School disconnectedness and Adolescent Internet Addiction: Mediation by self-esteem and moderation by emotional intelligence

The relationship between loneliness and psychological distress among Chinese college students: the mediating role of mobile phone addiction and the moderating role of core self-evaluation

Previous studies showed that loneliness and psychological distress are related. However, the potential mechanisms involved in this relationship are unknown. This study examined the mediating effect of mobile phone addiction and the moderating effect of core self-evaluation on the relationship between mobile phone addiction and psychological distress. A total of 826 college students were recruited. A cross-sectional study design and an online questionnaire survey were employed to measure loneliness, mobile phone addiction, core self-evaluation, and psychological distress in college students, and used the PROCESS macro program to conduct moderated mediation analysis. Loneliness was significantly and positively associated with psychological distress, mobile phone addiction partially mediated the relation between Loneliness and college students' psychological distress and this indirect path was moderated by core self-evaluations. Specifically, the effect of mobile phone addiction on psychological distress was stronger for college students with lower core self-evaluations than for those with higher core self-evaluations. The results are helpful to comprehend the producing mechanism of psychological distress and provide a theoretical basis for the intervention of psychological distress.

"Alexithymia, Cognitive Distortion and internet Addiction: Moderating Role of Emotional Intelligence"

Excessive engagement in online activities, also known as Internet addiction can have detrimental impacts on the mental, social, and physical well-being of individuals. This research work aims to contribute to the existing body of knowledge on internet addiction and alexithymia to provide insights that may inform the development of targeted interventions to support university students at risk of internet addiction. With emotional intelligence as the moderator and cognitive distortion as the mediator, the study investigated the effect of alexithymia on internet addiction. The approach of this cross-sectional design allowed researchers to investigate intricate interactions among several elements influencing internet addiction among university students in northern Indian areas. For data collection, the study created a thorough English 53-item questionnaire. Initially, 600 surveys were distributed, and 508 useable surveys were used. All the study hypotheses have received adequate support from empirical evidence, thus offering significant insights. This study supported a direct positive correlation between alexithymia and internet addiction. Also, the findings revealed a positive relationship between alexithymia and cognitive distortions which further leads to internet addiction. Moreover, moderation results show that emotional intelligence acts as a significant moderator in this relationship between alexithymia and internet addiction. The study has added a unique antecedent of cognitive distortion of internet addiction, which is currently under-researched in previous works. This research adds to the knowledge of alexithymia as not only a personality characteristic but also a variable that should be taken into account regarding constituent processes of the regulation of emotions.

The prolificacy of green transformational leadership in shaping employee green behavior during times of crises in small and medium enterprises: a moderated mediation model

Besides various other potent efforts to contain and consolidate, post-pandemic crisis management requires an adequate display of green transformational leadership. Green transformational leaders exhibit a formidable commitment to sustainability in making managerial choices and subsequently inspiring and motivating their employees to participate vigorously in the ensuing green initiatives. Such initiatives could profoundly help organizations adjust to shifting market situations, follow requirements, and preserve stakeholder trust. While making appeals to the central tenants of the transformation leadership theory, social exchange theory, and the social cognition theory, the study examines the impact of green transformational leadership on employees' green behaviors during times of crises using employees' self-esteem as a mediator and work engagement as the critical moderator. The relevant context of the study has been the small and medium enterprises of Saudi Arabia. Data from 232 SMEs employing less than 250 employees selected through convenience sampling was collected using structured questionnaires. After performing hierarchical regression modeling using SPSS 23, macro V4 model 58, and Amos 24, it has been found that green transformational leadership is positively associated with employees' green behaviors, with self-esteem and work engagement acting as significant mediating and moderating conditions, respectively. Besides, providing firsthand empirical evidence on the impact of green transformational leadership on employees' green behaviors, in unique industrial (SMEs), contextual (times of crises), and regional (Middle Eastern) settings, the study offers useful implications to the managers aspiring to enhance the sustainable performance of their firms through maturing green behaviors among their employees.

