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Filial piety is a Confucian concept that guides how children treat and take care of their parents. The Filial Behaviour Scale (FBS) is a 25-item instrument developed in the Chinese context measuring behavioural manifestations of filial piety. Although the components of filial piety have been found to be relevant across cultures, little research has investigated the psychometric properties of the FBS in other cultural contexts. The present study evaluated the factor structure, internal consistency, measurement invariance and construct validity of the FBS across three cultural groups: the United States, Italy and Malaysia. Participants were 1090 emerging adults (67% females; Mage =21.29 years, SD=1.97; White Americans: n=455, White Italians: n=428, Malays: n=328). A two-factor structure emerged across groups: Obedience/Obligation (behaviours showing obedience and obligation towards parents) and Relationship (behaviours expressing affection and promoting positive parent-child relationships). The two factors demonstrated adequate internal consistency, full configural, partial metric and partial scalar invariance, as well as unique associations with depressive symptoms and parent-child relationships across groups. These findings yielded a more nuanced understanding of filial behaviour and supported the utility of a two-factor FBS among emerging adults in various cultural contexts.

The present study examined the impact of COVID-19-related racial discrimination on Chinese American adolescents (N = 213; Mage = 13.95 years, SD = 2.35; 49% girls) at the intersection of race and gender. We explored (1) subgroups of adolescents based on ethnic identity, bicultural identity integration, and behavioral acculturation; (2) their demographic correlates; and (3) whether the association between racial discrimination and anxiety varied across subgroups and gender. Latent profile analysis identified three profiles: bicultural, marginalized, and separated. Bicultural and marginalized adolescents were vulnerable to direct and vicarious racial discrimination, respectively. Moreover, bicultural and marginalized boys and separated girls were more negatively affected by COVID-19-related racial discrimination. The findings highlight the utility of person-centered and intersectional approaches in understanding Chinese American adolescents' experiences of racial discrimination.

OBJECTIVE: The coronavirus disease 2019 (COVID-19) pandemic has fueled anti-Asian racism and xenophobia in the United States, which negatively impact Asian Americans' adjustment. To identify risk and protective factors for Chinese American adolescents' mental health, the present study examined: (1) the associations between Chinese American adolescents' experiences of COVID-19-related racial discrimination and their internalizing difficulties; (2) the moderating roles of: (a) adolescents' bicultural identity integration (BII; harmony and blendedness dimensions separately) and (b) parents' promotion of mistrust ethnic-racial socialization (PMERS); and (c) the interplay between BII and PMERS in the associations between racial discrimination and internalizing difficulties. METHOD: Participants included 211 Chinese American adolescents of 10-18 years old (M age = 13.92, SD = 2.33; 48% girls) and their parents (M age = 46.18 years, SD = 5.17; 81% mothers). RESULTS: Overall, adolescents' experiences of COVID-19-related racial discrimination were associated with more internalizing difficulties, and this association was buffered by BII harmony and blendedness and exacerbated by PMERS. However, a complex interplay among specific BII dimensions and parental PMERS in the associations between racial discrimination and adolescent internalizing problems was revealed. Adolescents with lower levels of BII blendedness were more vulnerable to the negative effects of racial discrimination on their internalizing problems and more susceptible to their parents' PMERS; adolescents who reported higher levels of BII harmony and perceived lower levels of parental PMERS were more protected from the negative effects of racial discrimination on their internalizing problems. CONCLUSION: Both adolescents' and parents' contributions should be considered simultaneously in promoting resilience in Chinese American families. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Religiosity has been associated with positive psychological adjustment during emerging adulthood. However, the unique effects of specific dimensions of religiosity on emerging adults’ mental health and the underlying mechanisms are less understood. This study examined the mediating role of self-regulation between three dimensions of religiosity (religious commitment, religious engagement, and religious struggle) and psychological adjustment among 258 Christian emerging adults (Mage = 20.09 years, SD = 1.58; 74% female) in the United States. Participants reported on their religiosity, self-regulation, psychological well-being, anxiety, and depressive symptoms. The three dimensions of religiosity were uniquely associated with psychological adjustment through self-regulation. Specifically, religious commitment was associated with higher levels of self-regulation, and in turn, more positive psychological adjustment; whereas religious engagement and religious struggle were associated with lower levels of self-regulation, and in turn, more negative psychological adjustment. Our findings suggest that acceptance and internalization may be essential for religiosity to promote emerging adults’ self-regulation abilities, and in turn, benefit their mental health. In contrast, behavioral participation in religious activities without internal identification may be detrimental for emerging adults’ self-regulation and hinder their psychological adjustment. These findings highlight the importance of examining religiosity as a multidimensional construct to better understand the distinct effects of different religious dimensions on emerging adults’ mental health.

