Dual-earner couples' sharing of work-related experiences: Effects on relational and personal well-being.

Personal growth and self-expressive goals have become increasingly important in modern marriages. In dual-earner couples, sharing work-related experiences with the partner can be particularly important in promoting mutual support for each other's personal growth. The current study examined dual-earner couples' sharing of work-related experiences and how it influenced both partners' relationship satisfaction and personal well-being. A total of 102 heterosexual dual-earner couples were recruited from communities in Hong Kong. They completed a pretest survey, a 14-day daily diary study, and a follow-up survey 1 year later. The Actor-Partner Interdependence Model was adopted to analyze the dyadic effects of sharing positive and negative work-related experiences on relationship satisfaction and personal well-being on the same day and 1 year later. In general, the sharing of both positive and negative work-related experiences had beneficial effects on the outcomes. Specifically, wives' sharing had more immediate effects on both partners' relational and personal well-being, whereas husbands' sharing had more long-term effects on the partner's personal well-being. The findings highlight the importance of work-related sharing in dual-earner couples. Practical implications are discussed.

Balancing listening and action is key to supportive parenting.

Parents convey high-quality listening when they pay close attention and show acceptance and comprehension of what their child expresses. These behaviors are fundamental to supporting closeness and autonomy, increasing well-being, and fostering future self-disclosures. Whether and how parental listening is balanced with action may depend on the domain of interaction. When children and parents are exploring each other's perspectives or sharing, and when children are seeking comfort for worries or sadness (attachment), listening dominates. When parents are called to discipline or keep safe, listening helps inform parents' actions, but may need to be curtailed to ensure effective action. Models of parental listening and action represent a next step in the literature and inform research in self-determination theory and perceived parent responsiveness.

In COVID-19 Health Messaging, Loss Framing Increases Anxiety with Little-to-No Concomitant Benefits: Experimental Evidence from 84 Countries.

The COVID-19 pandemic (and its aftermath) highlights a critical need to communicate health information effectively to the global public. Given that subtle differences in information framing can have meaningful effects on behavior, behavioral science research highlights a pressing question: Is it more effective to frame COVID-19 health messages in terms of potential losses (e.g., "If you do not practice these steps, you can endanger yourself and others") or potential gains (e.g., "If you practice these steps, you can protect yourself and others")? Collecting data in 48 languages from 15,929 participants in 84 countries, we experimentally tested the effects of message framing on COVID-19-related judgments, intentions, and feelings. Loss- (vs. gain-) framed messages increased self-reported anxiety among participants cross-nationally with little-to-no impact on policy attitudes, behavioral intentions, or information seeking relevant to pandemic risks. These results were consistent across 84 countries, three variations of the message framing wording, and 560 data processing and analytic choices. Thus, results provide an empirical answer to a global communication question and highlight the emotional toll of loss-framed messages. Critically, this work demonstrates the importance of considering unintended affective consequences when evaluating nudge-style interventions.

What Explains the Association between Usage of Social Networking Sites (SNS) and Depression Symptoms? The Mediating Roles of Self-Esteem and Fear of Missing Out.

The goal of the study was to understand the mechanisms of how social networking sites (SNS) usage is related to depression symptoms, as measured by the Center for Epidemiological Studies-Depression Scale (CESD). Three studies were conducted to examine the mediation roles of self-esteem and Fear of Missing Out (FoMO). In Study 1, among 347 Chinese college students, time spent on SNS was negatively associated with self-esteem; while self-esteem then negatively associated with depression symptoms. In Study 2, among 180 Chinese college students, time spent on SNS was positively related to FoMO; while FoMO then positively related to depression symptoms. In Study 3, among 233 Chinese university students, both self-esteem and FoMO were simultaneously included in the mediation model to test their respective roles in explaining depression symptoms. Results showed that more time spent on SNS was related to lower self-esteem, and higher FoMO, respectively; while self-esteem then negatively, and FoMO then positively, explained depression symptoms, respectively. In addition, when participants spent 3.5 h (Study 1), 2.5 h (Study 2), and 2.54 h (Study 3) on SNS, they reached the cutoff for subthreshold depression, as measured by CESD. Combining results from three studies, both self-esteem and FoMO mediated the relation between SNS usage and depression symptoms. This study provides implications to understand the mechanism of SNS-related depression.

Will Victims Become Aggressors or Vice Versa? A Cross-Lagged Analysis of School Aggression.

Peer aggression and victimization are ubiquitous phenomena in schools which warrant the attention of educators and researchers. The high connection between aggression and victimization behooves researchers to look into how the comorbidity of them develops over time. The present study investigated the associations between aggression and victimization over 3 years in early adolescence and whether these associations are moderated by gender and teacher support. Participants were 567 Grade 7, 8 and 9 students (49.38% girls) from 3 schools in Hong Kong. Over the course of study, they were asked to fill in a set of questionnaires that consisted of items related to peer aggression, victimization, and teacher support at 5 time points. Four models of cross-lagged relations between peer aggression and victimization were tested. The results supported a reciprocal model of peer aggression and victimization for both boys and girls although girls engaged in less peer aggression and victimization than boys. Further analyses also revealed that teacher support acted as a suppressor of the reciprocal relations. The present study sheds lights on intervention strategies that may remediate peer aggression and victimization in schools.

A latent class growth analysis of school bullying and its social context: the self-determination theory perspective.

The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%), victims (3.0%), bully-victims (9.4%), and typical students (77.8%). There was a significant association between academic tracking and group membership. Students from the school with the lowest academic performance had a greater chance of being victims and bully-victims. Longitudinal data showed that all 4 groups tended to report less victimization over the years. The victims and the typical students also had a tendency to report less bullying over the years, but this tendency was reversed for bullies and bully-victims. Perceived support from teachers for relatedness significantly predicted membership of the groups of bullies and victims. Students with higher perceived support for relatedness from their teachers had a significantly lower likelihood of being bullies or victims. The findings have implications for the theory and practice of preventive interventions in school bullying.