Ample evidence indicates that peer victimization is a crucial risk factor for adolescent internet gaming disorder (IGD); however, little is known about the mechanisms underlying this association. Based on the risk-buffering model and self-determination theory, this study tested whether parental knowledge moderated the relationship between peer victimization and adolescent IGD and whether this moderating effect was mediated by basic psychological needs satisfaction (BPNS). A sample of 3080 adolescents (Mean_age = 14.51; SD = 1.97) anonymously responded to a set of questionnaires. The results revealed that the positive association between peer victimization and adolescent IGD was stronger among adolescents with parents who had low-level parental knowledge than for those with high-level parental knowledge. Moreover, this moderating effect was mediated by BPNS. These findings highlight that parental knowledge is an important protective factor against IGD for adolescents who experience peer victimization and BPNS is one mechanism that explains how this effect works.

Studies have demonstrated that learning adaptability has emerged as an important factor for students’ utilization of self-regulated learning for successful learning, but how this association occurred is not clear yet. This study aimed to clarify the mechanism of the relationship between learning adaptability and self-regulated learning by investigating the chain mediating roles of academic motivation and self-management of 787 junior high school students under the “double reduction” background. The results showed that (1) learning adaptability had significant positive effects on junior high school students’ self-regulated learning and (2) academic motivation and self-management played independent and accumulative mediating roles in the relationship between learning adaptability and self-regulated learning. These findings help to understand how to support students in successfully coping with the new challenges brought by educational reform and promote effective adjustment to challenges, including the “double reduction.” The key contribution of this study is to provide new insights into the literature that academic motivation and self-management separately and sequentially mediate the learning adaptability, self-regulated learning links, and learning adaptability is effective driver of self-regulated learning in the population of junior high school students.

Adolescents’ emotions and preferences are influenced by their childhood experiences. In today’s world, there is a pervasive eagerness for happiness. Happiness has been linked to feelings of self-strength, seeking help, and psychological health. The current quantitative research was designed with a positive psychological perspective to compare Pakistani and Chines adolescents’ self-strength, seeking help, and happiness. The research design of the study was causal-comparative. The study population consisted of 400 Pakistani and 409 Chinese adolescents studying in the elementary grades of both countries. The sample was selected by using a simple random sampling technique. It consisted of 413 boys (51%) and 396 girls (49%), 319 (39) of them were from the age group of 13–14 years, 386 (48%) of them were from the age group of 15–16 years, and 104 (12.9%) were from the age group of 17–18 years. Three different scales were developed to collect study data. Independent sample t-test and simple linear regression were used to test study hypotheses. The analysis revealed that Pakistani adolescents have significantly higher self-strength, seeking help and happiness than their counterparts. It was also found that adolescents’ self-strength and seeking help significant affect their happiness. Based on the findings, it was suggested to investigate the factors contributing to the improved self-strength, seeking help, and happiness of Pakistani adolescents. It was also recommended to investigate the mediating effect of adolescents’ self-strength on the relationship between their happiness and seeking help.

It still remains uncertain whether working memory updating ability influences spatial insight problem solving and whether working memory updating ability plays a role in the representation restructuring phase. The current study explored the correlation of working memory updating ability and spatial insight problem solving by behavior and eye movement experiments, and the results showed that high working memory updating ability individuals spend significant shorter time to solve spatial insight problem than low working memory updating ability individuals. For participants with high or low working memory updating ability, the underlying mechanism of spatial insight problem solving is sudden rather than incremental, which demonstrated that the working memory updating ability did not influence the representation restructuring phase. Working memory updating ability influences spatial problem solving, and it works critically in the problem space search phase, while the restructuring phase is sudden and immediate, which is not influenced by working memory updating ability. The representation restructuring tends to be spontaneous.

Insight is an important cognitive process in creative thinking. The present research applied embodied cognitive perspective to explore the effect of embodied guidance on insight problem solving and its underlying mechanisms by two experiments. Experiment 1 used the matchstick arithmetic problem to explore the role of embodied gestures guidance in problem solving. The results showed that the embodied gestures facilitate the participants’ performance. Experiment 2 investigated how embodied attention guidance affects insight problem solving. The results showed that participants performed better in prototypical guidance condition. Experiment 2a adopted the Duncker’s radiation problem to explore how embodied behavior and prototypical guidance influence problem solving by attention tracing techniques. Experiment 2b aimed to further examine whether implicit attention transfer was the real cause which resulted in participants over-performing in prototypical guidance condition in Experiment 2a. The results demonstrated that overt physical motion was unnecessary for individuals to experience the benefits of embodied guidance in problem solving, which supported the reciprocal relation hypothesis of saccades and attention. In addition, the questionnaire completed after experiments showed that participants did not realize the relation between guidance and insight problem solving. Taken together, the current study provided further evidence for that embodied gesture and embodied attention both facilitated the insight problem solving and the facilitation is implicit.