Table of Content

15 July 2024, Volume 40 Issue 4

Previous Issue    Next Issue

Distinct Effects of Working Memory Load in Aging of Word Comprehension and Production

XU Ningning, ZHANG Minhui, WU Hanlin, ZHANG Qingfang

Psychological Development and Education. 2024, 40(4):  457-467.  doi:10.16187/j.cnki.issn1001-4918.2024.04.01

Abstract ( )   HTML ( )   PDF (1049KB) ( )   Save

References | Related Articles | Metrics

The decline of human language ability is probably affected by language-universal factors and language-specific factors, and the aging of language comprehension and production presents distinct patterns. However, most studies investigated the contribution of language-specific factors in aging of language processing. The current study aims to investigate how working memory load, as one of general cognitive abilities, affects the aging of lexical comprehension and production. In a dual-task paradigm, young and older adults were required to complete a lexical decision (or a lexical production) task as well as a number string recall task. Excluding the influence of other general cognitive abilities such as processing speed, our results showed that older adults presented longer latencies than young adults in lexical decision and lexical production tasks, indicating an age-related decline in language processing. Critically, the aging effect in lexical decision was larger than lexical production, indicating an asymmetrical pattern in word comprehension and production tasks. Our findings reveal that working memory load (as a language-universal factor) and specific language task (as a language-specific factor) affect aging of word processing together.

The Development of Group Creativity and Its Relationship with Individual Creativity in Middle-aged Children

ZHANG Huan, XIE Zhongguang, WANG Yali, QIN Xiquan, LIU Tuo

Psychological Development and Education. 2024, 40(4):  468-478.  doi:10.16187/j.cnki.issn1001-4918.2024.04.02

Abstract ( )   HTML ( )   PDF (1191KB) ( )   Save

References | Related Articles | Metrics

Group creativity plays an important role in talent innovation and social innovation. However, the relationship between individual creativity and group creativity is still inexplicit. Childhood is a critical period for creativity development, and children often need to use their creativity to work with others to solve problems. The current study aims to explore the development characteristics of children's group creativity and the relationship between children's individual creativity and group creativity. Two experiments were conducted with 8~10-year-old children in the critical period of creativity development. Results of experiment 1 showed that in the process of creativity development of 8~10-year-old children, the age of 9 is a critical period for the development of group creativity, and the overall development trend of group creativity was consistent with that of individual creativity, especially in the dimension of novelty. Furthermore, results of experiment 2 found that creative thinking training significantly improved the level of group creativity of 9-year-old children. These results provide an empirical basis for understanding the development of group creativity and its relationship with individual creativity in middle-aged children, and further support the lens model theory of transformation from individual creativity to group creativity in middle-aged children.

The Relations between Parental Corporal Punishment and Children’s Executive Function: A 3-year Longitudinal Study

NIU Hua, WANG Meifang

Psychological Development and Education. 2024, 40(4):  479-487.  doi:10.16187/j.cnki.issn1001-4918.2024.04.03

Abstract ( )   HTML ( )   PDF (1344KB) ( )   Save

References | Related Articles | Metrics

To investigated the cumulative effect of both fathers’ and mothers’ corporal punishment on children’s daily executive function and the efficiency of executive function, Parent-Child Conflict Tactics Scales, Behavior Rating Inventory of Executive Function, and Wisconsin Card Sorting Test were administered to 710 third and fourth grade pupils and their parents in a 3-year longitudinal study. The results showed that: (1) For both mothers and fathers, the results revealed that higher initial levels and slower reduce speed of corporal punishment predicted children’s more ratings of executive function problems; (2) The results also revealed that higher initial levels of corporal punishment predicted children’s better performance-based executive function, whereas the change over time of parental corporal punishment failed to predict children’s better performance-based executive function. Such results revealed that both fathers’ and mothers’ corporal punishment has a cumulative effect on children’s daily executive function but not on the efficiency of children’s executive function. These findings suggest both fathers’ and mothers’ corporal punishment has a cumulative effect on children’s daily cognitive function.

