{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T17:47:27Z","timestamp":1790185647934,"version":"4.1.0"},"reference-count":64,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T00:00:00Z","timestamp":1787270400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100001809","name":"National Natural Science Foundation of China","doi-asserted-by":"publisher","award":["62477008"],"award-info":[{"award-number":["62477008"]}],"id":[{"id":"10.13039\/501100001809","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Virtual learning environments have become an important context for higher education, yet the psychological mechanisms through which students achieve positive learning outcomes remain insufficiently understood. Informed by self-determination theory and flow theory, this study examined a sequential psychological pathway linking self-regulated learning to learning engagement and learning satisfaction through intrinsic motivation and flow experience. By integrating self-regulatory, motivational, and experiential processes within a single model, this study moves beyond research that has examined only direct relationships or treated intrinsic motivation and flow experience as parallel mechanisms.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A cross-sectional survey was conducted among 531 Chinese university students with experience in virtual learning. Data were analyzed using SPSS 26.0 and SmartPLS 4.0. Partial least squares structural equation modeling and 5,000 bootstrap resamples were used to test the measurement model, direct effects, specific indirect effects, and sequential mediation paths.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Self-regulated learning was positively associated with both learning engagement and learning satisfaction. Intrinsic motivation and flow experience each significantly mediated the relationships between self-regulated learning and the two learning outcomes. More importantly, significant sequential indirect effects were found from self-regulated learning through intrinsic motivation and flow experience to both learning engagement and learning satisfaction. This pattern indicates that higher self-regulated learning was associated with stronger intrinsic motivation, which was further associated with greater flow experience and more positive learning outcomes. The direct effects of self-regulated learning on both outcomes remained significant after the mediators were included, suggesting partial mediation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>These findings indicate that positive learning outcomes in virtual learning environments are not only related to learners' self-regulatory capacity but are also associated with motivational activation and immersive learning experiences. By integrating self-regulated learning, intrinsic motivation, and flow experience within a sequential model, the study contributes to educational psychology by showing how self-regulatory capacity is linked to learning outcomes through successive motivational and experiential processes. Practically, this sequential pattern suggests that virtual learning environments should support goal setting, progress monitoring, autonomy, timely feedback, and optimally challenging tasks to promote engagement and satisfaction.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1898113","type":"journal-article","created":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T05:38:12Z","timestamp":1787290692000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["From self-regulated learning to learning outcomes in virtual learning environments: motivational activation and flow as a sequential psychological pathway"],"prefix":"10.3389","volume":"17","author":[{"given":"Jin","family":"Zhang","sequence":"first","affiliation":[{"name":"Faculty of Education, Henan Normal University","place":["Xinxiang, China"]},{"name":"School of Mathematics and Statistics, Henan Normal University","place":["Xinxiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shaofeng","family":"Yang","sequence":"additional","affiliation":[{"name":"Faculty of Education, Henan Normal University","place":["Xinxiang, China"]},{"name":"Henan Provincial Collaborative Innovation Center for Intelligent Education, Henan Normal University","place":["Xinxiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jinhai","family":"Liu","sequence":"additional","affiliation":[{"name":"School of Mathematics and Statistics, Henan Normal University","place":["Xinxiang, China"]},{"name":"Henan Provincial Collaborative Innovation Center for Intelligent Education, Henan Normal University","place":["Xinxiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ke","family":"Zhu","sequence":"additional","affiliation":[{"name":"Faculty of Education, Henan Normal University","place":["Xinxiang, China"]},{"name":"Henan Provincial Collaborative Innovation Center for Intelligent Education, Henan Normal University","place":["Xinxiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,21]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.17718\/tojde.598191","article-title":"Factors influencing learners' self \u2013Regulated Learning Skills in a Massive Open Online Course (MOOC) environment","volume":"20","author":"Albelbisi","year":"2019","journal-title":"Turkish Online J. Dist. Educ."