期刊：
Education and Information Technologies,2024年:1-32 ISSN：1360-2357
通讯作者：
Du, X;Hung, JL
作者机构：
[Du, Xu; Li, Hao; Tang, Yeye; Xie, Yiqian] Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan 430079, Peoples R China.;[Hung, Jui-Long; Hung, JL] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Peoples R China.;[Hung, Jui-Long; Hung, JL] Boise State Univ, Dept Educ Technol, 1910 Univ Dr, Boise, ID 83725 USA.;[Tang, Hengtao] Univ South Carolina, Dept Leadership Learning Design & Inquiry, Columbia, SC USA.
通讯机构：
[Hung, JL ; Du, X ] C;Cent China Normal Univ, Natl Engn Res Ctr Elearning, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Peoples R China.;Boise State Univ, Dept Educ Technol, 1910 Univ Dr, Boise, ID 83725 USA.
摘要：
Collaborative problem-solving (CPS) involves the interaction and interdependence of students’ social and cognitive skills, making it a complex learning process. To delve into the complex dynamics of CPS, previous research has categorized socio-cognitive roles, providing insights into social-cognitive frameworks. However, despite the specific cognitive and social interaction structures employed by roles to engage in CPS interactions, most existing research primarily focuses on individual roles, neglecting inter-role interactions. To fill this gap, twelve triad groups were formed by engaging 36 undergraduate students in online CPS activities to examine differences in social and cognitive interaction structures across different roles and group compositions. Additionally, analyze the differences in CPS processes among various group compositions. The analyses identified five roles (Lurkers, Followers, Drivers, Influential Actors, and Innovators) and three group compositions (Balanced groups, Decentralized groups, and Power Struggle groups). The socio-cognitive structure of Balanced groups, along with other evidence, indicates effective information sharing and negotiation interactions. In contrast, Decentralized and Power Struggle groups exhibited various deficiencies in their socio-cognitive structures, negatively impacting group collaboration processes. These insights provide educators with a comprehensive guide to fostering effective group compositions and role dynamics in online CPS settings, thereby enhancing the overall success of CPS. Additionally, possible activity design considerations and scaffolding strategies are also discussed.
期刊：
Landscape and Urban Planning,2024年241:104924 ISSN：0169-2046
通讯作者：
Xiao, CW
作者机构：
[Wang, Yi; Xiao, Chiwei; Xiao, CW; Yan, Mingyan; Chiaka, Jeffrey Chiwuikem] Chinese Acad Sci, Inst Geog Sci & Nat Resources Res, 11A Datun Rd, Beijing, Peoples R China.;[Wang, Yi; Xiao, Chiwei; Xiao, CW] Univ Chinese Acad Sci, Coll Resources & Environm, 1 Yanqihu East Rd, Beijing, Peoples R China.;[Wang, Yi; Yan, Mingyan] Cent China Normal Univ, Coll Publ Adm, 382 Luoyu Rd, Wuhan, Peoples R China.;[Chiaka, Jeffrey Chiwuikem] Beijing Normal Univ, Sch Environm, 19 Xinjiekou, Beijing, Peoples R China.
通讯机构：
[Xiao, CW ] C;Chinese Acad Sci, Inst Geog Sci & Nat Resources Res, 11A Datun Rd, Beijing, Peoples R China.;Univ Chinese Acad Sci, Coll Resources & Environm, 1 Yanqihu East Rd, Beijing, Peoples R China.
关键词：
Land -use change;Landscape pattern;Geo-economic cooperation;Cross-border transportation corridors;China -Laos Railway
摘要：
Regional integration initiatives have triggered impacts on land use changes (LUC) and landscape patterns through geo-economic cooperation like cross-border infrastructure, which are often presented, but comprehensive studies on the extent and degree remains insufficient. The China-Laos Railway (CLR), a cross-border transportation corridor connecting Kunming in China with the Laotian capital, Vientiane, which was launched in December 2016 and operation started in December 2021, has recently witnessed rapid and notable changes in landscape and land use. This case study provides a distinctive opportunity to evaluate the relative significance of political and socioeconomic factors on LUC and landscape patterns. In this study, we integrate 10-m land-use data products (2017–2022) provided by Environmental Systems Research Institute, Inc (ESRI) with geospatial analysis to quantify and compare the impacts of cross-border transportation corridors on LUC within a 10 km buffer area along the CLR. The results showed that since 2017, about 3 % deforestation caused by the expansion of cropland (8 %) and construction land (38 %) along the CLR. The comprehensive dynamic degree along the CLR displays two peaks, appearing within the 2–4 km and 8–10 km buffer zones. Interestingly, the fragmentation of land patches within the buffer zone decreases as the distance from the CLR increases. Moreover, the construction of the CLR has a greater impact on the Laotian side, while its completion and operation triggered more significant changes on the Chinese side. The study quantitatively assesses the extent, type, and intensity of the impacts of cross-border transportation corridors on LUC and landscape patterns.
