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20 January 2021, Volume 19 Issue 1 Previous Issue    Next Issue

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An ERP Study of Dissociated Mechanisms for Processing Large and Small Numerosities SUN Ji, SUN Pei 2021, 19(1):  1-7.  Abstract ( )   HTML ( )   PDF (860KB) ( )   References | Related Articles | Metrics Recent studies demonstrated that different mechanisms were used for processing different ranges of numerosities that up to four items. However, the neural signatures of this distinction are not clear. Here we addressed this issue from electrophysiological perspective by using event-related potentials (ERP) technique and numerosity discrimination tasks to measure the ratio effect in small and large number conditions with twenty-one college students. Our results showed that there was a significant difference between the effects of the ratio of stimuli on the P2p amplitude in small and large number conditions in the numerosity discrimination task. These findings support the hypothesis that small numbers are sensed directly, whereas large numbers are likely processed by non-numerical visual attributes.

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The Directional Asynchrony and Total Effect of the Aging of Global Motion Perception LIANG Ziping, SHAN Jinlei, WANG Pengpeng, HAN Zongyi, JIN Hua 2021, 19(1):  8-15.  Abstract ( )   HTML ( )   PDF (885KB) ( )   References | Related Articles | Metrics The present study adopted random dots kinematograms paradigm and internal mini meta-analysis to investigate the directional asynchrony and the total effect of global motion perception (GMP) aging, by separating the motion coherence thresholds of two opposite directions in horizontal, vertical, rotational and radial motion. Results showed that older adults’ thresholds were significantly higher than the younger under the four motion conditions, and the effect size of the mean difference between the two groups’ thresholds was greater than 0, indicating that there was an age-related decline in GMP. Meanwhile, the thresholds of rightward, downward, clockwise and expansion for the older adults were significantly higher than that of the opposite directions, and significantly higher than those for the younger, suggesting that GMP decline in these directions for the older adults is more serious, indicating the existence of directional asynchrony in GMP aging.

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Modulation of Depth Perception on Contextual Cueing Effect Based on Binocular Disparity GAO Chao, LI Shiyi, ZHANG Peng, ZHAO Guang 2021, 19(1):  16-21,29.  Abstract ( )   HTML ( )   PDF (1160KB) ( )   References | Related Articles | Metrics The contextual cueing effect refers that repeated configurations lead to more efficient search performance. Previous studies explored the contextual cueing effect with arrays by two-dimensional displays to explain how contextual information is learnt and guide the deployment of attention. How depth information affects spatial context to guide attention in three-dimensional configurations still falls a lack of empirical evidence. The present study investigated how depth perception information affects contextual cueing effect by manipulating the set sizes of stimuli on binocular disparities. The results showed that: 1) in the 3-D spatial structure context, the depth information provided effective covariations between the target and stimuli and obtained contextual cueing effect; 2) when the set size reached a certain level, depth perception could no longer provide effective information to guide attention and interfered to obtain the contextual cueing effect.

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Is There an Expertise Reversal Effect of Signaling Principle in Multimedia Learning? Evidences from Two Meta-Analyses ZHAO Tingting, YANG Xiaomeng, ZHANG Yang, WANG Yanqing, XIE Heping, WANG Fuxing 2021, 19(1):  22-29.  Abstract ( )   HTML ( )   PDF (594KB) ( )   References | Related Articles | Metrics The expertise reversal effect suggests that novices should benefit from some of the principles of instructional design, whereas experts may not. The present two meta-analyses tested the effects of signal on learning performance and subjective cognitive load in more and less prior knowledge learners. The results revealed that for learners with less prior knowledge (Meta-analysis 1), signaling could significantly promote their learning performance, and reduce the subjective cognitive load. However, regarding to learners with high prior knowledge, the effectiveness of signaling on subjective cognitive load and learning performance was non-significant (Meta-analysis 2). Together, the expertise reversal effect of signaling principle was supported in multimedia learning, and the explanation based on cognitive load theory was supported in part.

