Psychology Research Digest
Frontiers in Psychology
Frontiers in Psychology is a peer-reviewed, open-access journal that publishes original research and reviews on various topics in psychology. It covers clinical, cognitive, social, and animal psychology, as well as interdisciplinary fields such as neuroscience, education, and media.
Design and predictive performance analysis of an early readmission risk index in a mental health hospitalization unit: an exploratory study
Early hospital readmission in mental health inpatients negatively affects patient outcomes and increases healthcare costs, making early risk identification crucial. This study aimed to develop a 30-day readmission risk index using a retrospective case–control design in the Mental Health Hospitalization Unit of the Hospital Regional Universitario de Málaga, including 196 admission episodes (98 early readmissions and 98 controls). Univariate and multivariate logistic regression analyses identified the following predictive variables: previous hospital admissions, presence of a personality disorder, high social risk, having used emergency services in the past year, having a legal capacity restriction, aggressive behavior at admission, and marital status. The resulting index demonstrated good predictive performance (AUC = 0.764), with internal validation showing an optimism-corrected AUC of 0.727 and acceptable calibration (slope = 0.796, intercept = −0.023). This tool may be useful for risk stratification and post-discharge planning, but should be used cautiously due to the exploratory nature of the study.Clinical trial registrationClinicalTrials.gov, identifier NCT06604780.
Publication date: Access the article >>Structural pathways from emotional intelligence to psychological well-being: evidence of gender differences among Chinese young adults
BackgroundEmotional intelligence (EI) has been linked to psychological well-being (PWB), but the mechanisms underlying this association and possible gender differences remain unclear among Chinese young adults. This study aimed to examine whether academic self-efficacy and academic resilience mediate the associations between four EI dimensions and PWB, and whether these structural pathways differ by gender.MethodsUsing stratified random sampling, 951 Chinese undergraduates from three comprehensive universities in Guangzhou (Mage = 19.52, SD = 0.84) completed validated self-report measures of EI, PWB, academic self-efficacy, and academic resilience. Structural equation modeling (SEM) and multi-group SEM were employed to estimate direct and indirect effects.ResultsAcademic self-efficacy significantly mediated the associations of the action-oriented EI dimensions (i.e., use of emotion and regulation of emotion) with PWB in both male and female groups. By contrast, academic resilience showed no significant indirect effects. In the structural model, others’ emotion appraisal was positively associated with academic resilience and PWB among females, but these associations were not significant among males.ConclusionThese findings identify academic self-efficacy as a key pathway linking EI to PWB in Chinese young adults, with a broadly consistent pattern across genders. Additionally, a gender-specific role for others’ emotion appraisal was identified. The results have implications for theory and for the development of well-being interventions for young adults.
Publication date: Access the article >>Dating app-facilitated infidelity, sexual attitudes, and personality
This study examined individual differences in sexual behaviors and attitudes (dating app sex, condom use, contraception responsibility, drinking on dates) among single and partnered dating app users (N = 495), alongside personality (i.e., narcissism, Machiavellianism, psychopathy, and sexual compulsivity) and sexual satisfaction. Analyses were stratified by sex to capture different sexual strategies. Dating app users were higher in sexual compulsivity than non-users. Sex among app users was more likely among users in committed relationships, confirming the prejudice of less trustworthy dating app users. Both sexes showed uncommitted sexual behaviors, but women displayed a more complex array of sexual strategies: Male users reporting sex were more Machiavellian and sexually compulsive than those who reported no sex with other users. Machiavellian women and those who were sexually satisfied were more likely to cheat via dating apps. Psychopathic men and narcissistic women preferred to drink during dates. The results are in line with previous intercultural research on infidelity and sexually transmitted infections, indicating that lifestyle and personality between individuals are of greater importance for public sexual health than differences between countries. Finally, potential implications of borderline behavior among dating app users are discussed.
