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Bullying victimization and depression in Chinese children: A moderated mediation model of resilience and mindfulness
Abstract
Studies have revealed that bullying victimization was a risk factor for symptoms of depression, however, less is known about the underlying processes that may mediate or moderate this relationship. This study examined the mediating effect of resilience and moderating effect of mindfulness in the relation between bullying victimization and symptoms of depression. 448 Chinese children in grade 3 to grade 6 were recruited to complete the revised Bully/Victim Questionnaire, the Chinese version of Center for Epidemiologic Studies Depression Scale for Children, the Child and Youth Resilience Measure, as well as the Child and Adolescent Mindfulness Measure. Results showed that resilience partially mediated the relation between bullying victimization and depressive symptoms. Besides, both the effect of bullying victimization on depressive symptoms and the mediating effect of resilience were moderated by mindfulness, and both of the two effects were stronger for children with low mindfulness. The present study can contribute to a better understanding of how and when bullying victimization increases the risk of depression. It suggests that early intervention concerning diminishing negative effects of bullying victimization may start with increasing individual resilience and mindfulness.
... Individuals with high interdependence (22) and hopelessness (49) had poorer outcomes. Mindfulness (which refers to a trait of being aware of ongoing physical, cognitive and psychological experiences, and requires attention control, self-awareness and self-empathy or acceptance) moderated both bullying victimization on resilience (b = 0.23***) and bullying victimization on depression (b = − 0.11**), and this was seen more in children with low mindfulness (73). ...
... Within family systems, poorer parent-child attachment (44,73) or family dysfunction with separation, conflicts, abuse and neglect (31,47,52) were found to be significantly associated with bully victimization and risk of depression. ...
... A positive coping style (77) was found to reduce the risk of anxiety and depression (71) from victimization. Coping styles included problem focused/solution orientated (71), social support seeking (51), positive self-talk, emotion-focused coping (i.e., mindfulness (73) and relaxation approaches), cognitive reappraisal (71) and self-compassion (34,49). Coping styles are potential areas for intervention where victimized adolescents can learn more positive ways to manage being bullied. ...
Introduction
Bullying and victimization in adolescence is associated with mental health problems including depression. Depression in East Asian adolescents presents similarities and differences from that in Western adolescents. This review reports on the prevalence and psychosocial associations of bullying and depression in East Asian adolescents.
Methods
Electronic databases (Medline, and Embase) were searched for English language articles on bullying and its associations for a span of 10 years (1st January 2013 to 19th January 2024). Searches were limited to studies conducted in East Asia involving adolescents 10-19 years of age.
Results
Out of 1,231 articles initially identified, 65 full-text articles (consisting of 44 cross-sectional and 21 cohort studies) met the inclusion criteria and were included for qualitative synthesis & analysis. Prevalence rates of bullying ranged from 6.1% - 61.3% in traditional bullying victimization and 3.3% to 74.6% in cyberbullying victimization with higher rates in at-risk groups (e.g., adolescents with internet addiction). Psychosocial associations of bullying and depression which were similarly found in Western cultures include individual factors of coping style and gender; family factors of functioning and sibling relationships; and community factors of friendship and school-connectedness. In contrast, unique East Asian risk factors included being different (i.e., sexual minority status) and teachers as bullies.
Conclusion
Findings of this scoping review suggest that strong relationships within families, peers and the school community coupled with adolescents’ positive coping style are protective against the negative effects of bullying. Conversely, poor parent-child attachment in the midst of family dysfunction, poor engagement with peers and the school community together with low self-esteem predispose East Asian adolescents to depressive symptoms as a result of victimization. Similar to Western cultures, adolescents who are bully-victims and poly-victims are most vulnerable to depression. As a significant proportion of bullying occurred in school, future research could focus on a whole-school intervention approach to counter bullying.
... In China, a review recapitulated that 2% to 66% of children and adolescents had experienced traditional school bullying [18]. Chronic bullying victimization has adverse effects on physical and mental health, contributing to symptoms such as headaches, nausea, fatigue, sleep disturbances, depression, anxiety, loneliness, and an elevated risk of self-harm and suicide [19,20]. Studies indicate a positive correlation between peer victimization and NSSI, with bullied adolescents being 2.1 times more likely to engage in NSSI compared to their non-bullied peers [21,22]. ...
... Individuals with higher levels of mindfulness showed reduced impulsivity and hostility [24]. Additionally, mindfulness can moderate the impact of bullying victimization on depressive symptoms, with higher levels of mindfulness mitigating the negative psychological effects of bullying [19]. High levels of mindfulness can help bullied children avoid focusing on their victimization, reduce feelings of worthlessness, and enhance coping abilities [25]. ...
Background
Non-suicidal self-injury (NSSI) poses a significant challenge to the health and well-being of children and adolescents, with prior studies suggesting a strong association with experiences of school bullying. While mindfulness has been identified as a protective factor against NSSI, its mediating role in the relationship between school bullying and NSSI remains insufficiently investigated. Using a representative sample from Yunnan Province, China, this study aims to contribute to the understanding of the relationship between school bullying, NSSI, and mindfulness.
Methods
A population-based sample of 5897 adolescents in two places of Yunnan Province were surveyed by using self-administered questionnaires. Logistic regression model was used to measure the association between school bullying and NSSI. Path model was further fitted to examine the mediation of mindfulness in the association between school bullying and NSSI.
Results
The lifetime NSSI prevalence in our study sample was 34.6% (95% CI: 30.3%–39.0%). School bullying was associated with an increased risk of NSSI (OR = 2.02, 95% CI: 1.68–2.43), while a higher mindfulness score was associated with a reduced NSSI risk (OR = 0.98, 95% CI: 0.97–0.99). Path analysis showed mindfulness significantly mediated the relationship between school bullying and NSSI, accounting for 34.0% of the total association. Among all dimensions of mindfulness, mindfulness observing, describing, and acting with awareness significantly mediated the association, with acting with awareness showing the strongest mediation.
Conclusions
The findings indicate a positive correlation between school bullying and NSSI, with mindfulness serving as a significant mediator in this association. Enhancing mindfulness among children and adolescents could be an effective strategy to mitigate school bullying associated NSSI.
... This widespread issue is not limited to cause the immediate distress, the mental health of children and adolescents is also significantly damaged. Numerous studies indicate that victims of cyberbullying are more likely to report internalizing problems such as depression, anxiety, and suicidal ideation (e.g., Camerini et al., 2020;Zhou et al., 2017). Additionally, cyberbullying victimization may be associated with externalizing problems like aggression (e.g., cyberbullying perpetration) and antisocial behavior (Camacho et al., 2021). ...
... Numerous studies have confirmed the regulatory protective role of mindfulness in life stressors and traumatic events. In a cross-sectional study of 448 Chinese early adolescents, researcher has found that mindfulness can alleviate the negative predictive effect of traditional bullying victimization on depression (Zhou et al., 2017). In another longitudinal study of 737 Spanish adolescents, mindfulness was found to mitigate the association between daily life stressors and internalizing as well as externalizing symptoms, including anxiety, depression, and somatic complaints (Cortazar & Calvete, 2019). ...
Although cyberbullying victimization significantly impacts cyberbullying behaviors, research on its longitudinal mechanisms and protective factors remains scarce. A total of 1465 Chinese adolescents (52.2% female) with an average age of 16.14 (SD = 0.40) participated in a three-wave longitudinal study with 3-month intervals. Cyberbullying victimization positively predicted cyberbullying perpetration 6 months later, and this effect was mediated by impairment in personality functioning. Mindfulness buffered the predictive effect of cyberbullying victimization on impairment in personality functioning and mitigated the negative impact of impairment in personality functioning on cyberbullying perpetration. Further findings revealed that the indirect effect of impairment in personality functioning was more pronounced when levels of mindfulness were low, and higher levels of mindfulness could disrupt the mediating pathway of impairment in personality functioning between cyberbullying victimization and perpetration. The findings highlighted the importance of promoting the positive development of adolescents’ personality functioning and fostering mindfulness skills to reduce cyberbullying among adolescents.
... Another study indicated that resilience had a significant effect on cyberbullying victimization and mediated the relationship between cyberbullying and cyber victimization (Batmaz et al., 2022). Zhou et al. (2017) also found resilience as an important factor influencing the relationship between bullying victimization and depression among Chinese children. Further, research confirmed the role of resilience as a mediator in the association between cyberbullying and psychological well-being among 455 undergraduate students in Turkey (Collen & Onan, 2021). ...
... A possible explanation for this is that with the belief that they are cared for and have support around them, individuals can have better mental health conditions. Although previous research (e.g., Collen & Onan, 2021;Lin et al., 2020;Zhou et al., 2017) revealed resilience as a protective factor in cyberbullying and mental health, the current study did not find the mediating role of resilience on the association between cyberbullying victimization and depressive symptoms (Model 2). Resilience, indeed, can serve as a protective factor in embracing positive adaptation in an adverse context (Luthar et al., 2000). ...
... & Peltzer, 2019; Polanin et al., 2021;Priesman et al., 2018;Sampasa-Kanyinga et al., 2014;Zhou et al., 2017;Zhu et al., 2022). ...
... * p < .05; Significant associations are bolded; B = unstandardized regression coefficient; SE = standard error; β = standardized regression coefficient; Suicide ideation and alcohol use were binary outcomes; Bullying victimization and reporting writing about violence were an average of each item in the scale and were mean-centered before entering them in the model; The moderation term was Zhou et al., 2017). Also, consistent with prior research, our study found a direct association between bullying victimization and suicide ideation (Bannink et al., 2014;Sampasa-Kanyinga et al., 2014). ...
Research consistently shows that victims of bullying are at an elevated risk of developing health and mental health problems, especially internalizing problems, alcohol use, and suicidal thoughts and behaviors. The current study investigates whether adolescents who reported writing about violence are less at risk of internalizing problems, suicide ideation, and alcohol use when they are victims of bullying. The study sample included youth who participated in the Resilience Project (N = 638; 54% Female; Mean age = 15.8 years), which examined risky sexual behaviors among African American adolescents in four neighborhoods in Chicago’s Southside. The sample was primarily of low socioeconomic status, with about 75% receiving some form of government assistance. Findings show mixed support for a protective association between reporting writing about violence and each outcome. Contrary to our hypothesis, youth who reported writing about violence showed higher internalizing problems and suicide ideation. However, reporting writing about violence significantly moderated the association between bullying victimization and suicide ideation. It also moderated the association between bullying victimization and alcohol use. The interaction for suicide ideation confirmed the positive association between reporting writing about violence and suicide ideation. In contrast, the interaction with alcohol use showed a protective association but only for youth with high bullying victimization. Reporting writing about violence independently moderated the association between bullying victimization and suicide ideation, and bullying victimization and alcohol use. These findings have implications for practice and future research.
... Furthermore, past research on the bullying-silence relationship shows that personality plays a vital role in the determination of abusive behaviors i.e., employees who are calm and cool in their personality traits show less aggressive behavior and observed silence. They do not react violently, even if they face uncertain conditions [25]. Building on these arguments, it is deduced that in the service sector especially banks collectivist culture and personality of employee are the main determinants that directly affect the employees' silence behavior. ...
... Employees who are victims of workplace bullying tend to hide the knowledge that they have and not share it with other employees and hence are not engaged in their work as well. Past research also supports the argument that when employees' psychological promises (i.e., recognition, work-related admiration, bonuses, and effective feedback) are fulfilled, they are less victimized with bullied behavior [25]. Moreover, the results of this study are complemented by social contract theory and COR theory [11,13] which states that early career banking employees try to conserve their inner resources and adopt silent behavior, when their promises are not fulfilled. ...
This study aims to measure the impact of workplace bullying on work engagement in terms of employee silence and knowledge sharing. It also helps to explain how psychological contract breach moderates the bullying-silence relationship. For this study, data is collected from 384 early-career employees having experience up to three years from seven banks of Lahore, Pakistan. Findings of this study reveals that workplace bullying has a positive relationship with employee silence and negative relationship with work engagement. Results of all moderation and mediated variables are significantly related to each other. However, the results explain that a psychological contract breach slightly moderates the bullying-silence relationship. Survey-based questionnaire, cross-sectional research design, and convenience-based sampling technique are some of the limitations of this study. This is the first study that tried to investigate the bullying-engagement relationship among early-career employees in the banking sector of Lahore, Pakistan. This study may help practitioners and policymakers to develop anti-bullying laws that can support the management in overcoming the negative workplace environment. This study aims to promote an equal opportunity for all employees where they can raise their voices about misconduct. This is the first study that investigated the victimization of bullying behavior among early-career employees in a Pakistani cultural context.
... Existing studies report that bullying victimization was directly associated with suicidal ideation, thoughts, and behaviors in children, adolescents, and adults (Baiden and Tadeo, 2020; Barzilay et al., 2017;Roeger et al., 2010;Romo and Kelvin, 2016;Sampasa-Kanyinga et al., 2014). However, similar to other studies, the Lee et al., (2021) study found that bully victims reported lower self-esteem (Laftman and Modin, 2017;Tsaousis, 2016;van Geel et al., 2018) and depressive symptoms (Averdijk et al., 2011;Sweeting et al., 2006;Zhou et al., 2017). Depressive symptoms, in turn, were positively correlated with hopelessness (Becker-Weidman et al., 2009), which was positively related to suicidal behaviors (Daniel and Goldston, 2012;Horwitz et al., 2017;Kwok and Shek, 2010). ...
