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Xinchen Fu
Researcher at Beijing Normal University
Publications - 14
Citations - 227
Xinchen Fu is an academic researcher from Beijing Normal University. The author has contributed to research in topics: Implicit personality theory & Student engagement. The author has an hindex of 6, co-authored 13 publications receiving 79 citations.
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Social Media Exposure and College Students' Mental Health During the Outbreak of COVID-19: The Mediating Role of Rumination and the Moderating Role of Mindfulness.
TL;DR: Results from online questionnaire responses of 439 college students showed that rumination mediated the association between SME and psychological distress and mindfulness was revealed as a protective factor that buffered the adverse effect of SME on psychological distress through rumination.
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The impact of parental active mediation on adolescent mobile phone dependency: A moderated mediation model
TL;DR: The results showed that parental active mediation affected adolescent mobile phone dependency behaviors through a chain mediation of adolescent behavioral attitude and behavioral intention, and parental phubbing moderated the impact.
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Parental Monitoring and Adolescent Problematic Mobile Phone Use: The Mediating Role of Escape Motivation and the Moderating Role of Shyness
TL;DR: The findings suggested that a higher level of shyness increased the likelihood that parental monitoring would increase the child’s escape motivation and PMPU, and provided guidelines for parents and educators regarding interventions for adolescents’ problematic phone use.
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Teacher Justice and Students' Class Identification: Belief in a Just World and Teacher-Student Relationship as Mediators.
TL;DR: Examination of the relation between teacher justice and students’ class identification in 1735 Chinese school-age adolescents by considering belief in a just world (BJW) and teacher–student relationship as mediators indicated that teacher justice had a positive effect on students” class identification.
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Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters
TL;DR: The levels of academic self-efficacy from T1 to T3 demonstrated a consistent trend with the engagement trajectory; the levels of the implicit theory of intelligence over time showed the reverse trend.