BMC Psychology最新文献

{"title":"Correction: Unveiling symptom-level pathways: a network analysis of fear of missing out and mobile phone addiction among Chinese college students.","authors":"Yang He, Ting Pan, Songyue Hong, Tao Xu, Lili Liu, Shuang Liu, Ping Xiong, Xuna Yang, Dong Wang, Wenqin Chen, Wei Liu","doi":"10.1186/s40359-026-05548-5","DOIUrl":"10.1186/s40359-026-05548-5","url":null,"abstract":"","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13563870/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148956639","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":"A two-wave longitudinal study of geometry self-efficacy and problem-posing in pre-service mathematics teachers.","authors":"Ozkan Ergene, Busra Caylan-Ergene, Tuğba Türk Kurtça","doi":"10.1186/s40359-026-05569-0","DOIUrl":"https://doi.org/10.1186/s40359-026-05569-0","url":null,"abstract":"<p><p>Understanding how geometry self-efficacy and problem-posing self-efficacy are related over time is important for informing teacher education programs. While cross-sectional studies have examined these constructs primarily at a single time point, their longitudinal interplay remains underexplored. This study examined the longitudinal and cross-lagged associations between geometry self-efficacy and problem-posing self-efficacy among pre-service mathematics teachers. Using a two-wave cross-lagged panel design, data were collected in October 2021 and May 2025, with final analyses based on a matched sample of 251 participants. Results indicated significant stability in both geometry self-efficacy and problem-posing self-efficacy over time. In addition, problem-posing self-efficacy at Time 1 was positively associated with geometry self-efficacy at Time 2 after accounting for stability over time and the baseline relationship between the two constructs. These findings highlight the interrelated nature of self-efficacy beliefs in mathematics education. This study contributes to the literature by examining whether problem-posing self-efficacy is associated with later geometry self-efficacy. The results demonstrate a prospective association across the four-year teacher education period rather than a direct developmental mechanism. Specifically, higher problem-posing self-efficacy at the beginning of the program was associated with higher geometry self-efficacy at the later time point. However, the long interval also involved many unmeasured educational experiences. Therefore, the findings should be interpreted as evidence of a longitudinal association rather than evidence of a developmental mechanism or intervention effect.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149239728","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":"Social comparison threat and coping: affective, cognitive and behavioral outcomes in response to false performance-related feedback.","authors":"Thomas Meyer, Ann-Kathrin Zenses, Nexhmedin Morina","doi":"10.1186/s40359-026-05536-9","DOIUrl":"10.1186/s40359-026-05536-9","url":null,"abstract":"<p><strong>Background: </strong>Social comparisons shape our behavior. The general comparative processing model (gComp) suggests that evaluating one's attributes against salient upward social standards elicits motivational appraisal ranging from threat to challenge, each typically associated with corresponding pessimistic or optimistic coping responses. This, in turn, manifests in specific affective, cognitive, and behavioral responses. To our knowledge, this is the first study to provide an initial experimental test of gComp assumptions.</p><p><strong>Methods: </strong>Participants completed a 2-back task framed as indicative of academic performance. They were randomly assigned to high-threat (n = 67) or low-threat (n = 62) conditions, receiving false social comparison feedback on their performance relative to that of previous participants. Outcome measures included affect, cognitive responses (i.e., rededication, distraction, reconstrual, commitment), and a behavioral choice (i.e., task repetition).</p><p><strong>Results: </strong>Participants in the high-threat condition reported significantly higher increases in negative affect (p < .001), greater rededication (i.e., downplaying the task's importance; p = .011), and lower commitment (p < .001) compared to those in the low-threat condition. However, no significant differences were found for the behavioral outcome measure (p = .149).</p><p><strong>Conclusions: </strong>The findings underscore the potential of a process-based approach to social comparison to advance our understanding of how comparative feedback shapes affective, cognitive, and behavioral responses.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13556098/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921160","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":"Development of the online course learning adjustment scale for undergraduate.","authors":"Fusen Xie, Guojun Zhao","doi":"10.1186/s40359-026-05491-5","DOIUrl":"https://doi.org/10.1186/s40359-026-05491-5","url":null,"abstract":"<p><strong>Objective: </strong>Online learning differs substantially from traditional classroom learning in terms of instructional supervision, interaction, environmental distraction, and demands for self-regulation. However, instruments specifically designed to assess undergraduates' adjustment to online course learning remain limited. This study aimed to develop and validate the Online Course Learning Adjustment Scale for Undergraduates.</p><p><strong>Methods: </strong>An initial pool of 29 items was generated through a literature review, semi-structured interviews with 20 undergraduates, and evaluations by experts and graduate students in psychology and education. The initial questionnaire was administered to 217 undergraduates for item analysis and exploratory factor analysis. An independent sample of 532 undergraduates was then used for confirmatory factor analysis, criterion-related validity analysis, and reliability testing.