BACKGROUND: Due to the popularity and convenience of the internet, cyber-pornography use among youth has attracted the widespread attention of scholars. Cyber-pornography use among Chinese university students remains rarely investigated, especially based on ecological systems theory using machine learning and network analysis approaches. Therefore, the present study examined cyber-pornography use through machine learning and network analysis based on ecological systems theory among a sample of Chinese university students. METHODS: A sample of 1322 university students in different provinces of China were surveyed in a cross-sectional study. The survey included cyber-pornography use variables, demographic information, psychological variables, family variables, and school factors. RESULTS: Of 1332 participants, 25 students were classed as high-risk cyber-pornography users (1.9%). The XGBoost model of machine learning identified 15 important features of cyber-pornography use including social ostracism, moral disengagement, gender, teacher fairness, year of study, age, autonomy, self-control, depression, father and mother's parenting style, relatedness, experience of being left behind, loneliness, and family closeness. In the network analysis, social ostracism was the strongest node in the total sample and among males, whereas depression was the strongest node in females. CONCLUSIONS: Psychological, family, school, and demographic factors (e.g. gender) may directly or indirectly be associated with cyber-pornography use among Chinese university students. The results suggest that ecological systems theory, including the microsystem, mesosystem, macrosystem, and chronosystem, may be considered as one of the core theories in understanding cyber-pornography use. In addition, the interaction of related factors also needs to be examined deeply to aid prevention and intervention of cyber-pornography use in the future.
Objective To evaluate long-term anthropometric, metabolic, reproductive, and bone mineral density (BMD) outcomes in girls with central precocious puberty (CPP) treated with Gonadotropin-Releasing Hormone analogues (GnRHa). Methods In this retrospective cohort with cross-sectional follow-up assessment, 82 of 265 eligible females (30.9%) with central precocious puberty or central hypothalamic-pituitary-gonadal axis activation who had received GnRHa participated in long-term evaluation. Anthropometric outcomes, insulin sensitivity indices (HOMA-IR and QUICKI), hormonal profile, BMD, and reproductive outcomes including polycystic ovary syndrome (PCOS) were assessed. Analyses used available cases for each outcome; missing values were not imputed. Results The mean age at final evaluation was 17.61 ± 4.3 years, and mean GnRHa treatment duration was 3.14 ± 1.9 years. Mean height at final follow-up was 159.85 ± 6.5 cm; the mean difference from baseline predicted adult height was 1.98 cm (95% CI, -0.37 to 4.34; P = 0.097). The distribution of BMI categories did not change significantly from baseline to final follow-up. Mean HOMA-IR and QUICKI were 3.76 ± 1.82 and 0.319 ± 0.025, respectively; among adults, 14/28 (50.0%) met each prespecified adult-derived threshold for reduced insulin sensitivity. PCOS was identified in 15/67 participants (22.4%). Mean lumbar and femoral BMD Z-scores were -0.25 ± 1.23 and -0.55 ± 1.03, respectively. Conclusions Among participants who completed long-term follow-up, attained height was comparable at the group level with predicted adult and mid-parental height, and mean BMD Z-scores were within age- and sex-referenced ranges. PCOS and PCOS-related features were observed, while insulin sensitivity indices were associated with adiposity. Because only 30.9% of eligible patients participated and there was no untreated comparison group, these findings describe the evaluated cohort and should not be interpreted as causal effects of GnRHa treatment.
Nahla M. Khawaja, Khālid Karakī, Mohammad K. Ruba’I et al.
