The negative priming (i.e., hereafter referred to as NP) paradigm was designed to provide evidence that inhibitory control is important in situations that contain conflicting information. This study aimed to investigate the role of inhibitory control and cognitive load in analogical mapping with the NP paradigm among children at different ages and adults. In Experiment 1, thirty-one 7-year-olds, thirty-three 10-year-olds, and thirty-four adults were administered with a high-cognitive-load NP analogical size-mapping task. Findings demonstrated that the NP effects in all participants and the effects decreased with age. In Experiment 2, thirty 7-year-olds, thirty 10-year-olds, and thirty-two adults completed a similar task of which the cognitive load was lower than the task in Experiment 1.Results showed the NP effects across all age groups, while there was no age difference in Experiment 2.The current study suggests the importance of inhibitory control and cognitive load in the development of analogical mapping.

In order to explore the effect of lovelorn experience on attention bias of love related stimuli, eye movement and event-related potential techniques were used to investigate the eye movement and ERP characteristics of lovelorn and lovelorn individuals in the face of positive and negative love information. Through two experiments, it was found that the interaction between picture type and lovelorn experience reached a statistically significant level in the total fixation time and the number of fixation points. The participants with lovelorn experience had more fixation points and longer fixation time than those without lovelorn experience. ERP experiment results show that the N1 peak induced by positive love pictures is larger than that induced by negative love pictures, and the N1 latency of the subjects with lovelorn experience to positive pictures is significantly faster than that of the subjects without lovelorn experience. The P1 peak of the subjects with lovelorn experience on positive love pictures is smaller than that of the subjects without lovelorn experience. The study revealed that there were significant differences in eye movement characteristics and neurophysiology between groups with and without lovelorn experience. People with lovelorn experiences tend to pay attention to negative love pictures in behavior, while those without lovelorn experience tend to pay attention to positive love pictures in neurophysiology.

To examine the relationship between parenting style and false belief understanding of children co-parenting by grandparents and parents, and explore the mediating effect of Parent-child attachment, the method of convenient sampling were used to investigate 345 preschool children and their main custodian in three kindergartens in a city. Children were asked to conduct experimental measurements of false belief understanding, and their main custodian were asked to answer the questionnaires of parenting style and parent-child attachment. The results indicated that:(1) Styles of Co-parenting by parents and by grandparents have significant effects on Children's false belief understanding and parent-child attachment:the level of false belief understanding and parent-child attachment of children co-residing with grandparents in the family are lower than that of children without grandparents co-residence in the family; (2)The parent-child attachment play a mediating role between children's false belief understanding and parenting styles of family co-parenting by grandparents and by parents; (3)The parenting styles of family co-parenting have a moderating effects in the relationship among parenting conflict, parent-child attachment and the false belief understanding of children, the parenting conflict in the family of co-residence negatively predict children's parent-child attachment.

In order to reveal the development relationship between friendship quality and loneliness during childhood. This study targeted 771 elementary school students in grades 3 and 4, and through the use of The friendship quality scale, Loneliness questionnaire and the coping style scale, we conducted a 2-year longitudinal tracking study. The result shows:(1) In term of the longitudinal development, the friendship quality of childhood children cannot continuously and stably predict the development of loneliness, but the loneliness can continue to significantly predict the development of friendship quality; (2) The coping styles can significantly predict the development of friendship quality, and also the development of loneliness. Conclusion:In term of the longitudinal development, the relationship between the friendship quality and loneliness during childhood shows a covariation relationship, and both of them are influenced by the third factor, the development of coping styles.

A total of 385 student teachers were recruited to complete a survey measuring proactive personality, work performance, interpersonal relationship and professional identity over a period of five weeks from the first week of their educational practice, and hierarchical linear modelling was used to analyze the developmental trajectory of student teachers' professional identity in the early stages of teaching practice and the mediating mechanisms of work performance and interpersonal relationship in the relationship between proactive personality and student teachers' professional identity. The results show that:(1) professional identity shows a U-like developmental trajectory as it first decreases and then increases over time; and (2) work performance and interpersonal relationship partly mediate the relationship between proactive personality and professional identity in student teachers. However, the mediating effect of work performance is much stronger than that of interpersonal relationship. This study has demonstrated the dynamic developmental trajectory of student teachers' professional identity in the early stages of teaching practice and the mediating mechanisms of work performance and interpersonal relationship in the relationship between professional identity and proactive personality.

