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Lan X, Mastrotheodoros S. Teacher Autonomy Support and Internalizing Problems of Adolescents from Divorced and Intact Families: Moderation by Personality Typologies. Child Psychiatry Hum Dev 2024; 55:182-194. [PMID: 35789448 PMCID: PMC10796540 DOI: 10.1007/s10578-022-01392-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Revised: 06/09/2022] [Accepted: 06/13/2022] [Indexed: 11/03/2022]
Abstract
The present research compared internalizing problems of adolescents who experienced parental divorce with those of adolescents who remained in intact families. Furthermore, this research investigated the association of teacher autonomy support with adolescents' internalizing problems for the whole sample and further ascertained whether this association was moderated by distinctive personality profiles using a person-centered approach and family structures (divorced vs. intact families). A sample of 2756 Chinese adolescents (8.5% from divorced families), aged 13-18 years, participated in the present research. They completed a set of self-reported questionnaires during school hours. Results based on ANCOVA showed that adolescents who experienced parental divorce reported higher internalizing problems than did those who remained in intact families. Moreover, latent profile analysis revealed three personality profiles: psychopathic (22.7%), normative (56.4%), and resilient (20.9%). In addition, teacher autonomy support was negatively related to adolescents' internalizing problems in the overall sample. However, interaction analyses further exhibited that this association was insignificant for psychopathic adolescents who experienced parental divorce. The current findings indicate that although teacher autonomy support may protect adolescents from internalizing problems, psychopathic adolescents whose parents got divorced should be paid exceptional attention by mental health professionals and school counselors.
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Affiliation(s)
- Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway.
| | - Stefanos Mastrotheodoros
- Department of Psychology, University of Crete, Rethymno, Greece
- Department of Youth and Family, Utrecht University, Utrecht, the Netherlands
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Ma C, Ma Y, Wang Y, Lan X. Bullying Victimization and Internalizing Problems among Adolescents: A Moderated Mediation Model of Peer Autonomy Support and Self-Esteem. J Genet Psychol 2024; 185:18-35. [PMID: 37661694 DOI: 10.1080/00221325.2023.2252478] [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: 04/15/2022] [Accepted: 08/23/2023] [Indexed: 09/05/2023]
Abstract
The present study employed the social-ecological diathesis-stress model as a theoretical framework to extend previous research by examining the underlying mechanism and conditional process that contribute to the positive association between bullying victimization and internalizing problems among adolescents. A moderated mediation model involving peer autonomy support and self-esteem was tested using a sample of 1723 adolescents (50.7% girls; M age = 12.79, SD = 1.58), who completed questionnaires assessing internalizing problems, bullying victimization, peer autonomy support, and self-esteem. The findings revealed that self-esteem partially mediated the positive association between bullying victimization and adolescents' internalizing problems. Specifically, bullying victimization was inversely related to self-esteem, which, in turn, was negatively associated with internalizing problems. Further moderation analyses demonstrated that these direct and indirect associations varied based on levels of peer autonomy support. Simple slope analyses specifically indicated that (a) peer autonomy support buffered against the negative association of bullying victimization with self-esteem and internalizing problems, and (b) peer autonomy support mitigated the negative association of self-esteem with internalizing problems. The elucidation of this mechanism and conditional process holds important implications for early interventions and prevention efforts aimed at mitigating the detrimental association of bullying victimization with adolescents' healthy emotional functions.
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Affiliation(s)
- Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Youpeng Wang
- Department of Petrochemical Engineering, Lanzhou Petrochemical University of Vocational Technology, Lanzhou, China
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway
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He J, Iskhar S, Yang Y, Aisuluu M. Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being. Front Psychol 2023; 14:1241335. [PMID: 37818422 PMCID: PMC10561394 DOI: 10.3389/fpsyg.2023.1241335] [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: 06/16/2023] [Accepted: 09/07/2023] [Indexed: 10/12/2023] Open
Abstract
Introduction This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit. Methods The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. Results The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher well-being. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit. Discussion These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed.