期刊：
International Social Work,2024年67(1):151 - 165 ISSN：0020-8728
通讯作者：
Yaojian Wu
作者机构：
[Chen, Anna; Zheng, Guanghuai] Cent China Normal Univ, Wuhan, Peoples R China.;[Gao, Xianda] Chinese Univ Hong Kong, Hong Kong, Peoples R China.;[Wu, Yaojian] Hong Kong Baptist Univ, Hong Kong, Peoples R China.;[Gao, Xianda] Yunnan Univ, Kunming, Yunnan, Peoples R China.
通讯机构：
[Yaojian Wu] H;Hong Kong Baptist University, Hong Kong, China
摘要：
Critical consciousness, as a core competence of western social workers and a type of personal resource, has been diminished in China. This study examined whether critical consciousness buffered the effect of role stress on burnout with a nationally representative sample. Results showed that critical consciousness prevented emotional exhaustion and depersonalization in social workers suffering from role stress while it did not enable them to perceive personal accomplishment. The results carry implications for maintaining social workers' workplace well-being and professional pursuits by incorporating critical consciousness into their professional competence and personal resources.
期刊：
Journal of Biological Education,2024年 ISSN：0021-9266
通讯作者：
Kong, Y
作者机构：
[Kong, Yi; Kong, Y] Cent China Normal Univ, Sch Life Sci, Wuhan, Hubei, Peoples R China.;[Olimpo, Jeffrey T.] Univ Texas El Paso, Dept Biol Sci, El Paso, TX USA.
通讯机构：
[Kong, Y ] C;Cent China Normal Univ, Sch Life Sci, Wuhan, Hubei, Peoples R China.
摘要：
Tree-thinking ability is essential in the learning of biological evolution. Spatial ability as a potential factor which might impact students' tree-thinking ability remains unknown. To explore the influence of spatial ability and spatial-related interventions on students' tree-thinking ability, 312 undergraduate students participated in this study. Students' spatial ability was evaluated using the Mental Rotation Test (MRT). A pre-test-post-test design was adopted to assess students' tree-thinking ability by using the Model of the Use of Evolutionary Trees (MUET) survey. Multiple linear regression analyses were conducted to explore the factors that influenced students' tree-thinking ability. Pearson product-moment correlation coefficients were calculated when positive or negative predictors of student' tree-thinking ability were identified. Results shown that students' MRT scores and previous tree-learning experience were the sole factors that positively predicted students' pre-MUET survey scores, explaining 2.5% and 4.1% of the observed variance, respectively. Pre-MUET survey scores and the type of tree-thinking-related instructional intervention were found to be the only unique predictors of students' post-MUET survey scores, explaining 22.2% and 6.5% of the observed variance, respectively. Results suggest that the tree-thinking-related instructional intervention has the potential to modulate the relationship between individuals' spatial ability and tree-thinking ability.
期刊：
Thinking Skills and Creativity,2024年51:101453 ISSN：1871-1871
通讯作者：
Zhang, S
作者机构：
[Zhang, Si; An, Shuowen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Hubei Res Ctr Educ Informationizat, Wuhan 430079, Peoples R China.
通讯机构：
[Zhang, S ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Hubei Res Ctr Educ Informationizat, Wuhan 430079, Peoples R China.