The present study examined the influences of technoference on relationship satisfaction among partners in a romantic relationship and explored the possible influencing mechanism behind this influence:the mediating effect of communication quality between technoference and relationship satisfaction, as well as the moderating effect of trust on this mediating process. 454 unmarried participants who are currently in a romantic relationship (average age=24.26, SD=4.20; 221 males, 233 females) were recruited in the study to complete the relevant questionnaires. The results showed that:(1) There is a significant negative correlation between the technoference and relationship satisfaction, which is consistent with previous research; (2) After controlling for gender, age, and the length of the relationship, communication quality mediated the relationship between technoference and relationship satisfaction; (3) In turn, trust within the relationship moderated the effect of communication quality on relationship satisfaction. These results revealed that technoference appear to negatively relate to relational well-being. Those who perceived more technoference tend to have lower communication quality and relationship satisfaction. However, trust played a protective role against the negative impact of poor communication quality on relationship satisfaction. In summary, the present study is the first to demonstrate the moderated mediation effect of communication quality and trust on the detrimental impact of technoference towards relationship satisfaction. The results of this study have important theoretical significance, as they may allow us to more deeply understand how technology affects the process of romantic interaction and relationship quality.

Previous studies have found that academic self-efficacy was influenced by peer support, and it was also an important antecedent variable that affected students' academic performance. Based on the control-value theory, this study investigated whether academic self-efficacy could mediate the relationship between peer academic support and academic emotions in physics and chemistry through a survey of 3,329 students in grade 10 and grade 11. Results showed that:(1) There was a significantly positive association between peer academic support and academic self-efficacy; They were positively correlated with enjoyment academic emotion and negatively correlated with boredom academic emotion; (2) After controlling for the age, grade, gender, and area, academic self-efficacy played a partial mediating role between peer academic support and enjoyment academic emotion, and a complete mediating role between peer academic support and boredom academic emotion; (3) In physics, gender moderated the relationship between academic self-efficacy and academic emotion. These results verified and expanded the control-value theory, which has significant implications in improving the positive emotions of middle school students on learning physics and chemistry.

To explore the moderating effect of achievement goal orientation on the relationship between academic self-concept and academic achievement. Chinese Academic Self-concept Scale, Mathematics Academic Self-concept Scale and Achievement Goal Orientation Scale were used to measure 1515 junior high school students. Results were as follows:(1) Junior middle school students' construction in Chinese and math self-concept conformed to the theoretical hypothesis of the internal-external reference model (I/EM); (2) Mastery avoidance had a moderating effect on the dimension comparison path of I/EM. Students with higher mastery avoidance scores were more susceptible to the dimension comparison effect, which was more obvious for students with relatively poor performance in Chinese and math; (3) Achievement avoidance had a moderating effect on the social comparison path I/EM. Students with higher score of achievement avoidance were less susceptible to the social comparison effect, which was more obvious for students with better performance in Chinese and math. This study reveals the differences in the process of constructing junior high school students' academic self-concept with different achievement goal orientation, which has certain practical significance for guiding junior high school students to construct positive academic self-concept.

To explore the relationship between autistic and intellectual disabled children's behavior problems and parental anxiety, 1023 parents of autistic or intellectual disabled children completed questionnaires regarding behavior problems, parenting stress, perceived social support and state anxiety. The study indicated that:after controlling parents' gender, age, children's gender and age, (1) children's behavior problems positively and significantly predicted their parents' anxiety; (2) parenting stress significantly mediated the relationship between children's behavior problems and parental anxiety; (3) the relationship between children's behavior problems and parenting stress was moderated by perceived social support of parents, and the moderate effect was only significant in parents of children with intellectual disability. The results revealed the affect and mechanism of autistic and intellectual disabled children's behavior problems on parental anxiety. And it will help to mitigate parents' stress and anxiety.

Based on the cognitive model of insomnia, the study used structural equation models to explore the mechanism of social anxiety and depression mood in the relationship between cyber-bullying/cyber-victimization and sleep quality, and verified the gender differences in the mediation model. The participants were 582 students from nine primary and middle schools in Zhejiang Province. They conducted a follow-up survey for three times, and the interval of each survey was half a year. They completed a set of self-report measures on cyber-bullying/cyber-victimization, social anxiety, depression mood and sleep quality. The results showed that:(1) Social anxiety and depression mood played a serial mediating role in the relationship between cyber-bullying/cyber-victimization and sleep quality; (2) There are gender differences in the serial mediating effect of cyber-bullying/cyber-victimization on sleep quality. Therefore, the effect of cyber-bullying/cyber-victimization on sleep quality had its own complex internal mechanism. It suggests that educators should pay attention to the teenagers' emotional problems caused by cyber-bullying/cyber-victimization, and only by solving the emotional distress fundamentally, can teenagers' sleep quality be effectively and ultimately improved.

