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The Relationship among University Students’ Mobile Phone Addiction and Mobile Phone Motive, Loneliness Psychological Science    2011, 34 (6): 1453-1457.   Abstract （11711）            Knowledge map    Save Abstract To revea1 the impact of mobile phone motive and loneliness on university students’ mobile phone addiction. Using Mobile Phone Addiction Index(MPAI), UCLA Scale and Mobile Phone Addiction Motive Scale（MPUM）, 442 university students were surveyed , Analysis of muti-variance and structural equation models were adopted. The result indicated: (1) There were significant positive correlation between mobile phone addiction(four factors)and mobile phone motive, loneliness. Furthermore, there were closer correlation between them and “Escape”factor(r =0.39，p<0.01；r=0.48，p<0.01）. (2) There were significant group difference divided by different level of loneliness on mobile phone addiction(four factors)and cyber entertainment motive（Wilks’λ=0.82，p<0.001）The lonely students scored the highest scores (53.4±10.3，13.1±2.9), then the common students(42.8±6.8，13.8±3.4） and the non- loneliness group scored the lowest scores （31.9±7.5，14.6±3.4）.(3) Loneliness can positive predict mobile phone addiction（β=0.3，p<0.001）, Cyber entertainment motive had mediator effect between loneliness and mobile phone addiction(0.1) Conclusions: Loneliness palyed an important role in university students’ mobile phone addiction which can directly or indirectly predict mobile phone addiction.Therefrore the intervention of the university students’ mobile phone addiction should focus on it. Key Words mobile phone addiction, university students, loneliness, mobile phone motive Related Articles | Metrics | Comments（0）

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Regulatory Emotional Self-Efficacy and Subjective Well-being：the Mediating Effect of Style of Emotional Regulation Psychological Science    2013, 36 (1): 139-144.   Abstract （9250）      PDF       Knowledge map    Save Regulatory emotional self-efficacy is a widely concerned issue in recent years. It is defined as the individuals’ confidence level of successfully managing their emotion. Regulatory emotional self-efficacy helps mitigate emotional tension, maintain self-control effective and improve one’s ability of self-control towards emotional impulsiveness. As an essential social competency, regulatory emotional self-efficacy has been demonstrated to impose various effects on the processes of attention, memory and motive. Failure in managing one’s emotion will easily result in affective dysfunctions and then decrease one’s subjective well-being. Previous research has found that there are large differences in the effect of emotional regulatory, which not only result from the ability or skill in regulating one’s emotion, but also from the perceived self-efficacy. On the ground of the above reasoning, the current study hypothesized that: (1) regulatory emotional self-efficacy will directly influence subjective well-being; (2) people with different regulatory emotional self-efficacy may choose different style of emotional regulation; (3) people using different emotional managing strategies will show different positive and negative expression, and further influence their subjective well-being. Regulatory Emotion Self-Efficacy Scale (Revised), Regulatory Emotional Style Questionnaire, Youth Life Satisfaction Scale and Happiness Scale were administered to 1128 middle school students. Pearson correlation, hierarchical regression and structural equation modeling statistical method were adopted to analyze the data. The results showed that: (1) regulatory emotion self-efficacy positively correlated with life satisfaction; (2) style of emotional regulatory was associated with subjective well-being; (3) SEM analysis showed that style of mitigating regulation could serve as the mediating variable between regulation emotion self-efficacy and subjective well-being, and the mediating effect between positive affect expression and subjective well-being as well as negative affect inhibition and subjective well-being were 0.017 and 0.046, respectively. On the basis of these findings, we may conclude that adolescent may experience more subjective well-being when they can effectively amplify their positive affects and manage negative their affects. More importantly, the mechanism of why regulatory emotional self-efficacy affects subjective well-being may be partly due to what regulatory styles people choose. The present study contributes to current literature and promotes our understanding on regulatory emotional self-efficacy and may be applied to improving adolescents’ mental health. Reference | Related Articles | Metrics | Comments（0）

