Depressive symptoms among Chinese middle-aged and older adults have risen substantially in recent years, yet how neighborhood and family factors relate to mental health remains insufficiently understood in China. Using survey data from 1,177 respondents in Chengdu, this study examines associations between neighborhood disadvantage and depressive symptoms, with attention to the mediating role of social support and moderating role of children’s marital status. Results indicate that neighborhood disadvantage is associated with higher depression, and instrumental and emotional support appear to mediate this association. Children’s marital status moderates the relationship: unmarried sons are linked with amplified negative effects of neighborhood disadvantage on parental mental health, reflecting unique cultural dynamics of filial piety in China. These findings suggest that community-level structural disadvantage intersects with family pressures to shape psychological well-being in aging populations.

Based on cross-sectional data from the 2021 National Youth Policy Institute survey (N = 1088), this study explored the role of family, gender factors, and online anonymity in digital sexual violence (DSV) among Korean adolescents indexed by victimization and perpetration of DSV. Results indicated that female adolescents reported significantly better perceived parenting qualities and lower levels of gender stereotypes and DSV perpetration than did male adolescents. Adolescents using anonymous accounts reported higher rates of both victimization and perpetration of DSV. Furthermore, positive parenting qualities and frequent family meal times were negatively associated with DSV experiences, while stronger gender stereotypes were associated with increased DSV victimization and perpetration. These findings highlight the complex interplay between family and gender factors and online anonymity in shaping adolescents' experiences with DSV. This research emphasizes the need for targeted interventions that consider gender and family factors and online anonymity in tackling DSV among adolescents.

With reference to the positive youth development (PYD) perspective, the present study investigated the role of peer influence on the development of adolescents based on a cross-sectional (N = 2,702, 47.7

The positive youth development (PYD) approach is increasingly embraced by researchers in China. In this study, we conducted a scientometric analysis of publications retrieved from Web of Science (WOS) and China National Knowledge Infrastructure (CNKI). The initial search yielded a total of 2122 PYD-related publications (2006-2025). After screening, 406 publications from the WOS database and 206 from the CNKI database were finally included in the analysis. The analysis covered both English and Chinese articles, and examined publishing, collaboration networks, research hotspots, and research trends. Several observations are highlighted from this study. First, the study suggests that The Hong Kong Polytechnic University and Beijing Normal University are the core hubs of international and domestic research groups, respectively. Second, through keyword co-occurrence clustering analysis, research themes in WOS and CNKI were identified. Third, this study outlined the trends and hotspots of PYD research in China through keyword co-occurrence analysis, burst detection, and co-citation analysis. Results showed that research from the WOS database focused on intervention evaluation and theoretical exploration focusing on PYD, while the publications in the CNKI database transitioned from conceptual introduction to the combination of basic education and labor education policies. This study systematically synthesizes the characteristics and development of PYD research in China, offering an empirical basis for future research and practical intervention.

Because of the accelerating global population ageing and increasing strain on elder support systems, the financial well-being of older adults has emerged as an important topic in interdisciplinary research. However, the intellectual structure, developmental pathways, and emerging frontiers of research in this field remain unexplored. As such, this study employed bibliometric techniques to analyze 1,576 publications indexed in the Web of Science Core Collection from 1982 to 2025. A comprehensive knowledge map was constructed by combining keyword co-occurrence, burst detection, and document co-citation analysis. Findings showed publications in this field rapidly increased to 214 in 2025, with USA and China as key knowledge centers. There are ten research foci in this field. Financial hardship and mental health, together with pensions and social security formed the main research axes, while digital finance and long-term care insurance were the fastest-rising frontiers in recent years. There has been also a shift in research designs, transitioning from descriptive analysis to causal inference, and from isolated risk perspectives to comprehensive protective frameworks. The translational chain from risk identification to intervention validation was underdeveloped with limited cross-national integration. This study shows a replicable approach to mapping the knowledge on older adults’ financial well-being. The findings establish an evidence-based knowledge foundation and offer strategic guidance for future research in this field.

Purpose Service learning (SL) is a recognized experiential pedagogy that offers reciprocal benefits, yet most research focuses on service providers. This study examined the benefits for disadvantaged children who were service recipients in an SL course. Methods We used a single-group pretest-posttest design and a matched sample of 216 Grade 3 students (49.54% girls, mean age = 9.34 +/- 0.62 years). Results Repeated-measures multivariate analyses of variance revealed significant improvements in academic development (F = 20.92, p < .001, eta p 2 = .233), positive generic attributes (F = 6.03, p < .001, eta p 2 = .248), and well-being (F = 10.39, p < .001, eta p 2 = .089), along with significant decreases in mental health issues (F = 6.01, p < .001, eta p 2 = .079). Boys and girls showed comparable favorable changes. Conclusions These findings support SL's effectiveness in promoting positive development among disadvantaged children, highlighting SL as a promising strategy for enhancing children's holistic development.

