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2023 Vol. 11, No. 6
Published: 2023-11-30
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Article
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431
Relationship between mercury levels and autism in children
ZHAO Yuan, SONG Huan, TAN Chenghui, LIU Dianzhi
DOI: 10.3969/j.issn.2095-4301.2023.06.001
Autism may be caused by a combination of environmental and biological factors. From the perspective of environmental factor, children may be exposed to mercury through vaccines, wastewater, seafood, and even the air. High exposure to mercury in the natural environment may be a trigger for autism. From the perspective of biological factors, the slow metabolism of heavy metals may be the decisive influencing factor for the development of autism. Differences in mercury content between autistic children and normal children can be detected in the blood, urine, teeth, hair, and other tissues. This study summarized the studies about the relationship between the mercury levels and childhood autism, and illustrated the mercury content and symptoms of autism from two aspects of environmental and biological factors. In the future, the integration of multiple disciplines is needed to provide suggestions for
the improvement of autistic children’s symptoms.
2023 Vol. 11 (6): 431- [
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Survey on brain science literacy among primary education undergraduates
LI Lu, ZHOU Jiaxian
DOI: 10.3969/j.issn.2095-4301.2023.06.002
Objective
To investigate the current status of brain science literacy among undergraduates majoring in primary education, and propose cultivation strategies to promote the construction of brain science literacy.
Methods
A questionnaire based on four brain science literacy modules（brain in life, brain in environment, brain in learning, and brain indevelopment）was developed to survey 632 undergraduates majoring in primary education on brain science literacy.
Results
The undergraduates generally had a low level of understanding of brain science and a high rate of belief in neuromyths. The rate of correctness of basic brain science literacy statement increased with the number of years of undergraduate education. There was a significant interaction effect between years of education and different brain science literacy modules. There were significant differences among brain science literacy modules, with the lowest rate of correctness in the module of brain in life.
Conclusion
The brain science literacy of the undergraduates is generally low, and they are deficient in knowledge about brain science in daily life. Educational neuroscience courses should be incorporated into the learning system of professional courses to increase students’understanding and application of brain science knowledge to daily learning and life.
2023 Vol. 11 (6): 437- [
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446
Analysis of career planning education for pediatric undergraduates in a certain university
ZHANG Dandan, LIN Qian, YANG Hongrong, WANG Wenyi, CHEN Yiqi, ZHAO Zhe, WANG Shengjun
DOI: 10.3969/j.issn.2095-4301.2023.06.003
Objective
To investigate the situation of career planning education for undergraduate students majoring in pediatrics in a certain university, and propose suggestions for pediatric career planning education.
Methods
A questionnaire was designed to investigate the career orientation and planning, current situation of career planning education, and ideal career planning education mode of 194 pediatric undergraduates in a certain university. The chi square test was used to analyze the career cognition of students in different grades.
Results
Among the 194 students, 54.64% of them thought pediatrics was not an ideal major, 73.20% of them did not know about pediatrics, and 84.67% of them were not satisfied with the existing career planning courses. There were significant differences in“Do you know about pediatrics?”（P=0.002）and“Have you carried out career planning for yourself ?”（P=0.014）among the students of low and middle and high grades, which indicated that more senior students knew about pediatric specialty and carried out career planning.
Conclusion
Pediatric undergratudes have insufficient understanding of pediatric specialty, unclear career orientation, and less scientific and systematic career planning education. It is necessary to carry out career planning education for pediatric students by combining diversified educational means and resource platforms.
2023 Vol. 11 (6): 446- [
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451
Comparison of developmental milestones for children aged 2-36 months between China and the United States of America
YANG You, SHI Lei, JIN Xingming, TONG Shilu
DOI: 10.3969/j.issn.2095-4301.2023.06.004
Objective
To compare children’s development milestones between China and the United States of America, and provide basic reference for development surveillance and screening.
