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30 October 2025Volume 13 Issue 11 Previous Issue   

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The Relationship Between Stress-Is-Enhancing Mindset and Academic Achievement: Evidence from Variable-Centered and Person-Centered Analyses ZHANG Siman, LIU Wenjuan Psychology: Techniques and Application. 2025, 13 (11):  641-653.  Abstract ( 71 )   PDF（pc） (1007KB) ( 109 )   Save Students’ academic achievement is an important index to measure students’ growth and development, and it is also an important indicator of school education and teaching results. Stress-is-enhancing mindset is an effective factor to improve students’ academic achievement. Exploring the relationship between stressis-enhancing mindset and academic achievement has important theoretical value and practical significance in promoting students’ academic development. A variable-centered and person-centered approach was adopted to analyze 347 college students, with the Stress Mindset Scale, Grit Scale, Learning Engagement Scale and Academic Achievement Scale being used. The results showed: (1) Stress-is-enhancing mindset was significantly positively correlated with academic achievement; (2) Grit and learning engagement played a completely mediating role between stress-is-enhancing mindset and academic achievement; (3) Stressis-enhancing mindset could also influence academic achievement through the chain mediating effect of grit and learning engagement. (4) Latent profile analysis of academic achievement scores could be divided into three profiles; Moreover, grit and learning engagement played a chain mediating role between stressis-enhancing mindset and different potential categories of academic achievement. The study revealed the psychological mechanism of the stress-is-enhancing mindset affecting academic achievement, which has a certain enlightening significance for improving the academic achievement level of college students. Related Articles | Metrics

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Latent Classes and Associated Factors of Aggressive Behaviors Among Eighth-Grade Students YAN Luming, ZHANG Meng Psychology: Techniques and Application. 2025, 13 (11):  654-663.  Abstract ( 49 )   PDF（pc） (931KB) ( 79 )   Save To explore the heterogeneity of aggressive behaviors and their influencing factors among 8th-grade students, this study classified 613 8th-grade students using latent profile analysis, and analyzed the relevant influencing factors through non-parametric tests and multinomial logistic regression. The results showed that the aggressive behaviors of 8th-grade students could be divided into four subcategories: the marginal aggressive group, the physical aggression dominant-low verbal aggression group, the non-aggressive group, and the high aggressive group, with significant differences in aggressive dimensions among these categories. The analysis of influencing factors indicated that exposure to media violence increased the risk of being in the physical aggression dominant-low verbal aggression group; students with abnormal parental marital status had a higher risk of being classified into the high aggressive group; family economic conditions played a protective role in the marginal aggressive group; and the regional environment also had potential impacts. This study provides a theoretical basis for the precise prevention and intervention of adolescents' aggressive behaviors.  Related Articles | Metrics

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Differential Buffering of the Light Triad: Psychological Adjustment Profiles Associated with Anxiety and Depression in Medical Students YANG Jiarong, DAI Bibing Psychology: Techniques and Application. 2025, 13 (11):  664-677.  Abstract ( 43 )   PDF（pc） (1033KB) ( 37 )   Save To explore the latent patterns of psychological adjustment among medical students and their differential associations with anxiety and depression from a positive psychology perspective, the data from 1054 medical students were collected using the Generalized Anxiety Disorder Scale, and the Patient Health Questionnaire, the Intolerance of Uncertainty Scale, the brief version of the Difficulties in Emotion Regulation Scale, the Light Triad Scale. The results indicated that the three psychological adjustment profiles differ significantly: psychological integration, resource depletion, and cognitive-emotional exhaustion, with heterogeneity in the protective effects of the Light Triad. Furthermore, the lower psychological adjustment levels corresponded to more severe anxiety and depression. These findings expand and enrich the understanding of positive psychology and provide new direction for the development of targeted psychological interventions. Related Articles | Metrics

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The Relationship Between Adverse Childhood Experiences and Post-Traumatic Stress Disorders in Early Adulthood ZHANG Shuhui, ZHAO Xianzi Psychology: Techniques and Application. 2025, 13 (11):  678-690.  Abstract ( 45 )   PDF（pc） (913KB) ( 51 )   Save Post-traumatic stress disorder in early adulthood is closely associated with adverse childhood experiences. This study first defined the core connotations of adverse childhood experiences and post-traumatic stress disorder, and systematically sorts out the measurement for both; second, relying on models such as epigenetics and shattering hypothesis, it analyzed the mechanisms through which adverse childhood experiences affect the occurrence and development of post-traumatic stress disorder in early adulthood from multiple dimensions; finally, based on the risk and protective factors model, it summarized the roles of risky and protective mediating factors in the aforementioned relationship, aiming to fully present the complex functional network of this association. The study showed that adverse childhood experiences have longterm impacts on post-traumatic stress disorder in early adulthood through direct and indirect pathways. Future research should focus on constructing preventive and intervention strategies, expanding the types of variables, and strengthening cross-cultural comparative studies. Related Articles | Metrics

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The Influence of Social Media Use on Adolescents’ Subjective Well-being and Its Psychological Mechanism LI Baocong, ZHANG Yaming Psychology: Techniques and Application. 2025, 13 (11):  691-704.  Abstract ( 104 )   PDF（pc） (1026KB) ( 96 )   Save Social media use has influence on adolescents’ subjective well-being. On one hand, chatting, authentic self-presentation and positive self-presentation exert positive effects on adolescents’ subjective well-being, while negative self-presentation and conflicting interaction exert negative effects. Among the pathways of positive effects, bonding social capital, social support, positive online feedback and social self-efficacy play mediating roles. On the other hand, content browsing exerts positive or negative effects on adolescents’ subjective well-being through upward social comparison, upward social comparison emotions and emotional contagion. Furthermore, the influence of social media use on adolescents’ subjective well-being is moderated by internal and external factors. Future research should segment social media use behavior, deepen and broaden influence mechanism and focus on the difference of effect. Related Articles | Metrics