Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： People never stop exploring their meaning in life throughout one’s lifetime. Meaning in life stems from individuals' understandings of one’s self, the external world, and how one fits within the world. Comprising purpose and significance, meaning in life originates from individuals' daily experiences. It promotes physical health, psychological well-being and life satisfaction, triggers positive coping styles, strengthens interpersonal harmony, enhances study and work performance, helps recovering from trauma and facilitates posttraumatic growth. Six theoretical models regarding the formation of meaning in life are presented in this article, including the meaning-seeking model, the model of meaning-making coping and growth, the integrated model of meaning making, the dual-systems model, the five “A”s of meaning maintenance model and the hierarchic model of meaning. These models mainly include two meaning forms: situational meaning and global meaning, emphasize that the differences between them form the basis for the formation of meaning in life. Accordingly, we propose that it is individuals’ unmet psychological needs arising from such differences that cultivate the meaning formation. Future research on meaning in life should 1) emphasize more on the integration of its multiple facets, 2) further explore its functions, 3) examine whether it is driven by individuals’ psychological needs satisfaction, and 4) explore its neurocognitive mechanisms and implications in cross-cultural settings.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As perceptual load theory of attention posits, the effectiveness of selective attention in excluding perception of irrelevant distractors depends on the perceptual load associated with the relevant task. If the perceptual load of the relevant task is sufficiently high so as to require all available attentional capacity, thus the processing of task-irrelevant distractors is prevented. However, facial processing is special, irrelevant face can be processed regardless of the level of perceptual load. And facial expression and gaze direction may be affected by perceptual load. Some studies showed that negative emotions was less affected by the perceptual load, compared with positive and neutral emotions; Perception of direct gaze does not require focus of attention. In the future, we can extend to investigate the effects of some categories such as race, sex, and age in different levels of perceptual load.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Role overload is one type of role stressors that is experienced by employees who lack the necessary competencies, skills or time to successfully perform a variety of role demands. High role overload has negative impact on the organizations, employees’ performance and health. Based on an extensive review of the current definitions of role overload and comparisons among the relevant concepts, we propose an integrated definition for role overload, and review studies on its structural dimension, measurements, antecedents, and consequences. Future research still needs to use more reasonable standards to explore dimension division and measurements, and look into the influencing factors and localization of role overload.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Prejudice is the consequence of the interaction and joint construction of perpetrators, targets, and bystanders, rather than a unilateral social psychological phenomenon. As targets or bystanders, women’s responses to perpetrators are different or similar.We discuss Stress Coping and Confronting Prejudiced Responses Models that interpreting women's response to gender prejudice between two different identities. In particular, we analyzed the various influences of optimism, cost/benefit, distress and feminism on the confrontational response of women to prejudice while they are targets versus bystanders. Finally, we outline directions for future research and call for greater consideration on the controversy for the validity of confrontational responses, the intervention on perpetrators who hold an implicit gender prejudice and the substitution effect of expanded imagined contact.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Self‐compassion refers to the ability to express sympathy or compassion to oneself when faced with failures, inadequacies or suffering. Self-compassion has been found to have a profound impact on individuals' physical and psychological health. In view of its mechanisms, self-compassion can exert positive impacts on individuals by reducing one’s maladaptive emotion regulation strategies and promoting adaptive emotion regulation strategies. Additionally, self-compassion can also maintain ones’ homeostasis by regulating the biological markers of the stress response, which in turn, facilitates their adjustment. The major interventions related to self-compassion include Mindful Self-Compassion (MSC) program and Compassion-Focused Therapy (CFT). More studies are needed to further explore the mechanism of self-compassion, expand its investigation by using various measurement and research methods, and use more rigorous interventional designs to evaluate the effects of self-compassion interventions under the Chinese cultural background.