Problematic internet use (PIU) is becoming an increasingly common issues among adolescents. A number of cross-sectional studies have demonstrated that the relationships in family (i.e., parent-child relationship) and in school (i.e., teacher-student relationship) are separately associated with PIU among adolescents. However, whether the contribution of the relationship in school could above and beyond family remain unknown. Moreover, few studies have explored the potential mediating mechanisms underlying these associations with longitudinal data. The current study used a 3-year longitudinal design to test (a) the separate (i.e., interpersonal factors are examined one at a time) and unique (interpersonal factors are examined simultaneously) contributions of parent-child relationship and teacher-student relationship to adolescent PIU, and (b) whether selfesteem acts as a mediator of these links. A sample of 1,365 adolescents ( M age at wave 1 = 14.68 years, SD = 1.56) from junior and senior high schools were surveyed once a year. After controlling for baseline covariates, the analyses revealed that (a) both parent-child relationship and teacher-student relationship had separate contributions to adolescent PIU two years later; however, only parent-child relationship had unique contributions to PIU; and (b) both parent-child relationship and teacher-student relationship positively predicted selfesteem one year later, which in turn negatively predicted adolescent PIU two years later. These findings underscore that PIU is embedded in family and school microsystems and shaped by dynamic cascades across interpersonal relationships and self-esteem.

This study addressed the longitudinal reciprocal relations among parent-child cohesion, self-esteem, and aca-demic achievement in elementary school students. A total of 659 students from Grades 4-5 in China (M-age = 10.09 years, 46.3% female) was investigated on five occasions across 12 months. The results indicated that: (a) For the direct reciprocal relations, mother-child cohesion and academic achievement reciprocally enhanced each other; self-esteem and academic achievement transactionally facilitated each other; father-child cohesion and self-esteem reciprocally enhanced each other; self-esteem facilitated mother-child cohesion, but not vice versa. (b) For the indirect relations, father-child cohesion and students? academic achievement facilitated each other indirectly via self-esteem; students? academic achievement influenced mother-child cohesion indirectly via self-esteem, but not vice versa. These results delineated the dynamic system among these study variables, and also revealed that father-child cohesion and mother-child cohesion showed both similarities and differences. Impli-cations for educational practices were discussed.

Based on a social-cognitive model, we examined the multiple mediating roles of self-esteem and loneliness in linking family dysfunction to anxiety and depression in adolescents. Participants at baseline included 921 junior high school students (Mage = 12.98 years; 51.7% girls) from a midsized city located in Northern China. The students completed a multi-measure questionnaire at three time points, six months apart, starting from the initial grade of junior high school (Grade 7). Using structural equation modeling, we found that: High levels of family dysfunction at Time 1 were significantly related to increases in anxiety and depression at Time 3; both self-esteem and loneliness at Time 2 mediated the relations between family dysfunction at Time 1 and anxiety and depression at Time 3. These results suggest the importance of multisystemic efforts (i.e., addressing social context and intrapersonal cognitive factors simultaneously) to prevent or reduce adolescents' anxiety and depression.

Cyber bullying and victimization are prevalent in the daily lives of a large number of individuals in the current digital age. Both traditional and cyber bullying and victimization among adolescents have raised global concern. Accumulating evidence suggests that there are inter-individual differences between patterns of bullying and victimization among adolescents. However, previous research has primarily relied on variable-centered approaches and failed to reveal the heterogeneity among groups with regard to bullying and victimization. Using a cross-sectional design, we included traditional and cyber bullying and victimization as indicators and employed a person-centered approach to identify distinct subgroups and their associations with demographic, individual, family, school, and peer factors. A total of 1,529 Chinese adolescents (Mage = 14.74 years, SD = 1.48) participated in the study. Latent profile analysis identified three profiles that evidenced heterogeneity of bullying and victimization groups: uninvolved group (92%), high traditional bully-victims group (6%), and high cyber bully-victims group (2%). The findings suggest that these distinct subgroups can be predicted by factors from multiple domains. High traditional bully-victims can be predicted by male, younger age, high depressive symptoms, low classmate support, and high deviant peer affiliation. High cyber bully-victims can be predicted by male, younger age, high depressive symptoms, high interparental conflict, and high deviant peer affiliation. In addition, interparental conflict, parental warmth and acceptance, school climate, and peer attachment can further differentiate high traditional bully-victims from high cyber bully-victims. Our results provide implications for tailored prevention and intervention strategies to reduce adolescent bullying and victimization.

