In order to investigate the impact of recipients and allocation context on the allocation behaviors of 4-6-year-old children, the study presented two allocation contexts of cooperation and competition to children. This study studied the allocation behaviors of 150 children aged 4~6 years in Changsha, Hunan Province. The results show that: (1) Compared with 4~5-year-old children,5~6-year-old children are more generous in allocating resources; (2) The allocation contexts and recipients have a significant impact on allocation behavior of 4~6-year-old children; (3) There is interaction between the allocation contexts and the recipients. Specifically, compared with the competitive situation, children show a stronger friend distribution bias effect in the cooperative situation; (4) The reasons of children's allocation behavior are significantly different in different allocation contexts.

The present study investigated the perceptual precedence of Chinese single characters by using the recognition paradigm of Navon-type compound stimuli in college students. The results indicated that at the configural relationship level, the recognition of a single character appeared a significant stroke number effect, and the prior processing of local feature, which was influenced by the practice and cognitive chunking effects. But at the orientating relationship the recognition of compound single characters presented the global processing precedence, and was slower than both the recognition of monomer characters and compound geometrical shapes, which were not affected by both stroke number and local features. However, when the compound single characters' local components loaded certain independent semantic or configural meanings, this global precedence effect was reversed, while the local precedence was enhanced. In short, the pattern of visual perception mainly depended on the local and global configural precedence, as well as the local semantic information. Hence, the conjunction with global and local processing facilitated the recognition of the Chinese single characters.

Value can improve the performance of item memory in older adults. However, there are very few studies that have explored the effect of value on associative memory, and the outcomes were mixed. To deeply explore what factors could alleviate associative memory deficit in older adults, 20 college students in a university and 20 healthy older adults over 60 years old in a city were selected, we used low related picture-word pairs, and conducted two experiments to explore the effects of objective assigned value (Experiment 1) and subjective assessed value (Experiment 2) on item memory and associative memory in older adults. The results showed that value could differently affect item memory and associative memory in older adults, as demonstrated by there was no significant difference in high-value item memory between the older adults and the younger adults, but the associative memory of the high-value picture-word pairs was lower for the old adults than younger adults. Besides, subjective value had no effect on the associative memory of picture-word pairs in older adults. Together, these results suggest that high value can improve the item memory of older adults, but can not eliminate the age-related associative deficit.

The present study used a three-wave cross-lagged analysis to explore the reciprocal relations between paternal/maternal psychological control and children's school adjustment as well as gender difference in these reciprocal relations. A total of 503 children aged 10~12 years old (288 boys and 215 girls) completed the Psychological Control Subscale of the Parental Control Scale, and children's class teachers completed the Chinese Version of Teacher-child Rating Scale. The results showed that: (1) levels of parental psychological control declined with children's age, while children's school adjustment increased. Boys reported higher levels of paternal psychological control and girls reported better school adjustment. And both boys and girls reported higher levels of psychological control of mothers than that of fathers; (2) both paternal and maternal psychological control were significantly and negatively correlated with children's school adjustment simultaneously and successively; and (3) maternal psychological control at T1 significantly negatively predicted children's school adjustment at T2, at the same time, children's school adjustment at T1 also significantly negatively predicted maternal psychological control at T2, which indicated a bidirectional pattern. In contrast, children's school adjustment at T1 significantly negatively predicted paternal psychological control at T2, which in turn negatively predicted children's school adjustment at T3, as shown in a circulation pattern. These reciprocal relations between paternal/maternal psychological control and children's school adjustment did not differ by children's gender.

This study was conducted among 421 rural high students at a senior middle school in W county of Gansu province. The experimental method is adopted to explore the impact of meta-stereotype threat on the sense of belonging of rural high school students in the county, and investigate the effect on the role of identity integration and self-affirmation. The results show that: (1) Meta-stereotype threat decreases the sense of belonging of rural high school students; (2) Identity integration plays a partial mediating role between the threat of meta-stereotypes and a sense of school belonging; (3) Self-affirmation can contribute to improving the school belonging sense of rural high school students, but it cannot alleviate the passive influence exerted by meta-stereotype threat on their school belonging sense. Besides, it cannot improve their school belonging sense by mitigating the passive influence of identity integration.

The current longitudinal study explored the mediating effect of parenting between marital quality and adolescents' sibling relationship.The gender difference of the effect was also explored.A sample of 457 adolescents was recruited from six junior middle schools and five senior high schools.Results were as follows:(1) Positive parenting and harsh parenting mediated the relation between marital quality and adolescents' sibling relationship when key demographic variables were controlled;(2) There were also significant gender differences in the mediating effect of the parenting:harsh parenting had stronger influenceson boys than on girls,compared with positive parenting which had stronger mediating effect on girls than on boys.These findings have important implications on intervention and improvement of sibling relationship for adolescents.

