Subjects: Psychology >> Educational Psychology submitted time 2024-03-25
Abstract： Previous meta-analytic studies have mostly examined the effects of family parenting styles on single variables in the structure of positive adolescent development, and no study has examined the effects of family parenting styles on the holistic conceptualization of positive adolescent development. Based on the positive adolescent development perspective, the present study included a series of meta-analyses (206 papers, 1822 independent effect sizes, and a total number of subjects up to 109,968) with a sample of Chinese adolescents, including three variables: academic achievement, self-esteem, and resilience. The results showed that different types of family parenting styles had a significant correlation with the three core indices of positive adolescent development, positive family parenting styles were moderately and positively correlated with positive adolescent development, and negative family parenting styles were weakly and negatively correlated with positive adolescent development, and the moderating effects of female sex ratio and education stage were significant. The above results have important reference significance for comprehensively and profoundly understanding the development resource value of family parenting style under the Chinese cultural background, and further promoting the positive development of adolescents.
Subjects: Nuclear Science and Technology >> Nuclear Materials and Techniques submitted time 2024-03-25
Abstract： Background : Uranium dioxide (UO2) has been broadly employed as nuclear fuel in nuclear reactors. The poor thermal conductivity of UO2, however, reduces the safety of the reactor due to possible sharp temperature gradients. Graphene oxide (GO) is a kind of promising additive to improve the thermal conductivity of UO2 for its excellent thermal performance. Purpose : This work aimed at achieving uniform distribution of GO in UO2 pellets, effectively controlling the doping amounts, and finally enhancing the thermal conductivity of UO2 pellets. Methods : GO-doped UO2 powders with different doping amounts were prepared by solid-liquid mixing method and ammonium diuranate (ADU) co-precipitation method. After selecting the optimized powdering process, the UO2-GO composite fuel pellets were prepared by spark plasma sintering (SPS). The properties of the UO2-GO composite fuel pellets, such as density, grain size, physical phase, thermal conductivity, etc., were examined and compared with that of the conventional pure UO2 pellets. Results : The results showed that the density of UO2-GO pellets could reach up to 97.6% T.D. The thermal conductivity of UO2-GO pellets with 1.5 wt. % doped GO was 85.9% higher than that of conventional UO2 pellets at 1000 ℃. The grain size of the UO2-GO pellets was uniform, and the GO was homogeneously distributed at the grain boundary to form a bridging thermal conduction network. Conclusions : The thermal conductivity of the UO2 pellets was successfully improved through GO doping.
Peer Review Status:
Awaiting Review
Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理学报》
Abstract： In collaborative memory, the memory performances of collaborative and equal-sized nominal groups were measured by the number of correctly recalled items. By comparing the correct recall results between the two groups, collaboration during the retrieval phase is seen to possibly result in collaborative inhibition and collaborative facilitation. However, recall error items were also essential indicators of collaboration. Several studies have considered error recall items as indicators to show that collaboration is beneficial in reducing errors. The phenomenon of collaborative groups recording significantly fewer recall errors than nominal groups is referred to as the “error pruning effect.” The mechanisms and moderators of the collaborative inhibition effect have been explored in several previous studies, but evidence on the mechanism of the “error pruning effect” is scarce. This meta-analysis aimed to investigate the robustness of error pruning in collaborative memory and to examine the potential mechanisms and moderators. Studies were identified with several keywords, including “collaborative memory”, “collaborative recall”, “collaborative inhibition”, and “collaborative facilitation”. English language databases, including Web of Science, Science Direct, EBSCO, and ProQuest, as well as the Chinese language database CNKI, were searched. From 38 empirical studies (from a total sample N = 6225), 64 independent samples were included. We chose the random-effect model to conduct the meta-analysis using CMA 3.3. The 64 independent samples showed considerable heterogeneity. Moreover, no substantial publication bias was found in the studies, which was confirmed by the funnel plot, fail-safe number, and trim and fill methods. Standardized mean differences measured by Hedges’ g were used as the effect size index in the meta-analysis. The main effect showed a large and robust error pruning effect and collaborative inhibition effect in the results. Moreover, the results indicated that the collaborative inhibition effect commonly accompanies the error pruning effect. Further analysis revealed that collaborative approaches and interpersonal relationships moderate the error pruning effect. In particular, collaboration of free-flowing and consensus building enhanced the error pruning effect, while collaboration had no significant effect on the inhibition effect. The type of material had no significant effect on error pruning, while story material increased collaborative inhibition. Familiar relationships increased the error pruning effect, but they weakened collaborative inhibition. Overall, the study results demonstrated the effect of collaborative recall on inhibiting error and improving accuracy. Collaboration and interpersonal relationships may act as important moderating variables in the process. Although error pruning resulted from a feeling of knowing through recall from collaborative partners, it required a relatively low level of processing. Lastly, efficient error correction could be easily achieved through sufficient communication.
