Effect of Family Cohesion on Aggression among Chinese Middle School Students: The Mediating Role of Psychological Suzhi

Wang, Xu; Geng, Yi-bo; Lin, Jie; Yi, Zhenshuo; Liu, Yanling

doi:10.1007/s12144-022-02903-8

Cited by 6 publications

(5 citation statements)

References 39 publications

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“…We found that both family (including father–child and mother–child relationships) and school (including teacher–student and student–student relationships) interpersonal relationships were negatively correlated with depression in children, which supports H1 and is fully consistent with many theories [ 23 , 55 , 56 ] and empirical studies [ 30 , 31 , 89 ] on depression. On the one hand, positive family and school relationships are the strongest social support for children, providing them protection against depression.…”

Section: Discussionsupporting

confidence: 87%

“…The parent–child relationship refers to the mutual relationship between parents and children, which is the most important social relationship for children and has significant impacts on their social adaptation and psychological well-being [ 28 , 29 ]. Numerous studies have shown that high-quality parent–child relationships can reduce negative emotions such as anxiety and depression in adolescents and mitigate mental health problems in general [ 30 , 31 ]. Conversely, lower levels of parent–child relationships and attachment represent risk factors for the development and progression of depressive symptoms in children [ 32 , 33 ], which can significantly increase a child’s risk of emotional disturbance [ 34 ].…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children: The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem

Liao,

Chen,

Liu

et al. 2024

Children

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This study explores the relative contributions and psychological mechanisms of the effects of family (father–child and mother–child) and school (teacher–student and student–student) interpersonal relationships on depression in elementary school children. The participants (n = 20,629) were elementary school children (48.19% male) aged nine to 13 years from Southwest China during the COVID-19 pandemic. They voluntarily completed questionnaires regarding parent–child, teacher–student, and student–student relationships, as well as academic stress and self-esteem. The results indicate that the effect of family interpersonal relationships on children’s depression was stronger than that of school interpersonal relationships. The predictive effects of father–child and mother–child relationships on children’s depression did not significantly differ; however, the effect of student–student relationships was significantly stronger than that of teacher–student relationships. Academic stress partially mediated the effect of interpersonal relationships on depression in elementary school children. The effects of family interpersonal relationships and academic stress on depression were moderated by self-esteem. These findings underscore the disparities and mechanisms pertaining to the impacts of diverse interpersonal associations on children’s depression, thus signifying significant implications for the advancement of research and intervention strategies aimed at addressing this issue.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children: The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem

Liao,

Chen,

Liu

et al. 2024

Children

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“…First, we can avoid the source of trauma and intervene with individuals who have experienced CT. Second, we can encourage university students to be aware of their raw emotions and to interact socially by describing their feelings to significant others at the right time. Screening for people with high levels of AEE for necessary attention and psychological support after experiencing CT, such as such as mindfulness therapy ( 57 ) and cognitive behavioral intervention therapy ( 58 ). Third, to promote active student participation in PA, utilizing it as a means of distraction and self-catharsis to alleviate the accumulation of negative affect.…”

Section: Discussionmentioning

confidence: 99%

Childhood trauma, psychache, and depression among university students: a moderated mediation model

Chen,

Fu,

Wang

et al. 2024

Front. Psychiatry

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BackgroundChildhood trauma is a potential threat to depression and can have a lifelong impact on the mental health of university students. Our study aimed to construct a moderated mediation model to explore the relationship between childhood trauma, psychache, ambivalence over emotional expression, physical activity, and depression in university students.MethodsA cross-sectional study was conducted in three universities in China, recruiting 476 university students using self-report questionnaires. The moderated mediation model was examined using the SPSS PROCESS model 21.ResultsAmbivalence over emotional expression (F=12.843), childhood trauma (F=117.639), and psychache (F=581.594) all had a significant positive effect on depression (p<0.001), explaining 2.9%, 21.7%, and 56.8% of the variance, respectively. On the chain of influence between childhood trauma and depression, the mediating effect of psychache, the moderating effect of ambivalence over emotional expression, and the moderating effect of physical activity are all significant the overall indirect effect value of the three is 0.287, accounting for 61.59% of the total effect.ConclusionThis study investigated the relationship between childhood trauma, ambivalence over emotional expression, psychache, physical activity, and depression in university students. Future interventions should focus on developing good emotional expression among university students, increasing opportunities for physical activity, and reducing psychache to reduce depression.

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“…In recent years, because of the influence of bad network culture, the crime cases of middle school students have increased significantly, and all kinds of middle school students' theft, robbery, and other cases have been repeatedly reported [3]. The main reason is that the physical and mental development of secondary school students is still immature, in the erosion of bad network culture, not only can not form an effective defense but also the serious impact of negative information [4].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Teaching Reform of Middle School Ideological and Political Classroom Based on the Background of Internet

Deng,

Chen

2024

Applied Mathematics and Nonlinear Sciences

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The combination of Internet technology and education will continue to promote the change of the traditional education model, and will inevitably have a far-reaching impact on the reform of the education field. The wisdom classroom vector model is used to establish a secondary school classroom for ideological and political wisdom in this paper. In the smart classroom, students can recognize facial expressions by using GAN and tripartite consistency loss function. The ANM-CFM action recognition model is formed by the combination of the adaptive normalization module and covariance matrix fusion. For the effectiveness of the intelligent classroom of secondary school ideology and politics proposed in this paper with the related classroom behavior intelligent recognition method, the validation is carried out using example data. The results show that the first 200 frames in the smart classroom are dominated by the teacher’s lecture, and the students’ hand-raising interaction moments are mainly distributed between 200 and 400 frames. At the end of the teaching experiment, the classroom engagement level of the students in the experimental class was 9.037±0.532 points, the thinking level score of the experimental class exceeded 0.5 points compared with that of the control class, and the student’s satisfaction scores for the learning environment of the smart classroom were all over 2.4 points. The adoption of smart classrooms in the background of the Internet can realize the innovative reform of secondary school ideological and political classroom teaching and provide a new guarantee for improving the level of students’ thinking literacy.

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Effect of Family Cohesion on Aggression among Chinese Middle School Students: The Mediating Role of Psychological Suzhi

Cited by 6 publications

References 39 publications

The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children: The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem

The Effects of Family and School Interpersonal Relationships on Depression in Chinese Elementary School Children: The Mediating Role of Academic Stress and the Moderating Role of Self-Esteem

Childhood trauma, psychache, and depression among university students: a moderated mediation model

Exploring the Teaching Reform of Middle School Ideological and Political Classroom Based on the Background of Internet

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