Psychology, as a scientific discipline that investigates mental phenomena, plays a fundamental role in shaping human behavior and reflects broader social realities, cultural patterns, and modes of production. It is therefore one of the core disciplines underpinning the development of philosophy and the social sciences. Establishing an autonomous philosophy and social sciences system with Chinese characteristics calls for a solid advancement of a psychological knowledge system rooted in China’s unique context. This paper outlines the necessity of establishing a Chinese-characterized psychological knowledge system from three key perspectives: The intrinsic needs of disciplinary development, the imperative to address major national demands, and the necessity of implementing the creative transformation and innovative development of fine traditional culture and integrating the basic tenets of Marxism with China’s specific realities and with its fine traditional culture. It further illustrates that the discipline is well positioned for this endeavor, drawing upon four major foundations: A relatively complete disciplinary structure and talent training system, extensive contributions to national priorities, cutting-edge research that advances the global academic frontier, and longstanding efforts toward the Sinicization of psychological research. Finally, the paper proposes six pathways for implementation: Building upon the universal knowledge system of international psychology; aligning with national strategic needs; focusing on breakthroughs in frontier issues; grounding research in China’s fine traditional culture; adhering to dialectical materialism to modernize research methodologies; and fostering a high-quality journal matrix and policy advisory platform to support the knowledge system.

Based on embodied metaphor theory, we explored the conceptual metaphor of moral emotions in cleanliness-dirtiness and its contextuality. Experiments 1 respectively explored the association between the conceptual metaphor of moral emotions and cleanliness-dirtiness from the environmental and personal cleanliness-dirtiness domains, and Experiments 2 examined the contextuality of the cleanliness-dirtiness metaphor in the social welfare and social harm situations. Results indicated: (1) Both environmental and personal cleanliness-dirtiness were metaphorically linked to moral emotion concepts, with personal cleanliness-dirtiness exhibiting a stronger metaphorical association than its environmental counterpart; (2) The metaphorical link between dirtiness and negative moral emotions was attenuated in the social welfare situation, while the link between cleanliness and positive moral emotions was diminished in the social harm situation, demonstrating the contextuality of moral emotion concept metaphors. We found that the cleanliness-dirtiness metaphor in the conceptualization of moral emotions exhibits psychological realism and contextuality. Maintaining environmental and personal cleanliness is crucial for positively guiding individual moral emotions, and individuals may need to take a cautious attitude towards cleanness and dirtiness in certain social situations to avoid cognitive bias.

This study utilized an adapted graphic presentation paradigm to investigate the performance of two separate yet related knowledge integrations involving graphic and text information, and the theoretical basis was further clarified. The investigation involved conducting behavioral experiments and ERP technology. The findings reveal the following: (1) The form of information presentation influences knowledge integration. Whether it pertains to accuracy rate or response time, the performance of integrating graphic-text and text-graphic is inferior to that of text-text and graphic- graphic integration. Moreover, the integration performance of text-based tests surpasses that of graphic-based tests; (2) The knowledge integration of graphic and text information occurs within the time frame of 300 to 500ms. Notably, there exist significant differences in the N400 amplitudes induced by various presentation forms. The N400 induced by text-text integration is the largest, followed by graphic-text integration and text-graphic integration. The research results presented above demonstrate the impact of information presentation on knowledge integration. It is observed that the inclusion of graphics does not promote the integration of graphic and text information. This study offers valuable insights into the process of knowledge integration between graphic and text information, and provides experimental evidence that supports the cognitive theory of multimedia learning's perspective on the integration of graphic and text information.

This study aims to examine the developmental trajectories of adolescent trait gratitude, meaning in life, and subjective well-being, as well as the dynamic relationships among them and the longitudinal mediating role of meaning in life. A self-report questionnaire was used to conduct a three-wave longitudinal study of 764 middle school students in Hunan Province. A multivariate latent growth model was used for analysis. Results showed that: (1) Adolescents trait gratitude, presence of meaning and subjective well-being all showed significant linear increases, and search for meaning decreased linearly; (2) The initial level of trait gratitude could positively predict the initial level of subjective well-being, and the growth rate of trait gratitude could predict the growth rate of well-being effectively; (3) At the initial level, both the presence of meaning and search for meaning played mediation role between trait gratitude and subjective well-being. And in the growth rate, only the presence of meaning played a mediating effect between them.This implies that the initial level of trait gratitude further influences the initial level of subjective well-being through the presence and search for meaning; The growth rate of trait gratitude further affects the growth rate of subjective well-being through the presence of meaning. These findings have practical implications for understanding critical period in adolescent psychological development and promoting healthy psychological growth.

