Table of Content

15 September 2017, Volume 33 Issue 5

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Effects of Family Socioeconomic Status and Parenting on Children and Adolescents' Belief in a Just World

ZHANG Yu, LI Weiwei, LUO Yuhan, HUA Xiaoyan, WANG Yun

Psychological Development and Education. 2017, 33(5):  513-523.  doi:10.16187/j.cnki.issn1001-4918.2017.05.01

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This study aimed to explore the influences of family socioeconomic status (family SES) and parenting on belief in a just world (BJW) of 24013 children and adolescents aged ranging from 10 to 15 years old. The results showed that:(1) family SES positively predicted general BJW and personal BJW; (2) authoritative parenting positively predicted general BJW and personal BJW, and the authoritarian and permissive parenting negatively predicted them; (3) the positive effect of authoritative parenting on BJW was stronger for high family SES students than low family SES students, and the negative effects of authoritarian and permissive parenting on BJW were stronger for low family SES students rather than high family SES students. Findings have significant implications for family interventions to improve the BJW, which can help children and adolescents to maintain mental health and pursuit of long-term goals.

Attentional Biases Are Not Always Specific to Fear-relevant Stimuli:Snakes vs Lizards

TONG Yu, WANG Fuxing

Psychological Development and Education. 2017, 33(5):  524-534.  doi:10.16187/j.cnki.issn1001-4918.2017.05.02

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Studies have found that fear-relevant snakes can be detected rapidly during visual search. In this study, by comparing snakes and lizards, which also belong to reptiles but have no threat to human in evolution, four experiments were conducted to explore whether snakes would be detected rapidly. Eye tracking technique was used in visual search tasks to record participants' visual search process. In experiment 1, a series of 3×3 matrices of eight colored photographs of snakes or lizards were presented on the screen, without stimulus in the middle. Participants were asked to find out the target (snake) among seven distractors (lizards) and vice versa. Experiment 2 used gray-scale and line-drawing pictures to further investigate snake's low-level perceptual features played in attention detection. To balance the impact of different distractors in experiment 1 and 2, another 24 participants were requested to detect snake or lizard among the uniform distractors (flowers or frogs) in experiment 3. To improve the ecological validity, snakes' and lizards' photos with natural scenes were used in experiment 4. The results of reaction time and eye-movements in experiment 1 indicate that when searching for lizards, attention can be attracted more quickly to targets. Experiment 2 to 4 replicated the key finding of experiment 1. Moreover, awareness of the targets can be promoted with the color and the texture of the lizards and the snakes. The similarities of targets and distractors will hinder the search to the targets. In conclusion, attentional biases are not always specific to snakes, the nature of animal and the perceptual features of the target can influence the fear-related stimuli detection.

The Relationship between Peer Status and Risk-Taking Behavior of Adolescents:A Moderated Mediating Model

TIAN Lumei, YUAN Jingchi, LIU Lu, LIU Lingling

Psychological Development and Education. 2017, 33(5):  535-543.  doi:10.16187/j.cnki.issn1001-4918.2017.05.03

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To explore the mechanism of the relationship between peer status and risk-taking behavior of adolescents, the present study proposed and examined a moderated mediating model in which deviant peer affiliation mediates the above-mentioned relationship and this mediating effect was moderated by individual's self-control ability, with a sample of 1288 middle school and high school students (mean age=14.99 years, SD=2.20) as participants. The participants completed the Peer Nomination Questionnaire, Middle School Students' Self-Control Ability Questionnaire, Peer Group Character Questionnaire and Adolescent Risk-Taking Behavior Questionnaire. The SEM results showed that (1) deviant peer affiliation mediated the relationship between peer status and adolescent risk-taking behavior. (2) The effect of deviant peer affiliation on adolescent risk-taking behavior was moderated by self-control ability. Specifically, deviant peer affiliation significantly and positively predicted adolescent risk-taking behavior for those adolescents with low levels of self-control, whereas it had no obvious effect on this kind of behavior for those with high levels of self-control. These findings suggest that both poor peer status and more deviant peer affiliation were risk factors for adolescent risk-taking behavior, but high levels of self-control could at least buffer the negative effect of deviant peer affiliation on adolescent risk-taking behavior.