Methods
From March 2018 to November 2021 , 437 671 children, aged 1 -36 months, who received routine physical examination in the Department of Child Health of hospitals in China were enrolled in this study. Their development status was evaluated with infant andtoddler growth development screening test（ITGDST）. The pass rates of corresponding development items were calculated by using 75 % cut-off values. The children’s developmental milestones were compared between China and the United States of America.
Results
There were 126 milestones in 10 checklists for children aged 2-36 months in the United States ofAmerica, 35（27.8%）of which completely matched items in ITGDST. Among the 35 matched items, the pass rates of 33 items（94.3%）were higher than 75 %, while the pass rates of the other 2 items（5.7%）were lower than but close to 75%. Motor domain accounted for the most with 16 items（45.7%）, followed by language with 8 items（22.9%）, cognition with 6 items（17.1%）, and social interaction with 5 items（14.3%）. There were six developmental milestones that Chinese children reached 1-2 months earlier than American children.
Conclusion
The consistency of developmental milestones among the matched items was high for the children aged 2-36 months of China and the United States of America. The revision of development milestones for children of the United States of America may also be applicable to developing countries. Incorporating more monthly developmental checklists may facilitate early warnings and early interventions.
2023 Vol. 11 (6): 451- [
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Correlation between general belongingness and life satisfaction of junior school students: sequential mediating role of perceived social support and prosocial behavior
WANG Lijun, FANG Yuan, LI Chao, CHEN Zhiyan
DOI: 10.3969/j.issn.2095-4301.2023.06.005
Objective
To explore the relationship between general belongingness and life satisfaction of junior school students and the sequential mediating role of perceived social support and prosocial behavior between them.
Methods
A total of 920 participants filled the general belongingness scale, the perceived social support scale, the prosocial behavior scale for adolescents, and the life satisfaction scale.
Results
Correlation analysis showed that general belongingness, perceived social support, prosocial behavior, and life satisfaction were significantly positively correlated. Structural equation modeling and Bootstrap mediation analysis showed that there was only one significant indirect pathway: general belongingness → perceived social support → prosocial behavior → life satisfaction. The mediating effects of perceived social support and prosocial behavior were not significant.
Conclusion
The junior school students with higher sense of belongingness have higher level of life satisfaction, and perceived social support and prosocial behavior play a sequential mediating role between them.
2023 Vol. 11 (6): 456- [
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462
Relationship between physical exercise and school adaptation of medical freshmen: chain mediating roles of sports friendship and physical exercise involvement
ZHANG Zhen, SU Yanqing, WANG Le, ZHANG Zaihuai, SUN Yiping
DOI: 10.3969/j.issn.2095-4301.2023.06.006
Objective
To explore correlations among physical exercise, sports friendship, physical exercise involvement, and school adaptation in medical freshmen, and investigate the chain mediating effects of sports friendship and physical exercise involvement in physical exercise and school adaptation.
Methods
A total of 888 medical freshmen（290 males and 598 females）were enrolled in group psychological measurement by using physical exercise rating scale, Chinese college student adaptation scale, youth sports friendship quality scale, and college student physical exercise investment self-evaluation scale. Single factor analysis of variance, chain mediation test, and Bootstrap analysis were used to analyze data.
Results
The level of physical exercise had significant effects on school adaptation, sports friendship, and physical exercise involvement in medical freshmen. There were significant positive correlations between physical exercise and school adaptation（r=0.40, P<0.001）, sports friendship（r=0.19, P<0.001）, and physical exercise involvement（r=0.47, P<0.001）. Sports friendship and exercise involvement played completely mediating roles in the relationship between physical exercise and school adaptation. The mediating effect included three paths: the single mediating effect of sports friendship, the single mediating effect of physical exercise involvement, and the chain mediating effect of sports friendship and exercise involvement, which accounted for 45%, 32% and 13% of the total effect, respectively.
Conclusion
Physical exercise is significantly correlated with the level of sports friendship and physical exercise involvement in medical freshmen. Physical exercise indirectly affects the school adaptation of medical freshmen through the chain mediating effects of sports friendship and physical exercise involvement.
