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Daily hassles and Psychological Adjustment among freshmen: the Moderating Effect of Meaning in Life Psychological Science    2015, 38 (1): 123-130.   Abstract （4886）      PDF（pc） （1493KB）（15434）       Knowledge map    Save Perceived stress is proved to have great influence on both physiological and mental health. Despite that most studies of stress are focused on the pressure caused by great life event, more and more researchers are paying increasing attention to the stress caused by daily hassles. A lot of researches have been conducted to explore the relationship between daily hassles with psychological health (such as negative emotion) and healthy behavior (such as smoking and vegetable taking). In the study, the other important concept is the meaning in life. It is emerging as an important topic in positive psychology. Plenty of studies have demonstrated that meaning in life is of great importance to individuals’ life development and is very essential to mental health. So the present longitudinal study aimed to explore whether daily hassles can be applied to the model of stress perception and test the moderating role of meaning in life in the relation of stress perception on psychological adjustment. In the present study, the self-reported data were collected from 153 freshmen. To avoid the common method variance, two waves of survey were administrated, using time lagged design with two months in between. In the first wave, participants were asked to provide ratings of Inventory of College Students' Recent Life Experiences, perceived stress scale, questionnaire of meaning in life and some demographic information. In the second wave, psychological adjustment was assessed. After the investigation, the data collected in two waves were matched, input into computer and analyzed by software of SPSS 16. 0 and M-Plus 7. The results showed that daily hassles were positively correlated with perceived stress and were negatively correlated with psychological adjustment. Besides, both perceived stress and meaning in life were positively correlated with psychological adjustment. Structural Equation Modeling (SEM) was employed to analyze the data. The results showed that perceived stress played a fully mediating role between daily hassles and psychological adjustment. Questionnaire of meaning in life contains two subscales: presence of meaning and search for meaning. SEM showed that presence of meaning moderated the relationship between stress perception and psychological adjustment. That is to say, when freshmen are faced with daily hassles, those who possess higher level of meaning would adjust to college life better than those who possess lower level of meaning. However, the moderating role of search for meaning was not significant. The present study not only examined the relationships among daily hassles, perceived stress and psychological adjustment which expanded the related areas and enriched the original theory, but also found that presence of meaning played an important role on psychological adjustment among freshmen, which is a hot area of occupational health psychology. Daily hassles are the negative phenomenon that cannot be ignored. This study provides an effective intervention to improve the freshmen psychological adaptation. Future research can use three-wave-data to further explore the causal relationship among daily hassles, perceived stress, meaning in life and psychological adjustment. Besides, in order to generalize these results to other populations, more studies among different samples are required. Related Articles | Metrics | Comments（0）

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The Load Effect on Short-term Memory Directed Forgetting: Evidence from an ERP Study Psychological Science    2015, 38 (3): 514-520.   Abstract （3333）      PDF（pc） （1115KB）（13215）       Knowledge map    Save Differential rehearsal account and the inhibition account were proposed to explain the directed forgetting effect. The differential-rehearsal account claims that to-be-remembered items receive more rehearsal than to-be-forgotten items. However, the inhibition account argues that the inhibition system prevents to-be-forgotten items from receiving further processing. Both accounts were supported by some electrophysiological evidences. But few study directly investigated the mechanism when the remembering/forget cue presented, and the brain potential features of the load effect on forgetting remains unclear. Therefore, we hypothesized that if forgetting is merely a passive process, then there would be no active effort required to process the to-be-forgotten information. Accordingly, there would be no load effect on the ERPs elicited by forgetting cues. On the contrary, if forgetting is an active process involving cognitive inhibition, then forgetting different amounts of information would require different levels of cognitive resource. Accordingly, the high load of forgetting was expected to be different from the low load of forgetting, reflected by the ERP amplitudes. Specifically, we predicted that the N2-P3 complexes might be sensitive to memory loads, because the N2 component has been related to forgetting attempts, while P3 has been associated with inhibition process and was sensitive to memory load. A novel short-term memory test was used in this study with Arabic digits (1-9) and letters (A-Z) as stimuli. Within each trial, two memory items were presented sequentially, followed by a cue indicating either the presented items should be remembered or not. The amount of memory information was much (high load condition) or less (low load condition). After an interval (a calculation operation), subjects were asked to make a response to the probe stimuli. The event related potentials (ERP) locked to the cues. Fourteen undergraduate students (8 male and 6 female, with a mean age of 21.4 years, SD = 1.6) were recruited for the present study. Repeated measures ANOVA with cue (remember vs. forget), load (high vs. low), caudality and electrode site as the within subject factors were performed on the mean amplitudes of the ERPs evoked by the cues. The ERP results revealed that: (1) remembering cues evoked more positive ERPs than forgetting cues during the 280-430 ms time window, with a maximum difference at frontal scalp sites; (2) the load effects were observed for both the remembering cues and the forgetting cues. Cues in the high load condition evoke more positive ERPs than that of the low load condition. The ERP results suggested that different cognitive resource was relocated to different cues, as well as to different amount of memory. The to-be-remembered items receive more cognitive resources than the to-be-forgotten items which reflected by the more positive ERPs. The marked load effect on forgetting might correlate to the active manipulation of working memory such as removing or inhibiting the abundant to-be-forgotten information. Different cognitive resource was recruited in the process of inhibiting different amount of irrelevant information. More cognitive resources were recruited in inhibiting more irrelevant information. These results indicated that the inhibition plays an important role in directed forgetting. Related Articles | Metrics | Comments（0）

