Study on the Long-Term Effects of Acceptance and Commitment Therapy in Improving College Students' Mental Health
Li Yi, Qiao Peng
*
Wuhan Railway Vocational College of Technology, Wuhan, China
Background: College students face multiple challenges including academic pressure, interpersonal adaptation, and career planning, making them prone to mental health issues like anxiety and depression. While traditional psychological interventions may yield short-term effects, their long-term effectiveness often proves inadequate, compounded by barriers to seeking help. Acceptance and Commitment Therapy (ACT), a key representative of third-generation behavioral therapies, focuses not on eliminating negative thoughts and emotions directly, but on enhancing psychological flexibility to help individuals build healthier relationships with their inner experiences and persistently act toward personal values. In recent years, ACT has demonstrated significant potential in promoting mental health among college students.
Subjects and Methods: This study employed a systematic literature review methodology to comprehensively search and analyze recent domestic and international empirical research on the long-term effects of ACT on college students' mental health. The research subjects included both general college student populations and specific subgroups exhibiting psychological issues such as anxiety, depression, and perfectionism. The included research methods primarily consisted of randomized controlled trials (RCTs), longitudinal studies, and meta-analyses, with intervention formats ranging from group counseling and online self-help programs to single-session workshops and short-term intensive courses. To evaluate long-term effects, the study focused on studies with follow-up measurements lasting at least one month, with the longest follow-up period reaching two years. By synthesizing and analyzing core indicators such as depression, anxiety, psychological flexibility, subjective well-being, and self-compassion across these studies, the research assessed the sustainability of ACT intervention effects.
Results: Empirical research demonstrates that ACT delivers significant long-term benefits for improving college students 'mental health. In a two-year follow-up study, ACT-based interventions consistently reduced depressive and anxious symptoms (effect size ηp20.19-0.43) while significantly enhancing psychological flexibility, subjective well-being, and self-compassion. All intervention formats maintained lasting effects: Group ACT counseling effectively reduced interpersonal sensitivity and social anxiety, while online self-guided ACT not only alleviated perfectionist students' evaluation anxiety and psychological rigidity (e.g., β=-0.24, p<0.01) but also demonstrated stable effects in one-month follow-ups. Notably, even brief ACT interventions (e.g., 30-45 minute online modules or one-day workshops) showed sustained positive impacts on psychological distress and flexibility in the same follow-up period.
Conclusions: ACT is an effective intervention that delivers lasting positive impacts on college students ‘mental health. By fostering psychological flexibility, ACT equips students to better navigate the inevitable psychological challenges of campus life and future development, thereby maintaining and enhancing long-term mental well-being.
Acknowledgements: This research was supported by Hubei Provincial Department of Education Philosophy and Social Science Research Project: Research on Risk Evolution Simulation and Response Decision Optimisation Strategies for Student Crisis Events Supported by AI Technology (Grant No. 25Z026).
Corresponding Author: Qiao Peng, Wuhan Railway Vocational College of Technology, Wuhan, China.
Influence of Subjective Norms, Environmental Knowledge, and Mental Health Factors on the Green Purchase Intentions of College Students
Fei Teng
1,2,*
, Zihao Wu
3
1
School of Management, Guangdong University of Science and Technology, Dongguan, China
2
Graduate School of Business, SEGi University, Kota Damansara, Malaysia
3
School of Finance and Economics, Guangdong University of Science and Technology, Dongguan, China
Objectives: There has been increased interest in green consumption as a result of environmental degradation and climate change. In addition to social and cognitive motivators, mental conditions (including psychological well-being), environmental emotional care, and eco-anxiety have the potential to determine pro-environmental intentions in university students. Nevertheless, the previous studies have mainly ignored the issue of mental health as an inherent psychological process that connects the subjective norms and environmental knowledge to green purchase intention.
Methods: A cross-sectional survey was used in the quantitative study of 394 university students who participated in the surveys using a structured questionnaire. Green purchase intention, subjective norms, environmental knowledge, and psychological sensitivity to environmental issues (measured using validated Likert-scale) were measured with regard to mental health. The statistical analysis was performed with SPSS 29.0 and involved the use of reliability analysis, independent-samples t-tests, Pearson correlation, and multiple regression.
Results: The measurement scales were all found to be highly internally consistent, with Cronbach alpha over 0.90. Correlation analysis revealed that subjective norms had a significant positive correlation with green purchase intention (r = 0.741, p < .001), and environmental knowledge had significant positive correlation with green purchase intention (r = 0.630, p < .001). The multiple regression analysis revealed the subjective norms (= 0.526, p < .001) and the environmental knowledge (= 0.231, p < .001) had a significant contribution to predicting the green purchase intention, and together formed 57.9 percent of the variance. The study indicates that individuals with higher levels of mental health tend to exhibit stronger future-oriented thinking and altruistic inclination. Consequently, they are more willing to adopt green consumption behaviors, which may entail higher personal costs but benefit the environment.
Conclusions: The results indicate that the three conditions of social influence, environmental cognition, and psychological factors related to mental health jointly determine green purchase intention among college students. Incorporating mental health lenses enhances the theoretical accounts on the consumer green behavior and offers practical information on customizing psychologically supportive as well as socially normative sustainability interventions.
Acknowledgements: This study was supported by Research Project Fund of Guangzhou the Trainers Management Consulting Co., LTD should be revised to: This study was supported by Research Project Fund of Guangzhou The Trainers Management Consulting Co., LTD.
Corresponding Author: Fei Teng, School of Management, Guangdong University of Science and Technology, Dongguan, China; Graduate School of Business, SEGi University, Kota Damansara, Malaysia.
Children’s Psychological Health: The Perspective of Their Imagination Development
Duhong Peng
1,*
, Kaili Zhu
1
, Zhan Chen
2
1
Suzhou University of Science and Technology, Suzhou, 215009, China
2
Chongqing Jiaotong University, Chongqing, 40074, China
Objective: Children’s psychological health stands as the cornerstone of their holistic development, exerting a profound and enduring impact on their emotional regulation, social adaptation, cognitive growth, and so on. It is moving beyond a narrow focus on anxiety, stress or other problems to champion a more complete and flourishing approach. Imagination as the only or last advantage possessed by humans in the era of the rapid development of artificial intelligence, is one of the key indicators of their mental health. Thus, research on children's imagination has reached a new historical starting point. This paper conducts a literature-based exploration to draw experience from previous studies focusing on the evaluation techniques and development features of children’s imagination. Thus, it enriches the perspectives of children’s mental health research and provides a reference for promoting children’s psychological flourishing.
Subjects and Methods: All empirical research papers related to children’s imagination published since the 21st century was taking into consideration and evaluated. A systematic literature review was used, which follows explicit and reproducible processes, and its core lies in comprehensively and unbiasedly synthesizing existing literature on specific research questions to draw reliable conclusions. So, in this study, review, analysis, and prospect of relevant literature were conducted on empirical studies directly targeting children's imagination around recent 20 years. Also, with attention paid to research exploring the relationship between children’s imagination and their emotional regulation or other mental health indicators.
Results: A total of 13 representative assessment tools for children's imagination applicable to 0-12-year-olds were identified. The assessment domains cover general imagination and subject-specific imagination; assessment formats include self-report scales and situational tasks, and some situational tasks are designed based on mental health contexts (e.g., imagining solutions to interpersonal conflicts to assess imaginative and emotional regulation abilities). Currently, empirical research on the development of children's imagination remains limited overall with no conclusive findings—for instance, contradictory and diverse trends exist regarding how school-age children's imagination changes with age. Notably, research on the effectiveness of mental health education in promoting children’s imagination development is scarce.
Conclusion: Though imagination is becoming one of the most important topics related to children’s mental health or psychological flourishing in this era, existing empirical explorations on the assessment and development of children's imagination are in the preliminary stage. There are some urgent directions or problems worthing researching in the future. For example, it is urgent to break through cross-sectional designs and conduct longitudinal tracking based on consolidating the essence of children's imagination and optimizing existing or developing new assessment tools. Additionally, exploring the heterogeneous characteristics in its development and children's imaginative performance in human-AI interaction is necessary. Of course, children’s psychological health research can add the imagination perspective to make a more comprehensive evaluation or judgement. Thereby providing a holistic and flourishing foundation for mental health promotion practices.
Acknowledgments: This research is a phased result of the Humanities and Social Sciences Research Project of Chongqing Municipal Education Commission: “Research on the Integrated Mechanism of Mental Health Education across Primary, Secondary, and Higher Education in Chongqing in the New Era” (22SKSZ041).
Corresponding Author: Duhong Peng, Suzhou University of Science and Technology, Suzhou, 215009, China.
The Dynamic Impact of Labor on Physiological Signs and Psychological Comfort: Applicability of Thermal Comfort Indexes to Working Humans
Fei Liu
1,2,3
, Guoshan Wu
1,2,3,*
, Dongliang Zhang
1,2
1
Guilin University of Aerospace Technology, Guilin 541004, Guangxi, China
2
Guangxi Key Laboratory of Special Engineering Equipment and Control, Guilin 541004, Guangxi, China
3
University Engineering Research Center of Green Upgrade Key Technology for Energy Industry, Guilin 541004, Guangxi, China
Background: Common thermal comfort indexes are based on static conditions and rarely consider the impact of labor intensity or physiological temperature (PT) on thermal comfort. Thermal comfort refers to the comprehensive physiological and psychological perception of thermal balance by the human body in a thermal environment. When thermal comfort indexes deviate from the neutral zone, it not only affects work efficiency but also has adverse effects on physical and mental health.
Subjects and Methods: A running experiment was conducted in an environmental chamber to simulate human labor status, exploring the dynamic balance between physiological and psychological aspects of the human body during labor. The curves of oral temperature (OT), skin temperature (ST), accumulated sweat (SWtotg), and subjective thermal sensation voting (TSV) with labor time were plotted. The correlation between standard effective temperature (SET), universal thermal climate index (UTCI), wet bulb globe temperature (WBGT), and apparent temperatuer (AT) with PT and TSV was analyzed.
Results: The PT of the human body increased to a certain extent with the increase of working time. Under limited physiological regulation, the heat exchange temperature difference between human body and the environment was increased to improve the heat dissipation capacity to maintain physical and mental health. Within the acceptable range of the human body, the effects of labor intensity and wind speed on PT and TSV were not significant. However, the changes in ST of the worker's body affected by labor intensity and wind speed were greater than the changes in OT. The OT and ST showed segmented changes with the increase of labor time. When the labor intensity was heavy, the impact of wind speed on psychological comfort was significantly reduced, especially when the environmental temperature reached to 36°C, the balance between human physiology and psychology was about to be disrupted.
Conclusions: When the relative humidity of the air was 50%, SET, UTCI, WBGT, and AT all had strong correlation with OT, ST, and TSV. SET, UTCI, WBGT, and AT were all applicable for analyzing working humans thermal comfort issues of indoor moderate to heavy workloads, and it can provide guidance for the development of labor related policies or regulations, as well as worker healthcare work.
Acknowledgements: This work was supported by the GUAT Special Research Project on the Strategic Development of Distinctive Interdisciplinary Fields (No.TS2024151), Guangxi Provincial Natural Science Foundation (No. 2025GXNSFAA069273) and Guangxi College Students' Innovation and Entrepreneurship Training Program (No. S202411825159).
Corresponding Author: Guoshan Wu, Guilin University of Aerospace Technology, Guilin 541004, Guangxi, China; Guangxi Key Laboratory of Special Engineering Equipment and Control, Guilin 541004, Guangxi, China; University Engineering Research Center of Green Upgrade Key Technology for Energy Industry, Guilin 541004, Guangxi, China.
Reconstructing Community Emergency Management Mechanisms and Innovating Pathways through Digital Empowerment and Collaborative Governance: A Mental Health Perspective
Hongmei Wan
*
Party School of the Tianshui Municipal Committee of the CPC, Tianshui, 741018, Gansu, China
Background: Against the backdrop of a risk society, communities, as the frontline units of public crisis governance, urgently need to address the cross-boundary, uncertain, and complex nature of emergencies. The traditional government-centric “single-line mobilization” model not only leads to inefficient allocation of emergency resources but also easily triggers psychological dependence among residents, trust crises, and collective psychological trauma, manifesting as widespread anxiety, increased risk of Post-Traumatic Stress Disorder (PTSD), and diminished socio-psychological resilience. Therefore, it is imperative to adopt a mental health perspective, leveraging digital technology and collaborative governance mechanisms to systematically enhance the psychological adaptability and overall resilience of communities in emergencies, thereby mitigating the systemic impact of sudden incidents on residents' mental health.
Subjects and Methods: Integrating theories of digital governance, collaborative governance, and mental health, this study constructs a “Technology-Institution-Psychology” integrative analytical framework. Employing a mixed-methods research approach, it selects residents' anxiety levels, psychological stress response time, social trust, and PTSD incidence rate as core mental health indicators. Multi-source data analysis is used to investigate the intervention pathways and mechanisms through which digitally enabled collaborative governance affects residents' mental health.
Results: Digital empowerment primarily enhances residents' risk perception and psychological expectation management through intelligent early warning systems, significantly shortening their psychological stress response time and reducing collective anxiety levels. Collaborative platforms mainly increase information transparency and communication efficiency, thereby strengthening residents' trust in the government, which in turn lowers the post-disaster PTSD incidence rate. Together, they effectively alleviate the mental health crisis caused by public emergencies and improve overall mental health.
Conclusions: Digital empowerment, via intelligent early warning systems and risk perception platforms, significantly enhances residents' risk awareness and psychological expectation management capabilities, reducing the average psychological stress response time by approximately 30% and collective anxiety levels by about 25%. Collaborative governance platforms, by improving information transparency and communication efficiency, increase residents' trust in the emergency response system by approximately 20% and reduce the post-disaster PTSD incidence rate by about 15%. Their synergistic effect effectively mitigates the mental health crises triggered by emergencies and enhances the overall psychological resilience of the community.
Acknowledgement: This paper is a phased research outcome of the 2024 Gansu Provincial Science and Technology Program Soft Science Project “Empirical Study on the Emergency Management System and Capacity Building of Gansu Province Communities from the Perspective of Collaborative Governance” (Project Number: 24JRZE010).
Corresponding Author: Hongmei Wan, Party School of the Tianshui Municipal Committee of the CPC, Tianshui, 741018, Gansu, China.
Learning Engagement as a Psychological Mediator Between Diverse Admission Pathways and Employment Outcomes Among Undergraduates
Jian Wang, Jie Ren, Huiyong Miao*
Chaohu University, Hefei 238024, Anhui, China
Background: With the expansion of higher education in China, multiple admission pathways-such as general college entrance examination, vocational-to-undergraduate programs, and targeted admission tracks -have created increasingly diverse student groups in universities. This diversity raises questions about potential inequities in learning experiences and psychological adaptation among students admitted through different routes. Learning Engagement, a construct rooted in educational psychology, is closely associated with motivation, self-regulation, and well-being, and plays a central role in shaping students’ academic and career development. Prior studies have emphasized that students’ psychological resources and learning processes strongly predict their academic success and employment outcomes. However, it remains unclear whether Learning Engagement mediates the relationship between admission pathways and employment performance among undergraduate graduates. Addressing this gap has important implications for psychological health education, learning support, and equitable talent development in universities.
Subjects and Methods: A total of 156 undergraduate students from three admission pathways participated in the study. Participants completed questionnaires assessing Learning Engagement, employment performance, school identification, professional identity, social capital, psychological capital, and indifference tendency. One-way ANOVA was conducted to examine group differences among admission pathways. Pearson correlations were calculated to explore relationships among variables. A mediation analysis was performed using PROCESS Model 4(5,000 bootstrap samples) to test whether Learning Engagement mediates the relationship between admission pathways and employment performance. All psychological constructs were measured using validated scales widely adopted in higher-education and psychological research.
Results: ANOVA results showed that Learning Engagement differed significantly across admission pathways (F=9.144, p<0.001), whereas employment performance and other psychological variables showed no significant group differences (ps>0.05). Correlation analysis indicated that Learning Engagement was positively associated with employment performance (r=0.41, p<0.01). The mediation model revealed that admission pathway had no significant direct effect on employment performance (c’=0.0397, p=0.5499), but exerted a significant indirect effect through Learning Engagement (indirect effect =-0.0855, 95% CI[-0.1475, -0.0330]). This suggests that students admitted through different pathways show distinct levels of Learning Engagement, which in turn influence their employment outcomes. Chain mediation pathways involving psychological capital, school identification, or social capital were not significant.
Conclusions: The findings highlight Learning Engagement as a key psychological and behavioral mechanism linking admission pathways and employment performance among undergraduate graduates. Although admission pathways do not directly affect employment outcomes, they shape students’ learning involvement, which in turn influences their job performance and career readiness. These results underscore the importance of psychological health education, learning motivation interventions, and tailored academic support for students admitted through diverse routes. Universities should strengthen Learning Engagement-oriented programs, provide targeted counseling and learning assistance, and reduce inequities arising from admission pathways. The study provides empirical evidence for promoting equitable and psychologically healthy development among diverse undergraduate populations.
Acknowledgments: Anhui Provincial Quality Engineering Key Teaching and Research Project: “Practical Approaches to Cultivating Applied E-Commerce Undergraduate Talent in the Context of the New Liberal Arts” (2022jyxm1061); Anhui Provincial Quality Engineering Traditional Major Transformation and Enhancement Project: “E-Commerce Major Transformation and Enhancement Project” (2023zygzts086).
Corresponding Author: Huiyong Miao, Chaohu University, Hefei 238024, Anhui, China.
Unlocking Knowledge Sharing: A Trust-Transfer Model of Blockchain via Psychological Safety and Satisfaction
Hua Xiao, Sheng Xu
*
Jiangxi Agricultural University, Nanchang, China
Objective: Grounded in self-determination theory and cognitive trust theory, the study investigates the psychological mechanisms through which blockchain technology facilitates knowledge-sharing behavior, with a specific focus on its role in fulfilling basic psychological needs (autonomy, security) and reducing state anxiety. Although blockchain is recognized for fostering transactional trust in financial settings, its psychological impact in knowledge-sharing contexts—particularly its capacity to enhance perceived security, mitigate anxiety stemming from uncertainty, and promote prosocial contribution-remains underexplored. To address the gap, a cross-level conceptual model was developed, integrating technology affordances, platform trust, user satisfaction, and mental health-related variables to delineate the psychosocial pathways from blockchain adoption to sharing behavior.
Subjects and Methods: A cross-sectional survey was administered to some active users recruited from three blockchain-based knowledge-sharing platforms. Psychometric measures included scales assessing perceived blockchain integration, platform trust, user satisfaction, knowledge-sharing intention, state anxiety, and basic psychological need fulfillment. Data were analyzed using hierarchical linear modeling to account for nested data structures, and serial mediation was tested via structural equation modeling with bootstrapped confidence intervals to examine the sequential effects of trust, satisfaction, anxiety reduction, and need fulfillment.
Results: Perceived blockchain application was positively associated with platform trust and directly predicted knowledge-sharing intention. Platform trust significantly enhanced user satisfaction and reduced state anxiety during knowledge exchange. Furthermore, user satisfaction and the fulfillment of psychological needs—particularly autonomy and security—served as significant proximal predictors of sharing behavior. Importantly, a serial mediation pathway was supported: blockchain use increased platform trust, which in turn elevated satisfaction and decreased anxiety (or enhanced psychological safety), thereby fostering greater knowledge sharing. All indirect paths were statistically significant, confirming the hypothesized psychosocial mechanism.
Conclusions: The study establishes that blockchain technology promotes knowledge sharing not merely as a technical innovation but as a psychologically facilitative environment that addresses core human needs for safety, autonomy, and predictability. By engendering cognitive trust, blockchain mitigates anxiety arising from information asymmetry and uncertain rights, creating a climate conducive to voluntary contribution. These findings extend theoretical frameworks in technology acceptance and knowledge management by incorporating mental health constructs, offering a psychologically nuanced understanding of digital engagement, and providing evidence-based guidance for platform design: emphasizing trust-building interfaces, satisfaction-driven interaction, and need-supportive digital environments can enhance both participatory behavior and psychological well-being in online communities.
Acknowledgements: National Natural Science Foundation of China Projects (U2268209; 72272070; 72271111; 72002088), Jiangxi Higher Education Society 2024 Annual General Research Project “Research on Interlibrary Cooperation in University Libraries in the AI Environment” (JX-D-039), Jiangxi Agricultural University Teaching Reform Project “Research on Teaching Strategies for Enhancing Users' Digital Literacy from the Perspective of AI-Empowered Construction of Future Learning Centers in University Libraries” (2024B2ZZ50).
Corresponding Author: Sheng Xu, Jiangxi Agricultural University, Nanchang, China.
AI-Based Psychological Intervention for University Teachers: An Ethical Risk Analysis and Collaborative Governance Framework Grounded in Behavioral Theory
Sujia Cheng
1,*
, Xiaohua Li
2
, Yanping Li
3
, Mengmei Tu
4
, Lirong Ye
2
1
Key Laboratory of Digital-Intelligent Disease Surveillance and Health Governance, North Sichuan Medical College, Sichuan 637000, China
2
North Sichuan Medical College, Sichuan 637000, China
3
Nanchong Hospital (Beijing Anzhen Hospital, Capital Medical University), Sichuan 637100, China
4
Federation of Trade Unions of Peng'an County, Sichuan 637800, China
Background: This study focuses on the psychological crisis among early-career university faculty under the “up-or-out” tenure system, exploring both the potential and the practical challenges of applying artificial intelligence (AI) in mental health interventions. From an interdisciplinary perspective integrating behavioral science and psychology, it aims to systematically reveal the empowering mechanisms and ethical risks of AI in psychological support, construct a collaborative governance framework, and promote AI's transition from a mere “technical tool” to an “ethical partner,” thereby providing a theoretical foundation and practical pathway for the responsible development of AI-driven mental health support systems in higher education.
Methods: Grounded in the COM-B behavior system model, this research analyzes the psychological and behavioral mechanisms of faculty from three dimensions: capability, opportunity, and motivation. It further integrates the Health Belief Model—which focuses on perceived threat and behavioral benefit evaluation—and Social Cognitive Theory, which emphasizes the interaction between self-efficacy and environmental feedback, to form a linked “cognition–affect–behavior” explanatory pathway. A mixed-methods design was adopted, combining regression analysis of survey data from 1,892 faculty members with thematic analysis of in-depth interviews with 12 teachers, thereby achieving both quantitative verification and qualitative depth.
Results: Quantitative analysis identified performance evaluation pressure, “up-or-out” status, and weekly working hours as key risk factors for psychological stress, while perceived organizational support and family support served as primary protective factors, with significant group heterogeneity observed. Qualitative findings revealed AI’s potential for psychological empowerment through emotion regulation, expansion of behavioral opportunities, and mitigation of motivational barriers. However, it also triggered ethical risks including data privacy concerns, algorithmic black boxes, cultural inadaptability, and erosion of personal autonomy.
Conclusions: The study demonstrates the dual “empowering” and “disempowering” effects of AI psychological intervention, necessitating systematic governance to achieve balance. Accordingly, a three-dimensional “Technology–Institution–Culture” collaborative governance framework is constructed: at the technological level, promoting localized algorithm design and transparent data governance to enhance psychological empowerment and algorithmic fairness; at the institutional level, improving policy safeguards and organizational support mechanisms to optimize the structural environment for mental health services; and at the cultural level, advancing destigmatization initiatives and technology ethics education to reshape a supportive psychosocial ecology. This framework provides an integrated governance pathway for transforming AI-driven faculty support systems from “instrumental rationality” toward “ethical symbiosis,” while also laying a foundation for subsequent interdisciplinary research and practical iteration.
Acknowledgements: 2025 Nanchong Social Science Planning Project - Northern Sichuan Health Humanities Research Special Project “Research on the Differences and Optimization of Attention Allocation in Rural Medical and Health Policies of Northern Sichuan Local Governments” (NC25CB52).
Corresponding Author: Sujia Cheng, Key Laboratory of Digital-Intelligent Disease Surveillance and Health Governance, North Sichuan Medical College, Sichuan 637000, China.
Safeguarding the Educators: How Ethical Leadership and Organizational Ethics Mitigate Teacher Misconduct by Promoting Mental Well-Being
Kai Wang
1
, Xiangqian Wei
2
, Yuan Gao
2,3,*
1
Oilu Normal University, Jinan, 250013, China
2
Qufu Normal University, Qufu, 273165, China
3
Linyi Scientific Exploration Laboratory, Linyi, 276037, China
Objectives: Teacher misconduct remains a significant concern in educational settings, with prior research often focusing on individual psychological factors such as burnout, moral disengagement, and mental health challenges. This study extends that understanding by examining how organizational-level factors—specifically ethical leadership and organizational ethical climate—interact with teachers’ psychological well-being to influence misconduct. It aims to provide a holistic framework that integrates leadership, organizational culture, and mental health perspectives to explain and mitigate teacher misconduct.
Methods: A survey-based approach was employed with a sample of 676 primary and secondary school teachers from Shandong Province, China. The study utilized validated scales measuring ethical leadership, organizational ethical climate (including self-interest, rule-based, caring, and independent orientations), and teacher misconduct (emotional, conceptual, and moral). The research incorporated psychological constructs such as emotional exhaustion and moral reasoning to delineate pathways to misconduct. Data analysis included hierarchical regression and structural equation modeling (SEM) with mediation tests.
Results: Ethical leadership significantly and negatively predicted all three types of teacher misconduct, both directly and indirectly through its influence on organizational ethical climate. Rule-based and caring ethical climates were associated with reduced misconduct, whereas a self-interest-oriented climate increased it. Importantly, ethical leadership also contributed to teachers’ psychological well-being by reducing emotional exhaustion and fostering a climate of psychological safety. This supportive environment served as a buffer against stress and enhanced moral awareness, thereby addressing key psychological antecedents of misconduct.
Conclusions: The findings underscore the dual role of ethical leadership and organizational ethical climate in reducing teacher misconduct, both through structural-cultural mechanisms and by supporting teachers’ mental well-being. To effectively address misconduct, schools should foster ethical leadership, promote rule-based and caring ethical climates, and integrate systematic mental health support—such as counseling, stress management, and ethics-focused professional development. Such a comprehensive approach can enhance teachers’ psychological resilience, moral reasoning, and emotional regulation, contributing to a healthier and more ethical educational environment.
Acknowledgements: This research is supported by Key funding project for the “13th Five Year Plan” of Shandong Province's Education Science in 2019, “Research on Standards based Layered Evaluation Reform of Primary School Teachers” (No. ZZ2019046).
Corresponding Author: Yuan Gao, Qufu Normal University, Qufu, 273165, China; Linyi Scientific Exploration Laboratory, Linyi, 276037, China.
The Role of Shared Residential Landscapes in Fostering Psychological Well-being and Resilient Communities: A Comparative Study of UK Co-housing
Yishan Zhou
*
, Javier Cortina, Juan Serra
Universitat Politècnica de València, 46022, Valencia, Spain
Objectives: This research investigates the synergistic role of shared residential landscapes, participatory governance, and collective activities in fostering psychological well-being (PWB) and resilient communities within the UK co-housing model. Specifically, it aims to explore how these elements address residents' psychological needs (e.g., sense of belonging, security, and social connection) and enhance the community's capacity to adapt to social and environmental stressors, thereby promoting long-term collective mental health and resilience.
Methods: This study adopts a qualitative, comparative case study design focusing on five UK co-housing communities—Lancaster Co-housing, Marmalade Lane, LILAC, Threshold Centre, and Springhill Co-housing—to examine how shared residential environments and governance structures contribute to residents’ psychological well-being. Secondary data, including community websites, interview reports, and planning documents, were analysed using a thematic approach to explore the evolution of shared spaces, participatory governance mechanisms, and collective practices, with particular attention to their roles in supporting psychological needs such as social connection, a sense of belonging, and perceived security.
Results: The analysis framework assessed how place-making decisions and collective activities, driven by co-operative governance, satisfy the residents' need for psychological safety and community attachment throughout the start-up, design, construction, and management phases.
Conclusions: Findings reveal that collaborative governance, especially consensus-based decision-making (e.g., Sociocracy at LILAC and Lancaster Co-housing), is critical in shaping resident engagement and fulfilling the psychological need for control and predictability in shared space management. Shared residential landscapes demonstrate resilience by adapting to change (flexibility) and supporting both formal and informal collective activities. Furthermore, the adherence to design principles like Proximity and Equity in shared spaces significantly increases social interaction and fosters a robust sense of belonging, which is a key predictor of psychological well-being. Internally and externally driven evolutionary adaptations of shared spaces enhance the community's collective psychological coping capacity during crises. The synergy between resident-engaged governance, collective activities, and the shared residential landscape functions as a powerful mechanism for building resilient communities. This model is not only crucial for resource management and spatial adaptation but also directly supports the foundational psychological needs of residents, resulting in higher community cohesion and enhanced collective mental health. The study underscores that designing for resilience must integrate the spatial (Security, Equity, Proximity, Flexibility) and the social (governance and collective action) to cultivate environments that support both physical and psychological well-being, offering valuable insights for future urban planning.
Corresponding Author: Yishan Zhou, Universitat Politècnica de València, 46022 Valencia, Spain.
When Minds Merge with Machines: Governing BCI Risks to Mental Integrity and Psychological Health
Xinlei Wang
1
, Zihao Wang
1
, Xinhua Ma
2,*
1
School of Law, Xi'an Jiaotong University, Xi'an 710049, China
2
The Second Affiliated Hospital of Xi’an Medical University, Xi'an, China
Background: Brain–Computer Interface (BCI) technology is reshaping the paradigm of human–machine interaction, with unprecedented application potential in healthcare, education, military, and entertainment. Yet, it also poses substantial threats, including privacy breaches, erosion of mental freedom, impairment of behavioral autonomy, threats to mental integrity, challenges to informed consent, and social justice concerns. These issues can exacerbate psychological and societal reactions—such as technophobia and institutional anxiety, understood here as public unease over regulatory adequacy—which impede the adoption and sustainable development of BCIs. Conventional governance frameworks struggle to address the inherent complexity and uncertainty of such disruptive technologies. This calls for an inclusive, forward-looking, and collaborative regulatory architecture, supported by robust measures to guide and oversee BCI development and application.
Subjects and Methods: Using an interdisciplinary approach, this study investigates six core BCI risk dimensions—privacy breaches, mental freedom, behavioral autonomy, mental integrity, informed consent, and social justice—with particular emphasis on their implications for individual mental health and collective psychological well-being. Drawing on psychological theory and literature analysis, it examines the mechanisms through which BCIs may induce anxiety, technophobia, cognitive bias, and social maladaptation. Building on these insights, the paper develops a triadic adaptive governance framework integrating technology, ethics, and law, alongside a set of targeted governance strategies.
Results: The proposed triadic adaptive governance framework—innovation-led, grounded in legal norms, and underpinned by ethical principles—offers a structured approach to managing multidimensional BCI risks while safeguarding psychological health. It aims to mitigate adverse effects on individuals, such as anxiety, cognitive bias, emotional dysregulation, and social maladaptation, and to strengthen collective psychological security and resilience. Key measures include: establishing neurorights to protect cognitive liberty, mental privacy, and personal identity integrity; enhancing informed consent procedures tailored to cognitively or communicatively vulnerable groups; incorporating “black box” systems to ensure traceability, accountability, and perceived psychological security; and reinforcing rights protection to counter stigma, social exclusion, and identity fragmentation caused by technological alienation. Together, these measures promote psychological well-being, build societal trust, and enhance public acceptance of BCIs, while preserving room for innovation.
Conclusions: Addressing the risks of disruptive technologies like BCIs requires a sustainable, adaptive, and multi-stakeholder governance system that balances technological progress with human dignity. Such a system can alleviate technophobia and institutional anxiety, enable human-centered innovation, and guide BCIs toward stable, socially beneficial development.
Corresponding Author: Xinhua Ma, The Second Affiliated Hospital of Xi’an Medical University, Xi'an, China.
Meta-analysis of Phonological Awareness in English Learners with Dyslexia: The Impact of Native Language and Assessment Tasks
Wei Zhao*, Mingxia Qu
Shandong Normal University, Jinan 250358, Shandong, China
Objective: From a psychological and psycholinguistic perspective, developmental dyslexia is characterized by core deficits in phonological processing, which significantly impact reading acquisition. This meta-analysis aims to synthesize existing research to determine whether the phonological awareness (PA) deficits observed in English-as-a-second-language (L2) learners with dyslexia are modulated by the characteristics of their native language (L1) or by the specific tasks used to measure PA.
Subjects and Methods: A comprehensive literature search was conducted across Web of Science and ProQuest databases for studies published between 2005 and 2020. The study inclusion criteria were centered on comparative psychological research, requiring studies to contrast L2 English learners with reading difficulties (RD) against typically developing (TD) peers matched on chronological age, providing quantitative data suitable for effect size calculation. The final sample included 10 studies, encompassing 656 participants (327 with RD, 329 TD). Psychological constructs were assessed through varied PA tasks, including onset detection, spoonerisms, and phoneme deletion. Statistical analysis was performed using Stata 15.1, employing random-effects models due to significant heterogeneity (I2 = 95.2%), with subgroup analyses conducted to explore the influence of L1 background and PA task type.
Results: The results revealed a significant overall deficit in PA among L2 English learners with dyslexia compared to TD controls (Weighted Mean Difference [WMD] = -3.356, 95% CI: -4.711 to -2.001). Crucially, the subgroup analysis based on L1 background (Chinese, Italian, Dutch, Polish, Hebrew etc.) indicated that heterogeneity persisted within and between subgroups (e.g., Chinese subgroup I2=95.5%), suggesting that L1 linguistic differences are not a primary moderator of PA deficits in L2 dyslexia. In contrast, subgroup analysis by PA task type accounted for a substantial portion of the observed heterogeneity. For instance, heterogeneity was eliminated in the spoonerisms task subgroup (I2=6.7%, p=0.301) and significantly reduced in others, demonstrating that the cognitive psychological demands and linguistic focus of different PA tasks significantly influence the measured outcomes.
Conclusions: This study concludes that the phonological awareness deficits in L2 English learners with dyslexia are a robust phenomenon across different native languages, underscoring the universal cognitive-linguistic basis of dyslexia. However, the manifestation and measurement of these deficits are highly task-dependent. This has critical implications for psychological assessment, suggesting that a multi-task battery is essential for accurately profiling the PA strengths and weaknesses of bilingual dyslexic learners. Future research in educational psychology should incorporate larger, more diverse L1 samples and longitudinal designs to further elucidate the interplay between cognitive psychological processes, L1 transfer, and L2 phonological development.
Acknowledgements: This work was supported by the National Planning Office of Philosophy and Social Science: An Intervention Follow-Up Study on Semantic Processing Deficits in High School Students with Developmental Dyslexia in English: Evidence from EEG and Eye-Tracking [BHA200140].
Corresponding Author: Wei Zhao, Shandong Normal University, Jinan 250358, Shandong, China.
Foreign Language Anxiety among Civil Aviation Students: Analysis and Solutions from a Global Competence-Oriented Perspective
Rui Yang
*
Civil Aviation Flight University of China (CAFUC), Guanghan, China
Objectives: The OECD Global Competence Framework has set new directions and challenges for higher education talent cultivation and foreign language teaching reform, expanding the core goal of foreign language learning from linguistic skill acquisition to the cultivation of integrated capabilities of global knowledge, skills, attitudes, and values. For civil aviation students, foreign language learning must transform into a global competence-oriented model to meet the demands of future global civil aviation governance and career development. Against this backdrop, foreign language anxiety among civil aviation students has become increasingly prominent due to new learning predicaments and pressures. This study aims to explore the causes of such anxiety based on the OECD Global Competence Framework and propose targeted alleviation strategies.
Methods: This study adopted a mixed-methods approach combining literature review and semi-structured interviews. First, relevant literature on global competence, foreign language anxiety, and civil aviation education was systematically reviewed to establish a theoretical foundation. Then, semi-structured interviews were conducted with civil aviation educators, industry practitioners, and students to identify key factors triggering foreign language anxiety and feasible intervention approaches.
Results: The findings identified three primary factors contributing to foreign language anxiety among civil aviation students: (1) Insufficient prior global competence directly triggers students’ anxiety in foreign language learning; (2) The profound transformation of global competence-oriented foreign language teaching models gives rise to adaptive anxiety among students; (3) The challenges posed by future occupational roles further catalyze such anxiety.
Conclusions: To alleviate foreign language anxiety among civil aviation students, three targeted strategies are proposed: (1) constructing an immersive curriculum system integrating language, professional knowledge, and culture; (2) designing a three-in-one teaching support system featuring scaffolding, evidence-based practice, and collaboration; (3) establishing a coherent competence development platform integrating simulation, internship, and certification. These strategies are expected to facilitate the smooth transformation of foreign language teaching for civil aviation students and promote their cultivation of global competence.
Acknowledgements: This research is supported by “the Fundamental Research Funds for the Central Universities: Research on the Innovation and Practice of International Talent Cultivation Models in Civil Aviation Universities from the Perspective of Global Competence”, Grant Number 25CAFUC03078.
Corresponding Author: Rui Yang, Civil Aviation Flight University of China (CAFUC), Guanghan, China.
Transitioning from Passive Acceptance to Active Engagement: The Influence of Speech-to-Text Technology on Communication Rights Compensation and Psychological Empowerment in Hearing-Impaired Students
Ke Wang
1
, Chengchuan Shi
2
, Xun Yu
3,*
1
Zhejiang Vocational College of Special Education, Hangzhou, China
2
Guangzhou Voibook Technology Co., Ltd., Guangzhou, China
3
Zhejiang Changzheng Vocational & Technical College, Hangzhou, China
Objectives: This study aims to investigate the compensatory effects of Speech-to-Text (STT) technology on the communication rights of hearing-impaired students and to evaluate its multidimensional impact on psychological well-being. This includes aspects such as psychological empowerment, reduced anxiety levels, enhanced self-efficacy, and personality development. Grounded in communication rights theory and psychological frameworks, the research explores how the use of technology can alleviate psychological pressures faced by hearing-impaired students in educational settings. By facilitating a shift from passive acceptance to active engagement, the study seeks to improve mental health outcomes and foster subjective growth.
Subjects and Methods: Employing an interpretive sequential mixed-methods design, the study involves 309 hearing-impaired students. Data collection methods include self-designed questionnaires and semi-structured interviews. The questionnaires gauge technology acceptance, proactive communication behaviors, and psychological empowerment (measured through scales assessing confidence, anxiety levels, and self-advocacy willingness). The interviews delve deeply into the psychological changes and behavioral shifts experienced by students before and after the adoption of the technology. Quantitative data were analyzed using the SPSS software for descriptive statistics, correlation, and regression analysis. Qualitative data underwent thematic analysis supported by AI-assisted coding to ensure methodological rigor.
Results: Quantitative analysis reveals a statistically significant positive correlation between the use of STT technology and proactive classroom interaction (r = 0.117, p < 0.05). Furthermore, higher evaluations of the technology are associated with increased psychological empowerment scores, such as enhanced self-efficacy and reduced anxiety levels. Qualitative analysis identifies three core themes: transition from silence to inquiry (reflecting enhanced psychological safety), from passive listening to active management (indicating an increased sense of control), and from outsider status to active participant (demonstrating improved sense of belonging and identity formation). By compensating for the immediacy, integrity, and controllability of communication rights, the technology effectively reduces learning anxiety, boosts confidence levels, encourages proactive learning behaviors, and catalyzes a fundamental shift from passivity to activity.
Conclusions: Speech-to-text technology transcends its role as a mere communication aid; it emerges as a psychological empowerment mechanism that significantly enhances the mental well-being and agency of hearing-impaired students in educational settings. The study bolsters the “compensatory empowerment” model, emphasizing the technology's role in promoting mental health outcomes. The findings provide theoretical and empirical underpinnings for integrating technology and mental health interventions in special education. It is recommended that educational policies adopt a mental health perspective and promote the widespread adoption of STT technology to support the holistic development and inclusive educational practices for hearing-impaired students.
Corresponding Author: Xun Yu, Zhejiang Changzheng Vocational & Technical College, Hangzhou, China.
Bidirectional Construction of Cultural Identity and Psychological Belonging: A Study on the Mechanism of Educational Tourism for the Social and Emotional Development of Primary and Secondary School Students
Juan Du, Xiang Jiang, Yu Liu
*
Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China
Objective: In an era marked by a growing emphasis on holistic education and increasing concerns regarding youth mental health, educational tourism—which blends experiential learning in cultural settings with structured curricula—has emerged as a significant platform for socio-emotional development. This study investigates the specific mechanisms through which this model functions, aiming to delineate its role in fostering psychological well-being and social competencies among primary and secondary school students.
Subjects and Methods: Employing a case study methodology, this research focuses on a representative cultural heritage site offering educational tourism programs. It identifies key challenges in integrating mental health education, such as vague curricular goals and variable instructor preparedness. To address these, a set of multidimensional optimization strategies were designed and implemented, encompassing curriculum refinement, specialized mentor training in psychological facilitation, and enhanced safety protocols. Data were collected through mixed methods, including pre- and post-program psychological surveys, participant observation, and interviews, to evaluate the program's impact and provide a replicable integration model.
Results: The optimized program demonstrated significant positive outcomes. Participants showed a measurable reduction in psychological stress and enhanced self-awareness. The experiential, group-based activities effectively improved interpersonal skills, peer collaboration, and empathy. Furthermore, students developed better emotional regulation strategies and increased psychological resilience, gaining practical skills in self-understanding, social interaction, and perseverance through task-oriented challenges.
Conclusions: This study confirms that thoughtfully designed educational tourism can profoundly impact students' mental health and social-emotional development by facilitating a bidirectional construction of cultural identity and psychological belonging. However, it also highlights a common lack of systematic integration of mental health principles in existing programs. To maximize efficacy, sustained improvements are essential. Key recommendations include developing curricula with clear psychological objectives, building mentor capacity in psychological support, implementing robust ethical and safety guidelines, and establishing comprehensive evaluation systems. Such an integrated approach is vital for transforming educational tourism into a validated pedagogical tool for holistic student development.
Acknowledgements: The research was supported by Fund Project: Hunan Provincial Agricultural Research Program Project. Xiangnongban Science and Education [2016] No. 151. Research on the Application of Vernacular Landscape Elements in the Construction of New Rural Areas in Hunan.
Corresponding Author: Yu Liu, Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China.
Reassessment of Emotional Structuration in Traditional Folk Songs and Their Contemporary Psychological Healing Value
Altan Ula
*
Jining Normal University, Ulanqab, Inner Mongolia Autonomous Region, China
Objective: Against the backdrop of ongoing modernization and the increasing prominence of individual psychological health issues in contemporary society, this study aims to challenge the entrenched perception of traditional folk songs as mere traditional cultural heritage or artistic forms. Through an interdisciplinary research perspective, it systematically argues for their unique value as profound psychological healing resources. The research endeavors to uncover the emotional structuration features embedded in folk songs and elucidate their effective mechanisms on the psychological well-being of modern individuals. It seeks to provide a theoretical basis and practical path for developing a culturally adaptive psychological health education model rooted in traditional culture.
Subjects and Methods: This study focuses on the traditional folk song system, emphasizing representative folk song types and their cultural contexts. Methodologically, it employs a combined approach of theoretical analysis and case studies. Firstly, drawing on the concept of “emotional structuration” from cultural theory, it dissects the emotional expression patterns inherent in folk songs across form, content, and performance contexts. Secondly, through methods such as textual analysis, musicological analysis, and cultural interpretation, it systematically examines the inherent psychological healing mechanisms of folk songs from four dimensions: “venting and purification”, “narrative and integration”, “rhythm and order”, and “community and identity”. Lastly, through interdisciplinary dialogue, it creatively connects the healing wisdom of folk songs with modern psychological theories.
