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Teacher burnout refers to teachers' inability to cope with work stress smoothly. Previous studies have revealed that job burnout is negatively related to professional identity; however, little is known about the mechanism underlying the relationship between teacher professional identity and job burnout. This study tested the mediating effects of work engagement and psychological capital in the relationship between professional identity and job burnout. A descriptive correlational design was employed. Measures included the Professional Identity Scale, Utrecht Work Engagement Scale, Psychological Capital Questionnaire, and Professional Quality of Life Scale. A total of 3147 primary and secondary school teachers in China, of which 2220 were women (70.5%) and 927 were men (29.5%), with an average age of 39 years (SD = 8.74), completed the questionnaire survey. SPSS PROCESS macro (version 21) was used to explore the mediating roles of work engagement and psychological capital in the relationship between professional identity and job burnout. Professional identity, work engagement, and psychological capital significantly negatively affected job burnout. Work engagement and psychological capital, when occurring in parallel or sequentially, partially mediated the relationship between professional identity and job burnout. Job burnout among teachers with high professional identity can be eliminated by increasing work involvement and promoting exercise to improve their psychological capital. These findings provide implications for preventing burnout among teachers in the future.

In China, burnout is common among kindergarten, primary, and secondary school teachers. Previous studies have demonstrated that professional identity positively affects the prevention of burnout among teachers. However, studies on the mediating mechanisms behind and the moderating factors affecting this relationship remain scarce. In this study, the mediating role of work engagement as well as the moderating roles of self-efficacy and perceived organizational support in these relationships was examined. A total of 3,147 kindergarten, primary, and secondary school teachers completed self-reported questionnaires. SPSS 21.0 was used to conduct data analyses, and ordinary least square (OLS) regression was used to conduct mediation and moderation analyses. Results found that the relationship between teacher professional identity and burnout was partially mediated by work engagement. Through work engagement, teacher professional identity had the biggest predictive effects on burnout when the scores for self-efficacy and perceived organizational support were high. Implications for preventing burnout among teachers in the future were provided.

Abstract Teachers' job burnout is becoming increasingly common in China. Based on the Job Demands--Resources model and Social identity theory, this study aimed to assess the influence of professional identity on primary and secondary school teachers' job burnout, mediating effect of career satisfaction, and moderating role of the value of competence and growth in these relationships. The cross-sectional design was conducted in this study with a total of 1362 teachers. The investigation materials included the Chinese versions of the teachers' professional identity scale, career satisfaction scale, value and experience scale, and professional quality of life scale. The results indicated that career satisfaction mediated the relationship between teachers' professional identity and job burnout. When the scores for competencies and growth were high, teachers' professional identity exhibited the greatest predictive effect on burnout through career satisfaction. These findings have implications for preventing burnout among teachers.

Third-party punishment (TPP) helps maintain social justice; the social preference model highlights desires to punish individuals who violate fairness and group norms. Third-party punishment affects bystanders' trust in punishers, but the effects of group factors are currently unknown. The current study assessed how the group condition between the punished and bystanders influences how third-party punishment affects bystander trust, using third-party punishment and trust game paradigms. A pre-experiment (N = 63) showed that third-party punishment affected trust between participants and the punisher. Study 1 (N = 164) showed that TPP improved trust between participants and an out-group punisher, whereas trust decreased under an in-group condition. Study 2 (N = 128) showed that increased trust was the result of increased perceived integrity of an out-group punisher by bystanders. Decreased in-group trust was the result of decreased benevolence consciousness. Third-party punishment only enhanced bystanders' trust for an out-group punisher, while the in-group condition revealed the opposite result., Author(s): Binghai Sun [sup.1] , Lingling Jin [sup.1] , Guoan Yue [sup.1] , Zirong Ren [sup.1] Author Affiliations: (1) grid.453534.0, 0000 0001 2219 2654, College of Teacher Education, Zhejiang Normal [...]

Although the grid management system has been in practice for more than a decade, less is known about the system and satisfaction among the people to whom the system applies. This study answers three questions; (i) what is a grid management system? (ii) How did higher education institutions use it during the pandemic? And (iii) How was the students' satisfaction with their level of engagement and perceived college support (P_C_S)? A total of 306 international students at Zhejiang Normal University completed an online survey. SPSS 26 and PROCESS macro was used to analyze the results. The results showed a strong positive correlation of P_C_S with students' engagement (r = 0.635, p < 0.05) and life satisfaction (r = 0.694, p < 0.05), while P_C_S significantly affected students' engagement ([beta] = 0.540, SE = 0.082, p < 001) and life satisfaction ([beta] = 0.524, SE = 0.082). The system was an imperative means of controlling the spread of the pandemic, with P_C_S playing a critical role in ensuring students' engagement.

