Behavioral Sciences最新文献

{"title":"An Investigation into Academic Stress and Coping Strategies of South Korean Third Culture Kid (TCK) College Students.","authors":"Young-An Ra, Kahyen Shin","doi":"10.3390/bs15030316","DOIUrl":"10.3390/bs15030316","url":null,"abstract":"<p><p>This study aimed to increase the understanding of academic stress and coping strategies of third culture kids (TCKs) in South Korean colleges. For this aim, six Korean college students who are TCKs were interviewed. For analyzing the interview data, consensual qualitative research was used. As a result, participants' academic stressors were related to language, interpersonal relationships, learning strategies, career issues, and financial difficulties. As their coping strategies, they reported preparation and review, help-seeking, group study, goal orientation, self-efficacy, and control belief. The results of this study can help South Korean TCK college students with academic stressors, reducing their related stress and allowing them to adjust well in college. We also discussed how educational institutions can help those students overcome academic stress and find their coping strategies.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939728/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727681","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}

{"title":"Changes in Psychological Inflexibility and Intimate Partner Violence Among Men in an Acceptance and Commitment Therapy-Based Intervention Program.","authors":"Amie Zarling, Meg Berta, Ashlyn Miller","doi":"10.3390/bs15030317","DOIUrl":"10.3390/bs15030317","url":null,"abstract":"<p><p>Understanding the mechanisms of change in batterer intervention programs (BIPs) is essential for advancing effective interventions for intimate partner violence (IPV). This study evaluates changes in psychological inflexibility and IPV behaviors among men participating in an acceptance and commitment therapy (ACT)-based BIP for men court-mandated to domestic violence classes. Participants (<i>N</i> = 56) were assessed across three time points using validated measures of psychological inflexibility and IPV behaviors. Findings revealed significant improvements in psychological inflexibility and corresponding reductions in IPV behaviors over the intervention period, with medium to large effect sizes. Psychological inflexibility at the final assessment predicted IPV outcomes, accounting for 15% of the variance, even after controlling for baseline IPV, age, and race. These results highlight psychological inflexibility as a potential mechanism of change in IPV interventions. Despite this study's strengths, including its longitudinal design and rigorous analyses, limitations such as a small sample size and lack of a control group warrant further investigation. This study underscores the potential of ACT-based interventions to reduce IPV by targeting psychological inflexibility and offers insights for refining BIPs to enhance their impact.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939254/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727453","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}

{"title":"Aberrant Responding in Hypothesis Testing: A Threat to Validity or Source of Insight?","authors":"Georgios Sideridis, Mohammed H Alghamdi","doi":"10.3390/bs15030319","DOIUrl":"10.3390/bs15030319","url":null,"abstract":"<p><p>Aberrant responding poses a significant challenge in measurement and validity, often distorting well-established relationships between psychological and educational constructs. This study examines how aberrant response patterns influence the relationship between student-teacher relations and students' perceptions of school safety. Using data from 6617 students from the Saudi Arabia Kingdom from the 2022 Programme for International Student Assessment (PISA), we employed the cusp catastrophe model to evaluate the nonlinear dynamics introduced by aberrant responses, as measured by the U3 person-fit index and the number of Guttman errors. Theoretical and empirical support for the cusp model suggests that aberrance functions as a bifurcation parameter, shifting the relationship between student-teacher relations and perceived school safety from predictable linearity to chaotic instability when exceeding a critical threshold in aberrant responding. Results indicate that both the U3 index and the number of Guttman errors significantly contribute to response distortions, confirming the cusp model's superiority over traditional linear and logistic alternatives. These findings suggest that ignoring aberrant responding risks misinterpreting data structures, while properly accounting for it through catastrophe models provides a more nuanced understanding of nonlinear system behavior in educational assessment. The study highlights the importance of person-fit statistics in psychometric evaluations and reinforces the predictive utility of nonlinear models in handling response distortions in large-scale assessments.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939625/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727695","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}

{"title":"Effectiveness of the Mindfulness-Based Social-Emotional Growth (MSEG) Program in Enhancing Mental Health of Elementary School Students in Korea.","authors":"Jongtae Kim, Seonyeop Kim, Misan W D Kim, Yong-Han Park, Kanguk Lee, Dong Sun Chung, Youn Hee Kim, Yong-Sil Kweon, Duk-Soo Moon, Hwa-Young Lee, June Sung Park, Yun Hyoung Kang, Seunghee Won, Young Sook Kwack","doi":"10.3390/bs15030315","DOIUrl":"10.3390/bs15030315","url":null,"abstract":"<p><p>Since the COVID-19 pandemic, mental health challenges among children and adolescents in South Korea have intensified with rising rates of depression and suicide. Proactive interventions focusing on mental well-being are needed to address this critical issue. This study examines the effectiveness of the Mindfulness-based Social-Emotional Growth (MSEG) program for enhancing the mental health of elementary school students in Korea. This quasi-experimental study evaluated the impact of the MSEG program on students at an elementary school in Gyeonggi-do, South Korea. A total of 70 students (35 from lower grades [grades 1-3] and 35 from upper grades [grades 4-6]) participated in the 12-week intervention group, while 72 students were in the control group. Pre- and post-intervention assessments measured social-emotional, mindfulness, and clinical domains. The findings revealed significant improvements in emotional regulation across all grades. Lower-grade students showed substantially reduced anxiety and depression, while upper-grade students demonstrated enhanced resilience compared to the control group. These results indicate the potential of the MSEG program to promote early mental health when integrated into elementary school curricula. Further research is needed to adapt the program to diverse educational settings and optimize its effectiveness and impact.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939644/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727725","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}

