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Editorial: Psychological well-being, cognitive demands, and motor control in esports athletes and recreational gamers

Comparing researcher-curated AI-drafted feedback styles for negative automatic thought believability: an online randomized scenario-based experiment

IntroductionAI-drafted feedback is increasingly used in learning support, emotional support, peer support, and self-guided reflection, yet empirical studies often combine emotional validation, advice, reappraisal, and Socratic questioning within the same response. This study compared four researcher-curated AI-drafted feedback styles: neutral information, empathetic feedback, Socratic challenge, and integrated feedback.MethodsAn online randomized scenario-based experiment was conducted using four daily stress scenarios crossed with the four feedback conditions. After screening 427 questionnaire records collected from March 12 to March 20, 2026, valid responses from 389 adults were analyzed. Participants read one scenario, rated negative automatic thought (NAT) believability and negative affect, received one feedback text, completed post-test and feedback evaluation measures, and wrote a balanced alternative thought. Regression models controlled for pre-test scores, scenario, trait NAT tendency, AI trust, and trait reactance.ResultsAll three active feedback styles predicted lower post-test NAT believability than neutral information, with the largest adjusted difference observed for integrated feedback, followed by Socratic challenge and empathetic feedback. Empathetic feedback produced higher perceived empathy and greater affect reduction, whereas Socratic challenge produced higher cognitive reappraisal and reframing quality. Integrated feedback combined high feedback acceptance with strong evidence-based examination of the negative thought.DiscussionIn this scenario-based task, researcher-curated AI-drafted feedback produced larger reductions in NAT believability and higher evidence-based reframing quality when emotional validation was followed by evidence testing, alternative explanation, and fact-inference distinction.

AI feedback-seeking and learning engagement in art education: psychological antecedents and reflective mechanisms

IntroductionGenerative artificial intelligence provides students with a feedback source that differs from traditional teacher and peer interaction, yet limited research has explained why students actively seek feedback from AI or how such feedback-seeking is associated with subsequent learning engagement. Drawing on transactional stress and coping theory and social cognitive theory, this study examined the psychological antecedents and reflective mechanisms of AI feedback-seeking in art education.MethodsTwo complementary studies were conducted. Study 1 utilized survey data from 315 higher education students with recent experience in art learning and generative AI use to investigate whether a fear of negative evaluation was associated with AI feedback-seeking through interpersonal help-seeking avoidance. Study 2 involved 172 students who completed a standardized AI-supported art-creation task. It examined whether AI feedback-seeking was associated with task behavioral engagement through reflective learning and whether openness strengthened this indirect relationship. The proposed relationships were tested using partial least squares structural equation modeling.ResultsIn Study 1, fear of negative evaluation was positively associated with interpersonal help-seeking avoidance, which in turn was associated with greater AI feedback-seeking. The indirect association between fear of negative evaluation and AI feedback-seeking through interpersonal help-seeking avoidance was significant, whereas the direct association was not. In Study 2, AI feedback-seeking was positively associated with reflective learning, which was further associated with task behavioral engagement. Reflective learning significantly mediated the association between AI feedback-seeking and task behavioral engagement. Openness strengthened both the association between AI feedback-seeking and reflective learning and the corresponding indirect association with task behavioral engagement.DiscussionThe findings indicate that avoiding interpersonal help does not necessarily reflect withdrawal from feedback. Under evaluation concerns, students may instead select AI as a feedback source involving less interpersonal exposure. However, seeking AI feedback is not uniformly associated with stronger learning engagement; its relevance depends on whether students reflect on the information obtained and remain receptive to alternative perspectives. The study positions AI feedback-seeking as both a coping-oriented form of feedback-source selection and a learner-initiated resource for reflective engagement in art education.