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The Impact Mechanism of College Students’ Emotional Intelligence and Class Network on Adaptability: A Multilevel Mediation Model Psychological Science    2015, 38 (3): 618-624.   Abstract （3882）      PDF（pc） （593KB）（10835）       Knowledge map    Save When enter university, students are confronted with opportunities on development, as well as some challenges, how to overcome these challenges to obtain good adaptation is a main task for college students. Also, the level of adaptability may directly affect present and future development of students. It was found that there are some internal and external factors influence college students’ adaptability, while emotional intelligence and interpersonal relationship are two important factors. The influence of emotional intelligence on adaptability has been confirmed by a growing number of studies, but little is known about the mechanism why emotional intelligence can affect adaptability. By reviewing the existed studies, we found that interpersonal relationship may play a mediating role between emotional intelligence and adaptability. As interpersonal relationship in class was mainly part comprising college students’ interpersonal network, in this study, we aimed at exploring whether interpersonal relationship in class could mediate the association between college students’ emotional intelligence and adaptability is in order. There were 646 college students (218 boys and 428 girls) from 20 classes in 7 universities were surveyed. Emotional Intelligence Scale and College Student Adaptability Inventory were used to provide measures of emotional intelligence and adaptability separately. As the traditional measuring method of interpersonal relationship in class, method of questionnaire and sociometric measurement ignore the difference between the subjective and objective choice or the biphasic principle of interpersonal relationship, Social Network Analysis could make up for the inadequacy of traditional methods, and was adopted in this study to take a unique look at students’ interpersonal relationship in class. A network questionnaire was used to measure class network, and the degree centrality of class network was used to describe student’s interpersonal relationship in class. In the process of data analysis, the Ucinet6.0 was used to analyze relation data from network questionnaire to obtain degree centrality of class network firstly. Then, for the clustered data (students nested in classes), a 1-1-1 multilevel mediation model was used to model impact mechanism of emotional intelligence and class network on adaptability in HLM6.02. The results indicated that: (1) emotional intelligence is significantly associated with degree centrality of class network and adaptability, emotional intelligence could positively predict one’s degree centrality of class network and adaptability; (2) degree centrality of class network mediated the relationship between emotional intelligence and adaptability. The present study revealed that, emotional intelligence not only directly influenced college students’ adaptability，but also indirectly influenced adaptability through class network．These findings had important theoretical and practical values and may contribute to increasing college students’ adaptability and health. Firstly, we should attach importance to the effect of emotional intelligence on adaptability, help college students to improve the level of emotional intelligence and self-monitoring ability. Secondly, improve interpersonal relationship in class, would be great useful for improving adaptability. Thirdly, constructing harmonious class environment to improve class network, can improve peer support and adequately reduce college students' stress, help to achieve adaptation. Related Articles | Metrics | Comments（0）