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The Influence of Peer Acceptance on Personality Development in Primary School Students: Multilevel Mediation Effect of Friendship Quality Psychological Science    2012, 35 (1): 93-99.   Abstract （8308）      PDF（pc） （631KB）（5528）       Knowledge map    Save The period in primary school is important for children’s personality development. Peer plays an important role in personality formation and its development for children. We explored the effect of peer acceptance and friendship quality on personality development of primary school students in individual and class levels, by involving the peer factor as a circumstance variable, centralizing the peer acceptance and friendship quality in the within-class group respectively and aggregating individual peer acceptance and friendship quality as two class-level variables. We examined how peer acceptance and friendship quality influenced the personality development in primary school students on both individual and class levels. Our research breaks the limitation of ignoring the influence of class level social and psychological context effect in previous studies. We selected 700 participants as mutual friends with class for the unit, which were from 23 classes and 6 grades (1-6), using best friend nomination method. The data was collected by adopting peer nomination method and handing out the primary school students’ friendship quality questionnaire and the teacher-assessment primary school students’ personality development questionnaire. According to the lower-level mediation model (1-1-1), we respectively regarded the five dimensions of personality (intelligence, extraversion, pro-sociality, conscientiousness and emotional stability) as dependent variables in Hierarchical Linear Modeling (HLM), and examined the multilevel mediation effect of friendship quality on the relationship of peer acceptance and each dimension of personality by the multilevel mediation effect test procedures. The result indicates that：for example intelligence, the average level of peer acceptance in class has no a direct effect on intelligence（t=-0.090，p>0.05）. Controlling the effects of class level, peer acceptance significantly predicting effects on intelligence in the path c(t=5.010，p<0.001).Peer acceptance have significance predicting effects on friendship quality in the path a（t=2.438，p<0.05）, friendship quality and peer acceptance have significance predicting effects on intelligence in the path b and c＇[b（t=3.308，p<0.05）and c＇（t=5.065，p<0.001）] . Individual level, peer acceptance of the direct effects on intelligent is reduced to 1.4292 from 1.4978. Consequently, primary school students＇friendship quality partly mediates the relationship between peer acceptance and intelligence on individual level. Mediator effect is ab（ × ）=7.18%，mediator effect size is ab/（ab+c＇）=4.78%.We adopt the same procedure as above on other dimensions of personality. The conclusion shows that:（1）In class level, the average level of friendship quality in class has a direct effect on extraversion, pro-sociality, conscientiousness, emotional stability. The average level of peer acceptance in class has a direct effect on emotional stability.（2）In individual level, peer acceptance has a direct effect on the five dimensions of personality（intelligence, extraversion, pro-sociality, conscientiousness and emotional stability）. Primary school students’ friendship quality partly mediates the relationship between peer acceptance and personality (intelligence, extraversion, pro-sociality, conscientiousness）. Related Articles | Metrics | Comments（0）

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Workplace Ostracism in China: The Moderating Effects of Gender on Psychological Health and Job Satisfaction Psychological Science    2011, 34 (3): 686-691.   Abstract （7864）      PDF（pc） （465KB）（8505）       Knowledge map    Save Given that little is known about the impact of ostracism on employees in Chinese workplace, and even less research has investigated gender differences in terms of workplace exclusionary behavior. The current study explored the applicability of Workplace Ostracism Scale (WOS) in China and gender differences on psychological health and job satisfaction. Workplace Ostracism Scale (WOS), Psychological Health Questionnaire and Job Satisfaction Questionnaire were used to test a sample of 437 employees with diverse job titles. The WOS was translated into Chinese upon careful consideration. Based on 137 samples (57 men and 80 women), some revisions were made according to the result of item-total correlation and exploratory factor analysis. Then 300 employees (160 men, 136 women and 4 unknown) from various companies were invited to join the final survey. The reliability and construct validity of WOS were tested by internal consistency reliability and confirmatory factor analysis. Results of item analysis showed that the correlations between the ten items of WOS and the total score ranged from 0.36 to 0.86. All correlations listed were significant at p<0.01. Exploratory factor analysis showed that 10 items had two factors. However, there was only one item in the second factor. Based on further examination, it was found that this item was a rather general statement, while others were all about the specific descriptions. So it was best to eliminate the first item. Then, EFA was conducted on the left nine items. Results showed that all nine items had one factor with an eigenvalue 5.26. This factor can explain 58.50% variance. Internal consistency reliability and confirmatory factor analysis were used to confirm the reliability and construct validity of WOS. Results showed that after eliminating the first statement of the scale, the WOS was a reliable and valid measure in Chinese workplace as well. To test whether gender moderated the relationship between exclusion and outcomes, a moderated hierarchical regression analysis was conducted on psychological health and job satisfaction. For each analysis researchers first entered the main effects for workplace ostracism and gender. In the second step, we entered the interaction term between ostracism and gender. Consistent with predictions, the addition of the interaction resulted in a significant change in R2. To illustrate this interaction, a low workplace ostracism group and a high workplace ostracism group were created for each gender. The results demonstrated the moderating effect of gender on the relation between workplace ostracism and psychological health and job satisfaction. The present study provided a useful measure for Chinese workplace ostracism literature — the revised WOS. It was also demonstrated that, the effects of ostracism were, in fact, moderated by gender. Specifically, workplace ostracism was predicted to have a stronger negative impact on psychological health and job satisfaction of women compared to men. Overall, workplace ostracism cannot be neglected. Special attention should be drawn on this phenomenon. Related Articles | Metrics | Comments（0）

