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        <title>Frontiers in Psychology | New and Recent Articles</title>
        <link>https://www.frontiersin.org/journals/psychology</link>
        <description>RSS Feed for Frontiers in Psychology | New and Recent Articles</description>
        <language>en-us</language>
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        <pubDate>2026-06-21T09:14:26.739+00:00</pubDate>
        <ttl>60</ttl>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1869088</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1869088</link>
        <title><![CDATA[Anticipatory self-efficacy predicts live musical performance: development and validation of the Music Aptitude Self-Efficacy Scale]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Gulce Coskun Senturk</author><author>Asli Kaya</author><author>Cagri Basbug</author>
        <description><![CDATA[High-stakes musical aptitude examinations represent a significant source of evaluative stress for adolescent musicians, yet the psychological mechanisms that influence success in these environments require further empirical investigation. Grounded in social cognitive theory, this study developed and psychometrically evaluated the Music Aptitude Self-Efficacy Scale (MASES) to assess the multidimensional anticipatory beliefs of adolescents navigating these examinations. Utilizing a large adolescent sample (N = 2030), exploratory and confirmatory factor analyses supported a triadic structure comprising Cognitive-Auditory, Psychomotor-Performance, and Affective Regulation dimensions. The scale demonstrated internal consistency and concurrent validity against both domain-general and music-specific self-efficacy measures. Furthermore, predictive validity was examined through a live performance simulation evaluated by an expert jury, revealing a positive correlation between candidates’ pre-examination self-efficacy scores and their objective technical performance under stress. These findings indicate that the scale serves as a psychometric instrument for evaluating performance-related self-efficacy beliefs. By providing insights into adolescents’ perceived competence prior to evaluation, this tool can assist music educators and counselors in understanding students’ preparatory needs, contributing to a supportive educational framework.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1819302</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1819302</link>
        <title><![CDATA[An online randomised controlled trial to evaluate the effectiveness of an online intervention for parents/guardians of children aged 4–7 years old who are concerned about their children’s emotional and behavioural development: EMERGENT study]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Clinical Trial</category>
        <author>Jowinn Chew</author><author>Daniel Frings</author><author>Paula Reavey</author><author>Clare Allabyrne</author><author>Claudiu Herteliu</author><author>Chris Flood</author><author>Lucy Watson</author>
        <description><![CDATA[BackgroundMany young children experience emotional and behavioural difficulties, yet access to early support is restricted by long waiting times and financial and logistical barriers. Digital mental health interventions (DMHIs) offer scalable support, but few are designed to engage both parents and children collaboratively. Embers the Dragon is a self-guided parent–child programme designed to help support the emotional wellbeing of parents/guardians and children aged 4–7. Aims: This study evaluated the effectiveness, acceptability, and health economic impact of Embers the Dragon compared with treatment as usual (TAU).MethodsA two arm online randomised controlled trial allocated 456 parents/guardians to Embers (n = 235) or control (n = 221). Assessments were completed at baseline, 8, 16, and 24 weeks. Primary outcomes were the Strengths and Difficulties Questionnaire (SDQ) and Parents Sense of Competence (PSOC). Secondary outcomes included the Parenting Scale (measuring parental discipline) and EuroQol Five Dimensions of health (EQ-5D-3L). Analyses followed an intention to treat mixed effects model.ResultsParticipants in the Embers condition reported significant reductions in SDQ scores from baseline to 24 weeks; the control group showed no improvement. Parental confidence increased in both conditions, with greater improvements shown in the Embers condition at 16 weeks, although differences were not maintained at 24 weeks. Parenting discipline improved across conditions, with more pronounced improvements for the Embers condition by 24 weeks. EQ5D3L scores showed no meaningful change over time and did not differ between conditions. Health economic analysis indicated that Embers was less costly and more effective than TAU, producing net savings per unit improvement in both SDQ and self-efficacy outcomes.ConclusionEmbers the Dragon delivered meaningful improvements in children’s emotional wellbeing, as well as parenting confidence and discipline responses. As a low intensity, self-guided programme, it shows promise as a scalable early intervention option.Clinical trial registrationhttps://osf.io/ybxzu/ and ISRCTN (ISRCTN58327872).]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1868354</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1868354</link>
        <title><![CDATA[From online engagement to offline action: how social media environmental engagement shapes university students’ pro-environmental citizenship through intrinsic motivation and personal norms]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Yuchen Gao</author><author>Qi Li</author><author>Yu Han</author><author>Jian Xu</author>