Adolescent delinquency is a serious social problem around the world. Understanding the risk factors associated with adolescent delinquency is an essential precondition of any effective prevention and intervention. This study investigated the unique relationship between different forms of parental control (behavioral control and psychological control) and adolescent delinquency, as well as the mediating role of deviant peer affiliation in the relationship between parental control and adolescent delinquency. Participants were 703 adolescents (mean age = 14.30 years, SD = 1.08) from three middle schools in central China. The Parental Behavioral and Psychological Control Scale, Deviant Peer Affiliation Questionnaire, and Adolescent Delinquency Scale were completed anonymously. By controlling for a series of variables like gender, age, socioeconomic status, and non-focal forms of parental control, it was found that psychological control was positively associated with adolescent delinquency. Moreover, deviant peer affiliation mediated the relationship between psychological control and adolescent delinquency. In contrast, although the association of behavioral control with adolescent delinquency was not significant, behavioral control significantly and negatively predicted deviant peer affiliation, which in turn was associated with adolescent delinquency (i.e. distal mediation). These findings suggest that different forms of parental control have differential associations with adolescent delinquency. Moreover, deviant peer affiliation is an important mediation mechanism underlying these relations. The practical implications of these findings were discussed.

以匿名方式对821名大学生进行校园氛围、手机依赖、社交焦虑以及自我控制的问卷调查.结果 显示:感知校园氛围负向预测大学生的手机依赖(β=-0.353,P＜0.001),其中社交焦虑在两者中起部分中介作用;学校氛围对社交焦虑以及社交焦虑对手机依赖的预测作用均受个体自我控制高低水平的调节作用(β=0.533,β=-0.362,P均小于0.001).

Although cyber victimization (CV) is an important risk factor for adolescent tobacco and alcohol use (TAU), lithe is known about the underlying mediating and moderating mechanisms. The purpose of the present study was to address this gap by examining the mediating role of positive smoking/drinking expectancies and the moderating role of perceived social support and effortful control. The participants included 1145 Chinese adolescents (M-age = 14.83 years, SD = 1.47). They provided self-report data regarding covariates, CV, positive smoking/drinking expectancies, perceived social support, effortful control, and TAU. After controlling for covariates, the results revealed that positive smoking expectancies mediated the relationship between CV and tobacco use, and positive drinking expectancies mediated the relationship between CV and alcohol use. Furthermore, perceived social support moderated the first link of the mediational chain and the direct relation in both the tobacco and alcohol models while effortful control moderated the second link of the mediational chain in the tobacco model and the direct relation in the alcohol model. With one exception, namely, the moderating role of perceived social support in the direct relation in the alcohol model was consistent with the reverse stress-buffering model, the moderating patterns concurred with the stress-buffering model. These findings, which need to be interpreted with caution due to their cross-sectional nature, clarify the mediating and moderating mechanisms linking CV to TAU and provide important practical implications.

Suicide is the second leading cause of adolescent death. Research has established that peer victimization is a significant contributor to adolescent suicidal ideation and suicide attempts. However, relatively little is known about the mediating and moderating mechanisms underlying these relations. To fill this gap, this study constructed a moderated mediation model to examine whether psychological security mediated the relationships between peer victimization and suicidal ideation and suicide attempts, and whether these mediating processes were moderated by family functioning and gender. A total of 795 Chinese adolescents (M-age = 14.41 years, SD = 1.70) reported their demographic information, peer victimization, psychological security, family functioning, suicidal ideation, and suicide attempts. The results revealed that after controlling for demographic factors, peer victimization was positively associated with suicidal ideation and suicide attempts. Moreover, psychological security partially mediated the relationship between peer victimization and suicidal ideation and suicide attempts. Finally, family functioning moderated the relationship between peer victimization and psychological security in adolescent girls. Consistent with the reverse stress-buffering model, this negative relationship was stronger for girls with better family functioning. These findings highlight the importance of considering peer, family, and individual factors simultaneously to understand adolescent suicide when designing suicide prevention and intervention programs.