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A Research on Influencing Factors of Adolescent Emotional Resilience Psychological Science    2011, 34 (3): 593-597.   Abstract （7795）      PDF（pc） （441KB）（6837）       Knowledge map    Save The impact of individual variables on adolescent emotional resilience include background variables of gender,age and other psychological variables.Through surveying 830 students,we find that gender and age variables have no substantial impact on adolescent emotional resilience, indicating that emotional resilience has a relatively stable psychological characteristics.There are close relationships between adolescent emotional resilience and personality traits,self-efficacy,psychological resilience and negative emotion regulation ability;and all of these psychological variables have significant predicted effect on adolescent emotional resilience.In these psychological variables, cognitive regulation ability of negative emotion and neuroticism are the two most important psychological variables predicted effect on adolescent emotional resilience;and neuroticism impacts on adolescent emotional resilience indirectly by intermediary variable of cognitive regulation ability of negative emotion. Related Articles | Metrics | Comments（0）

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The Cultural Differences of Self-esteem Psychological Science    2012, 35 (1): 2-8.   Abstract （7359）      PDF（pc） （791KB）（6285）       Knowledge map    Save Self-esteem has certain similarities and differences in different cultural backgrounds. According to previous findings, the cultural differences of self-esteem are manifested in its roots, inclusiveness and its expression. To a certain degree, social cultural values shape self-esteem of people lived in the cultural context. The source of self-esteem embodies the importance of cultural values. People in the individualism culture emphasize the importance of personal self-esteem, which reliance on personal achievement and characteristic, relative to collective self-esteem. Whereas collectivist place more emphasis on social orientation and its collective aspect compared with former. The extent of inclusion of other in self concept is various in different cultures. Self-esteem, as an important aspect of the self concept, has cultural differences in its inclusiveness. People in Western cultures centralize the personal uniqueness and independence. Their self-esteem focus on the unique self aspect compared to Chinese who include the significant others into their self-esteem. Culture influences the ways that taken in the expression of self-esteem. Easterners are much less direct express favorable evaluations of self explicitly and in the public context. They tend to make positive self evaluation when they respond implicitly or in the private context. In contrast, people in Western cultures attempt to maintain a positive self evaluation by engaging in various self enhancement strategies. They express their favorable self evaluation directly when they respond explicitly or in the public context. The awareness of cultural differences and universality of self-esteem should be set up. It is of great important to strengthen the study on cultural differences of it for scientific understanding of the social psychological phenomenon and academic discipline construction. Future research should focus on the meaning of self-esteem, its research content and research methods, to further promote the self-esteem study in the Chinese background. Reference | Related Articles | Metrics | Comments（0）

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The Effect of Material Type and Color Typicality on Color-Object Stroop Effect Shao-Bei XIAO Psychological Science    2012, 35 (3): 619-623.   Abstract （7285）            Knowledge map    Save The color–object Stroop is one of the paradigm of the color–word Stroop .The color–word task cannot be administered to those who are unable to read，but color–object Stroop task can. The color-object relies on the strong to attend to the color of an object to pay less attention to surface features such as color. The Theory on color-object has three Points. Firstly, Lexical interference account. Suppose that a child is asked to name colors and is then shown a picture of red scissors. The picture may activate both the word scissors and the word red, and the activation of scissors may interfere with the production of red. Secondly, Task sets competition. as a visible object with a familiar form affords many possible tasks: naming, lexical decision, semantic classification, translation, free association, and color naming, et al. Thirdly, executive control account. The color–object interference is the outcome of immature executive control in children. In present study, we study the material type and color typicality influence the color-object Stroop through 2 experiments. In experiment 1, to study color - object (picture) Stroop effect. Thirty-three college students were shown pictures of familiar objects in a color that was typical of high, medium, low and baseline. Each picture in one of four colors. Subjects were asked to name the name and color. The results showed that the color typicality were significant. The naming names and the color have significant color – object Stroop effect. In experiment 2, to study color - object(word) Stroop effect. Twenty nine college students were shown word of familiar objects in a color that was typical of high, medium, low and baseline. each word in one of four colors. The results showed that the color typicality were significant. Naming names didn’t exist with color- object Stroop effect, but color naming did exist. We founded the different about color - objects(picture) Stroop and color - object (word) Stroop. It may be the processing is different to pictures and words .But the results of color typicality are the same. Reference | Related Articles | Metrics | Comments（0）

