To examine the relationship between adolescents'gratitude and Problematic Internet Use(PIU),and whether competence need,relatedness need,and autonomy need as factors of basic psychological needs play a chain mediating effect between them,760 adolescents were tested with Adolescents'Gratitude Scale,Basic Psychological Needs Scale,and Problematic Internet Use Questionnaire.The results indicated that:(1) Adolescents'gratitude was significantly negatively associated with their PIU;(2)Three elements of basic psychological needs play a chain mediating effect between gratitude and adolescents'PIU,that is to say gratitude could directly promote adolescents'satisfaction of autonomy need,as well as through increase the satisfaction of competence need and relatedness need to indirectly enhance the satisfaction of autonomy need,ultimately reduced PIU.

499 undergraduate students were investigated to examine the relation between time management disposition and subjective well being by adolescence time management disposition scale,index of well-being scale, affect balance scale.Results suggest that:the relationship between time management disposition and subjective well being is significant,and the gender and grade differences are not significant.Undergraduate student's time supervision and time effect feelings can positively predict their subjective well-being significantly,time effect feeling can positively predict positive feeling and affective balance significantly,meanwhile,negatively predict negative feeling significantly.

216 undergraduate students participated in the current study.The study designed three kinds of experimental materials.The relational complexity is constantly changing.It arranged the condition of indirect category learning of individual functional prediction and the condition of indirect category learning relation to referential communication.This study explored the influence of the relational complexity upon the indirect learning of relational category.The results showed that:The learning effect of referential communication condition changes with relational complexity during the function prediction under the condition of indirect learning of relational category.The participants under the condition of referential communication scored significantly higher points than individual condition during the indirect learning of 4 features'complex relation.There is no significant difference during the indirect learning of 6 features' complex relation plus second-order same function simple relation.The participants under individual condition scored significantly higher points than the condition of referential communication during the indirect learning of 6 features'complex relation plus second-order different function simple relation.

As an important metacognitive judgment,judgment of learning(JOL) is the prediction about the future performance of learned materials.Accuracy is an important problem in the study of JOL and metacognition monitoring.There are two kinds of JOL accuracies,one is absolute JOL accuracy,and the other is relative JOL accuracy.In the article,the previous method and a revised method-pre-judgment recall and monitoring(PRAM) is described for research on metacognitive monitoring,especially judgments of learning(JOLs).We compared the previous method with PRAM,and figured out that PRAM can investigate psychological processing that previously has been only hypothetical and unobservable.During data collection a new stage of recall occurs just prior to the JOLs,so that during data analysis items can be partitioned into subcategories to measure the degree of JOL accuracy in way that are more analytic than was previously possi ble.A weighted-average combinatorial rule allows the component measures of JOL accuracy to be combined into the usual overall measure of metacognitve accuracy.So,investigators can research on JOL and other metacognitive judgments more analytically and exactly.

Method of questionnaire was used to investigate mediating role of social support system in academic stressors and coping strategies in middle school student.The results were as follows:(1)Competition Stress has a direct influence on passive coping strategies;Frustration stress also has a direct influence on maintaining coping strategies and active coping strategies;(2)negative social support(such as conflict and punishment)is a mediator between self development stress or target requirement stress and the three types of coping strategies;(3)positive social support is a mediator model between target requirement stress and maintaining coping strategies or active coping strategies.

Over the last decades,perspectives on prejudice and discrimination have primarily focused on their source-those who are members of dominant social groups,these researches therefore have been considered ‘a psychology of the powerful'.Recently in the time following Branscombe,Schmitt and Harvey(1999) work have systematic attempts to understand the dual effects of perceived discrimination from the psychology of disadvantaged groups.This article introduced the conceptualization and measurement of perceived discrimination and the researches about perceived discrimination's negative effects and indirect positive effects from the perspective of risk and resilience,and then expatiated on the psychological mechanism of the dual effects of perceived discrimination——rejection-identification model.In future research,the membership of disadvantaged groups,the different effects of perceived personal and group discrimination,and the mediator between perceived discrimination and its consequence should be explored in depth.Furthermore,more attention should be paid to the disadvantaged children.

