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.