},{"key":"B2","doi-asserted-by":"publisher","first-page":"133","DOI":"10.1080\/01587919.2018.1553562","article-title":"Predicting student satisfaction and perceived learning within online learning environments","volume":"40","author":"Alqurashi","year":"2019","journal-title":"Dist. Educ."},{"key":"B3","doi-asserted-by":"publisher","first-page":"73","DOI":"10.1016\/j.iheduc.2009.10.001","article-title":"Fostering the development of cognitive presence: initial findings using the community of inquiry survey instrument","volume":"13","author":"Archibald","year":"2010","journal-title":"Internet High. Educ."},{"key":"B4","doi-asserted-by":"publisher","first-page":"61","DOI":"10.19173\/irrodl.v11i1.769","article-title":"Profiles in self-regulated learning in the online learning environment","volume":"11","author":"Barnard-Brak","year":"2010","journal-title":"Int. Rev. Res. Open Distribut. Learn."},{"key":"B5","doi-asserted-by":"publisher","first-page":"50","DOI":"10.1186\/s41239-021-00282-x","article-title":"Emergency remote teaching in higher education: mapping the first global online semester","volume":"18","author":"Bond","year":"2021","journal-title":"Int. J. Educ. Technol. High. Educ."},{"key":"B6","doi-asserted-by":"publisher","first-page":"24","DOI":"10.1016\/j.iheduc.2017.01.004","article-title":"Comparing online and blended learner's self-regulated learning strategies and academic performance","volume":"33","author":"Broadbent","year":"2017","journal-title":"Internet High. Educ."},{"key":"B7","doi-asserted-by":"publisher","first-page":"135","DOI":"10.1007\/s11409-022-09319-6","article-title":"The self-regulation for learning online (SRL-O) questionnaire","volume":"18","author":"Broadbent","year":"2023","journal-title":"Metacognit. Learn."},{"key":"B8","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.iheduc.2015.04.007","article-title":"Self-regulated learning strategies and academic achievement in online higher education learning environments: a systematic review","volume":"27","author":"Broadbent","year":"2015","journal-title":"Internet High. Educ."},{"key":"B9","doi-asserted-by":"publisher","first-page":"42","DOI":"10.1016\/j.compedu.2016.02.006","article-title":"Students' LMS interaction patterns and their relationship with achievement: a case study in higher education","volume":"96","author":"Cerezo","year":"2016","journal-title":"Comput. Educ."},{"key":"B10","doi-asserted-by":"publisher","first-page":"100994","DOI":"10.1016\/j.iheduc.2025.100994","article-title":"Digital diaries supporting self-regulated learning during in-person and online transitions","volume":"65","author":"Cheng","year":"2025","journal-title":"Internet High. Educ."},{"key":"B11","doi-asserted-by":"publisher","first-page":"S14","DOI":"10.1080\/15391523.2021.1891998","article-title":"Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic","volume":"54","author":"Chiu","year":"2022","journal-title":"J. Res. Technol. Educ."},{"key":"B12","doi-asserted-by":"publisher","first-page":"80","DOI":"10.1080\/01587919.2015.1019963","article-title":"Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course","volume":"36","author":"Cho","year":"2015","journal-title":"Dist. Educ."},{"key":"B13","volume-title":"Flow: The Psychology of Optimal Experience.","author":"Csikszentmihalyi","year":"1990"},{"key":"B14","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1016\/j.iheduc.2011.06.002","article-title":"Personal learning environments, social media, and self-regulated learning: a natural formula for connecting formal and informal learning","volume":"15","author":"Dabbagh","year":"2012","journal-title":"Internet High. Educ."},{"key":"B15","doi-asserted-by":"publisher","first-page":"325","DOI":"10.1080\/00461520.1991.9653137","article-title":"Motivation and Education: the self-determination perspective","volume":"26","author":"Deci","year":"1991","journal-title":"Educ. Psychol."},{"key":"B16","doi-asserted-by":"publisher","first-page":"561","DOI":"10.24059\/olj.v19i4.561","article-title":"Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)","volume":"19","author":"Dixson","year":"2015","journal-title":"Online Learn."