Table of Content

15 May 2017, Volume 33 Issue 3

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The Effect of Learn to Think Online Program on Creativity of Primary School Students: Moderating Effects of Cognitive Style

HU Weiping, ZHAO Xiaomei, JIA Peiyuan, CHEN Yinghe

Psychological Development and Education. 2017, 33(3):  257-264.  doi:10.16187/j.cnki.issn1001-4918.2017.03.01

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The purpose of this study is to examine the effect of Learn to Think (LTT) online program on creativity of primary school students and the moderating effects of cognitive style. 89 primary school students participated in this study and the experimental group and control group before and after the test design were adopted. The findings are as follows:(1) The LTT online program have significant effects on creative thinking, curiosity and imagination of primary school students; (2) There are same effects between LTT online program and the LTT program which conducted in classroom; (3) The cognitive style played an moderate role in the influence of LTT online program and the LTT program which conducted in classroom on creative thinking:For the field-dependents students, the LTT online program has an obvious advantage in promoting their fluency and originality, but for the field-independents, they have the same effect.

False Memory of Sentences in Children: Developmental Reversal and Effect of Elaborative Inferences in Texts

QU Xiaolan, LING Yu, MENG Hong, CHEN Qufeng

Psychological Development and Education. 2017, 33(3):  265-272.  doi:10.16187/j.cnki.issn1001-4918.2017.03.02

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The phenomena of children's false memory of sentences in textual context such as developmental reversal and effect of elaborative inferences were explored by employing recognition paradigm in which 95 participants from 3 different age groups were tested on their recognition involving 4 types of sentences, namely, previously-learned, broadly-inferred, strictly-inferred and irrelevant sentences after studying 3 Chinese texts. Several results evolved from this study:(1) Both the rate of accurate recognition of previously-learned sentences and the corrected rate of false recognition of lure sentences of Grade 2 students in senior high school were significantly higher than those of Grade 5 students in elementary school and those of Grade 2 students in junior middle school while no such differences were found regarding the latter two age groups; (2) The rate of false recognition of broadly-inferred sentences was higher than that of strictly-inferred ones in all the aforementioned groups, especially true for Grade 2 students in senior high school. Several conclusions could be drawn from the foregoing results:(1) Developmental reversals in false memories of sentences take place in the three age groups of children in spite of the growth of veridical memories of sentences. Besides, false memories develop relatively faster in the period between the second year in junior high school and the second year in senior high school. (2) False memory of sentences in textual context could be significantly influenced by the categories of elaborative inferences which are made on the basis of the top-down process of activating general world knowledge and accordingly more false memories are activated by broad inferences than strict ones.

The Influence Mechanism of Interpersonal Situations on the Joint Simon Effect of Young Children

SONG Xiaolei, LI Yangyang, ZHANG Shiyi, ZHANG Junting

Psychological Development and Education. 2017, 33(3):  273-281.  doi:10.16187/j.cnki.issn1001-4918.2017.03.03

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Joint Simon effect is used as an effective indicator to examine the co-representation ability for young children. The paradigm of joint Simon task was adopted in the two experiments to explore the development of young children' joint Simon effect and the influence mechanism of interpersonal situations on the effect. The experiment 1, with three age grades from 3 to 5 participated in, was designed to investigate the development of joint Simon effect for young children in order to reveal the development trends of their co-representation ability. Based on the experiment 1, the experiment 2, taking five-year-old children with stable joint Simon effect as the participants, was designed to further examine whether different interpersonal situations would modulate the children's joint Simon effect and what mechanism concealed behind it. The above two experiments indicated that, first, compared to three-year-old children, four-year-old children begin to appear the joint Simon effect but still unstable, and the effect for five-year-old children reaches a more stable level; second, young children's co-representation ability can be influenced by interpersonal situations, and contrasted with the cooperative situation, the ability of their joint action is refrained in the competitive situation. The results of this study, therefore, strongly support the referential coding theory and also broaden the understanding of the co-representation theory.

