European Journal of Investigation in Health Psychology and Education最新文献

{"title":"The Impact of Neuroticism and Daydreaming in the Link Between Attachment and Suicide Risk in Emerging Adults.","authors":"Danilo Calaresi, Valeria Saladino, Fiorenza Giordano, Valeria Verrastro","doi":"10.3390/ejihpe15040052","DOIUrl":"https://doi.org/10.3390/ejihpe15040052","url":null,"abstract":"<p><p>Insecure attachment styles (AS) are related to increased emotional distress, leading individuals to employ unhealthy coping mechanisms. These maladaptive strategies are often linked to impaired functioning, feelings of hopelessness, and isolation, all of which are recognized as risk factors for suicide. This study aimed to examine whether neuroticism and maladaptive daydreaming (MD) sequentially mediate the relationship between AS and suicide risk (SR). A total of 1152 emerging adults (50% female) between the ages of 18 and 25 completed self-report questionnaires. The results revealed that secure attachment (SA) did not show any direct relationship with MD, but it was linked to SR through the mediating influence of neuroticism. Dismissing attachment (DA) did not demonstrate any connections with the other variables. The path among preoccupied attachment (PA) and SR was fully mediated by neuroticism and MD, while the path among fearful attachment (FA) and (SR) was partially mediated by these factors. These findings suggest that addressing neuroticism and MD could be crucial in reducing SR, especially among individuals with specific AS. Additionally, the results underscore the importance of personalized approaches, as interventions may need to be tailored to individuals' specific AS.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12025639/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Individual Work Attitudes and Work Ability.","authors":"Nicola Magnavita, Carlo Chiorri, Francesco Chirico, Igor Meraglia","doi":"10.3390/ejihpe15040053","DOIUrl":"https://doi.org/10.3390/ejihpe15040053","url":null,"abstract":"<p><p>Work capacity depends on many factors, including the age and health status of the employee, but also on personal characteristics and attitudes, such as reduced tolerance of unfavorable working conditions (Work Annoyance, WA), excessive commitment to work (Overcommitment, OC), passion for work (Work Engagement, WE), and social interactions (Social Capital, SC). A total of 1309 workers who underwent a medical examination at work completed questionnaires on work attitudes and assessed their work ability using the Work Ability Score (WAS). The relationship between variables expressing work attitudes and WAS was studied using hierarchical linear regression and moderation analyses. WA is associated with low WAS values; SC is a positive predictor of WAS and moderates the effect of WA on WAS. OC reduces work ability, while Vigor and Dedication, components of WE, have a strong positive effect on work ability. To improve the work ability of employees, employers and managers should improve social relations in the workplace and discourage overcommitment. A positive working environment can increase engagement and avoid triggers of work annoyance.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12025400/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144000968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Therapeutic Interventions in the Treatment of Internet Gaming Disorder: A Systematic Review.","authors":"Sandra Núñez-Rodríguez, David Burgos-González, Luis Alberto Mínguez-Mínguez, Félix Menéndez-Vega, José Luis Antoñanzas-Laborda, Jerónimo Javier González-Bernal, Josefa González-Santos","doi":"10.3390/ejihpe15040049","DOIUrl":"https://doi.org/10.3390/ejihpe15040049","url":null,"abstract":"<p><p>Internet Gaming Disorder (IGD) has been recognized by the World Health Organization (WHO) in the International Classification of Diseases (ICD-11) and as an emerging condition in the DSM-5. IGD is increasingly prevalent, with various negative effects on individuals' development and adaptation. To address this issue, different therapeutic interventions, like CBT, virtual reality, mindfulness, or family therapy, have been explored. This systematic review aimed to answer the following research question: What is the effectiveness of therapeutic interventions in reducing IGD symptoms in adolescents and young adults diagnosed with this disorder? Following PRISMA guidelines, 22 studies published between 2014 and 2025 were included. Results show that cognitive behavioral therapy (CBT) is the most effective intervention, significantly reducing IGD severity, anxiety, and depression. Combining CBT with physical exercise or mindfulness further enhanced outcomes. Other promising approaches include virtual reality (VR), transcranial direct current stimulation (tDCS), and family-based interventions. Additionally, treatments involving mindfulness and animal-assisted therapy showed potential in improving emotional regulation and interpersonal relationships. However, further research is needed to evaluate long-term efficacy and explore emerging therapies.