Peer relationship profiles in rural Chinese adolescents: Longitudinal relations with subjective well-being

C, Yan; Wang, Liwei; Zhao, Jingxin

doi:10.1177/1359105319888278

Cited by 13 publications

(8 citation statements)

References 31 publications

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“…In terms of RQ1, we compared the SWB of left-behind youth with non-left-behind peers. Contrary to our first hypothesis and the literature concerning SWB of left-behind adolescents in rural China [ 44 , 45 ], the results showed that these two groups of adolescents did not differ in SWB. This finding may indicate that “hopes and hurdles” may coexist in adolescent adaption following parental migration in urban China [ 74 ].…”

Section: Discussioncontrasting

confidence: 99%

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Openness to Experience Moderates the Association of Warmth Profiles and Subjective Well-Being in Left-Behind and Non-Left-Behind Youth

Chun-hua

Lan

2022

IJERPH

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Crouched in the socioecological framework, the present research compared the subjective well-being of left-behind youth with their non-left-behind peers. Furthermore, this research investigated the association of parental warmth and teacher warmth using a person-centered approach with adolescents’ subjective well-being on the whole sample, and examined its conditional processes by ascertaining the moderating role of openness to experience and left-behind status in this association. A total of 246 left-behind youth (53.6% girls; Mage = 15.77; SD = 1.50) and 492 socio-demographically matched, non-left-behind peers (55.1% girls; Mage = 15.91; SD = 1.43) was involved in this study. During school hours, these adolescents were uniformly instructed to complete a set of self-report questionnaires. The results from ANCOVA exhibited no significant differences in subjective well-being between these two groups of youth. Moreover, four warmth profiles were revealed: congruent low, congruent highest, congruent lowest, and incongruent moderate, and youth within the congruent highest profile were more likely than the other three profiles to report higher subjective well-being. Additionally, moderation analyses demonstrated that high openness was one protective factor for subjective well-being, when left-behind youth perceived the lowest levels of parental warmth and teacher warmth congruently. These findings indicate that left-behind youth may not be psychologically disadvantaged in terms of positive psychosocial outcomes, such as subjective well-being, and school activities or social initiatives emphasizing openness to experience would be essential for them to facilitate positive adaptive patterns after parental migration.

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Section: Discussioncontrasting

confidence: 99%

“…RQ1: do left-behind and non-left-behind youth differ in SWB? As parental migration and subsequent changes in adolescent living arrangements generate significant stress into their life [ 44 , 45 ], we anticipated that left-behind youth might report a lower level of SWB than their non-left-behind peers.…”

Section: Introductionmentioning

confidence: 99%

Openness to Experience Moderates the Association of Warmth Profiles and Subjective Well-Being in Left-Behind and Non-Left-Behind Youth

Chun-hua

Lan

2022

IJERPH

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“…Peer relationships are interpersonal relationships established and developed through the process of communication between individuals at similar levels of psychological development (3). Perceiving good peer relationships can help adolescents gain a sense of belonging within their peer group (4), and are critical to the positive development of their cognitive and social skills, as well as academic adaptation (5). In contrast, perceiving negative peer relationships make it difficult for adolescents to control their emotions (6), which may even lead to psychological problems such as anxiety, depression, and other mental disorders (7).…”

Section: Introductionmentioning

confidence: 99%

Subjective Family Socioeconomic Status and Peer Relationships: Mediating Roles of Self-Esteem and Perceived Stress

et al. 2021

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This study explored the relationships between subjective family socioeconomic status (FSES), self-esteem, perceived stress, and perceived peer relationships among Chinese adolescents. A total of 1,353 adolescents (age range: 15–19 years) were asked to complete a questionnaire. Mediation analysis revealed that subjective FSES influenced perceived peer relationships in three ways: first, through the mediating effect of perceived stress; second, through the mediating effect of self-esteem; and third, through the serial mediating effects of perceived stress and self-esteem. The results remained significant after controlling for parental education. In addition, a contrast analysis showed no significant differences in the mediating effects of self-esteem and perceived stress. Thus, we suggest that steps should be taken to improve adolescents' self-esteem and reduce their stress through training interventions and preventive measures, to help them improve their perceived peer relationships and reduce adverse effects associated with low subjective FSES.

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“…Findings were consistent in considering the positive peer relationship as a protective factor against internalizing and externalizing behaviors [ 138 – 142 ], depression [ 143 – 145 ], anxiety [ 146 ], self-harm [ 147 ] and suicide [ 148 ], and as a favorable factor for positive affect [ 149 , 150 ], increased happiness [ 151 ], self-efficacy [ 152 ], optimism [ 153 , 154 ] and mental well-being [ 155 ]. In contrast, peer-hassles, friendlessness, negative peer-beliefs, peer-conflicts/isolation and peer-rejection, have been identified in the development of psychological distress among students [ 141 , 143 , 149 , 156 – 165 ].…”

Section: Resultsmentioning

confidence: 98%

School educational models and child mental health among K-12 students: a scoping review

Jiang

et al. 2022

Child Adolesc Psychiatry Ment Health

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Background The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. Methods This scoping review followed the framework of Arksey and O’Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. Results/findings After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. Conclusions The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

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Peer relationship profiles in rural Chinese adolescents: Longitudinal relations with subjective well-being

Cited by 13 publications

References 31 publications

Openness to Experience Moderates the Association of Warmth Profiles and Subjective Well-Being in Left-Behind and Non-Left-Behind Youth

Openness to Experience Moderates the Association of Warmth Profiles and Subjective Well-Being in Left-Behind and Non-Left-Behind Youth

Subjective Family Socioeconomic Status and Peer Relationships: Mediating Roles of Self-Esteem and Perceived Stress

School educational models and child mental health among K-12 students: a scoping review

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