Table of Content

15 July 2023, Volume 39 Issue 4

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Imagery Encoding in Action Memory of Art Students and Non-art Students

WANG Lijuan, MA Jialin

Psychological Development and Education. 2023, 39(4):  457-464.  doi:10.16187/j.cnki.issn1001-4918.2023.04.01

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Recently, some studies have found that imagery could promote the creation of the subject-performed task (SPT) effect by improving memory performance and inhibiting irrelevant perceptual interference and forgetting. However, these studies ignored the fact that the level of concrete image thinking is the basis of the smooth progress of imagery processing. Therefore, on the basis of previous studies, experiment 1 and 2 explored whether the ability of concrete imagery thinking is an important prerequisite for imagery to promote action memory and inhibit irrelevant interference and forgetting by controlling the participants' ability of concrete imagery thinking(art students or not). The results of experiment 1 and 2 showed that the ability of concrete image thinking can significantly affect the size of the SPT effect. Compared with non-art students, art students could enhance the inhibitory effect of image encoding on irrelevant perceptual interference and forgetting.

The Influence of Recipients' Conventional Rule and Resource Neediness on Sharing Behavior among Preschoolers at Age of 5～6

ZHANG Wenjie, FAN Zeng, LI Lei, LIU Yi, ZHONG Yiping

Psychological Development and Education. 2023, 39(4):  465-472.  doi:10.16187/j.cnki.issn1001-4918.2023.04.02

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This study explored the effects of recipients' conventional rule and resource neediness on preschoolers' sharing behavior. A two-factor between-subjects design was used to investigate the difference of sharing behavior among preschoolers aged 5～6 years under different conditions of conventional rule and resource neediness. According to the difference of recipients' conventional rule and resource neediness,the participant would decide the amount of candy to be shared. The results showed that the main effect of conventional rule was significant, and the amount of candy shared by participants to recipients with good behavior in conventional rule was more than that to recipients with bad behavior in conventional rule. The main effect of resource neediness was significant. Compared to recipients without resource neediness, participants shared more candy when recipients preformed resource in need. The interaction between Conventional rule and Resource neediness was significant. Compared with other conditions, when recipients performed good behavior in conventional rule and resource in need, participants shared more candy. These results perhaps indicate that preschoolers prefer to share with recipients who performed good behavior in conventional rule and resource in need. Moreover, our results may indicate that good behavior in conventional rule can induce more generously sharing behavior among preschoolers aged 5～6, in contrast with resource neediness.

The Association between Peer Relationship and Preschoolers' Problem Behavior: A Three-level Meta-analysis

NIU Xiang, RAN Guangming

Psychological Development and Education. 2023, 39(4):  473-487.  doi:10.16187/j.cnki.issn1001-4918.2023.04.03

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The present study used a three-level meta-analysis to investigate the association between peer relationship and preschoolers' problem behavior, and examining a range of moderators (sample, publication, assessment characteristics, and study design). Through a systematic search, 23 studies and 156 effect sizes together with 4510 participants fitted in the standard of the meta-analysis. The overall effect test demonstrated that peer acceptance was negatively associated with preschoolers' problem behavior. However, peer rejection was positively associated with preschoolers' problem behavior, and the correlation between peer rejection and preschoolers' problem behavior was stronger than peer acceptance. In addition, the negative association between peer acceptance and preschoolers' problem behavior was moderated by the children's age, types of problem behavior, measurement tools of problem behavior and study design (cross-sectional and longitudinal study), while it was not moderated by the gender, parent's educational level, informant of problem behavior, and publication year and status. In the peer rejection, we found that the positive association between peer rejection and preschoolers' problem behavior was only moderated by culture. However, the moderating effects of children's gender, age, socioeconomic status, types of problem behavior, measurement tools of problem behavior, informant of problem behavior, study design, and publication year and status were non-significant. The current results showed that peer acceptance and peer rejection were the protective and risk factors of children's problem behavior respectively. Exploring the association between peer relationship and preschoolers' problem behavior was conducive to the targeted intervention and guidance of parents and educators on preschoolers' problem behavior.

Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender

LI Tiantian, DONG Huiqin

Psychological Development and Education. 2023, 39(4):  488-496.  doi:10.16187/j.cnki.issn1001-4918.2023.04.04

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To explore the mediating effect of attention to positive and negative information in children's perception of interparental conflict and anxiety, as well as the moderating effect of gender on this mediating process, 1056 primary school students participated in the survey. The results showed that: (1) Children's perception of interparental conflict significantly positively predicted anxiety with the control of age, gender, noly-child and living place; (2) Attention to positive and negative information mediated the relationship between children's perception of interparental conflict and anxiety; (3) The first half path and second half path of the mediating effect of attention to negative information were moderated by gender. Therefore, children's perception of interparental conflict increased their anxiety by the attention to positive and negative information, and the mediating effect of attention to negative information was different in boys and girls.

The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors: The Mediating Role of Psychological Capital and Life Satisfaction

YIN Xiaolan, ZHOU Lujun, ZHU Cuiying

Psychological Development and Education. 2023, 39(4):  497-504.  doi:10.16187/j.cnki.issn1001-4918.2023.04.05

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To explore the effect of school environment on rural left-behind children's prosocial behaviors and its underlying mechanism, this study investigated 833 rural left-behind children from grade 4 to 8 in Hunan Province of China by using the self-edited school environment questionnaire, Rural Left-behind Children's Psychological Capital Questionnaire, the Life Satisfaction Questionnaire and the Children's Strengths and Difficulties Questionnaire (SDQ) (Student Version). The results showed that: (1) There were significant correlations among school environment, psychological capital, life satisfaction as well as prosocial behaviors; and school environment can significantly positively predict prosocial behaviors; (2) Psychological capital and life satisfaction played significant mediating roles between school environment and prosocial behaviors. Specifically, there were three ways for school environment influencing prosocial behaviors: the first was the mediating role of psychological capital; the second was the mediating role of life satisfaction; the third was the chain-mediated role of both psychological capital and life satisfaction. The current study implies that the improvement of school environment is beneficial to the rural left-behind children's positive emotions and mental states so as to promote the increasement of prosocial behaviors.

The Relationship between Gratitude and Social Well-being in College Students: The Mediating Role of Phubbing and the Moderating Role of Negative Life Events

HE Anming, ZHANG Yurui, HUI Qiuping

Psychological Development and Education. 2023, 39(4):  505-512.  doi:10.16187/j.cnki.issn1001-4918.2023.04.06

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In order to explore the relationship and mechanism among gratitude, phubbing, negative life events and social well-being of college students, 1926 college students were tested by using Adolescent Gratitude Scale, Phubbing Scale, Adolescent Self-Rating Life Events Checklist as well as Social Well-being Scale. The results showed that: (1) Gratitude was a significant positive predictor of undergraduate' social well-being; (2) Phubbing mediated the relationship between gratitude and social well-being; (3) The first half of this mediating path “Gratitude→Phubbing→Social well-being” was moderated by negative life events; compared to the individuals with high negative life events, gratitud had stronger impact on the phubbing of individuals with low negative life events. The findings of this study indicate that phubbing plays an important role in the association between gratitude and social well-being. However, the negative life events in a high level can hinder the positive effects of gratitude. This study verifies the combined effect of individual and environment on phubbing, which has a realistic guiding significance for college students to use mobile phones reasonably and improve social well-being.

The Mechanism of Vowel Influence on Stops Identification in Chinese Monosyllables

MA Xing, LIU Wenli

Psychological Development and Education. 2023, 39(4):  513-521.  doi:10.16187/j.cnki.issn1001-4918.2023.04.07