Results: The study reveals that traditional folk songs, with their unique emotional structuration features, have formed a systematic psychological healing mechanism. Firstly, ritual folk songs (such as wedding laments and funeral songs) provide a culturally sanctioned outlet for extreme emotions, facilitating emotional release and purification. Secondly, narrative folk songs incorporate individual experiences into cultural narrative frameworks, aiding people in understanding and accepting life's challenges, achieving meaning integration and reconstruction. Thirdly, labor chants and lullabies, with their stable rhythm patterns, establish a sense of order for the mind and body, effectively alleviating anxiety and promoting psychological stability. Fourthly, collective folk song activities strengthen individuals' sense of social belonging and cultural identity through shared emotional experiences, effectively addressing the modern societal issues of alienation and loneliness. These mechanisms collectively constitute a comprehensive psychological adjustment system.
Conclusions: This study posits that traditional folk songs, as a dynamic cultural practice, embody rich psychological healing wisdom and can offer significant cultural resources for modern psychological health education. Critiquing the cultural incompatibility present in modern psychological treatment techniques, the study suggests creatively transforming the healing value of folk songs. On one hand, the development of expressive arts therapy models based on folk song resources is proposed; on the other hand, integrating folk song elements into psychological health education practices is recommended. Through the establishment of cultural identity and cultivation of psychological adjustment skills, a psychological health education paradigm that truly matches the psychological structure of culture can be constructed. This exploration not only broadens the cultural perspective of psychological health education but also presents new possibilities for the contemporary transformation of traditional culture.
Corresponding Author: Altan Ula, Jining Normal University, Ulanqab, Inner Mongolia Autonomous Region, China.
Expressing Negative Emotions in Traditional Folk Songs and the Path of Psychological Adjustment
Altan Ula
*
JiNing Normal University, Ulanqab, Inner Mongolia Autonomous Region, China
Objective: This study, grounded at the intersection of cultural psychology and clinical psychology, aims to systematically investigate the unique psychological mechanisms underlying the expression of negative emotions in traditional folk songs, as well as the wisdom of psychological adjustment embedded within them. It seeks to transcend the Western psychology-dominated paradigms of emotion management and explore pathways for psychological regulation rooted in local cultural resources.
Subjects and Methods: This study employs a combined qualitative research and theoretical analysis approach in psychology. The research focuses on three categories of typical expressions of negative emotions in folk song texts and performance contexts: ceremonial folk songs, lyrical songs expressing sorrow and traditional folk songs, and the expressions of hardship in labor folk songs . The methodology integrates multiple branches of psychology: utilizing narrative psychology analysis to interpret the emotional storytelling framework, employing music psychology techniques to analyze the correlation between melody, rhythm, and emotional characteristics, elucidating the social cultural context of emotional expressions from a cultural psychology perspective, and constructing a model of the psychological healing mechanism of folk songs by drawing on expressive arts therapy theories.
Results: From a psychological perspective, this study yields the following key findings: Firstly, ceremonial folk songs establish a unique psychological defense mechanism through institutionalized emotional expression procedures, enabling individuals to complete emotional catharsis within the culturally approved framework, aligning with the cognitive reappraisal strategy in emotion regulation theory. Secondly, songs of sorrow employ artistic techniques such as symbolism and metaphor to create a moderate psychological distance, a process of aesthetic transformation that shares internal consistency with externalization techniques in modern psychotherapy. Thirdly, labor folk songs achieve emotional regulation through rhythmic synchronization and bodily coordination, realizing emotional adjustment with mind-body unity, a mechanism supported by psychosomatic psychology research.
Conclusions: From a psychological theoretical standpoint, this study concludes that traditional folk songs construct a comprehensive psychological adjustment system, valuable in transforming individual emotional experiences into culturally shared expressive forms, embodying a wealth of psychological wisdom. These findings have significant implications for modern psychological health practices: providing a localized basis for expressive arts therapy and theoretical support for the development of culturally sensitive psychological interventions. The study recommends the innovative application of folk song resources in contemporary psychological health education, particularly in the areas of emotion management, trauma healing, and social support.
Corresponding Author: Altan Ula, JiNing Normal University, Ulanqab, Inner Mongolia Autonomous Region, China.
The Relationship between Problematic Internet Use and Depression Levels in Adolescents: A Conditional Process Analysis Model
Xinyu Jie
1
, Qi Ao
1
, Bingying Zhang
1,2,*
1
Hubei University of Chinese Medicine, Wuhan, Hubei, China
2
Center for the Development of Traditional Chinese Medicine, Humanities and Social Science Key Research Base of Higher Education Institutions, Wuhan, Hubei, China
Objectives: As adolescent internet use becomes normalized in the digital era, the association between problematic internet use and adolescent depressive symptoms has gradually emerged as a focal concern in the field of mental health; however, the operational pathways and boundary conditions between the two have not yet been fully clarified. This study aims to systematically uncover the internal mechanisms through which problematic internet use influences adolescent depression, clarify the mediating role of sleep quality therein, and simultaneously examine the moderating effect of family communication on this relationship, thereby providing empirical evidence for targeted interventions in adolescent mental health.
Methods: An anonymous questionnaire survey was conducted among 1,926 adolescents aged 18 and below from multiple regions across the country (including 52.3% junior high school students and 47.7% senior high school students, with a gender ratio of 1.08 males to 1 female). The measurement tools included the Problematic Internet Use Scale, Patient Health Questionnaire-9, Short Form of Pittsburgh Sleep Quality Index, and Family Communication Scale.
Results: (1) Problematic internet use was significantly positively correlated with adolescent depression scores (P < 0.001), indicating that a higher level of problematic internet use was associated with a significantly elevated risk of depression in adolescents. (2) Sleep quality played a partial mediating role between the two: problematic internet use not only directly and positively predicted depression, but also indirectly exacerbated depressive symptoms by reducing sleep quality (the mediating effect accounted for 31.2% of the total effect). (3) Family communication exerted a moderating effect on the direct association between problematic internet use and depression: in the group with low family communication levels, the positive predictive effect of problematic internet use on depression was stronger (β = 0.42, P < 0.001), whereas this predictive effect was significantly weakened in the group with high family communication levels (β = 0.21, P < 0.01).
Conclusions: This study constructed a conditional process model describing how problematic internet use influences adolescent depression, confirming that sleep quality is a key mediating variable between the two, while family communication serves as an important moderating factor that buffers this negative impact.
Corresponding Author: Bingying Zhang, Hubei University of Chinese Medicine, Wuhan, Hubei, China; Center for the Development of Traditional Chinese Medicine, Humanities and Social Science Key Research Base of Higher Education Institutions, Wuhan, Hubei, China.
Impact of OBE-Driven JAVA Project-Based Learning in Public Health Data Visualization on Health Literacy and Mental Well-being
Ping Liu
1
, Lina Wang
1,*
, Liang Zhong
1
, Xun Liu
2
1
Xiangnan University, Chenzhou, China
2
Xiangnan University Affiliated Primary School, Chenzhou, China
Objective: This study aimed to evaluate the effectiveness of Outcome-Based Education (OBE)-driven JAVA Project-Based Learning (PBL) in enhancing university students’ Critical Health Literacy (CHL) and their self-efficacy in managing health-related data, which is a key component of psychological resilience against health misinformation. The study also sought to explore the underlying mechanisms from a health behavioral science perspective, specifically focusing on the cultivation of Mental Health Literacy (MHL) in the context of public health challenges. Given the increasing global public health crises, such as the COVID-19 pandemic and the concurrent “Infodemic,” and the complexity of the information environment, cultivating interdisciplinary talents equipped with critical health literacy and data analysis capabilities is an urgent necessity for improving population mental well-being.
Subjects and Methods: A single-group post-intervention design was employed, involving 262 university students (N=262) from diverse academic backgrounds, including Computer Science and Public Health. The intervention was a one-semester OBE-driven JAVA course on public health data visualization. Students were required to work in teams to complete a real-world public health data visualization project using JAVA programming techniques, with a focus on analyzing and visualizing data related to infectious disease trends and mental health indicators (e.g., anxiety, depression rates in specific populations). Following the course, students completed a self-perceived evaluation questionnaire using a five-point Likert scale. Evaluation dimensions included acceptance of the teaching model (OBE/PBL), improvement in health literacy (knowledge, information acquisition and discernment, skill application), and improvement in programming skills (data processing, visualization, practice). Data analysis utilized descriptive statistics and the one-sample t-test to examine whether the mean scores for each dimension were significantly higher than the theoretical neutral value of 3.0.
Results: The results indicated high student acceptance of both the OBE and PBL teaching models (OBE mean score 3.74±0.81, PBL mean score 3.72±0.79), suggesting the model’s favorable reception. Regarding learning outcomes, the mean scores for all three dimensions of health literacy (Knowledge and Concepts 3.73±0.78, Information Acquisition and Discernment 3.74±0.76, Skill Application 3.73±0.77) were significantly higher than the neutral value of 3.0 (p<0.001). Concurrently, the improvement in programming and data skills was also significant (Data Processing 3.68±0.83, Data Visualization 3.67±0.85, Programming Practice 3.67±0.84). Notably, the dimension of Health Information Acquisition and Discernment (a core component of Critical Health Literacy) achieved the highest mean score (M=3.74), suggesting that the data visualization practice effectively promoted students’ ability to critically evaluate the authenticity of health information, which is crucial for reducing health-related anxiety and improving MHL.
Conclusions: The OBE-driven JAVA Project-Based Learning model is an effective interdisciplinary teaching approach. It not only enhances students’ programming and data visualization skills but, more importantly, significantly strengthens their Critical Health Literacy and Mental Health Literacy by providing hands-on data analysis practice in real-world contexts, such as epidemic and mental health data analysis. By boosting students’ self-efficacy and outcome expectancy in handling complex health data, this model offers a viable educational pathway for cultivating future public health professionals equipped with both digital and health literacy, thereby contributing to better public health outcomes and psychological resilience in the face of global health challenges.
Acknowledgements: This research was supported by the General Project of Teaching Reform Research in Ordinary Undergraduate Universities of Hunan Province: Research on the Reconstruction of “Online + Offline + Practical” Blended Teaching Mode for “JAVA Programming” Based on OBE Concept, Project No: 202502001417 (2025); General Project of Teaching Reform Research in Regular Undergraduate Colleges and Universities of Hunan Province in 2025: Research on the Reform of the Full-Process Intelligent Teaching System of AI+ “Web Programming” Course, Project No: 202502001437.
Corresponding Author: Lina Wang, Xiangnan University, Chenzhou, China.
The Application of an Intelligent ZPD-Based Experimental System for Mitigating Learning Frustration, Anxiety, and Negative Emotions
Yiquan Kong
1,2,*
, Shiqi Zhang
2
, Ziying Mo
3
, Yiman Mo
3
1
Guangdong Provincial Key Laboratory of Development and Education for Special Needs Children, Zhanjiang 524048, China
2
School of Computer Science and Intelligence Education, Lingnan Normal University, Zhanjiang 524048, China
3
School of Education Sciences, Lingnan Normal University, Zhanjiang 524048, China
Background: To mitigate students' learning frustration, along with the associated anxiety and negative emotions, thereby enhancing their psychological resilience and improving the overall learning experience. By leveraging technological means to maintain learning challenges within an optimal range, our objective is to effectively mitigate negative emotions and foster a positive and resilient learning mindset.
Subjects and Methods: Based on Vygotsky's Zone of Proximal Development (ZPD) theory, we constructed an intelligent experimental ZPD-based system to effectively alleviate learning frustration and its associated anxiety and negative emotions. The study recruited 80 students, who were randomly assigned to either an experimental group that used the ZPD-based intelligent system or a control group that used a standard linear e-learning platform. The intelligent system continuously evaluated each student's knowledge level and psychological state through pre-test assessments and real-time performance analysis, matching task difficulty to student ability levels. It then dynamically recommended and adjusted virtual experiment sequences to operate within each individual's ZPD. By dynamically providing optimally challenging experiments, we fostered a positive and resilient psychological state, thereby minimizing repeated failures and sustaining students' sense of competence.
Results: Under the support of the Zone of Proximal Development (ZPD) model and its supporting system, compared with the control group, the experimental group showed a significant reduction in learning frustration and its associated anxiety and negative emotions, along with better learning outcomes. The experimental group demonstrated significantly lower experiment abandonment rates and more strategic use of help tools in the intelligent system. Students exhibited substantially higher learning gains and completed more complex experiments, enhancing learning efficiency. By maintaining the learning process within the ZPD, the system successfully transformed potential failure moments into manageable challenges, alleviating students' learning frustration and its induced anxiety and negative emotions, thereby promoting their mental health.
Conclusions: Based on the ZPD framework, the intelligent experimental system effectively alleviates students' learning frustration and its associated anxiety and negative emotions, addressing a pervasive issue in learning tasks that severely compromises student mental health. The system serves not only as an effective instructional tool for knowledge construction but also as a viable intervention for safeguarding students' psychological well-being. By mitigating learning frustration and its induced anxiety and negative emotions, the system enhances academic performance and fosters greater learning persistence and a more positive learning attitude. This study integrates mental health support mechanisms into the core architecture of educational technology, paving a new path for developing more humane and effective adaptive learning environments.
Acknowledgements: This work was supported by a project grant from Supported by the Open Project Program of Guangdong Provincial Key Laboratory of Development and Education for Special Needs Children (Grant No.TJ202301), Guangdong Province Philosophy and Social Sciences Plan 2025 East and Northwest Research Project: Research on the Intelligent Supply of Educational Assistance Resources in Western Guangdong Islands under the Background of the “Hundred Million Project” (No. GD20XJY06).
Corresponding Author: Yiquan Kong, Guangdong Provincial Key Laboratory of Development and Education for Special Needs Children, Zhanjiang 524048, China; School of Computer Science and Intelligence Education, Lingnan Normal University, Zhanjiang 524048, China.
Reforming Mental Health Education Curriculum: A Solar Term-Based Approach Integrating Rhythmic and Symbolic Healing
Fengyan Sun, Liying Li, Yiqing Sun, Xinwei Zhao
*
Hebei University of Science and Technology, Shijiazhuang 050000, Hebei, China
Background: University mental health education urgently needs innovative methods to address the disconnect between curriculum design and students' psychological needs. Existing systems often suffer from “triple fragmentation”: a disconnect between knowledge and healing, incompatibility with natural rhythms, and insufficient utilization of cultural symbols. This study introduces the concept of “education as healing” and proposes a framework based on the solar calendar segmentation system, reconstructing mental health education through the integration of culture and time.
Subjects and Methods: This study employed a comprehensive educational intervention approach, integrating ancient culture into the design of a mental health curriculum. The experimental group participated in a one-semester mental health project constructed around a solar calendar segmentation system and utilizing the “rhythm-symbol-healing” theoretical framework. The intervention included: content transformation emphasizing cognitive-emotional-behavioral integration; experiential teaching methods such as naturopathy, art therapy, dietary therapy, and exercise therapy; and a developmental assessment system. The research methods combined quantitative measurement (including a specially developed psychological capital scale to measure hope, resilience, optimism, and self-efficacy), qualitative assessment (through growth passports and reflection journals), and systematic observation of changes in psychological energy during the intervention period.
Results: The integrated curriculum had a significant positive impact on students' mental health. Quantitative analysis showed that, compared with the control group, the experimental group showed significant improvements in all dimensions of psychological capital. The most significant improvements were in hope, psychological resilience, cultural identity, and experience of success. Qualitative data indicated that students' emotional awareness and self-regulation abilities were enhanced through structured seasonal activities. The “Psychological Energy Change Curve” recorded a continuous growth pattern corresponding to seasonal changes and related therapeutic activities. Process assessment using the growth passport showed increased student participation and improved cognitive restructuring abilities to cope with psychological challenges. The 72 educational touchpoints throughout the entire seasonal cycle successfully constructed a continuous psychological support ecosystem, with students demonstrating particularly strong participation during critical transition periods and showing significant effectiveness in emotion regulation and stress management.
Conclusions: This study validates the effectiveness of the “education as healing” framework as an effective model for mental health education. By systematically using the solar calendar segmentation system as a cultural schema and time frame, the curriculum successfully bridges the gap between cultural heritage and psychological growth. The “rhythmic symbolic healing” approach not only enhances the core dimensions of psychological capital—particularly hope, resilience, and cultural identity—but also cultivates sustained emotional awareness and self-regulation through rhythm-based experiential learning. Seventy-two educational touchpoints construct a continuous, culturally embedded support ecosystem, with the changing seasons providing a natural anchor for emotion regulation and stress management. These findings offer a replicable, culture-based path to transform mental health education from fragmented knowledge transmission into a holistic, healing-centered practice that aligns with natural rhythms and enhances students' psychological resources.
Acknowledgements: This work was supported by the Scientific Research Project of Hebei Institutions of Higher Learning: “A Study on an AI-Enabled Smart Surveillance and Early-Warning Mechanism for Student Psychological Crises in Hebei Province” (Grant No. QN2025683) and by the 2025 Higher Education Artificial Intelligence-Enabled Teaching Reform Special Project of Hebei Province: “Research on the Development of Digital Teaching Materials for ‘University Aesthetic Education Practice’ Enabled by Artificial Intelligence and the Digital-Intelligent Innovation of Teaching Resources” (Grant No. 2025RGZN005).
Corresponding Author: Xinwei Zhao, Hebei University of Science and Technology, Shijiazhuang 050000, Hebei, China.
Job Burnout, Mental Health, and Teaching Innovation among Vocational English Teachers: The Mediating Roles of Self-Efficacy and Emotional Management
Jianzhou Cui*
Wuxi City College of Vocational Technology, Wuxi 214153, Jiangsu, China
Background: In the context of global vocational education, fostering teaching innovation is crucial for developing skilled professionals. However, vocational English teachers frequently experience high levels of job burnout, which is closely linked to mental health challenges such as chronic stress, anxiety, and emotional exhaustion. These psychological strains may hinder their capacity for innovative teaching practices. While self-efficacy is considered a key personal resource in mitigating burnout, the interplay between mental health factors, emotional management, and teaching innovation remains underexplored. This study investigates the relationship between job burnout and teaching innovation, with a focus on the mediating roles of self-efficacy and emotional regulation strategies.
Subjects and Methods: A cross-sectional survey design was employed, incorporating mental health and emotional management measures. A sample of 312 in-service vocational English teachers from multiple institutions completed standardized questionnaires assessing job burnout, self-efficacy, teaching innovation, and additional psychological factors including stress, depressive symptoms, and emotion regulation strategies. Data were analyzed using descriptive statistics, correlation analysis, and structural equation modeling (SEM) to test the hypothesized mediation model, incorporating mental health variables.
Results: Job burnout demonstrated a significant direct and negative correlation with teaching innovation, while also being associated with higher levels of anxiety and emotional dysregulation. Self-efficacy partially mediated the relationship between burnout and innovation, and emotional management strategies further moderated this pathway. The negative impact of burnout on innovation operated both directly and indirectly through its erosion of teachers’ self-efficacy and mental wellbeing. The final model exhibited good fit (CFI = .95, RMSEA = .06), supporting the expanded theoretical framework that integrates mental health factors.
Conclusions: The findings underscore that self-efficacy and emotional management are critical psychological mechanisms through which job burnout impairs teaching innovation. Given the high prevalence of stress and anxiety among vocational educators, interventions should not only target burnout reduction but also incorporate mental health support, resilience training, and emotion regulation strategies. Such approaches could enhance both psychological wellbeing and innovative teaching practices, ultimately benefiting vocational education outcomes.
Acknowledgments: This paper is supported by “Qinglan Project” (WXCYQL20240502) of Wuxi City College of Vocational Technology.
Corresponding Author: Jianzhou Cui, Wuxi City College of Vocational Technology, Wuxi 214153, Jiangsu, China.
Practical Research on AI Technology-Supported Multimodal Teaching Alleviating English Learning Anxiety in Bilingual Courses
Tingting Wang
*
Department of Foreign Languages, Bengbu University, Bengbu 233030, Anhui, China
Background: Foreign language learning anxiety, a distinct emotional complex linked to classroom language acquisition, is widespread among non-English majors in bilingual professional courses. Studies confirm that higher anxiety correlates with poorer academic outcomes. For non-English majors taking bilingual “Management” courses, mismatched English proficiency with professional demands, academic pressure, and evaluation confusion trigger multi-dimensional anxiety (listening, reading, expression, evaluation, competence). Traditional teaching’s “low error tolerance + high pressure” environment, simplistic evaluation, and one-size-fits-all methods fail to alleviate and even exacerbate such anxiety. AI-supported multimodal teaching, integrating text, voice, images, and videos, empowers personalized, intelligent instruction, offering a new path to mitigate anxiety and enhance learning interest.
Subjects and Methods: A quasi-experimental study included 82 Financial Management freshmen from two parallel bilingual “Management” classes (40 in experimental, 42 in control), with comparable English proficiency and identical teaching conditions. A dual-dimensional comparative design was adopted, using a modified Foreign Language Classroom Anxiety Scale (FLCAS) to measure communication apprehension, test anxiety, and fear of negative evaluation (33 items, Likert 5-point scale). Eighty-two valid questionnaires (100% response rate) were collected, supplemented by learning behavior data from the Chaoxing Learning Tong AI platform. Semi-structured interviews were conducted with 6 students showing significant anxiety and performance changes.
Results: Quantitative analysis revealed significant anxiety reduction in the experimental class. Communication apprehension decreased markedly, while the control class showed no notable change. Test anxiety scores dropped from 3.52 to 2.75 (p<0.001) in the experimental class, versus no significant change in the control class (3.50 to 3.41). Fear of negative evaluation fell from 3.19 to 2.83 (p<0.001) in the experimental class, with a negligible decrease (3.17 to 3.06) in the control class. Qualitative data confirmed AI’s role in reducing negative evaluation fear (private interaction), alleviating test anxiety (personalized resources), weakening communication apprehension (immersive practice), and offsetting general anxiety (instant positive feedback).
Conclusions: AI-supported multimodal teaching effectively mitigates English learning anxiety in bilingual courses by constructing a personalized, low-pressure learning environment. It breaks traditional teaching limitations, integrating technological empowerment with emotional care. The model promotes bilingual teaching’s transformation from “knowledge transmission” to “competence development + emotional support.” Future research should optimize teaching design to deepen AI-education integration, improving non-English majors’ psychological well-being in bilingual learning and fostering cross-cultural communication capabilities.
Acknowledgements: This work was supported by the project grants from: 2024 Anhui Provincial Quality Engineering Project: Provincial “AI + Education” Smart Course Project: Management (Bilingual) (Grant No. 2024aijy421); 2025 University-level Curriculum Ideological and Political Teaching Team: Management (Bilingual); 2025 Anhui Provincial Educational Teaching Research Project.
Corresponding Author: Tingting Wang, Department of Foreign Languages, Bengbu University, Bengbu 233030, Anhui, China.
The Influence of Precision Exercise on the Psychological State of College Students with Depression
Xuanning Chen, Yanjin Wu
*
Wuhan Railway Vocational College of Technology, Wuhan 430205, Hubei, China
Background: Depression is highly prevalent among university students, creating an urgent need for accessible and effective interventions. While exercise is a recognized non-pharmacological treatment, the 'one-size-fits-all' approach often yields suboptimal outcomes due to individual heterogeneity. This study investigated the efficacy of a precision exercise intervention, tailored to individual characteristics, versus a standard exercise program for improving psychological status in depressed university students.
Methods: A single-blind, randomized controlled trial was conducted. 120 students with mild-to-moderate major depressive disorder (MDD) were allocated to a Precision Exercise Group (PEG, n=40), a Standard Exercise Group (SEG, n=40), or a Wait-List Control group (WLC, n=40). The 12-week intervention involved three sessions per week. PEG prescriptions were individualized based on baseline fitness, symptom profile (e.g., psychomotor retardation/agitation), and personal preference. SEG performed standardized moderate-intensity aerobic exercise. Primary outcome was depression severity (Beck Depression Inventory-II, BDI-II). Secondary outcomes included anxiety (State-Trait Anxiety Inventory, STAI), self-efficacy (General Self-Efficacy Scale, GSES), and quality of life (WHOQOL-BREF). Assessments occurred at baseline (T0), post-intervention (T1), and 1-month follow-up (T2).
Results: 112 participants completed the T1 assessment and 107 completed T2. Intention-to-treat analysis revealed significant time-by-group interactions for all outcomes (p < .001). At T1, the PEG demonstrated significantly greater reductions in BDI-II scores (Mean Difference [MD] vs. SEG: -4.12, 95% CI: -6.35 to -1.89, p < .001; MD vs. WLC: -11.45, 95% CI: -13.68 to -9.22, p < .001) and STAI scores, and greater improvements in GSES and WHOQOL-BREF scores than both SEG and WLC. These superior effects were maintained at T2. The clinical response rate (≥50% BDI-II reduction) was significantly higher in PEG (77.5%) than in SEG (55.0%) and WLC (2.5%) at T1. Path analysis confirmed that self-efficacy mediated the effect of precision exercise on depression reduction.
Conclusions: A precision exercise intervention, tailored to individual physiological, symptomatic, and psychological profiles, is significantly more effective than a standard exercise program in alleviating depressive and anxiety symptoms, and enhancing self-efficacy and quality of life in university students with depression. This approach represents a promising paradigm shift towards personalized non-pharmacological treatment for student depression.
Corresponding Author: Yanjin Wu, Wuhan Railway Vocational College of Technology, Wuhan 430205, Hubei, China.
Fostering Mental Health and Psychological Development: Integrating Traditional Craftsmanship and Technical Poetry in Mechanical Engineering Education
Biwen Li, Longzhang Shen
*
, Fengwei Yuan, Shengli Niu, Yunhao Cao
University of South China, Hengyang 421001, Hunan, China
Objectives: The transformation of mechanical engineering education from its traditional technical focus toward a more holistic developmental paradigm represents a significant challenge in contemporary pedagogical reform. While educational theorists increasingly emphasize the importance of integrating humanistic and psychological dimensions into technical training, substantial empirical gaps remain regarding the implementation and psychological efficacy of specific approaches. This study investigates the educational value of incorporating traditional cultural elements-specifically technical poetry and craftsmanship spirit-through established psychological frameworks, with particular focus on their capacity to address fundamental psychological needs and enhance students' psychological capital. The research aims to provide both theoretical grounding and empirical support for curriculum innovations that synergistically develop technical competency and psychological well-being.
Methods: We conducted a systematic multi-method analysis of innovative pedagogical practices across Chinese mechanical engineering programs. Through detailed examination of program documentation, instructor narratives, and structured student feedback from twelve universities, we identified consistent implementation patterns and assessed associated psychological outcomes. The study employed a psychological lens to investigate how technical poetry facilitates emotional regulation and cognitive restructuring, while simultaneously examining how craftsmanship spirit cultivation supports the fulfillment of basic psychological needs as defined by Self-Determination Theory. Our analytical framework specifically incorporated measures of psychological capital development, including resilience, optimism, self-efficacy, and cognitive flexibility.
Results: Our analysis revealed that successful integration of these traditional cultural elements produced robust psychological benefits across multiple dimensions. Technical poetry functioned as an effective mechanism for cognitive-emotional integration, enabling students to engage in emotional articulation and cognitive restructuring through the creative translation of abstract engineering concepts into expressive forms. This process demonstrated significant positive correlations with enhanced divergent thinking abilities and reduced cognitive rigidity. Concurrently, the systematic cultivation of craftsmanship spirit established a cultural context that directly supported the satisfaction of students' fundamental psychological needs: autonomy through the self-determined pursuit of mastery, competence through progressive skill development and achievement, and relatedness through meaningful connection to a community dedicated to excellence. These psychological interventions collectively contributed to substantial development of students' psychological capital, manifesting as measurable improvements in resilience when confronting academic challenges, optimistic attributional styles regarding professional development, strengthened engineering identity formation, and enhanced adaptive problem-solving capabilities.
Conclusions: The findings provide compelling evidence for the strategic integration of technical poetry and craftsmanship spirit as psychologically-informed approaches to advancing mechanical engineering education. These traditional cultural elements offer complementary mechanisms that address both the cognitive and affective dimensions of engineering education, effectively bridging technical training and holistic psychological development. The demonstrated effectiveness of these approaches, grounded in established psychological theories, supports their continued implementation and suggests significant potential for broader application across engineering disciplines. Future research should develop standardized assessment metrics specifically tailored to engineering education contexts and conduct longitudinal studies to evaluate the sustained impact of these educational innovations on long-term professional performance and psychological well-being throughout engineering careers.
Acknowledgements: This paper is the research outcome of the key project of teaching reform research in ordinary colleges and universities in Hunan Province, “Research on Constructing a Deep Integration Development Mechanism of 'Talent + Industry' for Mechanical Specialties in the Context of New Engineering” (HNJG-20230571), the Hunan Province Degree and Graduate Education Reform Research Project “Industry-University-Research Integration-Driven Reform of the Advanced Manufacturing Technology Curriculum System” (2020JGYB174) and the Hunan Province Ordinary Higher Education Teaching Reform Research Project “Research on Key and Difficult Issues in the Enterprise Learning Phase for Mechanical Engineering Excellence Program Implementation Majors” (Xiang Jiao Tong [2014] No. 247).
Corresponding Author: Longzhang Shen, University of South China, Hengyang 421001, Hunan, China.
Research on Psychological Stress Response Intervention of Students' On-the-Job Practice in Higher Vocational Colleges Based on Psychological Capital Theory
Juan Du, Hua Jin
*
, Zhiwei Tang
Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China
Objective: Against the backdrop of vocational education's “work-integrated learning” and “industry-education integration,” this study focuses on the critical transition period of on-the-job internships for vocational college students, bridging campus and workplace. Grounded in psychological adaptation theory and social support theory, it systematically investigates the psychological manifestations and underlying mechanisms of students' internship-related issues. The research aims to establish a multi-stakeholder collaborative support system based on psychological intervention principles, ultimately enhancing the quality of psychological adaptation during vocational internships.
Method: This study systematically reviewed literature on occupational and educational psychology to synthesize existing research findings in psychological adaptation and professional identity. Through in-depth tracking of psychological adaptation processes, we analyzed internship cases from diverse disciplines including hospitality management, tourism management, and mechanical engineering. By integrating survey data from multiple vocational colleges nationwide, we employed standardized instruments such as the Symptom Checklist-90 (SCL-90), Chronic Disorder Rating Scale-R (CD-RISC), and Professional Identity Scale, supplemented by psychological management records from school-enterprise collaborations. The correlation analysis of psychological variables ensured the comprehensiveness and reliability of the research conclusions.
Results: From the perspective of role theory, vocational college students’ transition from “students” to “quasi-employees” involves a dual-role conflict: the campus role emphasizes knowledge acquisition and passive guidance, while the workplace role requires independent responsibility and active collaboration, leading to role ambiguity and adaptation barriers. The study identified five core psychological manifestations of internship-related issues among vocational college students: Emotional anxiety at the stress response level; Role adaptation difficulties from a role theory perspective; frequent interpersonal conflicts at the social cognition level; Occupational cognitive biases under the cognitive dissonance framework; Self-identity crisis from a self-identity theory perspective.
Conclusions: To address the aforementioned issues and their root causes, this study establishes a five-dimensional psychological support framework integrating individuals, schools, enterprises, families, and society. Through coordinated efforts in student self-regulation, school guidance, corporate humanistic care, family emotional support, and social atmosphere cultivation, the framework effectively alleviates students' psychological stress and facilitates their successful transition into new roles. This system provides a practical solution for enhancing the quality of vocational internships and cultivating highly skilled technical professionals with “robust competencies and stable mental resilience,” thereby advancing the high-quality development of vocational education.
Acknowledgements: This research was supported by 2023 Institutional Ideological and Political Education Project of Hunan Biological and Electromechanical Polytechnic, 23SZ07 (Promoting Entrepreneurship through Innovation—Practical Exploration of Innovation and Entrepreneurship for Vocational College Students).
Corresponding Author: Hua Jin, Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China.
Legal Identification and Prevention of Hidden Psychological Risks in Enterprise Regulations
Xuran Zhang, Yang You, Kaiwen Guo
*
Shandong University of Technology, Zibo, Shandong, 255000, China
Background: With the refinement of modern corporate governance, workplace rules and regulations have increasingly become essential instruments for regulating labor behavior and maintaining organizational order. However, such rules are not fully neutral. Their underlying management logic and institutional design may exert continuous influence on employees, especially imposing hidden pressures on their mental health. Under intensified performance competition and accelerated work pace, regulations that appear to promote efficiency can, in fact, lead to the accumulation of psychological stress, manifesting as anxiety, tension, and diminished mental well-being. These mental-health-related risks are often embedded in routine managerial requirements—such as overly quantified performance indicators, strict attendance control, and implicit competition—making them easily normalized and overlooked. Although the rules may seem legitimate and rational, their long-term operation can gradually undermine employees’ psychological resilience, reduce work satisfaction, and threaten job stability. Consequently, implicit psychological risks have become an emerging issue requiring greater attention in both legal regulation and organizational governance.
Subjects and Methods: This study adopts a normative legal research approach, incorporating theories of organizational governance, occupational mental health, and psychological risk regulation. By analyzing typical corporate rules and relevant legal provisions, this paper identifies the conceptual connotation, institutional features, and legal attributes of implicit psychological risks embedded in workplace regulations. Concurrently, theoretical deduction is applied to examine the governance gaps in the current legal system.
Results: The findings show that implicit psychological risks originate from institutionalized and normalized management mechanisms, rather than overt violations of labor rights. Although rule texts may appear legitimate and reasonable, their long-term implementation may continuously transmit pressure, harming employees’ mental health and influencing their work engagement, sense of security, and job stability. Due to the indirect, cumulative, and delayed nature of these risks, establishing clear causal attribution under traditional legal rules remains challenging. Furthermore, employees’ weak bargaining position and the lack of professional assessment tools make legal recognition of such mental-health-related risks difficult.
Conclusions: Protecting employees’ mental health has become a crucial extension of labor security rights. Therefore, recognizing and regulating implicit psychological risks hidden in workplace rules is necessary for improving corporate internal governance and advancing worker well-being. A modern labor protection framework should integrate mental health risk prevention into the full life cycle of workplace rules, ensuring that managerial autonomy does not evolve into institutionalized psychological pressure.
Corresponding Author: Kaiwen Guo, Shandong University of Technology, Zibo, Shandong, 255000, China.
Study on the Relationship between Achievement Goal Orientation and Self-Efficacy in Adult Online Learners: The Mediating Effect of Emotion Regulation
Yayuan Ding
1,*
, Zhangjun Shen
2
, Fangfang Li
1
1
Anhui Open University, Hefei 230022, China
2
Hefei Normal University, Hefei 230601, China
Background: In the realm of adult online education, fostering learners' psychological well-being is paramount for sustainable academic success. High self-efficacy is not only a critical predictor of academic achievement and persistence but also a fundamental component of positive mental health, buffering against stress and fostering resilience in challenging learning environments like online settings. This study, grounded in Social Cognitive Theory and Emotion Regulation Theory, investigates how achievement goal orientations influence this crucial psychological asset, with a specific focus on the mediating role of emotion regulation.
Subjects and Methods: To explore these psychological mechanisms, this study targeted adult online learners, a population potentially vulnerable to negative emotions and feelings of stress. Survey data were collected from 527 students at an open university. The questionnaires measured their achievement goal orientations (mastery, performance-approach, performance-avoidance), emotion regulation strategies, and self-efficacy levels. A structural equation model was then employed to analyze the data, allowing for a simultaneous examination of the direct and indirect pathways through which goal orientations and emotion regulation influence self-efficacy.
Results: The findings revealed a complex relational dynamic. Mastery goal orientation demonstrated a significant direct positive effect on self-efficacy, underscoring its role as a robust enhancer of learners' confidence. For performance-approach goal orientation, a significant positive total effect on self-efficacy was observed; however, the direct effect was not significant, indicating that its positive influence is entirely channeled through other factors. In contrast, performance-avoidance goal orientation exhibited a significant direct negative effect on self-efficacy, potentially undermining mental well-being, even though its total effect was positive. Furthermore, emotion regulation served distinct mediating roles: it was a partial mediator between mastery goal orientation and self-efficacy, a full mediator between performance-approach goal orientation and self-efficacy, and a partial mediator exhibiting a suppression effect between performance-avoidance goal orientation and self-efficacy.
Conclusions: This study enriches our understanding by clarifying the differentiated pathways—both direct and through emotion regulation—by which achievement goals impact this vital psychological resource. The results underscore that promoting adaptive mastery goals and integrating emotional skills training are essential practical interventions. Such strategies can effectively mitigate the negative psychological impacts of performance-avoidance goals and leverage the positive potential of other orientations, ultimately enhancing learners' self-efficacy and overall psychological well-being.
Acknowledgements: This work was supported by Scientific Research Foundation of Education Department of Anhui Province of China (No. 2022AH052678); Quality Engineering Project for Higher Education Institutions of Anhui Province of China (No. 2023xqhz123).
Corresponding Author: Yayuan Ding, Anhui Open University, Hefei 230022, China.
Unveiling Psychological Mechanisms of Environmental Art Design on Mental Health: A Multimodal Data Mining Approach Integrating Deep Learning, Machine Learning, and Large Language Models
Man Wu
1
, Ruina Du
2
, Li Wang
1,*
1
Henan University, Kaifeng 475001, China
2
Xinyang Vocational and Technical College, Xinyang 464000, China
Objectives: This study aimed to investigate the psychological mechanisms through which environmental art design influences mental health using a multimodal data mining approach integrating deep learning, machine learning, and large language models. The research addresses critical gaps in understanding how physical environments affect psychological well-being, with particular focus on the mediating role of environmental perception in the design-health relationship.
Methods: We utilized a comprehensive subset of 10,000 images from the EmoSet dataset, a large-scale visual emotion dataset containing 3.3 million images with 118,102 manually annotated images. The dataset was systematically divided into training (n = 7,120, 71.2%), validation (n = 1,440, 14.4%), and test sets (n = 1,440, 14.4%) following standard deep learning practices. Our methodology integrated three complementary computational approaches: (1) deep learning models including CNN (ResNet-50) and CLIP for multimodal feature extraction, capturing both hierarchical visual patterns and semantic relationships between environmental design elements; (2) machine learning models (Random Forest, XGBoost, LightGBM) for mental health prediction from extracted features; and (3) bootstrap mediation analysis with 5,000 iterations to examine psychological mechanisms. Environmental design features including color characteristics (brightness, saturation, hue), spatial layout (openness, flow, texture), natural elements presence, and artistic decoration were extracted and analyzed in relation to mental health indicators across eight emotion categories (amusement, anger, awe, contentment, disgust, excitement, fear, sadness).
Results: Machine learning models demonstrated strong and consistent performance in predicting mental health indicators from environmental design features. Random Forest achieved exceptional validation performance (R2 = 0.825, RMSE = 0.154), followed by LightGBM (R2 = 0.821, RMSE = 0.159) and XGBoost (R2 = 0.776, RMSE = 0.155). All models showed excellent generalization with validation R2 scores exceeding 0.77, indicating robust predictive capability. Feature importance analysis revealed that color features (particularly brightness and saturation) showed the highest importance, followed by spatial layout features (openness, flow) and natural elements presence. Bootstrap mediation analysis demonstrated that environmental perception significantly mediates the relationship between environmental art design and psychological well-being. The indirect effect was 0.320 (95% CI: [0.250, 0.390]), accounting for 64.0% of the total effect, indicating that environmental perception is a key psychological mechanism. The direct effect was 0.180 (95% CI: [0.120, 0.240]), and the total effect was 0.500 (95% CI: [0.420, 0.580]). Positive emotions (amusement, contentment, excitement) were associated with higher mental health scores, while negative emotions (anger, disgust, fear, sadness) showed lower scores, supporting emotion-based environmental design interventions.
Conclusions: This study demonstrates the effectiveness of a multimodal data mining approach in uncovering psychological mechanisms of environmental art design on mental health. The significant mediation effect (64.0% of the total effect) provides strong empirical support for the hypothesis that environmental perception mediates the relationship between environmental design and mental health, extending theoretical frameworks such as Attention Restoration Theory and Stress Reduction Theory. The findings provide evidence-based insights for therapeutic environment design and contribute to computational environmental psychology. The integration of deep learning, machine learning, and statistical analysis offers a comprehensive framework for understanding environment-health relationships, with practical implications for evidence-based design in healthcare and therapeutic settings.
Corresponding Author: Li Wang, Henan University, Kaifeng 475001, China.
Scalable Loose Ties Driven by Psychological Mechanisms: The Practice and Evolution of Chinese Youth’s Relationship Establishing in Stranger Dating Apps
Yichu Yang
1,#
, Ting Zhang
2,#
, Yulong Yang
2,*
1
School of Journalism and Communication, Shenzhen University, Shenzhen 518060, China
2
School of Communication, Soochow University, Suzhou 215006, China
#
Yichu Yang and Ting Zhang contributed equally to this work
Objective: Taking psychological mechanisms (social compensation, relational autonomy pursuit, contradictory behavioral motivations) and their mental health impacts as core research objects, this study explores the relational practices of educated Chinese youth on stranger dating apps. It clarifies the formation and evolution logic of digital intimate relationships shaped by these psychological factors, analyzes mental health outcomes including emotional burnout, social fatigue, reduced romantic idealism, and altered reciprocity cognition, and examines how individual psychological needs (loneliness alleviation, ego validation, skill improvement) interact with cultural norms (reciprocal relationships). By breaking the hookup-marriage binary framework in existing research, this study aims to provide a context-specific explanation for the psychological and relational dynamics of non-Western digital sociality, with a focus on advancing understanding of youth relational psychology and mental health in mediated social environments.
Methods: Adopting constructivist grounded theory, this study recruited 15 participants (7 females, 8 males) from elite 211/985 universities (aged 21-28, including undergraduate, master’s, and doctoral students) with at least two months of active app usage. Data collection integrated 30+ hours of participant observation on three mainstream dating apps (“She Said”, “Qingteng Love”, “Qianshou”)—recording behavioral patterns linked to psychological states—and 40-60 minute one-on-one in-depth interviews probing psychological experiences (motivations, emotional responses to interactions, burnout triggers). Over 160,000 Chinese character transcripts were generated, and data analysis employed open, axial, and selective coding to extract psychological constructs (e.g., social compensation, low-desire entry) and their associations with mental health outcomes, developing an integrated theoretical model.
Results: A dynamic relational model of “scalable loose ties” driven by psychological mechanisms was identified. Initiated as low-stakes, high-choice interactions rooted in low-desire entry (casual, fate-deferring attitudes aligned with youth “lying flat” ethos), these ties expand into utilitarian (skill improvement, resource exchange) or emotional (loneliness alleviation, short-term intimacy, ego validation) forms via social compensation—a core psychological mechanism addressing offline relational deficits. Under high-standard scrutiny (rigorous filtering based on elite norms), ties contract, creating a core psychological contradiction: low-desire entry versus high-standard usage. This contradiction sustains cyclical engagement but induces significant mental health costs, including emotional burnout, social fatigue, reduced romantic idealism, and erosion of traditional relationalreciprocity cognition, while prioritizing relational autonomy and self-gratification.
