Status of the poor vision among 3 014 primary school students in Wucheng district of Jinhua city and analysis of the influencing factors / 国际眼科杂志(Guoji Yanke Zazhi)

AIM: To explore the prevalence and influencing factors of poor vision among 3 014 primary school students in Wucheng District, Jinhua City, in order to provide evidence for the intervention measures of poor vision.METHODS: Using a cross-sectional study, a self-designed questionnaire was done, including general conditions and influencing factors of vision. The international standard logarithmic visual acuity chart was used for visual acuity detection. The risk factors that were statistically significant among the single factor groups were used as independent variables for multivariate Logistic regression analysis.RESULTS: A total of 1 367 students with poor vision were detected, the detection rate was 45.36%, among which mild poor vision rare was 26.08%; moderate rate was 11.51%; and severe rate was 7.76%. Multivariate Logistic regression analysis showed that senior grades, parental myopia, daily insufficient sleep and outdoor activity, overuse of electronics or computers and no eye exercise were risk factors for poor vision.CONCLUSION: The rate of poor vision among the primary school students was severe, schools should take measures to improve and prevent students' poor vision by increasing outdoor activity time, correcting poor reading and writing posture, and reducing the time spent on electronic products.

Impact of a Three-Week Workplace Vocal Health Promotion Program on a Teacher and Students' Voice Parameters

Objective: To determine the effect on voice parameters in pupils and their teacher of a three-week Workplace Vocal Health Promotion Program (WVHPP) in a school setting. Methods: Longitudinal study with a design phase and a pilot phase. Voice recordings of connected speech were used to collect information on voice functioning before and after the implementation of the program. The workplace vocal health promotion program was implemented with two purposes: (1) to reduce noisy conditions inside the classrooms that may cause loud voice production, which has been found associated with voice disorders among teachers and students and (2) to increase awareness about the relationship between noise and voice inside the classrooms. Results: The WVHPP was found to be statistically associated with a decrease in the fundamental frequency, standard deviation of the fundamental frequency, sound pressure levels, and SPL standard deviation among both pupils and their teacher. However, there was no statistically significant effect on cepstral peak prominence smoothed. Conclusion: The three-week WVHPP was found to have a significant impact on several acoustic parameters, such as the fundamental frequency and sound pressure levels. These findings highlight the potential of the WVHPP as an effective intervention for improving the vocal health of both teachers and students. However, the lack of a significant effect on cepstral peak prominence smoothed suggests that further research is needed to fully understand the impact of the WVHPP on voice quality.

Objetivo: Determinar el efecto en los parámetros de voz de los alumnos y su profesora de un Programa de tres semanas de Promoción de la Salud Vocal en el lugar de trabajo en un entorno escolar. Métodos: Estudio longitudinal con una fase de diseño y una fase piloto. Se utilizaron grabaciones de voz de habla conectada para recopilar información sobre el funcionamiento de la voz antes y después de la implementación del programa. El programa de promoción de la salud vocal en el lugar de trabajo se implementó con dos propósitos: (1) Reducir las condiciones ruidosas dentro de las aulas que pueden causar una producción de voz a alta intensidad, lo que se ha encontrado asociado con trastornos de la voz entre profesores y estudiantes; y (2) Aumentar la conciencia sobre la relación entre el ruido y la voz dentro de las aulas. Resultados: Se encontró que el Programa de Promoción de la Salud Vocal en el lugar de trabajo estaba estadísticamente asociado con una disminución de la frecuencia fundamental, la desviación estándar de la frecuencia fundamental, los niveles de presión sonora y la desviación estándar de la presión sonora, tanto en los alumnos como en su profesor. Sin embargo, no hubo un efecto estadísticamente significativo en la prominencia del pico cepstral suavizado. Conclusión: Se encontró que el programa de tres semanas tenía un impacto significativo en varios parámetros acústicos, como la frecuencia fundamental y los niveles de presión sonora. Estos hallazgos destacan el potencial del programa como una intervención eficaz para mejorar la salud vocal tanto de profesores como de estudiantes. Sin embargo, la falta de un efecto significativo en la prominencia del pico cepstral suavizado sugiere que se necesita más investigación para comprender completamente el impacto del programa en la calidad vocal.

Representaciones de estudiantes sobre el conflicto mapuche en Chile y Argentina / Representations of students regarding the Mapuche conflict in Chile and Argentina / Representações estudantis sobre o conflito mapuche no Chile e na Argentina

(analítico) Las investigaciones de las representaciones sociales de estudiantes acerca de los problemas contemporáneos representan un espacio fundamental de exploración. Este estudio busca analizar las representaciones de estudiantes de educación primaria chilenos y argentinos sobre el conflicto entre los Estados de Chile, Argentina y el pueblo mapuche. La investigación es cualitativa, con un enfoque de teoría fundamentada y los datos recolectados a través de grupos focales en escuelas chilenas y argentinas. El análisis realizado se basa en los procedimientos del paradigma de la codificación, con el motivo de indagar de manera procesual y estructural las representaciones sociales. Los resultados revelan el rol que otorgan los estudiantes a la enseñanza de la historia. Las conclusiones sostienen que la enseñanza de la historia no contribuye a la comprensión de este problema.

