Acta Psychologica最新文献

{"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}

{"title":"Why did Generation Z choose engineering-related courses? A conjoint analysis approach.","authors":"Zachariah John A Belmonte, Yogi Tri Prasetyo, Edison Martinez Esberto, Maela Madel L Cahigas, Reny Nadlifatin","doi":"10.1016/j.actpsy.2025.105691","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105691","url":null,"abstract":"<p><p>Engineering plays a critical role in driving industrialization, advancing technology, and sustaining national development, yet interest in engineering careers among Generation Z has shown a troubling decline worldwide. Understanding how this cohort makes educational and career choices is essential for strengthening the future engineering workforce. The purpose of this study was to quantify how Generation Z students evaluate competing attributes when selecting engineering-related courses. Using a fractional-factorial conjoint design (16 profiles; 7-point ratings), a survey of 500 first-year engineering students in the Philippines estimated part-worth utilities and attribute importance for six factors: tuition fees, expected salary, employability, and recommendations from teachers, peers, and relatives. Conjoint estimates revealed a clear hierarchy of preferences: expected salary was the most influential attribute, followed by tuition fees and teacher recommendations; employability exerted a moderate effect, while endorsements from peers and relatives were weakest. Framed by Expectancy-Value, Social Influence, and Self-Efficacy theories, the results indicate that Gen Z enrollment decisions are primarily value-driven (costs vs. returns) and reinforced by credible authority signals from teachers rather than normative pressures from family or friends. Methodologically, the study demonstrates the utility of conjoint analysis for uncovering implicit trade-offs in high-stakes educational choices, translating psychological constructs into measurable preference structures. Practically, the findings highlight strategic levers for policymakers and institutions: aligning tuition policies with affordability concerns, providing transparent information on career outcomes, strengthening teacher mentorship, and enhancing employability pathways. These insights contribute to both educational policy and psychological research on decision-making among Generation Z.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105691"},"PeriodicalIF":2.7,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145257085","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 mediating role of organizational commitment and corporate social responsibility in the relationship between leadership style and job performance: An empirical study.","authors":"Md Abu Issa Gazi, Abdullah Al Masud, Adeeb Alhebri, Mohammad Bin Amin, Md Tariqul Islam, Md Mahedi Hasan, Abdul Rahman Bin S Senathirajah, Judit Oláh","doi":"10.1016/j.actpsy.2025.105656","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.105656","url":null,"abstract":"<p><strong>Purpose: </strong>This research focuses on a thorough analysis of corporate social responsibility (CSR) and organizational commitment (OC) in firms. This article also aims to evaluate the combined mediating role of corporate social responsibility (CSR) and organizational commitment (OC) in the relationship between job performance (JP), transactional leadership (TSL), and transformational leadership (TFL) within the context of Bangladesh.</p><p><strong>Design/methodology/approach: </strong>Using a purposive sampling technique, a total of 428 full-time employees from CSR-active firms in Bangladesh participated in an online survey. Data were analyzed through AMOS for SEM and the PROCESS macro for mediation testing.</p><p><strong>Findings: </strong>This study's findings show that the combination of transformational leadership (TFL) and transactional leadership (TSL) favorably affects organizational commitment (OC), corporate social responsibility (CSR), and job performance (JP). The main finding of the study is that organizational commitment (OC) and corporate social responsibility (CSR) are partially mediated in the Bangladeshi contexts.</p><p><strong>Originality/value: </strong>This study's originality is rooted in its comprehensive study of organizational commitment (OC) and corporate social responsibility (CSR) within Bangladeshi organizations, alongside the mediating function of CSR in the relationship between transformational leadership (TSL) and job performance (JP), grounded in Full-Range Leadership Theory (FRTL) and social exchange theory in the Bangladeshi context.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"260 ","pages":"105656"},"PeriodicalIF":2.7,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145257135","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}