Behavioral Sciences

11 pages, 620 KiB

Open AccessArticle

Effects of Explicit Knowledge and Attentional-Perceptual Processing on the Ability to Recognize Fear and Surprise

by Mylène Michaud, Annie Roy-Charland and Mélanie Perron

Behav. Sci. 2025, 15(2), 166; https://doi.org/10.3390/bs15020166 - 2 Feb 2025

When participants are asked to identify expressed emotions from pictures, fear is often confused with surprise. The present study explored this confusion by utilizing one prototype of surprise and three prototypes of fear varying as a function of distinctive cues in the fear [...] Read more.

When participants are asked to identify expressed emotions from pictures, fear is often confused with surprise. The present study explored this confusion by utilizing one prototype of surprise and three prototypes of fear varying as a function of distinctive cues in the fear prototype (cue in the eyebrows, in the mouth or both zones). Participants were presented with equal numbers of pictures expressing surprise and fear. Eye movements were monitored when they were deciding if the picture was fear or surprise. Following each trial, explicit knowledge was assessed by asking the importance (yes vs. no) of five regions (mouth, nose, eyebrows, eyes, cheeks) in recognizing the expression. Results revealed that fear with both distinctive cues was recognized more accurately, followed by the prototype of surprise and fear with a distinctive cue in the mouth at a similar level. Finally, fear with a distinctive cue in the eyebrows was the least accurately recognized. Explicit knowledge discriminability results revealed that participants were aware of the relevant areas for each prototype but not equally so for all prototypes. Specifically, participants judged the eyebrow area as more important when the distinctive cue was in the eyebrows (fear–eyebrow) than when the cue was in the mouth (fear–mouth) or when both cues were present (fear–both). Results are discussed considering the attentional-perceptual and explicit knowledge limitation hypothesis. Full article

(This article belongs to the Special Issue Recent Advances in Understanding Facial Expression Processing: New Methods, Measures and Models)

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24 pages, 1414 KiB

Open AccessArticle

Artificial Intelligence in Higher Education: The Impact of Need Satisfaction on Artificial Intelligence Literacy Mediated by Self-Regulated Learning Strategies

by Kai Wang, Wencheng Cui and Xue Yuan

Behav. Sci. 2025, 15(2), 165; https://doi.org/10.3390/bs15020165 - 2 Feb 2025

Abstract

Artificial intelligence (AI) technologies have profoundly influenced both professional environments and personal lives. In the rapidly developing sector of AI education, fostering essential AI literacy among university students has become vital. Nevertheless, the factors that determine AI literacy remain insufficiently defined. This research, [...] Read more.

Artificial intelligence (AI) technologies have profoundly influenced both professional environments and personal lives. In the rapidly developing sector of AI education, fostering essential AI literacy among university students has become vital. Nevertheless, the factors that determine AI literacy remain insufficiently defined. This research, grounded in self-determination theory (SDT), seeks to investigate the relationships among three components: the fulfillment of university students’ three psychological needs, self-regulated learning strategies (SRLSs), and AI literacy. The aim is to enhance human capital efficiency and prepare students to tackle future workplace challenges effectively. To examine these connections, a cross-sectional survey was administered to 1056 university students. The findings reveal that satisfying the three psychological needs—perceived autonomy, competence, and relatedness—plays a pivotal role in advancing AI literacy among university students. Additionally, four SRLSs—cognitive engagement, metacognitive knowledge, resource management, and motivational beliefs—acted as mediators between these psychological needs and AI literacy. Consequently, this study not only enhances our understanding of the psychological and behavioral development of university students during their engagement with AI education but also provides theoretical support and practical guidance for fostering their AI literacy. Full article

(This article belongs to the Special Issue The Role of Generative Artificial Intelligence in Supporting Student Learning in Postsecondary Education)

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31 pages, 5820 KiB

Open AccessArticle

A Multidimensional Exploration Based on Hofstede’s Cultural Theory: An Empirical Study on Chinese Audience Acceptance of American Animated Films

by Tao Yu, Wei Yang, Ronghui Wu, Junping Xu and Jianhua Yang

Behav. Sci. 2025, 15(2), 164; https://doi.org/10.3390/bs15020164 - 2 Feb 2025

Abstract

In the context of globalization, cross-cultural research is essential for understanding behaviors and values across different cultural backgrounds. The way audiences from diverse cultures interpret and accept film content significantly impacts the international dissemination and market performance of films. This study, grounded in [...] Read more.

