作者机构：
Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China;School of Psychology, Central China Normal University, Wuhan, China;[Lu Huang] School of Marxism, Wuhan Business University, Wuhan, China;[Youzhi Song; Yuan Tian; Cuiying Fan; Quan Zheng; Zongkui Zhou] Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China
通讯机构：
[Zongkui Zhou] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China
摘要：
Early research has revealed distinct subgroups of cyberbullying victims. However, due to the limitations of traditional statistical methods, the characterization of features in the subgroups has been relatively limited, making it challenging to gain a relatively comprehensive understanding of different subgroup members. Decision trees and machine learning techniques offer notable advantages in addressing such issues. The primary aim of this study is to develop a high-performing classifier based on self-reported data from 814 middle school students to accurately predict cyberbullying victimization and uncover the most influential factors. On this basis, the study attempts to identify different subgroups of cyberbullying victims and their shared characteristics. The results indicated that the classification tree achieved a prediction accuracy of approximately 80% on the out-of-sample dataset. The results of permutation feature importance highlighted that the most prominent predictors were the victim’s cyberbullying perpetration, followed by traditional relational victimization and depression. Further examination of the visual tree structure revealed subgroups of cyberbullying victims and their shared characteristics. The findings of this study have enriched the characteristics of different subgroups of cyberbullying victims, providing a better elucidation of the pathology of cyberbullying victimization and offering empirical evidence to facilitate the development of more targeted intervention strategies for various subgroups of cyberbullying victims.
摘要：
Whether parental educational expectations for adolescents serve as a source of motivation or stress depends on the extent to which adolescents hold expectations for themselves. Previous research on the discrepancies between parental and adolescent educational expectations and their impact on learning engagement has been limited by traditional statistical tests, and lacking an examination of the internal mediating mechanism of parent-child relational quality from both parental and adolescent perspectives. This cross-sectional study, utilizing a multi-informant design, examined the association between discrepancies in parents' and adolescents' reports of expectations, and adolescents' study engagement, as well as the mediating role of parent-child relational qualities perceived by both parties. The sample for this study consisted of 455 adolescents and their parents from 10 classes in a junior high school in Wuhan, Hubei Province, China. The adolescents had an average age of 12.8 years, and 51.6% of them were boys. Both parents and adolescents reported on their expectations and perceived relational quality, while adolescents also filled out questionnaires assessing their learning engagement. Data were analyzed using polynomial regressions with response surface analysis. The results revealed that when adolescents reported high expectations, regardless of whether their parents reported high or low expectations, adolescents reported satisfied relationships and high learning engagement. In contrast, parents reported satisfied relationships when both parties reported high expectations, or when parents reported higher expectations than adolescents. Lastly, the association between discrepancies in expectations and learning engagement was significantly mediated by adolescent-reported relationships but not parent-reported ones. These findings highlight the importance of considering multiple perspectives when studying the association between expectations and adolescent study engagement. This research advances our comprehension of the dynamics between parent-adolescent educational expectation discrepancies and adolescent learning engagement, offering insights for more nuanced and effective parenting strategies tailored to foster optimal educational outcomes.
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, Xiaopei; Yao, Liangshuang; Duan, Changying] 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, Xiaojun; Tian, Yuan; Niu, Gengfeng] 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
摘要：
The purpose of this study was to examine the antecedents of academic emotions among university students through real-time and multilevel analyses. We explored the link between state self-control and academic emotions, the influence of self-determination on the relationship between them, and the moderating role of trait self-control. The data was collected over seven consecutive days during which university students (N=155) completed smartphone questionnaires. Data was organized into hierarchical two-level structures, where situations (Level 1) nested within individuals (Level 2). The results showed that positive emotions were negatively predicted by state self-control while negative emotions were positively predicted by state self-control. Moreover, state self-control under low self-determination was a significant negative predictor of positive emotions, whereas high self-determination had no predictive effect on positive emotions. The relationship between self-determination and negative emotions was further moderated by trait self-control. The limitations of this study and future research directions are also discussed.
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：
International Journal of Mental Health and Addiction,2023年21(3):1334-1347 ISSN：1557-1874
通讯作者：
Niu, Gengfeng;Tian, Yuan
作者机构：
[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei] Cent China Normal Univ, Sch Psychol, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, 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.;[Xu, Lei] Jianghan Univ, Sch Educ, Wuhan 430056, Peoples R China.
通讯机构：
[Niu, GF; Tian, Y] C;[Niu, GF; Tian, Y] B;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Sch Psychol, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;Beijing Normal Univ, Cent China Normal Univ Branch, Collaborat Innovat Ctr, Wuhan 430079, Peoples R China.
关键词：
Ostracism;Problematic smartphone use;Social self-efficacy;Rejection sensitivity;The Interaction of Person-Affect-Cognition-Execution model
摘要：
Problematic smartphone use has become a prominent social problem, and factors shaping this behavior have been a research focus. Based on the Interaction of Person-Affect-Cognition-Execution model, we examined the association between ostracism and problematic smartphone use, and individual differences in the relation (i.e., the mediating role of social self-efficacy and the moderating role of rejection sensitivity). A sample of 800 undergraduates were recruited to complete questionnaires. The SPSS PROCESS was used to test the moderated mediation model and the Johnson-Neyman method was used to analyze the moderating effect of rejection sensitivity. As predicted, ostracism was positively associated with problematic smartphone use. Social self-efficacy partially mediated this relation. Rejection sensitivity moderated the relation between ostracism and social self-efficacy—with the association being weaker for students with higher rejection sensitivity. The results have both theoretical and practical implications.
