Behavioral Sciences

16 pages, 431 KiB

Open AccessArticle

The Impact of Choir Singing on International Students’ Sense of Belonging, Loneliness, and Wellbeing: A Controlled Evaluation of UQ Voices

by Rong Han, Vicki Bos, Fiona Wiebusch, Mary C. Broughton and Genevieve A. Dingle

Behav. Sci. 2025, 15(5), 575; https://doi.org/10.3390/bs15050575 - 24 Apr 2025

Abstract

International students beginning university face challenges, including loneliness and isolation. Research shows that choir singing can enhance social bonds and emotional wellbeing. However, its effect on international students remains underexplored. This study applied a social identity perspective to evaluate the impact of participation [...] Read more.

International students beginning university face challenges, including loneliness and isolation. Research shows that choir singing can enhance social bonds and emotional wellbeing. However, its effect on international students remains underexplored. This study applied a social identity perspective to evaluate the impact of participation in a university community choir on international students’ university identification (i.e., sense of belonging), loneliness, and wellbeing. A non-randomised controlled study was conducted with 53 international students at UQ, including 31 UQ Voices choir members (M_age = 24.90, 71.0% female) and 22 non-choir students (M_age = 24.18, 72.7% female). Participants completed measures of university identification, loneliness, and wellbeing at baseline (pre) and after 6–8 weeks (post), along with group-based psychosocial resources measures. Data were analysed using 2 (choir, control) × 2 (pre, post) ANOVAs. A significant interaction effect emerged for university identification (sense of belonging), with choir participants improving more than controls. A main effect of group emerged for wellbeing, with choir members reporting higher wellbeing. No significant effects for loneliness, which was not elevated at baseline. Choir identification was significantly related to psychosocial resources (self-esteem, control, meaning and purpose, and mood improvement). Choir singing may serve as a preventative intervention to support international students’ wellbeing by fostering a stronger sense of belonging in the new university and country. Full article

(This article belongs to the Special Issue The Impact of Music on Individual and Social Well-Being)

48 pages, 666 KiB

Open AccessReview

Effects of Social Media Use on Youth and Adolescent Mental Health: A Scoping Review of Reviews

by Nadine Agyapong-Opoku, Felix Agyapong-Opoku and Andrew J. Greenshaw

Behav. Sci. 2025, 15(5), 574; https://doi.org/10.3390/bs15050574 - 24 Apr 2025

Abstract

Background: The impact of social media on adolescent mental health has become a critical area of research as social media usage has surged among youth. Despite extensive research, findings on this relationship remain inconsistent, with various studies reporting both negative and positive effects. [...] Read more.

Background: The impact of social media on adolescent mental health has become a critical area of research as social media usage has surged among youth. Despite extensive research, findings on this relationship remain inconsistent, with various studies reporting both negative and positive effects. This scoping review aims to clarify the multifaceted nature of this relationship by analyzing the recent literature. Objective: This review aims to analyze the current evidence regarding the effects of social media use on adolescent mental health, identify consistent patterns and discrepancies in the findings, identify gaps in our knowledge, and highlight opportunities for further research. Methods: A scoping review was conducted following Arksey and O’Malley’s five-stage approach. Searches were performed in PubMed, MEDLINE, Web of Science, and Scopus for articles published between July 2020 and July 2024. Inclusion criteria were systematic reviews, umbrella reviews, narrative reviews, and meta-analyses written in English focusing on youth/adolescents’ mental health and social media. The search strategy identified 1005 articles, of which 43 relevant articles survived the reviewer selection process, from which data were extracted and analyzed to inform this review. Results: The majority of studies linked social media use to adverse mental health outcomes, particularly depression and anxiety. However, the relationship was complex, with evidence suggesting that problematic use and passive consumption of social media were most strongly associated with adverse effects. In contrast, some studies highlighted positive aspects, including enhanced social support and reduced isolation. The mental health impact of social media use, specifically during the COVID-19 pandemic, was mixed, with the full range of neutral, negative, and positive effects reported. Conclusions: The nature of social media’s impact on adolescent mental health is highly individualistic and influenced by moderating factors. This review supports the notion that social media’s effects on adolescent mental health can be context specific and may be shaped by patterns of usage. A focus on longitudinal studies in future research will be useful for us to understand long-term effects and develop targeted interventions in this context. Enhancing digital literacy and creating supportive online environments are essential to maximizing the benefits of social media while mitigating its risks. Full article

