Abstract Generation Z is pivotal to the future of sustainable finance, yet prevailing behavioral models, particularly the Theory of Planned Behavior, provide an incomplete understanding of how their investment decisions emerge from the interplay of digital stimuli, psychological mechanisms, and value-based economic reasoning. Addressing this theoretical gap, this study develops and empirically tests an integrated framework that combines the Stimulus–Organism–Response (SOR) Model with Social Cognitive Theory, Utility Theory, Rusbult’s Investment Model, and Prospect Theory. Using survey data from 215 Generation Z investors in Jakarta, analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM), the findings reveal that green investment intention is primarily shaped by perceived value and self-efficacy, whereas risk tolerance does not exert a significant effect, indicating a shift from risk-driven to value- and capability-driven decision patterns among digital-native investors. The perceived attractiveness of conventional alternatives significantly reduces green investment intention, underscoring the competitive dynamics of investment choices. Government support plays a critical role in strengthening perceived value and self-efficacy, while digital information channels, particularly online seminars and, to a lesser extent, social media, shape perceptions of risk and alternative attractiveness, though none enhance self-efficacy. By unifying four complementary theoretical perspectives, this study provides a comprehensive explanation of how external institutional and digital stimuli translate into cognitive and evaluative processes that drive sustainable investment behavior. These insights offer actionable guidance for policymakers and financial institutions to design strategies that elevate perceived value, enhance investor capability, and leverage targeted digital platforms to accelerate the adoption of green finance among young investors.

Amid the convergence of global population aging and accelerating digital transformation, older adults' digital adaptability has emerged as a critical indicator of their quality of life, autonomy, and capacity for successful aging. However, digital disparities, technology-related anxiety, and insufficient support systems continue to hinder older individuals from fully participating in digital society. Particularly in modern family structures-where children often live apart from aging parents-the diminishing role of family support further underscores the importance of broader social influences. This study aims to examine how environmental factors (family support and social influence) and psychological factors (digital anxiety and sense of achievement) are associated with older adults' intention to use Assistive Digital Tools and Services (ADTS), and how these relationships contribute to the development of digital literacy. Drawing upon an integrative framework that combines constructs from the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology, and social cognitive theory, the study also investigates the mediating and moderating mechanisms underlying these effects, offering strategic insights to support older adults in moving from social isolation to digital empowerment. A structured questionnaire survey was conducted using a convenience sampling method among adults aged 55 years and older in Shenyang, Liaoning Province, China, yielding 480 valid responses. Structural equation modeling, bootstrapping, and moderation analysis were used to test the proposed integrative framework. For both family support and social influence, their associations with digital literacy were fully mediated by ADTS. Higher family support was associated with lower digital anxiety, which in turn correlated with greater intention, while stronger social influence was directly associated with higher intention. Digital anxiety showed a strong negative association with intention; however, this relationship was significantly weaker among those reporting a higher sense of achievement. These findings highlight usage intention as a central pathway through which environmental and psychological conditions are related to digital competence. Digital literacy in later life is more than a technical skill set-it represents a vital form of psychological and social capital that empowers autonomy, well-being, and social integration. Strengthening older adults' intention to engage with digital tools through emotional reinforcement, achievement-oriented experiences, and supportive social environments is key to narrowing the digital divide. Beyond its personal benefits, fostering digital competence contributes to successful aging, which in turn brings profound advantages for families, strengthens community cohesion, and supports national goals in public health, economic participation, and social sustainability. Intergenerational learning initiatives, community-based engagement programs, and leveraging social influence to offset weakened family support can create a more inclusive, resilient, and age-friendly digital ecosystem-one that benefits not only older individuals but society at large.

Chinese undergraduates exhibit notable gender differences in their subjective exercise experiences. These differences are closely linked to variations in their physical activity participation and self-efficacy beliefs. Despite growing research on the links between self-efficacy, physical activity, and subjective exercise experiences, few studies have systematically examined whether physical activity mediates the relationship between self-efficacy and subjective exercise experiences. Guided by social cognitive theory (SCT), this study aims to investigate the mediating effect of physical activity on the relationship between self-efficacy and subjective exercise experiences and further explore potential gender differences in this mediating mechanism among Chinese college students. This study conducted an online questionnaire survey among 1,674 college students ( n = 1,674; M = 19.15, SD = 1.23; 506 males and 1,186 females). Structural equation modeling (SEM) revealed physical activity partially mediated the links between self-efficacy and positive well-being ( β = 0.10, p < 0.01), and self-efficacy and fatigue ( β = 0.13, p < 0.01), but not self-efficacy and psychological distress ( β = 0.04, p = 0.22). This study confirms physical activity partially mediates the link between self-efficacy and Chinese college students’ subjective exercise experiences (positive well-being, fatigue), with notable gender differences. These findings support gender-specific exercise interventions: enhancing self-efficacy to increase physical activity for males, and focusing on self-efficacy to reduce negative experiences for females.