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Affiliation(s)
- Jianyu He
- School of Foreign Languages, Luoyang Normal University, Luoyang, Henan, China
- Kyrgyz-Chinese Department, Kyrgyzstan State University, Bishkek, Kyrgyzstan
| | - Shisir Iskhar
- National Academy of Sciences of the Kyrgyz Republic, Bishkek, Kyrgyzstan
| | - Yan Yang
- School of Foreign Languages, Luoyang Normal University, Luoyang, Henan, China
- Kyrgyz-Chinese Department, Kyrgyzstan State University, Bishkek, Kyrgyzstan
| | - Moldobaeva Aisuluu
- Kyrgyz-Chinese Department, Kyrgyzstan State University, Bishkek, Kyrgyzstan
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Kleinkorres R, Stang-Rabrig J, McElvany N. The longitudinal development of students' well-being in adolescence: The role of perceived teacher autonomy support. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:496-513. [PMID: 36599803 DOI: 10.1111/jora.12821] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 11/14/2022] [Accepted: 11/18/2022] [Indexed: 05/25/2023]
Abstract
Although a decline in adolescents' well-being has repeatedly been reported, longitudinal evidence for this development is rare and time-varying factors like teacher autonomy support that could be associated with this trend have sparsely been investigated. Therefore, the present study examined how the temporal development of perceived autonomy support from their German language arts teachers is related to changes in four different facets of students' well-being. Longitudinal data from 3446 adolescents from Germany (NSchools = 178) on five measurement points (Grades 5-9) were analyzed using latent growth curve models. Satisfaction with school, enjoyment of school, and self-rated health decreased over time, while social integration remained stable. Perceived teacher autonomy support also declined between Grades 5 and 9. Furthermore, baseline levels of perceived teacher autonomy support and facets of well-being were positively related. Finally and most importantly, our results indicated that changes in perceived teacher autonomy support were positively associated with the development of satisfaction with school, enjoyment of school, and self-rated health, but not social integration. The findings suggest that perceived teacher autonomy support plays an important role in the development of students' well-being in adolescence.
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Affiliation(s)
- Ruben Kleinkorres
- Center for Research on Education and School Development, TU Dortmund University, Dortmund, Germany
| | - Justine Stang-Rabrig
- Center for Research on Education and School Development, TU Dortmund University, Dortmund, Germany
| | - Nele McElvany
- Center for Research on Education and School Development, TU Dortmund University, Dortmund, Germany
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Erarslan A. Cognitive flexibility and grit during times of crisis for Turkish EFL teachers. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Affiliation(s)
- Ali Erarslan
- Department of English Language Teaching, Faculty of Education Alanya Alaaddin Keykubat University Alanya Antalya Turkey
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Du W, Li Z, Xu Y, Chen C. The Effect of Parental Autonomy Support on Grit: The Mediating Role of Basic Psychological Needs and the Moderating Role of Achievement Motivation. Psychol Res Behav Manag 2023; 16:939-948. [PMID: 36992980 PMCID: PMC10042245 DOI: 10.2147/prbm.s401667] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Accepted: 03/10/2023] [Indexed: 03/31/2023] Open
Abstract
Purpose Grit plays a critical role in the academic achievement and future career success of college students. The family environment has an important influence on the development of individual grit, but the mechanisms linking family and grit are not well known. To further understand these relationships, this study sought to explore the mediating role of basic psychological needs between parental autonomy support and grit, and the moderating role of achievement motivation. Methods The present study model was developed according to the proposed hypotheses and was analyzed using structural equation modeling. A total of 984 college students in Hunan Province, China participated in the present study. The following tools were used: Perceived Parental Autonomy Support Scale, Basic Psychological Needs Scales, Short Grit Scale, and Achievement Motivation Scale. Results Parental autonomy support was positively correlated with basic psychological needs and grit, and both basic psychological needs and achievement motivation were positively correlated with grit. Basic psychological needs mediated the effect of parental autonomy support on grit. Achievement motivation moderated the second half of the path of the mediation model. Conclusion Parental autonomy support influences perseverance through the mediation of basic psychological needs, and achievement motivation plays a moderating role. Findings of this study reveal the influence of family environment on grit, and give reference to the development of grit.
