Chinese Adolescent Students Research Articles

Cumulative risk and school bullying experiences: Effects of moral disengagement and gender

We examined the mediation effect of moral disengagement in the association between children’s cumulative risk and high experience of school bullying. Additionally, we determined whether this mediating process was moderated by gender. A sample of 509 Chinese adolescent school students (female = 39.50%; mean age = 13.02 years, SD = 0.86 years) completed the measures of cumulative risk (parent-child relationship, friend support, and school connectedness), moral disengagement, and school bullying. Path analysis results revealed that the association between cumulative risk and high school bullying was mediated by moral disengagement. Moreover, the mediating effect of moral disengagement was moderated by gender, with the effect being stronger for boys. The findings are consistent with the model of “environmental factors→moral disengagement→aggressive behavior” hypothesis.

The relationship between math‐gender stereotype and academic burnout: The mediating roles of the performance‐avoidance goal and self‐handicapping

AbstractIn the current study, we examined the relationship between math‐gender stereotypes, academic burnout, achievement goal orientation, and self‐handicapping in Chinese adolescent students. The data came from 1170 participants (552 boys and 618 girls) from four secondary schools and was analyzed with structural equation models. The results showed that the math‐gender stereotype was positively associated with academic burnout in the girls' group. Meanwhile, girls' endorsement of the math‐gender stereotype was positively associated with academic burnout through the individual mediating effect of the performance‐avoidance goal and that of self‐handicapping. More importantly, the chain from performance‐avoidance goal to self‐handicapping also played a mediating role in the relationship between math‐gender stereotypes and academic burnout among adolescent girls. However, in the boys' group, we did not find an obvious significant relationship between math‐gender stereotypes and academic burnout. The results can contribute to the theoretical system of the motivational mechanism of academic burnout, and it may also have implications on the practice of alleviating negative effects of math‐gender stereotypes on academic burnout through minimizing the tendency of performance‐avoidance goals and self‐handicapping.

Gender Differences in Depressive Traits among Rural and Urban Chinese Adolescent Students: Secondary Data Analysis of Nationwide Survey CFPS.

Many previous studies have indicated that urban adolescents show a higher level of mental health in China compared to rural adolescents. Specifically, girls in rural areas represented a high-risk group prior to the 21st century, demonstrating more suicidal behaviour and ideation than those in the urban areas because of the severe gender inequality in rural China. However, because of the urbanisation process and centralised policy to eliminate gender inequality in recent decades, the regional and gender differences in mental health might decrease. This research aimed to probe the gender and regional differences in depressive traits among adolescent students currently in China. We adopted the national survey dataset Chinese Family Panel Studies (CFPS) conducted in 2018. Accordingly, 2173 observations from 10–15-year-old subjects were included. CFPS utilised an eight-item questionnaire to screen individuals’ depressive traits. Two dimensions of depressive traits were confirmed by CFA, namely depressed affect and anhedonia. The measurement invariance tests suggested that the two-factor model was applicable for both males and females and rural and urban students. Based on the extracted values from the CFA model, MANOVA results revealed that, compared to boys, girls experienced more depressed affect. Moreover, rural students demonstrated more anhedonia symptoms. There was no interaction between gender and region. The results suggest that, even though the gender and regional differences are small, being a female and coming from a rural area are still potential risk factors for developing depressive traits among adolescent students in China.

Cross-linguistic influence of phonological awareness and phonological recoding skills in Chinese reading acquisition among early adolescent students

This study investigated crosslinguistic phonological awareness and phonological recoding skills in Chinese reading acquisition among early Chinese adolescent students. 76 Chinese children participated in this study and finished a series of reading measurements over 1 year (from Grade 5 to Grade 6). In Grade 5, they were assessed by Chinese phonological awareness (syllable, onset, rhyme, phoneme, and tone awareness), English phonological awareness (syllable, onset, and rime, phoneme awareness) as well as English and Chinese phonological recoding skills. In Grade 6, the students completed the measurement of Chinese lexical inferencing ability. Subsequent hierarchical regression analyses showed that Time 1 (Grade 5) Chinese phonological awareness and recoding skills made a joint intra-lingual contribution to later Chinese lexical inferencing ability. Moreover, English phonological recoding skills had a unique inter-lingual contribution to later Chinese lexical inferencing ability after age, nonverbal intelligence, and English phonological awareness were controlled for. Results expanded the self-teaching hypothesis to account for variations within and across languages over time and underscored the uniqueness of inter-lingual phonological recoding in later orthographic and semantic learning.

