The experience of widowhood and that of living alone are significant life events that are strongly associated with depressive symptoms in older adults. Nevertheless, few studies have examined the relationship between widowhood, living alone, and depressive symptoms among Chinese older adults, particularly with regard to the duration of widowhood. This study included 4,644 older adults aged 65 and above from the 2015, 2018, and 2020 China Health and Retirement Longitudinal Study (CHARLS). Linear regression models were used to examine the relationship between widowhood, living alone, and depressive symptoms. Unlike previous studies, our findings indicate that living alone instead played a buffering effect on the relationship between widowhood and depression among urban older adults, especially for short-term and long-term widowhood. However, this result did not appear in the rural sample. Our study highlights the significance of considering the role of living alone in the relationship between widowhood and depressive symptoms in older adults, as well as the need to distinguish between residence and duration of widowhood.

This study aims to investigate the effect of different implicit and explicit instructions on learning a fundamental motor skill (throwing task) in autistic children with a high propensity for reinvestment. A total of 48 male volunteer students with special educational needs aged between 7 and 9 years old were conveniently selected to practice a novel throwing motor task (slingerball). The study includes a 1-week the acquisition phase with five phases of measurements involving four groups: a) analogy, b) explicit instruction, c) errorless, and d) errorful paradigms. It was conducted in five phases: pre-test, acquisition, retention, transfer, and dual-task, using a quasi-experimental design. The task in this study was to throw a slingerball' towards a horizontal target on the ground. Mixed-design analysis of variance (ANOVA) and LSD post-hoc test performed to determine the interaction and main effects on throwing accuracy. The results indicated that participants in the analogy and errorless instruction groups had higher throwing accuracy in all phases of acquisition, retention, transfer and dual task compared to the explicit and errorful instruction groups (P ≤ 0.05). Moreover, both implicit learning groups performed more accurately in the dual task test than the explicit group (P ≤ 0.05). The results of this study support the theoretical framework that implicit practice can improve motor skill learning in children with autism spectrum disorder more than explicit practice. So, the application of errorless learning and analogy instruction is recommended for developing of motor performance and learning as implicit learning methods in educational environments.

The study aimed to explore the relationship between intrinsic spirituality, emotion dysregulation, resilience, and PTSD in Turkish university students who were earthquake survivors. In addition, the validity and reliability of the Brief Emotion Dysregulation Scale (BEDS) were evaluated among Turkish university students who were earthquake survivors.

The study uses social exchange theory to examine how social relationships affect individual involvement in creativity at work and innovative behavior, mediated by psychological safety. The study disentangles the social relationships at work as informal and formal relationships in terms of two plausible theoretical variables, workplace friendliness and perceived affective climate respectively, for the above purpose. Over a period of three-months, data collection was conducted in the IT and ITeS industry, with a sample of 515 participants and 105 team leads, using a two-pronged approach involving data from both team leads and their subordinates. The findings indicate a positive association between workplace friendliness (informal) as well as perceived affective climate (formal), and employee involvement in creativity with psychological safety as mediator, further leading to innovative behavior. The study suggests that fostering a positive, conducive formal work environment and workplace friendships can enhance employees' psychological safety, which enables them to put their creative ideas into action, which can help organizations get a competitive edge by finding novel ways of solving business challenges.

This randomized controlled trial aims to investigate the effects of educational and psychological interventions on the health outcomes of patients suffering from chronic diseases. We recruited 372 patients and randomly assigned them to one of two intervention arms during the trial, which lasted for a year. Both groups participated in a 12-month intervention program, where the intervention group received health education and supportive psychological therapy utilizing virtual reality (VR) technology, while the control group received conventional health education guidance. Statistical analysis showed that compared to the control group, the intervention group demonstrated significant improvements (p < 0.05) in depression assessment scores, compliance scores, and Barthel functional scoring. However, the two groups had no significant difference in the incidence of complications and health knowledge mastery. Additionally, the intervention group had fewer hospitalization days than the control group, with statistically significant differences. The research results prove that targeted intervention effectively improves medication adherence, patient awareness, and reduces patient hospitalization days, which is particularly important for managing chronic diseases.