OBJECTIVE:This study investigated whether and how perceived school climate was associated with adolescent problematic internet use (PIU). Based on two functions of perceived school climate, psychological insecurity and negative peer affiliation were investigated as mediators.METHOD:A 3-wave longitudinal design (Wave 1 N = 1,365 Chinese adolescents, 53.2% male, Mage = 14.68 years), with 1-year intervals between waves and using adolescent self-report assessment was conducted.RESULTS:Path analysis indicated that (a) Perceived school climate was prospectively associated with PIU 2 years later; (b) When the 2 mediators were analyzed in separate models, both psychological insecurity and negative peer affiliation could play a mediating role in such a prospective relationship; and (c) When the 2 mediators were tested in the same model, two indirect pathways emerged, 1 through psychological insecurity only, and the other involving both psychological insecurity and negative peer affiliation serially. All these effects held even when controlling for initial levels of outcomes and demographic covariates.CONCLUSIONS:These findings suggest that positive perceptions of school climate may equip adolescents with psychological security that is instrumental to their peer affiliation, which ultimately decreases their risk of PIU. These findings point to malleable targets for prevention and intervention of adolescent PIU. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Prior studies have found that a positive school climate can prevent adolescents from developing problematic Internet use (PIU), yet gaps remain in identifying the proximal mechanisms. Guided by social control theory and the self-medication hypothesis, this study examined the mediating roles of adolescents' sense of school belonging and depressive symptoms in the relationship between perceived school climate (PSC) and adolescent PIU. A total of 2,758 adolescents (Mage = 13.53 years; SD = 1.06) were surveyed from 10 middle schools in southern China. Participants completed a series of questionnaires, including Perceived School Climate Scale, School Belonging Scale, Children's Depression Inventory, and Internet Addiction Diagnostic Questionnaire. We controlled for several covariates, including demographic variables and family functioning, for conservative predictions. Multiple mediation analysis revealed that: (a) PSC was negatively associated with PIU; (b) both school belonging and depressive symptoms mediated the link between PSC and PIU; and (c) a serial indirect pathway (i.e., PSC → school belonging → depressive symptoms → PIU) emerged. These findings were robust across different gender, age, socioeconomic status, and family functioning subgroups. These findings point to potential targets in the prevention and intervention of adolescent PIU.

Although scholarly interest in the association between perceived school climate and adolescent delinquency is growing, research on how and for whom perceived school climate relates to delinquency is underdeveloped. Based on social control theory and the general theory of crime, the present study established a moderated mediation model to examine whether moral disengagement would mediate the relationship between perceived school climate and delinquency and whether the mediation process would be moderated by effortful control. A total of 1529 Chinese adolescents (M-age = 14.74 years, SD = 1.48) from seven middle and high schools completed anonymous questionnaires on perceived school climate, moral disengagement, effortful control, and delinquency. After controlling for gender, age, and socioeconomic status, the results indicated that (a) perceived school climate was negatively related to adolescent delinquency; (b) the relationship between perceived school climate and delinquency was partially mediated by adolescent moral disengagement; and (c) effortful control moderated the direct and indirect relationships between perceived school climate and adolescent delinquency, such that these relationships were only significant for adolescents with low levels of effortful control. These findings shed light on how and for whom perceived school climate is associated with adolescent delinquency, and they can inspire practitioners to pay attention to the interaction of social control (e.g., perceived school climate) and self-control (e.g., effortful control) when providing prevention and intervention.

Based on self-system processes theory and transactional theory, a longitudinal design was employed to test the reciprocal relations among basic psychological needs satisfaction at school (BPNSS), behavioral engagement, and academic achievement. A total of 627 elementary school students from Grades 3-4 in China (M-age = 9.01, 45.8% female) completed measures of BPNSS and behavioral engagement in the middle of four consecutive semesters. Teachers also assessed students' academic achievement at the end of the first three consecutive semesters. After controlling for gender, age, and fathers' and mothers' education, the results indicated that: (a) BPNSS, behavioral engagement, and academic achievement reciprocally facilitated each other directly; (b) BPNSS indirectly enhanced academic achievement via behavioral engagement, and academic achievement also indirectly enhanced BPNSS via behavioral engagement. Findings suggested that BPNSS, behavioral engagement, and academic achievement formed a complex, dynamic system. Limitations and practical applications of the study were discussed.