How to reduce suicide ideation is a common problem faced by researchers, among which family factors have received more and more attention in recent years. Meta-analysis was used to investigate the relationship between parenting styles and suicidal ideation and its moderating factors in Chinese adolescents. A total of 22 articles have been selected, including 158 samples and 16980 participants. The results showed that positive parenting styles were negatively correlated with suicidal ideation, while negative parenting styles were positively correlated with suicidal ideation. Age stage and suicidal ideation measurement tools can significantly moderate the relationship between parenting styles and suicidal ideation, and the proportion of only-child can moderate the relationship between negative parenting styles and suicidal ideation. The results show that parenting styles can significantly affect suicide ideation. Parents should adopt positive parenting styles such as emotional warmth and understanding instead of negative parenting styles such as refusal and excessive interference.

The current study aimed to investigate the relationship between cumulative environmental risk and NSSI behavior of college students through two sub-studies, while it also explored the mitigating effects of distraction and cognitive reappraisal on NSSI intention in college students with multiple risks. For study 1, a questionnaire survey was conducted among 1066 college students to explore the effects and patterns of cumulative environmental risk on college students' NSSI. Based on the results of the first study, 62 college students with high-risk backgrounds were selected as subjects in study 2, then we used a laboratory experiment to investigate the alleviating effects of the two emotion regulation strategies. The results showed that the cumulative environmental risk had a significant positive effect on NSSI behavior whether in male or female college students, and both of them conform to the nonlinear "positive acceleration mode". However, the enhancing rate of NSSI behavior caused by the increase of the number of cumulative risks in male students is significantly faster than that in female students. For college students with high environmental risk background, distraction and cognitive reappraisal could momentarily reduce their NSSI propensity and NSSI identity, and could not reduce their implicit NSSI ideation. This finding suggests that we should think highly of the psychological intervention of emotional regulation strategies for college students who have experienced high level of environmental risks, which will help them reduce the tendency of engaging in NSSI.

This study aimed to investigate whether teachers' work-family conflict would indirectly increase depression through job burnout during the COVID-19 epidemic, and whether the mediation effect was moderated by teachers' resilience.One thousand one hundred and twenty-seven primary and middle school teachers finished Primary and Middle School Teachers' Work-family Conflict Questionnaire, Primary and Secondary School Teachers' Job Burnout Questionnaire and Resiliency Scale for Secondary School Teacher. The results showed that:(1)Most of the teachers reported little change in work and life condition, work-family conflict and depression during the epidemic, and a small number of teachers reported that these situations were worse or better during the outbreak; (2)Teachers' work-family conflict was positively correlated with depression and job burnout, and all above were negatively correlated with resilience; (3)After controlling for extraneous variables, job burnout mediated the relationship between work-family conflict and depression; (4)Resilience moderated the relationship between work-family conflict and job burnout for teachers who reported better work and life condition during the outbreak. For teachers who reported worse work and life condition, resilience moderated the relationship between job burnout and depression. Therefore, alleviating work-family conflict and job burnout and improving resilience can reduce depression of primary and middle school teachers and maintain their mental health.

Child poverty is a major public health problem worldwide. In recent decades, domestic and international research have found that poverty has an impact on children's negative mental health and positive mental health. Researchers try to explain the impact of poverty on children's mental health from two aspects of family and society, so as to reveal the impact mechanism of poverty on children's mental health. Future research should strengthen the study of protective factors in the development of children's mental health, explore the long-term effects of childhood poverty on individual mental health and its causes, and carry out localization research in the context of China's social culture, which will contribute to prevention and intervention of childhood poverty in practice.

Nomophobia, or no mobile phone phobia, is a kind of situational anxiety caused by the fear of being out of mobile phone contact. Recent researches have demonstrated the widespread existence of nomophobia. Theories related with nomophobia hold different points, such as fear of missing out, mobile phone attachment and self-expansion theory. The nomophobia could be influenced by factors such as individual characteristics (demographic variables, personality traits, etc.) and mobile phone use behavior. Meanwhile, nomophobia would cause many negative psychology and behavior problems. On this basis, we point out the future research direction.

Metacognition is a dynamic regulatory activity centered on monitoring and control. The current study examined the characteristics of metacognitive monitoring and control and their relationship with age at two levels: perceptual metacognition and higher-order metacognition, using a point-choice task and a word pair learning task in 9-year-old children, young adults and older adults. The results were as follows: (1) Children’s perceptual and higher-order metacognitive abilities were mostly lower than those of young adults; (2) Older adults had similar perceptual metacognitive abilities to younger adults, but lower higher-order metacognitive abilities than younger adults; (3) Older adults were as capable as younger adults of using control cues in memory monitoring, whereas 9-year-olds had not yet shown this ability. The present study supports the theoretical hypothesis that perceptual metacognition and higher-order metacognition are domain-specific from a developmental perspective. Furthermore, the development of the relationship between monitoring and control is discussed.