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Loving-kindness and compassion meditation is a type of meditation practice that aims to cultivate the unconditional kindness and compassion for oneself and others. Specifically, interventions related to such meditation practice mainly include Loving-Kindness Meditation (LKM) and Compassion Meditation (CM). A large number of studies have demonstrated that LKM and CM can promote practitioners’ altruistic behaviors. By reviewing its mechanisms, LKM and CM seem to influence practitioners’ altruistic behaviors by enhancing their empathetic responses to others’ distress, promoting emotion regulation, and improving prosocial motivation. Future research would benefit from selecting more ecologically valid measurements of altruistic behaviors, further exploring the dynamic neural processes of how LKM and CM influence on altruistic behaviors, and applying the practice of LKM and CM to clinical populations.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Affective forecasting bias is a type of separation phenomenon between affective forecasting and affective experience. According to the literature from the past decade (2009~2019), the popular research topics involve bias phenomena, causes, and interventions. Accordingly, three main findings are presented: Affective forecasting bias is very common, the causes of bias are extensive, and interventions can be conducted. Future research should especially focus on revealing the mechanism of affective forecasting bias, such as the psychological mechanism of specific biases and neuropsychological mechanism of biases and its evolutionary and cultural mechanisms.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Values refer to what people find important in life, which play a guiding role during an individual’s development and always affect the individual’s cognition, emotion and motivation. The understanding and attitude towards happiness were closely related to values which one endorsed. According to the theory of human basic values and the self-centeredness versus selflessness happiness model, a person, who endorses on the self-enhancement values may pay more attention to personal interests and is also led by the hedonic principle, i.e., seeking pleasant and gratifying stimuli and avoiding unpleasant ones, the consequence may be fluctuating happiness in forms of the alternation of transitory pleasure and afflictive effects. In contrast, individuals who endorse values of self-transcendence may be concerned about the well-being of others and they are also guided by the harmony principle, meaning that they are harmoniously interconnected with all the elements of a whole including themselves, others and all living arrangements. Therefore, they are likely to experience durable happiness, which is characterized by a state of enduring contentment and inner peace. Therefore, by shifting the attention from self to others may help individuals experience durable happiness. To our knowledge, however, the underlying mechanisms of the relationship between values of self-transcendence and durable happiness have received little attention. Therefore, the aim of the current study is to review the role of the values of self-transcendence in durable happiness and its mechanisms, to discover the path to find durable happiness. First, the role of the values of self-transcendence in durable happiness was disclosed. On one hand, values of self-transcendence were beneficial to mental health, and individuals may by means of the values experience fewer negative emotions in forms of anxiety, loneliness and depression; on the other hand, values of self-transcendence help an individual to establish and maintain harmonious interpersonal relationships, and thereby make an individual feel more connected and satisfied. Secondly, as far as the mechanism is concerned, the current study summarized the potential mechanisms between the values of self-transcendence and durable happiness from different perspectives such as cognition, emotion and behavior. Exactly, individuals who endorsed the values of self-transcendence may pay less attention to their own interests; therefore, they may reduce their worries about self- deficiencies and react less defensively to self-threatening information. This may release the negative impact of threats in terms of harmful emotional experience and hostile relationships. Then, less defensive responses may cut the distinctions and boundaries between self and others, self and the environment, and individuals may experience more socially engaging emotions such as empathy, compassion and love, which helps to strengthen interpersonal connections and enhances emotional stability. And socially engaging emotions may further stimulate individuals to display more prosocial behaviors, which may increase the sense of meaning in life and social cohesion. Overall, through these three paths, individuals who endorsed the values of self-transcendence may experience durable happiness. Although previous studies have contributed to investigate the mechanisms between values of self-transcendence and durable happiness, there are still some questions that need answers. Thus, the current study puts forward some valuable directions for future studies. Specifically, a variety of methods and means (such as longitudinal research, ERPs, fMRI) should be used to investigate the effect of values of self-transcendence on durable happiness. In addition, other potential mechanisms between the two variables, such as emotion regulation can be studied. Also, education about values of self-transcendence should be carried out to cultivate a healthy social mentality through joint efforts by families, schools and society.