“Psychology + artificial intelligence” provides an innovative path to enhance new quality productive forces. This integration significantly improves productivity, innovation capacity, and sustainability by optimizing human-machine collaboration, enhancing individual effectiveness, improving organizational management, empowering group decision-making, and promoting the humanization of technology. The essence of the integration of “psychology + artificial intelligence” is to attain a deep understanding and adaptation of human nature through technological means, and to promote a transformation of productivity from mechanization to humanization and intelligence. In this process, it is essential to adhere to a human-centered approach to technological development and to build a new quality productive forces ecosystem aligned with human values. In the future, the breakthroughs in this field will be reflected not only in the improvement of efficiency, but also in the creation of a happier and more creative mode of work and life.

Objective: To explore whether different types of online risk exposure have unique and differential effects on the mental health of junior high school students.
Methods: A sample of 1 178 junior high school students completed the Online Risk Exposure Scale, Anxiety Scale, Depression Scale, Self-esteem Scale, and Subjective Well-being Scale. Mplus 8.3 software was used to examine the unique and differential effects of different subtypes of online risk exposure (online harassment, online sexual solicitation, personal information breaches, exposure to explicit content) on mental health indicators (anxiety, depression, self-esteem, and subjective well-being).
Results: The results revealed that online harassment and exposure to explicit content played a unique role on middle school students' anxiety, self-esteem, and subjective well-being (p<0.001). Personal information breaches and online sexual solicitations had unique effects on depression and anxiety (p<0.001). All subtypes of online risk (online harassment, personal information breaches, online sexual solicitations, and exposure to explicit content) exposure demonstrated differential effects on anxiety, depression, self-esteem, and subjective well-being (p<0.001), with stronger predictive effects on depression and anxiety than on self-esteem and subjective well-being.
Conclusion: There are unique and differential effects of some online risk exposure subtypes on the mental health of junior high school students.

Objective: To explore the effectiveness of integrated poetry therapy in treating patients with mixed anxiety-depressive disorder in the Department of Psychology of a general hospital.
Methods: Eight patients with mixed anxiety-depressive disorder were recruited from the outpatient Department of Psychology of a general hospital and participated in a 3-week integrated poetry therapy group therapy. Assessments of anxiety, depression, self-consistency and congruence, self-esteem, and sense of personal meaning were conducted before and after the treatment. Quantitative data were analyzed by the Wilcoxon signed-rank test. After the intervention, a focus group interview was used to conduct qualitative research, and Colaizzi's seven-step analysis was used to analyze the interview data.
Results: There was no significant difference in the scores of anxiety, depression, self-consistency and congruence, self-esteem, and sense of personal meaning before and after the integrated poetry therapy. However, the qualitative study found that the effects of integrated poetry therapy in patients with mixed anxiety-depressive disorder included the following three primary themes: activation of feelings, cognitive changes, and symptom improvement. The potential therapeutic factors contributing to the efficacy of integrated poetry therapy included the following four first-level themes: the content of the poems themselves, the words and deeds of the group leaders, group members' connection, and the practice of therapeutic skills within the group.
Conclusion: Although there was no significant difference in the measured data among group members in the quantitative assessment of each dimension after integrated poetry therapy, qualitative findings indicated the potential utility of integrated poetry therapy in patients with mixed anxiety-depressive disorder.

Objective: To explore how social sharing of relational emotions affects interpersonal relationships.
Methods: A between-subjects design of 2 (social sharing of relational emotions: present vs absent) × 2 (gender: male vs female) was adopted. Sixty-three participants were recruited to engage in a dyadic interaction task, with a same-gender experimental confederate. All the participants were randomly assigned to experimental group (n=32) and control group (n=31).All participants shared their positive emotional events over the past year with a ‘companion' (played by an experimental confederate), with the experimental group additionally sharing relationship-related positive emotions. After the conversation, participants reported their emotions (positive/negative), conversation evaluation, and interaction evaluation (including interpersonal distance, interpersonal liking, and sense of resonance).
Results: Compared to the control group, the experimental group had a higher evaluation of the conversation (F = 11.542, p = 0.001, η²_p = 0.159), experienced more positive emotions (F = 5.340, p = 0.024, η²_p = 0.080), while no significant group differences were found for negative emotions, interpersonal distance or interpersonal liking. Additionally, female participants in the experimental group felt significantly more in tune with their partner than those in the control group, (F_{(1, 59)} = 9.263, p = 0.003), while no significant difference was observed among male participants (F_{(1, 59)}= 0.319, p = 0.574).
Conclusion: During relationship development stage, sharing positive relational emotions can promote positive affect and interpersonal evaluations. Social sharing of relational emotion may have a unique beneficial role in building interpersonal interactions.

