For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
1
views
75
references
 Top references
cited by
0
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      296
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      School victimization and Internet addiction among Chinese adolescents: The mediating roles of life satisfaction and loneliness

      research-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The present study investigated the possibility of life satisfaction and loneliness mediating the link between school victimization and Internet addiction. A total of 3,363 middle/high school students (45% males; M age  = 15.67 years old, SD = 1.58) completed a series of self-report questionnaires, which included school victimization, life satisfaction, loneliness, and Internet addiction. The findings demonstrated a positive relationship between school victimization and Internet addiction. In addition, life satisfaction and loneliness mediated the link between school victimization and Internet addiction. Overall, these findings contribute to a better understanding of the association between school victimization and Internet addiction. They also extended the GST, providing suggestions for preventing and managing adolescents’ Internet addiction.

          Related collections

          Most cited references75

          • Record: found
          • Abstract: found
          • Article: not found

          Human aggression.

          Craig A Anderson, Brad Bushman (2002)
          Research on human aggression has progressed to a point at which a unifying framework is needed. Major domain-limited theories of aggression include cognitive neoassociation, social learning, social interaction, script, and excitation transfer theories. Using the general aggression model (GAM), this review posits cognition, affect, and arousal to mediate the effects of situational and personological variables on aggression. The review also organizes recent theories of the development and persistence of aggressive personality. Personality is conceptualized as a set of stable knowledge structures that individuals use to interpret events in their social world and to guide their behavior. In addition to organizing what is already known about human aggression, this review, using the GAM framework, also serves the heuristic function of suggesting what research is needed to fill in theoretical gaps and can be used to create and test interventions for reducing aggression.
          Article 0 comments Cited 744 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            A cognitive-affective system theory of personality: reconceptualizing situations, dispositions, dynamics, and invariance in personality structure.

            Walter Mischel, Yuichi Shoda (1995)
            A theory was proposed to reconcile paradoxical findings on the invariance of personality and the variability of behavior across situations. For this purpose, individuals were assumed to differ in (a) the accessibility of cognitive-affective mediating units (such as encodings, expectancies and beliefs, affects, and goals) and (b) the organization of relationships through which these units interact with each other and with psychological features of situations. The theory accounts for individual differences in predictable patterns of variability across situations (e.g., if A then she X, but if B then she Y), as well as for overall average levels of behavior, as essential expressions or behavioral signatures of the same underlying personality system. Situations, personality dispositions, dynamics, and structure were reconceptualized from this perspective.
            Article 0 comments Cited 669 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Progress on a cognitive-motivational-relational theory of emotion.

              R Lazarus (1991)
              The 2 main tasks of this article are 1st, to examine what a theory of emotion must do and basic issues that it must address. These include definitional issues, whether or not physiological activity should be a defining attribute, categorical versus dimensional strategies, the reconciliation of biological universals with sociocultural sources of variability, and a classification of the emotions. The 2nd main task is to apply an analysis of appraisal patterns and the core relational themes that they produce to a number of commonly identified emotions. Anger, anxiety, sadness, and pride (to include 1 positive emotion) are used as illustrations. The purpose is to show the capability of a cognitive-motivational-relational theory to explain and predict the emotions. The role of coping in emotion is also discussed, and the article ends with a response to criticisms of a phenomenological, folk-theory outlook.
              Article 0 comments Cited 307 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Contributors
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 12 January 2023
                Publication date Collection: 2022
                Volume: 13
                Electronic Location Identifier: 1059486
                Affiliations
                [1] 1School of Education, Zhengzhou University , Zhengzhou, China
                [2] 2School of Marxism, Zhengzhou University , Zhengzhou, China
                [3] 3Faculty of Psychology, Beijing Normal University , Beijing, China
                Author notes

                Edited by: Alessandra Fermani, University of Macerata, Italy

                Reviewed by: Chang Peng, Huazhong University of Science and Technology, China; Suo Jiang, Beijing Normal University, China; Zhi Ye, Beijing Normal University, China

                *Correspondence: Xinxin Shi, ✉ shi2005xin6465@ 123456126.com

                This article was submitted to Personality and Social Psychology, a section of the journal Frontiers in Psychology

                Article
                DOI: 10.3389/fpsyg.2022.1059486
                PMC ID: 9878454
                PubMed ID: 36710833
                SO-VID: 70d651e9-6684-45be-97f8-4f1887865368
                Copyright © Copyright © 2023 Shi and Wang.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 01 October 2022
                Date accepted : 19 December 2022
                Page count
                Figures: 1, Tables: 2, Equations: 0, References: 75, Pages: 9, Words: 7239
                Categories
                Subject: Psychology
                Subject: Original Research

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: school victimization,life satisfaction,loneliness,internet addiction,adolescents
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: school victimization, life satisfaction, loneliness, internet addiction, adolescents

                Comments

                Comment on this article