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        <title>Frontiers in Psychology | New and Recent Articles</title>
        <link>https://www.frontiersin.org/journals/psychology</link>
        <description>RSS Feed for Frontiers in Psychology | New and Recent Articles</description>
        <language>en-us</language>
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        <pubDate>2026-05-14T18:05:07.989+00:00</pubDate>
        <ttl>60</ttl>
        <item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1837354</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1837354</link>
        <title><![CDATA[Social support and psychological safety in university volleyball: a qualitative study of sustained participation]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Huiteng Xu</author><author>Tiantian Hu</author>
        <description><![CDATA[PurposeGrounded in the framework of Education for Sustainable Development (ESD), this study explores how social support contributes to the construction of a sustainable learning ecosystem in university physical education. Focusing on a volleyball elective course, it examines the mechanisms through which teacher support, peer support, and course/organizational support enhance students' psychological safety, interest, self-efficacy, and sustained participation, thereby promoting skill development.MethodA qualitative research design was adopted. Semi-structured interviews were conducted with volleyball instructors, undergraduate students, and course/organizational stakeholders (N = 35). The interview data were analyzed via the coding procedures of constructivist grounded theory.Findings(1) Teacher support demonstrates a “dual-mode” pattern, integrating structured professional guidance with emotional care, jointly facilitating skill acquisition and psychological safety; (2) Peer support exhibits a “resonance mode,” enhancing collaboration, classroom belonging, and sustained participation through cognitive stimulation and emotional resonance; (3) Course and organizational support establish a psychologically safe environment and provide conditions for long-term development, enabling social support to be internalized into students' sustained participation intentions.ConclusionSustained participation in university volleyball courses is achieved through an interactive learning ecosystem jointly shaped by teacher, peer, and organizational support. External support is closely associated with stable participation experiences, as reflected in participants' accounts of enhanced psychological safety, increased learning confidence, and sustained engagement. This study highlights the integrative role of multidimensional social support in sustainable learning and provides theoretical implications for ESD-oriented curriculum design in university physical education. The study does not claim causal mechanisms but instead interprets participants' perceived experiences of support within the volleyball learning context.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1852382</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1852382</link>
        <title><![CDATA[Correction: The impact of negative events on adolescent sleep quality: the role of negative attention bias and negative emotions]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Correction</category>
        <author>Tingjun Yong</author><author>Haining Wang</author><author>Yue Cai</author><author>Jingjing Huo</author><author>Wenbo Wei</author><author>Yonghui Wang</author><author>Chao Fu</author>
        <description></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1829488</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1829488</link>
        <title><![CDATA[Semantic convergence in culturally loaded text translation by Large Language Models: a cross-model empirical analysis of English translations of The Four Books]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Qizheng Wan</author><author>Qiangfu Yu</author>
        <description><![CDATA[This study takes The Four Books as its corpus to construct a sentence-aligned parallel corpus. Employing sentence embeddings and cosine similarity, it systematically analyzes the semantic convergence of English translations of culturally loaded texts generated by four Large Language Models (LLMs): ChatGPT-5, Google Translate, Deepseek-V3.2, and Ernie Bot-5. The findings reveal that: (1) the translations from different models exhibit a high degree of overall semantic consistency, with the average cosine similarity for twenty core Confucian concepts all exceeding 0.73, indicating a significant trend of cross-model semantic convergence; (2) there are notable differences in stability among concepts, with those having clear referents and well-defined semantic boundaries demonstrating higher stability, while abstract concepts with greater interpretive latitude show more pronounced divergence; (3) systematic strategic divergences exist among the LLMs, with pairwise similarity distributions revealing differing orientations between cultural preservation and functional interpretation. Furthermore, analysis of cosine similarity identified that low-similarity outliers primarily stem from semantic divergence of polysemous words, differences in handling cultural-specific items, divergent translation strategies, and local context misinterpretations, reflecting the mechanisms of semantic variation in specific contexts. Grounded in the internal structure of the text, this study proposes a multi-layered analytical framework for cross-model semantic convergence, “sentence-level alignment– vector computation– concept aggregation,” providing methodological support for quantitative research on LLM translation of culturally loaded texts. It offers an empirical foundation for understanding the capability boundaries, strategic orientations, and potential risks of cultural meaning simplification in LLMs’ cross-cultural semantic representations.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1762386</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1762386</link>