Whether social development promotes trust or hinders it has been a controversial issue. The study conducted a cross-temporal meta-analysis of 160 studies adopting Rotter's Interpersonal Trust Scale (ITS) to investigate trust among Chinese college students and to explore the impact of social change on trust. The 160 papers involved 70, 394 college students, and the data was collected from 1998 to 2017. Results showed that the interpersonal trust among Chinese college students increased by 1.05 SD from 1998 to 2017. Besides, typical social development indicators and indicators related to college students are selected. The lay analysis was used to analyze the relationship between social indicators and the level of interpersonal trust among college students 10 years ago, 5 years ago, and at present. The results showed that trust was significantly positively correlated with college graduates, the gross domestic product (GDP), etc. 10 years ago, 5 years ago, and at present, respectively. While significantly negatively correlated with the unemployment rate and Gini coefficient at present. The above results indicate that interpersonal trust among Chinese college students presents an upward trend over time with social development. While the high unemployment and high Gini coefficients in the process of social development would be risk factors for trust growth in the future., Author(s): Ningmeng Cao [sup.1] , Binghai Sun [sup.1] , Weijian Li [sup.1] , Guoan Yue [sup.1] Author Affiliations: (1) grid.453534.0, 0000 0001 2219 2654, College of Teacher Education, Zhejiang Normal [...]

Teacher burnout is one of the main reasons leading to decreased teaching performance and occupational mental health issues among teachers, drawing widespread global attention. Previous research has found that both resiliency and psychological empowerment can alleviate teacher burnout, yet there is no study simultaneously examining the relationships between resiliency, PE, and teacher burnout. Furthermore, previous studies have found gender differences in teacher burnout but have not examined the moderating effects of resiliency and psychological empowerment by gender group. Additionally, traditional analytical methods may overlook the compositional connections between these variables. To bridge this gap, we employed psychological network analysis to evaluate the psychological network of teachers with burnout across different genders. Findings indicate: (1) Female teachers exhibit a stronger link between their sense of departmental control and burnout, while male teachers show a stronger connection between solving instructional challenges and burnout. (2) Patience in male teachers' approach to teaching may enhance connections with their environment, and mastering job-relevant skills can boost male teachers' job happiness. (3) Female teachers' "I feel connected to others" demonstrates higher bridge centrality. In comparison, male teachers' "My work is vital to me" shows higher bridge centrality, indicating deeper connections with other symptom clusters. This study reveals the complex interactions among the factors of teacher burnout and investigates how gender differences influence the associations between these factors and burnout, by not only filling gaps in previous research but also offering new perspectives and strategies for understanding and intervening in teacher burnout, especially in the context of gender differences. [ABSTRACT FROM AUTHOR]

Three studies were conducted to examine the influence of moral identity on sense of humor, employing the benign violation theory (BVT) as a theoretical framework. Study 1 (n = 350), a questionnaire‐based survey, aimed to establish a preliminary exploration of the relationship between moral identity and sense of humor. Studies 2 (n = 172) and 3 (n = 172) jointly examined the impact of activated moral identity on sense of humor (humor appreciation, humor sharing) through the recollection and writing task. The results of these studies indicated that the effects of (activated) moral identity on the sense of humor (humor appreciation, humor sharing) were moderated by the type of humor and social distance of the target. On the one hand, high levels of (or activated) moral identity can significantly and positively predict sense of humor (humor appreciation, sharing); on the other hand, when there is a moral violation in the humor, and the target involved is at a close social distance, activated moral identity decreases the humor appreciation and humor sharing, where benign judgment plays a mediating role. These findings enrich the understanding of the complex relationship between moral identity and sense of humor, and have significant theoretical and practical implications. [ABSTRACT FROM AUTHOR]

Intergroup interaction, a pivotal aspect of social interaction, encompasses both cooperation and competition. Group identity significantly impacts individual behaviors and decision-making processes. This influence manifests in two contrasting ways when addressing rule-breaking by interaction partners: in-group favoritism, where individuals are more lenient towards infractions committed by in-group members, and the black sheep effect, where in-group members are penalized for their rule-breaking. Although trust is crucial in intergroup interactions, the precise impact of group identity on trust restoration and the potential moderating role of intergroup interaction types remain to be elucidated. This study presents two experiments designed to explore these dynamics. In Study 1, the manipulation of group identity through a point estimation task was utilized to evaluate its impact on intergroup trust restoration via a series of repeated trust games. Study 2 aimed to explore the moderating role of intergroup interaction on intergroup trust restoration by contrasting cooperation and competition situations. The results uncovered a "black sheep effect", where participants demonstrated a greater propensity for trust restoration with out-group members than with in-group members. This effect, however, was only evident in competitive contexts. Conversely, in cooperative contexts, the individual's trust in the in-group and out-group members is effectively repaired. These findings contribute to a deeper comprehension of trust dynamics in intergroup interactions, promoting trust establishment and repair between diverse groups, thereby boosting team collaboration efficiency and mitigating conflicts. [ABSTRACT FROM AUTHOR]

