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2023 Vol. 11, No. 4 Published: 2023-07-30 Review Article Forum        Forum 257 Psychological development and brain development mechanism of hot executive function WU Ziyun, SUN Yachen, HE Qinghua DOI: 10.3969/j.issn.2095-4301.2023.04.001 Hot executive function is an advanced cognitive function that helps people solve practical problems, with strong emotional and motivational involvement, and highly adapts to social contexts. With the rapid development of the prefrontal lobe, hot executive function continues to develop in childhood and adolescence. Influenced by external environment and internal resources, hot executive function exhibits dysregulation in psychological disorders. It is hoped that future studies should develop diverse research paradigms, integrate imaging techniques, and explore the development, changes, and neural mechanisms of hot executive function. 2023 Vol. 11 (4): 257- [Abstract] ( 672 ) HTML (1 KB)  PDF (837 KB)  ( 773 )        Article 263 Functional magnetic resonance imaging study on brain dysfunction in children with chronic persistent asthma ZHU Lin, ZHOU Ming, SHANGGUAN Qiuling, JIANG Kaihua, XIONG Jianxin DOI: 10.3969/j.issn.2095-4301.2023.04.002 Objective To study the mechanism of brain dysfunction in children with chronic persistent asthmaby functional magnetic resonance imaging（fMRI）. Methods A total of 30 children with chronic persistent asthma and 30 normal children were enrolled. The children’s data of fMRI and attention behavioral test were collected. The response time and correct number of fractional amplitude of low-frequency fluctuation（fALFF）and continuous performance task（CPT）in the two groups were analyzed and compared. Results The fALFF values in the left posterior cerebellar lobe and left inferior occipital gyrus of the asthma group were significantly lower than those of the control group（P< 0 .05）. But fALFF values in the left limbic lobe of the asthma group were significantly higher than those of the control group（P<0.05）. The CPT reaction time of asthmatic children was significantly longer than that of the normal children, and the correct number was significantly lower than that of the normal children（P< 0 .05）. Conclusion The attentional deficit in the asthmatic children is related to the injury of the left posterior cerebellar lobule, and the abnormal function of the left inferior occipital gyrus leads to the decline of memory. The left limbic lobule may compensate for the two brain regions. 2023 Vol. 11 (4): 263- [Abstract] ( 586 ) HTML (1 KB)  PDF (1017 KB)  ( 518 ) 268 Relationship between paternal phubbing and child externalizing behavior problems: chain mediating roles of parent-child technoference and maternal co-parenting WANG Yuanyuan, GUO Fei, CHEN Zhiyan, HE Suhua DOI: 10.3969/j.issn.2095-4301.2023.04.003 Objective To explore the association between paternal phubbing and child externalizing behavior problems, and investigate the mediating roles of parent-child technoference and maternal co-parenting. Methods A total of 793 fathers of children aged 3-6 years were recruited and completed the generic scale of phubbing, the technology interference in parenting scale, the co-parenting relationship scale, and the strengths and difficulties questionnaire. AMOS structural equation model and Bootstrap method were used to analyze the mediating effect. Results There were significant correlations between conduct problems of child externalizing behavior problems and interpersonal conflict, self-isolation, and problem acknowledgement of paternal phubbing（r=0.16~0.35, P<0.01）. The hyperactivity and attentional deficits of child externalizing behavior problems were significantly correlated with nomophobia, interpersonal conflict, self-isolation, andproblem acknowledgement of paternal phubbing（r=0.11~0.21, P<0.01）. There were significant correlations between parent-child technoference and dimensions of paternal phubbing, maternal co-parenting, and child externalizing behavior problems（r=0.10~0.57, P<0 .01）. There were significant correlations between maternal co-parenting conflict and dimensions of paternal phubbing and childexternalizing behavior problems（r=0.17~0.31, P<0.01）. There were significant correlations between the damage of maternal co-parenting and interpersonal conflict, self-isolation, and problem acknowledgement of paternal phubbing and dimensions of childexternalizing behavior problem（r=0.13~0.23, P<0.01）. The structural model equation indicated that paternal phubbing had direct effect on child externalizing behavior problems. The mediating effect test showed that the parent-child technoference played a partial mediating role between the paternal phubbing and the child externalizing behavior problems, and the mediating effect accounted for 18.42%. Maternal co-parenting played a partial mediating role, and the mediating role accounted for 26.32%. The chain mediating effect of parent-child technoference and maternal co-parenting accounted for 5.26 %. Conclusion Paternal phubbing is an important influencing factor for child externalizing behavior problems, and the parent-child technoference and maternal co-parenting exert multiple mediating effects. 