Table of Content

15 March 2021, Volume 37 Issue 2

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The Effect of Emotional Valence and Facial Type on Children's Inattentional Blindness

WANG Jiale, ZHANG Hui, YANG Min

Psychological Development and Education. 2021, 37(2):  153-158.  doi:10.16187/j.cnki.issn1001-4918.2021.02.01

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Preschoolers have attentional biases on different kinds of emotional faces. This research uses the static cross judgment, an inattentional blindness paradigm, to investigate the attentional bias of children with two kinds of emotions appearing on two types of face. It is 2 (face: symbolic cartoon & real face)×2 (emotion: positive & negative emotion) design in a number of 111 participants (60 males) with average of 62.5 months. The detection rate of positive emotional faces was significantly higher than the negative ones but the difference between symbolic cartoon and real faces did not exist. When the face was happy face, however, the detection rate of cartoon was higher than that of real ones.These results suggested that emotion had a significant impact on children in the IB paradigm, while facial type did not has direct effect. The effect of emotion on IB varied depending on the type of face.

The Effects of Parent-child Communication of High School Students on the Attention Bias of Affactive Stimuli

WU Jie, WEI Furong, LI Jiaqi, WU Xia

Psychological Development and Education. 2021, 37(2):  159-166.  doi:10.16187/j.cnki.issn1001-4918.2021.02.02

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In order to explore the effects of the quality of parent-child communication in high school students on the attention bias in the processing of affactive stimuli, firstly, the parent-child communication questionnaire was used to select the high group and the low group of parent-child communication. Both groups participated in a behavioral experiment task by employing the dot-probe paradigm (Experiment 1). Participants were instructed to response for the position of a dot followed a probe. The experiment employed a 2×2 within-subject design, with the affective picture pairs of the probe (negative, positive), and the validity of the probe and dot position (valid, invalid). The experiment simultaneously recorded behavioral data and event-related potential data. The data of Experiment 1 showed a significant effect of inhibition return, which terms that the reaction times in invalid condition were faster than that in valid condition. Experiment 2 used event-ralated potential (ERP) technology to investigate the neural mechanism underlying the attentional bias to affective stimuli. Data of Experiment 2 showed that the high group of family communication triggered a larger amplitude of P2 and P3 components than the low group of family communication, suggesting an attentional bias to the aggressive stimuli. Behavioral and ERP data suggested that the students with better family communication could pay more attention to aggressive stimuli in the early stage of orientation selection. Students with poor family communication were not found to have the attentional bias toward the affective stimuli, leading to a state of ‘indifferent care’.

The Relationship between Maternal Depression and Pre-school Children's Social Withdrawal in Rural Area of Northwestern China: The Mediating Role of Maternal Responsiveness

MA Shuang, KONG Xianglei, WANG Yiqing, QU Zhiyong, WANG Xiaohua

Psychological Development and Education. 2021, 37(2):  167-173.  doi:10.16187/j.cnki.issn1001-4918.2021.02.03

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This study was conducted among 301 children and their mothers at 6 rural kindergardens in Longnan city of Gansu province. The Center for Epidemiologic Studies Depression Scale(CES-D), Maternal Parenting Style Questionnaire and Achenbach Child Behavior Checklist (CBCL) were used to investigate the current status of maternal depression, maternal responsiveness and pre-school children's social withdrawal. Results showed that: (1) The incidence rate of maternal depression is relatively high in rural area of northwestern China; (2) Maternal depression is significantly related to pre-school children's social withdrawal status. The higher the maternal depression score, the higher the pre-school children's social withdrawal score; (3) Maternal sensitivity and reactivity are significantly correlated with the pre-school children's social withdrawal. The higher the maternal sensitivity and reactivity score, the lower the score of pre-school children's social withdrawal; (4) Maternal depression and pre-school children's social withdrawal can be partially mediated by maternal reactivity.