(analytical) Research on social representations constructed by students in relation to contemporary problems represents a fundamental space for investigative exploration. This study sought to analyze the representations of Chilean and Argentine primary school students regarding the "conflict" between the Chile, Argentina and the Mapuche people. The research was qualitative and used a grounded theory approach. The data was collected through holding focus groups in Chilean and Argentine schools. The analysis involved the use of coding paradigm procedures in order to investigate social representations in a procedural and structural way. The results reveal the role that students give to the teaching of History. The conclusions identify that the teaching of History does not contribute to the understanding of this problem.

(analítico) Este estudo examina o conhecimento sobre as propriedades formais e a função referencial de desenho, escrita e numerais que mães, filhos e filhas (2 anos e meio e 4 anos) apresentados em tarefa de produção conjunta. O método comparativo constante foi utilizado para a construção do sistema de codificação; se analisou mediante provas não paramétricas. As duplas do grupo de 2 anos e meio conversaram sobre a função referencial dos três sistemas, especialmente do desenho. No grupo de 4 anos aumentaram o interesse pela escrita, a consideração das propriedades formais da escrita e dos numerais e as produções independentes de desenho e escrita. O estudo mostrou a produção gráfica conjunta como uma interação educacional na família que estimula a apropriação precoce de sistemas de representação externa.

Participación juvenil en la prevención del consumo de sustancias psicoactivas. Estudio de caso de una escuela saludable (Cali, Colombia) / Youth Participation in the Prevention of the Consumption of Psychoactive Substances. A Case Study across Healthy Schools, Cali-Colombia / Participação juvenil na prevenção do consumo de substâncias psicoativas. Estudo de caso de escola saudável, Cali-Colômbia

Introducción: el consumo de sustancias psicoactivas (SPA) en escolares es un fenómeno complejo con múltiples efectos negativos. Desde la perspectiva de los determinantes sociales y la promoción de la salud, la institución educativa (IE) es un agente decisivo para acciones participativas. El objetivo fue identificar factores individuales e institucionales asociados con la participación de estudiantes en una IE pública de Cali (Colombia) para prevenir el consumo de SPA. Materiales y métodos: estudio de caso con enfoque mixto. La aproximación cualitativa implicó un análisis documental para explorar la respuesta y factores institucionales de la IE seleccionada como caso crítico; mientras que para identificar los factores individuales relevantes se desarrolló un componente cuantitativo mediante encuesta a 156 estudiantes (secundaria-media) de esa IE. Resultados: los estudiantes identifican como factor relevante para el consumo de SPA la presión de amigos o compañeros; se evidencia que los espacios y procesos de prevención de mayor aporte son la comunicación con pares. También se reconoce como factor institucional el trabajo curricular desde las áreas para fortalecer la toma de decisiones. Conclusión: en la estrategia de escuelas saludables, es crucial la alianza entre el sector educativo y el sector salud, para dinamizar espacios y procesos de participación dirigidos a prevenir el consumo de SPA. Los estudios de análisis del desarrollo de la estrategia de escuelas saludables son requeridos para generar elementos de reflexión dirigidos al ajuste de las acciones de empoderamiento de los estudiantes y que los procesos de participación juvenil logren la continuidad requerida

Introduction: The consumption of psychoactive substances (PAS) among schoolchildren suggests a complex phenomenon with multiple negative effects. From the perspective of social determinants and health promotion, the educational institution (EI) acts as a decisive agent for participatory actions. The present study aimed to identify individuals and institutional factors associated with the participation of students in an IE public of Cali (Colombia) toward the prevention of the consumption of PAS. Materials and methods: This is a case study with a qualitative and quantitative approach. The former involved a documentary analysis for the exploration of the response and the institutional factors of EI, which were selected as a critical case. Meanwhile, to identify the relevant individual factors, a quantitative component was developed through a survey of 156 students (Secondary­Middle School) of that EI. Results: Students identified pressure from friends or classmates as a relevant factor for PAS consumption, indicating that the spaces and prevention processes with the most significant contribution are communication with peers. The curricular work from the areas to strengthen decision-making is also recognized as an institutional factor. Conclusion: Within the healthy schools' strategy, the alliance between the education and health sectors is of crucial relevance for the promotion of the revitalization of spaces and participation processes aimed at preventing the consumption of PAS. The analysis of studies on the development of healthy schools strategy is thus required to generate elements of reflection directed toward the adjustment of the actions facilitating the empowerment of the students and those referring to youth participation to achieve the required continuity.

