Table of Content

15 July 2019, Volume 35 Issue 4

Previous Issue    Next Issue

Effect of Competition and Collaboration on Preschoolers' Resource Distribution: The Role of Theory of Mind and Inhibitory Control

WANG Xiaonan, HAO Yang, SU Yanjie

Psychological Development and Education. 2019, 35(4):  385-392.  doi:10.16187/j.cnki.issn1001-4918.2019.04.01

Abstract ( )   HTML ( )   PDF (1001KB) ( )   Save

References | Related Articles | Metrics

The current study investigated the distribution pattern and its underlying reason of preschoolers for unequal merits. Children aged 3 to 6 years (N=98) played a "fishing game" with a puppet in either competitive or collaborative context, and then allocated 6 refrigerator magnets. Results showed that, compared to 3-to 4-year-olds, a larger proportion of 5-to 6-year-olds distributed resources equally. First-order theory of mind and inhibitory control played a fully mediating role in age's prediction on distribution pattern. Also, children in collaborative context made more equal distribution instead of merit-based distribution than those in competitive context. Meanwhile, the relationship between inhibitory control and distribution was moderated by context. The current study implied that the development of distributive justice in Chinese children might be different from that in Western cultures, and context and individual abilities had a joint effect on distribution.

Effect of Attachment Anxiety on Hoarding Behaviour of College Students: Mediating Role of Intolerance of Uncertainty and Experiential Avoidance

JIA Yanru, ZHANG Shouchen, JIN Tonglin, ZHANG Lu, ZHAO Siqi, LI Qi

Psychological Development and Education. 2019, 35(4):  393-400.  doi:10.16187/j.cnki.issn1001-4918.2019.04.02

Abstract ( )   HTML ( )   PDF (933KB) ( )   Save

References | Related Articles | Metrics

This present study aimed to explore the relationship among attachment anxiety, intolerance of uncertainty, experiential avoidance and hoarding behavior, by surveying 610 college students with Experiences in Close Relationships Inventory(ECR), Intolerance of Uncertainty Scale-12(IUS-12), Acceptance and Action Questionnaire-Ⅱ(AAQ-Ⅱ) and Saving Inventory-Revis-ed(SI-R). The results showed that:(1) Intolerance of uncertainty and experiential avoidance played a partial mediating role in the relationship between attachment anxiety and hoarding behavior;(2) Intolerance of uncertainty and experiential avoidance exerted sequential mediating effects on the association of attachment anxiety with hoarding behavior, i.e., attachment anxiety could influence hoarding behavior which in turn affected intolerance of uncertainty and experiential avoidance then impacted hoarding behavior finally.

The Curvilinear Relationship between Paternal and Maternal Psychological Control and Adolescents' Risk-taking Behavior: The Moderating Effect of Adolescents' Self-esteem

LIU Yanchun, CHEN Jiao

Psychological Development and Education. 2019, 35(4):  401-410.  doi:10.16187/j.cnki.issn1001-4918.2019.04.03

Abstract ( )   HTML ( )   PDF (1000KB) ( )   Save

References | Related Articles | Metrics

The current study aimed to investigate whether there were differential curvilinear relationships between fathers' and mothers' psychological control and adolescents' risk-taking behavior, and further to examine whether adolescents' self-esteem moderated the relationship between paternal and maternal psychological control and adolescents' risk-taking behavior. Two thousand five hundred and twenty adolescents aged from 11-year-old to 17-year-old (1226 boys, 1294 girls, M=13.78 years,SD=1.17) participated in our study, who were recruited from 4 middle and high schools in Beijing, Shandong and Hebei province. They were asked to finish the self-esteem scale (SES), the parental control scale and the adolescents' risk behavior questionnaire. The results showed that there was a U-shaped curve relationship between fathers' psychological control and adolescents' risk-taking behavior, while there was an inverted U-shaped relationship between the mothers' psychological control and adolescents' risk-taking behavior. Additionally, adolescents' self-esteem moderated the relationship between fathers' and mothers' psychological control and adolescents' risk-taking behavior. For adolescents with high levels of self-esteem, neither fathers' nor mothers' psychological control was associated with their risk-taking behavior. For adolescents with middle or low levels of self-esteem, there was a U-shaped curve relationship between fathers' psychological control and adolescents' risk-taking behavior, but an inverted U-shaped relationship between mothers' psychological control and adolescents' risk-taking behavior. Taken together, this study indicated that fathers' and mothers' parenting behavior may play a different role in adolescents' risk-taking behavior, which is especially true for the adolescents with middle or low levels of self-esteem.