Subjects: Library Science，Information Science >> Library Science submitted time 2023-07-26 Cooperative journals: 《图书情报工作》
Abstract： [Purpose/significance] In order to enhance the practicability of thesaurus, it is necessary to constantly update new terms in the field to thesaurus. In the process of updating and maintenance, we should explore the distribution characteristics of new terms from the perspective of time and frequency, which can provide reference for the method of discovering new terms.[Method/process] Based on the relevant characteristics of the new terminology, combined with the development distribution of the corresponding document frequency at time point and period, through the relevant statistical analysis, the distribution of terminologies in different development periods is studied, especially the characteristics of terminologies from the beginning to the maturity.[Result/conclusion] It is proved that the new terminology is generally in the growth stage of terminology. When the candidate new terminology keeps positive growth trend for more than a certain number of years, it is considered that the term has all novelty, time persistence and terminological features. Based on the distribution characteristics, the article selects a subject area to discover its new terminology. According to the judgment of the expert, the method has a high accuracy rate in the judgment of new term, and can effectively identify the low frequency words which are more occupied in practical applications.
Subjects: Psychology >> Cognitive Psychology submitted time 2023-07-17
Abstract： In collaborative memory, the memory performances of collaborative and equal-sized nominal groups were measured by the number of correctly recalled items. By comparing the correct recall results between the two groups, collaboration during the retrieval phase is seen to possibly result in collaborative inhibition and collaborative facilitation. However, recall error items were also essential indicators of collaboration. Several studies have considered error recall items as indicators to show that collaboration is beneficial in reducing errors. The phenomenon of collaborative groups recording significantly fewer recall errors than nominal groups is referred to as the “error pruning effect.” The mechanisms and moderators of the collaborative inhibition effect have been explored in several previous studies, but evidence on the mechanism of the “error pruning effect” is scarce. This meta-analysis aimed to investigate the robustness of error pruning in collaborative memory and to examine the potential mechanisms and moderators.
Studies were identified with several keywords, including “collaborative memory,” “collaborative recall,” “collaborative inhibition,” and “collaborative facilitation.” English language databases, including Web of Science, Science Direct, EBSCO, and ProQuest, as well as the Chinese language database CNKI, were searched. From 38 empirical studies (from a total sample N = 6225), 64 independent samples were included. We chose the random-effect model to conduct the meta-analysis using CMA3.3. The 64 independent samples showed considerable heterogeneity. Moreover, no substantial publication bias was found in the studies, which was confirmed by the funnel plot, fail-safe number, and trim and fill methods.
Standardized mean differences measured by Hedges’ g were used as the effect size index in the meta-analysis. The main effect showed a large and robust error pruning effect and collaborative inhibition effect in the results. Moreover, the results indicated that the collaborative inhibition effect commonly accompanies the error pruning effect. Further analysis revealed that collaborative approaches and interpersonal relationships moderate the error pruning effect. In particular, collaboration of free-flowing and consensus building enhanced the error pruning effect, while collaboration had no significant effect on the inhibition effect. The type of material had no significant effect on error pruning, while story material increased collaborative inhibition. Familiar relationships increased the error pruning effect, but they weakened collaborative inhibition.
Overall, the study results demonstrated the effect of collaborative recall on inhibiting error and improving accuracy. Collaboration and interpersonal relationships may act as important moderating variables in the process. Although error pruning resulted from a feeling of knowing through recall from collaborative partners, it required a relatively low level of processing. Lastly, efficient error correction could be easily achieved through sufficient communication.