Introdução: o consumo de substâncias psicoativas (SPA) em estudantes é um fenômeno complexo com múl- tiplos efeitos negativos. Na perspectiva dos determinantes sociais e da promoção da saúde, a instituição de ensino (IE) é um agente decisivo para ações participativas. O objetivo foi identificar fatores individuais e institucionais associados à participação de alunos em uma IE pública de Cali (Colômbia) para prevenir o consumo de SPA. Materiais e métodos: estudo de caso com abordagem mista. A abordagem qualitativa envolveu uma análise documental para explorar a resposta e os fatores institucionais da IE selecionada como caso crítico; enquanto para identificar os fatores individuais relevantes, desenvolveu-se um com- ponente quantitativo através de um questionário a 156 alunos (ensino médio) daquela IE. Resultados: os alunos identificam a pressão de amigos ou colegas como fator relevante para o consumo de SPA; é evidente que os espaços e processos de prevenção com maior contribuição são a comunicação com os pares. O trabalho curricular das áreas para fortalecer a tomada de decisão também é reconhecido como um fator institucional. Conclusão: na estratégia das escolas saudáveis, a aliança entre o setor da educação e o setor da saúde, assume uma relevância crucial para promover a revitalização de espaços e processos participativos direcionados à prevenção do consumo de SPA. Os estudos de análise do desenvolvimento da estratégia de escolas saudáveis são necessários para gerar elementos de reflexão direcionados ao ajuste das ações de empoderamento dos alunos e que os processos de participação juvenil alcancem a necessária continuidade

Knowledge, attitude and practice regarding oral health among secondary school students in Kulgam district, J&K

Background: Oral health is a primary division of overall health. Oral health knowledge is considered to be crucial for developing healthy behaviors, and it has been shown that there is an association between increased knowledge and better oral health. Optimum health related practices are more likely to be taken up if an individual feels a sense of better control over their health with better understanding of diseases and their etiology. Aim: Therefore, the present study aimed at assessing the level of oral health knowledge, attitude and practices of secondary school students in district Kulgam, Jammu & Kashmir UT. Materials and methods: A cross-sectional survey was conducted among 384 secondary school students of Kulgam district J&K. The participants were presented with a standardized pre-tested closed ended questionnaire based on WHO oral health questionnaire for children. It was a multiple choice questionnaire where the participants were asked to select the most relevant answer. Results: This study showed that knowledge and attitude towards oral health hygiene was good among the students. Attitude towards oral health was also found to be comparatively good. Oral hygiene practices were not up to the mark. There is a need to teach the significance of routine dental checkup, appropriate tooth brushing technique and material used for tooth brushing.Conclusion: School age is the right time when the behavior can still be molded, secondary level students would be the appropriate target group to receive the first organized intervention leading towards correct knowledge along with a positive attitude which is essential to bring about a change in their oral health behavior.

SELF-EFFICACY OF HIGH AND LOW ACHIEVERS IN MATHEMATICS OF SENIOR SECONDARY SCHOOL STUDENTS

The present study was conducted to compare the self-efficacy of high and low achiever of achievement in mathematics of senior secondary school students. The sample of 300 senior secondary school students was taken from 3 districts of Punjab. Senior secondary school students was divided into two groups viz. high achievers and low achievers on the basis of achievement in mathematics which was taken as their marks in Mathematics in previous class and assessed their self-efficacy by using the hindi version of SelfEfficacy scale developed by Sud, Schwarzer and Jerusalem (1998). Result of the study revealed that the high achievers of mathematics had better self-efficacy as compared to low achievers of mathematics. The positive correlation between self-efficacy and achievement in mathematics of senior secondary school students was also found.

Emotion Regulation, Perceived Interpersonal Support And Academic Anxiety Among High School Students In Kerala

The current study focuses on the relationship between emotion regulation, perceived interpersonal support, and academic anxiety among high school students in Kerala. The data was collected from 300 high schools students from three schools in Pathanamthitta District. The tools been administered are Difficulties in Emotion Regulation Scale-DERS- SF-18 by Victor & Klonsky (2016), The Multi-dimensional Scale for Perceived Social Support by Zimet and Farley (1988), and Academic Anxiety Scale for children (AASC) by Dr. A K Singh and Dr. A Sen Gupta (2018). Correlational research design using quantitative approach has been used. The findings of the study revealed that there is a significant relationship between emotion regulation, perceived interpersonal support and academic anxiety. There is a significant difference in academic anxiety based on age, gender, birth order and family type.

Psychometric Properties of the Causal Attributions Scale for Reading Comprehension / Propiedades psicométricas de la Escala de Atribuciones Causales para la Comprensión Lectora / Propriedades psicométricas da Escala Atribuições de Causas para a Compreensão de Leitura

Causal attributions, achievement goals, and self-efficacy comprise the motivational dimension of self-regulated learning. Due to the absence of scales to assess the causal attributions of Brazilian middle school students, this study aimed to investigate the psychometric properties of the Causal Attributions Scale for Reading Com-prehension. The study involved three samples: one of the expert judges and two composed of students. Evidence of content validity was found through theo-retical and practical representativeness and the intel-ligibility of the scale items. The associations between the attributional causes and psychological dimensions proved validity based on the scale's internal structure. The effects identified in the comparisons between the scale and achievement goals, and the scale and self-efficacy indicated validity based on the relationship with other variables. This instrument can be recom-mended for use by professionals in psychology and education. We also suggest the performance of further studies with the scale.

