Table of Content

15 March 2024, Volume 40 Issue 2

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Developmental Characteristics of Socially Shared Retrieval-induced Forgetting in Children

CHU Yue, LIU Xiping, XU Hui, TANG Weihai

Psychological Development and Education. 2024, 40(2):  153-159.  doi:10.16187/j.cnki.issn1001-4918.2024.02.01

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To investigate whether socially shared retrieval-induced forgetting effect existed in children, the study examined the developmental characteristics of children's socially shared retrieval-induced forgetting by selecting five age groups. Specifically, each group had 30 children (9, 10, 11, and 12 years old), along with 30 college students (21 years old) as the adult group. A 5 (age: 9, 10, 11, 12, 21) × 3 (item type: Rp+, Rp-, Nrp) mixed design was adopted in the experiment. The results revealed that socially shared retrieval-induced forgetting occurred in all five age groups, and children in each group performed the same as the adult group for the magnitude of the SS-RIF effect. The socially shared retrieval-induced forgetting is stable in children aged 9 to 12 years.

Sharing Behavior towards Different Recipients in Children with Intellectual Disabilities: The Role of Theory of Mind

LIU Yanchun, DENG Yuting, ZHANG Xi

Psychological Development and Education. 2024, 40(2):  160-168.  doi:10.16187/j.cnki.issn1001-4918.2024.02.02

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This study aimed to examine the effects of different recipients (friends vs strangers) on sharing behavior in children with intellectual disabilities, and to explore the predictive role of Theory of Mind in sharing behavior with friends and strangers. A total of 82 children with intellectual disabilities were selected as subjects for the study, and 82 typically developmental children were selected as controls matched by verbal ability. The results showed that: (1) The 7-to 17-year-old (mid-childhood and adolescence) children with intellectual disabilities shared significantly more with their friends than strangers, as did typically developmental children matched for mental ages; (2) Theory of Mind significantly predicted the sharing behavior with strangers, rather than those with friends in children with intellectual disabilities. These results suggested that children with intellectual disabilities and typically developing children shared more with their friends than strangers; Theory of Mind might play a predictive role in the sharing behavior with strangers in children with intellectual disabilities.

The Development of Emotion Recognition Ability in 4~8 Years Old Chinese Children with High-functioning Autism Based on Language Cues

LIANG Dandan, YAN Xiaomin, GE Zhilin

Psychological Development and Education. 2024, 40(2):  169-175.  doi:10.16187/j.cnki.issn1001-4918.2024.02.03

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The current study adopted the auditory comprehension task to investigate whether there was a developmental change in using prosody and semantic cues to recognize emotions in 4~8 years old Chinese children with high-functioning autism (HFA). The results indicated that when the prosodic and semantic cues were congruent, no significant difference was found between the typically developing (TD) children and the children with HFA in recognizing the emotions of speakers. In the incongruent condition, 4~6 years old TD children relied more on the semantic cues to identify emotions, while 6~8 years old TD children relied more on the prosodic cues. In contrast, this developmental change was not detected in the HFA group, that is, children with HFA in both age groups, relied more on semantic cues to identify emotions. These findings revealed that Chinese children with HFA did not change their emotion recognition strategies as their TD peers at around 6 years old, but showed a persistent reliance on semantic cues. The absence of this developmental change in children with HFA may account for their deficits in identifying emotional information during social interaction.

The Relationship between Social Presence and College Students’ Online Flaming: The Parallel Mediating Roles of Dual Self-awareness and the Moderating Role of Gender

GUO Jiacheng, DONG Rouchun, XU Fang, XU Xuan, NIU Gengfeng, ZHOU Zongkui

Psychological Development and Education. 2024, 40(2):  176-186.  doi:10.16187/j.cnki.issn1001-4918.2024.02.04

