Journal of Research on Adolescence最新文献_第2页

How peer status and ability track shape behavioral disengagement over the transition from primary to secondary school. 在从小学到中学的过渡时期，同伴地位和能力轨迹是如何影响行为脱离的。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-08-07 DOI: 10.1111/jora.13006

Sofie J Lorijn, Lydia Laninga-Wijnen, Allison M Ryan

{"title":"How peer status and ability track shape behavioral disengagement over the transition from primary to secondary school.","authors":"Sofie J Lorijn, Lydia Laninga-Wijnen, Allison M Ryan","doi":"10.1111/jora.13006","DOIUrl":"https://doi.org/10.1111/jora.13006","url":null,"abstract":"The transition from primary to secondary school is often associated with an increase in behavioral disengagement, which undermines students' academic development. Prior studies examined the average development of behavioral disengagement across school transitions. This study examined how students' peer status in primary school and ability track in secondary school relate to trajectories of behavioral disengagement. We followed n = 1564 students who transitioned to secondary school across three time points: February/March, and May/June in students' final year of primary school and January/February, roughly 6 months after students transited to secondary school. Latent Growth Curve Analyses showed that on average, behavioral disengagement increased, but this increase mostly occurred before transitioning to secondary school. Peer status and track related to students' initial levels of behavioral disengagement, but not to their development in behavioral disengagement over the transition. Specifically, students who were viewed as more popular by peers, and students who ended up in the lowest track showed more behavioral disengagement in primary school, whereas students who were more accepted by peers were less disengaged in primary school.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141902045","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}

引用次数: 0

Integrating the family stress model within a longitudinal sibling-adoption study of adolescent externalizing behavior. 在青少年外化行为的兄弟姐妹收养纵向研究中整合家庭压力模型。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-08-04 DOI: 10.1111/jora.13001

Veronica Oro, Elizabeth J S Bates, Misaki N Natsuaki, Jenae M Neiderhiser, Jody M Ganiban, Daniel S Shaw, Leslie D Leve

{"title":"Integrating the family stress model within a longitudinal sibling-adoption study of adolescent externalizing behavior.","authors":"Veronica Oro, Elizabeth J S Bates, Misaki N Natsuaki, Jenae M Neiderhiser, Jody M Ganiban, Daniel S Shaw, Leslie D Leve","doi":"10.1111/jora.13001","DOIUrl":"10.1111/jora.13001","url":null,"abstract":"Using a sample of linked adopted children, adoptive and birth parents (N = 561), and biological siblings residing in the birth parent home (N = 191), we examined the role of genetics within family stress processes. We tested parental hostility (7 years) as a mediator of the associations between socioeconomic strain and rearing parent psychopathology (4 years) and adolescent externalizing behaviors (11 years) in adoptive and biological parent homes. Next, we examined parent social support (4 years) as a moderator of paths from socioeconomic strain and parent psychopathology to parental hostility. Parental hostility significantly mediated effects of socioeconomic strain and parent psychopathology on adolescent externalizing behaviors in biological and adoptive parent homes, respectively. Equivalence testing of the paths to adolescent externalizing behaviors across family types indicated a negligible role of passive gene-environment correlation. Parent social support significantly attenuated the effect of parent psychopathology on parental hostility in biological families. Birth parent externalizing behaviors were not significantly associated with adoptee externalizing behaviors nor adoptive parent hostility, suggesting negligible heritable risk or evocative gene-environment processes. Full- and half-sibling correlations indicated that children's unique rearing contexts contributed to the parenting they received and the externalizing behavior they exhibited. Implications for intervention are discussed.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141889575","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}

引用次数: 0

Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school. 心态、情境和大学入学：从长远角度看待高中过渡时期的成长心态信念。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-07-28 DOI: 10.1111/jora.13002

