Table of Content

15 July 2016, Volume 32 Issue 4

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The Performance of Proportional Reasoning Strategies of Children in grade 4 to 6 under Different Types of Tasks

LAI Yinghui, YIN Chenxin, CHEN Yinghe

Psychological Development and Education. 2016, 32(4):  385-393.  doi:10.16187/j.cnki.issn1001-4918.2016.04.01

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This study investigated the developmental characteristics of children's proportional reasoning in general domain by balance scale task. Eighty-six 4^th to 6^th graders in a primary school from Beijing were chosen. The results indicated: (1) Children used support strategies to help them represent problems. They use finger strategy to process basic information of numbers, and this strategy decreased with age. Children in grade 5 began to use think aloud protocol, which showed the development of children's metacognition; (2) Before the formal education of proportional reasoning, the children can use more than two kinds of strategies, and they can develop new strategies automatically. Children can use qualitative proportional reasoning strategies (two-dimensional strategy, compensatory strategy, IIIA strategy). It means that children recognized the co-variation of distance and weight. In addition, children in grade 6 used buggy strategy in conflict problems. With the buggy strategy they transferred complicated tasks into simple tasks. (3) The characteristic of children's wrong strategies were as follows: using compensatory strategy blindly in conflict circumstances, or using simple strategies and additive strategies to solve conflict tasks. (4) Hierarchical regression analysis shows that, after controlling age, the children with higher general reasoning ability depend less on weight strategy, and they use more distance strategy and the buggy strategy. In addition, the general reasoning ability positively predicts the correct times of the conflict problems.

Bidirectional Relations between Maternal Meta-emotion Philosophy and Children's Social Adjustment among Preschoolers: A Longitudinal Study

LIANG Zongbao, HU Rui, ZHANG Guangzhen, DENG Huihua, XIA Min

Psychological Development and Education. 2016, 32(4):  394-401.  doi:10.16187/j.cnki.issn1001-4918.2016.04.02

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Parental socialization of children's emotion has been paid increasing attention during the past decades.Parental meta-emotional philosophy has broad implications for the children's emotional well being and social behavior. Although existing studies indicated that parental meta-emotional philosophy significantly associated with children's social behavior, little was known about bidirectional relationship between them among Chinese preschoolers.This study examined longitudinally bidirectional relationship between maternal meta-emotional philosophy and preschool children's social adjustment. Participants in study were 438 mothers, reporting on their meta-emotional philosophy and their children's adjustment in a 2-wave longitudinal study over one year. Cross-lagged model was conducted to analyze the bidirectional relations between maternal meta-emotion philosophy and children's social adjustment. Results indicated that: (1) Maternal meta-emotional philosophy and children's social adjustment were moderately stable across two wave measurement. (2) Maternal meta-emotional philosophy was associated with children's social adjustment in same wave measurement. (3) The reciprocal influences were observed between maternal meta-emotion philosophy and children's social adjustment over time. Specifically, post-test sensitive-cooperative behavior in children was predicted by baseline maternal emotion coaching, emotion noninvolvement, and emotion-dysfunction, and children's sensitive-cooperative behavior was found promote posttest maternal emotion coaching. Angry-aggressive behavior and anxious-withdrawal behavior in children were predicted by baseline maternal emotion noninvolvement, and posttest maternal emotion dismissing and emotion-dysfunction were positively predicted by anxious-withdrawal behavior in child.

Effects of In-group Favoritism and Grade on the Altruistic Punishment Behavior of Primary School students

GUO Qingke, XU Ping, WU Rui, HU Shanshan

Psychological Development and Education. 2016, 32(4):  402-408.  doi:10.16187/j.cnki.issn1001-4918.2016.04.03