How positive childhood experiences foster college students' adjustment: the role of sibling number and self-esteem

Introduction

In recent years, growing concern has emerged regarding the mental health and well-being of college students who confront numerous challenges and transitions during their higher education journey. This research aims to investigate the influence of positive childhood experiences on the adaptability of college students and the underlying mechanisms.

Methods

A cross-sectional survey was conducted with 5,787 college students from Chinese universities. Participants completed an online questionnaire assessing positive childhood experiences, self-esteem, the number of siblings, and China college students' adjustment.

Results

The results revealed that positive childhood experiences positively predicted the adjustment of China college students, with self-esteem playing a mediating role in this positive effect. Moreover, siblings played an antagonistic moderating role in the positive effect of positive childhood experiences on China college students' adjustment.

Discussion

It is recommended to enhance positive childhood experiences, improve self-esteem, and provide additional care and support to students from multi-sibling families to enhance China college students' adjustment.

The effects of self-esteem and parental phubbing on adolescent internet addiction and the moderating role of the classroom environment: a hierarchical linear model analysis

BACKGROUND

With the advent of the new media era, the understanding of adolescent internet addiction needs to be enriched. It is also necessary to distinguish the related factors of adolescent internet addiction at different levels to clarify the mechanisms of this phenomenon.

METHODS

This study used hierarchical linear model analysis to explore the effects of student-level factors and school-level factors on adolescent internet addiction, along with cross-level moderating effects. A total of 1,912 students between the 4th and 8th grades in China participated in the study. Participants completed the Self-Esteem Scale, Parents Phubbing Scale, Classroom Environment Scale, and the Diagnostic Questionnaire of Internet Addiction.

RESULTS

Correlational analyses revealed that internet addiction was found to be negatively correlated with both self-esteem and the teacher-student relationship (p < 0.01), while father phubbing, mother phubbing, and learning burden were shown to positively correlate with internet addiction (p < 0.01). Hierarchical linear model analysis suggested that student-level variables, including self-esteem, and mother phubbing, were significant predictors of internet addiction (β = -0.077, p < 0.001 and β = 0.028, p < 0.01, respectively). At the school level, learning burden significantly and negatively predicted internet addiction (β = 0.073, p < 0.05). Furthermore, the relationship between self-esteem and internet addiction was significantly moderated by learning burden (β = -0.007, p < 0.05). Meanwhile, the teacher-student relationship also had a significant moderating effect on the association between mother phubbing and internet addiction (β = -0.005, p < 0.01).

CONCLUSIONS

This study revealed the relationships between self-esteem, parental phubbing, and classroom environment with adolescent internet addiction, and these findings could provide insights into reducing adolescent internet addiction from the perspective of individuals, families, and schools.

Religious status and addictive behaviors: Exploring patterns of use and psychological proneness

BACKGROUND

Previous studies have emphasized the role of religiosity as both a protective factor and a factor contributing to the success of recovery in the case of addictive beahaviors. However, the associations between religious status and the involvement in distinct addictive behaviors as well as the associations between religious status and psychological factors have not been comprehensively examined. Therefore, the aims of the present study were to extend the literature by examining the (i) relationship between religiosity and distinct addictive behaviors including substance use and behavioral addictions, and (ii) interactive effects of religious status and psychological factors on addictive behaviors.

MATERIAL AND METHODS

Data from two representative samples were analyzed (National Survey on Addiction Problems in Hungary [NSAPH]: N = 1385; 46.8% male; mean age = 41.77 years [SD = 13.08]; and Budapest Longitudinal Study [BLS]: N = 3890; 48.4% male; mean age = 27.06 years [SD = 4.76]). Distinct addictive behaviors and psychological factors related to the psychological proneness to addictive behaviors (impulsivity, sensation seeking, rumination, well-being, mentalization, and worry) were comprehensively examined in relation to religious status (religious, agnostic, and non-religious). Chi-square, Kruskal-Wallis and Mann-Whitney (MW) tests and multinomial logistic regressions were performed.

