Table of Content

25 November 2022, Volume 38 Issue 6

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The Visual Mechanism Underlying the Healthy Aging of Global Motion Perception in the Elderly——Based on the Perceptual Template Model

JIN Hua, LIANG Ziping, SHAN Jinlei, ZHANG Yuping, ZHU Ziliang

Psychological Development and Education. 2022, 38(6):  761-768.  doi:10.16187/j.cnki.issn1001-4918.2022.06.01

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Studies showed that global motion perception (GMP) declines with aging. However, the visual mechanism underlying the healthy aging of GMP in the older adults is still unclear. The present study, for the first time, taking dynamic speed as external noise, addressed this issue. In this study, 34 younger and 34 older adults were recruited to perform a random dot kinematograms (RDK) task. Results showed that the older adults had significantly higher GMP threshold than the younger, indicating that there was significantly healthy aging in GMP. And the smaller difference between the two groups at moderate speed suggested that the aging effect of GMP was affected by speed. More importantly, Perceptual Template Model (PTM) fitting found that compared to the younger adults, older adults’ A_a >1, A_f >1 and A_a >> A_f, demonstrating that the decline in their GMP sensitivity might be due to the enhanced additive internal noise combined with the weakened ability to exclude external noise, especially the enhanced additive internal noise.

The Relationship between Executive Function and Processing Speed with Athletic Ability of the Community Elderly

LIU Yu, SU Yanjie, CAO Chunmei, DING Yu, FAN Yu

Psychological Development and Education. 2022, 38(6):  769-777.  doi:10.16187/j.cnki.issn1001-4918.2022.06.02

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With aging, the elderly’s athletic ability, executive function, and mental processing speed have declined to varying degrees. Existing studies mostly focus on walking and falling, and fail to integrate the relationship among the sub-components of athletic ability, mental processing speed, and executive function. This study tested the athletic ability, executive function and processing speed of 66 elderly people, and tested the four kinds of athletic ability through the classic paradigm (grip strength, 30-s Chair-Stand Test, Single Leg Station with Eye Closed, timed “Up & Go”) It is integrated with the sub-components of executive function (inhibition control, refresh function, shifting function, and working memory) and mental processing speed, and further explores the relationship between the elderly’s athletic ability and cognitive ability. The results found that, in the athletic ability, the performance of timed “Up & Go” is most closely related to executive function and processing speed, and the weight of processing speed is the largest in the predicting model of timed “Up & Go”. The results suggest that the intervention of cognitive function in the elderly may affect their basic athletic ability.

The Influences of Social Comparison and Attribution Feedback on Individual Dishonest Behavior

YAO Lin, LIU Fuhui, LI Weiqiang, ZHANG Xiaoqi, YUAN Bo

Psychological Development and Education. 2022, 38(6):  778-785.  doi:10.16187/j.cnki.issn1001-4918.2022.06.03

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As a way of people to know themselves, social comparison plays an important role in social life. Previous studies have found that social comparison can extremely affect individual psychology and behavior, such as self-concept and self-esteem. However, it is still unclear how social comparison in different directions affects individual dishonesty because most of these studies just focus on intrapersonal consequences. In addition, in the process of receiving social comparison information, people also receive different types of feedback about their performances. Studies have detected that when individuals attribute the success or failure to their ability, their subsequent performances are more affected. Will the different types of attribution feedback (ability vs. endeavor) modulate the effect of social comparison on dishonesty? The present study aims to explore the impact of social comparison on individual dishonest behavior, and whether attribution feedback modulates this effect. The results showed that: (1) different directions of social comparison significantly affect individual dishonest behavior. Specifically, relative to downward and no comparison, upward comparison increased individual subsequent dishonest behavior; (2) attribution feedback modulated the effect of social comparison on dishonest behavior. Especially, after upward comparison, receiving endeavor feedback decreased individual subsequent dishonest behavior, compared with receiving ability feedback. In sum, the results of this study demonstrated that upward social comparison could increase individual subsequent dishonest behavior, and attribution feedback modulated this effect. Therefore, theresults not only expand and enrich the related areas which aim to investigate the influence of social comparison on behavior, but also have important implications on how to reduce the occurrence of dishonest behavior. When individuals experience social comparison, especially upward comparison, giving them more feedback about their endeavor and allowing them to experience controllability can, to some extent, reduce their subsequent dishonesty.

