ISSN 1671-3710
CN 11-4766/R
主办:中国科学院心理研究所
出版:科学出版社

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    “Rat Race” or “Lying Flat”? The effect of competition stress on psychological compensation
    WANG Wangshuai, YI Yanxi, LUO Zhiwei, LI Jie
    Advances in Psychological Science    2024, 32 (7): 1057-1072.   DOI: 10.3724/SP.J.1042.2024.01057
    Abstract3893)   HTML343)    PDF (710KB)(11577)      

    In the modern society with rapidly accelerating pace, competition has become ubiquitous and intense. No doubt that competition can lead to aversive psychological stress. Interestingly, in response to the competition stress, individuals choose two contradictory compensation strategies, as some go “Rat Race”, while others do “Lying Flat”. Why do individuals make contrasting choices? Does it result from different types of stress? What are the psychological mechanisms and boundary conditions of the “Rat Race” and “Lying Flat” effects, respectively? In the current literature, none of these questions has been answered. Therefore, the core concepts of this research are competition stress and psychological compensation; the central story is to reveal the relationship between different types of competition stress and psychological compensation. More specifically, this research distinguishes the multi-dimensional attributes of competition stress. Based on the theory of psychological compensation, we then explore individuals’ compensation strategies when faced with different types of competition stress. The paper is structured into three main sections: (1) competition stress is a multi-dimensional concept, encompassing both competition result stress and competition process stress; (2) competition result stress leads to the fluid compensation strategy, which is termed as the “Rat Race” effect. The psychological mechanism of this effect is self-esteem threat, and the boundary condition is self-affirmation; (3) competition process stress drives the escapism compensation strategy, which is termed as the “Lying Flat” effect. The psychological mechanism of this effect is well-being threat, and the boundary condition is social support. This study marks the first attempt to identify different types of competition stress and examines how they respectively affect individuals’ compensation strategies. The present paper significantly contributes to the existing literature on competition stress, psychological compensation, self-esteem, and well-being. Moreover, research findings can guide companies’ marketing activities, promote individual well-being, and assist public policy making.

    The research questions of this paper are rooted in practicality and real-world, and answering these questions in turn contributes to the extant literature in at least two ways. First, while existing research on competition stress has shed light on how it alters an individual’s physical and mental states, it portrayed competition stress as a unidimensional construct, overlooking its potential multidimensional nature. Moreover, prior studies have failed to explore individuals’ compensatory strategies under competition stress. Consequently, this research reveals the multidimensional attribute of competition stress, delineating it into competition result stress and competition process stress. Subsequently, how different types of competition stress lead to contrasting compensatory strategies are analyzed, including the “Rat Race” effect engendered by competition result stress and the “Lying Flat” effect prompted by competition process stress.

    Second, this paper contributes to the literature on self-esteem and well-being. Specifically, regarding self-esteem, while previous research has primarily examined its direct influence on individuals, this study uncovers that self-esteem serves as the underlying psychological mechanism driving the “Rat Race” effect. In terms of well-being, despite being frequently investigated in extant research, yet it received less attention in explaining psychological compensation. Therefore, findings from the present research enrich the literature on well-being, expanding our understanding of its connections with competition stress and compensatory behaviors.

    Aside from the theoretical contributions, the current research also provides practical implications in three ways. For enterprises, the psychological compensation behavior impelled by competition stress is shown to follow a traceable pattern, which can be leveraged for increasing market share and sales profits. For instance, product slogans aimed at individuals opting for “Rat Race” can aim to evoke their competitive mindset, while brands tailored to those embracing “Lying Flat” should emphasize concepts like escaping the “noise” and maintaining the inner peace. As for individuals, it is suggested that when faced with severe competition stress, individuals can restore psychological resources through recalling past successful experiences or seeking for the support from families and friends. Furthermore, for policymakers, given that over-competition may lead to negative outcomes, this research reminds policymakers to maintain a moderate competition level in the society and to make necessary interventions when necessary.

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    The influence of AI awareness on employee’s psychological and behavioral outcomes and its theoretical explanation
    WANG Tao, ZHAN Xiaojun, YU Wei
    Advances in Psychological Science    2024, 32 (7): 1195-1208.   DOI: 10.3724/SP.J.1042.2024.01195
    Abstract2826)   HTML187)    PDF (609KB)(5158)      

    AI awareness refers to an employee's perception that the use of AI affects their work attitude, behavior, well-being, and work environment. The fourth Industrial Revolution has arrived, and while AI improves employee performance, it also brings risks and uncertainties that have a huge impact on employees. Although many studies have explored the impact of AI awareness on employees' psychological and behavioral outcomes, due to scholars' academic background, current studies are more focused on the field of relative segmentation. At the same time, because the concept of AI awareness is relatively new, its name is not unified, and the ambiguity of the concept limits the public's in-depth insight into AI awareness. In addition, the action path and boundary conditions of AI awareness on employees' psychological and behavioral outcomes have not yet been clarified, and the lack of AI awareness research framework has hindered the understanding of how AI application affects employees' psychological and behavioral outcomes. In order to explore the specific impact of AI application on employees and its function explanation mechanism, firstly, the research on AI awareness was systematically reviewed, the concept connotation of AI awareness was clarified, and AI awareness was re-defined as employees' perception of the impact of AI application on their work attitude, behavior, well-being and working environment. This definition highlights the two-sided nature of AI awareness, that is, AI awareness has both positive and negative effects on employees, rather than just negative effects. Second, it reveals the effects of AI awareness, advancing the understanding of how AI awareness affects employee psychology and behavior. The positive and negative effects of AI awareness on employees' psychological state are explained from the three aspects of emotion, stress and cognition, and the positive and negative effects of AI awareness on employees' behaviors are explained from the two aspects of active and negative behaviors, so that organizations and academia can more clearly, comprehensively and systematically recognize the important effects of AI application on employees' psychological and behavioral outcomes. Promote research in related fields. Thirdly, the theoretical explanation mechanism of AI awareness is explained based on resource perspective (conservation of resources theory, JD-R model), pressure perspective (cognitive evaluation theory), psychological needs perspective (self-determination theory), and environment perspective (person-environment fit theory). Finally, the paper elaborates on five aspects: exploring the multi-level driving mechanism of AI awareness, enriching the action mechanism of AI awareness, mining the spillover effect of AI awareness and strengthening the interaction impact between AI and employees, and builds an integrated model diagram for future research on AI awareness, which will help promote local relevant research. By answering the above questions, it is expected to provide theoretical reference for the subsequent research of scholars, enhance the academic community's cognition and understanding of how the application of AI affects employees, and provide new ideas for promoting the development of AI research. At the same time, it is revealed that managers in the era of Industry 4.0 should re-examine themselves, understand, learn and trust AI technology, use AI technology to develop new skills to improve their management ability, help organizations adopt AI technology more effectively, prevent risks and promote the healthy development of organizations. Managers must clarify the use of AI technology, allow employees to participate in the process of developing and implementing AI systems, eliminate misunderstandings and mistrust, and conduct AI technology training for employees, so that employees have more understanding of AI, reduce the sense of rejection of AI, and recognize that coexistence with AI is an inevitable development of the times. At the same time, it also informs employees that the purpose of applying AI is to help rather than replace them, relieve employees' anxiety and sense of threat, reduce their fear of unemployment, enhance employees' positive cognition of the application of AI, and then reduce their negative evaluation of the application of AI, and help organizations maximize the positive side of AI and reduce the dark side brought by AI.

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    A meta-analysis of the impact of AI application on employees in the workplace
    JIANG Jianwu, LONG Hanhuan, HU Jieyu
    Advances in Psychological Science    2024, 32 (10): 1621-1639.   DOI: 10.3724/SP.J.1042.2024.01621
    Abstract2789)   HTML121)    PDF (743KB)(4650)      

    Given the widespread application of artificial intelligence (AI) technologies in workplaces, there has been a rapid increase in literature exploring AI-related themes. Scholars are increasingly focused on understanding how these applications influence employee behaviors and psychology. However, consensus on the direction, boundaries, and extent of these effects remains elusive. To address this issue, this paper conducts a meticulous review and selection of literature published from January 2017 to July 2023. A meta-analysis is performed on the 64 literatures (N = 150) to advance knowledge in three main areas: (1) Explore the strength and direction of the relationship between AI application and employees’ positive behaviors and psychological effects, as well as their negative behaviors and psychological effects. This aims to clarify the inconsistent conclusions and fill gaps in quantitative integration. (2) Based on the Job Demands-Resources model, this paper delineates the theoretical rationale underlying the impact of AI on employees’ behavior and psychology within an organizational context, upon its integration as a new technology, and elucidate specific pathways of its effects. (3) Investigate whether the effects of AI application on employee behavior and psychology are potentially influenced by the type of AI application, industry context, and measurement methods. Endeavor to furnish a clearer and more comprehensive overview of the correlation between AI and employee outcomes, thereby providing a theoretical foundation for tailored AI advantages in practical settings and methodological designs for subsequent empirical research in academia.

