Frontiers in Psychology最新文献

{"title":"A social exchange perspective on employee performance in Sierra Leone's public sector: the roles of authentic leadership, participative decision-making, and trust.","authors":"Ibrahim Sallieu Jalloh, Shixiang Li, Guangjin Zhang, H M Wasif Rasheed, Rashid Khurshid","doi":"10.3389/fpsyg.2026.1885753","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1885753","url":null,"abstract":"<p><strong>Purpose: </strong>Based on Social Exchange Theory (SET) and Social Information Processing (SIP), this research attempts to explore the effect that Participative Decision-Making (PDM) has on the performance of employees working in Sierra Leone's public sector using Affective Trust, Work Engagement, Affective Commitment, and Organizational Citizenship Behavior (OCB) as mediating variables in relation to Authentic Leadership as a moderating variable.</p><p><strong>Design/methodology/approach: </strong>The study used a quantitative and cross-sectional research design. Data collection was conducted among public sector employees in Sierra Leone using a convenience sampling method. The study applied Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess the measurement and structural model hypotheses.</p><p><strong>Findings: </strong>The empirical results reveal that participative decision-making (PDM) associate with employee performance through affective trust, which associate to work engagement and affective commitment, resulting in organizational citizenship behavior (OCB). The variable of work engagement proved itself as a better predictor of OCB than affective commitment. Besides, authentic leadership moderated the relationship between affective trust and work engagement/affective commitment.</p><p><strong>Originality/value: </strong>The current research contributes to the SET and SIP frameworks by validating a step-by-step process leading to PDM, which ultimately influences Employee Performance. The study fills one of the significant gaps in the literature by providing evidence from an unexplored area of public sector employees in Sierra Leone.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1885753"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13716561/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296264","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 neijuan profiles and problematic short-form video use among Chinese college students: indirect associations through anxiety and escape motivation.","authors":"Luyang Pi, Xinxin Mo, Shishi Li, Ranran Wang, Huanhuan Shan, Jinyun Feng","doi":"10.3389/fpsyg.2026.1963248","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1963248","url":null,"abstract":"<p><p>Against a backdrop of intensifying competition, neijuan has become a common experience among college students and may be associated with problematic short-form video use (PSVU). However, students may experience neijuan in different ways, and the associations between these patterns and PSVU remain unclear. Drawing on the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, this study identified latent profiles of perceived neijuan, compared PSVU across profiles, and examined indirect associations through anxiety and escape motivation. A convenience sample of 818 college students completed the survey. Latent profile analysis based on four dimension scores of perceived neijuan identified four profiles: low perceived neijuan (6.11%), high competition with low burden (7.70%), moderate perceived neijuan (79.71%), and high perceived neijuan (6.48%). Bolck-Croon-Hagenaars (BCH) analyses accounted for classification error in profile comparisons and in a cross-sectional serial indirect-effect model controlling for gender and grade. PSVU was lower in the low perceived neijuan and high-competition, low-burden profiles than in the moderate and high perceived neijuan profiles, whereas the latter two profiles did not differ significantly. Using the moderate profile as the reference, significant indirect associations with PSVU were observed for all three profile contrasts through anxiety, escape motivation, and the serial pathway from anxiety to escape motivation. These findings suggest that perceived competition and subjective burden may combine in different ways, with these configurations showing different associations with PSVU, anxiety, and escape motivation.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1963248"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13716809/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296353","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":"Institutional digitalization and digital stress: a four-wave observational study of teacher-reported AI-collaborative teaching in physical education.","authors":"Xiangyu Wang, Xiaoyun Wang","doi":"10.3389/fpsyg.2026.1973587","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1973587","url":null,"abstract":"<p><strong>Introduction: </strong>How institutional digitalization relates to teachers' experience of work and subsequent artificial intelligence (AI)-supported practice remains unclear.</p><p><strong>Methods: </strong>Drawing on job demands-resources principles, we examined these relationships in a four-wave observational cohort of 961 physical education teachers from 120 Chinese institutions. We linked an organizational-source digitalization proxy to teacher questionnaires and a study-specific teacher-reported score of AI involvement in teaching tasks. Analyses adjusted for baseline practice and separated between-institution from teacher-relative associations.