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Antisaccades and Its Experimental Paradigm, Mechanisms and Influence Factors Zhu DANG Psychological Science    2012, 35 (1): 16-23.   Abstract （7266）      PDF（pc） （1206KB）（3442）       Knowledge map    Save Antisaccades task is the main method to study the endogenous saccades. In 1978, Hallett used the antisaccades task in his study for the first time. This task needs the subjects to inhibit the saccade towards the peripheral target, and direct their gaze in the opposite direction. The antisaccades task provides an efficient method for the study of behavioral control and attention. Evidence suggests that prosaccades and antisaccades can be programmed in parallel and competition, and fronto-parietal subcortical network involved in the antisaccades performance. Antisaccades can be influenced by many factors, such as, gap effect, working memory, cognitive aging, eccentricity effect, ect. Reference | Related Articles | Metrics | Comments（0）

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The Relationship between Adolescent Immoral Behaviours on Internet and Parenting Style Psychological Science    2013, 36 (2): 372-377.   Abstract （6997）      PDF       Knowledge map    Save Morality has always been the focus in psychology and philosophy study. In psychology researches, many researchers have been done some contributions. Meanwhile, lots of psychological theories have been proposed to explain the mechanism of human morality. We can find that a lot of people have accurate moral judgments, but they have some immoral behaviors. Some researchers started to figure out the question why moral people did immoral behavior. Recently, lots of studies indicated that moral emotion can play important role in the moral behaviors. Otherwise, some psychologists explored the new psychological mechanism of moral behaviors. So, Bandura’s social cognition theory became the base of moral study, again. Moral disengagement, a cognitive process, can make self-control fail to inhibit the immoral decision and the immoral behavior. In Bandura’s explain of the concept and process of moral disengagement, there are eight mechanisms (moral justification, euphemistic labeling, advantageous comparison, displacement of responsibility, diffusion of responsibility, distorting consequences, attribution of blame, dehumanization). Our society and educational system ugly want to acknowledge why some adolescents did immoral behaviors. And our parents need to comprehend how to deal with the immoral behaviors and the deviant adolescents. So analyzing the immoral behaviors on internet is very important. This study wanted to build a model about the relationship between individual trait, family factors and adolescent immoral behavior. We also focus the role of moral identity, social responsibility, moral disengagement on the relationship between parenting style and immoral behaviors on line. The study wants to display the influence of parenting style, social responsibility, moral identity and moral disengagement on the adolescent immoral behavior on line. There are 764 participants attending this research. Completing five questionnaires, data are analyzed through structural equation model. The final model indicated that there is no direct path between parenting style and immoral behavior. And there is a direct relationship between moral identity and immoral behavior. Moral disengagement can mediate the relationship between moral identity (and responsibility) and immoral behavior. Meanwhile, moral identity and social responsibility can mediate the relationship between moral disengagement and parenting style. The results indicated the magnificent function of the moral disengagement on the relationship between parenting style and the immoral behaviors. Specially speaking, the pathway involved the moral disengagement can explain almost the effect of parenting style on the adolescent immoral behaviors on line. Finally, the implications and the inferences are discussed in the article. Our study indicated that we need more moral practices education rather than moral principles education. Meanwhile, our school and teacher should pay more attention on the absurd explanation to immoral behavior of adolescents. We should pay more attention on the moral identity that shows the importance of moral trait in self. Although our research show that reject parenting didn’t predict adolescent immoral behavior, the parenting style can influence immoral behavior indirectly (through the mediation effect).So parents need diminish reject and increase warmth and response to children. Related Articles | Metrics | Comments（0）