The COVID-19 pandemic disrupted global education systems, forcing rapid shifts in teaching practices, technology integration, and assessment methods. However, little is known about how teacher efficacy, job satisfaction, and digital adoption vary across economic contexts. Insufficient research examines how income levels influence these factors, hindering equitable support for educators in post-pandemic recovery. This study examines variations in teacher efficacy (TE), job satisfaction (JS), assessment practices (AP), and technology adoption (UIT/UDT) across low-, upper-middle-, and high-income countries (LMICs, UMICs, HICs) before and after the COVID-19 pandemic. Guided by Bandura’s Social Cognitive Theory, the analysis explores how these factors interact and shift in response to pandemic-related disruptions in educational systems. The study utilizes PISA 2018 (pre-pandemic) and 2022 (post-pandemic) data from 128,866 teachers across 24 countries, employing structural equation modeling and machine learning as primary analytical techniques. Results indicate that job satisfaction significantly affects teacher efficacy but has minimal direct impact on the use of instructional technology tools. Teacher efficacy demonstrates a significant positive effect on both technology adoption (UIT) and assessment practices, while the use of digital learning and communication tools similarly influences assessment practices. These findings suggest that teacher efficacy and digital tool integration are key determinants of assessment practices. The study highlights how economic contexts shape teacher development, proposing targeted approaches for equitable post-pandemic education. HICs benefit from institutional support reinforcing the JS-TE relationship, while LMICs require solutions addressing resource gaps that impede consistent technology implementation. These evidence-based findings support context-specific policy interventions to enhance teacher support and digital integration globally.

ABSTRACT This study examined the relationships between change leadership and teachers’ teaching innovation, considering the mediating roles of innovative school climate and teachers’ AI self-efficacy. Grounded in the transformational leadership and social cognitive theories, the study employed a cross-sectional quantitative design using data collected from public school teachers in Oman. Structural equation modelling (SEM) was used to estimate the structural relationships among change leadership, innovative school climate, AI self-efficacy, and teaching innovation. The results indicated that change leadership had a significant direct effect on teachers’ teaching innovation and positively influenced innovative school climate and AI self-efficacy. Both mediators significantly predicted teaching innovation, with bootstrapping confirming their parallel indirect effects. However, neither the sequential mediation pathway nor the direct relationship between innovative school climate and AI self-efficacy was statistically significant. These findings have important implications for policymakers, school leaders, and teacher professional development programs, emphasising the need to foster both organisational conditions for innovation and teachers’ individual competencies related to AI integration.

The COVID-19 pandemic disrupted global education systems, forcing rapid shifts in teaching practices, technology integration, and assessment methods. However, little is known about how teacher efficacy, job satisfaction, and digital adoption vary across economic contexts. Insufficient research examines how income levels influence these factors, hindering equitable support for educators in post-pandemic recovery. This study examines variations in teacher efficacy (TE), job satisfaction (JS), assessment practices (AP), and technology adoption (UIT/UDT) across low-, upper-middle-, and high-income countries (LMICs, UMICs, HICs) before and after the COVID-19 pandemic. Guided by Bandura's Social Cognitive Theory, the analysis explores how these factors interact and shift in response to pandemic-related disruptions in educational systems. The study utilizes PISA 2018 (pre-pandemic) and 2022 (post-pandemic) data from 128,866 teachers across 24 countries, employing structural equation modeling and machine learning as primary analytical techniques. Results indicate that job satisfaction significantly affects teacher efficacy but has minimal direct impact on the use of instructional technology tools. Teacher efficacy demonstrates a significant positive effect on both technology adoption (UIT) and assessment practices, while the use of digital learning and communication tools similarly influences assessment practices. These findings suggest that teacher efficacy and digital tool integration are key determinants of assessment practices. The study highlights how economic contexts shape teacher development, proposing targeted approaches for equitable post-pandemic education. HICs benefit from institutional support reinforcing the JS-TE relationship, while LMICs require solutions addressing resource gaps that impede consistent technology implementation. These evidence-based findings support context-specific policy interventions to enhance teacher support and digital integration globally.

