Bullying Victimization and Developmental Trajectories of Internalizing and Externalizing Problems: The Moderating Role of Locus of Control Among Children

Gong, Xue; Tian, Lili

doi:10.1007/s10802-020-00752-2

Cited by 14 publications

(7 citation statements)

References 65 publications

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“…Each item is rated from 0 (not true) to 2 (very true), with higher mean score indicates higher internalizing level. The YSR has been used to measure internalizing problems and showed great reliability and validity in previous Chinese study (Gong et al, 2021). In the current study, Cronbach's α coe cient of the scale was .86.…”

Section: Internalizing Problemsmentioning

confidence: 54%

Socioeconomic status impact Chinese youth’s internalizing problems: The risk role of psychological insecurity and cognitive fusion

Tao

Wang

Lan

et al. 2022

Preprint

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Background Low socioeconomic status (SES) has been shown to be associated with more internalizing problems in youth, but the mechanism of this relationship, has not been investigated in Chinese families. We tested the hypotheses that this association would be mediated by the youth’s psychological insecurity, and that there would be a moderating effect of cognitive fusion. Method Senior middle school students (N = 780, ages 16–19, 54.45% girls) were recruited to complete a self-report a measure of SES, the anxious/depression subscales of the Youth Self-Report, the Security Questionnaire and the Cognitive Fusion Questionnaire. A moderated mediation model was tested in regression-based analyses. Results Results indicated that (1) psychological insecurity fully mediated the relationship between SES and adolescent internalizing problems; (2) high cognitive fusion adolescents show stronger positive association of psychological insecurity and internalizing problems; (3) cognitive fusion also moderated the mediated pathway. Conclusions Present results emphasize the important effect of a psychological security and resourced environment on adolescent development and adolescents’ excessive fusion with thoughts of overestimating interpersonal and environmental insecurity may strengthen the indirect pathway from SES to internalizing problems via psychological insecurity. The findings are discussed in terms of their possible practical application in acceptance and commitment therapy.

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Section: Internalizing Problemsmentioning

confidence: 54%

Socioeconomic status impact Chinese youth’s internalizing problems: The risk role of psychological insecurity and cognitive fusion

Tao

Wang

Lan

et al. 2022

Preprint

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“…The presence of one problem may decrease concern or awareness of the other (Weiss et al, 1997). Therefore, clinicians, teachers, parents, and others tend to pay attention to either internalizing or externalizing problems, especially the latter (Sourander & Helstelä, 2005) as internalizing problems are implicit and undetectable (Gong et al, 2021; Yoon et al, 2017). However, we found that adolescents’ internalizing problems coexist and develop with their externalizing problems; therefore, we need to be more cautious and alert in identifying internalizing problems among posttraumatic adolescents, beyond just observing their externalizing behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…Conversely, other studies indicated that these two types of problems may show inconsistent developmental trajectories. For example, a study involving children showed that the trajectories of both internalizing and externalizing problems declined slowly over time, but in later childhood, internalizing problems showed a rising trend, whereas externalizing problems tended to be stable (Gong et al, 2021).…”

Section: Codevelopmental Trajectories Of Internalizing and Externaliz...mentioning

confidence: 99%

“…There are two main reasons for this controversy. First, studies on internalizing and externalizing problems identified different developmental trajectories (e.g., Gong et al, 2021; Yoon et al, 2021) about which there is no consensus. Second, the directionality of the association between internalizing and externalizing problems remains unclear because findings from cross-sectional studies regarding the relationship between these two types of problems were conflicting (e.g., Wright et al, 2012).…”

Section: Codevelopmental Trajectories Of Internalizing and Externaliz...mentioning

confidence: 99%

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Internalizing and externalizing problems in adolescents following an earthquake: Codevelopment and temporal association.