The study investigated the longitudinal relation between mastery motivation and competence, and the moderating effects of types of task and temperament. Children who had been examined of mastery motivation using structured tasks at 3.5 years old were assessed of competence (skills for school readiness) using the School Readiness Test Battery-Comprehensive Version at 5.5 years old. Meanwhile, their temperament was rated using the Questionnaire of Temperament for Children Aged 3~9 by teachers. Hierarchical regressions were employed to analyze the moderating effects of types of task and temperament in motivation-competence relations. The results showed that: (1) The moderating effects of Activity-Attention were significant in the Effect-producing Task. For children of Activity Type, time of exploration predicted cognition and general knowledge negatively, and the sense of mastery predicted fine motor and approaches to learning negatively, whereas these relations were not significant for children of Attention Type; (2) The moderation effect of Reactivity-Inhibition was significant for children succeeding in Difficult Task. For children of Inhibition Type, the sense of mastery predicted fine motor positively, whereas the relation was not significant for children of Reactivity Type; (3) The moderation effect of Activity-Attention was significant for children failing in Difficult Task. For children of Attention Type, the persistence predicted approaches to learning positively, whereas the relation was not significant for children of Activity Type.

The social groups play a vital role in organizing our social experiences. It has been suggestedthe foundational role of social groups is to mark people as intrinsically obligated to one another (i.e., moral obligation). About this moral obligation, previous studies mainly focused on the interactive behavior with negative effects (i.e., harming), while the social interaction could be also positive (i.e., helping). Hence, the current study was aimed to explore whether children aged 7~9 years old would view people as morally obligated to help persons belonging to their own group. To examine the belief of moral obligation toward group members, we examined judgments about whether the wrongness of violations of obligations depends on the presence of explicit rules. Using this method, when children maintain that an action (e.g., do not help someone or harm someone) is unacceptable, even if there are no explicit rules in the agent’s environment prohibiting the action (e.g., no rules against unhelping), it suggests that they view the action as an intrinsically moral obligation. As to the current settings, comparing with between-group unhelping condition, if children still believe that the harming or unhelping behavior within within-group members is more unacceptable when explicit rules do not exist, it would indicate that children hold the corresponding moral obligation for ingroup members. The results found that: (1) The difference of rated scores of acceptability between whether the explicit rule information was present or not in the between-group unhelping condition was significantly higher than that in the within-group unhelping condition; (2) Teenagers aged 13~15 years old also showed the same evaluation differences about unhelping behaviors between within-group and between-group conditions, as 7~9 years old children reported. The above results indicate that the explicit rule has a greater impact on the acceptability about mutually unhelping behaviors when two interactive persons are from the same social group than when two interactive persons are from the different social groups. Hence, children aged 7~9 years old view social groups as marking patterns of intrinsic moral obligations that the ingroup members should help each other, and this belief maintains across ages (at least 13~15-years old).

To explore the relationship between mother’s mindfulness and preschool children’s problems behaviors, and the role of mindful parenting and parent-child relationship in it, we surveyed 480 4~6 years old children and their mothers, mothers complete the Mindful Attention Awareness Scale, Mindful Parenting Scale, Parent-child Relationship Scale, and Strengths and Difficulties Questionnaire, the results show that:(1) maternal mindfulness can significantly and negatively predict children’s problem behaviors; (2)mindful parenting plays an independent mediating role between maternal mindfulness and child problem behaviors; (3)parent-child conflict plays an independent mediating role between mother’s mindfulness and child’s problem behavior; (4)mindful parenting, parent-child conflict and parent-child closeness play chain mediating roles between maternal mindfulness and children’s problem behaviors.The results of this study reveal the mechanism of maternal mindfulness on children’s problem behaviors.

The present study aimed to investigate the relationship between parent-child attachment avoidance and smartphone dependency for junior school students in rural areas as well as to identify the roles that social anxiety and family financial difficulty played in this relationship. Based on the attachment theory, evolutionary model of trait social anxiety, the theory of compensatory Internet use, and the social cognitive theory of social class, the present study constructed a theoretical model. A sample of 285 junior school students (male=179) from rural area completed a battery of questionnaires measuring their smartphone addiction, parent-child attachment avoidance, social anxiety and family financial difficulty. The average age of participants was 15.80 (SD = 0.71, with 14 the youngest and 18 the oldest). The results indicated that: (1) Parent-child attachment avoidance was positively correlated with smartphone dependency for the students; (2) Social anxiety played a mediating role; (3) The second stage of the indirect effect of social anxiety was moderated by family financial difficulty, and the effect was stronger for the students in higher family financial difficulty. Results from this study provide practical implications to reduce smartphone dependency for junior school students.