In the context of globalization, cross-cultural research is essential for understanding behaviors and values across different cultural backgrounds. The way audiences from diverse cultures interpret and accept film content significantly impacts the international dissemination and market performance of films. This study, grounded in Hofstede’s six cultural dimensions—power distance index (PDI), individualism vs. collectivism (IDV), uncertainty avoidance (UAI), masculinity vs. femininity (MAS), long-term vs. short-term orientation (LTO), and indulgence vs. restraint (IVR)—incorporates additional variables such as visual aesthetic appeal (VAA), narrative complexity (NCI), viewing motivation (VM), behavioral intentions (BIs), and brand loyalty (BL) to construct a multidimensional research framework. This framework aims to comprehensively examine the acceptance of American animated films among Chinese audiences and the cultural differences influencing such acceptance. Using structural equation modeling (SEM), this study analyzed the interrelationships between variables based on a sample of 507 participants with prior viewing experience. The findings reveal that different cultural dimensions significantly impact VM. PDI, UAI, and IDV exert significant negative influences on VM, with PDI being the most influential. Conversely, LTO and IVR do not demonstrate significant negative effects. In contrast, MAS, VAA, and NCI exhibit significant positive impacts on VM. Additionally, VM strongly influences audience acceptance, which, in turn, promotes the formation of BIs and repeated VM. This study extends the application of Hofstede’s cultural dimensions to the domain of cross-cultural media consumption, enriching the theoretical framework with additional dimensions and offering a novel perspective for cross-cultural research. Furthermore, the study uncovers the intricate interactions between cultural context and film content, proposing strategies to enhance the acceptance of cross-cultural films. These findings not only provide valuable insights for the production and marketing of animated films but also offer strategic guidance for filmmakers in diverse markets. Full article

(This article belongs to the Section Social Psychology)

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15 pages, 6893 KiB

Open AccessArticle

Effects of Closed Mouth vs. Exposed Teeth on Facial Expression Processing: An ERP Study

by Nicolas M. Brunet and Alexandra R. Ackerman

Behav. Sci. 2025, 15(2), 163; https://doi.org/10.3390/bs15020163 - 1 Feb 2025

Abstract

The current study examines the neural mechanisms underlying facial recognition, focusing on how emotional expression and mouth display modulate event-related potential (ERP) waveforms. 42 participants categorized faces by gender in one of two experimental setups: one featuring full-face images and another with cropped [...] Read more.

The current study examines the neural mechanisms underlying facial recognition, focusing on how emotional expression and mouth display modulate event-related potential (ERP) waveforms. 42 participants categorized faces by gender in one of two experimental setups: one featuring full-face images and another with cropped faces presented against neutral gray backgrounds. The stimuli included 288 images balanced across gender, race/ethnicity, emotional expression (“Fearful”, “Happy”, “Neutral”), and mouth display (“closed mouth” vs. “open mouth with exposed teeth”). Results revealed that N170 amplitude was significantly greater for open-mouth (exposed teeth) conditions (p < 0.01), independent of emotional expression, and no interaction between emotional expression and mouth display was found. However, the P100 amplitude exhibited a significant interaction between these variables (p < 0.05). Monte Carlo simulations analyzing N170 latency differences showed that fearful faces elicited a faster response than happy and neutral faces, with a 2 ms delay unlikely to occur by chance (p < 0.01). While these findings challenge prior research suggesting that N170 is directly influenced by emotional expression, they also highlight the potential role of emotional intensity as an alternative explanation. This underscores the importance of further studies to disentangle these effects. This study highlights the critical need to control for mouth display when investigating emotional face processing. The results not only refine our understanding of the neural dynamics of face perception but also confirm that the brain processes fearful expressions more rapidly than happy or neutral ones. These insights offer valuable methodological considerations for future neuroimaging research on emotion perception. Full article

(This article belongs to the Special Issue Recent Advances in Understanding Facial Expression Processing: New Methods, Measures and Models)

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21 pages, 271 KiB

Open AccessArticle

Supporting Families to ‘Make the Most’ of the Relationship Between Their Companion Dogs and Their Children with Autism Spectrum Condition: A Qualitative Exploration of the ‘Family Dog Service’

by Emily Shoesmith, Heidi Stevens, Selina Gibsone, Cari Miles, Hannah Beal, Kelly Jennings and Elena Ratschen

Behav. Sci. 2025, 15(2), 162; https://doi.org/10.3390/bs15020162 - 1 Feb 2025

Abstract

Evidence suggests that assistance and therapy dogs can positively impact the mental and physical health of children with autism spectrum condition (ASC) and their families. However, these services are often costly and inaccessible. As an alternative, companion dogs (e.g., non-specialist-trained pet dogs) may [...] Read more.

