Sleep time and depression symptoms are important factors affecting cognitive development in adolescents. Based on the China Education Panel Survey (CEPS) database, this study used a two-wave cross-lagged model to examine the bidirectional relationship between sleep time, depression symptoms, and cognitive development. Descriptive statistics showed that Chinese adolescents' cognitive development increased significantly from 7th to 8th grade in junior high school, but unfortunately, their depression level and average sleep time per night demonstrated a slightly deteriorating trend. Correlation analysis showed that there was a relatively stable negative correlation between cognitive development, sleep time, and depression symptoms. Moreover, the cross-lagged model revealed that there was a bidirectional relationship between cognitive development and sleep time, a bidirectional relationship between depression symptoms and sleep time, and a unidirectional relationship between depression symptoms and cognitive development. Male adolescents in the subgroup were consistent with the total sample. Among female adolescents, only cognitive development and sleep time have a bidirectional relationship, while depression symptoms and cognitive development, and depression symptoms and sleep time have a unidirectional relationship. Therefore, it is of significance to take targeted action to promote cognitive development and healthy growth in adolescents worldwide.

As mental health issues receive increasing global attention, particularly the prevalence of depression and anxiety symptoms among college students, exploring effective intervention measures becomes crucial. This study aims to investigate the impact of physical activity on depression and anxiety among college students and to delve into the mediating role of self-esteem in these impacts.

A structured questionnaire was used to survey 326 undergraduates from three universities in Hainan Province. The questionnaire assessed their self-reported responses to physical activity, depression, anxiety, and self-esteem. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the data collected in this study.

The results indicate that physical activity significantly negatively affects students' depression (β = -0.262, t = 4.268, p < 0.001) and anxiety (β = -0.170, t = 2.849, p < 0.01). Furthermore, self-esteem partially mediates the relationship between physical activity and both depression (β = -0.081, t = 3.158, p < 0.01) and anxiety (β = -0.063, t = 2.806, p < 0.01).

In conclusion, the findings provide a theoretical basis for developing physical activity programs aimed at enhancing college students' mental health, suggesting that future interventions should focus on increasing participation in physical activities and enhancing self-esteem to alleviate depression and anxiety, thus comprehensively improving students' psychological well-being.

Self-esteem is a key topic in psychology and health research. It influences well-being, happiness, and even medicine. However, existing studies on self-esteem have yielded conflicting results, suggesting that a global consensus remains elusive. This study examines how demographic and socioeconomic factors influence self-esteem in Japan. We analyzed panel data sampled from the entire Japanese population, with separate estimates performed for marital status and gender to account for potential differences in the impact of these factors. Using a Bayesian panel logit model with the Markov chain Monte Carlo method and the ancillarity-sufficiency interweaving strategy for efficient estimation, we found similarities and differences compared with studies from other countries. Furthermore, when comparing the overall data with data stratified by marital status and gender, we observed significant differences in how these factors influenced self-esteem, even among the same individuals. These findings underscore the importance of considering such variations when incorporating self-esteem into medical and healthcare contexts.

The mechanisms and boundary conditions through which major identity affects university students' depression remain unclear. To fill this gap, the present study aimed to examine the relationship between major identity and university students' depression, revealing the mediating role of self-esteem in this relationship and the moderating role of perceived social support. A total of 436 Chinese university students participated in this study. The results showed that major identity was significantly and negatively related to depression and significantly and positively related to self-esteem. Self-esteem was significantly and negatively related to depression. Self-esteem mediated the relationship between major identity and university students' depression. Perceived social support not only moderated the relationships between major identity and university students' depression but also moderated the relationship between self-esteem and university students' depression. In addition, perceived social support moderated the mediating effect of self-esteem between major identity and university students' depression. The theoretical and practical implications of this study are discussed in depth.

