The main goals of psychology in the field of sports are to help athletes develop mental skills that contribute to their performance, to enhance the mental well-being of those involved in physical activity, and to help them cope with the challenges and adversity of sport. Sports are important for maintaining mental and physical health, and everyone should play sports. Parents should encourage the new generation of boys and girls to play outdoor sports. Encouraging play is not just about having fun, but also about achieving cultural balance. Play brings new ideas to the workplace, improves family relationships, and increases overall happiness. Mental health is as important as physical health and is the greatest asset that needs to be preserved under any circumstances. A person needs to keep themselves healthy. Playing sports regularly has numerous benefits for mental health and mental well-being. Sports psychology has proven that sports can have a significant positive impact on various aspects of people's lives.

Early in life, individuals develop a wide variety of concepts and attitudes about themselves and their world. Some of these concepts are anchored to reality and form the basis for a healthy personal adjustment. Others deviate from reality and produce vulnerability to possible psychological disorders. People’s concepts realistic as well as unrealistic are drawn from experiences, from the attitudes and opinions communicated to by others, and from identifications. Among the concepts that are central in the pathogenesis of depression are people's attitudes toward self, environment and future. People's self-concepts are clusters of attitudes about themselves, some favorable and others unfavorable. When an individual makes negative judgments about himself, this tends to develop negative self-concepts for example "I am weak," "I am inferior," 1 am unlovable," and "I cannot do anything right.” These negative self-concepts emerge with great force in depression (Beck & Alford, 2009).

In today’s rapidly changing and competitive world, both academic and athletic fields demand high levels of mental endurance, adaptability, and motivation. Students and athletes constantly face challenges such as examination stress, performance anxiety, failure, peer comparison, and external expectations. In such circumstances, resilience—the psychological capacity to recover from adversity and maintain effective functioning—becomes a crucial determinant of success and well-being. This research paper explores the effectiveness of psychological training in developing resilience, emphasizing how structured interventions can enhance coping mechanisms, focus, self-efficacy, and emotional regulation. Drawing insights from cognitive-behavioral theory, self-determination theory, and positive psychology, the paper integrates perspectives from both educational and sports psychology to examine how resilience contributes to holistic performance. It highlights the potential of psychological techniques such as mindfulness, visualization, cognitive restructuring, goal-setting, and emotional regulation as tools for strengthening resilience. The study reveals that consistent psychological training not only boosts performance and motivation but also fosters optimism, self-confidence, and mental health. The findings underscore the need to institutionalize resilience-building programs in academic and athletic settings as part of a comprehensive developmental strategy.

The relationship between the physical world and mental processes has long intrigued scholars, from ancient philosophers to modern scientists. This theoretical paper explores the intersections between physics and psychology through a conceptual lens, aiming to bridge the gap between the material and the mental. Drawing from quantum mechanics, systems theory, and cognitive neuroscience, we examine how physical theories influence our understanding of consciousness, cognition, and human behavior. We propose that emerging paradigms in physics such as quantum theory and chaos theory offer useful analogies and potentially deep explanatory models for psychological phenomena. This paper does not present empirical research but instead builds a conceptual synthesis grounded in literature from both fields. Three major themes guide this exploration: (1) the implications of quantum mechanics for consciousness studies, (2) parallels between thermodynamic systems and mental energy, and (3) chaos and complexity theory in modeling cognitive and emotional processes. We argue that interdisciplinary integration, while methodologically challenging, opens new possibilities for understanding the mind-body relationship and developing future frameworks in both scientific and philosophical contexts.

Psychology has always been fascinated by the human mind, which is incredibly complex and elusive. However, its depths are still mostly unknown, and the scant information and arbitrary interpretations impede our comprehension. Mental health is an essential component of the health and well-being of a person and community, and it is critical for the individual, society, and socio-economic development of any country. Mental healthcare is currently in the health sector transformation era, with emerging technologies such as artificial intelligence (AI) reshaping the screening, diagnosis, and treatment modalities of psychiatric illnesses.