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12025817/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Effects of Sensorimotor Training on the Physical Capacities of Older People.","authors":"Carolina A Cabo, Víctor Hernández-Beltrán, Orlando Fernandes, Cláudia Mendes, José M Gamonales, Mário C Espada, José A Parraca","doi":"10.3390/ejihpe15040050","DOIUrl":"https://doi.org/10.3390/ejihpe15040050","url":null,"abstract":"<p><strong>Background: </strong>Physical activity (PA) plays a crucial role in improving the quality of life (QoL) in older people, particularly by enhancing their balance and movement coordination.</p><p><strong>Objective: </strong>This study aimed to assess the effects of sensorimotor training intervention in older adults.</p><p><strong>Methods: </strong>A total of 90 participants, divided into a Control Group (<i>n</i> = 44) and Experimental Group (<i>n</i> = 46) were involved in a 24-week sensorimotor training program. The physical capacities of the participants were assessed both before and after the intervention program. Strength and flexibility were measured using the \"Rikli and Jones\" protocol (1999), while agility and speed were assessed through \"Timed-up-and-go\" tests. Taking into account the participants' gender, a descriptive analysis of the sample was conducted to describe the data using the mean and standard deviation. Student's T test was performed to compare the differences between the groups according to the first and second data collection moments (before and after the intervention). Jamovi software (v. 2.5.2.0) was used to develop the statistical analysis, using a <i>p</i>-value of less than 0.05 to assess the statistical significance.</p><p><strong>Results: </strong>The Experimental Group showed significant improvements across all the analyzed variables following the intervention (<i>p</i> < 0.005), indicating substantial gains in physical capacities. In contrast, the Control Group in the \"sitting and reaching\" test did not show a significant difference between the groups highlighting the lack of improvement without intervention. According to the effect size of the sample, it was observed that the parameters \"reach behind your back (right)\" and \"reach behind your back (left)\" showed the highest effect size comparing the Control Group and Experimental Group (ES: 0.60, 0.71).</p><p><strong>Conclusions: </strong>The findings highlight the practical clinical impact of implementing tailored physical activity programs for older adults. Such interventions are critical for enhancing QoL, reducing the risk of falls, injuries, and chronic illnesses, and promoting overall health, independence, and well-being. Integrating sensorimotor training into the routine care for older people can support healthy aging and functional independence.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12025693/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143988120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scale of Subtle Prejudices Towards Disability at the University: Validation in Mexican Population.","authors":"Andrés Sánchez-Prada, Carmen Delgado-Álvarez, Alicia Gurdián-Fernández","doi":"10.3390/ejihpe15040051","DOIUrl":"https://doi.org/10.3390/ejihpe15040051","url":null,"abstract":"<p><p>The purpose of this study was to analyze the adequacy of the \"Subtle Prejudice Scale towards Disability in the University\" for a university environment in Mexico. The theoretical model of this scale, which incorporates the gender dimension, was previously validated in Spain and Costa Rica with good psychometric properties and evidence of construct validity. The application of the scale in a Mexican university sample of 601 participants (83.4% students; 53.1% women and 45.3% men; aged 18 to 82, <i>M</i> = 25 years) confirmed the dimensional structure of the original four-factor model, with good fit indices through exploratory and confirmatory factor analysis and with adequate internal consistency for each dimension: avoidance of contact (ω = 0.81), benevolent idealization (ω = 0.77), excessive demands (ω = 0.73), and sexist amplification of prejudice (ω = 0.77). Relations between the scale dimensions and other variables (participants' sex, political opinion, and preferred university policies for people with disabilities) were consistent with the current literature: men and right-wing people tend to show higher levels of ableism, which in turn are inversely associated with the supporting of inclusive policies. The results endorse the cultural validity of the scale and its suitability to evaluate ableism in Mexican universities.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12025788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144001118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective.","authors":"Mélanie Tinnes-Vigne, Claude Houssemand, Frédéric Guay, Débora Poncelet, Christophe Dierendonck","doi":"10.3390/ejihpe15040048","DOIUrl":"https://doi.org/10.3390/ejihpe15040048","url":null,"abstract":"<p><p>Research has demonstrated that social-emotional learning (SEL) positively influences myriad domains of children's development. However, the underlying mechanisms influencing teachers' adoption of SEL remain underexplored. Guided by the Theory of Planned Behaviour (TPB), this quantitative cross-sectional study sought to elucidate the factors that motivate teachers to adopt SEL teaching practices. The study's sample included 166 volunteer teachers in Luxembourg, recruited as part of a nationwide educational survey. Of these, 82.5% were women. Participants were recruited through convenience sampling, ensuring diversity in socio-economic backgrounds, grade levels, and student needs. Although