Cognitive and Behavioral Science Digest (CBSD) is a peer-reviewed open access quarterly journal dedicated to advancing cutting-edge research at the intersection of cognitive science and behavioral psychology. This journal fosters interdisciplinary collaboration to address pressing challenges in understanding human thought and behavior, such as the mechanisms of learning and decision-making, the development of effective mental health interventions, and the improvement of behavioral change strategies in real-world settings. It promotes innovative approaches including computational cognitive modeling, experimental behavior analysis, neuroscience-informed psychology, and the design of digitally-supported behavioral interventions. Cognitive and Behavioral Science Digest aims to provide a vital forum for researchers, clinicians, educators, and policy experts to exchange transformative ideas for advancing the science of mind and behavior. ISSN: 3104-6436; E-ISSN: 3104-6444 Scope and Topics Cognitive Mechanisms and Neural Correlates Behavioral Assessment and Modification Learning, Memory, and Decision Sciences Clinical Interventions and Cognitive Therapy Social, Developmental, and Cross-Cultural Psychology Abstracted and indexed in Google Scholar ResearchGate
The Impact of AI-Assisted Learning Engagement on English Proficiency Gains: The Serial Mediating Role of Intrinsic Motivation and Academic Self-Efficacy in Chinese Higher Education Contexts
This study examined how AI-assisted learning engagement influences English proficiency gains through the serial mediation of intrinsic motivation and academic self-efficacy among Chinese university students. A cross-sectional survey design was employed. A total of 456 undergraduate students were recruited from three comprehensive universities in eastern China. The hypothesized serial mediation model was tested using PROCESS model 6 program. The findings indicated that the influence of learning engagement with AI assistance on the enhancement of English proficiency was significant (c' = 0.18, p < 0.05), with a significant serial indirect effect through intrinsic motivation and academic self-efficacy (indirect effect = 0.10, 95% CI [0.039, 0.171]). The psychological mediators accounted for 55% of the total relationship, while the final model accounted for 52% of the variance in English proficiency outcomes. Overall, the results indicated that learning tools facilitated by AI contributed to educational effectiveness via autonomous motivation, which further enhanced learners' self-efficacy beliefs. This study makes an important contribution to the technology-mediated learning literature by demonstrating that the effectiveness of learning tools facilitated by AI depends on the learners' psychological processes rather than their technological features, which is particularly important for educational settings in higher education contexts.
Copyright (c) 2026 Dahui Bi, Siok Peh Seah https://creativecommons.org/licenses/by/4.0
The Influence of Modern Art Therapy on the Mental Health and Positive Development of Primary School Students in Xiamen
This study examined the effectiveness of culturally integrated modern art therapy in promoting mental health and positive development among primary school students in Xiamen, China. A quasi-experimental design with a wait-list control was used, which included 60 students from three schools in the region, aged 8-10 years. Results indicated a 19.7% reduction in psychological difficulties, a 24.3% improvement in social adaptability, and a 27.6% enhancement in creative thinking. Mediation analysis suggested that cognitive restructuring served as a candidate mediator accounting for approximately 54.2% of the intervention effect, while scores on the cultural identity scale increased by 21.4%. These outcomes were maintained at the three-month follow-up assessment. The study offers a preliminary model of culturally responsive art therapy in Chinese educational settings, integrating therapeutic processes with place-based cultural materials and digital tools, and indicates that locally grounded cultural elements may support modern interventions for children’s holistic development.
Copyright (c) 2026 Sijin Lin, Siok Peh Seah https://creativecommons.org/licenses/by/4.0