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Three- to 8-Year-Old Children’s Trading-Off Among Contribution, Effort and Talent XU Xiaohui, AN Jing, ZHU Liqi 2021, 19(1):  30-36.  Abstract ( )   HTML ( )   PDF (604KB) ( )   References | Related Articles | Metrics The present study used the resource distribution paradigm and presented a story contained three characters who were differentiated in contribution, effort and competence. Three- to 4-year-old, 5- to 6-year-old, and 7- to 8-year-old children participated the study (n=110). Children were asked to distribute some resources to the three characters and justify their distributions. Results showed that children of all age groups preferred to distribute resources equally among the recipients. In comparison, 3- to 4-year-old children distributed more resources to the child who contributed most, while 7- to 8-year-old children gave the most to the one who worked hardest. Children seldom distributed resources according to individual’s competence. As becoming older, children’s distribution depended less on contribution, but more on effort, suggesting the development of children’s understanding of fairness principles.

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The Effects of Perceived Parent and Teacher Support on Continuing Motivation for STEAM Education: The Mediating Roles of Learning Interest and Self-Efficacy SUN Xiaojian, SONG Naiqing, LIANG Xueyou 2021, 19(1):  37-44.  Abstract ( )   HTML ( )   PDF (726KB) ( )   References | Related Articles | Metrics The goal of current study was to investigate the effects of learning interest, self-efficacy, and perceived parent and teacher supports on students’ continuing motivation for science, technology, engineering, art, and mathematics (STEAM) education. A total of 7426 students were adopted from the 2015 Program for International Student Assessment B-S-J-G (Beijing, Shanghai, Jiangsu, and Guangdong) samples. The results showed that: 1) Both perceived parent support and teacher support significantly predicted students’ learning interest and self-efficacy; in addition, perceived teacher support also significantly predicted students’ STEAM continuing motivation. 2) Students’ learning interest and self-efficacy had significant positive effects on students’ STEAM continuing motivation. 3) Learning interest and self-efficacy played complete mediating roles between perceived parent support and STEAM continuing motivation while playing partial mediating roles between perceived teacher support and STEAM continuing motivation.

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A Longitudinal Study on the Effect of Parents’ Marital Quality on Elementary School Students’ Homework Efforts: The Mediation of Parent-Child Cohesion HE Xiaohe, HOU Jinqin, CHEN Zhiyan 2021, 19(1):  45-51.  Abstract ( )   HTML ( )   PDF (673KB) ( )   References | Related Articles | Metrics This study investigated the influence of parents’ marital quality on elementary school students’ homework efforts, and the mediating effect of parent-child cohesion in the relationship between parents’ marital quality and students’ homework efforts. A nine-month longitudinal tracking investigation was adopted for this study. Six hundred and twenty-five elementary school students and their parents in four cities were investigated three times using the Olson Enrich Marital Inventory (ENRICH), Parent-Child Cohesion Questionnaire, and Homework Effort Questionnaire. The results showed that: 1) There were significant correlations among the parents’ marital quality, parent-child cohesion, and students’ homework efforts. 2) The cross-lag analysis indicated that parents’ marital quality affected elementary school students’ homework efforts through parent-child cohesion. This research reveals the influence and the mechanism of action of parents’ marital quality on elementary school students’ homework efforts. The results of the study have enlightening significance and guidance for parents’ participation in elementary school students’ homework.

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The Relationship Between Executive Function and Early Achievement: The Mediating Role of Approaches to Learning ZHANG Li 2021, 19(1):  52-58.  Abstract ( )   HTML ( )   PDF (655KB) ( )   References | Related Articles | Metrics The present study examined the relationship between executive function and early achievement, and the mediating role of approaches to learning on the association. A total of 245 children aged between three and six years of age were recruited from 6 kindergartens in Shanghai. Children were administered executive function by the head-toes-knees-shoulders (HTKS) task, and early achievement by the language and early literacy and cognitive development subtests of the East Asia-Pacific Early Child Development Scales (EAP-ECDS) in individual sessions. Their development of approaches to learning was rated by their teachers through the revised Child Behavior Rating Scale (CBRS). The results showed that executive function was significantly correlated with approaches to learning and early achievement in language and literacy, and mathematics. Furthermore, approaches to learning mediated the relationship between executive function and early mathematics.

