Educational and Health Development of Children and Youths

Topic Information

Dear Colleagues,

The educational and health development of children and youths is in fact susceptible to the impacts of various cultural, environmental, and individual contexts simultaneously. These contexts include religion and spirituality in the cultural domain; society, school, and family in the environmental domain; and personality and behavioural choices in the individual domain, all of which have profound and interactive effects on the educational and health development of children and youths. Educational development is defined as academic performance, learning motivations, and the educational paths of children and youths; health development refers to the physical and mental health of children and youths. The ways in which different contexts contribute to the development of children and youths separately and simultaneously deserve further research. Moreover, the mechanisms formed by the impacts of these contexts in relation to the educational and health development of children and youths need greater scrutinization through sophisticated research. The current topic titled “Educational and Health Development of Children and Youths” focuses on the contributions, processes, and/or interactions of the cultural, social, school, family, and individual contexts in relation to child and youth development. This topic welcomes empirical research and review papers examining how the different contexts contribute to the educational and health development of children and youths. Papers collected under this topic are expected to have practical values for educators, human service practitioners, and health professionals for positive child and youth development. Dr Jerf Yeung Dr Hui-Fang Chen

Dr. Jerf W. K. Yeung
Dr. Huifang Chen
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Behavioral Sciences behavsci	2.5	2.6	2011	28.7 Days	CHF 2200	Submit
Religions religions	0.7	1.3	2010	24.5 Days	CHF 1800	Submit
Social Sciences socsci	1.7	2.6	2012	34.2 Days	CHF 1800	Submit
Youth youth	-	-	2021	38.3 Days	CHF 1000	Submit

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Published Papers (11 papers)

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16 pages, 808 KiB  

Open AccessArticle

Parent–Child Relationships, Parental Control, and Adolescent Mental Health: An Empirical Study Based on CEPS 2013–2014 Survey Data

by Tao Xu and Jiyan Ren

Behav. Sci. 2025, 15(1), 52; https://doi.org/10.3390/bs15010052 - 8 Jan 2025

Viewed by 1869

Abstract

Previous research has consistently showed a close relationship between the quality of parent–child relationships and adolescents’ mental health. However, the relationship between parental control and adolescents’ mental health has remained controversial. This study utilized baseline data from the China Education Panel Survey (CEPS [...] Read more.

Previous research has consistently showed a close relationship between the quality of parent–child relationships and adolescents’ mental health. However, the relationship between parental control and adolescents’ mental health has remained controversial. This study utilized baseline data from the China Education Panel Survey (CEPS 2013–2014) to analyze the impact of parent–child relationships on adolescents’ mental health. The results indicated that parent–child relationships significantly influenced adolescents’ mental health. Parental control moderated the impact of parent–child relationships on adolescents’ mental health: When the parent–child relationship was good, appropriate behavioral control by parents strengthened the positive effect of a good parent–child relationship on adolescent mental health. Conversely, when the parent–child relationship was poor, parental control intensified the negative impact of a poor parent–child relationship on adolescent mental health. Furthermore, heterogeneity analysis revealed gender differences in the moderating effect of the parent–child relationship: compared to boys, the moderating effect of parental control on the parent–child relationship was more significant among girls. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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14 pages, 1063 KiB  

Open AccessArticle

Relationship Between Problematic Smartphone Use and Graduate Students’ Research Self-Efficacy: A Moderated Mediation Model

by Peng Li, Jiangyuan Chen, Zhitong Duan, Wei Xu and Yangcun Feng

Behav. Sci. 2024, 14(12), 1191; https://doi.org/10.3390/bs14121191 - 13 Dec 2024

Cited by 1 | Viewed by 1141

Abstract

As Generation Z youth grow up with the Internet, problematic smartphone use is growing more prevalent. This study administered questionnaires containing measures such as the Mobile Phone Addiction Index, the Research Self-Efficacy Scale, the Depression Anxiety Stress Scale, and the Stress Mindset Measure. [...] Read more.

