Loading...

Archive

    20 March 2025, Volume 23 Issue 2 Previous Issue    Next Issue

    ?
    For Selected: Toggle Thumbnails
    ?
    Handwriting Age of Acquisition Effect in Chinese: Evidence from Copying and Dictation Among Children
    Qi YU, Jingen WU, Junjie WU, Guoli YAN
    2025, 23(2):  145-152.  DOI: 10.12139/j.1672-0628.2025.02.001
    Abstract ( )   HTML ( )   PDF (638KB) ( )   Figures and Tables | References | Related Articles | Metrics

    This study investigated the handwriting age of acquisition (AoA) effects in Chinese written production. The handwriting AoA was objectively defined according to the time when the characters first appeared in handwriting lists of Chinese textbooks (early: Grade 1; medium: Grade 3; late: Grade 5). Thirty-one sixth-grade students performed copying and dictation tasks, requiring rapid and accurate production of 120 target characters respectively. The results indicated: 1) In the copying task, early- and medium-handwriting AoA characters showed shorter writing latencies and durations, with higher accuracy rates compared to late-handwriting AoA counterparts. 2) In the dictation task, early-handwriting AoA characters demonstrated shorter latencies than medium-handwriting AoA items, reduced durations relative to late-handwriting AoA characters, and higher accuracy. 3) Regression analyses confirmed handwriting AoA as a significant predictor of copying latency, copying duration, and dictation duration. These results suggest stable handwriting AoA effects in writing Chinese characters among children.

    Semantics Takes Precedence over World Knowledge in Sentence Comprehension: Evidence from Eye Movements
    Yufei DU, Zhichao ZHANG, Manman ZHANG, Chuanli ZANG
    2025, 23(2):  153-160.  DOI: 10.12139/j.1672-0628.2025.02.002
    Abstract ( )   HTML ( )   PDF (641KB) ( )   Figures and Tables | References | Related Articles | Metrics

    Both semantics and world knowledge play crucial roles in sentences comprehension. However, it is still unclear whether semantics takes precedence over world knowledge during sentence integration. To explore this issue, we created correct, world knowledge violation, semantic violation - low world knowledge violation, and semantic violation - high world knowledge violation sentences. By comparing processing patterns between the two types of semantic violation sentences, we could also investigate whether readers integrate world knowledge when a sentence contains semantic violation. The results showed that semantic violation effect emerged in skipping rate and first fixation duration, while world knowledge violation effect was observed in gaze duration. Moreover, total fixation duration on the target word was significantly longer in the semantic violation - low world knowledge violation condition than in the semantic violation - high world knowledge violation condition. Our findings suggest that semantics is processed prior to world knowledge which provides support for the two-step model. Additionally, semantics is not necessary for world knowledge processing.

    The Influence of Number-Conceptual Magnitude Combinations on Time Perception: The Role of Familiarity Conditions
    Wenli LIU, Weicong REN, Wenwu DAI, Zhijie ZHANG
    2025, 23(2):  161-167.  DOI: 10.12139/j.1672-0628.2025.02.003
    Abstract ( )   HTML ( )   PDF (825KB) ( )   Figures and Tables | References | Related Articles | Metrics

    Previous research has demonstrated that number size can influence time perception, with larger numbers leading to longer subjective duration estimates, a phenomenon known as the numerical effect on time perception. This study investigated how the combination of numbers and conceptual magnitudes (both familiar and unfamiliar) affects time perception. In Experiment 1, numbers (1, 2, 8, 9) were paired with low-familiarity length magnitudes (e.g., decimeter, millimeter), while Experiment 2 paired the same numbers with high-familiarity length magnitudes (e.g., kilometer, centimeter). Results from Experiment 1 indicated that, under low-familiarity conditions, conceptual magnitude did not modulate the numerical effect on time perception. In contrast, Experiment 2 demonstrated that, under high-familiarity conditions, the numerical effect persisted when paired with large conceptual magnitudes but disappeared when paired with small ones. These findings suggest that the interaction between number and conceptual magnitude influences time perception, with familiarity playing a crucial moderating role, thus supporting the integrated magnitude system theory.

