Polyvagal theory and previous researches both provided clues to the close relationship between vagal tone, vagal regulation and emotional reactivity and regulation of children. But as yet, there is no direct evidence that the vagal tone, vagal regulation related to children's emotional activity and regulation. By neurophysiological measurement and children's parent reporting questionnaire method, this study investigated the baseline cardiac vagal tone, indexed by baseline respiratory sinus arrhythmia (RSA), vagal suppression during stress task, indexed by RSA withdrawal, and vagal recovery after stress task, indexed by RSA recovery in relation to emotional reactivity, emotion regulation and trait impulsivity in 93 children aged 4-6. Results indicated that (1) baseline RSA was significantly negatively correlated with children's emotional reactivity but positively correlated with children's ability of emotion regulation. Baseline RSA was a significant negative predictor to emotional reactivity and a positive expectation for emotion regulation. (2) RSA withdrawal and RSA recovery both significantly negatively correlated with level of children's impulsivity and also a significant negative predictive factor to impulsiveness. This study provided some evidences to the hypothesis proposed by polyvagal theory that both cardiac vagal tone and its regulation are physiological basis of children's emotion activity and regulation.

To test the associations between paternal-and maternal-attachment and children's cortisol reactivity to stress, a sample of 115 healthy children (ages 9.25~13.67) was recruited from an elementary school in Beijing, China. The present study performed the Trier Social Stress Test for Children (TSST-C) protocol, which is the most widely used psychosocial stress protocol in laboratory studies of human subjects. Children were asked to complete a videotaped 5-min public speaking task and a 5-min mental arithmetic task in front of two evaluative and non-responsive audience members. Six salivary samples were collected throughout the session:baseline (-20min), after preparation (-3min), after TSST-C task (+1min), first recovery (+10min), second recovery (+25min) and third recovery (+50min). Parental-attachment was assessed via self-report by using the Inventory of Parent and Peer Attachment (IPPA). Results showed that:(1) In comparison with children who reported secure paternal-attachment, children who reported insecure paternal-attachment displayed blunted cortisol responses to stress, as indexed by the lower cortisol levels across time and smaller area under the curve with respect to increase (AUC_I). (2) Maternal-attachment was not associated with cortisol levels across time or AUC_I. (3) Regression analyses indicated that after controlling for age, gender, BMI, subject social status, pubertal status, and monthly income, higher levels of paternal-attachment predicted larger AUC_I. These findings suggested that secure paternal-attachment was associated with children's higher cortisol responses to stress.

Homo economicus belief is the basic humanity hypothesis of economics, which assumes that human beings are rational decision makers who have the motivation to maximize their own self-interest. Previous literature revealed that homo economicus belief would inhibit trust. Those studies first activated college students' homo economicus belief by concept activation methods and mindset activation methods. It was found that participants' trust was inhibited by the activated belief. However, those studies cannot affirm that it was the homo economicus belief was activated in their priming tasks. Moreover, the college students in their studies had little economic experiences which may impede the potential validity of the results. Therefore, the effect of homo economicus belief on trust should be confirmed further. Finally, several studies had revealed that parents' trust can transmit to their children and individuals' selfish behaviors could inhibit observers' trust. Therefore, parents' homo economicus belief may inhibit children's trust. Based on a Chinese sample of 351 parents-child pairs, this study aimed to examine whether parents' homo economicus belief could affect their own trust and their children's trust. The study first developed a scale of homo economicus belief which contains two subscales:selfish and rational, and then collected parents' homo economicus belief, and then collected parents' and children's trust levels in investment game questionnaires. Each child was asked to decide how many chocolates would they like to send to a strange child and to guess how many chocolates would the strange child return to them. Each parent was asked to decide how much money would they like to send to a stranger and to guess how much money would the stranger return to them. Both the amounts of money and chocolates that participants sending and estimating to be returned was used to measure the level of interpersonal trust. The results showed that (1) the scale of homo economicus belief had good reliability and validity. (2) Both the parents and the children exhibited trust to some extent in the investment game questionnaires. (3) There was no significant gender difference between parents' homo economicus belief, parents' trust, and children's trust. (4) Parents' homo economicus belief can negatively predict their trust levels:the investment money and the estimated returning money. (5) Gender of the child moderated the effect of parents' homo economicus belief on children's trust. Parents' homo economicus belief can predict sons' trust (i.e., the investment chocolates), whereas they did not for daughters. This study confirms the previous literature and improves the understanding of the effect of homo economicus belief on trust.

