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

{"title":"Development and Validation of the ATRAI Questionnaire to Assess Attitudes Toward Large Language Models in Clinical Setting (ATRAI-LLM).","authors":"Roman V Reshetnikov, Yuriy A Vasilev, Yuliya F Shumskaya, Dina A Akhmedzyanova, Yulya A Alymova, Anton V Vladzymyrskyy, Ilya A Tyrov, Olga V Omelyanskaya, Ivan A Blokhin","doi":"10.3390/ejihpe16070094","DOIUrl":"10.3390/ejihpe16070094","url":null,"abstract":"<p><strong>Background: </strong>Large language models (LLMs) are increasingly integrated into real-world medical practice as chatbots for answering clinical queries. However, the perceptions of this technology among its end-users remain understudied. Existing research on physicians' attitudes toward LLMs relies on non-validated questionnaires, raising concerns about the accuracy and reliability of the findings. The aim of this study is to develop and validate a questionnaire to assess physicians' attitudes toward LLM-based chatbots used as a reference tool for answering queries.</p><p><strong>Methods: </strong>The instrument was based on the previously developed and validated ATRAI-14 questionnaire assessing radiologists' attitudes toward artificial intelligence. Items for the new questionnaire were formulated and refined through focus group testing. Validation involved 562 physicians of various specialties working in medical institutions within the Moscow healthcare system. Some respondents had prior experience working with medical LLMs. We assessed face, content, construct, and criterion validity. Criterion validity was evaluated through correlation between respondents' self-assessed attitudes toward LLMs measured by visual analogue scale (VAS), and construct validity through confirmatory factor analysis.</p><p><strong>Results: </strong>The resulting ATRAI-LLM questionnaire comprised 19 items (8 in the background part and 11 in the main part). The questionnaire demonstrated acceptable internal consistency (Cronbach's α = 0.770, McDonald's ω_t = 0.830). It encompasses three domains: \"Willingness to Use\", \"Implementation Perspective\", and \"Hopes and Fears.\" Confirmatory factor analysis supported the three-factor structure, with satisfactory fit indices achieved (RMSEA = 0.05, CFI = 0.97, TLI = 0.96, SRMR = 0.03). Criterion validity was confirmed as acceptable with moderate correlation between the final score and VAS scores (Spearman's rho 0.68, <i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>ATRAI-LLM is a validated instrument for assessing physicians' attitudes toward LLMs as a knowledge base.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13409597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593809","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":"Learning to Reformulate Peer Conflict: Effects of a Language-Based Educational Program on Conflict Management, Peer Interaction, and Bullying-Related Experiences in Early Adolescence.","authors":"Katia Rolán, Francisca Fariña, Miguel Cuevas-Alonso","doi":"10.3390/ejihpe16070093","DOIUrl":"10.3390/ejihpe16070093","url":null,"abstract":"<p><p>Peer conflict in early adolescence ranges from everyday disagreements to repeated aggression and bullying-related experiences. Bullying should not be reduced to physical violence: it may involve relational exclusion, psychological harassment, or verbal aggression without direct physical harm, whereas isolated aggressive acts do not necessarily constitute bullying. This study evaluated <i>Reformulando</i>, a school-based program that trains communication-based socio-emotional skills through pragmatic reformulation and respectful language. Using a quasi-experimental pretest-posttest design with a non-equivalent control group, we assessed changes in conflict management strategies, peer aggression, and bullying-related experiences among students aged 10-13 years. Initial analyses suggested reductions in verbal peer aggression in the experimental group relative to the control group, although these effects were attenuated in age-adjusted and classroom-clustered sensitivity analyses. Collaborative conflict management increased over time, although this change did not differ significantly between groups. Bullying-related experiences decreased during the study period, but these reductions were not specific to the experimental group. This pattern emerged in the primary analyses but was attenuated in age-adjusted and cluster-adjusted sensitivity analyses. Findings suggest the potential value of brief communication-based training for addressing verbal peer conflict, while highlighting the need for cautious interpretation due to baseline group differences, grade-level imbalance, classroom clustering, and the quasi-experimental design.