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A Meta-Analysis of the Prevalence of Mental Health Problems Among Preschool Teachers in Chinese Mainland: 2000~2022 Chengjia ZHAO, Xiaoxiao HUANG, Guoliang YU 2024, 22(2):  145-153.  DOI: 10.12139/j.1672-0628.2024.02.001 Abstract ( )   HTML ( )   PDF (739KB) ( )   Figures and Tables | References | Related Articles | Metrics The integration and analysis of the prevalence and causes of mental health problems among preschool teachers in Chinese mainland from 2000 to 2022 are crucial for targeted improvements. A meta-analysis of related studies indicated that: 1) the prevalence of mental health problems among preschool teachers, in descending order, were depression (11.2%), anxiety (8.2%), obsessive-compulsive (8.1%), somatization (6.6%), hostility (6.4%), and paranoia (5.7%); 2) higher prevalence of somatization, obsessive-compulsive, hostility, and paranoid problems in urban areas were found compared to rural areas; 3) the prevalence of mental health problems increased over time, especially in depression and obsessive-compulsive problems; 4) measurement tools and detection standards were key factors in prevalence discrepancies. Therefore, we call for researchers to develop more precise measurement tools and unified detection standards, to focus on urban preschool teachers, to effectively curb the rise in depression and obsessive-compulsive problems, and to provide support for targeted prevention and intervention measures.

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A Meta-Analysis of the Prevalence of Mental Health Problems Among Primary School Teachers in Chinese Mainland: 2000~2022 Xiaoxiao HUANG, Juanjuan JIN, Guoliang YU 2024, 22(2):  154-162.  DOI: 10.12139/j.1672-0628.2024.02.002 Abstract ( )   HTML ( )   PDF (714KB) ( )   Figures and Tables | References | Related Articles | Metrics There were significant differences in the prevalence of mental health problems among primary school teachers in existing studies, which made it difficult to accurately grasp their overall mental health level. To clarify the overall prevalence of mental health problems among primary school teachers and further analyze their influencing factors, a meta-analysis was conducted on relevant studies retrieved from 2000 to 2022. The results showed that: 1) the prevalence of mental health problems among primary school teachers ranked from high to low, including obsessive-compulsive problems (23.5%), depression (18.3%), somatization problems (15.9%), anxiety (14.7%), hostility problems (13.8%), and paranoid problems (12.4%); 2) the publication age, measurement tools, and detection standards were important factors that affect the mental health issues of primary school teachers; 3) there were no significant differences in the prevalence of mental health problems among primary school teachers at different detection times, genders, and economic regions. Overall, apart from the high prevalence of obsessive-compulsive disorder and depression among primary school teachers in China, the overall mental health status was still acceptable. The results suggest that future research should clarify the detection criteria and select appropriate mental health assessment tools for the target group. In addition, a sound school mental health service system should also be established to prevent teachers’ mental health problems from turning into teacher-induced psychological problems for students.

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A Meta-Analysis of the Prevalence of Mental Health Problems Among Secondary School Teachers in Chinese Mainland: 2000~2022 Xiaoqi YU, Xiaoxiao HUANG, Guoliang YU 2024, 22(2):  163-172.  DOI: 10.12139/j.1672-0628.2024.02.003 Abstract ( )   HTML ( )   PDF (781KB) ( )   Figures and Tables | References | Related Articles | Metrics To clarify the basic situation and influencing factors of the prevalence of mental health problems among secondary school teachers in China, and to provide reliable data for strengthening the construction of social psychological service system and implementing teacher mental health maintenance and healthcare work, a meta-analysis was conducted on the retrieved research from 2000 to 2022. The results showed that: 1) the prevalence of mental health problems among secondary school teachers ranked from high to low, including sleep disorders (36.4%), compulsion (23.0%), depression (20.1%), anxiety (18.9%), paranoia (17.4%), hostility (16.7%), and somatization (16.6%); 2) school category, the year of publication, measurement tools, detection standards, and detection time were key factors that lead to varying levels of prevalence for mental health problems among secondary school teachers. In the future, more attention should be focused on the mental health problems of secondary school teachers. In specific, it is necessary to develop measurement tools that are suitable for the mental health status of secondary school teachers in China, as well as to unify screening standards; also, it is important to promote the normalization of screening, diagnosis, and intervention for secondary school teachers’ mental health problems.

