How Does Trait Mindfulness Weaken the Effects of Risk Factors for Adolescent Smartphone Addiction? A Moderated Mediation Model

As a psychological resource of individuals, trait mindfulness is valuable in facilitating individuals to maintain attention intensity, increase efficiency, and alleviate stress and depression. It can also buffer against the risk factors of addictive behaviors. However, applied research combining trait mindfulness and smartphone addiction with the use of psychological resources is relatively scarce and needs further examination. We constructed a moderated mediation model based on compensatory Internet use and conservation of resources theory (OCR) to examine the effects of social anxiety on adolescent smartphone addiction and to describe how trait mindfulness "works" and "in what contexts it works better". We analyzed 1570 adolescent subjects through a multistage stratified sampling method. Our findings revealed that social anxiety positively predicted smartphone addiction, while trait mindfulness was negatively associated with it. Furthermore, trait mindfulness mitigated smartphone addiction by reducing social anxiety, suggesting a mediating effect of social anxiety on this relationship. Meanwhile, the mediating effect was more pronounced among adolescents with left-behind experience; we found that left-behind experience partially moderated the relationship between social anxiety and smartphone addiction. Adolescents with left-behind experience had more significant compensatory media use with a higher risk of smartphone addiction. This study highlights the potential protective role of trait mindfulness in the development and maintenance of adolescent smartphone addiction. It provides empirical support for applying resource conservation theory and stress buffering theory in this context.

Gender differences and left-behind experiences in the relationship between gaming disorder, rumination and sleep quality among a sample of Chinese university students during the late stage of the COVID-19 pandemic

Background and aims

Studies have shown that gaming disorder (GD) is associated with rumination and poor sleep quality. However, the reciprocal relationship between GD, rumination and sleep quality is unclear. Moreover, the differences between gender and between left-behind experiences in the aforementioned relationship remain unknown. Therefore, the present study examined gender differences and left-behind experiences in the relationship between GD, rumination, and sleep quality among a sample of Chinese university students during the late stage of COVID-19 pandemic using a network analysis approach.

Methods

A cross-sectional online survey of 1,872 Chinese university students was conducted comprising demographic information (age, gender, and left-behind experience), gaming experience, gaming frequency, Gaming Disorder Test (GDT), Short Version of Rumination Response Scale (RRS), and Pittsburgh Sleep Quality Index (PSQI).

Results

Among Chinese university students, the prevalence of (i) GD was 3.5% and (ii) sleep disturbance was 14%. GD had positive and weak connection with rumination and sleep quality in the domain-level relational network. The network structures and global strengths both showed no significant differences between gender and between left-behind experiences. The nodes gd3 ("continuation or escalation of gaming") and gd4 ("gaming problems") had the strongest edge in the network.

Conclusion

The results suggest reciprocal relationships between GD, rumination, and sleep quality. Gender and left-behind experiences did not influence the reciprocal relationship between GD, rumination, and sleep quality during the late stage of COVID-19 pandemic. Using network analysis, the findings provide novel insights that rumination and sleep quality may have interacted with GD among Chinese students during the late stage of COVID-19 pandemic. Reducing or eliminating negative rumination may decrease GD and improve sleep quality. Moreover, good sleep quality contributes to positive rumination which may decrease the risk of GD among Chinese university students.

Parental neglect, anxious attachment, perceived social support, and mental health among Chinese college students with left-behind experience: A longitudinal study

The harm of childhood parental neglect to emerging adults' maladjustment has garnered empirical support. For college students who have left-behind experience (LBE), this relationship is rarely discussed and the psychological process underlying this relationship is not well understood. Using a longitudinal study and guided by the Risky Families model, this study aimed to explore the mediating roles of anxious attachment and perceived social support in the link between parental neglect and maladjustment of LBE college students. We used two-wave longitudinal data, with a time lag of 3 months, collected among Chinese college students with LBE in Chongqing (N = 391). The results revealed that parental neglect in wave one was positively associated with maladjustment (depression, anxiety, and stress) in wave two. Anxious attachment and perceived social support in wave two separately mediated the relationship between parental neglect in wave one and maladjustment in wave two. Anxious attachment and perceived social support in wave two only sequentially mediated the pathway from parental neglect to later depression. These findings emphasize the importance of anxious attachment and social support in resilience and have significant implications for LBE college students' social work practice in China.

Left-behind experience and language proficiency predict narrative abilities in the home language of Kam-speaking minority children in China

Introduction

Studies have documented that child experiences such as external/environmental factors as well as internal factors jointly affect acquisition outcomes in child language. Thus far, the findings have been heavily skewed toward Indo-European languages and children in the Western, educated, industrialized, rich and democratic (WEIRD) societies. By contrast, this study features an understudied minority language Kam, and a group of so-called left-behind children in China growing up in a unique social-communicative environment.