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The present research explored the developmental characteristics of primary school students' altruistic punishment behavior and the influence of in-group favoritism. There were three mutually related studies. In study 1, video typed dictator game tasks were used to examine the developmental characteristics of altruistic punishment, and the effects of gender and grade in 450 primary school students (grade 1, 3 and 5). In study 2, we further explored the effects of gender and the group relationship between participants and dictators on altruistic punishment behavior in 168 primary school students from different grades. In study 3, the effects of gender and group relationship between the participants and the recipients in the dictator game was also explored. The results are as follows: (1) School children show willingness to perform altruistic punishment which develops evidently from grade 1 to grade 3, but doesn't increase significantly from grade 3 to grade 5 (a certain degree of decline is even observed). (2) From grade 3, altruistic punishment behavior begins to show significant in-group favoritism. (3) Inconsistent with the prediction that girls are more altruistic than boys, we find no gender difference in altruistic punishment behavior. The results indicate that: (1) Although only 6-year-old, Chinese children develop a willingness to perform the altruistic punishment behavior. (2) Maybe a “3 grade phenomenon” does exist in Chinese children's moral development. (3) Probably the girls prefer Non - punitive ways to maintain fairness in interpersonal relationships.

The Roles of Educational Values and Chinese Cultural Beliefs about Adversity in the Relationship between Family Financial Strain and Academic Achievement among Middle School Students

ZHAO Liyan, LI Dongping, XU Xiaoyan, WANG Yanhui, SUN Wenqiang

Psychological Development and Education. 2016, 32(4):  409-417.  doi:10.16187/j.cnki.issn1001-4918.2016.04.04

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A large body of research has documented the negative impact of family financial strain on adolescent academic achievement, yet little is known about the mediating mechanism (i.e., how family financial strain impact adolescents' academic achievement?) and moderating mechanism (i.e., when the impact is most or least potent?) underlying this relation. The present study constructed a moderated mediation model based on the integration of cultural model of poverty and resilience theory to examine the mediating role of educational values and the moderating role of Chinese cultural beliefs about adversity in the direct and indirect relationship between family financial strain and academic achievement. A total of 1,613 Chinese middle school students (mean age = 13.42 years, SD = 1.22) from Sichuan Province participated in this study. They anonymously completed questionnaires regarding family financial strain, values of education, Chinese cultural beliefs about adversity, and academic achievement. The results indicated that: (a) after controlling for gender and age, family financial strain was significantly negatively associated with academic achievement; (b) educational values partially mediated the relationship between family financial strain and academic achievement; and (c) Chinese cultural beliefs about adversity buffered the indirect impact of family financial strain on academic achievement through educational values. This study demonstrated the important mediating role of “useless education” in the relationship between family financial strain and academic achievement, and confirmed the protective role of Chinese cultural beliefs about adversity in the indirect relationship between economic strain and academic achievement. Our findings have some important implications for educational practice.

The Relationship between College students' Ethnic Culture Identity and Career Maturity and Their Psychological Mechanism

ZHAO Ke, YANG Lihong, YIN Keli, LAI Yi

Psychological Development and Education. 2016, 32(4):  418-425.  doi:10.16187/j.cnki.issn1001-4918.2016.04.05

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To investigate the relationship between college students' cultural identity and their career maturity as well as the related psychological mechanism, the research used Chinese Multiethnic Adolescent Cultural Identity Questionnaire (CMACIQ), Chinese Student Career Maturity Inventory (CSCMI) and College Students' Career Self-efficacy Scale (CSCSS) in 4292 college students. The result shows: (1) College students' mainstream culture identity, ethnic culture identity and career self-efficacy were positively correlated with their career maturity. (2) college students' mainstream culture identity and career self-efficacy play a chained mediation between their career maturity and ethnic culture identity. (3) Career self-efficacy, as the single intervening variable, the mediating effect of which on ethnic culture identity and career maturity is non-significant among male group, has obvious significance among female group. When separately used as the intervening variable, the effect of mainstream cultural identity and career self-efficacy on ethnic culture identity and career maturity was partially mediated among the Han group, but was totally mediated among ethnic group.

