Table of Content

15 May 2010, Volume 26 Issue 3

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Facial Emotion and Interval Perception in Children Aged 3 to 8 Years

TAO Yun, MA Xie

Psychological Development and Education. 2010, 26(3):  225-232. 

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Based on maturing scalar timing model and related neurological evidences,researchers provide a better understanding in two effects of emotion:the physiological effect and the attentional effect.the physiological effect may prolong perceived duration while the attentional effect may shorten it.with different characteristics respectively in the process.This study investigated age-related variations in judging the timing duration of emotional facial expressions compared with neutral stimulus.Children aged 3 to 8 years were tested on a temporal bisection task with the display of various facial expression pictures between 800 ms and 3200 ms.Results are as follows:(1) a significant effect of comparing timing duration is observed,this means all age groups are able to estimate timing duration,though the sensitivity is improving with age; (2) the judgments of timing duration of all the tested children were disturbed by their emotion,under emotional stimuli their judgments were proved to be longer than that of neutral stimuli; (3) angry stimuli were judged to be longer than happy ones in their perception of timing duration,physiological arousal effects were more obvious.

Facial Emotion and Interval Perception in Children Aged 3 to 8 Years

TAO Yun, MA Xie

Psychological Development and Education. 2010, 26(3):  225-232. 

Abstract ( )   Save

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Based on maturing scalar timing model and related neurological evidences,researchers provide a better understanding in two effects of emotion:the physiological effect and the attentional effect.the physiological effect may prolong perceived duration while the attentional effect may shorten it.with different characteristics respectively in the process.This study investigated age-related variations in judging the timing duration of emotional facial expressions compared with neutral stimulus.Children aged 3 to 8 years were tested on a temporal bisection task with the display of various facial expression pictures between 800 ms and 3200 ms.Results are as follows:(1) a significant effect of comparing timing duration is observed,this means all age groups are able to estimate timing duration,though the sensitivity is improving with age; (2) the judgments of timing duration of all the tested children were disturbed by their emotion,under emotional stimuli their judgments were proved to be longer than that of neutral stimuli; (3) angry stimuli were judged to be longer than happy ones in their perception of timing duration,physiological arousal effects were more obvious.

Facial Emotion and Interval Perception in Children Aged 3 to 8 Years

TAO Yun, MA Xie

Psychological Development and Education. 2010, 26(3):  225-232. 

Abstract ( )   PDF (622KB) ( )   Save

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Based on maturing scalar timing model and related neurological evidences,researchers provide a better understanding in two effects of emotion:the physiological effect and the attentional effect.the physiological effect may prolong perceived duration while the attentional effect may shorten it.with different characteristics respectively in the process.This study investigated age-related variations in judging the timing duration of emotional facial expressions compared with neutral stimulus.Children aged 3 to 8 years were tested on a temporal bisection task with the display of various facial expression pictures between 800 ms and 3200 ms.Results are as follows:(1) a significant effect of comparing timing duration is observed,this means all age groups are able to estimate timing duration,though the sensitivity is improving with age; (2) the judgments of timing duration of all the tested children were disturbed by their emotion,under emotional stimuli their judgments were proved to be longer than that of neutral stimuli; (3) angry stimuli were judged to be longer than happy ones in their perception of timing duration,physiological arousal effects were more obvious.

Development of Second Order Belief-desire Reasoning in Children Aged 5 to 8 Years

LIU Juan, LI Hong

Psychological Development and Education. 2010, 26(3):  233-238. 

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Belief-desire reasoning is an important aspect of theory of mind,but there is no any systematic studies on children's second order belief-desire reasoning.Based on the dimensions of "true-false" and "approach-avoid" principles,this study subdivided children's second-order belief-desire reasoning ability into four aspects,and explored performance in these four aspects among children aged 5 to 8 years.It is a 4(ages)×4(tasks) between subjects design.The results showed that different second-order belief-desire tasks have different degrees of difficulty for children,which proceeds in an easy-difficult way:second order true belief approach desire,second order false belief approach desire,second order true belief avoid desire,second order false belief avoid desire.

Development of Second Order Belief-desire Reasoning in Children Aged 5 to 8 Years

LIU Juan, LI Hong

Psychological Development and Education. 2010, 26(3):  233-238. 

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Belief-desire reasoning is an important aspect of theory of mind,but there is no any systematic studies on children's second order belief-desire reasoning.Based on the dimensions of "true-false" and "approach-avoid" principles,this study subdivided children's second-order belief-desire reasoning ability into four aspects,and explored performance in these four aspects among children aged 5 to 8 years.It is a 4(ages)×4(tasks) between subjects design.The results showed that different second-order belief-desire tasks have different degrees of difficulty for children,which proceeds in an easy-difficult way:second order true belief approach desire,second order false belief approach desire,second order true belief avoid desire,second order false belief avoid desire.

Development of Second Order Belief-desire Reasoning in Children Aged 5 to 8 Years

LIU Juan, LI Hong

Psychological Development and Education. 2010, 26(3):  233-238. 

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Belief-desire reasoning is an important aspect of theory of mind,but there is no any systematic studies on children's second order belief-desire reasoning.Based on the dimensions of "true-false" and "approach-avoid" principles,this study subdivided children's second-order belief-desire reasoning ability into four aspects,and explored performance in these four aspects among children aged 5 to 8 years.It is a 4(ages)×4(tasks) between subjects design.The results showed that different second-order belief-desire tasks have different degrees of difficulty for children,which proceeds in an easy-difficult way:second order true belief approach desire,second order false belief approach desire,second order true belief avoid desire,second order false belief avoid desire.

A Study on Self-reference Effect in Children aged 4 Years

ZHOU Ai-bao, LIU Pei-ru, SHI Zhan, ZHANG Peng-ying, WU Hui-fen, LI Qiong

Psychological Development and Education. 2010, 26(3):  239-244. 