        <description><![CDATA[IntroductionIn the context of intensifying global ecological crises, leveraging social media platforms to foster spontaneous pro-environmental behaviors among college students has become a critical issue in sustainability research. This study integrates self-determination theory and the value-belief-norm theory to construct a serial dual-mediator model, with environmental intrinsic motivation and environmental self-accountability as sequential mediators. It examines how social media environmental engagement influences university students’ organizational citizenship behavior for the environment and the underlying psychological mechanisms.MethodsBased on survey data from a sample of Chinese university students, this study employs regression analysis and the bootstrap method for mediation testing.ResultsThe results support three coexisting mediation pathways: the separate mediating role of environmental intrinsic motivation, the separate mediating role of environmental self-accountability, and the serial mediating role of environmental intrinsic motivation followed by environmental self-accountability.DiscussionThese findings reveal a deep alignment between the motivational internalization mechanism of self-determination theory and the norm-activation mechanism of the value-belief-norm theory. Specifically, the deep internalization of intrinsic motivation systematically amplifies the effect of norm activation. Practically, these insights provide a basis for designing digital strategies for environmental education in universities and crafting content for environmental communication on social media.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1885723</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1885723</link>
        <title><![CDATA[The “more is better” fallacy in pre-service teacher training: a positive psychology perspective on the resilience-building process and job satisfaction]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Lu Xing</author><author>Xueqi Wu</author>
        <description><![CDATA[The transition from academic training to practical teaching is a highly demanding phase that is critical to the psychological resilience and long-term well-being of pre-service early childhood educators. While positive psychology emphasizes the interplay between individual agency and contextual support in fostering adaptation, the specific occupational factors associated with pre-service teachers’ resilience remain underexplored. Drawing upon the motivational pathway of the Job Demands-Resources (JD-R) model, this study investigates how Person-Organization (P-O) fit (a protective contextual resource) and internship length (a potential systemic risk factor) interact to relate to job satisfaction, specifically through the mediating pathway of teaching self-efficacy (acting as a crucial personal resource). A quantitative cross-sectional design was employed, collecting valid survey data from 497 pre-service early childhood teachers (males 11.07%, females 88.93%) in China. Structural Equation Modeling (SEM) was utilized to examine the direct, mediation, and moderation effects. The structural path analysis reveals that P-O fit is significantly and positively associated with pre-service teachers’ job satisfaction. Furthermore, this relationship is partially mediated by teaching self-efficacy, which serves as a vital personal resource for resilient adaptation. Guided by Conservation of Resources (COR) theory, the study indicates that while P-O fit provides a linear buffering effect against temporal demands, the direct effects of internship length follow a prominent inverted U-shaped non-linear trajectory. The optimal threshold in our sample is estimated at 11.03 weeks, beyond which excessive practicum duration is directly linked to diminished teaching self-efficacy regardless of organizational alignment. By challenging the “more is better” assumption regarding internship duration, this study contributes valuable empirical evidence to the field of positive psychology. The findings highlight that fostering sustainable resilience demands optimized practicum environments, advocating for systemic, strengths-based interventions to protect the human potential of future educators through structurally supported and time-calibrated practicums.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1801385</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1801385</link>
        <title><![CDATA[Adaptive visuospatial n-back training improves audiovisual integration and executive control in older adults]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Yanna Ren</author><author>Binyue Gao</author><author>Heyuan Xue</author><author>Mengmeng Yang</author><author>Yulin Gao</author>
        <description><![CDATA[Age-related declines in visuospatial working memory (WM), associated with the visuospatial sketchpad in Baddeley’s WM model, may impair cognitive functions including spatial orientation and visuospatial integration. Understanding these declines is important for designing interventions to support older adults’ functional independence. Although WM training has shown potential to improve WM performance and produce near transfer effects, its far transfer effects, particularly on audiovisual integration and attention, remain unclear. In this study, the training group (TG) completed five sessions of adaptive visuospatial n-back training, while the control group (CG) served as a non-contact CG. Cognitive assessments of WM, audiovisual integration, and attention were conducted before and after training for both groups. Across training sessions, task difficulty increased in the TG, suggesting learning and adaptation within the trained task. The trained 1-back task further elicited greater P200 amplitudes in the fronto-central, central, and centro-parietal regions during match trial processing in the TG, but not in the CG, indicating that adaptive visuospatial n-back training may induce task-specific learning and neural modulation. The TG also performed better than the CG on the untrained Corsi block test at posttest, suggesting a potential near transfer effect on visuospatial WM. Additionally, in the audiovisual discrimination task, the TG showed reduced audiovisual integration behaviorally after training, whereas P300-related audiovisual integration increased. In the attention network test, the TG showed greater parietal P300 amplitudes during conflict stimulus processing at posttest, despite the absence of reliable behavioral improvement. These findings suggest potential far transfer of WM training to audiovisual integration and attention, although the behavioral and electrophysiological evidence was not fully consistent across outcomes. Overall, these results suggest the plasticity of the aging brain and the feasibility of non-pharmacological cognitive interventions in mitigating age-related cognitive decline.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1792056</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1792056</link>
