Summary
This longitudinal study of 742 Chinese adolescents examined how school assets relate to bullying and internet gaming disorder through the mediating influence of self-control, and the moderating role of intentional self-regulation. Using structural equation modelling, the authors found that baseline school assets negatively predicted both bullying and gaming disorder at 5-month follow-up, with self-control serving as a significant mediating pathway. Intentional self-regulation amplified these protective effects, particularly among students with higher self-regulatory capacity.
UK applicability
The findings regarding school assets and self-regulation may have limited direct applicability to UK education policy and practice, as the study was conducted in a Chinese adolescent population with distinct cultural, educational, and social contexts. However, the conceptual framework linking school environmental quality to reduced harmful behaviours through self-control development could inform UK school-based prevention and well-being strategies.
Key measures
School assets (T1), intentional self-regulation (T1), self-control (T1), traditional bullying (T2), internet gaming disorder (T2)
Outcomes reported
The study measured school assets, intentional self-regulation, self-control, traditional bullying behaviours, and internet gaming disorder prevalence among Chinese middle school students across two waves separated by 5 months.
Topic tags
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