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Yadong Sun,1 Yanjie Shan,1 Jiaqiong Xie,1 Ke Chen,1 Jia Hu2 1Faculty of Social Sciences, Chongqing University, Chongqing, People’s Republic of China; 2Institute for Advanced Studies in Humanities and Social Science, Chongqing University, Chongqing, People’s Republic of ChinaCorrespondence: Ke Chen; Jia Hu, Chongqing University, Shapingba, Chongqing, People’s Republic of China, 400044, Tel +86-13628362626, Email chenke197729@163.com; hujia827@cqu.edu.cnPurpose: With the development of information technology and various social media, recommendation algorithms have increasingly more influence on users’ social media usage. To date, there has been limited research focused on analyzing the impact of recommendation algorithms on social media use and their corresponding role in the development of problematic behaviors. The present study analyzes the impact of recommendation algorithms on college students’ information sharing and internalizing, externalizing problem behaviors to address the aforementioned shortcomings.Methods: An online questionnaire survey was conducted among 34,752 college students in China. A latent profile analysis was conducted to explore the various behavioral patterns of Chinese college students’ information sharing across the three social media platforms identified for this study. The Bolck–Croon–Hagenaars (BCH) method Regression Mixture Modeling was then used to analyze the differences in internalizing and externalizing problem behaviors among the different subgroups of Chinese college students.Results: The level of information sharing by college students across different social media platforms could be divided into “WeChat Moments low-frequency information sharing”, “middle-frequency comprehensive information sharing”, “TikTok high-frequency information sharing”, and “Sina Weibo high-frequency information sharing”. Significant differences were observed regarding internalizing and externalizing problem behaviors among college students in different information-sharing subgroups.Conclusion: This study identified four subgroups with different information-sharing characteristics using latent profile analysis. Among them, college students who are in subgroup of social media information sharing influenced by recommendation algorithms exhibit higher frequency of information sharing and higher level of internalizing and externalizing problematic behaviors. These results expand our understanding of college students’ social media usage and problem behaviors from a technological perspective. In future, the negative impacts of recommendation algorithms on college students can be reduced by improving their awareness of these algorithms and optimizing the algorithms themselves.Keywords: user-generated content, recommendation algorithms, latent profile analysis, internalizing problem behaviors, externalizing problem behaviors

Objectives: This study explored the relationship between early elementary school children’s smartphone overdependence, sleep problems, and problem behaviors. Specifically, it examined the direct effect of children’s smartphone overdependence on problem behaviors and the indirect effect of their smartphone overdependence on problem behaviors through sleep problems. Methods: About 283 mothers rearing first to third grade elementary school children (135 boys and 148 girls) answered questionnaires on their children’s smartphone overdependence, sleep problems, and problem behaviors. The Model 4 of PROCESS macro version 3.4 was used for data analysis. Results: First, children’s smartphone overdependence had a positive effect on their internalizing and externalizing problem behaviors. Children who were highly dependent on smartphones exhibited more internalizing or externalizing problem behaviors. Second, children’s smartphone overdependence had a positive effect on sleep problems, which in turn had a positive effect on internalizing and externalizing problem behaviors. Children who were highly dependent on smartphones experienced more sleep problems, which increased their internalizing and externalizing problem behaviors. Conclusion: Sleep problems mediated the relationship between smartphone overdependence and problem behaviors among early elementary school children, who have not received adequate attention from researchers. The results are meaningful because they confirm the underlying mechanism through which children’s smartphone overdependence impacts their problem behaviors. These results can be used to prevent children’s problem behaviors or reduce their sleep problems by parents rearing early elementary school children or experts providing parent education. [ABSTRACT FROM AUTHOR]

