Table of Content

15 May 2022, Volume 38 Issue 3

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The Influence of Different Context Shift on the Recall of Category-example Words under the Condition of Repetitive Learning

TONG Yuguang, LI Yaping, LIU Zhiguo, SONG Yaowu

Psychological Development and Education. 2022, 38(3):  305-314.  doi:10.16187/j.cnki.issn1001-4918.2022.03.01

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In order to investigate the effects of internal mood shift and external context shift on category-example words recall under repeated learning condition, this research referred to the retrieval practice paradigm and conducted two experiments. Experiment 1 selected 96 participants and manipulated them to maintain their initial learning mood between the initial learning and repetitive learning stages or shift to a cooperative mood or a competitive mood; experiment 2 selected 64 subjects, and the subjects performed initial learning and repeated learning in different external contexts, either in the first learning situation or in the repeated learning situation during the test. The results of the recall test showed that compared with the baseline words that had not undergone repetitive learning, the recall rate of repetitive words in the same category were higher than that of the baseline words, showing a promotion phenomenon; an internal mood shift occurred, or an external context shift occurred and test occurred in the repetitive learning context, the recall rate of other words in the same category were lower than that of the baseline words, showing a weakening phenomenon; an external context shift occurred but test happened in the previous learning context test, the recall of other words in the same category were higher than the baseline words. This result can be explained by the three-dimensional view of association emergence-exposure-cue expansion.

The Bias of the Mapping in Clean and Dirty Metaphor of Moral Concepts

DING Fengqin, SUN Yishu, Zhao Huying

Psychological Development and Education. 2022, 38(3):  315-322.  doi:10.16187/j.cnki.issn1001-4918.2022.03.02

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On the basis of conceptual metaphor theory, this paper discussed the bias of the mapping in clean and dirty metaphor of moral concepts. Experiment 1 investigated the influence of clean and dirty priming on the moral judgment of neutral stimulus. Experiment 2 investigated the influence of moral and immoral priming on the clean and dirty judgment of neutral stimulus. The results showed that: (1) there was no significant difference in the moral judgment of neutral stimulus between the clean and dirty stimuli; (2) there was a significant difference in the clean and dirty judgment of neutral stimulus between the moral and immoral words. Compared with the immoral words, the subjects in the moral words priming group were more inclined to judge the cleanliness of neutral stimulus. The results of the two studies suggested that there was a bias in the clean and dirty metaphor of moral concepts. The mapping power from the target domain moral to the origin domain is stronger.

The Effects of Marital Quality on Children’s Pro-social Behavior: The Chain Mediating Model of Parental Positive Emotion Expression, Parenting Behavior and the Gender Difference

WANG Siqi, ZHAO Binxuan, WU Hong, LIU Wei

Psychological Development and Education. 2022, 38(3):  323-330.  doi:10.16187/j.cnki.issn1001-4918.2022.03.03

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To explore the chain mediation mechanism among marital quality, parental emotion expression, parenting behavior and children’s pro-social behavior. Dyadic adjustment scale, self-expression in the family questionnaire, parental parenting behavior and strengths and difficulties questionnaire inventory were employed into this study to investigate parents of 442 pupils from grade 1 to grade 6 in two schools in Guizhou Province. The results show that: (1) marital quality is positively correlated with children's pro-social behavior; (2) positive emotional expression and parental acceptance companionship play a chain mediating effect between marital quality and children’s pro-social behavior,which contain three significant mediating pathways: the separate mediating effect of positive emotional expression parental acceptance companionship, and the chain mediating; (3) There is also significant gender difference in the chain mediating effect. Therefore, the results provided a reference of empirical research for the increasing of children's pro-social behavior by improving marital quality, enhancing positive emotion expression and adopting positive parenting behavior.

