作者：
She, Zhuang;Shi, Yanwei;Duncan, Barry L.;Xie, Dong;Xi, Juzhe;...
期刊：
Current Psychology,2023年42(5):3650-3657 ISSN：1046-1310
通讯作者：
Juzhe Xi
作者机构：
[She, Zhuang; Xi, Juzhe] East China Normal Univ, Sch Psychol & Cognit Sci, Affiliated Mental Hlth Ctr ECNU, Shanghai Key Lab Mental Hlth & Psychol Crisis Int, Shanghai 200062, Peoples R China.;[She, Zhuang; Ji, Weidong; Xi, Juzhe] Shanghai Changning Mental Hlth Ctr, Shanghai 200335, Peoples R China.;[Shi, Yanwei] Shanghai Normal Univ, Dept Human Resource Management, Shanghai 200234, Peoples R China.;[Duncan, Barry L.] Better Outcomes Now, W Palm Beach, FL 33401 USA.;[Xie, Dong] Univ Cent Arkansas, Dept Psychol & Counseling, Conway, AR 72035 USA.
通讯机构：
[Juzhe Xi] S;Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China<&wdkj&>Shanghai Changning Mental Health Center, Shanghai, China
期刊：
International Journal of Psychophysiology,2023年188:1-11 ISSN：0167-8760
通讯作者：
Ming Peng
作者机构：
[Peng, Ming; Chen, Tianlong; Yang, Xiaoying; Tang, Rui] Cent China Normal Univ, Sch Psychol, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Peng, Ming; Chen, Tianlong; Yang, Xiaoying; Tang, Rui] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Peng, Ming] Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Peoples R China.;[Cai, Mengfei] Manhattanville Coll, Dept Psychol, New York, NY USA.
通讯机构：
[Ming Peng] K;Key Laboratory of Adolescent Cyberpsychology and Behavior of the Ministry of Education and School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
关键词：
EEG;ERP;Fairness consideration;Moral transgression;Ultimatum game
摘要：
People tend to dislike and punish unfair behaviors in social interactions, and this disposition may be moderated by the characteristics of their interaction partner. We used a modified ultimatum game (UG) to investigate players' responses to fair and unfair offers from proposers described as having performed either a moral transgression or a neutral behavior, and recorded an electroencephalogram. The participants' behavior in the UG suggests that people quickly demand more fairness from proposers who have committed moral transgressions rather than neutral behavior. Event-related potentials (ERPs) revealed a significant effect of offer type and of proposer type on P300 activity. The prestimulus α-oscillation power in the neutral behavior condition was significantly lower than that in the moral transgression condition. The post-stimulus β-event-related synchronization (β-ERS) was larger for the moral transgression condition than the neutral behavior condition in response to the least fair offers, and larger for neutral behavior than the moral transgression condition in response to the fairest offers. In summary, β-ERS was influenced by both proposer type and offer type, which revealed different neural responses to the offer from either a morally transgressive or a neutral behavior proposer.
期刊：
JOURNAL OF AGGRESSION MALTREATMENT & TRAUMA,2023年32(11):1493-1510 ISSN：1092-6771
通讯作者：
Cuiying Fan
作者机构：
[Yin, Meng; Chu, Xiaowei] Zhejiang Normal Univ, Coll Teacher Educ, Jinhua, Peoples R China.;[Fan, Cuiying] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Fan, Cuiying] Cent China Normal Univ, 152, Luoyu Rd, Wuhan, Peoples R China.
通讯机构：
[Cuiying Fan] S;School of Psychology, Central China Normal University, Wuhan, China
关键词：
Traditional bullying;cyberbullying;self-esteem;trait aggressiveness;cumulative risk;adolescents
摘要：
The present study investigated the longitudinal effects of multiple environmental risk factors in three social domains (i.e., family, school, and Internet) on traditional bullying and cyberbullying and the moderating roles of self-esteem and trait aggressiveness in these relations. The present research was conducted by a four-wave panel design with 6-month intervals. A total of 358 students (40.5% girls) aged 12 to 14 (M = 12.89) participated in this study and completed the measures on research variables. Results indicated that participants who experienced more risk factors reported higher bullying perpetration scores at later times. Participants exposed to more risk domains reported more cyberbullying activities at T4 than those exposed to none or fewer risk domains. Besides, trait aggressiveness moderated the predictive effects of cumulative environmental risk/cumulative risk domain in bullying perpetration. However, these effects were not moderated by self-esteem. The effects were much stronger for adolescents with higher levels of trait aggressiveness than those with lower levels of trait aggressiveness. These findings can enrich the previous literature and provide some basis for developing interventions on bullying behavior.
