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Informed by the interaction of person-affect-cognition-execution (I-PACE) theory, the present studies examined the association between peer rejection, peer popularity, and social media addiction (SMA) at both between-person and within-person levels. Two distinct processes, the fear-driven/compensation-seeking process and the reward-driven process were explored. In Study 1, using a cross-sectional sample of high school students (N = 318), both processes were supported via different cognitive mediators. Support for the fear-driven/compensation-seeking process was demonstrated by finding that avoidance expectancy was a significant cognitive mediator between peer-nominated rejection and SMA. In turn, the reward-driven process was supported by the significant mediation of reward expectancy between peer-nominated popularity and SMA. In Study 2, using ecological momentary assessment with college students (N = 54), we found the fear-driven/compensation-seeking process partially supported through both between-person and within-person mediations. Specifically, negative affect and social media craving were two affective mediators that linked peer rejection and addictive social media use behaviors. On the other hand, the reward-driven process was predominantly supported by within-person mediations, in which positive affect and social media craving were found to be mediators of the relationship between peer popularity and addictive social media use behaviors. The results underscore that adolescents experiencing rejection tend to use social media to avoid negative feelings and compensate for interpersonal deficits, while adolescents experiencing popularity tend to use social media to maintain positive feelings and gain social rewards. Implications for the assessment, case formulation, and treatment of SMA in counseling practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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The present study used a latent growth curve modeling approach to (a) examine the effectiveness of a brief self-compassion intervention on reducing impostor phenomenon, maladaptive perfectionism, and psychological distress and (b) explore who would benefit more from this intervention. A total of 227 college students at a large Midwest university were randomly assigned to participate in either a 4-week brief self-compassion intervention group or a nonintervention control group. Analyses of the effectiveness of the intervention suggested the brief self-compassion intervention had significant treatment effects for reducing impostor phenomenon and maladaptive perfectionism. Moreover, this study also examined whether participants with different levels of fear of self-compassion and core self-evaluation would report different levels of treatment effectiveness. Fear of self-compassion was found to be a significant moderator of the intervention effects in reducing maladaptive perfectionism and psychological distress. Specifically, participants in the intervention group with higher levels of fear of self-compassion reported a greater decline in both maladaptive perfectionism and psychological distress over time when compared to those with lower levels of fear of self-compassion. Core self-evaluation significantly moderated the effectiveness of this intervention in reducing participants' levels of impostor phenomenon and maladaptive perfectionism. Specifically, participants in the intervention group with lower core self-evaluation reported a greater reduction in maladaptive perfectionism over time when compared to those with higher core self-evaluation. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

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Group climate is an important factor in group counseling and psychotherapy process and outcome research. The current investigation examined group climate changes (from early to late sessions) at the within-group (i.e., group members) and between-group (i.e., group-as-a-whole) levels in predicting changes in group members' emotional cultivation in group counseling. A total of 236 Taiwanese children and adolescents across 41 groups participated in this study. Members' ratings of group climate (i.e., engagement and conflict) were partitioned into within-group and between-group components, and polynomial regression with response surface analysis was used to examine the association between changes in group engagement and conflict (at the member- and group-level) from early to late group sessions on changes in emotional cultivation. Results supported the theoretical hypothesis that when a group-as-a-whole reported increasing engagement from early to late group sessions, relative to other groups (i.e., between-group effect), members of that group experienced greater growth in emotional cultivation. Results also indicated that group members reported greater growth in emotional cultivation when there was consistent and high engagement or consistent and low conflict from early to late group sessions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

