通讯机构：
[Gu, CH; Fan, CY] C;[Gu, CH; Fan, CY] M;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.;Collaborat Innovat Ctr Assessment Basic Educ Qual, Wuhan, Hubei, Peoples R China.
关键词：
Social creativity;intrinsic motivation;environmental cues;electronic brainstorming;creative ideas
摘要：
Motivation is key to the generation of creative ideas, intrinsic motivation is the core driving force of creativity. Researchers believe that individuals with higher intrinsic motivation will produce higher novelty and flexibility. Creativity may also be influenced by environmental cues, which are objects in the environment that individuals can use to solve problems. This study investigated the influence of intrinsic motivation and environmental cues on social creativity and whether there is an interaction effect of intrinsic motivation and environmental cues on the process of electronic brainstorming (EBS). The results showed that individuals generated more ideas (both in quantity and type) when presented with more cues. In this process, the influence of the number of cues on the fluency and flexibility of social creativity was regulated by intrinsic motivation. The more novel the cues, the higher the overall level of originality of the ideas generated by participants. In this process, the influence of the novelty of cues on the effectiveness and fluency of social creativity was regulated by intrinsic motivation. This study offers a fresh theoretical perspective on the complicated relationship between intrinsic motivation and creativity. Furthermore, it provides empirical evidence to inform training on social creativity for university students.
期刊：
Children and Youth Services Review,2023年152:107084 ISSN：0190-7409
通讯作者：
He, D;He, Dan;Li, XP
作者机构：
[He, Dan] Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Peoples R China.;[He, Dan; Li, Xue-Ping] China West Normal Univ, Coll Presch & Primary Educ, Nanchong 637000, Peoples R China.;[Liu, Qing-Qi] Beijing Normal Univ, Coll Educ Future, Zhuhai 519087, Peoples R China.;[Li, Xue-Ping; He, D] China West Normal Univ, Coll Presch & Primary Educ, Nanchong 637000, Peoples R China.;[He, D] Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Peoples R China.
通讯机构：
[Li, XP ; He, D; He, D ] ;Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Peoples R China.;China West Normal Univ, Coll Presch & Primary Educ, Nanchong 637000, Peoples R China.
关键词：
Adolescents;Cyberbullying;Parental conflict;Perceived social support;Social anxiety
作者机构：
[Hong, Jianzhong; Zheng, Yu; Bao, Guanghua; Xie, Han; Wang, Chunzhen; Xiao, Can] Cent China Normal Univ, Minist Educ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, 152 Luo Yu Rd, Wuhan 430079, Peoples R China.
通讯机构：
[Hong, JZ ] C;Cent China Normal Univ, Minist Educ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, 152 Luo Yu Rd, Wuhan 430079, Peoples R China.
关键词：
Supervisor developmental feedback;Job crafting;Employee job performance;Supervisor support
摘要：
As a feedback form that emphasizes quality and includes developmental and informational components, supervisor developmental feedback has been shown to have a more positive impact on subordinates' personal growth and performance. However, there is limited empirical research that clarify the components of supervisor developmental feedback with different valence. This paper aims to investigate the underlying mechanism and boundary condition of the relationship between different developmental feedback and employee performance improvement. To do so, we utilize the job demands-resources model and the conservation of resources theory as our framework. Participants were recruited online from Credamo's full-time employee pool. Our study collected 259 surveys nested in China, employing a two-wave time-lagged method. Supervisor developmental feedback and supervisor support were measured at time 1, job crafting and job performance were measured at time 2. The measurement tools for the above variables are all derived from previous studies. The results indicate that positive supervisor developmental feedback has a mediated effect on employee job performance through promotion-oriented job crafting. This relationship is further influenced by supervisor support, with a stronger effect observed when supervisor support is high. On the other hand, the relationship between negative supervisor development feedback and employee performance through prevention-oriented job crafting will be moderated by supervisor support, and the above indirect effect completely reversed with different levels of supervisor support. The findings of this study have important theoretical and managerial implications, shedding light on the impact of different types of developmental feedback on employee performance outcomes.