Subjects: Library Science，Information Science >> Information Science submitted time 2023-04-01 Cooperative journals: 《图书情报工作》
Abstract： [Purpose/significance] Sudden public emergencies affect and change people's daily behaviors and habits. People's reading demands, reading mode and reading habits change in the abnormal environment, which pose new challenges and requirements to the reading promotion service of libraries.[Method/process] This paper discussed duties and functions carried by library reading service from the viewpoint of related legal principles and academic theories. Meanwhile, it put forward specific supply strategies and feasible suggestions in reading service in light of the features of reading demands and reading behaviors and habits of the public in the epidemic situation of current "novel coronavirus pneumonia".[Result/conclusion] Libraries should select the information of public emergencies scientifically, and carry out crisis response consulting services. Pay attention to the psychological adjustment of readers while improving the way of online reading, further enhancing functions and influences in dealing with sudden public emergencies.
Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-03-28 Cooperative journals: 《中国科学院院刊》
Abstract： Major countries have launched brain initiatives for competition, aiming to gain strategic priority in the area of brain ultimate frontier for human being in the course of recognizing nature. The US BRAIN Initiative is a scientific project comparable to the Human Genome Project in scale and potential impact. Accelerating the development and application of new technologies and tools is the driving force for the US BRAIN Initiative, which takes the lead in race owing to its realistic and innovative development mode. This study briefly reviews the implementation progress, the strategic reports and research achievements of the US BRAIN Initiative, and summarizes the main characteristics of its implementation. Finally, this study puts forward six advisory opinions: (1) strengthening the top-level design, (2) energetically developing originally created biotechnology, (3) setting up studies for data governance in advance, (4) exploring the mode for government and enterprise cooperation, (5) establishing interdisciplinary network for group research, (6) practicing responsible study, in hope of inspiring more good ideas for the development of brain science in China.
Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-03-28 Cooperative journals: 《中国科学院院刊》
Abstract： The area of grassland in China is about 392.8 million hm2, covering 40.9% of land surface of China. Grasslands not only serve as important green barriers for national ecological security but also as basic means of production for local farmers and herders. However, the grasslands in China have been unevenly deteriorating since 1980s in large areas. To date, the overall condition of grasslands in China remains worsening, with some area getting better. Such a situation severely constrains the developments of ecological civilization and social economy in China. Here, we analyze the current state and issues in grassland restoration and conservation and suggest some countermeasures, aiming to restore, conserve, and sustainably use the grasslands in China.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In 2017, Richard H. Thaler was awarded the Nobel Prize in Economics. A key contribution towards this was his work on progressing his theory of mental accounting. Of late this theory has been used to explain some behavioral anomalies contrary to the “rational economic man” hypothesis in two major areas including consumer decision-making and financial and management decision-making. This article takes the applied research in the two fields as the external logic, and the three major process of mental accounting as the internal logic, mainly exploring ten behavioral phenomenon anomalous, including the “label effect”, “budget effect”, “price illusions”, “decoupling effect” and “utility bias” in consumer decision-making; “fly-paper effect”, the “puzzle of remuneration perception”, “puzzle of taxes and investments”, the “puzzle of accounting information disclosure” and “disposition effect” in financial and management decision making. We hope to demonstrate the latest developments in mental accounting theory. Additionally, we also discuss two possible applications for the future. Firstly, further research might also be interested in the possible internal processes and mechanisms of mental accounting and its impact on human decision-making through eye-motion tracking technology and the technology of cognitive neuroscience. Secondly, future research may be concerned with the applications of mental accounting towards nudge theory; particularly in the context of government and organizational management.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Viral marketing refers to the marketing approach through which marketers generate online contents on social networks and attract consumers to share them and make them viral. The paper develops a literature review on the factors that make online contents viral, including content characteristics, psychological motives, emotional responses, situational factors and individual traits. The framework can provide theoretical guidance for brands and We Media to increase sharing rate of their online contents. Future studies should focus on exploring the influential mechanism of specific emotions on sharing intention, identifying more situational factors in the context of Chinese culture, measuring the performance of viral marketing, investigating psychological and behavioral consequences of viral marketing and adopting multiple methods.