India is the seventh biggest country in the word geographically and second largest populated country in the world and it represent all races which found in the whole world. Followed by the Africa India holds second rank in respect of verity of tribal groups. The tribal are the integrated part of India but after seventy five years of independence they are lagging behind the rest groups in comparison. The many study has been conducted by their anthropological, cultural and social aspect but psychological viewpoint were neglected by the researcher. The self-concepts consists all ideas about oneself which direct person to achieve his or her life goal .The academic self-concept tis also an important part of educational achievement. The title of research paper is “The academic self-concept of school going Bhil tribal and other non-tribal students in Ahmednagar district-.A comparative study.” The main objective of this study is to study the difference and comparative gap in tribal and non-tribal student about their academic self-concept. The present study has been conducted on both boys and girls, (N-120) 60 Bhils tribal and 60 non-tribal school going students of seventh class in the Ahmednagar district were taken as sample. For analysis purpose descriptive statistics and independent sample”t” test were used for conclusion and SPSS were used for analysis. It is found that both tribal Bhils boys and girls have low academic self-concept than other non-tribal boys and girls.

Adolescence represents a crucial developmental phase characterized by rapid physical, cognitive, and emotional transitions. In India, secondary school students often face academic stress, identity crises, peer pressure, and emotional instability, all of which directly affect their well-being and learning outcomes. Integrated counselling approaches, combining cognitive-behavioural and humanistic perspectives, are increasingly recognized as essential interventions in schools to foster both cognitive and emotional health. The present study is a descriptive, review-based investigation that synthesizes secondary data from recent Indian research conducted between 2012 and 2024. The objective was to explore how integrated counselling enhances students’ cognitive and emotional well-being, strengthens school-based support systems, and contributes to holistic development. The findings from fifteen Indian studies—including those by Deb & Walsh (2012), Parveen & Akhtar (2021), and Joshi (2021)—indicate that integrated counselling significantly improves academic focus, emotional regulation, and social adaptation among adolescents. These outcomes are achieved through the fusion of cognitive restructuring (as per CBT) and emotional empathy (as per humanistic counselling). The results also emphasize the crucial role of counsellors and teachers in jointly implementing these practices within classrooms. Interpretation of secondary evidence demonstrates that integrative approaches align well with India’s socio-cultural and educational framework, promoting sustainable student growth.

Project-Based Learning (PBL) is an educational approach rooted in constructivist principles. It focuses on addressing real-world issues and promotes learning through collaborative exploration and iterative thought among learners. This method shifts the educational focus from simply memorizing facts to developing and enhancing skills. Nevertheless, PBL encounters several obstacles in actual teaching practices, particularly in three areas: tailored project design, ongoing process guidance, and sophisticated evaluation feedback. As digital transformation in education accelerates and large-scale model technology advances, the incorporation of Generative AI into PBL offers support for its effective execution. Generative AI can aid in refining project design for teaching, facilitate personalized exploration processes for high school students, and enable comprehensive skill assessments for secondary school learners. Currently, the use of Generative AI in PBL is still in a research phase. This research focuses on creating a design that emphasizes the value of artificial intelligence in enhancing the quality of learning, particularly when utilizing active methodologies such as project-based learning (PBL). The study examined teachers' perceptions of PBL that integrates AI compared to those that do not in the context of secondary higher education. A sample of 385 secondary school teachers participated in this research, which explored perceived efficacy, the personalization of learning through AI, and levels of motivation. This article breaks down the use of Generative AI in the phases of project design, execution, and assessment. Using the teaching project of constructing an exchange network as a case study, this framework suggests a method for prompt language design of Generative AI in PBL project development. Lastly, it assesses the potential risks associated with Generative AI. This research offers a framework and example for intelligent innovation within PBL.

Social media has revolutionized connecting, communicating, and sharing information in the past decade. In 2023, the average time per day spent on platforms such as Facebook, Twitter, Instagram, TikTok, and Snap chat is almost 150 minutes. It has become an integral part of our daily lives, offering unprecedented opportunities for social interaction and self-expression. However, while introducing numerous benefits, it’s crucial to acknowledge its potential impact on our mental health. The accessibility and constant exposure to curated online lives have raised concerns about the effects on our psychological well-being. So let’s explore how social media positively and negatively influence mental health. The modern world is supposed to be full of comforts and luxuries but a person has lost true happiness let alone peace of mind. Hence the twentieth century is called the Age of Anxiety. Over-anxiety seems to be the main cause at the root of many mental disorders. So let's find out how social media has positive and negative effects on mental health.

The integration of digital learning tools has revolutionized education in India, bringing fundamental changes to pedagogy, access, and student engagement. With initiatives such as Digital India and the National Education Policy (NEP) 2020, schools and colleges across India have adopted a range of digital platforms and educational technologies. This paper investigates the impact of these digital learning tools on students’ cognitive development, focusing on the Indian context and Maharashtra in particular. The study employs a secondary research design, synthesizing evidence from fifteen national and regional studies conducted between 2017 and 2025. The findings reveal that digital tools—when effectively integrated—enhance learners’ memory, reasoning, creativity, and problem-solving abilities. However, the digital divide, limited teacher training, and excessive screen exposure pose challenges to cognitive balance. The paper concludes with recommendations for improving digital pedagogy and policy-level interventions to foster equitable cognitive growth among students.