Las atribuciones causales, los objetivos de logro y la autoeficacia constituyen la dimensión motivacional del aprendizaje autorregulado. Debido a la ausencia de escalas para evaluar las atribuciones causales de estudiantes brasileños de enseñanza fundamental, en este estudio investigamos las propiedades psicométricas de la Escala de Atribuciones Causales para la Comprensión Lectora. Este análisis involucró tres muestras: una de jueces expertos y dos formadas por estudiantes. Se encontró evidencia de validez de contenido a través de la representatividad teórica y práctica, y por medio de la inteligibilidad de los ítems de la escala. Los resultados de las asociaciones entre las causas atribucionales y las dimensiones psicológicas proporcionaron evidencia de validez basada en la estructura interna. Los efectos identificados en las comparaciones entre la escala y metas de logro, y la escala y autoeficacia, indicaron evidencia de validez basada en la relación con otras variables. Este instrumento puede ser recomendado para su uso por profesionales en psicología y educación. También se sugiere la realización de más estudios con la escala

Atribuições causais, metas de realização e autoeficácia constituem a dimensão motivacional da aprendizagem autorregulada. Devido à ausência de escalas para avaliar as atribuições causais de estudantes brasileiros do ensino fundamental, neste estudo investigamos as propriedades psicométricas da Escala Atribuições de Causas para a Compreensão de Leitura. Este estudo envolveu três amostras: uma amostra de juízes especialistas e duas amostras compostas por estudantes. Encontrouse evidência de validade de conteúdo através da represen-tatividade teórica e prática e por meio da inteligibilidade dos itens da escala. Os resultados das associações entre as causas atribuídas e as dimensões psicológicas forneceram evidências de validade com base na estru-tura interna. Os efeitos identificados nas comparações entre a escala e os objetivos de realização, e a escala e autoeficácia indicaram evidências de validade com base na relação com outras variáveis. Recomendamos que este instrumento seja utilizado por profissionais da psicologia e da educação. Outros estudos com a escala também são sugeridos.

Correlation between depression， anxiety and social support among grade three senior high school students under in-school quarantine during the COVID-19 pandemic / 四川精神卫生

ObjectiveTo assess the level of depression， anxiety and social support among grade three senior high school students under in-school quarantine during the COVID-19 pandemic， so as to provide references for targeted psychological intervention of them. MethodsA total of 724 grade three senior high school students from three key schools in Binzhou City， Shandong Province were selected using random sampling method. Generalized Anxiety Disorder （GAD-7）， Patients' Health Questionnaire Depression Scale-9 item （PHQ-9） and Perceived Social Support Scale （PSSS） were used to survey the psychological status including anxiety， depression and the level of social support. Partial correlation analysis was adopted to discuss the correlation of PSSS score with GAD-7 and PHQ-9 scores， meantime， the multiple linear regression analysis was conducted to explore the relationship between PSSS and PHQ-9 scores. ResultsAmong grade three senior high school students， 341 （48.64%） and 383 （54.64%） were found to have symptoms of anxiety and depression， respectively. PSSS total score as well as the dimension score of family support and other support of female students were higher than those of male students， with statistical significance （t=-3.431， -3.048， -4.482， P<0.01）. GAD-7， PSSS total scores and the dimension scores of family support and other support demonstrated statistical differences among grade three senior high school students with different selections of academic subjects for college entrance examination （F=1.992， 2.660， 2.074， 3.138， P<0.05 or 0.01）. PHQ-9 score was negatively correlated with the total score and each dimension score of PSSS （r=-0.329， -0.283， -0.284， -0.284， P<0.01）. The dimension score of family support and friend support in PSSS could negatively predict the PHQ-9 score （B=-0.213， -0.308， P<0.01）. ConclusionGrade three senior high school students under in-school quarantine during the COVID-19 pandemic suffer a high prevalence rate of anxiety and depression， while students with higher perceived social support scores report fewer symptoms of depression. Hence， improving the level of social support may alleviate depression in students.

Willingness of middle school students to engage in medicine and influencing factors during COVID-19 pandemic / 四川精神卫生

ObjectiveTo investigate the willingness of middle school students to engage in medicine and its influencing factors during COVID-19 pandemic in Lanzhou， so as to provide references for the early career planning education on middle school students. MethodsConvenient sampling method was used to choose 1 795 middle school students from 5 schools in Lanzhou from July 21 to July 31， 2022 for this study where an online questionnaire survey was distributed to collect data. A self-compiled questionnaire was used to gather the general information， assess the willingness to engage in medicine and seek the underlying reasons. The psychological resilience level of students was assessed using Resilience Scale for Adolescents. Then multivariate Logistic regression analysis was conducted to screen the factors associated with the willingness of middle school students to engage in medicine. ResultsAfter the local outbreak of COVID-19 in Lanzhou， 835 （46.52%） middle school students demonstrated their willingness to engage in medicine， and the top three reasons for their willingness were being affected by medical staff during the pandemic （75.69%）， having interests in medical sciences （67.31%）， and the potential increase of attention to national medical development after the epidemic （43.23%）. Logistical regression analysis showed that female gender （OR=1.438， P<0.01）， family members engaged in the medical and health industry （OR=1.574， P<0.01） and having a high psychological resilience score （OR=1.011， P<0.01） were related to the clear willingness to engage in medicine， while studying in senior middle school （OR=0.473， P<0.01） and excessive exposure （≥50%） to negative information during the epidemic （OR=0.797， P<0.05） were related to declining willingness to engage in medicine. ConclusionAfter the COVID-19 outbreak in Lanzhou， a large proportion of local middle school students show their willingness to engage in medicine， especially among those of female gender， having family members engaged in the medical and health industry and having high level of psychological resilience. Whereas students studying in senior middle school and with excessive exposure to negative information during the outbreak indicate low willingness to engage in medicine.