关键词：
Cooperative/collaborative learning;Improving classroom teaching;Teaching/Learning strategies;21st century abilities
摘要：
Grouping students according to their abilities and maximizing each member's role is a key issue in collaborative learning research. Although some studies have investigated the effects of homogeneous or heterogeneous grouping on collaborative learning performance, the differences between two approaches remains largely unexplored. During the course of an eight-week term, 42 student teachers participated in a multitasking collaborative problem solving activity. This study employed content analysis, Lag Sequence Analysis, and Epistemic Network Analysis to examine the effects of ability grouping on the behavioral patterns and cognitive networks of the student teachers. The coding results show that, compared with the homogenous groups, the heterogeneous groups had more socially oriented communication, and they were also more inclined to propose questions concerning learning task. Students with similar ability were more successful in establishing common representations of problem solving in peer interactions. In addition, the statistical analysis showed that heterogeneous groups had significantly higher learning performance than homogeneous groups. Revealing and comparing the behavioral patterns, heterogeneous groups had more behavioral sequences that were significantly associated with learning performance, which partly explained the significantly higher performance of the heterogeneous group than the homogeneous group. Compared with the homogeneous groups, the most striking difference of the heterogeneous groups was in how they proceeded negotiation. Furthermore, Epistemic Network Analysis detailed how they developed cognitive networks of multitasking collaborative learning from different levels. At the group level, more closely connected CPS skills were observed in the heterogeneous group. At the individual level, three learners in the heterogeneous groups had a distributed discussion focus and trajectory change due to the emerging of student-teacher relationships. In the homogeneous groups, three learners were very close in their discussion focus at beginning and the changes in the trajectories are also very close. Finally, we stated the implications and limitations and pointed out future research directions.
作者机构：
[Leng, Xiaoxue; Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Peoples R China.
关键词：
instructional video;learning with video;mask;video lectures;visual attention
摘要：
Abstract This study examined whether having the instructor wear a mask during a video lecture affects learning. In Experiment 1, college students watched an instructional video on the formation of lightning, in which an instructor who either did or did not wear a mask as she stood next to slides and lectured. Learners' learning outcomes did not differ significantly, but learners spent significantly less time looking at the instructor's face when she was masked. In Experiment 2, using a 2 (the instructor wore a mask or not) × 2 (slides were displayed or not) between‐subject design, college students learned about the process of water cycle from instructional videos. There was a significant interaction in which adding slides improved learning outcomes with a masked instructor, but not with an unmasked instructor. Adding a mask lowered student ratings of social presence with the instructor. Practical and theoretical implications are discussed.
摘要：
With the rapid development of Internet technology, more and more college students are facing the threat of mobile phone addiction. However, the relationship and underlying mechanism between mobile phone addiction and academic burnout haven't been explored in depth. This study proves the mediating role of technology conflict and the moderating role of mindfulness in the relation between mobile phone addiction and academic burnout. 752 college students were recruited to complete the questionnaire of mobile phone addiction, technology conflict, mindfulness and academic burnout. Results showed that mobile phone addiction was significantly and positively associated with academic burnout, and this relationship could be mediated by technology conflict. Besides, the direct effect of mobile phone addiction on academic burnout and the indirect effect of technology conflict in this link were moderated by mindfulness. Both these two effects are stronger for college students with lower level of mindfulness. Our findings enrich our understanding of how and when mobile phone addiction was related to academic burnout. Educational professionals and parents should take timely measure to the academic burnout of college students suffering from mobile phone addiction, particularly for those with lower level of mindfulness.
摘要：
Highly cited papers showcase high-quality research and encompass significant themes in the field. This study examined a total of 435 highly cited papers based on Essential Citation Indicators in the Web of Science (WoS) category of sport sciences with a bibliometric method. In particular, the bibliometric indicators of the highly cited papers including publication venues, authors, countries, institutions, and the top cited publications were presented and analyzed in detail. An Abstract corpus was constructed to help identify the most frequently explored topics. VOSviewer was employed to visualize the co-occurrence networks of keywords. The study revealed the trending information of important contributors at the levels of journals, authors, countries, and institutes. The top cited publications can be grouped into three categories: guidelines, recommendations based on systematic reviews, and evaluations. The most frequently explored topics based on the Abstract corpus and the most frequently used keywords from VOSviewer mapping overlap to a great extent. Specifically, topics such as meta-analysis, systematic review, sport-related concussion, sedentary behavior, football, rehabilitation, and osteoarthritis are among the most frequently mentioned. The results provide the most updated publication characteristics and hot topics of highly cited papers in sport sciences and offer insights for academic researchers in future research. What are the top cited papers in the area of sport sciences? What are the publication characteristics of these highly cited papers? What are the most frequently explored topics? Researchers in the areas of sports and its neighboring disciplines are keen to find the answers. This paper uses a corpus-based bibliometric analysis to explore the highly cited papers based on Essential Citation Indicators in the Web of Science (WoS) category of sport sciences. An Abstract corpus was constructed to help identify the most frequently explored topics. VOSviewer was employed to visualize the co-occurrence networks of keywords. The study revealed the trending information of important contributors at the levels of journals, authors, countries, and institutes. Specifically, topics such as meta-analysis, systematic review, sport-related concussion, sedentary behavior, football, rehabilitation, and osteoarthritis are among the most frequently mentioned. The results provide the most updated publication characteristics and hot topics of highly cited papers in sport sciences and offer insights for academic researchers in future research.