Objective This study examined the role of interpersonal strengths in the association between parental rejection and adolescent problematic social media use (PSMU), with a particular focus on parent-child gender interplay. Background Existing literature has associated parental rejection with adolescent PSMU. However, the moderating mechanisms, particularly the potential gender effects, have not been well studied. Method Based on data from 1,874 Chinese adolescents aged from 11 to 19 years old (mean age = 14.78 +/- 1.44 years; 56.46% female), structural equation modeling was conducted to examine the proposed model. Results (a) Both father and mother rejection were positively associated with adolescents' PSMU, whereas interpersonal strengths were negatively associated with PSMU; (b) in the full sample, interpersonal strengths significantly enhanced the association between father and mother rejection and PSMU; and (c) in gender subgroups, such an exacerbating effect of interpersonal strength was observed in mother-daughter, mother-son, and father-son (but not father-daughter) dyads. Conclusion Our findings reveal the complex role of interpersonal strengths as having a direct protective effect but exacerbating the adverse link between parental rejection and adolescent PSMU. Implications There is a need for a contextual understanding of positive psychological assets, such as interpersonal strengths, as a "double-edged sword" in parent-child relationship contexts. We call for more tailor-made practices (instead of a one-size-fits-all approach) for preventing and addressing adolescents' PSMU.

Purpose: This study evaluated the effectiveness of the online and face-to-face formats of a course-based Positive Youth Development (PYD) program, "Tomorrow's Leaders," in promoting holistic development among university students in Hong Kong. Method: Utilizing a one-group pretest-posttest design, this study collected data from students who took the course "Tomorrow's Leaders" before and after the course, with 2,695 students enrolled online and 4,056 students enrolled face-to-face. Results: Students demonstrated enhanced PYD attributes, psychological well-being, and desired graduate qualities in both formats. Students in the face-to-face format showed greater improvement than those in online format in specific outcomes (e.g., self-determination, life satisfaction, and problem-solving ability). Discussion: The findings supported the effectiveness of the online PYD program but also highlighted the advantages of face-to-face learning. This disparity underscores the critical role of interpersonal engagement in nurturing leadership abilities and fostering a positive self-concept in young people, which is relevant to youth social workers.

Service-Learning (SL) combines community engagement with academic learning, where students apply and consolidate their knowledge and skills through community services. Due to the COVID-19 pandemic, traditional face-to-face SL (FTF-SL) was replaced by remote online SL (e-SL). Although studies have supported the benefits of both FTF-SL and e-SL, direct comparisons and investigations of predictors of students' achievement in SL remain scarce. This study used data collected in China (N = 115) to explore the differences in outcome measures (i.e., positive attributes, leadership qualities, and life satisfaction) across students in the two SL modes. Additionally, we explored the predictors of students' changes in SL, focusing on collaborative learning, reflective learning, and course satisfaction. While positive changes were observed in the outcome measures for both e-SL and FTF-SL modes, greater improvement in leadership qualities and life satisfaction was found in the latter arrangement. Furthermore, collaborative learning, reflective learning, and course satisfaction positively predicted students' achievement in SL. These findings enhance our comprehension of the effectiveness of various SL delivery and inform the design and implementation of SL courses in online and FTF settings in higher education.

Peer victimization is prevalent among school-age children worldwide, including the Hong Kong Special Administrative Region, China. Previous studies have identified the negative consequences of peer victimization for children, but few studies have examined the mediation mechanisms involved in the predictive relationship between peer victimization and life satisfaction. This study explored the predictive effect of peer victimization on children’s life satisfaction by considering depression as a mediator, and teacher-student conflict as a moderator in the predictive relationship between peer victimization and depression among 1,144 children at Grade 6 (mean age = 11.43 years, SD = 0.61, 44.3

Background As a pioneer gifted education program in Hong Kong, the Project GIFT in Hong Kong included intervention designed to promote psychosocial competences of the students in general (Level 1 Program) and students with high abilities (Level 2 Program). While objective outcome evaluation of the program has indicated its beneficial impact on students such as enhancement in academic performance and learning autonomy, students' perception of the program such as program's quality and instructors' performance has not been examined. The present study examined primary and secondary students' subjective perception of the programs, instructors in addition to the benefits of the Project GIFT using the client satisfaction approach. Methods A total of 3,971 Grade 3 to Grade 9 students responded to a subjective outcome evaluation measure after program completion. In this study, we examined validity and reliability of the assessment tool as well as the response profiles of the participants using structural equation modeling and Mann-Whitney tests. Results The findings supported the factorial, convergent, discriminant, and criterion-related validities of the assessment tool in the Level 1 and Level 2 programs. Regarding perceptions of the participants, the present results showed that students had favorable perception of the quality and benefits of the programs as well as the performance of implementers. In line with our expectation, students participating in Level 2 programs held more favorable perception of the program than did students who attended Level 1 programs. Conclusions Consistent with our previous findings illustrating the beneficial effects of the Project GIFT on students, the present findings revealed favorable perception of students on the quality of the program and the instructors. This further underscores the effectiveness of the Project GIFT for talent development.

