Chen Chen

Nanjing Normal University · School of Psychology

The significant population of Chinese rural-to-urban migrant children has sparked considerable domestic and international concern regarding their disadvantaged family circumstances and their escalating prevalence of internalizing and externalizing problems. Derived from the resource substitution hypothesis, non-cognitive factors such as personality...

Grounded in the basic psychological need theory (BPNT) and the relationships motivation theory (RMT), this study investigated 1) the dynamic mechanism between teacher support (i.e., autonomy support, structure, and involvement) and need satisfaction (i.e., needs for autonomy, competence, and relatedness) in relation to reg- ulatory styles (i.e., ex...

The positive development of migrant children in China is hampered due to their unequal accessibility to quality urban education resources. This research aimed at exploring the developmental trajectories of migrant and urban children's literacy and mathematics performance, as well as the impact of family socioeconomic status (SES) and parenting styl...

This study aimed to examine the role that grit, along with conscientiousness, academic self-concept, other-based achievement goals, and competence expectancy, play in predicting Chinese university students’ math performance and subjective wellbeing (i.e., life satisfaction and positive and negative affect). Two hundred and thirty-four university st...

Due to the reform and opening-up policy in China, migrant children followed their migrant labor parents from rural areas to unfamiliar cities. Even if the internal structure of the family does not change, migrant children are often underprivileged because of the urban-rural differences in life styles, values, social networks, and/or restrictions as...

The present research sought to integrate self-determination theory and the achievement goal approach to achievement motivation by examining achievement goals as mediators of the link between psychological need support and both intrinsic and external motivation. We found support for our proposed integration, as mastery-approach and performance-appro...

Studies of stress-related growth have demonstrated the central role of meaning-making processes in the occurrence of growth following stressful life experiences, but few have examined its role in the context of acculturation. This study developed and tested a meaning-making model of post-migration growth using bootstrap-based mediation analysis wit...

Low socioeconomic status (SES) students have a lower sense of belonging to college than high SES students. Due to the importance of sense of belonging in the college pathway, understanding the reason for this relation is particularly important. Here, we argue that in addition to having less access to resources, low SES students in the college conte...

Based on the hierarchical model of achievement motivation, this study examined how grit predicted achievement goals among two university student samples from American and Chinese cultures. Grit, as a personality trait, includes consistency of interest and perseverance of effort; achievement goals are represented by four types of goals, namely, mast...

Achievement motivation plays an important role in individuals’success in the achievement settings，which has obtained an intensive attention of psychologists at home and abroad． Although certain individual and environmental factors have been examined as the antecedents of different achievement motivation constructs，empirical studies are rare and lim...

This study examined the relationship among resilience, coping styles, and subjective well-being (SWB) among 239 Chinese university students, with a focus on the mediating role of coping styles in the relationship between resilience and SWB and the moderating function of resilience in the prediction of SWB from coping styles. Results of latent varia...

This study examined the role that achievement goals may play in predicting subjective well-being, particularly the extra contribution of achievement goals beyond that of personality traits. There were 371 university students from Nanjing, China (mean age = 20.67, SD = 1.30) who participated in the study and reported their achievement goals, the Big...

Based on the multiple goals perspective, this study examined the application of multiple goals theory among Chinese university students, particularly how different goal combinations were related to students’ achievement-related motivational (intrinsic motivation and academic self-efficacy), affective (positive affect at school and general positive...

This study investigated the relationship between thinking styles and preferred teacher interpersonal behavior based on the Model for Interpersonal Teacher Behavior (MITB, Wubbels, Créton, & Hooymayers, 1985) among 247 Hong Kong secondary school female students. The Thinking Style Inventory Revised (TSI-R, Sternberg, Wagner, & Zhang, 2003) and the Q...

Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 × 2 achievement goal framework among 775 Chinese adolescent students. Con...