ArticleFrontiers in psychology2022
Comparison of Two Approaches to Enhance Self-Esteem and Self-Acceptance in Chinese College Students: Psychoeducational Lecture vs. Group Intervention.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
6 citing papers in PubMed, 12 citations in OpenAlex.
- Cybervictimization and eating disorders in university sample in Singapore: a moderated mediation model of deviant peer association and self-esteem.BMC public health · 2025Article
- Article
- The impact of multidimensional excessive social media use on academic performance: the moderating role of mindfulness.Frontiers in psychology · 2025Article
- Development and validation of a web-based calculator for determining the risk of psychological distress based on machine learning algorithms: A cross-sectional study of 342 lung cancer patients.Supportive care in cancer : official journal of the Multinational Association of Supportive Care in Cancer · 2024Article
- Efficacy and mechanisms of 4-week MBSR on psychological distress in lung cancer patients: A single-center, single-blind, longitudinal, randomized controlled trial.Asia-Pacific journal of oncology nursing · 2023Article
- Relationship between self-esteem and suicidal ideation before and during COVID-19 in a non-clinical sample: mediating effects of psychological distress and hopelessness.Frontiers in psychiatry · 2023Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: Self-esteem and self-acceptance are not only basic features but also influential factors of mental health. The present study aimed at assessing the effects of psychoeducational lecture and group intervention on self-esteem and self-acceptance in Chinese college students. Methods: A total of 149 Chinese college students who participated in a mental health course were randomly class-based assigned into the psychoeducational lecture group ( Results: Self-esteem significantly increased in both groups after six sessions. However, the enhancement of self-acceptance was more robust for the self-focused intervention group than the psychoeducational lecture group. Conclusion: The psychoeducational lecture and self-focused intervention were effective approaches to improve self-esteem for Chinese college students. With respect to self-acceptance, self-focused group intervention might have a more prominent effect.
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