Behavioral Sciences最新文献_第2页

To Intervene or Not to Intervene: An Experimental Methodology Measuring Actual Bystander Behaviour. 干预或不干预：一种测量实际旁观者行为的实验方法。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-18 DOI: 10.3390/bs15040550

Danielle Labhardt, Nadine McKillop, Emma Holdsworth, Sarah Brown, Douglas Howat, Christian Jones

{"title":"To Intervene or Not to Intervene: An Experimental Methodology Measuring Actual Bystander Behaviour.","authors":"Danielle Labhardt, Nadine McKillop, Emma Holdsworth, Sarah Brown, Douglas Howat, Christian Jones","doi":"10.3390/bs15040550","DOIUrl":"https://doi.org/10.3390/bs15040550","url":null,"abstract":"Bystander intervention and sexual assault research typically rely on self-reported intent to intervene. However, predicted behaviour can be considerably different from actual behaviour. Hypothetical scenarios are often utilised to remove extenuating circumstances, limiting insight into actual behaviour where those circumstances impact intervention. This paper discusses the development and evaluation of an innovative methodology to measure actual bystander behaviour when witnessing signs of an impending sexual assault. With careful attention paid to ethical considerations and participant safety, 13 participants were directly deceived about the true aim of the research. Utilising observational data and a funnelling debrief, the findings demonstrated varied reactions to sexual assault cues, from not noticing and therefore not intervening, to noticing and (in)directly intervening. Participants' responses indicated they remained unaware of the deception until it was formally revealed, suggesting the methodology effectively realised the study's aims. The funnelling debrief mitigated the adverse effects of the deception, with some participants reporting more confidence and motivation to intervene in the future. Further development of this methodology could create more interactive bystander intervention programmes that teach people to identify signs of a sexual assault, develop skills to safely intervene, and raise awareness about sexual violence.","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12025061/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143953507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Personality Traits and Teaching Commitment Among Pre-Service Teachers: Teaching Motivation as a Mediator. 职前教师人格特质与教学承诺：教学动机的中介作用。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-18 DOI: 10.3390/bs15040548

Jie Liu, Qingxi Yang, Jin Yang, Shu Wang, Hongbiao Yin

引用次数: 0

Healthy Pills: A Physical Activity and Meditation Program to Enhance Mental Health and Well-Being in Spanish University Students. 健康药片：提高西班牙大学生心理健康和福祉的体育活动和冥想计划。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-18 DOI: 10.3390/bs15040549

Laura García-Pérez, Rosario Padial-Ruz, Mar Cepero-González, José Luis Ubago-Jiménez

{"title":"Healthy Pills: A Physical Activity and Meditation Program to Enhance Mental Health and Well-Being in Spanish University Students.","authors":"Laura García-Pérez, Rosario Padial-Ruz, Mar Cepero-González, José Luis Ubago-Jiménez","doi":"10.3390/bs15040549","DOIUrl":"https://doi.org/10.3390/bs15040549","url":null,"abstract":"(1) Background: University students' mental health (MH) is in crisis due to academic stress, lack of physical activity (PA), and low self-esteem. This study evaluated a 12-week PA and meditation intervention to enhance psychological well-being in Spanish university students. (2) Methods: A quasi-experimental design was used, with a non-randomized control group and pretest-posttest assessments. The study lasted 14 weeks (12 weeks of intervention and two for evaluations). Initially, 149 students were recruited, but the final sample included 136 (82 intervention, 54 control) due to attrition. Participants were selected through convenience sampling, respecting university-established groups. The intervention consisted of six PA sessions (aerobic, cardiovascular, and strength exercises) and six meditation sessions (yoga and mindfulness). Validated questionnaires assessed resilience, psychological distress, self-esteem, mood, personality traits, sedentary behavior, PA levels, and sleep duration. (3) Results: Significant improvements were found in resilience (p < 0.001), depression (p < 0.01), and sleep duration (p < 0.05), with greater mood benefits in men. No major changes were observed in other variables. (4) Conclusions: PA- and meditation-based interventions can improve students' MH, particularly in key psychological aspects. Further research should explore long-term effects and refine strategies by distinguishing between preventive and therapeutic approaches.","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12024086/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143957562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Why We Disclose on Social Media? Towards a Dual-Pathway Model. 我们为什么要在社交媒体上披露信息？走向双路径模型。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-18 DOI: 10.3390/bs15040547