RESULTS

Religious individuals showed significantly lower involvement in addictive behaviors whereas agnostic individuals showed significantly higher involvement in addictive behaviors. With regards to psychological factors related to the proneness to addictive behaviors, agnostic individuals showed the highest level of psychological proneness. The results of multinomial regression models showed that religiosity was protective in the NSAPH sample. However, worry could overwrite the protective effect. In the BLS study, the protective role of religiosity was uncertain. It was not protective in itself, but through interaction with sensation seeking, rumination and uncertian mentalization, religiosity can also be protective.

DISCUSSION

The findings highlight the general protective role of religiosity in addictions. However, interaction with some psychological contructs can modify the protective role of religious status. The study also highlights the need to take into account agnostic religious status of individuals in future research. Consequently, further studies are needed to explore the causality and mediating roles between these variables.

Healthy Social Network Use and Well-Being during Adolescence: A Biopsychosocial Approach

Screen time and the use of social networks is the most frequent form of leisure time occupation and socializing for adolescents. The present study is aimed at understanding and characterizing, from an ecological perspective, what distinguishes healthy and less healthy or even dependent use of social media in young people and the influence on adolescents' well-being. This paper is based on the Health Behaviour in School-aged Children (HBSC) from 2022, a survey carried out every 4 years, in collaboration with the World Health Organisation (WHO), following an international protocol. A total of 7643 students from the 6th, 8th, 10th, and 12th school grades responded, of which 53.9% were female, with an average age of 15.05 (SD = 2.36). The sample is representative of the school grades under study. The results allow us to study and identify similarities and differences between three groups related to the level of healthiness in the use of social networks and its relations to well-being from an ecological perspective. What distinguishes adolescents with less healthy use of social networks is that they are more often female, older, have more self-injurious behaviour, higher alcohol consumption, and a worse relationship with teachers. The adolescents with the highest level of dependence on social networks are those who have a higher perception of lack of safety at school and in their area of residence, as well as a higher use of screen time as a leisure activity. The well-being of adolescents using social media in a healthy way is explained by fewer psychological symptoms, better stress management strategies, better body awareness, more physical activity, less time online with friends, and better relationships with family and teachers. Technologies and social networks are important for the well-being of adolescents; it is essential to promote a healthy, critical and balanced use with other "screen-free" activities and to promote socio-emotional skills, a lack of which seems to be one of the biggest risk factors associated with the healthy use of technologies.

Adolescents' Internet addiction: Does it all begin with their environment?

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.

Associations Between Peer Victimization and Problematic Internet Use Among Adolescents: Humor Makes a Difference

With the increasing development of science and technology, the Internet has become an essential part of people's daily lives providing great convenience. However, the Internet also leads to problematic Internet use (PIU) among adolescents, which has attracted increasing attention from the academic community. Peer victimization is a pervasive stressor among adolescents and has been proven to lead to a series of mental health challenges. Although the association between peer victimization and PIU has been well documented, the underlying mechanism remains unclear. This study aimed to understand how and when peer victimization increases the risk of PIU among adolescents. Building on Agnew's general strain theory, this study hypothesized that depression mediates the relationship between peer victimization and PIU and humor moderates the mediating model. To examine these hypotheses, 469 middle school students were recruited to complete a series of questionnaires on peer victimization, depression, humor, and PIU. The results showed that depression partially mediated the relationship between peer victimization and PIU. A moderated mediation analysis indicated that humor moderated the indirect pathway, consistent with the reverse stress-buffering model, the relationship between peer victimization and depression was stronger for adolescents with high humor. However, the relationship between depression and PIU was weaker in adolescents with high humor, which is in line with the stress-buffering model. These findings could be of significance in understanding the underlying mechanism of PIU associated with peer victimization and provide a new perspective for preventing PIU among adolescents, especially those experiencing peer victimization. The limitations and considerations for future research are discussed.

