Based on the conservation of resources theory, this study aimed to investigate the mediating role of depressive symptoms and the moderating role of mindfulness in the association between harsh parenting and adolescent suicidal ideation in the Chinese cultural context. Using a three-wave (i.e., three months apart) data collection among 371 Chinese adolescents, this study found that depressive symptoms mediated the relationship between harsh parenting and adolescent suicidal ideation. Moreover, adolescent mindfulness mitigated the effects of harsh parenting on suicidal ideation, as well as the indirect effect of harsh parenting on suicidal ideation via depressive symptoms. The theoretical and practical implications are discussed.

Background: Excessive screen media use among young children has become a growing public health concern. This study aimed to examine a sequential pathway in which parenting stress influences young children’s problematic media use (PMU) by first increasing parental phubbing, which then exacerbates parent–child conflict. Methods: This study employed a multi-wave design. Data were collected via an online questionnaire survey from 925 parents of children aged 3–6 years in Guangdong Province, China. Participants completed the Parenting Stress Index-Short Form (PSI-SF), the Generic Scale of Phubbing (GSP), the Parent–Child Conflict Scale (PCC), and the Children’s Problematic Media Use Questionnaire (CEMUQ). The mediation analysis was conducted using Hayes’s PROCESS macro (Model 6) with 5,000 bootstrap samples. Results: Parenting stress was significantly positively associated with children’s PMU. This relationship was independently mediated by both parental phubbing and parent–child conflict. More importantly, a significant serial mediation path was confirmed: parenting stress increased parental phubbing, which in turn heightened parent–child conflict, ultimately leading to higher levels of PMU. Conclusion: This study confirms that parenting stress affects young children’s PMU by increasing parental phubbing, which subsequently aggravates parent–child conflict. These findings suggest that effective intervention requires a dual focus on alleviating parenting stress and improving parent–child interaction quality.

While prior studies have established work engagement as a crucial antecedent to teacher effectiveness, there has been insufficient exploration of the process through which resource-related stress, particularly Effort-Reward Imbalance (ERI), depletes this vital psychological state. This study draws on Conservation of Resources (COR) theory to build an integrative model that outlines how ERI affects rural teachers' work engagement via their job crafting strategies, and how this process is conditional on their level of overcommitment. Results from a cross-sectional field study involving 482 rural teachers revealed that ERI was negatively associated with work engagement. This relationship was dually mediated by a suppression of promotion-focused job crafting and an enhancement of prevention-focused job crafting. Furthermore, the indirect effects were moderated by overcommitment, such that they were stronger for teachers with low overcommitment and non-significant for those with high overcommitment. Overall, this study extends theory by demonstrating how rural teachers engage in resource conservation and loss spirals under conditions of ERI, providing novel insights into the behavioral and dispositional mechanisms that shape engagement in under-resourced contexts.

Grandparents represent an important component of child-rearing practices in many contemporary Chinese families. However, limited research has investigated