    Personality and Aggression Among Students: A Meta-Analysis of Evidence from the Past Twenty Years
    Jie LIU, Weiwei CUI, Shu WANG
    2025, 23(2):  168-176.  DOI: 10.12139/j.1672-0628.2025.02.004
    Abstract ( )   HTML ( )   PDF (690KB) ( )   Figures and Tables | References | Related Articles | Metrics

    Using the Five-Factor Model (FFM), the HEXACO model of personality, and the Dark Triad (DT) as theoretical frameworks, this study conducted a meta-analysis of 150 domestic and international articles published over the past two decades to investigate the relation between personality traits and aggression among the student population. The results showed that, firstly, FFM-neuroticism and DT traits (Machiavellianism, psychopathy, narcissism) were positively correlated with aggression. Secondly, FFM-agreeableness, honesty-humility, HEXACO-agreeableness, and conscientiousness were negatively correlated with aggression. Thirdly, extraversion, openness, and HEXACO-emotionality were not related to aggression. Finally, age and gender did not moderate the relationship between personality traits and aggression, while culture moderated the relationship between the two personality traits (i.e., FFM-agreeableness and openness) and aggression. These findings provide implications for preventing aggression and violence in school setting.

    The Development of Primary School Children’s Ability of Interactional Justice Cognition and Its Impacts on Social Mindfulness
    Jinjin BAO, Fang DING, Xiaoyang ZUO
    2025, 23(2):  177-184.  DOI: 10.12139/j.1672-0628.2025.02.005
    Abstract ( )   HTML ( )   PDF (723KB) ( )   Figures and Tables | References | Related Articles | Metrics

    The self-designed scenario stories were used to explore the development characteristics of interactional justice cognition ability among primary school children aged 8 to 11, and the impact of interactional justice cognition types on social mindfulness. The results showed that: 1) The 8-year-old children possessed the ability of international justice cognition, with situational differences observed. 2) The behaviors of primary school children after cognizing the interactional injustice scenarios could be divided into relation-orientation, self-orientation, authority-orientation, emotion-orientation, and conflict-orientation. 3) The types of interactional justice cognition of primary school children could affect their social mindfulness.

    The Relationship Between Teacher Support, Student Support, Resilience, and Emotional Intelligence: Comparison of Gifted and Nongifted Children
    Li CHENG, Xiaoyu CHEN, Yujuan LIU
    2025, 23(2):  185-192.  DOI: 10.12139/j.1672-0628.2025.02.006
    Abstract ( )   HTML ( )   PDF (740KB) ( )   Figures and Tables | References | Related Articles | Metrics

    Comparing the influence of teacher and student support on emotional intelligence and the mediating role of resilience between gifted and nongifted children was conducive to providing differentiated and targeted educational support for gifted children, and promoting coordinated development and healthy growth for both gifted and nongifted children. The Emotional Intelligence Scale, Teacher Support Scale, Student Support Scale, and 10-item Connor-Davidson Resilience Scale were used to measure 292 gifted and 322 nongifted children. The results showed that: 1) both teacher support and student support positively predicted the emotional intelligence of gifted and nongifted children, but the predictive effect of teacher support on gifted children was weaker than that of nongifted children, while the predictive effect of student support was stronger; 2) resilience did not mediate the relationship between teacher support and emotional intelligence of gifted children but played partially mediation role in nongifted children, and resilience partially mediated the relationship between student support and emotional intelligence of gifted children but played completely mediation role in nongifted children.

    Mindsets About Intelligence or Failure? The Mediating Mechanism and Gender Differences in How Teacher Mindsets Influence High School Students’ Everyday Academic Resilience
    Xiaoyu JIA, Qiqing TANG, Ping LI, Jing ZHAO, Weijian LI
    2025, 23(2):  193-200.  DOI: 10.12139/j.1672-0628.2025.02.007
    Abstract ( )   HTML ( )   PDF (788KB) ( )   Figures and Tables | References | Related Articles | Metrics

    This study investigated the relationship between high school students’ perceived teacher mindsets (intelligence and failure mindsets) and their everyday academic resilience, as well as the mediating role of perceived teachers’ classroom behaviors (autonomy support and teacher-student relationships) and the moderating role of students’ gender. The instruments included perceived teacher intelligence and failure mindsets, teacher autonomy support, teacher-student relationships, and everyday academic resilience. The results showed that: 1) Students’ perceived teacher failure-is-debilitating mindset negatively predicted their everyday academic resilience. 2) Perceived teacher classroom behaviors of autonomy support and teacher-student relationships mediated the relationship between perceived teacher failure mindset and everyday academic resilience. 3) The mediating role of perceived teacher classroom behaviors was moderated by students’ gender, as perceived teacher failure-is-debilitating mindset influenced girls’ everyday academic resilience through perceived teacher classroom behaviors.

