Robust Tensor-Based DOA and Polarization Estimation in Conformal Polarization Sensitive Array with Bad Data.

Partially impaired sensor arrays pose a significant challenge in accurately estimating signal parameters. The occurrence of bad data is highly probable, resulting in random loss of source information and substantial performance degradation in parameter estimation. In this paper, a tensor variational sparse Bayesian learning (TVSBL) method is proposed for the estimate of direction of arrival (DOA) and polarization parameters jointly based on a conformal polarization sensitive array (CPSA), taking into account scenarios with the partially impaired sensor array. First, a sparse tensor-based received data model is developed for CPSAs that incorporates bad data. Then, a column vector detection method is proposed to diagnose the positions of the impaired sensors. In scenarios involving partially impaired sensor arrays, a low-rank matrix completion method is employed to recover the random loss of signal information. Finally, variational sparse Bayesian learning (VSBL) and minimum eigenvector methods are utilized sequentially to obtain the DOA and polarization parameters estimation, successively. Furthermore, the Cramér-Rao bound is given for the proposed method. Simulation results validated the effectiveness of the proposed method.

Mental health and environmental factors in adults: A population-based network analysis.

Few studies have assessed the multifactorial nature of environmental influences on population mental health. In this large-scale, population-based study of adults, we applied network analysis to study the relationship between environmental factors and symptoms of depression, anxiety, and well-being. We estimated networks with overall mental health nodes and individual symptoms to assess both broad and fine-grained associations between environmental factors and mental health. Finally, we conducted an out-of-sample replication in an independent large-scale sample to assess the robustness of our results. Across 31,000 adults randomly sampled from the Norwegian population, we identified associations between numerous environmental characteristics and mental health. Recent discrimination and unsupportive social environments were strongly associated with lower population well-being and higher levels of mental illness symptoms, respectively. The most strongly connected variables in the networks were environmental factors, including perceived problems with crime, violence, or vandalism in the residential area, worrying about violence or threats when outside, and problems with noise or contamination at home. Substantial variation in population mental health was explained by environmental factors included in the networks. Replicability of the results was excellent and suggestive of strong robustness of the results across samples. Our findings are indicative of the importance of environmental factors, such as the social environment, housing satisfaction, and residential area characteristics, for multiple aspects of population mental health. We identify several environmental factors that represent potentially useful targets for future studies and public health efforts seeking to improve mental health in the general population. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Bullying Victimization and Internalizing Problems among Adolescents: A Moderated Mediation Model of Peer Autonomy Support and Self-Esteem.

The present study employed the social-ecological diathesis-stress model as a theoretical framework to extend previous research by examining the underlying mechanism and conditional process that contribute to the positive association between bullying victimization and internalizing problems among adolescents. A moderated mediation model involving peer autonomy support and self-esteem was tested using a sample of 1723 adolescents (50.7% girls; M age = 12.79, SD = 1.58), who completed questionnaires assessing internalizing problems, bullying victimization, peer autonomy support, and self-esteem. The findings revealed that self-esteem partially mediated the positive association between bullying victimization and adolescents' internalizing problems. Specifically, bullying victimization was inversely related to self-esteem, which, in turn, was negatively associated with internalizing problems. Further moderation analyses demonstrated that these direct and indirect associations varied based on levels of peer autonomy support. Simple slope analyses specifically indicated that (a) peer autonomy support buffered against the negative association of bullying victimization with self-esteem and internalizing problems, and (b) peer autonomy support mitigated the negative association of self-esteem with internalizing problems. The elucidation of this mechanism and conditional process holds important implications for early interventions and prevention efforts aimed at mitigating the detrimental association of bullying victimization with adolescents' healthy emotional functions.

Narcissism Moderates the Association Between Autonomy-Supportive Parenting and Adolescents' Prosocial Behavior.