Evidence suggests that assistance and therapy dogs can positively impact the mental and physical health of children with autism spectrum condition (ASC) and their families. However, these services are often costly and inaccessible. As an alternative, companion dogs (e.g., non-specialist-trained pet dogs) may offer similar benefits. To support families in selecting and training a dog to benefit the whole family, a charity named Dogs for Good has designed the Family Dog Service. This qualitative study aimed to explore the perceived impact of human–dog interactions and relationships for children with ASC and their families, and their perceptions of the Family Dog Service. Interviews were conducted with 16 parents of children with ASC who had engaged with the service within the last five years. Thematic analysis identified four main themes. These related to the positive impact of the companion dog on the child with ASC (e.g., enhanced focus and attention, reduction in loneliness, and reduced anxiety-based behaviours) and the parents (e.g., increased respite and wellbeing). However, parents also reported challenges of dog ownership (e.g., adjustment to routines and barriers associated with the development of the human–dog relationship). These challenges appeared to be mitigated by tailored guidance and support from the Family Dog Service. The findings indicate that companion dog ownership provided benefits to children with ASC and their families, similar to those reported for autism assistance dogs. While the findings do not suggest that companion dogs can replace the important role played by specialist trained assistance dogs, it is possible that reported benefits may occur due to the development of the human–dog relationship, facilitated by the support offered by the Family Dog Service. The service may provide a practical, valuable alternative in light of restrictions and challenges often associated with securing assistance dog placements. Full article

(This article belongs to the Special Issue Animal-Assisted Interventions for Individuals on the Autism Spectrum)

18 pages, 1605 KiB

Open AccessArticle

The Intergenerational Transmission of Trauma, Adverse Childhood Experiences and Adverse Family Experiences: A Qualitative Exploration of Sibling Resilience

by Miriam Riaz Nichol, Lee John Curley and Pamela Jane Sime

Behav. Sci. 2025, 15(2), 161; https://doi.org/10.3390/bs15020161 - 1 Feb 2025

Abstract

The Adverse Childhood Experiences (ACEs) and Adverse Family Experiences (AFEs) frameworks have been employed extensively in research. However, to date, no such studies have considered both frameworks concurrently, nor have they explored the similarities and differences in resilience between siblings with ACE- and [...] Read more.

The Adverse Childhood Experiences (ACEs) and Adverse Family Experiences (AFEs) frameworks have been employed extensively in research. However, to date, no such studies have considered both frameworks concurrently, nor have they explored the similarities and differences in resilience between siblings with ACE- and AFE-exposed parent(s). Doing so could, perhaps, establish the ways in which adversity is transmitted through generations and subsequently identify what trajectories to address in potential interventions. Thus, the objectives of this study were to examine the experiences of families with intergenerational ACE and AFE trauma, and to ascertain what influences similarities and differences in sibling resilience. The thematic analysis of two family case studies (n = 6) proposed a narrative encompassing fear, relationships and challenging trauma. Findings demonstrated the influence of neighbourhood violence which appeared to initiate this narrative. The fear associated with neighbourhood violence and maltreatment in early childhood appeared to influence both the parent–child bond and intimate relationships. Finally, participants demonstrated the protective properties of dissociation and sibling parentification, exhibiting their relationship with resilience. Investigators suggested neighbourhood violence be considered in the ACE questionnaire to inform current and future policies, and to safeguard the needs of families affected by intergenerational trauma. Full article

(This article belongs to the Section Developmental Psychology)

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24 pages, 307 KiB

Open AccessArticle

Students’, Teachers’, and Parents’ Knowledge About and Perceptions of Learning Strategies

by Amber E. Witherby, Addison L. Babineau and Sarah K. Tauber

Behav. Sci. 2025, 15(2), 160; https://doi.org/10.3390/bs15020160 - 1 Feb 2025

Abstract

Previous research has demonstrated that students have imperfect knowledge about learning strategies. Moreover, very little is known about teachers’ and parents’ knowledge about learning strategies, which is important as these groups can help to model and teach students effective strategies. The goal of [...] Read more.