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Affiliation(s)
- Wenbo Du
- Department and Institute of Psychology, Ningbo University, Ningbo, Zhejiang Province, 315211, People’s Republic of China
| | - Zhihua Li
- Institute of Education, Hunan University of Science & Technology, Xiangtan, Hunan Province, 411201, People’s Republic of China
| | - Yanan Xu
- Department and Institute of Psychology, Ningbo University, Ningbo, Zhejiang Province, 315211, People’s Republic of China
| | - Chaoyang Chen
- Department and Institute of Psychology, Ningbo University, Ningbo, Zhejiang Province, 315211, People’s Republic of China
- Correspondence: Chaoyang Chen, Department and Institute of Psychology, Ningbo University, Ningbo, 315211, Zhejiang Province, People’s Republic of China, Email
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Ma Y, Ma C, Lan X. Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity. Front Psychol 2022; 13:1068751. [PMID: 36591055 PMCID: PMC9797674 DOI: 10.3389/fpsyg.2022.1068751] [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: 10/13/2022] [Accepted: 11/11/2022] [Indexed: 12/23/2022] Open
Abstract
Introduction Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China. Methods To achieve the research objectives, the study involved 704 Han (M age = 12.57; 53.7% female) and 642 Hui adolescents (M age = 12.45; 49.4% female) who completed a suite of research questionnaires. Results The results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents. Discussion The finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors.
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Affiliation(s)
- Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway,*Correspondence: Xiaoyu Lan,
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Hu Y, Lan X. A Comprehensive and Person-Centered View of the Association Between the Dark Triad and Youth Mental Health. Front Psychiatry 2022; 13:900354. [PMID: 35845457 PMCID: PMC9279695 DOI: 10.3389/fpsyt.2022.900354] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/20/2022] [Accepted: 06/14/2022] [Indexed: 11/13/2022] Open
Abstract
Using a dual person-centered approach, the current study examined the Dark Triad profiles and mental health profiles among a large-scale sample of high school students. The study also simultaneously examined whether the emerging Dark Triad profiles could diverge in mental health profiles, delineating a thorough, and person-centered view of this association. To achieve these research aims, 1,640 Chinese high school students (M age = 16.78; SD = 0.68; 57.6% females) participated in this study, and they were uniformly instructed to complete a set of well-established questionnaires. Results from latent profile analyses revealed five Dark Triad profiles-low Machiavellianism-psychopathy (7.4%), benevolent (61.7%), highly malevolent (6.7%), low narcissism (8.8%), and malevolent (15.4%)-and the following four mental health profiles: flourishing (37.7%), vulnerable (16.4%), troubled (33.9%), and highly troubled (12.4%). Moreover, results from multiple multinomial regression analyses showed that, among all five empirically derived Dark Triad profiles, students with the low Machiavellianism-psychopathy profile exhibited the highest probability of being "flourishing," whereas those with the low narcissism profile showed the highest likelihood of being "highly troubled."
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Affiliation(s)
- Yunjun Hu
- Department of Students’ Affairs, Wenzhou University of Technology, Wenzhou, China
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway
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Ma Y, Ma C, Lan X. A person-centered analysis of emotional-behavioral functioning profiles in adolescents: Associations with teacher autonomy support and growth mindset. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03163-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AbstractAnchored in the socio-ecological framework, the current study examined the association of teacher autonomy support with emotional-behavioral functioning profiles using a person-centered approach and investigated whether growth mindset and adolescents’ gender would moderate this association. To achieve these research objectives, this study involved 1741 adolescents (54.1% girls; Mage = 12.62; SD = 1.50) who were uniformly instructed to fill in a set of self-report questionnaires. Results based on latent profile analysis revealed four emotional-behavioral functioning profiles: primarily externalizing (6.2%), comorbid (32.9%), well-adjusted (53.7%), and high-risk (7.2%). Adolescents with high teacher autonomy support were more likely to be group members of the well-adjusted profile than the remaining three emotional-behavioral functioning profiles. Moreover, interaction analyses demonstrated that girls benefited more when teacher autonomy support and growth mindset were congruently high, whereas boys did not. The current findings suggest that teachers should be equipped with sufficient skills and training to maintain an autonomy-supportive classroom climate. Meanwhile, growth mindset intervention may develop into an integral part of the school’s activities to facilitate adolescents’ optimal emotional-behavioral functions, but distinctly gendered pathways for these activities should be carefully considered.
