Does childhood maltreatment influence Chinese preschool education college students' depression and anxiety? Evidence from a latent class analysis.

Introduction: Preschool teachers' mental health may be a critical factor in their job performance, which in turn can influence the quality of early childhood education. However, little is known about its development. Childhood maltreatment, as a chronic form of childhood stress, may influence later mental health development. Although large, comprehensive research has been undertaken on childhood maltreatment and mental health, the associations between these two variables need further exploration. This study aims to describe childhood maltreatment based on person-centered approaches in Chinese preschool education college students, and to examine the differences in depression and anxiety within subgroups of childhood maltreatment. Methods: A total of 1,218 Chinese preschool education college students participated in this study, and the data analysis was based on unconditional and conditional latent class analysis. Results: The results showed that the participants were divided into 5 profiles: a non-maltreatment profile; a profile of emotional abuse and emotional and physical neglect; a profile of physical neglect; a profile of emotional neglect; and a profile of physical and emotional neglect. Students with multiple subtypes of maltreatment had the highest levels of depression and anxiety. Discussion: Universities should consider both childhood maltreatment and profiles of childhood maltreatment when training preschool education college students.

Childhood Maltreatment and Life Satisfaction in Chinese Student Preschool Teachers: The Roles of Resilience and Social Support.

Although some studies have explored the relationships between childhood maltreatment and life satisfaction, few studies have explored the pathways between those two variables in a sample of student preschool teachers. The current study, thus, attempts to explore the relationships between childhood maltreatment and life satisfaction in Chinese student preschool teachers and to examine the roles of resilience and social support in those relationships. A total of 1218 students majoring in early childhood education were recruited from three Chinese universities to attend this study. Self-reported questionnaires were used to collect data, and structural equation modeling was used to perform data analysis. Results showed that childhood maltreatment was negatively associated with life satisfaction in Chinese student preschool teachers; resilience and social support mediated those relationships. The findings suggest that childhood maltreatment not only has a direct relationship with life satisfaction, but also has an indirect relationship with life satisfaction via resilience and social support. Childhood maltreatment should be considered when enrolling student preschool teachers, and increasing levels of resilience and social support should be meaningful approaches when cultivating student preschool teachers who have experienced childhood maltreatment.

Resilience and Self-Esteem Mediated Associations between Childhood Emotional Maltreatment and Aggression in Chinese College Students.

Although associations between physical or sexual abuse and aggression have been mainly explored, relationships and pathways between childhood emotional maltreatment and aggression need further exploration, particularly in the Chinese cultural context. This study aimed to explore the associations between childhood emotional maltreatment and aggression and to examine the mediating effects of resilience and self-esteem on those associations. Data were obtained from a convenience sampling of 809 (aged 17−23) college students from three Chinese universities in December 2021, which was approved by the ethics committee of Beijing Normal University, China. All participants completed measures of childhood emotional maltreatment, aggression, resilience, and self-esteem. The results showed that childhood emotional maltreatment was positively associated with aggression (r = 0.41, p < 0.01), and it was negatively associated with resilience (r = −0.56, p < 0.01) and self-esteem (r = −0.10, p < 0.01). Regarding the mediation processes, resilience and self-esteem partially mediated the relationships between childhood emotional maltreatment and aggression. These findings underscore the importance of enhancing levels of resilience and self-esteem in interventions designed to reduce aggression of college students who were emotionally maltreated in childhood.

Psychological Abuse and Social Support in Chinese Adolescents: The Mediating Effect of Self-Esteem.

Although previous studies have explored relationships between psychological abuse and social support, the pathways from psychological abuse to social support are still unclear, particularly in Chinese adolescents. This cross-sectional study attempts to delineate the prevalence of psychological abuse and explore the relationships between psychological abuse, social support, and self-esteem under the Chinese cultural context. Data were obtained from 417 Chinese adolescents aged 15-18 years old. All of them completed the Child Psychological Abuse and Neglect Scale, Rosenberg Self-Esteem Scale (SES), and Multidimensional Scale of Perceived Social Support (MSPSS). Results indicated that the prevalence of psychological abuse in Chinese adolescents was 25.66%, and psychological abuse was negatively associated with self-esteem and social support, respectively. Self-esteem partially mediated the relationships between psychological abuse and social support. Findings highlight the importance of improving self-esteem in survivors of psychological abuse for decreasing the negative effects on social support. Additionally, the significance and limitations of the results were discussed.