The present study aimed to delineate the characteristics of empathy and mental health in preschool teachers and examine the role of empathy in preschool teachers’ mental health. The sample in this study consisted of 4348 preschool teachers, who were divided into 4 groups according to their years of teaching experience (less than 2 years, 2 to 5 years, 5 to 10 years, and more than 10 years). The Chinese version of the Symptom Checklist 90 was used to measure the mental (...) health symptoms of the participants, and the Chinese version of the Interpersonal Reactivity Index was employed to assess various aspects of the participants’ empathy. The results indicated that preschool teachers scored higher than the controls for most mental symptoms, and most symptoms increased as teaching experience increased, independent of the effect of age. The study also found that the four dimensions of empathy showed different trends across the four teaching experience groups: fantasy remained stable, empathic concerns and perspective taking showed decreasing trends, and personal distress showed an increasing trend. Moreover, the present research found a relatively complex relationship between empathy and mental health in preschool teachers: while fantasy and personal distress positively predicted mental health symptoms in preschool teachers, perspective taking and empathic concern negatively correlated with most of the symptoms. It seems that empathy contains both risky and protective factors for individuals’ mental health, and these factors are affected by years of teaching experience. (shrink)

The concept of integrity appears in many arguments and theories in business ethics and organizational behavior where it plays multiple roles. It has been shown to have desirable organizational outcomes and is held as important by the academic and practitioner alike. Yet despite its prominence there are a variety of approaches to defining and conceptualizing it and little existent theory to explain its nature. We offer integrative social contracts theory (ISCT) as a framework that can anchor integrity in ethical theory (...) and also encompass aspects of integrity such as wholeness, consistency, and authenticity. In addition we show how ISCT can resolve some of the challenges to definitions of integrity that have been raised in the literature and hence we provide some suggestions for future academic research and suggestions for the practitioner. (shrink)

Social-bots-mediated information manipulation is influencing the public opinion environment, and their role and behavior patterns in news proliferation are worth exploring. Based on the analysis of bots' posting frequency, influence, and retweeting relationship, we take the diffusion of The New York Times' coverage of Xinjiang issue on the overseas social platform Twitter as an example and employ the two-step flow model. It is found that in the role of second-step diffusion, unlike posting news indiscriminately in first-step diffusion, social bots are (...) more inclined to postcontroversial information in second-step diffusion; in terms of diffusion patterns, although social bots are more engaged in first-step diffusion than in second-step diffusion and can trigger human users to retweet, they are still inferior to humans in terms of influence. (shrink)

The current study aimed to investigate differences in theory of mind between left-behind children and non-left-behind children in rural China and to examine the potential protective role of general reasoning ability in left-behind children’s theory of mind. Participants included 213 children aged 7.10 to 13.67 years (111 boys and 102 girls, M = 10.51 years, SD = 1.33), 101 of whom were left behind in rural areas by one or both migrating parents for at least 6 months. The Strange Stories (...) task, a second-order false belief task and a faux pas task were used to measure children’s theory of mind, and Sessions B and C in Raven’s Standard Progressive Matrices were used to test children’s general reasoning ability. The results showed that left-behind children scored lower on both the faux pas task and Strange Stories task. Additionally, on second-order false belief understanding, left-behind boys performed worse than non-left-behind boys, while left-behind girls scored higher than non-left behind girls. Moreover, children’s general reasoning ability moderated the relationship between parental migrant status and children’s faux pas understanding: For children with high levels of general reasoning ability, left-behind children performed similarly to non-left-behind children, while for children with low levels of general reasoning ability, left-behind children scored lower than non-left-behind children, indicating that general reasoning ability buffered the negative effect of being left behind on children’s theory of mind development. The implications of these findings for training directed at left-behind children are discussed. (shrink)

二十世紀西哲東掃，那個由希臘人開創的理性哲學橫掃中華文化，而由此哲學生出的科學精神，更是銳不可擋，中華文化哲學逐變成小媳婦而顧影自憐，失去了它應有的光彩。 中華哲學，真的就那麼無能無用嗎？真的就低人一等嗎？「生於儒，退於道，遁於釋。」這條中華哲學大道，是有別於西方思辨哲學的，也是有別於西方神秘主義哲學的。孔子的學說「極高明」而「致精微」，是人道之至極，也 可說是用思哲學之至極；而不用思的哲學，老莊的「道無」更是玄妙，其哲學已打開人類重返上帝伊甸園的大門，解開了康德「物自體不可知論」的死結，已抵達哲學的最高境界。【秀威資訊科技股份有限公司製作】.

The aim of the present study is to examine the effect of group-play intervention on executive function in preschoolers. This group-play intervention was integrated as moderate to vigorous physical activity and cognitively loaded exercise to promote EF in preschoolers. An 8-week group-play MVPA intervention program, consisting of a series of outdoor physical and cognitively loaded games, was designed to improve preschoolers’ EF. This intervention program was implemented in group-play form, and conducted by teachers who received standardized training before the intervention. (...) Two classes of second grade preschoolers were randomly allocated to experimental and control groups. The intervention group received the intervention three times a week, while the control group exercised as usual in preschool. Before, in the middle of, and after the intervention, 10-m running, standing broad jump, throwing, body flexion, balance beam, and skip jump were assessed as tests of motor skills. In addition, three components of EF were measured separately before, in the middle of, and after the intervention: inhibitory control was assessed by using the silly sound Stroop task, working memory was tested using the empty house task, and shifting was assessed using the dimensional change card sorting task. Although both groups showed an increasing trend in terms of motor skills and EF during the intervention, the increasing amounts of the intervention group were significantly higher than the control group. The findings of the present study suggested that group-play intervention has positive effects on aspects of EF in addition to motor skills in preschoolers. (shrink)