Need has always been an important concept in the field of psychology. However, it deviated from the interests of researchers for decades. Recently, in wake of the research trend induced by resurgence of needs, international psychologists have become mindful of their prominence in prospective exploration. Nevertheless, it is disappointing that research on needs has not attracted much attention in China. The current article aims to promote development of need research in China via reviewing extant theories and implications associated with needs. Specifically, the nature of needs is first elaborated from four aspects, followed by depictions of the characteristics of needs in terms of objectivity, sociality, intensity, development, repeatability as well as diversity. Ultimately, three theories are introduced to classify different types of needs, such as Maslow’s Self-actualization Theory, the Self-determination Theory, and the Motivation-personality-development Theory. Based on the aforementioned analyses and descriptions, ten promising future research directions surrounding the relationship between needs and psychological development are proposed to afford pertinent reference to need researchers.

With the newly developed picture naming test and the questionnaire on home literacy environment, the present study examined the expressive vocabulary and the basic family environment of 374 preschool children from 3 age groups in rural Guizhou, China. Furthermore, we investigated the relationships between various family factors (socioeconomic status, home literacy activities, parental beliefs, parental estimation, and early reading-related education) and Children’s expressive language. The results showed that the reliability and discrimination of the picture naming test were acceptable, and a significantly increased performance was observed across 3 age groups from young to old. Compared with children in urban areas, children in rural areas were suffering from a more disadvantageous home environment. Among these factors, mothers’ educational level and home literacy activities could significantly and independently predict children’s expressive vocabulary. Therefore, the results provided a theoretical foundation for the feasibility of intervention in the development of children’s early language ability in low-income areas in rural China.

Studies have shown that children with developmental coordination disorder have impaired pre-attentive in the auditory channel, however, whether the pre-attentive processing of visual channel is also impaired, resulting in information processing difficulty is not clear at present. The aim of this study was to investigate the characteristics of visual channels pre-attentive processing in children with developmental coordination disorders. From 760 children at a primary school, 20 children were diagnosed with developmental coordination disorder, and 20 children were selected from the control group with the same age and intelligence level. Different color picture stimuli were presented in blocks of oddball task (standard p=0.8, deviant p=0.2) to measure the pre-attentive information processing capacity. Behavioral results showed that there was no difference in the response time on the main task; However, children with developmental coordination disorder were significantly less accurate than the control group. ERP results showed that the latency of visual Mismatch Negativity was significantly longer in children with developmental coordination disorder. At the same time, a significant correlation between the motor skills diagnostic scale score and the latency of vMMN was found. The results suggest that children with developmental coordination disorder may have deficits in visual channels pre-attentive processing, The latency of vMMN can be an objective indicator in preliminary judgment of developmental coordination disorders.

In terms of the inconsistent findings in previous studies regarding the effect of generative drawing on memory, the present meta-analytic review aimed at investigating the overall effect of generative drawing on item memory performance as well as its potential boundary conditions. After the systematic search and standard selection, a total of 65 related empirical papers which met the inclusion criteria were finally reanalyzed in this meta-analysis. These papers contained 103 experiments, and computed 110 independent effect sizes (7921 participants). The main-effect analysis showed that the pooled effect size was statistically significant and medium-to-large in magnitude with a positive direction (Cohen’s d_pooled = 0.65), suggesting that individuals in the generative drawing condition performed better memory outcome than those in the no-drawing condition. This result confirmed generative drawing effect in memory. The moderator analyses showed that; (1) Old people benefited more from generative drawing than those in other age groups on memory performance; (2) Generative drawing was more beneficial to simple word memory than complex text memory; (3) The memory performance was better when generative drawing was supported with drawing training than when it was supported with minimal guidance, and (4) The memory outcome of finger-on-screen drawing was better than stylus-on-screen drawing, pencil-based drawing, and mouse-based drawing. These results indicate that: (1) Generative drawing, overall, can indeed facilitate item memory, supporting the integrated-components model of the drawing effect, and (2) Individuals’ age, type of materials, drawing support, and drawing mode are boundary conditions of generative drawing effect in memory.

To investigate the relationship between teacher-student relationship, social competence with peers, self-control in students with intellectual disabilities, totally 384 students with intellectual disabilities were recruited to participate in this study. Their teachers completed Social Competence with Peers Scale, Teacher-student Relationship Scale and Self-control Scale. The results indicated that: (1) In the teacher-student relationship, conflict and dependency negatively predicted the social competence with peers of students with intellectual disabilities, while closeness had a positive predicting effect; (2) Self-control played a mediating role between teacher-student relationships and social competence with peers; (3) The mediating effect of self-control on teacher-student conflict and social competence with peers was moderated by gender. These findings provide a new perspective for schools and parents to cultivate social competence with peers of students with intellectual disabilities.