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
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
关键词：
cue-induced craving;stress;mindfulness;problematic internet use
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] 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, Collaborat Innovat Ctr, Cent China Normal Univ Branch, Wuhan 430079, Peoples R China.;[Sun, Xiaojun; Niu, Gengfeng] Cent China Normal Univ, Ctr Res Internet Literacy & Behav, Wuhan 430079, Peoples R China.
通讯机构：
[Xiaojun Sun; Gengfeng Niu] S;School of Psychology, Central China Normal University, Wuhan, 430079, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, School of Psychology, Central China Normal University, Wuhan, 430079, China<&wdkj&>Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, 430079, China<&wdkj&>Center for Research on Internet Literacy and Behavior, Central China Normal University, Wuhan, 430079, China
关键词：
21st century abilities;Distance education and online learning;Media in education;Post-secondary education;Teaching/learning strategies
期刊：
FRONTIERS IN PSYCHOLOGY,2022年12:792464 ISSN：1664-1078
通讯作者：
Tian, Y.
作者机构：
[Li, Xing; Tian, Yuan; Zhang, Fan] Cent China Normal Univ, Sch Psychol, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Tian, Yuan; Zhang, Fan] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Li, Xing; Lin, Xinyue] Shanghai Int Studies Univ, Sch Business & Management, Shanghai, Peoples R China.
通讯机构：
[Tian, Y.] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
关键词：
instructional interactions;Interactive Equivalence Theory;learning outcomes;self-regulated learning;task value
期刊：
International Journal of Mental Health and Addiction,2022年:1-15 ISSN：1557-1874
通讯作者：
Yuan Tian
作者机构：
[Tian, Yuan; Zhang, Dingchen; Cao, Min] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Tian, Yuan; Zhang, Dingchen; Cao, Min] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
通讯机构：
[Yuan Tian] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China
关键词：
Avatar identification;Flow;Self-concept clarity;IGD;Middle school students
摘要：
Internet gaming disorder (IGD) has become a worldwide public health issue and the risk factors and specific mechanisms of its development have been a recent research focus. To explore the association between avatar identification and IGD among middle school students, the present study tested the mediating roles of flow and self-concept clarity within the relationship. Survey research was conducted among 730 Chinese middle school students (399 male and 331 female), aged between 12 and 19 years (M-age = 15.315; SD = 1.801), who had online gaming (including avatar) experience. The results indicated that avatar identification, flow, self-concept clarity, and IGD were significantly interrelated. Avatar identification could indirectly affect IGD through flow, self-concept clarity, and the serial mediation of flow-self-concept clarity. These findings provide implications for understanding the psychological processes by which avatar identification exerts influences on IGD and suggest possible approaches for IGD prevention and intervention among middle school students.
期刊：
FRONTIERS IN PSYCHOLOGY,2021年12:772025 ISSN：1664-1078
作者机构：
[Li, Xing; Lin, Xinyue] School of Business and Management, Shanghai International Studies University, China;[Zhang, Fan] School of Psychology, Central China Normal University, China;[Tian, Yuan] Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, School of Psychology, Central China Normal University, China
关键词：
work to family conflict;Family to work conflict;Psychological Capital;Emotional exhaustion;Job Satisfaction;life satisfaction
摘要：
Junior high school teachers play an essential role in education. How to relieve the worries of teachers, that is, the pressure they face in the fields of work and family, has increasingly become an urgent problem. Based on the COR theory, this study aims to investigate the effects of two types of work/family conflicts (i.e., work-family conflict and family-work conflict) on teachers’ job and life satisfaction. We adopted a handy sample method and collected a total of 560 junior high school teachers data. The results confirmed that both work-family and family-work conflicts are not significantly related to junior high school teachers’ job satisfaction and life satisfaction directly. However, both work-family and family-work conflicts have significantly negatively influence on junior high school teachers’ job satisfaction and life satisfaction via psychological capital and emotional exhaustion. Our findings provide new suggestions on how to alleviate the conflicts between work and family faced by teachers and further improve their satisfaction about work and family.
期刊：
Journal of Child and Family Studies,2021年30(11):2652-2663 ISSN：1062-1024
通讯作者：
Zongkui Zhou
作者机构：
Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China;School of Psychology, Central China Normal University, Wuhan, China;School of Education, Yangtze University, Jingzhou, China;[Cao, Min; Tian, Yuan; Yang, Xiujuan; Zhou, Zongkui] Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China;[Lian, Shuailei] Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Education, Yangtze University, Jingzhou, China
通讯机构：
[Zongkui Zhou] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China
关键词：
Family SES;Emotional resilience;Parent–child relationship;Depressive symptoms;Adolescents
摘要：
Low family socioeconomic status (SES) is linked with adolescents’ symptoms of depression, but little is known about the mediating and moderating mechanisms underlying this association. Based on ecosystem theory and the organism-environment interaction model, we tested whether emotional resilience mediated the relationship between family SES and depressive symptoms, and whether parent–child relationship quality moderated the relationship. Adolescents (N = 724) from one middle school in central China completed self-reported questionnaires regarding demographic variables, family SES, emotional resilience, parent–child relationship quality, and depressive symptoms. Regression-based mediation analysis indicated that emotional resilience mediated the association between family SES and depressive symptoms. Parent–child relationship quality moderated two components of this mediation process, namely the effects of low SES on both emotional resilience and depressive symptoms. In both cases, a high quality parent–child relationship ameliorated the adverse effects of low family SES. That is, adolescents with a higher quality relationship with their parent appeared to be less affected by low family SES. The study reveals how and when family SES may affect adolescents’ depressive symptoms, and highlights the protective effect of a high quality parent–child relationship in a low SES environment.