摘要：
Reactive aggression in adolescents is characterized by high levels of impulsivity. This is associated with deficits in response inhibition and error processing and spontaneous emotion-driven responses to a perceived threat. However, the characteristics and cognitive neural mechanisms of response inhibition and error processing to indirect threat in adolescents with high levels of reactive aggression are unclear. This study explored the characteristics and cognitive neural mechanisms of response inhibition and error processing to fearful expressions in adolescents with high levels of reactive aggression using an emotional Go/No-Go paradigm combined with ERP recordings. Adolescents with high levels of reactive aggression (n = 31) and a control group (n = 30) took part in this study. Results showed that when presented with fearful expressions, adolescents with high levels of reactive aggression showed a smaller No-Go P3 effect and smaller ERN amplitudes following commission errors on the No-Go task than the control group. Results suggested that when presented with fearful expressions, adolescents with high levels of reactive aggression have impaired response inhibition in the later stage of actual inhibitory control of the motor system and impaired error processing in the early stage of fast and automatic initial error detection.
期刊：
Journal of Adult Development,2023年30(4):334-346 ISSN：1068-0667
通讯作者：
Danli Li
作者机构：
[Li, Danli; Wang, Chen; Chen, Ziyi] Shaanxi Normal Univ, Shaanxi Prov Key Res Ctr Child Mental & Behav Hlth, Sch Psychol, Xian 710062, Shaanxi, Peoples R China.;[Li, Dongping] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Lyu, Yan] Univ Edinburgh, Sch Hlth Social Sci, Edinburgh, Scotland.
通讯机构：
[Danli Li] S;Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, School of Psychology, Shaanxi Normal University, Xi’an, China
摘要：
The present study aimed to investigate the mediating roles of parental and romantic attachment in the relationship between interparental conflict (IPC) and young adults' romantic relationship quality, and whether their mediating roles differ between males and females. A total of 160 heterosexual romantic couples (mean age = 21.82 years, SD = 1.72 years) from a capital city in western China volunteered to take part in an online survey, which encompassed self-report questionnaires of IPC, parental attachment, romantic attachment, and romantic relationship quality. Structural equation modeling was conducted to analyze data among males and females, respectively. Results suggested that male adults' attachment to mother independently mediated the relationship between IPC and male adults' romantic relationship quality, whereas romantic anxiety independently mediated the relationship between IPC and female adults' romantic relationship quality. In addition, for both males and females, parental and romantic attachment did not sequentially mediate the association between IPC and romantic relationship quality. These findings illustrate the differential roles that parental and romantic attachment play in the mediation mechanisms for male and female young adults.
期刊：
Journal of Affective Disorders,2023年333:331-341 ISSN：0165-0327
通讯作者：
Chen, H
作者机构：
[Liu, Xinyuan; Chen, Ximei; Chen, Hong; Ling, Ying; Li, Wei; Liu, Yong; Zheng, Anqi] Minist Educ, Key Lab Cognit & Personal SWU, Chongqing 400715, Peoples R China.;[Liu, Xinyuan; Chen, Ximei; Chen, Hong; Ling, Ying; Li, Wei; Chen, H; Liu, Yong; Zheng, Anqi] Southwest Univ, Fac Psychol, 2 Tiansheng Rd, Chongqing 400715, Peoples R China.;[Li, Qingqing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Chen, Hong] Res Ctr Psychol & Social Dev, Chongqing 400715, Peoples R China.
通讯机构：
[Chen, H ] S;Southwest Univ, Fac Psychol, 2 Tiansheng Rd, Chongqing 400715, Peoples R China.
