BMC Psychology最新文献

{"title":"Unlocking academic success: the impact of time management on college students' study engagement.","authors":"Yangyang Fu, Qiuju Wang, Xiaofeng Wang, Haoxuan Zhong, Junqi Chen, Haoyu Fei, Yipeng Yao, Yao Xiao, Wenfu Li, Na Li","doi":"10.1186/s40359-025-02619-x","DOIUrl":"https://doi.org/10.1186/s40359-025-02619-x","url":null,"abstract":"<p><strong>Background: </strong>In this study, the purpose was to examine the impact of time management on college students' study engagement and to determine the mechanisms involved. Consequently, we examined the relationship between time management and engagement in study, as well as self-control and mobile phone dependence.</p><p><strong>Methods: </strong>The Adolescence Time Management Disposition Scale (ATMD), College Student Mobile Phone Dependence Questionnaire (CSMPDQ), Utrecht Work Engagement Scale-student (UWES-S), and Self-Control Scale (SCS) were administered to 1016 college students. A Pearson's correlation analysis and a mediation analysis using bootstrapping were performed in order to test for standard method bias using SPSS 22.0.</p><p><strong>Results: </strong>①Time management was positively associated with self-control and study engagement, and negatively associated with mobile phone dependence (p <.001). self-control was positively associated with study engagement, and negatively associated with mobile phone dependence (p <.001). Mobile phone dependence was negatively associated with study engagement (p <.01). ②Time management can not only directly predict study engagement (95%CI, 0.102 - 0.208) but also affects study engagement through three indirect paths: self-control was a mediator (95%CI, 0.066 - 0.158), mobile phone dependence was a mediator (95%CI, 0.043 - 0.109), and self-control and mobile phone dependence were a chain mediator (95%CI, 0.012 - 0.032).</p><p><strong>Conclusion: </strong>Time management not only influences study engagement directly, but also through the mediating effect of self-control and mobile phone dependence indirectly.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"323"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Chinese version of the autonomy preference index for advanced cancer patients: a study on cultural adaptation based on cognitive interview.","authors":"Chao Yan, Yonghong Li, Ji Ai, Shenghuan Yang","doi":"10.1186/s40359-025-02391-y","DOIUrl":"https://doi.org/10.1186/s40359-025-02391-y","url":null,"abstract":"<p><strong>Background: </strong>The global cancer burden is becoming increasingly severe. In the context of patient-centred medicine, respecting patients' autonomy and preferences is of paramount importance. However, there is currently a lack of scientific tools in China to measure the autonomous preferences of advanced cancer patients. We aim to optimise assessment tools for patients' autonomous preferences and validate their effectiveness, thereby filling a gap in related research, in hopes of improving the quality of medical care in China.</p><p><strong>Objectives: </strong>① To assess the semantic clarity of entries of the Chinese Autonomy Preference Index (API) and determine whether patients can accurately comprehend their content. ② To validate the application effect of cognitive interviews in the translation of the scale into the Chinese culture and context.</p><p><strong>Methods: </strong>In March and April 2023, we selected 17 advanced cancer patients by convenience sampling in Zunyi, Guizhou, China, to participate in this study. We assessed their understanding of each item in the Chinese API scale through cognitive interviews and made the corresponding revisions to the scale items based on the interview results.</p><p><strong>Results: </strong>The respondents' understanding of various API entries after translation and adaptation was assessed. Based on the interview results, ambiguous entries were revised to create a refined Chinese version of the API. Ultimately, the API comprises two dimensions and 23 entries. The results of the first round of interviews revealed doubts or ambiguities in the semantic expression and understanding of 5 items, which were then revised following discussions by the research team. The second round of interviews confirmed that the interviewees could correctly understand the content of the entries without further modifications.</p><p><strong>Conclusions: </strong>① Cognitive interviews can address discrepancies in the understanding of scale items among the target population and mitigate measurement errors stemming from item content ambiguity. ② Targeted questionnaire revisions have improved the accuracy, reliability, and applicability of the Chinese version of the API questionnaire. The Chinese version of the Autonomy-Preference-Index offers clinical healthcare professionals an effective measurement tool to assess the autonomous preferences of advanced cancer patients.