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AI literacy and college students' innovative thinking: chain mediating roles of AI interaction perception and AI attitudes

ObjectiveApart from progress in productivity, the rise of artificial intelligence (AI) technologies has increased requirements for talent cultivation in colleges and universities. Despite the rapid integration of artificial intelligence in higher education, the mechanisms through which AI literacy influences students' innovative thinking remain insufficiently understood. Based on the social cognitive and technology affordance theories, this study discusses the promoting effect of AI literacy on college students' innovative thinking and conducts an in-depth exploration of specific mechanisms of AI literacy that influence innovative thinking.MethodsThis study employed a stratified random sampling approach, recruiting students from four universities. A total of 1,000 university students were invited to complete an online questionnaire to ensure adequate statistical power. The study adopted four standardized scales, namely, Artificial Intelligence Literacy Scale, Innovative Thinking Scale, Perceived Interactivity of Learner-AI Interaction Scale, and Artificial Intelligence Attitude Scale. SPSS 26.0 was used for statistical analysis, PROCESS macro was employed to test the proposed chain mediation model, and the bootstrap method was used to verify the significance of different paths.ResultsThe results revealed significant gender differences in AI attitudes and significant grade-level differences in perceived AI interaction. Significant correlations were found between AI literacy and innovative thinking, perceived AI interaction, and AI attitudes (r = 0.139, p < 0.001; r = 0.366, p < 0.001; r = 0.436, p < 0.001). AI interaction perception and AI attitudes individually played mediating roles between AI literacy and innovative thinking, respectively. Meanwhile, AI interaction perception and AI attitudes played chain mediating roles between AI literacy and innovative thinking.ConclusionAI literacy can significantly positively predict the innovative thinking. It influences innovative thinking not only through the independent mediating roles of perceived AI interaction and AI attitudes but also through the sequential mediating pathway of AI literacy → AI interaction perception → AI attitudes → innovative thinking. The direct path is fully mediated once perceived AI interaction and AI attitudes are entered. These findings suggest that improving AI literacy is an effective strategy for enhancing university students' innovative thinking, and strengthening perceived AI interactions and attitudes may further amplify this effect.

Stress-coping strategies and interpersonal characteristics in ineffective maternal adaptation after childbirth: a pilot case–control study

BackgroundMaternal adaptation after childbirth represents a complex psychological process that significantly influences maternal well-being, mother–infant interaction, and long-term child development. While postpartum depression and post-traumatic stress disorder have been extensively studied, less attention has been given to early stress-coping patterns and interpersonal characteristics associated with adjustment difficulties.MethodsThis pilot case–control study included 104 women within the first postpartum year. Fifty seven women diagnosed with adjustment disorder (ICD-10: F43.2) formed the ineffective adaptation group, while 47 women without adaptation difficulties served as controls. Stresscoping strategies were assessed using the SVF 78 questionnaire, and interpersonal behavior was evaluated using the Interpersonal Checklist (ICL). Group differences were analyzed using non-parametric and categorical statistical tests.ResultsWomen with ineffective postpartum adaptation demonstrated significantly higher use of negative stress-coping strategies and lower use of positive strategies (all p < 0.001). Resignation, escape tendency, perseveration, and low positive self-instruction were significantly associated with ineffective adaptation. The accumulation of multiple maladaptive coping strategies was related to a substantially higher proportion of women experiencing adaptation difficulties. Interpersonal analysis indicated that a rebellious–distrustful personality pattern was significantly more frequent in the ineffective adaptation group.ConclusionIneffective postpartum adaptation, operationalized as adjustment disorder, is associated with specific maladaptive stress-coping strategies and interpersonal characteristics. These findings may contribute to improved clinical awareness and support the development of preventive psychosocial interventions in postpartum care.