{"title":"The Impact of Technology on Anxiety Management in University Students.","authors":"Paula Puente-Torre, Vanesa Delgado-Benito, Sonia Rodríguez-Cano, Miguel Ángel García-Delgado","doi":"10.3390/bs15030310","DOIUrl":"10.3390/bs15030310","url":null,"abstract":"<p><p>Anxiety is one of the main disorders affecting university students, partly due to the current predominant pace of life and the competitive environment of the university. In this sense, the use of technology to reduce anxiety is one of the main tools available to university students. In order to analyze the current situation of the university population with respect to anxiety levels, both state anxiety and risk anxiety, the State-Trait Anxiety Inventory Questionnaire (STAI) was used and applied to a sample of four hundred and fifty students at the University of Burgos, ensuring the representativeness of this population by means of non-probabilistic sampling. Descriptive research has been carried out to determine the levels of anxiety of students at the University of Burgos. Likewise, the benefits of different studies on the application of technology to reduce anxiety are presented, as well as the applications most used by university students. In general terms, we can consider that the implementation of mindfulness techniques through emerging technologies promotes a reduction in anxiety levels among the university population. However, it is necessary to clarify that the data presented only indicate a correlation, not a relationship of cause and effect. Finally, various proposals for improvement and expansion of the research carried out are offered.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727470","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}

{"title":"Effects of Personality Types on the Performance of Educational Teams.","authors":"Juan Manuel Criado, Gema Gutiérrez, Emilio L Cano, Javier Garzás, María Teresa González de Lena, Javier M Moguerza, Juan José Fernández Muñoz","doi":"10.3390/bs15030312","DOIUrl":"10.3390/bs15030312","url":null,"abstract":"<p><p>The objective of this study is to explore how various personality types correlate with enhanced work performance. The Enneagram type of the participants in the experiment was established by using the simplest version of the Riso-Hudson test. A two-way ANOVA was performed under the principles of the Design of Experiments, which allowed the identification of main effects and interactions in the response, i.e., the marks of the university teams. We found that the interactions between certain Enneagram types seem to increase the average performance marks as a primary effect. Conversely, when certain Enneagram types coincided within a team, the marks significantly decreased, posing a risk to project success. According to our results, the Enneagram framework may be used as a preliminary stage for identifying potential team members for future projects.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939440/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727729","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}

{"title":"Emotional Intelligence and Psychological Well-Being of Turkish Physical Education and Sports Athlete-Students: The Mediating Roles of Self-Efficacy and Burnout.","authors":"Demet Öztürk Çelik","doi":"10.3390/bs15030314","DOIUrl":"10.3390/bs15030314","url":null,"abstract":"<p><p>The psychological well-being of athlete-students during higher education is important in their healthy growth and adaptation to college and social life, and emotional intelligence is one of the key factors linked with psychological well-being. The present study aimed to investigate the relationship between emotional intelligence and psychological well-being among Turkish athlete-students in higher education studying physical education and sports. A total of 226 athlete-students studying physical education and sports participated in this study. The results of our mediation analysis revealed that emotional intelligence was positively related to psychological well-being. Additionally, the results indicated that self-efficacy and burnout act as partial mediators between emotional intelligence and psychological well-being. As a result, academic administrators and instructors should promote strategies that help athlete-students to gain better emotional intelligence skills, which may also help these students to cope with burnout and increase their self-efficacy, thus increasing their psychological well-being.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939540/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727733","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}