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Pride is a positive emotional experience arising from evaluating one’s own achievements attributed to oneself based on the standard of self-internalization. As a typical self-conscious emotion, moral emotion, and social emotion, different types of pride have multiple psychological and social functions that have profound significance in promoting mental development and social interactions. In recent years, revealing the neural basis and its potential mechanism for this complex emotion has not only become a hot topic in pride research but also a frontier issue in affective neuroscience. In view of the complexity of pride, this paper analyzed the neural basis of different types of pride from a comparative perspective and places pride in the spectrum of self-consciousness emotions and moral emotions for a comparative analysis of its neurophysiological mechanisms. Research has shown that the synergistic actions between regions of the brain that relate to the theory of mind, self-referencing, emotion, reward, and memory constitute the neural basis of pride. Different types of pride activated some overlapping neural regions, and the differences reflected specific psychological components. The neural comparison of pride and basic emotions revealed that the mechanism of pride was more complex. The activated brain regions not only contained sensory and perceptual processing, but also were involved in higher cognitive functions such as the theory of mind, self-reference, and self-reflection. A comparison of neurological and physiological studies found that the brain regions activated by pride and different moral emotions overlapped more than did basic emotions. Specifically, pride and gratitude, the two positive emotions, activated the important brain regions involved in the theory of mind and reward processing, and there was a great overlap among guilt, shame, embarrassment, self-esteem, and other emotions in the brain regions involved in the theory of mind and self-reference. The inconsistency of the results was manifested in the activation of the medial prefrontal cortex, a region related to the theory of mind and self-reflection. These results suggest to some extent that the development of complex cognitive functions is an important basis for the formation of pride. The generation of pride, different moral emotions, and self-conscious emotions is based on the cognition and attribution of the intention and behavior of oneself and others, and influence each other in the process of occurrence and development. These findings provide the basis for understanding the complex neural mechanisms of pride. Current studies on the neural mechanism of pride mostly focus on the individual level and use fMRI to compare the neural basis of pride and different emotions. The differences in the existing research conclusions need to be further explored. Therefore, future research should explore the neural mechanisms of different types and intensities of pride, and use ERP to investigate the interaction between pride and cognitive processes such as perception, evaluation, and decision making in order to reveal the neural mechanism of pride from a multi-dimensional perspective.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Dual-process theory holds that memory are based on two processes: familiarity and recollection. Familiarity refers to the feeling of knowing something or someone without the retrieval of additional information. In contrast, recollection includes remembering contextual information about the learning episode. While there is agreement that item memory can be supported by both processes, associative memory is generally thought to be supported by recollection only. However, recent research suggested that familiarity can also contribute to associative memory when the to-be-associated stimuli are unitized during encoding. Graf and Schacter (1989) defined this manipulation as unitization. Subsequently, a large number of behavioral studies, ERP studies, fMRI studies, and studies of older adults began to examine the effect of unitizaiton on associative memory and its processing. The results consistently showed that both top-down unitizaiton and bottom-up unitizaiton increased the contribution of familiarity to associative memory. However, some issues have been overlooked in these studies. First, the vast majority of studies have considered only the effect of single-modality unitization on associative memory, while only a very small number of studies have compared the effect of different unitization on associative memory. A review of these studies reveals that conceptual unitization has a higher level of unitization than perceptual unitization and interactive imagery task, and that interactive imagery task may have a higher level of unitization than conceptual definition task. However, no studies directly compared the level of unitization between conceptual unitization and conceptual definition task, and between perceptual unitization and interactive imagery/conceptual definition tasks. Second, limited by experimental material selection and memory load, most studies have not matched the level of unitization between the studied and rearranged pairs. Liu et al. (2020) first introduced the variable of unitization-congruence, and three studies consistently revealed that unitization-congruence does moderate the effect of unitization on associative memory. This finding not only help resolve the current debates in the literature concerning the influence of unitization on associative memory, but also reveal the optimal condition to benefit associative recognition from unitization—when item pairs with high level of unitization at encoding are rearranged into item pairs with lower level of unitization at retrieval. Again, while it is widely accepted that unitization can facilitate the contribution of familiarity to associative memory, there is disagreement about the effect of unitization on the memory of the