Table of Content

15 November 2018, Volume 34 Issue 6

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“Mine” is the Most Important: the Development of Self Source -Judgment for Children is Earlier than Other's

WANG Haixu, LIU Minghui, YE Yukun, SUI Jie

Psychological Development and Education. 2018, 34(6):  641-648.  doi:10.16187/j.cnki.issn1001-4918.2018.06.01

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The concept of the self has been used to interpret how we interact with the world and think about both our own behavior and the behavior of others. A key but controversial question is when self-concept development begins. However, direct evidence of this question is limited due to different tasks in the studies of self-reference effect (SRE). As a result, identifying a suitable method for developmental research in the field of self is vital. This was the aim of the present study.We tested three age groups (3, 4 and 5 year olds) in a SRE task in which ownership-referential judgments were used during encoding stage and then recognition and source judgments were underwent. There were four testing sessions within individuals in order to examine the stability of test-retest, and each two sessions took place one week apart.The results showed that 4-and 5-year-old children had a SRE in recognition, while 3-and 4-year-old children demonstrated the SRE in source memory. Follow-up analyses further revealed that the source memory maintained in the self-condition across three age groups but their performance in the other condition enhanced with age. These results indicate that the self-concept may emerge earlier than the concept of others. The implications of these findings are discussed.

The Influence of Spatial Working Memory Load on Inhibition of Return Elicited by Central Gaze Cue

WANG Kaixuan, MIAO Yilin, CHE Xiaowei, LI Shouxin

Psychological Development and Education. 2018, 34(6):  649-655.  doi:10.16187/j.cnki.issn1001-4918.2018.06.02

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Two experiments were conducted to explore the influence of spatial working memory(SWM)load on inhibition of return (IOR) elicited by central gaze cue. In experiment 1, the cue relevant SWM load was manipulated by changing the similarity between the recognition and memory faces. The results showed that IOR was observed when the cue relevant SWM load was high, while no IOR was observed under low SWM load condition. Experiment 2 was conducted based on the condition that IOR was elicited by central gaze cue in experiment 1, and an additional cue irrelevant SWM task was presented before the gaze cue. The results showed that IOR was observed when the cue irrelevant SWM load was low, while IOR disappeared when the load was high. Taken together, our results revealed that IOR elicited by central gaze cue could be mediated by SWM resources. Whether IOR be elicited by central gaze cue may depend on the degree to which SWM resources was allocated to central gaze cue.

Age Differences Modulates the Mortality Salience Effect on the Self-referential Memory Processing

ZHAO Xiaolin, SHEN Yang, CHEN Yu, YANG Juan

Psychological Development and Education. 2018, 34(6):  656-663.  doi:10.16187/j.cnki.issn1001-4918.2018.06.03

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Self-awareness may contribute to our concerns about mortality by facilitating the realization of the inevitability of death. The more aware one is about one's existence, the more salient and inescapable the problem of nonexistence is. When people are thinking about their own death or when death-related thoughts are in their current focal awareness, they are motivated to avoid attention on the self to reduce death anxiety. Despite growing research interested in the effect of mortality salience on self-related information, no studies so far have examined the effect from the perspective of mental self. In addition, the effect has been demonstrated in numerous experiments with young adults as participants but has rarely been tested in older individuals. And previous studies have shown that there are many differences between the younger and older. For example, death anxiety of the elderly is lower than the younger. Using a mortality salience priming task and self-referential paradigm, the present study investigated the impact of mortality salience on self-related information from the perspective of mental self as well as the age differences on the effect. We speculated that the younger would avoid self-referential cognitive processes under mortality threats from the perspective of mental self, but the older would not.
In experiment 1, a 2 (group:mortality salience, negative affect)×3 (referential target:self, celebrity, valence) mixed experimental design was adopted. Fifty-five healthy college students were included in the experiment and randomly divided into the mortality salience group and the negative affect group. Participants in mortality salience group were asked to answer two open questions about death, and participants in negative affect group were presented with 28 statements that were related to negative emotion. All participants first finished the priming task followed by a manipulation check of the priming effect. After that, each participant was asked to perform 40 calculations in 5 minutes, which served as a delay between the priming task and the self-referential processing task. In experiment 2, a same mixed experimental design was adopted. Fifty-eight healthy old people (>60 years old) participated in the experiment and were randomly divided into the mortality salience group and the negative affect group. The procedure was identical to that of experiment 1, except that participants in the negative affect group were asked to answer two open questions about physical pain.
The results indicated that (1) self-related information led to significantly better recognition than celebrity or valence both in the elderly and young (ps<0.001); (2) relative to negative affect priming, mortality salience priming disturbed recognition of self-related trait adjectives in the younger (p<0.05); (3) there was no significant difference between the mortality salience priming group and the negative affect priming group in self-related recognition rate in the elder (p>0.05).
As a whole, the results of the current study replicated the findings of most publications showing that there was a stabilizing self-referential effect in memory for trait adjectives. Moreover, we found that there was an age difference on the effect of mortality salience on self-related processing:the younger avoided the self-referential cognitive processes under mortality threats, but the older did not.