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Moderation Effect Analysis Based Multiple Linear Regression Psychological Science    2015, 38 (3): 715-720.   Abstract （4233）      PDF（pc） （772KB）（9539）       Knowledge map    Save Moderation indicates that the strength and/or direction of the relation between an independent variable and a dependent variable is affected by a third variable, which is called moderator. Moderation models are frequently used in the research of psychology and other social science disciplines, but some issues are still need to be clarified. The purpose of the present study is to clarify two issues in moderation effect analysis. One is the role of the mean-centering; the other is the advantages and disadvantages of two existing methods for testing simple slope. Firstly, the product term in moderated regression might be collinear with its constituent parts, making it difficult to detect interaction effects. Some researchers presumed that mean-centering could reduce colinearity and improve the precision of estimates from collinear data, but this is not true. After reviewing the role of mean-centering in moderated multiple regression, we emphasize that mean-centering does not change the coefficient of the product term (moderation term) of the regression, but changes the coefficients of the first-order terms (main effect terms) and improves the interpretability of results. Secondly, when an interaction is found, the interactive effect need to be further probed to fully explicate the relationship among the three variables. The most common method for probing interactions is to test simple slopes. We discuss the merits and demerits of two methods for testing simple slope: Pick-a-point method and Johnson-Neyman’s method. Pick-a-point method is to test simple slopes at several specific levels of the predictors and report whether they are significant, whereas Johnson-Neyman’s method is to test simple slopes in the whole range of the predictor and report the regions in which the simple effect is significant. We suggest that Johnson-Neyman’s method be adopted to analyze simple slope test when the moderator is a continuous variable, whereas the pick-a-point method be adopted to analyze simple slope test when the moderator is a categorical variable or researchers are interested in the test at some special points of the moderator. An example is given to illustrate how to conduct moderation effect analysis by multiple linear regressions and test simple slope by using Johnson-Neyman’s method. Directions for future study on moderation effect analyses are discussed at the end of the paper. In fact, in addition to mean-centering, standardization is an alternative to analyze moderation effects, and the effect tests with mean-centering and standardization are equivalent. Furthermore, two methods for testing simple slopes can expend to more complicated moderation models, such as multilevel moderation models and moderation models in which the dependent variable is a binary variable. Related Articles | Metrics | Comments（0）

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Workplace Ostracism in China: The Moderating Effects of Gender on Psychological Health and Job Satisfaction Psychological Science    2011, 34 (3): 686-691.   Abstract （7686）      PDF（pc） （465KB）（8370）       Knowledge map    Save Given that little is known about the impact of ostracism on employees in Chinese workplace, and even less research has investigated gender differences in terms of workplace exclusionary behavior. The current study explored the applicability of Workplace Ostracism Scale (WOS) in China and gender differences on psychological health and job satisfaction. Workplace Ostracism Scale (WOS), Psychological Health Questionnaire and Job Satisfaction Questionnaire were used to test a sample of 437 employees with diverse job titles. The WOS was translated into Chinese upon careful consideration. Based on 137 samples (57 men and 80 women), some revisions were made according to the result of item-total correlation and exploratory factor analysis. Then 300 employees (160 men, 136 women and 4 unknown) from various companies were invited to join the final survey. The reliability and construct validity of WOS were tested by internal consistency reliability and confirmatory factor analysis. Results of item analysis showed that the correlations between the ten items of WOS and the total score ranged from 0.36 to 0.86. All correlations listed were significant at p<0.01. Exploratory factor analysis showed that 10 items had two factors. However, there was only one item in the second factor. Based on further examination, it was found that this item was a rather general statement, while others were all about the specific descriptions. So it was best to eliminate the first item. Then, EFA was conducted on the left nine items. Results showed that all nine items had one factor with an eigenvalue 5.26. This factor can explain 58.50% variance. Internal consistency reliability and confirmatory factor analysis were used to confirm the reliability and construct validity of WOS. Results showed that after eliminating the first statement of the scale, the WOS was a reliable and valid measure in Chinese workplace as well. To test whether gender moderated the relationship between exclusion and outcomes, a moderated hierarchical regression analysis was conducted on psychological health and job satisfaction. For each analysis researchers first entered the main effects for workplace ostracism and gender. In the second step, we entered the interaction term between ostracism and gender. Consistent with predictions, the addition of the interaction resulted in a significant change in R2. To illustrate this interaction, a low workplace ostracism group and a high workplace ostracism group were created for each gender. The results demonstrated the moderating effect of gender on the relation between workplace ostracism and psychological health and job satisfaction. The present study provided a useful measure for Chinese workplace ostracism literature — the revised WOS. It was also demonstrated that, the effects of ostracism were, in fact, moderated by gender. Specifically, workplace ostracism was predicted to have a stronger negative impact on psychological health and job satisfaction of women compared to men. Overall, workplace ostracism cannot be neglected. Special attention should be drawn on this phenomenon. Related Articles | Metrics | Comments（0）