Validation of the Chinese version of the Emotion Awareness Questionnaire for use with adolescents

We tested the validity and reliability of the Emotion Awareness Questionnaire (EAQ), and examined the correlation between emotional awareness and social anxiety with three samples of Chinese adolescent students. In Sample 1 (n = 724) we used exploratory factor analysis to determine the scale's construct validity, finding that the 26-item, sixfactor measure had high accuracy, and a subsequent confirmatory factor analysis indicated a good fit to the data. Sample 2 (n = 464) results show that the EAQ had good psychometric properties, and its concurrent validity was confirmed with the Trait Emotional Intelligence Questionnaire–Short Form as a criterion. Sample 3 (n = 216) results show that emotional awareness was significantly and negatively correlated with social anxiety. Cronbach's alpha internal consistencies in the three samples were .71, .74, and .73, respectively. The revised scale was determined to be reliable for examining emotional awareness among Chinese adolescents as well as the correlation between emotional awareness and social anxiety in this population.

Relationship between Internet addiction, susceptible personality traits, and suicidal and self-harm ideation in Chinese adolescent students

Background and aimsInternet addiction (IA) is common among young students. This study aimed to examine the influence and mechanisms of IA and susceptible personality traits on the impact of suicidal ideation in adolescent students in China.MethodsThis cross-sectional study (09/2012–09/2015) used stratified cluster sampling with “school type” for stratification; 136,266 students from 63 schools completed the questionnaire. Logistic regression analysis was performed to estimate the effect of IA (Young's Internet Addiction Test) and susceptible personality (Barratt impulsiveness scale, Buss & Perry Aggression Questionnaire; and Eysenck Personality Questionnaire-R Short Scale) on suicidal ideation (Scale of Suicidal Ideation).ResultsSuicidal ideation was observed in 20,218 (14.77%) of the students, and IA was detected in 28,836 (21.16%) subjects. Compared with those without IA, students with IA had a higher prevalence of suicidal ideation (P < 0.0001). No planning impulsiveness had a predictive effect on suicidal ideation in the impulsive personality trait, while in the aggressive personality trait, hostility and self-aggression had a predictive effect on suicidal ideation (all P < 0.0001). High psychoticism and neuroticism were impact factors for suicidal ideation, but extroversion was a protective factor (all P < 0.0001).DiscussionThese results highlight the importance of assessing personality traits and reducing IA as a possible means of lessening suicidal ideation. Susceptible personality (such as high psychoticism, high neuroticism, and low extroversion) play a prominent role in influencing the probability of having suicidal behavior among those recently exposed to IA.ConclusionsIA and susceptible personality traits were significantly correlated with suicidal and self-harm ideation among adolescent students.

Relationship between Internet addiction, susceptible personality traits, and suicidal and self-harm ideation in Chinese adolescent students.

Internet addiction (IA) is common among young students. This study aimed to examine the influence and mechanisms of IA and susceptible personality traits on the impact of suicidal ideation in adolescent students in China. This cross-sectional study (09/2012-09/2015) used stratified cluster sampling with "school type" for stratification; 136,266 students from 63 schools completed the questionnaire. Logistic regression analysis was performed to estimate the effect of IA (Young's Internet Addiction Test) and susceptible personality (Barratt impulsiveness scale, Buss & Perry Aggression Questionnaire; and Eysenck Personality Questionnaire-R Short Scale) on suicidal ideation (Scale of Suicidal Ideation). Suicidal ideation was observed in 20,218 (14.77%) of the students, and IA was detected in 28,836 (21.16%) subjects. Compared with those without IA, students with IA had a higher prevalence of suicidal ideation (P < 0.0001). No planning impulsiveness had a predictive effect on suicidal ideation in the impulsive personality trait, while in the aggressive personality trait, hostility and self-aggression had a predictive effect on suicidal ideation (all P < 0.0001). High psychoticism and neuroticism were impact factors for suicidal ideation, but extroversion was a protective factor (all P < 0.0001). These results highlight the importance of assessing personality traits and reducing IA as a possible means of lessening suicidal ideation. Susceptible personality (such as high psychoticism, high neuroticism, and low extroversion) play a prominent role in influencing the probability of having suicidal behavior among those recently exposed to IA. IA and susceptible personality traits were significantly correlated with suicidal and self-harm ideation among adolescent students.

Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy.