Publication date: Access the article >>Systematic review and conceptualisation of disaffection for its accompaniment
IntroductionDisaffection is increasingly recognised as a psychological and relational process marked by the gradual loss of meaning in initially significant purposes, leading to relational deterioration and emotional distress. Although disaffection has been studied in fields such as education, political engagement, and healthcare, it remains poorly conceptualised as a distinct construct.MethodsThis study addresses the definitional and disciplinary fragmentation surrounding disaffection by integrating a systematic review conducted in accordance with PRISMA 2020 guidelines with a theory-driven conceptual analysis. The review systematically identified and critically appraised empirical and theoretical uses of the term across three databases (Web of Science, Scopus, and PubMed) up to June 26, 2025, applying predefined inclusion and exclusion criteria regarding conceptual focus and study design, along with exclusion criteria related to methodological quality, assessed through Joanna Briggs Institute appraisal tools. The subsequent conceptual analysis, grounded in Erich Fromm’s theoretical framework, delineates defining attributes, underlying psychological processes, and relational dimensions in order to provide an operational framework for research and accompaniment. To further ensure methodological rigour and minimise potential bias, additional safeguards were implemented throughout the review process. The two-stage screening procedure (titles/abstracts followed by full-text assessment) strengthened selection consistency, while the application of JBI critical appraisal tools ensured design-appropriate quality evaluation. Structured data extraction procedures enhanced transparency and reduced the risk of reporting distortions. Regarding the conceptual component, the adoption of Fromm’s theoretical framework entails an interpretative positioning; this is explicitly acknowledged and theoretically justified to delimit the scope and implications of the analysis.ResultsSixty-seven studies were included, most from European contexts and covering political disaffection, disengagement in education, relational estrangement, and burnout in healthcare professions. Disaffection emerged as a multidimensional process with emotional (e.g., frustration, cynicism), behavioural (e.g., withdrawal, detachment, automatism), and cognitive (e.g., distrust, disidentification) components. The analysis highlights disaffection as distinct from related conditions such as depression, anxiety, or burnout, emphasising its specific relational and existential dimensions.DiscussionThis review and conceptual analysis propose that disaffection is a progressive relational deterioration stemming from the perceived loss of meaning in commitments and interpersonal bonds, often leading to withdrawal into individualistic self-protection. The study provides an operationalisation of disaffection that may guide the development of instruments to detect early signs and inform preventive and reparative interventions. Limitations include reliance on Fromm’s theoretical perspective and the absence of validated empirical measures. Further empirical research is needed to test the proposed conceptualisation and its applicability in clinical and educational contexts. In conclusion, this study conceptualises disaffection as a distinct relational–existential process and provides an operational framework to guide early detection and humanising accompaniment across clinical, educational and organisational contexts.
Publication date: Access the article >>Which career cycle might facilitate students’ development following teachers’ gifted education training?
IntroductionThe educational philosophy advocating that “students from all economic and cultural backgrounds should reach their full potential” has not extended to the most capable student cohort, leaving gifted students underserved. Over the past decade, academic attention has turned to the teachers serving these students, as growing evidence indicates that a widespread lack of professional development support for gifted education. This means that even when teachers lack essential knowledge and experience regarding the characteristics and needs of gifted learners, they still bear significant responsibilities.MethodsThis study, grounded in the five-stage theory of teaching careers, examines how teacher training related to gifted education impacts student learning outcomes.ResultsThrough propensity score matching and heterogeneity treatment effects, it reveals that the effectiveness of gifted education training follows an M-shaped curve as teacher experience accumulates.DiscussionThis empirically supports the heterogeneous treatment effect (HTE) of teacher training, laying the foundation for personalized professional programs for gifted educators.
Publication date: Access the article >>Pandemic fatigue and associated factors: a meta-analysis using the COM-B model
BackgroundPandemic fatigue during the prolonged COVID-19 crisis undermines sustained engagement with protective measures and public health messaging. Existing studies provide heterogeneous prevalence estimates and disparate lists of correlates but lack a unified, theory-driven synthesis.MethodsSearches were conducted in six databases up until March 2026. This study synthesized the prevalence of pandemic fatigue and factors associated with it during COVID-19 using the COM-B model and TDF theory.ResultsTwenty-three cross-sectional studies (n = 49,285) were included. The pooled prevalence of pandemic fatigue was 51% (95%CI: 0.38, 0.65), with substantial heterogeneity. Health literacy (Capability) was inversely associated with fatigue (β = −0.257, 95%CI: −0.404, −0.110). Opportunity-related stressors—including bereavement due to COVID-19 (β = 0.281, 95%CI: 0.124, 0.437), daily troubles (β = 0.296, 95%CI:0.211, 0.380), and working student status (β = 0.232, 95%CI: 0.122, 0.341)—were positively associated with pandemic fatigue. Motivation-related factors showed mixed associations, whereas negative emotional states were associated with higher odds of pandemic fatigue.ConclusionPandemic fatigue is common and was associated with diverse capability-, opportunity-, and motivation-related factors. A COM-B-informed interpretation suggests multi-level strategies that combine skills building, supportive environments, and psychosocial support.