    The result finds that: (1) The application of AI in the workplace exhibits a “double-edged sword” effect, which can enrich employees' psychological resources as technical support and stimulate positive behaviors, may also threaten employees to consume psychological resources and cause negative behaviors. (2) The relationships between AI application and employee behaviors/psychological effects vary under different AI types. Assisted and augmented AI enhance employee job satisfaction by reducing task costs, thereby increasing work engagement, creativity, and productivity. Such abundance in work resources contributes to an uplift in employees' job satisfaction and happiness. Consequently, when employees experience greater job involvement, there is a notable increase in creativity and productivity. However, managerial and autonomous AI types, despite improving efficiency and autonomy to some extent, introduce stress due to their supervisory and controlling attributes, suppressing positive work experiences and fostering negative psychological states. (3) Variations in AI application effects on employee behaviors and psychological effects across different industry types are evident. Employees in labor-intensive industries, with structured work environments and lower occupational skills, perceive more negative effects from AI. Conversely, employees in knowledge-intensive industries benefit from more flexible and autonomous work environments enhanced by AI, demonstrating stronger abilities in receiving, learning, and adapting to new information and technologies. (4) The relationship between AI application and employee behavior, as well as psychological impacts, varies depending on diverse measurement of AI application. Studies using subjective evaluations tend to reveal more negative impacts of AI on employee behaviors and psychological effects compared to those using objective measurement methods.

    This study has made several theoretical contributions: (1) Systematically integrate and evaluate the fragmented research conclusions on the effects of AI application on employee behaviors and psychology, synthesizing empirical findings and responding to calls in the literature for understanding the personal impacts of automation technologies. (2) Within the framework of Job Demands-Resources model, this paper elucidates the diverse impacts of different types of AI application on employee behavior and psychology, expands the influencing factors that could augment the positive results of AI application, and further validates the concerns regarding potential adverse consequences. (3) Enrich the boundary conditions in the relationship between workplace AI application and employee behavior and psychology. This paper explores the moderating effects of the type of AI application, industry context, and measurement methods, responding to the scholarly calls for further examination of moderating variables of AI application affecting employee experience, thereby offering new insights for inconsistent research conclusions in the academic literature. Beyond theoretical advancements, the results of this study provide guidance for organizations to scientifically adjust the management strategies of AI, accurately direct employees perceptions, and effectively maximize its value.

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    The relationship between parenting styles and positive development of Chinese adolescents : A series of meta-analytic studies
    TANG Tian, WANG Yu, GONG Fangying, SHI Ke, LI Xi, LIU Wei, CHEN Ning
    Advances in Psychological Science    2024, 32 (8): 1302-1314.   DOI: 10.3724/SP.J.1042.2024.01302
    Abstract2637)   HTML216)    PDF (725KB)(3260)      

    Objective: Positive Youth Development (PYD) is one of the most influential concepts in adolescent development research, which focuses on the potential advantages and plasticity of adolescent development trajectory, and emphasizes the important role of the interaction between individuals and the environment on adolescent development. Previous meta-analytic studies have mostly examined the effects of family parenting styles on single variables in the structure of positive adolescent development, and no study has examined the effects of family parenting styles on the holistic conceptualization of positive adolescent development.

    Methods: Based on the perspective of positive adolescent development, this study took Chinese adolescents as samples and included three variables: academic achievement, self-esteem and resilience to conduct a series of meta-analyses (206 articles, 1822 independent effect sizes, and the total number of subjects reached 109,968). Three databases including CNKI, Wanfang and VIP were selected for Chinese, and Web of Science Core Set, Wiley, Proquest, EBSCO and Elsevier databases were selected for foreign languages to search relevant studies on Chinese adolescents. For joint retrieval by keyword, such as "parenting/rearing styles" and "academiac achievemant/success/performance" or "self-esteem" or "resilience", At the same time, a large number of documents are included through subject search and full-text search. Retrieved on 22 December 2022. In the end, 206 articles met the above criteria, including 57 articles on academic achievement, 97 articles on self-esteem (including 3 articles in English), and 52 articles on resilience (including 1 article in English). The zero-order correlation coefficient r was used as the index of effect quantity. Comprehensive Meta-Analysis(CMA 2.0) was used to test the main effect and the moderating effect of the series of meta-analyses; meta-regression analysis was used to analyze the moderating effect of female ratio and publication year, etc.; subgroup analysis was used to analyze the moderating effect of education stage, publication type and measurement tools, etc.

    Results: Result: Different types of family rearing styles were significantly correlated with the three core indices of adolescents' positive development. Positive family parenting styles were moderately correlated with adolescents' positive development (r = 0.32), while negative family rearing styles were moderately correlated with adolescents' positive development (r = -0.13). The results confirm the relationship between family parenting style and the positive development of adolescents from a holistic perspective. Specifically, among the concrete constructs of adolescents' positive development, positive parenting style had the highest correlation with resilience (r = 0.43), followed by self-esteem (r = 0.318) and academic achievement (r= 0.18). Negative parenting styles were associated with higher levels of resilience (r = -0.17) and self-esteem (r = -0.16), and lower levels of academic achievement (r= -0.10). These results indicate that the effect of family rearing style on adolescent development is both holographic and different. In addition, meta-regression analysis and subgroup analysis found that the ratio of females in the continuous variable and the stage of education in the group variable had a significant moderating effect on the relationship between family parenting style and the indicators of adolescent positive development.

    Conclusion: In this study, three representative variables such as academic achievement, resilience and self-esteem were included in the core indices of adolescents' positive development. Based on the first-order and second-order meta-analysis, the relationship between the development resource of family parenting style and adolescents' positive development was investigated. In order to comprehensively and deeply understand the development resource value of family parenting style. It provides a theoretical perspective and new evidence for the holistic and differentiated effects on the positive development of adolescents. There is a close correlation between family parenting style and adolescent development variables, which confirms the important role of "family style parenting" in promoting the overall positive development of adolescents, and the holographic function of positive family parenting style in shaping adolescents' ability, self-worth and positive psychological character. It highlights the theoretical contribution and practical significance of this study under the background of Chinese excellent traditional family culture.

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    The influence of social networking site use on adolescents' body dissatisfaction and its internal mechanism
    ZHANG Tianyu, ZHANG Yali, ZHANG Xiangkui
    Advances in Psychological Science    2024, 32 (9): 1514-1527.   DOI: 10.3724/SP.J.1042.2024.01514
    Abstract2485)   HTML144)    PDF (600KB)(3363)      

    Body dissatisfaction, an unpleasant emotional experience related to one's own body, is prevalent among adolescents. The use of social networking sites is considered a risk factor. Scholars from different countries have initiated investigations on the influence of social networking site use on body dissatisfaction in adolescents through empirical studies. Although some theoretical and empirical findings have been obtained, they are fragmented, impeding a comprehensive understanding of research progress in this area. Building upon prior studies, we aim to present a thorough overview of how social networking site use influences body dissatisfaction in adolescents while also examining the underlying mechanisms. This study assists future researchers in gaining a precise and rapid understanding of the impact of social networking site use on adolescents' body dissatisfaction. Additionally, it offers theoretical guidance and recommendations to reduce adolescents' body dissatisfaction and enhance their mental health and subjective well-being.

    Initially, we conducted a structural summary of the association between various levels of social networking site use and adolescents' body dissatisfaction. The extent, mode, behavior, and motivation related to social networking site use may influence adolescents' body dissatisfaction. Specifically, the extent of social networking site use was defined as the duration, frequency, and intensity. The mode of social networking site use encompasses active and passive engagement. Behaviors linked to social networking site use included body talk and selfie-related activities. Motivations for social networking site use included seeking appearance-related feedback, fashion-focused incentives, and others.

    Building on this foundation, we investigated three pathways through which the use of social networking sites influences adolescents' body dissatisfaction within the framework of established theories. The first pathway entails comparing appearance and internalizing the ideal body, as posited by the tripartite influence model. The second pathway involves the development of self-objectification and body surveillance, as suggested by objectification theory. The third pathway encompasses appearance self-schema and appearance self-discrepancy, rooted in self-schema theory and self-discrepancy theory.

    We then further elucidated three categories of moderators of the effects of social networking site use on adolescents' body dissatisfaction. The first category encompasses personality factors, including the Big Five personality traits, narcissism, and perfectionism, which are primarily associated with an individual's personality traits and psychological structure. The second category includes self-cognitive factors such as self-compassion and self-concept clarity, mainly related to an individual's inner emotions and self-awareness. The third category consists of media-cognitive factors such as social media literacy and appearance-related social media consciousness, primarily linked to an individual's use of social networking platforms and their attitudes toward social networking content.

    Furthermore, in conjunction with the findings above, we constructed an integrative model of how social networking site use affects adolescents' body dissatisfaction. The model seeks to elucidate the mechanisms of action and boundary conditions of social networking sites affecting adolescents' body dissatisfaction. It also aims to provide a systematic framework for researchers in the field to advance the prevention and intervention of adolescents' body dissatisfaction.

    In conclusion, the article provides valuable suggestions and reference directions for future research. For example, future research should focus on exploring the relationship between social networking site use and body dissatisfaction in China, expanding the scope of research to include various aspects such as research subjects, methods, and content, and further validating and simplifying the theoretical framework, which will help in developing more effective online intervention programs to address adolescents' body dissatisfaction.