Using social networking sites to build and maintain interpersonal relationships has become an integral part of everyday life. Social networking sites can facilitate high-quality interactions by providing positive feedback in the form of likes and comments. The present study aimed to investigate the relationship between online positive feedback and interpersonal relationship satisfaction, as well as the mediating role of perceived social support. Two studies were conducted among Chinese college students. In Study 1 (N = 165), a retrospective research method was used to measure online positive feedback, perceived social support, and interpersonal relationship satisfaction, which were based on past experience. In Study 2 (N = 69, n = 424), an experience sampling method was used to collect the subjective perception and the objective number of received positive feedback after posting status updates, and assess perceived social support and interpersonal relationship satisfaction subsequent to receiving feedback. The results showed that the correlations between online positive feedback, perceived social support, and interpersonal relationship satisfaction were significant. Perceived social support mediated the associations between positive feedback and both online and offline interpersonal relationship satisfaction. These findings indicated that online positive feedback can promote interpersonal relationship satisfaction in a simple, yet highly effective manner, which provided practical implications for improving interpersonal relationships in the digital age.

Livestreaming e-commerce has surged in recent years, increasingly captivating middle-aged and older consumers. Understanding the psychological mechanisms behind consumption decisions among middle-aged and older individuals contributes to grasping the lifespan developmental characteristics of how emotions influence higher-level cognition. Emotional contagion is known to wield considerable influence over subsequent attitudes and behaviors. However, the influencing mechanism through which emotional contagion influences live-streaming consumption decisions remains unknow. Based on Elaboration Likelihood Model, this study endeavors to investigate the impact of anchors’ emotional arousal on middle-aged and older adults’ willingness to purchase in livestreaming e-commerce context. Additionally, the research aims to delve into the potential underlying mechanism, distinguishing between the central route and peripheral route processes. In this study,236 healthy participants with a mean age of 65.93 years were recruited and randomly assigned to two groups (high-emotional-arousal vs. low-emotional-arousal). The participants partook in a simulated consumer decision-making task, wherein decision scenarios were meticulously crafted using pre-shot video content. After viewing the video, participants proceeded to rate the emotional arousal of both the anchor and themselves. This was followed by tasks involving the assessment of purchase intention and the recall of product information. The findings of the study revealed that: (1) The emotional arousal of the anchor significantly bolsteredmiddle-aged and older people’ purchase intention of livestreaming e-commerce; (2) The emotional arousal of the anchor effectively ignited corresponding emotional arousal among the participants; (3) The emotional arousal of themselves served significant mediating factor, the emotional arousal of themselves and perceived trust amongst middle-aged and older adults served as chained mediating factors, shaping the relationship between the anchor’s emotional arousal and the purchase intention of middle-aged and older adults; (4) The mediating effects through the recall of product attributes received partial support. In summation, the purchasing intention of middle-aged and older adults in the livestreaming e-commerce arena is influenced by emotional contagion in the live-streaming. Moreover, this influence involves both peripheral processing mechanisms and some degree of central processing mechanisms, with greater support for peripheral route processing. This study not only helps to elucidate the increasingly prominent impact of emotional factors on decision-making in late adulthood but also serves to alert middle-aged and older individuals to exercise caution during live shopping, avoiding impulsive consumption driven by emotional arousal.