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The effects of career resilience on work performance and career satisfaction Psychological Science    2011, 34 (3): 680-685.   Abstract （6873）      PDF（pc） （527KB）（2881）       Knowledge map    Save Abstract: Career resilience is a person’s ability to adapt to changing Career resilience is a person’s ability to adapt to changing workplace, even when the changes are discouraging or disruptive. Since career resilience is a required characteristic for employees to achieve success in the current and future workplace, more understanding about the concept of career resilience and how it affects one’s career decision and job behaviors will shed significant insight on designing or improving manpower training program and career counseling. The primary purpose of this study is therefore to explore the effects of career resilience. According to London’s theory (London, 1983), one with high level of career resilience will demonstrate initiative, purposive action and high performance, however the opposite will demonstrate withdrawal, anxiety and confusion (e.g., absenteeism, task avoidance, physical or psychological symptoms of stress, low performance). Thus, we predicted that employees with higher level of career resilience would achieve higher level of performance than employees with lower level of career resilience. At the same time, Waterman and Collard pointed out that career-resilient individuals had better career self-management ability and employability (Waterman, Waterman, & Collard, 1994; Collard, Epperheimer, & Saign, 1996), thus, we conjectured that employees with higher level of career resilience would gain higher degree of career satisfaction than employees with lower level of career resilience. The sample consisted of 324 managers from the 59 electronic related corporations under one information group. The manager’s career resilience level was measured with a Career Resilience Questionnaire on six factors developed by a Chinese scholar. The demographics variables and the level of their career satisfaction and performance were measured with questionnaires too. The Harman signal factor testing and multitrait-multimethod testing showed that common method variance was not significant here. When examining the effects of career resilience on performance, the variables of demographics and career satisfaction were controlled, and when examining the effects of career resilience on career satisfaction, the variables of demographics and performance were controlled. Correlation analysis indicated that the three variables of career resilience, career satisfaction and performance positively correlated each other. Multiple regression model and hierarchical regression model was used for testing hypothesis and results showed that career resilience yielded statistically significant effects on performance and career satisfaction. Career resilience alone explained 15.2 percent of the variance in performance after controlled the variables of demographics and career satisfaction, and explained 5.9 percent of the variance in career satisfaction after controlled the variables of demographics and performance. Although popular and frequent in its appearance in business writings of recent times, the academic writings of career resilience are far more limited. This study contributed not only to the academic literature on career resilience but also to our understanding of the effects of career resilience. In addition, this empirical research provided evidence for the existing career resilience theories and suggested that both organizations and individuals should pay attention to the importance of career resilience. Finally, limitations of this research and suggestions for future research were discussed. Related Articles | Metrics | Comments（0）

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Modulation of self-face for visual spatial attention: Evidence from a Posner’s cueing paradigm Psychological Science    2012, 35 (1): 24-29.   Abstract （6835）      PDF（pc） （589KB）（3437）       Knowledge map    Save This paper reported three experiments to explore the role of self-face as salient stimulus in guiding visual attention, by focusing on the roles of self-face in a Posner’s spatial cueing paradigm. In Experiment 1, self- or familiar- face foveally presented as an endgenous cue oriented right or left, cueing the location of a target in the right or left visual field. In Experiment 2 (small-size images) and 3 (large-size images), a self- or familiar- face as task irrelevant stimulus was presented to the right or left visual field while a cued target flashed in the opposite field. The results showed that relative to familiar-face, self-face resulted in a larger cueing effect in Experiment 1, indicating the facilitation of self-face as task relavant stimulus. In contrast, in Experiment 2 and 3, the faces of self and familiar others equally captured visual attention from spatial locations of targets. However, it did not observe a self-face advantage comparing to familiar face. The results may reflect that the face effect on attention capture is large enough to envelop the self effect to emerge. The findings indicated that the effect of self-face as salient stimulus on visual attention depends on its role in a given task rather than exclusively subject to the perceptual processes. Reference | Related Articles | Metrics | Comments（0）

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Multiple Conflict-Driven Cognitive Control Mechanisms Based on Flanker、Stroop and Simon Psychological Science    2012, 35 (2): 276-281.   Abstract （6704）            Knowledge map    Save This study is to investigate the brain mechanism of different types of conflict by using the event-related potential(ERP)technique. In order to investigate this issue, this study integrate different types of conflict （such as Flanker，Stroop，and Simon conflict）.On the one hand, the behavioral responses data showed that: Firstly, all the types of the conflict in all the experiments show the Congruency Effect and the Conflict Adaptation Effects; Secondly, each type of conflict of previous trial in all the experiment only interacts with its own kind of current trial ,but does not interact with other kind of current trial. On the other hand, ERP data of the two experiments show that: with the exception of Flanker conflict in experiment 2, all the conflict types in all the experiments show that the P300 latency,the N450,and the SP component in line with the Congruency Effect.. The data above show that: Firstly, in a variety of types of conflict condition, the human brain can be able to monitor and then solve the conflict at the same time and also achieve successful task performance, and the conflict monitoring theory are still applicable; Secondly, the human brain use local control mechanism to resolve the conflict. To sum up, multiple conflict-driven control mechanisms are based on the conflict-specific manner, these mechanisms are independent, and free from any interference with each other. Reference | Related Articles | Metrics | Comments（0）