        <title><![CDATA[Relationship between peer victimization and adolescent internet addiction: self-esteem as a mediator and teacher-student relationship as a moderator]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Yujie Wang</author><author>Cheng Sun</author><author>Honglin Wu</author><author>Yuhe Shan</author><author>Yuxin Wang</author><author>Yajie Zhang</author><author>Siqi Wu</author><author>Yanfei Lu</author><author>Chenchen Xu</author>
        <description><![CDATA[BackgroundAdolescent Internet addiction (IA) has emerged as a significant mental health concern. Peer victimization (PV) is a prevalent risk factor in school settings, necessitating further examination of its impact mechanism on IA. There is a notable gap in systematic exploration of the interaction between individual traits, such as self-esteem (SE), and environmental resources in shaping IA.PurposeThis study explores the relationship between PV and adolescent IA, elucidates the mediating role of self-esteem (SE), and assesses the moderating influence of the teacher-student relationship (TSR). A moderated mediation model is established to uncover the mechanisms linked to the emergence of IA.MethodsAn opportunity sampling method was employed to select 1,162 students from six high schools in Jiangsu Province, China. Data were gathered utilizing the Multi-Dimensional Peer Victimization Scale (MPVS), Rosenberg Self-Esteem Scale (RSES), Teacher-Student Relationship Scale (TSRS), and the Chinese Internet Addiction Scale-Revised (CIAS-R). Correlation analysis, Bootstrap mediation testing, and moderated mediation effect analysis were employed for statistical analysis.ResultsPV significantly and positively predicted adolescent IA (r = 0.288, p < 0.001). SE partially mediated the relationship between PV and IA, accounting for 33.5% of the total effect (effect value = 0.336, 95% CI [0.251, 0.424]). TSRs significantly moderated the first half of the mediation path (PV × TSR: β = −0.018, p < 0.001) and the direct effect of PV on IA (β = 0.014, p < 0.05). A positive TSR significantly buffered the negative impact of PV on SE and the promoting effect of PV on IA compared to a poor TSR.ConclusionPV indirectly positively associates with the risk of IA by negatively linking with adolescents’ SE, whereas positive TSR can effectively mitigate this detrimental pathway. This study’s findings establish a theoretical framework for creating targeted intervention strategies for adolescent IA, indicating that schools can alleviate the adverse effects of PV by improving SE levels and reinforcing the teacher-student support system. For example, schools could regularly conduct extracurricular activities that promote high SE, offer counseling services for students with low SE, and implement teacher training focused on improving TSR.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1743318</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1743318</link>
        <title><![CDATA[The impact of physical exercise on depression among college students: the mediating role of core self-evaluation and meaning in life]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Xuesong Ji</author><author>Sijie Liu</author><author>Zhen Ye</author><author>Huajian Shi</author><author>Fangyuan Chen</author>
        <description><![CDATA[ObjectiveIn recent years, increasing attention has been paid to the effectiveness of physical exercise in alleviating depression. This has led to extensive research into its underlying mechanisms. College students are particularly vulnerable to mental health problems due to academic pressure, employment competition, complex interpersonal relationships, and external stress. Drawing on the framework of positive psychological capital, this study examines the role of physical exercise in promoting mental health among college students. It also explores the mechanisms through which such exercise is associated with depression symptoms.MethodsA total of 1,100 university students were recruited through convenience sampling from universities in Shandong, Ningxia, Hainan, Zhejiang, Guangdong, Guangxi, and Jiangxi. Data were collected using the Physical Activity Level Scale, Self-Rating Depression Scale, Core Self-Evaluation Scale, and Meaning in Life Scale. Additionally, we conducted statistical analyses using SPSS 26.0 and applied Hayes’ PROCESS macro to test the hypothesized chain mediation model and applied bootstrap methods to assess the significance of the mediation paths.ResultsSignificant gender differences were identified in physical exercise, core self-evaluation, and meaning in life. Grade-level differences were observed only for meaning in life. Physical exercise was significantly associated with depression, core self-evaluation, and meaning in life. Both core self-evaluation and meaning in life independently mediated the relationship between physical exercise and depression. In addition, a significant chain mediation effect was identified. Specifically, three indirect pathways were significant: (1) Physical exercise → core self-evaluation → depression (indirect effect = −0.047, 95% CI not including 0), accounting for 32.64% of the total effect; (2) Physical exercise → meaning in life → depression (indirect effect = −0.008, 95% CI not including 0), accounting for 5.56% of the total effect; (3) Physical exercise → core self-evaluation → meaning in life → depression (indirect effect = −0.008, 95% CI not including 0), accounting for 25.69% of the total effect.ConclusionPhysical exercise, depression, core self-evaluation, and meaning in life are significantly associated among college students. Physical exercise is strongly associated with lower levels of depressive symptoms, and is indirectly related to these symptoms through both independent and sequential mediation by core self-evaluation and meaning in life.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1812545</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1812545</link>