Artificial Intelligence (AI) is rapidly transforming educational and coaching ecosystems across the globe. In India, its integration aligns closely with the National Education Policy (NEP) 2020, which emphasizes competency-based learning, skill development, and personalized educational pathways. This paper examines how educators and coaches can effectively combine AI-driven tools with psychological principles to support learner motivation, emotional resilience, and cognitive growth. Drawing upon contemporary research in learning science, emotional intelligence, and educational technology, the paper proposes an integrated framework where AI enhances human interaction rather than substitutes it. A mixed-method research design is outlined to analyze perceptions, readiness, and professional competencies among educators and life coaches in Indian institutions. The paper argues that the future of learning relies on balancing analytical capabilities of AI with human empathy, relational guidance, and insight-driven mentorship. The study contributes to envisioning a psychologically informed, technologically empowered learning environment that aligns with India’s developmental aspirations under Viksit Bharat 2047.

Workplaces play a significant role in shaping psychological well-being, identity formation, emotional balance, and overall life satisfaction among working professionals. Occupational roles differ in demands, responsibilities, decision-making autonomy, and reward structures, all of which influence mental health outcomes. Understanding these differences is essential for developing preventive mental health programs, enhancing work-life balance, and improving job satisfaction. The present study examines variations in self-esteem, perceived stress, and burnout between businessmen and employees, two occupational groups that operate within distinctly different work environments. Self-esteem refers to the individual’s overall sense of personal value and self-worth (Rosenberg, 1965). It is influenced by perceived competence, social recognition, and autonomy in decision- making. Business owners, often operating independently or in leadership roles, may experience enhanced role control and authority, which can contribute to higher levels of self-esteem. In contrast, employees generally function within structured organizational hierarchies, where performance evaluation, supervision, and job expectations are externally regulated. Such environments can lead to reduced autonomy and contribute to comparatively lower levels of self-esteem (Chaudhary & Sharma, 2023).

The present study aimed to examine and compare the coping resources of male and female college students. The study sought to identify the extent to which sex differences influence the utilization of various coping dimensions such as cognitive, social, emotional, spiritual, and physical resources. The sample consisted of 480 college students (240 males and 240 females). Data were analyzed using the t-test to determine differences between male and female students. The results revealed that males and females significantly differed in total coping resources, with males scoring higher than females. Specifically, significant differences were found in social, spiritual, and physical coping resources, whereas no significant differences were found in cognitive and emotional resources. The findings suggest that male students make greater use of certain coping strategies than female students, indicating sex-based variations in coping patterns among college students.

In the era of artificial intelligence, we all are transforming ourselves to get more convenient sources/resources of various aspects of life, Artificial Intelligence also make transformation in the field of mental health services and psychology. In the field of mental health services those clients getting difficulty to access current ways of treatment, they available new easy source to get analyzed their mental health with various tools of Artificial Intelligence. AI tools including chatbots and virtual therapists and many more, Present investigation has focused on the explore ate applications of AI in mental health services how it useful and transforming the mental health service, and understand the advantages and disadvantages of AI in the area of mental health services. Investigator used a secondary source to collect data and complete the study.

This comparative study examined marital adjustment and job satisfaction among women teachers (n = 49) and nurses (n = 44) employed in various institutions, selected through purposive random sampling. Utilizing the Marital Adjustment Inventory (Pramod Kumar & Kanchan Rohatagi, 1976) and Job Satisfaction Scale (Amar Singh & T.R. Sharma, 1999), data analysis revealed significant differences in marital adjustment and job satisfaction between the two groups. Women teachers exhibited higher mean scores on both marital adjustment and job satisfaction, indicating better overall well-being and satisfaction compared to women nurses. Furthermore, a positive and significant correlation (r = 0.21) was found between marital adjustment and job satisfaction, suggesting that women with higher marital adjustment tend to experience greater job satisfaction. These findings underscore the importance of addressing workplace stressors and fostering a supportive environment to promote the overall quality of life for women in these professions.

