Acta Psychologica最新文献

{"title":"The impact of missing facial features on cross-cultural trait judgments: A comparison of Bahrain and the UK.","authors":"Dwa Alkhalifa, Ana Gheorghiu, Ed Morrison, Julie Udell","doi":"10.1016/j.actpsy.2025.105714","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105714","url":null,"abstract":"<p><p>The rapid formation of social judgments based on facial appearance is well-established, yet the role of specific facial features across cultural contexts remains underexplored. This study investigated how specific facial features-the eyes, nose, and mouth influence trait attributions across two culturally distinct populations: Bahrain and the United Kingdom. Employing digitally illustrated \"faceless portraits\" that omit key facial features at differing stages, the study assessed participant ratings on five social traits: dominance, friendliness, attractiveness, loyalty, and trustworthiness. A total of 270 participants evaluated portraits in which only selected features were visible. In the UK sample, the presence of the mouth accounted for over 50 % of the variance in judgments of friendliness and dominance, although the mouth images often conveyed emotional cues. In contrast, Bahraini participants weighted the eyes more heavily, particularly in judgments of trustworthiness and attractiveness. Regression analyses confirmed that the mouth was a primary predictor of dominance and friendliness in both samples, whereas the eyes played a more prominent role in trait judgments among Bahraini participants. Reaction time analyses revealed significant interactions between location, trait, and feature presence, with UK participants demonstrating faster responses overall. These findings underscore the salience of individual facial features in impression formation and highlight meaningful cross-cultural variation in feature prioritization. By isolating facial components, this study contributes to a more nuanced understanding of face perception mechanisms and offers a methodological foundation for future research on cultural, cognitive, and affective dimensions of social judgment.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105714"},"PeriodicalIF":2.7,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273463","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":"The impact of personality traits and AI literacy on the adoption intentions of AI among design faculty in Chinese higher education.","authors":"Ning Ding, Maowei Chen, Liling Hu","doi":"10.1016/j.actpsy.2025.105709","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105709","url":null,"abstract":"<p><p>This study utilizes a dual-perspective framework that integrates stable individual differences (Big Five personality traits) and developable technological competencies (AI literacy). Drawing on the Theory of Planned Behavior (TPB) and Innovation Resistance Theory (IRT), it constructs both a \"cognitive empowerment pathway\" and a \"psychological resistance pathway\" to systematically reveal the behavioral intention mechanisms underlying the adoption of AI in teaching by design faculty in Chinese higher education institutions. Based on 513 valid survey responses, the research applies a mixed-methods approach. Structural Equation Modeling (SEM) results demonstrate that: 1) Openness (OPE), Extraversion (EXT), and AI literacy significantly and positively influence perceived behavioral control (PBC), while EXT and Agreeableness (AGR) significantly reduce psychological barriers (PB), collectively enhancing usage intention (UI); 2) Neuroticism (NEU) has a negative impact on PBC and a positive effect on PB, which consequently inhibits UI; 3) OPE, AGR, and AI literacy are significant positive predictors of UI, whereas NEU has a significant negative relationship with UI. The Fuzzy-set Qualitative Comparative Analysis (fsQCA) further identifies complex configurational effects between Big Five personality traits (BFP) and AI literacy, revealing eight discrete causal pathways leading to high AI usage intention among design educators, which stands in contrast to some SEM results. This study provides a systematic examination of how individual differences affect AI adoption behaviors among design faculty in Chinese higher education from an interdisciplinary perspective, thereby expanding the theoretical framework in this domain and offering empirical evidence and practical recommendations for capacity-building in AI-enabled teaching among design educators in China.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105709"},"PeriodicalIF":2.7,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273455","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":"Lighting the path: Novice teachers as guides in the journey of self-regulated learning.","authors":"Li Ruyang, Xiong Mengyao, Zhao Bingzhi, Ye Hedi","doi":"10.1016/j.actpsy.2025.105716","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105716","url":null,"abstract":"<p><p>This study investigates how novice teachers in Zhejiang Province support self-regulated learning (SRL) through the Winne and Hadwin cyclic model, emphasizing task understanding, goal setting, strategy implementation, and adaptation. SRL, defined as the cyclical process of goal setting, strategy use, monitoring, and reflection, is central to learner autonomy. Data from 125 novice teachers were collected using mixed methods, including questionnaires, interviews, and observations. Although both quantitative and qualitative data were collected, the study is primarily qualitative in orientation, with quantitative findings used descriptively for context and validation. Findings reveal that while novice teachers are adept in task guidance and goal setting, they give less focus to self-monitoring and adaptation. Very few studies have employed classroom observation to examine teachers' SRL practices; this study therefore contributes unique empirical evidence to the literature. The study suggests that pre-service education and early career support should incorporate SRL training to strengthen teachers' capacity in fostering SRL.