This study examined the joint effects of paternal and maternal psychological control and children's negative emotionality on children problem behavior in the perspective of Temperament×Environment interaction among 226 preschool children and their parents. Data were collected from parents' reports. The hierarchical regression analyses and Analysis of Regions of Significance (RoS) were employed to examine the joint effects. Results indicated that:when predicting externalizing problems, the main effects of paternal and maternal psychological control and the interaction of paternal psychological control and children' negative emotionality were significant. The analysis of RoS showed that children with high negative emotionality suffered more from high paternal psychological control and benefited more from low paternal psychological control, which supported the differential susceptibility model. When predicting the internalizing problems, neither the main effects of paternal and maternal psychological control nor the interactions of children negative emotionality and paternal or maternal psychological control were significant. Those results suggested that the effect of parental psychological control on internalizing problems was relative moderate in early childhood.

Using peer nomination procedure, a longitudinal study of 2470 students in grade eight was carried out to investigate the impact of prior aggression, social preference, social dominance on physical, verbal and relational aggression, and whether these effects would be moderated by gender and corresponding classroom norms. Multilevel linear analysis found that:(1) Social preference negatively predicted adolescents' aggression half a year later, while social dominance positively predicted it, and the effect of social preference on relational aggression was stronger for boys. (2) The moderating effects of class norms were different for boys and girls. For boys, higher levels of class norms on physical and verbal aggression, but not relational aggression, were associated with increases in subsequent aggressive behavior. For girls, with the increase of class norm on physical aggression, all of their physical aggression went up; but with the increase of class norm on verbal or relational aggression, their verbal or relational aggressive behavior rose only for girls whose initial level of aggression were low. (3) Social dominance positively predicted verbal aggression over time, especially in the classrooms with higher level of class norm.

The present study tested whether individuals would show less aggression and more guilt when virtual violence was unjustified and players were inexperienced, and whether guilt mediated the association between justification of violence and aggression.The experiment employed a 2 (justified/unjustified violence)×2 (experienced/inexperienced players) between-subjects design. Participants (n=62) were dichotomized into inexperienced (n=32) and experienced (n=30) players, and randomly assigned to play either a justified violent game (n=31) or an unjustified violent game (n=31). Game play lasted for approximately 20 minutes. After game play, guilt was tested through self-report method, and aggression was measured by the amount of hot sauce which the participant gave to an ostensible partner who hated spicy food. Results of ANOVAs showed that there were main effects for justification of violence and for video game experience on both guilt and aggression, and there was also a significant interaction between justification and experience for both dependent variables.The results also revealed a mediated moderation.Video game experience moderated the effect of justification of violence on aggression, and the moderating effect of game experience was mediated by guilt.

The present study constructed a moderated mediation model to examine whether self-control ability mediated the relation between psychological capital and career decision-making difficulties, and whether this mediating process was moderated by social skill. 730 college students (339 boys and 391 girls, M-age=21.08, SD-age=3.27) were recruited in the study to complete psychological capital questionnaire, decision-making self-efficacy questionnaire, social skill questionnaire and the decision-making self-efficacy questionnaire.The results indicated that:(1) Decision-making self-efficacy played a partial mediating role between psychological capital and college students' career decision-making difficulties. (2) Social skill moderated the first half path and the latter half path of the mediation effect. The research conclusion had important theoretical and practical value for promoting the employment of college students.

Studies have shown that the orthographic awareness plays an important role in the development of children's literacy. There are three levels in the orthographic system of Chinese characters:strokes, radicals and the whole characters. About the whole characters, a number of literatures reveal that pre-school children could tell the difference between the Chinese characters and those obviously different materials such as numbers, letters, scribbles and so on. The present study aims to investigate the awareness of the characters-specific of Chinese. We analyzed the performance of pre-school children when asked to distinguish Chinese characters from Korean, Japanese (hiragana) and Chinese characters, which are similar in shape. In terms of the radicals, some people think that pre-school children haven't developed the position awareness of radicals. Conversely, some people believe that pre-school children could realize the reasonable position of the radicals. We optimized the experimental design to make clear that whether it has been developed or not. Two studies were designed to investigate the orthographic awareness in Chinese preschool children. We recruited 102 preschool children, who fell into three age groups:4-year-olds, 5-year-olds and 6-year-olds, consisting of 31, 37 and 34 children respectively. Chinese characters, Korean and Japanese characters were used to investigate the specific awareness of Chinese characters. And we used pictophonetic words of up-down and left-right structures to make pseudo-characters and non-characters to investigate the position awareness of the radicals. Children were asked to decide which one was Chinese character. Results showed that children could tell the Japanese was not Chinese characters and at about the age of 5 the ability reached maturity. Children at the age of four could not tell the difference between Chinese and Korean and even for the 6-year-old children, the ability wasn't mature. The results revealed that judging Japanese was easier than Korean and the specific awareness of Chinese characters didn't develop very well at the preschool age. All groups of children could realize that the pseudo-characters conform to the rules of orthography while the ability of judging the non-characters didn't evolve in preschool. They couldn't tell the correct position of the radicals and meanwhile we found that six years old children were more likely to discriminate the non-characters of up-down structures.