Recent studies have established associations between students’ implicit theories and their academic engagement. However, there is still limited understanding of the potential mechanisms of this relation, and whether it works for students in the context of mathematics as well as in other subjects. The current study aimed to fill this gap by conducting a two-wave survey examining a moderated mediation model concerning the psychological mechanisms that account for the association between students’ implicit theories and mathematics engagement. Applying the theoretical framework of implicit theory, we hypothesized that intrinsic value would be a possible mediating variable between students’ implicit theories and academic engagement, and that students’ academic self-efficacy would moderate the link between implicit theory and intrinsic value. A sample of 710 Chinese adolescent students self-reported their implicit theory, intrinsic value, and academic self-efficacy at Time 1, and engagement in math at Time 2, 12 months apart. After controlling for age and gender, the results revealed positive associations between students’ implicit theories and their engagement in math, and intrinsic value partially mediated the relation between implicit theories and engagement in math. Moreover, students’ academic self-efficacy moderated the link between implicit theory and intrinsic value. These findings contribute to the understanding of the impact of implicit theory on students’ mathematics engagement. Limitations and implications for instructional practices are discussed.

Psychometric properties and normative data of the 10-item Connor-Davidson Resilience Scale among Chinese adolescent students in Hong Kong.

This study aimed to assess the psychometric properties of the 10-item Connor-Davidson Resilience Scale (CD-RISC10) and generate normative data for Chinese adolescents. A total of 24,499 participants (male 52.1%, mean age 13.3years) were enrolled in the school-based survey among 132 secondary schools in Hong Kong during 2017. The CD-RISC10 showed high reliability and confirmatory factor analysis supported a unidimensional structure. Metric invariance across the gender, age, and grade subgroups was demonstrated. CD-RISC10 scores were positively correlated with psychological well-being and negatively correlated with mental distress. Male and younger students had higher resilience scores. There were significant interaction effects of gender and age/grade, with CD-RISC10 scores decreasing with age/grade in females while similar trends were not observed in males. Overall, the findings suggest that CD-RISC10 is appropriate for use in Chinese adolescents. The availability of normative data will facilitate the interpretation and comparison of research results in future studies.

Understanding Adolescents' Need Support, Need Satisfaction, and Health-Related Outcomes: A Self-Determination Health Behavior Perspective.

School physical education (PE) as an important social context can promote adolescents’ physical health and contributes to their mental health. Guided by the self-determination health behavior model, the study aimed to examine a structural mediation model to investigate the relationships among perceived need support from PE teachers, psychological need satisfaction, and adolescents’ health-related outcomes. Participants were 300 adolescents (Mage = 14.48; 50.3% girls) recruited from five middle schools in Shanghai, China. They completed previously validated questionnaires assessing their perceived need support from PE teachers, psychological need satisfaction, leisure time physical activity (LTPA), and health-related quality of life (HRQOL). The hypothesized model demonstrated a good fit (χ2/df = 3.4, p < 0.01; Root Mean Square Error of Approximation (RMSEA) = 0.09; Standardized Root Mean Square Residual (SRMR) = 0.06; Bentler–Bonett Nonnormed Fit Index (NFI)= 0.92; Comparative Fit Index (CFI) = 0.94; 90% Confidence Interval (CI) [0.07, 0.11]). The findings indicated that three basic psychological needs can be satisfied by perceived need support from PE teachers, and psychological need satisfaction was positively associated with health-related outcomes such as LTPA and HRQOL. In addition, psychological need satisfaction mediated the relationship between perceived need support from PE teachers and health-related outcomes such as LTPA and HRQOL in the present study. The findings supported the theoretical tenets of the self-determination health behavior model and its generalizability among Chinese adolescent students.

The relationship between coping style and Internet addiction among mainland Chinese students: A meta-analysis

The matter of whether different coping styles are correlated with increased Internet addiction or not remains a topic of debate. Most researchers have argued that Internet addiction is linked to low positive coping and high negative coping; however, others have rejected this opinion. Consequently, this meta-analysis examined the link between coping style and Internet addiction to address this controversy. Seventy-seven studies comprising 46,025 Chinese adolescent students were analyzed. The results suggested a medium negative correlation between positive coping and Internet addiction and a medium positive correlation between negative coping and Internet addiction. Furthermore, coping style measures, Internet addiction, region, and gender moderated these links. The link between negative coping and Internet addiction was largest when positive coping was measured with the Coping Style Questionnaire (CSQ), smaller when using the Simplified Coping Style Questionnaire, and smallest when using other measures. The negative correlation between positive coping and Internet addiction was largest when Internet addiction was measured with the Internet Addiction Test, smaller when using revised Chinese Internet Addiction Scale, and smallest when using other measures. For both positive and negative coping and Internet addiction, the correlations were largest in Eastern China, smaller in Central China, and smallest in Western China.

