Background: The characteristics of cognitive impairment in hemodialysis (HD) patients and its relationship with resilience remain incompletely understood. This study aimed to evaluate cognitive function, resilience, identity factors, as well as examine the relationship between cognitive functions and resilience. Method: Patients (n = 90) with chronic kidney disease (CKD) undergoing HD participated in the cross-sectional study. Data were collected using the Montreal Cognitive Assessment (MoCA) tool, the Resilience Scale for Adults (RSA), and a demographic questionnaire. Results: Participants had a mean age of 54.21 +/- 14.39 years and had undergone HD for 1-3 years (53.3%). More than half (51.1%) scored below 21 on the MoCA. Abstract thinking (0.94 +/- 0.85) was the MoCA domain with the lowest score. The mean RSA score was 119.54 +/- 23.90, with the highest resilience detected in social resources (26.34 +/- 6.17) and family cohesion (22.96 +/- 5.80). A weak positive relationship was found between cognitive function and resilience (r = 0.286, p < 0.05). Conclusions: More than half of patients undergoing HD had cognitive impairment, and a correlation was observed between resilience and cognitive function. Therefore, it is recommended to evaluate both areas of care and plan interventions to strengthen them. These findings emphasize the importance of a comprehensive psychosocial assessment of cognitive function to support quality of life in patients undergoing HD.
Background: Stressful life events (SLEs) can trigger psychological and behavioral problems among college students. Existing research has established a preliminary cross-sectional association between SLEs and online trolling. However, the longitudinal mechanisms underlying this relationship remain unclear. Methods: This study employed a structural equation modeling approach to conduct a three-wave longitudinal survey over six months, with three-month intervals, among 501 Chinese college students. This work aimed to develop a chain mediation model to examine the association between SLEs and online trolling, with a specific focus on the mediating roles of depression (emotional factor) and social networking site (SNS) addiction (behavioral factor). Participants completed validated scales measuring SLEs, depression, SNS addiction, and online trolling. Results: The findings suggest a direct correlation between SLEs and the phenomenon of online trolling among Chinese college students. Additionally, depression not only independently mediated the longitudinal relationship between SLEs and online trolling but also served as a serial mediator in conjunction with SNS addiction. Conclusions: This investigation focused on the influence of environmental stressors, as well as individual emotional and behavioral factors, on online trolling among college students, providing longitudinal evidence to clarify the mechanisms underlying online trolling and offering insights for its prevention and intervention.
Background: Misophonia is a sound intolerance characterized by intense emotional and physiological responses to specific repetitive sounds, often impairing functioning. Childhood trauma (CT) may elevate the risk of misophonia through its impact on emotion regulation difficulties (ERDs).Methods: We conducted a cross-sectional study of university students (N = 294; mean age = 23.4 +/- 5.0; 71.4% female). Participants completed the Childhood Trauma Questionnaire (CTQ), the Difficulties in Emotion Regulation Scale (DERS), and a misophonia Scale. Pearson correlations were calculated, and mediation analysis was performed to test DERS as a mediator between CTQ scores and misophonia.Results: CTQ, DERS, and misophonia were all positively correlated. CTQ showed a significant total effect on misophonia (b = 0.31, 95% confidence interval [CI]: 0.15, 0.46). When DERS was included in the model, the direct effect of CTQ on misophonia was not significant (b = 0.08, 95% CI: -0.06, 0.23), while the indirect effect via DERS was significant (b = 0.22, 95% CI: 0.13, 0.34).Conclusions: Findings are consistent with a full mediation model, with DERS statistically accounting for the association between CTQ and misophonia. Trauma-related impairments in emotion regulation may represent key factors contributing to misophonia. Longitudinal studies are needed to establish temporal and causal pathways.
Background:Bystander behaviors are widely recognized as exhibiting substantial potential to either mitigate or exacerbate bullying outcomes. However, the specific emotions underlying bystander responses to bullying remain relatively underexplored. This study examines how perceived malice in bullying incidents shapes the emotional responses of bystanders and how these responses, in turn, relate to distinct behavioral patterns. In addition, the study evaluates how emotions perceived in the victim (PV) may also contribute to bystander behavior.Methods:A cross-sectional study was conducted with 366 participants. Data were collected via online self-report surveys. Two structural models were tested using Structural Equation Modeling (SEM) with Confirmatory Factor Analysis (CFA): one examining bystanders’ self-experienced (SE) emotions and the other examining emotions PV. Analyses of gender differences were also conducted for exploratory purposes.Results:Across both models, perceived malice was significantly associated with all emotions and consistently exerted direct and indirect influences on bystander behaviors. Regarding SE emotions, anger was positively associated with protective behavior and negatively associated with passive behavior, whereas fear showed non-significant associations in the opposite direction. Regarding emotions PV, none were significantly associated with protective behavior. Conversely, perceived humiliation and anger were positively related to passive behavior. Analyses of gender differences revealed that males exhibited stronger associations between perceived malice and both SE and perceived emotions compared to females, with these emotions showing stronger links to protective and passive behaviors, respectively.Conclusions:In bullying settings, SE emotional responses arising from perceived malice, as well as emotions PV, appear to influence bystander behavior, modulating the likelihood of displaying protective or passive responses depending on the emotional configuration. Gender may further modulate these associations, with males exhibiting more polarized behavioral tendencies. Future research should explore these dynamics and patterns longitudinally, across diverse cultural contexts, and incorporate additional emotions and cognitive appraisals that may influence intervention.
Background: In the Chinese education system, undergraduate students transition from highly structured high school learning to a more autonomous university environment, which may increase feelings of academic isolation. However, it remains unclear whether parental social support (PSS) reduces academic burnout under varying levels of academic isolation and whether this process varies by gender. This study aimed to examine the association between PSS and academic burnout, test the moderating effect of academic isolation, and explore gender differences in these relationships. Methods: Drawing on the stress-buffering hypothesis, this study examined the association between PSS and academic burnout among undergraduate students, tested the moderating role of academic isolation, and further explored whether this moderating effect varies by gender. A cross-sectional survey was conducted among undergraduate students from universities in Shandong Province, China, yielding 970 valid responses. Results: PSS was significantly associated with lower academic burnout (beta = -0.498, p < 0.001). Academic isolation moderated this association (interaction beta = 0.201, p < 0.001), such that the protective effect of PSS decreased as isolation increased. This moderating effect varied by gender, as indicated by a significant three-way interaction (beta = -0.097, p < 0.001), with the full model explaining 31.5% of the variance in burnout (R-2 = 0.315). Under conditions of high academic isolation, female students exhibited a greater reduction in burnout associated with PSS than male students, whereas under low isolation, male students benefited more from PSS. Conclusions: These findings extend the stress-buffering hypothesis by demonstrating a gender-differentiated buffering pattern across levels of academic isolation. From a practical perspective, the results suggest that burnout prevention and support strategies in higher education should account for students' level of isolation and gender, with targeted interventions designed to strengthen effective support utilization across different student groups.