The Influence of Subjective Social Status on Adolescents’ Prosocial Risk-taking Behavior: A Regulated Chain Mediation Model

ZHANG Huiru, ZHU Haidong, JIA Xiaoshan, MA Chao

Psychological Development and Education. 2024, 40(4):  488-498.  doi:10.16187/j.cnki.issn1001-4918.2024.04.04

Abstract ( )   HTML ( )   PDF (1392KB) ( )   Save

References | Related Articles | Metrics

In order to explore the influence of subjective social status on adolescents’ prosocial risk-taking behavior, 1106 adolescents from 3 high schools were investigated by using the adolescents’ subjective social status scale, the prosocial risk-taking behavior scale, the belief in a just world scale and self-esteem scale. The results showed that: (1) Subjective social status positively predicted prosocial risk-taking behavior of adolescents; (2) Belief in a just world and self-esteem not only played partial mediating roles between subjective social status and prosocial risk-taking behavior, but also played chain mediating roles between them; (3) There were significant gender differences in the above chain mediation model, and gender moderated the pathway of “subjective social status-pro-social risk-taking behavior” in the above chain mediation model. This study reveals the influence of subjective social status on adolescents’ prosocial risk-taking behavior and its mechanism, providing theoretical guidance and empirical evidence for the intervention and guidance of adolescents’ prosocial risk-taking behavior.

The Relationship between Awe and Helping: The Mediating Role of Self-other Overlap

WANG Guofang, TIAN Shuping, XU Zijian, CHEN Jiaye, YANG Minqi

Psychological Development and Education. 2024, 40(4):  499-509.  doi:10.16187/j.cnki.issn1001-4918.2024.04.05

Abstract ( )   HTML ( )   PDF (1284KB) ( )   Save

References | Related Articles | Metrics

To explore the relationship between dispositional awe and situational awe and helping and its psychological mechanism, Study 1, as a survey, was aimed to explore the relationship between dispositional awe and helping behavior, as well as the mediating effect of self-other overlap, and Study 2, as an experimental study, was aimed to explore the influence of situational awe on helping behavior and the mediating role of self-other overlap. The results showed that: (1) Dispositional awe was positively correlated with helping behavior; (2) Self-other overlap played a partially mediating role between trait awe and helping behavior; (3) Compared with neutral emotion, situational awe could significantly increase the individual’s money helping behavior, but has no significant effect on time helping behavior; (4) Self-other overlap played a mediating role between situational awe and helping behavior. The study revealed the mechanism of awe affecting helping behavior from the perspective of the connection between self and others, and expanded the researches on the relationship between awe and social behaviors.

The Relationship between Organizational Climate and Teachers’ Retention Intention in Primary and Secondary Schools in Liangshan Yi Autonomous Prefecture: A Chain-mediated Model

FU Na, XIE Xiaochen, DING Xiangyu, JIANG Huilin, MENG Yuan

Psychological Development and Education. 2024, 40(4):  510-523.  doi:10.16187/j.cnki.issn1001-4918.2024.04.06

Abstract ( )   HTML ( )   PDF (2078KB) ( )   Save

References | Related Articles | Metrics

Teacher retention and good teaching practices are important factors to consider when addressing poverty eradication, promoting rural revitalization and realizing educational modernization. To explore the relationship between the school organizational climate and teachers’ retention intention in Liangshan Prefecture, and the multiple mediating effects of teachers’ teaching efficacy and occupational stress, an explanatory sequential design was used in this study. Firstly, a total of 6005 local primary and secondary school teachers in Liangshan Prefecture were evaluated using the School Organizational Climate Description Questionnaire, the Teacher’s Sense of Teaching Efficacy Scale, the Primary and Secondary School Teacher’s Occupational Stress Questionnaire and the Employee’s Retention Scale. After analyzing the questionnaire data, six teachers were chosen to participate the following interviews. The results found that: (1) The school organizational climate of primary and secondary schools in Liangshan Yi Autonomous Prefecture had a significant positive predictive effect on teachers’ retention intention; (2) Teaching efficacy and occupational stress played significant mediating roles between school organizational climate and teachers’ retention intention. Specifically, there were three ways for school organizational climate influencing teachers’ retention intention: the first was the mediating role of teaching efficacy; the second was the mediating role of occupational stress; the third was the chain-mediated role of both teaching efficacy and occupational stress. The current study implies that local education authorities should pay more attention to the construction of school organizational climate, which is beneficial to improve teachers’ teaching efficacy and reduce their occupational stress so as to increase their retention intention.