... Emotional distress and drug use were both positively associated with suicidal thoughts. This finding was partially consistent with the second hypothesis and prior studies, which reported that bullying victimization is related to an increase in mental health problems (Averdijk et al., 2011;Laftman and Modin, 2017;Sweeting et al., 2006;Tsaousis, 2016;van Geel et al., 2018;Zhou et al., 2017) as well as alcohol and drugs (Baiden and Tadeo, 2019; Turner et al., 2018)-both of which are also positively correlated with suicidal thoughts (Kokkevi et al., 2012;Peltzer and Pengpid, 2015). However, inconsistent with the hypothesis, bullying victimization was not found to be associated with low future orientation and hopelessness. ...
The present study explores the relationship between bullying victimization and suicidal thoughts among African American adolescents in urban neighborhoods. The present study, which was guided by the general strain theory, proposed and tested potential pathways that link bullying victimization with suicidal thoughts through the mediators including emotional distress, low future orientation, hopelessness, and drug use. The study sample included 414 African American adolescents who were between ages 12 to 22 and residing in low-income Chicago’s Southside neighborhoods. Descriptive statistics, bivariate correlation, and path analyses were conducted. Bullying victimization was not significantly related to suicidal thoughts, although it was positively associated with emotional distress and drug use. The association between low future orientation and hopelessness was bidirectional. The study findings have implications for practice, which is important as resources to assist adolescents who are affected by violence are likely to be limited.
... More importantly, although bullying victimization is a significant risk factor for adolescents' internalizing problems, some bullied students manage to bounce back, suggesting possible moderating factors therein (Sapouna & Wolke, 2013;Urano et al., 2020;Zhou et al., 2017). That complex interplay is supported by the social-ecological model (Bronfenbrenner & Morris, 2006); the model proposes that optimal functions occur because the interaction across multiple spheres of influences provides systematic and holistic explanations for the individual differences underlying the relation between bullying victimization and internalizing problems. ...
... Additionally, within our study sample, the detrimental effect of bullying victimization may be compounded by the cultural expectation in China to suppress emotions in public (Hu & Lan, 2022;Feng & Lan, 2020). From a cultural perspective, adolescents who endure repeated aggression, humiliation, and intimidation may suppress negative emotions, resulting in significant emotional distress (Zhou et al., 2017). Another explanation is that persistent bullying can make victims feel powerless and incapable of protecting themselves (Olweus, 1993). ...
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 inter-nalizing 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.
... Consequently, getting sufficient protection and timely support is difficult, and they are more likely to experience bullying victimization. A large body of research has demonstrated the linkage between bullying victimization and depression Yin et al., 2017;Zhou et al., 2017). Based on the previous research, we hypothesize that bullying victimization is positively associated with leftbehind adolescents' depression (H1). ...
... This result is consistent with the previous research (e.g., , showing that adolescents who experience bullying victimization are vulnerable to depression and anxiety. Furthermore, our result is congruent with the previous studies using similar samples, indicating that bullying victimization is a significant risk factor for left-behind adolescents' depression (Zhang et al., 2019;Zhou et al., 2017). Our result highlights that as a common injury type, bullying victimization serves as a stressor exerting a deleterious effect on an individual's psychological and behavioral adaptation, leading to more serious depressive symptoms. ...
Left-behind children are children under 18 years old who live in their rural hometowns and are cared for by grandparents or other relatives for more than 6 months when their parents migrate from rural to urban areas for work. Left-behind adolescents are more likely to experience bullying victimization, which may lead to internalizing problem behaviors. Existing research showed that bullying victimization is related to left-behind adolescents’ depression, but the mediating and moderating mechanisms that underlie this association are unclear. This study investigated the mediating effect of hopelessness and the moderating role of grit in the association between bullying victimization and left-behind adolescents’ depression. A sample of 476 adolescents (mean age = 14.49, SD = 1.04) from two middle schools in a rural area of China anonymously completed the Children’s Depression Inventory, the Revised Olweus Bully/Victim Questionnaire, the Hopelessness Scale for Children, the Grit-S, and a demographic information questionnaire. After controlling for gender and age, bullying victimization was significantly and positively related to left-behind adolescents’ depression. The mediation analysis showed that the positive association between bullying victimization and left-behind adolescents’ depression was mediated by hopelessness. Furthermore, the moderation analysis indicated that grit moderated the association between bullying victimization and left-behind adolescents’ depression. The current study explains how and to whom bullying victimization is related to left-behind adolescents’ depression. This study informs that prevention and intervention of depression among left-behind adolescents would be effective if efforts target bullying victimization, hopelessness, and personal grit.
... Existing research shows that individuals with high trait mindfulness can more objectively cope with situations and make more appropriate reflections 82 , and have more adaptive emotional affecting skills 83 . High mindfulness level can be an important protective factor for mental health 56 and have a negative effect on negative emotions and their effects 84,85 . Psychological help stigma, as a product of societal "labeling" and "stereotyping", can also be seen to some extent as a perceptually-driven negative emotion brought about by discrimination, and rationality-driven trait positivity can reduce this 86 .Hence, we propose the hypotheses: ...
Psychological health is a prominent social issue worldwide and in China. Simultaneously, the rapid development of internet medical services in China provides a solid foundation for online psychological counseling. However, the cultural values of Chinese people often lead to a reluctance to pursue psychological counseling, adding to the complexity of the issue. The purpose of this study is to explore how information exposure, trait mindfulness, public stigma, and self-stigma among Chinese youth affect their intentions of seeking online psychological counseling. Based on the SOR (stimulus-organism-response) theory, combined with a mindful coping model, a structural equation model was constructed to analyze the path of the effects of information exposure, trait mindfulness, public stigma, and self-stigma on behavioral intention. A total of 671 valid questionnaires were collected through online surveys. First, SPSS 26.0 was used for questionnaire reliability and validity analysis, demographic characteristic difference testing, and correlation testing between variables. Secondly, Amos 26.0 was used to construct the structural equation model, verify the model fitting, identify the relationship between latent variables, and perform path testing. The study results indicate that (1) The intention of online psychological counseling among Chinese youth has significant differences in terms of age, occupation, monthly income, and previous counseling experiences. (2) Information exposure positively affects counseling intention (β = 0.434, P < 0.001), Trait mindfulness positively affects counseling intention (β = 0.100, P < 0.05), information exposure doesn’t significantly affect public stigma (β = 0.015, P = 0.727), information exposure negatively affects self-stigma (β = −0.079, P < 0.05), mindfulness character negatively affects public stigma (β = −0.421, P < 0.001), mindfulness character negatively affects self-stigma (β = −0.115, P < 0.001), public stigma positively affects self-stigma (β = −0.766, P < 0.001), public stigma negatively affects counseling intention (β = −0.234, P < 0.01), and self-stigma negatively affects counseling intention (β = −0.248, P < 0.001). Combining the SOR theory with the mindful coping model, it has been found that information exposure and trait mindfulness positively affect counseling intention, information exposure doesn’t affect public stigma but negatively affects self-stigma, trait mindfulness negatively affects both public and self-stigma, and both public stigma and self-stigma negatively affect counseling intention. This study provides a sample for the SOR theory and the mindful coping model, and provides new insights and path support for individuals resisting the stigma of psychological illness and seeking professional help under Eastern cultural values.
... Comparatively, in individuals with high levels of entrapment, the protective effect of mindfulness was even more pronounced, suggesting that mindfulness serves as a protective factor in mitigating the development of suicidal ideation among college students. This aligns with prior research that has also explored the moderating role of mindfulness [40,41,55]. Furthermore, these results support and expand upon the integrated model of motivation-volition, particularly in relation to motivational moderator variables. ...
Background
Rumination is regarded as a cognitive risk factor and a focal point of clinical interventions aimed at mitigating suicidal ideation. Nonetheless, the mechanisms how rumination affects suicidal ideation warrant further exploration.
Methods
A cohort of 831 Chinese college students (M age = 19.30 years, SD age = 1.17; 444 females) completed a questionnaire composed of the Ruminative Responses Scale, Entrapment Scale, Mindfulness Attention Awareness Scale, and Self-Rating Idea of Suicide Scale. A moderated mediation model was used to explore the relationship between rumination, entrapment and suicidal ideation.
Results
The results reveal that: (1) Rumination significantly and positively predicts suicidal ideation among college students (β = 0.26, p < 0.001); (2) Entrapment serves as a mediating role between rumination and suicidal ideation (95% CI= [0.27, 0.42]); and (3) Mindfulness moderates the impact of rumination on suicidal ideation (β = -0.09, t = -4.30, p < 0.001).
Conclusions
These findings highlight entrapment as the mediator linking rumination to suicidal ideation and emphasize the potential advantages of enhancing mindfulness to alleviate suicidal ideation among Chinese college students, bearing significant implications for the prevention and intervention of suicidal ideation in this demographic.
Clinical trial number
Not applicable
... The total score ranges from 0 to 60, with higher scores indicating more severe depressive symptoms, and a commonly used cut-off score of 16 or above suggests a propensity for depressive symptoms. Previous studies have validated the scale's high suitability for Chinese adolescents, showing its efficacy in measuring the intended constructs within this population [61,62]. The CES-DC exhibited excellent internal consistency and reliability among the sample, with a Cronbach's α coefficient of 0.942. ...
Background
There is substantial evidence linking bullying victimization to suicidal ideation, but the mechanism behind this link is not well understood. This study investigates whether depressive symptoms mediate the relationship between bullying victimization and suicidal ideation, and whether perceived family economic strain moderates this mediation.
Methods
Data were collected from 7,702 adolescents (mean age = 14.74 ± 1.69 years, 52% girls) using a self-report questionnaire that assessed bullying victimization, depressive symptoms, suicidal ideation and perceived family economic strain. Mediation and moderated mediation analyses were conducted using the PROCESS macro in SPSS.
Results
Suicidal ideation was significantly associated with both bullying victimization and depressive symptoms, as determined by linear regression analysis (both p < 0.001). The relationship between bullying victimization and suicidal ideation was partially mediated by depressive symptoms, accounting for 66.74% of the effect. Additionally, perceived family economic strain could moderate the link between bullying victimization and depressive symptoms (β=-0.017, p < 0.001), indicating that increased perceived family economic strain attenuates the impact of bullying victimization on depressive symptoms.
Conclusion
Our research affirms bullying victimization substantial influence on adolescent suicidal ideation, with depressive symptoms mediating this link. The study also reveals that perceived family economic strain moderates this relationship, indicating the necessity for interventions that address both psychological and economic factors to holistically support the mental health of bullied adolescents.
... Mindfulness training has sound effects in different fields, and it has been proven to be the primary way to improve mental toughness and an effective method 37 . Studies have shown that mindfulness has a positive predictive effect on psychological resilience 38,39 , and individuals with higher levels of mindfulness can better regulate their negative emotions in the face of adversity and are more likely to get out of the physical and psychological harm caused by adversity 40 . ...
To explore the mechanism of physical exercise’s influence on college students’ social anxiety and to analyze the chain-mediated role of mindfulness and mental toughness. A questionnaire survey was conducted on 1071 Chinese college students using the Physical Exercise Rating Scale, Social Anxiety Self-Rating Scale, Positive Thoughts Scale, and Mental Toughness Scale. The direct effect value of physical exercise on college students’ social anxiety was − 0.042, the effect values of positive thoughts and mental toughness between physical exercise and college students’ social anxiety were − 0.078 and − 0.007, respectively, and the chain mediation effect of positive thoughts and mental toughness was significant, with an effect value of -0.040. (1) Physical exercise significantly positively predicts positive thoughts and mental toughness and significantly negatively predicts social anxiety; (2) physical exercise has a significant direct and indirect effect on social anxiety in college students. Physical exercise can significantly predict college students’ social anxiety through the independent mediation effect of mindfulness and mental toughness and the chain mediation effect of mindfulness and mental toughness.
... Third, the moderating role of psychological resilience to lessen the adverse eect of job insecurity on subjective well-being is unexplored. Eects of resilience to improve individuals' psychological health have been discovered (Zhou et al., 2017;Anasori et al., 2019). Hence, evaluating the moderating eect of resilience on people's mental health (e.g., subjective well-being) in dealing with harsh conditions is critical. ...
Drawing upon the theory of displacement, the job-demands resources (JD-R) theory, and the conservation of resources (COR) theory, the current study seeks to develop an integrated model investigating the factors determining subjective well-being among hotel employees, considering the mediating impact of work-family conict as well as the moderating role of psychological resilience. This paper applied a quantitative method relying on a self-administered questionnaire to gather primary data from the sta of 5-star hotels in North Cyprus. Performing PLS-SEM, the empirical ndings indicated that job insecurity signicantly impacts both work-family conict and employees' subjective well-being. Work-family conict has a positive impact on emotional exhaustion, which in turn negatively inuen-ces subjective well-being. Work-family conict also signicantly mediates the link between employees' job insecurity and their emotional exhaustion. Psychological resilience signicantly moderates the link between job insecurity and subjective well-being. This study provides various theoretical and practical implications for scholars and administrators.
... For learners, it is important to consider academic activities or settings that promote inventiveness, such as mindfulness. In fact, in a globe where trauma and other adverse feelings impair creativity, mindfulness emerges as a critical matter in students' accomplishment, and it is considered a vital safeguard against apprehension and other undesirable circumstances (Zhou et al., 2017). Indeed, mindfulness has been linked to various talents and capacities, the most essential of which is creativity. ...
This paper investigates the effects of formative assessment (FA) via artificial intelligence (AI) on EFL students’ reading comprehension development, online academic enjoyment, personal best goals (PBGs), and academic mindfulness. To achieve this, 80 Kuwaiti students were selected through convenience sampling and divided into the experimental group (EG) and the control group (CG). Pretests were conducted to assess the initial levels of the dependent variables. The EG received AI-based instruction through the Nearpod platform, while the CG received traditional face-to-face instruction. Both groups were taught ten reading passages, and post-tests were administered to measure reading comprehension progress, online academic enjoyment, PBGs, and academic mindfulness. ANCOVA test results revealed significant differences between the post-tests of the EG and CG, with the EG showing superior performance across all measures. These findings suggest that AI-based formative assessments can substantially enhance students’ academic and psychological outcomes, providing valuable insights for EFL instructors and material designers. Future research should explore the long-term effects of AI-based learning tools in diverse educational settings.
