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This study aims to examine the mediating effects of social problem-solving (SPS) and coping efficacy (CE), the essential internal belief sets of self-system processes, on the relationship between cumulative risk (CR) and adolescent mental health. Chinese adolescents (grades 10-11; N = 675, female = 391) completed measures assessing CR, SPS, CE, anxiety and depression, and life satisfaction at two time points. To attribute the effects of CR on mental health to the modeled processes, we applied a short-term longitudinal design to collect data on CR, the mediators, and mental health. We also used multi-group confirmatory factor analysis and multi-group structural equation modeling to test for measurement and model invariance with respect to gender before we combined and analyzed subgroup data. The results indicated that gender did not influence the strength of the associations in the models for males and females. CR predicted Time 2 anxiety and depression and life satisfaction while controlling for Time 1 mental health. Furthermore, SPS and CE and CE alone mediated the relationship between CR and prospective life satisfaction. These findings suggest that severe adversity may lead to low life satisfaction and high anxiety and depression in adolescents. Severe adversity may also lead to low life satisfaction through compromised SPS and CE. The findings provide preliminary evidence for an intervention approach targeting SPS and CE to promote adolescents' life satisfaction., Author(s): Junmei Xiong [sup.1] [sup.2] , Man Hai [sup.1] [sup.2] , Zuxi Su [sup.1] [sup.2] , Ye Li [sup.1] [sup.2] Author Affiliations: (1) grid.411407.7, 0000 0004 1760 2614, School of [...]

The present study tested the influence of control belief, learning disorientation, and academic emotions on cognitive load in two types of concept-map structures within hypermedia learning environment. Four hundred and eighty-five students were randomly assigned to two groups: 245 students in the hierarchical group and 240 students in the networked group. Multi-group invariance and mediation analysis were applied to test the mediating effects of academic emotions in the association between control belief, learning disorientation and cognitive load (extraneous, intrinsic, and germane load) across groups. Results indicated all models were invariant across the groups. Control belief and learning disorientation were antecedents of positive and negative emotions; extraneous load in turn was affected by positive and negative emotions, whereas intrinsic and germane loads were only influenced by positive emotions. Learning disorientation had positive effect on extraneous load, whereas control belief had positive affect on intrinsic and germane load. The results are discussed in light of the integration of learning disorientation and non-cognitive factors with cognitive load.

The current study examined the associations among cumulative risk, psychological capital and adolescents' anxiety/depression and life satisfaction. Chinese adolescents (N = 1473, grades 7 to 12, ages 12 to 18, 52.1% female) completed self-report cumulative risk, psychological capital, anxiety/depressive symptoms and life satisfaction questionnaires. Cumulative risk was associated with anxiety/depression and life satisfaction. Psychological capital demonstrated a compensatory effect on youth adjustment. Furthermore, a cost of resilience was observed in high-school students with high psychological capital, who showed compromised life satisfaction in conjunction with reduced anxiety/depression under circumstances of severe adversity. Psychological capital also buffered the impact of cumulative risk on anxiety/depressive symptoms in middle-school students; however, it did not moderate the relationship between cumulative risk and life satisfaction. Therefore, psychological capital cannot protect adolescents exposed to cumulative risk from the exacerbation of psychopathology and declining life satisfaction simultaneously, and a 'toll' exists as a byproduct of resilience in high-school students. Suggestions for school health practices were provided accordingly.

This article describes an application of reality therapy to developing effective achievement goals for students in tier three of a tiered response to intervention approach. The roles of teachers and school counselors, to improve effective achievement goals, are briefly discussed as a frame for applying reality therapy. The application model includes procedures for assessing students' ineffective achievement goals, interpretation of achievement goals from a reality therapy perspective, counseling steps, and purposes of counseling. Counseling steps are based on the WDEP system, which consists of analysis of wants and needs, direction and doing, self-evaluation and planning. The purposes of reality therapy can be applied as the basis for developing and implementing students' new effective achievement goals.

By incorporating psychopathology and subjective well-being (SWB), the dual-factor model of mental health (DFM) can comprehensively measure psychological health. We examined the utility of the DFM among 1,293 Chinese adolescents (Grades 7-12). Furthermore, we examined the dynamics of mental health group membership via a two-wave longitudinal study of 531 students. SWB, psychopathology, affective self-regulatory efficacy, academic self-efficacy, and academic emotions were measured via self-report scales. Mental health group membership was determined according to combinations of high or low SWB and high or low psychopathology. The DFM was supported by our identification of its four constituent groups (i.e. complete mental health, vulnerable, troubled, and symptomatic but content). Significant group differences were found in affective self-regulatory efficacy, academic self-efficacy, and academic emotions, with clear contrasts observed between adolescents with complete mental health and their vulnerable peers, as well as between troubled adolescents and their symptomatic but content peers. Moreover, youth with complete mental health demonstrated the highest stability and troubled youth the lowest, whereas vulnerable youth had the highest rates of transitioning into both the complete mental health and troubled groups. Implications for practice are explored within the context of screening and intervention.

Thermoplastic cassava starch (TPS)/silica (SiO2) composites were prepared through melt-mixing, and the effect of different SiO2 particle size (20 nm, 200 nm, and 23 µm) on the structure, morphology, and properties of TPS/SiO2 composites was investigated. TPS/SiO2 composite containing 200 nm SiO2 has the lowest plasticizing time and torque, and the highest tensile and impact strength. The 23 µm SiO2 particle has the strongest effect on promoting retrogradation of starch, while the 200 nm SiO2 particle could inhibit the retrogradation of starch. TPS/SiO2 composite containing 200 nm SiO2 has the highest thermal stability, resistant water absorption, and light transmittance. The 200 nm SiO2 particle could be uniformly and finely dispersed in the starch matrix, however 20 nm SiO2 particle easily aggregated in TPS. The spherulites size was uniform in TPS/SiO2 composite containing 200 nm SiO2. TPS/SiO2 composite indicates the mixture of A + V types of crystalline structure, and TPS/SiO2 composite containing 23 µm SiO2 had the largest crystal size. [ABSTRACT FROM AUTHOR]