Behavioral Sciences

13 pages, 579 KiB

Open AccessSystematic Review

A Systematic Review on the Association Between Bilingualism and Theory of Mind in Adulthood

by Rowena J. Xia and Brian W. Haas

Behav. Sci. 2025, 15(6), 815; https://doi.org/10.3390/bs15060815 (registering DOI) - 13 Jun 2025

Previous research on the relationship of bilingualism and theory of mind has largely focused on children. However, several recent studies of the theory of mind have found differences in theory of mind processing among older populations, namely adults. Given that language has been [...] Read more.

Previous research on the relationship of bilingualism and theory of mind has largely focused on children. However, several recent studies of the theory of mind have found differences in theory of mind processing among older populations, namely adults. Given that language has been found to play an important role in the successful theory of the mind task performance of adults, it is valuable to understand the relationship of the language ability of bilingualism and theory of mind in adults. The specific focus is on studies comparing monolinguals and bilinguals in a theory of mind assessment for an adult sample. In this systematic review, we reviewed and analyzed these studies and conducted a meta-analysis. Among the studies included for meta-analysis (k = 7), we found a significant small-to-medium effect size (d = 0.429, p < 0.0001), indicating a bilingual advantage among adults. A variety of different measures for theory of mind were included in these studies. More studies are required to better understand the relationship between multiple language processing and social cognition among adults to better understand this gap in the literature. Full article

(This article belongs to the Special Issue Understanding Other Intentions: Merging Evidence on Theory of Mind across Various Research Areas)

38 pages, 1275 KiB

Open AccessReview

Ins and Outs of Applied Behavior Analysis (ABA) Intervention in Promoting Social Communicative Abilities and Theory of Mind in Children and Adolescents with ASD: A Systematic Review

by Marco Esposito, Roberta Fadda, Orlando Ricciardi, Paolo Mirizzi, Monica Mazza and Marco Valenti

Behav. Sci. 2025, 15(6), 814; https://doi.org/10.3390/bs15060814 (registering DOI) - 13 Jun 2025

Abstract

Social-communicative abilities and theory of mind (ToM) are crucial for successful social interactions. The developmental trajectories of social and communicative skills characterizing individuals with Autism Spectrum Disorder (ASD) are rather complex and multidimensional, including components related to theory of mind. Due to its [...] Read more.

Social-communicative abilities and theory of mind (ToM) are crucial for successful social interactions. The developmental trajectories of social and communicative skills characterizing individuals with Autism Spectrum Disorder (ASD) are rather complex and multidimensional, including components related to theory of mind. Due to its mentalistic nature, theory of mind has been rarely addressed as an outcome for Applied Behavior Analysis (ABA) intervention in children and adolescents with ASD. However, there is evidence that ABA intervention might be effective in promoting social abilities in individuals with ASD. Thus, this topic is worth investigating. We present a systematic review to explore the Ins and Outs of an ABA approach to promote social and communicative abilities and ToM in children and adolescents with ASD. We applied a PRISMA checklist to consider studies published up to December 2024. The keywords that we used were ToM, perspective-taking, false belief, social cognition, and mental states, in combination with ABA intervention and ASD (up to age 18). We searched for studies using Scopus, Google Scholar, and Medline. We included twenty studies on perspective-taking, identifying emotions, helping, detecting eye gazing, and social engagement, reviewing fifteen dedicated to teaching the interpretation of mental states (involving 49 children and 10 adolescents). The ToM was addressed with a multiple baseline design on target behaviors associated with ToM components such as identifying emotion, helping behaviors, and mental states. The intervention included a behavioral package consisting of Behavioral Skill Training, Derived Relations, video modeling, and role playing. The results indicated a significant number of participants who followed ABA intervention to promote social abilities and mastered the target behavior in ToM tasks; however, they showed maintenance and generalization issues across trials and settings. The role of predictors was highlighted. However, the studies are still rare and exhibit specific methodological limitations, as well as some clinical and ethical considerations. More research is needed to define best practices in ABA intervention to promote social abilities in individuals with ASD. Full article

(This article belongs to the Special Issue Understanding Other Intentions: Merging Evidence on Theory of Mind across Various Research Areas)

► Show Figures

Figure 1

21 pages, 552 KiB

Open AccessArticle

Childhood Sexual Abuse, Adult Attachment Styles, and Involvement in BDSM Practices in Adult Intimate Relationships

by Maja Selič and Vesna Jug

Behav. Sci. 2025, 15(6), 813; https://doi.org/10.3390/bs15060813 (registering DOI) - 13 Jun 2025

Abstract

This study aimed to examine the role of childhood sexual abuse in attachment styles and involvement in BDSM (bondage, discipline, dominance, submission, and sadomasochism) practices in adult intimate relationships. A model was built to test the predictive value of factors for involvement in [...] Read more.