(This article belongs to the Section Child and Adolescent Psychiatry)

15 pages, 898 KiB

Open AccessArticle

When Pressure Breeds Misconduct: Job Strain, Coworker Support, and Unethical Pro-Organizational Behavior

by Gukdo Byun, Soojin Lee, Ye Dai, Jihyeon Rhie and Ji Hoon Lee

Behav. Sci. 2025, 15(5), 573; https://doi.org/10.3390/bs15050573 - 24 Apr 2025

Abstract

Performance pressure is a pervasive organizational force with complex implications for employee behavior. Grounded in Conservation of Resources (COR) theory, this study examines how performance pressure influences unethical pro-organizational behavior (UPB) through the mediating role of job strain while also considering the moderating [...] Read more.

Performance pressure is a pervasive organizational force with complex implications for employee behavior. Grounded in Conservation of Resources (COR) theory, this study examines how performance pressure influences unethical pro-organizational behavior (UPB) through the mediating role of job strain while also considering the moderating effect of perceived coworker support. Using survey data from 280 police officers, our findings demonstrate that performance pressure significantly increases UPB, with job strain serving as a key explanatory mechanism. Moreover, perceived coworker support significantly mitigates both the direct impact of performance pressure on job strain and its indirect effect on UPB. By identifying the psychological mechanisms and boundary conditions underlying UPB, this study contributes to the literature on ethical decision-making in high-pressure work environments. The findings also offer practical insights for organizations seeking to mitigate the unintended consequences of performance-driven management practices through the cultivation of a supportive work climate. Full article

(This article belongs to the Section Organizational Behaviors)

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16 pages, 979 KiB

Open AccessArticle

The Dark Side of Boys’ Compliments to Girls: Exploring Their Relationship with Sexism and Cyberviolence Towards Intimate Partners

by Yolanda Rodríguez-Castro, Rosana Martínez-Román and María Lameiras-Fernández

Behav. Sci. 2025, 15(5), 572; https://doi.org/10.3390/bs15050572 - 24 Apr 2025

Abstract

The objective of this study was to evaluate the frequency with which boys “compliment” girls, know their perceptions about whether girls like compliments, and discen whether they believe that society expects them to make such comments. The relationship of such compliments with the [...] Read more.

The objective of this study was to evaluate the frequency with which boys “compliment” girls, know their perceptions about whether girls like compliments, and discen whether they believe that society expects them to make such comments. The relationship of such compliments with the level of ambivalent sexism and cyberviolence towards the partner was also evaluated. A total of 498 adolescent boys participated in this study, with a mean age of 16.01 years (SD = 1.02), recruited with the Computer-Assisted Web Interviewing (CAWI) system. The main results obtained show that younger boys more frequently emit objectifying messages about women’s bodies than older boys. They believe these comments positively impact girls, thinking they are appreciated. These boys, especially younger boys, show higher levels of hostile and benevolent sexism and perform more cyberviolence towards their partners. Boys’ level of partner cybercontrol predicts the emission of comments about women’s bodies, especially in boys with a high level of hostile sexism. Therefore, to prevent sexual harassment, gender-based cyberviolence, and sexism, it is crucial for the educational system to promote comprehensive sex education. Full article

(This article belongs to the Special Issue Intimate Partner Violence Against Women)

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22 pages, 1498 KiB

Open AccessArticle

Efficacy of a Positive Psychology Intervention in Enhancing Optimism and Reducing Depression Among University Students: A Quasi-Experimental Study

by Elisenda Tarrats-Pons, Marc Mussons-Torras and Yirsa Jiménez-Pérez

Behav. Sci. 2025, 15(5), 571; https://doi.org/10.3390/bs15050571 - 24 Apr 2025

Abstract

Positive psychology interventions in higher education can be pivotal in reducing depression rates among university students while also enhancing their optimism and well-being. This study aims to examine the effectiveness of implementing a 15-week group intervention on a sample of 194 students who [...] Read more.