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Yu T, Xu J, Jiang Y, Hua H, Zhou Y, Guo X. School educational models and child mental health among K-12 students: a scoping review. Child Adolesc Psychiatry Ment Health 2022; 16:32. [PMID: 35477408 PMCID: PMC9047301 DOI: 10.1186/s13034-022-00469-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Accepted: 04/11/2022] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. METHODS This scoping review followed the framework of Arksey and O'Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. RESULTS/FINDINGS After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. CONCLUSIONS The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.
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Affiliation(s)
- Ting Yu
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China
| | - Jian Xu
- The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China.
| | - Yining Jiang
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China
| | - Hui Hua
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China
| | - Yulai Zhou
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China
| | - Xiangrong Guo
- grid.16821.3c0000 0004 0368 8293The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China ,grid.16821.3c0000 0004 0368 8293MOE-Shanghai Key Laboratory of Children’s Environmental Health, Department of Child and Adolescent Healthcare, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092 China
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Lan X. Perceived parental warmth, emotional awareness, and positive adjustment profiles in Chinese and Italian early adolescents: A person‐centered approach. J Adolesc 2022; 94:206-223. [DOI: 10.1002/jad.12018] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 01/29/2022] [Accepted: 01/31/2022] [Indexed: 12/26/2022]
Affiliation(s)
- Xiaoyu Lan
- Promenta Research Center, Department of Psychology, Promenta Research Center University of Oslo Oslo Norway
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Hou J, Yu Q, Lan X. COVID-19 Infection Risk and Depressive Symptoms Among Young Adults During Quarantine: The Moderating Role of Grit and Social Support. Front Psychol 2021; 11:577942. [PMID: 33488448 PMCID: PMC7820677 DOI: 10.3389/fpsyg.2020.577942] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 11/25/2020] [Indexed: 12/27/2022] Open
Abstract
Prior research has demonstrated that the adverse consequences of the coronavirus disease 2019 (COVID-19) pandemic may go beyond its economic hardships and physical health concerns, having a significant influence on psychological distress for individuals under quarantine. Nevertheless, relatively little attention has been paid to exploring the risk and protective factors in the link between COVID-19 infection risk and psychological distress among young adults. Following a socioecological framework, the current study examines the moderating role of grit (perseverance and consistency) and social support in the association between COVID-19 infection risk and depressive symptoms. A sample of 1,251 young adults under home quarantine (62.6% female; M age = 20.92 years, SD = 1.47; age ranged from 18 to 25 years) was involved in this study, and they were asked to complete a set of self-reported questionnaires online. Results of a linear regression analysis exhibited that COVID-19 infection risk was positively associated with depressive symptoms in young adults in quarantine. Moreover, moderation analyses showed that this association was moderated by perseverance and social support. To be specific, for those reporting higher levels of social support, this linkage was not significantly positive; in contrast, for those reporting lower levels of social support, perseverance was a significant protective factor for depressive symptoms when young adults were exposed to a high infection risk of COVID-19. The current study suggests that greater social support is essential to helping young adults deal with possible negative emotions in the context of the COVID-19 pandemic. Moreover, university-based counseling services should pay specific attention to those young adults with relatively insufficient social support resources and low levels of perseverance.