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As a fundamental mathematical skill, approximate arithmetic is one of the critical abilities in daily life to represent and operate on the numerosity of objects approximately. Investigating how arithmetic bias is formed and developed is important to understand the underlying mechanism of arithmetic operation. When performing arithmetic operations, individuals tend to overestimate outcomes in addition and underestimate outcomes in subtraction, such estimation bias is called the Operational Momentum (OM) effect. Currently there were three mainstream theoretical accounts (i.e., attentional shift account, heuristic account, compression account). The main differences among these three accounts are whether the spatial-numerical association is invoked and how deeply the numerical elements are processed. The attentional shift account, as the most recognized explanation mechanism, argues that the OM effect is due to spatial shifts of attention along the mental number line. When calculating and estimating numerosities, individuals first map the first operand onto the mental number line, then, according to the kind of the operation sign, the attentional focus was shifted to a new location on the mental number line with the distance of the representation of second operand on the mental number line. When performing mental arithmetic, the mental representation usually shifts positively on the mental number line along the direction of operation sign, therefore, the outcome is represented larger in addition and multiplication and smaller in subtraction and division (Katz & Knops, 2014; McCrink et al., 2007). The heuristic account is firstly used to explain the findings of the OM effect in infants, which assumes that individuals use intuitive operational logic and adopt a simple heuristic to solve the mathematical problems: addition indicates larger outcomes and subtraction indicates smaller outcomes. The compression account assumes that the OM effect is the result of the necessary compression and decompression process on the logarithmic compression of the mental number line. This account is still in the theoretical stage and needs more empirical work to verify. Furthermore, the three accounts are not mutually exclusive - some findings suggested the OM effect can be explained by multiple accounts.Early arithmetic is fundamental to the acquisition of complex mathematical concepts and advanced arithmetic operations. By reviewing recent findings of the OM effect in early development, we found many studies have demonstrated the OM effect in infants (Cassia et al., 2016, 2017; McCrink & Wynn, 2009), but it remained puzzled in later development as work in children have shown inconsistent findings. As age increases, research work with 6- to 7-year-old children observed an inverse OM effect (Knops et al., 2013), however, adult-consistent OM effect has been found in 7- to 12-year-old children and the OM effect monotonically increased with age (Jang & Cho, 2022; Pinheiro-Chagas et al., 2018). Together these show a U-shaped developmental trend in OM effect between preschoolers and school-age children. This trend may be related to the improvement of the mathematical ability and the maturation of the spatial attention. Specially, with the acquisition of the mathematical knowledge, preschool children’s mathematical ability would improve, the knowledge of the counting principle and other related mathematical concepts appear to influence the performance of the arithmetic computations. Meanwhile, the maturation of the spatial attention may influence the mapping of numerical representations onto the mental number line therefore influences the OM effect.Given the importance of the underlying mechanism of the OM effect on understanding the arithmetic operation in development, future research in developmental field should investigate: 1) the developmental trajectory of the OM effect with multiple paradigms and techniques; 2) the role of the Approximate Number System in the origin and development of the OM effect; 3) generalizability of the OM effect in complex arithmetic or even algebraic operations; 4) the joint effect of various factors (e.g., mathematical abilities and spatial attention) on the OM effect; and 5) the intervention for arithmetic bias.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Threats are stimuli that may cause disgust, harm, or loss to individuals. These stimuli have not yet occurred but are foreseeable. They can easily induce negative emotions, such as anxiety and fear, and affect an individual’s cognitive ability and creativity. Creativity is the ability that an individual can take initiative to create novel (i.e. original and unexpected) and useful products with social value for a certain purpose. The impact of threats on creativity is one of the concerned and controversial topics in the field of psychology. Currently, there are three viewpoints: threats can hinder creativity generally; threats can promote creativity; in some certain conditions, there is an inverted U-shaped relationship between threats and creativity to illustrate how different levels of threats affect creativity. There