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Background: Inquiry‐based learning is a salient instructional approach to cultivate students' higher order thinking skills (HOTS). With the presence and advancement of new technologies, their usage for inquiry learning in university context is increasingly ubiquitous. However, in most circumstances, college students cannot integrate technologies to their inquiry learning in efficient ways or their abilities to use technologies are not good enough. Previous studies found that intrinsic motivation (IM), peer interaction (PI) and classroom connectedness (CC) were key factors to influence students' approaches to using technologies from the personal, behavioural and environmental perspectives. Objectives: This study investigated the influence of these three essential learning factors (IM, PI and CC) on students' HOTS and the mediate influence of deep approach to using technologies (DAUT) between these learning factors and HOTS in the technology‐enhanced open inquiry‐based learning context. Methods: A questionnaire was administered to 80 university students who had studied with the technology‐enhanced open inquiry‐based learning approach. The partial least squares method was employed to investigate the relationships among learning factors, DAUT and HOTS. Results and Conclusions: Results showed that CC and PI were positively directly related to HOTS. DAUT was a significant mediator between two (i.e., IM and PI) of the three learning factors and HOTS. The findings of the study have practical implications for instructors, indicating that they should pay attention to students' IM and PI in deepening their approach to using technologies as well as to improve students' HOTS in technology‐enhanced open inquiry‐based learning. Lay Description: What Is Already Known About This Topic: Inquiry‐based learning is considered to be a salient instructional approach to cultivate students' higher order thinking skills (HOTS).Technologies usage in inquiry learning is ubiquitous in university context.In most cases, college students are not able to integrate technologies in their inquiry learning in effective ways. What This Paper Adds: This paper proposed a research model that explains and predicts the mediating influence of deep approach to using technologies on the association between learning factors and HOTS in the technology‐enhanced open inquiry‐based learning context.The mediating effect of approaches to using technologies between learning factors and HOTS was identified.Two of the three learning factors (peer interaction and classroom connectedness) had direct effect on HOTS.Deep approaches to using technologies variable significantly mediates two of the three learning factors (peer interaction and intrinsic motivation) and HOTS. Implications for Practice or Policy: Instructors should pay attention to students' intrinsic motivation (IM) and peer interaction in order to deepen their approach to using technologies.Instructors should pay particular attention to peer interaction and classroom connectedness when conducting technology‐enhanced open inquiry‐based learning activities to improve college students' HOTS.Students' interest improvement and IM in using technologies, the integration of technologies and open inquiry‐based learning activities could be discussed and decided by both the instructor and students. [ABSTRACT FROM AUTHOR]

Background: Peer assessment has played an important role in large‐scale online learning, as it helps promote the effectiveness of learners' online learning. However, with the emergence of numerical grades and textual feedback generated by peers, it is necessary to detect the reliability of the large amount of peer assessment data, and then develop an effective automated grading model to analyse the data and predict learners' learning results. Objectives: The present study aimed to propose an automated grading model with reliability detection. Methods: A total of 109,327 instances of peer assessment from a large‐scale teacher online learning program were tested in the experiments. The reliability detection approach included three steps: recurrent convolutional neural networks (RCNN) was used to detect grade consistency, bidirectional encoder representations from transformers (BERT) was used to detect text originality, and long short‐term memory (LSTM) was used to detect grade‐text consistency. Furthermore, the automated grading was designed with the BERT‐RCNN model. Results and Conclusions: The effectiveness of the automated grading model with reliability detection was shown. For reliability detection, RCNN performed best in detecting grade consistency with an accuracy rate of 0.889, BERT performed best in detecting text originality with an improvement of 4.47% compared to the benchmark model, and LSTM performed best with an accuracy rate of 0.883. Moreover, the automated grading model with reliability detection achieved good performance, with an accuracy rate of 0.89. Compared to the absence of reliability detection, it increased by 12.1%. Implications: The results strongly suggest that the automated grading model with reliability detection for large‐scale peer assessment is effective, with the following implications: (1) The introduction of reliability detection is necessary to help filter out low reliability data in peer assessment, thus promoting effective automated grading results. (2) This solution could assist assessors in adjusting the exclusion threshold of peer assessment reliability, providing a controllable automated grading tool to reducing manual workload with high quality. (3) This solution could shift educational institutions from labour‐intensive grading procedures to a more efficient educational assessment pattern, allowing for more investment in supporting instructors and learners to improve the quality of peer feedback. Lay Description: What is already known about this topic: Peer assessment has played an important role in large‐scale online learning, as it helps promote the effectiveness of learners' online learning.Issues such as disagreement between peer assessors, rough assessment, and plagiarism in large‐scale online learning can decrease peer assessment reliabilityIncorporating extensive data into a training model may result in grading uncertainties. What this paper adds: Detecting the peer assessment reliability before grading is essential in the context of large‐scale online learning.This study aimed to propose and validate an automated grading model with reliability detection for the large‐scale online peer assessment, which will help improve the effectiveness of automated grading, combining the advantages of computer technology and human expertise. Implications for practice and/or policy: The introduction of reliability detection is necessary to help filter out low reliability data in peer assessment, thus promoting effective automated grading results.This solution could assist assessors in adjusting the exclusion threshold of peer assessment reliability, providing a controllable automated grading tool to reducing manual workload with high quality. [ABSTRACT FROM AUTHOR]

Aim: To design a protocol based on the experiences of long‐term survivors to facilitate resilience for oesophageal cancer patients in rural China. Background: According to the latest Global Cancer Statistics Report, 604,000 new cases of oesophageal cancer were reported, of which over 60% of the disease burden is distributed in China. The incidence of oesophageal cancer in rural China (15.95/100,000) is twice as high as those in urban areas (7.59/100,000). To be sure, resilience can help patients better adapt to post‐cancer life. But universal interventions involving improving the resilience of oesophageal cancer patients have much less been explored, especially for rural patients. Methods: The two‐arm, parallel design, non‐blinded, randomised controlled trial will be implemented in 86 adults diagnosed with oesophageal cancer and will be randomly assigned to the control group or the intervention group via the blocked randomisation. The intervention group will undergo an intervention with one‐on‐one guidance from a nurse while viewing a CD of the experiences of long‐term survivors with oesophageal cancer in rural areas. Every 2 weeks, a theme session will be introduced, and the entire intervention will continue for 12 weeks. Psychosocial variables (resilience, self‐efficacy, coping mode and family support) will be surveyed at baseline, post‐intervention and 3 months after the intervention. The paper complies with the Standard Protocol Items: Recommendations for Intervention Trials 2013 and Consolidated Standards of Reporting Trials guidelines for study protocols adapted for designing and reporting parallel group randomised trials. Conclusion: The intervention programme transitions from hospitalisation to discharge, which includes one‐on‐one interventions by medical personnel and a portable CD describing the experiences of long‐term survivors with rural oesophageal cancer. Once the intervention's effectiveness is proven, this protocol will provide psychological support for massive oesophageal cancer patients. Relevance to clinical practice: The intervention programme may be used as an auxiliary therapy to promote patients' postoperative psychological rehabilitation. This programme has the advantages of being cost‐effective, flexible, accessible, and convenient and can be implemented without the limitation of time, place and clinical medical staff. Trial registration: The Chinese Clinical Trial Registration number is ChiCTR2100050047. Registered on 16 August 2021. [ABSTRACT FROM AUTHOR]

