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Kovacevic Lepojevic M, Trajkovic M, Mijatovic L, Popovic-Citic B, Bukvic L, Kovacevic M, Parausic Marinkovic A, Radulovic M. The relationship between teachers' disciplinary practices and school bullying and students' satisfaction with school: The moderated mediation effects of sex and school belonging. PLoS One 2024; 19:e0303466. [PMID: 38805502 PMCID: PMC11132461 DOI: 10.1371/journal.pone.0303466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 04/25/2024] [Indexed: 05/30/2024] Open
Abstract
An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers' disciplinary practices and bullying in school and students' satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students' Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers' disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers' disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers' negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers' disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.
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Affiliation(s)
| | | | - Luka Mijatovic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | | | - Lidija Bukvic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
| | - Milica Kovacevic
- University of Belgrade, Faculty of Special Education and Rehabilitation, Belgrade, Serbia
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Yin Y, Su Q, Li S. School belonging mediates the association between negative school climate and depressive symptoms among Chinese adolescents: a national population-based longitudinal study. Front Psychol 2024; 15:1368451. [PMID: 38855297 PMCID: PMC11160120 DOI: 10.3389/fpsyg.2024.1368451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2024] [Accepted: 04/25/2024] [Indexed: 06/11/2024] Open
Abstract
Background A negative school climate is an important factor affecting students' mental health. However, few studies have focused on the mechanisms underlying the relationship. This study aimed to explore the mediating effect of school belonging on the association between negative school climate and depressive symptoms among Chinese adolescents, using a nationwide longitudinal survey. Methods We conducted a longitudinal study using data from the 2013 (T1) and 2014 (T2) waves of the China Education Panel Survey (CEPS). A negative school climate was assessed by school administrators' reports. School belonging and depressive symptoms were evaluated using adolescents' self-reports. We used a cross-lagged panel model to explore the mediating effect of school belonging on the association between negative school climate and depressive symptoms, adjusting for a set of covariates. Results In total, 7,049 Chinese adolescents with a mean age of 12.9 years were included in this study. The results of the cross-lagged model showed that negative school climate at T1 was significantly negatively associated with school belonging at T2 (β = -0.089, 95%CI = -0.111--0.067, p < 0.001), and was positively associated with depressive symptoms at T2 (β = 0.032, 95%CI = 0.012-0.054, p = 0.002). In addition, school belonging at T1 was significantly negatively associated with depressive symptoms at T2 (β = -0.025, 95%CI = -0.050--0.001, p = 0.045). Mediation analysis showed that school belonging played a mediating role in the association between negative school climate and depressive symptoms (β = 0.002, 95%CI = 0.001-0.005, p = 0.041). Conclusion Among Chinese adolescents, a negative school climate is associated with a greater risk of depressive symptoms. Improving school belonging may be helpful in decreasing the impact of a negative school climate on depressive symptoms in adolescents.
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Affiliation(s)
- Yongtian Yin
- Faculty of Education, Shandong Normal University, Jinan, China
- Department of Undergraduate Academic Affairs, Shandong University of Traditional Chinese Medicine, Jinan, China
| | | | - Shaojie Li
- School of Public Health, Peking University, Beijing, China
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Chen J, Li S, Nie Y. Parent-adolescent conflict and problematic internet use among Chinese adolescents: the mediating role of depression and the moderating role of school climate. BMC Psychol 2024; 12:285. [PMID: 38773609 PMCID: PMC11110405 DOI: 10.1186/s40359-024-01781-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2023] [Accepted: 05/10/2024] [Indexed: 05/24/2024] Open
Abstract
BACKGROUND Problematic Internet use (PIU) may lead adolescents to physical, emotional, social, or functional impairment due to the risky, excessive, or impulsive internet use manner. How do the experiences of adolescents influence them using the internet in a problematic manner? The answer to this question is the key to preventing and intervening PIU of adolescents. To address this question, we focus on the interactions among family (parent-adolescent conflict), school (school climate), and individual factors (PIU, depression), exploring the influence factors of PIU. METHODS A moderated mediation model was constructed to explore the relationship between variables. Using a two-wave longitudinal design with a six-month interval between timepoints, this study collected data from 801 Chinese adolescents (411 boys, Mage = 14.68) by questionnaires. Path analysis was employed to test the model and participants' age, sex and baseline were controlled. RESULTS Parent-adolescent conflict at Time 1 (T1) was positively related to PIU at Time 2 (T2) in adolescents. Depression at T2 mediated the relationship between parent-adolescent conflict at T1 and PIU at T2. School climate at T2 significantly moderated the mediation effect of depression on the relationship between parent-adolescent conflict at T1 and PIU at T2. Specifically, positive school climate could significantly weaken the negative effect of depression on PIU for adolescents with low level of depression. CONCLUSIONS The present study reveals that parent-adolescent conflict leads to PIU in adolescents through depression whilst the school climate moderates the impacts of depression on PIU. This adds further evidence regarding the significance of systematically and consistently incorporating family and school in the alleviating of problem behaviors displayed by teens.
