期刊：
Journal of Applied Social Psychology,2024年 ISSN：0021-9029
通讯作者：
Huang, F
作者机构：
[Huang, Fei] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Vezzali, Loris; Shamloo, Soraya E.] Univ Modena & Reggio Emila, Fac Med, Reggio Emilia, Italy.;[Li, Linpeng] PengYang 3 Middle Sch, Pengyang Cty, Ningxia Hui Aut, Peoples R China.;[Cocco, Veronica M.] Univ Parma, Dept Humanities Social Sci & Cultural Ind, Parma, Italy.
通讯机构：
[Huang, F ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
摘要：
Abstract In a multiethnic country like China, ethnic membership is an important dimension of social construction, and interethnic contact is a necessary component of social interactions. Family is the context where ethnic socialization takes place and where parents play a relevant role. The present study focused on the Hui‐Han interethnic context. Measures of perceived parent's ethnic socialization, interethnic contact, and essentialism were administrated to Hui minority (N = 560) and Han majority (N = 954) secondary students. Results indicated that parents' positive ethnic socialization (cultural socialization/pluralism, promotion of harmony) was associated with greater positive and lower negative contact, while negative ethnic socialization (preparation for bias, promotion of mistrust) had opposite effects. Essentialist views of ethnicity moderated the associations of perceived parents' positive ethnic socialization with positive contact: the association between positive ethnic socialization and positive contact was stronger among individuals with lower (vs. higher) essentialist views. Results did not differ across the majority and the minority group. Implications for prompting positive interethnic interactions and preventing negative contact are discussed.
关键词：
Need for uniqueness;Anxiety;Hostile attribution bias;Cyberbullying perpetration
摘要：
Cyberbullying perpetration has become a common concern for academics and the public. However, whether need for uniqueness is associated with cyberbullying perpetration and the underlying mechanisms of this relationship remain to be identified. Based on the integrated model of emotion processes and cognition in social information processing, this study aimed to examine the relationship between need for uniqueness and cyberbullying perpetration and the mediating roles of anxiety and hostile attribution bias. Participants were 827 Chinese adolescents (Mage = 13.45, SD = 0.92, 400 boys). They completed the paper-and-pencil questionnaires in two-time waves. The hypotheses were tested by correlation analysis and Model 6 of the PROCESS macro. The correlations analysis indicated that need for uniqueness, anxiety, hostile attribution bias and cyberbullying perpetration were positively correlated with each other. Moreover, the mediation model testing indicated that anxiety and hostile attribution bias acted as parallel and sequential mediators between need for uniqueness and cyberbullying perpetration. This study contributes to our understanding of why individual characteristics, such as the need for uniqueness, are associated with cyberbullying perpetration from both an emotional and cognitive perspective. Furthermore, the study highlights the importance of addressing anxiety and hostile attribution bias in interventions to reduce cyberbullying perpetration.
期刊：
Journal of Youth and Adolescence,2024年53(1):1-20 ISSN：0047-2891
通讯作者：
Zhang, L
作者机构：
[Liang, Heting; Cai, Zhihui; Xiong, Fen; Zhang, Lin] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Liang, Heting; Cai, Zhihui; Xiong, Fen; Zhang, Lin] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Liang, Heting; Cai, Zhihui; Xiong, Fen; Zhang, Lin] Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.;[Bjureberg, Johan] Karolinska Inst, Ctr Psychiat Res, Stockholm Cty Council, Stockholm, Sweden.;[Bjureberg, Johan] Stockholm Cty Council, Stockholm Hlth Care Serv, Stockholm, Sweden.
通讯机构：
[Zhang, L ] C;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.
关键词：
Emotion recognition;Internalizing problems;Children and adolescents;Moderation;Three-level meta-analysis
摘要：
Numerous studies have explored the link between how well youth recognize emotions and their internalizing problems, but a consensus remains elusive. This study used a three-level meta-analysis model to quantitatively synthesize the findings of existing studies to assess the relationship. A moderation analysis was also conducted to explore the sources of research heterogeneity. Through a systematic literature search, a total of 42 studies with 201 effect sizes were retrieved for the current meta-analysis, and 7579 participants were included. Emotion recognition was negatively correlated with internalizing problems. Children and adolescents with weaker emotion recognition skills were more likely to have internalizing problems. In addition, this meta-analysis found that publication year had a significant moderating effect. The correlation between emotion recognition and internalizing problems decreased over time. The degree of internalizing problems was also found to be a significant moderator. The correlation between emotion recognition and internalizing disorders was higher than the correlation between emotion recognition and internalizing symptoms. Deficits in emotion recognition might be relevant for the development and/or maintenance of internalizing problems in children and adolescents. The overall effect was small and future research should explore the clinical relevance of the association.
