Some previous studies have explored the impact of family function on school belonging. However, little is known about the parallel mediating relationship underlying them. This study aims to investigate the formation mechanism of school beginning in a sample of Chinese adolescents and examined the parallel mediating role of interpersonal self-support and individual self-support in the link between family function and school belonging. A cross-sectional study was conducted in four schools of the district of Hunan province in China, and 741 students were surveyed using cluster sampling. Family cohesion and adaptability scale (FACES), Adolescent students self-supporting personality scale (SSPS-AS), School belonging scale were applied. The results indicated that interpersonal self-support and individual self-support, together, and uniquely, parallel mediated the relationship between family function and school belonging. It can be concluded that family function not only has direct effects on school belonging but also has indirect effects through interpersonal self-support and individual self-support.

ObjectivesThis study aimed to explore the effect of subjective age on loneliness in old adults, and the mediating role of resilience and self-esteem in subjective age and loneliness.MethodsApproximately 450 old adults from Jiangxi, Hunan, Henan provinces completed the third edition of the Loneliness Scale (UCLA-LS III), Age Decade Scale (ADS), Connor-Davidson Resilience Scale (CD-RISC), and Self-Esteem Scale (SES).Results(1) Subjective age was significantly positively correlated with loneliness. (2) Resilience, self-esteem, and loneliness were significantly negatively correlated. (3) Subjective age affected loneliness through the mediating effects of resilience and self-esteem, respectively. (4) Resilience and self-esteem played a chain mediating role between subjective age and loneliness.ConclusionResilience and self-esteem can directly affect the loneliness of the old adults alone and can also affect the loneliness of the old adults through the chain mediating effect of resilience and self-esteem.

ObjectiveTo explore the relationship between adolescents’ social mobility belief and their learning engagement, as well as the mediating effect of achievement goal orientation and the moderating effect of psychological capital.MethodA sample of 895 adolescents from Hunan, Jiangxi, Hainan, Henan, and Guangdong provinces were assessed using the social mobility belief questionnaire, the achievement goal orientation questionnaire, the adolescents’ psychological capital questionnaire, and the adolescents’ learning engagement questionnaire.ResultsFirst, adolescents’ social mobility belief was positively related to their learning engagement (r = 0.481, p < 0.01); Second, the two achievement goal orientations-mastery goal orientations and performance goal orientations-had mediating effects between social mobility belief and learning engagement (r = 0.603, p < 0.01; r = 0.367, p < 0.01); Third, the relationship between achievement goal orientation and learning engagement was regulated by psychological capital. Adolescents with high psychological capital had higher learning engagement (r = 0.684, p < 0.01).ConclusionAdolescents’ social mobility belief can directly affect their learning engagement, and it can also indirectly affect their learning engagement through achievement goal orientation moderated by their level of psychological capital. Our findings highlighted the importance of providing adolescents with guidance in setting up positive social values and definitions of success while stimulating their psychological capital as a part of the teaching process.