The Effect of Supervisor-student Relationship on Self-efficacy for Graduate Students: A Moderated Mediation Model

CHU Xiaoyuan, LI Yuan, HUANG Zhihua, LEI Li, YU Mingyan

Psychological Development and Education. 2021, 37(2):  174-181.  doi:10.16187/j.cnki.issn1001-4918.2021.02.04

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To investigate the relationship between supervisor-student relationship, professional identification, fear of supervisor's negative evaluation and self-efficacy in graduate students, totally 458 graduate students were recruited to participate in this study. They completed the general self-efficacy scale, perceived supervisor-student relationship questionnaire, professional identification scale and fear of supervisor's negative evaluation scale. The results indicated that: (1) supervisor-student relationship significantly positively predicted the self-efficacy of graduate students, and professional identification played a mediating role between supervisor-student relationship and self-efficacy; (2) fear of supervisor's negative evaluation moderated the second path of the indirect association. To be more specific, the relationship between professional identification and self-efficacy was stronger for graduate students with higher fear of supervisor's negative evaluation. These findings contribute to our understanding of the potential mechanism between supervisor-student relationship and self-efficacy for graduate students.

Social Class and College Students' Internet Altruistic Behavior: Moderated Mediating Effect

ZHENG Xianliang, XIE Fangwei, DING Liang, WANG Xue

Psychological Development and Education. 2021, 37(2):  182-189.  doi:10.16187/j.cnki.issn1001-4918.2021.02.05

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A questionnaire survey was conducted among a sample of 813 college students to explore the relationship among social class, belief in a just world, online social support and Internet altruistic behavior (IAB). The results indicated that: (1) Subjective social class could significantly predict IAB, while objective social class could not; (2) Belief in a just world acted as a mediator between the relationship of subjective social class and IAB; (3) The mediating effect of belief in a just world was moderated by online social support. That is to say, belief in a just world played a partial mediating effect between subjective social class and IAB for the individuals of high online social support; However, for the individuals of low online social support, the mediating effect of belief in a just world was not significant, the subjective social class only had direct effect on IAB.

The Influence of Mental Distance on the Representation in Number Line Estimation for Second-grade Children

CAO Bihua, ZENG Chunyun, LIAO Hong, LI Fuhong

Psychological Development and Education. 2021, 37(2):  190-198.  doi:10.16187/j.cnki.issn1001-4918.2021.02.06

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Two experiments explored why second-grade children rely on different numerical representations in two numerical ranges from the perspective of mental distance. In experiment 1, 30 second graders were asked to estimate the locations of numbers on 10cm number lines with the contexts of 0~100 and 0~1000. In experiment 2, another 30 children from the second grade were asked to estimate the placements in the context of 0~1000 under the line's lengths of 10cm and 18cm. The results showed that mental distance did exist in both experiments, but second graders' ranges of mental distance were smaller than the first graders. With the increasing of numerical range or the decreasing of line's length, children's representation changed from linear representation to logarithmic representation. Taken together, the imprecise representation might be related to the strategy of mental distance, which affected children's representation partly.

The Mediating Role of Parental Involvement in the Relationship between Family Socioeconomic Status and Senior High School Students' Approaches toward Learning:The Moderating Role of Teacher-student Relationship

LUO Haifeng, LIU Jian, ZHOU Da

Psychological Development and Education. 2021, 37(2):  199-210.  doi:10.16187/j.cnki.issn1001-4918.2021.02.07

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In order to investigate the mediating effect of parental involvement in the relationship between family socio-economic status and senior high school students' approaches toward learning in the Chinese context, as well as the moderation of teacher-student relationship on the above mediating effect, 13,442 senior high school students in an eastern province were selected. The family socio-economic status was measured by three indicators: the educational level of parents, the occupation of parents and the family property. Parents' participation in children's study and parents' participation in daily life were used to test parents' participation. The students' approaches toward learning was measured by the five metrics of learning interest, learning confidence, learning strategy, autonomous learning ability and learning habits. The results showed that: (1) Family socio-economic status can positively predict the approaches toward learning of senior high school students;(2) Parental involvement plays a completely mediating role in the relationship between family socio-economic status and senior high school students' approaches toward learning;(3) The mediating effect of parental involvement in the link between family social and economic status and senior high school students' approaches toward learning is moderated by teacher-student relationship;(4) The differences in students' approaches toward learning caused by different family socio-economic status, to some extent, will be mitigated by teacher-student relationship.