</p><p><strong>Results: </strong>Item analysis indicated that all initial items had adequate discriminatory power. Exploratory factor analysis resulted in a 22-item scale comprising four factors: online learning ability, online learning behavior, online learning attention, and online learning attitude. The four factors explained 57.83% of the total variance. Confirmatory factor analysis showed that the four-factor model provided a good fit to the data and performed better than the alternative three-factor model (χ²/df = 2.288, RMSEA = 0.049, CFI = 0.948, TLI = 0.941, and SRMR = 0.047). The total scale demonstrated good internal consistency reliability (Cronbach's α = 0.894) and split-half reliability (0.763). The total score and four subscale scores were positively correlated with academic performance (r = 0.157-0.378, all p < 0.01), supporting criterion-related validity.</p><p><strong>Conclusion: </strong>The Online Course Learning Adjustment Scale for Undergraduates demonstrates satisfactory factorial validity, criterion-related validity, and reliability. It may serve as a useful instrument for assessing undergraduates' adjustment to online course learning and identifying areas in which students require additional educational support.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13629087/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149115932","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":"Transient arousal-driven or valence-driven? The effects of alerting cues on the attentional boost effect in depression-prone individuals.","authors":"Meina Zhang, Xuanying Li, Qinling Xie, Yiyuan Wang, Lingxin Liu, Liujing Huang, Fajie Huang","doi":"10.1186/s40359-026-05313-8","DOIUrl":"10.1186/s40359-026-05313-8","url":null,"abstract":"<p><strong>Background: </strong>Depression-related negative emotional processing bias is widely regarded as a core cognitive mechanism underlying the maintenance of depressive states. However, it remains unclear whether such bias disrupts fundamental cognitive enhancement processes driven by transient arousal. The Attentional Boost Effect (ABE), the phenomenon whereby stimuli concurrently presented with target detection events are better remembered than those paired with non-target events, is thought to reflect a phasic arousal enhancement mechanism triggered by target detection, whose processing pathway has been proposed to be relatively independent of emotional valence.</p><p><strong>Method: </strong>This study employed a 2 (Group: depression-prone vs. healthy control) × 2 (Alerting cue: Cue vs. No-Cue) × 3 (Emotional valence: positive vs. neutral vs. negative) × 2 (Stimulus type: target-paired vs. distractor-paired) mixed factorial design. Eighty-one university students (42 in the depression-prone group, defined as BDI-II ≥ 14 and confirmed via DSM-5 structured clinical interview as not meeting diagnostic criteria for clinical depression; 39 in the healthy control group) completed both a classic ABE paradigm and an alerting ABE paradigm. The exogenous alerting cue was an orange circle signaling the imminent appearance of a target.</p><p><strong>Result: </strong>(1) Both groups exhibited a significant ABE, with Bayesian analysis providing moderate evidence for the null hypothesis of no group difference in ABE (BF₀₁ = 3.2-6.7); (2) During encoding, a positivity advantage emerged under the No-Cue condition, whereas alerting cues significantly improved overall detection efficiency and attenuated valence-related differences; (3) During recognition, alerting cues modulated the ABE magnitude for emotional stimuli, with a particularly pronounced enhancement for positive information.</p><p><strong>Conclusion: </strong>The negative bias in depression-prone individuals did not impair the fundamental arousal-regulation pathway; rather, their cognitive abnormalities exhibited pronounced context-dependence. Exogenous alerting cues may optimize attentional gating mechanisms, thereby reshaping attention allocation and memory enhancement patterns in depression-prone individuals. This study provides preliminary behavioral evidence for distinguishing \"valence-driven\" and \"transient arousal-driven\" cognitive enhancement pathways and offers tentative theoretical support for the potential utility of arousal-modulation-based intervention strategies in depression-prone populations.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13551893/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148907574","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":"Beyond the finish line: a systematic review of participation motivation and engagement in amateur marathoners.","authors":"Juan Cui, Eng Wah Teo, Jindong Chang, Zhuoling Lei","doi":"10.1186/s40359-026-05550-x","DOIUrl":"10.1186/s40359-026-05550-x","url":null,"abstract":"<p><strong>Background: </strong>Despite the rapid global growth of amateur marathon participation, evidence on the motivational factors that initiate and sustain participation remains fragmented and has yet to be systematically reviewed and synthesized.</p><p><strong>Objective: </strong>To synthesize empirical evidence on participation motivation among amateur marathon runners and to examine how motivational patterns vary across runner characteristics, participation contexts, and stages of engagement.</p><p><strong>Methods: </strong>This systematic review was conducted in accordance with the PRISMA 2020 statement. Searches of Web of Science, PubMed, Scopus, SPORTDiscus, and the Psychology & Behavioral Sciences Collection, supplemented by manual citation searching, identified 415 records. After duplicate removal, title and abstract screening, and full-text eligibility assessment, 16 empirical studies met the inclusion criteria.