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A Meta-Analysis of the Prevalence of Mental Health Problems Among University Teachers in Chinese Mainland: 2000~2022 Lei SHAO, Xiaoxiao HUANG, Guoliang YU 2024, 22(2):  173-182.  DOI: 10.12139/j.1672-0628.2024.02.004 Abstract ( )   HTML ( )   PDF (724KB) ( )   Figures and Tables | References | Related Articles | Metrics To map out the basic situation of mental health problems among university teachers in China, a meta-analytic approach was used to synthesize and analyze the studies about the prevalence of mental health problems published from 2000 to 2022. The results found that: 1) the prevalence of mental health problems among university teachers was, in descending order, sleep problems (22.6%), obsessive-compulsive (22.3%), depression (21.3%), anxiety (18.6%), somatization (15.3%), paranoia (14.1%), and hostility (14.0%). 2) Publication age, measurement tools, school type, and economic region were significant factors influencing mental health problems among university teachers. Specifically, the anxiety of university teachers tended to deteriorate over the years. The prevalence of teachers’ anxiety, depression and sleep problems was closely related to the measurement tools. The mental health problems of teachers in general universities were higher than those of teachers in vocational universities. Teachers in the eastern region had more serious anxiety and depression than those in the central and western regions. In the future, in order to achieve the overall improvement of teachers’ mental health, more attention should be paid to teachers in general universities and in eastern region of China; also, it is necessary to develop the measurement tools specifically for teachers’ mental health problems, and to curb the spread of teachers’ anxiety.

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The Influence of Reading Mode on Word Frequency Effect in Chinese Sentence Reading Yingchao WANG, Sainan LI, Ziming SONG, Guoli YAN 2024, 22(2):  183-188, 226.  DOI: 10.12139/j.1672-0628.2024.02.005 Abstract ( )   HTML ( )   PDF (887KB) ( )   Figures and Tables | References | Related Articles | Metrics Oral and silent reading are two basic reading modes. It is still controversial whether and how reading mode affects the word frequency effect. To further clarify this issue, the present study examined the word frequency effects of adults in different reading modes by using EyeLink 1000Plus. A 2 (reading mode: oral, silent) × 2 (word frequency: high, low) within-subjects experimental design was adopted to provide evidence for the lexical processing difference between the two reading modes. It was found that word frequency significantly interacted with reading mode in first fixation duration, gaze duration, regression path duration, and total fixation duration. Specifically, there was a word frequency effect in silent reading condition but not in oral reading condition in first fixation duration, suggesting that the word frequency effect occurred slightly earlier in silent reading than in oral reading, and the word frequency effect was greater in oral reading in other temporal eye movement measures. The results suggest that adult readers process words more efficiently when reading silently compared to reading aloud.

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Visual Interference Effect During Word Processing and Its Influential Factors Lala GU, Yue SUN, Leilei MEI 2024, 22(2):  189-196.  DOI: 10.12139/j.1672-0628.2024.02.006 Abstract ( )   HTML ( )   PDF (895KB) ( )   Figures and Tables | References | Related Articles | Metrics This study conducted three experiments, in which Chinese words, facial images, and Korean nonwords were used as materials. By using a lexical decision task, this study aimed to explore the visual interference effect during word processing and its influential factors. The results showed that: 1) The interference materials in the visual field slowed down the reading speed of target word processing. 2) The visual interference effect was regulated by the category consistency between the interference materials and the target materials, in which the materials belonging to the same category produced a stronger interference effect. These results suggest that the visual interference effect during word processing might be accounted by the potential competition for neural resources in the category-specific brain area.

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The Emotion Word Type Effect in Chinese Reading not Moderated by Valence: Evidence from Eye-Tracking Tongwen HU, Kuo ZHANG, Yuru CHENG, Jingxin WANG 2024, 22(2):  197-203.  DOI: 10.12139/j.1672-0628.2024.02.007 Abstract ( )   HTML ( )   PDF (629KB) ( )   Figures and Tables | References | Related Articles | Metrics In the current study, we investigated how the type (label or laden) and the valence (positive or negative) of the emotion words affect the Chinese reading processing, with embedding different types of emotion words into the same sentence frame. The eye movement data was collected. The results showed that emotion-label words were fixated significantly longer than emotion-laden words, which was not moderated by valence. Additionally, positive words were fixated significantly shorter than negative words, confirming the advantage of semantic processing for positive words and supporting the density hypothesis. These findings suggest that the emotion word type differently affect the lexical access in Chinese reading. The emotional information has a more pronounced effect on emotion-label words, captivating readers’ attention and leading to increased involvement and difficulty in disengagement.

