Acta Psychologica最新文献

{"title":"Perceived ability and influencing factors of the signage system for color vision deficiency groups: A case study of metro travel process","authors":"HeBing Yang ,&nbsp;YiKang Zhang ,&nbsp;MinFeng Yao ,&nbsp;ZiHan Li ,&nbsp;Tingting Yan ,&nbsp;ZiHao Wang ,&nbsp;Yueying Li","doi":"10.1016/j.actpsy.2025.105096","DOIUrl":"10.1016/j.actpsy.2025.105096","url":null,"abstract":"<div><h3>Introduction</h3><div>Color plays a crucial role in wayfinding signage, enhancing information filtering and reception. However, individuals with color vision deficiency (CVD) struggle to interpret color-coded information, impeding navigation and daily mobility. With the rapid development of urban rail transit in China, metro systems rely heavily on color-coded signage, exacerbating challenges for CVD individuals. Existing research focuses mainly on digital interfaces, with limited attention to how CVD groups perceive signage in complex environments, highlighting the need for studies addressing their wayfinding difficulties.</div></div><div><h3>Methods</h3><div>This study examines the metro transit process at Lücuo Station in Xiamen, selecting two critical spatial nodes in urban streets and two within the station. Utilizing eye-tracking technology, 360° panoramic imaging, and CVD simulation techniques, the research considers daytime versus nighttime conditions and normal color vision (NCV) versus CVD. A total of 94 participants were recruited, yielding 88 valid datasets. Four eye-tracking experiments were conducted, employing variance and correlation analysis to compare visual metrics. The study explores signage perception across complex environments and examines how color contrast affects visibility and readability under varying conditions.</div></div><div><h3>Results</h3><div>Experimental results indicate that at certain experimental nodes, simulated CVD participants were approximately 30 % slower in noticing existing signage and 50 % slower in decision-making compared to participants with NCV. However, in environments with complex color schemes, simulated CVD participants demonstrated superior performance, detecting existing signage 40–55 % faster than their NCV counterparts, showing resistance to interference from visually rich color environments. Furthermore, variations in outdoor lighting conditions significantly impacted participants' signage perception abilities by affecting the contrast between signage and environment.</div></div><div><h3>Conclusions</h3><div>This study explores subway signage perception by CVD users, highlighting challenges with non-color-friendly designs and poor nighttime lighting. CVD users filter distractions better in complex visuals but struggle with low contrast. This research advocates inclusive urban design, offering a foundation for future accessibility improvements.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105096"},"PeriodicalIF":2.1,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144134378","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 relationship between students' perceived teacher support, empathy and boredom in English learning: a structural equation modelling approach","authors":"Honggang Liu ,&nbsp;Yutong Shen ,&nbsp;Xiaoxue Li ,&nbsp;Xueheng Zhou","doi":"10.1016/j.actpsy.2025.105112","DOIUrl":"10.1016/j.actpsy.2025.105112","url":null,"abstract":"<div><div>The affective turn in foreign language education has introduced several novel constructs, one of which is boredom in foreign language learning. However, there has been a scarcity of research that explores the potential predictors of boredom, considering both external factors such as perceived teacher support and internal personality traits like empathy. Guided by the control-value theory, the present research investigated the potential antecedents of boredom by examining the links between students' perceived teacher support, empathy, and boredom in the context of English learning. Structural equation modelling (SEM) was employed for this investigation. The study involved 408 senior high school students who were learning English as a foreign language. SEM analysis indicated that English learning boredom could be directly and negatively predicted by perceived emotional support. Additionally, perceived instrumental support was found to have an indirect negative effect on boredom via the mediation of empathy in English learning. This research provides valuable insights for educators to enhance students' foreign language learning experiences.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105112"},"PeriodicalIF":2.1,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144130804","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":"How does trust in leader influences organizational commitment? A test of a moderated mediation model","authors":"Savita S Rai,&nbsp;Navin Kumar Koodamara","doi":"10.1016/j.actpsy.2025.105092","DOIUrl":"10.1016/j.actpsy.2025.105092","url":null,"abstract":"<div><div>This study examines the link between trust in leader, employee silence, and affective, normative, and continuance organizational commitment. Additionally, this study analyzes how employee silence mediates the link between trust in leader and organizational commitment. This study also examines how ethical leadership moderates the link between trust in leader and employee silence. A cross-sectional quantitative method was adopted to examine the relationship between the constructs. The respondents were public and private