Journal of Research on Adolescence最新文献

{"title":"Co-creating a youth development survey with racial, ethnic, and gender diverse young people: Examining psychometric properties and measurement invariance","authors":"Tiffany M. Jones,&nbsp;Charles H. Lea III,&nbsp;Angela Malorni,&nbsp;H. Joel Crumé,&nbsp;Leah Grodinsky,&nbsp;Osebe E. Kebaya","doi":"10.1111/jora.70043","DOIUrl":"https://doi.org/10.1111/jora.70043","url":null,"abstract":"<p>The present study reports on the process of creating a Positive youth development (PYD) survey with racially, ethnically, and gender-minoritized youth and PYD practitioners by measuring (1) Racial, Ethnic, and Gender Identity, (2) Social–Emotional Development, and (3) Program Environments. The Phase 1 survey was developed and piloted following interviews with PYD leaders, youth focus groups, and cognitive interviews (<i>n</i> = 320). The Phase 2 survey was refined utilizing CPBR with youth and program leaders, then pilot tested again (<i>n</i> = 533). Item quality analysis, reliability, confirmatory factor analysis (CFA), and measurement invariance testing were conducted on both waves. The Phase 2 survey showed improved measurement fit, invariance across diverse groups, and improved internal consistency. Including youth in survey design resulted in a higher quality survey that more accurately represented the experiences of racial, ethnic, and gender-minoritized youth.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144308989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding trust dynamics: Context-dependent effects of others' traits and cognitive reflection on adolescent trust behavior","authors":"Mingping Li,&nbsp;Xiaofei Wang,&nbsp;Yanjie Su","doi":"10.1111/jora.70040","DOIUrl":"https://doi.org/10.1111/jora.70040","url":null,"abstract":"<p>People rely on their impression of trustworthiness and competence that are formed while interacting with others. We report two studies that explore the interplay between trait perception, cognitive reflection, and trust reciprocity among adolescents across various contexts. Study 1 (<i>N</i> = 243, ages 13–15) used a correlational design to link cognitive reflection with trust preferences. Study 2 employed an experimental design to establish causality: sub-study 2a (<i>n</i> = 113) and sub-study 2b (<i>n</i> = 108) introduced time constraints and cognitive load to induce intuitive decision-making. Our results show that adolescents prioritize competence in knowledge-based and economic contexts, and warmth in communicative scenarios. Cognitive reflection attenuates preference for warmth, while preference for competence remains relatively stable. These findings underscore the role of cognitive and situational factors in trust dynamics.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144300251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“There's no need for that at this age:” White parents' approaches to and avoidance of discussions of inequality with early adolescents","authors":"Kimy Peterson,&nbsp;Kate C. McLean,&nbsp;Myranda Gardner,&nbsp;Caitlyn Steiner,&nbsp;Katelyn Weyer,&nbsp;Laura Klem,&nbsp;Citlalli Ocampo-Bernal,&nbsp;Antonya M. Gonzalez","doi":"10.1111/jora.70042","DOIUrl":"https://doi.org/10.1111/jora.70042","url":null,"abstract":"<p>Many White Americans believe inequality is due to controllable causes, such as individual effort or good choices, and these beliefs are linked to the perpetuation of inequality. The current research examines the intergenerational transmission of beliefs about inequality from parents to adolescents. We collected data from a sample of 220 White American parents of 11–13-year-olds and examined how they would explain wealth and racial inequality to their adolescents, as well as how often they have inequality-relevant discussions with their adolescents in everyday life. In their hypothetical explanations, parents tended to attribute wealth and racial disparities to factors beyond individual control, except when explaining their own inheritance. Additionally, they made similar attributions when considering both wealth and racial inequality. We also found that conservative parents were more likely to provide controllable explanations for inequality than liberal parents, and parents who identified as a sexual minority were more likely to provide uncontrollable explanations for inequality than heterosexual parents. In contrast, when reporting their real-life conversations with adolescents, more parents discussed the value of hard work as compared to structural barriers to inequality and racial disparities. Many parents rationalized their decision not to discuss these issues with their children, citing explanations such as their child's age or the topic not coming up. In conclusion, despite some parents' preference for using uncontrollable explanations for inequality in hypothetical discussions, parents may hesitate to discuss these explanations in everyday life.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144281467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are you there, God? It's me, gender bias in 100 years of coming-of-age novels","authors":"Mary Kate Koch,&nbsp;Haily Merritt,&nbsp;Misha N. Inniss-Thompson,&nbsp;Kathleen C. McCormick,&nbsp;Jane Mendle","doi":"10.1111/jora.70036","DOIUrl":"https://doi.org/10.1111/jora.70036","url":null,"abstract":"<p>Coming-of-age novels are an important genre, often assigned in schools, that adolescents draw on as they develop their identity and future expectations. Mapping gender stereotypical patterns in coming-of-age novels is critical to understanding how gendered information may be learned during development. In 303 American coming-of-age novels, we used word embeddings to capture evidence of gender stereotypes in the attributes and occupations associated with feminine and masculine characters. Further, we capture dynamic change across 100 years to show that language in coming-of-age novels is becoming more gender-equal (e.g., feminine representation became more agentic). We situate results in historical context to highlight that coming-of-age novels reflect trends in societal values, making them symbols of progress and symptoms of problems.