot study examined the feasibility of delivering an in-person sibling peer event (a one-day group gathering combining recreational activities, peer interaction, activities facilitating emotional expression, and crafts) embedded within a continuously operating online remote care system (RCS) and explored preliminary outcome patterns, rather than testing efficacy. Twenty children participated; because one sibling pair shared a single proxy report, they yielded 19 analysis cases (hereafter, 19 cases), assessed before the event (T0), immediately after (T1), and 3 (T2) and 6 (T3) months later, within a feasibility framework and using the Family Empowerment Scale, the EQ-5D (utility and the 0-100 visual analog scale [VAS]), the short Japanese Zarit Burden Interview (J-ZBI_8), and a social resource utilization item. Recruitment was open with no eligibility restrictions; 20 of 22 applicants attended (participation 91%), and no adverse events were reported at any assessment; acceptability was high, with all children rating the event enjoyable and 94.7% wishing to attend again. Questionnaire data were available for 16, 18, 10, and 12 of 19 cases at T0-T3, illustrating the difficulty of longitudinal follow-up. Outcomes were respondent-level: parents provided proxy reports (10 cases) and siblings self-reports (9 cases), so scores index different constructs and are summarized accordingly rather than as a single pooled measure. Changes in quality of life were small, non-significant, and concentrated among parent-proxy reports; because two non-comparable EQ-5D forms were used, utilities are reported descriptively only. As an exploratory signal warranting monitoring rather than a safety concern, self- and proxy-reported burden scores rose immediately after the event and returned toward baseline by 6 months. This pilot provides preliminary feasibility signals for embedding an in-person sibling event within continuous online support and indicates the need for controlled studies to examine the efficacy of such in-person events for siblings, while highlighting measurement and retention challenges to address in future trials.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1940533"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13661563/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149180991","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":"Parental guidance and problem solving in illustrated children's books: the representation of the family as a pedagogical actor.","authors":"Cigdem Cam Turkan","doi":"10.3389/fpsyg.2026.1915321","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1915321","url":null,"abstract":"<p><p>The preschool period is a critical time for developing emotional regulation and problem-solving skills. Children frequently encounter various stressors such as separation anxiety, peer bullying, and sibling rivalry, which require effective coping mechanisms. Parental support is crucial in developing children's problem-solving skills. Children's literature is an important resource in showing children the problems they may encounter and how to cope with them. This study aims to examine how the role of the family in children's problem-solving processes is represented in illustrated children's books and to identify the forms of support portrayed by family members within these narratives. The study was designed as a qualitative document analysis employing purposive criterion sampling to examine selected picturebooks as cultural products. Purposive sampling was used in the research. Ten illustrated books selected for this study were examined through content analysis. As a result of the analysis, the forms of parental participation in the process of developing children's problem-solving skills in the books were categorized under the dimensions of \"metaphorical concretization and cognitive guidance,\" \"metaphorical concretization and cognitive guidance,\" \"democratic participation and joint decision-making\" and \"play, role-playing, and creating a safe rehearsal space.\" In the 10 works examined, parents participated in the problem solving process; They have \"metaphorically concretized abstract concepts and Cognitive Guidance\" \"transformed social crises into safe rehearsals by gamifying them,\" \"exhibited participatory attitudes that encourage democratic participation in decision making processes,\" and established an \"unshakeable climate of trust through the emotional validation and reassurance strategy\" they offered. The findings show that in children's literature, the family is not merely a figurehead, but is positioned as an \"external regulator\" that helps children develop coping strategies for dealing with problems.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1915321"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13662878/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149192263","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":"Prosodic regularity and reader reception in three-word rhyming couplets: a four-pronged investigation of <i>Dizi Gui</i>.","authors":"Zheng Wang, Sheng Yu","doi":"10.3389/fpsyg.2026.1904387","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1904387","url":null,"abstract":"<p><p>Prosodic regularity-characterized by fixed rhythm, end-rhyme, and syntactic parallelism-has been theorized to enhance memorability, but there is limited empirical evidence linking these features to cognitive mechanisms. This study examines whether textual characteristics associated with prosodic regularity and reader-perception patterns are consistent