The Relation between Parent-Adolescent Relationship and Adolescent Psychological Capital:The Mediating Effect of Friendship Quality and The Moderating Effect of School Bonding

CHEN Xiuzhu, LAI Weiping, MA Haifang, CHEN Jun, SHAN Yantong

Psychological Development and Education. 2017, 33(5):  544-553.  doi:10.16187/j.cnki.issn1001-4918.2017.05.04

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The present study constructs a moderated mediation model to examine whether friendship quality mediates the relation between parent-adolescent relationship and adolescent psychological capital, and whether this mediating process is moderated by school bonding.With questionnaire survey method, 732 adolescents completed questionnaire. The research tools included measures of parent-adolescent relationship, psychological capital,friendship quality,and school bonding. The results indicated that:(1)Friendship quality played a mediating role in the relation between parent-adolescent relationship and adolescent psychological capital; (2) School bonding moderated the mediated path through friendship quality, and this indirect effect was much stronger among adolescents with low school bonding than those adolescents with higher school bonding. This study validates the combined influence of family factors, peer factors, and school factors, which plays a guiding role on improving adolescent psychological capital.

The Effect of Others' Interpersonal Evaluation toward Undergraduates' Self-Effacing Attribution

MAO Jianghua, WEI Wei, LIAO Jianqiao, JING Zhensi

Psychological Development and Education. 2017, 33(5):  554-560.  doi:10.16187/j.cnki.issn1001-4918.2017.05.05

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A 2 (high real competence, low real competence)*2 (high self-effacing attribution, low self-effacing attribution) experiment was designed to explore how the interaction between undergraduates' self-effacing attribution and actual competence affect others' evaluation on interpersonal attraction and perceived competence. Data from 120 undergraduate samples indicated that there were significant interaction effects between self-effacing attribution and individual's real competence on observers' perception of interpersonal attraction and competence evaluation. Specifically, when individual's real competence is high, the individual who shows high level of self-effacing attribution has higher interpersonal attraction. When individual's real competence is low, the individual who shows low level of self-effacing attribution gets higher competence evaluation.

The Influence of Cognitive Aging on Conflict Adaptation under Different Task Difficulties

SONG Xiaolei, LI Xiaofang, ZHAO Yuan, HE Dan

Psychological Development and Education. 2017, 33(5):  569-576.  doi:10.16187/j.cnki.issn1001-4918.2017.05.07

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The ability of conflict adaptation reflected not only the ability of conflict monitoring, but also the ability of modulating top-down cognitive control based on conflict situations. The paradigm of task conflictions was adopted in two experiments to explore how the conflict adaptation was influenced by aging problem. Experiment 1 used the classical Flanker task to explore whether the conflict adaptation effect would emerge in both the younger and older adults, and if the conflict adaptation effect was different between them. Experiment 2 integrated the Simon and Flanker conflicts together to examine whether there were some differences between them after increasing the difficulty level. Results indicated that cognitive aging have no influence on conflict adaptation in low difficulty condition, however, when the difficulties of conflict task increased, cognitive resources that older adults recruited from other brain areas can't ever compensate for the damage caused by cognitive aging. Our conclusion is that the influence of cognitive aging on conflict adaptation ability is mainly appeared in high difficulty tasks, which supported compensation theory as well as limited cognitive resources theories.

The Influence of Parents' Autonomous Motivation on Primary School Students' Emotions in Mathematics Homework:The Role of Students' Autonomous Motivation and Teacher Support

LIU Ying, CHAI Xiaoyun, GONG Shaoying, SANG Biao

Psychological Development and Education. 2017, 33(5):  577-586.  doi:10.16187/j.cnki.issn1001-4918.2017.05.08

