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According to the heuristic model of emotion socialization by Eisenberg et al., parental reactions to children's negative emotions (RCNE) have an important role in this socialization process; however, its effects on children's social-emotional outcomes may be moderated by the children's temperament. This longitudinal study verified this proposition by testing maternal and paternal RCNE as predictors of preschoolers' behavioral adjustment and child inhibitory control as a moderator of these associations. Mothers and fathers of 113 Chinese children (M[subscript age] = 57.41 months, SD = 7.16 months) reported on their RCNE and child inhibitory control at Time 1 (T1) and reported on child behavioral adjustment (i.e., externalizing problems, internalizing problems, and prosocial behaviors) both at T1 and 6 months later (Time 2, T2). Multiple linear regression analyses showed that after controlling for child behavioral adjustment at T1, child age, and paternal education level, (a) paternal supportive reactions negatively predicted child externalizing problems and positively predicted child prosocial behaviors, and (b) the associations between parental RCNE and child behavioral adjustment were moderated by child inhibitory control. Specifically, only for children low on inhibitory control, paternal supportive reactions negatively predicted child externalizing problems, and maternal supportive reactions positively predicted child prosocial behaviors.

Adolescence is a critical period during which youth develop and shape their behaviors. Because differences between youths are strongly connected to environmental factors, we aimed to elucidate possible pathways from home-school regulation and atmosphere to youths' prosocial and antisocial behaviors. Data were derived from the China Education Panel Survey. This study involved a total of 9291 students aged 14-15 years (4834 boys, 4457 girls). We used structural equation modeling (SEM) with LISREL 8.80 and Monte Carlo resampling with R to conduct the analysis strategy. In the home-school regulation, parental supervision on the one hand and teacher criticism on the other hand have direct positive and negative predictive effects on youths' prosocial behaviors, respectively, while their direct effects on antisocial behavior are the opposite; teachers praise does not directly affect adolescents' prosocial and antisocial behaviors. In the home-school atmosphere, family interaction and perceived good class climate directly positively affect youths' prosocial behaviors, while the direct effects of both on antisocial behavior are not significant. The SEM results reveal that academic self-efficacy and depressive symptoms may be underlying mediating mechanisms through which home-school regulation and atmosphere during adolescence affect students' prosocial and antisocial behaviors. Intervention programs targeting home-school supportive environments and prevention programs targeting positive emotion and self-awareness may yield benefits for proper social behavior in adolescents. For example, by enhancing the way and frequency of parent-child interaction, teachers and students jointly create a good class climate of care and friendship to strengthen a home-school supportive environment. Improve adolescents' positive emotions such as contentment, optimism, and hope to reduce the possibility of depression.

While negative associations between behavioral inhibition/shyness and social competence are well established for children from Western cultures, the directions of these associations have been inconsistent for Chinese children, partly due to the ongoing social-cultural changes in China. Drawing from three samples of young Chinese children (born between 2009 and 2019), we aim at examining how inhibition/shyness predicts cooperative behaviors and prosocial behaviors throughout early childhood. In Study 1 (N = 700, children aged between 36 and 72 months), mother-reported inhibition/shyness was negatively associated with mother-reported cooperative and prosocial behaviors during the preschool years. In Study 2 (N = 251, at 6, 15, 25, and 37 months of children's ages), mother-reported inhibition/shyness in infancy was negatively associated with mother-reported cooperative behaviors but was not related to observed cooperative behaviors at the early preschool age. Infancy inhibition/shyness was negatively associated with mother-reported and observed prosocial behaviors. In Study 3 (N = 95, at 14, 25, 38, and 60 months of children's ages), the inhibition/shyness trait, assessed by both observation and maternal report, did not predict any indicators of cooperative behaviors. Early childhood inhibition/shyness, however, still predicted fewer observed and mother-reported prosocial behaviors. On balance, our research supports a negative association between early inhibition/shyness and later prosocial behaviors. The mixed findings concerning cooperative behaviors are interpreted in light of sociopolitical changes in China during the past two decades.

Children's sharing behavior is profoundly shaped by social norms within their society, and they can learn these norms by directly observing how most others share in their immediate environment. Here we systematically investigated the impact of majority influence on the sharing behavior of young Chinese children through three studies (N = 336, 168 girls). Four- and 6-year-olds were allowed to choose 10 favorite stickers and had an opportunity to engage in anonymous sharing. Before making the sharing decision, children were assigned to one of two conditions: watching a video in which three peers all shared 8 out of 10 stickers (i.e., the majority sharing condition) or making their decisions without watching the video (i.e., the control condition). Results showed that both the 4- and 6-year-old children shared more stickers in the majority sharing condition than in the control condition (Studies 1 & 2). Moreover, the influence of the majority had a stronger effect compared to the influence of a single role model. Children shared more stickers after observing three peers sharing, compared to watching one peer sharing three times (Study 2). Furthermore, children were less likely to copy the majority's non-sharing behavior when it came to giving away stickers without prosocial outcomes, which was particularly evident among 4-year-olds (Study 3). The results reveal that majority influence uniquely shapes children's sharing behavior and that children selectively follow the majority based on whether the behavior exhibits prosocial attributes. A video abstract of this article can be viewed at https://youtu.be/8qNNhf9754I?si=7YfpaFpcD_IjlXjJ.