The Relationship between Adolescents’ Family Function and Pro-social Behavior: A Moderated Mediation Model

LEI Xiaoling, ZHAO Dongmei, YANG Wenjiao, TIAN Xiaohong

Psychological Development and Education. 2022, 38(6):  786-792.  doi:10.16187/j.cnki.issn1001-4918.2022.06.04

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The present study aimed to examine the relationships among adolescents’ family functions, peer acceptance and pro-social behaviors and the moderating effect of left-behind status. 1060 students from grade 5 to grade 8 were surveyed. The results showed that: (1) family function, peer acceptance and pro-social behavior significantly positively correlated with each other; (2) adolescents’ peer acceptance partially mediated the relationship between family function and pro-social behavior; (3) the left-behind status moderated the latter half path of family function on pro-social behavior through peer acceptance. Specifically, for those un-left-behind adolescents, the effect of family function on pro-social behavior through peer acceptance was stronger than those former/present left-behind adolescents. In summary, this study uncovered the mechanism underlying the relationship between family function and pro-social behavior. Specific practical implications and directions for future research are discussed.

The Effect of Cumulative Family Early Risks on Internalizing Problem among Adolescents

XU Wenming, FANG Yeyi, YE Caixia

Psychological Development and Education. 2022, 38(6):  793-803.  doi:10.16187/j.cnki.issn1001-4918.2022.06.05

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A cumulative risk framework was used to compare the relative contribution of individual-dispositional paradigm and social-interactional paradigm and mediate the association between cumulative family early risks (CFER) and late internalizing problems among adolescents. A total of 751 adolescents completed self-report measures of Achenbach internalizing problem, self-efficacy, gratitude, personal growth initiative, perceived social support, and a series of questionnaires assessing family earlier risk factors. The results showed that: (1)The relationship between CFER and adolescents’ internalizing problem could be mediated through two parallel paths, which were individual-dispositional paradigm and social-interactional paradigm; (2)The indirect effect of social-interactional paradigm might be slightly stronger than individual-dispositional paradigm; (3) CFER had a direct and positive connection to adolescent’ internalizing problem. The two paradigms often did not compete against each other, but rather play parallel mediating roles in the relationship between FECR and adolescents’ internalizing problem. The results of the study help to reveal the mechanism of family early risks on adolescents’ internalizing problem.

Influence of Childhood Trauma on College Students' Belief in a Just World: A Moderated Mediation Model

ZHANG Lu, HUANG Xuefang, YOU Zhiqi, YE Na

Psychological Development and Education. 2022, 38(6):  804-812.  doi:10.16187/j.cnki.issn1001-4918.2022.06.06

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To explore the effect of childhood trauma on the belief in a just world and its psychological mechanism, 929 college students were investigated by questionnaire survey, and the data were analyzed by using the latent variable model analysis. The results showed that: (1) childhood trauma negatively predicted college students' belief in a just world; (2) perceived control fully mediated the relationship between childhood trauma and belief in a just world; (3) family socioeconomic status moderated the relationship between childhood trauma and perceived control, with high family socioeconomic status enhanced the effect of childhood trauma on perceived control. Based on the results, the following suggestions can be made: (1) beliefs in a just world can be promoted through interventions such as preventing child abuse and strengthening the sense of control; (2) and greater attention needs to be paid to childhood trauma in families with high socioeconomic status.

Proactive Personality and College Students’ Entrepreneurial Preparation Behavior: The Mediating Effect of Entrepreneurial Intention and Moderating Role of Entrepreneurial Social Support

ZHENG Shuang, LIU Hongrui, LI Jing, XI Yu, YAO Meilin

Psychological Development and Education. 2022, 38(6):  813-821.  doi:10.16187/j.cnki.issn1001-4918.2022.06.07

