Previous study has identified a connection between intimate partner violence (IPV) and depressive symptoms. However, the underlying mechanisms of this connection have not yet been well understood. The aim of this study was to investigate the roles of big five personality traits and perceived social support on the association between IPV and depressive symptoms among Chinese college students.

A cross-sectional questionnaire survey was conducted among college students in 23 provinces, 5 autonomous regions, and 4 municipalities in China from June to August 2022. Intimate Partner Violence Questionnaire was used to measure the frequency of exposure to IPV. The big five personality traits were measured by 10-item Big Five Inventory, Perceptive Social Support Scale-3 items was used to estimate the degree of perceived social support and the data on depressive symptoms were collected by Patient Health Questionnaire-9 items. We used data from the "Psychology and Behavior Investigation of Chinese Residents in 2022", which includes 6686 valid questionnaires of college students. The PROCESS macro developed by Hayes was utilized to perform moderated mediation analysis.

Among college students, IPV had a significant direct impact on depressive symptoms. Extroversion, agreeableness, conscientiousness and neuroticism mediated the association between IPV and depressive symptoms (β = -0.08, P < 0.001; β = -0.08, P < 0.001; β = -0.14, P < 0.001; β = 0.20, P < 0.001). Perceived social support significantly moderated the mediating role of the big five personality traits between IPV and depressive symptoms. Furthermore, perceived social support moderated the direct relationship between IPV and depressive symptoms (β = 0.34, P < 0.001), as well as the indirect path of extroversion, agreeableness, neuroticism and the first half of the mediating role of conscientiousness. Moreover, perceived social support was one of the preventive factors that could effectively mitigate the harmful effects of IPV, neuroticism and depressive symptoms.

As this was a cross-sectional study, we were unable to investigate causal relationships between variables. The prevalence of IPV and depressive symptoms were self-reported by the college students, and there may be reporting bias. Additionally, this study only explored the influence and mechanism from the integrated dimension of IPV and PSSS, due to spatial constraints.

The findings contribute to the existing understanding by clarifying the fundamental mechanisms linking IPV and depressive symptoms. These results may serve as a valuable reference for the Chinese government to improve mental health among college students.

This study was conducted to identify the factors (especially parental involvement, academic self-efficacy, and depression) associated with academic performance among Chinese K-12 students during the COVID-19 pandemic.

This cross-sectional study used data from the 2020 China Family Panel Studies (CFPS). The CFPS was conducted from July to December 2020 during the COVID-19 pandemic. A multistage probability sample proportional to size was used for the survey. The final sample consisted of 1747 K-12 students. This study used the 14-item Chinese Parental Involvement and Support Scale, the Responsibility Scale, and the 8-item Center for Epidemiologic Studies Depression Scale to measure parental involvement, academic self-efficacy, and depression, respectively. An ordered probit regression and structural equation models were employed to analyze the factors associated with academic performance. A multiple imputation technique was applied to compute missing values in selected variables.

We found that parental involvement and academic self-efficacy were positively associated with good academic performance. In contrast, depression was negatively associated with good academic performance. Moreover, academic stress, male, rural residency, middle school, family size, high income, online gaming daily, reading, and intelligence quotient were statistically significant predictors on academic performance.

The empirical findings suggested that parental involvement and academic self-efficacy were positively and significantly associated with good academic performance. However, depression was negatively and significantly associated with good academic performance. These results showed that policymakers and practitioners can help improve academic success and address educational inequalities among K-12 students by implementing a series of reforms.

The coronavirus disease 2019 (COVID-19) epidemic disrupted education systems by forcing systems to shift to emergency online leaning. Online learning satisfaction affects academic achievement. Many factors affect online learning satisfaction. However there is little study focused on personal characteristics, mental status, and coping style when college students participated in emergency online courses.

To assess factors related to satisfaction with emergency online learning among college students in Hebei province during the COVID-19 pandemic.

We conducted a cross-sectional survey of 1600 college students. The collected information included demographics, psychological aspects of emergent public health events, and coping style. Single factor, correlation, and multiple linear regression analyses were performed to identify factors that affected online learning satisfaction.

Descriptive findings indicated that 62.9% (994/1580) of students were satisfied with online learning. Factors that had significant positive effects on online learning satisfaction were online learning at scheduled times, strong exercise intensity, good health, regular schedule, focusing on the epidemic less than one hour a day, and maintaining emotional stability. Positive coping styles were protective factors of online learning satisfaction. Risk factors for poor satisfaction were depression, neurasthenia, and negative coping style.

College students with different personal characteristics, mental status, and coping style exhibited different degrees of online learning satisfaction. Our findings provide reference for educators, psychologists, and school administrators to conduct health education intervention of college students during emergency online learning.

With the gradual end of the coronavirus disease 2019 (COVID-19) pandemic, the reconstruction of students' mental health is urgently necessary. Digital interventions offer advantages such as high accessibility, anonymity, and accurate identification, which can promote the reconstruction of students' mental health through the provision of psychological support platforms, psychological assessment tools, and online mental health activities. However, we recognize that digital interventions must undergo many adjustments, and corresponding ethical norms require further clarification. It is crucial for different stakeholders to collaborate and work toward maximizing the effectiveness of digital interventions for the reconstruction of mental health after the COVID-19 pandemic.

Since the start of the coronavirus 2019 pandemic, people have faced many challenges, including in relation to sleep quality and psychological health. This study aims to analyze the association between sleep quality and psychological symptoms among university students in China, and to provide reference data to facilitate the development of interventions to improve the physical and mental health of university students.

A stratified cluster sampling method was used to investigate the sleep quality and psychological symptoms of 6,363 university students in China. The Chi-square test was used to analyze differences in sleep quality among groups. Logistic regression analysis was used to analyze the association between sleep quality and psychological symptoms.

The proportions of Chinese university students with good, medium, and poor sleep quality were 25.73, 10.99, and 63.28%, respectively. The overall rate of psychological symptoms was 16.5%. Logistic regression analysis showed that, in general, university students with poor sleep quality had a higher risk of psychological symptoms than those with good sleep quality (OR = 1.53, 95%CI: 1.28, 1.84, p < 0.01). Compared with university students with good sleep quality, those with poor sleep quality were more likely to experience emotional symptoms (OR = 1.62, 95%CI: 1.36, 1.94), behavioral symptoms (OR = 1.55, 95% CI: 1.3, 1.84), and difficulties with social adaptation (OR = 1.84, 95% CI: 1.51, 2.25) (all p < 0.01).

There was an association between sleep quality and psychological symptoms among Chinese university students. University students with poor sleep quality have a higher risk of psychological symptoms. Measures should be taken to improve the sleep quality of university students and reduce the incidence of psychological symptoms. This study provides reference data for government and education departments that could inform public health policies.