This study compared the five-word lexical bundles (LBs) expressing gratitude in acknowledgments of dissertations written by Chinese and American PhD students of linguistics. Two corpora were built: (1) The Chinese University Dissertation Acknowledgments Collection (CUC) which contained 700 acknowledgments with a total of 300,686 tokens, and (2) the American University Dissertation Acknowledgments Collection (AUC) which contained 700 acknowledgments with a total of 493,045 tokens. We then retrieved five-word LBs, of which LBs expressing gratitude in CUC and AUC were identified, categorized, and compared with respect to frequency, forms and structures. Major findings were: (1) the Chinese students used a substantially greater number of gratitude LBs than the American students; (2) the two groups used considerably different gratitude LBs; and (3) the two groups mainly relied on verb phrase-based LBs to express gratitude, but the Chinese students used a larger proportion of noun phrase- yet a smaller proportion of verb phrase-based items than the American students; and (4) the two groups used dissimilar structures and words to construct gratitude LBs. These findings enrich our knowledge of linguistic patterns in dissertation acknowledgments as a unique genre of academic prose, and provide corpus-based learning materials for students tasked with properly expressing gratitude in their theses or dissertations.

This paper examines the relationship between the concepts of humility and competition in Confucianism and Daoism, and discusses their relevance to contemporary education. It argues that while both philosophical traditions value humility and caution against excessive competition, they do not outrightly reject competition; instead, they advocate for a harmonious balance between humility and competition through yielding (rang) and showing reverence (gong) or acting through non-action (wei-wu-wei) to resolve conflicts and promote healthy competition. The insights gleaned from this exploration carry significant implications for the moral development and mental well-being of students, particularly in the context of high-stakes testing cultures in China and other countries. They also offer valuable support in nurturing students' qualities such as openness to learning, humble leadership, and appreciation of diversity and multiculturalism essential for success in a diverse and interconnected world.

Based on the positive youth development (PYD) framework, the protective-protective model, and the conservation of resources theory, this study examined the negative moderating effect of hope between peer trust and six types of prosocial behaviors (emotional, dire, altruistic, compliant, anonymous, and public) among rural left behind adolescents (LBAs) and analyzed the difference of the moderating effect of hope between LBAs and nonLBAs. A total of 700 rural LBAs and 673 rural non-LBAs in Fujian province were surveyed using the Peer Trust Scale, Hope Scale, and Prosocial Tendencies Measure. Correlation analysis showed that peer trust, hope, and six types of prosocial behaviors were all positively correlated. Moderated analysis revealed that peer trust had a stronger influence on emotional, dire, altruistic, and compliant prosocial behavior under a low level of hope in LBAs. Compared with LBAs, hope did not moderate the relationship between peer trust and emotional, dire, and compliant prosocial behavior in non-LBAs. This study revealed the moderating mechanism of LBAs' peer trust and prosocial behavior and might help them to improve their prosocial behavior.

Although peer support is documented as a predictor of adolescents' prosocial behavior, the influencing mechanism of peer support on prosocial behavior among adolescents from low-income families has not been fully researched. The current research conducted two studies to examine the influencing mechanism of peer support on prosocial behavior among adolescents from low-income families. Study 1 (N = 579) investigated the influencing mechanism of peer support on prosocial behavior with a longitudinal dataset. Study 2 (N = 228) investigated the effect of peer support priming on money donation with an experimental approach. The results of Study 1 and Study 2 consistently demonstrated that communal social goals mediated the association between peer support and prosocial behavior among adolescents from low-income families, and cumulative family risk moderated this indirect link. The positive effect of peer support on prosocial behavior through communal social goals might be weakened if adolescents experience more risk factors in the family context.

The self-oriented and other-oriented empathy dimensions may have different relationships with playfulness. However, a scarcity of research exists on the association between empathy and playfulness. The present research contained two studies. Parents of 386 preschoolers (M[subscript age] = 4.89, SD[subscript age] = 0.79) attended Study 1, and teachers of 369 preschoolers (M[subscript age] = 4.16, SD[subscript age] = 0.83) attended Study 2. The parents and teachers completed the Chinese versions of the Children's Playfulness Scale (CPS-C) and the Chinese Empathy Questionnaire (EmQue-C). The results of these two studies revealed the pattern of associations between empathy and playfulness: while the self-oriented empathy dimension (i.e. emotion contagion) negatively predicted preschoolers' playfulness, the two other-oriented empathy dimensions (attention to others' distress and prosocial behaviour) positively predicted playfulness. Moreover, gender moderated the association between empathy and playfulness. These findings enhanced our understanding of the social and emotional traits of playful children.

Purpose: The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation. Design/methodology/approach: A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses. Findings: This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model. Practical implications: The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students' intrinsic learning motivation and cultivating their prosocial motivation. Originality/value: This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.

There is growing evidence that the defining characteristics of autism spectrum disorder are distributed across the general population; therefore, understanding the correlates of prosocial behavior in individuals with high levels of autistic traits could shed light on autism spectrum disorder and prosocial behavior. In this study, the mechanism underlying the influence of individuals' autistic traits on their prosocial behavior was explored by conducting a questionnaire survey of 414 Chinese college students. The results showed that autistic traits can influence individuals' prosocial behavior not only through the separate effects of received social support and perceived social support but also through the chain mediating effects of received social support and perceived social support; however, the direct effect of autistic traits on individuals' prosocial behavior is not significant. This study is conducive to understanding the internal mechanism underlying the relationship between autistic traits and prosocial behavior. Future work is required to further investigate the clinical autism spectrum disorder samples and cross-cultural applicability of the model found in this study.

