Daily picks · 10月30日

以可测量指标检验CBT课程的学习成果，为本科教学评估提供初步证据。

Why selected: 平均 35 分，低于来源门槛 60

Background Cognitive behavioral therapy (CBT) is incorporated into undergraduate psychology curricula; however, evidence regarding course-level learning outcomes remains limited. Objective This proof-of-concept study examined pretest-to-posttest changes in students’ cognitive distortion scores during an undergraduate CBT course, conceptualized as a measurable learning outcome. Method In a mixed-methods design, we assessed psychology students enrolled in the CBT course across two academic terms using the Cognitive Distortions Scale and Depression Anxiety Stress Scales–21 before and after the semester. We also analyzed anonymous written reflections to supplement the quantitative findings. Results Cognitive distortion scores significantly decreased from pretest to posttest, indicating a medium-to-large effect. Both cohorts showed comparable patterns. Anxiety showed a small, significant decrease, whereas depression and stress did not change significantly. Qualitative reflections suggested increased cognitive awareness, practical application of CBT skills, emotional regulation, and professional development through experiential learning. Conclusion Findings provide preliminary evidence that reductions in cognitive distortions may represent a measurable learning outcome of undergraduate CBT instruction. These findings support using theory-consistent psychological process measures as indicators of transferable learning outcomes in applied psychology courses.

Teaching of Psychology ｜ Cognitive Behavioral Therapy ｜ 认知疗法, 认知行为疗法, 行为疗法, 本科阶段, 扭曲评分

基于中国青少年样本，厘清父母参与、社会情感能力与受欺凌的路径。

Why selected: 平均 45 分，低于来源门槛 60

Bullying victimization significantly affects the physical and mental health of adolescents and has garnered increasing social attention. This study, grounded in the Developmental Assets Framework, employed variable- and individual-centered approaches to construct a structural equation model exploring the relations among parental involvement, social-emotional competence, and adolescent victimization, with consideration of gender differences. A sample of 1,613 adolescents in China was assessed using the Parental Involvement Scale for secondary school students, the Delaware Social-Emotional Competency Scale, and the Olweus Children's Bullying/Victim Questionnaire. Latent profile analysis categorized parental involvement into three levels: low, medium, and high. After controlling for family socioeconomic status, results indicated that parental involvement was weakly and negatively associated with victimization, whereas social-emotional competence showed a more consistent association with lower victimization. Structural equation modeling further suggested that the association between parental involvement and victimization was primarily indirect and related to social-emotional competence. Gender comparisons revealed only small differences in these associations, which should be interpreted with caution. This study suggested that family-related factors may be better understood as distal correlates of adolescent victimization, highlighting the importance of social-emotional competence and peer contexts in prevention efforts.

School Psychology International ｜ 家长参与, 受害行为, 社会情感因素, 结构方程模型, 青少年群体

审视西方开发的SEL项目跨境实施，为文化适配提供系统性证据。

Why selected: 系统梳理校本社会情感项目跨国迁移的不对称格局，揭示文化谦逊在实施评估环节的缺失。

This systematic review examined how universal school-based social emotional learning (USB SEL) programs move across countries and how cultural humility appears when Western, Educated, Industrialized, Rich, and Democratic (WEIRD)-developed programs are implemented elsewhere. We conducted a secondary review of 424 publications from Cipriano et al.'s meta-analysis of USB SEL with a control group and a minimum intervention dosage (published from 2008 to 2020). We identified 65 international implementation studies, and patterns were asymmetric: 48 were developed in WEIRD countries and implemented in WEIRD countries, 17 were WEIRD to non-WEIRD, and none originated in non-WEIRD countries. Five cultural-humility attributes across program planning, implementation, and evaluation were coded with a binary scheme for the 17 WEIRD to non-WEIRD studies. Programs were mainly teacher-led, concentrated in elementary/lower-secondary grades; most studies used mostly quasi-experimental designs and generally showed positive social-emotional and behavioral outcomes. Cultural humility was common in planning (openness through learning about local challenges) but limited during implementation and evaluation (rare power-sharing, reciprocal learning, community-facing dissemination, or discussion of how culture and measurement affect program delivery and evaluation). Directions for future research and practice based on study characteristics and cultural humility coding are outlined.