Yang¹,

Huang²,

Wu³

et al. 2023

Journal of Counseling Psychology

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Chinese adolescents who experience potentially traumatic events may develop posttraumatic internalizing and externalizing problems. However, it remains controversial whether interventions should focus first on internalizing or externalizing problems (or simultaneously on both). Previous studies have attempted to elucidate the developmental trajectories of posttraumatic internalizing and externalizing problems, temporal associations between them, and the between-person effects on this association to identify appropriate primary interventions. However, these studies overlooked the potential codevelopment of internalizing and externalizing problems along with the within-person effects on this association. To address these gaps, this study examined the codevelopment of and within-person temporal association between internalizing and externalizing problems. Participants were 391 Chinese adolescents who completed self-report questionnaires at 1, 1.5, 2, and 2.5 years after the 2008 Wenchuan earthquake. Parallel latent growth curve modeling and random intercept cross-lagged panel modeling were used to test the hypotheses. The results showed that both internalizing and externalizing problems were stable over time following the earthquake. Moreover, internalizing problems positively predicted externalizing problems at the within-person level and showed a positive between-person relationship with externalizing problems. These findings suggest that internalizing and externalizing problems may codevelop, and internalizing problems are risk factors for externalizing problems in adolescents following trauma. Public Significance StatementThe findings of this study enhance our understanding of the temporal associations between internalizing and externalizing problems among posttraumatic adolescents. More attention should be paid to adolescents' internalizing problems in clinical practice as their externalizing problems are likely to come from internalizing problems.

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“…The mean score was calculated, and higher scores represented more anxious and depressed behaviours. The subscale has been commonly used in research with Chinese children as it demonstrates good reliability and validity (Gong et al, 2021). Its Cronbach's coefficients α of the subscale were .84 at T1 and .89 at T4.…”

Section: Methodsmentioning

confidence: 99%

Co‐developmental trajectories of parental involvement: Relations to academic achievement and externalizing and internalizing problems among Chinese elementary schoolchildren

Guo

Tian

2022

Brit J of Edu Psychol

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Background Parental involvement is an important multi‐faceted factor in children's academic performance and school behaviour. However, most prior studies have involved cross‐sectional designs, with few studies exploring the co‐developmental nature of various parental involvement characteristics over time and their associations with children's academic achievement, externalizing, and internalizing problems. Aims This study explored (a) co‐developmental trajectories of seven parental involvement characteristics in elementary schoolchildren, and (b) relations to children's academic achievement, externalizing, and internalizing problems. Sample and methods A total of 3553 Chinese elementary schoolchildren (Mage = 9.90, SD = .72; 53.9% boys) completed relevant measures on 4 occasions at 6‐month intervals. Parallel process latent class growth modelling was used for examining study hypotheses. Results Four co‐developmental trajectories of parental involvement were identified: ‘High motivation and involvement’, ‘Low motivation and involvement’, ‘Incongruent motivation and involvement’, and ‘Incongruent motivation and high involvement’. The highest academic achievement and fewest externalizing and internalizing problems were observed for schoolchildren in the ‘High motivation and involvement’ class, followed by those who were in the ‘Incongruent motivation and high involvement’ and ‘Incongruent motivation and involvement’ classes, and finally, schoolchildren were the ‘Low motivation and involvement’ class. Conclusions The identification of heterogeneous trajectories with differential outcomes highlights the importance of individual differences considerations in understanding the co‐developmental patterns of parental involvement, suggesting that specific interventions need to be formulated for differing groups.

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Bullying Victimization and Developmental Trajectories of Internalizing and Externalizing Problems: The Moderating Role of Locus of Control Among Children

Cited by 14 publications

References 65 publications

Socioeconomic status impact Chinese youth’s internalizing problems: The risk role of psychological insecurity and cognitive fusion

Socioeconomic status impact Chinese youth’s internalizing problems: The risk role of psychological insecurity and cognitive fusion

Internalizing and externalizing problems in adolescents following an earthquake: Codevelopment and temporal association.

Co‐developmental trajectories of parental involvement: Relations to academic achievement and externalizing and internalizing problems among Chinese elementary schoolchildren

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