Previous research has demonstrated that students have imperfect knowledge about learning strategies. Moreover, very little is known about teachers’ and parents’ knowledge about learning strategies, which is important as these groups can help to model and teach students effective strategies. The goal of the present research was to add to this literature by measuring students’, teachers’, and parents’ beliefs about several learning strategies that have received empirical scrutiny, using methodology that builds upon prior work. To do so, participants were presented with a series of learning scenarios exemplifying a different learning strategy and rated each individually on effectiveness, familiarity, and their likelihood of using (or recommending) it in the future. Participants had accurate knowledge about effective strategies, rating retrieval practice and distributed study as the most effective learning strategies. There were variations within groups on their levels of familiarity with each strategy, which may have informed their ratings of effectiveness. For instance, participants rated interleaving as less effective compared to blocking but were also less familiar with the former. On a positive note, these outcomes suggest that people generally have good knowledge about learning strategies and underscore the importance of a broad dissemination of educational research. Full article

(This article belongs to the Special Issue Educational Applications of Cognitive Psychology)

22 pages, 1241 KiB

Open AccessArticle

The Role of Personality Traits and Decision-Making Styles in Career Decision-Making Difficulties

by Mine Aydemir Dev and Nuran Bayram Arlı

Behav. Sci. 2025, 15(2), 159; https://doi.org/10.3390/bs15020159 - 1 Feb 2025

Abstract

Career decisions are one of the most important decisions individuals make in their lives. These decisions are multifaceted and complex, making them a challenging process, particularly for students. This creates obstacles for students navigating the career choice process. The aim of this study [...] Read more.

Career decisions are one of the most important decisions individuals make in their lives. These decisions are multifaceted and complex, making them a challenging process, particularly for students. This creates obstacles for students navigating the career choice process. The aim of this study is to examine career decision-making difficulties within the framework of personality traits and decision-making styles. The target group of this study is undergraduate students studying at a public university. For this research, we collected data through online questionnaire forms. The questionnaire comprised demographic questions and three scales: career decision-making difficulties, personality traits, and decision-making styles. A total of 505 students (63.2% female) participated in the questionnaire. The research model was tested using path analysis. We also conducted network analysis in order to better understand and visualize the relationships between the sub-dimensions of the scales. The findings showed significant direct relationships between career decision-making difficulties and personality traits (conscientiousness, openness, neuroticism, and agreeableness) and decision-making styles (rational, dependent, avoidant, and spontaneous). According to the path analysis result, neurotic personality traits were positively correlated with career decision-making difficulties, while openness to experience, agreeableness, and conscientiousness were negatively correlated with them. The relationship between dependent, avoidant, and spontaneous decision-making styles and career decision-making difficulties was positive. These results provide valuable insights into the factors that shape career decisions, helping students make more informed choices and manage their career paths effectively. Full article

(This article belongs to the Special Issue Personality Traits and Decision-Making Styles as Predictors of Behavior)

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26 pages, 2632 KiB

Open AccessArticle

Academic Possible Selves, Motivational Beliefs, and Self-Regulation Among Adolescents Attending General and Vocational Schools: Does the Type of School Matter?

by Evropi Efthymiadou, Eleftheria N. Gonida and Grigoris Kiosseoglou

Behav. Sci. 2025, 15(2), 158; https://doi.org/10.3390/bs15020158 - 1 Feb 2025

Abstract

Academic possible selves (PSs) are defined as future self-representations about education and academic outcomes, recognized for their motivational power, especially in challenging situations. This study aimed to (i) explore the salience of academic PSs among senior high school students, considering sociodemographic factors; (ii) [...] Read more.

Academic possible selves (PSs) are defined as future self-representations about education and academic outcomes, recognized for their motivational power, especially in challenging situations. This study aimed to (i) explore the salience of academic PSs among senior high school students, considering sociodemographic factors; (ii) investigate the relationships among perceived contextual factors, PS constructs, difficulty mindsets, and academic outcomes; and (iii) examine differences between general and vocational school students across these variables and their relationships. A sample of 598 10th graders (i) reported their two most important hoped-for and feared PSs as well as their strategies to achieve/avoid them and (ii) completed scales measuring demographics, perceptions about parents’ and teachers’ beliefs, perceived efficacy for attaining PSs, perception of school as a path, difficulty mindsets about academic tasks, academic self-regulation, and achievement. The results indicated that academic PSs were salient among adolescents’ hoped-for PSs, with general school students reporting academic PSs more frequently and showing more positive motivational beliefs. Path analysis indicated the role of the study variables in academic self-regulation and achievement, with school type moderating these effects. The findings emphasize the importance of supporting students’ academic PSs and tailoring context-based interventions to foster academic outcomes in diverse school settings. Full article

(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)

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14 pages, 375 KiB

Open AccessArticle

The Effects of Anger Management on Workers: A Questionnaire Survey of Organizational Dysfunctional Behavior and Withdrawal from Interpersonal Relationships in the Workplace

by Ryoichi Semba

Behav. Sci. 2025, 15(2), 157; https://doi.org/10.3390/bs15020157 - 1 Feb 2025

Abstract

The voluntary behaviors of individuals that negatively impact the organization and its members should be addressed. According to the threatened egotism model, it is possible to curb such behaviors by effectively managing negative emotions. One such management strategy is anger management. Recently, some [...] Read more.

