Moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems in Chinese adolescents

Abstract

Objectives: The goal of the present study was to examine the moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems (the indicators included depression, loneliness and self-esteem) in Chinese adolescents. Methods: Participants were N = 1,160 adolescents in Grade 4–8 from Shanghai, People’s Republic of China. They completed questionnaires about unsociability, sociability, and social preference via peer nominations, while depression, loneliness, and self-esteem were collected via self-report. Results: It was found that unsociability was positively associated with depression and loneliness, and negatively associated with self-esteem. Moreover, the relations between unsociability and indicators of internalizing problems were moderated by classroom sociable norm. More specifically, the significant positive associations between unsociability and depression and loneliness were stronger in classrooms with high sociable norm, and the negative association between unsociability and self-esteem was only significant in such classrooms. Conclusion: The findings suggest that classroom sociable norm plays an important role in unsociable adolescents’ psychological adjustment in China. Researchers should focus more on the influence of classroom environment on adolescents’ development in future.