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Affiliation(s)
- Jie Hou
- College of General Aviation, Jingchu University of Technology, Jingmen, China
| | - Qingyun Yu
- Counseling Center for Mental Health Education, Jingchu University of Technology, Jingmen, China
| | - Xiaoyu Lan
- Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy
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Parental Attachment and Problematic Internet Use among Chinese Adolescents: The Moderating Role of Gender and Grit. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17238933. [PMID: 33271793 PMCID: PMC7730796 DOI: 10.3390/ijerph17238933] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 11/25/2020] [Accepted: 11/27/2020] [Indexed: 11/17/2022]
Abstract
Problematic Internet use (PIU) is currently becoming a more serious public health concern, representing a deleterious effect on adolescent adaptive emotional and behavioral patterns. Given the prevalence of PIU and its deleterious impact on adolescents’ optimal functioning, it is valuable to investigate the risk and protective factors of PIU. Guided by a socio-ecological framework, the current study examines the associations of paternal attachment and maternal attachment with PIU among Chinese adolescents. Furthermore, this study investigates whether adolescents’ gender and grit moderate this association. A total of 2677 Chinese adolescents (56.5% girls; Mage = 15.56; SD = 1.57) was involved in this study. Adolescents were uniformly instructed to complete a battery of self-reported questionnaires. The results of linear regression analyses showed that paternal attachment and maternal attachment security were negatively related to PIU. Moreover, moderation analyses revealed that higher levels of grit buffered against boys’ PIU in the context of paternal attachment security and girls’ PIU in the context of paternal attachment insecurity. The current study suggests that parental attachment security plays an important role in mitigating the likelihood of Chinese adolescents’ PIU. Moreover, the buffering role of grit in PIU varies by the levels of paternal attachment security, depending on the adolescents’ gender.
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Banerjee I, Robinson J, Munoosingh B, Jain N, Amsadevi RS. Meaning of Success: perception of medical students, and faculty-A Qualitative Study from a medical school in Mauritius. Nepal J Epidemiol 2020; 10:905-914. [PMID: 33042594 PMCID: PMC7538011 DOI: 10.3126/nje.v10i3.28424] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Revised: 08/17/2020] [Accepted: 09/02/2020] [Indexed: 11/18/2022] Open
Abstract
Background The objective of this study was to find what undergraduate medical students and teaching faculty perceive success to be. Methods A descriptive phenomenological qualitative study was designed and conducted on faculty and medical students in Sir Seewoosagur Ramgoolam Medical College, Mauritius. NVivo 12 (Windows) Plus software was implemented for data analysis and thematic analysis was performed. Results The codes/nodes namely being: Satisfaction, Accomplishment, Actions, Motivations, Extrinsic Factors and Intrinsic Factors were identified in the transcribed data. Satisfaction was described as the positive emotions and notions intimately related as well as synonymously associated with success. Accomplishment as the attainment and fulfilment of any physical, mental, emotional, social, occupational, personal goal or desire by an individual. Actions was the arsenal of physical processes, acts of planning, goal setting or forethinking exercised by the individual. Motivations was the drive to attain the preset goal or notion be it positive or negative. This applies to factors that enable a subject to strive forwards. Extrinsic Factors were the external determinants and definition of success perceived by the subject. Intrinsic Factors were the subject's internal organic, comprehension and definition of success. The themes generated were: Products of Success, Mechanisms of Success and Concepts of success. Conclusion A tangible demarcation is noticeable between the preconceived general impression of success and the vast multifactorial cohort of intrinsic and extrinsic factors coupled to the highly emotional aspects which were brought forth.