Mental health status and its influencing factors in middle school students under the regular prevention and control of COVID-19 / 四川精神卫生

ObjectiveTo analyze the mental health status and its influencing factors in middle school students under the regular prevention and control of COVID-19， so as to provide references for the intervention and management of their mental health problems. MethodsFrom March 7 to 21， 2021， a stratified random sampling method was used to select 19 352 students from 17 schools in 3 districts and 9 counties of Linyi City， Shandong Province. Basic data were collected through a self-designed questionnaire. All students completed the Symptom Checklist 90 （SCL-90） to assess their mental health status. Then the factors affecting the mental health status of middle school students were screened using independent sample t-test， one-way ANOVA test and multiple stepwise regression analysis. Results① A total of 6 350 （32.81%） middle school students were found to have mental health problems. ② Each SCL-90 factor score and total average score yielded statistical difference among middle school students of different genders， relationships with classmate， closeness to friends， concerns about the epidemic， and pressure exerted by schoolwork （P<0.01）. Each SCL-90 factor score and total average score of middle school students were significant different in terms of the hours of smartphone usage for recreation per day， sleep duration per night in hours and exercise frequency （P<0.01）. ③ Multiple stepwise regression analysis denoted that female gender， poor relationship with classmate， no close friend and long hours of smartphone usage for recreation were the risk factors for mental health of middle school students （β=0.096， 0.183， 0.064， 0.232， P<0.01）. ConclusionThe prevalence rate of mild mental health problems is quite high among middle school students under the regular epidemic prevention and control. Additionally， female gender， poor relationship with classmate， no close friend and long hours of smartphone usage for recreation have a negative impact on middle school students' mental health.

Relationship between childhood maltreatment and insomnia in middle school students： a moderated mediation model / 四川精神卫生

ObjectiveTo clarify the relationship between childhood maltreatment and insomnia in middle school students， and to explore the mediating role of post-traumatic stress disorder （PTSD） symptoms and the moderating role of mental resilience involvement. MethodsFrom April to May 2021， a total of 3 412 students in 3 middle schools in a city in western China were selected using convenient sampling method， and all students were assessed by Childhood Trauma Questionnaire （CTQ）， Post Traumatic Stress Disorder Scale （PCL）， Insomnia Severity Index （ISI） and mental resilience scale. The moderated mediating effect analysis was conducted using Process v3.4. ResultsAmong the middle school students， CTQ scores were positively correlated with PCL and ISI scores （r=0.540， 0.320， P<0.05）， and the scores of CTQ， PCL and ISI were negatively correlated with the score of mental resilience scale （r=-0.049， -0.193， -0.132， P<0.05）. PTSD symptoms exhibited a partial mediating effect on the relationship between general childhood maltreatment and insomnia （β=0.161， P<0.05）， accounting for 80.5% of the total effect. ConclusionAmong the middle school students， the relationship between childhood maltreatment and insomnia is partially mediated via PTSD symptoms， and mental resilience exerts a moderating role between childhood maltreatment and PTSD symptoms.

Basic psychological needs satisfaction and smartphone addiction among high school students： the mediating role of loneliness and social anxiety / 四川精神卫生

ObjectiveTo investigate the mediating role of loneliness and social anxiety in the relationship between basic psychological needs satisfaction and smartphone addiction among high school students， and to provide references for the intervention to smartphone addiction for high school students. MethodsIn April 2022， a total of 14 666 high school students from 5 middle schools in a county of Sichuan Province were included by random sampling method. Basic Psychological Needs Scales （BPNS）， the UCLA Loneliness Scale-3 edition （UCLA-3）， Interaction Anxiousness Scale （IAS） and the Mobile Phone Addiction Index （MPAI） were used for cross-sectional investigation. Bootstrap method was used to analyze the mediating role of loneliness and social anxiety in the relationship between the basic psychological needs satisfaction and smartphone addiction. Results① In this study， 14 036 valid questionnaires were returned， and 1 752 （12.48%， 95% CI： 0.114~0.136） high school students were found to be addicted to smartphone phone. The BPNS score was negatively correlated with UCLA-3， IAS and MPAI scores （r=-0.771， -0.486， -0.417， P<0.01）. And MPAI score was positively correlated with IAS and UCLA-3 scores （r=0.403， 0.424， P<0.01）. IAS score was positively correlated with UCLA-3 score （r=0.458， P<0.01）. ②The degree of basic psychological needs satisfaction in high school students can directly negatively predict smartphone addiction （β=-0.383， P<0.05）， and can also indirectly affect smartphone addiction through loneliness and social anxiety （β=-0.130， P<0.05）. ③Loneliness （indirect effect value was -0.145） and social anxiety （indirect effect value was -0.074） partially mediate between the basic psychological needs satisfaction and smartphone addiction. Loneliness-social anxiety also has significant chain mediating effect （indirect effect value was -0.034）， which accounted for 8.88%. ConclusionThe basic psychological needs satisfaction can not only directly affect the occurrence of smartphone addiction， but also indirectly affect the occurrence of smartphone addiction through the chain mediation of loneliness and social anxiety.

