Self-concept clarity and subjective social status as mediators between psychological suzhi and social anxiety in Chinese adolescents

Liu, Guangzeng; Zhang, Dajun; Pan, Yangu; Hu, Tianqiang; He, Ning; Chen, Wanfen; Wang, Zhi

doi:10.1016/j.paid.2016.11.067

Cited by 41 publications

(37 citation statements)

References 21 publications

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“…Furthermore, considerable evidence indicates that psychological suzhi influences student adjustment across multiple domains (Liu et al, 2016;Zhang D. J. et al, 2017). Previous studies have demonstrated that psychological suzhi is significantly inversely correlated with problem behavior in children and adolescents (Wu et al, 2015;Liu et al, 2017b) and that higher levels of psychological suzhi significantly reduce the likelihood of internalizing problem behaviors, including depression and anxiety in children and adolescents (Hu and Zhang, 2015;Su and Zhang, 2015;Liu et al, 2017a). These studies suggest that higher levels of psychological suzhi predict lower levels of problem behaviors in early adolescents.…”

Section: Mediating Role Of Psychological Suzhimentioning

confidence: 83%

The Effects of Family Functioning and Psychological Suzhi Between School Climate and Problem Behaviors

Zhang

Wang

2020

Front. Psychol.

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Problem behaviors have always been a hot topic in the field of adolescent research. It is particularly important to study how problem behaviors are developed. Empirical evidence examining problem behaviors has shared the premise that perceived school climate and family functioning play a role in the development of problem behaviors in adolescents. However, it is less clear whether the interaction of perceived school climate and family functioning can predict problem behaviors in adolescents and which mechanisms within the process it might affect. The present study developed a moderated mediation model to investigate the relationship between perceived school climate, family functioning, psychological suzhi, and problem behaviors in early adolescents. Participants were 1,072 Chinese junior high school students who completed the Perceived School Climate Questionnaire, the Strengths and Difficulties Questionnaire, the Psychological Suzhi Questionnaire for Middle School Students, and the Family APGAR scales. Data were analyzed using IBM SPSS Statistics version 22.0, including descriptive statistics and correlation analysis. The mediating effect and moderating effect were tested by SPSS PROCESS. Results showed that there was a significant negative correlation between perceived school climate and problem behaviors and a partial mediating role of psychological suzhi between perceived school climate and problem behaviors. Moreover, the influence of perceived school climate on psychological suzhi was moderated by family functioning. Indirect effects were significant in participants with high versus low family functioning. There was an interaction between family and school, and psychological suzhi played an important role between environment and adolescent behaviors. This study validates the combined effect of family systems, school systems, and personal systems on problem behaviors and has certain guiding significance for the prevention and intervention of problem behaviors among adolescents.

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Section: Mediating Role Of Psychological Suzhimentioning

confidence: 83%

The Effects of Family Functioning and Psychological Suzhi Between School Climate and Problem Behaviors

Zhang

Wang

2020

Front. Psychol.

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“…Taken together, these findings suggest that a high level of subjective SES is likely to be a positive predictor of student developmental outcomes (Lau & Li, 2011;Liu et al, 2017;Wen, 2017) and school social capital partly account for pathways linking subjective SES to developmental outcomes in the social and cultural context of China (Lau & Li, 2011;Yan & Lam, 2009). However, limited research has been conducted to explore the relationship between subjective SES and PYD or the mediating effects of school social capital on the two constructs among young Chinese adolescents.…”

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confidence: 95%

“…SES is a multidimensional construct that can be measured both objectively, by dollars in earnings and years in formal schooling, and subjectively, by self-reported perceptions on where one stands relative to his or her peers (E. Chen & Paterson, 2006). Relative to objective SES, subjective SES may be more important to well-being and health outcomes (Liu et al, 2017;Quon & McGrath, 2014). Previous research showed that subjective perception of SES has been associated with both physical and psychological health outcomes more consistently than objective social status (Adler, Epel, Castellazzo, & Ickovics, 2000).…”

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confidence: 99%

Subjective family socio‐economic status, school social capital, and positive youth development among young adolescents in China: A multiple mediation model

et al. 2019

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Previous research has demonstrated that subjective socio‐economic status (SES) and school social capital are associated with a wide range of socio‐emotional outcomes for children. Less is known about whether subjective SES is linked to overall child development and whether school social capital is a mediator in developing countries. The current study aimed to examine the association between subjective SES and positive youth development (PYD) among young adolescents in China, explore whether student–teacher relationships and student–student relationships mediated this association, and test whether there were gender differences in these associations. The analytical sample included a total of 1011 seventh‐graders (mean age = 13.24, SD = .69; 53.70% boys) recruited from Beijing and Anhui Provinces. The results showed that subjective SES was positively and significantly associated with PYD and that student–teacher relationships and student–student relationships played independent and joint mediating roles in the link between the two constructs. In addition, girls benefited more than boys from having closer relationships with teachers. Our findings highlight the importance of promoting school social capital in reducing PYD disparities across subjective SES levels, and suggest that school should be an effective venue for interventions to promote PYD among young adolescents in China.

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“…However, compared to social status, SSS may more accurately capture the consequential aspects of social status ( Goodman et al, 2003 ). In addition, SSS was closely related to the physical and mental health of people of all ages, and the scores of anxiety, depression, various somatic diseases, and dangerous behaviors were lower in high level SSS individuals ( Hu et al, 2012 ), psychological suzhi could positively and significantly predict adolescents’ SSS ( Liu et al, 2017 ). Therefore, psychological suzhi may be correlated with adolescents’ SSS, and we predicted that SSS importantly mediates the relationship between psychological suzhi and adolescents’ problem behaviors.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Psychological Suzhi on Problem Behaviors in Chinese Adolescents: The Mediating Role of Subjective Social Status and Self-esteem

et al. 2017

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In this study, we examined subjective social status (SSS) and self-esteem as potential mediators between the association of psychological suzhi and problem behaviors in a sample of 1271 Chinese adolescents (44.5% male, grades 7–12). The results showed that SSS and self-esteem were fully mediating the relationship between psychological suzhi and problem behaviors. Moreover, the indirect effect was stronger via self-esteem than via SSS. These findings perhaps provide insight into the preliminary effect that SSS and self-esteem underlie psychological suzhi’s effect on adolescents’ problem behaviors, and also are important in helping school-teachers and administrators to develop a better understanding of problem behaviors in their schools as a pre-requisite to the development of more effective behaviors management practices from the perspective of psychological suzhi. Implications and limitations in the present study have also been discussed.

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Self-concept clarity and subjective social status as mediators between psychological suzhi and social anxiety in Chinese adolescents

Cited by 41 publications

References 21 publications

The Effects of Family Functioning and Psychological Suzhi Between School Climate and Problem Behaviors

The Effects of Family Functioning and Psychological Suzhi Between School Climate and Problem Behaviors

Subjective family socio‐economic status, school social capital, and positive youth development among young adolescents in China: A multiple mediation model

The Effect of Psychological Suzhi on Problem Behaviors in Chinese Adolescents: The Mediating Role of Subjective Social Status and Self-esteem

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