期刊：
FRONTIERS IN PSYCHIATRY,2024年14:1298380 ISSN：1664-0640
通讯作者：
Zhang, W
作者机构：
[Zhang, Wei; Li, Ziyi; Xue, Jinfeng] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Liu, Li; Xue, Jinfeng] Hunan Univ Chinese Med, Sch Nursing, Changsha, Peoples R China.;[Zhang, Wei] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Li, Wendi] Xiamen Hubin High Sch, Xiamen, Peoples R China.;[Zhang, Zhiyou] Hunan Coll Informat, Sch Mechatron Engn, Changsha, Peoples R China.
通讯机构：
[Zhang, W ] C;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.
关键词：
college students;internet addiction;longitudinal study;reinforcement sensitivity;self-control
摘要：
INTRODUCTION: As the rapid expanding of internet technology, it is necessary to pay attention to the factors that predict Internet addiction. This study aimed to investigate the longitudinal impact of reinforcement sensitivity on internet addiction among college students and the mediating role of self-control. METHODS: The study involves two follow-up assessments with a 5-month interval. 383 college students' reinforcement sensitivity, self-control, and internet addiction were measured at two-time points. RESULTS: ①The revised Behavioral Approach System (r-BAS) at Time Point 1 (T1) could predict both T1 and Time Point 2 (T2) internet addiction through the complete mediation of T1 self-control. ②The revised Behavioral Inhibition System (r-BIS) at T1, along with the Fight/Flight/Freeze System (FFFS), can predict T1 and T2 internet addiction through the partial mediation of T1 self-control. CONCLUSION: Reinforcement sensitivity can predict current and future internet addiction, with self-control playing a mediating role. This study provides longitudinal experimental evidence for the revised Reinforcement Sensitivity Theory (r-RST), further revealing the underlying mechanisms through which reinforcement sensitivity influences internet addiction. Additionally, it has implications for clinical intervention.
作者机构：
[Li, Weina] Hunan Police Acad, Dept Management, Changsha 410138, Peoples R China.;[Song, Youzhi; Zhou, Zongkui; Gu, Chuanhua; Li, Weina] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan 430079, Peoples R China.;[Song, Youzhi; Zhou, Zongkui; Gu, Chuanhua; Li, Weina] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Wang, Baiheng] Univ Georgia, Dept Psychol, Athens, GA 30602 USA.
通讯机构：
[Zhou, ZK ] C;Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
parents' responses to children's performance;subjective well-being;parent-child relationship;friendship quality
摘要：
The current study examined the psychological mechanism that underlies the relationship between parents' response style and children's subjective well-being and its boundary conditions, the mediating role of the parent-child relationship, and the moderating role of friendship quality. Using the Parents' Responses to Children's Performance Scale, the Buchanan Scale of Closeness to Parents, the Friendship Quality Questionnaire, and the Campbell Index of Well-being, our study investigated 686 pupils who were randomly selected from three public schools in central China. Employing Mplus 8.3 for pathway analysis, we found the following results: Failure-oriented responses negatively predict children's subjective well-being (beta = -0.16, p < 0.001), while success-oriented responses positively predict children's subjective well-being (beta = 0.13, p < 0.01). Both failure-oriented (ab = 0.18, SE = 0.03, 95% CI = [0.13, 0.25]) and success-oriented responses (ab = -0.10, SE = 0.02, 95% CI = [-0.14, -0.06]) predict children's subjective well-being through the mediating effect of the parent-child relationship. Friendship quality has a moderating effect on the mediating path (beta = -0.09, p < 0.05), such that when friendship quality is lower, the parent-child relationship has a higher mediating effect between the parents' responses and children's subjective well-being. This study offers empirical evidence that parents' responses to children's performance significantly contribute to children's subjective well-being. Moreover, it offers actionable insights for enhancing children's subjective well-being. The enhancement could be achieved by fostering positive parent-child relationships and enhancing the quality of children's friendships, thereby positively impacting their well-being.
