Journal of Research on Adolescence最新文献

{"title":"An intersectional approach for the effects of school bullying & cyberbullying on beliefs about the future among Latine LGBTQ+ youth in the United States.","authors":"Aldo M Barrita, Roberto L Abreu, David G Zelaya, Joshua G Parmenter, Nathan Williams, Ryan J Watson","doi":"10.1111/jora.70247","DOIUrl":"10.1111/jora.70247","url":null,"abstract":"<p><p>Latine lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth in the United States (U.S.) experience compounded forms of oppression that increase vulnerability to both school-based and cyberbullying. Guided by the Minority Stress Theory (MST) and the Temporal Intersectional Minority Stress Model (TIMSM), this study examined how intersectional bullying relates to future outlook among Latine LGBTQ+ youth, and whether internalized stigma, depression, and caregiver acceptance mediate or moderate these associations. Data were drawn from a national U.S. sample of 1772 Latine LGBTQ+ adolescents aged 13-18. Participants completed validated measures assessing intersectional school and cyberbullying, LGBTQ+ internalized stigma, depression-anxiety, caregiver acceptance, and beliefs about the future. Serial indirect-effects and moderation analyses were conducted. Both school-based bullying and cyberbullying were indirectly associated with more negative beliefs about the future through increased LGBTQ+ internalized stigma and depressive/anxiety symptoms. Cyberbullying demonstrated slightly stronger links to internalized stigma, whereas school bullying was more closely tied to depressive/anxiety outcomes. LGBTQ+ caregiver acceptance at high levels significantly buffered the effects of both forms of bullying on internalized stigma and depression. Findings underscore the cumulative impact of intersectional bullying on Latine LGBTQ+ youths' mental health and future outlook within the U.S. sociocultural context. Culturally responsive interventions that strengthen caregiver acceptance, promote affirming school climates, and address digital victimization are essential for fostering resilience and hope among Latine LGBTQ+ youth in the U.S.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70247"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13454855/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148701512","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":"Bullying victimization, language proficiency, and school belonging among Syrian refugee early adolescents in Canada: A cross-lagged and random-intercept cross-lagged panel study.","authors":"Irene Vitoroulis, Songtao Wang, Redab Al-Janaideh, Adriana Soto Corominas, Johanne Paradis, Katholiki Georgiades, Alexandra Gottardo, Xi Chen, Jennifer Jenkins","doi":"10.1111/jora.70239","DOIUrl":"10.1111/jora.70239","url":null,"abstract":"<p><p>Refugee children's school adjustment is often associated with host country language proficiency, peer victimization, and school belonging, but longitudinal associations among these constructs may reflect both stable child differences and time-varying school-experience processes. This three-wave longitudinal study examined English language proficiency, bullying victimization, and school belonging in 68 Syrian refugee children in Canada. We estimated a cross-lagged panel model (CLPM) and a random intercept cross-lagged panel model (RI-CLPM), both with family-clustered robust inference and controlling for child's age and gender, to distinguish stable child effects from time-varying school-experience processes. The former addresses correlation (e.g., children show trait stability in the three constructs and their associations over time) while the latter addresses whether time-varying school experiences precede later change (e.g., bullying is followed by lower host country language proficiency). In the CLPM, significant cross-lag paths showed that higher Wave 1 bullying victimization predicted lower Wave 2 English language proficiency, higher Wave 1 English language proficiency predicted higher Wave 2 school belonging, higher Wave 1 school belonging predicted higher Wave 2 bullying victimization and higher Wave 2 school belonging predicted higher Wave 3 English language proficiency. In the RI-CLPM with the stable child effect removed, only two significant cross-lags were seen: higher Wave 1 bullying victimization predicted lower Wave 2 English language proficiency (expected), and higher Wave 1 school belonging predicted higher Wave 2 bullying victimization (unexpected). The difference in the findings from the two models suggests that observed longitudinal associations between English language proficiency, bullying victimization, and school belonging are primarily stable between-child differences, whereas early bullying was associated with lower later English language proficiency.