2023 Vol. 11 (4): 268- [Abstract] ( 609 ) HTML (1 KB)  PDF (752 KB)  ( 873 ) 276 Effects of psychological capital on higher vocational students’ learning burnout: chain mediating role of core self-evaluations and procrastination YUAN Wenping, MA Lei, WANG Haiyan, CHEN Jing DOI: 10.3969/j.issn.2095-4301.2023.04.004 Objective To study the effects of psychological capital on learning burnout, and explore the mediating role of core self-evaluations and procrastination. Methods The positive psycap questionnaire（PPQ）, core self-evaluations scale（CSES）, short general procrastination scale（SGPS）, and learning burnout scale（LBS）were used to investigate 3 234 higher vocational college students. The relations among variants were analyzed. Results The psychological capital was significantly negatively related to learning burnout and procrastination, but positively related to core self-evaluations. Learning burnout was significantly positively related to procrastination. Core self-evaluations was significantly negatively related to learning burnout and procrastination. Psychological capital not only affected learning burnout directly, but alsoindirectly affected learning burnout through three mediating paths（the separate mediation of core self-evaluations, the separate mediation role of procrastination, and the chain mediating role of core self-evaluations and procrastination）. The total mediating effect accounted for 43.23 % of the total variance. Conclusion Psychological capital can not only directly predict learning burnout, but also can indirectly affect learning burnout through core self-evaluations and procrastination separately, and the mediating role of core self-evaluations and procrastination. 2023 Vol. 11 (4): 276- [Abstract] ( 615 ) HTML (1 KB)  PDF (751 KB)  ( 592 ) 283 Analysis on latent classes of college students’ dispositional flow and its relationship with Internet game addiction WU Qilin, HUANG Shihua, HUANG Zhihao, CHEN Mei DOI: 10.3969/j.issn.2095-4301.2023.04.005 Objective To analyze the latent classes of college students’ dispositional flow, and explore the relations between different classes of dispositional flow and Internet game addiction. Methods A total of 2 770 college students were enrolled by using convenient sampling method. The scores of dispositional flow and Internet game addiction were measured by the short dispositional flow scale and pathological Internet game addiction questionnaire. The latent classes of college students’ dispositional flow were explored by latent profile analysis. The Kruskal-Wallis test was used to explore the relationship between latent classes of dispositional flow and Internet game addiction, and model test was used to observe the moderating effect of gender on dispositional flow and Internet game addiction. Results There was a significantly negative correlation between dispositional flow and Internet game addiction（r=-0.12, P<0.01）. Dispositional flow of collegestudents was divided into three latent classes: low dispositional flow（52.3%）, medium dispositional flow（44.0%）, and high dispositional flow（3.7%）. There were significant differences in the scores of Internet game addiction of the three latent classes（H=36.03, P<0.001）. The score of Internet game addiction of college students with low dispositional flow was the highest. Moderation modeling indicated that gender played a significantly moderating role in the relationship between dispositional flow and Internet game addiction. Conclusion There are three latent classes of dispositional flow in college students, and dispositional flow is closely related to Internet game addiction. Colleges can develop programs related to gender characteristics and cultivate college students’ dispositional flow to prevent Internet game addiction. 2023 Vol. 11 (4): 283- [Abstract] ( 636 ) HTML (1 KB)  PDF (762 KB)  ( 593 ) 290 Longitudinal impact of parental educational expectations on academic anxiety and academic performance of high school students DU Xiaoting, LI Xinying DOI: 10.3969/j.issn.2095-4301.2023.04.006 Objective To explore the influence of parental educational expectation on academic performance and the mediating role of academic anxiety. Methods A total of 500 high school students from two public high schools in Shenyang were enrolled. The academic achievement dimension of perceived parental expectations scale was used to measure the perceived parental educational expectations of high school students. The anxiety dimension of adolescent academic emotion questionnaire was used to measure students’ academic anxiety. The average scores of Chinese, mathematics, and English in two municipal unified examinations at the end of grade one（T1 time point）and the beginning of grade two（T 2 time point）were used as the academic achievement indexes. A semi-longitudinal mediating model was established to analyze the predictive effect of parental educational expectation on academic performance and the mediating effect of academic anxiety. Results