关键词：
Eating disorder symptoms;Fractional amplitude of low-frequency fluctuations;Functional connectivity;Resting-state fMRI;Type A personality
摘要：
BACKGROUND: Type A personality (TAP) was characterized by impatience, competitiveness, aggressiveness, and hostility. Higher TAP was proved to be associated with more eating disorder symptoms (EDS). While little is known about the underlying neural substrates of TAP and how TAP is linked to EDS at the neural level. METHODS: To investigate the neural basis of TAP, we adopted fractional amplitude of low-frequency fluctuations (fALFF) and resting-state functional connectivity (RSFC) via resting-state functional magnetic resonance imaging (rs-fMRI) (N=1620). Mediation models were examined to explore the relationship between TAP, EDS, and brain activity. RESULTS: TAP was associated with decreased fALFF in the left middle frontal gyrus (MFG) and increased fALFF in the left precentral gyrus (PreCG). Furthermore, TAP was positively correlated to RSFC between the left MFG and left inferior temporal gyrus (ITG) and between the left PreCG and right middle temporal gyrus (MTG). Mediation analysis showed TAP fully mediated the association of the left MFG activity, MFG-ITG connectivity, and PreCG-MTG connectivity with EDS. LIMITATIONS: The cross-sectional design of this study precludes us from specifying the causal relationship in the associations we observed. CONCLUSIONS: Our results suggested spontaneous activity in the left MFG and PreCG is associated with TAP, and even in general sample, people with higher TAP showed more EDS. The present study is the first to investigate the neurobiological underpinnings of TAP in a large sample and further offered new insights into the relation between TAP and EDS from a neural basis perspective.
期刊：
Journal of Computer Assisted Learning,2023年39(5):1636-1651 ISSN：0266-4909
通讯作者：
Wang, FX
作者机构：
[Cheng, Meixia; Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan, Hubei 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, Hubei 430079, Peoples R China.
关键词：
deep learning;generative learning strategy;learning-by-teaching;multimedia learning;social presence
摘要：
Abstract Background Learning‐by‐teaching is a generative learning strategy in which students are told they will have to teach what they are learning to others. Although learning‐by‐teaching has been shown to be effective in some cases, few studies have established guidelines for how to optimize the benefits of learning‐by‐teaching as a generative learning strategy from a social presence perspective. Objectives This study seeks to clarify the learning‐by‐teaching hypothesis and to pinpoint the optimal level of social presence during learning‐by‐teaching that is most conducive to learning. Methods In Experiment 1, college students received a lesson with instructions that afterwards they would explain the material to others by making a video, explain the material aloud to themselves, or restudy the material. In Experiment 2, college students viewed a multimedia lesson with instructions that afterwards they would explain the materials by making a video, explain to an onscreen student, or explain to a student in person. Results and Conclusions Teaching by making a video was better than restudying, self‐explaining, and teaching face‐to‐face or online. Teaching quality was better in video teaching than self‐explaining and face‐to‐face or online teaching. Teaching by making a video is ideal because it primes generative processing while minimizing extraneous processing. Implications This study is the first to manipulate different levels of social presence of oral teaching to determine the optimal form of learning‐by‐teaching, which preliminarily clarifies generative learning and social presence theory and has implications for both empirical and theoretical research.
期刊：
SOCIAL BEHAVIOR AND PERSONALITY,2023年51(4) ISSN：0301-2212
作者机构：
[Feng, Junguo; Zhao, Xiuli; Chen, Xiongfei; Ma, Zaoming] South China Normal Univ, Sch Educ, Guangzhou, Peoples R China.;[Zhao, Xiuli] Guangdong AIB Polytech Coll, Acad Art & Design, Guangzhou, Peoples R China.;[Ma, Zaoming] South China Normal Univ, Ctr Southeast Asia Culture & Educ Studies, Guangzhou, Peoples R China.;[Chen, Zhongwei] Guangdong Polytech Sci & Technol, Coll Robot, Guangzhou, Peoples R China.;[Zhang, Libing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
关键词：
negative life events;depression;suicide attempts;peer support;adolescents
摘要：
Suicide is a major public health problem among adolescents, and negative life events (NLE) have been considered a significant risk factor for suicide attempts. However, the mediating and moderating processes underlying the relationship between NLE and suicide attempts have remained obscure. We examined both the mediating role of depression and the moderating role of peer support underlying this relationship. The results showed that depression fully mediated the positive relationship between NLE and adolescent suicide attempts. A moderated mediation analysis further revealed that the indirect path from NLE to suicide attempts was moderated by peer support. These findings suggest that the development of depression plays a key role in explaining why adolescents who have experienced NLE are at a greater risk of suicide attempts than those who have not. A healthy peer support system could serve as a buffer to reduce the adverse outcomes resulting from NLE. Overall, the results may contribute to developing an integrative framework of theory and effective interventions.