Numerous studies have shown that co-parenting plays an important role in marital and parent-child interactions. However, little is known about the bidirectional associations between positive co-parenting and marital and parent-child factors, as well as the dynamic underlying mechanisms. This study used cross-lagged panel model (CLPM) to explore the bidirectional longitudinal relationship between positive co-parenting, marital satisfaction, and parental involvement among Chinese parents from a positive family multiple systems perspective. A sample of 668 father-mother dyads (father's M age = 36.47, SD age = 5.34; mother's M age = 35.45, SD age = 5.07) completed a series of questionnaires at three time points (approximately spaced 1 year between each time point). The results showed that positive co-parenting positively predicted marital satisfaction and parental involvement and that marital satisfaction positively influenced parents' positive co-parenting, whereas the effect of parental involvement on positive co-parenting was significant among fathers. Additionally, fathers' marital satisfaction can affect their involvement, but this effect is negligible among mothers. Finally, parental marital satisfaction mediated the relationship between positive co-parenting and the next stage of positive co-parenting. This study provided new ideas and interventions to strengthen family cohesion and harmony. [ABSTRACT FROM AUTHOR]

Empathy, the ability to understand and respond to the experiences of others, is an important skill for maintaining good relationships throughout one's life. Previous research indicated that emotional empathy remained stable or even increased in older adults compared to younger adults, while cognitive empathy showed age-related deficits. Based on the selective engagement hypothesis, this deficit was not caused by a decline in cognitive functioning, but by a lack of willingness to judge the target person's emotions more precisely, that is, by a lack of interaction motivation. In order to provide more evidence on the causes of empathic aging in older adults, the current study investigated the influence of interaction motivation on empathy in older adults in an Eastern cultural context (China) based on the selective engagement hypothesis. This study used older adults and younger adults as subjects. Through two experiments, empathy was measured by the multiple empathy test (Experiment 1) and film tasks (Experiment 2); at the same time, use accountability instructions (Experiment 1), the age-related events (Experiment 2) to manipulate interaction motivation. The results showed that emotional empathy was significantly higher in older adults than in younger adults, regardless of whether interaction motivation was elicited. In terms of cognitive empathy, when there is no motivation, the cognitive empathy of older adults is significantly lower than that of younger adults. When the interaction motivation is stimulated, the cognitive empathy of older adults is no less than that of younger adults. This suggested that empathic aging in older adults was not a permanent decline in cognitive empathy, but rather a decline in interaction motivation, supporting the selective engagement hypothesis. [ABSTRACT FROM AUTHOR]

The present research, comprised of two studies, examines the features and factor structure of the Teacher Caring Questionnaire, a measure of teacher caring developed in the Zhejiang province of China. In the first study, features of teacher caring were derived from open-ended teacher and student descriptions of caring teacher behaviour. A second sample of teachers then rated the necessity of each of the features as an aspect of teacher caring. In the second study, the development of a self-report questionnaire based on these eight features is described, and its factor structure examined through exploratory and confirmatory factor analyses. This process resulted in six initial factors, which were subsequently combined into three higher order factors, which appear to best capture the instrument's structure. Internal consistency estimates for the three resulting subscales were calculated for five samples, and test-retest reliability calculated for Sample 5. Support for the convergent, discriminant and predictive validity of the measure were examined through correlations with conceptually similar measures, and t-tests comparing subscale scores for participants who indicated willingness to provide help (or not) under different conditions. Our analyses suggest that the Teacher Caring Questionnaire holds promise as a measure of teacher caring in the Zhejiang province. Furthermore, our method might inform similar efforts to develop context-grounded measures, as well as efforts to examine the cultural relevance of existing measures.