This present study aims to investigate the influence of individual-roommate congruence in anger and attribution styles on dormitory interpersonal relationships among female college students. A dyadic study was conducted in which the subjects were paired in the dormitory unit. Four hundred sixty-eight female college students from universities took part in the research. Polynomial regression and response surface analysis were used to examine the research hypothesis. The results showed that individual and roommate congruence in anger affects an individual’s perception of their relationship. Compared with both individual and roommate being high anger, when both individual and roommate are low anger, individual’s perception of dormitory interpersonal relationship is relatively better. When the individual and roommate’s anger level is incongruent, compared with the individual with high anger and roommate with low anger, if the individual with low anger and roommate with high anger, individual perception of dormitory interpersonal relationship will be better. Attribution style plays a moderating role between the individual-roommate anger congruence and individual perception of their relationship. When internal attribution is adopted, with the increase of individual anger, her perception of the roommate relationship descends but gradually slows down. However, for those who adopt the external attribution style, their perception of dormitory relationships decreases rapidly with the increase in anger level.

With 567 normal university students as valid subjects, an experiment was conducted to examine the influence of the advantages and disadvantages of mate selection (ADMS) by the situational story method on normal university students’ teacher professional identity, as well as the mediating effect of perceived mate value and the moderating role of self-esteem. Results showed that:(1) ADMS had a significant effect on the professional value identity and extrinsic value identity of normal university students, but not on the total score of professional identity and other dimensions (professional willingness and expectation identity, professional volition identity, professional efficiency identity, intrinsic value identity, and volitional behavior identity); (2) ADMS affects extrinsic value identity through the mediation role of perceived mate value, with self-esteem moderating the first half of the mediation model. In the high self-esteem group, the effect of ADMS on perceived mate value was relatively small; (3) With the decrease in self-esteem, the mediating effect of the perceived mate value in the relationship between ADMS and the extrinsic value identity increases.The research provides theoretical guidance for the promotion of teachers' professional identity.

Teacher-parent relationships are the basis of school-home collaboration, which is conducive to forming a joint educational force and then promoting the full development of students. This study examines how teacher-parent relationships and teacher-student relationships are related to students’ school attitudes in primary school and distinguishes the difference between fathers and mothers. This study recruited 1366 four-grade students and their parents from Beijing to fill in scales at two points. The results indicated that: (1) The quality of parent-teacher relationship reported by parents negatively influences school avoidance, and the frequency of parent-teacher contact negatively influences school preference; (2) The quality of the parent-teacher relationship reported by mothers negatively influences school preference, and the frequency of parent-teacher contact can positively predict school avoidance. In contrast, the two pathways reported by fathers are not significant; (3) Teacher-student relationship played a mediating role in parent-teacher relationship quality and school attitude, which means the teacher-parent relationship can predict school attitude through the teacher-student relationship.

This study was conducted among 185 third-grade students at a rural junior middle school in L county, G province.The experimental method was adopted to explore the impact of family income and father’s education level on the academic engagement of rural junior middle school students, and investigate the effect on the role of family obligation and education-dependence future identity. The results indicated that: (1) Family economic income and father’s education level had a direct and positive predictive effect on academic engagement; (2) Current support for family, respect for family, and future support for family played a partial mediating role between family economic income and academic engagement; (3) Education-dependence future identity positively moderated the mediating effect of current support for family and future support for family between family economic income and academic engagement, which meant in the case of future identity dependence on education, the indirect effect of family economic income on ACADEMIC ENGAGEMENT through future support for family and current support for family was more significant.

The present study investigated the prediction of parental psychological control on children’s anxiety, exploring the mediating role of parent-child conflict and moderated effect of children’s effortful control. A total of 464 primary school students and their parents from Shandong province were surveyed with cluster sampling twice with one year interval by using the Parental Psychological Control Questionnaire, the Child-Parent Conflict Subscale of Child-Parent Relationship Scale, the Effortful Control Subscale of Early Adolescent Temperament Questionnaire and the Spence Children’s Anxiety Scale. The results indicated that: (1) Levels of parental psychological control could positively predict the following children’s anxiety, and the prediction of mother’s psychological control was stronger than that of father; (2) Parental psychological control had positive actor effect on parent-child conflict, and maternal psychological control had positive partner effect on father-child conflict; (3) Mother-child conflict could mediate the prediction of maternal psychological control on children’s anxiety, which was moderated by children’s effortful control, that is, the higher level of children’s effortful control could buffer the impact of mother-child conflict on children’s anxiety.