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The Psychological Reality and Mapping Relation of Vertical Spatial Metaphor of Memory and Forgetting Yuwei JIN, Yaowu SONG, Yuguang TONG 2024, 22(2):  204-211.  DOI: 10.12139/j.1672-0628.2024.02.008 Abstract ( )   HTML ( )   PDF (833KB) ( )   Figures and Tables | References | Related Articles | Metrics This study explored the metaphorical relationship between memory-forgetting and vertical space through four experiments. Experiment 1 found that there was a metaphorical connection between memory-forgetting concepts and vertical space by a forced-choice paradigm. Experiment 2 found that the recall of the upper word was better than the lower word when participants were asked to memorize words randomly presented on the upper or lower of the screen. Experiment 3 and 4 used the directed forgetting paradigm to activate the vertical space and memory-forget attributes respectively, by manipulating the material presentation and response modes that were consistent or inconsistent with metaphors in the encoding and retrieval stages. It was found that the presentation direction of material was more likely to affect the memory result, and the forgetting attributes of the material was more likely to affect pressing keys’ speed in different orientations. The results suggest that there is psychological reality of “memory is up, forgetting is down”. The mapping between memory-forgetting and vertical space is bidirectional and unbalanced.

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The Effect of Salient Items on the Set Size Effect in Ensemble Perception Bingjie ZHAO, Jie HE, Ying LIU, Shaofeng YANG, Zheng WANG, Qihan ZHANG, Xuejun BAI 2024, 22(2):  212-219.  DOI: 10.12139/j.1672-0628.2024.02.009 Abstract ( )   HTML ( )   PDF (1115KB) ( )   Figures and Tables | References | Related Articles | Metrics There is still debate regarding the effect of salient item types on the set size effect in ensemble perception. In Experiment 1, an adjustment paradigm was used, requiring participants to self-adjust to the set mean. An absolute deviation metric was introduced to measure the difference between participants’ responses and the correct values, exploring the impact of salient item types on the set size effect in ensemble perception. Experiment 2 increased the number of salient items to further examine the impact of irrelevant salient items on the set size effect in ensemble perception. The results showed that, compared to the no salient item condition, the condition with relevant salient items exhibited greater absolute deviation, demonstrating a set size gain effect. Irrelevant salient items only showed this phenomenon when their number was large. The findings indicate that different types of salient items affect ensemble perception and the set size effect, with relevant salient items having a greater impact. Irrelevant salient items only reduce ensemble perception performance when their number is increased. This discovery reveals that ensemble perception is based on the processing of all items in the set, assigning different weights to salient and non-salient items, supporting the ensemble amplification hypothesis.

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The Influence of Making Judgments of Learning on Memory Performance Under Experimenter-Paced and Self-Paced Yu HAO, Hongmei SUN 2024, 22(2):  220-226.  DOI: 10.12139/j.1672-0628.2024.02.010 Abstract ( )   HTML ( )   PDF (592KB) ( )   Figures and Tables | References | Related Articles | Metrics The current study aimed to assess the performance on judgments of learning (JOLs) on memory. This study assessed by learning-judgment-recall paradigm to examine the memory accuracy of individuals in different time allocation scenarios at experimenter-paced (Experiment 1) and at self-paced (Experiment 2), and to reveal the mechanism of JOL reactivity effect. The results showed that making JOLs had a positive reactivity on memory regardless of the experimenter-paced or self-paced time allocation. For strongly related pairs, the memory performance of the clue recall in making JOLs was significantly higher than that in no-JOLs; however, for weakly related pairs, there was no significant difference between making JOLs and no-JOLs in memory performance. The results indicate that making JOLs significantly enhances the memory performance of individuals, particularly for strongly related word pairs.

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The Connection Between Perceived Interparental Conflict, Parent-Child Relationship and Adolescent Psychological Crisis: The Mediation of Cognitive Flexibility Haiyan ZHAO, Aibao ZHOU, Haixia CHI, Hongmin BAI, Changchun YE, Yanni JIANG 2024, 22(2):  227-233.  DOI: 10.12139/j.1672-0628.2024.02.011 Abstract ( )   HTML ( )   PDF (902KB) ( )   Figures and Tables | References | Related Articles | Metrics The study investigated the combined influence of perceived interparental conflict and parent-child relationship interactions on adolescent psychological crises, also considering the mediating role of cognitive flexibility. The results showed that: 1) The combination of perceived interparental conflict and parent-child relationship significantly predicted adolescent depression and non-suicidal self-injury. 2) If the perceived interparental conflict and parent-child relationship were congruent, compared to adolescents with low parent-child relationship and high perceived interparental conflict, those with high parent-child relationship and low perceived interparental conflict demonstrated higher levels of cognitive flexibility, thereby reducing the risk of depression and non-suicidal self-injury. 3) If the perceived interparental conflict and parent-child relationship were incongruent, compared to adolescents with a low parent-child relationship and low perceived interparental conflict, individuals with high parent-child relationship and high perceived interparental conflict showed lower levels of cognitive flexibility, thus elevating the risk of depression and non-suicidal self-injury.

