scholarly journals Third-party aggression and emotion work among nurses: Testing a moderated mediation model.

2020 ◽  
Vol 27 (2) ◽  
pp. 146-159
Author(s):  
Silvia Gilardi ◽  
Chiara Guglielmetti ◽  
Daniela Converso ◽  
Roberta Fida ◽  
Sara Viotti
Keyword(s):  
Moderated Mediation ◽  
Third Party ◽  
Emotion Work ◽  
Mediation Model ◽  
Moderated Mediation Model

Third-Party Reactions to Supervisory Mistreatment: A Multilevel Moderated Mediation Model

2015 ◽  
Vol 2015 (1) ◽  
pp. 12601
Author(s):  
Yucheng Eason Zhang ◽  
Wansi Chen ◽  
Mingwei Liu ◽  
Chunyun Li
Keyword(s):  
Moderated Mediation ◽  
Third Party ◽  
Mediation Model ◽  
Moderated Mediation Model

The Association between Interparental Conflict and Problematic Internet Use among Chinese adolescents: Testing a Moderated Mediation Model

2020 ◽  
Author(s):  
Lin-Xin Wang ◽  
Kai Dou ◽  
Jian Bin Li ◽  
Ming-Chen Zhang ◽  
Ji-Yao Guan
Keyword(s):  
Interparental Conflict ◽  
Time Perspective ◽  
Moderated Mediation ◽  
Problematic Internet Use ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Negative Time

Although interparental conflict is a risk factor for adolescent problematic internet use (PIU), little research has investigated the mediating and moderating mechanisms underlying this association from the perspective of "school × family" interplay. To address such gaps, this study tested the idea that interparental conflict might be associated with PIU in adolescents via restraining the protective effect of future positive time perspective and via boosting deleterious effect of future negative time perspective. In addition, this study also investigated the moderation effect of teacher-student relationship in the association between interparental conflict and future time perspective. Using three-wave longitudinal data, with each time point spanning three months apart, this study examined the aforesaid questions in a sample of 523 Chinese adolescents (M age = 14.64, SD = 1.37; 276 boys and 247 girls). Results of moderated mediation model indicated that interparental conflict at T1 was associated with PIU at T3 in adolescents through future negative time perspective at T2, especially for adolescents with a great teacher-student relationship. These findings shed light on the underlying mechanisms that explain how interparental conflict is associated with PIU in adolescents and provide effective prevention and intervention strategies of PIU in a Chinese cultural context

Why victimized by peers promotes cyberbullying in college students? Testing a moderated mediation model in a three-wave longitudinal study

2020 ◽  
Author(s):  
Ming-Chen Zhang ◽  
Lin-Xin Wang ◽  
Kai Dou ◽  
Yue Liang
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
Peer Victimization ◽  
Moral Disengagement ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Online Bullying ◽  
Chinese College Students ◽  
Moderated Mediation Model ◽  
High Level

Cyberbullying is a major youth social problem over the world and it has been associated with a variety of negative outcomes. However, few studies investigated how offline peer victimization affect cyberbullying and the potential relations between family factors and cyberbullying remains unknown. The current study addresses this gap in knowledge by examining the victimized by peers is associated with higher moral disengagement which further promotes college student’s bullying online. A three-wave longitudinal study, each wave spanning six months apart, was conducted in a sample of 521 Chinese college students (Mage = 22.45, SD = 4.44, 59.3% girls). Results of moderated mediation model shown that peer victimization at T1 predicted more cyberbullying at T3 through moral disengagement at T2, after controlling for demographic variables and cyberbullying at T1. T2 moral disengagement significantly mediating the association between T1 peer victimization and T3 cyberbullying. In addition, high level of negative parenting strengthened the effect of moral disengagement at T2 on cyberbullying at T3. The prevention and intervention for both offline and online bullying victimization are discussed.

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