Research has shown that unsociability, reflected as a personal choice, is not necessarily associated with socio-emotional problems in Western countries. However, the associations between unsociability and peer problems are consistently evident in Chinese culture, yet the strength and direction in these associations are mixed. The present study aimed to examine whether unsociability is associated with peer problems and explored the potential moderators among the associations. A meta-analysis was conducted using publications that measured unsociability and peer problems. A total of 21 articles involving 43 effect sizes from 12,696 Chinese children and adolescents were included. The results revealed that (1) unsociability was positively associated with peer problems (r = 0.32, p < 0.001) among children and adolescents. (2) Informants (i.e., self-reports, peer nominations, teacher ratings, and parent ratings) and living areas (i.e., urban, suburban, and rural areas) significantly moderated the associations between unsociability and peer problems. Specifically, the associations were stronger for peer-nominated unsociability, self-reported peer problems, and samples in suburban areas. These findings shed light on unsociability linked to higher levels of peer problems among Chinese children and adolescents. Still, the influences are unique to peer problems and moderated by both data sources and environmental factors.

Despite overparenting being considered a critical factor associated with offspring’s mental health, the existing research on this topic has yielded inconsistent results. The current study aimed to examine the relationship between overparenting and various mental health outcomes, such as anxiety, depression, life satisfaction, and subjective well-being, through an analysis of effect size. Furthermore, potential moderators, including developmental stage (indexed by age), gender, information informants, study design, and cultural factors, were also examined. A total of 44 studies (N = 21,607) were identified in the meta-analysis, with 34 studies examining anxiety, 32 studies examining depression, 13 studies examining life satisfaction, and three studies examining subjective well-being. The results revealed a positive yet small association between overparenting and mental health indicators (r_anxiety = 0.16, r_depression = 0.20, r_{life satisfaction} = 0.09, ps < 0.001), except for subjective well-being (r_{subjective well-being} = 0.09, p > 0.001). Moderator analyses showed that the high heterogeneity across studies was explained by culture, parents’ gender, and developmental stage. These findings emphasize that overparenting is linked to mental health issues, particularly anxiety and depression. This study also suggests that heterogeneity should be considered for future clinical interventions and parenting-based educational programs.

Children and adolescents experience heightened emotional intensity and variability, rendering them particularly susceptible to emotional difficulties. Emotion regulation is recognized as a critical developmental competency for mitigating emotional problems. However, limited research has systematically examined changes over time in the use of specific emotion regulation strategies during childhood and adolescence. To address this gap, the present study conducted a cross-temporal meta-analysis (CTMA), synthesizing 103 studies and a total of 91,878 Chinese children and adolescents to examine whether the frequency of using emotion regulation strategies has changed from 2003 to 2023, as well as the potential macro-social influencing factors. Results revealed a significant upward trend in the use of expressive suppression over time, potentially reflecting broader macro-social influences, including shifts in social connectedness and overall threat. Although a change in cognitive reappraisal was also observed, it did not reach statistical significance. These findings illuminate developmental trends in emotion regulation among Chinese children and adolescents and underscore the importance of considering socio-cultural contexts in designing interventions to promote emotional well-being.

Prior research has shown that phubbing, the act of ignoring others in favor of smartphone use, negatively influences students' academic functioning, particularly by increasing academic burnout. However, few studies have explored how the interplay between college students' own phubbing and their perception of parental phubbing within families shapes their academic burnout. Drawing on Family Systems Theory and Self-Regulated Learning Theory, the present study examined the effects of (in)congruence between college students' own phubbing and their perception of parental phubbing on academic burnout and tested the moderating role of rest intolerance, a self-regulatory experience or state of feeling reflecting discomfort during periods of rest. A sample of 434 college students (M_age = 22.17 years, SD = 1.91; 50.2% male) completed self-report measures. Polynomial regressions and response surface analyses revealed that higher congruence between college students' own phubbing and their perception of parental phubbing, especially when students perceived high phubbing from both themselves and their parents, was associated with increased academic burnout. Moreover, students reported even greater burnout when their own phubbing exceeded their perception of parental phubbing. Rest intolerance was positively related to burnout but did not moderate the effects of phubbing congruence. These findings highlight the intergenerational dynamics of college students' perceived technology-mediated behavior within the parent-college student relationships and its implications for students' self-regulatory capacity and academic well-being. The study underscores the importance of considering college students' perceived digital interaction patterns within close relationships when addressing specific psychological outcomes like academic burnout.

Despite overparenting being considered a critical factor associated with offspring’s mental health, the existing research on this topic has yielded inconsistent results. The current study aimed to examine the relationship between overparenting and various mental health outcomes, such as anxiety, depression, life satisfaction, and subjective well-being, through an analysis of effect size. Furthermore, potential moderators, including age, gender, information informants, study design, and cultural factors, were also examined. A total of 44 studies (N = 21,607) were identified in the meta-analysis, with 34 studies examining anxiety, 32 studies examining depression, 13 studies examining life satisfaction, and three studies examining subjective well-being. The results revealed a positive yet small association between overparenting and mental health indicators (ranxiety = .16, rdepression = .20, rlife satisfaction = .09, ps < .001), except for subjective well-being (rsubjective well-being = .09, p > .001). Moderator analyses showed that the high heterogeneity across studies was explained by culture, parents’ gender, and age group. These findings emphasize that overparenting is linked to mental health issues, particularly anxiety and depression. This study also suggests that heterogeneity should be considered for future clinical interventions and parenting-based educational programs.