Effects of Parental Academic Involvement and Academic Pressure on Early Adolescents' Academic Engagement: A Moderated Mediation Model

ZHANG Yunyun, CHEN Jiayi, YANG Miao, REN Ping, LIU Sichen

Psychological Development and Education. 2021, 37(2):  211-221.  doi:10.16187/j.cnki.issn1001-4918.2021.02.08

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This study aims to explore the relationships between parental academic involvement, academic pressure, and early adolescents' academic engagement, as well as the mediating role of achievement goal orientations and the moderating role of academic achievement in the relationships. Data was collected from a sample of 2487 adolescents in grade 7 in mainland China. The results showed that: (1) Parental academic involvement positively predicted early adolescents' academic engagement and negatively predicted academic disaffection. In contrast, parental academic pressure positively predicted early adolescents' academic disaffection; (2) Mastery goals positively mediated the relationship between parental academic involvement and early adolescents' academic engagement, and negatively mediated the relationship between parental academic involvement and academic disaffection. Performance-avoid goals positively mediated the relationship between parental academic pressure and academic disaffection; (3) The mediating role of mastery goals was moderated by the level of academic achievement. These results reveal the internal mechanism of how parental academic involvement and pressure influence early adolescents' academic engagement. The results also provide suggestions for promoting early adolescents' academic engagement from the perspective of family.

The Role of Basic Needs in the Relationship between Supervisor-induced Ostracism and Mental Health among Postgraduate Students

ZHOU Li, GENG Jingyu, WANG Xingchao, LEI Li

Psychological Development and Education. 2021, 37(2):  222-229.  doi:10.16187/j.cnki.issn1001-4918.2021.02.09

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The present study aimed to explore the relationship between supervisor-induced ostracism and mental health of postgraduate students and the mediating effect of basic needs in this association, by surveying 864 postgraduate students with supervisor-induced ostracism questionnaire, basic needs scale, subjective well-being scale, short form of the center for epidemiologic studies depression scale, and aggression questionnaire. The results showed that: (1) Supervisor-induced ostracism was significantly and positively related to depression and aggression, and was significantly and negatively related to life satisfaction among postgraduates; (2) Postgraduates' basic needs completely mediated the relationship between supervisor-induced ostracism and postgraduates' life satisfaction and depression; (3) Postgraduates' basic needs partially mediated the relationship between supervisor-induced ostracism and postgraduates' aggression. In a word, supervisor-induced ostracism influence postgraduates' mental health via the mediating effect of basic needs.

Trajectory of Friendship Quality and Loneliness in Junior High School Students: A Multivariate Growth Model Analysis

ZHANG Hao, MA Tianyu, WANG Yuan, LI Caina

Psychological Development and Education. 2021, 37(2):  230-239.  doi:10.16187/j.cnki.issn1001-4918.2021.02.10

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In this study,875 adolescents (M=12.73±0.18, 494 boys) were recruited from 3 junior high school in Xi' an, China. The friendship quality and loneliness of students were measured by the Network of Relationships Inventory and Loneliness Scale for three times in 3 years. Latent growth modeling was used to examine the growth trajectories of friendship quality and loneliness, and the longitudinal effects of friendship quality on loneliness were analyzed by multivariate latent growth modeling. The results were as followed: (1) during the whole stage of junior high school, the growth trajectory of adolescents' friendship quality and loneliness are both linear, which indicated that the former increased gradually and the latter decreased at the same time; (2) there existed significant difference among individuals in the initial level and variation rate; (3) the multivariate latent growth model suggested that the initial level of friendship quality can effectively predicted the initial level of loneliness (β=-1.77, p<0.001) and subsequent decreased rate of loneliness(β=0.20, p<0.05); (4) the boys' initial loneliness was higher than girls, but the initial friendship quality was lower than girls'; the initial loneliness of high SES individuals was higher than that of low SES individuals. Our findings revealed the dynamic change of loneliness and friendship quality and the predictive effect of friendship quality on loneliness in junior middle school, which provided suggestions on improving teenagers' loneliness.

