Subjects: Psychology >> Developmental Psychology submitted time 2024-08-12
Abstract： Students’ academic achievement and future development are paramount concerns for parents, especially those from low Family socioeconomic status (SES) backgrounds. Family SES significantly influences academic outcomes by enabling greater economic, human, and social capital investments. Despite extensive research demonstrating that learning processes such as anxiety and engagement mediate the relationship between Family SES and academic achievement, there is a lack of studies examining these processes from a person-centered perspective. Adopting a person-centered approach can uncover individual differences and foster a deeper understanding of the relationship between learning anxiety and learning engagement. Furthermore, the potential moderating role of negative parenting styles on this relationship remains unclear. To address these gaps, this study aims to elucidate the mechanisms linking Family SES and academic achievement through a person-centered approach focusing on individual variations in learning processes. Participants were drawn from two public primary schools in Shandong Province, China. This longitudinal study involved 515 students (239 boys, Mage = 9.31 ± 0.96 years) at T1 (winter 2022) and 425 students (200 boys, Mage = 9.73 ± 0.86 years) at T2 (spring 2022) and T3(summer 2022). Family SES data were collected from parents at T1, and at T2, students completed the Learning Engagement scales, Learning Anxiety scales, and the short-form Egna Minnen av Barndoms Uppfostran. Final examination grades at T3 were provided by the schools. Latent profile analysis identified distinct patterns of learning anxiety and engagement. Subsequently, dichotomous mediation analysis examined the mediating role of these patterns between Family SES and academic achievement, while the moderating effect of negative parenting styles was also assessed. The analysis identified three distinct learning patterns among the students: "high anxiety-low engagement," "high anxiety-moderate engagement," and "low anxiety-high engagement." And most of students (44%) were in high anxiety-moderate engagement group. Mediation analysis revealed that, compared to the "low anxiety-high engagement" pattern, the "high anxiety-moderate engagement" pattern effectively mediated the relationship between Family SES and academic achievement. Students with higher Family SES were more likely to belong to the "low anxiety-high engagement" group and exhibited better academic performance. Conversely, students with lower Family SES were more likely to fall into the "high anxiety-low engagement" pattern, showing poorer academic achievement. Moreover, negative parenting styles moderated the relationship between Family SES and learning patterns. Students with higher Family SES subjected to negative parenting were more likely to exhibit the "high anxiety-moderate engagement" pattern. Conversely, students with lower Family SES but less exposure to negative parenting were more likely to form better learning patterns. This study employs a person-centered approach to reveal the heterogeneity in Chinese students’ learning patterns, elucidating the divergent outcomes of learning anxiety and engagement at the variable level. The findings on the moderating effect of negative parenting behaviors support and complement the family stress and investment models. That is, the impact of family SES on student developmental outcomes cannot be generalized, and the role played by other family factors, such as parenting styles, must be considered. And this study also initially revealing that negative parenting styles impact on students’ learning process but not directly on the learning outcomes, and indicating that we should offer specific practical implications for parents from different family SES levels.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Experimental Psychology Subjects: Psychology >> Social Psychology submitted time 2024-04-20
Abstract： Emotional arousal significantly enhances memory encoding processes, and this enhancement extends to subsequent memories within a defined temporal window. Nevertheless, extant research on the interplay between emotion and memory has predominantly concentrated on elementary emotional states such as happiness or fear. In contrast, the mechanisms by which complex emotions enhance memory encoding remain understudied. To address this gap, our study comprises three experimental investigations aimed at elucidating the selective impact of complex social emotions on subsequent memory encoding.
Our initial experiment (Experiment 1, N=152) employed a questionnaire to assess the motivation levels for learning Civics among participants, which laid the groundwork for further empirical inquiry. Subsequent experiments (Experiments 2 and 3, with a combined participant total of N=241) examined how arousal from complex social emotions—specifically, a sense of national crisis and national pride—selectively influences memory encoding. In Experiment 2, we adopted a between-subjects design, randomly assigning participants to three groups: crisis, pride, and neutral. These groups underwent sessions of emotional arousal followed by tasks involving the encoding and retrieval of Civics material. Experiment 3 replicated the procedure of Experiment 2 but shifted the focus of memory encoding to mathematical statistical learning.