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We adopted two experiments to explore developmental trend of the self-reference effect and determine the age at which children begin to show the self-reference effect.One is a 3 (age:4,5 and 7 years old)×2 (cue:self-reference and other-reference) mixed design and 72 children participated; another is a 2 (age:3 and 4 years old) ×2 (cue:self-reference and other-reference) mixed design and 48 children participated.Each of the twelve object pictures was marked with sign which means the object belongs to "me" or "Li Ming",pictures were randomly presented sequentially,children were asked to report aloud"This is my ××" or "This is Li Ming's ××" according to the signs,then received the picture from the experimenter and placed the picture in a paper box which was marked with the corresponding sign,then presented the next one.Two minutes later,a surprised recall test was required.The results showed as follows:(1) there was significant difference among 4-,5-and 7-year-olds under the self-reference condition,but no difference was found under the other-reference condition; (2) the 4-year-olds recalled more than the 3-year-olds under the self-reference condition,and there was no difference under the other-reference condition.The results indicated 4-year-olds can show self-reference advantage,meanwhile,with the growth of age,recall rate demonstrated a developmental trend under the self-reference condition,which suggested the developmental characteristic of the self-reference in childhood.To date,the previous studies (Sui & Zhu,2005) which explored the development of the self-reference discovered the self-reference at 5 years old.We suggest that when tasks are suitable for children who are from at least 18 months old to 4 years old,SRE would emerge in these children,which is consisted with Marsh et al.(2002) who suggested that 18-month-old children can recognize themselves in mirrors.

A Study on Self-reference Effect in Children aged 4 Years

ZHOU Ai-bao, LIU Pei-ru, SHI Zhan, ZHANG Peng-ying, WU Hui-fen, LI Qiong

Psychological Development and Education. 2010, 26(3):  239-244. 

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We adopted two experiments to explore developmental trend of the self-reference effect and determine the age at which children begin to show the self-reference effect.One is a 3 (age:4,5 and 7 years old)×2 (cue:self-reference and other-reference) mixed design and 72 children participated; another is a 2 (age:3 and 4 years old) ×2 (cue:self-reference and other-reference) mixed design and 48 children participated.Each of the twelve object pictures was marked with sign which means the object belongs to "me" or "Li Ming",pictures were randomly presented sequentially,children were asked to report aloud"This is my ××" or "This is Li Ming's ××" according to the signs,then received the picture from the experimenter and placed the picture in a paper box which was marked with the corresponding sign,then presented the next one.Two minutes later,a surprised recall test was required.The results showed as follows:(1) there was significant difference among 4-,5-and 7-year-olds under the self-reference condition,but no difference was found under the other-reference condition; (2) the 4-year-olds recalled more than the 3-year-olds under the self-reference condition,and there was no difference under the other-reference condition.The results indicated 4-year-olds can show self-reference advantage,meanwhile,with the growth of age,recall rate demonstrated a developmental trend under the self-reference condition,which suggested the developmental characteristic of the self-reference in childhood.To date,the previous studies (Sui & Zhu,2005) which explored the development of the self-reference discovered the self-reference at 5 years old.We suggest that when tasks are suitable for children who are from at least 18 months old to 4 years old,SRE would emerge in these children,which is consisted with Marsh et al.(2002) who suggested that 18-month-old children can recognize themselves in mirrors.

A Study on Self-reference Effect in Children aged 4 Years

ZHOU Ai-bao, LIU Pei-ru, SHI Zhan, ZHANG Peng-ying, WU Hui-fen, LI Qiong

Psychological Development and Education. 2010, 26(3):  239-244. 

Abstract ( )   PDF (360KB) ( )   Save

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We adopted two experiments to explore developmental trend of the self-reference effect and determine the age at which children begin to show the self-reference effect.One is a 3 (age:4,5 and 7 years old)×2 (cue:self-reference and other-reference) mixed design and 72 children participated; another is a 2 (age:3 and 4 years old) ×2 (cue:self-reference and other-reference) mixed design and 48 children participated.Each of the twelve object pictures was marked with sign which means the object belongs to "me" or "Li Ming",pictures were randomly presented sequentially,children were asked to report aloud"This is my ××" or "This is Li Ming's ××" according to the signs,then received the picture from the experimenter and placed the picture in a paper box which was marked with the corresponding sign,then presented the next one.Two minutes later,a surprised recall test was required.The results showed as follows:(1) there was significant difference among 4-,5-and 7-year-olds under the self-reference condition,but no difference was found under the other-reference condition; (2) the 4-year-olds recalled more than the 3-year-olds under the self-reference condition,and there was no difference under the other-reference condition.The results indicated 4-year-olds can show self-reference advantage,meanwhile,with the growth of age,recall rate demonstrated a developmental trend under the self-reference condition,which suggested the developmental characteristic of the self-reference in childhood.To date,the previous studies (Sui & Zhu,2005) which explored the development of the self-reference discovered the self-reference at 5 years old.We suggest that when tasks are suitable for children who are from at least 18 months old to 4 years old,SRE would emerge in these children,which is consisted with Marsh et al.(2002) who suggested that 18-month-old children can recognize themselves in mirrors.

Self-regulation of Preschool Children and its Relations with Temperament

LIU Wen, PENG Fei-fei

Psychological Development and Education. 2010, 26(3):  245-250. 

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The present study examined 90 preschool children'self-regulation and its relationship with temperament by experiments and questionnaire.Preschoolers'self-regulation development was investigated by creating a conflicting situation for the children to obey different rule of conversion capacity.The findings were as follows:(1) preschooler's self-regulation significantly increased with age,but there was no statistical significance in gender; (2) there was a close relationship between self-regulation and temperament,and especially analysis of variances indicated that there were significant differences in attention and social inhibition by different levels of self-regulation of preschoolers.In addition,social inhibition,attention together with age could predict the children's ability to selfregulate.

Self-regulation of Preschool Children and its Relations with Temperament

LIU Wen, PENG Fei-fei

Psychological Development and Education. 2010, 26(3):  245-250. 