are plenty of theoretical and empirical studies supporting these three viewpoints respectively. However, why these three viewpoints exist and what their divergence and their underlying mechanisms are still unclear. Through scanning through a considerable amount of studies, it is found that a reasonable perspective for understanding the relationship between the two can be provided by studying the distinction and connection between cognition and emotion. The distinction and connection between cognition and emotion can provide a reasonable perspective for understanding the relationship between them. Therefore, based on comparing and summarizing previous studies, this review explored the reasons for the divergence and reviewed them from the perspectives of cognition and emotion. As a result, it is found that divergence comes from the differences in threat levels, creativity mechanisms, creativity task difficulties, and additional mediator/modulator variables between threat and creativity. Specifically, High-level and low-level threats can attract individual’s different levels of attention and take up different amounts of cognitive resources, thus have different impacts on other following tasks. The difference in creativity mechanisms reflects in the difference between divergent thinking and convergent thinking. Divergent thinking is that people produce as many solutions to the problems of vague definition as possible. Whereas convergent thinking is that people rely on quick identification of the clearly defined the problem to find the best solution. Divergent thinking depends on cognitive flexibility more, while convergent thinking prefers to depend on cognitive persistence. When Individuals are facing different tasks, the demands for working memory are different. Compared with simple tasks, complex tasks have higher requirements on the participation of the working memory system, and at the same time they take up more cognitive resources, Therefore, individuals faced with complex tasks may bring worse performance than those faced with simple tasks. In addition, the different mediating/moderating variables between threat and creativity may have different or even opposite effects on the creativity tasks. For future researches, they can focus on systematically verifying the reasons for the divergence from the perspectives of cognitive and emotional intervention. Specifically, future researchers can explore the impact of different levels of threats on individual’s divergent and convergent thinking. In addition, it is necessary to explore the possible mediating/modulating variables (such as emotion regulation, self-affirmation, etc.) and find out how these variables affect the relationship between threats and creativity. Furthermore, the research on the relationship between threat and creativity should pay attention to the inverted U-shaped model and they can start with studying the balance of motivation and emotion, and then explore the critical point in the inverted U-shaped curve. In addition, when exploring the above issues, the best way is to try to combine different brain imaging technologies to thoroughly investigate the role of many brain areas that are responsible for threat information processing and emotions, and the functional links between these brain areas to explore the impact of threats on creativity. Finally, the cognitive neuroscience can be combined with gene mechanisms to explore the relationship between threat and creativity and clarify the nature of the problem.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Dual process generally refers to intuitive processing and analytical processing. Given the progress in transformation and collaboration mechanisms of dual process, emotion has gradually become the key variable for influencing the dual process. It is clearly pointed out that emotion is closely related to intuitive processing (Type 1) in dual process theory, which does not need cognitive efforts, but many empirical findings have shown that emotion also has a significant impact on analytical processing (Type 2). However, how emotions affect intuitive and analytical processing remains controversial in related studies. Relevant researches mainly focus on the influence of emotion on the single pathway of Type 1 processing or Type 2 processing, while the comprehensive influences of emotion on dual processes are rarely studied, these researches only are carried out at the superficial level, less dig deep into the differences of cognitive processing mechanism. In addition, different perspectives have resulted in the obscurity of emotions' function. Therefore, it is important to clarify the mechanism of emotion influencing on dual-processing from the perspectives of emotional valence and emotional arousal. The results show that positive emotions and emotions with high arousal tend to promote intuitive processing, while negative emotions with low arousal prefer to adopt analytical processing, but it will be affected by knowledge and experience, surface information, task characteristics and processing conditions. Consequently, emotions with different valence and arousal also have different impacts on processing. Positive emotions or negative emotions with high arousal can promote Type 1 processing, while negative emotions with low arousal will lead to Type 2 processing. In addition, a dual processing model which helps us make