Zhiheng Xiong

Parents of children with autism often face significant challenges in the parenting process. Self-compassion and self-efficacy serve as crucial psychologica

Purpose: Parents of children with autism spectrum disorder (ASD) often encounter multifaceted challenges when addressing their children’s special needs. While existing studies have examined the relationship between parental resilience and mental health in this population, the underlying mechanisms governing this association remain poorly understood. The present study aims to investigate the association between parental resilience and affiliate stigma, examine the mediating role of life satisfaction in this relationship, and assess the moderating effect of ostracism on these pathways. Methods: This study employed a cross-sectional design to examine the relationship between resilience and affiliate stigma among parents of children with ASD, as well as the underlying mechanism. A total of 380 caregivers were recruited from autism intervention centers in Jiangsu Province, mainland China. Participants voluntarily completed questionnaires including the Brief Resilience Scale, the Affiliate Stigma Scale, the Satisfaction With Life Scale, and the Ostracism Short Scale. Results: (1) Resilience of parents of children with autism negatively predicted affiliate stigma; (2) Life satisfaction partially mediated the relationship between resilience and affiliate stigma; and (3) Ostracism significantly moderated the relationship between life satisfaction and affiliate stigma. Conclusion: This study reveals the complex relationship between resilience, affiliate stigma, life satisfaction, and ostracism among parents of children with ASD. It highlights the significance of enhancing parental resilience, improving life satisfaction, and reducing ostracism in alleviating the stress of affiliate stigma in families of children with autism. In the family support system for children with ASD, it is necessary to build an inclusive social environment and provide resources for psychological interventions to enhance parents’ resilience in the face of challenges.

The bilingual effect on executive functions (EFs) has garnered considerable attention, with most studies focusing on the visual domain and largely overlooking the auditory domain. Furthermore, research has predominantly concentrated on specific subcomponents of executive functions, with few studies systematically examining all three key subcomponents. This raises two important questions: (a) Is the bilingual effect specific to certain modalities (modality-specific), or a more general phenomenon (modality-general)? (b) Is the bilingual effect concentrated in a specific component of executive functions (process-specific), or does it extend to all three components (process-general)? To explore these questions, this study recruited monolingual Chinese and bilingual Chinese–English participants, using matched visual and auditory Stroop, N-back, and task-switching tasks to assess inhibitory control, working memory, and cognitive flexibility in both groups. The results showed that, after controlling for variables like intelligence, socioeconomic status, and age, bilingualism significantly predicted performance in both auditory and visual working memory tasks, explaining 34% and 19% of the variance, respectively. However, no evidence was found to support a bilingual effect in inhibitory control or cognitive flexibility. In conclusion, these results suggest that bilingual effects are not only process-specific (affecting only working memory) but also modality-general (providing advantages in both visual and auditory modalities).

In the field of moral psychology, traditional perspectives often evaluate anger based on its consequences, either validating or condemning it for its perceived benefits or harms. This paper argues for a shift in focus from the outcomes of anger to its moral and psychological foundations. By integrating insights from psychological research, this study posits that the fundamental nature of anger is intrinsically linked to the quest for recognition. Justified anger is defined as an emotional response to the unmet need for fair acknowledgment, while unjustified anger stems from feelings of superiority and the pursuit of higher status. This paper distinguishes between these two forms of anger, providing a more nuanced and intuitive understanding of the emotion. This interpretive framework not only aligns with our experiential understanding of anger but also offers a theoretical bridge to reconcile divergent philosophical and psychological perspectives. This study emphasizes the importance of addressing the underlying issues of recognition and self-esteem, suggesting that anger, when properly understood and managed, can serve as a constructive force for social justice and mutual respect.

Deaf and hard of hearing college students encounter unique challenges and pressures in their daily lives and academic pursuits, often leading to heightened anxiety levels, which may increase the likelihood of academic procrastination. This study aims to investigate the relationship between anxiety and academic procrastination in deaf and hard of hearing college students, with a focus on the mediating role of rumination and the moderating effect of psychological resilience. The findings offer valuable insights into strategies for reducing anxiety and academic procrastination in this population. A total of 685 deaf and hard of hearing college students were assessed using the Generalized Anxiety Disorder Scale, Academic Procrastination Scale, Rumination Scale, and Psychological Resilience Scale. The study revealed three key findings: (1) Anxiety is a significant positive predictor of academic procrastination in deaf and hard of hearing college students; (2) Rumination partially mediates the relationship between anxiety and academic procrastination, suggesting that anxiety indirectly influences procrastination through rumination; (3) Psychological resilience moderates the relationship between rumination and academic procrastination, with higher levels of resilience diminishing the impact of rumination on procrastination. The findings of this study provide a deeper understanding of the complex relationship between anxiety and procrastination in deaf and hard of hearing college students, within the context of ecosystem theory and resilience theory of development.