As Generation Z youth grow up with the Internet, problematic smartphone use is growing more prevalent. This study administered questionnaires containing measures such as the Mobile Phone Addiction Index, the Research Self-Efficacy Scale, the Depression Anxiety Stress Scale, and the Stress Mindset Measure. The survey targeted 2278 graduate students and explored the mechanism through which problematic smartphone use affects research self-efficacy (RSE). The results reveal that problematic smartphone use has significant negative effects on self-efficacy, with mental stress playing a mediating role in this process; that is, problematic smartphone use lowers RSE by increasing mental stress. Meanwhile, the aforementioned negative impacts caused by problematic smartphone use are moderated by stress mindsets: the “stress-is-enhancing” mindset reduces the negative effects of smartphone use on RSE, whereas the “stress-is-debilitating” mindset amplifies these negative effects by enhancing the mediating effect of mental stress. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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12 pages, 265 KiB  

Open AccessArticle

How Are Physical Activity and Mindfulness Associated with Psychological Symptoms Among Chinese University Students: The Independent and Joint Role

by Xiaoqi Wei, Xinli Chi, Sitong Chen, Kaixin Liang, Yue Zhao and Sha Xie

Behav. Sci. 2024, 14(11), 1088; https://doi.org/10.3390/bs14111088 - 13 Nov 2024

Viewed by 1135

Abstract

Prevalence of psychological symptoms among Chinese university students is relatively high globally, and most students cannot receive timely treatment. Therefore, exploring protective factors for these symptoms is crucial. In this study, the aim was to examine the independent and joint associations of physical [...] Read more.

Prevalence of psychological symptoms among Chinese university students is relatively high globally, and most students cannot receive timely treatment. Therefore, exploring protective factors for these symptoms is crucial. In this study, the aim was to examine the independent and joint associations of physical activity (PA) and mindfulness with symptoms of depression, anxiety, and internet addiction. Due to the simplicity of implementation in a university context, a cross-sectional survey was conducted in China in 2022. Participants were recruited through online advertisements, in which 710 Chinese university students met the eligibility criteria and were included in the analysis. Participants were then classified into four groups according to their PA and mindfulness levels. Adjusted nominal logistic regression models controlled for age and sex were fitted to examine the independent and joint associations of PA and mindfulness with symptoms of depression, anxiety, and internet addiction. When examined independently, high PA was associated with lower odds of depressive, anxiety, and internet addiction symptoms, while high mindfulness was associated with lower odds of depressive symptoms. When examining the joint effect, compared to students with low PA and low mindfulness, those with high PA and low mindfulness had a lower risk of depressive and internet addiction symptoms, while students with high PA and high mindfulness reported the lowest odds of depressive, anxiety, and internet addiction symptoms. The current study found that a combination of PA and mindfulness was associated with a lower risk of psychological symptoms. Future studies are suggested to confirm the joint effects of PA and mindfulness on mental health using experiment design. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

11 pages, 421 KiB  

Open AccessArticle

Traditional Value Identity and Mental Health Correlation Among Chinese Adolescents

by Guofang Ren, Guanghui Yang, Junbo Chen and Qianru Xu

Behav. Sci. 2024, 14(11), 1079; https://doi.org/10.3390/bs14111079 - 11 Nov 2024

Viewed by 1643

Abstract

This study explores the identity of traditional values among Chinese adolescents and its correlation with their mental health. A questionnaire survey, utilizing the Confucian Traditional Values Scale and the Secondary School Students’ Mental Health Scale, was conducted with 500 students from Grade 7 [...] Read more.

This study explores the identity of traditional values among Chinese adolescents and its correlation with their mental health. A questionnaire survey, utilizing the Confucian Traditional Values Scale and the Secondary School Students’ Mental Health Scale, was conducted with 500 students from Grade 7 through the final year of college. Our results showed the following: (1) adolescents generally agree with traditional values; (2) there were no significant differences in overall agreement with traditional values among adolescents based on their gender, place of birth, class cadre status, only-child status, or academic major, though differences were observed in specific dimensions based on these variables; (3) traditional values identity varied across grade levels, with senior high school students showing notably higher identification than junior high school and college students, peaking in the second year of senior high school; and (4) there is a significant negative correlation between adolescents’ traditional values identity scores and their mental health scores, indicating that higher traditional values identity scores are associated with better mental health levels. These findings highlight the positive influence of traditional values on the development and well-being of Chinese adolescents, underscoring the importance of integrating these values into educational and developmental frameworks in China and other East Asian regions with similar cultural backgrounds. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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13 pages, 430 KiB  