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408819/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593778","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":"Self-Efficacy, Intrinsic Motivation, and Self-Regulated Learning as Predictors of Thesis Quality and Process Efficiency Among Undergraduate Students: A PLS-SEM Study.","authors":"Luis Edgardo Cruz Salinas, Marco Agustín Arbulú Ballesteros, Carlos José Sandoval Reyes, Gerardo Antero Barba Ureña, Carla Mercy Flores Sánchez","doi":"10.3390/ejihpe16070092","DOIUrl":"10.3390/ejihpe16070092","url":null,"abstract":"<p><p>The general objective of this study is to test an integrative PLS-SEM model that simultaneously explains thesis quality and process efficiency among undergraduate students through the affective-motivational mediators of research self-efficacy and project management. Students who stall in the final stage of their degree rarely do so because they lack technical skill. More often, confidence erodes under sustained uncertainty, motivation shifts from intrinsic engagement to anxious compliance, and the demands of organizing months of research exceed what willpower alone can sustain. This study examines those emotional and motivational dynamics directly, treating research self-efficacy and intrinsic motivation not as background variables but as the affective-motivational core of thesis performance. Using partial least squares structural equation modeling (PLS-SEM) grounded in self-determination theory and social cognitive theory, we tested an integrative model with data from 396 undergraduate students actively completing theses at public and private universities in the northern region of Peru. Four enabling factors-methodological competencies, intrinsic motivation, tutorial support, resources and conditions-were linked to thesis quality and process efficiency through two mediating mechanisms: research self-efficacy (the confidence to face methodological difficulty without retreating) and project management (the behavioral self-regulation that converts motivation into organized work). Resources and conditions showed the strongest associations in the model, with the largest effects on both project management (β = 0.533) and research self-efficacy (β = 0.418). Self-efficacy, in turn, showed the strongest association with thesis quality (β = 0.518), while project management and quality were jointly associated with process efficiency. The model explained 70.5% of variance in thesis quality and 81.4% in process efficiency. These patterns point to a concrete institutional lever: securing the material and temporal conditions that allow students to do the work, rather than attributing delays solely to failures of individual motivation. Because the design is cross-sectional and based on self-report, these relationships are interpreted as theory-consistent associations rather than causal effects.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593428","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":"Parents' and Teachers' Perceptions of Comprehensive Sexuality Education in Early Childhood and Primary Education in Greece.","authors":"Vasiliki Katsarou, Vassiliki Pliogou, Maria Gasouka, Evaggelia Kalerante","doi":"10.3390/ejihpe16070095","DOIUrl":"10.3390/ejihpe16070095","url":null,"abstract":"<p><p>This study examines parents' and teachers' perceptions of Comprehensive Sexuality Education (CSE) in preschool and primary school settings in Greece. Using a quantitative survey design, data were collected from 326 parents and 212 teachers. The study explored perceptions of the importance of CSE, appropriate age and content, implementation barriers, and the influence of socio-demographic and ideological factors. Both groups expressed strong support for CSE, particularly when framed as a means of protecting children and providing reliable information. However, support appeared conditional and selective, with greater hesitation toward topics directly related to sexuality and sexual behaviour. Significant differences emerged, with parents expressing greater concerns regarding age appropriateness and potential negative consequences, while teachers showed stronger support for earlier and more comprehensive implementation. Both groups endorsed a developmental approach, with increasing acceptance of more complex topics at older ages. Although statistically significant differences emerged in several areas, effect sizes were generally small, indicating substantial overlap between parents' and teachers' views. Teachers were more likely to identify key implementation barriers, including lack of training, limited resources, and parental resistance. Ideological orientation appeared to be consistently associated with the perceived importance of CSE across both samples.