Table of Content

15 September 2021, Volume 37 Issue 5

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The Facilitating Effect of Element Type and Crossed Relation on Problem Solving

ZHANG Zhonglu, YI Junru, ZHANG Zhuqing, XING Qiang, LEI Yi, LI Hong

Psychological Development and Education. 2021, 37(5):  609-618.  doi:10.16187/j.cnki.issn1001-4918.2021.05.01

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The current study aimed to explore whether and how the information of element type and spatially crossed relation in a perceptual chunk can facilitate problem solving. Seventy-one valid participants (25 females, mean age=20.51±2.35 years) completed the character decomposition task in a learning-testing paradigm. The study manipulated two variables in both learning and testing phases:Element type was defined as whether the to-be-removed element is a meaningful chunk or not (chunk vs. stroke), while crossed relation was defined as whether the to-be-removed element and the remained part is spatially crossed or not in a perceptual chunk (uncrossed vs. crossed). The combinations of the two variables thus generated four conditions. In Condition 1, the task carries the information of character level as well as uncrossed relation; In Condition 2, the task carries the information of stroke level as well as uncrossed relation; In Condition 3, the task carries the information of character level as well as crossed relation; In Condition 4, the task carries the information of stroke level as well as crossed relation. Participant completed the chunk decomposition task for one condition in the learning phase and then performed all tasks for four conditions in the testing phase. To further explore the time course in the learning phase, we manipulated another two variables:time position (1, 2, 3, 4, 5, 6) and presentation times (1, 2, 3). There are 6 stimuli recursively presented once for each position in each learning condition. Participants repeatedly performed the character decomposition tasks for three times (every 6 trials) in the learning phase. The results in the testing phase showed that participants performed more accurately and faster for the information of crossed relation than uncrossed relation, not vice versa. In contrast, we did not find similar facilitation effect for the information of element type on problem solving. The results indicate that the information of crossed relation rather than element type facilitates the chunk decomposition problem solving. Moreover, the results in the learning phase showed that the chunk decomposition task was performed better for the information of crossed relation with repeated times, not over time. The results indicate that the facilitation effect of crossed relation requires repeated performances on the task during the learning phase.

Research on Cognitive Load of Graphic Processing in Virtual Reality Learning Environment

CHEN Lijun, LIU Limin, LIN Yueyang, ZHANG Lingyan

Psychological Development and Education. 2021, 37(5):  619-627.  doi:10.16187/j.cnki.issn1001-4918.2021.05.02

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To detect influential factors of cognitive load in virtual reality learning environment, this study selected 44 undergraduates as subjects to conduct a three-factor mixed design experiment:3 (memorization project number:3, 4, 5)×2 (presentation time:0.5s, 0.8s)×2 (text clues:with or without), using single stimulus test paradigm for stimulus perception detection and dual-task paradigm for cognitive load measurement. Participants were asked to determine whether a figure had just appeared on certain position or not after learning. A sub-task signal appeared half the time. The results showed that:(1) The number of items has a significant impact on learners' cognitive load. The more items, the lower the correct rate of main task and the higher the learners' cognitive load was. The appropriate number of stimulus is four;(2) Item duration had a significant impact on learners' cognitive load. The longer the item duration, the higher the accuracy of sub-tasks and the lower the learners' cognitive load was. However, item duration didn't affect main-task's performance. Item duration longer than 0.5s was helpful for sub-task processing;(3) Text cues had significant effect on cognitive load. Repeated text cues increased cognitive load. These findings illustrated that number of items and length of item duration was positively related to cognitive load; text clue was helpful to released subjective cognitive load. Task performance and subjective measurement indicators were not always consistent in reflecting cognitive load intensity.