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Theoretically, group leaders can play a significant role in contributing to the effectiveness of group counseling intervention. However, very few studies have examined the group leader's effects on the client-rated group counseling outcomes. We hypothesized that responsive group leaders who were caring, understanding, and respectful could serve as safe havens and secure bases to facilitate their group members' social and emotional cultivation. The current investigation examined the effects of leader responsiveness on group members' social-emotional cultivation (SEC). A total of 307 Taiwanese children and adolescent clients across 53 groups participated in an eight-session emotional cultivation group intervention. There were five time points of data collection (i.e., preintervention, third group session, sixth group session, postintervention, and a 4-week follow-up), and the variance partitioning method was used to partition longitudinal data into within-member, within-group, and between-group variance components. The results of hierarchical linear modeling revealed that the group leader's responsiveness significantly predicted group members' SEC at each of the three levels of analysis: Individual members had greater change in SEC when (a) they perceived higher leader responsiveness in a time period compared to the average rating of leader responsiveness across all time periods, (b) they perceived higher leader responsiveness compared to the average rating of leader responsiveness across all members in the same group, and (c) the group-as-a-whole perceived higher leader responsiveness than the average rating of leader responsiveness across all groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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Research has provided empirical support for the effectiveness of group psychotherapy. However, we have little understanding of mechanisms that account for the effectiveness. Thus, there is a need for complex theory-driven hypotheses and analytical models to understand the complexities of change in group counseling. We used Fredrickson's broaden-and-build theory as well as Yalom and Leszcz's proposition about adaptive spirals as guiding frameworks. We then examined the process of how positive emotions or positive relations and emotional cultivation (regulation) reciprocally influence one another to create an upward or adaptive spiral toward greater well-being over the course of group interventions. A total of 196 Taiwanese children and adolescent clients across 33 groups participated in an 8-session emotional cultivation/regulation group intervention. The random intercepts cross-lagged panel model (RI-CLPM) was used for the data analyses in Mplus. Overall, our results supported the broaden-and-build theory and its broaden-, build-, and upward-spiral effects, with the exception of positive affect. Specifically, positive emotions (i.e., gratitude and psychological need satisfaction) and positive relations (i.e., teacher-student relationship and perceived social support) predicted future improvements on emotional cultivation (i.e., the broaden effects). Additionally, improved emotional cultivation was a long-lasting characteristic that could be drawn upon at later moments to drive greater positive emotions and relations (i.e., the build effects). Together, the results supported a reciprocal model with positive emotions and relationships being associated with greater future emotional cultivation and subsequently emotional cultivation being associated with greater future positive emotions and relationships (i.e., the upward spiral or adaptive spiral effects). (PsycInfo Database Record (c) 2021 APA, all rights reserved).

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The purpose of this project was to identify distinct profiles of circumplex interpersonal problems, cross-validate the profiles, and examine construct validity through associations with adult attachment, basic psychological needs frustration, and psychological outcomes. Undergraduates at two universities provided survey data. In Study 1 (N = 469), latent profile analysis identified three distinct profiles of interpersonal problems. We labeled these: Flexible-Adaptive, Exploitable-Subservient, and Hostile-Avoidant. Construct validity analyses suggested the Flexible-Adaptive profile was distinguished from the other two by lower attachment anxiety, whereas the Hostile-Avoidant profile was distinguished from the other two by higher attachment avoidance. In Study 2 (N = 423), we conducted profile similarity analyses to cross-validate Study 1 results, following the multistep procedure proposed by Morin et al. (Organizational Research Methods, 2016, 19, p. 231). Results suggested that when the data from Study 2 were constrained to fit the profile model derived from Study 1, with respect to means, variance, and latent profile membership, the model fit was equivalent. In Study 2, further evidence of construct validity suggested that the Flexible-Adaptive profile was distinguished from the other two by lower relatedness frustration and by lower competence frustration. Additionally, the Hostile-Avoidant profile was distinguished from the Exploitable-Subservient profile by higher relatedness need frustration. Validity evidence for these profiles indicated that those with the Hostile-Avoidant profile reported the most negative psychological outcomes, followed by those with the Exploitable-Subservient profile, while those with the Flexible-Adaptive profile reported the best psychological outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

