Acta Psychologica最新文献

{"title":"Evaluating multimodal explainable adaptive learning in university EFL education: Learner outcomes, teacher oversight, and implementation conditions.","authors":"Houda Boumediene, Abeer Aljohani, Mustapha Bouakkaz","doi":"10.1016/j.actpsy.2026.107964","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107964","url":null,"abstract":"<p><p>Artificial intelligence (AI) offers substantial potential for personalized English as a Foreign Language (EFL) instruction, yet concerns remain regarding the transparency of adaptive recommendations, the fragmentation of learner data, and the preservation of teacher oversight. This study empirically evaluates the Multimodal Explainable Adaptive Learning Framework (MEALF), a pedagogical-computational framework operationalized through a prototype system that integrates textual, oral, visual, and behavioral learner information with explainable adaptive recommendations. Grounded in sociocultural theory, situated cognition, and human-centered AI, MEALF was designed to provide differentiated learning support while keeping pedagogical decisions interpretable and subject to teacher judgment. A 16-week partially randomized quasi-experimental mixed-methods study was conducted with 100 intermediate-level EFL learners and 15 teachers across three Algerian universities. Learners in the MEALF-supported condition showed larger proficiency gains and higher post-intervention engagement and metacognitive reading-strategy awareness scores than learners in the comparison condition. Exploratory multimodal analyses further revealed heterogeneous learner patterns that provided additional context for interpreting differences in learning needs and adaptive support. Teacher and qualitative evidence indicated that explanations and override mechanisms helped educators inspect and critically evaluate system recommendations, although teacher-level findings should be interpreted cautiously given the small sample. The findings provide preliminary, context-specific evidence that combining multimodal learner information with interpretable adaptive support may contribute to language development, engagement, and metacognitive reading-strategy awareness while preserving meaningful human oversight. However, the multi-component nature of MEALF, the quasi-experimental design, the small teacher sample, and the single-country context limit causal interpretation and broader generalizability. The study contributes an integrated empirical evaluation of multimodal, explainable adaptive learning by linking measurable learner outcomes with interpretable human-AI interaction and contextual implementation evidence in university EFL education.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107964"},"PeriodicalIF":3.8,"publicationDate":"2026-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149164027","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":"Navigating the N-shaped path: Nonlinear development of pre-service PE teachers' professional competencies in AI-driven STEAM instruction.","authors":"Tongkai Guan, Walton Wider, Xiaoman Wen, Qiang Song","doi":"10.1016/j.actpsy.2026.107947","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107947","url":null,"abstract":"<p><p>This study investigates the longitudinal developmental trajectories of pre-service physical education (PE) teachers' core competencies within a 16-week generative AI-driven STEAM basketball curriculum. Employing a parallel-group randomized controlled trial in which 80 participants were randomized and 75 completed the intervention (experimental n = 37; control n = 38), the study addresses the absence of longitudinal evidence on how Intelligent-TPACK develops over time by identifying a non-linear N-shaped trajectory across the three core competency domains, with two sub-dimensions (Professional Responsibilities, Ethics) as theoretically informative exceptions. Piecewise linear mixed-effects models show a Week-8 decline at peak instructional complexity followed by recovery; the between-group phase contrasts describing this pattern remain significant after correction for multiplicity. Two further patterns are reported as exploratory and hypothesis-generating: higher baseline AI proficiency was associated with a steeper Week-8 decline in classroom management (feature creep), and recovery co-occurred with reduced in-class AI activation (pedagogical simplification rebound). Intelligent-TPACK, interdisciplinary teaching ability and observed teaching practice were associated within persons, but because they were measured on the same occasions this is not evidence of a causal cascade. We offer the Generative AI-TPACK Fatigue Model as a hypothesis-generating framework rather than confirmed theory. The study offers preliminary, context-sensitive guidance for teacher education programs working in comparable settings, and identifies the conditions under which a mid-course performance decline might prove productive as a question for future work.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107947"},"PeriodicalIF":3.