Introduction Within Chinese universities, classroom silence, while culturally acceptable, may indicate underlying psychological distress that impedes academic engagement. Drawing upon social-cognitive theory, this study investigates whether social anxiety mediates the relationship between interpersonal satisfaction and students’ in-class silence. Methods A cross-sectional survey of 565 undergraduates from six Chinese universities examined interpersonal satisfaction, social anxiety, and three distinct behavioral indicators of silence (large-lecture, small-discussion, and laboratory contexts). Confirmatory factor analysis established convergent and discriminant validity; Cronbach’s α coefficients ranged from 0.86 to 0.91, demonstrating good internal consistency. A structural equation model (SEM) was employed to test the hypothesized mediation pathway while statistically controlling for gender, only-child status, hometown type, and personality traits. Results The measurement model exhibited satisfactory fit indices ( χ 2 / df = 2.34, CFI = 0.957, TLI = 0.948, RMSEA = 0.058, SRMR = 0.041). Within the structural model, interpersonal satisfaction demonstrated a significant negative prediction of social anxiety ( β = −0.42, p < 0.001) and a comparatively weaker direct negative effect on silence ( β = −0.18, p = 0.019). Social anxiety significantly and positively predicted silence ( β = 0.51, p < 0.001) and mediated complete association, accounting for 54.5% of the total effect between satisfaction and silence (bootstrapped β _indirect = −0.21, 95% CI [−0.27, −0.15]). The model explained 18% of the variance in social anxiety and 39% of the variance in classroom silence. Discussion Findings reveal a socio-emotional cascade: supportive relationships link to anxiety, which subsequently decreases the propensity for silence. The residual direct path indicates the presence of additional explanatory mechanisms. By delineating how relational climates associate with voice behavior, this study challenges essentialist attributions of Chinese students’ silence exclusively to Confucian deference norms. Due to cross-sectional design, causal inferences are tentative.

Purpose Learning transitions lead to the evolution of education and its consequences. This study investigates how changes in learning modalities affect the roles of self-esteem, self-efficacy and behavioral delay in determining academic achievement. Design/methodology/approach Using an integrated framework of social cognitive career theory, temporal motivation theory and transformative learning theory, this study involved 245 accounting students from 2019 to 2022 transitional cohorts of various universities in Indonesia. The analyses included t-tests, mediation and moderation analysis and multi-path modeling. Findings Self-esteem and self-efficacy significantly regulate behavioral delay, affecting academic achievement. Psychological conditions are crucial in uncertain learning situations, and this is pronounced for the FOL cohort. Whereas institutional support strengthens the influence of the OHL cohort’s self-efficacy, as a supportive environment helps increase student motivation. Research limitations/implications Specific interventions are required to enhance students’ confidence and reduce procrastination during learning disruptions. Policymakers and educators need to prepare support measures tailored to different situations and learning methods. Originality/value The integrated framework offers a comprehensive overview of how psychological and behavioral factors influence academic achievement when there is a change in learning modalities. The data were collected from various higher education institutions in Indonesia.

Sleep is a fundamental biological need for adolescents and plays a crucial role in supporting cognitive function, emotional regulation, and overall mental health. Despite its importance, sleep quality among adolescents has increasingly declined due to the interaction of individual characteristics, social environments, and daily sleep behaviors. This article aims to analyze the factors influencing adolescent sleep quality using the Social Cognitive Theory framework through a literature review of national and international journals published between 2021 and 2025. The findings show that adolescent sleep quality is shaped by personal factors, including attitudes toward sleep, self-efficacy, and psychological conditions. Environmental factors, such as parental support, peer influence, and academic demands, also significantly affect sleep patterns. In addition, behavioral factors, particularly sleep hygiene practices, play a key role in determining sleep quality. Consistently, unhealthy sleep behaviors are associated with poor sleep quality. Therefore, comprehensive interventions are needed, involving the improvement of sleep habits, strengthening adolescents’ self-regulation abilities, and enhancing family and school support to promote better sleep quality.