There were significant differences in parental educational expectationsand academic anxiety among students of different genders and family economic conditions（P<0.05）. Correlation analysis showed that T 1 parental educational expectation was negatively correlated with T 2 academic achievement（r=-0.14, P<0.01）, but there was no significant correlation between T 1 academic achievement and T 2 parental educationalexpectation（r=-0.09,P>0.05）. Academic anxiety played a complete mediating role in the relationship between parental educational expectations and academic performance. Conclusion The parents of high school students have high expectations for their children’s education, which can increase students’ academic anxiety and lead to a decrease in academic performance. 2023 Vol. 11 (4): 290- [Abstract] ( 697 ) HTML (1 KB)  PDF (875 KB)  ( 1192 ) 297 Analysis of physical discomfort and influencing factors of teachers in primary and secondary schools in Shanghai GAO Lei, REN Qingfen, LU Xiaojuan, YUAN Lei, LIANG Chenhua, SUN Jinhai DOI: 10.3969/j.issn.2095-4301.2023.04.007 Objective To investigate the physical discomfort of teachers in Shanghai primary and secondary schools, and analyze risk factors. Methods A cross-sectional study was conducted. Four primary and four secondary schools in Shanghai were selected, and the cluster sampling method was used to carry out the survey. An online questionnaire survey was conducted on 638 selected teachers, which collected general demographic information, occupation-related information, behavior and lifestyle, and physical discomfort information. Descriptive statistics and percentage methods were used to analyze demographic characteristics and the occurrence of physical discomfort in primary and secondary school teachers. The chi-square test and Logistic regression were used to analyze the influencing factors of physical discomfort. Results There were 526 people experiencing physical discomfort, accounting for 82.4%. Among discomfort symptoms, the incidence of neck and shoulder pain（62.2%）was the highest. Distributions of discomfort symptoms among primary and secondary school teachers were significantly related to gender, age, marital status, family history of chronic diseases, education, teaching age, teaching subjects, diet, weekly exercise time, daily sedentary time, and whether the sedentary behavior was interrupted every hour（P<0.05）. Logistic regression analysis showed that the risk factors were family history of chronic diseases（OR=2.535）, teaching age（5 -9 years, OR=2.862）, teaching age（10-19 years, OR=5.088）, diet（not in line with Diet Pagoda, OR=5.355）, and sedentary time（3-6 h/d, OR=2.532）. However, whether the sedentary behavior was interrupted every hour（OR=0.433）was a protection factor. Conclusion The incidence of physical discomfort among primary and secondary school teachers in Shanghai is high, which should arouse the attention of relevant departments. Teachers should improve their self-health management capabilities, improve dietary structure, cultivate exercise habits, and reduce sedentary time. 2023 Vol. 11 (4): 297- [Abstract] ( 576 ) HTML (1 KB)  PDF (772 KB)  ( 422 ) 303 Relationship between acculturation stress and loneliness among international students in China: mediating and moderating model LIU Yangyang, LIU Junsheng, MA Li, CHENG Dandan, JIN Yilan, ZHANG Yihe DOI: 10.3969/j.issn.2095-4301.2023.04.008 Objective To explore the relationship between acculturation stress and loneliness in international students and its mechanism. Methods A total of 243 international students from 10 universities in Shandong province were investigated with acculturative stress scale, coping style scale, UCLA loneliness scale, and Connor-Davidson resilience scale. Results Loneliness was significantly positively correlated with acculturation stress and denial coping, but negatively correlated with resilience. Denial coping was significantly positively correlated with acculturation stress. The relationship between acculturation stress and loneliness was partly mediated by denial coping. Resilience moderated the relationship between acculturation stress and loneliness. Conclusion The acculturation stress of international students in China affects their loneliness. Reducing denial coping and cultivating resilience can effectively reduce their loneliness level. 2023 Vol. 11 (4): 303- [Abstract] ( 612 ) HTML (1 KB)  PDF (755 KB)  ( 584 ) 310 Investigation into current status and requirement of nurturing care in an early childhood development base in Shanghai Pudong New Area ZHANG Lishan, JIN Xingming, XU Lei, SHI Junyao DOI: 10.3969/j.issn.2095-4301.2023.04.009 Objective To investigate the current status and requirement of nurturing care in an early childhood development base in Shanghai Pudong New Area, and provide evidence for promoting the early development of children. Methods A convenience sampling method was used. Caregivers from 4 community health centers in an early childhood development base were surveyed with questionnaires between July and December 2021. The questionnaires were used to collect the following information: the parenting skills, the cognition of early childhood development, the current status of nurturing care, and the requirement of early childhood development service. The anxiety symptoms of the caregivers were also screened. Results Most of the caregivers had good parenting knowledge and skills; 27 . 