Study on the mental health status and its influencing factors among middle school students in Yi nationality areas： a case study of Xide County， Liangshan Prefecture， Sichuan Province / 四川精神卫生

ObjectiveTo explore the mental health status and its influencing factors among middle school students in Xide County， Liangshan Yi Autonomous Prefecture， and to provide references for mental health interventions for local middle school students. MethodsUsing a cross-sectional study design， one junior middle school and one senior middle school in Xide County， Liangshan Prefecture， Sichuan Province， were randomly selected on September 16， 2021， and two classes per grade in each school involving 288 students were recruited. Subjects were assessed using Patients' Health Questionnaire Depression Scale-9 item （PHQ-9）， Generalized Anxiety Disorder Scale-7 item （GAD-7）， PTSD Checklist for DSM-5 （PCL-5）， Multidimensional Scale of Perceived Social Support （MSPSS） and UCLA Loneliness Scale （ULS-3）. Then the scores of above scales were compared among middle school students with different demographic characteristics， and binary Logistic regression analysis was conducted to screen the influencing factors of post-traumatic stress disorder (PTSD） symptoms. ResultsAmong the respondents， 17.71% （95% CI： 0.133~0.221）， 8.68% （95% CI： 0.054~0.120）， 2.78% （95% CI： 0.009~0.047） and 45.83% （95% CI： 0.400~0.516） were reported to have symptoms of depression， anxiety， PTSD and loneliness， respectively. Students in senior middle school scored lower on PCL-5 and ULS-3 than those in junior middle school ［（6.46±8.91） vs. （8.87±9.42）， t=2.202， P<0.05； （4.67±1.65） vs. （5.60±1.88）， t=4.431， P<0.01］. Regression analysis denoted that depressive symptoms （OR=7.630， P<0.05） and anxiety symptoms （OR=3.789， P<0.01） were risk factors for PTSD symptoms among middle school students. ConclusionThe middle school students in Xide County， Liangshan Yi Autonomous Prefecture suffer a high prevalence rate of depressive symptoms and loneliness， and those in junior middle school are more likely to feel a sense of strong loneliness， furthermore， depressive symptoms and anxiety symptoms are risk factors for PTSD symptoms.

Research progress on mobile phone addiction among high school students / 四川精神卫生

With the widespread adoption of smartphones， mobile phone addiction among adolescents has emerged as a challenging public health concern. This paper aims to undertake a comprehensive literature review on mobile phone addiction among high school students， both domestically and internationally. It primarily focuses on exploring the conceptual framework， measurement tools， epidemic status， influencing factors and intervention strategies associated with mobile phone addiction in this specific population， so as to provide references for interventions targeting mobile phone addiction among high school students， with the ultimate goal of reducing the incidence rate within this population. ［Funded by Sichuan Provincial Primary Health Development Research Center in 2022， North Sichuan Medical College （number， SWFZ22-C-89）， Mianyang City Social Science Research Key Base-Sichuan Mianyang Minor Psychological Growth Guidance and Research Center 2022 Annual Funding Project （number， SCWCN 2022YB07）］

Relationship between idolatry and perceived social support in secondary school students： the mediating role of peer attachment and life satisfaction / 四川精神卫生

