Objective: To explore the interactive mechanisms of middle school students lifestyle with depressive and anxiety symptoms, so as to provide a basis for constructing a precise prevention system of middle school students mental health. Methods: From October to December in 2024, a stratified cluster random sampling method was used to select 6 251 middle school students from Guangxi. The Lifestyle Questionnaire, Patient Health Questionnaire-9 (PHQ-9), and Generalized Anxiety Disorder-7 ( GAD- 7) were used to investigate middle school students lifestyle, depressive symptoms and anxiety symptoms. The relationship of adolescent lifestyle with depressive and anxiety symptoms was analyzed through binary Logistic regression. The network analysis method was used to construct the network of middle school students lifestyle with depressive and anxiety symptoms. Results: A total of 1 690 individuals (27.0%) exhibited depressive symptoms, and 1 071 individuals (17.1%) exhibited anxiety symptoms. Binary Logistic regression analysis revealed that smoking, alcohol consumption, excessive intake of sugary drinks, insufficient vegetable intake, not eating breakfast daily, frequent consumption of fast food, prolonged sedentary time on both weekdays and weekends, insufficient sleep duration on weekdays and weekends, and excessive screen time on weekdays were all associated with depressive symptom ( OR =1.19-2.07) and anxiety symptom ( OR =1.20-1.91) in middle school students(all P ＜0.05). Additionally, excessive screen time on weekends was associated only with depressive symptoms ( OR =1.35, P <0.05). The connection between the lifestyle-depressive symptom cluster was mainly through "breakfast" and "suicidal ideation" (weight=0.31); the connection between the lifestyle-anxiety symptom cluster was mainly through "sedentary time on weekdays" and "uncontrollable worry" (weight=0.34). In the depressive symptom network, "depressed mood" had the highest node strength; in the anxiety symptom network, "uncontrollable worry" had the highest node strength. "Suicidal ideation" was a key bridge node between lifestyle and depressive and anxiety symptoms. Conclusions Unhealthy lifestyles are significant modifiable risk factors for depressive and anxiety symptoms among middle school students. Regular breakfast intake and management of sedentary behavior should be prioritized as important intervention entry points.

Objective: To identify the core symptoms and bridge symptoms in the network structure among adolescents bullying victimization, anxiety and depressive symptoms, and to explore the interrelationships among these three variables, so as to provide a basis for the precise prevention of bullying behaviors and the improvement of adolescents psychological health conditions. Methods: From October to November 2023, a stratified cluster random sampling method was employed to select 4 759 middle and high school students from four cities in Guangxi: Beihai, Guigang, Hechi, and Laibin. The Chinese version of the Olweus Bully/Victim Questionnaire (OBVQ) was used to assess bullying victimization among adolescents, while the Generalized Anxiety Disorder-7 (GAD-7) and the Patient Health Questionnaire-9 (PHQ-9) were utilized to assess anxiety and depressive symptoms, respectively. The Bootnet package (version 1.6) in R software (version 4.4.1) was used to construct a network structure and analyze the associations between bullying victimization, anxiety symptoms and depressive symptoms among adolescents. Results: The reporting rates of depressive symptoms, anxiety symptoms, and bullying victimization among adolescents in Guangxi were 24.67%, 16.33%, and 16.58%, respectively. Network analysis revealed that the node with the highest expected influence was "property being taken or damaged", with a standardized expected influence (EI) index of 2.09. The top two nodes in terms of bridge expected influence were "thoughts of self harm or suicide" and "irritability", with standardized bridge expected influence (BEI) indices of 2.15 and 1.27, respectively. The stronger associations were observed between the node "property being taken or damaged" and the nodes "physical attacks such as hitting, kicking, pushing, or shoving" and "ridiculed due to accent", with edge weights of 0.43 and 0.35, respectively. Conclusion Targeting preventive measures against the symptoms with the highest expected influence and bridge expected influence in the network of bullying victimization, anxiety and depressive symptoms among adolescents may be an effective approach to reduce the negative impact of bullying victimization, anxiety and depressive symptoms on adolescents.

