Table of Content

15 November 2016, Volume 32 Issue 6

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The Influence of Teacher Expectations on Young Children's Personality: Mediating Effect of Teacher-Children Relationship

YANG Lizhu, LI Miao, CHEN Jinghan, SHEN Yue

Psychological Development and Education. 2016, 32(6):  641-648.  doi:10.16187/j.cnki.issn1001-4918.2016.06.01

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Individual personality begins with the early childhood. At the same time, early childhood is the fast development period of a variety of personality traits. So it is of great importance to pay attention to children's personality development and discusses the influence factors of children's personality for shaping sound personality. It has been well demonstrated that personality receives effects from the multi-level environment background. The school is the most close Microsystem which children live in, and teacher is one of the significant others. The purpose of the present study is to explore how teacher expectations and teacher-children affect children's personality. 634 children were tested using questionnaires, and hierarchical linear modeling (HLM) was applied to explore the relationship between teacher expectations and personality at individual and class levels and the mediating effect of teacher-children relationship in this relationship. Study concluded that, (1) Teacher Expectations were positively related to teacher-child relationship at individual as well as class levels. (2) In terms of individual level, teacher expectations had a direct effect on fore dimensions of personality (intelligence, conscientiousness, extraversion and pro-sociality), and class level, teacher expectations had a direct effect on conscientiousness. (3) In terms of individual level, teacher-child relationship mediated the relationship between teacher expectations and personality (intelligence, conscientiousness, extraversion and pro-sociality). However, the research didn't find the relationship between teacher expectations and personality was mediated by teacher-child relationship at class level.

Can Subjective Affect Labeling Dampen the Emotions?-ERPs study

YUE Pengfei, DU Wanwan, BAI Xuejun, XU Yuanli

Psychological Development and Education. 2016, 32(6):  649-655.  doi:10.16187/j.cnki.issn1001-4918.2016.06.02

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Multiple studies suggest objective affect labeling can dampen affect-related responses, for example, the affect-related responses of participants were lower during labeling the emotional faces compared to control condition. However, there have dissimilar opinions about the effect of subjective affect labeling(i.e., labeling ones own emotion) on affect-related respondes. The present study used positive and negative emotional faces as experimental materials, with happy emotional face images as positive stimuli and sad emotional face images as negative stimuli. Half of these faces were male, and half were female. The research used a 3 (labeling types)×2 (emotion types) experimental design, in which there were three levels of labeling types:subjective affect labeling, objective affect labeling and gender labeling. And emotion types had two levels:sad and happiness. In the Experiment, the objective affect labeling condition referred to observing the facial emotion expressed in the description given below the face, and then selecting the appropriate word (angry or happy). Subjective affect labeling refers to observing the face pictures, and then selecting the appropriate word (angry or happy) accoding to the feeling of the paticipant. Gender labeling refers to observing the face pictures, and then choosing the right words for the face's gender (Li Na or Zhang Tao). If the subject believed the face images are men, they should choose the marked word "Zhang Tao", or "Li Na" if they believe the images are women. The results show that:the amplitudes of objective affect labeling in the LPP were lower, compared with gender labeling, regardless of positive emotion or negative emotion.

The Relationship of Resilience and Cultural Adaptation among Migrant Children: The Mediation Role of Social Identity

WANG Zhonghui, LIN Xiuyun

Psychological Development and Education. 2016, 32(6):  656-665.  doi:10.16187/j.cnki.issn1001-4918.2016.06.03

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The purpose of current study was to investigate the relationship among resilience, social identity and cultural adaptation difficulty of migrant children. Totally, 932 migrant children in grades 3-6 in Beijing participated the study and completed the questionnaires containing scales of social identity of migrant children, cultural adaptation of migrant children and adolescents' resilience questionnaire. Data analysis revealed that:(1) Migrant children who were female, unchanging school, studying in public primary school, from higher family economic status, parents with higher education scored significantly lower culture adaptation difficult than who were male, changing school few times, studying in private school, lower family economic status, and lower parents education. (2) Migrant children's resilience was positively associated with their cultural adaptation. (3) Hometown total identity has positively predicted the cultural adaptation, also Beijing total identity. Both hometown total identity and Beijing total identity mediated the relationship between resilience and culture adaptation. Identity integration could prevent migrant children developing into poor cultural adaptation.