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The Impact of Childhood Emotional Abuse and Neglect on Depression Among Adolescents: The Mediating Roles of Insecure Attachments, Self-Blame, and Blaming Others Yingying YE, Yifan LI, Junjun QI, Yan LIU, Xiao ZHOU 2024, 22(2):  234-242.  DOI: 10.12139/j.1672-0628.2024.02.012 Abstract ( )   HTML ( )   PDF (776KB) ( )   Figures and Tables | References | Related Articles | Metrics To investigate the relationship between childhood emotional abuse and neglect, insecure attachments, self-blame, blaming others, and depression in adolescents, a self-report questionnaire survey was conducted with 4933 adolescents. The results showed that childhood emotional abuse and neglect directly and positively predicted depression. Emotional abuse indirectly predicted depression through insecure attachments, self-blame, and blaming others, and also through multiple mediators of anxious attachment via self-blame and blaming others, and through multiple mediators of avoidant attachment via blaming others. Emotional neglect predicted depression indirectly through avoidant attachment and self-blame, or through multiple mediators of avoidant attachment via blaming others. More importantly, the indirect effects of emotional abuse predicting depression through anxious attachment and avoidant attachment were significantly greater than the indirect effects of emotional neglect predicting depression through two dimensions of attachment. The results indicated that insecure attachments, self-blame, or blaming others mediate the impact of childhood emotional abuse and neglect on depression in adolescents. Compared to emotional neglect, emotional abuse has a closer relationship with depressive symptoms in adolescents.

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Mothers’ Child-Based Worth and Maternal Intrusive Parenting and Preschool Children’s Executive Function: The Moderating Effect of Child Gender Chuhan TANG, Shufen XING, Yuhua LI 2024, 22(2):  243-250.  DOI: 10.12139/j.1672-0628.2024.02.013 Abstract ( )   HTML ( )   PDF (1185KB) ( )   Figures and Tables | References | Related Articles | Metrics This study aimed to investigate whether mothers’ child-based worth affects three specific components of preschoolers’ executive function through maternal intrusive parenting, and to examine the moderating effects of the child gender on these relationships. Using a convenience sampling method, 319 preschoolers and their mothers were recruited from kindergartens in Hebei and Shandong provinces. Age-adjusted normalized score was calculated automatically according to reaction time and accuracy. The results showed that: 1) mothers’ child-based worth significantly positively predicted maternal intrusive parenting; 2) maternal intrusive parenting mediated the relationship between child-based worth and preschoolers’ inhibitory control and cognitive flexibility; 3) child gender only moderated the pathway from maternal intrusive parenting to preschoolers’ inhibitory control, and maternal intrusive parenting significantly predicted inhibitory control only in girls. This study explored the potential causes of maternal intrusive parenting from the perspective of mothers’ child-based worth, which provides targeted parenting strategies to promote cognitive development in children.

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The Relationship Between Congruence and Incongruence in Perceived Maternal Warmth and Paternal Warmth and Prosocial Behavior of Rural Children: The Mediating Role of Psychological Capital Min WU, Yan XIE, Yan LI 2024, 22(2):  251-257, 273.  DOI: 10.12139/j.1672-0628.2024.02.014 Abstract ( )   HTML ( )   PDF (1078KB) ( )   Figures and Tables | References | Related Articles | Metrics Using polynomial regression with response surface analysis, the current study investigated the impact of consistency in maternal and paternal warmth parenting on the prosocial behavior of rural children, with a sample of 588 rural children in grades 4~5. The results showed that: 1) When parents exhibited consistent warmth parenting, higher levels of parental warmth were associated with higher levels of prosocial behavior in rural children. 2) In cases of inconsistent warmth parenting, children with either high paternal warmth or high maternal warmth exhibited higher levels of prosocial behavior compared to children with moderately warm parents. 3) Psychological capital partially mediated the association between warmth parenting and prosocial behavior in rural children. These findings provide a fresh perspective for interventions targeting family education and prosocial behavior, offering meaningful insights for promoting positive adaptation among rural children.

