Acta Psychologica最新文献

{"title":"Translation, psychometric evaluation, and network analysis of the parental acceptance and action questionnaire (PAAQ) among Arab parents of children with and without specific learning disability (dyslexia)","authors":"Norah Alkhateeb","doi":"10.1016/j.actpsy.2025.104693","DOIUrl":"10.1016/j.actpsy.2025.104693","url":null,"abstract":"<div><h3>Objective</h3><div>The current study evaluated psychometric properties and network analysis of the Parental Acceptance and Action Questionnaire (PAAQ) among Arab parents of children with and without dyslexia.</div></div><div><h3>Method</h3><div>419 parents of community sample children and 318 parents of children with dyslexia (CWD) completed the PAAQ, Interpersonal Mindfulness Scale (IMS), and a socio-demographic checklist. Exploratory Graph Analysis (EGA), Confirmatory Factor Analysis (CFA), and Exploratory Factor Analysis (EFA) were used to determine the factor structure of the PAAQ. Cronbach's alpha was used to estimate internal consistency. Finally, the centrality measures are derived from network theory (betweenness, closeness, and strength).</div></div><div><h3>Results</h3><div>In both community and CWD samples, the author identified similar factor structures encompassing three dimensions: proactive behavior and adaptability in parenting, acceptance of personal parenting-related inner experiences, and acceptance of the child's negative inner experiences. Item 18 was removed due to poor factor loading in both samples, resulting in a final version of the PAAQ with 18 items (instead of 19 items). This factor structure was revealed through EFA analysis and confirmed by CFA and GFA, demonstrating the scale's consistency. For all subscales in both samples, Cronbach's alpha was more significant than 0.7, indicating suitable internal consistency. Regarding centrality, both the community and dyslexia groups had similar centrality measures in some items. However, the dyslexia group generally showed higher betweenness values than the community group in several items (e.g., PAAQ.6, PAAQ.7).</div></div><div><h3>Conclusion</h3><div>The PAAQ is a suitable scale for use with Arabic parents, including community samples and parents of children with dyslexia.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104693"},"PeriodicalIF":2.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143062914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How an emotional intelligence intervention programme impacts the well-being and performance of teachers of basic general education","authors":"Wendy L. Arteaga-Cedeño,&nbsp;Miguel Á. Carbonero-Martín,&nbsp;Luis J. Martín-Antón,&nbsp;Paula Molinero-González,&nbsp;Lorena Valdivieso-León","doi":"10.1016/j.actpsy.2025.104739","DOIUrl":"10.1016/j.actpsy.2025.104739","url":null,"abstract":"<div><div>Emotional education helps to develop emotional intelligence skills and to bolster teachers' overall well-being. Aims: to gauge the effectiveness of the programme designed to enhance the emotional intelligence, life satisfaction, life orientation, and work well-being of teaching staff. A quasi-experimental design was employed with an experimental group and a control group, using pre-test and post-test to measure changes. Method: 425 teachers of basic general education from Ecuador took part. The experimental group participated in an intervention programme in emotional intelligence during one term, while the control group were not subject to any intervention. An array of instruments were used to measure the variables of interest before and after intervention. Results: significant improvements emerged in emotional intelligence factors in the experimental group compared to the control group. Significant increases were seen in life satisfaction, optimism, feeling energy, enthusiasm, and immersion, and there was reduced pessimism. Women improved more in emotional perception, while men evidenced greater improvement in understanding and emotional regulation. A positive correlation was found between the study variables. Conclusions: these findings highlight the importance of implementing emotional education programmes in teacher training in order to promote a healthier and more effective educational environment.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104739"},"PeriodicalIF":2.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143063227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How technology influences English learning attainment among Chinese students","authors":"Ling Gu","doi":"10.1016/j.actpsy.2025.104740","DOIUrl":"10.1016/j.actpsy.2025.104740","url":null,"abstract":"<div><div>The purpose of this research includes analyzing the interaction between online English learning motivations, digital readiness, academic engagement, self-regulated English learning attainment, and technology self-efficacy. These interactions were examined based on data gathered from learners in online English courses through the method of structural equation modeling. Analysis found that online English learning motivation has a significant impact on the learners' level of digital readiness and levels of academic engagement, thereby underlining its importance in getting learners ready for meaningful navigation of the digital