Introduction Screen time may influence language development during early childhood, although its effects may vary depending on contextual factors. While screen use can support development when guided by adults, excessive exposure has been associated with less favorable language outcomes. Methods Data from 16,914 children (51% girls, 78% White; M = 3.03 years, SD = 1.37) were obtained from the 2023 National Survey of Children’s Health. Networks of red-flag language milestones were estimated separately for children aged 1-2 and 3-5 years. Participants were classified according to World Health Organization (WHO) screen-time recommendations (<1 h/day vs. ≥1 h/day). Results Partially regularized network models revealed denser connectivity among language-development indicators in children with higher levels of screen exposure. This pattern was reflected in a greater number of network edges and fully connected subclusters and was particularly pronounced among children aged 3-5 years. Discussion The findings suggest that higher screen-time exposure is associated with more interconnected patterns of language-development difficulties during early childhood. These results contribute to a deeper understanding of language development in the context of children’s screen use and may provide useful insights for families, educational professionals, and policymakers interested in promoting healthy developmental environments and informed decisions regarding screen exposure.
Ana María Ruiz‐Ruano García, Trine Flensborg‐Madsen, Jorge López Puga
ABSTRACT Aggressive behavior among young children can place particular emotional demands on teachers because managing such behavior occurs repeatedly within everyday learning interactions. How teachers perceive such behavior is therefore important to examine, as it may be associated with the emotional conditions they experience while carrying out their teaching responsibilities. This study aimed to describe teachers’ perceptions of aggressive behavior in early childhood, assess the level of emotional exhaustion among early childhood education teachers, and analyze the association between these two variables in Mojoroto District, Kediri City. Of the 270 educators comprising the study population, 161 teachers participated as respondents through cluster sampling. Data were collected using a questionnaire and analyzed using simple linear regression. The largest proportion of respondents fell within the high category for both perceptions of aggressive behavior in young children (43%) and emotional exhaustion (40%). Regression analysis yielded a t-value of 5.552 with a significance level of 0.000 (p < 0.05), indicating a positive and significant association between teachers’ perceptions of aggressive behavior in young children and emotional exhaustion. The R² value of 0.161 indicates that teachers’ perceptions explained 16.1% of the variance in emotional exhaustion, while the remaining 83.9% fell outside the model examined. These findings indicate that teachers’ perceptions constitute one factor associated with emotional exhaustion, highlighting the need to consider other factors beyond the model when understanding this condition. ABSTRAK Perilaku agresif pada anak usia dini menghadirkan tuntutan emosional tersendiri bagi guru karena penanganannya berlangsung dalam interaksi pembelajaran yang berulang. Cara guru memaknai perilaku tersebut menjadi penting untuk dikaji karena dapat berkaitan dengan kondisi emosional yang menyertai pelaksanaan tugas mengajar. Penelitian ini bertujuan menggambarkan persepsi guru terhadap perilaku agresif anak usia dini dan tingkat kelelahan emosional guru PAUD serta menganalisis keterkaitan kedua variabel tersebut di Kecamatan Mojoroto, Kota Kediri. Dari 270 pendidik yang menjadi populasi, sebanyak 161 guru terlibat sebagai responden melalui cluster sampling. Informasi penelitian dikumpulkan menggunakan kuesioner dan diolah dengan analisis regresi linear sederhana. Proporsi responden terbesar berada pada kategori tinggi, baik untuk persepsi terhadap perilaku agresif anak usia dini (43%) maupun kelelahan emosional (40%). Pengujian regresi menghasilkan nilai t sebesar 5,552 dengan signifikansi 0,000 (p < 0,05), yang menunjukkan adanya hubungan positif dan signifikan antara persepsi guru terhadap perilaku agresif anak usia dini dan kelelahan emosional. Nilai R² sebesar 0,161 menunjukkan bahwa variabel persepsi menjelaskan 16,1% variasi kelelahan emosional, sementara 83,9% sisanya berada di luar model yang dianalisis. Temuan ini menunjukkan bahwa persepsi guru merupakan salah satu aspek yang berkaitan dengan kelelahan emosional, sehingga faktor lain di luar model juga perlu mendapat perhatian dalam memahami kondisi tersebut.
