Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： I3 model, which is also known as “I-cubed model”, has shaped a theoretical framework for explaining individual behavior, which argues that all behaviors emerge from a combination of instigation, impellance and inhibition. Each factor can change independently of the other two. The structure of I3 model is a comprehensive model of 12 paths consisting of three factors (instigation, impellance, and inhibition), a mediator (behavioral proclivity), and an outcome (behavior). The 12 paths predict the individual behavior mechanism in specific contexts by describing 18 problems, such as aggressive behaviors, eating behaviors, etc. As a theoretical framework for behavior research, Finkel and other researchers verified and supported the theory with empirical studies on a large number of studies over the past 10 years, which suggests that the theory is consistent with the data. In addition, in terms of the self-consistent nature of the model system, the I3 model has certain rationality, compatibility, and unique value compared with other classical theories and behavior models. First, the I3 model is compatible with the Planned Behavior Theory and Dual-Process Theory. In this sense, Finkel demonstrates the rationality of constructing I3 model by referring to the behavioral tendency of the Planned Behavior Theory and the behavior reaction of the Dual-Process Theory. Second, the I3 model has its own peculiarities as well as its superficial similarities with general behavioral models such as the "S-O-R'' model. Overall, Finkel tries to combine the research results and theoretical viewpoints under various mediating and regulating research paradigms to establish a grand theoretical system of human behavior. Third, in the same way, Finkel specifically analyzes the similarities and differences of I3 model with General Aggression Model and Goal Conflict Model in explaining the attack behavior and feeding behavior, thus revealing the uniqueness of I3 model. However, this model has the following problems: (1) From the perspective of the entire research system, this model is only a scientific theory and has not yet reached the level of a metatheory. (2) From the perspective of theoretical guidance, the model does not clearly explain the boundary conditions and scope of the theory, and does not consider the sources of other research questions. Although various main effects and interaction tests have been examined, it is still a data-driven test, and it does not reveal the actual interaction mechanism of these three forces; (3) From the practical application, the I3 model only focuses the individual behaviors, such as eating behaviors and aggressive behaviors, few researchers explore other individual behaviors and social behaviors, such as prosocial behaviors, learning behaviors, etc. There are also certain flaws in the interpretation of some specific behaviors and the explanation of some specific behaviors also has certain defects. Consequently, it is necessary to broaden the field of behavioral research on the I3 model in the future, not only to analyze the subtypes of the behavior and the types of behavior in different scenarios but also to explore the tendency and intention of the individual behavior; Secondly, we should apply the I3 model according to local condition, which needs to determine the type and quantity of factors combined with specific research problems, so as to achieve the results we want; Last but not least, we should integrate I3 model with other theories, and further explore the boundary conditions of I3 model. In summary, I3 model improves explanatory power of behavior theory to various behavior types and meets the current concern regarding behavioral research, such as behavior nudge and network behavior, and enriches theoretical support and theoretical framework for behavioral analysis.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： With the development of science, the internet has become an indispensable tool in college students' study and daily life. However, online aggressive behavior has become a much more serious problem for college students in recent few years. It is necessary to find out which factors have significant effects on online aggressive behavior of college students. According to the previous researches, the violent exposure was found to be able to predict aggressive behavior significantly. In addition, some theorists also have confirmed that ruminative responses and aggressive behavior are strongly related. However, as a special form of aggressive behavior, there was little research focused on online aggressive behavior and violent exposure. So the purposes of the present study is to explore the relationship between violent exposure, ruminative responses, internet moral and online aggressive behavior as well as the mechanism the effect of violent exposure on online aggressive behavior of college students.A total sample of 1000 college students from some universities was selected, with 326 males and 508 females, the average age was 20.74-year-old. All subjects were gathered in the class and finished the questionnaires within about 30 minutes. The questionnaires included the Violent Exposure Questionnaire (VEQ), Online Aggressive Behavior Scale (OABS), Ruminative Responses Scale (RSS), and the Internet Moral Questionnaire (IMQ). Data was collected and analyzed with SPSS 24.0, Amos 21.0 and Mplus 7.4, and the bias-corrected percentile Bootstrap method was used to analyze the role of ruminative responses and internet moral between violent exposure and college students' online aggressive behavior. A single factor analysis was calculated to test the common method variance. Results showed that the study was in-existent common method variance.The results show that: (1)The relationships between each pair of violent exposure, ruminative responses, internet moral and online aggressive behavior are correlated significantly and positively, the correlation coefficient ranges 0.07 from 0.96 (p < 0.01); (2)The structural equation model (SEM) reveals that the data fits the theoretical model well (c 2/df = 2.45, CFI = 0.99, TLI = 0.98, SRMR = 0.03, RMSEA = 0.04). (3) Violent exposure has a significant direct effect on online aggressive behavior (β = 0.29, p < 0.01); Violent exposure has a significant direct effect on ruminative responses (β = 0.23, p < 0.01); Ruminative responses has a significant direct effect on online aggressive behavior (β = 0.17, p < 0.01); Internet moral has a significant direct effect on online aggressive behavior (β = -0.17, p < 0.01); Interaction has a significant direct effect on online aggressive behavior (β = -0.17, p < 0.01). (4)Violent exposure has a significant indirect effect on online aggressive behavior through ruminative responses, and the confidence interval of 95% is [0.025, 0.061]; (5) Internet moral moderates the relation between violent exposure and online aggressive behavior of college students, that is, there is a significant positive relation between violent exposure and online aggressive behavior under the low internet moral level, however, there is a non-significant relation between violent exposure and online aggressive behavior under the high internet moral level. It is concluded that in the structural equation model of violent exposure on online aggressive behavior of college students, ruminative responses plays a partial mediating role and internet moral moderates the direct effect. These findings suggest some measures of prevention and treatment for college students’ online aggressive behavior should be taken. Schools and families should set up a good core self-evaluation system in order to help them improve their moral level and eradicate online aggressive behavior.
Subjects: Psychology >> Applied Psychology submitted time 2023-02-27
Abstract： There is a phenomenon of intergenerational transmission of pro-environmental attitudes and behaviors. Ample studies on intergenerational transmission of pro-environmental attitudes primarily focus on environmental values, environmental concern, sustainable consumer attitudes, while researches on intergenerational transmission of pro-environmental behaviors pay much attention to saving energy behaviors, green purchase behaviors, and recycling behaviors and reuse behaviors. The intergenerational transmission has three interdependent pathways of socialization: (1) parents influence their children, through modeling learning, parent-child communication, parent-child participation; (2) children influence their parents, that is, the process of reverse intergenerational transmission; (3) parents and children are influenced by the shared social and cultural environment, that is, the process of cultural acculturation. In the future, it is necessary to strengthen the research on the intergenerational transmission of pro-environmental attitudes and behaviors in the context of Chinese culture, and explore its internal mechanism in depth.
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