The Effect of Implicit Career-gender Stereotype and Information Integrity on Process of Career Decision Making in College Students

LENG Jing, LIU Weizhen, HOU Dongmin, SI Jiwei

Psychological Development and Education. 2017, 33(3):  282-288.  doi:10.16187/j.cnki.issn1001-4918.2017.03.04

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This study was to explore the impact of implicit career-gender stereotype and information integrity on individual career-making process in college with Information Display Board (IDB) technique. 74 participants were selected from 150 college students by Implicit Association Test, including 37 participants with high career-gender stereotype and 37 participants with low career-gender stereotype. The results were as follows:1) implicit career-gender stereotype showed significant influences on the descsion making time, depth of search and searching model of career decision-making; 2) information integrity constrained the depth of search, searching model and decision satisfaction, and the decision satisfaction of high career-gender stereotype participants will reduce when the information integrity was decreased; 3) for students with high career-gender stereotype, low information integrity can enhance them with deeper information searching.

Gratitude and College Students' Helping Behaviors: Mediating Effect of Empathy and Its Gender Difference

DING Fengqin, SONG Youming

Psychological Development and Education. 2017, 33(3):  289-296.  doi:10.16187/j.cnki.issn1001-4918.2017.03.05

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To explore the inner mechanism of college students' gratitude on their helping behaviors, 629 college students were surveyed with gratitude questionnaire, empathic concern questionnaire and dictator game of helping behaviors. The results are as followings:(1) Female college students' gratitude traits, empathy and helping behaviors are significantly higher than those of males; (2) Empathy partially mediates the relationship between gratitude and charitable donations of college students; (3) The mediating effect of empathy on both male and female samples have reached the significant level, compared with male college students, the females' mediating effect of empathy on gratitude and helping behaviors has been significantly enhanced. These findings have reference value for education and intervention of college students' gratitude and moral behaviors.

The Relationship between Social Network Sites Use and Life Satisfaction: A Moderated Mediation Model

ZHOU Zongkui, LIAN Shuailei, TIAN Yuan, NIU Gengfeng, SUN Xiaojun

Psychological Development and Education. 2017, 33(3):  297-305.  doi:10.16187/j.cnki.issn1001-4918.2017.03.06

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In order to investigate the impact of social network site use on adolescents' life satisfaction as well as the effect of online social capital and self-esteem, a sample of 1368 middle and high school students (mean age=14.63 years, SD=1.75) completed Questionnaire of Social Network Site Intensity Scale, Internet Social Capital Scales, Rosenberg Self-esteem Scale and Satisfaction with life scale. All the measures have good reliability and validity. Data were collected and analyzed with SPSS 23.0 and SPSS PROCESS written by Hayes. Results revealed that:(1) The intensity of social network sites use was positively correlated with online bonding/bridging social capital and life satisfaction; online bonding social capital was positively correlated with self-esteem and life satisfaction; online bridging social capital was positively correlated with self-esteem, but does not show significant correlation with life satisfaction; self-esteem was positively correlated with life satisfaction. (2) The intensity of social network sites use could not only affect adolescents' life satisfaction directly, but also affect life satisfaction through the mediation of online bonding social capital, while the mediating role of online bridging social capital was not significant. (3) The direct effect of intensity of social network sites use on life satisfaction and the mediation of online bonding social capital were moderated by self-esteem, and they were much stronger among adolescents with high self-esteem. These findings contribute to our understanding of how and when social network sites use impacts adolescents' life satisfaction from the social capital theory and sociometer theory.

