Acta Psychologica最新文献

{"title":"Beyond rules and relationships: Unpacking the formal-informal network interplay in shaping construction workers' safety behavior.","authors":"Dan Wang, Yuanzhi Song","doi":"10.1016/j.actpsy.2026.107933","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107933","url":null,"abstract":"<p><p>In high-risk industries such as construction, social capital plays a critical role in cultivating consistent safety behavior. Yet, prior research has largely examined either formal organizational structures or informal interpersonal networks in isolation, overlooking how their structural interplay may generate distinctive and meaningful effects on workers' safety behavior. To address this gap, this study explores how the interplay between formal and informal networks shapes safety behavior through the development of interpersonal trust. Drawing on interpersonal trust theory, we theorize that the interplay among multiple types of worker networks shapes safety behavior through distinct trust mechanisms. Using three-wave survey data from 525 construction workers nested within 44 work crews in China, we tested the proposed multilevel model using hierarchical linear modeling (HLM). The results showed that the interplay of formal network and advice-seeking network enhances safety behavior via cognitive trust, and the interplay of formal network and friendship network promotes safety behavior via affective trust. Moreover, environmental uncertainty strengthens the positive effects of both forms of trust on safety behavior. This study advances the understanding of how social network interplay shapes safety practices in the construction industry. These findings offer practical guidance for frontline supervisors, helping them cultivate more effective on-site interactions and communication patterns that foster stable safety behavior among workers.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107933"},"PeriodicalIF":3.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149102900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing pre-task expressive writing as an emotional-offloading strategy in evaluative L2 writing.","authors":"Jiajun He, Siyang Li","doi":"10.1016/j.actpsy.2026.107843","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107843","url":null,"abstract":"<p><p>Choking under pressure occurs when evaluative concerns consume limited cognitive resources and weaken attentional control during demanding tasks such as L2 writing. Pre-task expressive writing (EW) may externalize task-related worries, but its value in evaluative L2 writing remains uncertain. This 2 × 3 factorial study examined intervention type (EW vs. active neutral writing [NW]) and language modality among 207 EFL university students who completed a timed argumentative task after a 20-minute pre-task activity. Open-ended responses formed an embedded qualitative component. Confirmatory analyses found no evidence that writing-anxiety scores differed across measurement occasions by intervention type or language modality. EW also showed no incremental advantage over NW in posttest performance. Although a multivariate intervention type × language modality interaction emerged across four writing dimensions, no dimension-specific effect survived Bonferroni correction. The secondary associational analysis found no conditional indirect association through retrospectively reported cognitive load. Qualitative accounts contextualized these results: only a minority of EW participants reported benefit, whereas linguistic and organizational difficulties remained prominent. Exploratory analyses associated perceived pressure with posttest anxiety and a small increment in explained performance variance. NW-L2 showed the largest descriptive anxiety decrease, but the full-sample three-way interaction was not significant. These findings are hypothesis-generating. Under the conditions examined, brief EW provided no detectable incremental advantage over active NW in skill-specific anxiety or final-text performance.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107843"},"PeriodicalIF":3.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149102627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proximal affect versus distal self-guides in dual-processing EMI environments: Testing control-value theory in higher education.","authors":"Zhendong Liu, Cui Min","doi":"10.1016/j.actpsy.2026.107914","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107914","url":null,"abstract":"<p><p>Grounded in Control-Value Theory (CVT), this study examines how proximal achievement emotions (enjoyment, anxiety, and boredom) predict communicative intention-operationalized as willingness to communicate (WTC)-in English-Medium Instruction (EMI) higher education-a context typically characterized by dual processing of disciplinary content and a foreign language, and whether distal self-guides (ideal language and disciplinary selves) mediate these relationships. Survey data from 350 Chinese EMI students in higher education-a context characterized by dual processing of disciplinary content and foreign language-were analyzed using structural equation modeling. Results showed significant direct associations of enjoyment, anxiety, and boredom with both in-class and out-of-class WTC, with enjoyment showing the largest positive coefficient and anxiety showing the largest negative coefficient among the observed emotion-WTC associations. Crucially, boredom exerted a distinct negative effect