In the wake of COVID-19, mental health providers and treatment programs are adapting rapidly to the challenges in engaging people and delivering treatment with limited guidance. This paper will explore the challenges associated with delivering treatment within coordinated specialty care (CSC) programs for people with first episode psychosis. Suggestions for treatment will take into consideration experiences with stress, changes to the pursuit of work and school, and increased time spent with families. Drawing on the experience of several CSC programs in the United States, Israel, and China, we describe the impact and modifications to the core treatment elements in CSC including medication, family interactions, supported employment and education, individual therapy, peer support and the way they are delivered. The paper includes recommendations based on experiences from CSC programs to help staff members, participants, and family members better identify, prepare, cope and respond to the unique new challenges and suggests modifications that can be made during various stages of the coronavirus pandemic. [ABSTRACT FROM AUTHOR]

Background Study: As flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach‐supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources. Objectives: The study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance. Methods: A quasi‐experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non‐flipped mode. Results and Conclusions: The independent t‐test results showed that the experimental MTFL group outperformed the control group in post‐test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post‐test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open‐ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety. Lay Description: What is currently known about this topicFlipped language learning is mostly reported to be effective in improving EFL learning.Peer learning is mostly reported to be effective in improving EFL learning.MosoTeach was investigated in English learning contexts before, but without experimental design. What this paper addsMosoTeach proved as a valid online learning platform in flipped language learning, and the learning experience points (LEPs) on MosoTeach could predict students' exam performance.Students in the experimental group (MosoTeach‐supported flipped) had better exam performance and a higher level of motivation, participation and feedback.Students in both groups experienced isolation, procrastination and technological anxiety. Implications for practice:Peer discussion boards in MosoTeach provide learning support effectively for students in pre‐class learning.Group projects and peer assessment in MosoTeach integrate pre‐class peer discussion into in‐class interaction successfully.MosoTeach provides equal opportunity for every student in the large‐size Chinese English classes, thus contributing to the equity of in‐class peer interactions. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Having a mental illness may undermine men's self‐image as a father while having children may facilitate their recovery.Many fathers who experience mental health issues experience stigma and are reluctant to seek support in their parental role.Most studies in this field focus on fathers from Western countries. What does the paper add to existing knowledge?: Similar to Western fathers, Chinese fathers reported both negative parenting (parenting disengagement, harsh parenting and inconsistent discipline) and positive father–child interactions when ill.Unlike their Western counterparts, Chinese fathers relied on extended family support in their parenting role, though this support was problematic at times. What are the implications for practice?: This research helps mental health nurses understand the experiences of Chinese fathers with mental illness.Findings suggest that specific cultural adaptions to family‐focused interventions are needed for the Chinese context including considering extended family members (e.g. grandparents). Introduction: Parenting roles are important for those with a mental illness. While research on mothers is well established there is scant focus on fathers with mental illness, especially in non‐Anglophone countries. Aim: To better understand the parenting and family experiences of fathers, who have a mental illness, from the People's Republic of China. Method: Qualitative semi‐structured interviews were conducted with nine Chinese fathers with mental illness, using Interpretative Phenomenological Analysis. Results: Seven superordinate themes were identified: (i) mental illness undermines idealized images of fatherhood; (ii) parenting in the context of mental illness; (iii) concerns about the negative impact of their illness on children; (iv) children as a burden and a source of hope; (v) stigma; (vi) relying on family support; and (vii) unmet professional and peer support needs. Discussion: Chinese fathers held a gendered image of fatherhood, and experienced self‐stigma for not living up to their ideal sense of fatherhood, which resulted in a reluctance to seek support. This study adds to the existing literature by focusing on Chinese fathers. Although many of their experiences are similar to fathers from Western countries, some differences were found, notably around a reliance on extended family support. Implications for practice: Nurses and other mental health professionals need to adopt a family‐focused, culturally informed approach to supporting Chinese fathers with mental illness and their families. [ABSTRACT FROM AUTHOR]

This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning. Lay Description: What is already known about this topic: Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence. What this paper adds: Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration. Implications for practice and/or policy: Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.Fun and learning should be balanced in digital game‐based learning.Teachers need training and support for digital game‐centred programmes to succeed. [ABSTRACT FROM AUTHOR]

Peer education has been extensively incorporated into various inclusion schemes, for purposes ranging from health promotion to participant empowerment. This paper examines the impact of peer education on reducing stigmatization in marginalized populations through an examination of the structure and activities of Rebirth Peer Education, a Chinese anti-drug peer education program. Based on the thematic analysis of organizational documents and interview data collected from RPE's social workers, peer educators, and peer members, this study finds that peer education can actually work to exacerbate the stigmatization and marginalization of people who use drugs (PWUD) through the 'othering' processes encountered in these programs. 'Othering' is a process in which those who are considered different are labelled, dismissed and scapegoated. Consequently, this process also stigmatizes and marginalizes those who are defined as 'others.' In RPE, 'othering' takes place through the organizations' recruitment and promotion processes, which are based on and further reinforce a perception of 'clean,' strong-willed, former PWUD and 'unclean,' weak, current PWUD. The glorification of peer educators further works to 'other' PWUD. The results suggest that peer education has the potential to further, rather than reduce, the stigmatization of PWUD. [ABSTRACT FROM AUTHOR]

This study proposes a moderated mediation model based on deontic justice theory to investigate the impact of unethical peer behavior on employee performance. Data were collected in China through two survey studies, with two measurement points (separated by approximately 3 weeks) in each study. The data in study 1 were obtained from 271 employees of 17 firms, and the data in study 2 were collected from 225 employees of 9 firms. Confirmatory factor analysis was conducted to confirm the factorial validity of the measures employed in the studies. The hypothesized moderated mediation model was tested using hierarchical multiple regression analysis. The results show that employee deontic justice mediates the negative relationship between unethical peer behavior and employee performance, and a stronger ethical climate tends to strengthen this indirect relationship. This study extends previous research by introducing deontic justice theory to explore the unconscious process that relates unethical peer behavior to employee performance. The theoretical and practical implications of this paper are discussed. [ABSTRACT FROM AUTHOR]

Peer victimization (PV) is a common and serious problem in school contexts, which hinders adolescents' emotional development and social adaptation. The present study aimed to test the longitudinal relationship between PV and the increase of depressive symptoms (DSs) among Chinese mid-late adolescents using a two-wave longitudinal design and examine the buffering effects of self-compassion (SC) and parental autonomy support (PAS) on this relationship. A relatively large sample of Chinese high school students (N = 722, 52.1% boys; age at Time 2 = 16.23 years old, SD = 0.79) were surveyed annually at two time points. The results showed that PV at Time 1 positively predicted DSs at Time 2 after controlling for the DSs at Time 1. In addition, SC and PAS moderated the longitudinal relationship between PV and the development of DSs, while such moderating effects only existed in girls but not in boys. Specifically, the positive relationship between PV and DSs was non-significant among girls with higher levels of SC or PAS. Our findings highlighted that SC and PAS might be important protective factors buffering against DSs for victimized girls. [ABSTRACT FROM AUTHOR]