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Affiliation(s)
- Jiarong Chen
- Department of Psychology & Psychological and Behavioral Research Center of Adolescent, School of Education, Guangzhou University, 230 Wai Huan Xi Road, Guangzhou Higher Education Mega Center, Guangzhou, 510006, China
| | - Shengnan Li
- Department of Psychology & Psychological and Behavioral Research Center of Adolescent, School of Education, Guangzhou University, 230 Wai Huan Xi Road, Guangzhou Higher Education Mega Center, Guangzhou, 510006, China
| | - Yangang Nie
- Department of Psychology & Psychological and Behavioral Research Center of Adolescent, School of Education, Guangzhou University, 230 Wai Huan Xi Road, Guangzhou Higher Education Mega Center, Guangzhou, 510006, China.
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, 510631, China.
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Aziz M, Chemnad K, Al-Harahsheh S, Abdelmoneium AO, Baghdady A, Ali R. Depression, stress, and anxiety versus internet addiction in early and middle adolescent groups: the mediating roles of family and school environments. BMC Psychol 2024; 12:184. [PMID: 38570890 PMCID: PMC10993579 DOI: 10.1186/s40359-024-01659-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Accepted: 03/13/2024] [Indexed: 04/05/2024] Open
Abstract
BACKGROUND Family and school environment play a crucial role across the different developmental stages of adolescence. This paper investigates the potential mediating role of family and school environments in the relationship between the three psychosocial predictors of depression, anxiety, stress, and Internet addiction (IA). Specifically, it focuses on the two stages of early and middle adolescence. METHODS The study involved a survey of 407 adolescents from Qatar, comprising 250 early adolescents and 157 middle adolescents. Inclusion criteria for the study included adolescents between the ages of 10 to 17 years old, residents of Qatar and studying in a Qatar-based school. To assess the constructs of the three psychosocial predictors, IA, family environment, the study utilized the Depression, Stress, and Anxiety Scale (DASS), the Internet Addiction Diagnostic Questionnaire (IADQ), and the Brief Family Relationship Scale, respectively. School environment was measured using questions from the "Health Behavior in School-aged Children: WHO Collaborative Cross-National survey/study (HBSC) 2013-2014. The study applied standard mediation analysis between the DASS components and IA with family and school environment as the mediators. RESULTS Results from the mediation analysis reveal insights into the relationships between psychosocial predictors and IA. The findings indicate that family and school environments partially mediated the relationship with regards to depression, stress, and anxiety in early adolescents. In middle adolescents, family environment partially mediated the relationship with depression and stress and fully mediating the relationship with anxiety. Meanwhile, school environment only exhibited partial mediation in the relationship with anxiety in middle adolescence. CONCLUSIONS These results highlight the crucial role parents and schools play in addressing problematic technology usage that develops as a response to depression, anxiety, and stress among adolescents. Moreover, the study reveals nuances in the mediating role of family and school environment in early and middle adolescence. This highlights the evolving nature of these influences across the different stages of development. Notably, this study contributes to the literature by moving beyond the conventional focus on the so-called WEIRD population, and offering valuable insights from a region that is underrepresented in current research.
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Affiliation(s)
- Maryam Aziz
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar.
| | - Khansa Chemnad
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar
| | | | | | - Ahmed Baghdady
- World Innovation Summit for Education, Qatar Foundation, Doha, Qatar
| | - Raian Ali
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar.
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Liu S, Wu P, Han X, Wang M, Kan Y, Qin K, Lan J. Mom, dad, put down your phone and talk to me: how parental phubbing influences problematic internet use among adolescents. BMC Psychol 2024; 12:125. [PMID: 38443976 PMCID: PMC10916140 DOI: 10.1186/s40359-024-01620-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Accepted: 02/23/2024] [Indexed: 03/07/2024] Open
Abstract
BACKGROUND The positive association of parental phubbing with internalising and externalising problems among adolescents has gained academic traction. To date, limited research has investigated the association of parental phubbing and adolescents' Problematic Internet Use (PIU). Furthermore, the mechanism underlying this association is largely unknown. These gaps limit our understanding of family-related issues affecting PIU among adolescents. The present study explores whether there is a relation between parental phubbing and PIU and investigates the mechanisms underlying this relation among adolescents. METHODS The participants were 495 junior high schoolers aged 11-15 years. Participants completed questionnaires on their experiences with PIU, parental phubbing, parent-child relationships, and basic psychological needs satisfaction. RESULTS The results showed a direct and indirect positive association between parental phubbing and PIU. Furthermore, parental phubbing indirectly influenced PIU and was mediated by the parent-child relationship and basic psychological needs satisfaction, respectively. Moreover, the parent-child relationship and basic psychological needs satisfaction were sequentially mediated. CONCLUSIONS Our study highlights the crucial role of parents in the development of adolescent PIU and provides theoretical and practical guidelines for PIU prevention and intervention.
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Affiliation(s)
- Saifang Liu
- School of Psychology, Shaanxi Normal University, 199 South Chang'an Road, 710061, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, 710061, Xi'an, China
| | - Peiqian Wu
- School of Educational Science, Anhui Normal University, 241000, Wuhu, China
| | - Xiaoxi Han
- School of Psychology, Shaanxi Normal University, 199 South Chang'an Road, 710061, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, 710061, Xi'an, China
| | - Mengyun Wang
- School of Psychology, Shaanxi Normal University, 199 South Chang'an Road, 710061, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, 710061, Xi'an, China
| | - Yuecui Kan
- Department of Medical Psychology, Psychological Science and Health Management Center, Harbin Medical University, Harbin, China
| | - Kuiyuan Qin
- School of Psychology, Shaanxi Normal University, 199 South Chang'an Road, 710061, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, 710061, Xi'an, China
| | - Jijun Lan
- School of Psychology, Shaanxi Normal University, 199 South Chang'an Road, 710061, Xi'an, China.