Influencing mechanisms of undergraduates’ continuous learning behavior in the context of intelligent technology: an empirical analysis

IntroductionThis study investigates undergraduates’ continuous learning behavior in intelligent-technology-supported university classrooms. Continuous learning behavior is conceptualized as observable persistence across repeated learning occasions. Drawing on Expectation-Confirmation Theory (ECT) and the Stimulus-Organism-Response (S-O-R) framework, the study examines how technology-enabled instructional and social features are associated with learners’ affective and cognitive processes and their subsequent learning-state transitions.MethodsData were obtained from 2,133 undergraduates at M University across the 2021–2023 College and University Student Survey (CCSS) waves, comprising 70,280 recorded observations, with an average of 32.95 observations per participant. Survey-derived and system-captured indicators were analyzed using Hidden Markov Models (HMMs) to identify latent continuous learning states and transition patterns. Models containing one to eight states were compared, and Support Vector Regression (SVR) was used exploratorily to examine the associations of affective identification, immersion, satisfaction, and learning attention with the identified learning states.ResultsThe three-state HMM yielded the lowest Bayesian Information Criterion (BIC = 3,326.39) and was therefore selected as the optimal specification. The three latent states were interpreted as emerging persistence, established persistence, and high persistence. Exploratory SVR results showed that learning attention had the strongest positive normalized association (0.751), followed by satisfaction (0.434). Affective identification showed a negative overall association (-0.123), although a small positive coefficient was observed in State 2 (0.027), providing only limited state-dependent support for H1. Immersion was negatively associated overall (-0.187) and showed a particularly strong negative coefficient in State 3 (-0.473); thus, H2 was not supported as a uniform positive relationship.DiscussionThe findings suggest that continuous learning behavior is better understood as a dynamic, state-dependent process rather than as a fixed learner characteristic or developmental stage. Learning attention and satisfaction appear to be more consistently associated with persistent learning states than affective identification or immersion. Given the observational design and single-institution sample, the findings should be interpreted as associational rather than causal.

Internal focalization influences real-life empathy: a literary contribution to wellbeing

Literature has often been hypothesized to cultivate an empathy that persists after reading, yielding real-life wellbeing benefits. But the subtle complexity of literature’s aesthetic form has made this hypothesis challenging to test. To simplify the challenge, we isolated a single formal technique—internal focalization—historically used by literary fictions that focus on a specific kind of empathy: forgiveness. We incorporated internal focalization into a fictional narrative, and across three preregistered studies (N = 371; N = 449; N = 743), we measured the effect on participants’ likeliness to forgive. In Study 1, we found that internal focalization prompted increased likeliness to forgive fictional transgressors. In Studies 2 and 3, we replicated this finding and further demonstrated a link between forgiveness of fictional transgressors and forgiveness of real-life transgressors. These findings suggest that literature’s wellbeing benefits can be assessed by parsing its form into separate techniques.

Mathematics anxiety and self-efficacy among students in Hong Kong and Macao (China): socioeconomic disadvantage as a moderator of academic achievement

PurposeThis study examines whether socioeconomic disadvantage alters the associations of mathematics anxiety and mathematics-specific self-efficacy with mathematics achievement among adolescents in Hong Kong (China) and Macao (China). The research problem is not whether anxiety, efficacy, and socioeconomic status are individually related to achievement; those relationships are already well established. The unresolved question is whether socioeconomic disadvantage functions as a boundary condition on the two psychological-achievement slopes when anxiety and self-efficacy are modeled jointly.Data and methodsThis quantitative, observational, cross-sectional secondary analysis uses public PISA 2022 student data for Hong Kong (China) and Macao (China). The source data contained 10,291 relevant student records; after complete-case screening, 9,760 students from 209 schools were analyzed. Mathematics achievement was represented by PV1MATH-PV10MATH, mathematics anxiety by ANXMAT, mathematics self-efficacy by MATHEFF, and socioeconomic disadvantage by reverse weighted-standardized ESCS. Models were estimated separately across all 10 plausible values with final student weights, and sampling variance was estimated with the 80 official Fay-BRR replicate weights before plausible-value pooling.FindingsAnxiety was negatively associated with mathematics achievement (B = −9.03, SE = 1.53, p 

Association among first-aid literacy, training and life meaning: a KAP study of first-year undergraduates at a comprehensive university in China

