Browsing by Author "Tan, Cheng Yong"
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- PublicationMetadata onlyAdolescents’ cyberbullying experience and subjective well-being: Sex difference in the moderating role of cognitive-emotional regulation strategy(Elsevier, 2024)
;Tao, Sisi ;Lan, Min ;Tan, Cheng Yong ;Liang, Qianru; Law, Nancy W. Y.Individuals who experience cyberbullying are at increased risk for future health and social difficulties. Despite this correlation, not all individuals who encountered cyberbullying experience exhibit poor subjective well-being, indicating the need for further investigation into potential protective factors. Cognitive emotional regulation strategy may help buffer or reinforce the negative emotions triggered by cyberbullying and prevent psychological problems, and there may be sex differences in emotion regulation resulting from the influence of social expectations and gender norms. Therefore, the present study examined sex differences in the moderating role of cognitive-emotional regulation strategies on the association between cyberbullying experiences and well-being outcomes in adolescents. We analyzed data from 5151 adolescents from 30 secondary schools (female = 53.9%, Mean grade level = 8.68, SD = 1.98) in Hong Kong. The results indicated that the experience of cyberbullying perpetration, victimization, and bystander was negatively associated with adolescent girls' well-being, whereas only the experience of cyberbullying perpetration was negatively associated with adolescent boys' well-being. Girls who reported blaming others more often had better well-being when they were victims of cyberbullying, and those who engaged in more cognitive reappraisal had better well-being when they were perpetrators of cyberbullying. Boys who reported blaming others more often had better well-being if they were cyberbullying perpetrators. These findings provide valuable insights for the development of gender-specific interventions aimed at reducing the negative impact of cyberbullying experience on adolescents’ well-being.
Scopus© Citations 2 6 - PublicationRestrictedThe influence of Confucian parenting attitudes on children’s self-efficacy beliefs in Singapore(2011)Tan, Cheng YongAlthough there has been much research on the influence of parenting on children’s development, there is a paucity of studies examining the impact of parenting on children’s self-efficacy beliefs. The purpose of the present study is to address this gap by examining the influence of parenting attitudes on children’s self-efficacy beliefs using a sample of 284 Chinese fifth- and sixth graders as well as their parents living in Singapore. To circumvent the problem of a lack of culturally sensitive parenting attitudes, the Confucian literature was examined to gain insights into important cultural values and infer parenting attitudes. From this review, three components of Confucian parenting attitudes, namely (a) moral development, (b) filiality, and (c) role expectations, were identified and examined using Rasch Analysis, independent samples t-tests, one-way ANOVA and post-hoc Scheffe tests, and Pearson’s correlation tests. In particular, Rasch Analysis made it possible to identify misfitting items and persons, construct a common scale for meaningful comparisons between different groups of respondents, and provide insights to explain findings pertaining to the comparisons.
Results showed that children had a higher level of perceptions for filiality, but not moral development or role expectations, than parents did. There was also evidence that girls had a higher perception level than boys for moral development and role expectations but not filiality. In contrast, perceptions of parenting attitudes did not differ between fathers and mothers or between the eldest child and younger siblings. Parents and children’s perceptions of (a) moral development, (b) filiality, and (c) role expectations were also found to correlate positively with children’s (a) moral, (b) filial, and (c) social self-efficacy beliefs respectively. These findings contribute to our understanding of culturally sensitive parenting attitudes that are relevant to the Chinese and help us appreciate the differences between Western and Chinese parenting attitudes. The findings also enhance our understanding of how parenting attitudes may have influenced Chinese children’s self-efficacy beliefs and, by extension, their behavior in different spheres of their life. This understanding enables us to appreciate cultural diversity and manage our expectations, thereby fostering inter-cultural interactions in the modern world.
