Objective: To explore the interrelationships between mental vulnerability, cognitive emotion regulation strategies, and positive psychological capital in medical postgraduates, so as to provide precise intervention targets for mental health services in universities. Methods: From April to June 2025, a convenience sampling method was used to select 1 461 medical postgraduates from three colleges in Hubei Province. Participants were assessed using the Mental Vulnerability Questionnaire (MVQ), the Cognitive Emotion Regulation Questionnaire-Chinese Version (CERQ-C) and the Positive Psychological Capital Questionnaire (PPQ). The network analysis model was constructed using a Gaussian graphical model. Results: The network analysis revealed that the edge connection between somatic symptoms and mental symptoms was the strongest, followed by the connection between refocus on planning and positive reappraisal within cognitive emotion regulation, with edge weights of 0.69 and 0.59, respectively. Interpersonal problems within psychological vulnerability exhibited the highest expected influence( EI =1.27), serving as the core node of the network. Rumination within cognitive emotion regulation demonstrated the highest bridge expected influence( BEI =0.33), playing a critical connecting role among psychological vulnerability, cognitive emotion regulation, and positive psychological capital. Conclusion In the mental health network of medical postgraduates, mental vulnerability, cognitive emotion regulation, and positive psychological capital interact through their respective key dimensions, jointly affect overall mental health.

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 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 explore the effect of music therapy on children with autism spectrum disorder(ASD).Methods A systematic search was conducted in databases including CNKI,Wanfang data,VIP,PubMed,Elsevier Sci-ence Direct and Google Scholar for randomized controlled trials(RCT)on the effect of music therapy on children with ASD.The search period was from database inception to April,2024.The control group received non-music therapy interventions,including medication,educational therapy,cognitive-behavioral therapy,and structured treatment.The observation group received music therapy.Studies were systematically reviewed following the Co-chrane Handbook for Systematic Reviews,with two researchers independently screening literatures,extracting data,and assessing the risk of bias in the included studies.Statistic analysis was performed using Review Manag-er 5.4.Results Nine RCTs were included,involving 828 patients from France,China,Norway,Iran,the United States and Aus-tralia.The intervention types mainly included music therapy,parent-child cooperative music therapy,Orff music therapy,group music therapy,improvisational music therapy,Orff-Schulwerk-based music therapy,music inter-vention and family-centered music therapy.The overall outcomes(SMD=-0.30,95%CI-0.55 to-0.04,P=0.02),language function(MD=-2.09,95%CI-2.89 to-1.30,P<0.001)and physical behavior(SMD=-0.27,95%CI-0.53 to-0.01,P=0.040)improved better in the observation group.Conclusion Music therapy can improve the overall outcome of children with ASD,especially in language function and physical behavior.

Objective:To evaluate the intervention effects of different rehabilitation exercise training methods on adolescents with idiopathic scoliosis (AIS) through a network meta-analysis, providing a reference for exercise training interventions for AIS patients.Methods:A computer search was conducted in PubMed, Embase, Web of Science, EBSCO, Ovid, Cochrane Library, China Biology Medicine disc, China National Knowledge Infrastructure, VIP, and Wanfang Database, with the search period up to October 31, 2023. Two researchers independently screened the literature, extracted data, and assessed the risk of bias of the included studies according to preset criteria. A network meta-analysis was performed using RevMan and Stata software.Results:A total of nine randomized controlled trials were included. The network meta-analysis results of different rehabilitation exercise trainings on the Cobb angle in AIS patients showed that Schroth therapy [ SMD=0.50, 95% CI (0.11, 0.88), P<0.05] and Barcelona scoliosis physical therapy school (BSPTS) therapy [ SMD=0.78, 95% CI (0.18, 1.38), P<0.05] were more effective than routine nursing in reducing the Cobb angle. The effects of Schroth therapy [ SMD=-0.83, 95% CI (-1.50, -0.16), P<0.05] and BSPTS therapy [ SMD=-1.11, 95% CI (-2.09, -0.13), P<0.05] on Cobb angle were also better than core exercise therapy. Cumulative probability ranking indicated that BSPTS therapy was the best intervention. Regarding the impact on quality of life, network meta-analysis of different rehabilitation exercise trainings on the Scoliosis Research Society-22 questionnaire's four dimensions showed no significant differences in scores between groups ( P>0.05). Cumulative probability ranking indicated that core exercise therapy was the best intervention for physical function, mental health, and body pain, while BSPTS therapy was the best intervention for self-image perception. Conclusions:Based on current evidence, BSPTS therapy is the most effective in alleviating or reducing the Cobb angle in AIS patients. Core exercise therapy is the best for improving physical function, mental health, and alleviating body pain, while BSPTS therapy is the best for self-image perception in AIS patients.