        <title><![CDATA[Students' competencies in Problem-Based Learning influence evaluation of tutors]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Lingyu Cui</author><author>Zhirong Liu</author><author>Yuanyao Cao</author><author>Rui Qiu</author><author>Yanrong Li</author><author>Guijie Ren</author><author>Zhongfa Zhang</author><author>Hua Cong</author>
        <description><![CDATA[In Problem-Based Learning (PBL), tutors transform from traditional knowledge transmitters into learning facilitators, which renders accurate tutor evaluation essential to the effectiveness of PBL implementation. Nevertheless, it remains underexplored whether students' attitudes toward the PBL methodology exert systematic influences on tutor evaluation outcomes. To address this, a cross-sectional study conducted an online questionnaire survey among 263 medical students from Shandong University to examine the association between students' PBL attitudes and tutor evaluations, as well as the potential mediating role of perceived competency enhancement. The questionnaire collected participants' demographic information and adopted a 5-point Likert scale to assess three core variables: students' attitudes toward PBL, perceived competency enhancement, and tutor evaluation scores. Correlation analysis, hierarchical regression analysis, and structural equation modeling were employed for statistical data analysis. The results indicated that both students' PBL attitudes and perceived competency enhancement were significantly positively correlated with tutor evaluations (P < 0.01). After controlling for demographic variables, hierarchical regression analysis revealed that these two factors collectively explained 54.5% of the variance in tutor evaluations. Mediation analysis further verified that students' PBL attitudes could positively predict tutor evaluations through both direct and indirect pathways. The direct effect of PBL attitudes on tutor evaluations was 0.124, while perceived competency enhancement served as a significant partial mediator with an indirect effect of 0.390, accounting for 75.97% of the total effect. In conclusion, students' PBL attitudes influence their evaluations of tutors predominantly via the mediating pathway of perceived competency enhancement. Consistent with the hypothesized attributional framework, these findings suggest that PBL tutors should focus on fostering students' comprehensive competencies, so as to guarantee the validity of faculty evaluation and promote the iterative optimization of PBL teaching practice.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1835014</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1835014</link>
        <title><![CDATA[How socio-emotional learning in physical education curriculum affects student well-being: a moderated mediation analysis]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Jie Zhang</author>
        <description><![CDATA[IntroductionSocio-emotional learning (SEL) has been increasingly recognized as a key contributor to students’ well-being, particularly when integrated into school curricula such as physical education (PE). Drawing on the CASEL framework, Self-Determination Theory, and Ecological Systems Theory, this study examines how SEL embedded in PE influences student well-being, focusing on the mediating roles of emotional regulation and peer relationship quality, as well as the moderating effect of school climate.MethodsData were collected from 452 high school students (aged 14–18) across three provinces in China using validated self-report measures. Confirmatory factor analysis (CFA) was conducted to establish construct validity, followed by multilevel path modeling to test a moderated mediation model.ResultsResults indicated that SEL was significantly associated with student well-being through emotional regulation in a manner consistent with the hypothesized indirect relationship, whereas peer relationship quality did not serve as a significant mediator. Moreover, the indirect effect of SEL on well-being via emotional regulation was significantly moderated by school climate, with stronger effects observed in more supportive environments. Bootstrapping analyses confirmed a significant total indirect effect through emotional regulation, while the pathway via peer relationships remained non-significant.DiscussionThese findings are consistent with the view that emotional regulation represents an important psychological pathway associated with the relationship between SEL in PE and student well-being, and that a positive school climate enhances this effect. The study underscores the importance of integrating SEL within supportive school contexts to optimize its impact on adolescent well-being.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1816275</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1816275</link>
        <title><![CDATA[The double-edged sword effect of social comparison orientation on college students’ creativity from the perspective of envy]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Wenfeng Zheng</author><author>Bimei Wang</author><author>Lingzhi Cai</author><author>Zhao Zhu</author><author>Yuyin Jiang</author>