... Turner et al., 2010) suggests that depressive symptoms are an antecedent to bullying victimization. In contrast, however, a more robust research base (e.g., Arhin et al., 2019;Copeland et al., 2013;Fang et al., 2022;Moore et al., 2017;Sigurdson et al., 2015;Zhou et al., 2017) documents the influence of bullying victimization on depressive symptoms. Taken in total, a large body of evidence links bullying victimization not only to depressive symptoms, but also a range of other negative psychological and physical outcomes. ...
Despite a large body of research exploring the influence of adolescent bullying victimization on a range of outcomes such as gun possession, scholars know less about the factors driving these relationships. Grounded in Agnew's general strain theory, this study investigated whether the influence of bullying victimization on gun carrying behaviors operates indirectly through depressive symptoms. To answer this question, this study used data collected from a statewide representative sample of 9,819 middle and high school students who participated in the 2019 Florida Youth Substance Abuse Survey. Net of other potential confounding influences including race, age, sex, and level of parental education, results from the analyses indicate bullying victimization increased the odds that a respondent carries a gun. When a measure of depressive symptoms was added to the model, however, the bullying victimization variable dropped to non-significance, thus suggesting bullying victimization increased one's depressive symptoms, which, in turn, increased the odds a respondent carried a gun. Furthermore, results from a Karlson-Holm-Breen (KHB) decomposition analysis revealed this indirect effect was statistically significant. The results from this study provide parents, teachers, and policymakers with information to help address issues associated with bullying and gun carrying behaviors among adolescents.
... It is worth noting that the interaction between trait mindfulness and peer victimization had a modest effect size in predicting online trolling behavior. This result is close to the effect size of trait mindfulness on reducing aggressive behavior in previous studies [42,44,65,66], indicating that trait mindfulness may play a role in alleviating online trolling caused by peer victimization, but its influence may also be affected by other variables. ...
Background
In recent years, online trolling has garnered significant attention due to its detrimental effects on mental health and social well-being. The current study examined the influence of peer victimization on adolescent online trolling behavior, proposing that hostile attribution bias mediated this relationship and that trait mindfulness moderated both the direct and indirect effects.
Methods
A total of 833 Chinese adolescents completed the measurements of peer victimization, hostile attribution bias, trait mindfulness, and online trolling. Moderated mediation analysis was performed to examine the relationships between these variables.
Results
After controlling for gender and residential address, the study found a significant positive correlation between peer victimization and online trolling, with hostile attribution bias serving as a mediator. In addition, trait mindfulness moderated the direct relationship between peer victimization and online trolling. Specifically, the effect of peer victimization on online trolling was attenuated when adolescents had high levels of trait mindfulness. The results of the study emphasized the joint role of peer and personal factors in adolescents’ online trolling behavior and provide certain strategies for intervening in adolescents’ online trolling behavior.
Conclusion
The results of the study suggest that strategies focusing on peer support and mindfulness training can have a positive impact on reducing online trolling behavior, promoting adolescents’ mental health, and their long-term development.
... According to several studies [18][19][20], resilience, coping strategies and social and communicative skills are the variables considered relevant in the educational field when examining or investigating the effects of the dependent variable mindfulness. ...
Investigating the contribution of mindfulness training to psychological well-being and quality of life in the university setting is of interest. The objective of the study is to present a comparative analysis of the scores in the variables of self-efficacy, resilience, coping strategies, and communication skills before and after the application of an intervention program based on mindfulness. An ex post facto cross-sectional design and a convenience sample of participants were adopted. The participants were students belonging to Education Sciences who benefited from the activities of the program. Instruments were administered to assess mindfulness, self-efficacy, resilience, coping strategies, and communication skills. The correlations of the mindfulness variable with the other psychoeducational variables evaluated were also analyzed. The results indicate an increase in the scores in the selected variables of mindfulness, resilience, communication skills, and some of the coping strategies considered productive or functional such as problem solving, self-criticism, emotional expression, desiderative thinking, social support, and cognitive restructuring. Statistically significant correlations were also observed between the variable mindfulness and those of perceived self-efficacy, resilience, coping strategies, and communication skills. The development of mindfulness training programs in the university setting is necessary to contribute to the improvement of more adaptive coping skills and the promotion of resilience.
... These dimensions have been operationalized into formal assessments of resilience (Wagnild, 2009;Wagnild & Young, 1993). Global resilience has been found to mitigate stressors such as caregiver burden and victimization associated with psychological distress in the general population (Mulud & McCarthy, 2017;Zhou et al., 2017). Resilience also ameliorates psychological distress due to stressors observed among sexual and gender minority individuals and people with HIV, such as multiple minority stress, childhood sexual abuse, and internalized transphobia (McConnell et al., 2018;Sauceda et al., 2016;Scandurra et al., 2018;Storholm et al., 2019). ...
Aging gay and bisexual men may have negative self-images due to body image dissatisfaction and internalized ageism, resulting in psychological distress. Gay and bisexual men with HIV may be at greater risk for distress because of research linking HIV to accelerated aging. We examined associations between self-image and psychological distress, and potential mediating effects (resilience, fitness engagement), and whether these relationships were moderated by HIV serostatus. We tested our hypotheses with structural equation modeling using data from gay and bisexual men with HIV (n = 525, Mage = 57.6) and without HIV (n = 501, Mage = 62.2). We observed significant positive associations between self-image and distress and significant mediation effects (resilience, fitness engagement) that were moderated by HIV serostatus (resilience was only significant for men with HIV). We conclude that resilience interventions may be beneficial in alleviating distress from negative self-image among aging gay and bisexual men with HIV.
... Psychological capital are positively correlated with high dedication and improved performance outcomes that will lead to happiness [61] . Prior research has also indicated, from the perspective of psychological capital, that career calling enhances one's confidence, resiliency, self-esteem, and sense of value, all of which ultimately contribute to happiness [62,63] . In today's workplace, psychological capital may help balance and optimize positivity and negativity [64] , which may result in increased employee satisfaction and enhanced happiness. ...
The objective of the current study was to examine the mediating role of psychological capital in the relationship of career calling with happiness and engagement. A purposive and judgmental sampling technique was utilised to collect data from a sample of 300 higher education teachers from different universities in India. Statistical package for social science (SPSS) was used to analyse the correlations among career calling, happiness, engagement, and psychological capital. Correlational results showed that study variables career calling, psychological capital, happiness, and engagement were positively correlated. Structure equation modelling (SEM) technique was used to investigate mediating role of psychological capital between the relationship of career calling with happiness, and engagement. The results of the SEM analysis showed that psychological capital fully mediated the relationship of career calling and happiness and partially mediated the relationship of career calling with engagement. The findings indicated that psychological capital significantly impacted the relationship among career calling, happiness, and engagement. This study contributes to the proposed mechanisms underlying the association between career calling, happiness, and engagement. The study concludes with implications, and future research in the domain of career calling.
... We argue that highly resilient project managers while experiencing WFC in the project may be less likely to reduce their commitment toward the project. Past studies showed that resilience diminishes the negative influence of stressful environment on individuals and increase commitment [128,134] as well as engagement in the work 29. Resilience as a personal resource plays significant role in actuating the motivational process and enhance commitment toward the organization [9]. ...
Drawing on conservation of resources theory, the study aimed to investigate the relationship between work–family conflict (time-based, strain-based and behavior-based) and project manager abusive supervision in the presence of mediating mechanism and boundary condition. Time-lagged data were collected from 235 respondents working on construction projects to examine the proposed relationships by utilizing regression analysis. Findings indicated that the dimensions of work–family conflict had a positive significant relationship with abusive supervision and negative relationship with project commitment. Additionally, project commitment mediated the relationships and psychological resilience were found to alleviate the negative influence of work–family conflict on project commitment. Surprisingly, the results delineated that strain-based work–family conflict have more pronounced influence in instigating abusive supervision. This study is unique as it broadens the empirical research on work–family conflict and more particularly negative supervisor behavior in the project context.
... Moreover, resilience scales were also used in micro contexts concerning the common and specific challenges of relating, including personal, family, and community relationships (n = 58, 6.0%), such as parent-child conflict (Tian et al., 2018) and older adults losing their sense of community . Additionally, we decided to present abuse and bullying as a unique context (n = 31, 3.2%), given the specificity of the behaviors, usually with the intention to harm, and the ways such events involve similar experiences of victimization (e.g., fear and isolation) across settings (e.g., school, workplace, and family; Zhou et al., 2017;Lin et al., 2020). ...
Introduction
Despite the rapid growth of interdisciplinary resilience research in Chinese contexts, no study has systematically reviewed individual-level measurement scales for Chinese-speaking populations. We report a systematic review of scales developed for or translated/adapted to Chinese-speaking contexts, where we assessed how widely used scales fare in terms of their psychometric qualities.
Methods
Studies included in this review must have been published in peer-reviewed English or Chinese journals between 2015-2020 and included self-reported resilience scales in Chinese-speaking populations. Searches were conducted in PsycINFO, CNKI (completed in May 2021), and PubMed (completed in January 2024). We developed coding schemes for extracting relevant data and adapted and applied an existing evaluation framework to assess the most frequently used resilience scales by seven methodological criteria.
Results
Analyses of 963 qualified studies suggested that Chinese resilience scales were used in a diverse range of study contexts. Among 85 unique kinds of resilience measures, we highlighted and evaluated the three most frequently used translated scales and three locally developed scales (nine scales in total including variations such as short forms). In short, resilience studies in Chinese contexts relied heavily on the translated 25-item Connor-Davidson Resilience Scale, which scored moderately on the overall quality. The locally developed Resilience Scale for Chinese Adolescents and Essential Resilience Scale received the best ratings but could use further development.
Discussion
We discussed how future work may advance widely used scales, and specified seven methodological recommendations for future resilience scale development with existing and new scales in and beyond the Chinese study contexts. We further addressed issues and challenges in measuring resilience as a process and called on researchers to further develop/evaluate process measures for Chinese-speaking populations.
... RV and its relationship to mindfulness has yet to be studied in college students although the adolescent literature has given attention to mindfulness and related victimization constructs (e.g., bullying, peer, sexual victimization), with certain studies supporting mindfulness' protective role (Georgiou et al., 2021;Lavell et al., 2018;Toomey & Anhalt, 2016;Zhou et al., 2017) and other studies not replicating the finding (Clear et al., 2020). ...
Despite the importance of peer relationships in college, limited research has explored factors protecting students from the development of relational aggression and victimization, despite evidence of the manifestation of these phenomena. This study explored associations between negative emotional states, mindfulness and self-compassion, and relational aggression and victimization in a sample of college students. PDF EPUB
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ABSTRACT
Despite the importance of peer relationships in college, limited research has explored factors protecting students from the development of relational aggression and victimization, despite evidence of the manifestation of these phenomena. This study explored associations between negative emotional states, mindfulness and self-compassion, and relational aggression and victimization in a sample of college students. It was hypothesized that facets of mindfulness and self-compassion would predict lesser relational aggression/victimization and mediate the relationship between negative emotional states and relational aggression/victimization. A total of 389 university students were recruited from United Kingdom tertiary education institutions completing measures on relational aggression and victimization, mindfulness and self-compassion, and negative emotional states. Using regression analyses, results indicated that mindfulness facets of acting with awareness and nonjudgement negatively predicted relational aggression, while acting with awareness and reverse self-isolation negatively predicted relational victimization. The findings supported the hypothesis that mindfulness facets mediated the relationship between negative emotional states and relational aggression/victimization suggesting that these processes may operate protectively. The study considers research and practice implications in colleges.
... According to mindfulness theory, mindfulness enables individuals to focus on and understand their negative emotions in adversity, deal with them in a timely manner, find the meaning of events in life, actively respond to negative events (Garland et al., 2015), and mitigate harm caused by adversity. High levels of trait mindfulness can help individuals relieve anxiety, reduce the impact of stressful events on negative emotions (Zhou et al., 2017), lower the risk of depression (Zhang et al., 2022), and experience fewer subjective feelings of stress (Hertz et al., 2015) and negative emotions (Masumi and Alyson, 2017). Conversely, low levels of trait mindfulness do not contribute to an individual's attention to and acceptance of negative emotions, which may lead to the long-term accumulation of negative emotions. ...
Objective
This study examines the mediation effect of rumination and resilience between the relationship of mindfulness and negative emotions in Chinese college students.
Method
A total of 3,038 college students (19.94 ± 1.10) were investigated by Mindfulness Attention Awareness Scale (MASS), Rumination Response Style Scale (RRS), Resilience Scale (RES) and Depression-anxiety-pressure scale (DASS-21), and the mediation analyses were conducted by adopting PROCESS macro in the SPSS software.
Results
① Mindfulness was negatively associated with rumination and negative emotions (r = −0.69, −0.72; P < 0.01), and positively associated with resilience (r = 0.63, P < 0.01). Rumination was negatively associated with resilience (r = −0.59, P < 0.01), and positively associated with negative emotions (r = 0.83, P < 0.01). Resilience was negatively associated with negative emotions (r = −0.71, P < 0.01). ② Mindfulness can not only directly predict negative emotions (95%CI, −0.12~−0.09) but also affects negative emotions through three indirect paths: Rumination was a mediator (95%CI, −0.24~−0.20), resilience was a mediator (95%CI, −0.07~−0.06), and resilience and rumination were a chain mediator (95%CI, −0.04 ~ −0.03).
Conclusion
Mindfulness not only influences negative emotions directly, but also through the mediating effect of rumination and resilience indirectly.