This study aimed to examine the role of childhood sexual abuse in attachment styles and involvement in BDSM (bondage, discipline, dominance, submission, and sadomasochism) practices in adult intimate relationships. A model was built to test the predictive value of factors for involvement in BDSM practices. This study included 318 participants. Demographic data were collected and three questionnaires were used: the Childhood Trauma Questionnaire (CTQ) identified past sexual abuse, the Adult Attachment Scale (RSQ) assessed attachment style in adulthood, and the Sadomasochism Checklist (SMCL) assessed interest in masochistic practices. The results show that childhood sexual abuse is associated with practicing and enjoying BDSM, positively with submissiveness, negatively with dominance, and positively with a composite score measuring both submissiveness and dominance. It is also linked to fearful and preoccupied attachment styles in adulthood, but not dismissive attachment. Men exhibit higher levels of submissiveness and dominance in BDSM compared to women. Older individuals are more inclined to engage in BDSM. Urban residents show higher involvement in BDSM compared to those in other environments. Homosexual or bisexual individuals in open relationships are more frequently involved in BDSM. These findings highlight the complexity of connections between past experiences, sexual preferences in BDSM, and secure attachment in intimate relationships. Full article

(This article belongs to the Special Issue Psychology of Sexual and Gender Diversity)

► Show Figures

Figure 1

15 pages, 2018 KiB

Open AccessArticle

An Exploratory Network Analysis of Discussion Topics About Autism Across Subreddit Communities

by Skylar DeWitt, Kendall Mills and Adam M. Briggs

Behav. Sci. 2025, 15(6), 812; https://doi.org/10.3390/bs15060812 - 13 Jun 2025

Abstract

Using an inductive computational approach, our present data exploration sought to use machine learning methodology to define and identify patterns and gain insight into autism-related discussions on Reddit across three different categories of subreddits: (a) individuals who self-identify as autistic, (b) parents of [...] Read more.

Using an inductive computational approach, our present data exploration sought to use machine learning methodology to define and identify patterns and gain insight into autism-related discussions on Reddit across three different categories of subreddits: (a) individuals who self-identify as autistic, (b) parents of individuals on the autism spectrum, and (c) behavior therapists. By doing so, we sought to review authentic autism-related discussions and identify important topics that emerged across these three demographic groups, including insights related to assessing and treating challenging behavior. Following basic and advanced preprocessing, our extraction resulted in 57 subreddits and 46,914 comments from autism spectrum subreddit members, 46 subreddits and 27,838 comments from parent subreddit members, and six subreddits with 3163 comments from behavior therapist subreddit members. Subsequent network analyses revealed interesting patterns of discussion within and across subreddit groups that may be used to inform support and resources, practice considerations, and future directions for research. Full article

(This article belongs to the Special Issue Challenging Behavior of Individuals with Autism and/or Other Neurodevelopmental Disabilities)

► Show Figures

Figure 1

35 pages, 1049 KiB

Open AccessArticle

Generative Artificial Intelligence Literacy: Scale Development and Its Effect on Job Performance

by Xin Liu, Longxin Zhang and Xiaochong Wei

Behav. Sci. 2025, 15(6), 811; https://doi.org/10.3390/bs15060811 - 13 Jun 2025

Abstract

With the rapid development of generative artificial intelligence, its application in the workplace has shown significant innovative potential and practical value. However, the existing literature lacks a systematic and widely applicable definition and measurement framework for Generative AI Literacy. Based on the existing [...] Read more.