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13409390/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593385","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":"College Students' ADHD Symptoms and Alcohol Response During Laboratory Self-Administration.","authors":"Amy L Stamates, Sabrina M Todaro, Anna L Sherman, Melissa C Rothstein, Dahianna López, Lisa L Weyandt","doi":"10.3390/ejihpe16070091","DOIUrl":"10.3390/ejihpe16070091","url":null,"abstract":"<p><strong>Background: </strong>Alcohol use and attention-deficit/hyperactivity disorder (ADHD) are prevalent among college students. Individuals with ADHD are at increased risk for developing alcohol use disorder, but mechanisms contributing to this risk are unclear. Subjective alcohol response, or how one experiences the effects of alcohol use, is an important factor that contributes to alcohol consumption. Research suggests that individuals with ADHD, as compared to those without ADHD, may differentially experience the effects of alcohol. Consequently, the purpose of the present study was to examine the association between ADHD symptoms and subjective alcohol response (i.e., subjective effects of alcohol, perceived intoxication, and craving).</p><p><strong>Methods: </strong>Participants (<i>N</i> = 26; 38.5% male, 61.5% female) were college students who completed an in-person alcohol administration session where they received a 0.65 g/kg dose of alcohol. Breath alcohol concentrations and subjective effects of alcohol (feel, like, sedation, and stimulation), perceived intoxication (intoxication and willingness to drive), and craving were assessed at multiple time points throughout the session. ADHD symptoms were assessed at baseline.</p><p><strong>Results: </strong>Area under the curves (AUC) were generated for each participant and each subjective effect, perceived intoxication, and craving. Controlling for typical alcohol use, multiple regressions revealed that higher ADHD symptoms were associated with greater liking the drink, willingness to drive, and craving AUC scores.</p><p><strong>Conclusions: </strong>Individuals with higher ADHD symptoms may experience greater liking and craving during a drinking session. The present findings may also be useful to consider when tailoring intervention and prevention efforts to help reduce risk for college students who report elevated ADHD symptomology.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408916/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593750","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":"Self-Reported Mental Health History and Self-Reported Coping Behaviours in Biomedicine Students-Exploring Associations with Healthy Lifestyle and Resilience.","authors":"Tina Vilovic, Josko Bozic, Marko Kumric, Roko Santic, Josip Vrdoljak, Marion Tomicic, Marko Rada, Edvard Kamsigovski, Mariana Radovic, Marino Vilovic","doi":"10.3390/ejihpe16070089","DOIUrl":"10.3390/ejihpe16070089","url":null,"abstract":"<p><strong>Background: </strong>Mental health disorders (MHDs) are an important concern among biomedical students, but estimates vary depending on whether studies assess confirmed diagnoses, perceived problems or current symptoms. This study assessed the presence of self-reported MHD history, operationalised as a heterogeneous combined outcome that included either a confirmed MHD diagnosis or a subjective perception of having or having had an MHD without official confirmation, and examined its associations with self-reported coping behaviours, resilience, study-related exhaustion and disengagement symptoms and healthy lifestyle adherence.</p><p><strong>Methods: </strong>A cross-sectional online survey was conducted among students from Medicine, Dental Medicine and Pharmacy programmes. Of 936 eligible students, 520 completed the survey (55.6%). The survey assessed self-reported MHD history and coping behaviours, while standardised questionnaires measured resilience, exhaustion and disengagement symptoms and healthy lifestyle adherence. Analyses included descriptive statistics, group comparisons, Spearman correlations, false-discovery-rate correction for exploratory coping-behaviour analyses and age- and gender-adjusted logistic regression.</p><p><strong>Results: </strong>Overall, 159 students (30.6%) had self-reported MHD history present, including 32 (6.2%) with a confirmed diagnosis and 127 (24.4%) with a subjectively perceived MHD without official confirmation. Exhaustion/disengagement scores negatively correlated with resilience and lifestyle scores, while resilience positively correlated with lifestyle scores (all <i>p</i> < 0.001). In adjusted logistic regression, higher resilience (OR = 0.539, 95% CI = 0.389-0.747, <i>p</i> < 0.001) and lifestyle scores (OR = 0.951, 95% CI = 0.929-0.974, <i>p</i> < 0.001) were associated with lower odds of self-reported MHD history being present.