Positive psychology interventions in higher education can be pivotal in reducing depression rates among university students while also enhancing their optimism and well-being. This study aims to examine the effectiveness of implementing a 15-week group intervention on a sample of 194 students who were assigned to either the intervention group (N = 126) or the control group (N = 68). Utilizing a quasi-experimental design with experimental and control conditions, pre- and post-intervention measures were administered to assess depression, optimism, pessimism, and perseverance towards long-term goals. Specifically, the Life Orientation Test-Revised (LOT-R), the Center for Epidemiologic Studies Depression Scale (CES-D), the Attributional Style Questionnaire (ASQ), and the GRIT Scale were employed. The results indicate that students in the experimental group reported significantly higher levels of optimism and reduced depression rates compared to the control group, where no significant differences were observed between pre- and post-intervention outcomes. In conclusion, the implementation of the Hallenges group intervention program may be effective in contributing to the well-being of university students. However, further research is needed to refine and enhance this intervention and to apply it across different university grades and courses. Full article

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12 pages, 472 KiB

Open AccessArticle

Personality Traits of Choral Singers and Their Association with Perceived Mental Well-Being

by Sibylle Robens, Alexandra Monstadt, Alexander Hagen and Thomas Ostermann

Behav. Sci. 2025, 15(5), 570; https://doi.org/10.3390/bs15050570 - 23 Apr 2025

Abstract

Previous research indicates that choir singing enhances mental well-being. This study explores whether these well-being benefits are related to the personality traits of singers. We assessed the personality traits of 760 German amateur choral singers (205 men, 555 women, mean age 47.1 ± [...] Read more.

Previous research indicates that choir singing enhances mental well-being. This study explores whether these well-being benefits are related to the personality traits of singers. We assessed the personality traits of 760 German amateur choral singers (205 men, 555 women, mean age 47.1 ± 14.0 years) using a 30-item version of the NEO–Five–Factor Inventory and compared them with a representative population sample. General mental well-being was measured with the WHO-5 well-being index, and perceived mental health benefits from singing were evaluated using the Bochum Change Questionnaire (BCQ-2000). Regression analyses examined the relationship between personality traits, BCQ-2000, and WHO-5 well-being scores. Choral singers scored significantly higher than the general population on extraversion, openness to experience, and agreeableness. The WHO-5 scores of choir singers were significantly positively correlated with extraversion and conscientiousness, and negatively with neuroticism. BCQ-2000 scores were significantly positively associated with extraversion, openness, and agreeableness. In this exploratory study, we examined the association between personality traits and singing-related mental well-being without accounting for other potential sociodemographic confounders of mental health, such as socioeconomic status. The study suggests that the self-reported mental well-being benefits of singing are influenced by individual personality traits. Full article

(This article belongs to the Special Issue The Impact of Music on Individual and Social Well-Being)

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24 pages, 729 KiB

Open AccessArticle

Mothers’ Self-Worth and Children’s Achievements: A Q Methodological Analysis of Perception Types

by Kyongmin Lee, Song Yi Lee and Sanghee Lee

Behav. Sci. 2025, 15(5), 569; https://doi.org/10.3390/bs15050569 - 23 Apr 2025

Abstract

This study explores mothers’ subjective perceptions of self-worth in relation to their children’s achievements using Q methodology. A Q population was constructed based on previous studies and interviews. Forty Q sample statements were selected. Thirty-three mothers raising children were purposefully sampled to ensure [...] Read more.

This study explores mothers’ subjective perceptions of self-worth in relation to their children’s achievements using Q methodology. A Q population was constructed based on previous studies and interviews. Forty Q sample statements were selected. Thirty-three mothers raising children were purposefully sampled to ensure representativeness in the P sample. The Q sorting procedure was conducted, followed by a principal component analysis using the Ken-Q Analysis Desktop Edition. The findings identified four distinct types of maternal self-worth perception: Type 1, Achievement-Independent, perceives self-worth independently from their children’s achievements and accepts their failures without attempting to control them. Type 2, Achievement-Dependent, considers children’s achievements crucial in their own life satisfaction and exhibits a strong tendency to control their children. Type 3, Ambivalent-Fusion, believes that children’s achievements do not directly affect their self-worth but shows an overprotective attitude to prevent their children’s failure. Type 4, Maternal-Obligation, perceives children’s achievements as a validation of their role as a mother and strongly internalizes the expectations and responsibilities associated with motherhood. This study categorizes mothers’ perceptions of self-worth and highlights the need for tailored support. The findings provide foundational data for the development of counseling services aimed at addressing mothers’ self-worth in relation to their children’s achievements. Full article

