Journal of Cognitive Sciences and Human Development

Social anxiety and eye avoidance during virtual communication: Evidence from an eye-tracking study

Nurerina Hanizam — 2025-09-30

Despite evidence linking social anxiety to atypical gaze behaviours, its manifestation during virtual communication remains unclear. Using a quasi-experimental between-group design, this study examined the effect of social anxiety levels on gaze behaviour among 55 participants with high or low social anxiety symptoms. The participants' eye movements were recorded during the virtual communication task using the Tobii Pro Fusion eye-tracking system. The analysis focused on six eye-movement measures across four predefined areas of interest. The findings revealed significant variations in gaze behaviour between the groups. Participants with high social anxiety exhibited shorter fixation and visit durations on the eyes, while participants with low social anxiety showed shorter first fixation durations on both the eyes and the nose. Additional analysis revealed a negative relationship, suggesting that increased social anxiety was associated with a decrease in fixation and visit duration for the eyes. The eye region was found to be sensitive in socially anxious individuals, revealing tendencies for eye avoidance and a direct correlation between the severity of social anxiety symptoms. This study offers valuable insight into gaze dynamics during online communication among individuals with social anxiety.

Impact of loneliness in the workplace on employees' job performance: Mediating role of affective commitment

Nor Julzafirah Julkipli — 2025-09-30

This study investigates the impact of workplace loneliness on job performance among Generation Z employees in Malaysia, with affective commitment as a mediating factor. Grounded in the Affective Theory of Social Exchange (ATSE), it explores how emotional disconnection at work influences employee commitment and performance, particularly within collectivist cultural contexts. A quantitative methodology was employed using survey data from 271 Gen Z employees across Malaysia. Data were analysed via PLS-SEM to test four hypothesised relationships between workplace loneliness, affective commitment, and job performance. Findings indicate a significant negative relationship between workplace loneliness and both affective commitment and job performance. Conversely, affective commitment has a positive influence on job performance and mediates the relationship between workplace loneliness and performance outcomes. These results underscore the importance of fostering emotional attachment in digitally native yet socially vulnerable Gen Z employees. The cross-sectional design and cultural specificity limit the study, affecting generalisability. Nonetheless, it contributes to the underexplored discourse on workplace loneliness in non-Western settings and extends the application of ATSE. Its value lies in offering practical insights for organisations aiming to enhance Gen Z's workplace experiences through supportive, socially connected environments.

Creating inclusive campuses: Exploring the challenges of higher education students with disabilities in Malaysia

Aina Razlin Mohammad Roose — 2025-09-30

Creating inclusive campuses is essential for ensuring that Students with Disabilities (SWD) can fully participate in higher education. While previous research has focused on well-established Malaysian universities, there is a critical gap in understanding the unique challenges faced by students with disabilities in newer institutions with limited resources and a developing support system. This study explores the challenges SWD encounter in achieving both academic success and social integration. Twelve university students with various disabilities, recruited from three Malaysian public universities established less than 50 years ago, participated in semi-structured interviews, highlighting areas needing urgent improvement. Using thematic analysis, four primary themes were identified: (1) academic challenges, (2) inadequate services and facilities, (3) mobility difficulties, and (4) social relationship problems. SWD struggle with the pace of instruction, managing their time, and accessing learning materials; experience challenges worsened by inadequate facilities, face reduced independence and participation due to mobility barriers; and experience social exclusion and stigma. These findings emphasise the systemic barriers that continue to hinder inclusivity and underscore the critical need for universities to adopt comprehensive strategies that provide SWD with effective support for academic achievement, well-being, and meaningful participation in campus life.

The role of students' and parents' emotional intelligence in academic self-efficacy

Nur Rafidah Othman — 2025-09-30

Academic self-efficacy (ASE) is an important determinant of academic success, influencing students’ motivation, resilience, and performance. Previous research has consistently demonstrated a positive association between emotional intelligence (EQ) and ASE. However, most studies have assessed either students’ or parents’ EQ separately, limiting understanding of their combined impact, particularly in the context of university students. This gap restricts insight into how both individual and familial emotional factors shape academic confidence. The present study investigated the effects of students’ and parents’ EQ on ASE among 230 university students. Correlation analyses revealed a strong positive relationship between students’ EQ and ASE. Parents’ EQ also correlated positively with ASE, although the association was weaker. Regression analysis confirmed that students’ EQ was a stronger predictor of ASE compared to parents’ EQ. Notably, some students displayed high ASE despite lower parental EQ, indicating the importance of resilience and additional contributing factors to academic achievement. These findings emphasize the value of strengthening both student and parental EQ to enhance academic performance and emotional well-being. Further research should examine other psychological and contextual factors influencing university students’ success and developmental outcomes.