Emotional maturity and adjustment play a crucial role in a student's academic success and overall well-being. Differences in educational curriculum, gender, and geographic background can affect these psychological attributes. The Maharashtra Higher Secondary Education Board (HSC) and the Central Board of Secondary Education (CBSE) follow different educational approaches, which can shape the emotional and social well-being of students in different ways. However, limited research has explored how school board affiliation, gender, and urban-rural backgrounds together affect these aspects of student development. The study aims to compare the emotional maturity and adjustment levels among students in HSC and CBSE schools while examining the impact of gender and geographical location. This research seeks to provide insights to educators and policymakers about the mental well-being of students in different learning environments. A quantitative comparative research design using standardized measures was used to assess emotional maturity and adjustment in a stratified random sample of students from both HSC and CBSE schools. The study included participants from both urban and rural backgrounds and found gender-based variation. Statistical techniques such as independent t-tests, ANOVA, and correlation analysis were used to identify significant differences and patterns. HSC and CBSE show a significant difference in emotional maturity and adjustment among students. Female students showed better adjustment skills than male students, while urban students showed higher emotional maturity and adaptability compared to their rural students. These results underscore the impact of curriculum design and environmental factors on students' mental health. This study emphasizes the role of academic circles, gender, and geographical factors in shaping the emotional and social development of students. These insights can help create targeted psychological and academic interventions to enhance student well-being in a variety of academic contexts. Adolescent men. The results also showed that adolescent girls disclose less information about themselves compared to adolescent girls.

The present study deals with and effort to reveal the strata-wise differences of frustration and psychological well-being sportsmen of the sportsmen of class 12 above. One adapted and standardized questionnaires were administered on a sample of 100 no of sportsmen selected by cluster sampling technique to collect the required data. Normality of ratio of the variables is tested. Most of the variables show normality in the data. To investigate the significant difference if any, between tribal and urban students level in terms of frustration and psychological well-being ‘correlation’ method/test was used. The descriptive statistics such as Mean and SD were computed for three dependent variables and their levels as per different age groups. These values are used for interpreting.

Introduction and Conceptual Framework: Defining Well-being in Psychological and Physiological Contexts: The concept of well-being, particularly in the context of behavioral medicine and public health, requires a robust, multidisciplinary definition that extends beyond mere absence of disease. This analysis defines well-being through three interrelated domains: subjective well-being (SWB), objective mental health metrics (e.g., symptom severity for anxiety and depression), and measurable physiological parameters (e.g., heart rate, blood pressure, and neuroendocrine function). Emotional and physiological homeostasis are central to this framework, representing the body’s ability to efficiently adapt to stressors. Reading, often categorized as a passive leisure activity, is increasingly being contextualized in the scientific literature as a potent, accessible behavioral intervention. Research demonstrates that engaging with text exerts significant influence on the autonomic nervous system and fundamentally impacts long-term cognitive architecture. This report establishes that the act of reading is not simply a cognitive process but a dynamic interaction capable of modulating stress responses, providing clinical efficacy in mood disorders, and building resilience against neurodegenerative decline.

Artificial Intelligence (AI) has emerged as one of the most transformative technologies influencing contemporary psychological science. Over the past decade, rapid advancements in machine learning, natural language processing (NLP), deep learning, and predictive analytics have reshaped the ways psychologists measure behavior, analyze mental processes, and deliver psychological interventions. This review synthesizes contemporary empirical literature on the integration of AI in psychological assessment, diagnosis, intervention, and research methodologies. Findings indicate that AI improves diagnostic accuracy, enhances mental-health service accessibility, strengthens predictive modeling of behavior, and assists in understanding complex psychological phenomena through large-scale data analytics. However, the integration of AI in psychology also raises significant ethical concerns, including algorithmic bias, privacy risks, and threats to therapeutic relationships. The review concludes by outlining future research priorities, emphasizing the need for ethical frameworks, transparent algorithms, cross-disciplinary collaboration, and culturally sensitive AI systems. AI’s role in psychology continues to evolve, offering substantial promise but requiring careful regulation and ethical oversight.