Purpose-This study aims to examine the effect of knowledge seeking on green supply chain management and to investigate the mediating role of green self-efficacy. Although prior studies emphasize the importance of knowledge-related activities in promoting sustainable practices, empirical findings remain inconclusive regarding how such activities are translated into green supply chain implementation. Furthermore, prior research has largely overlooked the influence of internal cognitive factors in explaining this relationship. Methodology-This study adopted a quantitative research design and utilized a survey-based data collection method. The respondents consisted of owners and managers of manufacturing micro, small, and medium enterprises located in Yogyakarta, Indonesia selected through purposive sampling. The research instruments were developed by adapting established measurement scales from previous studies and were evaluated using a Likert-type scale. The collected data were analyzed through partial least squares–structural equation modeling using SmartPLS version 4 to assess the measurement model and examine the proposed hypotheses. Findings-The findings reveal that green self-efficacy exerts a positive and statistically significant influence on green supply chain management. In contrast, knowledge seeking shows no significant direct impact on green supply chain management and does not significantly affect green self-efficacy. As a result, green self-efficacy fails to function as a mediating variable in the relationship between knowledge seeking and green supply chain management. Research Limitations-This research is constrained by a cross-sectional research design, which limits the examination of temporal dynamics and reduces the ability to draw strong causal inferences among the studied variables. In addition, the use of self-reported data may introduce response bias, as perceived practices may differ from actual green supply chain implementation. Finally, the focus on manufacturing micro, small, and medium enterprises within a single regional context may limit the generalizability of the findings to other sectors or geographical settings. Novelty-This study offers novel insights by demonstrating that green self-efficacy plays a more decisive role than knowledge seeking in driving green supply chain management adoption. By integrating social cognitive theory into green supply chain research, this study challenges the assumption that knowledge acquisition automatically leads to sustainable practices and highlights the importance of internal cognitive readiness in sustainability-oriented decision-making, particularly in resource-constrained organizational contexts.

This study examines the relationship between perceived employee environmental, social, and governance (ESG) behavior and consumer meaningfulness by exploring the mediating role of moral elevation and perceived authenticity, as well as the moderating role of consumers’ skepticism. The study draws upon the integration of self-determination theory and social cognitive theory. Prior research has often neglected the outcomes of interaction between employee behaviors and consumer perceptions. Th study used a sequential explanatory research design to understand the observable perceived ESG behaviors of the employees and the psychological outcomes of the consumers. The study involved 390 consumers from five-star hotels in Addis Ababa, Ethiopia. The data was gathered through a survey and analyzed using a structural equation model via the Smart-PLS tool. The interview data were collected from 16 frontline employees of five-star hotels and analyzed through thematic analysis. The quantitative results confirmed perceived employee ESG behavior is positively and significantly associated with consumers’ sense of meaningfulness, moral elevation, and perceived authenticity. Additionally, moral elevation and perceived authenticity significantly mediate the link between perceived employee ESG behavior and consumer sense of meaningfulness. Furthermore, consumer ESG skepticism negatively moderates the link between employee ESG behavior and both moral elevation and perceived authenticity. The qualitative study indicated that internal motivation of the company predicts employee behaviors, promoting voluntary actions to build consumers’ meaningfulness. The study advances theories and suggests implications for policymakers and managers regarding ESG behaviors among employees and the way consumers perceive them.

ABSTRACT This study examines the psychological mechanisms underlying adults’ perceived eHealth literacy by integrating Snyder’s hope theory and Bandura’s social cognitive theory within a moderated parallel mediation framework. Using cross-sectional data from 1325 Chinese adults, we tested whether self-efficacy and openness to experience mediated the association between hope and eHealth literacy and whether these pathways varied across age groups. Results showed that hope was positively associated with eHealth literacy both directly and indirectly. Self-efficacy emerged as a robust mediator across adulthood, whereas the openness-mediated pathway was significant among younger and older adults but attenuated to nonsignificance in midlife. Age also moderated the relationship between self-efficacy and eHealth literacy, with the strongest effect observed in midlife. These findings highlight hope as a foundational motivational resource that operates through both confidence (self-efficacy) and cognitive exploration (openness), but in age-differentiated ways. The results underscore the importance of designing age-sensitive digital health interventions – such as mastery-oriented support to enhance self-efficacy across adulthood, alongside exploratory learning opportunities for younger and older adults. By elucidating distinct psychological pathways at different developmental stages, this study advances theoretical understanding of digital health engagement and informs tailored strategies for promoting eHealth literacy across the adult lifespan.