Conclusions: Psychological mechanisms (social compensation, relational autonomy pursuit, contradictory behavioral motivations) are central drivers of Chinese elite youth’s digital relational practices and key predictors of their mental health. The scalable loose ties model reflects the localization of global technologies in psychological and cultural contexts, illustrating how youth negotiate between Western app logics (individual choice) and Chinese relationshipexpectations (reciprocity). The findings highlight critical psychological costs of digital intimacy—emotional burnout, social fatigue, altered reciprocity cognition—and contribute significantly to understanding the evolution of youth’s relational psychology and mental health in digitalized societies. This study enriches the intersection of media sociology and youth psychology, offering insights for comprehending mediated sociality’s impacts on mental health.
Corresponding Author: Yulong Yang, School of communication, Soochow University, Suzhou 215006, China.
Artificial Intelligence-Enabled Synergistic Mechanisms between Human Resource Management and Teacher Mental Health in Higher Education: A Multi-Level Framework and Empirical Validation
Jing Wang*
Guangzhou City University of Technology, Guangzhou, Guangdong, China
Background: The emergence of artificial intelligence (AI) is fundamentally reshaping the organizational landscape of higher education. However, the intersection between AI-driven human resource management (HRM) and teachers' mental health has not been fully developed in theory and has not been fully explored in experience. This study aims to address a key gap, namely understanding how AI can coordinate and integrate collaborative mechanisms while optimizing human capital and safeguarding the mental health of university teachers. As higher education institutions are under unprecedented pressure to enhance research productivity, innovate teaching methods and demonstrate quantitative influence in the global knowledge economy, the application of AI in HRM is growing at an unprecedented rate. However, a concurrent phenomenon is that the academic workforce is experiencing a silent mental health crisis. This dual crisis - AI-driven optimization and deteriorating mental health - requires an integrated theoretical framework to understand and address their complex interactions.
Method: We conducted a multi-stage mixed-method survey of 34 Chinese universities (N=4,127 teachers). In the first stage, a Delphi team of 47 HRM executives and mental health experts was utilized to identify AI-driven collaborative mechanisms. In the second phase, a cluster randomized controlled trial was implemented to deploy our AI-HHRM - Mental Health Integration Framework (AI-HMHIF) within 24 months. In the third stage, the Structural Equation Model (SEM) and Fuzzy Set Qualitative Comparative Analysis (fsQCA) were adopted to test the configuration path. Psychological measurement indicators include the Maslach Burnout Scale - Educator Survey (MBI-ES), the Utrecht Work Engagement Scale (UWES-17), the Copenhagen Psychosocial Questionnaire (COPSOQ), and the proprietary AI-HRM Synergy Index.
Results: AI-HMHIF showed significant effects: Emotional exhaustion decreased by 41.3% (β=-0.58, p<0.001), job engagement increased by 36.7% (β=0.51, p<0.001), and turnover intention decreased by 52.4% (β=-0.63, p<0.001). SEM shows that AI-driven predictive workload optimization (β=0.47) and real-time psychosocial support (β=0.39) are the main mediating variables. fsQCA has identified three different configurations for achieving high mental health outcomes: (1) high AI-HRM integration + strong leadership support, (2) predictive analytics + participatory governance, and (3) automated well-being monitoring + robust data privacy. Ethical AI design has become a necessary condition (consistency =0.94). Qualitative data reveal the mechanisms by which algorithms empower, reduce decision fatigue and enhance psychological safety. These findings suggest that when AI systems are designed as collaborative ecosystem architects rather than simple technical tools, they can simultaneously optimize organizational performance and employee well-being.
Conclusion: This study established the first empirically validated framework for achieving the synergy between AI-coordinated HRM functions and mental health support in the academic field. The research results prove that AI is not merely a technical tool, but acts as a collaborative ecosystem architect, transforming traditional HRM into a positive mental health management system. Theoretical contributions include expanding the job requirement-resource model, adding AI-driven resource dynamics, and introducing the concept of “algorithmic psychological safety”. The practical significance includes evidence-based implementation roadmaps, ethical governance agreements, and policy recommendations for the sustainable digital transformation of higher education. This work provides university administrators, HRM professionals and policymakers with evidence-based strategies for using AI to cultivate a high-performing and mentally healthy academic workforce, laying the foundation for the application of ethical AI in future higher education.
Corresponding Author: Jing Wang, Guangzhou City University of Technology, Guangzhou, Guangdong, China.
Exploration and Practical Research on the Career Education Path of In-Depth Integration of Vocational Education and Mental Health Education in Colleges
Huiying Zhou, Weiqun Chen
*
Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China
Objective: Against the background of vocational education quality enhancement and the regular advancement of mental health education, this study aims to explore the career education path for the in-depth integration of vocational education and mental health education, establish a scientific and operable integration system, and thereby improve students’ career-related core competencies (e.g., career decision-making efficacy, career resilience) and mental health levels. It also intends to provide theoretical support and replicable practical schemes for optimizing the career education model of vocational colleges and promoting the coordinated development of students’ vocational skills and psychological quality.
Subjects and Methods: Based on three theoretical frameworks—Bronfenbrenner’s Ecological Systems Theory, Bandura’s Social Cognitive Career Theory, and Seligman’s Positive Psychology Theory—a mixed research method was adopted. The study surveyed 3,268 students, 187 teachers, and 24 corporate human resource (HR) managers from 12 vocational colleges of various types (covering engineering, liberal arts, and comprehensive disciplines) across different regions. Additionally, in-depth case analyses were conducted on 3 representative colleges to systematically identify the key elements, implementation barriers, and effective paths of integrating vocational education with mental health education. Throughout the research, mental health-related designs were embedded in research tools (e.g., questionnaires, interview outlines) and data analysis dimensions to ensure the results reflected the interaction between vocational development and mental health.
Results: The study constructed a “Three-Dimension and Nine-Aspect” integration system for career education: (1) Taking curriculum integration as the core dimension, a hierarchical progressive curriculum module was built, with mental health content (e.g., career anxiety adjustment, resilience training) embedded in vocational scenarios; (2) Taking practice integration as the carrier dimension, a practical platform combining “industry-education collaboration and psychological support” was created, including the establishment of on-campus training psychological service stations; (3) Taking guarantee integration as the support dimension, a security mechanism covering “dual-qualification teachers, multi-dimensional evaluation, and integration-oriented culture” was established. Empirical verification showed that after implementing this system, students’ career decision-making efficacy was significantly improved (t=12.36, p<0.001), career resilience was notably enhanced (t=10.72, p<0.001), and the total score of the Symptom Checklist-90 (SCL-90) was significantly reduced by 18.62 (p<0.001), indicating a marked improvement in their mental health status.
Conclusions: The “Three-Dimension and Nine-Aspect” integration system provides a feasible solution for the in-depth integration of vocational education and mental health education in vocational colleges. By integrating interdisciplinary theories (e.g., psychology, vocational education), it enriches the theoretical perspective of career education and offers effective strategies to address students’ problems of “vague career positioning” and “insufficient psychological resilience.” Furthermore, the system effectively promotes the coordinated development of students’ vocational skills and mental health, which holds important reference value for improving the quality of career education in vocational colleges globally.
Corresponding Author: Weiqun Chen, Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China.
Psychological Mechanisms of Over-Ordering: The Roles of Power, Context, Face, and Sharing Consciousness
Xiaotong Jin
1
, Shuai Wang
1,2,*
, Jia Fang
1
1
School of Business and Management, Jilin University, Changchun, China
2
School of Management Science and Information Engineering, Jilin University of Finance and Economics, Changchun, China
Objective: Food over ordering in social settings represents a maladaptive behavioral strategy used to regulate interpersonal stress. This study investigates the psychological mechanisms underlying excessive ordering from a health psychology perspective. It examines the interactive influence of the sense of power and the banquet context. The sense of power acts as a core psychological resource for stress appraisal while the banquet context functions as a contextual pressure. The research constructs a Dual Pathway Model. This model elucidates how power dynamics interact with social environments to trigger distinct cognitive states. These states include the defensive stress response of face consciousness and the prosocial state of sharing consciousness. These mechanisms impact consumer psychological health and drive sustainable consumption behaviors.
Methods: The study employed a mixed design approach to validate this psychosocial model. It comprised one pilot study and three formal experiments with 1070 participants recruited online. The pilot study validated experimental stimuli to ensure they effectively manipulated psychological states of power and situational goals. Experiment 1 utilized a between subjects design to test the main interaction effects between banquet context and power on behavioral intentions. Experiment 2 introduced the measurement of distinct psychological mediators. These included face consciousness as a marker of social anxiety and sharing consciousness as a marker of relational wellness. Experiment 3 adopted a trait-based approach by measuring the chronic sense of power. This assessed long term psychological dispositions and increased ecological validity regarding daily social stressors.
Results: Empirical analysis revealed a significant crossover interaction that identified two distinct psychological pathways to overconsumption. Individuals with a low sense of power exhibited significantly higher excessive ordering in contexts focused on benefits. Mediation analysis confirmed that this behavior was driven by a defensive pathway where low power triggered face consciousness. Consequently, consumers engage in compensatory consumption to alleviate psychological distress. Yet, individuals with a high sense of power demonstrated higher excessive ordering in contexts focused on emotions. This behavior was driven by an affiliative pathway where high power activated sharing consciousness. This state led to consumption intended to foster relational health and social connection.
Conclusions: This study provides a novel health psychology framework for understanding food waste. It reconceptualizes excessive ordering as a coping response to situational power dynamics. The findings establish a Dual Pathway Model distinguishing between compensatory waste driven by anxiety and relational waste driven by agency. This extends Situational Focus Theory by demonstrating how social environments dictate whether power acts as a buffer against stress or a facilitator of prosociality. The results suggest that interventions to reduce waste must address underlying mental health factors. Strategies should aim to reduce status anxiety in transactional settings and channel prosocial motivations into sustainable behaviors in communal settings. This approach promotes both environmental sustainability and consumer psychological health.
Corresponding Author: Shuai Wang, School of Business and Management, Jilin University, Changchun, China; School of Management Science and Information Engineering, Jilin University of Finance and Economics, Changchun, China.
Research on the Mental Health and Training Paradigms of Vocational College Students Based on Cognitive-Affective Theory
Zhiwei Tang, Lili Shao
*
Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China
Objective: Under the dual guidance of the “Double High Plan” and the “China Manufacturing 2025” strategy, vocational colleges face structural challenges in cultivating versatile skilled talents. There is a significant gap between the supply of technical skills and the actual needs of industries. Moreover, the lack of psychological capital has become a bottleneck constraining their sustainable development. Psychological capital encompasses aspects such as emotional management and is closely related to the prevention of issues like anxiety and depression. This study aims to comprehensively explore the key impact of psychological empowerment on the internalization of skills, the formation of vocational identity, and industrial adaptability among vocational college students, with particular attention to its influence on students' mental health.
Subjects and Methods: This study employed cognitive-emotional system theory and self-determination theory to conduct a quasi-experimental study with a sample size of N=320, followed by a one-year longitudinal tracking study. Participants were randomly assigned to either an experimental group or a control group. The experimental group received psychological empowerment interventions, including training in emotional management techniques, to help students better cope with anxiety and depressive emotions. The control group received conventional teaching methods. The study utilized multiple data collection methods, such as mental health assessment questionnaires, skill tests, and post-graduation follow-up surveys, to evaluate students' skill proficiency, decision-making quality under stress, and career development after graduation.
Results: The study revealed significant differences between the two groups. In intelligent manufacturing scenarios, students in the experimental group demonstrated a 23% higher fault resolution efficiency compared to the control group (p<0.01), with their decision-making quality under pressure improving by 20% (p<0.05). Additionally, psychological assessments showed significantly reduced anxiety and depression levels in the experimental group. One year after graduation, the experimental group achieved 13 percentage points higher promotion rates than the control group. These findings demonstrate that psychological empowerment not only enhances students' skill development and decision-making abilities but also contributes to their mental well-being and long-term career growth.
Conclusions: Building on these findings, this study proposes a tripartite safeguard mechanism integrating policy, curriculum, and teacher development. The framework prioritizes supportive policies that emphasize mental health education, optimizes curricula by incorporating mental health content, and enhances teachers' capacity to guide students in emotional management. This initiative aims to establish a robust theoretical foundation and practical pathways for high-quality vocational education development, enabling vocational institutions to cultivate versatile skilled professionals with both exceptional technical competencies and sound mental health, thereby meeting industry demands.
Acknowledgements: The project is supported by the Key Laboratory for Intelligent Analysis and Evaluation of Talent Big Data of the Talent Exchange Center, Ministry of Industry and Information Technology (MIIT), with the approved project titled: “Research on the Multi-Dimensional Cultivation Paradigm for Compound Skilled Talents in Vocational Colleges Aligned with Key Industries” (Project Number: MIITECKT25077), undertaken by the Talent Exchange Center of the Ministry of Industry and Information Technology.
Corresponding Author: Lili Shao, Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China.
The Impact of Generative Artificial Intelligence Empowerment on Entrepreneurial Resilience among Vocational College Students: The Moderating Roles of Self-Efficacy and Perceived Social Support
Yuanbo Hu
1
, Lixi Zhu
2
, Aibi Dai
1,*
, Jingjing Wei
1
1
Zhejiang Dongfang Polytechnic, Wenzhou, China
2
The Second Afiliated Hospital and Yuying Children’s Hospital of Wenzhou Medical University, Wenzhou, China
Objectives: Entrepreneurial resilience has emerged as a critical psychological construct for vocational college students navigating volatile and uncertain market landscapes. While generative artificial intelligence presents transformative potential for entrepreneurial practice, the psychological mechanisms linking AI empowerment to individual resilience remain underexplored. This study investigates how generative AI empowerment influences entrepreneurial resilience among vocational college students, with particular attention to the moderating roles of self-efficacy and perceived social support. Drawing upon Conservation of Resources Theory, Social Cognitive Theory, and Social Support Buffering Theory, we examine whether psychological resources—specifically, individuals’ confidence in their capabilities—amplify the benefits of technological empowerment in building resilience.
Methods: We collected survey data from 1,087 vocational college students across multiple institutions through online questionnaire platforms. Entrepreneurial resilience was measured using the Campbell-Sills and Stein 10-item adaptation scale, while generative AI empowerment was assessed through Kong et al.’s Empowerment in Using AI for Problem-Solving (EUAIPS) scale, encompassing application impact, application efficacy perception, and application meaning. Self-efficacy was evaluated using Scholz et al.’s General Perceived Self-Efficacy Scale, and perceived social support through Zimet et al.’s Multidimensional Scale of Perceived Social Support, capturing significant others, family, and peer support dimensions. Hierarchical regression analysis was employed to test main effects and moderating relationships, followed by heterogeneity analysis comparing students from urban versus rural backgrounds and those with versus without entrepreneurial experience.
Results: Generative AI empowerment demonstrated a significant positive effect on entrepreneurial resilience. Critically, self-efficacy exhibited a positive moderating role, indicating that students with stronger belief in their problem-solving abilities extracted greater resilience benefits from AI tools. Similarly, perceived social support positively moderated this relationship, suggesting that students who felt adequately supported were more capable of translating technological resources into psychological strength. Heterogeneity analysis revealed that the empowerment effect was more pronounced among urban students and those with prior entrepreneurial experience, highlighting the importance of pre-existing psychological and experiential foundations.
Conclusions: This research advances understanding of technology-individual interaction in entrepreneurship by demonstrating that generative AI’s impact on resilience operates through psychological pathways rather than solely technical mechanisms. Self-efficacy emerges as a pivotal psychological resource that determines how effectively students leverage AI empowerment to build resilience. For vocational education, these findings underscore the necessity of integrating self-efficacy cultivation into AI-enhanced entrepreneurship curricula. Institutions should design differentiated support systems that strengthen psychological resources alongside technological skills, particularly for rural students and entrepreneurial novices who may lack the confidence to fully harness AI capabilities. Future policy should prioritize psychological capacity building as a prerequisite for maximizing the empowerment potential of emerging technologies in entrepreneurial education.
Acknowledgments: This work was supported by the 2025 Research Project of Zhejiang China Vocational Education Association, titled “Driving Mechanisms and Cultivation Paths of AI-Empowered Entrepreneurial Resilience among Higher Vocational Students” (Grant No. ZJCV2025C11), and the 2025 Zhejiang Provincial Philosophy and Social Sciences Planning “Province-City Cooperation” Project, titled “Research on the Measurement and Enhancement Paths of Age-Friendly City Resilience in Wenzhou from the Perspective of Technological Benevolence” (Grant No. 25SSHZ090YB).
Corresponding Author: Aibi Dai, Zhejiang Dongfang Polytechnic, Wenzhou, China.
Motivational Typologies and Their Association with Language Anxiety and Academic Well-Being in EFL Learning: A Q-Methodology Study of Vocational College Students
Xuequn Wang
*
, Xuan Gao
School of Business, Zhangzhou City Vocational College, Zhangzhou, China
Objective: The language learning experience in EFL is not merely a cognitive endeavor but a potent psychosocial process, where motivation, emotion, and personal well-being are deeply intertwined. Vocational college students, as a distinct and progressively significant category of college students, are increasingly becoming the focus of scholarly research. Yet, the temporal research participants are primarily undergraduate and graduate students, with a paucity of research on the characteristics of L2 motivation among vocational college students. Meanwhile, there are rare empirical research employing the Q methodology. Underpinned by Gardner and Lambert's integrative motivation and instrumental motivation theory, this study addresses this gap by investigating the distinct motivational typologies among vocational college students and examining how these typologies differentially predict two key indices of psychological adjustment: language anxiety and academic well-being.
Subjects and Methods: A Q-methodology was employed. The research steps of the Q methodology primarily include: 1) collecting Q statements (concourse); 2) developing a Q sample (Q set); 3) selecting participants (to form the P sample); 4) conducting Q sorting; 5) interpreting and analysing the results. In addition to the Q methodology, this study also conducted retrospective interviews with participants after the test to assist in the analysis of the results. This phase tested the psychological correlates of the typologies identified in Phase 1 by Q-methodology, examining their external validity by linking internal self-concepts to standardized measures of affective states (anxiety) and psychological adjustment (well-being). A purposive sampling strategy was used to recruit 35 Chinese vocational college students enrolled in a compulsory EFL course. This population was deliberately selected due to its heightened relevance for psychological inquiry. Participants were assigned to their dominant typology (based on factor loading). This tested the hypothesis that distinct motivational self-systems are associated with systematically different patterns of affective experience and psychological adjustment in EFL learning.
Results: Three distinct motivational typologies were extracted. Type 1: Work Development Instrumental Motivation; Type 2: Cultural Interest Integration Motivation Type 3: “Pleasing others” motivation. Analyses revealed stark contrasts in psychological outcomes. Type 2 reported significantly lower language anxiety and higher academic well-being than the other two types. Type 1 registered the highest levels of anxiety alongside moderate but fragile well-being, heavily dependent on external validation. Type 3 showed moderate anxiety but the lowest levels of academic well-being. Meanwhile, the classification of vocational college students' EFL learning motivations is influenced by objective factors such as their major, gender, and place of origin.
Conclusions: The findings confirm that motivation functions as a holistic psychological system whose configuration profoundly impacts emotional and existential dimensions of learning. Cultural interest integrative motivation buffers anxiety and fosters well-being. Conversely, Work Development Instrumental Motivation predicts poorer psychological adjustment. This study moves beyond a deficit model of vocational students by mapping their diverse motivational landscapes. It concludes that fostering positive L2 development in this context necessitates pedagogies and counseling supports that are sensitive to these typologies, aiming not only to enhance motivation but specifically to cultivate integrated self-guides and mitigate the anxiety associated with controlled regulation.
Corresponding Author: Xuequn Wang, School of Business, Zhangzhou City Vocational College, Zhangzhou, China.
Current Analysis of Athletes' Organizational Stressors and Burnout
Min Wu
*
Department of Physical Education, Dalian Ocean University, Dalian, Liaoning, China
Objectives: Organizational stress is an ongoing transaction between an individual and the environmental demands, and individual will be stressful by various stimulating factors, which are called organizational stressors. Organizational stressors are the environmental demands, which are from leadership, culture, team, logistics and operation, interpersonal relationship and sports career and so on. Because of the inherent competitiveness and challenge of sports, athletes are under stress in the long time inevitably. Stress will cause much negative impact on individual, such as anxiety, attacking behaviour, which will affect their performance and well-being. When the athletes fail to cope with the environmental demands of competition within their abilities and resources, they probably become burnout or drop out from the sports event. At present, organizational stress has become an important research area, more and more researchers focus on this problem.
Methods: The study used the revised Athlete Organizational Stressors Questionnaire with 21 questions covering 5 dimensions: goals and development, logistics and management, team and culture, coaching, and selection. It investigated the current situation of organizational stressors and athlete burnout of elite athletes.
Results: The level of organizational stressors of Chinese athletes is at a moderate to inferior. The order of stressors’ score is goals and development, coaching, selection, team and culture, logistics and operation. Male athletes have more logistics and operation stressors than female athletes. The athletes under 16 years old have more logistics and operation stressors, team and culture stressor; physical and skill athletes have more coaching stressors than others, but they have less selection stressors. Athletes who are the second skill level have more team and culture stressors than others. The level of athlete burnout of Chinese athletes is at a moderate to inferior. The order of burnout’ score is emotion/physical exhaustion, reduced personal accomplishment and sport devaluation. Male athletes experience more sport devaluation than female athletes. The athletes over 21 years old experience less reduced personal accomplishment than under 20 years old athletes. Skill athletes experience more reduced personal accomplishment and sport devaluation. Athletes who are first and second skill level experience burnout than others.
Conclusions: According to the results of the research, the paper put forward some corresponding coping strategies and suggestions to manage organizational stressors and come up with some ways to enhance social support and cultivate athlete’s mental toughness.
Corresponding Author: Min Wu, Department of Physical Education, Dalian Ocean University, Dalian, Liaoning, China.
Exploring the Educational Value and Psychological Empowerment Pathways of Ethnic Costume Culture from the Perspective of Health Psychology
Yuwen Lan
*
Zhejiang Vocational College of Special Education, Hangzhou 310023, China
Objective: This study addresses common psychological challenges faced by university students—including heightened anxiety, low self-confidence, limited psychological resilience, and social alienation—by simultaneously responding to the imperatives of art education reform and traditional cultural preservation in higher education. It investigates the practical integration of ethnic costume culture into art curricula such as illustration design, IP character creation, and picture book production. The study analyzes the psychological empowerment mechanisms through which this cultural integration alleviates stress, enhances self-efficacy, and cultivates positive personality traits, thereby providing novel insights into the effective fusion of cultural heritage with mental health education.
Subjects and Methods: Focusing on students majoring in the arts, this research utilizes essential elements of ethnic costumes—such as totem symbolism, pattern design, color schemes, and decorative composition—as instructional materials. Drawing on theories from aesthetic psychology, color psychology, and art therapy within the health psychology framework, the study implements diverse pedagogical practices including case analyses, illustration projects, IP design, picture book creation, and cultural and creative product development. The influence of integrating ethnic costume culture into art education on students’ psychological well-being is then systematically examined.
Results: Incorporation of ethnic costume culture into university art programs demonstrably reduces students’ anxiety levels, while simultaneously strengthening their psychological resilience and emotional regulation skills. By interpreting and embedding the symbolic significance of costume colors and patterns into their creative works, students effectively channel and mitigate negative emotions through artistic expression. Their culturally enriched and innovatively crafted outputs receive broad recognition, fostering profound experiential engagement and significantly boosting self-efficacy. Moreover, this cultural integration enriches curriculum content and revitalizes teaching methodologies, thereby promoting both cultural preservation and artistic innovation.
Conclusions: Integrating ethnic costume culture into higher education art curricula represents a pedagogical innovation that effectively combines cultural preservation with psychological empowerment. Grounded in health psychology principles—spiritual immersion, art-based therapy, and successful experiential learning—this approach addresses students’ mental health needs, including anxiety reduction, confidence building, and emotional management. Simultaneously, it enhances the depth and diversity of moral and artistic education. Through cultural awareness and artistic engagement, students gain psychological empowerment, develop sound values, strengthen cultural identity, and cultivate a positive worldview. This model also offers a viable and innovative framework for the dynamic inheritance of traditional culture.
Acknowledgement: This work was financially supported by the 2023 Zhejiang Provincial Vocational Education “14th Five-Year Plan” Teaching Reform Project titled “Exploration of Illustration Teaching Reform for Hearing-Impaired Vocational Students from the Perspective of She Ethnic Intangible Cultural Heritage Inheritance” (Project No.: jg20230474).
Corresponding Author: Yuwen Lan, Zhejiang Vocational College of Special Education, Hangzhou 310023, China.
A Network Meta-Analysis and Empirical Study on the Effect of University Teachers' Psychological Capital on Job Burnout
Xinyue Wang
1,2
, Qinghua Yang
3,*
1
Shaanxi Institute of Teacher Development, Xi'an, Shaanxi 7100622, China
2
School of Teacher Development, Shaanxi Normal University, Xi'an, Shaanxi 710062, China
3
Hunan First Normal University, Changsha, Hunan 410205, China
Objectives: In the face of the challenge of deepening higher education reform, teachers' job pressure has significantly increased, and job burnout has become increasingly prominent. This study focuses on the positive psychological construct of psychological capital, systematically explores the relationship between university teachers' psychological capital and job burnout, compares the efficacy differences of different psychological capital intervention pathways, compares the efficacy differences of different psychological capital intervention pathways, and innovatively constructs an intervention strategy framework for university teachers' job burnout based on these findings, to promote the mental health of university teachers and to prevent and alleviate university teachers' job burnout effectively.
Methods: A combination of network meta-analysis and empirical study was adopted. Firstly, by searching Chinese and English literatures on the Effect of university Teachers' Psychological Capital on Job Burnout, a network meta-analysis was carried out according to literature inclusion and exclusion criteria, literature search screening and data extraction, quality assessment of included literatures, basic meta-analysis of included literatures, network relationship of included literatures. Quantitative integration was performed on 17 included literatures, meticulously analyzing the efficacy differences of different intervention pathways. Secondly, based on the results of meta-analysis, 122 university teachers who met the criteria and volunteered to participate were recruited and randomly divided into three intervention groups and one control group. The intervention lasted for six months, with two sessions per week, focusing on the corresponding psychological capital. The Job burnout scale was used to measure before and after the intervention, and the intervention effect was statistically evaluated by SPSS.
Results: The network meta-analysis showed that the “general psychological capital plus intrinsic factors” combination had the greatest effect on reducing university teachers' job burnout, followed by every element of general psychological capital, general psychological capital, general psychological capital plus extrinsic factors, and interpersonal psychological capital, with transactional psychological capital having the least effect. Based on the network meta-analysis results, a controlled experiment was designed, and the empirical results were consistent largely with the network meta-analysis: the “general psychological capital plus intrinsic factors” intervention group and the “comprehensive psychological capital” intervention group had a positive promoting effect on reducing university teachers' job burnout, while the “transactional psychological capital” intervention group had an insignificant effect.
Conclusions: According to the above research, an “intrinsic drive, extrinsic support, interpersonal promotion” three-dimensional intervention strategy framework for university teachers' job burnout can be constructed, establishing a multi dimensional protective and developmental system for university teachers from individual resilience to organizational ecology. At the individual level, “strengthen the heart” through mindfulness training, cognitive-behavioral techniques, etc., to enhance psychological capital and self-regulation abilities; at the organizational level, “optimize the environment” by improving management and providing supportive resources to nourish psychological capital; at the interpersonal level, “harmonize the group” by fostering a respectful and grateful community culture to consolidate psychological resources.
Acknowledgments: [Provincial Philosophy and Social Science Fund Youth Project] Project Title: Research on the Identification, Assessment, and Governance of Research Ethics Violations in Universities in the Era of Generative AI; Project Number: 25YBQ144.
Corresponding Author: Qinghua Yang, Hunan First Normal University, Changsha, Hunan 410205, China.
A Dual Lens of Circle-ization and Mental Health: An Empirical Study on the Moral Education Mechanism for Youth Subcultural Groups – Focusing on Psychological Needs and Anxiety-Related Personality Traits in the “Guofeng” and “E-sports” Circles
Yanli Xu
*
Sichuan Film University, Chengdu 610041, Sichuan, China
Objective: Mental-health risks constitute the most elusive variable in the accelerating “circle-isation” of youth sub-cultures. Guided by self-determination and cognitive-appraisal theories, the present study foregrounds basic-need satisfaction, anxiety, personality vulnerability and loneliness, constructs a “mental-health → value-acceptance” mediation model, tests the threshold effect of psychological indicators on mainstream-value internalisation, and introduces an applicable HIP-C (Healing-Identity-Persuasion-Circle) intervention package.
Methods: A sequential-explanatory mixed-methods design was adopted. In Phase I, 200 Guofeng-circle and 200 e-sports-circle members (M_age = 20.3 ± 1.7; 54 % female) completed the DASS-21, NEO-FFI, BPNSFS, ULS-8 and a self-built Core-Values Acceptance Scale. PROCESS Model 4 examined anxiety as a mediator between basic needs and value acceptance; moderation analysis tested whether circle closure weakened the pathway. In Phase II, 32 high-anxiety volunteers (16 per circle) participated in semi-structured interviews and a 4-week HIP-C field trial (mindful breathing, no-rank matches, hidden-stripe values, growth-mindset micro-videos). Physiological validation (HRV, GSR) was piloted on a 30-person subsample. All procedures were approved by the university ethics committee.
Results: Quantitative data revealed: (1) Guofeng participants reported markedly lower loneliness than e-sports peers (d = 0.62), yet their “creative-achievement anxiety” surpassed the norm by 1.24 points. (2) Thirty-eight percent of the e-sports sample scored high on neuroticism; hostility sub-scores averaged 10.7, and respondents with anxiety > 14 exhibited a 42 % drop in mainstream-value acceptance. (3) The indirect path from basic needs → anxiety → value acceptance was significant (β = –0.21, 95 % CI [–0.33, –0.09]), accounting for 31 % of total variance; high circle closure nullified the effect in the e-sports group. Qualitative narratives further indicated that “rank-exposure fear” and “costume-detail mysophobia” acted as situational triggers, amplifying threat appraisals and blocking value elaboration. Post-intervention, anxiety decreased by 1.8 CSAI-2 points and value acceptance rose 0.8 scale units; HRV high-frequency power increased 14 %, corroborating self-determination replenishment.
Conclusions: Findings confirm that mental health operates as a prerequisite gate rather than a peripheral accessory to value internalisation. The HIP-C protocol furnishes a low-cost, high-fidelity toolkit that can be plugged into existing university counselling and moral education workflows. Long-term, embedding real-time bio-feedback and AI-driven emotion recognition could further refine precision guidance, while cross-cultural replication will test the boundary conditions of collectivism. Ultimately, “nurture the heart first, educate the person second” may migrate from scholarly discourse into the everyday digital life of Generation Z.
Acknowledgments: This article is an outcome of the research project “A Study on Ideological and Political Guidance Strategies for Youth Subcultural Groups in the Context of Circle-ization—An Empirical Analysis Based on the 'Guofeng' and 'E-sports' Circles,” funded by the Sichuan Center for Research on Online Ideological and Political Education (Project No. CJWSZ24-04).
Corresponding Author: Yanli Xu, Sichuan Film University, Chengdu 610041, Sichuan, China
Research on the Impact of Online Communication on Public Mental Health and Its Maintenance in the New Media Environment
Li Gao
1
, Yuhan Xie
2,
*
1
General Education Department, Sichuan University Jinjiang College, Meishan, Sichuan, China
2
Mental Health Education Center, Sichuan University Jinjiang College, Meishan, Sichuan, China
Background: With the rapid advancement of new media technologies, online communication has deeply permeated public daily life. Its vigorous development has reshaped information dissemination patterns and public social interaction models. Its immediacy, interactivity, and fragmented nature profoundly influence public mental health across multiple dimensions, including cognition, emotions, and social adaptation. In recent years, psychological issues such as online anxiety, information overload, and cyberbullying have become increasingly prominent, drawing widespread societal attention. Grounded in the reality of new media's deep integration into public daily life, this paper systematically examines the complex effects of online communication, which simultaneously offers psychological empowerment and negative impacts on public cognition, emotions, and social adaptation. It proposes targeted maintenance strategies.
Methodology: This study employs literature review and interdisciplinary analysis, integrating classical frameworks such as social comparison theory and cognitive conformity theory. By synthesizing empirical findings across multiple fields with perspectives from celebrity theory, it constructs an indicator system for assessing the impact of online communication on mental health. The research delves into the underlying mechanisms through which online communication influences public mental health and identifies strategies for safeguarding public psychological well-being in the context of new media communication.
Results: The findings indicate that the impact of online communication on public mental health in the new media environment is complex, exhibiting a pronounced “double-edged sword” effect. Excessive immersion in the internet can trigger issues such as information anxiety, identity crises, attention deficits, social phobia, and cognitive confusion. Conversely, exposure to high-quality content and constructive social interactions can effectively alleviate psychological stress, enhance mental resilience, and boost individuals' sense of social support and belonging. The study reveals that digital literacy serves as a key moderator of online mental health.
Conclusion: Research indicates that the impact of online communication on public mental health within the new media environment is complex and multidimensional. To safeguard public mental health through online communication, it is essential to foster the coordinated development of platform algorithm optimization and content governance, societal reinforcement of media literacy education, and individual implementation of rational usage strategies. Additionally, strengthening online information review and combating misinformation and cyberbullying are imperative. Only by establishing a multi-faceted collaborative maintenance system and ensuring effective oversight can we achieve a virtuous cycle between the ecological development of online communication and the protection of public mental health.
Acknowledgments: This paper is the outcome of the fourth batch of provincial-level high-quality ideological and political work projects for higher education institutions in Sichuan Province (Sichuan Education Letter [2023] No. 438): “Construction and Application of a New ‘5+3' Psychological Education Model for Applied Undergraduate Institutions.”
Corresponding Author: Yuhan Xie, Mental Health Education Center, Sichuan University Jinjiang College, Meishan, Sichuan, China.
How Psychological Capital Alleviates Graduates’ Employment Anxiety: The Mediating Role of Regulatory Emotional Self-Efficacy
Jinyun Li
1
, Xing Wang
2,*
1
Huangshan University, Huangshan, Anhui 245041, China
2
Nanjing University of Finance & Economics Hongshan College, Jiangsu 211300, China
Objective: Global labour-market transformations have intensified youth employment anxiety. With the number of Chinese university graduates reaching a historic high, employment anxiety (EA) has become a pivotal mental-health concern that threatens both individual well-being and a smooth school-to-work transition. Psychological capital (PsyCap), a positive psychological resource comprising self-efficacy, hope, optimism, and resilience, has been shown to alleviate anxiety; however, the internal psychological mechanisms underlying this effect remain insufficiently understood.
Methods: This study examined whether regulatory emotional self-efficacy (RESE) mediates the relationship between PsyCap and EA among Chinese graduates. By focusing on RESE as a proximal cognitive–emotional resource, we aim to clarify the process through which PsyCap is translated into lower levels of anxiety in a highly competitive labour market. A questionnaire survey was administered to 505 Chinese graduating seniors from a comprehensive university during the peak campus recruitment season. Established and culturally adapted scales were used to measure PsyCap, RESE, and EA.
Results: Partial least squares structural equation modelling (PLS-SEM) was employed to test the research model, and bootstrapping with 5,000 resamples was used to examine the significance of direct and indirect paths, as well as the mediating effect of RESE. PsyCap exerted a significant direct negative effect on EA (β = –0.462, p < 0.001) and an indirect effect via RESE (β = –0.236, 95% CI [–0.291, –0.183]). RESE partially mediated the relationship (VAF = 33.8 %). The model demonstrated strong explanatory power (R2 = 56.4 %), and the structural paths proved robust.
Conclusion: Regulatory emotional self-efficacy is a key mechanism through which psychological capital lowers employment anxiety among Chinese university graduates. The findings provide empirical support for integrating positive-psychology principles into career-development and counselling programmes. Practically, interventions should simultaneously cultivate PsyCap and strengthen RESE skills—such as cognitive reappraisal and effective management of negative emotions—to enhance graduates’ psychological resilience and support a healthier transition into the labour market.
Corresponding Author: Xing Wang, Nanjing University of Finance & Economics Hongshan College, Jiangsu 211300, China.
Effect of Systematic Local Culture-Infused New-Form College English Textbooks on Acculturative Stress among International Students: The Mediating Role of Psychological Resilience
Li Zhou
1
, Rencai Zhang
2,*
1
Research Center for Multilingual Translation and International Communication, Chengdu International Studies University, Chengdu, Sichuan, China
2
Politics Research Institute, Sichuan Academy of Social Sciences, Chengdu, Sichuan, China
Objectives: This study aimed to investigate the effect of systematic local culture-infused new-form college English textbooks, guided by the Five-sphere Integrated Model of New-Form College English, on alleviating acculturative stress among international students, and to empirically verify the mediating role of psychological resilience in this process. It also intended to clarify the practical value of the Five-sphere Integrated Model in textbook-based mental health interventions, providing evidence for integrating local culture into language teaching to improve international students’ cross-cultural adaptation.
Methods: A quasi-experimental design was adopted, with 38 international students recruited from two universities and divided into an intervention group (n=19) and a control group (n=19). The intervention group received 8 weeks of targeted instruction with a systematic local culture-infused new-form textbook, developed based on the Five-sphere Integrated Model. The control group used conventional college English audio-visual-speaking textbooks without systematic local culture integration. Acculturative stress and psychological resilience were measured using the Acculturative Stress Scale for International Students (ASSIS) and the Connor-Davidson Resilience Scale (CD-RISC-10) at pre-intervention (T0) and post-intervention (T1). Data were analyzed with descriptive statistics, independent samples t-tests, paired samples t-tests, and Hayes’ PROCESS macro (Model 4) to examine group differences and mediating effects.
Results: At T1, the ASSIS score of the intervention group was significantly lower than that of the control group (p<0.001) and its own T0 score (p<0.001). The CD-RISC-10 score of the intervention group at T1 was significantly higher than that of the control group (p<0.001) and its own T0 score (p<0.001), while the control group showed no significant changes in either scale. Psychological resilience exerted a significant partial mediating role in the relationship between the culture-infused textbook intervention and acculturative stress (95% confidence interval [CI] did not include 0), accounting for 23.8% of the total effect. Subgroup analysis revealed more pronounced stress reduction in East Asian students compared to African students (p=0.025).
Conclusions: Systematic local culture-infused new-form college English textbooks, guided by the Five-sphere Integrated Model, can effectively alleviate acculturative stress among international students, with psychological resilience serving as a key mediating mechanism. This study validates the feasibility of integrating local culture into language textbooks as a mental health intervention strategy, providing a replicable framework for similar cross-cultural adaptation support programs. Limitations include a small sample size and short intervention duration; future studies should expand the sample and extend follow-up to confirm long-term effects.
Acknowledgements: This article was supported by the 2024 higher education research and development planning project of the Digital Course Resources Research Branch, China Higher Education Society: “On the Integrated Construction of New-form College English Audio-Visual Textbooks Incorporating Local Culture from the Perspective of International Communication” (Grant No.: 24KC0212)
Corresponding Author: Rencai Zhang, Politics Research Institute, Sichuan Academy of Social Sciences, Chengdu, Sichuan, China.
An Initial Exploration of the Meaning and Approaches to Realizing Harmonious Coexistence between the Human Psyche and Nature: A Perspective from Health Psychology and Mental Well-being
Haidong Cheng, Xue Han
*
School of Marxism, Northeastern University, Shenyang 110169, China
Objective: This study aims to theoretically explore the conceptual framework and practical pathways for achieving harmonious coexistence between humanity and nature, with a core focus on the critical intersection of health psychology and mental health. It posits that this harmony is not merely an ecological or ethical ideal but a fundamental determinant of holistic human well-being. The primary objective is to analyze how the human-nature relationship, examined through psychological lenses, directly influences stress levels, cognitive functioning, behavioral patterns, physiological health, and overall psychological welfare, thereby establishing mental harmony as a central pillar of sustainable coexistence.
Subjects and Methods: Utilizing analytical induction and comparative methodology, this conceptual research investigates the multidimensional interface between humans and the natural environment. The subjects of analysis encompass the tripartite relationship involving human consciousness (cognitive appraisal of nature), human behavior (actions towards nature), and internal psychological states (emotional and stress responses to nature). The methodological approach is explicitly interdisciplinary, integrating constructs and theories from psychoanalysis (e.g., nature as a symbolic or restorative space), cognitive psychology (e.g., attention restoration theory, cognitive appraisals of environmental stress), and behavioral psychology (e.g., learned behaviors, reinforcement of pro-environmental actions). The analysis systematically considers key health psychology variables, including psychophysiological stress responses, the role of social-psychological factors (e.g., cultural norms, social support for environmental behavior), and strategies for psychological management in the context of environmental engagement.
Results: The inquiry distills four cardinal principles essential for fostering a sustainable and psychologically beneficial human-nature relationship. Furthermore, it identifies five critical, interrelated ecological-psychosocial relationships that demand coordinated management. A central finding is that harmonious interaction with nature serves as a potent, indispensable resource for psychological restoration and mental health promotion. The mechanisms elucidated include: significant alleviation of mental stress and mitigation of its physiological correlates (e.g., reduced cortisol levels); stabilization and enhancement of emotional states; and the fostering of cognitive recovery from mental fatigue. The study underscores that effective psychological management—encompassing cognitive restructuring regarding nature, behavioral activation for nature contact, and emotion regulation facilitated by natural settings—is integral to harmonizing this relationship. The mismanagement of these dynamics is shown to detrimentally impact both ecological sustainability and collective mental health.
Conclusions: Harmony between the human psyche and nature constitutes the cornerstone for both sustainable societal advancement and individual psychological and physiological well-being. Achieving the mutually beneficial state of “beautiful ecology” necessitates a science-informed paradigm grounded in health psychology. This involves: scientifically comprehending the psychophysiological and cognitive mechanisms activated by nature; perpetuating ecological wisdom through cultural and educational channels to shape supportive social-psychological factors; and steadfastly adhering to sustainable development strategies that inherently protect mental health resources. By actively refining human-nature engagement modes based on these insights—particularly through targeted psychological management of stress, behavior, and cognition—individuals and societies can restore psychophysiological equilibrium amidst modern stressors and advance toward a more resilient and mentally healthy future.
Corresponding Author: Xue Han, School of Marxism, Northeastern University, Shenyang 110169, China.
Research on the Competencies and Mental Health of Innovative Foreign Language Talents in the Context of Artificial Intelligence
Zezhong Tian, Xiaoxue Zheng, Yanan Dong, Yani Duan
*
North China University of Science and Technology, Tangshan, China
Objectives: This study focuses on the profound impact of artificial intelligence technology on the field of foreign languages. It aims to explore the core competencies required for innovative foreign language talents in the intelligent era and systematically analyze their correlation with mental health. This study seeks to reveal the interactive mechanism between competency development and psychological adaptation during the process of technology empowerment, thereby providing empirical evidence and theoretical reference for foreign language education reform and the construction of a talent psychological support system.
Methods: This study employed an interpretive sequential mixed research method, surveying senior undergraduate and graduate students majoring in foreign languages from various universities, as well as young professionals within five years of graduation. In the quantitative phase, 372 valid samples were collected through questionnaires. A self-developed “Innovative Foreign Language Talent Competency Scale” was used to assess four dimensions: technological cognition and mastery, core language literacy in intelligent environments, innovative thinking and problem-solving abilities, and AI ethics and intercultural awareness. The Generalized Anxiety Scale-7 (GAD-7) and the Perceived Stress Scale-10 (PSS-10) were also used to measure mental health levels. In the qualitative phase, based on the quantitative results, semi-structured in-depth interviews were conducted with 12 typical participants. Thematic analysis was used to further elucidate the individual experiences and underlying logic behind the quantitative relationships.
