Journal of Research on Adolescence最新文献

{"title":"Cyberbullying perpetration and externalizing problem behaviors in adolescents: Spreading effects based on developmental cascades","authors":"Jiankang He,&nbsp;Bochen Wang,&nbsp;Yudan Li,&nbsp;Cancan Jin","doi":"10.1111/jora.70220","DOIUrl":"https://doi.org/10.1111/jora.70220","url":null,"abstract":"<p>Cyberbullying represents a severe public health issue, endangering the mental and physical health of adolescents. Externalizing problem behaviors are significant factors for cyberbullying perpetration. However, the spreading effects between them remain debated. This study applied network analyses to further examine the spreading effects. We focused on two subtypes of cyberbullying perpetration (cyber verbal aggression; cyber relational aggression) and five subtypes of externalizing problem behaviors (academic misbehaviors; vandalism behaviors; aggressive behaviors; interpersonal dishonesty behaviors; risk-taking behaviors). The valid sample consisted of 2075 Chinese adolescents who completed surveys at three time points, spaced 6 months apart. The contemporaneous and cross-lagged panel networks were constructed. Results suggest that the spreading effect is bidirectional over the 6-month interval, but unidirectional in the 12-month interval, and behavior subtypes play different roles. Among the five subtypes of externalizing problem behaviors, interpersonal dishonesty behaviors especially warrant consideration as a risk signal for cyberbullying perpetration, potentially serving as both a precursor and an outcome. These findings advance understandings of developmental cascades at the behavioral level by shifting focus from broad behavior categories to specific subtypes. Identifying such detailed behavioral risk signals enables earlier detection of and more targeted interventions against cyberbullying perpetration, ultimately contributing to protecting adolescents.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148357931","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":"School relationships and well-being in elementary students: A latent profile analysis","authors":"Jendayi B. Dillard-Cooke,&nbsp;Erin M. Rodriguez","doi":"10.1111/jora.70222","DOIUrl":"https://doi.org/10.1111/jora.70222","url":null,"abstract":"<p>The quality of school-related relationships plays an important role in children's well-being. Prior research has frequently evaluated domains of children's school-related relationships separately, making it more difficult to understand the interplay between relationships in different domains. To address this gap, we analyzed data from 11,945 third grade children enrolled in the Early Childhood Longitudinal Study and used Latent Profile Analysis to construct empirically derived profiles of students' school-related relationship functioning across domains of peer victimization, peer aggression, prosocial behavior, and closeness and conflict with their classroom teacher. We then tested the extent to which student and school demographic factors were associated with profile membership, as well as how profile membership predicted subsequent academic, behavioral, emotional, and health outcomes. We found evidence of five distinct profiles of school-related relationships in third grade. Overall, students who were male, Black, lower income, or who attended Title I (or low income) schools were significantly more likely to have profiles with poorer school-related relationship functioning. Assignment to profiles with better school-related relationship functioning in grade three was significantly associated with better academic, behavioral, emotional, and physical health outcomes in grade five. Results support the valuable role of school-related relationships for well-being in elementary school students. Students with profiles of lower school-related relationship functioning may benefit from multi-level interventions to support their well-being.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148357928","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":"It's not just what you have, but when: The role and timing of developmental assets in the mental health of young adults","authors":"Geneviève Morneau-Vaillancourt,&nbsp;Mélodie Thibault,&nbsp;Alexe Bilodeau-Houle,&nbsp;Maude Comtois-Cabana,&nbsp;Michel Boivin,&nbsp;Sylvana Côté,&nbsp;Marie-Claude Geoffroy,&nbsp;Alexandra Matte-Landry,&nbsp;Isabelle Ouellet-Morin","doi":"10.1111/jora.70217","DOIUrl":"https://doi.org/10.1111/jora.70217","url":null,"abstract":"<p>As the mental health of young adults is declining, finding effective strategies to support them is crucial. Young people who possess, or are exposed to, more developmental assets report higher well-being and fewer mental problems. Developmental assets are promotive factors that include both individual strengths, like strong social skills and positive identity, and external resources, like supportive relationships and safe living conditions. However, no longitudinal study has yet examined when in development the presence of developmental assets is most impactful. This study aimed to identify which life-course hypotheses—sensitive period, accumulation, or recency—best explain the associations between developmental assets across childhood and adolescence and mental health in emerging adulthood. Data were drawn from 1344 White, French-speaking participants of the Quebec Longitudinal Study of Child Development (57% female), a population-based cohort of children born in the Province of Quebec in 1997/1998 and followed up until now. Developmental assets, measured as both broad dimensions (internal and external) and specific categories (e.g., social competencies, support), were assessed across development from ages 5 (2003) to 17 years (2015) using reports from mothers, teachers, interviewers, and