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<p>Secondary school students often experience concurrent pressures from social interactions and academic demands, leaving them vulnerable to rejection sensitivity. Adaptive strategies such as cognitive reappraisal and prosocial behavior may reduce sensitivity and promote positive social adaptation. A total of 1,214 first-year secondary school students (<i>M</i><sub>age</sub>=15.46, <i>SD</i><sub>age</sub>=0.71; 39.30% girls) from eastern China participated in a three-wave longitudinal study conducted at six-month intervals.. Cross-lagged panel models (CLPM) and random-intercept cross-lagged panel models (RI-CLPM) were employed to examine inter-individual stability and intra-individual dynamics. The results showed that, in both models, cognitive reappraisal and prosocial behavior could reduce rejection sensitivity, whereas rejection sensitivity impaired adolescents’ cognitive reappraisal and prosocial behavior. The RI-CLPM model further revealed two key pathways: enhanced prosocial behavior not only promoted cognitive reappraisal by reducing rejection sensitivity, but also reduced rejection sensitivity further by improving cognitive reappraisal. These findings shed light on the risk and protective mechanisms involved in the emotional socialization of secondary school students. They emphasize the malleability of rejection sensitivity and provide a theoretical foundation and practical implications for fostering students’ social and emotional capability and providing psychological support.</p>

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Dynamic Reciprocal Relationships among Rejection Sensitivity, Cognitive Reappraisal, and Prosocial Behavior in Secondary School Students

  • 期刊论文

  • 发表日期：

    2026年1月27日

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  • Shiqing Wenren,
  • Ruibo Xie,
  • Wan Ding,
  • Teng Chen,
  • Mingshu Chen,
  • Weijian Li

摘要

Secondary school students often experience concurrent pressures from social interactions and academic demands, leaving them vulnerable to rejection sensitivity. Adaptive strategies such as cognitive reappraisal and prosocial behavior may reduce sensitivity and promote positive social adaptation. A total of 1,214 first-year secondary school students (Mage=15.46, SDage=0.71; 39.30% girls) from eastern China participated in a three-wave longitudinal study conducted at six-month intervals.. Cross-lagged panel models (CLPM) and random-intercept cross-lagged panel models (RI-CLPM) were employed to examine inter-individual stability and intra-individual dynamics. The results showed that, in both models, cognitive reappraisal and prosocial behavior could reduce rejection sensitivity, whereas rejection sensitivity impaired adolescents’ cognitive reappraisal and prosocial behavior. The RI-CLPM model further revealed two key pathways: enhanced prosocial behavior not only promoted cognitive reappraisal by reducing rejection sensitivity, but also reduced rejection sensitivity further by improving cognitive reappraisal. These findings shed light on the risk and protective mechanisms involved in the emotional socialization of secondary school students. They emphasize the malleability of rejection sensitivity and provide a theoretical foundation and practical implications for fostering students’ social and emotional capability and providing psychological support.