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Filial piety in traditional Chinese culture is an essential variable in explaining intergenerational interaction. However, previous studies have not clarified whether older adults' filial responsibility expectations matched children's filial support and the effects of the filial discrepancy on their life satisfaction and loneliness. The latent profile analysis showed that older adults were divided into two groups: (1) high expectations and support, and (2) low expectations and support. The results showed that compared with older adults with low expectations and low support, those with high expectations and high support reported higher life satisfaction and lower loneliness. Additionally, social support played a moderating role in the effect of the groups of older adults on life satisfaction and loneliness. Our conclusion shows that filial support is an essential factor influencing older adult life satisfaction and loneliness, and social support is an effective supplement to filial support.

Exercise training has been proposed as a method for improving cognitive function. However, it is unknown whether chronic physical activity promotes divergent thinking and its underlying mechanism. Ambiguity tolerance has been considered relevant to divergent thinking. Therefore, this study sought to investigate whether individuals engaging in different types of exercise training differed in divergent thinking and to examine the mediating role of ambiguity tolerance underlying the training effect. The study was conducted in a sample of 492 university students who completed the unusual use task and the ambiguity tolerance questionnaire. The results revealed that individuals who underwent physical training proposed more creative ideas than non‐physical training individuals did. Individuals engaging in multiple movement training scored higher in fluency, flexibility, and originality than their counterparts engaging in single movement training. Furthermore, ambiguity tolerance fully explained the difference in divergent thinking fluency between the physical and non‐physical training groups. These findings provide preliminary evidence for the benefits of physical training on divergent thinking.

The empty nest is a phase of life that most parents will experience when their children grow up and leave home. However, little attention has been given to changes that take place in empty nesters' daily patterns of interaction. This study aimed to examine the differences between empty nesters and non‐empty nesters in relation to their daily interactions and the affect of various social partners. A total of 208 participants were recruited via convenience sampling; they were asked to record their daily interactions using the Rochester Interaction Record and to rate their affect after each interaction using the Positive Affect–Negative Affect Scale. The results showed that daily interactions were related to a higher increase of positive affect in empty nesters than in non‐empty nesters when interactions were with adult children. In contrast, daily interactions of non‐empty nesters were related to a higher decrease in negative affect when the interactions were with friends, neighbors, and strangers. These findings indicate that the patterns of daily interactions differ between empty nesters and non‐empty nesters. Specifically, the daily interactions of empty nesters were seen to be more related to a higher increase in positive affect, whereas the daily interactions of non‐empty nesters were seen to be more related to a higher decrease in negative affect. This study showed the differences in daily interaction patterns between empty and non‐empty nesters across diverse social partners. The findings on the daily interaction patterns have some implications for older adults: (1) empty nesters can improve daily interaction with adult children, relatives, and colleagues for a higher positive affect; (2) non‐empty nesters can improve daily interactions with friends, neighbors, and strangers to relieve their negative affect.

Synchronous online learning via technology has become a major trend in institutions of higher education, allowing students to learn from video lectures alongside their peers online. However, relatively little research has focused on the influence of these peers on students’ learning during video lectures and even less on the effect of peer familiarity. The present study aimed to test the various effects of peer presence and peer familiarity on learning from video lectures. There were three experimental conditions: individual-learning, paired-learning with an unfamiliar peer, and paired-learning with a familiar peer. ANCOVA results found that students paired with a familiar peer reported higher motivation in learning and more self-monitoring behaviors than those paired with an unfamiliar peer or who learned alone. Furthermore, students paired with both unfamiliar or familiar peers demonstrated better learning transfer than those who learned alone. Together, these results confirm the benefits of and support learning alongside a familiar peer during video lectures.

Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases. University students were randomized into viewing either the video with instructor-generated explanations or the same video but generating explanations themselves. Outcomes were assessed by the quality of explanations, learning performance, mental effort, attention allocation, and behavioral patterns. Between-group comparisons showed that, in the absence of a peer co-learner, learning performance was similar in both the instructor-generated and learner-generated explanation groups. However, in the presence of a peer, learner-generated explanation facilitated learning performance. Furthermore, learner-generated explanation in the presence of a co-learner also reduced learners’ mental effort and primed more behaviors related to self-regulation and monitoring. The results lead to the following strong recommendation for educational practice when using video lectures: if students learn by generating their own explanations in the presence of a co-learner, they will show better learning performance even though the learning is not necessarily more demanding, and will engage in more behaviors related to explanation adjustment and self-regulation.