Flexible work arrangements and employee performance: Unpacking the mediating role of work-life balance among employees

Siti Rohayu Ismail — 2025-09-30

Despite growing interest in flexible work arrangements (FWAs), their effects on employee performance in the Malaysian construction industry, particularly the mediating role of work life balance (WLB), remain insufficiently explored. A total of 306 construction employees in Sarawak, Malaysia, were surveyed using structured questionnaires that were distributed through a simple random sampling method. The responses were subsequently analysed using structural equation modelling (SEM). The results indicate that WLB played a significant mediating role in determining whether FWAs have a positive impact on employee performance. This study offers valuable insights for organisations seeking to improve workplace learning, employee satisfaction, and performance through the implementation of effective FWAs. However, the study is limited by the need for further exploration of policy implications and management strategies to establish supportive conditions for FWAs. The study makes a significant contribution to the existing body of knowledge by highlighting the importance of FWAs and WLB in enhancing employee performance, particularly in the Malaysian construction sector.

Improved understanding of dyslexia in university students after watching an instructional video series

Nurul Aqidah Junaidi — 2025-09-30

As the prevalence of dyslexia in educational settings rises, it becomes essential to foster an inclusive higher education environment by understanding this learning difference, enabling university students to better support and interact with affected peers. This study employed a two-phase design to enhance university students’ understanding of dyslexia and to foster a supportive classroom environment. In phase one, the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS) was administered to assess undergraduate students' general knowledge regarding symptoms, diagnosis, and treatment of dyslexia. Phase two involved an intervention using a series of instructional videos and the film “Taare Zameen Par,” targeted at students scoring below a knowledge threshold. Post-intervention, students significantly increased their understanding of dyslexia (pretest mean: 20.67, SD = 3.33, post-test mean: 27.67, SD = 1.47). The results underscore the efficacy of multimedia educational tools in dispelling misconceptions about dyslexia, highlighting their value in enhancing awareness about dyslexia in university settings. The results highlight the effectiveness of multimedia tools in enhancing students’ understanding of dyslexia.

The effect of idea generation on innovative work behaviour among TVET teachers at vocational colleges in Malaysia

Julia Clifton — 2025-09-30

This study examines the effect of idea generation on Innovative Work Behaviour (IWB) among Technical and Vocational Education and Training (TVET) teachers in Malaysian vocational colleges. A quantitative, cross-sectional design was employed, and data were collected from 331 teachers using a validated questionnaire through stratified random sampling to ensure balanced representation across regions. Descriptive analysis demonstrated that both ideas were perceived at high levels. Pearson correlation analysis revealed a strong, positive relationship between idea generation and IWB, indicating that teachers who frequently engage in ideation are also more likely to demonstrate innovative teaching behaviours. A simple linear regression further confirmed that idea generation significantly predicts IWB. These findings highlight the critical role of cognitive creativity in shaping innovative educational practices. The study underscores the need for institutional strategies such as leadership support, collaborative cultures, and professional development to promote idea generation in vocational education. The results contribute to the theoretical understanding of IWB and provide practical insights for educational policymakers. Future research should explore additional organisational and contextual factors that may influence innovation in teaching and learning.

The relationship between digital technology usage, managerial support, and psychological detachment with employees' work-life conflict in the public sector in Kuching

Ming Fang Leong — 2025-09-30

Navigating the balance between professional responsibilities and personal well-being remains a significant challenge facing today's workforce in our increasingly connected global workplace. This study investigates key factors influencing work-life conflict through the theoretical lens of the Job Demands-Resources (JD-R) model, examining how digital technology usage, managerial support, and psychological detachment interact to shape employees' work-life experiences. A quantitative approach was employed, collecting data from 100 public sector employees in Kuching, Sarawak via an online questionnaire. Results indicate that digital technology usage, as a job demand, is positively associated with work-life conflict, suggesting that higher technology use contributes to greater conflict between work and personal life. In contrast, managerial support and psychological detachment, as job resources, are negatively associated with work-life conflict, demonstrating that supportive leadership and the ability to disengage from work help mentally reduce such conflict. These findings provide valuable insights for organisational policy development, suggesting that interventions should target both reducing excessive technology demands and strengthening supportive resources. Human resource practitioners can leverage these results to design comprehensive wellness programs that facilitate psychological detachment, foster supportive leadership practices, and establish reasonable boundaries for technology use.

