| [1] |
ZHANG Yuping, DONG Qiong, SONG Shuang, SHU Hua.
The Developmental Trajectories of Reading Abilities in Chinese Lower Graders and the Predictability of Early Reading-related Cognitive Skills
[J]. Psychological Development and Education, 2023, 39(2): 210-218.
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| [2] |
LI Jina, WANG Weiwei, ZHANG Weijun, QU Zhiyong.
The Mediating Effects of Experiential Avoidance and Negative Cognitive Emotion Regulation Strategies on the Relationship between Cumulative Traumatic Experiences and Complex Posttraumatic Stress Disorders in Children
[J]. Psychological Development and Education, 2022, 38(5): 683-691.
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| [3] |
YU Si, ZHANG Chunyang, XU Wei.
The Relationship of Dispositional Mindfulness to Anxiety and Aggressiveness among College Students: The Mediation of Resilience and Moderation of Left-behind Experience
[J]. Psychological Development and Education, 2022, 38(5): 711-719.
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| [4] |
LI Yuhua, WANG Tong, LIU Yue, YU Jie, LIN Chongde.
A Study on the Relationship between Creative Teaching Behavior and Pupil’s Creative Thinking: A Moderated Mediation Model
[J]. Psychological Development and Education, 2022, 38(4): 513-519.
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| [5] |
WANG Xiaofeng, YAN Liangshi, Ding Daoqun.
The Effect of Adverse Childhood Experiences on Middle School Students’ Conscience: The Chain Mediating Role of Self-control Trait and Ego-depletion
[J]. Psychological Development and Education, 2022, 38(4): 566-575.
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| [6] |
ZHANG Chunyang, XU Wei.
Childhood Trauma and Negative Emotions among College Students with Left-behind Experience: The Moderation of Resilience
[J]. Psychological Development and Education, 2022, 38(4): 584-591.
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| [7] |
WEI Hua, HE Can, LIU Yuan, ZHOU Zongkui, LI Qian.
The Effect of Adolescents’ Left-behind Experiences on Internet Addiction: A Perspective of Cognitive-behavioral Model of Pathological Internet Use
[J]. Psychological Development and Education, 2022, 38(3): 399-406.
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| [8] |
ZHANG Aoxue, GAO Jia, WANG Yangyang, GAO Yaru, SI Jiwei.
Curiosity on Knowledge in Human: Epistemic Curiosity
[J]. Psychological Development and Education, 2022, 38(3): 427-436.
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| [9] |
ZHANG Heyi, HONG Xiumin.
Family Cognitive Environment and Development in 0~3 Year Olds: A Moderated Mediation Model
[J]. Psychological Development and Education, 2022, 38(2): 178-185.
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| [10] |
WU Jiawang, LI Hongxia, SI Jiwei.
How Does Computational Fluency Refine Math Anxiety in Early Elementary School Children? Evidence from Variable-oriented and Person-oriented Analyses
[J]. Psychological Development and Education, 2022, 38(1): 72-80.
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| [11] |
ZHAN Shuwei, YANG Ning, ZHAO Bihua.
Receptive Language Skills and Social Withdrawal among Chinese Left-behind Preschool Children: A Moderated Mediation Model
[J]. Psychological Development and Education, 2021, 37(6): 834-844.
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| [12] |
WANG Shu, YIN Yue, WANG Ting, LIU Guofang, LUO Junlong.
The Learning Performance and Flow Experience in Instructional Design, Based on Cognitive Load Theory
[J]. Psychological Development and Education, 2019, 35(3): 329-337.
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| [13] |
HENG Shupeng, ZHOU Zongkui, SUN Lijun, LI Junyi.
Effect of Justification of Video Game Violence on Aggression: A Mediated Moderation Model
[J]. Psychological Development and Education, 2018, 34(1): 49-57.
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| [14] |
YE Baojuan, LEI Xi, FANG Xiaoting, FU Haohao, YOU Yayuan, CHEN Jiawen.
The Effects of Psychological Capital on College Students' Career Decision-Making Difficulties: Moderated Mediating Effect
[J]. Psychological Development and Education, 2018, 34(1): 58-64.
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| [15] |
HUI Yi, ZHOU Xuelian, LI Yixun, DE Xiuqi, LI Hong, LIU Xiangping.
Developmental Trends of Literacy Skills of Chinese Lower Graders: The Predicting Effects of Reading-related Cognitive Skills
[J]. Psychological Development and Education, 2018, 34(1): 73-79.
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