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, 710061, Xi'an, China.
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Huang X, Li Q, Hao Y, An N. The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model. Behav Sci (Basel) 2024; 14:129. [PMID: 38392482 PMCID: PMC10886260 DOI: 10.3390/bs14020129] [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: 01/05/2024] [Revised: 02/05/2024] [Accepted: 02/08/2024] [Indexed: 02/24/2024] Open
Abstract
School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students' exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students' sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.
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Affiliation(s)
- Xuzhong Huang
- Normal School of Vocational Techniques, Hubei University of Technology, Wuhan 430068, China
| | - Qianyu Li
- Normal School of Vocational Techniques, Hubei University of Technology, Wuhan 430068, China
| | - Yipu Hao
- School of Education, Central China Normal University, Wuhan 430079, China
| | - Ni An
- Normal School of Vocational Techniques, Hubei University of Technology, Wuhan 430068, China
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Li Z, Li Q. How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience. Behav Sci (Basel) 2024; 14:114. [PMID: 38392467 PMCID: PMC10886063 DOI: 10.3390/bs14020114] [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: 01/06/2024] [Revised: 01/29/2024] [Accepted: 02/01/2024] [Indexed: 02/24/2024] Open
Abstract
This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher support, parental support, school belonging, and positive emotional experiences significantly positively influence the resilience of disadvantaged students, while fear of failure significantly negatively affects resilience. Additionally, teacher and parental support indirectly impact the resilience of disadvantaged students through the chain-mediated effects of school belonging and positive emotional experiences. Similarly, teacher and parental support also influence the resilience of disadvantaged students through the chain-mediated effects of school belonging and fear of failure. To enhance the resilience development of disadvantaged students, it is recommended that teachers and parents provide active attention and support to these students. Simultaneously, there should be increased focus on the psychological well-being of disadvantaged students by strengthening their mental health education.
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Affiliation(s)
- Zhenyu Li
- Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Qiong Li
- Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China
- Academy of Plateau Science and Sustainability, People's Government of Qinghai Province & Beijing Normal University, Xining 810016, China
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Huang S, Li X, Chen SH, Fang Z, Lee CY, Chiang YC. Enhancing academic self-efficacy on decreasing adolescents' unmonitored internet usage and depressive mood. Heliyon 2024; 10:e23286. [PMID: 38187249 PMCID: PMC10767145 DOI: 10.1016/j.heliyon.2023.e23286] [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] [Received: 07/13/2023] [Revised: 11/02/2023] [Accepted: 11/30/2023] [Indexed: 01/09/2024] Open
Abstract
Unmonitored internet use and depression are difficulties that adolescents experience. Efforts to promote healthy adolescent development tend to focus on reducing these two risk outcomes. Therefore, the purpose of this study was to examine how three important school-related factors (teachers, peers, and academics) affect adolescents' levels of unmonitored internet use and depression. For this study, a cross-sectional data analysis was conducted. The sample included 9297 students who participated in two waves of the China Education Panel Survey (CEPS). Structural equation modeling (SEM) was performed using LISREL 8.80 to analyze the data. Monte Carlo resampling was then performed using R to confirm the significance of the mediating effects. Teacher criticism and negative peers can increase unmonitored internet use and depression in adolescents, while academic stress can exacerbate depression. In contrast, teacher praise and positive peers can reduce those risk outcomes. Academic self-efficacy serves as a key mediator of the impacts of teachers, peers, and academics on adolescents' levels of unmonitored internet use and depression. We advocate that schools should establish a positive school climate, provide teacher feedback training and design physical activity programs to improve academic self-efficacy, thereby reducing the risk of unmonitored internet use and depression among adolescents, effectively preventing possible subsequent internet addiction and promoting the mental health of adolescents.
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Affiliation(s)
- Shiling Huang
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen, China
| | - Xian Li
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen, China
| | - Shih-Han Chen
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen, China
| | - Zhiwei Fang
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen, China
| | - Chun-Yang Lee
- School of International Business, Xiamen University Tan Kah Kee College, Zhangzhou, China
| | - Yi-Chen Chiang
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen, China
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Tian X, Liu X, Xiao Z, Lin Q. Undergraduates' Negative Emotion and Academic Procrastination During COVID-19: Life Autonomy as a Mediator and Sense of School Belonging as a Moderator. Psychol Res Behav Manag 2023; 16:3151-3169. [PMID: 37584038 PMCID: PMC10424688 DOI: 10.2147/prbm.s413738] [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] [Received: 04/14/2023] [Accepted: 07/30/2023] [Indexed: 08/17/2023] Open
Abstract
Introduction This study aims to investigate the impact of COVID-19 on undergraduate students' academic procrastination and negative emotions. It seeks to examine the relationship between negative affect and academic procrastination among university students, considering the mediating role of life autonomy and the moderating effect of a sense of school belonging. Methods The study sample consisted of 776 university students from the Guangxi Zhuang Autonomous Region, China. Data collection involved the use of the Negative Affect Scale, Academic Procrastination Scale, Life Autonomy Scale, and Sense of School Belonging Scale. SPSS version 26.0 and PROCESS V3.580 to conduct relationship analysis, test the mediation model (model 4) and the moderated mediating model (model 7). Results The findings revealed significant relationships among the variables. Negative emotions were negatively related with life autonomy and sense of school belonging, and positively related with academic procrastination. Academic procrastination showed a negative correlation with both life autonomy and sense of school belonging. Sense of school belonging exhibited a positive relationship with life autonomy. The study also identified life autonomy as a mediator in the relationship between negative emotions and academic procrastination. Additionally, the sense of school belonging moderated the initial segment of the negative emotion-life autonomy-academic procrastination pathway. Discussion This study contributes to a better understanding of the association between negative affect and academic procrastination. It highlights that negative emotions have a direct and indirect influence on academic procrastination through the mediating role of life autonomy. Moreover, the moderating role of sense of school belonging suggests that the relationship between negative affect and life autonomy is stronger when the sense of school belonging is weaker.