This study examined the mediating effects of cognitive empathy and affective empathy in the relationship between dispositional awe and prosocial behaviour in medical students, and whether perceived stress moderated this association. A total of 631 medical students from two medical tertiary institutions in Liaoning Province, China, participated in this survey. The findings revealed that (1) dispositional awe was positively associated with prosocial behaviour; (2) the positive association between dispositional awe and prosocial behaviour was partially mediated by cognitive empathy and affective empathy; (3) perceived stress significantly attenuated the association between dispositional awe and cognitive empathy, and the association between cognitive empathy and prosocial behaviour. The findings yield practical implications for the improvement strategies of prosocial behaviour among medical students and provide suggestions for future educational interventions.

Although school climate plays an important role in the development of adolescent prosocial behaviors and problem behaviors, little is known about the mechanisms underlying school climate's impact on such behaviors, particularly in Chinese adolescents. This study used a multi-informant approach to investigate the mediating role of social-emotional learning (SEL) competencies on the association of school climate with prosocial behaviors and problem behaviors (i.e., internalizing and externalizing behaviors) among Chinese adolescents. A total of 699 students (M[subscript age] = 12.89 years, SD = 0.70) in 7th and 8th grades from three middle schools in Chengdu, China completed measures of perceived school climate and SEL competencies. Their guardians also completed ratings on adolescent prosocial and problem behaviors. As predicted, while perceived school climate was positively associated with adolescent prosocial behaviors, it was negatively related to adolescent internalizing and externalizing behaviors. Analyses using PROCESS further showed that SEL competencies mediated the relationship between perceived school climate and adolescent behaviors. The findings underscored the importance of promoting positive school climate as well as SEL competencies to foster positive adolescent development.

"Best behaviour" picturebooks, also known as "making good habits" or "teaching good manners" picturebooks, have explicit educational intentions that imply a culturally hegemonic voice. Despite this problematic characteristic, these picturebooks are welcomed by both parents and the market in China. Using extant picturebook theory of picture-text relationships, narratological, paratextual analyses and translation theory, this article seeks a better understanding of how this hegemonic voice is formed, resolved or consolidated via a critical reading of three best-selling "best behaviour" picturebook series available in the Chinese market. One is the original Chinese-language WaiWaiTu-ZiKongLi series (Little Bunny series). The second series is the translated United States series, Hands Are Not For Hitting, now a Chinese best behaviour publication. The third series is a translated rendition of Pete the Cat series, which did not serve any evident educational purpose in its original English-market form but has been identified to cultivate good character on the Chinese covers. These publications commonly present straightforward picture-text relationships of two-dimensional stories and characters. Most importantly, adults hold power in these best behaviour children's books. We argue that both the construction and disruption of hegemonic thinking co-exist in these picturebooks, reflecting the nature of adult power plays. At the same time, these best behaviour picturebooks serve as a good example of how hegemonic notions work within specific cultural and pedagogical contexts.

Objective: To study the relationship between emotional contagion, professional behavior, and moral judgment of student teachers and the mediating role of moral judgment among them. Methods: The "Emotional Contagion Questionnaire", "Pro-social Tendencies Measure for Adolescent (PTM)" and "Moral Judgment Test (MJT)" was used to survey 448 student teachers. Results: The emotional contagion and pro-social behavior of student teachers have no significant differences between gender and urban and rural areas, but significant differences in professional nature. No significant differences were observed in moral judgment between urban and rural areas and major character, but significant in gender. A significant positive correlation was detected between emotional contagion and pro-social behavior. Conclusion: Moral judgment plays a partially mediating role in the relationship between emotional contagion and pro-social behavior.

Despite the large number of working-class students having to work while attending schools, their work experience and the potential of class solidarity have been largely unaddressed. By bringing in a social psychological perspective, this article revives the sociological debates of working-class solidarity and challenges the defeatist view of solidarity since the neoliberal turn of the global economy. This article comprises two studies. In Study 1, a "working-class solidarity measure" (WCSM) was developed through interviews, followed by factor-analysis of a vocational school sample in China (n = 509). In Study 2, we validated the factor structure of the WCSM and adopted structural equation modelling to show that prosocial behaviour positively predicted solidarity among vocational school students (n = 2534). Contrary to the understanding that the working-class is divisive and fragmentary, our work shows that working-class solidarity can be built and consolidated through layers of prosocial behaviours by students with work experience.

In recent years, China has been facing a shortage of cadavers for teaching medical students. A better comprehension of the attitudes and factors influencing the general public's opinion toward body donation would be invaluable for planning and implementing body donation programs. Although altruistic attitude and attitudes toward death have received considerable attention in recent years globally, they have been largely understudied in China. Herein, the potential relationship between attitudes toward altruism and death, and willingness toward whole-body donation in a sample of university students in Changsha City in China were analyzed. A multi-stage sampling method was adopted to recruit 478 Chinese college students from two universities: the Medical College of Hunan Normal University (n = 272) and the College of Civil engineering of Hunan University (n = 206). The study participants were assessed by a sociodemographic questionnaire, the Death Attitude Profile-Revised (DAP-R-C) questionnaire, and the altruism scale. Moreover, Chinese University students demonstrated moderate willingness to donate their bodies. The mean score of the willingness of study participants to donate their bodies was 3.138 ± 0.933 (5-point Likert scale). Acceptance toward death, gender, and type of university were positive factors, whereas fear of death negatively affected willingness toward body donation. Regression analysis showed that factors, including gender ([beta] = 0.237), type of university ([beta] = 0.193), natural acceptance ([beta] = 0.177), and fear of death ([beta] = -0.160) influenced willingness toward body donation. Overall, the present study provides hitherto undocumented evidence on factors influencing willingness toward body donation among Chinese university students, which can assist in designing public awareness programs for encouraging body donation.