Parental Autonomy Support and Adolescents' Positive Emotional Adjustment: Mediating and Moderating Roles of Basic Need Satisfaction

PENG Shun, NIU Gengfeng, WANG Xia, ZHANG Hongpo, HU Xiang'en

Psychological Development and Education. 2021, 37(2):  240-248.  doi:10.16187/j.cnki.issn1001-4918.2021.02.11

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Present study was investigated the mechanism of linking parental autonomy support to adolescents' positive emotional adjustment through basic need satisfaction. A total of 1912 Junior high school student participated in this study. Parental autonomy support was assessed by Parental Autonomy Support Scale. Positive emotional adjustment was measured by Satisfaction with Life Scale, Self-Esteem Scale and Positive Affect and Negative Affect Scale. Basic need satisfaction was assessed by Chinese version of Basic Psychological Needs Scale. The results indicated that: (1) Parental autonomy support has a significant positive predictive effect on adolescents' positive emotional adjustment; (2) Parental autonomy support can affect adolescents' positive emotional adjustment through the mediating effect of basic need satisfaction; (3) Basic need satisfaction play a moderating role between Parental autonomy support, positive emotion and life satisfaction. The results of the study help to reveal the mechanism of parental autonomy support on adolescents' positive emotional adjustment, and have certain implications for future research.

Peer Victimization and Adolescent Depression: The Mediating Effect of Social Withdrawal and the Moderating Effect of Teacher-student Relationship

WU Han, WEI Chang, LU Huishi, LAI Weiping, XING Jintao, YU Chengfu, ZHEN Shuangju, ZHANG Wei

Psychological Development and Education. 2021, 37(2):  249-256.  doi:10.16187/j.cnki.issn1001-4918.2021.02.12

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Ample research evidence indicate that peer victimization is an significant risk predictor of adolescent depression, however, little is known about the mediating and moderating mechanisms underlying this relation. A total of 834 adolescents anonymously responded to questionnaires. This study examined whether social withdraw mediated the relationship between peer victimization and adolescent depression, and whether this mediating process was moderated by teacher-student relationship. The results showed that: (1) the relationship between peer victimization and adolescent depression was mediated by social withdraw; (2) this mediating effect was moderated by teacher-student relationship. Specifically, the indirect effect was stronger for adolescents with low teacher-student relationship than for those with high teacher-student relationship.

The Relationship between College Students' Smartphone Addiction and Inhibitory Control: The Moderating Roles of Phone Position and Cognitive Load

LIU Qinxue, ZHANG Juyuan, LIN Yue

Psychological Development and Education. 2021, 37(2):  257-265.  doi:10.16187/j.cnki.issn1001-4918.2021.02.13

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The present study examined the moderating roles of phone position and cognitive load on the relationship between smartphone addiction and inhibitory control ability among college students. A total of 66 college students participated in this study and they were asked to finish the dual task design of Flanker effect task and working memory task. The results showed that, on the low cognitive load condition, the inhibitory control ability of people whose smartphones were in their bags/pockets (out of sight) was significantly worse than those whose smartphones were sitting in front of them (in sight). On the high cognitive load condition, there was a significant interaction between smartphone addiction and phone position: When the smartphone was in sight, the inhibitory control ability of smartphone addicts was significantly worse than non-addicts; when the phone was out of sight, the difference of the inhibitory control ability of smartphone addicts and non-addicts was not significant. These findings indicated that the effect of smartphone addicts' inhibitory control ability among the college students was moderated by both phone position and cognitive load.

