期刊：
European Journal of Education,2025年60(4):e70233 ISSN：0141-8211
通讯作者：
Wei Lu
作者机构：
[Guiyou Jiang] College of Education, Hunan Agricultural University, Changsha, China;[Wei Lu] Zhanjiang University of Science and Technology, Zhanjiang, China;[Gurpinder Singh Lalli] School of Education, University of Wolverhampton, Wolverhampton, UK
通讯机构：
[Wei Lu] Z;Zhanjiang University of Science and Technology, Zhanjiang, China
关键词：
AI;attitude to learning;creativity;product design education
摘要：
AI has been introduced into design courses to enhance student learning outcomes, foster creativity, provide personalised learning support and improve design productivity. This study integrated AI tools as a facilitative aid in a creative product design course, focusing on examining students' learning outcomes and the creativity of their final products by comparing two groups: the T1 experimental group (AI use) and the T2 control group (no AI use). Students' perspectives of using AI were explored. A total number of 77 undergraduate students majoring in product design at a university in China were recruited for the study. The results indicate that the integration of AI tools into the course significantly enhanced students' learning outcomes and the creativity of their final products. Furthermore, students expressed a positive attitude toward using AI in learning and designing, and a willingness to utilise AI in future design work. Challenges and concerns were also highlighted related to AI use for learning and design.
摘要：
Gender identity is associated with adolescent depression, but the relationship remains unclear. To further clarify the relationship between gender identity and mental health, this study targets adolescents with significant fluctuations in gender identity, constructs a moderated mediation effect model, examines the relationship between gender identity and depression, and explores the mediating role of self-efficacy and the moderating role of family functioning, to provide scientific references for proposing effective psychological interventions for different gender identity groups. Using whole group convenience sampling method, 2341 students from a school in Changsha, Hunan Province, were selected for the survey, and the Patient Health Questionnaire-9 items, the Family Care Index Scale, the General Self-Efficacy Scale-Schwarzer, and gender identity-related questions were used for the assessment of mental health. The prevalence of depression was 40.5% among transgender adolescents, which was significantly higher than that of cisgender adolescents (15.6%). At the same time, gender identity, self-efficacy, family functioning, and depression constituted a moderated mediation model, with family functioning moderating the posterior path of this mediation process. Specifically, self-efficacy was progressively less predictive of depression as family functioning increased. Transgender adolescents showed significantly poorer mental health than cisgender adolescents. There was a partial mediating effect of self-efficacy between gender identity and adolescent depression, with family functioning moderating the latter half of this mediation effect. This study advances our understanding of the relationship between depression and self-efficacy or family functioning in adolescents of different gender identities.
关键词：
Problematic social media use;family function;hope;perceived social support;vocational school students
摘要：
With the outburst of social medias in current life, problematic use is prevalent in adolescents and has become a contemporary concern. Although family environment has been identified as a risk factor, little is known how family environment is associated with problematic social media use (PSMU). Drawing on Snyder's hope theory and Davis's cognitive-behavioral model, this study examines how family function is linked with PSMU via hope. The study also investigates the moderating effect of perceived social support (PSS) by analyzing how PSS, interacts with family function, affects hope and further influences PSMU. The moderated mediation analyses of data from 1373 adolescents from vocational schools (343 boys and 1030 girls, M(age) = 15.56) reveal family function is negatively associated with adolescents' PSMU, and the association is partially mediated by hope. Furthermore, PSS buffers the negative relation between family function and hope.
摘要：
Obsessive compulsive disorder (OCD) is a serious mental disease highly associated with the dysfunctional dynamics of brain networks. The default mode network (DMN) is an essential brain network responding to various cognitive functions, which has been reported the abnormality in OCD patients. However, the underlying evolutions of temporal-spatial neurodynamics in fast-changing DMN activity of OCD remains largely unclear. In the present work, we tried to address this issue by tracking the neurodynamic structure of electrophysiological DMN activity in OCD patients during the resting state. To achieve this purpose, we reconstructed the DMN source activity from the scalp EEG signal with the exact low-resolution brain electromagnetic tomography (LORETA) algorithm, and applied coactive micropattern (CAMP) analysis developed by our previous studies to characterize DMN dynamics. We observed three CAMPs with distinct spatial structures in DMN dynamics for the normal subjects, while there were four different CAMPs in OCD patients. More interestingly, the temporal features of CAMPs which displayed similar spatial structures in two groups were also significantly altered in OCD patients compared with those in normal subjects, implying an abnormal DMN dynamic structure for OCD. Moreover, stronger DMN source connectivity in different CAMP networks emerged in OCD patients, where the posterior cingulate cortex and frontal cortex might be two hub regions with more increased connectivity. Overall, our results showed pathological alterations in the dynamic configuration of the DMN in OCD patients and revealed the neural brain network mechanism for OCD. All these findings could deepen our understanding of the neural pathology of OCD and might provide potential electrophysiological markers for diagnosing OCD patients clinically.