Healthy lifestyles may have the potential to be protective factors for mental health problems. The aim was to classify drinkers and former drinkers in depression sufferers or non-sufferers according to demographic data and lifestyle habits, using a classification and regression tree (CRT). This cross-sectional study is based on the NHANES 2011-20. 3175 participants (2342 males and 833 females) drinkers and former drinkers formed the final sample. CRT analysis was used to classify them in depression sufferers and non-sufferers. Odds ratio (OR) and relative risks (RR) of suffering depression for each branch of the tree were calculated. The model was found to have an 82.0% accuracy. Independent variables were classified by their importance in the model, in this order: diet (0.007; 100.0%), gender (0.004; 60.4%), PA group (0.003; 45.4%), sedentary time (0.002; 32.6%), education level (0.001; 29.1%) and age (<0.001; 7.1%). Elevated OR and RR of suffering depression were found for participants with: fair and poor diet compared to good, very good or excellent diet (OR = 2.02, CI95%: 1.69-2.43, RR = 1.77, CI95%: 1.52-2.10), for inactive, walkers and low PA, compared to moderate PA and high PA (OR = 1.99,CI95% = 1.53-2.60, RR = 1.68, CI95%:1.37-2.07), for females compared to males (OR = 2.00, CI95%:1.54-2.66, RR = 1.81, CI95%:1.45-2.26), for people with a '9-11th grade' or below education level compared to those with a higher level of education (OR = 1.50, CI95%:1.05-2.15, RR = 1.32, CI95%:1.04-1.67) in branch beneath node 3; and for people with a high school/GED or below education level, compared to those with higher education (OR = 1.99, CI95%:1.27-3.13, RR = 1.71, CI95%:1.21-2.43), in branch beneath node 6. Diet, PA group, sedentary time, gender, education level and age allow us to classify drinkers and former drinkers in sufferers or non-sufferers of depression. The CRT model combined with OR and RR allow us to identify which participants have greater odds of suffering depression based on lifestyle and demographic data.

This study examined the effects of interparental conflict on non-suicidal self-injury in middle school students and investigated the mediating role of self-esteem and the moderating role of regulatory emotional self-efficacy. A total of 1,072 middle school students were recruited to participate in this study and anonymously completed the Children's Perception of Interparental Conflict Scale, Self-esteem Scale, Regulatory Emotional Self-efficacy Scale, and Adolescent Self-Injury Questionnaire. The results were as follows: (1) Interparental conflict positively predicted non-suicidal self-injury in middle school students; (2) self-esteem mediated the relationship between interparental conflict and non-suicidal self-injury; (3) the relationship between self-esteem and non-suicidal self-injury was moderated by regulatory emotional self-efficacy. These findings provide a new avenue for reducing and preventing non-suicidal self-injury among middle school students.

Researchers have explored the direct association between self-esteem and depression as well as the factors that mediate it. The parallel mediating roles of life satisfaction and anxiety symptoms in the aforementioned direct link are, however, poorly understood, particularly in the Vietnamese context. This study investigated whether life satisfaction and anxiety symptoms mediate the association between self-esteem and depression symptoms among late adolescents in Vietnam. Using a cross-sectional survey, Vietnamese late adolescents (N = 408, 83.6% female; Mage = 19.95 years) completed questionnaires related to anxiety symptoms, depressive symptoms, life satisfaction, and self-esteem. The results indicated that in the parallel mediation model, both direct and indirect effects were significant (β = -0.080, p < 0.05, and β = -0.391, p < 0.01). The association between self-esteem and depression symptoms was mediated by life satisfaction and anxiety symptoms. These findings suggest that to reduce the adverse impact of self-esteem on depression symptoms, effective measures should prioritize reducing anxiety symptoms and increasing life satisfaction among late adolescents.

Adolescents are especially vulnerable to experiencing depression and anxiety. This longitudinal study, from within- and between-person perspectives, explores how self-esteem relates to depressive and anxiety symptoms in Chinese adolescents and identifies the mediating factors impacting this relationship. Data were collected from 1025 junior and high school students in Southwestern China at three points over an 18-month period. This study utilized both traditional and random-intercept cross-lagged panel models to understand the dynamic developmental relationships. The general occurrence of depressive and anxiety symptoms increased longitudinally, with a more pronounced upward trend among female students. Between-person level analyses indicated bidirectional associations among self-esteem, life satisfaction, and depressive and anxiety symptoms. Moreover, life satisfaction emerged as a significant mediator. At the within-person level, self-esteem uniquely predicted both life satisfaction and subsequent depressive and anxiety symptoms. This study clarifies the longitudinal interplay between these constructs. Self-esteem, which denotes internal self-assessments, and life satisfaction, which denotes external evaluations of life, both significantly buffer the emergence of depressive and anxiety symptoms.

The interaction between parents and children is a crucial determinant of adolescents' learning behavior, future orientation, and self-esteem. Moreover, positive relationships between parents and students significantly enhance these factors, promoting better academic and personal development outcomes.