        <description><![CDATA[IntroductionWhile social comparison orientation has been established as an important antecedent to creative performance, existing research mainly focuses on its connection with general creativity (i.e., generating novel and useful ideas that benefit others), largely ignoring its potential link to malevolent creativity (i.e., generating novel ideas intended to harm others). This gap limits a comprehensive understanding of the double-edged motivational consequences of social comparison.MethodsDrawing on social comparison theory and the dual-pathway model of envy, the current study tests a moderated dual-mediation model in which benign envy and malicious envy mediate the relationship between social comparison orientation and two types of creativity (general vs. malevolent), and a mastery motivational climate moderates these indirect paths.ResultsThree-wave lag survey results show that social comparison orientation positively predicts both benign and malicious envy. Benign envy mediates the relationship between social comparison orientation and general creativity, whereas malicious envy mediates the relationship between social comparison orientation and malevolent creativity. Moderated mediation analyses further indicate that a mastery motivational climate significantly attenuates the indirect effect of social comparison orientation on malevolent creativity via malicious envy, but does not moderate the indirect effect of benign envy on general creativity.DiscussionThese findings highlight the double-edged role of envy in transforming social comparison into distinct creative outcomes, and carry practical implications for educational environments seeking to foster constructive creativity while curbing its harmful forms.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1818002</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1818002</link>
        <title><![CDATA[The impact of career planning and self-concept on employability among university students: exploring the mediating role of learning attitudes]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Yu Sun</author><author>Qian Liu</author><author>Xiaona Liu</author>
        <description><![CDATA[BackgroundWith the rapid development of education, higher education in China has become increasingly accessible and widespread. The number of university graduates is rising every year, leading to a more competitive job market. As a result, enhancing college students’ employability has become an urgent issue. This study explores the mechanisms through which career planning and self-concept affect employability, and examines the mediating role of learning attitude, aiming to provide both theoretical and practical guidance for improving employability.MethodsDrawing on the Career EDGE model, this study used convenience sampling to survey 735 undergraduates from universities in Hebei Province, China. Data were collected via questionnaires and analyzed using SPSS Statistics 27 and AMOS. Structural equation modeling (SEM) was applied to test the effects of career planning, self-concept, and learning attitude on employability, and to verify the mediating role of learning attitude.ResultsCareer planning, self-concept, and learning attitude all showed significant positive effects on employability. Mediation analysis revealed that learning attitude mediated the relationship between career planning and employability, as well as between self-concept and employability.ConclusionThe findings demonstrate that career planning and self-concept positively influence employability, and that learning attitude serves as an important pathway in this process. Universities should assist students in developing clear career plans and building a positive self-concept to foster active learning attitudes, thereby enhancing their employability.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1848217</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1848217</link>
        <title><![CDATA[Mental performance skills and athletic performance in combat athletes: the mediating role of mental toughness]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Mehdi Duyan</author><author>İlker Günel</author><author>Fatma Özoğlu</author><author>Servet Reyhan</author><author>Talip Çelik</author><author>Gamze Ok</author><author>Mihriay Musa</author><author>Matteo Giuriato</author>
        <description><![CDATA[IntroductionMental performance skills are recognized as critical for success in combat sports, yet the underlying mechanisms through which they influence performance remain poorly understood. This study examines the mediating role of mental toughness between mental performance skills and athletic performance within the framework of Conservation of Resources Theory.MethodThis quantitative research employed a correlational survey model. The study included 470 combat sport athletes (243 male, 227 female) from various universities in Türkiye. Participants completed the Mental Performance Skills Scale, the Mental Toughness Inventory, and the Athletic Performance Scale for Combat Athletes. Data were analyzed using Pearson correlation analysis and Structural Equation Modeling. Model fit indices were calculated as CFI = 0.983, TLI = 0.981, RMSEA = 0.08, and SRMR = 0.07.ResultsCorrelation analysis revealed positive and significant correlations among all variables (r = 0.394–0.445, p < 0.001). According to Cohen’s conventions, these values represent medium-to-large effect sizes. Structural equation modeling results indicated that mental performance skills had significant direct effects on athletic performance (β = 0.353, p < 0.001) and on mental toughness (β = 0.483, p < 0.001), and that mental toughness significantly predicted athletic performance (β = 0.361, p < 0.001). Bootstrap analysis confirmed that mental toughness served as a significant mediator, as the indirect effect [β = 0.174, 95% CI (0.111, 0.204)] did not contain zero. The direct effect (β = 0.353, p < 0.001) remained significant after accounting for the indirect pathway.ConclusionIn conclusion, mental performance skills strengthen mental toughness, and this enhanced mental toughness plays a significant mediating role in improving athletic performance. Structured mental skills training can improve not only competition results but also fundamental psychological capacities such as stress management and coping with challenging conditions.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1804529</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1804529</link>
        <title><![CDATA[The effects of high-intensity interval training on executive function in children and adolescents: a systematic review and meta-analysis]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Systematic Review</category>
