ABSTRACT Understanding how Latinos navigate natural environments is essential for advancing equitable access to outdoor recreation and improving culturally responsive park management. This qualitative study explored Latinos’ interpersonal experiences in natural environments in South Carolina. The study analysed (a) Latinos’ interpersonal experiences with staff and visitors in natural environments and (b) the inclusion and exclusion dynamics Latinos witness and experience in natural environments. The data analysis was based on the theoretical framework of intersectionality and the conceptual framework of interpersonal behaviour and symbolic boundary theory. Findings suggest that Latinos have overall positive experiences with white staff and park visitors, experience some tensions with Black populations, as well as microaggressions from other Latinos. Still, Latinos speak highly of the positive interpersonal dynamics in natural environments and are not deterred from enjoying nature alongside other groups.

 Background: Thought patterns significantly influence emotional regulation, physiological functioning, interpersonal behaviour, and societal harmony. Contemporary psychological science emphasizes cognitive restructuring and metacognitive awareness for mental health. However, limited models address systematic moral refinement and harmony-oriented thought transformation.  Objective: This conceptual paper integrates internationally accepted cognitive and emotional regulation theories with the Analysis of Thoughts practice from Simplified Kundalini Yoga (SKY) to propose a comprehensive framework for physical well-being, mental health, self-peace, family harmony, and social peace.  Methods: A theoretical integrative review methodology was adopted. Peer-reviewed literature from cognitive psychology, neuroscience, emotional regulation, and mindfulness research was synthesized and conceptually integrated with SKY introspection principles.  Results: The integration yields a five-dimensional model:  Thought Awareness,  Source Identification,  Classification,  Regulation, and  Harmony-Oriented Transformation. The framework extends beyond therapeutic correction toward preventive and evolutionary cognitive refinement.  Conclusion: While contemporary psychology effectively manages dysfunctional cognition, SKY-based Analysis of Thoughts provides a structured, ethical, and socially integrative system for long-term cognitive harmony and collective well-being.

ABSTRACT Scaffolding, a core form of teacher interpersonal behaviour, is widely linked to improved classroom interaction and teacher‐student relationships in education research. However, its application in Chinese university music classes remains underexplored. To address this gap, this qualitative study examined 22 Chinese university music teachers' perceptions of scaffolding, focusing on its favourable outcomes and practical challenges. Data were collected through semi‐structured interviews and narrative frames and were analysed using thematic analysis. The findings indicate that scaffolding was perceived to enhance learners' autonomy, collaboration, motivation, disciplinary knowledge acquisition, creativity and classroom supportiveness; teachers also noted challenges related to meeting diverse learner needs, building scaffolding‐specific professional knowledge and adjusting support timing. By highlighting the discipline‐specific features of music learning, this study extends scaffolding research beyond general subject areas and offers targeted implications for university music teacher development.

Teachers’ feelings of burnout: Does it matter for interpersonal teacher behavior and students’ affective-motivational outcomes?

What happened online when college students become more grateful? An integrative intervention study.

Biomedical interventions to prevent transmission of Human Immunodeficiency Virus (HIV), such as pre-exposure prophylaxis (PrEP), are available in England for free at specialised sexual health services (SSHS). Yet the number of new HIV diagnoses made in England among people exposed to HIV through heterosexual sex and among people of Black ethnicity are increasing. Published research discusses the barriers and facilitators to PrEP among people not living with HIV. We add to this literature by qualitatively exploring the retrospective barriers and facilitators to PrEP use and HIV prevention more broadly among people who are living with HIV now. We interviewed 26 participants between March 2021 and July 2022 from across England with varying backgrounds. We used the COM-B model to systematically extract areas that can inform behaviour change. Capability barriers included gaps in HIV and PrEP knowledge and mental health issues. Opportunity barriers included not being identified as having a PrEP need by healthcare professionals, which then hindered participants to learn more about PrEP, communication gaps with sexual partners and perceptions of (in)accessibility of PrEP. Motivational barriers included a perception of low HIV risk and HIV/ PrEP self-relevance, PrEP stigma, having reservations about taking medications, and perceiving HIV campaigns as too selective regarding the populations they target. Knowledge about PrEP constituted a capability facilitator; and wanting to stay safe and take control of one's health was a motivational facilitator. Our findings mirror those identified in research conducted with people not living with HIV, but we believe that particularly strong narratives for HIV prevention can arise from learning from people living with HIV. We suggest that structural changes are required to achieve a shift in how sex, HIV and PrEP are discussed societally, allowing for changes in individual and interpersonal behaviours and a sustained decrease in HIV transmission among all groups.