In today’s world, competition has become an unavoidable part of academics, work, and even personal ambitions. This constant pressure often creates significant stress as individuals try to meet expectations, chase deadlines, and maintain consistent performance. Under such conditions, stress emerges as both a psychological and physiological response to situations perceived as challenging or overwhelming. This study investigates how individuals in Nashik’s competitive environments manage stress and the coping strategies they adopt. Using a quantitative approach, the research employs correlation and linear regression in order to assess the association among stress and various coping methods. Sample size of Fifty were selected through purposive sampling from an urban community that experiences diverse educational, professional, and socio-cultural demands. This research contributes region-specific insight by examining how individuals in Nashik perceive and handle competitive stress within evolving academic and professional settings. Data were gathered using standardized stress and coping scales from individuals across diverse professions and educational levels. The results show that higher stress levels are closely linked to the type and effectiveness of coping strategies used. Analysis done through Correlation indicates moderate negative relationship among stress as well as adaptive coping, meaning individuals with stronger coping mechanisms tend to report lower stress levels. Regression analysis further demonstrates that coping strategies significantly predict stress, highlighting their protective role. The study concludes that stress-management interventions should focus on cognitive restructuring, mindfulness, resilience-building, emotional regulation, and problem-solving skills. Although limited by a small sample size, the findings offer valuable insights and point toward future research involving larger groups, mixed-method designs, and long-term studies on stress adaptation.

The psychological motivation is defined as the internal energy force that dictates all facets of human behavior, influencing how individuals think, feel and interact with others. In competitive sport, high motivation is widely recognized as an essential prerequisite for athletes to fulfill their full potential. This paper explores the psychological motivation in sports primarily through the lens of Self-Determination Theory (SDT)1, which posits that motivation exists along a continuum ranging from amotivation to intrinsic motivation. SDT emphasizes the importance of three basic psychological needs—autonomy, competence, and relatedness—in fostering self-determined engagement. The highest motivational state, Flow, characterized by complete immersion and a perfect match between challenge and skill, is detailed. Furthermore, the recent research suggests that a blend of high extrinsic and high intrinsic motivation, provided the intrinsic foundation is strong, yields the most positive outcomes for adult athletes. Finally, the article outlines four evidence-based motivational techniques—goal setting, using extrinsic rewards informationally, motivational music, and positive self-talk—that coaches and practitioners can utilize to enhance sustained performance and psychological well-being.

The present study examined the influence of social media use on mental health and psychological well-being by comparing social media users and non-users among college students. The research was conducted in Chhatrapati Sambhaji Nagar District, Maharashtra, India. A total of 60 college students aged 18–25 years participated, comprising 40 active social media users and 20 non-users. Participants were selected through simple random sampling. Levels of depression and psychological well-being were assessed using the Beck Depression Inventory-II (BDI-II; Beck et al., 1996) and Ryff’s Psychological Well-Being Scale (PWBS; Ryff, 1989), respectively. Data were analyzed using descriptive statistics (means and standard deviations) and independent-samples t-tests. Results indicated that social media users exhibited significantly higher depression scores than non-users. Conversely, non-users reported significantly higher levels of psychological well-being compared to their user counterparts. These findings suggest that social media engagement may be associated with poorer mental health outcomes and reduced eudaimonic well-being in this college student population.

Adolescence is a pivotal stage in an athlete's development, marked by profound physical, cognitive, and psychosocial transitions. The quality of the sport experience during these formative years profoundly influences long-term participation, psychological adjustment, and overall well-being. Central to shaping this experience is the Motivational Climate (MC) the situational goal structure of the team environment, primarily established by significant social agents such as coaches, parents, and peers. This climate fundamentally dictates how success is defined, effort is valued, and ability is perceived within the athletic context. Research drawing from Achievement Goal Theory (AGT) consistently demonstrates that the MC is a potent predictor of adaptive and maladaptive athlete outcomes. Adaptive outcomes include high athlete engagement, intrinsic motivation, and self-esteem, while maladaptive outcomes involve stress, amotivation, and burnout. While the what the link between climate type and outcome is well-established, this paper addresses the how: the precise psychological pathway through which the environment translates into sustained, high-quality involvement. This analysis utilizes Self-Determination Theory (SDT), which posits that the satisfaction of innate Basic Psychological Needs (BPN) Autonomy, Competence, and Relatedness is the essential nutrient for psychological growth and intrinsic motivation. Purpose and Scope: The primary objective of this paper is to systematically synthesize the empirical evidence supporting the integrated AGT-SDT model, arguing that BPN satisfaction acts as the critical mediating mechanism in the relationship between the motivational climate (task- or ego-involving) and positive athlete outcomes, specifically high Athlete Engagement (AE) and reduced maladaptive states like burnout. The focus is placed on the adolescent population, where the influence of social agents on identity and motivation is at its peak.

The purpose of the study was to examine Happiness, Psychological Well-Being, and Quality of Life among early adults. The purposive sampling method was used for data collection. The sample consisted of 60 participants between the ages of 18 and 30. The tools used for measuring the variables included the Happiness Scale, the Psychological Well-Being Scale, and the Quality of Life Scale. The data collected on these variables were analyzed using a correlational research design. The results indicate that Happiness, Psychological Well-Being, and Quality of Life among early adults are positively correlated.