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Psychological Science    2014, 37 (5): 1030-1038.   Abstract （2966）      PDF（pc） （6961KB）（7231）       Knowledge map    Save Related Articles | Metrics | Comments（0）

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Cultural Neuroscience: A New Interdisciplinary Field Li Zhang Psychological Science    2011, 34 (3): 514-519.   Abstract （5802）      PDF（pc） （483KB）（6967）       Knowledge map    Save Cultural neuroscience is a new interdisciplinary field which combines culture, mind, and the brain. This article briefly introduced the diverse ideas from 2000 to 2010 in cultural neuroscience and reviewed some typical fMRI studies in this field. It supports the idea that the cultural neuroscience will bring about a new integrative theoretical framework for the study of the human mind. Related Articles | Metrics | Comments（0）

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LI Qi-Wei Psychological Science    2010, 33 (5): 1026-1029.   Abstract （5496）      PDF（pc） （170KB）（6795）       Knowledge map    Save Related Articles | Metrics | Comments（0）

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A Research on Influencing Factors of Adolescent Emotional Resilience Psychological Science    2011, 34 (3): 593-597.   Abstract （7551）      PDF（pc） （441KB）（6575）       Knowledge map    Save The impact of individual variables on adolescent emotional resilience include background variables of gender,age and other psychological variables.Through surveying 830 students,we find that gender and age variables have no substantial impact on adolescent emotional resilience, indicating that emotional resilience has a relatively stable psychological characteristics.There are close relationships between adolescent emotional resilience and personality traits,self-efficacy,psychological resilience and negative emotion regulation ability;and all of these psychological variables have significant predicted effect on adolescent emotional resilience.In these psychological variables, cognitive regulation ability of negative emotion and neuroticism are the two most important psychological variables predicted effect on adolescent emotional resilience;and neuroticism impacts on adolescent emotional resilience indirectly by intermediary variable of cognitive regulation ability of negative emotion. Related Articles | Metrics | Comments（0）

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Psychological Science    2005, 28 (2): 420-422.   Abstract （2238）      PDF（pc） （137KB）（6414）       Knowledge map    Save Related Articles | Metrics | Comments（0）

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Perfectionism and Attention to Imperfect Figures Psychological Science    2011, 34 (3): 532-537.   Abstract （6022）      PDF（pc） （547KB）（6215）       Knowledge map    Save Using dot-probe task design, two experiments were conducted to explore the attentional bias models of participants to imperfect figures. In experiment 1, pairs of figures (one of the pair may be imperfect) appeared on the computer screen for 1000ms. Then, at the center of one of the paired figures appears an arrow, pointing upward or downward. Participants (perfectionists and non-perfectionists) were asked to press one of the two keys on a joystick as quickly and accurately as possible to indicate the direction of the arrow. Such task purported to contrast the attentional biases between the two groups. The second experiment used the same task design except that the time of the figure appearance was shorter (750ms). According to the two experiments, the researcher inferred the shift of attention (from 750ms to 1000ms) when the imperfection of figures were noticed. Results indicated that individuals low on perfectionism tended to show avoidance to the imperfect figures when the imperfect-perfect stimulus pairs were presented. In contrast, highly perfectionistic individuals had a tendency of showing attentional preference to the imperfect figures. The severity of imperfection (mildly imperfect vs. imperfect) of the figures also influenced the models and time courses of participants’ attentional bias. Attention of participants tended to disengage more easily from the mildly imperfect figures (broken line figures) than from the imperfect figures (broken solid figures). Results suggested that imperfect figures arouse “imperfection anxiety” and induces the attentional capture effects which prevents highly perfectionistic individuals from disengaging their attention from it. According to the two snapshots of attention bias with 750ms and 1000ms exposures, the present study indicated that the attentional capture effects induced by imperfect figures were quite similar in nature to those obtained in previous studies on other anxiety-provoking objects(Yiend & Mathews, 2001; Mogg et al., 2000). Therefore, imperfection anxiety may also be studied and interpreted through cognitive approaches, as pervious studies did on other anxiety and other emotional disorders. Related Articles | Metrics | Comments（0）

