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Cho H, Lee HW, Kim T. Volunteers' growth mindset and continuance intention: what are the roles of nostalgia and positive emotions? Front Psychol 2023; 14:1169221. [PMID: 38023056 PMCID: PMC10659098 DOI: 10.3389/fpsyg.2023.1169221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2023] [Accepted: 10/18/2023] [Indexed: 12/01/2023] Open
Abstract
This study examined the cognitive and affective aspects of volunteering experiences by focusing on the relationships between volunteers' growth mindset, nostalgia, positive emotions, and their intention to continue volunteering. A total of 364 responses were collected from volunteers who had volunteered within the past 5 years. Results showed that the growth mindset had a positive effect on nostalgia, which in turn positively affected valenced emotions toward volunteering. Nostalgia and volunteers' positive emotions positively influenced their intention to continue volunteering. All indirect effects via nostalgia were significant. This study lays the groundwork to identify the role of nostalgia in volunteerism and contributes to extending the literature on growth mindset and mindset theory.
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Affiliation(s)
- Heetae Cho
- Department of Sport Science, Sungkyunkwan University, Suwon, Republic of Korea
- Department of Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Hyun-Woo Lee
- Department of Kinesiology and Sport Management, Texas A&M University, College Station, TX, United States
| | - Taehee Kim
- Department of Sport Science, Sungkyunkwan University, Suwon, Republic of Korea
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2
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Zhang M, Li WJ, Zhang L, Jia N, You X, Zhen Z, Kong F. Relation of emotion malleability beliefs to subjective well-being: A short-term longitudinal study. Appl Psychol Health Well Being 2023; 15:1391-1405. [PMID: 36913916 DOI: 10.1111/aphw.12443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Accepted: 02/22/2023] [Indexed: 03/15/2023]
Abstract
Prior research has shown that emotion malleability beliefs are positively related to subjective well-being, but less is known about the longitudinal relationship between both variables. The present study used a two-wave longitudinal design to examine the temporal directionality of the relationship in a sample of Chinese adults. Using cross-lagged models, we found that emotion malleability beliefs predicted all three dimensions of subjective well-being (i.e. positive affect, life satisfaction, and negative affect) 2 months later. However, we did not detect any reverse or reciprocal effect between emotion malleability beliefs and subjective well-being. In addition, emotion malleability beliefs still predicted life satisfaction and positive affect after controlling for the effect of the cognitive or emotional component of subjective well-being. Our study provided primary evidence for the temporal directionality of the association between emotion malleability beliefs and subjective well-being. Implications and suggestions for future research were discussed.
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Affiliation(s)
- Meng Zhang
- School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Wen Jie Li
- School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Linting Zhang
- School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Ning Jia
- School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Xuqun You
- School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Zonglei Zhen
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Feng Kong
- School of Psychology, Shaanxi Normal University, Xi'an, China
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Ma Y, Ma C, Lan X. Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity. Front Psychol 2022; 13:1068751. [PMID: 36591055 PMCID: PMC9797674 DOI: 10.3389/fpsyg.2022.1068751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 11/11/2022] [Indexed: 12/23/2022] Open
Abstract
Introduction Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China. Methods To achieve the research objectives, the study involved 704 Han (M age = 12.57; 53.7% female) and 642 Hui adolescents (M age = 12.45; 49.4% female) who completed a suite of research questionnaires. Results The results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents. Discussion The finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors.
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Affiliation(s)
- Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway,*Correspondence: Xiaoyu Lan,
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Scirocco A, Recchia H. Links Between Adolescents' Moral Mindsets and Narratives of their Inconsistent and Consistent Moral Value Experiences. J Youth Adolesc 2022; 51:2368-2382. [PMID: 36123582 DOI: 10.1007/s10964-022-01676-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Accepted: 08/30/2022] [Indexed: 11/28/2022]
Abstract
Past work on moral mindsets has largely overlooked the adolescent developmental period, a time when adolescents are navigating the complexities of moral life and experiencing tensions between important moral principles and their own actions. This study investigated how moral incrementalism and essentialism are linked to how adolescents construct meanings about their moral experiences. The sample included 96 Canadian adolescents (12-15-years of age; M = 13.5 years). Adolescents generated written narratives of times when they acted inconsistently and consistently with a moral value, and completed a vignette-based measure of moral mindsets. Moral incrementalism was associated with references to the psychological and emotional facets of experiences and engaging in meaning-making processes in narratives. Adolescents who endorsed incrementalism disengaged less only when narrating a self-discrepant experience, indicating some context-specificity across moral event types. Overall, results contribute to scholarship on moral mindset and narrative identity construction. Findings illuminate how individual differences in youth's views of moral traits and behavior may be associated with important aspects of moral identity development such as delving into the psychological and emotional aspects of their experiences and engaging in meaning-making processes.