sector bank employees located in Southern India. The result reveals that employee silence significantly influences various dimensions of affective commitment, continuance commitment and normative commitment of the employee. There exists a significant relationship between trust in leader and normative commitment. However, the study had found insignificant relationship between trust in a leader and affective commitment and continuance commitment. Interestingly, the results indicate that employee silence significantly mediates the relationship between trust in the leader and affective commitment as well as continuance commitment. Moreover, ethical leadership significantly moderates the relationship between trust in a leader and employee silence. The findings imply that when ethical leadership is high, trust in the leader helps reduce the employees' silent behavior. It is observed that the organization can address the reason for the existence of various motives for an employee's commitment when they focus on trust in the leader and the employee's silent behavior. Another finding of the study states that organizations must groom immediate supervisors' ethical leadership qualities to enhance the relationship between supervisor and subordinate. The presence of silence behavior among employees' is very challenging, as it is unobservable. It is also crucial to identify its presence as employee silence is detrimental to the organization. This study contributes to a better understanding of the relationship between trust in a leader and employee silence and its consequences in shaping various dimensions of organizational commitment in the context of the banking sector.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105092"},"PeriodicalIF":2.1,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144130803","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":"Transforming EFL students' engagement: How AI-enhanced environments bridge emotional health challenges like depression and anxiety","authors":"Huili Yang,&nbsp;Yanping Rui","doi":"10.1016/j.actpsy.2025.105104","DOIUrl":"10.1016/j.actpsy.2025.105104","url":null,"abstract":"<div><div>This study investigates the impact of AI-enhanced environments on EFL students' emotional health and engagement, with a particular focus on challenges related to depression and anxiety. The research finds a significant relationship between AI-integrated learning environments and students' emotional well-being, which in turn influences their levels of engagement. While AI systems provide personalized learning experiences and immediate feedback that can alleviate some emotional distress, they also have the potential to evoke negative emotions such as anxiety and frustration, particularly when students feel overwhelmed or unsupported. These emotional fluctuations directly affect student engagement, leading to difficulties in participation, motivation, and focus. Data from 673 university participants in North China were analyzed using SPSS (version 27) and AMOS (version 24) to apply various statistical methods, including correlation, regression, and structural equation modeling (SEM). The results suggest that emotional health, particularly in terms of depression and anxiety, plays a pivotal role in student engagement in AI-enhanced environments. Students experiencing emotional distress tend to struggle with engagement, which adversely impacts academic performance. Conversely, those with better emotional health demonstrate improved engagement, highlighting the importance of addressing emotional well-being in AI-supported learning settings. This study provides valuable insights into the complex relationship between emotional health and student engagement, offering implications for the design of more supportive and effective AI-based educational experiences.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105104"},"PeriodicalIF":2.1,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144125216","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":"What makes them self-regulated? Self-regulation procedures of academically successful students and key influences","authors":"Seda Aydan ,&nbsp;Yesim Capa-Aydin","doi":"10.1016/j.actpsy.2025.105106","DOIUrl":"10.1016/j.actpsy.2025.105106","url":null,"abstract":"<div><div>Self-regulated learning (SRL) skills are strong predictors of positive learning outcomes, but the factors causing students to develop these skills are still not clearly defined. The purpose of this study was to explore the nature of the SRL process of high achievers and factors promoting the development of SRL. To serve this purpose, qualitative data were collected from science high school students and teachers. Criterion sampling was used to select students and maximum variation sampling was used for teachers. While choosing student participants (<em>n</em> = 15), three students from each school getting the highest scores from the questionnaire were chosen. While choosing teacher participants (<em>n</em> = 15), branch, gender, and teaching experience were considered. Individual interviews were conducted with students and teachers. The data were analyzed via content analysis method. The results of the study showed that SRL process is complex, and several phases of SRL take place concurrently<strong>.