期刊：
Learning and Instruction,2023年84:101729 ISSN：0959-4752
通讯作者：
Wenjing Li<&wdkj&>Fuxing Wang
作者机构：
[Li, Wenjing] Tianjin Normal Univ, Fac Psychol, Tianjin, Peoples R China.;[Wang, Fuxing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Wang, Fuxing] 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.;[Li, Wenjing] 393 Binshui West Rd, Tianjin 300387, Peoples R China.
通讯机构：
[Wenjing Li] F;[Fuxing Wang] S;School of Psychology, Central China Normal University, China<&wdkj&>Faculty of Psychology, Tianjin Normal University, China
摘要：
Two experiments examined the effects of a pedagogical agent's (PA's) pointing gestures, eye gaze, and eye contact on learning processes (measured by learners' eye fixations on relevant elements) and learning outcomes (as measured by retention and transfer test scores) with a multimedia lesson on neural transmission. In Experiment 1, having the PA look at and point to relevant elements as she lectured led to more eye fixations on the relevant portion of the graphic and better retention and transfer test scores. Keeping eye contact with learners tended to improve retention test scores and increased their eye fixations on relevant elements when the PA also looked at and pointed to the graphic. In Experiment 2, the PA's pointing gestures as a stand-alone feature caused better retention test scores and more fixations on relevant elements of the graphic, but eye gaze direction did not. These findings help extend the embodiment principle.
期刊：
Adolescent Research Review,2023年8(1):45-62 ISSN：2363-8346
通讯作者：
Cai, Zhihui;He, Jinbo
作者机构：
[Wang, Zhikeng; Mao, Peipei; Cai, Zhihui; Wang, Dandan] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[He, Jinbo] Chinese Univ Hong Kong, Sch Humanities & Social Sci, Shenzhen, Guangdong, Peoples R China.;[Fan, Xitao] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.
通讯机构：
[Cai, Zhihui; He, Jinbo] C;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;Chinese Univ Hong Kong, Sch Humanities & Social Sci, Shenzhen, Guangdong, Peoples R China.
关键词：
Problematic internet use;Depressive symptoms;Anxiety;Loneliness;Mental health outcomes;Meta-analysis
作者机构：
[Meng, Yayun; He, Jinbo; Li, Meng] Cent China Normal Univ, Sch Psychol, 152 Luoyu Ave, Wuhan 430070, Hubei, Peoples R China.
通讯机构：
[He, JB ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Ave, Wuhan 430070, Hubei, Peoples R China.
关键词：
College student;Sensation seeking;Fear of missing out;Social network addiction;Parental behavioral control
摘要：
Previous research has shown that sensation seeking can positively predict social network addiction. However, the underlying mechanism is unclear. Therefore, the current study constructed a moderated mediation model to examine whether fear of missing out mediated the relationships between sensation seeking and social network addiction and whether parental behavioral control moderated the mediation model among college students. A total of 514 college students in Wuhan (24.50% males, 75.50% females), with a mean age of 21.44 years (SD = 0.94, range = 19-23), were surveyed using the Sensation Seeking Scale, Fear of Missing Out Scale, Social Network Addiction Tendency Scale, and Parental Behavioral Control Scale. The results showed that fear of missing out significantly mediated the relationship between sensation seeking and social network addiction. Moreover, parental behavioral control moderated the relationship between sensation seeking and fear of missing out, and this relationship was weaker for college students with low parental behavioral control than parental behavioral control. Overall, these findings contribute to our understanding of the underlying mechanisms of social network addiction. In addition, family and individual factors should be simultaneously considered in the prevention and intervention of social network addiction among college students.
通讯机构：
[Xin Hao] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
关键词：
Perceived support from family;Perceived support from friends;Resilience;Loneliness;Problematic social media usage
摘要：
Problematic social media use (PSMU) among adolescents has raised global concern in the current digital age. Despite the important role of perceived social support in adolescents’ PSMU has been examined, possible different influences between perceived support from family and friends are still unknown. To address the gap, the present study aimed to examine how perceived support from family and friends is associated differently with PSMU and the mediating roles of resilience and loneliness therein. A sample of 1056 adolescents was recruited to complete standard questionnaires. Mediation analysis showed that resilience and loneliness mediated this association partially between perceived support from family and PSMU but totally between perceived support from friends and PSMU. Further, ANOVA-based analysis showed that influences of perceived support from family and friends on PSMU were mutually independent, and there was no interaction between them. Our results not only highlight different and independent impacts of perceived support from family and friends on PSMU, but also clarify the mediating mechanisms linking perceived social support to adolescent PSMU.