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149147268","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":"Prevalence and associated factors of depressive symptoms among dormitory-residing medical and health sciences students: A cross-sectional study.","authors":"Arezoo Pirak, Zahra Atarodi Kashani, Mansoureh Yazdkhasti, Saeedeh Rigi-Yousefabadi, Rashideh Ghaderi Zeh","doi":"10.1016/j.actpsy.2026.107963","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107963","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Depressive symptoms are common among university students and may be particularly relevant in health-professional education, where academic demands, clinical training, and psychosocial stressors coexist. Students living in university dormitories may also experience separation from family, reduced privacy, and concerns about institutional conditions. These pressures may be amplified in southeastern Iran, a region documented to have distinct socioeconomic deprivation and constrained healthcare access relative to national averages.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;To estimate the prevalence of depressive symptoms and examine demographic, academic, psychosocial, health-related, lifestyle, and institutional factors associated with these symptoms among dormitory-residing medical and health sciences students at Iranshahr University of Medical Sciences, southeast Iran.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This institution-based cross-sectional study used a census approach to invite all eligible male and female students residing in the university dormitories who were willing to participate. After written informed consent was obtained, the self-administered questionnaire was distributed on the same designated holiday/non-working day in the female dormitory by a trained female research assistant and in the male dormitory by a trained male research assistant. Completed questionnaires were collected two hours later on the same day. The study period was 18 February to 4 April 2025.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The mean age of participants was 21.27 ± 3.04 years, and the mean BDI-II score was 13.05 ± 10.54. Overall, 232 students (57.4%; 95% CI, 52.6-62.2%) met the primary study-defined threshold for depressive symptoms. The corresponding prevalence estimates were 40.1% (95% CI, 35.3-44.9%) at a threshold of ≥14 and 16.8% (95% CI, 13.2-20.5%) at a threshold of ≥22. In an exploratory adjusted model, students in semesters 5-8 had lower odds of depressive symptoms than those in semesters 1-4 (aOR 0.41, 95% CI, 0.22-0.78); higher odds were observed among students with a history of depression (aOR 7.95, 95% CI, 2.57-24.62), no leisure time (aOR 4.22, 95% CI, 2.15-8.26), no exercise (aOR 2.65, 95% CI, 1.37-5.10), dissatisfaction with the university (aOR 2.55, 95% CI, 1.14-5.69), being only somewhat satisfied with the field of study (aOR 3.19, 95% CI, 1.81-5.61), and an adverse life event (aOR 2.44, 95% CI, 1.44-4.14). Emotional-relationship status was not associated with the outcome in this adjusted model. The exploratory model showed good apparent discrimination in this sample (AUC = 0.82); the Hosmer-Lemeshow test did not indicate evidence of lack of fit (P = 0.125). A proportional-odds ordinal sensitivity analysis using study-defined BDI-II score categories was broadly consistent in direction with these findings, though this analysis was exploratory.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Depressive symptoms were common under the study-de","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107963"},"PeriodicalIF":3.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149147356","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":"Validation and application of the Chinese version of the abbreviated math anxiety scale.","authors":"Yafeng Peng, Jinxin Zeng, Hui Chen, Yujun Li","doi":"10.1016/j.actpsy.2026.107961","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107961","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Evidence on the psychometric performance of the Abbreviated Math Anxiety Scale (AMAS) and the heterogeneity of math anxiety among Chinese secondary-school students remains limited. This study evaluated the Chinese version of the AMAS (AMAS-C) and examined latent profiles of math anxiety and their associations with demographic and educational variables.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Participants were 936 secondary-school students from Guangdong and Jiangxi, China. Internal consistency was assessed using Cronbach's alpha and McDonald's omega. Confirmatory factor analysis, external construct-validity analysis, and item response theory were used to evaluate the scale's measurement properties. Latent profile analysis was conducted on the nine AMAS items, followed by proportional-odds logistic regression.