... It is strongly evidenced that bullying victimization in adolescents is related to mental health difficulties, such as externalizing and internalizing symptoms [12,23,28,29]. Some authors, however, have underlined the usefulness of considering potential underlying mechanisms that may mediate this well-known association (e.g., sleep duration [30], resilience [31], and internet addiction [32]). One potential approach is employing cognitive emotion regulation (CER) strategies. ...
Background: Existing research has revealed a robust association between bullying victimization and psychological distress, but less is known about the underlying mechanism of this link. cognitive emotion regulation (CER) strategies could be a potential mediator. The current study examined the role of functional and dysfunctional CER strategies as potential mediators of the association between bullying victimization and depression, anxiety, and stress symptoms among 638 high school students (53.9% boys; Mean age = 15.65, SD = 1.32). Method: Participants completed a series of questionnaires assessing bullying victimization (Olweus Bully/Victim Questionnaire), CER strategies (CERQ-18), and symptoms of depression, anxiety, and stress (DASS-21). The indirect relationships between bullying victimization and psychopathological symptoms via functional and dysfunctional CER strategies were tested through structural equation modeling. Results: Dysfunctional CER strategies mediated the impact of bullying victimization on depression, anxiety, and stress. In contrast, bullying victimization did not significantly influence functional CER strategies. Conclusions: The findings provide additional support for the detrimental role of bullying victimization on mental distress, also suggesting that this effect is not only direct, but indirect is well. These results are particularly relevant in light of the absence of mediation by protective factors such as the use of positive emotion regulation strategies.
... Emotion regulation strategies (Koole, 2009) posited that employees might prevent their emotions from traumatic situations, which facilities positive stimuli to generate ideas. As stated previously, prior scholars revealed that, like resilience, emotional recovery significantly predicts positive affect, job satisfaction, life satisfaction, individual coping adjustment to the toxic environment, and well-being (Bajaj et al., 2016;Li & Ahlstrom, 2016;Zhou et al., 2017). Thus, individuals with high emotional recovery adapt to the toxic environment with changing situations and finally foster creativity. ...
Ambivalent situations activate ambivalent emotions (i.e., the simultaneous experience of discrete emotions such as happiness and sadness), which is a ubiquitous phenomenon in organizations. Yet, how and when does ambivalent emotion foster or impede creativity? Unfortunately, prior scholars have largely overlooked the consequences of ambivalent emotion. However, informational theories of emotion deem that ambivalent emotion stimulates more information, which facilitates creativity. On the other hand, another resource depletion perspective thinks ambivalence is a stressful situation that hinders creativity, which demands more psychological resources to identify and solve problems in a new way. Drawing from the lenses of conservation of resources theory (COR), informational theories of emotion, the theory of emotion regulation strategy, and the bifurcation model of affect, a moderated mediation model is developed and found where two facets (i.e., information searching and coding engagement and idea generation engagement) of creative process engagement mediate the association between ambivalent emotion and creativity, in which ambivalent emotion diminishes the two facets of creative process engagement so that results in undermined creativity. And one dimension (i.e., emotion threshold) of a new construct of emotional stability moderated the mediation effect of idea generation engagement in the process, such that this relationship is stronger when emotion threshold is high. This study also reveals that another dimension (i.e., emotion recovery) of the new emotional stability positively relates to creativity. We test and find support for our theorized hypotheses across two field studies using Chinese samples (N =294) and Bangladeshi samples (N =243 with multi-wave and multisource designs). The theoretical and practical implications of these findings in organizations, their plausible limitations, and future directions are addressed.
... Previously, resilience was reported to be correlated with constructs such as coping abilities, agency, positive management strategies, being resourceful and self-regulation (Mansfield & Beltman, 2019). On many occasions, mindfulness-based practices were reported to impact on the ways people withstand difficulties and control their stress levels (Zhou et al., 2017). Although quite divergent from the APM programme, Cultivating Awareness and Resilience in Education programme by Jennings et al. (2013) displayed that the programme helped supporting teachers by catering for their self-efficacy, stress management and well-being. ...
This study scrutinises the effects of a yoga programme on the social-emotional competencies and resilience of 124 student teachers at a university in Turkey and investigates the viewpoints of the participants about the integration of holistic yoga practices. A Hatha yoga programme was implemented in the experimental group for 6 weeks. Data were obtained via Social-Emotional Competencies Questionnaire (SEC-Q), Brief Resilience Scale (BRS) and online open-ended questions. Between-group analyses displayed that self-awareness, self-management and resilience scores increased significantly in the experimental group after the implementation of the treatment. Within-group differences showed meaningful improvements in all social-emotional competencies and resilience levels for the experimental group. Delayed post-tests indicated that participants were able to sustain their improved social and emotional competencies and resilience. Qualitative findings indicated that participants found the programme as a feasible medium for mind-body awareness, emotion and stress regulation, and quality of life.
... Existing research on mediators linking bullying victimization with depression has identified decrements in self-esteem (Zhong et al., 2021) and resilient coping (Zhao et al., 2020;Zhou et al., 2017) as potential mechanisms for this association. However, more research is needed to incorporate well-established emotional and cognitive risk factors for depression and to test how explanatory models function across national and cultural groups. ...
Existing research suggests a robust association between childhood bullying victimization and depressive symptoms in adulthood, but less is known about potential mediators of this link. Furthermore, there is limited cross-national research evaluating similarities and differences in bullying victimization and its associations with mental health. The current study addressed gaps in the literature by evaluating cognitive and affective responses to stress (i.e., emotion regulation, rumination, and distress tolerance) as potential mediators of the link between recalled bullying victimization and current depressive symptoms among 5909 (70.6% female) college students from seven countries. Results revealed specific indirect associations of bullying victimization through distress tolerance and three out of four facets of rumination, as well as a persistent direct association of childhood bullying on adulthood depression. Emotion regulation strategies were not significantly associated with bullying victimization and did not mediate its association with depressive symptoms. Constrained multigroup models indicated that results were invariant across country and gender. Findings provide evidence of statistical mediation in a cross-sectional sample and await replication in prospective studies. Rumination and distress tolerance may be promising targets for resilience-promoting interventions among children experiencing peer victimization. Ongoing research is needed to clarify cross-national patterns in childhood bullying, identify additional mediators accounting for the remaining direct association, and evaluate emotion regulation as a potential moderator of associations between bullying victimization and adult mental health.
... An important aspect of mental health in children is emotional resilience, the capacity to overcome emotional challenges. Greater trait mindfulness in children has been associated with more resilience in response to bullying [8]. Here we asked whether greater trait mindfulness was a source of emotional resilience in response to stressful changes in education and home-life during the COVID-19 pandemic in the United States. ...
An important aspect of mental health in children is emotional resilience: the capacity to adapt to, and recover from, stressors and emotional challenges. Variation in trait mindfulness, one’s disposition to attend to experiences with an open and nonjudgmental attitude, may be an important individual difference in children that supports emotional resilience. In this study, we investigated whether trait mindfulness was related to emotional resilience in response to stressful changes in education and home-life during the COVID-19 pandemic in the United States. We conducted a correlational study examining self-report data from July 2020 to February 2021, from 163 eight-to ten-year-old children living in the US. Higher trait mindfulness scores correlated with less stress, anxiety, depression, and negative affect in children, and lower ratings of COVID-19 impact on their lives. Mindfulness moderated the relationship between COVID-19 child impact and negative affect. Children scoring high on mindfulness showed no correlation between rated COVID-19 impact and negative affect, whereas those who scored low on mindfulness showed a positive correlation between child COVID-19 impact and negative affect. Higher levels of trait mindfulness may have helped children to better cope with a wide range of COVID-19 stressors. Future studies should investigate the mechanisms by which trait mindfulness supports emotional resilience in children.
... It is an important construct for understanding how individuals respond to stressors at the workplace and appears to be a critical determining factor of whether or not unfavorable outcomes arise, such as depression, burnout and compassion fatigue (Rees et al., 2015). Studies have linked resilience to several favorable psychological consequences (Hu et al., 2015;Zhou et al., 2017). Psychological resilience protects individuals from stress (Rushton et al., 2015), demonstrating that it acts as a moderator for handling a stressful environment (Sejera, 2018). ...
Purpose – Little research has focused on abusive supervision in the context of project management, despite its prevalence and detrimental influence on the psychological health of subordinates. Therefore, drawing on affective
event theory (AET), this study sought to investigate supervisor-level antecedents of abusive supervision by considering the mediating role of emotional exhaustion and moderating role of psychological resilience.
Design/methodology/approach – Utilizing a time-lagged design, data were collected through questionnaires from project managers and their immediate subordinates in construction projects. PROCESS macros were utilized to analyze a sample of 241 supervisor-subordinate dyads.
Findings – The findings revealed that time pressure and emotional exhaustion significantly predicted project manager abusive supervision. The authors also found that emotional exhaustion mediates the relationship between time pressure and project manager abusive supervision. Furthermore, the results show that highly
resilient project managers become less emotionally exhausted when facing time pressure. Lastly, psychological resilience moderated the indirect effect of time pressure on project manager abusive supervision through emotional exhaustion.
Originality/value – According to Fordjour et al., abusive supervision is a critical factor that deteriorates the psychological health of subordinates in the project. Nevertheless, this phenomenon remains uninvestigated. Therefore, this research contributes to the project management literature by investigating key predictors of
abusive supervision, thus filling both a theoretical and practical gap.
... Peer BV contributes significantly to maladjustment among adolescents. Specifically, prior literature suggests that BV often increases the odds of adolescents exhibiting depressive symptoms and substance using behavior (Alba et al., 2018;Luk et al., 2010;Zhou et al., 2017). While adolescents are bullied in school, they develop internalizing symptoms, such as depression, loneliness, anhedonia, and insomnia (Cao et al., 2021), which could increase their odds of using substances to cope (Forster et al., 2013;Reed et al., 2015). ...
Purpose:
Sibling aggression has received attention as a common form of family violence. However, further research is needed to elucidate several antecedents of sibling aggression perpetration and bullying victimization, such as substance use and depressive symptoms. Additionally, more studies are needed to identify the mediating paths of depressive symptoms and substance use, which could explain the association between bullying victimization and sibling aggression perpetration on the one hand and the association between sibling aggression victimization and bullying victimization on the other hand, while controlling for exposure to family violence and demographic variables. The current study tested two separate mediational models guided by the displaced aggression theory and self-medication hypothesis.
Method:
The present study used the Bullying, Sexual, and Dating Violence Trajectories From Early to Late Adolescence in the Midwestern United States, 2007-2013 dataset. The original sample consisted of 1162 middle school students who were initially surveyed and followed into three high schools. For the current study, the first wave was used, which included a sample of 1101 adolescents. Structural equation modeling (SEM) was conducted to first examine whether bullying victimization was associated with sibling aggression perpetration. Then another model was conducted to test whether sibling aggression victimization was associated with bullying victimization.
Results:
In the first model, results suggest bullying victimization is positively associated with sibling aggression. Mediation results indicated depressive symptoms and substance use serially mediated the relation between bullying victimization and sibling aggression. In the second model, results suggest that sibling aggression victimization is positively associated with bullying victimization. Parallel mediation results indicated that depressive symptoms alone and not substance use individually explained the association between sibling aggression victimization and bullying victimization. Finally, serial mediation results indicated that depressive symptoms and substance use serially mediate the association between sibling aggression victimization and bullying victimization.
Limitations:
Limitations include self-report measures and cross-sectional design; therefore, we could not estimate casual relationships.
Conclusion:
The implications of these findings suggest the need for continued attention to school-based bully prevention efforts and family relations interventions. Such efforts might be associated with reductions in bullying victimization and sibling aggression.
... Sense of loneliness relates to someone's perceived sense of social isolation due to the difference between the desired and actual social relationships (Holt-Lunstad et al. 2015). On the other hand, resilience is defined as an individual's ability to adapt positively to a situation, despite difficult and adverse conditions and despite exposure to risk factors (Fergus and Zimmerman 2005;Luthar 2006;Masten 2001;Masten and Narayan 2012;Rutter 2006;Zhou et al. 2017). It is considered that in early adulthood, which is usually identified with the period of academic life, individuals usually have built up some capacity, such as resilience, to deal with adversities and they do not need to rely anymore on their parents for their regulation of well-being. ...
Considering young adults' extensive use of social media since the outbreak of the COVID-19 pandemic, the present study examined the pattern of Facebook use by university students during the period of hygienic crisis. Specifically, it was investigated students' Facebook intensity use and self-disclosure to unknown online friends, as well as the role of sense of resilience and loneliness in the manifestation of the above Facebook behaviors. Overall, 792 undergraduate and postgraduate university students (48% women) completed online self-report questionnaires regarding the above variables. Undergraduate students, regardless of gender and Department of studies, made more intense Facebook use and self-disclosure to unknown online friends. Sense of loneliness positively predicted students' online self-disclosure not only directly but also indirectly through their Facebook intensity use. Students' resilience negatively moderated the relationship between sense of loneliness and Facebook behaviors. The findings propose a new explanatory model of emotional and behavioral mechanisms, which leads to a less safe pattern of Facebook use. This pattern possibly reflects youth's collective tendency to use this social media platform recklessly as a way out of crisis periods, such as the pandemic period. The emergence of this pattern could be useful for launching or enriching university counselling/prevention actions aimed at strengthening students' psycho-emotional skills, and subsequently their prudent use of social media.
... Bullying victimization has been recognized as a major and complex psycho-social problem [101] that requires considerable efforts from both public health professionals (practitioners, researchers, and educators) and the general public [102]. This paper represents an attempt to further understand the factors linked to aggressive tendencies among victimized adolescents. ...