Parental Adult Attachment, Compassion, and Parent-child Relationship Quality: Actor-partner Interdependence Modeling

LAI Xiaolu, JIANG Yongqiang, LIU Xuelan, LI Li, ZHANG Xiaoying, ZHANG Caixia

Psychological Development and Education. 2019, 35(4):  411-420.  doi:10.16187/j.cnki.issn1001-4918.2019.04.04

Abstract ( )   HTML ( )   PDF (1516KB) ( )   Save

References | Related Articles | Metrics

The present study aimed to examine the associations between parental adult attachment and parent-child relationship quality, and further to explore the mediating role of compassion. A convenience sampling method was used to investigate the parents of Grade 2~5 students in a primary school in Guangdong Province. 534 pairs of parents self-reported their adult attachment, compassion, and relationship quality with their child. Data was analyzed by the Actor-Partner Interdependent Model. Results revealed that:(1) both attachment anxiety and avoidance had significant negative actor effect on parent-child relationship quality, but no partner effect; (2) parents' own compassion mediated own actor effects; (3) mothers' compassion had the suppressing effects in the relationship between maternal attachment avoidance and father-child relationship. (4) mothers' compassion mediated the association between the maternal attachment anxiety and father-child relationship. Our results contribute to understand how parental adult attachment impacts parent-child relationship quality from the dyadic interactions. Moreover, the findings indicate that to improve the quality of parent-child relationship, intervention programs can aim at promoting parents' compassion.

The Influence of Altruistic Motivation on Knowledge Sharing of Primary and Secondary School Teachers: The Moderating Roles of Organizational Identification and Perceived Organizational Support

ZHENG Jianjun, FU Xiaojie

Psychological Development and Education. 2019, 35(4):  421-429.  doi:10.16187/j.cnki.issn1001-4918.2019.04.05

Abstract ( )   HTML ( )   PDF (1181KB) ( )   Save

References | Related Articles | Metrics

The present study constructs a higher-order moderation model to examine whether organizational identification moderates the relation between altruistic motivation and knowledge sharing, and whether this interaction of altruistic motivation and organizational identification is moderated by perceived organizational support. With questionnaire survey method,1342 primary and secondary school teachers completed the questionnaire. The research tools included measures of altruistic behavior, perceived organizational support, organizational identification, and knowledge sharing. The results indicated that:(1) Altruistic motivation has a positive effect on knowledge sharing; (2) Organizational identification moderates the relationship between altruistic motivation and knowledge sharing; (3) Perceived organizational support has a reverse higher-order moderation effect on the interaction of altruistic motivation and organizational identification on knowledge sharing. This study validates the combined influence of individual factors (e.g. altruistic motivation), and organizational factors (e.g. perceived organizational support, and organizational identification), which plays a guiding role on improving primary and secondary school teachers' knowledge sharing.

The Impact of Morphological Awareness on Reading Comprehension among Chinese Children: The Mediating Role of Silent Reading Fluency

ZHAO Ying, WU Xinchun, CHEN Hongjun

Psychological Development and Education. 2019, 35(4):  430-438.  doi:10.16187/j.cnki.issn1001-4918.2019.04.06

Abstract ( )   HTML ( )   PDF (1874KB) ( )   Save

References | Related Articles | Metrics

In order to investigate the mechanisms that underlie the impact of morphological awareness on reading comprehension, 124 Chinese children were tested on a battery of tests at four time points from the grades 1 to 2. General cognitive ability, phonological awareness, morphological awareness, silent reading fluency and reading comprehension were administered. Controlling for general cognitive ability, phonological awareness and autoregressive effects, the results showed that (1) Children's morphological awareness, silent reading fluency and reading comprehension improved significantly from the grades 1 to 2. (2) Morphological awareness of the first semester of grade 1 could significantly predict reading comprehension of the first semester of grade 2 via silent reading fluency of the second semester of grade 1, while the mediating effect of silent reading fluency of the first semester of grade 2 was not significant. These findings suggest that morphological awareness can influence reading comprehension via subsequent silent reading fluency during early stage of elementary school years, and the mediating effect of silent reading fluency may change regularly with the development of children.

