Abstract
By integrating ecological systems theory and the positive psychology model, this study investigates the relationship between personal factors (meaning in life, positive emotion, engagement, positive relationships, and accomplishment), family factors (child maltreatment), and school factors (school belongingness) and child anxiety among children from primary 4 to 6 in Hong Kong. The purpose of the current study is to advance our understanding of the underlying mechanisms of child anxiety. There are four major research objectives: (a) to study the relationship between child maltreatment (family factor) and child anxiety, (b) to examine the mediating effect of school belongingness (school factor) and meaning in life (personal factor) on the relationship between child maltreatment and child anxiety; (c) to investigate the moderating roles of positive psychology factors (growth mindset, positive emotion, engagement, relationships, and accomplishment) on the relationship between child maltreatment and child anxiety; and (d) to develop an integrated model of ecological systems theory and positive psychology for child anxiety.The study adopted a cross-sectional research design, with a total of 1,218 self-administered questionnaires collected by convenience sampling from seven primary schools in Hong Kong (male = 52.7%, female = 47.3%). The maltreatment experience from the parents (psychological aggression, physical assault, and neglect) and anxiety level of children studying from primary 4 to 6 were assessed. The results show that 53.4% of participants reported having mild to severe anxiety, with the anxiety subscale score in the Hospital Anxiety and Depression Scale (HADS) being eight or above denoting symptoms of anxiety (Zigmond & Snaith, 1983). Child maltreatment in terms of psychological aggression, physical assault, and neglect is found to be positively correlated with anxiety, negatively correlated with school belongingness, and negatively correlated with meaning in life.
Analyses indicate that there are sequential mediation effects on the relationship between child maltreatment and child anxiety through school belongingness and meaning in life. The moderated mediation models, with moderators of growth mindset, positive emotion, engagement, positive relationships, and accomplishment, were tested. The results demonstrate that the moderating role of growth mindset, positive emotion, positive relationships, and accomplishment were significant, while that of engagement was not significant.
The results are discussed. Theoretical, practice, methodological and policy implications are stated. The theoretical implications of the findings provide a scientific evaluation of the integrated moderated mediation model in ecological systems theory and the positive psychology model. The results provide a more detailed picture of the impacts of child maltreatment on child anxiety in Hong Kong so that effective prevention and intervention can be planned and implemented to protect children from anxiety disorders.
| Date of Award | 16 Dec 2022 |
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| Original language | English |
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| Supervisor | Yuk Ching Sylvia KWOK LAI (Supervisor) |