</p><p><strong>Results: </strong>Sixteen studies of amateur runners aged 18-72 years were included in this review. Most studies were conducted in Europe. Overall, the methodological quality of the included studies was moderate according to the MMAT assessment, with only two studies meeting all appraisal criteria. Four main categories of participation motives emerged and were divided into: health-related motives (n = 16), achievement motives (n = 14), psychological motives (n = 13), and social motives (n = 10). Health motives were consistently the strongest motivations for participation, and achievement, psychological, and social motives varied by gender, age, experience level, and race. Based on the above data, motivations often shift over time, with initial participation commonly driven by health or weight control, and long-term engagement increasingly supported by psychological well-being, habit formation, and social connection.</p><p><strong>Conclusions: </strong>Motivation among amateur marathon runners is multidimensional and appears to evolve across participation stages and life circumstances. Sustained participation depends not only on health and performance goals but also on psychological and social processes that support long-term engagement. To facilitate future research synthesis, subsequent systematic reviews or meta-analyses must focus on four critical pillars: (1) need for higher-quality studies; (2) larger and more diverse samples to capture a broader runner population; (3) standardization of methods and measurements to facilitate cross-study comparability; and (4) examination of understudied variables or populations.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13673869/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149197035","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":"Negotiating uncertainty and responsibility after a vestibular schwannoma diagnosis: a qualitative study of meaning-making and surgical decision-making.","authors":"Mareike Rutenkröger, Nora Nieke, Lisa Brandes, Isabelle Scholl","doi":"10.1186/s40359-026-05506-1","DOIUrl":"10.1186/s40359-026-05506-1","url":null,"abstract":"<p><strong>Background: </strong>A diagnosis of vestibular schwannoma (VS) confronts patients with complex treatment decisions under conditions of uncertainty. While previous research has focused on treatment outcomes, symptom trajectories, and predictors of treatment choice, less is known about how patients psychologically process the diagnosis and construct meaning before surgery. This study explored how patients experience uncertainty, regain agency, and negotiate responsibility during the preoperative period.</p><p><strong>Methods: </strong>We conducted semi-structured interviews with twelve patients who underwent surgical resection of a VS within the previous five years. Interviews explored emotional, cognitive, and relational experiences following diagnosis and during treatment decision-making. Data were analyzed using qualitative content analysis.</p><p><strong>Results: </strong>Four interconnected themes described a process of reconstructing certainty and agency after diagnosis: (1) Diagnosis as biographical disruption, as patients experienced VS as a sudden event challenging their sense of normality, identity, and future expectations; (2) Meaning-making as an attempt to regain control, involving information-seeking, peer exchange, and reinterpretation of previous experiences; (3) Healthcare interactions as regulators of uncertainty, with communication quality, empathy, and consistency shaping confidence and emotional stability; and (4) Surgical decision-making as emotional, relational, and moral work, requiring patients to negotiate fear, trust, responsibility, and the burden of irreversible choices.</p><p><strong>Conclusion: </strong>The preoperative experience of patients with VS extends beyond symptom burden and treatment selection. Patients engage in complex processes of meaning-making and uncertainty management before deciding on treatment. Patient-centered care should integrate clear information with empathetic communication and support patients in navigating the emotional and moral dimensions of decision-making.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13546501/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148897890","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":"Academic self-efficacy and class engagement across Chinese learning motivation profiles among international students in Zhejiang, China.","authors":"Yanfei Qu, Xiaodong Yang, Xiaoguang Zhou, Junqiang Dong","doi":"10.1186/s40359-026-05512-3","DOIUrl":"10.1186/s40359-026-05512-3","url":null,"abstract":"<p><strong>Background: </strong>Learning motivation is a pivotal determinant of academic success in second language acquisition. However, prior research on the motivation of international students learning Chinese in China has mainly relied on traditional variable-centered methods, with little attention to a person-centered approach. This study identifies level-based latent profiles of Chinese learning motivation among international students in Zhejiang Province, China, examines learner characteristics as predictors of profile membership, and compares academic self-efficacy and class engagement across the identified profiles.</p><p><strong>Methods: </strong>Using latent profile analysis, data from 648 international students were analyzed across six motivation subdimensions. Multinomial logistic regression examined learner characteristics associated with profile membership, while the modified BCH method compared academic self-efficacy and class engagement across profiles. Participants completed validated scales for Chinese learning motivation, academic self-efficacy, and class engagement.