Metacognitive Monitoring and Arithmetic Knowledge Restrict the Development of Strategy Use in Arithmetic Calculation in Primary School Children: One-year Longitudinal Study

LIU Weifang, ZHANG Jiajia, HU Dongmei, ZHANG Mingliang, SI Jiwei

Psychological Development and Education. 2019, 35(4):  439-446.  doi:10.16187/j.cnki.issn1001-4918.2019.04.07

Abstract ( )   HTML ( )   PDF (873KB) ( )   Save

References | Related Articles | Metrics

It is very fast for the development of a high level of math ability in primary school. So it is necessary to investigate how metacognitive monitoring and arithmetic knowledge impact the performance of strategy use in arithmetic problem solving from the longitudinal perspective. Total 85 primary school age children from two classes (third and fifth graders) took part in the present longitudinal study. Three measures on them in a whole year were administered. Results showed that (1)metacognitive monitoring showed linear growth trends in two groups. The growth of arithmetic knowledge in fifth grade was much faster than in third grade. And the growth of metacognitive monitoring can predict the growth of arithmetic knowledge significantly; (2) Both the growth of metacognitive monitoring and arithmetic knowledge can predict the growth of strategy execution adaptability in both two groups on RTs and error rates; (3) In accurate mental calculation, the effect of metacognitive monitoring on strategy selection is via the complete mediating effect of arithmetic knowledge in fifth grade.

Development of Orthographic, Phonological and Semantic Preview Benefits from Second to Fifth Graders in Word Recognition

LIU Min, LI Sainan, LIU Nina, WANG Zhengguang, YAN Guoli

Psychological Development and Education. 2019, 35(4):  447-457.  doi:10.16187/j.cnki.issn1001-4918.2019.04.08

Abstract ( )   HTML ( )   PDF (1484KB) ( )   Save

References | Related Articles | Metrics

Readers could obtain lexical information from the words to the right of fixation during reading. The efficient parafoveal processing may be one of the key determinants of fluent reading. Based on children's language development, we conducted three experiments to investigate the developmental trajectory of orthographic, phonological and semantic processing parafoveally from second graders to fifth graders in Chinese word recognition. There were a total of 534 participants who participated in the three experiments. The results were as follows:(1)Orthographic preview effects were found from second to fifth graders. (2)There were not phonological preview effects for second and third graders, while fourth and fifth graders could obtain phonological preview benefit. (3)Second graders were not able to obtain semantic preview benefit, while the third to fifth graders could. The results indicated that low level visual information(orthographic information) plays an important role in children's parafoveal processing and remains stable across different ages. The high level linguistic informations(phonological and semantic information) become increasingly important for efficient word identification with grade level and reading skill.

A Study on the Relationship between Parent-child, Peer, Teacher-student Relations and Subjective Well-being of Adolescents

ZHANG Xingxu, GUO Haiying, LIN Danhua

Psychological Development and Education. 2019, 35(4):  458-466.  doi:10.16187/j.cnki.issn1001-4918.2019.04.09

Abstract ( )   HTML ( )   PDF (1179KB) ( )   Save

References | Related Articles | Metrics

The present study constructed a moderated mediation model to explore the relationship between parent-child relationship, peer relationship, teacher-student relationship and adolescents' subjective well-being. We used questionnaires to investigate 475 junior and senior high school students from Hunan and Gansu province. The results indicated that:(1) Parent-child relationship, peer relationship and teacher-student relationship can predict subjective well-being positively; (2) Peer relationship played a partial mediating role between parent-child relationship and subjective well-being; (3) The direct path of parent-child relationship's effect on subjective well-being is moderated by teacher-student relationship; (4) Teacher-student relationship moderated the first half path of the mediation model. Obviously, teacher-student relationship is an important moderator. Adolescents' subjective well-being could be improved via the establishment of good teacher-student relationship and the joint relationships of parent-child, peer, and teacher-student.

The Effect of Parent-child Discrepancies in Educational Expectations on Affective Well-being in Primary School Children: The Mediating Roles of Academic Achievement and Academic Self-efficacy

GUO Xiaolin, HE Surina, QIN Huan, LIU Chunhui, LUO Liang

Psychological Development and Education. 2019, 35(4):  467-477.  doi:10.16187/j.cnki.issn1001-4918.2019.04.10

Abstract ( )   HTML ( )   PDF (1886KB) ( )   Save

References | Related Articles | Metrics

The present study investigated 891 4^th to 6^th grade primary school children from Hebei province to examine the effect of parent-child discrepancies in educational expectations on children's affective well-being. The results found that:(1) the discrepancies between children's perceptions of parental educational expectations and their own educational expectations had an impact on children's affective well-being. Children experienced lower positive affect and higher negative affect when their perceptions of parental educational expectations were higher than their own educational expectations, compared with the identical group. (2) academic achievement and academic self-efficacy played partial mediating role on the relationship between "perceived parental expectations > child's own expectations" and positive affect, and also played full mediating role on the relationship between "perceived parental expectations > child's own expectations" and negative affect. Specifically, "perceived parental expectations > child's own expectations" not only directly influenced children's positive affect, but also indirectly influenced children's positive affect through the serial mediating role of academic achievement and academic self-efficacy, as well as the independent mediating role of academic self-efficacy. Furthermore, "perceived parental expectations>child's own expectations" indirectly influenced children's negative affect through the serial mediating role of academic achievement and academic self-efficacy, the independent mediating role of academic self-efficacy, as well as the independent mediating role of academic achievement.