Methods

Fifty-five bilingual children aged 5-9 acquiring Kam as home language were assessed using the Multilingual Assessment Instrument for Narratives (LITMUS MAIN). Twenty-three "two parents-left" children (mean age = 6;8, range: 5;0-9;2) remained in rural areas while both parents went to cities for employment, and they were raised by their grandparents. Thirty-two were "one parent-left" peers (mean age = 7;3, range: 5;0-9;3) who also resided in rural areas but were raised by one parent. Oral narrative texts were analysed for macrostructure based on story structure (SS), story complexity (SC) and internal state terms (IS). The study examined whether and how narrative production is predicted by internal factors such as chronological age and linguistic proficiency of a child and an external factor such as left-behind experience. Four measures were scored as outcome measures: SS, SC, IS type, IS token. Four measures were taken as predictors: chronological age, left-behind experience, scores in a lexical production task, and scores in a sentence repetition task tapping expressive morphosyntactic competence.

Results

Results showed that left-behind experience consistently predicted all four outcome measures, where the "two parents-left" children scored significantly lower than their "one parent-left" peers. Expressive vocabulary scores predicted three measures: SS, SC, and IS Token. Expressive morphosyntactic scores predicted SS and SC. Age, by contrast, did not predict any outcome measure.

Discussion

These findings suggested that being left-behind by both parents may be a negative prognostic indicator for the development and maintenance of heritage language abilities in ethnic minority children. We further discussed the conceptual significance of what it means for a child to be left-behind, by relating to more basic external factors in language development, including caregiver educational level, and amount of home language and literacy support by the caretakers.

Self-compassion and depression in Chinese undergraduates with left-behind experience: Mediation by emotion regulation and resilience

OBJECTIVES

The protective role of self-compassion in emerging adult depression has garnered empirical support. It makes more sense to understand the psychological processes underlying this relationship. Based on the stress appraisal patterns, the present study examined the mediating roles of emotion regulation (ER) and resilience in the link between self-compassion and depression among college students with left-behind experience (LBE).

METHODS

A total of 391 LBE college students (M_age  = 18.43 years; SD = 0.79 years) in Chongqing reported their demographic information and self-compassion (the Self-Compassion Scale) level at baseline (T1) and reported their levels of ER (the Emotion Regulation Scale), resilience (the Connor-Davidson Resilience Scale), and depression (the Depression-Anxiety-Stress Scale) 3 months later (T2).

RESULTS

The results revealed that (a) both ER (cognitive reappraisal and expressive suppression) and resilience separately mediated the association between self-compassion and depression; (b) cognitive reappraisal and resilience sequentially mediated this association.

CONCLUSIONS

These findings reveal the underlying mechanisms of the associations between self-compassion and depression among LBE college students and have implications for interventions aimed at mitigating their depression.

The Role of Self-Esteem in the Relationship Between Psychological Capital and Anxiety of Left-Behind Experience College Students During COVID-19 Pandemic: An Online Study

Background

There is growing evidence that the COVID-19 pandemic has had a dramatic impact on public mental health. However, less attention has been paid to left-behind experience college students (LBEs). This online study aimed to investigate the relationship between psychological capital (PsyCap) and anxiety among LBEs during COVID-19 pandemic, and further analyze the mediation role of self-esteem between them.

Methods

A total of 9990 students were chosen using the stratified cluster sampling method. Three self-reported questionnaires were used to assess the PsyCap, self-esteem, and anxiety, respectively. All the statistical analyses were conducted using SPSS 23.0 and R, and to further investigate the mediation effect of self-esteem in the association of PsyCap with anxiety, AMOS 23.0 was used to build a structural equation model.

Results

PsyCap, self-esteem, and anxiety were significantly correlated among LBEs during the COVID-19 pandemic. PsyCap affects anxiety directly (β = -0.22, SE = 0.051, 95% CI: -0.27, -0.17, P < 0.05). In addition, self-esteem partially mediated the relationship between PsyCap and anxiety (mediating effect value = -0.16, 95% CI: -0.20, -0.13, P < 0.05).

Conclusion

During the pandemic of COVID-19, left-behind experience had a negative influence on the PsyCap and self-esteem of college students. In addition, for LBEs, self-esteem plays an important mediating role between PsyCap and anxiety. Therefore, from the perspective of PsyCap and self-esteem, schools should translate them into practical educational strategies to enhance the mental health and mitigate the anxiety levels of LBEs.