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105716"},"PeriodicalIF":2.7,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273403","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":"The influence of corporate governance committee presence and characteristics on capital structure: The role of CEO overconfidence in Jordan.","authors":"Husam Ananzeh, Hashem Alshurafat, Nafisah Yami, Mohannad Obeid Al Shbail","doi":"10.1016/j.actpsy.2025.105742","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105742","url":null,"abstract":"<p><p>In 2017, the Jordanian corporate governance code was revised with the objective of promoting transparency, accountability, and governance practices inthe corporate sector by requiring firms to establish a corporate governance committee (CGC). Considering this, this paper analyses the impact of the presence and characteristics of the CGC on the capital structure of a firm, mainly focusing on the moderating role of CEO overconfidence. This study uses a sample of 71 Jordanian listed firms, we analyze the effect of the presence of the CGC, along with its various characteristics (e.g., female representation, meeting frequency, size, and independence) on the firm's debt ratio. The analysis also examines how the overconfidence of the CEO may impact on this relationship. We find that the existence of a CGC is negatively related to debt levels due to more conservative financial decisions being in place. In addition, more female directors on the committee, more frequent meetings, and increased independence are linked to lower debt ratios, supporting the role of governance in corporate risk management. The results also indicate that CEO overconfidence significantly moderates the relationship between the characteristics of CGC and capital structure in that overconfident CEOs are likely to weaken the favorable impact of CGC on corporate risk management. These findings point out that corporate governance matters in shaping financial strategy and thus has implications for both researchers and practitioners in the quest to improve governance practices that mitigate financial risk and enhance firm stability. This study is the first to examine the impact of corporate governance committee presence and attributes on debt ratio while considering the moderating role of CEO overconfidence. This would further enrich prior research.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105742"},"PeriodicalIF":2.7,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273434","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":"The role of the medial prefrontal cortex in risk and time preferences: A tDCS study.","authors":"Chao Liu, Hongzhen Lei, Yuzhen Li, Wanjun Zheng, Fan Li","doi":"10.1016/j.actpsy.2025.105710","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105710","url":null,"abstract":"<p><p>Risk and time preferences are fundamental determinants of economic decision making. Although medial prefrontal cortex (mPFC) activity has been associated with valuation across these domains, causal evidence that focal mPFC perturbation alters both risky and intertemporal choices remains limited. In this research, we applied anodal, cathodal, or sham transcranial direct current stimulation (tDCS) to mPFC and administered a battery of risky lotteries and a Convex Time Budget task that jointly elicits risk and intertemporal trade-offs. Our results indicate that individuals who received cathodal stimulation were more likely to choose safe lotteries and to allocate their tokens to an earlier date rather than future dates; these effects were statistically reliable in nonparametric tests and remained evident after covariate adjustment. This co-modulation of both preferences following mPFC perturbation provides causal evidence that the mPFC supports a shared valuation component and can co-modulate both risky and delayed choices. Our findings clarify the mPFC's specific causal role within the broader neural circuitry governing economic preferences.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105710"},"PeriodicalIF":2.7,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273449","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":"Ignition project in Iceland: Exploring well-being, safety, enjoyment and perceived competence in school subjects in children from 6 to 9 years of age.","authors":"Hermundur Sigmundsson","doi":"10.1016/j.actpsy.2025.105654","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105654","url":null,"abstract":"<p><p>The aim of the study was to survey primary school children's perception of well-being and safety at school. A total of 146 Icelandic children in the 1-3 class 2023-2024, following the Ignition project, answered scale related to well-being and safety in school (6 questions) and 2 questions related to passion hour. 1185 Norwegian children in 1-3 class answered the same scale related to well-being and safety in school. A total of 129 Icelandic children in the 1-3 class 2020-2021, not following the Ignition project, answered 8 questions measuring perceived competence and enjoyment/likeability related to reading, maths, science and physical education. The results indicate that in two of the items the Ignition group (1-3 class) scores higher than the group from Norway: \"How are you feeling at school?