摘要:
With the popularity of social networking sites (SNSs), the problems of SNS addiction have been increasing. Research has revealed the association between SNS addiction and irrational procrastination. However, the mechanism underlying this relation is still unclear. The present study aimed to examine the mediating role of social networking site fatigue and the moderating role of effortful control in this link among Chinese undergraduate students. The Social Networking Site Addiction Scale, Social Networking Service Fatigue Scale, Effortful Control Scale and Irrational Procrastination Scale were completed by 1,085 Chinese undergraduate students. Results indicated that SNS addiction, SNS fatigue and irrational procrastination were positively correlated with each other, and negatively correlated with effortful control. Further analyses revealed that, SNS addiction has a direct effect on irrational procrastination. SNS fatigue mediated the relationship between SNS addiction and irrational procrastination. Both direct and indirect effects of SNS addiction on irrational procrastination were moderated by effortful control. Specifically, this effect was stronger for people with lower effortful control. These findings help clarify the mechanism underlying the association between SNS addiction and irrational procrastination, which have potential implications for intervention.
通讯机构:
[Ray, Glen E.] A;Auburn Univ, Dept Psychol, POB 244023, Montgomery, AL 36124 USA.
关键词:
Friendship;nominations;peer social competence;Eastern culture
摘要:
The authors examined associations between different forms of children's friendship nomination reciprocity (mutual, unilateral given, unilateral received) and other measures of children's peer social competence (liking, loneliness, overt aggression, perceived popularity) for 501 Chinese third- to sixth-grade students. Using a multigroup path analysis (with gender as group), for both boys and girls, all three forms of friendship nominations were negatively related to self-reported loneliness. Mutual friendship nominations and unilateral received friendship nominations were positively related to peer nominations for liking and to peer nominations of perceived popularity. The path between unilateral received friendship nominations and perceived popularity was higher for boys than for girls. Also, for boys only, mutual friendship nominations and unilateral received friendship nominations were each negatively related to peer nominations of overt aggression. These patterns are somewhat different from research examining the association of forms of friendships to peer social competence for children in Western cultures. Findings are discussed in terms of the importance of the relation of different forms of friendship nominations to children's peer social competence as well as the broad association of culture for these relations.
期刊:
Frontiers in Psychology,2018年9(DEC):2580 ISSN:1664-1078
通讯作者:
Zhou, Zongkui
作者机构:
[Huang, Xuzhe; Peng, Ji; Qin, Mengyuan; Tian, Fei; Zhou, Zongkui; Xie, Heping] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Hubei, Peoples R China.;[Huang, Xuzhe; Peng, Ji; Qin, Mengyuan; Tian, Fei; Zhou, Zongkui; Xie, Heping] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Tian, Fei] Air Force Early Warning Acad, Wuhan, Hubei, Peoples R China.
通讯机构:
[Zhou, Zongkui] M;[Zhou, Zongkui] C;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Hubei, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
关键词:
early childhood education;learning;meta-analysis;physical experience;touchscreen;young children
摘要:
Because of the continuous stream of touchscreen apps that are claimed to be educational and the increasing use of touchscreen devices in early childhood, considerable attention is being paid to the effect of touchscreens on young children's learning. However, the existing empirical findings in young child samples are not consistent. In this meta-analysis we tested the overall effect of touchscreen devices on young children's (0- to 5-year-olds) learning performance, as well as moderators of this effect, based on 36 empirical articles (79 effect sizes) involving 4,206 participants. The overall analysis showed a significant touchscreen learning effect (d = 0.46), indicating that young children indeed benefited from touchscreen learning. Interestingly, age, learning material domain, comparison group, and experimental environment significantly moderated the effect of touchscreen devices on young children's learning outcome. These findings shed light on the role of touchscreen-related physical experience in early childhood education.
作者机构:
[Yang, Shen-long; Yu, Feng; Zhao, Liang; Niu, Geng-feng] Xi An Jiao Tong Univ, Sch Humanities & Social Sci, Inst Social Psychol, Xian 710049, Shaanxi, Peoples R China.;[Luo, Yi-jun] Southwest Univ, Sch Psychol, Chongqing 400715, Peoples R China.;[Zhou, Zong-kui; Niu, Geng-feng; Luo, Yi-jun] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.;[Sun, Xiao-jun; Zhou, Zong-kui; Niu, Geng-feng; Luo, Yi-jun] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zhou, Zong-kui] Collaborat Innovat Ctr Assement Basic Educ Qual, Cent China Normal Univ Branch, Wuhan 430079, Hubei, Peoples R China.
通讯机构:
[Sun, XJ; Zhou, ZK] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词:
*Qzone;*adolescents;*depression;*negative social comparison;*self-esteem;*social networking site
摘要:
Background: Social networking sites (SNSs), which provide abundant social comparison opportunities, are ubiquitous around the world, especially among adolescents. In China, Qzone stands out as the most popular SNS. Due to the opportunity it provides for meticulous self-presentation, SNS may give the impression that others are doing better, which is detrimental to individuals' well-being. Based on social comparison theory, the current study aimed to investigate the association between Chinese adolescents' SNS (Qzone) use and depression, as well as the mediating role of negative social comparison and the moderating role of self-esteem. Method: A total of 764 adolescents (aged 12-18 years, M = 14.23, SD = 1.75), who had an active Qzone account, were recruited voluntarily to complete questionnaires on Qzone use intensity, negative social comparison on Qzone, self-esteem, and depression. Results: More intense Qzone use was associated with higher level of negative social comparison on Qzone, which fully mediated the association between Qzone use and depression. Moreover, the mediating effect of negative social comparison on Qzone was moderated by self-esteem. The specific link between Qzone use and negative social comparison was weaker among adolescents with high self-esteem than those with low self-esteem. Limitations: As all the data in this study were self-reported and cross-sectional, causal associations cannot be identified. Additionally, the specific activities on SNS were not identified. Conclusions: Negative social comparison may be a key factor and mechanism accounting for the positive association between SNS use and depression, while self-esteem could protect adolescents from the adverse outcome of SNS use.
通讯机构:
[Zhou, Zong-Kui] M;[Zhou, Zong-Kui] C;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.
关键词:
Traditional bullying;Cyberbullying;Role stability;Role change;Early adolescents
摘要:
Traditional bullying and cyberbullying are two prevalent phenomena among adolescents around the world. Typically, bullying incidents involve distinct perpetrator and victim roles. However, the question whether participants' roles in bullying situation remain stable or changeable is unclear. The present study examined the developmental stability and change of bullying roles by simultaneously investigating adolescents' bullying behaviors both in the traditional and virtual contexts. Participants were 661 seventh- and eighth-grade students (39.0% girls) aged 11-15 years (M=12.86, SD=.73) in China. They completed a survey measuring their experiences in perpetration and victimization of traditional bullying and cyberbullying at three time points with 6-month intervals. A cross-lagged panel design was used to test for the temporal sequence of research variables. The results showed a moderate consistency in the bullying roles that students took on (i.e., perpetrator and victim) over time. Traditional bullying perpetrators continued to bully others online, whereas cyberbullying victims continued to be bullied offline. Regarding role change in bullying, perpetrators and victims did not change their roles in traditional bullying situation, but they tended to change their roles to the opposites in cyberbullying situation. Traditional bullying victims were more likely to become cyberbullying perpetrators, and vice versa. Traditional bullying perpetrators also had a greater tendency of being bullied online, but not vice versa. The findings suggest that interventions aimed at reducing adolescents' bullying behaviors should focus on the stability and change of bullying roles in the traditional and virtual contexts.