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"322"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143773940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A longitudinal examination of loneliness in left-behind children: the interaction between self-esteem and academic self-efficacy matters.","authors":"Yutao Zhou, Chengwen Fan, Shuge Zhang","doi":"10.1186/s40359-025-02635-x","DOIUrl":"https://doi.org/10.1186/s40359-025-02635-x","url":null,"abstract":"<p><strong>Background: </strong>Loneliness can cause severe mental and physical health problems and is of particular concern among vulnerable groups such as left-behind children. Research has suggested important person-level characteristics and attributes, such as self-esteem and self-efficacy, to be protective factors of loneliness in children. However, existing research is limited in the use of a cross-sectional design and the lack of consideration of the self-esteem × self-efficacy interaction on loneliness, as well as the potential divergent effects of domain-specific (e.g., general vs. academic) self-efficacy in loneliness.</p><p><strong>Methods: </strong>We used a longitudinal design to examine the moderation role of general vs. academic self-efficacy in the influence of self-esteem on left-behind children's loneliness. In a sample of 405 left-behind children (M_age = 10.51, SD = 1.36; 49.6% girls), we assessed their self-esteem, general self-efficacy, academic self-efficacy and loneliness at baseline, with follow-up measure implemented to assess changes in loneliness in one year time. Longitudinal path analysis was conducted for hypothesis testing.</p><p><strong>Results: </strong>Academic self-efficacy was a more proximal predictor of loneliness at baseline and its change over time. Importantly, self-esteem predicted lowered loneliness and a more significant reduction over one year only when academic (not general) self-efficacy was high.</p><p><strong>Conclusions: </strong>A profile of high self-esteem and low academic self-efficacy appeared to be the most at-risk for loneliness in left-behind children. The findings should inform future research and policy/intervention efforts regarding strategies for addressing loneliness in left-behind children by enhancing their academic self-efficacy and closing the esteem-efficacy discrepancy.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"327"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143773661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parenting pathways to friendship: how Self-Control and emotion management skills mediate preschoolers' social lives in China?","authors":"Dexian Li, Wencan Li, Xin Lin, Xingchen Zhu","doi":"10.1186/s40359-025-02641-z","DOIUrl":"https://doi.org/10.1186/s40359-025-02641-z","url":null,"abstract":"<p><strong>Background: </strong>Parenting styles have been identified as significant factors influencing children's social behaviors, particularly in their peer interactions. However, the specific mechanisms through which different parenting styles affect these behaviors, particularly among children aged 3-6, remain understudied.</p><p><strong>Objective: </strong>Applying the theoretical frameworks of SLT and SRT, this study aimed to explore how authoritarian and authoritative parenting styles affect peer interactions in 3- and 6-year-old children, focusing on the mediating role of self-control and emotion management skills.</p><p><strong>Methodology: </strong>A survey was conducted using a stratified cluster random sampling method, with 2,397 participants recruited from 16 kindergartens in 10 provinces and 7 regions across the country. The study employed descriptive statistics, Pearson correlation, structural equation modeling, and bootstrap method to examine the relationships between parenting styles, self-control, emotion management skills, and peer interactions.</p><p><strong>Results: </strong>Authoritarian parenting style is negatively and strongly correlated with children's peer interactions ( β = -0.57, p > 0.05); self-control fully mediated this relationship, accounting for 32.79%, and emotion management skills partially mediated 16.39%. Authoritative parenting had a direct effect on peer interactions ( β = 0.07, p < 0.05); self-control partially mediated 26.47% and emotion management skills 35.29% of the total effect; individual self-control (stable psychological traits) and emotion management skills (dynamic psychological processes) are important bridges through which family parenting practices influence the socialization process of children, and are also essential internal resources for achieving positive social adjustment.</p><p><strong>Conclusions: </strong>This study contributes to the existing literature by providing empirical evidence on the differing effects of authoritarian and authoritative parenting styles on children's peer interactions, while highlighting the crucial roles of self-control and emotion management skills in these relationships. The findings offer practical implications for parents and educators in Chinese families, suggesting effective parenting strategies that promote positive social development among young children.