To deliver high-quality courses across various instructional environments, instructors must consider variations in learner engagement. However, limited attention has been paid to whether online and in-person teaching approaches differ in terms of their effects on learner engagement in language learning environments. To fill this void, we aim to investigate the differences in overall and three specific types of engagement between online and in-person classrooms. The study is based on 168 learners in China who attended online and in-person English as a foreign language (EFL) course, respectively, across two semesters. This research utilized the mixed methods approach, involving the quantitative and qualitive strands. Firstly, t-tests revealed that, although participants positively rated their engagement in online and in-person courses, they evaluated online instruction less favorable in terms of overall engagement, emotional engagement, and cognitive engagement compared to in-person instruction. They also reported similar levels of behavioral engagement. Secondly, an open survey and interviews revealed these differences were primarily caused by the limited interaction, learners' insufficient digital skills, their lack of self-regulation, and instructors' inadequate technological pedagogical content knowledge online, while the flexibility of online learning likely compromised the behavioral engagement difference. We discussed the findings in light of self-determination theory (SDT), drawing pedagogical implications for language teaching and policymaking for delivery of engaging offline, online, and hybrid language programs in the future.

The current study evaluated psychometric properties and network analysis of the Parental Acceptance and Action Questionnaire (PAAQ) among Arab parents of children with and without dyslexia.

This empirical study investigates the relationship between mindfulness and online engagement among Bangladeshi English as a Foreign Language (EFL) learners during the Covid-19 pandemic. A mixed-methods approach was employed, combining quantitative data from the Langer Mindfulness Scale (LMS) and the Online Student Engagement Scale (OSES) with qualitative data from open-ended responses. A total of 215 university students participated in the study, providing insights into their mindfulness levels and engagement in online learning. Quantitative analyses, including descriptive and regression analyses, revealed no significant correlation between mindfulness and online engagement. Reliability analysis indicated that while the OSES demonstrated acceptable internal consistency for this population, the LMS showed poor reliability across subscales, raising concerns about its validity for Bangladeshi EFL students. Qualitative data were analysed using descriptive phenomenology, which highlighted a shift in students' locus of control during online learning, often manifesting as feelings of helplessness and hopelessness. Participants reported that mindfulness practices did not adequately mitigate pandemic-related stress or support their engagement. The findings suggest that mindfulness alone may not be effective in enhancing student engagement in online EFL contexts within non-Western settings. The study calls for policymakers to prioritise the development of resilient online learning infrastructures, improve internet accessibility, and incorporate culturally sensitive approaches to student well-being in digital education environments.

Flow is an optimal state of absorption that may be experienced in appropriately challenging and intrinsically motivating activities such as sports. Flow may be an important concept for understanding the emergence and role of sport in society, yet theoretical explanations of flow have had limited success explaining, predicting, and facilitating flow in sport. Here, we use the ecological dynamics framework, seeking to resolve foundational issues in an explanation of flow, building towards a theory of flow in sport. To address this challenge, we highlight the utility of ecological conceptualisations of experience, intention, skill, attention, information, and temporality, in explanations of flow experiences in sport, before discussing some novel empirical predictions motivated by the theory. We suggest that a multiscale ecological dynamics approach is well equipped to explore flow in performer-environment systems that display interaction-dominant dynamics and conclude by outlining avenues for future research created by an ecological dynamics theory of flow in sport.

This study explored the relationship between negative emotions, engagement, and artificial intelligence (AI) readiness among 323 music students. The researchers employed SPSS (version 27) and AMOS (version 24) for analysis using the Emotion Beliefs Questionnaire (EBQ), the Students' Engagement Questionnaire, and the Artificial Intelligence Readiness Scale. Structural Equation Modeling (SEM), along with reliability analysis, correlation, and Multiple Linear Regression, was applied to understand the data. Findings indicate that negative emotions and AI readiness are interrelated with student engagement. Music's emotional impact can influence how students manage their feelings and engage with AI technologies. For instance, individuals who are more prepared for AI integration may leverage these tools to manage their emotions more effectively, which in turn could lead to enhanced music performance, though the specific mechanisms connecting these factors need further clarification. Consequently, high AI readiness can lead to greater engagement with digital learning platforms, potentially benefiting emotional regulation and academic achievements.