The quality of hospital services is a key indicator of healthcare performance and patient-centered care. This study aimed to analyze factors associated with service quality at Banten Regional General Hospital (RSUD Banten). A quantitative cross-sectional design was conducted involving 100 outpatient respondents selected through simple random sampling. Data were collected using validated questionnaires and analyzed using chi-square tests and prevalence odds ratios (POR). The results demonstrated a significant association between technical competence (p = 0.0005; POR = 27.746; 95% CI: 9.450–81.469) and staff behavior (p = 0.038; POR = 2.349; 95% CI: 1.042–5.294) with service quality. Conversely, service access (p = 0.334) and process elements/social access (p = 0.748) were not significantly associated with service quality. These findings indicate that technical competence and interpersonal behavior of health personnel play a dominant role in shaping patient perceptions of hospital service quality. Strengthening professional competence and human relations among health workers is essential to improve service quality in public hospitals.

This study examines the effectiveness of experiential learning–based group counselling, embedded with Ca’oca’an, in enhancing Madurese students’ emotional intelligence. Emotional intelligence follows Goleman’s five dimensions: self-awareness, self-regulation, self-motivation, empathy, and social skills. An experimental equivalent time-series design was used with 12 students at Madrasah Aliyah Mabdaul Falah Pamekasan. The intervention comprised two cycles of group counseling that integrated Ca’oca’an proverbs into the four stages of experiential learning. Emotional intelligence was measured with a Likert-type scale at pretest, posttest 1, and posttest 2. Wilcoxon signed-rank tests and normalized gain scores showed significant improvements at each measurement point, with an overall N-gain of 0.87 (high). The largest gains were in self-awareness and self-regulation, supported by qualitative reflections showing better emotional awareness, self-control, empathy, and interpersonal behavior. These findings indicate that experiential-learning–based group counseling grounded in local wisdom is effective and culturally responsive for strengthening students’ emotional intelligence. Keywords: emotional intelligence, experiential learning, group counselling, Ca’oca’an, local wisdom

ABSTRACT Coaching outcome research has made progress over the past decade. However, studies providing insights into coach–client interactions remain scarce – especially those including experienced professionals. The study takes a video-based approach to elucidate how coaches initiate high-quality coaching conversations. Our hypotheses regarding relevant coaching behaviours refer to the coaching entry phase and are theoretically based on Rogers’ core conditions and meta-analytic findings on co-regulation. The analysis was based on 90 video recordings of initial coach-client encounters (average age 50). The recorded coaching sessions lasted 20 minutes each and were part of an accreditation process for executive coaches. Four independent observers analysed the coaches’ interpersonal behaviour and their use of specific interventions (e.g. appreciation, contracting, reflections). Accreditors and observers assessed working alliance and coaching performance as outcomes. Findings suggest that high-performing coaches tended to behave in a neutral to dominant manner, were friendlier and were more likely to use simple and complex reflections. Surprisingly, in online coaching negative effects of complex reflections occurred. Female coaches and clients received higher outcome ratings. The results advance the understanding of microbehaviours in initial coach-client conversations and inform evidence-based human resource and coach development.

ABSTRACT This study examines how teacher interpersonal behaviours and AI attributes (responsiveness and anthropomorphism) influence students' willingness to communicate (WTC) with AI through the parallel mediators of classroom enjoyment and AI trust. Using survey data from 557 Chinese undergraduates in AI‐enhanced language classrooms, structural equation modelling revealed that teacher–student interaction predicts communication willingness both directly and indirectly through dual mediators. While responsiveness operates fully through indirect pathways, anthropomorphism exerts both direct and indirect effects. Crucially, classroom enjoyment enhances AI trust, confirming a synergistic affective‐cognitive sequence. Findings demonstrate teachers' irreplaceable role in AI‐enabled classrooms, highlighting human–AI synergy rather than substitution. This dual‐mediation perspective offers valuable insights for integrating AI while preserving essential human elements in education. This study examines how teacher interpersonal behaviours and two key AI attributes—responsiveness (speed/fluency of AI feedback) and anthropomorphism (human‐like cues of AI)—shape students' willingness to communicate with AI (WTCA) through the parallel mediators of classroom enjoyment and AI trust. Survey data from 557 Chinese undergraduates in AI‐enhanced language classrooms were analysed with structural equation modelling. Teacher–student interaction predicted WTCA both directly and indirectly via enjoyment and trust. AI responsiveness operated only through these indirect paths, whereas anthropomorphism exerted additional direct effects. Enjoyment, in turn, enhanced AI trust, confirming an affective‐cognitive synergy. Findings underscore teachers' irreplaceable role in human–AI collaborative learning and offer practical guidance for integrating AI without sacrificing essential human elements.