        <title><![CDATA[Dataset model of academic boredom among junior high school students in Indonesian Islamic boarding schools]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Data Report</category>
        <author>Ghozali Rusyid Affandi</author><author>Nur Ainy Fardana</author><author>Cholichul Hadi</author>
        <description></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1782906</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1782906</link>
        <title><![CDATA[The cognitive engine of evaluative threat: socially prescribed perfectionism and Music Performance Anxiety—a moderated mediation analysis of rumination and self-compassion]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Haitao Yan</author><author>Chang Liu</author>
        <description><![CDATA[BackgroundSocially Prescribed Perfectionism (SP) is a robust risk factor for Music Performance Anxiety (MPA), yet the underlying cognitive and regulatory mechanisms remain inadequately understood.ObjectiveThis study aimed to delineate these pathways by constructing a moderated mediation model, examining rumination as a cognitive mediator and Self-Compassion (SC) as a multi-stage moderator.MethodsData were collected from 606 university music students. Analyses were conducted using Hayes’ PROCESS macro (Model 59) to test the moderated mediation, controlling for academic grade and performance frequency.ResultsConfirmatory factor analysis established an excellent measurement model fit (χ2/df = 4.37, CFI = 0.957, RMSEA = 0.075). SP significantly predicted MPA both directly and indirectly specifically through rumination; other ruminative dimensions (Symptom Rumination and Reflection) were non-significant mediators. Crucially, SC moderated this mediation process at multiple stages. First, SC buffered the initial impact of perfectionistic pressure on rumination (B = −0.10). Second, a complex “Awareness Paradox” emerged: the positive link between rumination and MPA was significantly stronger among individuals with high SC (B = 0.16). Consequently, conditional indirect effect analysis demonstrated that the indirect effect of SP on MPA via rumination was only significant at moderate and high levels of SC.ConclusionThis study validates the “social expectations” framework of MPA, identifying rumination as the critical mechanism translating internalized social pressure into cognitive interference. Theoretically, findings highlight the dual-edged nature of self-compassion: acting as a protective buffer against maladaptive thinking, while potentially facilitating heightened emotional awareness. Practically, music pedagogy should prioritize cognitive restructuring alongside nuanced self-compassion training to help musicians process, rather than suppress, performance-related distress.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1798613</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1798613</link>
        <title><![CDATA[Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Serdar Akbulut</author><author>Bilal Şimşek</author><author>Bekir Direkci</author><author>Betül Koparan</author><author>Mevlüt Gülmez</author><author>Emine Ela Şimşek</author><author>Gökhan Kayır</author>
        <description><![CDATA[IntroductionThis study examined the effect of digital games on incidental second language (L2) vocabulary learning and identified the factors predicting incidental word learning through digital gameplay.MethodsData were collected in two stages. In the first stage, 1,204 middle school students participated, including 603 students who played digital games and 601 who did not. An achievement test consisting of vocabulary items that could be incidentally learned from a digital game was administered. In the second stage, analyses focused only on the 603 students who played digital games. Their vocabulary knowledge, L2 learning motivation, anxiety levels, and digital game playing duration were examined.ResultsThe results indicated that students who played digital games performed significantly better than those who did not. Correlation analyses revealed a moderate positive relationship between vocabulary test scores and gaming duration, as well as a positive relationship between vocabulary knowledge and motivation. In contrast, vocabulary test scores were negatively correlated with anxiety. Hierarchical regression analysis showed that digital game playing time was the strongest predictor of incidental vocabulary learning. In the final model, which included gaming duration, motivation, and anxiety, the explained variance reached 29.8%.DiscussionOverall, the findings suggest that digital games may be associated with incidental L2 vocabulary learning and may provide environments where such learning can occur. In addition to exposure frequency, affective factors such as motivation and anxiety play a significant role in this process. Therefore, the study underscores the importance of incorporating psychological variables when designing and implementing digital game-based language learning environments.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1642729</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1642729</link>