individual items that comprise the association. The ‘benefits-only’ account argues that unitization facilitates associative memory without impairing item memory, whereas the ‘benefits and costs’ account argues that unitization facilitates associative memory at the expense of item memory. A review of existing studies suggests that limited cognitive resources and semantic relatedness between the old and new words may be important in explaining these two accounts. Finally, there are three apparently different hypotheses about the mechanisms by which unitization occurs, namely, the item hypothesis, the schema hypothesis, and the semantic elaboration hypothesis. Combining the effects of unitization on associative and item memory, the item hypothesis seems more reasonable. In summary, we can not only compare the facilitation effect of different unitization on associative memory but also explore its lifelong development pattern in further study, provided that unitization-congruence needs to be taken into account.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： With the development of emerging technologies such as 5G, big data, artificial intelligence, cloud computing, and the Internet of Things, business environments are gradually becoming a digital ecosystem, in which the interdependence between enterprises and customers is increasingly affected by Digitalized Interactive Platforms (DIP) offerings. DIP has resulted in the increased usage and engagement by multiple stakeholders, which offers a complex and dynamic experience. However, it remains unclear how firms can leverage DIP to facilitate customized and enriched customer experience to increase customer input, thereby co-creating value with other stakeholders. This project fills this void by providing a research framework to address this question, which includes five different studies. Study 1 is based on the stakeholder marketing theory to explore the value co-creation process of stakeholders during the consumer journey of DIP offerings through a qualitative research. Firstly, the recursive reflexive process of multiple stakeholders of DIP offerings will be analyzed based on the theory of recursive reflexivity; secondly, the action and interaction of stakeholders’ practice continuity and consumption experience will be explored based on the theory of practice continuity; finally, based on the identity theory and institution theory, identity evolution, identity co-construction and institutional change process will be examined. These steps help us analyze the behavior and experience of stakeholders in the consumption journey of DIP offerings, which is a step towards theory development in DIP and provides basis for future related studies. Study 2 focuses on the customer experience journey in DIP offerings (DXJ) and intends to explore the definition, dimensions, measurement and generalizbility of this concept. Firstly, DXJ will be defined, similarities and difference between DXJ and other related concepts will be discussed through relevant literature discussion; secondly, we will explore the dimensions of DXJ using qualitative research methods, and develop its measurement scale; then the predictive validity of the developed scale will be tested; data will be collected through a large scale survey study to empirically examine the antecedents and behavioral outcomes of DXJ. In study 3, a new concept, DXJ ambidexterity, is proposed and developed. The conceptualization, source of tension and reconciliation mechanism of DXJ ambidexterity will be explored using qualitative research methods. Firstly, sources of tension of DXJ ambidexterity are explored based on the ambidexterity theory, and factors influencing the tension of DXJ ambidexterity will be investigated; secondly, the reconciliation mechanism of DXJ ambidexterity tension will be discussed; finally, the reconciliation process will be discussed and explained. Study 4 intends to study the evolution process, generation, management and evaluation of customer input with DIP offerings (that is, DCI). Firstly, we will explore the definition and dimensions of DCI, and develop the measurement scale accordingly; secondly, the mechanism and process of the generation and management of DCI will be investigated; finally, the antecedents, mediators, moderators of DCI, as well as how they affect customer behavior and corporate performance will be investigated empirically. Study 5 explores the reciprocal relationship between DXJ and DCI. Based on the theory of spirals, we propose to use a large scale survey method to collect panel data to explore the interaction mechanisms between DXJ and DCI from the following five aspects: customers, their social network, firms, their partners, and enterprise customers. We also intend to identify the lower and upper boundaries of the spiral. This study uncovers the new phenomena of DIP offerings and contributes to the existing research related to customer experience and customer input. This study also extends the existing theories such as recursive reflexivity theory, institution theory, ambidexterity theory, and the theory of spirals. The results of this study will offer insights to DIP companies to establish a win-win, long-term relationship with multiple stakeholders, and ultimately co-create value.