    The Impact of Future Self-Continuity on Subjective Well-Being Among Middle and High School Students: The Mediating Role of Value Conflict
    Jin WANG, Xiaofan YANG, Xiaojin LIU, Zimo XU
    2025, 23(2):  201-207.  DOI: 10.12139/j.1672-0628.2025.02.008
    Abstract ( )   HTML ( )   PDF (685KB) ( )   Figures and Tables | References | Related Articles | Metrics

    Adolescence is a critical period for the development of self-identity. Previous research has rarely focused on the temporal dimension of self-identity, specifically the impact of future self-continuity on subjective well-being. To address this gap, the present research explored the impact of future self-continuity on subjective well-being among middle and high school students by using a combination of survey method(Study1) and experimental method(Study2). The results indicated that future self-continuity not only enhanced subjective well-being, but also reduced value conflict. Moreover, value conflict mediated the relationship between future self-continuity and subjective well-being, with future self-continuity increasing subjective well-being by reducing value conflict. This research provides a theoretical basis for strengthening future self-continuity from the perspective of self-identity among middle and high school students, thereby guiding appropriate value choices and enhancing subjective well-being.

    A Longitudinal Analysis of Adolescent Internet Addiction for Risk and Protect Factors Based on Multiple-Group Growth Mixture Modeling
    Guangming LI, Yu LIU
    2025, 23(2):  208-215.  DOI: 10.12139/j.1672-0628.2025.02.009
    Abstract ( )   HTML ( )   PDF (771KB) ( )   Figures and Tables | References | Related Articles | Metrics

    To investigate the development trajectory, gender differences and influencing factors of adolescent internet addiction, 1429 participants were tested at 3 time points. The data were analyzed through a multiple-group growth mixture modeling (MG-GMM). The results showed that: 1) There was heterogeneity in internet addiction of adolescents. Three different developmental trajectories were found, that is, “low-decline” trajectory, “stable” trajectory and “high-rise” trajectory. 2) There were gender differences in internet addiction of adolescents. Male adolescents took a larger proportion in the “stable” trajectory and the “high-rise” trajectory; but in the “high-rise” trajectory, the rise rate of female adolescents was faster than male. 3) Passive coping style was a common risk factor for the development of internet addiction in male and female adolescents. Friend satisfaction, life environment satisfaction, anxiety and overweight/obesity were risk factors for the development of internet addiction in male adolescents, while self-satisfaction was a protective factor for the development of internet addiction in male adolescents. Family satisfaction was a protective factor for the development of internet addiction among female adolescents. Adolescent educators should recognize the gender differences in internet addiction among adolescents and adopt targeted measures to prevent risk factors. Concurrently, they should implement education on self-control and self-satisfaction, and strengthen family functioning for adolescents.

    The Association Between Social Exclusion and Depression Characteristics in Adolescents with Congenital Mild Limb Disability: A Longitudinal Analysis Based on Generative and Reflective Models
    Linxin LU, Zaihua LIU, Shuang YANG, Zhengkai JIANG, Weiqiang DANG, Jing TAN, Yongfei BAN, Ji SUN, Xiuyun LIN
    2025, 23(2):  216-225.  DOI: 10.12139/j.1672-0628.2025.02.010
    Abstract ( )   HTML ( )   PDF (2602KB) ( )   Figures and Tables | References | Related Articles | Metrics

    To explore the longitudinal association between social exclusion and depression characteristics of adolescents with congenital mild limb disability and to identify intervention targets, two repeated follow-up measurements were conducted on 1040 adolescents with congenital mild limb disability using a questionnaire method. The results showed that: 1) Both the generative model and the reflective model revealed an interaction between social exclusion and depression among adolescents with congenital mild limb disability. 2) Time-specific characteristics of the connection between social exclusion and depression were observed at Time Point 1 (T1) and Time Point 2 (T2). 3) Suicide ideation, a sub-characteristic of depression, was identified as the activation node within the network of social exclusion and depression characteristics. Meanwhile, certain sub-characteristics of social exclusion, such as “It seems that others often don’t see me”, “Others are always cold to me”, “Others often block important information from me”, and “Others always exclude me”, were highlighted as important intervention targets for addressing depression-interpersonal vulnerability.

    Current Status and Insights on Children and Adolescents’ Mental Health Services: A literature Review Based on 12 Countries’ Experience
    Yongli WANG, Panpan ZENG, Yuhua LI
    2025, 23(2):  226-232.  DOI: 10.12139/j.1672-0628.2025.02.011
    Abstract ( )   HTML ( )   PDF (599KB) ( )   References | Related Articles | Metrics

    Children and adolescents’ mental health has become a global challenge in recent years. The development of children and adolescents’ mental health services in China started relatively late and there is a need to draw on international advanced experience. Through literature review, this study comprehensively combed through the current status of children and adolescents’ mental health services in 12 countries including but not limited to the United States of America, Finland, and Singapore, from three perspectives: the management mechanism of mental health services, the system of school mental health services, and the digital empowerment of school mental health services. Subsequently, this study put forward a set of recommendations including strengthening the policy system guarantees and management mechanisms for mental health services, building an evidence-based mental health service system centered on serving all students, and accelerating the exploration of multiple pathways for digitally empowering mental health services.

