The Extension of Particularized Trust to Generalized Trust: The Moderating Role of Long-term Versus Short-term Orientation

Zheng, Jiansong; Wang, Tulips Yiwen; Zhang, Tao

doi:10.1007/s11205-023-03064-2

Cited by 9 publications

(5 citation statements)

References 58 publications

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“…Universities can also organize events to enhance university students’ vivid visual depictions of their future selves [ 70 , 71 ]. On a larger scale, long-term orientation at the society level may enhance the future self-continuity of students in that society, and reduce their occurrence of problematic mobile video gaming [ 72 ].…”

Section: Discussionmentioning

confidence: 99%

The association between future self-continuity and problematic mobile video gaming among Chinese college students: the serial mediation of consideration of future consequences and state self-control capacity

2023

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Background To explore the relationship between future self-continuity and problematic mobile video gaming among Chinese college students and to examine the serial mediation of consideration of future consequences and state self-control capacity on the association between future self-continuity and problematic mobile video gaming, based on Identity-Based Motivation Theory. Methods The Problematic Mobile Video Gaming Scale, Future Self-continuity Scale, Consideration of Future Consequences Scale, and Short Version of State Self-control Capacity Scale were administered to a sample comprising 800 college students (338 males accounting for 42.3%). Multivariate analysis and latent variables analysis were utilized to explore the separate mediating role consideration of future consequences and state self-control capacity played in the association between future self-continuity and problematic mobile video gaming, and their serial mediation also was investigated. The Bootstrap method was employed to test the significance of these mediation effects. Results The negative association between future self-continuity and problematic mobile video gaming was moderately found. Students with increased consideration of future consequences from higher levels of future self-continuity have decreased their problematic mobile video gaming. Future self-continuity significantly positively predicted state self-control capacity, which in turn significantly negatively predicted problematic mobile video gaming. The serial mediation was also found. Conclusion The findings revealed why differences in identification with the current and future selves become influencing factors in problematic mobile video gaming. This study observed the mediating role that consideration of future consequences and state self-control capacity play in the association between future self-continuity and problematic mobile video gaming.

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Section: Discussionmentioning

confidence: 99%

The association between future self-continuity and problematic mobile video gaming among Chinese college students: the serial mediation of consideration of future consequences and state self-control capacity

2023

Self Cite

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“…Given that students were assigned to the classrooms, and the Teacher’s harmony punctuations have been assigned to each class, intra-class correlation coefficients (ICC) was calculated to obtain the extent to which individual differences originate from class differences, as several studies done ( Zheng et al, 2023 ). As a rule of thumb for interpretation ( Cohen, 1977 ), if the ICC is lower than 0.059, it indicates that there are not class differences to justify an Hierarchical Linear Model utilization.…”

Section: Methodsmentioning

confidence: 99%

Enhancing emotional health and engagement in Chinese English language learners: an approach from teachers’ autonomy- supportive behavior, teachers’ harmony, and peer support in a two-sample study

Yang

2024

Front. Psychol.

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BackgroundIn the evolving landscape of Chinese education, understanding the factors that influence the emotional health and engagement of English language learners is increasingly vital. Against this backdrop, our study delves into how teachers’ autonomy-supportive behavior, teachers’ harmony, and peer support impact these key educational outcomes.AimThis study investigates the roles of teachers’ autonomy-supportive behavior, teachers’ harmony, and peer support in influencing the emotional health and engagement of English language learners in China.MethodInvolving a diverse sample of 68 English Language Teachers and their 389 students from various Chinese universities, the study leverages a convenience sampling method.ResultsKey findings indicate that students’ emotional health is predominantly influenced by peer support, while student engagement is significantly affected by a combination of teachers’ autonomy-supportive behavior, peer support, and teachers’ harmony. These outcomes highlight the importance of both teacher behavior and peer relationships in educational settings, underscoring their crucial roles in enhancing student well-being and engagement. The study’s methodology, incorporating a diverse sample from multiple educational institutions and a comprehensive analytical approach, offers robust insights. However, the limitations of convenience sampling and reliance on self-reported data necessitate a careful interpretation of the findings.ImplicationsImplications from this research are vital for educational policy and practice, emphasizing the need for interventions that enhance teacher-student relationships and foster supportive peer environments. This study adds to the body of knowledge on factors influencing emotional health and engagement among English language learners, advocating for a comprehensive approach in educational strategies and interventions.

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“…Int this case, students can consider more about the long-term future benefits rather than the current entertainment and temptation, so as to obtain a higher level of online learning engagement. At the broader level, long-term orientation at the societal level can enhance the future self-continuity of students in those societies (Zheng et al, 2023). Second, in the design stage of online courses, teachers should consider improving the interest and practicability of the course and making the course challenging.…”

Section: Practical Suggestionsmentioning

confidence: 99%

The impact of future self‐continuity on college students' online learning engagement: A moderated mediation model

Shen,

Zhang,

Zheng

2024

Psychology in the Schools

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Online learning is becoming more and more common, so how to maintain learners' online learning engagement is very important. This study aims to explore the impact of future self‐continuity on college students' online learning engagement and its underlying mechanism of action. We utilized the Future Self‐Continuity Questionnaire, the Learning Self‐regulation Questionnaire, the Implicit Theories of Intelligence Scale, and the Online Learning Engagement Scale to measure the corresponding variables of a sample with 476 college students. The results revealed that future self‐continuity, autonomous motivation, and implicit theories of intelligence were significant positive predictors of student's online learning engagement. The positive association between future self‐continuity and student's online learning engagement was mediated by the autonomous motivation. Moreover, the mediating effect of autonomous motivation was moderated by the implicit theories of intelligence. Relation to the individual endorsing entity theorists, the mediating effect of autonomous motivation was stronger for individual holding increment theorists. Future self‐continuity has an impact on college students' online learning engagement levels directly or indirectly through autonomous motivation. Attention should be paid to the cultivation training of learners' future scenario imagination and autonomous motivation to facilitate their maintenance of focused online learning engagement.

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The Extension of Particularized Trust to Generalized Trust: The Moderating Role of Long-term Versus Short-term Orientation

Cited by 9 publications

References 58 publications

The association between future self-continuity and problematic mobile video gaming among Chinese college students: the serial mediation of consideration of future consequences and state self-control capacity

The association between future self-continuity and problematic mobile video gaming among Chinese college students: the serial mediation of consideration of future consequences and state self-control capacity

Enhancing emotional health and engagement in Chinese English language learners: an approach from teachers’ autonomy- supportive behavior, teachers’ harmony, and peer support in a two-sample study

The impact of future self‐continuity on college students' online learning engagement: A moderated mediation model

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