Open AccessArticle

Cyberbullying Among Adolescents in Norway: Time Trends and Factors Associated with Perpetration and Victimization

by Tore Bonsaksen, Annette Løvheim Kleppang and Anne Mari Steigen

Behav. Sci. 2024, 14(11), 1043; https://doi.org/10.3390/bs14111043 - 5 Nov 2024

Cited by 1 | Viewed by 1524

Abstract

There is limited knowledge about time trends in cyberbullying involvement, and whereas previous studies have often focused on various mental health outcomes, possible outcomes of cyberbullying may concern a wide range of areas. A better understanding of cyberbullying development over time, as well [...] Read more.

There is limited knowledge about time trends in cyberbullying involvement, and whereas previous studies have often focused on various mental health outcomes, possible outcomes of cyberbullying may concern a wide range of areas. A better understanding of cyberbullying development over time, as well as of the possible consequences, is needed for effective prevention and intervention efforts. The aims of this study were (i) to gain knowledge of time trends in cyberbullying among Norwegian adolescents, and (ii) to better understand how different forms of cyberbullying involvement is related to a variety of outcomes. Data from the Norwegian Ungdata surveys (2014–2016) were used to assess involvement in cyberbullying over time. Associations with cyberbullying involvement and four outcome variables (belief in a good and happy life, loneliness, school thriving, and depressive symptoms) were assessed using logistic regression analyses. Across years of study, the prevalence rates for cyberbullying involvement were 1.5% for perpetration, 3% for victimization, and 1% for perpetration-victimization. Compared with non-involvement, involvement in cyberbullying in any role was associated with poorer outcomes on all variables. Cyber-victims who were also perpetrators were less likely to have high levels of loneliness and depressive symptoms, compared to cyber-victims only. The prevalence of cyberbullying involvement among adolescents in Norway was relatively unchanged between 2014 and 2016. Cyberbullying involvement is associated with negative outcomes related to mental health, loneliness, school thriving, and beliefs in one’s personal future, and victims of cyberbullying appear to be the most vulnerable group. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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11 pages, 258 KiB  

Open AccessArticle

Effects of Media Literacy Intervention on Weight-Control Products Digital Marketing Targeting Adolescents

by Li-Chuan Lin, Fong-Ching Chang, Tzu-Fu Huang, Tai-Yu Chen, Chiung-Hui Chiu, Ping-Hung Chen, Nae-Fang Miao, Hung-Yi Chuang and Hsueh-Chih Chen

Behav. Sci. 2024, 14(11), 1023; https://doi.org/10.3390/bs14111023 - 1 Nov 2024

Viewed by 1213

Abstract

This study aimed to evaluate the effects of a media literacy education intervention on adolescents’ responses to digital marketing of weight-control products, focusing on media literacy, persuasion resistance efficacy, and purchase intention. Using a quasi-experimental design, the study involved 326 11th-grade students from [...] Read more.

This study aimed to evaluate the effects of a media literacy education intervention on adolescents’ responses to digital marketing of weight-control products, focusing on media literacy, persuasion resistance efficacy, and purchase intention. Using a quasi-experimental design, the study involved 326 11th-grade students from a municipal high school in Kaohsiung City, Taiwan, with 189 students in the intervention group and 137 in the comparison group. Conducted in 2023, the intervention group participated in baseline and follow-up assessments and attended four 50 min media literacy sessions, while the comparison group completed only baseline and follow-up assessments with standard instruction. The results indicated that the media literacy intervention had positive effects on adolescents’ conceptual, attitudinal, and critical media literacy, as well as their persuasion resistance efficacy in relation to digital marketing of weight-control products. However, no significant effect was observed on purchase intention. In conclusion, media literacy interventions can effectively enhance adolescents’ media literacy and their ability to resist persuasion. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

17 pages, 1023 KiB  

Open AccessArticle

Social Media Use and Academic Performance in Chinese Children and Adolescents: A Moderated Chain Mediation Model

by Yu Hou, Chuting Qin and Peng Xu

Behav. Sci. 2024, 14(10), 867; https://doi.org/10.3390/bs14100867 - 25 Sep 2024

Cited by 1 | Viewed by 3893

Abstract

Based on data from the 2022 Chinese Minors’ Digital Life and Online Protection Survey, this study investigated the status quo of social media use and its influencing mechanism on academic performance among Chinese children and adolescents. The statistical results indicate that the average [...] Read more.