The concept and connotation of critical thinking are formed based on human activities and social development in Europe and America, while relevant studies in East Asia are lacking. How to deconstruct the characteristics, formation and deep reasons of critical thinking in the East based on its continuous and dynamic human activities is still a challenge. Taking China as the research object, we reveal that the East also produces logic-based and intense critical thinking, and gradually integrates the characteristics of inclusiveness, euphemism, and result-oriented noun in the evolution, which can be attributed to the influence of war, religion, and nomadic and agricultural conflicts. This study is of great significance to the in-depth fundamental understanding of oriental critical thinking. It also holds promise to promote critical thinking education in East Asian countries and the cultural exchanges between the East and the West.

This study examined the mediating effect of meaning in life and the moderating effect of interpersonal trust on the relationship between regulatory emotional self-efficacy (RESE) and prosocial behavior among Chinese college students. RESE and prosocial behavior were evaluated via a survey of 942 participants (51.59% females), showing that RESE was linked to prosocial behavior, and meaning in life mediated the relationship between RESE and prosocial behavior. Additionally, the interpersonal trust could reinforce RESE and meaning in life. In summary, RESE can not only be directly related to the prosocial behavior of college students through the meaning in life, and interpersonal trust can promote the relationship between RESE and meaning in life.

Research Findings: Emotion talk (ET) is an emotion socialization practice theorized to promote children's socioemotional competence. The present study examined parent and child ET in two subgroups of Chinese-heritage families in low-income communities: Chinese immigrant families in U.S. (CA) and Taiwanese families in Taiwan (TW). In a sample of 75 children (age = 3.2 to 7.4 years, 55% girls, 37 TW and 38 CA) and their parents (99% mothers), parents' and children's ET (emotion words, emotion questions and explanations, and global quality or elaborateness of ET) were coded from a shared book reading task. Children's socioemotional behaviors (prosocial behaviors and behavioral problems) were reported by parents, and emotion expressions were coded from an emotion-eliciting task. Significant associations were found between parent and child ET and children's socioemotional behaviors. Controlling for child age, family SES, and total utterances, parents' use of positive emotion words was negatively associated with children's externalizing problems. Children's use of emotion reasoning was positively associated with their expressed sadness. A few cultural group differences were also found: TW children used more negative emotion words and engaged in more elaborative ET than CA children, and TW parents used more emotion reasoning than CA parents. Moreover, TW children had fewer peer problems than CA children. Practice or Policy: The findings suggest emotion talk during shared book reading may be a beneficial family activity that promotes children's socioemotional development in Chinese-heritage families. Parents in low-income Chinese immigrant families likely face socio-cultural barriers to engage in elaborative emotion talk with their children.

Aestheticians pointed out that the long immersion in the beautiful environment plays an important role on the moral education. The research mainly tested the opinion and examined the influence of the environmental aesthetics on moral behaviours and immoral behaviours. Meanwhile, we also further explored the possible pathways for environmental aesthetics influencing moral education, the mediating role of moral disengagement. We invited 334 junior high school students to complete relevant questionnaires. The results found that the higher environmental aesthetics, the lower moral disengagement, and further the higher moral behaviours (the number of donations) and the lower immoral behaviours (lying behaviours). The results also found that the mediating role of moral disengagement in the relationship between environment aesthetics and immoral behaviours. But the moral disengagement didn't play a mediating role in the relation between environmental aesthetics and moral behaviours. These results demonstrated the effect of environmental aesthetics on moral education.

The present study investigated the unique and interactive role of parents' and peers' humanity virtue (i.e. kindness, love, and social intelligence) in association with children's humanity. The participants were 761 fourth-to-ninth-graders (M[subscript age] = 12.62; 45.2% boys) and their biological parents. The humanity subscale of the Values in Action Inventory of Strengths for Adults (VIA-IS) and Youth (VIA-Youth) was used to measure the humanity of each party. The results showed that mothers' and fathers' kindness were associated with children's kindness, mothers' love and fathers' social intelligence were associated with children's love and social intelligence, respectively. All three dimensions of the humanity of peers were positively related to that of children. Two-way interactions were found between mother and peer systems and displayed distinct interaction patterns in terms of kindness and love. Possible explanations and directions for future research are discussed.

Narcissistic youth use social media to engage in a variety of self-promotional behaviors, which have either antisocial or prosocial characteristics. Differing views exist to explain the processes underlying narcissistic self-promotion, either characterizing these actions as intentional, or as impulsive. This study compared intentional attention-seeking and impulsivity as potential mediators of relations between narcissism and both aggressive (i.e., cyberbullying) and prosocial online behavior, and examined whether youth's loneliness might strengthen these associations. Among Chinese early adolescents (N = 213, M[subscript age] = 13.26), narcissism positively predicted youth-reported cyberbullying offending and online prosocial behavior. Loneliness moderated the link between narcissism and attention-seeking, but not impulsivity. Among adolescents higher in loneliness, narcissism indirectly predicted cyberbullying and online prosocial behaviors via attention-seeking. These results highlight narcissism, loneliness, and their interplay as potential predictors of youth's social media behaviors. Links with attention-seeking, in particular, suggest that educators and practitioners might target youth's conscious expectations for social rewards when counseling narcissistic adolescents about self-promotional social media use.