Background: Promoting the work adaptation of nurses returning to work after childbirth is key to improving their physical and mental health and ensuring the quality of nursing care. Although postpartum nurses have reported high work stress and poor adaptation after returning to work, little is known regarding the experiences, problems and further needs. This study aimed to explore the adaptation experiences of postpartum nurses returning to work. Methods: This was a qualitative study with descriptive phenomenological approach. Individual semi-structured interviews were conducted between March and May 2023 in four tertiary hospitals in Changsha, mainland China, which were selected using convenience sampling. A total of 16 postpartum nurses returning to work within one year were recruited using purposive sampling and maximum variation sampling. The interviews were analysed using the Colaizzi's 7-step method. Results: 'Breakdown and healing' is a strong thread in postpartum nurses' work adaptation. It links 13 subthemes in the interview data, which can be grouped under three overarching themes: (a) changes and challenges of multiple roles; (b) self-coping and social support; and (c) further needs after returning to work. The phrase 'breakdown and healing' reflects the mutual relationship between stress and coping among postpartum nurses. The changes and challenges associated with being required to fulfil multiple roles of mothers, wives and nurses make the subjects feel on the verge of 'breakdown'. When returning to work, most of them move slowly towards 'healing' through positive self-management and support from their partners, families, supervisors and colleagues. Moreover, their ongoing demands and unsolved problems – such as their desire for a workplace that is friendly and serves their needs – were generated by the constant process of 'breakdown and healing'. Conclusions: Understanding how postpartum nurses returning to work perceive adaptation experiences is essential for nursing managers, who can use the findings to implement targeted measures to shorten postpartum nurses' maladaptation period after returning to work and promote their work adaptation. This study underscores the critical importance of personalized return-to-work training, flexible work arrangements, support from colleagues and managers, well-established maternal facilities and services, and targeted policy efforts in enhancing postpartum nurses' work adaptation. [ABSTRACT FROM AUTHOR]

This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of databases and journals identified 21 papers that met the inclusion criteria. Two broad themes emerged from an analysis of the literatures, which included processes and outcomes of interactions with peers and intervention programs. The research indicates that children who are D/HH face great difficulties in communicating, initiating/entering, and maintaining interactions with hearing peers in inclusive settings. The co-enrollment and social skills training programs are considered to be effective interventions for their social interaction. Communication abilities and social skills of children who are D/HH, responses of children with normal hearing, and the effect of environ-ment are highlighted as crucial aspects of social interactions. In addition, future research is needed to study the interaction between children who are D/HH and hearing peers in natural settings, at different stages of school life, as well as improving social interaction and establishing an inclusive classroom climate for children who are D/HH. [ABSTRACT FROM AUTHOR]

The Raising Sexually Healthy Children (RSHC) program is a peer-to-peer leadership training program for immigrant parents in Toronto, Canada. It was established in 1998 with the goal of promoting family sex education and parent–child communication. This evaluative study examined the developmental processes and outcomes of the RSHC program to identify the strengths, challenges and insights that can be used to improve the program. It employed a multi-case study approach to compare the RSHC programs delivered in the Chinese, Portuguese and Tamil communities. Data collection methods included focus groups, individual interviews and document analysis. The cross-case analysis identified both common and unique capacity building processes and outcomes in the three communities. In this paper, we report factors that have enhanced and hindered sustainable capacity building at the individual, group/organizational and community levels, and the strategies used by these communities to address challenges common to immigrant families. We will discuss the ecological and synergetic, but time-consuming processes of capacity building, which contributed to the sustainability of RSHC as an empowering health promotion program for immigrant communities. We conclude the paper by noting the implications of using a capacity building approach to promote family health in ethno-racial-linguistic minority communities. [ABSTRACT FROM AUTHOR]

Due to the COVID‐19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner‐learner interaction, learner‐instructor interaction, learner‐content interaction, and self‐discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID‐19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner‐instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner‐content interaction. Lay Description: What is already known about this topic?: Online teaching can support students' learning in COVID‐19 epidemic.Various determining factors affect students' learning outcomes and satisfaction towards online learning. What this paper adds?: This study investigates six determinants on students' learning outcomes and satisfaction towards online learning.Learner‐content interaction yielded a stronger effect on university students' learning outcomes and satisfaction.Learner‐instructor interaction has no significant effect. Implications for practice and/or policy: System quality, course design, learner‐learner interaction, learner‐content interaction, and self‐discipline, had a positive impact on university students' perceived learning outcomes and satisfaction in COVID‐19. [ABSTRACT FROM AUTHOR]

Objectives: A community level randomised controlled trial of a Community Popular Opinion Leader (C-POL) intervention to reduce bacterial and viral sexually transmitted infections (STIs) and unprotected extramarital sex was carried out over 2 years in five countries. The main study results did not find significant intervention effects. This paper presents a sub-analysis examining the differential intervention impacts among high-risk and low-risk participants in the China site.Methods: From 2002-2006, 3912 migrant market vendors aged 18 and 49 years were recruited at an urban site in China. Markets were randomly assigned to the C-POL intervention (N=20 markets; n=1979) or standard-care control condition (N=20; n=1933). Both study condition venues received HIV/STI education, free condoms, STI testing and treatment, and training for pharmacists in antibiotic treatments. In intervention markets, C-POLs were identified and trained to diffuse messages regarding safer sex, STI treatment and partner discussions of sex. The primary biological outcome was incidence of new STIs (chlamydia, gonorrhoea, syphilis, trichomonas, herpes or HIV). The primary sexual behaviour risk outcome was any unprotected extramarital sex in the prior 3 months.Results: In unadjusted analyses, women had significantly lower rates of STI infection at 24 months in the C-POL intervention (5.7%) compared to controls (8.3%; p = 0.043). In mixed-effects regression models, intervention participants with STIs at previous assessments were about half as likely to have STIs at 24 months (OR 0.47, 95% CI 0.25 to 0.90) compared to controls.Conclusions: The C-POL intervention lowers HIV risk among those at highest risk (i.e., with a STI or engaging in high-risk sexual activities) rather than the general population. [ABSTRACT FROM AUTHOR]

