Subjects: Psychology >> Social Psychology submitted time 2023-08-28
Abstract： Marriage is the most stable and lasting traditional form of sexual union in human society and an important part of human culture. Marriage satisfaction is a main indicator for measuring marital success. Marriage satisfaction is affected by social, family, individual and other factors and changes in response to society, family and individuals. Thus, changes in marital satisfaction reflect continuous changes in society. Exploring the relationship between marital satisfaction and social change has important reference significance for understanding psychological changes in Chinese society and individuals.
This cross-temporal meta-analysis assessed 92 studies (59122 husbands and wives) published between 2000 and 2021 that used the Evaluating & Nurturing Relationship Issues, Communication, Happiness (enrich), the Marital Adjustment Test (MAT) and the Quality of Marriage Index (QMI) to measure the marital satisfaction of Chinese couples. The China Comprehensive Social Survey (CGSS) analysis was used to discuss the relationship between social indicators and marital satisfaction based on Bronfenbrenner’s ecosystem theory.
The findings are as follows: (1) the marital satisfaction of Chinese couples significantly positively correlates with the year; (2) at the macro level, improving people's quality of life and reducing the household size will increase marriage satisfaction; while, increasing marital satisfaction will promote the pursuit of a better life among couples and maintain family stability and (3) at the micro level, regarding the association between marital satisfaction and social change, the length of marriage, gender, number of children, and the matching degree of education level do not affect marital satisfaction; however, changes due to the presence of children and the degree of education do. In the model of the relationship between social change and marital satisfaction, macro system factors, micro system factors and era changes interact and jointly affect marital satisfaction. Moreover, marital satisfaction will also react to macrosystem factors and promote the harmonious and stable development of society.
Subjects: Psychology >> Management Psychology submitted time 2022-02-22
Abstract：
With a further deepening of globalization, an increasing number of business leaders now have multicultural experiences. Multicultural experiences refer to an individual’s direct or indirect experiences of encountering or interacting with elements of foreign cultures and/or foreigners. This study aims to explore the impact of multicultural experiences on leaders’ capabilities and development from two levels—leader development and leadership development. First, we investigate the impact of multicultural experiences on leader development (including the individual-level, relational-level and collective-level capabilities) and the underlying mechanisms. Second, we investigate the effects of multicultural experiences on leadership development (including leadership emergence, leadership selection, and leadership effectiveness) and the underlying mechanisms. The results will not just enrich theories relating to leaders’ capabilities and development but also provide implications for global management and international talent fostering practices.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Statistics in Psychology submitted time 2020-10-21
Abstract： Mediation and moderation analyses are commonly used methods for studying the relationship between an independent variable (X) and a dependent variable (Y) in conducting empirical research. To better understand the relationships among variables, there is an increasing demand for a more general theoretical framework that combines moderation and mediation analyses. Recently, statistical analysis of mediated moderation (meMO) effects has become a powerful tool for scientists to investigate complex processes. However, the traditional meMO model is formulated based on the homoscedasticity assumption, which is most likely to be violated when moderation effects exist. In addition, routinely reporting effect sizes has been recommended as the primary solution to the issue of overemphasis on significance testing. Appropriate effect sizes (ES) for measuring meMO effects are very important in reporting and interpreting inferential results. However, there does not exist an effective measure that allows us to answer the question regarding the extent to which a variable Z moderates the effect of X on Y via the mediator variable (M) in the meMO model. The article is organized as follows. First, the two-level moderated regression model proposed by Yuan, Cheng, & Maxwell (2014) was extended to a two-level mediated moderation (2meMO) model with single-level data, the statistical path diagram was structured according to the conceptual model and the equations. Second, several effect sizes were developed for the 2meMO effect by decomposing the total variance of the moderation effect. Third, to estimate the parameters of the 2meMO model and the ES measures of the meMO effects, we developed a Bayesian estimation method to estimate the parameters of the 2meMO model. Fourth, a Monte Carlo simulation study was conducted to evaluate the performance of the 2meMO model and the proposed ES measures against those with the meMO model. Finally, we illustrate the application of the new model and measures with a real data example. The simulation results indicate that the size of bias and MSE for parameter estimates are small under both meMO and 2meMO models whether the homoscedasticity assumption hold or not. The results of the coverage rate of the 95% CI for 〖dif〗_moME following 2meMO is comparable to those following meMO when the variance of moderation error is zero, which is the assumption the meMO model is based. However, when the moderation-error variance is nonzero, 2meMO yields more accurate estimates for 〖dif〗_meMO than meMO does, the advantages of 2meMO over meMO become more obvious as the moderation-error variance increases. The results of Type I error rate indicate that 2meMO controls