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"325"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143773667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resilience and online learning emotional engagement among college students in the digital age: a perspective based on self-regulated learning theory.","authors":"Dandan Ge","doi":"10.1186/s40359-025-02631-1","DOIUrl":"https://doi.org/10.1186/s40359-025-02631-1","url":null,"abstract":"<p><strong>Background: </strong>Self-efficacy perception and strategy use are two key processes for achieving self-regulated learning. Based on the perspective of self-regulated learning theory, this study explores the mediating mechanism of self-regulated learning efficacy, and strategy use (self-control and emotion regulation strategies) between resilience and online learning emotional engagement.</p><p><strong>Methods: </strong>The study was conducted on 2182 college students from China using questionnaires, and a structural equation model was established to test the mediating effects.</p><p><strong>Results: </strong>The results showed that: firstly, resilience, self-regulated learning efficacy, self-control, cognitive reappraisal, and online learning emotional engagement were all significantly positively correlated with each other, while expressive suppression was significantly negatively correlated with resilience and self-control. Secondly, resilience can individually mediate online learning emotional engagement through self-regulated learning efficacy, self-control, and cognitive reappraisal. Additionally, it can indirectly predict emotional engagement in online learning by way of the chain mediating effect of self-regulated learning efficacy, self-control, and cognitive reappraisal, but the direct effect of resilience on online learning emotional engagement is not significant. Lastly, there are differences in the mediating effects between urban and rural areas.</p><p><strong>Conclusion: </strong>The results of this study provide new intervention perspectives and procedural learning support suggestions for enhancing learners' emotional engagement and optimizing their online learning experience.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"326"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143773939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Chinese version of the PERMA profiler: a validity and reliability study.","authors":"Yueqin Qian, Hongli Yan, Xiaoqing Zeng, Yongqi Li, Jie Yang, Lei Zhang, Yi Liu, Yanlin Gong, Jing Wu, Jing Chu","doi":"10.1186/s40359-025-02560-z","DOIUrl":"https://doi.org/10.1186/s40359-025-02560-z","url":null,"abstract":"<p><strong>Backgrounds: </strong>Positive psychology offers a promising framework for enhancing mental health, particularly among maintenance hemodialysis (MHD) patients, whose psychological well-being is often compromised. This study aimed to develop and validate a Chinese version of the PERMA Profiler, tailored to assess flourishing in MHD patients and provide a reliable research tool.</p><p><strong>Methods: </strong>Following the translation and cultural adaptation of the original PERMA Profiler, 376 MHD patients were surveyed to assess its psychometric properties. Analyses included item analysis, exploratory and confirmatory factor analysis, criterion validity, and reliability testing.</p><p><strong>Results: </strong>The Chinese version retained all original items and exhibited strong psychometric properties. By validity analysis, the KMO value was 0.871. Factor analysis identified two dimensions: positive experience and self-actualization, accounting for 57.7% of the variance. Model fit indices (χ²/df = 3.23, RMSEA = 0.095) were acceptable. The scale showed strong internal consistency (Cronbach's α = 0.914) and test-retest reliability (r = 0.764).</p><p><strong>Conclusion: </strong>The PERMA Profiler, adapted for a Chinese cultural context, is a reliable and valid tool for assessing flourishing in MHD patients. It offers a robust foundation for research and intervention to improve mental health outcomes in this population.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"324"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Childhood psychological maltreatment subtypes and depression among Chinese college students: the role of self-compassion and perceived negative attention bias.","authors":"Yufei Xie, Xin Tian, Xici Wan, Yuting Zhang, Ying Guo","doi":"10.1186/s40359-025-02617-z","DOIUrl":"10.1186/s40359-025-02617-z","url":null,"abstract":"<p><strong>Background: </strong>Research on childhood psychological maltreatment lags behind that on other forms of childhood maltreatment. While it has been identified as a significant predictor of depression, the specific underlying mechanisms linking its subtypes (emotional abuse and emotional neglect) to depression remain unclear. This study aimed to examine the association between childhood psychological maltreatment and its subtypes and depression from both emotional factors (self-compassion) and cognitive factors (perceived negative attention bias), as well as the gender differences.