This study aimed to explore the effect and mechanism of Parenting styles on social anxiety of junior high school students. Based on a Cognitive-behavioral framework of social anxiety, and in order to clarify the relationship between parental rearing styles and social anxiety and its mechanism, the present study constructed a chain mediation model, focusing on the chain mediation of peer acceptance and rumination. Questionnaire method was used to investigate the relationship of parental rearing patterns, peer acceptance, rumination and social anxiety of 518 junior high school students. The results showed that: (1) Positive and negative parenting styles, social anxiety, rumination and peer acceptance were significantly correlated; (2) Negative parenting (rejection, over-protection) has a positive predictive effect on children’s social anxiety;(3) The influence of positive parenting and negative parenting styles on social anxiety includes two paths: the single mediating effect of rumination and the chain mediating effect of peer acceptance and rumination. This study enriches the research achievements in the field of middle school students’ social anxiety, and validates the related theories for preventing and intervening adolescents’social anxiety.

Based on the General Strain Theory and Hot/Cool System Theory, this study explores the relationship between parents’ phubbing and adolescent cyberbullying, and the mediating effect of stress and the moderating effect of age. A sample of 912 adolescents was surveyed with Parent Phubbing Scale, Stress Scale and Cyberbullying Perpetration Scale. The results indicated that: (1) Parents’ phubbing, stress and cyberbullying were positively correlated with each other; (2) Parents’ phubbing positively predicted cyberbullying, stress mediated the relationship between parents’ phubbing and adolescent cyberbullying; (3) Age moderated the second half of this mediated pathway, with the effect of stress on cyberbullying being greater in the younger age group compared to the older age group. The present findings support the moderated mediation model underlying the relationship between parents’ phubbing and cyberbullying. This also has significant implications for formulating prevention and intervention measures on cyberbullying among adolescents.

The study aimed to explore the relationship between female college students’ objectified body consciousness and restrained eating behavior, 727 female college students were selected as subjects tested with Objectified Body Consciousness Scale, Eating Attitude Test-26, Fear of Negative Appearance Evaluation Scale and Sociocultural Stress Scale. The results indicated: (1)In the framework of objectified body consciousness, body shame can significantly predict female college students’ restrained eating behavior, while body surveillance can not significantly predict female college students’ restrained eating behavior; (2)Fear of negative appearance evaluation and sociocultural pressure play a mediating role in body shame and restrained eating behavior of female college students; (3)Fear of negative appearance evaluation and sociocultural pressure play a chain mediating role in the relationship between body shame and restrained eating behavior of female college students. The results can provide a basis for the practice of mental health education for college students in China.

The present study investigated the relationship between loneliness and creative inclination of college students on the basis of the activation hypothesis. 974 college students from grade one to grade four in 11 universities were investigated with the help of UCLA Loneliness Scale, Boredom Proneness Scale-Short Form, the 7-item Anxiety Sale (GAD-7), and the Williams Creativity Assessment Packet (CAP). The results are as followings: (1) There were significant positive correlations between loneliness, boredom, anxiety, and creative inclination after controlling the two variables of gender and age; (2) Loneliness has a significantly positive prediction effect on college students' creative inclination; (3) The effect of loneliness on creative inclination was not only explained by the simple mediating role of boredom and anxiety but also explained by the chain mediation role of boredom and anxiety. This study reveals the relationship between loneliness and creative inclination and its mechanism, and provides suggestions for guiding college students to face up to the positive influence of loneliness on creative tendency and better promote self-regulation.

In order to explore the underlying mechanism of the effect of mindfulness on wisdom, the current study examines the mediating effect of personal growth initiative (PGI) on the relationship between mindfulness and wisdom. It demonstrates the moderating effect of reflection on the mediating process, using 137 college students randomly assigned to the control and experimental group (Mindfulness Intervention). To be specific, the results show that mindfulness may well effectively promote wisdom development. Additionally, mindfulness can also indirectly enhance the development of wisdom by improving the level of PGI. Furthermore, reflection moderates the direct path of mindfulness affecting wisdom. Most importantly, the mediating effect of PGI between mindfulness and wisdom is moderated by reflection.