This study examined the predictive relationship between parenting and adolescent digital sexual violence perpetration, with gender stereotypes and victimization experiences as mediators. Using a sample of 1,572 Korean adolescents (51.84

Background: This study examined the predictive effect of parental marital satisfaction on suicidal behaviors among preadolescents and adolescents in China, with positive youth development (PYD) attributes as a mediator. Methods: A total of 3665 matched pairs of students (aged 9-19, 51.3% boys) and their parents completed questionnaires, with parental marital satisfaction reported by parents and suicidal behaviors (ideation, plan, and attempt) and PYD attributes reported by students. Results: The prevalence of overall suicidal behavior was 15.5% in this sample, with a higher prevalence observed among those with lower parental education levels. Hierarchical regression and structural equation modeling analyses revealed that: (1) after controlling for socio-demographic variables, parental marital satisfaction negatively predicted suicidal behaviors; (2) PYD attributes negatively predicted suicidal behaviors, accounting for the largest proportion of variance (ΔR2 range = 0.036-0.102); (3) parental marital satisfaction was positively correlated with PYD attributes; and (4) PYD attributes partially mediated the predictive relationship between parental marital satisfaction and suicidal behavior, with a significant indirect effect (β = -0.06) accounting for 56.6% of the total effect. Conclusions: This study illuminates protective pathways through which a positive family environment cultivates individual competencies, ultimately contributing to reduced suicidal behavior.

Service-learning is a high-impact academic practice that effectively nurtures a wide range of learning outcomes, including some which are difficult to achieve in traditional classroom settings. This makes service-learning very attractive as a learning pedagogy for developing students' holistic learning outcomes. However, the nature of service-learning makes it easily conflated with similar civic learning activities, such as community service or volunteering which are widely practiced as non-academic or extra-curricular school activities. Service-learning is quickly gaining popularity as a learning activity in Hong Kong where it has been shown to counteract excesses in traditional examination-oriented education culture. In light of the widely accepted academic service-learning model, this study investigates deviations in Hong Kong secondary school teachers' perceptions of service-learning. Results reveal that misconceptions persist. Although most respondents believed they had a good grasp of service-learning concepts, they did not clearly distinguish service-learning from voluntary/community service, and lacked awareness that improperly-done service-learning can cause harm to students and the community. The study's implications on teacher capacity building and service-learning practice will be discussed, for instance, how training programmes can be designed more effectively and the need for more stringent curriculum standards in service-learning.

The rising prevalence of mental health issues among students in mainland China calls for urgent responses, including the implementation of Positive Youth Development (PYD) programs. In this paper, we focus on the effectiveness of the “Tin Ka Ping P.A.T.H.S. Project” via student diaries. In the 2016/17 (N = 1,832) and 2017/18 (N = 1,229) academic years, junior and senior high school students wrote reflections upon completing the program. Findings revealed that 96.90

Many studies were conducted during and after the COVID-19 pandemic to examine its impact on young people’s well-being. However, most studies are quantitative ones focusing on the negative impact of the pandemic on young people. In contrast, there are few studies examining the benefits of the pandemic using a qualitative methodology. Hence, we conducted focus group interviews to understand meaning-focused coping in 56 university students from late December 2022 to mid-January 2023 when Hong Kong was approaching the end of the pandemic. Thematic analysis using a deductive analytical approach based on the Revised Stress and Coping Model was applied during data analysis. The results showed that most students were able to generate positive experiences and emotions during the pandemic. Many of them reported improved mental well-being during the pandemic by infusing ordinary events with meaning. They engaged in adaptive goal processes by having a more positive attitude towards life. Students also found benefits in terms of enhanced personal strengths, better interpersonal relationships, and improved pandemic-related abilities. Furthermore, the current study compared the difference in the use of meaning-focused coping and perceived benefits by students with family or personal financial difficulties, students who coped well, and Mainland Chinese students studying in Hong Kong. This paper provides an alternative picture of the impact of the COVID-19 pandemic on university students.

Background: Optimizing the development of adolescents in the post-pandemic era is an urgent concern. As an active initiative, the “Tin Ka Ping P.A.T.H.S. Project”, rooted in the “Positive Youth Development (PYD)” approach, represents a curriculum-based program aimed at fostering the psychosocial competence and well-being of adolescents. This study presents evaluation findings of the program’s effectiveness during the 2022–2023 academic year. Methods: Using a validated “36-item Subjective Outcome Evaluation scale (SOES)”, we evaluated perceptions of 2165 junior students (Mage = 13.43 years, SD = 0.70 years, 51.3% females) and 3287 senior students (Mage = 16.07 years, SD = 0.65 years, 52.8% females). Results: Replicating our previous findings before and during the pandemic, the 36-item SOES exhibited satisfactory validity and reliability in the current study. Students commonly provided favorable evaluations regarding program quality, implementer quality, and perceived benefits. Senior-grade students were more likely to perceive the program more positively. Conclusions: These replications underscore the generalizability of the robustness of the 36-item SOES as a reliable evaluation measurement tool across different time periods and research backgrounds. The participants’ positive responses indicated the positive impact of the “Tin Ka Ping P.A.T.H.S. Project” in enhancing the psychosocial competence and well-being of the students across background contexts and time periods.