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The present study examined 90 preschool children'self-regulation and its relationship with temperament by experiments and questionnaire.Preschoolers'self-regulation development was investigated by creating a conflicting situation for the children to obey different rule of conversion capacity.The findings were as follows:(1) preschooler's self-regulation significantly increased with age,but there was no statistical significance in gender; (2) there was a close relationship between self-regulation and temperament,and especially analysis of variances indicated that there were significant differences in attention and social inhibition by different levels of self-regulation of preschoolers.In addition,social inhibition,attention together with age could predict the children's ability to selfregulate.

Self-regulation of Preschool Children and its Relations with Temperament

LIU Wen, PENG Fei-fei

Psychological Development and Education. 2010, 26(3):  245-250. 

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The present study examined 90 preschool children'self-regulation and its relationship with temperament by experiments and questionnaire.Preschoolers'self-regulation development was investigated by creating a conflicting situation for the children to obey different rule of conversion capacity.The findings were as follows:(1) preschooler's self-regulation significantly increased with age,but there was no statistical significance in gender; (2) there was a close relationship between self-regulation and temperament,and especially analysis of variances indicated that there were significant differences in attention and social inhibition by different levels of self-regulation of preschoolers.In addition,social inhibition,attention together with age could predict the children's ability to selfregulate.

Perspective Taking and Empathic Response in High School Teachers: Examining the Mediation of Dispositional Empathy

SUN Bing-hai, HUANG Xiao-zhong, LI Wei-jian, YE Ling-zhu, CHEN Hai-de

Psychological Development and Education. 2010, 26(3):  251-257. 

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In order to explore effects of perspective taking and dispositional empathy on teachers'empathic response,164 high schools teachers completed Interpersonal Reactivity Index and Empathic Response Questionnaire under three types of perspective taking.The results are as follows:(1) the instructional operation of different types of perspective taking was valid; (2) empathic response under affective perspective taking was significantly higher than that under cognitive perspective taking,which was significantly higher than that under control condition; (3) the relation between affective perspective taking and empathic response was partially mediated by dispositional empathy,while the relation between cognitive perspective taking and empathic response was fully mediated by dispositional empathy.

Perspective Taking and Empathic Response in High School Teachers: Examining the Mediation of Dispositional Empathy

SUN Bing-hai, HUANG Xiao-zhong, LI Wei-jian, YE Ling-zhu, CHEN Hai-de

Psychological Development and Education. 2010, 26(3):  251-257. 

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In order to explore effects of perspective taking and dispositional empathy on teachers'empathic response,164 high schools teachers completed Interpersonal Reactivity Index and Empathic Response Questionnaire under three types of perspective taking.The results are as follows:(1) the instructional operation of different types of perspective taking was valid; (2) empathic response under affective perspective taking was significantly higher than that under cognitive perspective taking,which was significantly higher than that under control condition; (3) the relation between affective perspective taking and empathic response was partially mediated by dispositional empathy,while the relation between cognitive perspective taking and empathic response was fully mediated by dispositional empathy.

Perspective Taking and Empathic Response in High School Teachers: Examining the Mediation of Dispositional Empathy

SUN Bing-hai, HUANG Xiao-zhong, LI Wei-jian, YE Ling-zhu, CHEN Hai-de

Psychological Development and Education. 2010, 26(3):  251-257. 

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In order to explore effects of perspective taking and dispositional empathy on teachers'empathic response,164 high schools teachers completed Interpersonal Reactivity Index and Empathic Response Questionnaire under three types of perspective taking.The results are as follows:(1) the instructional operation of different types of perspective taking was valid; (2) empathic response under affective perspective taking was significantly higher than that under cognitive perspective taking,which was significantly higher than that under control condition; (3) the relation between affective perspective taking and empathic response was partially mediated by dispositional empathy,while the relation between cognitive perspective taking and empathic response was fully mediated by dispositional empathy.

The Relationships among Children’s Home Literacy Activities, Early Literacy Acquisition and their Performance on Chinese Lesson in Grade One

CHEN Xiao, ZHOU Hui, ZHAO Jin-dong

Psychological Development and Education. 2010, 26(3):  258-266. 

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This study investigated the relationships among children's early home literacy activities,early literacy acquisition and their later reading performances at school.The results showed that only informal home literacy activities predicted children's oral vocabulary significantly.In contrast,only formal home literacy activities predicted children's Chinese character recognition significantly.Children's Chinese character recognition prior to primary school instruction predicted both of children's first and second semester Chinese exam scores and their performance on the Chinese lessons significantly.Home literacy activities failed to predict children Chinese exam scores and performance after controlling for other factors.

The Relationships among Children’s Home Literacy Activities, Early Literacy Acquisition and their Performance on Chinese Lesson in Grade One

CHEN Xiao, ZHOU Hui, ZHAO Jin-dong

Psychological Development and Education. 2010, 26(3):  258-266. 

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This study investigated the relationships among children's early home literacy activities,early literacy acquisition and their later reading performances at school.The results showed that only informal home literacy activities predicted children's oral vocabulary significantly.In contrast,only formal home literacy activities predicted children's Chinese character recognition significantly.Children's Chinese character recognition prior to primary school instruction predicted both of children's first and second semester Chinese exam scores and their performance on the Chinese lessons significantly.Home literacy activities failed to predict children Chinese exam scores and performance after controlling for other factors.

The Relationships among Children’s Home Literacy Activities, Early Literacy Acquisition and their Performance on Chinese Lesson in Grade One

CHEN Xiao, ZHOU Hui, ZHAO Jin-dong

Psychological Development and Education. 2010, 26(3):  258-266. 

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This study investigated the relationships among children's early home literacy activities,early literacy acquisition and their later reading performances at school.The results showed that only informal home literacy activities predicted children's oral vocabulary significantly.In contrast,only formal home literacy activities predicted children's Chinese character recognition significantly.Children's Chinese character recognition prior to primary school instruction predicted both of children's first and second semester Chinese exam scores and their performance on the Chinese lessons significantly.Home literacy activities failed to predict children Chinese exam scores and performance after controlling for other factors.