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The AMAS-C showed good internal consistency (α = 0.87; ω = 0.89), and its total score was negatively associated with mathematics attitudes (r = -0.57). The bifactor model provided the best fit in both the CFA and IRT comparisons. This model included a dominant general math-anxiety factor and two orthogonal context-specific factors representing residual variation associated with learning and evaluation situations. The test information function showed that the AMAS-C provided adequate measurement precision across a broad range of math-anxiety levels. LPA identified three quantitatively ordered profiles-Low Anxiety Across Both Contexts (24.6%), Intermediate Anxiety with Pronounced Evaluation Anxiety (50.0%), and High Anxiety Across Both Contexts (25.4%). These profiles differed in overall anxiety level and the relative prominence of learning and evaluation anxiety. Gender and mathematics performance were significantly associated with profile membership, whereas school stage, only-child status, and region were not. Female students had higher cumulative odds of belonging to a higher-anxiety profile than male students (OR = 1.70, 95% CI [1.32, 2.19]). Poorer mathematics performance was associated with lower predicted probabilities of first-profile membership and higher probabilities of third-profile membership. The predicted probability of second-profile membership peaked in intermediate performance categories.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;The AMAS-C demonstrated satisfactory reliability and validity evidence among Chinese secondary-school students. Among the candidate models examined, the bifactor model provided a reasonable working representation of the data, with a predominant general math anxiety factor. The IRT results indicated adequate item functioning and useful measurement precision across a range of math anxiety levels. The LPA identified three ordered profiles: Low Anxiety Across Both Contexts, Intermediate Anxiety with Pronounced Evaluation Anxiety, and High Anxiety Across Both Contexts. These profiles differed in overall anxiety level and the relative prominence of learnin","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107961"},"PeriodicalIF":3.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149147081","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":"Reconceptualizing learning sciences in the era of artificial intelligence: Toward hybrid intelligence and adaptive learning systems.","authors":"Abdul Malik, Irfan Bashir","doi":"10.1016/j.actpsy.2026.107977","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107977","url":null,"abstract":"<p><strong>Purpose: </strong>Artificial intelligence (AI) is rapidly transforming education through intelligent tutoring systems, adaptive learning platforms, learning analytics, and large language models. However, research on Learning Sciences, AI in Education, learning analytics, adaptive learning systems, and Hybrid Intelligence has largely progressed across partially separate research streams, resulting in fragmented theoretical perspectives and limited conceptual integration. This systematic review aims to synthesize the existing literature and develop an evidence-informed Hybrid Intelligence Framework that explains the relationships among Learning Sciences, AI technologies, learning analytics, and adaptive learning systems.</p><p><strong>Design/methodology/approach: </strong>A qualitative systematic literature review was conducted in accordance with the PRISMA 2020 guidelines. Literature published between 2004 and March 2026 was retrieved through a focused, intersection-based search across seven databases: Scopus, Web of Science, ScienceDirect, SpringerLink, Wiley Online Library, ACM Digital Library, and Google Scholar. Following duplicate removal and eligibility screening, 32 studies met the inclusion criteria. Data were synthesized using Braun and Clarke's six-phase thematic analysis.</p><p><strong>Findings: </strong>Four interrelated themes emerged from the thematic synthesis: (1) epistemological fragmentation within Learning Sciences, (2) theory-technology contradictions between pedagogical theories and AI-supported educational systems, (3) the datafication of learning through learning analytics and adaptive technologies, and (4) Hybrid Intelligence as an emerging educational paradigm emphasizing collaboration among learners, educators, and intelligent systems. Building on these themes, the review proposes a Hybrid Intelligence Framework that integrates Learning Sciences, Artificial Intelligence, Learning Analytics, and adaptive learning systems into a coherent conceptual model for human-centred, ethical, explainable, and evidence-informed AI-supported education.</p><p><strong>Originality/value: </strong>This review advances the literature by moving beyond isolated examinations of AI technologies or learning theories to provide an integrative conceptual synthesis of their interrelationships. The proposed Hybrid Intelligence Framework offers a theoretically grounded foundation for future empirical research, instructional design, educational policy, and the development of adaptive learning environments that integrate human expertise with artificial intelligence while supporting learner agency and pedagogical integrity.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107977"},"PeriodicalIF":3.