The Relationship of Competence and Job Satisfaction of Principals in Rural School: The Mediating Role of Leadership Efficiency and Professional Identity

YE Baojuan, ZHENG Qing, DONG Shenghong, LIU Linlin, FANG Xiaoting, CAO Canxi

Psychological Development and Education. 2017, 33(3):  306-312.  doi:10.16187/j.cnki.issn1001-4918.2017.03.07

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To explore the mechanism between competence and job satisfaction of principals in rural schools, a sample of 269 principals in rural area was recruited in the study to complete competence scale, leadership efficiency scale, professional identify scale, and job satisfaction scale. The results indicated that:(1) Competence could positively predict leadership efficiency significantly (γ=0.57, t=11.33, p<0.001), and leadership efficiency could positively predict job satisfaction of principals in rural school significantly (γ=0.48, t=4.87, p<0.001). So, leadership efficiency mediated the effect of competence on job satisfaction of principals in rural school. (2)Leadership efficiency could positively predict professional identify (γ=0.59, t=8.40, p<0.001) significantly, and professional identify could positively predict job satisfaction of principals in rural school significantly. So, professional identify mediated the effect of leadership efficiency on job satisfaction of principals in rural school. Therefore, we could infer that leadership efficiency and the professional identify played a chain mediating effect between competence and job satisfaction of principals in rural school.

Cue Strength: The Important Variables of The Examination of Retrieval Practice Effect Mechanism

MA Xiaofeng, ZHOU Aibao, YANG Xiaoe

Psychological Development and Education. 2017, 33(3):  313-320.  doi:10.16187/j.cnki.issn1001-4918.2017.03.08

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Retrieval practice refers to retrieval (test) learning materials for once or more times in an equivalent time. Retrieval practice induced better knowledge transfer and more lasting memory than repetition and fine processing, the phenomenon known as retrieval practice effect, also known as the test effect. Controversial interpretation exists of the retrieval practice effect mechanism. The fact is the retrieval practice effect has been repeated over and gets lots of empirical results, while the related theoretical research is relatively less. The main point of view has not yet formed a unified conclusion, and there are serious differences mainly on the interpretation of the retrieval practical effect by the elaborative retrieval hypothesis and the episodic context account. The present research used the classical paradigm of retrieval practice effect to explore the important role of the cue strength of learning material to explaining the retrieval practice effect mechanism. Two experiments were conducted to test the hypotheses. The two experiments all use 2 (cue strength:strong vs. weak)×2 (study strategy type:retrieval practice vs. elaborate processing) between-subjects design. In experiment 1, 94 college students were engaged and completed cued recall in final test. In experiment 2, 75 college students participated in experiment and completed recognition in final test.The results showed that:1) the cued recall condition, the interaction effect of the stress of cue and learning strategy was significant, under the strong cue condition, the difference between memory performance of elaborate processing and retrieval practice was not significant; while significant under the weak cue condition. 2) the recognition test showed significant interaction effect between cue strength and strategy on the false alarm rate of the semantic relative words. There's no significant difference between the weak cue condition and strong cue condition under the retrieval practice group; while the false alarm rate of weak cue condition was significant higher than the strong cue condition under the elaborate processing group. 3) the reaction time of recognition target word showed significant interaction effect on the recognition test between the strength of cue and learning strategy. There's no significant difference between elaborate processing groups under different strength of cue condition; while the weak cue condition showed significant longer reaction time than the strong cue effect under the retrieval practice group. The results implied that the cue strength is the key variable to distinguish retrieval practice and elaborate processing. The internal processing mechanism of retrieval practice is different to elaborate processing, refuted the elaborative retrieval hypothesis, supported the episodic context account.