Objective:The present study aimed to examine the developmental trends of literacy skills, including character recognition, vocabulary and time-limited reading comprehension, of Chinese lower grades students in primary school, and the predicting effects of reading-related cognitive skills (morpheme awareness, orthographic awareness and rapid naming skill). Method:177 first-grade students in Beijing were followed from the beginning of grade one to grade two. Reading-related cognitive skills were measured once at the beginning and literacy skills were assessed three times across one year. Hierarchical Linear Modeling was adopted to explore the trends of literacy skills. Results and conclusions:The results showed that (a) similar significant growing trends were observed in character recognition, vocabulary and time-limited reading comprehension task among students. But the change of individual difference within each literacy skill was different. The individual difference of character recognition showed a decreasing trend, vocabulary knowledge remained stable and individual difference increased in time-limited reading comprehension task; (b) More analysis indicated that the morpheme awareness, orthographic awareness and rapid naming skill positively predicted the initial performance on character recognition and time-limited reading comprehension, while morpheme awareness not only positively predicted the initial performance on vocabulary knowledge but also the developmental speed of time-limited reading comprehension.

In eight and a half years after Wenchuan earthquake, a survey on posttraumatic stress disorder (PTSD), depression, posttraumatic growth (PTG) and life satisfaction was conducted on junior school and high school students in the severely-stricken areas by the earthquake. The results showed that the level of adolescents' PTSD and depression were comparatively high, the prevalence of PTSD and depressive symptoms was 4.75% and 29.98%, among which girls, minority nationality and senior students were high risk populations. About 46.13% of adolescents had pronounced growth, girls and minority adolescents had higher levels of PTG. There had significant difference in grade of life satisfaction; students in first grade of junior school had higher levels of life satisfaction than other grades. PTSD was positively associated with depression and negatively associated with life satisfaction. Depression was negatively associated with PTG and life satisfaction. PTG was positively associated with life satisfaction. There is no significant correlation between PTSD and PTG. Latent profile analysis showed that a 5-class fitted the data best. The 5 pattern groups were named as ‘growth group’(32.6%), ‘coexistence group’(5.8%), ‘low symptoms group’(39.4%), ‘middle symptoms group’(17.8%) and ‘high symptoms group’(4.4%) respectively.

To examine the relation among repetitive trauma exposure, feelings of safety, cognitive reappraisal, and posttraumatic stress disorder (PTSD), this study investigates 1156 adolescents at 8.5 year after Wenchuan earthquake by using traumatic exposure questionnaire, life events inventory, feelings of safety questionnaire, emotion regulation strategies questionnaire, and modified DSM-5 PTSD checklist. The structural equation model was used to examine the relation above, and results found that repetitive trauma exposure has direct and positive effect on PTSD, and it also can exert indirect and positive effect on PTSD via feelings of interpersonal safety and sense of mastery, respectively. In addition, repetitive trauma exposure may also affect positively PTSD by feelings of interpersonal safety to cognitive reappraisal. However, repetitive trauma exposure has non-significant effect on PTSD by cognitive reappraisal, or by sense of mastery to cognitive reappraisal.

To examine the relationship among adopting traumatic exposure questionnaire, social support, self-efficacy, posttraumatic stress disorder (PTSD) and posttraumatic growth (PTG), this study investigates 1185 adolescents at 8.5 years after Wenchuan earthquake by using social support scale, the self-efficacy scale, the modified DSM-5 PTSD checklist and posttraumatic growth inventory. The structural equation model was used to examine the relationship, wherein the traumatic exposure would be controlled because its importance. The results found that after controlling for traumatic exposure, social support has direct and negative effect on PTSD, and it can also exert indirect and negative effect on PTSD via self-efficacy. In addition, social support has direct and positive effect on PTG, and it may also positively affect PTG via self-efficacy.

To examine the relation among attachment, cognitive reappraisal, expressive suppression, posttraumatic stress disorder (PTSD) and posttraumatic growth(PTG), the current study investigates 1153 adolescents at 8.5 years after Wenchuan earthquake by using traumatic exposure questionnaire, parent and peer attachment questionnaire, emotion regulation questionnaire, modified DSM-5 PTSD checklist, and posttraumatic growth inventory. Using structural equation model to examine the relation, and results revealed that attachment has direct and negative effect on PTSD, and has direct and positive effect on PTG; attachment has an indirect and negative effect on PTSD by cognitive reappraisal, and also has an indirect and positive effect on PTG by cognitive reappraisal; attachment can exert indirect and negative effect on PTSD via expressive suppression, but has non-significant effect on PTG via expressive suppression.