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Based on the perspective of ecological system theory and integrated model of intentional entrepreneurial action, the present study attempted to investigate a moderated mediation model. Specifically, the present study explored the association between proactive personality and entrepreneurial preparation behavior, as well as the mediating role of entrepreneurial intention and the moderating role of entrepreneurial social support. A total of 1659 college students ( M_age = 19.91, SD = 1.43, 307 males and 1352 females) were recruited from 21 provinces in China. College students completed online surveys, including proactive personality scale, individual entrepreneurial intent scale, entrepreneurial social support scale and entrepreneurial preparation behavior questionnaire. The results showed that proactive personality positively predicted college students’ entrepreneurial preparation behavior. Furthermore, the relationship between proactive personality and entrepreneurial preparation behavior was mediated by entrepreneurial intention. Specifically, high proactive personality positively enhanced the level of entrepreneurial intention, which increased college students’ entrepreneurial preparation behavior. Besides, the relationship between proactive personality and entrepreneurial intention was moderated by entrepreneurial social support. To be more specific, proactive personality positively predicted entrepreneurial intention, but the effect was stronger on those with high entrepreneurial social support than those with low entrepreneurial social support. These findings reflect the interaction between individual traits and environmental factors, which has implications for the improvement of college students’ entrepreneurial preparation behavior.

Characteristics of Environmental Print Reading of Children with Autism Spectrum Disorder Aged 5 to 7 Years

ZHENG Wanting, WANG Wei, XU Limin, LI Mohan, XU Zhiqi, LI Yongxin, ZHAO Jing, LIANG Ziyan, LIU Jingjia

Psychological Development and Education. 2022, 38(6):  822-829.  doi:10.16187/j.cnki.issn1001-4918.2022.06.08

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The present study aimed to examine how children with Autism Spectrum Disorder (ASD) read environmental prints with different types of contextual cues including color cue, logo cue and font cue. Twenty-eight ASD children and 30 typically developing (TD) children aged 5 to 7 years old were tested. A naming task was used. Results showed that: (1) Both ASD children and TD children had significantly lower scores when naming words in the environmental prints which were removed the logos; (2) ASD children had significantly lower scores when naming words in the environmental prints which were further eliminated the font cue, while TD children were less affected; (3) When naming words in environmental prints, regardless of ASD, children with more sight vocabulary, showed less dependence on logo cue. These results indicated that ASD children were more affected by the logo cue and the font cue when they named words in environmental prints and provided evidence for the vivid and effective early literacy intervention programs to promote reading development of ASD children.

The Effects of Learner-generated Drawing and Cooperative Learning on Scientific Knowledge Learning of High School Students

ZHANG Yang, ZHANG Wanying, WANG Yanqing, ZHAO Tingting, WANG Fuxing

Psychological Development and Education. 2022, 38(6):  830-838.  doi:10.16187/j.cnki.issn1001-4918.2022.06.09

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Learner-generated drawing is an effective learning strategy that can promote learners’ comprehending of science texts. Most of the research about learner-generated drawing focused on individual learning settings, and few studies explored learner-generated drawing in collaborative settings. This study combines cooperative learning with learner-generated drawing to explore the impact of generative drawing and cooperation on high school students’ scientific knowledge learning. In Experiment 1, a single factor (drawing vs. reading) between-subjects design was employed to investigate whether learner-generated drawing can facilitate learning and the influence on subjective experience such as cognitive load and interest. In Experiment 2, a 2 (drawing vs. reading) × 2 (individual learning vs. collaborative learning) between-subjects design was employed to investigate the effects of generative drawing and cooperation on scientific knowledge learning of high school students. The results show that both learner-generated drawing and cooperation can effectively promote the learning effect of high school students. Learner-generated drawing can reduce learners’ internal cognitive load. In addition, cooperative learning can reduce learners’ internal cognitive load and external cognitive load, and improve learners’ relevant cognitive load and learning interest.

From Parental Educational Involvement to Students’ Achievement: A Serial Mediation Model of Parental Autonomy Support and Self-regulation Learning Potential

LI Ming, SHANG Xinhua, FANG Xiaoyi, JI Wenguang

Psychological Development and Education. 2022, 38(6):  839-847.  doi:10.16187/j.cnki.issn1001-4918.2022.06.10

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Previous studies have shown that the relationship between Parental Educational Involvement and students' academic development is not a simple direct relationship, in which, the Parental Autonomy Support plays an important role, and various internal factors of students are also critical.By integrating these internal factors as a comprehensible indicator of the Self-regulation Learning Potential, and by including both reports from Parental Autonomy Support from both students and their parents, this research investigated nearly 130,000 primary and middle school students, resulted with a serial mediation model, in which the Parental Educational Involvement had direct effect on students’ academic development, but this effect was mainly mediated by Parental Autonomy Support and Self-regulation Learning. Exactly speaking, the effect of Parental Educational Involvement on students’ academic development functions via two paths: (1) by the mediation of parents-reported Parental Autonomy Support in predicting students’ achievement; (2) by the serial mediation of parents-reported and students-perceived Parental Autonomy Support and students-reported Self-regulation Learning Potential. This study suggests that parents, teachers and researchers should pay close attention to how to improve parents' awareness of their Autonomy Support perceived by their children and how to improve their ability to support their children’s Self-regulation Learning.

