关键词：
conscientiousness;reduced alcohol consumption;short-form video exposure;short-form video involvement;survey;theory of optimistic bias
摘要：
INTRODUCTION: Through previous studies, Chinese college students are known to be prone to alcohol consumption, which can lead to health-risk behaviors such as high blood pressure, heart disease, stroke, liver disease, and digestive problems. However, little is known about how popular social media platforms (e.g., short-form video applications) can positively impact their willingness to reduce alcohol consumption. This study was guided by the theory of optimistic bias; we investigated the direct, mediated, and moderating effects of exposure to anti-alcohol consumption short-form videos and short-form video involvement on Chinese college students' willingness to reduce their alcohol consumption. METHODS: The current study has an empirical cross-sectional design and employed an online survey from September 1st, 2022, to November 1st, 2022. The survey specifically targeted Chinese college students, who are the most common users of short-form video applications. The accumulated data underwent rigorous examination, including hierarchical regression, mediation, and moderation analyses, all conducted using the PROCESS macro 4.0 within SPSS version 22. RESULTS: A total of 434 participants, aged 18-24 years, were included in this study. There were mediating effects regarding Chinese college students' exposure to anti-alcohol consumption short-form videos (β = 0.35, p < 0.01, 95% CI [0.17, 0.63]) and short-form video involvement (β = 0.44, p < 0.001, 95% CI [0.20, 0.65]) on their willingness to reduce alcohol consumption via reversed optimistic bias. Moreover, perceived prevention of heavy drinking control (β = 0.05, p < 0.001, 95% CI [0.01, 0.09]) played mediating roles in the relationship between exposure to anti-alcohol consumption short-form videos and willingness to reduce alcohol consumption. CONCLUSION: This study is one of the earliest studies to examine the intricate effects of exposure to anti-alcohol consumption short-form videos and short-form video involvement on the willingness to reduce alcohol consumption among Chinese college students. In addition, this study confirms that regardless of whether Chinese college students are conscientious, exposure to anti-alcohol consumption short-form videos did not increase their level of reversed optimistic bias. The empirical findings of this study are critical and can provide practical insights for Chinese health departments that encourage Chinese college students to minimize alcohol consumption.
摘要：
OBJECTIVES: Cyberchondria is increasingly recognized as the dark side of digital health, given the pervasive use of the internet as a main source of health information in people's daily lives. While previous studies have identified many factors contributing to cyberchondria, there is a dearth of research on the impact of health-related advertisements. Therefore, this study adopts the stressor-strain-outcome (SSO) model to investigate how health-related advertising interference is directly and indirectly related to cyberchondria. METHODS: To empirically validate the proposed research model, we conducted an online survey with 437 internet users with medical information seeking experience in China. Structural equation modeling (SEM) was employed to analyze the survey data. RESULTS: Our findings revealed a positive, direct association between health-related advertising interference and cyberchondria. Meanwhile, advertising interference was positively related to both information overload and information irrelevance, with the former further predicting cyberchondria. Moreover, doctor-patient communication weakened the positive effect of information overload on cyberchondria. CONCLUSIONS: The study not only theoretically contributes to the literature by theorizing the relationship between health-related advertising interference and cyberchondria but also practically underlines the pivotal role of effective doctor-patient communication in reducing the development of cyberchondria.
摘要：
BACKGROUND: The incidence of perinatal depression is increasing and has become a global public health problem to be addressed. OBJECTIVE: To explore the prevention and treatment effects of different exercise methods on perinatal depression. METHODS: A meta-analysis was conducted by searching databases for published "exercise interventions for perinatal depression "related randomized controlled trials, up to July 20, 2022. RESULTS: 48 randomized controlled trials were included, with a total of 5282 pregnant women. (1) Exercise prevention of prenatal depression has a low effective stress intervention effect, ranking from high to low as yoga, aerobic+resistance. (2) Exercise therapy for prenatal depression has a significant intervention effect, followed by gymnastics, pelvic floor muscle training, aerobic exercise, aerobic+resistance, and yoga. (3) Exercise prevention of postpartum depression has a low effective intervention effect, followed by yoga, aerobic exercise, aerobic+resistance, and gymnastics. (4) Exercise has a moderate equivalent stress intervention effect on treating postpartum depression, followed by aerobic exercise, water exercise, yoga, fertility dance, and stroller walking. LIMITATIONS: Due to the small number of included literature on single exercise modalities, and maternity is a special population, most of the trial procedures included in the text were not blinded, which has a certain risk of bias and affects the accuracy of the Meta-analysis results. CONCLUSIONS: The therapeutic effect of exercise in the prevention and treatment of perinatal depression is superior to the preventive effect, and the effect of prenatal prevention and treatment is better than that of postpartum, with a moderate effect.
