Ningning Feng, Ying Yang, Zhaoyang Xie, Tian Qiu, Lijuan Cui
{"title":"对中国青少年学业期望压力和不信任的纵向研究:内化问题和希望的作用","authors":"Ningning Feng, Ying Yang, Zhaoyang Xie, Tian Qiu, Lijuan Cui","doi":"10.1111/sode.12743","DOIUrl":null,"url":null,"abstract":"Distrust in social interaction is linked to health issues during adolescence, ranging from loneliness to aggression engagement. Previous research has attempted to elucidate the decline in trust from the perspective of perceived pressures, yet the understanding of how academic‐related pressures are related to distrust among adolescents is still limited. This 1‐year longitudinal study aims to examine the psychological mechanism underlying the relationship between academic expectation stress (i.e., the stress due to the external and internal expectations of academic performance) and the development of adolescent distrust. A total of 1992 Chinese adolescents in 7th and 8th grades completed measures of academic expectation stress, distrust, internalizing problems (i.e., stress, anxiety, and depression), and hope in a two‐wave longitudinal study (Time 1: December 2020; Time 2: December 2021; 54.42% girls; Mage at Time 2 = 14.02, SD = .76). Results showed that higher academic expectation stress at Time 1 predicted distrust 1 year later through increased internalizing problems. The relationship between academic expectation stress and later distrust as well as the longitudinal mediating effects of internalizing problems were stronger for adolescents with lower hope, whereas the total effect, direct effect, and mediation effects were nonsignificant for those with higher hope. The present study suggests that stressful academic expectations may impact adolescents’ intention to trust others, and highlights the protective role of hope in the psychosocial adjustment of adolescents who encounter stress from academic expectations.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":"44 4","pages":""},"PeriodicalIF":16.4000,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Longitudinal study examining academic expectation stress and distrust for Chinese adolescents: The roles of internalizing problems and hope\",\"authors\":\"Ningning Feng, Ying Yang, Zhaoyang Xie, Tian Qiu, Lijuan Cui\",\"doi\":\"10.1111/sode.12743\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Distrust in social interaction is linked to health issues during adolescence, ranging from loneliness to aggression engagement. Previous research has attempted to elucidate the decline in trust from the perspective of perceived pressures, yet the understanding of how academic‐related pressures are related to distrust among adolescents is still limited. This 1‐year longitudinal study aims to examine the psychological mechanism underlying the relationship between academic expectation stress (i.e., the stress due to the external and internal expectations of academic performance) and the development of adolescent distrust. A total of 1992 Chinese adolescents in 7th and 8th grades completed measures of academic expectation stress, distrust, internalizing problems (i.e., stress, anxiety, and depression), and hope in a two‐wave longitudinal study (Time 1: December 2020; Time 2: December 2021; 54.42% girls; Mage at Time 2 = 14.02, SD = .76). Results showed that higher academic expectation stress at Time 1 predicted distrust 1 year later through increased internalizing problems. The relationship between academic expectation stress and later distrust as well as the longitudinal mediating effects of internalizing problems were stronger for adolescents with lower hope, whereas the total effect, direct effect, and mediation effects were nonsignificant for those with higher hope. The present study suggests that stressful academic expectations may impact adolescents’ intention to trust others, and highlights the protective role of hope in the psychosocial adjustment of adolescents who encounter stress from academic expectations.\",\"PeriodicalId\":1,\"journal\":{\"name\":\"Accounts of Chemical Research\",\"volume\":\"44 4\",\"pages\":\"\"},\"PeriodicalIF\":16.4000,\"publicationDate\":\"2024-04-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Accounts of Chemical Research\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1111/sode.12743\",\"RegionNum\":1,\"RegionCategory\":\"化学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/sode.12743","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
Longitudinal study examining academic expectation stress and distrust for Chinese adolescents: The roles of internalizing problems and hope
Distrust in social interaction is linked to health issues during adolescence, ranging from loneliness to aggression engagement. Previous research has attempted to elucidate the decline in trust from the perspective of perceived pressures, yet the understanding of how academic‐related pressures are related to distrust among adolescents is still limited. This 1‐year longitudinal study aims to examine the psychological mechanism underlying the relationship between academic expectation stress (i.e., the stress due to the external and internal expectations of academic performance) and the development of adolescent distrust. A total of 1992 Chinese adolescents in 7th and 8th grades completed measures of academic expectation stress, distrust, internalizing problems (i.e., stress, anxiety, and depression), and hope in a two‐wave longitudinal study (Time 1: December 2020; Time 2: December 2021; 54.42% girls; Mage at Time 2 = 14.02, SD = .76). Results showed that higher academic expectation stress at Time 1 predicted distrust 1 year later through increased internalizing problems. The relationship between academic expectation stress and later distrust as well as the longitudinal mediating effects of internalizing problems were stronger for adolescents with lower hope, whereas the total effect, direct effect, and mediation effects were nonsignificant for those with higher hope. The present study suggests that stressful academic expectations may impact adolescents’ intention to trust others, and highlights the protective role of hope in the psychosocial adjustment of adolescents who encounter stress from academic expectations.
期刊介绍:
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.