期刊：
PSYCHOLOGY AND PSYCHOTHERAPY-THEORY RESEARCH AND PRACTICE,2024年115(1):66-89 ISSN：1476-0835
通讯作者：
Zhang, Y
作者机构：
[Li, Hao; Zhang, Ying; Chen, Gaowei] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Li, Bo; Li, Na] Cent China Normal Univ, Sch Math & Stat, Wuhan, Peoples R China.;[Zhou, Xin] Sichuan Univ, Middle Sch, Chengdu, Peoples R China.;[Zhang, Ying; Zhang, Y] Univ Hong Kong, Fac Educ, Pokfulam, Hong Kong, Peoples R China.
通讯机构：
[Zhang, Y ] U;Univ Hong Kong, Fac Educ, Pokfulam, Hong Kong, Peoples R China.
摘要：
Bullying victimization can undermine adolescents' well-being. However, few studies have comprehensively investigated the contributions of various victimization forms to well-being and compared which forms were more harmful than others. Evidence on whether resilience and social support moderate such associations is also limited. Using a sample of 12,058 Chinese adolescents in the Programme for International Student Assessment (PISA) 2018, this cross-sectional study aimed to (1) investigate the associations of physical, verbal and relational victimization with well-being; (2) compare the strengths of these associations; and (3) examine the moderating roles of resilience and teacher and parent support in these associations. Results showed that three victimization forms were associated with poorer well-being. Relational and physical victimization were more harmful to most studied well-being outcomes than verbal victimization. Furthermore, resilience weakened the negative effects of physical victimization on negative affect and life satisfaction but aggravated the negative effects of verbal victimization on both outcomes and the negative effect of relational victimization on school belonging. Teacher support intensified the negative effects of physical victimization on school belonging. Parent support was not effective in regulating the victimization-well-being association. The findings underscored the detrimental effects of bullying victimization on adolescents' well-being and the potentially harmful sides of resilience and social support. Implications for bullying prevention were discussed.
期刊：
INTERNET AND HIGHER EDUCATION,2024年60:100932 ISSN：1096-7516
通讯作者：
Luo, Heng;Liu, BW
作者机构：
[Jiang, Huiting; Chen, Tianjiao; Wang, Peiyu; Luo, Heng; Liu, Bowen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Liu, Bowen; Luo, Heng; Luo, H] Cent China Normal Univ, 152 Luoyu St, Wuhan 430079, Peoples R China.
通讯机构：
[Liu, BW ; Luo, H] C;Cent China Normal Univ, 152 Luoyu St, Wuhan 430079, Peoples R China.
关键词：
Blended learning;Asynchronous online discussions;Role assignment;Timing;Social communication
摘要：
Asynchronous online discussion (AOD) is an essential component of blended learning, and role assignment and timing are two important discussion design considerations. With the purpose of improving blended learning through effective AOD design, this study conducted a two-level factorial experiment to explore the main effects and interaction effects of role assignment and timing on blended learning outcome and experiences. In addition, this experiment examined the influence of role assignment and timing on participants' social communication in AOD and the effects of timing on individual role performance in role-based discussion. A total of 114 participants in a blended course were randomly assigned to four experimental conditions: role-based pre-class discussion (n = 29), role-free pre-class discussion (n = 29), role-based post-class discussion (n = 28), and role-free post-class discussion (n = 28). The results showed that the role assignment strategy featured by initiator, supporter, and arguer has led to improved learning experiences in terms of affection, sense of community, and forum experiences, as well as enhanced social communication in AOD; while timing affected the enactment, contribution, and participation of assigned roles in role-based discussions. However, there was no significant interaction between the two AOD strategies. In general, role-based post-class AOD is recommended after face-to-face lesson because of the better learning experience and role performance.
