Can the Negative Cognitive Bias Be Predicted by Early Victimization of College Students? The Dual Role of Resilience

Abstract

Victimization could cause cognitive dysfunction like negative cognitive bias. While there are studies of contemporaneous consequences, there is insufficient research on whether and how early victimization will affect adult negative cognitive bias. This study examined the dual role of resilience (i.e., whether resilience would moderate the relationship between early victimization and negative cognitive bias, and/or whether resilience would mediate the same relationship). A total of 972 college students (40% were males, M_age = 19.25, SD = 1.17, range = 16-25) from three universities in Central China completed a series of anonymous questionnaires on early victimization, resilience, and negative cognitive bias. After controlling for demographic variables, the results indicated that early victimization was positively correlated with negative cognitive bias of college students. Moderation analysis indicated that resilience moderated the relationship between early victimization and negative cognitive bias. Mediation analysis revealed that resilience partially mediated the same relationship. Specifically, the effect of early victimization on negative cognitive bias was stronger for college students with high level of resilience than those with low level of resilience. Meanwhile, early victimization affected negative cognitive bias partially through resilience. The findings elucidate the dual role of resilience in the relationship between early victimization and negative cognitive bias. On the one hand, negative cognitive bias can be reduced by enhancing resilience among victims, on the other hand, the protective role of resilience may be weakened with the increase of victimization, reminding us to pay more attention to victims with high level of resilience.

Keywords:

• Victimization
• Negative cognitive bias
• Resilience
• Mediation and moderation effects
• College students

Acknowledgments

We would like to thank all the participants in the study.

Conflicts of Interest

The authors declare no conflict of interest.

Additional information

Funding

This work was supported by Open Project of Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University) & Hubei Province Key Laboratory of Human Development and Mental Health, Ministry of Education; National Education Sciences Planning Grant; Research Program Funds of the Collaborative Innovation Center of Assessment toward Basic Education Quality.

Notes on contributors

Lixia Wang

Lixia Wang is a lecturer of Xinyang Normal University, and a Ph.D. student of the School of Psychology at Central China Normal University (CCNU). Her research interests include cyberpsychology and school bullying.

Chuanhua Gu

Chuanhua Gu is a professor in the School of Psychology at CCNU. His research interests include cyberpsychology and creativity.

Shuzhi Zhou

Shuzhi Zhou is a is a Ph.D. student of the School of Psychology at CCNU. Her research interests include psychological health education and emotional health.

Si Wen

Si Wen is a Ph.D. student of University of Amsterdam. Her research interests include material addiction and mental health.

Yongxin Zhang

Yongxin Zhang is a lecturer of Xinyang Normal Universtiy. Her research interests include cyberpsychology and mental health.

Qianqian Li

Qianqian Li is a Ph.D. student in the School of Psychology at CCNU. Her research interests include cyberpsychology and interpersonal interaction.