independent of anxiety, supporting the theoretical separation of low-arousal deactivating negativity from high-arousal activating negativity. Rather than framing Control-Value Theory (CVT) and the L2 Motivational Self System (L2MSS) in binary opposition, the present findings highlight their complementary roles across distinct explanatory levels. Structural equation modeling revealed that proximal achievement emotions directly predicted both in-class and out-of-class communicative intentions. Although ideal self-guides did not exhibit statistically significant indirect effects in this specific sample-partially attributable to observed ceiling effects and restricted variance-these results point to a preliminary boundary condition regarding the localized reach of distal self-schemas under processing-intensive academic conditions, rather than a fundamental refutation of self-guide theories. While high cognitive load was not directly measured, the findings are consistent with the possibility that, under processing-intensive academic conditions, immediate affective appraisals may show more readily observable associations with communicative intentions than distal future self-schemas in this sample. This interpretation should be treated as a hypothesis for future research rather than as evidence of a general priority of affect over distal motivational structures.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107914"},"PeriodicalIF":3.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149102697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Turning fans into funders: The power of idol communication in mobilising donations for marketing campaigns.","authors":"Dung Phuong Thi Pham, Long Hoang Cuu","doi":"10.1016/j.actpsy.2026.107905","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107905","url":null,"abstract":"<p><p>Fan communities increasingly contribute their own financial resources to support idol-related promotional campaigns, yet the psychological mechanisms underlying this collective behaviour remain insufficiently understood. This study examines how marketing communication surrounding idols mobilises fans' willingness to donate in fandom-based campaigns. Drawing on the Stimulus-Organism-Response (S-O-R) framework, it investigates how perceived idol authenticity, charisma, and parasocial interaction operate as communication cues translated into collective financial participation through idol attachment, fandom identification, and perceived impact, while accounting for the moderating role of fandom norms. Survey data from 895 fans in Vietnam were analysed using PLS-SEM. The findings show that perceived authenticity strengthens attachment, identity alignment, and perceived impact, whereas charisma strengthens identity alignment and perceived impact but does not foster emotional attachment. Parasocial interaction enhances attachment, identity alignment, and perceived impact but does not directly predict donation, indicating that relational closeness alone is insufficient to trigger financially costly behaviour. Instead, fandom identification and perceived impact emerge as the strongest drivers of donation, particularly under strong fandom norms. By explaining how communication cues are converted into collective financial mobilisation, this study advances understanding of fandom as a communication-driven marketing system. The findings also offer practical insights for marketers, highlighting authenticity-based communication, identity-centred narratives, and norm-supported community strategies as budget-efficient approaches to mobilising financial support in idol- and ambassador-led campaigns.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107905"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149102749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A preliminary single-group pre-post evaluation of mind-shift-mentoring for depression, anxiety, stress, and cognitive flexibility in Indian adults.","authors":"Ashish S Patil, Anuj V Mundi, Satya P Singh, Summon Koul","doi":"10.1016/j.actpsy.2026.107930","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107930","url":null,"abstract":"<p><strong>Background: </strong>Psychoeducational therapies are important because of their crucial role in improving treatment outcomes for a wide array of diagnoses. Mind-shift-mentoring (MSM) is a psychoeducational structured program integrated with physical health components that was designed and tested in Indian adults. This study describes a preliminary evaluation of single-group pre-post changes associated with the program.</p><p><strong>Aim: </strong>To evaluate pre-post changes associated with Mind-Shift-Mentoring (MSM) in depression, anxiety, stress and cognitive flexibility in Indian adults.</p><p><strong>Methods: </strong>A single-group pre-post evaluation was conducted among 61 adults who completed baseline and post-MSM assessments using the DASS-21 and CFI, with 41 participants also completing a four-month follow-up. Outcomes were analyzed using paired-samples t-test or Wilcoxon signed-rank test as appropriate, associations were examined using Spearman's rho and Kendall's tau. Follow-up cognitive flexibility was assessed using the Friedman test.</p><p><strong>Results: </strong>MSM was associated with significant reductions in DASS-21 scores and improvements in cognitive flexibility. Among participants who completed follow-up, cognitive flexibility remained higher than baseline at four months, while post-MSM and follow-up CFI scores did not differ significantly. Participant feedback suggested that the program was acceptable and was perceived to reduce anxiety and stress.