Jingyuan Yang’s research while affiliated with Beijing Forestry University and other places

Purpose Child abuse and neglect (CAN) is associated with academic achievement in China. It is unclear how family factors and individual factors underlie this association. Based on the parental acceptance-rejection theory (PAR Theory), this study investigated the mediating roles of parental academic involvement and children’s learning engagement in the association between CAN and academic achievement among Chinese primary school students. Methods This study included 490 primary school students (266 girls, Mage = 8.77 ± 1.20 years old). The SPSS macro PROCESS program (Model 6) was utilized to determine whether multiple mediating effects exist. Results Results indicated that after controlling for children’s age, gender, and family monthly income, learning engagement mediated the relationship between CAN and academic achievement. Furthermore, parental academic involvement and children’s learning engagement sequentially mediated this association. Conclusions These findings highlighted the negative role of a disadvantaged family environment on children’s academic achievement and the importance of considering parental involvement and child learning engagement when exploring the association between CAN and academic achievement.

Cyberbullying is a prevalent issue among adolescents. Previous studies have primarily explored the protective effects of the psychosocial factors on adolescent cyberbullying, neglecting the role and potential mechanisms of physical environmental factors, such as nature connectedness. Based on self-determination theory, this research investigated the relationship between both trait and state nature connectedness and adolescent cyberbullying, as well as the potential mediating role of basic psychological needs. Study 1 used a questionnaire survey with 1110 adolescents as participants to explore the association between trait nature connectedness and cyberbullying behavior and underlying mechanisms. Study 2 employed an experimental approach with 73 adolescents as participants to investigate the relationship between state nature connectedness and cyberbullying intentions. The results of these two studies indicated that both trait nature connectedness and state nature connectedness were negatively associated with adolescent cyberbullying. Moreover, basic psychological needs were identified as a partial mediator in the relationship between trait nature connectedness and cyberbullying behavior, while acting as a full mediator in the relationship between state nature connectedness and cyberbullying intentions. This research contributed a theoretical foundation for expanding protective factors against adolescent cyberbullying and provided natural intervention strategies to address this issue.

Background Mental health literacy is considered an important factor in promoting professional psychological help-seeking attitudes. However, it is important to clarify the emotional and behavioral factors that underlie this association. Drawing from the ABC model of attitudes and the Health Disclosure Decision-Making Model, this study aimed to examine the mediating role of psychological help-seeking stigma and distress disclosure in the relationship between mental health literacy and professional psychological help-seeking attitudes. Methods We collected data from 827 participants in seven regions of China (597 female; Mage = 26.019, SD = 5.592 years old) using self-report measures, including the Mental Health Literacy Scale, Questionnaire of Stigma for Seeking Professional Psychological Help, Distress Disclosure Index, and Attitudes Toward Seeking Professional Psychological Help-Short Form. A chain mediation model was built to examine the relationships among mental health literacy, psychological help-seeking stigma, distress disclosure, and professional psychological help-seeking attitudes. Results The results of the analyses showed a positive association between mental health literacy and professional psychological help-seeking attitudes, with psychological help-seeking stigma and distress disclosure playing mediating roles in this relationship. Furthermore, even after controlling for participants’ age, gender, and education, the chain mediation effect of psychological help-seeking stigma and distress disclosure on the relationship between mental health literacy and professional psychological help-seeking attitudes was observed among the Chinese population. Conclusions These findings underscore the significance of mental health literacy in shaping professional psychological help-seeking attitudes, while emphasizing the need to account for psychological help-seeking stigma and distress disclosure when examining this association. Additionally, the model proposed in this study provides a valuable framework for promoting the utilization of professional mental health services.

This study was to investigate how phonological processing and visual-spatial abilities contributed differently to arithmetic operations including addition, subtraction, multiplication, and division. Eighty-eight Chinese fifth graders completed a rapid digit naming task, a character rhyming task, a figure matching task, a 3D mental rotation task, and arithmetic calculation tasks. Results showed that when controlling for age, visual acuity, and nonverbal intelligence, phonological processing accounted for unique variance in both addition and multiplication, whereas visual-spatial processing explained unique variance in subtraction and division. In particular, rapid automatized naming (hereafter, RAN) explained more of the variance in addition than mental rotation did, although both were significantly associated with addition. Mental rotation explained more of the variance in subtraction than phonological awareness and RAN did, although the three skills were all related to subtraction. Importantly, RAN was a unique correlate of multiplication, while mental rotation was a unique correlate of division. These findings highlight different contribution of the phonological processing and visual-spatial skills underlying four arithmetic operations.

To investigate the relationships among child psychological abuse and neglect (CPAN), children’s learning engagement, family socioeconomic status (family SES), and children’s academic achievement, 271 children (Mage = 9.41 ± 0.81 years old) and their parents participated in this study with a longitudinal design. Results revealed that learning engagement at T1 mediated the relationship between CPAN at T1 and academic achievement at T2 when gender, age, grade, and academic achievement at T1 were under control. Family SES at T1 moderated the relationship between children’s learning engagement at T1 and academic achievement at T2. The association between learning engagement and academic achievement was stronger among children from lower family SES. Our findings highlighted the negative impact of CPAN and the critical role of learning engagement in children’s academic achievement, especially for those from low SES families.