Schadenfreude is a joyful emotional response to the misfortune of others. Individuals' schadenfreude over the misfortunes of ingroup and outgroup members may vary depending on how groups interact. Accordingly, this study examines the effects of different social interaction patterns and group identity on schadenfreude and their mechanisms. The study participants were Chinese college students. Study 1 (n = 83) investigated whether there are differences in individuals' schadenfreude towards ingroup and outgroup members under two different patterns of social interaction: cooperation and competition. On the basis of this study, Study 2 (n = 73) focused on the mechanisms underlying the influence of individuals' Schadenfreude on ingroup and outgroup members in competitive situations, and the mediating role of disgust. It was found that there was an interaction between group identity and social interaction patterns, with people showing more schadenfreude over the misfortunes of outgroup members than ingroup members, and competitive situations increasing disgust and schadenfreude over outgroup members. However, no differences were found in individuals' schadenfreude towards ingroup and outgroup members in cooperative situations. This is instructive in terms of real-life intergroup relations as well as patterns of social interaction. This proves that cooperation and group contact is a way to reduce schadenfreude. [ABSTRACT FROM AUTHOR]

Background: Teacher burnout is characterized by emotional and physical exhaustion resulting from excessive work-related stress. Previous research based on traditional latent variable theory has revealed a significant negative relationship between TB and psychological capital (PsyCap). This study explored the complex symptoms of TB and the contact points of PsyCap in reducing TB using psychometric network analysis.Methods: A total of 3991 teachers completed the burnout subscale of the Professional Quality of Life and Psychological Capital Scale.Results: The results showed that: (a) In the TB network, the core symptoms displayed by teachers due to burnout are difficulty feeling "I am a very caring person", "I am happy", and "I am the person I always wanted to be"; (b) The TB-PsyCap network was closely connected, and the symptoms affected each other. PsyCap affected the TB network through "I feel optimistic and happy almost every day" and "I often feel that there is a future as a teacher"; (c) PsyCap's bridge symptoms had a negative impact on TB, and PsyCap may reduce TB primarily through optimistic, hopeful dimensions.Conclusion and Implications: Psychometric network analysis helps us understand the complex symptoms of TB and the contact points of PsyCap in reducing TB. This study offers valuable insights into the prevention of, and intervention in, burnout within the teaching community. [ABSTRACT FROM AUTHOR]

Psychometric properties of the Chinese version of Interpersonal Reactivity Index (C-IRI) were examined in a sample of 930 teachers in China. The subscales of the C-IRI demonstrated acceptable to good internal consistency and test-retest reliability. Exploratory and confirmatory factor analyses revealed a stable four-factor structure across three independent samples. The construct validity was also demonstrated; the scores of teachers on perspective taking and empathic concern were significantly higher than those of web users and prisoners. The convergent and discriminant validity of the C-IRI subscales were evaluated using measures of social functioning in the domains of self-esteem, social anxiety, shyness, agreeableness, and forgiveness. (Contains 1 note, 6 tables, and 1 figure.)

Empathy has garnered increasing recognition as a pivotal component of teacher–student interactions and a notable determinant of student achievement. Nevertheless, the exact impact of empathy on teacher–student interactions remains elusive, despite research endeavors into the neural mechanisms of teacher empathy. Our article examines the cognitive neural processes of teacher empathy during various forms of teacher–student interactions. To this end, we first present a concise review of theoretical considerations related to empathy and interactions, followed by an extensive discussion of teacher–student interactions and teacher empathy through both "single-brain" and "dual-brain" perspectives. Drawing on these discussions, we propose a potential model of empathy that integrates the affective contagion, cognitive evaluation, and behavior prediction aspects of teacher–student interactions. Finally, future research directions are discussed. [ABSTRACT FROM AUTHOR]

Previous studies on the brain–brain interaction of deception have shown different patterns of interpersonal brain synchronization (IBS) between different genders. However, the brain–brain mechanisms in the cross-sex composition need to be better understood. Furthermore, there needs to be more discussion about how relationships (e.g., romantic couples vs. strangers) affect the brain–brain mechanism under interactive deception. To elaborate on these issues, we used the functional near-infrared spectroscopy (fNIRS)-based hyperscanning approach to simultaneously measure interpersonal brain synchronization (IBS) in romantic couples (heterosexual) and cross-sex stranger dyads during the sender–receiver game. The behavioral results found that the deception rate of males was lower than that of females, and romantic couples were deceived less than strangers. Significantly increased IBS was observed in the frontopolar cortex (FPC) and right temporoparietal junction (rTPJ) of the romantic couple group. Moreover, the IBS is negatively correlated with the deception rate. No significantly increased IBS was observed in cross-sex stranger dyads. The result corroborated the lower deception of males and romantic couples in cross-sex interactions. Furthermore, IBS in the PFC and rTPJ was the underlying dual-brain neural basis for supporting honesty in romantic couples. [ABSTRACT FROM AUTHOR]