Grounded in Self-Determination Theory (SDT), this study tested the hypothesis that body image perception delineates distinct motivational pathways, linking the perceived interpersonal style of exercise professionals to basic psychological needs, motivation quality, and long-term exercise persistence intentions. A sample of 821 regular exercisers was divided into two groups based on body image: "Satisfied" (n = 276) and "Dissatisfied due to Overweight" (n = 545). Participants completed validated measures of perceived interpersonal behaviors (supportive/thwarting), basic psychological need satisfaction/frustration, motivational regulation, and exercise persistence intention. A clear divergent pattern emerged, strongly supporting the main hypothesis. The "Satisfied" group reported a positive pathway: perceiving more need-supportive behaviors from instructors was associated with greater satisfaction of autonomy, competence, and relatedness, which in turn correlated with more self-determined motivation and stronger persistence intentions. Conversely, the "Dissatisfied" group reported a negative pathway: perceiving more need-thwarting behaviors was associated with greater need frustration, which correlated with more non-self-determined motivation and weaker persistence intentions. Measurement invariance confirmed these pathways are comparable across groups. The findings highlight that body image perception is a key correlate of distinct motivational experiences in exercise settings. Crucially, they underscore the significant association between the professional's perceived interpersonal style and these pathways. Fostering need-supportive environments that enhance autonomy, competence, and relatedness is associated with more adaptive motivation and adherence, offering a valuable framework for practitioners aiming to support clients, particularly those with body image concerns.

ABSTRACT Objectives Self-compassion is a predictor of healthy interpersonal outcomes. There is growing interest in comparing the role of self-compassion between males and females, particularly in adolescence, which marks a unique period of social development. Methods Students from secondary schools were invited to complete questionnaires assessing self-compassion, interpersonal emotional regulation, relationship with parents, loneliness, peer problems, prosocial behaviours, and bullying experience. Baseline measurements coincided with the declaration of COVID-19 in Australia. Regression analyses were used to examine associations between self-compassion and measures of interpersonal behaviours, and the interaction of self-compassion and gender. Results Students (n = 553, 47% F, Mage 13.6) from 8 schools participated in this study. Regression models found self-compassion significantly associated with all interpersonal outcomes, except bullying perpetration. Self-compassion was significantly and positively associated with interpersonal regulation skills, perceiving parents as caring, and prosocial behaviour. Low self-compassion was associated with loneliness, perceiving parents as overprotective, peer problems, and bullying victimization. Boys reported significantly higher self-compassion than girls. Interaction results indicate that girls are more likely to bully when low in self-compassion, but not boys. Conclusion Findings demonstrated that self-compassion is associated with interpersonal behaviours among adolescents, differing between genders. Future longitudinal research should explore the directionality of these associations.

Suicidal ideation is prevalent among university students and is associated with a complex interplay of psychological, interpersonal, and behavioral factors. While prior research has examined individual predictors such as sleep disturbances, depressive symptoms, and impulsivity, less is known about how these factors co-occur in clinically distinct profiles. This study aimed to identify latent profiles of suicide risk using a multidimensional model.We conducted a secondary data analysis using the Assessing Nocturnal Sleep/Wake Effects on Risk of Suicide (ANSWERS) dataset, which includes self-reported data from 971 U.S. university students aged 18 to 52 years (M = 20.10, SD = 2.41). Seven continuous variables were included as indicators: sleep quality (PSQI), insomnia severity (ISI), depressive symptoms (CES-D), suicidal ideation severity (C-SSRS), thwarted belongingness and perceived burdensomeness (INQ), and total impulsivity (UPPS-P). Latent Profile Analysis (LPA) was employed to identify subgroups, and model fit was assessed using the AIC, BIC, and entropy.Latent Profile Analysis identified five distinct profiles based on indicators of sleep, affect, interpersonal behavior, and impulsivity. These included a severely distressed profile characterized by elevated depressive symptoms, suicidal ideation, sleep disturbances, and interpersonal burden; an interpersonally burdened profile with mild affective symptoms; a moderately symptomatic profile; a psychologically resilient profile with minimal symptoms across domains; and a high impulsivity profile accompanied by emotional dysregulation.This study identified five clinically distinct profiles of suicide risk in a large sample of university students. These results may inform the development of tailored screening and intervention strategies in campus-based mental health settings.