5 % of the caregivers had received some service of early childhood development, and 54.7 % of the caregivers considered that they had adequate parenting skills. The families with mother having a bachelor degree or above, single-child family, and the families with agreement to some parenting knowledge were more likely to accept early childhood development knowledge. But 34.4 % of the caregivers were found to have different degrees of anxiety symptoms related to nurturing care, and self-assessment of the parenting skills was negatively correlated with the anxiety symptom degree. Conclusion The early childhood development program has its drawback, and the coverage rate of the early childhood development service is relatively low. The guidance of nurturing care aimed at the weakness of current parenting skills should be provided to the families and caregivers, thus to enhance the parenting skills, and to promote the early development of children ultimately. 2023 Vol. 11 (4): 310- [Abstract] ( 608 ) HTML (1 KB)  PDF (805 KB)  ( 734 ) 316 Relationship between social anxiety and loneliness in left-behind children: mediating roles of friendship quality and perceived discrimination WANG Xin, ZHANG Lulu, WU Xueqiang, HU Shuang DOI: 10.3969/j.issn.2095-4301.2023.04.010 Objective To study the levels of social anxiety, friendship quality, perceived discrimination, and loneliness among left-behind children, and explore relations among them. Methods Left-behind children from grades 4 to 6 in four primary schools in Dezhou City, Shandong Province were enrolled. The social anxiety scale for children（SASC）, friendship quality questionnaire（FQQ）, discriminatory perception scale, and children’s loneliness scale（CLS）were used. Descriptive statistics and correlation analysis were conducted on the data, and structural equation model was constructed to verify the relationship between social anxiety and loneliness, as well as the mediating roles of friendship quality and perceived discrimination. Results There were positive correlations among social anxiety, perceived discrimination, and loneliness, and they were negatively correlated with friendship quality respectively. Social anxiety positively predicted the loneliness and perceived discrimination of left-behind children（P<0.01）, but negatively predicted their friendship quality（P<0.01）. Friendship quality and perceived discrimination played intermediary roles in the relationship of social anxiety and loneliness. Conclusion For left-behind children with higher social anxiety, the experience of loneliness can be reduced by reducing perceived discrimination and improving friendship quality. 2023 Vol. 11 (4): 316- [Abstract] ( 626 ) HTML (1 KB)  PDF (727 KB)  ( 541 )        Review 323 Advances in abnormal characteristics of social orienting in children with autism spectrum disorder SU Jingwen, WANG Tao DOI: 10.3969/j.issn.2095-4301.2023.04.011 The social motivation theory is a theory to explain the causes of autism spectrum disorder（ASD）. It believes that the social motivation deficiency existing in children with ASD is the main reason for their symptoms. The abnormal social orienting of children with ASD is mainly manifested in three aspects: abnormal social preference, abnormal co-attention, and abnormal face processing strategy. There may be some impairment in the N 170 and P 400 components and amygdala function in children with ASD. In the future, the research on the social orienting of children with ASD should further expand the ecological validity of the experiment, deepen the theoretical model, strengthen longitudinal research, combine a variety of related technologies, and broaden the research field. 2023 Vol. 11 (4): 323- [Abstract] ( 599 ) HTML (1 KB)  PDF (730 KB)  ( 523 ) 329 Cognitive intervention on developmental dyslexia: based on theory of magnocellular pathway deficit XU Zhongqing, XING Qiang DOI: 10.3969/j.issn.2095-4301.2023.04.012 In recent years, many researchers believe that linguistic defects are not enough to explain the causes of developmental dyslexia, while cognitive defects such as executive function, selective attention, and working memory are the root causes of developmental dyslexia. Therefore, it is important to explore the causes of cognitive deficit and the intervention on developmental dyslexia children. Based on the theory of magnocellular pathway deficit to developmental dyslexia, this paper expounds the researches on cognitive intervention at home and abroad, and puts forward relevant suggestions for future cognitive intervention researches, in order to provide more accurate intervention for children with developmental dyslexia. 2023 Vol. 11 (4): 329- [Abstract] ( 610 ) HTML (1 KB)  PDF (707 KB)  ( 656 )

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