Why Cheating Is Contagious: The Mediating Effect of Social Loss and Attitude Toward Cheating

SHU Shouli, SANG Qingsong, GUO Yongyu, HUANG Xiting

Psychological Development and Education. 2018, 34(6):  664-671.  doi:10.16187/j.cnki.issn1001-4918.2018.06.04

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In order to explain why exam cheating is contagious, this research explored the effect of others' cheating on one's own cheating intention in the college exams and assumed that others' cheating had effect on one's own cheating intention through the serial mediation effects of social loss and attitude toward cheating. A sample of 765 undergraduates were recruited for the study. They were required to complete a battery of questionnaires, including others' cheating questionnaire, social loss questionnaire, attitude toward cheating questionnaire, cheating intention Questionnaire. After controlling for gender, grade, the school time when first cheating happened and the school time when frequent cheating happened, the research found that:(1) others' cheating positively predicted one's own cheating intention; (2) social loss mediated the relationship between other's cheating and one's own cheating intention; (3) social loss and attitude toward cheating play a serial mediation role in the relationship between other's cheating and one's own cheating intention.

Changes in Chinese Old People's Social Support During 1996~2015: A Cross-Temporal Meta-Analysis

XIN Sufei, YUE Yangming, XIN Ziqiang, LIN Chongde

Psychological Development and Education. 2018, 34(6):  672-681.  doi:10.16187/j.cnki.issn1001-4918.2018.06.05

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This study conducted a cross-temporal meta-analysis of 85 papers using Xiao's Social Support Rating Scale (SSRS) to investigate the changes of Chinese old people's social support level (N=43302) from 1996 to 2015. Results showed that:(1) Over the past two decades, the level of social support of old people tended to decrease. While the subjective support was not associated with year, the total score of social support, the objective support and the degree of support-utilization among old people decreased significantly over time. (2) The level of subjective support of old people (both women and men) increased significantly from 1996 to 2015, whereas scores of other factors (objective support and the degree of support-utilization) had no significant changes over time. In addition, there was no significant gender difference in the level of social support. (3) For old people in eastern regions, the level of subject support increased significantly with year; whereas for old people in other regions, the total score of social support and its two factors (objective support and the degree of support-utilization) were significantly negatively correlated with year.

A Cross-lagged Study of Peer Victimization and Children's Interpersonal Relatedness Personality Traits: A Comparison Between Urban and Rural Children

LI Mengting, FAN Weiqiao, CHEN Xinyin

Psychological Development and Education. 2018, 34(6):  682-691.  doi:10.16187/j.cnki.issn1001-4918.2018.06.06