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70239"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13470840/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148723612","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' offline meetings with online contacts: Longitudinal relationships between the behavior and perceptions of risks, benefits, and peer involvement.","authors":"Vojtěch Mýlek, Ainize Martínez-Soto, Lenka Dedkova","doi":"10.1111/jora.70267","DOIUrl":"10.1111/jora.70267","url":null,"abstract":"<p><p>Adolescents commonly meet new people online, and some later meet them in person. Such face-to-face meetings offer benefits alongside risks, which are emphasized in public discourse. Thus, adolescents' perceptions of how risky, beneficial, and normative the meetings are key to understanding their decisions to meet. Yet research on their effects is scarce and mostly cross-sectional. Drawing on the health belief model and the theory of planned behavior, this longitudinal study examines how perceived risk severity and likelihood, benefits likelihood, and peer involvement influence adolescents' face-to-face meetings with online contacts. We collected three waves of survey data from 2500 Czech adolescents (ages 11-16, 50.0% girls) and analyzed them using random intercept cross-lagged panel models. Perceived risk severity predicted a decrease in the number of face-to-face meetings, while perceived benefits likelihood predicted an increase. Reciprocally, attending more meetings predicted higher benefits likelihood and lower perceived risk severity. These reciprocal effects suggest that adolescents consider the risks and benefits of face-to-face meetings and update their perceptions based on experience. Unexpectedly, an increase in perceived risk likelihood predicted more face-to-face meetings, and perceived peer involvement did not predict either risk-benefit perceptions or the behavior itself. We discuss the nuanced influence of perceptions on different forms of adolescents' online risk-taking and implications for preventive efforts.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70267"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595467/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149017135","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":"Daily emotion contagion in parent-adolescent dyads: Variations by adolescent suicidal ideation.","authors":"Shou-Chun Chiang","doi":"10.1111/jora.70248","DOIUrl":"10.1111/jora.70248","url":null,"abstract":"<p><p>Emotion contagion within parent-adolescent dyads represents a fundamental mechanism through which daily family interactions shape adolescent emotional well-being. Yet little is known about how adolescent suicidal ideation reorganizes daily patterns of emotional transmission between parents and adolescents. The present study examined daily parent-adolescent emotion contagion and the role of adolescent suicidal ideation using a 14-day daily diary design and a multi-group actor-partner interdependence modeling framework. Participants were 156 adolescent-parent dyads (adolescents: M = 14.66 years, SD = 1.47; 58% female) recruited from communities in Texas. Results showed that limited emotion contagion between parents and adolescents was observed in families of adolescents without suicidal ideation. In families with adolescent suicidal ideation, two novel prospective partner effects emerged: parent positive emotions predicted lower adolescent positive emotions the following day, and adolescent positive emotions predicted lower parent positive emotions the following day. These findings indicate that adolescent suicidal ideation may characterize daily parent-adolescent emotion contagion processes, such that the presence of suicidal ideation is associated with distinct patterns of dyadic emotional transmission compared to families without suicidal ideation.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70248"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13473806/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148761471","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":"Development and validation of the Behavioral FAmily Sport SupporT (BFaSST) Scale.","authors":"Alejandra Hernandez, Maria F Torres, Alisia G T T Tran, Vera Lopez","doi":"10.1111/jora.70258","DOIUrl":"10.1111/jora.70258","url":null,"abstract":"<p><p>The present study spotlights the positive sport support behaviors enacted by Latinx families to facilitate the sports participation of Latina adolescent athletes through the development and validation of the Behavioral FAmily Sport SupporT (BFaSST) Scale. We adopted a modified exploratory sequential design to develop a scale that provided contextually relevant insight of family sport support dynamics with Latina athletes. Grounded in the voices of Latina athletes and guided by House's support typologies as a guiding framework, we generated 20 initial sport-specific items for the BFaSST. Using a split-sample approach, exploratory factor analysis (EFA; n = 152) and confirmatory factor analysis (CFA; n = 152) supported a two-factor model, which included a Booster support subscale (nine items) and Team Manager support subscale (seven items) in a sample of 304 ninth and 10th-grade Latina student-athletes recruited through CloudResearch, a research panel platform. In providing evidence for the culturally-bound validation of the BFaSST, we affirm a narrative where Latinx family sport support is culturally and sport compatible, contrasting discourses that portray Latinx families as disengaged or unsupportive of Latina adolescent athletes. With the BFaSST, we provide an assessment tool that offers coaches and stakeholders an opportunity to expand on how family sport support can be conceptualized broadly and use it as an entry to inform ways to integrate family sport support.