BackgroundFirst-aid education has been widely implemented in universities, with first-aid literacy serving as key evaluation indicators. Meaning in life (MIL) positively influences health awareness and prosocial behavior; however, its relationship with first-aid literacy remains insufficiently explored. This study investigated the association between meaning in life and safety and first-aid literacy among first-year undergraduate students and examined the mediating role of prior first-aid training times.MethodsA total of 4,723 first-year undergraduate students from a comprehensive university completed a social-factor questionnaire, the Meaning in Life Questionnaire, and the First-aid Literacy Questionnaire based on the Knowledge-Attitude-Practice model. After data cleaning, 4,708 valid responses were analyzed. Correlation and mediation analyses were conducted to assess relationships among variables.ResultsKnowledge scores followed a left-skewed distribution, whereas skill scores were concentrated at moderate levels. MIL scores presented an overall upward distribution. Correlation analysis revealed significant associations among most variables (p 

Preschool teachers’ intention to organize physical activity: an application of the norm activation model

BackgroundPreschool teachers play an important role in providing children with physical activity opportunities. Existing research has focused mainly on teachers’ professional competence and organizational environments, while responsibility-related normative correlates of their intention to organize physical activity remain less understood. Guided by the Norm Activation Model (NAM), this study examined associations among awareness of consequences, ascription of responsibility, personal norms, and intention to organize physical activity.MethodsA cross-sectional survey was conducted among 582 in-service preschool teachers in China using convenience sampling. Confirmatory factor analysis and structural equation modeling tested the measurement and structural models. Direct, indirect, and total associations were examined using bias-corrected bootstrapping with 5,000 resamples.ResultsThe retained partial mediation model showed good fit (χ2 = 119.984, df = 115, p = 0.357, RMSEA = 0.009, 90% CI [0.000, 0.023]). Awareness of consequences was positively associated with ascription of responsibility (β = 0.522), which was positively associated with personal norms (β = 0.617); personal norms were positively associated with behavioral intention (β = 0.727; all p 

Acceptance and self-reported continued use of AI virtual avatars: an extended UTAUT model with the moderating role of use frequency

AI-driven virtual avatars are increasingly encountered in livestreaming and digital-content settings. This cross-sectional study examined an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model using survey data from 165 Chinese adults reporting prior exposure to AI virtual-avatar livestreams or videos. PLS-SEM showed that effort expectancy and social influence were positively associated with behavioral intention, while performance expectancy was not statistically significant (β = 0.107, p = 0.176). Behavioral intention and facilitating conditions were positively associated with self-reported continued-use tendency. Use frequency had no significant direct association with this outcome, but positively moderated its association with facilitating conditions and negatively moderated its association with behavioral intention. The model explained 68.7% of the variance in intention and 71.0% in continued-use tendency. PLSpredict yielded positive Q2predict values and lower RMSE than the linear-model benchmark for all six endogenous indicators. The findings highlight frequency-related differences in continued-use associations and are interpreted as exploratory given the cross-sectional design and overlap among several measures.

Quality education from the perspective of landsenses ecology: research on performance evaluation of L2 teaching materials based on Importance-Performance Analysis

At present, the evaluation of teaching materials mostly remains at the one-way comparison of indicators, lacking an effective mechanism to transform user feedback into improvement paths. Based on a questionnaire survey of L2 learners, this study aims to construct a dual mechanism: firstly, Importance-Performance Analysis is applied to identify the dimensions that need to be prioritized for improvement in the target teaching materials, and then mediation analysis is conducted to reveal the psychological pathways through which teaching materials influence learning outcomes. The results show that the perceived performance of landsense indicators is significantly lower than their importance, revealing a systematic performance gap that traditional unidimensional evaluation fails to capture. Furthermore, teaching material performance is positively correlated with foreign language enjoyment, and foreign language enjoyment is positively correlated with learning engagement. Learning engagement is further positively correlated with learning efficiency. This chain relationship provides statistical support for the process by which teaching material performance affects learning efficiency, revealing the vital role of the emotion-behavior chain mediation path in the transmission of teaching material effects.