The voluntary behaviors of individuals that negatively impact the organization and its members should be addressed. According to the threatened egotism model, it is possible to curb such behaviors by effectively managing negative emotions. One such management strategy is anger management. Recently, some organizations have been implementing anger management programs, but their effect on behavior has not been verified. This study focused on organizational dysfunctional behavior and interpersonal withdrawal and attempted to examine the effects of anger management on these behaviors using a pre–post-test design. An anger management program and questionnaires before and after were administered to 92 workers (28 men and 64 women). The questionnaire included the Sociability Scale, which measures disengagement from interpersonal relationships, and the Organizational Dysfunctional Behavior Scale. A comparison of scale scores before and after the program revealed a significant decrease in the “Criticism of Others” on the Organizational Dysfunctional Behavior Scale. Furthermore, a similar analysis by sex and age revealed a significant decrease in “Criticism of Others” among women and workers under 46 years of age. These results indicate that anger management is not effective for reducing interpersonal withdrawal but may instead be effective for reducing criticism of others among women and young workers. Full article

(This article belongs to the Special Issue Preventing and Addressing Negative Behaviors in the Workplace)

21 pages, 869 KiB

Open AccessArticle

The Impact of Trauma and Substance Use on Emotion Regulation and Intimate Partner Violence Perpetration: Implications for Perpetrator Programs

by Cristina Expósito-Álvarez, Manuel Roldán-Pardo, Viviana Vargas, Mina Maeda and Marisol Lila

Behav. Sci. 2025, 15(2), 156; https://doi.org/10.3390/bs15020156 - 1 Feb 2025

Abstract

(1) Background: Alcohol and/or other drug use problems (ADUPs) and trauma are key risk factors for intimate partner violence (IPV) that should be addressed in perpetrator programs. Participants with ADUPs and trauma histories may display greater difficulties in emotion regulation, which may increase [...] Read more.

(1) Background: Alcohol and/or other drug use problems (ADUPs) and trauma are key risk factors for intimate partner violence (IPV) that should be addressed in perpetrator programs. Participants with ADUPs and trauma histories may display greater difficulties in emotion regulation, which may increase the likelihood of IPV recidivism. The study aimed to examine differences among participants with trauma, ADUPs, ADUPs and trauma, and without such factors in dropout, IPV, and variables related to emotion regulation at pre- and post-intervention; (2) Methods: A sample of 312 men court-mandated to attend a perpetrator program (Contexto Program) was used. Variables related to emotion regulation difficulties included alexithymia, depressive symptomatology, and clinical syndromes. IPV variables included self-reported physical and psychological IPV and IPV recidivism risk assessed by facilitators. Comparisons between groups were made using one-way ANOVA, chi-square tests, and two-way repeated measures ANOVAs; (3) Results: Participants with ADUPs and trauma presented greater difficulties on variables related to emotion regulation, higher risk of IPV at pre-intervention, and higher dropout rates. At post-intervention, all participants improved their emotion regulation skills and reduced IPV recidivism risk, with participants with ADUPs and trauma maintaining a higher risk of IPV; (4) Conclusions: IPV perpetrators with ADUPs and trauma are high-risk participants. Interventions should target trauma and ADUPs to improve their effectiveness. Full article

(This article belongs to the Special Issue Intimate Partner Violence: A Focus on Emotion Regulation)

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14 pages, 548 KiB

Open AccessArticle

The Relationship Between Soccer Participation and Team Cohesion for Adolescents: A Chain-Mediated Effect of Athlete Engagement and Collective Self-Esteem

by Zhihao Zhao, Xiang Che, Haopeng Wang, Yi Zheng, Ning Ma, Liquan Gao and Yizhou Shui

Behav. Sci. 2025, 15(2), 155; https://doi.org/10.3390/bs15020155 - 31 Jan 2025

Abstract

This study was carried out to explore the mechanism between athlete participation and team cohesion for adolescent school soccer players. We examined the mediating role of athlete engagement and collective self-esteem between athlete participation and team cohesion for adolescent soccer players. A comprehensive [...] Read more.

