Purpose: To explore the effect of exercise intervention on adolescent idiopathic scoliosis (AIS), various exercise forms were compared and the sequence of the possibility of improving the effect of each exercise form was sorted out. We expect that our findings will provide clinicians and patients with more effective treatments and references. Method: A thorough search was done on CNKI, Wanfang, WOS, Cochrane library, Embase, PubMed, Scopus and obtained the publication time from the database establishment to May 6, 2023. The relevant contents of the literature that passed the screening criteria were extracted, including relevant information about the sample, first author, intervention measures, intervention time, and outcome indicators. Analysis was performed by Review Manager 5.4 and Stata17.0. Result: The study finally included 12 articles with 538 samples. After comparison, it was found that exercise interventions to reduce Cobb's angle were more effective than conventional therapies and reached a statistically significant difference. Compared with conventional therapy, core strength training, Physiotherapeutic Scoliosis-Specific Exercise (PSSE), yoga, Schroth, and sling reduced the Cobb angle by an average of 3.82 degrees, 3.79 degrees, 4.60 degrees, 3.63 degrees, and 3.30 degrees, respectively. However, the therapeutic effects on AIS did not show statistically significant differences between the exercise interventions. According to the SUCRA value and the cumulative probability, the MeanRank of improving the AIS effect by various sports intervention measures as follows: yoga (2.2), core strength training (2.8), PSSE (2.8), Schroth exercise (3.2), and sling exercise (4.0). Conclusion: Exercise intervention can significantly improve AIS. There was no significant difference in the improvement effect of AIS among different exercise forms. Yoga may have the best effect on AIS improvement.

Introduction: This study aims to investigate whether exercise adherence and positive mental character significantly affect subjective well-being among Chinese college students during the COVID-19 pandemic and whether positive mental character plays a mediating role.Methods: The study employed questionnaires, including the Exercise Adherence Scale, the Positive Mental Character Scale, and the Subjective Well-Being Scale, which were administered to students across seven universities in Henan Province, China. A total of 1,001 participants were analyzed in the final sample. Data were analyzed using SPSS 21.0 for descriptive statistics, independent samples T-test, correlation, and regression analyses. Furthermore, structural equation model with AMOS was conducted to examine the potential mediating effect of positive mental characteristics on the relationship between exercise adherence and subjective well-being.Results: The results indicated significant differences in exercise adherence, positive mental character, and subjective well-being between male and female participants, with males scoring higher in all three domains. Among Chinese university students during the COVID-19 pandemic, there was a significant correlation among exercise adherence, positive mental character, and subjective well-being. Exercise adherence was found to have a significant and positive impact on both positive mental character and subjective well-being. Additionally, it was found that positive mental character had a significant positive association with subjective well-being. The mediating role of positive mental character in the relationship between exercise adherence and subjective well-being was partially supported.Discussion: Exercise adherence among Chinese college students had a significant positive association on both positive mental character and subjective well-being throughout the COVID-19 pandemic. The exercise adherence can directly or indirectly enhance subjective well-being through its association with positive mental character. Therefore, positive mental and subjective well-being can be enhanced by consistent physical activity even during a pandemic.

To investigate the longitudinal mechanisms through which physical activity (PA) impacts students’ mental health (well-being and emotional problems), and to systematically test the mediating role of self-efficacy alongside the moderating role of peer support. A two-wave longitudinal panel design with a 5-month time lag was conducted among 847 Chinese university students. Validated and culturally adapted scales were utilized to precisely assess physical activity (incorporating PE course exertion), well-being, emotional problems, general self-efficacy, and perceived peer support. Data were analyzed using Mplus 8.3 to construct cross-lagged panel models and longitudinal moderated mediation models, rigorously controlling for baseline variables and demographic covariates. (1) Cross-lagged analyses demonstrated that T1 physical activity significantly and positively predicted T2 well-being (β = 0.15, p < 0.01) and negatively predicted T2 emotional problems (β = -0.12, p < 0.01), with no significant reverse causality paths identified. (2) Longitudinal mediation analyses revealed that T2 self-efficacy fully mediated the pathways from physical activity to both mental health indicators, accounting for 61.8% and 64.3% of the total effects, respectively. Upon the inclusion of this mediator, the direct effects of physical activity on mental health were rendered non-significant. (3) Moderated mediation models confirmed that peer support significantly moderated the initial segment of the mediational chain (Physical Activity → Self-efficacy; interaction term β = 0.09, p < 0.01). Simple slope and conditional indirect effect analyses indicated that a high-level peer network synergistically amplified the efficiency with which physical activity translated into self-efficacy. Physical activity exerts a robust temporal protective effect on university students’ mental health, a macro-level benefit realized primarily through the cultivation of deep-seated self-efficacy. Furthermore, a high-quality peer support environment serves as a critical socio-ecological catalyst that amplifies these psychological dividends. By partially addressing the temporal limitations of cross-sectional designs, this study provides empirical foundations for a psychologically-oriented paradigm shift in PE curricula and the development of cross-departmental synergistic interventions.

Whether generative AI erodes the skills it assists is usually studied by counting how much people use it, and while the tool is still in hand. That design cannot separate cause from selection, or distinguish using AI from depending on it. We report a three-arm experiment (900 randomized; 659 in the primary analysis) that varies the manner of AI use against a no-AI anchor and measures performance 15–20 min later, once the tool has been removed. Participants wrote an argumentative essay under a self-generation-first autonomous workflow (commit one's own position and then interrogate AI), a direct-adoption dependent workflow, or no AI and then wrote a second, parallel essay with no AI available. Two blind raters scored reasoning quality, idea diversity, and originality. On the unaided task, dependent users reasoned worse than participants who had never used AI (adjusted difference = −0.38 on a 1–7 scale, a small effect, d = −0.28, two-sided p = 0.0002), whereas autonomous users did not fall below that baseline. The pattern held under per-protocol, covariate-adjusted, Phase-1-time-adjusted, and full-randomized-sample multiple-imputation checks. A trait disposition toward autonomous offloading was discriminant from reflective thinking and critical-thinking disposition (HTMT ≤ 0.43) and incrementally predicted unaided reasoning. We did not detect a metacognitive pathway, although the design cannot exclude one. Because the two workflows differ in self-generation, elaboration, revision, and effort as well as in autonomy, the estimate belongs to the workflow contrast as a whole rather than to any single component: A generation-effect account is consistent with the pattern, but this design cannot weigh it against the alternatives, and no mechanism is established here. The result is an immediate near-transfer decrement rather than demonstrated lasting de-skilling. What separated the arms was not access to the model but the order in which the interaction required the user to produce something.