Behavioral Sciences最新文献

{"title":"Probing Executive Function in the Toddler Data Desert: A Touchscreen fNIRS Study of Working Memory and ADHD-Related Symptoms.","authors":"Anastasia N Kerr-German, Eileen Lin, Grace Gasaway, Emily Lundstrum, Samuel Patton, Haylee Hudson, Caitie Busch","doi":"10.3390/bs16101894","DOIUrl":"https://doi.org/10.3390/bs16101894","url":null,"abstract":"<p><p>Attention-deficit/hyperactivity disorder (ADHD) is associated with early differences in attentional control and working memory (WM), yet relatively few paradigms are developmentally feasible across the toddler-to-preschool period while also distinguishing spatial from featural information use. Addressing this \"Toddler Data Desert,\" we extended a self-ordered pointing paradigm into a touchscreen WM search task paired with functional near-infrared spectroscopy (fNIRS) to characterize developmental changes in search behavior and cortical recruitment. The larger study enrolled 204 children aged 2-6 years; 200 completed both Set Size 3 conditions, 197 completed both Set Size 6 conditions, and 162 completed both Set Size 9 conditions after a performance-based advancement criterion. Children completed stationary, spatially informative and feature-informative, featural/color-informative Treasure Chest blocks across increasing memory loads while fNIRS measured bilateral frontal, temporal, and parietal responses. Behaviorally, children required fewer selections during spatial than featural search at Set Sizes 3 and 6, and performance improved with age; this condition difference was no longer statistically reliable at Set Size 9 within the selected higher-performing subset. Immediate perseverative selections also decreased markedly with age. Exploratory post hoc sequence analyses further showed increasingly organized spatial search under higher memory load, whereas featural search remained comparatively heterogeneous, and organization in a preceding spatial block did not reliably predict subsequent featural search. Symptom-defined ADHD risk did not significantly predict behavioral efficiency. Neurally, spatial and featural blocks showed age-associated differences in distributed frontotemporal-parietal recruitment, and the elevated-symptom group showed broader frontal recruitment despite comparable behavioral performance. Together, these findings support the Treasure Chest Task as a toddler-feasible approach for examining developmental differences in spatial and featural working-memory search while highlighting the value of integrating behavioral sequence measures with cortical activity. Neural risk-group findings should be interpreted as cross-sectional associations rather than diagnostic biomarkers.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261411","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":"Social Media Fatigue and Depressive Symptoms Among Chinese University Students: Artificial Intelligence Anxiety as a Statistical Mediator and Subjective Socioeconomic Status as a Moderator.","authors":"Manlin Wu, Huimin Ma, Song Zhou, Lixian Yang","doi":"10.3390/bs16101900","DOIUrl":"https://doi.org/10.3390/bs16101900","url":null,"abstract":"<p><p>As social media and artificial intelligence (AI) become increasingly embedded in university students' learning and daily lives, fatigue arising from established digital platforms and anxiety surrounding emerging AI may constitute interrelated forms of technology-related distress. However, how these experiences are jointly associated with depressive symptoms, and whether these associations vary by subjective socioeconomic status (SSES), remains insufficiently understood. Drawing on conservation of resources theory and research on status maintenance, this cross-sectional study examined AI anxiety as a statistical mediator of the association between social media fatigue and depressive symptoms and further tested whether SSES moderated the association between AI anxiety and depressive symptoms. Survey data from 1108 Chinese university students were analyzed using regression models with heteroscedasticity-consistent type 3 (HC3) robust standard errors and percentile-bootstrap confidence intervals. Social media fatigue was positively associated with AI anxiety, which in turn was positively associated with depressive symptoms, yielding a significant statistical indirect association. As SSES increased, the association between AI anxiety and depressive symptoms became stronger, and the corresponding conditional indirect association also increased. Overall, these findings suggest that understanding university students' digital mental health requires attention to both distress arising across different technological environments and the subjective social positions from which these experiences are evaluated, offering a more context-sensitive perspective on how established and emerging forms of digital stress may be jointly associated with psychological well-being.