Although the importance of social and emotional learning (SEL) competencies in bullying prevention has received increased recognition, limited research has examined youth's cyberbullying victimization (CBV) experiences through a school-wide SEL perspective. Guided by the school-wide SEL framework and the social-ecological model, this study examined the associations between students' perception of four core SEL competencies (i.e., responsible decision-making, social awareness, self-management, and relationship skills), school climate, and their CBV experience. It also examined the multilevel moderating effects of students' school climate perception, gender, and grade levels on the association between SEL competencies and CBV. Participants were 15,227 students (6th-12th graders) from 39 schools in Delaware. Using hierarchical linear modeling while controlling for demographic factors and school climate at both student and school levels, we found that CBV was negatively associated with responsible decision-making and self-management, and positively associated with social awareness. The negative association between self-management and CBV was intensified with a more positive student-level school climate, whereas the negative association between responsible decision-making and CBV was mitigated by the school-level climate. The association of CBV and self-management was stronger among female than male students; the strength of CBV and responsible decision-making was also stronger among high school students than middle school students. The findings highlight the differentiated associations between four core SEL competencies and students' CBV; they also indicate the importance of assessing and monitoring school climate and developing cyberbullying prevention programs with an SEL focus that is responsive to students of different genders and grade levels. Implication StatementThe findings highlight the unique and differentiated relations between four core SEL competencies and students' CBV experience. They also highlight the importance of including school climate assessment and applying for domain-specific, gender-, and grade-level-sensitive cyberbullying prevention programs with an SEL focus.
To advance our scientific understanding about school climate and bullying victimization from the perspectives of both parents and cross-country comparisons, the present study examined the crosscountry similarities and differences of the associations between overall school climate and 3 forms of bullying victimization between United States (U.S.; N ϭ 1,251) and Chinese (N ϭ 999) parents across elementary, middle, and high schools. Confirmatory factor analyses and measurement invariance tests were first conducted to examine the cross-country validity of the Delaware Bullying Victimization Survey-Home (DBVS-H) between U.S. and Chinese parents. Comparison of latent means of bullying victimization revealed that U.S. parents reported higher frequencies of social/relational and verbal bullying victimization compared with Chinese parents. Structural equation modeling (SEM) was then used to examine the cross-country differences of the relationship between school climate and bullying victimization. For parents in both China and the U.S., school climate was found to be significantly associated with 3 types of bullying victimization (i.e., physical, verbal, and social/relational). The negative associations between school climate and all 3 types of bullying victimization reported by U.S. parents were significantly stronger than those found in Chinese parents. Implications for bullying prevention efforts involving parents from diverse cultural and linguistic backgrounds were discussed. Impact and ImplicationsThis study is among the first to examine the association between parents' perceptions of school climate and bullying victimization among cross-country samples. It provides important implications for developing culturally responsive policies and antibullying strategies that address school safety concerns from parents, particularly among those from diverse cultural and linguistic backgrounds.
To advance the understanding about social-cognitive factors related to Chinese adolescents’ experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 11th grade high school students from Southwest China. Through comparing the latent means of PIU across students with different demographic background (i.e., gender, social-economic status, left-behind status), the study found that male students endorsed higher levels of overall PIU and more problematic time management with Internet use than female students. No latent PIU mean differences were observed across family income and students’ left-behind status. Using structural equation modeling (SEM) while controlling for demographic factors, overall SEL competencies were found to have a significantly negative association with PIU. Meanwhile, all five SEL domains were also negatively associated with students’ PIU. The findings imply the importance of fostering SEL competencies in preventing PIU among Chinese adolescents. The study provides important practical implications for informing school-based SEL competencies programs for PIU prevention among Chinese youths.
To advance cross-country understanding of parental perceptions of school climate, this study examined the psychometric properties of the Delaware School Climate Survey–Home version (DSCS-H) and also compared the parental perception of school climate among Chinese (n = 999) and American (n = 1,251) parents. Confirmatory factor analyses revealed that the DSCS-H was best supported by a second-order factor model in both samples and full measurement invariance across countries was evident. Comparison of overall school climate latent means revealed that American parents from elementary schools perceived a more positive overall school climate than did Chinese parents. Conversely, Chinese parents of students in high school perceived a more positive overall school climate than the American parents. The latent-mean difference of parental perception of the overall school climate in middle schools across the United States and China was not significantly different. Finally, the latent mean differences in school climate subfactors varied across grade levels. Implications for using the DSCS-H for assessing and understanding the perception of school climate among parents from diverse cultural and linguistic backgrounds are discussed.
The WHO recently included Gaming Disorder as a psychiatric diagnosis. Whether there are distinct groups of adolescents who differ based on severity of gaming disorder and their relationships with other mental health and addictive behavior outcomes, including problematic smartphone use (PSU), remains unclear. The current study explored and identified subtypes of Internet Gaming Disorder (IGD) severity and estimated the association between these subtypes and other disorders. Participants completed online questionnaires assessing the severity of IGD, PSU, depression, and anxiety during COVID-19. We conducted a latent class analysis of IGD symptoms among 1,305 Chinese adolescents (mean age = 15.2; male = 58.5%) from 11 secondary schools in Macao (SAR), China. Multinomial logistic regression estimated correlates of latent class membership and PSU. A 4-class model adequately described the sample subgroups. Classes were labeled as normative gamers (30.9%), occasional gamers (42.4%), problematic gamers (22.7%), and addictive gamers (4.1%). Relative to normative gamers, PSU severity, depression, and being male were significantly higher among problematic gamers, addictive gamers, and occasional gamers. Only problematic gamers showed significant positive associations with anxiety severity compared to the other groups. The study revealed the differences in severity of gaming disorder and its association with psychopathology outcomes. Application in screening for IGD and comorbidity is discussed.
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