{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T04:59:42Z","timestamp":1785387582132,"version":"3.55.0"},"reference-count":44,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T00:00:00Z","timestamp":1785369600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>In the digital intelligence era, higher education students\u2014especially those in STEM (Science, Technology, Engineering, and Mathematics) fields\u2014face widespread academic stress, cognitive rigidity, and negative emotional rumination. Traditional psychological interventions are often confined to clinical counseling and questionnaire screenings, which can easily induce a sense of stigma and pathological labeling. Exploring non-invasive, routine physical built-environment interventions is therefore of significant academic value and practical urgency. As a campus \u201cthird space,\u201d the university library possesses unique physical and cultural advantages for building a non-evaluative \u201cpsychological safety sandbox.\u201d<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      This study adopted an exploratory sequential mixed-methods design, utilizing the Library of Northeastern University at Qinhuangdao (a collaborative innovation node of the Future Learning Center Construction across five provinces) as the empirical field. We conducted a longitudinal tracking study from Fall 2025 to Spring 2026, analyzing the behavior database of 871 registered students (1,493 activity records) and focusing on a cohort of\n                      <jats:italic>N<\/jats:italic>\n                      = 122 subjects with complete behavioral and psychological tracking data. Quantitative data were obtained via the self-developed \u201cLibrary Restorative Experience and Capability Questionnaire\u201d (LRECQ). Qualitative text analysis was conducted on students' reflective diaries using thematic analysis.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      An independent-samples\n                      <jats:italic>t-<\/jats:italic>\n                      test indicated that multimodal interventions combining \u201cstatic support\u201d (quiet, biophilic study pods) and \u201cdynamic interaction\u201d (embodied handicrafts and physical exercise check-ins) significantly increased students' continuous focused reading time, showing a dramatic expansion compared to the pre-test control group (228.49 \u00b1 75.58 min vs. 86.80 \u00b1 95.56 min,\n                      <jats:italic>t<\/jats:italic>\n                      (116) = 8.98,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt; 0.001). Reliability testing demonstrated that the LRECQ scale has excellent reliability, extracting two high-order \u201cLiquid Capability\u201d (LCI) factors: \u201cCognitive Liquefaction and Interdisciplinary Reorganization\u201d (LCI-Cognitive, \/Cronbach's \u03b1 = 0.7240) and \u201cSocial Collaboration and Organizational Efficacy\u201d (LCI-Social, Cronbach's \u03b1 = 0.8500). Thematic analysis revealed that weakly correlated sensory-motor interactions occupied working memory resources, triggering \u201ccognitive decoupling\u201d and interrupting DMN-based stress loops. Furthermore, applying abstract academic schemas to culturally warm objects (\u201cschema adaptation\u201d) dissolved the temporal distortion of the \u201cforever fallacy,\u201d sparking a surge in adaptive self-efficacy.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>This study confirms that university libraries can function as multimodal built-environment restorative platforms through two empirically validated mechanisms\u2014sensory-motor cognitive decoupling (weakly correlated manual\/physical tasks preempt working memory, severing the Default Mode Network from academic rumination loops) and \/Cronbach's (abstract professional knowledge liquefies into creative agency when applied in non-evaluative, culturally warm contexts)\u2014together forming a dual-phase restoration-activation cycle. Three generalizable regularities are identified: (1) the sensory-motor interrupt as a universal, non-stigmatizing pattern-break principle; (2) non-evaluative schema liquefaction as a cross-domain capability-building regularity; and (3) a ~23-25% voluntary-sample selection bias consistently inflating naive effect estimates, correctable by DML. These findings provide a theoretically grounded, data-evidenced paradigm for non-invasive campus mental health space governance.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1904029","type":"journal-article","created":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T04:22:02Z","timestamp":1785385322000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Alleviating academic stress and enhancing interdisciplinary self-efficacy in university libraries: an exploratory mixed-methods study on restorative built-environment interventions"],"prefix":"10.3389","volume":"17","author":[{"given":"Yu","family":"Chen","sequence":"first","affiliation":[{"name":"Library, Northeastern University at Qinhuangdao","place":["Qinhuangdao, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kai","family":"Chen","sequence":"additional","affiliation":[{"name":"School of Business Administration, Northeastern University","place":["Shenyang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yanxia","family":"Lyu","sequence":"additional","affiliation":[{"name":"Northeastern University at Qinhuangdao","place":["Qinhuangdao, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ruicheng","family":"Qian","sequence":"additional","affiliation":[{"name":"Northeastern University at Qinhuangdao","place":["Qinhuangdao, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,30]]},"reference":[{"key":"B1","first-page":"102845","article-title":"Smart libraries and the spatial turn in higher education: restructuring physical and digital environments for student collaboration","volume":"50","author":"Bancroft","year":"2024","journal-title":"J. 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