Based on data from the 2022 Chinese Minors’ Digital Life and Online Protection Survey, this study investigated the status quo of social media use and its influencing mechanism on academic performance among Chinese children and adolescents. The statistical results indicate that the average level of Chinese students’ social media use was generally low, with their academic performance varying across socio-demographic and schooling characteristics. After controlling for other variables, it was found that the frequency of social media use could exert a significant positive impact on students’ academic performance. Moreover, the mechanism analysis revealed that online learning behavior and prosocial behavior served as chain mediators linking social media use to academic performance. Specifically, students could transfer their social media behavioral patterns to the internet-based learning context, and then effectively utilize remote learning resources. Meanwhile, engagement with social media would cultivate individuals’ prosocial personality, thereby stimulating intrinsic motivation for learning and ultimately enhancing academic performance. The heterogeneity analysis further confirmed that the impact of social media use on students’ academic performance was stronger in lower-class families, underscoring the moderating role of family socioeconomic status in the relationship between social media use and academic performance. The findings suggest that if academic performance is regarded as an integral part of individual capacity development, then the rational utilization of social media resources might be a pivotal approach to alleviate the predicament of developmental inequality faced by students from low socioeconomic backgrounds. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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13 pages, 602 KiB  

Open AccessArticle

Peer Attachment and Self-Control: Implication on Social Anxiety in Young Adults

by Catarina Pinheiro Mota, Diogo Mateus, Inês Carvalho Relva and Mónica Costa

Soc. Sci. 2024, 13(9), 445; https://doi.org/10.3390/socsci13090445 - 26 Aug 2024

Viewed by 2610

Abstract

Peers emerge as emotionally present figures in the lives of young adults, capable of protecting them from the challenges that can cause the development of social anxiety. In the context of anxiety, self-control highlights a relevant potential, which is positively correlated with mental [...] Read more.

Peers emerge as emotionally present figures in the lives of young adults, capable of protecting them from the challenges that can cause the development of social anxiety. In the context of anxiety, self-control highlights a relevant potential, which is positively correlated with mental health and academic path. The present study aims to understand the role of peer attachment and self-control in the development of social anxiety in young adults in the university context. The sample comprised 407 young adults aged between 18 and 25 (M = 20.90; SD = 2.32). Self-report instruments were used: the Inventory of Parent and Peer Attachment (IPPA), the Scale of Anxiety and Avoidance in Performance and Social Interaction Situations (EAESDIS) and the Low Self-Control Scale. This study concludes that alienation from peers plays a positive role in anxiety and avoidance, as does short temper, with risk-taking and egocentricity negatively predicting social anxiety. The results are discussed, considering the importance of peer relationships in young university students’ adaptive processes and mental health. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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19 pages, 817 KiB  

Open AccessArticle

Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022

by Deniz Görgülü, Fatma Coşkun, Mete Sipahioğlu and Mustafa Demir

Behav. Sci. 2024, 14(8), 718; https://doi.org/10.3390/bs14080718 - 16 Aug 2024

Viewed by 1996

Abstract

Student leadership prepares students for responsibilities, such as taking on specific tasks and assuming leadership roles in their future personal and professional lives. Developing students’ leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and [...] Read more.

Student leadership prepares students for responsibilities, such as taking on specific tasks and assuming leadership roles in their future personal and professional lives. Developing students’ leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and advance their countries. With this perspective in mind, the PISA assessment includes items to measure students’ leadership behaviors. This study aims to extract student leadership profiles from the leadership-related items in the PISA 2022 application, using data from Cambodia, Peru, Paraguay, and Guatemala, which have different governance systems and cultural characteristics. The second purpose of the research is to determine the distribution of the identified leadership profiles in these countries and explain them in the context of governance and cultural characteristics. Latent class analysis was used to determine student leadership profiles. Accordingly, two-class and three-class latent models were found to be the most suitable models to explain student profiles. While the distinction between student profiles is more pronounced in the two-class model, the three-class model provides more detailed information about student profiles. In this respect, two-class and three-class latent models are reported comparatively. In the two-class latent model, students are labeled as the “Shy or Lack of Self-Confidence Group” and the “Active Leader or Influential Group”. In the three-class latent model, students are labeled as the “Moderate or Passive Leader Group”, the “Strong Leader or Influential Group”, and the “Avoidant or Leadership-Uncomfortable Group”. In both models, it is one of the striking findings that Cambodian students are in the low leadership profile, and Peruvian students are in the high leadership profile. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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16 pages, 880 KiB  