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In order to explore the impacts of social presence on online flaming, its mechanism, and gender difference, the current study, based on cues-filtered-out theory and dual self-awareness perspective, investigated 1625 college students from six comprehensive and normal universities in Hubei, Jilin, Shandong and Zhejiang provinces by online questionnaire. The results showed that: (1) Social presence positively predicted online flaming; (2) Public self-awareness and private self-awareness played parallel mediating roles between social presence and online flaming, and the negative mediating effects of private self-awareness outweighed the positive mediating effects of public self-awareness; (3) The first and second stages of indirect path of public self-awareness were moderated by gender. Specifically, public self-awareness had a stronger positive indirect effect for males than females. The current research revealed the mechanism and gender difference of college students’ social presence through dual self-awareness on online flaming. Moreover, this study, according to social identity model of deindividuation effects, painted out the importance of online groups in the generation of online flaming, and also found one of the reasons for gender differences in the levels of online flaming. The current study provided guiding suggestions for the intervention.

The Relationship between Creativity and Meaning in Life among College Students: The Role of Positive Emotion and Creative Self-efficacy

HAN Jiantao, QIAN Junni, ZHANG Jieyu, PANG Weiguo

Psychological Development and Education. 2024, 40(2):  187-195.  doi:10.16187/j.cnki.issn1001-4918.2024.02.05

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The goal of the present study was to explore the relationship between creativity and meaning in life, as well as the positive emotion and creative self-efficacy behind this relationship among college students. 665 college students were asked to complete Runco Ideational Behavior Scale, Positive Affect Scale, Creative Self-Efficacy Scale, and Meaning in Life Questionnaire. The results indicated that: (1) Creativity, positive emotion, creative self-efficacy, and meaning in life were all positively connected; (2) Positive emotion played a partial mediating role between creativity and meaning in life; (3) Creative self-efficacy significantly moderated the direct relationship between creativity and meaning in life, showing a stronger creativity-meaning association in group with low rather than high levels of creative self-efficacy. This study addresses the theoretical relationship between creativity and meaning in life. On a practical level, it demonstrates that a stimulation of the creative activities of college students can enhance their sense of meaning in life.

The Positivity Effect of Ambiguous Facial Expressions Recognition and Its Mechanism in Older Adults

YU Linwei, LI Shuang, LIU Shen, PAN Wenpei, XU Qiang, ZHANG Lin

Psychological Development and Education. 2024, 40(2):  196-206.  doi:10.16187/j.cnki.issn1001-4918.2024.02.06

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Previous studies found an age-related shift away from negative information for older adults, known as the positivity effect. However, these studies largely utilize facial expressions with clear emotional meaning that does not capture the oft-ambiguous nature of real-world situations. Therefore, the present study aimed to investigate the positive effects of ambiguous expression recognition and its mechanisms in older adults. Study 1 showed that the accuracy difference between happy and angry ambiguous expressions was not significant among younger adults. Older adults recognized happy ambiguous expressions significantly more correctly than angry and sad ambiguous expressions. These results indicated a positive effect of ambiguous expression recognition in older adults. Study 2 further compared the differences in shift point and slope in identifying morphed expressions between younger and older adults, which reflected the response bias and perceptual sensitivity of expressions recognition. The results found that the shift points were significantly larger for younger adults than for older adults. In contrast, the slope difference between older and younger adults was not significant. The present study found a positivity effect on ambiguous expression recognition in older adults, which could be attributed to the response bias for positive expression.

Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils

SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing

Psychological Development and Education. 2024, 40(2):  207-214.  doi:10.16187/j.cnki.issn1001-4918.2024.02.07

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In order to explore the influence of vocabulary type and reading ability on reading comprehension monitoring, we recruited first grade of primary school pupils to complete two experiments with error detection paradigm. The participants were divided into two groups: high reading ability group and low reading ability group. Results from the two experiments and the comprehensive analysis suggested that the monitoring accuracy varied significantly for different types of vocabulary. To be specific, the monitoring accuracy of homophones and homographs were significantly lower than that of same and totally different word groups; there was no significant difference of reaction time among the three types of vocabulary. Moreover, in both experiment 1 and experiment 2, the monitoring accuracy and reaction time of children with high reading ability in the three types of vocabulary were significantly better than that of children with low reading ability. This study revealed characteristics of the performance of first grade pupils in reading comprehension monitoring. It was concluded that the phonological or graphic features of Chinese characters and children’s reading ability greatly affected the cognitive process of children in reading comprehension monitoring. The above findings tend to support situation model.