With the rapid development of generative artificial intelligence, its application in the workplace has shown significant innovative potential and practical value. However, the existing literature lacks a systematic and widely applicable definition and measurement framework for Generative AI Literacy. Based on the existing literature and following a rigorous scale development process, this study constructs a Generative AI Literacy measurement framework that covers five core dimensions, basic technical competence, prompt optimization, content evaluation, innovative application, and ethical and compliance awareness, and validates its reliability and validity. Furthermore, based on the Ability–Motivation–Opportunity (AMO) theory, this study explores the mechanism through which Generative AI Literacy influences employee job performance and examines the mediating role of Creative Self-Efficacy. The results show that Generative AI Literacy has a significant positive impact on job performance (β = 0.680, p < 0.001), with Creative Self-Efficacy playing a partial mediating role (indirect effect = 0.537). The developed five-dimensional framework demonstrates strong psychometric properties and provides empirical evidence for AI literacy’s role in enhancing workplace performance through Creative Self-Efficacy mechanisms. This study provides an effective measurement tool for research on the application of Generative AI Literacy in workplace settings and offers practical insights for organizations to optimize performance and promote the responsible use of AI. Full article

► Show Figures

Figure 1

15 pages, 292 KiB

Open AccessArticle

Problematic Use of the Internet and Cybervictimization: An Empirical Study with Spanish Adolescents

by Verónica Marcos, Francisca Fariña, Manuel Isorna, Santiago López-Roel and Katia Rolán

Behav. Sci. 2025, 15(6), 810; https://doi.org/10.3390/bs15060810 - 13 Jun 2025

Abstract

Background: Adolescence is a critical stage for the development of behaviours related to problematic Internet and social media use, as well as for the experience of cybervictimisation. The literature highlights the need to examine these types of adolescent behaviours. Method: A field study [...] Read more.

Background: Adolescence is a critical stage for the development of behaviours related to problematic Internet and social media use, as well as for the experience of cybervictimisation. The literature highlights the need to examine these types of adolescent behaviours. Method: A field study was designed to analyse the prevalence of problematic Internet and social media use, as well as cybervictimisation, sexting, and grooming. In total, 666 Spanish adolescents participated, 55.4% females and 44.6% males, with an age range between 14 and 18 years (M = 15.27, SD = 1.01). Results: The results showed that 15.8% of the participants were diagnosed as at risk for Internet and social media addiction; 27.2% of the participants were diagnosed as cyberbullying victims; 14.7% of the sample engaged in sexting behaviours, and 34.7% engaged in grooming behaviours. Additionally, significant gender differences were found in cybervictimisation behaviours, with females scoring higher. Conclusions: The findings are discussed in relation to the need to develop preventive and educational strategies that promote the safe and responsible use of the digital context. Full article

(This article belongs to the Special Issue Psychoeducation and Early Intervention)

10 pages, 307 KiB

Open AccessArticle

Advice-Taking for Objective Face Age Estimates Relative to Subjective Face Trustworthiness Estimates

by Joseph R. Phillips, Gabrielle Weidemann, Natalie C. Ebner and Phoebe E. Bailey

Behav. Sci. 2025, 15(6), 809; https://doi.org/10.3390/bs15060809 - 13 Jun 2025

Abstract

This study examined whether advice-taking differs when making subjective face trustworthiness estimates relative to objective face age estimates. Participants (N = 177) completed a judge–advisor system task to measure how much weight they would give to advice regarding the age of a [...] Read more.

This study examined whether advice-taking differs when making subjective face trustworthiness estimates relative to objective face age estimates. Participants (N = 177) completed a judge–advisor system task to measure how much weight they would give to advice regarding the age of a face (i.e., an objective estimate with a single correct answer) versus the trustworthiness of a face (i.e., a subjective estimate without a correct answer). Measures of fluid intelligence and working memory assessed cognitive resources, and participants provided ratings of perceived difficulty and confidence for each type of estimate. The difference between initial estimates and advice provided a measure of actual difficulty for each type of estimate. We found that advice-taking was greater when estimating face age than face trustworthiness. In addition, perceived difficulty, confidence, and actual difficulty were greater for face trustworthiness than age estimates. However, greater advice-taking was associated with greater actual difficulty for face age estimates, and less actual difficulty for face trustworthiness estimates. While previous research suggests that advice-taking increases with task difficulty, the current data reveal that this may depend on type of estimate. Subjective trustworthiness estimates that were more difficult to estimate than objective age estimates were associated with less advice-taking, and this may be at least partly attributable to differing motivations underlying objective (age) vs. subjective (trustworthiness) estimations. Full article

(This article belongs to the Special Issue Impression Formation and Decision Making)

► Show Figures

Figure 1

14 pages, 216 KiB

Open AccessArticle

Participatory Co-Design and Evaluation of a Novel Approach to Generative AI-Integrated Coursework Assessment in Higher Education

by Alex F. Martin, Svitlana Tubaltseva, Anja Harrison and G. James Rubin

Behav. Sci. 2025, 15(6), 808; https://doi.org/10.3390/bs15060808 - 12 Jun 2025

Abstract

Generative AI tools offer opportunities for enhancing learning and assessment, but raise concerns about equity, academic integrity, and the ability to critically engage with AI-generated content. This study explores these issues within a psychology-oriented postgraduate programme at a UK university. We co-designed and [...] Read more.