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Affiliation(s)
- Indrajit Banerjee
- Department of Pharmacology, Sir Seewoosagur Ramgoolam Medical College, Belle Rive, Mauritius
| | - Jared Robinson
- Sir Seewoosagur Ramgoolam Medical College, Belle Rive, Mauritius
| | | | - Nidhi Jain
- Sir Seewoosagur Ramgoolam Medical College, Belle Rive, Mauritius
| | - Ramya S Amsadevi
- Sir Seewoosagur Ramgoolam Medical College, Belle Rive, Mauritius
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Exploring psychosocial adjustment profiles in Chinese adolescents from divorced families: The interplay of parental attachment and adolescent’s gender. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-01097-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Ma C, Ma Y, Lan X. A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence. Front Psychol 2020; 11:2055. [PMID: 33013521 PMCID: PMC7494807 DOI: 10.3389/fpsyg.2020.02055] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2020] [Accepted: 07/24/2020] [Indexed: 11/13/2022] Open
Abstract
Although prior research has extensively documented the correlates of growth mindset, little is known about its antecedents in undergraduate students. Guided by the self-determination theory, the current study investigated the association of perceived autonomy support (i.e., parental autonomy support and teacher autonomy support) with growth mindset and assessed whether sense of coherence mediated this association. A total of 1,030 Chinese undergraduate students (62.4% females; M age = 20.44, SD = 1.52) aged from 18 to 25 years were involved in this study; they were asked to fill out a set of self-reported questionnaires. Results of the structural equation modeling showed that sense of coherence fully mediated the association between parental autonomy support and growth mindset and between teacher autonomy support and growth mindset. More precisely, parental autonomy support and teacher autonomy support were each positively associated with sense of coherence, which in turn was positively related to growth mindset. The current findings further confirm the beneficial effect of autonomy support on individuals' adaptive skills in a collective cultural context, suggesting that autonomy-supportive parents and teachers can contribute to undergraduate students' growth mindset through the role of sense of coherence.
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Affiliation(s)
- Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
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Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176398. [PMID: 32887420 PMCID: PMC7504219 DOI: 10.3390/ijerph17176398] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 08/25/2020] [Accepted: 08/31/2020] [Indexed: 02/07/2023]
Abstract
Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (Mage = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.
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Feng L, Lan X. The Moderating Role of Autonomy Support Profiles in the Association Between Grit and Externalizing Problem Behavior Among Family-Bereaved Adolescents. Front Psychol 2020; 11:1578. [PMID: 32765361 PMCID: PMC7380171 DOI: 10.3389/fpsyg.2020.01578] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Accepted: 06/12/2020] [Indexed: 11/13/2022] Open
Abstract
Research has consistently documented that the death of a close family member can disrupt a family’s functional equilibrium and has a deleterious effect on adolescents’ adaptation; however, little attention has been paid to behavioral adaptation of adolescents after a loss in a collective setting. Attempting to fill this research gap, the objectives of the current study are: (1) to identify autonomy support profiles based on two centered figures (parents and head teachers) and (2) to examine whether these emerging profiles may moderate the association between the two dimensions of grit (perseverance and consistency) and externalizing problem behavior in Chinese family-bereaved adolescents. A total of 763 family-bereaved adolescents aged from 13 to 18 years (60.3% girls; Mage = 15.74; SD = 1.53) were involved in the current study; they were asked to fill a battery of self-report questionnaires. A latent profile analysis revealed three autonomy support profiles: high parental autonomy support–high teacher autonomy support (HPHT; n = 598), high parental autonomy support–low teacher autonomy support (HPLT; n = 34), and low parental autonomy support–low teacher autonomy support (LPLT; n = 131). Moreover, results from linear regression analyses, after controlling for relevant bereavement variables, sociodemographics, and social desirability, showed that perseverance and consistency were negatively related to externalizing problem behavior for adolescents within the HPHL profile; nevertheless, the association between perseverance and externalizing problem behavior turned to be positive for adolescents within the HPLT profile. The current study sheds light on the variability of the association between grit and family-bereaved adolescents’ behavioral adaptation and further enriches the beneficial effect of autonomy support on adaptive functions in a collective cultural setting. The interplay between grit and autonomy support from parents and teachers has a significant influence on buffering externalizing problem behavior among family-bereaved adolescents.
