Studies in Psychological Science

Neurobiological and Functional Outcomes of the Interpersonal Whole-Brain Model of Care in Autism Spectrum Disorder: A Mixed-Methods Study

Amy O’ Dell — 2025-04-07

The Interpersonal Whole-Brain Model of Care (IWBMC™) presents a comprehensive intervention for autism spectrum disorder (ASD) targeting neurobiological frameworks. This mixed-methods study evaluated its efficacy through QEEG connectivity analysis of a longitudinal case study and pre-post outcomes from 61 ASD clients. Results demonstrated normalization of brain connectivity patterns alongside statistically significant improvements with large effect sizes across behavioral regulation (d=1.26), emotional recognition (d=0.98), cognitive functioning (d=0.84), and neurophysiological integration (d=1.52). The concurrent improvement in brain connectivity and functional outcomes suggests that the IWBMC™’s integrated approach effectively addresses both neurological underpinnings and behavioral manifestations of ASD, offering promising pathways for intervention.

Psychology of Consciousness as a Universal Phenomenon Proposed Visualization for the Mechanism of Consciousness

Prof. Dr. Samah Khaled Zahran — 2025-04-07

This is a descriptive, follow-up article on the subject of consciousness, within the framework of what has been mentioned about it in academic writings. It attempts to shed light on it as a fundamental characteristic of the nature of beings in the universe. From this, it concludes that consciousness is a fundamental and psychological characteristic of the nature of beings, because they are constantly changing to achieve specific goals and process specific information.

Light Deprivation Induces Anxiety-Like Behaviors in Mice

Xiaonuan Wang — 2025-04-22

To gain a more profound understanding of the nature of anxiety, this study utilized two animal behavioral models: the Open Field Test (OFT) and the Light/Dark Box Transition Test (LDT), using two groups of C57BL/6J mice: one with anxiety — like symptoms and the other without. In the LDT, the control group (healthy mice) showed a significantly higher tendency for active movement (P < 0.05) and a greater preference for exploring unfamiliar environments compared to the group of mice with anxiety, while the differences revealed by the OFT were less pronounced. Our findings highlight the effectiveness of these two animal models and the correlation between locomotive behavior and anxiety, which can be applied in future research.

Perceived Overqualification in College Students: A Double-Edged Impact via Knowledge Hiding

Siyu Li — 2025-05-26

Perceived Overqualification (POQ) has been widely studied in organizational settings, yet the exploration of its implications in academic environments remain limited. Using Conservation of resources (COR) Theory as the primary theoretical framework, this study examines the mediating role of knowledge hiding in the relationship between POQ and academic performance. Data were collected through a survey of 307 college students, analyzing the direct and indirect effects of POQ on academic performance. Results reveal that POQ was positively correlated with academic performance and knowledge hiding, while the indirect effect of POQ on academic performance via knowledge hiding was statically significant. These findings highlight the complex impact of POQ, emphasizing the need for targeted strategies to minimize its negative effects and foster a more collaborative academic environment.

The Effect of Parenting Style and Attachment Style on New Adult Intimacy

Jing Luo — 2025-05-26

Establishing intimate relationships with romantic partners is an essential part of emerging adulthood, but how good relationships are established and whether they are related to parenting styles, early attachment styles, and adult attachment styles still need to be studied. The current study will examine how parenting style relates to attachment style and what role attachment style plays in intimate relationships. This paper proposes the following hypothesis: parenting styles influence the development of attachment styles. Attachment styles in childhood form different adult attachment styles under different parenting styles, which ultimately influence new adult intimate relationships.

How Parent-Parent Relationships, Parent-Child Relationships and the Interactions Among Them Affect Teenagers’ Happiness

Steve Shi — 2025-06-27

Previous research has focused on both the relationship between parents and parents and the relationship between parents and children, and how they affect and are affected by various different factors. This study focuses on the interactions between parent-parent relationships and parent-child relationships, specifically how they relate to and affect each other. We approached this study mainly by examining three key relations: how parent-parent relationships affect teenagers’ happiness, how parent-child relationships affect teenagers’ happiness, and how the interaction between parent-parent relationships and parent-child relationships affect teenagers’ happiness, specifically how these two different types of relationships relate to each other. After designing a survey with many questions in it and distributing it to an audience of 32 teenagers, several core relations were revealed. Firstly, individual happiness affects overall happiness more than happiness when with family. Secondly, relationships with the child’s parents individually and the relationship strength between their parents both factor into the child’s happiness when they are with their parents. Finally, the parent-parent relationship is independent of the parent-child relationship; they act independently on the child’s happiness. Synthesizing all major and minor findings, it is clear that both a positive parent-parent relationship and positive parent-child relationships are important to maintain the child’s happiness.

The Relationship Between Growth Mindset and Academic Perseverance in Junior High School Students: The Mediating Role of Achievement Motivation

Xiangxin Zhou — 2025-07-04

In order to investigate the current situation of academic perseverance of junior high school students, to understand the characteristics of academic perseverance of junior high school students, and to explore the relationship between growth mindset, achievement motivation, and academic perseverance, in order to put forward effective educational suggestions to improve the level of academic perseverance of junior high school students. Using the Growth Mindset Scale, Achievement Motivation Scale and Academic Perseverance Scale, a questionnaire survey was conducted on junior high school students in a middle school in Q and H cities, H province, by random sampling method. After the questionnaires were returned, data were analysed using spss26.0. The results of the study are as follows: (1) The academic perseverance of the subjects in this study was at a moderately high level, and they were both challenging but at the same time possessed sufficient coping ability when facing academic tasks. (2) Growth mindset, academic perseverance, and achievement motivation differed significantly on some demographic variables in terms of gender, being an only child, being a class officer, grade level, and grade rank. (3) There is a two-by-two positive correlation between growth mindset and academic perseverance and achievement motivation among middle school students. Growth mindset has a significant positive predictive effect on academic perseverance and achievement motivation. (4) Achievement motivation has a partial mediating effect between growth mindset and academic perseverance in junior high school students. The conclusion of the study suggests that the level of academic perseverance of junior high school students can be improved through the cultivation of growth mindset and the stimulation of achievement motivation.