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149147214","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":"Comparing the intelligence-reading relationship in gifted and twice-exceptional twin students: A case analysis.","authors":"Mehmet Okur, Sait Burak Yılmaz, Ali İbrahim Can Gözüm","doi":"10.1016/j.actpsy.2026.107959","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107959","url":null,"abstract":"<p><p>This comparative case study examined how WISC-IV cognitive index profiles relate to reading outcomes in two pairs of twins (N = 4; ages 9.17 and 9.50 years). One pair consisted of twice-exceptional (2E) students with giftedness and ADHD, whereas the other comprised gifted twins without an additional diagnosis. Cognitive functioning was assessed using Full Scale IQ (FSIQ) and the WISC-IV indices of Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. Reading performance was evaluated through reading rate, reading accuracy, and reading comprehension. In both twin pairs, FSIQ was high and relatively similar within pairs (2E: 127-131; gifted: 130-132). However, within-pair divergence was more evident in reading outcomes, particularly in reading rate and accuracy. In the 2E pair, the twins differed by 6.5 words per minute in mean reading rate and by 5 percentage points in mean reading accuracy, whereas the difference in reading comprehension was limited to 1 point. By contrast, the gifted pair showed a more homogeneous reading profile, with a difference of 2.5 words per minute in mean reading rate, 1 percentage point in mean reading accuracy, and no difference in reading comprehension. At the cognitive-profile level, the 2E pair showed relatively lower performance in working memory and processing speed, whereas the gifted pair demonstrated higher scores in these domains. These findings suggest that high general cognitive ability may coexist with variability in reading outcomes requiring speed and efficiency. By illustrating how closely matched gifted and twice-exceptional twins may show distinct cognitive-reading configurations, the study highlights the value of profile-based assessment for identifying individual strengths and potential support needs.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107959"},"PeriodicalIF":3.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149147573","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":"Class perceptions and fertility decision-making: How subjective class identity and mobility expectations shape fertility intentions and behavior.","authors":"Chi Zhang, Longxuan Lin, Li Wang, Pengfei Qu","doi":"10.1016/j.actpsy.2026.107974","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107974","url":null,"abstract":"<p><strong>Background: </strong>China's fertility rate has dropped sharply despite policy relaxations, suggesting that subjective cognitive factors-beyond objective socioeconomic conditions-matter for reproductive decisions. However, the distinct roles of current class perception versus future mobility expectations remain unclear.</p><p><strong>Objective: </strong>This study examines how subjective class perception and class mobility expectations differentially associate with fertility intentions, childbearing behaviors, and the intention-behavior gap, and explores mediating mechanisms.</p><p><strong>Methods: </strong>Using CGSS2023 data (N = 6073, aged 18-49), we employed ordinal logistic regression, KHB mediation, and propensity score matching.</p><p><strong>Results: </strong>Subjective class perception positively predicted intentions (OR = 1.125, p < 0.001) but not behaviors, and significantly widened the intention-behavior gap (B = 0.045, p < 0.001). Class mobility expectations positively predicted both intentions (OR = 1.140) and behaviors (OR = 1.129, both p < 0.001), without increasing the gap. Mediation showed subjective class perception worked through traditional gender-role attitudes (indirect effect = 0.0045, 3.81%), while mobility expectations operated via happiness (0.0118, 8.83%) and health (0.0062, 5.14%). Results were robust to alternative models and PSM.</p><p><strong>Conclusion: </strong>Static status evaluation shapes aspirations but fails to translate into actual fertility, whereas upward mobility beliefs facilitate intention realization by reducing uncertainty and psychological costs. Extending the Intergenerational Investment Utility Framework, our findings suggest that strengthening perceived mobility prospects may be a more effective policy lever than altering current class perceptions alone.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107974"},"PeriodicalIF":3.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149147261","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":"Quiz experts gradually identify the answer while novices suddenly identify the answer: Pilot study.","authors":"Masaru Shirasuna","doi":"10.1016/j.actpsy.2026.107969","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107969","url":null,"abstract":"<p><p>Even if people can obtain sufficient information if they want to, they sometimes have to make fast judgments (e.g., to get ahead of others) when information is incomplete. This is a common feature of buzzer quizzes, where players are required to identify the correct answer even in the middle of a question to get the right to answer before other players do so. Although quizzes have become popular entertainment, it remains unclear how quiz experts (vs. novices) consider a question. This pilot study aimed to provide scaffolding for examining cognitive processes in quizzes, from the perspectives of behavioral science. We modeled time-series processes assuming that individuals accumulated evidence