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Affiliation(s)
- Xianpeng Tian
- Department of Education, Jiangnan University, Wuxi, Jiangsu, People’s Republic of China
| | - Xiangwei Liu
- School of Distance Education, Universiti Sains Malaysia, Gelugor, Penang, Malaysia
| | - Zhiqi Xiao
- Department of Education, Jiangnan University, Wuxi, Jiangsu, People’s Republic of China
| | - Qiao Lin
- Department of Education, Jiangnan University, Wuxi, Jiangsu, People’s Republic of China
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Chemnad K, Aziz M, Abdelmoneium AO, Al-Harahsheh S, Baghdady A, Al Motawaa FY, Alsayed Hassan D, Ali R. Adolescents' Internet addiction: Does it all begin with their environment? Child Adolesc Psychiatry Ment Health 2023; 17:87. [PMID: 37403108 DOI: 10.1186/s13034-023-00626-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Accepted: 06/07/2023] [Indexed: 07/06/2023] Open
Abstract
BACKGROUND This is one of the few studies that examines adolescent Internet addiction (IA) among Middle Eastern population. The purpose of this study is to determine whether adolescents' family and school environments play a role in their Internet Addiction. METHODS We conduced a survey that included 479 adolescents in Qatar. The survey collected demographic data, the Internet Addiction Diagnostic Questionnaire (IADQ), the Brief Family Relationship Scale (BFRS) and questions from the WHO Health Behavior in School-aged Children (HBSC) survey that assess school environment, academic performance, teacher support, and peer support of the adolescents. Factorial analysis, multiple regression, and logistic regression were used for statistical analysis. RESULTS Family environment and school environment were negative and significant predictors of adolescent Internet addiction. The prevalence rate was 29.64%. CONCLUSION Results imply that interventions and digital parenting programs should not only target adolescents, but also include entities in the developmental environment of adolescents, i.e. their family and school.
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Affiliation(s)
- Khansa Chemnad
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar.
| | - Maryam Aziz
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar
| | | | | | - Ahmed Baghdady
- World Innovation Summit for Education, Qatar Foundation, Doha, Qatar
| | | | - Diana Alsayed Hassan
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Raian Ali
- College of Science and Engineering, Hamad Bin Khalifa University, Doha, Qatar.
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Fabris MA, Settanni M, Longobardi C, Marengo D. Sense of Belonging at School and on Social Media in Adolescence: Associations with Educational Achievement and Psychosocial Maladjustment. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01516-x. [PMID: 36920688 DOI: 10.1007/s10578-023-01516-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/22/2023] [Indexed: 03/16/2023]
Abstract
Belongingness is a key factor in the psychological development and school adjustment of children and adolescents. Going beyond the existing literature, the present study evaluated the association between two sources of belongingness, namely sense of belonging at school (SOBAS) and on social media (SOBOSM), and both psychological maladjustment and educational achievement. Sample consisted of 698 early-to-late adolescents (52.3% female, mean age = 13.79 ± 2.09). Both SOBAS and SOBOSM showed negative direct associations with psychological maladjustment. SOBOSM showed a negative direct association with educational achievement. Social media addiction mediated the links between both SOBAS and SOBOSM and psychological maladjustment and education achievement. Overall, findings suggest that adolescents reporting high sense of belonging both at school and on social media may at lower risk for psychological maladjustment. However, adolescents reporting low SOBAS and high SOBOSM may also be a greater risk of SMA, possibly impacting their psychological health and school adjustement.
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Affiliation(s)
| | | | - Claudio Longobardi
- Department of Psychology, University of Turin, Via Verdi 10, 10124, Turin, TO, Italy.
