Although research has indicated the association between child abuse and non-suicidal self-injury (NSSI), few studies have examined their relationship in a particular sample of Chinese rural-to-urban migrant adolescents who tend to experience parental abuse and engage in NSSI. More importantly, factors moderating the relationship between child abuse and migrant adolescents’ NSSI have been understudied. To address this issue, this study aimed to examine whether beliefs about adversity and family socioeconomic status (SES) moderated the longitudinal relationship between child abuse and NSSI in a sample of Chinese migrant adolescents. 308 Chinese rural-to-urban migrant adolescents (aged 10–14; 138 boys) completed the two-wave survey. Self-reported questionnaires regarding child abuse, NSSI, beliefs about adversity, and family SES were used. Results showed that child abuse was significantly positively related to NSSI a year later. Moreover, the interaction of child abuse, beliefs about adversity, and family SES was significant. Specifically, for migrant adolescents with low SES, positive beliefs about adversity played a protective role in the association between child abuse and NSSI; while for those with high SES, such beliefs showed vulnerability. Findings underscore the importance of considering multiple resilient factors simultaneously by examining beliefs about adversity and SES as the moderating mechanisms in the association between child abuse and NSSI. Findings also emphasize the significance of developing differential interventions targeting NSSI in abused Chinese migrant adolescents. Positive beliefs about adversity are important in buffering the negative effect of child abuse for migrant adolescents with low SES. For those with high SES, special attention should be given to the interactive impact of child abuse, beliefs about adversity, and family SES.

The healthy context paradox is defined as the phenomenon that victims’ psychological adjustment worsens in a context with a lower rate of victimization. The unexpected pattern was primarily confirmed in children and adolescents from western societies, and it is unclear whether classroom-level victimization could moderate the link between peer victimization and psychological adjustment in the Chinese cultural context, where Confucian philosophies and collectivism are highly valued. Furthermore, most existing research used a single method to assess peer victimization. The current study attempted to examine classroom-level peer victimization as a moderator in the association between individual-level peer victimization and depression, self-esteem, and well-being among 2613 Chinese seventh graders (1237 girls, M age = 13.00±.61) from 47 classrooms ( M classroom size = 55.60, range from 45 to 65) using both self-reported and peer-reported information on peer victimization. At the individual level, the results revealed that both self- and peer-reported victimization were positively related to depression and negatively related to self-esteem and well-being. Most importantly, consistent with past findings documenting the healthy context paradox, self-reported victimized youth experienced a higher level of depression and lower level of self-esteem and well-being in classrooms where the overall level of victimization was relatively low. However, the healthy context paradox was not replicated in the nominated data of peer victimization. These results confirmed the healthy context paradox in Chinese culture to some extent. The findings emphasize the importance of measuring peer victimization from multiple sources and suggest there is a need for additional support to victimized middle school students where the classroom context was relatively healthy.

IntroductionInternet addiction has garnered growing attention in recent years, and peer victimization plays a major contributor to adolescents' Internet addiction. However, little is known about the mediating and moderating mechanisms in the association between peer victimization and Internet addiction. Guided by cognitive behavioral model and worldview verification model, this study examined a moderated mediation model in which anger rumination at Time 1 (T1) mediated the association between peer victimization at T1 and Internet addiction at Time 2 (T2), and this mediation effect was moderated by T1 social dominance orientation (SDO).MethodsA short‐term longitudinal design was adopted, incorporating two measurement occasions (with approximately 6‐month intervals). Participants were 2597 adolescents (51.5% male, Mage = 13.9, SD = 0.60) from seven secondary schools in Zhengzhou City, China. All participants were invited to complete the self‐reported questionnaires assessing peer victimization, anger rumination, SDO at T1 (December 2015) and Internet addiction at T2 (June 2016), respectively. A short‐term longitudinal moderated mediation model was conducted to analyze the association between variables.ResultsThe results showed that T1 peer victimization was positively associated with T2 Internet addiction in which association was mediated by T1 anger rumination. T1 SDO moderated the associations between T1 peer victimization and T1 anger rumination and this effect was stronger with lower levels of SDO. In terms of gender differences, SDO moderated the associations between peer victimization and anger rumination only for boys.ConclusionsResults highlight that anger rumination is a potential mechanism explaining how peer victimization is related to Internet addiction and that this relation may be moderated by SDO.

Introduction Bullying victimization and aggression are frequent phenomena among adolescents and have been linked to various mental health problems. Although the correlation between bullying victimization and aggression is well‐documented, the direction between the two has been debated. Moreover, the underlying mechanism through which victimization influences aggression or vice versa has gained little attention. The current study used data across two‐time points to address this gap and explore the reciprocal relationships between victimization and aggression. The mediating role of teacher justice and related gender differences were also examined. Methods A total of 2462 Chinese adolescents (50.9% boys; Mage  =  13.95 years, SD = 0.60) completed measures on two occasions in 1 year with 6‐month assessment intervals. Structural equation modeling was used to examine the longitudinal relations among the variables. Results Results found that bullying victimization significantly and positively predicted both reactive and proactive aggression over time among the total sample. Reactive aggression significantly positively predicted victimization, while proactive aggression negatively predicted victimization in boys. Furthermore, teacher justice mediated the relationships between victimization and both functions of aggression. Mediation was gender‐specific, with a significant mediating effect on girls. Conclusions The results reveal the violent cycle of bullying victimization and aggression and underscore the role of teacher justice in this process. These findings have important implications for targeted interventions.