Cameron A Hecht, Jenny Buontempo, Rebecca Boylan, Robert Crosnoe, David S Yeager

{"title":"Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school.","authors":"Cameron A Hecht, Jenny Buontempo, Rebecca Boylan, Robert Crosnoe, David S Yeager","doi":"10.1111/jora.13002","DOIUrl":"https://doi.org/10.1111/jora.13002","url":null,"abstract":"Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the \"long view\" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment. Guided by the Mindset × Context perspective, we analyzed new follow-up data to a one-year nationally representative study of ninth graders (National Study of Learning Mindsets, n = 10,013; 50% female; 53% white; 63% from lower-SES backgrounds). A conservative Bayesian analysis revealed that adolescents' growth mindset beliefs at the beginning of ninth grade predicted their enrollment in college 4 years later. These patterns were stronger for adolescents from lower-SES backgrounds, and there was some evidence that the ninth-grade math teacher's support for the growth mindset moderated student mindset effects. Thus, a time-specific combination of student and teacher might alter long-term trajectories by enabling adolescents to develop and use beliefs at a critical transition point that supports a cumulative pathway of course-taking and achievement into college. Notably, growth mindset became less predictive of college enrollment after the onset of the COVID-19 pandemic, which occurred in the second year of college and introduced structural barriers to college persistence.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141788450","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}

引用次数: 0

An interdisciplinary framework of youth participatory action research informed by curricula, youth, adults, and researchers. 由课程、青年、成人和研究人员提供信息的青年参与行动研究跨学科框架。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-07-28 DOI: 10.1111/jora.13007

Amy M Leman, Jacinda K Dariotis, Daniela M Markazi, Zachary Kennedy, Mynda Tracy, Ye Rang Park, Aisha N Griffith

{"title":"An interdisciplinary framework of youth participatory action research informed by curricula, youth, adults, and researchers.","authors":"Amy M Leman, Jacinda K Dariotis, Daniela M Markazi, Zachary Kennedy, Mynda Tracy, Ye Rang Park, Aisha N Griffith","doi":"10.1111/jora.13007","DOIUrl":"https://doi.org/10.1111/jora.13007","url":null,"abstract":"Rarely are youth voices incorporated into program and policy development. Youth participatory action research (YPAR) is an opportunity for adolescents to develop research skills by completing projects relevant to their lives and allows participation and decision-making at systems and organizational levels. Attention to YPAR implementation detail, especially a curricular focus, is lacking in the literature. Specifically absent is an all-encompassing YPAR framework, a gap the current study addresses. The current study includes a review of existing YPAR curricula to develop the Youth Researcher Empowerment Framework, including research components, social emotional competencies, and assumptions necessary for completing a YPAR project that centers youth voice and shared power. The study includes a quantitative assessment of the YPAR curricula and qualitative reviews by adult practitioners. In addition, focus group data from youth and teacher audiences across multiple settings confirmed and clarified terms and concepts related to the framework. The study provides empirical evidence to support a revised framework for YPAR curricular implementation. Implications are discussed in terms of aspects of the research process needed for YPAR projects, attention to specific youth developmental skills as outcomes, and underlying principles needed to create a welcoming, contextual space allowing for empowerment, youth voice, and choice.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141788433","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}

引用次数: 0

How do victims of bullying develop depression? Testing interpersonal style to explain the victimization-depression link. 受欺凌者如何患上抑郁症？通过测试人际关系风格来解释受害与抑郁之间的联系。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-07-23 DOI: 10.1111/jora.13005

Minita Franzen, Marijtje A J van Duijn, Peter J de Jong, René Veenstra, Marije Aan Het Rot

