How Parental Mediation and Parental Phubbing Affect Preschool Children's Screen Media Use: A Response Surface Analysis.

Parental mediation (PM) and parental phubbing (PP) are two pivotal factors that influence children's screen media use. This study used response surface analysis to examine the combined effect of PM and PP on screen time among preschool children. A total of 3,445 parents with preschool-aged children participated in this study, providing self-reported data on PM, PP, and their children's screen time (CST).

Parent-child educational aspiration congruence and adolescents' internalizing problems: The moderating effect of SES.

Previous studies have found that adolescents and their parents may hold discrepant views about educational aspirations. However, little is known about how these discrepancies affect adolescents' internalizing problems and the moderating effect of SES on the relation between (in)congruence of parent-child educational aspirations and adolescents' internalizing problems. Therefore, this study explored the relation between (in)congruence of parent-child educational aspirations and adolescents' internalizing problems, and further tested the moderating role of SES.

My child and I: self- and child-reference effects among parents with self-worth contingent on children's performance.

Research shows that parents' self-worth may be contingent on their children's performance, with implications for their interactions with children. This study examined whether such child-based worth is manifested in parents' recognition memory. Parents of school-age children in China ( = 527) reported on their child-based worth and completed a recognition memory task involving evaluative trait adjectives encoded in three conditions: self-reference, child-reference, and semantic processing.

How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement.

Purpose: Substantial literature has documented the influence of classroom environment on academic enjoyment. However, little is known about the mediating and moderating mechanisms underlying this relationship. Based on the control-value theory and the individual-context interaction model, a moderated mediation model was constructed in this study to further examine whether academic self-concept mediated the relation between classroom environment and enjoyment in mathematics and whether this mediating effect was moderated by academic achievement.

The Concurrent and Longitudinal Relations Between Competitive Classroom Climate and Learning Motivation Among Chinese Adolescent Students: The Mediating Roles of Social Comparisons.

Purpose: Over the past decade, cross-sectional studies have established a link between competitive classroom climate and learning motivation. However, the precise predictive direction has remained unclear, and the potential mechanisms underlying the link have yet to be investigated. According to the social comparison theory, competitive classroom climate is positively associated with learning motivation, and upward and downward comparison may play a role in mediating this process.

Home Quarantine Behavior in College Students: The Internal Mechanism and Cross-National Differences.

Background: The COVID-19 pandemic motivated people to stay at home to reduce the risk of COVID-19 infection and community transmission, but limited research has investigated the behavioral mechanisms underlying home quarantine.

Methods: Based on the theory of planned behavior (TPB), this study explored the mediating role of intention toward home quarantine and the moderating role of nationality among attitude, subjective norms, and perceived behavioral control. A total of 827 college students from the United States and China were recruited to complete an online survey.

The Influence of Communication on College Students' Self-Other Risk Perceptions of COVID-19: A Comparative Study of China and the United States.

This study aimed to explore cross-country differences in the characteristics and determinations of self-other risk perceptions of the COVID-19 pandemic. We distinguished perceived risk to self from perceived risk to others and subdivided risk perceptions into three levels: personal, group, and societal. We focused on the differential impact of multiple communication channels (i.

The Impact of Different Coping Styles on Psychological Distress during the COVID-19: The Mediating Role of Perceived Stress.

The present study aimed to understand the impact of different coping methods endorsed by Chinese college students during COVID-19 through the examination of the mediating role of perceived stress. We recruited a total of 492 undergraduate students to complete an online survey from May to June 2020. The results of structural equation modeling indicated that perceived stress was a significant mediator in the association between different coping styles and psychological distress.

Academic procrastination precedes problematic mobile phone use in Chinese adolescents: A longitudinal mediation model of distraction cognitions.

Cross-sectional studies have documented a positive association between academic procrastination and problematic mobile phone use (PMPU). However, the specific predictive direction has remained controversial and the potential mechanisms underlying the association have not been rigorously evaluated. According to Davis's cognitive-behavioral model, Brand et al.