Prior research has separately investigated the associations of autonomy-supportive parenting and narcissism with adolescents' prosocial behavior, but their joint relationships with prosocial behavior have been rarely examined. The present research aimed to expand the existing literature by scrutinizing the main and interactive associations of autonomy-supportive parenting and narcissism with adolescents' prosocial behavior. In so doing, a series of four studies (collectively N = 2023), combining cross-sectional, longitudinal, and experimental designs, were conducted. The adolescents' mean age varied from 12.42 to 15.70 years, with a balanced representation of the sexes in those studies. Converging results across four studies showed that high narcissism magnified the positive association between autonomy-supportive parenting and adolescents' prosocial behavior. The interaction pattern presented also suggested adolescents with high narcissism scores were more affected than others-both for better and for worse-by autonomy-supportive parenting, although this interaction might be specific to particular facets of prosocial behavior. These results were robust after adjusting for a few key covariates and survived a set of additional analyses. The present findings provide a novel avenue to explain individual differences linking prosocial behavior with those two factors and further advance precise, individualized strategies to promote adolescents' prosocial behavior.

Comparison of PD-L1 expression and MMR status between primary and matched metastatic lesions in patients with cervical cancer.

PURPOSE: Programmed death-ligand 1 (PD-L1) and DNA mismatch repair (MMR) are considered predictive biomarkers for immunotherapy in cervical cancer. However, their expression in primary tumors and metastases does not always match affecting the course of treatment. We investigated the consistency of their expression in primary and matched recurrent/metastatic lesions from patients with cervical cancer. METHODS: Primary and matched recurrent/metastatic specimens from patients with recurrent cervical cancer (n = 194) were stained for PD-L1 and MMR (MLHI, MSH6, MSH2, and PMS2) using immunohistochemistry. The degree of consistency of PD-L1 and MMR expression in these lesions was analyzed. RESULTS: The inconsistency rate of PD-L1 expression in primary and recurrent/metastatic lesions was 33.0%, and it varied between the recurrence sites. Positive PD-L1 rate in primary lesions was lower (15.4%) than that in recurrent/metastatic lesions (30.4%). The discordance rate of MMR expression between primary and recurrent/metastatic lesions was 4.1%. CONCLUSION: We conclude that to use PD-L1 as a predictive biomarker for immunotherapy, analysis of both metastatic and primary lesions may be required. High consistency rate of MMR expression between primary and metastatic lesions suggests that testing primary lesions alone can be sufficient for guiding the course of therapy, thereby solving the difficulty of obtaining recurrent/metastatic specimens in clinic.

Peer Relationship Profiles among Early Adolescents from Low-Income Families: The Unique and Combined Effects of Attachment to Mothers and Conscientiousness.

Using research data gathered from multiple sources, the current study explored positive aspects of peer relationship profiles (indexed by peer-nominated acceptance and self-reported friendships) in a person-centered approach among early adolescents from low-income families. Moreover, this study investigated the unique and combined associations of adolescents' attachment to mothers and parent-rated conscientiousness with emerging peer relationship profiles. A total of 295 early adolescents (42.7% girls; Mage = 10.94, SD = 0.80) were involved in this study. Latent profile analysis identified three empirically derived peer relationship profiles: "isolated" (14.6%), "socially competent" (16.3%), and "average" (69.1%). Moderation analyses further showed that adolescents with secure attachment to mothers tend to have group memberships in socially competent and average profiles than the isolated profile. Such an association pattern was more heightened for those with higher conscientiousness (versus lower conscientiousness).

Longitudinal Relationship between Bullying Victimization and Non-Suicidal Self-Injury among Chinese Adolescents: The Buffering Roles of Gratitude and Parental Autonomy Support.