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    Have gender stereotypes changed or not changed? Evidence from contents, methods, and consequences
    WANG Zhen, GUAN Jian
    Advances in Psychological Science    2024, 32 (6): 939-950.   DOI: 10.3724/SP.J.1042.2024.00939
    Abstract2457)   HTML129)    PDF (559KB)(5514)      

    Stereotypes have been defined as beliefs about the characteristics, attributes, and behaviors of people classified into social categories. Stereotypes are traditionally perceived as resistant to change. However, they may be changed under contexts of the impacts of societal changes on human culture and psychology. Given that gender stereotypes are expected to be more unshakable than other stereotypes (e.g., race stereotypes), it implies that there is a potential for changing other stereotypes, provided that gender stereotypes can be changed. Therefore, this article reviewed changes in gender stereotypes from their contents, methods, and consequences.
    According to the social role theory, gender stereotypes are built on social roles. Therefore, gender stereotypes are expected to change with the changes in the roles of men and women. Considerable studies have found that gender stereotypes have changed. Specifically, some studies have shown that women are perceived to increase their masculine characteristics (e.g., agency) over time, while men are not perceived to increase feminine characteristics (e.g., communion). Differently, others have indicated that both women and men are perceived to increase in counterstereotypical traits over time. However, in contrast to these findings depicting changes in gender stereotypes, several studies did not find significant changes, and they believed that gender stereotypes persist over time. One of the possible reasons for these conflicting findings is that different methods have been used in previous studies.
    The research methods of gender stereotype changes can be divided into traditional methods and new techniques. The traditional methods usually involve the past-present-future rating paradigm, cross-sequential design, and cross-temporal meta-analysis. Word embedding, as a new technique, has become increasingly important in recent years. All research methods have their relative advantages and disadvantages.
    The consequences of gender stereotype changes can be categorized into positive and negative outcomes. In terms of positive outcomes, gender stereotype changes increase the possibility of men being involved in more household labor, which may result in better relationship quality for the couple. Besides, the new male role in parental care for children generates many benefits, such as better academic performance, higher levels of self-esteem, and fewer behavioral problems in children. Additionally, gender stereotype changes can promote women’s economic independence and reduce the gender gap. However, there are also negative outcomes with the changes in gender stereotypes. Specifically, these changes intensify low fertility rates and birth rates. Notably, even if gender stereotypes towards targets become more and more positive over time, targets may not treat the stereotypes as compliments. On the contrary, they may perceive the stereotypes as a form of gender prejudice, eventually impairing interpersonal and intergroup relationships.
    Further research on gender stereotype changes can be discussed from the following aspects: first, it is important for researchers to conduct studies with diverse research methods in the future. Second, future research should pay attention to not treating gender stereotypes as a single construct. Instead, they should be investigated through the perspective of classification (e.g., descriptive and prescriptive gender stereotypes). Third, given that stereotypical gender characteristics seem to interact with each other to build gender stereotypes, future research should examine gender stereotype changes by treating gender stereotypes as a complex system from a network approach. Last, we should not ignore cultural impacts on gender stereotype changes. Given that China has undergone more unprecedented societal transformations than Western countries over the past decades, the social roles in China have undergone tremendous changes. Therefore, it is indispensable to investigate gender stereotype changes in China. Furthermore, not only the gender stereotype changes, future studies need to explore changes in stereotypes about other categories, such as race, ethnicity, age, sexual orientation, classes, and religion.

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    Empowerment or disempowerment: The influence of using AI on creative personality
    WANG Hongli, LI Zhen, ZHOU Mengnan, CHEN Zhengren
    Advances in Psychological Science    2024, 32 (12): 1990-2004.   DOI: 10.3724/SP.J.1042.2024.01990
    Abstract2294)   HTML177)    PDF (608KB)(3483)      

    Creative personality is often considered stable and unique. However, when artificial intelligence (AI) participates in creative tasks, the “digital authority” role of AI may cause automation bias in human use of AI, making it difficult for humans to maintain a leading role in creativity, even with a creative personality. Yet, significant research gaps persist. First, the organizational personality literature is dominated by the classic dispositional view that personality traits are stable. Second, despite calls to promote research on the impact of AI on personality traits, the field lacks theoretical and empirical research. Our knowledge regarding the effects of AI on human creative personality and its underlying mechanisms is notably limited.

    Considering the above calls and limitations, this study adopts a developmental perspective on personality to clarify the impact of using AI in creative work on creative personality. Specifically, it encompasses three distinct sub-studies. Study 1 reveals the mechanisms by which the use of AI mediates creative personality. By drawing on the concepts of "I can" and "I should", we examine the negative effects of using AI and automation bias on creative self-efficacy and creative role identity. Study 2 explores the long-term effects of using AI and automation bias on individual creative personality. Furthermore, study 3 investigates the effectiveness of self-leadership, focusing on how individuals defend their innovative subjectivity.

    This study makes three primary theoretical contributions. First, this study emphasizes the long-term effects of AI on creative personality. Although the potential influence of using AI on creativity has emerged as a prominent research topic, much of the focus has been on the impact of AI on the creative process, creative outcomes, and creative environment. Studies have shown that using AI can both foster and hinder creativity. Building on this, our research highlights a significant, yet potentially overlooked, drawback of using AI. It contributes to a more nuanced and complete picture of how emerging technologies can shape an individual's creative personality. This study posits that using AI may engender an individual's automation bias, which could disrupt the positive pathways of "I can create” and "I should create", ultimately diminishing individual creative personality. By doing so, we extend the literature on the negative effects of AI on creative personality and remind human beings of their unique roles as primary agents in creative work.

    Second, this study introduces self-leadership as an effective strategy for reaffirming humans as the central agents of creativity. Prevailing research often positions AI at the core of creative work, inadvertently obscuring the subjectivity of human beings. This study, however, asserts that although AI has a certain degree of autonomy, human beings remain the essential protagonists in creative work. To this end, this study proposes a strategy of internal control that reinforces the subject position of human creativity, fundamentally shifting from external organizational supervision to self-regulation. By embracing self-leadership, individuals can counteract the tendencies towards "cognitive saving" and social loafing, thereby preventing the degradation of creative personality that arises from using AI. In this way, this study reveals a pathway to counteract the negative effects of AI on creative personality, thereby optimizing the benefits of AI applications on creativity.

    Third, this study builds an overall theoretical model that encapsulates the impact of using AI on creative personality, the underlying mechanisms, and potential countermeasures. Prior research has predominantly examined how individuals with different personality traits respond to AI and the compatibility between personality traits and AI. However, there is still limited understanding about how AI affects individual personality traits as AI becomes more integrated into creative work. AI, with its exceptional capabilities, dynamism, and autonomy, stands out as a unique factor affecting creativity. Considering that particularity, there is an urgent need for a thorough and detailed theoretical framework. To this end, the theoretical model of this study encompasses the long-term effects of using AI on creative personality, elucidates the underlying mechanisms, and proposes effective coping strategies.

    In summary, our theoretical framework aims to provide scholars with a more comprehensive and profound understanding of how using AI influences individual creative personality, while also offering guidance on how to prevent the erosion of human creativity and avoid becoming subservient to AI.

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    Human-AI mutual trust in the era of artificial general intelligence
    QI Yue, CHEN Junting, QIN Shaotian, DU Feng
    Advances in Psychological Science    2024, 32 (12): 2124-2136.   DOI: 10.3724/SP.J.1042.2024.02124
    Abstract2178)   HTML122)    PDF (613KB)(3197)      

    With the advancement of technology, the dawn of artificial general intelligence is upon us, heralding a new era for human-machine interaction and relationships. Trust, as the linchpin of human-AI interaction, directly affects the success of the interaction and the user experience. Maintaining an appropriate level of trust can influence the outcomes of human-AI interactions. Currently, the trust relationship between humans and AI is undergoing transformation, yet existing research has not accurately grasped this new type of trust relationship. There are limitations in the understanding of human-AI trust, partly due to the unclear definition of human-AI trust, and partly because the focus has been solely on human trust in AI, neglecting the trust that AI places in humans, and lacking an understanding of the bidirectional trust process in interpersonal interactions.

    To address these deficiencies, this study first reviews the definitions of human-machine trust and automated trust from previous research and summarizes the current characteristics of human-AI trust: on one hand, the concealment of AI technology usage makes users unaware of AI's involvement; on the other hand, the current human-AI trust should include AI's trust in humans. In response to these characteristics, this study proposes a new definition of human-AI trust: that is, regardless of the awareness of the presence of AI algorithms, the attitude and confidence held between people and AI systems that believe the other party can help achieve specific goals, and the willingness to accept each other's uncertainty and fragility and bear the corresponding risks during the interaction process. The new definition extends the scope of human-AI trust to situations where users are not aware of AI's involvement and, for the first time, proposes a mutual trust relationship between humans and AI, which also implicitly reveals that human-AI trust is a dynamic process.

    Secondly, to overcome the limitations of previous trust models in explaining the dynamic and bidirectional trust relationship between humans and AI, this study, based on a comprehensive review of existing trust models (including the interpersonal trust model, the four-factor model of human-machine trust, the three-factor model of human-automation trust, and the general model for trust decisions), proposes a new human-AI mutual trust model for the new type of bidirectional trust interaction in the era of general artificial intelligence: the Human-AI Dynamic Mutual Trust Model. The model, for the first time, regards humans and AI as equal parties in trust establishment, constructing a dynamic mutual trust framework that includes three phases (initial phase, perception phase, and behavior phase) and two subjects (humans and AI). This framework encompasses various factors such as trust-related experience and trust propensity of the trustor and trustee in the initial phase, perceived factors such as perceived individual state and perceived system state in the perception phase, and result feedback and situational factors in the behavior phase, emphasizing the two important characteristics of “mutual trust” in the relational dimension and "dynamics" in the temporal dimension of human-AI trust.