AI anxiety and AI learning intention among Chinese university students: a protection motivation theory perspective

The rapid development of artificial intelligence (AI) has introduced new psychological and educational challenges for university students. In higher education settings, students may perceive AI as a source of employment pressure, skill renewal demands, and future uncertainty, while also regarding AI learning as an important form of academic and career preparation. Drawing on Protection Motivation Theory (PMT), this study examines the associations among perceived threat severity, perceived threat vulnerability, response efficacy, self-efficacy, AI anxiety, protection motivation, and AI learning intention among Chinese university students. Based on cross-sectional survey data from 350 undergraduates in mainland China, structural equation modeling (SEM) was used to test the proposed relationships, and fuzzy-set qualitative comparative analysis (fsQCA) was further used to identify configurations associated with high AI learning intention. The SEM results indicated good model fit, χ2/df = 1.629, RMSEA = 0.042, TLI = 0.948, CFI = 0.952, and IFI = 0.952. Perceived threat severity and perceived threat vulnerability were positively associated with both AI anxiety and protection motivation. Self-efficacy and AI anxiety were positively associated with protection motivation, whereas response efficacy showed a positive but statistically non-significant direct association with protection motivation. Protection motivation was positively associated with AI learning intention. The mediation results suggested small but statistically significant indirect associations between threat perceptions and protection motivation through AI anxiety. The fsQCA results complemented the SEM findings by identifying multiple configurations associated with high AI learning intention, including an efficacy-motivation configuration, a threat-motivation configuration, and an anxiety-efficacy configuration. These findings suggest that AI learning intention among Chinese university students is associated with the joint presence of threat appraisal, efficacy beliefs, AI anxiety, and protection motivation rather than any single psychological factor. This study contributes incremental evidence to AI learning research by clarifying how cognitive, emotional, and motivational factors are related within a PMT-based framework.

The associations between affective states and motivation in Tunisian cross country trained runners

IntroductionThis study draws on Self-Determination Theory to examine the relationships between motivational regulations and pre-competition affective states in Tunisian adolescent competitive cross-country runners, with consideration of gender differences.MethodsA total of 116 athletes participated in the study (56% female; 44% male; M = 16.31 years). Participants completed the French versions of the Sport Motivation Scale-II (SMS-II/EMS-II) and the Positive and Negative Affect Schedule (PANAS-D).ResultsCorrelation analyses revealed significant associations between motivational regulations and affective states, with coefficients ranging from r = 0.30 to r = 0.86. In general, autonomous forms of motivation were positively associated with Positive Affect and negatively associated with Negative Affect, whereas controlled forms of motivation showed the opposite pattern. Multiple regression analyses indicated that the model for Positive Affect was statistically significant, F(6, 109) = 92.139, p 

Differential effects of simulated restorative environments on subjective and objective attentional outcomes

Virtual environments are increasingly used to promote cognitive and psychological well-being, yet the influence of environment type and user characteristics (e.g., age) remains unclear, particularly in low-immersion formats such as videos. Moreover, the relationship between subjective and objective measures of cognition warrants further investigation. This study examined the effects of brief exposure to simulated 2D natural, artistic, or control (office) environments on subjective Perceived Attentive Efficiency, objective Cognitive Performance, and Perceived Restorativeness in 88 participants (44 young, 44 older adults). Participants completed single-item ratings of perceived attentive efficiency and digitalized neuropsychological tasks pre- and post-exposure, while restorativeness was assessed only post-exposure. Bayesian repeated-measures ANOVAs showed that participants exposed to natural and artistic environments reported higher perceived attentive efficiency and restorativeness than those exposed to the control environment. However, no corresponding improvements were observed in the objective cognitive measures. These findings suggest that, under the present experimental conditions, brief exposure to simulated 2D environments was associated with changes in subjective but not objective attentional outcomes. The comparable pattern of results observed for natural and artistic environments further suggests that factors such as positive valence or aesthetic appeal may contribute to perceived benefits, although the specific mechanisms involved require further investigation. No age-related differences emerged, indicating broadly similar responses across younger and older adults. Overall, the findings highlight the importance of considering both subjective and objective indicators when evaluating restorative environmental interventions and provide preliminary support for the potential value of scalable, low-cost virtual experiences for promoting perceived cognitive and psychological well-being.