This study aims to explore the developmental trajectory of freshmen's attitudes towards short-term mating, as well as the role of family socioeconomic status (SES) on college freshmen's attitudes towards short-term mating and sex differences. With the attitude subscale of Sociosexual Orientation Inventory and the family socioeconomic status questionnaire, 942 freshmen from a college in Guizhou province were investigated once a month, 4 times in total. The results of latent growth modeling and multi-group latent growth model analysis showed that: (1) Freshmen's attitudes towards short-term mating increased linearly and there were significant sex differences. Specifically, both initial levels and increasing rates among males were higher than those of females; (2) Family SES positively predicted the initial levels of attitudes towards short-term mating and significantly slowed down the increasing rates of attitudes towards short-term mating. The role of family SES was similar for both males and females. The results of the current study supported the views of sexual strategy theory and life history theory. At the same time, practical suggestions were also provided for the freshmen's education of adaptation and sexual safety during the transition period.

Based on a latent profile analysis, the present study aims to identify the subtypes of Chinese parenting styles and their relations with adolescent academic engagement and anxiety symptoms. A total of 4884 adolescents (M_age = 13.83, SD = 2.41, 51.6% females) from 37 primary and secondary schools across 13 provinces in the Chinese mainland completed Chinese version of Egna Minnen Betrffande Uppfostran (s-EMBU-C), Utrecht Work Engagement Scale-Student (UWES-S), and Self-rating Anxiety Scale (SAS). A latent profile analysis was conducted and determined seven subtypes of parenting styles from the perspectives of adolescents: neglecting (6.6%), average-level undifferentiated (18.9%), warm-caring (48.2%), warm-controlling (11.9%), strict-controlling (2.9%), strict-controlling father (4.0%), and strict-controlling mother (7.5%). Adolescents of warm-caring and warm-controlling parents exhibited the highest academic engagement, whereas the latter ones showed significantly higher levels of anxiety symptoms than the former ones. In addition, adolescents of neglecting parents had the lowest academic engagement and relatively low-level anxiety symptoms. Furthermore, adolescents of strict-controlling parents had the highest anxiety symptoms and relatively high-level academic engagement.

This study explored the influence of academic motivation comparison and peer similarity on active peer selection (study 1) and passive peer de-selection (study 2). A total of 217 and 245 adolescents participated in the two studies, respectively. The results showed that: (1) When being asked to select peers they wished to meet and interact with, adolescents preferred peers who had higher academic motivation. Besides, they were more likely to de-select those who had lower academic motivation; (2) Adolescents preferred to select those peers who had a similar level of academic motivation to themselves. Furthermore, they tended to de-select individuals with the dissimilar academic motivation to themselves; (3) There was an interaction between the direction and the similarity of academic motivation comparison on peer selection and de-selection. If the level of academic motivation similarity was high, adolescents tended to select those who had higher academic motivation and de-select those who had lower academic motivation. If the level of academic motivation similarity was low, adolescents still tended to select those who had higher academic motivation while de-select those who had higher academic motivation; (4) Academic motivation comparison could influence peer de-selection through state self-esteem. These findings enhance our understanding of the formation of adolescents' peer relationships and can be useful in the guidance of peer interaction and the promotion of self-esteem.

Parental involvement in education has been associated with adolescents' life satisfaction. Yet little is known about the mechanisms that may explain this association. Using Chinese 7^th and 8^th graders (N = 12,724), this study examined the role of adolescents' academic self-efficacy and school relationships in understanding the association between parental involvement and adolescents' life satisfaction. Parental involvement was reported by parents. Academic self-efficacy, school relationships and life satisfaction were reported by adolescents. Using structural equation modeling, results demonstrated that academic self-efficacy and school relationships, both independently and serially, mediated the relation between parental involvement and adolescents' life satisfaction. Findings highlighted the importance of school functioning to understand the positive impact of parental involvement on life satisfaction in adolescents.

This study selected 480 mothers of 4~6-year-old children from four public kindergartens in Shanghai, and we used a series of questionnaires to explore the relationship between mother's parenting stress and preschool children's anxiety, as well as the role of parent-child relationship and maternal mindfulness. The results show that: (1) mother's parenting stress significantly positively predicts preschool children's anxiety; (2) parent-child conflict plays a mediating role between mother's parenting stress and preschool children's anxiety; (3) maternal mindfulness moderates the relationship between parenting stress and preschool children's anxiety and parent-child conflict in the mediation model, that is, at a high level of mindfulness, maternal parenting stress has less effect on children's anxiety through parent-child conflict, and maternal parenting stress has also less effect on preschool children's anxiety. The results reveal the mechanism of maternal parenting stress on preschool children's anxiety, it provides a theoretical basis for practical intervention from the perspective of family context in the future.