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Three experiments were administered to explore the effects of vowel context on stop identification in Chinese monosyllables. Experiment 1 found that the identification of stop /p/-/t/ series was influenced by vowel context /a/ and /ai/: listeners produced more /t/ responses in /a/ context and produced more /p/ responses in /ai/ context. Experiment 2 used tone analogues of F2 trajectories (the crucial acoustic cue differences between /a/ and /ai/) of vowels /a/ and /ai/ as context sounds to examine whether the context effects in Experiment 1 originated from the spectral contrast between context sounds and target sounds. The results found that the tones affected the identification of stops, but the effect pattern was contrary to the expectation of auditory contrast theory. Experiment 3 chose four vowel stimuli from /a/-/ai/ continuum as context sounds. The first two stimuli were mainly categorized as /a/, the last two stimuli were mainly categorized as /ai/, the middle two stimuli crossed the category boundaries of /a/ and /ai/. The acoustic distance of stimulus pairs within and between categories was equal. Four vowel stimuli exhibited a categorized context effect pattern: Stimulus pairs within category showed similar context effects, and stimulus pair across category showed a greater difference in context effects. The results were consistent with the expectation of phonological mediation theory. These findings indicate that the stop-vowel context effects are mainly due to listeners' speech experience and the category perception of context sounds, rather than the auditory spectral contrast between context sounds and target sounds. The present results support the phonological mediation explanation for monosyllabic context effects.

The Separation between Easy of Learning and Judgment of Learning in Metacognitive Monitoring: Evidence from Behavioral Performance and Functional Near-infrared Spectroscopy

CONG Peiyao, JIA Ning

Psychological Development and Education. 2023, 39(4):  522-531.  doi:10.16187/j.cnki.issn1001-4918.2023.04.08

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Easy of learning and judgment of learning are typical prospective metacognitive monitoring types. Easy of learning is made before formal learning, which is the evaluation of learning materials. Judgment of learning is a prediction of the likelihood for the individual's remembering previously learned materials on a future test, occurring between encoding and retrieval test. In this study, behavioral experiments and functional near-infrared spectroscopy (fNIRS) were used to investigate the separation between easy of learning and judgement of learning, compared and analyzed the behavioral performance and the activation of brain regions. The results are as follows: Firstly, our findings showed that both easy of learning and judgment of learning were underestimated in the behavior performance, and the underestimate in easy of learning is even more serious; Secondly, easy of learning and judgment of learning tasks shared similar activated brain regions, including the right dorsolateral prefrontal cortex (DLPFC) and inferior frontal gyrus (IFG). But compared to easy of learning judgment, the judgment of learning had specific brain regions, such as the fusiform gyrus and the temporoparietal junction. Consequently, this study confirmed the separation between easy of learning and judgment of learning from behavioral and brain activation aspects.

The Relationship between Children and Adolescent's Bullying Behavior and Callous-unemotional Traits and Empathy: A Cross-lagged Analysis

JI Linqin, ZOU Xiaohui, ZHANG Lulu, ZHANG Liang

Psychological Development and Education. 2023, 39(4):  532-541.  doi:10.16187/j.cnki.issn1001-4918.2023.04.09

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On a sample of 1233 students of grade 3, grade 4 and grade 7 (Mean_age = 10.92±1.70 ; 623 boys) who were followed up for one year, the current study examined the bidirectional relationship between bullying, callous-unemotional traits, and empathy by latent cross-lagged modeling. The results revealed that: (1) Bullying was positively correlated with callous-unemotional traits, and negatively correlated with cognitive empathy and emotional empathy; (2) Previous callous-unemotional traits positively predicted subsequent bullying, while previous bullying negatively predicted cognitive empathy, but empathy was not predictive of subsequent bullying, nor bullying predictive of subsequent callous-unemotional traits; (3) There were cross-gender consistency and cross-grade consistency in associations between bullying, callous-unemotional traits and empathy. The results indicated that in the process of prevention and intervention of school bullying, we should pay attention to student with callous-unemotional traits to prevent them from bullying others, and at the same time, interventions should be implemented to intervene the bullies from causing greater harm to the development of empathy.

Peer Victimization and Depression among Chinese Adolescents: The Moderating Effects of Classroom Norm Salience for Aggression

HU Yihao, XU Luyan, BIAN Xiaohua, ZHOU Ying, LIU Junsheng

Psychological Development and Education. 2023, 39(4):  542-549.  doi:10.16187/j.cnki.issn1001-4918.2023.04.10

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The goal of the present study was to explore the moderating role of classroom norm salience for aggression in the links between peer victimization and adolescents' depression. Data on peer victimization, peer acceptance and depression were obtained from peer nominations and self-reports. Results of multilevel linear analysis indicated that: (1) Peer victimization was positively associated with depression after controlling for the effect of gender; (2) Classroom norm salience for aggression could moderate the relationship between peer victimization and depression after controlling for the effects of grade, classroom size and the gender ratio in the classroom. Specifically, peer victimization was more strongly associated with depression in classrooms where aggressive behaviors were less accepted by peers. The results were in accordance with the hypothesis of “healthy context paradox” and provided some insights for the prevention and intervention of school bullying in future.

