Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Abundant studies have explored the processing of emotional faces for high social anxiety participants and intervention work of social anxiety in recent years. Although there are rich findings, some limitations need to be considered. There are fewer types of emotion, dimensions of videos, and durations of videos in the previous dynamic emotional faces in Chinese. Furthermore, recognition of dynamic emotional faces for neural mechanisms in high social anxiety participants has not been examined systematically. The final limitation is that there are controversies on attentional bias training. More specifically, some researchers reported the effects of attentional bias training on participants’ social anxiety while others did not detect such effects. To address these limitations, our dynamic emotional faces in Chinese will enrich types of emotion, dimensions of videos, and durations of videos. Then recognition of dynamic emotional faces for neural mechanisms in high social anxiety participants should be investigated systematically by techniques of neuroscience. Finally, we will employ a working memory training to improve attentional biases of the recognition of dynamic angry faces in high social anxiety participants. We propose a model of the neural mechanism for the recognition of dynamic emotional faces in participants with high social anxiety, which consists of a mechanism and intervention sub-model. Our studies provide a new perspective for the research of processing of dynamic emotional faces and social anxiety. In addition, these studies included three research method (behavioral, electrophysiological and brain imaging method). In sum, our findings contribute to the intervention work of social anxiety, decrease psychological health problems in high social anxiety participants, and ultimately decrease their happiness and quality of life.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Aggressive behavior plays an important role in the social, emotional and psychological adjustment of children and adolescents. Children and adolescents with aggressive behavior are prone to violate social moral norms, and even commit crimes in serious cases. It is noted that peer victimization is an important predictor of aggressive behavior. Peer victimization refers to that individuals have experienced attacks by peers, such as physical and verbal victimization, attacks on property and social manipulation. Children and adolescents who have been victimized by peers will characterize the attacker as hostility, which will be generalized to the whole peer group, thus showing more aggressive behavior in future interpersonal communication. Several previous studies have examined the relationship between peer victimization and aggressive behavior in children and adolescents. However, due to differences in research design and inconsistent results, there is still some uncertainty about the relationship between peer victimization and aggressive behavior in children and adolescents, and the moderating effect on this relationship is not fully clear. Therefore, the present study employed a three-level meta-analysis to quantitatively synthesize the results of original literatures to obtain reliable estimates of effect sizes and examined a range of moderators (sample, publication, study design, outcome, and assessment characteristics). Through the retrieval of articles published before October 2020, the current meta-analysis identified 40 studies, with 25,605 participants (range of mean age: 6 ~ 19 years) and 333 independent effect sizes. The funnel plot and Egger's test results suggested an absence of publication bias in current meta-analysis. Analysis revealed a significant positive association between peer victimization and aggressive behavior in children and adolescents (r = 0.295, p < 0.001), implying that children and adolescents showed a higher level of aggressive behavior when they experienced higher level of peer victimization. In addition, the present study found a significant moderating effect of peer victimization variable. Compared with physical victimization (r = 0.219, p = 0.005), the association between relational victimization (r = 0.298, p = 0.005) and aggressive behavior in children and adolescents was stronger. Moreover, the overall association was influenced by region. Aggressive behavior in children and adolescents was more strongly associated with peer victimization in Asia (r = 0.351, p = 0.006) than in South America (r = 0.149, p = 0.006). Study design was also a significant moderator. The association between peer victimization and aggressive behavior in children and adolescents was smaller in longitudinal (r = 0.234, p = 0.014) than in cross-sectional studies (r = 0.339, p = 0.014). Finally, the moderator analyses also showed that the informant of peer victimization was a significant moderator. The strength of the association between peer victimization and aggressive behavior in children and adolescents was significantly stronger when peer victimization was reported by teachers (r = 0.476, p = 0.023) than by peers (r = 0.290, p = 0.023). In addition, the present study found that the overall association between peer victimization and aggressive behavior in children and adolescents did not differ in strength across gender, age, publication, variable and informant of aggressive behavior. Moreover, to eliminate the multicollinearity between moderators, the current study built a multivariate model by including all significant moderators that had been identified in the bivariate models. The result indicated that at least one of the regression coefficients of moderators significantly deviates from zero (F (12, 316) = 3.973, p < 0.001). In sum, the results of the current meta-analysis contribute to a better understanding of the association between peer victimization and aggressive behavior in children and adolescents. These results also provide a reference for future empirical studies on explaining aggressive behavior in children and adolescents.
Subjects: Psychology >> Developmental Psychology submitted time 2021-11-06
Abstract： Aggressive behavior plays an important role in social, emotional and psychological adjustment of children and adolescents. It is noted that peer victimization is an important predictor of aggressive behavior. Although several previous studies have examined the relationship between peer victimization and aggressive behavior in children and adolescents, the moderating effect on this relationship is not fully clear. Therefore, the present study employed a three-level meta-analysis to obtain reliable estimates of effect sizes and examined a range of moderators. Through the retrieval of articles published before October 2020, the current meta-analysis identified 40 studies, with 25605 participants and 333 independent effect sizes. Analysis revealed a significant positive association between peer victimization and aggressive behavior in children and adolescents. In addition, the present study found a significant moderating effect of peer victimization variable. Compared with physical victimization, the association between relational victimization and aggressive behavior in children and adolescents was stronger. Moreover, the overall association was influenced by region. Aggressive behavior was more strongly associated with peer victimization in Asia than in South America. Study design was also a significant moderator. The association between peer victimization and aggressive behavior in children and adolescents was smaller in longitudinal than in cross-sectional studies. Finally, the moderator analyses also showed that the informant of peer victimization was a significant moderator. The strength of the association between peer victimization and aggressive behavior in children and adolescents was significantly stronger when peer victimization was reported by teachers than by peers. The results of the current meta-analysis indicated that people should pay attention to the influence of peer victimization in children and adolescents when preventing and controlling their aggressive behavior.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2021-10-12
Abstract： "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2020-09-11
Abstract： Abundant studies have explored the processing of emotional faces for high social anxiety participants and intervention work of social anxiety in recent years. Although there are rich findings, some limitations need to be considered. There are fewer types of emotion, dimensions of videos, and durations of videos in the previous dynamic emotional faces in Chinese. Furthermore, recognition of dynamic emotional faces for neural mechanisms in high social anxiety participants has not been examined systematically. The final limitation is that there are controversies on attentional bias training. More specifically, some researchers reported the effects of attentional bias training on participants’ social anxiety while others did not detect such effects. To address these limitations, our dynamic emotional faces in Chinese will enrich types of emotion, dimensions of videos, and durations of videos. Then recognition of dynamic emotional faces for neural mechanisms in high social anxiety participants should be investigated systematically by techniques of neuroscience. Finally, we will employ a working memory training to improve attentional biases of the recognition of dynamic angry faces in high social anxiety participants. We propose a model of the neural mechanism for the recognition of dynamic emotional faces in participants with high social anxiety, which consists of a mechanism and intervention sub-model. Our studies provide a new perspective for the research of processing of dynamic emotional faces and social anxiety. In addition, these studies included three research method (behavioral, electrophysiological and brain imaging method). In sum, our findings contribute to the intervention work of social anxiety, decrease psychological health problems in high social anxiety participants, and ultimately decrease their happiness and quality of life.
Peer Review Status:Awaiting Review
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