Yuanping Deng, Li Chen, Meizhu Chen, Jia Liu, Yu Li
For this study we used the demographic data of 5,669 Chinese adults aged between 60 and 79 years, drawn from the 2018 China Family Panel Studies. The propensity score matching method was used to analyze the effect of providing financial and instrumental support for adult sons and daughters on the depressive symptoms of parents. We also tested for gender differences in this effect. The results showed that providing financial support was significantly associated with greater risk of depressive symptoms in men but not in women. By contrast, providing instrumental support reduced the risk of depressive symptoms in both men and women. These findings suggest that adult children should reduce their financial dependence on their parents and that parents should be encouraged to help their adult children by carrying out suitable instrumental support, which could promote parent–child communication and reduce risk of depressive symptoms in older adults.
{"title":"Financial and instrumental support for adult children and depressive symptoms among older adults in China: Does gender make a difference?","authors":"Yuanping Deng, Li Chen, Meizhu Chen, Jia Liu, Yu Li","doi":"10.2224/sbp12636","DOIUrl":"https://doi.org/10.2224/sbp12636","url":null,"abstract":"\u0000 For this study we used the demographic data of 5,669 Chinese adults aged between 60 and 79 years, drawn from the 2018 China Family Panel Studies. The propensity score matching method was used to analyze the effect of providing financial and instrumental support for adult sons and daughters on the depressive symptoms of parents. We also tested for gender differences in this effect. The results showed that providing financial support was significantly associated with greater risk of depressive symptoms in men but not in women. By contrast, providing instrumental support reduced the risk of depressive symptoms in both men and women. These findings suggest that adult children should reduce their financial dependence on their parents and that parents should be encouraged to help their adult children by carrying out suitable instrumental support, which could promote parent–child communication and reduce risk of depressive symptoms in older adults.\u0000","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49387614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of our research was to develop a reliable and valid questionnaire to assess trait emotional contagion ability in Chinese college students. In Study 1 we generated a preliminary questionnaire by modifying previously established questionnaires and eliminating items assessing emotional response. The final version consisted of 12 items categorized into four dimensions, and it demonstrated high reliability and validity. Study 2 was designed to examine the empirical validity of the questionnaire in a laboratory setting. Results revealed that trait emotional contagion ability was significantly associated with muscle activity and level of state emotional contagion in the laboratory experiment, indicating that the Emotional Contagion Ability Scale is a valid tool for assessing emotional contagion ability and can be utilized in laboratory-based emotional contagion research among college students.
{"title":"Emotional Contagion Ability Scale: Compilation and empirical validity for Chinese college students","authors":"Erjia Xu, Ping Hu","doi":"10.2224/sbp.12352","DOIUrl":"https://doi.org/10.2224/sbp.12352","url":null,"abstract":"The aim of our research was to develop a reliable and valid questionnaire to assess trait emotional contagion ability in Chinese college students. In Study 1 we generated a preliminary questionnaire by modifying previously established questionnaires and eliminating items assessing emotional response. The final version consisted of 12 items categorized into four dimensions, and it demonstrated high reliability and validity. Study 2 was designed to examine the empirical validity of the questionnaire in a laboratory setting. Results revealed that trait emotional contagion ability was significantly associated with muscle activity and level of state emotional contagion in the laboratory experiment, indicating that the Emotional Contagion Ability Scale is a valid tool for assessing emotional contagion ability and can be utilized in laboratory-based emotional contagion research among college students.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formative assessment practice had two aspects: instructional adjustment and feedback practice. The results showed that the relationship between affective attitude and formative assessment practice was partially mediated by intention and that the relationship between cognitive attitude and formative assessment practice was fully mediated by intention. This study highlights the importance of affective attitude in practicing formative assessment and has implications for teacher training.
