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Using three-wave longitudinal data, this study tested the potential mediating roles of teacher-student relationship quality and teachers' career support efficacy in the association between Chinese adolescents' family socioeconomic status (SES) and career development (N = 1410). Results showed that adolescents' family SES at Wave 1 was negatively associated with their career ambivalence at Wave 3 via positive associations with both teacher-student relationship quality and teachers' career support efficacy at Wave 2. Moreover, adolescents' family SES at Wave 1 was positively related to career adaptability at Wave 3 via its positive association with teachers' career support efficacy at Wave 2. This study highlighted the important role of teacher-student interaction in adolescents' career development.

Early tobacco smoke exposure (TSE) in utero and/or during the first years after birth poses threats to the development of child executive functioning and self-regulation skills, including inhibitory control. Efforts are still needed to examine under what conditions such effects may occur and thus identify modifiable intervention targets. In addition, a distinction between cool and hot inhibitory control is also important to obtain greater nuance in such links. The cool inhibitory control refers to children's suppression of prepotent automatic responses to a distracting stimulus in solving arbitrary and decontextualized problems, whereas the hot inhibitory control refers to children's control of impulse in motivationally and emotionally high-stake situations. Using data derived from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, we examined the links between early risk of TSE and preschoolers' hot and cool inhibitory control and tested the potential promotive/protective roles of maternal positivity in early mother-child interactions. Results indicate that early risk of TSE was negatively linked to child "cool" inhibitory control when maternal positivity was low, but this link was nonsignificant when maternal positivity was high (i.e., the "protective" role of maternal positivity). The link between early risk of TSE and child later "hot" inhibitory control was not moderated by maternal positivity; instead, early risk of TSE and maternal positivity were negatively and positively associated with child "hot" inhibitory control above and beyond each other, respectively (i.e., the "promotive" role of maternal positivity). Accordingly, building a tobacco-free environment during pregnancy and infancy likely yields long-term benefits for child self-regulation development. Improving early mothering may offset the negative link between early TSE and child "cool" inhibitory control and also facilitate child "hot" inhibitory control even in the face of early TSE.

Job exhaustion is not uncommon among Chinese middle school teachers, but the key antecedents of job exhaustion and the underlying mechanisms in this historically underrepresented population remain poorly understood. This study examined the association between job demand and exhaustion, and tested the mediating role of job satisfaction and the moderating role of teachers' role (i.e., homeroom versus subject) in this association. The two-wave, China Education Panel Survey data from 701 Chinese junior middle school teachers (M[subscript age] = 30.05 years old, SD[subscript age] = 7.86; 78.75% females) were used. Primary hypotheses were tested using structural equation modelling. Results indicated that job load rather than job stress at Wave 1 was positively associated with job exhaustion at Wave 2 indirectly through its negative association with job satisfaction at Wave 2 only among subject teachers; in contrast, for homeroom teachers, job satisfaction at Wave 2 was the only factor that was identified to be negatively associated with job exhaustion at Wave 2. Notably, all significant associations emerged after controlling for a number of covariates, including job exhaustion at Wave 1. Such findings shed initial light on the complexity inherent within the phenomena of middle school teachers' occupational health in a Chinese cultural context. Reducing teachers' work load associated with long working hours and promoting teachers' job satisfaction may be effective ways to relieve and prevent job exhaustion, especially for Chinese subject teachers.

Our interest is in the development of gratitude as a moral virtue, and its variability across different cultural contexts. Given psychology's overreliance on samples collected from the United Sates, Western Europe, and Australasia, we contrasted patterns of age-related expressions of gratitude among a sample of U.S. 7- to 14-year-old children with those from same-age samples from Brazil, China, Russia, South Korea, and Turkey (N = 2,540, 54.7% female, M[subscript age] = 10.61 years). The U.S. sample was diverse (n = 730: Black 26.4%, White 40.4%, Latinx 19.9%, Asian 3.8%, Other 1.6%, Missing 7.0%; 55.7% female, M[subscript age] = 10.52 years). The remaining samples were largely homogeneous by ethnicity. Our data were gathered using one quantitative scale to measure variations in the extent of gratitude that children expressed, and one qualitative measure to assess variability in the types of gratitude expressed by children of different ages. Both measures were chosen for their fit with the definition of virtuous gratitude. Hypotheses that the U.S. sample would differ from the others in extent and type of gratitude were largely supported. However, age-related differences in the type of gratitude expressed were similar across societies (e.g., in most samples older children were less likely to express concrete gratitude and more likely to express connective gratitude). Our results reveal the importance of treating gratitude as a virtue that develops during childhood and that is influenced by one's cultural group. Reliance on samples from a limited set of cultures is thus to be avoided.

