Adolescent internet gaming addiction (IGA) has become a serve public health problem, particularly in China. Despite the fact that the school climate has a significant impact on teenage IGA, little research has looked into the underlying mediating processes. This cross-sectional study looked at the impact of adolescents’ perceptions of their school climate (including teacher–student support, student–student support, and opportunities for autonomy) on IGA in a sample of 1053 Chinese adolescents (Mean_age = 13.52 years; 52.4% females) using convenient sampling methodology, as well as whether deviant peer affiliation mediated this association. Adolescents’ school climate, IGA, and deviant peer affiliation were examined using the School Climate Questionnaire, Internet Gaming Addiction Scale, and two validated tools in this study. The results showed that teacher–student support and student–student support were both negatively associated with IGA, and that these correlations were mediated by deviant peer affiliation. The implications of these findings are discussed.

Background: Primary and secondary school teachers are a high-risk group for job burnout, and how to alleviate their job burnout has become an increasingly urgent issue. Previous studies have paid less attention to the differential effects of the bidirectional interaction between work and family on the job burnout of the teachers. This study aim to explore the different impact of work–family conflict and family–work conflict on job burnout among primary and secondary school teachers, as well as its underlying mechanisms.Methods: This study selected 2,184 primary and secondary school teachers in China (Mage = 37.26; SD = 9.40) as participants using a random sampling method. Using the SPSS Process 4.0 macro plugin constructed a moderated mediation model, the study explored the relationships between two different forms of work–family conflict, depression, cognitive reappraisal, and job burnout.Results: The study results indicated that both forms of work–family conflict were significantly positively related to the job burnout, and this relationship was influenced by the mediating role of depression. Furthermore, cognitive reappraisal moderated the relationship between depression and job burnout.Conclusion: This study revealed the potential pathways influencing job burnout among primary and secondary school teachers in the Chinese cultural context. Focusing on and alleviating work–family conflicts for primary and secondary school teachers is crucial for mitigating their occupational burnout. Additionally, teachers should also carefully and reasonably use cognitive reappraisal as an emotional regulation strategy to adjust the impact of depression on occupational burnout.

Despite the extensive body of literature on the correlation between family dynamics and academic achievement among students, there remains a notable gap in research investigating the influence of parental educational involvement on student learning engagement. Based on the developmental–ecological model of student engagement and relevant theoretical frameworks, this study used the quantitative analysis method to construct a chain mediation model to test the relationship between parental educational involvement and the learning engagement of middle school students, as well as the potential mediating role of gratitude and hope. This study employed a cross-sectional study using whole-cluster random sampling to measure middle school students aged 11–18 years old in two schools over a one-week period. Through the use of self-reporting surveys, this study assessed the levels of parental educational involvement, gratitude, hope, and learning engagement among 754 middle school students (48% female; M_age = 14.83, SD = 1.65) in Hubei Province, China. The mediation effect was analyzed using regression analysis and the chained mediation model and tested via the Bootstrap method. The findings suggested that parental educational involvement significantly positively related to learning engagement among middle school students, while gratitude and hope serve as partial mediators in the relationship between parental educational involvement and learning engagement. These findings revealed the psychological mechanisms underlying the relationship between parental educational involvement and learning engagement among middle school students, providing valuable insights for enhancing their level of learning engagement.

Background. The high prevalence of depressive and anxiety symptoms among college students during the COVID‐19 pandemic raised serious global public health concerns. Grounded in Beck’s cognitive theory, we tested whether cognitive distortion (included form of rumination) influenced the development of depression and anxiety during and after the pandemic. Materials and Methods. A total of 2,709 college students in southern China completed self‐report measures of depression and anxiety as part of a psychological screening questionnaire during the COVID‐19 lockdown. Six months later, after lockdown, 689 of these students completed the same questionnaires. Results. A cross‐sectional network analysis showed that relative to their self‐reports during the pandemic, college students reported fewer depressive symptoms and higher anxiety symptoms after the pandemic. A cross‐lagged network among depression, anxiety, and cognitive distortion exhibited a consistent pattern, with symptom rumination serving as central node. Surprisingly, depression predicted later anxiety, but anxiety did not predict later depression. Conclusion. Symptoms of depression and anxiety were uniquely related to different cognitive distortions, suggesting different mechanisms of development during the pandemic. Symptom rumination should be considered a key target in cognitive behavioral therapy.

Background: Non-suicidal self-injury (NSSI) poses a growing risk to public health worldwide. While numerous studies have identified major life events as key risk factors for NSSI, the mechanisms by which emotional and cognitive problems mediate or moderate this relationship remain unclear. To enhance the understanding of this field, we will draw upon the cascade theory of self-injury and the benefits and barriers model, to examine the relationship between major life events and NSSI, as well as the effect of rumination and body image.Methods: A sample of 2,717 college students (M_age = 19.81 years; SD = 1.09) participated in this study and anonymously completed the questionnaires. The moderated mediation model were conducted using Model 4 and Model 15 of the Process macro program in SPSS.Results: The results showed that rumination mediated the positive relationship between major life events and NSSI. Furthermore, body image was found to moderate both the relationship between major life events and NSSI, as well as the relationship between rumination and NSSI.Conclusion: The current findings suggest that rumination is an important mediator in the relationship between major life events and NSSI among college students. Teachers, parents, and researchers should recognize the important role of body image self-perceptions of college students and actively promote a healthy and accurate body image.