over time (by hearing words) and became more likely to respond (pushing an answering button) as more evidence accumulated. We fitted the model into actual experts' and novices' behavioral data obtained from an experiment simulating buzzer quizzes. The observed data revealed that, overall, experts made faster and more accurate judgments than novices. Using the model, we predicted at which time-window in a question experts and novices would likely respond. As a result, experts were likely to gradually identify the answer by capturing various words in a question as useful cues even if each of them seemed trivial, while novices tended to respond around the timing when highly critical words (e.g., interrogative words) appeared toward the end of a question. We discuss limitations and future directions of this pilot study.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107969"},"PeriodicalIF":3.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149147188","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":"Can imagery rescripting and imaginal extinction attenuate the return of conditioned fear?","authors":"Sharmili Mitra, Manish Kumar Asthana","doi":"10.1016/j.actpsy.2026.107944","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107944","url":null,"abstract":"<p><p>Standard extinction (SE) is the most widely implemented intervention for reducing conditioned and generalized fear, indexed by psychophysiological skin conductance responses, and subjective self-report responses such as expectancy and valence ratings; however, the possibility of fear return still remains. Hence, novel interventions may be used to augment the efficiency of SE. Imagery rescripting (ImRS), based on the premise of unconditioned stimulus (UCS) devaluation, encompasses the devaluation of the cognitive representation of the UCS in a positive direction. Imaginal extinction (IE), based on the principles of UCS expectancy evaluation, involves vivid imagination of the conditioned stimuli during extinction. In the current study, we compared the efficacy of imagery rescripting + extinction, imaginal extinction, and standard extinction in attenuating the return of conditioned and generalized fear. Seventy-two healthy individuals were randomly assigned to ImRS, IE, or SE groups. Day 1 comprised the fear acquisition and generalization phases. On day 2, the intervention and generalization testing phases were conducted. On day 15, the return of fear due to spontaneous recovery was assessed. Our study is the first known to compare the efficacy of ImRS and IE in attenuating the return of generalized fear response. We found that the three interventions effectively attenuated conditioned responses on Day 15, highlighting a potentially distinct effect of imagery rescripting on UCS devaluation. The current study therefore provides preliminary evidence that combining imagery rescripting with extinction may influence both expectancy-based and evaluative aspects of conditioned fear, as compared to imaginal extinction and standard extinction.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107944"},"PeriodicalIF":3.8,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134813","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 can't they stop playing? Relative deprivation and problematic Otome game behavior among adult women.","authors":"Yongxuan Gao, Zhengkai Wei, Ruiting Shi, Puteri Nuraqidah Abdul Razak, Fakir Mohamad Md Nor","doi":"10.1016/j.actpsy.2026.107968","DOIUrl":"https://doi.org/10.1016/j.actpsy.2026.107968","url":null,"abstract":"<p><strong>Objective: </strong>To examine the associations between relative deprivation and problematic Otome game behavior among adult female players, test the parallel mediating roles of player-character attachment and maladaptive cognition, and examine the separate moderating role of trait mindfulness.</p><p><strong>Method: </strong>An online cross-sectional survey was conducted among 433 Chinese adult female Otome gamers recruited through snowball sampling on Xiaohongshu and Weibo.</p><p><strong>Results: </strong>Relative deprivation was positively associated with problematic Otome game behavior, and both player-character attachment and maladaptive cognition showed significant indirect associations. Trait mindfulness was positively correlated with maladaptive cognition (r = 0.417) and problematic Otome game behavior (r = 0.510), whereas negative RD × TM interactions indicated that the positive RD-related associations with player-character attachment, maladaptive cognition, and problematic Otome game behavior became weaker as trait mindfulness increased.</p><p><strong>Conclusion: </strong>The findings suggest that problematic Otome game behavior may be associated with both player-character involvement and maladaptive gaming cognition. The mindfulness interactions indicate attenuation of RD-related slopes rather than a generally protective association of higher mindfulness. Given the cross-sectional and non-probability sampling design, causal interpretations should be avoided.</p>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"270 ","pages":"107968"},"PeriodicalIF":3.8,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134530","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}