Objective: In this study, we constructed a moderated mediation model to examine the mediating role of sensation seeking in the relationship between academic stress and short video addiction, and the moderating role of mind-flow experience in this pathway.
Methods: The Academic Stress Scale, Short Video Addiction Scale, Sensation Seeking Questionnaire, and Mindful Flow Experience Scale were used to investigate 414 college students, using a convenience sampling method. Correlation analysis and moderated mediation analysis were conducted to analyze the relationship between academic stress and short video addiction, with mind-flow experience as the moderating variable and sensation seeking as the mediating variable.
Results: (1) Academic stress positively predicted short video addiction (β=0.930, p<0.001); (2) The mediation test showed that sensation seeking partially mediated the relationship between academic stress and short video addiction, with a mediation effect size of 0.07 and a 95% confidence interval of [0.010, 0.140]; (3) The moderated mediation model further showed that the mind-flow experience moderated the first stage of the pathway (academic stress → sensation seeking → short video addiction) (β=-0.027, p<0.05), That is, the effect of academic stress on sensation-seeking was weakened when the level of mind-flow experience increased.
Conclusion: This study further validated the positive relationship between academic stress and short video addiction, and suggested that sensation-seeking and mind-flow experience mignt serve as mediating and moderating variables.

Objective: The aim of this study was to explore the impact of childhood maltreatment on aggressive behavior in college students and its underlying mechanisms.
Methods: The Childhood Trauma Questionnaire-Short Form (CTQ-SF), Buss-Perry Aggression Questionnaire (BPAQ), the Inventory of Callous-Unemotional Traits (ICUT) and Attitudes Toward Violence Scale (ATVS) were used to survey 1 009 university students, of which 992 valid responses were collected. The collected data were organized using SPSS 26.0, and the chain mediation effect test was conducted using PROCESS macro (Model 6). Significance of the mediation effects was tested with bootstrap resampling (5 000 times) calculation of 95% bias-corrected confidence intervals.
Results: (1) After controlling for age and gender, childhood maltreatment significantly predicted callous-unemotional traits, attitudes towards violence, and aggressive behavior; (2) Callous-unemotional traits and attitudes towards violence partially mediated the relationship between childhood maltreatment and aggressive behavior, with effect sizes of 0.064 and 0.107, respectively. (3) Callous-unemotional traits and attitudes towards violence jointly played a chain mediation role between childhood abuse and aggressive behavior, with an effect size of 0.034.
Conclusion: The results of the study suggest the association between childhood maltreatment and aggressive behavior, as well as the underlying mechanisms. Childhood maltreatment may not only directly affect the occurrence of aggressive behavior but can also influence it through its mediating effects on individual personality traits (callous-unemotional traits) and beliefs (violent attitudes).

Objective: To explore the impact of childhood abuse on aggressive behaviors among adolescents, and the mediating effect of violent video game exposure and moral disengagement.
Methods: A convenience sampling method was employed to select 632 students from a vocational high school in Chongqing, China. Data were collected through offline groups, using the questionnaires to measure childhood abuse experiences, exposure to violent video games, moral disengagement, and aggressive behavior. Data were analyzed using SPSS for correlation analysis, and further mediation analysis was conducted with exposure to violent video games and moral disengagement as mediators to examine the relationship between childhood abuse and aggressive behavior tendencies.
Results: Childhood abuse was significantly positively correlated with aggressive behavior tendencies in high school students（r=0.291, p<0.001). Further analysis revealed that exposure to violent video games, moral disengagement, and their chain mediation effect served as mediators between childhood abuse and aggressive behavior tendencies. The indirect effect values were 0.030(10.31%), 0.112(38.49%), and 0.005(1.71%), respectively.
Conclusion: Experiences of childhood abuse maybe not only directly influenced aggressive behavior tendencies in high school students, but also indirectly influenced the aggressive behavior tendencies through the chain mediation effects of exposure to violent video games and moral disengagement. Therefore, reducing child abuse and establishing correct moral values may help to reduce aggressive behavior in adulthood.

The prolonged absence of parents can result in neglect and a lack of support for children and adolescents, leading to the deterioration of the parent-child relationship and the failure of parental monitoring mechanisms. These factors can ultimately harm the physical and mental health, as well as the social development, of children and adolescents, making them more vulnerable to school bullying. The study summarizes the established mechanisms by which parental absence impacts school bullying victimization, and, based on a comprehensive review of relevant research, argues for potential mediating roles played by individual factors and other contextual factors. Finally, the study points out the problems in current research, such as the vague definition of parental absence and the lack of research on its mechanisms and intervention strategies. Future research needs to explore its internal mechanism and intervention strategies based on empirical evidence.

Multiple linear regression analysis is widely used in medical papers. It is mainly used to explore the quantitative dependence between variables. However, in practical applications, the preconditions or basic assumptions used in this method are often not reviewed or incompletely reviewed, and the problem of mechanical application of formulas is more prominent, resulting in doubts about the credibility of the research results, and even erroneous results and conclusions contrary to professional knowledge. Combined with cases, this paper focuses on key review points for the four fundamental assumptions that have an important impact on the results of the classical linear regression model and the remedial measures after violating the basic assumptions, so as to provide reference for further improving the quality of medical papers.