期刊：
INTERNET AND HIGHER EDUCATION,2024年60:100923 ISSN：1096-7516
通讯作者：
Cai, Zhihui;Sun, XJ
作者机构：
[Wang, Zhikeng; Hao, Xin; Sun, Xiaojun; Sun, XJ; Mao, Peipei; Cai, Zhihui; Cai, ZH] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Wang, Zhikeng; Hao, Xin; Sun, Xiaojun; Mao, Peipei; Cai, Zhihui] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Fan, Xitao] Chinese Univ Hong Kong, Fac Educ, Hong Kong 999077, 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 ; Cai, ZH] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
Dynamic feedback;Static feedback;Digital game-based learning;Task difficulty;Learning outcomes;Educational games
摘要：
To provide more useful feedback strategies in DGBL, this study investigated the effects of dynamic feedback (feedback contents adjusted to game task difficulty) and static feedback (the same feedback contents for all tasks) on students' learning by using an educational programming game with easy to difficult game tasks. In addition, a lag sequence analysis was used to analyze the behavior patterns of learners. A sample of 105 university students were randomly assigned to four feedback treatment conditions. The results showed that dynamic feedback, with feedback contents appropriately adjusted to the task difficulty levels (i.e., simple hints after easy game tasks and detailed explanations after difficult game tasks), were more effective in enhancing students' learning achievement and gaming engagement. Furthermore, we also found that providing detailed explanations after both easy and difficult game tasks led to a decrease in learners' engagement. The implications of findings and future research directions are discussed.
摘要：
Helping students gradually develop collective knowledge is critical but generally faces great challenges. Employing a quasi-experimental design, this study investigated the impacts and mechanisms of analytics-supported reflective assessment on the collective knowledge advancement of undergraduates. The experimental group (n = 55) engaged in Knowledge Building inquiries with facilitation through analytics-supported reflective assessment, while the comparison class (n = 38) pursued Knowledge Building inquiries facilitated by portfolio-supported reflective assessment. This study found that analytics-supported reflective assessment positively and significantly influenced undergraduates' collective knowledge advancement. Path analysis revealed the mechanisms of analytics-supported reflective assessment for supporting undergraduates' collective knowledge advancement-the undergraduates' metacognitive engagement and cognitive engagement influenced each other, further influencing their contribution to collective knowledge advancement and domain understanding. This study holds significant practical implications for fostering students' knowledge building, inquiry, and metacognition by designing technology-enhanced learning environments as collaborative and metacognitive tools. Additionally, the study offers insights into the processes and mechanisms of reflective assessment, contributing to an understanding of how it enhances students' development of higher-order skills.
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：
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：
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.
关键词：
employee creativity;experienced creative time pressure;psychological availability;servant leadership;workplace well-being
摘要：
To better understand the effect of workplace well‐being on employee creativity, we examine the effect of servant leadership on employee creativity. Using the social exchange and conservation of resources theories, we constructed a research model to identify how servant leadership affects employee creativity and to investigate its mechanism and boundary conditions. Using data collected from employees and their supervisors, we adapted the hierarchical regression analysis and bootstrapping approach to test our research model. The results showed that servant leadership positively affected workplace well‐being, which enhances employee creativity. Psychological availability moderated the relationship between workplace well‐being and employee creativity. We also found that the indirect effect of servant leadership on employee creativity via workplace well‐being was significant when the employees had a high level of psychological availability. Moreover, the results indicated that experienced creative time pressure was negatively related to employee creativity and negatively moderated the link between workplace well‐being and employee creativity. The indirect effect of servant leadership on employee creativity was significant when the employees had a low level of experienced creative time pressure. The results of this study provide important theoretical and practical implications for servant leadership and employee creativity.