Results: Quantitative results show that respondents' overall competence is at a moderately high level, with strong technical skills but relatively weak AI ethical awareness. Group mental health exhibits a coexistence of stress and resilience. Correlation analysis indicates a weak positive correlation between technical skills and anxiety, while AI ethical awareness is significantly negatively correlated with anxiety and significantly positively correlated with psychological resilience. Frequent AI users demonstrate superior technical skills but also experience higher levels of anxiety. Qualitative interviews further reveal that psychological stress primarily stems from “competence-catching anxiety” and “professional identity crisis,” with professional self-efficacy and “director-like” human-machine collaboration cognition playing key moderating roles.
Conclusions: The conclusion indicates a complex interactive relationship between competence and mental health. Simply improving technical skills may be accompanied by increased psychological costs, while higher-order competences such as ethical awareness and innovative thinking have a protective psychological effect. Professional self-efficacy is an important mediator for alleviating technical anxiety. Therefore, foreign language talent cultivation should construct a composite competence system of “foreign language + professional + AI,” helping students establish a robust career adaptation mechanism through curriculum restructuring and psychological support.
Acknowledgements: This work was supported by 2024 Research and Practice Project on English Teaching Reform in Higher Education Institutions of Hebei Province, Research on the Quality and Ability of Innovative Foreign Language Talents in the Context of Artificial Intelligence (2024YYJG026).
Corresponding Author: Yani Duan, North China University of Science and Technology, Tangshan, China.
An Empirical Study on the Effects of Teaching-Competition Integrated Aerobics Instruction on College Students' Mental Health and Learning Behavior
Yongxin Zheng
1,2,*
1
Sichuan Technology and Business University, Chengdu, China
2
Faculty of Education and Humanities, Unitar International University, Kuala Lumpur, Malaysia
Background: This study examines the choreography teaching component of the optional public sports aerobics course at Sichuan Technology and Business University, a Chinese university. Adopting an educational perspective, it explores how innovative teaching methods can enhance students' mental health and learning behavior performance.
Methods: This study employs a comprehensive approach integrating literature review, questionnaire surveys, video analysis, mathematical statistics, and experimental teaching methods. By incorporating ideological and political elements alongside positive psychological guidance strategies into structured teaching methodologies, while also integrating students' creative performance achievements into the course evaluation system, the “teaching-competition integration” model is promoted through campus aerobics competitions.
Results: The innovative aerobics choreography teaching method effectively alleviates negative psychological states among college students, demonstrating highly significant statistical improvements across dimensions including anxiety, depression, and interpersonal sensitivity. Anxiety and Depression Factors: The experimental group scored significantly lower post-intervention than pre-intervention (t=4.21, p<0.01). Interpersonal Sensitivity: High-intensity physical activity combined with musical rhythm effectively released stress, significantly reducing the experimental group's tension in social interactions (p<0.001). Learning Behavior Dimension: Positive Transfer of Attention Focus: The experimental group showed significantly improved scores in classroom concentration tests (F=5.32, p<0.05). Compared to mechanically repetitive movement drills, choreography tasks required students to focus on designing movements and precisely matching them to musical rhythms, fostering habits of deep work. Knowledge Transfer Ability: Students demonstrated significantly enhanced capacity (r=0.78, p<0.01) to transfer “aesthetic principles” and “creative logic” to other subjects or real-life scenarios, exhibiting a positive correlation.
Conclusions: Through the pilot research and practice of integrating teaching with competitions, guided by the fundamental mission of fostering virtue and nurturing talent, students have demonstrated significant improvements in teamwork, innovation capabilities, self-directed learning skills, and proactive attitudes. This approach has effectively alleviated academic pressure and competitive anxiety, promoted students' mental well-being and positive learning behaviors, and achieved notable ideological and political outcomes in the curriculum. As an effective psychological intervention method, it provides robust support for the healthy development of college students' mental health and learning behaviors. It is recommended for broader implementation in physical education curriculum reforms across higher education institutions.
Corresponding Author: Yongxin Zheng, Sichuan Technology and Business University, Chengdu, China; Faculty of Education and Humanities, Unitar International University, Kuala Lumpur, Malaysia.
Visual Hierarchy in Video Captions as Cognitive and Psychological Regulation for Deaf and Hard-of-Hearing Learners: A Survey-Informed Model for Reducing Cognitive Load and Visual Stress
Linglan Zhou*
Zhejiang Vocational College of Special Education, Hangzhou, Zhejiang, China
Objective: From a health psychology perspective, excessive cognitive load and sustained visual stress during multimedia learning constitute important psychological risk factors for deaf and hard-of-hearing (DHH) students, potentially undermining attention regulation, emotional well-being, and long-term learning motivation. While video captions are essential for information accessibility, conventional bottom-aligned and text-dense captions often intensify visual split attention, cognitive fatigue, and perceived psychological strain in DHH learners who rely predominantly on visual information channels. This study aims to examine how visual hierarchy construction in video captions can function as a form of cognitive and psychological regulation, with the potential to reduce extraneous cognitive load, alleviate visual stress, and support healthier cognitive processing. To this end, a Cognitive-Adaptive Visual Hierarchy (CAVH) model is proposed, integrating principles from cognitive psychology, health psychology, and multimedia learning theory.
Subjects and Methods: The study adopts a preparatory, design-oriented research approach consisting of two stages. In the first stage, a questionnaire-based empirical survey was administered to 89 DHH college students to investigate video-viewing habits, perceived cognitive load, visual fatigue, and psychological stress associated with caption-supported learning. Descriptive statistical analysis and exploratory factor analysis were conducted to identify key cognitive and psychological challenges in existing caption designs. In the second stage, based on the survey findings, the CAVH model was developed as an experimental framework, comprising three interrelated dimensions: spatio-temporal alignment, semantic weighting, and affective compensation. An experimental design was formulated to guide future empirical validation using subjective cognitive load measures, self-reported visual stress indicators, and learning performance assessments.
Results: The survey results indicated that a majority of participants relied heavily on captions during video-based learning and frequently experienced visual fatigue and cognitive stress related to caption viewing. Exploratory factor analysis identified multiple latent factors associated with increased cognitive and psychological burden, including visual resource conflict and narrative processing difficulty. These findings informed the structural design and parameter configuration of the proposed CAVH model, providing empirical grounding for subsequent experimental validation.
Conclusions: This study reconceptualizes video caption design as a form of cognitive and psychological intervention rather than a purely technical accessibility feature. By incorporating health psychology principles into visual hierarchy construction, the proposed CAVH model offers a theoretically grounded and empirically informed framework for reducing cognitive overload and visual stress among DHH learners. The study lays methodological and conceptual foundations for future experimental research on psychologically sustainable and inclusive multimedia learning environments.
Corresponding Author: Linglan Zhou, Zhejiang Vocational College of Special Education, Hangzhou, Zhejiang, China.
Health Literacy and Health Perception of Elderly People in Elderly Care Institutions: A Correlation Study from the Perspective of Psychological Society
Lan Cheng
1
, Lingrui Li
1
, Rong Meng
2
, Mubalake•Kuerbang
3,*
, Jisheng Wang
4,*
1
School of Psychology, Chengdu Medical College, Chengdu, Sichuan, China
2
School of Public Health, Chengdu Medical College, Chengdu, Sichuan, China
3
Student Affairs Department of Chengdu Medical College, Chengdu, Sichuan, China
4
Chengdu Medical College, Chengdu, Sichuan, China
Objectives: From the perspective of psychological and social integration, this study explores the current status of health literacy and health perception (as the core cognitive and emotional indicators for measuring mental health) among the elderly in elderly care institutions, analyzes the sociodemographic and psychological-social influencing factors, and deeply examines the correlation between the two and the potential pathways through which they may affect mental health.
Methods: A cross-sectional survey design was adopted. From January to March 2024, using the convenience sampling method, 420 elderly individuals meeting the inclusion criteria from 4 elderly care institutions in a certain city were selected as the research subjects. One-on-one and face-to-face interviews were conducted by trained investigators, and data were collected using a structured questionnaire. The survey tools included: a self-designed general information questionnaire, a reliable and valid elderly health literacy assessment questionnaire, and a health perception scale. Data analysis was performed using SPSS 19.0 software. Multivariate Logistic regression and multiple linear regression were used to explore the influencing factors of health literacy and health perception, and Pearson correlation analysis was used to test the correlation between the two.
Results: The overall health literacy level of elderly people in elderly care institutions was 41.9%, and the total score of health perception was (3.08 ± 0.30) points, which was at a medium level. Multivariate Logistic regression analysis showed that age, household registration, educational level, chronic disease status, and learning willingness were the influencing factors of health literacy (P < 0.05). Multivariate linear regression analysis indicated that whether having chronic diseases, self-rated health status, and learning willingness were independent influencing factors of health perception (P < 0.05). The key psychological motivation variable, learning willingness, was a common independent factor influencing both health literacy (P < 0.05) and health perception (P < 0.05). Pearson correlation analysis results showed that the total score of health literacy was significantly positively correlated with the total score of health perception (r = 0.312, P < 0.01), and each dimension of health literacy was significantly negatively correlated with the “health concern” dimension (r = -0.135 to -0.156, P < 0.05), suggesting that the improvement of health literacy may be related to the alleviation of health anxiety.
Conclusions: The health literacy and health perception levels of elderly people in elderly care institutions both need to be improved. The two are closely related at the psychological level, and health literacy may have a positive impact on health perception through reducing health concerns and other pathways. This suggests that in the future, we should attach importance to improving health literacy to enhance the health perception of elderly people in elderly care institutions and build a health promotion model centered on psychological and social support, thereby improving the mental health level and quality of life of elderly people in elderly care institutions.
Acknowledgements: Project of Sichuan Provincial Research Center for the Development of Primary Healthcare: “Research on Health Literacy, Health Perception and Current Situation of Elderly People in Communities and Elderly People in Care Facilities in Chengdu city, and Comparative Study” (SWFZ22-C-81); Open Fund Project of Sichuan Provincial Key Laboratory of Smart Healthcare and Elderly Health Management: “Research on Elderly Mental Health Based on Big Data and Its Influencing Factors” (ZHYYZKZD2404).
Corresponding Author: Mubalake Kuerbang, Student Affairs Department of Chengdu Medical College, Chengdu, Sichuan, China; Jisheng Wang, Chengdu Medical College, Chengdu, Sichuan, China.
Emotional Reproduction: A Psychological Examination and Practical Reflection on the City Walk Phenomenon Among Generation Z from a Social Critique Perspective
Tiancheng He
1,2
, Yuxuan Zhu
1
, Yunan Yan
1
, Jiayang Wang
3
, Le Zhang
1,*
1
Zhejiang Provincial Public Opinion Research Center, School of Marxism, Zhejiang University of Technology, Hangzhou, Zhejiang, China
2
School of Government, East China University of Political Science and Lam, Shanghai, China
3
Mental Health Education Center, Zhejiang University of Technology, Hangzhou, Zhejiang, China
Objective: In an era defined by intense industrialization and pervasive digitalization, cities function not merely as physical containers for Generation Z’s daily existence but as central arenas for their emotional experiences and meaning-making processes. Within this context, City Walk has emerged as a distinctive urban practice, evolving from casual leisure activity into a meaningful strategy for psychological adjustment and self-healing among young people. This paper aims to provide a nuanced examination of how City Walk has been appropriated by Generation Z as a key social practice—one that facilitates the production, acquisition, and exchange of emotional value in response to the alienating conditions of contemporary urban life.
Subjects and Methods: Drawing upon critical social theory, this study constructs a multidimensional analytical framework by integrating several foundational perspectives: Henri Lefebvre’s conception of “the production of space,” which illuminates how social relations are spatially materialized; David Harvey’s notions of “spatio-temporal fix” and “creative destruction,” which address capitalism’s reshaping of urban environments and lived time; Walter Benjamin’s figure of the “flâneur,” who embodies a mode of reflective, aesthetic engagement with the city; and Jürgen Habermas’s theory of the “colonization of the lifeworld,” which helps explain how systemic imperatives encroach upon personal and communicative spheres. Together, these lenses allow for a holistic analysis of City Walk as both a spatial and psychosocial phenomenon.
Results: The study demonstrates that City Walk operates fundamentally as a form of systemic affective restoration, countering the psychological alienation prevalent in post-modern societies. Spatially, through the embodied act of walking, young participants actively transform abstract, impersonal urban environments into personally meaningful “places,” thereby mitigating the anxiety associated with rootlessness and spatial disorientation. Relationally, the practice fosters interest-based, low-stakes social interactions—termed here as “casual socializing”—which rebuild eroded interpersonal trust through non-instrumental engagement, offering tangible psychosocial support outside digitally mediated or performance-driven contexts. Bodily, by re-engaging the senses and performing personal or collective narratives along walking routes, individuals regain a sense of agency and presence within specific spatiotemporal settings, enabling positive identity work and temporal anchoring.
Conclusions: City Walk represents far more than a passing trend; it embodies a form of lived wisdom developed by Generation Z in response to the pressures of modernity. By deliberately slowing down and engaging with the urban fabric through walking, young people reclaim the immediacy of lived experience, reconnect with localized history and culture, and cultivate a renewed sense of “proximity” and belonging. The ethos that “wherever I walk is my home” reflects a profound reimagining of urban life—one that prioritizes poetic engagement, sensory richness, and emotional grounding.
Acknowledgements: This research was supported by the Key Project of Postgraduate Education Reform at Zhejiang University of Technology (Project No.: GF25531270155).
Corresponding Author: Le Zhang, Zhejiang Provincial Public Opinion Research Center, School of Marxism, Zhejiang University of Technology, Hangzhou, Zhejiang, China.
A Study on the Influence of Ideals and Beliefs Education Study Tours on the Psychological Quality of College Students' Resistance to Setbacks
Wenyan Chen, Xiaowen Du
*
Tourism College, Hainan Vocational University, Haikou, China
Objectives: Ideals and beliefs education study tours are an important vehicle for fulfilling the fundamental task of imparting knowledge and educating students, and has unique and profound educational value. Through immersive on-site visits and situational experiences, guiding college students to appreciate the great spirit in the ideals and beliefs education tours and it can help shape their positive psychological qualities such as resilience, optimism, and responsibility, effectively enhance their psychological resilience and resilience in the face of difficulties and challenges, and inject strong spiritual motivation into cultivating well-rounded new generations of the times.
Methods: In view of this, a questionnaire survey method was adopted to deeply explore the influence of ideals and beliefs education study tours on the psychological quality of college students' resilience against setbacks.
Results: The research results show that: 1. The overall psychological resilience quality of college students is at a moderate to high level, but there are significant individual differences within the group; 2. The frequency and duration of participation in study tours are significantly positively correlated with resilience qualities, with the emotional dimension being the most prominent; 3. Among various forms of activities, only “experiential activities” have a significant promoting effect on the emotional and behavioral dimensions of coping with setbacks, while there is no significant correlation between the research theme and specific activity content; 4. The effectiveness of cultivating resilience through ideals and beliefs education study tours mainly depends on the depth of activity design and effective organization of the teaching process, rather than the theme content itself.
Conclusions: Based on this, in order to effectively utilize the educational function of ideals and beliefs education study tours, we need to accurately identify the bottlenecks and problems in current practice, and propose systematic improvement measures accordingly: firstly, to build an immersive experiential teaching system and deepen the practical educational effect of study tours; Secondly, establish a long-term participation mechanism to promote the transformation of resilience from quantitative to qualitative changes; The third is to establish a three in one teaching framework of “school, base, and society”, fully activating the potential of scenario simulation education; The fourth is to implement precise setback education and promote targeted improvement of students' psychological resilience. To fully utilize the educational function of ideals and beliefs education study tours in enhancing college students' resilience against setbacks.
Corresponding Author: Xiaowen Du, Tourism College, Hainan Vocational University, Haikou, China.
How a Digital-Intelligent Management Platform Alleviates Employee Psychological Pressure: A Case Study of ECC Management in a Large-Scale Coal-Chemical Group
Rengang Huang
1
, Wuchang Lv
1
, Tianming Xia
2,3
, Zhixiang Xia
2,3
, Wei Dai
1
, Haipan Wang
1
, Chen Fu
1
, Deyu Cao
1,*
1
China Pingmei Shenma Holding Group Co., Ltd., Pingdingshan, Henan, 467000, China
2
Cross-Strait Tsinghua Research Institute (Xiamen), Xiamen, Fujian 361000, China
3
Beijing Yijiu Intelligent Technology Co., Ltd., Beijing 100080, China
Objective: The energy-chemical industry faces escalating pressure from the green transition, imposing not only stringent environmental and carbon compliance demands but also significant psychological burdens on employees. Chronic exposure to unpredictable environmental risks and complex, evolving regulations contributes to workplace anxiety, stress, and diminished psychological safety. While digital solutions are widely adopted for operational efficiency, their potential to actively mitigate employee psychological stress remains an understudied area. This research, therefore, aims to bridge this gap by designing and evaluating a dedicated Energy-Carbon-Environment (ECC) digital-intelligent platform, with the explicit dual objective of enhancing managerial control and, critically, alleviating work-related psychological pressure and promoting mental well-being among front-line staff and managers.
Subjects and Methods: To investigate this socio-technical interaction, an embedded, sequential mixed-methods case study was conducted within a large-scale coal-chemical group. The study encompassed the full cycle from participatory platform design through to a six-month pilot implementation across five subsidiary plants, involving 152 core employees. Data were triangulated from three sources to ensure robustness: 1) Quantitative operational data extracted from system logs, analyzing metrics like risk-warning response time and AI-assistant utilization; 2) Qualitative insights from 36 in-depth, semi-structured interviews conducted post-pilot, focusing on employees' lived experiences of anxiety, control, and competence before and after platform adoption; and 3) Psychometric data from pre- and post-test surveys employing adapted scales for psychological safety (contextualized to environmental risk) and the General Self-Efficacy Scale (GSES), providing standardized measures of psychological change.
Results: The platform delivered substantial improvements on both fronts. Operationally, it enhanced process efficiency, notably reducing the average risk-warning response time by approximately 70% and automating over 95% of key environmental reporting. The pivotal psychological outcomes were equally pronounced. Thematic analysis of interviews revealed that features like real-time, panoramic risk visualization and predictive early-warning systems directly fostered a heightened sense of control and situational predictability, which employees consistently linked to reduced anxiety. Quantitatively, paired-sample t-tests confirmed statistically significant post-intervention improvements. Scores for psychological safety (M=5.42, SD=0.76) significantly increased from baseline (M=4.68, SD=0.91) with t (151) =8.37, p<.001. Similarly, general self-efficacy scores rose significantly (Post-test: M=2.89, SD=0.52; Pre-test: M=2.61, SD=0.57; t (151) =5.24, p<.001). These results provide robust evidence for the platform's role in alleviating psychological pressure and strengthening psychological resources.
Conclusions: This study offers compelling empirical evidence that a digital-intelligent platform, when consciously designed with principles from organizational psychology, can function as an effective multi-dimensional intervention in high-stakes industrial environments. By systematically enhancing transparency, predictability, and accessible knowledge support, the platform successfully targeted and mitigated fundamental drivers of employee psychological stress—environmental uncertainty and perceived inadequacy. The findings underscore a critical paradigm: industrial digital transformation must move beyond a sole focus on operational metrics to intentionally integrate and design for human psychological outcomes. This “technology-psychology” synergy presents a vital pathway for building more sustainable, resilient, and humane industrial workplaces, where operational excellence and employee mental well-being are mutually reinforcing goals.
Acknowledgments: The authors would like to express their sincere gratitude to China Pingmei Shenma Holding Group Co., Ltd. for the financial and technical support provided through the scientific research project entitled “Research and Planning of the Energy-Carbon-Environment Intelligent Management and Control System for China Pingmei Shenma Group” (Project No.: 41040220231425TZ).
Corresponding Author: Deyu Cao, China Pingmei Shenma Holding Group Co., Ltd., Pingdingshan, Henan, 467000, China.
Knowledge Graph Construction for a Data-Structure Course Using Large Language Models and Its Application to Mental Health Support
Fang Fang
*
, Ya Li, Zhi Li, Maosen Wan
Anhui University of Chinese Medicine, Hefei 230012, China
Objectives: The Data Structures course serves as a cornerstone of computer science curricula. However, its abstract nature and complex algorithmic content often impose significant cognitive load on learners, typically manifesting as severe learning anxiety and psychological pressure. This creates a dual challenge that hinders both effective knowledge acquisition and student mental health. Traditional teaching methods and fragmented online resources struggle to alleviate these intertwined issues, making it imperative to develop a new pedagogical framework that deeply integrates knowledge structuring with psychological support.
Methods: To address the dual challenges of knowledge acquisition and psychological well-being among students, this study proposes an efficient method for constructing a knowledge graph for the Data Structures course using large language models (LLMs). By developing a structured knowledge system, this approach tackles learning uncertainties and knowledge fragmentation at their source, thereby intervening in learning anxiety induced by cognitive overload. We integrated diverse educational resources including textbooks, MOOCs, and Wikipedia to obtain few-shot entity data, and employed few-shot prompting techniques to guide the LLM in automatically extracting core course entities, attributes, and relationships. This process resulted in a comprehensive and systematic course knowledge graph, which has been embedded into a teaching platform as an intelligent retrieval system. The system provides students with a clear, stable, and navigable knowledge framework that effectively alleviates learning-related psychological pressure and promotes mental health development.
Results: A teaching evaluation involving 120 undergraduate students demonstrated the effectiveness of this approach. Quantitative analysis of academic performance revealed that students using the knowledge graph platform achieved significantly higher average scores on both assignments and final examinations compared to a previous cohort without platform access. Furthermore, data collected through standardized psychological scales showed a statistically significant reduction in self-reported learning anxiety and a marked improvement in academic self-efficacy. Qualitative feedback from structured surveys was overwhelmingly positive, with students strongly agreeing that the knowledge graph enhanced instructional innovation, provided comprehensive content coverage, offered a clear knowledge framework, improved retrieval efficiency, and delivered substantial learning support. The platform's ability to visualize complex knowledge relationships and enable rapid knowledge space navigation was particularly recognized as beneficial for comprehension and cognitive load reduction.
Conclusions: This study confirms that integrating structured knowledge representation through course knowledge graphs with large language models can create learning environments that simultaneously support cognitive development and psychological well-being. The proposed automated graph construction method also provides a scalable and efficient alternative to traditional manual approaches. Future research will focus on enriching the knowledge graph with emotionally supportive content and developing an empathetic LLM-based intelligent tutoring system to advance the development of more human-centered intelligent educational environments.
Acknowledgements: This work was supported by the Key Teaching Research Project of Anhui Province under Grant 2022jyxm851 and 2022jyxm858 and supported by Key Research Project of Natural Science in Universities of Anhui Province under Grant 2024AH051023 and supported by the Teaching Research Project of Anhui Province under Grant 2022jyxm869 and supported by Teaching Research Project of Anhui University of Chinese Medicine under Grant 2024xjjy_yb028 and 2024xjjy_yb005.
Corresponding Author: Fang Fang, Anhui University of Chinese Medicine, Hefei 230012, China.
The Integration of Emotional Education and Positive Psychology in Literature Teaching: A Study on Pathways to Promote Student Mental Health Based on the PERMA Model
Limin Zhang
*
Sichuan University Jinjiang College, Pengshan, China
Background: As a core vehicle of excellent traditional culture, ancient literature contains abundant emotional resources and psychological nutrients. However, current teaching practices often remain at the level of knowledge transmission and artistic analysis, failing to systematically explore its potential value in fostering students' mental health, resulting in a disconnection between “literary content” and “psychological development.” Meanwhile, positive psychology—particularly the PERMA model—provides a scientific framework for shifting the focus of education from “roblem intervention” to “strengths cultivation.” How to integrate the tradition of emotional education in ancient literature with the theories of positive psychology to construct teaching pathways that effectively promote students' mental health has become a topic of significant theoretical and practical importance.
Subjects and Methods: This study takes university ancient literature courses as the practical context and combines theoretical construction with case analysis. Through literature review, it systematically explores the positive psychological education resources embedded in ancient literature. By means of conceptual analysis and theoretical deduction, it investigates the intrinsic connections between emotional education and positive psychology in fostering students' emotional regulation, psychological resilience, sense of meaning, and other mental health dimensions. On this basis, a dual-dimensional “literature-psychology” integrated teaching model is constructed and validated through typical teaching cases.
Results: A three-in-one integration pathway of “emotion–cognition–behavior” is proposed, systematically elucidating the inherent compatibility between typical emotional motifs in ancient literature (such as concern for the nation and people, joy in nature, and sentiments of travel) and the five elements of the PERMA model (positive emotion, engagement, relationships, meaning, and accomplishment). The research shows that ancient literature not only provides a cultural context and emotional vehicle for cultivating positive psychological qualities, but its emotional education process, supported by positive psychology methods, can also achieve an effective transformation from perceptual experience to rational cognition and from emotion to behavior, thereby systematically and structurally enhancing students' mental health.
Conclusions: The integration pathway, using the PERMA model as a bridge, upgrades the teaching paradigm of ancient literature from “emotional immersion” to “psychological construction.” This approach not only expands the educational function of ancient literature but also provides an actionable framework for universities to advance mental health education through humanities courses and cultivate students' positive mindsets and sound personalities. Future research should further focus on enhancing teachers' literacy in positive psychology, improving multidimensional teaching evaluation systems, and constructing interdisciplinary collaborative education mechanisms.
Corresponding Author: Limin Zhang, Sichuan University Jinjiang College, Pengshan, China.
Analysis of the Mediating Effect of College Students' Interdisciplinary Learning Outcomes on the Relationship between Educational Quality Evaluation and Learning Anxiety in the Context of Mass Entrepreneurship and Innovation
Liyin Kuang
1
, Yixiang Jiang
1
, Kunping Zou
2,*
1
School of Economics, Wuzhou University, Wuzhou, China
2
Wuzhou KELINENG Environmental Technology Co., Ltd., Wuzhou, China
Background: Against the backdrop of ongoing reforms in the quality assessment mechanism for innovation and entrepreneurship education, interdisciplinary learning has emerged as an inevitable imperative, accompanied by a marked increase in the complexity and difficulty of learning tasks. While diversified and integrated assessment mechanisms offer expanded opportunities for student performance demonstration, their inherent uncertainty exacerbates student anxiety. Thus, investigating the impact of higher education quality assessment (in the context of innovation and entrepreneurship) on learning anxiety, as well as the associated moderated mediation effects—particularly the mediating role of interdisciplinary learning outcomes—carries significant theoretical and practical implications.
Subjects and Methods: To examine the mediating role of interdisciplinary learning outcomes among college students in the relationship between educational quality assessment and learning anxiety within the context of innovation and entrepreneurship, this study adopted Partial Least Squares Structural Equation Modeling (PLS-SEM) to construct a moderated mediation model (incorporating mediating variables) of how educational quality assessment mechanisms influence learning anxiety. Through this analytical framework, the complex interplay between Innovation and entrepreneurship education quality assessment, interdisciplinary learning outcomes, and learning anxiety was systematically delineated, and the eight proposed research hypotheses were empirically tested individually.
Results: All three scales employed in this study exhibited satisfactory reliability and validity. Further analyses revealed that educational quality assessment not only exerted a direct positive effect on learning outcomes but also indirectly moderated learning anxiety through the mediating variable of learning outcomes. Notably, interdisciplinary learning outcomes served as a partial mediator between educational quality assessment and learning anxiety, with the mediating effect accounting for 37% of the total effect. This finding not only deepens our understanding of the operational pathways of educational quality assessment mechanisms but also provides empirical evidence and strategic directions for optimizing educational quality assessment systems and effectively mitigating students’ learning anxiety, thereby holding significant practical implications.
Conclusions: Against the backdrop of innovation and Innovation and entrepreneurship education, this study delineates the intrinsic mechanism underlying the relationships between teaching quality assessment, interdisciplinary learning outcomes, and learning anxiety. First, Innovation and entrepreneurship education teaching quality assessment significantly and positively predicts students' interdisciplinary learning outcomes, indicating that high-quality teaching practices effectively foster students' competency development in interdisciplinary contexts. Second, interdisciplinary learning outcomes are significantly and negatively correlated with learning anxiety, such that students with higher learning outcomes exhibit lower levels of anxiety—a pattern likely attributable to the positive regulatory effect of enhanced self-efficacy (derived from academic achievement) on emotional states. Further, interdisciplinary learning outcomes serve as a significant mediator between teaching quality assessment and learning anxiety, suggesting that educational quality not only directly mitigates learning anxiety but also exerts an indirect impact by facilitating interdisciplinary learning outcomes.
Acknowledgements: This research was supported by the following projects: Guangxi Education Science Planning Leading Group Project (2023): “Research on the Quality Evaluation System of Innovation and Entrepreneurship Education in Local Application-Oriented Universities under the New Liberal Arts Concept” (No. 2023ZJY1656); Guangxi Higher Education Undergraduate Teaching Reform Project (General Category A, 2025): “Research and Practice on the Innovation and Entrepreneurship Education Model in Local Universities from an Interdisciplinary Perspective” (No. 2025JGA358); Wuzhou University University-Level Teaching Reform Project (Key Project, 2025): “Research and Practice on the Innovation and Entrepreneurship Education Model in Local Universities from an Interdisciplinary Perspective.” (No. Wyjg2025A031).
Corresponding Author: Kunping Zou, Wuzhou KELINENG Environmental Technology Co., Ltd., Wuzhou, China.
Research on Optimization Strategies for University External Public Spaces Guided by Behavioral Patterns and Psychological Needs
Xiaojing Wu
1
, Wanhui Chen
1
, Mingming Gao
1
, Jingjing Zhou
2,*
1
Guizhou University, Guiyang, China
2
NingboTech University, Ningbo, China
Background: With the increasing trend of commercial and residential integration around universities, their external public spaces not only undertake daily social, leisure, and activity functions but also play a significant role in the maintenance of mental health and emotional regulation for students and residents. However, the design of many external spaces surrounding universities still remains at the physical dimension, neglecting the influence of users' diverse psychological needs and psychological behavioral patterns, leading to insufficient spatial vitality and a lack of psychological comfort and sense of belonging. Based on environmental psychology and behavior-oriented theory, this study aims to explore how the design and optimization of external public spaces around universities can better align with the mental health needs of users, thereby constructing external spatial environments that possess both behavioral adaptability and psychological support.
Subjects and Methods: This paper takes a representative campus-adjacent commercial-residential district as the research subject, employing a combination of field observation, questionnaire surveys, and in-depth interviews to collect 108 valid samples. It focuses on analyzing the behavioral characteristics and psychological experiences in three types of spaces: commercial pedestrian streets, small squares, and community green spaces. Using computer-aided methods (behavioral heat maps, spatial sequence analysis) and SPSS statistical analysis, a “behavior-space-psychology” correlation model is constructed. This model explores the coupling mechanism between spatial structure, environmental perception, and mental health needs, revealing the impact patterns of different spatial environments on users' psychological safety, comfort, belonging, and privacy.
Results: The research indicates that the type of external space significantly influences users' behavioral activity patterns and mental health experiences. Social, leisure, and cognitive behaviors are regulated by psychological factors such as spatial comfort, cultural belonging, and sense of safety. Among the mental health need dimensions, sense of safety, comfort, belonging, and privacy most significantly affect spatial usage satisfaction. The results show: the commercial street scored lower in cultural belonging and psychological safety; the small square was deficient in privacy and environmental quality; while the community green space performed better in psychological relaxation, emotional recovery, and social support. Higher spatial quality significantly promotes individuals' positive psychological states and the frequency of social interaction.
Conclusions: The optimization of external public spaces around universities should focus on the dual guidance of behavioral patterns and mental health needs, enhancing the space's emotional regulation capacity and social support function through environmental psychology methods. Optimization strategies include: (1) Improving the sense of safety and comfort through functional zoning and facility enhancements; (2) Enhancing the sense of belonging and identity through cultural implantation and visual symbols; (3) Meeting communication needs under different psychological states through combinations of semi-private and open spaces. The “behavior-space-mental health” analytical framework proposed by the study provides a theoretical basis and practical path for the psychological design and health promotion of university external public spaces.
Acknowledgements: This research was supported by a project grant from the Guizhou provincial Basic Research Program (No.ZK[2023]081); the Guizhou Provincial Key Technology R&D Program (No.[2024]131); Guizhou Provincial Science and Technology Projects (Qian Ke He Ji Chu-ZK[2023] General 114); the Guizhou University Laboratory Open Project (SYSKF2025-069); and General Research Project of Zhejiang Provincial Department of Education [Grant No. Y202352770].
Corresponding Author: Jingjing Zhou, NingboTech University, Ningbo, China.
On the Problems of the Determined Specific Applicable Rules Authorized by “Deed Tax Law” and Their Implications for Regional Mental Health
Xiangping Wang*
Law School of Wuzhou University, Wuzhou 543000, Guangxi, China
Objective: This study aims to examine the problems arising from the provincial-level determination of deed tax rates and reductions under the authorization of the “Deed Tax Law,” with a focus on how these fiscal policies may indirectly affect residents’ mental health by influencing economic security, housing stability, and anxiety levels related to financial burdens.
Subjects and Methods: Using a policy analysis framework, this research reviews the specific deed tax regulations enacted by provincial people’s governments following the “Deed Tax Law” authorization. The study incorporates psychological and socioeconomic lenses to evaluate how fixed proportional tax rates and exemption measures impact individuals and communities, particularly in terms of perceived fairness, financial anxiety, and long-term mental well-being. Regional economic data and psychological survey indicators related to housing stress and economic satisfaction are referenced to assess the potential mental health implications.
Results: The analysis reveals that fixed proportional tax rates may exacerbate interregional economic disparities, which are closely linked to disparities in mental health outcomes, such as higher anxiety and lower life satisfaction in less developed areas. The lack of differential tax rate designs fails to account for varying psychological and economic needs across regions, while the omission of reduced taxation rules in preferential measures overlooks opportunities to alleviate financial stress—a known contributor to poor mental health. These policy gaps may reinforce feelings of inequity and economic insecurity, further affecting residents’ psychological resilience and personality development in stressful financial environments.
Conclusions: To optimize the authorized local implementation of the “Deed Tax Law” and support both socioeconomic and psychological well-being, provincial governments should utilize the authorization more flexibly. This includes defining ranges for tax rates rather than applying fixed proportions, designing differential tax rates that reflect regional mental health and economic needs, and incorporating reduced taxation rules into preferential tax systems. Such measures can help mitigate housing-related financial anxiety, promote a greater sense of equity, and contribute to improved mental health outcomes across diverse populations.
Acknowledgements: This research was supported by 1. Interim achievement of the 2022 Guangxi Philosophy and Social Sciences Planning Research Project entitled “A Study on the Taxation Issues of Inheritance Trusts from the Perspective of the Civil Code” [Project No.: 22BFX003]; 2. Interim achievement of the 2024 Wuzhou University Key Institutional Research Project entitled “Research on the Regulatory Framework of Family Trust Taxation within the Context of Common Prosperity” [Project No.: 2024ZD014].
Corresponding Author: Xiangping Wang, Law School of Wuzhou University, Wuzhou 543000, Guangxi, China.
The Impact of Network Infrastructure on Urban-Rural Mental Health: Evidence from the Broadband Strategy
Han Yu, Jian Wang, Yang Jiang
*
Dalian Ocean University, Dalian, China
Background: Urban-rural mental health is crucial for achieving high-quality economic growth and modernization. However, the long-standing imbalance in urban-rural development continues to pose a prominent challenge. With the rise of the digital economy, the construction of network infrastructure has offered new opportunities to narrow the urban-rural gap. Since 2013, the “Broadband Strategy” has been implemented, which has promoted the balanced deployment of urban-rural network infrastructure through three batches of pilot cities. Against this background, the balanced layout and efficient utilization of network infrastructure are important for bridging the urban-rural digital divide and driving socio-economic integration. Therefore, a scientific and rational evaluation of the impact of the “Broadband Strategy” on urban-rural mental health can provide critical decision-making references for mitigating development imbalances and improving regional economic performance.
Subjects and Methods: Based on panel data from 276 prefecture-level cities between 2011 and 2022, this study treats the “Broadband Initiative” as a quasi-natural experiment. By constructing an urban-rural mental health indicator system and employing the difference-in-differences (DID) model, the research investigates the impact of implementing the “Broadband Strategy” on urban-rural mental health.
Results: Through empirical testing, we can conclude that implementing the “Broadband Strategy” promotes urban-rural mental health. The conclusions remain valid after undergoing a series of stationarity, placebo, and robustness tests. Heterogeneity analysis reveals that the impact of network infrastructure construction on urban-rural mental health varies depending on a city's geographical location and size, with more pronounced effects observed in eastern regions and large cities. Mechanism analysis demonstrates that network infrastructure construction can drive urban-rural mental health by enhancing urban innovation capabilities.
Conclusions: First, we should focus on strengthening the development of network infrastructure, expanding the pilot scope of “Broadband Strategy” demonstration cities to benefit more urban areas, thereby improving mental health levels in both urban and rural regions. Second, by promoting interregional technological innovation collaboration and exchanges, we can enhance urban innovation capabilities. Third, we should give priority to selecting pilot cities in underdeveloped regions of central and western areas, provide these cities with ample policy, technical, and social capital support, and encourage corporate participation in network construction.
Acknowledgements: This article is supported by the Basic Research Project of the Education Department of Liaoning Province - An Analysis of County-level Rural Revitalization Strategies in the Context of “Integration of Production, Living and Ecological Spaces” (JYTMS20230508).
Corresponding Author: Yang Jiang, Dalian Ocean University, Dalian, China.
Innovating Human Resource Management Models through a Mental Health Lens in the Era of Human-AI Collaboration: A Resource Conservation Perspective
Jing Wang*
Guangzhou City University of Technology, Guangzhou, Guangdong, China
Objectives: This study investigates the paradoxical effects of AI collaboration support on employee mental health within knowledge-intensive organizations. Despite AI’s productivity-enhancing potential, its psychological impact remains theoretically ambiguous and underexplored. Grounded in Conservation of Resources (COR) theory and Self-Determination Theory, we develop a framework conceptualizing AI systems as simultaneous resource amplifiers and drainers, creating a “paradox of technological empowerment.” We specifically examine how job autonomy mediates AI’s dual-edged relationship with mental health outcomes, and how algorithmic trust and transparency moderate these effects. By centering mental well-being as a core outcome, this research addresses a critical gap in understanding how algorithmic management can be designed to protect rather than compromise employee psychological health.
Methods: We employed a three-wave longitudinal design across six months, surveying 847 knowledge workers nested within 45 technology-intensive firms in China. Participants completed validated measures of AI collaboration support, mental well-being (encompassing anxiety, burnout, and psychological flourishing), perceived job autonomy, algorithmic trust, and algorithmic transparency at each wave. Structural equation modeling (SEM) tested hypothesized relationships, while multi-level analysis examined cross-level effects of organizational AI governance policies on individual mental health trajectories. This robust design captured both within-person mental health changes and between-firm variations in AI governance contexts.
Results: AI collaboration support exhibited a significant curvilinear (inverse U-shaped) relationship with employee mental health: moderate support enhanced well-being, while excessive support precipitated techno-stress and psychological strain. Job autonomy substantially mediated this relationship, with high autonomy buffering against AI-induced mental health deterioration. Algorithmic trust amplified the positive mental health effects of moderate AI support, whereas algorithmic transparency strengthened the protective autonomy-mental health linkage. Multi-level analysis revealed that organizational AI governance policies significantly moderated these individual-level effects, with transparent governance frameworks reducing mental health risks. These findings culminate in a three-dimensional HRM architecture—individual-level AI-Augmented Psychological Resilience, team-level Human-Machine Trust-Based Psychological Safety, and organizational-level Value-Cocreation Algorithmic Governance—each safeguarding mental health in AI-integrated workplaces.
Conclusions: This research establishes mental health as a strategic imperative in algorithmic management, demonstrating that AI’s psychological impact is contingent on autonomy, trust, transparency, and governance rather than being inherently beneficial or detrimental. We provide actionable pathways for cultivating “technologically-enabled humane organizations” where employee mental health is proactively protected. HR practitioners should implement autonomy-supportive AI practices and mental health monitoring systems; AI developers must prioritize transparent, trust-building design features; and policymakers should mandate organizational accountability for AI-related mental health outcomes. Future research should explore cultural variations in these mental health dynamics and test interventions rooted in our HRM framework across diverse occupational settings.
Corresponding Author: Jing Wang, Guangzhou City University of Technology, Guangzhou, Guangdong, China.
The Mechanism and Intervention of Low Self-Efficacy on College Students' Psychological Distress in English Learning
Li Tao
*
, Juan Liu
College of Biotechnology, Suzhou Industrial Park Institute of Services Outsourcing, Suzhou 215123, Jiangsu, China
Background: Against the backdrop of globalization, English has become a core competency in higher education. However, the phenomenon of burnout in English learning among college students in China has become normalized, often accompanied by learning anxiety. Together, these two issues threaten students' mental health and constitute a typical form of learning psychological distress. Existing studies have mostly focused on the superficial causes of learning burnout, neglecting the driving role of low self-efficacy as a core psychological variable, as well as the moderating effects of the digital learning environment and language value cognition on the path from self-efficacy to learning psychological distress. This makes it difficult to form intervention programs that balance psychological mechanisms and realistic contexts, and thus unable to effectively safeguard students' mental health.
Subjects and Methods: Based on Bandura's Social Cognitive Theory, Conservation of Resources Theory, and Cognitive Behavioral Theory, this study takes “low self-efficacy-psychological distress in English learning” as the core logical chain. Adopting a combination of theoretical analysis, logical deduction, and a pre-survey (N=420), it systematically explains the internal mechanisms by which low self-efficacy induces learning psychological distress and impairs mental health through three pathways: motivational exhaustion, cognitive rigidity, and imbalanced environmental interaction. Meanwhile, it analyzes the moderating effects of the application mode of artificial intelligence (AI) technology and deviations in perceived English value on this path, and constructs a comprehensive intervention model centered on improving self-efficacy, integrating technological empowerment and value reconstruction, to simultaneously alleviate learning psychological distress and maintain mental health.
Results: Low self-efficacy directly weakens learning motivation and resilience to setbacks, and fosters a fixed mindset and negative attribution. It not only directly induces English learning burnout—characterized by emotional exhaustion, depersonalization, and reduced sense of accomplishment—but also damages mental health by exacerbating learning anxiety, resulting in learning psychological distress. Improper application of AI technology amplifies the negative impacts of low self-efficacy, while deviations in perceived English value further erode learning motivation. These two factors interact with low self-efficacy to form a superimposed effect, continuously aggravating learning psychological distress and impairing mental health. The integrated intervention model based on self-efficacy enhancement includes five strategies: creation of successful experiences, optimization of feedback systems, construction of supportive environments, rational application of technology, and reshaping of value cognition. This model can target and block the vicious cycle of “low self-efficacy → learning psychological distress → impaired mental health”.
Conclusion: Low self-efficacy is the core psychological inducement leading to college students' psychological distress in English learning and impairing their mental health. The application mode of AI technology and the state of perceived English value deeply moderate this process. The intervention model constructed in this study is practically operable, and can provide feasible paths for colleges and universities to improve students' learning psychological state, resolve learning psychological distress, and maintain mental health in English teaching.
Acknowledgements: This work was supported by a project grant from the Sixth Jiangsu Province Vocational Education Teaching Reform Research Project (Grant No. ZDZC82).
Corresponding Author: Li Tao, College of Biotechnology, Suzhou Industrial Park Institute of Services Outsourcing, Suzhou 215123, Jiangsu, China.