期刊：
Teaching and Teacher Education,2024年138:104408 ISSN：0742-051X
通讯作者：
Yang, JM;Pi, ZL
作者机构：
[Zhang, Yi] Beijing Normal Univ, Coll Educ Future, 18 Jingfeng Rd, Zhuhai 519087, Guangdong, Peoples R China.;[Yang, Jiumin; Yang, JM; Chen, Hui] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Pi, Zhongling] Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, 199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.
通讯机构：
[Yang, JM ] C;[Pi, ZL ] S;Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;Shaanxi Normal Univ, Key Lab Modern Teaching Technol, Minist Educ, 199 Changan Rd, Xian 710062, Shaanxi, Peoples R China.
关键词：
Online peer assessment;Interactive equality;PST education;TEL design;Uptake of feedback
摘要：
To address the limitation of lacking interactivity in conventional peer assessment, this study proposed an interactive peer assessment approach and examined its effectiveness in an undergraduate course for preservice teachers (PSTs). Seventy-two PSTs were randomly assigned to the interactive or conventional group. The results indicated that the interactive group outperformed the conventional group with regard to technology-enhanced learning design skills, feedback quality and feedback uptake. Furthermore, feedback uptake was identified as a mediating factor to the effectiveness of the interactive approach. The study advocates for the integration of an interactive peer assessment approach into future online teacher educational settings.
摘要：
BackgroundGuided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video-based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood.ObjectivesThis study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures.Methods145 fifth-grade students participated and were divided into high and low prior knowledge groups based on a pre-test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables.Results and ConclusionThe results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance.ImplicationsOur findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences. What is already known about this topicImplications for practice and/or policy Guided gaze is the instructor's gaze on teaching materials, guiding students' attention to relevant information. Guided gaze duration measures the amount of time instructors spend looking at teaching materials. Prior knowledge can modulate the impact of instructors' guidance on students' learning performance. It remains unclear whether guided gaze duration affects the learning outcomes of students with varied prior knowledge.What this paper adds Guided gaze duration is divided into three levels (high, medium, and low), indicating the percentage of time the instructor looks at teaching materials. High guided gaze duration has negative effects on students' learning experience, satisfaction, and positive emotions. Students with high prior knowledge have higher learning performance, experience, and satisfaction. Low guided gaze duration improves learning performance for students with low prior knowledge.Instructors should use low guided gaze duration for students with low prior knowledge. Instructors should aim to reduce the use of high guided gaze duration.
摘要：
BackgroundUndergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB-the focus of this study, and reflective assessment to foster collective epistemic agency.ObjectivesThis study used a quasi-experimental design to examine the impact of reflective assessment on undergraduates' collective epistemic agency and the mechanisms of this impact.MethodsAn experimental class, comprising 40 undergraduates, engaged in KB inquiry enhanced by analytics-assisted reflective assessment, while a comparison class, comprising 41 undergraduates, engaged in portfolio-supported reflective assessment in KB inquiry. Classroom observations, audio recordings of group discussions and reflections, and student artefacts were collected in both conditions.Results and ConclusionsThe experimental class demonstrated significantly higher levels of collective epistemic agency than the comparison class, as indicated by their collective knowledge advancement and epistemic and metacognitive actions. Qualitative thematic analysis revealed that reflective assessment enhanced the undergraduates' collective epistemic agency through their collective monitoring and regulation of inquiry and ideas, negotiation and synthesis of the community's ideas, conceptualization of collective theories and identification of collective inquiry trajectories with an internal reflective structure.Major TakeawaysHigher-level metacognitive actions are critical for productive collaborative inquiry and higher-level epistemic agency that does not often occur naturally and should be promoted by appropriate scaffolding strategies. Students need data from learning analytics and accompanying prompt sheets to help them develop the internal metacognitive structure for agency and learning. What is currently known about this topic?Implications for practice/or policyUndergraduates' collective epistemic agency (CEA) is critical for productive KB.Analytics-assisted reflective assessment (AARA) are promising in fostering CEA.What does this paper add?AARA has positive influences on students' CEAAARA helps students develop CEA through the following mechanisms.AARA supports students' collective regulation and negotiation of collective ideas.AARA enhances conceptualization and deepening of collective trajectories with an internal reflective structure.Higher-level metacognitive actions are critical for collaborative inquiry and CEAAnalytics-assisted RA can enhance students' higher-level metacognitive actions.Students should be provided with learning data and appropriate scaffolding strategies.These data and strategies can develop students' internal metacognitive structure crucial for agency and learning.
