Children and Youth Services Review 119 (2020) 105482

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Children and Youth Services Review

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The impact of family environment on academic burnout of middle school T

students: The moderating role of self-control
Yun Luoa, Hui Zhangb, , Guiming Chena
⁎

a
School of Education, Zhaoqing University, PR China
b
Jiangsu Key Laboratory of Mental Health and Cognitive Science, School of Psychology, Nanjing Normal University, PR China

ARTICLE INFO ABSTRACT

Keywords: Family environment appears to have impact on academic burnout of middle school students, but the mechanism
Family conflict of family environment on academic burnout is still unclear. This paper examined if self-control moderates the
Family intimacy impact of family conflict and intimacy on academic burnout among middle-school students. A total of 1,081 1st-
Academic burnout and 2nd-year middle school students (7th and 8th graders) from Guangdong, Jiangxi, and Shaanxi provinces
Self-control
were surveyed using four scales. Results showed that self-control moderated the impact of family conflicts and
Middle school students
intimacy on academic burnout in middle schoolers. Follow-up simple slope analyses indicated the negative
association between family intimacy and academic burnout was greater under the condition of higher levels of
self-control. And family conflict was positively related to academic burnout for participants with high and
average levels of self-control, but not for participants with low levels of self-control. We confirmed that middle
school students with low self-control are more likely to experience academic burnout when exposed to family
environments that lack intimacy, whereas higher levels of self-control protected the students from academic
burnout while living in unfavourable family environments (more conflicts, less intimacy). This study filled the
gap in literature between the family environment and academic burnout.

1. Introduction
Starting in middle school, students begin to learn increasingly
complex courses and face significantly more challenging academic re-
quirements than those at the elementary school level. Naturally, their
academic pressures increase, but excessive levels of academic stress can
exhaust the students physically and mentally (Shankar & Park, 2016;
Zhang & Zheng, 2017). There is a negative correlation between aca-
demic stress and academic performance (Elias, Ping, & Abdullah, 2011;
Zajacova, Lynch, & Espenshade, 2005). Research indicates that higher
academic pressure is positively associated with the severity of academic
burnout (Luo, Wang, Zhang, & Chen, 2016). Academic burnout is a
state of emotional, behavioural, and cognitive exhaustion that students
experience when coping with academic stress. It is a passive coping
mechanism that the students adopt when they feel that their abilities
are inadequate to meet the academic requirements (Salmela-Aro, Kiuru,
Leskinen, & Nurmi, 2009; Tuominen-Soini & Salmela-Aro, 2014;
Vasalampi, Salmela-Aro, & Nurmi, 2009). Previous studies have con-
firmed that in addition to affecting the students' cognitive performance
(May, Bauer, & Fincham, 2015), academic burnout can lead to physical
and mental issues such as headaches, physical weakness, depression,
and anxiety (Bask & Salmela-Aro, 2013; May, Seibert, Sanchez-
Gonzalez, & Fincham, 2018; Wang, Chow, Hofkens, & Salmela-Aro,
2015).
1.1. Family environment and academic burnout
The family environment plays an irreplaceable role in the formation
of children's speech and personalities (Grazyna, Wolanin, &
Stemplewska, 2004; Leto, Petrenko, & Slobodskaya, 2019). It lays the
foundation for the children's negative emotion regulation development
(Morris, Silk, Steinberg, Myers, & Robinson, 2007). The family en-
vironment also affects academic burnout of school-aged children, which
has been confirmed in several studies (Luo, Deng, & Zhang, 2020; Shin,
Lee, Kim, & Lee, 2012). For example, it was shown that parenting styles
in the family environment are important factors affecting students'
academic burnout (Luo et al., 2020). Positive parenting styles can help
students become more confident and thus experience less academic
burnout, while negative parenting styles (such as punishments and re-
jection) are more likely to cause the students to become burned out
(Shin et al., 2012). Other studies have shown that higher levels of
parents' expectations were associated with higher levels of academic

⁎
Corresponding author at: School of Psychology, Nanjing Normal University, No. 122 Ninghai Road, Gulou District, Nanjing 210097, PR China.
E-mail address: hzhang9055@126.com (H. Zhang).

