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WEI Xindong, WANG Fengyan
One of the important methods of self-psychology is to explore the nature and structure of self from the perspective of first-person pronouns. There are many first-person pronouns in ancient Chinese, and the differences between “wu” and “wo” are a hot spot in the study of pronouns in the field of Archaic Chinese. According to the theory of psychological distance and The Analects of Confucius and other documents in the pre-Qin period, the main difference between “wu” and “wo” is that the former is closer to the individual's experience self than the latter. The different results on the grammar and pragmatics of “wu” and “wo” in the field of linguistics can be corroborated with the related research on psychological distance, which shows that the theory of psychological distance of the difference of “wu” and “wo” can well integrate the current linguistic research. The disappearance of the difference between “wu” and “wo” may be related to the transformation of the Chinese self which influenced by Confucianism in the pre-Qin period.
2024 Vol. 17 (3): 195-200 [Abstract]（
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CUI Zhanling, WANG Shumin, GUO Jin, DU Huibo, SHEN Xunbing
Ninety-eight Tibetan students participated in this investigation that focused on the relationship between ethnicity and emotion during facial recognition. Recognition of Han Chinese faces was tested using the Learning-Recognition paradigm under different levels of social exposure to Han Chinese. Results showed that： （1） Ethnicity and emotional information were processed independently when social contact levels were low; Ethnic information processing was not affected by emotional information and an other - race effect were observed; （2） When social contact levels were high, ethnicity processing was affected by emotional information and the other-race effect was reversed. Because the dimensions in two-dimensional information processing during facial recognition do not have a fixed relationship, both facial information and the level of social contact between individuals should be considered when investigating face recognition.
2024 Vol. 17 (3): 201-208 [Abstract]（
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SU Yongqi, LUO Yujun, CHEN Jun
N170 is an EEG negative component recorded 130-200ms after stimulus presentation and peaks at 160-170ms. The N170 ERP has been found to be consistently larger in response to the presentation of faces than to other objects. In the meanwhile, study found that other non-facial stimulus such as charac- ters also could induce a large amplitude of N170. Thus the face specificity theory and visual expertise theory are born based on different findings of research. Currently, the main controversy of Nl 70 on the specificity of human face processing is not addressed yet. We addressed this contradiction by analyzing multiple relate research, and proposed to establish a moderated-mediating model with stimulus type as the independent variable, N170 as the dependent variable, the individual's level of expertization of the stimulus as the mediating variable, and the attention resources that the stimulus could use and the reference electrode selected for measurement as the mediating variables, hopefully explore the internal mechanism of N170.
2024 Vol. 17 (3): 209-214 [Abstract]（
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MA Ke, HUANG Huang
The virtual hand illusion is a classical paradigm to investigate the sense of ownership. With synchronous visual-tactile, proprioceptive and motor information, participants illusorily experience that the virtual hand as their real hand, and feel that they can control it. In this work, the virtual hand illusion was used to investigate the effect of postural and appearance congruency on the explicit and implicit sense of ownership and agency. The results showed that, in both explicit and implicit measurements, postural congruency affected the sense of ownership, but did not affect the sense of agency; Appearance congruency affected both the sense of ownership and sense of agency, while detailed results showed difference. The results suggest that even explicit and implicit ownership and agency are sometimes affected by the same manipulations, their cognitive mechanisms are different.
2024 Vol. 17 (3): 215-224 [Abstract]（
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FU Yiren, MA Lijun, QIU Yahong
In this study, the directed forgetting paradigm was used to verify whether there would be directed forgetting of negative personality adjectives and negative event words under the reference of important others. The results showed that under the reference of important others, the directed forgetting of two types of negative words had occurred, but the effects were different from person to person. Under the reference of the best friend, the directed forgetting showed in two kinds of negative words, but it was unstable. Under the reference of mother, the directed forgetting effect showed in two types of negative words steady. It indicated that both the closest friend and mother were closely related to self, and mother might be a part of the self-structure.
2024 Vol. 17 (3): 225-231 [Abstract]（
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TIAN Xizhou, LU Hualei, FAN Sujie, LIU Yanxia
Identity work is the effort of employees to create, adjust, negotiate, modify, or discard an identity. In recent years, this topic has become a hot topic in management psychology research, but there is still no relevant literature in China. Identity work can not only solve the problem of identity tension and identity threats, but also negotiate the multiple identities generated during the role transition, coordinate the contradictions between personal identity and the work, and strengthen the sense of personal organizational identity. The similar concepts of identity work are identity negotiation and identity plays, inducing factors include identity threat, identity needs, role transformation and identity tension. And discourse, tangible objects, or symbols, behavior, and cognition are the main ways of identity work. Future studies can focus on individual differences in identity work, cultural differences, differences in active/passive identity work, and the specific processes and impact outcomes of identity work.