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Relationships Between Maternal Educational Attainment and Adolescents’ Academic Self-Esteem: The Mediating Role of Parenting Style and the Moderation Role of Gender LIU Xiaoshi 2021, 19(1):  59-65.  Abstract ( )   HTML ( )   PDF (751KB) ( )   References | Related Articles | Metrics This study aimed to explore the mediating role of maternal parenting style in the relationship between maternal educational attainment and adolescents’ academic self-esteem, and to examine how this relationship varied as a function of adolescent’s gender. The participants were 715 middle school students. Participants were asked to complete a survey which assessed their mothers’ educational attainment, parenting style and their own academic self-esteem. The results indicated that maternal educational attainment significantly predicted adolescents’ academic self-esteem. In addition, mothers’ parenting style (i.e., maternal warmth, punishment and rejection) partially mediated the relationship between maternal educational attainment and adolescents’ academic self-esteem. Gender moderated the mediating path through mothers’ parenting style. Specifically, the relationship between mothers’ parenting style and adolescents’ academic self-esteem were stronger for girls than for boys. These results highlight the importance of encouraging positive parenting and reducing negative parenting in facilitating the development of positive academic self-evaluation in adolescents.

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The Relationship Between Paternal Depression and Children’s Problem Behavior: The Chain Mediating Roles of Paternal Parenting Self-Efficacy and Paternal Parenting Style LI Tiantian, GU Jiyou, XU Hewen 2021, 19(1):  66-73.  Abstract ( )   HTML ( )   PDF (664KB) ( )   References | Related Articles | Metrics This study examined the mediating roles of paternal parenting self-efficacy and parenting style in the relationship between parental depression and children’s problem behavior. Participants of the study were 310 fathers in Shandong Province. The Center for Epidemiological Studies Depression Scale, Parenting Self-Efficacy subscale of the Parenting Sense of Competence Scale, the Rating Scale of Chinese Parenting Style and the Conners Parent Symptom Questionnaire were used for data collection. Results showed that: 1) Paternal depression, paternal rude and autocratic, connection of emotion and children’s problem behavior were significantly and positively correlated, paternal parenting self-efficacy, paternal democracy care, tolerant and understanding were significantly and positively correlated, and were significantly and negatively related to paternal depression, paternal rude and autocratic, connection of emotion, children’s problem behavior. 2) Paternal depression directly and positively predicted children’s problem behavior. 3) Paternal parenting self-efficacy, paternal democracy care, rude and autocratic, and connection of emotion played multiple mediating roles in the relationship between paternal depression and children’s problem behavior.

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Mother’s Context-Specific Attribution and Children’s Problem Behavior: The Moderating Effect of Children’s Negative Emotionality LI Xile, SUN Anqi, GAO Pingyuan, YAN Ni 2021, 19(1):  74-81.  Abstract ( )   HTML ( )   PDF (721KB) ( )   References | Related Articles | Metrics This study examined mothers’ context-specific attributions towards children’s problem behaviors and how these attributions contributed to children’s subsequent behavioral problems, together with children’s temperament. The sample included 67 mothers of children aged from 3 to 6 years old. Mothers’ attributions were examined based on a story-vignette task; children’s temperament and behavioral problems were reported by mothers. Results demonstrated that: 1) Mothers’ stable and uncontrollable attributions towards children’s behavioral problems were context-specific. 2) Children’s negative emotionality moderated the impact of mothers’ stable and uncontrollable attributions on children’s subsequent internalizing behaviors. However, maternal attributions did not predict children’s externalized problem behavior.

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The Relationship Between Negative Life Events and Reactive Aggression in Childhood: A Structural Equation Model with Multiple Mediators LIU Xin, LIU Xiaowen 2021, 19(1):  82-88.  Abstract ( )   HTML ( )   PDF (678KB) ( )   References | Related Articles | Metrics The present study explored the relationship between negative life events and reactive aggression among 977 students with ages between 9 to 14-year-old. Reactive and Proactive Aggressive Questionnaire, Rosenberg Self-Esteem Scale, Adolescent Self-Rating Life Events Checklist, and Eysenck Personality Questionnaire (children’s version) - emotional stability dimension were employed in the study. A structural equation model was established to describe the relation between negative life events and reactive aggression, which was mediated by self-esteem and emotional stability. The results showed that negative life events directly affected the formation of reactive aggression, and indirectly affected reactive aggression by changing the emotional status. That is, when negative life events occurred, the emotional status tended to be unstable, which led to a higher level of reactive aggression. Besides, negative life events also resulted in the instability of emotional status by reducing the level of self-esteem, which gave rise to a stronger level of reactive aggression as well.