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Although previous studies largely supported that peer victimization correlates with personality that mainly bases on Big Five model focused on intrapersonal dimensions, limited research examined the relationship between peer victimization and interpersonal relatedness personality, effectively highlighted in Chinese context. Our study examined the reciprocal relationship between peer victimization and harmony and social sensitivity, at both rural migrant and urban children with a two-year longitudinal design.
Seven hundred and Twenty-Two Preliminary Junior students, including 245 urban children (50.60% female; M_age=11.36 years old, SD=0.51) and 477 migrant children (57.10% female; M_age=11.54 years old, SD=0.64) from four junior secondary schools in Shanghai, were recruited. Two waves of data collection were conducted with a two-year interval. Peer victimization was assessed by the approach of peer behavior nomination with the Revised Class Play and teacher reports with Teacher-Child Rating scale. Interpersonal relatedness personality (i.e., harmony and social sensitivity) was measured with the Cross-Culture (Chinese) Personality Assessment Inventory for Adolescents.
Peer nomination of peer victimization showed a significant decrease from Wave I to Wave Ⅱ. Migrant group reported higher levels of social sensitivity than did the urban group. Significant negative correlations between peer victimization and both harmony and social sensitivity were supported across both groups. Cross-lagged path analyses were conducted after controlling for gender and SES. Peer-and teacher-rated peer victimization were two indicators of the latent peer victimization. (1) A reciprocal negative effect between peer victimization and harmony was supported at the migrant group. (2) As for the urban group, only the negative effect was significant from peer victimization at Preliminary Junior to harmony at Junior Two. (3) Peer victimization at Preliminary Junior had a negative effect on social sensitivity at Junior Two across the two groups.
Conclusively, the negative influences of peer victimization on children's personality development at the junior school period should be tried to reduce or avoid in the practice of integrated education and school management. For instance, a harmony interpersonal relationship might be beneficial to reducing peer victimization and promoting their adaptation to urban environment. Alternatively, with the social change and urbanization in China, city-lived adolescents including both migrant and native populations should adapt the multi-cultural society and life-styles with open minds.

The Prediction Effects for Skill and Less-skill Deaf Readers in Chinese Reading: Evidence from Eye Movement

CHEN Chaoyang, LIU Zhifang, SU Yongqiang, CHENG Yahua

Psychological Development and Education. 2018, 34(6):  692-699.  doi:10.16187/j.cnki.issn1001-4918.2018.06.07

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We explore how deaf students use context information for promoting word processing during Chinese reading. The experiment was a 3 (groups:skill deaf readers vs. skill hearing readers vs. less-skill deaf readers)×2 (the degree of prediction:high prediction vs. low prediction) mixed design. The results showed that:for the eye movement measures in pre-target region (1) there were significant or marginal significant effect of prediction in total fixation time and gaze duration for skill hearing readers, however, prediction effects for skill and less-skill deaf readers were not reliable; For the eye movement measures in target region (2) the effects of prediction in total fixation time, gaze duration and first fixation duration for skill hearing readers were all reliable, only the effect of prediction in total fixation time was significant for skill deaf readers, there was no prediction effects for less-skill deaf readers. Thus, these results indicated that it was qualitative differences between hearing and deaf reading when they use contextual cues to boost word processing, and that compared with the less-skill deaf readers, skill deaf readers can make better use of context information.

The Relationship between Middle School Students' Family Socioeconomic Status and Academic Achievement: Multiple Mediating Effects of Different Dimensions of Psychological Suzhi

CHENG Gang, TANG Xinyi, NIU Juan, LI Jiajia, ZHANG Dajun

Psychological Development and Education. 2018, 34(6):  700-706.  doi:10.16187/j.cnki.issn1001-4918.2018.06.08

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This study investigated 1570 middle school students with convenient sampling. We measured psychological suzhi of middle school students by the Psychological Suzhi Questionnaire for Adolescents and also assessed their Socioeconomic Status (SES) and academic performance. The results showed that:(1) Except SES was not significant correlated with academic performance, the remaining variables showed a positive correlation with each other. (2) The overall psychological suzhi had a significant mediating effect between secondary school students' family SES and academic performance. (3) Cognitive quality and adaptability had multiple mediating effects between family SES and academic performance, but they suppressed each other. According to the results, we concluded that high family SES have a positive effect on middle school students' academic performance by improving their cognitive quality, but at the same time, the improve of adaptability have a suppression effect on the rise of academic performance. This finding not only expands the understanding of family investment theory and family stress model, but also provides new ideas for further deepening psychological suzhi research. At the same time, this conclusion shows that we should provide compensatory education for low-family SES students and attach importance to the cultivation and improvement of their cognitive ability, which consequently help to improve their academic performance.