This study was carried out to explore the mechanism between athlete participation and team cohesion for adolescent school soccer players. We examined the mediating role of athlete engagement and collective self-esteem between athlete participation and team cohesion for adolescent soccer players. A comprehensive investigation of 1659 primary and middle school soccer players was conducted using the Athlete Participation Scale, Athlete Engagement Questionnaire, Collective Self-Esteem Scale, and Team Cohesion Scale, and we conducted correlation, regression and pathway analyses among the variables. We found the following for adolescent soccer players: (1) Athlete engagement plays a complete mediating role between athlete participation and team cohesion. (2) Collective self-esteem plays a complete mediating role between athlete participation and team cohesion. (3) Athlete participation does not directly predict team cohesion, but can influence team cohesion through the chain mediation of athlete engagement and collective self-esteem. This study built a chain mediation model showing that athlete engagement and team cohesion mediated athlete participation and team cohesion, to investigate its mediating role for adolescent soccer players. This study provides theoretical guidance and an empirical basis for the intervention of athlete participation on team cohesion in soccer sports among adolescents. Full article

(This article belongs to the Special Issue The Impact of Sport and Physical Activity on the Mental Health of Adolescents and Children)

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12 pages, 531 KiB

Open AccessArticle

Lessons Learned from the Rapid Implementation of Telehealth Group Psychotherapy at a Safety-Net Health System in the U.S

by Astrea Greig, Emily Benedetto, Irina Livitz and Hsiang Huang

Behav. Sci. 2025, 15(2), 154; https://doi.org/10.3390/bs15020154 - 31 Jan 2025

Abstract

There is inadequate availability and access to behavioral health services to meet demand, and this issue amplified during the pandemic, creating a mental health crisis. Group therapy is an effective way to meet this need. The rapid implementation of telehealth group psychotherapy as [...] Read more.

There is inadequate availability and access to behavioral health services to meet demand, and this issue amplified during the pandemic, creating a mental health crisis. Group therapy is an effective way to meet this need. The rapid implementation of telehealth group psychotherapy as part of a Primary Care Behavioral Health Integration program in a U.S. safety-net health care setting is described. Implementation lessons are summarized as barriers or facilitators, using thematic analysis of qualitative data from meeting notes. Major facilitators identified include having key staff serve as technology champions, dedicated administrative leadership to operationalize workflows, and communication and collaboration across teams and layers of infrastructure. Major barriers include uncertainty about operational workflows and technological challenges. While group visit volume initially waned, it began to rebound and quantitative analysis of demographic data shows that important underserved populations were reached. Frequent communication, collaboration, and adaptation among teams are critical elements for improving the likelihood of successful telehealth group therapy. It is feasible to expeditiously implement telehealth group psychotherapy in safety-net health care systems with limited resources. Full article

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19 pages, 2042 KiB

Open AccessSystematic Review

A Systematic Review and Meta-Analysis on the Effect of Nature Exposure Dose on Adults with Mental Illness

by Joanna Ellen Bettmann, Elizabeth Speelman, Annelise Jolley and Tallie Casucci

Behav. Sci. 2025, 15(2), 153; https://doi.org/10.3390/bs15020153 - 31 Jan 2025

Abstract

Time spent in nature leads to significant physical and mental benefits, but research is mixed on how much time in nature is necessary to affect change in adults’ mental health. This meta-analysis aimed to answer the question: what effect does length and interval [...] Read more.

Time spent in nature leads to significant physical and mental benefits, but research is mixed on how much time in nature is necessary to affect change in adults’ mental health. This meta-analysis aimed to answer the question: what effect does length and interval of nature dosage have on adults with mental illness? The authors defined nature exposure as an experience in nature lasting at least 10 minutes and taking place in an actual natural setting. Because some studies indicated single experiences of exposure to nature (one-time) while others utilized multiple exposures to nature (interval), these studies were separated to determine differences between one-time versus interval exposure to nature. Following Cochrane Handbook for Systematic Reviews of Interventions and PRISMA reporting guidelines, this review included 78 studies published between 1990 and 2020. The present study found that one-time and interval nature exposure yielded different results for adults with a diagnosed mental illness and adults with symptoms of mental illness. Notably, shorter nature exposure delivered in intervals appeared to show positive significant effects, even more than one-time exposure. This finding has important implications for public health and green space preservation, as being outside for as little as 10 minutes and even in urban nature can improve adults’ mental health. Full article