Paternalistic prejudice in geopolitical perception: how low-competence stereotypes and cultural positivity jointly predict favorable evaluations of China–Africa relations

IntroductionChinese public perceptions of Africa remain understudied at the micro-level, yet they constitute a critical social-psychological foundation for the long-term sustainability of China-Africa bilateral relations. A central paradox motivates this research: how can negative stereotypes of Africa be positively associated with favorable evaluations of China-Africa relations? This study seeks to address this gap by testing an integrated psychological model that simultaneously examines intergroup contact, social distance, and stereotype content in the context of China-Africa relations cognition.MethodsA survey was conducted among 964 Chinese university students. Covariance-based structural equation modeling (CB-SEM) with maximum-likelihood estimation was used to assess a combined psychological model integrating Contact Theory, Social Distance Theory, and the Stereotype Content Model. In addition to the competence dimension assessed by the African Stereotype scale, a direct measure of the warmth dimension was introduced: Cultural Positivity Perception (CPP), operationalized through items assessing African cultural appeal, civilizational contributions, and inclusiveness.ResultsThree key associations emerged. First, intergroup contact correlated with decreased social distance while simultaneously increasing the strength of negative competence stereotypes. Second, no significant association existed between social distance, as a proxy for interpersonal affinity, and macro-level China-Africa relations cognition. Third, negative competence stereotypes were the strongest predictive factor of favorable cognitions toward China-Africa relations, with CPP also showing a positive predictive association.DiscussionThese findings are interpreted through the lens of Paternalistic Prejudice, wherein low levels of perceived competence and high levels of cultural positivity align with a cognitive framework that supports perceived legitimacy and mutual benefit within a hierarchical relationship. Importantly, as these findings are based on cross-sectional data, they should be interpreted as associations rather than causal effects.

Measuring student perceptions of motivation and engagement with Kahoot!: a case study in primary education in Portugal

The integration of digital tools in teaching remains a challenge for many educators, often due to resistance to change and limited training. Drawing on Self-Determination Theory, as proposed by Deci and Ryan, and Cognitive Load Theory, developed by Sweller, this exploratory study examines student motivation and engagement in a gamified learning environment. Specifically, it explores students' perceptions of the use of Kahoot! in the classroom and the extent to which the tool may add value to the teaching and learning process. The study involved 20 fourth-grade students and their class teacher from a public school cluster in the Central region of Portugal. Data were collected through a student questionnaire, a semi-structured teacher interview, and audiovisual recording of the classroom session. Descriptive findings suggest that students perceived Kahoot! positively, particularly in terms of enjoyment, engagement, perceived usefulness, and peer interaction, while the teacher highlighted its usefulness for real-time formative assessment. However, technical constraints and connectivity problems limited implementation. Given the exploratory design, small convenience sample, dichotomous items, and absence of validated psychometric measures and a control group, the findings do not support causal inference. The study therefore contributes context-specific evidence and points to the need for future research using experimental designs and validated instruments.

The relationship between social media addiction levels and happiness levels among healthcare professionals

Background and aimsThis study was conducted cross-sectionally using a descriptive-correlational approach. Study aimed to examine the relationship between healthcare professionals ‘social media addiction and their level of happiness.MethodsThe data was collected via a survey of healthcare professionals working at a public hospital in a major city in western Turkey between November 1 and December 31, 2024. IBM SPSS 26.0 software was used for data analysis.ResultsThe study included 225 healthcare professionals (65.8% female, 34.2% male), with an average age of 33.11 ± 9.07. The average daily social media usage time was 2.96 ± 1.49 h. Healthcare professionals had moderate levels of happiness (24.29 ± 4.07) and social media addiction (14.30 ± 4.81). Happiness scores did not differ significantly across sociodemographic characteristics (p > 0.05). However, social media addiction scores were significantly higher among women and single participants (p

Association of sense of coherence, job stress and professional quality of life in emergency nurses: a multicenter cross-sectional study

