Search Results (864)

Emotions play an important role in shaping aggressive behavior, and understanding their underlying psychological mechanisms is particularly relevant among college students. However, existing research has predominantly focused on reactive aggression, while comparatively less attention has been paid to proactive aggression, which is more instrumental in nature and associated with more severe social consequences. In addition, empirical evidence regarding the valence-specific effects of awe remains limited. The present study aimed to examine the differential effects of positive and negative awe on proactive aggression and to explore the role of empathy as a potential mediating mechanism. A total of 110 college students were randomly assigned to one of three conditions: positive awe, negative awe, or neutral emotion. Awe was induced through video clips depicting natural landscapes. Proactive aggression was assessed using a modified bug-killing paradigm, including two behavioral indicators: force intensity and proportion of bugs killed. Empathy was measured using the Interpersonal Reactivity Index. The results revealed a clear differentiation based on the valence of awe. Participants in the positive awe condition exhibited significantly lower levels of proactive aggression than those in the neutral condition across both force intensity (M = 2.86, SD = 0.81 vs. M = 4.17, SD = 0.81) and proportion of bugs killed (M = 0.68, SD = 0.25 vs. M = 0.93, SD = 0.11). In contrast, the inhibitory effects of negative awe were weaker and less consistent. Compared with the neutral condition, negative awe was associated with a lower proportion of bugs killed, although this effect only reached marginal significance (p = 0.06, η² = 0.04), and no significant difference was observed for force intensity. Mediation analyses indicated that empathy partially mediated the association between positive awe and proactive aggression. Empathy accounted for 31% of the total effect in the force intensity pathway (B = −0.02, t = −4.25, p < 0.001, 95% CI [−0.04, −0.01]) and 18% in the proportion-of-bugs-killed pathway (B = −0.003, t = −2.37, p = 0.02, 95% CI [−0.006, −0.001]). Notably, no significant mediating effect of empathy was observed in the negative awe condition, suggesting that the psychological processes linking awe to proactive aggression may differ as a function of emotional valence. Taken together, the present findings suggest that positive awe is reliably associated with lower levels of proactive aggression among college students, and that this association is partially explained by increased empathy. By contrast, the effects of negative awe appear to be fragile and context-dependent, as reflected in their failure to reach statistical significance, indicator-specific manifestation, and the absence of a consistent mediating pathway. These results highlight the importance of distinguishing between positive and negative awe when examining the behavioral consequences of self-transcendent emotions and underscore the need for further research to clarify the conditions under which negative awe may influence aggressive behavior. Full article

Background: Workplace bullying constitutes a persistent psychosocial risk in public service settings, where hierarchical structures and limited exit opportunities may intensify employees’ psychological strain. Although previous research has documented associations between workplace bullying and burnout, less is known about the psychological processes through which bullying translates into emotional exhaustion and the contextual conditions under which these processes are activated, particularly in public sector contexts. Method: This study used survey data from 234 public service employees working in administrative, educational, and non-clinical healthcare institutions across three major cities in Türkiye (Istanbul, Ankara, and Izmir). Participants who were frequently exposed to workplace bullying were selected to examine the detrimental cycle that victims experience. A moderated mediation model (PROCESS Model 7) was tested to examine emotion-focused coping as a mediating mechanism between workplace bullying and burnout, operationalized through emotional exhaustion, and to assess whether this indirect effect was conditional on perceived bystander silence. Results: Findings indicated that workplace bullying was associated with increased reliance on emotion-focused coping only when perceived bystander silence was high. The conditional indirect effect of workplace bullying on burnout via emotion-focused coping was significant at higher levels of bystander silence, whereas no indirect effect emerged under low silence conditions. Conclusions: These findings suggest that burnout does not arise as an automatic consequence of bullying exposure but unfolds through coping processes that are activated in socially silent environments. By highlighting the conditional role of bystander silence, this study emphasizes the value of social context in shaping how public service employees respond to workplace bullying and how burnout develops. We discuss the practical implications for organizational interventions that aim to reduce bystander silence and support healthier coping processes in organizations. Full article