作者机构：
[张小崔] Medical Psychological Center, Second Xiangya Hospital, Central South University, Changsha 410011. xiaocuizhang@csu.edu.cn;[张小崔] Medical Psychological Institute, Central South University, Changsha 410011. xiaocuizhang@csu.edu.cn;[张小崔] National Clinical Research Center for Mental Disorders, Changsha 410011. xiaocuizhang@csu.edu.cn;[张小崔] National Center for Mental Disorders, Changsha 410011. xiaocuizhang@csu.edu.cn;[朱婷; 雷辉] College of Education, Hunan Agricultural University, Changsha 410128
摘要：
Research has demonstrated that humans possess the remarkable ability to swiftly extract ensemble statistics, specifically the average identity, from sets of stimuli, such as facial crowds. This phenomenon is known as ensemble perception. Although previous studies have investigated how physiognomic features like gender and race influence face ensemble perception, the impact of face age on face ensemble coding performance remains a relatively unexplored area. Here, we demonstrated ensemble coding of multiple faces in terms of an average face was impacted by face age. In both Experiment 1 and 2, adult participants viewed sets of four faces that were of either own-age or other-age and then judged whether the subsequently presented probe face was present or not in the preceding set. The other-age faces were manipulated as older faces in Experiment 1 and baby faces in Experiment 2. The results suggested participants incorrectly endorsed a morphed set average to be the member of the set, pointing to face ensemble coding ability. Furthermore, the results of Experiment 1 revealed adult participants displayed an own-age superiority when other-age faces were manipulated as older faces, however, the results of Experiment 2 found when other-age faces were manipulated as baby faces, participants displayed stronger visual averaging tendency towards other-age faces rather own-age faces, showing a babyface effect. Together, the present research provided initial evidence that face ensemble coding performance was modulated by face age.
Research has demonstrated that humans possess the remarkable ability to swiftly extract ensemble statistics, specifically the average identity, from sets of stimuli, such as facial crowds. This phenomenon is known as ensemble perception. Although previous studies have investigated how physiognomic features like gender and race influence face ensemble perception, the impact of face age on face ensemble coding performance remains a relatively unexplored area. Here, we demonstrated ensemble coding of multiple faces in terms of an average face was impacted by face age. In both Experiment 1 and 2, adult participants viewed sets of four faces that were of either own-age or other-age and then judged whether the subsequently presented probe face was present or not in the preceding set. The other-age faces were manipulated as older faces in Experiment 1 and baby faces in Experiment 2. The results suggested participants incorrectly endorsed a morphed set average to be the member of the set, pointing to face ensemble coding ability. Furthermore, the results of Experiment 1 revealed adult participants displayed an own-age superiority when other-age faces were manipulated as older faces, however, the results of Experiment 2 found when other-age faces were manipulated as baby faces, participants displayed stronger visual averaging tendency towards other-age faces rather own-age faces, showing a babyface effect. Together, the present research provided initial evidence that face ensemble coding performance was modulated by face age.
摘要：
This study explored the association between cumulative ecological risk and academic achievement among adolescents from economically disadvantaged families and the mediating role of coping style and moderating effect of grit on this relationship. We recruited a sample of 509 students from economically disadvantaged families (classified as below the local income threshold) from Hunan Province, China. We conducted three surveys over two years (October 2018–October 2020). The results revealed that (1) cumulative ecological risk has a negative impact on the academic achievement of adolescents from families; (2) coping styles mediate the association between cumulative ecological risk and academic performance; and (3) grit can buffer the impact of cumulative ecological risk on one’s way of coping, but the buffering effect of grit diminishes as the level of cumulative ecological risk increases.
摘要：
Self-reflection, centered on the introspection and evaluation of one's thoughts, feelings, and behaviors in relation to self-concerns, occupies a central place in understanding the dynamics of mental health. The dual-factor model of mental health suggests that mental health has both positive and negative dimensions. Nonetheless, the relationship between self-reflection and mental health is a source of continuous controversy. This study is dedicated to thoroughly examining the connection between self-reflection and various mental health indicators and exploring the moderating effects of cultural background and self-reflection measurement tools. A meta-analysis of 39 studies including 12,496 subjects was conducted to determine the magnitude of the relationship between self-reflection and both positive and negative mental health. (1) The random-effect model showed no significant relationship between self-reflection and overall positive mental health or with individual positive indicators, including subjective well-being, life satisfaction, and self-esteem. In contrast, the model showed a significant positive relationship between self-reflection and overall negative mental health indicators, including depression and anxiety. (2) Cultural background moderates the relationship between self-reflection and positive mental health, while different measurements of self-reflection moderate the relationship between self-reflection and both positive and negative mental health. We found that self-reflection was significantly associated with negative mental health but not with positive mental health. Our findings suggest that focusing on self-reflection may offer potential for improving negative mental health outcomes, such as anxiety and depression, particularly when culturally sensitive approaches and appropriate measurement tools are used.
