A person-centered analysis of emotional-behavioral functioning profiles in adolescents: Associations with teacher autonomy support and growth mindset

To believe or not to believe: leader's belief about emotion usefulness and its impact on team dynamics

BACKGROUND

This study aims to investigate the impact of a leader's beliefs in the usefulness of emotions on the emotional competence and relationship conflicts of their teams.

METHODS

The data were collected through an online survey targeting leaders with at least three years of experience in managerial positions in South Korean workplaces, with a total of 326 participants. Latent Profile Analysis (LPA) was conducted to classify leaders into latent groups based on their beliefs regarding the usefulness of positive and negative emotions.

RESULTS

The latent profile analysis of the leader's beliefs in the usefulness of positive and negative emotions identified four groups: High Usefulness (HU) Group, High Positive Usefulness (HPU) Group, Reference Group for comparison, and Low Usefulness (LU) Group. It was found that both the HU Group and the HPU Group, who perceive the usefulness of both types of emotions and positive emotions, respectively, showed higher levels of emotional repair and lower levels of relationship conflict within the team compared to the Reference Group and the LU Group.

CONCLUSIONS

This study not only fills a gap in organizational research by establishing a clear link between leaders' emotional beliefs and team dynamics but also emphasizes the social influence of leaders' emotions within the team setting. The findings of this research advocate for a strategic update to leadership development programs, suggesting the integration of elements specifically designed to augment leaders' understanding and management of emotional dynamics within their teams.

Teacher Autonomy Support and Internalizing Problems of Adolescents from Divorced and Intact Families: Moderation by Personality Typologies

The present research compared internalizing problems of adolescents who experienced parental divorce with those of adolescents who remained in intact families. Furthermore, this research investigated the association of teacher autonomy support with adolescents' internalizing problems for the whole sample and further ascertained whether this association was moderated by distinctive personality profiles using a person-centered approach and family structures (divorced vs. intact families). A sample of 2756 Chinese adolescents (8.5% from divorced families), aged 13-18 years, participated in the present research. They completed a set of self-reported questionnaires during school hours. Results based on ANCOVA showed that adolescents who experienced parental divorce reported higher internalizing problems than did those who remained in intact families. Moreover, latent profile analysis revealed three personality profiles: psychopathic (22.7%), normative (56.4%), and resilient (20.9%). In addition, teacher autonomy support was negatively related to adolescents' internalizing problems in the overall sample. However, interaction analyses further exhibited that this association was insignificant for psychopathic adolescents who experienced parental divorce. The current findings indicate that although teacher autonomy support may protect adolescents from internalizing problems, psychopathic adolescents whose parents got divorced should be paid exceptional attention by mental health professionals and school counselors.

Bullying Victimization and Internalizing Problems among Adolescents: A Moderated Mediation Model of Peer Autonomy Support and Self-Esteem

The present study employed the social-ecological diathesis-stress model as a theoretical framework to extend previous research by examining the underlying mechanism and conditional process that contribute to the positive association between bullying victimization and internalizing problems among adolescents. A moderated mediation model involving peer autonomy support and self-esteem was tested using a sample of 1723 adolescents (50.7% girls; M age = 12.79, SD = 1.58), who completed questionnaires assessing internalizing problems, bullying victimization, peer autonomy support, and self-esteem. The findings revealed that self-esteem partially mediated the positive association between bullying victimization and adolescents' internalizing problems. Specifically, bullying victimization was inversely related to self-esteem, which, in turn, was negatively associated with internalizing problems. Further moderation analyses demonstrated that these direct and indirect associations varied based on levels of peer autonomy support. Simple slope analyses specifically indicated that (a) peer autonomy support buffered against the negative association of bullying victimization with self-esteem and internalizing problems, and (b) peer autonomy support mitigated the negative association of self-esteem with internalizing problems. The elucidation of this mechanism and conditional process holds important implications for early interventions and prevention efforts aimed at mitigating the detrimental association of bullying victimization with adolescents' healthy emotional functions.

Peer Relationship Profiles among Early Adolescents from Low-Income Families: The Unique and Combined Effects of Attachment to Mothers and Conscientiousness

Using research data gathered from multiple sources, the current study explored positive aspects of peer relationship profiles (indexed by peer-nominated acceptance and self-reported friendships) in a person-centered approach among early adolescents from low-income families. Moreover, this study investigated the unique and combined associations of adolescents' attachment to mothers and parent-rated conscientiousness with emerging peer relationship profiles. A total of 295 early adolescents (42.7% girls; M_age = 10.94, SD = 0.80) were involved in this study. Latent profile analysis identified three empirically derived peer relationship profiles: "isolated" (14.6%), "socially competent" (16.3%), and "average" (69.1%). Moderation analyses further showed that adolescents with secure attachment to mothers tend to have group memberships in socially competent and average profiles than the isolated profile. Such an association pattern was more heightened for those with higher conscientiousness (versus lower conscientiousness).

Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity

Introduction

Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China.

Methods

To achieve the research objectives, the study involved 704 Han (M age = 12.57; 53.7% female) and 642 Hui adolescents (M age = 12.45; 49.4% female) who completed a suite of research questionnaires.

Results

The results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents.

Discussion

The finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors.

Left-behind youth are not always bad! Relations between teacher autonomy support, narcissism, and prosocial behavior

Prior research has widely demonstrated that children who remain in their original communities after one or both biological parents migrated (i.e., left-behind children) confront salient emotional and behavioral difficulties; however, an insufficient amount of research has been devoted to understanding their prosocial behavior. The current study extended prior research by comparing the prosocial behavior between left-behind children and their non-left-behind peers. Subsequently, this study examined the individual variations (i.e., narcissism and left-behind status) of the correlation between teacher autonomy support and prosocial behavior in a combined sample of left-behind and non-left-behind children. 738 youth (Nleft-behind = 246, Meanage = 15.77, 53.6% girls; Nnon-left-behind = 492, Meanage = 15.91, 55.1% girls) participated in the present research and completed a packet of well-established questionnaires. The results, after adjusting for sociodemographic characteristics, showed that the prosocial behavior of left-behind children did not significantly differ from that of non-left-behind children. Furthermore, the results based on linear regression analysis exhibited teacher autonomy support was positively related to prosocial behavior, and high narcissism buffered against the adverse effect of low teacher autonomy support on left-behind children’s prosocial behavior. The current study indicates that creating an autonomy-supportive atmosphere at school and facilitating left-behind children’s narcissism are paramount to promoting their prosocial tendencies.