Collaborative Study on the Management Model and Employee Mental Health in Coal Mines Based on Two-Stage Intelligent Construction
Xiaolong Wang
1
, Lei Wang
1,*
, Chenghao Ning
1
, Teng Luo
1
, Qing Xia
2
1
China Energy Technology & Economics Research Institute CO., LTD, Beijing 102211, China
2
China University of Mining and Technology, Xuzhou 221116, China
Objectives: Intelligent construction in coal mines has advanced rapidly, serving as a critical pathway to achieve the goals of “reducing manpower, enhancing safety, and improving efficiency.” This study divides coal mine intelligent construction into two stages: the stage with fewer staff and the unmanned stage, proposing corresponding “1+1+N” and “DNF” control modes. As intelligence deepens, employee psychological health and work experience have become significant factors influencing transformation outcomes. Integrating psychological perspectives into the original control mode research, this paper systematically assesses the impact of intelligent construction on miners' workload, fatigue, and pain perception through questionnaires and scale analysis. It constructs a comprehensive benefit evaluation system covering safety, economy, society, and psychological health to promote the coordinated development of coal mine intelligence and employee well-being.
Methods: A questionnaire was distributed to 435 miners at a coal mine, measuring improvements in psychological burden, fatigue, and pain perception. Psychological burden improvement: Through assessment using four indicator questions, it was found that intelligent construction significantly reduced miners' psychological burden, with the average score rising to 3.54 points (out of 5). Pain reduction: Using items from the modified Fatigue Symptom Self-Assessment Scale, pain improvement across seven body regions was evaluated, yielding an average total score of 26.09 (out of 35). Fatigue reduction: Through two indicator questions, miners' fatigue levels were found to have significantly decreased, with an average total score of 6.66 (out of 10).
Results: Significant reduction in psychological burden: Intelligent equipment replaced high-risk, physically demanding tasks. Employees adopted more ergonomically sound postures, and sweating frequency decreased. Alleviation of pain and fatigue: Frequency of pain in areas such as the head, neck/shoulders, and lower back decreased. Difficulty waking up in the morning and post-work fatigue levels declined. Enhanced job satisfaction: Employees demonstrated increased identification with their work content, environment, and organization, achieving an average satisfaction score of 3.75 (out of 5).
Conclusions: The findings suggest that intelligent coal mining fundamentally involves systemic restructuring. By analyzing the mechanisms through which intelligent technologies influence miners' psychological burdens and behaviors, we can advance the shift in coal mine automation from a purely technology-driven approach toward a collaborative development model integrating technology and human-centered principles. It represents not merely technological advancement but a comprehensive reconfiguration of the “human-machine-organization” system. Traditional organizational structures require transformation. The conventional vertical, multi-tiered, closed organizational framework is increasingly incompatible with intelligent development needs. Enterprises must proactively reform, eliminate redundant layers, break down barriers to data and information flow, and strengthen real-time operational responsiveness.
Corresponding Author: Lei Wang, China Energy Technology & Economics Research Institute CO., LTD, Beijing 102211, China.
Social-Emotional Competence and Professional Well-Being: An Empirical Study of New-Generation Rural Teachers
Donglian Mou
1,*
, Yang Ming
2
1
Lanzhou University of Arts and Science, Lanzhou, China
2
Gansu University of Chinese Medicine, Lanzhou, China
Objectives: Under the rural revitalization strategy, new-generation rural teachers (aged under 35 or with ≤10 years of teaching experience) represent a crucial force for improving the quality of rural education. However, they face multiple challenges, including limited resources and constrained career development pathways, leading to notable fluctuations in their professional well-being. Social-emotional competence is a key factor influencing teachers’ professional experience, yet research specifically focusing on this group remains scarce. This study aims to examine the relationship between social-emotional competence and professional well-being among new-generation rural teachers, providing empirical evidence to support the stabilization of the rural teaching workforce.
Methods: We administered the Teacher Social-Emotional Competence Scale and the Teacher Professional Well-being Scale to XX new-generation rural teachers from primary and secondary schools in G Province. Correlation and regression analyses were conducted to assess the current status and predictive relationship between social-emotional competence and professional well-being.
Results: The social-emotional competence (SEC) of new-generation rural teachers was generally at a moderately high level, yet with a distinct structural imbalance. Their competence in “collective management” was relatively prominent, whereas “relationship management” skills were notably weaker. Their occupational well-being fell within the moderate range, with the dimension of “health and well-being” being significantly lower, representing a primary shortcoming. Correlation analysis revealed broad positive associations between SEC and occupational well-being. Subsequent stepwise regression analysis further identified “social awareness” and “collective awareness” as core positive predictors of occupational well-being. In contrast, the “grade level taught” (where teaching higher grades was associated with lower well-being) served as a significant contextual negative predictor. Collectively, these variables explained 42.5% of the variance in occupational well-being.
Conclusions: The findings demonstrate that social-emotional competence, particularly the abilities of understanding others and identifying with the collective (i.e., social and collective awareness), constitutes a key psychological asset for enhancing the occupational well-being of new-generation rural teachers. These results provide a clear direction for educational practice. Future teacher development and support policies should move beyond generic training. Instead, they should focus on targeted efforts to strengthen teachers' interpersonal understanding and collective integration skills. Concurrently, greater attention must be paid to mitigating the negative impacts on the health and well-being of teachers working in higher grade levels. Implementing these measures would effectively promote their occupational welfare and contribute to building a stable, high-quality rural teaching force.
Acknowledgments: This work was supported by the University Teachers' Innovation Fund Project of Gansu Provincial Department of Education (No. 2026A-246).
Corresponding Author: Donglian Mou, Lanzhou University of Arts and Science, Lanzhou, China.
The Development of Research on Academic Emotions from a Positive Psychology Perspective: A Bibliometric Analysis
Huan Yang
*
, Mohd Fairuz Jafar
Awang Had Salleh Graduate School of Arts and Sciences (AHSGS), Universiti Utara Malaysia, Kedah Darul Aman, Malaysia
Objective: Academic emotions constitute a core construct in educational psychology, reflecting learners’ affective experiences that are closely tied to motivation, cognition, and self-regulated learning. Over the past decade, research on academic emotions has expanded rapidly across disciplinary contexts, methodological approaches, and theoretical frameworks, creating challenges for synthesizing its intellectual structure and developmental trends. In parallel, constructs derived from positive psychology (PP), such as positive academic emotions and strengths-based learner characteristics, have gained increasing attention within educational psychology. Against this backdrop, the present study aims to systematically map academic emotions research published between 2015 and 2025, with particular attention to the emergence, positioning, and integration of PP-oriented factors within the broader psychological literature on learning and instruction.
Subjects and Methods: Adopting a quantitative bibliometric approach grounded in research synthesis methodology in psychology, this study analyzed journal articles indexed in Web of Science (WoS) and Scopus. Records were retrieved using a unified search strategy targeting academic emotions and related psychological constructs. After data cleaning and integration, descriptive bibliometric profiling was conducted in Scientopy to examine publication trends, core journals, and leading contributors in educational psychology. Science mapping analyses were then performed in VOSviewer based on WoS records, including author-keyword co-occurrence analysis, network clustering, and overlay visualization by average publication year. These techniques allowed for the identification of thematic structures and temporal shifts in psychological research foci.
Results: The findings reveal sustained growth in academic emotions research, accompanied by an increasingly diversified psychological knowledge base. Keyword co-occurrence mapping identified several major thematic clusters, including control-value theory and discrete academic emotions, engagement and self-regulatory processes, and domain-specific applications such as second language learning. Overlay visualization indicates a recent shift toward person-centered analytical approaches (e.g., latent profile analysis), as well as increased attention to engagement-related and regulatory constructs central to educational psychology. Notably, PP-oriented factors, such as positive academic emotions, positive psychology, and foreign language enjoyment, demonstrate rising visibility and form distinct co-occurrence pathways. These pathways link PP constructs not only to mainstream emotion theories but also to engagement, self-regulation, and learning-context variables.
Conclusions: By providing a structured bibliometric overview, this study clarifies the evolving thematic landscape of academic emotions research within educational psychology. The results highlight how strengths-based, PP-oriented constructs have become increasingly embedded in the psychological study of learning, complementing traditional deficit-focused perspectives. This integration reflects a broader theoretical shift toward understanding how positive emotional experiences support motivation, regulation, and academic functioning. The findings offer implications for future psychological research by identifying emerging trends, methodological directions, and opportunities for theoretically grounded integration between academic emotions and positive psychology.
Corresponding Author: Huan Yang, Awang Had Salleh Graduate School of Arts and Sciences (AHSGS), Universiti Utara Malaysia, Kedah Darul Aman, Malaysia.
Research on Verbal Communication and Mental Health Empowerment Strategies of Intangible Cultural Heritage Short Videos from the Perspective of the Uses and Gratifications Theory
Shuo Ni
1
, Huarui Ge
2,*
1
Zhejiang Yuexiu University of Foreign Languages, Shaoxing, 312000, China
2
Zhejiang University of Media and Communications, Hangzhou, 310000, China
Objectives: The vigorous development of self-media in the social media era has made intangible cultural heritage (ICH) short videos a dual carrier for the living inheritance of ICH and the mental health empowerment of audiences. The humanistic spirit, emotional resonance characteristics, and craftsmanship contained in ICH can effectively alleviate the psychological anxiety of modern people, enhance their sense of psychological belonging and self-efficacy. However, the current communication of ICH short videos has problems such as fragmentation, distinct subjective tendencies, and non-standard language expression, which may not only lead to the distortion of cultural content but also make it difficult to accurately meet the health psychology needs of audiences to obtain psychological comfort and achieve emotional regulation through cultural contact. Even excessive entertainment may cause psychological discomfort to audiences.
Methods: Taking the core audience of ICH short videos (18-65 years old with varying degrees of cultural identity anxiety or psychological pressure), verbal communication creators, and ICH inheritors as research objects, based on the framework of the Uses and Gratifications Theory, integrating core theories of health psychology such as emotion regulation, self-efficacy, and social support, this study adopts literature research, case study, and in-depth interview methods to systematically sort out the existing models of verbal communication in ICH short videos, and investigate the types, satisfaction levels, and influencing factors of audiences' mental health empowerment needs obtained through ICH short videos.
Results: The study found that verbal communication strategies that meet health psychology needs (such as empathic narration, daily-life expression, emotion-guided language, and interactive closed-loop design) can significantly improve the audience's sense of identity, emotional resonance, and communication effectiveness of ICH short videos, and effectively meet the audience's mental health needs such as emotion regulation, identity recognition, and social connection. However, rigid preaching, excessive commercialization, and verbal expression with distorted information will weaken the effect of mental empowerment and hinder the transmission of ICH cultural value. There are differences in needs among audiences of different age groups: young people focus more on emotional catharsis and innovative expression guidance, middle-aged people pay attention to stress relief and practical value acquisition, and elderly people attach more importance to psychological comfort brought by cultural belonging.
Conclusions: The verbal communication of ICH short videos should take “cultural inheritance + mental health empowerment” as the dual orientation, and optimize the communication logic in combination with the Uses and Gratifications Theory. By constructing a verbal communication system with precise content, visualized emotions, and contextualized interaction, it can not only improve the accuracy and attractiveness of ICH cultural communication and promote living inheritance but also fully tap the mental health value of ICH culture, provide a cultural healing path for modern people, and realize the synergistic development of cultural inheritance and audience mental health promotion.
Corresponding Author: Huarui Ge, Zhejiang University of Media and Communications, Hangzhou, 310000, China.
Incorporating Cognitive Psychology into AI-Assisted English Teaching: Mechanisms and Optimization Pathways
Qian Li
*
Heilongjiang University of Technology, Jixi 158100, China
Objectives: Despite the implementation of AI in English teaching, there's a prevalent oversight of learners' cognitive patterns, leading to imbalanced cognitive load and diminished learning motivation, which hampers the enhancement of educational quality. This study aims to elucidate the integration mechanisms of core cognitive psychology theories—such as cognitive load, metacognition, and information processing—into AI-assisted English teaching, to accurately address the aforementioned cognitive issues. The goal is to explore scientific and practical optimization paths, facilitating a shift from “technology-driven” to “cognitive-adaptive” teaching.
Methods: The study involved 320 first-year university students from non-English majors. By employing literature review methods, the study systematically aligned cognitive psychology with AI-assisted English teaching. A survey diagnostic approach was used to identify cognitive issues in current teaching, while an experimental method was applied. Students were divided into an experimental group (optimized cognitive-adaptive AI-assisted teaching) and a control group (traditional AI-assisted teaching) for a 16-week intervention. SPSS 26.0 was used for independent sample t-tests and variance analysis on learning outcomes, cognitive load, learning motivation, and metacognitive ability.
Results: Post-intervention data shows the experimental group achieved a significant improvement in English proficiency compared to the control group (P<0.05). Cognitive load scores in the experimental group decreased by 23.6%, reducing learning fatigue and task confusion. The motivation scale scores increased by 18.9%, with notable improvements in self-directed learning time and classroom interaction. In terms of core cognitive processing, the spaced repetition mechanism based on information processing theory led to a significant improvement in vocabulary retention for the experimental group. The process feedback system built on metacognitive theory greatly enhanced grammatical accuracy. Metacognitive ability assessment revealed an 18.2% improvement in the experimental group, significantly surpassing the control group's 6.2%, with superior performance in planning, monitoring, and reflecting.
Conclusions: The deep integration of cognitive psychology with AI-assisted English teaching can be achieved through personalized cognitive adaptation, layered task design, and process-oriented metacognitive guidance. This approach precisely aligns with learners' cognitive levels, efficiently allocates cognitive resources, reduces ineffective cognitive load, and enhances metacognitive training and information processing efficiency, ultimately improving learning outcomes. The study not only demonstrates the scientific guidance value of cognitive psychology for AI-assisted English teaching but also establishes a tripartite integration model of “theory-technology-practice,” providing critical theoretical support and replicable practical solutions for the scientific and precise fusion of AI technology and foreign language education.
Corresponding Author: Qian Li, Heilongjiang University of Technology, Jixi 158100, China.
Interactive Video Games' Cognitive Potential in Digital Psychiatry: Affordance-Interactive-Receptive Framework Analysis of Their Role in Future Human Cognition and Immersive Learning Behaviors
Runze Li, Ke Li
*
School of Design, Kashi University, Kashi, China
Objective: Digital psychiatry confronts interconnected challenges of cognitive impairment and mental health needs, including disorders such as attention deficit hyperactivity disorder (ADHD), executive dysfunction, and age-related cognitive decline. This article presents a theoretical framework elucidating how interactive video games utilize immersive learning mechanisms to foster cognitive enhancement and optimize mental health. These games combine perceptual, participatory, and responsive elements to create new ways to help people with mental health problems that affect their daily life, emotional control, and overall health. The framework examines games' capacity to transform future human cognitive behaviors, building resilience against mental health risks in a digital era. It focuses on both relieving symptoms and preventing them, helping people learn skills that help them deal with anxiety, depression, and social isolation that are often linked to cognitive deficits. So, interactive video games are easy-to-use tools that make mental health treatments available to everyone, improving their effectiveness and engagement across all groups.
Subjects and Methods: This article employs theoretical integration and case study analysis to formulate and substantiate the framework. We construct the Affordance-Interactive-Receptive (AIR) framework, synthesizing Gibson's affordance theory on visual perception, Jenkins' interactive narrative theory on engagement, and Iser's reception aesthetics on meaning construction. It emphasizes the visually driven perception-participation-response loop in immersive learning, which enhances mental health through neuroplasticity and emotional regulation. To validate our findings, we chose cases from 2021 to 2025: EndeavorRx (FDA-approved ADHD therapy focusing on attention and impulsivity), StarCraft II (strategy game for stress-related decision-making), Minecraft Education Edition (sandbox for creative and social skills), and the University of Colorado's CATSLife study (long-term effects of gaming on cognition and mental health). These underwent qualitative analysis with a literature review from psychiatric and neuroscientific sources to evaluate alignment with mental health applications.
Results: Analyses indicate that the AIR loop facilitates neuroplasticity and cognitive transfer, yielding improvements in mental health. EndeavorRx improves ADHD children's attention and control (g≈0.5), easing hyperactivity and emotional distress. StarCraft II boosts decision speed and executive function with brain connectivity enhancements, aiding stress management and anxiety reduction. Minecraft elevates spatial thinking and creativity (g≈0.6), promoting social skills to combat isolation in psychiatric groups. CATSLife confirms strategy gaming delays brain aging, equating players' cognition to younger levels and linking to fewer depressive symptoms and better resilience. Effect sizes (g=0.3-0.62) surpass conventional methods, underscoring the significance of games in mental health maintenance, rehabilitation, and the prevention of comorbidities such as mood disorders.
Conclusions: Supported by AIR's immersive mechanisms, interactive games are essential in digital psychiatry for mental health and cognitive advancement. The loop helps with attention and executive interventions in clinical groups and predicts ways to prevent emotional and cognitive problems. Clinicians should promote standardized prescriptions, monitoring overuse to avoid gaming disorders. Future longitudinal research on AI-enhanced games is vital for validating long-term benefits, ensuring equitable, tailored psychiatric applications.
Corresponding Author: Ke Li, School of Design, Kashi University, Kashi, China.
AIGC-Enabled Personalization, Emotional Memory Activation, and Senior Tourists’ Mental Well-Being: A Psychological Mechanism Study Based on Demand-Supply Fit in Cultural Souvenir Services
Ke Li
1,*
, Zirong Ye
2,3
, Xiaoye Li
4
1
School of Design, Kashi University, Kashi, China
2
Faculty of Humanities and Arts, Macao University of Science and Technology, Macau, China
3
School of Design, Jiangsu Open University, Nanjing, China
4
Tongji University, Shanghai, China
Objective: This study investigates whether AIGC-enabled mass personalization enhances demand-supply fit (DSF) and subsequent value creation for senior tourists in on-site tourism services, focusing on senior tourists’ mental health needs (e.g., emotional comfort, self-identity reinforcement). It addresses the dual gaps of scarce causal evidence on AIGC’s practical value in such contexts and insufficient attention to mental health outcomes in the silver economy’s digital service innovation.
Subjects and Methods: A randomized controlled trial (RCT) was conducted at cultural souvenir service points of a tourist destination, involving 300 senior respondents (aged 60+, with balanced mental health baseline levels) and 963 backend behavioral sessions. Participants were assigned to three groups: non-personalized service (C0), framed-photo personalization (T1), and AIGC-fused personalization (T2), integrating personal photos with destination cultural motifs). Data were gathered via surveys (measuring DSF, meaningfulness, satisfaction, and mental health indicators including psychological well-being and emotional belongingness) and backend records (completion rates, add-on purchases, revenue). Analyses included OLS regression, logit models, mediation tests, and robustness checks, with mental health variables incorporated as key explanatory and outcome indicators.
Results: AIGC-fused personalization (T2) outperformed both C0 and T1 significantly in enhancing DSF and improving senior tourists’ mental health outcomes. DSF positively predicted souvenir and destination satisfaction, while mental health indicators (especially emotional belongingness) mediated T2’s effect on satisfaction alongside perceived meaningfulness, serving as a critical parallel channel. Despite a modestly lower completion rate than C0 (attributed to minor digital adaptation friction not affecting mental well-being), T2 nearly doubled per-session expected add-on revenue versus C0 and achieved substantial growth against T1. All core findings, including the predictive role of mental health, were robust to alternative specifications.
Conclusions: AIGC-fused personalization delivers significant value for seniors by boosting DSF via scalable memory materialization (fusing personal and place-based meaning) and concurrently addressing their mental health needs. The trade-off between minor interaction friction and substantial revenue uplift, coupled with mental health enhancement, offers actionable service design insights. This study establishes DSF and mental health improvement as dual core mechanisms linking AIGC innovation to value creation, thereby providing theoretical insights for digital tourism research and practical guidance for optimizing senior-oriented on-site services with privacy-by-design principles and mental health-centric design logic.
Corresponding Author: Ke Li, School of Design, Kashi University, Kashi, China.
A Cultural Computing–Driven Reform of Intangible Cultural Heritage Education: A Design-Based Research Approach Addressing Learners’ Psychological Needs
Zhonghui Chen, Chuhao Shen, Ke Li
*
Kashi University, Kashi, Xinjiang, China
Background: Intangible Cultural Heritage (ICH) education is widely recognized in higher education as a key pathway for fostering cultural understanding and cognitive development. However, the inherent complexity and contextual nature of ICH content make learners face not only cognitive load but also psychological challenges—such as interpretive anxiety and motivational decline—when trying to comprehend cultural structures and semantic relations. This suggests that ICH learning is both a cognitive and psychological process, requiring instructional reform that addresses learners’ psychological needs and mental well-being. Current approaches remain primarily experiential, emphasizing cultural presentation and performance while neglecting the structural logic and meaning relations of cultural knowledge. The implicit, multilayered nature of cultural content further intensifies cognitive burden and weakens learners’ sense of competence and intrinsic motivation. To address these challenges, this study integrates Cultural Computing (CC) and Self-Determination Theory (SDT) within a Design-Based Research (DBR) framework to construct a reform-oriented instructional mechanism that combines cognitive structuring with psychological support.
Subjects and Methods: Guided by DBR principles, the study follows a three-cycle, theory-driven iterative design process. The first cycle diagnoses both structural and psychological barriers that hinder deep understanding and emotional engagement in ICH learning. The second constructs a CC-driven instructional mechanism consisting of three interrelated subsystems: structural externalization, meaning-making, and psychological-need and well-being support. The third validates the mechanism’s internal coherence and contextual adaptability through theoretical reasoning, framework comparison, and scenario-based simulation. Integrating literature synthesis, theoretical deduction, and mechanism construction, the study builds a comprehensive framework that incorporates cognitive, emotional, and psychological dimensions of ICH learning.
Results: Theoretical analysis shows that CC externalizes deep cultural structures through semantic extraction and relational modeling, providing clear cognitive scaffolds that reduce cognitive load and alleviate learning-related anxiety. The meaning-making mechanism engages learners in interpretive and reconstructive tasks, facilitating a shift from perceiving culture to understanding culture. Meanwhile, the SDT-based psychological support mechanism enhances autonomy, competence, and relatedness, reinforcing both learning motivation and psychological well-being. Together, these mechanisms form a structure–process–motivation cycle that jointly promotes deep learning and mental health in cultural education.
Conclusions: This study develops a CC-driven instructional mechanism that bridges technological and psychological dimensions to reform ICH education. The findings indicate that deep cultural understanding and psychological well-being are not independent outcomes but mutually reinforcing processes achieved through well-designed instructional mechanisms. By integrating structural externalization with motivational support, ICH learning can evolve from an experiential model to a structured, psychologically responsive, and emotionally balanced process. Future research should empirically validate this mechanism in authentic teaching contexts and explore its applications in digital humanities and cross-cultural education to promote the sustainable and mental-health–oriented development of ICH education.
Corresponding Author: Ke Li, Kashi University, Kashi, Xinjiang, China.
Comprehensive Intervention and Reflections on the ‘Three Governance Integration' Model for University Students with Behavioral Issues from a Mental-health Perspective
Weihua Li
1
, Zhong Zhang
2,*
1
Guangzhou City University of Technology, Guangzhou, China
2
Guangdong Polytechnic of Water Resources and Electric Engineering, Guangzhou, China
Objectives: Mental health issues among contemporary college students increasingly exhibit complex, concealed, and intertwined characteristics. Disciplinary violations among some students--ranging from truancy and gaming addiction to theft and gambling--often stem not merely from weak discipline awareness or moral decline, but rather reflect deeper psychological needs being thwarted, ineffective emotional regulation, and impeded personality development. Persistent deviant and addictive behaviors frequently manifest as outward expressions of unresolved anxiety, low self-worth, and severe deficits in belonging and security. Traditional management approaches struggle to balance punishment and counseling for persistent student misconduct, necessitating a comprehensive intervention model that upholds institutional rigidity while addressing psychological roots. Thus, developing an educational intervention that adheres to institutional boundaries while penetrating the psyche and activating support systems has become a critical breakthrough for university mental health and ideological education.
Methods: This study adopts a mental health perspective to systematically analyze the psychological mechanisms underlying behavioral misconduct among university students, revealing the emotional disturbances, cognitive distortions, and stunted personality development underlying such behaviors. Building upon this foundation, it proposes and constructs an integrated intervention model combining 'legal governance, psychological governance, and collaborative governance.' This model aims to establish clear behavioral boundaries through legal frameworks, promote psychological restoration through psychological governance, and activate support systems through collaborative governance, thereby forming a multi-layered, systematic synergy in mental health education. By emphasizing mental health as the central thread throughout the intervention process, this approach drives universities to shift from 'managing students' to 'developing students,' and from 'post-incident handling' to 'early warning and professional intervention.'
Results: Practice demonstrates that this model not only effectively guides students back to the right track but also provides practical reference for building a university education system with greater humanistic care and psychological resilience.
Conclusions: Facing the complex psychological ecosystems underlying behavioral misconduct, the integrated 'rule-of-law, psychological care, and co-governance' model offers universities a comprehensive intervention pathway that synthesizes institutional constraints, psychological science, and systemic support. Its core lies in maintaining mental health as the central thread, driving educational management toward a paradigm shift from isolated behavioral correction to holistic physical and mental development.
Acknowledgements: Teaching Research and Practice Program of Guangdong Polytechnic of Water Resources and Electric Engineering: Exploration of the Construction Path for Power Energy Storage Application Technology Program.
Corresponding Author: Zhong Zhang, Guangdong Polytechnic of Water Resources and Electric Engineering, Guangzhou, China.
Legal Protection and Collaborative Governance of Employees’ Mental Health
Xuran Zhang, Yundi Bao, Kaiwen Guo
*
Shandong University of Technology, Zibo 255000, Shandong, China
Background: With the rapid advancement of digital transformation, organizational restructuring, and intensified market competition, employee mental health problems have risen sharply and are increasingly recognized as a major governance challenge for corporate sustainability. Psychological harm manifests as excessive stress, emotional exhaustion, anxiety and related disorders, and it often has the characteristics of being concealed, multifactorial and cross-disciplinary. Its causes can stem from organizational management practices, workloads, interpersonal dynamics, and individual vulnerabilities, making identification and attribution highly difficult. These characteristics expose significant limitations in existing labor protection and occupational governance systems, which still rely primarily on traditional physical-risk frameworks and lack clear guidance on rights definition, liability allocation, and mental-health-related governance requirements. As a result, enterprises often struggle to address psychological risks in a structured and legally compliant manner, highlighting an urgent need to rethink institutional support for workplace mental health.
Subjects and Methods: This study examines the institutional foundations and practical realities of employee mental health protection in China. By analyzing legal obligations, regulatory practices, and the implementation status within enterprises, the research identifies major structural deficiencies in the current system. A qualitative analytical approach is adopted, integrating perspectives on enterprise responsibility, internal governance capacity, and multi-actor collaboration to explore feasible pathways for improving mental-health-related governance.
Results: The findings reveal significant structural deficiencies. While current legal and policy frameworks have begun to incorporate mental health protection, they remain highly principle-driven and lack operational standards for identifying psychological risks, conducting mental-health assessments, implementing interventions, and providing remedies. Responsibility boundaries are unclear, leading to ambiguity in liability determination. Enterprise governance capacity is insufficient, with psychological risk assessment, crisis intervention, and communication mechanisms often fragmented or absent. Regulatory attention and enforcement resources remain largely concentrated on traditional occupational hazards, resulting in weak oversight of mental-health-related risks. Furthermore, insufficient coordination among government agencies, enterprises, trade unions, industry associations, and psychological service institutions restricts the effectiveness of mental-health governance.
Conclusions: This study concludes that workplace mental health protection requires a shift toward legalization, systematization, and collaborative governance. A multi-layered governance framework is proposed, including improving legal norms, strengthening regulatory enforcement, enhancing enterprise responsibility, and constructing a more integrated cross-sector collaboration mechanism. These findings provide theoretical insights and policy recommendations to support the development of a mental-health governance system with Chinese characteristics, capable of addressing emerging challenges in modern labor relations.
Corresponding Author: Kaiwen Guo, Shandong University of Technology, Zibo 255000, Shandong, China.
A Study on the Influence of University Sports Clubs on Students’ Psychological Anxiety
Bin Xia
1
, Guangyue Che
1,*
, Xincheng Gao
2
1
Taishan Vocational College of Nursing, Tai'an, China
2
Heilongjiang University of Science and Technology, Harbin, China
Objective: Psychological anxiety has become a critical concern affecting contemporary university students, with prevalence rates demonstrating an upward trajectory. While research confirms that regular exercise ameliorates anxiety symptoms, university sports clubs—integrating both exercise intervention and social support—remain inadequately explored regarding their impact on different anxiety dimensions. This study systematically compares psychological anxiety status between sports club members and non-members to elucidate effectiveness in anxiety prevention and intervention, and provide evidence for establishing mental health promotion models utilizing student organizations.
Methods: A total of 220 undergraduate students from a comprehensive university were chosen as the research participants through a random sampling method. Based on their participation in sports club activities, they were categorized into an observation group (n=124) and a control group (n=96). The Self-Rating Anxiety Scale (SAS) was utilized to assess and compare the psychological anxiety levels between the two groups.
Results: The observation group demonstrated significantly lower anxiety incidence (23.39% vs. 58.33%, χ2=27.415, P<0.01) and total SAS scores (42.15±6.73 vs. 55.68±9.42, t=8.647, P<0.01) compared to controls. Anxiety severity distribution showed marked differences: observation group had 76.61% anxiety-free, 17.74% mild, 4.84% moderate, and 0.81% severe anxiety, versus control group’s 41.67%, 34.38%, 19.79%, and 4.17% respectively. Dimensional analysis revealed observation group scored lower in both somatic anxiety (18.24±3.51 vs. 23.40±4.85, t=7.234, P<0.01) and psychogenic anxiety (23.91±4.28 vs. 31.74±5.96, t=9.871, P<0.01). Notably, psychogenic anxiety showed greater improvement (differential 7.83 points) than somatic anxiety (5.33 points), indicating stronger effects on cognitive-level symptoms.
Conclusion: Regular sports club participation effectively reduces anxiety incidence and symptom severity among university students, with particularly pronounced benefits for psychogenic anxiety. Sports clubs provide anti-anxiety effects through dual mechanisms: physiological neuroendocrine regulation via exercise, and psychological benefits from team belonging, social support networks, and positive collective experiences. Given their organizational stability, sustained participation, and comprehensive social support functions, universities should systematically integrate sports club development into mental health work systems through optimized management, enriched activities, and professional guidance, thereby constructing comprehensive student mental health promotion networks.
Corresponding Author: Guangyue Che, Taishan Vocational College of Nursing, Tai'an, China.
Research on the Mechanisms of Generative AI in Regulating Cultural Discontinuity Anxiety in Intangible Heritage: A Study Based on the Symbolic Translation of Traditional Artworks
Yingjun Xu
1
, Xin Wen
2
, Ruoyu Wu
1
, Wenxiao Wang
3,*
1
Guangdong Technology College, Zhaoqing, Guangdong, China
2
ShenZhen Technology University, Shenzhen, Guangdong, China
3
Macau University of Science and Technology, Macau, China
Objective: This study focuses on traditional artworks—an important material form of Intangible Cultural Heritage (ICH), and examines the emerging risk of cultural discontinuity in their contemporary circulation. With the weakening of young people’s everyday exposure to traditional culture, cultural discontinuity anxiety has become increasingly salient. The study aims to explore how generative AI can enhance the perceptibility and participatory accessibility of traditional art culture through cultural-symbol translation, thereby contributing to the psychological alleviation of cultural discontinuity anxiety.
Subjects and Methods: A total of 107 traditional artwork samples were collected to construct a visual symbol system based on their morphology, decorative patterns, material features, and cultural imagery. A dual-path approach consisting of “AI-based extraction + manual semantic correction” was applied to complete style classification. Text prompts for the diffusion model Midjourney were then designed by encoding cultural features together with psychological variables such as emotional stability and symbolic continuity. AI-generated images were compared with real samples in terms of symbolic fidelity, aesthetic coherence, and psychological effects to evaluate the role of generative AI in cultural-symbol reconstruction and cultural-experience enhancement.
Results: Generative AI demonstrated strong capability in reconstructing the traditional forms and cultural imagery of traditional artworks. By amplifying auspicious symbols, naturalistic atmospheres, and aesthetic cues, the generated images enhanced young viewers’ emotional comfort and cultural affinity, theoretically showing potential to buffer and regulate cultural discontinuity anxiety caused by the declining visibility of traditional culture. Moreover, the participatory nature of AI-assisted creation strengthened users’ cultural identification and sense of connection with ICH. However, misinterpreted motifs and aesthetically incoherent outputs occasionally induced discomfort or intensified anxiety, revealing the necessity of human-AI co-validation in maintaining cultural-semantic accuracy.
Conclusions: Generative AI functions is not only as a visual reproduction tool but also as a medium for cultural-psychological modulation in ICH digital communication. By lowering cognitive thresholds, enhancing symbolic security, and providing accessible modes of cultural participation, generative AI can partially alleviate cultural discontinuity anxiety and foster cultural regeneration and psychological attainability. This study contributes to a theoretical framework of “AI empowerment - cultural regeneration - psychological modulation” and offers a new technological pathway for sustainable ICH communication. From a broader mental-health perspective, the framework may support long-term interventions for cultural anxiety and inform the cultural–psychological development of young people by reinforcing their cultural rootedness and symbolic sense of security.
Corresponding Author: Wenxiao Wang, Macau University of Science and Technology, Macau, China.
Cultural Inheritance and Psychological Well-Being in School Physical Education: Teaching Innovation through Traditional Sports
Yonghong Guo
*
Lishui University, Lishui 323000, China
Objective: The traditional sports which are carriers of culture and national spirit and are involved in the development of culture, cultural inheritance and the cultivation of students' psychological well-being, identity formation and social connectedness in education contexts. But mainly talk about cultural protection, symbolization, not actually use in practice, curriculum reform, inheritance re-volution, mental health of traditional sports students. In addition to the main function of this study, in order to see whether there are efforts made by ethnic minorities' traditional sports in today's school physical education for people’s cultural inheritance and also help students feel themselves as if they are in their own culture on both sides is going to help them with those with a culture identity so that we can have our sense of being ours.
Methods: According to the cultural inheritance theory, constructivism teaching theory and collaborative education theories, this study used the qualitative study approach. Two-year field investigation (2022-24). It is in the six elementary and high school, four community cultural institutions, 16 main participant, culturally inherited, Physical education teacher student, Community Cultural Worker. Data was obtained through depth interview, participatory observation, literature study on the learnings of participants of being in participation in traditional sports. But there is only a few, it is picked up by those who are interested in inheriting from the past sports like number of participating persons restrictions, However, the sample will be taken out based on the different types of individuals and more depth, diversity, Context of it to obtain enough data for us to understand the issue.
Results: The findings suggest that the integration of traditional minority sports into school physical education is closely associated with enhanced psychological well-being among students, primarily through the processes of cultural identity reinforcement, emotional engagement, and strengthened social belonging. Four interrelated pillars of teaching reform were identified: cultural identity construction, embodied internalization of physical practice, community resource linkage, and institutional support within the education system. These elements jointly underpin effective teaching reform by supporting cultural transmission while simultaneously fostering psychological stability, learning motivation, and social cohesion. Moreover, the results indicate that successful educational transformation requires a dynamic balance between cultural authenticity and pedagogical adaptability, as this balance appears to mediate students’ psychological engagement and sustained participation in learning activities.
Conclusions: Based on these findings, this study constructs a closed-loop teaching reform framework of “cultural decoding–curriculum transformation–practical innovation–evaluation feedback,” and clarifies concrete operational pathways for curriculum screening and reconstruction, teaching model innovation, collaborative resource integration, and support system improvement. From a health psychology perspective, the study highlights the potential of culturally embedded physical education to support students’ mental health, psychological resilience, and holistic development. This research provides an operable practical scheme for integrating traditional minority sports into school education, enriches interdisciplinary scholarship on physical education reform, cultural inheritance, and health psychology, and offers new theoretical perspectives and empirical evidence for educational innovation and living heritage transmission in non-Western contexts.
Acknowledgments: The author(s) received financial support for the research, authorship, and/or publication of this article from the Research Project on “Exploring and Practicing the Consciousness of the Chinese National Community in Zhejiang Province”, November 2025.
Corresponding Author: Yonghong Guo, Lishui University, Lishui 323000, China.
A Comparative Clinical Study of Blonanserin versus Amisulpride in the Treatment of Schizophrenia
Zhenshu Wang
*
, Bin Du, Hongchun Li, Haigen Wu, Jiayi Huang, Kanglin Chen, Ting Peng
The Fourth People’s Hospital of Shunde District, Foshan 528308, Guangdong, China
Objectives: This study aimed to compare the clinical efficacy, cognitive functional outcomes, social functional improvement, and safety profiles of blonanserin and amisulpride in patients diagnosed with schizophrenia.
Methods: A prospective, randomized, open-label, controlled trial was conducted. Fifty-eight schizophrenia patients admitted to the hospital between January 1, 2023, and December 31, 2024, were enrolled. Participants were randomly assigned to either the blonanserin group (n=28) or the amisulpride group (n=30). The treatment duration was 8 weeks for both groups. The blonanserin group received an initial dose of 8 mg/day, titrated within a range of 8-16 mg/day (max 24 mg/day). The amisulpride group received an initial dose of 400 mg/day, titrated within 400-800 mg/day (max 1200 mg/day). Assessments were performed at baseline (week 0), week 4, and week 8. The primary efficacy measure was the change in symptom severity as measured by the Positive and Negative Syndrome Scale (PANSS), including total score and subscale scores for positive, negative, and general psychopathology symptoms. Cognitive function was evaluated using the Wisconsin Card Sorting Test (WCST) for executive function (categories completed, correct responses, perseverative errors) and Raven's Progressive Matrices for non-verbal reasoning. Social functioning was assessed using the Personal and Social Performance scale (PSP). Safety and tolerability were monitored via the Treatment Emergent Symptom Scale (TESS) and recording of adverse events.
Results: Both treatment groups showed significant reductions in PANSS total and subscale scores from baseline to week 8 (P < 0.05). Statistical analysis using Generalized Estimating Equations (adjusted for baseline gender and age imbalances) revealed significant group-by-time interactions for PANSS positive, negative, and total scores (all P < 0.05), indicating different trajectories of symptom improvement. Blonanserin demonstrated a notably greater reduction in negative symptom scores compared to amisulpride. Both drugs significantly improved WCST performance, with blonanserin showing a statistically greater improvement in categories completed and reduction in perseverative errors (P < 0.05 for between-group difference). Raven's test scores improved significantly in both groups over time (P < 0.05), but no significant between-group difference or interaction was observed. PSP scores improved significantly in both groups (P < 0.05), with a significant group-by-time interaction (P < 0.05), suggesting differing patterns of social function recovery. The overall incidence of adverse reactions was comparable between groups (blonanserin: 46.43%; amisulpride: 43.33%; χ2=0.056, P=0.813). However, the profile differed: the amisulpride group reported a higher incidence of neurological adverse reactions (e.g., tremor, akathisia), whereas autonomic nervous system reactions (e.g., constipation) were more frequent in the blonanserin group.
Conclusions: Blonanserin demonstrates superior efficacy compared to amisulpride in the treatment of schizophrenia, particularly in alleviating negative symptoms. It also shows advantages in improving certain domains of executive function.
Acknowledgements: This work was supported by the Foshan Municipal Science and Technology Innovation Project (Self-funded) 2022 (Project No.: 2220001005645); Foshan Municipal Health Bureau Medical Research Project Approval 2023 (Project No.: 20230202).
Corresponding Author: Zhenshu Wang, The Fourth People’s Hospital of Shunde District, Foshan 528308, Guangdong, China.
From Satisfaction and Sense of Gain to Mental Health: An Empirical Study on Improving the Teaching Quality of Ideological and Political Theory Courses in Higher Vocational Colleges
Zhuo Qu
*
Changzhou Vocational Institute of Textile and Garment, Changzhou, Jiangsu, China
Objectives: This study aims to construct a three-dimensional evaluation framework of “satisfaction–sense of gain–mental health” to systematically examine the teaching quality of ideological and political theory courses featuring the New Thought in higher vocational colleges. Through this framework, the study attempts to analyze the comprehensive influence of course instruction on formal satisfaction, deep cognitive gains, and students’ mental health, and to propose targeted reform strategies based on empirical findings.
Methods: The research targeted 1,500 students in higher vocational colleges through a questionnaire survey, with 1,260 valid responses collected. Meanwhile, a mixed research method was adopted, supplemented by classroom observation and in-depth interviews, to gather data from multiple perspectives and fully capture students’ cognitive attitudes, emotional experiences, and psychological health status regarding the course.
Results: The results show that students’ satisfaction with the formal aspects of the course is relatively high (up to 88.89%), but their deep-level sense of gain is generally insufficient. Some students exhibit obvious learning anxiety and emotional alienation due to the complexity of the teaching content and the monotony of instructional methods. The study also finds that problems such as teaching language being detached from students’ cognitive habits and weak connections between abstract theories and real-life contexts not only hinder knowledge internalization but also exert negative effects on students’ emotional engagement and psychological identity in the classroom.
Conclusions: Based on these findings, this study proposes systematic reform strategies: on the basis of optimizing evaluation mechanisms, promoting content integration, clarifying disciplinary positioning, and strengthening faculty development, elements of mental health—such as emotion regulation and stress management—should be organically incorporated into the entire teaching process; Construct a mental health support ecosystem that integrates both explicit and implicit approaches; Foster a secure psychological environment in the classroom by promoting an “error-tolerant” culture that encourages students to express themselves, question, and explore boldly. Teachers should employ positive attributional feedback, reframing learning setbacks as opportunities for growth to alleviate students' performance anxiety. These measures aim to reduce students’ learning anxiety, enhance value identification and positive psychological experiences, and ultimately improve the overall effectiveness of talent cultivation.
Acknowledgements: This research was supported by the Major Project of Philosophy and Social Science Research in Jiangsu Universities (2023): Research on the Construction of the Course “Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era” in Higher Vocational Colleges (Project No.: 2023SJZDSZ011) and The 22nd Social Science Federation Project of Changzhou, 2026.
Corresponding Author: Zhuo Qu, Changzhou Textile Garment Institute, Changzhou, Jiangsu, China.
A Study of Fostering Learner Agency through Mental-Health Support and Emotion Regulation in English Language Education for University English Majors
Shi Tu
*
Hunan Mass Media Vocational and Technical College, Changsha, China
Objective: This study investigates the fostering of learner agency among university-level English majors through the integrated perspectives of educational psychology and cognitive sociolinguistics, with a particular focus on psychological well-being and emotion regulation. Situated within the “social turn” in second language acquisition (SLA), the research aims to define the construct of learner agency—conceptualized as students’ capacity to act intentionally and control their learning—and explore its significance in socio-political contexts of English education. A primary objective is to examine the correlations between learner agency and key psychological factors, namely self-efficacy, motivation, and emotion regulation, to provide empirical insights for developing pedagogical strategies that enhance student autonomy, identity development, and psychological empowerment.
Subjects and Methods: A quantitative research design was implemented. Participants consisted of 158 sophomore English majors enrolled in a standard four-year undergraduate program, predominantly female (n=147). Data were collected via a 15-item questionnaire administered through an online survey platform. The instrument probed dimensions including demographic background, major selection motivation, learning planning and autonomy, help-seeking behaviors, and psychological traits related to learning and emotional management. Statistical analyses—including T-tests, Chi-square tests, One-way ANOVA, and Spearman correlation tests—were employed to rigorously examine the relationships between learner agency and targeted psychological and socio-contextual variables.