This longitudinal study was initiated to assess the predictors of peer- and teacher-identified Chinese adolescent leaders. Participants were 764 8th grade (14.42 years, 348 girls) and 783 11th grade (17.67 years, 427 girls) students that completed two waves of data collection separated by 1 year. Prosocial behavior, aggression, and the interaction between aggression and effortful control concurrently and longitudinally predicted peer- and teacher-identified leadership. A person-centered analysis revealed that 56.8% of the peer-identified and 37.6% of the teacher-identified leaders exhibited both prosocial and aggressive behavior. Consistent with Confucian ideas, prosocial behavior was strongly associated with leadership in both the variable- and person-centered analyses. These results suggest that the bistrategic model in conjunction with effortful control may be useful for understanding youth leadership contextualized within cultural norms.

Evidence suggests an impact of the COVID-19 pandemic on mental health, particularly among emerging adults. However, theories on altruism born of suffering or adversarial growth suggest that we might also see prosocial behavior as a function of the pandemic, which may protect against mental health challenges. Because cultural values are central in determining prosocial behavior, the current study explored how cultural values were differentially associated with adaptive prosocial behaviors that might protect against mental health challenges. Participants for the current study included 5,682 young people aged 18-25 years from 14 different countries around the world (68% female, 62% college students). Path analyses suggested that there were few differences in patterns as a function of culture, but revealed that horizontal individualism and horizontal and vertical collectivism were indirectly associated with lower levels of depression via prosocial behavior toward family members. Discussion focuses on the importance of coping by strengthening family relationships via prosocial behavior during the pandemic.

Emotional intelligence (EI) is closely connected with mental health, academic achievement, and social adaptation. The purpose of this cross-sectional study is to evaluate EI and explore its associated factors in Chinese adolescents in school. Self-reported questionnaires were distributed to participants--a total of 2,058 students aged 10 to 18 years and 114 homeroom teachers. A hierarchical linear model was used to test the effects of individual and class level variables on EI, respectively. The study found that the participants exhibited slightly higher EI scores than their Western counterparts and that EI levels varied between classes. Students' prosocial behaviors, study pressure, left-behind status (at the individual level) as well as the homeroom teachers' gratitude, job rewards, negative teacher-student relationships, and perceived organizational support (at the class level) were significantly associated with EI. Therefore, the emotional expressions and working situations of homeroom teachers should be promoted to facilitate the development of adolescents.

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.

This study investigated the relationship between prosocial messages, the degree of presence induced from different message types and the heightening effect of moral identity. A total of 96 students were pre-tested with a moral identity scale and assigned to three experiment groups and one control group. Each of the experiment groups was exposed to a series of prosocial messages designed with different message characteristics daily. After 9 days the participants were subjected to moral identity and presence measures. Overall, presence design is key to heightening moral identity. Prosocial messages heightened moral identity symbolization significantly in two of the experiment groups and as expected, no significant changes occurred in the control group. Picture with text (PT) and narrative text (NT) prosocial messages heightened moral identity symbolization more than short text (ST) prosocial messages. Perceived presence mediates the relation between the pre-moral identity symbolization and post-moral symbolization but not moral internalization.

The present research examines the relationship between parenting style and the development of prosocial behaviour of preschool children in China and how this relationship is moderated by family income, an everchanging factor caused by rapid economic development in modern China. A total of 188 parents of preschool children responded to the questionnaires covering both family parenting style and prosocial behaviour scales for preschool children. The results showed that democratic parenting style has a significantly positive prediction on the total score and all dimensions of prosocial behaviour whereas neglecting parenting style is significantly and negatively correlated with the total score and dimensions of sharing and comfort in the prosocial behaviour. Authoritarian parenting style negatively predicts the morality dimension of the prosocial behaviour. Moreover, family income significantly moderates the relationship between parenting style and prosocial behaviour. The results suggest the importance of adopting positive parenting style to cultivate preschool children's prosocial behaviour.

This study aimed to explore the possible indirect pathway between maternal reminiscing style and child socioemotional functioning (prosocial behaviors and emotional adjustment difficulties) through children's autobiographical memory (elaboration and specificity). A secondary exploratory aim was to examine whether cultural context moderated these indirect effects. Participants included 94 mother-child dyads drawn from middle- and high-income families in China and Australia. The dyads completed measures of child memory specificity, maternal report of child socioemotional functioning, and a shared emotional reminiscing task that assessed child memory elaboration and maternal sensitive guidance. Path analysis results indicated an indirect effect of maternal supportive reminiscing via child memory elaboration (but not memory specificity) on children's prosocial behaviors, regardless of the cultural group. However, there was no evidence to suggest an indirect pathway between maternal supportive reminiscing and child adjustment difficulties (or prosocial behaviors) through child memory specificity in either cultural context. These findings provide preliminary support to the recent conceptualization of an indirect pathway between maternal sensitive guidance during emotional reminiscing and children's prosocial behaviors through child memory elaboration. However, it is important to note that the cross-sectional design limits the causal inferences that can be drawn from the findings. The implications for memory specificity in child socioemotional functioning were less clear and indicated a need for further research in this area.