The formation of peer attachment is vitally important for the mental health of adolescents. Additionally, converging evidences show that childhood emotional trauma leads to poor peer attachment during adolescence. However, little is known about the underlying mechanism accounting for the link between early emotional trauma and adolescent peer attachment. Therefore, the present study is intended to examine the relationship between childhood psychological maltreatment (CPM) and peer attachment among Chinese adolescents and reveal its underlying mechanism. In total, we collected data from 670 adolescents (36.5% males and 63.5% females, M age = 16.44 years, SD = 0.78) attending two Chinese high schools. These participants completed measurement scales for CPM (emotional abuse and neglect), peer attachment, and emotion regulation strategies, including cognitive reappraisal (CR) and expressive suppression (ES). The multiple mediation models showed that emotional neglect negatively predicted adolescent peer attachment but that emotional abuse did not. Furthermore, the two emotion regulation strategies, CR and ES, completely mediated the relationship between emotional abuse and peer attachment and partially mediated the relationship between emotional neglect and peer attachment. These findings extend the existing studies on adolescent peer attachment and elucidate how childhood emotional trauma negatively influences adolescent peer attachment. In addition, the present results provide implications for improving the peer attachment of adolescents. On one hand, appropriate family intervention should be implemented to reduce CPM. On the other hand, schools can focus on improving the peer attachment of adolescents by enhancing their emotion regulation. Specifically, adolescents should be taught how to use adaptive strategies, such as CR, to regulate negative emotions. [ABSTRACT FROM AUTHOR]

Aggression is a prevalent, maladaptive behavioral problem, yet how adolescents view and respond to aggressive peers vary across individual characteristics and cultural contexts. Using a dyadic peer-rating approach, this study investigated adolescents' perceptions of real-world, rather than hypothetical, aggressive peers, and the role of dyadic gender and individual cultural values. The sample included 274 adolescents (M age = 13.23 years, SD = 0.68; 52% boys) from two public schools in rural China. Adolescents rated each classmate's physical and relational aggression, as well as their affiliative preference and social acceptance toward the classmate. Adolescents reported horizontal and vertical individualistic and collectivistic cultural values. Results indicated that (a) adolescents had similarly negative perceptions of physically and relationally aggressive peers; (b) boys and girls had more negative perceptions of male than female physically aggressive peers, and of same-gender than other-gender relationally aggressive peers; and (c) horizontal collectivistic values were associated with more negative, whereas vertical collectivistic and vertical individualistic values were associated with more benign, perceptions of aggressive peers. These findings uncover the complexity of adolescents' perceptions of aggressive peers and highlight the role of gender and cultural values in understanding attitudes toward aggression in a collectivistic context. [ABSTRACT FROM AUTHOR]

Happiness is valued as one of the most important goals in raising children, but what factors make children happy? Inspired by philosophical conceptions of 'eudaimonia' in life, we investigated how children's social and academic functioning, including prosocial behaviors, peer preference, and academic achievement, may be related to happiness, over and above desire satisfaction. Participants included 2,144 children (initial ages of 9 and 10 years) in China. Two waves of longitudinal data were collected from multiple sources including self-reports, peer evaluations, and school records. Cross-lagged panel analysis indicated that prosocial behaviors, peer preference, and academic achievement predicted children's self-reported happiness over a year, controlling for desire satisfaction. Bidirectional relations were found between peer-assessed happiness and prosocial behaviors, peer preference, and academic achievement. The results suggest that children's happiness is linked to their social and academic functioning from middle childhood, contributing to a better understanding of the nature and development of happiness. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Most research on peer victimization has focused on Western samples, but in recent years peer victimization in China has become more prevalent. As a result, limited information is available on how peer victimization, school climate, peer preference, and adjustment difficulties impact Chinese middle school students. This cross-sectional study explored these relations. With a sample of 734 7th and 8th-grade students (54.1% male, 45.8% female) from two middle schools in Beijing, China, findings revealed that peer victimization and peer preference predicted adjustment difficulties; however, school climate did not. Although peer preference was not a significant moderator of the association between peer victimization and adjustment difficulties, school climate significantly moderated the relation between relational peer victimization and adjustment difficulties. Limitations, future directions, and implications are further discussed. [ABSTRACT FROM AUTHOR]

Background : Identifying deliberate self-harm (DSH) and peer victimization in adolescents is a public health issue. The present study evaluates a three-wave longitudinal model to examine the effect of peer victimization on DSH and the roles of internalizing problems (depression and anxiety) and perceived peer and teacher support climate in this relationship. Methods : The participants were 2381 adolescents (51.2% boys, Mage = 13.38, SD =.59) from Chinese middle schools. Self-report measures were used to collect data every 6 months in three waves. Results : (1) Peer victimization at T1 positively predicted DSH at T3. (2) Depression at T2, rather than anxiety, mediated the relationship between peer victimization at T1 and DSH at T3. (3) Perceived peer support climate at T1 played a moderating role between peer victimization at T1 and depression and anxiety at T2, but perceived teacher support climate did not. Peer victimization had a stronger predictive effect on depression and anxiety for students with high level of perceived peer support climate. Limitations : Study limitations include the short interval (6 months) of the longitudinal design, the reliance on self-report questionnaires, the inclusion of only one aspect of student-student and teacher–student relationships, and the age limitation. Conclusions : The results demonstrated the importance of prevention for improving social and emotional skills to reduce peer victimization and of interventions to promote a peer support climate in the classroom. The findings highlight the need to consider different types of internalizing problems and perceived support in studies of DSH in adolescents. [ABSTRACT FROM AUTHOR]

Previous research has consistently found that unsociability is linked to adjustment difficulties in Chinese children. However, far less attention has been paid to how parents and peers react when confronted with unsociable children. In this study, we explored the longitudinal linkages among Chinese preschoolers' unsociability, maladaptive parenting, and peer exclusion. Participants were mothers and teachers of N = 391 (Mage = 4.4 years, SD = 0.91 years; 54.5% boys) preschoolers attending eight kindergartens in Shanghai, People's Republic of China, followed over 8 months. Multi‐source assessments were employed. Mothers rated children's unsociability and their maladaptive (physical hostility, verbal hostility, punishment) parenting practices, and teachers rated children's peer exclusion at each time point. Our results indicated that child unsociability contributed to later increases in both maladaptive parenting and peer exclusion. However, maladaptive parenting and peer exclusion could not predict later increases in unsociability. Results are discussed in terms of the implications of unsociability among Chinese children. [ABSTRACT FROM AUTHOR]

When and why do narcissists take charge in the workplace? Integrating the narcissism literature and self‐identity theory, we argue that coworker narcissism is a key contingency that triggers narcissistic employees' comparative identity, which subsequently facilitates their taking charge behaviours. The results of two studies (Study 1: a two‐wave survey study of 351 frontline employees and 67 team leaders; Study 2: a scenario‐based experimental study of 190 workers) provide evidence that coworker narcissism moderates the relationship between employee narcissism and employee comparative identity, such that the relationship is strengthened when coworker narcissism is high rather than low. Employee comparative identity is positively related to employee taking charge behaviour. Furthermore, coworker narcissism moderates the indirect effect of employee narcissism on employee taking charge behaviour through employee comparative identity, such that the indirect effect is strengthened when coworker narcissism is high rather than low. These results contribute to the growing literature on the interpersonal dynamics of narcissists in the workplace and the impacts of narcissism on proactive behaviours. [ABSTRACT FROM AUTHOR]