(1) Background: The purpose of the present study was to validate the Perseverative Thinking Questionnaire (PTQ) and the Buss–Perry Aggression Questionnaire-Short Form (BPAQ-SF) and test whether repetitive negative thinking plays an indirect role in the relationship between bullying victimization and aggression among Lebanese adolescents. (2) Methods: This cross-sectional study was conducted between January and May 2022 and included 379 Lebanese adolescent students (64.9% females, mean age 16.07 years). (3) Results: The three-factor solution of the PTQ and the four-factor solution of the BPAQ-SF showed excellent model fit. PTQ mediated the association between bullying victimization and physical aggression, verbal aggression, hostility, and anger. (4) Conclusions: This study expands on previous research by showing that repetitive negative thinking, an impactful socio-cognitive factor for students’ mental health, has a mediating (indirect) effect on the cross-sectional relationship between bullying victimization and aggression. This suggests that interventions aiming to prevent aggressive behaviors among adolescent students may be more effective if focused on repetitive negative thinking.
... For students in the learning milieu, it is significant to regard intellectual activities or circumstances that maintain creativity such as mindfulness [42]. Indeed, in a world where stress and other negative emotions weaken creativity, mindfulness, the concept in the Positive Psychology literature, arises as a vital issue in learners' success [43][44][45][46][47], and it has been characterized as an attribute that serves as an important shield against anxiety or unpleasant states [48]. Indeed, it can be stated that mindfulness is associated with other skills and abilities, the most important of which is creativity [49]. ...
Anxiety may contribute to agitation and distress in learners that can influence learning. Along with anxiety, boredom has been the focus of many recent investigations in the context of second language (L2) learning involving young learners. Anxiety and boredom would limit learners' imagination power, and can deter creativity, one of the indispensable skills in the 21st century. Mindfulness is another construct that is in line with creativity and its perspective to control anxiety is assured in literature. The proposed programs of mindfulness can influence creativity positively in the moment and over time. This is made possible by enhancing the level of the person's attention on daily activities which yields creative outcomes. In a world where stress and, often, distress undermine creativity, mindfulness emerges as an essential contributor to learners' success in educational practice. The current review focuses on young English as a foreign language (EFL) learners given that many believe stress and anxiety are commonplace among youth, leading to a decrease in creativity. Research findings reveal that mindfulness enhances creativity. Therefore, the improvement of students' well-being can be achieved by gradually incorporating mindfulness into the educational domain. Considering the important role of these factors in the language learning process, the purpose of this review is to examine the possible interactional effect of mindfulness in relation to creativity, learners' anxiety, and boredom in the context of L2 education among young learners. This is followed by proposing some suggestions for future research, as well as pedagogical implications.
... For students in the learning milieu, it is significant to regard intellectual activities or circumstances that maintain creativity such as mindfulness [42]. Indeed, in a world where stress and other negative emotions weaken creativity, mindfulness, the concept in the Positive Psychology literature, arises as a vital issue in learners' success [43][44][45][46][47], and it has been characterized as an attribute that serves as an important shield against anxiety or unpleasant states [48]. Indeed, it can be stated that mindfulness is associated with other skills and abilities, the most important of which is creativity [49]. ...
Anxiety may contribute to agitation and distress in learners that can influence learning. Along with anxiety, boredom has been the focus of many recent investigations in the context of second language (L2) learning involving young learners. Anxiety and boredom would limit learners' imagination power, and can deter creativity, one of the indispensable skills in the 21st century. Mindfulness is another construct that is in line with creativity and its perspective to control anxiety is assured in literature. The proposed programs of mindfulness can influence creativity positively in the moment and over time. This is made possible by enhancing the level of the person's attention on daily activities which yields creative outcomes. In a world where stress and, often, distress undermine creativity, mindfulness emerges as an essential contributor to learners' success in educational practice. The current review focuses on young English as a foreign language (EFL) learners given that many believe stress and anxiety are commonplace among youth, leading to a decrease in creativity. Research findings reveal that mindfulness enhances creativity. Therefore, the improvement of students' well-being can be achieved by gradually incorporating mindfulness into the educational domain. Considering the important role of these factors in the language learning process, the purpose of this review is to examine the possible interactional effect of mindfulness in relation to creativity, learners' anxiety, and boredom in the context of L2 education among young learners. This is followed by proposing some suggestions for future research, as well as pedagogical implications.
... According to Hayes (2017), if the mediation process relies on the value of a moderator construct, there will be a moderated mediation effect. This refers to the mediating process that intervenes between the exogenous variable and the endogenous variable being different at different values of the moderator variable (Zhou et al. 2017). A moderated mediation analysis using PROCESS macro (model 59) was used to assess the statistical significance of the indirect and direct effects (H7a, b, and c). ...
The study explores how consumer–brand value congruence affects the quality of consumer relationships and drives the propensity to leave and consumers’ voluntary performance. It also examines how the quality of consumer–brand relationships mediates the relationships between value congruence and both propensity to leave and consumer voluntary performance. The study also examines the moderating role of relationship length and consumer age. Data from an online survey of 371 consumers drawn from contrasting service contexts (restaurants and hospitals) were collected. In both service settings, the results reveal that value congruence is positively related to consumer–brand relationship quality and voluntary performance, and the consumer–brand relationship quality is negatively related to the propensity to leave. Furthermore, while consumer–brand relationship quality influences voluntary performance in the restaurant context, its influence does not exist in the hospital context. Contrary to expectations, the length of a relationship with a brand does not enhance the quality of the relationship; rather, value congruence takes precedence. We emphasize the need for special efforts in fostering congruent perceptions among older consumers to get them engaged in voluntary performance. Since a few marketing scholars have examined the role of value congruence as an antecedent of consumer–brand relationship quality, we advance extant literature in examining the impact of value congruence on consumer–brand relationship quality and its outcomes.
The purpose of this study was to explore the development and relationship between mindfulness and executive function (EF) in students in grades 4–5 and investigate mindfulness training’s impact on mindfulness and EF in grade 4 students in rural China. Study 1 measured mindfulness and EF in Chinese students in grades 4–5. Differences in the level of mindfulness among children in grade 4 (n = 159) and grade 5 (n = 187) in rural China were analyzed by multi-factor analysis of variance. Correlation and hierarchical multiple regression analyses were used to explore the relationship between mindfulness and EF in grade 4 (n = 103) and grade 5 (n = 124). Study 2 included 45 4th graders with a general mindfulness level, with 21 children in the experimental group receiving 12 mindfulness training lessons. The mindfulness and EF scores of individuals in the mindfulness and control groups were tested before and after the intervention. Study 1 showed that 4th graders had significantly lower mindfulness scores than 5th graders. EFs in grades 4–5 were significantly correlated with mindfulness. Study 2 revealed that mindfulness training significantly improved the experimental group’s mindfulness and working memory. A non-significant improvement in inhibitory control and cognitive flexibility was observed. There was a significant difference in mindfulness in grades 4 and 5 of Chinese rural upper-grade elementary school. Children who perform well in mindfulness also perform well in EFs. Mindfulness training improved the mindfulness and working memory of 4th graders in rural China with a general mindfulness level.
This study investigated the underlying mechanism between bullying victimization and depressive symptoms via social trust cross-sectionally and longitudinally among 4,548 early adolescents at T1 and 4,484 adolescents at T2 from rural areas in Guizhou, China. Correlational data showed that all forms of bullying victimization at T1 showed negative correlations with in-group trust at T1 and T2 and generalized trust and depressive symptoms at T1. Both forms of trust were negatively associated with depressive symptoms at both time points. Results of structural equation modeling revealed a significant cross-sectional relationship between T1 bullying victimization and T1 depressive symptoms and that T1 bullying victimization was indirectly related to T1 depressive symptoms through both in-group and generalized social trust at T1. Thus, among students who reported experiencing more bullying, there was a lower level of trust in familiar people and authorities, which mediated their reports of depression. However, social trust did not explain the nonsignificant longitudinal relationship between bullying victimization at T1 and depressive symptoms at T2, potentially due to the lack of control of confounding variables. One implication is the importance of immediate intervention to counteract the tendency to overgeneralize bullying victimization to overall social trust. This study contributes to an empirical understanding of the underlying mechanism between bullying victimization and psychopathology symptoms among early adolescents in rural China.
School violence, in particular bullying by peers, has become a problem on the public agenda. In the context of bullying, children exposed report high levels of shame and guilt which increase victimization since involves a humiliating experience associated with the lack of acceptance by the peer group and can negatively affect mental health. Both emotions have been previously studied in peer violence context. Now we aim to examine resilience as a potential factor to alleviate shame and guilt in school bullying. We conducted a study to test if resilience mediates the feeling of shame and guilt effect of being exposed to bullying; that is, if resilience entails protective behaviors that favour the dissipation of the risk of feeling shame and guilt when exposed to direct violence in school. First, we adapted to Mexican Spanish the research instrument Short Version of the State Shame and Guilt Scale (SSGS-8, Cavalera et al., 2017)—; then we conducted a quantitative, explanatory, cross-sectional approach study; both were carried out in two different non-urban high schools near the city of Monterrey, Mexico, randomizing groups. We found through a moderated mediation analysis that resilience is a key piece to transform shame and practically alleviate negative school violence consequences the indirect effect of resilience on the relationship between direct violence in school and shame was moderated by gender, better for boys than for girls. As its presence restrain shame in those who have been exposed to direct violence in school, it is important to strengthen resilience in adolescents. Promoting the development of shame resilience in adolescents is crucial to prevent them from questioning whether something is wrong with them when exposed to violence. We must continue making efforts to eradicate violence in schools through prevention programs and public policies.
【Abstract】 Objective:The present study aimed to investigate the association between family function and depression inadolescents,as well as the mediating effect of positive youth development and the moderating effect of mindfulness.Meth-ods:The Family Function Scale,the Positive Youth Development Scale,the Child and Adolescent Mindfulness Measure(CAMM),and the Center for Epidemiological Studies Depression Scale (CES-D)were administered to 522 middle schoolstudents.Results:(1)Family function significantly predicted not only adolescent depression,but also adolescent depressionthrough positive adolescent development.(2)Mindfulness negatively mediated the effect of family function on adolescent de-pression and the second half path of the mediating effect of positive adolescent development.Specifically,both the direct ef-fect of family function on adolescent depression and the mediating effect of Positive Adolescent Development were moderat-ed by mindfulness,and both of the two effects were stronger for youth with lower level of mindfulness.Conclusion:Thefindings suggest that impaired family function and psychological vulnerabilities may increase the risk of adolescent depres-sion,while mindfulness can relieve the negative effects of impaired family function and mental vulnerabilities.
With the rapid development of Internet technology, more and more college students are facing the threat of mobile phone addiction. However, the relationship and underlying mechanism between mobile phone addiction and academic burnout haven’t been explored in depth. This study proves the mediating role of technology conflict and the moderating role of mindfulness in the relation between mobile phone addiction and academic burnout. 752 college students were recruited to complete the questionnaire of mobile phone addiction, technology conflict, mindfulness and academic burnout. Results showed that mobile phone addiction was significantly and positively associated with academic burnout, and this relationship could be mediated by technology conflict. Besides, the direct effect of mobile phone addiction on academic burnout and the indirect effect of technology conflict in this link were moderated by mindfulness. Both these two effects are stronger for college students with lower level of mindfulness. Our findings enrich our understanding of how and when mobile phone addiction was related to academic burnout. Educational professionals and parents should take timely measure to the academic burnout of college students suffering from mobile phone addiction, particularly for those with lower level of mindfulness.
Background:
There is ample evidence that bullying victimization typically has deleterious effects on the developmental outcomes of adolescents, while little research attention has been paid to those who show "resilient" despite the stress associated with being bullied. This study aimed to identify such a group according to the severity of exposure to bullying victimization and psychological adaptation in terms of negative (i.e., depressive symptoms) as well as positive (i.e., subjective well-being) aspects, and to examine their associations with interpersonal sources in school ecology (i.e., teacher support and peer support) using a short-term longitudinal design.
Methods:
Latent profile analysis was performed on a sample of 2339 adolescents in junior high schools (Mage = 12.97 ± 0.58 years, 51.1 % boys).
Results:
The presence of a resilient (8.0 %) profile was identified, along with three other distinct profiles: normative (59.2 %), vulnerable (29.0 %), and adverse (3.8 %). Despite experiencing bullying victimization of comparable severity, adolescents who reported more teacher support and peer support were more likely to classify to the "Resilient" profile.
Limitations:
A broader range of malleable resource factors should be considered to enhance a nuanced understanding of what resource factors contribute to resilience. Multiple reporting sources should be applied to overcome information bias. And the results need to be verified across different cultural contexts, age groups, and regions.
Conclusions:
These findings add a new contribution to the literature by highlighting the utility of a person-centered approach in the field of victimization resilience studies and the important roles of teacher and peer support against bullying victimization. Future prevention and early intervention could consider support from teachers and peers as potentially robust and malleable targets.
Victimization could cause cognitive dysfunction like negative cognitive bias. While there are studies of contemporaneous consequences, there is insufficient research on whether and how early victimization will affect adult negative cognitive bias. This study examined the dual role of resilience (i.e., whether resilience would moderate the relationship between early victimization and negative cognitive bias, and/or whether resilience would mediate the same relationship). A total of 972 college students (40% were males, Mage = 19.25, SD = 1.17, range = 16-25) from three universities in Central China completed a series of anonymous questionnaires on early victimization, resilience, and negative cognitive bias. After controlling for demographic variables, the results indicated that early victimization was positively correlated with negative cognitive bias of college students. Moderation analysis indicated that resilience moderated the relationship between early victimization and negative cognitive bias. Mediation analysis revealed that resilience partially mediated the same relationship. Specifically, the effect of early victimization on negative cognitive bias was stronger for college students with high level of resilience than those with low level of resilience. Meanwhile, early victimization affected negative cognitive bias partially through resilience. The findings elucidate the dual role of resilience in the relationship between early victimization and negative cognitive bias. On the one hand, negative cognitive bias can be reduced by enhancing resilience among victims, on the other hand, the protective role of resilience may be weakened with the increase of victimization, reminding us to pay more attention to victims with high level of resilience.