130 children from first year to third year of kindergarten were tested on a battery of phonological awareness,morphological awareness,and rapid naming tasks to explore the roles of those skills in vocabulary,character recognition and reading comprehension of Chinese children.The results showed that(a) all skills of kindergarten were improved gradually with age,(b) phonological awareness and morphological awareness played central roles in children's vocabulary acquisition,(c) phonological awareness,morphological awareness,and rapid naming unique predicted character recognition respectively when children's age and vocabulary was statistically controlled,(d) morphological awareness explained unique variance in Chinese children's reading comprehension when age and all other skills were controlled.The findings support the conclusion that morphological awareness was very important for Chinese children to learning to read.

The study explored the status of the employed mothers' job burnout and the relation of job burnout,self-esteem and social support,by surveying 380 employed women including working as teachers,nurses and business service people with questionnaires.The results showed that:(1) the job burnout's level of the employed mothers was significant higher than the employed women without children;(2) self-esteem had a significant negative correlation with the burnout of the employed mothers; social support from different sources had a significant negative correlation with one or more dimensions of the employed mothers' job burnout;(3) self-esteem played a mediating role between social support and job burnout.

With the growth of Chinese migrant children,it has been an important research problem to explore migrant children's psychological characteristics and its internal mechanism,especially for their perception of discrimination.Compared with the children in the research on ethnic discrimination,gender discrimination etc,one of the unique qualities of Chinese migrant children is that their group membership is concealable and can be changed.This quality provides a good opportunity to investigate the generality and specificity of children's perceived discrimination from different background.The present study was aimed to examine the relationship between perceived academic and social discrimination and collective well-being among Chinese migrant children in Beijing, and to investigate the Effect of emotional identity,cognitive identity,and perceived group status on those relationships.1350 elementary and Junior Middle School students were recruited to complete a self-report assessment on testing the perceived academic and social discrimination,collective well-being,group identity,and the perceived group status.The results indicated that perceived academic discrimination had significantly negative effects on the group well-being of migrant children.Perceived discrimination from social context also had significantly negative effects on the group well-being of migrant children,but its contribution was small than that of perceived academic discrimination.Moreover,Perceived academic discrimination only had indirect effect on group well-being via the mediation effect of migrant children's emotional identity and perceived group status,perceived discrimination from social context both had the direct effect and had the indirect effect via the mediation effect of perceived group status.These findings suggested that more attention should be paid to the intervention of migrant children's perceived academic discrimination,to reduce their perception of discrimination,change their coping and enhance their collective well-being.

With the method of sociometric nomination and questionnaire,the friendships of social withdrawal adolescents of 120 mutual dyads from grade 7 to grade 9 were investigated.The results showed:the quality of boy-boy friendship was lower than the mix-gender and girl-girl friendship.When compared with non-withdrawn friendship,withdrawal children lie in somewhat disadvantage status,but their friendships can function properly. Multiple regression showed that victimization and intimate-communication predicted the social withdrawal behavior positively and strongly,while the conflict-betrayal,trust-respect,and the numbers of friendship predicted the social withdrawal behavior negatively.Results are discussed in terms of the implications for prevention and intervention of social withdrawal from mutual friendships and peer relationships.

The polysemous advantage effects and its development in identification of Chinese one characters were examined in lexical decision task.Subjects were primary students of grade 3, 5 and college students.The results showed: (1) The polysemous advantage effects were observed in low frequency characters across groups.(2) The error rate falls and the polysemous advantage effect weakens as the grade grows and ability of learning characters improves.The advantage of Polysemy in word identif icat ion has been developed in grade 3.The response pattern in grade 5 approaches to that in college student.The explains of results are given from the view of different semant ic feedback quantity and processing pattern in high/low frequent word ident ification.

Development and cultivation of children and adolescents' personality is the key factor of promoting comprehensively quality-oriented education in the new century. Since 1981, we have combined theoretical study, practical study and experience and have made comprehensive researches on Chinese children and adolescents' personality by adopting synthetical study methods on the basis of comprehensively and systematically commenting on the theory of development of children's personality and finally constructed basically a basic framework for the development and education of Chinese children and adolescents, especially children. This article elaborates on the research results of development of Chinese children and adolescents' personality for over thirty years, systematically expounds the structures of Chinese children and adolescents' personality and important qualities, general characteristics of the development, factors of influencing the development of Chinese children and adolescents' personality, the effective modes of cultivating the development of children's sound personality and makes recommendations for the future researches.