Gratitude has been previously defined as a tendency to appreciate positives in life, thus conflating gratitude and components of well-being. Accordingly, current measures assessing "gratitude" are primarily based on this conflated conceptualization, and do not adequately assess gratitude as a moral virtue. The Gratitude Assessment Questionnaire (GAQ-C) was developed to assess child virtuous gratitude (VG). This study evaluates the psychometric properties of the GAQ-C in 641 Chinese children (M[subscript age] = 10.70, SD = 4.48), showing it to be a reliable and valid measure to assess Chinese child VG. Specifically, results of confirmatory factor analyses demonstrated that virtuous gratitude consists of cognitive, emotional, and behavioral components. Furthermore, child VG measured by the GAQ-C was associated positively with parental appreciation socialization, unlike child appreciation assessed by the 6-item Gratitude Questionnaire (GQ-6). Additionally, child VG was related to child depressive symptoms, life satisfaction, daily gratitude behaviors, and prosocial behaviors. Such results provide evidence of conceptual differences between gratitude and appreciation.

The critical developmental implications of childcare centre teachers' caregiving sensitivity have been extensively documented. More efforts are pressing to identify antecedents of such sensitivity and elucidate implicated mechanisms. This study examined the association between socioeconomic status and caregiving sensitivity among Chinese childcare centre teachers, with adaptive caregiving belief as a mediator and childcare centre type as a moderator. Survey data for 1,316 Chinese teachers were used. The results indicated that teachers' monthly income was positively associated with their caregiving sensitivity via positive associations with their verbal stimulation beliefs. This effect did not vary by childcare centre type. Our findings highlight possible avenues for interventions aimed at promoting caregiving quality in childcare centre setting, such as improving teachers' adaptive caregiving belief.

While the role of flipped teaching in students' language performance is well documented, English teachers' perspective about flipped teaching remains underexplored. Informed by the self-determination theory and the motivation-opportunity-ability theory, this study examined English teachers' intention to use flipped teaching and its interrelationships with fulfillment of needs for competence and autonomy, motivation, self-efficacy, belief, and support in a sample of 166 English teachers in the Chinese EFL context. The findings showed that the teachers had a generally favorable intention to use flipped teaching, with individual variations across gender, universities' prestige, prior experience, and the type of English courses. The results also revealed that needs satisfaction was an antecedent of their use intention for flipped teaching. Identified regulation was related more positively to use intention when the teachers experienced higher self-efficacy and support, whereas external regulation was not associated with use intention when teachers held higher levels of beliefs towards flipped teaching. The findings also showed that introjected regulation was related positively to use intention when the teachers received less supports from their contexts or experienced lower self-efficacy. The findings shed new light on how flipped teaching can be better promoted in language education.

Gratitude is thought to be positively related to relationship satisfaction, but the underlying mechanism of this association remains underexplored. To further investigate this mechanism, the present study examined the roles of decisional forgiveness and emotional forgiveness under the guidance of the stress and coping perspective. Chinese college students were invited to answer online questionnaires. Structural equation modeling was used to analyze the data collected from a sample of 103 participants in dating relationships. The findings showed that gratitude was associated with relationship satisfaction through two indirect pathways: one through emotional forgiveness and the other through decisional forgiveness and emotional forgiveness in sequence, with decisional forgiveness affecting emotional forgiveness. These results suggest that gratitude, decisional forgiveness, and emotional forgiveness between partners could be potential points of intervention for the treatment of emotional injuries and points of focus for educational programs aiming to enhance relationship satisfaction., Author(s): Qinglu Wu [sup.1] , Peilian Chi [sup.1] , Xiuyun Lin [sup.2] , Hongfei Du [sup.3] , Nan Zhou [sup.4] , Hongjian Cao [sup.4] , Yue Liang [sup.5] Author Affiliations: [...]

Although many scholars continue to describe cultural differences in terms of the individualism-collectivism distinction, unidimensional measures seem unlikely to capture the richness of cultural variation in parents' socialization goals for their children. Kagitçibasi's (2009 (See CR14)) theoretical model consists of a bidimensional approach with agency (autonomous to heteronomous) considered orthogonal to interpersonal distance (related to separate), yielding four quadrants. Kagitçibasi argued that countries like the United States fit into the autonomous-separate quadrant, traditional 'majority-world' cultures into the heteronomous-related quadrant, and educated urbanized cultural groups in majority-world societies into the autonomous-related quadrant. Given conceptual problems with the scales Kagitçibasi used to measure these constructs, we developed, piloted, and validated the Related-Autonomous-Separate-Heteronomous (RASH) Scale and examined its psychometric properties and measurement invariance in a sample of Chinese (N = 464) and North American (N = 635) parents. Our results suggest that the four types of parental developmental goals (relatedness, separation, autonomy, and heteronomy) are not as neatly related as Kagitçibasi's model assumes; specifically, the Chinese and North American parents in our study highly valued both autonomous and related developmental goals. Our validation of the RASH scale is an important first step to develop a more appropriate measure of parental socialization goals for cross-cultural investigation., Author(s): Yue Liang [sup.1] , Jonathan R. H. Tudge [sup.2] , Irina L. Mokrova [sup.3] , Lia B. L. Freitas [sup.4] , Elisa A. Merçon-Vargas [sup.2] , Sara E. Mendonça [...]