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144232491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young, purposed, and Black: Understanding purpose in low-income, urban-residing Black adolescents","authors":"Esohe R. Osai,&nbsp;Jacqueline S. Mattis","doi":"10.1111/jora.70038","DOIUrl":"https://doi.org/10.1111/jora.70038","url":null,"abstract":"<p>Part of the identity-formation process in adolescence includes acquiring a purpose. Although purpose is developmentally adaptive, it may be particularly valuable for Black adolescents who are navigating the complexities of development in high-stress, under-resourced environments. However, little is known about the individual and contextual factors associated with purpose among Black, urban-residing youth from low-income communities. This study uses multivariate regression to identify correlates of purpose in a sample of 132 Black adolescents (ages 14–18) living and attending school in a low-income, urban community. Study findings suggest that conscientiousness was positively associated with purpose at the individual level. Additionally, students who reported high motivation were more likely to indicate having a purpose. Related to contextual factors, students who felt they mattered to an adult in their school reported a higher sense of purpose. Contrary to expectations, students who felt their neighborhoods had less social capital reported a greater sense of purpose. This study aligns with a phenomenological understanding of identity development for Black youth and supports a greater understanding of positive development among Black low-income youth in urban neighborhoods.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing youth's internal and external attributions to negative peer interactions and victimization—development of the Causal Attributions for Peer Experiences (CAPE) scale","authors":"Hannah K. Peetz,&nbsp;Tessa A. M. Lansu,&nbsp;Nathalie A. H. Hoekstra,&nbsp;Yvonne H. M. van den Berg,&nbsp;William J. Burk,&nbsp;M. Tim Mainhard","doi":"10.1111/jora.70037","DOIUrl":"https://doi.org/10.1111/jora.70037","url":null,"abstract":"<p>Many youth experience negative behavior from their peers, which can have lasting consequences for their social functioning and well-being. One mechanism through which negative interactions affect youth is causal attributions, that is, the interpretations that they make for why a negative interaction occurred. We present the newly developed CAPE (Causal Attributions for Peer Experiences) scale, which assesses youth's stable internal, unstable internal, stable external, and unstable external attributions for peers' mean behavior. Self-blame (characterological and behavioral) and hostile intent attributions were positively correlated, and although there is heterogeneity between individuals, latent profile analysis shows that subgroups moderate or high on all blaming attributions exist. Moreover, all types of attributions are related to youth's socio-emotional functioning, and youth with a profile of both strong self-blame and strong hostile intent attributions experience the most internalizing and externalizing problems, as well as victimization.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144197126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adolescents during wartime: Vulnerability-based profiles","authors":"Mili Olinover,&nbsp;Liat Hamama","doi":"10.1111/jora.70041","DOIUrl":"https://doi.org/10.1111/jora.70041","url":null,"abstract":"<p>Adolescents in war zones face the dual burden of normative developmental challenges and stressors from their proximity to active conflict, raising critical questions about their vulnerability during wartime. The aim of the current study was to identify distinct vulnerability profiles among Israeli adolescents (ages 11–18) during Israel's ongoing Swords of Iron War. Drawing on Hobfoll's conservation of resources theory, we assessed protective factors (positive affect, resilience, and perceived social support) and one risk factor (war-related adjustment disorder symptoms). Differences in profiles were also examined in relation to demographic variables and war impact variables (house damage, displacement, and injury). In this quantitative, cross-sectional study, we utilized self-report questionnaires from 305 Jewish Israeli adolescents (ages 11–18). LatentGold was employed to conduct a three-step latent profile analysis. Wald tests were used to explore differences between the various adolescent profiles in terms of protective and risk factors, as well as to assess associations with distal variables. Three distinct vulnerability profiles were identified: low, moderate, and high. Adolescents in the low-vulnerability group were younger, lived farther from conflict borders, experienced fewer war-related adjustment disorder symptoms, and reported higher levels of positive affect, resilience, and perceived social support. Among these factors, perceived social support emerged as the most sensitive variable differentiating profiles. These findings highlight the importance of internal and external resources in mitigating vulnerability and fostering resilience among adolescents in conflict-affected regions. The categorization into vulnerability levels enables faster identification of at-risk adolescents and more efficient resource allocation. Given the critical role of social support, clinicians should prioritize interventions that enhance such support to promote adolescents' well-being during wartime.