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261553","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":"Understanding How Multiple Strengths Support the Mental Health of Adolescents and Young Adults in a Gender-Diverse Sample.","authors":"Victoria Banyard, Kimberly J Mitchell","doi":"10.3390/bs16101896","DOIUrl":"https://doi.org/10.3390/bs16101896","url":null,"abstract":"<p><p>Adolescents and young adults are facing a mental health crisis, with disproportionate burden among youth with diverse gender and sexual identities. Resilience science highlights the importance of modifiable strengths and protective factors as targets for prevention. The Resilience Portfolio Model (RPM) conceptualizes resilience as a multidimensional system of strengths across regulatory, interpersonal, meaning-making, and environmental domains that promote well-being following adversity. This secondary analysis study examined whether strengths across these domains were prospectively associated with mental health and whether these associations differed across social identity groups. Data were drawn from a subsample (N = 1584) from Project Lift Up, a national longitudinal study of 4981 adolescents and young adults (ages 13-22 years), including an oversample of sexual and gender minority youth. Participants completed a baseline survey and follow-ups at six-month intervals. Strengths across the four RPM domains were assessed at different waves (Waves 1-4), and mental health symptoms were assessed at Wave 1 and Wave 5 using the DSM-5-TR Cross-Cutting Symptom Measure. Multiple strengths were independently associated with subsequent global mental health symptoms after adjustment for baseline symptoms, adversity, demographic characteristics, and social determinants of health. Mentoring, hope, self-compassion, and recovering positive affect were associated with lower Wave 5 global symptoms, whereas self-care was associated with higher symptoms. Other interpersonal and environmental strengths were not independently associated with global symptoms. Evidence for moderation was limited to two exploratory interactions involving sexual minority identity, indicating that recovering positive affect and activism may operate differently for these youth. Findings highlight the value of examining multiple dimensions of resilience simultaneously and suggest that regulatory, meaning-making, and selected interpersonal strengths may be particularly relevant to subsequent mental health during adolescence and emerging adulthood.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261555","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":"Social Media Usage Patterns and Anxiety in Chinese Adolescents: Age-Specific Risks from a Cross-Sectional Perspective.","authors":"Juan Liu, Ruizhi He, Bijie Tie, Xueyang Wang, Jiang Qiu","doi":"10.3390/bs16101895","DOIUrl":"https://doi.org/10.3390/bs16101895","url":null,"abstract":"<p><p>The relationship between social media use and adolescent mental health is complex and multifaceted, with recent findings suggesting that the associations vary according to the nature of social media activities, but the most common social media usage patterns among Chinese adolescents remain insufficiently explored. This study explored the associations of overall social media use and social media use for entertainment and information seeking with anxiety among Chinese adolescents across three developmental stages. A total of 6125 adolescents (<i>M</i>_age = 14.65) from urban and suburban schools across four regions of China were included in the analyses. Participants completed surveys measuring the frequency, duration, and type of social media use, anxiety symptoms, and demographic characteristics. The results showed that, in the adjusted group analyses, entertainment-oriented social media engagement was significantly associated with higher anxiety, whereas information-seeking use showed no significant association with anxiety. Furthermore, age was identified as a significant moderator of the association between entertainment-oriented social media use and anxiety, with this association being particularly pronounced during early adolescence (ages 12-14). These findings may inform the development and evaluation of age-specific intervention strategies focused on entertainment-oriented social media engagement, particularly during the critical developmental window of early adolescence.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261524","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":"Homework Responsibility and Parent-Adolescent Communication: Maternal and Paternal Associations with Academic and Psychological Adjustment Among Chinese Adolescents.","authors":"Siqi Zhang, Ziying Mei, Shuya Yan","doi":"10.3390/bs16101898","DOIUrl":"https://doi.org/10.3390/bs16101898","url":null,"abstract":"<p><p>Responsibility for homework and parent-adolescent communication may have different associations with adolescent adjustment. Using two waves of the China Education Panel Survey (2013-2015), we examined these parent-specific behaviors in outcome-specific analytic samples ranging from 7457 to 7604 adolescents. Ordinary least squares models included the four parental measures jointly and adjusted for corresponding baseline outcomes, covariates, and class fixed effects. The principal predictors and outcomes were measured concurrently at follow-up. Maternal communication was positively associated with cognitive ability and academic achievement, whereas maternal homework responsibility had negative associations in the additive main models. Communication with either parent and paternal responsibility were associated with fewer depressive symptoms. Direct coefficient comparisons distinguished maternal responsibility from maternal communication across all three outcomes after multiple-testing adjustment. These associations were small and do not establish causal effects. The study adds a joint, parent-specific comparison across academic and psychological outcomes, distinguishing reported homework responsibility from communication frequency rather than treating involvement as a single behavior.