Resilience mediates the association between impulsivity and self-harm in Chinese adolescents

Ran, Hailiang; Fang, Die; Che, Yusan; Donald, Ahouanse Roland; Peng, Junwei; Chen, Lin; Wang, Sifan; Xiao, Yuanyuan

doi:10.1016/j.jad.2021.12.077

Cited by 7 publications

(12 citation statements)

References 37 publications

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“…High social support is significant in promoting children with abnormalities. Moreover, high social support increases self-confidence, decreases the likelihood of engaging in risky behavior, and fosters effective coping strategies (e.g., psychological resilience) (Ran et al, 2022 ). Perceived social support also encourages healthy coping behavior and enhances emotional regulations such as anxiety, depression mistrust, and fear (Dai and Chu, 2018 ).…”

Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

“…Findings from the previous studies showed that psychological resilience is a promising factor that can reduce stress and chronic stressors among the LB children (Zhao et al, 2018 ). On the contrary, low psychological resilience has been associated with depression which means that psychological resilience is positively associated with improved mental health (Ran et al, 2022 ). The social support received by children helps them to develop psychological resilience.…”

Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

“…Psychological resilience is referred to as the ability of an individual adapt to the disturbances that tend to threaten the function and development of the individuals (Masten, 2014 ). Psychological resilience enables individuals to develop strength and ability to reduce or minimize risks and contribute to the good development of individuals (Ran et al, 2022 ). Children with high resilience have characteristics of self-efficacy, autonomy, social competence, sense of purpose, and adaptability (Gabrielli et al, 2022 ).…”

Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

“…The policymakers and researchers have given vast attention to the left-behind (LB) children (Wang et al, 2019 ). The policymakers have been finding ways to help the LB children because the psychological health of these children is at stake (Ran et al, 2022 ). Moreover, various researchers (Fan and Lu, 2020 ; Chen et al, 2021 ) have carried out the studies to understand the factors that affect the LB children.…”

Section: Introductionmentioning

confidence: 99%

“…Studies showed and presented that the children with high resilience have better mental wellbeing as opposed to the children with low resilience. Psychological resilience among LB children is beneficial in achieving improved psychological status even in hostile situations (Ran et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

Shi

2022

Front. Psychol.

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Objective of this study is to investigate the impact of perceived social support on the self-esteem, mental wellbeing, and school readiness of left-behind (LB) children. It further aims at understanding the mediating role of psychological resilience between the relationships of perceived social support and self-esteem, mental wellbeing, and school readiness. For this purpose, population frame of the LB children between the ages of 8–12 years in Mainland China was taken. The sample size of 335 was taken to reach the findings through partial least square (PLS) structural equation modeling. The SmartPLS has been used to analyze the data. The results obtained in this study have shown that the perceived social support plays a very significant role in enhancing the mental wellbeing, self-esteem, and school readiness of the LB children. It has also been found that the perceived social support plays a positive role in the psychological resilience. Furthermore, it has also been found that the psychological resilience is an important predictor of self-esteem and school readiness. Further, the psychological resilience has proved to be significant mediator between the relationship of the perceived social support and self-esteem; and also between the relationship of the perceived social support and school readiness.

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Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

Shi

2022

Front. Psychol.

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“Help Me Control My Impulses!”: Adolescent Impulsivity and Its Negative Individual, Family, Peer, and Community Explanatory Factors

Carvalho,

Arroz,

Martins

et al. 2023

J. Youth Adolescence

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The literature shows that impulsivity, prevalent in adolescence, is negatively linked with a variety of psychosocial factors (e.g., positive interpersonal relationships, emotion regulation); however, there is limited research examining the relative contribution of multiple factors for this trait nor exploring how these factors influence the associations between impulsivity and risk-related outcomes. Drawing on multiple components of the unified theory of development (i.e., psychological variables, peers subsystem, community subsystem, family processes subsystem), this cross-sectional study aims to identify explanatory psychosocial variables (i.e., early memories of warmth and safeness, rational decision-making style, resilience, emotion regulation, coping, parental attachment, social group attachment, satisfaction with school and family-related variables) that are negatively related with impulsivity, in younger (13–15) and older (16–19 years) adolescents, and explore their moderating role in the associations between this trait and some risk-related outcomes (i.e., verbal aggression, anger, self-harm, other high-risk behaviors). A representative sample of 6894 adolescents (52.9% female) living in the Azores (Portugal), with ages ranging from 13 to 19 (M = 15.4), was used. Two stepwise multiple regressions, one for each age group, revealed that only emotion regulation, parental attachment, and social group attachment had a negative effect on impulsivity in both age groups; additionally, satisfaction with teachers also had this effect in younger adolescents. The first three variables weakened the positive associations between impulsivity and the risk-related outcomes. These results suggest that the psychological system and all subsystems of the social context measured play a relevant role in explaining adolescent impulsivity and that it may be reduced by promoting emotion regulation, positive parenting practices, healthier relationships with peers, and healthier relationships with teachers.

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Childhood maltreatment, parenting style and anxiety in Chinese youths: A case-control study

Chen,

Lu,

et al. 2024

Child Abuse & Neglect

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Resilience mediates the association between impulsivity and self-harm in Chinese adolescents

Cited by 7 publications

References 37 publications

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

“Help Me Control My Impulses!”: Adolescent Impulsivity and Its Negative Individual, Family, Peer, and Community Explanatory Factors

Childhood maltreatment, parenting style and anxiety in Chinese youths: A case-control study

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