The results revealed a lack of sufficient motivation among college students to learn Civics materials. Crucially, we found that arousal induced by feelings of national crisis and pride prior to memory encoding tasks selectively enhanced the encoding of Civics materials. Interestingly, this enhancement did not extend to the memorization of statistical data or images unrelated to national emotions. This outcome substantiates the hypothesis that arousal from national emotions selectively augments memory encoding of thematically relevant content.
By integrating questionnaire-based assessments, manipulations of social-emotional arousal, and a memory encoding-retrieval paradigm, our study demonstrates that complex social-emotional arousal markedly enhances the specificity of memory encoding. These findings significantly advance our understanding of the complex interrelations between social emotions and memory functions. Additionally, they provide empirical support for refining educational strategies in the domain of ideological and political education in higher education institutions.
NO
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Trust is a crucial part of interpersonal relationships within work environments. Previous research has revealed that feeling trusted, or “the perception that another party is willing to accept vulnerability to one’s actions,” by one’s supervisor benefits both subordinates and organizations in various ways such as enhancing organization-based self-esteem and improving individual and organizational performance. While extant research has provided insightful knowledge to help us understand the beneficial effects of feeling trusted, we know little about its potential drawbacks. We suggest that scholars may have overstated the benefits of feeling trusted and overlooked its potential costs. Thus, several important questions are arisen: When dose feeling trusted induce employees subsequent counterproductive work behavior (CWB), and Why? Drawing upon self-evaluation theory and trust literature, we propose that feeling trusted by their supervisors may promote employees’ psychological entitlement, which leads to subsequent CWB. Furthermore, we consider the perceived rarity of trust as a boundary condition and suggest that when employees perceive the rarity of trust is high, feeling trusted is more likely to make them feel psychologically entitled, thus leading to CWB. To test our theoretical model, we conducted three studies, including two experiments (i.e., Study 1 and 2) and one multi-wave, multi-source field study (i.e., Study 3) among diverse samples. In Study 1, we invited 115 full-time employees through the alumni networks of several large universities in China to participate our experiment. Participants were randomly assigned to one of two experimental conditions: the feeling trusted condition (n = 58) versus the control condition (n = 57). Feeling trusted was manipulated by the critical incident technique. Each participant was required to recall and describe a recent interaction with their supervisor. Next, participants completed an ostensibly unrelated task (filler task) and reported psychological entitlement, manipulation check, and demographics. In Study 2, we recruited 145 full-time working adults as participants from the United States using Amazon’s Mechanical Turk. Participants first reported the perceived rarity of trust in their organizations. Then, they were randomly assigned to one of two experimental conditions (the feeling trusted condition [n = 73] versus the control condition [n = 72]) and were subjected to the same manipulation and questionnaire as those defined in Study 1. In Study 3, we employed a multi-wave, multi-source design to test our full model in a field setting using a Chinese employee sample. At Time 1, the employees reported feeling trusted, perceived rarity of trust, psychological entitlement, and demographics. Approximately one week later (Time 2), their supervisors were invited to rate subordinates’ CWB. The final sample included 187 employees from 60 workgroups. The results of the studies revealed that feeling trusted positively influenced subordinates’ psychological entitlement, which in turn enhanced their subsequent CWB. Subordinates perceived rarity of trust moderated the effect of feeling trusted on psychological entitlement. Furthermore, subordinates perceived rarity of trust moderated the indirect effect of feeling trusted on CWB. That is, the positive indirect effect of feeling trusted on CWB via subordinates’ psychological entitlement was significant and positive when perceived rarity of trust was high and did not exist when perceived rarity of trust was low. This research makes several important contributions. First, we challenge the consensus regarding the universally positive effects of trust by suggesting that feeling trusted may have the potential to induce subordinates CWB. In doing so, this research provides a more dialectical perspective in understanding the effects of feeling trusted. Second, not only do we examine the potentially negative effects of feeling trusted, but we also examine when and why this effect unfolds. By exploring the dynamics of feeling trusted, we answer Bare et al.’s call for more research on feeling trusted. Finally, this research contributes to CWB literature by identifying an important but neglected antecedent of CWB in the workplace. We suggested that beyond leaders’ negative behaviors (e.g., abuse and injustice), their positive behaviors (i.e., expressed trust) may lead to subordinates’ CWB.