Left-Behind Experience and Behavior Problems Among Adolescents: Multiple Mediating Effects of Social Support and Sleep Quality

Purpose

Adolescence has always been a period prone to behavior problems. Some studies have shown that left-behind experience, social support, and sleep quality are all crucial factors influencing behavior problems, but the mechanisms of how they are influenced are unclear. This cross-sectional study investigated the prevalence of behavior problems among school-aged adolescents and explored the mediating role of social support and sleep quality in the association between left-behind experience and behavior problems.

Patients and Methods

A total of 738 school adolescent students completed this questionnaire. We collected basic information about the participants using a general demographic scale and assessed their sleep quality, social support, and behavioral problems using the Pittsburgh Sleep Quality Index scale, Social Support Rating Scale, and Strengths and Difficulties Questionnaire. The multiple mediating effects of sleep quality and social support were examined by path analysis.

Results

Among 738 school-aged adolescent students who completed the survey, a total of 198 students had behavior problems, with an overall prevalence of 26.8%. In the multiple mediation model, the mediation effect of social support and sleep quality on left-behind experience to behavior problems was 56.7% (direct effect: standardized estimate=0.946, indirect effect: standardized estimate=1.239). The model was a saturated model, and fit was no longer considered.

Conclusion

We found that social support and sleep quality had a series of multiple mediating effects in the pathway from left-behind experience to behavior problems, and both significantly moderated behavior problems. Therefore, we suggest that we should pay more attention to students' psychological status and improve their use of social support for left-behind adolescents, in addition to giving more external social support. And paying attention to their sleep problems to reduce the occurrence of behavior problems, considering that their psychological development is not mature.

Long-term effects of left-behind experience on adult depression: Social trust as mediating factor

Background

Despite much attention paid to the mental health of left-behind children, there has not been sufficient research on whether and how left-behind experiences have long-term effects on adults among the general population. This paper aims to evaluate the long-term effects of left-behind experience on adult psychological depression.

Methods

By using the China Labor-force Dynamics Survey in 2018 (CLDS 2018), we assessed depression by the Center for Epidemiological Studies, Depression Scale (CES-D) and used a cut-off score of 20 for detecting depression (Yes = 1, No = 0). The Binomial logistic regression was used to compare the odds ratio across groups. We used the KHB method in the mediation analysis, to measure the indirect effect of social trust on the relationship between left-behind experience and depression.

Results

The rate of depression (χ2 = 17.94, p < 0.001) for the children who have left-behind experience (LBE) (10.87%) was higher than the children who have non-left-behind experience (N-LBE) (6.37%). The rate of social trust (χ2 = 27.51, p < 0.001) of LBE (65.70%) was lower than N-LBE (75.05%). Compared with the other three groups, left-behind experience occurred in preschool (OR = 2.07, p < 0.001, 95% CI = [1.45, 2.97]) was more likely to suffer from depression. The indirect effect of social trust (OR = 1.06, p < 0.01, 95% CI = [1.02, 1.10]) is significantly on the relationship between LBE and psychological depression, with the total effect (OR = 1.71, p < 0.001, 95% CI = [1.27, 2.31]) and direct effect (OR = 1.62, p < 0.01, 95% CI = [1.20, 2.18]) are both significantly. The proportion of indirect effect in the total effect is 10.69%.

Conclusion

The left-behind experience that occurred in childhood has a significantly negative effect on adult psychological depression, in which preschool left-behind experience played the most critical role. Social trust is the mediating factor associated with left-behind experience and psychological depression. To mitigate the long-term effects of the left-behind experience on psychological depression, parents need to be prudent about the decision-making of migration in the preschool stage of their children. and subsequent policies should strengthen social work targeting vulnerable youth groups especially those with left-behind experience at an early age in terms of their psychological depression.

The Impact of Childhood Left-Behind Experience on the Mental Health of Late Adolescents: Evidence from Chinese College Freshmen

A paucity of public service afforded to migrant workers often begets a wide range of social problems. In China, hundreds of millions of migrant worker parents have to leave children behind in their hometowns. This paper investigated the long-term effects of the childhood experience of being left behind on the mental well-being of late adolescents. Mandatory university personality inventory (UPI) surveys (involving psychosomatic problems such as anxiety, depression, and stress) were conducted at a university in Jiangsu, China, during 2014–2017. The study sample consisted of 15,804 first-year college students aged between 15 and 28 years. The PSM method and the OLS regression model were employed. Controlling for the confounding factors (gender, age, single-child status, hometown location, ethnicity, and economic status), our empirical investigation demonstrated that childhood left-behind experience significantly worsened the mental health of the study sample, increasing the measure of mental ill-being by 0.661 standard deviations (p < 0.01). Moreover, the effects were consistently significant in subsamples divided by gender, single-child status, and hometown location; and the effects were greater for females, single-child students, and urban residents.

