Introduction:The present study investigated the longitudinal relationship between parental psychological control and adolescent aggression in Chinese adolescents. We also explored whether adolescent gender plays a moderating role in this relationship. Methods: A total of 2458 adolescents (mean age = 13.20 ± 0.65 years; 51.3% male) from Beijing, China, participated at three time points during middle school, 1 year apart. Parental psychological control, adolescent aggression, and demographic characteristics were self-reported at each time point. A cross-lagged model was conducted.
Results & conclusions:The results showed that adolescent aggression at Time 1 positively predicted parental psychological control at Time 2. Parental psychological control at Time 2 positively predicted adolescent aggression at Time 3. Adolescent aggression at Time 2 predicted parental psychological control at Time 3. These findings provide evidence that supports the reciprocal effects model and further our understanding of the longitudinal and bidirectional relationship between parental psychological control and adolescent aggression. No significant adolescent gender differences were found in terms of the reciprocal effect model.
This paper considers the multiplicative Hom-Lie superalgebra structures on infinite dimensional simple Lie superalgebras of vector fields with characteristic zero. The main result is that there is only the multiplicative Hom-Lie superalgebra structure on these Lie superalgebras.
The digital revolution and globalization have a deep influence on education at all levels. Various digital devices do not only provide students’ Internet connections, but also create more opportunities for them to get inspired, motivated, and engaged in learning activities. Recent research shows that triggering interest can enhance students’ self-regulation, collaboration, problem-solving, and joy of learning. Previous studies show that the pedagogical use of information and communication technology (ICT) can support student-centered and collaborative learning, and develop thinking skills and creativity. However, little is known about the relevance of digital technologies for triggering interest. The aim of this study is to review existing literature in the field of the learning sciences, and provide answers for the following two research questions: 1) Which factors trigger students’ interest in ICT-based learning environments? 2) Which methods have been used for exploring triggers? The systematic literature review (SLR) methodology will be used in this study. The results will be used for developing new research for exploring triggers that can awaken students’ interest in learning. The findings will be useful for researchers and teachers to discover appropriate methods and approaches in successful integration of ICT in learning environments and the teaching process.
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