Although the family structure has changed in the new era, the relationship between mother-in-law and daughter-in-law is still worth investigating due to its particularity. Contemporary conflicts between mothers-in-law and daughters-in-law focus mainly on differences in beliefs, speech, and actions. Chinese culture is inclusive and influences how individuals deal with interpersonal relationships. Inclusive refers to being tolerant and accepting of other people’s beliefs, speech, and actions that are contrary to one’s own. Inclusive may thus be an effective treatment for strengthening relationships between mothers-in-law and daughters-in-law. This paper explored the connection between inclusive personality and mother-in-law/daughter-in-law relationships on a theoretical level; Future research should empirically validate this effect, construct mechanisms for the occurrence of mother-in-law/daughter-in-law inclusiveness, develop a scale of inclusiveness between mothers-in-law and daughters-in-law for quantitative analysis, and explore the boundaries of inclusiveness between mothers-in-law and daughters-in-law.

2024 Vol. 17　(2):　99-105 [Abstract]（ 0 ） HTML (1 KB)  PDF (812 KB)  ( 24 )

Four studies were conducted to investigate the impact of financial deprivation on prosocial behavior and relevant moderating roles of prosocial situation and form. Results indicated that： （1） Compared to financial non-deprivation, participants in financial deprivation were more likely to help others. This increase was found to be mediated by face-saving consciousness, but not by face-gaining consciousness; （2） Participants in financial deprivation were more prosocial in public condition, while the effect was weakened in private condition; （3） Participants in financial deprivation were more likely to help others in a non-monetary form （i.e., spending effort） than participants in financial non-deprivation. This effect decreased when prosocial behavior was in a monetary form.

2024 Vol. 17　(2):　113-120 [Abstract]（ 0 ） HTML (1 KB)  PDF (967 KB)  ( 19 )

Prosocial behavior is conducive to social stability and development. This study explored the relationship between social emotions and prosocial behavior, and the role of interpersonal trust and social support. We investigated 1074 people with the Social Emotion Scale, Prosocial Tendencies Measure, Interpersonal Trust Scale, and Perceived Social Support Scale. The results showed that： （1） Social emotions positively predicted the tendency of prosocial behavior; （2） Interpersonal trust played a partial mediating role in the influence of social emotion on prosocial behavior; （3）Social support moderated the effect of social emotion on interpersonal trust. With the increase of social support, the positive prediction effect of social emotion on interpersonal trust gradually enhanced; （4） Social support also moderated the effect of social emotions on prosocial behavior. As the social support is higher, the positive predictive effect of social emotions on prosocial behavior becomes weaker.

2024 Vol. 17　(2):　132-139 [Abstract]（ 0 ） HTML (1 KB)  PDF (919 KB)  ( 33 )

To explore the relationships and mechanisms between affective teaching skills, academic control, perceived teacher acceptance and academic achievement, the research surveyed 1004 adolescents from 4 middle schools in Henan province, using adapted Affective Teaching Skills Scale, Academic Control Scale and Teacher Subscale of the Approval Support Scale for Children and Adolescents. The main findings were as follows： Affective teaching skills positively predicted academic achievement, academic control mediated the relationship between affective teaching skills and academic achievement. Moreover, perceived teacher acceptance played a moderating role in the relationship between affective teaching skills and academic control. That is, only for individuals with high perceived teacher acceptance, affective teaching skills positively predicted academic control. The results suggest that, as a necessary condition, teacher acceptance affects the influence of teaching skills on students’ academic achievement. The results demonstrate and expand the control-value theory of achievement emotions, enrich the research on the antecedents of academic achievement, and provide a basis for improving adolescents’ academic achievement. Practically, the current study encourages the front-line educators not only pay attention to improving teaching skills, but also improve attitude towards students.

2024 Vol. 17　(2):　153-163 [Abstract]（ 0 ） HTML (1 KB)  PDF (1275 KB)  ( 31 )

To discuss the predictive effect of the behavior of asking math teachers for help on mathematical achievement, using the asking math teachers for help questionnaire, perceived math teacher support questionnaire, positive academic emotions scale and math engagement questionnaire to investigate 986 senior one students. The results showed that there was a triple prediction path in the relationship between asking math teachers for help and mathematical achievement, including one direct path, three simple mediation paths and four chain mediation paths. This study showed that high school students initiated to ask math teachers for help, teachers provided more support, which could stimulate students’ positive academic emotions and increase their engagement in learning, which was an important way to improve the senior one students’mathematics achievement. This is of great value for taking students as the main body of learning, cultivating individual initiative of learning and improving mathematical achievement.

2024 Vol. 17　(2):　173-181 [Abstract]（ 0 ） HTML (1 KB)  PDF (987 KB)  ( 7 )