2024 Vol. 17 (3): 232-241 [Abstract]（
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LIU Zonghua, GUO Yulang, MAO Tianping
Employee innovation behavior is the key to enterprise innovation. With a sample of 283 supervisor-subordinate dyads, this research empirically investigated the effect of responsible leadership on employee innovative behavior, as well as the mediating role of job insecurity and the moderating role of willing to take risks. Research results showed that responsible leadership was positively related to employee innovative behavior, job insecurity mediated the positive relationship between responsible leadership and employee innovative behavior, willing to take risks moderated the relationship between responsible leadership and employee innovative behavior.
2024 Vol. 17 (3): 242-251 [Abstract]（
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ZU Jing, SUO Changqing, DAN Fei
We conducted a meta-analysis of the existing literature for the reasons on the turnover intention of kindergarten teachers in China. Forty-eight studies were included in the final analysis. Our findings showed that the attitudes and perceptions of kindergarten teachers had the highest influence on their turnover intention. The results showed that teaching age, age, welfare security, workload and class type were highly correlated with turnover intention. Among attitudes/ perceptions of profession predictors, organizational commitment and teaching motivation had medium to high influence on turnover intention while occupation skill showed medium effect sizes. Personal trait indicators, such as different types of personality traits, had varying influence on turnover intention while a teacher's psychological resources had relatively high effect sizes. Based on these findings, the research and practice implications were discussed.
2024 Vol. 17 (3): 252-260 [Abstract]（
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SONG Xiaoyu, MA Minjie, MA Xue, MA Ying, WANG Tingzhao
In order to explore the causal relationship between four dimensions of professional identity and learning engagement of special education undergraduate students, 712 special education undergraduate students were followed up twice over a one-year period using the Professional Identification Questionnaire and Learning Engagement Questionnaire. The results showed that： （1） Compared with the first measurement, professional identity and its four dimensions and learning engagement were significantly improved; （2） Professional identity and its four dimensions were significantly and positively correlated with learning engagement; （3） There was a causal relationship between emotional, cognitive and appropriate professional identity and learning engagement. T1 behavioral professional identity unidirectional predicted T2 learning engagement. Overall, there was a mutual prediction relationship between professional identity and learning engagement. In conclusion, this study revealed the causal relationship between professional identity and learning engagement, and provides a theoretical basis for improving the learning investment and professional identity level of special education major undergraduates.
2024 Vol. 17 (3): 261-268 [Abstract]（
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MA Minjie, DA Fang, WANG Xiao, WANG Tingzhao, Song Ge, WANG Li
This study investigated the profiles of professional abilities of 1969 pre-service special education teachers nationwide using the latent profile analysis method. The R3STEP command was used to examine the influence of demographic variables on the latent profiles of teacher professional abilities through polynomial logistic regression. The study also explored the factors influencing the latent profiles of professional abilities of pre-service special education teachers using the perceived social support scale and academic self-efficacy scale. The results revealed that： （1） The overall development of professional abilities in pre-service special education teachers showed a characteristic of being guided by professional ethics and advancing in four dimensions. （2） At the individual level, teacher professional abilities could be divided into four groups： high-level group, high-moderate level group, moderate-low level group, and low-level group. （3） Males and higher-grade levels were more likely to belong to the high-level group compared to females and lower-grade levels. （4） Individuals with higher perceived social support and academic self-efficacy were more likely to belong to the group with higher levels of teacher professional abilities. This study reveals the latent profiles of professional abilities of pre-service special education teachers and their influencing factors, providing references and a basis for improving their level of teacher professional abilities.
2024 Vol. 17 (3): 269-277 [Abstract]（
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YU Shitao, SONG Xiaoyu, HU Aixin, ZHAO Lijun, SHI Xueyun
In order to explore the relationship between perceived social support, professional identity, academic self-efficacy, and learning engagement of graduate students majoring in special education, the four scales of perceived social support, academic self-efficacy, professional identity, and learning engagement were used on 195 graduate students majoring in special education. The results showed that：（1） Perceived social support could significantly predict the learning engagement of graduate students majoring in special education. （2） Perceived social support could respectively affect their learning engagement through the separate mediating role and chain mediation role of professional identity and academic self-efficacy. In summary, this study uncovered the mechanism underlying the relationship between perceived social support and learning engagement of special education graduates, which has enlightening significance for promoting the learning engagement of special education graduates.
2024 Vol. 17 (3): 278-285 [Abstract]（
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