期刊：
International Journal of Innovation and Learning,2024年36(1):117-130 ISSN：1471-8197
作者机构：
[Yi Yang; Shenli Peng] College of Education, Hunan Agricultural University, Changsha, Hunan, 410127, China;[Wenjin Liu] School of Communication and Electronic Engineering, Jishou University, Jishou, Hunan, 416000, China
摘要：
This study conducted comparative analyses on impacting factors and effects of college student learning satisfaction between online and offline teaching mode. The results demonstrated that: 1) students' learning satisfaction for offline teaching mode was significantly higher than that for online mode; 2) teacher-student interaction, student-student interaction, course content and teacher quality were significantly positively correlated with both online and offline learning satisfaction, respectively. Furthermore, teacher-student interaction and student-student interaction positively predict offline learning satisfaction, while student-student interaction and teacher quality positively predict online learning satisfaction; 3) offline learning satisfaction significantly affected students' evaluation of learning outcomes as well as their preference of teaching mode. Specifically, the more satisfaction they had of offline teaching mode, the students were more likely to indicate the learning outcomes of offline courses was higher than that of online courses, and prefer to choose offline teaching mode as well as the blended teaching mode.
关键词：
School bullying behavior;Campus exclusion;Callous-unemotional trait;Family caring
摘要：
School bullying significantly impacts adolescent physical and mental development. The current study aimed to explore the effect of campus exclusion on school bullying behavior among junior high school students and the role of callous-unemotional traits and family caring. The Campus Exclusion Questionnaire, Olweus Child Bullying Questionnaire, Callous-Unemotional Trait Scale, and Family Caring Scale were completed by 705 students. A moderated mediation model was analyzed using SPSS 24.0. Results indicated that both campus exclusion and callous-unemotional traits positively predicted bullying behavior. Callous-unemotional traits partially mediated the relationship between campus exclusion and bullying behavior. Additionally, family caring moderated the link between callous-unemotional traits and bullying behavior, mitigating adverse effects. The study highlighted family caring’s protective role against bullying linked to adverse school experiences. Therefore, collaboration between schools and families is crucial to reduce bullying.
摘要：
Numerous studies have examined the search asymmetry between angry and happy faces, contrasting the Anger Superiority Effect (ASE) and Happiness Superiority Effect (HSE). Building on this work, the current study investigates how distractor homogeneity modulates these emotional search asymmetries. Using behavioral and eye-tracking measures, we analyze both "target guidance" and "distractor rejection" mechanisms to provide a nuanced understanding of attentional allocation during emotional face detection. In Experiments 1 and 2, participants completed identical visual search tasks. Both experiments yielded consistent results: ASE emerged under homogeneous backgrounds, while HSE appeared under heterogeneous conditions. Experiment 2 further employed regression analysis on eye-tracking metrics and reaction times, revealing two key findings: (a) In homogeneous searches, angry faces showed stronger attentional guidance, indicating their detection advantage during feature-based processing; (b) In heterogeneous searches, happy face detection benefited from more efficient distractor rejection during conjunction-based processing. These results demonstrate that distractor homogeneity dynamically influences emotional search asymmetries by engaging distinct attentional strategies. The study advances theoretical frameworks of emotion and attention by highlighting condition-dependent mechanisms underlying ASE and HSE.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年15:1357936 ISSN：1664-1078
通讯作者：
Chen, Y
作者机构：
[Liu, Yan] Hunan First Normal Univ, Coll Primary Educ, Changsha, Peoples R China.;[Ma, Shuai] Texas A&M Univ, Dept Agr Leadership Educ & Commun, College Stn, TX USA.;[Chen, Yue] Hunan Agr Univ, Coll Educ, Changsha, Peoples R China.
通讯机构：
[Chen, Y ] H;Hunan Agr Univ, Coll Educ, Changsha, Peoples R China.
关键词：
academic performance;blended learning;emotional engagement;learning motivation;psychological capital
摘要：
INTRODUCTION: This study aims to explore the relationships among psychological capital, learning motivation, emotional engagement, and academic performance for college students in a blended learning environment. METHOD: The research consists of two studies: Study 1 primarily focuses on validating, developing, revising, and analyzing the psychometric properties of the scale using factor analysis, while Study 2 employs structural equation modeling (SEM) to test the hypotheses of relationships of included variables and draw conclusions based on 745 data collected in a university in China. RESULTS: Findings revealed that intrinsic motivation, extrinsic motivation, emotional engagement, and psychological capital all impact academic performance. Extrinsic learning motivation has significant positive direct effects on intrinsic learning motivation, emotional engagement, and psychological capital. Intrinsic motivation mediates the relationship between extrinsic motivation and academic performance. DISCUSSION: In future blended learning practices, it is essential to cultivate students' intrinsic learning motivation while maintaining a certain level of external learning motivation. It is also crucial to stimulate and maintain students' emotional engagement, enhance their sense of identity and belonging, and recognize the role of psychological capital in learning to boost students' confidence, resilience, and positive emotions.
