Fatigue is a prevalent issue among cancer patients. Cognitive behavioral therapy (CBT) is an individualized intervention that empowers patients and caregivers to actively participate in the treatment process. A recent systematic review and meta-analysis examined the impact of CBT on fatigue in cancer patients.

Expression is a key aspect of music performance. Studies on pianists' gestures and expression have mainly documented the impact of their expressive intentions on proximal segments and head linear kinematics. It remains unclear how pianists' expressive intentions influence joint angular kinematics as well as exposure to risk factors of injury, such as poor overall posture and distal jerky movements, two kinematic factors linked to injury. The first objective of this exploratory case study was to analyze the influence of pianists' expressive intentions on proximal and distal joint range of motion (ROM) across different musical contexts. The second objective was to evaluate the impact of expressive intentions on the posture of joints that are commonly injured in pianists, as well as distal joint angular jerk. Methods: Two expert pianists (P1 and P2) performed six musical excerpts (E1-E6) in two experimental conditions: normal condition (including expressive intentions) and the control condition (strictly playing the composer's notations written in the score with no subjective interpretation). An inertial measurement unit system recorded upper body kinematics.

Children experience a variety of emotions in achievement settings. Yet, mathematics-related emotions other than anxiety are understudied, especially for young children entering primary school. The current study reports the prevalence and intensity of six basic, discrete achievement emotions (joy/happiness, sadness, surprise, anger, fear, and disgust) expressed on the faces of 15 kindergarten-aged children as they solved increasingly complex arithmetic story problems in a 3-month teaching experiment. We also examine how the extent to which the expressed emotions influenced arithmetic accuracy at the end of an instructional session at the beginning, middle, and end of the teaching experiment. Through the application of , the three most intensely expressed emotions at the launch of the instructional sessions were happiness/joy, sadness, and surprise. Using functional regressions, these expressed achievement emotions predicted arithmetic accuracy at the end of the instructional session. However, when the effect of session over time was added to the model, the relationship between happiness/joy and accuracy, as well as sadness and accuracy, became non-significant. In contrast, the relationship between surprise and accuracy remained significant. We discuss potential explanations for these patterns of significance and non-significance. This study serves as a critical first step in clarifying how emotions contribute to problem-solving behavior as we grapple with how to respond to the sometimes intense, but always present emotions of young learners in ways that are affirming, as well as mathematically productive and generative.

As we all know, learning engagement is a key indicator for measuring the quality of students' learning outcome and assessing their learning effectiveness. However, the relationship among personality traits, emotion regulation, and learning engagement has not been thoroughly studied.

As the academic pressure, employment competition and mental health problems faced by college students are becoming more and more prominent, paying attention to and improving the quality of life and well-being of college students has become an important issue of widespread concern in all walks of life. This study focuses on the correlation between physical activity and college students' life satisfaction.

Innovation and progress serve as the driving forces behind national development. Universities, with their comprehensive academic systems and robust research capabilities, undoubtedly play a crucial role in fostering student innovation and advancing faculty research innovation. This study aims to explore the relationship between the collaborative climate and innovative work behavior of university educators, as well as the mediating effect of knowledge sharing, in order to provide an important theoretical basis for universities to better promote innovative work behavior. This study adopts questionnaire survey method and semi-structured interview method. In the questionnaire survey stage, this study uses 473 in-service educators in colleges and universities as the research objects; in the interview stage, this study uses 8 in-service educators as the research objects. The results of the questionnaire study prove that educators' cooperation atmosphere has a significant positive impact on innovative work behavior, educators' collaborative climate has a significant positive impact on knowledge sharing, knowledge sharing has a significant positive impact on innovative work behavior, and knowledge sharing has a significant positive impact on teachers' collaborative climate. There is a significant mediating effect on employees' innovative work behavior. The interview results found that a positive collaborative climate within universities can influence teachers' innovative work behavior through three channels: colleague support, management resource provision, and academic freedom encouragement. Therefore, a positive collaborative climate not only encourages communication and cooperation among faculty members but also inspires them to adopt and develop new methods and technologies in their research and teaching practices. Universities should place greater emphasis on enhancing their internal collaborative atmosphere.