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Ye WY, Dou K, Wang LX, Lin XQ, Zhang MC. Longitudinal association between interparental conflict and risk-taking behavior among Chinese adolescents: testing a moderated mediation model. Child Adolesc Psychiatry Ment Health 2023; 17:5. [PMID: 36627661 PMCID: PMC9830742 DOI: 10.1186/s13034-023-00556-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 12/27/2022] [Indexed: 01/12/2023] Open
Abstract
BACKGROUND The interparental conflict has been associated with an increased adolescents' engagement in risk-taking behaviors. However, few studies have examined the potential mediation of deviant peer affiliation and the potential moderation of school climate. Grounded in the ecological system theory, this study aimed to explore the mediating role of deviant peer affiliation and the moderating role of school climate between the association of interparental conflict and risk-taking behavior. METHODS This study conducted a longitudinal design (3 time points, 3 months apart) with the sample comprising 550 middle school students in southeastern China (52.91% males; mean age at Time 1 = 15.37). The performed measurements encompassed interparental conflict (T1), deviant peer affiliation (T2), school climate (T3), risk-taking behavior (T1/T2/T3), and demographic information. RESULTS The moderated mediation model revealed that after controlling for T1/T2 risk-taking behavior, T1 interparental conflict was longitudinally and positively correlated with T3 risk-taking behavior through T2 deviant peer affiliation. Furthermore, moderated mediation analysis demonstrated that a positive school climate ameliorated the adverse impact of deviant peer affiliation on risk-taking behavior, thereby mitigating the indirect effect of interparental conflict on risk-taking behavior among adolescents. CONCLUSIONS Our findings propose a nuanced explanation of the processing mechanisms between interparental conflict and risk-taking behaviors among Chinese adolescents. The theoretical and practical implications of the findings are discussed.
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Affiliation(s)
- Wan-Yu Ye
- grid.411863.90000 0001 0067 3588Department of Psychology and Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou Higher Education Mega Center, 230, Waihuan Road West, Panyu District, Guangzhou, People’s Republic of China
| | - Kai Dou
- Department of Psychology and Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou Higher Education Mega Center, 230, Waihuan Road West, Panyu District, Guangzhou, People's Republic of China.
| | - Lin-Xin Wang
- grid.20513.350000 0004 1789 9964Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Institute of Developmental Psychology, Beijing Normal University, Beijing, People’s Republic of China
| | - Xiao-Qi Lin
- Jieyang NO.1 High School Rongjiang New Town Campus, Student development center, Rongjing Road, Yuhu Town, Rongcheng District, Jieyang, Guangdong Province, People’s Republic of China
| | - Ming-Chen Zhang
- grid.411863.90000 0001 0067 3588Department of Psychology and Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou Higher Education Mega Center, 230, Waihuan Road West, Panyu District, Guangzhou, People’s Republic of China
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13
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Messena M, Everri M. Unpacking the relation between children's use of digital technologies and children's well-being: A scoping review. Clin Child Psychol Psychiatry 2023; 28:161-198. [PMID: 36138339 PMCID: PMC9902989 DOI: 10.1177/13591045221127886] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Over the last decade, a substantial number of studies have addressed children's use of technologies and their impact on well-being. Nonetheless, there is still a lack of clarity on the operationalisation of technology use, well-being, and the relation between the two. This scoping review intended to shed lights on Digital Technologies Use, its operationalisation, and the relation between Digital Technologies Negative Use (DTNU) and children's well-being. For the scope of the special issue we focused on negative use. Results showed two conceptualisations of DTNU: compulsive/addictive use of devices and the Internet (e.g., Internet addiction) and negative online experiences/risky behaviours (e.g., cyberbullying). Well-being in relation to DTNU was mainly studied in terms of psycho/social dimensions (e.g., depression), and a gap in cognitive well-being studies was identified. Study designs were largely quantitative, and, in most studies, well-being was considered as a predictor of DTNU. Also, research with children under 12 years was lacking. Future research on DTNU should look at: how dimensions of addiction and negative online experiences relate; provide more evidence on cognitive well-being; explore the interplay of well-being multiple components relying on integrative conceptual frameworks. The recent notion of digital well-being should also be explored considering the results of this review.
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14
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Song W, Wang Z, Zhang R. Classroom Digital Teaching and College Students' Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13403. [PMID: 36293983 PMCID: PMC9603840 DOI: 10.3390/ijerph192013403] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Revised: 10/13/2022] [Accepted: 10/14/2022] [Indexed: 06/16/2023]
Abstract
The continued development of digital technology and its overuse in teaching and learning in the post-epidemic era have brought about digital health risks, which are associated with academic burnout among college students. This study focused on the relationship between classroom digital teaching and students' academic burnout and designed the Classroom Burnout Inventory (CBI) and the Classroom Burnout Causes Inventory (CBCI) to conduct a cross-sectional survey of 206 Chinese university students. Correlations and regression analyses were conducted between key factors and burnout values through a path model of "Digital teaching-Teaching & learning process-Causes subjects-Burnout". The results of the study show that an inappropriate and excessive use of unintegrated digital teaching and learning technologies in the classroom was positively correlated with academic burnout among college students. Burnout levels and the three manifestations were not correlated with students' gender, grade, and major. In terms of causes, the academic burnout of college students was more correlated with their own personal reasons than with external factors such as teachers, universities, and environments. Integrating digital technology platforms, enhancing teacher leadership in the digital classroom, and strengthening peer support and students' psychological resilience are all meaningful explorations of academic burnout prevention strategies.