},{"key":"B17","doi-asserted-by":"publisher","first-page":"185","DOI":"10.1111\/dsji.12097","article-title":"The determinants of students' perceived learning outcomes and satisfaction in university online education: an update","volume":"14","author":"Eom","year":"2016","journal-title":"Dec. Sci. J. Innov. Educ."},{"key":"B18","doi-asserted-by":"publisher","first-page":"111","DOI":"10.1016\/j.compedu.2013.09.012","article-title":"Modelling students' flow experiences in an online learning environment","volume":"71","author":"Esteban-Millat","year":"2014","journal-title":"Comput. Educ."},{"key":"B19","doi-asserted-by":"publisher","first-page":"39","DOI":"10.1177\/002224378101800104","article-title":"Evaluating structural equation models with unobservable variables and measurement error","volume":"18","author":"Fornell","year":"1981","journal-title":"J. Market. Res."},{"key":"B20","doi-asserted-by":"publisher","first-page":"59","DOI":"10.3102\/00346543074001059","article-title":"School engagement: potential of the concept, state of the evidence","volume":"74","author":"Fredricks","year":"2004","journal-title":"Rev. Educ. Res."},{"key":"B21","doi-asserted-by":"publisher","first-page":"628","DOI":"10.1177\/0013164409355698","article-title":"The motivation at work scale: validation evidence in two languages","volume":"70","author":"Gagn\u00e9","year":"2010","journal-title":"Educ. Psychol. Meas."},{"key":"B22","volume-title":"A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM)","author":"Hair","year":"2022"},{"key":"B23","doi-asserted-by":"publisher","first-page":"696","DOI":"10.1186\/s40359-025-03016-0","article-title":"Enhancing online learning engagement: teacher support, psychological needs satisfaction and interaction","volume":"13","author":"He","year":"2025","journal-title":"BMC Psychol."},{"key":"B24","doi-asserted-by":"publisher","first-page":"115","DOI":"10.1007\/s11747-014-0403-8","article-title":"A new criterion for assessing discriminant validity in variance-based structural equation modeling","volume":"43","author":"Henseler","year":"2015","journal-title":"J. Acad. Market. Sci."},{"key":"B25","doi-asserted-by":"publisher","first-page":"828027","DOI":"10.3389\/fpsyg.2021.828027","article-title":"Optimal experience in adult learning: conception and validation of the flow in education scale (EduFlow-2) [Original Research]","volume":"12","author":"Heutte","year":"2021","journal-title":"Front. Psychol."},{"key":"B26","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1016\/j.intmar.2008.10.003","article-title":"Flow online: lessons learned and future prospects","volume":"23","author":"Hoffman","year":"2009","journal-title":"J. Interact. Market."},{"key":"B27","doi-asserted-by":"publisher","first-page":"1300","DOI":"10.1177\/1745691620966789","article-title":"Student motivation and associated outcomes: a meta-analysis from self-determination theory","volume":"16","author":"Howard","year":"2021","journal-title":"Perspect. Psychol. Sci."},{"key":"B28","doi-asserted-by":"publisher","first-page":"100292","DOI":"10.1016\/j.edurev.2019.100292","article-title":"Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: a meta-analysis","volume":"28","author":"Jansen","year":"2019","journal-title":"Educ. Res. Rev."},{"key":"B29","doi-asserted-by":"publisher","first-page":"1163","DOI":"10.1080\/01443410.2018.1502412","article-title":"A prospective investigation of students' academic achievement and dropout in higher education: a Self-Determination Theory approach","volume":"38","author":"Jeno","year":"2018","journal-title":"Educ. Psychol."},{"key":"B30","doi-asserted-by":"publisher","first-page":"35","DOI":"10.1016\/j.iheduc.2013.10.001","article-title":"Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses","volume":"20","author":"Kuo","year":"2014","journal-title":"Internet High. Educ."},{"key":"B31","doi-asserted-by":"publisher","first-page":"1095073","DOI":"10.3389\/fpsyg.2023.1095073","article-title":"The effect of students' online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference [Original Research]","volume":"14","author":"Li","year":"2023","journal-title":"Front. Psychol."},{"key":"B32","doi-asserted-by":"publisher","first-page":"14","DOI":"10.1016\/j.compedu.2012.07.015","article-title":"Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments","volume":"60","author":"Liaw","year":"2013","journal-title":"Comput. Educ."},{"key":"B33","doi-asserted-by":"publisher","first-page":"7659","DOI":"10.1007\/s10639-024-13105-z","article-title":"Factors affecting teachers' use of digital resources for teaching mathematical cultures: an extended UTAUT-2 model","volume":"30","author":"Liu","year":"2025","journal-title":"Educ. Inform. Technol."