A growing body of research explores human resource management practices that encourage employees to innovate. In this study, we examine the links between different sources of feedback (supervisor and coworker) and employees' innovative behavior. Drawing on social exchange theory and the job demands‐resources theory, we first propose that work engagement and psychological contract breach mediate the relationship between supervisor feedback and employees' innovative behavior. Second, we propose a moderated mediation model in which coworker feedback attenuates the relationships between supervisor feedback and employees' innovative behavior through the mediating mechanisms of both work engagement and psychological contract breach. Using three waves of multisource data from 300 Chinese employees and their 64 supervisors, we found a dual‐mediation pathway by which employees' work engagement and perceptions of psychological contract breach mediate the influence of supervisor feedback on innovative behavior. Our results also show that coworker feedback can be used to supplement the lack of supervisor feedback when required. Organizations are advised to ensure that employees obtain regular feedback from multiple sources because such feedback can promote employees' work engagement and perceptions that the organization is upholding its side of the psychological contract, which fosters employees' innovative behavior. [ABSTRACT FROM AUTHOR]

The present study investigated the phonological and semantic aspects of written word learning among children with dyslexia, taking into account their use of phonetic and semantic cues embedded in words. Fifty-three Mandarin-speaking fifth graders were taught the pronunciations and meanings of 24 Chinese single-character pseudowords (children with dyslexia: n = 27; age-matched peers: n = 26). The regularity of phonetic cues and the transparency of semantic cues embedded in the characters were experimentally manipulated. Children's learning outcomes in orthography-to-pronunciation associations (learning the pronunciations of novel characters) and orthography-to-meaning associations (learning the meanings of novel characters) were examined separately. Results indicated that children with dyslexia performed more poorly than did their peers only in the learning stage of orthography-to-pronunciation learning. Otherwise, children with dyslexia demonstrated comparable performance in orthography-to-meaning learning, in the use of embedded pronunciation and meaning cues, and in retention of learning in comparison with their peers. Children applied phonetic and semantic cues jointly in the learning stage. For the 1-week retention, phonetic cues supported children's performance on the task of orthography-to-pronunciation associations, whereas semantic cues aided in that of orthography-to-meaning associations. These findings expand our knowledge of children with dyslexia and provide insights for future reading interventions. [ABSTRACT FROM AUTHOR]

Grandparental care has become an involuntary choice in life for many families, mainly due to parents' unavailability to provide care and the lack of public or affordable private childcare. This phenomenon has raised concerns regarding the effects of grandparental care along the dimensions of child development. This study aims to test the association between grandparental care and child development in three dimensions: subjective wellbeing, behavioural traits and study performance. It used data from the 2018 China Family Panel Studies survey. First, the study outlines the data and the applied method with defined variables, on the basis of which an overview on the current stage of grandparental care is presented. It then examines the association of the impact of grandparental care in different dimensions using the general linear model, along with the other influencing factors. Finally, a cross‐age group comparison is employed. The results of the study illustrate the difficulty of examining an overall picture of grandparental childcare, with its negative or positive associations. However, when evaluated using the features of different age groups of children's development, significant associations between grandparental care and child development are mainly found in the 6–11 age group, but the significant associations weaken or disappear in the 12–16 age group. Attachment theory and peer group theory are used to explain the difference between the two age groups. [ABSTRACT FROM AUTHOR]

Little is known about the pattern, influencing factors of peer relationships, or their interplays amongst community‐dwelling older people. This qualitative study was undertaken to understand and present these issues under the guidance of existing Adams‐Blieszner‐Ueno integrative conceptual framework for friendship in the context of China. Semi‐structured interviews were undertaken with 20 older adults in Chongqing, China. Interview transcripts were then analysed by performing content analysis under the guidance of existing categories of Adams‐Blieszner‐Ueno integrative conceptual framework for friendship and developing separate categories inductively to ensure all data was captured. The results revealed four themes—context, individual characteristics, interactive motifs and peer relationship patterns—and 16 categories. Based on the original Adams‐Blieszner‐Ueno integrative conceptual framework for friendship, the revised framework for peer relationships modified two dimensions (from structural context to social context, friendship patterns to peer relationship patterns) and added two categories (natural context and health status) that emerge from the data. Besides, different dimensions in the modified framework for peer relationships are explicitly interrelated and not completely independent from each other. In conclusion, this study modified the pre‐existing Adams‐Blieszner‐Ueno integrative conceptual framework for friendship, especially identifying two additional categories, natural context and health status, to understand peer relationships amongst the Chinese community‐dwelling older people through careful examination of the data. All domains concerning the modified conceptual framework of peer relationship may serve as possible targets for developing peer‐involved programs and thus improving social health, well‐being and successful ageing of Chinese older people. [ABSTRACT FROM AUTHOR]

Tobacco smoking and tattooing interact in multiple ways because they are risk factors to health and share social determinants and meanings (e.g. deviance). Existing research is limited and reliant on non-generalizable samples in Europe and the United States. Addiction studies on religious Chinese are scarce. In this study, we investigated the embeddedness of smoking in tattooing and tattoo-associated contextual factors in a representative sample of Chinese Buddhist adolescents. Latent class analyses based on smoking, tattooing, and tattoo norms were conducted on survey data from 1322 Chinese Dai students (aged 15–19 years, 41.2% females) in seven middle schools in Xishuangbanna, Yunnan Province, China. Subgroup membership was subsequently examined in terms of associations with religiosity, spirituality, and traditionalist tattoo esthetics. Three subgroups with different patterns of cooccurring smoking and tattooing were detected. Tattoo norms—especially peer norms—were found to be distinguishable indicators between subgroups. Traditionalist tattoo esthetics was associated with the lowest smoking-tattooing comorbidity subgroup. Religiosity and spirituality showed sporadic associations with subgroup memberships. The results demonstrate the complexity of smoking-tattooing comorbidity and the importance of a culturally contextualized understanding of addiction. Greater smoking-tattooing comorbidity among adolescents with higher levels of religiosity and spirituality highlights the limitations of Eurocentric views of addiction. The role of tattoo esthetics suggests that body-related visual information can contribute to substance use. Further studies are needed on religious Chinese, a population overlooked in the literature. [ABSTRACT FROM AUTHOR]

The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (ages 4–5 yrs) with ASD participated in the study, which used a multiple baseline design across the participants. Results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting. [ABSTRACT FROM AUTHOR]

There is limited knowledge on the possible pathways of victimization among rural dwellers during adolescence in developing contexts, such as rural China, where victimization may compound developmental disadvantages of rural adolescents. Guided by the lifestyle/routine activity theory, the goal of this study thus was to examine how far delinquent lifestyles (delinquent involvement and delinquent peer association); nondeviant routine activities (unstructured socializing with peers, structured activities, and solitary activities); and social guardianship within family, school, and neighborhood contribute to juvenile victimization in a rural setting. The outcomes of interest covered direct victimization (violent, property, and sexual) and indirect victimization (witnessing community violence). The study included 2,839 adolescents (51.2% male; mean age = 13.88 ± 0.90 years) from 30 middle schools in rural China. The delinquent peer influence as a risk factor of direct and indirect victimization appeared to be more profound than delinquent involvement. Solitary activities consistently put rural adolescents at greater risk of direct and indirect victimization, and their role was stronger than that of rural adolescents' delinquent involvement. No victimization outcomes were predicted by unstructured socializing with peers and structured activities. Attachment to family caregivers and neighborhood cohesion were the strongest social guardianship predictors across all forms of victimization. These results suggest that alongside social guardianship and delinquent lifestyles, rural isolation should be addressed in managing juvenile victimization. The insignificant role of unstructured socializing with peers may raise the need to clarify its conceptual relevance to rural settings. The implications for improving the underdeveloped preventive measures against victimization of rural adolescent populations in developing societies are described. [ABSTRACT FROM AUTHOR]

