Da Yi

Non-suicidal self-injury (NSSI) is highly prevalent during adolescence and has been linked to adverse family environments. However, little is known about the dynamic mechanisms through which harsh parenting contributes to NSSI over time. This study examined the longitudinal associations among harsh parenting, basic psychological needs frustration (BPNF), and adolescent NSSI, and tested whether BPNF mediates this relationship at both the between-person and within-person levels. A three-wave longitudinal study was conducted among 1014 Chinese adolescents recruited from 10 middle schools in Beijing. Data were collected at three time points: February 2025 (T1), June 2025 (T2), and October 2025 (T3). Harsh parenting, BPNF, and NSSI were assessed using validated self-report measures. Cross-lagged panel models (CLPM) and random-intercept cross-lagged panel models (RI-CLPM) were estimated to distinguish stable between-person differences from within-person fluctuations over time, controlling for key demographic variables. The CLPM indicated reciprocal associations between harsh parenting and NSSI and revealed a significant indirect pathway from harsh parenting to NSSI via BPNF. After accounting for stable between-person differences, the RI-CLPM showed that within-person increases in harsh parenting predicted subsequent increases in BPNF, which in turn predicted later increases in NSSI. The longitudinal indirect effect remained significant at the within-person level. These findings suggest that fluctuations in harsh parenting contribute to adolescent NSSI through increased frustration of basic psychological needs. Targeting family interactions and adolescents' psychological need satisfaction may represent important avenues for preventing NSSI.

This study explores how negative life events influence dropout tendencies through internalizing and externalizing problem behaviors, with a particular focu

Purpose: This study integrates traditional Chinese culture, precisely the philosophy of Zhongyong (中庸) thinking, with the prevention and treatment of depression. Samples and Methods: It involved a study with 700 undergraduate students from a college in Guangzhou, using the Negative Zhongyong Scale, the Patient Health Questionnaire-9, and the NEO Five-Factor Inventory for assessments. Results: The findings demonstrated that negative Zhongyong thinking predicts depression inversely. Additionally, conscientiousness indirectly and positively influences this relationship through active involution, thereby enhancing its overall effect. The analysis used the 2-mediated moderation (2meMO) model, which effectively handles error heterogeneous variances and provides a detailed assessment of the interactions between these variables. The specific findings are as follows: (1) There are correlations among negative Zhongyong thinking, depression, conscientiousness, and active involution; (2) Conscientiousness can directly and positively regulate the association between negative Zhongyong thinking and depression, and it can also indirectly regulate this relationship through active involution; (3) The higher the conscientiousness, the more actively individuals engage in active involution, thereby strengthening the negative predictive effect of negative Zhongyong thinking on depression. Conclusion: These research findings contribute to the enrichment of theoretical research on the prevention and treatment of depressive symptoms and offer a fresh perspective on the utilization of traditional Chinese culture in depression prevention and treatment.

The debate over whether involution causes anxiety has persisted because no studies have attempted to quantify introversion and study its relationship to anxiety. This study quantified involution and explored its relationship with anxiety, provided evidence about whether involution was related to anxiety, and created a foundation for other scholars to carry out research on involution. Interviews and questionnaires were conducted to investigate the characteristics of 535 Chinese college students’ involution behavior and its relationship with anxiety. We found that involution was not necessarily positively related to anxiety. The specific results were as follows: (1) The involution behavior of the Chinese college students could be divided into three types: the passive involution, reward-oriented involution, and achievement-motivated involution; (2) Significant differences in the involvement of involution existed at the college level; (3) Three motivations that resulted in involution, from primary to secondary, were achievement-motivation, reward-orientation, and passive engagement; and (4) Passive involution, reward-oriented involution, and the total scores for the involution behavior of the college students were significantly and positively correlated with anxiety. Among the three types of involution behavior, the college students’ passive involution had a significant and positive predictive effect on their anxiety, while achievement-motivated involution had a significant and negative predictive effect.

Because of the impact of the COVID-19 pandemic, the learning style of graduate students has changed considerably, making them more susceptible to psychological problems. This study aimed to explore the mediating roles of thesis writing and anxiety between course support (including course-arrangement, course-assessment, and course-learning), academic support (including academic exchange with colleges, tutors and schoolmates) and depression. There were 3137 graduate students investigated by self-developed Graduate Students’ Academic Affected Questionnaire, Self-Rating Anxiety Scale and Self-Rating Depression Scale. The results showed that (1) 82% of graduate students reported their course support, academic support and thesis writing were affected to varying degrees; (2) course support and academic support correlated with thesis writing, anxiety and depression (p < 0.001); (3) the mediation model fitted well, the mediating effect of anxiety between academic support and depression was significant (β = 0.086, SE = 0.02, p < 0.001), the serial multiple mediating effects of thesis writing and anxiety between academic support and depression were significant (β = 0.02, SE = 0.008, p = 0.013) and the serial multiple mediating effects of thesis writing and anxiety between course support and depression were also found to be significant (β = 0.014, SE = 0.006, p = 0.014).