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The development of middle school students’ self-evaluation and relationship between it and academic achievement Psychological Science    2011, 34 (3): 619-624.   Abstract （6610）      PDF（pc） （571KB）（3701）       Knowledge map    Save Objective: In order to explore the development of self-evaluation and the relationship between the self-evaluation and the academic achievements. Method: About me Questionnaire and Strength and Difficulty Questionnaire (SDQ) were employed to measure the self-evaluation. The academic achievement was measured by the scores of Chinese, Maths, and English. Correlation and regression analyzes were conducted. Results: (1) it showed that the junior high school students’ academic self-concept was better than that of the senior high school students’; (2) There was statistically significant positive correlation between self-evaluated academic effort and academic achievement, and the statistically positive correlation between self-evaluated academic competence and academic achievement was also found. Furthermore, self-evaluated academic competence could predict the academic achievement better positively. As for SDQ, only could the total score of SDQ predict Maths score negatively. Conclusion: There were differences in self-evaluation with different grade students, however, the junior two students’ scores in most aspects were all higher than other grade students; the academic achievement could be better predicted by academic self-evaluation and gender, whereas the relationship between SDQ and academic achievement was weak in this study. However, the Maths score could be negatively predicted by the total score of SDQ. Related Articles | Metrics | Comments（0）

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Relationships among Interpersonal Competence, Academic Achievement and Developmental Contexts of Junior High School Students Psychological Science    2012, 35 (2): 391-395.   Abstract （6517）            Knowledge map    Save Abstract: Interpersonal competence is a major part of one’s social competence which is based on one’s cognition and emotion and aimed at one’s goal fulfillment and emotion satisfaction or improvement of one’s interpersonal relationship and get manifested as effective and appropriate interpersonal behaviors in various social circumstances. As one social competence, interpersonal competence is the important driving force for one’s successful socialization and adaptation to the society, while academic achievement is the core indicator of one’s learning ability and school environment adaptability. These two are the key aspects of teenager’s individual development and also significant for them to get adapted to the society in the future. For junior high school students, adaptability in various aspects gets developed in different degrees in the double developmental contexts of family and school and gets manifested as division of interpersonal competence and difference in academic achievement. Thus, a systematic study of the junior high school students’ interpersonal competence and academic achievement has its theoretical and realistic significance for the improvement of the future social development. Based on the questionnaire survey which included EMBU-Chinese Version, Interpersonal Competence Questionnaire-Chinese Version (ICQ-R) and a questionnaire of the teacher-student relationship of junior high school students and peer nomination from 586 junior high school students ranging from grade one to grade three, this study established and validated a theoretical model through a structural equation model and explored the interactive relationship model of junior high school students’ interpersonal competence, their academic achievement and the developmental contexts of these two factors. The results showed: (1) The junior high school students of grade two had better interpersonal competence (F=3.458, p=.032) and girl students were better at handling interpersonal problems than boy students (F=7.617, p=.006). The academic achievement of the students who had better interpersonal competence was better than those whose interpersonal competence was not so good; the interpersonal competence and the academic achievement of the popular students were much better than those who were not popular (F＝9.564, p=.001). (2) Good parenting could greatly improve junior high school students' interpersonal competence and this competence was helpful for the development of teacher-student relationship and peer relationship; good parent-child relationship, teacher-student relationship and peer relationship would greatly improve junior high school students' academic proficiency. (3) The structural equation model indicated that junior high school students' interpersonal competence was directly influenced by their family parenting contexts and exerted influence on the school interpersonal contexts. The two context systems influenced students' academic achievements directly or indirectly. The individuals got their social and academic development in the systemic interaction between them and their developmental contexts. Finally, we arrived at the conclusion: For teenagers, the interpersonal competence of individuals was much more influenced by their family parenting contexts while the academic achievement was much more influenced by their school contexts. The various individual development areas brought about indirect and invisible relevance and interaction through the same contexts; the social development and non-social development of individuals relied on the direct interaction between them and the contexts and were influenced by the interactive effect of different context. The further research needs to be carried out in the future. Related Articles | Metrics | Comments（0）