In contemporary Japanese workplaces, interpersonal relationship problems have become increasingly serious, leading to heightened psychological stress and declining organizational functioning. One major contributing factor is power harassment (workplace bullying). This study surveyed 1621 Japanese workers to examine how support from supervisors and organizations influences power harassment, with particular attention to differences in self-esteem levels and narcissistic types. Hierarchical multiple regression analyses revealed that among individuals with high self-esteem, supervisor support tended to reduce power harassment in those characterized by the Need for Attention and Praise type, whereas organizational support tended to increase it. Additionally, for those classified as the Sense of Superiority and Competence type, the interaction between ego threat and both types of support showed a tendency to exacerbate power harassment. For individuals with low self-esteem, the interaction between ego threat and both types of support similarly tended to intensify power harassment in the Need for Attention and Praise type. These results suggest that the effects of support are not uniform; rather, they may inhibit or facilitate power harassment depending on individual psychological traits. Therefore, tailoring the method, timing, and source of support to workers’ psychological characteristics is essential for both preventing power harassment and promoting psychological adaptation. Full article

The COVID-19 pandemic significantly increased adolescent digital engagement, but whether the rise in cyberbullying persists beyond the crisis is not well understood, especially in Southeast Asia. This study examined social media addiction, perceived stress, emotional intelligence, and cyberbullying among 416 Thai secondary students (grades 7–12) during the pandemic-to-endemic transition (June–October 2023). Participants completed validated Thai-language instruments assessing cyberbullying, social media addiction, perceived stress, and emotional intelligence. Results showed 66.4% of adolescents were involved in cyberbullying, with 32.2% as bully-victims. Social media addiction correlated with cyberbullying perpetration (r_s = 0.33, p < 0.001) and victimization (r_s = 0.22, p < 0.001), as did perceived stress (r_s = 0.20 and 0.29; p < 0.001). Emotional intelligence showed negative correlations with cyberbullying perpetration (r_s = −0.15, p = 0.002) and victimization (r_s = −0.10, p = 0.048). Over one-third (34.4%) were at high risk for social media addiction. These findings indicate that during the pandemic-to-endemic transition, Thai adolescents showed elevated cyberbullying involvement, high social media addiction, and moderate-to-high stress—a profile consistent with sustained digital risk. These results highlight the need for integrated interventions that address digital wellness, stress management, and the development of emotional intelligence among Thai adolescents. Full article

Background and Objectives: One of the strongest early factors influencing later psychoactive substance use is adverse childhood experiences (ACEs). Studies investigate a variety of adverse experiences in relation to substance use, yet not all adverse childhood experiences are equal in intensity and harm. Our study aimed to address this gap by examining in detail the associations between individual ACEs, broader ACE categories, and different forms of psychoactive substance use. Materials and Methods: The study included 709 participants who completed self-report questionnaires. ACEs were measured using the MACE questionnaire. Marijuana use was measured using the CUDIT-R, alcohol use using the AUDIT, and heavy psychoactive substance use using the ASSIST. Linear regression analyses were used to predict associations. As expected, only a small part of the sample reported hard drug use; some analyses are limited to substantially fewer observations. Results: All regression models were statistically significant and predicted all three categories of psychoactive substances, but if we count the individual adverse experiences, the results become different. Although the results showed that ACE is a significant predictor of hard drug use and explains 25% of the variance, it is separately only emotional neglect that is associated with hard drug use. The regression analysis also explains 14% of the variance in marijuana use, but when considered separately, we found associations only with emotional neglect. The severity of alcohol use explains 13% of the variance, but only a few ACEs reach statistical significance: peer physical bullying, physical violence, and sexual abuse. Conclusions: The findings of our study suggest that adverse childhood experiences may not be qualitatively equivalent and therefore may not be evaluated only as a cumulative risk score. Separate ACE evaluations, instead of aggregate calculation of ACEs, may be useful to understand better which specific negative experiences have the greatest impact on subsequent use of psychoactive substances. The regression models explain only a small portion of the variance, which suggests that other factors may contribute to a larger share. Full article