This study assessed quantitatively the relationship of dispositional optimism and the positive standards and negative standards of mental health utilizing meta-analysis.For the positive standards of mental health 70 studies (including a total of 83 independent samples,30627 participants),and for the negative standards of mental health 75 studies (including a total of 105 independent samples,39064 participants) met the criteria for inclusion in the meta-analysis.The results showed: (1) Overall,the correlations between dispositional optimism and mental health were highly strong (r=0.41 for positive standards of mental health and r=-0.41 for negative standards of mental health).(2) Different standards of mental health moderated the correlation, the correlation of between dispositional optimism and self-esteem is highest among positive standards,the correlation of between dispositional optimism and depression is highest among negative standards.(3) Additionally,results indicated that dispositional optimism measure used didn't moderate the correlation between dispositional optimism and mental health (both for positive standards and negative standards of mental health).(4) Results indicated that age didn't moderate the correlation between dispositional optimism and mental health.(5) Cultural differences moderated the correlation significantly,the correlation in the western culture is higher than in the eastern culture.

This study recruited children aged 13 to 15 years to investigate the efficiency of facial expression by means of a visual search task.Participants searched displays of schematic faces and were required to determine whether the faces displayed were all the same or whether one was different.The results showed that:(1) When displays contained the same faces,children were slower in detecting the absence of a discrepant face when the faces displayed angry rather than happy expression.(2) When searching for discrepant face in otherwise ident ical faces,children were faster in detecting angry face than happy face.(3) The search slopes for angry targets were lower than for happy targets.These results suggest that the det ection of the angry face and the detection of the happy face were serial search.

This paper measured the effect of 182 college teachers' teaching using questionnaire of assessment of college teacher's teaching effect.The method of HLM is used to analyze the impact of teacher-level context variables on the effect of teaching.The teacher-level context variables which we considered are teacher's gender,age,educational level,the student's major of teaching,the student's grade of teaching,size of class and the type of course.The purpose of this paper is more reasonablely analysis the impact of teacher-level context variables on the evaluation of teacher's teaching effect using the method of HLM.Therefore we can compare the evaluation result of different teachers objectively.We drew the follow conclusion: (1) The result of using HLM is more reasonable and accurate than using the traditional method of regression analysis and ANOVA; (2) The impaction of teacher-level context variables,such as teacher's gender,educational level,the students major of teaching and the class size,is not significant.(3) The teacher-level context variables,such as the teachers'technological title,age,students' grade of teaching and the course type of teaching have the significant impact on the evaluation effect of teaching.(4) The explanation ratio of teacher-level context variables to the total variation between 33.51 percent and 42.78 percent.

To explore the relationship between contingencies of self-worth and subjective well-being,and to further understand the nature of contingencies of self-worth and subjective well-being,a questionnaire was developed to measure 186 college students'contingencies of self-worth,global self-worth,and subjective well-being.Good con struct validity and reliability of the measures,especially subjective well-being scales,which were translated from English version,were supported by data analysis.The multiple regression analysis indicated that interpersonal ac ceptance contingency of self-worth had negative direct effect on positive affect,and moral principle contingency of self-worth had positive direct effect on life satisfaction and positive affect,when controlling for global self-worth; the structure equation modeling showed a pattern that interpersonal acceptance contingency and moral principle contin gency both had indirect effect on affect element of subjective well-being through the mediating role of global self worth.In details,interpersonal acceptance contingency of self-worth had negative indirect effect on positive affect and had positive indirect effect on negative affect,and moral principle contingency of self-worth had positive indi rect effect on positive affect and had negative indirect effect on negative affect.Furthermore,structure equation a nalysis also indicated that global self-worth had negative relation with positive affect and had positive relation with negative affect,interpersonal acceptance contingency of self-worth had negative relation with self-worth,and moral principle contingency of self-worth had positive relation with self-worth.Above all,contingencies of self-worth had complicated relations with all elements of subjective well-being,and potentially were more important dimension of self-esteem when discussing subjective well-being affairs,comparing with level of self-esteem or self-worth.