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Affiliation(s)
- Lijuan Feng
- Student Mental Health Education and Counseling Center, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Faculty of Psychology, Beijing Normal University, Beijing, China
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19
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Hessels J, Rietveld CA, van der Zwan P. The Relation Between Health and Earnings in Self-Employment. Front Psychol 2020; 11:801. [PMID: 32528341 PMCID: PMC7265642 DOI: 10.3389/fpsyg.2020.00801] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Accepted: 03/31/2020] [Indexed: 11/13/2022] Open
Abstract
Multiple studies have shown that, on average, the self-employed are healthier than wage workers. The link between the health of self-employed individuals and their financial performance in terms of earnings is, however, less understood. Based on human capital theory, we expect a positive link between health and earnings among the self-employed. For two reasons we expect the relationship between health and earnings to be stronger for the self-employed than for wage workers. First, the self-employed can more easily adapt their production activities such that they yield the highest returns to their human capital, including their health. Second, in the short term, the earnings of the self-employed are more dependent on the ability to work than the wages of wage workers. Our empirical analysis draws on data from the Household, Income and Labor Dynamics in Australia (HILDA) survey, a longitudinal dataset (2001–2017). Our outcome variable is an individual’s total income derived from wage work and/or running a business. Health is measured using multi-item constructs for General health, Physical health, and Mental health from the Short Form Health Survey (SF-36). We distinguish between wage workers and self-employed individuals with and without employees. Fixed-effects regressions reveal a significant positive relationship between health and earnings in self-employment as well as in wage work. As expected, this relationship is significantly stronger in self-employment than in wage work (for General health and Physical health, but not for Mental health). The latter result holds particularly for self-employment without employees. We provide evidence that the higher returns can be partly explained by the fact that the earnings in self-employment are more dependent on the ability to work (as proxied by the number of working hours) than earnings in wage work. We also find a negative relationship between health and job termination. Again, this relationship is stronger for the self-employed (without employees) than for wage workers (for General health and Mental health, but not for Physical health).
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Affiliation(s)
- Jolanda Hessels
- Department of Applied Economics, Erasmus School of Economics, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Cornelius A Rietveld
- Department of Applied Economics, Erasmus School of Economics, Erasmus University Rotterdam, Rotterdam, Netherlands.,Erasmus University Rotterdam Institute for Behavior and Biology, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Peter van der Zwan
- Department of Business Studies, Leiden Law School, Leiden University, Leiden, Netherlands
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Ma C, Ma Y, Lan X. The Moderating Role of Social Identity and Grit in the Association Between Parental Control and School Adjustment in Chinese Middle School Students. Front Psychol 2020; 11:677. [PMID: 32390907 PMCID: PMC7193867 DOI: 10.3389/fpsyg.2020.00677] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Accepted: 03/19/2020] [Indexed: 01/04/2023] Open
Abstract
Although the proliferation of empirical research has documented the association between parental control and school adjustment, findings of this linkage are still inconclusive. Moreover, fewer efforts have been made to address this association in middle school students. Guided by an ecological framework, the current study aimed to integrate the conflicting findings into a coherent body of knowledge, paying particular attention to two research purposes: (a) to examine the association between parental control and three objective indicators of school adjustment (social competence, academic grades, and peer acceptance) and (b) to explore whether this association was moderated by individual characteristics of social identity and grit. A total of 120 Chinese middle school students (42.5% females) aged between 13 and 15 years old were recruited for this study, and research data were gathered from multiple sources. To be specific, students were asked to complete a set of self-report questionnaires concerning parental control, social identity, and grit. Meanwhile, school-related social competence was rated by head teachers; academic grades were obtained from school records; and peer acceptance was assessed by sociometric nominations. The results from hierarchical regression analyses showed that parental control was negatively associated with academic grades. Moreover, when reporting higher levels of social identity, parental control was negatively related to social competence and peer acceptance for those students with lower levels of grit. Our findings suggest that parental control can dampen middle school students' academic performance, and low levels of grit can magnify the detrimental effect of parental control on social competence and peer acceptance in middle school students who regard themselves as closely connected to social groups.