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Specificity of Impaired Attentional Inhibition of Problematic Social Media User Among College Students Jingjing CUI, Yang WANG, Xiao LI, Haibo YANG 2024, 22(2):  258-265.  DOI: 10.12139/j.1672-0628.2024.02.015 Abstract ( )   HTML ( )   PDF (821KB) ( )   Figures and Tables | References | Related Articles | Metrics Using the orienting bias inhibition task and eye-tracking techniques, the present study investigated the processing characteristics of social information attentional inhibition among college students exhibiting problematic social media use. The results found that the break frequency of problematic users under social information interference was significantly higher than that of normal users, while the saccade average velocity of problematic users towards social information was significantly higher than that of non-social information. In conclusion, college students with problematic social media use have difficulty maintaining their focus on the target under the interference of social information. Additionally, they exhibit specific attentional orientation and a high craving for social information, reflecting the specificity of impaired attentional inhibition in college students with problematic social media use.

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The Relationship Between Primary and Secondary School Teachers’ Work-Family Conflict and Thriving at Work: An Exploration Based on Polynomial Regression and Response Surface Analysis Shuhua WEI, Huihui SUN, Hejuan DING, Subo SONG, Rong WANG 2024, 22(2):  266-273.  DOI: 10.12139/j.1672-0628.2024.02.016 Abstract ( )   HTML ( )   PDF (3362KB) ( )   Figures and Tables | References | Related Articles | Metrics Using questionnaire surveys, a study was conducted on 2876 primary and secondary school teachers to explore the relationship between bi-directional contrasting situations of work-family conflict and thriving at work of teachers, as well as the mechanism of psychological capital in the relationship. The results showed that: 1) when work interference with family and family interference with work were consistent, teachers experiencing “high-high” conflict demonstrated lower levels of thriving at work and psychological capital compared to those with “low-low” conflict; 2) when work interference with family and family interference with work were inconsistent, teachers experiencing “low-high” conflict demonstrated lower levels of thriving at work and psychological capital compared to those with “high-low” conflict; 3) teachers’ psychological capital partially mediated the relationship between their work-family conflict and thriving at work.

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The Longitudinal Predictive Effect of Bullying Victimization on Social Aggression: The Mediating Role of Callous-Unemotional Traits Wenfeng ZHU, Songyu LIU, Xue TIAN 2024, 22(2):  274-281.  DOI: 10.12139/j.1672-0628.2024.02.017 Abstract ( )   HTML ( )   PDF (764KB) ( )   Figures and Tables | References | Related Articles | Metrics Bullying victimization is a significant environmental factor influencing social aggression, yet the psychological mechanisms by which bullying victimization affects social aggression remain unclear. In this study, a longitudinal research design was employed. In two survey waves, questionnaires on bullying victimization, callous-unemotional traits, and social aggression were administered to 940 college students. Structural equation models were used to explore the relationships among bullying victimization, callous-unemotional traits, and social aggression. The results revealed that bullying victimization (T1) positively predicted callous-unemotional (T2) and social aggression (T2) six months later. Furthermore, callous-unemotional (T1) positively predicted social aggression (T2) six months later. It was also found that bullying victimization (T1) influenced social aggression (T2) through the mediation of callous-unemotional (T2).

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The Relationship Between Psychological Maltreatment and Adolescents’ Aggressive Behavior: A Moderated Mediation Model Mengrui ZOU, Shuye LIU, Cheng CHENG, Youbi WANG 2024, 22(2):  282-288.  DOI: 10.12139/j.1672-0628.2024.02.018 Abstract ( )   HTML ( )   PDF (755KB) ( )   Figures and Tables | References | Related Articles | Metrics The present study aimed to examine the relationship between psychological maltreatment and aggressive behavior in adolescents based on the General Aggression Model (GAM). In addition, it sought to investigate the role of executive function as a mediator and regulatory emotional self-efficacy as a moderator. A total of 710 adolescents aged 12 to 18 participated in this study and completed various measures, including Childhood Psychological Maltreatment Questionnaire, Adolescent Aggressive Behavior Questionnaire, Adolescent Executive Function Scale, and Regulatory Emotional Self-Efficacy Scale. The results were as follows: 1) There were strong positive associations between psychological maltreatment, aggressive behavior, and executive function, while regulatory emotional self-efficacy showed a negative correlation with psychological maltreatment, aggressive behavior, and executive function. 2) Executive function had a significant mediating effect in the relationship between psychological maltreatment and aggressive behavior. 3) Regulatory emotional self-efficacy acted as a moderator in the association between executive function and aggressive behavior.