The Research on the Knowledge Representation of Disciplinary Domain Knowledge and Mathematics Learning

LI Chang-hong, CAI Xiao-yue, HE Bo-feng

Psychological Development and Education. 2010, 26(3):  267-273. 

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Teaching experiments can be carried out with units of the disciplinary domain knowledge which are adapted and reorganized from the disciplinary knowledge in mathematics,on the basis of structural characteristics of domain knowledge.Some questionnaires and in-depth interviews which contained 215 students at second year at middle school were used to investigate the effect which is caused by disciplinary domain knowledge in knowledge representation and also did some research on the relationship between knowledge representation and mathematical achievements.The results are as follows:(1) disciplinary domain knowledge can significantly improve the comprehensive and overall level of declarative knowledge representation; (2) disciplinary domain knowledge can significantly improve students'procedural knowledge representation in comprehensive,automation,organization and overall level; (3) the three elements of cognitive structure,declarative knowledge representation and procedural knowledge representation are significantly correlated with students' mathematics achievements; (4) excellent students are significantly better than average students and poor students with respect to the accuracy and overall level of declarative representation and the organization and overall level of procedural knowledge representation.

The Research on the Knowledge Representation of Disciplinary Domain Knowledge and Mathematics Learning

LI Chang-hong, CAI Xiao-yue, HE Bo-feng

Psychological Development and Education. 2010, 26(3):  267-273. 

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Teaching experiments can be carried out with units of the disciplinary domain knowledge which are adapted and reorganized from the disciplinary knowledge in mathematics,on the basis of structural characteristics of domain knowledge.Some questionnaires and in-depth interviews which contained 215 students at second year at middle school were used to investigate the effect which is caused by disciplinary domain knowledge in knowledge representation and also did some research on the relationship between knowledge representation and mathematical achievements.The results are as follows:(1) disciplinary domain knowledge can significantly improve the comprehensive and overall level of declarative knowledge representation; (2) disciplinary domain knowledge can significantly improve students'procedural knowledge representation in comprehensive,automation,organization and overall level; (3) the three elements of cognitive structure,declarative knowledge representation and procedural knowledge representation are significantly correlated with students' mathematics achievements; (4) excellent students are significantly better than average students and poor students with respect to the accuracy and overall level of declarative representation and the organization and overall level of procedural knowledge representation.

The Research on the Knowledge Representation of Disciplinary Domain Knowledge and Mathematics Learning

LI Chang-hong, CAI Xiao-yue, HE Bo-feng

Psychological Development and Education. 2010, 26(3):  267-273. 

Abstract ( )   PDF (478KB) ( )   Save

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Teaching experiments can be carried out with units of the disciplinary domain knowledge which are adapted and reorganized from the disciplinary knowledge in mathematics,on the basis of structural characteristics of domain knowledge.Some questionnaires and in-depth interviews which contained 215 students at second year at middle school were used to investigate the effect which is caused by disciplinary domain knowledge in knowledge representation and also did some research on the relationship between knowledge representation and mathematical achievements.The results are as follows:(1) disciplinary domain knowledge can significantly improve the comprehensive and overall level of declarative knowledge representation; (2) disciplinary domain knowledge can significantly improve students'procedural knowledge representation in comprehensive,automation,organization and overall level; (3) the three elements of cognitive structure,declarative knowledge representation and procedural knowledge representation are significantly correlated with students' mathematics achievements; (4) excellent students are significantly better than average students and poor students with respect to the accuracy and overall level of declarative representation and the organization and overall level of procedural knowledge representation.

Family Functioning and Adolescents’ Alienation: Moderating Effect of Peer Acceptance and its Gender Difference

XU Fu-zhen, ZHANG Wen-xin

Psychological Development and Education. 2010, 26(3):  274-281. 

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Alienation refers to a negative emotional state that individual is disengaged from a group that he or she belonged to.Adolescence is a period of heightened risk for high levels of alienation,which could lead to various problem behaviors and even juvenile delinquency.Existing research suggested that adolescents who are alienated from family could seek for a sense of belonging from peer groups,and that peer acceptance could be a protective factor for adolescent development.The major aims of the present study were to examine the impact of family functioning and peer acceptance on adolescents'alienation,and whether or how these two important contextual factors interact in influencing adolescent's alienations.608 adolescents (317 boys and 291 girls) attending middle and high schools in an urban center of Shandong Province were administered with the Adolescent Alienation Scale,Family Function Scale and Peer Nomination survey.Results were as follows:Family functioning could significantly predict adolescents' alienation,adolescents with poor family functioning reported higher levels of alienations.Overall,peer acceptance had a moderating effect on the relationship of family functioning with adolescent's alienation.However,further analysis demonstrated that the moderating effect of peer acceptance was only significant in the male sample,while for females,the moderating of peer acceptance was not significant,suggesting that peer acceptance can serve as a protective factor in preventing male but not female adolescents with poor family functioning from developing undesirable high alienations.

Family Functioning and Adolescents’ Alienation: Moderating Effect of Peer Acceptance and its Gender Difference

XU Fu-zhen, ZHANG Wen-xin

Psychological Development and Education. 2010, 26(3):  274-281. 

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Alienation refers to a negative emotional state that individual is disengaged from a group that he or she belonged to.Adolescence is a period of heightened risk for high levels of alienation,which could lead to various problem behaviors and even juvenile delinquency.Existing research suggested that adolescents who are alienated from family could seek for a sense of belonging from peer groups,and that peer acceptance could be a protective factor for adolescent development.The major aims of the present study were to examine the impact of family functioning and peer acceptance on adolescents'alienation,and whether or how these two important contextual factors interact in influencing adolescent's alienations.608 adolescents (317 boys and 291 girls) attending middle and high schools in an urban center of Shandong Province were administered with the Adolescent Alienation Scale,Family Function Scale and Peer Nomination survey.Results were as follows:Family functioning could significantly predict adolescents' alienation,adolescents with poor family functioning reported higher levels of alienations.Overall,peer acceptance had a moderating effect on the relationship of family functioning with adolescent's alienation.However,further analysis demonstrated that the moderating effect of peer acceptance was only significant in the male sample,while for females,the moderating of peer acceptance was not significant,suggesting that peer acceptance can serve as a protective factor in preventing male but not female adolescents with poor family functioning from developing undesirable high alienations.