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261392","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":"The Effectiveness of a Technology-Supported Behavioral Intervention Package for Teaching Earthquake Safety Skills to Children with Autism Spectrum Disorder: A Multiple-Probe Single-Case Evaluation.","authors":"Özge Ünlü","doi":"10.3390/bs16101897","DOIUrl":"https://doi.org/10.3390/bs16101897","url":null,"abstract":"<p><p>Children with autism spectrum disorder (ASD) are at heightened risk during earthquakes, yet behavioral interventions targeting disaster preparedness in this population remain scarce. This study evaluated the effects of a multicomponent, technology-supported behavioral intervention package on the acquisition, maintenance, and generalization of earthquake safety skills-declarative knowledge of pre- and post-earthquake actions and a five-step drop-cover-hold chain under stimulus control-in children with ASD. Three male children with ASD (aged 8-12 years) took part in a probe-condition multiple-probe across-participants single-case experimental design. The package combined video modeling, slide-based concept presentation, conditional discrimination training, and in vivo rehearsal with least-to-most prompting and reinforcement schedule thinning. All three participants reached the maximum score after three to four instructional sessions and met the mastery criterion (three consecutive maximum scores) within six to seven daily probes. Performance was maintained at 2-, 4-, and 8-week follow-up probes, with one score of 4 at 4 weeks, and generalized to a novel setting, materials, and implementer. Visual analysis indicated three within-study replications of effect, one per participant, produced by the staggered introduction of the intervention across the three tiers of the design, and Tau-U effect sizes were 0.80 to 0.87 (large to very large). Within the limits of a three-participant design meeting What Works Clearinghouse standards with reservations, these findings indicate that structured behavioral instruction can establish earthquake safety responding in children with ASD; replication is required before wider instructional use.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261396","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":"Temporal and Locational Adverbial Placement in Chinese-English and English-Chinese Translation: Corpus-Based Evidence from Advanced Chinese Learners of English.","authors":"Ran Meng, Ying Chen","doi":"10.3390/bs16101902","DOIUrl":"https://doi.org/10.3390/bs16101902","url":null,"abstract":"<p><p>This study examines how 35 second-year Master of Translation and Interpreting (MTI) students realized and placed temporal and locational adverbials in Chinese-English and English-Chinese translation. A learner translation corpus provided manually annotated data on adverbial type, form and position. Generalized linear mixed-effects models tested associations of realization and placement with form and position in the source text and associations of placement with form in the translation. In Chinese-English translation, temporal adverbials were more likely to retain their type when they were phrases or clauses rather than words and when they occurred initially rather than medially in the source text. In the translations, temporal words favored final position, whereas phrases and clauses favored placement before the predicate. For locational adverbials, neither realization nor placement differed significantly between canonical sentences and non-canonical sentences with locative-verb-subject (LVS) constructions. In English-Chinese translation, all temporal and locational adverbials realized as the same adverbial type occurred before the predicate. Locational adverbials occurring initially in the English source texts were usually placed initially in Chinese, whereas those occurring finally were more often placed medially. No comparable association was found for the placement of temporal adverbials. Learners' realization and placement choices varied across adverbial types and translation directions.