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The Cultural Differences of Self-esteem Psychological Science    2012, 35 (1): 2-8.   Abstract （7152）      PDF（pc） （791KB）（6143）       Knowledge map    Save Self-esteem has certain similarities and differences in different cultural backgrounds. According to previous findings, the cultural differences of self-esteem are manifested in its roots, inclusiveness and its expression. To a certain degree, social cultural values shape self-esteem of people lived in the cultural context. The source of self-esteem embodies the importance of cultural values. People in the individualism culture emphasize the importance of personal self-esteem, which reliance on personal achievement and characteristic, relative to collective self-esteem. Whereas collectivist place more emphasis on social orientation and its collective aspect compared with former. The extent of inclusion of other in self concept is various in different cultures. Self-esteem, as an important aspect of the self concept, has cultural differences in its inclusiveness. People in Western cultures centralize the personal uniqueness and independence. Their self-esteem focus on the unique self aspect compared to Chinese who include the significant others into their self-esteem. Culture influences the ways that taken in the expression of self-esteem. Easterners are much less direct express favorable evaluations of self explicitly and in the public context. They tend to make positive self evaluation when they respond implicitly or in the private context. In contrast, people in Western cultures attempt to maintain a positive self evaluation by engaging in various self enhancement strategies. They express their favorable self evaluation directly when they respond explicitly or in the public context. The awareness of cultural differences and universality of self-esteem should be set up. It is of great important to strengthen the study on cultural differences of it for scientific understanding of the social psychological phenomenon and academic discipline construction. Future research should focus on the meaning of self-esteem, its research content and research methods, to further promote the self-esteem study in the Chinese background. Reference | Related Articles | Metrics | Comments（0）

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Adolescents’ Interpersonal Competence, Social Inferiority and Mental Health: The Mediating Role of Social Adaptiveness Yong-Xin Li Psychological Science    2015, 38 (1): 109-115.   Abstract （2920）      PDF（pc） （1289KB）（6102）       Knowledge map    Save Abstract Recent studies suggest that the surface personality traits mediate the basic personality traits and the performances. The surface personality traits are referred to as surface behaviors, described as individual differences in tendencies to behave within specific situational contexts. Compared with surface traits, the basic personality traits are enduring dispositions which are indicative of prevailing behaviors in a range of situations. As psychologists have long been interested in the role of Interpersonal Competence in adolescents’ mental health and interpersonal interaction, the present study explore the proposed relationships by adopting a hierarchical approach to Interpersonal Competence as a basic personality trait or independent variable, Social Adaptiveness as a surface personality trait or mediator, and Social Inferiority and Mental Health as dependent variables respectively. What’s more, the relation between Social Inferiority and Mental Health is also be examined. In addition to the three subscales of the YG, namely Lack of Objectivity, Lack of Cooperativeness, Aggressiveness, the Interpersonal Competence Questionnaire(ICQ), the 12-item General Health Questionnaire (GHQ-12) and the Adolescents’ Social Inferiority Scale were presented to the 841 middle school student subjects, who were from grade 7 through 12 and selected by stratified sampling. The Anderson & Gerbing(1988)’s Two-step Approach to Structural Equation Modeling, the bias-corrected percentile Bootstrap method and the Multi-group Structural Equation Modeling were applied to analysis the data. Firstly，in accordance with expectations, the results showed that 1) Interpersonal Competence was a significant predictor of Social Adaptiveness (β=-.193，t=-4.007**)， Social Inferiority(β=-.167，t=-4.333**), and Mental Health(β=-.354，t=-8.980**); 2) Social Adaptiveness was a significant predictor of Social Inferiority (β=.298，t=6.389**) and Mental Health(β=.544，t=10.277**). So，what could be concluded was that Social Adaptiveness could mediate the relationship between Interpersonal Competence and Adolescents’ Social Inferiority，and the relationship between Interpersonal Competence and Mental Health, respectively. It was surprising that there was no significant relation between Adolescents’ Social Inferiority and their Mental Health (β=.054，t=1.663). Secondly，the bias-corrected percentile Bootstrap method was carried out to reveal the mediation of Social Adaptiveness on the relationships between Interpersonal Competence and Adolescents’ Social Inferiority. The results of the means of 1000 resamples showed that there was partial mediation as the 95% confidence interval was[-.097，-.024]，and the mediator effect was .344 with the 95% confidence interval being [.134, .554]. In the same way, the bias-corrected percentile Bootstrap method was carried out to reveal the mediation of Social Adaptiveness on the relationships between Interpersonal Competence and Mental Health. The results of the means of 1000 resamples showed that there was partial mediation as the 95% confidence interval was[-.177, -.055]，and the mediator effect was .297 with the 95% confidence interval being [.048, .546]. Lastly, the Multi-group Structural Equation Modeling showed there was multi-group invariance among 2 samples (the ECVI value of the unconstrained model was .257, the ECVI value of the measurement weights model was .252, the ECVI value of the structural covariances model was .256, and the ECVI value of the measurement residuals model was .318). These findings indicated that for secondary school students, Interpersonal Competence had effect both on Social Inferiority and on Mental Health, and the effect was partially mediated by Social Adaptiveness. But their Social Inferiority wound not necessarily result in their Mental Health problem because there was no significant relation between these two variables. Future studies, using different health behaviors and experimental designs, could firmly find the role of Interpersonal Competence and Social Adaptiveness in the social behaviors and they thus should become the routine targets for the interventions. Related Articles | Metrics | Comments（0）

