Behavioral Sciences最新文献

{"title":"The Impact of Color Cues on Word Segmentation by L2 Chinese Readers: Evidence from Eye Movements.","authors":"Lin Li, Yaning Ji, Jingxin Wang, Kevin B Paterson","doi":"10.3390/bs15070904","DOIUrl":"https://doi.org/10.3390/bs15070904","url":null,"abstract":"<p><p>Chinese lacks explicit word boundary markers, creating frequent temporary segmental ambiguities where character sequences permit multiple plausible lexical analyses. Skilled native (L1) Chinese readers resolve these ambiguities efficiently. However, mechanisms underlying word segmentation in second language (L2) Chinese reading remain poorly understood. Our study investigated: (1) whether L2 readers experience greater difficulty processing temporary segmental ambiguities compared to L1 readers, and (2) whether visual boundary cues can facilitate ambiguity resolution in L2 reading. We measured the eye movements of 102 skilled L1 and 60 high-proficiency L2 readers for sentences containing temporarily ambiguous three-character incremental words (e.g., \"\" [musical]), where the initial two characters (\"\" [music]) also form a valid word. Sentences were presented using either neutral mono-color displays providing no segmentation cues, or color-coded displays marking word boundaries. The color-coded displays employed either uniform coloring to promote resolution of the segmental ambiguity or contrasting colors for the two-character embedded word versus the final character to induce a segmental misanalysis. The L2 group read more slowly than the L1 group, employing a cautious character-by-character reading strategy. Both groups nevertheless appeared to process the segmental ambiguity effectively, suggesting shared segmentation strategies. The L1 readers showed little sensitivity to visual boundary cues, with little evidence that this influenced their ambiguity processing. By comparison, L2 readers showed greater sensitivity to these cues, with some indication that they affected ambiguity processing. The overall sentence-level effects of color coding word boundaries were nevertheless modest for both groups, suggesting little influence of visual boundary cues on overall reading fluency for either L1 or L2 readers.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144727104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 Influencing Factors of Learning Burnout: A Network Comparison in Online and Offline Environments.","authors":"Jiayao Lu, Sihang Zhu, Ranran Wang, Tour Liu","doi":"10.3390/bs15070903","DOIUrl":"https://doi.org/10.3390/bs15070903","url":null,"abstract":"<p><p>This study aims to explore the interrelationships among key factors influencing learning burnout, such as motivation and negative emotions (depression, anxiety, and stress) along with other factors influencing including problematic mobile phone use, nomophobia, and interactive learning, as well as whether their pathways of influence on learning burnout differ between online and offline learning contexts. Using the convenience sampling method, data from 293 college students were collected. Measurements were carried out using the Nomophobia Scale, the Problematic Mobile Phone Use Scale, the Depression Anxiety Stress Scale (DASS), the Interactive Learning Scale, the Learning Burnout Scale, and the Scale of Motivation for Activity Participation. By applying network analysis and network comparison methods, and based on the Social Comparison Theory and the Affective Socialization Heuristics Model, it was found that under the online learning condition the motivation to pursue value directly affects learning burnout. In contrast, under the offline learning condition learning motivation indirectly affects learning burnout through negative emotions. This study posits that this difference is caused by peer comparison. In a collective learning atmosphere, students' comparison with their peers triggers negative emotions such as anxiety and stress. These negative emotions weaken the learning motivation to pursue value, ultimately resulting in an elevated level of learning burnout.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144727032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Emotions, Emotion Regulation, Academic Motivation, and Approaches to Learning: A Person-Centered Approach.","authors":"Christos Rentzios, Evangelia Karagiannopoulou, Georgios Ntritsos","doi":"10.3390/bs15070900","DOIUrl":"https://doi.org/10.3390/bs15070900","url":null,"abstract":"<p><p>Contemporary educational literature suggests that academic emotions and emotion regulation should be explored in tandem, while academic motivation has been discussed both as a self-regulation metacognitive construct and as a construct inherently tied to motivation. The present study uses a person-centered approach to explore profiles of university students based on academic emotions, emotion regulation, academic self-regulation, and approaches to learning. In addition, the impact of