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The present study examined a mediated moderation model which integrated the mediating effect of primary school students' autonomous motivation in mathematics homework and moderating effect of mathematics teacher support between parents' autonomous motivation in mathematics homework and primary school students' positive mathematics homework emotions. 702 students from 4th and 5th grade of five schools were measured using four questionnaires concerning perceived mathematics teacher support, parents' autonomous motivation in mathematics homework, students' autonomous motivation in mathematics homework, and mathematics homework emotions. The main findings were as follows:(1) Parents' autonomous motivation in mathematics homework was positively related to positive mathematics homework emotions. (2) Students' autonomous motivation in mathematics homework could completely mediate the relation between parents' autonomous motivation in mathematics homework and positive mathematics homework emotions. (3) Mathematics teacher support moderated the association between students' autonomous motivation in mathematics homework which aroused by parents' autonomous motivation in mathematics homework and positive mathematics homework emotions. These results suggested that mathematics teacher support, parents' autonomous motivation in mathematics homework, and students' autonomous motivation in mathematics homework had an important influence on positive mathematics homework emotions of primary school students. And findings highlight the need for distinguished levels of teacher support as well as detailed analyses of the processes underlying the association between parents' autonomous motivation in homework and positive homework emotions in mathematics.

The Relationship Between Social Support and Posttraumatic Growth:The Mediated Role of State Hope and Positive Reappraisal

ZHOU Xiao, WU Xinchun, WANG Wenchao, TIAN Yuxin

Psychological Development and Education. 2017, 33(5):  587-594.  doi:10.16187/j.cnki.issn1001-4918.2017.05.09

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The current study aimed to examine the mediating roles of hope and reappraisal in the relation between social support and posttraumatic growth (PTG). Three hundred and seventy-nine adolescents participated in this study 2.5 years after the Ya'an earthquake. The participants were asked to report on the traumatic exposure questionnaire, the social support questionnaire, the state hope inventory, the cognitive emotion regulation questionnaire, and the posttraumatic growth inventory. We built structural equation models to examine the mediating roles of hope and positive reappraisal in the relation between social support and PTG. The results showed that social support had a direct and positive effect on PTG. However, the direct effect became non-significant when hope and positive reappraisal were added into the relation between social support and PTG. In addition, we found that social support indirectly exerted positive effects on PTG by hope and positive reappraisal, respectively. More importantly, social support had a multiple mediating effect on PTG by hope via positive reappraisal.

The Relationship Between Mobility, Educational Settings, Resilience And Loneliness Among Migrant Children:A Longitudinal Study

YE Zhi, CHAI Xiaoyun, GUO Haiying, WENG Huanhuan, LIN Danhua

Psychological Development and Education. 2017, 33(5):  595-604.  doi:10.16187/j.cnki.issn1001-4918.2017.05.10

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With the increasing economic disparity and rapid urbanization in China, a large number of rural children migrate to cities for better education and living conditions with their parents. Compared with non-migrant counterparts, children who migrate to host cities with parents are likely to encounter unique challenges (eg., mobility and educational settings). Loneliness has been the most significant problem among migrant children population. Researchers have considered mobility and educational settings as specific stress for migrant children. However, resilience could be an important promotive factor which may foster the positive influences on children's psychological adjustment. Consequently, this study simultaneously examined the developmental trajectory of loneliness and the risky influence of mobility and educational settings as well as promotive effect of resilience among migrant children in Beijing, China. In the current study, a sample of 426 migrant children from Grade 4^th and 5^th in two primary schools were recruited in Beijing, China. The results showed that:(1) Children's loneliness decreased in a linear trajectory from Grade 4^th to Grade 5^th. (2) Although high mobility and studying in private migrant children schools could influence the initial level of loneliness, there were no mobility and educational settings differences in the change of loneliness over time. (3) Resilience could not only significantly influence children's initial level of loneliness, but also significantly predict the decrease speed of loneliness. These findings indicated that improving the opportunities to study in public primary schools, decreasing the rate of mobility as well as developing resilience-based intervention could have significant positive effect on migrant children's loneliness.

