The growing emphasis on family education has drawn increasing scholarly attention to parental involvement and family education choices, yet prior literature remains limited in its systematic analysis of their relationship. This study uses large‐scale survey data to empirically uncover the basic characteristics and relationships of parental involvement behaviors and family education choices, with a particular focus on differences in these behaviors across children of different genders and grades, thereby enriching the existing literature with valuable evidence from China. Descriptive statistical results reveal that Chinese parents score relatively high on overt behaviors related to their children’s academic and school social relationships, as well as active home–school communication while family discussion on children’s internal emotional needs requires strengthening. Difference tests show parental involvement behaviors and family education choices exhibit significant differences across child gender and grade levels. Specifically, parents allocate greater resources to family supervision and home–school communication for males and invest more in family discussion for females. Parents prioritize family supervision and family discussion more for children in grade 7, and they allocate more resources to extracurricular tutoring choices and home–school communication behaviors for children in grade 9. Model estimation results indicate that giving instruction on homework and discussing children’s worries and troubles are linked to a lower probability of enrolling children in extracurricular tutoring. These findings deepen the understanding of the relationships between parental involvement and family education variables within China’s educational context, providing guidance for formulating rational strategies in family education practices.

This qualitative study explores how academic self‐efficacy shapes the construction of academic identity among doctoral students in China. Drawing on 25 in‐depth interviews with doctoral students from diverse disciplines, the study identifies four primary sources of academic self‐efficacy: past successful experiences, academic ability mirroring, feedback from significant others, and physical and psychological states. The findings reveal that academic self‐efficacy plays a dual role in the identity formation process. On the one hand, a stable sense of academic self‐efficacy functions as a pulling force, encouraging students to internalize the role of researcher and to align psychologically with the academic community. On the other hand, insufficient self‐efficacy acts as a pushing force, leading to academic identity confusion and emotional struggles resembling impostor syndrome. These findings underscore the importance of fostering supportive yet autonomy‐enhancing academic environments. The study contributes to the understanding of academic identity development by highlighting the psychological mechanisms through which self‐efficacy influences identity construction.

The study was aimed at identifying the trajectory patterns of academic efficacy among Chinese college students, analyzing the factors related to different trajectory subgroups, and discussing the impact of different trajectory subgroups on anxiety symptoms. We used data from a 4‐year longitudinal survey of Chinese college students to collect students′ academic self‐efficacy and anxiety symptoms. Data analysis methods included the quadratic growth mixture model, the multinomial logistic regression model, and the Kruskal–Wallis test. The results showed that we identified three trajectory patterns of college students′ academic self‐efficacy: resilient (78.8%), growing (19.7%), and declining (1.5%). Gender, perceived health status, family social status, and family economic status were associated with different trajectory groups. In addition, the average scores of anxiety symptoms among different trajectory groups were significantly different, and the changes in anxiety subgroups showed an overall opposite trend to the academic self‐efficacy subgroups. Lastly, we believed that identifying trajectory groups of academic self‐efficacy and related factors of different subgroups was meaningful for educational reforms. In particular, educators should pay more attention to the academic self‐efficacy and mental health of students in the declining and growing groups.

Background Academic performance is closely linked to mental health, with psychopathology and subjective well‐being (SWB) being significant predictors. While the individual relationships between these factors have been studied, their simultaneous influence on academic performance remains underexplored. Methods This cross‐sectional study included 2951 high school students from public, subsidized, and private schools across Chile. Data were collected using self‐report questionnaires assessing depressive symptoms (DS), SWB, emotional problems (EP), and behavioral problems (BP). Structural equation modeling (SEM) was employed to analyze the relationships among these variables and their impact on academic performance, measured by grade point average (GPA). Results The findings revealed significant correlations between DS, SWB, EP, and BP. Specifically, SWB was negatively associated with EP and BP, with a stronger correlation observed for EP. SEM analysis indicated that BP had a greater negative impact on GPA compared with EP. Positive associations were found between SWB and GPA, but these were weaker than the negative associations with EP and BP. Conclusions Mental health, particularly BP, plays a critical role in academic performance. Enhancing SWB and addressing EP and BP through targeted interventions could improve academic outcomes. The study highlights the need for a comprehensive approach to adolescent mental health that considers both positive and negative aspects to support academic success.