作者机构：
[Liu, Qinxue; Wu, Jiayin] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Liu, Qinxue; Wu, Jiayin] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan, Peoples R China.;[Liu, Qinxue; Wu, Jiayin] Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.
关键词：
COVID-19;Depressive symptoms;College students;Latent growth curve model
摘要：
The ongoing COVID-19 pandemic is not only an immediate hazard but also a long-term risk to the development of depressive symptoms. However, it remains unclear how people's depressive symptoms change with the process of COVID-19. Further, there is also a paucity of research on the underlying antecedents and outcomes of depressive symptoms during this global health crisis. In this study, a longitudinal study was conducted in China and the data of 559 participants were collected from the outbreak period to the normalization period of the pandemic through self-report questionnaires. Depressive symptoms were longitudinally analyzed using Patient Health Questionnaire-9. Core variables involving society, family, individual cognition, and behaviors were studied as determinants or consequences. Latent growth curve model analyses indicated that college students had mild depressive symptoms at the initial stage of COVID-19 with a subsequent decreasing linear slope. Depressive symptoms were significantly predicted by college students' risk perception of COVID-19, social support, family functioning, and smartphone addiction tendency. Further, their depressive symptoms predicted the changes in smartphone addiction tendency and levels of hope. In conclusion, current findings can provide implications for future prevention and intervention of mental disorders to assist college students through such challenging times.
通讯作者：
Hongyu Ma<&wdkj&>Hongyu Ma Hongyu Ma Hongyu Ma
作者机构：
[Su, Jingxuan; Ma, Hongyu; Shi, Yanwei] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Su, Jingxuan; Ma, Hongyu; Shi, Yanwei] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Shi, Yanwei] Shanghai Normal Univ, Dept Human Resource Management, Shanghai, Peoples R China.;[Zhang, Nan] Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.;[Ma, Hongyu] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
通讯机构：
[Hongyu Ma; Hongyu Ma Hongyu Ma Hongyu Ma] S;School of Psychology, Central China Normal University;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
关键词：
conservation of resources theory;job crafting;recovery experience;work demand;work-nonwork conflict
摘要：
Based on the conservation of resources theory, this two-wave study investigated the mediating role of work-nonwork conflict in the relationship between job crafting and employee recovery experience and examined the moderating role of work demands in this relationship. Participants were 486 employees (39.3% male and 60.7% female) from a medical company in the central region of China who responded to a paper-and-pencil survey twice with a 1-month interval. Regression-based results indicated that job crafting positively predicted recovery experience after work through lower work-nonwork conflict. Furthermore, the association between job crafting and work-nonwork conflict was moderated by work demands, such that the effect was stronger for employees with higher work demands. The present study explains how job crafting may improve employees' after-work recovery experience and addresses whether this process could be more significant for employees with higher work demands. The conclusion has practical implications for improving employee recovery experience.
期刊：
Current Psychology,2023年42(3):1773-1788 ISSN：1046-1310
通讯作者：
Hongyu Ma
作者机构：
[Tang, Hanying; Zhang, Jing; Zhang, Nan; Ma, Hongyu] Cent China Normal Univ, Sch Psychol, 152 Luoyu Ave, Wuhan 430079, Hubei, Peoples R China.;[Shi, Yanwei] Shanghai Normal Univ, Dept Human Resource Management, Shanghai 200234, Peoples R China.;[Zhang, Linlin] Harbin Engn Univ, Dept Humanities & Social Sci, Harbin 150001, Heilongjiang, Peoples R China.