(This article belongs to the Special Issue Effects of the Interaction of Parenting Practices and Environment on Children’s Outcomes)

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19 pages, 649 KiB

Open AccessArticle

How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design

by Yanlong Liang and Jijian Lu

Behav. Sci. 2025, 15(5), 568; https://doi.org/10.3390/bs15050568 - 23 Apr 2025

Abstract

In the rapidly evolving educational landscape, understanding how school support influences the content creation of pre-service teachers’ instructional design is crucial for fostering effective teaching practices and sustainable professional development. This study aims to explore the influence pathways and mechanisms through which school [...] Read more.

In the rapidly evolving educational landscape, understanding how school support influences the content creation of pre-service teachers’ instructional design is crucial for fostering effective teaching practices and sustainable professional development. This study aims to explore the influence pathways and mechanisms through which school support affects the content creation of pre-service teachers’ instructional design. A total of 871 Chinese pre-service teachers were surveyed using an online questionnaire to assess school support, generative AI technology, self-efficacy, and instructional design content creation. The results indicate that school support has a significant positive predictive effect on the content creation of pre-service teachers’ instructional design. Moreover, generative AI technology and self-efficacy of pre-service teachers play a chain mediating role between school support and instructional design content creation. To enhance the content creation of pre-service teachers’ instructional design and promote the sustainability of teachers’ professional development, it is recommended that emphasis be placed on the application of school support and generative AI technology, as well as the enhancement of self-efficacy of pre-service teachers. Full article

(This article belongs to the Section Educational Psychology)

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12 pages, 589 KiB

Open AccessArticle

Associations Between Emotional Resilience and Mental Health Among Chinese Adolescents in the School Context: The Mediating Role of Positive Emotions

by Zhongmin Zhu, Biao Sang, Junsheng Liu, Yuyang Zhao and Ying Liu

Behav. Sci. 2025, 15(5), 567; https://doi.org/10.3390/bs15050567 - 23 Apr 2025

Abstract

Positive emotions play an essential role in adolescent resilience and mental healthy development, yet whether it affects emotional resilience, mental health, and the internal mechanism remains unknown. Therefore, the current study aims to, using a two-wave panel design, examine the relationship between emotional [...] Read more.

Positive emotions play an essential role in adolescent resilience and mental healthy development, yet whether it affects emotional resilience, mental health, and the internal mechanism remains unknown. Therefore, the current study aims to, using a two-wave panel design, examine the relationship between emotional resilience and mental health, as well as the mediating role of positive emotion. We conducted this longitudinal study in two waves with a 6-month interval, surveyed 266 Chinese adolescents (54.9% boys, M_age = 14.11 years, SD = 1.77), and constructed a mediation model. The participants completed the measures of demographic information, positive emotions, emotional resilience, and mental health at two times. The results revealed that after controlling for gender and age, Time 2 positive emotions partially mediated the relationship between Time 1 emotional resilience and Time 2 mental health. In detail, emotional resilience is positively correlated with life satisfaction, self-esteem, and overall mental health. It shows a negative correlation with symptoms of depression and anxiety, partly mediated by positive emotions. The findings highlighted the role of emotional resilience in mitigating psychological problems and enhancing mental health in Chinese adolescents. The implications and limitations were discussed. Full article

(This article belongs to the Special Issue Social Behaviors in Childhood: Causes and Consequences)

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16 pages, 267 KiB

Open AccessArticle

Gender Differences in Cyberstalking: The Roles of Risk, Control, and Opportunity Factors in Social Media

by Seong-Sik Lee and Cheong Sun Park

Behav. Sci. 2025, 15(5), 566; https://doi.org/10.3390/bs15050566 - 22 Apr 2025

Abstract

This study empirically tests explanatory factors for cyberstalking on social networking services (SNS), especially focusing on gender differences in the effects of risk, control, and opportunity factors. In this study, we used lack of attachment and denial of victim as risk factors, morality [...] Read more.

