摘要：
Gender identity is associated with adolescent depression, but the relationship remains unclear. To further clarify the relationship between gender identity and mental health, this study targets adolescents with significant fluctuations in gender identity, constructs a moderated mediation effect model, examines the relationship between gender identity and depression, and explores the mediating role of self-efficacy and the moderating role of family functioning, to provide scientific references for proposing effective psychological interventions for different gender identity groups. Using whole group convenience sampling method, 2341 students from a school in Changsha, Hunan Province, were selected for the survey, and the Patient Health Questionnaire-9 items, the Family Care Index Scale, the General Self-Efficacy Scale-Schwarzer, and gender identity-related questions were used for the assessment of mental health. The prevalence of depression was 40.5% among transgender adolescents, which was significantly higher than that of cisgender adolescents (15.6%). At the same time, gender identity, self-efficacy, family functioning, and depression constituted a moderated mediation model, with family functioning moderating the posterior path of this mediation process. Specifically, self-efficacy was progressively less predictive of depression as family functioning increased. Transgender adolescents showed significantly poorer mental health than cisgender adolescents. There was a partial mediating effect of self-efficacy between gender identity and adolescent depression, with family functioning moderating the latter half of this mediation effect. This study advances our understanding of the relationship between depression and self-efficacy or family functioning in adolescents of different gender identities.
摘要：
Research has demonstrated that humans possess the remarkable ability to swiftly extract ensemble statistics, specifically the average identity, from sets of stimuli, such as facial crowds. This phenomenon is known as ensemble perception. Although previous studies have investigated how physiognomic features like gender and race influence face ensemble perception, the impact of face age on face ensemble coding performance remains a relatively unexplored area. Here, we demonstrated ensemble coding of multiple faces in terms of an average face was impacted by face age. In both Experiment 1 and 2, adult participants viewed sets of four faces that were of either own-age or other-age and then judged whether the subsequently presented probe face was present or not in the preceding set. The other-age faces were manipulated as older faces in Experiment 1 and baby faces in Experiment 2. The results suggested participants incorrectly endorsed a morphed set average to be the member of the set, pointing to face ensemble coding ability. Furthermore, the results of Experiment 1 revealed adult participants displayed an own-age superiority when other-age faces were manipulated as older faces, however, the results of Experiment 2 found when other-age faces were manipulated as baby faces, participants displayed stronger visual averaging tendency towards other-age faces rather own-age faces, showing a babyface effect. Together, the present research provided initial evidence that face ensemble coding performance was modulated by face age.
Research has demonstrated that humans possess the remarkable ability to swiftly extract ensemble statistics, specifically the average identity, from sets of stimuli, such as facial crowds. This phenomenon is known as ensemble perception. Although previous studies have investigated how physiognomic features like gender and race influence face ensemble perception, the impact of face age on face ensemble coding performance remains a relatively unexplored area. Here, we demonstrated ensemble coding of multiple faces in terms of an average face was impacted by face age. In both Experiment 1 and 2, adult participants viewed sets of four faces that were of either own-age or other-age and then judged whether the subsequently presented probe face was present or not in the preceding set. The other-age faces were manipulated as older faces in Experiment 1 and baby faces in Experiment 2. The results suggested participants incorrectly endorsed a morphed set average to be the member of the set, pointing to face ensemble coding ability. Furthermore, the results of Experiment 1 revealed adult participants displayed an own-age superiority when other-age faces were manipulated as older faces, however, the results of Experiment 2 found when other-age faces were manipulated as baby faces, participants displayed stronger visual averaging tendency towards other-age faces rather own-age faces, showing a babyface effect. Together, the present research provided initial evidence that face ensemble coding performance was modulated by face age.
摘要：
Self-reflection, centered on the introspection and evaluation of one's thoughts, feelings, and behaviors in relation to self-concerns, occupies a central place in understanding the dynamics of mental health. The dual-factor model of mental health suggests that mental health has both positive and negative dimensions. Nonetheless, the relationship between self-reflection and mental health is a source of continuous controversy. This study is dedicated to thoroughly examining the connection between self-reflection and various mental health indicators and exploring the moderating effects of cultural background and self-reflection measurement tools. A meta-analysis of 39 studies including 12,496 subjects was conducted to determine the magnitude of the relationship between self-reflection and both positive and negative mental health. (1) The random-effect model showed no significant relationship between self-reflection and overall positive mental health or with individual positive indicators, including subjective well-being, life satisfaction, and self-esteem. In contrast, the model showed a significant positive relationship between self-reflection and overall negative mental health indicators, including depression and anxiety. (2) Cultural background moderates the relationship between self-reflection and positive mental health, while different measurements of self-reflection moderate the relationship between self-reflection and both positive and negative mental health. We found that self-reflection was significantly associated with negative mental health but not with positive mental health. Our findings suggest that focusing on self-reflection may offer potential for improving negative mental health outcomes, such as anxiety and depression, particularly when culturally sensitive approaches and appropriate measurement tools are used.