Publication date: Access the article >>Predictive effects of foreign language listening emotions on listening achievement
IntroductionWhile anxiety has been extensively studied, other emotions have remained largely unexamined in foreign language listening research, and their effects on listening achievement remain uncertain. This study aimed to investigate the predictive effects of anxiety, boredom, and enjoyment on listening achievement, while developing and validating foreign language listening boredom and enjoyment scales.MethodsTwo sub-studies were conducted with three separate samples of Chinese English-as-a-foreign-language (EFL) university students (N₁ = 35; N₂ = 338; N₃ = 362). Based on open-ended data from Sample 1, Study 1 developed the preliminary Foreign Language Listening Boredom and Enjoyment Scales. These were then administered to Samples 2 and 3. Exploratory factor analysis with Sample 2 revealed a unidimensional structure for the boredom scale and a two-factor structure (private and social enjoyment) for the enjoyment scale. Confirmatory factor analysis with Sample 3 validated these structures, showing strong reliability (α = .89–.94) and multiple forms of validity. Study 2 collected listening achievement data from Sample 3, including IELTS and College English Test Band 4 listening scores and self-reported listening self-efficacy.ResultsRegression analysis indicates that boredom consistently and negatively predicted listening achievement, whereas enjoyment appeared to have a positive effect; anxiety showed varying and context-dependent predictive influence.DiscussionThe findings highlight the robust and distinct roles of multiple listening emotions in EFL listening success, supporting the need for emotion-sensitive listening pedagogy that fosters positive engagement and mitigates disengagement.
Publication date: Access the article >>When our measurements are different every day: an ML-SEM simulation study on within-person nonuniform measurement bias in intensive longitudinal data
IntroductionThis simulation study evaluated how model fit in multilevel structural equation models (ML-SEM) is affected by within-person nonuniform measurement bias in intensive longitudinal data (ILD). This kind of bias would be given if item discrimination (i.e., their factor loadings) in multiple-item questionnaires varied within person across time. Prior simulation studies and ILD studies tend to assume no such within-person bias, while such a bias implies that relations within measurement points are not comparable across time.MethodsWe simulating ILD under 450 conditions with various sample sizes, retesting frequencies, ICCs, and introduced within-person nonuniform measurement bias. We then investigated model (mis)fit in ML-SEM.ResultsType I error was well below nominal level. The χ2 statistic and CFI outperformed the other fit indices (RMSEA, SRMR-w, SRMR-b), with the effects being conditional on all design factors. Furthermore, even though standard software solutions readily provide SRMR specific for each level, results discourage their use due to poor and non-stable performance.DiscussionWhile ecological momentary assessment motivated our study, our findings are applicable to other research settings that yield data with the same generally hierarchical structure (e.g., ambulatory assessment, daily diary studies, experience sampling methods). We conclude with practical recommendations on samples sizes and re-testing frequencies to offer guidelines for evaluating ML-SEM in ILD.