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Family Socioeconomic Status, Parental Investment and Migrant Children’s Academic Achievement in China Psychological Science    2015, 38 (1): 19-26.   Abstract （2311）      PDF（pc） （1507KB）（5952）       Knowledge map    Save Related Articles | Metrics | Comments（0）

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Theory of Mind in Resilient Children Psychological Science    2011, 34 (3): 581-587.   Abstract （5237）      PDF（pc） （662KB）（5949）       Knowledge map    Save Resilience has gained enormous attention by scholars from both theoretical and practical perspectives for several decades. However, a lack of research on specific levels of protective factors, such as individual competence in ascertaining and judging other people’s psychological states, has rendered this field unsubstantiated except for some general rules. Therefore, this comparative study focuses on the differences in Theory of Mind between resilient children and non-resilient ones, and their implications for resilient development. Method: Employing multi-information convergence method, the authors screened out 99 resilient children and 176 nonresilient ones from 523 local primary and middle school students ranging from grade 3 to 8 in Henan Province who score relatively high on index of proximal adversity/pressure. A set of Theory of Mind (ToM) test was administrated to all subjects. This test included 12 strange stories that covered topics from pretending, joking, lying, white lies, metaphors and irony to persuasion, double bluff, misunderstanding, forgetfulness, jealousy, and contrary emotions. There was a control story (story on physics) between every two psychological stories. For every psychological story, children were asked an understanding question (score 1 if correct, 0 if incorrect), and a psychological inference question (score range from 0~3, higher score for children who explained the story in more details). Results: Taking reading ability, gender and age as covariates, results from MANCOVA revealed that resilient children got higher ToM scores in general than their nonresilient counterparts. ANCOVA showed that there are of significant differences in five ToM tasks such as pretending, irony, persuading, double bluff and misunderstanding, there is a critically significant difference in the task of white lie, while no significant differences in other ToM tasks are found between the two groups. When the effects of age and gender fixed, partial correlation indicated the noteworthy positive relationship between ToM and psychosocial development. Discussion: On the one hand, as actively requesting for social support and protective environment is crucial for children under pressure from adversity, those who have better interpersonal relationship will gain more psychological resilient ability than those who don’t have. On the other hand, there exists positive correlation between theory of mind and interpersonal relationship in children. Thus, the authors suggested that the better interpersonal relationship (and hence more opportunities for acquiring social support) played a major role in the relationship between theory of mind and psychological resilience. Implications for the correlation between ToM and psychological social development (i.e., children’s popularity rated by teachers and peers) are also discussed in detail. Conclusions: Psychological resilient children scored higher on twelve ToM tasks than nonresilient children; and there existed positive relationship between ToM competence and psychological social development, especially for the social competence that were rated by peers rather than teachers. Related Articles | Metrics | Comments（0）