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The Relationship among Perceived Social Support 、Self-esteem and Subjective Well-being of Contemporary Rural Migrant Workers Psychological Science    2011, 34 (6): 1414-1421.   Abstract （6425）      PDF（pc） （1991KB）（3358）       Knowledge map    Save The research surveyed 600 rural migrant workers in Suzhou，and using the situation questionnaire of rural migrant workers’ perceived social support which made by ourselves and the scale of self-esteem 、the scale of subjective well-being of rural migrant workers which have been modified in order to survey the relationship among perceived social support 、self-esteem and subjective well-being. And this research also explored the mediating influence of the self-esteem on the relation between perceived social support and subjective well-being of contemporary rural migrant workers. The research results show that：(1) The subjective well-being and its each dimensions、perceived social support of the rural migrant workers’ who with higher level of the self-esteem significantly higher than whom with lower level of the self-esteem;(2) There was significant correlation among perceived social support 、self-esteem and subjective well-being.(3) There was opposite positive correlation among perceived social support 、self-esteem and subjective well-being.(4)The self-esteem based on perceived social support has significant regression influence on the subjective well-being and its two dimensions, and it’s an important intervening variable between them. Related Articles | Metrics | Comments（0）

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The Different Mediate Role of Locus of Control in the Relationship between Time Management Disposition and Procrastination of Arousal and Avoidance Types Qian Tian Shi-Chang DENG Psychological Science    2011, 34 (2): 348-354.   Abstract （6380）      PDF（pc） （525KB）（4427）       Knowledge map    Save Procrastination is very common among college students in China. Two types of chronic procrastination have been defined by Ferrari, O'Callaghan, & Newbegin (2005): one form was arousal procrastination (delays motivated by a "last-minute" thrill experience), another form was avoidance procrastination (delays related to fears of failure or success). Locus of control and time management disposition was considered as important factors associated with procrastination: time management disposition and external locus of control was significant negative correlated with procrastination, and internal locus of control was significant positive correlated. However, previous studies failed to distinguish different types of procrastination which were varied in motivations. The purpose of the present study was to provide a better understanding of the link between time management disposition and procrastination of arousal and avoidance types by examining the different mediate role of locus of control in the relationship by SEM. Six hundred and twenty four college students (329 males, 263 females, 32 unknown) from 7 universities in Beijing, Xi’an and Guiyang has been surveyed by complete 4 validated questionnaires (Adolescence Time Management Disposition Inventory; Internality, Powerful Others, and Chance Scales; Lay’s General Procrastination Scale for Student Populations and Adult Inventory of Procrastination) in classroom. Amos 7.0 was used to analyze the correlation and structure model among these factors. The analysis of correlation showed that time management disposition was significant negative related to both arousal and avoidance procrastination. That is, the more active of individuals’ time management disposition, the less they procrastinated in their daily life. As to locus of control, internality is significant negative related to both arousal procrastination and avoidance procrastination, while powerful others and chance were significant positive related to both arousal procrastination and avoidance procrastination. By delete several insignificant paths, a mediate model of 2 types of procrastination was confirmed by SEM after cross-validation (χ2/df(112.933/56)=2.017, RMSEA=.058, TLI (NNFI) =.950, CFI=.964, GFI=.947). The SEM indicated: (1) Different types of locus of control can be predicted by time management disposition, specifically, time management disposition can predict internality positively and predict powerful others and chance neg Related Articles | Metrics | Comments（0）

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An event-related potential study of noun-verb ambiguous effect in Chinese Psychological Science    2011, 34 (3): 546-551.   Abstract （6345）      PDF（pc） （533KB）（4569）       Knowledge map    Save Electrophysiological techniques were used to examine the effect of word class ambiguity on the brain response to Chinese noun-verb word class ambiguous words, namely, whether noun-verb word class ambiguous words and word class unambiguous items (nouns and verbs) engage different neural mechanism in grammatically well-specified contexts. There were three sets of stimuli used in the experiments: (1) word class unambiguous nouns, (2) word class unambiguous verbs, and (3) noun-verb word class ambiguous words(can be used as both nouns and verbs, but nouns and verbs senses have little or no semantic ambiguity). Words length and word frequency were matched across three word types. These stimuli were embedded in two contrastive grammatical phrase contexts that explicitly specified their word class: “yi ge(一个)+ _”(e. g., noun-predicting) and “bu yuan(不愿) + _” (e. g., verb-predicting,). All the phrases were ranged randomly and presented visually word by word. The subjects were asked to decide whether the presented phrase represented a legal or illegal phrase. ERPs in response to the nouns, verbs and noun-verb ambiguous words in different contexts were recorded. The ERPs were then analyzed using a repeated -measures ANOVA. Fig. 2 showed significant ERP differences between noun-verb ambiguous words and word class unambiguous word in intervals of 270-350ms. Unambiguous words elicited a larger N400 than did noun-verb ambiguous verbs over frontal and central sites, p=0.016. But the N400 effect only appeared in the verb-predicting context(see fig. 4), p=0.01. There no significant P600 effect between noun-verb ambiguous words and word class unambiguous word in intervals of 450-600ms. Fig. 6(left) showed significant word class effect for unambiguous nouns and unambiguous verbs. When the context completely matched their grammatical role, compared to unambiguous nouns, unambiguous verbs elicited a larger N400 over frontal and central sites, p=0.046, and a smaller P600 over posterior areas, p=0.04. Similarly, word class ambiguous words used as nouns elicited a larger P600 than did word class ambiguous words used as verbs(see Fig. 6 right), p=0.05. P600 was the index of grammatical process which elicited by grammatical features of word class in our experiment. Thus, according to the present data, we argue that noun-verb word class ambiguous words in Chinese are not special neural mechanism compared to word class unambiguous nouns and verbs. Related Articles | Metrics | Comments（0）

