Background: This study examined the impact of anxiety on academic burnout among migrant children who changed schools during the middle-to-upper primary grades. It further investigated the independent and sequential mediating roles of positive psychological capital and self-concept within this relationship. Methods: A cross-sectional survey was conducted with 473 migrant children in grades 5 and 6. The Spence Children's Anxiety Scale (SCAS), Positive Psychological Capital Questionnaire (PPQ), Piers-Harris Children's Self-Concept Scale (PHCSS), and Adolescent Learning Burnout Inventory (ALBI) were administered. Data analysis included common method bias assessment, descriptive and correlational analyses, hierarchical regression, and bootstrap mediation analysis. Results: Anxiety showed a significant positive association with academic burnout. Both positive psychological capital and self-concept independently mediated this relationship. Furthermore, a significant chain-mediating effect was observed: anxiety was linked to lower positive psychological capital, which was associated with a weaker self-concept, ultimately contributing to higher levels of academic burnout. Conclusion: The findings suggest that internal protective resources play crucial roles in the link between anxiety and academic burnout among migrant children. Interventions aimed at reducing academic burnout may benefit from a dual focus on mitigating anxiety while proactively fostering positive psychological capital and a healthy self-concept.

This study examined the associations between posttraumatic stress symptoms (PTSS), anxiety, depression, and negative interpretation bias in breast cancer p

Background: Deficits in preschoolers' social competence—encompassing emotional understanding, peer cooperation, and conflict resolution—pose significant risks for later school adjustment and interpersonal relationships. Parental intelligence is a core cognitive parenting capacity, but the mechanisms linking it to child social outcomes remain underexplored. Most prior research has focused on maternal parenting, neglecting the synergistic effects of both parents' co-participation, and no study has systematically examined the role of parental attachment behavior as a mediator. Grounded in family systems theory and attachment theory, this study investigated whether parental attachment behavior mediates the relationship between parental intelligence and preschoolers' social competence, and whether parent gender moderates this mediation pathway. Methods: Using a multi-informant design, data were collected from 763 preschoolers (aged 3–6 years) and their parents recruited from six kindergartens in Shandong Province, China. Parents self-reported parental intelligence (Parental Intelligence Scales) and attachment behavior (Maternal Attachment Inventory). Classroom teachers rated children's social competence (Iowa Social Competence Scale). Mediation and moderated mediation were tested using PROCESS Models 4 and 7. Results: Parental intelligence was positively correlated with preschoolers' social competence ( r = 0.605). Mothers scored significantly higher on attachment behavior than fathers ( p = 0.005, Cohen's d = 0.24), but no gender difference emerged in parental intelligence. Parental attachment behavior partially mediated the association (indirect effect = 0.151, 95% CI [0.113, 0.189]), accounting for 39.4% of the total effect. Parent gender did not significantly moderate the mediated pathway (index of moderated mediation = 0.019, 95% CI [−0.008, 0.049]), indicating that the indirect effect was significant for both fathers and mothers—revealing cross-gender stability. Conclusions: Parental attachment behavior serves as a crucial mechanism translating parental intelligence into children's social competence, and this pathway operates similarly for mothers and fathers. The non-significant moderating effect of parent gender empirically challenges traditional views that overemphasize parental role differences and provides novel evidence for co-parenting theory. Practically, family education interventions should simultaneously enhance both cognitive parenting capacity (parental intelligence) and affective attachment behaviors, engaging both parents equally.

Background Surveying and mapping personnel work long hours in extreme environments and face sustained depletion of physical and psychological resources while struggling to recover. However, the psychological mechanisms underlying their recovery experiences remain poorly understood. Drawing on cognitive theory and resilience theory, this study examines the relationship between dysfunctional attitudes and recovery experiences and tests the sequential indirect roles of psychological resilience and regulatory emotional self-efficacy. Methods A cross-sectional questionnaire survey was conducted with 107 field surveying and mapping personnel. The Dysfunctional Attitudes Scale (DAS), Connor-Davidson Resilience Scale (CD-RISC), Regulatory Emotional Self-Efficacy Scale (RESE), and Recovery Experience Questionnaire (REQ) were administered. Structural equation modeling was used to test the hypothesized sequential indirect associations. Results Dysfunctional attitudes were positively associated with recovery experiences, contrary to the common assumption that they are purely maladaptive. Psychological resilience played an indirect role in the relationship between dysfunctional attitudes and recovery experiences. Regulatory emotional self-efficacy also played an indirect role in this relationship. More importantly, psychological resilience and regulatory emotional self-efficacy functioned as sequential indirect pathways between dysfunctional attitudes and recovery experiences, with the sequential indirect pathway accounting for 65.8% of the total indirect effect. Conclusion In high-pressure, isolated fieldwork settings, dysfunctional attitudes may be paradoxically linked to greater recovery needs, and a sequential resource-transmission mechanism involving psychological resilience and regulatory emotional self-efficacy may be associated with more favorable recovery experiences. These findings integrate cognitive, resilience and social-cognitive theories, offer a novel theoretical pathway for understanding psychological recovery in extreme environments, and suggest multi-level intervention strategies targeting cognitive adjustment, resilience training and efficacy enhancement to improve psychological recovery and work sustainability in this population.