Advances in the conceptualization and measurement of life stress in the past 2 decades raise several questions concerning traditional diathesis–stress theories of psychopathology. First, comprehensive measures of life stress force investigators to become more precise about the particular stressful circumstances hypothesized to interact with diatheses. Second, the influence of the diathesis on a person's life is typically ignored, which results in several types of possible bias in the assessment of life stress. Finally, information is available on diatheses and stress for specific disorders to provide a foundation for more empirically based hypotheses about diathesis–stress interactions. This possibility is outlined for depression. Such an approach provides the basis for developing broader, yet more specific, frameworks for investigating diathesis–stress theories of psychopathology in general and of depression in particular.
The current study aimed to examine the mediation effects of self-esteem on the association between mindfulness and anxiety and depression. A sample of 417 undergraduate students completed a packet of questionnaires that assessed mindfulness, self-esteem, anxiety, and depression. Correlation results indicated that mindfulness was associated with self-esteem, anxiety, and depression. Using Structural Equation Modeling (SEM), mediational analyses showed that mindfulness exerted its indirect effect on anxiety and depression through self-esteem. A multi-group analysis showed that the mediational model was not moderated by gender and thus provided a preliminary support for the robustness of the final meditational model. The findings corroborate an important role of self-esteem in mindfulness exerting its beneficial effects on anxiety and depression.
Purpose:
Bullying is a serious sociodevelopmental issue associated with a range of short- and long-term problems among youth who are bullied. Although race and ethnicity have been studied, less attention has been paid to examining prevalence and correlates of bullying victimization among immigrant youth.
Methods:
Using data from the Health Behavior in School-Aged Children (N = 12,098), we examined prevalence and correlates of bullying victimization among U.S. immigrant youth.
Results:
After controlling for several demographic variables, findings indicate that immigrant youth are more likely to experience bullying victimization than native-born youth. Furthermore, immigrant youth who experience bullying victimization were more likely to report interpersonal, socioemotional, health, and substance use problems.
Conclusions:
Given the greater risk and unique challenges experienced by immigrant youth, prevention and intervention programs may need to be tailored to their specific needs and circumstances. Further research is needed to understand the specific factors and mechanisms involved in bullying victimization among immigrant youth.
Studies that combine moderation and mediation are prevalent in basic and applied psychology research. Typically, these studies are framed in terms of moderated mediation or mediated moderation, both of which involve similar analytical approaches. Unfortunately, these approaches have important shortcomings that conceal the nature of the moderated and the mediated effects under investigation. This article presents a general analytical framework for combining moderation and mediation that integrates moderated regression analysis and path analysis. This framework clarifies how moderator variables influence the paths that constitute the direct, indirect, and total effects of mediated models. The authors empirically illustrate this framework and give step-by-step instructions for estimation and interpretation. They summarize the advantages of their framework over current approaches, explain how it subsumes moderated mediation and mediated moderation, and describe how it can accommodate additional moderator and mediator variables, curvilinear relationships, and structural equation models with latent variables.
Abstract
Recent research has established the effect of mindfulness on subjective well-being. In this present study we attempt to extend the previous literature by investigating the potential mediating role of resilience in the impact of mindfulness on life satisfaction and affect as indices of subjective well-being. The Mindful Attention Awareness Scale (MAAS), Connor–Davidson Resilience Scale (CD-RISC), the Satisfaction with Life Scale (SWLS) and Positive and Negative Affect Schedule (PANAS) were administered to 327 undergraduate university students in India. Structural equation modeling (SEM) results showed that resilience partially mediated the relationship between mindfulness and life satisfaction and affect components. The findings corroborate an important role of resilience in mindfulness exerting its beneficial effects. This study makes a contribution to the potential mechanism of the association between mindfulness and subjective well-being.
The aim of this research is to investigate the mediator role of coping competence on the relationship between mindfulness and flourishing. Participants were 284 university students who completed a questionnaire package that included the Cognitive and Affective Mindfulness Scale, the Coping Competence Questionnaire, and the Flourishing Scale. The relationships between coping competence, mindfulness, and flourishing were examined using correlation and regression analysis. According to results, both coping competence and
flourishing were predicted positively by mindfulness. On the other hand, flourishing was predicted positively by coping competence. In addition, coping competence mediated on the relationship between mindfulness and flourishing. Together, the findings illuminate the importance of mindfulness on psychological and cognitive adjustment. The results were discussed in the light of the related literature and dependent recommendations to the area were given.
The goal of this study was to test a path model for the relationships between age, gender, traditional bullying and cyber bullying victimization, and violent behavior, substance abuse, depression, suicidal ideation and suicide attempts in adolescents. A hypothesized path model was fit to data from the 2011 Youth Risk Behavior System survey (YRBSS) on a nationally representative sample of 15,425 high-school students from across the United States. Results suggested that the effects of traditional and cyber bullying victimization on suicidal thinking, suicide planning, and suicide attempts were mediated by violent behavior, substance abuse, and depression. Results also suggested reciprocal paths between substance abuse and violent behavior. There were statistically significant indirect paths from both traditional and cyber bullying victimization to suicide attempts without the involvement of depression, suicidal thinking, or suicide planning, findings suggesting a model for spontaneous, unplanned adolescent suicides. Results suggested female adolescents who reported cyber bullying victimization also reported higher rates of depression and suicidal behaviors compared to their male counterparts, and that as adolescents got older, depression and substance abuse tended to increase, while violent behavior and suicidal thinking tended to decrease. The implications of these findings for social workers, school counselors, and others who work with adolescents are considered.
The current meta-analysis aimed to review the relationship between trait resilience and mental health, and examine some moderating variables such as participant age, gender, and adversity. A total of 60 studies and 111 effect sizes were analyzed. We found that: (1) Trait resilience was negatively correlated to negative indicators of mental health and positively correlated to positive indicators of mental health. (2) Age moderated the relationship between trait resilience and negative indicators but not the positive indicators of mental health, with adults showing stronger than children and adolescents. (3) Gender also moderated the relationship between trait resilience and mental health. As percentage of male participants increased, a weaker effect size was observed. (4) Adversity moderated the relationship between trait resilience and mental health. The effect sizes were significantly stronger for people in adversity than those not in adversities.
Positive psychological research has clearly highlighted the importance of investigating factors that contribute to well-being. One factor contributing greatly to psychological well-being is mindfulness, which has been related to a wide range of positive outcomes, including healthy self-esteem. Here, we present two studies that aim to extend prior research on mindfulness and self-esteem. In Study 1, we propose and test a theoretically derived model of the role that mindfulness plays in the prediction of self-esteem and life satisfaction. Four facets of mindfulness significantly predicted increased self-esteem, which in turn predicted overall life satisfaction. In Study 2, we extended this study by examining the direct effects of a brief mindfulness induction on state self-esteem, and found that experimentally enhancing state mindfulness led to an increase in state self-esteem. The two studies presented clearly demonstrate that mindfulness and self-esteem are related, and, importantly, that mindfulness training has direct positive effects on self-esteem.
Non-suicidal self-injury (NSSI) has become very prominent among adolescents in middle and high school settings. However, little research has evaluated the role of the school environment in the behaviour. This study examined whether indices of school trust and perceived safety were predictive of NSSI behaviour. Results indicate that these variables allow us to more accurately identify participants who engage in NSSI. Students who report being bullied and threatened, and who have less trust in specific members of school staff are more likely to engage in NSSI.
Este estudio ex post facto analiza tanto las relaciones directas existentes entre la victimización y la conducta violenta manifiesta y relacional de adolescentes escolarizados como las relaciones indirectas entre esas variables a través del clima escolar, la soledad, la reputación ideal no conformista y la transgresión de normas sociales. La muestra está compuesta por 1.795 adolescentes (48% mujeres) de edades comprendidas entre 11 y 18 años (M = 14,2; DT = 1,68). Se utiliza un modelo de ecuaciones estructurales para analizar el efecto del clima escolar y la victimización en la conducta violenta manifiesta y relacional. Los resultados indican una relación directa y positiva entre la victimización y la conducta violenta relacional y una relación directa y negativa entre el clima escolar y la conducta violenta manifiesta. Además, el clima escolar y la victimización se relacionan indirectamente con la violencia manifiesta y relacional a través de sus relaciones con la soledad, la reputación ideal no conformista y la transgresión de normas sociales. Los resultados del análisis multigrupo indican que la relación entre la soledad y la conducta violenta relacional es significativa para los chicos pero no para las chicas. Finalmente, se discuten los resultados obtenidos y sus implicaciones prácticas en el contexto escolar.
Background:
Peer victimization is ubiquitous across schools and cultures, and has the potential for long-lasting effects on the well-being of victims. To date, research has focused on the consequences of peer victimization during childhood but neglected adolescence. Peer relationships and approval become increasingly important during adolescence; thus, peer victimization at this age may have a damaging psychological impact.
Methods:
Participants were 5030 adolescents aged 11-16 recruited from secondary schools in the UK. Self-report measures of victimization and symptoms of anxiety and depression were administered on three occasions over a 12-month period. Latent growth models examined concurrent and prospective victimization-related elevations in anxiety and depression symptoms above individual-specific growth trajectories.
Results:
Peer victimization was associated with a concurrent elevation of 0.64 and 0.56 standard deviations in depression and anxiety scores, respectively. There was an independent delayed effect, with additional elevations in depression and anxiety (0.28 and 0.25 standard deviations) six months later. These concurrent and prospective associations were independent of expected symptom trajectories informed by individual risk factors.
Conclusions:
Adolescent peer victimization was associated with immediate and delayed elevations in anxiety and depression. Early intervention aimed at identifying and supporting victimized adolescents may prevent the development of these disorders.
Bullying involvement in any form can have lasting physical and emotional consequences for adolescents. For programs and policies to best safeguard youth, it is important to understand prevalence of bullying across cyber and traditional contexts. We conducted a thorough review of the literature and identified 80 studies that reported corresponding prevalence rates for cyber and traditional bullying and/or aggression in adolescents. Weighted mean effect sizes were calculated, and measurement features were entered as moderators to explain variation in prevalence rates and in traditional–cyber correlations within the sample of studies. Prevalence rates for cyber bullying were lower than for traditional bullying, and cyber and traditional bullying were highly correlated. A number of measurement features moderated variability in bullying prevalence; whereas a focus on traditional relational aggression increased correlations between cyber and traditional aggressions. In our meta-analytic review, traditional bullying was twice as common as cyber bullying. Cyber and traditional bullying were also highly correlated, suggesting that polyaggression involvement should be a primary target for interventions and policy. Results of moderation analyses highlight the need for greater consensus in measurement approaches for both cyber and traditional bullying.
An international team of investigators in 11 countries have worked collaboratively to develop a culturally and contextually relevant measure of youth resilience, the Child and Youth Resilience Measure (CYRM-28). The team used a mixed methods design that facilitated understanding of both common and unique aspects of resilience across cultures. Quantitative and qualitative stages to its development ensure the CYRM-28 has good content-related validity across research sites. Crossover comparison analyses of the findings from the quantitative administration of the pilot measure with 1,451 youth and qualitative interviews with 89 youth support the CYRM-28 as a culturally sensitive measure of youth resilience. The implications of this mixed methods approach to the development of measures for cross-cultural research are discussed.
Characteristic affect may influence the development of resilience. Higher levels of resilience may in turn decrease the likelihood of individuals developing symptoms of depression. All first year psychology students (N = 217) were recruited in this longitudinal study to examine whether resilience mediates the relationship between characteristic affect and symptoms of depression. One hundred and seven students completed survey measures at the start of a semester and again 3 months later. Results indicated that greater negative affect predicted worsening of depressive symptoms over 3 months, while greater positive affect predicted a lessening of depressive symptoms over 3 months. Resilience fully mediated the effects of positive affect on change in depression and partly mediated the effects of negative affect on change in depression. These results are interpreted in the context of a hierarchical model of affect and the Broaden and Build Theory, which may explain how resilience arises from positive affect and mediates between affect and symptoms of depression over time.
Personality type and resilient behaviors provide protection from the experience of depression, and resilience can increase the risk of not being depressed. Psychiatric–mental health nurses are well positioned to facilitate the development of resilience qualities in people who are depressed. Clinical strategies, which could be undertaken by the psychiatric–mental health nurse, include early intervention, promoting a positive social and familial climate, promoting self-esteem and support building, social and life skills/vocational education, and linking and brokering clients into extracurricular activities.
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Importance Both bullies and victims of bullying are at risk for psychiatric problems in childhood, but it is unclear if this elevated risk extends into early adulthood.
Objective To test whether bullying and/or being bullied in childhood predicts psychiatric problems and suicidality in young adulthood after accounting for childhood psychiatric problems and family hardships.
Design Prospective, population-based study.
Setting Community sample from 11 counties in Western North Carolina.
Participants A total of 1420 participants who had being bullied and bullying assessed 4 to 6 times between the ages of 9 and 16 years. Participants were categorized as bullies only, victims only, bullies and victims (hereafter referred to as bullies/victims), or neither.
Main Outcome Measure Psychiatric outcomes, which included depression, anxiety, antisocial personality disorder, substance use disorders, and suicidality (including recurrent thoughts of death, suicidal ideation, or a suicide attempt), were assessed in young adulthood (19, 21, and 24-26 years) by use of structured diagnostic interviews.
