作者机构：
[Chen, Bizhong; Yao, Liangshuang] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Sun, Xiaojun] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Huang, Xuan] Beijing Normal Univ, Fac Psychol, Beijing, Peoples R China.;[Sun, Xiaojun; Sun, XJ] Cent China Normal Univ CCNU, Sch Psychol, 382 Xiongchu Rd, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ ] C;Cent China Normal Univ CCNU, Sch Psychol, 382 Xiongchu Rd, Wuhan 430079, Peoples R China.
关键词：
social anxiety;social relationships;longitudinal studies;meta-analysis
摘要：
It is theoretically plausible that social anxiety (SA) and social relationships (SR) can influence each other. However, the available empirical evidence is inconsistent, leading to substantial uncertainty regarding the cross-lagged relations between SA and SR. This meta-analysis systematically integrates data from 107 longitudinal studies, comprising 110 independent samples and involving a total of 115,133 participants from childhood to adulthood. Four types of SR were assessed: family-related, school-related, romantic, and general relationships. One-stage meta-analytic structural equation modeling was applied to fit four cross-lagged panel models and to test potential moderators. No significant publication bias was detected. Effect size analyses revealed that prior SA significantly and negatively predicted quality of all types of SR. Family-related and general relationships each predicted prospective SA symptoms, but school-related and romantic relationships did not. No moderators were identified in analyses of family-related and romantic relationships. However, the publication year, sample age, gender, reporter, and time lag played a moderating role in analyses of school-related and general relationships. These findings suggest that SA is a crucial factor undermining SR and that dysfunctional family and general relationships also contribute to the exacerbation of SA symptoms. The strengths, limitations, and future directions of this study are discussed. Public Significance Statement A hotly debated issue in academia is whether past social anxiety (SA) hinders future social relationships(SR) or if prior poor SR precipitate subsequent SA symptoms. To shed light on this matter, a comprehensive meta-analysis was conducted, encompassing data from 107 longitudinal studies and involving over 110,000 participants. The findings suggest that SA poses a significant risk to all types of SR, but only family-related and general relationships potentially impacted later levels of SA.
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.
作者机构：
[Liu, Jingjing; Sun, Xiaojun; Sun, XJ; Duan, Changying; Bai, Xuqing] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Liu, Jingjing] Yancheng Teachers Univ, Dept Students Affairs, Yancheng 224007, Peoples R China.;[Liu, Jingjing; Sun, Xiaojun; Sun, XJ; Duan, Changying; Bai, Xuqing] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Wu, Li] Cent China Normal Univ, Sch Educ, Wuhan 430079, Peoples R China.;[Sun, Xiaojun; Wu, Li; Sun, XJ] Beijing Normal Univ Collaborat Innovat Ctr, Cent China Normal Univ Branch, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ ] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;Beijing Normal Univ Collaborat Innovat Ctr, Cent China Normal Univ Branch, Wuhan 430079, Peoples R China.
关键词：
PIU;adolescents;hiding online behavior;parental active mediation;parent–child relationship
摘要：
<jats:p>In today’s information society, with the growing integration of the Internet into individuals’ lives, problematic Internet use (PIU) among adolescents has become more prevalent. Therefore, we conducted this study to investigate the correlation between active parental mediation and PIU in adolescents, as well as the potential mediating roles of parent–child relationship and adolescents’ hiding online behavior. A total of 539 middle school students (mean age = 13.384) were recruited for this study and participated by completing a series of paper-and-pencil questionnaires. The findings indicated a significant negative relationship between active parental mediation and PIU. Furthermore, both the mediating role of the parent–child relationship and the role of hiding online behavior were found to be significant. Specifically, the mediating role is comprised of two paths: the independent mediating role of the parent–child relationship, and the sequential mediating role involving both the parent–child relationship and hiding online behavior. The study contributes an innovative theoretical perspective to deepen the understanding of the formation mechanism of PIU. Moreover, it offers practical empirical insights for the prevention and intervention of PIU among adolescents.</jats:p>
作者机构：
[Deng, Huiying; Kong, Fanchang; Sun, Xiaojun; Meng, Sujie; Wang, Meiru] Cent China Normal Univ, Minist Educ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, Wuhan 430079, Peoples R China.
通讯机构：
[Fanchang Kong] K;Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
关键词：
Media multitasking;Cognitive control;Three-level meta-analysis;Moderators
摘要：
Media multitasking is an ever-increasing phenomenon whereby different forms of media are used simultaneously. Numerous studies have shown that media multitasking is closely related to an individual’s cognitive control abilities. However, existing evidence remains controversial, making it difficult to draw definitive conclusions. Therefore, to increase the understanding of whether and how frequent media multitasking is associated with cognitive control, a three-level meta-analysis, which included 43 studies and 118 effect sizes, was performed to acquire overall differences between heavy and light media multitaskers and to explore potential moderators that may account for the heterogeneity. The results showed a moderate mean negative association between media multitasking and cognitive control, and this association was moderated by the type of cognitive control. Specifically, heavy media multitaskers showed worse inhibitory control and working memory than light media multitaskers, but there was no significant difference in cognitive flexibility. Moreover, the effect was moderated by the measurement type of the dependent variable. The results of this study enhance our understanding of this issue and pave the way for a more nuanced view of altering experimental designs to investigate cognitive control in educational settings.