摘要：
Temporal knowledge graph (TKG) reasoning aims to infer the missing links from the massive historical facts. One of the big issues is that how to model the entity evolution from both the local and especially global perspectives. The primary temporal dependency models often fail to disentangle both perspectives due to the lack explicit annotations to distinguish the boundary of these two representations. To address these limitations, we propose a contrastive learning framework to Disentangle Local and Global perspectives for TKG Reasoning with selfsupervision framework (DLGR). Our proposed DLGR can jointly utilize the local and global perspectives on two separate graphs and disentangle them in a self -supervised manner. Firstly, we construct a temporal subgraph and a temporal unified graph to effectively learn the local and global perspective representations, respectively. Second, we extract proxies regarding the different neighbors as pseudo labels to supervise the local and global disentanglement in a contrastive manner. Finally, we adaptively fuse the learned two perspective representations for TKG reasoning. The empirical results show that our DLGR significantly outperforms other baselines (e.g., compared to the strong baseline HGLS, our DLGR achieves 4.3%, 3.4%, 1.6% and 1.1% improvements on ICEWS14, ICEWS18, YAGO and WIKI using MRR).
期刊：
Information Processing & Management,2024年61(3):103649 ISSN：0306-4573
通讯作者：
Chi, MM
作者机构：
[Xia, Lixin; Zhai, Shanshan] Cent China Normal Univ, Sch Informat Management, Wuhan 430079, Peoples R China.;[Chi, Maomao; Chi, MM] China Univ Geosci, Sch Econ & Management, Wuhan 430078, Peoples R China.;[Chi, Maomao; Chi, MM] Wuhan Technol & Business Univ, Inst Digital Commerce, Wuhan 430065, Peoples R China.;[Li, Xuguang] Shandong Univ Technol, Sch Informat Management, Zibo 255000, Peoples R China.
通讯机构：
[Chi, MM ] C;China Univ Geosci, Sch Econ & Management, Wuhan 430078, Peoples R China.;Wuhan Technol & Business Univ, Inst Digital Commerce, Wuhan 430065, Peoples R China.
关键词：
Configuration perspective;National natural science foundation of China;Youth program;Library and information science
摘要：
While extensive research has delved into various facets of science funding outputs and the determinants of funding approval, prevailing methodologies predominantly rely on descriptive statistics or regression analyses. These approaches often miss a holistic view that integrates the interplay of multiple influential factors. In this study, we leverage the scientific research productivity model to introduce the Institution-Capability-Demographics framework, encompassing three pivotal dimensions: institutional characteristics, individual capabilities, and individual demographics. Adopting a configuration perspective, we scrutinize the synergistic effects of these dimensions on the time-to-win in science funding applications. Our empirical analysis draws from data of 72 young scholars affiliated with the Youth Program for Library and Information Science (LIS) of the NSFC, all of whom secured funding between 2003 and 2019. Through the fuzzy-set qualitative comparative analysis (fsQCA), this study delineates four distinct mechanisms that expedite the application process for the NSFC's Youth Program: demographic-capability-institution synergy, capability-centric balance, demographic-capability harmony, and capability-institution equilibrium. The findings elucidate the intricate interdependencies of factors influencing the time-to-win in science funding, offering valuable guidance for science fund managers and fostering the growth of emerging scholars.