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Affiliation(s)
- Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
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21
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Lan X, Wang W. Is early left-behind experience harmful to prosocial behavior of emerging adult? The role of parental autonomy support and mindfulness. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00706-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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22
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Cui G, Lan X. The Associations of Parental Harsh Discipline, Adolescents' Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents. Front Psychol 2020; 11:323. [PMID: 32231610 PMCID: PMC7083215 DOI: 10.3389/fpsyg.2020.00323] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Accepted: 02/11/2020] [Indexed: 01/11/2023] Open
Abstract
Although the association between parental harsh discipline and aggressive behavior in adolescence has been well established, little attention has been paid to early adolescence. Moreover, the risk and protective factors (the interplay of parents' and adolescents' gender, the role of grit) in this association during this period are still less explored in the literature. Guided by a socioecological framework, the current study (more exploratory in nature) identified the grit profiles based on two dimensions (i.e., perseverance and consistency) in a sample of Chinese early adolescents; likewise, this study further investigated gender-specific patterns and the moderating role of grit profiles in the association between parental harsh discipline and aggressive behavior. A total of 1,156 Chinese early adolescents (46.5% girls) were involved in this study and completed a set of self-report questionnaires. Latent profile analysis revealed three profiles of grit: low perseverance and low consistency, high perseverance and low consistency, and high perseverance and high consistency. Moreover, linear regression analysis indicated that paternal and maternal harsh discipline were each positively associated with aggressive behavior. The positive association between paternal harsh discipline and aggressive behavior was only significant for adolescent boys with low levels of perseverance and consistency; in contrast, the positive association between maternal harsh discipline and aggressive behavior was significantly stronger for adolescent boys with high levels of perseverance and consistency. These findings suggest that parental harsh discipline presents a risk factor for aggressive behavior, especially for adolescent boys in early adolescence; such a vulnerable effect is more heightened for those with low levels of perseverance and consistency. In addition, although grit is assumed to be a positive personal attribute, maternal harsh discipline to boys in the Chinese family context may disturb their positive development pathway during early adolescence, which is highly discouraged.
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Affiliation(s)
- Guanyu Cui
- Department of Psychology, School of Education, Wenzhou University, Wenzhou, China
| | - Xiaoyu Lan
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Department of Developmental Psychology and Socialization, University of Padova, Padua, Italy
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Jin H, Wang W, Lan X. Peer Attachment and Academic Procrastination in Chinese College Students: A Moderated Mediation Model of Future Time Perspective and Grit. Front Psychol 2019; 10:2645. [PMID: 31849764 PMCID: PMC6902009 DOI: 10.3389/fpsyg.2019.02645] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Accepted: 11/08/2019] [Indexed: 11/13/2022] Open
Abstract
Although prior research has considerably documented the prevalence and correlates of academic procrastination in college students, relatively little is known about the role of longer volitional processes of goal striving, such as grit, on academic procrastination; moreover, the knowledge about direct and interactive effects of social context and personal characteristic on facilitating grit, which in turn mitigate academic procrastination, are still underexplored. Given these gaps in the existing literature, the current study, more exploratory in nature, investigates a moderated mediation model of future time perspective and grit in the association between peer attachment and academic procrastination in Chinese college students. A total of 1,098 undergraduate students (43.2% girls) aged from 18 to 25 were involved in the current study, and participants were asked to fill in a battery of self-report questionnaires. Results indicated that (a) peer attachment was negatively and significantly associated with academic procrastination; (b) grit partially mediated the association between peer attachment and academic procrastination; more precisely, peer attachment was positively associated with grit, which in turn was negatively linked to academic procrastination; and (c) future time perspective moderated the association between peer attachment and grit; more specifically, for students with low levels of future time perspective, the association between peer attachment and grit turned out to be significantly negative. These findings suggest that interventions targeting the enhancement of peer attachment and grit may prevent or reduce academic procrastination, and college students who regard future orientation as pessimistic should be paid specific attention by university-based counseling services.
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Affiliation(s)
- Hexiang Jin
- Student Mental Health Education and Counseling Center, Northwest Minzu University, Lanzhou, China
| | - Wenchao Wang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xiaoyu Lan
- Faculty of Psychology, Beijing Normal University, Beijing, China
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