Publication date: Access the article >>Analysis of lifestyle factors associated with physical activity participation among university female students using deep belief networks
Female university students often report lower levels of physical activity compared to their male counterparts. While prior research has examined psychological, sociocultural, and physiological factors associated with these differences, many quantitative approaches rely on linear models that may not capture nonlinear relationships. This study proposes a Deep Belief Network (DBN) framework to model associations between lifestyle factors and physical activity status among female university students. A sample of 1,032 female students was analyzed using four predictor variables: Stress Level, Study Hours, Sleep Hours, and Social Hours. These variables were preprocessed through encoding and Min–Max normalization, and physical activity was represented as a binary classification outcome. The DBN model was trained using unsupervised pre-training followed by supervised fine-tuning. It outperformed baseline models, achieving a mean accuracy of 92.4% (±1.2), F1-score of 91.3% (±1.5), and Area Under the Curve (AUC) of 0.96 (±0.01) across five-fold cross-validation. Bootstrap analysis on out-of-fold predictions yielded 95% confidence intervals of [90.1, 94.6%] for accuracy, [89.0, 93.5%] for F1-score, and [0.94, 0.98] for AUC. Latent feature analysis indicated that stress level showed the strongest association with model predictions, followed by social and physiological variables, while study hours showed a comparatively weaker association. Sensitivity analysis revealed nonlinear patterns, including a threshold effect for stress and a U-shaped association between social hours and physical activity. These findings demonstrate the ability of deep learning models to capture nonlinear associations within a limited set of observable lifestyle variables. However, the study does not directly measure psychological motivation constructs, and the results reflect predictive associations rather than causal relationships; therefore, causal inferences cannot be drawn from this analysis. Future research should validate these findings using longitudinal data to examine temporal dynamics and potential causal relationships. Incorporating validated psychological constructs and objective measurements, as well as evaluating the framework across diverse populations, may further improve interpretability and generalizability.
Publication date: Access the article >>Effects of EEG neurofeedback and training interventions on golf putting performance: a systematic review and meta-analysis
BackgroundElectroencephalography neurofeedback (EEG-NFT) is used to modulate brain function to enhance golf putting performance. However, the effectiveness of EEG-NFT and its relationship with non-EEG training interventions in improving putting performance remain unclear.MethodsFollowing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the International Prospective Register of Systematic Reviews (PROSPERO) registration (CRD420251068586), this study systematically searched multiple databases up to 8 June 2025. Randomized controlled trials (RCTs) investigating EEG-NFT and other training interventions for golf putting were included. The meta-analyses employed random-effects models, with subgroup analyses conducted to examine moderators.ResultsA total of 12 RCTs involving 424 participants were included. The overall analysis revealed a significant positive effect on putting performance (standardized mean difference, SMD = 1.33; 95% CI: 0.36–2.29; p = 0.007), though with substantial heterogeneity (I2 = 94%). Subgroup analyses demonstrated that skill level significantly moderated the intervention effects (p = 0.0003), with novices showing the largest improvement (SMD = 2.10). Crucially, intervention efficacy was strongly dependent on both the anatomical specificity and frequency band targeting: central region-sensorimotor rhythm (Cz-SMR)-NFT demonstrated robust positive effects (SMD = 1.12, 95% CI: 0.59–1.66), while inhibitory protocols targeting Mu rhythms (SMD = −1.84) and frontal midline theta (SMD = −1.92) showed significant negative effects. Non-EEG training interventions also exhibited positive effects on putting performance, with skill practice-based interventions showing comparable efficacy to effective EEG-NFT protocols in novice golfers.ConclusionEEG-NFT can enhance putting performance, but success requires precise protocol selection aligned with skill level and neural targets. Cz-SMR enhancement appears to be reliable, whereas non-specific suppression may be detrimental. Future research should establish standardized protocols and conduct larger RCTs to validate these findings.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=1068586, identifier (CRD420251068586).
