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Previous research has shown that creative mindsets influence creativity. Compared with people with a fixed creative mindset, those with a growth creative mindset performed better in creative tasks. The underlying mechanism, however, is not completely understood. The present study has extended previous works to explore whether metacognitive strategy monitoring and control influence the relationship between creative mindsets and divergent thinking performance. The thinking aloud method was used to summarize four strategies in a divergent thinking task (an alternative uses task, AUT) in a pilot study: memory retrieval, splitting, property-based, and general use strategies. In the formal study, the creative mindsets scale, AUT, self-strategic utility judgment (i.e., an index of metacognitive strategy monitoring), and frequency of strategies usage (i.e., an index of metacognitive strategy control) were used to explore the relationships among creative mindsets, divergent thinking, and metacognitive strategy monitoring and control. The results indicated a positive correlation between a growth creative mindset and divergent thinking but a negative correlation between a fixed creative mindset and divergent thinking. More importantly, there were identified mediating roles of metacognitive monitoring and control of splitting and property-based strategies in the relationship between creative mindsets and divergent thinking. The findings reveal that creative mindsets are a critical predictor of divergent thinking, and metacognitive monitoring and control of abstract strategies mediate this association.

Bullying is a goal-directed behavior that has long been in the spotlight of worldwide school mental health programs and research. However, the role of popularity goals in bullying and its potential mechanisms are unclear for adolescents in a non-Western cultural context. Based on 333 Chinese adolescents (52% female), the current study was the first to explore the potential moderating roles of popularity status and cognitive empathy in the association between popularity goals and early Chinese adolescents' bullying behaviors. Moderated moderation analyses indicated that popularity status and cognitive empathy significantly moderated the positive relationship between popularity goals and Chinese adolescents' bullying behaviors. Specifically, the statistically significant three-way interaction revealed that low popularity status and low cognitive empathy strengthen the positive links between popularity goals and bullying. The significant two-way interaction showed that the positive relations between popularity goals and bullying were stronger for low popularity among Chinese adolescents.

Chitosan (CS) is widely used in the treatment of wastewater containing metal ions. However, the poor stability in acidic aqueous solutions severely limits its application in many practical scenarios. In this work, a CS-based composite nanofiber membrane was prepared by electrospinning using urushiol, a natural biomaterial, as the cross-linking agent. The application of the CS-urushiol (CS-U) membrane in the adsorption and recovery of Cr(vi) in wastewater was systematically studied. The CS-U membrane showed great resistance to strongly acidic and oxidative environments, and the adsorption process combined two mechanisms of electrostatic attraction and redox reaction. Due to the nanoscale fibers, porous structure, and strong acid resistance, the CS-U membrane adsorbed Cr(vi) rapidly and efficiently in both batch and continuous modes. Moreover, the adsorption capacity and selectivity of the CS-U membrane for Cr(vi) could be maximized simultaneously by adjusting the solution pH, promoting the recovery of high-purity Cr2O3.

This study tested the mediating role of bullying attitudes and moderating role of school connectedness in the link between sympathy and Chinese adolescents' active defending behaviors in bullying. Participants were 808 Chinese adolescents (53.3% male, M[subscript age] = 12.40, SD = 0.50). The results showed that sympathy was significantly positively correlated with active defending behaviors through bullying attitudes. In addition, school connectedness could moderate the relationship between sympathy and active defending behaviors. Specifically, the positive correlation between sympathy and active defending behaviors was stronger for adolescents with a high level of school connectedness. These findings emphasize the importance of considering complex multiple ecological level factors when examining bullying bystander.

Although life satisfaction is critical for adolescents' emotional, social, and educational functioning and positive development, social cognitive roles in adolescents' life satisfaction and potential underlying processes are less known. The present study aimed to explore the effect of implicit theories of intelligence on adolescent life satisfaction and their potential mechanisms. A moderated mediation model was constructed to investigate the mediating role of career exploration and the moderating role of career-specific parental support. Data were collected from 443 10th grade high-school students in Sichuan, China. Results revealed that career exploration fully mediated the positive relationship between implicit theories of intelligence and life satisfaction, while career-specific parental support moderated the relationship between career exploration and life satisfaction. These findings highlight the value of exploring social-cognition and career-related factors in life satisfaction.

School guidance and counseling services are important for adolescent development. This study focused on the predictive role of three main delivery strategies (guidance curriculum, group counseling, and individual counseling) on students' positive development (academic, personal-social, career) and psychopathology (anxiety, depression, problem behaviors) in the high school context. Cross-sectional data were obtained from 59 high schools and 8556 students from mainland China. The results showed that the relationships between the number of times students attended guidance and counseling services and the domains of positive development were significantly higher than the relationship of the services with psychopathology. Furthermore, non-recursive model analyses showed that the latent variable of positive development mediated the influence of the services on psychopathology. In addition, psychopathology mediated the influence of counseling on positive development. The present findings confirm that school guidance and counseling services are effective for student development in China and provide partial support for the classification of guidance and counseling delivery strategies in terms of actual service effects. While paying attention to the differences in delivery strategies, school administrators are advised to consider the indirect effects of guidance and counseling on student development, which benefits the development and integration of comprehensive guidance services., Author(s): Qing Xiong [sup.1] [sup.2] [sup.3] , Xiaoyi Fang [sup.1] [sup.2] , Yang Wu [sup.3] , Haide Chen [sup.4] , Wei Hu [sup.5] , Yuchi Zhang [sup.6] Author Affiliations: (1) [...]