Celebrity Worship and Its Relationship with Aspirations and Subjective Well-being of Junior Middle School Students: The Moderating Effect of Gender

SHI Jiahui, ZHANG Mengyuan, YANG Ying, FENG Ji, KOU Yu

Psychological Development and Education. 2016, 32(6):  666-674.  doi:10.16187/j.cnki.issn1001-4918.2016.06.04

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The present study used questionnaires to investigate 3587 junior middle school students about the differences of celebrity worship differences between gender and grade. This study also explored the relationships between celebrity worship and extrinsic/intrinsic aspirations and subjective well-being, as well as the moderating effect of gender on the associations. The results are as follows, (1) Girls' celebrity worship level were much higher than boys'. Besides, there were more girls than boys in the group of high celebrity worship. Neither the level of celebrity worship nor the numbers of students in any level group was found significantly different between the grades. (2) Extrinsic aspirations, but not the intrinsic aspirations, positively predicted celebrity worship. Gender moderated the relationship between the extrinsic aspirations and celebrity worship. Further analysis indicated that extrinsic aspirations had more effect on girls than boys. (3) Because of the moderating effect, celebrity worship only negatively predicted girls' subjective well-being, while none significant association was observed among boys.

The Relationships among Parental Rearing Behaviors, Autonomy and Career Exploration in College Students

QU Kejia, ZOU Hong, HUANG Shaoshu, CAO Yi

Psychological Development and Education. 2016, 32(6):  675-682.  doi:10.16187/j.cnki.issn1001-4918.2016.06.05

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Career exploration is one of the most important tasks of college students. It referred to as a negotiating process, which sustains between self and environment exploration, in order to attain career goals. Career exploration during college could enhance the career achievement and job satisfaction after work, which is meaningful for each individual. This study explored the effects of college students' parental rearing behaviors on their career exploration, and the moderate role of autonomy. Based on questionnaire method, 676 college students were used as participants to explore the relationships of parental rearing behaviors, autonomy and career exploration. The results, (1) Parental rearing behaviors had direct effects on career exploration. Parental emotional warmth, maternal intervention, and paternal intervention had positive effects, while parental punishment had negative effects. (2) Autonomy significantly predicted career exploration positively. The higher level the students' autonomy was, the better their career exploration were. (3) Autonomy served as mediators in the relations between parental rearing behaviors,especially, parental emotional warmth, maternal intervention and career exploration.

Social Network Sites Use and Addiction among College Students: The Mediating Role of Positive Self-presentation and the Moderating Role of Relational-interdependent Self-construal

DING Qian, ZHOU Zongkui, ZHANG Yongxin

Psychological Development and Education. 2016, 32(6):  683-690.  doi:10.16187/j.cnki.issn1001-4918.2016.06.06

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This study investigated the relationships between social network sites use (SNS use)and social network sites addition (SNS addition), and the mediating effect of positive self-presentation as well as the moderating effect of relational-interdependent self-construal(RISC). Based on cluster sampling, 658 college students who have used SNS for more than three months were recruited to participate in this study. The results indicated that:(1) SNS use significantly positively predicted SNS addiction; (2) positive self-presentation played a partial mediating role between SNS use and SNS addiction; (3) the mediation was moderated by RISC, such that the indirect effect was much stronger for college students with low RISC relative to those with high RISC.

The Effect of Career Exploration on Job-searching Behavior of College Students: The Mediating Role of Job Searching Self-efficacy and the Moderation Role of Emotion Regulation

YE Baojuan, ZHENG Qing, LIU Linlin, FANG Xiaoting

Psychological Development and Education. 2016, 32(6):  691-697.  doi:10.16187/j.cnki.issn1001-4918.2016.06.07

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To explore the mechanism between career and job-searching behavior of college students, a sample of 802 college students was recruited in the study to complete career exploration scale, job searching self-efficacy scale, emotion regulation scale and job-searching behavior scale. The results indicated that:(1)Job searching self-efficacy mediated the effect of career exploration on job-searching behavior of college students; (2)Emotion regulation moderated the effect of job searching self-efficacy on job-searching behavior of college students. Career exploration could directly influence job-searching behavior of college students, as well as through influenced job searching self-efficacy, ultimately influenced job-searching behavior of college students. Job searching self-efficacy and emotion regulation played a moderated mediation effect between career exploration and job-searching behavior of college students.

Effects of Metalinguistic Awareness and Rapid Automatized Naming on Character Dictation for Pupils

LI Liping, WU Xinchun, XIONG Cuiyan, CHENG Yahua, NGUYEN ThiPhuong

Psychological Development and Education. 2016, 32(6):  698-705.  doi:10.16187/j.cnki.issn1001-4918.2016.06.08

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Character dictation is an important task in Chinese pupils' literacy development, which is influenced by many cognitive skills. The present cross-sectional study investigated the contribution of metalinguistic awareness and rapid automatized naming to character dictation from grade 1 to grade 6.In this study, 858 children were administered by a battery of tests about metalinguistic awareness (e.g., phonological awareness, morphological awareness, and orthographic awareness), rapid automatized naming and character dictation, with non-verbal IQ and vocabulary knowledge as control variables. With IQ and vocabulary knowledge controlled,the results showed that (1) phonological awareness and orthographic awareness played important roles in low grades; (2) rapid automatized naming played an important role in intermediate and high grades; (3) morphological awareness explained unique variance of character dictation in all grades. Every cognitive skill played a different role in different grade level.