The Relationship between Online Social Support and Online Altruistic Behavior of College students: A Moderated Mediating Model

LIU Qinwei, XU Qingchun, LIU Huashan, LIU Qinxue

Psychological Development and Education. 2016, 32(4):  426-434.  doi:10.16187/j.cnki.issn1001-4918.2016.04.06

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The present study examined whether self-esteem mediated the relationship between online social support and online altruistic behavior, and whether this mediating process was moderated by online interpersonal trust. 491 all grades college students (mean age = 20.07 years, SD =1.39)from three universities in wuhan completed anonymous questionnaires, which are College Students' Online Social Support Scale, Rosenberg Slf-esteem Scale, Web Interpersonal Trust Questionnaire and Internet Altruistic Behavior Scale of Undergraduates. The results showed that:(1) Online social support positively predicted to online altruistic behavior;(2) Self-esteem played a partial mediating role in the association of online social support and online altruistic behavior;(3) The mediating effect of self-esteem was moderated by online interpersonal trust. In the high level of online interpersonal trust, self-esteem partially mediated the associations of online social support and online altruistic behavior; but not in the low level of online interpersonal trust.

The Impact of Authentic Pride on Interpersonal Trust: A Moderated Mediation Model

HOU Lulu, JIANG Qi, WANG Huanzhen

Psychological Development and Education. 2016, 32(4):  435-443.  doi:10.16187/j.cnki.issn1001-4918.2016.04.07

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To explore the relationship among authentic pride, social support, rejection sensitivity and interpersonal trust, the research chose 553 students from freshmen to junior of a medical university in Sichuan Province and a comprehensive university in Chongqing by cluster random sampling method then used structural equation modeling techniques to explore the mechanism among them. The results indicated: (1) social support fully mediated the effect of authentic pride on interpersonal trust, and authentic pride indirectly affected interpersonal trust through social support; (2) rejection sensitivity factor moderated the mediating effect of social support,whose impact rose as the level of rejection sensitivity decreased; (3) hubristic pride had no impact on interpersonal trust.

The Relationship among Dual Filial Piety, Grandparents-grandchildren and Elderly Stereotypes

LI Qiming, CHEN Zhixia, XU Haiyan

Psychological Development and Education. 2016, 32(4):  444-452.  doi:10.16187/j.cnki.issn1001-4918.2016.04.08

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This study comprehensively researched on the relationship among dual filial piety on grandparents-grandchildren relationship, elderly stereotypes were examined in a nationally representative sample of Chinese (N =1610; ages range from 16 to 38). The results found that there were positive correlation among authoritarian filial piety, reciprocal filial piety, associational solidarity, effectual solidarity, stereotypes of older people's competence and stereotypes of older people's warmth. In mediate effect detected, results show that grandparents-grandchildren relationship played important intermediary role between authoritarian filial piety, reciprocal filial piety and stereotypes of older people's competence, stereotypes of older people's warmth. But the prediction effect value about authoritarian filial piety effect on stereotypes of older people's competence higher than reciprocal filial piety, and the prediction effect value about reciprocal filial piety effect on stereotypes of older people's warmth higher than authoritarian filial piety. In moderate effect detected, genders played a significant moderate effect the relationship among dual filial piety, grandparents-grandchildren and Elderly Stereotypes, but the ages didn't play a significant moderate effect.

Effect of Animation Pedagogical Agent in Multimedia Learning: The Role of Learner's Experience and Agent Preference

LI Wenjing, TONG Yu, WANG Fuxing, KANG Sujie, LIU Huashan, YANG Chao

Psychological Development and Education. 2016, 32(4):  453-462.  doi:10.16187/j.cnki.issn1001-4918.2016.04.09

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Previous studies showed that the effect of Animated Pedagogical Agent (APA) in multimedia learning was debatable. In this study, animations related to the components and working principle of air conditioning were used as multimedia learning materials, and SMI RED 250 Eye tracker was used to record eye movement data. In experiment 1, A 2(Agent: APA vs. non- APA) × 2(Prior knowledge: high vs. low) between-subjects design was employed to investigate whether APA can improve learning and the effect of prior knowledge. In experiment 2, a single factor (preference APA, non-preference APA,non-APA) design was employed to investigate the influence of learners' preference for agent. Results of experiment 1 found that compared with no APA, learners in the APA condition had much more fixation count, shorter saccade latency average for animation, and also had higher learning interest. Learners with low prior knowledge in the APA condition outperformed non-APA on transfer tests, but not for learners with high prior knowledge. Results of experiment 2 found that learners in the preference group and non- preference group performed better on transfer tests than non-APA group. Learners in the preference group perceived lower cognitive load, and had more fixation count for air-condition. In conclusion, APA can promote multimedia learning performance for learners with low prior knowledge, but not for high prior knowledge. APA can facilitate learning when learners preferred the APA image, and can improve the learning performance without reducing the attention to the core learning material. So it supported the Social Agency Theory.

