Sleep Time and Depression Symptoms as Predictors of Cognitive Development Among Adolescents: A Cross-Lagged Study From China

Cao, Xiaojie

doi:10.1177/00332941231175833

Cited by 17 publications

(10 citation statements)

References 66 publications

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“…The questionnaire asked students about their average weekly learning time, including study in class (experimental courses and practice courses) and study after class (homework, reading, etc.) [ 38 , 39 , 40 ]. By adding students’ study in class and after class, a continuous variable ranging from 0 to 66 was obtained as a proxy variable for learning engagement.…”

Section: Methodsmentioning

confidence: 99%

Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement

Liu

Zhang

et al. 2023

Behavioral Sciences

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Due to the rapid development of science and technology, economic development has changed dramatically, resulting in the transformation of career characteristics. Individuals need to convey a higher career adaptability than ever before in order to face the rapid changes brought by development. Especially for college students in the critical period of career development, having good career adaptability is of great significance to their future career choice and development. This study conducted a cross-sectional survey of 692 engineering undergraduates at a top engineering university in China and used the data to investigate the relationship between the professional identity (professional interest, professional strength, career prospects, and professional satisfaction) and career adaptability of college students, as well as to discuss the mediating role of learning engagement in the relationship between professional identity and career adaptability. The results of the correlation analysis showed that professional identity was positively correlated with career adaptability. The mediation effect model indicated that learning engagement played a mediating role in the relationship between the professional identity and career adaptability of Chinese college students. In other words, professional identity had a direct positive impact on career adaptability, while professional identity, mediated by learning engagement, had a positive impact on career adaptability. The study recommends that colleges provide students with a more conducive academic environment and more opportunities for career practice. We also encourage educators to provide more emotional support and identity for students to enhance students’ career adaptability by creating a favorable academic and emotional atmosphere.

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Section: Methodsmentioning

confidence: 99%

Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement

Liu

Zhang

et al. 2023

Behavioral Sciences

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“…This transition can cause feelings of confusion, anxiety, and stress. In the later stage of college, most students can adapt to the lifestyle and learning pace of the college in an orderly manner and improve their stress resistance through interaction and adjustment with the environment (Rice, 2012;Cao, 2023). Moreover, general self-efficacy slightly declines in the second year, which is consistent with the trend of academic self-efficacy among Chinese college students observed by Luo et al (2022), confirming the environmental dependence of general self-efficacy, which might change over time (Schunk et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

Bidirectional reduction effects of perceived stress and general self-efficacy among college students: a cross-lagged study

Liu,

Li,

Cao

2024

Humanit Soc Sci Commun

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Perceived stress and general self-efficacy are important issues closely related to the mental health and academic performance of college students. Previous studies have explored the correlation between perceived stress and general self-efficacy, but the understanding of the reciprocal effects of these two factors is still limited. Based on two-wave longitudinal data, this study investigated the bidirectional relationship between perceived stress and general self-efficacy in a sample of Chinese college students. The correlation results showed that perceived stress was significantly negatively correlated with general self-efficacy. Furthermore, by cross-lagged analysis, it was found that perceived stress can significantly negatively predict subsequent general self-efficacy and that general self-efficacy can significantly negatively predict subsequent perceived stress. Bidirectional reduction effects between perceived stress and general self-efficacy are observed among Chinese college students. The results emphasize the necessity of timely stress intervention for college students and the establishment of measures to enhance general self-efficacy.

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“…Performance goals, which rely on social comparison, such as ability comparison, are positively associated with anxiety among college students ( Liu et al, 2023 ). When they view others as their competitors and engage in fierce competition, they may also experience mental health problems via, for example, sacrificing sleep ( Cao, 2023 ). Based on these observations, further research is needed on the effects of competitive attitudes, including ability comparison, on people’s anxiety and mental health.…”

Section: Discussionmentioning

confidence: 99%

Examining social anxiety and dual aspects of social comparison orientation: the moderating role of self-evaluation of social skills

Okano,

Nomura

2023

Front. Psychol.

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IntroductionSocial comparison orientation comprises ability comparison, which entails superior and inferior ratings; and opinion comparison, which does not include such ratings. Previous research on negative emotions and the social rank theory of social anxiety indicates that social anxiety is positively associated with ability comparison. This is particularly true of individuals with a stronger sense of inferiority (e.g., lower self-evaluation of their social skills). Nevertheless, the relationship between the two aspects of social comparison orientation and social anxiety remains unclear.MethodsTwo hundred thirty-eight individuals (Mage = 40.53 ± 9.78 years, 50.4% men) participated in an online cross-sectional survey questionnaire.ResultsSocial anxiety was positively correlated with ability comparison but not opinion comparison. The relationship between social anxiety in situations observed by others and ability comparison was stronger for individuals with lower (vs. higher) self-rated social skills.DiscussionThis study showed that the two types of social comparison are differentially related to social anxiety. The findings support the social rank theory of social anxiety, which states that social comparisons involving superior and inferior ratings lead to social anxiety owing to the perception of one’s inferiority. Making such social comparisons can result in heightened social anxiety, particularly for individuals with low self-evaluations of social skills. The results indicate the importance of these social comparisons in the emergence and persistence of social anxiety. Furthermore, the potential of interventions based on mindfulness, compassion, social media, and video feedback in mitigating the negative effects of such social comparisons is discussed.

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Sleep Time and Depression Symptoms as Predictors of Cognitive Development Among Adolescents: A Cross-Lagged Study From China

Cited by 17 publications

References 66 publications

Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement

Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement

Bidirectional reduction effects of perceived stress and general self-efficacy among college students: a cross-lagged study

Examining social anxiety and dual aspects of social comparison orientation: the moderating role of self-evaluation of social skills

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