Based on Social-Cognitive Theory and Person x Environment Interaction Theory, a moderated mediation model was examined to investigate the mediating role of refusal self-efficacy and the moderating role of sensation seeking in the relation between parental control (behavioral control and psychological control) and smoking and drinking in adolescents. A total of 694 7th - 9th grade middle school students in China (M age = 13.67 years, SD = 1.20, 45.0% male) completed a multi-measure questionnaire tapping demographics, parental control, refusal self-efficacy, sensation seeking, and adolescent smoking and drinking. Mediation analyses indicated that higher levels of parental behavioral control related to lower levels of adolescent smoking and drinking via increasing adolescents' refusal self-efficacy; in contrast, higher levels of psychological control related to higher levels of adolescent smoking and drinking via decreasing adolescents' refusal self-efficacy. Furthermore, moderated mediation analyses showed that the association between parental behavioral control and refusal self efficacy was moderated by individual differences in adolescents' sensation seeking. The indirect associations between parental behavioral control and adolescent smoking and drinking were stronger among students high in sensation seeking. The indirect associations between parental psychological control and adolescent smoking and drinking were not moderated by sensation seeking. Limitations and implications were discussed.

A growing body of research has shown that school disconnectedness (low school bonding) is a salient risk factor for internet addiction (IA) among adolescents. However, the mediating and moderating mechanisms linking school disconnectedness to IA are still not well understood. This study examined whether self-esteem mediates the relationship between school disconnectedness and IA, and whether this mediating process is moderated by emotional intelligence. A total of 2758 Chinese adolescents (Mage = 13.53 years, SD = 1.06) completed a series of anonymous questionnaires on demographic variables, school disconnectedness, self-esteem, emotional intelligence, and IA. After controlling for demographic variables, school disconnectedness was found to be positively associated with IA among adolescents. Mediation analysis indicated that self-esteem partially mediated the relationship between school disconnectedness and IA. Moderated mediation analysis further revealed that emotional intelligence moderated the associations between school disconnectedness and adolescent self-esteem and IA. The negative relationship between school disconnectedness and self-esteem and the positive relationship between school disconnectedness and IA were stronger in adolescents with higher levels of emotional intelligence, showing reverse risk-buffering effects. These findings elucidate the role of contextual factors (such as school disconnectedness) and personal factors (such as self-esteem and emotional intelligence) in adolescent IA, and suggest that comprehensive and holistic intervention programs may be promising for reducing IA among adolescents.

Cross-sectional studies have shown that both stressors and personality vulnerability are risk factors for adolescent problematic Internet use (PIU). However, little is known about how both categories of factors in combination may contribute to the longitudinal development of PIU among adolescents. The aims of this study were to document the developmental pattern of PIU among adolescents and to examine how stressful life events and the Big Five personality traits jointly affect the development of PIU. We tested three competing models: the additive, diathesis-stress, and social push models. A total of 1,365 adolescents participated in a 3-year longitudinal study. Hierarchical linear modeling indicated that PIU among adolescents increased over the 3-year period. After controlling for demographics and the Big Five personality traits, stressful life events (a time-varying predictor) were positively correlated with the initial level of, and the rate of change in, PIU. After controlling for demographics and stressful life events, four of the time-invariant Big Five personality dimensions had a significant effect on the initial level of PIU. Low Agreeableness, low Conscientiousness, high Openness, and high Neuroticism were positively associated with high initial PIU. In addition, Extraversion was negatively associated with and Conscientiousness was positively associated with the rate of change in PIU. The interaction effect between the personality and stressors was not significant. Therefore, the data provided support for the additive model, indicating that stressful life events and personality dimensions each make a unique contribution to PIU and that both should be considered in the prevention of adolescent PIU. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The role of social-environmental factors in adolescent problematic Internet use (PIU) has attracted considerable attention recently. Several studies have documented that peer victimization is positively associated with PIU. However, little is known about "how" (i.e., mediation mechanisms) and "under what conditions" (i.e., moderation mechanisms) peer victimization is associated with adolescent PIU. To contribute to this gap in the knowledge, this study used a large sample of Chinese adolescents (N = 2758; M-age = 13.53 years, SD = 1.06) to examine deviant peer affiliation (DPA) as a mediator and family functioning as a moderator in this relationship. Students completed anonymous questionnaires to measure the main variables. After controlling for important covariates related to PIU, the results indicated that (a) peer victimization was positively associated with PIU, (b) DPA partially mediated the link between peer victimization and PIU, and (c) family functioning moderated the association between peer victimization and DPA. Specifically, for adolescents with better family functioning, the relationship between peer victimization and DPA was weaker. The current research deepens our understanding of "how" and "under what conditions" peer victimization is related to PIU in adolescents.