Adolescent's Future Time Perspective and Academic Achievement: The Mediating Role of Grit

JIANG Hong, LYU Houchao

Psychological Development and Education. 2017, 33(3):  321-327.  doi:10.16187/j.cnki.issn1001-4918.2017.03.09

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Future time perspective refers to a relatively stable trait which reflects individuals' perception, emotional experience and action tendency toward future. It's used to describe the individual differences on the time dimension. Grit is the quality that enables individuals to work hard and stick to their long-term passions and goals. Prior studies found that future time perspective was positively correlated with academic achievement. Meanwhile, existing research showed that grit was a strong predictor to academic achievement beyond of talent. Although these studies showed future time perspective affect academic performance vigorously, the interaction of future time perspective and other predictors of academic achievement has not been fully investigated. Thus, the purpose of this study was to explore the relationship between future time perspective and academic achievement in adolescent, as well as the mediating effects of grit between future time perspective and academic achievement.A total of 756 adolescents from Henan province and Hunan province were recruited in this study. The sample was made up of six classes from senior high school (male is 43.8% and mean age is 15.70±0.78 years) and eight classes from junior high school (male is 52.8% and mean age is 12.35±0.67 years). Future time perspective was assessed by Adolescents' Future Time Perspective Scale, which has acceptable reliability in our study (Cronbach's alpha=.858). It consist of 28 items, each item is administered with 1 to 5 point ranging from "strongly disagree" to "strongly agree". The scale includes six factors. namely, future positive, future negative, future confusion, future-perseverant, future-perspicuity and future planning. Grit was examined by Duckworth's Grit-S which comprises 8 items. The items in the questionnaire were rated on 5-point Liket-type scales ranging from 1 (absolutely not like me) to 5(extremely like me). The internal consistency of grit is 0.73 in this study. The Grit-S scale include two factors, there are perseverance and passion for long-term goals. Academic achievement was measured by the standardized scores of mean of mid-term scores in Chinese, Math and English. Mplus's Bootstrap program was employed to test the mediation effect of grit.The results indicated that:(1) future-negative and future-confusion was significantly negatively relation with grit and academic achievement, meanwhile, future-negative was a negatively factor to academic achievement; there was a significantly positive relationship between future-positive and grit, academic achievement; The results of future-perseverant, future-perspicuity, and future-planning are the same with future-positive; (2) future-negative had a significant direct and indirect effect on academic achievement, future-confusion, future-perseverant and future-planning had a significant indirect effect on academic achievement through grit; These results indicated that grit disposition served as a mediator between FTP and academic achievement. Implications for theory and practice are highlighted.

The Roles of Hope and Rumination in the Relationship between Optimism and Posttraumatic Growth among Adolescents after Ya'an Earthquake

ZHOU Xiao, WU Xinchun, WANG Wenchao

Psychological Development and Education. 2017, 33(3):  328-336.  doi:10.16187/j.cnki.issn1001-4918.2017.03.10

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To examine the mediating roles of hope and rumination in the relationship between optimism and PTG, 416 adolescents were assessed by adopting traumatic exposure questionnaire, optimism questionnaire, hope questionnaire, rumination hope questionnaire, and posttraumatic growth at two and a half years after Ya'an earthquake. The mediating roles would be assessed by using structural equation model, wherein the traumatic exposure would be controlled because its importance. The results found that after controlled traumatic exposure, optimism has a directly and positive effect on PTG. Additionally, optimism have indirect and positive effect on PTG by hope, also indirectly and positively predict PTG by a multiple mediating path that from hope to deliberate rumination. Moreover, optimism can have negative and indirect effect on PTG by decreasing intrusive rumination, and lead to less deliberate rumination, and in turn lead less PTG. Taking these results together, optimism still play positive promoting role in PTG. Nevertheless, there are some non-significant paths from optimism to PTG, for example, optimism have non-significantly indirect effect on PTG by intrusive rumination, by hope via intrusive rumination to deliberate rumination, and by deliberate rumination. Implications for clinical practice and research were then discussed along with study limitations.