    This study not only provides a clear definition of trust for the new type of trust relationship between humans and AI in the era of artificial intelligence but also proposes a brand-new theoretical model: the Human-AI Dynamic Mutual Trust Model, offering an in-depth theoretical explanation for the dynamic process of human-AI trust. Future research can explore within the framework of human-AI mutual trust how AI's trust in humans is established and maintained, how a quantitative model of human-AI mutual trust can be established, and what the process of human-AI mutual trust is in multi-agent interactions.

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    Identifying the impact of unconscious fear on adolescent anxiety: Cognitive neural mechanisms and interventions
    LEI Yi, MEI Ying, Wang Jinxia, YUAN Zixin
    Advances in Psychological Science    2024, 32 (8): 1221-1232.   DOI: 10.3724/SP.J.1042.2024.01221
    Abstract2118)   HTML155)    PDF (1012KB)(2780)      

    Fear plays an important role in the development of anxiety disorders, with abnormalities in conditioned fear—specifically in the aspects of conditioning, generalization, and extinction—being central mechanisms. Neuroimaging evidence suggests that overreactivity of the amygdala and insufficient prefrontal modulation are key factors in the abnormal processing of fear among adolescents. This phenomenon is attributed to the earlier maturation of the amygdala compared to the prefrontal cortex, with the volume of the amygdala peaking during adolescence. Fear can manifest at both conscious and unconscious levels. Unconscious fear is automatic and not directly accessible to introspection. It's closely linked to anxiety-related symptoms because it can trigger physiological and psychological responses without the individual consciously recognizing the source of the threat. Adolescents are particularly sensitive to unconscious fear due to the ongoing development of their brains. Yet, current research on unconscious fear and its neural underpinnings in adolescents is limited. Thus, exploring unconscious fear could shed light on the developmental mechanisms underlying anxiety in adolescents. Traditional CBT focuses on altering maladaptive thought patterns and behaviors associated with anxiety, requiring a level of self-awareness and cognitive maturity that adolescents may not fully possess. Pharmacological treatments, on the other hand, target the biochemical aspects of anxiety but can come with side effects that may affect compliance and overall well-being. Examining the effects of neurofeedback on the unconscious fear in adolescents has the potential to significantly improve the efficacy of anxiety treatments in this age group.

    This study aims to investigate the development and cognitive neural mechanisms of unconscious fear in adolescents, uncovering its role in the development of anxiety disorders, and exploring neurofeedback intervention techniques. Study 1 primarily investigates the dynamic change patterns of neural circuits related to unconscious fear processing in adolescents from a developmental perspective. It examines the cognitive neural mechanisms of unconscious fear processing in adolescents, utilizing the Pavlovian conditioning paradigm. Furthermore, it explores the role of chronic stress in the modulation of conditioned fear acquisition, extinction, and generalization. Study 1 aims to provide new insights into why anxiety susceptibility is higher in adolescence and uncover potential reasons for the increased prevalence of anxiety disorders in this age group. Study 2 aims to examine unconscious fear in adolescents with different types of anxiety disorders, highlighting potential differences in brain region activation patterns across these disorders. Together, the two studies offer a comprehensive view of adolescent anxiety, enhancing our understanding and management strategies. We anticipate that the results of Studies 1 and 2 will collectively indicate a pattern of either prefrontal underdevelopment in healthy adolescents or prefrontal underactivation in adolescents with anxiety disorders. Study 3 focuses on the prefrontal neural mechanisms, particularly targeting the vmPFC (ventromedial prefrontal cortex), to investigate the effects of neurofeedback on unconscious fear processing in adolescents. This has significant implications for the optimization of treatment methods for adolescent anxiety disorders.

    Considering that the amygdala develops during adolescence, but the prefrontal cortex is still maturing, adolescents are more likely to have stronger unconscious fear responses. Therefore, the current research is expected to offer substantial insights into the psychopathological frameworks that underpin anxiety among adolescents. Furthermore, the capacity of neurofeedback to target the brain's fear circuits directly might offer a faster, more efficient means to reduce anxiety by helping adolescents learn to regulate their own brain activity associated with fear responses. This could help them manage anxiety better and for longer, giving them skills that traditional treatments may not fully realize. The current research could significantly enhance our understanding and treatment of anxiety disorders in adolescents, offering a complementary or alternative option that is both innovative and tailored to their developmental stage.

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    The relationship between anxiety, depression and social comparison in an era of digital media
    ZHAO Li, BAI Sha
    Advances in Psychological Science    2025, 33 (1): 92-106.   DOI: 10.3724/SP.J.1042.2025.0092
    Abstract2073)   HTML176)    PDF (3140KB)(3639)      

    The prevalence of anxiety and depression has escalated, prompting the current study to investigate the antecedents and coping strategies for these conditions in an era of digital media. A theoretical framework grounded in affective events theory and social comparison theory is built to elucidate the relationships between social comparison and anxiety and depression, acknowledging that such relationships are contingent upon the influences of the social media environment. This review unveils that negative social comparison (upward comparison and downward assimilation comparison) exerts a deleterious impact on anxiety and depression, with social networking applications catalyzing these adverse effects. Conversely, emotional comparison (i.e., social comparison of emotions) and downward contrast comparison are positively associated with alleviated anxiety and depression, as online health communities fostered a supportive milieu for emotional comparison, thereby helping to mitigate these conditions. This study extends social comparison theory in the realm of emotion and identifies the affordance of online health communities for coping with anxiety and depression. The implications for the principles of design, management, and operation of such communities are further discussed.

    Previous research on the relationship between social comparison and anxiety/depression has yielded divergent findings. Some studies have identified social comparison as a paramount factor in initiating, perpetuating, and exacerbating anxiety and depression. Conversely, others have demonstrated that emotional comparison may alleviate stress and anxiety. Unfavorable comparisons with others across various dimensions, such as interpersonal relationships, social status, abilities, accomplishments, careers, income, and appearance, can precipitate psychological disorders like anxiety and depression. However, emotional comparison contributes cognitive clarity, empathic comfort, prevention, and learning, proving to be a coping mechanism for individuals experiencing negative emotions like anxiety in threatening situations. By delineating the distinct subtypes of social comparison, this review elucidates, to some extent, the seemingly complex and contradictory findings in the extant literature on the relationship between social comparison and anxiety and depression, as well as the internal logic behind the dual impact of social comparison on anxiety and depression.

    Previous studies have underscored the markedly distinct role of online media environments in shaping the relationship between social comparison and anxiety/depression. On one hand, social networking platforms have expanded the scope of comparisons, diversified the targets of comparison, and increased the accessibility of social comparison information; consequently, the frequency of social comparisons has substantially escalated. Moreover, the editability of information on social networking platforms, the selective presentation of users, and the positive bias of self-presentation (i.e., individuals showcasing their best selves, exaggerating their self-importance, overstating their accomplishments and enjoyment of life, blatantly exhibiting, and even selectively displaying or altering photographs to enhance their appearance) exacerbate the deleterious impact of upward social comparisons, which can provoke anxiety and depression. On the other hand, the characteristics of online health communities (i.e., anonymity, homogeneity, normative, social, and on-demand availability) provide a conducive environment for emotional communication and social comparison, thereby facilitating the amelioration of anxiety and depression.

    The review delves into the intricate mechanisms of anxiety and depression within the within the digital media era. It elucidates the intrinsic link between anxiety/depression and social comparison as well as the affordances of online health communities. Furthermore, it conducts a comprehensive exploration of emotional comparison, which has the potential to advance social comparison theory within the emotional realm and broaden the scope of emotional comparison theory in the context of internet-based healthcare. The discussion of the bi-directional effects of social comparison on anxiety and depression underscores the self-reinforcing spiral of individual negative emotions, a notable consideration when addressing the emotional experiences of anxious and depressed groups.

    Given the pervasive, disseminated, and developmental affective states, coupled with the distinctive social comparison proclivity exhibited by anxiety-depression cohorts, it is imperative to investigate the emotional adversities (emanating from social interactions) of stigmatized groups through the theoretical lens of intergroup emotions. The ubiquity of self-disclosure, extensive accessibility, and traceability of information facilitated by online communities present opportunities to ameliorate mental health outcomes or manage emotional preoccupations. Subsequent empirical inquiries should delve into the efficacy of online communities in the identification, diagnostic processes, and therapeutic modalities for anxiety and depressive disorders, with particular emphasis on the delineation of online and offline domains, as well as the trade-off between the dichotomous effects of social comparison in digital spheres.

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    Exploring the proximal and distal ripple effects of star employees in the organizational context: The theoretical framework of social influence
    ZHAO Kai, YANG Runshu, YU Xi, PENG Gege
    Advances in Psychological Science    2024, 32 (8): 1265-1286.   DOI: 10.3724/SP.J.1042.2024.01265
    Abstract2024)   HTML124)    PDF (1084KB)(3187)      

    As a kind of important strategic talent capital, star employees only occupy a small proportion of the organizational staff, but make an extremely high contribution to the organization. Star employees can contribute to the organizational value creation activities not only through their direct disproportionately high and prolonged performance, social capital, and visibility, but also via exerting extensive and profound influences on their colleagues, that is, star employees’ ripple effects.

