Objective: To explore the influencing factors and network structure of aggressive behaviors among college students based on propensity score matching (PSM), so as to provide precise targeted interventions for the prevention and improvement of aggressive behaviors among college students. Methods: A total of 2 652 college students were selected by convenient sampling method from three colleges in Wuhan, Hubei Province in June 2023. Questionnaire surveys were carried out by using the Buss-Warren Aggression Questionnaire (BWAQ), Ruminative Responses Scale (RRS), Cognitive Emotion Regulation Questionnaire-Chinese Version (CERQ-C), Family APGAR Index (APGAR) ,Brief Fear of Negative Evaluation Scale (BFNES).By bias score matching (PSM) for 1∶1 matching, univariate and multivariate Logistic regression analysis, and network analysis were conducted on the college students. Results: College students with higher levels of ruminant thinking，non adaptive emotional regulation and fear of negative appraisal were more likely to have highly aggressive behaviors（ OR =1.14，1.18，1.06），and those with higher adaptive emotional regulation and family care index were more likely to have highly aggressive behaviors ( OR =0.88，0.82)( P < 0.01 ). Network structure was significantly different between the two groups ( M =0.27, P <0.05). The core affective factors of college students with high levels of aggressive behavior were brooding reflective pondering and symptom rumination( EI =3.50, 3.49, 3.48 )，low aggressive behavior college students core affective factors were adaptive emotion regulation growth and non adaptive emotion regulation( EI =4.37, 4.12, 4.08). Conclusion Factors affecting Chinese college students aggressive behaviors are of different characteristics on different behaviour types, and targeted interventions should be adopted to reduce aggressive behaviors of college students.

Objective: To analyze the influencing factors of aggressive behaviors in high school students, rank the importance of relevant variables with visual presentation, so as to provide new references for developing intervention strategies. Methods: In December 2024, a convenience sampling method was used to select 5 330 students from 5 high schools in Wuhan for an online questionnaire survey. The survey included the Buss-Perry Aggression Questionnaire (BPAQ), Interaction Anxiety Scale (IAS), Emotion Regulation Ability Scale, Inventory of Parent and Peer Attachment (IPPA), and a self designed general information questionnaire. Variables were screened using LASSO regression, followed by multivariate Logistic regression analysis. The Random Forest model was then employed to rank and visualize variable importance. Results: Univariate analysis and LASSO regression results indicated that gender, emotion regulation capability, paternal attachment quality, maternal attachment quality, maternal parenting style, paternal parenting style, parenting consistency, monthly household income per capita, school climate, relationship with classmates, interaction anxiety, and academic ranking were all significant variables (all P <0.01). Multivariate Logistic regression analysis identified the following as influencing factors of aggressive behaviors in high school students: emotional management ability ( OR=0.38, 95%CI =0.34-0.43), gender ( OR=0.83, 95%CI =0.75-0.93), mother attachment quality ( OR=0.89, 95%CI = 0.74 -1.07), father attachment quality ( OR=0.76, 95%CI = 0.66- 0.87), interaction anxiousness ( OR=1.58, 95%CI =1.40- 1.78 ), consistency of parenting styles of parents ( OR=1.40, 95%CI =1.21-1.62), school atmosphere ( OR=1.50, 95%CI =1.14-1.98), academic performance ranking (upper middle: OR=0.76, 95%CI =0.61-0.93; middle: OR=0.70, 95%CI =0.57-0.86) were the influencing factors of aggressive behavior in high school students (all P <0.05). The results of Random Forest showed that emotional management ability was the most important factor affecting aggressive behavior in high school students. Conclusion Emotion regulation capability is identified as the core predictor of adolescent aggressive behaviors, which can significantly reduce the incidence of aggressive behaviors through enhanced emotion management.

