In undergraduate populations, academic procrastination (AP) is a common behavior problem which not only affects academic performance but also has a negatively associated with students' mental health. Additionally, exploring its influencing factors and underlying mechanism is of great significance. In this research, 401 undergraduate students were selected as participants and data were collected through a questionnaire survey. SPSS 27.0 and PROCESS 4.1 were used to examine the effect of academic stress(AS) on AP and the moderating role of self-deception(SD). The results showed that AS was significantly and positively correlated with AP. However, the moderating effect of SD was not significant. These findings illustrate that AS is an important factor contributing to AP among college students. The universities should pay greater attention to the management of AS when intervening in students' academic procrastination. In the future, research may further explore and include variables that are more closely related to learning behavior in order to reveal the formation mechanism of AP among universities' students more deeply.

In the early years, children gradually learn to anticipate the effects of their actions and how to manage the emotions they experience in social contexts. There are many instances during teacher–child interactions when the child is asked difficult questions and when they are given emotional support. Research typically examines these two sides independently - one in terms of its links to reasoning, the other in terms of its links to emotional development. In this review, teachers bring them together. Teachers take the Classroom Assessment Scoring System (CLASS) and recent experimental and longitudinal studies to propose a two‑pathway model. The cognitive pathway operates predominantly through instructional support: teachers explicitly draw children's attention to causal links, encourage them to explain their reasoning, and help them develop their reasoning. The emotional pathway involves emotional support and talking about emotions. This helps children develop emotion knowledge and provides a secure relationship that helps to offset potential risks associated with the child's disposition. These pathways are intertwined at all times during classroom interactions, but require different teacher actions. Recognising their interplay can inform teachers about striking a balance between challenging kids' thinking and accepting their emotions. Researchers conclude by highlighting some gaps, such as a need for experiments that test the entire dual‑pathway model and for studies in non‑Western cultures, and by stressing that classroom management may enhance the effects of quality interaction.

This paper revisits the established framework of trauma bonding to examine a phenomenon that remains relatively underexplored in existing literature: when an abusive relationship becomes unstable, or when external circumstances no longer sustain a similar traumatic relational pattern, trauma bonding does not necessarily dissolve. Instead, it may transform into an internalized structure form within the subject. Previous studies have largely explained trauma bonding through power imbalance, intermittent reinforcement, and related relational or neuropsychological mechanisms. Yet clinical observation and broader social experience also suggest that certain bonding patterns may continue even in the absence of a stable abusive relationship. Such persistence appears to point toward a more internal psychic organization. Drawing on psychoanalytic theory, particularly Freud's later metapsychology and object relations perspectives, this paper proposes the concept of inverted trauma bonding as a post-traumatic phenomenon. The concept refers to a structural reversal in which an originally external traumatic relation, once internalized, begins to reorganize the subject's perception of reality and subsequent relationships from within. In this sense, the subject is no longer bound only to a concrete abuser, but to an internal relational matrix shaped by trauma. The paper argues that trauma may continue to operate as a relatively stable internal structure, modes of attachment, and relational fantasy even after the original abusive bond has weakened or ended. Through this discussion, the study seeks to deepen current understandings of trauma bonding and to broaden psychoanalytic reflections on the afterlife of traumatic relations.

Negative emotions have become common among high school students, and many studies in behavioral psychology and neuroscience confirm that music can shift how people feel. Group music therapy combines structured musical activities with group interactions, holding promise for school-based mental health work. However, a systematic review that synthesizes evidence on how group music therapy affects high school students' confidence in handling negative emotions and their actual emotion regulation ability remains missing. The present review brings together empirical studies from the last ten years, focusing on intervention outcomes, mechanisms, and practical constraints in high school settings. Findings indicate that group music therapy boosts students' self-efficacy when facing difficult feelings such as test anxiety or frustration. This pattern has been documented across different cultural contexts Turkey, China, and the United States showing lower exam-related anxiety and stronger perceived capacity to manage negative moods. Adaptive emotion regulation strategies, especially cognitive reappraisal, are strengthened through group participation, with group cohesion and emotional awareness serving as key mediators. Nonetheless, existing studies have shortcomings, including small sample sizes, scarce long-term follow-up data, and narrow intervention formats. The available evidence suggests that group music therapy can be integrated into high school music classes and mental health education frameworks. Future investigations should adopt longitudinal designs, include more diverse samples, and examine how different therapy formats work across cultural settings.

With the continuous development of the field of education and the continuous deepening of the study of bullying, hidden bullying has not been paid enough attention to by the society because of its imperceptible characteristics. However, for more hidden bullying, the society pays less attention to it. The purpose of this study is to explore the relationship between invisible bullying and cultural background and neuropsychology, and to test the mechanism of teachers' intervention and parents' attention to invisible bullying. Based on the study of different cultures and the functional reorganization of neural circuits during adolescence, this paper uses literature review analysis to analyze the effects of different races, genders, social status, and economic conditions on the nervous system during adolescence. The study found that different races, genders, and social status are significantly negatively correlated with the probability of adolescents being bullied, and they are more likely to encounter invisible bullying during adolescence. Regarding the governance of invisible bullying, the society should form a multi-faceted protection network of home, society and school to protect them from the harm of invisible bullying.