environments with emphasis on specific academic tasks. Moreover, digital readiness and academic engagement mediate the link between online English learning motivation and online self-regulated learning, thus signifying the role of these variables in achieving translation of motivation into efficient self-regulation. Moreover, online English learning motivation exerts an indirect impact on digital readiness and academic engagement through the moderation of technology self-efficacy; in particular, the high level of self-efficacy strengthens the positive effects of motivation. This basically emphasizes the confidence in technology usage as a fundamental dimension to the effectiveness of online learning. Hence, based on these findings it can be concluded that increasing online English learning motivation, readiness for digital learning environments and academic engagement as well as the technology self-efficacy is important in order to achieve the greatest learning success in the field of online English learning. Although the study has its drawbacks like the use of self-reported data and cross-sectional research design, the study present implications that would be useful to educators and policymakers in the improvement of the online education strategies. The next steps in the research should involve following up the participants over a long period and using both qualitative and quantitative methods to augment these results.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104740"},"PeriodicalIF":2.1,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143057681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A scoping review of somatosensory interaction design for mental health and well-being","authors":"Ming Cheung ,&nbsp;Guobin Xia ,&nbsp;Zhan Xu","doi":"10.1016/j.actpsy.2024.104641","DOIUrl":"10.1016/j.actpsy.2024.104641","url":null,"abstract":"<div><div>This study explores the efficacy of somatosensory interactions in enhancing mental health care by examining the deployment and impact of these technologies. Based on a scoping review of 46 research studies, our analysis reveals that traditional mental health interventions often fail to align with prevalent technological trends. However, somatosensory interactions bridge this gap by creating immersive and engaging experiences. Our findings show considerable variability in the effectiveness, user engagement levels, and application methods of somatosensory technologies. Certain technology designs are particularly effective in promoting emotional well-being and reducing stress. Nonetheless, the diverse outcomes among the studies highlight the influence of factors such as design quality and user demographics. This variability underscores the need for more targeted studies to refine the application of somatosensory technologies, ensuring their effectiveness across different population segments. Ultimately, our insights emphasise the need to develop robust guidelines for integrating these technologies into comprehensive mental health strategies, thereby enhancing the related overall outcomes.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104641"},"PeriodicalIF":2.1,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143063223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of intrinsic spirituality, emotion dysregulation, and resilience on post-traumatic stress disorder symptoms in university students who survived earthquake","authors":"Sezen Güleç","doi":"10.1016/j.actpsy.2025.104755","DOIUrl":"10.1016/j.actpsy.2025.104755","url":null,"abstract":"<div><h3>Purpose</h3><div>The study aimed to explore the relationship between intrinsic spirituality, emotion dysregulation, resilience, and PTSD in Turkish university students who were earthquake survivors. In addition, the validity and reliability of the Brief Emotion Dysregulation Scale (BEDS) were evaluated among Turkish university students who were earthquake survivors.</div></div><div><h3>Methods</h3><div>A sample of 651 Turkish university students who were earthquake survivors participated in an online survey distributed via WhatsApp, completing the Intrinsic Spirituality Scale (ISS), the Brief Emotion Dysregulation Scale (BEDS), the Brief Resilience Scale (BRS), and the Post-Traumatic Stress Disorder Checklist for DSM-5. Structural equation modeling and mediation analysis were employed to explore the predictive relationships between these psychological variables and PTSD symptoms.</div></div><div><h3>Results</h3><div>The findings confirmed that the BEDS is a valid and reliable scale for assessing emotion dysregulation levels in Turkish university students who were earthquake survivors. Intrinsic spirituality had a negative correlation between emotion dysregulation and PTSD, indicating that higher levels of PTSD are associated with lower intrinsic spirituality. A positive correlation was found between intrinsic spirituality and resilience, suggesting that increased intrinsic spirituality is linked to higher levels of resilience. Furthermore, emotion dysregulation and resilience were found to mediate the relationship between intrinsic spirituality and PTSD. Moreover, emotion dysregulation has a mediating effect in the relationship between resilience and PTSD.