In this study, 1188 older adults who are over 55 years old were recruited for the questionnaire survey. The participants were asked to anonymously complete the questionnaires, and the researchers assured the participants that the study was conducted purely for research purposes and their participation was voluntary. The collected data were statistically analyzed using SPSS 22.0 and PROCESS. The effect of sleep quality on family communication in older adults was investigated by using a moderated mediation model. Meanwhile, the mediating role of sense of coherence and the moderating role of whether to live with children were also examined. The results indicated that: (1) sleep quality of the older adults significantly predicted family communication; (2) the older adults’ sense of coherence played a partial mediating role between sleep quality on family communication among older adults; (3) living arrangement of older adults moderated the second path of the mediated effect of sense of coherence. To be more specific, the moderated effect was stronger for the older adults who live with their children than those who do not live with their children. Thus, both mediating and moderating effects existed in the association between sleep quality of older adults and family communication. The results of the current study could enrich the research on the effect of sleep quality on psychological factors in older adults and help to reveal the mechanism of the effect of sleep quality on family communication in older adults. In practice, the results of this study provide intervention insights for the family communication problems of older adults.

The present study followed a group of 264 typical developing children to explore their developmental trajectories on both reading accuracy and reading fluency from grade 1 to grade 3 and the predicting effects of kindergarten reading-related cognitive skills (phonological awareness, rapid naming, and morphological awareness). Results from Hierarchical Linear Modeling showed: (1) reading accuracy showed a linear growth trend and individual differences among children significantly increases from grade 1 to grade 3. Phonological awareness and naming speed at age 4 significantly predicted initial performance of reading accuracy, and only morphological awareness positively predicted its developmental speed; (2) Reading fluency also showed a linear growth trend, with individual differences significantly increases from grade 1 to grade 3. Phonological awareness and rapid naming at age 4 both significantly predicted initial performance of reading fluency, but only rapid naming significantly predict its developmental speed.

It is a research focus in the bilingual field currently that what the effects of learning a second language among children will be on cognitive ability and mother tongue development. This study explored the behavioral responses to cognitive control and lexical access among primary school children of different school ages and English proficiency. The experimental results showed that the second graders with high English proficiency showed smaller switching cost and Simon effect size than the same graders with low English proficiency. However, there was no significant difference in cognitive control tasks among the fourth graders and the sixth graders with different English proficiency. Then, children with high English proficiency produce fewer words than children with low proficiency. And the fourth graders and the sixth graders with high English proficiency showed longer picture naming reaction time than those with low English proficiency. Overall, these results indicate that second language learning has a promoting effect on the cognitive control of school-age children. But this effect tends to decrease gradually as children get older. In addition, second language learning also can affect children’s lexical access performance in their mother tongue. But this effect increases gradually as children get older.

The purpose of this study was to examine the relationship between proximal stress (life events) and academic procrastination, and to examine the mediating role of state anxiety and the moderating role of distal stress (childhood maltreatment). A total of 750 junior high school students were tested with Adolescent Self-rating Life Events Checklist, State-trait Anxiety Inventory, Aitken Procrastination Inventory (middle school version) and Childhood Trauma Questionnaire. The results show that: (1) After controlling for grades, life events positively predicted academic procrastination; (2) State anxiety played a mediating role in the relationship between life events and academic procrastination; (3) The first half of the mediating effect of “life events→state anxiety→academic procrastination” was moderated by childhood maltreatment. To be specific, life events had a greater positive predictive effect on state anxiety in individuals with lower levels of childhood maltreatment than in individuals with higher levels of childhood maltreatment.

This study tends to explore how the interparental conflict moderate the relationship between self-efficacy and learning engagement at the intra-individual level and whether negative emotion and rumination mediate the moderating relationship by a mediated moderation model. In this study, the sample included 175 middle school students who have filled in all questionnaires across five measurement occasions over 5 days (T1~T5) including the Children’s Perception of Interparental Conflict Scale, the Positive and Negative Affect Schedule, Global Rumination Scale, Self-efficacy scale and Engagement in Learning Scale. Finally, this study collected 875 valid intensive sampling data. The result showed that the negative emotion mediated the moderating effect of interparental conflict on the relationship between self-efficacy and learning engagement. Similarly, the rumination mediated the moderating effect of interparental conflict on the relationship between self-efficacy and learning engagement. The findings of our study are important to understanding how interparental conflict influences the growth and development of adolescents, and the implications for school and family are discussed.

A questionnaire survey was conducted on 306 parents of children with ASD in Guangzhou, Guangdong Province, to investigate the effects of parents’ resilience on emotional and behavioral problems (EBPs) of children with ASD, the mediating role of parenting sense of competence, and the moderating role of self-esteem in the direct and indirect relationship between resilience and EBPs of children with ASD. The results showed that: (1) Resilience negatively directly predict EBPs of children with ASD; (2) Resilience influenced EBPs of children with ASD through the partial mediating effect of parenting sense of competence; (3) The relationship between resilience and parenting sense of competence is moderated by self-esteem, that is, the predictive effect of resilience on parenting sense of competence is greater in the subjects with higher self-esteem level.