This study aims to investigate the effects of parent-child contact on learning behavior, with future orientation and self-esteem serving as mediating factors. The research contributes to the existing body of literature by exploring these interconnections.

A sample of 1141 students from various schools and academic levels in China participated in the study by completing an online survey. Linear regression analysis was used to examine relationships among the four main variables, and all pathways in the multiple mediation model were tested.

The findings revealed that parent-child interaction positively and significantly influences future orientation ((β = 0.490, p < 0.01), self-esteem (β = 0.652, p < 0.01), and learning behavior (β = 0.673, p < 0.01).

This research underscores the critical role of parent-child contact, future orientation, and self-esteem in shaping students' learning behavior and their personal and professional development. The results highlight the significant and positive impact of these factors on students' academic outcomes.

The COVID-19 pandemic has caused serious negative psychological effects worldwide, relatively little research has been performed on the potential enduring effects of COVID-19 on people's emotional health and Internet addiction. This study was to examine the longitudinal associations between risk perception of COVID-19, depressive symptoms, and Internet addiction among Chinese undergraduates.

We conducted a two-wave longitudinal survey by convenience sampling, a total of 1,153 Chinese undergraduate students completed questionnaires measuring their COVID-19 risk perception and post-traumatic growth (PTG) in December 2022 (T1) via an online survey. Subsequently, 1,008 of the T1 participants (87.42%) completed the depressive symptoms scale and Internet addiction scale 6 months later, in June 2023 (T2).

(1) Risk perception of COVID-19 was significantly and positively predicted depressive symptoms and Internet addiction 6 months later; (2) Depressive symptoms played a mediating role between risk perceptions and Internet addiction; (3) PTG moderated the first-stage link between risk perception and Internet addiction, and this relationship was more robust for low PTG than for high PTG.

These findings advance our understanding of the relationship and mechanisms between risk perception of COVID-19 and Internet addiction, and further support developing interventions to strengthen PTG for mitigating negative outcomes during major crises.

Numerous studies have sought to determine whether low self-esteem acts as a risk factor for depressive symptoms (i.e., a vulnerability model) or whether depressive symptoms lead to a decrease in self-esteem (i.e., a scar model). Although both models have received some support, very little research has: (a) addressed this question across critical life transitions likely to modify this pattern of associations, such as the transition to adulthood; (b) sought to identify the psychological mechanisms (i.e., mediators) underpinning these associations. The present study was designed to address these two limitations, focusing on the directionality of the associations between depressive symptoms and self-esteem from mid-adolescence to early adulthood while considering the role of motivational factors, namely mastery (intrinsic/extrinsic) and performance (approach/avoidance) goals as conceptualized in achievement goal theory. A sample of 707 Finnish adolescents aged 15-16 (52.1% boys) was surveyed six times up to the age of 25. Results from a cross-lagged panel model (CLPM) revealed that depressed individuals were more likely to have low self-esteem, although self-esteem protected against depressive symptoms between ages 16-17 to 20-21. Moreover, while self-esteem promoted mastery-extrinsic goals which in turn reinforced self-esteem, depressive symptoms promoted performance-avoidance goals which led to more depressive symptoms and lower self-esteem. Overall, these findings highlight (1) the long-lasting negative consequences of depressive symptoms on self-esteem and (2) the crucial role played by academic motivation in explaining the development of depressive symptoms and self-esteem over time. In turn, these results help refine the vulnerability and scar models, and suggest that motivational factors should be considered in prevention and intervention efforts among young populations.

To systematically investigate the factorial and criterion validity of the Chinese version of the Rosenberg Self-Esteem Scale (RSES) among undergraduate students.

Altogether 1415 undergraduates completed the RSES, the Short Form of Mood and Anxiety Symptoms Questionnaire, the Perceived Stress Scale and the Quality of Life Enjoyment and Satisfaction Questionnaire. Confirmatory factor analysis was conducted to examine the factorial structure, gender invariance, and latent mean invariance of RSES. An independent t-test was employed to compare differences in MASQ-SF scores between the high- and low-level self-esteem groups, and a path analysis was performed to confirm the vulnerability model.