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Mediation Analysis of Categorical Variables Fang Jie Zhong-Lin WEN Psychological Science    2017, 40 (2): 471-477.   Abstract （3195）      PDF（pc） （583KB）（5939）       Knowledge map    Save In the research of psychology and other social science disciplines, researchers often do not know how to analyze mediation effect when the independent, mediator or/and dependent variable are categorical, even if they can skillfully conduct mediation analysis with continuous variables. The conventional mediation analysis, transforming multi-categorical variable into dichotomous or continuous variable or using analysis of variance (ANOVA), might be lack of efficiency when the independent variable is multi-categorical. A procedure is proposed and recommended to use the method integrating relative mediation with Omnibus mediation to analyze mediation effect when the independent variable is multi-categorical. The first step is to implement Omnibus mediation analysis. If Omnibus mediation effect is not significantly different from zero, the k-1 relative mediation effects are zero, where k is the number of the categories. Otherwise, go to the second step. In the second step, relative mediation analysis is used to find if each relative mediation effect is significant. If there is no relative mediation effect is significantly different from zero, the mediation analysis is end. Otherwise, go to the third step. In the third step, the results with relative direct effects are reported. An example is given to illustrate how to conduct the proposed procedure by using SPSS software. Then, the evolution of the mediation analysis method with categorical mediator or dependent variable is discussed, and the scale unified process is the focus. In early years, the product of coefficients (ab) obtained from the logistic regression was used to analyze mediation effect when mediator or dependent variable is categorical. Later, abstd was adopted to analyze the categorical mediation effect. Recently, was used to analyze the mediation effect. We suggest that is preferred to analyze mediation effect when mediator or dependent variable is categorical. In addition, we emphasize that asymmetric interval is used to test the significance of . We used an example to illustrate how to conduct the proposed procedure by using SPSS software. Directions for future study on categorical mediation are discussed at the end of the paper. In fact, in addition to dummy coding, sequential coding and contrast coding are alternative to code multi-categorical independent variable, and the result of mediation effect tests with these three coding methods are equivalent, but the coding method will influence the implication of the relative indirect, direct, and total effects. Furthermore, the method integrating relative mediation with Omnibus mediation to analyze mediation effect of multi-categorical independent variable could be expended to more complicated mediation models, such as single-step or parallel multiple mediator models in which there is more than one mediator. Finally, it is a promising direction to analyze mediation effect with binary dependent variable in Structural Equation Modeling. Related Articles | Metrics | Comments（0）

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A research on undergraduate students’ narcissism and its relationship with mental adaptation Psychological Science    2011, 34 (5): 1174-1177.   Abstract （4980）      PDF（pc） （377KB）（5736）       Knowledge map    Save There was a great deal of empirical research on narcissism in Western psychological field. This research relied on the theoretical studying of predecessors, explored undergraduate students’ narcissism and its relationship with mental adaptation. The results showed: (1) There wasn’t significant difference in Narcissism by sexual distinction. But there was significant difference in mental adaptation. Men students were better than women students in mental adaptation. (2) Students from different specialized subjects had not significant difference in Narcissism. But there was significant difference in mental adaptation. (3) Compared with narcissism and 4 factors of mental adaptation, there was relationship between narcissism with mental self-control and self-confidence. Related Articles | Metrics | Comments（0）

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Educational neuroscience: An Integrated approach to human Cognition and Learning Hu Yi, Sang Biao Psychological Science    2010, 33 (3): 514-.   Abstract （6096）      PDF（pc） （790KB）（5681）       Knowledge map    Save Educational neuroscience was the research area driven not only by the theory on embodied cognition in cognitive science, but also by the integrated approach on human cognition in educational context. Given that effective interactions between cognitive neuroscience and education, educational neuroscience is aimed at improving education theory and practice scientifically at the various analysis level via multiple techniques including brain imaging, by the cooperative effects of educationlist, psychologist, and neuroscientist. The research field is promising for learning and teaching even that there exists more argues currently. Related Articles | Metrics | Comments（0）