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Affiliation(s)
- Wenlong Song
- School of International Relations, Beijing International Studies University, Beijing 100024, China
| | - Zihan Wang
- International Education College, Henan University, Kaifeng 475001, China
| | - Ruiqing Zhang
- School of Sociology and Population Studies, Renmin University of China, Beijing 100086, China
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15
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Wang Y, Jiang L, Jing T, Chen Q, Ma S, Guo J, Wang X. Risk Factors of Addictive Internet Use Among Rural Chinese Adolescents: from a Cumulative Risk Perspective. Int J Ment Health Addict 2022. [DOI: 10.1007/s11469-022-00930-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
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16
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Zhang M, Zhang W, Li Y, He X, Chen F, Guo Y. The relationship between perceptions of school climate and internet gaming disorder of teenage students: A moderated mediation model. Front Psychol 2022; 13:917872. [PMID: 36003106 PMCID: PMC9393608 DOI: 10.3389/fpsyg.2022.917872] [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] [Received: 04/11/2022] [Accepted: 07/18/2022] [Indexed: 11/24/2022] Open
Abstract
Background In recent years, teenage students' internet gaming disorder has raised widespread concern in the society. The current study aims to explore how perceptions of school climate, maladaptive cognition, and belief in a just world impact teenage students' internet gaming disorder and seek the suitable intervention to prevent teenage students' internet gaming disorder tendency. Methods A total of 1,164 teenage students (age: 19.62 ± 3.14 years) were evaluated using the Perceived School Climate Scale (PSCS), Maladaptive Cognition Scale (MCS), Belief in a Just World Scale (BJWS), and Internet Gaming Disorder Scale (IGDS). Results (1) Perceptions of school climate could predict teenage students' internet gaming disorder [β = -0.15, p < 0.001, 95% CI = (-0.20, -0.11)]. (2) Teenage students' maladaptive cognition exerts a partial mediating effect between their perceptions of school climate and internet gaming disorder [ab = -0.13, boot SE = 0.01, 95% CI = (-0.16, -0.11)]. (3) The direct effect of perceptions of school climate on internet gaming disorder [β = -0.07, p < 0.01, 95% CI = (-0.11, -0.02)], the first half of the mediation model "perceptions of school climate → maladaptive cognition" [β = -0.08, p < 0.01, 95% CI = (-0.12, -0.03)], and the second half of the mediation model "maladaptive cognition → internet gaming disorder" [β = 0.10, p < 0.001, 95% CI = (0.06, 0.14)] are all moderated reciprocally by teenage students' belief in a just world. Conclusion Schools should create a good climate and shape belief in a just world to reduce the maladaptive cognition of teenagers, to effectively prevent teenage students' internet gaming disorder tendency.
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Affiliation(s)
- Mengrou Zhang
- Zhoukou Vocational and Technical College, Zhoukou, China
| | - Wenhua Zhang
- Zhoukou Vocational and Technical College, Zhoukou, China
| | - Yunhe Li
- Zhoukou Vocational and Technical College, Zhoukou, China
| | - Xiangcai He
- School of Psychology, Guizhou Normal University, Guiyang, China
| | - Feng Chen
- School of Physical Education, Zhoukou Normal University, Zhoukou, China
| | - Ying Guo
- School of Psychology, Sichuan Normal University, Chengdu, China
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17
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Yu W, Yang S, Chen M, Zhu Y, Meng Q, Yao W, Bu J. School Psychological Environment and Learning Burnout in Medical Students: Mediating Roles of School Identity and Collective Self-Esteem. Front Psychol 2022; 13:851912. [PMID: 35719582 PMCID: PMC9200954 DOI: 10.3389/fpsyg.2022.851912] [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] [Received: 01/11/2022] [Accepted: 05/12/2022] [Indexed: 11/30/2022] Open
Abstract
Learning burnout is an important indicator that reflects an individual’s learning state. Understanding the influencing factors and mechanism of learning burnout of medical students has practical significance for improving their mental health. This study aimed to explore the mediating roles of school identity and collective self-esteem between school psychological environment and learning burnout in medical students. A total of 2,031 medical students (942 men and 1,089 women, age range: 17–23 years) were surveyed using the School Psychological Environment Questionnaire (SPEQ), School Identity Questionnaire (SIQ), Collective Self-esteem Scale (CSES), and Learning Burnout Scale (LBS). The results showed the following: (1) school psychological environment had a negative effect on learning burnout among medical students (β = −0.19, p < 0.001), and (2) school identity and collective self-esteem played significant mediating roles between school psychological environment and learning burnout [95% CI = (−0.43, −0.31)]. Specifically, there were three paths that school psychological environment and learning burnout: first, through the independent mediating role of school identity; second, through the independent mediating role of collective self-esteem; and third, through the chain mediating roles of school identity and collective self-esteem. The findings reveal that school psychological environment not only directly influences the learning burnout of medical students but also indirectly influences it through school identity and collective self-esteem. Thus, this study has some important implications for prevention and intervention of learning burnout among medical students.
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Affiliation(s)
- Wanwan Yu
- The Second Clinical Medical School, Anhui Medical University, Hefei, China
| | - Shuo Yang
- Department of Radiology, Anhui Mental Health Center, Hefei, China
| | - Ming Chen
- The Second Clinical Medical School, Anhui Medical University, Hefei, China
| | - Ying Zhu
- School of Biomedical Engineering, Anhui Medical University, Hefei, China
| | - Qiujian Meng
- School of Biomedical Engineering, Anhui Medical University, Hefei, China
| | - Wenjun Yao
- Department of Radiology, The Second Affiliated Hospital of Anhui Medical University, Hefei, China
| | - Junjie Bu
- School of Biomedical Engineering, Anhui Medical University, Hefei, China
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18
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The Effects of School Climate, Parent–Child Closeness, and Peer Relations on the Problematic Internet Use of Chinese Adolescents: Testing the Mediating Role of Self-Esteem and Depression. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137583. [PMID: 35805237 PMCID: PMC9265515 DOI: 10.3390/ijerph19137583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Revised: 06/17/2022] [Accepted: 06/18/2022] [Indexed: 12/02/2022]
Abstract
Although previous research has investigated the associations among family factors, school factors, peer factors, and problematic Internet use, its causal direction has not been verified, particularly in the Chinese context. Using school-based data, this study aims to explore the possible causal direction among school climate, parent–child closeness, peer relations, and the problematic Internet use of Chinese adolescents. Nine hundred and sixty students in junior and senior high schools participated in a questionnaire survey. The results showed that parent–child closeness, school climate, and peer relations had a significantly direct effect on the problematic Internet use of Chinese adolescents. Meanwhile, the effects of parent–child closeness, school climate, and peer relations on problematic Internet use were mediated by self-esteem and depression. Implications are also discussed to prevent the problematic Internet use of adolescents.
