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Childhood emotional neglect and psychological distress among Chinese college students: The mediating roles of basic psychological needs and coping styles

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  • Yang, Jiahua
  • Brandon, Rachel
  • Zhang, Anao
  • Yang, Yujie
  • Zhang, Hui

Abstract

Childhood emotional neglect is a significant risk factor for individuals’ health and well-being. However, the underlying mechanisms linking this subtype of adverse childhood experiences to college students’ psychological distress warrant further exploration. Drawing on self-determination theory, the current study examined the effect of childhood emotional neglect on psychological distress among Chinese college students, with a specific focus on the potential mediating roles of basic psychological needs and coping styles. The sample included 23,112 college students (Mage = 20.33 years, SD = 2.05; 46.69% male) from the 2022 wave of the Panel Study of Chinese University Students. Structural equation modeling analyses indicated that childhood emotional neglect was positively related to college students’ psychological distress, and this relationship was mediated by basic psychological needs, positive coping styles, and negative coping styles. In addition, the serial mediating effect of basic psychological needs and positive coping styles was identified. These findings highlight a motivational pathway through which childhood emotional neglect influences college students’ psychological distress. Interventions targeting this population should focus on fulfilling basic psychological needs and enhancing positive coping styles to mitigate the adverse consequences of childhood emotional neglect.

Suggested Citation

  • Yang, Jiahua & Brandon, Rachel & Zhang, Anao & Yang, Yujie & Zhang, Hui, 2025. "Childhood emotional neglect and psychological distress among Chinese college students: The mediating roles of basic psychological needs and coping styles," Children and Youth Services Review, Elsevier, vol. 177(C).
    • Handle: RePEc:eee:cysrev:v:177:y:2025:i:c:s0190740925003627
    DOI: 10.1016/j.childyouth.2025.108479
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    References listed on IDEAS

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