This study aimed to identify the major sources of stress among MPSC aspirants attending coaching institutes in Baramati taluka, Dist. Pune. It also examined the coping strategies used by these aspirants and suggested additional strategies that parents and teachers can use to support them. The study followed a descriptive, cross-sectional design. It was conducted in September, 2025. The population included MPSC aspirants enrolled in full-time coaching institutes in Baramati taluka while also managing other academic or personal responsibilities. The sample consisted of 200 aspirants. Data were collected using a standardised questionnaire with two sections: one on sources of stress (Student’s Stress Scale by Dr. Manju Agrawal, (2012)) and the other on coping strategies. The questionnaire included open-ended questions rated on a 7-point Likert scale. A total of 200 aspirants completed the questionnaire. Data were analysed using descriptive statistics, including frequency, percentage, mean, and standard deviation. The results showed that academic pressure (49%) and parental expectations (38%) were the major sources of stress among MPSC aspirants. Personal stressors (9%) and environmental stressors (4%) also contributed to their stress levels. Aspirants commonly used coping strategies such as practising yoga, listening to music, using the internet, talking to supportive peers, playing outdoor games, communicating with parents, and practising meditation. The study also suggests additional strategies such as visualization, deep breathing, progressive muscle relaxation, better organization, and self-hypnosis. This study provides valuable insights into the stress experienced by MPSC aspirants and the coping strategies they use. It offers practical guidance to students, parents, and teachers for managing stress more effectively. It also opens avenues for further research on stress among aspirants of other competitive examinations, including those who prepare without coaching support.

This paper examines the impact of social media on athletes’ identity, self-presentation, and mental health using secondary data, existing literature, and global statistics. Findings show that while social media offers opportunities for visibility, branding, and community support, it also contributes to pressure, comparison, anxiety, cyberbullying, and identity confusion among athletes. A narrative review approach was used. Research from the APA, NCAA, Pew Research Center, WHO, and scholarly journals indicates that between 60–70% of young athletes experience stress due to online self-presentation, and approximately 40% report anxiety linked to negative feedback. Positive themes include skill learning, peer connection, and motivation. The paper concludes with recommendations for athletes, coaches, and institutions to create a healthier digital environment.

The use of artificial intelligence (AI) tools is rapidly increasing among college students. These tools are mainly used to access information, complete assignments, prepare presentations, and even research papers. Cognitive offloading refers to reducing the mental processing required for a task through physical actions, such as writing a shopping list or using a calculator. This review gathers information about how AI is linked to putting mental work onto external tools. This study reviewed 34 academic papers, mostly released from 2011 through 2025. The findings showed that AI tools have both advantages and disadvantages from offloading. Advantages include students’ efficiency, improved accessibility, and adaptive scaffolding. Disadvantages include reduced internalization of knowledge, superficial processing, and diminished metacognitive oversight. Despite the widespread use of AI, evidence of its long-term effects on learning remains limited.

Research Background: EI refers to the capacity to identify, understand, and regulate emotions in oneself and others. Educational medium refers to the language or mode of communication used to deliver educational content within academic institutions. Anxiety is a type of performance-related anxiety that can negatively influence cognitive functioning, learning efficiency, and overall academic outcomes. Emotional Intelligence, academic anxiety, and educational medium are key factors influencing students’ learning and performance. That way in this study, find out the impact of emotional intelligence and educational medium on academic anxiety of the adolescents. Objectives: The study objective was to find out the effect of emotional intelligence on academic anxiety of adolescents. Another objective was to examine the effect of educational medium on academic anxiety of adolescents. Further, the objective was to study the significant interaction effect between emotional intelligence and educational medium on the academic anxiety of adolescents. Procedure: The study included 200 adolescents, with 100 having high emotional intelligence and 100 having low emotional intelligence. Each group was evenly split between English and Marathi medium schools. In the study, the purposive sampling technique was used for the selection of the samples. Emotional intelligence and educational medium were independent variables, while academic anxiety was a dependent variable.The study emotional intelligence scale developed by A. K. Singh and Shruti Narain, and academic anxiety scale developed by Dr. M. Abid Siddiqui and Dr. Atieq Rehman has been used. Conclusions: It can be concluded that adolescents with low emotional intelligence exhibit higher levels of academic anxiety compared to those with high emotional intelligence. Adolescents from English-medium and Marathi-medium schools show similar levels of academic anxiety. Additionally, no significant interaction effect was found between emotional intelligence and educational medium on the academic anxiety of adolescents.

