Cognitive Factors Research Articles

Investigating the Influence of Time Pressure on Risky Riding Behaviour among P-Hailing Riders in Malaysia: The Mediating Role of Moral Disengagement

This study investigates the impact of time pressure on risky riding behaviour among p-hailing riders in Malaysia, with moral disengagement as a mediating factor. Drawing on Bandura's Moral Disengagement Theory and the Job Demand-Resources (JD-R) Model, the research explores how time pressure influences these behaviours. A survey of 200 respondents, selected through stratified convenience sampling, was conducted across three Northern States in Malaysia, namely Perlis, Kedah, and Penang. Data analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM) reveals that time pressure significantly increases risky riding behaviour, with moral disengagement significantly mediates this relationship. The study finds that younger and less experienced riders are particularly susceptible to time pressure effects. Demographic data indicate that 80% of riders are under 35 years old, with 75% having less than three years of experience. Based on these findings, the research emphasises the need for targeted interventions, including specialised training programmes and improved workload management strategies, to mitigate risks associated with p-hailing. The study contributes to a deeper understanding of the role of a cognitive mechanism factor in influencing risky riding behaviours among p-hailing riders and provides valuable insights for enhancing road safety measures. Future research directions are suggested, including exploration of additional cognitive mechanisms that may impact risky riding behaviours in this context.

Health literacy from the perspectives of children and adolescents - a meta-ethnography

Abstract Background The current literature on health literacy rarely considers the views of children and adolescents. The aim of our qualitative evidence synthesis was therefore to develop a child- and adolescent-centered conceptualization of health literacy. Methods We conducted a meta-ethnography of qualitative studies. Our iterative literature search considered the literature up to November 2023. We dually screened 1596 abstracts and 97 full texts, assessed the methodological limitations of the 32 included studies, and considered 21 data-rich studies in the analysis. We extracted first- and second-order constructs, translated the studies into each other, and developed a coherent argumentation. We dually assessed the trustworthiness of the evidence. Results The resulting model comprises micro-, meso-, macro- and chronosystems. It highlights the influence of demographic, cognitive and psychological factors on the development of health literacy in children and adolescents at the micro level, the social environment, including family, friends, peers, teachers, and health professionals at the meso level, and the media and internet, the health and education system, the living environment, and the social narrative about health at the macro level. The chronosystem shows the impact of upbringing, development, and experience. Children absorb health information actively and passively, employing various strategies to evaluate its trustworthiness. They seek advice from their social environment, which acts as a source of information and influencing factor. Different types of information are weighed up and ranked before action is not taken. Conclusions Existing models of health literacy are too one-dimensional to be applied to children and adolescents and do not consider their social and living environment. The proposed model offers a comprehensive understanding of health literacy in children and adolescents. It can be used as a basis for future interventions to improve health literacy. Key messages • Health literacy of children and adolescents is significantly influenced by a combination of internal and external factors. • By incorporating the perspectives of children and adolescents, we have developed a more inclusive and nuanced understanding of health literacy.

The relationship between executive functions and mathematics achievements in early-grade elementary students

ABSTRACT Mathematics, along with reading and writing, is a core academic subject in the school curriculum. The development of mathematical skills is influenced by various cognitive factors, with executive functions (EF) playing a central role. EF, which encompasses working memory, inhibitory control, and cognitive flexibility, is critical for supporting complex cognitive processes required for problem-solving and mathematical reasoning. Research consistently shows that children with stronger EF tend to achieve better academic outcomes, including in mathematics. The goal of the present study was to examine the relationships between the global EF and its three core components – working memory, inhibitory control, and cognitive flexibility – and their impact on mathematics achievement. The sample for this study consisted of 180 children, aged 8–11 years (mean age: 9.6, SD: 1.0 year; 83 girls, 97 boys). EF was assessed using the Yellow-Red test, while mathematics achievement was evaluated based on teachers’ evaluations of the child’s mathematics performance. The results indicated a statistically significant effect of global EF and its three components on mathematics achievement. Given the potential malleability of EFs, we conclude with recommendations for strategies to enhance EF development at an early school age.