Test Effect in Mathematical Probability Problem Solving Learning and Effective Promotion

LIU Yan, ZHANG Hongfei, LU Xin, QU Kejia

Psychological Development and Education. 2024, 40(2):  215-223.  doi:10.16187/j.cnki.issn1001-4918.2024.02.08

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Three experiments were conducted to investigate the effect of material complexity on the test effect in mathematical probability problem solving, and on this basis, to further examine the effect of retrieval methods on learners' use of retrieval practice strategies to solve complex probability problems.The results were as follows: (1) Compared with restudy, the post-test results were better when learning simple mathematical probability problems through the retrieval practice strategy, and there was a test effect. When learning complex mathematical probability problems, there was no significant difference on post-test scores between the retrieval practice and restudy, and there was no testing effect; (2) Compared with restudy and initial free recall retrieval practice, learning complex mathematical probability problems through cued retrieval is more effective. The post-test scores were higher; (3) Compared with restudy and no-feedback free recall retrieval practice, the post-test results of learning complex mathematical probability problems through the free-recall retrieval practices with feedback were better. The study implied that, complexity of materials affects the learning effect of learners using retrieval practice strategies to solve problem-solving tasks, and both cued retrieval practice and free-recall retrieval practice with feedback can effectively enhance students' learning of complex probability problem-solving task.

Proactive Personality and Online Learning Engagement in High School Students: The Sequential Mediation Effects of Online Learning Self-efficacy and Academic Expectation

GAO Bin, ZHANG Dandan, ZHU Gen, CAI Yanxiang, GUO Yuxi

Psychological Development and Education. 2024, 40(2):  224-230.  doi:10.16187/j.cnki.issn1001-4918.2024.02.09

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Based on the social cognitive career theory, the current study aimed to examine whether online learning self-efficacy and academic expectation would have mediating effects on the relationship between proactive personality and online learning engagement. A sample of 477 high school students in China was recruited in this study to complete Proactive Personality Scale, Online Learning Self-efficacy Scale, Academic Expectation Scale and Online Learning Engagement Scale.The results showed that: (1) There was a significant positive correlation between the four variables of proactive personality, online learning self-efficacy, academic expectation and online learning engagement; (2) Proactive personality could affect online learning engagement through three indirect paths, namely, the independent mediation of online learning self-efficacy, academic expectation and the chain mediation of online learning self-efficacy and academic expectation. The research was helpful to understand the mechanism of high school students’ proactive personality on online learning engagement, and had practical implications for high school students’ online education and learning.

Longitudinal Effects of Parental Violence Exposure on Middle School Students' Problem Behaviors: A Moderated Mediation Model

LU Xinzhe, WANG Zhi, LI Yong, WANG Binying

Psychological Development and Education. 2024, 40(2):  231-239.  doi:10.16187/j.cnki.issn1001-4918.2024.02.10

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This study sampled 369 middle school students with an 8-month interval to investigate the longitudinal relationship between parental violence exposure and problem behavior, the mediating role of expression inhibition and the moderating role of peer attachment. The results showed that : (1) Parental violence exposure had an direct and positive prediction for the subsequent problem behaviors of middle school students; (2) Expression inhibition mediated the relationship between parental exposure to violence and middle school students’ problem behaviors. Parental intimate partner violence could also influence the problem behavior of middle school students through the expression inhibition strategy; (3) Peer attachment had a significant moderating effect on the latter half pathway of the mediating process. Specifically, the problem behaviors of middle school students with high peer Attachment level were less affected by expression inhibition. This study provided a further understanding of the relationship among parental exposure to violence, expression inhibition and problem behavior of middle school students, and also emphasized the moderating role of peer attachment. This provided important enlightenment to correct the problem behaviors of middle school students in the future.