},{"key":"B34","doi-asserted-by":"publisher","DOI":"10.1007\/s11423-026-10635-w","article-title":"Teachers' engagement in professional learning for digital resource integration: a cross-cultural comparison of task-related demands and technology acceptance","author":"Liu","year":"2026","journal-title":"Educ.l Technol. Res. Dev.."},{"key":"B35","doi-asserted-by":"publisher","first-page":"15","DOI":"10.1016\/j.compedu.2019.02.002","article-title":"Investigating the process of learning with desktop virtual reality: a structural equation modeling approach","volume":"134","author":"Makransky","year":"2019","journal-title":"Comput. Educ."},{"key":"B36","doi-asserted-by":"publisher","first-page":"1092","DOI":"10.24059\/olj.v22i1.1092","article-title":"Engagement matters: student perceptions on the importance of engagement strategies in the online learning environment","volume":"22","author":"Martin","year":"2018","journal-title":"Online Learn."},{"key":"B37","doi-asserted-by":"publisher","first-page":"239","DOI":"10.1007\/978-94-017-9088-8_16","article-title":"\u201cThe concept of flow,\u201d","author":"Nakamura","year":"2014","journal-title":"Flow and the Foundations of Positive Psychology"},{"key":"B38","doi-asserted-by":"publisher","first-page":"00422","DOI":"10.3389\/fpsyg.2017.00422","article-title":"A review of self-regulated learning: six models and four directions for research [Review]","volume":"8","author":"Panadero","year":"2017","journal-title":"Front. Psychol."},{"key":"B39","doi-asserted-by":"publisher","first-page":"157","DOI":"10.1016\/j.chb.2014.02.048","article-title":"The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: evidence from the virtual world of Second Life","volume":"35","author":"Pellas","year":"2014","journal-title":"Comput. Human Behav."},{"key":"B40","doi-asserted-by":"publisher","first-page":"e16675","DOI":"10.1016\/j.heliyon.2023.e16675","article-title":"Digital transformation in higher education: a qualitative evaluative study of a hybrid virtual format using a smart classroom system","volume":"9","author":"Petcham\u00e9","year":"2023","journal-title":"Heliyon"},{"key":"B41","doi-asserted-by":"publisher","first-page":"451","DOI":"10.1016\/B978-012109890-2\/50043-3","article-title":"\u201cThe role of goal orientation in self-regulated learning,\u201d","author":"Pintrich","year":"2000","journal-title":"Handbook of Self-Regulation"},{"key":"B42","doi-asserted-by":"publisher","first-page":"801","DOI":"10.1177\/0013164493053003024","article-title":"Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)","volume":"53","author":"Pintrich","year":"1993","journal-title":"Educ. Psychol. Meas."},{"key":"B43","doi-asserted-by":"publisher","first-page":"879","DOI":"10.1037\/0021-9010.88.5.879","article-title":"Common method biases in behavioral research: a critical review of the literature and recommended remedies","volume":"88","author":"Podsakoff","year":"2003","journal-title":"J. Appl. Psychol."},{"key":"B44","doi-asserted-by":"publisher","first-page":"879","DOI":"10.3758\/BRM.40.3.879","article-title":"Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models","volume":"40","author":"Preacher","year":"2008","journal-title":"Behav. Res. Methods"},{"key":"B45","doi-asserted-by":"publisher","first-page":"1559330","DOI":"10.3389\/fpsyg.2025.1559330","article-title":"The impact of academic burnout on academic achievement: a moderated chain mediation effect from the Stimulus-Organism-Response perspective [Original Research]","volume":"16","author":"Qin","year":"2025","journal-title":"Front. Psychol."},{"key":"B46","doi-asserted-by":"publisher","first-page":"504","DOI":"10.1016\/j.im.2015.11.005","article-title":"E-learning continuance: the impact of interactivity and the mediating role of imagery, presence and flow","volume":"53","author":"Rodr\u00edguez-Ardura","year":"2016","journal-title":"Inform. Manag."},{"key":"B47","doi-asserted-by":"publisher","first-page":"101860","DOI":"10.1016\/j.cedpsych.2020.101860","article-title":"Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions","volume":"61","author":"Ryan","year":"2020","journal-title":"Contemp. Educ. Psychol."},{"key":"B48","doi-asserted-by":"publisher","first-page":"197","DOI":"10.1016\/j.ausmj.2019.05.003","article-title":"How to Specify, Estimate, and Validate Higher-Order Constructs in PLS-SEM","volume":"27","author":"Sarstedt","year":"2019","journal-title":"Austr. Market. J."},{"key":"B49","doi-asserted-by":"publisher","first-page":"101832","DOI":"10.1016\/j.cedpsych.2019.101832","article-title":"Motivation and social cognitive theory","volume":"60","author":"Schunk","year":"2020","journal-title":"Contemp. Educ. Psychol."},{"key":"B50","volume-title":"Handbook of Self-Regulation of Learning and Performance, 2nd Edn","author":"Schunk","year":"2018"},{"key":"B51","doi-asserted-by":"publisher","first-page":"1614109","DOI":"10.3389\/fpsyg.2025.1614109","article-title":"Understanding effects of engaging online learning environments on students' cognitive engagement and well-being: the role of academic self-concept and flow [Original Research]","volume":"16","author":"Shi","year":"2025","journal-title":"Front. Psychol."