Influence of Playmates' Interpersonal Character on Children's Interpersonal Character: The Moderating Role of the Number of Playmates and Child Group Differences

LIU Lisha, WU Yuting, LI Chaoqun, XU Liangyuan, LI Yanfang

Psychological Development and Education. 2021, 37(5):  628-637.  doi:10.16187/j.cnki.issn1001-4918.2021.05.03

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Playmates is an important source of influence on children's development. This study aimed to explore the positive associations between playmates' and children's interpersonal character (including humanity and justice) from the perspective of children's positive development. In addition, the moderating role of the number of playmates in the associations and child group differences (i.e., grade, gender, sibling status) were examined. Participates were 1555 fourth-to ninth-graders and their reciprocal playmates. The peer nomination method and a character questionnaire were employed to conduct the investigation. The results showed that:(1) The playmates' and children's humanity as well as justice was significantly associated, regardless of the child grade, gender, and sibling status; (2) The association between playmates' and children's justice was enhanced with the number of playmates increasing, however, this moderating effect displayed only on the secondary school children and boys. These findings suggested that children's associating with playmates who have positive character is significant to their development of positive character. In particular, children of some specific groups (e.g., secondary school children and boys) interacting with more playmates with good character may receive the greater positive influence from playmates.

Co-parenting and Preschool Children's Social Behavior: The Chain Mediating Effects of Parent-child Relationship and Sibling Relationship Quality

LIU Tiantian, LI Yan, LI Youjia, JIANG Xinmiao

Psychological Development and Education. 2021, 37(5):  638-647.  doi:10.16187/j.cnki.issn1001-4918.2021.05.04

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This study explored the chain mediating effects of parent-child relationship and sibling relationship quality in the relationship between co-parenting and preschool children's social behavior. A total of 196 preschool children from 4 kindergartens in Henan Province and their parents and teachers was recruited to participate. Based on family systems theory, the following assessments were performed and analyzed:Parents' Perceptions of the Co-parenting Relationship Scale (PPCR) rated by mothers and fathers, Child-parent Relationship Scale (CPRS) rated by mothers and fathers, Parental Perceptions of Children's Sibling Relationship Quality Questionnaire (PPCSRQ) rated by mothers, and Child Behavior Scale (CBS) rated by teachers. The results suggest that the mother-child conflict and intimacy partly mediated the relationship between maternal perceptions of co-parenting and sibling conflict and warmth, respectively, and that the father-child conflict and intimacy fully mediated the relationship between paternal perceptions of co-parenting and sibling conflict and warmth, respectively. Further, the maternal perceptions of co-parenting mediated children's aggression behavior in peer relationships through parent-child conflict and sibling conflict. The paternal perceptions of co-parenting had an impact on children's aggression behavior in peer relationships through father-child conflict and sibling conflict.

Changes in College Students' Physical Self-esteem in 2004~2016: A Cross-temporal Meta-analysis

SHI Guochun, ZHAO Dongyan, FAN Huiyong

Psychological Development and Education. 2021, 37(5):  648-659.  doi:10.16187/j.cnki.issn1001-4918.2021.05.05

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In the present study, a cross-temporal meta-analysis was applied to examine the changes in Chinese college students' physical self-esteem level from 2004 to 2016. We collected the literatures investigating college studnts by Physical Self-perception Profile (PSPP) in the past 13 years, and obtained 107 studies (N=30738) for the present meta-analysis. The results showed that:(1) Correlations between general physical self-worth, sport competenee, strength mean scores and the year of data collection were significant positive; (2) Physical self-esteem level of both male and female college students had a significantly increasing trend between 2004 and 2016; (3) The score of male in the physical self-esteem of various factors is 0.2~0.3 standard deviation higher than that of girls, suggesting that the college students' physical self-esteem level had significant gender differences; (4) Correlations between Gini coefficient, higher education factors and physical self-esteem mean scores were significant, and the influence of economic factors and population pressure on the physical self-esteem of male college students is more obvious.

The Effect of Parenting Style on Mobile Phone Addiction: The Chain Mediating Effect of Self-control and Sensation Seeking

LI Wenfu, JIA Xuqing, LI Gongying, ZHANG Qinglin

Psychological Development and Education. 2021, 37(5):  660-667.  doi:10.16187/j.cnki.issn1001-4918.2021.05.06

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The present research focused on the relationship between parenting style and mobile phone addiction in undergraduates and the chain mediating effect of self-control and sensation seeking. A sample of 426 subjects was enrolled in the present research to fill out the short-Egma Minnen av Bardndosnauppforstran, Mobile Phone Addiction Index, Self-control Scale and Sensation Seeking Scale. Results showed that:(1) Parental rejection and overprotection were positively correlated with mobile phone addiction, while parental emotional warmth was negatively related with mobile phone addiction; (2) Self-control mediated the effect of parenting style on mobile phone addiction; (3) Sensation seeking mediated the effect of parenting style on mobile phone addiction; (4) Self-control and sensation seeking mediated the effect of parenting style on mobile phone addiction. The results indicated that the parenting style not only directly influenced mobile phone addiction, but also affected mobile phone addiction through the chain mediating effect of self-control and sensation seeking.