To investigate whether socially shared retrieval-induced forgetting effect existed in children, the study examined the developmental characteristics of children's socially shared retrieval-induced forgetting by selecting five age groups. Specifically, each group had 30 children (9, 10, 11, and 12 years old), along with 30 college students (21 years old) as the adult group. A 5 (age: 9, 10, 11, 12, 21) × 3 (item type: Rp+, Rp-, Nrp) mixed design was adopted in the experiment. The results revealed that socially shared retrieval-induced forgetting occurred in all five age groups, and children in each group performed the same as the adult group for the magnitude of the SS-RIF effect. The socially shared retrieval-induced forgetting is stable in children aged 9 to 12 years.

This study aimed to examine the effects of different recipients (friends vs strangers) on sharing behavior in children with intellectual disabilities, and to explore the predictive role of Theory of Mind in sharing behavior with friends and strangers. A total of 82 children with intellectual disabilities were selected as subjects for the study, and 82 typically developmental children were selected as controls matched by verbal ability. The results showed that: (1) The 7-to 17-year-old (mid-childhood and adolescence) children with intellectual disabilities shared significantly more with their friends than strangers, as did typically developmental children matched for mental ages; (2) Theory of Mind significantly predicted the sharing behavior with strangers, rather than those with friends in children with intellectual disabilities. These results suggested that children with intellectual disabilities and typically developing children shared more with their friends than strangers; Theory of Mind might play a predictive role in the sharing behavior with strangers in children with intellectual disabilities.

The current study adopted the auditory comprehension task to investigate whether there was a developmental change in using prosody and semantic cues to recognize emotions in 4~8 years old Chinese children with high-functioning autism (HFA). The results indicated that when the prosodic and semantic cues were congruent, no significant difference was found between the typically developing (TD) children and the children with HFA in recognizing the emotions of speakers. In the incongruent condition, 4~6 years old TD children relied more on the semantic cues to identify emotions, while 6~8 years old TD children relied more on the prosodic cues. In contrast, this developmental change was not detected in the HFA group, that is, children with HFA in both age groups, relied more on semantic cues to identify emotions. These findings revealed that Chinese children with HFA did not change their emotion recognition strategies as their TD peers at around 6 years old, but showed a persistent reliance on semantic cues. The absence of this developmental change in children with HFA may account for their deficits in identifying emotional information during social interaction.

In order to explore the impacts of social presence on online flaming, its mechanism, and gender difference, the current study, based on cues-filtered-out theory and dual self-awareness perspective, investigated 1625 college students from six comprehensive and normal universities in Hubei, Jilin, Shandong and Zhejiang provinces by online questionnaire. The results showed that: (1) Social presence positively predicted online flaming; (2) Public self-awareness and private self-awareness played parallel mediating roles between social presence and online flaming, and the negative mediating effects of private self-awareness outweighed the positive mediating effects of public self-awareness; (3) The first and second stages of indirect path of public self-awareness were moderated by gender. Specifically, public self-awareness had a stronger positive indirect effect for males than females. The current research revealed the mechanism and gender difference of college students’ social presence through dual self-awareness on online flaming. Moreover, this study, according to social identity model of deindividuation effects, painted out the importance of online groups in the generation of online flaming, and also found one of the reasons for gender differences in the levels of online flaming. The current study provided guiding suggestions for the intervention.

The goal of the present study was to explore the relationship between creativity and meaning in life, as well as the positive emotion and creative self-efficacy behind this relationship among college students. 665 college students were asked to complete Runco Ideational Behavior Scale, Positive Affect Scale, Creative Self-Efficacy Scale, and Meaning in Life Questionnaire. The results indicated that: (1) Creativity, positive emotion, creative self-efficacy, and meaning in life were all positively connected; (2) Positive emotion played a partial mediating role between creativity and meaning in life; (3) Creative self-efficacy significantly moderated the direct relationship between creativity and meaning in life, showing a stronger creativity-meaning association in group with low rather than high levels of creative self-efficacy. This study addresses the theoretical relationship between creativity and meaning in life. On a practical level, it demonstrates that a stimulation of the creative activities of college students can enhance their sense of meaning in life.

Previous studies found an age-related shift away from negative information for older adults, known as the positivity effect. However, these studies largely utilize facial expressions with clear emotional meaning that does not capture the oft-ambiguous nature of real-world situations. Therefore, the present study aimed to investigate the positive effects of ambiguous expression recognition and its mechanisms in older adults. Study 1 showed that the accuracy difference between happy and angry ambiguous expressions was not significant among younger adults. Older adults recognized happy ambiguous expressions significantly more correctly than angry and sad ambiguous expressions. These results indicated a positive effect of ambiguous expression recognition in older adults. Study 2 further compared the differences in shift point and slope in identifying morphed expressions between younger and older adults, which reflected the response bias and perceptual sensitivity of expressions recognition. The results found that the shift points were significantly larger for younger adults than for older adults. In contrast, the slope difference between older and younger adults was not significant. The present study found a positivity effect on ambiguous expression recognition in older adults, which could be attributed to the response bias for positive expression.