摘要：
OBJECTIVE: This study aimed to provide a comprehensive summary and synthesis of available evidence on the efficacy of internet-based psychological interventions for pathological health anxiety, as well as to examine the variables that possibly moderate intervention effects. METHOD: Four databases were searched for the literature up to October 2023. A three-level random-effects model was used to estimate the pooled effect size, with Hedge's g as the measure. RESULTS: We extracted 28 effect sizes from nine eligible randomized controlled trials with 1079 participants. The results showed that internet-based psychological interventions had a moderate to large between-group effect on health anxiety (g=0.70) that was significant both at post-intervention (g=0.74) and follow-up (g=0.64). Furthermore, these interventions were significantly more effective than passive control conditions including waitlist, usual care, and placebo at post-treatment (g=1.07), but had effects comparable to active control groups at both post-intervention and follow-up. CONCLUSIONS: Internet-based psychological interventions are an effective way to alleviate pathological health anxiety. We recommend that these interventions be more widely implemented in routine care settings to ensure easy accessibility for patients with health anxiety.
摘要：
Higher education is rapidly growing in the online learning landscape. However, current personalized recommendation techniques struggle with the precise extraction of complex mathematical semantics, hindering accurate perception of learners' cognitive states and relevance of recommendations. This article proposes a framework for extracting complex mathematical semantics and providing personalized exercise recommendations. We design a tree-based position encoding method to enhance the accuracy of positional representation for mathematical expressions in the pretrained model, aiming to improve the performance of downstream tasks. We propose an automatic method for extracting knowledge attributes based on expert annotations, enabling interpretable cognitive diagnosis. Furthermore, we employ sequential pattern mining to discover the knowledge usage patterns in exercises, generate learning paths using a multilayer knowledge graph, and leverage cognitive diagnostic results to enhance the relevance of recommendations. Experimental results show a 2.0% improvement in mathematical symbol embedding on mathematical formula retrieval tasks and knowledge attribute extraction accuracy ranging from 66.5% to 81.7%. Learners' posttest scores significantly improve during group testing with good consistency between online cognitive diagnosis and self-diagnosis.
作者：
Gong, Di;Yang, Harrison Hao;Wu, Di;Dai, Jinjun
期刊：
Education and Information Technologies,2023年28(2):1715-1733 ISSN：1360-2357
通讯作者：
Harrison Hao Yang
作者机构：
[Gong, Di; Yang, Harrison Hao; Wu, Di] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Yang, Harrison Hao] SUNY Coll Oswego, Sch Educ, Oswego, NY 13126 USA.;[Dai, Jinjun] Cent China Normal Univ, Sch Math & Stat, Wuhan, Peoples R China.
通讯机构：
[Harrison Hao Yang] F;Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China<&wdkj&>School of Education, State University of New York at Oswego, Oswego, USA
作者：
Wu, Min;Sun, Daner;Yang, Yuqin;Li, Mengxue;Sun, Jin
期刊：
International Journal of Science Education,2023年45(16):1395-1418 ISSN：0950-0693
通讯作者：
Sun, D
作者机构：
[Wu, Min] East China Normal Univ, Sch Chem & Mol Engn, Shanghai, Peoples R China.;[Sun, Daner] Educ Univ Hong Kong, Dept Math & Informat Technol, Hong Kong, Peoples R China.;[Yang, Yuqin] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Li, Mengxue] Shaanxi Normal Univ, Sch Educ, Xian, Peoples R China.;[Sun, Jin] Univ Macau, Fac Educ, Macau, Peoples R China.
通讯机构：
[Sun, D ] E;Educ Univ Hong Kong, Dept Math & Informat Technol, Hong Kong, Peoples R China.
摘要：
The impact of self-regulated learning (SRL) on students’ performance in various subjects has been extensively studied. However, there has been limited research on how task-specific SRL skills and self-reported SRL skills affect students’ learning outcomes in chemistry classes at senior secondary schools. To address this gap, we examined the task-specific SRL skills, self-reported SRL skills, and learning outcomes of a group of Grade 10 students (n = 170) studying the topic: Changes of Charged Electrolyte Solutions. Data was collected through a self-report SRL skills survey, a task-specific SRL skills survey, and an achievement test, and a path analysis was conducted to explore the relationship and effects between SRL skills and learning outcomes. Our findings revealed a direct relationship between students’ task-specific SRL skills and their chemistry achievement. The clustering analysis showed that a significant number of students had SRL skills at the middle level in chemistry learning. Additionally, students with different SRL levels performed differently at specific SRL phases and strategies. These findings have important implications for teaching strategies aimed at promoting students’ SRL and for the assessment of SRL in science education.