The Validity of the RTI Model for Identifying Learning Disabilities and the Moderators: A Meta-analysis of the Past Two Decades' Studies

WANG Cuicui, XU Qinfang, TAO Sha

Psychological Development and Education. 2016, 32(6):  706-716.  doi:10.16187/j.cnki.issn1001-4918.2016.06.09

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Learning disability is one of common neurocognitive developmental disorders among children and adolescents. The mode of Response to intervention (RTI) has been recommended to identify learning disabilities since 2004.However, the validity of the RTI model for identifying learning disabilities has been questioned. This study aimed to exam the validity of the RTI model and the moderating effects of the major variables being involved in the application of RTI model on the basis of the past two decades' of studies. Articles were obtained using keywords, i.e., "RTI(response to intervention) "and "Dyslexia" or "Dyscalculia" or "Specific learning difficulties/disorders" or "Reading disorder (s)/difficulties" or "Mathematical disorder (s)/difficulties" from Web of science, Psychoinform and CNKI. Thirty-four studies published within 1996 to 2015 met the criteria and were included into the meta-analysis, yielding 45 samples (N=6,127) and 261 weighted effect sizes (ESs). Results indicated:(1)The non-responders performed significantly poorer on academic achievement, cognitive skills and behaviors than the responders, and the ESs of all the variables were above 0.5.(2)Evidences from six longitudinal studies indicated that the gap between the groups of responders and non-responders were persistent across time on academic achievement and cognitive skills, but some responders may perform similarly to the non-responders at the follow-up assessments.(3)Moderating effects were found significant for the severity of learning difficulty, intervention tier and duration. Significantly larger ESs emerged from the studies about at-risk students, using short-term intensive Tier 2 intervention rather than from those students with severe learning difficulties, using long-term multi-tiered intervention.(4)Moderating effects were also found significant for measures and criteria of responsive status. Academic achievement rather than cognitive skills were more reliable as the indicators of responsiveness. Compared with the growth or the dual discrepancy criteria, the achievement status was more reliable in differentiating responders and non-responders. When standardized, norm-referenced instruments were used for measuring academic achievement, the 16^th percentile would be recommended as the cut-off points. And when non-standardized instruments were used, the 25^th percentile would be preferred. Findings from this meta-analysis support the RTI model valid for identifying the subgroups of at risk students for learning disabilities. Guidelines for implementing RTI model in research and practices were recommended. Future directions were also discussed.

The Relationship of Academic Underachievement, Academic Pressure and Effortful Control among Adolescents: A Cross-lagged Study

PAN Bin, ZHANG Liang, ZHANG Wen-xin, JI Lin-qin

Psychological Development and Education. 2016, 32(6):  717-724.  doi:10.16187/j.cnki.issn1001-4918.2016.06.10

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The current study was to explore the reciprocal associations between the two forms of academic difficulties-academic underachievement and academic pressure-and effortful control among adolescent. Latent structure equation modeling revealed that effortful control at T1 could negatively predict academic underachievement at T2, and academic pressure at T1 negatively predicts effortful control at T2.Academic underachievement at T1 could not predict effortful control at T2, and effortful control at T1 could not predict academic pressure at T2.In general, these findings revealed the specific associations between two forms of academic difficulties and effortful control, and demonstrated that there were dynamic and reciprocal associations between academic development and self-regulation.

The Roles of Educational Policy Satisfaction and Faculty Support on Pre-service Teachers' Professional Identity: The Mediating Effect of Teaching Motivation

ZHANG Xiaohui, ZHAO Hongyu

Psychological Development and Education. 2016, 32(6):  725-732.  doi:10.16187/j.cnki.issn1001-4918.2016.06.11

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The present study investigated the relationships among educational policy satisfaction, faculty support and pre-service teachers' professional identity, examined the mediating effect of teaching motivation on the relationships between educational policy satisfaction and professional identity and between faculty support and professional identity. The sample included 733 pre-service teachers who completed Educational Policy Satisfaction Inventory, Faculty Support Scale, Teaching Motivation Scale and Teacher Professional Identity Scale. The results showed that (1) Grade differences in educational policy satisfaction, teaching motivation and professional identity were significant, gender difference in professional identity was significant. (2) Variables in this study were all significantly correlated with each other. (3) Educational policy satisfaction and faculty support both positively predicted professional identity, teaching motivation partly mediated the relationships between educational policy satisfaction and professional identity and between faculty support and professional identity; moreover, the mediating effect of teaching motivation on the relationship between educational policy satisfaction and professional identity was greater than the mediating effect of teaching motivation on the relationship between faculty support and professional identity. This study discussed these results and proposed corresponding solutions and suggestions.