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Affiliation(s)
- Alyssa Scirocco
- Department of Education, Concordia University, 1455 de Maisonneuve West, Montreal, QC, H3G1M8, Canada
| | - Holly Recchia
- Department of Education, Concordia University, 1455 de Maisonneuve West, Montreal, QC, H3G1M8, Canada.
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Han H, Dawson KJ, Choi YJ. Testing the Consistency of the Moral Growth Mindset Measure Across People With Different Political Perspectives. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2022. [DOI: 10.1027/1015-5759/a000710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Although the Moral Growth Mindset (MGM) Measure was tested and validated in general, whether it measures MGM consistently across people with different political perspectives associated with moral foundations, has not been tested. We examined measurement invariance (MI) and differential item functioning (DIF) across different political affiliations to test whether the MGM Measure functioned consistently. We also examined the relationship between MGM, moral foundations, and political affiliation with t-tests and regression analyses. The findings reported that first, at the test level, the strictest MI was achieved, so the measurement structure was consistent between the different political groups. Second, no item showed significant DIF, so the MGM Measure was not biased at the item level. Third, t-tests and regression analyses reported that MGM and its relationship with moral foundations were not significantly associated with political affiliation.
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Affiliation(s)
- Hyemin Han
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - Kelsie J. Dawson
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - Youn-Jeng Choi
- Department of Education, Ewha Womans University, Seoul, South Korea
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7
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Ratchford JL, Williams EG, Bishara L, Houltberg BJ, Schnitker SA. Mindset as Characteristic Adaptations: Using Response Surface Analysis to Assess Mindset in the Personality System. Front Psychol 2021; 12:701510. [PMID: 34354644 PMCID: PMC8329028 DOI: 10.3389/fpsyg.2021.701510] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Accepted: 06/22/2021] [Indexed: 12/01/2022] Open
Abstract
This study aimed to assess the congruencies and discrepancies between mindset domains in relation to well-being and sought to demonstrate that mindset falls into the characteristic adaptation level of personality. Data (N = 618, M age = 16.07, SD age = 0.99) from Wave 1 of a longitudinal study on primarily ethnic-minority adolescents were used in response surface analyses to examine the effects of (in)congruence on well-being. The response surface analyses suggested no overall congruence effect between moral and ability mindsets. However, two-thirds of the participants demonstrated differing levels of mindsets, highlighting the domain specificity of mindsets. Results suggest that mindsets are contextual, domain-specific constructs, suiting the characteristic adaptation level of personality. Congruence for moral and ability mindset does not affect adolescent well-being.
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Affiliation(s)
- Juliette L. Ratchford
- Science of Virtues Laboratory, Department of Psychology and Neuroscience, Baylor University, Waco, TX, United States
| | - Emily G. Williams
- Science of Virtues Laboratory, Department of Psychology and Neuroscience, Baylor University, Waco, TX, United States
| | - Leanne Bishara
- Fuller Theological Seminary, School of Psychology, Pasadena, CA, United States
| | | | - Sarah A. Schnitker
- Science of Virtues Laboratory, Department of Psychology and Neuroscience, Baylor University, Waco, TX, United States
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8
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The effect of growth mindset on reasoning ability in Chinese adolescents and young adults: the moderating role of self-esteem. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01437-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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9
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Ma C, Ma Y, Lan X. A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence. Front Psychol 2020; 11:2055. [PMID: 33013521 PMCID: PMC7494807 DOI: 10.3389/fpsyg.2020.02055] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Accepted: 07/24/2020] [Indexed: 11/13/2022] Open
Abstract
Although prior research has extensively documented the correlates of growth mindset, little is known about its antecedents in undergraduate students. Guided by the self-determination theory, the current study investigated the association of perceived autonomy support (i.e., parental autonomy support and teacher autonomy support) with growth mindset and assessed whether sense of coherence mediated this association. A total of 1,030 Chinese undergraduate students (62.4% females; M age = 20.44, SD = 1.52) aged from 18 to 25 years were involved in this study; they were asked to fill out a set of self-reported questionnaires. Results of the structural equation modeling showed that sense of coherence fully mediated the association between parental autonomy support and growth mindset and between teacher autonomy support and growth mindset. More precisely, parental autonomy support and teacher autonomy support were each positively associated with sense of coherence, which in turn was positively related to growth mindset. The current findings further confirm the beneficial effect of autonomy support on individuals' adaptive skills in a collective cultural context, suggesting that autonomy-supportive parents and teachers can contribute to undergraduate students' growth mindset through the role of sense of coherence.