An ambiguous aspiration: school actors making sense of educational innovation policy

ABSTRACT Educational innovation has received significant attention in contemporary policy debates. Many countries and regions have initiated comprehensive reforms to reshape teaching methods and link innovative practices with improved equity and performance outcomes. In Catalonia (Spain), a clear example of this phenomenon, recent policy developments have pressured schools and teachers to introduce innovative teaching practices to enhance the overall quality of the educational system. Yet, the conceptual framework of school innovation in this context is broad and ambiguous. Therefore, the Catalan case offers a rich context to explore how educational innovation policy is interpreted and enacted in schools. This study uses enactment and sensemaking theories, considering material, symbolic, and cognitive factors that explain variations in practices across schools. The study employs a qualitative approach to examine teachers’ and principals’ interpretations of the innovation policy and to analyse innovation practices. The findings show that the broad and ambiguous nature of the innovation policy mandate allows for wide interpretation, adaptation, and enactment, highly dependent on school actors’ understandings of innovation and contextual factors. Additionally, schools often engage in innovation at a superficial level, with externally driven, fragmented, and standardized innovation practices being most frequent, although this varies across schools’ socioeconomic levels.

Understanding the formation process of positive customer engagement behaviors: a quantitative and qualitative interpretation

PurposeTo investigate the impact of cognition, emotion and other factors on positive customer engagement behaviors and to identify the differential formation processes and dynamic changes in these behaviors.Design/methodology/approachWe used cognitive appraisals and coping theory as well as justice theory, to analyze comment data from the Xiaomi Community with natural language processing and binary logistic regression.FindingsOur results indicate that cognition and emotion are unnecessary for positive customer engagement. Users expressing different cognitions and emotions exhibit varied positive engagement behaviors. The behavioral dimension was the most frequently combined, followed by the affective and cognitive dimensions. Managers should adopt material or spiritual incentives to encourage users with positive emotions and cognition to become loyal. Additionally, addressing comments with distributive justice cognition can promote positive customer engagement.Originality/valueThis study clarifies the complex interplay between cognition, emotion and customer engagement behaviors, providing actionable insights for brand managers to foster customer loyalty and positive customer engagement.

Associations between polygenic scores for cognitive and non-cognitive factors of educational attainment and measures of behavior, psychopathology, and neuroimaging in the adolescent brain cognitive development study.

Educational attainment (EduA) is correlated with life outcomes, and EduA itself is influenced by both cognitive and non-cognitive factors. A recent study performed a 'genome-wide association study (GWAS) by subtraction,' subtracting genetic effects for cognitive performance from an educational attainment GWAS to create orthogonal 'cognitive' and 'non-cognitive' factors. These cognitive and non-cognitive factors showed associations with behavioral health outcomes in adults; however, whether these correlations are present during childhood is unclear. Using data from up to 5517 youth (ages 9-11) of European ancestry from the ongoing Adolescent Brain Cognitive DevelopmentSM Study, we examined associations between polygenic scores (PGS) for cognitive and non-cognitive factors and cognition, risk tolerance, decision-making & personality, substance initiation, psychopathology, and brain structure (e.g. volume, fractional anisotropy [FA]). Within-sibling analyses estimated whether observed genetic associations may be consistent with direct genetic effects. Both PGSs were associated with greater cognition and lower impulsivity, drive, and severity of psychotic-like experiences. The cognitive PGS was also associated with greater risk tolerance, increased odds of choosing delayed reward, and decreased likelihood of ADHD and bipolar disorder; the non-cognitive PGS was associated with lack of perseverance and reward responsiveness. Cognitive PGS were more strongly associated with larger regional cortical volumes; non-cognitive PGS were more strongly associated with higher FA. All associations were characterized by small effects. While the small sizes of these associations suggest that they are not effective for prediction within individuals, cognitive and non-cognitive PGS show unique associations with phenotypes in childhood at the population level.

Sex differences in the association of overweight with cognitive performance in individuals with first-episode psychosis

Cognitive deficits and overweight are prominent challenges in the treatment of psychosis, which have a direct impact on patients’ quality of life. We aim to determine whether there is an association of overweight with cognitive performance and whether there are sex differences in this association. We included 170 individuals with first-episode psychosis (FEP) (mean age 23.08 years, 32.9% females) attending an early intervention service who underwent clinical, biometric, and cognitive assessments by the MATRICS Consensus Cognitive Battery. A set of two-way analyses of covariance (ANCOVAs) were conducted for each cognitive test. Sex, overweight, and their interaction were included as factors. Nearly 34% of the participants were overweight without differences between males and females. The excess of weight did not exert any main effect on cognition; however, overweight females performed significantly worse than non-overweight females in processing speed, verbal learning and memory, reasoning and problem-solving, and global cognitive function, whereas in males, there were no differences. Our findings highlight that sex matters in the study of metabolic and cognitive factors in FEP to develop targeted interventions based on sex perspectives.

