Intelligent wearable technology is becoming very popular in application fields such as clinical medicine and healthcare, health management, workplaces, education, and scientific research. Using the four‐element model of technological behavior, the first part of this review briefly introduces issues related to the uses of intelligent wearables, including the technologies (i.e., what kind of intelligent wearables are used?), the users (i.e., who use intelligent wearables?), the activities involving the technologies (i.e., in what activities or fields intelligent wearables are used?), and the effects of technology usages (i.e., what benefits intelligent wearables bring?). The second part of this review focuses on the risks of using intelligent wearables. This part summarized five common risks (i.e., privacy risks, safety risks, performance risks, social and psychological risks, and other risks) in the use of intelligent wearables. The review ends with a discussion of future research.

The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between‐groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one‐size‐fits‐all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity.

Previous studies have been inconsistent regarding the number of cues in the brainstorming process that have a promotive or inhibitory effect on individuals' idea generation. Further, this issue has not been examined from the perspective of individual characteristics. Therefore, this study aimed to explore the influence of environmental cues and motivation on individuals' idea generation to determine the presence of an interaction between environmental cues and motivation in this process. The sample included 156 Chinese undergraduates as participants in two parallel experiments that were designed and implemented to study the influence of the number and novelty of environmental cues on idea generation in an electronic brainstorming task. The role of motivation level as an intrinsic factor was also explored. Findings showed that the number of environmental cues significantly influenced the novelty of idea generation, which was regulated by motivation level. Additionally, the novelty of cues and motivation could significantly affect the number of ideas generated.

Previous research has revealed that parents’ success-oriented response to children’s performance promotes children’s self-esteem, while failure-oriented response damages their self-esteem. However, the potential mediating mechanisms are unclear. Therefore, the present study investigated whether parent–child relationship and friendship quality mediated the relation between parents’ response to children’s performance and children’s self-esteem. For this purpose, 859 children in Central China completed the Parents’ Response to Children’s Performance Scale, Buchanan Scale of Closeness to Parents (CPS), Friendship Quality Questionnaire (simplified version), and Self-Perception Profile tests. Structural equation modeling (SEM) revealed that: (1) parents’ success-oriented response was positively associated with parent–child relationship, friendship quality, and children’s self-esteem. Parents’ failure-oriented response was negatively associated with parent–child relationship and children’s self-esteem, but it was positively associated with friendship quality. (2) Parent–child relationship and friendship quality were identified as the serial mediators between parents’ success- or failure-oriented response and children’s self-esteem. These findings suggest that parents’ failure-oriented response should be reduced and parents’ success-oriented response should be increased to develop children’s self-esteem and establish a sound social network system for children.