Generative AI tools offer opportunities for enhancing learning and assessment, but raise concerns about equity, academic integrity, and the ability to critically engage with AI-generated content. This study explores these issues within a psychology-oriented postgraduate programme at a UK university. We co-designed and evaluated a novel AI-integrated assessment aimed at improving critical AI literacy among students and teaching staff (pre-registration: osf.io/jqpce). Students were randomly allocated to two groups: the ‘compliant’ group used AI tools to assist with writing a blog and critically reflected on the outputs, while the ‘unrestricted’ group had free rein to use AI to produce the assessment. Teaching staff, blinded to group allocation, marked the blogs using an adapted rubric. Focus groups, interviews, and workshops were conducted to assess the feasibility, acceptability, and perceived integrity of the approach. Findings suggest that, when carefully scaffolded, integrating AI into assessments can promote both technical fluency and ethical reflection. A key contribution of this study is its participatory co-design and evaluation method, which was effective and transferable, and is presented as a practical toolkit for educators. This approach supports growing calls for authentic assessment that mirrors real-world tasks, while highlighting the ongoing need to balance academic integrity with skill development. Full article

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

13 pages, 228 KiB

Open AccessArticle

Older Adults’ Experiences of Telephone-Delivered Behavioral Activation with Mental Imagery as a Treatment for Depression During the COVID-19 Pandemic: A Qualitative Study

by Johnny Pellas, Mattias Damberg, Fritz Renner, Julie L. Ji and Marie Kivi

Behav. Sci. 2025, 15(6), 807; https://doi.org/10.3390/bs15060807 - 12 Jun 2025

Abstract

The COVID-19 pandemic prompted the use of telehealth interventions for treating depression in older adults. We conducted a pilot study of a telephone-based brief psychological intervention, Behavioral Activation with Mental Imagery (BA-MI), for the treatment of depression in isolated older adults during the [...] Read more.

The COVID-19 pandemic prompted the use of telehealth interventions for treating depression in older adults. We conducted a pilot study of a telephone-based brief psychological intervention, Behavioral Activation with Mental Imagery (BA-MI), for the treatment of depression in isolated older adults during the COVID-19 pandemic. We achieved promising results regarding a reduction in depressive symptoms. The purpose of the present study was to investigate the participants’ experiences of the intervention and provide insight into how the intervention could be improved. Fourteen participants aged 67–85 years that completed the BA-MI intervention were purposively selected and interviewed. The interviews were analyzed using thematic analysis with a descriptive phenomenological approach. BA was experienced as a good way of increasing activities and improving mood, but the opinions on MI were divided. Telephone delivery reduced barriers due to pandemic restrictions but felt less personal and lacking non-verbal communication. Being recognized and talking to a therapist every week was described as healing. When using manual-based psychological interventions, one should aim to make them as person-centered as possible by making room for the patients as individuals with both a past and a present, rather than just focusing on intervention delivery. Full article

(This article belongs to the Special Issue Health Psychology and Behaviors during COVID-19)

14 pages, 604 KiB

Open AccessArticle

Exploring the Interplay Between Creative Self-Efficacy, Mindset, and Creativity in Response to Negative Feedback

by Mengrong Liu, Yilai Pei and Weiguo Pang

Behav. Sci. 2025, 15(6), 806; https://doi.org/10.3390/bs15060806 - 12 Jun 2025

Abstract

Negative feedback is both common and important in the creative process. However, research has shown inconsistent effects of negative feedback on creativity, and individual characteristics may moderate the impact of negative feedback on creative performance. This study explores how creative self-efficacy and a [...] Read more.