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19
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Competition and cooperation: Unpacking the association between bullying victimization and school belonging among Chinese students. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03088-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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20
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Rahman MM, Saifuzzaman M, Ahmed A, Mahin MF, Shetu SF. Impact of COVID-19 on mental health: A quantitative analysis of anxiety and depression based on regular life and internet use. CURRENT RESEARCH IN BEHAVIORAL SCIENCES 2021; 2:100037. [PMID: 38620872 PMCID: PMC8690845 DOI: 10.1016/j.crbeha.2021.100037] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2021] [Revised: 03/31/2021] [Accepted: 04/06/2021] [Indexed: 11/25/2022] Open
Abstract
This paper describes the psychological state of human from different ages, genders, and professions with the impact of COVID - 19 in their regular life in Bangladesh with simulated and visualized infographic images containing statistical analysis from a collected survey on real regular life which is based on their activities of regular life and internet uses. Literature has been reviewed with various COVID - 19 based psychological work and our work on psychological state, anxiety reasons, and depression scale analysis. Secondly, a process of analysis and statistical format has been described through a specific methodology diagram, which contains the collected dataset's overall data analysis process. Thirdly, a complete analysis report is given by the dataset analysis, including every specific data collected. Fourthly, a discussion based on analysis and statistical analysis with informative tables is described individually for different aspects. Finally, some unavoidable limitations are initialized with reasons though every dataset collected from real regular life and internet use impacts COVID - 19 in Bangladesh.
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Affiliation(s)
- Md Mosfikur Rahman
- Department of Computer Science and Engineering, Daffodil International University, Bangladesh
| | - Mohd Saifuzzaman
- Department of Computer Science and Engineering, Daffodil International University, Bangladesh
| | - Akash Ahmed
- Department of Computer Science and Engineering, Daffodil International University, Bangladesh
| | - Mahfuja Ferdousi Mahin
- Department of Computer Science and Engineering, Daffodil International University, Bangladesh
| | - Syeda Farjana Shetu
- Department of Computer Science and Engineering, Daffodil International University, Bangladesh
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21
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Ortega-Ruipérez B, Castellanos Sánchez A, Marcano B. Risks in Adolescent Adjustment by Internet Exposure: Evidence From PISA. Front Psychol 2021; 12:763759. [PMID: 34712190 PMCID: PMC8546345 DOI: 10.3389/fpsyg.2021.763759] [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] [Received: 08/24/2021] [Accepted: 09/15/2021] [Indexed: 11/25/2022] Open
Abstract
Problematic use and abuse of the Internet has manifested new risks among adolescents that affect academic, social, and emotional adjustment. In the academic domain, the role of Internet use on school performance and learning is studied, including the level of competence as a factor in this domain. On the social level, we measure how Internet use affects school climate and problems related to bullying. On the emotional aspect, the relationship between Internet use and satisfaction and positive feelings is studied, including wellbeing as a construct part of this domain. To find these relationships, data obtained from the Program for International Student Assessment survey, 2018 edition are used. Structural equation modeling was used to determine the most significant relationships between the aspects studied and Internet use. Internet use includes four independent variables: two on abuse (time of use on a weekday outside of class and on a weekend) and two on problematic use (perception about forgetting time and perceived discomfort if the Internet does not work). The results answer three research questions: (1) how the constructs created relate to the four independent variables on Internet usage, (2) how the observed variables respond to the latent constructs, and (3) how all these constructs are related to each other. These results highlight the need to teach young people to use the Internet in a useful and healthy way, as a preventive measure, and help professionals who detect technology abuse to act with effective measures to prevent the psychological consequences, working on the academic, social, and emotional aspects that have shown the greatest relationship. The problematic Internet use is a complex problem and it is impossible and imprudent to relate it to isolated factors: It is necessary to consider different factors to better understand the problem.
