Chunkai Li

In the digital era, social networking addiction has been a worldwide issue. It refers to a behavioral addiction to social networking sites, characterized by being excessively concerned with it, dri...

Cyberbullying victimisation (CBV) is an important concern for adolescent well‐being and child protection, yet its predictors are often examined separately across ecological domains. Guided by an expanded social‐ecological perspective, this study integrated machine learning and network analysis to examine CBV among 2006 Chinese adolescents. Twenty‐two predictors spanning individual, family, peer, school and digital‐behavioural factors were included, and six supervised machine learning models were compared after hyperparameter tuning. Results showed that random forest achieved the best performance on the held‐out test. SHAP analysis identified traditional bullying victimisation, social media addiction, risky internet behaviours, difficulties in emotion regulation and perceived school climate as the most salient predictors; cyberbullying aggression, gaming addiction, child neglect and inferiority also ranked highly. Network analysis showed that traditional bullying victimisation had the highest betweenness centrality, whereas coping self‐efficacy had the highest strength centrality. These findings position CBV within adolescents' wider developmental and safeguarding ecology rather than as a problem confined to online behaviour. Effective prevention therefore requires an ecologically informed safeguarding response that integrates early identification of offline peer victimisation and digital risk with coordinated school‐based protection, family support and the strengthening of adolescents' coping resources.

Exposure to interparental violence can have lasting effects on adolescents' emotional and social functioning, yet its role in bullying victimization across offline and online contexts remains unclear. This study examined whether difficulties in emotion regulation mediate this relationship and whether coping self‐efficacy and gender act as moderators. A two‐wave longitudinal sample of 629 adolescents (mean age = 14.05 years; 48.97% males) was collected from S City in mainland China. Half‐longitudinal mediation and moderation models examined indirect and interaction effects, and multigroup path analysis explored potential gender differences. Results indicated that emotion regulation difficulties significantly mediated the association between exposure to interparental violence and both offline and online bullying victimization. Coping self‐efficacy moderated the effect of exposure to interparental violence on emotion regulation difficulties, with higher coping self‐efficacy unexpectedly associated with greater emotion regulation difficulties under exposure. The chi‐square difference tests for individual paths were not statistically significant, indicating that the gender‐specific patterns suggested by subgroup path estimates should be interpreted with caution. These findings provide a basis for developing interventions to reduce bullying victimization among adolescents exposed to interparental violence.

High emotional involvement and work overload make social workers susceptible to occupational burnout and depressive symptoms. Although the job demands–resources model (JD‐R model) posited that occupational burnout mediated the relationship between job characteristics and depressive symptoms, empirical findings on the‐ distinct effects of specific job demands and resources on depressive symptoms remained inconsistent. Moreover, the differential mediating roles of occupational burnout's facets had seldom been examined. This study utilized data from the China Social Work Longitudinal Study (CSWLS) 2019 to examine how job demands and job resources influenced depressive symptoms among social workers and to investigate the mediating effects of occupational burnout. The results showed that both role conflict and role ambiguity were positively linked to depressive symptoms, while job autonomy was negatively related, although the link for person–organization fit was not significant. All occupational burnout facets partially mediated the effect of job demands on depressive symptoms and fully mediated the relationship between person–organization fit and depressive symptoms. Job autonomy was significantly related only to personal accomplishment, which partially mediated its link to depressive symptoms. Job demands were found to be more sensitive to the negative facets of occupational burnout and depressive symptoms than job resources. This study enriched the content of the JD‐R model in the context of Chinese social workers, highlighting the distinct mediating roles of the three facets of burnout. Practical implications were also discussed for improving social workers' working conditions at both the organizational and policy levels.

As digital technologies increasingly shape children’s learning, development, and socialization, concerns over digital inequality have become more prominent, particularly in contexts with pronounced structural disparities. Guided by the Capability Approach, this study examines the relationships among digital inequality, digital exclusion, and children’s cognitive and emotional well-being. A two-wave longitudinal survey was conducted with 759 children to explore these dynamics. The findings revealed that digital skills, rather than access or outcomes, significantly predict digital exclusion, which mediates the association between digital skills and children’s well-being. Moreover, left-behind status moderates these effects, with left-behind children experiencing stronger negative impacts of digital exclusion on cognitive well-being. The results highlight the need for targeted interventions to address digital disparities, particularly for vulnerable populations. These findings contribute to the growing literature on digital inequality and provide actionable insights for policy and educational initiatives aimed at fostering digital inclusion. These findings also underline the critical role of social work interventions in mitigating the adverse effects of digital exclusion by fostering digital literacy, enhancing access, and addressing the unique needs of left-behind children.