Globally, public affairs programs are designed to meet dual educational purposes. On the one hand, these professional degree programs are intended to educate students for careers in service to the public. On the other hand, these programs are also intended to educate students about our common responsibility to contribute to the betterment of society through civic participation and engagement. Not surprisingly, then, public affairs programs often include a curriculum emphasis on philanthropy; and, as a means of teaching philanthropy, experiential philanthropy has become an increasingly popular pedagogical strategy. Despite growing use of the pedagogy cross-nationally and consistent evidence of its short-term efficacy, there has been limited evidence of the pedagogy's long-term impact. Therefore, in this study, we explore whether experiential philanthropy, as a pedagogical strategy within public affairs programs in the US and China, is associated with long-term philanthropic and prosocial outcomes of former course participants.

Parents and siblings play a vital role in promoting and inhibiting the development of comforting behaviour -- a typical prosocial behaviour. This study aims to explore the dual mediating model of positive and negative sibling relationships between parental self-efficacy (PSE) and firstborn children's comforting behaviours. We enrolled 163 firstborn children aged 4-6 years. The firstborn children scored significantly higher in comforting behaviour in a 'toy damage' task than that in a 'physical harm' task. Moreover, PSE promoted the development of children's comforting behaviour through a positive sibling relationship and weakened the development of children's comforting behaviour through a negative sibling relationship, revealing the internal mechanism of sibling relationship's two-way influence on firstborn children's comforting behaviour. Comparatively, no significant difference was noted in the mediating effect between positive and negative sibling relationships, providing clues for future intervention studies.

This study translates and validates the empathy scale of the How I Feel in Different Situations Questionnaire. Out of 1010 Korean (n = 558) and Chinese (n = 452) middle school students, 342 (Korean = 191 and Chinese = 151) and 668 students (Korean = 367 and Chinese = 301) participated in Studies 1 and 2, respectively. The exploratory factor analysis for Study 1 showed that the scale consisted of two factors, which included both affective and cognitive empathy in both the Korean and Chinese samples. The confirmatory factor analysis for Study 2 also confirmed the two-factor structure and the metric invariances across nationality (Korean, Chinese), gender (female, male), and grade (7th, 8th, 9th). Both affective and cognitive empathy were positively associated with pro-social behavior and perceived social preferences. The results indicate that the translated empathy scale was valid. Further, the same underlying constructs are being measured across nationality, gender, and grade. The distinguishing framework of the affective and cognitive empathy is applicable to Korean and Chinese samples. Understanding the students' empathy measured by the translated scale will help to understand their pro-social behavior and perceived social preferences.

Western teachers working in China often experience cultural conflicts arising from, for instance, the ways that Chinese students perceive face and express criticism. To better understand these face-concerned conflicts, this paper explores the role and significance of email for a group of Chinese students to communicate pedagogical criticism with their western teacher as part of an undergraduate program in Communicative Language Teaching (CLT). A quantitative and qualitative examination of the politeness strategies employed by the Chinese students in their critical emails revealed the three roles of email: email as a safe, polite and effective channel for the Chinese students to express critical views "directly" (without turning to a third party) and "collectively" (on behalf of the other students), email as a major means for their western teacher to be informed about problems "privately," and email as a springboard for the western teacher to communicate later with more other students "publicly." What was criticized in the emails indicated the fundamental disparities in their perceptions of knowledge, the identity of English, and the classroom behavior of silence. Interpretation and discussion of findings were informed by the studies of Chinese psychology and the writer's insider knowledge gained from her four-year longitudinal participant observation.

Rhythmic activities such as joint music-making and synchronous moving are known to produce prosocial effects in both adults and children, but the underlying mechanism remains unclear. One possible mechanism is that the time-locked, fine-grained coordination characteristic of rhythmic activities plays a key role in producing powerful prosocial effects. The present study investigated how coordination in a joint music-making task would influence kindergarteners' prosociality toward both coperformers and unaffiliated strangers. The study involved 138 Chinese children (72 girls, M = 5 years and 6 months, range = 5.0 to 6.0 years) from urban middle-class families. Participants were paired and instructed to play percussion instruments in alternation accompanying a song. In the fine-grained coordination condition, the dyad alternated every measure, resulting in a moment-to-moment coordinative experience; in the coarse-grained coordination condition where the coordination was sparser, the dyad alternated every eight measures. Children in the fine-grained coordination condition were subsequently more willing to help their partner complete a block-assembly task and more generous in sharing stickers with unknown children in a dictator game, compared with children in the coarse-grained coordination condition. These findings demonstrate that fine-grained coordination in rhythmic activities increases prosociality above and beyond having a shared goal of coperforming, supporting that coordination is an integral part of the prosocial mechanism. The prosocial effects of joint rhythmic activities generalized beyond the coperformers to anonymous strangers, indicating that the role of coordination may change from directing specific bonding in infancy to encouraging general prosociality from early childhood and onward.

Creativity is often explored from a Western-dominant perspective. This means that cultures that do not follow dominant culture or Western principles, such as non-Western or minority ethnic cultures, are often misjudged in creativity research and assessment. Additionally, scholarship that does address Asian creativity does so in a way that presents Asian culture as monolithic. This article presents an example of how creativity is defined, recognized, and enacted in four interactive Uyghur language websites that were active between 2014 and 2016. These Uyghur language websites present an interesting example of how an Asian, ethnolinguistic minority culture expresses creativity and innovation while under controlling and conforming pressures of the dominant culture (in this case the Chinese government). Findings suggest that Uyghurs define their creative identity as one that promotes love, joy, and hope for their community, overcomes adversity, and comes from a heritage of scholars and writers. They recognize creativity that aids in community cultural preservation, is selfless, and is the result of hard work. As a result of their controlled status, online Uyghurs articulate that their creativity is limited by the majority culture and emphatically express how their cultural creativity is unique.