Empathy involves both empathic ability and empathic motivation. An important topic has been how to measure empathic ability and motivation simultaneously in both clinical and non-clinical samples and across different cultures. The Empathy Components Questionnaire (ECQ) is a self-report questionnaire that measures empathic ability and motivation in a questionnaire. The current study aimed to validate the Mandarin Chinese version of the ECQ (ECQ-Chinese) in three Chinese samples. In study 1, a total of 538 Chinese participants (Sample 1) completed the ECQ-Chinese via an online survey, and existing measures of empathy and related constructs which were used for criterion validity. In study 2, a total of 104 participants (Sample 2) were recruited again from sample 1 and completed the ECQ-Chinese three weeks later to investigate test-retest reliability. In study 3, a further 324 participants (Sample 3) completed the ECQ-Chinese for confirmatory factor analysis. The results showed that the ECQ-Chinese has a good internal consistency reliability, split-half reliability, and criterion validity (Study 1), and a good test-retest reliability (Study 2). Further, Study 3 found that a 22-item ECQ-Chinese consisting of five subscales had a good construct validity, convergence validity and discriminate validity, demonstrating it to be a suitable tool for the measurement of empathic ability and motivation in Chinese samples and to carry out cross-cultural studies of empathy and its components. [ABSTRACT FROM AUTHOR]

Introduction: Teachers' mental health is an imperative aspect in ensuring their appropriate cognition, behaviors and perception. Studies have reported mixed results on work engagement and compassion fatigue among employees in different time and cultures. This study assesses and examines the correlation between Chinese teachers' work engagement and compassion fatigue during the pandemic. Methods: An online questionnaire was designed through a Chinese data collection platform (Credamo), and the sample of 3147 teachers in Zhejiang province (China) completed the survey online. The Utrecht Work Engagement Scale (UWES) was used to measure teachers' work engagement (WE), while the Professional Quality of Life Scale version 5 (ProQoL-5) was used to measure teachers' compassion fatigue (CF). SPSS 25, PROCESS Macro of SPSS, and JASP were used to analyze the data. Results: The results indicated a negative correlation between teachers' work engagement and compassion fatigue in general, while particularly, vigor, dedication, and absorption negatively correlated with burnout (r = − 0.370, r = − 0.243, and r = − 0.220 respectively), but positively correlating with secondary traumatic stress (r = 0.489, r = 0.343, and r = 0.319). Discussion: Teachers' working experience positively correlates with their work engagement but negatively correlates with their compassion fatigue. Conclusion: Teachers' work engagement (ie, dedication) is important in reducing compassion fatigue and maintaining compassion satisfaction. [ABSTRACT FROM AUTHOR]

The primary objective of this research was to find out the impact of GRX scale (ganqing, renqing, and xinren) on a non-Chinese working environment. Thus, to apply and ascertain the effect of the three dimensions of guanxi on employees' engagement and, eventually, their job performance in an African working environment. This research used social exchange theory to explain the relationship between supervisors and their subordinates. The research data comprises 530 respondents who were randomly chosen from seven organizations. Smart-PLS 3.2.8 was the primary instrument used to analyze the data. The finding indicated that renqing, synonymous with mutual sharing or need for reciprocity, was highly significant with employee engagement and job performance. Hence, a win-win outcome is achieved whenever employers exhibit genuine concern and care for their employees. Additionally, there was a negative relationship between ganqing (emotional attachment) and employee engagement. This revealed that making decisions based on personal relationships will negatively affect employees' engagement and job performance. This research adds to the literature by revealing that guanxi is applicable in non-Chinese workplaces. [ABSTRACT FROM AUTHOR]

Compassion fatigue is a unique form of burnout that can seriously negatively impact both teachers' development and students' growth. A questionnaire survey was carried out among 1558 primary and secondary school teachers from 28 provincial administrative regions by using the Professional Quality of Life Scale (Pro QOL-5), and the results showed that: (1) the quality of professional life of primary and secondary school teachers in China is at the medium level, and compassion fatigue above the mild level is widespread; (2) there are individual differences in teachers' compassion satisfaction and burnout. Teachers with more than 20 years of teaching experience at the senior title or above and college degree or below have higher levels of compassion satisfaction and lower levels of burnout. The level of compassion satisfaction is relatively high among teachers who are at school-level leadership or above and who are primary school teachers. The level of secondary trauma is relatively high among teachers in secondary schools and secondary vocational schools; (3) position (headteacher and class teachers), title (primary), and school type (secondary) have a significant influence on the degree of compassion fatigue. The findings suggest that compassion fatigue among primary and secondary school teachers needs urgent attention. By helping teachers identify compassion fatigue, learn self-care, adjust self-cognition, and clarify the boundaries of their professional competence, teachers' compassion fatigue can be prevented and alleviated. [ABSTRACT FROM AUTHOR]

