Chenggang Wu

Dispositional greed is often treated as a maladaptive trait, but its links to life satisfaction, presence of meaning, search for meaning, and psychological richness, from a person-centered approach, remain underexplored. We measured these constructs in 586 Chinese university students, then used correlation analysis, latent profile analysis (LPA), and the Bolck–Croon–Hagenaars (BCH) method to test associations and profile differences. Greed correlated positively with all four indicators. LPA yielded three profiles: Low-Greed (6.7%), Average-Greed (84.0%), and High-Greed (9.4%). BCH analyses showed significant differences in psychological richness, presence of meaning, and search for meaning. The effect on life satisfaction was marginal. The Low-Greed profile scored lower than the other two profiles on psychological richness and search for meaning; the High-Greed profile also exceeded the Average-Greed profile on search for meaning. These results suggest that greed is not uniformly detrimental. Its links to well-being are graded: strongest for search for meaning and psychological richness, weakest for life satisfaction.

Building on prior evidence linking self-reflective rumination to creativity, and given the well-established association between creativity and well-being, the present cross-sectional study examined associations between self-reflective rumination and self-beliefs in creativity and well-being (SBCW), with specific attention to the potential indirect role of creative self-efficacy. A large sample of Chinese college students ( N = 1993) completed validated questionnaires assessing self-reflective rumination, SBCW (encompassing short-term and long-term dimensions), and creative self-efficacy. Structural equation modeling indicated that self-reflective rumination was significantly and positively associated with short-term SBCW. Furthermore, creative self-efficacy demonstrated a significant indirect association between self-reflective rumination and SBCW across both temporal dimensions, suggesting that constructive self-reflection correlates with stronger beliefs in the positive association between creativity and well-being. These findings highlight robust correlational patterns involving self-reflective rumination, creativity-related beliefs, and psychological well-being. The results also suggest that creative self-efficacy may be concurrently linked to reflective cognitive processes alongside creative behavior. The present study further supports the Creative-Being Model, which conceptualizes self-reflection, creativity, and well-being as interconnected components of human flourishing.

Using the Classroom Appraisal of Resources and Demands (CARD), this study investigated the relationships between classroom demands and resources and emotio

Although the effect of the age of acquisition (AoA) has been comprehensively investigated in a multitude of research undertakings, the way emotion word processing in the second language (L2) is regulated by AoA, in combination with other affective components like valence and arousal, remains relatively underexplored. Thus, in this study, the influences of objective AoA, valence, and arousal on English emotion word recognition among Chinese-English bilinguals were probed through two experiments. In Experiment 1, the valence judgment task was adopted to explore the roles and interaction of objective valence and AoA in emotion word recognition. In Experiment 2, the lexical decision task was utilized to scrutinize the effects of objective AoA and arousal, along with their interaction. The objective AoA effect was affirmed across the two experiments, indicating that early-acquired words were processed more rapidly than later-acquired words. The facilitating effect of arousal and positivity was also substantiated. The results offered conclusive evidence of the independent impacts of AoA, valence, and arousal on L2 emotion word recognition and further buttressed the disembodied account and semantic hypothesis for L2 AoA effect.

In the Discussion section of the original publication

This study investigates how academic emotions and autonomy support shape engagement in English as a foreign language (EFL) listening, a skill that receives less research attention than reading, writing, or speaking. Two hundred and nineteen Chinese undergraduates completed scales on academic emotions, perceived autonomy support, and their behavioral and emotional engagement in listening activities. We found that the impact of academic emotions on listening learning engagement presented a complex, multi-path system. The results showed that enjoyment most directly and powerfully enhanced learning engagement, while hopelessness and anger directly diminished affective and behavioral engagement, respectively. Meanwhile, although pride and anxiety did not have a direct effect, they could indirectly be transformed into positive drivers by stimulating students’ perception of teacher autonomy support; conversely, boredom indirectly inhibited engagement by undermining such support. Our findings suggest that comprehension difficulties can sharpen students’ emotional responses, and these feelings, in turn, influence their engagement in listening tasks. This study indicates that an autonomy-supportive learning environment can foster students’ positive emotional experiences and promote their engagement in EFL listening.

Educational practitioners increasingly adopt mindfulness-based interventions (MBIs) to alleviate language learners’ stress when acquiring a second language (L2). Nevertheless, the influence of such interventions on L2 learning apprehension has not been consistent across previous research. To address this, the current study employed a three-level random-effect meta-analysis to synthesize prior research and explore the efficacy and mechanisms of MBIs in reducing L2 anxiety. This meta-analysis incorporated 21 effect sizes from 11 studies, revealing a significant decrease in L2 anxiety among students receiving MBIs compared with those who did not (Cohen's d : 0.425, 95% CI [0.219, 0.631], p < .0001). No significant moderators were identified. The findings indicated that MBIs played a vital role in reducing anxiety among L2 learners.

We argue that emotion words can be divided into two subcategories: emotion-label words and emotion-laden words. We believe that the term "emotion word" should not solely refer to emotion-label words, since emotion-laden words also contain emotional content, and both emotion-label words and emotion-laden words play important roles in creating emotions. Based on the division of emotion-laden words and emotion-label words, the two types of words can be defined by measuring their emotional prototypicality, along with lexicographic definitions and syntactic analyses. The emotion word type perspective also acknowledges the interdependence between the two types of emotion words. Emotion-label words categorise and abstract continuous emotional episodes, while emotion-laden words instantiate and contextualise these episodes. This perspective is informative for emotion theories by highlighting unique contributions of two types of words.

Although a wealth of research has examined the predictors influencing the discrepancies between individual-set and parent-set career goals (DBIPCG), investigations grounded in collectivist cultural perspectives remain relatively scarce. Within collectivist societies, filial piety holds profound cultural significance. Drawing on a dual filial piety framework encompassing reciprocal filial piety (RFP) and authoritative filial piety (AFP), this study aims to explore the interconnections among parental support, self-efficacy in career decision-making, dual filial piety orientations, and DBIPCG. The results indicated that parental support was negatively associated with DBIPCG. By contrast, self-efficacy in career decision-making did not predict DBIPCG directly. Instead, self-efficacy indirectly influenced DBIPCG, an effect mediated specifically by AFP rather than RFP, Furthermore, AFP was found to mediate the link between parental support and DBIPCG. These findings underscore the role of parental support in minimizing differences in career goal formation between generations and highlight the potentially adverse implications of AFP in exacerbating such discrepancies.