Happiness has been of importance in different cultures because of its importance for biopsychosocial development in humans. Therefore, it is relevant to identify factors that can promote happiness, such as optimism, gratitude, mental health and psychological well-being. This study's aim was to test predictors of happiness in a Mexican sample.

This paper outlines our approach to one city's opportunity landscape. The opportunity landscape involves collecting systems-driven data sets corresponding to organizations, places, barriers and supports that collectively shape the opportunities available to youth, families, and educators. Understanding and utilizing this landscape is crucial to fully accounting for youth progress along STEM pathways. Such awareness is vital as stakeholders often operate in silos and may not fully grasp how their impact areas within the ecosystem intersect with others. For example, how do school-based out-of-school time opportunities affect programming at local parks and libraries? How does reduced bus fare impact kids' ability to move around the city after school and on weekends? How do employers create pathways for entry-level staff? Our work aims to create a cohesive landscape that brings together stakeholders, their insights, and affordances and creates opportunities for all. This paper describes the design efforts that led to one city's summer 2023 youth STEM learning opportunities. We discuss the phases of our work and approach to collaborative design with community and organizational partners to apply insights and create opportunities that increase youth freedom of movement and access to resources. We provide specific examples to illustrate the impact of our design.

Australia's population is ageing, with forecasts indicating that individuals aged 65 years and over will account for >20 % of the total population by 2066. Ageing is strongly linked with a significant decrease in cognitive capabilities. This study aimed to explore the association between cognitive impairment and four types of health outcomes among older Australians.

The purpose of this research includes analyzing the interaction between online English learning motivations, digital readiness, academic engagement, self-regulated English learning attainment, and technology self-efficacy. These interactions were examined based on data gathered from learners in online English courses through the method of structural equation modeling. Analysis found that online English learning motivation has a significant impact on the learners' level of digital readiness and levels of academic engagement, thereby underlining its importance in getting learners ready for meaningful navigation of the digital environments with emphasis on specific academic tasks. Moreover, digital readiness and academic engagement mediate the link between online English learning motivation and online self-regulated learning, thus signifying the role of these variables in achieving translation of motivation into efficient self-regulation. Moreover, online English learning motivation exerts an indirect impact on digital readiness and academic engagement through the moderation of technology self-efficacy; in particular, the high level of self-efficacy strengthens the positive effects of motivation. This basically emphasizes the confidence in technology usage as a fundamental dimension to the effectiveness of online learning. Hence, based on these findings it can be concluded that increasing online English learning motivation, readiness for digital learning environments and academic engagement as well as the technology self-efficacy is important in order to achieve the greatest learning success in the field of online English learning. Although the study has its drawbacks like the use of self-reported data and cross-sectional research design, the study present implications that would be useful to educators and policymakers in the improvement of the online education strategies. The next steps in the research should involve following up the participants over a long period and using both qualitative and quantitative methods to augment these results.

To evaluate the efficacy and safety of acupuncture as a supplementary treatment for mild to moderate depression in hemodialysis patients.

Terror Management Theory (TMT) holds that mortal threats bolster people's desire to support their worldviews, which may contribute to increased outgroup bias. In 2020, two events likely increased mortality salience and death anxiety: COVID-19 and the Black Lives Matter (BLM) protests that followed George Floyd's murder. We used Project Implicit data to investigate their impact on implicit anti-Black bias, controlling for demographic variables. Study 1 (N = 82,639) found a decrease in anti-Black bias from April 1-May 20, 2020 compared to the same period in 2019, indicating that increased mortality salience amid the pandemic failed to increase anti-Black bias. Study 2 (N = 96,957) examined anti-Black bias and death anxiety across two seven-week periods prior to (April 1-May 20, 2020) and during the BLM protests (May 27-July 15, 2020). Death anxiety increased during the protests, while anti-Black bias decreased. Conservatives showed no link between death anxiety and anti-Black bias, yet showed a decrease in bias once the protests began. Liberals showed the TMT-predicted relation between death anxiety and increased bias, however this relation weakened during the protests. Notably, these attitude changes in the context of a mass social movement differ from predominant conservative shift and worldview defense patterns in prior work on attitude change amid social crisis. Collectively, our results failed to link mortality salience with outgroup bias but suggest a role for other factors including social movements, intergroup empathy, and social solidarity in reducing bias.

