Although prior research has typically examined the relationship between parenting styles and left-behind children’s social adaptation using broad categories without identifying directly linked dimensions, the present study employed network analysis to conceptualise both as interconnected dimensional networks. Methods: A total of 2452 children (713 left-behind, 1739 non-left-behind) were included. Results: (1) The results revealed that interpersonal adaptation and learning adaptation were core dimensions in the SA networks of both groups. (2) In the combined PS-SA network for left-behind children, the core dimensions were interpersonal adaptation, learning adaptation, father’s rejection, and mother’s rejection; for non-left-behind children, they were interpersonal adaptation, learning adaptation, mother’s rejection, and mother’s emotional warmth. (3) Network comparisons further indicated that the connections between father’s rejection and interpersonal adaptation, father’s rejection and learning adaptation, and father’s emotional warmth and learning adaptation were stronger in the left-behind group, whereas the connections between mother’s emotional warmth and positive emotional adaptation, and between interpersonal adaptation and learning adaptation, were stronger in the non-left-behind group. Conclusions: these findings visualise and specify how distinct parenting dimensions relate to different facets of social adaptation, offering parents and schools potential targets for adaptation education tailored to left-behind children.

Internet addiction (IA) refers to an individual's excessive and uncontrollable internet use. According to the cognitive-behavioral model of IA, school disconnectedness and relative deprivation may function as environmental and cognitive risk factors for adolescent IA, while adversity beliefs could serve as a protective factor. To examine whether relative deprivation mediates the link between school disconnectedness and adolescent IA, and whether adversity beliefs moderate this mediation, 2485 Chinese adolescents completed anonymous measures assessing school disconnectedness, relative deprivation, adversity beliefs, and IA. Results showed that: (1) school disconnectedness positively predicted IA; (2) relative deprivation partially mediated this relationship; (3) adversity beliefs moderated the relationship between school disconnectedness and IA; (4) adversity beliefs also moderated the link between relative deprivation and IA. These findings show the mediating role of relative deprivation and the moderating role of adversity beliefs in the association between school disconnectedness and IA, suggesting that fostering adversity beliefs could help reduce IA among adolescents.

The high school stage is a critical period for students to develop their perspectives on life and to form healthy relationships with others. This study aimed to investigate the relationship between social comparison orientation and malicious envy among high school students, as well as the mediating effects of avoidance goal orientation and negative rumination. A survey was conducted with 643 high school students, employing the Iowa-Netherlands Comparison Orientation Measure, the Avoidance Goal Orientation Scale, the Negative Rumination Scale, and the Malicious Envy Scale. The findings indicated that: (1) there is a significant positive association between social comparison orientation, avoidance goal orientation, negative rumination, and malicious envy; (2) social comparison orientation does not directly and significantly predict malicious envy among high school students when avoidance goal orientation and negative rumination are considered as mediating factors; (3) social comparison orientation indirectly affects the negative rumination of high school students through the independent and chain mediating effects of avoidance goal orientation and negative rumination. This research sheds light on the underlying mechanisms by which social comparison orientation influences malicious envy.

