Awe, a self-transcendent emotion, has been theoretically posited as a precursor to wise reasoning. However, direct empirical evidence supporting this relationship and the underlying mechanism has been limited. In four studies (N = 3700), we examined the relationship between awe and wise reasoning, as well as the mediating effect of self-transcendence, employing cross-sectional, longitudinal, and experimental designs. We consistently found that awe had a lagged effect on (Study 1), enhanced (Studies 2 & 3), and was associated with (Study 4) wise reasoning. Furthermore, self-transcendence mediated this relationship (Studies 3 & 4). The impact of awe on wise reasoning and mediating effect of self-transcendence could not solely be attributed to awe’s predominantly positive nature, and the mediation model was established beyond the influence of self-smallness (Studies 3–4). These findings contribute to understanding the emotional trigger of wise reasoning, the cognitive implications of awe, and its role in promoting wise conflict resolution.
This study aims to identify the associations between teacher mental health and student mental health. Cross-sectional data were collected from 127,877 students aged 9–20 years and 2,759 teachers across 31 provinces in China. The mental health of students and teachers were assessed by well-being (life satisfaction and positive mental health), and psychological distress (depression and anxiety). Controlling for demographic variables, multilevel regression analyses suggest that higher teacher positive mental health was linked to higher student positive mental health and lower student depression; higher teacher depression were correlated with higher student depression; and teacher life satisfaction and anxiety were not correlated with any indicators of student mental health. The study highlights the significant association between teacher mental health and student mental health.
Two-dimensional (2D) van der Waals ferroelectric materials have emerged as promising candidates for miniaturized devices due to their atomically thin structures and unique ability to maintain ferroelectricity even at reduced dimensions. Recent research indicates that the interfacial barriers between semiconductors and ferroelectrics can be modulated by polarization charges, with ferroelectric polarization—reversible by an external electric field—playing a crucial role in the switchable diode effect. In this work, we investigate a room-temperature switchable ferroelectric diode (Fe-diode) based on a MoS2/α-In2Se3 heterojunction. The out-of-plane ferroelectric properties of the α-In2Se3 layer enable efficient modulation of the Schottky barriers at the MoS2/α-In2Se3 interface through external voltage application, thereby achieving a notable switchable diode effect with a nonlinearity of up to 934. By exploiting the inherent nonlinearity, the ferroelectric diode can effectively generate complex signal waveforms, making it highly suitable for secure communication systems. These findings make the ferroelectric diode a potential candidate for enhancing confidentiality in future communication technologies, protecting data against eavesdropping and unauthorized access.
The reform and opening-up of China have greatly improved the scale and quality of doctoral education for women. However, female doctors still face the “leaky pipeline” and the “unbreakable glass ceiling” in their development of academic careers. In this study, gender differences are investigated in doctoral graduates’ career choices, the level of educational institutions they attend, and their scientific research productivity after joining the institution. We analyzed the administrative data and scientific research publication information from ten years of doctoral graduates at a top research university in China. Results suggest that compared to their male counterparts, female doctors are more likely to pursue an academic career upon graduation, but they are also more likely to be employed in lower-level institutions as well as to publish Chinese scientific studies with lower influence and poorer quality. Moreover, gender differences in academic disciplines are heterogeneous. While academic career development for doctors in natural sciences is not gender-biased, female doctors in social sciences face the most significant challenges, and these results persist even after controlling for their scientific publications during graduate school. In other words, gender differences in academic career development are likely to result from gender symbols rather than differences in academic ability.