</p><p><strong>Conclusions: </strong>Self-reported MHD history was common among respondents and was associated with lower resilience, poorer lifestyle adherence and higher study-related exhaustion and disengagement symptoms. Because the outcome was heterogeneous and the design was cross-sectional, findings should be interpreted as associations rather than clinically verified prevalence estimates or causal effects.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13409207/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593507","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":"Development and Validation of AI Help-Seeking Behavior Scale Among Undergraduate University Students.","authors":"Othman A Alfuqaha, Rasha M Abdelrahman, Kyle Msall","doi":"10.3390/ejihpe16070090","DOIUrl":"10.3390/ejihpe16070090","url":null,"abstract":"<p><p>(1) Background: Artificial intelligence tools have become integrated into undergraduate students from academic assignments to seek help with psychological concerns, particularly during the crises period. Scales measuring Artificial Intelligence-help-seeking behavior (AI-HSB) are still limited. This study aims to develop a new bilingual scale (Arabic and English) to assess AI-HSB by providing a reliable and useful tool for researchers worldwide. (2) Methods: We conducted a methodological cross-sectional design among 416 undergraduate students in United Arab Emirates (AUE) between the period of 1 October 2025 and 10 December 2025, using an online Google Form. The development, translation, validation, and reliability processes were conducted for the AI-HSB scale. (3) Results: It has been found that 13 items (two factors) are strong indications of factorial validity, reliability, and construct validity of AI-HSB scale. The two factors explained about 58% of the total variance. The confirmatory factor analysis confirmed the two-factor structure with all items loading above recommended thresholds and the goodness-of-fit indices of AI-HSB all exceeded 0.90. (4) Conclusions: The AI-HSB is a valid and reliable tool for assessing AI-based psychological help-seeking behavior among university students in the UAE. This scale will allow universities, counselors, and policymakers to use a well-validated scale to measure the extent to which students are using AI for psychological coping.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408809/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593764","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":"Adolescent Mental Health and Health-Related Behaviors Across Language-Based School Systems in South Tyrol, Italy.","authors":"Christian J Wiedermann, Verena Barbieri, Giuliano Piccoliori, Doris Hager von Prainsack Strobele","doi":"10.3390/ejihpe16070087","DOIUrl":"10.3390/ejihpe16070087","url":null,"abstract":"<p><p>Adolescents growing up in multilingual regions experience diverse educational contexts that may shape their daily routines and psychosocial environments, but their independent relevance for mental health remains unclear. South Tyrol, with its parallel German-, Italian-, and Ladin-language school systems, provides a unique setting to examine these associations. This study assessed whether school language and home-school language mismatch are associated with mental health, psychosomatic symptoms, and health-related behaviors among adolescents. We analyzed data from a population-based survey of 2005 adolescents aged 11-19 years who provided self-reported information on mental health, psychosomatic complaints, school stress, social support, digital behaviors, lifestyle, and sleep. Multivariable regression analyses examined the independent association of home-school language mismatch with mental health outcomes, adjusting for sociodemographic and educational factors and further incorporating sleep-related behaviors. Mental health outcomes, psychosomatic symptoms, and most health-related behaviors showed little variation by school language, with generally small effect sizes. Home-school language mismatch was associated with slightly higher depressive symptom scores in unadjusted analyses but was not independently associated with mental health outcomes after adjustment. In contrast, weekly sleep problems emerged as the strongest correlate of depressive symptoms, accounting for a substantial proportion of explained variance. These findings indicate that adolescent mental health in this multilingual context is associated less with the language of schooling itself than with broader behavioral and developmental factors, highlighting sleep-related behaviors as a central and modifiable target for prevention.