Objective To investigate smoking prevalence and cessation services provided by male physicians in hospitals in three Chinese cities. Methods Data were collected from a survey of male physicians employed at 33 hospitals in Changsha, Qingdao and Wuxi City (n=720). Exploratory factor analysis was performed to identify latent variables, and confirmatory structural equation modelling analysis was performed to test the relationships between predictor variables and smoking in male physicians, and their provision of cessation services. Results Of the sampled male physicians, 25.7% were current smokers, and 54.0% provided cessation services by counselling (18.8%), distributing self-help materials (17.1%), and providing traditional remedies or medication (18.2%). Factors that predicted smoking included peer smoking (OR 1.14 95% CI 1.03 to 1.26) and uncommon knowledge (OR 0.94 95% CI 0.89 to 0.99), a variable measuring awareness of the association of smoking with stroke, heart attack, premature ageing and impotence in male adults as well as the role of passive smoking in heart attack. Factors that predicted whether physicians provided smoking cessation services included peer smoking (OR 0.82 95% CI 0.76 to 0.89), physicians' own smoking (OR 0.87 95% CI 0.81 to 0.93), training in cessation (OR 1.36 95% CI 1.27 to 1.45) and access to smoking cessation resources (OR 1.69 95% CI 1.58 to 1.82). Conclusions The smoke-free policy is not strictly implemented at healthcare facilities, and smoking remains a public health problem among male physicians. A holistic approach, including a stricter implementation of the smoke-free policy, comprehensive education on the hazards of smoking, training in standard smoking-cessation techniques and provision of cessation resources, is needed to curb the smoking epidemic among male physicians and to promote smoking cessation services in China. [ABSTRACT FROM AUTHOR]

Peer victimization is a serious issue among school-aged children. Chinese left-behind children tend to experience peer victimization and associated nonsuicidal self-injury (NSSI) behavior. However, the possible improvement of subjective socioeconomic status (SES) based on increased family income may serve to buffer the relationship between peer victimization and NSSI, and this buffering effect may differ by level of social support. Thus, the current study aimed to examine the moderating effect of subjective SES on the relationship between peer victimization and NSSI by the level of social support among Chinese left-behind children. A total of 431 left-behind children and 447 non-left-behind children (comparison group) completed self-report scales measuring peer victimization, NSSI, subjective SES, and social support. Results showed that peer victimization was positively related to NSSI among left-behind children, but not among non-left-behind children. Moreover, for left-behind children with low levels of social support, high subjective SES intensified the association between peer victimization and NSSI; peer victimization was positively associated with NSSI among left-behind children who reported high subjective SES, but not among those with low subjective SES. However, high levels of social support seemed to protect the left-behind children with high subjective SES who experienced peer victimization from NSSI. For non-left-behind children with both parents present, high subjective SES played a protective role in the association between peer victimization and NSSI, regardless of the levels of social support they enjoyed. These findings contribute to an understanding of subjective SES as a moderating mechanism in the association between peer victimization and NSSI among left-behind children. Social support proved central to the protective role of subjective SES. Intervention programs to enhance social support can help to strengthen the protective effect of subjective SES on NSSI among left-behind children who experience peer victimization. [ABSTRACT FROM AUTHOR]

While the harmful effects of peer victimization have been well documented, there is limited research on the parental behaviors as potential moderators of victimization and child mental health outcomes. The current study examined the moderating effects of parental warmth, parental rejection, and child gender on the relation between peer victimization and child mental health difficulties, i.e., emotional and behavioral difficulties. Participants included 425 Chinese elementary school children in grades 3 to 6 (Mage = 10.59, SDage = 1.11), who self-reported on peer victimization experiences, perceived parental warmth and rejection, and mental health difficulties. Data were collected at two-time points, six months apart. Victimization and parental rejection positively predicted child emotional and behavioral difficulties, while parental warmth negatively predicted child emotional and behavioral difficulties at both time points. Victimization significantly predicted emotional difficulties (at time 1) and behavioral difficulties (at time 2) for girls, but not boys. In addition, gender moderated the interaction of victimization and parental rejection in predicting child behavioral difficulties at time 1, i.e., parental rejection exacerbated the effects of peer victimization on behavioral difficulties for girls only. Findings highlight the need to target bullying prevention efforts, and underscore the importance of evaluating peer and parental factors while working with children with emotional and behavioral issues. Highlights: The study examined if parental warmth, parental rejection, and child gender moderated the effects of peer victimization on child mental health difficulties. Peer victimization is associated with mental health difficulties, both emotional and behavioral. Parental warmth is beneficial, and parental rejection is detrimental for children's mental health. Peer victimization affects girls more negatively compared to boys. Parental rejection exacerbated effects of peer victimization on behavioral difficulties for girls. [ABSTRACT FROM AUTHOR]

Background: Peer education and HIV risk perception are related to HIV testing uptake among key populations. We aimed to examine the association between peer education, HIV risk perception, and HIV testing uptake, as well as to evaluate the mediated effect of HIV risk perception in the relationship between peer education and HIV testing uptake. Methods: We conducted a cross-sectional survey among 1188 HIV-uninfected or unknown participants from populations of men who have sex with men (MSM), female sex workers (FSWs), and drug users (DUs) in seven cities of China. Partial correlation analysis and regression analysis were employed to examine the associations among peer education, HIV risk perception, and HIV testing uptake. Mediation analysis was conducted to assess whether HIV risk perception mediated the hypothesized association. Results: Receiving peer education was associated with higher odds of HIV testing uptake among MSM, FSWs and DUs. Perceiving risk of HIV infection was associated with higher odds of HIV testing uptake among MSM and DUs. Among MSM, the relationship between peer education and HIV testing uptake was mediated by moderate risk perception of HIV (indirect effect: 0.53, 95% CI 0.07 to 1.21), and by high risk perception of HIV (indirect effect: 0.50, 95% CI 0.01 to 1.17). Among DUs, the relationship between peer education and HIV testing uptake was mediated by moderate risk perception of HIV (indirect effect: 1.80, 95% CI 0.57 to 3.45). Conclusions: Participants who received peer education tended to perceive their risk of HIV infection, which in turn was associated with increased HIV testing uptake among MSM and DUs. Therefore, in addition to peer education interventions, more report about HIV epidemic and risk assessment should also be scaled up to enhance HIV risk perception among key populations. [ABSTRACT FROM AUTHOR]