Results Victims and bullies/victims had elevated rates of young adult psychiatric disorders, but also elevated rates of childhood psychiatric disorders and family hardships. After controlling for childhood psychiatric problems or family hardships, we found that victims continued to have a higher prevalence of agoraphobia (odds ratio [OR], 4.6 [95% CI, 1.7-12.5]; P < .01), generalized anxiety (OR, 2.7 [95% CI, 1.1-6.3]; P < .001), and panic disorder (OR, 3.1 [95% CI, 1.5-6.5]; P < .01) and that bullies/victims were at increased risk of young adult depression (OR, 4.8 [95% CI, 1.2-19.4]; P < .05), panic disorder (OR, 14.5 [95% CI, 5.7-36.6]; P < .001), agoraphobia (females only; OR, 26.7 [95% CI, 4.3-52.5]; P < .001), and suicidality (males only; OR, 18.5 [95% CI, 6.2-55.1]; P < .001). Bullies were at risk for antisocial personality disorder only (OR, 4.1 [95% CI, 1.1-15.8]; P < .04).
Conclusions and Relevance The effects of being bullied are direct, pleiotropic, and long-lasting, with the worst effects for those who are both victims and bullies.
Baer's review (2003; this issue) suggests that mindf ulness-based interventions are clinically efficacious, but that better designed studies are now needed to substantiate the field and place it on a firm foundation for future growth. Her review, coupled with other lines of evidence, suggests that interest in incorporating mindfulness into clinical interventions in medicine and psychology is growing. It is thus important that professionals coming to this field understand some of the unique factors associated with the delivery of mindfulness-based interventions and the potential conceptual and practical pitfalls of not recognizing the features of this broadly unfamiliar landscape. This commentary highlights and contextualizes (1) what exactly mindfulness is, (2) where it came from, (3) how it came to be introduced into medicine and health care, (4) issues of cross-cultural sensitivity and understanding in the study of meditative practices stemming from other cultures and in applications of them in novel settings, (5) why it is important for people who are teaching mind-fulness to practice themselves, (6) results from 3 recent studies from the Center for Mindfulness in Medicine, Health Care, and Society not reviewed by Baer but which raise a number of key questions about clinical applicability, study design, and mechanism of action, and (7) current opportunities for professional training and development in mindfulness and its clinical applications.
This article presents 4 studies (N = 1,413) describing the development and validation of the Child and Adolescent Mindfulness Measure (CAMM). In Study 1 (n = 428), the authors determined procedures for item development and examined comprehensibility of the initial 25 items. In Study 2 (n = 334), they reduced the initial item pool from 25 to 10 items through exploratory factor analysis. Study 3 (n = 332) evaluated the final 10-item measure in a cross-validation sample, and Study 4 (n = 319) determined validity coefficients for the CAMM using bivariate and partial correlations with relevant variables. Results suggest that the CAMM is a developmentally appropriate measure with adequate internal consistency. As expected, CAMM scores were positively correlated with quality of life, academic competence, and social skills and negatively correlated with somatic complaints, internalizing symptoms, and externalizing behavior problems. Correlations were reduced but generally still significant after controlling for the effects of 2 overlapping processes (thought suppression and psychological inflexibility). Overall, results suggest that the CAMM may be a useful measure of mindfulness skills for school-aged children and adolescents.
This study examined the link between bullying victimization and substance use and tested the mediating role of depression in male and female adolescents. Cross-sectional data were collected from a national sample of 1,495 tenth graders who participated in the 2005/06 Health Behaviors in School-aged Children U.S. Survey. Victimization, depression and substance use were all measured as latent variables. Substance use was measured by drinking alcohol, being drunk, smoking cigarettes and using marijuana in the past 30 days. Multiple-group structural equation modeling showed that victimization was linked to substance use in both males and females. Among females, depression was positively associated with both victimization and substance use and mediated the association between the two latter variables. Among males, depression was associated with victimization but not with substance use. Results highlight the elevated risk for victimization and substance use problems that depression poses among adolescent females.
In the last few years, there has been an increasing amount of research showing the concurrent and long-term consequences of bullying and being bullied by peers. OBJECTIVE. We performed a meta-analysis to quantify the association between involvement in bullying and psychosomatic complaints in the school-aged population.
We searched online databases (Embase, Medline, PsychInfo, Scopus) up to March 2008, bibliographies of existing studies, and qualitative reviews for studies that examined the association between involvement in bullying and psychosomatic complaints in children and adolescents. The original search identified 19 studies, of which 11 satisfied prestated inclusion criteria.
Three random-effects meta-analyses were performed for the following 3 groups of children aged between 7 and 16 years: victims, bullies, and bully-victims. Bully-victims, victims, and bullies had a significantly higher risk for psychosomatic problems compared with uninvolved peers.
The association between involvement in bullying and psychosomatic problems was demonstrated. Given that school bullying is a widespread phenomenon in many countries around the world, the present results suggest that bullying be considered a significant international public health issue.
Advances in the conceptualization and measurement of life stress in the past 2 decades raise several questions concerning traditional diathesis-stress theories of psychopathology. First, comprehensive measures of life stress force investigators to become more precise about the particular stressful circumstances hypothesized to interact with diatheses. Second, the influence of the diathesis on a person's life is typically ignored, which results in several types of possible bias in the assessment of life stress. Finally, information is available on diatheses and stress for specific disorders to provide a foundation for more empirically based hypotheses about diathesis-stress interactions. This possibility is outlined for depression. Such an approach provides the basis for developing broader, yet more specific, frameworks for investigating diathesis-stress theories of psychopathology in general and of depression in particular.
Mindfulness is an attribute of consciousness long believed to promote well-being. This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being. The development and psychometric properties of the dispositional Mindful Attention Awareness Scale (MAAS) are described. Correlational, quasi-experimental, and laboratory studies then show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced self-awareness. An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. Finally, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress.
Resilience may be viewed as a measure of stress coping ability and, as such, could be an important target of treatment in anxiety, depression, and stress reactions. We describe a new rating scale to assess resilience. The Connor-Davidson Resilience scale (CD-RISC) comprises of 25 items, each rated on a 5-point scale (0-4), with higher scores reflecting greater resilience. The scale was administered to subjects in the following groups: community sample, primary care outpatients, general psychiatric outpatients, clinical trial of generalized anxiety disorder, and two clinical trials of PTSD. The reliability, validity, and factor analytic structure of the scale were evaluated, and reference scores for study samples were calculated. Sensitivity to treatment effects was examined in subjects from the PTSD clinical trials. The scale demonstrated good psychometric properties and factor analysis yielded five factors. A repeated measures ANOVA showed that an increase in CD-RISC score was associated with greater improvement during treatment. Improvement in CD-RISC score was noted in proportion to overall clinical global improvement, with greatest increase noted in subjects with the highest global improvement and deterioration in CD-RISC score in those with minimal or no global improvement. The CD-RISC has sound psychometric properties and distinguishes between those with greater and lesser resilience. The scale demonstrates that resilience is modifiable and can improve with treatment, with greater improvement corresponding to higher levels of global improvement.
Adolescent resilience research differs from risk research by focusing on the assets and resources that enable some adolescents to overcome the negative effects of risk exposure. We discuss three models of resilience-the compensatory, protective, and challenge models-and describe how resilience differs from related concepts. We describe issues and limitations related to resilience and provide an overview of recent resilience research related to adolescent substance use, violent behavior, and sexual risk behavior. We then discuss implications that resilience research has for intervention and describe some resilience-based interventions.
The person-situation interaction model suggests that the nature of stressful situations moderates the activation of coping strategies and styles, and that this interaction affects resilience. To support these hypotheses, this study pursued two objectives, to develop and validate the Person-Situation Coping Questionnaire for Adolescents (PSCQA), designed for assessing the "person-situation" interaction when using coping strategies, and to analyse the relationships between coping styles (CS) and resilience (Rs). 1083 Spanish Secondary-Education students filled in the coping questionnaire, and a resilience one. Data fit analysis using confirmatory techniques (CFA & PALV) supported hypotheses concerning the be-factor structural model including the moderator effect of the kinds of stressing situation on the use of coping strategies, and hypotheses concerning the relationship between the two coping styles identified - emotion-centred and problem-solving centred CS - and resilience. Results imply that CS predicts Rs, but also that the differential sensibility to each kind of adverse situation contributes to activate coping strategies in different degrees.
Social stigma has deleterious effects on psychological well-being. Emerging empirical evidences suggest that resilience is an adaptive mindset that generally enables people to survive and thrive in adversity. The current study used a three-wave longitudinal data to examine the potential bidirectional association between perceived stigmatization and resilience. Children of parents living with HIV (n = 195) were assessed at the baseline and followed up for 12 months with 6-month intervals. Cross-lagged panel analyses were performed in the study. The findings showed that the autoregressive effects were stable for perceived stigmatization and resilience, suggesting stable individual differences over time. The cross-lagged effects indicated that perceived stigmatization negatively predicted the level of resilience. However, resilience did not predict perceived stigmatization during the study time. The study suggests a robust longitudinal effect of perceived stigmatization on resilience. The potential bidirectional association between perceived stigmatization and resilience should be examined in the future studies.
Attachment theory was developed by Bowlby (1980) to explore the propensity of humans to make strong affectional bonds with significant others and to explain the different forms of emotional distress experienced when these relationships are disrupted. The concept of adult attachment is commonly employed in empirical studies of psychological interventions. One such intervention that significantly increases wellbeing is mindfulness. Mindfulness diminishes the extent to which circumstances are judged as positive or negative. Therefore, mindfulness might decrease the extent to which working models, primed by feelings of threat, are activated. To quantify what effect mindfulness has on wellbeing, the current study explored the relationship between adult attachment, wellbeing and mindfulness. Participants (N = 165) completed an online survey which included the Experiences in Close Relationships—Revised Questionnaire (ECR-R), the Friedberg Mindfulness Inventory (FMI-14) and the Depression Anxiety Stress Scale—short form (DASS-21). Results indicated that wellbeing, assessed by measures of depression, anxiety and stress, was strongly associated with an individual's attachment style. However, only attachment anxiety showed a predictive capacity on wellbeing. Furthermore, the results indicate that mindfulness is a significant moderator in the relationship, with mindfulness diminishing the effect of insecure attachment on wellbeing.
Distress tolerance (DT) is associated with psychological health and has been shown to be predicted by mindfulness. Resilience, another protective capacity in the face of stress, is related to positive psychological outcomes, such as preventing development of PTSD. The current longitudinal online-study investigated whether Mindfulness-Based Stress Reduction (MBSR) can lead to an increase in DT and resilience, and whether these effects are mediated by facets of mindfulness. Forty nine participants were assessed, N=20 of these were studied before and after MBSR training, and compared to a matched control group of N=29. Changes in mindfulness were assessed using the Comprehensive Inventory of Mindfulness Experience (CHIME). In line with hypotheses, MBSR enhanced self-reported mindfulness, DT, and resilience. The mindfulness facets acceptance, decentering, and relativity mediated the effects. Results indicate that MBSR might not only ameliorate existing psychopathologies, but may also serve as a preventative method to allow a more adaptive response to future stress.
Purpose:
Internalizing symptoms increase the risk for disordered eating; however, the mechanism through which this relationship occurs remains unclear. Sleep-related problems may be a potential link as they are associated with both emotional functioning and disordered eating. The present study aims to evaluate the mediating roles of two sleep-related problems (sleep disturbance and daytime sleepiness) in the relationship between youth internalizing symptoms and disordered eating, and to explore if age moderates these relations.
Methods:
Participants were 225 youth (8-17years) attending a primary care appointment. Youth and legal guardians completed questionnaires about youth disordered eating attitudes and behaviors, internalizing symptoms, sleep disturbance, and daytime sleepiness. Mediation and moderated mediation analyses were utilized.
Results:
The mediation model revealed both youth sleep disturbance and daytime sleepiness independently mediated the association between internalizing symptoms and disordered eating attitudes and behaviors, and explained 18% of the variance in disordered eating. The moderated mediation model including youth age accounted for 21% of the variance in disordered eating; youth age significantly interacted with sleep disturbance, but not with daytime sleepiness, to predict disordered eating. Sleep disturbance only mediated the relationship between internalizing symptoms and disordered eating in youth 12years old and younger, while daytime sleepiness was a significant mediator regardless of age.
Conclusion:
As sleep-related problems are frequently improved with the adoption of health behaviors conducive to good sleep, these results may suggest a relatively modifiable and cost-effective target to reduce youth risk for disordered eating.
A large and coherent body of evidence reveals that high dispositional mindfulness is a positive personal resource, yet remarkably little is known about the origins of individual differences in mindfulness. Attachment theory describes how early experiences with caregivers shape psychosocial development across the lifespan. Drawing from attachment theory, we propose that those who have received sensitive and responsive caregiving in childhood are more likely to have a secure attachment style which may, in turn, provide greater capacity for mindfulness. In an adolescent sample attending a large urban university (Study 1), there were indirect effects of parental rejection and parental warmth on mindfulness via attachment anxiety and avoidance. In Study 2 we tested the same hypotheses in a group of adolescent high school students and replicated the above pattern of results. In brief, both retrospective reports (Study 1) and current reports (Study 2) of the quality of parenting received were associated with individual differences in mindfulness via attachment processes. This research suggests that the origins of individual differences in dispositional mindfulness may have their roots in early childhood experiences.