Does Early Victimization of School Bullies Affect Core Self-Evaluations in Young Adulthood? A Moderated Mediation Model

Early victimization is associated with a range of psychological adaptation problems in young adulthood, including core self-evaluations. However, little is known about the mechanisms underlying the association between early victimization and young adults' core self-evaluations. This study examined the mediating role of negative cognitive processing bias and the moderating role of resilience in the relationship. A total of 972 college students were recruited to complete measures of early victimization, negative cognitive processing bias, resilience, and core self-evaluations. The results showed that early victimization significantly and negatively predicted the core self-evaluations in young adulthood. The negative association between early victimization and core self-evaluations was completely mediated by negative cognitive processing bias. Resilience moderated the relationship between early victimization and negative cognitive bias, and the relationship between negative cognitive processing bias and core self-evaluations. Resilience has both risk-buffering and risk-enhancing effects. In light of these results, in order to help victims maintain good mental health, we should intervene in individual cognitive factors. Notably, while resilience is a protective factor in most cases, the benefits of resilience should not be overstated. So, we should not only cultivate students' resilience but also provide them with more support and resources and intervene in risk factors at the same time.

Vicious circle of family dysfunction and adolescent internet addiction: Do only child and non-only child exhibit differences?

The primary aim of the current study was to probe the longitudinal relationships between family dysfunction (FD) and adolescent Internet addiction (IA), as well as the group difference between only child and non-only child. Data were from a three-wave longitudinal data of 1301 Chinese adolescents, collected when adolescents were at Grade 7, Grade 8, and Grade 9. FD and IA were assessed via adolescent self-reported questionaries of Chinese Family Assessment Instrument and Internet Addiction Test. Cross-lagged panel model was constructed to estimate possible associations between FD and adolescent IA after controlling for demographic variables. Our results suggest that adolescents might get stuck in a vicious cycle of dysfunctional family and addictive Internet use: adolescents who lived in a dysfunctional family showed increased risk in IA in the subsequent year; in turn, adolescent IA further increased the possibility of FD. Moreover, multigroup comparison analysis revealed that the vicious cycle between FD and adolescent IA could be applied to both the only child and the non-only child. The findings may enrich the application of the Developmental Contextualism Theory and contribute to the identification of the starting points for intervention strategies of adolescent IA.

Effect of mindfulness on online impulse buying: Moderated mediation model of problematic internet use and emotional intelligence

Introduction

Online impulse buying behavior is an unplanned urge to buy a product or service in an online setting and it has several negative consequences for customers, such as guilt and financial distress, and e-commerce firms, such as higher returns and customer complaints. Evidently, it is important to examine the various psychological processes which may assist in a better understanding, therefore addressing the high prevalence of online impulse buying. This study builds upon self-regulation theory to explore how mindfulness influences online impulse buying, and examines problematic internet use as a mediator in the relationship between mindfulness and online impulse buying. Further, this study investigates how emotional intelligence as a moderator plays the role of a suppressant on the adverse impact of problematic Internet use which fuels online impulse buying.

Method

A total of 598 individuals working with various servicebased industries responded to the questionnaire. Multiple regression and moderated mediation analysis was used using SPSS and AMOS for analyzing the data.

Result

Problematic internet use mediates the relationship between mindfulness and online impulse buying behavior. Emotional intelligence negatively moderates the relationship between problematic internet use and online impulse buying behavior.

Discussion

This study findings outlined the inverse relationship of mindfulness & online impulse buying, along with the mediating effect of problematic internet use between mindfulness and online impulse buying. Further, this study showed how emotional intelligence played an important role as a moderator by suppressing the adverse impact of problematic Internet use and preventing online impulse buying. The study offers implications to online marketers in regulating the unplanned purchase process-while minimizing uninhibited buying behavior that leads to regret, and the subsequent intention to return products. Further, social and theoretical implications are discussed.