Introduction: Mobile phones bring much convenience to college students' lives, but they also cause problems. Few studies have explored the effect of the fear of missing out (FoMO) on problematic mobile phone use among college students. This study tested the mediating effect of self-control in the relationship between FoMO and problematic mobile phone use. It also explored the moderating roles of perceived social support and future orientation in the relationship between these variables. Methods: A cross-sectional design was used in this study. Materials include the Fear of Missing Out Scale, Perceived Social Support Scale, Self-control Scale (Chinese version), Mobile Phone Addiction Index, and Consideration of Future Consequences Scale. Of 3606 participants, 3189 completed the questionnaire. SPSS 21 was used to analyze the mediation and moderation effects. Results: The results showed that problematic mobile phone use was positively predicted by FoMO. The relationship between FoMO and problematic mobile phone use was partially mediated by self-control. When the scores of perceived social support and future orientation were high, the negative effect of FoMO on problematic mobile phone use was reduced. Conclusion: The negative effect of FoMO on problematic mobile phone use through self-control was moderated by perceived social support and future orientation. [ABSTRACT FROM AUTHOR]

Purpose: Since it is practically significant to explore how to repair the public's trust in charities during accidental crisis, this study explored the crisis response strategies that charitable organizations with and without crisis histories could adopt when facing a current accidental crisis. Participants and Methods: Study 1 (N = 177) used a 2 × 2 between-subjects design to examine the effects of crisis history (no crisis history vs. crisis history) and crisis response strategies (diminish vs. rebuild) on charity trust repair during an accidental crisis. Study 2 adopting a 3 × 2 between-subjects design examined the effects of crisis history (victim crisis history vs. accidental crisis history vs. preventable crisis history) and crisis response strategies (diminish vs. rebuild) on charity trust repair during an accidental crisis. Results: The results of Study 1 showed that the diminish strategy adopted by charities in an accidental crisis can enhance public trust. However, if the charity has a crisis history, the rebuild strategy will enhance public trust. The results of Study 2 showed that, under the victim crisis history condition, participants' charity trust was borderline significantly higher than their pre-test charity trust when the diminish strategy was used. However, rebuild strategies did not significantly increase trust. Under the accidental crisis history condition, diminish strategies improved trust after the accidental crisis, while rebuild strategies did not. Under the preventable crisis history condition, diminish strategies did not improve trust after an accidental crisis, while rebuild strategies did. Conclusion: Charities should adopt a diminish strategy when experiencing their first accidental crisis. Charities with a victim or accidental crisis history should adopt a diminish strategy when facing a current accidental crisis. However, if a charity has a preventable crisis history, rebuild strategies are the most appropriate response to a current accidental crisis. [ABSTRACT FROM AUTHOR]

Purpose: People choose actions that maintain their moral self-regard. This paper explains how one's moral actions influence moral self-regard. The moral threshold model (MTM) has been proposed by scholars and tested using a limited sample. However, whether the MTM is universally applicable among people is still unknown. Participants and Methods: Our sample comprised 1761 individuals living in China, a collectivist culture, who were recruited to test the two main hypotheses of the MTM. Participants engaged in a hypothetical investment task. Results: 1) When the beneficiary was a prosocial cause, participants showed stronger preferences for smaller guaranteed positive payouts over larger uncertain ones; 2) as compared to making decisions for charities, when a participant made decisions exclusively for themselves, the maximum potential benefit was more likely to influence participant behavior. Conclusion: The current study provides initial evidence for the validity of using the worst outcome avoidance (WOA) hypothesis of MTM among members of China's collectivist culture, indicating that the WOA hypothesis of MTM may have universal application. [ABSTRACT FROM AUTHOR]

Purpose: Several studies have demonstrated that perspective-taking can foster interpersonal trust. However, few studies have explored the effect of social perspective-taking on interpersonal trust under a specific social context and its internal mechanism. The present study explored the effect of social perspective-taking on interpersonal trust and further examined this interaction under two different social contexts: a cooperative vs a competitive context. We also explored why social perspective-taking fostered interpersonal trust. Methods: Study 1 (N = 45) was conducted using a within-subjects design in which participants were asked to read the dilemmas of two partners under two conditions (social perspective-taking vs objective focus) and complete the trust game after each reading. In Study 2 (N = 135), we manipulated the social context by a word memorization task to explore the effect of social perspective-taking on interpersonal trust under different contexts (competitive vs cooperative). In Study 3, we examined benevolence as a mediator in the relationship between social perspective-taking and interpersonal trust. Results: Study 1 showed that interpersonal trust under the social perspective-taking condition was significantly higher than interpersonal trust under the objective focus condition. Study 2 showed that under the cooperative context, participants under the social perspective-taking condition invested more money to another partner than those under the objective focus condition. However, under the competitive context, the results were the opposite. Study 3 demonstrated that benevolence mediated the relationship between social perspective-taking and interpersonal trust in both cooperative and competitive contexts. Conclusion: Social perspective-taking could improve interpersonal trust under a cooperative context, while the degree of interpersonal trust decreases under a competitive context. Moreover, social perspective-taking could influence the perception of benevolence and thereby enhance or diminish interpersonal trust. [ABSTRACT FROM AUTHOR]