BackgroundIt is global issue that emergency nurses exhibit a high turnover rate due to excessive job stress and impaired professional quality of life (ProQOL). While sense of coherence (SOC), as a salutogenic psychological resource, may mediate these associations, its mediating role requires further exploration.ObjectiveTo examine job stress, SOC, and ProQOL levels among Chinese emergency nurses and investigate the mediating effect of SOC between job stress and ProQOL.MethodsFrom May to August 2024, a total of 280 emergency nurses from four tertiary hospitals in Beijing, China were surveyed using a demographic questionnaire, the Chinese Nurse Job Stressors Questionnaire, the Professional Quality of Life Scale, and the Sense of Coherence Scale. Pearson correlation analyses, and structural equation modeling were conducted to examine the mediating role of SOC in the relationship between job stress and ProQOL.ResultsJob stress was significantly associated with SOC and all three dimensions of ProQOL (p < 0.01). SOC partially mediated the associations between job stress and Compassion Satisfaction [indirect effect = −0.147, 95% CI (−0.214, −0.095)], Burnout [indirect effect = 0.089, 95% CI (0.042, 0.146)], and Compassion fatigue [indirect effect = 0.098, 95% CI (0.046, 0.158)].ConclusionsThis study indicates that SOC partially mediated the relationship between job stress and ProQOL. Enhancing SOC may be beneficial for improving the job satisfaction and well-being of emergency nurses.

The relationship between academic self-efficacy and GenAI dependence among college students: a chain mediation model of academic stress and perceived usefulness of GenAI

BackgroundAs generative artificial intelligence (GenAI) becomes increasingly integrated into higher education, concerns have emerged regarding students' growing reliance on GenAI for academic tasks. Although prior studies have examined the educational benefits of GenAI, limited research has explored the psychological mechanisms underlying students' dependence on these technologies. This study investigated whether academic self-efficacy predicts GenAI dependence and examined the mediating roles of academic stress and perceived usefulness of GenAI.MethodsUsing a time-lagged survey design, data were collected from 428 college students from five universities in eastern China. Participants completed validated measures of academic self-efficacy, academic stress, perceived usefulness of GenAI, and GenAI dependence. Structural equation modeling and bootstrap analyses were conducted to examine the hypothesized mediation pathways.ResultsAcademic self-efficacy was significantly and negatively associated with GenAI dependence. Academic stress and perceived usefulness of GenAI each served as significant mediators between academic self-efficacy and GenAI dependence. Furthermore, academic stress was positively associated with perceived usefulness of GenAI, and the sequential pathway from academic self-efficacy to academic stress, perceived usefulness of GenAI, and GenAI dependence was significant. Specifically, students with lower academic self-efficacy experienced greater academic stress, which increased their perceptions of the usefulness of GenAI and subsequently strengthened their dependence on GenAI.ConclusionAcademic self-efficacy affects college students' GenAI dependence both directly and indirectly through academic stress and perceived usefulness of GenAI. The findings extend the application of the I-PACE framework to the context of generative artificial intelligence and provide practical insights for universities seeking to promote responsible GenAI use, enhance students' independent learning capabilities, and mitigate excessive reliance on AI-assisted learning tools.

Hidden struggles: professional Norwegian actors’ experiences with performance anxiety and its consequences in their daily work

IntroductionAlthough performance anxiety is a well-known phenomenon among performing artists, little research has focused on professional actors. In this qualitative study, informed by a phenomenological hermeneutic and narrative approach, we explored how Norwegian professional actors describe and make sense of experiences commonly referred to as performance anxiety and how these experiences shape their professional practice.MethodsWe conducted 14 in-depth interviews with professional actors using an interpretive, narrative-informed thematic approach.ResultsTwo themes were developed: ‘Big shoes to fill—Precarious professional legitimacy and escalating internalised standards’ and ‘Small sparks can cause big fires—Trigger events that destabilise perceived competence and precipitate spirals of anxiety’.DiscussionThe findings suggest that performance-related anxiety is not merely an individual response to specific performance situations, but is shaped through ongoing processes of self-evaluation, professional identity, and contextual pressures within the acting profession. Experiences of anxiety were closely tied to internalised standards of performance, sensitivity to evaluative situations, and limited opportunities for openly addressing mental health struggles. A lack of openness between actors and their colleagues, especially directors and theatre managers, may further contribute to distress, illness, and early retirement among actors. This study offers an interpretive, context-sensitive understanding of performance related anxiety as socially embedded, highlighting the need to address both individual and contextual factors in supporting actors’ mental health.