Qiyu Bai, Qi Dan, Yumin Choi, Siyang Luo

引用次数: 0

Relationships Between Cumulative Family Risk, Emotion Regulation Difficulties, and Non-Suicidal Self-Injury in Adolescents: A Person-Centered Analysis. 青少年累积家庭风险、情绪调节困难与非自杀自伤的关系：以人为中心的分析。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-17 DOI: 10.3390/bs15040543

Xiaoxian Liu, Hengyuan Fan, Ruijuan Xiong, Lei An, Yiming Wang, Ruojuan Du, Xiaosheng Ding

{"title":"Relationships Between Cumulative Family Risk, Emotion Regulation Difficulties, and Non-Suicidal Self-Injury in Adolescents: A Person-Centered Analysis.","authors":"Xiaoxian Liu, Hengyuan Fan, Ruijuan Xiong, Lei An, Yiming Wang, Ruojuan Du, Xiaosheng Ding","doi":"10.3390/bs15040543","DOIUrl":"https://doi.org/10.3390/bs15040543","url":null,"abstract":"The present study used a person-centered approach to examine the latent patterns of cumulative family risk and emotion regulation difficulties in adolescents and their relationships with non-suicidal self-injury. A sample of 1046 primary and secondary school students was analyzed using latent class analysis and latent profile analysis to identify subgroups of cumulative family risk and emotion regulation difficulties, respectively. The results were as follows: (1) Two latent classes of cumulative family risk were identified: a high-risk group (30.78%) and a low-risk group (69.22%). Adolescents in the high-risk group had significantly higher self-injury scores. (2) Three latent profiles of emotion regulation difficulties were identified: a low-difficulty group (56.02%), a medium-difficulty group (32.60%), and a high-difficulty group (11.38%). Adolescents in the high-difficulty group had the highest self-injury scores. (3) The logistic regression showed that adolescents in the high-risk group were more likely to belong to the high-difficulty group, followed by the medium- and low-difficulty groups. In summary, adolescents with high levels of cumulative family risk are also more likely to exhibit high levels of emotion regulation difficulties and self-injurious behavior.","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12024245/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143964974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Do Educational Settings Influence College Students' Reading Behavior? An Empirical Study of China's Top Universities. 教育环境如何影响大学生的阅读行为？中国顶尖大学的实证研究。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-17 DOI: 10.3390/bs15040545

Chen Jiang, Yingxue Yang, Xilin Yuan, Liling Sun

{"title":"How Do Educational Settings Influence College Students' Reading Behavior? An Empirical Study of China's Top Universities.","authors":"Chen Jiang, Yingxue Yang, Xilin Yuan, Liling Sun","doi":"10.3390/bs15040545","DOIUrl":"https://doi.org/10.3390/bs15040545","url":null,"abstract":"The rapid rise of digital media and the accelerated pace of modern life have triggered a \"reading crisis\" among college students in China, which is characterized by declining deep reading abilities and increasing reliance on fragmented digital content. Understanding the multifaceted factors influencing student reading behavior is crucial for improving educational outcomes and fostering lifelong learning skills. This study examines these factors in China's top universities using an ecological systems theory framework, which considers how individual attributes (micro), university environment (mezzo), and broader social contexts (macro) interact to shape reading behavior. This study analyzed a logistic regression model based on 1667 samples from 19 top universities in China, followed by cross-analysis using contingency tables. The findings highlight the significant impact of both individual and environmental factors on reading engagement and reveal the mediating role of university policies and resources in fostering students' reading proficiency.","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12024441/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143969527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Do the Different Humor Styles of Streamers Affect Consumer Repurchase Intentions? 主播的不同幽默风格如何影响消费者的再购买意愿？