Results of Confirmatory Factor Analysis showed that the correlated trait-correlated method model, which includes both global self-esteem and two positive and negative factors, fits the data best (optimum model). The results of the Multigroup Confirmatory Factor Analyses demonstrated that this factor structure achieved measurement invariance and latent mean equivalence across genders among university students. Independent sample t-tests revealed that undergraduates with higher self-esteem exhibited lower levels of anxiety and depression than those with lower self-esteem did. Path analysis showed that high self-esteem mitigated depressive symptoms induced by stress, thereby enhancing life satisfaction.

The Chinese version of the RSES exhibits robust factorial and excellent criterion validity, making it a suitable tool for assessing self-esteem among undergraduate students to promote mental and physical well-being.

The study explored the prospective relations between depression and approach-avoidance achievement goals of undergraduate students in China.

2473 full-time undergraduates reported their depression and achievement goals annually from the freshman to the senior year. Data were analysed using descriptive statistics, correlation analysis and cross-lagged models.

Students' achievement goals decreased gradually during the first 3 years but rose in the fourth year, and the avoidance goals appeared to be less prevalent than the approach goals over time. Depression was negatively associated with approach goals, whereas positively correlated with avoidance goals. Depression in the freshman and sophomore years resulted in more avoidance goals 1 year later, and the depressive problems in the junior year predicted the decline of approach goals in the senior year.

The present study highlighted the deleterious effects of depression on the achievement goals of college students.

Bullying and peer victimization among medical and health sciences students is a public health issue. This is owing to its detrimental impact and greater risk of psychiatric diseases and psychopathology in childhood, adolescence, and adulthood. As a result, a descriptive cross-sectional research study was conducted to investigate the prevalence of bullying and its influence on self-esteem, anxiety, and depression among medical and health sciences university students in RAS Al- Khaimah, United Arab Emirates. Approximately 369 students from MBBS, BDS, B Pharm, and BSN colleges were selected. The instruments included sociodemographic questions, bullying queries, the Rosenberg Self-Esteem Scale, and the Primary Care Anxiety and Depression Scale. Participants averaged 21.49 ± 2.95. 34.1 % of medical students were bullied. 44.4 % of individuals were called insulting names, making verbal bullying the most common method. The linear regression analysis of bullying data shows that girls (53.2 %) are bullied more than boys (46.8 %). Bullied individuals had a mean score of 43.30 ± 19.74, indicating a higher rate of depression and anxiety. Bullied students had a mean score of 44.62 ± 9.94, indicating lower self-esteem. Significant differences were observed in relation to bullying when considering the variables of the university year, mother's education, and previous experience of bullying (P = 0.002, 0.038, 0.001). It is imperative that universities establish comprehensive protocols to identify instances of such behaviour and provide necessary assistance to victims and their families.

Objectives: Parent-adolescent relationships play a crucial role in youth development. This study examines the associations between parenting practices (parental support, knowledge, and rule-setting) and psychosomatic complaints across middle and late adolescence. Methods: The study utilised data from a Swedish national cohort (n = 3,678). Participants completed self-report questionnaires in 2017 (∼15-16 years) and again in 2019 (∼17-18 years). Results: Parental support exhibited the strongest and most consistent inverse cross-sectional associations with psychosomatic complaints during both middle and late adolescence. Furthermore, increases in parental support and parental knowledge were associated with decreases in adolescent psychosomatic complaints. However, parental support and knowledge at age 15-16 were not prospectively associated with psychosomatic complaints at age 17-18. Conclusion: These findings underscore the importance of ongoing parental engagement, particularly in terms of providing constant support, throughout middle and late adolescence.

Everyone's time is limited, and there is competition between different aspects of time use; this requires comprehensive consideration of the effects of different aspects of time use on cognitive achievement in adolescents. This study uses a dataset of 11,717 students from a nationally representative large-scale survey project conducted in 2013 to 2014 to clarify the relationship between time use (including working on homework, playing sports, surfing the Internet, watching TV, and sleeping) and cognitive achievement among Chinese adolescents, and explores the mediating role of depression symptoms in the relationship between time use and cognitive achievement. The results of the correlation analysis show that the average daily time spent on homework, playing sports, and sleeping is significantly positively correlated with cognitive achievement (p < 0.01), while time spent surfing the Internet and watching TV are significantly negatively correlated with cognitive achievement (p < 0.01). The results of the mediating effect model show that depression symptoms play a mediating role in the relationship between time use and cognitive achievement among Chinese adolescents. Specifically, time spent playing sports (indirect effect = 0.008, p < 0.001) and sleeping (indirect effect = 0.015, p < 0.001) have a positive effect on cognitive achievement when using depression symptoms as mediators; time spent on homework (indirect effect = -0.004, p < 0.001), surfing the Internet (indirect effect = -0.002, p = 0.046), and watching TV (indirect effect = -0.005, p < 0.001) have a negative effect on cognitive achievement when using depression symptoms as mediators. This study contributes to the understanding of the relationship between time use and cognitive achievement among Chinese adolescents.