the youth themselves. Self-reports of life satisfaction, happiness, and symptoms of anxiety and depression were collected twice, at ages 19 (2017) and 22 years (2020). Although all effect sizes were small, findings from the Structured Life-Course Modeling Approach showed that both internal and external assets present later in adolescence were most beneficial in supporting life satisfaction, thereby supporting the recency hypothesis. In contrast, a sensitive period hypothesis best explained the associations between external assets and both anxiety and depression symptoms, with assets present during the transition to secondary school (age 12 years) showing the strongest associations. When examining specific asset categories, social competencies, positive identity, support from families, schools, and neighborhoods, and safety emerged as especially salient for later mental health. This study highlights the importance of understanding when and which assets matter most to inform more developmentally targeted approaches promoting youth well-being.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 3","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.70217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148357932","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":"Taking a critical participatory action approach to education measurement development.","authors":"Samantha E Holquist, Ta-Yang Hsieh, Alyssa Scott, Mark Vincent B Yu, Marisa Crowder, Claire Kelley, Olivia Reyes","doi":"10.1111/jora.70195","DOIUrl":"10.1111/jora.70195","url":null,"abstract":"<p><p>This study examines how critical participatory action research (cPAR) can advance education measurement development by positioning Black and Latino students and their teachers as co-researchers. As part of the Adapted Measure of Math Engagement (AM-ME) Project, a three-year partnership with a school district in the Midwestern region of the U.S., students, teachers, and academic researchers collaboratively defined math engagement, co-created survey items, analyzed qualitative evidence, and developed practice recommendations. Drawing on reflections, artifacts, and action-planning products from the AM-ME Research Group, findings show that participation fostered new researcher identities for students and teachers, strengthened cultural responsiveness and methodological rigor, and generated actionable classroom and district strategies. The project highlights how embedding cPAR into measurement development may produce more credible and culturally grounded instruments and cultivate youth and teacher agency while directly informing educational practice. These results highlight the potential of participatory methodologies to bridge research and practice and to expand how developmental and educational sciences conceptualize student engagement.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 2","pages":"e70195"},"PeriodicalIF":2.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147930750","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":"Do interracial friendships increase the odds of having an interracial romantic relationship later in adolescence?","authors":"Nicole S J Dryburgh, Brandon Cho, Naomi G Kline, Jaana Juvonen","doi":"10.1111/jora.70186","DOIUrl":"10.1111/jora.70186","url":null,"abstract":"<p><p>Despite growing racial and ethnic diversity in North America, interracial romantic relationships remain rare among youth. This study tested whether forming an interracial friendship by the end of middle school predicted interracial romantic relationships by the end of high school, beyond opportunities provided by school demographics. Data were from a longitudinal study of 2418 students followed from grades 8 to 12 from 26 racially diverse California public schools. Of those in relationships, 32.6% had an interracial partner. Greater availability of cross-race peers in high school increased the odds of interracial romantic relationships, OR = 2.23, p < .001. Having at least one earlier interracial friendship 4 years earlier nearly doubled this likelihood, OR = 1.86, p < .001. Findings underscore the role of school diversity and continuity across close relationship types.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 2","pages":"e70186"},"PeriodicalIF":2.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13109769/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147774853","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":"Hybrid ideologies and glorification of violence during adolescence: Links to support for violent and nonviolent radicalization.","authors":"Diana Miconi, Michela Zambelli, Aoudou Njingouo Mounchingam, Cécile Rousseau","doi":"10.1111/jora.70203","DOIUrl":"10.1111/jora.70203","url":null,"abstract":"<p><p>Adolescence is a seminal period for the development of ideologies and a time of heightened risk for both violent and nonviolent radicalization. Although mounting evidence points to the growing prevalence of hybrid ideologies and violence glorification among individuals legitimizing violence, empirical studies that document these emerging phenomena are scarce, especially among youth. If and how specific ideologies or their combination are associated with increased risks of psychological distress, violent and nonviolent radicalization, remains to be established. This study investigates ideological profiles of Canadian adolescents and their associations with support for violent and nonviolent radicalization and depressive symptoms. High school students (N = 574; M_age = 16.1; SD_age = 0.76; 47.7% girls) completed an online survey in 2024. A Latent Profile Analysis on support for multiple ideologies (i.e., nationalist, xenophobic, pro-environmental, masculinist, and pro-LGBTQ2S+ ideologies) and glorification of violence was conducted. Multinomial regression was used to explore the associations between profiles and study variables. Results identified four profiles (moderate nonviolent conservative, pro-violence masculinist, nonviolent progressive, and pro-violence conservative), which suggested complex combinations of conservative ideologies (xenophobia and masculinism) and glorification of violence. Girls, adolescents who reported higher nonviolent radicalization, and lower violent radicalization were more likely to belong to a nonviolent progressive profile. Lower activism distinguished pro-violence conservative profiles from nonviolent ones. Primary prevention efforts should address the glorification of violence among youth beyond specific ideologies and promote and allow nonviolent forms of activism and action to prevent violence.