In order to explore the influence of vocabulary type and reading ability on reading comprehension monitoring, we recruited first grade of primary school pupils to complete two experiments with error detection paradigm. The participants were divided into two groups: high reading ability group and low reading ability group. Results from the two experiments and the comprehensive analysis suggested that the monitoring accuracy varied significantly for different types of vocabulary. To be specific, the monitoring accuracy of homophones and homographs were significantly lower than that of same and totally different word groups; there was no significant difference of reaction time among the three types of vocabulary. Moreover, in both experiment 1 and experiment 2, the monitoring accuracy and reaction time of children with high reading ability in the three types of vocabulary were significantly better than that of children with low reading ability. This study revealed characteristics of the performance of first grade pupils in reading comprehension monitoring. It was concluded that the phonological or graphic features of Chinese characters and children’s reading ability greatly affected the cognitive process of children in reading comprehension monitoring. The above findings tend to support situation model.

Three experiments were conducted to investigate the effect of material complexity on the test effect in mathematical probability problem solving, and on this basis, to further examine the effect of retrieval methods on learners' use of retrieval practice strategies to solve complex probability problems.The results were as follows: (1) Compared with restudy, the post-test results were better when learning simple mathematical probability problems through the retrieval practice strategy, and there was a test effect. When learning complex mathematical probability problems, there was no significant difference on post-test scores between the retrieval practice and restudy, and there was no testing effect; (2) Compared with restudy and initial free recall retrieval practice, learning complex mathematical probability problems through cued retrieval is more effective. The post-test scores were higher; (3) Compared with restudy and no-feedback free recall retrieval practice, the post-test results of learning complex mathematical probability problems through the free-recall retrieval practices with feedback were better. The study implied that, complexity of materials affects the learning effect of learners using retrieval practice strategies to solve problem-solving tasks, and both cued retrieval practice and free-recall retrieval practice with feedback can effectively enhance students' learning of complex probability problem-solving task.

Based on the social cognitive career theory, the current study aimed to examine whether online learning self-efficacy and academic expectation would have mediating effects on the relationship between proactive personality and online learning engagement. A sample of 477 high school students in China was recruited in this study to complete Proactive Personality Scale, Online Learning Self-efficacy Scale, Academic Expectation Scale and Online Learning Engagement Scale.The results showed that: (1) There was a significant positive correlation between the four variables of proactive personality, online learning self-efficacy, academic expectation and online learning engagement; (2) Proactive personality could affect online learning engagement through three indirect paths, namely, the independent mediation of online learning self-efficacy, academic expectation and the chain mediation of online learning self-efficacy and academic expectation. The research was helpful to understand the mechanism of high school students’ proactive personality on online learning engagement, and had practical implications for high school students’ online education and learning.

This study sampled 369 middle school students with an 8-month interval to investigate the longitudinal relationship between parental violence exposure and problem behavior, the mediating role of expression inhibition and the moderating role of peer attachment. The results showed that : (1) Parental violence exposure had an direct and positive prediction for the subsequent problem behaviors of middle school students; (2) Expression inhibition mediated the relationship between parental exposure to violence and middle school students’ problem behaviors. Parental intimate partner violence could also influence the problem behavior of middle school students through the expression inhibition strategy; (3) Peer attachment had a significant moderating effect on the latter half pathway of the mediating process. Specifically, the problem behaviors of middle school students with high peer Attachment level were less affected by expression inhibition. This study provided a further understanding of the relationship among parental exposure to violence, expression inhibition and problem behavior of middle school students, and also emphasized the moderating role of peer attachment. This provided important enlightenment to correct the problem behaviors of middle school students in the future.

Based on cumulative risk model, the present study investigated the cumulative effects of family risk factors on adolescents self-injury, as well as the gender difference in this model. A sample of 453 seventh-grade students are tracked at 10-month interval. The results revealed that: (1) Family risk factor shad a significant cumulative effect on adolescents’ current and subsequent self-injury, which were characterized by the linear pattern; (2) The gender difference in the linear relationship between cumulative family risk and adolescents’ current self-injury was significant. Girls had higher cumulative family risk and are more sensitive to family risk factors.