通讯机构：
[Hongyu Ma] S;School of Psychology, Central China Normal University, Wuhan, China
关键词：
Work-related use of ICTs after work hours;Recovery from work;Emotional exhaustion;Spillover-crossover model;Effort-recovery model;Actor-partner interdependence model (APIM)
期刊：
Current Psychology,2023年42(34):30102-30110 ISSN：1046-1310
通讯作者：
Cui, J.;Fan, C.
作者机构：
[Zhang, Xuechen; Fan, Cuiying; Cui, Jia; Zhou, Ting; Fang, Yong] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;[Fang, Yong] Hubei Univ Chinese Med, Sch Nursing, Wuhan 430065, Hubei, Peoples R China.;[Cui, Jia] Wuhan Univ Sci & Technol, Dept Student Affairs, Wuhan 430065, Hubei, Peoples R China.;[Zhou, Ting] Yangtze Univ, Sch Educ & Sports Sci, Jingzhou 434023, Hubei, Peoples R China.
通讯机构：
[Cuiying Fan; Jia Cui] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Department of Student Affairs, Wuhan University of Science and Technology, Wuhan, China
作者：
Leng, Xiaoxue;Wang, Fuxing;Mayer, Richard E.;Zhao, Tingting
期刊：
British Journal of Educational Technology,2023年 ISSN：0007-1013
通讯作者：
Wang, FX
作者机构：
[Leng, Xiaoxue; Wang, Fuxing; Wang, FX; Zhao, Tingting] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, 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, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.
关键词：
eye movement modelling examples;multimedia learning;pre-training principle;strategy acquisition;text-picture integration
摘要：
This study investigated the effectiveness of visual training or verbal training on how to use a text‐picture processing strategy for learning from computer‐based multimedia instructional material. Sixty‐nine university students were randomly assigned to the verbal training group (students received text‐based instruction for a text‐picture processing strategy), the visual training group (students observed a video depicting an expert's eye fixations while using a text‐picture processing strategy for an initial portion of a multimedia lesson) or the control group (students did not receive any instruction). During reading a multimedia lesson on biology, students' eye movements were tracked; and after the lesson, students took a posttest. Concerning learning outcomes, both visual and verbal training helped students perform better than the control group on a recall test and the verbal training group perform better on a transfer test. Concerning learning processes, both visual and verbal training caused students to attend less to on‐screen text and more to on‐screen pictures as compared to the control group. Mediation analysis showed that increased attention to pictures was a mediator for better learning outcomes. Practical and theoretical implications are discussed. Practitioner notes What is already known about this topic Pre‐training on key concepts or terms improves learning, but little is known whether and how pre‐training on strategy acquisition supports learning. Mayer's multimedia principle suggests people learn better from illustrated text than from text alone; however, learners sometimes fail to integrate text and picture. What this paper adds Pre‐training on text‐picture processing strategy is effective. Verbal and visual training foster text‐picture processing strategy acquisition. Verbal training improves both recall and transfer test performance, and visual training improves only recall test performance. Verbal training is better in improving outcomes. Fixation time on pictures mediates the effects of training on learning outcomes. Implications for practice and/or policy Pre‐training should be used to support learners' strategy acquisition. This study also provides suggestions on how to design pre‐training on strategy acquisition.
作者机构：
[Zhang, LS; Wang, Shuwen; Feng, Shuo; Zhang, Lishan] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Cai, Zhihui] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
通讯机构：
[Zhang, LS ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.
关键词：
Architectures for educational technology;systems;Improving classroom teaching;Human-computer interface;Teaching;learning strategies
摘要：
Researchers have designed a series of classroom orchestration systems (COSs) to support teachers' real-time classroom management of multiple social planes. However, few studies have systematically summarized the implementation of COSs’ general functions (teacher awareness, class instruction, and student coordination) and investigated the effect sizes of COSs on teachers and students. This work identified 67 systems and 22 empirical papers reporting 57 studies with effect sizes to address the research gaps. The qualitative analyses summarized the foci and implementation methods of each general function. The quantitative analyses showed that the overall effects of COSs were medium: g = 0.603 for studies with the no-treatment control, g = 0.536 for studies with the treatment control. No publication bias existed, and the results were robust. Moderator analyses determined two important moderators (teacher awareness and measurement type) of the effects. Overall, the current study revealed the effectiveness of COSs in broad contexts and explained how teacher, machine and student could work together in classroom to some extent.