Negative feedback is both common and important in the creative process. However, research has shown inconsistent effects of negative feedback on creativity, and individual characteristics may moderate the impact of negative feedback on creative performance. This study explores how creative self-efficacy and a creative developmental mindset interact to influence creative performance in response to negative feedback. One hundred and twenty-two university students were recruited to complete the Creative Self-Efficacy Scale and the Creative Mindset Scale. They also participated in two Alternative Uses Tasks and one Realistic Presented Problem, both before and after receiving pseudo negative feedback. The results indicated that individuals with high creative self-efficacy and a low developmental mindset generated more Realistic Presented Problem solutions after negative feedback, while those with high creative self-efficacy and a high developmental mindset generated more original Realistic Presented Problem solutions. These findings are discussed in relation to the self-enhancement and self-improvement motivations. Based on our results, the role of creative self-efficacy and a developmental mindset should be considered when delivering negative feedback. Our research also highlights ways to foster creativity in educational and workplace settings. Full article

(This article belongs to the Special Issue Creativity in Education: Influencing Factors and Outcomes)

► Show Figures

Figure 1

15 pages, 247 KiB

Open AccessArticle

The Benefits and Challenges of the Parental Monitoring of YouTube in Adolescents’ Lives: A Qualitative Study of Emotion and Sleep Regulation

by Linda Charmaraman, Ramona Smucker, Sally A. Theran, Srimayee Dam and Jessica Anthony

Behav. Sci. 2025, 15(6), 805; https://doi.org/10.3390/bs15060805 - 12 Jun 2025

Abstract

YouTube is the most popular social media platform for children and adolescents, yet relatively little research has been conducted on adolescents’ use and their motivations for use. Prior research has predominantly focused on measuring the quantity of time spent on the platform, and [...] Read more.

YouTube is the most popular social media platform for children and adolescents, yet relatively little research has been conducted on adolescents’ use and their motivations for use. Prior research has predominantly focused on measuring the quantity of time spent on the platform, and less is known about the motivations and self-awareness of using YouTube as children turn into tweens and teens. Stemming from a larger survey study of adolescent social technology use, we interviewed a subset of 35 youths (50% female, 49% male, 1% non-binary) to qualitatively explore the benefits and challenges of YouTube use. Thematic analyses revealed the wide range of emotional responses and regulation that were attributed to YouTube use, including humor, fear, anger, insecurity, and anxiety. Some participants experienced wishful identification with YouTube influencers, and others viewed YouTube as entertainment or an escape from boredom. Sleep regulation was mixed, in that for some, YouTube was a distraction from getting enough sleep, and for others, it helped them fall asleep. Parental monitoring was a developmental challenge as the youths described their parents as lacking knowledge about the length of time they spend on the platform and/or the risky YouTube content that they watch, particularly as they got older. These exploratory findings may be pertinent for parents, educators, and clinicians. Full article

(This article belongs to the Special Issue Social Media as Interpersonal and Masspersonal)

20 pages, 1022 KiB

Open AccessArticle

The Effects of Teacher Rewards and Their Types on Preschool Children’s Selective Trust

by Weihai Tang, Yuqian Du, Rubo Zhong, Chunhui Qin and Xiping Liu

Behav. Sci. 2025, 15(6), 804; https://doi.org/10.3390/bs15060804 - 12 Jun 2025

Abstract

Children acquire much of their knowledge through trusting others’ testimony, particularly that of teachers. They not only tend to trust their teachers but also imitate behaviors that teachers reward. However, it remains unclear if they show selective trust in those who provide such [...] Read more.

Children acquire much of their knowledge through trusting others’ testimony, particularly that of teachers. They not only tend to trust their teachers but also imitate behaviors that teachers reward. However, it remains unclear if they show selective trust in those who provide such rewards. This study, therefore, examined how teachers’ rewards to other children and the types of these rewards influence the selective trust of preschoolers. In Study 1, 162 preschoolers from junior, middle, and senior classes watched videos of a teacher giving verbal and material rewards, while another provided neutral feedback. Then, children chose which teacher to trust in a novel object-naming task. The results showed that all preschoolers preferred to trust teachers who offered rewards compared to those who did not. Moreover, junior-class children displayed the highest level of selective trust among the preschoolers. In Study 2, 176 preschoolers judged which teacher to trust, one offering material rewards and the other verbal praise. The results showed senior-class girls preferred teachers with material rewards more than senior-class boys and middle-class girls. These findings indicate that preschoolers can assess teachers’ trustworthiness based on rewards and are more sensitive to material rewards than to verbal praise when accepting information from teachers. Full article

► Show Figures

Figure 1

17 pages, 302 KiB

Open AccessArticle

Juror Characteristics and Decision Making in a Developed Coercive Control Case

by Kacey May Barnett, Russell Woodfield and Rachel A. Conlon

Behav. Sci. 2025, 15(6), 803; https://doi.org/10.3390/bs15060803 - 12 Jun 2025

Abstract

The aim of this study was to investigate whether juror characteristics, namely, age, attitudes surrounding coercive control and psychopathic personality traits (PPT), can influence Guilty or Not Guilty verdicts in a developed coercive control trial. One hundred and thirty-five participants (N = 135) [...] Read more.