This study aims to examine the direct and indirect relationship between internet addiction and quality of life through the mediating role of cyberbullying victimization and the moderating role of parental mediation and gender using a two‐wave longitudinal design with a 6‐month interval. A total of 649 students graded 6 to 9 participated in this research, comprising 47.5% males and 52.5% females. The results showed that internet addiction negatively predicted quality of life ( β = −0.093, p = 0.032), and cyberbullying victimization ( β = −0.014, p = 0.033, 95%CI [−0.020, −0.001]) partly mediated this negative association. Unexpectedly, restrictive mediation may exacerbate the negative impact of internet addiction on quality of life ( β = −0.086, p = 0.019). Active mediation ( β = 0.076, p = 0.036) and restrictive mediation ( β = 0.098, p = 0.009) could both mitigate the negative effects of cyberbullying victimization on quality of life. Finally, results showed that females are more vulnerable to poor quality of life ( β _male = 0.001, p = 0.991; β _female = −0.201, p = 0.001) and increased levels of cyberbullying victimization ( β _male = 0.036, p = 0.561; β _female = −0.231, p < 0.001) induced by internet addiction compared to males. These results underscore the proliferating process of internet‐related risks and their potentially adverse influences, elucidating the protective influence of various forms of parental mediation and delineating gender‐specific differences within these relationships. Policymakers, social workers and parents can take measures to disrupt the proliferation of internet‐related risks, provide gender‐sensitive training interventions and focus on parental active mediation to protect children from internet addiction and cyberbullying victimization.

Previous studies have suggested links between internet addiction and cyberbullying among adolescents, whereas the underlying psychological mechanisms remain unclear. In particular, the mediating role of internet morality and the distinct pathways associated with different types of internet addiction have received limited empirical attention. Besides, gender differences in these relationships remain inconsistent, and few studies have used longitudinal data to validate the mechanisms. Therefore, this study aimed to explore whether internet morality mediates the associations between game addiction, social media addiction and cyberbullying, and whether these pathways vary by gender. A two‐wave panel survey was conducted over a 6‐month interval with 629 adolescents from China, and a half‐longitudinal mediation model was employed to test the hypothesized relationships. Results showed that both game addiction and social media addiction negatively predicted internet morality (β = −0.171, p < 0.001; β = −0.147, p < 0.01), which in turn negatively predicted cyberbullying (β = −0.174, p < 0.01). Internet morality significantly mediated the relationship between game addiction and cyberbullying (Z = 1.970, p < 0.05), but not between social media addiction and cyberbullying (Z = 1.463, p > 0.05). Finally, game addiction significantly predicted lower internet morality among males but not among females, while social media addiction was significantly associated with lower internet morality among females but not males. These findings provided empirical support for the cognitive mechanisms through which internet addiction contributes to cyberbullying, highlighted the protective role of internet morality and revealed gender‐specific patterns. Promoting internet morality through digital literacy and moral education may serve as an effective strategy to reduce cyberbullying among adolescents.

Background: Given the cultural and educational environment with Chinese characteristics, academic pressure on adolescents' meaning in life maybe weak or insignificant, which is contradictory with previous studies conducted in Western countries; yet the influencing mechanisms in the association of academic stress with the meaning in life is rarely explored.Method: A questionnaire survey was carried out among 616 adolescents aging from 12 to 18 in Jiangsu Province, China. The Macro process method was conducted to test the proposed theoretical model.Results: The direct effect of academic stress on adolescent meaning in life was not significant, whereas the indirect effects through school burnout and self‐compassion were significant. Specifically, adolescents who suffer from academic stress are more likely to report increased school burnout and reduced self‐compassion, which affects their meaning in life. Besides, grit significantly attenuated the influence of academic stress on school burnout.Discussion: There are indeed some psychosocial mechanisms including school burnout, self‐compassion, and grit in the relation between academic stress and the meaning in life. Those findings imply that the advancement and implementation of relevant intervention projects focusing on improving the meaning in life could be realized by reducing their academic stress and school burnout and promoting their ability of self‐compassion and grit.