As with all other studies, there are limitations with the present study. First, owing to the characteristics of the sample, findings from this study are more valid for young Singaporean Chinese children studying in the fifth or sixth grade and their parents than other individuals. Building on this study, researchers can use larger samples and examine parents and children from a variety of backgrounds in future studies. The second consideration is that inference of causal links between parenting attitudes and children’s self-efficacy beliefs in the present study should be buttressed with experimental research in longitudinal studies. As an extension, these studies can also examine how children’s self-efficacy beliefs are causally related to the fulfillment of their psychological needs. Finally, researchers may wish to examine the influence on child development of having a girl as the eldest child or having girls among children in the family, thereby contributing to our knowledge on gender studies in the family context.185 54 - PublicationOpen AccessParental home monitoring and support and students′ online learning and socioemotional well-being during COVID-19 school suspension in Hong Kong(2022)
;Tan, Cheng Yong; ;Zhang, Yuxiao ;Lan, MinLaw, NancyContextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) revealed different types of parental involvement at home and in school. For the primary school sample, students’ SES did not predict membership in the parental involvement typology, but students whose parents provided more home monitoring and support had the highest level of online self-efficacy. As for the secondary student sample, students whose parents provided more home monitoring and support tended to have access to more home learning resources. Students whose parents provided home monitoring and support had the highest levels of online self-efficacy, acquisition of digital skills, and cognitive-emotional regulation, and were the least worried about school resumption. The study underscores complex patterns of parental involvement and identifies effective parental involvement practices that contribute to students’ home online learning during the school suspension.WOS© Citations 4Scopus© Citations 5 258 117 - PublicationEmbargoProtective factors contributing to adolescents’ multifaceted digital resilience for their wellbeing: A socio-ecological perspective
Swift digital advancements provide teenagers with ample online opportunities but also expose them to potential hazards that impact their wellbeing. The consequences of perceiving online risks vary among individuals, emphasizing the role of digital resilience as a protective mechanism. Digital resilience, rooted in the Digital Resilience Framework encompassing coping strategies, recovery, and learning from online risk experiences, goes beyond individual efforts. Instead, familial and educational factors play significant roles. This study investigates protective factors enhancing digital resilience from a socio-ecological perspective to boost adolescents' wellbeing. Data were collected from 1,882 parent-child pairs and 30 school ICT coordinators in 30 Hong Kong secondary schools between July and September 2022. Student and parent surveys assessed digital resilience, digital literacy, parental monitoring, and parent-child relationships, while the school ICT coordinator survey evaluated school-level digital literacy curriculum. Initially, no significant differences in adolescent wellbeing emerged regarding exposure to online risks. Employing structural equation modeling, this study suggests the protective role of digital resilience in enhancing adolescents' wellbeing. Results revealed that adolescents' digital resilience was positively associated with their digital literacy, positive parent-child relationships, and school-based digital literacy programs, particularly those focused on cyberbullying prevention. However, parental monitoring was only found to be significantly associated with adolescents’ non-productive coping strategies, which were negatively associated with their wellbeing. These findings offer crucial insights for stakeholders such as educators, policymakers, and parents. These insights can empower adolescents to navigate the digital landscape effectively while safeguarding their wellbeing.
12 6 - PublicationOpen AccessUnderstanding protective and risk factors affecting adolescents' well-being during the COVID-19 pandemic(2022)
;Lan, Min; ;Tan, Cheng YongLaw, Nancy Wai YingThis study investigated the factors affecting adolescents’ well-being during the COVID-19 pandemic from the perspectives of their participation in digital activities, emotional regulation, self-regulated learning, and parental involvement. Using self-reported data from 932 pairs of adolescents and their parents, we performed multiple-group structural equation modeling, which revealed that self-efficacy in online learning during school suspension was a key factor influencing adolescents’ perceived worries after schools resumed. During school suspension, boys’ cognitive-emotional regulation played a protective role in their well-being, helping them to avoid cyberbullying incidents, while girls’ participation in leisure-oriented digital activities compromised their self-efficacy in online learning and led to cyberbullying incidents. Furthermore, improvement in parent–child relationships during school suspension encouraged adolescents to use more positive emotional regulation strategies, enhanced their self-efficacy in online learning, and reduced their leisure-time digital activities. The findings indicate that the effective regulation of adolescents’ online behaviors, emotions, and self efficacy, especially when combined with an emotionally secure family relationship, can ensure adolescents’ well-being.65 44