期刊：
Computers in Human Behavior,2023年147:107857 ISSN：0747-5632
通讯作者：
Yu, QC
作者机构：
[Yu, Qiuchen] Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;[Schunn, Christian D.] Univ Pittsburgh, Learning Res & Dev Ctr, 3420 Forbes Ave, Pittsburgh, PA 15260 USA.
通讯机构：
[Yu, QC ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, 152 Luoyu Rd, Wuhan 430079, Peoples R China.
摘要：
The impact of online peer feedback on learning outcomes has been well-established in previous meta-analyses. However, considerable variations remain unexplained, emphasizing the need to better understand the underlying reasons for heterogeneity. In this study, a large-scale and cross-context dataset, comprising 20,879 students enrolled in 505 assignments within 243 courses at 76 different institutions, was employed. Meta-regression, multi-level modeling, and ANCOVA were used to examine the effect size of each peer feedback experience and explore the associated heterogeneity of effects across courses and assignments within courses. Results revealed that learning benefits are more closely associated with providing feedback rather than receiving it, and are influenced more by the length of peer feedback rather than its helpfulness. Furthermore, heterogeneity exists at the assignment level rather than the course level, and only two peer feedback experiences (i.e., provided length and received length) exhibit particularly large variations in effect size. Particularly novel to our study, we found that learning benefits of both peer feedback experiences diminished as knowledge transfers further away. Similarly, providing feedback demonstrates robust learning compared to receiving feedback, primarily in the form of smaller downward trends and higher learning gains at more further transfer level. Instructors are recommended to design logically-structured consecutive assignments within a course and to provide more guidance to students on giving detailed feedback.
摘要：
In teacher education, it is important to design activities for enabling student teachers to deal with teaching problems and cultivate their reflective thinking. Because of the dynamic, interdependent, and temporal nature of reflective thinking, uncovering the reflective thinking process comprehensively via a sophisticated learning analysis approach can help to inform the pedagogical design and learning environment design. In this study, based on the discourse trace data drawn from 40 student teachers in an eight-week course, content analysis, statistical analysis, and epistemic network analysis were adopted to explore student teachers' reflective thinking process. The results showed that student teachers paid more attention to the content and premise aspects of reflection, but less attention to the process aspect of reflection. In terms of the stage of reflection, student teachers were in a lower stage of reflection and lack of deep reflection. Differences in reflective thinking between the high- and low-score groups were compared, and the result illustrated that in-depth understanding and analysis of learning tasks could be observed in the early stage of collaboration, reflection on the problem-solving process took place in the middle stage of collaboration. Combined with previous experience, timely self-reflection and evaluation in the late stage of collaboration were more conducive to good collaborative performance. In addition, this study revealed how group members changed their behavior to better promote self-reflection during online collaborative learning activities. Finally, the limitations, implications, and future research direction of this study are discussed.
作者机构：
[Zhao, Yaru] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
通讯机构：
[Zhao, YR ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
摘要：
Sentiment analysis is the practice of utilizing computational linguistics and natural language processing to scientifically recognize, retrieve, and quantify affective states and subjective informa...
作者机构：
[Rhodes, Marjorie; Xu, Yian] NYU, 6 Washington Pl, New York, NY 10003 USA.;[Wen, Fangfang; Zuo, Bin] Cent China Normal Univ, Wuhan, Peoples R China.
通讯机构：
[Marjorie Rhodes] N;New York University, New York, USA
关键词：
Social essentialism;Culture;Collectivism
摘要：
People intuitively view some social groups (such as Black people, Muslims, and women) as having biological underpinnings and discrete boundaries. Essentialist beliefs about social groups shape how people view themselves and others, leading to a number of negative social consequences. Whereas previous research has demonstrated variations in social essentialism within some Western societies, less is known about how social essentialism manifests in East Asian cultures that have well-documented differences in social values and cognitive styles from Western cultures. The current research investigated cultural variations in social essentialist thinking in the United States and China to reveal how cultural ideologies and social belief systems shape people's basic representations of the social world. Analyses revealed several cultural and social correlates of social essentialism both between and within the cultures and demonstrated the mediating role of collectivistic values in predicting cultural differences in essentialist beliefs about group coherence.
