Abstract：
This study investigated relationships between social and emotional concerns, loneliness, and school burnout, as these factors are associated with adaptive functioning during adolescence residence in Asia (i.e., China, Hong Kong) and the UK. Analysis of data from 2849 participants illuminated compelling insights. The participants reported a high level of loneliness, notably among girls in the UK. The research generated 11 preferred conversation topics (i.e., future and aspirations, anything, learning, nothing, mental health, personal interests, health, relationships, psychosocial issues, social issues, feelings). Among them, future and aspirations lead the way, aligning with developmental needs. A desire for mental health discussions coexisted with heightened loneliness and burnout among participants who pursued such conversations. The low achievers tended to talk about mental health issues or have nothing to say. High achievers were drawn to social issues, emphasizing their distinct socio-emotional needs. Forging a connection between personal interests and mitigated school burnout underscores the potential for individual passions to harmonize with educational experience. These findings underscore the exigency for bespoke interventions addressing the evolving emotional terrain of adolescents, especially in the pandemic\'s aftermath. The study\'s implications underscore the importance of empathetic listening and proactive engagement between adolescents and supportive adults. This research enriches the comprehension of pandemic-induced adolescent experiences and suggests avenues for future investigations into long-term emotional well-being. CLASSIFICATION CODE: 2800 (Developmental Psychology).
摘要：
这项研究调查了社会和情感关注之间的关系，孤独,和学校倦怠，因为这些因素与亚洲青春期居住期间的适应性功能相关(即，中国,香港）和英国。对2849名参与者的数据进行的分析揭示了令人信服的见解。参与者报告了高度的孤独感，尤其是在英国的女孩中。这项研究产生了11个首选的对话主题(即，未来和愿望，任何东西,学习,什么都没有,心理健康,个人利益,健康,关系,社会心理问题,社会问题,感情)。其中,未来和抱负引领道路，符合发展需要。进行心理健康讨论的愿望与进行此类对话的参与者之间的孤独感和倦怠并存。低成就者倾向于谈论心理健康问题或无话可说。高成就者被社会问题所吸引，强调他们独特的社会情感需求。在个人兴趣与减轻学校倦怠之间建立联系，突显了个人激情与教育经验相协调的潜力。这些发现强调了针对青少年不断发展的情绪地形的定制干预措施的紧迫性，尤其是在大流行之后。该研究的含义强调了青少年和支持性成年人之间的同理倾听和主动参与的重要性。这项研究丰富了对大流行引起的青少年经历的理解，并为未来对长期情绪健康的调查提供了途径。分类代码：2800（发展心理学）。