</p><p><strong>Conclusion: </strong>MSM was found to be associated with improvement in depression anxiety, stress and cognitive flexibility. However, given the single-group pre-post test design, these findings should be interpreted cautiously. Controlled studies are needed to confirm these results and assess generalizability.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107930"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149102832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Valence-congruent priming during sequential face perception across identity and exposure manipulations.","authors":"Nicolas M Brunet, Adriana Duran, Jason Huang, R Hans Phaf","doi":"10.1016/j.actpsy.2026.107937","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107937","url":null,"abstract":"<p><p>Emotional evaluations of faces are strongly influenced by preceding perceptual and affective context. Previous research has suggested that sequential emotional evaluations may produce either assimilation or contrast effects depending on factors such as perceptual similarity and stimulus exposure duration. The present study examined how preceding emotional faces influence evaluations of neutral faces as a function of identity similarity and presentation duration. Fifty undergraduate participants evaluated neutral target faces that were preceded by either happy or fearful facial primes depicting either the same person as the neutral target or a different person. Prime-target pairs were presented under both short (36 ms) and long (400 ms) exposure conditions. Valence ratings were analyzed using repeated-measures analyses of variance. Across all conditions, neutral faces were rated more positively following happy primes than fearful primes, revealing a robust valence-congruent priming pattern. The Happy-Fearful difference did not significantly interact with presentation duration and was larger in the different-identity condition. Reaction times differed significantly as a function of presentation duration, whereas the main effect of Prime Emotion did not reach significance. The findings demonstrate a reliable valence-congruent influence of preceding emotional faces on subsequent neutral-face evaluations under conditions involving extended inter-stimulus intervals and the absence of explicit prime evaluation.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107937"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149102793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Home-based practices in bilingual children's transition to literacy.","authors":"Necla Işıkdoğan Uğurlu, Hatice Nilay Kayhan, Sakine Hakkoymaz","doi":"10.1016/j.actpsy.2026.107922","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107922","url":null,"abstract":"<p><p>Early literacy development is shaped by children's linguistic experiences across home, school, and social environments. For bilingual children, literacy acquisition involves interactions among language exposure, metalinguistic awareness, family practices, and opportunities for social participation. This qualitative descriptive study aimed to explore parents' experiences and perspectives regarding home-based literacy practices during bilingual children's transition to literacy. The participants consisted of 30 parents from Arabic-speaking bilingual families living in socioeconomically disadvantaged regions in Türkiye. Data were collected through semi-structured interviews and analyzed using content analysis. The findings were organized under three main themes: Early Literacy Experiences, Family and Social Support and Literacy Development Processes. Parents emphasized the importance of peer interaction, play-based communication, early childhood education, and family participation in supporting bilingual children's language and literacy experiences. Participants also highlighted the role of social interaction and natural language exposure in children's adaptation to school and literacy-related practices. The findings suggest that home literacy experiences, social interaction, and early educational opportunities may support bilingual children's cognitive, socio-emotional, and literacy development processes. The study contributes to the literature by providing insight into parents' experiences regarding bilingual literacy development and offers practical implications for families, teachers, and early childhood education professionals.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107922"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149102657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrigendum to 'Pro-environmental behavior in climate change mitigation: The role of psychological distance' [Acta Psychologica 268 (2026) 107223].","authors":"Md Nekmahmud, Haywantee Ramkissoon, Maria Fekete-Farkas","doi":"10.1016/j.actpsy.2026.107892","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107892","url":null,"abstract":"","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":" ","pages":"107892"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149102874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the first question: A Bayesian multilevel analysis exploring verbal scaffolding strategies among teachers, parents, and grandparents during shared book reading.","authors":"Xuerong Wang, Peijing Qiao, Xiao Xiao, Si