Although prosocial behavior has been regarded as a critical predictor of positive peer relationships and teacher-student relationships, more interventional studies are needed to more confidently determine causality. Dizi Gui instruction, a Confucian classical approach, was used in the current research as a prosocial behavior intervention to test whether it would improve Chinese adolescents' peer relationships and teacher-student relationships through the increase of prosocial behavior. Four classes of fifth grade students (N = 242, 118 males, 124 females) participated. The results showed that the Dizi Gui instruction effectively increased students' prosocial behavior, which in turn, improved their peer relationships and teacher-student relationships.

Some researchers have reported that people with higher levels of proactive disposition are more conscientious (Major et al., 2006) and that proactive personality is related to career self-efficacy in career exploration (Qu et al., 2015; Shang & Gan, 2009). In other words, undergraduates who have a stronger sense of responsibility might willingly develop much more self-efficacy or outcome expectations, which in turn may lead to more specific goals in their career development. Few studies have been designed to examine the association among personality variables (e.g., proactive disposition) and career goal intentions, particularly in Chinese undergraduates. The aim of this study was to verify the antecedent role of proactive personality in terms of the career self-management model among a sample of Chinese undergraduate students. Consistent with the authors' hypotheses, the results indicate that proactive personality has a positive association with social career cognitive constructs. Chinese undergraduates who actively influenced and adapted to a changing environment were able to develop greater self-efficacy or outcome expectations, which in turn led to specific and clear goals and intentions in their career development. This study presents a new perspective that might help Chinese undergraduates develop and achieve their self-management intentions and behaviors in career planning and decision making by considering the role of proactive personality.

Following remarks about the nature and significance of values and values education, generally and more specifically in China, England, Mexico and Spain, we explain the methods used to analyse official policies that apply to moral education, citizenship education and character education. We find similarity across the documents regarding five values-related themes: justice and the rule of law; harmony and tolerance; diversity and non-discrimination; international understanding; and equality. These themes emphasise understanding and knowing, with limited consideration of implementation and privileging of dominant values and contextually relevant considerations. We suggest that across countries there are attempts to develop personally responsible citizens and that further work is needed on how these documents are interpreted in practice by educators.

Adolescent behavior is often negatively viewed especially regarding work experience. By introducing a concept of prosocial behavior, our study attempts to provide an alternative view on the effects of teenage job and work experience. We hypothesized that work experience could generate more prosocial behaviors. By surveying a large group of working-class youth (N = 2,860) from eight Chinese vocational schools and using structural equation modeling, we confirmed that the pattern of "having less, giving more" could be found in our sample. Our findings revealed that work experience could facilitate prosocial behavior via the increase of knowledge of both contract-based rights and labor action. By understanding working-class youth's prosocial behavior as a positive outcome of work experience, this study calls for further research on other positive outcomes, such as cooperation, civic engagement, and solidarity, among working-class youth.

The current study aimed to investigate the cultural differences in the developmental origins of children's intent-based moral judgment and moral behavior in the context of indirect reciprocity. To this end, we compared how German and Chinese children interpret and react to antisocial and prosocial interactions between puppets. An actor puppet performed either a positive or negative act toward a prosocial or antisocial target puppet with the intention to cause harm or not; 197 three and five-year-old children participated as a third party and were asked to judge the actor puppet's behavior and to distribute stickers. Results showed that 3-year-old Chinese children were able to take intention and context into account when making moral judgments and distributing resources, whereas German children did not show sensitivity to intention until the age of 5. These findings suggest that culture may mediate children's intent-based moral judgment and moral behavior in the context of indirect reciprocity.

In China, both parents and grandparents play an important role in child-rearing. However, it is unclear whether parenting behaviors reported by early adolescents, parents, and grandparents are comparable. Therefore, this study investigated (a) cross-generational validity of reporting (grand)parenting behavior based on perspectives of adolescents, parents, and grandparents; (b) mean differences in parenting across informants; and (c) how (grand)parenting is related to adolescent's problem behaviors. The sample included 1,149 early adolescents, 1,038 mothers, 926 fathers, and 248 grandparents. Confirmatory factor analyses showed scalar measurement invariance for a five-factor parenting model, including parental support, proactive control, punitive control, harsh punitive control, and psychological control, across informants. Pearson correlations indicated evidence for agreement between informant dyads. Paired samples t-tests showed the lowest scores for grandparents on all parenting variables. By comparing covariance matrices, the results suggested that interrelations of parenting dimensions and associations between parenting and problem behaviors differ for different family members.

The current study examined levels of implicit and explicit independent and interdependent self-construals (SCs) in early adolescents with and without a migration background in Italy and assessed whether SCs were linked to youths' positive adjustment in terms of self-esteem and prosocial behavior. Chinese early adolescents of immigrant background (n = 123) and Italian mainstreamers (n = 187) aged between 11 and 13 years participated in the Semantic Misattribution Procedure and completed a set of questionnaires. Results indicated that at the implicit level, Chinese-origin youths reported higher interdependence than their Italian nonimmigrant peers, whereas at the explicit level, Italian youths scored higher on independence than their Chinese counterparts. In both ethnocultural groups, independent SC (implicit and explicit) was positively related to self-esteem, whereas interdependent SC (implicit and explicit) was positively linked to prosocial behavior. Findings underscore the usefulness of integrating implicit and explicit measures to evaluate early adolescents' SCs in multicultural contexts.