Research Background: Adjustment, life skills, and family composition are closely interconnected in adolescent development. A supportive family composition, whether nuclear or joint, provides the emotional, social, and cognitive environment that influences how adolescents adjust to life challenges. That way in this study, find out the impact of emotional intelligence and educational medium on academic anxiety of the adolescents. Objectives: The study objective was to find out the effect of level of adjustment on life skills of adolescents. Another objective was to examine the effect of family composition on life skills of adolescents. Further, the objective was to study the significant interaction effect between level of adjustment and family composition on the life skills of adolescents. Procedure: The study one hundred sixty adolescent were selected from the society. Out of them, eighty adolescents were selected from batter adjustment level, and same way, eighty adolescents were selected from poor adjustment level. The purposive sampling technique has been used for the selection of the samples. The study adjustment and family composition were independent variables and life skills was dependent variable. The study Adjustment Inventory developed by P. Kumar and Life Skills Scale by Chandra Kumari and Ayushi Tripathi has been used. Conclusions: It can be concluded that adolescents of better adjustment found excellent life skills than adolescents of poor adjustment. Adolescents of joint family composition and nuclear family composition show equal on their life skills. Additionally, no significant interaction effect was found between adjustment and family composition on the life skills of adolescents.

Over the last two decades, the rapid advancement of science and technology has transformed the mobile phone from a simple communication device into an inseparable part of human life. Initially invented for basic telecommunication, the mobile phone has now evolved into a multifunctional tool that facilitates education, business, entertainment, healthcare services, banking, shopping, and instant global connectivity through social media platforms. For college students, mobile phones can serve as a valuable educational aid. However, their usage is not always restricted to academic purposes. The engaging nature of social media, online gaming, video streaming, and continuous messaging leads many students to spend an excessive amount of time on their devices, often at the cost of their studies. Such uncontrolled and persistent usage results in symptoms of mobile addiction. Addiction refers to a behavioural pattern wherein a person loses control over their actions, continues the behaviour despite negative consequences, and experiences discomfort when attempting to stop.

The rapid growth of artificial intelligence (AI) across industries has reshaped contemporary workplaces, generating both opportunities and psychological challenges for employees. While AI-driven systems enhance efficiency, they also introduce uncertainty, job redesign, and increased cognitive demands (Brynjolfsson & McAfee, 2017). Psychological capital (PsyCap)defined as a positive psychological state comprising hope, efficacy, resilience, and optimism (Luthans et al., 2007) has emerged as a crucial internal resource influencing how employees perceive and respond to technological change. This review synthesises research on the relationship between PsyCap and organisational commitment in AI-driven workplaces. Evidence from digital transformation and automation research suggests that higher PsyCap predicts stronger affective and normative commitment (Meyer & Allen, 1991; Avey et al., 2011), greater adaptability, and reduced turnover intention. PsyCap appears to buffer the negative effects of AI-related anxiety and job insecurity (Peterson, 2021), enabling employees to interpret technological disruption more positively. Mediating factors such as perceived organisational support and digital self-efficacy (Newman et al., 2014) further strengthen this relationship, while leadership moderates it. Despite promising findings, AI-specific empirical studies are limited. The review identifies key gaps and offers future directions for research and organisational practice.

Artificial Intelligence (AI) is rapidly transforming various fields, including psychology. The integration of Artificial Intelligence (AI) in psychology presents transformative opportunities to enhance research, diagnostics, therapeutic interventions, and personalized mental health care. Artificial Intelligence (AI) in psychology is a rapidly developing discipline that explores how AI tools and technologies can improve psychological research, assessment, and therapeutic practices. This study critically reviews previous research conducted, emphasizing the development of AI applications within the psychological domain. A qualitative research approach was adopted, relying on secondary data sources, including scholarly articles, books, and expert insights. The findings reveal that AI has significantly advanced mental health diagnostics, facilitated the creation of therapeutic chatbots, and enabled predictive modeling of human behavior. Overall, the study underscores AI’s vital role in assisting mental health professionals and promoting more personalized psychological care.