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70258"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13531249/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148865222","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 suicidality among sexual and gender minority youth: Applying the interpersonal psychological theory of suicide.","authors":"Alberto Amadori, M D Bishop, Amanda M Pollitt, Stephen T Russell","doi":"10.1111/jora.70270","DOIUrl":"10.1111/jora.70270","url":null,"abstract":"<p><p>The Interpersonal Psychological Theory of Suicide (IPTS) has been widely applied in suicide research, including studies involving LGBTQ+ people. However, longitudinal tests of the theory, particularly those integrating the moderating role of acquired capability for suicide, remain limited. The present study evaluated the IPTS using a three-wave longitudinal design with data from 662 LGBTQ+ youth ages 15-21 at baseline located in two major U.S. regions. Latent structural equation modeling was used to examine whether perceived burdensomeness and thwarted belongingness at Wave 1 predicted suicidal behavior at Wave 3 indirectly through suicidal ideation at Wave 2, and whether these associations varied as a function of acquired capability for suicide. Perceived burdensomeness significantly predicted later suicidal behavior through suicidal ideation, whereas the indirect effect from thwarted belongingness was not significant. The indirect effect from perceived burdensomeness to subsequent suicidal behavior was stronger at higher levels of acquired capability for suicide. The indirect effect from thwarted belongingness was not contingent on acquired capability for suicide. These findings provide partial longitudinal support for the IPTS among LGBTQ+ youth and underscore the importance of acquired capability for suicide in understanding escalation from suicidal thoughts to action. Implications for future research are discussed.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70270"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13570174/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148956088","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":"Bidirectional association between irritability and executive function in youth from late childhood to early adolescence: Between- and within-person effects.","authors":"Yunqing Ma, Dongling Zhang, Xiaopei Xing","doi":"10.1111/jora.70244","DOIUrl":"10.1111/jora.70244","url":null,"abstract":"<p><p>Irritability and executive function, which continue to develop from late childhood to early adolescence, predict important functional impairments. Although correlated, longitudinal research has often focused only on how executive function affects irritability, overlooking the reverse pathway. This study proposes that irritability may also contribute to later executive function difficulties and investigates their bidirectional associations across three components, including inhibitory control, working memory, and cognitive flexibility, as well as whether these associations vary by sex. Random-intercept cross-lagged panel models were applied to data drawn from four waves of a longitudinal study involving 491 participants (M_age = 9.84 years, SD = 0.71; 48.1% boys), collected in June 2021, December 2021, June 2022, and March 2023. Results showed that inhibitory control consistently predicted later irritability across waves, with a reciprocal effect emerging in early adolescence. For working memory, a bidirectional relationship appeared earlier, with irritability consistently predicting later working memory. For cognitive flexibility, only a unidirectional effect was found, where earlier cognitive flexibility predicted later irritability, with no reverse effect. Sex moderated only the effect of cognitive flexibility at T3 on irritability at T4. These within-person findings regarding irritability-executive function dynamics suggest that improving inhibitory control and cognitive flexibility may reduce irritability, while lowering irritability could benefit working memory, with no need for sex-differentiated approaches.