To examine the mediating roles of meaning in life in the relationship between posttraumatic stress disorder (PTSD), posttraumatic growth (PTG) and prosocial behavior, 1082 adolescents were assessed by adopting traumatic exposure questionnaire, the revised child PTSD symptom scale, posttraumatic growth inventory, meaning in life questionnaire and prosocial behavior questionnaire at eight and a half years after Wenchuan earthquake. The mediating roles would be assessed by using structural equation model, wherein the traumatic exposure would be controlled because its importance. The results found that after controlled traumatic exposure,both the presence of meaning and search for meaning mediated partly the relationship between PTSD, PTG and prosocial behavior. On the one hand, PTSD has a directly and negative effect on prosocial behavior and PTG has a directly and positive effect on prosocial behavior. On the other hand, PTSD could affect prosocial behavior negatively through presence of meaning while had a positive effect on prosocial behavior through search for meaning. Additionally, PTG has indirect and positive effect on prosocial behavior by presence of meaning and search for meaning.

Connectedness to nature refers to the extent to which individuals identify themselves as a part of nature and are emotionally connected to nature. It reflects the quality of relationships between human and nature. Extant studies showed that connectedness to nature is significantly associated with individuals' physical and mental health, cognitive development, and their environmental awareness, and could be built or strengthened through cognitive learning and emotional experiences. Future research should verify the conceptualization and structure of connectedness to nature, and further explore the psychological mechanisms behind its development. Moreover, theoretical research could be combined with educational practice so that more longitudinal and intervention studies could be conducted. Lastly, researchers could consider to study connectedness to nature in other areas of psychological research.

The present research conducted a meta-analysis to explore the relationship between empathy and gender, and the factors affecting this relationship. Through literature retrieval, 175 cases and 186 independent effect sizes together with 179546 participants which met the inclusion criteria of meta-analysis were selected. Heterogeneity test indicated that the random effects model was appropriate for the meta-analysis. The result of funnel plot and fail-safe number illustrated that there was no publication bias. Main-effect test findings demonstrated that empathy was significantly associated with gender (r=-0.23, p<0.001). The moderator analysis revealed that empathy measurement tools moderated the relationship between empathy and gender (Q_b=87.18, p<0.001), participants' age moderated the relationship between empathy (Q_b=36.80, p<0.001), emotional empathy (Q_b=21.04, p<0.001) and gender. For example, the questionnaire which mainly measures person's affective empathy would be easier to show gender difference, and preschool age won't show difference in empathy or cognitive empathy and affective empathy, and puberty would be the most salient period in the relationship between empathy, emotional empathy and gender.

The goal of the present study was to explore the relations between social avoidance, peer problems, emotion regulation, and academic achievement among children in Shanghai, mainland China. Participants were 660 early adolescents attending elementary schools and middle schools. Data were collected using multi-source assessments, including self-reports, peer nominations, and school records. Results indicated that:(1) social avoidance positively predicted peer problems; (2) emotion regulation partially mediated the relations between social avoidance and peer problems; (3) academic achievement moderated the mediating path through emotion regulation. Results are discussed in terms of the implications of social avoidance, emotion regulation, and academic achievement for children'social-emotional functioning in China.

To explore the mechanism of the relationship between family functioning and adolescent negative risk-taking behavior, the present study hypothesized and examined a moderated mediating model in which deviant peer affiliation mediates the above-mentioned relationship and this mediating effect is moderated by self-esteem, with a sample of 940 middle school and high school students (mean age=14.38 years, SD=1.69) as participants. The participants completed the Family Assessment Device, Peer Group Character Questionnaire, Rosenberg's Self-Esteem Scale, and Adolescent Risk-Taking Behavior Questionnaire. The results showed that:(1) family functioning directly predicted adolescent negative risk-taking behavior and indirectly influence it via deviant peer affiliation as a mediator. (2) The effect of deviant peer affiliation on adolescent negative risk-taking behavior was moderated by self-esteem.Specifically, this effect was much stronger among low self-esteem adolescents than was among high self-esteem adolescents. These findings suggest that family provides the basis of healthy growth for adolescents, and poor family functioning is likely to make adolescents maladaptive,whereas improving adolescent peer context and self system may reduce this risk.