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The Effect of Impulsivity Traits on Senior High School Students’ Suicidal Ideation: The Role of Campus Exclusion and Sense of Life Meaning ZHANG Ye, YUAN Bo, WANG Kai, SHEN Ting 2021, 19(1):  89-95.  Abstract ( )   HTML ( )   PDF (694KB) ( )   References | Related Articles | Metrics In order to examine whether campus exclusion mediated the relationship between impulsivity trait and suicidal ideation, and whether this mediating effect was moderated by sense of life meaning, the present study was conducted by 633 senior school students in Liaoning province with adopting four anonymous questionnaires, namely Barratt Impulsiveness Scale, Campus Exclusion Inventory for Adolescents, Meaning in Life Questionnaire, and Suicide Ideation Scale. The results demonstrated that: 1) Impulsivity trait positively predicted to suicidal ideation among high school students. 2) Campus exclusion played a partial mediating role in the association of impulsivity trait and suicidal ideation among high school students. 3) The mediating effect of impulsivity trait on high school students’ suicidal ideation was moderated by sense of life meaning. Specifically, with the increase of the sense of life meaning, the effect of campus exclusion on suicidal ideation gradually weakened. These results suggest that impulsivity trait can facilitate the intensity of high school students’ suicidal ideation through campus exclusion, and the sense of life meaning can effectively buffer the negative impact of campus exclusion on suicidal ideation.

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A Lady Dresses for Him Who Pleases Her: Influence of Mating Motive on (Self-) Objectification of the Female Body CAI Liuyang, GAO Yang, PENG Kaiping 2021, 19(1):  96-103.  Abstract ( )   HTML ( )   PDF (751KB) ( )   References | Related Articles | Metrics To explain objectification of the female body, most previous studies have adopted a sociocultural perspective. The current study proposed that objectification of the female body by both genders as well as self-objectification of females might be an adaptive mechanism for sexual choice. With a mating motive prime, results showed that a sexual choice setting could enhance objectification of the female (not male) body by both genders and females’ self-objectification. In this case, participants perceived the female body as an “object” rather than a “person”, and put a stronger emphasis on body attractiveness than on physical competence. The study reveals the psychological mechanisms underlying the influence of mating motive on female objectification, and provides preliminary empirical support for the evolutionary shaping by sexual choice on female objectification.

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The Effectiveness of 4-Week Mindfulness-Based Stress Reduction Improving Anxiety Among Junior School Students ZHANG Jieting, YANG Cuimei, WU Shuying, ZHANG Jingfeng, KANG Wu, CHI Xinli 2021, 19(1):  104-110.  Abstract ( )   HTML ( )   PDF (676KB) ( )   References | Related Articles | Metrics This study aimed to investigate the effectiveness of 4-week Mindfulness-Based Stress Reduction (MBSR) on anxiety and trait mindfulness among junior school students, and to explore the differences of intervention effect by baselines and sex. Sixty-eight students from the first grade junior middle school were randomly assigned to training group and control group. The results revealed that: 1) four-week MBSR enhanced the mindfulness levels and reduced anxiety among junior school students; 2) baselines of nonjudging inner experiences and trait anxiety influenced the intervention effect; 3) there was no sex difference in the intervention effect on anxiety or trait mindfulness among junior school students.

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The Effectiveness of Forgiveness Intervention to Decrease of Rejection Sensitivity: A Study Based on Left-Behind Children SUN Hui, ZHANG Tian 2021, 19(1):  111-117.  Abstract ( )   HTML ( )   PDF (579KB) ( )   References | Related Articles | Metrics To investigate whether forgiveness intervention effectively decreases the rejection sensitivity among the left-behind children, 18 left-behind children with hypersensitivity to rejection were randomly assigned to equal-sized control and treatment groups. The treatment group received 6 weeks of group intervention while the control received no intervention. All participants were evaluated prior to the intervention (baseline pretest), following the intervention (post-test) and during the 3-month follow-up. The results showed a negative correlation between forgiveness and rejection sensitivity. Intervention treatment significantly reduced the rejection sensitivity based on both posttest and the 3-month follow-up. Whereas the pretest rejection sensitivity was comparable between treatment and control. Finally, the rejection sensitivity significantly decreased after intervention within the treatment group and remained at a lower level thereafter, while the control group maintained hypersensitivity to rejection. These findings support a long-term effect of forgiveness intervention in reducing the rejection sensitivity among the left-behind children.

