Rejection Sensitivity, Self-Efficacy, and Learning Strategy: Mediating and Moderating the Role of Basic Needs Satisfaction

Terada, Miki; Kawamoto, Taishi

doi:10.4236/psych.2017.83028

Cited by 3 publications

(2 citation statements)

References 43 publications

(47 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, adolescents' perceived parental rejection is increased and warmth is decreased when adolescents suffer from parental phubbing, and this perception diminishes their relatedness and needs satisfaction (Xie & Xie, 2020). They might hold a pessimistic belief about interpersonal relationships (Terada & Kawamoto, 2017), making them more sensitive to rejection from others.…”

Section: The Mediating Role Of Rejection Sensitivitymentioning

confidence: 99%

The Relationship Between Parental Phubbing and Interpersonal Aggression in Adolescents: The Role of Rejection Sensitivity and School Climate

Zhao

Guo

Shi

et al. 2023

J Interpers Violence

View full text Add to dashboard Cite

The impact of parental phubbing has attracted the attention of researchers, especially concerning adolescents’ online behavior. However, limited research has studied the influence of parental phubbing on interpersonal aggression, including the underlying mechanism. Grounded in parental acceptance–rejection theory, the present study investigated the association between parental phubbing and interpersonal aggression as well as the mediating role of rejection sensitivity among adolescents. Additionally, school climate was explored as a moderator based on social ecological theory. The multiple questionnaires were completed by 914 Chinese adolescents ( M = 12.61; SD = 1.73; 49.78% girls). The results revealed a positive correlation between parental phubbing and aggression, which was mediated by rejection sensitivity. That is, adolescents who experienced parental phubbing were more likely to exhibit rejection sensitivity, which further triggered aggression. Moreover, school climate acted as a moderator in the model. Specifically, we found no significant moderating effect of school climate on parental phubbing and aggression. However, school climate moderated the relationship between rejection sensitivity and aggression. A positive school climate buffered the associations of rejection sensitivity and aggression. Additionally, school climate moderated the relationship between parental phubbing and rejection sensitivity. The relationship between parental phubbing and rejection sensitivity became nonsignificant when adolescents were in a negative school climate, and those adolescents reported higher rejection sensitivity whether they experienced parental phubbing or not. Parental phubbing was more strongly associated with adolescents’ rejection sensitivity in a positive school climate. With a lower level of parental phubbing, rejection sensitivity is sharply reduced. The results deepen our understanding of the relationship between parental phubbing and aggression and its underlying mechanisms. It also implicates preventative interventions to reduce the risk of parental phubbing in interpersonal aggression among adolescents.

show abstract

Section: The Mediating Role Of Rejection Sensitivitymentioning

confidence: 99%

The Relationship Between Parental Phubbing and Interpersonal Aggression in Adolescents: The Role of Rejection Sensitivity and School Climate

Zhao

Guo

Shi

et al. 2023

J Interpers Violence

View full text Add to dashboard Cite

show abstract

“…That is why social self-efficiency is manifested through social courage, being part of a social group and activities, having close relationships, as well as through offering and receiving help (Hsu, Wiklund & Richard 2017). Earlier studies have been emphasizing positive correlation between self-efficiency, and useful problem solving and persistence, or negative correlation between lack of confidence and willingness to take responsibility for ending interpersonal conflicts (Terada & Kawamoto, 2017). In addition, social self-efficiency directly contributes social openness, which further implies basis for creating new ways for interpersonal action, establishing new friendships and maintaining interpersonal relationships.…”

Section: Introductionmentioning

confidence: 99%

Academic and social variables as predictors of preadolescents' school satisfaction

Ivanović¹,

Ivanović²

2018

God Pedag fak Vranje

View full text Add to dashboard Cite

The aim of most of the current studies in the field of educational psychology is focused on, apart from the aspects of learning and school success, the emotional and social experiences of adolescents, as well as on their perception of school. The aim of this research was to examine the predictive contribution of academic and social factors (social self-efficiency, perceived academic control, social integration and perceived teacher support) in explaining students' school satisfaction in early adolescence. The research comprised pertinent sample of 230 participants, 120 female and 110 male, from Valjevo, aged 14,52±1,38. The following measuring instruments were used: Perceived academic control scale (PAC), Selfefficiency questionnaire for children (SEQ-C), Learning climate questionnaire (LCQ) and The quality of school life (QSL), all of which showed satisfactory internal consistency. The obtained results of nonparametric Pearson correlation coefficient indicated the existence of statistically significant, low and moderate, positive correlation between scores on the scales and questionnaires PAC, SEQ-C, LCQ and QSL (p < 0.01). The results of hierarchical regression analysis suggest that academic and social variables explain 61% of total criterion variance, and individual statistically significant predictors of general school satisfaction are: teacher support, social integration, perceived academic control, social self-efficiency and school success. That revealed that preadolescents with higher scores on those variables also achieve higher scores on school success scale. In addition, this research considers practical and theoretical implication of the obtained results for creating encouraging school environment during the period of early adolescence. The obtained results on students' opinion on their skills can have practical implications and can be useful in diagnosing and planning academic and social determinants, which contribute positively to students' perception of general school satisfaction and relation between curricular and extracurricular activities in Serbia.

show abstract

Rejection sensitivity and trait anxiety: The indirect effects of regulatory emotional self-efficacy and shyness

Ran

Zhang

2020

Curr Psychol

View full text Add to dashboard Cite

Rejection Sensitivity, Self-Efficacy, and Learning Strategy: Mediating and Moderating the Role of Basic Needs Satisfaction

Cited by 3 publications

References 43 publications

The Relationship Between Parental Phubbing and Interpersonal Aggression in Adolescents: The Role of Rejection Sensitivity and School Climate

The Relationship Between Parental Phubbing and Interpersonal Aggression in Adolescents: The Role of Rejection Sensitivity and School Climate

Academic and social variables as predictors of preadolescents' school satisfaction

Rejection sensitivity and trait anxiety: The indirect effects of regulatory emotional self-efficacy and shyness

Contact Info

Product

Resources

About