This study empirically tests explanatory factors for cyberstalking on social networking services (SNS), especially focusing on gender differences in the effects of risk, control, and opportunity factors. In this study, we used lack of attachment and denial of victim as risk factors, morality and self-control as control factors, and anonymity as an opportunity factor. We predicted that the main risk effect for cyberstalking and the interaction effect between risk and control factors and between risk and opportunity factors can be differentiated by gender. It is hypothesized that the effects of lack of attachment and denial of victim as risk factors for cyberstalking would differ by gender. Furthermore, in the context of risk factors, we predicted that the moderating effect of the control factor would be greater for women, and the effect of the opportunity factor, such as anonymity, would be greater for men. The results of the analysis of cross-sectional data from 270 SNS using college students in Seoul, South Korea, generally supported the hypotheses. As a risk factor, the influence of lack of attachment was greater for men, while denial of victim was greater for women. The moderating effects of the control factors were greater for women in such a way that the interaction between denial of victim and morality was significant for women; while the moderating effect of the opportunity factor was greater for men in such a way that the interaction between lack of attachment and anonymity was more significant for men. This study finds that the risk factors of cyberstalking and the respective moderating effects of control and opportunity factors can be differentiated according to gender. Full article

21 pages, 734 KiB

Open AccessArticle

Exploring the Impostor Phenomenon Among Korean Daycare Directors: A Grounded Theory Approach

by Ji-Hyeon Choi and Young-Eun Lee

Behav. Sci. 2025, 15(5), 565; https://doi.org/10.3390/bs15050565 - 22 Apr 2025

Abstract

The impostor phenomenon, characterized by self-doubt and an external attribution of success, significantly impacts daycare center directors, influencing their leadership effectiveness and childcare quality. This qualitative study aims to explore how the impostor phenomenon manifests among Korean daycare center directors within an ecological [...] Read more.

The impostor phenomenon, characterized by self-doubt and an external attribution of success, significantly impacts daycare center directors, influencing their leadership effectiveness and childcare quality. This qualitative study aims to explore how the impostor phenomenon manifests among Korean daycare center directors within an ecological framework. Semi-structured interviews were conducted with 15 Korean daycare center directors using grounded theory methods. Analysis identified the phenomenon across cognitive, emotional, and behavioral dimensions, revealing both negative self-perceptions and strategic, perfectionism-related behaviors consistent with previous research. This study proposes a contextual model based on Bronfenbrenner’s ecological systems theory, illustrating interactions at macrosystem, exosystem, mesosystem, microsystem, and chronosystem levels, with a detailed paradigm model further explaining microsystem and chronosystem interactions. These findings contribute to clarifying and contextualizing the impostor phenomenon, particularly highlighting situational influences and strategic manifestations. This research provides a foundation for future studies in South Korean contexts and practical insights for developing targeted leadership support programs for daycare center directors. Full article

(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)

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16 pages, 420 KiB

Open AccessArticle

Exploring the Nexus of Token Acts of Online Support, Compassion, and Behavioral Intentions Toward Immigrants from Ukraine and Russia

by Nonna Kushnirovich and Sabina Lissitsa

Behav. Sci. 2025, 15(5), 564; https://doi.org/10.3390/bs15050564 - 22 Apr 2025

Abstract

This study investigates the relationship between public token acts of online support and prosocial behavioral intentions, shedding light on the potential mediating influences that contribute to this intricate interplay. It focuses on the determinants of prosocial behavioral intentions toward three specific groups of [...] Read more.