Emotional education helps to develop emotional intelligence skills and to bolster teachers' overall well-being.

The Decision component of the Activation-Decision-Construction-Action theory (ADCAT) proposes that if people perceive the benefits of lying higher than the truth, they are more likely to lie. To expand on the existing ADCAT research, the current study investigated the cost-benefit appraisals of 115 children ages 7-to-14 when concealing information about school bullying. Further, the current study examined the impact of the type of bullying (verbal vs. physical), type of exposure to bullying (victim vs. bystander-witness), and familiarity of the person to whom they could disclose (familiar adult vs. unfamiliar adult) when evaluating ADCAT. The results indicate that the expected value of lie-telling and motivation to lie were only significantly related to decisions to lie when the child is the victim of physical bullying and being questioned by a familiar person. Whereas the expected value of truth-telling was only significantly related to decisions to lie when the child is the victim of verbal bullying and being questioned by an unfamiliar person. Discriminant function analysis models were also statistically significant for these two vignettes, meaning that ADCAT-dependent measures could be used to accurately classify the truth and lie tellers for these two vignettes. Furthermore, developmental factors such as age, gender and Theory-of-Mind skills of the ADCAT-dependent measures within each scenario were examined. This study provides further understanding of the complexities in cases of school bullying, particularly as it relates to social-cognitive factors that encourage or discourage children and adolescents from disclosing these events.

This study explores the efficacy of somatosensory interactions in enhancing mental health care by examining the deployment and impact of these technologies. Based on a scoping review of 46 research studies, our analysis reveals that traditional mental health interventions often fail to align with prevalent technological trends. However, somatosensory interactions bridge this gap by creating immersive and engaging experiences. Our findings show considerable variability in the effectiveness, user engagement levels, and application methods of somatosensory technologies. Certain technology designs are particularly effective in promoting emotional well-being and reducing stress. Nonetheless, the diverse outcomes among the studies highlight the influence of factors such as design quality and user demographics. This variability underscores the need for more targeted studies to refine the application of somatosensory technologies, ensuring their effectiveness across different population segments. Ultimately, our insights emphasise the need to develop robust guidelines for integrating these technologies into comprehensive mental health strategies, thereby enhancing the related overall outcomes.

Prior studies highlight the importance of academic buoyancy and adaptability in educational trajectories, yet the influence of family-related factors remains less explored. Anchored in Bronfenbrenner's ecological systems theory, this research examines how family socioeconomic status (SES) influences academic buoyancy and adaptability, the predictive relation between family SES and parental involvement, and whether parental involvement mediates the impact of family SES on academic outcomes. We surveyed 1164 junior high school students from China. Controlling for gender and attendance type, structural equation modelling revealed a positive correlation between family SES and students' academic buoyancy and cognitive-behavioural adaptability; however, this correlation did not extend to affective adaptability. Parental involvement was significantly linked to family SES and fully mediated the relation between family SES and both academic buoyancy and cognitive-behavioural adaptability. Based on these findings, practical implications are discussed.

Thanks to the development of digital technology, short-videos have become fully integrated into users' daily lives. Time, as an intangible yet important environmental variable, subtly influences individuals' cognition and behavior in various ways. Among the existing studies on short-video platforms, there has been limited focus on the impact of temporal landmarks on social media users' behavior and preferences. To address this gap, this paper examines how beginning or ending temporal landmarks in short-videos activate a sense of starting or finishing within a social media context. It explores the mechanisms of user preferences for personal branding under different temporal perceptions and further examines the boundary role of users' personal traits. The results show that the main effects of temporal landmarks on personal brand preferences, as well as the mediating role of attributional needs and uniqueness needs and the moderating role of self-construal, are significant. Specifically, for users with independent self-construal, those activated by beginning temporal landmarks show a higher preference for competence-based personal brands; for users with interdependent self-construal, those in scenarios with ending temporal landmarks exhibit a stronger preference for warmth-based personal brands. This paper enriches research on user behavior related to temporal landmarks in social media, expands the applicability of the stereotype content model in personal branding, and provides suggestions for short-video social media platforms to attract, convert, and monetize user traffic. It also offers marketing insights for businesses on arranging activities according to consumer traits and temporal factors.