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Feeling trusted by supervisors is not only beneficial for employees’ job attitude and performance, but also for organizational effectiveness. Feeling ability-distrusted, defined as “the extent to which a subordinate perceives that their leader evaluates their ability to be untrustworthy”, is a crucial part of trust research. Previous research has revealed that feeling ability-distrusted by supervisors is detrimental to employees’ self-concept. Nevertheless, this prevailing assumption leaves our understandings of trust incomplete. Traditional Chinese management practice (e.g., “Jijiangfa”) has suggested that supervisors’ distrust may encourage employees to exhibit their better self. However, limited attention has been paid to the potential positive influence of employees' feeling ability- distrusted by their supervisors on their self-concept. For example, when employees perceive ability-distrust from their supervisors, they may lose their confidence in their abilities, or, on the other hand, may be motivated to prove their abilities. Thus, an important question is: Does feeling ability-distrusted by supervisors have both positive and negative effects on subordinates’ self-concept, and if so, why? To address this question, drawing from self-evaluation and psychological reactant theories, we examine the effects of feeling ability-distrusted by supervisors on employees’ job self-efficacy and desire to prove their abilities, which in turn influence employee work effort and job performance. Furthermore, we examine the moderating effect of perceived supervisor competence on the relationship between feeling ability-distrusted by supervisors and employees’ job self-efficacy or employees’ desire to prove their abilities. We conducted one experiment and two multi-wave field studies to test our hypothesis. In Study 1, we designed a 2 × 2 experiment, with 4 different scenarios. The scenarios described the interaction at work between a fictional employee named Wang Chen and his supervisor. We recruited 164 undergraduates from a university and assigned participants randomly to each of the scenarios. Each participant read the scenario and took on the role of Wang Chen. Next, participants reported their job self-efficacy, desire to prove their abilities, manipulation check, and demographics. In Study 2, we initially recruited 227 employees and their immediate supervisors from an insurance company in southern China. Employees were asked to report on their feeling ability-distrusted by their supervisors, job self-efficacy, desire to prove abilities, work effort, perceived supervisor competence, and demographics. One week later, supervisors were asked to report their subordinates’ job performance. Before responding to the surveys, participants were informed that the survey data would be confidential and only used for academic research., There were 195 pairs of matched and usable data for our final sample. In Study 3, we surveyed 266 employees and their supervisors across 65 workgroups. The employees reported on feelings of ability-distrust by their supervisors, perceived supervisor competence, and their demographics. One month later, employees were required to assess self-efficacy on the job, desire to prove their abilities and work effort. Supervisors were then invited to rate employees’ job performance. Results showed that when perceived supervisor competence was high, feeling ability-distrusted by supervisors was negatively associated with job self-efficacy, which in turn, decreased employee work effort and task performance. On the other hand, when perceived supervisor competence was low, feeling ability-distrusted by supervisors was positively associated with employee’s desire to prove their abilities, which in turn increased employee work effort and task performance. This study makes several theoretical contributions. First, we contribute to the literature on trust by challenging the consensus that feeling ability-distrusted by supervisors is unequivocally detrimental to employees’ self- concept. Second, we contribute by identifying an important boundary condition for the effects of feeling ability- distrusted by supervisors. From the perspective of perceived credibility of evaluation information, we found that perceived supervisor competence moderated the effects of feeling ability distrusted. Finally, we contribute to the literature on work effort by identifying an important but neglected antecedent of employee work effort. We suggest that beyond leaders’ positive behavior, their negative behaviors (e.g., expressed distrust) may also lead to employees’ increased work effort when employees perceive supervisor competence to be low.