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Research on emotion regulation in East Asian children and adolescents is limited. One obstacle hindering the development of emotion regulation for East Asian children and adolescents is the lack of a culturally sensitive measure. To fill this gap, we have developed and validated the Emotional Cultivation Scale using samples of Taiwanese children and adolescents. In Study 1, an exploratory factor analysis (n = 341) identified two factors: Cultivating Emotion Strategies and Understanding Emotion Connotations. A confirmatory factor analysis (n = 358) confirmed this two-factor structure. Coefficient αs were .69 to .88 for Emotional Cultivation. Convergent validity was evidenced by positive associations with cognitive reappraisal and cognitive flexibility. Discriminant validity was supported by a nonsignificant association with suppression. Concurrent validity was revealed by positive associations with positive affect, basic psychological need satisfaction, gratitude, responsiveness from teachers, responsiveness from parents, and academic self-efficacy. Incremental validity was evidenced by the finding that emotional cultivation significantly accounted for an additional 2 to 20% of the variance in predicting cognitive flexibility, positive affect, basic psychological need satisfaction, gratitude, responsiveness from teachers, responsiveness from parents, and academic self-efficacy above and beyond cognitive reappraisal and suppression. Results from the multigroup analysis further indicated factor loading invariance and validity invariance between boys and girls and between elementary and middle schools. The factor structure was cross-validated by a clinical sample of Taiwanese children and adolescents (N = 161) and their parents in Study 2 (N = 159). The counseling implications were discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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This short-term longitudinal study applied Joiner's (2005) Interpersonal-Psychological Theory of Suicide to Asian Americans' experiences with depression. Interpersonal shame (i.e., the experience of inadequacy arising from interpersonal concerns) was hypothesized to mediate the effects of (a) thwarted belongingness and (b) perceived burdensomeness on future depression. Furthermore, the positive associations between (a) thwarted belongingness and (b) perceived burdensomeness on future depression were hypothesized to vary depending on students' experiences with perfectionistic family discrepancy (PFD; their perceived gap between their actual performance and what their parents expect of them). A total of 605 Asian Americans attending predominantly White, Midwestern universities completed 3 online surveys. Conditional process modeling via Hayes's (2013) PROCESS was used to analyze the data. Results demonstrated that (a) thwarted belongingness and (b) perceived burdensomeness contributed to higher interpersonal shame, which influenced students' future depression. Furthermore, the effect of thwarted belongingness on future depression was significantly positive for those with PFD levels greater than the 12th percentile, after taking into account students' initial level of depression. The effect of perceived burdensomeness on future depression was not significant for those with PFD levels greater than the 3.5th percentile. This study identified that students with perfectionistic family discrepancy may be at higher risk for depression while experiencing thwarted belongingness. Overall, findings supported using Joiner's (2005) theory to understand Asian American students' risk for future depression. Future studies may gather data across Asian American students' years in college. Counselors can apply these findings to increase students' awareness about possible risk factors for depression. (PsycINFO Database Record

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Research using Western samples shows that talking about unpleasant emotions-distress disclosure-is associated with fewer psychological symptoms and higher well-being. These benefits of distress disclosure may or may not be observed in East Asia where emotional control is valued. Instead, mindfulness may be more relevant to emotion regulation in East Asia (e.g., Taiwan). In the present study, cultural context (Taiwanese nationals vs. European Americans) and mindfulness were examined as moderators of the relation between distress disclosure and both depression symptoms and life satisfaction. A sample of 256 Taiwanese college students and a sample of 209 European American college students completed self-report measures in their native language. Moderated multiple regression analyses revealed significant interaction effects of mindfulness and distress disclosure on both depression symptoms and life satisfaction for Taiwanese participants but not for European Americans. Specifically, distress disclosure was negatively associated with depression symptoms and positively associated with life satisfaction for Taiwanese low in mindfulness but not for Taiwanese high in mindfulness. For European Americans, distress disclosure was not associated with depression symptoms but was associated with higher life satisfaction, regardless of one's level of mindfulness. These findings suggest that the potential benefits of disclosing distress are a function of one's cultural context as well as, for those from Taiwan, one's mindfulness. (PsycINFO Database Record