The behaviors derived from roles selected from an individual's repertoire, as measured by sociometric choices for given tasks or by preferred "personality" traits, and the expected effect on an actor of each of the salient situational variables can be used to predict interpersonal behavior in a given situation. The result can be estimated in terms of three dimensions of a conceptual social space: Upward-Downward (dominance vs submission), Positive-Negative (friendly vs unfriendly), and Forward- Backward (accepting vs opposing the task orientation of established authority). The roles in the repertoire, the situational variables, and the resultant expected behavior can be located on a field diagram.

The Interpersonal Sensitivities Circumplex (ISC) measures individual differences in the sensitivity to interpersonal behaviors, organized along the dimensions of agency (e.g., sensitivity to others’ assertive behavior) and communion (e.g., sensitivity to others’ warm behavior). The present study aimed at validating a 40-item Italian adaptation of the ISC using methods that advance previous approaches to developing circumplex measures. Specifically, we (a) applied ant colony optimization, a well-performing technique to identify optimal items, (b) employed an item-level circumplex model to avoid limitations associated with item parceling, and (c) evaluated model fit using the dynamic fit index, which allows for a more rigorous assessment of theoretical structure. In two samples of the Italian general population (N = 401 and N = 301), the ISC-IT demonstrated sound psychometric properties, including acceptable model fit and internal consistency, and plausible associations with external variables. Using the ISC-IT, we replicated key findings from previous research, including that individuals are most sensitive to interpersonal behaviors that are opposite to their own, and that interpersonal sensitivities have both general and specific associations with maladaptive personality traits. This work contributes to the theoretical literature on interpersonal sensitivities and showcases contemporary test construction and validation techniques in developing circumplex measures.

Purpose Our research aims to answer the following question: How does religious diversity manifest itself in Quebec universities through individuals' expressions of belief, interpersonal behaviors and organizational practices as part of a learning and co-construction process? The objective of this study was, in the context of the EDI initiatives, to explore and document, through website analysis and expert consultation, the manifestations of religious diversity in Quebec universities in terms of individual experiences and claims, discussion and benchmarking, and the formalization of rules imposed by management, including senior management, and at the level of policies and organizational structures. Design/methodology/approach The methodology applied to conduct this exploratory research was document analysis: a systematic approach that enables one to extract qualitative data from print or electronic documents (Bourgeois, 2021; Bowen, 2009; O’Connor, 2019; Paulus et al., 2014). This method allows for a rigorous data collection process to extract meaning and trends from a set of documents and thereby answer the research question. In a second phase of data collection, and to address the main limitation of relying solely on document analysis, the preliminary findings were shared for expert feedback. This step aligns with realist synthesis, which is appropriate for testing and refining findings through expert validation (Robert and Ridde, 2013). Findings By analyzing data and combining theoretical frameworks on religious expression, inclusion systems, management of religion and co-construction process, this article contributes to both theory and practice. The document analysis of Quebec's 18 universities led to three key findings: concrete manifestations of religious expression, limited consideration of religious diversity within existing EDI frameworks, and the importance of managing religious diversity collaboratively through a participatory co-construction process. The results revealed a multitude of religious manifestations or practices within all domains of the frame of reference. The use of this framework enabled us to better understand how management of religion is manifested at universities, a little-documented environment, especially in Quebec. Research limitations/implications This study explored the management of religious issues in Quebec universities through EDI plans and policies. It has however limitations due to its exploratory nature and methodology. Some practices, particularly those involving administrative staff, are likely shared only internally and therefore not accessible on the website. Further studies, including more university surveys and interviews with employees and individuals from diverse religious backgrounds, are needed to better understand the dynamics and challenges of managing religious issues. Future research could also consider comparing universities based on their language (francophone and anglophone institutions), size or location, for example, by contrasting large urban institutions with smaller regional universities. Practical implications This participatory, co-constructive process linked to EDI initiatives is not unique to the consideration of religious diversity, and there is no question of prioritizing religion over other forms of diversity, but since results show that religious diversity seems more invisible than other forms, this type of process allows for the creation of spaces for discussion, consultation and inclusion of stakeholders concerned by religious diversity in change initiatives throughout the organization, in accordance with current legislation. Managing religious diversity within organizations' EDI approaches cannot be imposed and requires the involvement of stakeholders, who play a crucial role in inclusion efforts. During the consultations, the experts emphasized the relevance of the proposed framework, highlighting the value of such a process for addressing religious diversity, especially given the current lack of structured approaches in most institutions. They noted that the framework could serve as an inspiration for how universities can manage religious diversity and could be adopted or adapted by both experts and institutions. For other scientific research, the framework (Figure 5) could also be the subject of further studies. Social implications The findings are also useful for practitioners, as they provide insights into how religious diversity is currently managed and how it concretely manifests in university settings. This contributes to practitioners' understanding and can inform the development of future training initiatives and EDI action plans. The framework and results offer practical tools for those seeking to recognize, engage with and better structure responses to religious diversity within academic institutions. These avenues offer a concrete foundation for universities to advance toward a more coherent, inclusive and sustainable approach to managing religious diversity. Originality/value Few studies have examined how religious diversity and religious identities are addressed in the context of EDI initiatives and process within Quebec universities. It is so interesting to document religious expression in Quebec universities to determine whether its management is still essentially invisible and submerged in the multiple different diversities, as is the case in some other organizations (Galindo and Surply, 2010, p. 31). This study underscores the importance of integrating religious diversity more actively into EDI policies and practices through collaborative processes.