Cumulative Effects of Family Risk Factors on Adolescent Non-suicidal Self-injury and Its Gender Difference

WANG Yulong, ZHAO Jingfei, LIN Xiuyun

Psychological Development and Education. 2024, 40(2):  240-247.  doi:10.16187/j.cnki.issn1001-4918.2024.02.11

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Based on cumulative risk model, the present study investigated the cumulative effects of family risk factors on adolescents self-injury, as well as the gender difference in this model. A sample of 453 seventh-grade students are tracked at 10-month interval. The results revealed that: (1) Family risk factor shad a significant cumulative effect on adolescents’ current and subsequent self-injury, which were characterized by the linear pattern; (2) The gender difference in the linear relationship between cumulative family risk and adolescents’ current self-injury was significant. Girls had higher cumulative family risk and are more sensitive to family risk factors.

The Relation between Parental Psychological Control and Adolescent Externalizing Problem Behavior: The Chain Mediating Role of Effortful Control and Deviant Peer Affiliation

WANG Yanhui, SHEN Zifeng, LAI Xuefen

Psychological Development and Education. 2024, 40(2):  248-256.  doi:10.16187/j.cnki.issn1001-4918.2024.02.12

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Externalizing problem behavior is one of the most prominent behavioral problems in adolescence. As an important factor in the family system, parental psychological control has a significant impact on adolescent externalizing problem behavior. Based on ecological systems theory and choice theory, this study investigated the chain mediating role of effortful control and deviant peer affiliation in the relationship between parental psychological control and externalizing problem behavior. In this study, 1053 middle school students were surveyed with Parental Psychological Control Scale, Effortful Control Questionnaire, Deviant Peer Affiliation Questionnaire, and Externalizing Problem Behaviors Questionnaire. The results showed that after controlling for demographic variables (such as gender, age, and family economic status): (1) Deviant peer affiliation showed a significant mediating effect in the relationship between parental psychological control and adolescent externalizing problem behavior; (2) Effortful control did not mediate the relationship between parental psychological control and adolescent externalizing problem behavior; (3) Effortful control and deviant peer affiliation played a significant chain mediating role in the relationship between parental psychological control and adolescent externalizing problem behavior; (4) The mediating effects presented similar significant pattern between boys and girls, and the mediating effects shew no difference in different sections of learning. These results provided important enlightenments for the prevention and intervention of adolescent externalizing problem behaviors.

The Cumulative Effects, Relationship Model, and the Effects of Specific Positive Development Assets in Reducing Adolescent Depression

XIAO Jialin, LIANG Kaixin, HUANG Liuyue, WANG Enna, HUANG Qiaomin, HE Yunhan, LU Baolin, CHI Xinli

Psychological Development and Education. 2024, 40(2):  257-269.  doi:10.16187/j.cnki.issn1001-4918.2024.02.13

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Based on the positive development assets model, the present study used a longitudinal study design to examine the cumulative effects of multiple positive development assets on adolescent depression and examined the relationship model between cumulative positive development assets and depression. In addition, this investigation also examined the effects of specific positive development assets. A sample of 1, 301 adolescents of Grade Seven were recruited. Quantitative surveys were administered to participants in October and November 2016 (T1) and October and November 2018 (T2). The results of the study are listed as follows: (1) The positive development assets had a cumulative effect on the reduction of adolescents’ current and subsequent depression. The cumulative effects relationship model presented a nonlinear positive acceleration pattern of the quadratic function between cumulative positive development assets and current depression, and it presented a linear uniform speed pattern between cumulative positive development assets and subsequent depression. Before the types of the positive development assets reachedfour, depression increased at a high level. While the types of the positive development assets reached four, depression presented a significant decreasing trend; (2) Beliefs in the future, Clear and positive identity, Resilience, and Bonding are the top four positive development assets highly correlated with depression. The four types of assets had a cumulative effect on the reduction of adolescents’ current and subsequent depression. The cumulative effects relationship model presented a nonlinear positive acceleration pattern of the quadratic function between cumulative four types of specific assets and current depression. It also presented a nonlinear positive acceleration pattern of the quadratic function between cumulative four types of specific assets and subsequent depression. This study provides a basis for targeted asset construction and the prevention of adolescent depression.