期刊：
Psychology of Popular Media,2023年 ISSN：2689-6567
通讯作者：
Sun, XJ
作者机构：
[Sun, Xiaojun; Chen, Bizhong; Yao, Liangshuang] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Sun, Xiaojun; Chen, Bizhong; Yao, Liangshuang] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Zhang, Qilin] Guangdong Ocean Univ, Mental Hlth Educat & Consultat Ctr, Zhanjiang, Peoples R China.;[Sun, Xiaojun; Sun, XJ] Cent China Normal Univ CCNU, Sch Psychol, 382 Xiongchu Rd, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ ] C;Cent China Normal Univ CCNU, Sch Psychol, 382 Xiongchu Rd, Wuhan 430079, Peoples R China.
关键词：
social media;discontinuous use;general use;problematic use;social media fatigue
摘要：
As users' psychological involvement with social media enters a bottleneck, social media fatigue (SMF) is silently growing. Numerous studies investigating the relationship between social media use and SMF have shown disparate results, leading to substantial uncertainty of SMF in relation to different types of social media use. To clarify this controversy, this study used the three-level meta-analytic method to quantitatively synthesize 121 studies with 213 effect sizes (N = 55,896). No significant publication bias was detected. Results showed that SMF was highly positively related to both discontinuous use (r = .46) and problematic use (r = .43), but negligibly related to general use (r = .09). Moderator analyses indicated that the age of the sample, assessment mode, and type of social media moderated the relationship between SMF and social media use. These findings suggest a widespread "SMF paradox" among social media users, in which they have a negative attitude toward social media but still rely heavily on it and do not significantly reduce the intensity of their use. Instead, they may tend to engage in passive use. We attempted to explain this phenomenon from the three-dimensional perspective of social media use.
期刊：
Current Psychology,2023年42(11):9184-9194 ISSN：1046-1310
通讯作者：
Tian, Y.;Niu, G.
作者机构：
School of Psychology, Central China Normal University, Wuhan, China;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China;Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, China;[Zhang X.; Yao L.; Duan C.] School of Psychology, Central China Normal University, Wuhan, 430079, China, Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China;[Sun X.; Tian Y.; Niu G.] School of Psychology, Central China Normal University, Wuhan, 430079, China, Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China, Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, 430079, China
通讯机构：
[Gengfeng Niu; Yuan Tian] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, China
关键词：
Academic adaptation;Deviant peer affiliation;Moderated mediation;Parental active mediation;Video gaming
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.
通讯机构：
[Xiaojun Sun; Gengfeng Niu] A;Authors to whom correspondence should be addressed.<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan 430079, China
关键词：
deviant peer affiliation;SNS;tobacco and alcohol information;tobacco and alcohol use;digital literacy;adolescents
作者机构：
[Sun, Xiaojun; Niu, Gengfeng; Duan, Changying] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Yu, Li] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Lian, Shuailei] Yangtze Univ, Coll Educ & Sport Sci, Jingzhou 434023, Peoples R China.;[Sun, Xiaojun; Niu, Gengfeng] Beijing Normal Univ, Collaborat Innovat Ctr, Cent China Normal Univ Branch, Wuhan 430079, Peoples R China.
通讯机构：
[Xiaojun Sun; Gengfeng Niu] B;Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan 430079, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan 430079, China
关键词：
photo activity on SNS;thin-ideal internalization;body appreciation;body dissatisfaction;sociocultural theory
摘要：
<jats:p>Objective: According to sociocultural theory, media is associated with detrimental effects on body image. Due to the popularity of social networking sites (SNS) and the prevalence of body image disturbance among young women, the association between them is worth further exploration. This study examined the relationship between photo activity on SNS and body dissatisfaction (BD) and the roles of thin-ideal internalization (TII) and body appreciation (BA) in this relation. Materials and Methods: A total of 746 Chinese female undergraduate students (mean age 20.34 ± 1.47 years) completed a questionnaire measuring SNS photo activity, TII, BD, and BA. Results: (1) Photo activity on SNS was positively associated with BD (r = 0.10, p < 0.01), and TII could mediate this relation (β = 0.07, 95% CI = [0.04, 0.10]). (2) Both the direct effect of SNS photo activity on BD (β = −0.08, p < 0.05) and the mediating effect of TII (β = −0.09, p < 0.01) were moderated by BA. Specifically, these associations were more pronounced for students with lower BA. Conclusion: People exposed to ideal photos or images can shape women’s body image perception via TII, whether in the age of traditional media or the Internet, and BA did not buffer the effect of ideal photos on internalization. Our findings could provide practical suggestions for rational photo activity on SNS and the intervention for BD.</jats:p>
期刊：
British Journal of Educational Psychology,2022年92(4):1651-1666 ISSN：0007-0998
通讯作者：
Sun, X.;Niu, G.