</p><p><strong>Methods: </strong>Using a questionnaire survey, a total of 587 college students completed the self-report questionnaires, including childhood psychological maltreatment and its subtypes, self-compassion, perceived negative attention bias, and depression. This study used structural equation models to examine the serial mediating role and gender differences by Amos 24.0.</p><p><strong>Results: </strong>Childhood psychological maltreatment and its subtypes positively predicted depression. Self-compassion played a mediating role between childhood psychological maltreatment and its subtypes and depression. Perceived negative attention bias played a mediating role between childhood psychological maltreatment and emotional abuse and depression, but not significantly between emotional neglect and depression. Self-compassion and perceived negative attention bias played a serial mediating role between childhood psychological maltreatment (including its subtypes) and depression. There were no gender differences in the mediating role.</p><p><strong>Conclusion: </strong>Self-compassion and perceived negative attention bias played distinct roles in the association between childhood psychological maltreatment, its subtypes, and depression. A serial mediating role of self-compassion and perceived negative attention bias was observed in the associations between overall psychological maltreatment, emotional abuse, and depression. In contrast, in the case of emotional neglect, only self-compassion served as a mediator. These findings enlighten us that psychological interventions enhancing self-compassion and reducing negative attention bias may help mitigate depression in college students exposed to childhood psychological maltreatment, particularly emotional abuse. Conversely, interventions focused on increasing self-compassion may be more effective in reducing depression in those exposed to emotional neglect.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"321"},"PeriodicalIF":2.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sit and face the world: ontogenetic adaptation in infant vocal production and visual attention during the transition to independent sitting.","authors":"Zuzanna Laudańska, Anna Malinowska-Korczak, Karolina Babis, Szymon Mąka, Itziar Lozano, Peter B Marschik, Dajie Zhang, Katerina Patsis, Magdalena Szmytke, Monika Podstolak, Weronika Araszkiewicz, Przemysław Tomalski","doi":"10.1186/s40359-025-02645-9","DOIUrl":"10.1186/s40359-025-02645-9","url":null,"abstract":"<p><strong>Background: </strong>Motor milestones are not only indicators of developmental progress, but they also open up new opportunities for infants to interact with the environment and social partners, as the development of motor, social, and language skills is tightly interconnected in infancy. This study will investigate how the transition to independent sitting relates to key areas of socio-communicative development in infancy: vocal production and visual attention.</p><p><strong>Methods: </strong>This study addresses the relationship between sitting acquisition and social cognition skills in infancy. It will allow for comparing if infant motor development, vocalizations, and visual attention undergo developmental changes in parallel or whether they have intertwined trajectories. We will conduct a longitudinal study using a milestone-based approach to account for individual differences in relation to the timing of motor milestone acquisition. We will invite parent-infant dyads to the lab when infants are at different stages of independent sitting acquisition: non-sitting, attempting-sitting and expert-sitting. Infants' attention toward faces and toys will be measured with a wearable eye-tracker during free-flowing dyadic interactions with their caregivers. During the same interactions, infant vocalizations will also be recorded and analyzed. Additionally, screen-based eye-tracking will be used to precisely assess changes in infants' attention to the mouth area of the speaker.</p><p><strong>Discussion: </strong>Altogether, this study will provide a unique dataset that tracks the cross-dependence of motor, visual and vocal developmental trajectories. It will have the potential to inform future studies of neurodevelopmental disorders such as autism that are characterized by socio-communicative challenges.