students' profiles on academic performance (GPA) is investigated. The sample consists of 509 university students studying at a Greek university social science department. Cluster techniques and multivariate analysis of variance are used to identify the profiles and test for differences among them. Students were grouped in clusters that revealed both consistent and dissonant patterns of scores on the relevant variables. Analysis reveals three distinct profiles: (a) the \"Anxious, effectively-engaged, and organized learners\", (b) the \"Deep, Happy, and intrinsically motivated learners\" and (c) the \"Disengaged, Bored, and Suppressing Learners\". These profiles open new insights into educational literature, revealing links among learning, emotional, and motivational factors. Practical implications and directions for future research are discussed.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144726989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Psychometric Evaluation of a Musical Profile Questionnaire (MPQ): A Contribution for Music Education.","authors":"José Salvador Blasco-Magraner, Gemma Ruiz-Varela, Pablo Marín-Liébana, Gloria Bernabe-Valero","doi":"10.3390/bs15070901","DOIUrl":"https://doi.org/10.3390/bs15070901","url":null,"abstract":"<p><p>The development of a Spanish musical profile questionnaire, designed to assess both objective aspects of musical engagement and psychological dimensions, represents a significant advancement in the fields of music psychology and music education. Grounded in prior research and created by experts in music education, this instrument offers a comprehensive portrait of musicians by capturing their training, experience, and psychological characteristics. A total of 261 musicians, ranging in age from 16 to 61 years, were recruited through incidental sampling to complete the questionnaire. The final version encompasses both objective indicators of musical dedication and a psychological profile scale. The psychometric evaluation of the scale supported a robust three-factor model comprising \"Musical Self-Perception\", \"Personal Cost of Music\", and \"Existential Contribution of Music\". The 10-item scale demonstrated acceptable internal consistency, along with strong criterion and convergent validity, affirming the instrument's reliability. The discussion regarding the inclusion or exclusion of items related to theoretical content reflects an evidence-based approach aimed at continuous refinement of the tool. Furthermore, the identification of future directions, including exploration of additional psychological dimensions and potential adaptations for diverse cultural or educational contexts, underscores a forward-looking commitment to the ongoing development and applicability of the questionnaire.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144727013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transferable Modulation of Cognitive Control: The Cross-Task Role of Conflict Adaptation in Thematic Roles Assignment in Chinese.","authors":"Jiefei Luo, Qi Cheng, Mengfang Zhang, Yan Wu","doi":"10.3390/bs15070899","DOIUrl":"https://doi.org/10.3390/bs15070899","url":null,"abstract":"<p><p>Conflict adaptation reflects the dynamic modulation of information processing by the cognitive control system following conflict detection. A central question in language processing research concerns whether control elicited by non-linguistic tasks generalizes across tasks to influence higher-order processes such as sentence comprehension. The present study employed color-word Stroop tasks of varying complexity and, in conjunction with eye-tracking technology, examined their cross-task regulatory effects of conflict adaptation on thematic role assignment in Chinese. Across two experiments, participants read sentences containing either congruent or conflicting thematic roles following Stroop trials with congruent or incongruent stimuli. The temporal dynamics of syntactic processing were captured via eye movement measures. Results indicated that both conflict tasks triggered cross-task conflict adaptation, as evidenced by accelerated syntactic processing and reduced regression behaviors when thematically incongruent sentences followed conflict trials. Notably, the more complex color-word Stroop task imposed greater demands on cognitive control resources and elicited earlier cognitive adaptation effects during comprehension. Theoretically, these findings extend conflict monitoring theory to the domain of language processing, demonstrating that cognitive control mechanisms contribute to real-time syntactic parsing. Methodologically, the use of eye-tracking to examine thematic role assignment provides fine-grained empirical evidence for the interaction between domain-general control and language-specific processing.