https://doi.org/10.1016/j.childyouth.2020.105482
Received 11 April 2020; Received in revised form 11 September 2020; Accepted 11 September 2020
Available online 23 September 2020
0190-7409/ © 2020 Elsevier Ltd. All rights reserved.
Y. Luo, et al.
burnout. A study by Sorkkila, Aunola, and Ryba (2017) on young ath-
letes demonstrated that parents' expectations of their children's success
(e.g., schoolwork, sports) could alleviate burnout. Research also in-
dicates coercion in families offers an evidenced-based way of oper-
ationalizing the construct of family conflict, it points to possible prag-
matic intervention targets (the ultimate goal of studies of family
conflict) that have been shown to significantly reduce family conflict.
And shows family conflict is an environmental variable that is highly
involved in life course psychopathologies and avoidance behaviors
(Dishion & Snyder, 2016). Additionally, it was found that students from
families of lower economic statuses experienced more severe academic
burnout than students from families of better economic statuses (Luo
et al., 2016). Lastly, Bahrassa, Syed, Su, and Lee (2011) examined fa-
mily environmental factors for poor academic performance among
Asian American undergraduates, and the findings support the need to
consider family variables in academic performance during the transi-
tion from high school to college.
In order to fully understand the influence of family environment on
academic burnout among middle school students, we selected a positive
factor in the family environment (i.e., intimacy) and a negative factor
(i.e., conflict) to investigate their impacts on students’ burnout. Here,
family conflict refers to the degree of aggression, anger, and tension
between family members, and family intimacy refers to the emotional
connect between family members.
1.2. The moderated role of self-control
It has been confirmed that in addition to external factors such as
family influences, the differences in the internal factors (such as self-
control) among individual students are also critical modulators of
academic burnout (Schmidt, Neubach, & Heuer, 2007). Self-control
represents the ability of an individual to independently adjust his/her
behaviours to match his/her personal values and social expectations
(Muraven & Baumeister, 2000).
Self-control helps an individual suppress personal impulses that are
not accepted or expected by society, and adjust the person’s thoughts,
emotions, and behaviours better to exhibit socially acceptable beha-
viours (Ronen, Rahav, & Moldawsky, 2007). It was found that children's
self-control is significantly negatively associated with problem beha-
viours (Hay, 2001). An experimental study of the modulating effects of
self-control on academic burnout showed that the trait of self-control
could negatively predict academic burnout.
Furthermore, insufficient self-control will increase the positive
predictive effect of academic burnout on academic performance. Ego
depletion describes a theory about a person’s limited ability to solve
problems using cognitive thinking, or exhibit self-control, when energy
needed for complex tasks has been used up. As ego depletion describes
that humans possess limited resources to regulate how they process
complicated information and regulate emotions. When this energy be-
comes drained, it causes ego depletion and impairs the ability to per-
form tasks that require self-control. It was noted that individuals with
higher levels of ego depletion, experience more severe academic
burnout and display worse academic performance (Seibert, May,
Fitzgerald, & Fincham, 2016).
The cultivation of self-control can effectively enhance students'
abilities to control their minds and behaviours, improving their re-
sistance to academic burnout. Students with strong self-control abilities
can more effectively manage their time in learning, complete academic
tasks on time, and show better abilities to preclude the negative impacts
of leisure activities and emotional interference on their academic
learning (Tangney, Baumeister, & Boone, 2004). These abilities enable
students to invest the focus of their psychological resources into the
academic area, so that they are more interested in learning and less
likely to experience academic burnout. Therefore, increasing self-con-
trol levels can effectively reduce academic burnout.
2
Children and Youth Services Review 119 (2020) 105482
1.3. Theoretical basis and hypotheses
This study investigated the effects of the external family environ-
ment, as well as the internal self-control on academic burnout. How
these factors affect academic burnout had been explained in some
theoretical models. For instance, the diathesis-stress model suggests
that some individuals are more likely to be adversely impacted by ne-
gative factors in the environment due to their personal phenotypes in
behavioural, temperamental, physiological, or endogenous aspects, or
their genetic susceptibilities (Monroe & Simons, 1991). However, in this
theory, only the impact of adverse external environment on susceptible