    Based on a systematic literature review, this study draws upon the theoretical framework of social influence to specifically elaborate how star employees generate proximal ripple effects on their nonstar team members and the whole team, and then how to generate distal ripple effects on external-team colleagues in the organizational context. Further, this study also explores the boundary conditions of these ripple effects from the perspectives of human resource management practice and star employees’ interpersonal characteristic. Specifically, we proposed three research modules, including four theoretical models. Module 1 draws upon social comparison theory and resource perspective to examine the “double-edged sword” influences of star employee on their nonstar colleagues’ psychological state and interpersonal behavior within a same team (model 1). Module 2 investigates the social influence of star employees on their affiliated groups’ task performance (model 2) and creativity performance (model 3), focusing on the mechanisms of group climate or collective behaviors. Both of Module 1 and Module 2 explore the boundary conditions of the social influence from the perspectives of star employees’ interpersonal characteristics and the relevant HRM practices. Module 3 explores, under what conditions and through what means, the key attributes of star employees exert distal social influence on the colleagues outside the team (model 4).

    This study makes three primary theoretical contributions. First, this study analyzes the boundary conditions of ripple effects of star employees from the perspective of “interpersonal characteristics”. This attempt transcends the limitations of previous studies, which solely focused on the explicit features of stars such as identity, quantity, and network position. By doing this, we shift the research focus to the source of social influence—star employees, whose interpersonal characteristics can significantly affect the outcomes of ripple effects.

    Second, this study expands the boundary conditions of stars’ ripple effects from the perspective of “HRM practices”. Ripple effects, inherently exploring the social impacts of interpersonal interactions, are shaped not only by the characteristics and behaviors of the interacting parties, but also by the social context. Therefore, this study introduces HRM practices as critical contextual factors, to help scholars and managers deepen their understanding of how HRM practices promote or inhibit the various ripple effects of star employees. Additionally, it provides evidence-based management recommendations for managers to adopt proper HRM practices to maximize the positive ripple effects of star employees and mitigate their negative impacts.

    Third, this study extends the scope of objectives who may be influenced by star employees’ ripple effects. We not only investigate the stars’ influence on their teams, but also extend the influence to their colleagues outside the team. On the one hand, our research breaks through the dyadic interpersonal relationship of star employees’ social influence, which is the centric approach of prior research, by facilitating scholars’ knowledge about how star employees exert spillover effects on their teams from a collective influence standpoint. On the other hand, by investigating the formation, mediating mechanisms, outcomes and boundary conditions of distal ripple effects of star employees, scholars can gain a more comprehensive understanding of the diffusion processes for the role modelling, resource sharing, and reputation dissemination of star employees.

    In conclusion, our theoretical framework will not only be helpful for scholars to gain a more comprehensive and deep understanding about how star employees exert positive or negative social influences on organizational value creation, but also provide valuable suggestions on the star employee management practices for Chinese organizations.

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    The behavioral and neural response patterns of growth mindset affecting learning process: A perspective from self-regulation learning theory
    JIA Xiaoyu, LI Ping, LI Weijian
    Advances in Psychological Science    2024, 32 (12): 1947-1960.   DOI: 10.3724/SP.J.1042.2024.01947
    Abstract2019)   HTML106)    PDF (636KB)(2987)      

    The Program for International Student Assessment (PISA) identifies growth mindset as a crucial predictor of adolescents' academic achievement and social adaptation. Cultivating a growth mindset among adolescents is seen as a transformative change in reshaping the educational landscape and has become a significant topic in education. Recent large-scale studies have shown that growth mindset interventions enhance adolescents' academic performance and alleviate their stress, while several meta-analyses have reported minimal effects of such interventions on academic performance. Evaluating the true effectiveness of growth mindset interventions in improving adolescents' academic performance remains a challenging and cutting-edge issue in this field.

    Existing research has overly focused on learning outcomes, using academic performance as the primary measure of growth mindset and its intervention effects, while neglecting the behavioral aspects of the learning process. This oversight has obscured valuable assessment information, contributing to the current controversy. Therefore, this study explores the "behavioral and neural response patterns of how growth mindset influences the learning process," aiming to shift and innovate research perspectives, paradigms, and metrics in the following ways: (1) Process-Oriented Focus: This study emphasizes the process-oriented nature of learning and explores the effects of growth mindset and its interventions on various aspects of the learning process; (2) Metacognitive Framework: Based on self-regulated learning theory, this study adopts a metacognitive framework within a self-regulated learning paradigm to characterize the interactive patterns between growth mindset, motivation, metacognition, and self-regulated learning behaviors, thereby overcoming the limitations of previous research content and methods based on the social cognitive theory of motivation; (3) Comprehensive Assessment Tools: By constructing and integrating behavioral indicators, neural activity indicators, and brain plasticity indicators that reflect the influence of growth mindset on the learning process, this study provides multi-faceted assessment tools for scientifically evaluating the effectiveness of growth mindset interventions. This approach aims to mitigate the assessment bias caused by relying solely on learning outcome indicators.

    Learning is a continuously self-regulated process. This study addresses the key scientific question of whether growth mindset influences the learning process by utilizing a self-regulated learning paradigm within a metacognitive framework. Through behavioral experiments, event-related potentials (ERP), and functional magnetic resonance imaging (fMRI) experiments, the study reveals the behavioral and neural response patterns influenced by growth mindset in feedback learning contexts. In the study 1, we use a self-regulated learning paradigm to examine whether growth mindset influences behavioral performance in learning processes within task/ability feedback contexts, reflecting the effects of growth mindset and feedback on the learning process through behavioral indicators. In the study 2, ERP technology is employed to investigate whether growth mindset influences brain neural signals during the learning process within task/ability feedback contexts, providing objective neural evidence of the influence of growth mindset and feedback on the learning process. In the study 3, we aim to examine whether, after implicit activation (short-term intervention) of a growth mindset in individuals with a fixed mindset within a laboratory setting, their behavioral performance and neural activity during the feedback learning process converge with those of individuals with a growth mindset. Additionally, using fMRI technology, the study explores whether long-term growth mindset interventions can significantly alter gray matter volume in key brain regions and the connectivity strength between large-scale networks, and whether the latter mediates the relationship between growth mindset interventions and academic performance. This examination reveals the brain plasticity mechanisms by which growth mindset interventions influence feedback learning processes and outcomes.

    This study systematically explores the behavioral and neural response patterns influenced by growth mindset in the learning process, attempting to construct a theoretical framework for how growth mindset affects the learning process. Not only does it advance research on this topic from ongoing controversy towards greater clarity, but it also responds to the educational reform call for "strengthening process evaluation" in the new era. As brain plasticity-based growth mindset cultivation becomes widely applied in educational practice, clarifying the impact of growth mindset and its interventions on neural activity and brain plasticity during the learning process can provide a basis for accurately formulating and evaluating growth mindset cultivation programs for adolescents, promoting the scientific and standardized implementation of such programs. Moreover, integrating adolescents' growth mindset cultivation into supportive classroom feedback contexts is a direction that future educational practice could consider.

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    A meta-analysis of the relationship between achievement goal orientation and academic achievement: The mediating role of self-efficacy and student engagement
    WU Jiahui, FU Hailun
    Advances in Psychological Science    2024, 32 (7): 1104-1125.   DOI: 10.3724/SP.J.1042.2024.01104
    Abstract1974)   HTML156)    PDF (963KB)(6431)      

    Achievement goal orientation is an important source of motivation for individuals, and it affects academic performance by influencing cognitive, emotional, and motivational processes related to academics. Examining the relationship between achievement goal orientation and academic performance can reveal the intrinsic reasons for differentiation in students’ grades, thereby deepening the understanding of the inherent mechanisms of students’ learning processes at a micro level. Consequently, there is growing interest in the relationship between achievement goal orientation and academic performance. With continuing advances in developmental psychology, current research is increasingly focusing on the mediating mechanisms between achievement goal orientation and academic performance. A review the literature reveals that current research mainly focuses on exploring the independent and chained effects of self-efficacy and student engagement on academic performance at the non-intellectual factor level. Self-efficacy refers to an individual’s belief in their perceived ability to achieve predetermined goals, which is a key factor influencing students’ learning engagement and academic performance. Student engagement refers to the time and effort individuals invest in purposeful educational activities and is an important proximal factor in predicting students’ academic performance. However, there are no uniform findings on the strength of the correlation between achievement goal orientation and academic performance. There is also no clear conclusion on which moderating factors influence both, as well as the extent to which mediating factors affect them. Furthermore, current meta-analyses have a relatively scattered explanatory perspective on achievement goal orientation; so far, only the relationship between the sub-dimensions of achievement goal orientation and academic performance has been explored. In addition, some studies have placed achievement goal orientation within the intermediate structure of motivation and behavior, focusing on the association between achievement goal orientation and its antecedents and consequences. Moreover, current meta-analyses have not fully explored the potential moderating factors in the relationship between the four-factor structure of achievement goal orientation and academic performance. Due to the limited number of studies on the relationship between mastery-avoidance goals and academic performance, previous research has mostly focused on overall tracking by incorporating mastery-avoidance goals into mastery goals. Finally, current meta-analyses have not yet thoroughly investigate the mediating of non-intellectual factors between achievement goal orientation and academic performance, with most studies focusing on integrating effect sizes and exploring possible moderating variables, using samples that do not involve mediating variables. Specifically, the meta-analysis of the four-factor structural model of achievement goal orientation, dating back approximately ten years, may suffer from time lag bias. Therefore, the present study, based on achievement goal orientation theory, expectancy-value theory, and self-efficacy theory, conducted a meta-analysis to explore the consistencies and differences in existing international studies. It provides a comprehensive report on the relevance of the relationship between achievement goal orientation and academic performance, with a particular focus on exploring the mediating effects of self-efficacy and student engagement as well as a range of moderating effects. A total of 67 empirical research and 206 effect sizes were included through literature retrieval. Results of our analysis were as follows: (1) Mastery-approach and performance-approach goals were significantly and positively correlated with academic achievement, while mastery-avoidance and performance-avoidance goals were significantly and negatively correlated with academic achievement; each indicator was robustly and weakly dependent on academic achievement. (2) The relationship between achievement goal orientation and academic achievement was influenced by age stage and measurement tools, but not by gender ratio or achievement type. (3) Self-efficacy and student engagement played significant mediating roles in the relationship between achievement goal orientation and academic performance; however, the mediating effect of student engagement was only significant for students in the middle school group and not the university school group.