</div></div><div><h3>Conclusions</h3><div>The study highlights the determinant effects of intrinsic spirituality on emotional dysregulation, resilience and PTSD in Turkish university students who survived the earthquake. Interventions and support programs designed to reduce PTSD symptoms should benefit from the results of this research, and future research should include longitudinal studies to assess the long-term effects of intrinsic spirituality on PTSD. It is also crucial to examine the effects on various demographic groups, including differences in age, education level, and socio-economic status.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104755"},"PeriodicalIF":2.1,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143062863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between widowhood and depressive symptoms among Chinese older adults: Does living alone make a difference?","authors":"Junyue Yue,&nbsp;Myeong-Sook Yoon","doi":"10.1016/j.actpsy.2025.104749","DOIUrl":"10.1016/j.actpsy.2025.104749","url":null,"abstract":"<div><div>The experience of widowhood and that of living alone are significant life events that are strongly associated with depressive symptoms in older adults. Nevertheless, few studies have examined the relationship between widowhood, living alone, and depressive symptoms among Chinese older adults, particularly with regard to the duration of widowhood. This study included 4,644 older adults aged 65 and above from the 2015, 2018, and 2020 China Health and Retirement Longitudinal Study (CHARLS). Linear regression models were used to examine the relationship between widowhood, living alone, and depressive symptoms. Unlike previous studies, our findings indicate that living alone instead played a buffering effect on the relationship between widowhood and depression among urban older adults, especially for short-term and long-term widowhood. However, this result did not appear in the rural sample. Our study highlights the significance of considering the role of living alone in the relationship between widowhood and depressive symptoms in older adults, as well as the need to distinguish between residence and duration of widowhood.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104749"},"PeriodicalIF":2.1,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143057720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of implicit and explicit motor learning on a targeting task in children with autism spectrum disorder (ASD)","authors":"Morteza Homayounnia Firouzjah ,&nbsp;Saeed Nazari Kakvandi ,&nbsp;Hesam Ramezanzade","doi":"10.1016/j.actpsy.2025.104731","DOIUrl":"10.1016/j.actpsy.2025.104731","url":null,"abstract":"<div><div>This study aims to investigate the effect of different implicit and explicit instructions on learning a fundamental motor skill (throwing task) in autistic children with a high propensity for reinvestment. A total of 48 male volunteer students with special educational needs aged between 7 and 9 years old were conveniently selected to practice a novel throwing motor task (slingerball). The study includes a 1-week the acquisition phase with five phases of measurements involving four groups: a) analogy, b) explicit instruction, c) errorless, and d) errorful paradigms. It was conducted in five phases: pre-test, acquisition, retention, transfer, and dual-task, using a quasi-experimental design. The task in this study was to throw a slingerball’ towards a horizontal target on the ground. Mixed-design analysis of variance (ANOVA) and LSD post-hoc test performed to determine the interaction and main effects on throwing accuracy. The results indicated that participants in the analogy and errorless instruction groups had higher throwing accuracy in all phases of acquisition, retention, transfer and dual task compared to the explicit and errorful instruction groups (<em>P</em> ≤ 0.05). Moreover, both implicit learning groups performed more accurately in the dual task test than the explicit group (<em>P</em> ≤ 0.05). The results of this study support the theoretical framework that implicit practice can improve motor skill learning in children with autism spectrum disorder more than explicit practice. So, the application of errorless learning and analogy instruction is recommended for developing of motor performance and learning as implicit learning methods in educational environments.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104731"},"PeriodicalIF":2.1,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143057719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do social relationships at work enhance creativity and innovative behavior? Role of psychological safety","authors":"Swati Dhir ,&nbsp;Priyanka Vallabh","doi":"10.1016/j.actpsy.2025.104751","DOIUrl":"10.1016/j.actpsy.2025.104751","url":null,"abstract":"<div><div>The study uses social exchange theory to examine how social relationships affect individual involvement in creativity at work and innovative behavior, mediated by psychological safety. The study disentangles the social relationships at work as informal and formal relationships in terms of two plausible theoretical variables, workplace friendliness and perceived affective climate respectively, for the above purpose. Over a period of three-months, data collection was conducted in the IT and ITeS industry, with a sample of 515 participants and 105 team leads, using a two-pronged approach involving data from both team leads and their subordinates. The findings indicate a positive association between workplace friendliness (informal) as well as perceived affective climate (formal), and employee involvement in creativity with psychological safety as mediator, further leading to innovative behavior. The study suggests that fostering a positive, conducive formal work environment and workplace friendships can enhance employees' psychological safety, which enables them to put their creative ideas into action, which can help organizations get a competitive edge by finding novel ways of solving business challenges.