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03 June 2025Volume 13 Issue 6 Previous Issue   

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Relationship Between Maternal Gender Meta-stereotypes and Callous-unemotional Traits in Preschool Children: The Chain Mediating Effect of Parental Burnout and Family Function Psychology: Techniques and Application. 2025, 13 (6):  321-330.  Abstract ( 126 )   PDF（pc） (978KB) ( 445 )   Save To explore the relationship between maternal gender meta-stereotypes on callous-unemotional traits in preschool children, as well as the role of parental burnout and family function in this relationship, this study surveyed 803 mothers of preschool children using the Negative Maternal Gender Meta-stereotypes Scale, Positive Maternal Gender Meta-stereotypes Scale, Short-form Parental Burnout Scale, Family Function Assessment Scale, and Callous-unemotional Traits Scale. The results indicated that: (1)Negative maternal gender meta-stereotypes showed a significant positive correlation with callous-unemotional traits in preschool children, while the positive maternal gender meta-stereotypes exhibited a significant negative correlation with these traits; (2) Parental burnout and family function played a chain mediation role between the maternal gender meta-stereotypes and callous-unemotional traits. This research uncovers the intergenerational transmission path of maternal psychological stress through the family system. Related Articles | Metrics

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The Effect of Subjective Social Status on Junior High Students' Social Mindfulness: A Moderated Mediation Model AO Siqing, TIAN Moqian, WU Nan Psychology: Techniques and Application. 2025, 13 (6):  331-341.  Abstract ( 72 )   PDF（pc） (1008KB) ( 420 )   Save Social mindfulness facilitates the formation of positive interpersonal relationships and individual social adaptation. While previous studies had predominantly conceptualized and examined it as an antecedent variable, the influencing factors of social mindfulness among junior high school students undergoing the critical stage of peer socialization remains scarce. The present study constructed a moderated mediation model integrating experimental paradigms to investigate how subjective social status affects social mindfulness behaviors among junior high school students, with particular focus on the mediating role of belief in a just world and the moderating effect of self-esteem. The results revealed that subjective social status significantly and positively predictes levels of social mindfulness. Meanwhile, belief in a just world partially mediates this association. Moreover, self-esteem has a significant moderating effect on both the initial stage of the mediating pathway and the direct relationship between subjective social status and social mindfulness. These findings elucidate the mechanisms through which subjective social status influences social mindfulness in junior high school students, providing theoretical foundations for cultivating moral behavior. Related Articles | Metrics

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Teachers' Disciplinary Intensity and Parental Trust: The Mediating Role of Trustworthiness and The Moderating Role of Students' Violation Frequen QI Chunhui, ZHANG Zhen Psychology: Techniques and Application. 2025, 13 (6):  342-351.  Abstract ( 55 )   PDF（pc） (1020KB) ( 221 )   Save To investigate the mediating role of perceived trustworthiness in the relationship between disciplinary intensity and parental trust, as well as the moderating effect of violation frequency, a 3 (disciplinary intensity: no discipline, mild discipline, severe discipline)×2(violation frequency: first offense, third offense) mixed experimental design was utilized. The current study manipulated the disciplinary intensity of teachers through scenario initiation and measures parental trust using the coin-tossing paradigm. The findings revealed that: (1)Compared to no discipline, trustworthiness partially mediates the relationship between severe discipline and parental trust; (2)Violation frequency moderates the relationship between teachers' disciplinary intensity and perceived trustworthiness. That is, for first-time offenses, severe discipline leads to lower perceived trustworthiness compared to no discipline, whereas for third offenses, the above-mentioned effect is not significant. These findings provide important insights for teachers regarding how to implement appropriate disciplinary actions and foster a harmonious home-school co-education ecosystem. Related Articles | Metrics

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Money or Time? The Effect of Subjective Social Class on Donation CAI Wei Psychology: Techniques and Application. 2025, 13 (6):  352-359.  Abstract ( 62 )   PDF（pc） (1352KB) ( 253 )   Save Using two experiments, this study investigated the influence of social class on diverse forms of giving behaviors, encompassing monetary and time donations, among university students and working adults. The findings of the study indicated that individuals in the higher social class group are more likely to make monetary donations than those in the lower social class group. In contrast, individuals in the lower social class group are more likely to donate their time than those in the higher social class group. The findings contribute to the existing body of knowledge regarding the differences in donation behaviors across social classes. This knowledge can inform more effective targeting of donation appeals and the promotion of charitable fundraising. Related Articles | Metrics

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The Effects of Bullet Comments and Learning Motivation on College Students' Instructional Video Learning: Evidence from Eye Tracking LIN Hongxin, WEI Wei, LU Changqi, YANG Yongning Psychology: Techniques and Application. 2025, 13 (6):  360-370.  Abstract ( 74 )   PDF（pc） (1087KB) ( 516 )   Save Previous studies have found that bullet comments influence the attention of learners in instructional videos, while learners' attention patterns are further modulated by their motivation levels. However, whether the learning outcomes of instructional videos with bullet comments are affected by learners' motivation remains unclear. Therefore, a two-factor mixed experimental design was conducted with 60 college students using eye-tracking technology. The results showed that: (1) Low-motivation college students allocate more attention in the bullet comment and subtitle areas of instructional videos, and high-motivation college students allocate more attention in instructional areas. (2) Bullet comments enhances both retention and transfer performance for low-motivation college students, but shows no significant improvement in transfer performance for high-motivation college students. These findings indicate that both bullet comments and learning motivation shape attention allocation during instructional video learning, with bullet comments being particularly beneficial for low-motivation learners. Related Articles | Metrics

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The Evolution and Impact Mechanisms of Third-Party Altruistic Behavior ZHAO Han, ZHANG Wufei, WANG Shuyan Psychology: Techniques and Application. 2025, 13 (6):  371-381.  Abstract ( 70 )   PDF（pc） (939KB) ( 256 )   Save Related Articles | Metrics