    The Impact of AI Identity and Anthropomorphism on Moral Dilemma Judgments: An Analysis Based on the CNI Model
    Kuo CHANG, Sujun ZHOU, Xiang ZHOU
    2025, 23(2):  233-240.  DOI: 10.12139/j.1672-0628.2025.02.012
    Abstract ( )   HTML ( )   PDF (859KB) ( )   Figures and Tables | References | Related Articles | Metrics

    People’s moral judgments of AI differ from those of humans, which may stem from AI’s algorithmic identity and the social cognition it elicits. The CNI model of moral judgment allows simultaneous consideration of both factors. Based on this model, the present study conducted three experiments to investigate the effects of identity (human vs. AI) and AI anthropomorphism (high vs. low) on moral dilemma judgments, as well as the mediating role of perceived warmth between anthropomorphism and moral judgment. The results revealed that: 1) compared to humans, people were more sensitive to outcome-based utilities and less sensitive to moral norms when evaluating AI’s moral choices; 2) AI anthropomorphism enhanced expectations for AI to adhere to moral norms by increasing perceived warmth. The results suggest that anthropomorphism can reduce people’s focus on AI’s algorithmic identity and prevent them from making moral judgments about AI based on instrumental rationality. This study holds positive implications for promoting the integration of AI into human society.

    The Impact of Victim Response on Bystanders’ Willingness to Constructively Intervene in the Context of Cyberbullying: The Moderating Effect of State Empathy
    Yongyao ZHAO, Ye ZHANG, Peipei XUE, Xiaonan ZHANG, Menghui WEI
    2025, 23(2):  241-248.  DOI: 10.12139/j.1672-0628.2025.02.013
    Abstract ( )   HTML ( )   PDF (697KB) ( )   Figures and Tables | References | Related Articles | Metrics

    In the context of cyberbullying, online bystanders play a crucial role in the evolution of the incident. In this study, two experiments were conducted to investigate the influence of cyberbullying victims’ response on bystanders’ willingness to constructively intervene and the moderating effect of state empathy. Experiment 1 examined the effects of counterattack, help-seeking and neglect on bystanders’ willingness to constructively intervene to help others by manipulating the different responses of cyberbullying victims. Experiment 2 examined the moderating effect of state empathy through the adapted classic situation priming paradigm. The results showed that: 1) Compared with the victim’s neglect behavior, their help-seeking and counterattack behaviors aroused the bystander’s stronger willingness to intervene constructively. 2) In the relationship between the victim’s response and the bystander’s willingness to constructively intervene, state empathy played a positive moderating role. The results not only reveal the influence mechanism of bystanders’ constructive intervention intention, but also provide enlightenment and reference for preventing and alleviating cyberbullying.

    Feel the Connection, Spread the Word: How Self-Relevance in News Sparks Sharing
    Yifeng WU, Xin LI, Huili CHEN, Tong DING, Juan HOU
    2025, 23(2):  249-256.  DOI: 10.12139/j.1672-0628.2025.02.014
    Abstract ( )   HTML ( )   PDF (709KB) ( )   Figures and Tables | References | Related Articles | Metrics

    To investigate the relationship between the self-relevance of news and sharing intention, as well as gender differences in these dynamics, 1026 participants were assessed using the News Self-Relevance Scale, the PAD Emotion Scale, an emotional arousal measurement, and the News Sharing Intention Scale. The findings revealed that: 1) news self-relevance significantly and positively predicted sharing intention; 2) news self-relevance indirectly predicted sharing intention through the mediating effects of emotional valence intensity and emotional arousal; 3) path coefficients from news self-relevance to emotional arousal and sharing intention were significantly higher among females than males, whereas the path coefficient from emotional arousal to sharing intention was significantly stronger in males than females. These findings indicate that news self-relevance directly predicts sharing intention while also exerting an indirect influence via emotional valence and arousal, with distinct gender differences across pathways. The study elucidates the psychological mechanisms underlying online news sharing and offers additional explanatory pathways for how self-relevance enhances individuals’ motivation to share news.