Drawing on the resilience-oriented socioecological framework, the current study contributes to scarce scholarship by exploring intrapersonal (i.e., gratitude) and interpersonal (i.e., parental autonomy support) factors in the longitudinal association between bullying victimization and adolescent non-suicidal self-injury (NSSI). Participants were 238 Chinese adolescents (Mage at Time 1 (T1) = 13.45 years; 106 girls and 132 boys) based on a two-wave prospective design with data spanning one year. At T1, adolescents self-rated all study variables, and at Time 2 (T2), youth again reported their NSSI. The results showed a significant main effect (b = 0.12, SE = 0.05, p = 0.04), indicating that bullying victimization was positively related to T2 NSSI one year later, even controlling for T1 NSSI. Moderation analyses further indicated that parental autonomy support buffered against the positive association between bullying victimization and T2 NSSI, but only when adolescents experienced lower levels of gratitude. Specifically, for adolescents with lower levels of gratitude, high levels of parental autonomy support, in a compensatory way, prevented adolescents from NSSI after victimization occurred (b = -0.03, SE = 0.09, p = 0.78); by contrast, for those with higher levels of gratitude, bullying victimization was not significantly related to T2 NSSI, regardless of the levels of parental autonomy support (b = 0.07, SE = 0.04, p = 0.59 for higher parental autonomy support; b = 0.01, SE = 0.07, p = 0.93 for lower parental autonomy support). These findings suggest that gratitude and parental autonomy support, manifesting in a compensatory interaction pattern, could serve as targeted agents for breaking the vicious linkage between bullying victimization and NSSI.

Teacher Autonomy Support and Internalizing Problems of Adolescents from Divorced and Intact Families: Moderation by Personality Typologies.

The present research compared internalizing problems of adolescents who experienced parental divorce with those of adolescents who remained in intact families. Furthermore, this research investigated the association of teacher autonomy support with adolescents' internalizing problems for the whole sample and further ascertained whether this association was moderated by distinctive personality profiles using a person-centered approach and family structures (divorced vs. intact families). A sample of 2756 Chinese adolescents (8.5% from divorced families), aged 13-18 years, participated in the present research. They completed a set of self-reported questionnaires during school hours. Results based on ANCOVA showed that adolescents who experienced parental divorce reported higher internalizing problems than did those who remained in intact families. Moreover, latent profile analysis revealed three personality profiles: psychopathic (22.7%), normative (56.4%), and resilient (20.9%). In addition, teacher autonomy support was negatively related to adolescents' internalizing problems in the overall sample. However, interaction analyses further exhibited that this association was insignificant for psychopathic adolescents who experienced parental divorce. The current findings indicate that although teacher autonomy support may protect adolescents from internalizing problems, psychopathic adolescents whose parents got divorced should be paid exceptional attention by mental health professionals and school counselors.

A Comprehensive and Person-Centered View of the Association Between the Dark Triad and Youth Mental Health.

Using a dual person-centered approach, the current study examined the Dark Triad profiles and mental health profiles among a large-scale sample of high school students. The study also simultaneously examined whether the emerging Dark Triad profiles could diverge in mental health profiles, delineating a thorough, and person-centered view of this association. To achieve these research aims, 1,640 Chinese high school students (M age = 16.78; SD = 0.68; 57.6% females) participated in this study, and they were uniformly instructed to complete a set of well-established questionnaires. Results from latent profile analyses revealed five Dark Triad profiles-low Machiavellianism-psychopathy (7.4%), benevolent (61.7%), highly malevolent (6.7%), low narcissism (8.8%), and malevolent (15.4%)-and the following four mental health profiles: flourishing (37.7%), vulnerable (16.4%), troubled (33.9%), and highly troubled (12.4%). Moreover, results from multiple multinomial regression analyses showed that, among all five empirically derived Dark Triad profiles, students with the low Machiavellianism-psychopathy profile exhibited the highest probability of being "flourishing," whereas those with the low narcissism profile showed the highest likelihood of being "highly troubled."

Openness to Experience Moderates the Association of Warmth Profiles and Subjective Well-Being in Left-Behind and Non-Left-Behind Youth.