Prevalence of mental health issues among teachers in China: the role of cultural values and psychological resilience

IntroductionTeachers worldwide experience occupational stress that threatens psychological wellbeing and educational effectiveness. Chinese teachers face substantial demands requiring culturally grounded approaches to psychological distress. Indigenous cultural resources may potentially buffer teachers against occupational adversity effectively.MethodsA cross-sectional survey recruited 750 teachers from three Chinese cities. Participants represented primary, secondary, and tertiary educational institutions across Jiangsu. Validated measures assessed workload, conflict, support, cultural values, coping, resilience, Mianzi. Psychological distress was measured using DASS-21 and K10 validated instruments. Reliability, descriptive, correlation, mediation, moderation, bootstrapping, and structural equation analyses followed. Sequential mediation and moderated mediation were examined using PROCESS Model 7.ResultsPsychological distress prevalence was substantially high among participating Chinese teachers overall. Moderate-to-extremely severe depression affected 73.4% of teachers in this study. Moderate-to-extremely severe anxiety affected 80.5% of teachers in this study. Very high psychological distress affected 52.5% of teachers on K10. Workload and work-family conflict significantly increased psychological distress among teachers. Organizational support, collectivistic values, Zhongyong coping, and resilience provided protection. Collectivistic values indirectly reduced distress through sequential coping and resilience. Mianzi significantly strengthened this protective indirect pathway among affected teachers.DiscussionFindings demonstrate important protective roles for indigenous Chinese cultural resources. Zhongyong coping and resilience can strengthen psychological adaptation among teachers. Higher Mianzi amplified protective effects within the sequential mediation pathway. Culturally congruent interventions should combine institutional support with traditional psychological strengths. Such interventions may enhance teacher wellbeing within non-Western educational contexts.

When self-compassion matters: romantic relationship quality and infidelity proneness

Infidelity proneness reflects an individual’s tendency or inclination toward infidelity and is conceptually distinct from enacted infidelity. Although lower romantic relationship quality has been associated with greater infidelity-related intentions, less is known about the intrapersonal characteristics that may condition this association. The present study examined whether self-compassion moderates the association between perceived romantic relationship quality and infidelity proneness. Using a cross-sectional correlational design, data were collected from 384 adults in Türkiye aged 18–68 years (M = 31.04, SD = 9.40). Participants completed measures of perceived romantic relationship quality, self-compassion, and infidelity proneness. Moderation analysis was conducted using PROCESS Model 1, adjusting for gender, age, and relationship duration. Perceived romantic relationship quality was negatively associated with infidelity proneness (r = −0.614, p < 0.001), as was self-compassion (r = −0.251, p < 0.001). Self-compassion significantly moderated the association between perceived romantic relationship quality and infidelity proneness (b = 0.062, SE = 0.015, p < 0.001), accounting for an additional 2.2% of the variance. The negative association between relationship quality and infidelity proneness was significant at low, mean, and high levels of self-compassion but became progressively weaker as self-compassion increased. At lower levels of relationship quality, higher self-compassion corresponded to lower predicted infidelity proneness; however, this pattern was not uniform across the full range of relationship quality. These findings suggest that self-compassion may be relevant to understanding individual differences in how relational evaluations are associated with infidelity-related tendencies, while cautioning against interpreting self-compassion as uniformly protective. From a clinical perspective, the findings support considering both perceptions of relationship quality and intrapersonal regulation when assessing infidelity-related concerns in individual and couple contexts, while longitudinal research is needed before causal or intervention-related conclusions can be drawn.

Association pathways between AI training recommendation dependence and athletes’ psychological characteristics related to autonomous judgment