Associations between social norms and bullying bystander behaviours have been studied extensively over the years, but the mechanisms by which subjective norms influence bystander behaviours remain unclear. This study is the first to examine whether bystander popularity moderates the association between perceived peer pressure for intervention and Chinese adolescents' bullying bystanding behaviours. The participants were 419 (51.6% male) school students (grade 8-11, age 14-17 years). The results showed positive associations between perceived peer pressure for intervention and active defending behaviours, and negative associations between perceived peer pressure for intervention and passive bystanding behaviours. Further, the results indicated that popularity moderated the association between perceived peer pressure for intervention and active defending behaviours. These findings highlight the importance of considering interactions among subjective norms and individual factors such as popularity when attempting to understand the factors that promote or hinder active defending behaviours. Moreover, the findings shed light on the importance of evidence-based bullying bystander interventions that help recognize these popular students.

In order to improve the efficiency of the push-pull converter, a clamp capacitor is connected in series between the center tap of the high voltage side of the primary side of the traditional push-pull circuit, so that the leakage energy can be absorbed without damage and returned to the input side. The coupling relationship between the two windings of the primary side is established to make the two windings of the primary side transfer energy to the secondary side at the same time, so as to reduce the loss of the absorption circuit of the primary side. At the same time, the synchronous rectifier diode is replaced by the synchronous rectifier tube at the output side by the double guiding pass characteristic of synchronous rectifier MOS tube at the output side, so as to reduce the power loss of the rectifier circuit. A double closed-loop control strategy is proposed for the weak current control part. Finally, a 240 W engineering prototype is built based on modeling analysis and simulation, and the key waveform of the control loop and main power devices are analyzed. The analysis results show that compared with the traditional push-pull converter, the circuit topology can effectively reduce the switching loss of the bridge arm and the power loss of the secondary side rectifier circuit, and the overall efficiency of the converter is improved by about 3%.

Negative family factors play an important role in depression among adolescents. Non-Western research on the relationship between lack of coparental cooperation (LCC) and adolescent depression is scarce, and it is not clear whether support from grandparents-who are important to the functioning of Asian families-and parent-grandparent relationships (PGRs) moderate this link in the Asian context. This study explored the moderating effects of those factors on the relationship between lack of coparental cooperation and depression in Chinese adolescents. Data were collected from 443 Grade 10 students (mean age = 15.40; 209 males) at a high school in Luxian, China. High school or below was the highest educational level for 58.90% and 67.30% of the participants' fathers and mothers, respectively. The participants responded to items on an adapted version of the parental cooperation subscale of the Coparenting Inventory for Parents and Adolescents scale, the Social Support Network questionnaire, Quality of Parent-grandparent Relationships Questionnaire, and Center for Epidemiologic Studies Depression Scale. The data were analyzed using a moderated moderation model. A significant three-way interaction was observed. The results show that high grandparent support (GS) and PGR levels can reduce the negative effects of LCC on depression for adolescents (p < .05). The link between lack of coparental cooperation and depression was stronger for adolescents with low or high GS and low PGR (ps < .05). Based on the family system theory, GS and PGR were found to moderate the link between LCC and depression in Chinese adolescents., Author(s): Yuchi Zhang [sup.1] [sup.2] , Wei Tong [sup.3] , Ruihong Nie [sup.4] , Meng Yu [sup.5] Author Affiliations: (1) grid.411857.e, 0000 0000 9698 6425, Department of Educational Technology, School [...]

Science, technology, engineering, and mathematics (STEM) educators worldwide are concerned about how to engage sufficient students to choose STEM majors and careers. STEM self-efficacy was found to be critical in promoting an individual's career choice in STEM. While the importance of family factors (coparental conflict) in learning has been increasingly emphasized, little empirical research has examined the effects of coparenting conflict on STEM self-efficacy among adolescents. Based on ecological and family system theories, this study aimed to examine the parallel mediation effect of implicit theories of intelligence and depression between conflict and Chinese adolescents' STEM self-efficacy. In total, 443 Chinese tenth-grade students (209 males, 47.20%) completed an online survey. The model was investigated using a structural equation modelling approach with bootstrapping techniques (bootstrap replications: 5,000) using AMOS 23. The results indicated that the relationship between coparental conflict and adolescents' STEM self-efficacy was not significant. The association between coparental conflict and STEM self-efficacy was fully mediated by depression. The mediating effect of implicit theories of intelligence was not significant. The results highlight the value of family factors, such as coparental conflict, in adolescents' STEM self-efficacy and provide insight into the underlying process. The findings of this study may provide evidence for designing STEM education programs., Author(s): Yuchi Zhang [sup.1] [sup.2] , Simeng Liu [sup.1] , Lihong Yang [sup.1] , Tingting Feng [sup.1] , Xianmin Yang [sup.1] [sup.2] Author Affiliations: (1) grid.411857.e, 0000 0000 9698 6425, [...]