Jin Huang

Family processes such as maternal parenting and family screen exposure are significantly related to children’s gains in behavioral self-regulation, but the potential mechanism of these relations remains unknown. In this study, we investigated how maternal depression is associated with children’s behavioral self-regulation through the mediating role of maternal supportive parenting and children’s family screen time. A total sample of 657 Chinese children and their mothers was recruited. Results from structural equation models indicated that supportive parenting and screen time partially mediated the effect of maternal depression on children’s behavioral self-regulation by the sequential, after controlling for child demographic variables. Furthermore, supportive parenting played a partially mediating role in associations between maternal depression and children’s self-regulation. The findings provide insights into parenting practices for early childhood development in the Chinese family environment.

Left-behind children face peer victimization, which leads to negative mental adaptation. Previous studies have shown that peer victimization profoundly influences left-behind children’s nonsuicidal self-injury. However, the underlying mechanism of nonsuicidal self-injury remains unclear. A total of 832 junior high school students aged 11 − 16 in this investigation completed the Peer Victimization Scale, Perceived Discrimination Scale, Hardiness Scale and Nonsuicidal Self-Injury Scale. After left-behind children’s sex and left-behind category were controlled, peer victimization significantly contributed to left-behind children’s nonsuicidal self-injury; perceived discrimination played a mediating role in the relationship between peer victimization and left-behind children’s nonsuicidal self-injury. Both the direct and indirect relations between peer victimization and left-behind children’s nonsuicidal self-injury were moderated by hardiness, which is consistent with the stress-buffering model. The current study reveals how and when peer victimization affects left-behind children’s nonsuicidal self-injury, which contributes to the prevention and intervention of nonsuicidal self-injury.

Background: Physical literacy (PL) is an important tool to promote physical activity of individuals, and the level of physical literacy of individuals affects their physical activity behaviors. Currently, the physical fitness of college students in China is a prominent issue, and assessing physical literacy among college students may provide tools and directions to further promote physical fitness and precisely intervene in physical activity behaviors of college students in the future. This study aimed to develop a college student physical literacy questionnaire (CSPLQ) to address the lack of currently available physical literacy assessment tools for Chinese college students. We hoped to collect validity evidence of this questionnaire to measure the validity of the physical literacy self-assessment questionnaire among Chinese university students.Methods: An initial pool of items was obtained from existing research instruments, literature, and expert advice. An expert review panel evaluated its content. A subsequent validation process reduced the pool of items. We conducted a validation factor analysis of the CSPLQ using structural equation modeling. The relationship between physical literacy and other variables was also examined using correlation analysis.Results: The item content validity index (ICVI) of CSPLQ was 0.70–0.95. The CSPLQ was composed of a total of 38 items across 3 domains (physical and behavioral domain, affective domain, and cognitive domain) and 7 dimensions (motor skills, motor skills, physical activity, perceptions of healthy living, perceptions of physical activity, motivation to engage in physical activity, and confidence to engage in physical activity). The factor validity of the CSPLQ was determined by significant loading of all items on their expected factors, with good data model fit and good stability between two independent samples were demonstrated. Each subscale had a Cronbach α coefficient >0.9 and was strongly correlated with each other. The correlation coefficients between college students' physical literacy and other variables, including athletic ability, physical condition, physical attractiveness, physical fitness, frequency of physical activity, and length of physical activity, all reached a significance level of P < 0.05.Conclusion: The CSPLQ has sufficient evidence of validity. The development of the instrument showed evidence of validity for the content, response process, internal structure, and relationships with other variables.

The body is the very basis of children’s self-growth and their understanding of the world. However, children’s body experiences of growing up have rarely been studied. This paper uses a hermeneutic phenomenological approach to study the body experience of 35 kindergarten children aged 5–6 from Nanjing, China. We found that children’s body experiences can be grouped into two themes: the experience of body through physical changes, that is, children’s experience of their physical changes; and the experience of body through actions, that is, children’s experience of using their bodies to learn different skills and knowledge. Children’s body experiences are multi-dimensional, ambivalent, and socially interactive throughout different events growing up. Even the same event involves multiple and contradictory experiences, which are influenced by both internal and external sources. Suggestions are discussed to address the problem of children’s body experiences being neglected by adults.