(This article belongs to the Special Issue Mental Health and the Natural Environment)

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23 pages, 1598 KiB

Open AccessArticle

The Impact of AI Negative Feedback vs. Leader Negative Feedback on Employee Withdrawal Behavior: A Dual-Path Study of Emotion and Cognition

by Xinyue Li, Mingpeng Huang, Jialin Liu, Yifan Fan and Min Cui

Behav. Sci. 2025, 15(2), 152; https://doi.org/10.3390/bs15020152 - 30 Jan 2025

Abstract

In the workplace, the application of artificial intelligence (AI) is becoming increasingly widespread, including in employee performance management where AI feedback is gaining importance. Some companies are also using AI to provide negative feedback to employees. Our research compares the impact of AI [...] Read more.

In the workplace, the application of artificial intelligence (AI) is becoming increasingly widespread, including in employee performance management where AI feedback is gaining importance. Some companies are also using AI to provide negative feedback to employees. Our research compares the impact of AI negative feedback and leader negative feedback on employees. In order to explore the impact of AI negative feedback on employees, we investigated how AI negative feedback impacts employee psychology and behavior and compared these effects to those of human leader negative feedback, within the framework of the feedback process model. To explore these differences, we conducted three experimental studies (n = 772) from two different regions (i.e., China and the United States). The results reveal that leader negative feedback induces greater feelings of shame in employees, leading to work withdrawal behaviors, compared to AI negative feedback. Conversely, AI negative feedback has a more detrimental effect on employees’ self-efficacy, leading to work withdrawal behaviors, compared to leader negative feedback. Furthermore, employees’ AI knowledge moderates the relationship between negative feedback sources and employee withdrawal behavior. Specifically, employees who perceive themselves as having limited AI knowledge are more likely to feel ashamed when receiving leader negative feedback than when receiving AI negative feedback. Conversely, employees who believe they are knowledgeable about AI are more likely to have their self-efficacy undermined by AI negative feedback than leader negative feedback. Our research contributes significantly to the literature on AI versus human feedback and the role of feedback sources, providing practical insights for organizations on optimizing AI usage in delivering negative feedback. Full article

(This article belongs to the Special Issue Employee Behavior on Digital-AI Transformation)

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19 pages, 700 KiB

Open AccessArticle

Exploring Perception Types of Humanities Job Seekers in Employment Preparation: Implications for Career Guidance

by Je Hwa Jang and Song Yi Lee

Behav. Sci. 2025, 15(2), 151; https://doi.org/10.3390/bs15020151 - 30 Jan 2025

Abstract

This study uses Q methodology to examine the perception types of humanities majors during their employment preparation process. With the rapid advancement of artificial intelligence (AI) and automation technologies, traditional career paths for humanities majors are shrinking, leading to intensified job mismatches, psychological [...] Read more.

This study uses Q methodology to examine the perception types of humanities majors during their employment preparation process. With the rapid advancement of artificial intelligence (AI) and automation technologies, traditional career paths for humanities majors are shrinking, leading to intensified job mismatches, psychological anxiety, and social bias. The study identified four perception types: (1) Social Support for Career Challenges, which emphasises the need for emotional and institutional support to overcome career-related anxiety and biases, (2) Building Practical Career Skills, which focuses on enhancing employability through practical job experience and technical skill development, (3) Graduation-related Career Constraints, which highlights the limitations caused by academic graduation requirements, calling for structural reforms and expanded certification support, and (4) Proactive Job Preparation, which reflects active efforts to adapt to technological advancements and competitive job market demands by emphasising digital skill acquisition and practical education. We analyse each type’s characteristics and support needs, offering valuable insights into how to address these challenges. The findings provide policy implications for career guidance and employment support, aiming to improve the employment success rates and job stability of humanities graduates. By offering empirical evidence for tailored support programmes, this study contributes practical recommendations to prepare humanities majors for the evolving job market. Full article

(This article belongs to the Special Issue External Influences in Adolescents’ Career Development)

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16 pages, 258 KiB

Open AccessReview

Personal Narratives in Trauma-Related Disorders: Contributions from a Metacognitive Approach and Treatment Considerations

by Courtney N. Wiesepape, Elizabeth A. Smith, Andrew J. Muth and Laura A. Faith

Behav. Sci. 2025, 15(2), 150; https://doi.org/10.3390/bs15020150 - 30 Jan 2025

Abstract

Traumatic experiences are significant life events that are thought to impact one’s personal life narrative and narrative identity. Individuals who have experienced trauma may display fragmented memories and decreased narrative cohesion, resulting in trauma narratives that are disjointed and poorly integrated into the [...] Read more.