Background The likelihood of a childhood additional need is elevated among high-risk infants and the likelihood of incontinence is elevated among children with additional needs. Although successful toilet training may reduce the prevalence of incontinence among children with additional needs who were identified as a high-risk infant, there is very little research regarding incontinence and toilet training among this group of children. Aims The aim of this study is to determine how many 5- and 6-year-old children with additional needs who previously participated in a service for high-risk infants experience incontinence, and to describe the caregiver experience of toilet training this group of children. Methods In this exploratory study, participating caregivers completed an online questionnaire which included quantitative and qualitative questions. Results Drawing from data provided by 17 caregivers, we found that 13 out of the 18 children we investigated experienced incontinence, and we identified five themes relating to the toilet training experience among caregivers: caregiver expertise, emotions, determining the leader, taking action, and evaluating progress. Conclusion In this exploratory study, we found the majority of 5- and 6-year-old children with additional needs who previously participated in a service for high-risk infants experienced incontinence. Our results also described the challenges caregivers experienced when toilet training this group of children. Findings from this study support further research into the barriers and facilitators of continence attainment for children with additional needs who were identified as a high-risk infant.
Isobel June Walker, Mascha Friderichs, Anna Urbanowicz
Background Dance-based physical activity is a multimodal intervention integrating motor, cognitive, emotional, and social components, and has been increasingly recognized for its potential to enhance cognitive function and mental health. However, evidence regarding its effectiveness across different age groups remains fragmented. This systematic review aimed to synthesize current evidence on the effects of dance-based interventions on cognitive and psychological health across different age groups. Methods This systematic review was conducted in accordance with PRISMA 2020 guidelines and registered in PROSPERO (CRD420261338912). Six electronic databases (PubMed, Web of Science Core Collection, Scopus, APA PsycINFO, Cochrane Central Register of Controlled Trials (CENTRAL), and SPORTDiscus) were systematically searched from database inception to 28 August 2026. Eligible studies included randomized controlled trials (RCTs) and controlled clinical trials (CCTs) that examined the effects of dance-based interventions on cognitive and/or psychological outcomes in participants of any age. Due to substantial heterogeneity in intervention types, outcome measures, and study designs, a narrative synthesis was performed. Results A total of 22 studies involving 1,645 participants aged 4 to 94 years were included. Favorable findings were reported for selected cognitive outcomes, including global cognition, memory, and attention, whereas findings for executive function were mixed. Some studies also reported favorable changes in depressive symptoms, anxiety, stress, emotional well-being, subjective well-being, and quality of life. However, these findings were not consistent across all studies or outcome measures, and differences in outcome measures and statistical reporting prevented reliable comparison of effect magnitude across studies. Several favorable findings were derived from studies judged to have a high, serious, or critical risk of bias. The evidence was predominantly derived from older adults, particularly those with cognitive impairment, whereas evidence involving children, adolescents, and younger or middle-aged adults remained limited and heterogeneous; therefore, definitive comparisons across age groups could not be made. Conclusion Current evidence suggests that dance-based physical activity may have favorable effects on selected cognitive and psychological outcomes, with the evidence most extensively derived from older adults, particularly those with cognitive impairment. However, methodological heterogeneity, small sample sizes, study-level risk of bias, and limited long-term follow-up restrict the strength of these conclusions. Evidence involving children, adolescents, and younger or middle-aged adults remains insufficient for meaningful comparisons across age groups. Further high-quality trials are needed to determine optimal intervention parameters and clarify the mechanisms underlying the potential cognitive and psychological effects of dance-based physical activity. Systematic review registration https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD420261338912 , CRD420261338912.