Rejection sensitivity mediates the interparental conflict and adolescent Internet addiction: School connectedness as a moderator

Internet addiction (IA) is a growing social problem with negative mental and social outcomes; the present study examined whether rejection sensitivity mediates the relationship between interparental conflict and adolescent IA and the moderating role of school connectedness. One thousand and seven adolescents (51.84% females; Mean_age = 13.17; SD = 0.69) anonymously completed questionnaires to assess interparental conflict, school connectedness, rejection sensitivity, IA, and demographic information. The model results showed that: (1) the positive association between interparental conflict and adolescent IA was partially mediated by rejection sensitivity; (2) this indirect link was moderated by the school connectedness and was stronger for adolescents with high school connectedness. The results provide support for the attachment theory that high interparental conflict could increase adolescents’ rejection sensitivity, and high school connectedness plays a double-edged role that adolescents show more rejection sensitivity while reporting high interparental conflict and high school connectedness.

Alienation from school and cyberbullying among Chinese middle school students: A moderated mediation model involving self-esteem and emotional intelligence

As an extension of traditional bullying behavior, cyberbullying behavior emerges with the increasing popularity of the internet, and seriously affects the health of middle school students. However, just a few studies have explored the impact of the school factor on cyberbullying and its underlying mechanisms. Therefore, the purpose of this study is to explore the potential mediator (i.e., self-esteem) and potential moderator (i.e., emotional intelligence) of the relationships between alienation from school and cyberbullying. Five hundred and seventy five Chinese middle school students participated in the study (45.74% male) and completed self-report questionnaires regarding alienation from school, cyberbullying, self-esteem, and emotional intelligence. Correlation analysis showed a positive correlation between alienation from school and cyberbullying. Mediation analysis indicated that alienation from school positively predicts individual cyberbullying, and self-esteem partly mediated the association. Meanwhile, emotional intelligence moderated the pathway from alienation from school to cyberbullying. Specifically, the effect of high alienation from school on cyberbullying was weaker for middle school students who reported high emotional intelligence. The findings of this study expose the influence of the school factor and individual factors on cyberbullying, which has potential preventive and intervention value for youth cyberbullying.

Mediating effect of self-esteem on the relationship between leisure experience and aggression

Previous research has shown that both the daily experiences and personal traits of adolescents are linked to aggression. Our aim was to further investigate the relationship between leisure experience, self-esteem, and aggression according to the general aggression model. In addition, within frustration-aggression theory, we proposed that leisure experience and aggression have a negative correlation. Furthermore, based on broaden-and-build theory, we explored the mediating role of self-esteem between leisure experience and aggression. The participants included 660 Chinese teenagers with an average age of 14.3. Among them, male students accounted for 310 (49.4%) and female students accounted for 318 (50.6%). The results showed that leisure experience was positively correlated with self-esteem and negatively correlated with aggression, while self-esteem was also negatively correlated with aggression. Additionally, self-esteem fully mediated the relationship between leisure experience and aggression. Our study could enrich research on leisure and provide a basis for protective factors of aggression in adolescents.

How Does the Parent–Adolescent Relationship Affect Adolescent Internet Addiction? Parents’ Distinctive Influences

Although previous research has demonstrated that parent–adolescent relationships have a significant effect on adolescent Internet Addiction (IA), the mechanisms underlying these associations and parental differences in these effects have received insufficient attention. We investigated the mediating role of Perceived Social Support and Dual System of Self-Control (DSSC) in the relationship between Father-Adolescent Relationships/Mother-Adolescent Relationships (FAR/MAR) and adolescent IA, as well as the differences in the effects of FAR and MAR. A cross-sectional survey of 732 Chinese adolescents was conducted using the Adolescent Pathological Internet Use Scale, Parent–Adolescent Relationship Scale, Multidimensional Scale of Perceived Social Support, and Dual System of Self-Control Scale. Multiple linear regression analysis, Pearson correlation analysis and structural equation modeling were used. The results of structural modeling analysis showed that neither FAR nor MAR directly predicted adolescent IA. In contrast, FAR/MAR had an impact on adolescent IA mainly through the mediating effects of Perceived Social Support and Impulsive System. Furthermore, in the relationship between FAR/MAR and adolescent IA, the Impulsive System and Perceived Social Support both served as chain mediators, as did Perceived Social Support and the Reflective System. And more importantly, unlike FAR, MAR affects adolescent IA through the mediating effect of the Reflective System. Multiple linear regression showed that the regression coefficient of MAR on adolescent IA had stronger significance compared to FAR, MAR is deserving of more attention than FAR. These findings contribute to our understanding of the mechanisms underlying the association between FAR/MAR and adolescent IA and suggest that family relationship-focused training approaches are critical for suppressing adolescent IA. These interventions should be tailored to the unique circumstances of each family.

