1
|
Wang X, Yao C, Su S, Yu X, Bai N, Gao S. Teacher-Student Relationships and Coping Styles in Chinese Children: The Chain Mediating Role of Peer Relationships and Psychological Suzhi. Behav Sci (Basel) 2024; 14:797. [PMID: 39336012 PMCID: PMC11429393 DOI: 10.3390/bs14090797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2024] [Revised: 08/28/2024] [Accepted: 08/30/2024] [Indexed: 09/30/2024] Open
Abstract
As age increases, children will face more and more adversity. How effectively they cope with stress and difficulties of life is of great significance to the development of children's mental health and academic achievement. However, few studies have explored how different interpersonal relationships and psychological suzhi work together to influence children's healthy behaviors, particularly healthy coping in adversity. Therefore, this research focused on the teacher-student relationships and coping styles, as well as the chain-mediated effects of peer relationships and psychological suzhi. A total of 688 children (360 boys, 52.3%; Mage = 10.98 and SD = 0.89) completed questionnaires that assessed using teacher-student relationships, peer relationships, psychological suzhi, and coping styles. The results indicated that teacher-student relationships correlated positively with coping styles, peer relationships, and psychological suzhi in children. Besides, teacher-student relationships positively affected coping styles through both the mediating roles of peer relationships and psychological suzhi. This research elucidated the extrinsic and intrinsic factors impacting the coping styles of children, thus providing empirical validation of existing theoretical frameworks. In China, interventions aimed at promoting Chinese children's positive coping could benefit from strategies focused on cultivating high-quality relationships and enhancing psychological suzhi.
Collapse
Affiliation(s)
| | | | | | | | | | - Shuang Gao
- School of Health Management, Guangzhou Medical University, Guangzhou 511436, China
| |
Collapse
|
2
|
Li Q, Ye X, Li Z, Yang S, Yin L, Li BM, Wang C. Association between stressful life events and sleep quality in Chinese university students: Mediating and moderating roles of emotion regulation. J Health Psychol 2024:13591053241248940. [PMID: 38686932 DOI: 10.1177/13591053241248940] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/02/2024] Open
Abstract
This study investigated whether emotion regulation mediates or modulates the relationship of SLEs with sleep quality and potential sex differences. A total of 1447 Chinese university students completed the Adolescent Self-Rating Life Events Checklist, the Pittsburgh Sleep Quality Index, and the Emotion Regulation Questionnaire. The results indicated that both cognitive reappraisal and expressive suppression significantly mediated and moderated the negative association between SLEs and sleep quality. Additionally, sex differences were found for the mediating role of cognitive reappraisal and for the modulating roles of cognitive reappraisal and expressive suppression in the relationship between SLEs and sleep quality. Although the present cross-sectional data does not allow us to test any causal relationships, these results help clarify the underlying emotion-regulation process between SLEs and sleep in university students and highlight the importance of considering sex differences in emotion regulation.
Collapse
Affiliation(s)
| | | | - Zheng Li
- Hangzhou Normal University, China
| | | | | | - Bao-Ming Li
- Hangzhou Normal University, China
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, China
| | - Chunjie Wang
- Hangzhou Normal University, China
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, China
- Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments, China
| |
Collapse
|
3
|
Chen X, Zhao H, Zhang D. Effect of Teacher Support on Adolescents' Positive Academic Emotion in China: Mediating Role of Psychological Suzhi and General Self-Efficacy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16635. [PMID: 36554516 PMCID: PMC9779306 DOI: 10.3390/ijerph192416635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 12/03/2022] [Accepted: 12/08/2022] [Indexed: 06/17/2023]
Abstract
Positive academic emotions can promote good academic performance and development in students. Therefore, how teachers stimulate students to produce more positive academic emotions is particularly important. This study aimed to reveal the underlying mechanism of teacher support and adolescents' positive academic emotions. A total of 854 students from western China participated in this survey, which included the Students' Perception of the Teacher's Behavioural Support Questionnaire, the Psychological Suzhi Questionnaire for Middle School Students, the General Self-Efficacy Scale, and the Achievement Emotions Questionnaire (396 boys; 12 to 20 years old, Mage = 15.3, SD = 2.04). Results showed that (1) teacher support, psychological suzhi, and general self-efficacy were positively correlated with students' positive academic emotion; (2) psychological suzhi and general self-efficacy played a separate mediating role between teacher support and adolescents' positive academic emotion; and (3) teacher support also influenced adolescents' positive academic emotion through the serial mediation of psychological suzhi and general self-efficacy.
Collapse
Affiliation(s)
- Xu Chen
- Normal College, Jimei University, Xiamen 361021, China
| | - Hongxia Zhao
- Normal College, Jimei University, Xiamen 361021, China
| | - Dajun Zhang
- Psychological Department, Southwest University, Chongqing 400715, China
| |
Collapse
|
4
|
Ding F, Xiao X, Shi Y, Wan Y, Cheng G. Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model. SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221077249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
To explore the relationships between parents’ attitudes toward school (PAS) and adolescents’ family socioeconomic status (SES), psychological suzhi, and academic performance, we investigated a total of 1319 Chinese middle school students from junior grade 1 to senior grade 3 and their parents. The psychological suzhi was self-reported by students. Family SES and PAS were rated by one of the parents of the adolescents. Academic performance was collected from the final examination at school at the end of the semester. The results showed that (1) PAS were significantly negatively correlated with family SES, psychological suzhi and its components, and academic performance. Psychological suzhi and its components were significantly positively correlated with academic performance and family SES, while adolescents’ academic performance was not significantly correlated with family SES. (2) Psychological suzhi and its components played partial mediating roles between PAS and academic performance. However, cognitive quality showed a positive effect on academic performance, similar to psychological suzhi, while individuality and adaptability showed the opposite effects. (3) Family SES played a moderating role in the direct paths from PAS to cognitive quality and academic performance. Our results suggest that it may be effective to improve adolescents’ academic performance by improving negative PAS.
Collapse
Affiliation(s)
- Fangyuan Ding
- Faculty of Psychology, Southwest University, Beibei, Chongqing, China; Center for Rural Children and Adolescents Mental Health Education, Guizhou Normal University, Guiyang, Guizhou, China
| | - Xingxue Xiao
- School of Psychology, Guizhou Normal University, Guiyang, Guizhou, China; Center for Rural Children and Adolescents Mental Health Education, Guizhou Normal University, Guiyang, Guizhou, China
| | - Yijun Shi
- School of Psychology, Guizhou Normal University, Guiyang, Guizhou, China; Center for Rural Children and Adolescents Mental Health Education, Guizhou Normal University, Guiyang, Guizhou, China
| | - Yani Wan
- School of Psychology, Guizhou Normal University, Guiyang, Guizhou, China; Center for Rural Children and Adolescents Mental Health Education, Guizhou Normal University, Guiyang, Guizhou, China
| | - Gang Cheng
- School of Psychology, Guizhou Normal University, Guiyang, Guizhou, China; Center for Rural Children and Adolescents Mental Health Education, Guizhou Normal University, Guiyang, Guizhou, China
| |
Collapse
|