To be Shy or avoidant? Exploring the longitudinal association between attachment and depressive symptoms among left-behind adolescents in rural China

Lan, Xiaoyu; Wang, Wenchao

doi:10.1016/j.paid.2019.109634

Cited by 33 publications

(34 citation statements)

References 36 publications

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“…Moreover, 20 cases were excluded due to high rates of missing data (>20%) in at least one of the questionnaires in our battery. To investigate the impact of missing data (<20%), a Little's Missing Completely at Random (MCAR) test was performed (Lan and Wang, 2019). Results supported the MCAR assumption, χ 2 (433) = 458.14, p = 0.20, and thus, full-information maximum-likelihood estimates were employed to impute missing data.…”

Section: Analytical Planmentioning

confidence: 99%

The Associations of Parental Harsh Discipline, Adolescents’ Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents

Cui

Lan

2020

Front. Psychol.

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Although the association between parental harsh discipline and aggressive behavior in adolescence has been well established, little attention has been paid to early adolescence. Moreover, the risk and protective factors (the interplay of parents' and adolescents' gender, the role of grit) in this association during this period are still less explored in the literature. Guided by a socioecological framework, the current study (more exploratory in nature) identified the grit profiles based on two dimensions (i.e., perseverance and consistency) in a sample of Chinese early adolescents; likewise, this study further investigated gender-specific patterns and the moderating role of grit profiles in the association between parental harsh discipline and aggressive behavior. A total of 1,156 Chinese early adolescents (46.5% girls) were involved in this study and completed a set of self-report questionnaires. Latent profile analysis revealed three profiles of grit: low perseverance and low consistency, high perseverance and low consistency, and high perseverance and high consistency. Moreover, linear regression analysis indicated that paternal and maternal harsh discipline were each positively associated with aggressive behavior. The positive association between paternal harsh discipline and aggressive behavior was only significant for adolescent boys with low levels of perseverance and consistency; in contrast, the positive association between maternal harsh discipline and aggressive behavior was significantly stronger for adolescent boys with high levels of perseverance and consistency. These findings suggest that parental harsh discipline presents a risk factor for aggressive behavior, especially for adolescent boys in early adolescence; such a vulnerable effect is more heightened for those with low levels of perseverance and consistency. In addition, although grit is assumed to be a positive personal attribute, maternal harsh discipline to boys in the Chinese family context may disturb their positive development pathway during early adolescence, which is highly discouraged.

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Section: Analytical Planmentioning

confidence: 99%

The Associations of Parental Harsh Discipline, Adolescents’ Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents

Cui

Lan

2020

Front. Psychol.

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“…Hence, this framework would provide a comprehensive understanding of the contextual and individual factors associated with social competence. To be specific, according to this framework, individuals are embedded in various layers of the system, and their development occurs in multiple interactions between situations (e.g., teachers) and persons (e.g., grit and gender) [ 14 , 15 ]. Therefore, it is essential to examine how these factors directly and interactively contribute to social competence.…”

Section: Introductionmentioning

confidence: 99%

Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

Chun-hua

Lan

2020

IJERPH

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Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (Mage = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.

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“…Vast empirical studies are suggesting that temperament is known as behavioral inhibition system (BIS), colloquially known as 'shyness,' is often associated with SAD [44]. Such a temperament often appears in childhood and may persist into adulthood [18] Conceptually, if one tends to avoid interpersonal relationships and perceives unfamiliar social behavior as threatening, one would assume that such temperament would hamper one from academic excellence.…”

Section: Resultsmentioning

confidence: 99%

The Prevalence and Sociodemographic Correlates of Social phobia in Oman: Online National Survey

Ambusaidi¹,

Al‐Huseini²,

Alshaqsi³

et al. 2020

Preprint

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Background: Social Anxiety Disorder (SAD) is among the most common anxiety disorders worldwide with data largely emerging from the Euro-American and Pacific Rim populations. In contrast, there is a dearth of studies among the populations of Arabian Gulf countries including Oman. This study has two interrelated aims: (i) to explore the prevalence of SAD among Omani adults, and (ii) to tease out the links between sociodemographic factors and SAD in Oman. Methods: A cross-sectional study via an online survey was conducted among 1019 adult Omani nationals residing in Oman. The presence of SAD was assessed using the Arabic version of the Liebowitz Social Anxiety Scale (LSAS). Result: Nearly half the participants (45.9%, n=468) endorsed themselves as having features of SAD as defined by LSAS. In the multivariate logistic analysis, participants below 40 years of age were 1.6 times (OR=1.568, p=0.026) more likely to have SAD than those who were 40 and older. Women were 1.3 times (OR=1.348, p=0.038) more likely to endorse SAD than men. Participants who had secondary or undergraduate education were respectively 1.5 times (OR=1.45, p=0.014) and 2.5 times (OR=2.509, p<.001) to have SAD than who were postgraduates. Conclusion: The present data suggest that 45.9% of the participants reached the cut-off for case-ness in LSAS, which is high compared to reports from other populations. As online survey respondents tend to belong to similar demographics, the current results need not be representative of the Omani adult population, which calls for studies that adopt more inclusive survey methods.

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To be Shy or avoidant? Exploring the longitudinal association between attachment and depressive symptoms among left-behind adolescents in rural China

Cited by 33 publications

References 36 publications

The Associations of Parental Harsh Discipline, Adolescents’ Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents

The Associations of Parental Harsh Discipline, Adolescents’ Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents

Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

The Prevalence and Sociodemographic Correlates of Social phobia in Oman: Online National Survey

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