Open AccessArticle

The Relationship between Parental Educational Involvement and Learning Engagement among Chinese Middle School Students: The Mediating Effect of Gratitude and Hope

by Fang Chen, Jinhong Wang, Wenyuan Zhang, Peijuan Li, Yadi Zeng and Hongyu Zou

Behav. Sci. 2024, 14(8), 687; https://doi.org/10.3390/bs14080687 - 8 Aug 2024

Viewed by 5868

Abstract

Despite the extensive body of literature on the correlation between family dynamics and academic achievement among students, there remains a notable gap in research investigating the influence of parental educational involvement on student learning engagement. Based on the developmental–ecological model of student engagement [...] Read more.

Despite the extensive body of literature on the correlation between family dynamics and academic achievement among students, there remains a notable gap in research investigating the influence of parental educational involvement on student learning engagement. Based on the developmental–ecological model of student engagement and relevant theoretical frameworks, this study used the quantitative analysis method to construct a chain mediation model to test the relationship between parental educational involvement and the learning engagement of middle school students, as well as the potential mediating role of gratitude and hope. This study employed a cross-sectional study using whole-cluster random sampling to measure middle school students aged 11–18 years old in two schools over a one-week period. Through the use of self-reporting surveys, this study assessed the levels of parental educational involvement, gratitude, hope, and learning engagement among 754 middle school students (48% female; M_age = 14.83, SD = 1.65) in Hubei Province, China. The mediation effect was analyzed using regression analysis and the chained mediation model and tested via the Bootstrap method. The findings suggested that parental educational involvement significantly positively related to learning engagement among middle school students, while gratitude and hope serve as partial mediators in the relationship between parental educational involvement and learning engagement. These findings revealed the psychological mechanisms underlying the relationship between parental educational involvement and learning engagement among middle school students, providing valuable insights for enhancing their level of learning engagement. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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16 pages, 978 KiB  

Open AccessArticle

Connections between Parental Emotion Socialization and Internalizing Problems in Adolescents: Examining the Mediating Role of Emotion Regulation Strategies and Moderating Effect of Gender

by Xiaowei Guo, Ruichao Jiao and Jingxin Wang

Behav. Sci. 2024, 14(8), 660; https://doi.org/10.3390/bs14080660 - 1 Aug 2024

Viewed by 2768

Abstract

To explore the mediating effect of emotion regulation strategies on the correlation between parental emotion socialization and internalizing problems in adolescents, as well as the moderating effect of gender, a questionnaire survey was administered to 1078 junior high school students (M_age = [...] Read more.

To explore the mediating effect of emotion regulation strategies on the correlation between parental emotion socialization and internalizing problems in adolescents, as well as the moderating effect of gender, a questionnaire survey was administered to 1078 junior high school students (M_age = 13.96 ± 1.00). The results revealed that supportive parental emotion socialization was negatively correlated with adolescents internalizing problems, whereas non-supportive parental emotion socialization was positively correlated with such problems. Cognitive reappraisal and expressive suppression strategies functioned as parallel mediators in the relationship between supportive parental emotion socialization and adolescent internalizing problems, while only expressive suppression mediated the correlation between non-supportive emotion socialization and adolescent internalizing problems. Gender did not exhibit a moderating effect on the mediation model. These findings suggest that supportive parental responses to adolescents’ negative emotions can reduce the incidence of depression and anxiety by cultivating increased utilization of cognitive reappraisal strategies and decreased reliance on expressive suppression strategies among adolescents, whereas non-supportive responses exacerbate the occurrence of depression and anxiety by promoting greater utilization of expressive suppression strategies. In addition, no significant gender differences were observed in the mediation effects. These findings emphasize the importance of prevention programs focusing on parental emotion socialization in adolescence. Full article

(This article belongs to the Topic Educational and Health Development of Children and Youths)

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