The current research explores the influence of emotions and occupation quantity on career decision making process for individuals with different career delay of gratification. Forty participants with high or low career delay of gratification were induced to positive or negative emotion. Afterwards, they finished a simulated career decision task displayed through information board. The results showed that:1)Participants with high career delayed gratification were found to have significantly greater search depth and search patterns than participants with low career delayed gratification; 2)Regardless of delay of gratification tendency, participants in positive emotion or low occupation number conditions displayed greater search depth and search patterns in the career decision task; 3)Participants with high career delayed gratification carried out more searches based on different dimensions of occupation attributes across different level of occupation quantity. As a concept closely related to the future career planning, career delayed gratification reflects the impact of individual career planning on their career decision-making processes.

The sense of social responsibility is an important psychological quality that is referring to taking social responsibility and helping others. Previous studies have suggested that parenting style can predict their children's sense of social responsibility. However, little research has explored the mediating role in the correlations between parenting styles and the sense of social responsibility among undergraduate. Increasing evidence has suggested that self-control might be a mediating variable. Self-control is considered to be a remarkable ability to adapt to the society and also the most basic way of self-regulation in self-consciousness structure. In sum, this study aimed to examine the correlations between parenting style and the sense of social responsibility and the mediating role of self-control in the relationship between the two variables among undergraduate in China.
A total of 852 undergraduates were recruited from 5 universities in China. The mean age of the sample was 20.44 yearsdd (SD=1.18; range:17~25 years). 68.38% were girl, and 6 undergraduates did not report their gender. The results showed that:(1) The sense of social responsibility was positively related to parental care, while negatively related to parental control. (2) There was a significant positive correlation between self-control and sense of social responsibility. (3) Self-control acted as the mediating variable in the correlation between parental care and social responsibility, but not between parental control and social responsibility. (4) The mediating role of self-control in the correlation between parent care and sense of social responsibility were significant among girls, but not among boys.
Based on these findings, we suggested that parental care could significantly improve undergraduates'sense of social responsibility, but parental control could decrease. Specially, as for girls, parents care not only could directly improve their sense of social responsibility, but also indirectly increase throughout self-control. However, parents care could directly improve boys'sense of social responsibility, but direct way not found in this study. The results of this study provided a basis for the possibility of promoting the sense of social responsibility among undergraduates from the family perspective.

The present study examined whether social anxiety mediated the relationship between self-esteem and cyber aggressive behavior, and whether this mediating process was moderated by dual self-consciousness (public self-consciousness and private self-consciousness). A sample of 391 college students (mean age=19.54, SD=0.946) completed anonymous questionnaires concerning demographics, self-esteem, social anxiety, cyber aggressive behavior and dual self-consciousness. After controlling for gender and age, the results revealed that:(1) self-esteem was negatively associated with cyber aggressive behavior, (2) the relation between self-esteem and cyber aggressive behavior was partially mediated by social anxiety, (3) the effect of self-esteem on cyber aggressive behavior was moderated by public self-consciousness, with the effect being stronger for students with low public self-consciousness, and (4) the effect of self-esteem on cyber aggressive behavior was moderated by private self-consciousness, with the effect being stronger for students with high private self-consciousness.

Constructivist pedagogy may exert more cognitive holding power on students, so as to make them think more about their thinking process, i.e., to strengthen their metathinking. In the present study, the constructivist pedagogy evaluation questionnaire, the cognitive holding power questionnaire, and the scales of general metathinking and situational metathinking were administrated to a sample of 381 students in the grades of 5, 8, and 11 to explore the relationship among constructivist pedagogy, cognitive holding power and metathinking. It was found that (1) scores of constructivist pedagogy could positively predict levels of participants' general metathinking and situational metathinking; and (2) the first order cognitive holding power partly mediated the prediction relations, when adding the first order cognitive holding power as the only mediator; (3) while adding the second order cognitive holding power as the only mediator into the original direct path from constructivist pedagogy to general metathinking and situational metathinking, the direct path became not significant, whereas the mediating path was significant; (4) when the first and second order cognitive holding power were added into the direct path at the same time, constructivist pedagogy could only predict the level of the second order cognitive holding power, and the latter could affect participants' general metathinking and situational metathinking.

The current study investigated seven hundred and eight pupils in upper grades by using self-report scales, to explore the relations among achievement goal orientations, academic procrastination, mathematics anxiety, and mathematics engagement. The results showed:(1) both mastery and performance-approach orientations had direct and positive prediction on mathematics engagement, but the prediction of performance-avoidance orientation was not significant; (2) mastery, performance-approach, and performance-avoidance orientations indirectly predicted mathematics engagement through academic procrastination; (3) both mastery and performance-approach orientations, but not performance-avoidance orientation, indirectly predicted mathematics engagement through mathematics anxiety; (4) all the three types of achievement goal orientations indirectly predicted mathematics engagement through a multiple mediating path from academic procrastination to mathematics anxiety. The findings indicated that achievement goal orientations had not only a direct influence on mathematics engagement, but also an indirect effect on mathematics engagement through academic procrastination and mathematics anxiety.