individuals was discussed; the impact of the positive environment on an
individual was not included.
Derived from the above model, Manuck and McCaffery (2014)
proposed the vantage sensitivity model to illustrate the differences and
diversity in the benefits received by individuals from positive en-
vironments. Using this model, Sweitzer et al. (2013) demonstrated that
in the interaction between diathesis and environment, the diathesis
variable moderates the individual’s benefits received in a positive en-
vironment. The diathesis-stress model elucidates that an individual's
own diathesis influences the impact of the external environment on an
individual’s negative behaviours but the vantage sensitivity model
proposes that some individuals appear more sensitive in response to
exposure to positive environments (Bakermans-Kranenburg & van
IJzendoorn, 2015; Pluess & Belsky, 2013).
In summary, although it is commonly recognized that academic
burnout is affected by external family environment and internal self-
control, how the family environment acts through individual self-con-
trol to affect academic burnout, and how these factors are related to
each other still requires further investigation. Based on the diathesis-
stress model and vantage sensitivity model, this study explored how
both the family environment and self-control affect an individual’s
academic burnout. Family conflicts and intimacy of the family en-
vironment were used as environmental variables, while self-control was
used as the individual's diathesis variable.
Therefore, we suggest the following three hypotheses:
• H1: Family conflicts positively predict academic burnout, while fa-
mily intimacy negatively predicts academic burnout
• H2: Self-control has a moderating effect between family conflicts
and academic burnout
• H3: Self-control has a moderating effect between family intimacy
and academic burnout.
The significance of this study is to provide supplemental and more
detailed evidence, as well as a theoretical basis to support and augment
further studies in related fields. Another point worth noting is that in
previous studies on the impact of negative family environment on
academic burnout, non-negative environmental factors were considered
as positive environmental variables, yet in reality, non-negative factors
do not automatically equate to positive factors. Hence, in this study, not
only was the negative environment such as family conflict considered,
but positive environment such as family intimacy was also taken into
account when examining the role of self-control in affecting academic
burnout under the two environments among middle school students,
which is an innovative aspect of this research.
2. Methods
2.1. Participants
A total of 1,102 1st and 2nd year middle school students (7th and
8th graders) in Guangdong, Jiangxi, and Shaanxi provinces were ran-
domly selected for the study. Teachers obtained informed consent from
parents; however, students were free to withdraw from this study. In
total, 1,102 students completed the questionnaires and 1,081 valid
Y. Luo, et al.
questionnaires were recovered with a 98.18% recovery rate. Among
them, 695 were 1st-year (7th grade) students, and 386 were 2nd-year
(8th grade) students; 628 were boys, and 453 were girls. All partici-
pants were compensated with gifts for their participation.
2.2. Measures
2.2.1. Academic burnout questionnaire survey
The translated and revised version of Maslach Burnout Inventory-
Student Survey (MBI-SS) (Schaufeli, Salanova, González-Romá, &
Bakker, 2002), compiled by Maslach, was used in the study, as multiple
studies demonstrated that the Chinese version of the scale is applicable
to Chinese middle schools students. A total of 15 items and 3 subscale
dimensions of burnout are measured in the questionnaire. Among them,
5 items measure ‘emotional exhaustion’ (EE), 4 items measure ‘de-
personalization (DP), and the other 6 measure ’poor sense of ‘personal
accomplishment’’ (PA). The survey employs a 7-point Likert scoring
system, from 1 (‘not at all’) to 7 (‘very consistent’); the 6 questions in
the dimension of ‘poor sense of PA’ are reversely scored. The internal
consistency coefficients of the total scale and each subscale of the study
were 0.87, 0.86, 0.84, and 0.89, respectively. All items were summed to
acquire a composite score, and higher scores reflected higher levels of
academic burnout.
2.2.2. Self-control scale
Self-control was measured using the revised Self-control Scale (Tan
et al., 2008), in which 19 items and 5 factors are examined, including:
‘impulsive control’ (6 questions); ‘healthy behaviour’ (3 questions);
‘work ethic’ (3 questions); ‘temptation resistance’ (4 questions); and
‘pleasure-driven impulse control’ (3 questions). While 15 items use re-
verse scoring, for the rest, the higher the score for each subscale in-
dicates a stronger self-control ability. The internal consistency relia-
bility coefficients of the total scale and the five sub-scales were 0.79,
0.81, 0.65, 0.63, 0.73 and 0.82, respectively. The scale employs a 5-