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Affective diathesis refers to an individual’s emotional psychological quality. It is a series of relatively stable psychological traits that are formed from the combination of both genes and the environment. In recent years, China's graduate student enrollment has increased each year. However, few studies have examined graduate students’ affective diathesis. A large-scale research study on the affective diathesis of Chinese contemporary graduate students is a significant, though challenging, endeavor. We analyzed affective diathesis of Chinese contemporary graduate students and its influencing factors using the self-developed “College Students’ Affective Diathesis Questionnaire” and “Affecting Factor Inventory.” The college students’ affective diathesis questionnaire has six sub-questionnaires (moral affection, rational affection, aesthetic affection, interpersonal affection, life affection, and emotional intelligence), including 33 different kinds of affects. The affecting factor inventory has 35 items in personal, family, school, and social respects. The questionnaires were administered to 10,056 graduate students from 51 colleges and universities in 14 major cities (Beijing, Shanghai, Nanjing, Guangzhou, Changchun, Zhengzhou, Xi'an, Wuhan, Xining, Lanzhou, Guiyang, Nanning, Haikou, Kunming, and so on). The geographical regions included well-developed, developing, and less-developed regions in China. The results revealed the following. First, the affective diathesis of Chinese contemporary graduate students is generally positive. The development levels of life affection and moral affection were relatively high; the development levels of interpersonal affection, aesthetic affection, and emotional intelligence were relatively low. For the specific affections, the development levels of patriotism, responsibility, credibility, self-reliance, self-esteem, achievement, aesthetic for nature, and emotional understanding ability were relatively high; the development levels of integrity, forgiveness, aesthetic for humanity, and emotional expression ability were relatively low. Second, the results revealed that there was a structural difference between males and females. The development levels of integrity and exploration for males were higher than those for females; the development levels of intimacy, emotionally appealing, gratefulness, self-esteem, cherish, aesthetic for nature, and aesthetic for deportment for females were higher than those for males. Additionally, those who received awards had higher levels of affective diathesis, including all of the six sub-affections and nearly all of the specific affections. Further, the development levels of exploration and aesthetics for science in students majoring in science were higher than those for students majoring in liberal arts. Third, the factors that influence the development of affective diathesis in the graduate students fell into four categories: individuals, families, schools, and society. Sound moral values, more public awareness, strong interpersonal relationships, high self-expectations, and so on had a positive impact on graduate students’ affective diathesis. Finally, graduate student's development levels of public benefit, self-improvement, exploration, learning happiness, major interest, self-confidence, aesthetic for humanity, and aesthetic for science were higher than those of undergraduates. Further, the negative influence of school pressure and time spent online on affective diathesis in undergraduate students was greater than it was in the graduate students. The results from this investigation provide educators with abundant first-hand information on how to improve graduate students’ affective diathesis, as well as for academics on the theoretical implications for affective diathesis research.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Human beings have affective forecasting biases. Dispositional mindfulness may weaken the narrow focus of attention by promoting the expansion of the scope of attention and the association of emotional experience, to better simulate future emotions. For adolescents, schoolwork is an important developmental task as well as an arena for their emotion generation. In the present study, we propose the following hypotheses: Middle school students have academic affective forecasting biases (H1); dispositional mindfulness affects the forecasting bias (H2); and dispositional mindfulness reduces affective forecasting biases by weakening attentional focus (H3). To test these hypotheses, three experiments including field and laboratory situational experiments were conducted.In the first experiment, 267 middle school students completed the Five Factor Mindfulness Questionnaire (FFMQ), and were invited to predict their feelings on achieving or not achieving their goals in the forthcoming midterm exam. After the midterm exam, they were asked to report their actual emotional experience at the moment they were informed of their final scores. In the second experiment, 70 middle school students were divided into two groups—high/low dispositional mindfulness groups—and invited to predict their emotions if they were to succeed or fail in the Word Combination Test (WCT). The test involved randomly giving participants positive or negative feedback. After the test, the participants were asked to report their real emotional experience of the success or failure. In the third experiment, 136 middle school students participated in a field experiment of achievement score feedback. Participants completed the FFMQ and attention focus questionnaires first, and then predicted their emotions regarding the result of the WCT. After completing the WCT, the participants were asked to answer the questionnaire about their emotional experiences.In sum, the results of the three experiments congruently prove the existence of academic affective forecasting biases in adolescents. In addition, the influence of dispositional mindfulness on affective forecasting biases was as follows: whether it was a positive or negative situation, adolescents with higher dispositional mindfulness had relatively smaller affective forecasting biases, while adolescents with lower dispositional mindfulness had relatively larger forecasting biases, but the tendency of overestimating and underestimating the emotional experience was not significant. To confirm this, we conducted a meta-analysis