The Relationship between Stressful Events and Junior High School Students' Depression: The Role of Motives for Internet Use and Internet Use Intensity

LUO Yijun, KONG Fanchang, NIU Gengfeng, ZHOU Zongkui

Psychological Development and Education. 2017, 33(3):  337-344.  doi:10.16187/j.cnki.issn1001-4918.2017.03.11

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In order to investigate the relationship between stressful events and depression, as well as the role of motives for internet use and internet use intensity in this relation, a sample of 913 junior high school students were recruited to complete Life Events Scale, Motives for Internet Use Questionnaire, Internet Use Intensity Scale and Center for Epidemiological Studies Depression Scale. Results revealed that:(1) stressful events were positively associated with motives for internet use, internet use intensity and depression; (2) stressful events positively predicted motives for internet use and internet use intensity, and motives for internet use positively predicted internet use intensity, and internet use intensity also positively predicted depression; (3) among motives for internet use, social compensation motive was positively associated with depression, whereas entertainment and peer group contact motives were negatively associated with depression; (4) stressful events predicted depression through the serial mediation of motives for internet use and internet use intensity. Results highlighted that stressful events could not only directly affect junior high school students' depression, but could indirectly affect junior high school students' depression through motives for internet use and internet use intensity as well.

Effect of Parents' Marital Quality on Adolescent Externalizing Problem: The Mediating Role of Parenting

WU Yingting, GUO Fei, WANG Yaxin, JIANG Lan, CHEN Zhiyan

Psychological Development and Education. 2017, 33(3):  345-351.  doi:10.16187/j.cnki.issn1001-4918.2017.03.12

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To investigate the relationship between marital quality, parenting and externalizing problem of adolescents. Totally 2,396 adolescents and their parents from 9 cities of four geographic regions participated in the study. The Marital Adjustment Test (MAT) was reported by their parents themselves, the Iowa Youth and Families project (IYFP) was reported by adolescents and the Child Behavior Checklist (CBCL) was used to measure the behavior problems of adolescents, which was reported by their parents. Results showed that:Marital quality was significantly correlated with parenting, both marital quality and parenting were significantly correlated with externalizing problem. Marital quality predicted positive parenting positively, and predicted harsh parenting negatively, positive parenting predicted externalizing problem negatively, and harsh parenting predicted externalizing problem positively. Marital quality also predicted externalizing problem directly. Bootstrap test indicated that the mediating effect of parenting between marital quality and externalizing problem was significant, and the mediating effect was-0.16 (95% CI:-0.19——0.13). Parenting is the mediator in the association between marital quality and adolescent externalizing problem.

The Relationship among Decision-making Autonomy, Parent-Adolescent Cohesion, and Subjective Well-being: A Comparative Study Between Left-behind Adolescents and Non-left-behind Adolescents

ZHAO Jingxin, WANG Qiujin, YANG Ping, LIU Xia

Psychological Development and Education. 2017, 33(3):  352-360.  doi:10.16187/j.cnki.issn1001-4918.2017.03.13

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A total of 374 rural adolescents were recruited from a rural area in Shandong province of China, including 161 adolescents from two-parent-migrant families and 213 adolescents from nonmigrant families. These adolescents completed a self-report assessment on investigating relations between decision-making autonomy, parent-adolescent cohesion, and adolescents' subjective well-being. Parent-adolescent cohesion and gender were examined as moderators. The results indicated that decision-making autonomy was positively associated with adolescents' life satisfaction. Father-adolescent cohesion and mother-adolescent cohesion predicted higher levels of adolescents' subjective well-being. Moreover, decision-making autonomy predicted positive emotion and life satisfaction only among boys from nonmigrant families and mother-adolescent cohesion predicted negative emotion only among girls from nonmigrant families. In addition, mother-adolescent cohesion moderated the association between decision-making autonomy and life satisfaction among adolescents from nonmigrant families. Specifically, decision-making autonomy was positively associated with adolescents' life satisfaction at lower levels of mother-adolescent cohesion, but such association was not significant at higher levels of mother-adolescent cohesion.