Connectivism is a learning theory that focuses on the modern technology that creates the social connection in the field of education. It suggests the knowledge is shared across the networks. The teaching and learning occur through the connections with different sources. It helps to promote the learning with the help of digital tools to boost the educational experience. The application of connectivism in the training of pre-service teachers teaches this theory that knowledge is distributed among the networks and emphasizes social connection technology and collaborative learning. It blends connectivist principles for the pre-service teachers, it enhances the critical thinking teamwork and promotes the digital Awareness of competency among the upcoming future educators. This study benefits for the pre-service teachers from Bachelor of Education including the personalized learning experience and recent information the study investigates the effectiveness of connectivism on the professional planning of 100 pre-service teachers for the future teaching practices.

This research explores the impact of psychological well-being on athletes’ performance, highlighting the critical role of mental health in optimizing competitive outcomes. The study investigates how overall psychological well-being influences motivation, confidence, concentration, and resilience, which are essential for sustaining peak performance. Key psychological factors, including self-confidence, emotional regulation, focus, motivation, and mental toughness, are identified as significant contributors to athletic success, enhancing adaptive responses under high-pressure conditions. Conversely, psychological distress such as anxiety, depression, burnout, and chronic stress is shown to impair cognitive, emotional, and physical functioning, reducing performance quality and increasing the risk of withdrawal from sports. The study further examines the relationship between positive psychological states, including optimism, flow, and emotional stability, and performance consistency, demonstrating that these states foster skill development, recovery from setbacks, and improved team cohesion. Additionally, the effectiveness of psychological interventions is evaluated, encompassing cognitive-behavioural strategies, mindfulness practices, imagery, goal-setting, and counselling, which collectively enhance mental well-being, resilience, and competitive performance. Utilizing a theoretical and secondary data approach, the research synthesizes existing literature to provide a comprehensive understanding of how mental health influences athletic outcomes. The findings underscore the importance of integrating psychological support into training programs, emphasizing a holistic approach to athlete development that combines physical, cognitive, and emotional preparation. This research provides valuable insights for coaches, sports psychologists, and organizations aiming to optimize performance while promoting long-term mental health and well-being in athletes.

Achievement motivation in is the inner drive to succeed and excel in sports characterized by persistence in the face of challenges, a desire to master skills, and a focus on high –level performance. The main purpose of this study was to compare on achievement motivation among triathlon athlete and non-athletes male. To obtain the data the investigators selected total 100 (N= 100) subjects;(N=50) inter college level triathlon athlete and (N=50) subjects non-athletes male from Pune University affiliated various colleges of in Nashik district.Deo-Mohan Achievment motivation (n-Ach) scale were used for this study;the age group of 18-25 years.The study was admitted to compare between the group. It was hypothesized that there would be significant differences achievement motivation among triathlon athlete and non-athletes male. To analyses the collected dada t-test was employed. The finding of the study indicated that there was significant differences among the group as t(0.01,98)=5.01

Women world is different and more complicated as compare to men. Its genesis is as old as the history of human society itself. It acknowledges the complexity of the "women's world" and its long history within human society, hinting at a potential exploration of how these factors intersect with spirituality and potentially impact women's lives, especially in the context of work. This could refer to the various roles women often juggle (work, family, social expectations), the societal pressures they face, and the unique challenges they encounter. The study intends to analyze how spirituality plays a role in the lives of working women. This suggests an exploration of how spiritual beliefs, practices, or a sense of connection to something larger than oneself might influence their experiences, coping mechanisms, and overall well-being.

Background: Excessive mobile phone use among college students has emerged as a growing concern due to its association with psychological distress, sleep disturbance, and academic difficulties. While global literature is extensive, Indian studies—particularly in rural settings—documenting coping strategies alongside perceived effects remain limited. Methods: A cross-sectional descriptive survey was conducted among 100 undergraduate students from a rural college in Maharashtra using a self-developed questionnaire assessing mobile phone usage patterns, sleep-related, psychological, academic, physical, and social effects, as well as coping strategies and awareness. Data were analyzed using descriptive statistics, including frequencies, percentages, and modal responses. Results: Pre-sleep mobile phone use was reported by 87% of students. All participants reported some degree of sleep disturbance. Psychological discomfort when unable to use phones was reported by 84%, while 89% experienced difficulty concentrating on academic tasks. Physical discomfort was reported by 82%, and 80% perceived social withdrawal. Although 81% attempted to reduce usage, only 48% reported success, with behavioral strategies more common than psychological coping methods. Conclusions: Excessive mobile phone use is highly prevalent among rural undergraduate students and is associated with multidimensional adverse effects, including academic concentration difficulties. Despite awareness, effective self-regulation remains limited, highlighting the need for structured digital well-being interventions at the college level.