Lack of coparental cooperation and depression among Chinese youth: The moderating roles of grandparent support and parent-grandparent relationships

This study tested the mediating role of bullying attitudes and moderating role of school connectedness in the link between sympathy and Chinese adolescents’ active defending behaviors in bullying. Participants were 808 Chinese adolescents (53.3% male, Mage = 12.40, SD = 0.50). The results showed that sympathy was significantly positively correlated with active defending behaviors through bullying attitudes. In addition, school connectedness could moderate the relationship between sympathy and active defending behaviors. Specifically, the positive correlation between sympathy and active defending behaviors was stronger for adolescents with a high level of school connectedness. These findings emphasize the importance of considering complex multiple ecological level factors when examining bullying bystander. 

Sympathy and active defending behaviors among Chinese adolescent bystanders: A moderated mediation model of attitude toward bullying and school connectedness

Climate change and global warming have led to an increased incidence of flooding across the world. Against the backdrop of the recent devastating floods in the Kwazulu-Natal province of South Africa, this paper explores psychotraumatology of natural disasters. In particular, we explore the impact of internal migration in South Africa, as well as apartheid spatial planning and inequality on the consequences of the flooding. We also focus on the psychotraumatology resulting from flooding, in general, and in particular on the victims of the flooding in the KwaZulu-Natal province of South Africa. We conclude that the psychopathological consequences of such natural disasters are ignored even though they seriously affect the people concerned. The development of specific trainings for psychologists in psychotraumatology and the care of victims should be a priority in the future. 

Global Warming and Psychotraumatology of Natural Disasters: The Case of the Deadly Rains and Floods of April 2022 in South Africa

The COVID-19 pandemic has altered learning and teaching approaches in higher education. Research concerning COVID-19 revealed inconsistent results on student engagement, which is a robust predictor of academic performance in higher education. This exploratory study examines the relationship between grit and student engagement in the pandemic through the mediating role of negotiable fate. Although previous research demonstrated that grit could positively predict student engagement, there have been inconsistent findings between the two sub-factors of grit: consistency of interest (grit-CI) and perseverance of effort (grit-PE). Besides, there is a lack of theoretical explanation of the mechanism between grit and engagement. The adaptation of negotiable fate seeks to provide one of the pathways of how grit would be associated with student engagement. To examine these hypotheses, the present study recruited 339 undergraduate students from two universities in Hong Kong to participate in an online survey. The results showed that grit, grit-PE, and negotiable fate positively correlate with student engagement, but the path of grit-CI did not reveal any significant results. After accounting for the mediating effect of negotiable fate, grit-PE still positively correlates with student engagement, suggesting a partial mediation model. This study provides empirical evidence that grit positively predicts student engagement with the mediation of negotiable fate. However, only grit-PE was positively associated with other variables, while grit-CI did not reveal any significant predictions. The present study (1) extends the understanding of the mechanism between grit and student engagement and (2) explores the mediating role of negotiable fate in this relationship in the higher education context. Theoretical and practical implications of this mediation model among grit, negotiable fate, and student engagement were discussed.

https://journals.sagepub.com/doi/pdf/10.1177/18344909231171728

Why are students with a higher level of grit more engaging in learning? The mediation effect of negotiable fate on the grit-student engagement relationship in higher education during COVID-19

Abstract Background Cyberbullying is becoming common in inflicting harm on others, especially among adolescents. This study aims to assess the prevalence of cyberbullying, determine the risk factors, and assess the association between cyberbullying and the psychological status of adolescents facing this problem in the Jazan region, Saudi Arabia. Methods A cross-sectional study was conducted on 355 students, aged between 12–18 years, through a validated online questionnaire to investigate the prevalence and risk factors of cyberbullying and assess psychological effects based on cyberbullying questionnaire and Mental Health Inventory-5 (MHI-5) questions. Results The participants in this study numbered 355; 68% of participants were females compared to 32% were males. Approximately 20% of the participants spend more than 12 h daily on the Internet, and the estimated overall prevalence of cyberbullying was 42.8%, with the male prevalence slightly higher than females. In addition, 26.3% of the participants were significantly affected in their academic Performance due to cyberbullying. Approximately 20% of all participants considered leaving their schools, 19.7% considered ceasing their Internet use, and 21.1% considered harming themselves due to the consequences of cyberbullying. There are essential links between the frequency of harassment, the effect on academic Performance, and being a cyber victim. Conclusions Cyberbullying showed a high prevalence among adolescents in the Jazan region with significant associated psychological effects. There is an urgency for collaboration between the authorities and the community to protect adolescents from this harmful occurrence. 

https://bmcpsychiatry.biomedcentral.com/counter/pdf/10.1186/s12888-023-04542-0

Prevalence and related risks of cyberbullying and its effects on adolescent

Since the outbreak of coronavirus disease 2019 (COVID-19), adolescents in 70 countries have suffered the COVID-19 pandemic and flood disasters simultaneously. Although antecedent cyberbullying variables have attracted significant research attention, the effects of psychological distress and the potential mechanisms of cyberbullying among adolescents under multiple disasters remains unclear. Based on social-ecological system theory, this study examines the moderating effects of parent–child relationships and the negotiable fate on the relationship between psychological distress and cyberbullying. A total of 1204 middle school students (52.4% boys) who suffered from floods and the COVID-19 pandemic from Zhengzhou City, China, are the participants. The results reveal that psychological distress was positively related to adolescent cyberbullying during a disaster. Parent–child relationships and negotiable fate significantly moderate the relationship between psychological distress and cyberbullying. Specifically, high parent–child relationships and a high negotiable fate could protect adolescents from the negative effects of psychological distress of cyberbullying. For adolescents with low or high parent–child relationships and low negotiable fate, the links between psychological distress and cyberbullying are stronger. These findings underline the significance of considering the interaction of psychological distress, parent–child relationships, and negotiable fate when examining adolescents’ cyberbullying during disasters.

Psychological distress and adolescents’ cyberbullying under floods and the covid-19 pandemic: Parent–child relationships and negotiable fate as moderators

Yuchi Zhang

Papers

Psychological distress and adolescents’ cyberbullying under floods and the covid-19 pandemic: Parent–child relationships and negotiable fate as moderators