Multilevel analysis of personality, family, and classroom influences on emotional and behavioral problems among Chinese adolescent students.

BackgroundThe classroom environment plays a potentially important role in shaping the emotions and behavior of adolescents. However, few studies have focused on this factor. The aim of this study was to explore the association between the classroom environment and emotional and behavioral problems among Chinese adolescents while also considering personality-and family-related factors.MethodsThis cross-sectional study was conducted in November and December, 2009. A set of questionnaires, including the Strengths and Difficulties Questionnaire (SDQ), the Eysenck Personality Questionnaire (EPQ), the Family Environment Scale (FES), the Questionnaire on Teacher Interaction (QTI), and the Center for Epidemiological Studies- Depression Scale (CES-D), were distributed to participants. A total of 5,433 Chinese adolescent students (aged 9–18) and 244 classroom teachers in Liaoning Province were ultimately included in the study. Hierarchical linear modeling was used to explore the factors associated with emotional and behavioral problems.ResultsMultilevel analyses revealed that adolescent emotional and behavioral problems significantly varied among classrooms. Although personality and family characteristics exerted the greatest influence on adolescents’ emotions and behavior at the individual-level, interactions between classroom teachers and students increasingly affected adolescents with respect to age at the class-level. A mild positive association was found between adolescents’ mental health problems and the mental health of teachers.ConclusionThis study focused on the classroom environment in order to understand Chinese adolescent mental health problems, the findings of which highlight important implications for policymakers and educators. The results underscore the importance of establishing a comfortable classroom climate by improving teacher-student interactions and meeting specific needs at different school stages, thus promoting a climate of positive mental health among Chinese adolescents.

Air pollution associated with non-suicidal self-injury in Chinese adolescent students: A cross-sectional study

BackgroundNon-suicidal self-injury (NSSI) is a frequent phenomenon in adolescents and is closely related to eventual suicide. Although the effect of air pollution on various diseases has been extensively investigated, no studies examined its effect on NSSI in young students. ObjectivesWe investigated the effect of air pollution on NSSI in Chinese students. MethodsWe investigated the incidence of NSSI in the past 12 months in 54 923 Chinese students with an anonymous questionnaire. We assessed the air pollution exposure of each student by the air quality matched with their schools, which were calculated by the inverse distance weighting method from the environmental monitoring data. We discussed the association between ambient air pollutants and the incidence of NSSI using generalized additive mixed models. ResultsA 10 μg/m3 increase in the annual moving average concentration of particulate matter with diameters less than 2.5 μm (PM2.5) and ozone (O3) was associated with a 13.9 percent and a 10.5 percent increase in the odds ratio (OR) of NSSI, respectively. In addition, a 0.1 mg/m3 increase in the annual moving average concentration of carbon monoxide (CO) was associated with a 4.8 percent increase in the OR of NSSI. NO2 and SO2 were not related to NSSI. CO and O3 show non-linear effects on NSSI. Male students in high school are the most s to the effects of PM2.5 on NSSI. ConclusionsOur study suggests that increases in PM2.5, O3 and CO may increase the incidence of NSSI among adolescent students.

Comparative Study of Life Quality Between Migrant Children and Local Students in Small and Medium-Sized Cities in China

Every child deserves a fair chance in life. However, migrant children are at higher risk of developing mental health problems. The problem of migrant children who have left their hukou registration place for 6 months or longer with their parents from rural areas to cities in China has become a unique social issue in the social transformation of China. However, even up to this day, little is known about life satisfaction of migrant children in small and medium-sized cities. To investigate the current situation of migrant children’s life satisfaction, several scales including Chinese Adolescent Students’ Life Satisfaction Questionnaire, Social Economic Status Scale, Social Support Rating Scale and big five inventory were used to obtain data on 142 migrant children and 165 local primary school students. Results showed that migrant children’s life satisfaction was significantly lower when compared to local non-migrant students. The study also highlighted that subjective and objective support, utilization of support, conscientiousness and parent’s educational level were predictive factors of life satisfaction. Migrant children’ life satisfaction was not optimistic and social support was significantly influencing factors of migrant children’s life satisfaction, so they need a support system of government, school, community, family to help them through difficulties.