This study investigates the relationship between public token acts of online support and prosocial behavioral intentions, shedding light on the potential mediating influences that contribute to this intricate interplay. It focuses on the determinants of prosocial behavioral intentions toward three specific groups of immigrants who came to Israel after Russia’s invasion of Ukraine in 2022: asylum seekers from Ukraine, immigrant citizens repatriated from Ukraine, and immigrant citizens repatriated from Russia. The data were collected via a survey of 847 social media users in Israel. This study revealed that the higher the frequency of token acts of online support for prosocial content in social media, the higher perspective-taking and emotional concerns were reported by respondents. High emotional concern, in turn, was associated with higher prosocial behavioral intentions. Summing up, the more actively people engage with prosocial content on social media, the higher their prosocial behavioral intentions are. Full article

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17 pages, 599 KiB

Open AccessArticle

Gender, Self-Efficacy, and Academic Performance: Evidence in Business Education Program

by Ana Moraga-Pumarino, Sonia Salvo-Garrido and Vesnia Ortiz-Cea

Behav. Sci. 2025, 15(5), 563; https://doi.org/10.3390/bs15050563 - 22 Apr 2025

Abstract

Self-efficacy, the conviction in one’s ability to succeed in particular tasks, is crucial in academic performance and professional development, especially in higher education programs. Although it has been widely studied in STEM disciplines, research on gender differences in self-efficacy in business education is [...] Read more.

Self-efficacy, the conviction in one’s ability to succeed in particular tasks, is crucial in academic performance and professional development, especially in higher education programs. Although it has been widely studied in STEM disciplines, research on gender differences in self-efficacy in business education is scarce, especially in the Chilean context. This study aims to fill this gap by examining self-efficacy beliefs and their association with academic performance among business students at a Chilean university. Using a quantitative, cross-sectional design, data were collected from 239 students via the validated Academic Self-Efficacy Scale (ESAA). Confirmatory factor analysis confirmed the scale’s psychometric robustness in measuring situational and personal efficacy beliefs. No significant associations were found between self-efficacy and academic performance. However, gender differences emerged in personal efficacy beliefs, with men reporting higher levels than women, while no differences were found in situational efficacy. These findings reinforce the multidimensional nature of academic self-efficacy and reveal persistent gender disparities in how students perceive their individual academic capacities. This asymmetry may limit women’s engagement, confidence, and long-term professional development in male-dominated fields such as business. The results point to the need for gender-sensitive educational strategies that intentionally foster personal efficacy beliefs among female students, thereby promoting more equitable academic experiences and professional trajectories. Full article

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14 pages, 398 KiB

Open AccessArticle

The Impact of Cognitive Reappraisal Intervention on Depressive Tendencies in Chinese College Students: The Mediating Role of Regulatory Emotional Self-Efficacy

by Ting Lu, Kejing Liu, Xiang Feng, Xinyu Zhang and Zhuang She

Behav. Sci. 2025, 15(5), 562; https://doi.org/10.3390/bs15050562 - 22 Apr 2025

Abstract

This research was conducted to explore how a cognitive reappraisal intervention influences depression in college students with depressive tendencies, as well as to examine how regulatory emotional self-efficacy mediates this link. An unstructured questionnaire was utilized to evaluate the effects of a cognitive [...] Read more.

This research was conducted to explore how a cognitive reappraisal intervention influences depression in college students with depressive tendencies, as well as to examine how regulatory emotional self-efficacy mediates this link. An unstructured questionnaire was utilized to evaluate the effects of a cognitive reappraisal intervention, while online reading and writing tasks were implemented to address the depressive symptoms among college students exhibiting tendencies. The participants in the study included 98 college students exhibiting depressive tendencies. The students’ depression, regulatory emotional self-efficacy, and cognitive reappraisal scores were measured before and after the intervention. The findings indicated that interventions focused on cognitive reappraisal can effectively reduce depression in college students exhibiting depressive tendencies. Additionally, regulatory emotional self-efficacy played a significant mediating role in the link between cognitive reappraisal intervention and depression levels among these students. The results provide valuable insights regarding interventions for depressive tendencies, highlighting their crucial role in enhancing the mental well-being of college students. Full article

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21 pages, 1917 KiB

Open AccessArticle

Snap & Write: Examining the Effect of Taking Photos and Notes on Memory for Lecture Content

by Maribeth M. Trego, Julia S. Soares and Annie S. Ditta

Behav. Sci. 2025, 15(5), 561; https://doi.org/10.3390/bs15050561 - 22 Apr 2025

Abstract

Three studies investigated the effects of photo and note taking on memory for lecture content in in-person and online environments. Participants watched slideshow lecture videos and were instructed to only watch, take photos, take notes, or simultaneously take both photos and notes of [...] Read more.