Zhong-yong Thinking Style and Internet Addiction of College Students: The Role of Peer Conflict and Gender

WEI Hua, LI Qian, ZHOU Zongkui, DING Qian, XIONG Jie

Psychological Development and Education. 2021, 37(5):  668-674.  doi:10.16187/j.cnki.issn1001-4918.2021.05.07

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Based on resources conservation theory and social role theory, the present study examined the college students' Zhong-yong thinking, peer conflict and internet addcition via questionnaires. Participants were 492 college students from Wuhan. Results were as follows. First, Zhong-yong thinking was negatively correlated with peer conflict and internet addiction; peer conflict was positively correlated with internet addiction. Second, peer conflict mediated the relationship between Zhong-yong thinking and internet addiction. Third, gender significantly moderated the first half of the mediating path of "Zhong-yong thinking-peer conflict-internet addiction". For male, can negatively predict peer conflict; whereas for female, Zhong-yong thinking cannot predict peer conflict. The results indicated that the relatinship between Zhong-yong thinking and internet addiction was mediated by peer conflict; however, the negative relatinship between Zhong-yong thinking and peer conflict only existed in male.

Relationship between Educational Level and Turnover Intention of New Preschool Teachers: The Mediating Role of Career Adaptability and Job Satisfaction

ZHOU Siyu, WANG Yizhuo, LI Xiaowei

Psychological Development and Education. 2021, 37(5):  675-682.  doi:10.16187/j.cnki.issn1001-4918.2021.05.08

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The current study investigated 783 new preschool teachers with teaching experience no more than 3 years to examine the mediating role of career adaptability and job satisfaction in the relationship between teachers' educational level and turnover intention. The results showed that:job satisfaction played the positive mediating role in the relationship between teachers' educational level and turnover intention. And the negative chain mediating effect of career adaptability and job satisfaction was also found in that relationship. These findings indicated that career adaptability may play an important role in improving job satisfaction of new preschool teachers with high educational level and reducing their turnover intention.

Longitudinal Associations between Parental Involvement and Children's Math Anxiety in Primary School: The Mediating Role of Mathematics Attitude

ZHAO Xiaomeng, ZHANG Aoxue, ZHANG Mingliang, LI Hongxia, SI Jiwei

Psychological Development and Education. 2021, 37(5):  683-690.  doi:10.16187/j.cnki.issn1001-4918.2021.05.09

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In order to explore the longitudinal associations between parental involvement in school-age children and their own math anxiety and its internal mechanism, 1734 students in third and fourth grades were recruited from two ordinary primary schools in Liaocheng, Shandong province. All participants finished two waves of questionnaires. Results showed that:(1) Prior parental involvement could significantly reduce the subsequence math anxiety of children. But prior math anxiety of children couldn't significantly predict subsequence parental involvement; (2) Mathematics attitude mediated the relationship between parental involvement and children's math anxiety across time; (3) And the mediating effect of children's mathematics attitudes was stable at different time. These results emphasize the crucial role of parental involvement in the changes of math anxiety in school-age children, and also provide a point for effectively reducing children math anxiety.

The Relation between Oral Reading Fluency and Reading Comprehension among Chinese Children: A 3-year Longitudinal Study

ZHOU Tingna, LI Yixun, LI Hong, XU Zhonggeng, ZHANG Feng, CHENG Yahua

Psychological Development and Education. 2021, 37(5):  691-700.  doi:10.16187/j.cnki.issn1001-4918.2021.05.10

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The present study followed a sample of Chinese second-grade (n=196) through fourth-grade students to evaluate the dynamic developmental relations between oral reading fluency (including word reading fluency and text reading fluency) and reading comprehension. Cross-lagged panel model was conducted to test for the presence of leading and lagging influences after controlling for nonverbal reasoning, character recognition, vocabulary knowledge, rapid automatized naming (RAN) and the auto-regression effects. The results showed that:(1) previous levels of word reading fluency acted as leading indicators of reading comprehension growth, but the reverse relation was not found; (2) Bidirectional predictive relation was found between text reading fluency and reading comprehension. The results support cognitive resources and automaticity theory and supplement the interactive-compensatory model of reading.