        <author>Hui Li</author><author>Shanan Yu</author><author>Meng Ye</author><author>Chen Wei</author><author>Min Huang</author>
        <description><![CDATA[ObjectiveTo systematically evaluate the effects of high-intensity interval training (HIIT) on executive function in children and adolescents, and to quantify its effects on inhibitory control, working memory, and cognitive flexibility using a three-level meta-analysis.MethodsPubMed, Web of Science, The Cochrane Library, CNKI, Wanfang, and VIP databases were searched from inception to May 2026. Randomized controlled trials and non-randomized controlled intervention studies examining the effects of HIIT on executive function in children and adolescents were included. Two reviewers independently conducted study selection, data extraction, and risk-of-bias assessment. The risk of bias in randomized controlled trials was assessed using the Cochrane RoB 2 tool, while non-randomized intervention studies were assessed using the ROBINS-I tool. Hedges’ g was used as the effect size index. A three-level meta-analytic model was applied to account for the dependency of multiple effect sizes within the same study. Three-level Egger regression was used to assess publication bias and small-study effects, and sensitivity analyses were performed to examine the robustness of the findings.ResultsA total of 11 studies were included, comprising 9 randomized controlled trials and 2 non-randomized controlled intervention studies, with 776 children and adolescents. The meta-analysis showed that HIIT significantly improved inhibitory control (Hedges’ g = 0.227, 95% CI: 0.066 to 0.388, p = 0.007), working memory (Hedges’ g = 0.368, 95% CI: 0.200 to 0.535, p < 0.001), and cognitive flexibility (Hedges’ g = 0.389, 95% CI: 0.184 to 0.593, p = 0.002). Sensitivity analyses showed that the positive effects of HIIT on inhibitory control and working memory remained statistically significant after excluding non-randomized studies. Subgroup analyses indicated positive effects across different work-to-rest ratios, intervention durations, and session durations; however, no significant between-subgroup differences were observed. Three-level Egger regression did not indicate significant funnel plot asymmetry or small-study effects. According to the GRADE assessment, the certainty of evidence was moderate for inhibitory control and working memory, but very low for cognitive flexibility.ConclusionHIIT has positive effects on executive function in children and adolescents, particularly on inhibitory control and working memory, for which the certainty of evidence is moderate. Although HIIT also showed a positive effect on cognitive flexibility, this finding should be interpreted cautiously because of the limited number of studies and very low certainty of evidence. Further high-quality, large-sample studies with standardized intervention protocols and outcome measures are needed to confirm the effects of HIIT on executive function and to identify optimal training parameters for children and adolescents.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1827523</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1827523</link>
        <title><![CDATA[Validation of the Internet Addiction Test (IAT) for forest firefighters: implications for human–technology interaction and occupational safety in the future of work]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Carla Estrada-Muñoz</author><author>Felipe Meyer-Cohen</author><author>Mauricio E. Garrido Vásquez</author><author>Jean Paul Navarrete-Campos</author><author>Alejandro Vega-Muñoz</author><author>Guido Salazar-Sepúlveda</author>
        <description><![CDATA[The digitization of emergency response work has intensified human–technology interaction and altered the cognitive and organizational demands placed on wildland firefighters. In this study, we validated the Internet Addiction Test (IAT) in a sample of 205 wildland firefighters to identify patterns of digital use that may compromise attention, sleep, and operational safety. Factor and internal consistency analyses supported a two-factor structure that distinguished between a broad pattern of problematic engagement and more specific behaviors of loss of control; the confirmatory model showed excellent fit (CFI = 0.997; TLI = 0.997; RMSEA = 0.026; SRMR = 0.063). Although discriminant validity was limited by high inter-factor correlation, the scale exhibits adequate reliability for use as an occupational screening tool. We propose that the IAT be used in combination with ergonomic indicators and telemetry (e.g., device usage logs, fatigue and performance measures) to distinguish necessary operational use from maladaptive use and to guide interventions in digital governance, alert design, and training in technological self-regulation. These results provide a context-sensitive measure for managing digital risks in emergency services and guide future longitudinal research linking IAT scores to safety and performance outcomes.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1653936</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1653936</link>
        <title><![CDATA[The multidimensional inventory of religious/spiritual wellbeing in Hungarian language: psychometric properties and initial validation]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Bertalan Balázs Süto</author><author>Gábor Aranyi</author><author>Júlia Gyimesi</author><author>Marina Zeldovich</author><author>Human-Friedrich Unterrainer</author>