Parental Self-esteem and Adolescents’ Subjective Well-being: The Chain Mediating Roles of Parent-adolescent Trust and Adolescents’ Self-esteem

TIAN Weiyi, XU Jianjie, LYU Guanglin, WANG Yinan

Psychological Development and Education. 2022, 38(3):  331-338.  doi:10.16187/j.cnki.issn1001-4918.2022.03.04

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To examine the relationship between parental self-esteem and adolescents’ subjective well-being, the present study recruited 233 senior high school students along with their parents. Students completed the Rosenberg Self-Esteem Scale, the Positive and Negative Affect Scale, and the Satisfaction with Life Scale. Parents completed the Rosenberg Self-Esteem Scale and the Trusting Relationship Questionnaire. The results indicated that (1) parental self-esteem was positively associated with adolescents’ subjective well-being; (2) parent-adolescent trust mediated the relationship between parental self-esteem and adolescents’ subjective well-being; (3) adolescents’ self-esteem mediated the relationship between parental self-esteem and adolescents’ subjective well-being; (4) the results of mediation analysis showed the chain mediation effect of parent-child trust and adolescents’ self-esteem on the link between parental self-esteem and adolescents’ subjective well-being. The present findings have important implications for revealing the contributors of adolescents’ subjective well-being as well as its internal mechanism.

The Trajectories of Impulsivity during Early Adolescence: Identifying Latent Subgroups and Influence Factors

LIN Lin, QIU Shaojie, LIU Yu, YANG Yang, YANG Ya'nan, JIA Xuji, XU Zhansheng, BAI Xuejun

Psychological Development and Education. 2022, 38(3):  339-347.  doi:10.16187/j.cnki.issn1001-4918.2022.03.05

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Based on the model of person-environment transaction to investigated the developmental trajectories and its influence factors of impulsivity traits in adolescence. 210 adolescents were recruited from one junior high school in Tianjin, China. They completed the Barratt Impulsiveness Scale (BIS), Family Environment Scale (FES), and the Perceived School Climate Scale (PSCS) for three times in one year. Latent growth models, latent class growth analysis, and logistic regression were used to analysis the data. The results were as followed: (1) the impulsivity traits showed a linear growth trend during early adolescence, and there were three subgroups with different starting levels and varying rates of change: consistently high group, consistently low group, and increasing group; (2) intimacy of family environment and teachers’ support had significant predictive effect to the subgroups. In general, the dynamic changes, individual differences and influence factors of impulsivity were revealed in early adolescence in this study.

Relationship between Student’s Perceived Teacher Bullying Attitude and Student Bullying Behavior:Mediating Effect of Student Bullying Attitude and Moderating Effect of Gender

LI Beilei, GAO Ting, ZHANG Lili, ZHOU Nan, DENG Linyuan

Psychological Development and Education. 2022, 38(3):  348-357.  doi:10.16187/j.cnki.issn1001-4918.2022.03.06

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School bullying has an extremely negative impact on student’s positive development and teacher is one of the most important elements to prevent and intervene school bullying. The present study sought to explore the relationship between student’s perceived teacher bullying attitude and student bullying behavior and the mediating effect of student bullying attitude between them, as well as the moderating effect of gender on this mediating effect. A total of 698 7^th- and 8^th- grade students from two public middle schools of Beijing were investigated with School Bullying Scale, Student’s Bullying Attitude Scale and Student’s Perceived Teacher Bullying Attitude Questionnaire. The results found that: (1) Male students showed more bullying behaviors in general and of different types than their female classmates and they also hold more positive attitude towards bullying, while the teacher seriousness attitude towards bullying perceived by female students was significantly higher than that perceived by male students; (2) Student’s perceived teacher seriousness attitude towards bullying significantly predicted student bullying behavior negatively; (3) The effect of student’s perceived teacher bullying attitude on student bullying behavior can be partially mediated by student bullying attitude; (4) There was an significant gender difference of this mediating effect of student bullying attitude. Specifically, males partially while females fully mediated the effect of teacher bullying attitude on student bullying behavior by their bullying attitude.

