Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Recently, the rapid development of Internet technology has constantly promoted the digital process of the mental health industry. Internet-based self-help interventions (ISIs) have gradually become an effective supplement to traditional psychological counseling/psychotherapy. Although the feasibility and effectiveness of ISIs have been widely verified, some problems, such as low user engagement and high dropout rate in the actual application process, affect the quality and efficiency of ISIs. To solve the above problems, researchers began to combine the concept of the therapeutic alliance (TA) with ISIs and tried to establish TA with users in a digital environment by using applications to promote user engagement. This TA formed in a digital environment is called a digital therapeutic alliance (DTA). The gap between the natural language conversation ability of chatbots and human beings has gradually narrowed due to the continuous breakthrough of artificial intelligence technology. Compared with traditional ISI programs, chatbots are more likely to develop real social relations with human beings. This study proposes to embed chatbots in ISI programs and use personified chatbots with emotion recognition and interaction capabilities to establish and develop DTAs with users to make up for the lack of human guidance in ISIs to some extent. Also, this study integrates multidisciplinary theories such as mind perception theory, social cue reduction theory, the investment model of personal relationships, and self-determination theory. These theories are useful as follows: first, to build a model from the perspective of human-computer interaction (HCI); second, to explore the influencing factors and mechanisms in the process of establishing DTA between chatbots and users from both cognitive and emotional aspects; and lastly, to put forward several design features of chatbots that are conducive to strengthening DTA. Specifically, we can design relational cues for chatbots based on the facilitation factors of TA in traditional psychological counseling/psychotherapy, such as making chatbots show the characteristics of amiability, respectfulness, listening, encouragement, sincere comprehension, and mutual trust. The users can have a positive cognitive and emotional experience and establish and develop high-quality DTAs with them. This scheme not only helps chatbots improve artificial wisdom but also provides a new way to solve the problem of low user engagement, promotes the development of HCI and DTA theories, and advances the intelligent process of digital mental health in China. In addition to a more rigorous investigation of the factors that affect DTA, future research should consider how to integrate advanced technologies in computer science into ISIs to optimize the user experience of ISIs and promote the development of DTA, prepare a special scale based on the particularity of ISIs types and scenes, and unify the measurement specifications. It is also necessary to test the influence of different therapies and subjects, such as age, sex, symptoms, and other factors, on DTA in ISIs.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Previous studies have shown that expressing anger toward others, also known as interpersonal anger, has social effects. The social effects of interpersonal anger remain controversial, with some researchers finding that it improves the behavior of the emotional recipient, while others find that it negatively affects both the expresser and the recipient. It can be perceived that there may be other factors moderating the effects of interpersonal anger, but few studies have explored it. To investigate the pros and cons of interpersonal anger, we conducted a meta-analysis based on a systematic and comprehensive review of published studies on interpersonal anger. We examined the social effects of interpersonal anger and its possible moderating factors from subjective evaluation and behavioral performance.The review was performed following the rigorous PRISMA protocol. Published studies were selected from the current major database, including English and Chinese literature. The database used included VIP Journal Integration Platform, Wan Fang, China National Knowledge Infrastructure, Web of Science, and ProQuest. Keywords used were “interpersonal anger”, “anger”, “angry”, “interpersonal emotion”, “emotion expression”, and “anger expression”. Finally, a total of 67 studies were included, in which there were 7 studies in Chinese and 60 in English (N = 15462 participants). The random-effect model was used to summarize the effect size (Hedge’s g), and the publication bias analysis and moderating effect analysis were carried out in CMA 2.0.Our results showed that expressing anger, whether using the neutral or happy group as the control group, led to more negative subjective evaluations of the expressers, but did not significantly alter the behavioral performance of the recipients. Based on the high heterogeneity of the main effects, we inferred that the dependent variables might need to be subdivided for further analyses. After disintegrating the dependent variables, we found that when the expressers expressed anger, the recipients reduced their evaluation of the expressers’ attitudes, they felt that the situation was unfair, and increased their desire for revenge. Meanwhile, interpersonal anger was found to improve the recipients’ work or study performance, while reducing their willingness to engage in prosocial behaviors. In addition, expressing anger was found to increase the income of the expressers in a competitive environment. Due to the limited number of included literature, the