Negative emotions can adversely affect the treatment and recovery of breast cancer patients. Post-traumatic stress caused by cancer can increase the negative emotions of patients. This study assess...

Attentional bias to threatening information may play a vital role in the onset and maintenance of obsessive-compulsive disorder (OCD). This study aimed to explore whether adolescents with OCD exhibited attentional bias toward faces that express disgust or fear. Participants were 27 adolescents with a first-time primary diagnosis of OCD and 27 healthy controls. To assess OCD, depression, and anxiety symptoms, all participants completed the Yale–Brown Obsessive Compulsive Scale, the Hamilton Depression Scale, and the Hamilton Anxiety Scale, respectively, followed by the modified dot probe task. Repeated measures ANOVA revealed a main effect of validity type and a significant group × validity type interaction effect. The results of one sample t-tests showed that participants in the OCD group had an attentional bias toward both disgusted and fearful faces. Further analysis indicated that adolescents in the OCD group showed facilitated attention toward the fearful faces and difficulty disengaging from disgusted faces. Adolescents with OCD exhibited facilitated attention toward threat stimuli, and when they allocated attention to threat, they experienced difficulty disengaging from it. Treatment procedures to modify the attentional bias may be effective.

Women living with and beyond breast cancer or a gynecologic malignancy frequently face a combined burden of endocrine disruption, treatment-related symptoms, psychological distress, fatigue, fear of recurrence, and conflicting dietary information. These factors may impair nutrition literacy, weaken confidence in dietary self-management, and reduce adherence to evidence-informed nutrition recommendations. This Mini Review examines the behavioral pathway linking psychological and educational barriers to dietary behaviors in women with breast and gynecologic malignancies. We focus on four interconnected domains: hormone-related emotional vulnerability and treatment-related symptom burden; anxiety, depression, fatigue, and fear of recurrence as drivers of avoidant or inconsistent eating behaviors; nutrition misconceptions and restrictive dietary beliefs that may increase malnutrition risk; and structured nutrition education as a self-management strategy. Existing guidelines support nutrition screening, individualized counseling, healthy dietary patterns, weight management, and physical activity as survivorship priorities, but implementation is often limited by low health literacy, fragmented communication, and insufficient psychosocial support. We propose that survivorship nutrition programs should integrate psychological screening, myth correction, plain-language nutrition literacy education, symptom-responsive meal planning, family involvement, and digital follow-up. Such behaviorally informed education should be evaluated using measurable outcomes, including dietary adherence, nutritional status, body weight and body composition, symptom control, quality of life, and sustained self-management across survivorship.

This study explored the relationship between homeroom teachers’ time pressure, emotional exhaustion, and students’ behavioral problems, as well as the mediating and moderating mechanisms underlying these associations. A total of 86 primary and secondary homeroom teachers and 1,287 students were recruited and surveyed via standardized scales. Results showed that teachers experienced moderate time pressure, with administrative work occupying teaching time as the most prominent issue; secondary school teachers reported higher time pressure than primary school teachers. Nearly half of the teachers suffered moderate or above emotional exhaustion, which was more severe among teachers with over 10 years of teaching experience. The overall detection rate of students’ behavioral problems was 18.34%, with externalizing problems significantly more severe than internalizing problems. Correlation analyses revealed significant positive associations between teachers’ time pressure, emotional exhaustion, and students’ behavioral problems. Regression analyses indicated that time pressure and emotional exhaustion positively predicted students’ behavioral problems. Further analyses confirmed that emotional exhaustion partially mediated the link between time pressure and students’ behavioral problems, while teaching experience moderated the relationship between time pressure and emotional exhaustion. These findings suggest that targeted interventions optimizing teachers’ working time allocation and implementing stratified psychological support can effectively reduce teachers’ emotional exhaustion and improve students’ behavioral development.

Background: Early-morning work schedules may act as temporal job demands by reducing recovery opportunities. This study examined associations among early-morning time pressure, sleep-related states, and work engagement in Chinese university teachers. Methods: A cross-sectional, multi-regional online survey was conducted among 516 university teachers from 30 provincial-level regions in China. Early-morning time pressure was indexed by weekly early-duty frequency, institutional advance-arrival requirements, and actual advance-arrival behavior. Participants also reported prior-night sleep quality, morning fatigue, and UWES-9 work engagement. Analyses were conducted using SPSS 22.0, principal component analysis, and PROCESS Models 6, 7, and 14. Results: The three indicators showed sufficient convergence to support a composite early-morning time pressure index. Greater time pressure was directly associated with lower work engagement but also showed positive indirect associations through better-rated sleep quality, lower fatigue, and their serial pathway, indicating inconsistent mediation. The time pressure–fatigue association varied by professional rank and administrative responsibilities; age-related moderation was weaker, and teaching experience was not significant. Administrative responsibilities also strengthened the negative association between fatigue and engagement. Conclusion: Although the cross-sectional self-report design precludes causal inference, the findings suggest that universities should assess early schedules by their total time cost, distribute advance-arrival demands more equitably, and avoid combining early teaching with intensive administrative duties.