Externalizing problem behavior is one of the most prominent behavioral problems in adolescence. As an important factor in the family system, parental psychological control has a significant impact on adolescent externalizing problem behavior. Based on ecological systems theory and choice theory, this study investigated the chain mediating role of effortful control and deviant peer affiliation in the relationship between parental psychological control and externalizing problem behavior. In this study, 1053 middle school students were surveyed with Parental Psychological Control Scale, Effortful Control Questionnaire, Deviant Peer Affiliation Questionnaire, and Externalizing Problem Behaviors Questionnaire. The results showed that after controlling for demographic variables (such as gender, age, and family economic status): (1) Deviant peer affiliation showed a significant mediating effect in the relationship between parental psychological control and adolescent externalizing problem behavior; (2) Effortful control did not mediate the relationship between parental psychological control and adolescent externalizing problem behavior; (3) Effortful control and deviant peer affiliation played a significant chain mediating role in the relationship between parental psychological control and adolescent externalizing problem behavior; (4) The mediating effects presented similar significant pattern between boys and girls, and the mediating effects shew no difference in different sections of learning. These results provided important enlightenments for the prevention and intervention of adolescent externalizing problem behaviors.

Based on the positive development assets model, the present study used a longitudinal study design to examine the cumulative effects of multiple positive development assets on adolescent depression and examined the relationship model between cumulative positive development assets and depression. In addition, this investigation also examined the effects of specific positive development assets. A sample of 1, 301 adolescents of Grade Seven were recruited. Quantitative surveys were administered to participants in October and November 2016 (T1) and October and November 2018 (T2). The results of the study are listed as follows: (1) The positive development assets had a cumulative effect on the reduction of adolescents’ current and subsequent depression. The cumulative effects relationship model presented a nonlinear positive acceleration pattern of the quadratic function between cumulative positive development assets and current depression, and it presented a linear uniform speed pattern between cumulative positive development assets and subsequent depression. Before the types of the positive development assets reachedfour, depression increased at a high level. While the types of the positive development assets reached four, depression presented a significant decreasing trend; (2) Beliefs in the future, Clear and positive identity, Resilience, and Bonding are the top four positive development assets highly correlated with depression. The four types of assets had a cumulative effect on the reduction of adolescents’ current and subsequent depression. The cumulative effects relationship model presented a nonlinear positive acceleration pattern of the quadratic function between cumulative four types of specific assets and current depression. It also presented a nonlinear positive acceleration pattern of the quadratic function between cumulative four types of specific assets and subsequent depression. This study provides a basis for targeted asset construction and the prevention of adolescent depression.

The transition to college is a key turning point. Freshmen need to accustom themselves to the academic environment, the new peer groups, and various subjective feelings. The trajectories of academic adjustment, social adjustment, and emotional adjustment were different, but they will be interconnected in a meaningful way according to developmental cascades theory. To examine the trajectories of the three domains of adjustment and clarify the dynamic relationship between them, 426 freshmen were recruited to attend a 19-week experience sampling study in their first semester. The results showed that: (1) Students reported a stable level of social adjustment, while the scores of academic and emotion adjustments gradually declined with time; (2) The fluctuations of academic adjustment were independent of social adjustment and emotional adjustment; (3) There were reciprocal associates between social adjustment and emotional adjustment. These findings provided important insights into the promotion of individual development of first-year students.

To explore the mediating effects of sleep quality and self-control in the relationship between Internet addiction and college students’ academic stress based on the conservation of resources theory, the multi-level structural equation model analysis was adopted to analyze the data from 153 college students surveyed by the daily diary. The results showed that:(1) Internet addiction predicted overall academic stress, sleep quality, and self-control; (2) Self-control independently mediated the relationship between Internet addiction and academic stress; (3) Sleep quality and self-control can sequentially mediate the association of Internet addiction with academic stress. The results of this study suggested that the academic stress perceived by college students can be alleviated by intervention and prevention of Internet addiction or by improving their sleep quality and enhancing their self-control resources.

Quiet ego is a kind of identity that neither pays too much attention to self nor others, integrating with others without losing self. It is beneficial to individual mental health, especially to improve the individual subjective well-being, self-rated physical health, and the reduction of materialism. By introducing the concept of quiet ego, the perspectives of growth and balance, the measurement, and the influence of quiet ego on mental health, it can be seen that quiet ego is essentially the balance and integration of self in space and time dimensions. So far, there have been increasing studies about quiet ego, but as a relatively new perspective, the conceptualization, the localization in China, the development and promotion of the quiet ego remains to be investigated in the future. Based on allostasis, we assume that quiet ego involves both stability and flexibility in time and space.

