Currently, research on authenticity mainly focuses on young and middle-aged Western groups. To explore the characteristics of authenticity among Chinese older adults, 18 individuals aged 53~88 in Chinese mainland were interviewed, and the data were coded using grounded theory. The findings included the following five aspects: First, Chinese older adults have three subjective constructions of authenticity: self-centered orientation, self-other balanced orientation, and others/responsibility orientation. Most of them endorse two or more constructions. Second, factors that facilitate and hinder authenticity in older adults include environmental, psychological, and physiological factors. Third, Chinese older adults have five motivations underlying authenticity pursuit: pursuing authenticity, avoiding inauthenticity, sacrificing authenticity, balancing authenticity, and lack of motivation. Fourth, Chinese older adults use three types of strategies to pursue authenticity: passive coping, proactive adjustment, and cognitive adjustment. Fifth, both authenticity and inauthenticity have positive and negative impacts on the Chinese older adults. The experience of authenticity does not simply increase with age; rather, it is shaped by multiple factors and exhibits diverse patterns of change across different types. 

To explore the latent classes of problematic social media use and intentional self-regulation among college students, and to analyze their relationship with school connectedness, a questionnaire survey was conducted among 1884 college students. The results showed that: (1) The latent profiles of college students' problematic social media use and intentional self-regulation could be divided into three types: low dependence-high regulation, medium dependence-medium regulation, and high dependence-low regulation. (2) There were significant differences in gender, grade, and only-child status across the latent classes. (3) Taking the low dependence-high regulation type as the reference group, college students with low teacher support were more likely to exhibit the high dependence-low regulation type and the medium dependence-medium regulation type, while those with low peer support were more likely to exhibit the high dependence-low regulation type. These results indicate that, comparatively, the high dependence-low regulation type is more common among college students with lower levels of teacher support and peer support, while the medium dependence-medium regulation type is more common among those with lower levels of teacher support.

Grounded in the dual demands of contemporary education for students’ innovative competencies and socio-emotional skills, exploring how adolescents perceive the relationship between creativity and empathy holds significant practical implications. To uncover adolescents’ implicit theories regarding this relationship, the present study conducted two experiments utilizing a candidate evaluation paradigm. Study 1 (N=139) established a general empathy task scenario, requiring participants to choose between candidates with high versus low creative traits. Study 2 (N=136) further differentiated between cognitive and Affective empathy tasks to explore the dimensional specificity of these implicit theories. The results indicated that adolescents exhibited a significant preference for high-creativity candidates in empathy tasks, particularly in cognitive empathy tasks. Furthermore, the perceived cognitive empathy scores of the candidates significantly predicted the participants’ choices. These findings reveal adolescents’ multidimensional understanding of

the creativity-empathy link and provide practical implications for educational strategies aimed at promoting their synergistic development.

A questionnaire survey was conducted among 558 middle school students to explore the relationship between passive social media use and adolescents’ subjective well-being. The results showed that the relationship between passive use and subjective well-being was not significant in both the overall sample, the junior high school sub-sample, and the senior high school sub-sample. Upward assimilation had a positive indirect effect on the relationship between passive use and subjective well-being, and this indirect effect was significant in both the overall sample and the junior high school sub-sample. Upward contrast had a negative indirect effect on the

relationship between passive use and subjective well-being, and this indirect effect was significant in both the overall sample, the junior high school sub-sample, and the senior high school sub-sample. Optimistic intelligence quotient positively moderated the relationship between passive use and upward assimilation, and this moderating effect was significant in both the overall sample and the junior high school sub-sample. Optimistic intelligence quotient negatively moderated the relationship between passive use and upward contrast, and this moderating effect was significant only in the overall sample. Future research should further explore causal relationships and focus on the influence of media content and the depressing or enhancing effects of optimistic intelligence quotient on the aftereffects of upward social comparison.

Executive function (EF) is a higher-order cognitive process that regulates thought and action, serving as a critical predictor of cognitive development and social adaptation in early childhood. However, assessing EF in infants and toddlers poses significant challenges due to their immature sensory, linguistic, and motor abilities. Current research frequently relies on the downward extension of assessment paradigms designed for older children, often overlooking developmental specificity and thereby compromising ecological validity. This article systematically reviews three primary assessment pathways: behavioral tasks, neuroscientific techniques, and questionnaires. Comparative analysis underscores that no single approach can fully capture the multifaceted nature of early EF. Future research should adhere to the principle of developmental appropriateness to construct a multimodal assessment system that integrates standardization, localization, digitalization, and longitudinal tracking. Such advancements are essential for the precision measurement and scientific intervention of executive function in early childhood.

Theoretical Psychology: A Cognitive Science Perspective by Chen Wei et al. represents an ambitious attempt to reconstruct psychological theory within the paradigm of cognitive science. Starting from the “theoretical crisis” in contemporary psychology, the book critiques knowledge fragmentation caused by “theoretical transparency” and emphasizes the necessity of integrating and refining existing theories. Focusing on interoception, the authors explain the mechanisms by which physiological signals transition into higher-level meaning-making in embodied cognition, clarifying the pivotal role of the body in constructing the sense of self and emotional experiences. This perspective is further applied to examine clinical issues such as eating disorders and autism spectrum disorder. Meanwhile, the book provides a critical yet balanced review of mirror neuron research, warning against reducing complex social cognition to a single neural mechanism while recognizing its continuing value for action understanding, imitation, and predictive processing. Ultimately, grounded in cultural and social contexts, the work advocates for bridging the divide between science and the humanities and constructing cross-level integrated theories, thereby offering a pathway for psychology to transcend its current state of fragmentation.