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Whether and how multi-membership in online communities might relate to life satisfaction within the Chinese population remain unclear. This study adopts a gendered perspective to explore the mediating role of voluntary participation in the relationship mentioned above based on a cross-sectional analysis of 2558 respondents from the 2019 Chinese Social Survey (CSS). Multivariable regressions and a mediation analysis were adopted for analyses. The findings reveal that a higher level of multi-membership in online communities is associated with greater life satisfaction for both males (B = 0.31, SE = 0.11) and females (B = 0.10, SE = 0.02). Specifically, the positive relationship is partially mediated (6.6%) by increased voluntary participation among females, where involvement in multiple types of online communities correlates with a heightened likelihood of engaging in voluntary activities (B = 0.006, Z = 3.910), which in turn contributes to higher levels of life satisfaction (B = 0.114, Z = 2.760). However, voluntary participation does not exhibit a significant mediating role in the relationship between multi-membership and life satisfaction among males. These findings provide valuable insights into the intricate ways in which online interactions can affect voluntary participation and life satisfaction, underscoring the importance of considering gender differences in these dynamics.

This study aims to comprehensively examine the effects of different types of Internet use and happiness while considering the mediating role of environmental quality perception and the moderating role of a sense of environmental security. Drawing on the uses and gratifications theory, negativity bias, and social cognitive theory, the study investigates the mediating role of environmental quality perception and the moderating role of environmental security in the above relationship. Using data from 3162 respondents in the 2021 Chinese Social Survey (CSS) and Structural Equation Modeling (SEM), the study finds that Internet use for information and educational purposes significantly enhances happiness, with environmental quality perception acting as a mediator. Moreover, a moderating effect of environmental security was observed in the relationship between Internet use for educational purposes and national environmental quality perception. Specifically, the interaction between study-related Internet use and the sense of environmental security significantly and positively predicted national environmental quality perception. These findings highlight the complex interaction between Internet use, environmental factors, and happiness, offering insights into policy interventions aimed at improving Internet access and environmental awareness to enhance public mental health outcomes in China.

Background: Parental involvement is one of the most important factors affecting students’ academic learning. Different families seem to show similar parental involvement patterns. This study employed a representative sample of 12,575 seventh- and eighth-grade Chinese students’ parents to explore the patterns of parental involvement. (2) Methods: Latent class analysis (LCA) was used to identify different parental involvement styles in children’s studies at home. Discriminant analysis, MANOVA, post-hoc tests, and effect size were used to verify the LCA results. (3) Results: Four distinctive latent class groups were identified and named: supportive (20%), permissive (54%), restrictive (8%), and neglectful (18%). A discriminant analysis supported the LCA group classification results. The MANOVA results indicated statistically significant differences between the four latent classes using the set of predictor variables. The post-hoc test results and effect sizes showed that the predictor variables had substantial differences among the four latent class groups. Parental education and family income showed statistically significant links to these four parental involvement styles, which, in turn, were linked to students’ academic achievement according to the MANOVA, effect sizes, and post-hoc test results. (4) Conclusions: Parental involvement styles in children’s learning at home can be identified and categorized into four different latent class styles.