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144179241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do profiles of relationships with peers and teachers matter for early adolescents' mental health?","authors":"Karlien Demol,&nbsp;Karine Verschueren,&nbsp;Hilde Colpin","doi":"10.1111/jora.70039","DOIUrl":"https://doi.org/10.1111/jora.70039","url":null,"abstract":"<p>In schools, adolescents form relationships with both peers and teachers. Yet, research on the contribution of classroom relationships to adolescents' mental health has mainly focused on one relationship partner. This longitudinal study examined how positive and negative dimensions of peer and teacher-student relationships combine into relationship profiles (Objective 1) and how these profiles differ regarding mental health later on (Objective 2). A total of 828 fourth-to-sixth graders from 48 classes in 12 schools (53.6% girls; Wave 1: <i>M</i>_age = 10.61, <i>SD</i> = 0.90) completed peer nominations for the relationships dimensions (i.e., peer acceptance and rejection; teacher-student closeness and conflict) in fall 2018. In spring 2019, students provided self-reports on mental health outcomes (i.e., depressive symptoms and self-esteem). Multilevel latent profile analysis revealed four profiles. The “Typical Relationships Profile” (72%) showed moderate levels of both peer acceptance and rejection, and (very) low teacher–student closeness and conflict. The “Negative Relationships Profile” (4%) showed the least positive and most negative relationships. The “Negative Teacher Relationships Only Profile” (9%) showed low closeness and high conflict, moderate degrees of acceptance, and somewhat higher degrees of rejection. The “Positive Relationships Profile” (15%) showed the most positive and least negative relationships and demonstrated lower depressive symptoms than the “Negative Relationships Profile” and “Typical Relationships Profile”. Additionally, the “Positive Relationships Profile” showed higher self-esteem than the “Typical Relationships Profile”. Thus, positive relationships with both classmates and teachers were related to the most beneficial outcomes and should be targeted to promote mental health in early adolescents.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical activity and two-year change in adolescent well-being in nine countries","authors":"Christina Bertrand,&nbsp;Laurence Steinberg,&nbsp;Natasha Duell,&nbsp;Laura Di Giunta,&nbsp;Kenneth A. Dodge,&nbsp;Sevtap Gurdal,&nbsp;Daranee Junla,&nbsp;Jennifer E. Lansford,&nbsp;Paul Oburu,&nbsp;Concetta Pastorelli,&nbsp;Ann T. Skinner,&nbsp;Emma Sorbring,&nbsp;Marc H. Bornstein,&nbsp;Liliana Maria Uribe Tirado,&nbsp;Saengduean Yotanyamaneewong,&nbsp;Liane Peña Alampay,&nbsp;Suha M. Al-Hassan,&nbsp;Dario Bacchini,&nbsp;Lei Chang,&nbsp;Kirby Deater-Deckard","doi":"10.1111/jora.70035","DOIUrl":"https://doi.org/10.1111/jora.70035","url":null,"abstract":"<p>The benefits of physical activity (PA) for well-being are well known; however, studies examining longitudinal effects across diverse international samples in late adolescence are limited. This study advances prior work by combining a partial longitudinal design with a multinational sample to assess the predictive effect of PA on biennial change in older adolescents' well-being, while testing for sex differences. The sample included 903 adolescents (50.4% female) from nine countries, who completed The European Health and Behavior Survey at age 16 and the EPOCH Measure of Adolescent Well-Being at ages 16 and 18. Multilevel modeling estimated the average impact of PA on change in well-being, controlling for baseline well-being. To further interrogate the findings, an additional analysis tested the effect using relative difference scores of well-being to provide a direct measure of simple change. Meta-analytic techniques then captured the degree of cross-country consistency in the estimated effect. Results indicated that more PA at age 16 significantly predicted greater EPOCH well-being at age 18, controlling for prior well-being at age 16, and that adolescent sex did not moderate this effect. The relative difference score analysis confirmed these results. The meta-analysis revealed no significant heterogeneity in the predictive effect across countries. Findings extend previous research by demonstrating the cross-cultural consistency of PA benefits during a critical developmental transition period. They suggest that PA is a modifiable behavior that can be utilized globally to enhance adolescent well-being, though individual differences and context-specific factors should be considered in public health policies and interventions.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144126037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to “Unique associations among multiple facets of greenspace exposure and emotional and behavioral adjustment in preadolescence: A daily diary study”","authors":"","doi":"10.1111/jora.70027","DOIUrl":"https://doi.org/10.1111/jora.70027","url":null,"abstract":"<p>Cui, W., Xu, J. J., Cao, H. T., Zhang, Z. Q., Gao, M. Y., Yang, Z. H., &amp; Han, Z. R. Unique associations among multiple facets of greenspace exposure and emotional and behavioral adjustment in preadolescence: A daily diary study. Journal of Research on Adolescence. 2025; 35(2). https://doi.org/10.1111/jora.70020</p><p>There are formatting inconsistencies in Tables 1, 2, and 5 of the Results section. Specifically, for some values less than one, the leading zero before the decimal point was not omitted. Additionally, some values were not reported to two decimal places. The following are the corrected versions of Tables 1, 2, and 5.</p><p>We apologize for this error.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144117854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}