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OBJECTIVE: This study examined the moderation effects of management strategies on the association between hindering self-focused attention and counseling self-efficacy. METHOD: Participants were 160 counselor trainees. A hierarchical regression was used to analyze the data, and a simple effect analysis was used to explore the nature of the interaction. RESULTS: Results indicated that, for trainees who used more basic counseling techniques, counseling self-efficacy remained the same no matter their hindering self-focused attention experiences. However, for those who used less basic counseling techniques, their counseling self-efficacy dropped when they had more experiences of hindering self-focused attention. Similarly, for trainees who used more self-awareness to understand clients, these trainees reported a similar level of counseling self-efficacy no matter their hindering self-focused attention experiences. Conversely, for those who used less self-awareness as a tool to understand their clients during their sessions, their counseling self-efficacy decreased when they had more experiences of hindering self-focused attention. CONCLUSION: This is the first study that extends the literature on direct, linear relationships between hindering self-focused attention and counseling self-efficacy. Results suggested two strategies (i.e., use of basic counseling techniques and use of self-awareness to understand clients) significantly moderate the above association.

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This study examined a moderated mediation model to see whether self-reflection moderated (a) the association between acculturative stress and ethnocultural empathy and (b) the indirect effects of acculturative stress on 2 positive outcomes (i.e., bicultural competence and making positive sense of adversity) through ethnocultural empathy. A total of 330 Asian American college students from a West coast university participated in an online survey. Results from PROCESS supported hypotheses. First, self-reflection significantly moderated the effects of acculturative stress on ethnocultural empathy. Specifically, the effect of acculturative stress on ethnocultural empathy was significantly positive for those with lower self-reflection. Conversely, this effect was not significant for those with higher self-reflection, but ethnocultural empathy was consistently high across all levels of acculturative stress for those with higher self-reflection. Post hoc exploratory analyses examined the moderated mediation model using each of the 5 domains of acculturative stress as predictors; results supported the moderated mediation hypotheses for 2 domains, discrimination and cultural isolation. Second, self-reflection significantly moderated the indirect effects of acculturative stress on 2 positive outcomes through ethnocultural empathy. Results from conditional indirect effects suggested that the indirect effects of acculturative stress on 2 positive outcomes through ethnocultural empathy were significantly positive for those with lower self-reflection. Conversely, the indirect effects were not significant for those with higher self-reflection, but the 2 positive outcomes stayed high at all levels of acculturative stress. Post hoc analyses found that 5 of 6 components of bicultural competence used as outcome variables supported the moderation mediation hypotheses. (PsycINFO Database Record

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The Cross-Cultural Loss Scale (CCLS), a measure of loss associated with crossing national boundaries, was developed across 2 samples of international students. With Sample 1 (N = 262), exploratory factor analyses were used to select the 14 CCLS items and to determine 3 factors: Belonging-Competency (α = .87), National Privileges (α = .68), and Access to Home Familiarity (α = .72). With Sample 2, confirmatory factor analyses (N = 256) cross-validated the 3-factor oblique model as well as a bifactor model. Cronbach alphas of CCLS subscale scores in Sample 2 ranged from .73 to .87. The validity of the CCLS scores was supported by its associations with related variables in the expected directions. Perceived cross-cultural losses were positively associated with negative affect, migration grief and loss, and discrimination and were negatively associated with life satisfaction, positive affect, general self-efficacy, and social connection with mainstream society. Moreover, the CCLS total and 2 subscale scores added significant incremental variance in predicting subjective well-being over and above related constructs. The results indicated measurement invariance and validity equivalency for the CCLS scores between men and women. The overall results from these 2 samples support CCLS as a psychometrically strong measure.

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This study examined male Asian international college students' perceptions of racial discrimination, subjective masculinity stress, centrality of masculine identity, and psychological distress by testing a moderated mediation model. Participants were 160 male Asian international college students from 2 large public universities. Participants' perceived racial discrimination was positively related to their subjective masculinity stress only at high (but not low) levels of masculine identity centrality. Additionally, subjective masculinity stress was positively related to psychological distress, although this association was stronger among those who reported high levels of masculine identity centrality. The authors also detected a moderated mediation effect in which subjective masculinity stress mediated the relationship between perceived racial discrimination and psychological distress only at high (but not low) levels of masculine identity centrality. These findings contribute to the counseling psychology literature by highlighting the connections between race- and gender-related stressors as well as the relevance of masculine identity to an understanding of men's mental health.