The effectiveness of affective pedagogical agent (PA) is one of the hot issues in the field of video-based learning. In order to investigate the impact of learners’ experience and affective PA on video-based learning outcomes, this study selected 196 college students with high or low knowledge experience through prior knowledge test. The emotional expression of affective PA was manipulated at two levels: positive and neutral, and the role of affective PA was manipulated at two levels: teacher agent and peer agent. The results showed that: (1) Positive affective PA was beneficial for improving positive emotions and retention performance; (2) Learners’ experience moderated the effects of the affective PA on video-based learning outcomes. Specifically, for low experienced learners, positive peer affective PA could enhance their positive emotions; peer affective PA could increase their perceived agent engaging; positive affective PA could improve their retention performance. However, for high experienced learners, the impact of different characteristics of affective PA was relatively small. The results support the social agency theory and the emotional response theory, and further provide a new perspective for exploring individual differences in the context of affective PA.

This study utilizes meta-analysis techniques to compare the effects of English phonological awareness training between native Chinese and native English speakers. Including 101 studies with a total sample size of 9,802, the findings are as follows: (1) Native English speakers significantly outperformed native Chinese speakers in overall English phonological awareness and its subcomponent, phoneme awareness ability; (2) For native English speakers, the optimal time window for training was below the age of six, whereas for native Chinese speakers, it was at the age of thirteen and above; (3) Merely increasing training intensity (duration and frequency) did not enhance training effects for native Chinese speakers; (4) Sample characteristics, training content, and training format all significantly influenced the training effects on phonological awareness. The results suggest that compared with native English speakers, native Chinese speakers benefit less from phonological awareness training due to their lack of early natural acquisition of phonological-semantic relations. When designing such training for them, it is crucial to compensate for their lack of experience in word phonological-semantic relations and to develop more targeted teaching strategies.

Internal aggression hurts oneself and external aggression hurts others. Adolescence is an important stage in the development of two types of aggressive behaviors. How to effectively curb adolescents’ internal and external aggression has been the focus of social concern. In this study, by using both longitudinal and weekly diary methods, we investigated the association between psychological adaptation and internal and external aggression among adolescents at both trait and state levels. Two waves of surveys were conducted on 415 adolescents at 6-month intervals to examine the associations between psychological adaptation and internal and external aggression at the trait level. The results of Cross-lagged analysis showed that: (1) Trait self-esteem, trait loneliness, and trait depression at time 1 predicted internal aggression at time 2; (2) Trait loneliness and trait depression at time 1 predicted post-test external aggression at time 2. To shed more light on the research questions, we conducted a 7-week weekly diary study on 117 adolescents, aiming to reveal the dynamic associations between psychological adaptation and internal and external aggression among adolescents at the state level. The results of the weekly method found that state loneliness, state depression, and internal/external aggression are all bidirectionally correlated. It can be seen that at the trait level, maladaptive trait psychological adaptation is the cause, and internal/external aggression is the effect. At the state level, feelings of loneliness and depression, as well as internal/external aggression, exhibit a cyclical interaction. As such, these conclusions reveals the dynamic association between every factor of trait/state psychological adaptation and internal and external aggression, and proposes a trait-state model of how psychological adaptation affecting internal and external aggression, which provides a theoretical and empirical foundation for intervening in internal and external aggression on adolescents at the level of psychological adaptation.

This study investigated the relationship between temperament and adolescent externalizing and internalizing behaviors, and examined the mediating effect of parent-child cohesion and the moderating effects of salivary amylase on the relationship. A total of 505 elementary and middle school students from grades 5, 7, and 9 participated and completed two surveys six months apart. Results showed that: Effortful control negatively predicted externalizing behaviors, and fear positively predicted internalizing behaviors; Parent-child cohesion mediated the associations between effortful control/frustration and externalizing/internalizing behaviors; Salivary amylase moderated the association between temperament and internalizing/externalizing behaviors, the association between frustration and externalizing behaviors, and the association between parent-child cohesion and internalizing behaviors. Specifically, effortful control negatively predicted externalizing/internalizing behaviors, frustration positively predicted externalizing behaviors, and the negative effect of parent-child cohesion on internalizing behaviors was smaller when salivary amylase were high. The results reveal the link of temperament, autonomic nerves system functions, parent-child relationship, and internalizing/externalizing behaviors, and suggest that it is necessary to develop effective prevention and intervention measures for individual differences.