A total of 1235 left-behind children were recruited from a rural area in Shandong province, including 378 children from two-parent-migrant families and 803 children from father-migrant families. These children completed a self-report assessment on investigating relationships between perceived discrimination and children's positive/negative emotion, examining the moderating role of parent-child cohesionin the relationships, and revealing the possible gender differences. Results showed that:(1)perceived discrimination was positively associated with children's negative emotion and negatively associated with children's positive emotion; (2) higher level of children's father-child cohesion predicted lower scores of negative emotion and higher scores of positive emotion; higher level of mother-child cohesion could predicted higher scores of all children's positive emotion; (3) mother-child cohesion moderated the relationship between perceived discrimination and two-parent migrant children's positive/negative emotion:high level of mother-child cohesion could buffer the deleterious effect of perceived discrimination to positive emotion, and the intensive effect of perceived discrimination to negative emotion; (4) mother-child cohesion moderated the relationship between perceived discrimination and father migrant children's positive/negative emotion, and the moderating effect varied according to the gender.

To investigate persistence of traditional belief of filial piety among Chinese adult children, and its relationship with the early parenting behaviors, two questionnaires(The scale of Filial Piety Belief, short-form of Egna Minnen av Bardoms Uppfostran ) were administered to 479 participants (215 only-Children)with age ranging from 18 to 40 years old (26.15±5.32). The findings suggested that:(1) Traditional belief of filial piety among adult offspring was undergoing weakening; (2) There were no significant differences between the only-children's and the non-only children's beliefs of traditional filial piety, but the family structure influences the relationship between parenting behavior and adult children's traditional belief of filial piety; (3) The gender difference was significant on the concept of filial piety, females have stronger beliefs on “reverencing and pleasing” and “ancestral worshiping and supporting” than males; (4) The young children's traditional beliefs of filial piety were significantly affected by their parents' rearing behaviors. To be exact, children's beliefs of filial piety were strengthened by the maternal emotional warmth, the beliefs on “oppressing themselves and showing obedience to parents” were weakened by the maternal rejection, but were strengthened by the paternal emotional warmth and overprotectiveness.

Present study constructed a moderated mediation model in which neuroticism mediated the relationship between empathy and altruistic behavior, and this mediation effect was moderated by well.being. A sample of 273 college students was recruited in the present study to complete questionnaire measures of empathy, altruistic behavior, Neuroticism and Well.Being. The results indicated that: (1) Neuroticism played partial mediating effect between empathy and altruistic behavior. Empathy not only had a direct influence on altruistic behavior, but also affected altruistic behavior indirectly by neuroticism; (2) Well.being moderated the mediation path through altruistic behavior, such that this indirect effect was much stronger for college students with high well.being relative to those with low well.being. Therefore, both mediating and moderating effects exist in the association between empathy and altruistic behavior. These findings had important theoretical and reference value to increase altruistic behavior for college students.

Career exploration is one of the most important tasks of college students. It has been referred to as a negotiating process, which sustains between self and environment exploration, in order to attain career goals. Career exploration during college could enhance the career achievement and job satisfaction after work, which is meaningful for each individual. This study explored the effects of college students' proactive personality on their career exploration, and the moderate role of the career decision making self efficacy. Based on questionnaire method, 305 college students from one comprehensive university were used as participants to explore the relationship of proactive personality, career decision-making self-efficacy and career exploration. The results: (1) proactive personality had significantly positive correlations with career decision-making self-efficacy and career exploration. (2) The result also demonstrated that proactive personality significantly predicted career exploration positively. (3) Career decision-making self-efficacy, especially, self-evaluation, plan-making, information collection and goal-selection, served as mediator in the relations between proactive personality and career exploration.

Teaching always influences student achievement by influencing student's thought and student perceptions.This study investigates the relationships between student perceptions on science instruction and scientific literacy,in USA, Finland,Japan and Hong Kong,using the Programme for International Students Assessment(PISA)2006 data.The results show that with controlling students backgrounds,student perceptions on science instruction significantly predict scientific literacy.The relationships between student perceptions on science instruction and scientific achievement are similar in USA,Finland,Japan and Hong Kong,which student perception on focusing on application and hand-on activities in classroom are significantly positive predictors,however,student perception on scientific investigation and interaction are significantly negative predictors.There are some cultural diversities in the relationships between student perceptions on science instruction and scientific interesting,which student perception on scientific investigation and interaction are significantly positive predictors in USA and student perception on interaction is significantly positive predictor in Japan.