Current approaches for modeling discrete-valued outcomes associated with spatially-dependent areal units incur computational and theoretical challenges, especially in the Bayesian setting when full posterior inference is desired. As an alternative, we propose a novel statistical modeling framework for this data setting, namely a mixture of directed graphical models (MDGMs). The components of the mixture, directed graphical models, can be represented by directed acyclic graphs (DAGs) and are computationally quick to evaluate. The DAGs representing the mixture components are selected to correspond to an undirected graphical representation of an assumed spatial contiguity/dependence structure of the areal units, which underlies the specification of traditional modeling approaches for discrete spatial processes such as Markov random fields (MRFs). Notably, the MDGM is not proposed as an approximation to an MRF, but rather as an alternative that provides valid posterior inference while being computationally faster than exact MRF inference and more principled than the pseudo-likelihood approximation (aMRF) commonly used in practice. We introduce the concept of compatibility to show how an undirected graph can be used as a template for the dependencies between areal units to create sets of DAGs which, as a collection, preserve the dependencies represented in the template undirected graph. Lastly, we compare highlighted classes of MDGMs to MRFs and a popular Bayesian MRF model approximation used in high-dimensional settings in a series of simulations and an analysis of ecometrics data collected as part of the Adolescent Health and Development in Context Study.
At present, there is a serious lack of attention given by China to the systematic cultivation and early development of positive psychological qualities in students. Mental health education has focused more on identifying and counselling children’s mental health problems and intervening in serious mental illness; thus, teachers are also more likely to focus on the existing or potential psychological distress of their students. To some extent, this educational model fails to cover all aspects of mental health education because it is problem-focused. Based on the ideas of positive psychology, this paper examines the current situation of mental health education in primary schools and, according to its theoretical and practical value and significance, proposes some specific implementation strategies. It aims to improve the effectiveness of mental health education in primary schools and offer a reference for the implementation and development of such education for primary school students.
Abstract This study examines intergenerational learning within a community‐based art education (CBAE) summer programme serving multilingual BIPOC youth in Oakland, California. Using embedded ethnography, semi‐structured interviews and surveys, we investigated how high school youth and adult teaching artists co‐created public art installations for community spaces. Grounded in communities of practice, culturally sustaining pedagogy and constructionism, findings reveal three interconnected outcomes: first, youth developed technical artistic and professional workforce competencies through hands‐on mentorship; second, newcomer youth practised English organically through low‐stakes collaborative art‐making; and third, participants deepened civic engagement and cultural identity by connecting personal immigrant experiences to local place‐based histories. This learning flowed in both directions, disrupting traditional power dynamics as adult artists also deepened their facilitation, leadership and community‐engaged practices through working alongside youth. This study contributes to CBAE by demonstrating how reciprocal intergenerational public art‐making creates unique conditions that bring together skill development, language practice, civic engagement and workforce readiness within BIPOC communities.
Abstract Psychiatric residential treatment (RT) is one of the most restrictive levels of care for youth with severe emotional and behavioral challenges. Despite the complex needs of youth involved in RT, their perspectives remain underrepresented in research, limiting knowledge regarding approaches for engaging this population in research. This paper describes findings from the Families in Transition (FIT) Study, a randomized controlled trial that evaluated a group-based behavioral parent training program for parents of youth in RT. The current study was conceptually framed as a feasibility study of engaging youth in RT research. Data were collected from parents and youth at baseline, 6 weeks, and 6 months using measures of emotional and behavioral functioning, placement restrictiveness, and mental health symptoms. Feasibility was assessed through recruitment, enrollment, and retention, as well as barriers encountered during youth engagement. Although 64 parents enrolled in the parent study, only five youth enrolled in the youth component. Review of recruitment records and study notes identified multiple barriers to youth participation, including challenges associated with recruiting youth while residing in RT, parent apprehension regarding participation burden and emotional distress, and difficulties related to remote data collection. Procedural adaptations included prioritizing post-discharge recruitment, flexible scheduling, enhanced communication with parents, and implementation of extensive safety protocols. As a secondary exploratory objective, parent and youth responses on shared measures were compared descriptively. Although based on a small sample, parent and youth reports differed in their perceptions of emotional and behavioral concerns and placement restrictiveness. Findings highlight the challenges of engaging youth in RT in research and underscore the importance of collaboration, flexible procedures, and innovative approaches to incorporating youth voice in mental health research.
Sophie Berger, Susan M. Breitenstein, Nathan P. Helsabeck et al.