Background/Objectives: Research comprehensively analyzing the psychological characteristics and factors related to smartphone addiction in Korean children and adolescents at risk for depression remains scarce. This study utilized large-scale cohort data to examine the differences in psychological characteristics between an at-risk group for depression and a control group, and to identify the specific factors influencing smartphone addiction within the at-risk group. Methods: Data were obtained from the school-based cohort of internet and smartphone users conducted by the National Center for Mental Health (NCMH), involving a total of 2294 children and adolescents (1009 in the at-risk for depression group and 1285 in the control group). Assessment tools included the Children’s Depression Inventory (CDI), State-Trait Anxiety Inventory for Children (STAIC/TAIC), Self-Esteem Scale (SES), Self-Control Scale, Aggression Questionnaire (K-AQ), School Bullying (SB) scale, and the Smartphone Addiction Scale-Short Form (SAS-SV). Results: Analysis of Covariance (ANCOVA) revealed that the at-risk group exhibited significantly higher levels of anxiety, aggression, involvement in school bullying, and smartphone addiction compared to the control group, while showing lower levels of self-esteem and self-control. Furthermore, multiple regression analysis indicated that higher anxiety and lower self-control were significant predictors of increased smartphone addiction levels. Conclusions: These findings support the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, which posits that emotional vulnerability and deficits in executive functions lead to addictive behaviors. The results suggest that reducing anxiety and enhancing self-control are critical factors in the prevention of smartphone addiction among children and adolescents. Full article

Background/Objectives: Stuttering is a neurodevelopmental disorder of speech fluency. It emerges most commonly between 2 and 5 years old, often causing social exclusion and stigma. In Latin America, cultural misconceptions regarding its causes exacerbate these psychosocial challenges. This study validated a culturally adapted instrument for Chile to measure public attitudes toward stuttering. The instrument provides a psychometrically sound method to assess and address stigma within educational and community settings. Methods: A total of 756 Chilean adults (mean age = 36.7 years, SD = 15.8; 64% women, 36% men) were recruited using stratified probability sampling to reflect the national demographics. Ethical approval and informed consent were obtained. The subsection underwent rigorous cross-cultural adaptation (translation, expert review, cognitive debriefing n = 30, pre-testing n = 50). Analysis employed polychoric matrices, EFA, CFA with WLSMV, and multiple reliability/validity indices. Results: Joint analysis showed poor fit (CFI = 0.72, RMSEA = 0.12), confirming independence. Beliefs (14 items): three-factor CFA fit excellent (CFI = 0.993, RMSEA = 0.034); factors: competence/normality (α = 0.85), psychological causes (α = 0.78), and help/support (α = 0.72). Reactions (11 items): four-factor fit adequate (CFI = 0.97, RMSEA = 0.043); factors: distant concern (α = 0.82), personal concern (α = 0.79), media sources (α = 0.75), and formal sources (α = 0.77). Validity was supported; bifactor models favored multidimensionality. Conclusions: The adapted subsection is psychometrically robust and effectively captures Chilean-specific attitudes toward childhood stuttering. It provides a reliable tool for quantifying public stigma and misconceptions, particularly in educational and school contexts, thereby supporting the design of targeted school-based policies and interventions to reduce bullying, promote inclusion, and safeguard the psychosocial well-being of children and adolescents who stutter. Full article

Workplace bullying is a pervasive interpersonal stressor with well-documented negative consequences for employees; however, the understanding of the psychological processes linking bullying to employee outcomes remains fragmented and constrained by methodological similarity. As a result, it remains unclear which psychological mechanisms are most central in explaining how bullying affects employees, particularly at the within-person level. Addressing this gap, the present study compared within-person variation in two mediating processes: basic psychological need (BPN) frustration and psychological capital (PsyCap). Eighty-five participants participated in a five-wave weekly diary study, completing a total of 356 surveys. As predicted, within-person variation in weekly bullying exposure predicted poorer outcomes (i.e., lower energy, higher stress, reduced belonging, and greater turnover intentions). Multilevel mediation analyses showed that BPN frustration mediated these relationships: weeks with more bullying were associated with greater need frustration and poorer outcomes. In contrast, PsyCap did not mediate these relationships. Random intercept cross-lagged panel models provided no support for lagged mediation effects, indicating that neither BPN frustration nor PsyCap transmitted the effects of bullying across weekly intervals. These findings demonstrate that workplace bullying undermines employee outcomes primarily through the contemporaneous frustration of BPN and underscore the importance of organizational interventions that support employees’ autonomy, competence, and relatedness. Full article