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-17 DOI: 10.3390/bs15040544

Guangming Li, Yuan Xia

{"title":"How Do the Different Humor Styles of Streamers Affect Consumer Repurchase Intentions?","authors":"Guangming Li, Yuan Xia","doi":"10.3390/bs15040544","DOIUrl":"https://doi.org/10.3390/bs15040544","url":null,"abstract":"With the rapid development of e-commerce live streaming, streamers play a crucial role in consumers' shopping experience and decision-making. In this context, humor has gradually attracted widespread attention in the field of marketing as a communication strategy to enhance interaction between streamers and consumers. According to social exchange theory, this study specifically explores the differing impacts of e-commerce streamers' humor styles on relationship quality, as well as the positive effect of relationship quality on consumers' repurchase intention. Data were collected via an online survey with 519 valid responses, and structural equation modeling (SEM) was conducted using AMOS. The results reveal that affiliative humor significantly enhances consumers' trust (β = 0.22, p < 0.001), which positively affects satisfaction and commitment, ultimately increasing repurchase intention. In contrast, aggressive humor undermines trust (β = -0.63, p < 0.001), leading to lower repurchase intention. This study provides theoretical support for e-commerce streamers to enhance consumers' repurchase intentions by increasing the use of affiliative humor and reducing the use of aggressive humor.","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12024996/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143970696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Listen or Read? The Impact of Proficiency and Visual Complexity on Learners' Reliance on Captions. 听还是读？熟练程度和视觉复杂性对学习者对字幕依赖的影响。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-17 DOI: 10.3390/bs15040542

Yan Li

{"title":"Listen or Read? The Impact of Proficiency and Visual Complexity on Learners' Reliance on Captions.","authors":"Yan Li","doi":"10.3390/bs15040542","DOIUrl":"https://doi.org/10.3390/bs15040542","url":null,"abstract":"This study investigates how Chinese EFL (English as a foreign language) learners of low- and high-proficiency levels allocate attention between captions and audio while watching videos, and how visual complexity (single- vs. multi-speaker content) influences caption reliance. The study employed a novel paused transcription method to assess real-time processing. A total of 64 participants (31 low-proficiency [A1-A2] and 33 high-proficiency [C1-C2] learners) viewed single- and multi-speaker videos with English captions. Misleading captions were inserted to objectively measure reliance on captions versus audio. Results revealed significant proficiency effects: Low-proficiency learners prioritized captions (reading scores > listening, Z = -4.55, p < 0.001, r = 0.82), while high-proficiency learners focused on audio (listening > reading, Z = -5.12, p < 0.001, r = 0.89). Multi-speaker videos amplified caption reliance for low-proficiency learners (r = 0.75) and moderately increased reliance for high-proficiency learners (r = 0.52). These findings demonstrate that low-proficiency learners rely overwhelmingly on captions during video viewing, while high-proficiency learners integrate multimodal inputs. Notably, increased visual complexity amplifies caption reliance across proficiency levels. Implications are twofold: Pedagogically, educators could design tiered caption removal protocols as skills improve while incorporating adjustable caption opacity tools. Technologically, future research could focus on developing dynamic captioning systems leveraging eye-tracking and AI to adapt to real-time proficiency, optimizing learning experiences. Additionally, video complexity should be calibrated to learners' proficiency levels.","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12024247/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143960062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Physical Exercise on College Students' Physical Self-Efficacy: The Mediating Role of Psychological Resilience. 体育锻炼对大学生身体自我效能感的影响：心理弹性的中介作用。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-17 DOI: 10.3390/bs15040541

Wentao Qiu, Xishuai Wang, Hongcheng Cui, Wenxue Ma, Haibin Xiao, Guofeng Qu, Rong Gao, Fangbing Zhou, Yuyang Nie, Cong Liu