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Affiliation(s)
- Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
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10
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Norman MK, Mayowski CA, Fine MJ. Authorship stories panel discussion: Fostering ethical authorship by cultivating a growth mindset. Account Res 2020; 28:115-124. [PMID: 32735487 DOI: 10.1080/08989621.2020.1804374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Because peer review publication is essential for academic advancement across scientific fields, when authorship is wrongly attributed the consequences can be profound, particularly for junior researchers who are still establishing their professional norms and scientific reputations. Professional societies have published guidelines for authorship, yet authorship dilemmas frequently arise and have harmful consequences for scientific careers. Researchers have noted the complexities of authorship and called for new mechanisms to foster more ethical research cultures within institutions. To address this call, we organized a panel discussion at the Institute for Clinical Research Education at the University of Pittsburgh in which senior faculty members from diverse backgrounds and professional disciplines discussed their own authorship challenges (e.g., renegotiating author order, reconciling inter-professional authorship norms, managing coauthor power differentials) and offered strategies to avoid and/or resolve them. Informed by growth mind-set theory, our storytelling format facilitated an open exchange between senior and junior researchers, situated authorship dilemmas in specific contexts and career stages, and taught researchers how to address authorship challenges not adequately informed by guideline recommendations. Though not empirically assessed, we believe this approach represents a simple, low-cost, and replicable way to cultivate ethical and transparent authorship practices among researchers across scientific fields.
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Affiliation(s)
- Marie K Norman
- Institute for Clinical Research Education, Department of Medicine, School of Medicine, University of Pittsburgh , Pittsburgh, PA, USA
| | - Colleen A Mayowski
- Institute for Clinical Research Education, Department of Medicine, School of Medicine, University of Pittsburgh , Pittsburgh, PA, USA
| | - Michael J Fine
- VA Center for Health Equity Research and Promotion, VA Pittsburgh Healthcare System , Pittsburgh, PA, USA.,Division of General Internal Medicine, School of Medicine, University of Pittsburgh , Pittsburgh, PA, USA
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Han H, Dawson KJ, Choi YR, Choi YJ, Glenn AL. Development and validation of the English version of the Moral Growth Mindset measure. F1000Res 2020; 9:256. [PMID: 32595954 PMCID: PMC7309350 DOI: 10.12688/f1000research.23160.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/08/2020] [Indexed: 03/30/2024] Open
Abstract
Background: Moral Growth Mindset (MGM) is a belief about whether one can become a morally better person through efforts. Prior research showed that MGM is positively associated with promotion of moral motivation among adolescents and young adults. We developed and tested the English version of the MGM measure in this study with data collected from college student participants. Methods: In Study 1, we tested the reliability and validity of the MGM measure with two-wave data ( N = 212, Age mean = 24.18 years, SD = 7.82 years). In Study 2, we retested the construct validity of the MGM measure once again and its association with other moral and positive psychological indicators to test its convergent and discriminant validity ( N = 275, Age mean = 22.02 years, SD = 6.34 years). Results: We found that the MGM measure was reliable and valid from Study 1. In Study 2, the results indicated that the MGM was well correlated with other moral and positive psychological indicators as expected. Conclusions: We developed and validated the English version of the MGM measure in the present study. The results from studies 1 and 2 supported the reliability and validity of the MGM measure. Given these, we found that the English version of the MGM measure can well measure one's MGM as we intended.
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Affiliation(s)
- Hyemin Han
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - Kelsie J. Dawson
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - YeEun Rachel Choi
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - Youn-Jeng Choi
- Educational Research Program, University of Alabama, Tuscaloosa, AL, USA
| | - Andrea L. Glenn
- Center for the Prevention of Youth Behavior Problems, University of Alabama, Tuscaloosa, AL, USA
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Han H, Dawson KJ, Choi YR, Choi YJ, Glenn AL. Development and validation of the English version of the Moral Growth Mindset measure. F1000Res 2020; 9:256. [PMID: 32595954 PMCID: PMC7309350 DOI: 10.12688/f1000research.23160.2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/06/2020] [Indexed: 03/30/2024] Open
Abstract
Background: Moral Growth Mindset (MGM) is a belief about whether one can become a morally better person through efforts. Prior research showed that MGM is positively associated with promotion of moral motivation among adolescents and young adults. We developed and tested the English version of the MGM measure in this study with data collected from college student participants. Methods: In Study 1, we tested the reliability and validity of the MGM measure with two-wave data ( N = 212, Age mean = 24.18 years, SD = 7.82 years). In Study 2, we retested the construct validity of the MGM measure once again and its association with other moral and positive psychological indicators to test its convergent and discriminant validity ( N = 275, Age mean = 22.02 years, SD = 6.34 years). Results: We found that the MGM measure was reliable and valid from Study 1. In Study 2, the results indicated that the MGM was well correlated with other moral and positive psychological indicators as expected. Conclusions: We developed and validated the English version of the MGM measure in the present study. The results from studies 1 and 2 supported the reliability and validity of the MGM measure. Given this, we found that the English version of the MGM measure can measure one's MGM as we intended.