        <title><![CDATA[Psychometric properties of the Post-Traumatic Growth Inventory-Short Form (PTGI-SF) in Chilean population exposed to the February 27th earthquake: analysis through Exploratory Structural Equation Modeling]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Carlos Serrano</author><author>Cristian Cáceres</author><author>Marcelo Nvo-Fernández</author><author>Susan Galdames</author><author>Valentina Miño-Reyes</author><author>Marcelo Leiva-Bianchi</author>
        <description><![CDATA[IntroductionThe Post-Traumatic Growth Inventory-Short Form (PTGI-SF) has shown substantial cross-cultural variability in its factorial structure, yet contemporary latent-variable validation evidence remains limited for Chilean disaster-exposed populations.MethodsThis study evaluated the psychometric properties of the PTGI-SF in 578 community-dwelling adults from three affected localities (Cauquenes, Pelluhue, and Tongoy) exposed to the February 27, 2010, Chile earthquake. Internal structure was examined using Exploratory Structural Equation Modeling (ESEM), reliability was estimated with McDonald's ordinal omega, and validity evidence was examined via ROC analysis and correlations with posttraumatic stress symptoms assessed using the SPRINT-E. Factorial similarity in loading patterns across localities was described using Tucker's congruence coefficients, whereas measurement equivalence was tested through multigroup CFA measurement invariance (MI) analyses.ResultsESEM supported a culturally specific three-factor solution (Appreciation of Life, Spiritual Change, and Self-Perception), diverging from the original five-factor model. Reliability was high across localities (Omega = 0.91–0.95). Model fit varied by context, with acceptable fit in Tongoy (RMSEA = 0.08; CFI/TLI = 0.99), mixed-to-poor fit in Pelluhue (RMSEA = 0.14; CFI = 0.98; TLI = 0.95), and clearly unacceptable fit in Cauquenes (RMSEA = 0.22; CFI = 0.92; TLI = 0.80). Discriminative validity relative to severe PTSD symptomatology (SPRINT-E ≥7 intense symptoms) was moderate (AUC = 0.703; sensitivity = 90.91%; specificity = 48.69%), and concurrent validity showed a significant positive association with PTSD symptoms (r = 0.288, p < 0.001).DiscussionMeasurement invariance analyses supported configural and metric invariance across localities, whereas scalar invariance could not be established due to inadmissible solutions, indicating that latent mean comparisons across communities are not supported.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1846067</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1846067</link>
        <title><![CDATA[Exercise as a potent antidepressant intervention in Parkinson’s disease: a systematic review and meta-analysis of randomised controlled trials]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Systematic Review</category>
        <author>Chu Sun</author><author>Yu Yan</author><author>Mengjing Zhu</author><author>Hui Ma</author><author>Huisong Xie</author>
        <description><![CDATA[BackgroundAmong the non-motor symptoms of Parkinson’s disease, depression ranks as one of the most common and debilitating, affecting roughly 40% of patients and substantially diminishing quality of life. Pharmacological treatments are often limited by side effects and variable efficacy, highlighting the need for effective non-pharmacological interventions. Although exercise has been proposed as a promising strategy, the optimal exercise prescription parameters for alleviating depressive symptoms in this population remain unclear.MethodsFive databases were searched from inception to December 15, 2025. Randomised controlled trials comparing exercise with non-exercise control groups in adults with Parkinson’s disease were included, with the primary outcome being change in depressive symptoms.ResultsTwenty-one studies with 24 intervention arms comprising 1,010 participants were included. Exercise significantly reduced depressive symptoms compared with control groups (SMD = −0.93; p < 0.00001). Subgroup analyses showed that multicomponent exercise yielded the largest effect size (SMD = −1.22; p < 0.00001), followed by resistance exercise and aerobic exercise. Favorable parameters included session durations ≥ 60 min (SMD = −1.03; p < 0.00001), intervention durations > 8 weeks (SMD = −1.07; p < 0.00001), session frequencies < 3 times per week (SMD = −1.23; p < 0.00001), and total weekly exercise time < 180 min (SMD = −1.03; p < 0.00001). The overall certainty of evidence was moderate according to GRADE assessment.ConclusionExercise significantly alleviates depressive symptoms in people with Parkinson’s disease. For people with mild to moderate Parkinson’s disease with depression, multicomponent exercise appeared to be the most effective intervention type among those examined; however, aerobic and resistance exercise also significantly improved depressive symptoms. Favorable dosing was observed for sessions of 60 min or longer, program duration exceeding 8 weeks, and a frequency of less than three times per week with total weekly time under 180 min. Importantly, lower doses—including sessions shorter than 60 min, program duration of 8 weeks or less, frequency of three or more times per week, and total weekly time of 180 min or more—also produced significant antidepressant effects, demonstrating the flexibility of exercise prescription for this population. These findings support the incorporation of structured exercise programs into standard care for Parkinson’s disease with depressive symptomatology. Clinicians may consider these evidence-based parameters when prescribing exercise to this patient population while recognizing that multiple effective dosing options exist.Systematic review registrationIdentifier CRD 420261350303.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1813278</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1813278</link>