The Processing of Fractions Comparison Task in Elementary Students: Reaction Time and Trial-by-Trial Strategy Reports as Evidences

GAO Ting, LIU Rude, LIU Ying, ZHUANG Hongjuan

Psychological Development and Education. 2016, 32(4):  463-470.  doi:10.16187/j.cnki.issn1001-4918.2016.04.10

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This study aimed at exploring the processing of fraction comparison tasks in fifty-three elementary school students through direct and indirect evidences. The students were asked to compare fraction magnitudes under different fraction comparison materials: fractions with common denominators/numerators, fractions without common components. The direct evidence was the processing strategies of making each comparison reported trial-by-trial by the students. The indirect evidence came from the regression analysis of the component distance and the real numerical value distance between the two fractions compared, and the size of the two fractions compared to the RT in each trial. The results showed that:(1) The three types of fraction comparisons were all processed in terms of the components in each fraction pair s instead of the real numerical value of the fractions compared, which indicates that most of the fraction comparisons were completed with componential processing instead of holistic processing;(2) The indirect evidences from the regression analysis of reaction time was not entirely consistent with the direct evidences from the trial-by-trial strategy reports, which proved the instability of the regression analysis methods broadly used in previous references.

The Role of Oral Reading Fluency in Chinese Children's Reading Development

ZHOU Xuelian, CHENG Yahua, LI Yixun, HAN Chunxiang, LI Hong

Psychological Development and Education. 2016, 32(4):  471-477.  doi:10.16187/j.cnki.issn1001-4918.2016.04.11

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The role of oral reading fluency in Chinese children's reading development was examined in a one-year longitudinal study. Participants were 192 students from 8 second grade classes in one of Beijing's elementary schools. Results showed that oral reading fluency positively correlated with language and reading skills. After controlling for age,IQ, character recognition and vocabulary, oral reading fluency was unique predictor of concurrent reading comprehension of Grade 3, but not uniquely related with the concurrent reading comprehension of Grade 2. In addition, after controlling for autoregressive effects and other related variables, oral reading fluency in Grade 2 was an unique significant predictor of children'sreading comprehension performance one year later. These resultsindicated that oral reading fluency playeda significant role in the development of Chinese students' reading comprehension. Researchers and teachers should payenough attention to oral reading fluency in future.

The Relationship between Courage and Subjective Well-being among Chinese College Students: A Moderated Mediation Model

CHENG Cuiping, HUANG Xiting

Psychological Development and Education. 2016, 32(4):  478-485.  doi:10.16187/j.cnki.issn1001-4918.2016.04.12

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The present study constructed a moderated mediation model based on the perfect personality theory to examine the relationship between courage and subjective well-being in college students. A total of 550 college students were selected by cluster sampling from universities of different types in Chongqing. All the participants at the age of 18～28 were asked to complete the questionnaires of courage, subjective well-being and socially-oriented self-worth. Multiple regression analysis showed that: (1) courage had a positive effect on college students' subjective well-being. (2) The positive association between courage and subjective well-being was mediated by socially-oriented self-worth. (3) The mediating effect was moderated by gender of college students. The indirect effect was stronger for females than males. These findings indicate that college students' courage has a function of predicting subjective well-being in Chinese culture and also contribute to our understanding of why and when the effect takes place.