The Effects of Teacher Support and Psychological Suzhi on Middle School Students' Academic Achievement

CHEN Xu, ZHANG Dajun, CHEGN Gang, HU Tianqiang, LIU Guangzeng

Psychological Development and Education. 2018, 34(6):  707-714.  doi:10.16187/j.cnki.issn1001-4918.2018.06.09

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The current study aimed to explore the relationships among overall and different types of teacher support with the middle school students' academic achievement, and the effects of psychological suzhi in these relationships. We selected 824 middle school students(grade 7 to 12) from southwest China to participate in the study and used questionnaires to test the interested variables. Results of correlation found that there were significant positive correlations among teachers'support, psychological suzhi with middle school students'academic achievement. Teacher's emotional support was significant positive correlated with both psychological suzhi and academic achievement. What's more, teacher's learning support and ability support were significant positive correlate with psychological suzhi, but they were no significant correlation with academic achievement. Regression analysis indicated that after controlling gender and age, psychological suzhi played a complete mediating role in the relationship between teacher's overall support and academic achievement, and it also played a full mediating role in the relationship among teacher's learning support, ability support with students'academic achievement. However, pshchological suzhi partly mediated the relationship between teacher's emotional support and academic achievement.

How Students Perceived School Climate Effect on Subjective and Objective Academic Achievement: The Mediating Role of Psychological Suzhi

NIE Qian, ZHANG Dajun, TENG Zhaojun, LU Xingyue, GUO Cheng

Psychological Development and Education. 2018, 34(6):  715-723.  doi:10.16187/j.cnki.issn1001-4918.2018.06.10

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This study aimed to examine the mediating effect of psychological suzhi in the relationship between the students' perceptions of school climate and their subjective and objective academic achievement. Two adolescent samples were selected according to cluster sampling approach. The first sample included 1274 7~12th grade students which were from 10 schools in Beijing, Shanxi, and other provinces or cities. The second included 2190 7~12th grade students from 7 schools in Chongqing, Hunan, and other provinces or cities. Correlation and mediation analyses suggested that:(1) There were significant positive relationships between the students' perceptions of school climate, psychological suzhi, and their subjective academic achievement, as well as objective academic achievement (marginally significant); (2) psychological suzhi mediates the relationship between perceived school climate and academic achievement in subjective and objective; (3) there were different mediating effects of different dimensions of psychological suzhi on the relationship between perceived school climate and academic achievement. Among them, cognitive quality plays a stronger positive mediating role in the relation between them. These results suggested that in the process of quality education, educators should pay attention to create positive school climate in order to improve students' psychological suzhi, especially the development of cognitive quality, which would contribute to promote students' academic development.

The Transmission of Anxiety from Left-behind Women to Children: Moderated Mediating Effect

ZHAO Jinxia, ZHAO Jingxin, WANG Meifang

Psychological Development and Education. 2018, 34(6):  724-731.  doi:10.16187/j.cnki.issn1001-4918.2018.06.11

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Based on the development system theory and social provisional theory, this study formulated a moderated mediation model to examine the effect mechanisms of family, school and peer systems on the intergenerational transmission of anxiety. 322 left-behind and 323 non-left-behind mother-child dyads were assessed twice during a 6-month period. Results showed that:(1) The intergenerational transmission of anxiety for both left-behind and non-left-behind mothers and children were partially mediated by maternal psychological control; (2) High level of teacher support broke the indirect transmission of anxiety from left-behind mothers to children but not for non-left-behind group; (3) High level of friend support broke the direct transmission of anxiety from left-behind and non-left-behind mothers to children. The implications of these findings for the prevention and intervention of the anxiety for left-behind children were discussed.