clear of thread about emotion influences, is used to explain the mechanism of emotional influence on dual processing. Type 1 and Type 2 are regarded as two relatively independent and successive processing stages in this model. In the startup phase of cognitive processing, positive emotions will broaden one’s attention, which means an increase in available information cues and enable individuals to retrieve information faster, thus facilitates Type 1 processing, individuals in high affective arousal will be directed attention by highly relevant information and reduce the attention to irrelevant information, thus tend to choose Type 1 processing, while negative emotions will narrow attention, which let the individuals pay more attention to the detailed information instead of the main information and let them consume more cognitive resources in Type 2 processing. In the Type 2 processing intervention stage, on the one hand, motivation is the individuals' subjective condition of whether to enter the Type 2 processing stage. The motivation to maintain positive emotions will trigger Type 1 processing that takes less cognitive effort, while the motivation to improve negative emotions will make the individual invest more cognitive resources in Type 2 processing. The individuals will choose the appropriate arousal level for the motivation of maintaining the current positive emotion and repairing negative emotion. On the other hand, cognitive resources are the individuals' objective condition of Type 2 processing, which are needed in Type 2 processing. Cognitive resources are also the core part of cognitive load theory, which includes intrinsic cognitive load, extraneous cognitive load and germane cognitive load. Emotions can be used as the three kinds of load to directly allocate cognitive resources and determine whether Type 2 processing can be involved. It is worth doing future exploration on verifying the effect of emotion on specific dual processing models by cognitive neuroscience techniques, the association between emotional arousal and dual processing, recent developments in emotion theory, and the strategies for optimizing dual processing under emotional load.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Rejection sensitivity (RS) refers to the cognitive-affective processing disposition to anxiously expect, readily perceive, and intensely react to cues of interpersonal rejection (Downey et al., 2004). The developmental model of rejection sensitivity suggests that rejection experience is a disadvantaged environment during the growth process of individuals with borderline personality disorder. Also, forming and maintaining stable interpersonal relationships is human motivation and the basis of physical and mental health. Social rejection is considered as an important negative event in social situations and can be used to measure individual adaption (Baumeister & Leary, 1995). Compared with borderline personality disorder, individuals with higher borderline personality features are more universal in our daily life and inclined to perceive rejection and exclusion, which includes marked instability on emotion, interpersonal functioning, identity, and behavior impulsivity (APA, 2013). Previous studies have shown that there is a positive correlation between rejection sensitivity and borderline personality disorder or borderline personality features, which is related to tense and negative interpersonal relationship patterns, negative emotional experience, and so on (Ayduk et al., 2008; Hidalgo et al., 2016; Masland, 2016; Staebler et al., 2011), but the results of those previous empirical studies regarding the relationship between rejection sensitivity and borderline personality features are quite different and relatively wide (de Panfilis et al., 2016; Dixon-Gordon et al., 2013; Lazarus et al., 2018). The wide range of correlation coefficients from previous studies may be caused by other potential influencing factors, which should be fully discussed at present (Cavicchioli & Maffei, 2019; Foxhall et al., 2019; Gao et al., 2017). For example, the correlation may be stronger in more immersive laboratory studies than in questionnaires based on imagined situations, when rejection sensitivity is measured (Berenson et al., 2009; Downey & Feldman, 1996; Williams et al., 2007; Wrege et al., 2019); individualism emphasizes that people make friends with more independent choices and pays more attention to personal interests, while collectivist cultures value interpersonal relationships, which may have a stronger correlation (Chen et al., 2018; Falk et al., 2009). Therefore, the present meta-analysis study aims to examine potential factors related to the association between rejection sensitivity and borderline personality features, which helps to avoid sample heterogeneity and get more precise and unique results. As mentioned above, the current study aimed at integrating the results of existing research and examining the possible factors related to the relationship between rejection sensitivity and borderline personality features through the meta-analysis. Fifty original journal articles that met the inclusion/exclusion requirements were included, including 84 effect sizes, and 7, 400 participants. The homogeneity test indicated heterogeneity of effect sizes. Therefore, we used subgroup analysis and meta-regression to explore how different types of study