{"title":"Engaging in Physical Activity in Green Spaces at Night Is Associated with Mental Well-Being and Happiness.","authors":"Chun Jiang, Xing Zhang, Siyuan Feng, Hansen Li","doi":"10.3390/bs15030313","DOIUrl":"10.3390/bs15030313","url":null,"abstract":"<p><p>This study aims to explore the impact of the timing (day vs. night) and location (green space vs. non-green space) of outdoor physical activity on college students' mental health. We designed a cross-sectional study based on self-reported data, asking participants to recall their physical activity and mental health status over the past month through a questionnaire. Specifically, a survey was conducted at a university in Chongqing, collecting data on outdoor physical activity and mental health indicators (including anxiety, depression, mental well-being, life satisfaction, happiness, and stress) from 418 students (75 females). The questionnaire was distributed via an online platform, allowing students to complete it using either their mobile phones or computers. The data collection took place in December 2024. The results showed that about half of the participants preferred engaging in outdoor physical activity in the nighttime, with most choosing green spaces. Regression analysis revealed that participants who engaged in outdoor physical activity at night had significantly lower anxiety levels compared to those who engaged in outdoor physical activity during the day (mean difference (MD) = -1.015; 95% CI = -1.974 to -0.055; <i>p</i> = 0.038). Additionally, compared to participants who engaged in outdoor physical activity in green spaces, those who engaged in physical activity in non-green spaces reported lower levels of mental well-being (MD = -1.531; 95% CI = -2.480 to -0.582; <i>p</i> = 0.002) and subjective happiness (MD = -0.462; 95% CI = -0.917 to -0.007; <i>p</i> = 0.047). Sensitivity analysis indicated that, for those who participated in nighttime activities, engaging in outdoor physical activity in green spaces was associated with higher levels of mental well-being (MD = 2.025; 95% CI = 0.810 to 0.324; <i>p</i> = 0.001) and happiness (MD = 0.583; 95% CI = 0.026 to 1.140; <i>p</i> = 0.040). Sensitivity analysis also revealed slight gender differences; however, the findings related to females should be interpreted with caution due to the insufficient sample size. Overall, despite some differences in time and location choices, engaging in outdoor physical activity at night in green spaces appears to associate with college students' health, particularly their happiness and mental well-being. This study provides preliminary evidence of the potential benefits of nighttime green outdoor physical activity for improving college students' mental health and offers directions for future research in this area.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939461/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727751","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}

{"title":"The Effectiveness of the Turkish Version of the Responsive Teaching Program Applied as an Online Group Intervention on Autistic Children and Their Fathers: A Randomized Control Study.","authors":"Ali Kaymak, Ibrahim H Diken, Gerald Mahoney","doi":"10.3390/bs15030309","DOIUrl":"10.3390/bs15030309","url":null,"abstract":"<p><p>The purpose of this study was to explore the effectiveness of the Turkish Version of the Responsive Teaching program applied as an online group intervention on autistic children and their fathers. In this study, conducted with pre-test-post-test control group experimental design, 20 father-child pairs were randomly assigned to the experimental and control groups. This study's independent variable was the implementation of the Turkish Version of the Responsive Teaching (TV-RT) program (TV-RT) applied as an online group intervention. The dependent variables of this study were (a) fathers' interactional behaviors, (b) fathers' ability to use TV-RT strategies, (c) children's interactional behaviors, (d) children's ability to use TV-RT pivotal behaviors, (e) children's social interaction behaviors (typical social interaction and autistic interaction), and (f) the opinions of the fathers and mothers of the children in the experimental group about the program and results. Data were collected with the Turkish Version of the Maternal/Parent Behavior Rating Scale (M/PBRS-TV) to measure fathers' interactional behaviors; the Responsive Teaching-Parent Strategy Profile (RT-PSP) to measure fathers' level of use of the TV-RT strategies; the Turkish Version of the Child Behavior Rating Scale (CBRS-TV) to measure children's interactional behaviors; the Responsive Teaching-Pivotal Behavior Profile (RT-PBP) to measure children's level of displaying TV-RT pivotal behaviors; and the Turkish Version of the Social Interaction Assessment Instrument (SIAI-TV) to measure children's social interaction behaviors (typical social interaction and autistic interaction). In addition, social validity data were collected from the fathers and mothers in the experimental group through satisfaction questionnaires. Results revealed that the fathers of autistic children who received the intervention differed significantly on the use of TV-RT strategies and the quality of interactional behaviors from the fathers who did not receive the intervention. On the other side, autistic children in the experimental group showed significant progress on interactional behaviors, TV-RT pivotal behaviors, and social interaction behaviors and improved changes on autistic interaction behaviors. Fathers who participated in the online group TV-RT program, and their wives (mothers) as outside observers, reported high satisfaction with the program. Results were discussed extensively, and future suggestions are provided.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939530/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143728025","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}

{"title":"Monitoring-Based Rewards Enhance Both Learning Performance and Metacognitive Monitoring Accuracy.","authors":"Shaohang Liu, Christopher Kent, Josie Briscoe","doi":"10.3390/bs15030307","DOIUrl":"10.3390/bs15030307","url":null,"abstract":"<p><p>Utilization of monetary rewards in educational settings remains contentious due to its potential adverse effects such as performance-related anxiety, metacognitive inaccuracy, and diminished intrinsic motivation. The current study developed a novel reward-based learning paradigm wherein rewards are granted based on monitoring accuracy rather than learning performance. Specifically, learners receive rewards for items that they predict they will remember and subsequently successfully remember them during the final test. Two experiments were conducted to assess the efficacy of this paradigm: Experiment 1 focused on learning Chinese medicine images, while Experiment 2 examined the transfer of math knowledge in classroom settings. The results indicated that rewarding the alignment between performance and metacognitive accuracy improved learning performance compared to both a baseline group and a group receiving performance-based rewards. Furthermore, this paradigm effectively mitigated performance-related anxiety and preserved intrinsic motivation. Overall, our findings highlight the critical role of reward-based learning design and emphasize the importance of addressing metacognitive accuracy alongside performance in educational practice.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"15 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939633/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143727844","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}