Cyberbullying, a contemporary form of bullying, threatens college students’ mental and physical health. While extant literature has identified multiple determinants influencing cyberbullying behavior, the mediating pathway through which ruminative self-focus influences cyberbullying via anger rumination, along with the specific mechanisms by which self-concept clarity moderates this process, remain underexplored. To investigate the underlying mechanisms linking ruminative self-focus to cyberbullying behavior and prevent its occurrence and escalation, this study conducted a cross-sectional survey of 303 Chinese university students and tested a moderated mediation structural equation model using Mplus. The findings indicate that ruminative self-focus positively predicts cyberbullying behavior, with anger rumination partially mediating this relationship and self-concept clarity moderating the first half of the path from ruminative self-focus to cyberbullying via anger rumination. Specifically, heightened self-concept clarity may mitigate the positive effect of ruminative self-focus on anger rumination, thereby attenuating its indirect effect on cyberbullying propensity via this mediating pathway. These results suggest that intervention strategies may benefit from extending beyond reducing ruminative self-focus to incorporate efforts aimed at decreasing anger and enhancing self-concept clarity, thereby facilitating the formulation of targeted cultivation strategies.
Through three cross-sectional studies tested whether power may be associated with regret from making work sacrifices. Additionally, it was tested whether this relationship was stronger among women than men, as women tend to have more power in family-related matters. In Studies 1 (N = 166 women and men) and 2 (N = 215 women and men), women (but not men) who perceived that they had higher power indicated greater regret about making work sacrifices than men. In Study 3 (N = 283 women), women with high power reported greater regret about making work sacrifices, but only when they perceived (a) higher costs, (b) lower benefits, and (c) lower partner responsiveness of making them. These results highlight that although women tend to decide on their own to sacrifice work, they would not go for the same choice if they had to do it over again, particularly when they perceive high costs, low benefits, and low partner support.
Infertility is associated with substantial psychological distress, but individuals may differ considerably in how they adapt to the experience of infertility. This study aimed to identify distinct adjustment–distress profiles and to examine the independent contribution of adjustment to psychological distress among individuals experiencing infertility in Iran. In this cross-sectional study, 205 individuals with infertility attending an infertility center in Gorgan, Iran, completed the Fertility Adjustment Scale and the Depression Anxiety Stress Scales-21. Adjustment to infertility, depression, anxiety, and stress were standardized and entered into K-means cluster analyses. Two-, three-, and four-cluster solutions were compared using silhouette coefficients and profile interpretability. Spearman correlation and hierarchical multiple regression were subsequently used to examine the association between adjustment and overall psychological distress. The three-cluster solution had the highest silhouette coefficient (.411). Cluster 1 (24.9
This study investigates the conflict between idealized motherhood and women’s authentic self-development, highlighting the role of individuation in this association. Specifically, it explores how societal expectations of perfect motherhood clash with women’s efforts to develop their true selves, and how the process of individuation plays a role in this tension. In total, 615 women with ages ranging from 25 to 45 were included in the study and completed measures to assess constructs pertaining to motherhood ideologies, authenticity, and individuation. The study found a significant negative correlation between the idealization of motherhood and authentic self (r = − 0.30; p < 0.01), with higher idealization of motherhood linked to lower authenticity. Significantly, self-reliance (β = − 0.295 to − 0.275) and fear of disappointing parent (β = − 0.295 to − 0.259) were identified as key paths in the link between the idealization of motherhood and authenticity. These findings highlight the tension between idealized motherhood roles and the development of an authentic self in women. The significant roles of self-reliance and the fear of disappointing parents underscore how a woman’s confidence in her abilities and her fear of disappointing her mother influence the association between the idealization of the motherhood role and her authentic self.
Behaviour regulation in schools is a significant issue that affects students’ academic achievement and poses numerous challenges for teachers. To effectively address this problem, it is necessary to comprehensively understand the underlying factors and apply strategies that promote a well-organised learning environment. This mixed-method study investigated teachers’ perceptions of the contributing factors, effects, and strategies for addressing behaviour regulation challenges in primary schools in Fiji. A self-designed questionnaire was administered to 40 in-service primary school teachers enrolled in a university course. Quantitative data were analysed using descriptive statistics, and qualitative responses were analysed thematically. The findings indicated that disruptive behaviour, bullying, and verbal abuse were the most common behavioural challenges reported by teachers. Inadequate parental involvement, peer influence, broken families, and the impact of social media were frequently perceived by teachers as contributing to student behavioural problems. Teachers reported that behavioural disruptions adversely affected the learning environment, increased teacher stress, and diverted attention away from teaching activities. Strategies to address behaviour regulation concerns included implementing clear regulations, involving students in rulemaking, using rewards and consequences, and providing counselling to students. However, teachers face challenges such as a lack of parental involvement, limited resources, and insufficient support from school administrations. Since the participants were recruited from a single university course, the findings are indicative of the perceptions of this particular group and should not be generalised to all primary school teachers in Fiji. This study highlights the need for comprehensive support systems, professional development programmes, and evidence-based policies to enable teachers to manage students’ behaviour effectively. Collaboration among policymakers, school administrators, teachers, and parents is crucial for implementing sustainable solutions and fostering a positive learning environment in primary schools.