General self-efficacy plays a critical role in the development of college students, and mastering the development of students' general self-efficacy is helpful to explain students' behavior and psychological performance. Based on the data from the same cohort of college students for four consecutive years, this study used the piecewise growth mixture model to identify the developmental trajectories of general self-efficacy, built a multinomial logistic regression model to analyze the related predictors on different trajectories, and further compared the differences in depression symptoms in general self-efficacy trajectories. Three trajectories of college students' general self-efficacy were identified: stable-rising (8.7%), stable-decreasing (2.4%), and moderate and stable (88.9%). With the moderate and stable class as the reference, gender and extraversion are the predictors of students in the stable-increasing class; gender, extraversion, mother's education level, and university tier significantly predict students who fall into the stable-decreasing class. With the stable-increasing class as the reference, gender also has a significant predictive effect on students who belong to the stable-decreasing class. However, age, ethnicity, siblings, hometown location, father's education level, BMI, sleep, and major were not related predictors. Furthermore, mean differences in depression between latent classes of general self-efficacy trajectories were significant, and the depression scores of the stable-decreasing class were beyond the normal range in the third and fourth years. To promote college students' mental health, we suggest that colleges provide more specific psychological interventions to students based on the classification.

Students' college satisfaction is an important part of measuring the quality of college teaching. The admission of college entrance exam is the first step for college students to enter colleges and corresponding majors. Whether they affect students' college satisfaction after enrollment is related to the formulation and adjustment of college admission strategies and training methods. This paper is based on data from students in colleges in Beijing enrolled in the fall of 2006 and 2008 and adopts propensity score matching to analyze the influence of the admitted characteristics of college entrance exams, such as whether they were accepted by their first choice. We also further explored the heterogeneity. The empirical results show that whether the student was admitted to the first-choice college has a significant positive impact on overall satisfaction and academic and nonacademic satisfaction, while whether the student was admitted to the first-choice major has no significant impact on nonacademic satisfaction. In addition, making an independent major choice has a positive effect on the improvement of overall satisfaction and academic satisfaction, and the impact on overall satisfaction is even greater than that of being admitted to the first-choice major. The impact of the admission characteristics of college entrance examinations on the satisfaction of students in liberal arts and science and students of different types of colleges and universities presents different characteristics.

The worldwide prevalence of anxiety disorders among college students is high, which negatively affects countries, schools, families, and individual students to varying degrees. This paper reviews the relevant literature regarding risk factors and digital interventions for anxiety disorders among college students from the perspectives of different stakeholders. Risk factors at the national and societal levels include class differences and the coronavirus disease 2019 pandemic. College-level risk factors include the indoor environment design of the college environment, peer relationships, student satisfaction with college culture, and school functional levels. Family-level risk factors include parenting style, family relationship, and parental level of education. Individual-level risk factors include biological factors, lifestyle, and personality. Among the intervention options for college students' anxiety disorders, in addition to traditional cognitive behavioral therapy, mindfulness-based interventions, psychological counseling, and group counseling, digital mental health interventions are increasingly popular due to their low cost, positive effect, and convenient diagnostics and treatment. To better apply digital intervention to the prevention and treatment of college students' anxiety, this paper suggests that the different stakeholders form a synergy among themselves. The nation and society should provide necessary policy guarantees, financial support, and moral and ethical supervision for the prevention and treatment of college students' anxiety disorders. Colleges should actively participate in the screening and intervention of college students' anxiety disorders. Families should increase their awareness of college students' anxiety disorders and take the initiative to study and understand various digital intervention methods. College students with anxiety disorders should actively seek psychological assistance and actively accept and participate in digital intervention projects and services. We believe that in the future, the application of methods such as big data and artificial intelligence to improve digital interventions and provide individualized treatment plans will become the primary means of preventing and treating anxiety disorders among college students.