The Bidirectional Associations between Aggression and Peer Victimization from Late Childhood to Early Adolescence: A Cross-lagged Study

JI Linqin, ZHANG Meng, DONG Meihui, PAN Bin, ZHANG Wenxin

Psychological Development and Education. 2021, 37(5):  701-709.  doi:10.16187/j.cnki.issn1001-4918.2021.05.11

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In a sample of 2178 children (M_age=11.05, SD_age=0.69 years, 1132 boys) who were recruited from 14 elementary schools and followed from grade 5 to grade 8, the current study examined the cross-lagged longitudinal associations between aggression and peer victimization. The results revealed that relational aggression at grade 5, 6, and 7 predicted increases in relational victimization 1 year later, physical aggression at grade 7 predicted increases in physical victimization at grade 8, and experience of relational victimization at grade 6 predicted increases in relational aggression at grade 7. These results did not differ across gender. The results indicated that the longitudinal association between aggression and peer victimization was generally consistent with a sequential model stating that aggression predicts later experience of peer victimization, while at the same time partially supported the bidirectional association between aggression and peer victimization. The finding had implications for intervention and prevention of children's aggression and victimization.

The Relationship between Academic Achievement, Popularity and Aggressive Behavior of Adolescents: A Cross-lagged Analysis

REN Ping, SONG Zijing, MENG Xiaozhe, QIN Xingna, ZHANG Yunyun

Psychological Development and Education. 2021, 37(5):  710-718.  doi:10.16187/j.cnki.issn1001-4918.2021.05.12

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China attaches great importance to the education of teenagers, and their studies have been paid a lot of attention by the family and the society, which has formed the main melody of their life. Academic achievement not only influences social development, but is also influenced by them. The current study aimed to explore the relationship of academic achievement, popularity, and aggressive behavior among 1283 junior high school students (M_age=13.43 years old, SD=0.65 years old, 47.7% were girls). Peer nomination and standardized test were used through the cross-lagged design of one-year longitudinal survey. The results showed that:(1) T1~T2, academic achievement mutually positively predicted popularity; (2) T1~T3, academic achievement negatively predicted later aggressive behavior among boys, but only significant among girls from T1 to T2, and during that time, boys had a stronger predictive effect than girls; (3) T1~T2, there were positive bidirectional relationships between academic achievement and popularity, but the coefficient was smaller when popularity predicted academic achievement. The results of this study revealed that there was a complex interaction between adolescents' academic achievement, popularity and aggressive behavior, and this effect varied with gender and time. The results show important significance for the promotion of individual development of adolescents.

The Relationship between Parental Style and Cyber Victimization of Junior High School Students: A Longitudinal Study

WU Peng, ZHANG Qi, WANGYANG Chunzi

Psychological Development and Education. 2021, 37(5):  719-726.  doi:10.16187/j.cnki.issn1001-4918.2021.05.13

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School victimization is an important and prevalent problem in society. In recent years, with the high-speed development of information technology and network, a new form of victimization has emerged, that is, cyber victimization. With the increasing number of adolescents using the Internet, cyber bullying may cause more harm than traditional bullying. So the junior high school students' cyber victimization is an important part of the research on adolescent problem behavior intervention. To provide theoretical guidance for intervention programs, researchers are required to obtain the results of longitudinal studies. The present research examined the developmental trajectories of cyber victimization by employing a longitudinal, four-wave design. Moreover, the current research also examined the impacts of parental style. The sample consisted of 491 adolescents (51.56% boys) in grade eight, who was followed up for two years from grade eight to grade nine. Using latent growth mixture modeling, various developmental trajectories of cyber victimization were examined. To explore the effect of parental style on the developmental trajectories of cyber victimization, logistic regression and latent growth modeling were utilized to analyze the data. The results indicated that:(1) the junior high school students' cyber victimization presented a decreasing trend significantly in the period of 2 years; (2) there were two downward trends, namely, rapid decline and slow decline; (3) among the parenting styles, father rejection, father over protection and mother rejection increased the incidence of cyber victimization of both groups. At the same time, it also reduced the decline rate of the cyber victimization; (4) the father emotional warmth had a significantly prediction on the initial level and the speed of development of the rapid decline group, and the mother emotional warmth had a significantly prediction on the speed of development of the slow decline group. Overall, these findings have some important implications for the prevention and intervention of the adolescent Internet victimization and support the Kowalski's Cyberbullying Model.