Social Networks, Emotions, and Education: Design and Validation of e-COM, a Scale of Socio-Emotional Interaction Competencies among Adolescents

Socio-emotional competencies play an essential role in personal development as they are associated with highly prosocial behavior and low aggressiveness. An individual who is online manages his/her emotions in a specific manner. Thus, it is highly relevant to analyze and evaluate online socio-emotional competencies. Until now, however, no instruments had been defined or developed for that purpose. This study’s objective was thus to design and validate a questionnaire for the evaluation of socio-emotional competencies in virtual contexts, and to analyze eventual differences according to gender and academic year. Using the model developed by Bisquerra and Pérez (2007) as a theoretical framework, the competencies posited therein were transferred to an online environment. The questionnaire was filled out by 888 adolescents ages 12 to 17 (48% males, M = 13.83 years old, DT = 1.27), all residents of Aragón, Spain. On the basis of their responses, structure analysis, validation, and reliability were carried out. Confirmatory factor analysis (CFA) yielded a five-dimensional structure with good fit and internal consistency. The five resulting dimensions evaluate (1) emotional e-conscience, (2) emotional e-autonomy, (3) emotional e-regulation, (4) e-self-control of impulsiveness, and (5) social e-competency. Differences among genders were observed in the categories of emotional e-conscience and social e-competency. Furthermore, the results of this study show that online emotional expression does not imply emotional competency. These results represent an advance in the field of emotional education.

The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct

The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and short-term implications for students’ positive psychological and academic outcomes. This article presents a brief review of belonging research with specific relevance to educational psychology. Following this is an interview with Emeritus Professors Roy Baumeister and Mark Leary, foundational pioneers in belonging research which reflects upon their influential 1995 paper, “The need to belong: Desire for interpersonal attachments as a fundamental human motivation,” to explore the value and relevance of belonging for understanding human behavior and promoting well-being.

Analysis of the Well-Being Levels of Students in Spain and Finland through Interval Multiobjective Linear Programming

To study the reasons of the low academic performance of students in Spain, authorities must consider emotional dimensions, such as well-being, which directly affect their learning achievement. Furthermore, it would be interesting to compare Spanish students with students from Finland, which stand out in international rankings. We analyze how to promote students’ well-being in Spain as a mechanism to enhance their academic achievement. Using data from PISA 2018, four indicators are used to measure well-being according to variables describing the students’ context. By means of econometric techniques, interval multiobjective linear programming problems are formulated for Spain and Finland and solved through a new methodological scheme proposed in this paper, assuring the generation of possibly and necessarily efficient solutions in interval multiobjective linear programming. The purpose is to determine which aspects would allow the best possible well-being to be reached. We found several differences between the students achieving optimal compromise levels in each country, and we analyzed how the improvement of one indicator might affect the remaining aspects of well-being. Spanish students can further enhance their well-being compared to Finnish students. Furthermore, the lowest improvement rate is associated with the bullying index, especially in Finland, highlighting the need to promote anti-bullying measures.