combining the three experimental data. The results showed that the mean effect size of dispositional mindfulness in positive situations (achievement of test goals, success feedback) was d = 0.56, Z = 4.31, p < 0.001; and the mean effect size of dispositional mindfulness in negative situations (unfulfilled test goal, failure feedback) was d = 0.42, Z = 3.47, p < 0.001. Further, dispositional mindfulness reduces the cross-context robustness of academic affective forecasting biases. In addition, in the third experiment, we found that attentional focus played a mediating role in the effect of dispositional mindfulness on affective forecasting biases.This study has two theoretical implications. First, it confirms the existence of affective forecasting biases in middle school students regarding their academics. Second, it reveals the effect of dispositional mindfulness on reducing biases of affective forecasting and its possible mechanism, which could be the amplification-bonding mechanism of mindfulness. In terms of practical implications, the real examination and simulated achievement feedback situations presented in this study are a reflection of real school educational activities and, therefore, have stronger ecological validity.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The teacher-student relationship is a key factor that contributes to educational activities and has hence long been considered an important topic in the field of educational practice and research. Previous studies have found that co-experience improves the development of interpersonal relationships. However, the question remains of whether positive co-experience has the same effect on the quality of teacher-student relationships. The current research aims to investigate the impact of positive co-experience on teacher-student relationships and the underlying mechanism. Building on previous studies, two main hypotheses are proposed: Firstly, that positive co-experience effectively promotes the development of teacher-student relationships (H1); secondly, that this effect is mediated by emotional bonding (H2). Three studies have been conducted to test these hypotheses (H1 & H2). In study 1, a total of 1, 273 students were invited to complete a questionnaire exploring aspects of positive co-experience, positive emotional bonding, teacher-student relationships, and a self-assessment of academic performance. In study 2, all students in a middle school in Shanghai were enrolled as research subjects. Taking each class as a unit, we randomly divided students into three groups. A mixed experimental design of 2 (time: pre-test vs. post-test) × 3 (positive co-experience type: sharing and recall group vs. simple recall group vs. normal group) was adopted. In the pre-test, all subjects in three groups were asked to complete the questionnaires. The students and their teachers would then take part in a sports festival, which was designed to foster positive co-experience within teacher-student relationships. The researchers took photos during this process and made a photo album for the enrolled students and teachers. In the post-test, all three groups were required to complete the questionnaire: students in the “sharing and recall group” were required to complete the questionnaire after reviewing the album of their shared experience with their teachers. “the simple recall group” was asked to complete the questionnaire after reviewing the album with their teachers without sharing experience with their teachers; and the normal group, as a control, completed the questionnaire directly. In study 3, 152 middle school students were invited to participate. We divided them into four groups and conducted a mixed experimental design grid with dimensions of 4 (positive co-experience type: recall vs. imagination vs. example vs. control) × 2 (teacher category: specific teacher vs. group teacher). The four groups of subjects were then required to complete tasks assessing the psychological distance and positive emotional bonding between themselves, a specific teacher, and the group teacher, respectively. They were then graded for “the vignette task”. In conclusion, the results of these studies congruently indicate that positive co-experience has a stable facilitatory effect on teacher-student relationships, and further, that positive emotional bonding plays a mediating role in the relationship between positive co-experience and teacher-student relationships. Further, sharing can promote the level of positive emotional bonding between teachers and students, and the positive co-experience of imagination, recall, and example can improve the level of positive emotional bonding between teenage students and their teachers. We also found that the positive aspect of the teacher-student relationship can be transferred to the group relationship between teachers and students.
Subjects: Materials Science >> Materials Science (General) submitted time 2023-03-18 Cooperative journals: 《材料研究学报》
Abstract： Zr films have been successfully deposited on Mo substrate by pulsed laser deposition (PLD).The microstructure and morphology of the as-deposited films were examined by grazing-incidence X-ray diffraction (GIXRD), scanning electron microscopy (SEM) and atomic force microscopy (AFM). The results show that the dimension and density of droplets increase with increasing pulse frequency. In the range of 6 to 20 Hz, the average deposition rate decreases with increasing pulse frequency. Under the same conditions, the average nanoparticle sizes of Zr films deposited on Mo increase and then decreases with increasing pulse frequency. Through XRD analysis, it follows that the higher pulse frequency is beneficial to the higher degree of crystallinity of Zr films. However, the pulse frequency has no significant effect on the preferential orientation of crystal planes of the deposited films.