Objective: To analyze the factors associated with high level fear of negative evaluation (FNE) among junior high school students and to construct a nomogram risk prediction model, so as to provide scientific tools for psychological health intervention for junior high school students. Methods: A convenience sampling combined with cluster random sampling method was used to select 5 485 junior high school students from 4 cities (Wuhan, Huanggang, Xianning and Xiaogan) for an online questionnaire survey in March 2025. The total sample was randomly split into a training set ( n =3 839) and a validation set ( n =1 646). Univariate analysis was performed in the training set using Chi-square test and t-test. Variables with statistical significance were subsequently included in multivariate Logistic regression to identify independent predictors and to construct a nomogram based risk prediction model. The discriminative ability and clinical utility of the model were evaluated in the validation set using the area under the receiver operating characteristic curve (AUC), calibration curve, and decision curve analysis (DCA). Results: There were 1 649 junior high school students with low level FNE and 2 190 with high level FNE in the training set. The self control ability of junior high school students with lowlevel and high level FNE showed a statistically significant difference (23.96±3.96, 21.48±3.37, t=25.15, P < 0.01 ). Statistically significant differences in the detection rate of high level FNE were observed among junior high school students with different genders, family types, parenting styles, academic rankings, psychological flexibility, mobile phone addiction tendencies, emotional management training, exercise frequency, left behind experiences, and places of origin ( χ 2=82.01- 1 126.68 , all P <0.01). The results of Logistic regression analysis revealed that, the following factors were identified as significant factors influencing high level FNE among junior high school students:exercise frequency ( OR=0.21, 95%CI =0.17-0.26); parenting style ( OR=0.48, 95%CI =0.40-0.58); left behind experience ( OR=3.88, 95%CI =3.27-4.61); smartphone addiction proneness ( OR=2.19, 95%CI =0.89-0.93); self-control ability ( OR=0.91, 95%CI =0.89-0.93); and psychological flexibility ( OR=0.16, 95%CI =0.10-0.28) (all P <0.05). The AUC for the training and validation set were 0.88 (95% CI =0.87-0.89) and 0.87 (95% CI =0.85-0.89), respectively. The Hosmer-Lemeshow goodness of fit test yielded χ 2=8.57, 15.20 (both P >0.05). Conclusion The risk prediction model with high level FNE demonstrates good accuracy and can assist educators and parents in timely screening of junior high school students with high level FNE, thereby providing a basis for implementing targeted interventions.

Objective: To explore the impact of cognitive emotion regulation strategies on fear of negative evaluation among college students using a random forest algorithm in order to provide empirical evidence to support mental health improvements. Methods: In March 2024, a convenience sampling method was used to conduct an online survey with 5 750 college students from three universities in Wuhan, Hubei Province. A least squares regression model was employed to analyze whether cognitive emotion regulation strategies significantly influenced fear of negative evaluation. A random forest model was also constructed to identify predictors and rank the importance of various factors affecting fear of negative evaluation. Results: The least squares regression model indicated that cognitive emotion regulation strategies significantly impacted fear of negative evaluation among college students ( β=4.25, 95%CI=3.81-4.68, P <0.05). Family support, including mild impairment ( β=-2.71, 95%CI =-3.36 to -2.06, P <0.05) and severe impairment in the domain ( β=-1.64, 95%CI =-2.27 to -1.01, P <0.05), were associated with increased fear. The random forest model further revealed that cognitive emotion regulation strategies, family support index, and academic ranking were the main factors affecting the fear of negative evaluation among college students. Conclusions Cognitive emotion regulation strategies are key factors influencing fear of negative evaluation among college students. Universities should provide enhanced mental health resources, offer training to strengthen cognitive emotion regulation strategies, and offer additional support to students with low family support.

Malnutrition is relatively common in patients with cardiovascular diseases and is closely related to the poor prognosis of the disease. This article reviewed the main contents and application status, advantages and disadvantages of various nutritional assessment tools for the patients with cardiovascular diseases to provide the basis for healthcare professionals to select the appropriate nutritional assessment method of patients with cardiovascular diseases, identify their malnutrition as early as possible, and implement targeted nutritional interventions.

Objective:To explore the characteristics of abnormal chromosome karyotype of common external genital malformations in male children.Methods:A retrospective analysis of the clinical data of 2 408 children was made in outpatient or inpatient from January 2012 to December 2017. The mean age was (38±7) months. There were 1115 cases of hypospadias, 189 cases of cryptorchidism, 304 cases of micropenis, 681 cases of concealed penis and 119 cases of disorders of sex development. All children were tested for chromosome 550 band in peripheral blood, and the results of chromosome karyotype were analyzed.Results:A total of 131 cases of abnormal chromosome karyotypes were detected, with a detection rate of 5.4%, including 46 cases of chromosome number abnormalities, 85 cases of structural abnormalities, 64 cases of sex chromosome abnormalities and 67 cases of autosomal abnormalities. The karyotype of chromosome was 46, XY, inv (9) (p12q13) in 28 cases accounting for 21.4%. It was followed by 47, XXY, with 16 cases, accounting for 12.2%. The detection rate of chromosomal abnormalities in children with disorders of sex development was 12.6%(15 cases), hypospadias was 5.5%(61 cases), cryptorchidism was 5.3%(10 cases), micropenis was 4.9%(15 cases), and concealed penis was 4.4%(30 cases).Conclusions:Chromosomal abnormalities are not uncommon in male children with external genital malformations. Chromosome structural abnormalities are more common than quantitative abnormalities, and sex chromosome abnormalities account for a comparable proportion to autosomal abnormalities.