摘要：
This study aims to re-examine the essential notion of "gap" in the studies of relative clauses. Following Creissels' (Creissels, Denis. 2006. Syntaxe generale: une introduction typologique. Paris: Hermes; Creissels, Denis. 2019. Remarks on the typology of noun-modifying clause constructions. Paper presented at the Conference of Complex Sentences, Central China Normal University, 26-29 July) discussion, we argue that there are at least three types of gaps in terms of their respective compositions, namely the gap corresponding to a zero-marked constituent, the gap corresponding to a case-marked constituent, and the gap corresponding to an adposition-marked constituent. This classification, which is not based on the grammatical relation of the relativized constituent in the relative clause but focuses on the composition of the gap, can better explain the existence of the so-called "enlarged gap", a special type of gap that has been almost completely ignored so far. Moreover, this marking-based approach can shed new light on Keenan and Comrie's (Keenan, Edward & Bernard Comrie. 1977. Noun phrase accessibility and universal grammar. Linguistic Inquiry 8(1). 63-99) Accessibility Hierarchy. In particular, we argue that some interplay of the syntactic position and the morphological marking of a syntactic object determines whether the constituent can be relativized.
摘要：
In contrast to cognitive outcomes, parental success-oriented responses to children's performance enhanced the emotional well-being of children. Conversely, parental failure-oriented responses had the opposite impact. Thus, it remains unclear which response or combination of responses parents should employ to maximize their children's development. This research aimed to examine the combined effect of children's perceptions of parental success- and failure-oriented responses on children's depression, with a focus on the mediating role of resilience. A total of 651 pupils (44.7% female, M(age) = 10.31, range = 8-12) were investigated in China using polynomial regression and response surface analyses. Our findings suggest that when success- and failure-oriented responses are congruent, failure-oriented responses counteract the protective effect of success-oriented responses against children's depression. The two equally matched responses demonstrated a curvilinear main effect on resilience, indicating that higher resilience was associated with the upper-middle range of the two responses. Moreover, children who reported more success-oriented responses than failure-oriented responses showed greater resilience and decreased depression. Resilience acted as a mediator for the combined effects of parental success and failure-oriented responses on children's depression. The study addressed the parenting dilemma, specifically the trade-off between success- and failure-oriented responses in promoting children's optimal development.
摘要：
DIGITAL HEALTH, Volume 10, Issue , January-December 2024. <br/>ObjectivesCyberchondria 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.MethodsTo 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.ResultsOur 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.ConclusionsThe 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.
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.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年14:1288503 ISSN：1664-1078
通讯作者：
Zhu, KG;Wang, GS
作者机构：
[Zhu, Kaige; Liao, Mengyi; Zhu, KG] Pingdingshan Univ, Sch Educ, Pingdingshan, Henan, Peoples R China.;[Wang, Guangshuai] Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhu, KG ] P;[Wang, GS ] C;Pingdingshan Univ, Sch Educ, Pingdingshan, Henan, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, Natl Engn Res Ctr Educ Big Data, Wuhan, Hubei, Peoples R China.
摘要：
OBJECTIVE: The human-machine feedback in a smart learning environment can influences learners' learning styles, ability enhancement, and affective interactions. However, whether it has stability in improving learning performance and learning processes, the findings of many empirical studies are controversial. This study aimed to analyze the effect of human-machine feedback on learning performance and the potential boundary conditions that produce the effect in a smart learning environment. METHODS: Web of Science, EBSCO, PsycINFO, and Science Direct were searched for publications from 2010 to 2022. We included randomized controlled trials with learning performance as outcome. The random effects model was used in the meta-analysis. The main effect tests and the heterogeneity tests were used to evaluate the effect of human-machine feedback mechanism on learning performance, and the boundary conditions of the effect were tested by moderating effects. Moreover, the validity of the meta-analysis was proved by publication bias test. RESULTS: Out of 35 articles identified, 2,222 participants were included in this study. Human-machine interaction feedback had significant effects on learners' learning process (d = 0.594, k = 26) and learning outcomes (d = 0.407, k = 42). Also, the positive effects of human-machine interaction feedback were regulated by the direction of feedback, the form of feedback, and the type of feedback technique. CONCLUSION: To enhance learning performance through human-machine interactive feedback, we should focus on using two-way and multi-subject feedback. The technology that can provide emotional feedback and feedback loops should be used as a priority. Also, pay attention to the feedback process and mechanism, avoid increasing students' dependence on machines, and strengthen learners' subjectivity from feedback mechanism.
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：
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.
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).