\"; and \"How much do you like your class?\" In one of the question the Norwegian group scored higher: \"Do you have friends at school?\". The results show low to strong correlation (-0.008-0.50) between the 6 items related to the well-being and safety scale for the Ignition group (N = 146). For the children in the Norwegian group (N = 1185) the correlation is moderate to large from 0.31 to 0.55. The results did also show that the passion hour question \"How do you like\" was significantly higher than other school subjects. The question \"How are you doing in\" was significantly higher in passion hour than all subjects other than reading and physical education. The findings from this study indicate that passion hour and physical education are important factors for enjoyment and perceived competence. The results support the idea that restructuring the school day-such as in the Ignition project-can enhance children's well-being.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105654"},"PeriodicalIF":2.7,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273429","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":"The effect and mechanism of physical exercise on ego depletion in college students.","authors":"Ting Fan, Geng Li","doi":"10.1016/j.actpsy.2025.105652","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105652","url":null,"abstract":"<p><strong>Background: </strong>Amid rising academic pressures and heightened job market demands, college students increasingly experience mental health challenges.</p><p><strong>Aims: </strong>This study explores how physical exercise affects ego depletion among college students, using the self-control resource model to understand the underlying processes.</p><p><strong>Methods: </strong>The study included two parts. First, we surveyed 1032 college students (average age: 20.29 years; 592 males, 440 females) to examine the relationships among negative life events, self-control, physical exercise, and ego depletion. In the second part, 104 students (average age: 19.89 years; 54 males, 50 females) participated in a four-week exercise intervention. They completed three 18-minute high-intensity exercise sessions per week, totaling 12 sessions, to assess changes in self-control and ego depletion.</p><p><strong>Results: </strong>The survey results showed that negative life events were linked to increased ego depletion and lower self-control. Self-control partially explained how negative life events affected ego depletion. Additionally, regular physical exercise reduced the negative impact of stressful life events on self-control, especially at higher levels. The exercise intervention significantly improved students' self-control and reduced ego depletion.</p><p><strong>Conclusions: </strong>Physical exercise serves as a protective factor that helps students maintain self-control and resist ego depletion under stress. By integrating large-scale survey data with an experimental intervention, this study uniquely provides both correlational evidence and preliminary causal insight into the role of exercise in mitigating ego depletion among college students.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105652"},"PeriodicalIF":2.7,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145257111","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":"Exploring the impact of artificial intelligence on English language teaching: A meta-analysis.","authors":"Feyza Nur Ekizer","doi":"10.1016/j.actpsy.2025.105649","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105649","url":null,"abstract":"<p><p>The proposed meta-analysis study examines the pedagogical role of artificial intelligence (AI)-based interventions in English as a Foreign Language (EFL) education through a synthesis of empirical evidence of 23 peer-reviewed experimental and quasi-experimental experiments published in 2019-2025. Scheduling a strict systematic review process in accordance with the PRISMA principles, the work investigates AI solutions, including chatbots, automated writing assessment platforms and virtual reality applications, assessing their effectiveness in relation to various demographic groups of learners, teaching environments, and language achievements. The effects sizes were calculated using the Comprehensive Meta-Analysis (CMA) software and g of Hedge on a random-effects model. The combined findings reported a statistically significant and large overall effect (g = 1.10, SE = 0.18, 95 % CI [0.75, 1.44]) that means that AI-ready pedagogies improve EFL learning outcomes significantly, especially regarding such aspects as the accuracy of writing, fluency in speaking, and motivation of the learners. In addition, other beneficial affective effects of using AI included the reduction of anxiety and motivation and enjoyment among the learners. Subgroup analyses also indicated that the kind of measurement tool had a pronounced moderating effect on effect size, with affective variables (e.g., motivation, engagement) having stronger increases than only quantitative variables (e.g., word count). Heterogeneity was high (I2 = 92.66) in order to highlight the role of contextual and methodological differences. The findings are part of the increasing literature on AI in language learning that provides empirical data on informing educational practices to guide further studies on the adoption of the concept of intelligent technologies in EFL teaching.