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261403","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":"Equal Provision, Unequal Benefit: Social Class and the Conversion of Employer-Provided Digital Training into Worker Wellbeing Across 27 European Countries.","authors":"Asad Ul Islam Khan, Muhittin Kaplan, Volkan Öngel, Umaal Ahmed Khan","doi":"10.3390/bs16101899","DOIUrl":"https://doi.org/10.3390/bs16101899","url":null,"abstract":"<p><p>Employers increasingly provide training for working with digital technologies and artificial intelligence (AI), but it is unclear whether the same provision benefits all workers equally. Integrating the job demands-resources (JD-R) model with Sen's capability approach, this study treats workplace AI exposure as a potential job demand, digital skills and employer-provided digital training as resources, capability-relevant wellbeing as the outcome, and social class as a proxy for the conversion conditions under which resources are used to ensure wellbeing. Structural equation models with ordinal indicators were estimated for 8065 employees in 27 EU countries (Special Eurobarometer 101.4), with country fixed effects, country-clustered and delete-one-country jackknife standard errors, and Random Forest and SHAP analyses as robustness checks. AI exposure was weakly and negatively associated with wellbeing (β = -0.073) and explained almost none of the variance in AI threat appraisal (R² = 0.002). Employer-provided digital training (β = 0.209) and digital skills (β = 0.189) were the strongest workplace correlates of wellbeing and were robust to every specification. With scalar measurement invariance established, multi-group models showed that the association between employer-provided training and wellbeing was weaker among working-class than among middle-class employees (0.072 versus 0.130; Wald <i>p</i> = 0.001, jackknife <i>p</i> = 0.012), and the model explained 12.0% of working-class wellbeing compared with 31.1% among upper-class employees. The pattern suggests that equal provision of employer digital training may not yield equal benefit, although the class difference is consistent in direction rather than statistically conclusive across all specifications.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261428","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":"Trait Anxiety and Cyberbullying Among University Students: The Mediating Role of Intolerance of Uncertainty and the Moderating Effect of Mindfulness.","authors":"Yueyue Zhu, Shuangxi Zhang, Pengyun Yan, Bing Qi","doi":"10.3390/bs16101901","DOIUrl":"https://doi.org/10.3390/bs16101901","url":null,"abstract":"<p><p>Cyberbullying threatens psychological well-being and the quality of online social environments. This study examined the statistical association of trait anxiety with cyberbullying, with intolerance of uncertainty as a statistical intermediary, utilizing the General Aggression Model and Monitoring and Acceptance Theory, and investigated whether mindfulness moderates this association. A cross-sectional study was performed, including 1247 university students. Findings from Hayes' PROCESS Model 8 indicated that trait anxiety is significantly and positively related to cyberbullying, with intolerance of uncertainty serving as a statistical intermediary in this relationship. Moreover, mindfulness significantly moderated both the first-stage pathway and the direct association between trait anxiety and cyberbullying. The positive association of trait anxiety with intolerance of uncertainty and cyberbullying was considerably diminished by elevated levels of mindfulness. These findings identify intolerance of uncertainty as a cognitive-affective statistical indirect pathway linking anxiety-related vulnerability to cyberbullying and suggest that mindfulness may serve as a potential protective correlate. They also point to possible targets for future longitudinal and intervention research.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261465","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":"Personality Profiles and Self-Efficacy Among Primary and Secondary School Teachers: A Person-Centered Analysis.","authors":"Huanxia Ding, Shu Wang","doi":"10.3390/bs16101883","DOIUrl":"https://doi.org/10.3390/bs16101883","url":null,"abstract":"<p><p>This study aimed to identify HEXACO personality profiles among primary and secondary school teachers in China and examine their associations with teacher self-efficacy. Based on data from 1895 teachers, latent profile analysis was used to identify distinct personality profiles. R3STEP and BCH analyses were then conducted to examine the associations of demographic characteristics with profile membership and differences in teacher self-efficacy across profiles, respectively. Finally, structural equation modeling (SEM) was used to examine the associations between personality and teacher self-efficacy. Three distinct personality profiles were identified: Balanced, Engaged, and Resilient. Teachers in the Engaged and Resilient Profiles reported higher levels of self-efficacy than those in the Balanced Profile. Extraversion, Agreeableness, Conscientiousness, and Openness to Experience were positively associated with teacher self-efficacy. These findings provide empirical evidence for understanding personality heterogeneity among primary and secondary school teachers in China and its associations with teacher self-efficacy.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149261556","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}