Coping serves as a protective function in students’ responses to school bullying. Previous studies have proposed several models to explain how victims cope with school bullying, but most of these frameworks were developed in Western contexts. Grounded in these frameworks, this qualitative study explores how victims cope with different developmental stages of school bullying within the Chinese cultural context. Using grounded theory and constant comparative analysis, we analyzed retrospective self-reports from 67 Chinese university students who described bullying experiences from elementary to high school. The analysis identified four key coping categories: emotional response, endurance and avoidance, cognitive reconstruction, and action-oriented resistance. Based on these coping strategies, we developed a Victims’ Coping Strategies Model structured along two axes: engagement–disengagement and a cognitive–emotional to cognitive–behavioral continuum. By capturing the complex interplay of internal and external strategies influenced by Chinese sociocultural norms, the model demonstrates the developmental and context-dependent nature beyond static classifications of coping strategies. The findings contribute to cultural and developmental understandings of victim responses and inform practical implications for intervention. Full article

The emotional responses to bullying victimization are central to its impact on subsequent psychological consequences, but the role of specific emotions is insufficiently defined within a comprehensive framework. In order to enhance the understanding of the emotional experiences of bullying victims, the present review examines the role of self-conscious emotions (i.e., humiliation, shame, and guilt), the role of basic emotions (i.e., anger and fear), and various psychological consequences (e.g., anxiety, depression, suicidal ideation). A non-systematic, narrative approach was employed to synthesize the findings, with a total of 343 articles included in the review. Self-conscious emotions appear to be central to bullying victimization, with humiliation being particularly pivotal due to its link to internalized self-devaluation, perceived injustice, and attribution of cruelty to the perpetrator. In turn, anger and fear seem to constitute crucial basic emotions in response to bullying dynamics. Although anger may escalate aggression, it may also facilitate positive confrontational behaviors when properly channeled, whereas fear may contribute to avoidance and increased victimization if sustained. Adverse psychological consequences such as anxiety, depression, stress, low self-esteem, and suicidal ideation are prevalent among victims of bullying, potentially exacerbated in vulnerable groups. Future research should further explore the role of emotions in the context of bullying victimization, examining their impact on both mental health outcomes and behavioral patterns over time. Exploring how different emotional responses interact and influence each other within bullying dynamics could provide insights into effective intervention strategies, and a more comprehensive understanding of the sociocultural factors influencing emotional responses to bullying might help in customizing prevention and support measures across diverse contexts. Full article

While school bullying has received substantial academic attention, the specific roles of teachers as (co-)perpetrators or bystanders in (cyber-)bullying dynamics remain markedly underexplored—particularly in the Austrian context. This article foregrounds pupils’ perception of teachers’ involvement in (cyber-)bullying. Drawing on feminist perspectives and insights from digital and gender(-queer) geographies, as well as interdisciplinary (cyber-)bullying research, it explores how pupils perceive teachers’ involvement in bullying dynamics and how they believe it shapes the perceived severity, trajectories, and outcomes of (cyber-)bullying. In doing so, the article contributes a specific but underexplored perspective on power and violence in schools. The analysis is based on 41 written narratives produced by young people attending upper secondary vocational colleges in Austria. The findings reveal that pupils subjectively perceive teachers as taking on various roles in (cyber-)bullying dynamics, including preventers, (silent) accomplices, defenders, outsiders, and (co-)perpetrators. In these accounts, teacher involvement in bullying reinforces power hierarchies, intensifies victimisation, and intersects with peer bullying dynamics, creating a complex system of interrelated influences. The study highlights the intersectional nature of discrimination and bullying, showing how pupils’ identities are entangled with their embodied experiences of both teacher- and peer-perpetrated bullying. These findings suggest an urgent need for spatially and structurally informed reforms in school policies and teacher training programmes to address teacher-perpetrated bullying, raise awareness of teachers’ responsibility in peer bullying dynamics, and foster safer, more inclusive learning spaces for pupils in Austria. Full article

Backgrounds: Cyberbullying represents a major concern for students, yet most studies rely on quantitative and adult-centered perspectives. Understanding adolescents’ views on cyberbullying is crucial for prevention. Method: We conducted sixteen focus groups with 220 Italian middle school students (ages 11–13). Transcripts were inductively analyzed to identify domains, core ideas, and the occurrence of categories (general, typical, variant) using the Consensual Qualitative Research method. Results: Four main domains emerged: definitions, behaviors, roles, and coping strategies. Adolescents defined cyberbullying as a hostile online interaction marked by publicity, often followed by anonymity; few mentioned repetition. Direct acts such as insults, threats, and non-consensual image sharing were viewed as the most harmful behaviors, followed by impersonation and identity theft, while online challenges and other forms were less mentioned. Students mainly perceived cyberbullying as a dyadic interaction between bully and victim, showing limited awareness of pro-bullies, few references to bystanders, and no mention of defenders. Finally, participants focused on victims’ responses with little attention to bystanders’ coping strategies. Conclusions: By revealing a nuanced understanding of cyberbullying, adolescents emphasize the need for prevention programs that not only address online risks but also build on their own language, perspectives, and experiences. Full article