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    Cultural differences in the expression and contagion of polarized emotions in social media: The role of dialectical thinking
    LU Minjie, WANG Suyi, CHEN Xiaoyuan
    Advances in Psychological Science    2024, 32 (11): 1757-1767.   DOI: 10.3724/SP.J.1042.2024.01757
    Abstract1935)   HTML137)    PDF (512KB)(2233)      

    As internet plays an increasingly important role in communication around the world, people spend more and more time on social media. Research have found that digital emotion contagion, polarized emotion in particular, was associated with adverse outcomes, such as spread of fake news, political segregation, etc. Previous research has found that the emotional experience among East Asians is more balanced between and mixed with both positive and negative emotions, compared to westerners (Goetz et al., 2008). And this difference is explained by dialectical thinking, a thinking style that is about change and contradictions and is more prevalent among East Asian cultures than Western cultures (Peng & Nisbett, 1999). In this project, we will examine whether dialectical thinking may also have impacts on the expression and contagion of polarized emotions on social media. In particular, we hypothesize that individuals with a high level of dialectical thinking may experience and have a stronger preference for more balanced and less polarized emotions, and would be less likely to express and share polarized emotions on social media. Below are studies proposed to examine these hypotheses.

    Study 1 will examine the content of tweets from American and Japanese user with sentiment analysis (Thelwall, 2017). We expect that tweets posted by American users would show a higher level of emotion polarity than those posted by Japanese users. Furthermore, among the English tweets, emotion polarity of the tweets would be positive associated with the amount of likes and retweets., but this association would not be found among the Japanese tweets, indicating that polarized emotions are more likely to be shared among the non-dialectical culture than the dialectical culture.

    Study 2 will examine the expression and contagion of polarized emotions in Study 2a and Study 2b, respectively. In Study 2a, Chinese and American participants will be randomly assigned to read a positive, negative, or mixed emotion eliciting scenario. Then participants will need to post a tweet on Twitter to express their emotional feelings towards the scenario in public, or share their emotion experience with a friend. We expect that Chinese participants, in particular under the public sharing condition, would have a stronger motivation to express contents that will be approved by their culture, and would express less polarized emotions than the American participants. In Study 2b, dialectical thinking will be primed among participants, and participants’ attention toward tweets with different emotional contents will be traced by an eye-tracker. We expect that under the dialectical condition, participants would show a stronger preference for more balanced emotions and thus their attention would be directed away from the contents with polarized emotions, indexed by a longer gazing time recorded by the eye-tracker. In addition, participants under the dialectical priming condition would be less likely to like or retweet the tweets with polarized emotional contents.

    In Study 3, a field experiment will be conduct to examine whether dialectical thinking priming would reduce the expression and dissemination of polarized emotions in a real-life. In Study 3a, posts with different levels of polarized emotions will be posted in a social media community each day, and participants will be required to select and comment on those posts. We expect that participants with dialectical thinking priming would be less likely to respond to the posts with a higher level of polarized emotion, and these posts would be less likely to be shared. Based on the findings from Study 3a, participants’ preferences and strategy on sharing posts will be calculated, and these strategies will be compared with other different simulated sharing strategies in Study 3b, such as, sharing polarized emotions, random sharing. With agent-based modeling, we will examine the consequences of different sharing strategies, in term of group segregation in social networks (Jackson et al., 2017). We expect that polarized emotions sharing would lead to the highest level of group segregation than did other strategies.

    Taken together, this project aims to examine how dialectical thinking may influence the processes of digital emotion expression and contagion with big data analysis, survey, and eye-tracking studies (Study 1 and 2). In Study 3, with priming, field experiment, and agent-based modeling, we will further examine whether dialectical thinking can reduce the contagion of polarized emotions on social media and its negative consequences. Theoretically, this project highlights the how psychological factors, such as culture values, emotion processes, may affect the emotions and behavioral on social media. Practically, this project will shed light on developing intervention that can counteract the polarized emotion expression and contagion in social media and their negative consequences.

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    The influence of music on prosocial behaviors and its mechanisms
    LI Junpeng, ZHOU Linshu, JIANG Jun, WANG Danni, JIANG Cunmei
    Advances in Psychological Science    2024, 32 (7): 1179-1194.   DOI: 10.3724/SP.J.1042.2024.01179
    Abstract1861)   HTML114)    PDF (552KB)(3140)      

    The value of music in human evolution may stem from its social function. Recent theories suggest that music plays a pivotal role in fostering social bonds throughout human evolution, thereby explaining the biological and cultural evolution of music. The examination of the relationship between music and human prosocial behavior can offer empirical support for this notion. However, it remains uncertain whether musical activities influence prosocial behavior and the underlying cognitive mechanisms and neurobiological foundations. Hence, we conducted a review of research evidence on the association between music activities (including listening and joint music activities) and prosocial behavior. Additionally, we proposed a multi-pathway theoretical framework to elucidate the intricate relationship between music, prosocial skills, cognitive-behavioral mechanisms, and neurobiological underpinnings.

    Prosocial songs or instrumental music with positive emotions both contribute to enhancing prosocial behavior. Compared to conditions with no music or listening to antisocial music, listening to prosocial songs or music with positive emotions can promote voluntary, cooperative, and helpful behaviors, while effectively reducing aggressive behaviors and thoughts. Although most existing studies have not assessed or controlled for acoustic-structural differences between different musical conditions, the related effects may be associated with the acoustic and structural characteristics of music per se and its emotional expressions, interacting with the semantic content of lyrics. Additionally, adults participating in synchronous music activities are more likely to exhibit prosocial behavioral tendencies towards each other compared to those participating in asynchronous music activities or synchronous non-musical activities. These short-term effects may be moderated by factors such as musical complexity, age, familiarity, musical experience, and preferences. Furthermore, there is evidence suggesting that interpersonal music synchronization activities contribute to the prosocial development of infants and children, with the frequency of participation in joint music activities during early childhood positively correlating with prosocial skill performance two to three years later. These findings suggest that joint music activities may promote the development of prosocial skills over a longer time scale, and these long-term effects may benefit from close interpersonal interactions and early exposure to music.

    The proposed multi-pathway model suggests that in both music listening and joint music activities, individuals' prosocial behavior can be influenced through two pathways. At the intra-individual level, emotional contagion in music activities can enhance empathy and/or positive emotional experiences, promote attention, prediction, and evaluation of prosocial information, thus shaping prosocial motivations and decisions. This process is primarily facilitated by the stimulation of prosocial hormones and dopamine reward circuits by music. At the inter-individual level, the entrainment effect of music rhythm enhances synchronization between individuals, facilitating self-other integration, supported by coupling mechanisms between auditory and motor cortices. Furthermore, both emotional contagion and rhythm entrainment interact at both intra- and inter-individual levels, jointly encouraging prosocial behavioral tendencies and development through their effects on empathy, positive emotional experiences, and interpersonal synchronization.

    We hypothesize that various cognitive-behavioral mechanisms and their neurobiological underpinnings correspond to distinct and overlapping social functions, neural networks, or pathways. Depending on different environmental or prosocial behavioral contexts, these mechanisms may independently or interactively influence specific prosocial skills and their development in mediating the prosocial effects of music. Moreover, given the similarity in social functions and anatomical structures, the interaction between the opioid system and the dopamine reward system could heighten levels of empathy, while the convergence of the oxytocin pathway with dopamine neuron clusters may enhance reward prediction and evaluation. These processes could further bolster predictive and learning abilities related to music. Future research could comprehensively employ various methodologies, including music analysis, behavioral science, neuroimaging, neural modulation, pharmacology, and other interdisciplinary approaches, to investigate the cognitive-behavioral mechanisms and neurobiological basis underlying the influence of music on prosocial behavior, thus providing additional support for the music-social bonding hypothesis.