The Influence of School Connectedness and Academic Competence on Adolescents’ Self-esteem: A Hierarchical Linear Model

ZHANG Xiaomin, CHEN Xin, WU Kai, ZHAO Guoxiang

Psychological Development and Education. 2022, 38(3):  358-365.  doi:10.16187/j.cnki.issn1001-4918.2022.03.07

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Self-esteem is relevant to a number of important personal and social life outcomes, which is especially malleable in adolescence. Thus, it is of great importance to pay attention to the development of adolescents’ self-esteem and its contributing factors. The concept of “worthiness-based self-esteem” emphasizes that self-esteem derives from positive interpersonal environment, such as support and praise from people important to them. While, the concept of “competence-based self-esteem” argues that self-esteem originates from individual’s competence. To understand the relationship between environmental factors and competence factors in contributing to self-esteem among Chinese senior high school students, a hierarchical linear modeling (HLM) research was conducted to investigate the role of school connectedness at class level and academic competence at class as well as individual level. A total of 4776 senior high school students were recruited from 123 classes in 18 schools and participated in the study. The results of the present study showed that: (1) Class level school connectedness significantly contributed to self-esteem of individual; (2) Academic competence of individual played a mediating role in the relationship between school connectedness and self-esteem; (3) Academic competence of class moderated the relationship between academic competence and self-esteem, and in classes where academic competence was attached to great importance, the predicting effect of academic competence on self-esteem was higher.

A Meta-analysis of the Relationships between Chinese Parenting Styles and Children’s Academic Achievement

XIE Yuntian, SHI Zifu, YIN Lin, LAN Luo

Psychological Development and Education. 2022, 38(3):  366-379.  doi:10.16187/j.cnki.issn1001-4918.2022.03.08

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The present study aims to explore the relationships between Chinese parenting styles and children’s academic achievement using a meta-analysis. Through filtrating literature, 54 studies that conformed to the standard of the meta-analysis were involved in the analysis (793 independent effect sizes, n=24630). The results showed positive parenting styles (i.e. emotional warmth and understanding) was significantly positively correlated to children’s academic achievement and negative parenting styles (i.e. punishment and sternness, excessive interference and protection, preference, rejection and denial) were significantly negatively correlated to children’s academic achievement. In addition, the relationship between excessive interference and protection and children’s academic achievement was moderated by parental roles. Excluding excessive intervention and protection, the relationships between other parenting styles and children’s academic achievement were moderated by age groups. The relationship between preference and children’s academic achievement was moderated by discipline. The relationships between two parenting styles (i.e. emotional warmth and understanding, excessive interference and protection) and children’s academic achievement were moderated by generational cohort. To conclude, the results indicate that Chinese parenting styles were correlated with children’s academic achievement, and the relationships were moderated by parental roles, age groups, discipline and generational cohort.

A Meta-analysis about Teacher Autonomy-support and Student Academic Achievement: The Mediation of Psychological Need Satisfaction, Motivation and Engagement

WANG Guoxia, ZHAO Yang

Psychological Development and Education. 2022, 38(3):  380-390.  doi:10.16187/j.cnki.issn1001-4918.2022.03.09

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As the main guide of educational activities, teachers' teaching style has important impact on students' academic achievements. According to the self-determination theory, autonomy supporting teaching style can satisfy students' basic psychological needs, improve students' motivation and academic engagement, and greatly enhance their academic achievement. Based on the meta-analysis of 37 empirical studies about teacher autonomy support and students' academic achievement (53 independent samples, 18278 students), the results showed that: (1) Teacher autonomy support was positively related to need satisfaction, motivation, engagement and academic achievement. And the effect of autonomy support on need satisfaction, motivation and engagement was higher than academic achievement; (2) Though the need satisfaction and motivation played significant mediating roles in the relationship between teacher autonomy support and students’ academic achievement, the academic engagement’s mediation effect was not significant; (3) The students’ age, economic and cultural backgrounds did not moderate the link between autonomy support and academic achievement. Overall, in the future educational activities, teachers should provide students more autonomy support in order to satisfy their basic psychological needs, enhance learning motivation, promote academic engagement and improve academic achievement.