Relationship Between Childhood Left-Behind Experience and Quality of Life Among Chinese University Freshmen: Place of Origin Matters

Background: Childhood left-behind experience (LBE) has a long-term detrimental effect on the mental health of Chinese University students, but it remains unclear whether childhood LBE negatively impacts the quality of life (QOL) of University students and whether the LBE-QOL association differs between students of rural origin and students of urban origin. This study examined the LBE-QOL relationship and the interactive effect between LBE and place of origin on QOL among Chinese University freshmen. Methods: By using a two-stage random cluster sampling approach, a total of 5,033 freshmen were recruited from two comprehensive universities. The students completed an online, self-administered questionnaire that included sociodemographic variables, a 2-week physical morbidity assessment, and assessments of depressive symptoms, academic stress, and QOL. The Chinese six-item QOL scale was used to assess QOL. Multiple linear regression was used to test the independent LBE-QOL association and the interaction between LBE and place of origin. Results: Students with childhood LBE had significantly lower QOL scores than those without LBE (60.1 ± 13.1 vs. 64.3 ± 11.7, p < 0.001). After adjusting for the potential confounding effects of other sociodemographic variables, 2-week physical morbidity, depressive symptoms, and academic stress, childhood LBE was significantly associated with a lower QOL score (β: -3.022, p < 0.001) and the LBE-place of origin interaction was still significantly associated with the QOL score (β: -2.413, p < 0.001). Overall, compared to non-LBE, LBE was associated with a QOL score decrease of 5.93 among freshmen of urban origin and of 3.01 among freshmen of rural origin. Conclusion: In Chinese University freshmen, childhood LBE is independently associated with poor QOL, and the LBE-QOL association is greater among freshmen from urban backgrounds than among freshmen from rural backgrounds.

The relationship between left-behind experience and obsessive-compulsive symptoms in college students in China: the mediation effect of self-esteem

The number of left-behind children in China is gradually increasing, and college students with left-behind experience (LBE) have more severe mental health problems. The aim of this study was to evaluate the association of LBE and the obsessive-compulsive (OC) symptoms of college students, explore the mediation role of self-esteem in the relationship between them. A total of 4145 college students were recruited in Anhui province, China. The Chinese Obsessive-Compulsive Inventory-Revised (OCI-R) and Rosenberg Self-Esteem Scale (RSES) were used to measure OC symptoms and self-esteem. Bootstrap program was used to test the mediation effect. The results showed that the detection rate of OC symptoms was 24.1%. Multiple linear regression analyses found that LBE was positively associated with OC symptoms (t = 2.928, p = 0.003). High self-esteem scores in college students were significantly associated with a lower probability of OC symptoms (t = -17.023, p < 0.001). Furthermore, the test of Bootstrap showed that the indirect effect of self-esteem between LBE and OC symptoms was significant for 95% CI (LLCI = 0.3586, ULCL = 0.7264) and the mediation effect was 0.5396. The ratio of the indirect effect to the total effect was 0.408. OC symptoms were common mental health problems among college students. LBE had a positive predictive effect for OC symptomsand self-esteem plays a mediating role between them. Improving self-esteem will be beneficial to prevent and control the OC symptoms of college students.

The Influence of Left-Behind Experience on College Students' Mental Health: A Cross-Sectional Comparative Study

China’s rapid development and urbanization have created large numbers of migrant laborers, with increasing numbers of young adults and couples migrating from rural areas to large cities. As a result, a large number of children have become left-behind children (LBC), who were left behind in their hometown and cared for by one parent, grandparents, relatives or friends. Some of these LBC have a chance to be college students, who are called college students with left-behind experience. Some studies have indicated that the absence of these college students’ parents during childhood may cause them to have some mental health problems. Therefore, we want to examine the effects of left-behind experience on college students’ mental health and compare the prevalence of mental health problems in left-behind students and control students (without left-behind experience). For this purpose, a cross-sectional comparative survey was conducted in a coastal city of Shandong province, Eastern China. First, 1605 college students from three universities (national admissions) were recruited, including 312 students with left-behind experience and 1293 controls. Their mental health level was measured using Symptom Check-list 90 (containing ten dimensions: somatization, obsessive-compulsion (OCD), interpersonal sensitivity, depression, anxiety, hostility, terror, paranoia, psychoticism, and other symptoms). The results showed that left-behind experience was a significant risk factor for the mental health problems of college students (OR = 2.27, 95%CI: 1.73 to 2.97). A comparison of the two groups, after controlling the confounding factors using the coarsened exact matching (CEM) algorithm, showed that the prevalence of mental health problems was 35.69% (n = 311) among the left-behind students, while it was 19.68% (n = 1194) among the controls. The two groups were significantly different in terms of these ten dimensions of the SCL-90 scale (p < 0.001), and the prevalence of each dimension among the left-behind students was consistently higher than that among the controls. In addition, different left-behind experiences and social supports during childhood had different effects on mental health problems.