To examine the influence of parental burnout on adolescents’ Internet gaming addiction and mechanism, the Basic Psychological Needs Satisfaction Scale, Internet Gaming Addiction Scale and Early Adolescent Temperament Questionnaire were applied to investigate adolescents, and the Parental Burnout Assessment was employed to investigate fathers and mothers. Ultimately, 2669 families’ triadic data were collected. After controlling the subjective family socioeconomic status perceived by adolescents, the results showed that: (1) Parental burnout significantly and positively predicted adolescents’ Internet gaming addiction; (2) Parental burnout increased the risk of adolescents’ Internet gaming addiction by diminishing their need satisfaction for relatedness, autonomy, and competence. When comparing the differences in the mediating effects, only the mediating effect of autonomy need satisfaction was significantly larger than that of competence need satisfaction; (3) The later part of the three mediating effects of “parental burnout → basic psychological need satisfaction (relatedness, autonomy, competence) → Internet gaming addiction” were moderated by adolescents’ effortful control and gender. Among lower effortful control and male individuals, relatedness need satisfaction, autonomy need satisfaction, and competence need satisfaction all had stronger impacts on Internet gaming addiction. These findings provided insights for the prevention and intervention of adolescents’ Internet gaming addiction.

To investigate effects of bullying victimization on NSSI,the mediating effect of loneliness and the moderating effect of emotion regulation strategies, a sample of 3502 middle school students was followed up for six months and examined for two waves. The results showed that:(1) Bullying victims positively predicted NSSI; (2) Loneliness mediated the relationship between bullying victimization and NSSI; (3) Cognitive reappraisal significantly moderated the effect of loneliness on NSSI; Expressive suppression significantly moderates the direct pathway of bullying victimization and the mediated pathway of loneliness on NSSI. This result suggests that: The exclusion and isolation caused by bullying will produce loneliness, which further increases the risk of adolescents’ self-injury. It is necessary to reduce bullying victimization and loneliness, develop positive emotion regulation strategies and improve mental health.

There are individual differences in the developmental trajectories of adolescents’ pro-bullying bystander behavior. In this study, a total of 976 junior and senior high school adolescents from Jiangxi and Anhui Province were selected and tracked in an 18-month longitudinal survey, being evaluated once in six months. We aimed to investigate the developmental trajectories of adolescents’ pro-bullying bystander behavior and to identify latent subgroups. In addition, the developmental trajectories of adolescents’ pro-bullying bystander behavior were influenced by several factors (empathy, moral disengagement, peer pressure, and teacher-student relationship). The results showed that: (1) There were three types of adolescent’s pro-bullying bystander behavior trajectories, namely high increasing group (5.54%), moderate increasing group (15.38%), and low descending group (79.08%); (2) Compared with adolescents in low descending group, adolescents with high levels of negative peer pressure as well as with low levels of teacher-student relationship were more likely to be in the high increasing group; (3) Adolescents with high levels of moral disengagement as well as with low levels of teacher-student relationship were more likely to be in the moderate increasing group rather than low descending group. Thus, moral disengagement and negative peer pressure were risks factors for the development of pro-bullying bystander behavior. However, good teacher-student relationship was the protective factor of pro-bullying bystander behavior. In general, the present study revealed the dynamic changes and individual differences of adolescents’ pro-bullying bystander behavior. Besides, the present research identified the protective and risk factors associated with adolescents’ pro-bullying bystander behavior. These results provided suggestions for future pro-bullying bystander behavior intervention.

To explore the developmental trends of non-suicidal self-injury (NSSI), suicidal ideation and parent-child communication, and the longitudinal moderating role of parent-child communication in the relationship between NSSI and suicidal ideation in early adolescents, a total of 1168 seventh grade students from two middle schools in Hunan were investigated three times by questionnaire survey for one year. The results showed that: (1) NSSI and suicidal ideation showed a linear increasing trend, and parent-child communication showed a linear decreasing trend; (2) The initial level and growth rate of NSSI significantly positively predicted the initial level and growth rate of suicidal ideation respectively; (3) The growth rate of parent-child communication plays a negative moderating role in the relationship between the growth rate of NSSI and suicidal ideation. Specifically, the effect of NSSI growth on suicidal ideation growth was stronger when parent-child communication delined slowly, but weaken when it declined rapidly.