The Effect of Trait Anger on Online Aggressive Behavior of College Students:The Role of Moral Disengagement

JIN Tonglin, LU Guizhi, ZHANG Lu, JIN Xiangzhong, WANG Xiaoyu

Psychological Development and Education. 2017, 33(5):  605-613.  doi:10.16187/j.cnki.issn1001-4918.2017.05.11

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This present study aimed to explore the relationship among trait anger, moral disengagement and online aggressive behavior, by surveying 450 college students with Trait Anger Scale(TAS), Online Aggressive Behavior Scale(OABS) and Moral Disengagement Questionnaire(MDQ).The results showed that:(1) Trait anger had a significant direct effect on online aggressive behavior and moral disengagement played a partial mediating role between them;(2) Moral disengagement moderated the relation between trait anger and online aggressive behavior of college students, that is, there was a significant positive relation between trait anger and online aggressive behavior under the high moral disengagement level, however, there was a non-significant relation between trait anger and online aggressive behavior under the low moral disengagement level.

The Relationship between Professional Identity and Suicide Ideation among Pre-teachers:The Mediating Role of Depression and Its Gender Difference

ZHU Juncheng, WANG Xinqiang

Psychological Development and Education. 2017, 33(5):  614-621.  doi:10.16187/j.cnki.issn1001-4918.2017.05.12

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Based on social model of mental health and social-culture model, the study analyzes the moderating role of gender and the mediating role of depression in the relationship between professional identity and suicide ideation. Seven hundred pre-teachers completed self-report measures of professional identification, suicide ideation and depression. The results show:(1) there were significant gender difference on professional identity and detection rate of suicide ideation; (2) professional identity was negatively associated with suicide ideation and depression; but suicide ideation was positively associated with depression;(3) The moderating effect of gender on the relation between professional identity and suicide ideation is partly mediated by depression.

Effects of Competency and Occupational Stress on Occupational Well-being among Kindergarten Teachers:Effects of Occupational Identity and Job Burnout

Wang Gang, SU Zhiqiang, ZHANG Dajun

Psychological Development and Education. 2017, 33(5):  622-630.  doi:10.16187/j.cnki.issn1001-4918.2017.05.13

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This study aimed at exploring the effects of competency, occupational identity, occupational stress and job burnout on occupational well-being among kindergarten teachers. A total of 326 kindergarten teachers in Sichuan, Chongqing, Tibet, Guizhou and Beijing completed a set of questionnaires including kindergarten teachers' occupational well-being scale, kindergarten teachers' competency questionnaire, kindergarten teachers' occupational identity questionnaire, kindergarten teachers' occupational stress questionnaire and teachers' job burnout scale. The results showed that:(1) Kindergarten teachers' occupational identity mediated the positive effect of competency on occupational well-being after controlling for types of kindergarten, monthly income, age and teaching age. (2) Kindergarten teachers' job burnout and occupational identity mediated the negative effect of occupational stress on occupational well-being. The mediation effect contained three paths, the separate mediation effects of job burnout and occupational identity, and the serial mediation effect of job burnout and occupational identity. (3) Kindergarten teachers' competency moderated the effect of occupational stress on job burnout; Kindergarten teachers' occupational stress enlarged the effect of competency on occupational identity. These results may contribute not only to the development of JD-R model of occupational well-being, but also to the improvement of occupational well-being among kindergarten teachers.

The Causal Relationship between Developmental Dyslexia and Abnormal Brain Regions:Research Paradigms and the Relevant Findings

LI Hehui, TAO Wuhai, PENG Danling, DING Guosheng

Psychological Development and Education. 2017, 33(5):  631-640.  doi:10.16187/j.cnki.issn1001-4918.2017.05.14

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In the past decades, the neural mechanisms of dyslexia have been extensively studied, but so far it is still unknown whether the atypical regions in the dyslexic readers are the causes or the side effects of developmental dyslexia. This study reviews the recent studies investigating this issue from the aspects of research paradigms and the relevant findings, including age/reading level matched paradigm, pre-reading paradigm, longitudinal paradigm, and intervention paradigm. Each paradigm has both advantages and disadvantages in addressing this issue and the conclusions are not entirely consistent. Based on the recognition of why it is difficult to address the issue of causal relationship, we proposed:(1) to carefully differentiate the sub-types of dyslexia; (2) to guide the studies by a mature neurocognitive model for reading; (3) cross-validation of the conclusions with different paradigms; (4) comprehensively consideration of the dynamic features of brain development and the interaction of the gene, environment and personal experience.