The Relationships between Parent-child Attachment and Adolescent Anxiety: The Protective Role of Teacher's Support

ZHAO Jinxia, LI Zhen

Psychological Development and Education. 2017, 33(3):  361-367.  doi:10.16187/j.cnki.issn1001-4918.2017.03.14

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The present study examined the associations between parent-child attachment and adolescent anxiety and the protective role of teacher's support, with 306 father-migrant adolescents, 167 parent-migrant adolescents and 288 non-left-behind adolescents. Results are as follows:(1) Parent-migrant adolescents reported lower levels of attachment security with mother and father and higher levels of anxiety compared to father-migrant and non-left-behind adolescents, and the latter two groups did not differ from each other. (2) The increase of attachment security with mother decreased the anxiety of father-migrant adolescents, and the increase of attachment security with father decreased the anxiety of non-left-behind and parent-migrant adolescents. (3) High attachment security with mother could effectively offset the risks for the anxiety of father-migrant adolescents due to low attachment security with father. (4) Teacher's support not only decreased the anxiety of non-left-behind and parent-migrant adolescents but also strengthened the protective role of attachment security with father on the anxiety of father-migrant adolescents.

The Intergenerational Transmission of Maternal Depression: The Mediating Role of Mother-adolescent Relationship and The Moderating Role of Adolescents' Negative Affectivity

YANG Yiqun, CHEN Liang, JI Linqin, ZHANG Wenxin

Psychological Development and Education. 2017, 33(3):  368-377.  doi:10.16187/j.cnki.issn1001-4918.2017.03.15

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Previous studies have confirmed that maternal depression acts as a significant risk factor of adolescent depression, but less has been known about the mechanisms of such intergenerational transmission. Based on the Integrative Model for the Transmission of Risk to Children of Depressed Mothers, the present study investigated the mediation role of mother-adolescent relationships and the moderation role of adolescent negative affectivity in the intergenerational transmission process of depression. A total of 1,708 junior high school students (mean age 14.30 years, 50% boys) and their mothers (mean age 39.17 years) in Jinan, Shandong province, were recruited as participants. The main findings of this study were as follows:(1) Maternal depression significantly predicted adolescent depression. (2) Both adolescent cohesion and conflict with their mothers mediated the intergenerational transmission of maternal depression. Maternal depression not only increased intense mother-adolescent conflict, but weakened mother-adolescent cohesion, thus leading to greater risk for adolescent depression. (3) The associations between mother-adolescent conflict and adolescent depression were moderated by adolescent negative affectivity. Only for those adolescents who had higher levels of negative affectivity, mother-adolescent conflict can positively predict their depression. (4) No gender differences were found in these mediation and moderation effects. These findings highlighted the role of both positive and negative dimensions of mother-adolescent relationships, and also indicated that practitioners should paid attention to both mothers' and adolescents' characteristics in depression intervention.

Are Happy People More Adaptable, or Adaptable People are Happier?——A Longitudinal Study of College Freshmen

CHEN Yongxiang, LIU Xiaowei

Psychological Development and Education. 2017, 33(3):  378-384.  doi:10.16187/j.cnki.issn1001-4918.2017.03.16

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Using cross lagged correlation, 122 freshmen were followed for half a year to investigate the relationship between adaptability and subjective well-being. The participants were firstly tested three months after enrollment (T1), and retested (T2) half year after the first test. The results showed that 1) Adaptability and happiness had a significant positive correlation. The effect of the same time prediction was greater than the sequential prediction. 2) The cross lagged correlation showed that the prediction from adaptability T1 to happiness T2 (r=0.50) was higher than contrary (r=0.32); 3) The adaptability of learning T1 (18%) and interpersonal adaptability T1 (11%) could predict 29% variation of subjective well-being T1.4) After controlling the effect of the whole adaptability T1, the recognition of college T2 and personal feelings T2 could explain 24% variation of subjective well-being T2. Hence the results of the present study imply that those who could adapt college life lead to a happy life, not the opposite. These results have educational implications for promoting college students' well-being.