design, source of the sample, sample type, indices of borderline personality features, and type of rejection sensitivity measurement affect this relationship. The results revealed that (1) the relationship between rejection sensitivity and borderline personality features was the strongest in the subgroup of the cross-sectional design, non-European and American samples, mixed subject samples, overall borderline personality feature, and rejection sensitivity measured by questionnaires; (2) participants’ age and the proportion of female participants did not have the significant effect to this relationship in the subgroup with large sample size, namely the cross-sectional design, European and American samples, overall borderline personality feature, and rejection sensitivity measured by questionnaires. This is the first meta-analysis to systematically explore how the underlying moderators have the effect of the relationship between rejection sensitivity and borderline personality features, which will advance research in this field. In the future, researchers should pay more attention to explore the predictive relationship between rejection sensitivity and borderline personality features through longitudinal studies, investigate the relationship between different components of rejection sensitivity and borderline personality features, and conduct experiments studies to explore this relationship in China.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Creative thinking is the ability to generate novel and useful solutions to a problem, of which divergent and convergent thinking are two common types. Evidence shows that physical exercise may influence these two types differently. For divergent thinking, the beneficial effect on creative flexibility and originality is larger than fluency. Although there is no consistent conclusion yet regarding convergent thinking, most studies show that physical exercise is not related to or even detrimental to convergent thinking; however, some studies have found the exercise facilitation when the convergent thinking task is thought-directed. Many factors moderate the effect of physical exercise on creative thinking. (1) The optimum exercise intensity varies at different exercise frequencies; moderate intensity proves more beneficial in the case of acute exercise, while higher intensity is needed for long-term exercise. (2) Regarding exercise forms, free exercise such as free walking is more effective than restricted exercise such as treadmill walking. (3) In the simultaneous paradigm, the best exercise duration for creative thinking is 20-30 minutes, while in the relay paradigm, the exercise duration of 5 minutes to 1 hour is effective, which might include some time-delay effect. (4) Compared with children and older people, exercise effect on young adults is lower due to the ceiling effect; The effect is less likely to be seen in children aged 6-13 than in children of other ages who are undergoing physical and mental developmental changes. (5) Individuals who are physically fit and those with an exercise habit show stronger convergent thinking after exercise.There are theories that explain the effect of physical exercise on creativity: the mood hypothesis, the executive function hypothesis, and embodied metaphor theory. The mood hypothesis has two perspectives: the one which considers only emotion valance, suggesting that positive emotions triggered by exercise facilitate creative thinking and negative emotions undermine it; and the other which considers both mood activation, suggesting that both positive and negative emotions that are activated rather than deactivated can enhance creative thinking, but using different routes. Controversy remains in the executive function hypothesis, moreover, with some researchers arguing that physical exercise enhances creative thinking by depleting cognitive control resources. Nevertheless, in recent years an increasing number of studies have found beneficial effects of physical exercise on executive function, with some claims that improvements in creative thinking are dependent on improvements in some executive functions, such as working memory capacity and cognitive inhibition. Embodied metaphor theory suggests that abstract concepts are metaphorically grounded in concrete experience; creative thinking can be likened to free movement or specific gesture, thus inspiring divergent and convergent thinking.Further exploration of the relationship between exercise and creative thinking is demanded in the future. Above all, emphasize the normative and scientific aspects of research and expand the scope to include non-intellectual factors of creative thinking, such as emotional creativity and creative personality. Furthermore, more neuroscience research should be conducted further to reveal the mechanism underlying the complex effects of exercise on creativity. Additionally, pay attention to the mechanisms that influence creative thinking through exercise in different population groups, with a view to expanding the scope of research to include young children, older people, and special groups. Finally, the relationship between physical exercise and creative achievement will be explored, especially the long-term and even permanent effects of physical exercise on creative thinking, enabling us to provide scientific support for the exercise prescriptions to improve the public's creativity.