This study was conducted to explore the development trend of depression and the sex difference of this trend during Middle and Late Childhood. Besides, Comorbidity of depression and problem behaviors was also being explored in this research. 771 students in grades 3~4 were investigated by Children Depression Scale and Behavior Problem Scale in the time of 2 years. The results indicated as follows:(1) The developmental trajectory of depression during middle and late childhood was non-linear conversion, it is on the decline with the time passed by. However, child's depression showed a upward trend during the late of childhood. (2) The multi-group LGM analysis indicated the gender differences were not significant in the initial level and development speed of depression. (3) The development of depression during middle and late childhood was often accompanied by the problem behaviors.

The purpose of this study was to investigate the underlying mechanism between social network sites addiction and depression in adolescents. Based on the Diathesis-stress theory, a questionnaire, including Social Network Sites Addiction Scale, Cognitive Overload Scale, Core Self-Evaluations Scale, and Center for Epidemiologic Studies Depression Scale (CES-D), was used to investigate 886 junior school students from three full-time middle schools in Wuhan. The results indicated that:(1) There were significant correlations among social network sites addiction, cognitive overload, core self-evaluation and depression, and social network sites addiction significantly and positively predicted the level of depression; (2) Cognitive overload and core self-evaluation played mediating roles between social network sites addiction and depression. In particular, social network sites addiction affected depression through three paths:one was the mediating role of cognitive overload; the second was the mediating role of core self-evaluation; the third was the chain-mediated role of both cognitive overload and core self-evaluation. In summary, this study uncovered the mechanism underlying the relationship between social network sites addiction and depression, which contributes to the understanding of the complex mechanism between social network sites addiction and its outcomes.

The present study aimed to explore the relationship of parental psychological control and the internalizing (depression) and externalizing (aggression) problems among children with oppositional defiant disorder (ODD), and investigate whether the parent-child attachment would play a mediator role in the relationship between parental psychological control and children's problems. Totally, 246 children with ODD and their class master teachers from 14 elementary schools in Beijing, Shandong and Yunnan participated the study and completed the scales. Children completed the Parental Psychological Control, Parent-child Attachment and Children's Depression, and class master teachers completed the Children's Aggression. Data analysis revealed that:(1) Compared to girls, boys with ODD had more emotional and behavioral problems; (2) Boys perceived significant much more paternal psychological control; (3) Parental psychological control positively correlated with parent attachment and children's depression, only paternal psychological control positively correlated with children's aggression; (4) Only mother-child attachment mediated the relationship between maternal psychological control and depression. Unfortunately, parent-child attachment didn't mediate in the relationship between parental psychological control and aggression behavior among children with ODD.

To investigate the impact of negative life events on the non-suicidal self-injury behavior, 333 junior middle school students were recruited to participate in this study, and they anonymously filled out questionnaires regarding negative life events, self-criticism, parent-child relationship and non-suicidal self-injury behavior. This study indicated that:(1) negative life events had a significantly positive prediction for self-criticism and self-injury behavior of the junior middle school students; (2) self-criticism of junior middle school students mediated the relationship between negative life events and their self-injury; (3) the relationship between life events and their self-criticism was moderated by parent-child relationship. That is, with father-child relationship and mother-child relationship being strengthen, the influence of negative life events on the self-criticism of the junior middle school students was decreased. Therefore, there was a moderated mediation model between negative life events and self-injury, and the present study enriched the theory of non-suicidal self-injury behavior.

With a trend of younger age, depression in adolescence has been more and more concerned from the psychological, social, and clinical researches. As one of the core clinical symptoms of depression, anhedonia has become one of the most promising endophenotypes in future research of depression. However, the neural mechanism of anhedonia in depressive adolescents is still not clear. Firstly, the current study summarized the two neural mechanism models, namely the triadic model and the social frustration model. Secondly, we reviewed frontiers in the neural mechanism of anhedonia in depressive adolescents under various reward processes, such as monetary reward, effort motivational reward, future reward, and social reward. Future researches are supposed to deeply explore the action of effort motivation and future reward in predicting depressive adolescents, and strengthen how puberty and gender interact on anhedonia in early depression, and further apply noninvasive electromagnetic stimulations to intervene adolescent depression, which will help clarify the neural developmental mechanism of anhedonia in adolescent depression.