The Effect of Family Functioning on Junior Middle School Students' Bullying: A Moderated Mediation Effect

LAI Yanqun, LIAN Rong, YANG Qi, NIU Gengfeng

Psychological Development and Education. 2021, 37(5):  727-734.  doi:10.16187/j.cnki.issn1001-4918.2021.05.14

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To examine the effect of family functioning and parenting style on the mechanism of bullying in junior middle school students, 429 junior high school students were assessed with the Family Cohesion and Adaptability of Scale-Chinese Version, the s-EMBU, and the Olweus Bully Questionnaire. The results showed that family functioning and parental rejection negatively predicted bullying respectively, that parental rejection mediated the relationship between family functioning and bullying, and that the latter half path of the mediating effect of "family function → parental rejection → bullying" was moderated by gender. More specifically, this mediating effect was only observed in male students.

The Relationship between College Student's Social Development Level and Mental Health: The Mediating Role of Alexithymia and the Gender Difference

TANG Huiyi, CHEN Qian, WU Junhua

Psychological Development and Education. 2021, 37(5):  735-742.  doi:10.16187/j.cnki.issn1001-4918.2021.05.15

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To explore the relationship between social development level and mental health of college students, and to provide basis for improving the mental health level of college students, a questionnaire survey is conducted among 390 the college students by using Social development rating scale for college students,Toronto alexithymia scale (TAS-20) and General health questionnaire (GHQ-12). Results showed that:(1) Social development level of college students can significantly predict mental health; (2) Alexithymia partial mediation the effect of social development level on mental health; (3) Gender moderation the effect of social development level on mental health. Mental health workers should pay attention to the training of college students' social skills and ability of emotion recognition and regulation, as well as gender differences.

The Effect of Transformational Leadership on Teachers' Job Burnout: The Chain Mediating Role of Social Emotional Competence and Well-being

TIAN Jin, MAO Yaqing, XIONG Huaxia

Psychological Development and Education. 2021, 37(5):  743-751.  doi:10.16187/j.cnki.issn1001-4918.2021.05.16

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In order to explore the relationship among transformational leadership, teachers' social emotional competence, teachers' well-being, and teachers' job burnout, the research uses transformational leadership scale, teachers' social emotional competence scale, teachers' well-being scale and teachers' job burnout scale to conduct investigation on 791 teachers in Beijing. The result showed that:(1) the transformational leadership was significantly and negatively correlated with teachers' job burnout; (2) the teachers' social emotional competence played an independent intermediary role in the relationship between transformational leadership and job burnout; (3) the teachers' well-being played an independent intermediary role in the relationship between transformational leadership and job burnout; (4) the teachers' social emotional competence and well-being showed a chain mediating effect in the relationship between the transformational leadership and teachers' job burnout. To conclude, transformational leadership is not only an important external environmental factor that can directly predict teachers' job burnout, but can also predict teacher's job burnout through the intermediary roles of teachers' social emotional competence and well-being.

Social Exclusion Experience and Health Condition among the Rural Elders: The Moderated Mediating Effect

LIU Conghui, DONG Yan, WANG Hongfei, ZHANG Denghao

Psychological Development and Education. 2021, 37(5):  752-760.  doi:10.16187/j.cnki.issn1001-4918.2021.05.17

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Based onthe multimotive model of social exclusion and the model of pathways linking affective disturbances to physical disorders, the current study investigated 1803 rural elders from the 31 provinces (excluding Hong Kong, Macao, and Taiwan) in China, in order to test the influence of social exclusion experience on health condition, and the effects of negative emotional states, interpersonal trust, and economic conditions between them. The results showed that:(1) social exclusion experience negatively predicted health condition; (2) Negative emotional states mediated social exclusion experience and health condition; (3) Interpersonal trust moderated the link between social exclusion experience and negative emotional states; (4) Economic condition moderated the link between social exclusion experience and negative emotional states; (5) Economic condition moderated the link between negative emotional states and health condition. The current study not only verifies and extends the two theoretical models but also provides some implications for the construction of rural elderly care and health services.