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Song K, Zhou FJ, Niu GF, Fan CY, Zhou ZK. The Association between Cyberbullying Victimization and Depression among Children: A Moderated Mediation Model. Behav Sci (Basel) 2024; 14:414. [PMID: 38785904 PMCID: PMC11118989 DOI: 10.3390/bs14050414] [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: 03/25/2024] [Revised: 05/07/2024] [Accepted: 05/13/2024] [Indexed: 05/25/2024] Open
Abstract
Cyberbullying victimization is becoming more prevalent and adversely affects mental health. This research explores the relationship between the two variables and the underlying mechanism, especially for children, as the impact of mental health in childhood might last a lifetime. Primary school students (N = 344; Mage = 9.90; 43.90% girls) completed self-report questionnaires regarding cyberbullying victimization, self-perceived social competence, optimism, and depression at school. Gender and grade were controlled as covariates. Depression was positively predicted by cyberbullying victimization, while self-perceived social competence played a partially mediating role. In addition, optimism directly and indirectly moderated the effects of cyberbullying victimization on depression. Specifically, the effects were stronger for children with low levels of optimism. Therefore, efforts to enhance children's self-perceived social competence and optimism may reduce their depression resulting from cyberbullying victimization.
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Affiliation(s)
- Kuai Song
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; (K.S.); (F.-J.Z.); (G.-F.N.); (C.-Y.F.)
- School of Psychology, Central China Normal University, Wuhan 430079, China
- Department of Preschool Education, Hubei Preschool Teachers College, Ezhou 436032, China
| | - Feng-Juan Zhou
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; (K.S.); (F.-J.Z.); (G.-F.N.); (C.-Y.F.)
- School of Psychology, Central China Normal University, Wuhan 430079, China
- Administrative Office, Wuhan University, Wuhan 430072, China
| | - Geng-Feng Niu
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; (K.S.); (F.-J.Z.); (G.-F.N.); (C.-Y.F.)
- School of Psychology, Central China Normal University, Wuhan 430079, China
| | - Cui-Ying Fan
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; (K.S.); (F.-J.Z.); (G.-F.N.); (C.-Y.F.)
- School of Psychology, Central China Normal University, Wuhan 430079, China
| | - Zong-Kui Zhou
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China; (K.S.); (F.-J.Z.); (G.-F.N.); (C.-Y.F.)
- School of Psychology, Central China Normal University, Wuhan 430079, China
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Liu S, Zou S, Zhang D, Wang X, Wu X. Problematic Internet use and academic engagement during the COVID-19 lockdown: The indirect effects of depression, anxiety, and insomnia in early, middle, and late adolescence. J Affect Disord 2022; 309:9-18. [PMID: 35439467 PMCID: PMC9013175 DOI: 10.1016/j.jad.2022.04.043] [Citation(s) in RCA: 28] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Revised: 03/29/2022] [Accepted: 04/09/2022] [Indexed: 12/18/2022]
Abstract
BACKGROUND During the COVID-19 pandemic, the transition of online learning introduces challenges for adolescents to engage in learning. The increased access and persistent Internet use could heighten the risk of problematic Internet use (PIU) that has been increasingly recognized as a risk factor for academic engagement. This study aims to investigate the direct and indirect relationships between PIU and academic engagement through psychopathological symptoms (i.e., depression, anxiety, insomnia) in early, middle, and late adolescence. METHODS In all, 4852 adolescents (51.5% females; Mage = 13.80 ± 2.38) from different regions of Chinese mainland participated in the study and completed questionnaires. RESULTS Depression and then insomnia as well as anxiety and then insomnia mediated the relationship between PIU and academic engagement. Anxiety exhibited a double-edged effect, that is, a positive relation with academic engagement directly and a negative relation with academic engagement indirectly through insomnia. Multigroup analyses showed that the indirect effects of PIU on academic engagement through depression and subsequent insomnia in middle and late adolescence were stronger than that in early adolescence, whereas the direct effect in early adolescence was stronger than that in middle adolescence. LIMITATION This study was cross-sectional in design and relied upon self-report measures. CONCLUSION These findings improve the understandings of how PIU relates to academic engagement through psychopathological symptoms and highlight developmental differences of adolescence.
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Affiliation(s)
- Sihan Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Shengqi Zou
- Department of Psychology, School of Education Science, Hunan Normal University, Changsha, Hunan, China
| | - Di Zhang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China,Education and Counseling Center of Psychological Health, Ocean University of China, Qingdao, Shandong, China
| | - Xinyi Wang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xinchun Wu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China; School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai, Guangdong, China.