The Association between Family Income and Well-being: The Mediating Role of Social Support and the Moderating Role of Gender

CHU Xiaoyuan, LI Yuan, WANG Xingchao, WANG Yuhui, LEI Li

Psychological Development and Education. 2019, 35(4):  478-485.  doi:10.16187/j.cnki.issn1001-4918.2019.04.11

Abstract ( )   HTML ( )   PDF (1058KB) ( )   Save

References | Related Articles | Metrics

To investigate the relationship between family income, social support, gender and well-being of adolescents, totally 520 senior high school students were recruited to participate in this study. They completed the general well-being schedule, social support appraisal scale and reported their family annual income. The results indicated that:(1) Family income significantly positively predicted the well-being of high school students, and social support played a fully mediating role between family income and the well-being. (2) Gender moderated the first path of the mediated effect of social support. To be more specific, the relationship between family income and well-being was stronger for female students relative to the males. These findings contributed to our understanding of the potential mechanism between family income and well-being of adolescents. Moreover, it also provided some constructive suggestions for protecting and improving the well-being of high school students.

The Relationship between Body Dissatisfaction and Suicidal Ideation of Adolescents: A Moderated Mediating Model

YU Si, LIU Qinxue

Psychological Development and Education. 2019, 35(4):  486-494.  doi:10.16187/j.cnki.issn1001-4918.2019.04.12

Abstract ( )   HTML ( )   PDF (1235KB) ( )   Save

References | Related Articles | Metrics

The present study explored the relationship between adolescents' body dissatisfaction and suicidal ideation, as well as the mediating role of self-esteem and the moderating role of friendship quality. 802 ten-grade students from six high schools in Hubei, Anhui, Henan and Jilin provinces in China completed anonymous questionnaires regarding body dissatisfaction, suicidal ideation, self-esteem and friendship quality. This study indicated that:(1) Body dissatisfaction positively predicted suicidal ideation among the high school students; (2) Self-esteem mediated the relationship between body dissatisfaction and suicidal ideation; (3) Friendship quality moderated the second half of the model (i.e., the link between self-esteem and suicidal ideation). Specifically, the mediating effect of self-esteem was stronger for adolescents with low-quality friendships compared to those with high-quality friendships.

The Mechanism of Non-suicidal Self-injury: From the Perspective of Gene-brain-behavior Framework

WANG Quanquan, XIONG Yuke, LIU Xia

Psychological Development and Education. 2019, 35(4):  495-503.  doi:10.16187/j.cnki.issn1001-4918.2019.04.13

Abstract ( )   HTML ( )   PDF (1544KB) ( )   Save

References | Related Articles | Metrics

Non-suicidal self-injury (NSSI) refers to the behavior that intentionally and repeatedly harms his or her own body tissues without suicide intention. Its universality and serious consequences have aroused researchers' great attention. NSSI is the result of genetic and environmental interaction. The discussion of individual genetic traits has reached the genetic and neurological level now; the gene-brain-behavioral research paradigm provides an effective way to explore the mechanism of NSSI. In this paper, based on the existing NSSI studies and relevant research results, the polymorphism of candidate genes of NSSZ and its possible brain mechanism were comprehensively elaborated. Future research could focus on the issues of polygene-environment interaction, gene-brain-NSSZ in positive environment,the longitudinal study paradigm among adolescents, and further systematic research.

The Characteristics and Mechanisms of Contextual Cueing Effect in Real-world Scenes

LIU Xingze, CHEN Minghui, CUI Jiawei, ZHAO Guang

Psychological Development and Education. 2019, 35(4):  504-512.  doi:10.16187/j.cnki.issn1001-4918.2019.04.14

Abstract ( )   HTML ( )   PDF (991KB) ( )   Save

References | Related Articles | Metrics

The found of contextual cueing effect revealed a phenomenon that a stable configuration among objects could be utilized to improve the efficiency of visual search. This review compared and discussed the implicit leaning and guidance of classical contextual cueing effect with relevant theories of visual search in real-world scenes and summarize the nature of learning and the involved mechanisms and paradigms of contextual cueing effect in real-world scene. Further, the various incoming information that contained in real-world can be divided into the low-level saliency and semantic information by different cognitive processing. Although current researches concerned about the basic mechanisms of contextual cueing effect in the two dimensions in real-word scenes. However, there was still a lack of other aspects that could be verified in the future research, such as the detailed categories of various information that contributed to the learning of contextual cueing effect, and each of their reacting periods.