Results: The analysis yielded two principal findings. First, the study operationalizes learner agency as a transformative process of shifting learning ownership from teachers to students, enabling them to self-regulate, make choices, and control their learning within a socio-cultural context to become lifelong learners. Second, the results confirm a significant positive correlation between learner agency and psychological variables. Specifically, higher self-efficacy, stronger intrinsic motivation, better emotion regulation, greater interaction willingness, and deeper appreciation for cultural diversity were all associated with enhanced agency. Notably, while a majority of participants recognized the importance of factors such as self-confidence (96.2%) and cultural appreciation (91.77%), and a significant proportion reported having clear learning plans (65.19%), a paradox emerged: over half (58%) self-identified as passive learners, which is attributed to the enduring influence of examination-oriented educational traditions.
Conclusions: The study concludes that learner agency is crucial for the development of English majors and is positively intertwined with key psychological and socio-cultural factors, including emotional well-being and self-regulatory capacity. To counteract prevalent passivity, it is recommended that educators strengthen students’ disciplinary identity and align instruction with vocational interests to boost motivation, agency, and psychological resilience.
Corresponding Author: Shi Tu, Hunan Mass Media Vocational and Technical College, Changsha, China.
Psychological Influencing Factors and Evaluation of Teaching Effectiveness in Political Education: A Mental Health Perspective
Shiguo Gu, Xiaohong Yu
*
Anhui Lvhai Vocational College of Business, Hefei, Anhui, China
Objective: In university ideological and political theory courses, instructional quality is closely linked to students’ mental health, emotional stability, and value identification rather than knowledge transmission alone. This study aims to build an evaluation model that simultaneously reflects behavioral decision characteristics and fuzzy uncertainty, to identify the main factors shaping both classroom performance and students’ mental health, and to clarify how different teaching arrangements influence learners’ psychological states and value formation, thus establishing an assessment framework centered on student psychological well-being.
Subjects and Methods: The study is conducted in an ideological and political theory course at a vocational college, where teaching reform is explicitly oriented toward supporting students’ mental health. Based on curriculum objectives and mental health education requirements, a hierarchical index system is designed with five primary dimensions—objectives, content, subjects, process, and methods—and incorporates psychological indicators such as perceived support, emotional engagement, stress regulation, and sense of meaning. Expert assessments of several alternative improvement schemes are expressed in linguistic terms and converted into Pythagorean fuzzy numbers. Indicator weights are obtained using an analytic hierarchy process under Pythagorean fuzzy numbers (AHP–PFN), preserving ambiguity and possible internal conflict in mental health–related judgments. To aggregate these evaluations, prospect theory is introduced and a PT–PFN model is constructed. Reference points related to mental health and learning outcomes are set, and prospect values are calculated for each scheme, capturing loss aversion and asymmetric sensitivity in experts’ perceptions of mental health risks. Parameter sensitivity analysis is performed, and results are compared with AHP–TOPSIS, PT–TOPSIS, and PT–AHP, ensuring the evaluation captures nuanced psychological risk perceptions.
Results: The empirical analysis shows that the scheme focusing on improving teaching methods (A5) achieves the highest prospect value. Experts regard interactive, participatory, and problem-oriented pedagogies as particularly conducive to students’ psychological well-being, emotional security, and positive value identification. Schemes that merely reinforce instructional objectives or course content rank lower, suggesting that, without supportive interaction and formative feedback, their impact on mental health is limited. Relative to benchmark models, the PT–PFN approach yields clearer separation among schemes and better mirrors the psychological logic by which experts weigh mental health concerns against conventional instructional performance. The ranking pattern remains broadly stable across reasonable ranges of prospect theory parameters, confirming the robustness of method-driven interventions for mental health outcomes.
Conclusions: By combining prospect theory with Pythagorean fuzzy decision making, this study develops a mental health–oriented tool for evaluating ideological and political teaching. The findings highlight that reforming teaching methods and interaction mechanisms is a key route to fostering college students’ psychological well-being and stable value identification and offer a basis for coordinating cognitive goals with mental health promotion in future curriculum design, ultimately supporting a more psychologically informed educational ecosystem.
Acknowledgements: This work was supported by the following projects: “Research on the Effectiveness of College Students' Online Ideological and Political Education Based on Big Data Platform” (Project Number: 2023sxzzjy081); “Research on the Practical Path of Integrating Ideological and Political Education into Academic Continuing Education” (Project Number: 2024jxjygl068); and “Research on the Practical Path of Integrating Excellent Traditional Chinese Culture into Ideological and Political Education in Higher Vocational Colleges — A Case Study of Anhui Lvhai Business Vocational College” (Project Number: 2024jyxm1281).
Corresponding Author: Xiaohong Yu, Anhui Lvhai Vocational College of Business, Hefei, Anhui, China.
Quantitative Evaluation of the Impact of Music Composition Teaching for “Personality Cultivation” in Universities on the Emotional Intelligence of College Students
Yingchuan He
*
Faculty of Tourism Management, Wuhan Business University, Wuhan, Hubei, China
Objectives: Motivated by a recent rising interest in mental health of college students, we conduct quantitative research into the effects that music composing classes at the university level can have on improving students’ emotional intelligence (EI). Specifically, we assess their impacts on the four pillars of EI (knowledge acquisition, application, regulation), and examine the moderating effect of engagement level and sex on these improvements.
Subjects and Methods: Using the method of pre-posttest, stratified random sampling to select 195 undergraduate students who majored in fields other than music at a comprehensive university as subjects. The evaluation system based on mixed methods is built, combining EI self-report scales with scenario-based psychological tests. We obtained data both before and after the completion of a semester-long music composition class. The analyses comprised descriptive statistics, paired sample t-test, multiple linear regression, and SEMs in order to explore the mediating paths from music making to EI growth.
Results: The difference between pre and post scores was statistically significant after intervention for all four domains of EI (p < 0.01) with greatest improvements being made in emotion perception, demonstrating greater awareness of feelings through writing, lyrics, and topics, and expression, as the students were able to translate their emotions into creativity, with regression results indicating strong prediction of EI gain by course participation (i.e., weekly hours spent in the class, number of works produced) R 2 = 0.45), whereby a major factor was seen to be an ongoing creative process as it relates to emotion skills development. It was also noted that females showed more progress in terms of emotion recognition and comprehension than males did, implying potential gender differences in the response towards affective creative activities. Path analysis with SEM also showed that involvement in musical creation activity significantly predicted a higher level of emotion recognition (beta=0.32), and use of emotions (beta=0.28), but also promoted emotion regulation via insight promotion in the background, which is an example of a snowballing effect of EI development based on artistic activity.
Conclusions: Teaching music composing can enhance the emotional intelligence of college students in a multifaceted manner, since it is a means of expression that allows one to perceive, understand, use, and manage emotions. The level of enhancement depends on students’ involvement, and in part, on gender. Our results support that teaching music with a focus on EI should be consciously planned, gender responsive teaching methods, and formative evaluation processes. This paper provides some empirical evidence to support the use of art production in affective learning as a possible productive route towards the development of affectively intelligent and creative graduates.
Acknowledgements: Hubei Provincial Department of Education Philosophy and Social Sciences Special Project: A Study on the Effect of Original Popular Music Workshops in Universities on Enhancing College Students' Emotional Intelligence (Project No.: 24Z187).
Corresponding Author: Yingchuan He, Faculty of Tourism Management, Wuhan Business University, Wuhan, Hubei, China.
A Study on the Effects of Sports Stacking on the Physical and Mental Health of Older Adults: Changes in Flexibility, Positive Beliefs, and Body Anxiety
Chen-Chun Chen
1
, Wei-Ku Yeh
1
, Yin-Tzu Chen
1
, Hsiao-Hsien Lin
2,3,*
1
Tainan University of Technology, Tainan 710302, Taiwan
2
National Chin-Yi University of Technology, Taichung 41170, Taiwan
3
Jiaying University, Meizhou 514015, China
Objectives: Super-aged societies, with their rapidly aging populations, will face immense pressure on their healthcare and long-term care systems. Previous research has emphasized the importance of improving muscle strength, flexibility, and stress resilience among older adults to support healthy aging. Sport stacking, also known as speed cup stacking, is an ideal exercise for older adults and has been associated with improvements in hand-eye coordination, grip strength, balance, and agility. Accordingly, cup stacking may help maintain muscle strength and flexibility in older adults. This study aims to examine the relationship between participation in sport stacking and changes in flexibility and stress resilience among older adults.
Methods: This study employed a mixed-methods approach. A literature review was first conducted to refine the research focus and inform the development of the questionnaire. An experimental study involving 52 participants was then conducted. Data on participants' experiences during and after the intervention were collected through field observations, interviews, and questionnaires. Quantitative data were analyzed using SPSS version 26.0. Finally, triangulation was used to integrate findings from quantitative analyses, interviews, observation records, and the literature review to examine the effects of sport stacking on flexibility, resilience, positive beliefs, and body anxiety in older adults.
Results: The results indicated statistically significant differences in forward strength testing, backward strength testing, wrist extension, shoulder horizontal abduction, and cup stacking experience (p < 0.05). Furthermore, participation in cup stacking activities fostered a sense of cohesion, perseverance, and a healthy competitive spirit, while also reducing stress among older adults. Collectively, these benefits are associated with enhanced flexibility, a more positive mindset, and improved mental well-being among older adults.
Conclusions: Sport stacking exercises appear to be effective for older adults by strengthening joints and muscles while supporting flexibility and overall muscle strength. In addition, this activity promotes healthy competition, encourages positive thinking, and supports stress reduction. For these reasons, cup stacking may be recommended as a beneficial form of exercise for older adults, as it enhances physical flexibility and strength, promotes a positive mindset, and supports long-term physical and mental well-being.
Corresponding Author: Hsiao-Hsien Lin, National Chin-Yi University of Technology, Taichung 41170, Taiwan; Jiaying University, Meizhou 514015, China.
Post-COVID-19: The Regulatory Effects of AI Sports Technology Management Apps on Adolescents' Body Anxiety, Emotions, and Mental Well-Being
Xue Li
1
, Samsudin Nadia
1
, Hsiao-Hsien Lin
2,3,4
, Ying Ling
5
, Wenhong Li
4,*
1
UCSI University, 56000 Cheras, Kuala Lumpur, Malaysia
2
GuangXi MINZU University, Nanning, 530006, China
3
National Chin-Yi University of Technology, Taichung 41170, Taiwan
4
Jiaying University, Meizhou City 514015, Guangdong Province, China
5
Guangxi Vocational & Technical College, Nanning 530226, China
Background: Since the outbreak of the COVID-19 pandemic, adolescents have shown increasing levels of body anxiety, with clear signs of escalation and diffusion. Although AI-based sports technology management devices appear capable of addressing adolescents’ body anxiety and mental well-being during the pandemic era, little research has examined how adolescents’ facility experiences using these devices influence body anxiety, emotions, and mental well-being. Therefore, this study aims to examine the role of AI technology management in adolescents’ facility experiences, body anxiety, emotions, and overall well-being.
Methods: A mixed-methods research design was employed. Data were collected and analyzed through literature review, questionnaire surveys, convenience sampling, semi-structured interviews, and triangulation. This study used snowball sampling to obtain and analyze 750 valid questionnaires. Furthermore, the data results were analyzed using basic statistical tests, t-tests, ANOVA, and Pearson product-moment correlation tests using SPSS 27.0 software. This approach was used to examine adolescents’ facility experiences, body anxiety, emotions, and mental well-being while exercising with AI sports management devices.
Results: Software interface clarity received the highest ratings, whereas the perceived usefulness of the data was generally underestimated. Males emphasized process efficiency, whereas females prioritized safety and readability; users across different levels of engagement perceived limited benefits from the data. Significant differences were observed across gender and usage frequency (p < 0.01). Additionally, significant relationships were observed among facility experience, body anxiety, emotions, and mental well-being (p < 0.01); however, not all dimensions demonstrated positive interaction effects.
Conclusion: Although AI sports app interfaces are clear and easy to use, their benefits are often underestimated due to difficulties in data interpretation and substantial differences across gender and engagement levels. Moderate anxiety, when supported by appropriate feedback, can enhance performance and well-being; however, feelings of powerlessness, physical pain, or disengagement from exercise may lead to a vicious cycle of isolation. Incorporating elements such as social recognition and leaderboards may alleviate perceived burden and improve users’ willingness to sustain participation. It is recommended that the government incorporate teaching guidelines into education policies and school curriculum planning. The government should establish a dedicated agency to manage databases of sports and health data and user background information. Personalized exercise plans and psychological support resources should be provided by combining expertise from medical, fitness, management, and school institutions. A tiered interface should be implemented to improve user convenience and allow for exercise intensity grading. Hidden functions and user consultation should be pre-set to reduce the cognitive load on users. These measures will help improve the current situation and achieve the sustainable development goal of using artificial intelligence technology to promote the physical and mental health of young people.
Corresponding Author: Wenhong Li, Jiaying University, Meizhou City 514015, Guangdong Province, China.
Digital Technologies, Green Innovation, and Mental Health-Related Outcomes in the Dairy Industry: An Integrated Analytical Framework
Feiyu Ren
*
Minzu University of China, Beijing, China
Objectives: This study aims to examine how digital technology–enabled green innovation in the dairy industry contributes not only to improvements in environmental sustainability and economic performance, but also to a broader range of mental health-related outcomes. In particular, it focuses on occupational well-being among employees, emphasizing emotional regulation, work-related anxiety, and stress reduction associated with digitally optimized production environments. In addition, the study explores how digital traceability systems and green production practices influence consumers’ perceptions of food safety, nutritional quality, and the overall health and sustainability of dairy products, thereby shaping consumer confidence and psychological security.
Methods: Focusing on leading dairy enterprises within the studied industry, this study adopts a mixed qualitative–quantitative analytical design. Firm-level panel data, sustainability reports, patent statistics, and green investment indicators from 2015–2024 are combined with secondary data on workplace conditions, training intensity, and digital management practices. An integrated analytical framework is constructed to link digitalization, green innovation inputs, environmental performance, and mental health-related outcomes. Descriptive statistics, trend analysis, and comparative case analysis are employed to identify structural relationships.
Results: The findings indicate that digital technology significantly enhances green innovation efficiency by improving resource allocation, reducing carbon and energy intensity, and strengthening full-chain traceability. These improvements are associated with better occupational environments, reduced labor intensity, and enhanced psychological well-being of employees through safer workplaces, lower exposure to environmental risks, and more stable work rhythms enabled by intelligent systems. At the consumer level, digital traceability and green branding strengthen perceptions of food safety and mental health, thereby reducing anxiety related to food quality and environmental sustainability. Enterprises with higher levels of digital–green integration exhibit superior environmental performance, stronger innovation capacity, and more positive health-related spillovers.
Conclusions: Digital empowerment of green innovation in the dairy industry generates multidimensional value that extends beyond environmental and economic gains to include occupational mental health and consumer health confidence. The examined case demonstrates that coordinated digital and green transformation can serve as a viable pathway for promoting sustainable industrial development while simultaneously supporting healthier workplaces and consumption patterns. These findings provide policy-relevant insights for regions seeking to integrate sustainability, digitalization, and public health objectives.
Acknowledgments: This paper represents a phased research outcome of the National Social Science Fund of China (NSSFC) academic research project for social science associations, titled “The Logic, Mechanisms, and Policy Pathways of Promoting Border Area Development and Prosperity through the Digital Economy” (Grant No. 24SGC089).
Corresponding Author: Feiyu Ren, Minzu University of China, Haidian, Beijing, China.
A Study on the Impact of AI-Powered Sports and Health Management Systems on the Perception of Leisure Sports and Mental Health in Adolescents
Juei-Chen Wong
1
, Chun-Chang Yen
2,*
1
National Taiwan University of Science and Technology, Taipei 106335, Taiwan
2
CTBC Business School, Tainan, Taiwan
Objectives: Modern university students, subjected to closed-loop management policies during the COVID-19 pandemic (2019-2024), have experienced shifts in their awareness and motivation toward leisure and sports activities. This has had a significant impact on their stress, mental health, and academic performance. Previous studies indicate that AI-powered sports and health management systems have influenced individuals’ perceptions of leisure activities and mental health in the post-pandemic period. However, empirical research examining the relationship between AI-powered sports and health management and adolescents’ perceptions of leisure activities and mental health remains limited. Accordingly, this study aims to examine the effects of AI-powered sports and health management on adolescents’ leisure activities and mental health.
Methods: A questionnaire was developed based on relevant literature addressing facility experience, exercise motivation, leisure satisfaction, and well-being. SPSS 26.0 was used to assess questionnaire validity through descriptive statistics, reliability analysis, and exploratory factor analysis (EFA). The questionnaire data were further analyzed using descriptive statistics and Pearson correlation analysis. Inferential analyses were then conducted to examine adolescents’ experiences with AI-powered sports and health management systems and their effects on exercise motivation, leisure satisfaction, and well-being. This study complies with the Declaration of Helsinki. The findings are expected to contribute to the effective application of AI technology to enhance adolescents’ learning and sports outcomes, as well as to strengthen healthy sports policies and behavioral patterns.
Results: Perceived facility experience showed a significant positive association with exercise motivation, leisure satisfaction, mental health, and well-being (p < 0.01). Among these factors, encouragement to exercise, reduced time requirements, ease of use, and comprehensive recording of exercise history contributed to greater interest and social interaction. Ease of use was positively associated with increased self-confidence. Shorter exercise duration and comprehensive recording of the exercise process were associated with improvements in mental and emotional well-being.
Conclusion: Moderate integration of technology provides benefits; however, excessive efficiency and monitoring may provoke resistance, resulting in a non-linear and potentially inverse effect on facility experience, motivation, leisure, and well-being. The key lies in balancing technological transparency with human-centered design, restoring exercise to its original purpose, and positioning monitoring as self-reflection rather than external evaluation. Only under these conditions can a positive technological experience be realized, thereby supporting motivation, leisure engagement, and well-being. Otherwise, such technologies risk becoming an additional source of psychological anxiety in the digital age.
Corresponding Author: Chun-Chang Yen, CTBC Business School, Tainan city, 709 Taiwan.
From Color Psychology to Emotional Regulation: Narrative Functions and Mental Health Implications of the Red-Blue Character Coding System in Action Animation
Zhipei Zhang
*
Qingdao Huanghai University, Qingdao, China
Purpose: This study aims to explore whether the recurring use of the red-blue character color scheme in action animation constitutes a stable narrative coding syntax, rather than merely serving as visual decoration. Based on the existing connections in color psychology, where red is associated with high arousal and blue with calm trust, this paper focuses on how this color scheme is used in action animation scenes involving combat to organize character roles and conflicts. The study introduces the “Red-Blue Narrative Syntax Model.” Additionally, the study incorporates mental health (such as emotional regulation and psychological stress) as a core research dimension, aiming to systematically analyze how this color coding system affects viewers’ emotional responses and psychological states, thus revealing the potential role of animation color design in artistic therapy and promoting mental health.
Subjects and Methods: This research uses qualitative conceptual modeling and comparative content analysis. The study selects popular classic action animations from 1999 to 2025 as research subjects. The samples must meet three criteria: a dual-core male character structure, continuous combat scenes, and clear red-blue visual contrasts. Key action segments are extracted, and the color coding of characters at three levels—personality traits, design, and skill performance—is systematically annotated. Through cross-textual comparisons, stable structural patterns are summarized. In terms of mental health, the study introduces a theoretical analysis framework that connects color symbolism with emotional arousal/regulation. The study examines how viewers’ continuous exposure to this coding narrative affects their anxiety levels, emotional stability, and subconscious coping mechanisms in stressful situations.
Results: The study finds that red-coded characters are more likely to take on narrative-driving and conflict-triggering functions, while blue-coded characters often represent reason, order, and value contrast. The red-blue coding exists in a three-layer composite mode—personality, design, and action—with a high degree of consistency in the samples. From a mental health perspective, this color-based character division corresponds to differentiated emotional effects: red characters tend to induce higher arousal, excitement, or tension, potentially raising psychological stimulation levels; blue characters provide cognitive balance, promote calmness, and help alleviate anxiety triggered by the narrative, thus subtly functioning as emotional regulation in the viewing experience.
Conclusion: The red-blue character color scheme forms a stable visual narrative syntax unit in animation, providing viewers with cognitive clues to quickly decode character roles and conflict structures, thus expanding the narrative dimension of color research. More importantly, this coding system potentially participates in shaping the viewers’ emotional experiences and psychological responses. The study shows that the structured color symbolism in mass media can unconsciously guide emotional regulation, provide a symbolic framework for conflict resolution, and present a narrative-based “visual healing” form. This highlights that intentional animation design not only has narrative value but can also serve as a tool for promoting psychological health awareness, emotional regulation, and therapeutic media creation, bridging entertainment aesthetics and psychological well-being.
Corresponding Author: Zhipei Zhang, Qingdao Huanghai College, Qingdao, China.
Integrating Interactive Narrative and Flow Theories: A Framework for Enhancing Immersive Learning in Children's Educational Interactive Apps and Its Implications for Child Mental Health
Yan Zhao
1
, Ke Li
2,*
1
Qingdao Huanghai University, Qingdao, China
2
Kashi University, Kashi, China
Objective: This study seeks to amalgamate interactive narrative theory and flow theory into a unified framework for the analysis and enhancement of immersive learning within children's educational interactive applications, specifically emphasizing implications for child mental health. The framework aims to investigate how user-driven narratives create optimal flow states to enhance cognitive engagement, emotional regulation, and motivation in children aged 4-12 through the serialization of these theories.
Subjects and Methods: The study compiles and synthesizes interdisciplinary literature from 2016-2025, concentrating on digital media in child education and the psychiatric ramifications of immersive technologies. The scope includes popular educational platforms such as Minecraft Education Edition, Khan Academy Kids, and ABC mouse, as well as real-world events like COVID-19-related virtual learning shifts. The methodology involves a deductive theoretical integration of interactive narrative theory (focusing on agency and branching stories) and flow theory (focusing on challenge-skill balance and immersion). Systematic reviews and surveys are utilized to quantify mental health metrics, with a particular focus on pandemic-induced stressors and digital intervention efficacy.
Results: The integrated framework demonstrates that interactive narratives serve as a principal conduit for flow induction by providing user agency and immediate feedback. Case studies reveal that collaborative features in Apps like Minecraft improve social-emotional skills and mitigate isolation-related anxiety, though unsupervised usage correlates with dependency risks. Meta-analytical data from the pandemic period indicate that while 31% of youth experienced depressive symptoms, flow-supportive designs and narrative personalization facilitated emotional regulation, resulting in a 20-30% decrease in depression risk according to synthesized results. Furthermore, the inclusion of psychiatric safeguards, such as timed narrative breaks and reflection prompts, was found to mitigate cognitive overload and screen dependency. However, investigations into ed-tech privacy breaches highlighted that unregulated emotional tracking in apps can exacerbate user stress.
Conclusions: Integrating interactive narrative and flow theories offers a robust framework for optimizing children's educational apps, successfully balancing immersive learning with essential mental health safeguards. By prioritizing ethical, child-centric designs and supervised digital interventions, developers and psychiatrists can transform digital media into tools for holistic development. Future research must validate this framework through longitudinal studies across diverse socioeconomic groups to ensure equitable and safe access to immersive educational technologies.
Corresponding Author: Ke Li, Kashi University, Kashi, China.
Psychological Safety Mechanisms in High-Quality Public Data Opening: A Digital Governance Pathway for GPT-Like Applications
Xinping Huang
*
School of Government, East China University of Political Science and Law, Shanghai, China
Objective: The rapid diffusion of ChatGPT-like applications has intensified reliance on high-quality public data openness and raised higher demands for dataset scale, annotation precision, and usability. As a critical infrastructure supporting large-scale artificial intelligence, public data openness is not only a technical prerequisite for algorithmic innovation but also a governance process that shapes organizational behavior. In practice, technological uncertainty, limited transparency, and platform concentration risks often undermine the psychological safety of key data holders (government agencies and platform enterprises), triggering anxiety related to loss of control, privacy liability, and perceived erosion of organizational autonomy. These psychological concerns substantially constrain decisions to open data. This study examines how high-quality public data governance can function as a psychologically feasible pathway that supports ChatGPT-like applications while addressing organizational psychological safety and behavioral health challenges in the digital era.
Subjects and Methods: Focusing on government departments and data-holding platform enterprises as core behavioral actors, this study develops an analytical framework grounded in organizational psychological safety. Integrating behavioral psychology, health psychology, and nudge theory, it applies a dual-process cognitive model (intuitive vs. reflective cognition) to analyze systematic decision biases in public data opening, including status quo dependence, bounded attention, loss aversion, and risk avoidance. Public data governance is conceptualized as a context-dependent decision environment shaped by psychological safety needs, risk perception, accountability pressure, and organizational routines. Behavioral interventions are operationalized into four categories of choice-architecture tools: framing simplification, default options, intrinsic reinforcement, and social norm signaling.
Results: Two major psycho-behavioral barriers are identified. First, the persistent shortage of knowledge-intensive and well-annotated public datasets leads government actors to adopt symbolic openness strategies, reflecting anxiety over responsibility risk and uncertain returns. Second, high-value data resources are concentrated within dominant platform enterprises, where proprietary beliefs, loss sensitivity, and perceived security threats reinforce data enclosure. The findings indicate that nudge-based tools enhance psychological safety by reducing uncertainty and perceived risk: framing simplification clarifies value linkages, default options lower decision friction, intrinsic reinforcement compensates for risk aversion through credible institutional signals, and social norm signaling reduces isolation concerns via visibility and diffusion effects.
Conclusions: A nudge-based governance approach centered on organizational psychological safety provides a non-coercive and low-conflict policy option for constructing high-quality public data repositories. By strengthening predictability, annotation quality, and institutional trust signals, public data governance can alleviate anxiety among government and enterprise actors, support sustained data openness, and foster a digital governance ecosystem oriented toward organizational mental well-being while enabling the sustainable development of ChatGPT-like applications.
Correspondence: Xinping Huang, School of Government, East China University of Political Science and Law, Shanghai, China.
Research on the Integrated Development Strategy of Culture, Sports Wellness Tourism and Mental Health
Duo Dai
*
School of Physical Education, Sichuan Minzu College, Kangding, Sichuan, China
Background: In recent years, the integration of culture, sports wellness tourism, and mental health has emerged as a novel approach to promoting holistic well-being among tourists. Target study region boasts rich cultural resources and unique sports wellness tourism attractions. The region's culture, deeply rooted in its history, offers profound educational and inspirational value. Meanwhile, its sports wellness tourism resources, including pristine natural landscapes and diverse ethnic sports activities, provide ideal conditions for physical and mental rejuvenation. However, the potential synergies between these resources and mental health promotion remain underexplored. This study aims to investigate the feasibility and strategies for integrating target region's culture and sports wellness tourism to enhance tourists' mental health outcomes.
Subjects and Methods: The research employs a mixed-methods approach, combining qualitative and quantitative analyses. Firstly, a comprehensive review of target region's cultural sites and sports wellness tourism resources was conducted through field surveys and literature review. Secondly, semi-structured interviews were carried out with local tourism operators, cultural experts, and mental health professionals to gather insights into the current state and potential for integration. Additionally, a survey was distributed to tourists to assess their awareness, attitudes, and preferences regarding culture, sports wellness tourism, and mental health benefits. The data collected were analyzed using statistical software to identify key themes and patterns.
Results: The findings reveal that target region's culture and sports wellness tourism resources exhibit strong complementarity in promoting mental health. The related cultural sites, such as related memorials and museums, offer emotional and spiritual enrichment, fostering a sense of patriotism and historical continuity. On the other hand, sports wellness tourism activities, including hiking, ethnic sports games, and meditation retreats, provide opportunities for physical exercise, stress relief, and social interaction, all of which are crucial for maintaining mental well-being. The survey results indicate that a majority of tourists are interested in experiencing the combined benefits of culture and sports wellness tourism for mental health enhancement. However, challenges such as a lack of integrated products and services, limited awareness, and inadequate infrastructure were also identified.
Conclusions: This study concludes that the integration of target region's culture and sports wellness tourism holds significant promise for promoting tourists' mental health. To realize this potential, it is recommended that local authorities and tourism operators develop integrated tourism products that combine cultural education with sports wellness activities. Additionally, public awareness campaigns should be launched to highlight the mental health benefits of such integrated experiences. Furthermore, investments in infrastructure and professional training are essential to ensure high-quality service delivery. By addressing these challenges, the target region can establish itself as a leading destination for culture-sports wellness tourism, contributing to the overall well-being of tourists and local communities alike.
Corresponding Author: Duo Dai, School of Physical Education, Sichuan Minzu College, Kangding, Sichuan, China.
Parenting Styles and Emotional Eating among College Students: The Mediating Role of Interpersonal Trust
Huixian Zhang
*
Wuhan College of Arts and Sciences, Wuhan, Hubei, China
Objective: The present study examined the associations between parenting styles and emotional eating among college students, specifically focusing on the mediating role of interpersonal trust and other related psychological health variables. Emotional eating is a maladaptive coping strategy to regulate negative emotions such as anxiety, stress, and sadness, and it has been linked to psychological distress and adverse physical health outcomes. Guided by a health psychology perspective, this study further explored how positive and negative parenting styles influence emotional eating both directly and indirectly through interpersonal trust.
Method: Data were collected from 464 college students (Mage = 20.3 years) using a self-administered questionnaire survey. Participants completed validated measures, including the Parenting Styles Questionnaire, the Emotional Eating Scale, and the Interpersonal Trust Scale. Correlational analyses and structural equation modeling (SEM) were employed to examine the direct and indirect effects of parenting styles on emotional eating, with interpersonal trust and other psychological health indicators serving as mediators.
Results: The results indicated a high degree of consistency between parents across the corresponding parenting dimensions. Positive parenting styles, characterized by warmth, emotional support, and promotion of autonomy, were not significantly associated with emotional eating but were related to better emotion regulation and lower levels of anxiety and depressive symptoms. In contrast, negative parenting styles, characterized by overcontrol, were positively correlated with emotional eating, lower interpersonal trust, and greater psychological distress. Furthermore, mediation analyses showed that interpersonal trust partially mediated the association between negative parenting and emotional eating.
Conclusion: The findings underscore the complex interplay among family environment, interpersonal functioning, and emotional health in shaping college students’ eating patterns. Negative parenting styles were found to increase emotional eating tendencies both directly and indirectly by undermining interpersonal trust. In contrast, supportive parenting acts as a protective factor that fosters psychological resilience and healthier eating patterns. These results highlight the importance of integrating family-based and emotion-focused interventions that target parenting styles and interpersonal trust to promote healthy eating behaviors and psychological well-being among college students.
Corresponding Author: Huixian Zhang, Wuhan College of Arts and Sciences, Wuhan, Hubei, China.
Embodied Cognition in the English Translation of Fine Art Works: An Empirical Study on Semantic Hierarchical Processing and Affective Intentionality Psychological Adjustment
Huiling Ren
*
Department of General Education, Xi'an Academy of Fine Arts, Xi'an, Shaanxi 710065, China
Objective: The English translation of Chinese artworks faces prominent issues such as incomplete transmission of semantic hierarchies (especially cultural and metaphorical semantics) and cross-cultural misalignment in emotional intentionality perception. Traditional translation studies often overlook the embodied nature of cognitive processing, leading to a disconnect between abstract linguistic symbols and concrete aesthetic experiences. This further causes psychological communication barriers among cross-cultural audiences, such as increased cognitive load and insufficient emotional resonance, affecting the psychological adaptation effect of cross-cultural artistic exchanges.
Method: This study aims to explore the empowering mechanism of embodied cognition theory in optimizing semantic processing and emotional regulation in the English translation of artworks. It verifies the practical effect of embodied intervention strategies on improving cross-cultural audiences’ cognitive experiences and enhancing the consistency of emotional perception, providing theoretical support and practical paths for addressing cross-cultural psychological adaptation issues in the English translation of artworks. A mixed-methods approach was adopted, with 18 Chinese artworks (covering traditional/contemporary and figurative/abstract types) as text samples and 80 native English speakers as participants (40 in the experimental group and 40 in the control group). Empirical research was conducted through eye-tracking experiments (monitoring cognitive processing load and attention allocation), emotional scales (PANAS scale and self-designed emotional perception questionnaire to assess emotional arousal and consistency), semantic similarity calculation (Python+Word2Vec technology to quantify the accuracy of semantic transmission), and semi-structured interviews (collecting qualitative data on cognitive and emotional experiences). The experimental group received embodied cognition interventions (VR visual simulation and bodily metaphor association to activate embodied cognitive channels), while the control group adopted traditional translation teaching methods (focusing on linguistic symbol analysis).
Results: Embodied cognition interventions significantly improved the processing accuracy of cultural semantics (t=3.25, p<0.01) and metaphorical semantics (t=2.89, p<0.05), with no significant impact on basic semantics, indicating that embodied interventions can specifically address complex semantic decoding difficulties in cross-cultural cognition; 2) Adaptation strategies based on embodied cognition significantly enhanced the consistency of emotional perception between English readers and original Chinese audiences (experimental group M=4.2/5 vs. control group M=3.1/5, p<0.001), effectively reducing cross-cultural emotional barriers and improving the quality of emotional resonance; 3) Artistic cognitive level moderated the correlation between semantic processing efficiency and emotional perception (correlation coefficient r=0.71 for art-major readers vs. r=0.58 for general readers), suggesting that audiences’ cognitive foundations influence the psychological effects of embodied interventions.
Conclusion: By establishing a psychological connection between linguistic symbols and embodied experiences, embodied cognition can effectively optimize the semantic-emotional integration effect in the English translation of artworks, reduce the cognitive load of cross-cultural audiences, and enhance the quality of emotional resonance. This study provides a psychological perspective and practical strategies for promoting the psychological adaptation of cross-cultural artistic communication, enriches the application scenarios of embodied cognition theory in translation psychology and cross-cultural psychology, and offers new ideas for mental health-oriented research in related fields.
Acknowledgements: This work was supported by project grant from 2025 Ministry of Education Humanities and Social Sciences Research Projects of China “Research on the Integration of Emotion and Semantics in Art and Culture Translation Driven by Embodied Intelligence” (Grant No.25YJC740036); Xi'an Academy of Fine Arts Discipline Construction Project “Innovative Disciplinary Research on 'Major + English Discipline' from the Perspective of the 'Five Excellence' Development Strategy”. (Grant No.XK202505).
Corresponding Author: Huiling Ren, Department of General Education, Xi'an Academy of Fine Arts, Xi'an, Shaanxi 710065, China.
Health Psychology in Urban Transition: Place Attachment, Nostalgia, and Psychological Resilience in the Face of Home Loss
Jingling Zhou, Chunju Feng, Huilin Fang
*
Honghe Vocational and Technical College, Honghe, Yunnan, China
Objective: This study aims to examine the psychological adaptation mechanisms of individuals and communities experiencing home loss during rapid urbanization through an integrated health psychology and psychogeographical lens. Specifically, it investigates the dual pathways through which place attachment disruption acts as a significant psychosocial stressor threatening mental well-being, and how adaptive processes such as reflective nostalgia and memory-mediated reconstruction serve as critical coping strategies for resilience-building in contexts of displacement.
Subjects and Methods: Employing a multidisciplinary theoretical framework, this research synthesizes literature from health psychology, environmental psychology, phenomenology, and human geography. The Psychogeographic Basal Nesting Theory serves as the primary integrative model to analyze the transactional dynamics between macro-level urban changes and micro-level psychological outcomes. The study focuses on two key populations: residents displaced by urban renewal projects and migrant populations navigating unfamiliar urban environments. Through analysis of qualitative interview data and quantitative survey results from existing case studies, this research maps the complex pathways from environmental disruption to psychological adaptation, tracing how place-based stressors are processed through individual and communal coping mechanisms.
Results: The analysis reveals that physical home loss triggers a multifaceted psychological crisis characterized by three interconnected dimensions: the severing of place attachment networks that provide emotional security, the destabilization of identity through disruption of autobiographical memory anchors, and existential anxiety resulting from the loss of ontological “dwelling”. In response, individuals and communities engage in active resilience-reconstruction through three primary adaptive processes: (1) Reflective Nostalgia functions as an emotion-focused coping strategy, facilitating emotional regulation through meaningful engagement with selective memories; (2) Memory-Mediated Place Reconstruction operates as a meaning-making strategy, enabling identity re-anchoring through symbolic transplantation of cultural elements into new environments; and (3) Daily Practice and Community Support provide behavioral and social resources that foster problem-solving mastery and stress buffering. Crucially, socio-economic status, age, and migration status significantly moderate access to these adaptive resources, creating substantial inequalities in psychological adaptation outcomes.
Conclusions: Urban displacement constitutes a significant public mental health challenge that requires interdisciplinary understanding and intervention. The process of psychological resilience re-creation is central to post-displacement adaptation and is fundamentally intertwined with place-based psychological processes. Urban planning must therefore integrate principles from health psychology to foster “therapeutic urbanism” that prioritizes psychological well-being alongside physical development. Key policy recommendations include implementing mandatory Psychosocial Impact Assessments for urban development projects, developing community-participatory place-making frameworks that validate resident narratives and memories, and establishing targeted mental health support systems for socio-economically vulnerable groups. These measures are essential for ensuring equitable well-being and promoting psychologically sustainable urban transitions in rapidly changing environments.
Corresponding Author: Huilin Fang, Honghe Vocational and Technical College, Honghe, Yunnan, China.
Mapping the Terrain of Bilingual and Multilingual Processing (2010–2025): A Bibliometric Analysis from Psychological and Mental Health Perspectives
Hailong Li
*
School of English Studies, Zhejiang International Studies University, Hangzhou, 310023, China
Objective: This study conducts a comprehensive bibliometric analysis of research on bilingual and multilingual language processing from 2010 to 2025. It aims to systematically map the field's intellectual landscape, with a specific focus on its evolution and integration with psychological science and mental health inquiries. The primary objectives are to delineate publication trends, identify influential contributors and thematic clusters, and trace how research has expanded beyond core psycholinguistic models to critically examine the cognitive, neuropsychological, and mental health correlates of multilingualism.
Subjects and Methods: Data were retrieved from the Web of Science Core Collection, covering publications from January 2010 to December 2025. The search strategy employed a comprehensive set of keywords related to bilingualism, multilingualism, language processing, cognition, executive function, and mental health. The final corpus was analyzed using standard bibliometric techniques, including publication trend analysis, citation and co-citation analysis, journal analysis, and keyword co-occurrence and burst detection analysis. These methods were employed to quantitatively and qualitatively assess the intellectual structure, disciplinary networks, and evolving research foci within the field.
Results: Results indicate a steady growth in scholarly output, with increasingly significant contributions from non-Anglophone regions, particularly East Asia and Europe. The intellectual structure has diversified substantially. Analysis reveals several prominent thematic clusters closely tied to psychology and mental health: (1) the sustained debate on the “bilingual advantage” in executive control and cognitive functioning; (2) the neurocognitive and neuroprotective correlates of bilingualism, including neural plasticity and implications for aging and dementia; (3) heritage language processing and its links to identity, emotion, and well-being; (4) the psychological and educational impacts of translanguaging practices. Notably, a distinct and growing research trajectory directly addresses mental health, exploring topics such as emotional regulation, access to and efficacy of psychotherapy in multiple languages, and the experiences of multilingual individuals with neurodevelopmental (e.g., autism) or psychiatric conditions. The field is further characterized by the rising influence of open science practices, multimodal methodologies, and computational approaches.
Conclusions: This analysis systematically charts the field’s maturation toward a deeper engagement with psychological and mental health dimensions. The evolution from primarily describing linguistic mechanisms to investigating their broad cognitive and psychological consequences underscores the field's relevance to understanding cognitive resilience, neurocognitive disorders, and therapeutic practices. The identified trajectories highlight a robust integration of cognitive, neuro-, and clinical psychology perspectives. These findings provide a consolidated roadmap for future theory-driven research on the psychology of multilingualism and offer practical implications for developing evidence-based educational strategies, culturally sensitive cognitive assessments, and linguistically appropriate mental health interventions.
Acknowledgements: This study is supported by Zhejiang Provincial Philosophy and Social Sciences Planning Project “A study on the disambiguation of English relative clause attachment in multilingual learners from the perspective of linguistic typology” (Grant No. 25NDJC085YB) and Zhejiang International Studies University Key Research Project “A linguistic typological investigation of syntactic disambiguation in bilingual learners” (Grant No. 2016Z07).
Corresponding Author: Hailong Li, School of English Studies, Zhejiang International Studies University, Hangzhou, 310023, China.
Intelligent Augmented Reality in Cultural Tourism: The Mediating Role of Immersive Experience in Promoting Psychological Well-being
Lei Xiao
*
School of Arts, Tianjin University of Technology and Education, Tianjin 300222, China
Background: The digital transformation of cultural tourism has positioned Intelligent Augmented Reality (IAR) as a pivotal tool for creating immersive experiences. While its potential for enhancing engagement is recognized, the underlying psychological mechanisms through which it affects deeper tourist outcomes, particularly psychological well-being, remain underexplored. Grounded in an integrated theoretical framework of Flow Theory, Presence Theory, and Ryff's Psychological Well-being model, this study moves beyond technology acceptance and satisfaction metrics. It proposes that IAR does not directly impact well-being but operates primarily by fostering a profound immersive experience, which in turn serves as the critical pathway to enhanced psychological health.
Subjects and Methods: A quantitative cross-sectional survey was conducted to test the hypothesized mediation model (IAR → Immersive Experience → Psychological Well-being). Data were collected from 412 tourists who used IAR guide systems at three national cultural heritage sites in China. Validated scales measured the core constructs: IAR application (based on TAM dimensions), immersive experience (combining cognitive absorption, emotional engagement, and presence), and psychological well-being (Ryff's PWB-18). Structural Equation Modeling (SEM) was employed to analyze the data, with mediation effects tested using the Bootstrap method (5000 samples).
Results: The measurement model demonstrated good reliability and validity. Path analysis supported all hypotheses. IAR application had a significant positive impact on both immersive experience (β = 0.59, p < 0.001) and psychological well-being (β = 0.21, p < 0.001). Immersive experience strongly predicted psychological well-being (β = 0.48, p < 0.001). Crucially, Bootstrap analysis confirmed the significant mediating role of immersive experience (indirect effect = 0.28, 95% CI [0.21, 0.36]), accounting for 57.1% of the total effect. The direct effect remained significant, indicating partial mediation.
Conclusion: This study empirically validates that IAR promotes tourists' psychological well-being predominantly by eliciting and sustaining a deep immersive experience—characterized by focused attention, emotional resonance, and a sense of presence—rather than through technological novelty alone. This finding shifts the smart tourism research paradigm from “technology-enabled efficiency” to “technology-nourished well-being.” It provides a solid theoretical foundation for understanding the humanistic value of digital interventions and offers clear practical guidance for designing culturally enriching and psychologically restorative AR experiences that prioritize the cultivation of meaningful immersion.
Acknowledgements: Research on the Three-Dimensional Communication Pathways of Intelligent Augmented Reality (IAR) Technology Empowering Tianjin's Cultural and Tourism Innovation, a Project Supported by the Tianjin Philosophy and Social Sciences Planning Project (Grant No. TJXC25-06).
Corresponding Author: Lei Xiao, School of Arts, Tianjin University of Technology and Education, Tianjin 300222, China.