Will Moss Bloom like Peonies? The Relationship Between Negative Life Events and Mental Health of Left-behind Children

HAN Li, YUAN Jiwei, LONG Yan

Psychological Development and Education. 2021, 37(2):  266-274.  doi:10.16187/j.cnki.issn1001-4918.2021.02.14

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This study aims to examine the relationship between negative life events and mental health of left-behind children, and to test the mediating effects of resilience,of peer-attachment.Participants in this study are 1368 left-behind children. The results are as follows: (1) Negative life events do have a negative relationship on the mental health of rural left-behind children. The children are different in gender, ethnic minorities, grade and parental migration; (2) The negative life events not only directly, but also indirectly predicts the mental health of rural left-behind children through the sequential mediating effect of peer attachment and resilience.

The Genetic Basis of Antisocial Behavior: Gene Polymorphism and DNA Methylation

JIANG Zhenli, ZHANG Minghao

Psychological Development and Education. 2021, 37(2):  275-287.  doi:10.16187/j.cnki.issn1001-4918.2021.02.15

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Antisocial behavior is influenced by both gene and environment. Molecular genetics and neurobiological studies have found that gene polymorphisms and DNA methylation affect structure and function of brain, as well as the production and release of neurotransmitters, all of which can impact antisocial behavior. In this paper, the association between antisocial behavior and eight candidate genes, including 5-HTT, MAOA, DRD4, etc., is reviewed from the perspectives of gene polymorphism and DNA methylation. It is proposed that future studies should explore how genes, brain and neurotransmitters affect antisocial behavior together. Meanwhile, research on the combined effects of multiple loci, the interaction between gene polymorphism and DNA methylation, as well as the interaction between positive environment and genes should be expanded, so as to comprehensively investigate the genetic basis of antisocial behavior, and to prevent antisocial behavior more effectively.

Depression in Adolescent: A Perspective Based on Social Support

QIU Yiwen, LOU Yixue, LEI Yi

Psychological Development and Education. 2021, 37(2):  288-297.  doi:10.16187/j.cnki.issn1001-4918.2021.02.16

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The social factors of adolescents suffering from depression are deeply studied by researchers, especially the social support. In this study, the first session focused on the mechanism of the influence of social support on depression in adolescent, which included main effect mechanism and social-buffering mechanism. Secondly, the influential factors between the social support and adolescent depression were summarized, mainly involving factors related to social support provider、social support recipient and measurement method. Specifically, gender,quantity and social status were discussed in factors of social support providers. Gender,age,intrapersonal characteristics,personality and genetics were involving when talking about factors of social support recipient. And the method part included the measurement of social support and depression. Finally, future investigations should focus more on the diverse methods of measuring social support, digging into the meta-analysis, longitude analysis and online social support, and consequently put the theories into intervention of depressed adolescents.

How Does Classroom Environment Impact the Victims' Adjustments? Healthy Context Paradox and Its Mechanisms

LIU Xiaowei, PAN Bin, LI Tengfei, ZHANG Wenxin, Christina Salmivalli

Psychological Development and Education. 2021, 37(2):  298-304.  doi:10.16187/j.cnki.issn1001-4918.2021.02.17

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The “Healthy Context Paradox” is defined as the phenomenon that victims are more likely to be maladjusted in “healthy” contexts, such as classrooms where level of victimization is relatively low, where the proportion of victims had decreased over time and where an anti-bullying program was successfully implemented. In the existing literatures, there are two possible mechanisms explaining for this phenomenon, i.e, the interpersonal process and the cognitive process hypotheses. The interpersonal mechanism highlights that healthy context might cause peers' more negative evaluation towards the victims and reduce victims' friendship opportunities, and such maladaptive interpersonal relationships in turn worsen victims' adjustment. The cognitive mechanism posits that healthy context has a negative impact on victims' maladjustment through influencing on upward social comparison and passive attribution style. Finally, we discussed the generalizability of healthy context paradox in Chinese culture context, pointed out future research directions and proposed practical implications.