Family Functioning and Adolescents’ Alienation: Moderating Effect of Peer Acceptance and its Gender Difference

XU Fu-zhen, ZHANG Wen-xin

Psychological Development and Education. 2010, 26(3):  274-281. 

Abstract ( )   PDF (752KB) ( )   Save

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Alienation refers to a negative emotional state that individual is disengaged from a group that he or she belonged to.Adolescence is a period of heightened risk for high levels of alienation,which could lead to various problem behaviors and even juvenile delinquency.Existing research suggested that adolescents who are alienated from family could seek for a sense of belonging from peer groups,and that peer acceptance could be a protective factor for adolescent development.The major aims of the present study were to examine the impact of family functioning and peer acceptance on adolescents'alienation,and whether or how these two important contextual factors interact in influencing adolescent's alienations.608 adolescents (317 boys and 291 girls) attending middle and high schools in an urban center of Shandong Province were administered with the Adolescent Alienation Scale,Family Function Scale and Peer Nomination survey.Results were as follows:Family functioning could significantly predict adolescents' alienation,adolescents with poor family functioning reported higher levels of alienations.Overall,peer acceptance had a moderating effect on the relationship of family functioning with adolescent's alienation.However,further analysis demonstrated that the moderating effect of peer acceptance was only significant in the male sample,while for females,the moderating of peer acceptance was not significant,suggesting that peer acceptance can serve as a protective factor in preventing male but not female adolescents with poor family functioning from developing undesirable high alienations.

The Influence of Social Support, Learning View and Self-efficacy on Middle School Students’ Learning Subjective Well-being

SONG Ling-qing, LIU Ru-de, LI Yu-huan, GAO Zhen-hua, LI Wen-jun

Psychological Development and Education. 2010, 26(3):  282-287. 

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A survey using a cluster sampling of 469 middle school students across three grades was conducted to examine the relationship among social support,learning view,self-efficacy and learning subjective well-being.Results showed as follows:(1) The general tendency of middle school students'learning subjective well-being was above medium.There was no difference between sexes.Differences existed among schools and grades.Students from non-key-school had lower learning subjective well-being than those from the key-school.Learning subjective well-being gradually decreased with the higher grades.Grade-three students had the lowest learning subjective wellbeing.(2) After controlling the demographic variables,social support and learning view,self-efficacy was significantly related to learning subjective well-being.; among the three variables of interest,self-efficacy had the strongest impact on learning subjective well-being.(3) Social support had direct and indirect influences on students'learning subjective well-being.Moreover,the relationship between social support and learning subjective well-being was mediated by learning view and self-efficacy.

The Influence of Social Support, Learning View and Self-efficacy on Middle School Students’ Learning Subjective Well-being

SONG Ling-qing, LIU Ru-de, LI Yu-huan, GAO Zhen-hua, LI Wen-jun

Psychological Development and Education. 2010, 26(3):  282-287. 

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A survey using a cluster sampling of 469 middle school students across three grades was conducted to examine the relationship among social support,learning view,self-efficacy and learning subjective well-being.Results showed as follows:(1) The general tendency of middle school students'learning subjective well-being was above medium.There was no difference between sexes.Differences existed among schools and grades.Students from non-key-school had lower learning subjective well-being than those from the key-school.Learning subjective well-being gradually decreased with the higher grades.Grade-three students had the lowest learning subjective wellbeing.(2) After controlling the demographic variables,social support and learning view,self-efficacy was significantly related to learning subjective well-being.; among the three variables of interest,self-efficacy had the strongest impact on learning subjective well-being.(3) Social support had direct and indirect influences on students'learning subjective well-being.Moreover,the relationship between social support and learning subjective well-being was mediated by learning view and self-efficacy.

The Influence of Social Support, Learning View and Self-efficacy on Middle School Students’ Learning Subjective Well-being

SONG Ling-qing, LIU Ru-de, LI Yu-huan, GAO Zhen-hua, LI Wen-jun

Psychological Development and Education. 2010, 26(3):  282-287. 

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A survey using a cluster sampling of 469 middle school students across three grades was conducted to examine the relationship among social support,learning view,self-efficacy and learning subjective well-being.Results showed as follows:(1) The general tendency of middle school students'learning subjective well-being was above medium.There was no difference between sexes.Differences existed among schools and grades.Students from non-key-school had lower learning subjective well-being than those from the key-school.Learning subjective well-being gradually decreased with the higher grades.Grade-three students had the lowest learning subjective wellbeing.(2) After controlling the demographic variables,social support and learning view,self-efficacy was significantly related to learning subjective well-being.; among the three variables of interest,self-efficacy had the strongest impact on learning subjective well-being.(3) Social support had direct and indirect influences on students'learning subjective well-being.Moreover,the relationship between social support and learning subjective well-being was mediated by learning view and self-efficacy.

Characteristics of Alcohol Use and its Contributing Factors among Adolescents

LIN Dan-hua, FAN Xing-hua, LI Xiao-ming, PAN Jin

Psychological Development and Education. 2010, 26(3):  288-294. 

