ArticlePloS one2018
Multilevel analysis of personality, family, and classroom influences on emotional and behavioral problems among Chinese adolescent students.
Article in PloS one, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
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18 citing papers in PubMed.
- Developing and validating teacher formative assessment literacy questionnaire in the high-stakes examination culture: a case of China.Frontiers in psychology · 2026Article
- Beyond Problem-Solving: Homeroom Teachers' Reflective Practice as a Tool for Mental Health Support in Chinese Schools.Behavioral sciences (Basel, Switzerland) · 2025Article
- A Multilevel Analysis of Associations Between Children's Coloured Progressive Matrices Performances and Self-Rated Personality: Class-Average and Class-Homogeneity Differences in Nonverbal Intelligence Matter.Journal of Intelligence · 2025Article
- A cross-sectional study of variations in schoolwork stress in academic upper secondary school classes in Mid-Norway.Scandinavian journal of public health · 2025Article
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- Unintentional injury and its associated factors among left-behind children: a cross-sectional study.BMC psychiatry · 2023Article
- Development and Validation of the Multidimensional Psychosocial Risk Screen (MPRS): An Approach towards Primary Prevention.Indian journal of psychological medicine · 2023Article
- Impact of psychosocial stressors on emotional and behavioral problems in Chinese adolescents during the COVID-19 period: the explanatory value of loneliness.Translational pediatrics · 2021Article
- Teachers' Perceptions of Student Mental Health in Eastern China: A Qualitative Study.International journal of environmental research and public health · 2021Article
- Daily Stress and Behavioral Problems in Chinese Children: The Moderating Roles of Family Functioning and the Classroom Environment.Frontiers in psychology · 2021Article
- The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study.Frontiers in psychology · 2021Article
- Article
- Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education.Royal Society open science · 2020Article
- Migrant adolescents' behavioral problems compared to host adolescents and adolescents in their region of origin: a longitudinal study.BMC psychiatry · 2020Article
- Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students.Frontiers in psychology · 2020Article
- Emotional and behavioral problems, social competence and risk factors in 6-16-year-old students in Beijing, China.PloS one · 2019Article
- Student burnout and engagement: Relationship with adolescent use of alcohol and attitudes towards authority.International journal of clinical and health psychology : IJCHPArticle
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Abstract
backgroundThe classroom environment plays a potentially important role in shaping the emotions and behavior of adolescents. However, few studies have focused on this factor. The aim of this study was to explore the association between the classroom environment and emotional and behavioral problems among Chinese adolescents while also considering personality-and family-related factors.
methodsThis cross-sectional study was conducted in November and December, 2009. A set of questionnaires, including the Strengths and Difficulties Questionnaire (SDQ), the Eysenck Personality Questionnaire (EPQ), the Family Environment Scale (FES), the Questionnaire on Teacher Interaction (QTI), and the Center for Epidemiological Studies- Depression Scale (CES-D), were distributed to participants. A total of 5,433 Chinese adolescent students (aged 9-18) and 244 classroom teachers in Liaoning Province were ultimately included in the study. Hierarchical linear modeling was used to explore the factors associated with emotional and behavioral problems.
resultsMultilevel analyses revealed that adolescent emotional and behavioral problems significantly varied among classrooms. Although personality and family characteristics exerted the greatest influence on adolescents' emotions and behavior at the individual-level, interactions between classroom teachers and students increasingly affected adolescents with respect to age at the class-level. A mild positive association was found between adolescents' mental health problems and the mental health of teachers.
conclusionThis study focused on the classroom environment in order to understand Chinese adolescent mental health problems, the findings of which highlight important implications for policymakers and educators. The results underscore the importance of establishing a comfortable classroom climate by improving teacher-student interactions and meeting specific needs at different school stages, thus promoting a climate of positive mental health among Chinese adolescents.
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