Background: While trait emotional intelligence (EI) has been found to be related to young adolescents' affect, the underlying mechanisms need to be further explored. Previous findings are also limited by common method problems arising from the use of cross-sectional design involving single-wave data capture. Objective: The study aims to clarify the relation between trait EI and young adolescents' positive and negative affect by further exploring the mediating roles of personal resilience, social support, and prosocial behavior. Method: We conducted a three-wave survey among 714 Chinese junior high school students (mean age of 11.11 years) with temporal separations of the research measures to reduce common method variance. Trait EI was measured at the beginning of Grade 6; personal resilience, social support, and prosocial behavior were measured at the end of Grade 6; positive and negative affect were measured at the end of Grade 7. Results: Trait EI at the beginning of Grade 6 was positively related to positive affect and negatively related to negative affect by the end of Grade 7. The influence of trait EI on positive affect was fully mediated by personal resilience, social support, and prosocial behavior at the end of Grade 6. Its influence on negative affect was also fully mediated by social support. Conclusions: The findings clarify the mechanisms underlying the trait EI effect and highlight the importance of future youth programs targeting mediation mechanisms. In particular, we suggest the worth of utilizing trait EI to better facilitate personal and social resources when facing difficulties, and to help others in appropriate and effective ways.

Background: The development of prosocial behavior is a significant aspect of children's social well-being. From the perspective of positive psychology, subjective well-being (SWB) "in school" is likely a particularly relevant construct in elementary school-aged children's prosocial development. Research on the relation between SWB in school and prosocial behavior among elementary school-aged children is limited and the relation remains to be clarified using more stringent, longer-term longitudinal methodology and analyses. Objective: Our primary goal was to examine the longitudinal relations between SWB in school and prosocial behavior among elementary school-aged children in a longitudinal framework. Method: A total of 634 Chinese elementary school-aged children (baseline M[subscript age] = 9.01) participated on three measurement occasions across 2 years at 12-month intervals. Data on children's SWB in school and prosocial behavior was collected from participants' self-reports. Longitudinal measurement invariance was tested for the scales. A series of three-wave autoregressive cross-lagged models were used to examine whether SWB in school predicted prosocial behavior or vice versa, and whether the pattern of relations between them was stable over time. Results: Results revealed positive, bidirectional relations between SWB in school and prosocial behavior among elementary school-aged children, after controlling for gender, grade level, and parental education levels. This pattern of relations was stable over time. Conclusions: The relation between SWB in school and prosocial behavior is positive and bidirectional among elementary school-aged children. These results suggest the importance of comprehensive social-emotional interventions in promoting the positive development of elementary school-aged children.

Popularity and likability--two measures of adolescent peer status--have been examined frequently within Western cultures but relatively rarely within Eastern cultures. This study offered a cross-cultural comparison of adolescent peer status to examine whether these constructs and their correlates vary between the United States and China. The study consisted of a sample of adolescents from China and the United States (N = 864, M[subscript age] = 15.95; 50.5% female). Adolescents completed sociometric peer nominations assessing popularity, likability, and five behavioral correlates: aggression, victimization, prosocial behavior, sad affect, and anxious behavior. Results suggest that popularity may be more differentiated from likability in the United States than in China. More specifically, the association between popularity and likability was stronger in China, and the behavioral correlate profiles of these peer constructs was more similar within China than within the United States. Another notable finding was that popularity was significantly positively associated with aggression in the United States but was significantly negatively associated with aggression in China. Results are discussed through the lens of cultural differences in the meaning of peer status.

In view of the shortcomings of previous research on empathy (e.g., no dimensional differentiation, predominantly variable-centered approaches, and a lack of sample diversity), we adopted a person-centered approach to identify distinct profiles of empathy among Chinese preschool teachers, and we examined how these profiles relate to certain outcomes. We identified three profiles--moderate empathy, high cognitive empathy--moderate affective empathy, and high empathy--that varied in the level and shape of the profile indicators. Subsequent analyses showed that participants with higher levels of overall empathy scored higher in sympathy, while those with higher levels of affective empathy and lower levels of cognitive empathy scored higher in emotional exhaustion. Finally, we discussed the theoretical and practical implications of the findings and the limitations of the study.

Politeness has been a source of inspiration for research in pragmatics and inter- and intra-cultural communication. However, the existing literature focusses more on how politeness is realized in the context of first language use. Few studies have investigated the issue related to the use of English by second language learners from varying subcultures within the same cultural tradition. The present study examines how Hong Kong and Shanghai tertiary-level learners of English convey politeness in their business letter writing, as reflected in the use of modal sequences. Three hundred business letters were collected from students in Hong Kong and another 300 from students in Shanghai. Majoring in various disciplines, these students were all in their final year of study, and their English proficiency level was generally scored at B2, as compared with the Common European Framework of Reference for Languages. Following a mixed-methods approach, the study tracked a rather complex distribution of politeness realizations by different modal sequences. The findings were that Hong Kong ESL learners appeared to be more strategic users of modal sequences as evidenced by a variety of usage examples from the two purpose-built learner corpora, which were developed to monitor and compare English learners' business writing at the tertiary level. Another finding was that epistemic modality tended to better preserve politeness in the writing.