关键词：
School bullying behavior;Campus exclusion;Callous-unemotional trait;Family caring
摘要：
School bullying significantly impacts adolescent physical and mental development. The current study aimed to explore the effect of campus exclusion on school bullying behavior among junior high school students and the role of callous-unemotional traits and family caring. The Campus Exclusion Questionnaire, Olweus Child Bullying Questionnaire, Callous-Unemotional Trait Scale, and Family Caring Scale were completed by 705 students. A moderated mediation model was analyzed using SPSS 24.0. Results indicated that both campus exclusion and callous-unemotional traits positively predicted bullying behavior. Callous-unemotional traits partially mediated the relationship between campus exclusion and bullying behavior. Additionally, family caring moderated the link between callous-unemotional traits and bullying behavior, mitigating adverse effects. The study highlighted family caring’s protective role against bullying linked to adverse school experiences. Therefore, collaboration between schools and families is crucial to reduce bullying.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年15:1357936 ISSN：1664-1078
通讯作者：
Chen, Y
作者机构：
[Liu, Yan] Hunan First Normal Univ, Coll Primary Educ, Changsha, Peoples R China.;[Ma, Shuai] Texas A&M Univ, Dept Agr Leadership Educ & Commun, College Stn, TX USA.;[Chen, Yue] Hunan Agr Univ, Coll Educ, Changsha, Peoples R China.
通讯机构：
[Chen, Y ] H;Hunan Agr Univ, Coll Educ, Changsha, Peoples R China.
关键词：
academic performance;blended learning;emotional engagement;learning motivation;psychological capital
摘要：
INTRODUCTION: This study aims to explore the relationships among psychological capital, learning motivation, emotional engagement, and academic performance for college students in a blended learning environment. METHOD: The research consists of two studies: Study 1 primarily focuses on validating, developing, revising, and analyzing the psychometric properties of the scale using factor analysis, while Study 2 employs structural equation modeling (SEM) to test the hypotheses of relationships of included variables and draw conclusions based on 745 data collected in a university in China. RESULTS: Findings revealed that intrinsic motivation, extrinsic motivation, emotional engagement, and psychological capital all impact academic performance. Extrinsic learning motivation has significant positive direct effects on intrinsic learning motivation, emotional engagement, and psychological capital. Intrinsic motivation mediates the relationship between extrinsic motivation and academic performance. DISCUSSION: In future blended learning practices, it is essential to cultivate students' intrinsic learning motivation while maintaining a certain level of external learning motivation. It is also crucial to stimulate and maintain students' emotional engagement, enhance their sense of identity and belonging, and recognize the role of psychological capital in learning to boost students' confidence, resilience, and positive emotions.
摘要：
Non-suicidal self-injury seriously harm the physical and mental health of adolescents. The aim of the current study was to explore the relationship between non-suicide self-injury, depression, and childhood trauma from the perspective of symptoms in adolescents. A cross-sectional survey was conducted in four junior high middle schools and collected 2640 valid questionnaires. There were 1329 male students and 1311 female students. The age of the participants ranged from 11 to 17 years old, with a mean age of 13.3 (± 0.94) years. Non-suicidal self-injury (NSSI), depressive symptoms, and childhood trauma were assessed using the Adolescent Self-Harm Scale, the Childhood Depression Scale, and the Childhood Trauma Questionnaire, respectively. A network analysis was performed. In the network, NSSI, depressive symptoms, and childhood trauma were closely related. Negative self-esteem in the depressive symptoms and emotional abuse in childhood were the most central nodes. Negative self-esteem and negative mood were directly connected to NSSI, other nodes of depressive symptoms appeared to be indirectly connected to NSSI through these two nodes. Emotional abuse was the only node in childhood trauma categories directly connected to NSSI. Nodes of other categories of childhood trauma (physical neglect, physical abuse, emotional neglect, and sexual abuse) were indirectly connected to NSSI through emotional abuse. NSSI, depression, and childhood trauma of teenagers were closely related. Individuals who have suffered emotional abuse in childhood were more likely to have depressive symptoms and NSSI. Improving negative self-esteem and negative emotions and reducing emotional abuse may be beneficial in alleviating depression and reducing NSSI in adolescents.
