BMC Psychology最新文献

Cyberbullying has emerged as a prevalent and harmful form of adolescent aggression in the digital age. While prior studies suggest that traditional bullying victimization may lead to cyberbullying perpetration, findings remain inconsistent, and the underlying mechanisms remain unclear. Guided by General Strain Theory and Self-Control Theory, this study explores the longitudinal relationships among bullying victimization, self-control, and cyberbullying among Chinese adolescents. A two-wave longitudinal survey was conducted among 622 vocational high school students over a six-month interval. Participants completed validated measures of bullying victimization, self-control, and cyberbullying. Cross-lagged panel modeling revealed that bullying victimization at T1 significantly predicted cyberbullying at T2, while self-control negatively predicted both bullying victimization and cyberbullying over time. Furthermore, bullying victimization at T2 fully mediated the effect of self-control on subsequent cyberbullying. These findings provide empirical support for the victim-offender overlap framework and underscore the protective role of self-control in mitigating cyberbullying. Implications for intervention and future research directions are discussed.

Background: Posttraumatic stress disorder (PTSD) and major depressive disorder (MDD) are prevalent and deleterious conditions that commonly co-occur among service members. Identifying factors such as sex that could be linked to treatment response among service members with these conditions is critical for improving care delivery.

Methods: This study examined sex differences in treatment outcomes among U.S. active duty service members with comorbid PTSD and MDD (N = 94; 55% women, 45% men) in a randomized controlled trial comparing behavioral activation-enhanced cognitive processing therapy (BA + CPT) and standard CPT. PTSD and MDD symptom severity was assessed at pretreatment, posttreatment, and 3-month follow-up.

Results: Intent-to-treat multilevel models indicated treatment condition moderated the relationship between sex and PTSD symptoms (p = .020) but not depression (p = .16). On average, Clinician-Administered PTSD Scale for DSM-5 scores decreased significantly more among servicewomen who received CPT versus BA + CPT at posttreatment (p = .004) and 3-month follow-up (p = .049). There were no significant differences in outcomes among servicemen (ps > 0.05). In CPT, servicewomen reported significantly greater PTSD symptom reduction compared to servicemen at posttreatment (p = .039) but not at follow-up (p = .088). In BA + CPT, PTSD symptoms did not significantly differ between sexes at posttreatment (p = .054) or follow-up (p = .29).

Conclusions: Findings suggest sex may differentially impact outcomes for CPT but not BA + CPT among service members with PTSD and MDD and could help inform shared decision-making between patients and providers.

Trial registration: ClinicalTrials.gov registry; registration number NCT02874131; date of registration: 08-22-2016.

Background: School-related gender-based violence (SRGBV) poses serious risks to adolescent girls' safety, learning, and mental health. This study assessed whether perceived social support - from family, friends, and significant others - buffers the negative effects of bullying and sexual violence on girls' self-esteem in Nigeria.

Methods: Using data from 5,936 secondary schoolgirls (aged 15-20 years) drawn from the Adolescent Girls' Initiative for Learning and Empowerment (AGILE) project, we employed multilevel linear models with random intercepts for schools to test the direct (main) effects and within-level moderation of social support and SRGBV on girls' self-esteem, adjusting for student- and school-level covariates.

Results: Both bullying and sexual violence were significantly associated with lower self-esteem, with standardized coefficients indicating a stronger negative association for sexual violence (β ≈ -0.07, p < .001) than for bullying (β ≈ -0.04, p < .01). Perceived social support showed significant positive main effects on self-esteem across all sources (p < .001) and moderated the relationship with bullying, such that higher support from family (β ≈ 0.031, p < .01), friends (β ≈ 0.024, p < .05), and overall support (β ≈ 0.023, p < .05) attenuated its negative effect. No moderating effect was observed for sexual violence for any support source (all interaction p > .05), indicating that perceived social support did not offset the self-esteem harms associated with sexual victimization.