摘要：
Objective:The percentage of victims of cyberbullying among college students seems to increase. However, research on the mechanisms by which cyberbullying victimization (CV) suffer from depression is scarce. This study has purpose to figure out the mediating role of self-esteem (SE) as well as the moderating role of approach coping strategies in the association between CV and depression among Vietnamese college students. Methods: A total of 606 Vietnamese university students completed the Self-Esteem Scale, The Self-Report Coping Scale, The cyberbullying victimization scale, DASS 21. Results:The results indicated that SE partially mediated the relation between CV and depression among Vietnamese college students as well as approach coping strategies moderated the involvement between CV and depression among Vietnamese college students. Conclusions: Our findings can help psychological service providers identify the methods by which cyberbullying sufferers related to depression and provide interventions to reduce depression for cyberbullying victims.
期刊：
International Journal of Mental Health and Addiction,2023年21(5):2824-2841 ISSN：1557-1874
通讯作者：
Quanlei Yu<&wdkj&>Qing Xiong
作者机构：
[Zheng, Xintong; Chen, Jianwen] Huazhong Univ Sci & Technol, Sch Educ, Wuhan 430074, Hubei, Peoples R China.;[Li, Congcong; Yu, Quanlei] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;[Shi, Shuping] RDFZ Chaoyang Branch Sch, Beijing, Peoples R China.;[Yu, Quanlei] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Yu, Quanlei] Cent China Normal Univ Branch, Collaborat Innovat Ctr Assessment Basic Educ Qual, Wuhan, Peoples R China.
通讯机构：
[Quanlei Yu] S;[Qing Xiong] J;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>Collaborative Innovation Center of Assessment Toward Basic Education Quality, Central China Normal University Branch, Wuhan, China<&wdkj&>Jiangxi University of Finance and Economics, Nanchang, China
关键词：
Stressful life events;Adolescents;Problematic Internet use;Self-worth orientation theory;Physical activity
期刊：
Personality and Individual Differences,2023年211:112250 ISSN：0191-8869
通讯作者：
Li, Y
作者机构：
[Wang, Yue; Li, Ying; Li, Y; Wang, Xiaoyu; Yuan, Fangyuan; Yang, Xiao] Zhengzhou Univ, Sch Educ, Zhengzhou 450001, Peoples R China.;[Wang, Xiaoyu] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
通讯机构：
[Li, Y ] Z;Zhengzhou Univ, Sch Educ, Zhengzhou 450001, Peoples R China.
关键词：
Life history strategy;Perceived time-based model;Temporal focus;Intertemporal decision-making
摘要：
Temporal factors have an important role in intertemporal decision-making. Temporal focus is the extent to which individuals characteristically direct their attention to the past, present, and/or future. Temporal focus can in-fluence resource allocation. It was not known, however, whether temporal focus might affect intertemporal decision-making. The purpose of this study is to investigate how life history strategies and temporal focus together influence intertemporal decision-making. Study 1 used a questionnaire to preliminarily explore the relationship between temporal focus and intertemporal decision-making. Results showed that temporal focus was positively associated with individuals' intertemporal decision preferences, and the more individuals preferred future focus, the higher their rate of temporal discounting. Study 2 examined the joint effect of the temporal focus and life history strategy on intertemporal decision-making by manipulating the temporal focus of in-dividuals with different life history strategies. The manipulation of temporal focus influenced intertemporal decision preferences of fast strategy individuals, that is, the short-term small reward in the future focus and the long-term large reward in the past focus, but has no effect on the intertemporal decision preference of slow strategy individuals. The entire study confirms life history theory and validates the role of perceptual time-based models in intertemporal decision-making.