these findings are based on self-reported data, they offer novel insights by quantifying teachers' engagement with SEL, with over 50% already implementing related activities. Structural equation modelling shows that the TPB model accounted for 49% of the variance in teachers' intentions and 44% of the variance in the adoption of SEL practices. Higher intention and self-efficacy predicted more frequent SEL implementation. Teachers with positive SEL attitudes and higher self-efficacy showed greater intention to implement SEL. These findings underscore the significance of cultivating positive attitudes and self-efficacy to facilitate the effective implementation of SEL in educational settings. The role of teacher gender and audience, as well as implications for teaching, professional development, and SEL research, are discussed.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12026364/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144049591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Associations Between School Climate and Mental Wellbeing: Insights from the MOVE12 Pilot Study in Norwegian Secondary Schools.","authors":"Karoline Gulbrandsen Hansen, Svein Barene","doi":"10.3390/ejihpe15040046","DOIUrl":"https://doi.org/10.3390/ejihpe15040046","url":null,"abstract":"<p><p>This study examined the association between school climate, defined by social and academic environments, and mental wellbeing among 446 first-year upper-secondary students in eastern Norway (ISRCTN10405415). As part of the MOVE12 pilot study conducted in February 2023, a cross-sectional online questionnaire targeted approximately 600 students from five schools offering diverse academic and vocational tracks. Mental wellbeing was assessed using the Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS, scale 7-35), and the data were analyzed with stepwise multiple linear regression. The mean mental wellbeing score was 24.5 ± 4.3, with significant gender differences (<i>p</i> < 0.05) but no variations between academic and vocational tracks. Self-efficacy was the strongest predictor of mental wellbeing (b = 0.236, <i>p</i> < 0.001), followed by health satisfaction (b = 0.179, <i>p</i> < 0.001), time spent with friends (b = 0.163, <i>p</i> < 0.001), social isolation (b = -0.162, <i>p</i> = 0.001), wellbeing in physical education (b = 0.129, <i>p</i> = 0.002), and classroom climate (b = 0.128, <i>p</i> = 0.007). These findings emphasize the critical role of self-efficacy, peer connections, and supportive classroom climates in promoting mental wellbeing. Addressing these elements of school climate can significantly enhance the mental health and overall outcomes of upper-secondary students.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12026025/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143989003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Parallel Mediation Model of Career Adaptability, Career Self-Efficacy, and Future Career Choice Among University Students: The Role of Basic Psychological Needs Satisfaction and Mindfulness.","authors":"Girum Tareke Zewude, Anmut Endalkachew Bezie, Getachew Tassew Woreta, Tsehaynew Getaneh Tareke, Tun Zaw Oo, Ayalew Hassen, Merkebu Tareke, Yvette Orsovics, Krisztián Józsa","doi":"10.3390/ejihpe15040047","DOIUrl":"https://doi.org/10.3390/ejihpe15040047","url":null,"abstract":"<p><p>This study aims to explore the importance of basic psychological needs satisfaction (BPNS) and mindfulness of university students in their career adaptability (CA), career self-efficacy (CSE), and future career choice (CC). The sample consisted of 1026 undergraduate students, of which 495 (48.2%) were female and 531 (51.8%) male, from three public universities in the Amhara Region, Ethiopia. The assessments, such as the Career Decision-Making Self-Efficacy Scale-Short Form, the Five Facet Mindfulness Questionnaire Short Form, the Career Adapt-Ability Short Form Five Scale, the Basic Psychological Needs Satisfaction Scale, and the Career Choice scale instruments were used. Findings from a parallel mediation model showed that both CA and CSE had a direct positive effect on the BPNS of university students. Additionally, this study found that both BPNS and mindfulness had a substantial and positive direct effect on the students' CC. Importantly, we found that both CA and CSE significantly and indirectly predicted the future CC through BPNS and mindfulness. In addition, BPNS and mindfulness also partially mediate the relationship between CA, CSE, and the students' future CC. Importantly, we found that mindfulness and BPNS fully and partially mediated the relationship between CA, CSE, and CC. These results support the notion that both psychological constructs (BPNS and mindfulness) play a crucial role in explaining the relationship between CA, CSE, and CC. By enhancing students' BPNS and mindfulness, institutions can empower students to make informed decisions about their future career paths, ultimately nurturing their personal and professional growth.