Traumatic experiences are significant life events that are thought to impact one’s personal life narrative and narrative identity. Individuals who have experienced trauma may display fragmented memories and decreased narrative cohesion, resulting in trauma narratives that are disjointed and poorly integrated into the larger picture of their lives. Metacognition, defined as the ability to form increasingly complex and integrated ideas about the self, others, and the wider world, offers a framework to better understand life narratives and has been proposed as a construct that allows personal narratives to evolve in response to new experiences. In this paper, we will review the alterations commonly observed in trauma narratives. We will utilize the integrated model of metacognition as a framework to understand these deviations with an eye toward clinical implications. Although treatments that focus on trauma narratives exist, we argue that the study of metacognition provides unique insights into the process of integration of traumatic experience into an evolving personal narrative and may allow for more complete treatment of trauma-related disorders. Full article

14 pages, 678 KiB

Open AccessArticle

Do Early Childhood Educators Benefit from a Playful Working Environment? A Study on Workplace Fun and Work Engagement

by Jialing Yang, Xinghua Wang and Huifang Hong

Behav. Sci. 2025, 15(2), 149; https://doi.org/10.3390/bs15020149 - 30 Jan 2025

Abstract

This study investigated early childhood education (ECE) teachers’ workplace fun and its relationship with their psychological capital and work engagement, both of which are crucial elements in improving their work efficiency. The relationship was investigated using quantitative methodology. Hypotheses and conceptual models were [...] Read more.

This study investigated early childhood education (ECE) teachers’ workplace fun and its relationship with their psychological capital and work engagement, both of which are crucial elements in improving their work efficiency. The relationship was investigated using quantitative methodology. Hypotheses and conceptual models were tested by structural equation modeling (SEM) on the raw data from 196 full-time ECE teachers via questionnaire surveys that investigated ECE teachers’ experiences of four aspects of workplace fun (i.e., formal fun activities, supportive practices for fun, coworker socializing, and fun job responsibilities). It was revealed that fun job responsibilities positively predicted the work engagement of ECE teachers. Furthermore, supportive practices for fun at ECE centers can indirectly predict the work engagement of teachers via the mediating effect of psychological capital. Based on the findings of this study, suggestions are provided to enhance teachers’ work engagement, including implementing supportive practices for fun by organizational management and promoting enjoyment in teachers’ job responsibilities. Full article

(This article belongs to the Special Issue Well-Being in Educational Contexts: Social–Psychological Perspectives and Innovations)

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25 pages, 2261 KiB

Open AccessArticle

Parental Stress and Mental Health Outcomes Following the October 7th Events: Insights from Israeli Families of Children with Special Needs

by Yitshak Alfasi, Ruth Maytles and Avi Besser

Behav. Sci. 2025, 15(2), 148; https://doi.org/10.3390/bs15020148 - 29 Jan 2025

Abstract

The October 7th events precipitated an unprecedented psychological crisis for Israeli families, particularly affecting parents of children with special needs. This empirical study aimed to investigate the psychological factors contributing to parental stress and mental health outcomes in a community sample of 2097 [...] Read more.

The October 7th events precipitated an unprecedented psychological crisis for Israeli families, particularly affecting parents of children with special needs. This empirical study aimed to investigate the psychological factors contributing to parental stress and mental health outcomes in a community sample of 2097 parents, comparing those with children with special needs (n = 540) to those with typically developing children (n = 1557). Findings revealed that parents of children with special needs exhibited significantly higher levels of attachment anxiety and avoidance, parental stress, and intolerance of uncertainty, while reporting lower levels of parental competence, perceived social support, and mental health. Notably, meaning in life did not significantly differ between the groups. Correlational analyses indicated that attachment anxiety and avoidance were negatively correlated with parental competence, social support, meaning in life, and mental health while positively correlating with parental stress and intolerance of uncertainty. Mediation analyses showed that attachment anxiety and avoidance significantly predicted increased parental stress and reduced mental health, with these effects mediated by lower parental competence and diminished meaning in life. Moreover, intolerance of uncertainty mediated the effect of attachment anxiety on mental health. However, the mediating role of perceived social support on parental stress was absent among parents of children with special needs. These findings underscore the need for targeted interventions that bolster parental resilience, particularly for families of children with special needs during times of crisis. Full article

(This article belongs to the Special Issue Trauma and Maternal Wellbeing)

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