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70244"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13439165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148673687","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":"The serial effect of bullying victimization and aggression outcome expectancies on within-person changes in proactive aggression among adolescents across one year.","authors":"Jing Lin, Ling-Xiang Xia","doi":"10.1111/jora.70257","DOIUrl":"10.1111/jora.70257","url":null,"abstract":"<p><p>The mechanisms of within-person changes in proactive aggression among senior high school students remain unclear. A Victimization-Expectancy Model of Proactive Aggression (VEMPA), inspired by ideas of the General Aggression Model (GAM) and Social Learning Theory (SLT), was developed to address this issue. Specifically, we conducted a longitudinal study to examine how bullying victimization has an effect on within-person changes in proactive aggression through positive aggression outcome expectancies (positive AOE) in 641 senior high school students (43.1% girls, Mage = 16.76 years, SD = 0.68) across one year. A Random Intercept Cross-Lagged Panel Model (RI-CLPM) analysis indicated that positive AOE at Time 2 mediated the effect of bullying victimization at Time 1 on proactive aggression at Time 3 at the within-person level, after controlling for reactive aggression. These results partially support the VEMPA, which provides an effective theoretical framework for understanding the mechanisms of within-person changes in proactive aggression among senior high school students. These findings have implications for developing targeted interventions for proactive aggression.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70257"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13531401/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148865335","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":"Initial development and preliminary psychometric evaluation of the English-language Latino Parenting Styles and Behavior Scale.","authors":"Alexandra P Harris, Alyssa Payne, Laura Ballesteros, Dailizza Arocha, Kathy Yanes Perez, Ryan A Black, Lourdes Suarez-Morales","doi":"10.1111/jora.70261","DOIUrl":"10.1111/jora.70261","url":null,"abstract":"<p><p>Most parenting measures were developed outside Latino contexts and may not capture dimensions relevant to Latino parents. This brief report describes preliminary psychometric evaluation of the English-language Latino Parenting Styles and Behaviors Scale in 150 English-speaking Latino parents from South Florida. Items were drawn from parenting instruments and Latino parenting literature, revised after pilot interviews, and analyzed using principal axis exploratory factor analysis with oblique rotation. Analysis supported a 24-item, six-domain structure: Warmth, Autonomy Granting, Accommodation, Control, Reactive Discipline, and Firm and Fair Disciplinary Structure. Internal consistency ranged from weak to acceptable, one-week stability was adequate in a small, matched retest subsample, and convergent validity was broadly supported. Findings are preliminary and require confirmatory replication.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70261"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13543198/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148891989","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":"Transforming skills to resist racism: A pilot study of the feasibility, acceptability, and preliminary effectiveness of a group-based intervention.","authors":"Farzana Saleem Adjah, Won-Fong K Lau Johnson, Darion A Wallace, Winfred Rembert, Sihong Liu, Audra K Langley","doi":"10.1111/jora.70260","DOIUrl":"10.1111/jora.70260","url":null,"abstract":"<p><p>The exposure and impact of racism are a critical issue among historically marginalized youth of color that requires targeted interventions. The goal of this paper is to examine initial feasibility, acceptability, and preliminary effectiveness from a school-based intervention pilot study designed to increase awareness and skills to combat the consequences of racism, in all forms, among adolescents from Black, Native, Asian, Latine, and other historically marginalized communities. TRANSFORM is an 11-session group-based intervention. Fifteen youth (M_age = 15.3 years old, SD_age = 1.8 years old; 53% boys) comprised three student groups across three schools from the same region that participated in the study. Feasibility was assessed based on students' attendance and audio fidelity ratings; acceptability was examined based on students' self-report satisfaction questions, and preliminary effectiveness was assessed via youths' pre- and post-quantitative assessments along with focus group data on students' perceived benefits of participating in the intervention. TRANSFORM was deemed acceptable and feasible to the majority of participants. Preliminary effectiveness findings suggest that youths' ethnic-racial pride and self-efficacy skills to respond to racism significantly increased from pre- to post-intervention assessment and may extend beyond the individual to the collective. Additionally, youth reported several benefits of the intervention: processing \"true feelings\" in community, scaffolding tools and cognition to combat racism, increasing problem-solving skills, developing multi-racial solidarities, and improving responses to stress. Findings support the initial pilot feasibility, acceptability, and effectiveness of the intervention and provide useful participant feedback. Implications for school-based interventions focused on disrupting the perpetuation and impact of racism will be discussed.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":"e70260"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149038861","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}