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    “A continuous process” and “three stages”: An analysis of the etiology of emotional dysregulation in depressed adolescents
    ZHAN Ziwei, WANG Mengmeng, SUO Tao, JIANG Yanju
    Advances in Psychological Science    2024, 32 (6): 928-938.   DOI: 10.3724/SP.J.1042.2024.00928
    Abstract1829)   HTML85)    PDF (519KB)(2837)      

    Currently, the prevalence of depression is increasing among children and adolescents, thereby raising concerns about emotional dysregulation in this population. The core symptoms of depression primarily manifest as low mood and anhedonia, indicating that individuals with depression exhibit deficiencies in regulating both negative and positive emotions, resulting in poor regulation efficacy. Emotional regulation ability serves as a pivotal factor for maintaining emotional stability and can assist adolescents in effectively managing their emotional states. Understanding the dynamic nature of emotion regulation and its multi-stage processing is crucial for comprehensively elucidating the characteristics and underlying causes of emotional dysregulation among depressed adolescents.
    Previous research on the emotion regulation of depressed adolescents has primarily focused on specific characteristics at a particular stage, such as the selection and frequency of regulatory strategies. However, this approach not only overlooks the dynamic nature and process of emotion regulation but also fails to comprehensively capture the entirety of emotional regulation in depressed adolescents. Therefore, this article aims to examine differences in the complete process of emotional regulation between depressed adolescents and their healthy counterparts from an extended process model (EPM) perspective. The findings reveal that depressed adolescents exhibit deficiencies across all three stages of emotional regulation.
    The present paper introduces several significant innovations:
    (1) The Emotion Processing Model (EPM) posits that each stage of emotion regulation is associated with distinct decision points, implying the presence of potential critical junctures for emotion regulation failure in each stage. Any failure at any stage will consequently impact subsequent stages and the overall regulation process. Consequently, deficits in early emotional cognitive processing and strategy selection among depressed adolescents are likely responsible for their poor regulatory outcomes during the subsequent phase of strategy implementation. However, there remains a dearth of research investigating the dynamic effects of depression on the continuous process of emotion regulation. In terms of understanding emotion regulation, the Drift Diffusion Model (DDM) effectively captures both the dynamics and integrity inherent to this regulatory process, as well as its continuity across stages. Therefore, incorporating DDM into research can aid in reconstructing individuals' emotional regulation processes. Furthermore, this approach can be extended to studying emotional dysregulation among depressed adolescents, enabling us to propose more targeted intervention methods by exploring specific characteristics within each stage of emotional regulation.
    (2) A review of previous studies reveals a contentious debate regarding the efficacy of directive cognitive reappraisal strategies in enhancing emotion regulation abilities among depressed adolescents, potentially attributed to variations in the severity of depressive symptoms examined across different studies. Consequently, future research should comprehensively investigate the characteristics associated with varying levels of depressive symptoms in adolescents.
    (3) From the perspective of dual emotions in depression, the emotional dysregulation exhibited by depressed adolescents is primarily characterized by two aspects. Specifically, the abnormal emotional reactivity of depressed adolescents demonstrates dual characteristics: persistent low mood and anhedonia, with the latter corresponding to their impaired ability to enhance and regulate positive emotions. Given the limited research on positive emotion regulation in depressed adolescents that fails to fully elucidate whether and how it is influenced by the preceding phases mentioned above, as well as considering the significant role of positive emotion in individual mental health and social functioning, future studies on emotional dysregulation among depressed adolescents should also emphasize attention towards positive emotion regulation. This will enable a more comprehensive understanding of emotional regulation characteristics in depressed adolescents and facilitate exploration for optimal intervention strategies.
    (4) Although the results cannot be effectively compared due to variations in depression levels among the subjects in each study, it can be generally inferred that providing guidance to depressed individuals on effective emotion regulation strategies and their implementation methods may enable them to utilize cognitive reappraisal strategies for regulating negative emotions to a certain extent. Therefore, future research could explore the impact of directive interventions incorporating cognitive reappraisal strategies on adolescent emotion regulation, thereby offering novel insights for optimizing future interventions.

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    Social presence oriented toward new human-machine relationships
    WENG Zhigang, CHEN Xiaoxiao, ZHANG Xiaomei, ZHANG Ju
    Advances in Psychological Science    2025, 33 (1): 146-162.   DOI: 10.3724/SP.J.1042.2025.0146
    Abstract1799)   HTML76)    PDF (738KB)(7192)      

    As artificial intelligence (AI), emotional algorithm, and anthropomorphic features rapidly evolve, a new paradigm of human-machine interaction is emerging, characterized by AI ecosystem functioning increasingly as autonomous collaborators rather than mere tools. Central to this transformation is the concept of social presence, which mediates human cognition, emotions, and behaviors toward technology. Traditionally, social presence refers to the sense of being with another entity; within AI context, it extends to how machines are perceived as relational entities capable of engaging in social and emotional exchanges. This study defines the concept, scope, and boundaries of social presence within the evolving landscape of human-machine relationships, spanning Human-Computer Interaction (HCI) to Human-Robot Interaction (HRI) and, more recently, Human-AI Interaction (HAII). These shifts highlight the transition from viewing machines as passive assistants to engaging with them as active partners within social dynamics.

    The study aims to redefine social presence in this context by exploring its influence on cognitive, emotional, and behavioral responses to AI. It addresses three core questions: What drives humans to perceive machines as human-like? How do emotional connections with machines form? What behavioral patterns do humans exhibit towards these entities? By addressing these questions, the study uncovers the psychological mechanisms that enable humans to form quasi-social interactions with non-human agents, often blurring the lines between social and artificial actors. Understanding these dynamics is crucial as AI becomes increasingly integrated into everyday life, influencing not only how we interact with technology but also how we perceive its role in our social fabric.

    To address these questions, the study develops an integrative theoretical framework that positions anthropomorphism as a precursor, individual factors as moderators, and cognitive, emotional, and behavioral attitudes as outcomes, with social presence serving as a central mediator. Anthropomorphism, defined as attributing human-like qualities to non-human agents, initiates the experience of social presence by making AI systems appear more relatable and human-like. Individual factors further modulate how users perceive and interact with AI, highlighting the complex interplay of personal and contextual elements. This framework illustrates how these factors combine to shape cognitive trust, emotional attachment, and behavioral engagement, offering a comprehensive understanding of new human-machine relationships.

    The findings demonstrate that social presence significantly impacts cognition, emotion, and behavior in human-machine interactions. Cognitively, social presence enhances perceptions of AI’s trustworthiness and reliability, reducing perceived risks and uncertainties. Social presence provides a psychological foundation for users to rely on AI for decision-making, mitigating concerns about AI’s competence and reliability. Emotionally, social presence fosters warmth and empathy, deepening emotional bonds between humans and machines. This emotional engagement reflects a growing acceptance of AI as relational entities capable of fulfilling social and emotional roles traditionally reserved for humans, such as offering support. Behaviorally, AI systems that emulate social cues and emotional responses encourage greater acceptance, proactive adoption, and value co-creation.

    This research establishes a robust theoretical foundation for understanding the psychological dynamics of new human-machine relationships, emphasizing the transformative role of social presence. It calls for further exploration of anthropomorphism, individual differences, and social presence in immersive digital environments, including virtual spaces such as the metaverse. The study underscores the imperative to address ethical considerations associated with highly anthropomorphized AI, including risks of emotional manipulation, privacy erosion, and over-reliance on AI for social fulfillment. Moreover, the rise of superintelligent AI and advanced emotional algorithms may fundamentally reshape human-machine dynamics, shifting power balances and raising complex questions about control, agency, and social norms. As machines develop their own “machine social psychology,” existing theories of social presence may be challenged, necessitating new research into these evolving dynamics. The study also emphasizes the evolving concept of social presence in the metaverse, where real-time, multimodal interactions with AI-generated avatars will expand the boundaries of human experience. Finally, increasing levels of anthropomorphism could blur the lines between humans and machines, fostering deep emotional attachments and challenging traditional theories like the uncanny valley. Future research should consider generational differences in attitudes towards AI, particularly how younger generations, referred to as the AI-Integrated Generation, may exhibit greater inclusivity, familiarity, and acceptance of human-AI interactions, thereby redefining social presence and reshaping the landscape of human-machine coexistence.

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    Poverty leads to the desire to change, and wealth leads to the desire for stability: The impact of perceived money scarcity and abundance on individual risk decision-making
    LIANG Shujing, YANG Guangyong
    Advances in Psychological Science    2024, 32 (8): 1233-1249.   DOI: 10.3724/SP.J.1042.2024.01233
    Abstract1695)   HTML124)    PDF (568KB)(2247)      

    The objective of this study is to determine the psychological mechanism by which money perception affects risk decision-making from the perspectives of relative scarcity and relative abundance. We will reveal the impact of perceived money scarcity and abundance on individual risk decision-making through laboratory and field experiments, cross-temporal tracking empirical research, and eye movement behavioral experiments.

    In Study 1, we will deconstruct the dimensions of perceived money scarcity and abundance and construct an item bank. Through processes such as purifying initial items, exploratory factor analysis, confirmatory factor analysis, and repeated testing, we will establish a perceived money scarcity and abundance scale. In Study 2, we will test the impact of perceived money scarcity and abundance on high- or low-risk decision-making (risk perception, expected return, risk choice) through behavioral experiments. In Study 3, we will establish the cognitive mechanism of the influence of perceived money scarcity and abundance on high- or low-risk decision-making, and we will test the effects of the mediators of cognitive bias, cognitive reflection, and executive control in the influence of perceived money scarcity and abundance on risk decision-making. In Study 4, we will determine the emotional mechanism of the influence of perceived money scarcity and abundance on the tendency to promote high- or low-risk decision-making, and we will examine the mediating role of specific scarcity and abundance emotions in perceived money scarcity and abundance promoting high- and low-risk decision-making.

    Following are the contributions of this research:

    First, we will reveal the effect of money scarcity and abundance from the perspective of relative perception, and we will define and deconstruct the perceived money scarcity and abundance based on physiological information and psychological characteristics. These results will provide a new explanation for the impact of relative poverty on risk decision-making. Additionally, by exploring the definition of perceived money abundance and its impact on risk judgment and selection processes, we will enrich the research results and conclusions of risk decision-making and money effect theories. Moreover, by introducing perceived money scarcity, especially the perceived money abundance, into the field of risk decision-making, we will further enrich the key influencing factors of the “black box” of risk decision-making and expand the knowledge boundaries of factors influencing risk decision-making.