Effects of Sensation Seeking and Peer Pressure on Tobacco and Alcohol Use among High School Students

YUAN Jingchi, YU Fangrong, TIAN Lumei

Psychological Development and Education. 2016, 32(4):  486-494.  doi:10.16187/j.cnki.issn1001-4918.2016.04.13

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A sample of 689 high school students of grade 10-12 from Rizhao city in Shandong province PRC was assessed with Questionnaires to mainly explore the moderating effects of peer pressure (including pressure on tobacco and alcohol use and other pressure) on the relationships between sensation seeking and tobacco and alcohol use among high school students. As the results showed, 1) either sensation seeking or peer pressure on tobacco and alcohol use predicted positively and significantly tobacco and alcohol use, and peer pressure from other areas also predicted alcohol use among high school students. 2) Peer pressure on tobacco and alcohol use together (TAUT) moderated the relationship between sensation seeking and TAUT: only when peer pressure was high, did sensation seeking predict positively and significantly TAUT; peer pressure on separate alcohol use also moderated the relationship between sensation seeking and alcohol use: high peer pressure on alcohol use enhanced the effect of sensation seeking on alcohol use; no significant moderating effect of other press was found. 3) Peer pressure on tobacco use did not moderate the relationship between sensation seeking and tobacco use among high school students.

The Impact of Internet-related Word Stimulus and Stress on Internet Addicts' Cue-induced Craving

NIU Gengfeng, SUN Xiaojun, ZHOU Zongkui, KONG Fanchang, FAN Cuiying, WEI Hua

Psychological Development and Education. 2016, 32(4):  495-502.  doi:10.16187/j.cnki.issn1001-4918.2016.04.14

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Craving, especially the cue-induced craving not only maintains and exacerbates the addictive behaviors, but also often leads to relapse. Based on existed researches, this study aimed to investigate the effect of Internet-related word stimulus and stress on Internet addicts' cue-induced craving through two experiments. In the first experiment, 25 Internet addicts participated in the Cue-reactivity experiment with Internet-related words and neutral words. The results showed that, only Internet-related words could significantly arouse Internet addicts' cue-induced craving. And in the second experiment, we examined the effect of stress on Internet addicts' cue-induced craving among 40 Internet addicts. Participants' stress was induced by Public speaking paradigm. The results showed that, under the condition of stress, Internet-related words could arouse more intense carving for Internet among Internet addicts. This study might deepen our understanding of the formation and maintenance mechanism of Internet addiction. Also, it provides a way for the intervention of Internet addiction from the perspective of craving.

The Effects of Interparental Conflicts on Adolescents' Aggressive Behavior: A Moderated Mediation Model

XIA Tiansheng, LIU Jun, GU Honglei, DONG Shuliang

Psychological Development and Education. 2016, 32(4):  503-512.  doi:10.16187/j.cnki.issn1001-4918.2016.04.15

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Aggressive behavior has been widely studied so far. Previous studies have found that the aggressive beliefs were enhanced with increased interparental conflict and subsequently induced more aggressive behavior of adolescents. In addition, parent-adolescent relationship was an important protective factor for adolescents' aggressive behavior which can buffer the influence from the interparental conflict. The present study is to investigate: whether the aggressive beliefs would work as mediated effect between the interparental conflict and adolescent aggressive behavior, and whether the mediated effect of adolescents' aggressive beliefs could be moderated by parent-adolescent relationship. In present study, the Aggressive Beliefs and Behaviors in Adolescence Scale, Family Adaption and Cohesion Evaluation Scales and Children's Perception of Interparental Conflict Scale were administered to 506 adolescents (mean age=13.91years, 271 boys and 235 girls) by using structural equation model analysis method for data processing. The results showed that: (1) The interparental conflict had a significant positive prediction for adolescent aggressive beliefs and aggressive behavior. With increased interparental conflict, adolescent aggressive beliefs had significantly enhanced and aggressive behavior had significantly increased. (2) The aggressive beliefs mediated the relationship between interparental conflict and adolescent aggressive behavior. (3) The relationship between adolescent aggressive beliefs and aggressive behavior (during the second half of the mediation effect) was moderated by parent-adolescent relationship. The present study enriched the theory of adolescent aggressive behavior by confirming the moderating role of parent-adolescent relationship and aggressive belief in the relationship between interparental conflict and aggressive behavior.