    The Impact of Social Exclusion on Hostile Interpretation Bias of Different Types of Narcissists
    Lihua ZHANG, Bo YANG, Xin LIU
    2025, 23(2):  257-264.  DOI: 10.12139/j.1672-0628.2025.02.015
    Abstract ( )   HTML ( )   PDF (736KB) ( )   Figures and Tables | References | Related Articles | Metrics

    This study investigated the effects of social exclusion on explicit and implicit hostile interpretive biases in overt and covert narcissists through two experiments. In Experiment 1, we employed ambiguous social scenarios to compare responses under the social exclusion scenario versus the acceptance scenario. Results revealed that overt narcissists exhibited stronger explicit hostile interpretive biases in the social exclusion scenario, whereas covert narcissists exhibited no significant differences between the two scenarios. Experiment 2 utilized a sentence completion task to assess implicit biases, demonstrating that both types of narcissism exhibited heightened implicit hostile interpretations in the social exclusion scenario compared to the acceptance scenario. The findings demonstrated that both types of narcissists exhibited significantly more pronounced implicit hostile interpretive biases in the social exclusion scenario compared to the acceptance scenario. These results suggest that social exclusion impacts the explicit and implicit hostile interpretive biases of overt narcissists. The explicit hostile interpretive bias of covert narcissists is unaffected by social exclusion. However, their implicit hostile interpretive bias is more pronounced in the social exclusion scenario than in the acceptance scenario.

    Relationship Between Social Anxiety and Aggression in Middle School Students: Mediating Role of Speech Fluency and Moderating Role of Emotional Intelligence
    Liming ZHAO, Mengmeng HAN, Jinjin JIA
    2025, 23(2):  265-272.  DOI: 10.12139/j.1672-0628.2025.02.016
    Abstract ( )   HTML ( )   PDF (704KB) ( )   Figures and Tables | References | Related Articles | Metrics

    To explore the relationship and underlying mechanisms between social anxiety and aggression among middle school students, a questionnaire survey was conducted among 905 middle school students. The results showed that: 1) under the control of gender, age, and whether they had siblings, social anxiety significantly and positively predicted aggressive behavior in middle school students; 2) social anxiety could predict aggression in middle school students through the partial mediating role of speech fluency; 3) the mediating role of speech fluency was moderated by emotional intelligence. These findings help reveal the mechanisms underlying the emergence of aggressive behavior in middle school students and have educational significance for preventing such behavior.

    The Influence of Interpersonal Relationships on the Psychological Suzhi of Middle School Students: The Longitudinal Mediating Role of Self-Esteem
    Xinyue ZENG, Yanling LIU, Xu WANG
    2025, 23(2):  273-279.  DOI: 10.12139/j.1672-0628.2025.02.017
    Abstract ( )   HTML ( )   PDF (708KB) ( )   Figures and Tables | References | Related Articles | Metrics

    This study explored the impact of key interpersonal relationships (father-child, mother-child, peer, and teacher-student relationships) on the psychological suzhi of middle school students. By using a questionnaire-based approach, two waves of data were collected over a six-month period from 564 first- and second-grade middle school students. The results showed that: 1) T1 mother-child relationships, T1 peer relationships, and T1 teacher-student relationships indirectly predicted T2 psychological suzhi, with no significant differences among these three pathways; however, T1 father-child relationships did not predict T2 psychological suzhi. 2) T1 father-child relationships, T1 mother-child relationships, and T1 peer relationships indirectly predicted T2 psychological suzhi through the mediation of T1 self-esteem, whereas T1 teacher-student relationships did not show a significant mediating effect through T1 self-esteem. These findings shed light on the mechanisms through which interpersonal relationships influence the psychological suzhi of middle school students, offering empirical evidence to support interventions aimed at fostering their psychological development.

    The Development of the Telecom Network Fraud Susceptibility Scale of College Students
    Xiujuan TAN, Zijia LU, Yongfei NIE, Xuejun BAI
    2025, 23(2):  280-288.  DOI: 10.12139/j.1672-0628.2025.02.018
    Abstract ( )   HTML ( )   PDF (691KB) ( )   Figures and Tables | References | Related Articles | Metrics

    The current study aimed to explore the structure of the telecom network fraud susceptibility of college students by using qualitative and quantitative research methods. Study 1 used qualitative research method in which 30 college students were interviewed in depth, focusing on “what are the characteristics of college students who are susceptible to telecommunication network fraud?” Study 2 used quantitative research method to develop the scale of the telecom network fraud susceptibility of college students based on previous studies and the findings of Study 1. Combining the results of Study 1 and Study 2, we found that the structure of the telecom network fraud susceptibility of college students consists of telecom network risk preference, telecom network information processing and vigilance, telecom network interaction compliance and telecom network interaction self-control, which meets the requirements of psychometrics.