Previous research demonstrated the association between parent–adolescent relationship quality and deviant peer affiliation, but it is unclear whether this relation is mediated by other psychological and interpersonal variables, whether father– and mother–adolescent relationship quality have different pathways in predicting deviant peer affiliation, and whether gender moderates these associations. A sample of 543 students from grades 10 to 12 (42.7% male; age M = 16.2 years, SD = 1.0) was selected from a Chinese high school in Shenzhen, China. They provided demographic variables and completed self-report measures of father– and mother–adolescent relationship quality, self-control, friendship quality, and deviant peer affiliation. The results showed that lower father–adolescent relationship quality was associated with lower self-control, which in turn was associated with higher deviant peer affiliation. Mother–adolescent relationship quality did not have direct or indirect association with deviant peer affiliation. In addition, male and female adolescents had no significant difference in the associations between father– and mother–adolescent relationship quality, self-control, friendship quality, and deviant peer affiliation. Implications and limitations of these findings were discussed. [ABSTRACT FROM AUTHOR]

This study used focus group interviews with older Chinese long-term care residents (N = 40), to explore their perspectives and experiences of social participation in long-term care institutions. Based on previously established taxonomy of different activity levels, we found that their social participation centered on level 3 (involvement with others), level 4 (task-oriented activities), and level 5 activities (helping others). Participants indicated that their social participation had changed after relocation. Thematic analysis revealed three main themes: increased spare time, increased presence of peers, and new participation opportunities with lost old hobbies. Focusing on the positive changes after relocation and promoting meaningful activities of different levels may benefit long-term care residents. [ABSTRACT FROM AUTHOR]

Objectives: The current study examined the patterns of adaptation of rural-to-urban migrant children in China as compared with their peers in urban schools. It also explored the potential factors relating to school adaptation by employing the cultural and structural perspectives, which emphasizes the access to social relations and the socioeconomic status in a society. Methods: We conducted surveys in a district with a large number of migrants in Shanghai. This cross-sectional study recruited 1577 children from 12 primary schools, who completed self-reported questionnaires. Results: Attending a public school can promote the children's adaptation, including the access to more family resources (d = 0.77, p < 0.05; 0.47, p < 0.05; 0.28, p < 0.05) and social relations (Cohen's d = 0.17, p < 0.05; 0.28, p< 0.05; 0.11, p < 0.05). However, policy limitations and lack of family resources are primary factors that prevent children from attending public schools. Children from families with higher income (OR = 1.28, 95% CI [1.05, 1.55], p < 0.05), higher parental education achievement (OR = 1.19, 95% CI [1.05, 1.35], p < 0.01), and homeownership (OR = 2.03, 95% CI [5.35, 10.95], p < 0.001) are more likely to enroll in a public school. Conclusions: The study's findings contribute to the growing knowledge about migrant children's adaptation and can guide future policy-making. The adaptation gap between migrant children from public and migrant schools raises a concern about the upward mobility of migrant children from disadvantaged families, which requires more attention and support from local government. [ABSTRACT FROM AUTHOR]

Background: Various guidelines recommend that all adults diagnosed with type 1 diabetes (T1D) should be offered an evidence based, structured education programme (SEP) to optimize self-management care. China has a 13,000 annual increase in newly diagnosed T1D cases, of which 65% are adults. However, there is yet no validated SEP targeted to T1D patients in China. The purpose of this study is to establish a structured T1D self-management education programme—'Type 1 Diabetes Education in Lifestyle and Self Adjustment' (TELSA) that is adapted to medical and cultural practices in China. Methods: TELSA programme was developed based on the ADDIE model, following three steps: i) Semi-structured interviews were administered to 10 healthcare professionals (HCPs) and 13 T1D patients. Different topic guides, focusing on 4 dimensions including goals, contents, format of delivery, and quality assurance, were designed for either HCPs or patients. The interviews were recorded and analysed with thematic analysis. ii) Extracted themes were modified according to Delphi consultation. iii) Preliminary courses were conducted as pilot study to evaluate the effects of TELSA and optimization of the curriculum was finalized accordingly. Results: A total of 18 themes in 4 dimensions of the programme design were identified in the final version: i) goals: 'behaviour modification' and 'outcome improvement'; ii) contents: 'living with T1D', 'self-monitoring of blood glucose', 'knowing insulin', 'insulin dose adjustment', 'carbohydrates and carbohydrate counting', 'hypoglycaemia', 'complications of diabetes', 'managing psychological issues', 'physical activity', and 'question-and-answer'; iii) format: 'multidisciplinary team combined with peer support', 'face-to-face education followed by remote learning', and '2-day programme held on weekends'; and iv) quality assurance: 'after-class quiz', 'patients' feedback', and 'long-term evaluation on effectiveness'. Conclusions: A type 1 diabetes structured education programme in China was set up and shown to be applicable under local medical, social, and cultural environment. Trial registration: NCT03610984. Date of registration: August 2, 2018. [ABSTRACT FROM AUTHOR]

Data from a randomized controlled trial in 2015 were used to estimate the growth trajectories of peer norms, self-efficacy, and condom use behavior, and to identify associated sociodemographic and behavioral factors among a sample of 804 Chinese men who have sex with men (MSM). Latent class analysis and growth mixture modeling were conducted using Mplus. Two growth trajectories were estimated for each outcome variable with good model fit. The growth trajectories of peer norms were related to age (β = − 0.066, p < 0.05). The growth trajectories of self-efficacy were related to age (β = 0.057, p < 0.01) and using a condom during first sexual encounter with another man (β = 0.777, p < 0.001). The growth trajectories of condom use behavior were related to income (β = 0.366, p < 0.01) and having casual male partners (β = − 1.016, p < 0.001). Predictors for the growth factors within each latent class were also estimated. For subsets of MSM who are older, richer, used a condom during their first sexual encounter with another man, and do not have a casual male partner, condom videos may not have sufficient efficacy and other interventions may be necessary. [ABSTRACT FROM AUTHOR]

This study examined trajectories of shyness-sensitivity and the contributions of peer relationships to these trajectories in Chinese children. Participants were 1061 school-age children (537 boys), initially in fifth grade (Mage = 11 years), in China. Longitudinal data on shyness-sensitivity were collected from peer assessments once a year for four years. In addition, peer nomination data on peer acceptance-rejection and mutual friendship were collected in the initial study. Four distinct shyness-sensitivity trajectories were identified: Low-Stable, Low-Increasing, Moderate-Decreasing, and High-Stable. Children with high peer acceptance scores were more likely to be in the High-Stable and Moderate-Decreasing trajectories than in the Low-Stable and Low-Increasing trajectories. The analysis of predictors of the within-trajectory growth rate indicated that children who were more liked by peers increased their shyness-sensitivity more slowly within the Low-Increasing trajectory and that children with mutual friendship involvement decreased their shyness-sensitivity more slowly within the Moderate-Decreasing trajectory. The results suggested that positive relationships might serve to attenuate developmental changes of shyness-sensitivity within these trajectories. The results were discussed in the Chinese context. [ABSTRACT FROM AUTHOR]