The Relationship between Mobile Phone Dependence and Mental Health in Adolescents: The Mediating Role of Academic Burnout and the Moderating Role of Coping Style

HE Anming, WAN Jiaojiao, HUI Qiuping

Psychological Development and Education. 2022, 38(3):  391-398.  doi:10.16187/j.cnki.issn1001-4918.2022.03.10

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In order to explore the relationship and mechanism among mobile phone dependence, academic burnout, coping style and mental health among adolescents, 1191 adolescents were tested by using Mobile Phone Addiction Index, Student Burnout Inventory for Junior Middle School Students, Simplified Coping Style Questionnaire and Symptom Checklist 90. The analysis results of structural equation modeling techniques showed that: (1) Mobile phone dependence was a significant negative predictor of adolescents’ mental health; (2) Academic burnout mediated the relationship between mobile phone dependence and mental health; (3) Negative coping style played moderator role in the second half mediating effects, compared with adolescents with low negative coping, the mediating effect was more significant in adolescents with high negative coping. The results of this study have positive implications for the maintenance and promotion of adolescents’ mental health in the era of mobile Internet.

The Effect of Adolescents’ Left-behind Experiences on Internet Addiction: A Perspective of Cognitive-behavioral Model of Pathological Internet Use

WEI Hua, HE Can, LIU Yuan, ZHOU Zongkui, LI Qian

Psychological Development and Education. 2022, 38(3):  399-406.  doi:10.16187/j.cnki.issn1001-4918.2022.03.11

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Based on the cognitive-behavioral model of pathological internet use, this study examined the impact of adolescents’ left-behind experiences on internet addiction and tested the mediating role of maladaptive cognitions and the moderating role of harsh parenting. Participants were 525 middle school students, who completed questionnaires, including the maladaptive cognitions questionnaire, the harsh parenting questionnaire, and the internet addiction questionnaire. The results showed that: (1) The degree of maladaptive cognitions and internet addiction was higher in individuals with left-behind experiences. Moreover, the stronger the maladaptive cognitions, the higher the degree of internet addiction; (2) The left-behind experiences affected internet addiction through the mediating role of maladaptive cognitions; (3) The effect of the left-behind experiences on maladaptive cognitions was moderated by harsh parenting. Specifically, for adolescents who experienced more harsh parenting, their left-behind experiences increased maladaptive cognitions, while for adolescents who experienced less harsh parenting, their left-behind experiences did not affect maladaptive cognitions. The results indicate that adolescents’ left-behind experiences are positively associated with maladaptive cognitions, which in turn increase the tendency of internet addiction. However, if the adolescents experience less harsh parenting, the impact of adolescents’ left-behind experiences on maladaptive cognitions does not exist.

The Effect of Childhood Emotional Neglect on College Students’ Depression: The Chain Mediating Effect of Perceived Control and Regulatory Emotional Self-efficacy

XIE Yunzi, WU Jixia, WANG Shicheng, YANG Ze

Psychological Development and Education. 2022, 38(3):  407-417.  doi:10.16187/j.cnki.issn1001-4918.2022.03.12

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The purpose of this study was to examine the relationship between childhood emotional neglect and depression among college students,as well as the chain mediating effect of perceived control and regulatory emotional self-efficacy.837 undergraduates from two different universities in Chongqing were investigated to complete a questionnaire which included Childhood Trauma Questionnaire-Short Form (CTQ-SF), Regulatory Emotional Self-Efficacy Questionnaire(SRESE), Perceived Control Scale and Beck Depression Inventory-Ⅱ(BDI-Ⅱ). The results indicated that: (1) childhood emotional neglect could significantly predict depression positively; (2) perceived control and regulatory emotional self-efficacy played mediating roles between childhood emotional neglect and depression respectively;(3) perceived control and regulatory emotional self-efficacy played a chain mediating effect between childhood emotional neglect and depression,in addition,all dimensions of regulatory emotional self-efficacy were valid in this model. These findings revealed the mechanism between childhood emotional neglect and depression,which can provide practical implications for the improvement of parenting style and the prevention of college students’ depression.