This study explored how surface similarity effect and shared labels effect influenced the performance of 60 children aged 3 to 5 on the numerical equivalence task and numerical comparison task.This study tried to examine whether and how the surface similarity effect affected children's performance on two different experimental conditions,congruent vs.incongruent.Further,it was hypothesized that give-objects task would have more advantages over give-a-number task in test number labels.The following conclusions were drawn:(1)the 4-year-olds and 5-year-olds performed significantly better on the numerical equivalence task and numerical comparison task than 3-year-olds did;(2)when surface similarity was congruent(i.e.,all sets contained the same objects),children performed significantly better than they did on the incongruent condition of numerical equivalence and comparison; (3)children who understood the number words for the target sets performed above chance in the equivalence task and comparisons task.

The present study recruited 115 children aged 7,10,and 13 to clarify the role of associative learning and working memory in the development of fluid intelligence by using Associate Learning Test from Wechsler Memory Scale,Paired-Associate Learning Test,and Picture Concepts,Matrix Reasoning,Digit Span Backward and Letter-Number Sequencing Tests from Wechsler Intelligence Scale for Children.The results demonstrated that both associative learning and working memory could significantly account the age difference of fluid intelligence.However,associative learning plays a larger role than working memory in fluid intelligence at 7-year-old group,whereas working memory plays larger roles in 10-and 13-year-old groups.To sum up,as children grow older the role of associative learning in fluid intelligence is decreasing,while the role of working memory is increasing.

The present study aimed to explore characteristics of mobile phone addiction in college students and to explore the chain mediation mechanism among difficulties in emotional regulation,social avoidance and distress,facial negative physical self and mobile phone addiction after controlling for several demographic variables.734 college students of four schools were recruited in the study to complete difficulties in emotional regulation scale,social avoidance and distress scale,facial negative physical self scale and college students' mobile phone addiction tendency scale.The results indicated that:(1) difficulties in emotional regulation positively predicted college students' mobile phone addiction;(2) facial negative physical self mediated the effect of difficulties in emotional regulation on college students' mobile phone addiction;(3) social avoidance and distress mediated the effect of facial negative physical self on college students' mobile phone addiction;(4) social avoidance and distress mediated the effect of difficulties in emotional regulation on college students' mobile phone addiction.

114 undergraduates were recruited to complete the Mittenecker Pointing Test, Embedded Figure Test and the collage design as the measure of cognitive inhibition, cognitive style and artistic creativity respectively. The results showed that (1) Cognitive inhibition showed significant negative relationship with artistic creativity and it can predict individuals' creativity, communicative level and general impression significantly, likeability and imagination marginally significantly. (2) Cognitive style moderated the relationship between cognitive inhibition and artistic creativity, which showed that cognitive inhibition predicted creativity, imagination and communicative level of individuals who were inclined to field independence, whereas it can't predict artistic creativity of those inclined to field dependence.

This study investigated the relationship between parent involvement and students' school engagement among 4160 students from 12 elementary and secondary schools in Beijing. The roles of autonomy-supportive/controlling parenting style as well as students' psychological need satisfaction in academic activities in this relationship were investigated and analyzed by hierarchical regression analysis. The study found that:(1) parent involvement decreased with the increase of students' grades;(2) parents involved more in the aspect of tutoring at home but less in collaborating with school and community;(3) parent involvement positively predicted students' school engagement;(4) the autonomy-supportive/controlling parenting style moderated the relationship between parent involvement and students' school engagement, and this moderated relationship was mediated partly by students' psychological need satisfaction in academic activities.

The present study aimed to explore whether the luminance could affect the numerical spatial representation, index of the Spatial-Numerical Association of Response Codes (SNARC) effect. All participants were asked to make a parity judgment task, which the stimuli consisted of Arabic digits from 1 to 9 (except for 5) on the black background in three experiments. In Experiment 1, the digits were printed in the highest luminance value (255). In line with previous studies, the SNARC effect was found in this study. Left-hand responses were faster for the small relative to large numbers, whereas the right-hand responses were faster for the large relative to small numbers. Experiment 2 designed two higher luminance values of the numbers (255 vs. 213). Results demonstrated that the SNARC effects were both found for two luminance conditions. In Experiment 3, high and low luminance values (213 vs. 42) of digits were designed. The results indicated the SNARC effect disappeared, even if the luminance value was the same as experiment 2 (213). These findings suggested that luminance would promote or inhibit the numerical spatial representation, which might be related to the luminance contrast values and the cognitive resources consumed.