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12025819/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relations Between Medical Students' Motivational Persistence Skills and Their Acceptance of Specific Blended Learning Tools.","authors":"Cristina Gena Dascalu, Claudiu Topoliceanu, Magda Ecaterina Antohe","doi":"10.3390/ejihpe15040045","DOIUrl":"https://doi.org/10.3390/ejihpe15040045","url":null,"abstract":"<p><p>The concept of blended education, which refers to the intensive integration of digital resources into the teaching process and its mixed online and on-site delivery, combining as much as possible the advantages of both methods in an optimal way, is becoming increasingly popular among teaching tools. There is no universal recipe for designing a successful blended course; the success of such courses is measured entirely through their degree of acceptance among students, defined by their emotional motivation to learn and the obtained practical results. Our study aimed to evaluate the motivational persistence degree (MPS) of medical students in connection with the students' acceptance of different didactic tools involved in blended-learning approaches. Materials and Method: We investigated a sample comprising 523 students in Dental Medicine or General Medicine, belonging to all years of study, from four main Universities in Romania; we classified them according to their motivational persistence profile (using k-means data clustering) and we comparatively investigated the main relevant features of students in each cluster-gender, age group, opinions about the general usefulness of multimedia resources in the learning process, and their degree of acceptance of specific types of instructional materials involved in blended learning. Results: We found that the students who mostly enjoy the traditional learning style have average motivational persistence skills; they are perseverant and competitive, but they are not so good at planning their daily tasks. They enjoy external directions, set by teachers. The students who most enjoy PowerPoint presentations and those who enjoy instructional videos show similar behavior, both belonging to the cluster with the highest MPS score. They have the best motivational persistence skills amongst all categories; they are particularly excellent at planning and fulfilling daily tasks, as well as following their goals in the long term. The students who mostly enjoy online documentary sources belong also to a cluster with above average MPS score; they excel in fulfilling daily tasks, but exhibit weaker performance in recalling unachieved goals. These results are similar to those already reported in the literature; the strength of our study is in that it provides much more specific evaluations oriented to the motivational persistence degree, which is highly significant in the case of medical students, because it is a measure of their commitment in fulfilling certain tasks. <b>Conclusions:</b> Our results have the potential to highlight reasons for academic success or failure according to a student' s profile, and will prove helpful in selecting the most appropriate didactic tools.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12025672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144064886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric Properties of Instruments for Perpetration and Victimization of Dating Violence in Young People: Systematic Review and Meta-Analysis.","authors":"Andrés Ramírez, Luis Burgos-Benavides, Hugo Sinchi-Sinchi, Javier Herrero Díez, Francisco Javier Rodríguez-Díaz","doi":"10.3390/ejihpe15040044","DOIUrl":"https://doi.org/10.3390/ejihpe15040044","url":null,"abstract":"<p><p><b>Introduction</b>: Adolescent dating violence is a public health issue with long-term implications for the emotional and psychological development of young people. Properly evaluating this issue requires instruments with solid psychometric properties. This study aims to identify and analyze the psychometric properties of the instruments used to measure perpetration and victimization in adolescent dating violence. <b>Objective</b>: Our objective was to identify the psychometric properties of the instruments measuring perpetration and victimization in adolescent dating violence through a systematic review of the scientific literature and meta-analysis of reliability and structural validity. <b>Methods</b>: The study design included a systematic review of the literature and a meta-analysis. The data sources used were scientific databases such as <i>PubMed</i>, <i>PsycINFO</i>, <i>Scopus</i>, and <i>Web of Science</i>. Inclusion criteria were studies that evaluated the reliability and validity of instruments measuring adolescent dating violence, published in English and Spanish. Data analysis was performed through a meta-analysis to calculate reliability indices, such as Cronbach's alpha, and structural validity was assessed using factor analysis techniques. <b>Results</b>: The results showed high reliability and structural validity in the instruments measuring dating violence, with high global alpha and omega coefficients and excellent model fit indices. However, heterogeneity was significant, and lower coefficients in measuring sexual violence indicated areas for improvement. Limitations include variability between studies, possible publication biases, and a lack of detailed demographic data. <b>Conclusions</b>: The instruments are generally reliable and valid, but more research is needed to improve the accuracy in measuring sexual violence and to ensure generalization in diverse contexts.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12026061/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144019129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}