{"title":"Effect of cognitive attitude and affective attitude on formative assessment practice: Intention as a mediator","authors":"Xiaoqing Xiang, Sichang Yum, Rong Lian","doi":"10.2224/sbp.12484","DOIUrl":"https://doi.org/10.2224/sbp.12484","url":null,"abstract":"Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formative assessment practice had two aspects: instructional adjustment and feedback practice. The results showed that the relationship between affective attitude and formative assessment practice was partially mediated by intention and that the relationship between cognitive attitude and formative assessment practice was fully mediated by intention. This study highlights the importance of affective attitude in practicing formative assessment and has implications for teacher training.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Haibin Wang, Leiye Zhu, Ying Cao, Fen Han, Qiong Yao
Emotional awareness is regarded as a prerequisite for emotional intelligence and regulation. We conducted a series of five studies involving 2,045 teachers to generate a questionnaire containing 21 items with six factors focusing on teachers??? emotional awareness in three dimensions: themselves, their students, and interpersonal. The self dimension included two factors of teaching emotions and nonteaching emotions, the student dimension included two factors of facial expression and body language, and the interpersonal dimension included two factors of teacher???student interaction and student???student interaction. The questionnaire demonstrated sound internal consistency reliability, test???retest reliability, and criterion-related validity. Thus, the Emotional Awareness Questionnaire for Teachers in China can be used to evaluate the emotional awareness of primary and middle school teachers in China.
{"title":"Development and validation of the Emotional Awareness Questionnaire for Teachers in China","authors":"Haibin Wang, Leiye Zhu, Ying Cao, Fen Han, Qiong Yao","doi":"10.2224/sbp.12599","DOIUrl":"https://doi.org/10.2224/sbp.12599","url":null,"abstract":"Emotional awareness is regarded as a prerequisite for emotional intelligence and regulation. We conducted a series of five studies involving 2,045 teachers to generate a questionnaire containing 21 items with six factors focusing on teachers??? emotional awareness in three dimensions: themselves, their students, and interpersonal. The self dimension included two factors of teaching emotions and nonteaching emotions, the student dimension included two factors of facial expression and body language, and the interpersonal dimension included two factors of teacher???student interaction and student???student interaction. The questionnaire demonstrated sound internal consistency reliability, test???retest reliability, and criterion-related validity. Thus, the Emotional Awareness Questionnaire for Teachers in China can be used to evaluate the emotional awareness of primary and middle school teachers in China.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our purpose was to explore the relationship between the physical activity and social adaptation of junior high school students, as well as the mediating role of socioemotional competence and self-esteem. We surveyed 980 junior high school students using four scales: the Physical Activity Rating Scale, the Social Adaptability Diagnostic Scale, the Social-Emotional Ability Scale, and the SelfEsteem Scale. Results showed that physical activity had a significant positive correlationwithsocialadaptation.Further,socioemotionalcompetenceandselfesteem had both independent mediating and chain mediating roles in the relationship between physical activity and social adaptation. The results have revealed the mechanism of the relationship between physical activity and social adaptation and provide a preliminary basis for study of the causal relationships between these variables. Our results also provide a theoretical basis for intervention and promotion of social adaptation.
{"title":"Physical activity and social adaptation: A chain mediating model test","authors":"YaYi Ou, Kelei Guo, Jinsong Wu","doi":"10.2224/sbp.12596","DOIUrl":"https://doi.org/10.2224/sbp.12596","url":null,"abstract":"Our purpose was to explore the relationship between the physical activity and social adaptation of junior high school students, as well as the mediating role of socioemotional competence and self-esteem. We surveyed 980 junior high school students using four scales: the Physical Activity Rating Scale, the Social Adaptability Diagnostic Scale, the Social-Emotional Ability Scale, and the SelfEsteem Scale. Results showed that physical activity had a significant positive correlationwithsocialadaptation.Further,socioemotionalcompetenceandselfesteem had both independent mediating and chain mediating roles in the relationship between physical activity and social adaptation. The results have revealed the mechanism of the relationship between physical activity and social adaptation and provide a preliminary basis for study of the causal relationships between these variables. Our results also provide a theoretical basis for intervention and promotion of social adaptation.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135097974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We investigated the mediating role of fear of missing out in the relationship between campus exclusion and the deviant behaviors of Chinese adolescents. Deviant behaviors were measured using items included in the China Education Panel Survey , and the survey we conducted with 831 Chinese adolescents also included the Adolescent Campus Exclusion Questionnaire and the Chinese version of the Fear of Missing Out Scale. We found that campus exclusion, fear of missing out, and deviant behaviors were significantly and positively associated with one another. Fear of missing out played a mediating role in the relationship between campus exclusion and deviant behaviors. To some extent, our findings reveal the mechanism of adolescents??? deviant behaviors and have implications for teachers and parents in intervening in and preventing deviant behaviors in this group.