Three studies investigated the effects of photo and note taking on memory for lecture content in in-person and online environments. Participants watched slideshow lecture videos and were instructed to only watch, take photos, take notes, or simultaneously take both photos and notes of the information on the slides. Memory for on-slide and only said information was tested using fill-in-the-blank questions. Experiment 1, conducted in-person, found a significant photo-taking impairment and an interaction for on-slide information such that there was a larger impairment when participants took both photos and notes compared to when they only took notes. Experiment 2 failed to replicate this interaction; there was an overall photo-taking impairment for on-slide information in an in-person learning environment. We additionally examined mind wandering as a potential mechanism driving these effects but found that it does not provide a sufficient explanation for our results. Experiment 3 used a design similar to Experiments 1 and 2 in an online environment and found a photo-taking benefit for on-slide information. Our results suggest that, in in-person classes, photo taking likely impairs learning, but, in online classes, photo taking may not be as harmful. Participants showed a note taking benefit in Experiments 2 and 3 across both class modalities. Full article

(This article belongs to the Special Issue Educational Applications of Cognitive Psychology)

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19 pages, 747 KiB

Open AccessArticle

The Role of Students’ Perceptions of Educators’ Communication Accommodative Behaviors in Classrooms in China

by Dan Ji, Howard Giles and Wei Hu

Behav. Sci. 2025, 15(4), 560; https://doi.org/10.3390/bs15040560 - 21 Apr 2025

Abstract

In China, educators are encouraged by administrators to assume instructional and language strategies to align with their students’ needs so as to enhance classroom communicative effectiveness, with students’ perceptions of teachers’ behavior being a salient factor in this process. This study, based on [...] Read more.

In China, educators are encouraged by administrators to assume instructional and language strategies to align with their students’ needs so as to enhance classroom communicative effectiveness, with students’ perceptions of teachers’ behavior being a salient factor in this process. This study, based on communication accommodation theory, examines how students’ perceptions of teachers’ behaviors influence reports of positive classroom outcomes. Using structural equation modeling, we analyzed responses from a sample of 422 university students in Shanghai. The results showed that the students’ perceptions of teachers’ communication accommodation behaviors, such as verbal and nonverbal tactics, teaching content, and emotional support behaviors, significantly and positively impacted students’ learning effectiveness, teacher credibility, and communication satisfaction. Furthermore, teacher credibility partially mediated the relationship between perceptions of accommodation and learner effectiveness. The findings offer practical insights for educators by suggesting that strategic adaptions of communication accommodations behaviors can promote students’ learning outcomes. Full article

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25 pages, 4393 KiB

Open AccessArticle

Behavioral Analysis of Postgraduate Education Satisfaction: Unveiling Key Influencing Factors with Bayesian Networks and Feature Importance

by Sheng Li, Ting Wang, Hanqing Yin, Shuai Ding and Zhiqiang Cai

Behav. Sci. 2025, 15(4), 559; https://doi.org/10.3390/bs15040559 - 21 Apr 2025

Abstract

Accurately evaluating postgraduate education satisfaction is crucial for improving higher education quality and optimizing management practices. Traditional methods often fail to capture the complex behavioral interactions among influencing factors. In this study, an innovative satisfaction indicator system framework is proposed that integrates a [...] Read more.

Accurately evaluating postgraduate education satisfaction is crucial for improving higher education quality and optimizing management practices. Traditional methods often fail to capture the complex behavioral interactions among influencing factors. In this study, an innovative satisfaction indicator system framework is proposed that integrates a two-stage feature optimization method and the Tree Augmented Naive Bayes (TAN) model. The framework is designed to assess key satisfaction drivers across seven dimensions: course quality, research projects, mentor guidance, mentor’s role, faculty management, academic enhancement, and quality development. Using data from 8903 valid responses, Confirmatory Factor Analysis (CFA) was conducted to validate the framework’s reliability. The two-stage feature optimization method, including statistical pre-screening and XGBoost-based recursive feature selection, refined 49 features to 29 core indicators. The TAN model was used to construct a causal network, revealing the dynamic relationships between factors shaping satisfaction. The model outperformed four common machine learning algorithms, achieving an AUC value of 91.01%. The Birnbaum importance metric was employed to quantify the contribution of each feature, revealing the critical roles of academic resilience, academic aspirations, dedication and service spirit, creative ability, academic standards, and independent academic research ability. This study offers management recommendations, including enhancing academic support, mentorship, and interdisciplinary learning. Its findings provide data-driven insights for optimizing key indicators and improving postgraduate education satisfaction, contributing to behavioral sciences by linking satisfaction to outcomes and practices. Full article