Peer victimization during preadolescence constitutes a significant public mental health concern, particularly for children with special educational needs (SEN). Family relational factors, and especially paternal acceptance–rejection, may influence children’s psychosocial adjustment and vulnerability to victimization. The present study examined the associations between perceived paternal acceptance–rejection, multidimensional self-perception, and peer victimization among preadolescents with and without SEN. A total of 660 students attending the final grades of Greek primary schools (553 without SEN; 107 with formally identified SEN) completed standardized self-report measures of peer victimization, perceived paternal acceptance–rejection, and self-perception domains. Separate path analyses were conducted for each group to examine direct and indirect relational pathways. Among children without SEN, perceived paternal hostility/aggression was directly associated with peer victimization and indirectly associated through behavioral conduct problems and lower school competence. In contrast, among children with SEN, the absence of paternal warmth and perceived paternal indifference/rejection were directly associated with victimization, whereas paternal hostility was not significantly associated, and self-perception did not function as a mediator. Model fit indices indicated excellent fit in both groups. These findings suggest distinct paternal relational mechanisms underlying peer victimization depending on SEN status. Interventions aimed at preventing victimization may benefit from incorporating father-focused family components alongside school-based strategies, with particular emphasis on emotional warmth and support for children with SEN. Full article

This study developed and validated a Machine Learning (ML) ecosystem for the early screening of school victimization among Ecuadorian adolescents, a phenomenon that poses a critical barrier to educational equity. Addressing previous methodological limitations, this research intentionally eliminated circular reasoning by excluding all internal psychometric items from the feature set, focusing strictly on sixteen socio-environmental and demographic predictors. A quantitative study was conducted with 1413 students in the province of Tungurahua, utilizing the Synthetic Minority Over-sampling Technique (SMOTE) to correct class imbalance. Supervised classification algorithms, including SVM, Random Forest, and XGBoost, were compared. The results demonstrated that the Random Forest model achieved the most balanced performance, reaching an Accuracy of 60.3% and a Macro F1-score of 0.382. Feature importance analysis identified household structure (Living_With_Monoparental) and Family_Coping_Capacity as the most significant predictors of high-risk profiles. These findings provided a statistically honest and ecologically valid tool for Student Counseling Departments (DECE), enabling a transition toward proactive risk identification grounded in observable social vulnerability rather than reactive symptom reporting. Full article

In the United Kingdom (UK) and Republic of Ireland (ROI), Local Authorities (LAs) are responsible for stray dogs, with close cultural links and trade in dogs between these jurisdictions. However, there is a lack of coordinated data on the annual numbers of dogs entering LA shelters, reasons for their intake and outcomes across these countries. By making a Freedom of Information (FOI) request to all LAs in the UK and ROI, this study aimed to elucidate and combine this information for 2021–2023, including euthanasia figures and policies relating to animal welfare. In total, 319 of the 403 LAs responded and 254 (63%) provided usable data for the three years. In all countries combined, the numbers of dogs entering LA shelters increased from 16,310 in 2021 to 21,408 in 2022 and to 23,287 in 2023. The proportion of dogs taken into shelter by LAs that were then rehomed directly or via a rehoming organisation increased from 41% in 2021 to 53% 2023, but so did the proportion of dogs euthanased, except in Scotland. Overall, 6.3% of LA kennelled stray dogs were euthanased in 2023, compared with 3.0% in 2022 and 1.9% in 2021. The most commonly euthanased breed type in 2021 was the Staffordshire Bull Terrier and by 2023, other Bull breeds, XL Bullies (from 1 case in 2021 to 150 cases in 2023 in responding LAs), and Collies were being euthanased more frequently. Written welfare and euthanasia policies were reportedly present for 27% and 23% of Las, respectively. A harmonised approach to LA dog data is recommended to enable monitoring over time and between LAs, regions, and countries. Full article