Crouched in the socioecological framework, the present research compared the subjective well-being of left-behind youth with their non-left-behind peers. Furthermore, this research investigated the association of parental warmth and teacher warmth using a person-centered approach with adolescents' subjective well-being on the whole sample, and examined its conditional processes by ascertaining the moderating role of openness to experience and left-behind status in this association. A total of 246 left-behind youth (53.6% girls; Mage = 15.77; SD = 1.50) and 492 socio-demographically matched, non-left-behind peers (55.1% girls; Mage = 15.91; SD = 1.43) was involved in this study. During school hours, these adolescents were uniformly instructed to complete a set of self-report questionnaires. The results from ANCOVA exhibited no significant differences in subjective well-being between these two groups of youth. Moreover, four warmth profiles were revealed: congruent low, congruent highest, congruent lowest, and incongruent moderate, and youth within the congruent highest profile were more likely than the other three profiles to report higher subjective well-being. Additionally, moderation analyses demonstrated that high openness was one protective factor for subjective well-being, when left-behind youth perceived the lowest levels of parental warmth and teacher warmth congruently. These findings indicate that left-behind youth may not be psychologically disadvantaged in terms of positive psychosocial outcomes, such as subjective well-being, and school activities or social initiatives emphasizing openness to experience would be essential for them to facilitate positive adaptive patterns after parental migration.

Parental Autonomy Support and Pathological Internet Use among Chinese Undergraduate Students: Gratitude Moderated the Mediating Effect of Filial Piety.

Applying an integrated theoretical model consisting of the socioecological theory, the self-determination theory, and the broaden-and-build theory, the present study tested a moderated mediation model of parental autonomy support, filial piety, and gratitude to study how these factors are jointly related to pathological Internet use (PIU) in Chinese undergraduate students. A total of 1054 Chinese undergraduate students (M age = 20.35, SD = 1.00, 34.7% females) aged between 16 and 24 years participated in this study. They were instructed to complete self-reported questionnaires on parental autonomy support, filial piety, gratitude, and PIU. The results showed that parental autonomy support was negatively associated with PIU, and filial piety partially mediated this relation. Specifically, parental autonomy support was positively related to filial piety, which, in turn, was negatively associated with PIU. In addition, gratitude moderated the first path of the indirect relation and the direct relation of this mediation effect. To be specific, undergraduate students with higher gratitude showed high filial piety and low PIU, in the context of low parental autonomy support, than those with lower gratitude. Taken together, the current study contributes to extant research by highlighting the vital role of parental autonomy support in mitigating undergraduate students' PIU and illustrating how filial piety explains the underlying mechanism of this association. This study also provides novel insights into intervention or prevention programs by demonstrating that gratitude alleviates the adverse effect of low parental autonomy support on students' PIU.

Longitudinal relationships between guilt and suicide risk among adolescents in a postdisaster context: Mediating roles of rumination and posttraumatic stress disorder.

OBJECTIVE: To analyze the pathways and mechanisms underlying the impact of guilt on suicide risk using a well-controlled longitudinal study, we examined the mediating roles of intrusive rumination, deliberate rumination, and posttraumatic stress disorder (PTSD) in this association. METHOD: Four hundred and eight adolescent survivors (Mage  = 14.05 years) were assessed using self-report questionnaires three and a half years and four and a half years after the Ya'an earthquake. The self-report questionnaires included the Trauma Exposures Questionnaire, the Interpersonal Guilt Questionnaire, the Event-Related Rumination Inventory, the PTSD Checklist for the DSM-5, and the Child Behavior Problems Questionnaire. RESULTS: The results indicated that guilt had a direct and positive effect on suicide risk. Intrusive rumination and PTSD mediated the relationship between guilt and suicide risk. Guilt could increase deliberate rumination, but deliberate rumination did not significantly predict PTSD and suicide risk. CONCLUSION: Negative postdisaster emotions, such as guilt, can enhance the combined effects of cognition and psychological disorders on suicide risk. Guilt affects suicide risk indirectly through intrusive rumination and PTSD but not through deliberate rumination.

Perceived parental warmth, emotional awareness, and positive adjustment profiles in Chinese and Italian early adolescents: A person-centered approach.