Chen","doi":"10.1016/j.actpsy.2026.107931","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107931","url":null,"abstract":"<p><p>Shared book reading (SBR) is widely recognized for promoting early language development, yet research has focused primarily on adult contributions while overlooking children's role in co-constructing these interactions. This study examined how teachers, parents, and grandparents scaffold learning during SBR in low-resource rural China, where grandparents frequently serve as primary caregivers due to parental work demands. Thirty-two preschool children participated in four SBR sessions: two with their primary caregiver (17 parents, 15 grandparents) and two with their classroom teacher (13 teachers), reading both narrative and expository picture books. We coded adult questioning, scaffolding strategies, and linguistic diversity, alongside children's response types and question-asking. Multilevel analyses revealed that parents resembled teachers in downward scaffolding and questioning but used fewer upward scaffolds and less linguistic diversity; grandparents provided simpler input with fewer questions and scaffolds overall. Strikingly, however, children asked significantly more questions during interactions with parents and especially grandparents than with teachers. These findings challenge deficit views of grandparents as less effective language partners and instead highlight their unique capacity to create conversational spaces that encourage children's question-asking and active participation. This study stresses that child question-asking emerged as a powerful yet underemphasized indicator of SBR quality. By centering children's participation and examining grandparents' contributions in context, this study advances an ecological perspective on early language development in low-resource settings.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107931"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149101797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-cultural adaptation and psychometric validation of the Levenstein perceived stress questionnaire in both temporal versions in a sample of Ecuadorian adults.","authors":"Henry Rafael Cadena-Povea, Marco Antonio Hernández-Martínez, Amyra Gabriela Bastidas-Amador, Cristina Maribel Realpe-Angamarca, Arlhey Didier Aguirre-Villarreal, Stalin Alexander Herrera-Falconi","doi":"10.1016/j.actpsy.2026.107916","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107916","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to linguistically and culturally adapt Levenstein's Perceived Stress Questionnaire (PSQ) into Ecuadorian Spanish and to examine the psychometric properties of both its general (past 1-2 years) and recent (past month) temporal versions.</p><p><strong>Methods: </strong>A five-phase instrumental design was implemented across four independent samples (total N = 1386). Phase 1 involved standardized translation, back-translation, and expert review, followed by an initial pilot administration (n = 300) using non-probability convenience sampling to identify comprehension and cultural-adequacy issues, with predominant representation of health and education professionals. Phase 2 (n = 300) evaluated the resulting linguistic adjustments prior to the factorial analyses. Phase 3 conducted Exploratory Factor Analysis (EFA; n = 395) using principal axis factoring with Oblimin rotation, with factor retention determined by parallel analysis. Phase 4 performed Confirmatory Factor Analysis (CFA; n = 391) evaluating model fit and internal consistency via Cronbach's alpha and McDonald's omega. Phase 5 evaluated multigroup factorial invariance by biological sex.</p><p><strong>Results: </strong>The adaptation yielded two refined versions of the PSQ. The general version retained 22 items in a three-correlated-factor structure: Perceived Overload and Pressure, Well-being and Personal Resources, and Alienation and Relational Disconnection (EFA variance explained: 40.44%). The recent version comprised 23 items across four factors, with Pressure and Worry emerging as a distinct dimension (EFA variance explained: 54.97%). Both versions demonstrated excellent internal consistency (general: α =0.891, ω = 0.907; recent: α = 0.911, ω = 0.918) and satisfactory confirmatory fit indices (general: CFI = 0.950, RMSEA = 0.064; recent: CFI = 0.950, RMSEA = 0.061). Configural, metric, and scalar invariance across sex groups, re-estimated with WLSMV, showed negligible fit deterioration (ΔCFI ≤ 0.005) in both versions, now on configural baselines with good absolute fit (CFI = 0.949 general; CFI = 0.946 recent); residual (strict) invariance was not separately testable under this ordinal estimator. Evidence of convergent and discriminant validity was not obtained in the present study, representing a primary limitation.</p><p><strong>Conclusions: </strong>The PSQ-593 demonstrates adequate structural validity and internal consistency for assessing perceived stress across two temporal frames in the Ecuadorian population. Its dual temporal structure offers differentiated utility for epidemiological research, longitudinal studies, and intervention evaluation. Future research should establish convergent, discriminant, and predictive validity, and replicate the factorial structures in samples more broadly representative of the Ecuadorian population.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107916"},"PeriodicalIF":3.8,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149101782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}