Problematic Internet Usage and Self-Esteem in Chinese Undergraduate Students: The Mediation Effects of Individual Affect and Relationship Satisfaction

The aim of this cross-sectional study was to examine the mediating effects of individual affect and relationship satisfaction on the relationship between self-esteem and Problematic Internet Use (PIU). Affect was measured using the Positive and Negative Affect Schedule (PANAS), relationship satisfaction was assessed using a positive and negative semantic dimension scale, self-esteem was measured using the Rosenberg Self-Esteem Scale, and PIU was measured using the Problematic Internet Use scale with a sample of 507 Chinese university students (Mage = 20.41 years, SD = 2.49). The relationships between the variables were tested using structural equation modelling with a multiple mediation model. The results revealed that negative affect and the negative semantic dimensions of relationship satisfaction mediated the relationship between self-esteem and PIU. The implications of the results and the study’s theoretical contributions are discussed.

Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model

As an important predictor of academic achievement and an effective indicator of learning quality, academic engagement has attracted the attention of researchers. The present study explores the relationship among adolescent self-esteem and academic engagement, the mediating effect of academic self-efficacy, and the moderating effect of perceived social support. Four-hundred and eighty adolescents (M _age = 14.92) from the Hebei Province of China were recruited to complete anonymous questionnaires. The results show that self-esteem positively predicted adolescent academic engagement through the indirect mediating role of academic self-efficacy, and the percentage of this mediation effect of the total effect was 73.91%. As a second-stage moderator, perceived social support moderated the mediating effect of academic self-efficacy. Specifically, when students felt more perceived social support, the impact of academic self-efficacy on their academic engagement was greater. Our findings suggest that adolescent self-esteem, academic self-efficacy, and perceived social support are key factors that should be considered together to improve adolescent academic engagement. Therefore, parents and school educators should actively guide adolescents to improve their self-esteem and academic self-efficacy. Parents and educators should also construct an effective social support system to improve students' perceived social support and enhance their academic engagement.

Relative Deprivation and Game Addiction in Left-Behind Children: A Moderated Mediation

Previous findings show that relative deprivation has a profound influence on game addiction, but the potential mediating and moderating mechanisms are unclear, especially for left-behind children. The present study therefore examined the relationship between relative deprivation and game addiction, the mediating effect of deviant peer affiliation, and the moderating effect of beliefs about adversity in a sample of left-behind children. A total of 952 left-behind children (mean age = 13.67 years, SD = 1.34) participated in this study. The participants anonymously completed a battery of questionnaires, including the Relative Deprivation Scale, the Deviant Peer Affiliation Scale, the Beliefs about Adversity Scale, the Game Addiction Scale, and demographic variables. After controlling for gender, left-behind category, and socioeconomic status, the moderated mediation model showed that (a) relative deprivation significantly and positively predicted game addiction in left-behind children; (b) The mediation analysis showed that the positive association between relative deprivation and game addiction in left-behind children was mediated by deviant peer affiliation; (c) Beliefs about adversity moderated the association between relative deprivation and deviant peer affiliation and were weaker for left-behind children with higher levels of beliefs about adversity, consistent with the risk-buffering model, but the relationship between relative deprivation and game addiction was stronger for left-behind children with higher levels of beliefs about adversity, consistent with the reverse risk-buffering model. These findings have crucial implications for the prevention and intervention of game addiction in left-behind children.

Do stressors stifle or facilitate employees' innovative use of enterprise systems: the moderating role of IT mindfulness

Purpose

Innovative use of enterprise systems (ES) by employees is essential for organisations to benefit from huge investments in such systems. Drawing on job demands-resources (JDR) theory, this study explores how stressors (i.e. challenge and hindrance stressors) influence employees' innovative use of ES, as well as considering the moderating effects of IT mindfulness.

Design/methodology/approach

Data were collected from a longitudinal survey of 152 employees in a large financial service company in China. Hierarchical multiple regression was used to test the research model.

Findings

Results showed that challenge stressors exerted a positive effect and hindrance stressors had no significant effect on innovative use of ES. Furthermore, we found that IT mindfulness weakened the positive effect of challenge stressors and the negative effect of hindrance stressors on innovative use of ES.

Originality/value

This study is among the first to extend the research of innovative use of ES by considering two types of stressors based on the JDR theory. Besides, new insights are provided on how to promote employees' innovative use of ES in the post-acceptance stage according to the different levels of IT mindfulness of employees.