Subjects: Psychology >> Management Psychology submitted time 2021-08-13
Abstract： "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Management Psychology submitted time 2019-09-29
Abstract： Trust is a crucial part of interpersonal relationships within work environments. Previous research has revealed that feeling trusted, or “the perception that another party is willing to accept vulnerability to one’s actions,” by one’s supervisor benefits both subordinates and organizations in various ways such as enhancing organization-based self-esteem and improving individual and organizational performance. While extant research has provided insightful knowledge to help us understand the beneficial effects of feeling trusted, we know little about its potential drawbacks. We suggest that scholars may have overstated the benefits of feeling trusted and overlooked its potential costs. Thus, several important questions are arisen: When dose feeling trusted induce employees subsequent counterproductive work behavior (CWB), and Why? Drawing upon self-evaluation theory and trust literature, we propose that feeling trusted by their supervisors may promote employees’ psychological entitlement, which leads to subsequent CWB. Furthermore, we consider the perceived rarity of trust as a boundary condition and suggest that when employees perceive the rarity of trust is high, feeling trusted is more likely to make them feel psychologically entitled, thus leading to CWB. To test our theoretical model, we conducted three studies, including two experiments (i.e., Study 1 and 2) and one multi-wave, multi-source field study (i.e., Study 3) among diverse samples. In Study 1, we invited 115 full-time employees through the alumni networks of several large universities in China to participate our experiment. Participants were randomly assigned to one of two experimental conditions: the feeling trusted condition (n = 58) versus the control condition (n = 57). Feeling trusted was manipulated by the critical incident technique. Each participant was required to recall and describe a recent interaction with their supervisor. Next, participants completed an ostensibly unrelated task (filler task) and reported psychological entitlement, manipulation check, and demographics. In Study 2, we recruited 145 full-time working adults as participants from the United States using Amazon’s Mechanical Turk. Participants first reported the perceived rarity of trust in their organizations. Then, they were randomly assigned to one of two experimental conditions (the feeling trusted condition [n = 73] versus the control condition [n = 72]) and were subjected to the same manipulation and questionnaire as those defined in Study 1. In Study 3, we employed a multi-wave, multi-source design to test our full model in a field setting using a Chinese employee sample. At Time 1, the employees reported feeling trusted, perceived rarity of trust, psychological entitlement, and demographics. Approximately one week later (Time 2), their supervisors were invited to rate subordinates’ CWB. The final sample included 187 employees from 60 workgroups. The results of the studies revealed that feeling trusted positively influenced subordinates’ psychological entitlement, which in turn enhanced their subsequent CWB. Subordinates perceived rarity of trust moderated the effect of feeling trusted on psychological entitlement. Furthermore, subordinates perceived rarity of trust moderated the indirect effect of feeling trusted on CWB. That is, the positive indirect effect of feeling trusted on CWB via subordinates’ psychological entitlement was significant and positive when perceived rarity of trust was high and did not exist when perceived rarity of trust was low. This research makes several important contributions. First, we challenge the consensus regarding the universally positive effects of trust by suggesting that feeling trusted may have the potential to induce subordinates CWB. In doing so, this research provides a more dialectical perspective in understanding the effects of feeling trusted. Second, not only do we examine the potentially negative effects of feeling trusted, but we also examine when and why this effect unfolds. By exploring the dynamics of feeling trusted, we answer Bare et al.’s call for more research on feeling trusted. Finally, this research contributes to CWB literature by identifying an important but neglected antecedent of CWB in the workplace. We suggested that beyond leaders’ negative behaviors (e.g., abuse and injustice), their positive behaviors (i.e., expressed trust) may lead to subordinates’ CWB. "
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