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Simulation study of the detection of measurement invariance and its influential factors for ordinal categorical data Chong LI Psychological Science    2011, 34 (6): 1482-1487.   Abstract （6314）      PDF（pc） （1483KB）（2776）       Knowledge map    Save The study introduces a new method of model construction and parameters estimation for ordinal categorical data，with the method of exploring measurement invariance based on this method. simulation study explores the effect of parameters recovery, difference between estimated value and known population parameters value ,empirical power under various total sample size, the ratio of reference group to focal group size, the difference of parameters between two groups, test length. Results indicate that the parameters recovery well when robust weighted least squares estimator using a diagonal weight matrix(WLSMV) are used. The type Ⅰerror of DIFFTEST consistently adhered closely to the nominal alpha level of 0.05.Under the condition of large sample size, reference and focal group size are equal, the difference of parameters is bigger, the power of DIFFTEST show better. Control the number of items whose measurement invariance are violated, the power of DIFFTEST become lower when the test length become longer. Reference | Related Articles | Metrics | Comments（0）

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The Influence of Personality Traits,Family Environment on Middle School Students’Moral Judgment Competence Psychological Science    2011, 34 (3): 664-669.   Abstract （6302）      PDF（pc） （522KB）（3691）       Knowledge map    Save Few empirical studies have examined the effects of individual difference variables (e.g., personality traits) and social environment variables (e.g., family environment) on adolescents’ moral judgment competence systematically. Based on the latest theories of moral judgment, this study tested the relationship of personality traits, family environment and moral judgment competence among middle school students. The aim is to provide some help for students’ moral psychological education and counseling. The participants were 900 students ranging from grade 1 of jurnior high school to grade 3 of senior high school. They are come from six urban districts and rural districts. 887 students finished the questionnaires (855 were valid, 96.4% ) which included three scales: Qingnian Zhongguo Personality Scale (QZPS), Family Environment Scale-Chinese Version (FES-CV, 3rd ed.) and Chinese Adolescent Moral Judgment Competence Test. In order to construct a relevant model for the different three variables, the statistical methods adopted correlation analysis, regression analysis and path analysis respectively. The research constructed four structural equation models: one direct effect model and three intervening process variable models. The models revealed that the personality traits and family environment variables to the middle students’ moral judgment have both directly effects and indirectly effects with relatively comprehensive. The results showed that the directly effects of personality traits factors influenting moral judgment competence are Good-heartedness and behavior style personality dimensions. Personality traits and family’s success, knowledge and control factors effect each other. And personality extroversion, behavior styles, good-heartedness, talent, emotionality and honesty indirectly influented it throught family achievement orientation, intellectal-cultural orientation and control. Furthermore, family’s success and control directly influented moral judgment competence. Family cohesion, achievement orientation, intellectal-cultural orientation, active-recreational orientation, moral-religious emphasis, organization and control indirectly influented it throught personality good-heartedness, talent and honesty. The findings revealed that the direct effects of middle school student’s personality traits, family environment on the moral judgment competence have more significance than the indect effects. Personality traits are the protective factors Related Articles | Metrics | Comments（0）

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Educational neuroscience: An Integrated approach to human Cognition and Learning Hu Yi, Sang Biao Psychological Science    2010, 33 (3): 514-.   Abstract （6236）      PDF（pc） （790KB）（6141）       Knowledge map    Save Educational neuroscience was the research area driven not only by the theory on embodied cognition in cognitive science, but also by the integrated approach on human cognition in educational context. Given that effective interactions between cognitive neuroscience and education, educational neuroscience is aimed at improving education theory and practice scientifically at the various analysis level via multiple techniques including brain imaging, by the cooperative effects of educationlist, psychologist, and neuroscientist. The research field is promising for learning and teaching even that there exists more argues currently. Related Articles | Metrics | Comments（0）