Background: Meteorological exploration personnel work in chronically high-risk and high-demand environments that challenge their psychological well-being and operational safety. Occupational fatigue impairs cognitive function and performance, threatening both mission safety and data quality. Prior research has not fully elucidated the internal psychological mechanisms linking stable traits to fatigue in this population. Grounded in Conservation of Resources (COR) Theory and Self-Efficacy Theory, this study examined the association between anxiety sensitivity and occupational fatigue and tested the serial mediating roles of recovery experience and emotion regulation self-efficacy. Methods: A questionnaire survey was administered to 311 meteorological exploration personnel. Participants completed the Anxiety Sensitivity Index-3 (ASI-3), Recovery Experience Questionnaire (REQ), Swedish Occupational Fatigue Inventory-25 (SOFI-C), and Regulatory Emotional Self-Efficacy Scale (RESE). Structural equation modeling (SEM) and bootstrap methods were used to test the mediation effects. Results: The SEM analysis revealed that (1) anxiety sensitivity significantly and positively predicted occupational fatigue; (2) recovery experience mediated this relationship; (3) emotion regulation self-efficacy served as a partial mediator; and (4) a significant serial mediation effect was observed through recovery experience and emotion regulation self-efficacy. Individuals with high anxiety sensitivity reported poorer recovery, which subsequently undermined their confidence in emotion regulation and exacerbated fatigue. Conclusion: This study provides the first empirical test of a serial mediation model linking anxiety sensitivity to occupational fatigue via recovery experience and emotion regulation self-efficacy among meteorological exploration personnel. Although the relationship was predominantly direct, the significant indirect pathways confirmed the hypothesized mechanistic roles of compromised recovery and eroded self-efficacy in this high-stress context. The findings extend the explanatory scope of COR Theory and Self-Efficacy Theory and provide a nuanced foundation for targeted interventions.

Background: The COVID-19 pandemic left deep psychological scars on teachers who lost loved ones. This population bore a dual burden—profound grief while fulfilling professional duties—yet their psychological processes remain understudied. Integrating conservation of resources theory with existential psychology, this study examined the relationship between occupational stress and existential anxiety in pandemic-bereaved teachers, the mediating role of burnout, and the differential functioning of four work–family boundary flexibility dimensions, proposing the trauma blocking hypothesis and reporting preliminary findings consistent with it. Method: A convenience sample of 1,103 secondary school teachers who lost immediate family members to COVID-19 completed measures of occupational stress, burnout, existential anxiety, and work–family boundary flexibility. Mediation and moderated mediation analyses were conducted using PROCESS, controlling for gender and age. Results: Occupational stress positively predicted existential anxiety. Burnout partially mediated this relationship (59.3% of total effect). The four flexibility dimensions dissociated: only work flexibility ability significantly moderated the stress–burnout pathway, amplifying (rather than buffering) the association. Work flexibility willingness, family flexibility ability, and family flexibility willingness showed no significant moderation. Conclusion: All four hypotheses received empirical support. Occupational stress translated into existential anxiety via resource depletion and meaning erosion embodied by burnout. Findings provide preliminary evidence for the trauma blocking hypothesis, suggesting domain-specific resource efficacy: family-related resources showed no moderation, whereas work flexibility ability shifted from buffering to amplifying. Because blocking mechanisms were not directly measured, interpretations need future support. Practically, educational administrators should prioritize objective work flexibility over encouraging bereaved teachers to “seek support from family.”