The Psychological Capital of Left-Behind University Students: A Description and Intervention Study From China

The migrant worker phenomenon in China has negatively impacted the psychological development of these workers' children, whom researchers have termed “left-behind children” (LC) or university students with left-behind experience (USWL). Since USWL are the best among the LC in some sense, we decided to perform two investigations to determine if they might possess unique positive psychological capital factors. Study 1 aimed to explore the development of the psychological capital of USWL, and Study 2 utilized a group intervention design to improve USWL psychological capital. A questionnaire was administered to 281 USWL and 284 control university students in study 1. The results showed that the psychological capital of USWL was moderate, and their self-efficacy, optimism, hope, and overall psychological capital were significantly lower than those with no left-behind experience. However, their psychological resilience was remarkably higher than those who were not left behind. It also suggested that some demographic factors such as gender, grade, only child status, student leadership experience, reunion frequency with parents, and relationship with guardians significantly influence the psychological capital of USWL. In Study 2, a single-factor interventional experimental design based on the psychological capital intervention theory (PCI) was conducted in 73 USWL (38 in the experimental group, 35 in the control group). There were significant post-test differences between groups. Both the pre- and post-test results differed greatly in the experimental and control groups. Overall, our findings indicate that although the left-behind experience in childhood moderately impairs psychological capital development, it also fosters resilience. The psychological intervention based on PCI is an effective “remedy scheme” to improve their psychological capital qualities.

Young people with left-behind experiences in childhood have higher levels of psychological resilience

This study investigated the development of psychological capital and its relationship with adult attachment in Chinese college students with left-behind experiences in childhood. The results show that the psychological capital of left-behind experiences in childhood was moderate, and their self-efficacy, optimism, hope, and overall psychological capital were significantly lower than those without left-behind experiences. However, their psychological resilience was remarkably higher than the latter. As for adult attachment, their attachment anxiety and attachment avoidance were also remarkably higher. The findings suggest that left-behind experiences impaired the development of the emotional-motivation system of left-behind experiences in childhood, but facilitated the development of their survival-protection system.

[Research on life events and depression of college students with lift-behind experience in Hebei Province]

OBJECTIVE

To explore the status of life events and its relationship with depression of college students from rural areas with left-behind experience, so as to provide evidence for psychological intervention.

METHODS

In 2015 May-July, a total of 682 rural undergraduate in four regular colleges( all of them are unified national admission universities) recruited from four cities in Hebei Province. Chengde City, Baoding City, Qinhuangdao City, and Handan City are in the north, middle, east and south of Hebei Province, respectively. Each city was selected one regular college. A multi-stage stratified cluster sampling was used to select 682 participants, who are evaluated by questionnaires( Center for Epidimiologic Studies Depression Scale, Adolescent Self-rating Life Events Check List). According to the presence of left-behind experience in childhood, they can be divided into two groups, students with left-behind experience and students with no leftbehind experience. The group which has 137 students with left-behind experience includes51 boys and 86 girls. The group which has 545 students with no left-behind experience includes 210 boys and 335 girls.

RESULTS

For the college students with left-behind experience, the common life events were studying pressure, interpersonal relationship and health adaptation. Those college students with left-behind experience had significant difference from those who hadn't such an experience in punishment and other factors of life events( t followed by 2. 158 and 3. 020, P < 0. 05). The depression levels of the college student with left-behind experience and no left-behind experience were( 36. 92 ±8. 96) and( 33. 71 ± 8. 16), respectively. Those college students with left-behind experience had significant difference from those who hadn 't such an experience in depression( t = 3. 297, P < 0. 05). 3. Correlative analysis indicated six factors of life events of college students with left-behind experience had remarkably positive relevance with depression( r followed by 0. 446, 0. 466, 0. 371, 0. 246, 0. 427 and 0. 378, P < 0. 01). Regression analysis implied study pressure( β = 0. 329) and healthy adaptation( β =0. 240) of life events of college students with left-behind experience assumed predictive role for depression( R2= 0. 242).

CONCLUSION

Those college students with left-behind experience are more susceptible to feel the negative life events. Life events have much effect on depression.