{"title":"Campus exclusion and deviant behaviors of Chinese adolescents: Fear of missing out as a mediator","authors":"Yi Hui Liu, Chun Jing Su","doi":"10.2224/sbp.12520","DOIUrl":"https://doi.org/10.2224/sbp.12520","url":null,"abstract":"We investigated the mediating role of fear of missing out in the relationship between campus exclusion and the deviant behaviors of Chinese adolescents. Deviant behaviors were measured using items included in the China Education Panel Survey , and the survey we conducted with 831 Chinese adolescents also included the Adolescent Campus Exclusion Questionnaire and the Chinese version of the Fear of Missing Out Scale. We found that campus exclusion, fear of missing out, and deviant behaviors were significantly and positively associated with one another. Fear of missing out played a mediating role in the relationship between campus exclusion and deviant behaviors. To some extent, our findings reveal the mechanism of adolescents??? deviant behaviors and have implications for teachers and parents in intervening in and preventing deviant behaviors in this group.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yuanping Deng, Li Chen, Meizhu Chen, Jia Liu, Yu Li
For this study we used the demographic data of 5,669 Chinese adults aged between 60 and 79 years, drawn from the 2018 China Family Panel Studies. The propensity score matching method was used to analyze the effect of providing financial and instrumental support for adult sons and daughters on the depressive symptoms of parents. We also tested for gender differences in this effect. The results showed that providing financial support was significantly associated with greater risk of depressive symptoms in men but not in women. By contrast, providing instrumental support reduced the risk of depressive symptoms in both men and women. These findings suggest that adult children should reduce their financial dependence on their parents and that parents should be encouraged to help their adult children by carrying out suitable instrumental support, which could promote parent???child communication and reduce risk of depressive symptoms in older adults.
{"title":"Financial and instrumental support for adult children and depressive symptoms among older adults in China: Does gender make a difference?","authors":"Yuanping Deng, Li Chen, Meizhu Chen, Jia Liu, Yu Li","doi":"10.2224/sbp.12636","DOIUrl":"https://doi.org/10.2224/sbp.12636","url":null,"abstract":"For this study we used the demographic data of 5,669 Chinese adults aged between 60 and 79 years, drawn from the 2018 China Family Panel Studies. The propensity score matching method was used to analyze the effect of providing financial and instrumental support for adult sons and daughters on the depressive symptoms of parents. We also tested for gender differences in this effect. The results showed that providing financial support was significantly associated with greater risk of depressive symptoms in men but not in women. By contrast, providing instrumental support reduced the risk of depressive symptoms in both men and women. These findings suggest that adult children should reduce their financial dependence on their parents and that parents should be encouraged to help their adult children by carrying out suitable instrumental support, which could promote parent???child communication and reduce risk of depressive symptoms in older adults.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematics anxiety is a common emotional condition among students, but few studies have explored the mediating mechanisms that could account for the impact of social support on this anxiety. To address this gap, we examined the mechanism of the impact of social support on mathematics anxiety with a sample of 1,191 high school students in Inner Mongolia by looking at the role of learning engagement as a mediator. The students completed the Multidimensional Scale of Perceived Social Support, the Student Engagement in School Orientation Questionnaire, and the Mathematics Anxiety Questionnaire for Children. The results showed that learning engagement mediated the relationship between social support and mathematics anxiety. These findings provide theoretical support for the use of interventions related to learning engagement to reduce the mathematics anxiety of high school students.