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Affiliation(s)
- Beatriz Ortega-Ruipérez
- Educational Technology Department, Faculty of Education, Universidad Internacional de La Rioja, Logroño, Spain
| | | | - Beatriz Marcano
- Educational Technology Department, Faculty of Education, Universidad Internacional de La Rioja, Logroño, Spain
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22
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McCahey A, Allen K, Arslan G. Information communication technology use and school belonging in Australian high school students. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22600] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Angela McCahey
- School of Educational Psychology and Counselling, Faculty of Education Monash University Melbourne Australia
| | - Kelly‐Ann Allen
- School of Educational Psychology and Counselling, Faculty of Education Monash University Melbourne Australia
- Centre for Wellbeing Science, Melbourne Graduate School of Education University of Melbourne Melbourne Australia
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23
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Cybervictimization and Adolescent Internet Addiction: A Moderated Mediation Model. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052427. [PMID: 33801345 PMCID: PMC7967556 DOI: 10.3390/ijerph18052427] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Revised: 02/24/2021] [Accepted: 02/25/2021] [Indexed: 11/18/2022]
Abstract
Previous research indicates that cybervictimization can lead to adolescent Internet addiction; however, there is a gap in the knowledge about the mediating and moderating variables facilitating this relationship. This study examines the role of rejection sensitivity as a mediator in this relationship and the role of parent–adolescent communication as a moderator for this mediation effect among Chinese adolescents. Participants were 1006 adolescents (M = 13.16 years, SD = 0.67), who completed the questionnaires anonymously. The questionnaires assessed the four variables of interest. Descriptive statistics and structural equation modeling were used for data analysis. The results show that the positive association between cybervictimization and adolescent Internet addiction is mediated by rejection sensitivity. Moreover, this indirect effect is stronger for adolescents with low parent–adolescent communication than for those with high parent–adolescent communication.
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24
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Liang L, Zhu M, Dai J, Li M, Zheng Y. The Mediating Roles of Emotional Regulation on Negative Emotion and Internet Addiction Among Chinese Adolescents From a Development Perspective. Front Psychiatry 2021; 12:608317. [PMID: 33897485 PMCID: PMC8062778 DOI: 10.3389/fpsyt.2021.608317] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Accepted: 03/10/2021] [Indexed: 12/16/2022] Open
Abstract
Previous researches indicated that emotional regulation can be associated with depression and anxiety, which may be an important mediating factor between emotional regulation and internet addiction. However, the mechanism between these associations has received little attention and it is still unclear. This study has examined 716 Chinese adolescents, 341 were males (47.6%), aged 13 to 18(Mean = 14.58, SD = 1.50), using a cross-sectional survey involving Young's Diagnostic Questionnaire for Internet Addiction, the nine-item Patient Health Questionnaire (PHQ-9), the seven-item Generalized Anxiety (GAD-7) scale, and the Emotion Regulation Questionnaire (ERQ). Correlation analysis, multiple-group analysis and structural equation modeling were carried out in SPSS Statistics version 23 (IBM, Armonk, NY) and AMOS version 21. Cognitive reappraisal had a significantly negative direct effect on Internet addiction (β = -0.118, p < 0.05). Furthermore, negative emotions mediated the relationships between expression suppression and Internet addiction [β = 0.149, 95% CI = (0.099, 0.212)] and the relationship between cognitive reappraisal and Internet addiction [β = -0.101, 95% CI = (-0.147, -0.065)]. The differences in the structure path coefficients for different development stages demonstrated that recognitive reappraisal showed more protective roles for negative emotion (p < 0.01), and negative emotion also predict Internet addiction more effectively in high school students (p < 0.001). However, cognitive reappraisal directly predicted negative Internet addiction in junior high school students. Therefore, the intervention on adolescents for internet addiction should not only focus on emotional regulation and negative emotion, but also development stages of adolescents.
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Affiliation(s)
- Lijuan Liang
- Department of Psychology, The First Affiliated Hospital, Hainan Medical University, Haikou, China
| | - Mingrui Zhu
- Department of Neurology, The People's Hospital of Liaoning Province, Shenyang, China
| | | | - Min Li
- HeBei Institute of International Business and Economics, Qinghuangdao, China
| | - Ya Zheng
- Department of Psychology, Dalian Medical University, Dalian, China
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25
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Jiang S, Liang Z. Mediator of school belongingness and moderator of migration status in the relationship between peer victimization and depression among Chinese children: A multi-group structural equation modeling approach. J Affect Disord 2021; 278:382-389. [PMID: 33007628 DOI: 10.1016/j.jad.2020.09.075] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 08/03/2020] [Accepted: 09/21/2020] [Indexed: 11/30/2022]
Abstract
Peer victimization is a widespread threat to children's mental health. However, existing literature has yet to thoroughly investigate the mediators and moderators underlying the link between peer victimization and depression of Chinese children. Using a sample of school-aged children recruited through a multi-stage cluster random sampling in Southwest China (N = 1322), this study examined the mediating role of school belongingness between overt/relational victimization and children's depressive symptoms. In order to test the moderator of migration status, multi-group structural equation modeling (SEM) was adopted to investigate whether the paths in the mediation model were significantly different across migrant and non-migrant groups. Results indicated that overt and relational victimization had a direct impact on depression. School belongingness mediated the link between overt victimization and depression, but not the link between relational victimization and depression. Furthermore, migration status moderated the direct associations between peer victimization and depression. Specifically, the effect of overt victimization on depression was significant for migrant children but not for local children. By contrast, the effect of relational victimization on depression was significant for local children but not for migrant children. The contributions and implications of this study were discussed.
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Affiliation(s)
- Shan Jiang
- Department of Social Work, The Chinese University of Hong Kong, Shatin, N.T, Hong Kong, China.
| | - Zurong Liang
- Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam Road, Hong Kong, China
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26
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Jiang S, Liang Z. Mediator of school belongingness and moderator of migration status in the relationship between peer victimization and depression among Chinese children: A multi-group structural equation modeling approach. J Affect Disord 2021; 278:382-389. [DOI: https:/doi.org/10.1016/j.jad.2020.09.075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/30/2023]
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