(This article belongs to the Special Issue Behaviors in Educational Settings—2nd Edition)

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15 pages, 750 KiB

Open AccessArticle

Beyond Choice: Affective Representations of Economic and Moral Decisions

by Jongwan Kim and Chaery Park

Behav. Sci. 2025, 15(4), 558; https://doi.org/10.3390/bs15040558 - 21 Apr 2025

Abstract

Decision-making in economic and moral contexts involves complex affective processes that shape judgments of fairness, responsibility, and conflict resolution. While previous studies have primarily examined behavioral choices in economic games and moral dilemmas, less is known about the underlying affective structure of these [...] Read more.

Decision-making in economic and moral contexts involves complex affective processes that shape judgments of fairness, responsibility, and conflict resolution. While previous studies have primarily examined behavioral choices in economic games and moral dilemmas, less is known about the underlying affective structure of these decisions. This study investigated how individuals emotionally represent economic (ultimatum game) and moral (trolley dilemma) decision-making scenarios using multidimensional scaling (MDS) and classification. Participants rated their emotional responses, including positive (pleased, calm, happy, peaceful) and negative (irritated, angry, gloomy, sad, fearful, anxious) affective states, to 16 scenarios varying by game type, the presence or absence of conflict, and intensity. MDS revealed two primary affective dimensions of distinguishing conflict from no-conflict and economic from moral scenarios. No-conflict–economic scenarios were strongly associated with positive affective responses, while the no-conflict–moral scenarios elicited heightened fear and anxiety rather than positive emotions. Increasing unfairness in the ultimatum game affected affective representation, while variations in the number of lives at stake in the trolley dilemma did not. Cross-participant classification analyses demonstrated that game type and conflict conditions could be reliably predicted from affective ratings, indicating systematic and shared emotional representations across participants. These findings suggest that economic and moral decisions evoke distinct affective structures, with fairness modulating conflict perception in economic contexts, while moral decisions remain affectively stable despite changes in intensity. Full article

(This article belongs to the Section Behavioral Economics)

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21 pages, 823 KiB

Open AccessArticle

Achievement Motivation and Performance in Wargames: Creativity as a Mediator

by Weiwei Xu, Sihui Ge, Dang Ding and Xiaopeng Ren

Behav. Sci. 2025, 15(4), 557; https://doi.org/10.3390/bs15040557 - 21 Apr 2025

Abstract

Computer-based wargames provide an experimental platform for studying cognitive antecedents and behavioral outcomes in dynamic scenarios. Our study examines how achievement motivation influence wargame players’ performance through the mechanism of creativity. In Study 1, we simplified the achievement motivation scale and revised the [...] Read more.

Computer-based wargames provide an experimental platform for studying cognitive antecedents and behavioral outcomes in dynamic scenarios. Our study examines how achievement motivation influence wargame players’ performance through the mechanism of creativity. In Study 1, we simplified the achievement motivation scale and revised the creativity scale for wargame contexts in China. After collecting data from students and wargame players (N1 = 300, N2 = 347), we validate their reliability and validity using exploratory and confirmatory factor analyses. Study 2 (N3 = 171) applied these validated scales to analyze the mechanism of creativity between achievement motivation and wargame performance. The results in Study 1 demonstrated that the refined two scales exhibited strong reliability and structural validity. The findings of Study 2 revealed that two types of motivation had different influences on wargame performance. The motivation of hope of success indirectly enhanced wargame performance through increased creativity. In contrast, the motivation of fear of failure reduced creativity and then negatively influenced overall results. Our study advances understanding of achievement motivation in dynamic gaming environments, suggesting that enhancing motivation of hope of success, decreasing motivation of fear of failure, and improving creativity may optimize performance to be more effective. Full article

(This article belongs to the Special Issue An Interdisciplinary Look at the Psychology and Neuroscience of Creativity)

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