Conclusion: Our study demonstrates that everyday social ties, particularly support from family and peers, can protect girls' self-esteem from the harms of bullying but appear insufficient to mitigate the severe impact of sexual violence. This suggests that effective interventions require an integrated approach: strengthening relationship-based networks to prevent and buffer bullying, alongside establishing specialized, trauma-informed responses to address sexual violence.

Purpose: This longitudinal study examined the reciprocal relationships among perceived teacher support, peer support, and student engagement in middle school physical education classes.

Methods: Using a two-wave panel design, data were collected from 477 Chinese middle school students at two time points: Wave 1 (Time 1, T1) in November 2022 and Wave 2 (Time 2, T1) in May 2023, with a six-month interval representing a typical academic semester. This temporal spacing allows for observing developmental changes while minimizing seasonal effects on physical activity patterns. Participants completed validated measures of teacher support, peer support, behavioral engagement, and emotional engagement. Data were analyzed via cross-lagged structural equation modeling to test bidirectional pathways while controlling for grade and gender.

Results: (1) Behavioral engagement at T1 positively predicted teacher support (β = 0.22, p < 0.01) and peer support (β = 0.19, p < 0.01) at T2. (2) Emotional engagement at T1 positively predicted teacher support (β = 0.22, p < 0.01) and peer support (β = 0.21, p < 0.01) at T2. (3) Peer support at T1 positively predicted emotional engagement (β = 0.16, p < 0.01) and teacher support (β = 0.14, p < 0.05 for behavioral model; β = 0.17, p < 0.01 for emotional model) at T2.

Conclusion: These findings reveal a spillover effect wherein student engagement fosters subsequent social support, and peer support reinforces both emotional engagement and teacher support. The study underscores the importance of pedagogical strategies that promote active learning and peer interaction, such as cooperative activities and student-centered tasks, to create mutually reinforcing cycles of engagement and support.

Background: Academic laboratory technical assistants (ALTAs) play a critical role in supporting teaching, research, and laboratory services in higher education institutions, yet their job satisfaction (JS) remains under-researched, particularly in low-resource settings. This study examined the factors influencing academic JS and their relationship with job performance (JP) among ALTAs at Mizan Tepi University (MTU), Southwest Ethiopia.

Methods: A cross-sectional study was conducted from November 2023 to May 2024, involving all 125 ALTAs at MTU. Data were collected using a self-administered, English-language questionnaire assessing work environment (WE), compensation and benefits (CB), professional development, work-life balance (WLB), relationships with colleagues, job recognition and support (JRS), communication and leadership, and job security. The instrument underwent content and face validity checks through expert review and pilot testing. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis, while qualitative data were analyzed thematically.

Results: ALTAs reported moderate to low job satisfaction, with CB (mean = 3.06 ± 0.46), WE (3.04 ± 0.53), and professional development (PD) (2.88 ± 0.50) identified as the most influential factors. WLB (1.998 ± 0.74) and job recognition (2.77 ± 0.62) were additional areas of concern. Job security (3.29 ± 0.60) was less critical but contributed to overall satisfaction. Pearson correlation analysis showed significant positive associations between these factors and JP, particularly for WE (r = 0.499, p < 0.001), CB (r = 0.488, p < 0.001), and WLB (r = 0.616, p < 0.001). Multiple regression analysis indicated that WE, CB, professional development, WLB, and JRS were significant predictors of JP (all p < 0.05). Qualitative findings highlighted challenges related to insufficient resources, limited autonomy, and inequitable recognition, reinforcing quantitative results.

Conclusions: JS among ALTAs at MTU is influenced by multiple interrelated factors, including compensation, WE, professional development, recognition, and WLB. Improving these domains through supportive leadership, equitable remuneration, structured professional growth, recognition programs, and flexible work arrangements could enhance both satisfaction and JP. These findings provide novel insight into an under-researched occupational group in Ethiopian higher education and have implications for policy and management in similar low-resource university contexts. Future research should examine the longitudinal impact of these factors on retention and institutional effectiveness.