Objective:To evaluate the intervention effects of different rehabilitation exercise training methods on adolescents with idiopathic scoliosis (AIS) through a network meta-analysis, providing a reference for exercise training interventions for AIS patients.Methods:A computer search was conducted in PubMed, Embase, Web of Science, EBSCO, Ovid, Cochrane Library, China Biology Medicine disc, China National Knowledge Infrastructure, VIP, and Wanfang Database, with the search period up to October 31, 2023. Two researchers independently screened the literature, extracted data, and assessed the risk of bias of the included studies according to preset criteria. A network meta-analysis was performed using RevMan and Stata software.Results:A total of nine randomized controlled trials were included. The network meta-analysis results of different rehabilitation exercise trainings on the Cobb angle in AIS patients showed that Schroth therapy [ SMD=0.50, 95% CI (0.11, 0.88), P<0.05] and Barcelona scoliosis physical therapy school (BSPTS) therapy [ SMD=0.78, 95% CI (0.18, 1.38), P<0.05] were more effective than routine nursing in reducing the Cobb angle. The effects of Schroth therapy [ SMD=-0.83, 95% CI (-1.50, -0.16), P<0.05] and BSPTS therapy [ SMD=-1.11, 95% CI (-2.09, -0.13), P<0.05] on Cobb angle were also better than core exercise therapy. Cumulative probability ranking indicated that BSPTS therapy was the best intervention. Regarding the impact on quality of life, network meta-analysis of different rehabilitation exercise trainings on the Scoliosis Research Society-22 questionnaire's four dimensions showed no significant differences in scores between groups ( P>0.05). Cumulative probability ranking indicated that core exercise therapy was the best intervention for physical function, mental health, and body pain, while BSPTS therapy was the best intervention for self-image perception. Conclusions:Based on current evidence, BSPTS therapy is the most effective in alleviating or reducing the Cobb angle in AIS patients. Core exercise therapy is the best for improving physical function, mental health, and alleviating body pain, while BSPTS therapy is the best for self-image perception in AIS patients.

Objective To explore the effect of music therapy on children with autism spectrum disorder(ASD).Methods A systematic search was conducted in databases including CNKI,Wanfang data,VIP,PubMed,Elsevier Sci-ence Direct and Google Scholar for randomized controlled trials(RCT)on the effect of music therapy on children with ASD.The search period was from database inception to April,2024.The control group received non-music therapy interventions,including medication,educational therapy,cognitive-behavioral therapy,and structured treatment.The observation group received music therapy.Studies were systematically reviewed following the Co-chrane Handbook for Systematic Reviews,with two researchers independently screening literatures,extracting data,and assessing the risk of bias in the included studies.Statistic analysis was performed using Review Manag-er 5.4.Results Nine RCTs were included,involving 828 patients from France,China,Norway,Iran,the United States and Aus-tralia.The intervention types mainly included music therapy,parent-child cooperative music therapy,Orff music therapy,group music therapy,improvisational music therapy,Orff-Schulwerk-based music therapy,music inter-vention and family-centered music therapy.The overall outcomes(SMD=-0.30,95%CI-0.55 to-0.04,P=0.02),language function(MD=-2.09,95%CI-2.89 to-1.30,P<0.001)and physical behavior(SMD=-0.27,95%CI-0.53 to-0.01,P=0.040)improved better in the observation group.Conclusion Music therapy can improve the overall outcome of children with ASD,especially in language function and physical behavior.

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 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.