IntroductionWhile AI-generated training recommendations may enhance the scientific rigor of competitive sports training, their use may also be associated with athletes’ autonomy in interpreting bodily states and making training decisions. Drawing on cognitive offloading theory, self-determination theory, and the appropriate reliance framework, this study examined a serial association model linking AI training recommendation dependence, body signal outsourcing tendency, reduced sense of self-regulation, training decision hesitation, and reduced training self-efficacy.MethodsCross-sectional questionnaire data were collected from 381 athletes. The hypothesized relationships were tested using structural equation modeling, bootstrap analyses of indirect associations, and multigroup analyses comparing athletes in physical-dominant and skill-dominant sports.ResultsAI training recommendation dependence was significantly and positively associated with body signal outsourcing tendency, which was, in turn, positively associated with a reduced sense of self-regulation. A reduced sense of self-regulation was positively associated with training decision hesitation, which was further positively associated with reduced training self-efficacy. Bootstrap analyses identified a significant serial indirect association between AI training recommendation dependence and reduced training self-efficacy through body signal outsourcing tendency, reduced sense of self-regulation, and training decision hesitation. Multigroup analyses further indicated that the positive association between AI training recommendation dependence and body signal outsourcing tendency was stronger among athletes in physical-dominant sports than among those in skill-dominant sports.DiscussionThe findings reveal a continuous pattern of statistical associations linking AI training recommendation dependence with body signal outsourcing tendency, reduced sense of self-regulation, training decision hesitation, and reduced training self-efficacy. These findings highlight the importance of maintaining athletes’ bodily awareness and capacity for autonomous decision-making when integrating AI-generated recommendations into competitive sports training.

Well-being and Buen Vivir: intercultural dialogue between etic and emic perspectives

This study aimed to analyze perceptions of well-being, happiness, and meaning in life among non-indigenous and indigenous participants from the Javaé and Karajá peoples, based on etic and emic perspectives. A qualitative, exploratory, and comparative design was adopted. Participants included 13 indigenous students enrolled in the intercultural education degree program at the Federal University of Goiás and 14 non-indigenous individuals living in the central-west region of Brazil. Data were collected through three open-ended questions addressing well-being, happiness, and meaning in life. Interviews were transcribed verbatim and analyzed using initial and focused coding procedures grounded in constructivist grounded theory, supported by computational tools based on large language models. The findings revealed common categories across both groups, such as family and community relationships, meaningful work and teaching, physical and mental health, and realization of aspirations. However, these categories acquire distinct meanings across different cultural frameworks. Among indigenous participants, well-being was conceived as a relational, collective, and territorially grounded experience, integrating culture, spirituality, ancestry, and nature. In contrast, non-indigenous participants emphasized more individualized narratives, centered on personal progress, consumption, and immediate pleasures. These results highlight the importance of intercultural and decolonial approaches to psychological research on well-being and challenge the universalization of models derived predominantly from WEIRD populations.

Differentiated instruction in EFL classrooms: teacher beliefs, perceived professional agency, and teacher educator perspectives in Türkiye

IntroductionDifferentiated instruction (DI) requires teachers to interpret learner diversity and make adaptive pedagogical decisions within the opportunities and constraints of their professional contexts. This study examined how secondary school English as a Foreign Language (EFL) teachers and teacher educators in Türkiye understood and experienced DI, with particular attention to teacher beliefs, perceived professional agency, and motivational considerations.MethodsThis qualitative interpretive phenomenological study involved semi-structured interviews with 14 EFL teachers and six teacher educators. Data were analyzed through an inductive, interpretive form of thematic analysis informed by Braun and Clarke’s six-phase procedure.ResultsBoth participant groups understood DI as an inclusive and ethically responsive approach addressing differences in learner readiness, interests, language proficiency, learning pace, and support needs. Teachers associated DI with stronger student engagement, motivation, participation, and language development, but reported a persistent mismatch between their pedagogical intentions and their capacity to act on them. Large classes, limited planning time, curriculum rigidity, resource inequalities, and examination pressures constrained adaptive decision-making and weakened perceived professional agency. Teacher educators similarly identified a gap between pre-service teachers’ conceptual knowledge and their ability to respond flexibly to learner diversity in authentic classrooms.DiscussionThe findings conceptualize DI as a contextually negotiated practice shaped by the interaction of teacher beliefs, professional agency, motivational commitment, teacher preparation, and institutional conditions. The study highlights the need for practice-based teacher education, sustained professional learning, and organizational environments that enable psychologically responsive and inclusive EFL instruction.