Research hot topics and frontiers in social anxiety over the past decade: a CiteSpace bibliometric analysis based on Web of Science database from 2013 to 2023

ObjectiveTo understand the current study of social anxiety (SA) over the past decade, and to analyze the research hot topics and frontiers in this field.MethodsCiteSpace 6.2.R3 was used to analyze the literature on SA collected in the Web of Science Core Collection database from 2013 to 2023.ResultsA total of 9940 literature were included after the screening, and the annual publication volume showed a steady increase. The results emphasize that Zvolensky MJ, Pine DS, and Heimberg RG are important authors in the field of SA. The United States has the highest number of publications, with the University of California System contributing the most. Research hotspots include cognitive impairment, risk factors, complications, neuroimaging, and intervention strategies. SA related to the “theory of mind”, “bullying victimization”, “mobile phone”, “network analysis”, “technology”, and “satisfaction” are emerging research foci.ConclusionThis study identifies the current situation and trends of SA research, and provides a reference for future research topics and directions.

AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment

ABSTRACTThis study leverages the Stimulus‐Organism‐Response (S‐O‐R) framework to investigate the effects of teacher and technical support (TCHS) on learners' willingness to communicate (WTC) in artificial intelligence (AI)‐enhanced English as a foreign language (EFL) contexts, considering the mediating effects of learners' artificial intelligence literacy (AIL) and foreign language enjoyment (FLE). A quantitative survey encompassing 637 non‐English major university students across four institutions was conducted. Structural equation modelling (SEM) results demonstrated that teacher support (TEAS) exerts a direct influence on learners' WTC, whereas TCHS does not. The study also revealed that AIL and FLE significantly mediate the relationship between teacher and TCHS and learners’ WTC. The findings underscore the pivotal role of cognitive and affective factors, emphasising the substantial impact of TEAS and the value of nurturing learners’ AIL and enjoyment of foreign languages. This research offers strategic implications for educational practitioners and policymakers, advocating for the integration of innovative educational technologies and fostering sustainable growth in artificial intelligence in education.

‘Big Lies’: understanding the role of political actors and mainstream journalists in the spread of disinformation

Much of the scholarly attention on disinformation has focussed on the role of social media, thus overlooking the political actors who themselves propagate disinformation and the mainstream news outlets that report on them. In this article we argue that disinformation has now become so widespread because outright lies are an effective way for political actors to attract and manage public attention. Political strategists have likewise worked out that cognitive biases and social factors are strong enough to overcome the ‘rational’ impulses of citizens who should, notionally, reject obvious lies. And, finally, journalists, who should be a bulwark against such behaviour, have mostly failed to address this problem because of an overly cosy relationship with those in power, and because of a lingering fealty to ‘objectivity’. We conclude the article by arguing that journalism needs to significantly re-think how it approaches the political field.

The application of social network analysis in applied linguistics research: a systematic review

Abstract Social network analysis (SNA) has recently drawn increasing scholarly attention in applied linguistics research in response to the social turn in the field. In this review, we analyze and identify the methodological characteristics and topical concerns of articles addressing SNA in Social Science Citation Index (SSCI) journals. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we identify a total of 60 articles published between 1980 and 2023. Our analysis reveals that a growing body of research is adopting qualitative and mixed methods to examine the relationships between social networks and language learning, teaching and use. These findings confirm that social context constitutes an essential part of the ecosystem intertwined with various cognitive, social, and psychological factors, which have a synergistic impact on language learning and teaching. While these studies show that social networks afford learners with valuable linguistic, emotional, and social resources, they reveal that networks may also exert negative influences in their learning behaviors in some contexts. We conclude the review with recommendations for future research to broaden the scope of investigations and consider exploring how different types of social networks at meso- and macro-levels may influence the learning and teaching of language.

Analyzing Protection Motivation Theory and Cognitive Failures in Texting While Driving Behavior Among Young Drivers

ABSTRACTTexting while driving (TWD) poses a significant hazard, particularly among young adults, as it requires simultaneous engagement in competing tasks. Despite widespread awareness of its dangers, drivers continue to engage in TWD. This study investigates the psychological and cognitive factors that influence TWD, employing the protection motivation theory (PMT). Structural equation modeling was conducted on a sample of 674 survey respondents aged 18–25. Factors influencing TWD behavior were revealed, including response cost, threat vulnerability, cognitive failure, self‐efficacy, and threat severity. Response cost was the primary barrier. Notably, not all subdimensions of threat appraisal and coping appraisal have a direct impact on TWD; cognitive failures serve as a mediator solely between threat vulnerability and response cost. An understanding of TWD provides insights into the TWD behavior of young drivers. By integrating the PMT with cognitive failure, this approach informs the development of interventions and regulations aimed at discouraging TWD and improving road safety.

