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Mao-Min Jiang,1,&ast; Ye-Wei Xiao,2,&ast; Zhi-Liu Liao3– 5 1School of Public Affairs, Xiamen University, Xiamen, 361005, People’s Republic of China; 2School of Basic Medical Science, Southwest Medical University, Luzhou, 646000, People’s Republic of China; 3School of Public Health, Chongqing Medical University, Chongqing, 400016, People’s Republic of China; 4Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, 400016, People’s Republic of China; 5Research Center for Public Health Security, Chongqing Medical University, Chongqing, 400016, People’s Republic of China&ast;These authors contributed equally to this workCorrespondence: Zhi-Liu Liao, Email liaozhiliu@cqmu.edu.cnObjective: To understand the status of media exposure, social support, self-efficacy, and health literacy among middle-aged and older adults in China, and explore the impact path of media exposure on the health literacy of this population, providing a reference for promoting their physical and mental health.Methods: From July to November 2022, a multi-stage random sampling method was employed to survey 16,938 Chinese middle-aged and older adults aged 46 and above. Structural equation modeling and statistical analysis were conducted using LISREL 8.8 and Mplus 8.3 software.Results: The average score for media exposure among Chinese middle-aged and older adults was (18.55± 5.36), perceived social support was (60.68± 12.51), self-efficacy was (28.76± 5.40), and health literacy was (35.49± 6.05). Statistical results revealed that media exposure has a positive impact on the health literacy of middle-aged and older adults, with a direct effect of 0.091 (p < 0.001). Mediation analysis showed that media exposure can affect the health literacy of this population through the independent mediating effects of perceived social support (β = 0.013, p < 0.001) and self-efficacy (β = 0.029, p < 0.001), as well as through a chain mediation

Jia-Wen Zhang,1,2 Mao-Min Jiang,3 Shi-Ying Yang4 1School of Education, Silliman University, Dumaguete, 6200, Philippines; 2Xiamen Institute of Software Technology, Xiamen, Fujian, People’s Republic of China; 3School of Public Affairs, Xiamen University, Xiamen, 361005, People’s Republic of China; 4Lanwanyihe School, Xiamen, 361100, People’s Republic of ChinaCorrespondence: Shi-Ying Yang, Email yangshiying012@163.comObjective: To explore the influence of bully victims on the suicidal tendencies of college students, and the moderating role of teacher emotional support and family support in the relationship between bully victims and college students’ suicidal tendencies, in order to provide a reference for the effective intervention of college students’ suicide behavior.Methods: Based on a survey of 15,560 college students. Multiple stepwise regression and Interaction analysis explore the impact of the bully victimization on college students’ suicidal tendencies and the moderating role of family support and teacher emotional support in the relationship between the bully victim and college students’ suicidal tendencies.Results: This study found that the Suicidal Tendencies score of college students was 19.79 points, indicating that some college students have a risk of suicidal tendencies; secondly, verbal bullying (β = 0.084, P < 0.001), physical bullying (β = 0.222, P < 0.001) and social relationship bullying (β = 0.122, P < 0.001) have a positive and significant impact on the suicidal tendencies of college students; in addition, family support and teacher emotional support have a significant regulatory effect on the bully victim and college students Suicidal Tendencies and family support. The regulating effect was significantly higher than that of teacher emotional support.Conclusion: Chinese college students have the risk of suicidal tendencies; peer bullying victimization is an important reason for affecting college students’ suicidal ten

Mao-Min Jiang,1,&ast; Ji-Neng Chen,2,&ast; Xin-Cheng Huang,3,&ast; Yi-Lin Zhang,4 Jia-Bo Zhang,5 Jia-Wen Zhang6 1School of Public Affairs, Xiamen University, Xiamen, People’s Republic of China; 2Graduate School, St.Paul University Philippines, Tuguegarao, Philippines; 3School of Economics and Management, Beijing Institute of Graphic Communication, Beijing, People’s Republic of China; 4School of Humanities, Yangzhou University, Yangzhou, People’s Republic of China; 5School of Literature and Media, Lingnan Normal University, Zhanjiang, People’s Republic of China; 6School of Education, Silliman University, Dumaguete, 6200, Philippines&ast;These authors contributed equally to this workCorrespondence: Jia-Bo Zhang; Jia-wen Zhang, Email zhjiabo22@gmail.com; jiawenzhang@su.edu.phIntroduction:  Suicidal ideation and suicidal behavior, as the most severe psychological and behavioral problems among adolescents, bring not only significant damage to individual social functioning but also cause enormous economic and social pressure, which will ultimately be detrimental to social development and social stability. This paper aimed to explore the potential relationship between teacher discrimination behavior, peer bullying victimization, anxiety disorders, and adolescent suicidal ideation based on the Vulnerability-Stress Model.Methods:  From September to November 2022, our research team surveyed 21,017 junior high school students from 12 secondary schools in ten cities in China. Mplus 8.3 software was used to analyze the pathways of teacher discrimination behavior on adolescent suicidal ideation.Results:  The results showed that teacher preference had a significant negative effect on suicidal ideation, and teacher prejudice significantly positively affected suicidal ideation. Mediation test results indicated that there were significant independent mediating effects of peer bullying victimization and anxiety disorders between teacher discrimination behavi