ABSTRACT Drawing on social cognitive theory and intergroup threat theory, this study provides an integrated analysis of customer responses to robot anthropomorphism. Specifically, we conceptualize customer responses as operating through two parallel appraisal pathways: a positive cognitive-social evaluation pathway, reflected in perceived warmth and perceived competence, and a negative affective threat-based pathway, reflected in psychological risk and perceived human identity threat. Path analysis of data collected from 471 hotel customers reveals that anthropomorphism positively influences customers’ willingness to pay more, mediated by perceived warmth and competence. In contrast, anthropomorphism negatively influences customers’ willingness to use service robots, mediated by perceived psychological risk and perceived human identity threat. Furthermore, hotel scale (budget vs. upscale) weakens the positive effect of robot anthropomorphism on perceived warmth, whereas technology anxiety strengthens the negative effects of anthropomorphism on psychological risk and perceived human identity threat, thereby reducing customers’ willingness to use service robots.

ABSTRACT Artificial intelligence (AI) has transformed higher education. The research shows that university students use AI and acquire academic ideas to develop innovative solutions to their problems. However, there is limited research on how AI feedback helps students improve their idea implementation. This study was rooted in the Technology Acceptance Model (TAM) and the Social Cognitive Theory (SCT). The objective was to examine how the AI assessment feedback (AIAF), trust in AI (TAI) and AI literacy (AIL) influence university students' idea implementation skills (IIS). A descriptive survey design was used to collect data from 486 university students. The analysis revealed that AIAF significantly contributes to students' IIS at the university level. TAI was found to partially mediate the relationship between university students' AIAF and IIS. AIL was found to contribute to students' IIS individually. However, the interaction effect (AIAF*AIL) was not found to be a significant contributor to students' IIS. We found that the interplay among the study's variables (AIAF, TAI and AIL) positively enhances university students' IIS in solving their academic problems. It was recommended that students should use self‐regulated learning in AI feedback to improve their achievements. In addition, the current study has several practical, research and policy implications.

Physical activity plays a crucial role in maintaining health and reducing stress, particularly among students in demanding disciplines such as nursing. This study examines how social media and self-efficacy influence exercise behavior and stress relief, drawing on the Social Cognitive Theory and Uses and Gratifications Theory. Data were collected from 295 Vietnamese undergraduate nursing students and analyzed using structural equation modeling (SEM). The results reveal that both social media use and self-efficacy significantly and positively affect stress relief, with exercise behavior acting as a mediating variable. The proposed model explains 69.2% of the variance in exercise behavior and 57.8% in stress relief. These findings suggest that exposure to fitness-related content and higher confidence in one’s ability to exercise contribute to greater engagement in physical activity and improved stress management. The study highlights the importance of integrating digital media and self-efficacy enhancement strategies into university health promotion programs. Universities should consider using social media platforms to share motivational content, facilitate online exercise communities, and organize student-led fitness initiatives. Policy-makers may also support campaigns promoting physical activity as an effective stress management strategy for health-related professions.

Introduction The digital divide extends beyond technology access to create educational inequalities through differential competency development, where socioeconomic advantages enable sustained digital engagement that enhances creative problem-solving. Grounded in social cognitive theory and digital divide frameworks, this study examines how socioeconomic status (SES) influences student outcomes through competency-mediated pathways that enhance creative problem-solving and academic performance. Methods Two studies in China examined competency pathways using structural equation modeling. Study 1 analyzed PISA data ( N = 16,148) measuring SES, digital use, digital competency, and creative problem-solving. Study 2 ( N = 558) additionally assessed academic ranking. Results Higher SES influenced digital use, which further led to digital competency, ultimately enhancing creative problem-solving. Additionally, digital use affected both academic ranking and creative problem-solving, while digital competency selectively enhanced creative problem-solving only, suggesting traditional academic assessments may not capture the strategic skills that constitute digital competency. Discussion Findings demonstrate how SES-based resource disparities create differential competency acquisition in digital learning environments, providing cumulative advantages in creative problem-solving. This dual-pathway model supports social cognitive theory by showing how SES shapes competency development through digital use behaviors, while advancing digital divide theory through sequential mechanisms across multiple levels. These findings provide practical guidance for educational institutions to collaborate with parents in designing programs that foster digital competency development through sustained technology engagement for higher-order cognitive outcomes.