The current study aimed to explore the latent constructs of school bullying among early adolescence in different gender group. It also investigated the association between violence exposure and the latent constructs of school bullying among male and female students respectively. By cluster sampling, the Bully/Victim Scale, the Multiple Forms of Violence Scale, and demographic questionnaire were administered to 2462 adolescents in Zhejiang province. Latent profile analysis (LPA) was used to construct typologies of bullying involvement in different gender group. The results showed that: (1) Four latent classes were identified for boys, including the low involvement class (61.90%), the moderate involvement class (16.49%), the high involvement class (5.05%) and the victimization class (16.56%). For girls, three latent classes were identified such as the low involvement class (74.16%), the moderate involvement class (14.29%) and the victimization class (11.55%); (2) The association between violence exposure and school bullying varied based on the nature of the violence exposure (witnessing and victimization) and the contexts of exposure to violence (community, family and school). Specially, being a victim was a risk factor of bully involvement both for boys and girls. And violence exposure at school and family contributed more to boy’s bullying involvement, whereas violence exposure in the community was more related to girl’s bullying behavior. These results suggested gender differences in school bullying patterns, and the link between violence exposure and school bullying varied by the contexts and forms. The implication of prevention and intervention of school bullying were discussed.

In order to examine the relationship between callous-unemotional traits of junior high school students and bullying behaviors, the current study explored whether moral disengagement and guilt played the mediating roles, and whether this mediation process was moderated by the class climate. Taking 522 junior high school students as participants by cluster sampling method, the current study was conducted using the Callous-unemotional Traits Scale, the Moral Disengagement Scale, the Middle School Students’ Guilt Feeling Scale, the Perceived Classroom Climate Scale, and the Bullying Questionnaire. Results indicated that: (1) The callous-unemotional Traits significantly positively predicted bullying. Moral disengagement and guilt both played a part of the mediating role in the process; (2) A good class climate could reduce the positive predictive effect of the callous-unemotional trait on bullying behaviors, and increase the level of guilt to reduce bullying behaviors, and could also inhibit the inducing effect of moral disengagement on bullying behaviors. These results confirmed that callous-unemotional traits were important risk factors for bullying behavior in junior high school students, and suggested that school educators could reduce the incidence of bullying behaviors by creating a good class climate and changing the moral cognition of students with high callous-unemotional trait.

The current study constructed a moderated mediation model exploring the relationship among childhood maltreatment on college students’ depressive symptoms. A total of 301 college students (74 boys and 227 girls) participated in this investigation. After given informed consents, they completed Center for Epidemiological Studies Depression Scale, The Chinese Version of Childhood Trauma and Questionnaire and Subjective Well-being Scale. Professional nurses extracted 2.5-ml venous blood in EDTA anticoagulant tube (blood∶EDTA = 5∶1) from the participants in the study, then placed it in the refrigerator (-70 ℃), and extracted DNA and parting after three months. The results indicated that: (1) Childhood maltreatment was significantly positively correlated with college students’ depressive symptoms, and subjective well-being was significantly negatively correlated with childhood maltreatment and college students’ depressive symptoms; (2) Subjective well-being played a mediating role in the relationship between childhood maltreatment and college students’ depressive symptoms; (3) MAOA gene rs6323 homozygous G/G than G/T and T/T carriers reduced suffering from depression. MAOA gene rs6323 and TPH2 gene rs17110747 polymorphism moderated the indirect path from subjective well-being and college students’ depressive symptoms. Compared with rs6323 polymorphism G/G and T/T (rs17110747 polymorphism G/G and G/T) genotypes, subjective well-being of individuals with G/T (A/A) genotype had a stronger negative prediction of depressive symptoms.

To investigate the mediating effects of core self-evaluation and meaning in life in the relationship between gratitude and Internet addiction, we recruited 1072 college students between first-year college students and third-year postgraduate students from three universities in Jilin Province to complete the Gratitude Questionnaire-6, Core Self-evaluation Scale, Meaning in Life Test and Young Diagnostic Questionnaire. The results revealed that: (1) Gratitude, core self-evaluation and meaning in life were significantly and positively correlated with each other respectively. Gratitude, core self-evaluation and meaning in life were significantly and negatively correlated with Internet addiction respectively; (2) Gratitude not only had a direct effect on Internet addiction, but also had an indirectly effect on Internet addiction through two ways: through meaning in life and through the chain mediating effect of core self-evaluation and meaning in life. In summary, the present study revealed the mechanisms underling the relation between gratitude and Internet addiction, which had certain practical significance for preventing and intervening Internet addiction among college students.