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In his acculturative family distancing (AFD) theory, Hwang (2006b) argued that acculturation gaps among parents and youth may lead to psychological and emotional distancing. AFD includes 2 dimensions: incongruent cultural values and breakdowns in communication. This study examined whether bicultural competence (BC) served as a mediator and moderator for the relationship between AFD and depression using structural equation modeling. Two hundred and forty-one Latino/a college students attending predominantly White, midwestern universities completed an online survey at 2 time points. For mediation, results indicated that BC at Time 2 (T2) mediated the relationship between AFD at Time 1 (T1) and depression at T2 above and beyond the effects of depression, acculturation, and enculturation at T1. A bootstrap method estimated the significance of the indirect effect. Moreover, 16% of the variance in BC at T2 was explained by acculturation, enculturation, and AFD at T1; 30% of the variance in depression at T2 was explained by BC at T2 and depression at T1. Post hoc analyses of the AFD and BC dimensions suggested that (a) positive attitudes toward both groups, communication ability, and social groundedness were significant mediators for the incongruent cultural values-depression link and (b) communication ability and social groundedness were significant mediators for the communication breakdown-depression link. For moderation, the AFD × BC interaction did not significantly predict depression at T2. Limitations, future research directions, and counseling implications are discussed.

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Findings from past research have suggested a link between experiential avoidance and expressive suppression. However, there is emerging evidence showing that the suppression of emotional expression may have different meanings depending on the specific cultural context. Taking a cultural perspective, the present study aimed to examine whether the link between experiential avoidance and expressive suppression is comparable or divergent between two cultural groups [i.e., European Americans (EAs) and Chinese (CH)] with different cultural norms surrounding emotional expression. We hypothesised that the positive association between experiential avoidance and expressive suppression typically found among EAs would be attenuated among CH. Furthermore, the observed cultural group difference in the experiential avoidance-suppression link was hypothesised to be mediated by beliefs in emotional self-control. Data from 224 EA college students and 190 CH college students provided a clear pattern of support for our hypotheses. Implications for current theories on experiential avoidance are discussed.

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The theoretical model proposed by Berry and colleagues (Berry, 1997; Berry, Kim, Minde, & Mok, 1987) highlights the importance of identifying moderators in the acculturation process. Accordingly, the current study examined the Asian cultural value of family recognition through achievement (FRTA) and contingency of self-worth on academic competence (CSW-AC) as moderators in the association between academic stress and positive affect among Chinese international students. A total of 370 Chinese international students completed online surveys. Results from a hierarchical regression indicated that while academic stress was negatively associated with positive affect, FRTA was positively associated with positive affect. In other words, those with high academic stress reported a lower level of positive affect. However, individuals who endorsed high levels of FRTA reported a higher level of positive affect. In addition, results also revealed a significant interaction between academic stress and CSW-AC on positive affect. Thus, the study's finding supported the moderator role of CSW-AC. Simple effect analyses were conducted to examine the significant interaction. The results showed that higher levels of CSW-AC strengthened the negative association between academic stress and positive affect but lower levels of CSW-AC did not. Future research directions and implications are discussed.