point Likert scoring system, ranging from 1 (‘completely not true’) to 5
(‘very true’). All items were summed to acquire a composite score, and
higher scores reflected higher levels of self-control.
2.2.3. Family environment scale
Family environment was measured using the revised Family
Environment Scale (Fei et al., 1991), in which 10 subscales are mea-
sured with 9 yes-no questions in each subscale. In our study, both the
positive and negative aspects of the family environment were con-
sidered, with family conflict and intimacy selected as the specific sub-
scales for measurements. The consistency coefficients of conflict and
intimacy were 0.73 and 0.71, respectively.
2.3. Procedure
The surveys were conducted in the class units through the school’s
online psychological evaluation system, and the SPSS 22.0 statistical
software package was used for data processing and analysis.
3. Results
3.1. Preliminary analyses
Descriptive statistics and correlations among the primary variables
of interest are showed in Table 1. Results of Pearson correlation ana-
lyses suggested that the total score of academic burnout had a sig-
nificant negative correlation with the total scores for self-control and
family intimacy, and a significant positive correlation with family
conflict. The total score for self-control displayed a significant negative
correlation with family conflict, but a significant positive correlation
with family intimacy. Finally, family conflict displayed a significant
negative correlation with family intimacy.
3
Children and Youth Services Review 119 (2020) 105482
Table 1
Descriptive statistics and correlation coefficients of the key study variables
(n = 1, 081).
Variable 1 2 3 4 5
1. Family economic statusa _
2. Academic burnout 0.09** _
3. Self-control −0.11*** −0.43*** _
4. Family intimacy −0.09** −0.29*** 0.25*** _
5. Family conflict 0.10** 0.24*** −0.35*** −0.59*** _
M 3 49.63 65.01 7.26 2.57
SD 0.96 14.43 9.81 1.88 1.99
Note: **p < .01, ***p < .001.
a
Higher scores represent lower family economic status.
3.2. Primary analyses
Separate hierarchical multiple regression analyses were conducted
to examine the main and interactive effects of self-control and family
conflict (or intimacy) on academic burnout. Each variable was entered
into the regression equation in the statistical analysis following the
three steps recommended by Baron and Kenny (1986). For each re-
gression, gender was entered in the first step. Self-control and family
conflict (or intimacy) were entered into the second step. The interaction
for self-control × family conflict (or intimacy) was entered into the
third step. To avoid possible collinearity problems, all predictors were
centred as suggested by Aiken and West (1991). Significant interaction
effects were displayed graphically through plotting three simple re-
gression lines for low (−1 SD), average, and high (+1 SD) values of the
moderator variable (Cohen & Cohen, 1983). Post hoc probing was
performed to determine whether the slopes of simple regression lines of
family conflict (or intimacy) were significantly different from zero
(Aiken & West, 1991).
3.2.1. Prediction from family conflict and self-control
Results from the regression analyses involving family conflict, sex,
and self-control are presented in Table 2. The analyses indicated that
family conflict was positively predictive of academic burnout
(b = 0.75, p < .001). Self-control was negatively predictive of aca-
demic burnout (b = −0.57, p < .001). Furthermore, there was a
statistically significant interaction for family conflict × self-control
(b = 0.10, p < .001). Follow-up simple slope analyses indicated that
family conflict was positively related to academic burnout for partici-
pants with high and average levels of self-control (simple slope = 1.96
and 0.94, p < .001, respectively), but not for participants with low
levels of self-control (simple slope = −0.08, p = .77, see Fig. 1).
3.2.2. Prediction from family intimacy and self-control
Results from the regression analyses involving family intimacy, sex,
and self-control are presented in Table 3. The analyses indicated that
family intimacy was negatively predictive of academic burnout
(b = −1.50, p < .001). Self-control was negatively predictive of
academic burnout (β = −0.55, p < .001). Furthermore, there was a
statistically significant interaction for family intimacy × self-control
(b = −0.07, p < .01). Follow-up simple slope analyses indicated the
negative association between family intimacy and academic burnout
was greater for higher levels of self-control (simple slope = −2.35,
−1.64 and −0.94, p < .01, for high, average and low levels of self-
control, respectively (see Fig. 2).
4. Discussion
The current study was designed to examine the prediction of aca-
demic burnout from the interaction of the family environment (conflict
and intimacy) and self-control. The findings indicated that self-control
moderated the relation of family environment to academic burnout.
Y. Luo, et al. Children and Youth Services Review 119 (2020) 105482