Based on the optimal distinctiveness theory and the interaction of the Person-Affect-Cognition-Execution model for internet addiction (I-PACE), this study examined the relationship between need for uniqueness and mobile phone addiction of college students and explored its mechanism (the chain mediating effect of anxiety and effortful control). In this study, 826 college students (Female=526, M_age=19.93, SD =1.38) were tested by the Need for Uniqueness Scale, Anxiety Scale, Effortful Control Scale and Mobile Phone Addiction Scale. The results showed that:(1) Need for uniqueness was positively correlated with anxiety and mobile phone addiction, negatively correlated with effortful control; anxiety was negatively correlated with effortful control, positively correlated with anxiety and mobile phone addiction; effortful control was negatively correlated with mobile phone addiction; (2) Anxiety and effortful control had significant mediating effects between need for uniqueness and mobile phone addiction. The chain mediating effect of anxiety and effortful control was also significant. In conclusion, the results of this study suggest that the need for uniqueness can not only be directly associated with college students’ mobile phone addiction but also through anxiety, effortful control, and their chain mediating effect, respectively. The results of this study support and expand the I-PACE model and provide a new direction for the prevention and intervention of mobile phone addiction.

By using the dual-task rapid serial visual presentation paradigm, two experiments were conducted to explore the difference of attention blink between deaf and normal children in response to disgust and fear body expressions. The results showed that: (1) Both deaf children and normal children had higher correct rate of response to the first target stimulus (T1) disgust than to T1 fear, no matter whether the body expressions were covered or not; (2) Under the condition of complete body expression, only deaf children had attentional blink; but under the condition of arm occlusion, both deaf and normal children had attentional blink. The results confirmed that both deaf and normal children were more sensitive to disgust body expression. The visual attention ability of deaf children was weaker than that of normal children. However, the visual attention ability of deaf children was similar to that of normal children when the arm was covered.

The current study investigated whether lexical category affects facial expression perception at early, preattentive perceptual processing stage and whether this effect lateralizes to the left hemisphere of the brain. In an ERP study, four gradual facial expression images, including H1, H2, F1 and F2 were used. The expressions of H1 and H2 were happiness, while those of F1 and F2 were fear. Participants were asked to complete a visual oddball task, in which standard and deviant facial expression images from the same or different lexical categories were presented and a facial image displayed angry was presented as an attention-capturing target stimuli. ERPs showed that, in both the time windows of N1 and N2, amplitude of the vMMN evoked by the between-category deviant was larger than that evoked by the within-category deviant when displayed in the right visual field, but no such effect was observed when stimuli were presented in the left visual field. These results suggested that lexical category affects the perception of facial expression at both early, preattentive perceptual processing stages and post-perceptual decision/response phases, and the effect of lexical category on facial expression perception lateralizes to the left hemisphere of the brain.

This study aimed to explore the developmental trajectory of Chinese impoverished children’s prosocial behaviors during early adolescence. Latent Profile Model and Multi-group Latent Growth Model was conducted to examine the development trajectory of prosocial behavior and to explore gender differences and predictive effects of parenting style heterogeneity on the developmental trajectory. A sample of 815 Chinese impoverished children (Mean_age = 11.75 ±1.55 years old) were investigated four times in two years. Due to sample attrition, 763 Chinese impoverished children (Mean_age = 13.88 ±1.52 years old) were investigated in the last survey. Results showed that: (1) Impoverished children’s prosocial behavior decreased linearly during the early of adolescence; (2) The heterogeneity of parenting style in poor families had significant effects on the initial level and developmental trajectory of children's prosocial behaviors, with the initial score of impoverished children’s prosocial behavior from positive caring groups significantly higher than other groups, but the developmental trajectory showed a linear decline; however, the prosocial behaviors of the children from the negative control groups were significantly lower than other groups at the initial level, but the developmental trajectory did not change significantly; (3) In terms of gender effect, the initial level of prosocial behavior of girls in the moderate caring groups were significantly higher than boys, and the decline rate of prosocial behavior of girls in this groups were slower than boys. Conclusion: The heterogeneity of parenting style had a significant effect on the developmental trajectory of prosocial behaviors of early adolescent impoverish children. Moderate caring parenting styles can relieve the decline rate of prosocial behaviors of female impoverished children.

A one-and-a-half-year longitudinal study (4 tests in total) was conducted to explore the development trend of Internet altruistic behavior (IAB) among adolescents and the relationship between social class and the developmental trends of adolescents’ IAB. A total of 832 participates aged 12~20 years completed all questionnaires. Hierarchical Linear Modeling (HLM) results showed that: (1) The adolescents’ IAB showed an increasing trend over time; (2) Gender, weekly online time and objective social class had no significant influence on the development trend of the adolescents’ IAB, while subjective social class had significant influence on the development trend of adolescents’ IAB. That is, the higher the adolescents’ subjective social class, the stronger the upward trend of their IAB.