Parental trust and support are machineries for children's cognitive growth and behaviors exhibited at a later age. Their influence on students' learning engagement at school has been reported, but little is known about the mechanisms through which such a proposed causal effect occurs. This study tested 2 major proposed hypotheses; (1) general self-esteem (GSE) mediates the causal relationship between parents' trust and support (PTS) and Learning engagement (LE). (2) The mediation effect is further moderated by students' college grade level. Data was collected from 1139 college students in Tanzania (M_age = 22.5, SD_age = 0.681) who filled out an online-designed questionnaire. SPSS (Statistical Package for Social Science), PROCESS macro of SPSS, and JASP (Jeffrey's Amazing Statistical Program) were used for analyzing data. The results indicated that GSE had a mediating effect (β = .0912, SE = 0.0134, P < .001) on the causal relationship between PTS and LE. The unmediated (direct) effect of PTS on LE (β = .2125, SE = 0.0419, P < .001) was lower than the total effect (β = .3037, SE = 0.0553, P < .001) after the mediation. The interaction effects of PTS (β = .0463, P < .001) and GSE (β = .0495, P < .001) on students' college grades were statistically significant, indicating that the mediation effect of GSE on the causal relationship between PTS and LE was moderated by college grades. Parental trust and support enhance students' behavioral learning at school through their general self-esteem, built from the family level (parenting).

The psychological mechanisms that underlie the relationship between self-esteem and life satisfaction remain unclear and not well-understood. We sought through the present study to test the hypothesis that perfectionism plays a significant mediating role in the association between self-esteem and satisfaction with life among Lebanese university students.

A cross-sectional study was performed in a sample of 363 students (61.7% females, mean age = 22.65 ± 3.48 years). Three research instruments were used: satisfaction with life scale, Rosenberg self-esteem scale and big three perfectionism scale.

Higher self-esteem was significantly associated with lower self-critical perfectionism (Beta = - 0.47), whereas higher self-critical perfectionism was significantly associated with lower satisfaction in life (Beta = - 0.29). Finally, higher self-esteem was significantly and directly associated with higher satisfaction with life (Beta = 0.48).

The present preliminary findings point to the role of self-critical perfectionism as a buffer between self-esteem and satisfaction with life, suggesting the roles of self-esteem and perfectionism as promising avenues for promoting satisfaction with life in adolescent students.

To explore the relationship between physical exercise and college students' social adaptability, as well as the mediating role of social-emotional competency and self-esteem.

One thousand two hundred thirty college students were investigated by physical exercise questionnaire, social-emotional competency scale, self-esteem scale, and social adaptability scale. Data were analyzed by Pearson correlation analysis, structural equation model test and deviation-corrected percentile Bootstrap method.

(1) Physical exercise was positively correlated with social adaptability (r = 0.397, p < 0.01), and the direct path of physical exercise on social adaptability was significant (β = 0.397, t = 15.174, p < 0.01). (2) Physical exercise positively predicted social-emotional competency (β = 0.399, t = 15.235, p < 0.01) and self-esteem (β = 0.305, t = 10.570, p < 0.01). Social-emotional competency positively predicted self-esteem (β = 0.130, t = 4.507, p < 0.01) and social adaptability (β = 0.169, t = 6.104, p < 0.01). Self-esteem positively predicted social adaptability (β = 0.189, t = 6.957, p < 0.01). (3) Social-emotional competency and self-esteem play a significant mediating role between physical exercise and social adaptability. The mediating effect includes three paths: physical exercise→social-emotional competency→social adaptability (the mediating effect value: 0.068); physical exercise→self-esteem→social adaptability (the mediating effect value: 0.059). Physical exercise→social-emotional competency→self-esteem→social adaptability (the mediating effect value: 0.010).

Physical exercise can not only directly affect social adaptability of college students, but also indirectly affect social adaptability through the independent intermediary role of social-emotional competency and self-esteem. Furthermore, physical exercise also affect social adaptability through the chain mediation of social-emotional competency and self-esteem.