Displaced aggressive behavior occurs when a person is provoked, is unwilling or unable to retaliate against the original provocateur, and subsequently attacks against a seemingly innocent target. Displaced aggressive behavior occurs in an inverse U tendency and arrives at its peak during the adolescence period. Junior high school students easily exhibit displaced aggressive behavior after being provoked at schools and families, and more importantly, their displaced aggressive behaviors may appear after a long time. Therefore, it is a useful beginning to find protective factors of inhibition displaced aggressive behavior. The Theoretical Model of Triggered Displaced Aggression stressed that displaced aggressive behavior was started by provocation with a series of cognitive processes as follows, such as hostile attribution. From this perspective, inhibiting inner negative cognition including proactive cognitive control and reactive cognitive control is useful for reducing displaced aggressive behavior. Unfortunately, the role of cognitive control is limited and may collapse if the intensity the provocation or trigger is beyond cognitive control. In order to reduce junior high school students' displaced aggressive behavior, the current study conducted three experiments to explore the influence of cognitive control on displaced aggressive behavior, meanwhile investigating whether cognitive control has situation boundary conditions of provocation and trigger. In Experiment 1, we recruited 30 junior high school students (excluding 4 invalid data) to complete two tasks repeatedly under the 3 (type of general cognitive control: baseline, proactive, reactive) x 2 (provocation: high, low) within-subjects design. To prime the students' general cognitive control, we employed the AXCPT task over three weeks. In the first week, students completed the baseline task, which involved identifying the target clue (letter A) and the non-target clue (letter B). The target probe was the letter X, while the non-target probe was the letter Y. The required response for the students was the A-X combination. In the subsequent weeks, the students completed the proactive and reactive tasks in a random order. Then, students completed the revised Competitive Reaction Time task after the AXCPT task. The Competitive Reaction Time task consisted of two stages. In the first stage, students were exposed to noise and unable to retaliate. In the high-provocation condition, 80% of the trials had 105dB noise, while 20% had 70dB noise. Conversely, in the low-provocation condition, 20% of the trials had 105dB noise, and 80% had 70dB noise. In the second stage, students had the option to harm an innocent individual by choosing a noise level from low provocation and high provocation. The results of Experiment 1 indicated that priming general cognitive control did not reduce displaced aggressive behavior, but the reaction time for aggressive behavior was significantly lower in the proactive cognitive control condition compared to the baseline and reactive cognitive control conditions. In Experiment 2, we recruited 42 junior high school students (excluding 2 invalid data) to complete two tasks repeatedly under the 3 (type of specific cognitive control: baseline, proactive, reactive) x 2 (provocation: high, low) within-subjects design. The AXCPT materials were modified to manipulate special prime effects using situational materials associated with displaced aggression. We used provocative situations as the targeted clue and non-provocation situations as the non-targeted clue. The targeted probe was non-aggressive behavior, while the non-targeted probe was displaced aggressive behavior. The same procedure from Experiment 1 was used to explore displaced aggressive behavior. The results of Experiment 2 showed that, in both specific proactive cognitive control condition and reactive cognitive control condition, displaced aggressive behavior was significantly lower than in the baseline condition, for both low and high provocative situations. In Experiment 3, we recruited 80 junior high school students (excluding 8 invalid data) to complete two tasks repeatedly under the 3 (type of specific cognitive control: baseline, proactive, reactive) x 2 (provocation: high, low) x 2 (trigger: high, low) mixed design, provocation as a between-subjects factor. We added a triggered situation into the Competitive Reaction Time task, where participants could see an evaluation with a score from innocent before the proactive stage. Specifically, in the high trigger condition, a negative evaluation with a low score was displayed, while in the low trigger condition, a positive evaluation with a high score was displayed. The results of Experiment 3 revealed a significant interaction among specific cognitive control, provocative situations, and triggered situations. In the situation of provocation and trigger could effectively modulate the impact of specific cognitive control on displaced aggressive behavior. Moreover, in the high-provocation-high- trigger situation and high-provocation-low-trigger situation, the proportion of aggression reduced from baseline by proactive control was significantly higher than the proportion of aggression reduced from baseline by reactive control. However, in the low-provocation-high-trigger situation and low-provocation-low-trigger situation, there was no significant difference between the proportion of aggression reduced from baseline by reactive control and the proportion of aggression reduced from baseline by proactive control. Furthermore, in the high-provocation-high-trigger situation, the proportion of aggression reduced from baseline by proactive control was the highest among all conditions. These results indicated that specific cognitive control could effectively inhibit displaced aggressive behavior among junior high school students, with the situation boundary of proactive control occurring in the high-provocation-high-trigger situation. The current study suggested that junior high school students' specific cognitive control could effectively inhibit displaced aggressive behavior, and both specific proactive cognitive control and reactive cognitive control could reduce displaced aggressive behavior. In addition, there was situation boundary condition of specific cognitive control to inhibit displaced aggressive behavior, in which the situation boundary condition of specific proactive cognitive control appears in the high-provocation-high-trigger situation.

The current study investigated the effects of ego-depletion in junior high school students on displaced aggressive behavior and the counteraction of the nature. Study 1 investigated the effects of ego-depletion on displaced aggressive behavior in junior high school students using a within-subject design, comparing the differences in displaced aggressive behavior between the induced ego-depletion condition and the non-induced ego-depletion condition. Results showed that junior high school students exhibited significantly higher levels of displaced aggressive behavior under the induced ego-depletion condition compared to the non-induced ego-depletion condition. Study 2 examined the role of the nature in the process of ego-depletion influencing displaced aggressive behavior. A 2 (ego-depletion: induced ego-depletion vs. non-induced ego-depletion) × 2 (picture type: blank picture vs. natural picture) mixed design was used. A picture-viewing task was inserted between the ego-depletion task and the displaced aggressive behavior task to compare the differences in displaced aggressive behavior between the group that viewed blank pictures and the group that viewed natural pictures. The results showed that under the induced ego-depletion condition, there was no significant difference in displaced aggressive behavior between viewing natural pictures and viewing blank pictures. However, after viewing blank pictures, displaced aggressive behavior under induced ego-depletion condition was significantly higher than under non-induced ego-depletion condition; after viewing natural pictures, there was no significant difference in displaced aggressive behavior between induced ego-depletion condition and non-induced ego-depletion condition. These results suggest that ego-depletion can increase displaced aggressive behavior in junior high school students, but this phenomenon is not observed after exposure to nature. The current study provides empirical evidence for investigating the effects of ego-depletion on displaced aggressive behavior.