},{"key":"B52","doi-asserted-by":"publisher","first-page":"705","DOI":"10.1111\/j.1467-8535.2006.00641.x","article-title":"Online learner's \u201cflow\u201d experience: an empirical study","volume":"37","author":"Shin","year":"2006","journal-title":"Br. J. Educ. Technol."},{"key":"B53","doi-asserted-by":"publisher","first-page":"100701","DOI":"10.1016\/j.jslw.2019.100701","article-title":"Empowering learners in the second\/foreign language classroom: can self-regulated learning strategies-based writing instruction make a difference?","volume":"48","author":"Teng","year":"2020","journal-title":"J. Second Lang. Writ."},{"key":"B54","doi-asserted-by":"publisher","first-page":"101976","DOI":"10.1016\/j.cedpsych.2021.101976","article-title":"Self-regulated learning training programs enhance university students' academic performance, self-regulated learning strategies, and motivation: a meta-analysis","volume":"66","author":"Theobald","year":"2021","journal-title":"Contemp. Educ. Psychol."},{"key":"B55","doi-asserted-by":"publisher","first-page":"139","DOI":"10.1080\/01587919.2022.2029350","article-title":"Effects of teaching presence on learning engagement in online courses","volume":"43","author":"Wang","year":"2022","journal-title":"Dist. Educ."},{"key":"B56","doi-asserted-by":"publisher","first-page":"356","DOI":"10.1080\/10447318.2018.1543084","article-title":"supporting self-regulated learning in online learning environments and moocs: a systematic review","volume":"35","author":"Wong","year":"2019","journal-title":"Int. J. Hum. Comput. Interact."},{"key":"B57","doi-asserted-by":"publisher","first-page":"4398","DOI":"10.15837\/ijccc.2021.6.4398","article-title":"Exploring the antecedents of online learning satisfaction: Role of flow and comparison between use contexts","volume":"16","author":"Xiao","year":"2021","journal-title":"Int. J. Comput. Commun. Control"},{"key":"B58","doi-asserted-by":"publisher","first-page":"1545980","DOI":"10.3389\/fpsyg.2025.1545980","article-title":"Self-determination theory and the influence of social support, self-regulated learning, and flow experience on student learning engagement in self-directed e-learning [Hypothesis and Theory]","volume":"16","author":"Yang","year":"2025","journal-title":"Front. Psychol."},{"key":"B59","doi-asserted-by":"publisher","first-page":"1051349","DOI":"10.3389\/fpsyg.2022.1051349","article-title":"Self-regulated learning: A key factor in the effectiveness of online learning for second language learners [Mini Review]","volume":"13","author":"Yu","year":"2023","journal-title":"Front. Psychol."},{"key":"B60","doi-asserted-by":"publisher","first-page":"1763608","DOI":"10.3389\/fpsyg.2026.1763608","article-title":"How do core personality traits influence short video dependence among Chinese college students? Evidence from a serial mediation analysis under the I-PACE model [Original Research]","volume":"17","author":"Zhang","year":"2026","journal-title":"Front. Psychol."},{"key":"B61","doi-asserted-by":"publisher","first-page":"1276266","DOI":"10.3389\/fpsyg.2023.1276266","article-title":"A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction [Original Research]","volume":"14","author":"Zheng","year":"2024","journal-title":"Front. Psychol."},{"key":"B62","doi-asserted-by":"publisher","first-page":"1629174","DOI":"10.3389\/fpsyg.2025.1629174","article-title":"The relationship between online learning self-efficacy and learning engagement: the mediating role of achievement motivation and flow among registered nurses [Original Research]","volume":"16","author":"Zhou","year":"2025","journal-title":"Front. Psychol."},{"key":"B63","doi-asserted-by":"publisher","first-page":"13","DOI":"10.1016\/B978-012109890-2\/50031-7","author":"Zimmerman","year":"2000"},{"key":"B64","doi-asserted-by":"publisher","first-page":"64","DOI":"10.1207\/s15430421tip4102_2","article-title":"Becoming a self-regulated learner: an overview","volume":"41","author":"Zimmerman","year":"2002","journal-title":"Theory Pract."}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1898113\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,21]],"date-time":"2026-08-21T05:38:14Z","timestamp":1787290694000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1898113\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8,21]]},"references-count":64,"alternative-id":["10.3389\/fpsyg.2026.1898113"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2026.1898113","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,21]]},"article-number":"1898113"}}