The aim of this study was to investigate whether juror characteristics, namely, age, attitudes surrounding coercive control and psychopathic personality traits (PPT), can influence Guilty or Not Guilty verdicts in a developed coercive control trial. One hundred and thirty-five participants (N = 135) completed an online survey consisting of elements of a mock coercive control trial and three questionnaires: the Coercive Control subsection of the Modern Adolescent Dating Violence Attitudes (MADVA (CC)) Scale, the Psychopathic Personality Traits Scale—Revised (PPTS-R) and the Juror Decision Scale (JDS). The results of the analysis demonstrated significant positive correlations between MADVA (CC) scores and all four subscales of the PPTS-R, highlighting the relationship between psychopathy traits and coercive control attitudes. Binary logistic regression findings showed that higher scores on the MADVA (CC) Scale were the only significant predictor of returning a Not Guilty verdict. Those who also returned a Not Guilty verdict had more accepting controlling behaviour attitudes, scored higher for defendant believability and were less confident in their overall decision. Findings from the current study highlight the significance of attitudes in a juror decision-making context. The significance of attitudes may also be applicable to police officers and other agencies within the criminal justice system. Additional efforts need to be made regarding the identification of coercive control tactics, and training programmes should be implemented within the police to increase identification of these behaviours in order and to improve case progression. This may increase the likelihood of a jury being required in these cases. Furthermore, Not Guilty verdicts were given with significantly less confidence than Guilty verdicts, although they have the same influence at trial. More research needs to be carried out to explore the development and maintenance of accepting attitudes towards coercive control, and there is a need for better education regarding coercive control to attempt to tackle harmful attitudes towards it and aim for fairer trials. Full article

(This article belongs to the Special Issue Contemporary Developments in Attitudes and Interactions with Victims of Crime)

12 pages, 679 KiB

Open AccessArticle

The Dynamic Impact of Physical Education Teacher Support on College Students’ Adherence to Exercise: A Cross-Lagged Study from the Perspective of Self-Determination Theory

by Shan Huang and Hyun-Chul Jeong

Behav. Sci. 2025, 15(6), 802; https://doi.org/10.3390/bs15060802 - 11 Jun 2025

Abstract

Background: Physical exercise is crucial for the physical and mental health of college students, yet improving their exercise adherence remains a pressing challenge. Based on Self-Determination Theory (SDT), physical education (PE) teacher support may enhance students’ self-determined motivation by satisfying their basic psychological [...] Read more.

Background: Physical exercise is crucial for the physical and mental health of college students, yet improving their exercise adherence remains a pressing challenge. Based on Self-Determination Theory (SDT), physical education (PE) teacher support may enhance students’ self-determined motivation by satisfying their basic psychological needs, thereby promoting exercise adherence. However, the dynamic relationships among teacher support, self-determined motivation, and exercise adherence have not been fully explored. Objective: This study aimed to investigate the dynamic impact of PE teacher support on college students’ exercise adherence and to verify the mediating role of self-determined motivation. Methods: A longitudinal design was adopted, with three waves of data collection (T1, T2, T3) from 555 college students. Cross-lagged models and longitudinal mediation models were constructed to analyze the dynamic relationships among variables. Results: This study found that T1 teacher support significantly and positively predicted T2 self-determined motivation (β = 0.187, p < 0.001) and T2 exercise adherence (β = 0.379, p < 0.001). Self-determined motivation mediated the relationship between teacher support and exercise adherence (mediation effect = 0.039, 95% CI = [0.007, 0.072]). Additionally, bidirectional predictive relationships existed between self-determined motivation and exercise adherence, although the bidirectional relationship between teacher support and exercise adherence was inconsistent across time points. Conclusion: PE teacher support exerts a significant longitudinal impact on college students’ exercise adherence, primarily through direct effects and the mediating role of self-determined motivation. These findings provide theoretical support for college physical education practices, emphasizing the critical role of teacher support in fulfilling students’ basic psychological needs and enhancing exercise adherence. Future research should expand sample sizes and extend tracking periods to comprehensively reveal the dynamic mechanisms among variables. Full article