Based on 4 annual waves of data from a large sample of Chinese college students (N = 2,329, M[subscript age] = 18.40 years old, SD = 0.85; 63.10% females), this study examines the within-person and between-person effects in the association between problematic Internet use (PIU) and mental health issues. Results of analyses using the developmental equilibrium model (i.e., an autoregressive, cross-lagged panel model) demonstrate a "reciprocal" positive association between PIU and mental health issues consistently across waves. In contrast, results of analyses utilizing the random intercept, cross-lagged panel model (i.e., a model that can disaggregate within-person and between-person effects) indicate a "unidirectional" positive within-person effect from PIU to mental health issues (rather than the reverse) consistently over time, while controlling for the between-person effects that exist when comparing different individuals. Such findings highlight the importance of disaggregating within-person and between-person effects in understanding the nature of the temporal dynamics of the association between PIU and mental health.

Objective: The goal of this work was to examine the potential implications of mothers' work‐to‐family conflict (WFC) for their sensitivity and provision of learning opportunities in parenting from infancy through middle childhood, with maternal depressive symptoms tested as a possible mediator. Background: To inform practice more effectively, researchers need to delineate the temporal dynamics for maternal experiences of work–family interface and also elucidate their dynamic implications for parenting over the family life course. Method: Five‐wave, cross‐lagged panel models with mediators were tested using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). Results: Although little evidence was obtained with respect to the direct links, several indirect effect cascades were identified, such that WFC at an earlier wave was associated with compromised parental functioning at a later wave via increases in depressive symptoms at a middle wave, regardless of child development periods and parenting domains and being net of extensive covariates. In addition, a transactional pattern emerged for the positive link between maternal WFC and mental distress over time. A large set of supplementary analyses were also conducted to test the robustness of the identified effects and to address potential moderating roles of some key covariates (e.g., child temperament difficulty). Conclusion: Such findings highlight the importance of illuminating the temporal dynamics for the link between maternal experiences of work–family interface and parenting from a life course perspective. Implications: Irrespective of child development periods and parenting domains, interventions targeted at facilitating mothers' navigation of work–family challenges as well as improving their psychological well‐being appear to be ultimately beneficial for their parental role functioning. [ABSTRACT FROM AUTHOR]

Most extant research on parental socialization for child appreciation has either conflated appreciation and gratitude or fallen foul of a conceptual-operational mismatch, yielding theoretical controversies and inconsistent results. Using a matched conceptualization and operationalization of appreciation and based on three waves of data from 496 Chinese parent–child dyads (child age M = 10.25, SD =.69; 53.6% girls at Wave 1), this study examines: (a) associations among parental socialization goals and behaviors (e.g., I pointed out to my child that they have received something special) for child appreciation, parents' own appreciation, and children's appreciation; and (b) similarities and differences between appreciation and gratitude socialization processes. Results indicated that parental appreciation socialization goals at Wave 1 positively related to children's appreciation at Wave 3 (i.e., 16 months later) via a positive association with parental socialization behaviors at Wave 2 (i.e., 8 months later). This mediation disappeared after incorporating parents' own appreciation at Wave 2, which uniquely and positively related to children's appreciation at Wave 3. When simultaneously including parents' own appreciation and gratitude at Wave 2, only their appreciation positively related to both children's appreciation and gratitude at Wave 3. Such findings highlight the importance of promoting parents' own appreciation when facilitating children's appreciation and differentiating between appreciation and gratitude. [ABSTRACT FROM AUTHOR]

The potential mediating role of career-related parenting practice in the association between parental career expectation and adolescents' career development remains understudied, especially the likely transactional dynamics inherent within such links. This study utilized three-annual-wave data from 3196 Chinese adolescents across the high school years (M age = 15.55 years old, SD =.44; 52.8% girls at Wave 1) to address such gaps. Results of cross-lagged structural equational modeling analyses demonstrated reciprocal associations between parental career expectation and career adaptability consistently across three high school years; and career-related parental support served as a mediator in such associations, net of a series of covariates. However, no associations of career ambivalence with parental career expectation across the high school years emerged. Such findings highlighted the dynamic nature of the associations among parental career expectation, career-related parenting practice, and adolescents' career developmental outcomes. Implications for future research and practice were discussed. [ABSTRACT FROM AUTHOR]