Background: The correlation between academic performance and educational support environments is crucial for student wellbeing, as highlighted by recent educational reports.Aims: This study introduces and validates the Experience of Academic Wellbeing Index (EAWI), designed to assess three dimensions of academic experience: presage (personal and contextual regulation), process (regulation in the teaching–learning process) and product (physical and psychological health). Additionally, the predictive relationship with psychological wellbeing and flourishing was tested.Sample: The sample consisted of 565 university students aged 18–25 from various disciplines, providing a broad base for analysis.Methods: Employing an ex post facto design, participants completed three validated instruments over 3 months and two inventories on psychological wellbeing and flourishing at the end. Structural validity, reliability and predictive analyses (ANOVA and MANOVA) were conducted.Results: The EAWI proved to be a reliable psychoeducational construct, significantly predicting psychological wellbeing and flourishing amongst students. It effectively measured the intended variables, confirming its structural validity.Conclusions: The EAWI is applicable in university settings for assessing and enhancing student academic wellbeing. Its effectiveness in diverse educational contexts warrants further investigation.

The growing popularity of manga/anime has drawn increasing attention to their potential influence on adolescent behaviour, particularly through its portrayal of aggression. Despite the well‐known symbolic modelling or social learning of aggression, no systematic review has examined the violent content in manga/anime and its association with adolescents′ aggression. This review fills this gap. Systematic searches of eight databases identified eight studies, comprising four qualitative and four quantitative research design. Data collection followed PRISMA guidelines, data coding adhered to COSMIN requirements. Quality assessment was conducted using three recommended tools. Our review revealed five themes: (i) adolescents′ perceptions of violent content, (ii) the frequency of violent content, (iii) violent content in manga/anime, (iv) association between violent content and aggressive behaviour and (v) gender differences in responses. Our findings showed that shonen genres often feature aggressive content, strongly linked to increased physical aggression in males, who prefer action‐packed narratives. Females lean towards emotionally driven stories. Many adolescents distinguish between fiction and reality, understanding that anime′s aggression does not justify real‐life actions. Critical media literacy and ethical media creation are necessary to promote healthy adolescent media consumption and protect their mental health. Trial Registration ClinicalTrials.gov identifier: CRD42024546583

Acknowledging the pervasiveness of trauma exposure among school‐aged youth, efforts have been devoted to increasing knowledge and awareness of trauma symptoms among school personnel. However, there is a need for a more thorough evaluation of their effectiveness in training education personnel and improving student outcomes. The current study describes the development and evaluation of a virtual training program designed to increase knowledge and foster positive attitudes toward trauma‐sensitive school practices. School personnel ( N = 104) completed pre‐ and postsurveys to assess their knowledge of and attitudes toward trauma‐sensitive school practices. Analyses were performed using general linear mixed models to account for the nonindependence of the subjects′ responses. Findings revealed that knowledge and attitudes improved over time, irrespective of whether participants were randomized to lecture‐based content versus lecture and case‐based learning. Community linkages in particular play a crucial role in promoting knowledge. Further, community linkages and the interactive effects of family partnerships and higher educational attainment among school personnel foster positive attitudes. Although the findings provide preliminary evidence that the training achieves its intended outcomes, replication with larger sample sizes and in other geographically diverse contexts is warranted.

The current study investigates the moderating role of parental overprotection and insecure mother–child attachment on the association between adaptive emotion regulation (ER) strategies and vegetative somatoform symptoms in children. A study sample of 221 primary (Grade 4) school children completed questionnaires assessing vegetative somatoform symptoms, ER strategies, and attachment. Their parents completed a questionnaire for parental overprotection. In contrast to our assumption, the relation between the use of adaptive ER strategies and vegetative somatoform symptoms is only moderated by parental overprotection. Insecure child–caregiver attachment plays no moderation role. The results support the assumption that the child–caregiver interaction factor “parental overprotection” plays an important role in explaining the occurrence and maintenance of vegetative somatoform symptoms in children. This underlines the importance for parents to undergo a process of adjustment to support children in an age‐adequate way in regulating their emotions, which does not impair children’s own competences, for example, the autonomous use of adaptive ER strategies.

BackgroundThis study explores the critical periods of childhood and adolescence, during which approximately 25% of a lifetime′s sun exposure occurs before age 18. It targeted mothers with children aged 0–5, aiming to enhance their knowledge of sun exposure and promote positive attitudes and behaviors.MethodsConducted from May to November 2018, the randomized controlled study included 208 participants at a family health center. The intervention group received visual‐based group training on sun protection, with assessments immediately after and 6 months later.ResultsThis showed significant improvements in mothers′ knowledge, attitudes, and behaviors sustained over 6 months. Although a slight decrease in knowledge was observed, it was statistically insignificant.ConclusionsThe study underscores the vital role of family physicians in sun protection education, emphasizing the need for active interventions to alter behaviors and reduce future skin cancer risks. Physicians should provide targeted protection advice, particularly in sun‐exposed regions, to ensure early prevention.