Intrusive memories occur frequently after potentially traumatic events and form a core symptom of posttraumatic stress disorder (PTSD) if they persist. The translational approach of visuospatial interventions tries to target those intrusive memories in order to reduce their frequency predominantly using an intervention including as one component the computer game Despite promising results, the application of has critical drawbacks, e.g., potential commercial or copyright issues. Furthermore, it remains unclear whether it is this specific game or, as predicted by theory, a visuospatial task that leads to the effect. This study hence aims to compare the effect of with an alternative, bespoke visuospatial task: developed for the current purpose.

There is a need for greater scientific attention to research on violence (e.g., insults, intimidation, beatings) in contexts where such behaviors are prevalent. The agonizing win-lose vision that oftentimes is characteristic of sports competition is not understood in the same way in grassroots sports as in professional sports. Although increasingly frequent, the federative systems for young athletes replicate professional competitions, and the agonizing win-lose vision and psychosocial agents that characterize sports competitions do not impact grassroots sports in the same way as in professional sports. The present study aimed to establish a predictive model of the influence of exposure to violence in initiation sports on peer social relations under competitive situations in young athletes.

This study explores the impact of children's unsustainable behaviors on parental sustainable actions within family dynamics. Findings reveal that parents exposed to their children's unsustainable behaviors experience heightened family and environmental responsibility, which motivates them to engage in both private-domain and public-domain sustainable behaviors. These effects are amplified in intergenerational caregiving contexts, where parents compensate for reduced caregiving roles by adopting more sustainable practices. Through four experiments, the research validates the mediating roles of family and environmental responsibility and the moderating influence of caregiver type. This study extends existing theories on intergenerational behavior transmission by highlighting the influence of children's unsustainable behaviors, offering valuable insights for family education strategies and policy development aimed at fostering sustainability within households.

The process of decision making is a complex procedure influenced by both external and internal conditions. Songbirds provide an excellent model to investigate the neural mechanisms of decision making, because females rely on acoustic signals called songs as important stimuli in directing their mate choice. Previous experiments by our group and others have implicated secondary auditory brain sites in female evaluation of song quality, including the caudal portions of the nidopallium (NC) and mesopallium (CM). Recent pathway tracing experiments reveal a convergence of those sites onto a third region, the ventral portion of the intermediate arcopallium (AIV), suggesting that AIV may also play an important role in song evaluation and mate choice. Here we combined behavioral testing with lesion inactivation to investigate the role of AIV in song preference of female Bengalese finches (). Inactivation of AIV was associated with destabilization of rank ordering of song preferences. These data suggest a model in which the convergence of auditory activity in AIV plays an important role in female perception of song quality and production of courtship behaviors. Together with previous results that also demonstrate a role for the auditory areas that converge onto AIV, these findings extend the experimental tractability of this emerging animal model of sensory perception and decision making.

Public discussions in the media (e.g., social media and reality shows) about Black women's mental health have become more common. Notably, celebrities have become more vocal about their own mental health challenges and sought to normalize seeking care. This study aimed to gain a better understanding of Black women's: (1) past and current causes of stress, anxiety, and depression, and coping skills used; (2) their attitudes and perceptions toward mental health and receiving mental health treatment; and (3) times in their life they felt anxious or depressed, and what type of support or resources would have been helpful to have access to.

Several studies identified affect-regulatory qualities of deceptive placebos within negative and positive affect. However, which specific characteristics of an affect-regulatory framing impacts the placebo effect has not yet been subject to empirical investigations. In particular, it is unclear whether placebo- induced expectations of direct emotion inhibition or emotion regulation after emotion induction elicit stronger effects in affect regulation.

This research describes four aspects of the development of the Sense of Safety Theoretical Framework for whole person care: exploring the meaning of the phrase "sense of safety"-the whole person ; the range of human experience that impacts sense of safety-whole person ; the dynamics that build sense of safety-the healing ; and the personal and cross-disciplinary trauma-informed practitioner that facilitate sense of safety.