The reactive aggressive behavior in individuals typically shows a rapid growth trend as individuals enter adolescence, and peaks during middle-school period. According to the Comprehensive Cognitive Model of Trait Anger, trait anger and hostile attribution bias play important roles in the development of reactive aggressive behavior. Based on this, current study explored the relationship between trait anger and reactive aggressive behavior in middle school students, as well as the mediating role of hostile attribution bias and interventions. The current study consisted of three sub-studies. Study 1 recruited 87 middle school students with an average age of 12.367 ± 0.889 years, investigated the relationship between trait anger and reactive aggressive behavior, as well as the mediating role of trait hostile attribution bias. Study 2 recruited 62 middle school students with an average age of 13.376 ± 0.963 years, investigated the relationship between trait anger and reactive aggressive behavior, as well as the mediating role of state hostile attribution bias. Study 3 recruited 80 middle school students with an average age of 13.392 ± 0.977 years, implemented an intervention targeting trait hostile attribution bias in middle school students with high trait anger to reduce their reactive aggressive behavior. In current study, data management was performed using SPSS 22.0. Descriptive statistics, independent samples t-test, paired samples t-test, repeated measures analysis of variance (ANOVA), and path analysis were used for statistical analysis. The results of Study 1 showed that trait anger predicted reactive aggressive behavior through trait hostile attribution bias. The results of Study 2 indicated that trait and state hostile attribution bias played mediating role intermediary, and trait hostile attribution bias had a stronger mediating effect than state hostile attribution bias. The results of Study 3 suggested that the intervention effectively decreased trait hostile attribution bias and reactive aggressive behavior. Trait anger can predict the reactive aggressive behavior of junior high school students, with trait hostility attribution bias and state hostility attribution bias mediating this relationship. Intervening in the hostility attribution bias of high-anger junior high school students can effectively reduce their reactive aggressive behavior.

This study investigated the emotion regulation effect of displaced aggression among junior high school students after provocation through two experiments. Experiment 1 examined the effect of displaced aggression on the negative and positive emotions of junior high school students after low- and high-level provocation. The results showed that only after high-level provocation did individuals experience a significant decrease in negative emotions and a significant increase in positive emotions after engaging in displaced aggression. Experiment 2 explored the effect of aggressive intensity on negative and positive emotions after provocation. The results indicated that, in terms of changes in positive emotions, low-intensity aggression showed a significant increase in positive emotions after aggression. Regarding changes in negative emotions, both low-intensity aggression and high-intensity aggression resulted in significant decreases in negative emotions after aggression. In conclusion, this research showed that, in highly provocative situations, displaced aggression among junior school students, especially low-intensity displaced aggression, could increase positive emotions and decrease negative emotions. These results support the emotional regulation theory of aggression. However, considering that displaced aggression violates social norms, efforts should be made to avoid individuals regulating their emotions through displaced aggression, instead guiding them toward using more appropriate methods for emotional regulation in future research and practical applications.

Two studies were conducted to explore the influence of bystander features of displaced aggression in provocative situations among male juvenile delinquents. Study 1 examined the differences in displaced aggression between provoked male juvenile delinquents in the presence or absence of bystanders. The results revealed that provoked male juvenile delinquents exhibited significantly higher levels of displaced aggression when bystanders were present compared to when they were not. Study 2 further manipulated the bystanders’ trigger level and investigated the differences in displaced aggression exhibited by provoked male juvenile delinquents towards highly versus lowly triggered bystanders. The results indicated that after low provocation, male juvenile delinquents exhibited significantly higher levels of displaced aggression towards highly triggered bystanders compared to lowly triggered bystanders. These findings demonstrated that male juvenile delinquents exhibited a high level of displaced aggression towards bystanders in provocative situations, particularly with highly triggered bystanders. This study supported the personality and social model of displaced aggression, emphasizing that bystanders, especially those with high triggers, were more likely to become targets of displaced aggression. The current study provides references for subsequent criminal rehabilitation and crime prevention.

Negative emotions following failure often lead to goal disengagement and have been a major focus of previous research. However, there has been limited research on how to enhance individuals’ positive emotions following academic failure to promote their pursuit of goals. Two studies were conducted to address this issue. In Study 1, we used a 2 social comparison × 2 perseverance group to explore whether different levels of perseverance and various social comparison targets influenced happiness and gratitude after an anticipated exam failure. The results showed that participants exhibited lower levels of gratitude when comparing themselves to others than when no comparisons were made. However, social comparison did not affect happiness. Furthermore, individuals with high levels of perseverance reported experiencing greater happiness when their friends succeeded than when strangers succeeded. Study 2 extended this investigation to both contexts of anticipated and actual exam failures. The results for happiness were consistent with Study 1. In addition, individuals with high levels of perseverance expressed higher levels of gratitude following an actual exam failure when strangers succeeded than when their friends succeeded. These findings indicated that emotional responses to exam failure are influenced by both the target of comparison and individual traits during the social comparison process.