        <description><![CDATA[BackgroundResearch increasingly highlights the relationship between religiosity/spirituality, mental health and wellbeing. Our study presents the psychometric properties of the Hungarian version of the multidimensional inventory of religious/spiritual wellbeing (MI-RSWB) and examines its correlations with the spiritual wellbeing scale (SWBS) and the Brief Multidimensional Measurement of Religiosity Scale (BMMRS).MethodsData were collected from 490 Hungarian participants (347 female; aged 18 and older) through an online survey. The survey included the newly translated Hungarian version of MI-RSWB, SWBS, and BMMRS.ResultsFour models were tested using confirmatory factor analysis (CFA). While the 48-item version did not achieve adequate fit indicators, the 18-item abbreviated version showed acceptable fit across the tested models. The six-factor model of the Hungarian MI-RSWB demonstrated satisfactory internal consistency, in both the 48-item (α = 0.77–0.97) and 18-item (α = 0.74–0.95) versions.DiscussionThe findings indicate that the Hungarian MI-RSWB has satisfying convergent and content validity and reliability. Based on the CFA results, the 18-item version is recommended for future use and research where brevity and model fit are prioritized, while the 48-item version remains useful for broader content coverage. Further validation studies are needed to assess the Hungarian 18-item MI-RSWB in both clinical and nonclinical populations.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1837244</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1837244</link>
        <title><![CDATA[Psychological characteristics and coping strategies of affected others of patients with gambling disorder]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Elias Guillén-Guzmán</author><author>Amparo Del Pino-Gutierrez</author><author>Roser Granero</author><author>Tomás Santalucia</author><author>Ester Codina</author><author>Fernando Fernandez-Aranda</author><author>Eduardo Valenciano-Mendoza</author><author>Bernat Mora Maltas</author><author>Joel Tremblay</author><author>Aida Romero</author><author>Imma Borjabad-Fraga</author><author>Lia-Tamar Sánchez-Salido</author><author>Lorena De Blas-Soto</author><author>Susana Jiménez-Murcia</author>
        <description><![CDATA[IntroductionGambling disorder generates substantial psychological, social, and economic harm not only for affected individuals but also for the relatives who support them. However, evidence regarding the psychological burden and coping strategies of these Affected Others (AOs) remains limited. This study aimed to examine the sociodemographic and clinical characteristics of patients receiving treatment for gambling disorder and their AOs, compare differences according to family relationship type and gender, analyze associations between coping strategies and psychological distress among AOs, and explore predictors of global psychological distress in this population.MethodsA total of 184 patients diagnosed with gambling disorder according to DSM-5 criteria and their respective AOs participated in the study. Participants completed structured interviews and validated psychological assessments evaluating sociodemographic characteristics, coping strategies, impulsivity, and psychological distress.ResultsAOs were predominantly women in partner or parental roles and reported high levels of psychological distress. Partners showed poorer mental health profiles, whereas fathers were more frequently older and unemployed. Across the sample, maladaptive coping strategies, particularly self-criticism and social withdrawal, were strongly associated with higher psychological distress, while problem-solving strategies were related to better emotional well-being. Regression analyses identified coping strategies, patient impulsivity, and patient self-related variables as significant predictors of AO psychological distress, explaining approximately 30% of its variance.DiscussionThese findings highlight the substantial emotional impact experienced by AOs of individuals with gambling disorder and emphasize the protective role of adaptive coping strategies in their mental health. Interventions aimed at strengthening problem-solving abilities, promoting healthier emotional expression, and reducing maladaptive coping responses such as self-criticism and isolation may improve relatives’ well-being and contribute to more comprehensive and effective treatment approaches for gambling disorder.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1784369</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1784369</link>
        <title><![CDATA[A self-management intervention for bipolar disorder using a WeChat mini program (Mood Calm): study protocol for intervention design, development, and a preliminary trial]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Xiaoling Lin</author><author>Zhengling Ba</author><author>Dali Lu</author><author>Ruoyun Ma</author><author>Minhua Chen</author><author>Caihong Zhu</author><author>Yingtao Liao</author><author>Xueying Yu</author><author>Yujing Liu</author><author>Duoduo Lin</author>
        <description><![CDATA[IntroductionBipolar disorder (BD) is a severe, chronic illness characterized by frequent relapses and persistent interepisode symptoms, even with standard pharmacological treatment. Digital self-management tools have the potential to broaden the reach of evidence-based approaches and improve healthcare delivery through immediate evaluation, tailored guidance, and notifications to healthcare providers, while collecting self-report and behavioral data to guide treatment decisions. This study describes the design, development, and a preliminary evaluation of “Mood Calm”, a comprehensive self-management intervention for BD delivered via a WeChat mini-program.MethodsThe intervention protocol was developed through a multiphase process. First, guided by Cognitive Behavioral Theory, an initial protocol was constructed integrating six modules: symptom monitoring, medication management, crisis identification, healthy lifestyle support, psychoeducation, and cognitive functioning training. Plans for wearable device integration were also included to enable passive monitoring of sleep and activity. Second, a literature review identified core functional components of digital self-management interventions for BD, and the protocol was subsequently refined via a Delphi expert panel. Third, the “Mood Calm” mini-program was developed using an agile framework. Then, a four-week, single-arm preliminary trial was conducted with five remitted patients with BD to assess feasibility and usability of the digital self-management modules delivered through the “Mood Calm” mini-program. These modules included symptom monitoring, medication