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The primary objective of this two-wave longitudinal study was to determine whether peer status or negative cognition could account for the well-established relationships between peer victimization and school burnout. In total, 655 students from two junior high schools (Mage = 12.7 years) were assessed at two time points over a 12-month interval. Baseline measures included self-reported and peer-nominated peer victimization, self-reported negative cognition and school burnout, and peer-nominated peer status. After one year, school burnout was again measured. Using a longitudinal mediating model, it was found that adolescents who perceived peer victimization at baseline were more likely to experience school burnout one year later owing to increased elevated negative cognition (mediation effect β = 0.09, 95% bias-corrected bootstrap = [0.06–0.14]). This effect was also moderated by peer status, such that among adolescents with lower peer status, baseline peer victimization was associated with significantly higher rates of school burnout after 12 months (β = 0.22, p <.01), whereas the same was not true for those with high peer status. The current study will help educators better understand the potential mechanism by which they could alleviate adolescent student school burnout by reducing the cognitive bias of bullied adolescents with poor peer status. [ABSTRACT FROM AUTHOR]

Instant Messaging (IM) has become one of the most ubiquitous communication technologies worldwide. However, why IM has become popular and whether it is different for people with distinct interpersonal interaction characteristics remain unclear. This study attempts to explain the relations between adolescents' attachment styles and IM use by testing the mediating role of online interpersonal needs. Participants were 2245 adolescents from four Chinese junior high schools. Structural equation modeling results indicated that adolescents with higher attachment anxiety used IM more intensively, while those with higher attachment avoidance had lower levels of IM use intensity. Additionally, these links were mediated by online interpersonal needs that higher anxiously attached adolescents' more IM use was due to their more online interpersonal needs, and that higher avoidant adolescents' less IM use was accounted for by their less online interpersonal needs. These findings suggest that psychological needs offer an effective lens for understanding why IM has become popular and how it is different for people with distinct interpersonal interaction characteristics. [ABSTRACT FROM AUTHOR]

Off-time pubertal timing has been linked to an increased risk of adolescent depressive symptoms, but the mechanisms underlying these associations are not well understood, particularly in a Chinese context. This three-wave longitudinal study investigated whether the relations between pubertal timing and depressive symptoms were through sadness rumination, and conditional on parental solicitation, for both Chinese girls and boys. Surveys were administered to adolescents and their parents across three measurement occasions, one year apart. Nine-hundred and fifty Chinese adolescents (56.63% boys; Mage = 13.18, SD = 0.66 at baseline) reported their depressive symptoms and sadness rumination, and one of their parents (61.70% mothers) reported their children's pubertal timing and parental solicitation. Results indicated that early pubertal timing at baseline would increase girls' (but not boys') depressive symptoms two years later via elevated sadness rumination. Furthermore, it was found that when parental solicitation was higher, this indirect effect was no longer significant. These findings suggest that early maturation is a potential risk factor for adolescent girls' depressive symptoms, while high parental solicitation appears to buffer this pubertal risk through attenuating sadness rumination. Thus, early maturing girls would benefit from developing healthier cognitive strategies, parental initiative communications with them, or adequate sex education. [ABSTRACT FROM AUTHOR]

The current two-wave longitudinal study sought to shed light on the well-established link between parental warm support and academic achievement by testing the potential mediating role of self-control and the moderating role of teacher emotional support among Chinese adolescents. 2569 Chinese students (45.22% girls; Mage = 13.27, SD = 0.67 at baseline) completed self-reported measures at two time points, one year apart. The findings indicated that adolescents with higher parental warm support at baseline tended to have higher academic achievement one year later. Moreover, this link was mediated by self-control that parental warm support would heighten adolescents' self-control, and in turn increase their academic achievement one year later. Additionally, it was found that when teacher emotional support was higher, parental warmth support at baseline would heighten more academic achievement one year later through self-control. The findings illustrate the value of integrating parents and teachers' support in adolescent development, which helps them establish better personality traits as high self-control to improve academic achievement. [ABSTRACT FROM AUTHOR]

The healthy context paradox indicates that in "healthy" contexts, with lower bullying or victimization norms, victimization experiences would unexpectedly exacerbate adolescents' adjustment difficulties, yet the underlying mechanisms remain unclear, particularly from the clique perspective. The current 2-year longitudinal multilevel study attempts to examine the conditional effects of both clique structure (i.e., status hierarchy) and clique norms (i.e., aggression norms) on the relationship between individual victimization and aggressive behavior. The sample consisted of 691 Chinese junior high school students (Mage = 12.74, SD = 0.43; 55.6% boys), who were identified to belong to 153 cliques with sizes varying from 3 to 12 students (Msize = 5.08, SD = 1.89), according to the social cognitive map. Participants completed peer-nominated measures at two time points, two years apart. The multilevel models revealed that it was in less hierarchical cliques with lower aggression that victimized adolescents would exhibit more relational forms of aggression (rather than overt forms) two years later. More intriguingly, contrary results were found in all-girls cliques and all-boys cliques. Specifically, victimized girls' overt and relational aggression was higher in cliques with less hierarchy and lower aggression, whereas, in cliques with more hierarchy and higher aggression, victimized boys' relational aggression was higher, which conforms to the healthy context paradox and the peer contagion hypothesis, respectively. These findings highlight that egalitarian cliques with low aggression would promote aggressive behavior of victimized adolescents, especially for girls rather than for boys, which in turn has crucial implications for anti-bullying interventions. [ABSTRACT FROM AUTHOR]

This correction notice addresses an error in the funding information section of an article titled "Peer Status Buffers the Detrimental Effects of Peer Victimization on School Burnout Among Chinese Adolescents via Negative Cognition." The corrected statement clarifies that the work was supported by the Western Project of National Social Fund, the Youth Innovation Team of Shaanxi Universities, the Research Foundation of Education Bureau of Shaanxi Province, the Shaanxi Social Science Fund, and the Research Foundation of Sports Bureau of Shaanxi Provincial. The original article has been corrected. The publisher, Springer Nature, maintains a neutral stance on jurisdictional claims and institutional affiliations. [Extracted from the article]

The impact of peer clique school burnout norms on adolescents’ emotional adaptation is becoming increasingly prominent, but its underlying mechanisms remain unclear, especially in China where academic achievement is highly valued. The present study examined how clique burnout norms impact the relationship between school burnout, negative cognitive bias, and depressive symptoms. A total of 904 Chinese adolescents (57% boys; Mage = 12.73, SD = 0.43) participated in a two-wave longitudinal study (initiated in 2015, with approximately a 2-year interval). The results of multilevel models indicated that only in low clique burnout norms, adolescents with high school burnout at T1 would exhibit more negative cognitive bias and suffer from more depressive symptoms at T2, whereas the moderating effect was only observed in all-boys cliques. These findings reflect that a decrease in the overall level of burnout within a peer clique does not necessarily benefit every student, and the adaptation issues of students experiencing burnout still require attention even in a relatively healthy context. [ABSTRACT FROM AUTHOR]