College students face pressure from various aspects such as academics, employment, and interpersonal relationships, and their mental health is receiving increasing attention. This study used a cross-sectional, descriptive correlational design to recruit 842 college students to explore the relationship between self-compassion and psychological flourishing and the underlying psychological mechanisms. With gender added as a control variable, the results showed the following: (1) self-compassion had a positive predictive effect on psychological flourishing in college students; (2) hope partially mediated the predictive effect of self-compassion on psychological flourishing in college students; (3) the first half path of the mediation model was moderated by emotion regulation. In conclusion, this study revealed the underlying mechanisms of the association between self-compassion and psychological flourishing. The mechanisms of increasing college students’ psychological flourishing are the positive impact of hope on the relationship of self-compassion and psychological flourishing, and emotional regulation enhancing the impact of hope. These findings not only enrich the theoretical framework of the relationship between self-compassion and psychological flourishing but also provide practical guidance for future applications of mindfulness and compassion skills to promote physical and mental health. Future research could further explore the effectiveness of self-compassion interventions in different populations, and how cultivating mindfulness and compassion skills can increase individuals’ levels of self-compassion, thereby promoting mental health and overall well-being.

To investigate the impact of empathy on prosocial behavior and the underlying psychological mechanisms among college students, this study surveyed 840 participants using the Empathy Scale, the Prosocial behavior Scale, the Moral Identity Scale, and the Sense of Security Scale. The results revealed that (1) empathy significantly and positively predicted prosocial behavior among college students; (2) moral identity partially mediated the relationship between empathy and prosocial behavior; (3) a sense of security moderated the relationship between moral identity and prosocial behavior. These findings offer important theoretical and practical implications, enriching the theoretical framework and providing educators and students with valuable guidance.

Parent–child communication plays a crucial role in children’s healthy growth. Nevertheless, there is currently a paucity of instruments designed to measure the quality of parent–child communication from a psychological perspective. Accordingly, based on the self psychology theory, this study has developed the Parent–Child Communication Quality Scale (PCCQS) to assess the quality of parent–child communication in terms of the extent to which children’s psychological needs are met. A total of 1095 urban children (50.9% girls, M = 9.92, SD = 1.15) aged 8 to 12 years in eastern China were surveyed in this study. The measurement structure of the PCCQS was examined using an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). The results of the CFA supported the second-order, four-factor structure of the PCCQS, with the 15-item PCCQS consisting of four factors (i.e., mirroring, idealization, empathy, and appropriate response). In conclusion, the PCCQS has good construct and criterion validity, as well as high internal consistency and split-half reliability. The scale is therefore a valuable tool for assessing the quality of parent–child communication.

To clarify the underlying mechanism of first-year undergraduate students’ maladaptive perfectionism in relation to their anxiety, this study constructs a mediating model with moderation, focusing on the investigation of the mediating role of self-compassion and the moderating role of family support. A total of 924 university students were involved in the investigation, responding to questionnaires on their maladaptive perfectionism, anxiety, self-compassion, and family support. The results showed that (1) after controlling for gender and Hukou, maladaptive perfectionism had a significant positive predictive effect on anxiety; (2) self-compassion can play a role in mediating the relationship between maladaptive perfectionism and anxiety; and (3) the mediating effect of self-compassion on anxiety in terms of maladaptive perfectionism was moderated by family support. The results of this study have important theoretical value and practical significance for improving first-year undergraduate students’ anxiety.

Objective: As the number of children diagnosed with autism rises year by year, the issue of nurturing this particular group becomes increasingly salient. Parents of autistic children, as the nearest and most reliable caregivers for their children, shoulder immense psychological strain and accountability. They are compelled to confront an array of daily life challenges presented by their children, as well as endure multiple pressures such as societal scrutiny and financial burdens. Consequently, the mental health status of the parents is of utmost significance.Methods: In this study, questionnaire survey combined with literature analysis were applied. The rumination thinking scale and the social support scale were used to investigate the relationship between social support perceived by parents of autistic children and rumination. Meanwhile, the moderating effects of intervention on children with autism were also explored. It hopes that our research would provide a basis for alleviating psychological stress and improving the mental health levels of the parents. A total of 303 parents of children with autism were collected (including 160 females and 143 males). Corresponding data analyses were conducted using SPSS 26.0.Results: Parents of autistic children generally exhibited high levels of rumination, with significant gender differences. At the same time, the perceived social support by the parents significantly influenced their level of rumination. It showed that the higher the social support received by parents, the lower the level of rumination. More importantly, the extent of intervention received by the children had a regulating effect on rumination of their parents.Conclusion: The personalized psychological support programs should be developed based on the actual situation of parents, to better manage the challenges presented by raising a child with autism. Our findings would provide important theoretical underpinnings and practical guidance for psychological intervention efforts aimed at families of autistic children. Moreover, these findings offer novel insights for future research, with the potential to advance the field of mental health studies concerning parents of children with autism.