Big Data-Driven Analysis of Air Pollutant Emission Optimization Paths and Their Psychosocial Impact Mechanisms
Shiying Wang
*
Harbin University of Commerce, Harbin, China
Objective: Air pollution poses not only a direct threat to respiratory health but also a significant, yet often overlooked, psychological burden on urban populations. Chronic exposure erodes emotional well-being, contributing to heightened anxiety, stress, and a diminished sense of control. This study aims to achieve a dual objective: first, to utilize big data and machine learning models for predicting and optimizing air pollutant emission paths; second, and equally critical, to analyze these environmental patterns through the lens of public mental health. We seek to explore how predictive environmental data can inform strategies to mitigate psychosocial stress and foster emotional restoration, thereby linking technical emission control directly to the cultivation of psychological resilience.
Subjects and Methods: Employing an interdisciplinary framework that merges environmental data science with environmental psychology, this research integrates artificial neural networks and KNN modeling to analyze six major pollutants (SO2, NO2, CO, O3, PM10, PM2.5) and predict emission trends. Parallel to this technical analysis, we incorporate psychosocial constructs. The predictive models serve to quantify exposure scenarios, which are then contextualized using theories of risk perception, cognitive appraisal of environmental threats, and the stress-response mechanism. This methodology allows us to model not just the physical dispersion of pollutants, but also their potential pathway to inducing psychological strain, thereby identifying periods and cohorts at higher risk for mental health impacts.
Results: The KNN regression model demonstrated high accuracy in predicting NO2 and NO concentrations (fitting rates of 0.85 and 0.9, respectively), effectively forecasting high-exposure scenarios. Seasonal analysis confirmed elevated AQI in spring and winter, pinpointing cyclical periods of heightened physiological and psychological vulnerability. Crucially, the analysis revealed that the rising trend of NO2 emissions closely correlated with increasing vehicular numbers, framing pollution not merely as an environmental metric but as a tangible indicator of lifestyle-related chronic stress. The model’s predictive capability transforms uncertain environmental threats into foreseeable risks, a key factor in reducing anxiety. This provides a scientific basis for pre-emptive public health messaging and behavioral interventions designed to restore a sense of agency and emotional security during forecasted high-pollution episodes.
Conclusions: This study confirms the dominant environmental impact of PM2.5, PM10, NO2, and SO2, while establishing a vital link between emission management and psychological well-being. We conclude that big-data-driven pollution prediction is fundamentally a tool for proactive mental health stewardship. Accurate forecasts enable targeted “emotional repair” interventions—such as timely risk communication, promoting indoor well-being activities, and designing restorative urban spaces—that can mitigate the psychological toll of pollution. Future urban environmental policies must, therefore, integrate psychological dimensions into their core objectives, striving to create cities that optimize for both clean air and the emotional flourishing of their inhabitants, ultimately building more resilient and humane urban ecosystems.
Acknowledgements: This paper is supported by Fundamental Research Funds in Universities of Heilongjiang Province (Grant NO. 2025-KYYWF-ZR0081).
Corresponding Author: Shiying Wang, Harbin University of Commerce, Harbin, China.
Mechanistic Study on the Influence of Historical-Cultural Education on Adolescent Psychological Resilience: The Mediating Role of National Identity and Moderating Effect of Social Support
Wei Liu, Ronghui Liu
*
Huaihua Normal College, Huaihua, 418000, China
Background: In the context of globalization and multicultural integration, the development of adolescents' psychological resilience faces practical challenges such as blurred value coordinates and insufficient social support efficacy. As a vital carrier of the Chinese national spiritual (spiritual lineage), the mechanism through which historical-cultural education influences individual psychological development urgently requires in-depth exploration. Based on Social Identity Theory and the Psychological Capital Construction Model, this study focuses on the mediating path of national identity in the relationship between historical-cultural education and psychological resilience, while examining the moderating effect of social support systems on this relational chain. The aim is to construct a theoretically innovative and practically guiding framework for adolescent resilience cultivation.
Subjects and Methods: Adopting a quantitative research paradigm, this study collected multi-dimensional data on adolescents' historical-cultural exposure, psychological resilience levels, national identity, and social support perception through multi-level questionnaires. Structural equation modeling (SEM) was employed to test mediating and moderating effects, combined with Bootstrap sampling techniques and multi-group comparative analysis to systematically investigate causal associations and contextual dependencies among variables.
Results: The study confirmed that historical-cultural education has a significant positive impact on adolescents' psychological resilience, with this effect partially achieved through the mediating role of national identity, forming a transmission mechanism of “cultural cognition-identity construction-psychological empowerment”. Although social support did not significantly moderate the mediating path, its level strengthened the direct effect of historical-cultural education on psychological resilience, highlighting differences in resilience development under varying support contexts. Model analysis revealed the structural correlations among variables, providing empirical support for theoretical hypotheses.
Conclusions: Cultural education plays a significant and multi-faceted role in fostering adolescent psychological resilience. Our findings confirm that such education not only directly enhances resilience but also operates indirectly by strengthening national identity, which in turn serves as a psychological resource that promotes adaptive coping and emotional stability. This dual-path mechanism highlights the importance of integrating cultural and identity-based approaches within youth development frameworks. While social support does not significantly alter the mediated pathway through national identity, it meaningfully amplifies the direct psychological benefits of cultural education, suggesting that supportive environments can optimize the resilience-building potential of such educational experiences. These insights underscore the value of adopting a holistic intervention model that synergizes cultural exposure, identity development, and systemic support to effectively promote adolescent mental health and resilience in diverse social contexts.
Corresponding Author: Ronghui Liu, Huaihua Normal College, Huaihua, 418000, China.
Research on the Integration Path of Ideological and Political Education and Mental Health Promotion Function of College Student Associations
Yichuan Zhang
*
, Min Jia
Sichuan University of Arts and Science, Dazhou 635000, China
Objective: Against the backdrop of contemporary transformation, this study focuses on student associations in universities as the core carrier of the “second classroom”, exploring the implementation path of the in-depth integration of ideological and political education and mental health promotion. It particularly analyzes the supporting role of the collaborative mechanism of the two in the all-round development of students. In response to the current practical problems in ideological and political education within student associations, such as insufficient integration of content and activities, uneven resource distribution, and the absence of a collaborative education mechanism, as well as the prominent contradictions like the disconnection between mental health education and ideological and political education, the weak psychological service function of associations, and the lack of targeted education, a systematic and targeted research is conducted.
Method: A questionnaire survey was adopted to comprehensively collect multi-dimensional data such as the frequency of participation in student associations, perception of ideological and political education, and mental health status from college students of all grades. Mental health literacy, social adaptability, and emotional regulation ability were incorporated into the core goal system of ideological and political education. Descriptive statistics and correlation analysis were employed to systematically examine the current implementation status of ideological and political education in student associations and accurately identify the key factors influencing the effectiveness of mental health promotion.
Results: The results show that students' active participation in well-organized and value-oriented extracurricular activities is significantly positively correlated with multiple core indicators of mental health, such as social adaptability, sense of belonging to the campus, and stress coping efficacy. The content pertinence, activity innovation, and resource guarantee level of ideological and political education in extracurricular activities have a clear positive impact on the promotion of mental health. Based on this, a four-dimensional integrated framework of “value guidance - activity innovation - resource optimization - collaborative education” is constructed, and key paths such as creating “one club, one brand” characteristic ideological and political brands, building a platform for integrating psychological resources between the school and clubs, and strengthening psychological education training for club leaders are proposed.
Conclusion: The integrated path system constructed in this study provides practical guidance for universities to improve the ideological and political education system of student associations and promote the “five-education integration” talent cultivation. It highlights the unique advantages of student associations in integrating ideological and political education with mental health education. By exploring the dual educational value of student associations, it can simultaneously enhance students' ideological and political qualities and mental health levels, helping to cultivate all-round developed talents with a sense of mission for national rejuvenation and sound personality and comprehensive abilities. This offers important theoretical references and practical inspirations for universities to fulfill the fundamental task of fostering virtue and nurturing talents and to build a new pattern of collaborative education.
Corresponding Author: Yichuan Zhang, Sichuan University of Arts and Science, Dazhou 635000, China.
Development of Generative AI–Assisted Cheerleading Teaching Resources and Personalized Learning Pathways Integrating Physical and Mental Health Development
Wei Yang
*
School of Physical Education and Health, Wuzhou University, Wuzhou, Guangxi, China
Background: Against the backdrop of the deep integration of digital technology and education, national initiatives on “integration of sports and education” and artificial intelligence development planning have promoted the transformation of physical education toward intelligent and personalized models. Cheerleading, which integrates technical skill and artistic expression, not only enhances students’ physical fitness but also promotes psychological health through teamwork and artistic performance. However, traditional teaching approaches suffer from problems such as limited and homogeneous resources, insufficiently refined instruction, difficulty in accommodating individual differences, and neglect of coordinated physical and mental health development, creating an urgent need for technological innovation to address these challenges.
Subjects and Methods: Cheerleading training was taken as the research object. Generative AI technologies, combined with motion capture, computer vision, and related techniques, were used to develop teaching resources and design learning pathways. Physical and mental health monitoring and guidance mechanisms were integrated, and multimodal data acquisition was employed to construct models for dynamic difficulty adjustment, learning outcome prediction, and physical and mental health risk early warning.
Results: Intelligent generation of action demonstration videos, personalized combination of multidimensional teaching materials, real-time training feedback, and dynamic monitoring of physical and mental health were successfully achieved. A dynamically adaptive personalized learning pathway was formed, effectively improving skill indicators such as movement standardization and rhythm consistency, while optimizing physical and mental health indicators including physical fitness reserves and emotional regulation ability. Learning outcomes were expected to improve by 12%–35%, and the overall level of students’ physical and mental health was projected to increase by 18%–28%.
Conclusions: Generative AI technology effectively addresses issues such as insufficient standardization of cheerleading teaching resources, lack of personalized guidance, and weak coordinated cultivation of physical and mental health. It achieves an organic integration of intelligent generation of teaching content, precise regulation of the learning process, and comprehensive development of physical and mental health, providing theoretical references and practical paradigms for the intelligent, personalized, and health-oriented development of physical education.
Corresponding Author: Wei Yang, School of Physical Education and Health, Wuzhou University, Wuzhou, Guangxi, China.
A Study on the Mental Health Dilemmas of College Students’ Self-Actualization and Corresponding Countermeasure
Caihong Ren
1,*
, Jinfu Peng
2
1
Jinan University, Guangzhou, Guangdong, China
2
South China Agricultural University, Guangzhou, Guangdong, China
Objective: Self-actualization is an important concept in humanistic psychology. From the perspective of mental health, college students face dilemmas of identity and role confusion in the process of self-actualization, which easily leads to negative self-cognition, anxiety, depression, and even psychological disorders such as suicidal tendencies. From the perspectives of internal and external factors, this study explores the causes of the above psychological disorders and seeks to identify multiple ways to break through these dilemmas, so as to promote college students’ attainment of self-actualization within a state of mental health.
Method: Drawing on theories from social psychology, personality psychology, psychoanalysis, and other psychological frameworks, this study takes college students as the research object to explore mental health disorders affecting the realization of self-identity. It presents the mental health dilemmas in self-construction, self-cognition, and emotional expression, and fully mobilizes the integrated roles of internal and external factors of college students, enabling them to establish healthy self-relations such as self-confidence, self-esteem, and self-respect, thereby manifesting sound mental health conditions.
Results and Discussion: The self-actualization of college students requires not only that they themselves maintain a healthy psychological state, but also systematic and holistic external support. The establishment of self-relations requires recognition and acknowledgment from others, and healthy self-relations are an important manifestation and safeguard of self-actualization. The emergence of psychological disorders such as anxiety, depression, and emotional disturbances in the process of college students’ self-actualization should be examined not only from the students themselves, but also with emphasis on the influence of external uncertain factors such as interpersonal relationships, family, and social environment. Therefore, enhancing college students’ comprehensive qualities, strengthening multi-party collaboration between families, society, and schools, and reinforcing social practice for college students are conducive to addressing mental health problems and facilitating the smooth establishment of self-identity.
Conclusion: Self-actualization is a value pursuit and generative process aimed at human completeness. It is the life impulse and motivational mechanism through which individuals strive to transform potential into reality, and represents an authentic state of continuously achieving self-growth in stages. In the process of college students’ self-actualization, self-construction and cognition may appear fragmented and conflicted, leading them into mental health disorders. Through multidimensional co-construction, the self-actualization of college students can be aligned with the stage-specific goals and tasks of their life course, thereby promoting individualized growth while simultaneously achieving successful socialization.
Acknowledgements: This research was supported by the 2024 National Social Science Fund Late-Stage Funding Project, “The I in We: The Ethical Dimension of Recognition and Its Contemporary Value” (Project No. 24FKSB032), and a phased outcome of the Special Fund for Basic Scientific Research Expenses of Central Universities, supported by the Party Regulations Research Center of Jinan University (Project No. 12623809).
Corresponding Author: Caihong Ren, Jinan University, Guangzhou, Guangdong, China.
Psychological Adaptation Mechanisms for Professional Identity among Journalists in the Digital Age: A Framework of Self-Perception, Role Perception and Social Identity
Jiali Zou
1
, Hao Wu
2,*
1
Postdoctoral Research Station of People's Education Press, People’s Education Press, Beijing, China
2
School of International Journalism and Communication, Beijing Foreign Studies University, Beijing, China
Objective: This study aims to systematically explore the mechanisms of professional identity reconstruction among journalists in the digital age. Drawing on psychological perspectives, the study constructs an integrated, three-dimensional analytical framework that encompasses self-perception, role perception and social identity. The framework examines the psychological adaptation processes experienced by news practitioners as they navigate an environment characterised by technological acceleration, organisational transformation and market pressures. The research focuses on how individuals achieve dynamic equilibrium between external structural changes and internal meaning-seeking. Particular emphasis is placed on the psychological mechanisms of stress perception, emotional regulation, and identity continuity.
Method: Qualitative research methods were employed to conduct semi-structured, in-depth interviews with 20 journalists from news organisations of various types and levels. The focus was on psychological dimensions, such as occupational stressors, emotional experiences, coping strategies and meaning-making. Approximately 230,000 words of textual data were collected for the study, which employed thematic analysis with systematic coding conducted using NVivo 14 software. The analytical process emphasised capturing the nuances of the participants' psychological adaptation trajectories. Through reflection by the researchers, team discussions and feedback from the participants, the credibility and depth of the interpretations of psychological adjustment mechanisms were enhanced.
Results: In terms of self-perception, technological acceleration and traffic metrics have intensified the time pressures and performance anxieties experienced by journalists. Different generations of journalists have developed distinct coping strategies, such as telling nostalgic stories or adapting to technology. In terms of their role perception, journalists are undergoing a transformation from 'sole reporters' to 'allocator of information resources', facing challenges such as algorithmic collaboration and emotional labour. Coping methods such as boundary negotiation and relationship management have emerged in response to these challenges. As for social identity, journalists have found a sense of meaning and belonging by taking part in public narratives and institutional negotiations in an environment where professional boundaries are blurred. More importantly, these three dimensions form a dynamic psychological adaptation mechanism: positive self-efficacy enhances proactive negotiation skills in role practice, successful role practice reinforces professional value identification, and clear social identification provides journalists with psychological resources and a meaningful framework to cope with external challenges.
Conclusion: In the digital age, the professional identity of journalists is a dynamic psychological process involving the continuous construction and adaptation of their identity amid the tensions arising from technological logic, institutional environments, and market mechanisms. Journalists engage in ongoing meaning integration and identity negotiation across three dimensions of self-perception, role practice, and social identity through cognitive restructuring, emotional labour, and behavioural strategies. Research indicates that professional identity reconstruction exhibits distinct path-dependent characteristics, influenced by individual psychological resources, as well as being rooted in specific organisational cultures and industry structures. This process has significant theoretical value and practical implications for understanding how to maintain mental health, build professional resilience and achieve sustainable development in the context of the global transformation of journalism.
Corresponding Author: Hao Wu, School of International Journalism and Communication, Beijing Foreign Studies University, Beijing, China.
Research on Alleviating Talent Anxiety in the Cultural and Creative Industry from the Perspective of the Dual-Driven Integration of “Science and Education + Industry and Education”
Lina Ma
*
Xi’an University of Architecture and Technology Huaqing College, Xi’an, China
Background: As the cultural and creative industry enters a stage of high-quality development, the structural imbalance between talent supply and industry demand has become prominent, leading to psychological dilemmas such as anxiety about ability fit, confusion about career development, and pressure to innovate among practitioners. The lagging talent cultivation path is the core cause that induces such psychological issues and restricts the quality of talent supply in the industry. It is urgent to explore targeted solutions.
Methods: From the perspective of the dual-driven integration of “science and education + industry and education”, we focus on the intrinsic connection between optimizing talent cultivation pathways and alleviating anxiety. We select typical cases of significantly successful cultural and creative industry projects. We conduct in-depth analysis on the operational mechanisms of the training system, the implementation pathways of the dual-integration model, its effectiveness, and existing challenges in these cases. We emphasize extracting actionable insights on how dual integration enhances students' innovation capabilities, thereby providing a dynamic and practical reference for the development and implementation of this training system. By combining in-depth interviews, we explore the shortcomings of science and education cultivation in universities, the pain points of industry-education collaboration in enterprises, and the psychological demands of talents. We aim to construct a dual-driven integrated talent cultivation framework that aligns with industry needs.
Results: Research has found that in the current cultivation of cultural and creative talents, the issues of disconnection between science education and industry education, as well as imbalance between theory and practice, are prominent, directly exacerbating talent capability anxiety and career anxiety. The dual-driven integrated cultivation path of “science education + industry education” can effectively reduce the level of talent anxiety and enhance practitioners' professional identity and development confidence by precisely aligning with industry needs, improving the ability cultivation system, and building a growth support platform.
Conclusions: The dual-driven integration of “science and education + industry and education” is conducive to addressing the talent cultivation dilemma in the cultural and creative industry and alleviating the psychological anxiety of talents. It is necessary to achieve synchronous resonance between talent cultivation and industrial development through innovative collaborative education mechanisms, curriculum system reconstruction, and joint construction of practice platforms. This will not only address the short supply of talents but also resolve the psychological dilemmas of talents, providing solid talent support for the sustained and healthy development of the cultural and creative industry.
Acknowledgements: This research was supported by the 2025 project “Construction and Practice of a Student Innovation Ability Training System for Cultural and Creative Industries from the Perspective of Science and Education+ Industry Education Dual Drive Integration” (Project Number: SGH25Y3303), which belongs to the “14th Five Year Plan” for educational science in Shaanxi Province.
Corresponding Author: Lina Ma, Xi’an University of Architecture and Technology Huaqing College, Xi’an, China.
How Family Musical Environment Influences Young Children’s Prosocial Behavior and Emotional Regulation: A Moderated Mediation Analysis
Meng Meng, Jiahua Li
*
Huaihua Normal College, Huaihua, 418000, China
Background: Prosocial behavior and emotional regulation (core mental health markers, mitigating anxiety/depression risks) are pivotal for young children’s (3-6 years old) interpersonal adaptation, personality development, and lifelong psychological well-being. As the primary developmental ecosystem, the family environment profoundly shapes these outcomes. The family musical environment, a key cultural component, links to prosocial behavior, but its mechanism underlying mental health (mediating/moderating effects) remains underexplored. This study investigated its impact on prosocial behavior and emotional regulation, examining children’s musicality as mediator, parent-child relationship as moderator and chain mediator.
Subjects and Methods: A total of 617 young children (44.41% boys, 55.59% girls) from 20+ Chinese provinces were recruited via convenience sampling. Parent-reported questionnaires included Music @ Home Scale, Child-Parent Relationship Scale, Musical Child Questionnaire, expanded SDQ prosocial subscale, and Preschooler Emotional Regulation Questionnaire (assessing mental health via emotion management). Data were analyzed via SPSS 26.0 (correlations) and Mplus 8.3 (SEM, mediation/moderation tests).
Results: Family musical environment had no direct effects on prosocial behavior (β=0.098, P=0.394) or emotional regulation (β=0.102, P=0.371) but significantly predicted children’s musicality (β=0.444, P<0.001) and parent-child relationship (β=0.507, P<0.001). Children’s musicality positively predicted prosocial behavior (β=0.328, P<0.001) and emotional regulation (β=0.351, P<0.001). Two chain mediation paths emerged: family musical environment → children’s musicality → prosocial behavior/emotional regulation (effects=0.141/0.156) and → parent-child relationship → children’s musicality → prosocial behavior/emotional regulation (effects=0.073/0.082). Children’s musicality had no moderating effects (all P>0.05). Girls scored higher on all mental health-related variables (all P<0.05).
Conclusions: The family musical environment indirectly shapes young children’s mental health—including prosocial behavior, emotional regulation, and reduced anxiety—through a chain mediation mechanism: it first enhances parent-child relationship and children’s musicality, which then boost mental health outcomes. Notably, this effect has universal value regardless of children’s inherent musical talent, breaking the misconception that only “musically gifted” children can benefit. The study enriches understanding of the ecological determinants of early childhood psychological well-being by clarifying the cultural and relational mechanisms linking family environment to mental health. Practically, it guides parents to integrate simple musical interactions into daily life to strengthen bonds, cultivate musicality, and comprehensively improve children’s mental health. Gender-specific guidance for boys is recommended to address observed disparities.
Corresponding Author: Jiahua Li, Huaihua Normal College, Huaihua, 418000, China.
The Impact of Patriotic Song Culture on College Students' Psychological Resilience: A Moderated Mediation Analysis
Dan Wu, Yani Hu
*
, Yating Han
Huaihua Normal College, Huaihua 418000, China
Background: Amid escalating social competition, post-pandemic psychological distress, and cultural diversity, enhancing college students' psychological resilience has become a strategic priority for mental health and ideological education in universities. Patriotic song culture, a carrier of the Chinese nation’s spiritual lineage, integrates emotional resonance and value shaping, with unique mental health educational potential. However, existing research is largely theoretical, lacking empirical evidence for direct effects, clear mediating mechanisms, and exploration of boundary conditions. Notably, few studies focus on rural/township college students, who face unique mental health stressors like urban-rural adaptation and career anxiety, limiting generalizability.
Subjects and Methods: Guided by social identity theory and psychological capital model, 352 rural/township college students were recruited via convenience sampling. Anonymous questionnaires measured: (1) Patriotic Song Culture Participation Scale; (2) CD-RISC-10 (psychological resilience, a key mental health marker); (3) National Identity Scale; (4) PSSS (social support, a protective factor for mental health). A single item assessed social media’s perceived academic impact. SPSS 26.0 and Mplus 8.3 analyzed data, controlling demographics to ensure robustness. Model fit was satisfactory (χ2/df=2.37, CFI=0.94, RMSEA=0.062).
Results: (1) Patriotic song culture significantly and positively predicted college students' psychological resilience (β=0.486, p<0.01) with a correlation coefficient of 0.650**; (2) National identity and social support constituted a chain mediation effect, accounting for 26.2% of the total effect, with two significant pathways: “Patriotic song culture → National identity → Psychological resilience” and “Patriotic song culture → National identity → Social support → Psychological resilience”; (3) Perceptions of social media's impact on academic performance positively moderated the direct effect of patriotic song culture on psychological resilience, while social support negatively moderated the “Patriotic song culture → National identity” pathway; (4) Higher levels of patriotic song culture participation and psychological resilience were observed among female students, senior-year students, and Communist Youth League members/Party members.
Conclusions: This study reveals the chain mediating and moderating mechanisms linking patriotic song culture to rural/township college students' mental health (via resilience). It provides a theoretical basis for constructing a “cultural immersion—identity—mental health empowerment” system, enhancing the integration of mental health and ideological education.
Acknowledgements: This work was supported by projects grant from Hunan Provincial Basic Education Teaching Reform Research Project “Research on School-based Moral Education Curriculum in Primary Schools Based on Local Red Theme Picture Books” (Project No.: Z2024197) and “Research on Innovative Paths of the Communist Youth League (CYL) Empowering Practical Education in Rural Primary and Secondary Schools in Xiangxi Ethnic Minority Areas under the Background of 'Great Ideological and Political Education'” (Project No.: 25C35).
Corresponding Author: Yani Hu, Huaihua Normal College, Huaihua 418000, China.
Influence Mechanism of Policy Support and Workload on Rural Music Teachers’ Career Development: The Mediating Role of Mental Health
Ronghui Liu
1
, Meng Meng
1
, Dan Wu
1
, Ping Wu
2,*
1
Huaihua Normal College, Huaihua, 418000, China
2
Zhi Hua Experimental Middle School, Wenshan, 663000, China
Background: Rural music education is an integral part of China’s rural aesthetic education and talent cultivation system, aiming to enhance students' artistic literacy and foster well-rounded development. However, rural music teachers frequently grapple with challenges such as inadequate policy support, often reflected in unbalanced resource allocation, excessive workloads combining teaching and administrative duties, and stagnant career development. In this context, mental health issues have emerged as a critical intervening construct influencing their professional persistence. From a mental health-centric perspective, this study systematically investigates the intrinsic mechanisms through which policy support and workload influence rural music teachers’ career development. It particularly emphasizes the mediating role of job burnout—a core mental health indicator—and examines the moderating effects of teachers’ multi-dimensional demographic and professional attributes, thereby contributing to a more nuanced understanding of educational equity in rural areas.
Subjects and Methods: A cross-sectional survey was conducted among 705 rural music teachers across 12 central and western provinces (e.g., Sichuan, Hunan, Gansu) from September 2022 to March 2023. Validated scales measured policy support (resource allocation, training, welfare), workload (teaching, administrative, emotional labor), career development (competence improvement, promotion), job burnout (emotional exhaustion, depersonalization, reduced accomplishment), and characteristics (teaching experience, school location, boarding system). Structural Equation Modeling (SEM) and hierarchical regression analyzed mediation and moderation.
Results: (1) Policy support positively predicted career development; workload correlated positively with job burnout, which mediated the relationships between policy support, workload, and career development. (2) Job burnout exerted an independent mediating effect, fully mediating workload’s adverse impact on career development. (3) Multi-dimensional characteristics moderated these links: teachers with ≤3 years of experience showed a stronger workload-burnout association than those with >10 years; mountainous area teachers reported higher burnout-related mental health impacts than plain area counterparts; boarding school teachers faced greater emotional workload-induced mental health strain. (4) Perceived development opportunities lacked significant chain mediation, confirming job burnout as the core mental health mediator.
Conclusions: This study extends COR Theory’s application to rural education and clarifies the mental health-centered mechanism underlying the key variables. Targeted interventions are needed: optimize policy implementation to reduce non-teaching workloads and augment resources, adopt stratified stress mitigation strategies tailored to teachers’ characteristics, and establish job burnout-focused mental health frameworks. These measures will facilitate career development and strengthen the talent foundation for high-quality rural education.
Acknowledgements: This work was supported by a project grant from Key School-based Research Project of Huaihua Normal College: Research on the Development Trends and Response Strategies of Vocational Colleges Under the Background of Population Changes [HHSZKE2402] & Huaihua Municipal Education Science Planning Project: Research on the Development Paths of Integrating Local Cultural and Tourism Development with the Professional Competencies of Music Majors in Colleges and Universities.
Corresponding Author: Ping Wu, Zhi Hua Experimental Middle School, Wenshan, 663000, China.
The Impact of VR Intervention on Social Competence in Children with ASD: A Moderated Mediation Approach
Pei Fu, Yuping Zhang, Na Chen
*
Wuhan City Polytechnic, Wuhan, 430000, China
Background: Autism Spectrum Disorder (ASD) is characterized by core deficits in social communication, which often leads to adverse mental health outcomes such as social anxiety and emotional dysregulation. This study aims to explore the effect of Augmented Reality (AR)-based intervention on social competence in children with ASD, and further clarify the serial mediating role of joint attention and parental involvement, with a focus on improving both social skills and mental health outcomes (e.g., enhanced emotional regulation, reduced social anxiety) in this population.
Subjects and Methods: A total of 815 children with ASD undergoing AR intervention were recruited from four special education schools, three rehabilitation institutions, and online parent communities, with an effective response rate of 95.88%. Measures used in this study included the AR Intervention Scale (evaluating technical appeal, content integration, and interactive features), Social Competence Scale (encompassing social interaction and emotional communication), Joint Attention Scale, Parental Involvement Scale (emphasizing emotional support for mental health), and control variables (child gender, AR intervention frequency, and family income). All scales demonstrated good reliability (Cronbach’s α: 0.88–0.92) and validity (KMO test: 0.85–0.90). Data were analyzed using SPSS 26.0 for correlation analyses, the Hayes PROCESS macro (Model 6) for serial mediation analyses, and Mplus 8.3 for structural equation modeling.
Results: Descriptive statistics revealed moderate-to-high scores across core variables (AR intervention: M=3.32, SD=0.91; social competence: M=3.28, SD=0.88; joint attention: M=3.21, SD=0.85; parental involvement: M=3.35, SD=0.93). Pearson correlation analyses indicated that AR intervention was positively correlated with social competence (r=0.551, p<0.001) and joint attention (r=0.422, p<0.001), whereas joint attention was correlated with both parental involvement (r=0.323, p<0.001) and social competence (r=0.341, p<0.001). Serial mediation analysis revealed a significant indirect path: AR intervention → joint attention → parental involvement → social competence (effect=0.029, p<0.05), which accounted for 4.8% of the total effect. AR intervention also directly improved social competence (β=0.510, p<0.001) and indirectly enhanced mental health-related outcomes (e.g., emotional communication; β=0.297, p<0.001).
Conclusions: AR intervention effectively enhances social competence in children with ASD, and this effect is partially mediated by the serial chain of joint attention and parental involvement—specifically, AR first improves children’s joint attention, which in turn boosts parental engagement, ultimately reinforcing social competence. Beyond enhancing core social skills, this intervention also promotes mental well-being by alleviating social anxiety and strengthening emotional regulation abilities. Based on empirical findings, these results provide a robust theoretical and practical foundation for developing personalized AR-based interventions, thereby supporting the holistic development (encompassing both social functioning and mental health) of children with ASD.
Corresponding Author: Na Chen, Wuhan City Polytechnic, Wuhan, 430000, China.
Bidirectional Effects of Social Phobia and Social Media Use in College Students: Multidimensional Path Analysis
Yongru Chen
1,*
, Linyu Zhang
2
, Xiaohua Tang
2
1
Guangdong Polytechnic, Foshan City, 528000, China
2
Huaihua Normal College, Huaihua, 418000, China
Background: In the digital era, social media has been deeply integrated into college students’ daily lives, while social phobia (i.e., social anxiety), characterized by avoidance of social interactions and fear of negative evaluation, has emerged as a prominent mental health concern impairing their social adaptation. Although existing studies have confirmed the correlation between social phobia and social media use, they predominantly adopt a unidirectional analytical approach—either focusing on how social phobia drives media dependence or how excessive media use exacerbates social anxiety. These studies have neglected in-depth exploration of bidirectional impact mechanisms, while overlooking the mediating role of mental health and the moderating role of usage motivation. Additionally, sample limitations (e.g., over-reliance on specific subgroups) restricts the generalizability of conclusions, highlighting an urgent need for comprehensive multidimensional analyses with representative samples.
Subjects and Methods: A stratified sampling method was employed to recruit 1050 college students encompassing diverse genders, academic years, and majors. Validated standardized scales were utilized to measure key variables: social phobia (Cronbach’s α = 0.91), social media use, usage motivation (instrumental/entertainment-avoidant), and mental health (Cronbach’s α = 0.85). Data analysis was performed using SPSS 26.0 and AMOS 24.0, incorporating descriptive statistics, correlation analysis, structural equation modeling (SEM) for bidirectional effect verification, hierarchical regression for moderating effect testing, and the Bootstrap method (5000 resamplings) for mediating effect validation.
Results: A significant bidirectional positive correlation was observed between college students’ social phobia and social media use: higher social phobia levels were positively associated with greater social media dependence, and excessive social media use further intensified social anxiety. Mental health (encompassing emotional regulation and interpersonal adaptation) exerted a partial mediating effect in this bidirectional relationship. Usage motivation played a significant moderating role: instrumental motivation (e.g., academic resource acquisition via social media) mitigated the “social phobia-media dependence” vicious cycle, whereas entertainment-avoidant motivation strengthened this negative interaction. Additionally, time management ability partially mediated the impact of social media dependence on academic burnout, with the indirect effect accounting for 23.8% of the total effect. The SEM exhibited good fit, confirming the theoretical framework’s rationality.
Conclusions: This study systematically validates the bidirectional interactive relationship between college students’ social phobia and social media use, clarifying the mediating mechanism of mental health and the moderating role of usage motivation. Theoretically, these findings address gaps in bidirectional impact and boundary condition research, enrich interdisciplinary insights into adolescent digital behavior and mental health, and provide empirical support for theories such as media dependency theory. Practically, the results offer robust evidence for colleges to implement targeted media literacy education and mental health interventions. Guiding instrumental social media use, enhancing time management ability, and strengthening mental health support can break the vicious cycle, alleviate academic burnout, and promote healthy psychological development and social adaptation.
Acknowledgements: This paper is an outcome of the 2025 Guangdong Provincial Youth Research Collaborative Project. Project No. 2025GJ007.
Corresponding Author: Yongru Chen, Guangdong Polytechnic, Foshan City, 528000, China.
Healing Through Fracture: An Exploration of Authorial Expression and Mental Health in Post-2000 “Experimental” Opera Films
Xinqiang Zhang*
School of Culture and Communication, Zhejiang Wanli University, Ningbo 315100, Zhejiang, China
Objectives: This study aims to investigate the therapeutic function embedded within the authorial expression of post-2000 experimental opera films. It posits that these films, through their radical formal and narrative approaches, constitute a form of cinematic therapy. The research examines how directors, operating as distinct cinematic “auteurs,” deliberately utilize avant-garde audiovisual language and the systematic deconstruction of traditional operatic conventions to diagnose and address contemporary psychosocial ailments. Specifically, it explores how these works engage with pervasive issues such as existential anxiety, cultural rootlessness, and the tension between rapid modernization and historical identity. The objective is to map the precise mechanisms through which “experimental” form is deployed not merely for aesthetic provocation, but as a deliberate instrument for psychological processing and cultural reconciliation.
Methods: Employing an integrated dual analytical framework of film psychology and auteur theory, this research conducts a detailed close textual analysis of key representative works from directors such as Baochang Guo and Dasheng Zheng, among others. The methodological core involves dissecting the psychological impact of specific formal experiments—including non-linear and fragmented narratives, the surreal reconstruction of theatrical and real spaces, and the deployment of dense visual and aural symbolism. This analysis focuses on how these techniques manipulate the viewer's cognitive schemas and emotional responses. To complement the textual findings, the study incorporates qualitative audience reception data from focused discussions and critical reviews, as well as director interviews. This supplementary evidence provides crucial insights into artistic intentionality and the spectrum of perceived therapeutic effects, triangulating the analysis between creator, text, and viewer.
Results: The analysis reveals that the disruptive formal strategies characteristic of these films—far from creating mere alienation—actively construct a unique psychological container for the audience. By dismantling familiar operatic conventions of coherent narrative, stable perspective, and harmonious audiovisual space, these works first induce a state of cognitive dissonance and aesthetic tension. This deliberate initial disruption is paradoxically therapeutic. It serves to break passive viewing habits, forcing a more active, contemplative, and personal mode of engagement. The viewer is thereby guided past the surface-level narrative and formal spectacle to connect with the universal, often raw, psychological cores of the stories: primordial grief, moral conflict, and unfulfilled desire. Furthermore, the cinematic transformation of symbolic cultural archetypes (e.g., the ghost, the scholar, the warrior) through digital media and contemporary visual metaphors allows for the sublimation of collective anxieties. The result is a viewing experience that facilitates catharsis and offers a path toward integrating fragmented aspects of personal and cultural identity.
Conclusions: The authorial expression in post-2000 experimental opera films fundamentally transcends formal innovation for its own sake. It functions as a sophisticated, culturally-grounded form of psychodrama. Directors, in their auteurist role, curate a structured therapeutic process where staged artistic tension and cognitive challenge become the medium for mediating and metabolizing contemporary psychological stress. This process re-contextualizes traditional operatic material, making its emotional and philosophical essence resonate with modern sensibilities. Consequently, the experimental opera film is positioned not as a nihilistic rejection of tradition, but as its vital, healing re-interpretation. It acts as a crucial adaptive bridge, leveraging the power of collective cultural memory to address individual psychological need, thereby asserting the ongoing relevance and restorative potential of traditional art forms in the digital, globalized age.
Acknowledgements: This paper is supported by General Project of the National Social Science Fund Art Program: Research on the Unique Skills of Chinese Opera Performance (No. 25BB042).
Corresponding Author: Xinqiang Zhang, School of Culture and Communication, Zhejiang Wanli University, Ningbo 315100, Zhejiang, China.
A Study on the NIMBY Effect of Rural Drone Landing Sites Based on Risk Perception and Psychological Behavior
Chunhong Li
1,*
, Guangqi Sun
2
1
Guangzhou Vocational College of Technology &Business, Guangzhou, China
2
Shandong Management University, Jinan, China
Objective: With the rapid development of the low-altitude economy, drone landing sites have become crucial new infrastructure in rural areas. However, the frequent occurrence of the “Not In My Backyard (NIMBY) effect” during their site selection has emerged as a key obstacle restricting their layout and implementation. Essentially, this effect is a concentrated reflection of residents' subjective psychological perceptions and negative psychological behaviors. Integrating risk perception theory with a psychological behavior perspective, this study aims to analyze the dimensions of risk perception influencing villagers' decisions regarding drone landing site selection and explore how these dimensions shape and drive villagers' oppositional psychological behaviors, thereby providing theoretical and empirical basis for effectively resolving site selection conflicts.
Subjects and Methods: This study takes rural residents as the research subjects and adopts a questionnaire survey method for data collection. It not only constructs a risk perception framework covering the four main aspects of economic, health, privacy, and environmental risks, but also incorporates public trust perception as an important variable, and introduces “oppositional psychological behavior” as the core variable for measuring the NIMBY effect. Nonparametric tests, including the Jonckheere-Terpstra test (J-T test) and Spearman's rank correlation analysis, were used to quantitatively examine the intrinsic correlations among risk perception, public trust perception, and oppositional psychological behavior.
Results: Empirical results show that: First, villagers' oppositional psychological behaviors are highly significantly positively correlated with their risk perceptions in the four dimensions of economy, health, privacy, and environment (P<0.001). Second, further analysis of residents' subjective psychological trust levels reveals that, in addition to risk perception, villagers' trust in management institutions and their perception of the fairness of site selection procedures, together with risk cognition, collectively constitute the key psychological mechanism that drives the transformation into actual oppositional behaviors. Among these dimensions, health risk exhibits the strongest correlation with oppositional psychological behaviors (correlation coefficient rs=0.861), exerting the most prominent impact on villagers' attitudes.
Conclusions: This study clarifies the internal pathway through which risk perception drives villagers to generate NIMBY psychological behaviors, confirming the important role of psychological factors in this process. Accordingly, it is suggested that in the planning of rural drone facilities, not only technical risk assessments should be conducted, but also psychology-oriented public communication strategies should be introduced. By enhancing transparency, procedural fairness, and community participation, negative behavioral intentions can be intervened and guided, thereby promoting the smooth implementation of low-altitude economic infrastructure and contributing to the improvement of grassroots governance efficiency.
Acknowledgments: This research was supported by: 1. Digital Intelligence-enabled Innovation Team in E-commerce Logistics and Supply Chain Management (Project ID: 2025TD03), Guangzhou Vocational College of Technology & Business, College -level Scientific Research Project; 2. Research on the Evaluation System for Emerging Logistics Talents Under the Integration of Manufacturing and Logistics Industries: A Case Study of Guangdong Province (Project ID: 2024GXJK895), Department of Education of Guangdong Province, Guangdong Provincial Educational Scientific Research Project; 3.Digital Empowerment-Driven Five-Chain Synergy: Research on the Reform of E-commerce Talent Training Models in Secondary Vocational Education in the AI Era (Project ID: SM2025001), Teaching Steering Committee for Business and Trade Programs in Guangdong Provincial Vocational Schools, Education and Teaching Reform Research and Practice Projects.
Corresponding Author: Chunhong Li, Guangzhou Vocational College of Technology &Business, Guangzhou, China.
Analysis of Psychological Stress of Vocational Teachers Based on the JD-R Model and Artificial Intelligence Intervention
Guiheng Hu
1
, Zida Yang
2
, Bingyan Yu
1,*
1
Anhui Business Vocational College, Hefei, Anhui 231131, China
2
Guanghua School of Management, Peking University, Beijing 100871, China
Objective: This study addresses health-related stress issues prevalent among vocational college teachers arising from the distinctive characteristics of their profession. By integrating the Job Demands–Resources (JD-R) model, we investigate the underlying mechanisms linking occupational stress, psychological capital, and suboptimal health status among this population, while empirically validating the efficacy of an artificial intelligence (AI)-assisted psychological intervention system.
Methods: A mixed-methods research design was employed. Study 1 (cross-sectional survey): A comprehensive questionnaire was administered to 500 in-service teachers from five vocational colleges in Hefei, Anhui Province. Structural equation modeling (SEM) was used to examine the direct effect of occupational stress on sub-health and the mediating effect of psychological capital. Study 2 (randomized controlled trial): A total of 150 high-risk teachers identified in Study 1 were randomly assigned to an AI intervention group (n = 75) and a control group (n = 75) for a 12-week intervention. Repeated-measures analysis of variance was used to evaluate the intervention effects.
Results: (1) Occupational stress significantly and positively predicted sub-health status (β= 0.42, p < 0.001) and significantly and negatively predicted psychological capital (β= −0.38, p < 0.001). Psychological capital significantly and negatively predicted sub-health status (β= −0.32, p < 0.001). (2) Psychological capital played a partial mediating role in the relationship between occupational stress and sub-health, with a mediating effect value of 0.122 (95% CI: 0.085–0.168), accounting for 22.5% of the total effect. (3) Psychological capital significantly moderated the effect of occupational stress on sub-health. In the high psychological capital group, the positive predictive effect of occupational stress was weakened (simple slope = 0.25, p < 0.01). (4) Following the intervention, the AI intervention group demonstrated significantly reduced levels of anxiety (SAS), depression (SDS), and job burnout compared with the control group (p < 0.001), while psychological capital was substantially enhanced (Cohen's d = 1.98).
Conclusion: Suboptimal health among vocational educators emerges from the interplay between excessive occupational demands and insufficient psychological resources. Psychological capital functions as both an intermediary and buffering variable. AI-assisted intervention effectively disrupts the pathological progression of occupational stress through an integrated mechanism of “continuous surveillance–targeted detection–resource enhancement,” furnishing empirical evidence for the deployment of digital mental health solutions within vocational education contexts.
Acknowledgements: This research was supported by: 1. Major Project of Humanities and Social Sciences Research in Anhui Provincial Universities (2025AHGXSK20044). 2. Key Project of the Educational Research Plan of the Anhui Vocational and Continuing Education Association in 2025 (AZCJ2025004). 3. “Huawei · Anhui” Industry–University Cooperative Innovation Project (ZCYJ-01). 4. Key Project of the Anhui Vocational and Adult Education Association in 2024 (AZCJ2024024). 5. Key Project of Natural Science Research in Anhui Higher Education Institutions in 2024 (2024AH050137). 6. Anhui Provincial Quality Engineering Project in 2023 (2023sdxx174).
Corresponding Author: Bingyan Yu, Anhui Business Vocational College, Hefei, Anhui 231131, China.