        <title><![CDATA[Personality traits and motivational patterns of social media use among undergraduate medical students at King Faisal University, Saudi Arabia]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Ayoob Lone</author><author>Faisal Waleed Aloraifi</author><author>Joud Mohammed Almulla</author><author>Hassan Ali Almirza</author><author>Saad Habib Alotaibi</author><author>Yousif Mohamed Ahmed Elmosaad</author><author>Nawaf Al Khashram</author><author>Sayed Abdul Qadar Quadri</author><author>Naveed Gani</author>
        <description><![CDATA[IntroductionSocial media has become deeply embedded in the daily lives of medical students, shaping communication, learning, and leisure activities. While demographic predictors of social media use are well documented, the role of personality traits in shaping distinct motivational patterns remains underexplored in the Saudi Arabian context.Aim and objectivesDrawing on the Big Five personality framework, this study examined how Big Five personality traits predict socialization, entertainment, informational, and academic motives for social media engagement among medical students.MethodsA cross-sectional survey was conducted among 370 undergraduate medical students at King Faisal University, Saudi Arabia. Participants completed the Big Five Inventory–10 and the Social Networking Usage Questionnaire. Hierarchical multiple regression analyses assessed the unique contribution of personality traits to social media motives after controlling for sociodemographic characteristics and patterns of social media engagement.ResultsExtraversion and neuroticism were both positively associated with socialization (β = 0.17 and β = 0.15, respectively; p < 0.01) and entertainment motives (β = 0.16 for both; p < 0.01). Openness to experience predicted informational motives (β = 0.15, p < 0.01) but was not associated with academic use. Conscientiousness was positively associated with entertainment motives (β = 0.16, p < 0.01), while agreeableness did not significantly predict any motivational domain. Collectively, the Big Five traits explained a modest but statistically significant additional proportion of variance in overall social media motives beyond demographic and usage factors (ΔR2 = 0.03, p < 0.01).ConclusionPersonality traits exert a differentiated and meaningful influence on the motivational drivers of social media use among medical students. Extraversion and neuroticism primarily shape socially and emotionally oriented engagement, openness facilitates exploratory information-seeking, and conscientiousness supports regulated entertainment use. These findings underscore the value of personality-informed approaches in understanding digital behavior within medical education and may inform targeted interventions to promote adaptive social media engagement.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1781211</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1781211</link>
        <title><![CDATA[The relationship between teacher leadership style and learning engagement of English major students—the mediating role of academic self-efficacy]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Chunyu Song</author><author>Baitong Zhu</author><author>Yanyan Huang</author><author>Dandan Xie</author>
        <description><![CDATA[IntroductionTeacher leadership is an important factor that likely influences students’ learning engagement. However, teacher leadership has received less attention from researchers than other potential causes of learning engagement. Previous research has focused mainly on the perspectives of principals (i.e., academic leaders) and teachers. Student-perceived teacher leadership has received comparatively less empirical attention, or conducted in-depth research on the relationships between this factor and students’ academic self-efficacy and learning engagement.MethodsThis study explores the relationships among teacher leadership and English major students’ academic self-efficacy and learning engagement in the foreign language context. A questionnaire was completed by 591 English major students at three common colleges via a random sampling method.ResultsThe results showed teacher leadership, academic self-efficacy, and learning engagement were all positively correlated with each other. Teacher leadership had significant impacts on both academic self-efficacy and learning engagement, with academic self-efficacy mediating the relationship between teacher leadership and learning engagement.DiscussionTherefore, enhancing the teacher leadership of college teachers and promoting students’ academic self-efficacy can effectively boost learning engagement among English major students and promote a positive academic atmosphere in foreign language education of colleges.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1759724</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1759724</link>
        <title><![CDATA[Status and influencing factors of spiritual climate among oncology nurses: a cross-sectional study]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Tianyue Zhang</author><author>Chunfeng Dong</author><author>Jie Tang</author><author>Ping Yu</author>