期刊：
IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,2024年 ISSN：0019-042X
通讯作者：
Xu, Q
作者机构：
[Wang, Yupei; Xu, Quan; Xu, Q] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430000, Hubei, Peoples R China.
通讯机构：
[Xu, Q ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan 430000, Hubei, Peoples R China.
关键词：
willingness to communicate (WTC);complex dynamic systems theory (CDST);idiodynamic method;interconnectedness;nonlinearity
摘要：
Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.
摘要：
Online collaborative learning (OCL) has become a common instructional strategy in higher education for developing students' skills in collaboration, problem-solving, and critical thinking. Cognitive engagement in OCL evolves dynamically, but we do not yet fully understand which patterns of cognitive engagement are conducive to OCL and when to promote them. This study used entropy analysis, sequential pattern mining, and temporal network analysis to examine the online discourse of 44 college students who participated in three OCL tasks. Results showed that, compared with the low-performance groups, the high-performance groups exhibited patterns of continuous perspective elaboration and low-level regulation, as well as frequent shifts from perspective expression to perspective elaboration. In addition, there were differences in the longitudinal evolution patterns of cognitive engagement between the high- and low- performance groups. These findings have important implications for learning tool design and improving collaborative learning design.
通讯机构：
[Ye Li; Xianfeng Ding] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
关键词：
Direct Guanxi;Indirect Guanxi;Bribe-taking decisions;Trust;Responsibility-obligation
作者：
Du, Xu;Zhang, Lizhao;Hung, Jui-Long;Li, Hao;Tang, Hengtao;...
期刊：
Journal of Computing in Higher Education,2024年36(1):29-56 ISSN：1042-1726
通讯作者：
Jui-Long Hung
作者机构：
[Dai, Miao; Li, Hao; Du, Xu] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Hung, Jui-Long; Zhang, Lizhao] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan 430079, Peoples R China.;[Hung, Jui-Long] Boise State Univ, Dept Educ Technol, 1910 Univ Dr, Boise, ID 83725 USA.;[Tang, Hengtao] Univ South Carolina, Dept Educ Studies, Charleston, SC USA.
通讯机构：
[Jui-Long Hung] N;National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, China<&wdkj&>Department of Educational Technology, Boise State University, Boise, USA
摘要：
This study aims to track college students’ on-task rate during the teaching process and to analyze the influence of instructional strategies on on-task rate through the aspects of observable and internal engagement indicators. Thirty-six undergraduate students at a higher education institution in China participated in the study. Students’ behaviors and their EEG signals were recorded from fifty-one learning activities. Analyses have been focused on identifying the determinants of student’s engagement levels and revealing the impacts of behavioral sequences and cognitive sequences on student’s engagement levels. The results show that (1) instructional strategies, classroom behaviors, and cognitive states were significant predictors of students’ on-task rate; (2) the continuity of classroom behaviors improved the on-task rate; and (3) the standard deviations of attention and cognitive load were positively correlated with the on-task rate. This study describes a case of integrating multimodal data analysis in classroom teaching and discusses practical implications for improving classroom teaching.
摘要：
Non-profit sports organizations increasingly participate in government service procurement, seeking vital resources. This study conducted interviews with staff members of sports non-profit organizations in the central provinces of China to understand the impact of participating in government service procurement on non-profit sports organizations. The data was analyzed using NVivo12 software, in conjunction with Resource Dependency Theory (RDT) to propose three subject categories relevant to the subjects of this study, namely (a) resources obtained by the organisation, (b) attitudes of the organisation towards the government and (c) specific behaviours taken by the organisation. The -'government-public duality' of sports non-profit organisations in China makes the government purchase of services, not a fully marketable option. Organizations exhibit proactive behaviors beyond contractual obligations to nurture relationships. This study emphasizes the need to prevent the alienation of non-profit sports organizations in government service procurement, underscoring the importance of fostering and enhancing collaboration in the sports field.
