Psychometric properties of the Chinese version of the Trait Gratitude to Nature Scale.

Objective: The purpose of this study was to evaluate the reliability and validity of the Chinese version of the Trait Gratitude to Nature Scale (TGNS) for Chinese college students. Methods: The original English version of the TGNS was translated into Chinese. Subsequently, two samples consisting of 1,131 Chinese university students from Inner Mongolia Autonomous Region was recruited through online surveys to evaluate the psychometric properties of the Chinese version of the TGNS, including the discrimination, construct validity, criterion validity, reliability and gender invariance. Results: The Chinese version of the TGNS showed good psychometric properties. The item-total correlation coefficients of the scale ranged from 0.813 to 0.909. Exploratory factor analysis using data from Sample 1 (n = 617) demonstrated that the Chinese version of the TGNS has one factor. The confirmatory factor analysis using data from Sample 2 (n = 514) showed that the Chinese version of the TGNS has appropriate construct validity (χ2/df = 4.157, RMSEA = 0.078, TLI = 0.943 and CFI = 0.967). The significant correlation between the Chinese version of the TGNS and all the other criterion scale scores (p < 0.001) indicated that the Chinese version of the TGNS displays good criterion validity. The test-retest reliability was 0.914, using the sub-sample of Sample 2 (n = 127). The results of gender invariance test indicated that the Chinese version of the TGNS has entire equivalence between the two genders. Conclusion: The Chinese version of the TGNS has satisfactory psychometric properties in the Chinese cultural context and can be used as s a reliable and valid instrument to assess trait gratitude to nature.

Perceived Chronic Social Adversity and Suicidal Ideation Among Chinese College Students: The Moderating Role of Hope.

This study aimed to investigate the relations among perceived chronic social adversity, hope and suicidal ideation among Chinese college students. 535 college students completed the Perceived Chronic Social Adversity Questionnaire (PCSAQ), the Suicidal Ideation Scale (SIS), and the Revised Adult Dispositional Hope Scale (RADHS). The results showed that perceived chronic social adversity was positively associated with suicidal ideation, and hope was negatively associated with suicidal ideation. The results also confirmed that hope negatively moderated the relationship between perceived chronic social adversity and suicidal ideation. Further study showed that there was a significant positive relation between perceived chronic social adversity and suicidal ideation under the low hope level, however, there was a non-significant relation between perceived chronic social adversity and suicidal ideation under the high hope level.

How Are Bystanders Involved in Cyberbullying? A Latent Class Analysis of the Cyberbystander and Their Characteristics in Different Intervention Stages.

BACKGROUND: Cyberbullying is a phenomenon that occurs by means of digital devices in virtual environments. Although research reveals the relevant role played by bystanders in stopping cyberbullying, the patterns of cyberbullying bystanders among Chinese college students is not clear. DATA: Participants were 1025 Chinese college students (62.0% girls, 38.0% boys). The present analyses empirically explored the roles of cyberbystanders (passive outsider online, defender of the cybervictim online, reinforcer of the cyberbully online, passive face-to-face outsider, face-to-face defender of the cybervictim, and face-to-face reinforcer of the cyberbully) using latent class analysis. RESULTS: (1) Five latent classes were identified: defensive bystander (17.9%), indifferent bystander (10.1%), low-involved bystander (10.2%), medium-involved bystander (45.7%), and high-involved bystander (16.0%). (2) The cyberbystander patterns varied significantly for all stages of bullying intervention, among which the defensive bystander had the lowest score in the notice stage but the highest scores in the other stages. (3) There was a graded relationship between the five latent classes and the level of social network site use and cyber-victimization experience. College students with high usage of social network sites and high cyber-victimization experience were more likely to engage in diverse bystander behaviors.

How is circadian preference associated with cyber-victimization? A moderated mediation model of hostile recognition and online self-disclosure in Chinese early adolescent students.

Although circadian preference is widely accepted to be a risk factor in the increase of adolescents' negative experiences, little is known about its association with cyber-victimization. The current study sought to examine whether eveningness was significantly related to adolescents' negative experiences. We further examined in-victimization events and whether hostile recognition and online self-disclosure played a vital role in eveningness and adolescents' cyber-victimization. Study participants included 583 adolescents from four middle schools in China who completed questionnaires regarding their circadian preference, hostile recognition, online self-disclosure, and experience with cyber-victimization. Results indicated that adolescents with a high level of eveningness were more likely to experience cyber-victimization. Hostile recognition significantly mediated the relationship between eveningness and adolescents' cyber-victimization. Furthermore, online self-disclosure moderated the indirect relationship between eveningness and cyber-victimization. Specifically, the paths from eveningness to hostile recognition and from hostile recognition to cyber-victimization became strengthened when adolescents experienced high levels of online self-disclosure. The results imply that researchers should pay more attention to remote factors, such as adolescents' circadian preference and their relationship with cyber-victimization, to help them adapt to school requirements and reduce the frequency of victimization.

Effects of Ethnicity and Spiritual Intelligence in the Relationship Between Awe and Life Satisfaction Among Chinese Primary School Teachers.

Based on the broaden-and-build theory of positive emotions, this study explored the mediating effect of spiritual intelligence between awe and life satisfaction among Chinese primary school teachers and whether this effect was moderated by ethnicity. Participants comprised 569 teachers from 24 primary schools in southwestern China, where many of the ethnic minority groups of China reside. Awe and spiritual intelligence were found to positively predict life satisfaction among primary school teachers, while awe also indirectly influenced life satisfaction through the partial mediation of spiritual intelligence. Ethnicity was also found to moderate the relation between awe and life satisfaction, i.e., when compared with the Han teachers, there is a more significant and positive relation between awe and life satisfaction in ethnic minority teachers. These findings not only indicate the critical role of awe in promoting life satisfaction of primary school teachers but also especially show that awe embodied in the traditional cultural activities makes it easier to breed life satisfaction in ethnic minority teachers.