Prior research has shown that moral judgment, moral elevation, and moral identity contribute to prosocial behavior. However, how these three motivating factors interact in predicting prosocial behaviors is not yet clear. The current study proposed and examined a moderated mediation model to illustrate the specific process of how prosocial behavior is motivated by these factors. A total of 264 Chinese undergraduate and graduate students participated in the present study (140 females; age range 17–26, M = 20.25, SD = 1.57). Moral judgment competence, intensity of moral elevation, and moral identity were measured by self-reported scales, and the tendency to engage in prosocial behavior was assessed in a simulated “Ask for help” situation. The multiple regressive results showed that moral elevation mediated the effect of moral judgment on prosocial behavior, and moral identity moderated this mediation through interacting with moral elevation. However, within the proposed model, the mediating effect of moral elevation was stronger in women than in men, while the moderating role of moral identity appeared only in women. These findings imply different methods for men and women to enhance their prosocial behaviors, including the need to pay more attention to developing moral reasoning in men while putting more emphasis on evoking moral emotion and moral traits in women. Together, these results supported the assumptive model and provided a comprehensive framework to explain prosocial behaviors.

Numerous studies have found that people tend to commit prosocial acts subsequent to previous immoral acts, as a response to the latter. This phenomenon is called moral cleansing or moral compensation. However, the specific mechanism how previous immoral acts motivate moral compensatory behaviors is still not fully understood. This study aimed to examine the roles of guilt and moral identity in the relation between previous immoral acts and subsequent prosocial behaviors to clarify the mechanism. Based on the extant research, the current study proposed a moderated mediation model to illustrate the process of moral cleansing. Specifically, a previous immoral act motivates guilt, which further leads to subsequent prosocial behaviors, while moral identity facilitates this process. The participants were primed by a recalling task (immoral act vs. a neutral event). The results support the hypothesized model and provide a framework that explains moral cleansing by integrating the roles of guilt and moral identity. These findings highlight the dynamic nature of people’s morality with regard to how people adapt moral behaviors to protect their moral self-image.

BackgroundLeft-behind children (LBC) in China have aroused widespread concern in society and the academic field because they have a high risk of psychological problems. For left-behind children, depression is the most serious problem. Bullying victimization has been evidenced as one of the most common causes of children’s depression. However, less is known about its longitudinal association and the process for how bullying victimization influences depression among left-behind children. Thus, the presentation aims to explore the mechanisms underlying by considering the roles of left-behind children’s negative thoughts and self-compassion.MethodsThe 3-wave longitudinal data were collected from a sample of 605 aged 8–11 from central China. We used the Olweus bully and victimization questionnaire, the children’s automatic thoughts scale, the depression scale, and the self-compassion scale.ResultsBullying victimization positively predicted the depression level of left-behind children. Negative thoughts and self-compassion mediate the relationship between bullying victimization and depression. In the mechanism of bullying victimization on depression exists gender differences among left-behind children.ConclusionThe present study suggested the association between bullying victimization and left-behind children’s depression and revealed the internal mechanism of negative thoughts and self-compassion. These findings provide a new perspective for left-behind children’s mental health education and intervention.

The present study examined the developmental relationship between morphological awareness and reading comprehension, using a 1-year longitudinal study with a sample of 439 Chinese-speaking students in Grades 1, 3, and 5, respectively. Children’s text reading and three components of morphological awareness: homophone awareness, homograph awareness and compounding awareness were measured. After controlling for word reading, vocabulary knowledge, IQ, rapid automatized naming and phonological awareness measured at the initial level, the structural equation modeling results indicated that children’s compounding awareness made a significant direct contribution to reading comprehension only from Grade 5 to 6. Children’s reading comprehension also made a unique contribution to compounding awareness from Grade 5 to 6. Thus a reciprocal relationship between compounding awareness and reading comprehension was found for Grade 5 to 6. Reading comprehension in Grades 3 and 5 predicted homophone awareness in Grades 4 and 6 were marginal significance, respectively, but initial homophone awareness did not predict later reading comprehension across grades. Furthermore, there no unique connection between homograph awareness and reading comprehension across grades. These findings suggest a dynamic relationship between different aspects of morphological awareness and reading comprehension in Chinese-speaking children across elementary school years.

The topic of school bullying has become an important issue over the world. Being in disadvantaged situations of fathers’ absence, prior research suggested that left-behind children (LBC) with absent fathers in China are more vulnerable to get involved in school bullying (bullying or being bullied). In addition, fathers’ absence brings much pressure to single stay-at-home mothers, leading to more maternal psychologically controlling parenting. Following a three-wave longitudinal design, this study aimed to examine the developmental relationship between maternal psychological control and father-absent LBC’s bullying/victimization as well as its mechanism. A total of 348 father-absent LBC aged 7–11 years in China completed a battery of questionnaires at three-time points. The results indicated that there are reciprocal effects between maternal psychological control and father-absent LBC’s bullying/victimization. Specifically, maternal psychological control at T1 predicted father-absent LBC’s victimization at T2; children’s victimization at T2 predicted maternal psychological control at T3; maternal psychological control predicted later children’s bullying perpetration stably from T1 to T2 and from T2 to T3; children’s bullying at T2 predicted maternal psychological control at T3. Two vicious circles happened in the above relationships. Current findings highlight the stronger effects of mothers’ negative parenting on children’s school bullying, which bring inspiration for future family education and school intervention.

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Abundant research has shown that self-compassion robustly contributes to adults' psychological wellbeing. Meanwhile, a few studies have shown that selfcompassion is rooted in early experiences with parents.

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