Objective: To explore latent classes of college students aggressive behavior and its correlations with family care and the meaning of life among college students. Methods: A cross sectional questionnaire survey was conducted among 5 094 students from three universities in Xinxiang City in December 2021, using Aggression Questionnaire (AQ), Family APGAR Index (APGAR), and the Meaning in Life Questionnaire (MLQ). Results: Aggressive behavior of college students was classifed into three potential categories:low aggressive behavior group (26.4%), moderate aggressive behavior group (48.5%), and high aggressive behavior group(25.1%). There were significant differences in latent classes of aggressive behavior among college students by gender, physical flexibility, exercise frequency, and sleep status ( χ 2=63.95, 169.86, 125.76, 325.24, P <0.01). There were significant differences in the sense of life meaning and the degree of family care among the 3 potential categories of aggressive behavior ( F=113.47, 231.82, P <0.01). The multivariate Logistic regression analysis showed that the sense of meaning of life ( OR =0.96, 95% CI =0.96-0.97) and family care ( OR =0.83, 95% CI =0.81-0.84) were significantly associated with three classes of aggressive behavior ( P <0.01). Conclusion Aggressive behavior among college students is associated with gender, exercise frequency, sleep status, meaning of life, family care, and physical flexibility. School, family and society should actively pay attention to students psychological characteristics and to provide corresponding support for aggressive behavior prevention and intervention.

Male sex differentiation is driven by 2 hormones produced by the fetal testis, testosterone and anti-Müllerian hormone(AMH), responsible for the regression of müllerian ducts in male fetuses. Mutations inactivating AMH or its receptor AMHR2 lead to the persistent müllerian duct syndrome(PMDS) in otherwise normally virilized 46, XY males. Further assessment was carried out when suspicion of PMDS arose from physical examination which revealed that the testis crossed to the contralateral side of the body. Further examination include ultrasound, AMH concentration, karyotype, and gene sequencing. Once PMDS is considered, there is no need to perform the gonads biopsy. The optical surgery methods include one-stage cryptorchidism and hernia curation, and at the same time.Stripping/destroying the mucosa of the retained müllerian remnants to reduce the risk of malignancy and, simultaneously, to prevent the damage to vas deference.

Objective: To understand the relationships between college students’ aggression and self-acceptance, family intimacy and adaptability, and to provide reference for college students’ aggression preventing and intervening. Methods: Using general information questionnaire, Aggression Questionnaire, Self-acceptance Questionnaire and FACES II-CV, 984 college students from 3 colleges in Xinxiang, Henan province were surveyed by questionnaire. Results: The total score of physical aggression, verbal aggression, indirect aggression and aggression in male students was higher than that of female students (t=7.17,4.21,2.05,3.63,P<0.05).The score of physical aggression of only children was higher than that of nononly children (t=2.39,P<0.05).The score of indirect attack of disciplined college students was higher than that of undisciplined college students (t=2.60,P<0.01).There were statistically significant differences in the total scores of indirect attack, hostility and attack among college students with different left-behind experiences (F=3.39,4.61, 3.37, P<0.01).There were statistically significant differences in the total scores of physical aggression, anger and aggression among college students by family income(F=5.70,3.94,3.37,P<0.01).Correlation analysis showed that the total score of college students’ aggression was positively correlated with self-acceptance, negatively correlated with actual family intimacy and actual family adaptability (r=0.37，-0.09，-0.07,P<0.01). Regression analysis showed that self-acceptance, gender, disciplinary action, left-behind experience and expected family adaptability showed significant associations with total score of college students’ aggression (P<0.05). Conclusion Self-acceptance and family closeness and adaptability are associated with aggressive behavior in college students. Schools should carry out targeted psychological health education on self-acceptance to ensure that college students maintain a reasonable level of self-acceptance, and family members should develop certain level of intimacy and adaptability, in order to reduce the occurrence of aggressive behavior of college students.

OBJECTIVE: To measure the implicit attitude of nurses towards doctors and analyze its influencing factors. METHODS: A total of 356 nurses were selected as study subjects by convenient sampling method. Their implicit attitude towards doctors was measured by Single Category Implicit Association Test. The related influencing factors were analyzed. RESULTS: The response time of nurses on incompatible tasks was higher than that on compatible tasks [(0.87±0.19) vs(0.76±0.15) s,P<0.01]. The median(M) of D value was 0.34. D value of junior college group was higher than that of undergraduate and above group(M: 0.40 vs 0.27, P<0.01). D value in the nurse group was higher than that in the nurse practitioner group and nurse-in-charge and above group(M: 0.43 vs 0.33, 0.43 vs 0.23, P<0.05). D value of the informal staff group was higher than that of the formal staff group(M: 0.35 vs 0.19, P<0.05). The results of ordered multiple Logistic regression analysis showed that establishment was an independent influencing factor of the implicit attitude of nurses towards doctors(P<0.05), after excluding the influence of confounding factors. CONCLUSION: The implicit attitude of nurses towards doctors is positive and mainly affected by the establishment.