with theoretical accounts of reduced processing demands and chunking-based mnemonic support. Using a corpus-based four-pronged framework, we compared four English translations of a canonical classical Chinese text <i>Dizi Gui</i>, a three-word rhyming couplet version (high prosodic regularity) and three control varieties. Results showed that the rhyming couplets exhibit extreme syntactic compression (mean length = 6.32 words), high lexical diversity (STTR = 47), and a Zipfian slope (-0.65) mirroring the ST (-0.66), indicating a similar macro-level pattern of lexical concentration. Reader data showed that the three-word rhyming version with supplementary annotation received the highest proportions of selections for perceived mnemonic effectiveness (64.35%), aesthetic appeal (42.61%), and popularization potential (57.39%). These converging findings suggest that prosodic regularity may reduce processing demands and support working-memory consolidation through chunking mechanisms, while direct experimental tests of these cognitive mechanisms remain necessary.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1904387"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13661997/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149192483","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":"Perceived Confucian Ren-Based Teaching: scale development, construct validation, and associations with learning motivation and school belonging.","authors":"Wei Lu","doi":"10.3389/fpsyg.2026.1898379","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1898379","url":null,"abstract":"<p><strong>Introduction: </strong>Teacher care is closely linked to students' motivation and sense of belonging, yet commonly used teacher-care measures have been developed largely within Western educational psychology and the ethics of care. Confucian ren offers a culturally grounded account of humane teaching but has rarely been operationalized as a student-perceived classroom construct.</p><p><strong>Methods: </strong>Across two independent convenience samples of post-secondary students recruited from three institutions in Hubei Province, China, we developed and validated the Perceived Confucian Ren-Based Teaching (PRBT) scale and examined its associations with learning motivation and school belonging. Study 1 (<i>N</i> = 326) used expert review, cognitive interviews, parallel analysis, and exploratory factor analysis. Study 2 (<i>N</i> = 512) used confirmatory factor analysis and structural equation modeling to examine measurement quality, associations with an abbreviated care-oriented teaching benchmark, and theoretically ordered indirect associations through teacher-student relationship quality and basic psychological need satisfaction.</p><p><strong>Results: </strong>Study 1 supported a 24-item, six-factor structure comprising benevolent concern, inclusive teaching, patient guidance, responsive instruction, norm-guided care, and moral modeling. In Study 2, a correlated six-factor model fit well and retained the clearest dimension-level interpretation, while a second-order model also supported qualified use of a total composite. PRBT was strongly associated with, but empirically distinct from, the pre-specified five-item abbreviated care-oriented teaching benchmark. The theoretically ordered serial model had the lowest AIC and BIC, although a parallel specification showed marginally better comparative fit index (CFI) and standardized root mean square residual (SRMR). PRBT also explained additional variance in learning motivation and school belonging after demographic covariates and the abbreviated care-oriented teaching benchmark were controlled.</p><p><strong>Discussion: </strong>The findings provide initial support for PRBT as a culturally grounded, multidimensional operationalization of humane teaching and for cross-sectional indirect associations consistent with the proposed relational-motivational ordering. Because all focal variables were measured by student self-report on one occasion, these associations should not be interpreted as a causal mediation sequence. Replication with full-length comparison measures, multi-wave and multi-source designs, and samples from other regions and educational contexts are needed.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1898379"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13661964/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149192446","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":"Psychometric structure and score interpretation of the SCL-90 among Chinese first-year undergraduates: an analysis of an open dataset.","authors":"Jinglei Wen, Yujiao Deng","doi":"10.3389/fpsyg.2026.1913286","DOIUrl":"10.3389/fpsyg.2026.1913286","url":null,"abstract":"<p><strong>Introduction: </strong>The Symptom Checklist-90 (SCL-90) provides total and domain scores whose shared and distinct information remains debated.</p><p><strong>Methods: </strong>We analyzed an open dataset of 14,371 Chinese first-year undergraduates in calibration and validation halves. Four item-level structures (unidimensional, nine correlated factors, second-order, and orthogonal bifactor) were compared on the same 83 domain-scored items using robust maximum likelihood (MLR) in both halves and mean- and variance-adjusted weighted least squares (WLSMV) for ordered items in validation. A separate single-factor model included all 90 items. Evaluation combined absolute and relative fit, numerical diagnostics, loadings, residuals, and general and specific reliability.