</strong> High achievers employ multiple SRL strategies and excel at these strategies by experimenting with them. Primary school teachers play a key role in SRL development, while other K12 teachers help students maintain SRL strategies. Teaching SRL skills, recording students' learning, building rapport and generating academic interest were the most effective practices for enhancing SRL. Student-related factors like having multiple motivational beliefs to attain goals, a co-regulating companion, positive self-efficacy beliefs, and advanced critical thinking skills were also found influential.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105106"},"PeriodicalIF":2.1,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115687","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 smartphone usage patterns and perceived dependency: A cross-sectional study in Australia","authors":"Saqib Nawaz ,&nbsp;Matthew Mitchell ,&nbsp;Tanya Linden ,&nbsp;Jahar Bhowmik","doi":"10.1016/j.actpsy.2025.105100","DOIUrl":"10.1016/j.actpsy.2025.105100","url":null,"abstract":"<div><div>Smartphones have become indispensable in modern society, serving both everyday life and professional work. While they offer numerous advantages, their excessive use may cause adverse effects. Using a Uses and Gratifications Theory (UGT) framework, this descriptive cross-sectional study in Australia presents a comparative analysis of individual smartphone usage in relation to that of friends and family, alongside an examination of self-reported experiences of dependency related to smartphone use. A sample of 523 adults completed a self-report questionnaire assessing their smartphone usage, smartphone dependency, and the activities they frequently performed on their smartphones. The bivariate analysis conducted in this study revealed significant associations between self-reported smartphone use and various socio-demographic factors, including age, gender, parental status, and occupational status. Specifically, individuals aged 18–40, males, non-parents, and students reported higher levels of smartphone use compared to their respective counterparts. Regarding the most frequently performed smartphone activities, males and employed participants reported spending the majority of their time using social media and engaging in audio and video activities. The findings of this study also indicate that a significant portion of participants perceive their smartphone use as higher than that of their peers, reflecting a perceived compulsion to remain continuously connected and engaged. These findings show the influence of socio-demographic factors in understanding smartphone-related behaviours and highlight the need for targeted interventions and strategies addressing excessive smartphone use and dependency.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105100"},"PeriodicalIF":2.1,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115686","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 purchase patterns: harnessing predictive analytics to anticipate unarticulated consumer needs","authors":"Khaled Alshaketheep ,&nbsp;Hind Al-Ahmed ,&nbsp;Ahmad Mansour","doi":"10.1016/j.actpsy.2025.105089","DOIUrl":"10.1016/j.actpsy.2025.105089","url":null,"abstract":"<div><div>As organizations transition toward data-driven strategies, the ability to anticipate unarticulated consumer needs has emerged as a critical frontier in strategic marketing. This study investigates how predictive analytics, when integrated with artificial intelligence (AI) and diverse data sources, can enhance firms' capacity to detect and respond to latent consumer demands. Drawing on a cross-national survey of 750 digitally active consumers in Jordan, Palestine, and Saudi Arabia, the research employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to test a conceptual framework linking data diversity, interactive systems, and predictive analytics with market performance. The findings reveal that predictive analytics serves as a powerful mediator between heterogeneous data inputs and improved organizational responsiveness, significantly contributing to the identification of unexpressed needs and enhancement of market performance. Moreover, the study uncovers the moderating role of customer interface quality and the nuanced impact of technological innovation. By extending dynamic capabilities theory and addressing theoretical gaps in the detection of unconscious consumer intent, this research offers a novel perspective on anticipatory intelligence. The results underscore the importance of integrating human-centered design with algorithmic precision to translate predictive insights into actionable business value.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105089"},"PeriodicalIF":2.1,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115685","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":"Impact of motor error processing on performance on a working memory task: effect of modulating cognitive load in high and low span groups","authors":"Emilien Brochet ,&nbsp;Pierre-Vincent Paubel ,&nbsp;Céline Lemercier","doi":"10.1016/j.actpsy.2025.105113","DOIUrl":"10.1016/j.actpsy.2025.105113","url":null,"abstract":"<div><div>Making a motor error, hitting the wrong key for example in responding to a stimulus, impacts perceptual, motor, and cognitive processes by implying a variation in performance and response time on the next trial (Post Error Slowing, Dutilh et al., 2012; Wessel, 2018). Wessel et al. (2022) showed that an error produced on a flanker-type task had a negative impact on a working memory span recognition. This effect is called ERIAM (Error Related Impairment of Active Working Memory) and consists of