Based on Rowe and Kahn's model of successful aging, this article proposed a four-dimension model of successful aging from the perspective of Chinese culture, which includes physiological health, mental function, engagement with life, and life satisfaction. This article also reviewed previous research on successful aging and classified the predictors into passive and proactive factors. Previous studies showed that both passive factors (i.e., demographic characteristics, early experiences, social interaction environment and social-historical-cultural environment) and proactive factors (i.e., lifestyle and habits, daily cognitive activities and training, and aging attitude) would affect the aging process of older adults. Successful aging should serve as a goal pursuit in older adults and guide older adults to age better. Positive aging is the mean or way to achieve successful aging.

The present study used questionnaire method to investigate the influence of parental warmth on adolescents' gratitude as well as the mediating effect of responsibility and the belief in a just world among 748 high school students. Results showed that:(1) Parental warmth could significantly positively predict the adolescents' gratitude; (2) After controlling for the gender, age and grade, responsibility and belief in a just world partly mediated the relationship between parental warmth and adolescents' gratitude respectively. It indicated that responsibility and the belief in a just world were crucial mediators in the relationship between the parental warmth and adolescents' gratitude.

The present study investigated the relationship between parent-child attachment and interpersonal forgiveness, proposed a moderated mediation model, and examined the mediation effect of empathy and the moderation effect of self-esteem. 502 students in four junior high schools in Zhejiang Province were recruited by questionnaire measures. The results were as follows:(1) Parent-child attachment has both a direct predictive effect on interpersonal forgiveness of junior high school students and indirect influence on interpersonal forgiveness through empathy; (2) the mediation effect of empathy was moderated by self-esteem. To be detailed, empathy had a significant effect on this link of parent-child attachment and interpersonal forgiveness for junior high school students with high self-esteem than for those with low self-esteem. This study shows that a secure attachment relationship is conducive to cultivating junior high school students' empathy and promote interpersonal forgiveness, but lower levels of self-esteem can hinder the exertion of empathy. The results suggest that fostering good parent-child relationship and improving self-esteem level play an important role in the development of junior high school students' forgiveness quality.

Damages have been found in smartphone addicts' executive control function, but how these damages happened and the potential factors are unclear, especially whether these damages depended on addictive clues. The present study aimed to explore the possible role of mind-wandering. 90 participants were screened according to the Smartphone Addiction Scale for College Students(SAS-C). In experiment 1, Sustained Attention to Response Task(SART) was selected, and the daydreaming scale in Imaginal Processes Inventory was used to investigate the mind-wandering frequency in their daily lives. The results showed that smartphone addicts had higher mind-wandering frequency in their daily lives, and they evaluated their performance more frequently on the task; and their mind wandering was on the state of occurrent task inattention, generic task inattention and response disengagement. Meanwhile the mind wandering of non-addicts was only on the state of occurrent task inattention. In experiment 2, AX Continuous Performance Task(AX-CPT) was selected to investigate different groups' executive control function further and in details. Results showed that smart phone addicts with high mind wandering frequency had difficulties in maintaining task goals.

The purpose of current study was to investigate the relationship among parent-child attachment, resilience and urban adaptation of migrant children. Totally, 665 migrant children in grades 3~6 in Beijing participated the study and completed the questionnaires containing scales of parent-child attachment, resilience and urban adaptation of migrant children. Data analysis revealed that:(1) Migrant children who were female, unchanging school, studying in public primary school, parents with higher education scored significantly higher urban adaptation than who were male, changing school few times, studying in private school and lower parents education. (2) Migrant children's parent-child attachment was positively associated with their urban adaptation, also self-model and parent model of migrant children's parent-child attachment. (3) Self-model and parent model of migrant children's parent-child attachment has positively predicted resilience of migrant children, also total migrant children's parent-child attachment. Resilience mediated the relationship between self-model of migrant children's parent-child attachment and urban adaptation. Resilience mediated the relationship between parent model of migrant children's parent-child attachment and urban adaptation. Resilience mediated the relationship between self-model and parent model of migrant children's parent-child attachment and urban adaptation. Self-model and parent model of migrant children's parent-child attachment and resilience could prevent migrant children developing into poor urban adaptation.

Based on a half-year longitudinal investigation of 1275 grade 7 students, the present study examined the effects of peer groups on the development of academic achievement in early adolescence, and to what extent these effects depended on students' perceptions of 3 dimensions of school climate (teacher support, student-student support, and opportunities for autonomy in the classroom). The results indicated that:(1)After controlled school, age, gender, peer group size and academic achievement, classroom-level academic achievement predicted higher academic achievement of adolescents half year later; (2)Peer groups' academic achievement magnified group members' academic achievement afterwards, while the classroom effects were not significant compared with peer group effects; (3)In the individual and peer group levels,students' perceptions of 3 dimensions of school climate didn't predict further academic achievement of adolescents. However, the interaction of perceptions of teacher support and peer groups' academic achievement predicted higher academic achievement of adolescents half year later.