Predictors of Suicidal Ideation Among Children and Adolescents: Roles of Mental Health Status and Meaning in Life

Meaning in life has been depicted as an important psychological resource for both children and adults. The specific aims of this study were to quantify the rates and severity of suicidal ideation in a sample of 6165 Chinese children and adolescent students from a wide range of areas across China and to investigate whether mental health status and meaning in life would be the predictors for suicidal ideation. More importantly, meaning in life was investigated as a possible moderator and a mediator of the influence of mental health status on suicidal ideation. Descriptive statistical analyses, Pearson correlation analyses, and hierarchical regression analyses were adopted as methods of data analyses. Approximately 33.71% of students reported having suicidal ideation. Both mental health status and meaning in life were strong predictors of suicidal ideation. Results indicated that poorer mental health status was significantly associated with more severe suicidal ideation, whereas a weaker sense of meaning in life was significantly correlated with greater suicidal ideation. Mediation analysis showed that meaning in life partially mediated the link between mental health status and the severity of suicidal ideation. Specifically, students who experienced poorer mental health status might be more likely to report having a weaker sense of meaning in life, which in turn promotes greater suicidal ideation. Moderation analysis showed that the impact of mental health status on suicidal ideation was significantly greater among children and adolescents with a weaker sense of meaning in life. Results are discussed with regard to the potential value of meaning in life and mental health status in building predictive models of suicidal ideation.

Parenting Styles and Adolescents' School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework.

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents’ school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students’ life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents’ school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents’ school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents’ school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents’ school adjustment through the cultivation of different achievement goals.

Results of the Maudsley Violence Questionnaire with Chinese Adolescent Offenders and Middle School Students

Results of the Maudsley Violence Questionnaire with Chinese Adolescent Offenders and Middle School Students

Testing the factorial invariance of the Satisfaction with Life Scale across Chinese adolescents .

We tested the factorial invariance of the Satisfaction with Life Scale (SWLS) across 2,178 rural, urban, and rural-to-urban Chinese adolescent students from middle schools and universities. We examined the psychometric properties of the SWLS and tested a 1-factor model with each of the rural, urban, and rural-to-urban groups. Multigroup analysis results revealed configural, weak, strong, and strict invariance of the SWLS across the groups, and also factorial invariance, factorial covariance, and latent mean invariance. The results showed that the SWLS had high internal consistency reliability and supported the single-factor structure. In addition, they showed that the gap in satisfaction with life between rural and urban populations in China may have diminished.

The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students

A sample of 605 junior school students in China was examined by using a Basic Psychological Needs Satisfaction Scale, an Academic Self-efficacy Scale, an academic emotions scale, and a Learning Engagement Scale to explore the relations among competence, autonomy, and relatedness satisfaction, academic self-efficacy, positive and negative academic emotions, and learning engagement. The findings showed that under mutual control between the three kinds of needs satisfaction, the direct prediction of competence and relatedness satisfaction on learning engagement were significant, but autonomy satisfaction was not; academic self-efficacy and positive academic emotions could mediate the relations between both competence and relatedness satisfaction to learning engagement; negative academic emotions could only mediate the relation of relatedness satisfaction, but not of competence satisfaction, to learning engagement; both competence and relatedness satisfaction had positive prediction on learning engagement through academic self-efficacy via positive/negative academic emotions in a multiple mediating way. Educators and relevant researchers are suggested to be aware of the cultural difference in the roles of basic psychological needs satisfaction under different learning contexts, especially autonomy satisfaction.

Achievement Goal Orientations and Adolescents' Subjective Well-Being in School: The Mediating Roles of Academic Social Comparison Directions.

The purpose of this study was to examine the multiple mediational roles of academic social comparison directions (upward academic social comparison and downward academic social comparison) on the relationships between achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and subjective well-being (SWB) in school (school satisfaction, school affect) in adolescent students in China. A total of 883 Chinese adolescent students (430 males; Mean age = 12.99) completed a multi-measure questionnaire. Structural equation modeling was used to examine the hypotheses. Results indicated that (1) mastery goal orientations and performance-approach goal orientations both showed a statistically significant, positive correlation with SWB in school whereas performance-avoidance goal orientations showed a statistically significant, negative correlation with SWB in school among adolescents; (2) upward academic social comparisons mediated the relation between the three types of achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and SWB in school; (3) downward academic social comparisons mediated the relation between mastery goal orientations and SWB in school as well as the relation between performance-avoidance goal orientations and SWB in school. The findings suggest possible important cultural differences in the antecedents of SWB in school in adolescent students in China compared to adolescent students in Western nations.