{"title":"The Impact of Physical Exercise on College Students' Physical Self-Efficacy: The Mediating Role of Psychological Resilience.","authors":"Wentao Qiu, Xishuai Wang, Hongcheng Cui, Wenxue Ma, Haibin Xiao, Guofeng Qu, Rong Gao, Fangbing Zhou, Yuyang Nie, Cong Liu","doi":"10.3390/bs15040541","DOIUrl":"https://doi.org/10.3390/bs15040541","url":null,"abstract":"The mental health of college students has become a key focus in higher education, and physical activity may play a crucial role in promoting positive psychology among college students. This study explores the relationship between physical activity and physical self-efficacy among college students and analyzes the mediating effect of psychological resilience to provide theoretical support for health intervention strategies. This study included a sample of 369 college students aged 18-25 from the Zhuhai Campus of Beijing Normal University. The International Physical Activity Questionnaire-Short Form (IPAQ-S), the Connor-Davidson Resilience Scale (CD-RISC), and the Physical Self-Efficacy Scale for College Students (PSES-CS) were administered to 369 students (138 males and 231 females) through a questionnaire survey. The data were processed using SPSS 29.0 and AMOS 26.0 software. Significant positive correlations were found between physical activity, psychological resilience, and physical self-efficacy. Regression analysis revealed that physical activity had a significant effect on psychological resilience and physical self-efficacy and explained 8.3% and 14.9% of the variance, respectively. Psychological resilience partially mediated the relationship between physical activity and physical self-efficacy, accounting for 30.05% of the total effect. Moreover, gender moderated the relationship between physical activity and physical self-efficacy. Physical activity can enhance the physical self-efficacy of college students, with psychological resilience playing a partial mediating role and gender acting as a moderating factor. Emphasizing the cultivation of psychological resilience in educational and personal growth processes is highly important for improving individuals' physical self-efficacy and well-being.","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12024398/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143967000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Complementing but Not Replacing: Comparing the Impacts of GPT-4 and Native-Speaker Interaction on Chinese L2 Writing Outcomes. 互补而非替代：比较GPT-4和母语者互动对汉语第二语言写作结果的影响。

IF 2.5 3区心理学

Behavioral Sciences Pub Date : 2025-04-17 DOI: 10.3390/bs15040540

Zhaoyang Shan, Zhangyuan Song, Xu Jiang, Wen Chen, Luyao Chen

{"title":"Complementing but Not Replacing: Comparing the Impacts of GPT-4 and Native-Speaker Interaction on Chinese L2 Writing Outcomes.","authors":"Zhaoyang Shan, Zhangyuan Song, Xu Jiang, Wen Chen, Luyao Chen","doi":"10.3390/bs15040540","DOIUrl":"https://doi.org/10.3390/bs15040540","url":null,"abstract":"This study explored the efficacy of large language models (LLMs), namely GPT-4, in supporting second language (L2) writing in comparison with interaction with a human language partner in the pre-writing phase. A within-subject behavioral experiment was conducted with 23 Chinese L2 learners who were exposed to three conditions: \"without interaction\", \"interaction with GPT-4\", and \"interaction with a language partner\". They then completed an L2 writing task. It was found that interaction with the language partner yielded significantly improved results compared with both interaction with GPT-4 and the case without interaction in terms of overall writing scores, organization, and language. Additionally, both types of interaction enhanced the participants' topic familiarity and writing confidence and reduced the task's perceived difficulty compared with the case without interaction. Interestingly, in the \"interaction with GPT-4\" condition, topic familiarity was positively correlated with better writing outcomes, whereas in the \"interaction with a language partner\" condition, perceived difficulty was positively correlated with content scores; however, content scores were negatively associated with writing confidence. This study suggests that LLMs should be used to complement and not replace human language partners in the L2 pre-writing phase.","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12023996/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143970650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0