</p><p><strong>Results: </strong>For the 83-item comparison, the correlated-factor model had a non-positive-definite latent matrix. The bifactor model improved on the admissible second-order model, but its WLSMV comparative fit index (CFI) advantage was only 0.0079; MLR validation fit remained mixed (CFI = 0.849, Tucker-Lewis index [TLI] = 0.842, root mean square error of approximation [RMSEA] = 0.045, standardized root mean square residual [SRMR] = 0.042). Under that MLR bifactor specification, general explained common variance (ECV) was 0.813 [0.804, 0.822] and omegaH was 0.963 [0.961, 0.965]. Specific omegaHS ranged from 0.017 to 0.293, with somatization, phobic anxiety, and hostility retaining comparatively more specific information. WLSMV general omegaH was 0.967 and specific omegaHS ranged from 0.005 to 0.186. The 90-item single-factor model showed limited incremental fit (MLR CFI = 0.769/0.773; WLSMV CFI = 0.896); RMSEA was 0.052/0.052 and 0.044, and residual dependence persisted. High 90-item alpha (0.978) therefore coexisted with departures from strict unidimensionality. An exploratory mixture audit yielded no stable class solution.</p><p><strong>Discussion: </strong>These data support a substantial general-severity component and uneven domain-specific information within the modeled 83-item structure. Its reliability decomposition does not establish that of the conventional 90-item total or global severity index. Independent-sample replication remains necessary.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1913286"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13661911/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149180821","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":"Parent and friend support and communication as correlates of sexual and gender minority alcohol use in sexual contexts.","authors":"Sarah E Harper, Tina Zawacki","doi":"10.3389/fpsyg.2026.1932437","DOIUrl":"10.3389/fpsyg.2026.1932437","url":null,"abstract":"<p><strong>Purpose: </strong>Emerging adults who identify as sexual and gender minorities (SGM) often report greater alcohol use and adverse sexual health experiences compared to cisgender heterosexual (CH) peers. This study investigated whether participants' identity as either SGM or CH was related to drinking in sexual contexts (DISC) through its relationship with levels of social support, supportive communication, and sex communication from parents and friends.</p><p><strong>Methods: </strong>Cross-sectional survey responses were collected on-line during November 2024-May 2025 from a convenience sample of 674 university students in the USA.</p><p><strong>Results: </strong>Two path models were conducted using the PROCESS macro in SPSS, one examining parent variables, and the other examining friend variables. Each model specified one predictor (identity: CH or SGM), one outcome (DISC), and four parallel mediators (social support [parent/friend]; general communication [parent/friend], open sex communication [parent/friend]; lack of sex communication [parent/friend]. The indirect path of identity to DISC was significant via parent lack of sex communication (<i>b</i> = 0.11, SE = 0.06, 95% CI [0.01, 0.24]) and friend open sex communication (<i>b</i> = 0.11, SE = 0.04, 95% CI [0.04, 0.22]), but not via parent/friend social support and general communication, parent open sex communication, and friend lack of sex communication. Compared to CH participants, SGM participants reported significantly more open friend sex communication and parent lack of sex communication which were associated with significantly higher levels of DISC.</p><p><strong>Conclusion: </strong>These findings highlight the importance of DISC within the conversation of SGM sexual health and the need for family and peer-based interventions.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1932437"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13662118/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149180825","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":"Post-enrollment academic support and perceived learning effectiveness among international students in Chinese universities.","authors":"Homa Bahmani, Yibin Ao, Jianjun Zhao, Abdussalam Khattak, Akeredolu Richard Joshua","doi":"10.3389/fpsyg.2026.1937334","DOIUrl":"10.3389/fpsyg.2026.1937334","url":null,"abstract":"<p><strong>Introduction: </strong>As international student mobility expands beyond traditional Anglophone destinations, universities increasingly need to understand how perceived academic support relates to students' participation, adaptation, confidence, and learning effectiveness after enrollment. Less attention has been given to the relationship between academic support conditions and perceived learning effectiveness in non-Anglophone higher education contexts.</p><p><strong>Methods: </strong>This study tested an educational psychology framework linking selected background characteristics, perceived academic support conditions, and perceived learning effectiveness among 218 international students in Chinese universities. Data were analyzed using exploratory factor analysis, follow-up confirmatory factor analysis, and structural equation modeling with bootstrapping.</p><p><strong>Results: </strong>Student support services and academic quality, safety, and career preparedness showed significant positive associations with perceived learning effectiveness, whereas gender, funding type, and prior GPA showed no significant direct associations. Funding type was associated with academic and administrative reliability and learning environment quality but was not directly associated with perceived learning effectiveness.