► Show Figures

Figure 1

6 pages, 172 KiB

Open AccessEditorial

Emotional and Cognitive Perspectives in Physical Activity and Sport: An Introduction

by Yair Galily and Gershon Tenenbaum

Behav. Sci. 2025, 15(6), 801; https://doi.org/10.3390/bs15060801 - 11 Jun 2025

Abstract

In the rapidly evolving world of physical activity and sport science, researchers and practitioners alike are increasingly recognizing that the path to optimal performance and well-being is paved not just with physical conditioning and technical skill but also with emotional regulation and cognitive [...] Read more.

In the rapidly evolving world of physical activity and sport science, researchers and practitioners alike are increasingly recognizing that the path to optimal performance and well-being is paved not just with physical conditioning and technical skill but also with emotional regulation and cognitive acuity (Lepers et al [...] Full article

(This article belongs to the Special Issue Emotional and Cognitive Perspectives in Physical Activity and Sport)

21 pages, 1191 KiB

Open AccessArticle

Psychometric Properties and the Network Analysis of the Turkish Version of the Multidimensional Flourishing Scale: Associations with Psychological Distress

by İbrahim Dadandı and Fatih Aydın

Behav. Sci. 2025, 15(6), 800; https://doi.org/10.3390/bs15060800 - 11 Jun 2025

Abstract

In recent years, the role of flourishing in mental health has gained growing recognition, making the establishment of psychometrically and culturally validated instruments crucial for advancing theory and practice. The aim of this study is twofold: first, to adapt the Multidimensional Flourishing Scale [...] Read more.

In recent years, the role of flourishing in mental health has gained growing recognition, making the establishment of psychometrically and culturally validated instruments crucial for advancing theory and practice. The aim of this study is twofold: first, to adapt the Multidimensional Flourishing Scale for use in Turkey and investigate its psychometric properties; second, to explore the interrelationships between indicators of flourishing and psychological distress symptoms using network analysis. A total of 529 undergraduate students, comprising 316 females (59.7%) and 213 males (40.3%), with a mean age of 21.65 years (SD = 1.67), participated in the study. The Multidimensional Flourishing Scale, the Flourishing Scale, and the Kessler Distress Scale (K10) were utilized for data collection. Confirmatory factor analysis, Pearson correlation analysis, and the EBICglasso algorithm for network analyses were performed. The findings revealed that the Turkish version of the Multidimensional Flourishing Scale demonstrated a three-dimensional structure consistent with its original version, with satisfactory psychometric properties, including structural and convergent validity as well as reliability. Domain-level network analysis demonstrated that psychological well-being emerged as the most central node within the network, closely followed by psychological distress. Additionally, psychological distress was negatively associated with all domains of flourishing. At the item level, two symptoms of psychological distress, feeling depressed and feeling restless or fidgety, as well as three indicators of flourishing, feeling positive, feeling happy, and perceiving life as full of meaning, emerged as the most central nodes. These findings provide valuable insights into the central features of flourishing and psychological distress, which could potentially guide clinical practice. Further discussion and implications are elaborated upon in the study. Full article

► Show Figures

Figure 1

17 pages, 2798 KiB

Open AccessArticle

Leveraging an Arts-Based Approach to Foster Engagement, Nurture Kindness, and Prevent Violence

by Yok-Fong Paat, Diego Garcia Tovar, Nathan W. Myers, Max C. E. Orezzoli, Anne M. Giangiulio, Sarah L. Ruiz, Angela V. Dorado and Luis R. Torres-Hostos

Behav. Sci. 2025, 15(6), 799; https://doi.org/10.3390/bs15060799 - 11 Jun 2025

Abstract

Drawing from the insights of community partners, this study explored the roles and benefits of arts-based approaches to foster civic learning, critical media literacy, and community engagement. It also uncovered approaches to promote kindness, prevent violence, and combat online extremism, offering insights into [...] Read more.