Self-criticism and Adolescent Non-suicidal Self-injury: Moderated Mediation Effect

GU Honglei, DING Zhongyu, XIA Tiansheng, WANG Lizhao

Psychological Development and Education. 2022, 38(3):  418-426.  doi:10.16187/j.cnki.issn1001-4918.2022.03.13

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Based on Nock’s (2009) integrated model, the current study established a moderated mediation model to explore the underlying mechanism of self-criticism on adolescent non-suicidal self-injury (NSSI) behavior. A total of 914 middle school students anonymously completed questionnaires assessing self-criticism, psychache, cognitive reappraisal, and NSSI. Among them, 331 teenagers reported a history of NSSI behavior, and were entered into analysis. Results showed that after controlling for gender and single-child status, self-criticism was positively associated with adolescent NSSI, and this association was mediated by psychache. Cognitive reappraisal moderated the mediation effect of psychache in the relationship between self-criticism and NSSI. Specifically, cognitive reappraisal buffered the impact of self-criticism on psychache, which further weakened the indirect effect of self-criticism on NSSI.

Curiosity on Knowledge in Human: Epistemic Curiosity

ZHANG Aoxue, GAO Jia, WANG Yangyang, GAO Yaru, SI Jiwei

Psychological Development and Education. 2022, 38(3):  427-436.  doi:10.16187/j.cnki.issn1001-4918.2022.03.14

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Epistemic curiosity is individuals' curiosity about new knowledge, which can be understood from the perspective of state and trait, among which trait epistemic curiosity is divided into Interest-type epistemic curiosity and Deprivation-type epistemic curiosity. Recent studies have shown that epistemic curiosity is affected by a series of factors such as Feeling of Knowing, gender, individual preference for new information. And epistemic curiosity has profound implications for learning, memory and creativity. In the future, it will be necessary to conduct longitudinal investigations from the perspective of the life-span development, improve the measurement of epistemic curiosity, and further investigate the mechanism of epistemic curiosity's impact on learning, so as to provide some enlightenment for educational practice.

The Cognitive Processes and Neural Bases of Prosocial Behavior

TANG Lei, LIU Yanling, YANG Yingkai

Psychological Development and Education. 2022, 38(3):  437-446.  doi:10.16187/j.cnki.issn1001-4918.2022.03.15

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Prosocial behavior refers to the behaviors that bring benefits to other individuals or society. They include cooperation, sharing, helping others, and comforting others. When people are performing prosocial behaviors, the following cognitive processes are ongoing: paying attention to others' behaviors and emotions, social information processing, expecting rewards for the result, the representation of social norm, self-control, social information integration, calculating values, etc. Based on these cognitive processes, the studies found that prosocial behaviors are mainly linked to the following neural regions: anterior insula, anterior cingulate cortex, the dorsal medial subsystem of default mode network, reward system and the prefrontal cortex. Therefore, we proposed a cognitive-neural circuitry for prosocial behaviors. The commonalities, functional connections, and cross-cultural research of the neural basis of prosocial behaviors can be further explored in the future.

Research Highlights and Development Trends of the Developmental Psychology in China: Based on the Bibliometric Analysis on 35 Years’ Publications in Psychological Development and Education

LIU Shen, GAN Yetong, WANG Chen, WANG Gaofeng

Psychological Development and Education. 2022, 38(3):  447-456.  doi:10.16187/j.cnki.issn1001-4918.2022.03.16

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In order to macroscopically grasp the research highlights and development trends of the developmental psychology in China, this paper used the bibliometrics methods to analyze the yearly publications, yearly citations, yearly downloads, yearly reprints, keywords, etc. based on 2456 publications published from 1985 to 2019 in Psychological Development and Education, which is the only journal of the developmental and educational psychology in China. The results found that the yearly total publications of Psychological Development and Education increased in fluctuation and it had formed a certain scale of cooperate networks of authors and institutions. Researches on cognitive and social development tend to be more integrated with neuroscience, providing a neural basis for research on psychology of education and learning as well as mental health. Combined with the results of co-occurrence and cluster analysis, this paper expects the future trend of development psychology in China from three aspects: development period, interdisciplinary and special groups.