The Association between School Belonging and Smartphone Dependence in Adolescents: The Mediating Role of Learning Anxiety and the Moderating Role of Peer Relationship

ZHANG Cai, JIANG Yiru, ZHU Chengwei, SHAO Tingting, WANG Haitao, CHEN Fumei

Psychological Development and Education. 2022, 38(6):  848-858.  doi:10.16187/j.cnki.issn1001-4918.2022.06.11

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In order to explore the influence and mechanism of school belonging on adolescents' smartphone dependence, according to Stage-Environment Fit Theory, a questionnaire survey was conducted among 3355 sophomores from 65 middle schools in Qingdao, Shandong Province. The results were as followings: (1) After controlling for gender and Internet time, the school belonging have a negative direct effect on smartphone dependence; (2) The negative association between school belonging and smartphone dependence was mediated by learning anxiety; (3) The effect of school belonging on smartphone dependence, the effect of school belonging on learning anxiety and the effect of learning anxiety on smartphone dependence were all moderated by peer relationships, and these three effects were stronger in adolescents with high level of peer relationships. The present study highlights the mediating role of learning anxiety and the moderating role of peer relationships in the effect of school belonging on smartphone dependence. It contributes to a better understanding of the effects, paths and conditions of school belonging on smartphone dependence of adolescents. It can also provide constructive suggestions for preventing adolescents’ smartphone dependence in the mobile Internet era.

The Influence of Adolescents’ Self-compassion on Posttraumatic Stress Disorder and Posttraumatic Growth: The Mediating Role of Gratitude

LIU Aiyi, WANG Wenchao, WU Xinchun

Psychological Development and Education. 2022, 38(6):  859-868.  doi:10.16187/j.cnki.issn1001-4918.2022.06.12

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This study examined the mediating roles that gratitude play in the relationship between self-compassion, posttraumatic stress disorder (PTSD), and posttraumatic growth (PTG) among Chinese adolescents who had experienced the Ya’an earthquake. Four and a half years after the earthquake, the researchers assessed 499 middle school students (230 males, 264 females) in Lushan County using the following systems to measure the relationship between self-compassion, PTSD, and PTG. Measures of Self-compassion Scale, Gratitude Questionnaire, PTSD Checklist for DSM-5, and Posttraumatic Growth Questionnaire. After controlled for both gender and age, this research assessed the relationship using both a direct effect model and an indirect effects model. The results from analyzing the above measures showed that positive self-compassion had a significant negative effect on PTSD and a significant positive effect on PTG. Moreover, negative self-compassion had a positive effect on PTSD. In addition, in the indirect effects model, the results showed that gratitude played a significant mediating role between positive self-compassion and PTSD and PTG. More specifically, positive self-compassion had a negative effect on PTSD through gratitude and a positive effect on PTG. At the same time, gratitude also played a significant mediating role between negative self-compassion, PTSD, and PTG. More specifically, the results revealed that gratitude can influence both PTSD and PTG: among the participants, negative self-compassion positively affected PTSD through gratitude, and negative self-compassion negatively affected PTG through gratitude.

Parenting Rejection Styles and Suicidal Inclination of Adolescents: A Moderated Mediation Model

LYU Shupeng, WANG Ying, WANG Xinhong, GUO Xuesong, YAO Xiuying

Psychological Development and Education. 2022, 38(6):  869-878.  doi:10.16187/j.cnki.issn1001-4918.2022.06.13

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Based on a sample of 4071 middle school students from four middle schools in Xi’an, this study examined the relationship between parenting rejection styles and the suicidal inclination of adolescents. The results showed that (1) both parenting rejection styles and the level of understanding of suicide positively predicted the suicidal inclination; (2) the positive impact of parenting rejection styles on the suicidal inclination was mediated by the level of understanding of suicide; (3) in the model of influence of parenting rejection styles on suicidal inclination through the level of understanding of suicide, peers’ support displayed no significant moderating effect, whereas teachers’ support showed a moderating effect both on the direct path of this model and the second half of the mediation model.

