Background and aims Previous studies on smartphone use motivation (SUM) and problematic smartphone use (PSU) have been limited in the utilization of regional samples of emerging adults (e.g., college students) and also in the foci on the direct association between SUM and PSU. To address such gaps, using data from a large, national representative sample of Chinese young adolescents and their parents this study examined the associations between adolescents' various types of SUM and their PSU, and also tested the potential mediating roles of smartphone use time (SUT) that adolescents spent on various activities in such associations. Methods A nationwide representative sample of 8,261 Chinese adolescents (Mage = 12.86 years old, SD = 1.76; 42.6% females) and their parents (49% mothers) participated in this survey study. Results Instrumental SUM (i.e., to expand knowledge or acquire information) was associated negatively with PSU via longer SUT spent on learning and shorter SUT spent on entertainment and communication. Self-expression SUM (i.e., to gain acceptance and recognition of others by maintaining or improving self-images) was associated with longer SUT spent on both learning and entertainment, which, in turn, predicted lower and higher levels of PSU, respectively. Last, hedonic SUM (i.e., to gain pleasure) was associated positively with PSU via longer SUT spent on entertainment and communication. Discussion These findings contribute to the literature by adding greater specificity in our understanding of the implications of SUM and SUT in the etiology of PSU during the critical life stage of adolescence in a Chinese cultural context.

During the past decade, research on the link between childhood emotional maltreatment and adulthood romantic relationship well-being has been accumulating, but there still lacks a systematic, quantitative evaluation of existing research. This three-level, meta-analysis aimed to fill this gap. Reports were included if they examined the link between early emotional maltreatment and adulthood romantic relationship well-being, presented statistics needed to calculate at least one bivariate effect size, written in English, and published/written before January 1, 2020. We retrieved 201 effect sizes from 23 reports. Early emotional maltreatment (aggregated across forms) was negatively (yet modestly) associated with later romantic relationship well-being (aggregated across dimensions; r = −.143, 95% confidence interval [−.173, −.114], p < .001). This association did not vary as a function of maltreatment form but differed across relationship well-being dimensions, such that the effect was stronger for the negative than for the positive relationship outcomes. We also found that (a) the actor effect was larger than the partner effect, (b) the effect was stronger in studies using Childhood Trauma Questionnaire (CTQ) than in studies not using CTQ, (c) whether using established measures of relationship well-being did not alter the effect, (d) the absolute magnitude of effect was negatively associated with methodological rigor of effect, and (e) the effect did not vary as functions of publication type, whether the sample was a college student sample, or union status, and was not related to the mean of union duration. Last, the limitations of existing research, avenues for future inquiries, and implications for practice were noted.

No abstract

With the development of information technology, computers and network are widely used in college English writing teaching. Taking advantage of modern information technology to improve students' independent writing ability has become an important content for college English teachers to research. In this article, the authors first introduce the advantages of Pigaiwang (the correction network) and then carry out a detailed research into its use in college English writing teaching on students' writing motivation, ability and self-efficacy. The research results show the writing teaching model based on Pigaiwang (www.pigai.org) can effectively stimulate students' English writing motivation, improve their English writing ability and enhance their writing efficiency.