Psychological fertility motivations and short-term fertility plans among partnered Chinese adults: differences across parity groups

IntroductionFertility motivations reflect the psychological value individuals attach to childbearing and children and provide an important perspective for understanding fertility decision-making. Drawing on Miller’s Traits–Desires–Intentions–Behavior (TDIB) model, this study used data from the China Family Panel Studies (CFPS) to examine the associations between different types of fertility motivations and short-term fertility plans and whether these associations varied by parity.MethodsThe analytical sample comprised 10,671 married or cohabiting adults aged 22–49. Exploratory and confirmatory factor analyses were first conducted to identify and validate the latent structure of fertility motivations. Binary logistic regression models accounting for sampling strata and primary sampling units (PSUs), interaction tests, and average marginal effects were then used for estimation.ResultsThree dimensions of fertility motivation were identified: Emotional Fulfillment Motivation, Traditional Utility Motivation, and Family Responsibility Motivation. In the overall sample, only Traditional Utility Motivation was significantly and positively associated with short-term fertility plans, whereas the overall associations of Emotional Fulfillment Motivation and Family Responsibility Motivation were not statistically significant. Further analyses showed significant parity differences in the associations of both Emotional Fulfillment Motivation and Traditional Utility Motivation with short-term fertility plans, while no significant parity differences were found for Family Responsibility Motivation. Specifically, Emotional Fulfillment Motivation was positively associated with short-term fertility plans only among childless adults. Traditional Utility Motivation was negatively associated with short-term fertility plans among childless adults but positively associated among those with one child and those with two or more children, with the differences primarily occurring between childless adults and parents. Robustness analyses further showed that the parity differences in Traditional Utility Motivation were stable across survey weighting, household-level clustering, and the treatment of multiple respondents within the same household, whereas the parity differences in Emotional Fulfillment Motivation did not reach statistical significance in the sample with valid survey weights.DiscussionOverall, the associations between fertility motivations and short-term fertility plans vary meaningfully by parity, highlighting the importance of understanding fertility psychology across different stages of family formation.

Reclassifying congruence in wellbeing: a systematic review and alignment framework

Research on wellbeing has increasingly shifted toward within-person and short-timescale processes, yet remains conceptually fragmented across motivational, relational, and value-based literatures. Constructs reflecting congruence between internal standards (e.g., needs, values, identity) and lived experience are widely studied but rarely integrated. This systematic review aimed to synthesize how alignment-related processes are defined, operationalized, and empirically linked to momentary wellbeing and short-term disruption/recovery within individuals. A PRISMA-informed systematic review was conducted across major psychological and interdisciplinary databases. Studies were included if they examined motivational, moral/value, or relational alignment processes and assessed momentary or short-term wellbeing outcomes using within-person, repeated-measures, or theoretically relevant designs. A total of 130 empirical and conceptual studies met inclusion criteria. Data were extracted using a structured protocol and synthesized using interpretive conceptual analysis. Findings indicate that the literature does not converge on a single construct of alignment, but rather reflects multiple functionally distinct processes involving correspondence between internal orientations and lived experience. These processes can be organized into (a) indicators of correspondence (e.g., autonomous motivation, value congruence), (b) contextual conditions shaping their expression (e.g., autonomy support), and (c) mechanisms linking alignment to outcomes (e.g., psychological need satisfaction). Empirical evidence is strongest at momentary and same-day timescales, with consistent within-person associations with affect, vitality, and engagement. Evidence for lagged or extended temporal dynamics is comparatively limited. Support is most robust for motivational processes, moderate for relational processes, and comparatively weak for value-based processes, particularly in temporally sensitive designs. Alignment is best understood as a multi-process, multi-domain framework rather than a unified construct. This review clarifies conceptual overlap, identifies asymmetries in empirical support, and delineates conditions under which dynamic models of wellbeing can be more rigorously tested. Findings provide a foundation for developing process-based, within-person models of flourishing.