</p><p><strong>Discussion: </strong>The findings highlight the relevance of post-enrollment academic support conditions for international students' perceived learning effectiveness, with implications for advising, communication support, counseling access, and career-related guidance.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1937334"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13662131/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149180891","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":"How do virtual exercise technology and social presence influence motivation to exercise?","authors":"Sarina Sitsky, Rian H Crowther, Vincent G Kelly, Luke Wilkins, Tristan J Coulter, Adam D Gorman","doi":"10.3389/fpsyg.2026.1891596","DOIUrl":"10.3389/fpsyg.2026.1891596","url":null,"abstract":"<p><strong>Introduction: </strong>Virtual technology offers a promising tool for encouraging engagement in exercise, as it can provide the user with enhanced visual stimuli and accessible metrics; however, the specific features within that technology that contribute to motivation and participation require further investigation. This study examined how different visual displays and the presence of a second rider influenced motivation to exercise using virtual technology.</p><p><strong>Methods: </strong>Twenty-four young adults completed a 3-km cycling course on the same virtual track under three counterbalanced conditions including (a) a metrics-only ride, where a screen in front of the rider displayed only standard performance variables (e.g., power, cadence), (b) a solo-virtual ride, which was identical to the previous condition, but with the addition of the participant being depicted on the screen as an avatar amongst virtual scenery, and (c) a paired-virtual ride, that contained the same elements as the previous two conditions, but with the addition of a second rider represented on the screen as an avatar.</p><p><strong>Results: </strong>The quantitative results, which included performance-related variables (cadence, power, speed, and heart rate), measures of intrinsic motivation, and ratings of perceived exertion, revealed significantly higher values for the paired-virtual condition compared to both the metrics-only and the solo-virtual conditions. Differences between the metrics-only and the solo-virtual conditions were isolated to interest-enjoyment and effort-importance. Brief interviews with participants indicated that the paired-virtual condition produced heightened levels of enjoyment and competitive drive which motivated participants to exert more effort. The solo-virtual condition was reported to be relaxing, but it was also reported as the least engaging. The metrics-only condition provoked negative emotions due to the absence of distractions and a heightened focus on internal cues.</p><p><strong>Discussion: </strong>The results highlight the psychological mechanisms that influence motivation and engagement when using virtual exercise technology.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1891596"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13661389/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149180942","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":"Interpersonal emotion regulation in daily life: a comparison of individuals with and without depressive disorders.","authors":"Pham Khanh Linh Vu, Karen Ollrogge, Luisa Daldrup, Stephan Köhler","doi":"10.3389/fpsyg.2026.1773706","DOIUrl":"10.3389/fpsyg.2026.1773706","url":null,"abstract":"<p><strong>Background: </strong>Emotion dysregulation is strongly linked to depressive disorders, yet distinctions between interpersonal and intrapersonal forms remain underexplored in daily life. This study examines emotion dysregulation in depression during close interpersonal interactions, comparing individuals with depression and healthy controls (HC), and exploring associations with alexithymia and childhood maltreatment.</p><p><strong>Methods: </strong>Participants (18 HC, 17 with depression) reported three emotion regulation (ER) strategies (cognitive reappraisal, social sharing, suppression) during interpersonal interactions over 2 weeks (3 prompts/day). Group (depression vs. HC) was the independent variable, and ER strategies the dependent variables. Alexithymia, childhood maltreatment, and depressive symptoms were assessed at baseline. Data were analyzed using two-level hierarchical linear modeling.</p><p><strong>Results: </strong>No group differences in ER strategy use were observed, and depressive symptom severity was not associated with strategy intensity. Post-hoc analyses showed that alexithymia was positively associated with depressive severity across the full sample and negatively associated with social sharing within the depressed group. Cognitive reappraisal showed heterogeneous associations with childhood maltreatment subdomains.</p><p><strong>Conclusion: </strong>Interpersonal emotion dysregulation did not differentiate depressed from healthy individuals. Given the small sample size, these null findings should be interpreted cautiously. Nevertheless, alexithymia and childhood maltreatment appear relevant for ER in close relationships, highlighting their importance in depression research.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1773706"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13661391/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149181095","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}