2023 Vol. 11 (6): 462- [
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Relations among parents’ overprotection, attribution style, academic self-efficacy, and academic shame of college students majoring in traditional Chinese medicine
ZHANG Yiran, ZHU Haijuan
DOI: 10.3969/j.issn.2095-4301.2023.06.007
Objective
To explore the relations between parents’ overprotection and academic shame of collegestudents majoring in traditional Chinese medicine（TCM）, and investigate the chain mediating roles of attribution style and academic self-efficacy between them.
Methods
A questionnaire survey was conducted on 575 TCM college students in Shandong Province by using the parent overprotection scale, and multidimensional-multiattributional causality scale, academic self-efficacy scale, and academic shame scale, and then the data were statistically analyzed.
Results
There were significant correlations among parents’ overprotection, attribution style, academic self-efficacy, and academic shame. Parents’ overprotection had significant direct predictive effect on academic shame. Attribution style had no significant direct predictive effect on academic shame, and did not mediate between parents’ overprotection and academic shame. Academic self-efficacy played a significant mediating role between parents’ overprotection and academic shame. Attribution style played a significant role in chain mediation between parents’ overprotection and academic shame through academic self-efficacy.
Conclusion
Parents’ overprotection can directly affect the academic shame of TCM college students, and it can also affect the academic shame through the chain mediation of attribution style and academic self-efficacy.
2023 Vol. 11 (6): 468- [
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474
Validity, reliability and measurement invariance of Warwick-Edinburgh mental well-being scale in higher vocational students
LI Tianchang, GUAN Qiliang, YE Yue, CHU Huinan
DOI: 10.3969/j.issn.2095-4301.2023.06.008
Objective
To explore the reliability, validity, and cross gender measurement equivalence of the Warwick-Edinburgh mental well-being scale（WEMWBS）in higher vocational students.
Methods
A survey was conducted in 1 312 higher vocational students by using WEMWBS, 10 -item Connor-Davidson resilience scale（CD-RISC-10）, and 12-item general health questionnaire（GHQ-12）.
Results
There were significant differences in the scores of each item of WEMWBS between high score and low score groups（P<0.001）, and the scores of each item of WEMWBS werepositively correlated with the total score（r=0.66-0.84, P<0.001）. One common factor was extracted by exploratory factor analysis, and the interpretation rate of cumulative variance was 61 . 02 %. Confirmatory factor analysis showed that χ
2
=455.1, df=77, CFI=0.92, TLI=0.9, RMSEA=0.09, and SRMR=0.04. The model fitting met the basic standard. The total score of WEMWBS was negatively correlated with the total score of GHQ-12（r=-0 .53 , P<0.001）, but positively correlated with the total score of CD-RISC-10（r=0.84, P<0.001）. Cronbach’s α of WEMWBS was 0.95 , and the retest reliability after 3 weeks was 0.68 . In the measurement invariance test, WEMWBS only conformed to morphological equivalence and weak equivalence.
Conclusion
The application of WEMWBS in higher vocational students has good reliability and validity, and conforms to morphological equivalence and weak equivalence.
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Relationship between parental educational expectation and test anxiety: a moderated mediation model
LE Xingyu, GU Yanbo, LIU Ling
DOI: 10.3969/j.issn.2095-4301.2023.06.009
Objective
To investigate relationship between parental educational expectation and test anxiety, and explore its mechanism.
Methods
A total of 240 teenagers’ parents from Hangzhou, Ningbo, and Linhai of Zhejiang province were enrolled by using convenient sampling method. The survey was conducted by using parental test anxiety scale, children’s psychological reactance questionnaire, parental test attitude scale, and parental educational expectations questionnaire.
Results
The mean score of parental test anxiety was 3.63. Parental educational expectation was significantly negatively related to test anxiety（r=-0.214 , P<0.01）. The direct effect of parental educational expectation on test anxiety was not significant. Children’s psychological reactance played a completely mediating role between parental educational expectation and test anxiety. The product-term of parental educational expectation and test attitude had a significant predictive effect on children’s psychological reactance.