        <description><![CDATA[BackgroundOncology nurses frequently experience significant physical and psychological stress. These negative emotions may adversely affect the collective spiritual climate within the department, leading to professional burnout, which in turn impacts the stability of the nursing team and the quality of care delivered. This study aims to assess the spiritual climate among oncology nurses and identify its potential associated factors.MethodsA cross-sectional study was conducted among 321 oncology nurses from 43 hospitals across 13 cities in Jiangsu Province, China, using convenience sampling between April and May 2025. Data were collected through the General Information Questionnaire, Spiritual Climate Scale (SCS), Perceived Organizational Support Scale (POS), Occupational Coping Self-Efficacy Scale, and Inclusive Leadership Scale (ILS). Statistical analysis was performed using SPSS 27.0.ResultsIn total, 321 participants completed the survey. After data cleaning, 273 were valid and included in the final analysis. The Spiritual Climate Scale score among oncology nurses was 81.11 ± 15.04. There were significant differences in Spiritual Climate Scale score according to age (F = 2.780, p = 0.042), administrative position (F = 3.828, p = 0.023) and the number of night shifts per month (F = 3.210, p = 0.024). Multiple linear regression analysis identified head nurses, perceived organizational support, occupational coping self-efficacy, and inclusive leadership as factors significantly associated with spiritual climate (p < 0.05).ConclusionsThe findings suggest oncology nurses generally perceive a positive spiritual climate, though improvements are still needed. Nursing managers should enhance spiritual climate by adopting targeted interventions based on the factors influencing them.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1710486</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1710486</link>
        <title><![CDATA[Development and validation of the doctoral students’ time anxiety scale]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Jianyue Chen</author><author>Jiajia Ren</author>
        <description><![CDATA[Doctoral students represent a critical population for cultivating innovative talent, and their mental health directly impacts higher education quality and technological innovation capacity. However, the time anxiety commonly experienced by doctoral students in academic settings lacks systematic investigation, and no specialized time anxiety scale exists for this population. This study employed a sequential qualitative-quantitative mixed-methods approach, utilizing grounded theory to explore the structural dimensions of doctoral students’ time anxiety and empirical methods to develop a measurement scale. The results revealed that doctoral students’ time anxiety comprises three interconnected dimensions: affective anxiety, cognitive anxiety, and behavioral manifestations. These dimensions mutually influence one another, collectively shaping doctoral students’ temporal experiences and affecting their academic performance. The final 12-item Doctoral Students’ Time Anxiety Scale demonstrated satisfactory reliability and validity, making it suitable for measuring time anxiety and conducting empirical research among doctoral students. This scale provides a scientifically sound and effective tool for doctoral students’ mental health assessment, intervention design, and higher education management.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1831489</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1831489</link>
        <title><![CDATA[Mechanism-aware personalized learning intervention for short- and long-term academic outcome modeling]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Lei Zhang</author>
        <description><![CDATA[IntroductionImproving academic achievement while also modeling students' longer-horizon academic development has become an important goal in educational psychology and AI-supported learning research. However, adaptive learning, learner modeling, feedback generation, and academic prediction are often studied separately, and the learner conditions used to guide intervention are not always defined with sufficient theoretical and methodological transparency.MethodsThis study proposes MAPLe-I (Mechanism-Aware Personalized Learning Intervention), a unified framework that integrates learner-state encoding, theory-informed latent proxy estimation, personalized intervention policy learning, and dual-horizon academic outcome modeling. Learner state is encoded from graph-structured knowledge relations and temporal behavioral sequences, and the model estimates three intervention-relevant latent proxies: engagement-related state, self-regulation-related readiness, and affective support need. Because the public datasets do not include observed intervention decisions, policy supervision was implemented using rule-derived pedagogical pseudo-labels. The framework was evaluated offline on ASSISTments 2012–2013 with Affect, EdNet-KT1, and OULAD against non-personalized digital intervention, traditional adaptive learning, AI-based feedback, and learner-modeling or academic-prediction baselines.ResultsMAPLe-I achieved stronger comparative benchmark performance across multiple settings. On ASSISTments, it obtained an AUC of 0.824 and an Intervention Alignment Rate of 0.785. On EdNet-KT1, it obtained an AUC of 0.812. On OULAD, it achieved a Macro-F1 of 0.772 and reduced RMSE to 0.315. Ablation and sensitivity analyses further supported the contribution of the temporal encoder, mechanism head, intervention policy head, and dual-horizon optimization strategy.DiscussionThe findings suggest that integrating learner-state diagnosis, theory-informed latent proxies, and intervention-policy modeling can improve offline predictive and rule-alignment performance in benchmark settings. However, the mechanism variables are computational proxies, the intervention labels are rule-derived rather than observed, and the results do not establish causal effects or authentic classroom impact. MAPLe-I should therefore be interpreted as a transparent benchmark framework for mechanism-aware personalized learning rather than as a validated real-world intervention system.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1833589</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1833589</link>