Based on the classical and prototype theories of conceptual representation, this paper discusses the representation ways and methods of prosocial behavior concepts of “researcher-centered” and “subject-centered” respectively. The conceptual representation of prosocial behavior based on classical theory is often limited to altruistic characteristics, ignoring the differences in understanding caused by the specificity of the subjects, and decomposing its meaning according to component analysis, which has some limitations such as subjectivity, one-sidedness and low applicability. According to prototype theory, the conceptual representation of prosocial behavior breaks through the traditional concept category of prosocial behavior through the process of free enumeration-prototype analysis-repeated verification, starting from the subjects' own cognition and paying attention to the subjects’ characteristics. However, there are still doubts about the stability and applicability of this structure. Through the comparative analysis of the two theories, this paper proposes to enrich the conceptual structure of prosocial behavior from the perspective of group specificity and situation specificity, and further, integrate and improve the theoretical model of the conceptual representation of prosocial behavior.

This study was intended to further explore the characteristics and mechanisms of the development of the Theory of Mind (ToM) in preschool children. Based on microgenetic design, the study involved 63 children aged 3~4 years who failed in false-belief tasks. The purpose was to investigate the rate, sources, transfer, and patterns of ToM evolution and identify the changing characteristics of types of interpretation. The results showed that both feedback without explanations and feedback with explanations were the sources of ToM development. Furthermore, the process of development was gradual and fluctuating; the change was first rapid and then gradual. Moreover, the findings suggested that children who had been trained to improve their ToM skills would promote cognitive transfer ability, and their ability to explain false-belief problems would also be developed.

Experiment 1 adopted the “Hide-and-Seek Game task” to examine the influence of beneficiaries with different extents of self-relevance on lying behavior among preschoolers aged 5～6 years. The results of Experiment 1 suggested that participants told more lies for their own benefits compared with the benefits of the highly self-relevant beneficiary (friends) and lowly self-relevant beneficiary (strangers). Nevertheless, compared with the benefits of the lowly self-relevant beneficiary (strangers), participants were more likely to lie for the benefits of the highly self-relevant beneficiary (friends). Experiment 2 also used the “Hide-and-Seek Game task” to investigate the influence of beneficiaries of different groups on lying behavior among preschoolers aged 5～6 years. The results of Experiment 2 also found that participants were more likely to lie for their own benefits compared with the benefits of the in-group beneficiary and out-group beneficiary. In addition, by comparison with the benefits of the out-group beneficiary, participants were more likely to lie for the benefits of the in-group beneficiary. Our findings indicate that there is a strong egoistic tendency in lying behavior among preschoolers aged 5～6 years. More importantly, prosocial lying behavior among preschoolers aged 5～6 years is affected by self-relevance at the individual level, and there is “Self-relevance preference”. At the group level, prosocial lying behavior among preschoolers aged 5～6 years is influenced by group differences, and there is “In-group favoritism”.

To explore the “altruistic” mechanism of self-compassion, In study 1, 538 college students were surveyed by Self-compassion Scale, Meaning in Life Scale, Psychological Resilience Scale and Prosocial Behavior Scale. The results showed that:(1) Self-compassion, meaning in life, resilience and prosocial behavior were positively correlated, and self-compassion positively predicted prosocial behavior; (2) Meaning in life played an independent mediating role between self-compassion and prosocial behavior; (3) Psychological resilience played an independent mediating role between self-compassion and prosocial behavior; (4) Self-compassion can influence prosocial behavior through the chain mediating effect of meaning in life and psychological resilience. Further, we used the intervention method to intervene participants’ self-compassion for 7 days in study 2.The results showed that with the increase of self-compassion level, participants’ prosocial behavior also improved significantly. In conclusion, this study reveals the underlying psychological mechanism of self-compassion and prosocial behavior, and has some implications for the social benefits of self-compassion.

The data from 1024 pairs of parents of high school students at two schools were used to analyze the relationship between marital conflicts and parenting styles, as well as the moderating role of anxiety, with the help of the actor-partner interdependence moderation model. The results found that: (1) Both paternal and maternal marital conflict negatively predicted their warm acceptance and positively predicted their rejection punishment; (2) Maternal anxiety exacerbated the negative partner effect of paternal marital conflict on maternal warmth acceptance and attenuated the negative actor effect of maternal marital conflict on their warmth acceptance; (3) Paternal anxiety exacerbated the positive actor effect of paternal marital conflict on their rejection punishment, and maternal anxiety attenuated the positive partner effect of paternal marital conflict on maternal rejection punishment. The results contribute to understanding the impact of marital conflict on parenting styles from a dyadic perspective, and the moderating effects that anxiety plays in the above relationships.