BackgroundNowadays， idolatry is an important part of the spiritual life of secondary school students， making a significant impact on their physical and mental development. Previous research has examined the two-by-two relationship between idolatry， peer attachment， life satisfaction and perceived social support， but the potential mediating mechanisms between these variables remain to be explored. ObjectiveTo explore the mediating role of peer attachment and life satisfaction between idolatry and perceived social support， so as to provide references for mental health education for secondary school students. MethodsIn June 2022， 1 059 students currently enrolled in secondary school in Qiannan State， Guizhou Province were selected according to stratified random sampling method. In this study， assessment was performed using Celebrity Attitude Scale （CAS）， Peer Attachment Subscale from Revised Inventory of Parent and Peer Attachment （IPPA-R）， Satisfaction with Life Scale （SWLS） and Perceived Social Support Scale （PSSS）. Pearson correlation analysis was used for correlation test. Model 6 in the SPSS Macro Process 3.3 was used to examine the mediating effect of peer attachment and life satisfaction between idolatry and perceived social support in secondary school students. Results①CAS score indicated positive correlation with scores of IPPA-R Peer Attachment Subscale， SWLS and PSSS （r=0.117， 0.097， 0.115， P<0.01）. IPPA-R score indicated positive correlation with scores of SWLS and PSSS （r=0.279， 0.421， P<0.01）. SWLS score was positively correlated with PSSS score （r=0.552， P<0.01）. ②The direct effect of idolatry on perceived social support was significant （β=0.059， P<0.05）. Both separate and chain mediating effects of peer attachment and life satisfaction between idolatry and perceived social support were significant （95% CI： 0.007~0.130， 0.004~0.054， 0.001~0.016， P<0.01）. The three effects above respectively accounted for 33.56%， 13.54% and 3.93% of the total effect. ConclusionIdolatry can affect secondary school students' perceived social support both directly and indirectly through peer attachment and life satisfaction.

Relationship between depressive mood and non-suicidal self-injury in middle school students： the mediating role of impulsivity / 四川精神卫生

BackgroundNon-suicidal self-injury （NSSI） behavior poses a significant risk to the psychosomatic health of middle school students. However， the intrinsic mechanisms underlying the risk factors associated with NSSI behavior remain unclear. ObjectiveTo explore the relationship and underlying mechanism between depressive mood， impulsivity， and NSSI behavior in middle school students， and provide valuable insights for the prevention and intervention of NSSI behavior in this population. MethodsIn March 2021， 1 161 middle school students were recruited by cluster random sampling. They were assessed using Adolescent Non-Suicidal Self-Injury Assessment Questionnaire （ANSAQ）， Center for Epidemiologic Studies Depression Scale （CES-D）， and Barratt Impulsivity Scale （BIS-II）. Spearman's correlation analysis was used to examine the correlation between depressive mood， impulsivity and NSSI behavior in middle school students. Moreover， the Process mediation effect analysis was adopted to test the mediating role of impulsivity between depressive mood and NSSI behavior. ResultsTotal of 122 people（10.51%） with NSSI behavior were detected. CES-D score was positively correlated with the total score of BIS-II and scores of all dimensions （r=0.340~0.556， P<0.01）， and also were positively correlated with the total score of ANSAQ and scores of all dimensions （r=0.437~0.540， P<0.01）. Additionally， the total score and dimension scores of BIS-II were positively correlated with the total score and dimension scores of ANSAQ （r=0.157~0.437， P<0.01）. Impulsivity played a partial mediating role between depressive mood and NSSI behavior ［indirect effect=0.035 （95% CI： 0.004~0.067， P<0.01）， indirect effect accounted for 5.81% of the total effect］. ConclusionDepressive mood in middle school students has both a direct and indirect influence on NSSI behavior， partially mediated by impulsivity. Consequently， impulsivity plays a partial mediating role between depressive mood and NSSI behavior.［Funded by Humanities and Social Sciences Research Science Institute of Chongqing Municipal Education Commission （number， 23KSZ017）］

Effectiveness of Education Using Comic Media on Knowledge About Covid-19 Among Elementary School Students

@#Introduction: Children typically have a diminished capacity to comprehend the COVID-19 epidemic. To convey information about COVID-19 to elementary school students (ESS), it takes educational comic media that children like because it is “fun,” “ informative, “ and well-understood. However, the effectiveness of this intervention has yet to be thoroughly investigated. This study aimed to measure the knowledge of ESS after studying COVID-19 with comics. Methods: A pre-post quasi-experimental design with a control group was used in this study. There were 66 ESS recruited on purpose. Intervention (n = 33) and control (n = 33) groups were formed. The intervention group received COVID-19 education using comic book media. Who Will Win the Fight Between Kids, Vaayu, and Corona?, a COVID-19 Awareness Comic, was translated into Indonesian. The education was given twice every two weeks, while the standard school intervention was given to the control group. To collect data, researchers designed a questionnaire based on a literature study. The questionnaire was valid and reliable, with a Cronbach alpha of 0.71, and the results were analysed using the independent sample t-test. Results: There was a substantial difference in Knowledge towards COVID-19 ratings between the control and intervention groups (p = 0.001). The mean Knowledge towards COVID-19 score of the intervention group was higher than that of the control group (M=4.33 vs M=1.63). Knowledge about COVID-19 differed significantly between the intervention and control groups (p = 0.001). Conclusion: Comic books are effective in increasing knowledge about COVID-19 in ESS.