Perceived physical literacy and subjective wellbeing in university students: the indirect association via autonomous sports motivation

ObjectiveThis cross-sectional study examines the association between Perceived Physical Literacy (PPLI) and Subjective Wellbeing (SWB) among Chinese university students, exploring the indirect association of Autonomous Sports Motivation.MethodsA cross-sectional survey sampled 858 students (M = 19.15, SD = 1.07) from ten different mainland Chinese universities. Validated instruments measured PPLI, the Behavioral Regulation in Exercise Questionnaire (BREQ-3) for motivation, and a composite scale for SWB. A higher-order Confirmatory Factor Analysis (CFA) was conducted to ensure the measurement model for the Relative Autonomy Index (RAI) was methodologically consistent with the structural model. Structural Equation Modeling with bias-corrected Bootstrap procedures tested the indirect effects, controlling for gender, age, and BMI.ResultsA significant direct positive association was found between PPLI and SWB (β = 0.27, p < 0.001). Crucially, Autonomous Sports Motivation (Relative Autonomy Index) served as a significant statistical mediator (indirect effect = 0.23, 95% CI [0.186, 0.281], p < 0.001). Higher physical literacy was associated with higher-quality autonomous motivation (β = 0.43), which in turn was associated with greater wellbeing (β = 0.42). The variables collectively accounted for 35% of the variance in SWB.ConclusionAlthough the cross-sectional design limits causal inferences, the findings underscore an indirect association between university physical education perceptions and psychological health. The results suggest that promoting physical literacy may relate to higher autonomous motivation, which is associated with better wellbeing. These results advocate for curriculum designs that prioritize “proactive health” over “passive participation.”

The role of decentering and self-compassion in self-esteem regulation: how meditation and metacognition shape the use of self-esteem regulation strategies

IntroductionPrevious research has demonstrated that individuals’ levels of self-esteem strongly influence how they regulate and protect their self-esteem. However, it remains unclear to what extent these regulatory strategies are shaped by trainable psychological processes such as decentering and self-compassion.MethodsTwo studies were conducted to investigate the role of decentering and self-compassion in self-esteem regulation. Study 1 (n = 230) examined whether decentering and self-compassion mediate the relationship between trait self-esteem and self-esteem regulation strategies. In addition, differences between experienced meditators and non-meditators in self-esteem, decentering, self-compassion, self-affirmation and self-protection were explored. Study 2 (n = 66) employed a randomized controlled design to test the feasibility and preliminary short-term effects of two brief guided audio meditations intended to enhance decentering and self-compassion.ResultsIn Study 1, multiple regression analyses revealed that decentering was associated with higher self-affirmation, while self-compassion was linked to lower self-protection. Conditional process path analysis further showed that self-esteem was positively associated with both decentering and self-compassion and had a significant indirect effect on self-protection via self-compassion. Moreover, compared to non-meditators, meditators reported higher levels of self-esteem, decentering, and self-compassion. In Study 2, both brief audio-based interventions led to increases in self-compassion and decentering relative to the control condition, with the decentering intervention showing the strongest effects on post-intervention outcomes.DiscussionThe findings indicate that decentering and self-compassion can be modifiable through brief meditative practices and may play an important role in the regulation of self-esteem. Enhancing these processes may represent a promising target for psychological interventions aimed at improving self-esteem regulation and resilience in individuals vulnerable to mental health problems.