Interactions between task complexity, task repetition, and task motivation in L2 writing

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation questionnaire after each task. Written essays were collected and analysed for CAL measures. Employing a multivariate multilevel approach, the results were triangulated with self-report data. Findings indicate that task repetition significantly impacted CAL in L2 writing, with a positive moderation effect by task complexity. Additionally, task motivation enhanced syntactic complexity in both simple and complex tasks, with negligible effects on accuracy. Notably, task motivation exerted a more substantial influence on students’ repeated task performance concerning lexical complexity. The study’s results offer theoretical and pedagogical insights for TBLT researchers and L2 writing practitioners.

Mechanisms of brain self-regulation: psychological factors, mechanistic models and neural substrates.

While neurofeedback represents a promising tool for neuroscience and a brain self-regulation approach to psychological rehabilitation, the field faces several problems and challenges. Current research has shown great variability and even failure among human participants in learning to self-regulate target features of brain activity with neurofeedback. A better understanding of cognitive mechanisms, psychological factors and neural substrates underlying self-regulation might help improve neurofeedback's scientific and clinical practices. This article reviews the current understanding of the neural mechanisms of brain self-regulation by drawing on findings from human and animal studies in neurofeedback, brain-computer/machine interfaces and neuroprosthetics. In this article, we look closer at the following topics: cognitive processes and psychophysiological factors affecting self-regulation, theoretical models and neural substrates underlying self-regulation, and finally, we provide an outlook on the outstanding gaps in knowledge and technical challenges. This article is part of the theme issue 'Neurofeedback: new territories and neurocognitive mechanisms of endogenous neuromodulation'.

Fostering Self-efficacy: Understanding South African Grade 9 Students’ Confidence in their Mathematics Abilities

In poor-performing, resource-constrained education systems, such as South Africa, solutions to improve academic achievement have tended to focus on resources and cognitive factors. An area that requires more attention is the importance of non-cognitive, psychosocial factors and their relationship with academic performance. These factors are strongly associated with behaviour, playing a role in either facilitating or impeding the learning process. Understanding attitudes is therefore critical in interpreting achievement results with a view to improving them. This article used data from the 2019 Trends in International Mathematics and Science Study administered to 20,829 South African students in Grade 9 to investigate the confidence these students have in their mathematics ability (their self-efficacy) and the relationship with achievement. Linear regression analysis was employed to determine: (1) the relationship between Grade 9 students’ self-efficacy and mathematics achievement in South Africa; and (2) the contextual factors that were associated with the mathematics self-efficacy of the students. The results indicate a positive correlation between students’ self-efficacy and their performance in mathematics. In addition, good teaching practices and parental involvement in school activities were associated with higher levels of students’ mathematics self-efficacy. Being female was associated with lower levels of self-efficacy. These findings have important implications for shaping educational policy and practice in the resource constrained context of South Africa, to enhance students’ self-efficacy and performance in mathematics.

Research on Influencing Factors of Brand Loyalty

One of the main subjects in todays research is brand loyalty. The researcher finds that as spending power continues to grow in the consumer market, brand loyalty is crucial for all stages of brand development. However, there is a lack of unified explanation for the issue of various factors influencing brand loyalty. Therefore, the research topic of this paper is to explore the influence of emotional factors, social factors and cognitive factors on brand loyalty. This papers research methodology is as follows. Firstly, this paper adopts the literature review method. Secondly, this paper analyzes the data collected from different literature on the influencing factors of brand loyalty. In conclusion, the study shows that good emotional factors like brand love are beneficial to brand loyalty. In addition, good social and cognitive factors like brand campaigns are also advantageous to brand loyalty. Good emotional, social and cognitive factors are significant in the loyalty that exists between brands and their customers As a result, brands need to manage every element and detail. Facilitating customer loyalty and brand loyalty should take emotional, social and cognitive factors in account.