{"title":"Social support and mathematics anxiety: The mediating role of learning engagement","authors":"Rui Wang, Mohd Rustam Mohd Ramel","doi":"10.2224/sbp.12572","DOIUrl":"https://doi.org/10.2224/sbp.12572","url":null,"abstract":"Mathematics anxiety is a common emotional condition among students, but few studies have explored the mediating mechanisms that could account for the impact of social support on this anxiety. To address this gap, we examined the mechanism of the impact of social support on mathematics anxiety with a sample of 1,191 high school students in Inner Mongolia by looking at the role of learning engagement as a mediator. The students completed the Multidimensional Scale of Perceived Social Support, the Student Engagement in School Orientation Questionnaire, and the Mathematics Anxiety Questionnaire for Children. The results showed that learning engagement mediated the relationship between social support and mathematics anxiety. These findings provide theoretical support for the use of interventions related to learning engagement to reduce the mathematics anxiety of high school students.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We used the theory of social dominance to explore the mediating influence and boundary conditions according to which subordinates??? creativity affects supervisor undermining. Through a two-stage survey of 223 employees and their paired supervisors, we verified the mediating effect of supervisors??? perceived status threat on the relationship between subordinates??? creativity and supervisor undermining. Supervisors??? status concern moderated the relationship between subordinates??? creativity and supervisors??? perceived status threat. Specifically, the positive relationship between subordinates??? creativity and supervisors??? perceived status threat was stronger when the level of supervisors??? status concern was high. We aimed to deepen understanding of the factors that influence supervisor undermining. Additionally, we introduced perceived status threat as a mediating variable, which enhances understanding of the mechanism behind the unjust treatment of star employees. This highlights the importance of companies continuing to improve the management and professional skills of their supervisors, and fostering an organizational culture that is equal and free, in order to cultivate and retain highly creative talents
{"title":"Impact of subordinates' creativity on supervisor undermining: A social dominance perspective","authors":"Min Zhang, Zhihong Chen, Jinyu Zhang, Lijing Zhao, Xufan Zhang, JiarongQian snm","doi":"10.2224/sbp.12618","DOIUrl":"https://doi.org/10.2224/sbp.12618","url":null,"abstract":"We used the theory of social dominance to explore the mediating influence and boundary conditions according to which subordinates??? creativity affects supervisor undermining. Through a two-stage survey of 223 employees and their paired supervisors, we verified the mediating effect of supervisors??? perceived status threat on the relationship between subordinates??? creativity and supervisor undermining. Supervisors??? status concern moderated the relationship between subordinates??? creativity and supervisors??? perceived status threat. Specifically, the positive relationship between subordinates??? creativity and supervisors??? perceived status threat was stronger when the level of supervisors??? status concern was high. We aimed to deepen understanding of the factors that influence supervisor undermining. Additionally, we introduced perceived status threat as a mediating variable, which enhances understanding of the mechanism behind the unjust treatment of star employees. This highlights the importance of companies continuing to improve the management and professional skills of their supervisors, and fostering an organizational culture that is equal and free, in order to cultivate and retain highly creative talents","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Live streaming commerce services that utilize social network platforms are gaining popularity in China. We examined the effect of value and perceived risk on customer satisfaction and trust, and the influence of this satisfaction and trust on customer loyalty. Perceived value was divided into economic, social, and emotional types, and the impact of each type on customer loyalty was examined separately. This study also investigated the impact of perceived risk on customer loyalty in live commerce. The research model was analyzed using structural equation modeling with 214 customers who watched real-time broadcasts on the Chinese Taobao platform. The results indicated that both customer satisfaction and trust had a significant impact on customer loyalty. Economic and emotional values played an important role in enhancing customer satisfaction and trust, respectively. However, perceived risk did not have a significant impact on either customer satisfaction or trust. Implications of our findings are discussed.
{"title":"Key factors influencing customer loyalty in live commerce: The role of perceived value and perceived risk","authors":"Byoungsoo Kim, Yanxi Chen, Daekil Kim","doi":"10.2224/sbp.12656","DOIUrl":"https://doi.org/10.2224/sbp.12656","url":null,"abstract":"Live streaming commerce services that utilize social network platforms are gaining popularity in China. We examined the effect of value and perceived risk on customer satisfaction and trust, and the influence of this satisfaction and trust on customer loyalty. Perceived value was divided into economic, social, and emotional types, and the impact of each type on customer loyalty was examined separately. This study also investigated the impact of perceived risk on customer loyalty in live commerce. The research model was analyzed using structural equation modeling with 214 customers who watched real-time broadcasts on the Chinese Taobao platform. The results indicated that both customer satisfaction and trust had a significant impact on customer loyalty. Economic and emotional values played an important role in enhancing customer satisfaction and trust, respectively. However, perceived risk did not have a significant impact on either customer satisfaction or trust. Implications of our findings are discussed.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135204323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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