Publication date: Access the article >>Motor and cognitive determinants of L2 handwriting fluency and legibility in 10–12-year-old girls: a cross-sectional study
BackgroundHandwriting remains an essential academic skill even with the rising use of digital tools in classrooms settings. This cross-sectional observational study investigated the interplay between motor and cognitive determinants in the second-language (L2) handwriting fluency and legibility among typically developing school-aged girls.MethodsL2 is operationalised via English-medium schooling exposure among Arabic L1 speakers, and English proficiency was not directly assessed. A total of 129 girls, aged 10–12 years, were asked to complete the Handwriting Speed Test (HST; letters per minute), and three experienced English teachers were invited to assess the Legibility using the Handwriting Legibility Scale (HLS; the higher the score, poorer the legibility). Measures of predictor include; manual dexterity (Grooved Pegboard Test), motor speed (Finger-tapping test over 10 and 30s), kinesthetic differentiation (force-production error in a grip-matching task), executive flexibility (Trail-making Test Part B), and visuospatial working memory (Corsi block-tapping span). Multiple linear regression models were estimated using simultaneous entries.ResultsHandwriting fluency was independently predicted by better manual dexterity, higher sustained motor speed, better executive flexibility, and greater visuospatial working memory, together explaining 52% of the variance in HST scores (R2 = 0.520, p
Publication date: Access the article >>Maternal emotion socialization in Chinese, Indian, and European American families: socialization goals as a culturally embedded factor
IntroductionA growing body of research has documented cultural variations in family emotion socialization (ES) that teach children about their experience and expression of emotions. Theoretical models have been proposed to elucidate the origins of these differences, suggesting that emotion-related socialization goals could be a key culturally embedded factor that shape ES across cultures.MethodsThe current study integrated two cross-cultural studies (n = 193, mean age = 3.37 years, range = 1.5–5.96 years) involving four cultural groups—Hong Kong Chinese, Beijing Chinese, Indian, and European American—to address the universal and cultural-specific process involved in the emergence of cultural variations in maternal ES across and within-culture.ResultsFirst, we demonstrated that not only there were cross-cultural differences between European American and Asian mothers, but also similarities and differences in ES practices across Asian groups (Indian vs. Chinese) as well as within Chinese cultures. For example, Chinese mothers reported higher endorsement of training responses than European American mothers, and Beijing Chinese and Indian mothers endorsed higher levels of problem-focused responses. Second, we showed that emotion-related socialization goals served as a culturally embedded factor that contributed to ES practices. Specifically, relational emotion competence goals were linked to more distress responses, minimization, and training, while individualistic emotion competence goals were related to less distress and more emotion-focused responses. However, importantly, multi-group SEM models revealed that these associations were culturally specific.DiscussionThe strength and challenges of harmonizing independently conducted cross-cultural studies were discussed.
Publication date: Access the article >>Heterogeneity of health anxiety in patients following rabies exposure: a latent profile analysis
IntroductionThis study aims to identify the various forms of health anxiety in patients exposed to rabies, together with the characteristics and factors influencing the different categories.MethodsA convenience sampling method was used to recruit patients with rabies exposure treated in the emergency department of a tertiary Grade A hospital in Nanning from January 2024 and April 2025. Data were collected using a general information questionnaire, the Short Health Anxiety Inventory, the Chinese version of the Comprehensive Health Literacy Measurement Scale, and the Perceived Social Support Scale. Latent profile analysis (LPA) was used for identifying and classifying health anxiety in patients. Univariate and unordered multinomial logistic regression analyses were employed to explore the characteristics and factors influencing health anxiety in the various classifications.ResultsTwo hundred and twenty-six patients who had been exposed to rabies were enrolled. The LPA results indicated a division of health anxiety into four potential categories, namely, the low-level alleviation (20.30%), low-level fluctuation (31.90%), medium-level fluctuation (32.30%), and high-level maintenance (15.50%) types. Health literacy, perceived social support, educational level, age, medical payment method, and exposure grade were identified as factors influencing these categories of patient health anxiety (p
Publication date: Access the article >>Cross-lagged analysis of the effect of adolescent loneliness on collective responsibility and self-improvement values
A cross-lagged study design was used to explore the influence of loneliness on adolescent values. The Chinese Adolescent Values Questionnaire and the Loneliness Scale were both administered twice, 1 year apart, to 403 7th and 11th graders living in Shanghai. The results showed that overall, loneliness at Time 1 (T1) significantly negatively predicted the adolescent values of collective responsibility (CR) and self-improvement (SI) at Time 2 (T2). Furthermore, differences were found in the adolescents’ relationship between loneliness and SI according to gender and age. Specifically, 7th graders’ SI at T1 negatively predicted their loneliness at T2, while 11th graders’ SI at T1 positively predicted their loneliness at T2. Additionally, boys’ loneliness at T1 significantly negatively predicted their SI at T2. These results suggest the possible role of loneliness in reducing adolescent identification with the values of CR and SI. Educators should pay attention to changes in adolescent values and provide them with education and guidance to prevent them experiencing chronic loneliness. Researchers should also be more sensitive to the development of values during adolescence, particularly those of specific ages or genders, such as in older males.