Objectives: We aimed to explore profiles of mothers with respect to two key risk factors, SES and parenting stress, and then examine the role of maternal perceived social support and negative intentionality in toddlers' internalizing and externalizing behaviors in these mother profiles. Method: A sample of 463 mothers with 1–3 years old non-clinical toddlers completed scales. First, in Latent Profile Analysis (LPA), we identified two distinct mother profiles, as high SES–low stress (low-risk) and low SES–high stress (high-risk) groups. Then, we tested the pattern of associations among maternal perceived social support, negative intentionality, and child internalizing and externalizing problem behaviors in a multi-group SEM analysis based on these two profiles. Results: There was a strong negative association between social support and both internalizing and externalizing behaviors in the low-risk profile mothers, but not in the high-risk profile mothers. Regardless of mothers' profiles, the perceived negative intentionality in toddlers' behaviors positively predicted both internalizing and externalizing behaviors. However, the perceived negative intentionality did not mediate the negative association between perceived social support and toddlers' problem behaviors. Conclusion: Our findings suggest that mothers' negative attributions about child's behaviors can play a critical role at the early stages of problem behaviors and social support can be an important factor to decrease the child's externalizing problem behaviors especially for the low-risk group of mothers. Intervention programs should be designed with the differential contribution of social support and negative intentionality in the onset of toddlers' problem behaviors. [ABSTRACT FROM AUTHOR]

Adolescents need supportive social institutions to help them deal effectively with the demands of pubertal changes accompanied by new social roles, reducing their susceptibility to problem behaviors. Considering this, it will be investigated how internalizing problem behaviors in teenagers is affected by the interaction between pubertal timing and perceived parental attachment. For this, cross-sectional data from 772 adolescents with ages ranging from 11 to 15 years old was used. Regression analyses showed early maturing adolescents with insecure perceived parental attachments had higher levels of depression and anxiety than their early, on-time, and late maturing counterparts with secure perceived parental attachments. This finding supports the contextual amplification model, as the detrimental consequences of early maturation are impacted by difficult parent-adolescent relationships. [ABSTRACT FROM AUTHOR]

Although bullying is known to have detrimental effects, less is known regarding how these bullies and victims develop within the contexts of their homes and schools, and how early childhood behaviors can predict later bullying/victimization statuses. Parent, teacher, and student reports from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K) 1998–1999 cohort (N = 11,715) representing a nationwide sample of children, were utilized to predict child's bully and victim status in eighth grade (age 13–14) using data from seven collection points. Results indicated child characteristics from the earliest time points identified children at risk for becoming both bullies and victims, although familial characteristics were only able to predict bully status. Identifying these characteristics provides opportunities for early intervention in children's lives, potentially preventing negative effects of bullying and victimization on academic, social, and emotional functioning. Implications for future research, including special considerations for individuals with internalizing behaviors, are discussed.

Objective: The purpose of this study was to investigate the structural model of the relationships among mothers' reactions to early adolescents' anger, early adolescents' anger management styles and internalizing problem behaviors. Methods: The participants were 460 adolescents who were in the 1st and 2nd grade in middle schools in Pusan. Internalizing problem behaviors, mothers' reactions to early adolescents' anger, and anger management styles were measured through self-report questionnaires. Data analysis methods included Cronbach's α, Pearson's correlation analysis, and Structural Equation Modeling. Data were analyzed using SPSS ver. 23 and Amos 23.0 programs. Results: Mothers' anger-supportive reactions had an indirect influence on adolescents' internalizing problem behaviors mediated by adolescents' anger-coping and anger-in. Additionally, mothers' anger-rejective reactions had an indirect influence on internalizing problem behaviors mediated by adolescents' anger-out. Conclusion: The findings from this study indicate that first, mothers should reduce adolescents' anger-out by decreasing anger-rejective reactions to prevent internalizing problem behaviors. Second, mothers should develop adolescents' anger-coping and reduce adolescents' anger-in by increasing anger-supportive reactions to reduce adolescents' internalizing problem behaviors. [ABSTRACT FROM AUTHOR]

Abstract: The current paper aims to identify whether kinetic family drawings (KFD) are useful to identify internalizing problems of preschoolers. We divided 120 preschoolers into two groups based on their scores of an internalizing problem behavior test and the KFD of the two groups were compared. Except for a few sub-categories, we found some significant differences in most subcategories between these two groups. This contrast suggests that projective approaches using the KFD are useful in evaluating the cognitive characteristics of a family in order to understand a child's internalizing problem behaviors. The usefulness of an approach using the KFD in education and clinical fields are also discussed. [Copyright &y& Elsevier]