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： Discrimination perception refers to the unfair, negative or harmful treatment that an individual perceives due to membership in a group. This experience is subjective and affects the individual’s psychology and behaviour. Cooperation is the basic form of social interaction, which is an essential part of personal social development and an important issue for sustainable human growth. Junior high school students undergo puberty, a stage of rapid development of mind and body. This development is inseparable from the interaction with and feedback from the environment. In this study, the purpose is to reveal the influence of discrimination perception on the cooperative tendency and behaviour of junior high school students from the perspective of traits and status. The first part of the study was measured using Cai Min's Education Discrimination Questionnaire. Survey participants were 752 first-year students who performed three measurements in November 2016, April 2017 and November 2017 (T1 to T3, respectively) to explore the influence of discrimination perception on their cooperative tendencies. The second part of the study was carried out using a multi-round investment public goods dilemma paradigm. This experiment was organised into a 2 (discrimination perception level: high discrimination perception, low discrimination perception) × 2 (group type: inner group, outside group) factorial design. The discrimination perception level is the inter-subject variable and the group type is the intra-subject variable. Each participant carries out 12 rounds of investment, in which the cooperation object of the first six rounds is a member of the outside group and that of the last six rounds is a member of the inner group. The dependent variable is the cooperative behaviour of the participants, measured as the investment ratio (ratio of each round of investment to the current round of principal) and the contribution rate (ratio of each round of investment to the bottom line of public accounts return of 200). The participants in the experiment were 68 junior high school students selected from results of the T3 discrimination perception questionnaire, namely, the top 27% with high discrimination perception and bottom 27% with low discrimination perception. The outside group situation was controlled by the simulated point estimation experiment. Results showed that: (1) At the three time points, a significant negative correlation was observed between the discrimination perception among junior high school students and the cooperative tendency. From the vertical point of view, the cooperative tendency of T1 could negatively predict the discrimination perception in T2, which in turn negatively predicted the cooperative tendency in T3; (2) in the first three rounds of investment ratio and contribution rate of public goods dilemma, the interaction effect of discrimination perception and group type was significant; in the last three rounds, only the main effects of discrimination perception on investment ratio and contribution rate and of group type on contribution rate were observed. Findings suggest a vertical spiral between the discrimination perception and cooperative tendency. At the beginning of the interaction, the cooperative behaviour of the inner group preference is only observed in the low discrimination perception group, and the influence of discrimination perception on the cooperative behaviour is regulated by the group type. With the extension of interaction time, the regulatory effect of the group type disappears and the inner group preference of cooperative behaviour generally increases.
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: Psychology >> Developmental Psychology submitted time 2022-06-13
Abstract：
Investigating how operational momentum effect is formed and moderated by developmental factors is critical in understanding the underlying mechanism of arithmetic computation. Early arithmetic is fundamental to acquisition of complex mathematical concepts and advanced arithmetic operations. When performing arithmetic operations, individuals tend to overestimate outcomes in addition and underestimate outcomes in subtraction, such estimation bias is called operational momentum (OM) effect, which includes three main theoretical accounts (i.e., attentional shift account, heuristic account, compression account). Though many studies using various experimental designs have demonstrated the OM effect in adults, it remained puzzled in development as findings in children have shown inconsistent findings. The present review discussed the trajectories and influencing factors of OM effect in early development. Future directions in the developmental field should investigate: 1) the developmental trajectory of OM through integrating multiple paradigms; 2) the role of Approximate Number System plays in the onset and development of OM; 3) generalizability of OM in complex arithmetic or even algebraic operations; 4) the joint effect of various factors (e.g., mathematical abilities and spatial attention) on OM; and 5) intervention for operational bias.
Peer Review Status:
Awaiting Review
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