Publication date: Access the article >>Understanding the psychology of Filipino athletes through emotional intelligence and conflict behaviors
This study examines the levels of emotional intelligence (EI) and conflict behavior (CB) among Filipino university athletes (N = 208) and explores differences across sex, sport type, and sport category. This study employed an exploratory cross-sectional quantitative research design, appropriate for contexts where empirical evidence of the constructs of interests remains limited and the aim is to identify patters of association. Data were collected via the Wong and Law Emotional Intelligence Scale (WLEIS) and the Dutch Test for Conflict Handling (DUTCH). Given the ordinal nature of the data and non-normal score distributions, non-parametric statistical analyses were employed, specifically Mann–Whitney U test for two group comparisons and the Jonckheere-Terpstra test for ordered comparisons across sports categories. Results indicate that Filipino athletes generally exhibit high EI levels (md = 6). Significant differences in EI were found by sex (e.g., items related to self-emotion appraisal, other’s emotion appraisal, regulation of emotion) and sport type (e.g., an item related to other’s emotion appraisal). Conflict behavior differences were observed by sex (e.g., conflict behaviors such as accommodating, forcing, avoiding) but not by sport type or event category. Findings are interpreted through the lens of Filipino Psychology, specifically the kapwa framework of insider (Hindi Ibang Tao) and outsider (Ibang Tao) relational categories, providing a culturally grounded understanding of emotional and conflict processes in Filipino sports contexts. The EI and CB of Filipino athletes can be best understood through loob (inner self), pakiramdam (feeling for another), hiya (modesty), pakikisama (getting along with others), pakikipagkapwa-tao (humanity towards others), pag-iwas gulo (avoiding trouble; maintaining harmony). Implications for EI training and culturally responsive conflict management interventions are discussed.
Publication date: Access the article >>Psychosocial and mental health correlates of perceived teacher support among young adults across cultures: above and beyond the effects of childhood trauma
BackgroundAlthough individuals typically spend more than 10 years in school, with school days often lasting 6 hours or more, little is known about the potential psychosocial and mental health benefits of teacher support for young people while considering the effects of childhood trauma.MethodsThis study examined whether perceived teacher support would be positively associated with self-esteem and confidence in career development while negatively associated with depressive symptoms and post-traumatic stress (PTS) symptoms, after controlling for childhood trauma. This study analyzed data from two culturally different samples of young adults (N = 781 Chinese speakers and N = 283 English speakers).ResultsPerceived teacher support was significantly associated with self-esteem (β = 0.282–0.300, p < 0.001), confidence in career development (β = 0.324–0.352, p < 0.001), and fewer depressive symptoms (β = −0.173 to −0.220, p < 0.001) among young adults, even after controlling for age, gender, childhood trauma, and history of seeking mental health services. However, perceived teacher support was not associated with PTS symptoms (p = 0.450–0.473).ConclusionThe findings are very consistent across two samples, despite differences in measures and sociocultural and language backgrounds. The study highlights the potential benefits of teacher support in promoting the well-being of young people, especially in the context of childhood trauma, although further longitudinal studies are needed. The findings point to the need to provide teachers with necessary training, support and resources so that they are ready to support students in need.
Publication date: Access the article >>Assessing inconsistent responding in digital and paper formats: a replication study using the TIMSS 2023 Confidence in Mathematics scale in Ireland
This study replicates and extends previous research on inconsistent responding in mixed-worded scales. Using a posttest-only experimental design, we examine the prevalence of inconsistent responding on the TIMSS 2023 Confidence in Mathematics Scale by comparing randomly equivalent digital and paper questionnaire administrations in Ireland. Two detection methods are employed: Mean Absolute Difference and Factor Mixture Analysis. Results indicate slightly higher rates of inconsistent responding in digital than in paper administration formats across most comparisons. Also, fourth-grade students exhibited higher rates of inconsistent responding compared to eighth-grade students. The study further investigates the role of student characteristics in predicting inconsistent responding. Among student background and digital-specific variables considered in binary logistic regression models, mathematics achievement was the only systematic negative predictor of inconsistent responding, explaining most of the variance, especially in younger students. This study highlights the importance of considering administration mode in large-scale assessments and provides implications for survey methodology, especially as digital testing becomes more widespread.