Taking undergraduates as subjects, using the task assignment paradigm, Experiment 1 examines the influence of money priming and moral identity on individual moral hypocrisy. Experiment 2 explores the influence of the priming of money abundance and moral identity on individual moral hypocrisy. The results show that: (1) Compared with the control group, money priming caused a significant increase in the number of people who saying one thing and doing another; compared with the group of money scarcity, the priming of money abundance increased the number of people who saying one thing and doing another; (2) The proportion of moral hypocrisy among subjects with low moral identity was significantly higher than those with high moral identity; moreover, money priming significantly increased the moral hypocrisy of subjects with high moral identity. The research reveals that we can reduce the profit-related clues such as money in the situation and improve the level of individual moral identity, which will help reduce the occurrence of moral hypocrisy.

Two studies are carried out to explore the influence of prorelationship motivation on family consumption decision and marital satisfaction. In Study 1, 118 individuals completed an individual decision making task about family consumption, the prorelationship motivation scale and the marital adjustment test. It was found that individual’s prorelationship motivation can negatively predict the rationality of family consumption decision, and positively predict marital satisfaction. In Study 2, the same tools were adopted to test 94 couples under the couple joint decision making situation. According to the mean of prorelationship motivation, couples were divided into three dyad types: homogeneous high prorelationship motivation couples, mixed prorelationship motivation couples and homogeneous low prorelationship motivation couples. It was found that when couples can interact with each other in decision making, there was no significant difference in the rationality of family consumption decision among three dyad types. However, the entire marital satisfaction of homogeneous high prorelationship motivation couples was significantly higher than the other two dyad types, but there is no significant difference between the other two types. In addition, it was also found that prorelationship motivation is correlated with age, marriageable age, children situation, education and income. The results above indicate the importance of interaction and communication in family consumption decision. Moreover, taken together, this research suggests that people had better cultivate prorelationship motivation in their marriage.

Prosocial behavior is defined as behavior that helps others at the expense of self-interest, and can be classified as time-consuming pro-social behavior and money-consuming pro-social behavior according to the loss of benefit attribute. Previous research has suggested that putting a price for time priming leads individuals to reduce pro-social behavior, but less has examined whether putting a price for time priming affects pro-social behavior as a function of subjective social class. This study examined the effects of putting a price for time priming and subjective social class on pro-social behavior through three experiments. The results found that: (1) putting a price for time priming reduced pro-social behavior; (2) subjective social class positively predicted money-consuming pro-social behavior but failed to predict time-consuming pro-social behavior; (3) there was an interaction between putting a price on time priming and subjective social class: under putting a price on time priming, subjective social class positively predicted money-consuming pro-social behavior and negatively predicted time-consuming pro-social behavior; under non putting a price on time priming, subjective social class positively predicts money-consuming pro-social behavior but not time-consuming pro-social behavior under non putting a price on time priming.

This study explored the role of grade in the process of Chinese children’s reading modes affecting reading comprehension and its internal mechanisms. Participants were 933 elementary children in grades 2 to 6. We compared their reading comprehension scores under three reading modes (reading aloud, mumble reading, and silent reading). The three-minute reading test assessed children’s reading fluency to explore its mediating role in the moderating effect model. The results indicated that: (1) Mumble reading was more conducive to Chinese elementary school children’s reading comprehension than silent reading; (2) Grade played a moderating role in the influence of reading modes on reading comprehension. For second-grade children, comprehension scores in the silent reading mode were significantly lower than those in reading aloud and mumble reading modes. While for fourth-grade children, comprehension scores in the mumble reading mode were significantly higher than those in silent reading mode. In addition, for children in the fifth grade, comprehension scores in the mumble reading mode were significantly higher than those in the other two modes; (3) Reading fluency played a partially mediating role in the moderating effect of grade on the relationship between reading modes and comprehension. This study validated and supplemented Vygotsky’s view of internalization in reading development to some extent, suggesting that we should not blindly correct children’s natural reading modes (such as the muttering phenomenon in reading). In addition, more attention should be paid to children’s reading fluency training because it may help facilitate children’s transition to silent reading.

Numerous researches have been dedicated to exploring the association between the Approximate Number System (ANS) and mathematical competence in the past two decades. However, various contradictory results have been reported. It remains unclear whether and to what extent and direction the relationship differs systematically and whether variables such as index, task type and task presentation of ANS, math content, and participant age are additional moderators. We investigated these questions by employing of a meta-analysis. The literature yielded 55 articles, 59 independent samples reporting 242 effect sizes found with 12661 participants. The main effect analysis indicated a significant positive correlation (r=0.271) between ANS and mathematical competence. Significantly, the association between ANS and math ability was reciprocal. The moderation analysis revealed that the association was moderated by the index of ANS, math content and participant age. In addition, 82 or more participants are needed to detect the effect. The study set the foundation for further longitudinal, experimental and interventional research and shed light on mathematical education.