A mediation model was constructed to clarify the relationship and mechanisms linking psychological distress to problematic smartphone use (PSU), focusing on the mediating role of metacognitions about smartphone use. A questionnaire method was used to investigate psychological distress, metacognitions about smartphone use, and problematic smartphone use among 664 college students. The results showed that (1) psychological distress had a significant positive predictive effect on problematic smartphone use, and (2) there were differences in the underlying mechanisms linking different types of psychological distress to problematic smartphone use. Specifically, negative metacognition about smartphone use partially mediated the relationship between depression and problematic smartphone use, whereas anxiety could act on problematic smartphone use through the parallel mediation of positive metacognition about smartphone use and negative metacognition about smartphone use, with the latter having a greater positive mediating effect than the former. These findings reveal the mechanism of action linking different types of psychological distress to problematic smartphone use from the perspective of the cognitive-behavioral model of pathological Internet use, which has implications for the prevention and intervention of problematic smartphone use among college students.

Bayesian reasoning is common and critical in everyday life while the performance on Bayesian reasoning is rather poor. Previous studies showed that people could enhance their performance by applying cognitive resources under the natural frequency format condition. Working memory is one of the crucial cognitive resources in the reasoning process. However, the role of working memory on Bayesian reasoning remains unclear. In our study, we verified the effect of working memory on Bayesian reasoning by evaluating the performance of participants with high and low working memory span (WMS); we also investigated if working memory as a kind of cognitive resource can affect Bayesian reasoning performance by manipulating the cognitive load in a dual-task paradigm among participants with no-, low-, and high-loads. We found the following: (1) The Bayesian reasoning performance of high WMS participants was significantly higher than that of low WMS participants. (2) Performance under natural frequency condition was noticeably higher than that in standard probability condition. (3) Interaction between working memory and probability format was significant, and the performance of participants with high-load in natural frequency condition was higher when compared to those of participants with no- and low-load. Therefore, we can conclude that: (1) Working memory resource is a major factor in Bayesian reasoning. The performance of Bayesian reasoning is influenced by working memory span and working memory load. (2) A Bayesian facilitation effect exists, and replacing the standard probability format with a natural frequency format can significantly improve Bayesian performance. (3) Bayesian facilitation occurs only in participants with sufficient working memory resources.

Introduction: This study examines the relationship between growth mindset and subjective wellbeing among elementary school students, with a focus on the mediating role of academic self-efficacy and the moderating role of perceived teacher support.Methods: Utilizing the cluster sampling method, a sample of 1,740 elementary school students completed measures assessing growth mindset, subjective wellbeing, academic self-efficacy, and perceived teacher support.Results: The results show that: (1) growth mindset positively predicts elementary school students' subjective wellbeing; (2) academic self-efficacy partially mediates the association between growth mindset and elementary school students' subjective wellbeing; and (3) perceived teacher support moderates the first stage of the mediation pathway, such that the positive effect of growth mindset on elementary school students' academic self-efficacy is stronger under high levels of perceived teacher support.Discussion: These findings indicate that growth mindset influences elementary school students' subjective well-being both directly and indirectly through academic self-efficacy. Moreover, the impact of growth mindset on academic self-efficacy is stronger among elementary school students with higher perceived teacher support.

Reading text from a screen has been shown to be less effective compared with reading text from paper. Various signals may provide both background information and navigational cues, and may promote the construction of cognitive maps during on-screen reading, thus improving reading performance. This study randomly divided 75 college students into a paper reading group and an on-screen reading group. Both groups were tested for navigation and reading comprehension in response to three different forms of signaling (plain text, physical signaling, and verbal signaling). The results showed that when plain text was presented, the navigation and comprehension scores of the paper reading group were significantly higher than those of the on-screen reading group. However, no significant difference was found between both groups under signaling conditions. The navigation and comprehension scores of both groups were significantly higher under signaling conditions than under plain text. Moreover, the comprehension score of the on-screen reading group under physical signaling was significantly higher than that under verbal signaling. This research suggested that signals help to construct cognitive maps and effectively improve reading performance. Besides, physical signaling, such as underlining and bold formatting, is more effective for on-screen reading. The present study provides a practical and effective approach for improving on-screen reading based on cognitive map theory.