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This three-wave longitudinal study aimed to investigate whether the relationship between self-control and academic achievement, through mastery goals, was conditional on the nature of the teacher-student relationships. A total of 852 junior school students in China completed questionnaires about self-control, mastery goals, and teacher-student relationships. Academic achievement was obtained from the school. The analyses of moderated mediation effects based on structural equation modeling showed that teacher-student emotional conflict increased the negative effect of students' low self-control on academic achievement via mastery goals, whereas teacher-student emotional support failed to moderate this link. Thus, both mediating and moderating effects exist in the association between self-control and adolescents' academic achievement.

The current three-wave longitudinal study investigated whether peer victimization would activate adolescents' rumination and rejection sensitivity, and therefore exacerbate subsequent loneliness. Surveys were administered to adolescents across three measurements, one year apart. Eight hundred and fifty-seven Chinese adolescents (56.62% males; Mage = 14.73, SD = 0.43) completed self-reported and peer-nominated measures of victimization, rumination, rejection sensitivity and loneliness. Results revealed that self-reported, but not peer-nominated victimization at baseline directly predicted adolescent loneliness one year later. Moreover, both rumination and rejection sensitivity exerted mediating effects on the relationship between self-reported victimization and loneliness. Additionally, this parallel mediation model was robust across gender. These findings suggest that self-perceived peer victimization would increase Chinese adolescents' loneliness since they employ rumination and rejection sensitivity to cope with peer victimization. [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 three-wave longitudinal study aimed to investigate whether the relationship between self-control and academic achievement, through mastery goals, was conditional on the nature of the teacher-student relationships. A total of 852 junior school students in China completed questionnaires about self-control, mastery goals, and teacher-student relationships. Academic achievement was obtained from the school. The analyses of moderated mediation effects based on structural equation modeling showed that teacher-student emotional conflict increased the negative effect of students' low self-control on academic achievement via mastery goals, whereas teacher-student emotional support failed to moderate this link. Thus, both mediating and moderating effects exist in the association between self-control and adolescents' academic achievement. [ABSTRACT FROM AUTHOR]

Although research has documented the adverse effect of peer victimization on academic achievement, little is known about the underlying mechanism. This three-wave longitudinal study attempts to examine whether school burnout would explain the influence of peer victimization on academic achievement and whether this undesirable effect would be conditional on parental warmth using a sample of 706 Chinese adolescents (54.77% boys; M age = 12.72 years, SD = 0.40 at baseline). Both self-reported and peer-nominated victimization, school burnout, and parental warmth were assessed at baseline, and school burnout was measured 1 year later. Their academic achievement was collected from school records at baseline and 2 years later. The results revealed that self-reported (rather than peer-nominated) victimization at baseline impaired students' academic achievement 2 years later through increasing their school burnout. Interestingly, higher parental warmth aggravated, rather than alleviated this indirect effect. These findings support the Reverse Stress-Buffering Model and the Ecological Systems Theory highlighting the importance of considering multiple interpersonal relationships simultaneously to heighten adolescent academic performance. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effect of multiple domains of self-efficacy on the relationship between shyness and subjective well-being among Chinese adolescents. A sample of 763 Chinese adolescents (M = 14.77 years old, SD = 1.63; 55% boys) completed the Shyness Scale, the Social Self-Efficacy Questionnaire, the Regulatory Emotional Self-Efficacy Questionnaire, and the Subjective Well-Being Scale. Structural equation model analysis showed that both regulatory emotional self-efficacy and social self-efficacy partially mediated the relationship between shyness and subjective well-being. Moreover, shyness negatively influenced subjective well-being through the chain of regulatory emotional self-efficacy and social self-efficacy. Overall, the findings supported the multiple mediating roles of self-efficacy beliefs between shyness and subjective well-being, which enhanced our understanding of how self-efficacy beliefs impact shy youths' subjective well-being in China. The theoretical and practical implications of these findings were discussed. Highlights: Shyness was negatively associated with subjective well-being in Chinese adolescents. Both regulatory emotional self-efficacy and social self-efficacy partially mediated the effect of shyness on subjective well-being. Regulatory emotional self-efficacy and social self-efficacy played a chain-mediating role between shyness and subjective well-being. [ABSTRACT FROM AUTHOR]

A cross-sectional study of a large, middle-school student sample ( N = 966) was presented in this paper aiming to examine how parental behavior and self-control influence Internet addiction (IA) among Chinese adolescents. Fifty-one adolescents (the top 5% of IA score distribution) were categorized as at high risk. Males were more likely addicted to Internet than females. MANOVA demonstrated that, compared with non-IA group, adolescents with IA revealed lower mean score for parental positive support behavior and higher for parental negative control behavior and had lower capacity of self-control. SEM analyses revealed that low capacity of self-control had a negative correlation with parents’ positive support and a positive correlation with negative control. More importantly, Internet addiction was explained negatively by parents’ positive support and positively by parents’ negative control and individual low capacity of self-control. Further mediating analyses indicated that self-control accounted for an indirect role between parental behavior and adolescents’ Internet addiction. The findings of the present study are of significance in investigating adolescents’ problem behaviors and very helpful to provide educational advice for intervening in these behaviors. Moreover, the present finding’s potential relevance to Confucian styles of filial parenting was discussed. [ABSTRACT FROM AUTHOR]

Highlights: [•] A conformational mechanism model for online communication and subjective well-being is proposed. [•] The mechanism operating by shyness and social self-efficacy. [•] The influence of social self-efficacy varies between shy and no-shy participants. [•] The mechanism is moderated by gender. [Copyright &y& Elsevier]

The present article explored the effect of attachment on grandiose narcissism via perceived parental trust through a cross-sectional investigation using moderated mediation models. The Experiences in Close Relationships Inventory, Perceived Parental Trust Questionnaire, and Narcissistic Admiration and Rivalry Questionnaire were administered to 2260 middle school students of China (1094 seventh and 1166 tenth grade students). Results indicated that attachment avoidance and attachment anxiety exert distinct influence on narcissism's self-enhancement (i.e., admiration) directly, while both attachment anxiety and avoidance foster self-protection (i.e., rivalry) directly. Furthermore, the strength of the indirect effect of one attachment dimension on narcissism via perceived parental trust is stronger when the other is lower, or when the grade is younger. [ABSTRACT FROM AUTHOR]

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]