Through Tversky's social cognition experiment paradigm, this study explored whether there were different social cognition processing characteristics on occupational events in the process of encoding, recognition and priming of teachers with high or low professional identity. The results showed that:(1) Teachers with high professional identity encoded more positive items as positive items and encoded less positive and neutral items as negative items. The positively encoding bias of positive items and neutral items in teachers with high professional identity was significantly higher than which in the teachers with low professional identity. (2) Teachers with high professional identity recognized more originally positive and neutral items. Teachers with low professional identity misjudged much more newly neutral and negative items as originally. (3) The positively priming items and the positively priming bias in teachers with high professional identity was significantly higher than which in the teachers with low professional identity. Conclusion:There were different social cognition processing characteristics on occupational events in teachers with different levels of professional identity. The social cognition processing in teachers with high professional identity was more positive and effective.

Cognitive psychologists have investigated the relationship between implicit sequence learning and attention for over two decades,but cognitive and neural mechanisms underlying this relationship is unclear.Some researchers suggest that implicit sequence learning requires attentional resources;Other researchers propose that implicit sequence learning is an automatic process that does not require attentional resources.Most previous studies used typical dual-task sequence learning procedure with a secondary tone-counting task.Unfortunately,there were inherent limitations in the secondary task used in the dual task sequence learning experiments which might make the relationship between implicit sequence learning and attention obscure.So we used a new method to explore the relationship between implicit sequence learning and attention,we manipulated the distinctness of stimulus.We hypothesized that there were sequence learning effect in both high attentional load sequence and low attentional load sequence;The amplitude of P1 and N1 evoked by detected stimulus of high attentional sequence was bigger than low attentional sequence;There were no significant difference in implicit sequence learning scores between high attentional load sequence and low attentional load sequence. Eighteen volunteers from University took part in this experiment,they were instructed to make a compatible key press to the letter as soon as possible,the response accuracy was also stressed.The EEG was recorded from 64 scalp sites using Ag/AgCl electrodes.Signals were averaged offline for 600ms with an additional 100ms recorded prior to stimulus onset to allow for baseline correction.The ERP were averaged separately for high attentional load and low attentional load detected trials.Peak amplitude values were computed for 80-120ms(P1);130-170ms (N1)time intervals,time locked to detected stimulus onset(time 0),these ERP measures were obtained from eight electrodes:O1、O2、PO3、PO4、PO5、PO6、PO7、PO8.A repeated measures AVOVA on the peak amplitude of each component was conducted. The results were as follows:(1)There were sequence learning effect in both high attentional load sequence and low attentional load sequence;(2)The amplitude of P1 and N1 evoked by detected stimulus of high attentional sequence was bigger than low attentional sequence,which indicated more attention was needed in high attentional sequence condition.(3)There were no significant difference in implicit sequence learning scores between high attentional load sequence and low attentional load sequence.These results suggested attentional load has no effect on implicit sequence learning.

The purpose of the present study was to explore the association between emotional and physical abuse and migrant children's ODD (oppositional defiant disorder) symptoms. A sample of 369 migrant children with ODD symptoms, 349 migrant children with none ODD symptoms and 94 local children with ODD symptoms was recruited from 10 elementary schools in Beijing. Furthermore, mediating role and moderating role of parent-child relationship in that association were explored. According to the characteristics of ODD symptoms, ODD symptoms were classified into two categories-emotional ODD symptoms (irritable) and behavioral ODD symptoms (headstrong/hurtful). Results revealed that compared to local children with ODD symptoms, migrant children with ODD symptoms suffered more severe physical abuse, poorer parent-child closeness and higher parent-child conflict but had less emotional ODD symptoms; while compared to migrant children with none ODD symptoms, migrant children with ODD symptoms suffered more severe emotional and physical abuse, poorer parent-child closeness and higher parent-child conflict. Higher physical abuse was associated with more behavioral ODD symptoms, whereas emotional abuse was not associated with more behavioral ODD symptoms, and neither of physical abuse or emotional abuse was associated with emotional ODD symptoms. Furthermore, conflict played a significant mediating role between physical abuse and behavioral ODD symptoms, while closeness played a significant moderating role between physical abuse and emotional ODD symptoms, among migrant children with ODD symptoms.