Cyber victimization is a serious risk factor for the manifestation of depressive symptoms in adolescents. However, little is known about the mediating and moderating mechanisms underlying the relationship between these factors. The present study sought to determine whether psychological insecurity mediated the relationship between cyber victimization and depressive symptoms in adolescents. Additionally, this study sought to determine whether this mediating process was moderated by perceived social support. A sample of 793 Chinese adolescents (mean age = 14.41 years, SD = 1.70) completed questionnaires regarding their experience with cyber victimization, psychological insecurity, perceived social support, and depression. Results showed that (a) after controlling for demographics and traditional offline victimization, cyber victimization uniquely predicted a greater prevalence of depressive symptoms; (b) psychological insecurity partially mediated the relationship between cyber victimization and depressive symptoms in adolescents; and (c) perceived social support moderated the direct and indirect paths such that the relationship between psychological insecurity and depression was weaker for adolescents with higher levels of perceived social support (i.e., the stress-buffering effect), but the relationship between cyber victimization and psychological insecurity/depression was stronger for adolescents with higher levels of perceived social support (i.e., the reverse stress-buffering effect). This study contributes to research clarifying the mediating and moderating mechanisms involved in the development of depression among adolescents reporting cyber victimization.

Previous studies have documented that peer victimization is a significant risk factor causing Internet addiction among adolescents. However, little is known about the mediating and moderating mechanisms underlying this relation. On the basis of the emotional security theory and the resilience theory, this study examined whether psychological security would mediate the relation between peer victimization and adolescent Internet addiction, and whether teacher-student relationships would moderate the mediating process. Participants comprised 747 Chinese students (mean age = 13.73 years, SD = 1.00) recruited from three middle schools. They provided self-reported data on demographic variables, peer victimization, psychological security, teacher-student relationship, and Internet addiction. After controlling for age, gender, parents' education, and family's financial status, mediation analysis indicated that psychological security fully mediated the association between peer victimization and adolescent Internet addiction. Moderated mediation analysis further demonstrated that positive teacher-student relationships ameliorated the adverse impact of peer victimization on psychological security, thereby mitigating the indirect effect of peer victimization on Internet addiction among adolescents. This study highlights the mediating and moderating mechanisms linking peer victimization to Internet addiction and has important implications for the prevention and intervention of Internet addiction among adolescents. (C) 2018 Elsevier Ltd. All rights reserved.

Substantial research has found that positive parent-adolescent relationship is associated with low levels of adolescent Internet addiction (IA). However, little is known about the mediating and moderating mechanisms underlying this relation. The present study examined a moderated mediation model that included the parent adolescent relationship (predictor variable), emotion regulation ability (mediator), stressful life events (moderator), and IA (outcome variable) simultaneously. A total of 998 (M-age = 15.15 years, SD = 1.57) Chinese adolescents completed the Parent-Adolescent Relationship Scale, Emotion Regulation Ability Scale, Adolescent Stressful Life Events Scale, and Internet Addiction Diagnostic Questionnaire. After controlling for adolescent gender, age, and family socioeconomic status, results revealed that good parent-adolescent relationship was positively associated with adolescent emotion regulation ability, which in turn was negatively associated with their IA. Moreover, stressful life events moderated the second part of the mediation process. In accordance with the reverse stress-buffering model, the relation between emotion regulation ability and adolescent IA was stronger for adolescents who experienced lower levels of stressful life events. The findings and their implications are discussed and a resilient contextual perspective proposed.