Drawing from the insights of community partners, this study explored the roles and benefits of arts-based approaches to foster civic learning, critical media literacy, and community engagement. It also uncovered approaches to promote kindness, prevent violence, and combat online extremism, offering insights into strategies that may enhance community engagement and create a positive impact. We presented our model framework, a detailed case study of our project, and qualitative methods incorporating 15 interviews with our community partners to capture a broad range of perspectives and experiences. Interviewees were community partners who collaborated with our project in organizing events and activities using an arts-based approach to promote kindness, awareness, and violence prevention since the inception of the project. Data were analyzed using thematic data analysis. We categorized the community partners’ responses into four key themes: (1) the inherent benefits of the arts, (2) promoting kindness and preventing violence through artistic expression, (3) teaching civic responsibility through the arts, and (4) practical strategies for collaborating with community partners. The practice implications and lessons learned were discussed. Full article

► Show Figures

Figure 1

28 pages, 440 KiB

Open AccessArticle

Behind the Leash: Burnout, Compassion Fatigue, and Occupational Strain in Dog Trainers

by Alexandra Malone

Behav. Sci. 2025, 15(6), 798; https://doi.org/10.3390/bs15060798 - 10 Jun 2025

Abstract

The cases that dog trainers and behavior consultants face are often traumatic and emotionally challenging, especially under pressure from distressed clients. This study investigated whether more years of professional experience and higher levels of dog aggression contribute to burnout and whether the overall [...] Read more.

The cases that dog trainers and behavior consultants face are often traumatic and emotionally challenging, especially under pressure from distressed clients. This study investigated whether more years of professional experience and higher levels of dog aggression contribute to burnout and whether the overall emotional toll of caring moderates these relationships. Eighty-six professionals completed the Professional Quality of Life Measure, which evaluates the positive aspects of caregiving and negative outcomes such as burnout and secondary traumatic stress. The analysis revealed that neither extended work experience nor increased dog aggression significantly predicted higher burnout levels, and the anticipated moderating effect of emotional strain was not observed. The levels of burnout and secondary traumatic stress in this sample were similar to those reported in other animal-care and human healthcare settings, while the satisfaction derived from caregiving remained relatively high. These results suggest that factors beyond years of experience and dog aggression—such as workplace support and individual coping mechanisms—may be more crucial in influencing burnout among these professionals. This study highlights the need for an expanded investigation of other possible influences, such as workplace support and personal coping mechanisms. Identifying specific challenges that dog trainers face and implementing strategies to offset burnout will create a healthier and more sustainable work environment and improve the quality of life for humans and their canine companions. Full article

► Show Figures

Figure 1

26 pages, 3432 KiB

Open AccessReview

Appraising the Sonic Environment: A Conceptual Framework for Perceptual, Computational, and Cognitive Requirements

by Tjeerd C. Andringa

Behav. Sci. 2025, 15(6), 797; https://doi.org/10.3390/bs15060797 - 10 Jun 2025

Abstract

This paper provides a conceptual framework for soundscape appraisal as a key outcome of the hearing process. Sound appraisal involves auditory sense-making and produces the soundscape as the perceived and understood acoustic environment. The soundscape exists in the experiential domain and involves meaning-giving. [...] Read more.

This paper provides a conceptual framework for soundscape appraisal as a key outcome of the hearing process. Sound appraisal involves auditory sense-making and produces the soundscape as the perceived and understood acoustic environment. The soundscape exists in the experiential domain and involves meaning-giving. Soundscape research has reached a consensus about the relevance of two experiential dimensions—pleasure and eventfulness—which give rise to four appraisal quadrants: calm, lively/vibrant, chaotic, and boring/monotonous. Requirements for and constraints on the hearing and appraisal processes follow from the demands of living in a complex world, the specific properties of source and transmission physics, and the need for auditory events and streams of single-source information. These lead to several core features and functions of the hearing process, such as prioritizing the auditory channel (loudness), forming auditory streams (audibility, primitive auditory scene analysis), prioritizing auditory streams (audible safety, noise sensitivity), and initial meaning-giving (auditory gist and perceptual layers). Combined, this leads to a model of soundscape appraisal yielding the ISO quadrant structure. Long-term aggregated appraisals lead to a sonic climate that allows for an insightful comparison of different locations. The resulting system needs additional validation and optimization to comply in detail with human appraisal and evaluation. Full article

(This article belongs to the Special Issue Music Listening as Exploratory Behavior)

► Show Figures

Figure 1

Journal Description

Behavioral Sciences

Latest Articles

Journal Menu

Journal Browser

Highly Accessed Articles

Latest Books

E-Mail Alert

News

Topics

Conferences

Special Issues

Further Information

Guidelines

MDPI Initiatives

Follow MDPI