        <title><![CDATA[Leadership micro-behaviors and performance stability under competitive pressure: a stepped-wedge field study in professional football]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>René Paasch</author><author>Gunnar Mau</author>
        <description><![CDATA[Leadership in elite sport is often assumed to directly enhance performance outcomes, yet empirical evidence remains inconsistent, particularly under conditions of high competitive variability. The present study examined whether a brief, behavior-focused PERMA-based leadership intervention was associated with changes in psychological team resources and performance stability in competitive football teams. Using a stepped-wedge field design, 10 teams were observed across up to 24 competitive weeks, combining longitudinal team-level panel data with intensive daily diary assessments (1,567 player-day observations). Fixed-effects and event-study models were used to estimate within-team changes following intervention onset. Perceived leadership micro-behaviors increased following intervention onset, alongside higher levels of psychological safety and collective efficacy. At the performance level, no consistent changes in match points were observed, whereas performance instability decreased, reflecting lower week-to-week fluctuation across matches. Additional robustness analyses were consistent with the interpretation that observed patterns were more closely aligned with reduced performance variability than with systematic changes in average performance levels. Moderation analyses suggested that these associations were attenuated under conditions of elevated competitive pressure. Daily diary results provided converging evidence for changes in leadership perception and psychological safety, but not for load-dependent experiential states such as flow or sleep. These findings suggest that leadership micro-behaviors may be associated with context-sensitive patterns of team functioning, particularly in relation to performance stability rather than immediate competitive success. By distinguishing between performance stability and outcome performance, the present study contributes to a more differentiated understanding of leadership in elite sport and highlights the potential relevance of behavior-focused interventions in applied competitive settings.]]></description>
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        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1821889</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1821889</link>
        <title><![CDATA[Gomisin E attenuates pentobarbital-induced sleep deficits in aging-related insomnia: an in vivo and in silico study implicating cholinergic signaling]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Fan Yang</author><author>Fen Jiang</author><author>Xuewei Li</author>
        <description><![CDATA[ObjectiveTo investigate the therapeutic effects of gomisin E on insomnia in aged rats and to elucidate the underlying mechanisms.MethodsAn aging-related insomnia rat model was established by intraperitoneal injection of D-galactose combined with p-chlorophenylalanine (PCPA). Rats were treated with gomisin E at different doses (5, 15, and 45 mg/kg). Sleep quality, depressive-like behaviors, and cognitive function were evaluated using the pentobarbital sodium-induced sleep test, sucrose preference test, and Morris water maze test, respectively. Potential targets and signaling pathways were screened using bioinformatics analysis. The contents of acetylcholine (ACh) and choline acetyltransferase (ChAT) and acetylcholinesterase (AChE) activities in the hippocampus and ileum were determined using commercial assay kits. Protein levels of muscarinic acetylcholine receptor M1 and M2 (CHRM1 and CHRM2) in the hippocampus were detected by Western blot analysis.ResultsGomisin E dose-dependently alleviated body weight loss, sleep disorders, depressive-like behaviors, and cognitive dysfunction in aged rats with insomnia, significantly reducing pro-inflammatory cytokine levels. The potential mechanisms of gomisin E involved circadian rhythm regulation, inflammatory responses, the C-type lectin receptor signaling pathway, and cholinergic synapses. Gomisin E increased ACh content and ChAT activity, decreased AChE activity in the hippocampus and ileum, and upregulated the protein expression of CHRM1 and CHRM2 in the hippocampus.ConclusionGomisin E effectively ameliorates D-galactose/PCPA-induced insomnia and the associated depressive-like behaviors and cognitive dysfunction. The underlying mechanisms may involve suppression of systemic inflammation and restoration of cholinergic system homeostasis.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1832950</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1832950</link>
        <title><![CDATA[AI-driven proactive music therapy in the era of digital mental health]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Perspective</category>
        <author>Feng Li</author><author>Chengmeng Zhang</author><author>Chang Liu</author><author>Hanyi Jia</author><author>Zaishuo Wang</author>