期刊：
Journal of Family Violence,2023年38(8):1521-1534 ISSN：0885-7482
通讯作者：
Quanlei Yu<&wdkj&>Suo Jiang
作者机构：
[Ding, Jinqi; Yu, Quanlei] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Wang, Wei] Shanxi Datong Univ, Dept Psychol, Datong 037009, Peoples R China.;[Hu, Qian] Wenzhou Med Univ, Sch Foreign Languages, Wenzhou 325035, Peoples R China.;[Li, Xiaoqing] Shenzhen Univ, Sch Psychol, Shenzhen 518061, Peoples R China.;[Jiang, Suo] Wenzhou Med Univ, Affiliated Wenzhou Kangning Hosp, Wenzhou 325035, Peoples R China.
通讯机构：
[Quanlei Yu] S;[Suo Jiang] T;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>The Affiliated Wenzhou Kangning Hospital of Wenzhou Medical University, Wenzhou, China<&wdkj&> Department of Applied Psychology in School of Psychiatry, Wenzhou Medical University, Wenzhou, China
摘要：
Purpose The association between childhood psychological maltreatment and adolescents' relational aggression is receiving growing attention. However, the mediating and moderating mechanisms underlying the association remain largely unknown. This study explores the link between childhood psychological maltreatment and relational aggression, examining whether moral disengagement mediates this association and the potential moderating effect of gender. Methods 948 Chinese adolescents aged 9 to 19 years old (493 boys, 448 girls) participated in this research. Adolescents were recruited through cluster-stratified sampling to complete scales measuring childhood psychological maltreatment, moral disengagement, and relational aggression. Results We found that childhood psychological maltreatment was positively correlated with adolescents' moral disengagement and relational aggression; moral disengagement was also positively correlated with relational aggression. Moral disengagement mediated the effect of psychological maltreatment on relational aggression. The relationship between childhood psychological maltreatment and moral disengagement was moderated by gender, with a larger moderating effect for boys than for girls. Conclusion The findings from this study's moderated mediation model suggest that educators should pay more attention to the childhood psychological maltreatment of adolescents with moral disengagement, particularly boys, so that they can provide more appropriate interventions.
通讯机构：
[Li, Y ] C;Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Minist Educ, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.
关键词：
Openness;Social anxiety;Active social networking site use;Passive social networking site use;Self-evaluation
摘要：
As social networking sites (SNSs) with diverse functions gradually become an important social place for modern people, openness, as a personality trait that represents the willingness to consider diverse things, will be more likely to affect people’s cognitive and emotional experience (e.g., social anxiety) in social interactions. This study examined the relationship between openness and social anxiety and the underlying psychological mechanism in the internet age based on the cognitive-behavioral model of social anxiety. This cross‑sectional survey study conducted a questionnaire survey of 522 college students from two provinces in China (191 male; age range 18–25; M = 20.76, SD = 1.34). The results showed that openness is negatively related to social anxiety. Self-evaluation and passive SNS use independently mediate the relationship between openness and social anxiety, respectively. Moreover, openness is associated with social anxiety both through the chain mediating roles of active SNS use and self-evaluation and through the chain mediating roles of passive SNS use and self-evaluation. Openness is negatively associated with social anxiety, and the different ways of SNS use and self-evaluation are the underlying mechanisms. These results provide insights into the clinical treatment of social anxiety and how to benefit from online interactions.
作者：
Wang, Difan;Lin, Bingyan;Liang, Heting;Deng, Yu;Zhang, Lin
期刊：
Current Psychology,2023年:1-10 ISSN：1046-1310
通讯作者：
Lin Zhang
作者机构：
[Liang, Heting; Zhang, Lin; Wang, Difan] Cent China Normal Univ, Sch Psychol, Luoyu Rd 152, Wuhan 430079, Peoples R China.;[Liang, Heting; Zhang, Lin; Wang, Difan] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Liang, Heting; Zhang, Lin; Wang, Difan] Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.;[Wang, Difan] Chinese PLA Hosp, Psychol Counseling & Hlth Management Ctr, Med Coll, Grad Sch,Dept Field Internal Med, Beijing 100853, Peoples R China.;[Deng, Yu; Lin, Bingyan] Harbin Univ Sci & Technol, Sch Foreign Languages, Harbin 150000, Peoples R China.