The cultural adaptation of mindfulness-based cognitive therapy for older adults with depression in Indonesia

Helena Patricia — 2025-09-30

Despite its global recognition, Mindfulness Based Cognitive Therapy (MBCT) remains under-explored in terms of cultural adaptation and effectiveness among older adults in non-Western contexts such as Indonesia, where depression is both prevalent and shaped by cultural perceptions. This study presents a culturally adapted MBCT approach for older Indonesians with depression to enhance its relevance, acceptability, and therapeutic efficacy. The adaptation process utilised a systematic methodology grounded in the FMAP (Formative Method of Adapting Psychotherapy) as a multistep therapeutic adaptation procedure, and the PAMF (Psychotherapy Adaptation and Modification Framework) facilitated the identification of places suitable for adaptation to enhance the legitimacy of these alterations. The modified intervention was tested with a cohort of eight older adults, and qualitative feedback was gathered to evaluate its acceptability and efficacy. Initial findings indicate that the culturally adapted MBCT programme was well received, as demonstrated by high attendance rates and low attrition, highlighting its practicality and acceptance within this community. The study emphasises the importance of cultural sensitivity in mental health interventions. It also provides recommendations for future research, advocating for larger randomised controlled trials to validate the findings and further refine the cultural adaptation and implementation of MBCT for older population.

Examining student engagement in online ideological and political learning within vocational colleges in China

Sun Chunxiu — 2025-09-30

This study examines student engagement in online ideological and political (I&P) courses at higher vocational institutions during the pandemic's shift to online education. Recognising limited research on engagement in such politically charged remote learning contexts, the study investigates institutional, technological, and pedagogical drivers (RQ1) and grade-level variations in interaction patterns (RQ2). Integrating Activity Theory, Social Interaction, and Critical Pedagogy frameworks, a 12-dimensional questionnaire was developed, validated, and applied to 611 responses. This research fills a critical gap by examining engagement where ideological discourse intersects with remote learning constraints, proposing an integrated AT-SOI-CP framework to reconcile technical and sociopolitical dimensions of online I&P education. Quantitative analysis found student-teacher, student-student, and tool use significantly predicted content engagement. However, statistical analysis showed no significant differences in student-teacher interaction (H = 5.178, df = 3, p = 0.159), student-student interaction (H = 7.309, df = 3, p = 0.063), or student-content interaction (H = 5.661, df = 3, p = 0.129) across academic years. The study concludes with recommendations for optimising online pedagogies in I&P courses, emphasising structured collaboration and equitable power dynamics. These findings contribute theoretically and practically to understanding how technological, social, and pedagogical factors shape engagement in evolving educational landscapes.

The effect of brisk walking on perceived stress among undergraduate students

Nur Sakinah Hasan — 2025-09-30

Undergraduate students globally experience stress that adversely affects their well-being and academic outcomes. While physical activity is well-established as an effective intervention to reduce stress and mitigate the risk of depression and anxiety, there is a notable lack of research examining the effect of brisk walking on stress reduction among Malaysian undergraduate students. This study aimed to examine the effects of brisk walking on perceived stress in this population. Thirty-seven students participated in a quasi-experimental design (one-group pre-test-post-test design), completing the Perceived Stress Scale-10 (PSS-10) before and after a brisk-walking intervention. The brisk-walking intervention consisted of 30-minute brisk walking sessions conducted twice a week over a four-week period. Results revealed a significant reduction in PSS-10 scores from pre- to post-intervention, supporting the effectiveness of brisk walking in reducing stress. These findings are consistent with previous research and suggest that structured brisk walking programmes may serve as a preventive strategy to manage stress not only among university students but also in broader populations. Future research should employ probability sampling across multiple higher education institutions to improve representativeness, use randomised controlled trial designs with larger sample sizes to strengthen causal inferences, and ensure gender-balanced recruitment to enhance generalisability.

Classifying depression severity in online chats through human-coded psycholinguistic analysis using DSM-5 and Beck Depression Inventory

Ross Azura Zahit — 2025-09-30

Despite advances in artificial intelligence, accurately detecting the severity of depression in online communications remains a challenge, underscoring the need for expert-led psycholinguistic analysis. This study employs such an approach to examine depression and other mental health issues in online chat data. Depression severity was classified using DSM-5 and Beck's Depression Inventory by five mental health professionals, with results tested for inter-rater reliability. Human-coded psycholinguistics adds clinical nuance to the classification. A random sample of 4,000 chat entries was analysed, with five professionals independently categorising each entry based on the DSM-5 and Beck Depression Inventory criteria into the categories of no depression, mild, moderate, severe, or unknown. The analysis showed a high average inter-rater reliability, indicating substantial agreement among raters. Results revealed that 7% of chats exhibited some level of depression (2% mild, 2% moderate, 3% severe), 19% indicated other mental health issues such as anxiety, and 58% were ambiguous. These findings suggest that psycholinguistic analysis of online communication has strong potential for early detection of mental health issues. Integrating such features into digital tools could enhance early identification on online platforms, enabling timely intervention and better mental health support within communities.