Conclusion
Teenager’s parents have a higher level of test anxiety. Through the mediating effect of children’s psychological reactance, parental educational expectation has an impact on test anxiety. Parental test attitude plays a moderating role between parental educational expectation and children’s psychological reactance.
2023 Vol. 11 (6): 480- [
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485
Analysis of characteristics of parenting stress in children with autism spectrum disorder
YU Meiqiao, CHEN Shufen, LUO Shiping, WANG Weishi
DOI: 10.3969/j.issn.2095-4301.2023.06.010
Objective
To explore the characteristics of parenting stress in children with autism spectrum disorder（ASD）, and analyze the influencing factors.
Methods
By using convenient sampling method, 157 children with ASD,intellectual development delay（IDD）, and language delay（LD）who were first diagnosed in the Department of Children’s Psychology, Longgang Maternal and Child Health Hospital in Shenzhen from January to June 2022 were enrolled. There were 61 children in ASD group, 45 in IDD group, and 51 in LD group, respectively. The scores of parenting stress index-short form（PSI-SF）among the ASD, IDD, and LD group were compared. Logistic regression analysis was used to analyze the influencing factors of parenting stress.
Results
The total score of PSI-SF in the ASD group was 112.49±18.67. The total score and scores of each subscale were significantly higher than those in the IDD and LD group（P<0.001）. The proportion of parents with high or very high PSI-SF total scores in the ASD group was 88.52 %（54/61）, which was significantly higher than 53.33%（24/45）in the IDD group and 39.21%（20 /51）in the LD group（P<0.001）. A high total score on theautism behavior checklist（ABC）was a risk factor for high levels of parenting stress in ASD children.
Conclusion
The parenting stress of children with ASD is higher than those of IDD and LD children. The level of parenting stress is related to the severity of symptoms of ASD.
2023 Vol. 11 (6): 485- [
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490
Brain mechanisms of executive function components and their application to education
QI Yawei, HE Qinghua
DOI: 10.3969/j.issn.2095-4301.2023.06.011
Executive function is a general term for a series of higher cognitive functions, mainly including “cold” executive function and “hot” executive function, represented by inhibitory control, working memory, and cognitive flexibility, which are directly related to a student’s academic achievement. Previous studies have shown that 3-4 years of age is the first critical period for children’s development of inhibitory control and“hot”executive function. The first critical period of working memory development is 6-8 years old, and the second is 9-12 years old. The age of 7-9 is the first critical period for developing cognitive flexibility and the second for developing inhibitory control. In addition, adolescence is another critical period for developing various components of executive function. Executive function is plastic, and corresponding training in the critical period of development of different components is helpful to promote the development and functional improvement of these components. The new development of brain science is helpful to understand the brain mechanism and development trend of various components of the executive function and provides a more unique approach to intervention based on the executive function of the brain. The combination of various intervention methods is more beneficial to the improvement of executive function and improves the classroom learning effect of students.
2023 Vol. 11 (6): 490- [
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Generation of aggressive behavior: effect of emotion on cognitive processing
ZHANG Lingyan, WEI Xing, TAN Chenghui
DOI: 10.3969/j.issn.2095-4301.2023.06.012
Aggressive behavior will seriously affect the physical and mental health of the victim. In order to carry out effective preventive education of aggressive behavior, it is particularly important to explore the mechanism of aggressive behavior. In recent years, some models have pointed out that emotion can affect the generation of aggressive behavior. Through sorting out relevant studies, this paper summarizes the various influences of emotion on aggression in different cognitive stages of aggressive behavior. Emotional experience, emotional understanding, and emotional regulation may influence all cognitive stages of aggressive behavior, which provide more useful suggestions for educational prevention and clinical intervention of aggressive behavior. Based on this, future studies can further explore the interaction between emotion and cognitive processing in the process of different types of aggressive behaviors.
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