Classmate Relationship and Externalizing Problem Behavior in Adolescent: The Role of Self-esteem and Parent-child Cohesion

ZHANG Yongxin, ZHOU Zongkui, DING Qian, WEI Hua

Psychological Development and Education. 2018, 34(6):  732-741.  doi:10.16187/j.cnki.issn1001-4918.2018.06.12

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To explore the mediating role of self-esteem in association between classmate relationship and adolescents' externalizing problem behavior as well as the moderating effect of parental cohesion (parent-child cohesion and mother-child cohesion), 1694 middle school students completed Class Environment Scale, Problem Behavior Questionnaire, Rosenberg Self-esteem Scale and Family Adaptability and Cohesion Evaluation Scale. Results were as follows:(1) After controlling for gender and age, classmate relationship negatively predicted adolescents' externalizing problem behavior; (2) classmate relationship influenced externalizing problem behavior directly and indirectly through self-esteem; (3) both father-child cohesion and mother-child cohesion moderated the association between classmate relationship and self-esteem; (4) father-child cohesion rather than mother-child cohesion could moderate the direct association between classmate relationship and externalizing problem behavior. In a word, the classmate relationship affected adolescents' externalizing problem behavior through the partially mediated role of self-esteem, and the father-child cohesion and mother-child cohesion further modrated the process in different way.

The Relationship Between Preschool Teachers' Emotional Labor Strategies and Burnout: An Application of Latent Profile Analysis

LIU Dan, JIAO Runkai, WANG Heli, LI Feifei

Psychological Development and Education. 2018, 34(6):  742-749.  doi:10.16187/j.cnki.issn1001-4918.2018.06.13

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Questionnaire survey was conducted in a sample of 495 preschool teachers, using potential profile analysis to explore the potential classes of preschool teachers' emotional labor strategies and its relationship with burnout. Results showed that:(1) the preschool teachers' emotional labor strategies can be divided into four types:beloved type, active type, internal heating type and cold type; (2) preschool teachers' burnout scores had significant differences in the four types, the cold type had the highest burnout score, internal heat type and beloved type had the lowest burnout score and there was no significant difference between these two types. Findings revealed new insights into the relationship between preschool teachers' emotional labor and burnout and had significant implications for preschool education administration.

The Effects of Tenacious Goal Pursuit and Flexible Goal Adjustment on Well-being among Elderly Couples: Based on the Actor-Partner Interdependence Model

ZHANG Jinfeng, WANG Yan

Psychological Development and Education. 2018, 34(6):  750-757.  doi:10.16187/j.cnki.issn1001-4918.2018.06.14

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This study aimed to examine the actor and partner effects of goal regulation strategies on well-being among elderly couples. A total of 258 elderly couples in Beijing completed measures of tenacious goal pursuit, flexible goal adjustment, and well-being. The results showed that (1) the dyad had significant congruence in tenacious goal pursuit, flexible goal adjustment, and well-being, respectively; (2) tenacious goal pursuit and flexible goal adjustment had significant actor effects on well-being within the dyad; (3) husband's tenacious goal pursuit had a significant partner effect on wife's well-being, while wife's tenacious goal pursuit did not show a significant partner effect on husband's well-being; flexible goal adjustment had significant partner effects on well-being within the dyad; (4) for husband's well-being, the actor and partner effects of flexible goal adjustment were stronger than that of tenacious goal pursuit, whereas for wife's well-being, the actor and partner effects of the two goal regulation strategies were not significantly different. These results indicated that tenacious goal pursuit and flexible goal adjustment played different roles in elderly couples' well-being.

The Relationship between Parental Psychological Control and Adolescent Anxiety: A Cross-Lagged Study

SUN Liping, JU Jiawen, JIANG Liuqing, BIAN Yufang

Psychological Development and Education. 2018, 34(6):  758-768.  doi:10.16187/j.cnki.issn1001-4918.2018.06.15

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In order to explore the relationship between parental psychological control and adolescent anxiety, 1419 students who were recruited from 13 junior high schools in Beijing filled in the Parental Psychological Control Questionnaire and the Revised Children's Manifest Anxiety Scale. Results from cross-lagged analyses indicated that:(1) There were significant positive correlations between parental psychological control and adolescent anxiety across the three measurement points; (2) Structural equation modeling analyses generally favored the reciprocal effects model. Specifically, adolescent anxiety at Grade 7 significantly predicted the increase in parental psychological control at Grade 8. At the same time, adolescent anxiety at Grade 8 significantly predicted the increase in parental psychological control at Grade 9. However, only the path from parental psychological control at Grade 8 to adolescent anxiety at Grade 9 reached a significant level; (3) Child gender difference did not lie in the reciprocal relationship between parental psychological control and adolescent anxiety.