The current study examined a moderated mediation model to test the mediating role of hostile attribution bias between harsh parenting and junior high school students’ displaced aggression, as well as the moderating role of self-control. A total of 2003 junior high school students were recruited to complete questionnaires on harsh parenting, a word association paradigm scale for hostility, a self-control scale, and a displaced aggression questionnaire. The results revealed that (1) harsh parenting positively predicted displaced aggression; (2) hostile attribution bias partially mediated the relationship between harsh parenting and displaced aggression; and (3) self-control negatively moderated the relationship between hostile attribution bias and displaced aggression and negatively moderated the relationship between overall harsh parenting and displaced aggression, as well as maternal harsh parenting and displaced aggression. These findings suggest that harsh parenting is a risk factor for junior high school students’ displaced aggression and that self-control could mitigate the negative effects of harsh parenting and hostile attribution bias on displaced aggression.

法国对天才儿童的教育基于公平和个性化的基本教育理念，对天才儿童的特殊培养源于帮助智力早熟儿童更好地适应学校生活。这样的教育理念避免其过度功利化，同时为选拔优质人才提供坚实基础。法国对天才儿童的选拔和培养均基于多元智力理论，从认知、社会情感和行为个性多维度考察，采取融合教学、根据学生特点分组教学以及加速制教学等教学方式培养天才儿童，同时以立法、教师培训、财政支持以及鼓励设立相应研究机构等形式保障天才儿童培养的科学有效推进。法国的天才儿童教育体系对其国家全面发展提供了重要的人才保障。

受平等主义文化的影响，日本的政策和制度上均未明确提及天才教育，在其公立教育中也尽量避免对天才进行差异化教育。但事实上，日本天才教育是存在的，并在不同发展时期发挥了特定的历史功能。其天才教育始终坚持以大众教育为平台，以科技和理科人才的培养为重点，以社会团体、半官方机构、学校和政府的协力合作为主要实践实施路径，最终谋求整体教育水平的提高和国家经济的发展。

天才儿童培养对于拔尖创新人才工作具有重要意义。文章梳理英国天才儿童教育的发展历史发现，英国的天才儿童教育起步较早，但由于政党交替而导致的政策不够连续的问题较为突出，并且受到社会思潮变化的影响，其教育观念也从最初关注精英教育转变为注重教育公平。因此，英国的天才儿童教育具有以下特点：在选拔和培养上，英国注重学校对天才儿童定义和选拔的自主权，并将天才儿童教育整合到主流学校教育中。在天才儿童教育的管理方面，也形成了较为完整的体系，其最突出的优势在于将天才教育深深地嵌入整体教育政策和更广泛的社会政策目标之中，这不仅有利于为天才儿童提供更好的教育，而且也有利于这一领域工作的可持续性。总的来说，英国天才儿童教育在理论和实践方面均取得了较为显著的成就。

俄罗斯天才教育由补充教育系统和竞赛系统组成，前者通过申请考核和学习过程当中的绩效表现鉴别天才儿童，后者通过竞赛名次选拔天才儿童。民间机构会通过各种科技活动发掘在某一领域有天赋的儿童。在天才儿童的培养方面，主要依托补充教育结构培养天才儿童；竞赛系统的推广导致普通中小学对学生的培养方案产生分化；政府依托高校建立了适合天才儿童智力水平的专业侧重型天才中学。政府对天才教育的保障措施包括推出支持天才教育的目标计划和政策支持，以及教师培训计划。

Harsh parenting can be regarded as a harsh behaviors, feelings, and attitudes toward children in the process of parenting. According to the theory of intergenerational transmission of violence, harsh parenting is an important factor affecting children's aggressive behavior, but the theory does not clarify the specific action path between harsh parenting and aggressive behavior. In order to reveal the relationship between harsh parenting and the aggressive behavior of juvenile delinquents, 604 male juvenile delinquents (N = 604; M-age = 16.57 years; SD = 0.612 years) were investigated using the Harsh Parenting Questionnaire, the Buss-Perry Aggression Questionnaire, the Multidimensional Peer Victimization Scale, and the Word Sentence Association Paradigm for Hostility in Chinese. Analysis using structural equation modeling procedures showed that (a) all variables were positively associated with each other; (b) the partial indirect effect of harsh parenting on aggressive behaviors was determined through the mediators of peer victimization and hostile attribution bias independently; and (c) the partial indirect effect was determined through the mediators of peer victimization and hostile attribution bias sequentially. The results suggest that harsh parenting can explain the highly aggressive behavior of male juvenile delinquents. Moreover, harsh parenting may also predict the risk of peer victimization and hostile attribution bias, thereby predicting the development of highly aggressive behaviors.