{"title":"How do victims of bullying develop depression? Testing interpersonal style to explain the victimization-depression link.","authors":"Minita Franzen, Marijtje A J van Duijn, Peter J de Jong, René Veenstra, Marije Aan Het Rot","doi":"10.1111/jora.13005","DOIUrl":"https://doi.org/10.1111/jora.13005","url":null,"abstract":"This study tested to what extent the relation between bullying victimization and future symptoms of depression could be explained by victims being more hostile and less assertive than non-involved individuals. Data came from waves 2-4 of the Dutch TRacking Adolescents' Individual Lives Survey (TRAILS). Participants' bullying experiences were assessed at age 13, interpersonal style at age 16, and depression symptoms at age 19. Mediation analyses were performed primarily on 274 self-reported victims and 1498 non-involved peers. Self-reported victims had an increased risk for depression symptoms. About a third of that risk could be explained by victims' hostile style, which was also higher than those of non-involved peers. Although victims also reported lower levels of assertiveness than non-involved peers, this interpersonal style did not mediate the link between bullying victimization and depression. Our findings suggest that high hostility, but not low assertiveness, partly explains the increased depression risk of self-reported victims. Therefore, interventions could focus on addressing hostility, to help reduce the likelihood that adolescents who have experienced bullying victimization will have more interpersonal conflicts and mental health problems in the future. Supplementary materials also include analyses for bullies and bully-victims, and for peer-reported measures.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141751975","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}

引用次数: 0

Virtues as protective factors for adolescent mental health. 美德是青少年心理健康的保护因素。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-07-19 DOI: 10.1111/jora.13004

Shane McLoughlin, Kristján Kristjánsson

引用次数: 0

Officer gunpoint during police stops: Repercussions for youth mental health and perceived safety. 警察拦截时用枪指着：对青少年心理健康和安全感的影响。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-07-18 DOI: 10.1111/jora.13003

Dylan B Jackson, Rebecca L Fix, Daniel C Semenza, Alexander Testa, Julie A Ward, Cassandra K Crifasi

{"title":"Officer gunpoint during police stops: Repercussions for youth mental health and perceived safety.","authors":"Dylan B Jackson, Rebecca L Fix, Daniel C Semenza, Alexander Testa, Julie A Ward, Cassandra K Crifasi","doi":"10.1111/jora.13003","DOIUrl":"https://doi.org/10.1111/jora.13003","url":null,"abstract":"Youth-police contact is increasingly acknowledged as a stressor and a racialized adverse childhood experience that can undermine youths' mental health. The present study investigates a particularly distressing feature of youths' direct and witnessed in-person police stops-officer gunpoint (i.e., officers drawing of firearms and pointing them at youth, their peers, or other community members). We examine patterns of youths' officer gunpoint exposure and associations with youth mental health and safety perceptions. Data come from the Survey of Police-Adolescent Contact Experiences (SPACE), a cross-sectional survey of a community-based sample of Black youth ages 12-21 in Baltimore City, Maryland (n = 335), administered from August 2022 to July 2023. Findings indicate that ~33% of youth reporting in-person police stops had been exposed to officer gunpoint during stops. Officer gunpoint was significantly and positively associated with being male, unemployed, having an incarcerated parent, living in a neighborhood with greater disorder, and having been directly stopped by police, in addition to youth delinquency and impulsivity. Net of covariates, experiencing officer gunpoint was associated with a significantly higher rate of youth emotional distress during stops. Significant associations between officer gunpoint and youths' current police violence stress, police avoidance, and diminished safety perceptions also emerged and were largely explained by youths' heightened emotional distress at the time of police stops. Trauma-informed approaches are needed to mitigate the mental health harms of youth experiencing officer gunpoint.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731228","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}

引用次数: 0

Adolescents' perceptions of privacy violations by parents, siblings, and friends. 青少年对父母、兄弟姐妹和朋友侵犯隐私的看法。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-07-14 DOI: 10.1111/jora.13000

Robert D Laird, Skyler T Hawk

引用次数: 0

It's not what you say it's what you do: School diversity ideologies and adolescent mental health and academic engagement. 不是你说什么，而是你做什么：学校多样性意识形态与青少年心理健康和学业参与。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-07-11 DOI: 10.1111/jora.12998

Jane Leer, Sarah E Gaither, Anna Gassman-Pines

引用次数: 0

I need new friends! Changes in perceived peer drinking norms and developmental outcomes across the transition to college. 我需要新朋友在向大学过渡的过程中，对同伴饮酒规范的感知和发展结果的变化。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-07-11 DOI: 10.1111/jora.12996

Aprile D Benner, Yishan Shen, Deborah D Kloska

引用次数: 0