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144727138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-Sectional Analysis of Factors Predicting Food Assistance Stigma.","authors":"Frances Hardin-Fanning, Ratchneewan Ross, Shuying Sha","doi":"10.3390/bs15070897","DOIUrl":"https://doi.org/10.3390/bs15070897","url":null,"abstract":"<p><p>The stigma associated with food assistance can be a barrier to resolving food insecurity. Self-reliance expectations likely contribute to this stigma. Aim: This cross-sectional study identified factors that predict perceptions of food assistance stigma. Demographics (age, sex, race, and ethnicity) were collected, and food assistance stigma (Food Resource Acceptability) and self-reliance (Self-Reliance Scale) were measured via REDCap questionnaires from 531 online participants. The research volunteer repository, Research Match, was used for recruitment. Multiple regression was conducted to determine food assistance stigma predictors. Older age, being male, and reporting higher self-reliance significantly predicted the likelihood of stigmatizing food assistance. The social expectation of self-reliance in adulthood contributes to an assigned and anticipated stigma associated with accepting food assistance. This stigma permeates many regions, particularly the United States, and likely contributes to unresolved food insecurity despite the availability of multiple food assistance resources. Future qualitative research should be conducted among older individuals and males with high levels of self-reliance to gain a deeper understanding of how food assistance stigma could be lessened so that appropriate stigma reduction interventions could be tested among this target group.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144727011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adverse Experiences in Early Childhood and Emotional Behavioral Problems Among Chinese Preschoolers: Psychological Resilience and Problematic Media Use.","authors":"Yantong Zhu, Liu Yang, Gengli Zhang","doi":"10.3390/bs15070898","DOIUrl":"https://doi.org/10.3390/bs15070898","url":null,"abstract":"<p><p>Adverse childhood experiences (ACEs) in early childhood may increase the risk of emotional behavioral problems (EBPs); however, few studies have explored the longitudinal effect of ACEs in early childhood on later EBPs and their underlying mechanisms. This study examined the serial mediating role of psychological resilience (PR) and problematic media use (PMU) in the relationship between ACEs in early childhood and EBPs. Participants included 534 three-year-old children (mean age of 33.29 years, SD = 3.97) and their parents from Wuhu, China. The parents completed online questionnaires measuring children's ACEs, PR, and demographic information in September 2022 (Time 1), children's PMU in September 2023 (Time 2), and EBPs in September 2024 (Time 3). Macro Process 6 was used to test the serial mediating effects of PR and PMU. A total of 5000 bootstrap samples were used to estimate the 95% confidence intervals. The results revealed that ACEs in early childhood did not directly predict EPBs. PR (b = 0.132 (95% CI [0.051, 0.221])) mediated the relationship between ACEs and children's EBPs. PR and PMU also played a serial mediating role in the association of ACEs and children's EBPs (b = 0.026, 95% CI [0.008, 0.054]). Our findings highlight the importance of improving PR and addressing PMU when designing interventions targeting Chinese preschoolers exposed to ACEs.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144726992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Intergenerational Exploration of Discipline, Attachment, and Black Mother-Daughter Relationships Across the Lifespan.","authors":"Seanna Leath, Lamont Bryant, Khrystal Johnson, Jessica Bernice Pitts, Titilope Omole, Sheretta T Butler-Barnes","doi":"10.3390/bs15070887","DOIUrl":"https://doi.org/10.3390/bs15070887","url":null,"abstract":"<p><p>Discipline is a significant predictor of parent-child attachment and relationship quality across the lifespan. Yet, much of the research on Black families' disciplinary strategies uses a deficit and myopic lens that focuses on punitive punishment styles (e.g., spanking or taking away privileges). In the current exploratory qualitative study, we used an intergenerational narrative lens and thematic analysis to explore semi-structured interview data from 31 Black mothers (25-60 years, M_age = 46) in the United States around their mothers' disciplinary practices during their childhood. We explored the connections that Black adult daughters made between their childhood disciplinary practices and their current disciplinary practices with their children, as well as their current relationships with their mothers. Adult daughters varied widely in their retrospective accounts of their mothers' disciplinary strategies, which we categorized into three themes: (a) punitive, (b) logical, and (c) natural. We also identified three themes around how their mothers' practices informed their current disciplinary practices with their own children: namely, (d) continuity, (e) mix, and (f) shift. Finally, we identified three themes around the current nature of their mother-daughter relationships: (g) strained, (h) progressing, and (i) healthy. The results highlighted the personal and cultural factors that informed Black women's disciplinary strategies across two generations of mothers and revealed that when adult daughters shifted away from what they experienced during childhood-it was often towards less punitive strategies. Our exploratory findings also pointed to patterns regarding the extent to which Black adult daughters felt connected, validated, and supported by their mothers. The findings lend insight into Black mother-daughter relationship dynamics, particularly around the importance of communication patterns and emotional connection in the culture of discipline within families.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144726994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement.","authors":"Junfeng Wei, Wenhao Gu, He Xiao, Yangang Nie","doi":"10.3390/bs15070890","DOIUrl":"https://doi.org/10.3390/bs15070890","url":null,"abstract":"<p><p>Academic procrastination is a prevalent issue among children, often linked to poorer developmental outcomes. Prior research has uncovered cognitive, motivational, and dispositional antecedents of procrastination, yet its emotional correlates remain underexplored. Given the central role parenting plays in children's emotional development, examining the emotional pathways through which parenting influences academic procrastination may deepen the understanding of emotional processes underlying academic development. Grounded in the Broaden-and-Build Theory of Positive Emotions, the present study examined the extent to which emotional resilience and school emotional engagement mediate, both individually and sequentially, the relationship between perceived positive parenting styles and academic procrastination in children. Drawing on three waves of data, this study employed structural equation modeling to assess a chain mediation model. The sample comprised 728 primary school students (Mage = 9.84, SD = 0.77, 49.22% female, range = 8 to 12 years) from Guangzhou, China. Participants completed the assessment at three time points (i.e., November 2021, May 2022, May 2023). The results reveal that perceived positive parenting styles significantly predict lower levels of academic procrastination. Both emotional resilience and school emotional engagement independently mediate the relationship between positive parenting style and academic procrastination. Moreover, this relationship is sequentially mediated by emotional resilience and school emotional engagement. While the mediation effect sizes were relatively small, the study identifies the emotional mechanism through which the perceived positive parenting influences children's academic procrastination. The preliminary findings contribute to a richer understanding of the emotional underpinnings of academic procrastination and propose potential directions for future research and intervention.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144727042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Agency in Ghanaian Schools: Impact of Career Choice Motivations and Perceptions of the Teaching Profession.","authors":"Francis Adams, Qiong Li, Hu Mu","doi":"10.3390/bs15070895","DOIUrl":"https://doi.org/10.3390/bs15070895","url":null,"abstract":"<p><p>This study explored teacher agency and its impact on the motivation and perceptions of the teaching profession. This study employed a cross-sectional survey design, in which questionnaires were administered to a sample of 574 basic school teachers in Ghana. Structural equation modeling (SEM), a multivariate statistical technique for analyzing complex relationships among latent constructs, was employed to examine the direct, indirect, and moderated effects among the study variables, thereby ensuring accurate and reliable results. This study found that the motivation and perception factors have a strong positive impact on teacher agency. The moderator analysis showed that intrinsic career value was a significant predictor of teacher agency for both male and female teachers. The results also indicated the significant moderating effect of age on the relationship between intrinsic career value and teacher agency. Additionally, the findings revealed that perception factors partially mediate the relationship between motivation factors and teacher agency. However, this study is limited by its cross-sectional design and focus on public basic school teachers in Ghana, suggesting the need for future research to include longitudinal approaches, broader geographic representation, and private school contexts. Finally, the theoretical and practical implications are addressed.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 7","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144727079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}