College students need to face various problems and conflicts, and are prone to many negative emotions, such as depression, low self-esteem, social anxiety, low sense of belonging, lack of self-identity, and so on. The generation of these bad emotions will bring unexpected negative effects to college students. Taking Chinese college students as the research object, this study analyzes the influence of sports participation on inferiority. Furthermore, we explored whether self-esteem and general self-efficacy mediated the relationship between physical activity and inferiority. In this study, 115 students were selected to conduct the experiment for 12 weeks. After reliability testing, the collected data were analyzed by multivariate analysis of variance to verify the research model. The results show that sports has a significant positive correlation with the reduction of college students' inferiority complex. What is important in this model is that self-esteem and general self-efficacy are enhanced during physical activity and decreased during inferiority complex. In addition, this study created three sports situations: competition group, entertainment group and control group. The comparison results show that competitive sports situation is better than leisure sports situation in terms of the influence on college students' inferiority complex. Through the theoretical and empirical research on college students' inferiority complex, it is concluded that sports is an effective means to reduce college students' inferiority complex.

A thorough and continuous investigation of the association between education and depression in Southeast Asia is critical, particularly in Indonesia, where depression is highly prevalent. Despite this, studies on education and depression mainly use a cross-sectional design alone, which cannot control the bidirectionality of the relationship. Therefore, this study investigated the longitudinal effects of education on depression symptoms, based on nationally representative survey data. This study used as its basis a longitudinal socioeconomic and health survey in Indonesia, the Indonesia Family Life Survey (IFLS). The survey collected data through face-to-face interviews with individual respondents and their families. The fourth and fifth waves of IFLS datasets were used in the analysis. A total number of 18,374 adult participants were included in the dataset. Depression symptoms were assessed based on a 10-item version of the CES-D (Center for Epidemiologic Studies Depression) Scale. Education level was the highest level of education attained by the participants. A cross-lagged longitudinal model was tested using structural equation modeling (SEM) or analysis of covariance structure. The results showed that the model of education and depression fits the data well. The fit indices of the model, χ² (1, N = 18,374) = 21.592, p = 0.001, RMSEA = 0.033, CFI =. 0999, fulfilled the requirements for a good fit. Meanwhile, further analysis of the cross-lagged model revealed that education predicted depression and not the other way around. The standardized regression weights showed that higher education attainment reduces the risk of depression later in life. This study asserts that educational attainment has longitudinal effects on depression. Therefore, expanding the policies surrounding educational opportunity may prevent the onset of depression. This is important, especially in the Indonesian context, where the prevalence of depression among adults is higher than the global average. Access to further education deserves continued consideration in research and policy discussions on mental health and educational system development.

Artificial intelligence-based technologies are gradually being applied to psych-iatric research and practice. This paper reviews the primary literature concerning artificial intelligence-assisted psychosis risk screening in adolescents. In terms of the practice of psychosis risk screening, the application of two artificial intelligence-assisted screening methods, chatbot and large-scale social media data analysis, is summarized in detail. Regarding the challenges of psychiatric risk screening, ethical issues constitute the first challenge of psychiatric risk screening through artificial intelligence, which must comply with the four biomedical ethical principles of respect for autonomy, nonmaleficence, beneficence and impartiality such that the development of artificial intelligence can meet the moral and ethical requirements of human beings. By reviewing the pertinent literature concerning current artificial intelligence-assisted adolescent psychosis risk screens, we propose that assuming they meet ethical requirements, there are three directions worth considering in the future development of artificial intelligence-assisted psychosis risk screening in adolescents as follows: nonperceptual real-time artificial intelligence-assisted screening, further reducing the cost of artificial intelligence-assisted screening, and improving the ease of use of artificial intelligence-assisted screening techniques and tools.

The high prevalence of depression among college students has a strong negative impact on individual physical and mental health, academic development, and interpersonal communication. This paper reviewed the extant literature by identifying nonpathological factors related to college students' depression, investigating the methods of predicting depression, and exploring nonpharmaceutical interventions for college students' depression. The influencing factors of college students' depression mainly fell into four categories: biological factors, personality and psychological state, college experience, and lifestyle. The outbreak of coronavirus disease 2019 has exacerbated the severity of depression among college students worldwide and poses grave challenges to the prevention and treatment of depression, given that the coronavirus has spread quickly with high infection rates, and the pandemic has changed the daily routines of college life. To predict and measure mental health, more advanced methods, such as machine algorithms and artificial intelligence, have emerged in recent years apart from the traditional commonly used psychological scales. Regarding nonpharmaceutical prevention measures, both general measures and professional measures for the prevention and treatment of college students' depression were examined in this study. Students who experience depressive disorders need family support and personalized interventions at college, which should also be supplemented by professional interventions such as cognitive behavioral therapy and online therapy. Through this literature review, we insist that the technology of identification, prediction, and prevention of depression among college students based on big data platforms will be extensively used in the future. Higher education institutions should understand the potential risk factors related to college students' depression and make more accurate screening and prevention available with the help of advanced technologies.