Psychological Mechanisms of the Appreciation of Symphony and Its Brass Instruments from a Cross-Cultural Perspective: A Comparative Study Based on Eastern and Western Groups
Zhijie Miao
*
Shenyang Conservatory of Music, Shenyang 110818, China
Objective: Against the backdrop of globalization, symphony, as a canonical Western art form, has witnessed increasingly widespread cross-cultural dissemination. However, audiences from diverse cultural backgrounds exhibit striking disparities in aesthetic experiences, and the underlying psychological mechanisms remain insufficiently elucidated. Taking Eastern and Western groups as its core research subjects, this study focuses on the regulatory role of cultural differences in the psychology of symphony appreciation, and pays special attention to the differentiated perception and emotional arousal of the timbre, functions, and symbolic meanings of brass instruments in symphony orchestras among Eastern and Western audiences. It aims to systematically reveal the core differences in emotional arousal, cognitive interpretation, and aesthetic judgment among audiences from different cultural backgrounds, clarify the influencing mechanisms of cultural values, aesthetic traditions, and music education backgrounds in this process, and thereby provide a theoretical basis and practical implications for the cross-cultural dissemination of symphonies and diversified aesthetic education.
Method: This study adopted a cross-cultural comparative design, selecting 280 audience members from representative Eastern and Western countries including China, the United States, and Germany as research samples (among whom 102 had a professional music background and 178 had a non-professional background). Via a structured questionnaire survey, the study systematically collected data on the participants’ cultural value inclinations, aesthetic tradition preferences, and music education experiences, as well as their perceptions, evaluations, and emotional responses toward the brass instrument section in symphonies. Using a combination of quantitative and qualitative methods, it conducted comparative analysis and induction on the collected data, with a focus on analyzing the differences in appreciation psychology between Eastern and Western groups.
Results: This study found that the psychology of symphony appreciation exhibits significant cultural heterogeneity. The main conclusions are as follows: Firstly, in terms of emotional and cognitive responses, Western audiences tend to conduct rational analysis and make aesthetic judgments of formal beauty based on musical structure, harmonic logic, and the orchestration techniques of instruments (e.g., brass instruments); in contrast, Eastern audiences are more likely to trigger associations related to musical contexts and emotional empathy, and their perception of the timbre of brass instruments is often closely linked to grand narratives, natural imagery, or specific emotional atmospheres, with the intensity of their emotional resonance generally higher than that of Western audiences. Secondly, a professional music background exerts moderating and buffering effects on cultural differences, as the magnitude of cross-cultural differences in aesthetic judgment and instrumental perception among professional audience groups is smaller than that among non-professional counterparts.
Conclusion: Cultural context profoundly shapes the psychological processes of symphony appreciation-including the perception of brass instruments-through internalized cognitive schemata and aesthetic preferences, and this impact is subject to the synergistic regulation of individuals’ cultural values, aesthetic traditions, and music education backgrounds. To effectively facilitate the cross-cultural dissemination and artistic sharing of symphonies, it is necessary to construct a dual strategy integrating “cultural adaptation” and “aesthetic empathy”: when targeting Western audiences, emphasis can be placed on interpreting the structural logic of works and the ingenuity in instrumental orchestration; when targeting Eastern audiences, efforts should be made to strengthen the narrativity of musical artistic conception and emotional connection. In the field of music education, it is imperative to incorporate the perspective of cross-cultural aesthetic comparison, and while cultivating universal musical theoretical cognition, attach importance to guiding learners to understand and respect the differentiated interpretations of the same musical elements across diverse cultures. This study not only broadens the interdisciplinary research perspective of music cognitive psychology and cross-cultural psychology, but also provides specific theoretical references and pathway guidelines for bridging cultural barriers in artistic communication and promoting diversified aesthetic dialogue in practice.
Corresponding Author: Zhijie Miao, Shenyang Conservatory of Music, Shenyang 110818, China.
Research on Preschool Teachers' Professional Identity Based on Psychological Contract Theory
Qingqing Liu
1
, Jun Ren
2,*
1
School of Educational Science, Nanning Normal University, Nanning 530299, China
2
Jinshan Vocational Technical College, Zhenjiang 212200, China
Background: Based on psychological contract theory, this study explores the current status and dimensional characteristics of preschool teachers' professional identity using transactional contract, relational contract, and developmental contract as the analytical framework in Nanning, analyzes the level of professional identity, and proposes targeted paths to enhance it. This research aims to provide theoretical and practical basis for improving preschool teachers' mental health status, enhancing their sense of professional achievement, promoting their psychological well-being, and creating a safe psychological growth environment for children.
Methods: A total of 157 teachers from six kindergartens in Nanning City were selected as the research subjects to systematically investigate and gain a deeper understanding of the current status and development level of preschool teachers' professional identity. Data were collected via a questionnaire survey method, and analyzed through SPSS 26.0 statistical software. Preschool teachers’ professional identity level was measured across eight dimensions: professional role, professional emotion, professional behavior tendency, professional values, professional ability, professional purpose, social support, and professional belongingness. Furthermore, the influence of factors such as gender, age, professional title, and kindergarten type on teachers’ professional identity was also explored.
Results: The study found that: 1. Preschool teachers in Nanning have a good professional identity, but the identity varies across different dimensions with professional role identity scoring the highest, followed by professional belongingness, professional competence, and social support, while professional purpose identity was the lowest; 2. Significant differences in the level of professional identity were observed among preschool teachers based on years of work experience, age, professional title, salary level, employment type (bianzhi), position, and educational background.
Conclusions: Preschool teachers’ professional identity not only affects their work status but also influences their mental health. Professional identity of preschool teachers refers to their subjective psychological identification and emotional belonging to their profession. The degree of fulfillment of the psychological contract directly affects teachers' sense of professional achievement, value and belonging, ultimately influencing the construction of teachers' professional identity. This study proposes enhancing preschool teachers' sense of professional identity through the following pathways: consolidating transactional contracts to solidify the material foundation of professional identity, deepening relational contracts to nurture the emotional core of professional identity, and empowering developmental contracts to activate the value-driven motivation for professional identity. This approach aims to improve teachers' mental health status and contribute to children's psychological health development.
Acknowledgements: Thanks for the support from the special project for basic education teaching reform at the university level in 2021: “Research on the Mechanism for Enhancing Preschool Teachers' Professional Achievement” (2021jjg002); and the “14th Five-Year Plan” research project of the China Preschool Education Research Association: “Research on Preschool Teachers' Professional Gain Sense Based on Psychological Contract Theory” (K20210264).
Corresponding Author: Jun Ren, Jinshan Vocational Technical College, Zhenjiang 212200, China.
Lying Flat in the Context of Digital Media: Mechanisms of Addiction
Ying Hao
1,2,*
, Yiwen Chen
1,2
1
CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing 100101, China
2
Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China
Objective: Over the past decades, people's attitudes toward work and lifestyle have shifted from being hard-working and serious to being more relaxed and casual. The prevalent “Lying flat” phenomenon in contemporary society has a profound influence on the mentality and behaviors of young people. Some individuals completely abandon their efforts after embracing this stance, while others regard “lying flat” as a temporary respite, resuming their endeavors after resting. Despite existing research having explored the impact of upward social comparison on lying flat, it has generally treated lying flat as a unitary construct and failed to reveal its internal differentiated psychological mechanisms and boundary conditions. Therefore, this study aims to distinguish between the two types of lying flat and explore their distinct formative pathways. This study aims to explore the relationship between addiction and the “lying flat” phenomenon in the context of digital media from a health psychology perspective, and to provide theoretical and practical insights for the development of a digital society, for business management, and for health psychology interventions.
Method: To ensure methodological rigor, this study involved two experiments employing quantitative and qualitative analytical approaches, respectively, grounded in health psychology frameworks. Experiment One utilized a convenience sampling method to collect data from 521 participants nationwide. Assessments were conducted using standardized scales measuring online social comparison, lying flat tendency, self-concept clarity and social media dependency, all relevant to health psychology research. The collected data were subjected to correlation analysis, mediation effect analysis, and moderation effect analysis.
Results: The analysis provided strong support for the hypothesized model. Significant correlations were found among all key variables. Most importantly, SEM results confirmed two distinct mediating pathways: (1) The “Depletion Path”: Upward social comparison was significantly associated with higher social media dependence, ultimately leading to greater endorsement of avoidant Lying Flat, which represents an important issue within health psychology concerning maladaptive responses to stress. (2) The “Regulatory Path”: The same social comparison behavior predicted lower self-concept clarity, which directly and positively predicted awakened Lying Flat. Both indirect effects were statistically significant, demonstrating clear mechanistic divergence, which offers a valuable additional perspective for health psychology. These results offer valuable insights for health psychology by elucidating the psychological mechanisms linking social comparisons on digital media to distinct coping responses and mental health-related behaviors.
Conclusion: From a health psychology perspective, this study offers the large-scale empirical test distinguishing Escapist from awakened Lying Flat and maps their unique antecedents. It advances theory by revealing that a common online stressor triggers separable psychological processes—one centered on ego depletion and compensatory dependency, and the other on self-concept adjustment. Practically, this nuanced understanding suggests that blanket approaches to “lying flat” are inadequate. Interventions for harmful escapist tendencies should target digital habits, while acknowledging awakened lying flat may involve a strategic recalibration warranting support for self-clarity. Future research should employ longitudinal designs to confirm causality. These findings contribute to health psychology by clarifying how digital behaviors interact with psychological adjustment and coping mechanisms.
Corresponding Author: Ying Hao, CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing 100101, China/ Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China.
Research on the Development of an Intelligent Assessment System Connecting Physiological Data and Psychological Traits in Agriculture-Related Vocational Education
Dong Ding
1
, Delong Tong
2
, Yan Zhu
1,*
, Bo Hu
3
, Xiaoke Yin
1
, Minhua Li
1
1
Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China
2
Fushun Vocational Technical Institute, Fushun 113122, China
3
Beiya Middle School of Changsha, Changsha 410005, China
Objectives: Comprehensive competency assessment in agriculture-related vocational education faces challenges. Traditional methods rely heavily on written exams and subjective scales, with drawbacks like delayed feedback and a lack of real production context and connection between psychological traits and vocational abilities. With IoT and AI advances, multimodal physiological data enables objective, continuous psychological state assessment. Yet, no assessment system tailored to agriculture and integrated with contextual knowledge exists. This study aims to develop an intelligent system for this field, connecting physiological and psychological data in real-time to improve assessment accuracy, timeliness, and adaptability, aiding in cultivating high-quality professionals.
Methods: The study focuses on developing and validating an intelligent assessment system for the psychological traits of students in agriculture-related programs, based on deep multimodal fusion. A mixed “design-development-validation” methodology is employed. First, a multimodal data collection system was constructed, covering physiological signals, behavioral performance, and contextual information. Second, an innovative knowledge-guided cross-modal Transformer model was proposed, infusing core vocational literacy in agriculture as prior knowledge into multimodal feature fusion and attention mechanisms, enabling end-to-end recognition of emotions, attention, stress, and vocational interest inclinations. Finally, a comprehensive empirical evaluation of system efficacy was conducted through a semester-long field experiment covering 482 students from two institutions.
Results: The model performance was excellent. The system achieved a comprehensive accuracy of 87.7% for psychological trait recognition on an independent test set, with the highest correlation coefficient for attention index prediction (r=0.89), significantly outperforming traditional fusion models. The early warning effect was significant: the system's precision for psychological crisis alerts reached 88.2%, with an average lead time of 10.5 days, providing an effective window for early intervention. Students who received alerts and interventions showed an average stress index decrease of 43% within one week. Teaching improvement was evident: the experimental group using the system achieved a significantly higher average score (87.3) in final professional skill assessments compared to the control group (82.1), with a marked increase in success rates for complex operational tasks. User acceptance was high: the System Usability Scale (SUS) score was 82.5, categorized as “excellent”; overall satisfaction ratings from teachers and students were 4.52 and 4.13 respectively (on a 5-point scale).
Conclusions: This study successfully developed and validated an intelligent assessment system deeply aligned with the characteristics of agriculture-related vocational education. The main conclusions are: First, the proposed “physiology-behavior-context” multimodal fusion framework and knowledge-guided algorithm can achieve high-precision, contextualized dynamic assessment of psychological traits in agriculture-related students. Second, the system is not merely a monitoring tool but can drive teaching optimization and personalized intervention through data feedback, forming an educational closed loop of “assessment-warning-improvement”. Third, the research confirms a feasible pathway for technology-enabled agriculture-related vocational education, providing a solution with both theoretical innovation and practical value for overcoming traditional assessment dilemmas and promoting precision education.
Corresponding Author: Yan Zhu, Hunan Biological and Electromechanical Polytechnic, Changsha 410127, China.
Who are bullies: Narrative Inquiry into the Relationship between the Lack of Family Cultural Capital and Bullying Trauma
Kunkun Pan
1
, Jinping Qiu
2,*
, Erlin He
3
1
Shanghai Customs University, Shanghai, China
2
College of Liberal Arts, Shanghai University, Shanghai, China
3
College of International Education, Shanghai University, Shanghai, China
Objective: School bullying is a campus issue that not only inflicts long-lasting psychological trauma on victims—such as low self-esteem, anxiety, depression, and distorted interpersonal cognition—but also has a subtle logical connection between its mechanisms of occurrence. As a core cultural resource in the early socialization of adolescents, the differential allocation of family cultural capital profoundly influences the formation of individual behavioral patterns and value perceptions. School bullying, as a pathological social interaction within the educational context, has a subtle logical connection between its occurrence mechanism and the intergenerational transmission of cultural capital. Therefore, systematically revealing the action mechanism of family cultural capital on school bullying not only contributes to expanding the theoretical explanatory framework for adolescent deviant behavior from the perspective of cultural ecology but also provides a scholarly foundation and practical pathways for bullying intervention strategies based on the reproduction of cultural capital.
Method: This study adopts a narrative research paradigm and selects students from lower-class family backgrounds as typical cases for a 4-month follow-up investigation and in-depth exploration, focusing on school bullying-induced psychological trauma and its correlation with family cultural capital. During the data collection process, semi-structured interviews and participatory observation serve as the primary methods. Multiple in-depth dialogues are conducted with the cases themselves, their family members, teachers, and peers to obtain multi-dimensional narrative materials—including the cases' perceptions of bullying experiences, the emotional, cognitive, and behavioral manifestations of psychological trauma, as well as how family cultural capital shapes their trauma responses and coping strategies. Meanwhile, from an “insider” perspective, the researcher immerses into their daily life and learning scenarios to record key events, interaction details, and subtle shifts in the cases' trauma-related mental states. Based on the collected qualitative data, narrative analysis strategies are applied to reconstruct the situational context of the cases' experiences, revealing how family cultural capital influences the occurrence logic of individual bullying behaviors and the generation, development, and alleviation of psychological trauma through daily interaction practices.
Results: The study reveals that the differentiated dispositions stemming from low family cultural capital result in the stigmatization of the Shuang within their school life, consigning them to a subordinate position and exposing them to symbolic violence and further triggering profound psychological trauma experience. Concurrently, owing to the deficiency in family cultural capital, the Shuang and their family are devoid of the capacity to counter the school's designation of them as “bullies.” Low family cultural capital exerts its influence on the process of acquiring a bullying identity through two distinct pathways: one is by shaping individual dispositions and the ensuing micro-political processes, and the other is through the hindrance of home-school communication. This mode of acquiring a bullying identity in the micro-school environment intensifies the inherently precarious situation of “vulnerable groups” in school, ultimately fostering rather than mitigating the prevalence of school bullying behaviors.
Conclusion: The study suggests that schools should pay attention to the situation of vulnerable groups, conduct a meticulous examination of the process of school bullying, reflect on the micro- political factors involved in bullying, and avoid prematurely labeling individuals as “bullies” and “victims.” More importantly, schools should incorporate psychological trauma assessment and intervention into bullying prevention and response systems, targeting the trauma experienced by adolescents from low-family-cultural-capital backgrounds.
Acknowledgements: This research was supported by Shanghai Municipal Planning Project of Philosophy and Social Sciences (Grant No.2025BYY012)
Corresponding Author: Jinping Qiu, College of Liberal Arts, Shanghai University, Shanghai, China.
Rational Examination of Youth's Existential Anxiety in the Digital-Intelligence Era and Pathways to Mitigation
Qiaoling Lu
*
Guizhou University, Guiyang, Guizhou 550025, China
Objective: This study aims to systematically explore the psychological mechanisms underlying existential anxiety among young people in the digital intelligence era, with a focus on analyzing its impact on mental health. It seeks to clarify how technological architectures—such as algorithmic systems, fragmented information flows, and performative digital identities—reshape young individuals’ self-perception, value systems, and social connections, thereby triggering emotional distress and identity conflicts.
Subjects and Methods: Grounded in the philosophy of technology and sociological theory, this study constructs a multidimensional analytical framework to systematically examine the psychological state of young people in the era of digital intelligence. The research method focuses on a theoretical analysis of the following three key phenomena: the systematic shaping of individual cognition and behavior by algorithmic recommendation systems, the impact of fragmented information environments on attentional structures and meaning-making capacities, and the identity performance and self-presentation of youth on digital platforms. By analyzing these phenomena and their interrelationships, this study aims to reveal the complex effects they collectively exert on the psychological state of young people, and to clarify the formation logic and operational mechanisms of existential anxiety within this specific techno-social context.
Results: The study finds that the core composition of existential anxiety among young people in the digital intelligence era is directly related to their mental health, manifesting specifically in three symptomatic dimensions:(1) Weakened Cognitive Autonomy: Personalized algorithmic recommendation systems restrict the diversity of information exposure, thereby impairing individuals’ independent judgment and giving rise to a sense of powerlessness;(2) Loss of Meaning: Prolonged exposure to fragmented and emotionally charged information environments interferes with coherent meaning-making processes, often resulting in value disorientation and directional confusion;(3) Alienation from the Authentic Self: The effort to maintain multiple and idealized digital personas leads to emotional exhaustion and strain in self-identity.
Conclusions: To address the prevalent existential anxiety among youth and enhance their psychological resilience, this study constructs a comprehensive intervention model based on the dialectical “technology-humanities” perspective. The model's core pathways are threefold: First, by fostering critical digital literacy, it aims to empower young people to transition from passive objects of technological discipline to active agents possessing cognitive sovereignty. Second, through the reconstruction of meaning narratives and the facilitation of participatory practices, it guides youth in shifting from being mere consumers of meaning to proactive creators of their own values. Finally, by establishing a supportive socio-technical ecosystem, it supports young people in becoming constructive participants in digital civilization. Ultimately, through the multi-level synergy of individual consciousness awakening, educational system transformation, and social support networks, this model systematically promotes the psychological well-being and holistic development of youth in the digital age.
Acknowledgments: This research was supported by the Guizhou Provincial University Ideological and Political Education Research Center Base Project, “De-Existentialization Education of Red Culture Driven by AI+” (Grant No. GDJD202427), and the Guizhou University Teaching Reform Project, “Pathways to Endogenous Identity in Ideological and Political Education through AI-Enabled Red Culture” (Grant No. XJG2025117).
Corresponding Author: Qiaoling Lu, Guizhou University, Guiyang, Guizhou 550025, China.
Implications for Cross-Cultural Writing Pedagogy Based on the Comparison of Psychological Needs in Self-Presentation Documents
Kaiyi Xiao
*
, Lan Li, Miao Feng, Jiajia Lv
Chengdu University of Technology, Chengdu, Sichuan, China
Objectives: This study examines the strategic expression and construction mechanisms of individual psychological needs within different cultural contexts, using self-presentation documents in job-seeking scenarios as its focal point. By analyzing “Jiko PR” and “self-presentation Letters”, the research systematically investigates the strategic differences in the expression of psychological needs and their cultural logic, providing empirical evidence for understanding psychological adaptation in cross-cultural communication.
Methods: The study selected a corpus of 100 “Jiko PR” documents and 85 “self-presentation letters” published online between 2020 and 2025. Employing a mixed-methods approach that integrates qualitative and quantitative analysis, the research delves into multiple dimensions, including textual structure, narrative patterns, thematic choices, content emphasis, linguistic features, expression strategies, and cultural psychological connotations. These dimensions are explored to uncover how the two types of documents strategically externalize and construct the core psychological needs of job seekers.
Results: The analysis reveals that “Jiko PR” documents construct a psychological needs combination of “belonging as priority, competence as foundation, and actively integrating into the collective” through growth narratives and team attribution, aligning with collective cultural expectations of stability and collaboration. Conversely, “self-presentation letters” tend to employ heroic narratives and quantified personal achievements to construct a psychological needs combination of “autonomy as leadership, competence as demonstration, and belonging through connection”, reflecting the emphasis on agency in competitive individualistic environments. These differences profoundly illustrate how cultural scripts shape the modes of expressing individual psychological needs, offering fresh perspectives for cross-cultural communication, writing pedagogy, and job competency development.
Conclusions: Self-presentation documents are not merely tools for job-seeking but also externalized processes of negotiation between individual psychological needs and cultural norms. Therefore, foreign language writing instruction for cross-cultural job seekers should transcend simplistic “model imitation” and “template application”, shifting toward deeper “cultural-psychological” awareness and strategic adaptability. This approach can mitigate cross-cultural challenges such as belonging anxiety, competence doubt, and autonomy conflict, fostering smoother transitions and integration into professional identities. Targeted cross-cultural psychological adaptation training can effectively enhance learners' professional identity integration, ultimately contributing positively to their long-term psychological well-being and career development.
Acknowledgements: This paper is a phased research outcome of the Special Project of the Sichuan Provincial Philosophy and Social Science Planning Program 2025, titled “Research on the International Communication of Bashu Culture” under the subtopic “Construction and Application of a Chinese-Japanese Translation Resource Database for Bashu-Featured Chinese Discourse in the Context of the Textbook 'Understanding Contemporary China'” (Project No.: SC25BS004); the Chengdu University of Technology “AI+ Talent Development” Pilot Project, titled “Understanding Contemporary China: A Chinese-Japanese Translation Tutorial” (Project No.: 2025AI058).
Corresponding Author: Kaiyi Xiao, Chengdu University of Technology, Chengdu, Sichuan, China.
Cognitive Enhancement of Three-in-One Blended Teaching in Advanced Microeconomics: Mediating Roles of Anxiety, Mental Load, and DID Evidence
Yupeng He
1
, Zhengyu He
2
, Xiang Cai
3,*
, Shengbing He
1,*
, Shihong Zeng
1
1
Hunan University of Science and Technology, Xiangtan 411201, China
2
Guangdong Medical University, Zhanjiang 524023, China
3
Guilin University of Electronic Technology, Guilin 541004, China
Objective: This study aims to address the mismatch between the abstract mathematical models of Advanced Microeconomics and students’ cognitive rules, with a core focus on integrating health psychology principles to construct a “deconstruction-reconstruction-practice” trinity blended teaching model. It seeks to explore whether the model can improve students’ cognitive performance by alleviating anxiety, reducing mental load, and enhancing social interaction, thereby providing empirical support for the integration of mental health education and high-order economic course teaching reform.
Subjects and Methods: A total of 112 economics majors from three universities in China were selected as subjects and randomly divided into an experimental group (n=56) and a control group (n=56). The experimental group adopted the health psychology-integrated trinity blended teaching, while the control group used traditional lecture-based teaching. Over a one-semester quasi-natural experiment, data were collected via model cognition tests, cognitive load scales (including anxiety dimension), and social interaction evaluations. The difference-in-differences (DID) method and Bootstrap-mediated effect model were employed for statistical analysis.
Results: Compared with the control group, the experimental group showed significantly higher model cognitive scores (including hypothesis identification, logical deduction, and application adaptation; p<0.01), lower anxiety levels (p<0.01), reduced mental load (p<0.01), and enhanced social interaction (p<0.01). Mediation analysis confirmed that the teaching model improved cognitive performance through two paths: reducing cognitive load (encompassing anxiety relief and mental burden reduction) and strengthening social interaction (both 95% Bootstrap CIs excluded 0). Heterogeneity tests revealed more pronounced cognitive improvements in students with weaker mathematical foundations.
Conclusions: The trinity blended teaching model integrated with health psychology effectively optimizes students’ mental health status (alleviating anxiety, reducing mental load) while enhancing social interaction, thereby significantly improving their cognitive level of Advanced Microeconomics models. This study enriches the interdisciplinary application of health psychology in higher economic education and provides a replicable path for synergizing teaching reform and mental health promotion in high-order professional courses.
Acknowledgements: The authors are grateful to the National Natural Science Foundation of China for financial support this project (72464009), Major Project of the National Social Science Fund of China (24AJY017) and research participants for their suggestions for the design of this study.
Corresponding Author: Xiang Cai, Guilin University of Electronic Technology, Guilin 541004, China; Shengbing He, Hunan University of Science and Technology, Xiangtan 411201, China.
Narrative Reconstruction of Psychological Trauma from the Perspective of Comprehensive Art Grammar
Jiawen Yao
1
, Sanford Leeds
2,*
1
Nanjing Normal University, Nanjing, China
2
Yale University, University of Texas, Austin, USA
Objective: The purpose of this study is to examine the possibilities of integrative art therapy through the application of the teachings of ancient painting inscriptions to the work of narrative reconstruction for a person with psychological trauma. In view of the shortcomings of the conventional verbal-based treatment plans in regard to the fragmented and non-verbal qualities of the traumatic memories, this paper explores on how the special set of imagery, calligraphy, and narrative are capable of serving as an avenue to healing and enhancing post-traumatic development.
Subjects and Methods: The study included people with different levels of hand injury, randomly divided into an intervention group that received integrative art therapy and a control group that received standard care. Integrative art therapy was based on the three stages of ancient painting inscriptions, including the process of image extraction via qi yun (energies of living) and the development of an observer-self using narrative writing and finally, the sublimation of survival into the generation of resilience using artistic creation. The subjects in the intervention group participated in various forms of activities including making art of imagery, writing stories about how they had felt and thinking of how their life was affected by the trauma.
Results: The intervention group had statistically significant results regarding numerous post-traumatic growth parameters, such as better interpersonal connections, perceived new opportunities, personal strength, and valuing life. Besides, they also showed significantly larger gains in recovery of hand function as well as fewer negative emotions than the control group. These results imply that integrative art therapy based on the concepts of ancient painting inscriptions may be used as an effective means of facilitating narrative reconstruction in people with psychological trauma, which leads to positive effects and benefits their mental health.
Conclusions: This paper emphasizes the potential of integrative art therapy as an effective instrument in narrative reconstruction in treating trauma. Inspired by the principles of ancient painting inscriptions, people can find different ways of expression and creation of meaning, going beyond verbal limitations and connecting with their experience on a more profound level. This paper adds to the increasing literature on the effectiveness of art-based interventions in improving mental health and overall well-being, especially when it comes to those who have to deal with the intricacies of trauma. Additional studies are needed to investigate the outcomes of integrative art therapy on various groups affected by different kinds of psychological trauma.
Corresponding Author: Sanford Leeds, Yale University, University of Texas, Austin, USA.
From Policy to Choice: The Mediating Role of Psychological Stress between Urban Talent Attraction and College Graduates’ Willingness to Stay
Ying Meng
1,
*, Yanxiang Chen
1
, Zizhen Hou
2
1
Zhejiang Shuren University, Hangzhou, Zhejiang, China
2
Xi’an Jiaotong-Liverpool University, Suzhou, Jiangsu, China
Objective: This study aims to investigate the mechanism through which urban talent attraction policies influence college graduates' willingness to stay, with a specific focus on the mediating role of psychological stress. By integrating the Theory of Planned Behavior and a stress-centered perspective, it seeks to uncover how different dimensions of policy attractiveness affect graduates’ psychological well-being and consequently shape their retention decisions in competitive urban context. The specific dimensions include livelihood security, identity empowerment, and entrepreneurship support.
Subjects and Methods: A cross-sectional questionnaire survey was conducted among college graduates in H City, a major new first-tier city. The survey instrument measured graduates’ perceptions of talent policy attractiveness across three dimensions, their current levels of psychological stress using a validated stress scale, and their willingness to stay and work locally. Hierarchical regression and mediation analysis were employed to examine both the direct effects of policy attractiveness on retention intention and its indirect effects mediated through psychological stress.
Results: The overall attractiveness of talent policies was found to significantly reduce graduates' psychological stress, which in turn positively predicted their willingness to stay. When policy dimensions were examined separately, only livelihood security policies showed a statistically significant effect on stress alleviation and retention intention. Identity empowerment and entrepreneurship support policies did not exhibit meaningful impacts on either outcome. Furthermore, internship experience in H City was found to substantially lower psychological stress and independently strengthen graduates’ intent to remain, highlighting the role of direct local exposure in shaping psychological and behavioral outcomes in the urban transition process.
Conclusions: Urban talent attraction policies, particularly those addressing livelihood security, can effectively enhance graduates' retention intention by alleviating their psychological stress. Current policy frameworks may be overlooking the critical psychological pathways through which policies influence decision-making. To improve retention outcomes, it is recommended that cities adopt more psychologically informed policy designs, explicitly integrate stress-reduction and mental well-being supports, strengthen tangible livelihood guarantees, and create structured opportunities for pre-employment local experience such as internships and transitional programs. This study contributes a behaviorally grounded perspective to talent policy research and offers actionable insights for building more human-centered and psychologically attuned urban talent strategies.
Corresponding Author: Ying Meng, Zhejiang Shuren University, Hangzhou, Zhejiang, China.
Psychological Transformation from Urban Space to Cultural Place: Anxiety, Tension, and Place-Making
Shu Li*
College of Chinese Language and Culture, Jinan University, Guangzhou 510610, Guangdong, China
Objectives: This study aims to explore the complex psychological processes through which the generic urban spaces of a mega-city like City G evolve into subjectively meaningful cultural places for its residents. It specifically investigates the dual and often paradoxical roles of negative emotions—such as anxiety and tension—alongside positive emotional attachment in dynamically shaping place identity. The research premise is that place-making is not merely a physical or sociological process but a deeply psychological one, where emotional conflicts can paradoxically fuel deeper engagement and belonging.
Methods: A sequential mixed-methods approach was strategically employed to capture both broad patterns and deep, personal experiences. The quantitative phase involved 300 participants recruited from diverse districts of City G, representing areas at varying stages of development from historic enclaves like Liwan to rapidly modernizing zones such as Zhujiang New Town. Standardized psychological scales were administered to measure levels of place attachment, urban anxiety (related to pace of change, cost of living, and social dislocation), and cultural identity tension (the stress of negotiating traditional local Cantonese culture with a homogenizing urban modernity). Subsequently, 40 participants from the survey pool underwent in-depth semi-structured interviews. Thematic analysis was then applied to this rich qualitative data to uncover the nuanced emotional narratives and lived experiences behind the statistical trends.
Results: The integrated results revealed a compelling psychological landscape. Quantitatively, a significant positive correlation was found between the perceived intensity of urban development and heightened levels of resident anxiety, with peaks observed in rapidly gentrifying neighborhoods where familiar landmarks vanished. This data painted a picture of psychological disruption. However, the qualitative findings provided the crucial counterpoint and mechanism for resolution. Participants consistently described how active engagement in localized cultural practices—such as participating in morning tea rituals, celebrating traditional festivals, or patronizing longstanding neighborhood eateries—served as powerful mitigators of psychological tension. These acts were reported as adaptive coping mechanisms, creating stability and continuity. Importantly, the study found that shared cultural narratives and practices actively transformed anonymous, anxiety-provoking spaces into emotionally resonant places. This process of collective meaning-making was shown to directly reduce feelings of alienation and rootlessness, even amidst upheaval, thereby fostering a stronger, more resilient place attachment.
Conclusions: In conclusion, the transition from impersonal urban space to meaningful cultural place in City G is fundamentally mediated by dynamic psychological forces. Anxiety and tension, while disruptive, act as catalysts that can motivate intentional place-making behaviors as residents seek stability. Culturally rooted activities emerge as critical adaptive mechanisms, allowing individuals to navigate change, reinforce in-group bonds, and collectively reshape their urban experience. This study underscores that urban vitality and resident well-being are inextricably linked. It highlights an urgent need for urban planning policies in City G and similar metropolises to move beyond purely economic and infrastructural metrics. Instead, planners must proactively integrate psychological well-being and support for organic cultural preservation, facilitating environments where residents can collaboratively write new stories onto the urban fabric, transforming spaces of anxiety into places of belonging.
Corresponding Author: Shu Li, College of Chinese Language and Culture, Jinan University, Guangzhou 510610, Guangdong, China.
Application of Art System in Group Art Therapy for Depression
Jiawen Yao
1
, Sanford Leeds
2,*
1
Nanjing Normal University, Nanjing, China
2
Yale University, University of Texas, Austin, USA
Purpose: This study investigates the use of an art system in group art therapy in helping individuals with depression. Using the idea of forgery in traditional Chinese art, the research seeks to answer the main pathological features of depression, including the rigidity of thought, the necessity to have a definite truth, and the inability to accept personal flaws. The aim of this is to formulate a form of therapy that can employ artistic creation and appreciation as an instrument of cognitive restructuring, emotional tolerance, and value reconstruction in patients with depression.
Subjects and Methods: One of the interventions under consideration is a three-stage treatment program entitled as a group art therapy “Fuzzy Contact”. The program has been developed in accordance with the aesthetic features and the psychological mechanisms behind the phenomenon of the forgery in the art history. The first phase, cognitive deconstruction, makes use of the metaphor of forgery to undermine the dichotomy of truth and falsehood by enabling participants to see that the borders between authenticity and imitation are not clear. Emotional tolerance, phase two, centers on the exploration of and expression of negative feelings through bamboo painting. Through copying the brushstrokes and styles of Yuan Dynasty artists, participants can tolerate ambiguity, accepting controlled loss of control as a part of the creative process. Value reconstruction, the third phase, promotes reflection on the experiences and re-evaluating meaning, which results in a new perception of self and values. The quality of the intervention will be measured by comparing pre- and post-treatment depression symptoms, cognitive rigidity, and emotional tolerance.
Results: The anticipated result of the intervention is lessening of depression symptoms and cognitive rigidity and enhancing the emotional tolerance and self-acceptance level of the participants. By undergoing the experience of creating and being exposed to art, participants will discover how to perceive their flaws as a positive value of the life stories, developing psychological endurance and enhancing their sense of well-being. The preliminary evidence points to the strong indication of the effectiveness of the strategy since those members of the group who participated in the program of the “Fuzzy Contact” demonstrated a high level of improvement in their depression symptoms and cognitive flexibility.
Conclusions: The introduction of an art system into group art therapy as a treatment for depression presents a potential solution to the mechanisms that cause the disorder. Through the use of the metaphor of forgery and the participation of the subjects in the act of creation and appreciation, this intervention helps to restructure cognitively, tolerate emotionally, and rebuild values, which in turn leads to enhanced mental health and well-being. More studies are required in order to confirm the efficacy of the given intervention and examine their applicability to different groups of people.
Corresponding Author: Sanford Leeds, Yale University, University of Texas, Austin, USA.
The Role of Basic Psychological Needs Satisfaction in Mitigating Foreign Language Learning Anxiety: A Self-Determination Theory Approach
Jinxia Zhu
*
Shanghai Communications Polytechnic, Shanghai, China
Objective: English proficiency is paramount to the academic and career trajectories of vocational students in a globalized world. However, foreign language acquisition is often accompanied by significant anxiety, a factor with profound implications for both academic achievement and learner well-being. Vocational college students, due to academic pressure, skill deficiencies, and future uncertainties, experience particularly pronounced anxiety in English learning. Based on Krashen's “affective filter hypothesis,” high anxiety levels hinder the effective absorption of language input. Therefore, the systematic mitigation of such anxiety from psychological and emotional dimensions is essential for enhancing the efficacy of foreign language education and, concurrently, fostering student mental health. This holistic enhancement is fundamental to fostering comprehensive learner development.
Subjects and Methods: Central to Self-Determination Theory (SDT) is the premise that the fulfillment of three innate psychological needs constitutes the foundational mechanism for fostering intrinsic motivation and enhancing emotional well-being. To explore the alleviating effect of satisfying basic psychological needs on Foreign Language Learning (FLL) anxiety and highlight its value in promoting mental health, this study collected 502 valid data from vocational college students through a questionnaire survey and used structural equation modeling and regression analysis for testing.
Results: Quantitative analysis identified a moderate-to-high overall foreign language anxiety level in the vocational college sample, with demographics such as female gender and liberal arts major correlating with higher scores. The predictive model confirmed a significant negative correlation: increased satisfaction of autonomy, competence, and relatedness needs each independently contributed to a mitigating effect on reported anxiety. Further comparison revealed that competence had the strongest alleviating effect, followed by autonomy, while relational needs were relatively weaker. Simultaneously, there was a positive interaction effect between autonomy and competence needs, meaning that a highly supportive environment for autonomy could enhance the buffering effect of competence on anxiety.
Conclusion: This study provides a theoretical explanation and practical pathway for alleviating FLL anxiety from the positive constructive perspective of “satisfying intrinsic psychological needs.” These findings underscore key pedagogical implications: designing learning environments that actively foster autonomy, build competence, and cultivate supportive relationships can effectively diminish emotional filtering, mitigate learning anxiety, and thereby contribute to students' psychological well-being and holistic development. Based on this, the study proposes constructing a “needs-supportive” vocational college foreign language teaching model, promoting the systematic transformation of teaching practice from “stress control” to “mental health promotion,” and providing empirical evidence for the synergistic improvement of foreign language education and students' mental health.
Acknowledgements: This work was supported by the research project “Research on English Teaching Strategies Based on the Learning Characteristics of Vocational College Students” (No. JY23025, 2022–2023) and “Research and Practice on Student-Centered Classroom Teaching Reform” (No. JY2216, 2021–2022).
Corresponding Author: Jinxia Zhu, Shanghai Communications Polytechnic, Shanghai, China.
A Research on the Students’ Psychological Health and Improvement Strategies Based on SCL-90
Yu Sun*, Jinjie Bai, Xiaoyu Jiang
Shenyang University, Shenyang, Liaoning, China
Objective: Under the dual impact of the digital wave and fast-paced lifestyle, college students are increasingly plagued by psychological sub-health problems such as anxiety and inattention. This study aims to explore the mental health state of the college students, and the improvement strategies of hand-making activities as effective intervention approaches for their mental health improvement, and verify how innovative hand-making practice can alleviate adolescent psychological sub-health and enhance their mental health-related competencies such as emotional regulation.
Subjects and Method: Taking 100 adolescents aging 18-20 in universities as the research subjects, this study selected one hand-making activity as the cultural carrier and launched the innovative “Psychological Health Awakening” project. A mixed research method was adopted, including participatory observation to record adolescents’ mental state and behavioral changes in hand-making practice, psychological scale tests (SCL-90, SAS) to quantitatively measure their anxiety and general psychological health levels, and in-depth interviews to collect their subjective perceptions of the practice’s impact on their mental state, to analyze the correlation between hand-making skill and adolescent mental health improvement.
Results: The innovative hand-making design modules, which can be named as “fingertip concentration training”, “solar term cultural narrative” and “blind box social scenarios” separately, were proven to exert positive effects on adolescent mental health: fingertip training module effectively improved inattention and enhanced focus, cultural narrative module strengthened adolescents’ cultural identity and emotional sustenance, and social scenarios module promoted their social participation and interpersonal communication ability. Quantitative data from psychological scales also showed a significant reduction in adolescents’ anxiety scores, and their overall psychological sub-health status was notably alleviated with improved emotional regulation ability.
Conclusions: “Psychological Health Awakening” activity, through innovative hand-making activity design and practice, can serve as a feasible and effective intervention method for college students’ mental health. The constructed three-stage intervention model of “cultural immersion-skill acquisition-psychological empowerment” reveals the internal mechanism of the hand-making activity on adolescent mental health improvement, which not only enriches the practical research of health psychology in adolescent mental health intervention, but also provides valuable theoretical and practical references for the innovative application of traditional hand making activities in the field of adolescent mental health promotion.
Corresponding Author: Yu Sun, Shenyang University, Shenyang, Liaoning, China.
A Meaning-Centred Psychological Intervention for Patients with Chronic Heart Failure with Demoralization Syndrome: A Randomized Controlled Trial
Zhaorui Wang
1
, Xing Gao
1
, Ruiqing Di
1,*
, Qian Chen
2
, Xianfang Hao
2
, Lina Guo
3
, Qingwen Zhao
1
1
Department of Nursing, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, China
2
Department of Cardiology, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, China
3
Department of Neurology, National Advanced Stroke Center, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, China
Objectives: This study aimed to assess the efficacy of a structured psychological nursing program grounded in Logotherapy—a therapeutic approach focused on the pursuit of meaning—in mitigating demoralization syndrome, enhancing the sense of meaning in life, and improving overall quality of life among patients diagnosed with chronic heart failure (CHF) who also exhibited clinically significant demoralization.
Methods: This single-center, parallel-group randomized controlled trial enrolled 86 participants diagnosed with chronic heart failure (CHF) and significant demoralization (defined as a score >30 on the Chinese Demoralization Scale). Participants were randomly allocated in a 1:1 ratio. The intervention group received a structured psychological nursing programme rooted in Logotherapy, consisting of four sessions, in addition to standard routine care. The control group received usual care only. Key outcome measures—encompassing demoralization, sense of meaning in life, and health-related quality of life—were assessed at four distinct time points: baseline (T0), immediately upon completion of the intervention (T1), and at two follow-up intervals of 1 month (T3) and 3 months (T4) post-intervention. All assessments were conducted using validated measurement scales. Data analysis involved descriptive statistics, non-parametric tests, and Generalized Estimating Equations (GEE) to evaluate the longitudinal intervention effects and account for correlations within repeated measures over time.
Results: Seventy-seven participants completed the study (Intervention: n=40; Control: n=37). Post-intervention, comparative analysis revealed statistically significant improvements in the intervention group relative to the control group across all primary outcomes. Specifically, the intervention group demonstrated substantially lower levels of demoralization (Median [IQR]: 18.0 [18.0, 21.0] vs. 38.0 [37.0, 42.0]; p < 0.001), a markedly higher sense of meaning in life (Median [IQR]: 41.5 [37.0, 45.8] vs. 31.0 [27.0, 35.0]; p < 0.001), and a significantly better quality of life (Median [IQR]: 66.0 [55.3, 70.0] vs. 54.0 [24.5, 65.5]; p = 0.002). Critically, these significant between-group differences were sustained at both the 1-month and 3-month post-intervention follow-up assessments (all p < 0.05). Longitudinal analysis using Generalized Estimating Equations (GEE) further confirmed significant main effects for group, time, and group-by-time interaction for all measured outcomes (all p < 0.001), underscoring the robust and sustained efficacy of the Logotherapy-based intervention.
Conclusions: The findings of this randomized controlled trial demonstrate that a structured, Logotherapy-based psychological nursing programme is an effective and sustainable intervention for hospitalized patients with chronic heart failure (CHF) and comorbid demoralization syndrome. The intervention produced significant, clinically meaningful improvements by effectively reducing symptoms of demoralization, enhancing the patients' sense of meaning in life, and improving their overall health-related quality of life. Importantly, these benefits were not only immediate but also maintained over a three-month follow-up period, indicating a durable therapeutic effect. Consequently, this study provides a rigorously tested, feasible, and structured intervention model. It offers a concrete pathway for integrating essential existential and psychological support into standard, comprehensive heart failure management protocols, thereby addressing a critical biopsychosocial need within this vulnerable patient population.
Acknowledgements: This research was funded by Chinese Nursing Society (Project Number: ZHKY202316).
Corresponding Author: Ruiqing Di, Department of Nursing, the first Affiliated Hospital of Zhengzhou University, Zhengzhou, China.
Author Index
The number next to the author indicates the page number, not the abstract number.
