With the development of science and technology, buying has become much easier. At the same time, however, impulsive buying has many negative consequences for college students, such as dissatisfaction and debt; the causes of impulsive buying should, therefore, be explored urgently. There are numerous empirical studies indicating that social exclusion may be a potential factor of impulsive buying, and the underlying mechanisms of this association remain unclear. In this study, we used the Social Exclusion Scale, Self-Esteem Scale, Risk Preference Scale, and Impulsive Buying Scale, as well as a cross-sectional design to investigate the roles of self-esteem and risk preference in the relationship between social exclusion and impulsive buying among 768 college students (387 were female, M_age = 20.25 years). The results were as follows: (1) when controlling for gender, age, family monthly income, and monthly living expenses, social exclusion significantly and positively predicted impulsive buying; (2) self-esteem played a mediating role between social exclusion and impulsive buying; (3) risk preference moderated the relationship between the second half of the mediating path and the direct path. These results reveal the mechanism underlying impulsive buying in college students, that is, social exclusion will predict the decrease in college students’ self-esteem, and low self-esteem will further predict college students’ impulsive buying, which is a way for them to gain a sense of self-worth. Relatively low risk preference can well alleviate the negative impact of social exclusion and low self-esteem on impulsive buying. What is more, these results have implications for impulsive buying interventions and preventions. Schools should aim to create a good peer atmosphere by implementing certain rules that help to reduce social exclusion, and parents and education departments should cultivate students’ risk awareness to avoid risk behaviors in college students, such as impulsive buying behavior. This study fills the research gap regarding college students’ impulsive buying and explores its internal psychological mechanism.

Our current research aimed to investigate the mediating relationship between Parental Career-Related Factors, adolescents’ Career Decision-Making Self-Efficacy, and Ambivalence in Career Decision-Making with a total of 605 students from China. We collected data at three different time points, with a 6-month interval between each time point. Then we applied a Cross-Lagged Panel Model using data from all three waves, and the results showed that a higher level of support in Parental Career-Related Behaviors and Adolescent Parent Career Congruence measured at time 1 positively predicted Career Decision-Making Self-Efficacy at time 2; Career Decision-Making Self-Efficacy at time 2 negatively predicted Ambivalence in Career Decision-Making at time 3; and the indirect effect of support in Parental Career-Related Behaviors and Adolescent Parent Career Congruence on Ambivalence in Career Decision-Making was significant. Therefore, Career Decision-Making Self-Efficacy mediated the relationship between support in Parental Career-Related Behaviors and Ambivalence in Career Decision-Making and between Adolescent Parent Career Congruence and Ambivalence in Career Decision-Making. The implications, limitations, and future direction are discussed.

Background: The relationship between the parent–child relationship and adolescent depression is much discussed, but still not fully understood. Based on ecological systems theory, this study examined the potential mediating role of psychological resilience and the moderating role of school climate between the association of parent–child relationship and adolescent depression. Methods: This study employed a three-wave longitudinal design with six months between each time point, involving 549 elementary and middle school students in southeastern China (50.82% males; mean age at Time 1 = 11.43). Measurements included the parent–child relationship (T1), psychological resilience (T2), school climate (T3), depression (T1 and T3), and demographic information. Results: The moderated mediation model demonstrated that after controlling for baseline adolescent depression (T1), the parent–child relationship (T1) was longitudinally and negatively associated with adolescent depression (T3) through the mediating effect of psychological resilience (T2). Additionally, the analysis revealed that a positive school climate moderated this mediation by mitigating the adverse impact of low psychological resilience on adolescent depression, thus reducing the indirect effect of the parent–child relationship on adolescent depression. Conclusions: Our findings offer a nuanced understanding of the underlying mechanisms linking parent–child relationship to adolescent depression among Chinese adolescents. Theoretical contributions and practical applications of these findings are further elaborated.

The present study investigated the relationship between parental attachment and cyberbullying, with the just world belief of the mediator and school climate being the moderator. We collected survey data from 750 middle school students and analyzed the data through mediation and moderation models. The results indicated that after controlling for gender and age, parent–child attachment was negatively related to cyberbullying, with a just world belief significantly mediating this relationship. What is more, school climate moderated the second half of this relationship, as we predicted. We offered possible reasons for the results. Limitations and direction for future studies were discussed.