</p><p><strong>Results: </strong>Two of five primary tests met the Holm-adjusted criterion. The stress-related product of between-institution coefficients was negative (-0.099; pointwise 95% confidence interval [-0.184, -0.033]). The positive digitalization-stress association was weaker among teachers with higher digital self-efficacy relative to colleagues (interaction coefficient -0.101; [-0.168, -0.037]) but remained positive at the low, average, and high self-efficacy levels examined. The adjusted digitalization-practice association, appraisal-related coefficient product, and appraisal interaction did not meet the corrected criterion.</p><p><strong>Discussion: </strong>The findings connect the organization and experience of work with reported AI practice, emphasizing perceived digital work pressure and relative self-efficacy while complementing accounts centered on technology acceptance.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1973587"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13716614/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296394","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":"Gratitude and happiness among university students: a cross-sectional study in teacher education.","authors":"Hernán Vicente Rojas-Moscoso, Adrián Orlando Manrique-Rojas, Naylea Nayeli Velasquez Cutipa, Pilar Valeria Zapana-Aguilar, Kevin Mario Laura-De La Cruz","doi":"10.3389/fpsyg.2026.1974252","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1974252","url":null,"abstract":"<p><strong>Introduction: </strong>This study examined the association between gratitude and happiness among education students at a public university in Tacna, Peru, including four dimensions of happiness: positive sense of life, life satisfaction, personal fulfillment, and joy of living.</p><p><strong>Methods: </strong>A quantitative, non-experimental, cross-sectional correlational design was used. Participants were 507 students (313 women and 194 men) aged 18-37 years. Gratitude and happiness were assessed using the Lima Gratitude Scale and the Lima Happiness Scale. Internal consistency and associations were examined using Cronbach's alpha, model-based omega, Spearman's rho, bootstrap confidence intervals, and Holm-adjusted <i>p</i>-values.</p><p><strong>Results: </strong>Internal consistency was good for gratitude (α = 0.807, 95% bootstrap CI [0.777, 0.831]; ω = 0.823) and excellent for happiness (α = 0.942, 95% bootstrap CI [0.933, 0.950]; ω = 0.943). Gratitude was positively associated with overall happiness, Spearman's ρ = 0.447, 95% bootstrap CI [0.368, 0.519], <i>p</i> < 0.001. Dimension-specific correlations ranged from ρ = 0.351 for personal fulfillment to ρ = 0.420 for joy of living; all remained significant after Holm adjustment. Excluding the participant with one reconstructed item response produced a similar overall correlation (ρ = 0.448).</p><p><strong>Discussion: </strong>Gratitude showed a robust, moderately sized positive association with happiness and its four dimensions among teacher education students. However, the cross-sectional design precludes causal inference, and the single-institution convenience sample limits generalizability. Longitudinal and multi-institutional studies are needed to determine the temporal direction and broader applicability of these associations.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1974252"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13716588/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296418","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":"Ordinal measurement invariance of three retained GAEU-1 dimensions in Chilean and Ecuadorian university samples.","authors":"Xinglong Pang, Lin Zhou, Jin-Ho Cho","doi":"10.3389/fpsyg.2026.1990515","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1990515","url":null,"abstract":"<p><p>Meaningful cross-national comparisons of self-regulated learning (SRL), motivation, and related learning-regulation constructs require evidence that the measurement model operates comparably across groups. We tested this requirement for three GAEU-1 dimensions previously retained in Chile and Ecuador using the open Version-5 dataset (<i>N</i> = 1,316; Chile <i>n</i> = 631; Ecuador <i>n</i> = 685). Fifteen ordered indicators representing the GAEU-1 SRL factor, conscious motivational strategies, and deep learning techniques were analyzed with WLSMV, followed by a Wu-Estabrook multigroup ordinal invariance sequence and complementary DIF analyses. Country-specific fit was mixed: CFI and SRMR were relatively favorable, whereas RMSEA indicated residual misspecification, especially in Chile (CFI = 0.947, SRMR = 0.059, RMSEA = 0.094; Ecuador: CFI = 0.952, SRMR = 0.059, RMSEA = 0.085). In the multigroup models, equality constraints on thresholds, loadings, and intercept-related parameters produced no meaningful deterioration in approximate fit, and met the study's prespecified incremental-fit criteria for proceeding to latent comparison within the retained scoring representation. Several items showed FDR-adjusted DIF signals, but none