The Journal of Genetic Psychology最新文献

Online learning has become an essential part of acquiring academic and professional qualifications in higher education. Online learning recently gained attention as an effective instructional approach to enhance learning engagement, causing many universities to implement it. To promote learning engagement in online learning environments in higher education, this study collected data from 354 full-time undergraduate students in a large public Chinese university and examined the effects of teacher-student interaction, student-student interaction, and social presence on learning engagement. The research findings indicated that teacher-student and student-student interaction directly affected social presence and learning engagement in online environments. And social presence also directly affected learning engagement. Meanwhile, social presence also mediated the relationship between teacher-student interaction and learning engagement and student-student interaction and learning engagement. This study confirmed the significant effects of teacher-student interaction, student-student and social presence on students' learning engagement in online environments. The findings of this study have significant practical implications for teaching practices.

Despite the importance of understanding the relations between parenting and youth's prosocial behavior, there is surprisingly little research focused on the relations among parenting practices, shame, guilt, and prosocial behaviors. The present study was designed to examine the intervening roles of shame and guilt in relations between parental support and psychological control and public and altruistic prosocial behaviors in college students. The participants were 304 (62.5% female, 76.3% European American, M_age= 18.71, SD = 0.92) college students. We found partial support for our hypotheses. Specifically, we found that parental psychological control was positively linked to shame which, in turn, was positively linked to public prosocial behaviors. In contrast, parental support was positively linked to guilt which, in turn, was positively linked to altruistic prosocial behaviors and negatively linked to public prosocial behaviors. Further, psychological control was directly and positively linked to public prosocial behaviors and negatively linked to altruistic prosocial behaviors. Parental support was directly and positively linked to public prosocial behaviors. Discussion will focus on the implications of the findings for theories of moral socialization and prosocial development.

Aggression among adolescents is a significant public health concern worldwide. To safeguard adolescents' physical and mental health, controlling the incidence of aggressive behavior and its triggers and drivers is necessary. Different risk factors in each environment drive adolescent aggression. These factors are interconnected, making the environment an ecosystem of aggression. This study aims to analyze the factors that influence adolescents' aggressive behavior and provide a basis for formulating measures to reduce such behavior in the future. This multicenter cross-sectional study was conducted in five middle schools in Lingbao City. The participants were junior high school students aged 11-15 years. Data were analyzed from January to March 2020 using the decision tree analysis method. The aggressive behavior scale, adolescent emotion regulation scale, family intimacy and adaptation scale, parental education participation scale, and a simple parenting style questionnaire were used for the investigation. Of the 581 participants, 25.5% demonstrated a tendency for aggressive behavior, while the remaining did not. The decision tree analysis showed that the incidence of adolescent aggression was the highest (54.8%) when the maternal overprotective score was greater than or equal to 17, the adolescent had low emotional control, and the mother's intelligence score was higher than 30. The decision tree model reflects the influencing factors of adolescent aggressive behavior from multiple levels and provides a reference for formulating effective intervention measures to control such behavior and its influencing factors.

Social withdrawal is the behavioral tendency to remove oneself from social situations - a tendency that often contributes to reductions in individuals' mental health. The current study evaluated the links between different motivations for social withdrawal (shyness, unsociability, social avoidance) and indices of psychosocial adjustment in a Norwegian sample of emerging adults. Participants were N = 194 Norwegian university students who completed self-report measures of life satisfaction, loneliness, and depressive symptoms, as well as withdrawal motivations. Among the results, a newly translated version of the Social Preference Scale-Revised (SPS-R) was validated for use in Norway. Findings showed that shyness was uniquely and positively associated with loneliness and depressive symptoms, as well as lower life satisfaction, whereas social avoidance was positively associated with depressive symptoms. Unsociability was uniquely linked to lower levels of loneliness and depressive symptoms. Findings provide novel information about the psychosocial correlates of social withdrawal motivations during emerging adulthood in the under-explored cultural context of Norway. Understanding nuances in the correlates of different motivations may aid in the development of culturally and developmentally sensitive interventions.