Teacher-student Relationship on Class Level Moderated the Relation between Students' Anti-bullying Attitudes and Bullying Behavior: A Multilevel Analysis

YU Yida, PAN Bin, MIAO Xinyu, CHEN Guanghui

Psychological Development and Education. 2023, 39(4):  550-558.  doi:10.16187/j.cnki.issn1001-4918.2023.04.11

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In a sample of 1725 students in 46 classes from fifth to eighth grade (940 boys and 785 girls, M_age= 12.78, SD_age = 1.14), multilevel model was used to explore the association between students' anti-bullying attitudes and bullying behavior, as well as the moderating effects of individual-level and classroom-level teacher-student relationship. The multilevel models revealed that students' anti-bullying attitudes were negatively associated with peer-reported bullying behavior; perceived teacher-student relationship was negatively associated with peer-reported bullying behavior; and classroom-level teacher-student relationship moderated the association between students' anti-bullying attitudes and bullying behavior. Specifically, the negative association between students' anti-bullying attitudes and bullying was stronger in the classrooms where teachers had better relationship (warm and trustworthy) with students. In the classrooms where teachers had bad relationship with students, however, there were no significant association between students' anti-bullying attitudes and bullying. These results indicated that the effectiveness of bullying prevention and intervention should not only aim to improve anti-bullying attitudes of students, but also for teachers to create positive teacher-student relationship with whole classes.

Longitudinal Associations between Physical Victimization, Relational Victimization, and Academic Achievement during Early Adolescence: A Cross-lagged Panel Study

LI Tengfei, MA Yuxin, SONG Ruijun, CHEN Liang

Psychological Development and Education. 2023, 39(4):  559-567.  doi:10.16187/j.cnki.issn1001-4918.2023.04.12

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A cross lagged panel study was conducted to clarify the possibly reciprocal associations between peer victimization and academic achievement during early adolescence. Participants were 1,989 students (1032 boys) who were followed from Grade 5 (M_age= 11.14 years, SD= 0.36) to Grade 8. Peer victimization was measured by self-reported Multidimensional Peer Victimization Scale (MPVS), and academic achievement was retrieved from the archived school final exam scores. The results indicated that: (1) Relational victimization at grade 5, but not physical victimization, predicted subsequent lower academic achievement at grade 6; (2) Lower academic achievement at grades 6 and 7 significantly contributed to both physical and relational victimization over the one-year follow-up period, while there were no significant differences in the effects of academic achievement on two forms of victimization; (3) No significant gender differences were found in these associations; and (4) The effect of academic achievement on physical victimization was strengthened with age.

Bullying Victimization Trajectories in Early Adolescence: The Predictive Role of Depression, Self-esteem and Academic Achievement

XIN Guogang, ZHANG Libin, CHANG Ruisheng, ZHANG Yunyun

Psychological Development and Education. 2023, 39(4):  568-579.  doi:10.16187/j.cnki.issn1001-4918.2023.04.13

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The development trajectories of the bullying victims are highly group heterogeneous. It is of great significance to help bullying victims get out of the predicament by clarifying the different developmental trajectories of the victims, identifying the high-risk groups, and further exploring the risk and protective factors that predict different development trajectories. The sample was composed of 2560 adolescents junior high school students in Central China. Depression, self-esteem and academic achievement was assessed at the end of the first semester of grade seven and victimization was assessed at 4 different time points from seventh to eighth grade. The results showed that: (1) There were four types of early adolescent bullying victimization trajectories, namely low-stable victims (75%), low-increasing victims (8%), high-decreasing victims (12%), and high-stable victims (5%); (2) Individuals with a high level of depression are more likely to enter the high-stable victims, the second likely to enter the high-decreasing victims and the low-stable victims; (3) Individuals with low self-esteem are more likely to enter the low-increasing victims, the second likely to enter the low- stable victims; (4) Individuals with a low level of academic achievement are more likely to enter the high-stable victims and high-decreasing victims, the second likely to enter the low-stable victims and low-increasing victims. The research results not only prove that high depression, low self-esteem and low academic achievement are risk factors for the development of bullying victimization, but also provide an empirical basis for the theoretical construction of the developmental cascade.