An Operational Assessment of Team Cognition for Long-Distance Space Missions

Long-duration and long-distance space missions create a complicated context for collaboration. The combination of environmental and psychosocial factors will negatively impact individual and team cognition, potentially jeopardizing mission success. To provide a richer understanding of the issues surrounding team cognition for future space exploration missions, this paper describes an operational assessment to identify the key team cognition factors most likely to affect problem solving. Semi-structured interviews were conducted to elicit team cognitive and associated factors relevant to long-duration spaceflight missions. Ten NASA employees (e.g., astronauts, mission controllers) were interviewed to provide a more complete and accurate representation of individual and team cognitive demands. Our goal was to explicate critical cognitive processes associated with team effectiveness in space missions and provide guidance on technology and training collaborative problem solving for space missions.

Variables influencing students' learning motivation: critical literature review

This study presents a critical literature review exploring the variables influencing student learning motivation between 2017 and 2023. The study analyzes 84 empirical studies to identify trends and patterns across diverse demographics, including varied age groups and cultural backgrounds, focusing on contrasting Eastern and Western educational contexts. This study aims to fill the existing gap by examining a wider range of populations in recent years to assess the relationship between learning motivation and the factors that influence it. Six pivotal factors influencing learning motivation were identified: psychological values, cognitive factors, social and environmental influences, demographic factors, academic background and study habits, and interventions and programs, each contributing uniquely to the understanding of student motivation. Moreover, the findings underscore the predominance of psychological values in Eastern countries, whereas the Western literature focuses on social and environmental influences. This review acknowledges the nuanced relationship between cultural constructs and learning motivation research, emphasizing the need for culturally sensitive educational policies and practices. Additionally, by taking into account the recent advancements in technology and the effects of global events such as the COVID-19 pandemic, this study considers additional motivational factors, presenting a holistic view that could inform future educational interventions and academic policies. For example, the revised categorization in our study emphasizes the complex and interconnected nature of the factors affecting learning motivation, highlighting the interaction among psychological, social, cognitive, and demographic dimensions.

Development of an integrated conceptual framework for the entrepreneurial intention and nascent entrepreneurial behavior

PurposeThis study aims to identify the themes of entrepreneurial intention and develop an integrated conceptual framework for the antecedents and outcomes of entrepreneurial intention.Design/methodology/approachA Systematic Literature Review (SLR) is conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach (PRISMA). In total, 185 articles from six databases between 2010 and 2023 are included. A bibliometric analysis is performed using VOSviewer.FindingsUnearthed are five pivotal themes, namely, personality traits, educational, contextual and cognitive factors, that profoundly influence entrepreneurial intention to deepen the understanding of nascent entrepreneurial behavior and illuminate new avenues for research in this domain.Research limitations/implicationsThis study relied on six databases and 185 papers from scholarly journals written in English. Articles published before 2010 and after 2023 are not considered. It proposes an integrated conceptual framework incorporating personality traits and educational, contextual and cognitive factors for intention formation. The incremental aspect of augmenting Social Cognitive Career Theory (SCCT) theory is also explained.Practical implicationsArms practitioners with the crucial insights needed to embark on nascent entrepreneurs’ entrepreneurial journey early in crafting effective policies, empowering them to spearhead economic growth and innovation at both the firm and national levels.Originality/valueThis study shows the nexus among personality traits, educational, contextual and cognitive factors, entrepreneurial intention and nascent entrepreneurial behavior with a solid theoretical foundation under one integrated conceptual framework while augmenting SCCT, offering a fresh and innovative perspective on nascent entrepreneurial behavior.

Sleep-related safety behaviours predict insomnia symptoms 1 year later in a sample of university students.

Several studies have demonstrated the relevance of cognitive factors in the development of insomnia complaints, but very few have investigated how these factors influence the development of insomnia complaints over time. In this study we set out to investigate key factors associated with present insomnia severity and the development of insomnia complaints over time. We employed a two-wave longitudinal design where we measured insomnia severity, pre-sleep arousal, dysfunctional beliefs about sleep, sleep-related worry and safety-behaviours in a sample of students at baseline and 1 year later. At baseline, 353 respondents filled in the questionnaires and 79 completed these a year later. In the cross-sectional analyses, pre-sleep arousal and sleep-related worry were unique contributors to insomnia severity. Using baseline data to predict insomnia severity 1 year later, only sleep-related safety emerged as a predictor. These findings suggest that sleep-related worry and pre-sleep arousal are the primary factors influencing current severity. In terms of development and/or persistence, sleep safety may constitute a potentially underestimated factor.