Profiles and Transitions of Dual-Factor Mental Health among Chinese Early Adolescents: The Predictive Roles of Perceived Psychological Need Satisfaction and Stress in School

Zhou, Jianhua; Jiang, Siyi; Zhu, Xinxin; Huebner, E. Scott; Tian, Lili

doi:10.1007/s10964-020-01253-7

Cited by 38 publications

(39 citation statements)

References 65 publications

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“…There is a disconcerting number of youths with mental health disorders (Whitney and Peterson, 2016), and a high proportion of them are untreated (Catalano and Kellogg 2020;Higa-McMillan et al 2016;Whitney and Peterson 2016). Positive psychology has gained a second wave of traction (Huebner et al 2009), and the understanding of the impact of positive psychological traits of mental health has grown (Suldo and Shaffer 2008;Zhou et al 2020). As such, it is urgent to improve school-based practices that identify and foster students' socialemotional development.…”

Section: Discussionmentioning

confidence: 99%

“…The primary purpose of this study was to enhance and standardize the SEHS-S-2020. The SEHS-S-2020 is used to support universal, schoolwide monitoring of students grounded in the dual-continua mental health model (Suldo and Shaffer 2008;Zhou et al 2020). This model considers the balance of students' experiences of emotional and behavioral distress in conjunction with their social-emotional strengths and resources.…”

Section: Implications For Research and Practicementioning

confidence: 99%

“…Another important use of the SEHS-S-2020 is as part of a schoolwide screening process to identify students who might require additional Tier 2 services (vulnerable youth). In this context, drawing upon the dual continua mental health model (Suldo and Shaffer 2008;Zhou et al 2020), students with higher levels of emotional distress and lower levels of life satisfaction are identified by educators to detect who requires additional services by school care teams. The SEHS-S-2020 then provides a profile of these students' psychological strengths that can be used by the Tier 2 care teams to identify areas for intervention strategies or growth.…”

Section: Implications For Research and Practicementioning

confidence: 99%

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Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

Furlong

Dowdy

Nylund‐Gibson

et al. 2020

J well-being assess

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Robust evidence links students’ positive mental health with academic achievement and provides a compelling rationale for developing and refining strength-based assessments. The Social Emotional Health Survey–Secondary (SEHS-S) assesses adolescents’ social and emotional skills and positive psychological dispositions. Previous studies provide reliability and validity evidence; nonetheless, there is a need for continued refinement and validation across diverse groups. The current study revised and standardized the updated SEHS-S-2020 to validate further its use in secondary schools (Grades 9–12) with a large, diverse adolescent sample. Study participants included 72,740 from 113 California schools (structural validation sample), 10,757 students from 15 randomly selected California schools (criterion validation sample), and 707 students from four additional California schools (test-retest sample). Data analyses examined structural validity, measurement invariance, criterion validity, internal consistency, and response stability. Results supported the SEHS-S-2020 validity across diverse groups of youth in various contexts. The discussion focuses on implications for assessing students’ psychosocial assets and universal school-based screening.

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Section: Discussionmentioning

confidence: 99%

Section: Implications For Research and Practicementioning

confidence: 99%

Section: Implications For Research and Practicementioning

confidence: 99%

See 1 more Smart Citation

Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

Furlong

Dowdy

Nylund‐Gibson

et al. 2020

J well-being assess

View full text Add to dashboard Cite

show abstract

“…The education levels ranged from 1 (never been to school) to 8 (doctorate). Following procedures in previous studies, 52 we standardized father and mother's education level scores by transforming them into z-scores, and the average was calculated based on the two standardized variables to index SES. Age and gender (1 = boy, 2 = girl) were selfreported by the children.…”

Section: Control Variablesmentioning

confidence: 99%

How to Be Aggressive from Virtual to Reality? Revisiting the Violent Video Games Exposure-Aggression Association and the Mediating Mechanisms

Zhao

Zhou

Xiao-feng

et al. 2021

Cyberpsychology, Behavior, and Social Networking

Self Cite

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Few studies have simultaneously examined the underlying mechanisms of the link between violent video games exposure (VVGE) and aggression (as proposed by different theories) to examine how they explain the relationship between the concepts as independent-dependent variables. This study used a multi-informant design to examine the relationship between VVGE and the functions (proactive and reactive) of aggressive behaviors by comparing three mediating mechanisms: anger, moral disengagement, and cognitive impulsivity. The sample consisted of 2,095 Chinese children and adolescences (48.9 percent girls; M age = 11.12 years, SD = 1.70) and their mothers. After controlling for age, gender, socioeconomic status, child maltreatment, and problematic traits, structural equation modeling indicated that anger and moral disengagement play mediating roles between VVGE and proactive and reactive aggression, but cognitive impulsivity only plays a mediating role between VVGE and reactive aggression. The discussion emphasizes the importance of creating prevention programs for anger, moral disengagement, and cognitive impulsivity to break the VVGE-to-aggression cycle, and provides suggestions for future research.

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“…In addition, SDT has been found to be stable and universal under different cultural backgrounds (Tang et al, 2020), and it has been applied to China in many studies (Zhou et al, 2019, 2020). Together, building on SDT and previous work, we predicted that adolescents with higher psychological needs satisfaction would tend to have more positive experiences (hedonic well-being) and more meaningful lives (eudaimonic well-being).…”

Section: Introductionmentioning

confidence: 99%

Examining the Relationship between Social Class and Well-Being in Chinese Adolescents: The Mediating Role of Basic Psychological Needs

et al. 2021

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Considerable evidence has shown that social class has a positive relationship with well-being. However, little research has examined this connection in detail, particularly as it relates to the context of adolescence. The present study builds on the framework of Self-Determination Theory, to delineate the psychological mechanism underlying this relationship in adolescents. Study 1 explored the correlation between objective social class and hedonic well-being with national adolescent data ( n = 944) from the China Family Panel Studies. The results showed that objective social class was positively correlated with hedonic well-being. Study 2 more fully examined the correlation and potential mechanism of the relationship between social class and hedonic/eudaimonic well-being among 625 adolescents. The results confirmed that social class is correlated with hedonic/eudaimonic well-being and that basic psychological needs satisfaction (BPNS) fully mediates the relationships between them. These findings emphasize the role of BPNS in this relationship among adolescents.

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Profiles and Transitions of Dual-Factor Mental Health among Chinese Early Adolescents: The Predictive Roles of Perceived Psychological Need Satisfaction and Stress in School

Cited by 38 publications

References 65 publications

Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

Enhancement and Standardization of a Universal Social-Emotional Health Measure for Students’ Psychological Strengths

How to Be Aggressive from Virtual to Reality? Revisiting the Violent Video Games Exposure-Aggression Association and the Mediating Mechanisms

Examining the Relationship between Social Class and Well-Being in Chinese Adolescents: The Mediating Role of Basic Psychological Needs

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