Several studies suggest that there are relations between children's or adolescents' self-injurious behaviors and peer victimization. In the current study, a meta-analysis was performed to study the relations between non-suicidal self-injury and peer victimization. Non-suicidal self-injury focuses on self-injurious behaviors without suicidal intent, that result in immediate tissue damage and are not socially sanctioned within one's culture or for display. Using a meta-analysis, effect sizes of existing studies can be statistically summarized, and publication bias and moderators can be analyzed. The databases PsycINFO, MEDLINE, ERIC and ProQuest were searched for relevant articles. Articles were only included if they focused on children or adolescents, if they focused on non-clinical samples, and if they focused on self-injuring behaviors as opposed to thoughts or ideation. We found nine studies with fourteen independent samples and a total of 20,898 adolescents and children reporting on the relation between peer victimization and non-suicidal self-injury. Our analysis showed positive and significant relations between non-suicidal self-injury and peer victimization. Further analyses showed an absence of publication bias. Younger children that were victimized reported significantly more non-suicidal self-injury than older children. By preventing peer victimization we may potentially prevent non-suicidal self-injury in children and adolescents.
Peer victimization has been found related to sleeping problems in children and adolescents in multiple studies. The aim of the current meta-analysis is to study the relation between peer victimization and sleeping problems. The databases PsycINFO, MEDLINE, ERIC, Embase and LILACS were searched for articles. There were 21 articles that met the criteria for inclusion in the meta-analysis. These 21 articles contained 46 independent effect sizes and 363,539 children and adolescents, ranging in age from 7 up to 19 y of age. Results revealed that peer victimization is related to more sleeping problems. These results were not affected by publication bias. Moderator analyses revealed that for younger children the relation between peer victimization and sleeping problems was stronger than for older children. Results suggest that sleeping problems may be used as a possible signal that a child is victimized by peers.
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Positive and negative life events have been demonstrated to play an important role regarding the development of resilience. However, it is less clear how life events interact with personality factors in forming individual resilience. Thus, the present study investigates the mediating effects of the two main complementary personality dimensions extraversion and neuroticism on the relationship between life events and resilience in adulthood. Traumatic Antecedent Questionnaire (TAQ), NEO-Five-Factor Inventory (NEO-FFI) and Connor–Davidson Resilience Scale (CD-RISC) were administered to 201 healthy subjects. Results from path analyses (AMOS) revealed that the personality factors neuroticism and extraversion (measured by NEO-FFI) fully mediated the association between positive life events and resilience. This is the first study to date using psychometric assessment to explore the possible pathways from positive/negative life experiences to resilience.
Objective:
Relationships between bully victimization and symptoms of depression/anxiety were examined. In addition, it was studied whether this relationship was moderated by specific cognitive coping strategies.
Methods:
Participants were 582 secondary school students who filled out online self-report questionnaires on bully victimization, cognitive coping, and depression/anxiety. (Moderated) Multiple Regression analysis was performed.
Results:
Strong relationships were found between bully victimization and symptoms of depression and anxiety. On top of that, two cognitive coping strategies moderated the relationship between bullying and depression, i.e. rumination (strengthening) and positive refocusing (reducing). Cognitive coping strategies that moderated the effect of bullying on anxiety symptoms were rumination, catastrophizing (strengthening) and positive reappraisal (reducing).
Conclusion:
The results provide possible targets for intervention: when helping adolescents who have been bullied, maladaptive cognitive coping strategies could be assessed and challenged, while more adaptive strategies could be acquired.
Although previous studies have concluded that Internet use can help students in learning and research, a number of empirical investigations have confirmed that Internet addiction or excessive Internet use has negative effect on students. Thus, if the Internet does not always benefit students, under which conditions can Internet use have positive effects? Since students’ beliefs in their academic self-efficacy and their abilities to begin, continue, and complete their studies are as important as their academic successes and performances, this study hypothesizes that academic self-efficacy acts as a mediator for Internet use and academic performance. Based on Social cognitive theory, we argue that student academic performance will be mediated by academic self-efficacy with respect to Internet use. Two kinds of Internet use, general and professional, are considered to be antecedents of academic self-efficacy. Survey data from 212 twelfth-grade vocational high school students in Taiwan indicate that general Internet use has an indirect positive effect on student academic performance, which is also mediated through academic self-efficacy. In contrast, general Internet use has no significant direct impact on students learning performance. This study also shows that Internet anxiety moderates the relationship between academic self-efficacy and learning performance. In students with low Internet anxiety, the relationship is moderated, which results in enhanced learning performance.
This study investigated the incidence of posttraumatic stress disorder (PTSD) and psychiatric co-morbidity following epileptic seizure, whether alexithymia mediated the relationship between self-efficacy and psychiatric outcomes, and whether the mediational effect was moderated by the severity of PTSD from other traumas. Seventy-one (M=31, F=40) people with a diagnosis of epilepsy recruited from support groups in the United Kingdom completed the Posttraumatic Stress Diagnostic Scale, the Hospital Anxiety and Depression Scale, the Toronto Alexithymia Scale-20 and the Generalized Self-Efficacy Scale. They were compared with 71 people (M=29, F=42) without epilepsy. For people with epilepsy, 51% and 22% met the diagnostic criteria for post-epileptic seizure PTSD and for PTSD following one other traumatic life event respectively. For the control group, 24% met the diagnostic criteria for PTSD following other traumatic life events. The epilepsy group reported significantly more anxiety and depression than the control. Partial least squares (PLS) analysis showed that self-efficacy was significantly correlated with alexithymia, post-epileptic seizure PTSD and psychiatric co-morbidity. Alexithymia was also significantly correlated with post-epileptic seizure PTSD and psychiatric co-morbidity. Mediation analyses confirmed that alexithymia mediated the path between self-efficacy and post-epileptic seizure PTSD and psychiatric co-morbidity. Moderated mediation also confirmed that self-efficacy and PTSD from one other trauma moderated the effect of alexithymia on outcomes. To conclude, people can develop posttraumatic stress disorder symptoms and psychiatric co-morbidity following epileptic seizure. These psychiatric outcomes are closely linked with their belief in personal competence to deal with stressful situations and regulate their own functioning, to process rather than defend against distressing emotions, and with the degree of PTSD from other traumas.
Interest in mindfulness and its enhancement has burgeoned in recent years. In this article, we discuss in detail the nature of mindfulness and its relation to other, established theories of attention and awareness in day-to-day life. We then examine theory and evidence for the role of mindfulness in curtailing negative functioning and enhancing positive outcomes in several important life domains, including mental health, physical health, behavioral regulation, and interpersonal relationships. The processes through which mindfulness is theorized to have its beneficial effects are then discussed, along with proposed directions for theoretical development and empirical research.
The purpose of this study was to estimate the prevalence rates of probable posttraumatic stress disorder (PTSD) and depression and to explore potential risk factors among child and adolescent survivors 1 year following the 2008 Wenchuan earthquake. 3052 participants were administered the Child PTSD Symptom Scale, the Center for Epidemiologic Studies Depression Scale for Children, and the earthquake experience scale. Results indicated that the prevalence rates of probable PTSD and depression were 8.6 and 42.5 %, respectively. Demographic variables (i.e., age and gender) and most aspects of earthquake experiences (i.e., direct exposure, close ones' exposure, fear for the safety of close ones, prior exposure to trauma, living location, and house damage, with the exception of type of housing) made unique contributions to PTSD and depressive symptoms. In addition, the moderating effect of gender on the relationships between age and PTSD and depressive symptoms was significant. In conclusion, depression was a more common psychological response than was PTSD among child survivors 1 year following the Wenchuan earthquake. Age and gender were risk factors for both PTSD and depressive symptoms. Furthermore, older female survivors exhibit more severe PTSD and depressive symptoms. Additionally, several aspects of earthquake experiences (i.e., direct exposure, close ones' exposure, fear for the safety of close ones, prior exposure to trauma, living location, and house damage) was also important for the development and maintenance of PTSD and depressive symptoms.
Keywords:bullying;school;workplace;definition;policy
The author introduces the special section on mindfulness: four articles that between them explore the correlates of mindfulness
in both cross-sectional and treatment studies. Results from these studies, taken together, suggest a close association between
higher levels of mindfulness, either as a trait or as cultivated during treatment, and lower levels of rumination, avoidance,
perfectionism and maladaptive self-guides. These four characteristics can be seen as different aspects of the same ‘mode of
mind’, which prioritizes the resolution of discrepancies between ideas of current and desired states using a test-operate-test-exit
sequence. Mindfulness training allows people to recognize when this mode of mind is operating, to disengage from it if they
choose, and to enter an alternative mode of mind characterized by prioritizing intentional and direct perception of moment-by-moment
experience, in which thoughts are seen as mental events, and judgemental striving for goals is seen, accepted and ‘let go’.
Priority health-risk behaviors, which are behaviors that contribute to the leading causes of morbidity and mortality among youth and adults, often are established during childhood and adolescence, extend into adulthood, and are interrelated and preventable.
September 2010-December 2011.
The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health-risk behaviors among youth and young adults: 1) behaviors that contribute to unintentional injuries and violence; 2) tobacco use; 3) alcohol and other drug use; 4) sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) infection; 5) unhealthy dietary behaviors; and 6) physical inactivity. In addition, YRBSS monitors the prevalence of obesity and asthma. YRBSS includes a national school-based Youth Risk Behavior Survey (YRBS) conducted by CDC and state and large urban school district school-based YRBSs conducted by state and local education and health agencies. This report summarizes results from the 2011 national survey, 43 state surveys, and 21 large urban school district surveys conducted among students in grades 9-12.
Results from the 2011 national YRBS indicated that many high school students are engaged in priority health-risk behaviors associated with the leading causes of death among persons aged 10-24 years in the United States. During the 30 days before the survey, 32.8% of high school students nationwide had texted or e-mailed while driving, 38.7% had drunk alcohol, and 23.1% had used marijuana. During the 12 months before the survey, 32.8% of students had been in a physical fight, 20.1% had ever been bullied on school property, and 7.8% had attempted suicide. Many high school students nationwide are engaged in sexual risk behaviors associated with unintended pregnancies and STDs, including HIV infection. Nearly half (47.4%) of students had ever had sexual intercourse, 33.7% had had sexual intercourse during the 3 months before the survey (i.e., currently sexually active), and 15.3% had had sexual intercourse with four or more people during their life. Among currently sexually active students, 60.2% had used a condom during their last sexual intercourse. Results from the 2011 national YRBS also indicate many high school students are engaged in behaviors associated with the leading causes of death among adults aged ≥ 25 years in the United States. During the 30 days before the survey, 18.1% of high school students had smoked cigarettes and 7.7% had used smokeless tobacco. During the 7 days before the survey, 4.8% of high school students had not eaten fruit or drunk 100% fruit juices and 5.7% had not eaten vegetables. Nearly one-third (31.1%) had played video or computer games for 3 or more hours on an average school day.
Since 1991, the prevalence of many priority health-risk behaviors among high school students nationwide has decreased. However, many high school students continue to engage in behaviors that place them at risk for the leading causes of morbidity and mortality. Variations were observed in many health-risk behaviors by sex, race/ethnicity, and grade. The prevalence of some health-risk behaviors varied substantially among states and large urban school districts.
YRBS data are used to measure progress toward achieving 20 national health objectives for Healthy People 2020 and one of the 26 leading health indicators; to assess trends in priority health-risk behaviors among high school students; and to evaluate the impact of broad school and community interventions at the national, state, and local levels. More effective school health programs and other policy and programmatic interventions are needed to reduce risk and improve health outcomes among youth.
This review highlights progress over the past decade in research on the effects of mass trauma experiences on children and youth, focusing on natural disasters, war, and terrorism. Conceptual advances are reviewed in terms of prevailing risk and resilience frameworks that guide basic and translational research. Recent evidence on common components of these models is evaluated, including dose effects, mediators and moderators, and the individual or contextual differences that predict risk or resilience. New research horizons with profound implications for health and well-being are discussed, particularly in relation to plausible models for biological embedding of extreme stress. Strong consistencies are noted in this literature, suggesting guidelines for disaster preparedness and response. At the same time, there is a notable shortage of evidence on effective interventions for child and youth victims. Practical and theory-informative research on strategies to protect children and youth victims and promote their resilience is a global priority.
This paper is a report of psychometric testing of the Chinese version of the Center for Epidemiologic Studies Depression Scale for Children.
The availability of a valid and reliable instrument that accurately detects depressive symptoms in children is crucial before any psychological intervention can be appropriately planned and evaluated. There is no such an instrument for Chinese children.
A test-retest, within-subjects design was used. A total of 313 primary school students between the ages of 8 and 12 years were invited to participate in the study in 2009. Participants were asked to respond to the Chinese version of the Center for Epidemiologic Studies Depression Scale for Children, short form of the State Anxiety Scale for Children and Rosenberg's Self-Esteem Scale. The internal consistency, content validity and construct validity and test-retest reliability of the Chinese version of the Center for Epidemiologic Studies Depression Scale for Children were assessed.
The newly-translated scale demonstrated adequate internal consistency, good content validity and appropriate convergent and discriminant validity. Confirmatory factor analysis added further evidence of the construct validity of the scale.
Results suggest that the newly-translated scale can be used as a self-report assessment tool in detecting depressive symptoms of Chinese children aged between 8 and 12 years.
This article provides researchers with a guide to properly construe and conduct analyses of conditional indirect effects, commonly known as moderated mediation effects. We disentangle conflicting definitions of moderated mediation and describe approaches for estimating and testing a variety of hypotheses involving conditional indirect effects. We introduce standard errors for hypothesis testing and construction of confidence intervals in large samples but advocate that researchers use bootstrapping whenever possible. We also describe methods for probing significant conditional indirect effects by employing direct extensions of the simple slopes method and Johnson-Neyman technique for probing significant interactions. Finally, we provide an SPSS macro to facilitate the implementation of the recommended asymptotic and bootstrapping methods. We illustrate the application of these methods with an example drawn from the Michigan Study of Adolescent Life Transitions, showing that the indirect effect of intrinsic student interest on mathematics performance through teacher perceptions of talent is moderated by student math self-concept.