Based on the CBT framework, the current study explored the relationship between experience of negative life events and adolescent anxiety, which was mediated by rumination and moderated by meaning in life. A total of 1097 students from six middle schools of Shandong and Henan Province were recruited using cluster sampling. To assess the level of negative life events, rumination, meaning in life and anxiety, this study used the Stressful Life Events Scale, Ruminative Responses Scale, Self-Rating Anxiety Scale and the Revised Meaning in Life Questionnaire, correspondingly. The results showed that: (1) Rumination partially mediated the relationship between negative life events and adolescent anxiety; (2) The association between rumination and anxiety was moderated by meaning in life. The results were explained and discussed to explain the occurrence mechanism of adolescent anxiety from the perspective of CBT model, which is usually an approach for interventional treatment after anxiety occurs.

The present study examined the relation between negative life events and adolescents' internalizing problems, as well as the mediating role of social support and moderating role of parent-child cohesion. 1005 adolescents joined our survey by fulfilling the Youth Self-Report, Adolescent Self-Rating Life Events Check- list, Social Support Questionnaire, Parent-Adolescent Cohesion Questionnaire. The result showed that: (1) Negative life events predicted adolescents' internalizing problems positively; (2) Social support played mediating role in the relationship between negative life events and adolescents' internalizing problems; (3) Parent-adolescent cohesion moderated the relationship between negative life events and adolescents' internalizing problems. The present study exhibited that negative life events could not only affect adolescents' internalizing problems directly, but also affect adolescents' internalizing problems through the mediating effect of social support indirectly. parent-adolescent cohesion could moderate the impact of negative life events on internalizing problems, and negative life events had a greater impact on internalizing problems with high level of parent-adolescent cohension.

In the current study, 585 middle school students were recruited to investigate the influence of parental conflict on adolescents' aggressive behavior through questionnaires, and to explore the mediating role of emotional security and whether the process is regulated by school connectedness. The results showed that: (1) Emotional security mediated partly the relationship between parental conflict and adolescents' aggressive behavior; (2) School connectedness moderated the relationship between parental conflict and aggressive behavior, and the relationship between emotional security and aggressive behavior,that is, parental conflict has a weaker predictive effect on aggressive behavior, while emotional security has a stronger predictive effect on aggressive behavior at the high school connectedness level, and vice versa. The result helps to understand the mechanism of parental conflict on adolescents' aggressive behavior which provides important theoretical and practical value for enhancing the intensity of adolescents' emotional security and reducing the occurrence of aggressive behavior.

In this study,2388 adolescents with a history of self-injury in the past year were tested with the Adolescents Self-Harm Scale and the method of latent class analysis (LCA) was used to explore the classification model of adolescent self-injury and to explore the effect of demographic variables on the heterogeneity of type II NSSI in adolescents. The study indicated that there was obvious heterogeneity in adolescent self-injury. Firstly, according to the different nature, it is divided into two types: type I NSSI and type II NSSI, and secondly, according to the level of self-injury, type II NSSI was further divided into mild self-injury, slightly mild self-injury, moderate self-injury, severe self-injury and more severe self-injury. Sex and family location mainly affect mild / slightly mild self-injury in adolescent type II NSSI, while age impacts all the five potential types of adolescent type II NSSI.

Online anxiety is soaring and spreading in the Internet age, yet little research is known about the underlying mechanism of the maladaptive Internet use on online social anxiety. In the current study, 458 students from two universities in Fujian and Guangdong Province self-reported their levels of online social anxiety, problematic social media use, social media cognitive overload, and dispositional mindfulness via questionnaires. The results showed that: (1) Problematic social media use was positively associated with online social anxiety; (2) Social media cognitive overload partially mediated the relationship between problematic social media use and online social anxiety; (3) The mediating role of social media cognitive overload was moderated by the level of dispositional mindfulness; to be more specific, the mediating effect was stronger for college students with lower dispositional mindfulness.

In order to explore the influence of mindfulness on cyberbullying and its mechanism, this study constructed a moderated mediation model based on the theory of limited resource of self-control and the model of individual-environment interaction, focusing on the mediating role of self-control and the moderating role of cyberostracism. A sample of 629 high school students was recruited in the study to complete the questionnaires about mindfulness, self-control, cyberostracism, and cyberbullying. The results showed that: (1) Mindfulness was positively correlated with self-control and negatively correlated with cyberbullying. Self-control was negatively correlated with cyberbullying; (2) Mindfulness can not only predict cyberbullying directly, but also influence cyberbullying through the mediation of self-control; (3) The first stage of the mediation pathway was moderated by cyberostracism. Compared with individuals with higher cyberostracism, the influence of mindfulness on self-control was stronger in individuals with lower cyberostracism. The results show that mindfulness can reduce the occurrence of cyberbullying by enhancing self-control, however, cyberostracism can weaken the effect of mindfulness on self-control, and then increase cyberbullying.