moderating effect analyses were conducted only on the recipients’ cultural backgrounds and social powers. The results showed that in the background of western culture, the anger recipients believed that the affinity of the anger expresser was lower than that of those who expressed neutral emotion, and they were less willing to make concessions. Individuals with lower social power, compared with those with higher ones, made more concessions when receiving anger and had less influence on others when expressing anger.In conclusion, interpersonal anger can change the recipients’ behaviors but can also increase their negative evaluations of the anger expresser and the interpersonal situation. Specifically, anger recipients are prone to make more concessions, engage in less prosocial behaviors and more problem-solving behaviors, perceive the current situation as more unfair, and evaluate the anger expresser as less affinitive and competent. The influence of interpersonal anger on prosocial behavior and competitive gain is moderated by the recipients’ cultural background and social power. These results suggest that interpersonal anger has both advantages and disadvantages. It can be used as a suitable strategy but also as an inappropriate way to control others’ behaviors, depending on the expresser’s purpose, relative power, and cultural background.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As a critical institution for promoting and nurturing the adequate development of college students, universities should provide equal opportunities for the growth of students from difference life circumstances. In the current higher education, first-generation college students(neither parent has a college degree) confront additional background-specific obstacles in campus adjustment, academic performance and interpersonal interactions, and they underperformed relative to non-first-generation college students (at least one parent has a college degree). Cultural mismatch theory provides an alternative explanation for the disadvantages of first-generation college students from the perspective of disparate experiences between their interdependent self-values and values of independence typical of higher education. Cultural mismatch theory proposes that one barrier to effectively addressing social class achievement disparities in universities is the unresolved clash between two cultural norms of the individual and institution level. At the individual level, through social contexts such as family, community and school, students from different social class backgrounds develop a cultural model of self that is compatible with their class. Specifically, first-generation students, who are from lower social class backgrounds, are often dominated by an interdependent model of self. In contrast, non-first-generation students, who are from middle-and upper-class backgrounds, are more often dominated by an independent model of self. At the institution level, institutions of higher education are built and organized according to taken for granted, individualistic cultural norms represented by independence, unwritten codes. Given the variation in the models of self that students bring with them to college, and the different cultural norms they afford, students’ cultural norms can either match or mismatch the college environment. Two models (normative well-being model and critical cultural wealth model) were introduced to better understand the effect of cultural mismatch on first-generation college students. By combining these models, we broaden and develop a more comprehensive framework from which to understand first-generation college students’ campus experiences. The framework presented here describes students’ academic performance and psychological well-being using the following four dimensions: individual personality traits, campus cultural tendencies, psychological processes and school-family conflict. These dimensions are collectively may be used as a framework to capture the academic difficulties, self-cognition, and social pressure. Interventions informed by this theory can help first-generation college students to make sense of the source of additional challenges they face, equip them with the right kinds of tools and strategies. Interventions for mitigating social disparities in education are multifaceted and complicated, including both values affirmation intervention and difference education intervention. A common assumption in these interventions is that first-generation college students need psychological resources, including the critical insight that people who have background like theirs deserve to attend college and can thrive there. Values affirmation intervention demonstrates one key process through which motivational education improves individual self-integrity and perception of self-worth, that is, by affirming one’s core values. Difference education intervention provides first-generation college students a contextual theory from the experiences of senior students with similar backgrounds, in this format, it can improve disadvantaged students’ campus fit and academic performance. The theory of cultural mismatch is of great theoretical significance and practical value in promoting the all-round development of university students, mitigating the achievement gap between social classes and improving the equity of current higher education. Several directions (e.g., role of personality factors, the shaping of a multiple self, advocacy for a diverse cultural environment in higher education, self-development in the face of social change, the role of unique cultural attributes) for future research are discussed.
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