OBJECTIVES: The coronavirus disease 2019 (COVID-19) pandemic has fueled xenophobia against Chinese Americans. We examined the rates of 6 types of COVID-19 racism and racial discrimination experienced by Chinese American parents and youth and the associations with their mental health. METHODS: We recruited a population-based sample of Chinese American families to participate in this self-reported survey study conducted from March 14, 2020, to May 31, 2020. Eligible parent participants identified as ethnically/racially Chinese, lived in the United States, and had a 4- to 18-year-old child; their eligible children were 10 to 18 years old. RESULTS: The sample included 543 Chinese American parents (mean [SD] age, 43.44 [6.47] years; 425 mothers [78.3%]), and their children (N = 230; mean [SD] age, 13.83 [2.53] years; 111 girls [48.3%]). Nearly half of parents and youth reported being directly targeted by COVID-19 racial discrimination online (parents: 172 [31.7%]; youth: 105 [45.7%]) and/or in person (parents: 276 [50.9%]; youth: 115 [50.2%]). A total of 417 (76.8%) parents and 176 (76.5%) youth reported at least 1 incident of COVID-19 vicarious racial discrimination online and/or in person (parents: 481 [88.5%]; youth: 211 [91.9%]). A total of 267 (49.1%) parents and 164 (71.1%) youth perceived health-related Sinophobia in America, and 274 (50.4%) parents and 129 (56.0%) youth perceived media-perpetuated Sinophobia. Higher levels of parent- and youth-perceived racism and racial discrimination were associated with their poorer mental health. CONCLUSIONS: Health care professionals must attend to the racism-related experiences and mental health needs of Chinese Americans parents and their children throughout the COVID-19 pandemic via education and making appropriate mental health referrals.

The present study examined identity synthesis as a linking pathway in the association between perceived parenting (autonomy support, dependency-oriented psychological control, and achievement-oriented psychological control) and emerging adults’ internalizing problems across three groups (European Americans, African Americans, and Asian Americans). The sample comprised 471 European American, 241 African American, and 355 Asian American emerging adults (total N = 1067; 69% female; Mage = 20.47; SD = 1.79). The mediating role of identity synthesis was tested and compared across ethnic groups via multiple-group path analyses using bootstrapping technique. Findings revealed both similarities and differences across ethnic groups. Specifically, identity synthesis mediated the association between parental autonomy support and internalizing problems in all three ethnic groups. However, identity synthesis only mediated the association between parental dependency-oriented psychological control and internalizing problems for European American emerging adults, and the association between parental achievement-oriented psychological control and internalizing problems for African American and Asian American emerging adults. These findings illustrated the significant roles of parenting and identity development in emerging adults’ psychological adjustment across ethnic groups. Moreover, although parenting indirectly impacted emerging adults’ mental health in all groups, the specific patterns varied across different ethnic groups depending on the particular form of parenting, thus revealing both culturally-shared and -unique pathways from parents’ socialization practices to their offspring’s mental health outcomes.

Service participation plays a critical role in adolescent development. To explore the characteristics of Chinese adolescents’ service participation, a national survey (N = 6161 adolescents)...

Past research has revealed direct effects of parental involvement and parenting style on children’s achievement goals separately, however, it is necessary to investigate the interactive mechanism in an integrated way. This study examined the relations between children’s perception of different dimensions of parental involvement (i.e. home-based involvement, school-based involvement and academic socialisation) and their achievement goals, and the moderating role of parenting style (i.e. parental autonomy support vs. psychological control). Participants were 614 Chinese fourth and fifth grades students. Results showed that home-based involvement was positively associated with performance-approach goals, school-based involvement was positively associated with mastery goals, and academic socialisation was positively associated with both mastery and performance-approach goals. Parental psychological control moderated the relationships between performance-approach goals and two types of parental involve...

The purpose of this study was to investigate the development characteristics of Chinese college students’ engagement during a service-learning project with a case study method: 273 reflective journals from 31 college students who participated in service-learning were analyzed. Results indicated that students’ overall engagement showed 4 developmental stages: confusion and hesitancy, enlightenment and enthusiasm, fluctuation and adjustment, and stabilization and routinization. Also, the individual differences were investigated and demonstrated in following 3 categories: enthusiastic & fragile, regulatory & flexible, and persistent & resilient.

Previous research indicated that service learning (SL) is an effective pedagogy to improve students’ problem-solving ability and increase their classroom engagement. However, studies on SL are rare in China. This study examined the effects of SL on the problem solving of Chinese undergraduate students as well as the mechanism through which it worked. Eighty-two students were divided into two groups: the SL group participated in a SL activity during whole semester and the contrast group (no-SL group) underwent other comparable learning tasks. The study revealed the differentiated effects of SL on students solving different types of problems and investigated the mediating role of classroom behavior engagement in problem solving. The research findings suggested that teachers should provide students with authentic and ill-structured problems to increase their classroom engagement as well as far transfer.