INTRODUCTION: Although previous research has documented wide cross-cultural variations in early adolescents'; adjustment problems, less is known about positive outcomes and their contextual and individual correlates among youth from societies emphasizing cultural values of independence/individualism and interdependence/collectivism. The current study used a person-centered approach to explore positive adjustment profiles among Chinese (n = 115, 54.8% girls) and Italian (n = 115, 57.4% girls) early adolescents aged between 10 and 13 years, and examined whether perceived parental warmth and emotional awareness were independently or interactively associated with such profiles in the two cultural groups. METHODS: Participants completed self-report measures of psychosocial adjustment and perceived parental warmth, and responded to a series of structured vignettes assessing emotional awareness. RESULTS: Latent profile analysis revealed three profiles: "academically competent," "socially accepted," and "well-adapted." Chinese adolescents were overrepresented in the academically competent and well-adapted profiles, whilst Italian adolescents were overrepresented in the socially accepted profile. Results of multinomial regression analysis indicated that youth reporting higher parental warmth and more emotional awareness were more likely to be members of the well-adapted profile. Furthermore, culturally specific associations were found. For instance, the positive link between parental warmth and the well-adapted profile was significant at high levels of emotional awareness in the Chinese group, and at low-to-medium levels of this variable in the Italian group. CONCLUSIONS: The findings suggest that youth's positive adjustment profiles reflect broader societal expectations and that the beneficial effect of parental warmth on such outcomes varies as a function of both emotional competence and cultural background.

The Silver Lining in the Dark Cloud of Social Status Insecurity: The Mediating Role of Popularity Goals in the Association Between Social Status Insecurity and Chinese Adolescents' Bullying Bystander Behaviors.

Bullying bystander behavior has an important effect on bullying-both in stopping and facilitating it. Although bullying bystander behaviors have long been understood as a peer group process, existing research that focuses on the role of peer factors is still limited. Moreover, less is known about the social cognitive-related role of peer factors and its underlying mechanisms in adolescents' bullying bystander behaviors. Accordingly, using resource control theory, this study examines the mediating effects of popularity goals on the associations between social status insecurity and bullying bystander behaviors (active defending behaviors, passive bystanding behaviors) among 333 Chinese adolescents (181 males; Mage = 13.10; SD = .50). Analyses were conducted using SPSS 23 to conduct descriptive and correlation analyses. The hypothesized mediation model was tested using a structural equation modeling approach with bootstrapping techniques (bootstrap replications: 5,000) using AMOS 23. The results showed that popularity goals fully mediated the relationship between adolescents' social status insecurity and their active defending behaviors. No gender differences in these mediating effects were observed. The results also indicated that popularity goals did not mediate the relationship between social status insecurity and passive bystanding behaviors. These findings enrich our understanding of bullying bystander behaviors and highlight the positive role of social cognitive factors (e.g., popularity goals) in active defending behaviors. Our findings deepen our understanding of bullying bystanders through integrating proximate and ultimate approaches. Our findings have significant practical implications, which suggest that school anti-bullying interventions should value the positive roles of social status insecurity and popularity goals in promoting active defending behaviors.

More Parental Guan, More Academic Engagement? Examining the Moderating Roles of Adolescents' Gender and Reciprocal Filial Piety.

In the field of child development, although prior research has extensively documented the association between parenting styles and academic engagement, little is known from the perspective of the culture-specific parenting style in Eastern countries such as China, guan (i.e., intensively rear and strictly discipline). Moreover, individual differences, such as gender-specific patterns and the role of reciprocal filial piety, of this association are less explored. Guided by the socioecological framework, the present study examines the associations of parental guan with academic engagement, and the moderating roles of adolescents' gender and reciprocal filial piety. A total of 1808 Chinese adolescents (M age = 12.64 years, SD = 1.51; 51.4% girls) completed self-report questionnaires. Results showed that paternal guan and maternal guan were each positively associated with academic engagement. Moderation analyses showed that high reciprocal filial piety significantly enhanced the positive association between paternal guan and academic engagement for boys, but not for girls; however, the association between maternal guan and academic engagement has not been altered by reciprocal filial piety or gender. In conclusion, both paternal and maternal guan significantly contribute to adolescents' academic engagement, and such an association between paternal guan and academic engagement is differentiated by adolescents' gender and reciprocal filial piety.

Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity.

Introduction: Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China. Methods: To achieve the research objectives, the study involved 704 Han (M age = 12.57; 53.7% female) and 642 Hui adolescents (M age = 12.45; 49.4% female) who completed a suite of research questionnaires. Results: The results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents. Discussion: The finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors.

Problematic Internet Use in early adolescence: The role of attachment and negative beliefs about worry.

BACKGROUND AND AIMS: Problematic Internet Use (PIU) might be a potential mental health problem. Few studies have investigated the relative contribution of individual and family factors in the development of PIU in early adolescence. The aim of the current study was to model the relationship between attachment styles, negative beliefs about worry, and PIU in early adolescence. METHODS: Five hundred and thirty-eight Italian early adolescents (51% females, M age = 12.7 years, SD = 0.87) were included in this study. The pattern of relationships specified by the theoretical model was examined through path analysis. RESULTS: Results showed that avoidance (mother) and anxiety (father) were directly associated with PIU. Anxiety (mother) and avoidance (father) were indirectly associated with PIU via negative beliefs about worry. DISCUSSION AND CONCLUSIONS: Overall, our findings show that attachment toward mother and father are differently linked to PIU and that negative beliefs about worry may play a mediating role in the association between attachment and PIU. Findings are discussed within clinical and preventive implications.

Parental Attachment and Problematic Internet Use among Chinese Adolescents: The Moderating Role of Gender and Grit.

Problematic Internet use (PIU) is currently becoming a more serious public health concern, representing a deleterious effect on adolescent adaptive emotional and behavioral patterns. Given the prevalence of PIU and its deleterious impact on adolescents' optimal functioning, it is valuable to investigate the risk and protective factors of PIU. Guided by a socio-ecological framework, the current study examines the associations of paternal attachment and maternal attachment with PIU among Chinese adolescents. Furthermore, this study investigates whether adolescents' gender and grit moderate this association. A total of 2677 Chinese adolescents (56.5% girls; Mage = 15.56; SD = 1.57) was involved in this study. Adolescents were uniformly instructed to complete a battery of self-reported questionnaires. The results of linear regression analyses showed that paternal attachment and maternal attachment security were negatively related to PIU. Moreover, moderation analyses revealed that higher levels of grit buffered against boys' PIU in the context of paternal attachment security and girls' PIU in the context of paternal attachment insecurity. The current study suggests that parental attachment security plays an important role in mitigating the likelihood of Chinese adolescents' PIU. Moreover, the buffering role of grit in PIU varies by the levels of paternal attachment security, depending on the adolescents' gender.

A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence.

Although prior research has extensively documented the correlates of growth mindset, little is known about its antecedents in undergraduate students. Guided by the self-determination theory, the current study investigated the association of perceived autonomy support (i.e., parental autonomy support and teacher autonomy support) with growth mindset and assessed whether sense of coherence mediated this association. A total of 1,030 Chinese undergraduate students (62.4% females; M age = 20.44, SD = 1.52) aged from 18 to 25 years were involved in this study; they were asked to fill out a set of self-reported questionnaires. Results of the structural equation modeling showed that sense of coherence fully mediated the association between parental autonomy support and growth mindset and between teacher autonomy support and growth mindset. More precisely, parental autonomy support and teacher autonomy support were each positively associated with sense of coherence, which in turn was positively related to growth mindset. The current findings further confirm the beneficial effect of autonomy support on individuals' adaptive skills in a collective cultural context, suggesting that autonomy-supportive parents and teachers can contribute to undergraduate students' growth mindset through the role of sense of coherence.

Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students.

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students' gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (Mage = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students' social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.