Effect of parent-child cohesion on internalizing problems of junior high school students: the mediating role of self-esteem and the moderating role of sibling relationships / 中华行为医学与脑科学杂志

Objective:To explore the effect of self-esteem and sibling relationships on the links of parental cohesion and internalizing problems in junior high school students based on the family system theory.Methods:A total of 565 junior high school students were investigated with the sibling relationship questionnaire, parent-child cohesion questionnaire, self-esteem scale and internalizing problems questionnaire from April to June 2021.SPSS 26.0 was used for descriptive statistics and Pearson correlation analysis.PROCESS was used to examine the mediating and moderating effect.Results:Maternal-child cohesion was positively correlated with self-esteem and sibling warmth ( r=0.36, 0.58, both P<0.01), while it was negatively correlated with internalizing problems and sibling conflict ( r=-0.29, -0.25, both P<0.01). Similarly, paternal-child cohesion was positively correlated with self-esteem and sibling warmth ( r=0.37, 0.51, both P<0.01), and it was negatively correlated with internalizing problems and sibling conflict ( r=-0.36, -0.21, both P<0.01). The self-esteem played a partial mediating role between maternal-child cohesion and internalizing problems ( β=-0.09, 95% CI=-0.14--0.05), and the mediating value was 30.13%.The self-esteem also played a partial mediating role between paternal-child cohesion and internalizing problems ( β=-0.07, 95% CI=-0.11--0.04), and the mediating value was 25.36%.Sibling warmth could improve the positive effect of maternal-child cohesion on self-esteem ( β=0.06, 95% CI=0.01-0.11), while could offset the negative effects of low level of maternal-child cohesion against the internalizing problems ( β=0.10, 95% CI=0.04-0.16). But sibling conflict did not significantly predict the effects of maternal-child cohesion on self-esteem and internalizing problems.Similarly, sibling warmth could improve the positive effect of paternal-child cohesion on self-esteem ( β=0.05, 95% CI=0.01-0.09), while could offset the negative effects of low level of paternal-child cohesion against the internalizing problems ( β=0.09, 95% CI=0.03-0.15). But sibling conflict could reduce the positive impact of paternal-child cohesion and self-esteem ( β=-0.05, 95% CI=-0.09--0.01), while had no effect on the impact of paternal-child cohesion and internalizing problems. Conclusion:Parent-child cohesion not only directly affects the internalizing problems, but also indirectly affects the internalizing problems through the self-esteem.Positive parent-child cohesion and sibling warmth relationships can improve the individual's self-esteem level and reduce the internalizing problems.

The influence of autistic traits and ambiguous situations on the interpretation bias of senior high school students / 中华行为医学与脑科学杂志

Objective:To explore the changing characteristics of interpretive bias of senior high school students with different levels of autistic traits in ambiguous situations, and to investigate the consistency of interpretive bias across self/other relevant conditions.Methods:A survey of 1 080 senior high school students from a high school in Anhui province was conducted by using the autistic-spectrum quotient (AQ). According to the criteria of high scores and low scores of 27%, the subjects in the high autistic trait group ( n=266) and the low autistic trait group ( n=266) were selected.The ambiguous situation paradigm was used to measure the frequency of positive interpretation of ambiguous information by two groups of subjects under the conditions of self and others, SPSS 26.0 was used for descriptive statistics, and jamovi 2.2.3 was used for generalized linear mixed model analysis. Results:(1) The results of the between-group effects at the level of autistic traits indicated that the frequency of positive interpretations in the high autistic group was significantly lower than that in the low autistic group(54.5(11.8), 57(11.8) )( χ2=13.99, P<0.001). The results of the interaction between level of autistic traits and type of ambiguous situation indicated that in the positive ambiguous situation, the frequency of positive interpretations in the high autistic group was smaller than that in the low autistic group (33(4), 34(3)) ( P<0.001). There was no significant differences in the number of positive interpretations between high autistic group and low autistic group in negtive ambiguous situation( P>0.05). (2) The results of the main effects of the ambiguous situation types indicated that the frequency of positive interpretations in positive ambiguous situations was significantly higher than that in negative ambiguous situations(33(4), 23(9.25)) ( χ2=1 348.50, P<0.001). The results of the interaction between level of autistic traits and type of ambiguous situation indicated that the frequency of positive interpretations in positive ambiguous situations (33(4), 34(3)) in both high and low autistic groups was larger than that in negative ambiguous situations (22(10), 24(9)) ( P<0.001). (3) The main effects results for the self/other related conditions suggested that the frequency of positive interpretations of familiarity with others (19(4)) was significantly higher than that of self-related conditions (19(5)) and strangers (19(5)) ( χ2=9.51, P<0.01), and there was no significant difference between self-related conditions and strangers( P>0.05). The results of the interaction between ambiguous situation type and self/other related conditions suggested that in the positive ambiguous situation, the frequency of positive interpretations of familiarity with other people's conditions was greater than that of self-related conditions( P<0.01), and in the negative ambiguous situations, there was no significant difference in the frequency of positive interpretations related to different self/others( P>0.05). Conclusions:(1) High school students with high and low autistic traits are more inclined to show positive interpretations in the ambiguous situations, and it higher under the condition of positive ambiguous situations and acquaintances.(2) Compared with those with low autistic traits, individuals with high autistic traits tend to give less positive interpretations to ambiguous situations, but this difference is mainly manifested in positive ambiguous situations.(3) In the negative ambiguous situation, there is no significant difference in number of positive interpretations produced by senior high school students with high and low autistic traits, and they are stable across self and other related conditions.