This study investigates the role of teacher mediation in facilitating children's communication during problem-solving, play-based coding activities with Kubo, a screen-free coding toy, in Early Childhood Education and Care (ECEC) settings. Following an initial observation involving nine kindergarten teachers and 36 children, a workshop was held to identify elements that teachers considered relevant for facilitating children's use of verbal and non-verbal communication. Key mediation elements, such as multimodal communication, planning, time, humor, and reflective questioning, were identified during the workshop and applied in a subsequent observation with the same participants. The findings reveal that these mediation strategies facilitated children's communication and participation in the activity using a multimodal approach to support their problem-solving process. Teacher mediation facilitated children's ability to articulate their thought processes, fostering a communicative and reflective learning environment. This study underscores the importance of various elements in teachers' semiotic mediation and identifies specific strategies that show promise for engaging all children.

Although writing feedback is widely believed to elicit a range of emotions, studies on the emotional experiences of L2 students with this teaching and learning tool, as well as their regulation strategies, remain largely underexplored. Drawing on the analytical framework of academic emotions from the perspective of positive psychology, this study examines two Chinese as foreign language (CFL) students' emotional reactions to their teacher's oral and written feedback and their emotion regulation strategies. The main data includes interviews, retrospective oral reports, students' reflection journals, academic writings, and teacher feedback. The study found that feedback aroused students' academic achievement emotions, cognitive emotions, and social emotions across various dimensions of valence and activation. Over the course of three feedback processes within one semester, the two learners' emotions gradually became neutral or positive. They effectively employed emotion-oriented, appraisal-oriented, and situation-oriented strategies to manage negative emotions and adapt to feedback. The findings suggest that paying attention to the intrinsic values of feedback may help learners experience more positive academic emotions, while paying too much attention to its extrinsic values may lead to negative emotions.

Previous studies have indicated that in the standard binary version of the dictator game, people are less likely to behave altruistically when given the opportunity to be strategically ignorant. The present study aims to assess the robustness of individuals' strategic ignorance in the context of the emergence of empathic concern. It is reasonable to hypothesize that traditional standard dictator games may not be an optimal context for the emergence of empathic concern. Accordingly, the purpose of the present study is to use a dictator game with loss potential that facilitates player empathic concern to investigate the emergence of (seemingly) altruistic behavior and strategic ignorance in the context of empathy. The results of a web experiment with 200 Japanese adults showed that our manipulation of loss had no effect on the occurrence of altruistic behavior and strategic ignorance. Moreover, even in situations in which the participant, as a dictator, is aware that the recipient has suffered a loss, they behave as if they have a legitimate reason not to act altruistically by being strategically ignorant. This result demonstrates the robustness of strategic ignorance and indicates that evoking empathic concern may not have enough of an effect to influence altruistic behavior in the laboratory experiment.

Teacher burnout is a serious problem that requires quick attention and management since it not only compromises educational quality but also strains schools' financial resources.

Phubbing may have significant interpersonal consequences. This study examines the association between partner phubbing and relational aggression, the mediation effect of social support, and the moderation effect of gender among young Chinese adults.

This paper explores the impacts of integrating AI into the teaching of Chinese Opera using a mixed-methods approach, examining performance, engagement, and psychological factors in students. A quasi-experimental design involving 199 participants over a one-year period was conducted, involving teaching with and without AI enhancement. Quantitative data, derived from standardized tests and analytics provided by AI platforms, were supported by qualitative data from interviews and observational studies. These results suggest that there were significant increases in the AI-enhanced cohort in opera performance competencies (Δ = 13.6,  < 0.001); retention of cultural knowledge (Δ = 15.5,  < 0.001), and overall engagement levels (r = 0.73,  < 0.001). Time series analysis revealed nonlinear learning trajectories, with participants showing greatest gains during the intervention's midpoint. The psychological data showed a strengthening relationship between self-efficacy and in-performance outcomes, demonstrating an increase from r_initial = 0.38 to r_final = 0.67,  < 0.001. This study indicates both the potential of AI in the preservation and development of traditional artistic work and highlights some challenges in initial implementation. The findings facilitate the ongoing discussion of integrating technologies into arts education and provide valuable insights to support curriculum development, in addition to conserving cultural heritage in the modern-day digital world.