The psychology of teaching preparedness: Linking TPACK to self-efficacy in pre-service EFL teachers.

Objectives Based on social cognitive theory and self-determination theory, this study explores the mechanism by which exercise self-efficacy influences the satisfaction of basic psychological needs in flight cadets, focusing on the mediating roles of psychological resilience and perceived social support. Methods A cross-sectional design was employed to conduct a questionnaire survey among 524 flight cadets (first-year: 301; second-year: 223; mean age: 19.2 ± 1.3 years) from the Civil Aviation Flight University of China. Exercise self-efficacy, psychological resilience, perceived social support, and basic psychological needs were assessed using validated scales. Path analysis and bootstrap analysis were employed to test the hypothesized chain mediation model. Results Results indicated that exercise self-efficacy significantly positively predicted basic psychological needs ( β = 0.157) and operated through three indirect pathways: (1) the mediating role of psychological resilience (Effect = 0.167); (2) the mediating role of perceived social support (Effect = 0.062); and (3) the chain mediating role of psychological resilience and perceived social support (Effect = 0.052). The total effect size was 0.439. Conclusion Exercise self-efficacy is a crucial factor promoting basic psychological need satisfaction among flight cadets. The findings reveal a chain mediation mechanism where exercise beliefs enhance psychological resilience, which in turn facilitates social support perception, ultimately satisfying basic needs. Interventions aimed at boosting exercise self-efficacy and resilience are recommended to enhance the mental health of flight cadets.

ABSTRACT Decision difficulty refers to the perceived level of difficulty individuals experience when making decisions. This study investigates how subjective socioeconomic status (SES) relates to decision difficulty across cultural contexts, drawing on self‐construal theory and the social cognitive theory of social class. Individuals with higher subjective SES may experience decision difficulty differently depending on culturally shaped self‐construal and cognitive tendencies. Study 1 used questionnaires to examine the relationship between subjective SES and decision difficulty in Chinese and American samples. Studies 2 and 3 experimentally manipulated subjective SES and measured decision difficulty in consumer and social domains. Across all three studies, subjective SES negatively predicted decision difficulty in the Chinese sample, but positively predicted it in the American sample. These findings suggest that subjective SES and culture jointly influence how individuals experience decision difficulty.

INTRODUCTIONThe therapeutic alliance has been identified as a key factor influencing smoking cessation success. This study aimed to evaluate the psychometric properties – internal consistency, factorial validity, and concurrent validity – of the Spanish version of the Working Alliance Inventory-Short (WAI-S) in a mobile health (mHealth) smoking cessation program for Mexican adults who smoke. Additionally, it examined the association between WAI-S score, smoking-related outcomes and program satisfaction.METHODSA quasi-experimental study was conducted in Mexico between June and October 2021 with 100 adults who smoke intending to quit. The 12-week mHealth cessation program, grounded in Social Cognitive Theory, combined automated text messages and tailored counselor feedback. At program completion, 80 participants completed the 12-item WAI-S. Psychometric analyses included exploratory factor analysis, Kaiser-Meyer-Olkin and Bartlett’s tests, Cronbach’s alpha, and item-total correlations. Logistic regression models assessed the association of WAI-S scores with program satisfaction and smoking cessation outcomes.RESULTSExploratory factor analysis (n=80) revealed that two negatively worded items weakened internal consistency; their removal produced a refined 10-item scale with a robust two-factor structure and excellent reliability (Cronbach’s α=0.91). Higher reported therapeutic alliance scores were associated with greater odds of satisfaction with the overall program (AOR=1.12; 95% CI: 1.04–1.21), the digital application (AOR=1.10; 95% CI: 1.02–1.19), and the text message content (AOR=1.10; 95% CI: 1.03–1.18), compared with participants reporting lower alliance scores. No significant association emerged between WAI-S scores and self-reported or biochemically verified smoking abstinence.CONCLUSIONSThe 10-item Spanish WAI-S demonstrated strong psychometric validity for evaluating therapeutic alliance in an mHealth smoking cessation among Mexican adults. While not predictive of abstinence, higher alliance score correlated with greater satisfaction, underscoring the instrument’s potential for monitoring engagement and informing the design of more effective digital cessation programs.