        <description><![CDATA[Digital technologies such as telepsychology, mobile health applications, artificial intelligence (AI), and immersive virtual environments are rapidly transforming the delivery of psychological care. Despite these advances, music therapy remains weakly integrated into most digital mental health systems. In many current interventions, including virtual reality therapies and mental health applications, music is typically used as background ambience rather than as an active therapeutic mechanism. This disconnect limits the potential of music-based interventions for emotional regulation and psychological support. Advances in artificial intelligence create new opportunities to address this gap. Through emotion recognition, behavioral data analysis, and generative music algorithms, AI systems can anticipate emotional states and deliver adaptive musical interventions before psychological distress escalates. Such AI-driven proactive music therapy enables music to function as an embedded regulatory component within digital mental health ecosystems rather than as a passive environmental feature. A conceptual framework for integrating proactive music therapy into digital mental health platforms is proposed, highlighting key technological components including emotion sensing, adaptive music intelligence, and digital therapeutic delivery. Ethical considerations and research priorities for AI-enabled music interventions are also outlined. AI-driven proactive music therapy may represent an important direction for scalable and personalized psychological care in the era of digital mental health.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1816120</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1816120</link>
        <title><![CDATA[SSD-12 somatic symptom disorder scale: replication of validation and introduction of a parent version SSD-12-P]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Marlene Abel</author><author>Stefanie M. Jungmann</author>
        <description><![CDATA[According to DSM-5, Somatic Symptom Disorder (SSD) is characterized by distressing somatic symptoms with accompanying excessive thoughts, feelings, or behaviors. SSD is highly prevalent in the adult population and imposes significant clinical and societal burden. Early identification and standardized assessments are highly relevant, particularly for effective treatment. The SSD-12 is a validated self-report measure focused on the B-criteria of SSD; however, analogues parent-reported instruments for concerns about children’s somatic symptoms are lacking. Moreover, independent replications of the SSD-12’s factor structure and psychometric performance in new samples remain limited, which is essential to support its routine screening use. To address these gaps, this study (1) re-examined the factor and psychometric quality of the SSD-12 in adults and (2) validated a newly developed parent version (SSD-12-P) assessing parental stress triggered by child somatic symptoms. In an online study, 564 adults and a subsample of 144 parents completed the respective instruments. Confirmatory factor analyses supported the established three-factor structure (behavioral, cognitive, affective) for both, the SSD-12 and SSD-12-P, with strong factor loadings and high internal consistencies. SSD-12 and SSD-12-P demonstrated robust convergent validity via correlations with health anxiety (WI-7) and with each other. Findings support the SSD-12’s reliability for adult screening and introduce the SSD-12-P as a promising instrument to capture parental contributions to intergenerational somatic symptom burden, with implications for targeted interventions and future longitudinal research.]]></description>
      </item><item>
        <guid isPermaLink="true">https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1809368</guid>
        <link>https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1809368</link>
        <title><![CDATA[Mechanisms of semantic composition in older adults: control, semantic processing, and imagery]]></title>
        <pubdate>2026-05-14T00:00:00Z</pubdate>
        <category>Original Research</category>
        <author>Heather Bruett</author><author>Xiaoxi Qi</author><author>Marc N. Coutanche</author>
        <description><![CDATA[IntroductionSemantic composition is the ability to create meaningful novel concepts from familiar concepts. This can be achieved through a set of cognitive abilities that vary across individuals. As aging affects semantic networks in complex ways, examining how older adults experience the process of combining concepts can clarify which cognitive abilities contribute to maintaining flexible conceptual thinking.MethodsIn this study, 87 healthy older adults and a comparison group of 83 younger adults completed a semantic composition task, along with tasks measuring individual variation in cognitive processes hypothesized to underlie semantic composition: semantic processing, cognitive control, divergent and convergent creative thinking, and visual imagery.ResultsIn older adults, ease of semantic composition (in the form of conceptual combination) was predicted by cognitive control abilities, particularly when combining ambiguous word pairs that require resolving competing interpretations. In addition, older adults with stronger semantic processing and more vivid visual imagery found conceptual combination easier, with visual imagery especially benefiting attributive combinations. In younger adults, by contrast, ease of combining was more selectively related to cognitive control, with less evidence that semantic processing or imagery contributed in the same way.DiscussionThese findings demonstrate that the experienced ease of semantic composition in older adults reflects contributions from multiple cognitive mechanisms, varying by combination type, to maintain the capacity for conceptual flexibility.]]></description>
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