The preschool years are a critical period for the development of social skills in children with autism spectrum disorder (ASD). In inclusive educational settings (such as mainstream kindergartens), these children often face the dual challenges of low peer acceptance and severe social anxiety. Parenting styles directly influence children’s social behavior outside the home. This paper reviews recent empirical research, focusing on the specific effects of different parenting styles on peer relationships and social anxiety in children with autism. The research results show that authoritative and warm child-rearing modes can give children enough safe feeling, thus helping them better merge into group environments. On the opposite side, over-protective or authoritative bringing-up modes take away from children the chances to train social abilities, therefore making their shrinking and dread more serious. Therefore, the intervene measures for children who have autism should not be limited within the skill training that is for the children themselves. More emphasis should be put on the enhancement of parenting methods in order to provide support that starts from the level of the family.

Digital transformation in higher education profoundly influences students' learning outcomes through multiple mechanisms. Based on a moderated structural equation model, this study utilises survey data from 508 university students across various regions in 2026 to verify the mechanisms through which digital transformation affects students' learning outcomes. The findings reveal that by introducing high-quality technology and digital resources, universities have significantly broken down the temporal and spatial constraints of learning and provided reliable and timely cognitive feedback; however, the direct impact pathways of technological resources, teaching staff's digital teaching capabilities, and standardised institutional digital processes on stimulating student motivation and promoting the effective use of digital tools are all insignificant. Consequently, whilst the current digital transformation in higher education institutions has achieved significant results in providing technical support and procedural convenience, it is difficult to directly influence the perceived final learning outcomes unless technology, teaching staff and institutional frameworks are effectively integrated and transformed into incentives for student motivation and in-depth usage behaviour.

This review synthesizes existing research to explore the relationship between Chinese college students' psychological resilience and early mental illness symptoms (mainly subthreshold depression and mild anxiety), as well as the underlying mechanisms of this association. It first defines the concept of resilience and the connotation of early mental illness symptoms, and sorts out relevant theoretical models and common evaluation tools. Then, it analyzes the current status of college students' resilience and the epidemiological characteristics of early psychological problems, noting that resilience is generally at a medium level but has declined in recent years, with the detection rate of subthreshold depression reaching 38%. Finally, it explains how resilience exerts protective effects through stress buffering, cognitive regulation and social support, and reveals the specific correlation between different dimensions of resilience and specific early symptoms. The study finds that psychological resilience is a key protective factor against early psychological problems in college students, with its mechanism showing distinct Chinese cultural characteristics; family, school and peer support under collectivism are the core protective forces. This review provides theoretical and practical support for building an advantage-based early prevention and intervention system for college students' mental health.

In recent years, media reports often report medical staff encounter violence. Repeated exposure to such news may cause secondary trauma among uninvolved medical students, leading to anxiety and other adverse psychological states. At present, there are limited studies focusing on the psychological mechanism among medical students. In this study, a total of 104 medical students were included as research subjects, forming a sample cohort for this analysis. Research data is collected with the help of three evaluation tools, including the ' Medical Staff Violence Exposure Scale ', ' Secondary Trauma Scale (STSS) ', and ' Generalized Anxiety Disorder Scale (GAD-7) '.In this study, SPSS 27.0 was used for independent sample t-test, Pearson correlation analysis and process macro program mediation effect analysis. Medical news exposure tracked positively with both secondary trauma (r = 0.304, p = 0.002) and anxiety (r = 0.246, p = 0.012). Secondary trauma and anxiety ( r = 0.696, p < 0.001 ) was also linked significantly. Mediation analysis showed that secondary trauma played a completely mediating role. That is to say, exposure to violent news affects the anxiety level of medical students completely through the intermediate link of secondary trauma. This study shows that colleges and universities should strengthen mental health education and improve the support system, so as to help medical students establish psychological adjustment ability and alleviate the negative psychological impact of secondary trauma.

Teacher burnout poses a significant challenge to global education systems, directly threatening educators' physical and mental health as well as educational quality. Therefore, this study examines the existing literature, with an emphasis on two primary forms of educational leadership, mindfulness leadership and organizationally supportive leadership, and examines their roles in alleviating teacher burnout by influencing work environments, providing resource support, and regulating communication dynamics. The results show that mindfulness leadership lowers burnout levels via direct negative effects and a complete mediation by risk perception. In contrast, organizationally supportive leadership targets different burnout types with tailored emotional and instrumental support, with communication climate as a key moderator. Based on these findings, the study proposes targeted interventions for specific burnout types, strategies to enhance educational leadership, and plans to optimize the organizational environment, offering both theoretical foundations and practical guidance for cultivating high-quality teaching teams.