Background: Bipolar disorder (BD) is a chronic mental disorder, and family members play a key role in taking care of the affected individuals. The recovery movement has gradually transformed mental health services, for example, through the introduction of peer support services (sharing of expert-by-experience knowledge), and it has challenged the prevailing view that people with mental illness cannot recover. Aims: Through this study, the researchers explored how family caregivers in a Chinese context conceptualise recovery, how caregivers interact with peer support workers (PSWs) and how they perceive peer support services. Methods: Fourteen family caregivers from community settings participated in individual semi-structured interviews. The data were analysed through thematic analysis. Results: Family caregivers had multifaceted definitions of recovery and had various degrees of contact with PSWs. The views and experiences shared by PSWs were hope-instilling for caregivers and changed their perception of BD and their loved ones. Some limitations of PSWs were also identified. Conclusion: Social connectedness and functional outcomes were important indicators of recovery among Chinese family caregivers. Caregivers began to understand the benefits of PSWs after experiencing their services. Peer-led services could be a helpful support for both service users and family caregivers. [ABSTRACT FROM AUTHOR]

Previous studies revealed that both self-concept and social support were associated with mental health in college students. Very few studies have explored the ways these two variables work on mental health, particularly in mainland China. In the present study, 411 college students in northwest China were assessed using the School and Society Situations Scale (which includes a social support sub-scale and self-concept sub-scale) and Self-report Symptom Checklist 90. The results showed that a positive self-concept was positively correlated with individual perceived social support from parents, teachers, and peers, and that both self-concept and perceived social support were negatively associated with mental health problems. Moreover, structural equation modeling analyses showed that self-concept fully mediated the role of perceived social support in individuals' mental health. These results suggested that all kinds of perceived support from the social environment may help the college student form a positive self-concept, and the positive self-concept may help them resist and effectively cope with the risk factors related to mental health. These results also have implications in interventions to improve mental health in college students. [ABSTRACT FROM AUTHOR]

The problem behaviors exhibited by left-behind children occur within multiple contexts, and are influenced by cumulative risk, including family, peer, and school characteristics; however, little is known about the mediating and moderating mechanisms underlying the relationship between such problem behaviors and cumulative risk. A total of 1,313 Chinese left-behind children were recruited to complete anonymous questionnaires measuring cumulative risk, deviant peer affiliation, effortful control, and delinquent behavior. After controlling demographic covariates, cumulative risk is positively associated with problem behaviors. Furthermore, deviant peer affiliation was found to partially mediate the association between cumulative risk and problem behaviors. Both the direct association between cumulative risk and delinquent behaviors and the indirect effect of deviant peer affiliation were moderated by effortful control, specifically; the effects were stronger for left-behind children with low levels of effortful control. These results highlight the significance of the cumulative ecological model for understanding and developing intervention programs to reduce left-behind children's problem behaviors. [ABSTRACT FROM AUTHOR]

The current study aimed to compare depressive symptoms in emerging adults with early left-behind experiences (LB-A) and their counterparts (non-LB-A) in China. Of importance, guided by a risk and resilience ecological framework, we examined the potential interactive roles of peer support, parent support, and personal characteristics (i.e., grit) on depressive symptoms. A total of 458 LB-A and 1,656 non-LB-A participants were involved in the study. The findings showed that the LB-A group perceived higher levels of depressive symptoms than the non-LB-A group. Moreover, in the context of higher levels of peer support, grit was found to buffer depressive symptoms for the LB-A group. [ABSTRACT FROM AUTHOR]

The goal of this study is to examine individual-level and school-level predictors of teacher victimization (TV) by students in China based upon the multilevel social-ecological framework. A sample of 1711 teachers (7-12th grade) from 58 schools from eight provinces in mainland China completed measures of teacher victimization (i.e., physical TV, verbal TV, social TV, cyber TV, sexual harassment, and personal property offenses) by students, school-wide bullying and disciplinary practices, and demographics. In the present sample, 25.1% of teachers reported that they experienced at least one of the six forms of victimization from students in the past school year. Prevalence of teacher victimization ranged from 4.0% (physical victimization) to 16.8% (social victimization). Male teachers were more likely to experience all forms of TV and homeroom teachers were more likely than non-homeroom teachers to experience social TV. Schools with fewer students, but higher number of teachers, also had higher levels of TV. Student bullying and punitive disciplinary practices at the teacher level were associated with higher levels of most forms of TV. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Aims: Cigarette passing and sharing contribute to early smoking onset among Chinese male youth. Refusal efficacy, considered pivotal in smoking prevention, has not been addressed in published research regarding specific refusal tactics and resistant communication behaviours. This focus group study aimed to uncover cigarette resistance responses, cigarette-offering agents' reactions to refusal, social barriers, and contextual characteristics among targeted Chinese male adolescents. Methods: Twenty focus groups with 7-10 male smoking and nonsmoking students per group from vocational and junior colleges (N = 165) were interviewed in two cities in China. The data were coded and analysed. Findings: Non-confrontational refusal tactics were frequently used. Of the nine identified cigarette refusal categories, consistent and firm declarations of the non-smoking status were considered most effective. Upon rejection, a majority of people offering cigarettes made no further attempts. Most participants expressed neutral attitudes towards cigarette refusals, in contrast with the assumption in the literature that teenagers pervasively dislike such refusals. Conclusions: Health educators likely can use the finding of peer agents' general neutral (rather than negative) attitudes towards cigarette refusal to relieve teenagers' apprehension about rejecting cigarettes and thereby help build their refusal confidence. The reported effective strategies should be further tested prior to implementation for training teenagers. [ABSTRACT FROM AUTHOR]

Background: Current models of user participation in mental health services were developed within Western culture and thus may not be applicable to Chinese communities. Aims: To present a new model of user participation, which emerged from research within a Chinese community, for understanding the processes of and factors influencing user participation in a non-Western culture. Method: Multiple qualitative methods, including focus groups, individual in-depth interviews, and photovoice, were applied within the framework of constructivist grounded theory and collaborative research. Results: Diverging from conceptualizations of user participation with emphasis on civil rights and the individual as a central agent, participants in the study highlighted the interpersonal dynamics between service users and different players affecting the participation intensity and outcomes. They valued a reciprocal relationship with their caregivers in making treatment decisions, cooperated with staff to observe power hierarchies and social harmony, identified the importance of peer support in enabling service engagement and delivery, and emphasized professional facilitation in advancing involvement at the policy level. Conclusions: User participation in Chinese culture embeds dynamic interdependence. The proposed model adds this new dimension to the existing frameworks and calls for attention to the complex local ecology and cultural consistency in realizing user participation. [ABSTRACT FROM AUTHOR]

The process-based model of policing garnered considerable support in the discourse on police legitimacy. However, findings are largely based on Western contexts, and little attention has been paid to the model advanced by Tyler that police legitimacy helps promote compliance. Using a high school sample ( N = 711) from China, we follow Tankebe's operationalization and examine the role of legitimacy in youth support for the police and whether legitimacy helps predict compliance with the law. Findings indicate that procedural justice and shared values are strong predictors of youth support to the police, and this support positively predicts compliance with the law. Distributive fairness exerts an independent effect on compliance while having been questioned by the police is negatively related to compliance. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of a peer-mediated LEGO® play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO® construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained. [ABSTRACT FROM AUTHOR]