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Funkhouser CJ, Ashaie SA, Gameroff MJ, Talati A, Posner J, Weissman MM, Shankman SA. Prospectively Predicting Adult Depressive Symptoms from Adolescent Peer Dysfunction: a Sibling Comparison Study. Res Child Adolesc Psychopathol 2022; 50:1081-1093. [PMID: 35179692 PMCID: PMC8854477 DOI: 10.1007/s10802-022-00906-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/10/2022] [Indexed: 12/01/2022]
Abstract
Previous studies have shown that peer dysfunction in adolescence predicts depression in adulthood, even when controlling for certain individual- and/or family-level characteristics. However, these studies have not controlled for numerous potential familial confounders, precluding causal inferences. The present study therefore used a sibling comparison design (i.e., comparing siblings within families) to test whether peer dysfunction (e.g., lack of friendships, victimization) in adolescence continues to predict depression in adulthood after accounting for unmeasured familial confounds and individual characteristics in adolescence. Participants’ (N = 85) dysfunction with peers was assessed in adolescence (Mage = 13.21, SD = 3.47) by self- and parent-report, and adult depressive symptoms were assessed up to five times, up to 38 years later. Multilevel modeling was used to examine the effect of adolescent peer dysfunction on adult depressive symptoms after adjusting for familial confounds and/or individual characteristics in adolescence (e.g., baseline depressive symptoms, dysfunctional relations with siblings/parents). Both self-reported (b = 1.28, p < 0.001) and parent-reported (b = 0.56, p = 0.032) adolescent peer dysfunction were associated with greater depressive symptom severity in adulthood in unadjusted models. Self-reported (but not parent-reported) adolescent peer dysfunction continued to predict adult depressive symptoms after controlling for familial confounding and measured covariates such as adolescent depressive symptoms and relations with siblings and parents (b = 1.06, p = 0.035). Although confidence intervals were wide and the potentially confounding effects of numerous individual-level factors were not ruled out, these findings provide preliminary evidence that perceived peer dysfunction in adolescence may be an unconfounded risk factor for depressive symptoms in adulthood.
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Affiliation(s)
- Carter J Funkhouser
- Department of Psychiatry and Behavioral Sciences, Northwestern University, 680 N. Lake Shore Drive, Chicago, IL, 60611, USA. .,Department of Psychology, University of Illinois at Chicago, 1007 W. Harrison Street, Chicago, IL, 60607, USA.
| | - Sameer A Ashaie
- Center for Aphasia Research and Treatment, Shirley Ryan AbilityLab, 355 E. Erie Street, Chicago, IL, 60611, USA
| | - Marc J Gameroff
- College of Physicians and Surgeons, Department of Psychiatry, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA.,Division of Translational Epidemiology, New York State Psychiatric Institute, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Ardesheer Talati
- College of Physicians and Surgeons, Department of Psychiatry, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA.,Division of Translational Epidemiology, New York State Psychiatric Institute, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Jonathan Posner
- College of Physicians and Surgeons, Department of Psychiatry, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA.,Division of Translational Epidemiology, New York State Psychiatric Institute, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Myrna M Weissman
- College of Physicians and Surgeons, Department of Psychiatry, Columbia University, 1051 Riverside Drive, New York, NY, 10032, USA.,Division of Translational Epidemiology, New York State Psychiatric Institute, 1051 Riverside Drive, New York, NY, 10032, USA
| | - Stewart A Shankman
- Department of Psychiatry and Behavioral Sciences, Northwestern University, 680 N. Lake Shore Drive, Chicago, IL, 60611, USA
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Etkin RG, Lebowitz ER, Silverman WK. Using Evaluative Criteria to Review Youth Anxiety Measures, Part II: Parent-Report. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2021; 50:155-176. [PMID: 33739908 DOI: 10.1080/15374416.2021.1878898] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
This Evidence Base Update of parent-report measures of youth anxiety symptoms is a companion piece to our update on youth self-report anxiety symptom measures (Etkin et al., 2021). We rate the psychometric properties of the parent-report measures as Adequate, Good, or Excellent using criteria developed by Hunsley and Mash (2008) and Youngstrom et al. (2017). Our review reveals that the evidence base for parent-report measures is considerably less developed compared with the evidence base for youth self-report measures. Nevertheless, several measures, the parent-report Screen for Child Anxiety-Related Emotional Disorders, Multidimensional Anxiety Scale for Children, and Spence Children's Anxiety Scale, were found to have Good to Excellent psychometric properties. We conclude our review with suggestions about which parent-report youth anxiety measures are best suited to perform different assessment functions and directions for additional research to expand and strengthen the evidence base.
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Hertsberg N, Zebrowski PM. Self-perceived competence and social acceptance of young children who stutter: Initial findings. JOURNAL OF COMMUNICATION DISORDERS 2016; 64:18-31. [PMID: 27614314 PMCID: PMC5125843 DOI: 10.1016/j.jcomdis.2016.08.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2015] [Revised: 08/29/2016] [Accepted: 08/31/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE The goals of this study were to determine whether young children who stutter (CWS) perceive their own competence and social acceptance differently than young children who do not stutter (CWNS), and to identify the predictors of perceived competence and social acceptance in young speakers. METHOD We administered the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA; Harter & Pike, 1984) to 13 CWS and 14 CWNS and examined group differences. We also collected information on the children's genders, temperaments, stuttering frequencies, language abilities, and phonological skills to identify which of these factors predicted PSPCSA scores. RESULTS CWS, as a group, did not differ from CWNS in their perceived general competence or social acceptance. Gender predicted scores of perceived general competence, and stuttering frequency predicted perceived social acceptance. Temperament, language abilities, and phonological skills were not significant predictors of perceived competence or social acceptance in our sample. CONCLUSIONS While CWS did not significantly differ from CWNS in terms of perceived competence and social acceptance, when both talker groups were considered together, girls self-reported greater perceived competence than boys. Further, lower stuttering frequency was associated with greater perceived social acceptance. These preliminary findings provide motivation for further empirical study of the psychosocial components of childhood stuttering. LEARNING OUTCOMES Readers will be able to describe the constructs of perceived competence and social acceptance in young children, and whether early stuttering plays a role in the development of these constructs.
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