Unravelling the relationship between self-efficacy and self-regulated strategies in GenAI-assisted writing of postgraduates: the mediating role of feedback engagement

As generative artificial intelligence (GenAI) becomes increasingly embedded in academic writing, understanding how L2 writers engage with AI-generated feedback and regulate their writing processes is critical. While prior research has focused on learners’ perceptions of GenAI and writing outcomes, little is known about the processes through which learners’ beliefs are enacted in GenAI-assisted writing contexts. Drawing on social cognitive theory and self-regulated learning (SRL) frameworks, this study proposes a process-oriented mediation model in which engagement with GenAI feedback links GenAI writing self-efficacy and writing SRL strategies. Survey data were collected from 564 Chinese non-English-major postgraduate students using GenAI for English academic writing. Structural equation modeling revealed that GenAI writing self-efficacy significantly predicted feedback engagement, which in turn predicted writing SRL strategies. The direct relationship between self-efficacy and SRL strategies became non-significant when engagement was included, indicating full mediation, except for the direct significant relationship between self-efficacy and cognitive strategies. The findings position feedback engagement as a central self-regulatory mechanism in GenAI-assisted writing.

Self-worth systems in aging societies: a narrative review and conceptual framework from self-esteem to healthy longevity

Aging societies face not only challenges of health care, dependency and disease burden, but also a psychosocial challenge: how to preserve older adults’ sense that their lives, choices, relationships and contributions continue to matter. This narrative review and conceptual framework examines later-life self-worth as a multilevel system shaped by personal, relational, institutional, cultural and policy conditions. We distinguish self-worth from global trait self-esteem and define later-life self-worth as the perceived significance of one’s life, agency, dignity, contribution and social visibility under changing conditions of capacity and dependency. The proposed framework organizes self-worth around six dimensions: autonomy, dignity, mattering, reciprocity, role continuity and social visibility. We synthesize evidence on social connection, loneliness, reciprocity, retirement, ageism, functional decline, long-term care, digital exclusion and cultural disruption, while also identifying areas where evidence is indirect, heterogeneous or primarily correlational. We argue that self-worth may influence healthy aging through psychological, behavioral, social, cognitive and stress-related biological pathways, but that causal claims remain limited and require longitudinal, experimental and mixed-method research. Finally, we discuss strategies for preserving self-worth, including autonomy-supportive environments, dignity-centered care, social prescribing, intergenerational programs and digital inclusion. Healthy longevity should therefore be understood not only as survival, function or disease control, but also as the preservation of a life that is recognized, chosen, connected and meaningful.

An integrated model to explore Chinese Gen Z consumers' second-hand clothing purchase intention

To develop a comprehensive framework for understanding the factors associated with Chinese Generation Z (Gen Z) consumers' intention to purchase second-hand clothing (SHC), this study analyzed a valid sample of 967 Chinese Gen Z respondents obtained through stratified quota sampling. Structural equation modeling (SEM) was conducted using AMOS. Guided by the Theory of Planned Behavior (TPB), the proposed model incorporated additional constructs related to values (biospheric and altruistic values) and social influence (subjective norm, group norm, and social identity). Model comparison using their variance explained (R2) for purchase intention showed that the integrated model exhibited improved in-sample explanatory performance over the baseline TPB, explaining 53.7% of the variance in purchase intention vs. 34.2% for the TPB alone. Altruistic values (β = 0.154, p < 0.01), biospheric values (β = 0.143, p < 0.01), attitude (β = 0.168, p < 0.001), subjective norm (β = 0.187, p < 0.001), and social identity (β = 0.394, p < 0.001) were positively and significantly associated with purchase intention. Exploratory multi-group SEM revealed no significant differences by gender or city tier. Given the non-probability sampling and cross-sectional design, all findings should be interpreted as associational rather than causal. This study offers new insights into previously underexplored factors associated with SHC purchase intention among Chinese Gen Z consumers by integrating value-based and social influence constructs with the TPB.