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Educational Psychology submitted time 2022-11-27
Abstract：
The teacher-student relationship is a key factor that contributes to educational activities and has hence long been considered an important topic in the field of educational practice and research. Previous studies have found that co-experience improves the development of interpersonal relationships. However, the question remains of whether positive co-experience has the same effect on the quality of teacher-student relationships. The current research aims to investigate the impact of positive co-experience on teacher-student relationships and the underlying mechanism. Building on previous studies, two main hypotheses are proposed: Firstly, that positive co-experience effectively promotes the development of teacher-student relationships (H1); secondly, that this effect is mediated by emotional bonding (H2). Three studies have been conducted to test these hypotheses (H1 & H2). In study 1, a total of 1,273 students were invited to complete a questionnaire exploring aspects of positive co-experience, positive emotional bonding, teacher-student relationships, and a self-assessment of academic performance. In study 2, all students in a middle school in Shanghai were enrolled as research subjects. Taking each class as a unit, we randomly divided students into three groups. A mixed experimental design of 2 (time: pre-test vs. post-test) × 3 (positive co-experience type: sharing and recall group vs. simple recall group vs. normal group) was adopted. In the pre-test, all subjects in three groups were asked to complete the questionnaires. The students and their teachers would then take part in a sports festival, which was designed to foster positive co-experience within teacher-student relationships. The researchers took photos during this process and made a photo album for the enrolled students and teachers. In the post-test, all three groups were required to complete the questionnaire: students in the “sharing and recall group” were required to complete the questionnaire after reviewing the album of their shared experience with their teachers. “the simple recall group” was asked to complete the questionnaire after reviewing the album with their teachers without sharing experience with their teachers; and the normal group, as a control, completed the questionnaire directly. In study 3, 152 middle school students were invited to participate. We divided them into four groups and conducted a mixed experimental design grid with dimensions of 4 (positive co-experience type: recall vs. imagination vs. example vs. control) × 2 (teacher category: specific teacher vs. group teacher). The four groups of subjects were then required to complete tasks assessing the psychological distance and positive emotional bonding between themselves, a specific teacher, and the group teacher, respectively. They were then graded for “the vignette task”. In conclusion, the results of these studies congruently indicate that positive co-experience has a stable facilitatory effect on teacher-student relationships, and further, that positive emotional bonding plays a mediating role in the relationship between positive co-experience and teacher-student relationships. Further, sharing can promote the level of positive emotional bonding between teachers and students, and the positive co-experience of imagination, recall, and example can improve the level of positive emotional bonding between teenage students and their teachers. We also found that the positive aspect of the teacher-student relationship can be transferred to the group relationship between teachers and student
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2022-05-26
Abstract：
Associative recognition is generally thought to require recollection while familiarity cannot support it. However, recent studies suggested that familiarity can also contribute to associative recognition when the to-be-associated stimuli are unitized during encoding. Here, we reviewed these studies and concluded that: (1) The effect of unitization on associative recognition was affected by unitization-congruence (i.e. whether the level of unitization were changed from study to test); (2) The effect of unitization on item recognition might be moderated by two factors, one is the semantic relatedness between the old and new words, the other is the limited cognitive resources; (3) There are three possible theoretical explanations for the mechanisms of unitization, namely, the item account, the schema account, and the semantic elaboration hypothesis. In future research, we can not only compare the facilitation effect of different unitization on associative memory but also explore its lifelong development pattern, provided that unitization-congruence needs to be taken into account.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2020-09-23
Abstract： Pride is a positive emotional experience arising from evaluating one's own achievements. The neural basis researches have shown that the synergistic actions between regions of the brain that relate to the theory of mind, self-referencing, emotion, reward, and memory constitute the neural basis of pride. A comparison of neurological and physiological studies revealed similarities and differences in the neural basis of pride, basic emotions, and moral emotions. These findings provide the basis for understanding the complex neural mechanisms of pride. Future research should explore the neural mechanisms of different types of pride and the interaction between pride and cognitive processes.
Peer Review Status:Awaiting Review
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