Objective To evaluate the effect of gastric compound on patients with middle-late gastric cancer of spleen deficiency and stasis toxin. Methods Ninety patients with middle-late gastric cancer of spleen deficiency and stasis toxin were randomly divided into combined group, chemotherapy group, and gastric compound group, 30 cases in each group. Patients in the combined group were treated with gastric compound and chemotherapy;patients in the chemotherapy group were treated with placebo;patients in the gastric compound group were treated with gastric compound. The changes of QLQ-C30 scale integral, fatigue scale intergral, TCM symptom intergral, Karnofsky integral, and toxic and side effects of digestive tract and myelosuppression were observed to evaluate the effect of gastric compound on quality of life in patients. Results The changes of QLQ-C30 scale integral, fatigue scale intergral, TCM symptom intergral, Karnofsky intergal in combined group were better than those in chemotherapy group and gastric compound group, with statistical significance (P<0.05). The changes of fatigue scale intergral and TCM symptom intergral in gastric compound group were better than those in chemotherapy group, with statistical significance (P<0.05). The myelosuppression and toxic and side effects of digestive tract of combined group was lighter than those of chemotherapy group, with statistical significance (P<0.01). Conclusion Gastric compound combined with chemotherapy can improve quality of life in patients with middle-late gastric cancer of spleen deficiency and stasis toxin, and reduce myelosuppression and toxic and side effects of digestive tract.

Objective:To explore the influence of different emotional states on college students' attention control ability in single and dual attention control tasks.Methods:A total of 28 college students from Xinjiang Normal University were selected as participants, and emotional pictures were used to activate the positive, negative and neutral emotional states of the participants, and the integrated paradigm of " double-choice Oddball+ Stroop" was used to investigate their attention control ability in different emotional states. The experiment was designed by 3 (emotional states: neutral mood, positive emotion and negative emotion) × 4 (task types: baseline task, single response inhibition, single interference inhibition and double attention control task), and the E-prime software was used to record the participant's reaction time and error rate. SPSS 21.0 software was used to perform repeated measurement ANOVA on the reaction time and error rate of 28 participants.Results:The interaction between emotional state and task type was significant( F(6, 22)=2.70, P<0.05). The main effect of emotional state was not significant ( F(2, 26)=0.79, P=0.461). The main effect of task type was significant ( F(3, 25)=28.46, P<0.001). The differences in average reaction time between baseline tasks, single interference suppression tasks, single response suppression tasks, and dual attention control tasks were statistically significant (all P<0.001). Simple effect analysis showed that in the single response inhibition task, the reaction time in positive emotional state ((499.62±72.09) ms) and negative emotional state ((521.52±86.39) ms) were significantly longer than that in the neutral emotional state((475.43±76.38) ms, both P<0.05), and that in the negative emotional state was significantly longer than that in the positive emotional state ( P<0.05). There was no significant difference between emotional states in the baseline task, single interference suppression task, and double attention control task (all P>0.05). Conclusion:In the single attention control task, both positive and negative emotional states have emotional interference effect on the response inhibition ability of college students, and the interference effect of negative emotional state is more sighificant. In the dual attention control task, the emotional interference effect disappeared.

Objective:To explore the relationship between self-esteem, rumination, social anxiety and aggressive behavior among college students, and to investigate the mediating role of rumination and social anxiety between self-esteem and aggressive behavior of college students.Methods:From April 2023 to July 2023, a questionnaire survey was conducted on 501 college students using the self-esteem scale, rumination scale, social anxiety scale, and aggression scale. SPSS 22.0 software was used for descriptive statistics and correlation analysis, and AMOS 24.0 software was used to construct the model and test the chain mediating effect.Results:Self-esteem(30.00 (28.00, 32.00)) was significantly negatively correlated with aggressive behavior(44.00 (35.00, 57.00)), rumination(42.00 (35.00, 48.00)), and social anxiety(49.00 (43.00, 54.00)) ( r=-0.332, -0.419, -0.275, all P<0.05). Rumination was significantly positively correlated with social anxiety and aggressive behavior ( r=0.366, 0.503, both P<0.05), social anxiety was significantly positively correlated with aggressive behavior ( r=0.326, P<0.05). Rumination and social anxiety played mediating roles between self-esteem and aggressive behavior, with effect values of -0.166 and -0.040, respectively, and there was a chain mediating role, with effect value of -0.034. Conclusion:Self-esteem can have an impact on individual aggressive behavior through the separate mediating effect of rumination and social anxiety, as well as the chain mediating effect.

BackgroundIt has been shown that academic procrastination， cognitive emotion regulation strategies， anxiety and mobile phone dependence are closely related， but the detailed mechanism by which academic procrastination contributes to mobile phone dependence remains largely unclear and mediation analysis is currently lacking. ObjectiveTo explore the mediation role of cognitive emotion regulation strategies and anxiety in the relationship between academic procrastination and mobile phone dependence among college students， so as to provide references for the prevention and intervention of college students' mobile phone dependence. MethodsIn March 2023， 474 students from Xinjiang Normal University were selected by random sampling technique， and Mobile Phone Addiction Index （MPAI）， Procrastination Assessment Scale-Students （PASS）， Beck Anxiety Inventory （BAI） and Cognitive Emotion Regulation Questionnaire-Chinese version （CERQ-C） were used to conduct the survey. Pearson correlation analysis was adopted to examine the correlation among all variables， and Process 3.5 macro program was utilized to determine the mediation effect of cognitive emotion regulation strategies and anxiety on the relationship between academic procrastination and mobile phone dependence among college students. Results①PASS scores were positively correlated with the scores on CERQ-C negative cognitive emotion regulation strategy， BAI and MPAI （r=0.374， 0.229， 0.661， P<0.01）， CERQ-C negative cognitive emotion regulation strategy scores were positively correlated with BAI and MPAI scores （r=0.372， 0.498， P<0.01）， and BAI scores were positively correlated with MPAI scores （r=0.340， P<0.01）. ② Both negative cognitive emotion regulation strategy and anxiety exerted an mediation effect on the relationship between academic procrastination and mobile phone dependence among college students， with an effect value of 0.094 （95% CI： 0.056~0.137） and 0.013 （95% CI： 0.001~0.029）， and a chained mediation effect of negative cognitive emotion regulation strategy and anxiety on the relationship between academic procrastination and mobile phone dependence among college students was also documented， with an effect value of 0.015 （95% CI： 0.006~0.026）. ConclusionAcademic procrastination is proved to be effective in predicting college students' mobile phone dependence both directly and indirectly through either separate or chained mediation of negative cognitive emotion regulation strategy and anxiety. ［Funded by Social-Science Fund Project in Xinjiang （number， 2023CSH068）； Scientific Research Projects of Universities in Xinjiang Uygur Autonomous Region （number， XJEDU2023P081）］