Adolescents' Outsider Behaviors in School Bullying: The Roles of School Climate, School Connectedness and Moral Disengagement

BAO Zhenzhou, CHU Yijia, WANG Fan, LIU Xixi

Psychological Development and Education. 2023, 39(4):  580-589.  doi:10.16187/j.cnki.issn1001-4918.2023.04.14

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Outsider behaviors in school bullying refer to adolescents witness bullying but stay uninvolved and shy away. Previous literature has documented that positive school climate was negatively related to adolescents' outsider behaviors. However, the mediating processes underlying the above relation remains largely unknown. Based on cognitive-emotional pathways model, the present study examined whether school connectedness (emotional factor) and moral disengagement (cognitive factor) served as mediators in the relationship between school climate and adolescents' outsider behaviors. A total of 1562 adolescents was recruited to filled out questionnaires in this study. The results showed that: (1) Positive school climate is negatively related to adolescents' outsider behaviors; (2) School connectedness and moral disengagement mediated this association, which contained three significant mediating pathways: the mediating roles of school connectedness (36.36% of the total effect), moral disengagement (15.15% of the total effect); and the chain mediating roles of school connectedness-moral disengagement (15.15% of the total effect).

The Definition of Bullying: From Cross-cultural and Developmental Perspectives

ZHANG Wenxin

Psychological Development and Education. 2023, 39(4):  590-598.  doi:10.16187/j.cnki.issn1001-4918.2023.04.15

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Bullying is a complex phenomenon. Clarifying the definition of bullying is a challenging but essential task. The connotation of the word “bullying” varies across cultures, and peoples' perceptions and understandings of bullying differed as a function of developmental stages. Based on cross-cultural and developmental perspectives, the current study reviewed the studies on the definition of bullying, discussed the nature of bullying in the context of Chinese culture as well as children and adolescents' understanding of bullying. Generally, the nature of “Qiling” in Chinese culture is comparable with “bullying” in Western cultures. Among three definitive characteristics (intention to harm, repetition, and power imbalance), the word “Qiling” highlights the intention to harm and power imbalance. Compared to children, adolescents' and adults' understandings of bullying are more precise and comprehensive and more agreed with the scientific definition. Intention to harm and power imbalance are the key elements when adolescents and adults distinguish bullying from other peer conflicts. Repetition is not one of key elements of bullying, but is an essential cue to identify bullying—the repetitive harmful incidents are more likely to be perceived as bullying. Finally, we proposed the implications of illuminating the definition of bullying on antibullying interventions.

Issues of Cross-cultural Variations in School Bullying: Nature and Intervention

Peter K. Smith

Psychological Development and Education. 2023, 39(4):  599-608.  doi:10.16187/j.cnki.issn1001-4918.2023.04.16

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The issue of school bullying is one of international concern, given the harmful effects for all involved. Much early research was in Europe and then North America, and also in Japan. In this century the research program has become truly international, with research in China growing very rapidly in recent years. Some large-scale surveys such as HBSC, GSHS, TIMSS, PISA and EUKO have assessed the extent and nature of school bullying across different countries. It is clear that while there are broad similarities in the concept of 'bullying' across different cultures, there are also some noticeable differences, at various levels. In this paper I summarise some of these similarities and differences, and consider the challenges in making comparisons and comparing rates of bullying in different countries, and how such differences might be explained. Helpful frameworks here are the socio-ecological model based on Bronfenbrenner, and the expansion of the country level analysis in the EU Kids Online five factors model of Cultural values, Education system, Technological infrastructure, Regulatory framework and Socio-economic stratification. Finally, some implications for the nature and success of intervention work will be considered.