</p><p><strong>Results: </strong>Three profiles emerged: moderate-motivation, moderate-high-motivation, and high-motivation. Male students showed lower odds of belonging to the higher distinct motivational profiles in this sample. Academic self-efficacy and class engagement scores were incrementally higher across the moderate-motivation, moderate-high-motivation, and high-motivation profiles. Study duration and proficiency showed no statistically detectable associations with profile membership.</p><p><strong>Conclusions: </strong>The findings demonstrate that Chinese learning motivation in an immersion context coalesces into quantitatively distinct intensity tiers rather than divergent qualitative configurations. Students belonging to higher motivational intensity profiles exhibited systematically higher levels of academic self-efficacy and class engagement. These concurrent profile differences provide baseline empirical evidence for designing differentiated pedagogical support in international Chinese education.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13576207/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148978085","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":"Recurrent rectal foreign-body insertion in a child with caregiver-reported problematic short-form video use: A hypothesis-generating case report.","authors":"Yunhe Wang, Jie Zhao, Xue Cheng, Yuanyuan Xue, Cong Diao","doi":"10.1186/s40359-026-05507-0","DOIUrl":"10.1186/s40359-026-05507-0","url":null,"abstract":"<p><strong>Background: </strong>Rectal foreign body refers to any object that enters the colon and rectum through the mouth or anus, becomes impacted, and cannot be expelled spontaneously. Foreign bodies in the pediatric gastrointestinal tract are relatively common in pediatric emergency departments; most of which are coins, fruit pits, button batteries, magnets, and toy parts ingested orally. Rectal foreign bodies in children are rare.</p><p><strong>Case presentation: </strong>We report a rare case of a preschool child who experienced two episodes of rectal foreign body within one year. Through a retrospective analysis of the child's behavior in daily life, we identified problematic short-form video usage, as clearly reported by his caregivers. By analysing the various possible mechanisms underlying the two instances of unusual behavior in this case, while also reviewing and analysing previous research on similar issues among adolescents, we conducted a further discussion and analysis of the relationship between the child's unusual behavior and his excessive exposure to short-form videos, and put forward our own hypothesis. Finally, under the supervision and guidance of his parents, the child's behavior has improved.</p><p><strong>Conclusion: </strong>We report a rare case of recurrent rectal foreign-body insertion in a preschool child. Our analysis leads us to hypothesise that there may be a potential link between the child's unusual behavior and problematic use of short-form video apps. The putative association identified in this study is speculative and merely hypothesis‑generating; no definitive causal conclusions can be drawn. Larger‑scale studies are needed to validate or refute this potential association. In addition, when encountering similar preschool‑aged pediatric patients, clinicians should remind caregivers to pay attention to children's media‑exposure status, and implement prudent supervision, patient guidance, and reasonable media use.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13621643/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076054","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":"Exploring institutional factors of resilience in undergraduate medical training: a thematic inquiry into experiences of medical students.","authors":"Syeda Rubaba Azim, Nurhanis Syazni Roslan, Muhamad Saiful Bahri Yusoff, Syed Muhammad Azfar, Munizha Nisar, Nooreen Adnan","doi":"10.1186/s40359-026-05360-1","DOIUrl":"10.1186/s40359-026-05360-1","url":null,"abstract":"<p><strong>Background: </strong>Resilience is an essential attribute for medical students to manage academic demands and sustain well-being during training. While resilience has traditionally been studied at the individual level, less attention has been given to institutional factors that shape its development.</p><p><strong>Objective: </strong>This study explored the institutional factors contributing to resilience among undergraduate medical students.</p><p><strong>Methods: </strong>A qualitative descriptive study was conducted with 55 participants, including 45 medical students and 10 faculty and administrative staff. Data were collected through four focus group discussions and individual interviews, transcribed verbatim, and analysed using reflexive thematic analysis.</p><p><strong>Results: </strong>Six themes were identified: learning environment, support systems, extracurricular activities, academics, financial barriers, and faculty role. Findings indicated that supportive institutional environments enhanced resilience, while academic pressure and financial constraints undermined students' well-being.</p><p><strong>Conclusions: </strong>Institutional factors play a central role in shaping medical students' resilience. Strengthening supportive learning environments and institutional support systems may enhance student well-being and academic success.</p>","PeriodicalId":37867,"journal":{"name":"BMC Psychology","volume":"14 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13613657/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149041181","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}