We investigated whether intra‐/interhemispheric long‐range beta coherences mirror developmental changes in affective functional integration during adolescence. Electroencephalogram data were gathered from 15 young adolescents, 16 old adolescents, and 16 young adults during viewing affective pictures. The results indicated that both positive and negative pictures induced greater intra‐ and interhemispheric long‐distance beta coherences than neutral pictures. However, opposite results were observed between young and old adolescents in terms of negative phase differences. Old adolescents exhibited greater beta coherences for positive and negative pictures than both young adolescents and young adults, but there was no difference between the groups for neutral pictures. These observations suggest that long‐range beta coherence might reflect the late maturation of affective functional integration in adolescents. [ABSTRACT FROM AUTHOR]

Behavioral synchronization has been found to facilitate social bonding and prosociality but the neural mechanisms underlying such effects are not well understood. In the current study, 60 dyads were hyperscanned using functional near-infrared spectroscopy while they performed either a synchronous key-pressing task or a control task. After the task, they were asked to perform the dictator game to assess their prosocial behavior. We also measured three potential mediating variables: self–other overlap, perceived similarity and interpersonal neural synchronization. Results showed that dyads in the synchronization group were higher in behavioral synchronization, interpersonal neural synchronization (INS) at the right dorsolateral prefrontal cortex, self–other overlap, perceived similarity and prosociality than those in the control group. INS was significantly associated with prosocial behaviors and self–other overlap. After testing four meditation models, we found that self–other overlap and INS played a serial mediation role in the effect of behavioral synchronization on prosociality. These results contribute to our understanding of the neural and cognitive mechanisms underlying the effect of behavioral synchronization on prosocial behavior. [ABSTRACT FROM AUTHOR]

The correlation between age and empathy is not clear, with prior findings yielding mixed and inconsistent results. Here, we distinguished between two aspects of empathy and respectively investigated the effects of age on the affective and cognitive facets of empathy using a self-report measure (interpersonal reactivity index, IRI) and performance-based tasks (viewing films). The results showed that older adults manifested age-related deficits in both trait and state cognitive empathy, with the latter being positively associated with memory. Otherwise, the overall affective empathy increased in the elderly, but the age-related differences in affective empathy may be qualified by the valence of the film clips. Specifically, older participants showed more empathic concern (EC) and less personal distress (PD) to other people's emotions than the younger participants for the distress film. Interestingly, for the amusing film, older participants demonstrated more EC and PD. Overall, the two aspects of empathy have different development trajectories. [ABSTRACT FROM AUTHOR]

Background: Perceived empathy is a commonly used strategy to cope with pain and is crucial for maintaining intimacy in dyadic relationships. Materials and methods: This study used the cold pressor test to investigate how perceived empathy and relationship type interact with the subjective perception of pain and objective measures of recovery time, using heart rate as an index. One hundred and ninety participants were recruited, including 49 friend dyads and 46 romantic partner dyads. Perceived empathy was manipulated by adopting three levels as the experimental conditions: high, accurate, and low. Results: In the subjective perception stage, the results showed a significant interaction of relationship type and empathy with pain reporting, indicating that romantic partners reported more pain than friends under the accurate empathy condition. There were no differences between the two groups in the high and low perceived empathy conditions. In the self-recovery stage, the results showed that romantic partners had less pain tolerance than friends in all three perceived empathy conditions. On the other hand, romantic partners recovered faster than friends under the accurate empathy condition, but not under the high and low perceived empathy conditions. Conclusion: These results suggest that perceived accurate empathy is necessary for romantic relationships when coping with pain. The findings deepen our understanding of the mechanism of perceived empathy, and the ways in which it modulates psychological and physiological responses in a social context. [ABSTRACT FROM AUTHOR]

This study explored a bidirectional impact on the recognition accuracy of various facial expressions deriving from both the observer and sender in a sample of Chinese participants. A facial manipulation task was used to examine the ability of an observer's facial feedback to modulate the recognition of various facial expressions. Furthermore, the effect of a sender's facial expression with an open or closed mouth on recognition accuracy was investigated. The results showed that only recognition accuracy of a sad facial expression was influenced simultaneously by bidirectional sources from a sender and observer. Moreover, the impact of the unidirectional cue of a sender's facial feature (i.e., mouth openness) on happy and neutral faces was found to influence the recognition accuracy of these faces, but not the observer's bodily state. These findings indicate that the bidirectional impact derived from an observer and sender on facial expression recognition accuracy differs for emotional and neutral expressions. [ABSTRACT FROM AUTHOR]