This study challenges the belief that homogeneous ability grouping benefits high-ability students in cognitive and social-emotional development at the expense of their low-ability peers. From a developmental point of view, the authors hypothesize that homogeneous grouping may improve the learning behaviors and may benefit the literacy learning of kindergartners at all ability levels through adaptive instruction under adequate instructional time. The benefits are expected to be more evident for medium- and low-ability children than for high-ability children. However, when instructional time is limited, low-ability children may suffer from high-intensity grouping, defined as grouping taking up a large proportion of instructional time. The authors also examine whether low-ability kindergartners develop lower self-esteem as a result of homogeneous grouping. Analyzing Early Childhood Longitudinal Study kindergarten cohort data, the authors find no overall advantage of homogeneous grouping for high-ability students. For medium-ability students’ literacy growth, homogeneous grouping appears to be optimal when teachers spend more than 1 hour per day on literacy instruction; high-intensity grouping shows additional advantage for improving these students’ general learning behaviors. For low-ability kindergartners, homogeneous grouping with ample instruction time seems to improve their general learning behaviors, whereas low-intensity grouping with ample instruction time seems to reduce internalizing problem behaviors. Yet for low-ability students’ literacy growth, a detrimental effect of high-intensity grouping is found when instructional time is limited. These findings contradict results from past research and have important implications for educational theories and practice. [ABSTRACT FROM PUBLISHER]

The present study investigated the role of a school-based intervention program, called the Integrated School Day, in the socioemotional development of Finnish children during their first years of school. The 3-year program involved the restructuring of the school day by adding in extracurricular activities, which were organized on school premises, included a multitude of activities according to children’s wishes, and were available to every child. The longitudinal findings, based on the hierarchical linear modeling, showed that the 9- to 10-year-old children who had participated in the program ( N = 276) had lower levels of internalizing problem behaviors, both social anxiety and depressive symptoms, than the non-intervention comparison group ( N = 239). The difference was statistically significant in both genders. The results also showed that the higher number of years of participation (but not the number of different activities or the regularity of participation) was related to lower internalizing problem behaviors, particularly to lower social anxiety, at the end of the program. [ABSTRACT FROM AUTHOR]

The current six-wave longitudinal study tested the Family Stress Model among 204 Mexican-origin families in which an adolescent pregnancy had occurred. Wave 1 (W1) occurred when adolescents ( M age = 16.80 years; SD = 1.00) were pregnant, and the last wave (W6) occurred when children were 5 years of age. In the current study, the Family Stress Model was expanded to include parenting relations among adolescent mothers and fathers, and among adolescent mothers and grandmothers. In support of the Family Stress Model, findings indicated that W1 family income was negatively associated with W6 child internalizing and externalizing problem behaviors via increased W2 economic pressure, increased W3 maternal depressive symptoms, increased W4 mother-grandmother coparenting conflict, and increased W5 maternal parenting hassles. Additionally, W4 mother-father coparenting conflict was positively associated with W6 child internalizing and externalizing problem behaviors via W5 maternal parenting hassles. Findings are discussed with attention to the processes by which family income informs child problem behaviors over time. El presente estudio longitudinal de seis años analizó el Family Stress Model con una muestra de 204 familias de origen mexicano en las cuales había ocurrido un embarazo durante la adolescencia. La primera fase (W1) del estudio se llevó a cabo cuando las adolescentes ( M edad= 16.80 años; DE= 1.00) estaban embarazadas, y la última fase (W6) ocurrió cuando sus niños tenían cinco años. En el presente estudio, el Family Stress Model se amplió para incluir variables sobre la co-paternidad entre las madres adolescentes y los padres, y entre las madres adolescentes y las abuelas. Los resultados apoyaron las ideas del Family Stress Model; ingreso familiar en W1 mostró un efecto negativo con problemas de comportamiento y problemas de internalización de los niños en W6 a través del aumento de la presión económica en W2, el aumento de síntomas de depresión maternos en W3, el aumento del conflicto de la co-paternidad entre madre y abuela en W4, y el aumento de problemas de crianza maternas en W5. Adicionalmente, conflicto de la co-paternidad entre la madre y el padre mostró un efecto positivo con problemas de comportamiento y problemas de internalización de los niños en W6 a través de problemas de crianza maternas en W5. Varias ideas se presentan en la Discusión sobre como el ingreso familiar informa el comportamiento problemático en niños a largo plazo.