期刊：
Media Psychology,2023年26(5):481-504 ISSN：1521-3269
通讯作者：
Qinxue Liu
作者机构：
[Ding, Zien; Liu, Qinxue; Wang, Zongyuan] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan, Peoples R China.;[Ding, Zien; Liu, Qinxue; Wang, Zongyuan] Cent China Normal Univ, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.;[Ding, Zien; Liu, Qinxue; Wang, Zongyuan] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Ding, Zien] Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.;[Liu, Qinxue] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Peoples R China.
通讯机构：
[Qinxue Liu] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Ministry of Education, Wuhan, China<&wdkj&>Key Laboratory of Human Development and Mental Health of Hubei Province and School of Psychology, Central China Normal University, Wuhan, China
摘要：
Video games have become an integral part of people’s daily life. Though detrimental outcomes of negative game factors have been demonstrated across previous studies, the effects of prevalently-exist positive game factors, for example, prosociality and cooperation, remain unclear. This study examined the effects of positive game factors in violent video games on aggressive behavior by exploring prosociality and cooperation. Based on the General Learning Model, Experiment 1 examined the effect of prosociality on aggressive behavior and the mediating role of perceived violence in the game. Experiment 2 examined the relation between cooperation in violent video games and aggressive behavior, the mediating role of hostile interpretation bias, and the moderating role of the game result. The results of Experiment 1 showed that prosociality did not influence aggressive behavior. The results of Experiment 2 showed that cooperation decreased aggressive behavior. Additionally, Experiment 2 also found that the hostile interpretation bias mediated the relation between cooperation and aggressive behavior, and win/lose results moderate the relationship between cooperation and aggressive behavior. Considering the questions raised by post hoc sensitivity analysis, future studies could investigate the effects of positive game factors in violent video games on aggressive behavior with a larger sample size.
作者：
Ye, Guanghui;Wang, Cancan;Wu, Chuan;Peng, Ze;Wei, Jinyu;...
期刊：
Journal of Informetrics,2023年17(3):101421 ISSN：1751-1577
通讯作者：
Wu, C
作者机构：
[Wu, Chuan; Peng, Ze; Wu, C; Tan, Qitao; Wu, Lanqi; Ye, Guanghui; Wei, Jinyu; Song, Xiaoying; Wang, Cancan] Cent China Normal Univ, Sch Informat Management, Wuhan, Peoples R China.
通讯机构：
[Wu, C ] C;Cent China Normal Univ, Sch Informat Management, Wuhan, Peoples R China.
关键词：
Research front detection;Research grant information;Evolution analysis;Health informatics
摘要：
Identifying research fronts is an essential aspect of promoting scientific development. Many re-searchers choose their research directions and topics by analyzing their field's current research fronts. Many previous researchers have used academic papers or patents to identify research fronts; however, this is potentially outdated and reduces the prospective value of the research front detection. Considering this, this work proposes adapted indicators to conduct research front topic detection based on research grant data, which aims to identify research front topics and fore-cast trends using path analysis. First, research topics were identified using topic modeling, and then the mapping relations from topics to both fund projects and cross-domain categories were built. Then, research front topics were detected by multi-dimensional measurements, and the evo-lution of research topics was analyzed using topic evolution visualization to predict development trends. Finally, the Brillouin index was used to measure the cross-domain degree. Our method was evaluated using a dataset from the field of health informatics and was shown to be effective in research front identification. We found that the proposed adapted indicators were informative in identifying the evolutional trends in the health informatics field. In addition, research grants with higher cross-domain degrees are more likely to receive a high amount of funding.
期刊：
Computers in Human Behavior,2023年138:107477 ISSN：0747-5632
通讯作者：
Shao-Ying Gong
作者机构：
[Gong, Shao-Ying; Cao, Yang; Wang, Yan-Qing; Zheng, Quan] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Gong, Shao-Ying; Cao, Yang; Wang, Yan-Qing; Zheng, Quan] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Wang, Zhen] Henan Univ, Sch Psychol, Kaifeng 475001, Peoples R China.;[Gong, Shao-Ying] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Peoples R China.
通讯机构：
[Shao-Ying Gong] S;School of Psychology, Central China Normal University, Wuhan, 430079, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China