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105649"},"PeriodicalIF":2.7,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145257122","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":"Online sexual abuse, sexting, and bullying among adolescents with and without ADHD: A cross-sectional study in a Turkish sample.","authors":"Veysel Ozdag, Servet Yuce, Nusret Soylu","doi":"10.1016/j.actpsy.2025.105688","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105688","url":null,"abstract":"&lt;p&gt;&lt;p&gt;This study aimed to examine the relationship between online sexual abuse exposure, risky sexual behaviors, and Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms in adolescents diagnosed with ADHD. The research included 118 adolescents with ADHD and 117 healthy controls, all assessed by child psychiatrists using the 'Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children' (K-SADS) to confirm diagnoses, comorbid conditions. This cross-sectional, epidemiological study utilized sociodemographic data forms, the Online Sexual Abuse Scale, and the Conners Parent Rating Scale for data collection. Online sexual abuse was categorized into four subtypes: online sexual victimization, receiving sexually explicit messages (passive sexting), sending sexually explicit messages (active sexting), and online sexual bullying behavior. Data analysis using logistic regression revealed that academic failure independently increased the likelihood of engaging in risky sexual behaviors by 2.1 times in both ADHD and control groups, underscoring the critical role of academic performance in moderating online sexual risk exposure. The ADHD group exhibited a significantly higher prevalence of online sexual abuse compared to controls (50 % vs. 31.6 %). Specifically, rates of online sexual victimization (33.1 % vs. 17.1 %) and passive sexting (38.1 % vs. 23.9 %) were notably higher among adolescents with ADHD. Older adolescents in the ADHD group showed increased rates of passive sexting, while girls experienced higher rates of online sexual victimization compared to boys. Furthermore, treatment status, duration of ADHD diagnosis, and medication use were examined in relation to online sexual behaviors. The impact of untreated ADHD was evident, with untreated individuals demonstrating a higher risk of both victimization and perpetration in online settings. This highlights the urgent need for targeted interventions to mitigate these risks in ADHD populations. The long-term consequences of online sexual abuse in adolescents are profound, contributing to increased psychosocial dysfunction, emotional distress, and potential trajectories toward antisocial behaviors. Given that a significant proportion of incarcerated individuals exhibit undiagnosed or untreated ADHD, early identification and intervention are crucial to preventing both victimization and perpetration in digital environments. Failure to address ADHD-related impulsivity and risky behaviors could lead to an alarming overrepresentation of individuals with ADHD in online sexual exploitation cases. In conclusion, adolescents with ADHD face a disproportionately higher risk of online sexual abuse compared to their peers. Targeted prevention strategies, early intervention, and comprehensive ADHD management-including educational support and treatment-are essential to reducing this risk. Future studies should further investigate the mechanisms underlying these associations to develop more eff","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105688"},"PeriodicalIF":2.7,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145257120","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":"Scroll immersion and short-form video use: Predictors of attention, memory, and fatigue among Saudi social media users.","authors":"Reshaa F Alruwaili","doi":"10.1016/j.actpsy.2025.105674","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105674","url":null,"abstract":"<p><p>The widespread adoption of short-form video platforms has raised concerns about their potential impact on users' cognitive functioning. This study investigated the associations between short-form video use, scroll immersion, and perceived cognitive outcomes, specifically attention difficulty, working memory disruption, and cognitive fatigue, among social media users in Saudi Arabia. Adopting a cross-sectional correlational design, data were collected from 745 participants using a non-probability quota-based sampling strategy and a validated self-report instrument. Structural equation modelling revealed that usage frequency/duration and scroll immersion significantly predicted adverse cognitive outcomes. Scroll immersion, defined as habitual and unintentional engagement, consistently predicted all three outcomes. Moderation analysis showed that average daily screen time and gender influenced the relationship between usage and fatigue, while age did not. These results suggest that behavioural patterns of media engagement may be more influential than demographic characteristics in shaping cognitive strain. The findings support the need for targeted interventions promoting intentional media use and self-regulation strategies. Future research should employ objective cognitive assessments and longitudinal designs to better understand the direction and persistence.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105674"},"PeriodicalIF":2.7,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145257142","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}