    Second, based on cognitive functions (cognitive biases, cognitive reflection, executive control), we will test the mediating effects of perceived money scarcity and abundance on risk decision-making, which will provides an explanatory pathway for the cognitive mechanisms of risk decision-making. Additionally, by introducing cognitive biases, cognitive reflection, and executive control into the fields of money perception and risk decision-making, we will not only empirically verify the research results of the effects of perceived money scarcity and abundance on decision-making processes from a behavioral perspective but also expand the application of cognitive decision biases and cognitive reflection.

    Third, by testing the mediating role of the money scarcity and abundance emotions on the effects of money scarcity and abundance on risk decision-making, we will provide a new explanatory pathway for the emotional mechanisms of risk decision-making. The construction of the scale of money scarcity and abundance will more precisely define this relationship from an emotional perspective, deepening understanding in related fields of the relationships among money effects, emotional states, and risk decision-making.

    Fourth, all individuals may face situations of money scarcity or abundance. By exploring the cognitive and emotional mechanisms through which money scarcity and abundance influence risk decision-making, it is possible to predict, control, and intervene in risk decision-making at the individual, organizational, and specific population levels. Such a possibility can play an important role for individuals, their families and work organizations, and society as a whole. Taking enterprise management as an example, at the level of enterprise and organizational management, uncovering the effects of perceived money scarcity and abundance on important risk decisions of enterprise managers and employees in the workplace, as well as their psychological mechanisms, can help us positively guide improvements in the performance of managers and employees and prevent counterproductive and negative deviant behaviors at both the group and individual levels.

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    The neural replay mechanisms of episodic memory consolidation under stress in humans
    LIU Wei, CHEN Ruixin, GUO JinPeng
    Advances in Psychological Science    2024, 32 (7): 1031-1047.   DOI: 10.3724/SP.J.1042.2024.01031
    Abstract1658)   HTML78)    PDF (2270KB)(2709)      

    Memory consolidation typically unfolds gradually during rest or sleep following encoding. However, under stress, the consolidation process can significantly accelerate. This phenomenon has been supported by previous studies in both animals and humans, suggesting that stress can enhance memory consolidation. Yet, the mechanisms driving this accelerated consolidation under stress remain elusive, largely due to a historical lack of quantitative methods for probing neural activity during human memory consolidation phases. Contrary to the conventional perspective, our research posits that stress doesn't simply boost or hinder consolidation. Indeed, while stress increases the pace of neural replay, it also introduces memory distortions and diminishes sequential integrity. Our aim is to leverage computational neuroscience techniques to precisely delineate neural replay dynamics during episodic memory consolidation under stress. We advocate an integrated methodology that combines cognitive psychology, neuroimaging, machine learning, neuroendocrine studies, stress induction, and both physiological and neuroendocrine evaluations to investigate the nuanced impacts of stress on memory consolidation and neural replay, embodying the 'double-edged sword' hypothesis: despite stress potentially accelerating neural replay and facilitating consolidation, it may also impair replay accuracy and disrupt sequence.

    Our experimental design is meticulously crafted to dissect the multifaceted influence of stress on memory consolidation. The development of a new neural replay index based on rapid EEG/MEG signals aims to assess replay speed, accuracy, and sequentiality in unprecedented detail. This index is a cornerstone of our methodology, enabling the quantification of neural replay's temporal dynamics, fidelity, and order. To complement this, we will apply diverse memory retrieval paradigms to evaluate the functional outcomes of consolidation under stress. These include a durability test, assessing participants' ability to maintain memory traces over extended periods; a specificity test, examining the recall of precise episodic details versus generalized or incorrect information; and a flexibility test, determining the capacity to apply remembered information to novel problem-solving scenarios.

    Furthermore, our study will conduct in-depth brain-behavior correlation analyses to link the neural replay index with specific memory outcomes. We hypothesize that rapid neural replay correlates with enduring memories, while compromised replay precision and sequence relate to diminished memory specificity and adaptability. This nuanced exploration will allow us to juxtapose neural replay characteristics under stress versus non-stress conditions and examine the intricate relationship between neural replay and memory processes during stress.

    To rigorously test whether retrieval practice before stress exposure can mitigate its negative effects on consolidation, we will implement a pre-stress retrieval practice session in a subset of participants. This approach will enable us to evaluate the protective effects of active recall against stress-induced memory distortion. Additionally, we aim to utilize neuroendocrine and environmental strategies to modulate stress responses, potentially influencing neural replay during consolidation. Specifically, we will explore the efficacy of cortisol blockers to mitigate stress effects and environmental interventions designed to enhance cognitive resilience against stress.

    We anticipate that our findings will unveil stress-induced interactions among memory, emotion, and control networks, primarily involving the amygdala, hippocampus, and prefrontal cortex. Neuroendocrine interventions could directly reduce amygdala activity, enhancing prefrontal-hippocampal connectivity, whereas environmental strategies might bolster prefrontal control over the amygdala, thus promoting a neurobiological environment conducive to optimal memory consolidation.

    The implications of our research are profound and far-reaching. By identifying conditions that enhance memory consolidation, we aim to bridge significant gaps between human and animal studies on neural replay. Moreover, our findings could illuminate new strategies for maintaining episodic memory function under stress and offer novel intervention approaches for memory deficits observed in stress-associated psychiatric disorders. Ultimately, this research could pave the way for groundbreaking treatments that harness the neuroplasticity of memory systems, offering hope to individuals suffering from memory impairments and contributing to the broader scientific understanding of memory under stress.

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    The invisible disadvantaged: A review and theoretical explanation of interpersonal invisibility towards the disadvantaged groups
    HE Jiani, YANG Jie, JI Tingting, DING Yi
    Advances in Psychological Science    2024, 32 (9): 1539-1550.   DOI: 10.3724/SP.J.1042.2024.01539
    Abstract1613)   HTML76)    PDF (534KB)(2912)      

    Interpersonal invisibility is considered a subtle form of interpersonal bias and stigmatization. Unlike explicit negative attention to specific targets, interpersonal invisibility essentially reflects implicit devaluation and rejection of specific targets in social interactions. Our analysis identifies three main characteristics of interpersonal invisibility: (1) it occurs in interpersonal interaction contexts; (2) it is a state where the perceivers show minimal cognitive, emotional, and behavioral investment in the target during interactions; (3) it can be intentional or unintentional by the perceiver, and is easily perceived and experienced by the target in interactions.

    Interpersonal invisibility is closely related to social hierarchy. Evidence shows that individuals of lower (vs. higher) social hierarchy are more likely to experience interpersonal invisibility. Specifically, some early studies conducted in workplaces, schools, and medical settings have shed light on the prevalence of interpersonal invisibility among individuals within lower social hierarchies. For example, these studies have found that nurses, building cleaners, hotel staffs, and other similar workers often report feeling invisible by others. More importantly, recent social cognitive research on interpersonal invisibility has further examined how people’s social processing characteristics towards targets from different social hierarchies, clarifying that people are more prone to interpersonal invisibility towards lower social hierarchy targets compared to those of higher social hierarchy.

    Additionally, we argue for some theoretical explanations for interpersonal invisibility towards lower social hierarchy individuals from both societal and individual perspectives, including sociocultural mechanisms explanation, status hypothesis, affordance-management theory, and intersectional invisibility theory. Firstly, the sociocultural mechanisms explanation and intersectional invisibility theory are grounded in the social level, focusing on external factors that influence interpersonal invisibility towards lower social hierarchy individuals, such as sociocultural and mainstream ideologies. The former rationalizes inequality through the sociocultural environment, whereby social concepts and ideologies are shaped and internalized, placing disadvantaged groups at a disadvantage across various social hierarchies. The latter further specifies this by focusing on the prototypicality of identities constructed by mainstream ideologies, pointing out that individuals with multiple non-prototypical identities are more prone to interpersonal invisibility. The status hypothesis and affordance-management theory are based on the individual level, focusing on individual internal and situational factors that affect interpersonal invisibility.

    The status hypothesis posits that individuals are motivated by status, with a tendency to direct their attention towards high-status individuals (as opposed to low-status individuals) in order to enhance their own status. However, this theory emphasizes the intrinsic motivation for universal status pursuit and overlooks the relevance of interpersonal targets to current goals in different contexts. The affordance-management theory further deepens and refines the status hypothesis by focusing on the moderating role of goal relevance assessment from a cognitive perspective. It proposes that in addition to the opportunity dimension (potential interpersonal value and benefits), threat is also an important assessment dimension influencing individual attention to targets. When lower social hierarchy targets are perceived as irrelevant to the goals of the perceiver, they are at a higher risk of experiencing interpersonal invisibility. Additionally, the interplay between theories at the societal and individual levels is interrelated, shaping and reshaping individual interaction patterns over time.

    Finally, considering the limitations of existing research on interpersonal invisibility, some future research directions are proposed: (1) refining the conceptual definition and measurement of interpersonal invisibility; (2) deepening theoretical research on interpersonal invisibility of lower social hierarchy individuals; (3) exploring the interaction effects of social hierarchy of both interactants; (4) focusing on and intervening in the negative consequences of interpersonal invisibility; (5) exploring the potential unique effects of interpersonal invisibility in the context of Chinese sociocultural background.

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