Publication date: Access the article >>The competence in innovation and entrepreneurship education among Chinese university teachers: a latent profile analysis
With the rapid expansion of innovation and entrepreneurship education (IEE), understanding the competencies of university teachers in this field has become increasingly important. This study employs the latent profile analysis (LPA) to identify and examine distinct competency subgroups among university IEE teachers. The study surveyed 396 university teachers specializing in IEE in China. The findings indicated that IEE competencies encompassed eight dimensions: entrepreneurial mindset, professional mindset, ambition, optimism, self-efficacy, professional knowledge, enterprising skills, and teaching ability. Latent profile analysis identified three distinct subgroups of IEE teachers: the high IEE-competent group, the average IEE-competent group, and the moderate IEE-competent group. Moreover, multinomial logistic regression analysis demonstrated that university IEE teachers with prior experience in entrepreneurship management or innovation-entrepreneurship research possessed significantly stronger instructional competencies in IEE than those without such knowledge. These results provide empirical evidence linking teachers' personal and professional backgrounds to their IEE instructional practices, and highlight the critical role of experiential learning in developing pedagogical competence.
Publication date: Access the article >>From neuromyths to neuroscience literacy: a cross-domain study of brain misconceptions among educators in Chilean special schools
IntroductionNeuromyths remain widespread among educators, but their distribution may vary across domains and educational contexts. This study investigated brain-related misconceptions among educators working in Chilean special schools, focusing on three complementary domains: general brain knowledge, neurodevelopmental neuromyths, and educational neuromyths.MethodsWe used a quantitative, cross-sectional survey design and collected data from 142 educators through three questionnaires assessing general brain knowledge and misconceptions related to neurodevelopment and education. We first examined prevalence patterns across domains descriptively and then fitted item-level mixed-effects logistic regression models to test whether general brain knowledge, interest in educational neuroscience, and self-perceived neuroscience knowledge were associated with accuracy in identifying misconceptions.ResultsWe found a clear cross-domain gradient: educational neuromyths yielded the highest proportion of incorrect responses, neurodevelopmental neuromyths occupied an intermediate position, and general brain knowledge showed the lowest proportion of incorrect responses. At the broad domain level, we found no significant associations between accuracy and general brain knowledge, interest in educational neuroscience, or self-perceived neuroscience knowledge in either neurodevelopmental or educational neuromyths. At the subgroup level, however, we found a more selective pattern: higher general brain knowledge was associated with lower odds of a correct response in attention-deficit/hyperactivity disorder items and with greater odds of a correct response in learning styles items, whereas no significant effects emerged for the remaining subgroups.DiscussionNeuroscience literacy does not operate as a single, domain-general protective factor against neuromyth endorsement. Instead, its relationship with accuracy appears to depend on the specific type of claim being evaluated. These findings provide updated evidence from Chile and highlight the importance of examining neuromyths in special education settings, where brain- and development-related beliefs may directly shape pedagogical expectations and instructional decisions.
Publication date: Access the article >>The association between mindfulness and social anxiety in university students: the chain mediation role of rumination and self-compassion
BackgroundThis study examined the association between mindfulness and social anxiety among university students and tested the chain mediating roles of self-compassion and rumination.MethodsUsing random sampling and online surveys, 860 university students (465 males and 395 females) completed self-report measures of mindfulness, social anxiety, rumination, and self-compassion. Structural equation modeling was used to test the proposed relationships.ResultsMindfulness was significantly associated with lower social anxiety. Self-compassion and rumination mediated this relationship. Specifically, greater mindfulness was associated with higher self-compassion, which was in turn associated with lower rumination and, ultimately, lower social anxiety.DiscussionThese findings suggest that mindfulness-based interventions may help reduce social anxiety by enhancing self-compassion and decreasing rumination. The results provide practical implications for educators and mental health professionals. Future research could further examine the long-term effects of these mediating mechanisms across different populations.
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