Cross-Country Differences in Stay-at-Home Behaviors during Peaks in the COVID-19 Pandemic in China and the United States: The Roles of Health Beliefs and Behavioral Intention.

The novel coronavirus disease 2019 (COVID-19) rapidly escalated to a global pandemic. To control the rate of transmission, governments advocated that the public practice social distancing, which included staying at home. However, compliance with stay-at-home orders has varied between countries such as China and the United States, and little is known about the mechanisms underlying the national differences.

Social Media Exposure and College Students' Mental Health During the Outbreak of COVID-19: The Mediating Role of Rumination and the Moderating Role of Mindfulness.

In response to reports of people experiencing varying levels of anxiety and depression during the outbreak of COVID-19, researchers have argued that exposure to related information on social media is a salient contributing factor. Based on the integrated model of ruminative response style and the diathesis-stress model, it has been suggested that incorporating rumination and mindfulness may elucidate the potential mechanism underlying the aforementioned association. This study aimed to examine the mediating role of rumination and the moderating role of mindfulness in the association between social media exposure (SME) to COVID-19 information and psychological distress.

Why the Victims of Bullying Are More Likely to Avoid Involvement When Witnessing Bullying Situations: The Role of Bullying Sensitivity and Moral Disengagement.

Recent studies have suggested a link between bullying victimization and passive bystander behaviors, such as more outsider behaviors and fewer defender behaviors. However, little is known about the internal mechanism underpinning this relation. The present study aimed to examine the direct and indirect relationships between bullying victimization and two types of bystander behaviors (defender behavior and outsider behavior), considering the possible mediator role of bullying sensitivity and moral disengagement among Chinese adolescents.

Autonomy Need Dissatisfaction in Daily Life and Problematic Mobile Phone Use: The Mediating Roles of Boredom Proneness and Mobile Phone Gaming.

Psychological needs dissatisfaction has been identified as hindering adaptive development, in which autonomy need dissatisfaction, as one core component, may be associated with adolescents' maladaptive online behaviors. Sporadic research has examined the association between autonomy need dissatisfaction and problematic mobile phone use (PMPU). Boredom proneness and mobile phone gaming were suggested to be linked to this association.

Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy.

Recent studies have established associations between students' implicit theories and their academic engagement. However, there is still limited understanding of the potential mechanisms of this relation, and whether it works for students in the context of mathematics as well as in other subjects. The current study aimed to fill this gap by conducting a two-wave survey examining a moderated mediation model concerning the psychological mechanisms that account for the association between students' implicit theories and mathematics engagement.

How mathematics anxiety affects students' inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection.

Background: Too many students persevere in relying upon one (sometimes suboptimal) strategy for solving a wide range of problems, even when they know more efficient strategies. Although many studies have mentioned such phenomena, few studies have examined how emotional factors could affect this type of inflexible perseverance in strategy use.

Aims: To examine whether mathematics anxiety could affect students' inflexible perseverance in strategy use and whether this effect could be mediated by cognitive reflection, which is the ability to engage in deliberate reasoning.

Specific Mental Arithmetic Difficulties and General Arithmetic Learning Difficulties: The Role of Phonological Working Memory.

The aim of this paper was to examine the role of phonological working memory in specific mental arithmetic difficulties and general arithmetic learning difficulties (ALD; difficulties presenting in both mental arithmetic and written arithmetic). In Study 1, we categorized 53 sixth graders into a control group, a group with specific mental arithmetic difficulties, and a group with general ALD. The findings indicated the group with specific mental arithmetic difficulties performed significantly worse on the task involving phonological working memory than did the control group.

Mobile phone addiction and cognitive failures in daily life: The mediating roles of sleep duration and quality and the moderating role of trait self-regulation.

Previous studies have reported well-documented findings that mobile phone addiction (MPA) is associated with negative emotion-related consequences; however, sporadic research has investigated the associations between MPA and cognitive outcomes related to daily cognitive functioning. Sleep duration, sleep quality, and trait self-regulation are thought to be linked to this association. The present study aimed to examine the mediating roles of sleep duration and quality and the moderating role of trait self-regulation between MPA and daily cognitive failures.