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A sample of 681 5^th,7^th,8^th,10^th and 11^th graders from three primary and secondary schools in Changsha,Hunan province was selected to explore characteristics and its contributing factors with alcohol use behavior among adolescents.The results showed as follows:(1) 31% adolescents had ever used alcohol in the past 30 days,with 12.7% ever binge drinking and 8.5% ever drunk in the past 30 days.Males and adolescents with low academic achievement reported higher level of alcohol use compared to their counterparts; (2) adolescents drinking behavior was positively associated with peers' drinking behavior and school drinking neighborhood.Moreover,adolescents drinking behavior was negatively associated with peers' drinking attitude,adolescents' drinking attitude and drinking refusal self-efficacy; (3) peer and school neighborhood factors and drinking attitude could directly predict adolescents'drinking refusal self-efficacy.In addition,peer and school neighborhood can indirectly influence adolescents'alcohol use behavior through drinking attitude and drinking refusal self-efficacy.

Characteristics of Alcohol Use and its Contributing Factors among Adolescents

LIN Dan-hua, FAN Xing-hua, LI Xiao-ming, PAN Jin

Psychological Development and Education. 2010, 26(3):  288-294. 

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A sample of 681 5^th,7^th,8^th,10^th and 11^th graders from three primary and secondary schools in Changsha,Hunan province was selected to explore characteristics and its contributing factors with alcohol use behavior among adolescents.The results showed as follows:(1) 31% adolescents had ever used alcohol in the past 30 days,with 12.7% ever binge drinking and 8.5% ever drunk in the past 30 days.Males and adolescents with low academic achievement reported higher level of alcohol use compared to their counterparts; (2) adolescents drinking behavior was positively associated with peers' drinking behavior and school drinking neighborhood.Moreover,adolescents drinking behavior was negatively associated with peers' drinking attitude,adolescents' drinking attitude and drinking refusal self-efficacy; (3) peer and school neighborhood factors and drinking attitude could directly predict adolescents'drinking refusal self-efficacy.In addition,peer and school neighborhood can indirectly influence adolescents'alcohol use behavior through drinking attitude and drinking refusal self-efficacy.

Characteristics of Alcohol Use and its Contributing Factors among Adolescents

LIN Dan-hua, FAN Xing-hua, LI Xiao-ming, PAN Jin

Psychological Development and Education. 2010, 26(3):  288-294. 

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A sample of 681 5^th,7^th,8^th,10^th and 11^th graders from three primary and secondary schools in Changsha,Hunan province was selected to explore characteristics and its contributing factors with alcohol use behavior among adolescents.The results showed as follows:(1) 31% adolescents had ever used alcohol in the past 30 days,with 12.7% ever binge drinking and 8.5% ever drunk in the past 30 days.Males and adolescents with low academic achievement reported higher level of alcohol use compared to their counterparts; (2) adolescents drinking behavior was positively associated with peers' drinking behavior and school drinking neighborhood.Moreover,adolescents drinking behavior was negatively associated with peers' drinking attitude,adolescents' drinking attitude and drinking refusal self-efficacy; (3) peer and school neighborhood factors and drinking attitude could directly predict adolescents'drinking refusal self-efficacy.In addition,peer and school neighborhood can indirectly influence adolescents'alcohol use behavior through drinking attitude and drinking refusal self-efficacy.

A Study on Development of Teachers’ Mental Health Scale and Its Status

YU Guo-liang, JIN Dong-xian, ZHENG Jian-jun

Psychological Development and Education. 2010, 26(3):  295-301. 

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Based on summarization related theories and previous research with teachers,A Teachers' Mental Health Scale (TMHS) was developed,and from 7 provinces and cities such as Beijing,Hebei,Jiangsu,Shandong,Shanxi,Zhejiang,Qinghai 1819 teachers were administered with the scale.The findings showed that (1) The Teachers' Mental Health Scale includes self,life,work and society.The Teachers' Mental Health Scale established by the four subscales has high reliability and validity and can be used to measure the mental health of teachers.(2) This research shows that the teacher's mental health status belongs to a healthy state,and all teachers of the kindergartens,primary schools,the junior schools and the universities have the problems of expansionary and adaptability,but the high school teachers has only adaptability questions and they don't have expansionary questions.

A Study on Development of Teachers’ Mental Health Scale and Its Status

YU Guo-liang, JIN Dong-xian, ZHENG Jian-jun

Psychological Development and Education. 2010, 26(3):  295-301. 

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Based on summarization related theories and previous research with teachers,A Teachers' Mental Health Scale (TMHS) was developed,and from 7 provinces and cities such as Beijing,Hebei,Jiangsu,Shandong,Shanxi,Zhejiang,Qinghai 1819 teachers were administered with the scale.The findings showed that (1) The Teachers' Mental Health Scale includes self,life,work and society.The Teachers' Mental Health Scale established by the four subscales has high reliability and validity and can be used to measure the mental health of teachers.(2) This research shows that the teacher's mental health status belongs to a healthy state,and all teachers of the kindergartens,primary schools,the junior schools and the universities have the problems of expansionary and adaptability,but the high school teachers has only adaptability questions and they don't have expansionary questions.

A Study on Development of Teachers’ Mental Health Scale and Its Status

YU Guo-liang, JIN Dong-xian, ZHENG Jian-jun

Psychological Development and Education. 2010, 26(3):  295-301. 

Abstract ( )   PDF (476KB) ( )   Save

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Based on summarization related theories and previous research with teachers,A Teachers' Mental Health Scale (TMHS) was developed,and from 7 provinces and cities such as Beijing,Hebei,Jiangsu,Shandong,Shanxi,Zhejiang,Qinghai 1819 teachers were administered with the scale.The findings showed that (1) The Teachers' Mental Health Scale includes self,life,work and society.The Teachers' Mental Health Scale established by the four subscales has high reliability and validity and can be used to measure the mental health of teachers.(2) This research shows that the teacher's mental health status belongs to a healthy state,and all teachers of the kindergartens,primary schools,the junior schools and the universities have the problems of expansionary and adaptability,but the high school teachers has only adaptability questions and they don't have expansionary questions.

Construction and Revision of Teaching Intrinsic Autonomy Questionnaire for Primary and Middle School Teachers

YAO Ji-hai, SHEN Ji-liang

Psychological Development and Education. 2010, 26(3):  302-307. 