Table 2
Main and interactive effects of family conflict and self-control on academic burnout (n = 1, 081).
Academic burnout

b SE 95%CI β ΔR2 ΔF

Step 1 0.01 4.75**

Sex −0.73 0.89 [−2.47, 1.00] −0.03
Family economic status 1.29** 0.44 [0.43, 2.15] 0.09
Step 2 0.19 123.88***
Self-control −0.57*** 0.04 [−0.65, −0.48] −0.39
Family conflict 0.75*** 0.21 [0.34, 1.17] 0.10
Step 3 0.02 26.71***
Self-control × Family conflict 0.10*** 0.02 [0.06, 0.14] 0.14

** ***
Note: Sex was coded 0 for girls and 1 for boys. b = unstandardized coefficients. β = standardized coefficients, SE = standard error. p < .01, p < .001.

Fig. 1. Simple slope of family conflict on academic burnout at different levels of Fig. 2. Simple slope of family intimacy on academic burnout at different levels
self-control. of self-control.

4.1. Family environment quality and academic burnout
First, our study suggests that the total academic burnout score of
middle school students have a significantly positive correlation with
family conflict levels, and a significantly negative correlation with fa-
mily intimacy levels. The findings provide supporting evidence of the
importance of family environment quality for the personal growth of
youth (Lucas-Thompson, Lunkenheimer, & Dumitrache, 2017; Steeger,
Cook, & Connell, 2017).
In the family circumplex model, the three central dimensions of the
family and marital systems were summarized as family cohesion, flex-
ibility, and communication. Affective relationships among family
members are important indicators for family cohesion (Olson &
Craddock, 1980). It has been consistently shown in multiple studies that
family members from families with extreme statuses of cohesion and
flexibility, especially families that have extremely poor cohesion and
lack consistent rules, are more inclined to suffer from physical and
mental illnesses and children of these families tend to have more pro-
blem behaviours (Kobak, Zajac, Herres, & Krauthamer Ewing, 2015;
Shek, 1998).
A large volume of research has indicated that the family environ-
ment has a critical impact on many aspects of adaptation and devel-
opment of an individual, such as behavioural problems, school adap-
tation, and subjective well-being (Cummings, Cheung, & Davies, 2013;

Table 3
Main and interactive effects of family intimacy and self-control on academic burnout (n = 1, 081).
Academic burnout

b SE 95%CI β ΔR2 ΔF

Step 1 0.01 4.75**

Sex −0.73 0.89 [−2.47, 1.00] −0.03
Family economic status 1.29** 0.44 [0.43, 2.15] 0.09
Step 2 0.21 146.14***
Self-control −0.55*** 0.04 [−0.63, −0.47] −0.38
Family intimacy −1.50*** 0.21 [−1.92, −1.08] −0.20
Step 3 0.01 8.40**
Self-control × Family intimacy −0.07** 0.02 [−0.12, −0.02] −0.08

** ***
Note: Sex was coded 0 for girls and 1 for boys. b = unstandardized coefficients. β = standardized coefficients, SE = standard error. p < .01, p < .001.