Self-Esteem Moderates the Effect of Compromising Thinking on Forgiveness Among Chinese Early Adolescents.

Forgiveness contributes to positive social relationships, which is critical for individual development, particularly for early adolescents. Most previous studies focused on the unique roles of cognitive factors (e.g.

Parental Monitoring and Adolescent Problematic Mobile Phone Use: The Mediating Role of Escape Motivation and the Moderating Role of Shyness.

In an attempt to reduce the negative consequences of adolescent media use, parents often monitor their children's online activities. However, research suggests that parental monitoring often does not reduce children's problematic mobile phone use as expected. Based on the results of a survey of 584 Chinese adolescents, we found that parental monitoring positively predicted children's problematic mobile phone use (PMPU) within a Chinese cultural context.

The Effect of Parental Phubbing on Teenager's Mobile Phone Dependency Behaviors: The Mediation Role of Subjective Norm and Dependency Intention.

Purpose: The aims of this study were to examine (a) the effects of parental phubbing on teenagers' mobile phone dependency and (b) the mediating roles of subjective norm and dependent intention of underlying this relationship.

Methods: We recruited 605 middle school students in Beijing, China and they completed the parental phubbing behaviors, subjective norm, dependency intention, and mobile phone dependency behavior questionnaires.

Results: The results of the structure equation modeling revealed that parental phubbing behaviors significantly increased teenager's mobile phone dependency behaviors in two indirect ways.

Parents' Phubbing and Problematic Mobile Phone Use: The Roles of the Parent-Child Relationship and Children's Self-Esteem.

An increasing number of mobile phone users check their phones at any time and place, even during in-person interactions. Such behaviors that interrupt social interactions have been described as phubbing. The present study focused on phubbing behaviors within the context of parent-child households and aimed to examine the associations among parents' phubbing, the parent-child relationship, children's self-esteem, and problematic mobile phone use (PMPU) by adolescents.

Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters.

Background: The dropout rate of Chinese elementary school students after 2007 rose again. Little research to date has identified individual differences in pathways of academic engagement to discern those at risk of disengagement and dropout from schools, as well as the longitudinal linkages between cognitive beliefs with academic engagement.

Aims: Examine the developmental trajectories of cognitive, emotional, and behavioural engagement, and assess relations between the implicit theory of intelligence and academic self-efficacy and the development of academic engagement.

Psychological Distress and Problematic Mobile Phone Use Among Adolescents: The Mediating Role of Maladaptive Cognitions and the Moderating Role of Effortful Control.

Previous studies have documented that psychological distress is related to problematic mobile phone use (PMPU), and sporadic research has investigated the potential mechanisms underlying the association. Based on the cognitive-behavioral model of pathological Internet use (PIU), the self-control theory, and the problem-behavior theory, this study aimed to examine the mediating role of maladaptive cognitions toward mobile phones and the moderating role of effortful control between psychological distress and PMPU. Data were collected from 1,799 secondary school students (45.

How do Interpersonal Relationships Relieve Adolescents' Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones.

The current study aimed to explore the underlying mechanisms of how interpersonal relationships relieve adolescents' problematic mobile phone use (PMPU) and to examine the potential mediating roles of loneliness and motivation to use mobile phones. Four thousand five hundred and nine middle school students from four provinces in China were recruited to participate in the investigation. The results showed that the parent-child relationship but not the teacher-student relationship, had a direct and negative effect on PMPU.

Victim Sensitivity and Altruistic Behavior in School: Mediating Effects of Teacher Justice and Teacher-Student Relationship.

The current study aimed to explore how victim sensitivity influenced altruistic behaviors in school and to explore the mediating roles of teacher justice and teacher-student relationship. In 2018, we recruited 1,856 Chinese adolescents including 989 fourth graders ( = 10.35, SD = 0.