management, lifestyle tracking via wearable device, and cognitive functioning training, but excluded psychoeducation and crisis intervention components which are planned for future randomized controlled trial (RCT).ResultsAll participants completed the trial, reporting high satisfaction and describing the application as user-friendly and easy to operate. However, system data indicated suboptimal self-reported medication adherence for three participants, prompting an immediate design revision to implement a one-click reporting function.DiscussionFindings support the feasibility and acceptability of the “Mood Calm” mini-program as a potential digital adjunct for BD self-management in China. This study establishes a protocol for a comprehensive intervention and provides preliminary evidence for the mini-program-based components. Future research will evaluate the full intervention, incorporating group psychoeducation sessions, in a definitive RCT.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1853613</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1853613</link>
        <title><![CDATA[Effects of occupational factors on depression in Chinese veterans: a fsQCA study based on 2022 CFPS data]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Lina Zhao</author><author>Mengyue Zhang</author><author>Zhimin Zhang</author><author>Hongyan Guo</author>
        <description><![CDATA[AimThis study examines how multiple occupational attributes, including job satisfaction, occupational prestige, job stability, job decision authority, remuneration, and formal employment status, combine in relation to depressive symptoms among Chinese veterans.MethodsThis study employs fuzzy-set Qualitative Comparative Analysis (fsQCA) to examine configurational associations, which is particularly suitable for outcomes shaped by multiple interacting conditions. Using data from the 2022 China Family Panel Studies (2022 CFPS), we focus on veterans and investigate how combinations of occupational factors are associated with depression, thereby complementing conventional variable-centered linear approaches in occupational health and safety (OHS) research. To improve data quality, we excluded non-veterans, veterans beyond working age, student veterans, and observations with missing values or extreme outliers. The final analytic sample comprises 247 cases.ResultsThe findings underscore the asymmetric nature of configurational relationships. No stable sufficient configuration was identified for the high-depression outcome in either the baseline model or robustness checks, suggesting that elevated depression may be shaped by more complex antecedents or by factors beyond the occupational domain. By contrast, 10 configurations were identified for the low-depression outcome, with acceptable overall solution consistency and coverage. Formal employment, job satisfaction, remuneration, occupational prestige, and job stability emerged as key configurational elements associated with low depression. Job decision authority appeared to be context-dependent rather than a core condition for low depression.ConclusionTen distinct configurations associated with low depression were identified. The findings suggest the importance of strengthening formal labor protection, improving person-job fit and job satisfaction, ensuring fair remuneration, enhancing occupational recognition, and supporting employment stability among veterans. Because this study uses cross-sectional data, the configurations should be interpreted as occupational patterns associated with depression outcomes rather than as definitive causal or intervention effects.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1869744</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1869744</link>
        <title><![CDATA[ATLAS—a psychobiological model of teacher stress in classroom interactions]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Review</category>
        <author>Alexander Wettstein</author><author>Ida Schneider</author><author>Gabriel Jenni</author><author>Sonia J. Lupien</author>
        <description><![CDATA[Teachers are a particularly stressed occupational group with above-average burnout rates compared to other professions. Teacher stress significantly challenges teachers’ health, classroom interactions, and positive student development. Preventing this stress is of utmost importance. Proven frameworks help us understand and buffer teacher stress. However, each approach has its specific strengths and limitations in understanding the complex problem of teacher stress. We propose the comprehensive ATLAS Model of Psychobiological Teacher Stress in Classroom Interactions that builds on and extends existing frameworks. ATLAS considers objective measures, biological and interactional processes, the temporal dimensions of acute and chronic stress, and the effects of cumulative stress. The ATLAS Model permits us to understand (1) how teacher stress impairs teachers’ ability to provide an effective learning environment and (2) how this affects students’ learning and social development. (3) Finally, the model describes how teacher and student behavior shape dysfunctional classroom environments. A better understanding of the interplay between psychobiological stress in teachers, the classroom environment, and student development may help teacher education, schools, and healthcare providers mitigate adverse health outcomes and ultimately improve education quality.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1866338</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1866338</link>
        <title><![CDATA[The relationship between physical activity and work engagement among university teachers: the chain mediating effect of resilience and cognitive flexibility]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Fang Wang</author>