4
Y. Luo, et al.
Raya, Pino, & Herruzo, 2011). As a type of negative response that can
affect an individual’s physical and mental health, academic burnout
must also be affected by the family environment. To elucidate, students
living in a warm and affective environment can recognize more support
and understanding, thus forming a more positive attitude towards
learning and reducing the feeling of academic burnout. Conversely,
individuals who grow up in a more conflictual family environment
experience more attacks and frustrations that leave them feeling more
stressed and helpless, further inducing the negative feeling of academic
burnout (Shin et al., 2012)
4.2. Self-control and academic burnout
Furthermore, consistent with findings reported by Seibert et al.
(2016), we also found that academic burnout was negatively associated
with self-control. Therefore, when faced with academic challenges,
students with higher levels of self-control are able to control their
thinking, emotions, and behaviours in order to better resist temptations
or impulses, and focus on learning, thus achieving better results. Their
motivations for success are stronger, and they have fewer problems
with academic burnout.
Unlike the students who can exercise self-control, students with
lower levels of self-control tend to have a weaker ability to control their
own words and actions and are less focused. They are more likely to be
attracted by outside distractions that reduce their learning efficiency,
leading to a lack of motivation for achievement. These individuals may
have a wrong perception of their own abilities, which further exacer-
bates their academic burnout, and even develop study-weariness. This
shows that we can enhance students’ self-control through specific
training to reduce the problem of academic burnout and promote
progress in their academic learning.
4.3. Moderating effect analysis
More importantly, the results confirmed the moderating role of self-
control in the relationship between the family environment (conflict
and intimacy) and academic burnout among middle school students.
Such a role was manifested as the lack of a significant correlation be-
tween family conflict and academic burnout among students with low
levels of self-control. In other words, students with low self-control tend
to have more academic burnout problems regardless of what levels of
family conflict (high or low) they experienced.
Corresponding to the vantage sensitivity theory, Pluess and Belsky
(2013) proposed the concept of ‘vantage resistance’, which refers to the
tendency of individuals with certain characteristics that render them
unable to benefit from positive influences. The results of our study are
consistent with this concept. For students with medium or high levels of
self-control, conflicts in family environments was significantly posi-
tively correlated with academic burnout; comparatively, the impact of
family conflict on the academic burnout for students with high levels of
self-control displayed a greater rate of change in the simple slope test,
suggesting that for students with high levels of self-control, family
conflict has the most predictive effect on academic burnout. Students
with high levels of self-control have the least amount of academic
burnout if they are growing up in families with the least conflicts.
Furthermore, for this group of students, even if they grow up in family
environments with more conflicts, they are still less likely to develop
academic burnout than those students with medium-to-low levels of
self-control, which is consistent with the hypothesis proposed in the
vantage sensitivity model (Pluess & Boniwell, 2015).
This study also found the moderating role of self-control in the as-
sociation between family intimacy and academic burnout among
middle school students, that is, family intimacy levels have a negative
correlation to academic burnout for students with high, average and
low levels of self-control. This evidence supports the notion that middle
school students with high self-control receive the maximum benefits
5
Children and Youth Services Review 119 (2020) 105482
from family environments with high intimacy levels, and experience the
least problems with academic burnout. The observation is also incon-
sistent with the vantage sensitivity theory. However, students with low
self-control experience the most academic burnout issues when they are
exposed to the family environments that lack intimacy. This result
supports the diathesis-stress model, in which individuals with low self-
control are more likely to be affected by adverse environments and
exhibit more negative behaviour (Belsky & Pluess, 2009; Cummings, El-
Sheikh, Kouros, & Keller, 2007).
4.4. Limitations and suggestions
Some limitations of the present study warrant consideration. First,
in this study, the variables were derived from self-reports. And the data
source is basically the subjects' self-feelings, which has a great re-
lationship with the research tools and the subjects' serious answers,
which is easy to affect the reliability of the study. In the future, modern
technology can be used to collect the physiological data of the subjects,
and further explore the influence of the external factor of family en-
vironment and individual physiological quality on individual academic
burnout, so as to guide students to prevent academic burnout.
Moreover, although the internal consistency on two subcales (i.e.,
healthy behaviour & work ethic) of the Self-control Scales is acceptable
but relatively low. Future studies is needed to replicate our findings by
using other measurements. Furthermore, we designed this cross-sec-
tional study to examine the interactive effects of family environment
and self-control on the academic burnout among middle school stu-
dents. However, since cross-sectional studies often lack systematic
continuity, it is difficult to determine the causal relationship of the
psychological development of an individual or to reveal the trajectory
of the individual’s problem developing. Therefore, future research
should adopt longitudinal research to more clearly discover the causal
relationship between family environment and individual characteristics
in the formation of academic burnout, providing basis for intervention
of academic burnout.
5. Conclusion
This study demonstrated that high levels of self-control could ef-
fectively reduce or alleviate the students’ academic burnout, indirectly
indicating that the negative family environment does not necessarily
cause serious issues of academic burnout in children. Therefore, effec-
tively resolving family conflicts among family members and creating a
warm and harmonious home atmosphere is very conducive to solving
the problem of academic burnout. If it is difficult to solve the problems
of the family environment in a short period of time, we can try to im-
prove the self-control levels of the students, especially those middle
school students with low self-control levels, through targeted training
and cultivating, and help them to ease or reduce their academic
burnout.
Declaration of Competing Interest
The authors declare that they have no known competing financial
interests or personal relationships that could have appeared to influ-
ence the work reported in this paper.
Acknowledgements
This study was supported by Key Project of Education Science
Planning in Guizhou Province (2018A022) awarded to Yun Luo, the
Natural Science Foundation of Jiangsu Province, and the Humanity and
Social Science Foundation of Ministry of Education, China
(20YJC190028) awarded to Hui Zhang.
Y. Luo, et al.
Appendix A. Supplementary material
Supplementary data to this article can be found online at https://
doi.org/10.1016/j.childyouth.2020.105482.
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