The Reciprocal Effects of Emotional Adjustment, Social Adjustment and Academic Adjustment among Freshmen: A Longitudinal Study

LIU Huan, LI Yufan

Psychological Development and Education. 2024, 40(2):  270-278.  doi:10.16187/j.cnki.issn1001-4918.2024.02.14

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The transition to college is a key turning point. Freshmen need to accustom themselves to the academic environment, the new peer groups, and various subjective feelings. The trajectories of academic adjustment, social adjustment, and emotional adjustment were different, but they will be interconnected in a meaningful way according to developmental cascades theory. To examine the trajectories of the three domains of adjustment and clarify the dynamic relationship between them, 426 freshmen were recruited to attend a 19-week experience sampling study in their first semester. The results showed that: (1) Students reported a stable level of social adjustment, while the scores of academic and emotion adjustments gradually declined with time; (2) The fluctuations of academic adjustment were independent of social adjustment and emotional adjustment; (3) There were reciprocal associates between social adjustment and emotional adjustment. These findings provided important insights into the promotion of individual development of first-year students.

The Effect of Internet Addiction on Academic Stress among College Students: The Mediating Role of Sleep Quality and Self-control

ZHANG Lu, SUN Shan, YOU Zhiqi

Psychological Development and Education. 2024, 40(2):  279-287.  doi:10.16187/j.cnki.issn1001-4918.2024.02.15

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To explore the mediating effects of sleep quality and self-control in the relationship between Internet addiction and college students’ academic stress based on the conservation of resources theory, the multi-level structural equation model analysis was adopted to analyze the data from 153 college students surveyed by the daily diary. The results showed that:(1) Internet addiction predicted overall academic stress, sleep quality, and self-control; (2) Self-control independently mediated the relationship between Internet addiction and academic stress; (3) Sleep quality and self-control can sequentially mediate the association of Internet addiction with academic stress. The results of this study suggested that the academic stress perceived by college students can be alleviated by intervention and prevention of Internet addiction or by improving their sleep quality and enhancing their self-control resources.

Quiet Ego: A Growth and Balance Perspective

ZHANG Li, PAN Peilin, NIU Ziyu, MA Min

Psychological Development and Education. 2024, 40(2):  288-297.  doi:10.16187/j.cnki.issn1001-4918.2024.02.16

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Quiet ego is a kind of identity that neither pays too much attention to self nor others, integrating with others without losing self. It is beneficial to individual mental health, especially to improve the individual subjective well-being, self-rated physical health, and the reduction of materialism. By introducing the concept of quiet ego, the perspectives of growth and balance, the measurement, and the influence of quiet ego on mental health, it can be seen that quiet ego is essentially the balance and integration of self in space and time dimensions. So far, there have been increasing studies about quiet ego, but as a relatively new perspective, the conceptualization, the localization in China, the development and promotion of the quiet ego remains to be investigated in the future. Based on allostasis, we assume that quiet ego involves both stability and flexibility in time and space.

A Review on Conceptual Representation and Its Methods of Prosocial Behavior

ZHANG Jiemin, TAO Yun, YANG Shuhan, CHEN Rui

Psychological Development and Education. 2024, 40(2):  298-304.  doi:10.16187/j.cnki.issn1001-4918.2024.02.17

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Based on the classical and prototype theories of conceptual representation, this paper discusses the representation ways and methods of prosocial behavior concepts of “researcher-centered” and “subject-centered” respectively. The conceptual representation of prosocial behavior based on classical theory is often limited to altruistic characteristics, ignoring the differences in understanding caused by the specificity of the subjects, and decomposing its meaning according to component analysis, which has some limitations such as subjectivity, one-sidedness and low applicability. According to prototype theory, the conceptual representation of prosocial behavior breaks through the traditional concept category of prosocial behavior through the process of free enumeration-prototype analysis-repeated verification, starting from the subjects' own cognition and paying attention to the subjects’ characteristics. However, there are still doubts about the stability and applicability of this structure. Through the comparative analysis of the two theories, this paper proposes to enrich the conceptual structure of prosocial behavior from the perspective of group specificity and situation specificity, and further, integrate and improve the theoretical model of the conceptual representation of prosocial behavior.