This study aimed to investigate the longitudinal relationship between anxiety and self-esteem among college students.

A total of 2473 Chinese college students were tracked, with their anxiety and self-esteem levels collected annually over the four academic years. The study employed a four-wave random intercept cross-lagged panel model to examine the prospective relationship between anxiety and self-esteem.

The anxiety levels were negatively associated with self-esteem over campus life. Results of the four-wave cross-lagged panel model revealed that low self-esteem maintained having subsequent negative impacts on students' anxiety levels, while the effects became progressively stronger over the four academic years. Meanwhile, no significant prospective effects were identified of anxiety levels on self-esteem.

The study confirmed self-esteem as one of the leading contributors to anxiety for college students and emphasized the importance of nourishing the self-esteem of students to alleviate their anxiety issues and improve their mental health at college.

This study analyzed the reciprocal relationship between self-esteem and general self-efficacy among students from both the elite and non-elite universities in China. Descriptive statistics showed that the levels of general self-efficacy remained stable among Chinese college students albeit with minor fluctuations, while their self-esteem continuously declined during the four academic years; students from elite universities had higher self-esteem than their counterparts from non-elite universities. Moreover, the general self-efficacy of students was significantly and positively correlated with their self-esteem at college. Using a four-wave cross-lagged model, we found that the self-esteem and general self-efficacy among elite university students reinforced each other from the freshman to the junior years, whereas the self-esteem of their equivalents from non-elite universities monodirectionally predicted their subsequent general self-efficacy levels from the sophomore to the senior years. The study adds to the literature by (1) exploring the directionality of the relationship between self-esteem and generalized self-efficacy with four-wave panel data, and (2) discussing the heterogeneity of the relationship among sub-groups of the college students. The study proposed that institutions of different tiers should take targeted interventions to boost students' self-esteem and general self-efficacy.

The present study aimed to investigate the associations between self-esteem and academic self-efficacy among Chinese college students. Descriptive statistics showed that on average, students' academic self-efficacy experienced a downward trend in the first 3 years before rising slightly in the graduation year, and that male students had higher academic self-efficacy than females in the first 2 years, whereas female students' academic self-efficacy surpassed their male counterparts in the latter years. There were significant, positive associations between the two variables. With cross-lagged analysis, we found that students' self-esteem significantly predicted their subsequent academic self-efficacy from the freshman to the junior years, and the effects among male students endured longer and stronger. Implications of the findings were discussed.

The pursuit of relationship goals is critical to the wellbeing of young adults. This study investigated different achievement goals toward social competence as potential predictors of social anxiety and depression symptoms. It proposed that self-esteem may function as a mediator on the pathway from endorsing social achievement goals to undergraduates' concurrent and longitudinal social anxiety and depression symptoms. Social achievement goal theory proposes three types of goals: social mastery goals (striving to improve one's social competence), social performance-approach goals (striving to prove one's social competence and win positive evaluation), and social performance-avoid goals (striving to avoid incompetent social behaviors and negative evaluation). One hundred and eighty-five Chinese undergraduates aged from 18 to 23 (50% female) completed this study across two-time points. Path analyses indicated that social mastery (marginally) and performance-approach goals were positively associated with self-esteem, whereas social performance-avoid goals were negatively associated with self-esteem; self-esteem was negatively associated with the concurrent social anxiety and depression symptoms and the longitudinal depression symptoms. The proposed mediation effects of self-esteem on the links from three types of social achievement goals to the concurrent and longitudinal social anxiety and depression symptoms were significant except on the links from social mastery goals and social performance-approach goals to the subsequent social anxiety symptoms. Self-esteem and the baseline social anxiety and depressive symptoms have a chain mediating effect between social achievement goals and the longitudinal symptoms of social anxiety and depression. These findings suggest that the pursuit of social mastery goals and performance-approach goals in initiating and maintaining social relationships boosts undergraduates' self-worth and reduces their concurrent and longitudinal depression experiences. However, the strivings to hide inadequacy and avoid negative evaluation in social contexts impede one's self-worth and increase concurrent and longitudinal social anxiety and depression symptoms. Implications and limitations are discussed.