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13409104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593653","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":"Risk and Protective Factors Associated with Non-Suicidal Self-Injury in Sexual and Gender Minority Individuals: A Scoping Review.","authors":"Filipa Gomes, Carol Coelho, Daniela Fumega, Bárbara C Machado, Sónia Gonçalves","doi":"10.3390/ejihpe16070086","DOIUrl":"10.3390/ejihpe16070086","url":null,"abstract":"<p><p>Non-suicidal self-injury (NSSI) is a significant public health concern, with disproportionately higher prevalence among sexual and gender minority (SGM) populations compared to cisgender heterosexual individuals. While prior research has examined NSSI and related outcomes in SGM groups, evidence on specific risk and protective factors remains limited. This scoping review aimed to systematically map and synthesize risk and protective factors associated with NSSI in SGM populations. A systematic search was conducted in PubMed, Scopus, and Web of Science up to 2 February 2026. A total of 43 studies were included, the majority of which were conducted in the United States and employed cross-sectional designs. Data were charted and synthesized using a minority stress-informed socioecological framework. Findings indicate that NSSI is consistently associated with the co-occurrence of minority stress processes and intrapersonal vulnerabilities. Additional risk factors were identified across family, peer, and community domains. Protective factors were less frequently examined but included social support, family connectedness, school safety, and adaptive coping strategies. Overall, the findings suggest that NSSI among SGM populations is best understood as the result of interacting risk processes across multiple ecological levels. These results support a minority stress-informed, multi-level conceptualization of NSSI in SGM individuals and highlight the need for longitudinal research and greater focus on protective factors.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408681/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148593469","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":"Mapping the Network Structure of Non-Suicidal Self-Injury: The Role of Emotional and Interpersonal Vulnerability and Attachment in Spanish Adolescents.","authors":"Sandra Pérez-Rodríguez, Blanca Gallego-Hernández de Tejada, María José Beneyto-Arrojo, Xavier Sanz-Sendra","doi":"10.3390/ejihpe16070088","DOIUrl":"10.3390/ejihpe16070088","url":null,"abstract":"<p><strong>Background: </strong>Non-suicidal self-injury (NSSI) is highly prevalent during adolescence and is associated with a range of emotional, cognitive, and interpersonal vulnerabilities. Although prior research has identified key correlates such as emotion dysregulation, hopelessness, interpersonal distress, and attachment insecurity, these factors have largely been examined in isolation, limiting understanding of how they jointly contribute to NSSI.</p><p><strong>Methods: </strong>The present study examined the network structure of NSSI and associated vulnerability processes in a community sample of 2067 Spanish adolescents (M age = 14.62, SD = 1.80). A regularized partial correlation network (EBICglasso) was estimated, including NSSI frequency and functions, emotion dysregulation, hopelessness, perceived burdensomeness, thwarted belongingness, and attachment representations. Centrality and network stability were evaluated using standard indices and bootstrapping procedures.</p><p><strong>Results: </strong>The network revealed a differentiated structure of associations. Perceived burdensomeness and intrapersonal NSSI functions emerged as the most influential nodes, whereas emotion dysregulation occupied a key bridging position connecting attachment-related experiences, interpersonal vulnerability, and NSSI processes. In contrast, NSSI frequency and interpersonal functions showed a more peripheral role. Attachment security was negatively associated with core risk variables, consistent with a protective role within the network.</p><p><strong>Conclusions: </strong>Findings suggest that NSSI in adolescence is embedded within a system of interacting emotional and interpersonal processes, structured around the functional meaning of the behavior and key interpersonal appraisals. Emotion dysregulation emerged as a highly connected node linking multiple domains, while attachment was associated with several key variables within the network. These findings suggest potential targets for early identification and intervention, particularly focusing on emotion regulation, perceived burdensomeness, and intrapersonal functions of NSSI.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 7","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408751/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148592842","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}