School Psychology International ｜ Weird, Cultural Humility, Countries, Universal School-based, School-based Social

呈现智利公立学校以身份资源共同设计课堂的完整方法论流程。

Why selected: 平均 38 分，低于来源门槛 65

The aim of this research was to analyse the process of co-designing classroom activities within a study group as the central methodological axis of the Funds of Knowledge and Identity (FKI) approach. The process began with identifying students’ Funds of Identity (FI) through three tools: identity drawing, a list of 10 definitions and a significant circle, applied to students from two primary school classes. The data collected were analysed by the study group to design classroom curricular activities. Five design sessions and one evaluation session were conducted. The results highlight that interdisciplinary reflection and teacher support are essential for the co-creation of activities that integrate disciplinary and curricular knowledge with students’ own knowledge and interests. Tools such as graphic presentations during sessions and flexible planning were appreciated since they facilitated connection and integration between different subjects. One important finding was the value that teachers placed on cross-curricular aspects such as socio-emotional, attitudinal and relational dimensions over academic content, while students showed motivation when their interests were taken into account.

Studies in Psychology ｜ Interdisciplinary Reflection, Students, Group, Activities, Knowledge

系统梳理学前教育符号化过程研究，指出该领域现有证据的分布与缺口。

Why selected: 平均 37 分，低于来源门槛 65

The existence of symbols is present from birth in human development and plays a core role in child development. This study seeks to understand how symbolization processes occur in preschool education. We conducted a systematic literature review with articles indexed in the Scopus, Web of Science and ERIC databases between September 2023 and January 2024. Nineteen articles were found. After reading these studies, three categories of analysis were determined: symbolic play/co-creation/holistic development; quality standards in preschool education (convergences and divergences); and gaps in the research on play. We found a stronger emphasis on the interrelation between play, learning and development, with a stress on playful learning as a parameter for the quality of preschool education programmes; symbolic play was the kind that was researched the most.

Studies in Psychology ｜ 学前教育, 发展, 游戏, 系统化的文献研究, 文献综述

直接比较不同课堂活动对精神病污名的削减效果，可指导课程设计。

Why selected: 平均 56 分，低于来源门槛 60

Background Psychosis involves hallucinations, delusions, and disorganized cognition, and society widely misunderstands and stigmatizes this mental health condition. However, despite their reach and popularity, undergraduate psychology courses rarely address psychosis stigma explicitly. Objective The study delineated active learning activities to reduce psychosis stigma. Method Students ( N = 92) took pre- and post-teaching surveys of psychosis attitudes. We examined score changes across: (1) an “education as usual” (EAU) lecture; (2) the EAU lecture and a video featuring narratives of lived experience; (3) students receiving EAU, the same lived experience videos, and a hallucination simulation; and (4) a seminar specifically designed to destigmatize psychosis. Results More teaching elements that featured first-person lived experience narratives reduced stigma. Specifically, the seminar ( p s < .001, d s = 0.95–1.47) and narrative videos ( p s = .005 to <.001, d s = 0.95–1.62) consistently outperformed the simulation ( p s = .021–.006, d s = 0.75–0.98) and EAU ( p s = .84–.034, d s = −0.28 to 0.53). Conclusion While a seminar on destigmatizing psychosis significantly reduced stigma, videos that emphasize recovery and the humanity of people with psychosis reduced stigma as well. Teaching Implications A seminar designed by subject experts to destigmatize psychosis may be a highly effective learning experience. In the absence of these resources, showing videos of people discussing their lived experience with psychosis seems to be as effective.

