Although discrimination is widely acknowledged to impair developmental outcomes among ethnic minority adolescents, literature differentiating discrimination based on personal characteristics and group membership is lacking, especially in Chinese contexts, and the mechanisms of those relationships remain unclear. In response, the study presented here examined whether self-esteem mediates the relationship between perceived academic discrimination and developmental outcomes among such ethnic minority adolescents, and whether ethnic identity mediates the relationship between perceived ethnic discrimination and developmental outcomes. Multistage cluster random sampling performed in Dali and Kunming, China, yielded a sample of 813 Bai adolescents whose data was analysed in structural equation modelling. The results indicate that perceived academic discrimination had a direct negative effect on adolescents’ mental health, while perceived ethnic discrimination had direct negative effects on their behavioural adjustment and social competence. Perceived academic discrimination also indirectly affected adolescents’ behavioural adjustment, mental health, and social competence via self-esteem, whereas perceived ethnic discrimination indirectly affected their behavioural adjustment and social competence via ethnic identity. These findings deepen current understandings of how perceived discrimination, self-esteem, and ethnic identity affect the developmental outcomes of ethnic minority adolescents and provide practical recommendations for policymakers and social workers to promote those outcomes in China.

In recent decades, grandparents’ increased involvement in child-rearing around the world has accelerated research on grandparenting. However, findings have remained inconsistent, and no reviews have examined how grandparenting dimensions and styles affect child and adolescent mental health. In our systematic review and meta-analysis, we synthesized evidence on the relationship between dimensions and styles of grandparenting and children’s and adolescents’ mental health. In nine databases, we identified 3197 studies on the relationship between dimensions and styles of grandparenting and children’s and adolescents’ mental health, 20 of which we ultimately reviewed. To better integrate the results, we performed a meta-analysis of studies addressing the same mental health outcomes (i.e., depression, anxiety, and internalizing symptoms). Moreover, to synthesize evidence from the studies, we conducted both random- and common-effects meta-analyses. The reviewed studies involved 11,434 children overall. Among our findings, the associations between positive dimensions and styles of grandparenting and children’s and adolescents’ depression and anxiety were moderately significant (depression: r = −0.33; anxiety: r = −0.12), as were the correlations between negative dimensions and styles and all three mental health outcomes (depression: r = 0.15; anxiety: r = 0.15; internalizing symptoms: r = 0.25). In general, positive dimensions and styles of grandparenting are negatively associated with mental health conditions, whereas negative ones are positively associated. In this article, we discuss those and other findings and propose directions for future studies.

Previous research has demonstrated a link between perceived parental technoference—defined as parents’ technology-related interruptions during interactions—and adolescents’ smartphone addiction. However, the underlying mechanisms of this relationship remain insufficiently understood. The present study investigates the association between perceived parental technoference and smartphone addiction among Chinese adolescents, with a particular focus on the mediating effects of attentional shifting and parent–child conflict, as well as the moderating role of mindfulness. Data were collected through a questionnaire survey administered to 1084 adolescents in Hebei Province, China. The findings revealed that perceived parental technoference was negatively associated with adolescents’ smartphone addiction, and this relationship was mediated by attentional shifting and parent–child conflict. In addition, mindfulness moderated the relationship between perceived parental technoference and parent–child conflict. These findings help us to gain a deeper understanding of the mechanism in associations between perceived parental technoference and smartphone addiction. They also offer useful implications for social workers and practitioners to develop interventions that effectively reduce smartphone addiction among adolescents.