Type I error rather well, and the rates are close to 0.05 or below 0.05 under all the conditions. However, the Type I error rates of meMO tend to be higher than 0.05 when the moderation-error variance is nonzero. The power rates following the meMO and 2meMO models are comparable for the medium or large sample size, or when there is a large difference in meMO effects. While the value of power following 2meMO is slightly lower than that following meMO at small sample size, this result is mostly due to the inflated Type I error rate of meMO, and larger sample sizes and the smaller moderation-error variances correspond to more accurate estimates of ϕ_meMO^((f)). The results also indicate that, when the homoscedasticity assumption of the meMO model is satisfied, the effect size estimates following the two models are about the same. However, when the moderation-error variance is not zero, the results following 2meMO are more accurate than those following meMO. In summary, the article developed a 2meMO model with single-level data and proposed several measures to evaluate the size of the meMO effect explained by moderator variables in total, directly, or indirectly. The performance of the 2meMO model is compared against that of the traditional meMO model via Monte Carlo simulations. Results indicate that, when the assumption of homoscedasticity holds, 2meMO yields comparable results with those under meMO. When the homoscedasticity assumption is violated, estimates under 2meMO are more accurate than those under meMO. More importantly, the measures of the size of the meMO effect proposed in this article can be used as a supplement to the test of meMO effects and will meet the needs for reporting ES in practice. Consequently, the 2meMO model is recommended for the analysis of mediated moderation, and the effect sizes (ESs) for the interpretation of the effect according to the questions of interest are better reported.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2020-08-16
Abstract： By reviewing both behavioral and neuroimaging research, the present article illustrates how processing of information from different sources (i.e., the target event/stimulus, internal cognitive schemas, and external interference) and at different stages (i.e., the encoding, storage, re-activation/reconsolidation and retrieval stages) contributes to false memory. We conclude that false memory may arise from three mechanisms: (1) The lack of distinctive item-specific memory representations that makes it difficult to distinguish targets from related lures; (2) The engagement of cognitive schemas strengthens the memory representations of non-target information (including related lures) in the schemas; and (3) Re-activated memory representations of targets are distorted and modified by external interference. Future research may use updated approaches, e.g., multivariate pattern analysis (MVPA), to further investigate the brain regions responsible for representing item-specific details, the way different types of schema (e.g., event-based script) promote the representations of related lures, and the way re-activation of schema during memory retrieval influences false memory.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2020-07-04
Abstract： "
Subjects: Psychology >> Educational Psychology submitted time 2020-02-13
Abstract： " Abstract: Character recognition and dictation are two important skills for literacy at the word level. Because Chinese is a logographic script and characters are visually complex, reading and spelling character are more difficult than learning alphabet language. The development of character recognition and dictation in Chinese has unique characteristics. Many cross-sectional researches investigated how morphological awareness contributed to logographic and alphabet language learning, and its influence on the development of character recognition and dictation. However, few studies explored the relationship between morphological awareness and the development of character recognition and dictation over time. The present four-wave longitudinal research was conducted in two Mandarin Chinese primary schools for two years, with a sample consisting of 127 first grader students. A battery of measures, including nonverbal IQ, phonological awareness, orthographic awareness, morphological awareness (homophone awareness, compound word production) were administered in order to investigate the influential factors of character recognition and dictation development in children. The analysis included an unconditional latent growth model to examine the growth trajectory of character recognition and dictation, and a conditional latent growth model to examine the contribution of morphological awareness to the growth of character recognition and dictation The results of the unconditional latent growth model showed that: (1) the developmental trajectory of character recognition showed linear growth it grew at a constant speed. The developmental trajectory of dictation showed non-linear growth, and the growth took place at a fast pace in the beginning and at a slower pace in the latter half of the development trend. Instead of Matthew effect, a compensation effect existed in both character recognition and dictation development, and the standardized correlation coefficients of intercept and slope for character recognition was -0.33 significantly, and for dictation was -0.89 significantly. (2) Homophone awareness and compound word production predicted significantly the children’s initial level(β=0.40, p＜0.001; β=0.14, p＜0.05 respectively) and the growth rate of character recognition (β=0.28, p＜0.001; β=0.25, p＜0.001 respectively), but not the growth rate in dictation. These results suggest that the growth trajectories were different for character recognition and dictation, and the later growth rates of character recognition and dictation were not decided by initial growth levels. The role of morphological awareness was more significant on the development of character recognition than on the development of dictation from Grade 1 to Grade 2.
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