Objective To explore the mediating effects of neuropeptide S receptor 1 and negative coping in chronic stress induced emotional responses. Methods A survey of 366 local residents who were chosen from County of Nandan in Guangxi Province by stratified random sampling method. Questionnaires of the life events scale (LES),the simplified symptom checklist and the Simplified Coping Style Questionnaire (SCSQ) were used. The level of NPSR1 was measured by Elisa. Data was analyzed by SPSS 21 and AMOS 21 statistical software for statistical analysis. Results The level of chronic psychological stress was (25. 24± 29. 26) and score of negative coping was(14. 84±4. 35). Somatic factor,anxiety factor,depressive factor and hostile factor were (1. 58±0. 58),(1. 43±0. 56),(1. 44±0. 55),(1. 23±0. 37). The total score of life e-vents was positively correlated with negative coping,somatic factor score,anxiety factor score,depression fac-tor score(r=0. 23-0. 46,P<0. 05),while negatively correlated with the expression level of detection of NPSR1 in plasma(r=-0. 26,P<0. 05). NPSR1 level was negatively correlated with body factor score,anxiety factor score,depression factor score and hostility factor score(r=-0. 18--0. 61,P<0. 05). Negative coping was positively correlated with body factor score,anxiety factor score,depression factor score and hostility fac-tor score(r=0. 12- 0. 27,P<0. 05). Both neuropeptide S receptor 1 and negative response had significant me- diating effects on emotional responses induced by chronic psychological stress (P<0. 05),and the effect val-ues were -0. 08 and 0. 05,respectively. According to the Bootstrapping method,the results of the mediation model showed that Bias-Corrected of 95% CI of the total standardization effect,the indirect standardization effect,the direct standardization effect were not including 0. Conclusion NPSR1 and negative coping plays a dual mediating effect on stress induced emotional responses.

Objective To understand the situation of procrastination and its influencing factors in medical students.Methods The general procrastination scale (GPS),general self-efficacy scale (GSES),achievement motivation scale(AMS),self-esteem scale (SES),self-rating depression scale (SDS) and self-rating anxiety scale (SAS) were applied to 531 medical students,and the influence factors were analyzed with correlation analyses,hierarchical regression and path analysis of SPSS 16.0 and Amos 5.0.Results (1) The scale score of procrastination was between 31-93 and the average score was 55.54±9.68.96.1％ students showed different degree procrastination,with the moderate-severe degree ones accounted for 45.3％.(2)Procrastination was positively correlated to anxiety(r=0.331) and depression(r=0.415),but negatively correlated with self-efficacy(r=-0.247) and selfesteem(r=-0.328).(3)The hierarchical regression revealed that self-efficacy,self-esteem,and depression could significantly predict procrastination,which increased the explained variance 6.1％,6.1％ and 6.3％ respectively.(4) Path analysis showed that the self-esteem had direct effect on procrastination (path coefficient 0.12);self-efficacy had indirect effect on procrastination through self-esteem (path coefficient 0.21).Depression had direct effect on procrastination (path coefficient 0.34) and indirect effect to the procrastination through the self-esteem (path coefficient 0.50).All the fitting indices reached statistical standards.Conclusion Procrastination was common in medical students and self-efficacy,self-esteem,depression had direct or indirect effect on it.

Objective To explore the teaching effect of sandwich teaching in medical psychol-ogy. Methods Totally 101 preventive medicine majors of five-year program were divided into two groups:control group(n=52) and experimental group(n=49). Students in control group were taught by traditional teaching while those in experimental group by sandwich teaching method. Teaching qualities were evaluated by final exam and questionnaire. Exam scores were expressed as x±s and were ana-lyzed by t test. Questionnaine results were expressed as number of people and percentage. Results Scores of experimental group in multiplechoice, case study and final grade (30.347±4.171, 32.031± 2.781, 74.296±5.642, respectively) were better than those of control group (28.520±4.443, 28.760± 4.305, 70.010±7.783, respectively), with significant differences between two groups(P<0.05 for all). But there was no significant difference between two groups in short-answer questions score (11.918± 2.431, 12.731±2.523, respectively)(P>0.05). More than 80.0% students in experimental group thought sandwich teaching improved their communication collaborative capacity , logical thinking ability and problem solving ability, etc. Conclusions With satisfactory teaching effect, sandwich teaching promotes teaching quality.