reached the prespecified 0.020 practical-effect criterion. <i>Post hoc</i> diagnostics localized the largest residual association to GA7-GA8 in both samples; a one-factor model fit appreciably worse than the retained three-factor representation (Delta CFI = -0.059 in Chile and -0.069 in Ecuador). Polychoric HTMT values were all below 0.85, although Fornell-Larcker diagnostics remained unfavorable for factor pairs involving the GAEU-1 SRL factor. Observed and latent standardized sample contrasts differed only modestly and are interpreted descriptively because the samples differed markedly in university sector and gender composition. The two planned sensitivity analyses and a <i>post hoc</i> private-university-only sensitivity analysis preserved the main comparability result. Overall, the three retained GAEU-1 dimensions showed stable measurement parameters across these Chilean and Ecuadorian university samples, while broader structural and country-level interpretations remain outside the evidence provided here.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1990515"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13716558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296344","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":"Evaluation of the effectiveness of phonological awareness education developed for children aged 48-60 months.","authors":"Leyla Şahin, Umut Akcil, Filiz Erbay","doi":"10.3389/fpsyg.2026.1940818","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1940818","url":null,"abstract":"<p><p>Phonological awareness skills developed in early childhood are accepted as one of the strongest predictors of children's future reading success. However, there are only limited practical studies on how these skills can be supported in a systematic and sustainable manner in preschool classroom settings. This study aims to design and implement developmentally structured activities to support preschool children's phonological awareness skills and to systematically examine the implementation process and changes observed among the participating children within an action research framework. The research was conducted using an action research design, and 14 children who were 48-60 months old and 30 preschool teachers participated in the study. During the data collection process, teacher interviews, observations, researcher logs, and the Early Literacy Test were employed. Prior to the intervention, it was found that the phonological awareness mean scores of children were low (mean = 9.85). After the eight-week implementation period, the mean pre-test score was 9.85, whereas the mean post-test score was 25.78. The highest post-test mean scores were observed for syllable blending and initial sound matching skills. The findings showed higher post-test phonological awareness scores than pre-test scores among the participating children. The study addresses an important gap in the literature by providing a practical example of phonological awareness instruction in an early childhood classroom setting.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1940818"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13717612/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296205","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":"From need satisfaction to academic achievement: pathways through wellbeing and engagement among university students across different Italian institutions.","authors":"Irene Florean, Micol Gemignani, Gianluca Mariano Colella, Valeria Verrastro, Francesca Liga, Cristiano Inguglia, Epifania Saputo, Sonia Grassini, Paola Venuti, Barbara Penolazzi, Giulio D'Urso, Francesco Craig","doi":"10.3389/fpsyg.2026.1937840","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1937840","url":null,"abstract":"<p><strong>Background: </strong>University students face personal and academic demands that may challenge their adaptive functioning. Although intrinsic goals, need satisfaction, wellbeing, and academic engagement have been distinctively linked to academic achievement, an integrated model specifying how these constructs are structurally related and associated with students' academic outcomes is lacking. The present study addresses this gap by testing models grounded in Self-Determination Theory and previous evidence.</p><p><strong>Methods: </strong>Participants were 2891 university students (<i>M</i> _<i>age</i> = 23.22 years, <i>SD</i> _<i>age</i> = 5.25 years; 74.75% women) recruited across multiple Italian universities. The online survey comprised different measures, including socio-demographic items, the Basic Psychological Need Satisfaction and Frustration Scale, the Aspiration Index, the SInAPSi Academic Engagement Scale, and the Mental Health Continuum-Short Form. Structural equation modeling was used to test two alternative model specifications. Starting from a more general model, progressively more parsimonious models were tested by constraining selected direct effects. The final model was selected based on comparative fit, overall model fit, parsimony, and theoretical coherence.</p><p><strong>Results: </strong>The retained model specified wellbeing as antecedent to academic engagement. Within this model, basic psychological need satisfaction showed indirect links to academic achievement through wellbeing and academic engagement, while intrinsic goals were related to achievement only through academic engagement. Academic engagement emerged as the most proximal predictor of achievement, mediating the pathways from need satisfaction, intrinsic goals, and wellbeing.