School context, friendship ties and adolescent mental health: A multilevel analysis of the Korean Youth Panel Survey (KYPS)

Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity

The classroom environment significantly affects the development of creativity. This study examined the impact of the classroom environment on students' creativity and the moderating role of thinking styles in this relationship. For this study, we recruited 451 students from six secondary schools. Data were collected using the Chinese Language Creativity Test, Classroom Environment Inventory, and Thinking Styles Inventory. Hierarchical regression analysis examined the moderating effect of thinking styles on the relationship between the classroom environment and creativity. The results showed that peer relationships in the classroom environment negatively influence students' fluency and originality in creativity. At the same time, teachers' evaluation and teaching methods positively affect the fluency of creativity. Thinking styles moderated the impact of the classroom environment on language creativity. This study identified four different moderating effects: the thinking styles matching the classroom environment can enhance language creativity, whereas the mismatched ones hinder it. However, matching would limit language creativity for individuals with creative thinking styles (e.g., legislative and anarchic thinking styles), while a mismatch can boost creative performance. The findings help educators understand students' creativity with different thinking styles in various classroom environments and provide individualized and effective strategies for optimizing educational environments and enhancing language creativity.

The Relationship Between College Students' Interpersonal Relationship and Mental Health: Multiple Mediating Effect of Safety Awareness and College Planning

Purpose

The research intends to find the internal influence mechanism of interpersonal relationship on college students' mental health. College students have many mental health problems, which can easily lead to extreme events. It is of great research value to explore the relationship among interpersonal relationship, safety awareness, college planning, and mental health.

Participants and Methods

GHQ, WHOQOL-BREF, SWBS-CC, LSIB, and TSCS scales were used, revised questionnaire for cluster sampling of college students, 1661 valid samples. SPSS 26.0 and PROCESS V4.1 were used for analysis, and nonparametric Bootstrap method was used to test the significance level of the mediating effect.

Results

There are significant differences in interpersonal relationship, safety awareness, and college planning between high mental health group and low mental health group. There are differences in safety awareness between genders. There is a positive correlation among interpersonal relationship, safety awareness, college planning, and mental health. Interpersonal relationship has a positive predictive effect on mental health. There are three mediating pathways of interpersonal relationship on mental health: independent mediating effect pathway of safety awareness, independent mediating effect pathway of college planning, and chain mediating effect pathway through safety awareness and college planning.

Conclusion

This study reveals the Influence mechanism of interpersonal relationships on college students' mental health. The relationship between interpersonal relationship and mental health is affected by the multiple mediating effects of safety awareness and college planning. It provides a new perspective for preventing and intervening mental health problems. College students' personality has plasticity, which can be interfered by mediating mechanism. The present findings could help college students actively participate in interpersonal communication, improve safety awareness, and make a good college planning, so as to enhance the mental health level of college students.

School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China

According to ecological system theory, both the microsystem environment (home environment) and the more macrolevel environment (provincial environment) influence school engagement in adolescents. This study tests an ecological model of adolescents’ school engagement with 19,084 middle school students across 31 provincial-level regions in China. Multilevel modeling is used to predict adolescents’ school engagement (behavior, emotion, and cognition) at two levels, individual [gender and family socioeconomic status (SES)] and provincial (economy, public cultural facilities, technological industry and education). The school engagement of students varies significantly across provincial-level regions. SES positively affects the school engagement of students. Students benefit from the provincial environment when the economy is booming, public cultural facilities are adequate and education is flourishing. The development of the technology industry fails to boost students’ school engagement. Limitations and future directions are discussed.

The Relationship Between Cybervictimization and Non-suicidal Self-Injury in Chinese Adolescents: A Moderated-Mediation Model

The present study investigated the mediating role of negative emotion in the relationship between cybervictimization and non-suicidal self-injury (NSSI), and the moderating role of friendship quality in the indirect relationship. This model was tested with 1,326 Chinese adolescents who suffered from cyberbullying in the last 1 year; 727 were boys and 591 were girls, and their mean age was 13.67 years (SD = 1.34, range 11-17). Participants filled out questionnaires regarding cybervictimization, negative emotion, friendship quality, and non-suicidal self-injury. After demographic variables were controlled, cybervictimization was significantly positively associated with non-suicidal self-injury. Mediation analysis revealed that negative emotion partially mediated the association between cybervictimization and non-suicidal self-injury. Moderated mediation analysis further indicated that the mediated path was weaker for adolescents with higher levels of friendship quality. These findings underscore the importance of identifying the mechanisms that moderate the mediated path between cybervictimization and non-suicidal self-injury among adolescents.

Effects of multi-dimensional social capital on mental health of children in poverty: An empirical study in Mainland China

Using the data of 1314 underprivileged children in Xiushui, China, this study adopted an ecological framework to explore how social capital embedded in family, peer, school, and community interplay and affect the mental health of poor children. Structural equation modeling was employed to verify the hypothesized model. The results demonstrated that higher levels of family, peer, and school social capital were all associated with better mental health outcomes of children in poverty. Moreover, family, peer, and school social capital fully mediated the effect of community social capital on children's mental health. Theoretical and practical implications were discussed.