作者机构：
[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei; Yao, Liangshuang] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei; Yao, Liangshuang] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng] Cent China Normal Univ Branch, Beijing Normal Univ Collaborat Innovat Ctr, Wuhan, Peoples R China.;[Sun, Xiaojun; Niu, Gengfeng] Cent China Normal Univ, Ctr Res Internet Literacy & Behav, Wuhan, Peoples R China.
通讯机构：
[Xiaojun Sun; Gengfeng Niu] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, China<&wdkj&>Center for Research on Internet Literacy and Behavior, Central China Normal University, Wuhan, China
关键词：
cognitive presence;cyberloafing;lack of attention;normative influence;social presence;teaching presence
摘要：
<jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>Cyberloafing exists extensively in online learning and impairs learning, yet little is known about how course‐related factors affect it. The community of inquiry framework maintains that learning is affected by teaching presence, according to which, we assume that teaching presence impacts cyberloafing, which is mediated by social presence, cognitive presence, and lack of attention, and moderated by normative influence.</jats:p></jats:sec><jats:sec><jats:title>Aims</jats:title><jats:p>This study examined the effect of teaching presence on cyberloafing and its underlying mechanisms – the mediating roles of social presence, cognitive presence and lack of attention, and the moderating roles of normative influence.</jats:p></jats:sec><jats:sec><jats:title>Sample</jats:title><jats:p>Participants were 814 university students who were taking video‐centric asynchronous online courses.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>Self‐report instruments were adopted, and data were analysed using structural equation modelling.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>Teaching presence was negatively associated with cyberloafing. Social presence (positively), cognitive presence (negatively), and lack of attention (negatively) mediated the relation, respectively. Social presence, cognitive presence and lack of attention were also serial mediators of the association (i.e., teaching presence → social presence → cognitive presence → cyberloafing; teaching presence → cognitive presence → lack of attention → cyberloafing; teaching presence → social presence → cognitive presence → lack of attention → cyberloafing), and these sequential mediating effects were negative. Moreover, normative influence could aggravate the negative effect of cognitive presence on lack of attention, the positive effect of social presence on cyberloafing, and the positive effect of lack of attention on cyberloafing.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>Theoretical and practical implications of the findings for learning and teaching are discussed.</jats:p></jats:sec>
期刊：
International Journal of Psychophysiology,2022年182:211-219 ISSN：0167-8760
通讯作者：
Ming Peng
作者机构：
[Sun, Xiaoju; Peng, Ming; Duan, Qiaochu; Yang, Huicong] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;[Sun, Xiaoju; Peng, Ming] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan, Peoples R China.;[Sun, Xiaoju; Peng, Ming] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Gu, Ruolei] Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing, Peoples R China.;[Gu, Ruolei] Univ Chinese Acad Sci, Dept Psychol, Beijing, Peoples R China.
通讯机构：
[Ming Peng] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior of the Ministry of Education and School of Psychology, Central China Normal University, Wuhan, China
作者机构：
[Jin, Siyu; Yang, Wencheng; Sun, Xiaojun; Niu, Gengfeng; Shi, Xiaohan] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Jin, Siyu; Yang, Wencheng; Sun, Xiaojun; Niu, Gengfeng; Shi, Xiaohan] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Sun, Xiaojun; Niu, Gengfeng] Cent China Normal Univ, Ctr Res Internet Literacy & Behav, Wuhan 430079, Peoples R China.;[Sun, Xiaojun; Niu, Gengfeng] Cent China Normal Univ Branch, Collaborat Innovat Ctr Assessment Basic Educ Qual, Wuhan 430079, Peoples R China.;[Wu, Yang] Huazhong Univ Sci & Technol, Sch Marxism, Wuhan 430074, Peoples R China.
通讯机构：
[Yang Wu] A;[Xiaojun Sun] C;Collaborative Innovation Center of Assessment toward Basic Education Quality, Central China Normal University Branch, Wuhan 430079, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China<&wdkj&>Center for Research on Internet Literacy and Behavior, Central China Normal University, Wuhan 430079, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan 430079, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>School of Marxism, Huazhong University of Science and Technology, Wuhan 430074, China
关键词：
Machiavellianism;online gift-giving;live video streaming;desire for control;materialism
期刊：
JOURNAL OF BEHAVIORAL ADDICTIONS,2022年10(4):983-989 ISSN：2062-5871
通讯作者：
Niu, G.
作者机构：
School of Psychology, Central China Normal University, Wuhan, 430079, China Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China;School of Psychology, Central China Normal University, Wuhan, 430079, China Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, 430079, China;[Sun, Xiaojun; Niu, Gengfeng; Tian, Yuan] School of Psychology, Central China Normal University, Wuhan, 430079, China Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, 430079, China ;[Duan, Changying; Zhang, Yamei] School of Psychology, Central China Normal University, Wuhan, 430079, China Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China
通讯机构：
School of Psychology, Central China Normal University, Wuhan, China