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Researchers proposed a theoretical construct about internal autonomy of teachers and constructed an Internal Autonomy Questionnaire.Through a confirmative factor analysis,the questionnaire was tested on a sample of 387 teachers and retested on a sample of 1222 teachers.The preliminary and final results indicated that the Intrinsic Autonomy Questionnaire had a very good reliability and validity.The revised questionnaire included seven factors,that is,objectiveness,spontaneity,sense of responsibility,independence,sense of competence,selfreflection and self-control.

Construction and Revision of Teaching Intrinsic Autonomy Questionnaire for Primary and Middle School Teachers

YAO Ji-hai, SHEN Ji-liang

Psychological Development and Education. 2010, 26(3):  302-307. 

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Researchers proposed a theoretical construct about internal autonomy of teachers and constructed an Internal Autonomy Questionnaire.Through a confirmative factor analysis,the questionnaire was tested on a sample of 387 teachers and retested on a sample of 1222 teachers.The preliminary and final results indicated that the Intrinsic Autonomy Questionnaire had a very good reliability and validity.The revised questionnaire included seven factors,that is,objectiveness,spontaneity,sense of responsibility,independence,sense of competence,selfreflection and self-control.

Construction and Revision of Teaching Intrinsic Autonomy Questionnaire for Primary and Middle School Teachers

YAO Ji-hai, SHEN Ji-liang

Psychological Development and Education. 2010, 26(3):  302-307. 

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Researchers proposed a theoretical construct about internal autonomy of teachers and constructed an Internal Autonomy Questionnaire.Through a confirmative factor analysis,the questionnaire was tested on a sample of 387 teachers and retested on a sample of 1222 teachers.The preliminary and final results indicated that the Intrinsic Autonomy Questionnaire had a very good reliability and validity.The revised questionnaire included seven factors,that is,objectiveness,spontaneity,sense of responsibility,independence,sense of competence,selfreflection and self-control.

The Development of Boredom Proneness Questionnaire for College Students

HUANG Shi-hua, LI Dong-ling, ZHANG Wei, LI Dong-ping, ZHONG Hai-rong, HUANG Cheng-ken

Psychological Development and Education. 2010, 26(3):  308-314. 

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This research was intended to revise the Boredom Proneness Scale,and to develop the questionnaire for our college students.The revising work is based on the review of current literature,open-ended questionnaire survey,interviewing college students,and analyzing the data of 972 students by exploratory factor analysis.The results are as follows:(1) there were two dimensions in the questionnaire:external stimulation and internal stimulation; (2) these two dimensions contained six factors:monotony,constraint,loneliness,strain,self-control and creativity; (3) the reliability and validity of the questionnaire and its application were relatively good.

The Development of Boredom Proneness Questionnaire for College Students

HUANG Shi-hua, LI Dong-ling, ZHANG Wei, LI Dong-ping, ZHONG Hai-rong, HUANG Cheng-ken

Psychological Development and Education. 2010, 26(3):  308-314. 

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This research was intended to revise the Boredom Proneness Scale,and to develop the questionnaire for our college students.The revising work is based on the review of current literature,open-ended questionnaire survey,interviewing college students,and analyzing the data of 972 students by exploratory factor analysis.The results are as follows:(1) there were two dimensions in the questionnaire:external stimulation and internal stimulation; (2) these two dimensions contained six factors:monotony,constraint,loneliness,strain,self-control and creativity; (3) the reliability and validity of the questionnaire and its application were relatively good.

The Development of Boredom Proneness Questionnaire for College Students

HUANG Shi-hua, LI Dong-ling, ZHANG Wei, LI Dong-ping, ZHONG Hai-rong, HUANG Cheng-ken

Psychological Development and Education. 2010, 26(3):  308-314. 

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This research was intended to revise the Boredom Proneness Scale,and to develop the questionnaire for our college students.The revising work is based on the review of current literature,open-ended questionnaire survey,interviewing college students,and analyzing the data of 972 students by exploratory factor analysis.The results are as follows:(1) there were two dimensions in the questionnaire:external stimulation and internal stimulation; (2) these two dimensions contained six factors:monotony,constraint,loneliness,strain,self-control and creativity; (3) the reliability and validity of the questionnaire and its application were relatively good.

Developing Questionnaire of Psychological Contract for College Teachers

HAN Ming, DONG Xue-an, FAN Dan, HE Xian-you

Psychological Development and Education. 2010, 26(3):  315-321. 

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According to the review of current literature and interview of teachers,the college teachers' psychological contract questionnaire was constructed.It was developed by the analysis of reliability research,validity research and exploratory factor analysis,based on the samples of 174 college teachers.Through surveying 358 college teachers from 31 professional colleges located in 11 provinces,the college teachers'psychological contract structure was revised by the method of confirmatory factor analysis.Results showed that the college teachers'psychological contract structure was accordant with three-dimension model,both the responsibility of college schools and teachers included three dimensions:transaction obligation,development obligation and relation obligation.Based on this structure,the questionnaire was constructed and it had 24 items and was proved to be of good reliability and validity so that it could be used to investigate the college teachers'psychological contract.

Developing Questionnaire of Psychological Contract for College Teachers

HAN Ming, DONG Xue-an, FAN Dan, HE Xian-you

Psychological Development and Education. 2010, 26(3):  315-321. 

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According to the review of current literature and interview of teachers,the college teachers' psychological contract questionnaire was constructed.It was developed by the analysis of reliability research,validity research and exploratory factor analysis,based on the samples of 174 college teachers.Through surveying 358 college teachers from 31 professional colleges located in 11 provinces,the college teachers'psychological contract structure was revised by the method of confirmatory factor analysis.Results showed that the college teachers'psychological contract structure was accordant with three-dimension model,both the responsibility of college schools and teachers included three dimensions:transaction obligation,development obligation and relation obligation.Based on this structure,the questionnaire was constructed and it had 24 items and was proved to be of good reliability and validity so that it could be used to investigate the college teachers'psychological contract.