Interpretive autonomy predicts self-regulated learning behaviors in lessons, practice, and performance among classical musicians

Although self-regulated learning—planning, monitoring, and evaluating one’s performance to attain personal goals—is vital to improving classical music performance, even advanced musicians struggle to initiate self-regulation in lessons, practice, and performance. While qualitative studies have suggested that autonomy in musical interpretation underpins self-regulated learning behaviors, this has not yet been quantitatively investigated due to the difficulty of measuring interpretive autonomy. Following the model of Werktreue internalization, which conceptualizes interpretive autonomy from both psychological (basic psychological need satisfaction in musical interpretation) and behavioral (self-oriented interpretive approaches) aspects, this study conducted a questionnaire survey among 214 student and professional musicians in Japan using newly developed scales. Mediation analysis revealed that basic psychological need satisfaction in musical interpretation predicted the use of self-oriented interpretive approaches, which in turn predicted self-regulated learning behaviors across the lesson, practice, and performance contexts. These findings demonstrate that interpretive autonomy plays a significant role in initiating self-regulated learning behaviors in classical music performance. In addition, by quantifying interpretive autonomy using psychometrics for the first time, this study offers a crucial methodological contribution to a discourse long discussed by qualitative investigations.

The predictive values of state and trait mindfulness on emotion understanding in primary school children

IntroductionAlthough positive effects of mindfulness-based interventions in schools on children’s cognition and behaviors are frequently reported, there is a lack of studies on the association between children’s mindfulness and their interpersonal social-emotional competences. The present study addresses this gap by analyzing the association between breath-based state mindfulness, self-reported trait mindfulness, and emotion understanding in German primary school children.MethodsBreath-based state mindfulness, self-reported trait mindfulness, and emotion understanding were assessed using a breath-counting task, the Mindful Attention Awareness Scale for Children, and the Adaptive Test of Emotion Knowledge, respectively, in N = 66 third-grade children (mean age = 8.52 years, SD = 0.69, 48% female) across three measurement points over an eight-months period during one school year. The effects of children’s mindfulness on their emotion understanding across all measurement points were analyzed in a multilevel mixed-effects linear model, controlling for gender, working memory updating, and concentration performance.ResultsIn addition to the significant effects of time and children’s working memory updating, a significant effect of breath-based state mindfulness on children’s emotion understanding was found.DiscussionThese findings may suggest that children’s mindfulness practice could have positive effects on social-emotional competences, such as emotion understanding, even when explicit components of social-emotional learning are not included in the mindfulness practice. This study highlights the potential relevance of brief mindfulness practices for supporting children’s social-emotional development in school contexts. Future research should further investigate this association and potential mediators in more detail using larger samples.

Correction: Interformat equivalence between paper and electronic administrations of the self-assessment anhedonia scale in a substance use disorder clinical sample

Neural mechanisms of video learning influenced by pedagogical agents’ image and voice: an fNIRS study

BackgroundIn multimedia learning environments, pedagogical agents are believed to facilitate learning through social cues. However, further research is needed to determine how to design pedagogical agents to optimize the learning experience and enhance learning outcomes.AimsThis study aims to investigate how the visual and auditory characteristics of pedagogical agents in multimedia learning influence learners’ performance and brain activation patterns during the learning process.MethodsA total of 30 participants were recruited to participate in a multimedia course on aerospace-related knowledge. The experiment employed a 2 (image type: human / animation) × 2 (voice type: human / machine) within-subjects design. Functional near-infrared spectroscopy (fNIRS) was used to measure cortical activity during the learning process, and then participants completed learning outcome tests, including knowledge retention and transfer tests.ResultsRegarding learning performance, the retention test revealed a significant interaction between visual and auditory modalities, with the combination of animated agents and human voices yielding the best results; the transfer test showed a significant main effect of voice type, with human voices significantly outperforming machine voices. fNIRS results indicated that, compared to human agents, animated agents elicited higher levels of brain activation in regions such as the inferior frontal gyrus, middle temporal gyrus, frontal pole, and dorsolateral prefrontal cortex; compared to machine voices, human voices elicited stronger activation responses in regions such as the frontal pole, middle temporal gyrus, and dorsolateral prefrontal cortex. The combination of animated agents and human voices exhibited the strongest brain activation pattern, suggesting that multimodal social cues may promote higher levels of cross-modal integration processing under these conditions.ConclusionThis study reveals the mechanisms underlying the synergistic effects of a pedagogical agent’s image and voice at the behavioral and cognitive-neural levels, providing empirical evidence for the optimized design of pedagogical agents in multimedia learning environments.