The COVID-19 pandemic led to prolonged school suspensions in Hong Kong, forcing adolescents to rely heavily on online learning and socialization. This shift raised concerns about its impact on their academic performance and overall well-being. Previous research suggests that negative experiences during school closures can significantly influence adolescents' mental health after schools reopen. To address this, the study examined the interplay between adolescents' self-regulation (behavioral, emotional, and cognitive), parental support, and their well-being following school resumption. Increased digital engagement during the pandemic presented both opportunities and challenges. While online platforms facilitated learning and social interaction, excessive use was linked to increased psychological distress and anxiety. Exposure to cyberbullying through online social activities also posed a significant risk to mental health. Reduced time spent on academics due to increased screen time could have negatively impacted academic self-efficacy and increased post-suspension worries about academic performance and future prospects. The study hypothesized that effective self-regulation strategies are crucial for navigating these challenges. Emotional regulation, the conscious management of emotionally arousing information, is particularly vital during stressful periods. Existing research indicates that effective emotional regulation can protect against mental health issues and enhance well-being. Further, parental involvement and improved parent-child relationships during the lockdown could significantly influence adolescents' self-regulation abilities and subsequent well-being. The study acknowledges the potential for both positive and negative impacts of increased family interaction, with improved relationships potentially boosting self-regulation, while conflicts could negatively affect it. Sex differences in self-regulation and responses to online experiences are also considered given the existing literature suggesting variations between genders.

The study's literature review extensively explores existing research on the impact of digital activities, emotional regulation, self-regulated learning, and parental involvement on adolescent well-being, particularly during the COVID-19 pandemic. It references studies highlighting the association between excessive digital activity and increased psychological distress, anxiety, and cyberbullying. Research on the protective role of emotional regulation strategies in mitigating the negative consequences of stressful events, including cyberbullying, is also reviewed. The review covers studies examining the impact of parental support and parent-child relationships on adolescents' self-regulation abilities and overall well-being. Specifically, studies investigating the association between healthy parent-child relationships, parental monitoring, and improved emotional regulation strategies are cited. The literature review also considers existing research on sex differences in adolescents' engagement with digital activities, cyberbullying involvement, self-efficacy, and emotional regulation strategies, acknowledging the need to incorporate gender perspective into the analysis.

This study utilized data from the "eCitizen Education 360" project, which aimed to support students' adaptation to the new normal after the pandemic. The sample consisted of 932 pairs of adolescents (666 female, 265 male) and their parents from 23 Hong Kong secondary schools. Data were collected through online surveys using Qualtrics, with both English and Chinese versions available. Surveys included measures of: * **Students:** Cognitive-emotional regulation strategies (CER), participation in digital activities for socialization and entertainment (DSE), online learning self-efficacy (OSE), cyberbullying involvement (Cyl), and perceived worries about future study and life (WOR). * **Parents:** Perceived improvement in the parent-child relationship (PCR) and parental monitoring (PM) of their children's online activities. Confirmatory factor analysis (CFA) was employed to assess the latent constructs and reliability of each factor, except for cyberbullying involvement (Cyl), which used the Nominal Response Model (NRM). The goodness of fit for the CFA models was evaluated using the Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), and Standardized Root Mean Squared Residual (SRMR). McDonald's omega was used to calculate the reliability of each scale. Multiple-group structural equation modeling (MG-SEM) was then performed using Mplus to examine the relationships between the various factors, differentiating between male and female participants. Measurement invariance testing was conducted to ensure meaningful comparison of latent factor means across gender groups. A stepwise procedure, starting with configural, metric, and then scalar invariance models, was followed. When full invariance was not achieved, a partial invariant model was used to allow for meaningful comparisons. The study utilized bias-corrected confidence intervals with 10,000 bootstrapped samples to test the indirect effects.

The MG-SEM analysis revealed several key findings: * **Digital Activities:** Participation in leisure-oriented digital activities (DSE) during school suspension was not directly associated with perceived worries (WOR) after school resumed for either gender. However, for girls, higher DSE was negatively associated with online learning self-efficacy (OSE) and positively associated with cyberbullying involvement (Cyl). For boys, Cyl was positively associated with WOR. * **Self-Regulation:** Higher cognitive-emotional regulation (CER) during school suspension was positively associated with OSE for both genders. OSE was negatively associated with WOR for both genders, but the association was stronger for girls. CER protected boys from Cyl, but this wasn't observed in girls. * **Age:** Girls' age was positively associated with DSE and negatively with Cyl, and positively with WOR after resumption. Boys' age was not significantly associated with these variables. * **Family Factors:** Improved parent-child relationships (PCR) during school suspension were positively associated with CER and OSE and negatively associated with DSE for girls, but not for boys. Parental monitoring (PM) was not significantly associated with any of the measured variables for either gender. * **Mediation Effects:** CER and improved PCR in girls were negatively associated with WOR through OSE. Higher DSE in girls was positively associated with WOR through OSE. PCR negatively affected WOR through both CER and OSE, as well as through DSE and OSE. Boys' CER was negatively associated with WOR through OSE. Indirect effects through OSE were stronger for girls than boys.

The study's findings highlight the complex interplay of individual and family factors impacting adolescent well-being during and after the pandemic-related school closures. Contrary to initial assumptions, increased engagement in leisure-oriented digital activities was not a direct predictor of post-school resumption worries. However, for girls, this engagement negatively affected their online learning self-efficacy and increased their likelihood of cyberbullying involvement. The protective role of cognitive-emotional regulation and online learning self-efficacy in mitigating post-suspension worries was evident, particularly for girls. A supportive family environment, characterized by improved parent-child relationships, significantly contributed to girls' well-being by promoting positive emotional regulation, enhancing online learning self-efficacy, and reducing their engagement in leisure-oriented digital activities. This protective effect was not observed in boys. The stronger association between online learning self-efficacy and post-suspension worries in girls could be attributed to developmental differences in personal responsibility and self-regulation in online learning contexts. The study underscores the importance of considering gender in interventions aimed at promoting adolescent well-being during times of crisis.

This study reveals that adolescents' well-being is influenced by a complex interaction between individual self-regulatory factors and supportive family relationships. Self-efficacy in online learning emerged as a key protective factor against post-school resumption worries. Furthermore, effective emotional regulation strategies and a positive parent-child relationship enhanced well-being, especially for girls. Future research should investigate the longitudinal impact of these factors and explore culturally-sensitive interventions that promote effective self-regulation and strengthen family support systems.

Several limitations warrant consideration in future studies. The cross-sectional design limits causal inferences; a longitudinal study is recommended. The reliance on self-reported data might introduce biases. Furthermore, parental reports of parent-child relationship and parental monitoring may differ from children's perceptions, highlighting the need for future research that incorporates both perspectives. The sample predominantly consisted of secondary school students from Hong Kong, limiting the generalizability of the findings to other populations and cultural contexts. Finally, exploring the interaction of individual and family factors with other ecological systems, such as peer relationships and school environments, could provide more comprehensive understanding.