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Based on Markus and Kitayama's (1991) theory, this study was conducted to examine whether the association between emotional suppression and interpersonal harmony would be moderated by cultural group (i.e., Chinese and European Americans) and an Asian cultural value (i.e., emotional self-control). A total of 451 college students (205 Chinese and 246 European Americans) participated in this study. As expected, results indicated that the association between emotional suppression and interpersonal harmony was significantly positive for Chinese but not significant for European Americans. Similarly, when emotional self-control was examined as a moderator, the results still confirmed our hypotheses. That is, the association between emotional suppression and interpersonal harmony was significantly positive for those with stronger endorsement of emotional self-control but not for those with weaker endorsement of emotional self-control. Furthermore, we examined whether the above results could be replicated when forbearance (a construct similar to suppression) and distress disclosure (a construct opposite to suppression) were examined. The results showed the same pattern for forbearance and distress disclosure when cultural group or emotional self-control served as the moderator. The convergence of findings increased the robustness of our results. Finally, our data suggest that individuals from Eastern, interdependent cultures (e.g., Chinese) tend to value emotional suppression to preserve interpersonal harmony; individuals from Western, independent cultures may or may not necessarily suppress their emotions for this purpose. A comprehensive understanding of the different meanings of a specific strategy (i.e., emotional suppression) in different cultural contexts is important to promote effective cross-cultural counseling.

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This study was conducted to examine under what situation (i.e., when individuals used more or less family support) and for whom (i.e., those with high or low self-esteem) perceived racial discrimination would or would not have a significant positive association with psychological distress. A total of 95 Asian American male college students completed an online survey. A hierarchical regression analysis indicated a significant 3-way interaction of family support, self-esteem, and perceived racial discrimination in predicting psychological distress after controlling for perceived general stress. A simple effect analysis was used to explore the nature of the interaction. When Asian American male college students used more family support to cope with racial discrimination, the association between perceived racial discrimination and psychological distress was not significant for those with high or low self-esteem. The result from the simple interaction indicated that, when more family support was used, the 2 slopes for high and low self-esteem were not significantly different from each other. Conversely, when they used less family support, the association between perceived racial discrimination and psychological distress was not significant for those with high self-esteem, but was significantly positive for those with low self-esteem. The result from the simple interaction indicated that, when less family support was used, the slopes for high and low self-esteem were significantly different. The result suggested that low use of family support may put these male students with low self-esteem at risk for psychological distress. Limitations, future research directions, and clinical implications were discussed.

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This study was conducted to develop the Perceived Language Discrimination (PLD) scale across three samples of international students. In Sample 1 (N = 224), the seven items of the PLD were selected (α = .94) through an exploratory factor analysis. In Sample 2, a confirmatory factor analysis (N = 222) provided a cross-validation of the one-factor model. Validity was supported by moderate positive associations of perceived language discrimination with depression (r = .35) and anxiety (r = .36), as well as small negative associations of perceived language discrimination with self-esteem (r = -.24) and life satisfaction (r = -.26). Moreover, perceived language discrimination had a large positive association with perceived racial discrimination (r = .62), a moderate negative association with perceived English proficiency (r = -.49), and a relatively weak association with social desirability (r = .14). Finally, perceived language discrimination added significant incremental variance in predicting depression and anxiety over and above perceived racial discrimination and perceived English proficiency, respectively. The results indicated measurement invariance and validity equivalency for the PLD between males and females as well as between the English and Non-English groups. In Sample 3, the estimated 2-week test-retest reliability (N = 31) was .83. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

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The aim of this study was to examine the moderators of (a) general or cross-cultural advisory working alliances and (b) perceived English proficiency on the association between acculturative stress and psychological distress. A total of 143 East Asian international students completed an online survey. Results from a hierarchical regression indicated significant three-way interactions of (a) General Advisory Working Alliances × Perceived English Proficiency × Acculturative Stress on Psychological Distress and (b) Cross-Cultural Advisory Working Alliances × Perceived English Proficiency × Acculturative Stress on Psychological Distress. Specifically, the present results indicated that acculturative stress was significantly associated with psychological distress only when students perceived lower English proficiency and had a stronger general or cross-cultural advisory working alliance. However, acculturative stress was not significantly related to psychological distress when these students perceived lower English proficiency and had a weaker advisory working alliance (i.e., general or cross-cultural). In addition, acculturative stress was also not significantly related to psychological distress when these students perceived higher English proficiency and had a stronger or weaker advisory working alliance (i.e., general or cross-cultural).

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