期刊：
Journal of Interpersonal Violence,2023年38(11-12):7355-7382 ISSN：0886-2605
通讯作者：
Dongping Li
作者机构：
[Liu, Jiaoyu; Li, Dongping; Liu, Yuxiao; Lv, Yaxin] Cent China Normal Univ, Wuhan, Peoples R China.;[Jia, Jichao] Beijing Normal Univ, Beijing, Peoples R China.;[Zhai, Boyu] Chinese Acad Sci, Beijing, Peoples R China.;[Li, Dongping] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Dongping Li] C;Central China Normal University, Wuhan, China
摘要：
Considerable developmental research has shown an association between peer victimization and subjective well-being among adolescents. However, the mediating processes and protective factors that constrain this association are less understood. To fill these gaps, we investigated whether self-esteem mediates the association between peer victimization and subjective well-being and whether forgiveness moderates the direct and indirect associations of peer victimization with adolescents' subjective well-being via self-esteem. A large sample of 2,758 adolescents (M(age) = 13.53 years, SD = 1.06) from 10 middle schools in China participated in this study. Participants provided data on demographic variables, peer victimization, self-esteem, forgiveness, and subjective well-being by answering anonymous questionnaires. After controlling for demographic covariates, we found that self-esteem mediated the relationship between peer victimization and subjective well-being. Furthermore, as a protective factor, forgiveness moderated the relationship between peer victimization and self-esteem. Consistent with the protective-reactive model, when adolescents experienced more peer victimization, those with higher forgiveness levels exhibited a greater decline in self-esteem, and low self-esteem was then associated with decreased subjective well-being. These findings demonstrate the utility of examining both mediating and moderating factors in this relationship and highlight the negative impact of peer victimization on adolescent self-worth and the limited role of forgiveness as a protective factor.
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.
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.
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.
作者：
Wang, Zhongjun;Wang, Yiguang;Jex, Steve M.;Liu, Lidan;Cao, Jiangyu
期刊：
Stress and Health,2023年 ISSN：1532-3005
通讯作者：
Wang, ZJ
作者机构：
[Wang, Zhongjun; Cao, Jiangyu; Wang, Yiguang] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Wang, Zhongjun; Cao, Jiangyu; Wang, Yiguang] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Hubei, Peoples R China.;[Jex, Steve M.] Univ Cent Florida, Dept Psychol, Orlando, FL USA.;[Liu, Lidan] Hubei Univ Chinese Med, Coll Humanities, Wuhan, Hubei, Peoples R China.;[Wang, Zhongjun] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Wang, ZJ ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
cognitive crafting;job autonomy;skill variety;thriving at work;work meaningfulness
摘要：
The job crafting literature has not devoted much attention to the effects of specific forms of job crafting, particularly cognitive crafting. The present study builds on Conservation of Resources theory to explain how cognitive crafting might influence work meaningfulness for employees, and in turn, increase their experienced thriving at work. Moreover, we hypothesise that the impact of cognitive crafting on these outcomes is influenced by two motivational job characteristics: skill variety and job autonomy. To test our hypotheses, we collected three-wave survey data from 223 employees employed in a variety of occupations and industries in China. Results indicate that engaging in cognitive crafting enhances employees' work meaningfulness, resulting in thriving at work. Furthermore, skill variety and job autonomy are crucial moderators of these relationships. Specifically, when employees perceived low levels of skill variety or job autonomy, engaging in cognitive crafting was more likely to lead to enhanced work meaningfulness, which in turn resulted in higher levels of thriving at work. Implications for research, theory and practice are discussed.
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
摘要：
Front-line nurses suffered unprecedented mental distress and severe insomnia during the COVID-19 pandemic. Present study aimed to explore the relationship between obsessive-compulsive symptoms and sleep quality and examine the potential mediating role of psychological flexibility between obsessive-compulsive symptoms and sleep quality. A total of 496 nurses from a Chinese large-scale Class 3 A Comprehensive Hospital were included in an online cross-sectional survey and completed the revised obsessive-compulsive inventory (OCI-R), Multidimensional Psychological Flexibility Inventory (MPFI) and Pittsburgh Sleep Quality Index (PSQI). As predicted, obsessive-compulsive symptoms were negatively associated with psychological flexibility and sleep quality, and psychological flexibility was positively associated with sleep quality. In addition, the relationship between obsessive-compulsive symptoms and sleep quality was partially mediated by psychological flexibility, which can provide some reference for the treatment of the obsessive-compulsive disorder (OCD) and insomnia, and lead to improvements in clinical and psychotherapy planning.
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：
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.
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
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