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Creative Personality and Employee Creativity: A Moderated Mediation Model Psychological Science    2015, 38 (3): 700-707.   Abstract （2463）      PDF（pc） （814KB）（5602）       Knowledge map    Save Creativity-the generation of useful and novel ideas-produced by individuals in the workplace has been recognized as a primary source for innovation within the organization, and thus is important for sustainable development and competitive advantages. In terms of this, more attentions are paid for employee creativity. Among them, existing literature indicated that personality is a critical factor that explains the differences of individual creativity and some characteristics do influence creativity. But researchers found that individuals with creative personality may not produce creativity. Thus, to promote employee creativity, we intended to explore the mechanism of how creative personality leads to employee creativity. At first, we reviewed the preliminary literatures and identified relative theories about creative personality and creativity. Secondly，we developed a moderated mediation model to examine the mechanism between creative personality and employee creativity including the mediating effect of goal orientation and the moderating effect of intrinsic motivation based on motivated action and achievement motivation theory．Thirdly，we examined our hypotheses by using a sample of 251 subordinate-supervisor dyads from 13 companies in China. The results showed that: (1) Creativity personality can reliably predict employee creativity (β=.591，p<.01) while employee’ s learning goal orientation and performance approach orientation partially mediated the relationship between the two; (2) Intrinsic motivation not only enhanced the influence of employee’ s learning goal orientation(β=.37，p<.01) and performance approach orientation(β=.31，p<.01) on employee creativity, but also positively moderated the indirect relationships between creative personality and employee creativity via goal orientation. What’s more, this study also indicated that the indirect effect of creative personality on employee creativity through performance approach goal orientation was no longer significant(r=.032, p<0.05) while through learning goal orientation was still significant (r=.032, p<0.05) under low level of intrinsic creativity. This study not only extended existing literatures about personality and employee creativity by exploring the mechanism how creative personality lead to creativity, but also shed a light on management practices to improve employee creativity. Firstly, from the selection standpoint, companies should pay attention to personality when recruiting employees since individuals with creative personality may produce creativity. And specific job description helps organizations recruit more qualified applicants who are interested in the job. Secondly, organizations should focus on the goal orientation development of employees with creative personality. On the one hand, it’s important to develop a climate that felicitate learning and provide knowledge accesses through training for creative employees to enhance their learning goal orientation; on the other hand, organizations should advocate the importance of creativity and reward employees who obtain creative achievements. In this way, creative employees with performance approve orientation will focus on creative work in order to approve their ability. At last but not least, managers should be fully aware of the importance of intrinsic motivation. Only with intrinsic motivation and then focus on their tasks in the workplace can employees with creative personality show high level creativity. Thus, management practices such as optimizing job design and empowering leadership behaviors could be taken to promote their intrinsic motivation. The results showed that: (1) Creativity personality can reliably predict employee creativity in the work place(β=.591，p<.01) while employee’ s learning goal orientation and performance approach orientation partially mediated the relationship between the two; (2) Intrinsic motivation not only enhanced the influence of employee’ s learning goal orientation(β=.37，p<.01) and performance approach orientation(β=.31，p<.01) on creativity in the workplace, but also positively moderated the indirect relationships between creative personality and creativity in the workplace via goal orientation. What’s more, this study also indicated that the indirect effect of creative personality on creativity in the workplace through performance approach goal orientation was no longer significant(r=.032, p<0.05) while through learning goal orientation was still significant (r=.032, p<0.05) under low level of intrinsic creativity. This study not only extended existing literatures about personality and creativity in the workplace by exploring the mechanism how creative personality lead to creativity, but also shed a light on management practices to improve creativity in the workplace. Firstly, companies should pay attention to personality when recruiting employees since individuals with creative personality may produce creativity in the workplace. Secondly, organizations should focus on the goal orientation development of employees with creative personality. On the one hand, it’s important to build learning organization and provide knowledge accesses for creative employees to enhance their learning goal orientation; on the other hand, organizations should advocate the importance of creativity and reward employees who obtain creative achievements. In this way, creative employees with performance approve orientation will focus on creative work in order to approve their ability. At last but not least, managers should be fully aware of the importance of intrinsic motivation. Only with intrinsic motivation and then focus on their tasks in the workplace can employees with creative personality show high level creativity. Thus, management practices such as optimizing job design and meeting their needs could be taken to promote their intrinsic motivation. Related Articles | Metrics | Comments（0）

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The Effect of Target Pre-exposure on Event-based Prospective Memory Psychological Science    2011, 34 (3): 538-545.   Abstract （5520）      PDF（pc） （786KB）（5599）       Knowledge map    Save This study included two experiments using the classical double-task PM paradigm. The aim is explored that sufficient exposure to the target prior to its being designated as such may aid detection of that target, thereby improving PM in the face of demanding ongoing activities. The results of experiment 1 showed that using both the strict and lenient criterion method, the main effect of target pre-exposure was significant. The results of experiment 2 showed that using both of the strict and lenient criterion method, PM score performed decreasing tendency from high to low level of target pre-exposure. In conclusion, the current study demonstrated that the targets exposing prior to the PM instructions generally improved PM performance, and target pre-exposure eliminated nearly all failures to remember the intended action. PM performance became better as target pre-exposure level rises. According to these results, the simple activation model was supported. Related Articles | Metrics | Comments（0）