作者机构：
[Liu, Botao; Tu, Zhengge; Liu, BT] Cent China Normal Univ, Sch Econ & Business Adm, Wuhan 430079, Peoples R China.;[Liu, Botao; Tu, Zhengge; Liu, BT] Cent China Normal Univ, Res Ctr Low Carbon Econ & Environm Policies, Wuhan 430079, Peoples R China.;[Kong, Jiayang] Qinghai Univ Sci & Technol, Coll Comp & Informat Sci, Xining 810016, Peoples R China.;[Kong, Jiayang] Qinghai Univ, Dept Comp Technol & Applicat, Xining 810016, Peoples R China.;[Sun, Liping] Shandong Normal Univ, Audit Off, Jinan 250014, Peoples R China.
通讯机构：
[Liu, BT ] C;Cent China Normal Univ, Sch Econ & Business Adm, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Res Ctr Low Carbon Econ & Environm Policies, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Sch Math & Stat, Wuhan 430079, Peoples R China.
关键词：
digital economy;entropy method;internet development;regional development imbalance;rural-urban income gap
摘要：
Currently, the Chinese government is considering two major strategies, namely, developing the digital economy and achieving common prosperity, to address regional development imbalances. Using panel data from 276 Chinese cities spanning from 2011 to 2019, the article first employs the entropy method to measure China’s digital economy development, digital fusion application, and Internet accessibility. Subsequently, the paper evaluates the influence of the digital economy on regional development imbalances, focusing on the rural-urban income gap. The results show a significant reduction in the rural-urban income gap due to digital economy development. Notably, digital fusion applications have a greater impact on reducing the rural-urban income gap than Internet accessibility. In addition, a heterogeneity analysis reveals that the influence of the digital economy on the rural-urban income gap is only reflected in the eastern and western regions, with a more substantial effect observed in the western region. This study, to some extent, helps Chinese government officials distinguish the diverse impacts of different dimensions and regional variations in digital economies on the rural-urban income gap. Such insights can guide the government in strategically advancing digital economy development to accelerate the mitigation of regional disparities and achieve sustainable economic development.
摘要：
Although cyber victimization has been suggested as a significant risk factor for the development of adolescents' depression, the underlying psychopathological process that mediates this relationship needs further exploration. Based on the psychological inflexibility model, this study aimed to examine cognitive fusion and experiential avoidance as serial mediators in the relation between cyber victimization and depression. A total of 556 Chinese adolescents completed a set of online self-report questionnaires measuring cyber victimization, cognitive fusion, experiential avoidance, and depression. A bias-corrected bootstrap approach was used to test the serial mediation model. The results showed that cyber victimization predicted adolescents' depression not only directly but also indirectly through three paths: the mediating role of (1) cognitive fusion and (2) experiential avoidance, and (3) the serial mediating role of cognitive fusion and experiential avoidance. These findings provide insight into the interventions for depression in adolescent cyber victims.
期刊：
Journal of Affective Disorders,2024年352:321-332 ISSN：0165-0327
通讯作者：
Sun, XJ
作者机构：
[Sun, Xiaojun; Sun, XJ; Mao, Peipei; Chen, Bizhong; Cai, Zhihui] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Sun, Xiaojun; Mao, Peipei; Chen, Bizhong; Cai, Zhihui] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Sun, Xiaojun] Beijing Normal Univ, Cent China Normal Univ Branch, Collaborat Innovat Ctr, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ ] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
Burnout;Meta-analysis;Problematic internet use
摘要：
BACKGROUND: Burnout has received considerable attention in recent years because of the adverse consequences for people. Theoretical perspectives propose that problematic internet use is a significant potential risk for burnout. Despite a plethora of studies showing a positive association between problematic internet use and burnout, there remains a contentious debate regarding the extent and direction of this association. METHODS: This study aims to perform a three-level meta-analysis to evaluate the strength of the relationship between problematic internet use and burnout through a quantitative synthesis of eligible studies published until April 2023. RESULTS: A total of 42 studies with 54,121 participants and 103 effect sizes were identified. The results indicated a positive, moderate, and significant association between problematic internet use and burnout. Furthermore, the subgroup analysis found that this association was moderated by population, dimension of burnout, and the measure of burnout, however, some study features (i.e., region, type of problematic internet use, gender, and publication year) could not explain the heterogeneity across individual studies. LIMITATIONS: Studies included in the current meta-analysis mainly used cross-sectional designs, which limited the potential to make inferences on the causal relationship between problematic internet use and burnout. CONCLUSIONS: Individuals with problematic internet use have exhibited higher levels of burnout. Overall, these findings develop a deeper understanding of this association between problematic internet use and burnout and have implications for the direction of future research and interventions.