Peer Victimization and Problematic Online Game Use Among Adolescents: A Moderated Mediation Model

CHEN Yuanyuan, ZHANG Wei, ZHU Jianjun, YU Chengfu, ZHANG Yibo, LU Zhenhui

Psychological Development and Education. 2016, 32(6):  733-744.  doi:10.16187/j.cnki.issn1001-4918.2016.06.12

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The present study investigated the relationship between peer victimization and adolescents' Problematic online game use(POGU), and explored the mediating effect of academic self-efficacy as well as the moderating effect of parental knowledge. Questionnaires were given to 1401 adolescents (M age 12.46,male 703) in junior high school. Results are listed as follows:(1)Peer victimization could still positively predict adolescents' POGU after it controlled the sex,age and socioeconomic status(SES). (2)Peer victimization can not only influenced adolescents' POGU directly but also indirectly through the academic self-efficacy. (3)Parental knowledge moderated the mediated path overtly. In a word, when peer victimization has influence on adolescents' POGU, that process has not only the mediating effect but also the moderating effect. When in actual intervention, we suggest that school, family and society help reduce the peer victimization in order to decrease adolescents' POGU, parental knowledge could make further efforts to adjust that process.

The Relationship Between College Students' Trait Anxiety and Internet Addiction: A Moderated Mediation Model

ZHANG Ye, LIU Qinxue, LONG Zhou, AI Ting

Psychological Development and Education. 2016, 32(6):  745-752.  doi:10.16187/j.cnki.issn1001-4918.2016.06.13

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To explore the relationship of trait anxiety, perceived stress, future time perspective and internet addiction, this research surveyed 530 students to find out the associations. The results showed as follows:(1) Perceived stress played a partial mediating role in the relationship between trait anxiety and internet addiction, which means trait anxiety had a direct effect on internet addiction and also indirectly effected internet addiction through perceived stress. (2) The mediating effect of perceived stress was moderated by future time perspective. The effect of perceived stress on internet addiction was in inverse proportion to future time perspective. College students' trait anxiety, perceived stress, future time perspective and internet addiction constructed a moderated mediating model.

The Longitudinal Effects of Subjective Social Status on Depression in Chinese College Freshmen Transition: A Multivariate Latent Growth Approach

CHENG Gang, ZHANG Dajun, XIAO Youqin, GUAN Yusheng, CHEN Yanhong

Psychological Development and Education. 2016, 32(6):  753-760.  doi:10.16187/j.cnki.issn1001-4918.2016.06.14

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In this study, 1983 college freshmen were recruited by cluster sampling from 7 universities in China. The subjective social status and depression of the freshmen were evaluated by the Subjective Social Status Index System of College Students and the Self-Rating Depression Scale for four times. Latent growth modeling was used to examine the growth trajectories of subjective social status and depression, and the longitudinal effects of subjective social status on depression were analyzed by using multivariate latent growth modeling. The findings were as followed:(1) the growth trajectory of freshmen's subjective social status is piecewise linear, and the first month is the predetermined knot, where there was a significant decline in subjective social status, then it began to rise slowly; (2) the depression level of freshmen increased in a quadratic linear trajectory, and it also found that there existed significant variation among individuals in the initial level and growth rate, but the initial levels of depression and its growth rate were not related; (3) the multivariate latent growth model suggested that the initial level of subjective social status can effectively predicted the initial level of depression (β=-0.37,p<0.001), and the decline slope of subjective social status in the first month had significant effects on the slope (β=-0.38,p<0.001) and quadratic slope (β=0.37,p<0.01) of depression. Those findings suggest that not only subjective social status will affect the individuals' depression in the long term, but also directly affect the individuals' depression in the short term. The negative contrast effects on subjective social status of college freshmen are important reasons for the decline in their mental health.

Older Adults'Attachment Affects Their Subjective Well-being: The Mediating Role of Loneliness and Self-esteem

ZHANG Xing, CHEN Xu, RAN Guangming, HU Na, GUO Lei, CAI Shuguang, LI Qiangqiang

Psychological Development and Education. 2016, 32(6):  761-768.  doi:10.16187/j.cnki.issn1001-4918.2016.06.15

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This study aimed to examine the effect of older adults' attachment on subjective well-being and the mediating role of loneliness and self-esteem with Experiences in Close Relationship Scale (ECR), UCLA Loneliness Scale, Rosenberg Self-esteem Scale and Memorial University of Newfoundland Scale of Happiness (MUNSH). Using a sample of 311 older adults from communities. The results indicated that loneliness partially mediated the effect of attachment anxiety on subjective well-being, loneliness fully mediated the effect of attachment avoidance on subjective well-being self-esteem didn't mediated the effect of attachment anxiety or attachment avoidance on subjective well-being, and loneliness and self-esteem played a chain mediating role between older adults' attachment orientations and subjective well-being.