The Effects of Parent-child Relationship on Depression among Rural Primary and Secondary School Boarders: Analyses Based on Variable Center and Person Center

LI Xi, ZHANG Pengcheng, WANG Haibin

Psychological Development and Education. 2024, 40(4):  524-532.  doi:10.16187/j.cnki.issn1001-4918.2024.04.07

Abstract ( )   HTML ( )   PDF (1341KB) ( )   Save

References | Related Articles | Metrics

To examine the effect of the parent-child relationship on depression and its mechanism, the study measured the parent-child relationship, need to belong, psychological capital, and depression in 1773 rural primary and secondary school boarders based on the Conservation of Resources theory (COR). The variable-oriented analysis showed that the parent-child relationship of rural primary and secondary school boarders negatively predicted their depression level; psychological capital played a partial mediating role; and the need to belong played a moderating role between the parent-child relationship and psychological capital. The person-oriented analysis revealed that the parent-child relationship and need to belong could be divided into four categories: excellent relationships-high need type, middle-upper relationships-high need type, middle-lower relationships-high need type, and poor relationships-low need type. Specifically, taking excellent relationships-high need type as a reference, it was found that the other three categories significantly and positively predicted the level of depression, and psychological capital played a partial mediating role among them. It shows that the parent-child relationships, need to belong, and psychological capital play an important role in preventing depression in rural primary and secondary school boarders. Moreover, parent-child relationship and belonging needs have different matching patterns.

The Effect of Mindful Parenting on Preschool Children’s Problem Behavior: The Chain Mediating Role of Child-parent Relationship and Resilience

HUANG He, WANG Xiaoying

Psychological Development and Education. 2024, 40(4):  533-541.  doi:10.16187/j.cnki.issn1001-4918.2024.04.08

Abstract ( )   HTML ( )   PDF (1311KB) ( )   Save

References | Related Articles | Metrics

Based on the theory of Developmental Contextualism and Conservation of Resources, this study aimed to explore the effect of mindful parenting on preschool children’s problem behavior and its underlying mechanism. We used Interpersonal Mindfulness in Parenting scale, Child-Parent Relationship Scale, Devereux Early Childhood Assessment for Preschoolers Second Edition and Strengths and Difficulties Questionnaire survey 1712 preschool children and their parents from 27 kindergartens. The results showed that :(1) Mindful parenting significantly predicted preschool children’s internalization problem behavior and externalization problem behavior; (2) Parent-child intimacy, parent-child conflict and resilience played mediating roles between mindful parenting and internalization problem behavior, externalization problem behavior; (3) Parent-child intimacy, parent-child conflict and resilience played a chain mediating role between mindful parenting and internalization problem behavior, externalization problem behavior. The research results can provide theoretical reference for preventing and intervening preschool children’s problem behavior.

The Effect of Adolescents’ Perception of Parental Academic Pressure on Psychological Adaptation:The Protective Role of Ego-resilience

XIONG Mingling, WANG Quanquan, XIONG Yuke, JIANG Wenqi, REN Ping

Psychological Development and Education. 2024, 40(4):  542-550.  doi:10.16187/j.cnki.issn1001-4918.2024.04.09

Abstract ( )   HTML ( )   PDF (1148KB) ( )   Save

References | Related Articles | Metrics

The purpose of this study was to examine the effects of adolescents’ perception of parental academic pressure on boys’ and girls’ psychological adaptation (depression, problem behaviors), and to explore the immediate and long-term protective role of ego-resilience in this relationship and its gender differences. 2479 students coming from seven middle schools in Henan Province, China, participated in two waves of follow-up surveys, with mean age at T1 was 13.40 years, SD = 0.60 years. The results found that : (1) Adolescents’ perception of parental academic pressure had a direct immediate and long-term predictive effects on girls’ depression and problem behaviors. Adolescents’ perception of parental academic pressure had an immediate and long-term predictive effect on boys’ depression, and a long-term rather than immediate predictive effect on boys’ problem behaviors; (2) Ego-resilience mitigates the adverse effects of adolescents’ perception of parental academic pressure on adolescents’ depression and problem behaviors, and this moderating effect is gender-specific; (3) Ego-resilience mitigates the immediate effects of adolescents’ perception of parental academic pressure on girls’ depression and the long-term effects on boys’ problem behavior. The results confirm the protective model of ego-resilience and have practical significance in promoting the healthy development of adolescents’ mental adaptation.