</p><p><strong>Conclusions: </strong>These findings provide an integrated account of how satisfaction of basic psychological needs, intrinsic motivations, wellbeing, and academic engagement relate to academic achievement in university students. Our evidence supports a model in which psychological need satisfaction represents a relevant condition associated with wellbeing, intrinsic goals contribute more specifically to academic engagement, and academic engagement acts as the proximal mechanism linking these factors with academic achievement. Beyond advancing theoretical understanding, our results may inform preventive programs and interventions nurturing students' wellbeing while also promoting their academic performance.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1937840"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13716869/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296336","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":"Why we should move beyond treating the Impostor Phenomenon as categorical construct and instead adopt the continuous approach.","authors":"Kay Brauer","doi":"10.3389/fpsyg.2026.1991425","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1991425","url":null,"abstract":"<p><p>The Impostor Phenomenon (IP) is a psychological trait that receives increasing interest across study disciplines. Although the IP is conceptualized as an individual difference variable that describes expressions on a continuum from low to high expressions, some studies still treat the IP as categorical. One consequence of this approach is that prevalence rates are estimated based on arbitrary and unvalidated cutoffs. I discuss the theoretical and methodological flaws of this approach, which are also evident when considering findings from three recent meta-analyses of the IP. Further, I suggest adopting the continuous approach to the IP and illustrate, based on data from 137 samples (<i>N</i> = 22,552), that aims such as testing differences between populations (i.e., students and employees) and whether the IP increased over time can be well addressed using distributional parameters. I discuss implications of this approach for the field.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1991425"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13716722/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296398","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":"Intelligent scaffolding for musical practice: a systematic review of AI and digital support for the self-regulated learning cycle.","authors":"Xiuran Li, Mar Galera-Núñez, Yao Zhang","doi":"10.3389/fpsyg.2026.1947824","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1947824","url":null,"abstract":"<p><strong>Introduction: </strong>Independent music practice depends on learners' self-regulated learning (SRL), yet how digital tools and artificial intelligence (AI) support the forethought, performance, and self-reflection phases of the SRL cycle, and when such support may undermine learner autonomy, remains unclear.</p><p><strong>Methods: </strong>Following PRISMA 2020, we searched Web of Science, Scopus, ERIC, and PsycINFO through March 2026. Sixteen empirical studies met the inclusion criteria and were appraised with the Mixed Methods Appraisal Tool. Because of methodological heterogeneity, we conducted a thematic synthesis rather than a meta-analysis.</p><p><strong>Results: </strong>Three categories emerged: traditional digital tools, discriminative AI, and generative AI. Traditional tools supported planning and reflection; discriminative AI enabled real-time error detection; and generative AI may help learners manage task difficulty and translate expert feedback into actionable steps. Study quality was uneven, and several findings came from small-sample or cross-sectional designs, which limits causal inference. Two potential risks, over-scaffolding that may diminish autonomy and visual feedback that may divert attention from sound, were insufficiently studied.</p><p><strong>Discussion: </strong>Digital and AI tools appear to scaffold different phases of SRL, but learner autonomy should remain at the core. Fading explicit support and pedagogical guidance may help reduce dependence. Longitudinal studies are required to test these mechanisms.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1947824"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13717558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296406","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":"Editorial: Inclusive positive psychology interventions for vulnerable communities: bridging gaps and fostering resilience.","authors":"He Bu, Wenjie Duan, Yanlin Zhou, Yihan Wu","doi":"10.3389/fpsyg.2026.1998311","DOIUrl":"https://doi.org/10.3389/fpsyg.2026.1998311","url":null,"abstract":"","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"17 ","pages":"1998311"},"PeriodicalIF":3.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13716627/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149296058","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}