In order to give an interpretation of the relationship and complex mechanisms between relative deprivation and cyberbullying, the present study formulated a moderated mediation model to test the mediating role of moral disengagement and the moderating role of moral identity in the relations between relative deprivation and cyberbullying. A total of 575 college students completed questionnaires measuring relative deprivation, moral disengagement, moral identity and cyberbullying. The results showed that: (1) After controlling for age, gender, and subjective class identity, relative deprivation was positively associated with cyberbullying among college students; (2) The positive impact of relative deprivation on cyberbullying was mediated by moral disengagement; (3) The mediating effect of moral disengagement was moderated by moral identity in the second half path, that is, the moral disengagement of college students with low moral identity has a greater negative impact on cyberbullying than college students with high moral identity. The research results contribute to revealing the formation mechanism of college students’ cyberbullying, which has significant implications for cyberbullying intervention.

Combined with questionnaire and structural magnetic resonance imaging (sMRI), this study aimed to explore the relationship between simple childhood emotional neglect, the use of emotion regulation strategies, and the underlying brain structure in undergraduates. 21 subjects in the neglect group who only experienced emotional neglect in childhood trauma and 26 subjects in the control group who hadn't experienced any childhood trauma completed questionnaires and sMRI scans. The results showed that the reappraisal strategy was used less frequently in the neglect group than in the control group, and there was no significant difference in the frequency of suppression strategy use between the two groups. The mean gray matter volume (GMV) of the right middle frontal gyrus in the neglect group was significantly smaller than that in the control group, and the mean gray matter volume in this area was significantly positively correlated with the frequency of reappraisal strategy use. Multi-voxel pattern analysis (MVPA) found that the gray matter voxel signal pattern of the right insula significantly predicted the frequency of reappraisal strategy use. The results suggest that childhood emotional neglect may be related to the changes of emotion regulation strategies, right middle frontal gyrus and insula in early adulthood.

The present study aimed to investigate action-related vocabulary learning in children with autism under the conditions of iconic gesture, deictic gesture, and non-gesture. Three groups of language-level matched children were selected to learn eight action-related vocabularies under the conditions of iconic gesture, deictic gesture, and non-gesture. All children were trained through pictures, situational stories, and videos. The vocabulary comprehension test and vocabulary naming test were completed at the end of the first learning session (T1) and the last learning session (T2). The results showed that: (1) Iconic gestures significantly benefitted vocabulary comprehension in children with autism beyond deictic gesture and non-gesture; (2) The increase in the number of learning sessions contributed to the improvement of vocabulary learning performance, regardless of the group; (3) All groups’ naming scores were poor in the short-term learning condition, but as the number of learning sessions increased, the facilitative effect of iconic gesture on naming test became more prominent. The study has shown that iconic gestures can promote action-related vocabulary comprehension in children with autism. For the naming test, the promoting effect was regulated by the number of learning. The iconic gestures may successfully enhance vocabulary naming in children with autism by increasing the training intensity. In addition, deictic gestures do not significantly promote the action-related vocabulary learning of children with autism.

Intellectual risk-taking (IRT), which refers to students engaging in adaptive learning behaviors (e.g., sharing tentative ideas, asking questions, attempting to do and learn new things) regardless of failures or making mistakes, played an important role in Students’ science learning and creativity development. Based on self-determination theory and self-efficacy theory, this study aimed to provide a mediation model which examined how students’ perceptions of teacher autonomy support relate to their intellectual risk-taking engagement through the mediation of science learning interest and creative self-efficacy. A self-report questionnaire was completed by 757 primary school students from South China. The structural equation modeling revealed that: (1) Perceptions of teacher autonomy support would positively link to students’ intellectual risk-taking. The more teacher autonomy supports students perceived, the more intellectual risks they would take; (2) The positive association between perceptions of teacher autonomy support and students’ intellectual risk-taking was fully mediated by science learning interest and creative self-efficacy. That means, perceptions of teacher autonomy support did not relate to students’ IRT directly, it contributed to students’ intellectual risk-taking through the full mediation roles of science learning interest and creative self-efficacy. Possible explanations and implications are discussed.