Although social norms play an important role in smoking cessation, relatively little is known about the underlying mechanisms of influence of specific social norms on willingness to quit smoking. This study aimed to test the mediated role of smoking risk perception on the relationship between social norms (injunctive norms and descriptive norms) and willingness to quit smoking. A total of 340 smokers completed questionnaires about perceived descriptive norms and injunctive norms, smoking risk perception, and willingness to quit smoking and nicotine dependence. Mediation analysis shows that (1) descriptive norms, injunctive norms, and smoking risk perception were all predictors of the willingness to quit smoking and that (2) smoking risk perception completely mediated the predictive effect of injunctive norms on willingness to quit smoking and partially mediated the predictive effect of descriptive norms on willingness to quit smoking. Overall, these findings suggest that smoking risk perception is an important underlying internal mechanisms for explaining how descriptive norms and injunctive norms respectively influence smokers’ willingness to quit smoking. [ABSTRACT FROM AUTHOR]

Teachers' job satisfaction is a prominent aspect that determines workplace well-being and job performance. With the outbreak of COVID-19, changes in the teaching process have emerged (e.g., the shift to online classes and an increase in teaching hours), which might be affecting job satisfaction. A closer look at predictors of teachers' job satisfaction and the level to which they have influenced teaching satisfaction during the period of COVID-19 pandemic is very important. This survey involved a sample of 2886 Chinese teachers to examine the effects of teachers' work values on their job satisfaction through the mediating role of work engagement. The analysis by SPSS 25 and PROCESS for SPSS software was run, and the results showed a strong effect of teachers' work values on job satisfaction (β = 0.203, SE = 0.203, p < 0.01) and of work values on job satisfaction through the mediating role of work engagement (β = 0.204, SE = 0.017, p < 0.01). From the correlation analysis, work values strongly correlated with work engagement (r = 0.499, p < 0.01) and job satisfaction (r = 0.360, p < 0.01). Teachers' work values and work engagement played a predicting role on job satisfaction among Chinese teachers during this period of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Recently, scientific theories on career satisfaction (CS) have been promoted worldwide. Research on the subject has become more and more popular, especially during the COVID-19 pandemic. This study adds to the existing literature by investigating the impact of organizational support on career satisfaction through the mediation role of job crafting and work engagement among Chinese teachers. A diverse sample of teachers (n = 3147) was drawn from various schools in Zhejiang province (P.R. China), from June to September 2021. SPSS 26 software with PROCESS macro and JASP was used to analyze the data. The findings demonstrate that perceived organizational support (POS), job crafting (JC), and work engagement (WE) have a significant and positive relation with teachers' career satisfaction. POS was serially associated with JC (b = 0.34, p = 0.001), CS (b = 0.40, p = 0.001), and WE (b = 0.49, p0.001). The residual direct pathways for JC → CS (b = 0.55, p = 0.001, 95% CI = [0.51, 0.60]) and for WE → CS (b = 0.47, p = 0.001, 95% CI = [0.44, 0.50]) were significant. Sequentially, JC and WE mediated the relation between POS and CS. The multiple mediation model supported our general hypothesis that JC and WE mediate the relationship between POS and CS. [ABSTRACT FROM AUTHOR]

Though the positive association between well-being and professional identity among employees is well-document, the internal mechanism underlying this association is known little. Guided by self-determination theory (SDT) and the job demands-resources (JD-R) model, this study examined the roles of job crafting and work engagement in mediating the association between professional identity and workplace well-being. We surveyed 2090 teachers (including Primary, Middle, and High School teachers) (M age = 39.42 years; SD = 8.72). Teachers completed a series of questionnaires, such as the Teachers’ Professional Identity Scale, Employee’s Workplace Well-being Scale, Job Crafting Scale, and Utrecht Work Engagement Scale. We controlled age, teaching age, and gender covariates to get conservative predictions. Multiple mediation analyses were utilized in this study to prove that: (a) professional identity was positively linked to workplace well-being; (b) both job crafting and work engagement take mediator roles in associating the relationships between professional identity and workplace well-being; and (c) a serial indirect pathway (professional identity → job crafting → work engagement → workplace well-being) emerged. These findings explore the factors that affect well-being and point to potential ways in enhancing teachers’ workplace well-being even when the task is severe. [ABSTRACT FROM AUTHOR]