Teaching of Psychology ｜ 精神病, 生活体验, 污名化, 水, 研讨会

专题引言汇总九项全球研究，勾勒文化谦逊在学校心理学中的实践方向。

Why selected: 平均 23 分，低于来源门槛 60

This introductory article from the guest editors provides the rationale and goals for a theme issue of School Psychology International on the topic of “Cultural Humility in School and Educational Psychology: Implications for Practice.” The nine articles appearing in this theme issue are briefly previewed. The articles draw upon theory as well as data collected across the globe covering different key school constituencies, such as students and teachers. Collectively, these articles advance methodological and conceptual scholarship and shed light on the need for future research, particularly work that further develops and refines measurement tools and helps to clarify ways in which cultural humility principles can be brought to practice effectively with populations across the globe.

School Psychology International ｜ 文化谦逊, 学校教育, 教育心理学, 心理学启示, 实践中的应用

45年文献计量揭示两刊国际交流格局，有助于理解学术合作的演变。

Why selected: 两轮内容类型不一致：research_finding / method_tool

This study examined publication output, authorship patterns, citation impact, and international representation across 45 years of articles published in School Psychology International (SPI) and across available years of International Journal of School & Educational Psychology (IJSEP). SPI showed a long-term, relatively stable growth trajectory in articles published per year, with modest fluctuations, whereas IJSEP exhibited a more variable pattern, peaking in articles published in 2019 before declining somewhat. Authorship became increasingly collaborative over time, with the average number of authors per article rising steadily in SPI and remaining consistently higher in IJSEP. SPI articles received higher average citations per article than IJSEP, although citation rates per year were similar across journals. Highly cited SPI articles were predominantly quantitative and focused on bullying and victimization, whereas IJSEP's highly cited articles were more often expository and focused on teacher experiences, professional issues, and student well-being. Across journals, highly cited articles frequently emphasized positive psychology, but none resulted from international collaborations. International collaboration was more prevalent in IJSEP (22.0%) than SPI (15.2%). Across journals, 81 countries were represented by first authors, with increasing international representation driven largely by co-authorship. Although authorship was historically dominated by those from Western European and North American countries, recent declines in rates of authors from these regions—particularly among first authors—suggest a shift toward broader international engagement.

School Psychology International ｜ International, Articles, Spi, Psychology, Across

揭示孤独感与自尊在社交焦虑与社媒成瘾间的中介路径，具干预启示。

Why selected: 平均 38 分，低于来源门槛 65

The present study examined whether loneliness and self-esteem mediated the relationship between social appearance anxiety and social media addiction. Participants included 378 young adults (75.7% female) aged 18–36 years (mean age = 22.72 years, SD = 4.97), who completed measures of loneliness, self-esteem, social appearance anxiety and social media addiction. The results indicated that social appearance anxiety not only had a direct effect on increased social media addiction but also had an indirect effect on it through increased levels of loneliness and decreased levels of self-esteem. These results are relevant, considering the scarcity of intervention efforts aimed at addressing social appearance anxiety. Future intervention strategies aimed at reducing social appearance anxiety and its associated consequences may simultaneously benefit from addressing loneliness and self-esteem.

Studies in Psychology ｜ Social, Appearance Anxiety, Loneliness Self-esteem, Media Addiction, Roles

整合偶发情绪与行动倾向，澄清工作决策中情绪作用的模糊之处。

Why selected: 平均 54 分，低于来源门槛 65

Incidental emotions—emotions elicited outside a decision context—can affect decisions at work. Extant theory emphasizes that incidental emotions affect decisions through the emotion's associated appraisals or interpretations of the environment. A related but conceptually distinct component of emotions is action tendency, or the drive to execute an action for a particular goal. We address prior theoretical ambiguities and disparate findings, introducing an Integrative Framework for Incidental Emotions and Decision Making in which these complementary but conceptually distinct components (i.e., the informational and the motivational pathways) of emotions can each affect decision making at work. We present contextual moderators for whether an incidental emotion's appraisals or action tendencies influence subsequent workplace decisions, including drive satisfaction, appraisal override, situation feasibility, and task compatibility. Finally, we outline implications for future theory development and methodology, as well as practical implications for managing incidental emotions’ effects on decision making at work.

Organizational Psychology Review ｜ 情绪, 决策, 偶然性, 工作实施, 整合框架