To advance the understanding about social-cognitive factors related to Chinese adolescents' experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 11th grade high school students from Southwest China. Through comparing the latent means of PIU across students with different demographic background (i.e., gender, social-economic status, left-behind status), the study found that male students endorsed higher levels of overall PIU and more problematic time management with Internet use than female students. No latent PIU mean differences were observed across family income and students' left-behind status. Using structural equation modeling (SEM) while controlling for demographic factors, overall SEL competencies were found to have a significantly negative association with PIU. Meanwhile, all five SEL domains were also negatively associated with students' PIU. The findings imply the importance of fostering SEL competencies in preventing PIU among Chinese adolescents. The study provides important practical implications for informing school-based SEL competencies programs for PIU prevention among Chinese youths.

The protective role of students' perceptions of school climate against mental health problems has been supported in previous research, yet relatively little is known about the mechanism underlying school climate's influence on Chinese youths' depressive symptoms. Guided by the process-person-context-time model, this study examined the mediating effect of psychological suzhi (a Chinese cultural construct comprising a hierarchical, integrated set of positive psychological qualities) on the longitudinal association between perceived school climate and depressive symptoms among Chinese adolescents. Students (N = 1,151; 52.2% boys; mean [M]age = 16.24, standard deviation [SD] = 0.70) from one Chinese high school participated in a 3-wave (each wave was 6 months apart) longitudinal study. Multilevel mediation models were used to analyze between- and within-person effects on the longitudinal association between perceived school climate and depressive symptoms. The results indicated that students who perceived a more positive school climate reported lower depressive symptoms than students who perceived a more negative school climate (between-person effect); however, students who perceived their school climate positively did not always directly report lower depressive symptoms across time (within-person effect). Psychological suzhi mediated the association between perceived school climate and depressive symptoms at both the between- and within-person levels. Students who perceived a more positive school climate had increased psychological suzhi, which, in turn, decreased their depressive symptoms. The findings provided implications for school-based mental health prevention services by highlighting the need for promoting both positive school climate and students' psychological suzhi. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Animals utilize conserved mechanisms to regulate oxidative stress. The C. elegans SKN-1 protein is homologous to the vertebrate Nrf (NF-E2-related factor) family of cap 'n' collar (CnC) transcription factors and functions as a core regulator of xenobiotic and oxidative stress responses. The WD40 repeat-containing protein WDR-23 is a key negative regulator of SKN-1 activity. We previously found that the oxidative stress induced by excess iodide can be relieved by loss of function in the BLI-3/TSP-15/DOXA-1 dual oxidase complex. To further understand the molecular mechanism of this process, we screened for new mutants that can survive in excess iodide and identified gain-of-function mutations in skn-1 and loss-of-function mutations in wdr-23 The SKN-1C isoform functions in the hypodermis to affect animal's response to excess iodide, while the SKN-1A isoform appears to play a minor role. wdr-23(lf) can interact with bli-3 mutations in a manner different from skn-1(gf) Transcriptome studies suggest that excess iodide causes developmental arrest largely independent of changes in gene expression, and wdr-23(lf) could affect the expression of a subset of genes by a mechanism different from SKN-1 activation. We propose that WDR-23 and SKN-1 coordinate with the BLI-3/TSP-15/DOXA-1 dual oxidase complex in response to iodide-triggered oxidative stress.