通讯机构：
[Lin Zhang] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, Wuhan, China<&wdkj&>Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan, China<&wdkj&>Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
关键词：
Obsessive-compulsive symptoms;Psychological flexibility;Sleep quality;Nurse;Mediating role
期刊：
Teaching and Teacher Education,2023年129:104167 ISSN：0742-051X
通讯作者：
Sun, Xiaojun;Niu, GF
作者机构：
[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei; Yao, Liangshuang; Sun, XJ] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei; Yao, Liangshuang] Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav CCNU, Minist Educ, Wuhan 430079, Peoples R China.;[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng] Beijing Normal Univ, Cent China Normal Univ Branch, Collaborat Innovat Ctr, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ; Niu, GF ] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
Teaching presence;Affective engagement;Cognitive load;Need for cognition
摘要：
The association between teaching presence and learners' affective engagement was examined, along with the mediating effect of cognitive load and the moderating effects of need for cognition. A self-report survey of 883 university students was carried out. Results showed that teaching presence enhanced affective engagement, in part through cognitive load, and that need for cognition amplified teaching presence's beneficial effect while attenuating cognitive load's detrimental one on affective engagement. The results may help us better understand how instructional elements affect learners' affective -motivational outcomes by supporting the integrated expectancy-value-cost theory and cognitive load theory perspective. Practical implications were discussed.(c) 2023 Elsevier Ltd. All rights reserved.
期刊：
Journal of Educational Computing Research,2023年61(3):671 - 695 ISSN：0735-6331
通讯作者：
Shaoying Gong
作者机构：
[Wang, Zhen] Henan Univ, Sch Psychol, Kaifeng, Peoples R China.;[Cao, Yang; Gong, Shaoying] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Cao, Yang; Gong, Shaoying] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
通讯机构：
[Shaoying Gong] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, China<&wdkj&>School of Psychology, Central China Normal University, China
摘要：
Although learner characteristics have been identified as important moderator variables for feedback effectiveness, the question of why learners benefit differently from feedback has only received limited attention. In this study, we investigated: (1) whether learners' dominant goal orientation moderated the effects of computer-based elaborated feedback on learning; and (2) whether learners' feedback perception and learning motivation mediated the relationship between elaborated feedback and learning performance. To answer these questions, 101 undergraduates with dominant learning or performance goals were randomly exposed to cue feedback or explanation feedback while working on psychological statistics tasks in a computer-based assessment. Results revealed the moderation role of dominant goal orientation in the relations between elaborated feedback and learning. Specifically, elaborated feedback had more positive effects on dominant learning-oriented learners, but no effects on dominant performance-oriented learners. In addition, feedback perception mediated the moderating effect of dominant goal orientation on the relationship between elaborated feedback and transfer performance. These findings contribute to a better understanding of the role of goal orientations in feedback learning.
摘要：
The spatial contiguity principle is that people learn and perform better when corresponding printed text and graphics are placed near rather than far from each other on the screen or page. This is a well-established design principle in multimedia learning. However, there is insufficient research to establish the appropriate distance between text and graphics that is conducive for integrative processing. The current study examines a new objective indicator of spatial contiguity based on the characteristics of human visual processing, and hypothesizes that corresponding text and graphic information presented within parafoveal vision promotes integrative processing better than information in peripheral vision. Experiments 1 and 2 asked participants to judge the similarities of two text-picture cards and found that presenting the two cards within parafoveal vision (rather than peripheral vision) led to faster comparison (in both Experiments) and higher scores (only in Experiment 2) for a simple version of the comparison task, but did not lower cognitive load. Experiment 3 found that students who viewed an onscreen multimedia lesson that presented corresponding text-picture information in parafoveal vision (rather than peripheral vision) scored higher on retention and application tests and experienced lower cognitive load measured by a secondary task. Across all three experiments, eye-tracking results showed presenting corresponding text-picture information in parafoveal vision yielded more integrative saccades and longer fixation time on text, indicating that spatial contiguity encourages integrative processing. This study replicates and extends the spatial contiguity effect, and offers a new quantifiable indicator of spatial continuity for the future research. Educational Impact and Implications Statement The spatial contiguity principle states that people learn better from multimedia materials when corresponding graphics and printed text are placed near each other on the screen or page. This study provides new evidence that the optimal distance that is conducive to the integration of corresponding text and graphics is 2 degrees-5 degrees of visual angle, which corresponds to parafoveal vision (i.e., vision in the area around the fovea, which is the center of visual field). In this study, text-picture information presented within parafoveal vision (spatial contiguity) promoted integrative processing better than information presented in peripheral vision (spatially separated) as indicated by eye movements and resulted in better learning outcomes. This work highlights the importance of the spatial contiguity principle and provides a new objective indicator of spatial contiguity when designing multimedia materials.