degradation of memory span following the production of an error on a conflict task concurrent to a memory task. In their study, the ERIAM effect is more pronounced in Low Span individuals. This suggests that these individuals have less stable Working Memory representations and are more likely to be impacted by an error. The presented study replicates the ERIAM protocol of Wessel et al. (2022) by adding variation of cognitive load. In addition, span recognition task is modified with a recall task. Results show a replication of ERIAM effect in our sample. Moreover, ERIAM effect is only significant in lowspan group in the moderate cognitive load condition and in highspan group in the increased load condition. In line with Lavie's load theory (Lavie et al., 2004), we explain these results by the fact that High and Low Span groups do not process cognitive load increase in the same way.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105113"},"PeriodicalIF":2.1,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115688","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":"Narrating for taking perspectives and regulating emotions: The role of scaffolding and repetition on interpersonal anger narratives of children with adverse childhood experiences","authors":"Eleonora Bartoli ,&nbsp;Tilmann Habermas","doi":"10.1016/j.actpsy.2025.105053","DOIUrl":"10.1016/j.actpsy.2025.105053","url":null,"abstract":"<div><h3>Background</h3><div>The interplay between narrative abilities, emotion regulation, and perspective taking is critical, particularly for children with Adverse Childhood Experiences (ACE). However, this relationship remains underexplored in the context of ACE.</div></div><div><h3>Objective</h3><div>This study aimed to examine how different narrative modalities affect emotion regulation and perspective taking in children with ACE when recounting everyday anger events. Additionally, it explored whether a scaffolding interview could enhance these outcomes compared to simple narration. The hypotheses were: (1) narration improves emotion regulation and perspective taking; (2) scaffolding is more beneficial than narration alone; (3) narration boosts positive emotionality and reduce negative emotionality for anger events; (4) these effects on emotionality differ for different narrative conditions.</div></div><div><h3>Participants and setting</h3><div>The study involved 33 Italian-speaking children aged 6 to 14 from residential childcare communities in Italy (57.6 % female).</div></div><div><h3>Methods</h3><div>Data on sociodemographic factors, ACE exposure, and trauma symptoms were gathered through informant-report questionnaires. Children narrated three interpersonal anger events under different conditions (Repetition, Scaffolding, and Non-Repeated) across two sessions a week apart. They rated each event's emotionality before and after each session. Narratives were analyzed for indicators of emotion regulation and perspective taking.</div></div><div><h3>Results</h3><div>Narration did not improve emotion regulation or perspective taking, nor was scaffolding more effective. Only negative emotionality decreased over time, with no significant differences between the narrative conditions.</div></div><div><h3>Conclusions</h3><div>The lack of significant findings may be due to the low severity of the events narrated and the limited effectiveness of the scaffolding provided.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105053"},"PeriodicalIF":2.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106006","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":"Does education level impact parental gender preferences? A comparative perspective on fathers and mothers in China","authors":"Zhong Fei ,&nbsp;Jieyu Li","doi":"10.1016/j.actpsy.2025.105110","DOIUrl":"10.1016/j.actpsy.2025.105110","url":null,"abstract":"<div><div>Chinese society has traditionally shown a strong preference for sons over daughters. Based on data from the China General Social Survey (2015–2021), this study employs a three-stage sampling design to systematically explore the impact of education level on parental gender preferences. There are four main findings. First, the maternal education level independently reduces the preference for sons, whereas the paternal education level's impact requires consideration of spousal education levels. Second, in educational assortative matching, the hypogamy model, dominated by highly educated women, significantly weakens fathers' preferences for sons, whereas the traditional hypergamy model strengthens gender bias. Third, education level primarily affects parental gender preferences by dismantling the logic of economic dependence rather than cultural inertia. Fourth, there were significant regional differences in the effectiveness of educational interventions on parental gender preferences. These findings fill a gap in the research on paternal roles and educational assortative matching and provide a new perspective for understanding the gender dynamics of family decision-making in China. This research advances the empirical evidence on parental gender preferences antecedents and provides empirical foundations for policies aimed at enhancing educational equity and dismantling patriarchal norms through targeted interventions.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"257 ","pages":"Article 105110"},"PeriodicalIF":2.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106005","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}