People frequently re-experience past events and imagine specific events that might occur in their futures. Related studies regarding episodic future thinking mainly focus on young adults, a few studies in older adults show that they generate fewer internal (episodic) details and more external (semantic) details than do younger adults when remembering past events or imagining possible future events. But less is know whether older adults could show similar pattern during their remembering or imagining emotional events. Using the Autobiographical Interview task, the present experiment was conducted to examine how older adults and young adults generated internal details and external details when remembering and imagining emotional events. A 2(task type:remember past events vs. imagine future events)×3(emotional valence:positive, negative vs. neutral)×2(age:older adults vs. young adults) mixed design was used, which age was between-subject factor and the others were within-subject factors. Participants were 15 undergraduates and 13 older adults. The results showed that, (1) older adults generated fewer internal details and more external details than did younger adults when remembering past emotional events or imagining possible future emotional events. (2) Similar to young adults, older adults generated more details when they simulated positive future events, indicating their processing bias to positive information. (3) The rating of similarity between past events and future events given by older adults was higher than by young adults, which demonstrated that older adults depend mostly on their memories during the process of imagination. The results suggest that the age-related deficit in remembering the past and imagining the future can exist in the simulation of emotional events, which could provide strong evidence for the constructive episodic simulation hypothesis.

In the present study, we attempted to investigate reading fluency of first-graders and its long-term associations with reading comprehension of second and third-graders. One hundred and twenty-four children participated in the study. Regression analyses revealed that word reading fluency of first-graders could significantly predict reading comprehension of second-and third-graders after controlling for gender, family SES, IQ, vocabulary, character recognition, and the effects of reading-related skills. Besides, sentence reading fluency of Grade 1 could significantly predict reading comprehension of Grade 2, but not uniquely related with reading comprehensions of Grade 3. The contribution made by word reading fluency to reading comprehension is larger than the contribution made by sentence reading fluency. These results underscore the importance of word reading fluency for the development of children's reading comprehension.

This study applied a shyness scale for middle school students, an academic help seeking scale, and an academic adjustment scale to 625 high school students to explore the relationship between shyness, academic help seeking, and academic adjustment. In particular, the mediating role of academic help seeking between shyness and academic adjustment was investigated. Data analysis indicated that:(1) shyness can significantly predict academic adjustment; (2) academic help-seeking attitudes have a partially mediating role in the relationship between shyness and academic adjustment; and (3) shyness partly influences academic adjustment through the multiple mediating effects of academic help-seeking attitudes and academic help-seeking behaviors.

In order to investigate the impacts of belief in a just world (BJW) on college students' learning engagement and described the mechanism of the time management factors to the relationship of the two, two studies have been designed. The first study explored the mechanism of how the college students' time management disposition affects the relationship between belief in a just world and academic achievement. A total of 205 college students from different majors were tested by questionnaires. The results indicated that time management disposition partially mediated the relationship between the belief in a just world and college students' academic achievement. In the second study, 120 college students were randomly chosen from different majors to explore the relationship between the belief in a just world and time management using priming paradigm. The results indicated that students who exposure to injustice information distributed less time to study while more time to recreation than those exposure to justice information. In a word, college students' belief in a just world, especially the sense of injustice indeed influences the academic time management and further influences their actual record.

923 primary and middle school teachers were investigated in this study to complete extrinsic autonomy of teaching scale, the intrinsic autonomy of teaching scale and teacher's job satisfaction scale. The results indicated that:(1) there were significant correlations among extrinsic autonomy, intrinsic autonomy of teaching, and job satisfaction; and (2) intrinsic autonomy of teaching played completely mediating role between extrinsic autonomy of teaching and teacher's job satisfaction.

The Mental Health Diagnostic Scale (MHT) was adopted to test the mood of anxiety in 1292 left-behind children in Hunan Province and the method of latent profile analysis was employed to investigate whether or not heterogeneous population exist in left-behind children in terms of anxiety and to probe into factors associated with different groups. Results show that heterogeneity exists in anxiety felt by left-behind children, and that the anxiety can be categorized into three types, namely, serious anxiety, intermediate anxiety, and low anxiety. More anxiety is to be found in groups such as left-behind boys, left-behind children of Grade Five in elementary schools and of Grade Two in senior high schools, children left behind for longer time, and children left behind in earlier ages. The absence of either parent or both parents has the same impact on the anxiety felt by the left-behind children. Therefore, specific prevention and intervention measures should be adopted to alleviate the anxiety felt by left-behind children according to the child's gender, school grade, length of time of being left behind, and initial age of being left behind.