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
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Subjects: Psychology >> Cognitive Psychology submitted time 2022-05-28
Abstract：
"Metacognition is the cognition of cognition, including all aspects of cognition. The recent years have witnessed a rapid increase in research on the combination of metacognition and face cognition. The cut-in points of recent studies on the combination of the two fields included the applicability of metacognitive illusions (Dunning-Kruger effect and egocentric bias) in face cognition and the applicability of face cognition phenomena (own-race effect and familiarity advantage) in metacognition. Research methods have different emphases according to the time point of measurement and the selection of evaluation objects. It is found that the current research mainly focused on metacognitive monitoring, which can be extended to more directions such as metacognitive control, and the combination with machine learning in the future. It would provide new perspectives for understanding face cognition, and enhance its application values.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2021-12-31
Abstract： Non-suicide self-injury (NSSI) is a major mental disorder which may lead to severe damages to one’s body and mind. Previews studies showed that emotion, control, pain, reward and endogenous opioids systems together with some genetic shortages contributed to the neural mechanism of NSSI. Meanwhile, NSSI had some partially overlapping mechanism compared with suicide, addiction, eating disorders and depression disorders. We therefore built a model which explained the cognitive process combining with neural mechanism of NSSI. Further research may put more attention on longitude studies, gender differences and treatment of NSSI.
Subjects: Psychology >> Developmental Psychology submitted time 2021-10-16
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. " " " "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Management Psychology Subjects: Psychology >> Applied Psychology submitted time 2021-08-23
Abstract： Studies show that significant differences are found in intertemporal choice between people in positive and negative emotions. However, the mechanism underlying this effect is underexplored. This study aimed to reveal the process mechanism of emotions on intertemporal decision making on the basis of the single dimension priority model by using a process-oriented method–a visual analog scale. We conducted three studies, where emotions were induced by video clip-induced technique to trigger target emotions (positive, neutral and negative). In study 1, the effects of emotions on intertemporal choice was investigated. This study used a 3 (emotion: positive, neutral, negative) ×2 (delay amount: 100, 1000 yuan) ×5 (delay time: 10, 30, 90, 180, 360 days) mixed design with emotion as a between-subjects variable. Participants were randomly assigned to positive, neutral, and negative conditions and were asked to complete the delay discounting task. In study 2, the process mechanism of emotions on intertemporal choice with a between-subjects design (emotion: positive, negative) was explored. Participants in each condition were asked to complete the delay discounting task and to compare the difference in the delay dimension with that on the outcome dimension. In studies 3a and 3b, 2 (emotion: positive, negative) ×2 (priming: time priming/money priming, no priming) between-subjects designs were used to manipulate the difference-comparing process and explore whether the effect of emotions on intertemporal choice disappeared. The results were observed as follows: (1) Emotions affected intertemporal choice significantly. Participants in the positive condition preferred the delay reward more than participants in the negative and neutral condition. (2) The difference-comparing process played a mediating role in the relationship between emotion and intertemporal decision making. Participants in positive emotion perceived that the difference in outcome dimension was greater than that of delay dimension and preferred the delay option. Participants in negative emotions perceived opposite and tended to choose the immediate choice. (3) The effect of emotions on intertemporal decision making disappeared when the difference-comparing process was manipulated. In summary, this study revealed the psychological mechanism of emotions on intertemporal decision making from the perspective of decision-making process and added important procedural evidence to the single dimension priority model. "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2021-05-15
Abstract： It is estimated that 60% of teams fail to achieve their performance goals, which presents an important and challenging research topic for the academic community. Emotional intelligence is a concept that includes understanding and managing one’s own emotions as well as those of others in interpersonal relationships. Research has shown that team emotional intelligence plays an important role in a team’s success in achieving goals. However, the extant research mainly examines individuals-based or team as a whole-based team emotional intelligence and there is no research result investigating team emotional intelligence based on the exchange of emotional intelligence behavior among members of the team. To address an important theoretical and empirical gap in the literature, we employed an approach of integrating team-member exchange theory and social network perspective to examine the emotional intelligence within the team at the dyadic level (two individuals in a one-on-one relationship, i.e., actor-target). Specifically, we focused on dyadic emotional intelligence as the smallest unit, which then is aggregated to create a team-level emotional intelligence network structure. We conducted an empirical study of the network composed of the emotional intelligence behavior exchange between individuals in one to one interactions. The main goal of this research is to theoretically reveal the characteristics of emotional intelligence behavior exchange within the team, a bottom-up process through which emotional intelligence develops from individual- to team-level, and the effects of dyadic-based team emotional intelligence. This provides guidance to practicing managers in maximizing the benefits of emotional intelligence within teams.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Clinical and Counseling Psychology submitted time 2020-11-28
Abstract： " "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2019-03-21
Abstract： The effect of emotions on intertemporal choice has gradually become a new research trend in recent years. On the basis of the time of occurrence in the decision-making process, emotions can be classified into three categories: emotions before decision-making, emotions in decision-making, and emotions after decision-making. Currently, most of the studies on emotion and intertemporal choice, especially those on emotions before decision-making, mainly focus on revealing the phenomenon other than the underlying mechanism. Moreover, revealing the underlying mechanism of emotions on intertemporal choice from the cognitive and decision-making processes through the behavioral experiments and neuroimaging technical would help people in understanding the mechanism of intertemporal choice and in making good decisions by taking advantage of emotions. Ultimately, future research must further improve the depth and ecological validity, e.g., exploring the effect of dynamic emotions, daily emotions, or mixed emotions on intertemporal choice, and pay considerable attention to emotional interventions.
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