Predicting Malaysian household food waste behaviour through an integrated framework of theory of planned behaviour (TPB) and theory of interpersonal behaviour (TIB)

ABSTRACT In modern AI‐powered educational environments, understanding the relational dynamics between teachers and students is essential to fostering effective learning experiences. This study aims to investigate the relationship between teacher interpersonal behaviours and students' emotional engagement, perceived classroom support, technology acceptance, and behavioural engagement in AI‐enhanced classrooms. Using a quantitative, correlational research design, data were collected from 500 secondary school students through validated questionnaires measuring each of the five constructs. Structural equation modelling (SEM) was used to assess the direct and indirect effects among variables. The findings indicate that teacher interpersonal behaviours positively influence emotional engagement and perceived support, which in turn enhance students' acceptance of technology and active behavioural engagement. The findings highlight the need for professional development programs that emphasise interpersonal skill development for teachers operating in AI‐mediated learning environments.

ABSTRACT The present study investigates how EFL teachers' interpersonal behaviours (TIB)—autonomy support, structure (competence support), and involvement (relatedness support)—predict students' behavioural, cognitive, and emotional engagement in generative artificial intelligence (GenAI)‐mediated classrooms through the lens of Self Determination Theory (SDT). Survey data from 385 Chinese undergraduates were analysed using partial least squares structural equation modelling (PLS‐SEM). Results demonstrate that autonomy support and involvement consistently predict behavioural, cognitive, and emotional engagement, while structure primarily predicts behavioural and cognitive domains. With the structural model explaining 45% of the variance in engagement ( R 2 ≈ 0.45), the findings reaffirm that the motivational climate fostered by teachers remains indispensable despite the affordances of GenAI tools. This study extends SDT‐based research by revealing that teacher support mechanisms are recalibrated, not replaced, in GenAI‐enhanced classrooms, and highlights the enduring importance of human relational dynamics alongside technological innovation. The results emphasise the need for professional development that integrates GenAI literacy with interpersonal skills to help teachers sustain engagement and optimise learning in evolving educational environments.

ABSTRACTCoach‐perpetrated interpersonal violence can pose significant risks to athletes' development as well as psychological, physical and social well‐being worldwide. This study examined the perceived harmfulness of witnessed coach‐perpetrated interpersonal violence behaviours in the North Mediterranean region, alongside any associations with coaching climates (empowering and disempowering). Data were collected from 494 active coaches across Cyprus, Greece, Italy, Malta, Spain and Portugal through an online questionnaire where they reported witnessing and perceived harm of psychological, physical, instrumental and sexual violence, as well as their coaching climates. The analysis showed psychological violence as the most frequently witnessed form and physical violence being perceived as the most harmful one. An empowering coaching climate, characterised by autonomy support and positive reinforcement, correlated positively with higher perceived harm, especially for psychological and instrumental violence. Conversely, a disempowering climate, marked by control and punitive behaviours, correlated with lower perceived harm. Gender, coach education and professional status were found to influence coaches' perceptions, highlighting that cultural and structural complexities have a role towards interpersonal violence tolerance. The study underscores the critical need for culturally tailored safe sport initiatives, mandatory training of coaches in safe coaching behaviours and practices and proactive safeguarding measures to mitigate interpersonal violence across diverse sporting contexts. Culturally informed interventions need to challenge the normalisation of violence in coaching and encourage empowering climates that place athletes in the centre and prioritise their welfare.