The Development of Sleep Problems in Early Adolescence: Gender Difference and the Role of Positive and Negative Affect

LIU Xiaoting, ZHANG Ning

Psychological Development and Education. 2024, 40(4):  551-562.  doi:10.16187/j.cnki.issn1001-4918.2024.04.10

Abstract ( )   HTML ( )   PDF (2037KB) ( )   Save

References | Related Articles | Metrics

In order to explore the developmental trajectories of sleep problems in early adolescence and the influence of gender and positive and negative affect on them. In this study, 1289 middle school students were followed up from Grade 7 to Grade 8 and assessments of adolescents’ sleep problems and positive and negative affect were obtained from both self-reports at four time points over two years. Analyses using latent growth modeling examined that: (1) Initial levels and change in adolescent sleep problems over time; and (2) The prediction of both initial levels and growth in sleep problems from adolescent gender and positive and negative affect. Among the results, adolescents’ sleep problems increased in a non-linear trajectory from Time 1 to Time 4. As well, although girls had higher initial levels of sleep problems than boys, there was no gender difference in the change of sleep problems over time. Finally, results from latent growth curve modeling indicated that positive and negative affect as time-variant variables influenced sleep problems. Positive affect at given testing point could reduce sleep problems at that time, while negative affect at given testing point could promote the development of sleep problems at that time. The findings suggest that initial sleep problems of early adolescence do not determine the development rate of these problems later; gender and positive and negative emotions play different roles in the development of adolescent sleep problems.

The Relationship between Campus Interpersonal Exclusion and Adolescents’ Suicidal Ideation: The Role of Fear of Negative Evaluation and Social Anxiety

ZHANG Ye, ZHANG Shanshan, BAI Dongmei, LIU Zhihong

Psychological Development and Education. 2024, 40(4):  563-571.  doi:10.16187/j.cnki.issn1001-4918.2024.04.11

Abstract ( )   HTML ( )   PDF (1273KB) ( )   Save

References | Related Articles | Metrics

The present study examined the effect of campus interpersonal exclusion on adolescents’ suicidal ideation, as well as the mediating effects of fear of negative evaluation and social anxiety. A sample of 1095 junior high school students in Liaoning province was surveyed by using Adolescents’ Campus Exclusion for Adolescents, Brief Negative Evaluation Fear Scale, Adolescents’ Social Anxiety Scale, and Adolescents’ Suicidal Ideation Scale. The results revealed that: (1) Both realistic interpersonal exclusion and cyber interpersonal exclusion predicted adolescents’ suicidal ideation; (2) Social anxiety mediated the relationship between realistic interpersonal exclusion and suicidal ideation, and the relationship between cyber interpersonal exclusion and suicidal ideation as well, while fear of negative evaluation only mediated the relationship between realistic interpersonal exclusion and suicidal ideation; (3) Fear of negative evaluation and social anxiety played a chain mediated role between realistic interpersonal exclusion and suicidal ideation.

The Measurement Index Identifying College Students at High Risk of Suicide: From Personal-centered Perspective

SU Binyuan, GUO Qianlan, XIE Binru, ZHANG Wei

Psychological Development and Education. 2024, 40(4):  572-588.  doi:10.16187/j.cnki.issn1001-4918.2024.04.12