The Relation between Attachment Anxiety and Depression among College Students: The Sequential Mediation Effects of Relational Aggression and Relationship Quality in Dating Relationships

WANG Hao, YU Guoliang

Psychological Development and Education. 2022, 38(6):  879-885.  doi:10.16187/j.cnki.issn1001-4918.2022.06.14

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Relational aggression in romantic relationship refers to behaviors intended to hurt or harm one’s romantic partner through the damage or manipulation of relationships. The relation between attachment anxiety and depression as well as the sequential mediation effects of relational aggression and relationship quality were explored among 628 college students who were in dating relationships. The results showed that: (1) attachment anxiety could positively predict depression; (2) relational aggression and relationship quality could separately mediate the relationship between attachment anxiety and depression; (3) relational aggression and relationship quality acted as sequential mediators between attachment anxiety and depression. The results confirmed the “self-fulfillment prophecy” of attachment anxious individuals in romantic relationships, and could provide practical guidance for mental health education of college students.

Connectedness to Nature on College Students’ Depression: A Moderated Mediation Model

ZHU Lijun, YANG Qiang, YE Baojuan, CHEN Zhinan, ZHANG Li

Psychological Development and Education. 2022, 38(6):  886-893.  doi:10.16187/j.cnki.issn1001-4918.2022.06.15

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The present study aimed to explore the moderated mediation among connectedness to nature, depression, meaning in life (as the mediator), gratitude (as the moderator). 720 college students from six schools were recruited in the study to complete self-report questionnaires. The results indicated that: (1) Connectedness to nature was significantly negatively predicted college students’ depression; (2) Meaning in life played a partial mediating role between connectedness to nature and college students’ depression; (3) Both the direct effect of connectedness to nature on college students’ depression and the mediating effect of meaning in life were moderated by gratitude, and these two effects were more significant for college students with higher level of gratitude. Gratitude in first half path can increase the impact of connectedness to nature on meaning in life. Gratitude in direct path can increase the impact of connectedness to nature on depression. The results have important reference value for preventing depression in college students.

The Development, Aging and Neural Mechanism in Phonological Processing

SUN Sainan, HE Wenguang

Psychological Development and Education. 2022, 38(6):  894-901.  doi:10.16187/j.cnki.issn1001-4918.2022.06.16

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As an important component of language activities, the developing course of phonological processing includes 3 pivotal stages, e.g., acquisition, development, and aging. On base of the development model in phonological performance and mechanism, literature reviews about phonological awareness, vocabulary extraction, as well as phonological working memory were firstly made in this paper. Then we analyzed the neural basis of the development of speech cognition in infants and the elderly. Finally, by comparing the development of phonological processing at different stages, we discussed 3 key issues about phonological processing mechanism change or not, critical period of and retard of the aging in phonological processing.

“Two Halves” and “Tripartite Confrontation”: New Structures of Rejection Sensitivity from the Perspective of Adjustment Functioning

YAO Wenyu, ZHANG Wen, ZHENG Qinyi, GONG Lijuan, DING Xuechen

Psychological Development and Education. 2022, 38(6):  902-912.  doi:10.16187/j.cnki.issn1001-4918.2022.06.17

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Rejection sensitivity refers to a cognitive-affective disposition to expect, perceive, and/or overreact to imply or overt rejection anxiously or angrily. Most of the previous studies examined rejection sensitivity as a single-factor structure. However, researchers have begun to focus on the two-factor and three-factor structures of rejection sensitivity recently, especially in different adjustment functioning. Specifically, the anxiety expectations were associated with internalizing problems, whereas the anger expectations were associated with externalizing problems. Rejection expectations which were considered as the cognitive component were also need to be noted. Future studies should pay attention to the effect of gender on different components, provide more evidence from behavioral and neuroscience field, conduct more local studies and focus on the effect of age on rejection sensitivity in order to understand the mechanism of rejection sensitivity. Also, researchers should emphasize on interventions for different components of rejection sensitivity.