Developing Questionnaire of Psychological Contract for College Teachers

HAN Ming, DONG Xue-an, FAN Dan, HE Xian-you

Psychological Development and Education. 2010, 26(3):  315-321. 

Abstract ( )   PDF (361KB) ( )   Save

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According to the review of current literature and interview of teachers,the college teachers' psychological contract questionnaire was constructed.It was developed by the analysis of reliability research,validity research and exploratory factor analysis,based on the samples of 174 college teachers.Through surveying 358 college teachers from 31 professional colleges located in 11 provinces,the college teachers'psychological contract structure was revised by the method of confirmatory factor analysis.Results showed that the college teachers'psychological contract structure was accordant with three-dimension model,both the responsibility of college schools and teachers included three dimensions:transaction obligation,development obligation and relation obligation.Based on this structure,the questionnaire was constructed and it had 24 items and was proved to be of good reliability and validity so that it could be used to investigate the college teachers'psychological contract.

An Exploration of Treatment Fidelity of Instructional Experiment

PANG Wei-guo

Psychological Development and Education. 2010, 26(3):  322-328. 

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Treatment fidelity refers to the extent to which experimental treatment is implemented as originally designed.It is one of the most important factors that determine the research validity and conclusions.In instructional experiments,treatment fidelity was largely influenced by experimental design,training of the experimenters,instructional situations,and student characteristics.There are a number of ways researchers can use to sustain or enhance treatment fidelity.Methods include detailing experimental design,systematic training of experimenters,conducting pre-experiments,and monitoring the experimental processes.Treatment fidelity of an instructional experiment can be assessed by direct observation,product analysis,teacher's self-report,and student assessment.

An Exploration of Treatment Fidelity of Instructional Experiment

PANG Wei-guo

Psychological Development and Education. 2010, 26(3):  322-328. 

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Treatment fidelity refers to the extent to which experimental treatment is implemented as originally designed.It is one of the most important factors that determine the research validity and conclusions.In instructional experiments,treatment fidelity was largely influenced by experimental design,training of the experimenters,instructional situations,and student characteristics.There are a number of ways researchers can use to sustain or enhance treatment fidelity.Methods include detailing experimental design,systematic training of experimenters,conducting pre-experiments,and monitoring the experimental processes.Treatment fidelity of an instructional experiment can be assessed by direct observation,product analysis,teacher's self-report,and student assessment.

An Exploration of Treatment Fidelity of Instructional Experiment

PANG Wei-guo

Psychological Development and Education. 2010, 26(3):  322-328. 

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Treatment fidelity refers to the extent to which experimental treatment is implemented as originally designed.It is one of the most important factors that determine the research validity and conclusions.In instructional experiments,treatment fidelity was largely influenced by experimental design,training of the experimenters,instructional situations,and student characteristics.There are a number of ways researchers can use to sustain or enhance treatment fidelity.Methods include detailing experimental design,systematic training of experimenters,conducting pre-experiments,and monitoring the experimental processes.Treatment fidelity of an instructional experiment can be assessed by direct observation,product analysis,teacher's self-report,and student assessment.

Metacomprehension: A Dynamic System of Interaction

CHEN Qi-Shan

Psychological Development and Education. 2010, 26(3):  329-336. 

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Metacomprehension is an important issue in the study of metacognition,this construct includes two components:monitoring and control or regulate.Metacomprehension monitoring and regulate are central to selfregulated comprehension.Reading comprehension is a dynamic process in which a reading monitors evaluates his or her progress towards some learning goals and uses this information to regulate reading comprehension.Accurate metacomprehension monitoring is crucial to effective metacomprehension regulate and reading comprehension.However,previous research showed that metacomprehension monitoring accuracy is far less impressive.What is most interesting about several recent studies is their attempt to enhance monitoring accuracy.One of the key issues in the study of metacomprehension regulation is how reader use monitoring to adjust,strategize,and maximize reading,so it is important to investigate which factors can enhance the accuracy of metacomprehension monitoring and whether accurate monitoring can provide a basis for making decisions about what to restudy or how long to study.

Metacomprehension: A Dynamic System of Interaction

CHEN Qi-Shan

Psychological Development and Education. 2010, 26(3):  329-336. 

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Metacomprehension is an important issue in the study of metacognition,this construct includes two components:monitoring and control or regulate.Metacomprehension monitoring and regulate are central to selfregulated comprehension.Reading comprehension is a dynamic process in which a reading monitors evaluates his or her progress towards some learning goals and uses this information to regulate reading comprehension.Accurate metacomprehension monitoring is crucial to effective metacomprehension regulate and reading comprehension.However,previous research showed that metacomprehension monitoring accuracy is far less impressive.What is most interesting about several recent studies is their attempt to enhance monitoring accuracy.One of the key issues in the study of metacomprehension regulation is how reader use monitoring to adjust,strategize,and maximize reading,so it is important to investigate which factors can enhance the accuracy of metacomprehension monitoring and whether accurate monitoring can provide a basis for making decisions about what to restudy or how long to study.

Metacomprehension: A Dynamic System of Interaction

CHEN Qi-Shan

Psychological Development and Education. 2010, 26(3):  329-336. 

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Metacomprehension is an important issue in the study of metacognition,this construct includes two components:monitoring and control or regulate.Metacomprehension monitoring and regulate are central to selfregulated comprehension.Reading comprehension is a dynamic process in which a reading monitors evaluates his or her progress towards some learning goals and uses this information to regulate reading comprehension.Accurate metacomprehension monitoring is crucial to effective metacomprehension regulate and reading comprehension.However,previous research showed that metacomprehension monitoring accuracy is far less impressive.What is most interesting about several recent studies is their attempt to enhance monitoring accuracy.One of the key issues in the study of metacomprehension regulation is how reader use monitoring to adjust,strategize,and maximize reading,so it is important to investigate which factors can enhance the accuracy of metacomprehension monitoring and whether accurate monitoring can provide a basis for making decisions about what to restudy or how long to study.