Abstract ( )   HTML ( )   PDF (3212KB) ( )   Save

References | Related Articles | Metrics

To explore a new method to identify students at high risk of suicide, a sample of 3126 college students was recruited in the study to establish the regression equation and the latent profile analysis. We tested and verified 19 person-centered factors related to risk for suicide attempts from 24 inital factors, to define our subgroups of suicide based on the Diathermy-stress model. The eight highest correlation index for multiple variables of college students' suicide are: borderline personality (R²=20.16%), mental disorder (R²=18.87%), psychological pain (R²=17.82%), prior nonsuicidal self-injury (NSSI) (R²=16.12%), anxiety (R²=15.98%), prior suicidal thoughts (R²=13.28%), daily vexation life stress event (R²=12.35%), emotional regulation (R²=10.74%). There are three heterogeneous groups regarding the potential risk of suicide among the college students. C1 emotional disturbance group (49.9%) is characterized by “rising and falling from one another”. C2 health group (32.58%) shows the characteristic of “the rich are richer” and good adaptation. C3 high risk group (17.53%) shows the characteristic of “the poor are poorer”, and is more vulnerable to risks. Suicide of college students is the result of the interaction and multidirectional superposition of stress, personal susceptibility and environmental protection factors, and is often expressed in the form of emotional and mental symptoms. When carrying out mental health surveys, we should change the method of only using single symptom index screening, and should pay attention to the application of multiple indicators and comprehensive evaluation of suicide risk. The study explores a new method to identify students at high risk of suicide from personal-centered perspective. The results of this study can directly guide gatekeepers to carry out psychological census work and psychological crisis intervention strategies in practice, and have theoretical significance for the risk identification of suicide.

Influencing Factors and Strategies to Improve Prospective Memory in Children with Autism Spectrum Disorder

XIN Cong, ZHANG Manman

Psychological Development and Education. 2024, 40(4):  589-600.  doi:10.16187/j.cnki.issn1001-4918.2024.04.13

Abstract ( )   HTML ( )   PDF (1538KB) ( )   Save

References | Related Articles | Metrics

Prospective memory (PM) refers to the ability to remember to perform an intended action in the future. PM is an essential aspect of children's development of independence. Further, a well-developed PM is beneficial to their future growth and development. Previous studies have found impairments in time-based PM in children with autism spectrum disorder; however, it is controversial whether event-based PM is impaired. PM performance of children with autism is influenced by three factors: difference of PM tasks (PM types and cue characteristics), ongoing tasks (cognitive load and task types), and individual characteristics (age, severity of autism symptoms, and motivation). Therefore, we suggest strategies related to improving PM in children with autism spectrum disorder, including external reminders, encoding strategy, and Say-Do training. Future research needs to enhance the understanding of PM in children with autism spectrum disorder. First, research methods need to be improved to increase the comprehensive analysis of multiple PM types in the same sample. The selection of task paradigms needs to be closer to daily life and combined with a one-sample design or multiple baseline design based on between-group analysis to explore PM in children with autism spectrum disorder comprehensively. Moreover, there is a need to focus on sample matching, especially regarding gender, age, intelligence, severity of autism symptoms, and motivation. Second, the various processing stages of PM can be separated by techniques, such as functional magnetic resonance imaging and functional near-infrared spectroscopy, to understand which stages of executive function play a role in PM; thus, revealing the cognitive mechanisms underlying impaired PM in children with autism spectrum disorder. Finally, strategies to improve the PM of children with autism can be further developed.

A Distant Thought Relieves a Near Sorrow—The Development of Children and Adolescents’ Future Time Perspective and Its Effect Mechanism

DENG Zhijun, ZHU Xiaoshuang, ZHANG Heyi

Psychological Development and Education. 2024, 40(4):  601-608.  doi:10.16187/j.cnki.issn1001-4918.2024.04.14

Abstract ( )   HTML ( )   PDF (863KB) ( )   Save

References | Related Articles | Metrics

Distant thought, which means future time perspective, is a fundamental ability of human development and is crucial for the development of cognitive function. Children’s understanding of future time is closely related to their socialization process, which strongly affects children’s overall development. The ability to think about future events, allowing children to adapt their behavior to situations that have not yet occurred, which is key to both short-term and long-term planning. This review summarized the developmental characteristics of children’s future time perspective, and the relationship between future time perspective and other abilities, including academic achievement, career decision-making, and well-being. We systematically explored its relationship with cognition, behavior, emotion, etc., and explained the mechanism and value of “a distant thought relieves a near sorrow”. This study will improve our understanding of children’s future time perspective, and shed light on how to cultivate children's future time awareness in educational practice.