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104751"},"PeriodicalIF":2.1,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143057678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disentangling effects of the COVID-19 pandemic and Black Lives Matter protests on implicit anti-Black bias","authors":"C. Donnan Gravelle ,&nbsp;Patricia J. Brooks ,&nbsp;Jeremy E. Sawyer","doi":"10.1016/j.actpsy.2025.104746","DOIUrl":"10.1016/j.actpsy.2025.104746","url":null,"abstract":"<div><div>Terror Management Theory (TMT) holds that mortal threats bolster people's desire to support their worldviews, which may contribute to increased outgroup bias. In 2020, two events likely increased mortality salience and death anxiety: COVID-19 and the Black Lives Matter (BLM) protests that followed George Floyd's murder. We used Project Implicit data to investigate their impact on implicit anti-Black bias, controlling for demographic variables. Study 1 (<em>N</em> = 82,639) found a decrease in anti-Black bias from April 1–May 20, 2020 compared to the same period in 2019, indicating that increased mortality salience amid the pandemic failed to increase anti-Black bias. Study 2 (<em>N</em> = 96,957) examined anti-Black bias and death anxiety across two seven-week periods prior to (April 1–May 20, 2020) and during the BLM protests (May 27–July 15, 2020). Death anxiety increased during the protests, while anti-Black bias decreased. Conservatives showed no link between death anxiety and anti-Black bias, yet showed a decrease in bias once the protests began. Liberals showed the TMT-predicted relation between death anxiety and increased bias, however this relation weakened during the protests. Notably, these attitude changes in the context of a mass social movement differ from predominant conservative shift and worldview defense patterns in prior work on attitude change amid social crisis. Collectively, our results failed to link mortality salience with outgroup bias but suggest a role for other factors including social movements, intergroup empathy, and social solidarity in reducing bias.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104746"},"PeriodicalIF":2.1,"publicationDate":"2025-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143051349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Bangladeshi English as a foreign language learners' mindfulness and engagement in the online learning context","authors":"Mojtaba Khatami ,&nbsp;Afsana Jerin Shayery ,&nbsp;Santosh Kumar Behera ,&nbsp;Deyuan He ,&nbsp;David Coker ,&nbsp;Samantha Curle","doi":"10.1016/j.actpsy.2025.104750","DOIUrl":"10.1016/j.actpsy.2025.104750","url":null,"abstract":"<div><div>This empirical study investigates the relationship between mindfulness and online engagement among Bangladeshi English as a Foreign Language (EFL) learners during the Covid-19 pandemic. A mixed-methods approach was employed, combining quantitative data from the Langer Mindfulness Scale (LMS) and the Online Student Engagement Scale (OSES) with qualitative data from open-ended responses. A total of 215 university students participated in the study, providing insights into their mindfulness levels and engagement in online learning. Quantitative analyses, including descriptive and regression analyses, revealed no significant correlation between mindfulness and online engagement. Reliability analysis indicated that while the OSES demonstrated acceptable internal consistency for this population, the LMS showed poor reliability across subscales, raising concerns about its validity for Bangladeshi EFL students. Qualitative data were analysed using descriptive phenomenology, which highlighted a shift in students' locus of control during online learning, often manifesting as feelings of helplessness and hopelessness. Participants reported that mindfulness practices did not adequately mitigate pandemic-related stress or support their engagement. The findings suggest that mindfulness alone may not be effective in enhancing student engagement in online EFL contexts within non-Western settings. The study calls for policymakers to prioritise the development of resilient online learning infrastructures, improve internet accessibility, and incorporate culturally sensitive approaches to student well-being in digital education environments.</div></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"Article 104750"},"PeriodicalIF":2.1,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143045387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}