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The Effects of Effort-Reward Imbalance on Turnover Intention Among Rural Teachers: A Moderated Mediating Model WANG Gang, BAI Wei, WU Guolai 2021, 19(1):  118-124.  Abstract ( )   HTML ( )   PDF (662KB) ( )   References | Related Articles | Metrics The present study aimed at exploring the effects of effort-reward imbalance and occupational well-being on turnover intention among rural teachers. A total of 358 rural teachers in Sichuan Province completed a set of questionnaires including Effort-Reward Imbalance Scale, Occupational Well-Being Scale and Turnover Intention Questionnaire. The results showed that: 1) rural teachers’ effort-reward ratio significantly improved turnover intention after controlling for monthly income, age and teaching age; 2) rural teachers’ occupational well-being partially mediated the effect of effort-reward ratio on turnover intention; 3) rural teachers’ over-commitment moderated the effect of effort-reward ratio on occupational well-being. Compared with the rural teachers who had lower over-commitment, effort-reward ratio was a stronger predictor of occupational well-being among rural teachers who had higher over-commitment. These results may contribute to the test of Price-Muller turnover model and the new effort-reward imbalance model, and have important reference value for reducing the turnover intention of rural teachers.

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The Relationship Between Primary and Secondary School Teachers’ Work-to-Family Enrichment and Job Satisfaction: The Mediating Effect of Professional Identity and Its Gender Difference WEI Shuhua, ZHAO Jian, DONG Jimei, CHEN Gongxiang 2021, 19(1):  125-130,136.  Abstract ( )   HTML ( )   PDF (1017KB) ( )   References | Related Articles | Metrics The present study explored the influence of teachers’ work-to-family enrichment on job satisfaction from primary school to high school. Seven hundred and sixty primary and secondary school teachers were investigated from the perspective of a longitudinal study. Demographic variables and work-to-family enrichment were measured at time point 1, and professional identity and job satisfaction were measured at time point 2. The results were as followed: 1) Work-to-family enrichment positively predicted job satisfaction. 2) Professional identity partially mediated the relationship between work-to-family enrichment and job satisfaction. 3) Gender played a moderating role in the first half of the mediation process. Specifically, work-to-family enrichment had a significantly higher predictive power of professional identity for male teachers than for female teachers. In conclusion, work-to-family enrichment of primary and secondary school teachers affect their job satisfaction, with professional identity as a mediating factor. Moreover, there is a gender difference in this mediation model.

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The Relationship Between Narcissism and Aggression: The Moderating Effects of Perspective Taking and Empathy Concern ZHANG Zhen 2021, 19(1):  131-136.  Abstract ( )   HTML ( )   PDF (735KB) ( )   References | Related Articles | Metrics The present study aimed to explore the relationship between narcissism and aggression, as well as the moderating role of perspective taking and empathy concern. Five hundred and sixty-two college students were recruited to complete anonymous questionnaires, which included the Narcissistic Personality Inventory, the Interpersonal Reactivity Index and the Short-Form Buss-Perry Aggression Questionnaire. The results showed that: 1) Narcissism was positively related to aggression. 2) The predictive effect of narcissism on aggression was moderated by perspective taking and empathy concern; perspective taking and empathy concern were negatively associated with high narcissists’ aggression, but would not predict low narcissists’ aggression. Hence, improving perspective taking and enhancing empathy concern play an important role in the reduction of high narcissists’ aggressive behavior.

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The Effect of Self-Depletion on Aggressive Behavior: The Role of Restorative Environments WANG Xingxing, ZHONG Yao, ZHANG Yuan 2021, 19(1):  137-144.  Abstract ( )   HTML ( )   PDF (823KB) ( )   References | Related Articles | Metrics Using a combined experimental (stroop task and competitive reaction time task, CRT) and questionnaire (Positive Affect and Negative Affect Scale, PANAS) approach, the study investigated the effects of restorative environments on self-depleted aggressive behavior. Results showed a greater reactive aggressive behavior for high loss group than low loss group, while the differences of proactive aggressive behavior between the two groups was not significant. Also, the reactive aggressive behavior was significantly lower in restorative environment than in non-restorative environment after viewing the restorative and non-restorative environment, while there was no difference between two groups for proactive aggressive behavior. This research findings suggest that self-depletion causes negative emotional performance and increase in reactive aggressive behavior but has no impact on proactive aggressive behavior. Viewing restorative environment after self-depletion reduces aggressive behavior by alleviating negative emotional performance and increasing cognitive resources.