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"320"},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship of maternal childhood maltreatment and children's emotional-behavioral problems: parental reflection functioning and social support's role.","authors":"Zobeydeh Dehghan Manshadi, Mehdi Reza Sarafraz","doi":"10.1186/s40359-025-02627-x","DOIUrl":"10.1186/s40359-025-02627-x","url":null,"abstract":"<p><p>Childhood maltreatment has profound and long-lasting effects, not only on the victims but also on their offspring when they become parents later in life. This study aimed to investigate the role of two key mediating factors-parental reflective functioning and perceived social support-in the relationship between maternal childhood maltreatment and children's emotional and behavioral problems. We conducted a cross-sectional study in Iran from March to June 2024. Mothers of preschool children (4-6 years old) with emotional or behavioral problems (N = 222; Mean age = 34.06 ± 4.2 years) completed measures of Childhood maltreatment Questionnaire (CTQ), Parental Reflective Functioning Questionnaire (PRFQ), Perceived Social Support (PSS), and children's emotional and behavioral outcomes, as assessed using the Strengths and Difficulties Questionnaire (SDQ). The SDQ includes subscales for emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. Structural equation modeling (SEM) was used to assess the conceptual model. The results revealed that childhood maltreatment had no direct association with children's emotional and behavioral problems. However, childhood maltreatment was positively and indirectly related to children's emotional and behavioral problems (including emotional symptoms, conduct problems, hyperactivity/inattention, and peer relationship problems) and negatively and indirectly related to children's prosocial behavior. These associations were mediated through pre-mentalizing modes of parental reflective functioning. Additionally, the analysis revealed no significant mediating role of perceived social support in this relationship. The findings highlight the significant indirect association between childhood maltreatment and various aspects of children's emotional and behavioral problems through pre-mentalizing modes of parental reflective functioning. This underscores the critical role of enhancing parental reflective abilities to mitigate the adverse outcomes of childhood maltreatment on children's emotional regulation and behavioral adjustment.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"318"},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11959858/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765273","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":"An analysis of the empirical research on SL/FL teaching and learning based on positive psychology: a systematic literature review.","authors":"Jia Miao, Xin Tian, Lina Zhang, Baoling Zhang, Li Ma","doi":"10.1186/s40359-025-02576-5","DOIUrl":"10.1186/s40359-025-02576-5","url":null,"abstract":"<p><p>Despite the growing attention received by research on second language or foreign language (SL/FL) learning from the perspective of positive psychology (PP), a crucial gap persists. Over the past decade (2013-2022), scholars have yet to comprehensively elucidate how PP affects SL/FL learning outcomes. Specifically, the full - scale impact of PP on various aspects of language learning, such as different language skills (listening, speaking, reading, writing) and learners at diverse educational levels, remains unclear. Additionally, the underlying psychological and educational mechanisms through which PP exerts its influence on SL/FL learning have not been thoroughly explored. In the present study, a systematic literature review was conducted to review and analyze the empirical studies on SL/FL teaching and learning from the perspective of positive psychology. By analyzing 45 studies, the research objects, language and psychological dimensions and the research design were collected systematically. The findings showed that: (1) as a relative new research field, the number of publications is increasing rapidly, and the future development momentum is strong; (1) the research topics focus on the relationship between PP and SL/FL learning, the intervention and moderating effects of PP on SL/FL learning; (2) about research design, the research objects are mainly college students with a wide distribution of majors; the research method is mainly quantitative research, and mixed research is constantly developing; (3) the research results showed that PP is associated with students' language performance and can predict performance. PP can also increase students' English learning engagement and well-being. The present study provided a comprehensive review and also gave some suggestions for future research.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"13 1","pages":"319"},"PeriodicalIF":2.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11959754/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765347","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}