Development of the literacy scale for excellent traditional Chinese culture among college students

BackgroundThe Literacy scale for Excellent Traditional Chinese Culture (ETCC-LS) is an important measurement instrument for assessing college students’ cultural accomplishment and the effectiveness of university cultural education. Nevertheless, existing measurement tools show limited contextual suitability for Chinese college students. Based on the Knowledge-Attitude-Practice (KAP) framework, this study aimed to develop the ETCC-LS for the assessment of excellent traditional Chinese culture literacy among college students.MethodsUsing a cross-sectional design with convenience sampling, an item pool was generated through literature review and expert consultation, then administered to college students across six universities in Fujian Province, China. Of 1,424 questionnaires distributed, 1,345 valid responses were retained and screened via item analysis before being randomly split into an exploratory subsample (n = 672, EFA) and a validation subsample (n = 673, CFA); internal consistency was assessed via Cronbach’s α and composite reliability.ResultsThe final ETCC-LS consisted of 11 items covering three dimensions: knowledge of traditional culture, attitude toward cultural openness, practice of cultural dissemination. The respecified three-factor model yielded acceptable fit: χ2/df = 4.869, RMSEA = 0.076, CFI = 0.984, TLI = 0.984. Standardized factor loadings ranged from 0.748 to 0.989. Cronbach’s α was high and stable across two subsamples (total scale α = 0.948–0.951), at or above the 0.95 redundancy risk threshold flagged for the knowledge of traditional culture and practice of cultural dissemination subscales. All dimensions met criteria for convergent validity (AVE > 0.50, CR > 0.70). Despite the high latent correlation (r = 0.893) between knowledge of traditional culture and practice of cultural dissemination, Fornell–Larcker criteria supported acceptable discriminant validity.ConclusionThe KAP-based ETCC-LS showed acceptable reliability and validity. It serves as a reliable measurement tool for assessing college students’ literacy of excellent traditional Chinese culture.

Social media harassment and psychological distress among collegiate student-athletes: a moderated mediation model of psychological resilience and perceived social support

IntroductionSocial media harassment is a sport-relevant digital stressor that may be associated with psychological distress among collegiate student-athletes. This study examined whether psychological resilience statistically accounted for part of this association and whether perceived social support showed both direct protective associations and a buffering role.MethodsA cross-sectional multi-site convenience sample of 426 collegiate student-athletes from university sport programs in China, the Republic of Korea, and the United States completed measures of social media harassment, psychological resilience, perceived social support, and psychological distress. Analyses included confirmatory factor analysis, country and gender comparisons, hierarchical regression, bootstrap mediation, conditional process analysis, and robustness checks.ResultsThe four-factor measurement model showed good fit and the focal scales showed acceptable reliability and convergent validity. Social media harassment was positively associated with psychological distress and negatively associated with psychological resilience. Perceived social support was associated with higher resilience, lower distress, and lower reported harassment. The indirect association through resilience was 0.133 (95% CI [0.088, 0.185]). Perceived social support moderated the harassment-resilience association (interaction = 0.12, p = 0.003). Conditional indirect associations decreased from 0.151 at low support to 0.067 at high support, with an index of moderated mediation of −0.042 (95% CI [−0.078, −0.012]). Country- and gender-based differences were small, and the focal pattern remained stable in sensitivity analyses.DiscussionThe findings support a conditional association model in which resilience is an explanatory psychological resource and perceived social support has complementary direct and buffering roles. Because the data are cross-sectional, the results should not be interpreted as evidence of temporal causality.

Procedural safeguards in remote criminal hearings

IntroductionSince the COVID-19 pandemic, criminal courts across the United States have started to conduct more remote proceedings using video teleconferencing technology. Although remote criminal hearings are often more cost-efficient and accessible than traditional in-person hearings, they introduce a set of new challenges to upholding defendants’ rights, such as the right to effective attorney representation and due process. The new hearing format also creates operational difficulties, such as technology malfunctions and the management of documents and exhibits.MethodsThis study examines the procedural safeguards established in current state and federal laws and regulations for remote criminal proceedings.ResultA review of legal codes shows that, in most states, the statutory procedural safeguards are either inadequate or too superficial to address the challenges introduced by remote criminal proceedings.DiscussionThe limitations identified in this study raise concerns about whether remote proceedings can fulfill equivalent standards as in-person proceedings. This study calls for legislators and court administrators to implement stronger procedural safeguards when authorizing remote criminal hearings.