        <description><![CDATA[ObjectiveTo examine the relationship between physical activity and work engagement among university teachers, analyze the chained mediating roles of resilience and cognitive flexibility in this relationship, and provide a theoretical basis and practical guidance for enhancing the mental health and work efficacy of university teachers.MethodsA convenience sampling method was used to select 500 in-service teachers from multiple universities in Sichuan Province as participants. The study employed the Physical Activity Rating Scale-3 (PARS-3), the Connor-Davidson Resilience Scale (CD-RISC), the Cognitive Flexibility Inventory (CFI), and the Utrecht Work Engagement Scale (UWES) for questionnaire surveys. A total of 378 valid questionnaires were collected from university teachers (173 males, 205 females; mean age = 24.6 ± 11.2 years). Descriptive statistics, correlation analysis, and chain mediating effect testing (Bootstrap method) were conducted using SPSS 24.0 and the PROCESS macro (Model 6).Results(1) Correlation analysis showed significant positive correlations among university teachers’ physical activity, resilience, cognitive flexibility, and work engagement (p < 0.01). (2) Structural equation modeling and mediating effect tests indicated that physical activity had a significant positive predictive effect on work engagement (β = 0.0066, 95% CI: [0.0037–0.0096]). (3) Mediating effect analysis revealed that resilience and cognitive flexibility not only played partial mediating roles separately but also jointly formed a chain mediating pathway between physical activity and work engagement.ConclusionPhysical activity among university teachers is not only directly and positively associated with their work engagement but also indirectly associated with higher work engagement through a sequential pathway involving resilience and then cognitive flexibility.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1744251</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1744251</link>
        <title><![CDATA[Perceived age discrimination and life satisfaction among older adults in China: mediating roles of leisure and social satisfaction]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Rongwang Guo</author><author>Xiaoyan Li</author>
        <description><![CDATA[IntroductionRapid population aging has made age discrimination against older adults increasingly prominent. However, empirical evidence on how age discrimination affects life satisfaction among Chinese older adults, and through which mechanisms, remains limited.MethodsUsing data from the 2021 China Social Survey (CSS), this study analyzed a sample of 840 older adults aged 60 and above. Ordinary least squares (OLS) regression and mediation analysis were employed to examine the direct effect of perceived age discrimination on life satisfaction, the mediating roles of leisure satisfaction and social satisfaction, and heterogeneity across gender and hukou (household registration) types.ResultsGreater perceived age discrimination was significantly associated with lower life satisfaction. Both leisure satisfaction and social satisfaction mediated this relationship. The negative effect of age discrimination on life satisfaction was significantly stronger among older adults with rural hukou compared with their non-rural counterparts, whereas no significant gender-based differences were observed.ConclusionThis study extends the understanding of age discrimination's detrimental impact to the Chinese context, identifies leisure and social satisfaction as key mediators, and reveals rural-urban heterogeneity. These findings inform targeted interventions to reduce ageism and address structural inequalities, thereby promoting healthy aging in China and other rapidly aging societies.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1846925</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1846925</link>
        <title><![CDATA[A systematic review of the Nexus between campus green spaces and mental well-being in mainland China and Hong Kong]]></title>
        <pubdate>2026-06-19T00:00:00Z</pubdate>
        <category>Systematic Review</category>
        <author>Jueshan Liu</author><author>Yumei Chen</author><author>Anthony Orji</author>
        <description><![CDATA[ObjectiveThis systematic review examines the association between campus green spaces and mental well-being among university students, with a specific focus on evidence from mainland China and Hong Kong. It synthesizes findings on how different measures of greenness relate to mental health outcomes, including stress, anxiety, depression, life satisfaction, and psychological well-being.MethodsThe systematic search was conducted in compliance with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) 2020 and the Preferred Reporting Items for Systematic reviews and Meta-Analyses literature search extension (PRISMA-S) extension for reporting search strategies. Five databases (Web of Science, PubMed/MEDLINE, CNKI, CrossRef, and OpenAlex) were searched. Studies were screened against predetermined eligibility criteria, and data were extracted and synthesized using a structured narrative approach due to methodological heterogeneity.ResultsA total of 988 records were identified, of which 22 studies were selected after initial screening and full-text assessment. Most studies have shown that people who spent time in campus green spaces experienced improved mental health results, including lower levels of stress, anxiety, and depressive symptoms and greater life satisfaction. Studies reported more reliable results using subjective greenness assessments than with objective measurements such as NDVI. Identified pathways included physical activity, social interaction, and place attachment, which affected the relationship between the two variables.ConclusionThe result indicates that exposure to campus green spaces is associated with better mental health among university students in mainland China and Hong Kong. While the evidence base is methodologically diverse, findings demonstrate that campus green infrastructure, as part of mental health promotion techniques, is a cost-effective and scalable measure. This review provides a geographically focused synthesis of evidence from mainland China and Hong Kong, contributing to the understanding of how campus green spaces relate to student mental well-being in high-density urban contexts.]]></description>
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