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Affiliation(s)
- Hyemin Han
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - Kelsie J. Dawson
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - YeEun Rachel Choi
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - Youn-Jeng Choi
- Educational Research Program, University of Alabama, Tuscaloosa, AL, USA
| | - Andrea L. Glenn
- Center for the Prevention of Youth Behavior Problems, University of Alabama, Tuscaloosa, AL, USA
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Han H, Dawson KJ, Choi YR, Choi YJ, Glenn AL. Development and validation of the English version of the Moral Growth Mindset measure. F1000Res 2020; 9:256. [PMID: 32595954 PMCID: PMC7309350 DOI: 10.12688/f1000research.23160.3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/17/2020] [Indexed: 11/20/2022] Open
Abstract
Background: Moral Growth Mindset (MGM) is a belief about whether one can become a morally better person through efforts. Prior research showed that MGM is positively associated with promotion of moral motivation among adolescents and young adults. We developed and tested the English version of the MGM measure in this study with data collected from college student participants. Methods: In Study 1, we tested the reliability and validity of the MGM measure with two-wave data ( N = 212, Age mean = 24.18 years, SD = 7.82 years). In Study 2, we retested the construct validity of the MGM measure once again and its association with other moral and positive psychological indicators to test its convergent and discriminant validity ( N = 275, Age mean = 22.02 years, SD = 6.34 years). Results: We found that the MGM measure was reliable and valid from Study 1. In Study 2, the results indicated that the MGM was well correlated with other moral and positive psychological indicators as expected. Conclusions: We developed and validated the English version of the MGM measure in the present study. The results from studies 1 and 2 supported the reliability and validity of the MGM measure. Given this, we found that the English version of the MGM measure can measure one's MGM as we intended.
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Affiliation(s)
- Hyemin Han
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - Kelsie J. Dawson
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - YeEun Rachel Choi
- Educational Psychology Program, University of Alabama, Tuscaloosa, AL, USA
| | - Youn-Jeng Choi
- Educational Research Program, University of Alabama, Tuscaloosa, AL, USA
| | - Andrea L. Glenn
- Center for the Prevention of Youth Behavior Problems, University of Alabama, Tuscaloosa, AL, USA
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Wang C, Luo J, Nie P, Wang D. Growth Mindset Can Reduce the Adverse Effect of Substance Use on Adolescent Reasoning. Front Psychol 2019; 10:1852. [PMID: 31474906 PMCID: PMC6705219 DOI: 10.3389/fpsyg.2019.01852] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2019] [Accepted: 07/29/2019] [Indexed: 11/13/2022] Open
Abstract
The present study examined the relationship between substance use and reasoning in adolescents, and further investigated the modulation role of growth mindset on this relationship. A total of 1759 adolescents in China with substance use experience were investigated. The results showed that substance use (smoking, drinking, and illicit drug use) was negatively correlated with reasoning (r = -0.24 ∼-0.39, p < 0.01) and growth mindset (r = -0.18 ∼-0.32, p < 0.01). Regression analysis revealed that after controlling for the background variables (i.e., age, family annual income, and parents' educational level), only illicit drug use was the significant predictor of reasoning (β = -0.325, t = -14.28, p < 0.001). The interaction effect between growth mindset and illicit drug use was also a significant predictor of reasoning (β = -0.067, t = -2.92, p = 0.004), indicating growth mindset modulated the relationship between illicit drug use and reasoning ability. Further analysis found that the negative correlation between frequency of illicit drug use and reasoning in high growth mindset group was weaker than that of low growth mindset group (F ( 3 , 1733 ) = 332.51, p < 0.001, f 2 = 0.22). This suggests that growth mindset plays a significant moderating role in the relationship between substance use and reasoning. Overall, substance use has adverse effect on adolescent reasoning, however, growth mindset could reduce this adverse effect.
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Affiliation(s)
- Cuicui Wang
- School of Educational Science, Anhui Normal University, Wuhu, China.,State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Jie Luo
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Peixin Nie
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Daoyang Wang
- School of Educational Science, Anhui Normal University, Wuhu, China.,Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
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