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 2","pages":"e70203"},"PeriodicalIF":2.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148016069","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":"Associations between adolescent problematic short-form video use and academic engagement: Longitudinal and network analysis.","authors":"Shuang Li, Ningning Feng, Lijuan Cui","doi":"10.1111/jora.70210","DOIUrl":"10.1111/jora.70210","url":null,"abstract":"<p><p>The increasing prevalence of problematic short-form video use among adolescents has raised concerns regarding its potential impact on academic engagement. This study aimed to investigate the bidirectional relations between them over time. Study 1 involved a three-wave survey over three semesters, including 1227 Chinese adolescents at baseline (T1), with 1096 and 1077 retained at T2 and T3, respectively (M_age at baseline = 16.00, SD = 0.61, age range = 14-19; 56.6% girls). Two random intercept cross-lagged panel models were estimated, showing that problematic short-form video use and academic engagement negatively predicted each other over time, both in the behavioral and emotional engagement. Moreover, goal focus was found to mediate the effect of problematic short-form video use on academic engagement. Study 2 involved a two-wave survey of 898 Chinese adolescents at baseline (T1), with 507 retained at T2, over a 10-month interval (M_age at baseline = 15.89, SD = 0.74, age range = 15-18; 50.9% girls). A cross-lagged network analysis showed that within the academic engagement, \"Participation\" had the strongest impact on problematic short-form video use, while \"Curiosity\" was the most affected by it. Conversely, within the problematic short-form video use, \"Loss of control\" was the most affected by academic engagement, whereas \"Behavioral salience\" most strongly affected academic engagement. These findings elucidate the mechanisms linking problematic short-form video use and academic engagement, and suggest that focusing interventions on key nodes, including academic participation and the behavioral salience of short-form video use, may be especially effective in enhancing adolescents' academic engagement.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 2","pages":"e70210"},"PeriodicalIF":2.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148157056","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":"Ethnic-racial identity in Sweden: Dimensionality, measurement invariance, and psychosocial adjustment.","authors":"Tommy Reinholdsson, Ann Frisén, C Philip Hwang, Linda Juang, Pär D Stern, Moin Syed","doi":"10.1111/jora.70197","DOIUrl":"10.1111/jora.70197","url":null,"abstract":"<p><p>This study examines ethnic-racial identity (ERI) among majority and minority adolescents in Sweden, focusing on the dimensionality and measurement invariance of ERI subscales, and how the ERI dimensions across these subscales relate to psychosocial adjustment. Using data from 665 Swedish adolescents, we assessed the structure and invariance of six ERI subscales commonly used in ERI research via confirmatory factor analysis. Most subscales showed acceptable structure (with some modifications) and metric invariance across groups, while scalar invariance was fully supported for only one subscale and partially for others. Five ERI dimensions were identified in the subscales: centrality, belonging-affirmation, clarity, exploration, and public regard. We examined how these dimensions related to well-being, interpersonal trust, institutional trust, and generativity. Belonging-affirmation and public regard were positively associated with well-being in both groups. Among majority youth, belonging-affirmation was additionally positively associated with interpersonal trust, institutional trust, and generativity, whereas public regard was positively associated with institutional trust and generativity. Among minority youth, public regard was additionally positively associated with interpersonal and institutional trust. Centrality was negatively associated with well-being and institutional trust among minority adolescents. Exploration was positively associated with generativity in both groups and negatively associated with institutional trust among minority youth. These findings underscore ERI as a psychosocially relevant construct in the Swedish context and highlight how the contextualized experiences of majority and minority adolescents can shape both their interpretation of the ERI construct and its associations with psychosocial adjustment.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 2","pages":"e70197"},"PeriodicalIF":2.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13181231/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147964136","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":"Parent-adolescent relationships, COVID-19-related concerns, and life satisfaction among adolescents from diverse ethnic and socioeconomic backgrounds during school closures.","authors":"Jessie Hillekens, Gülseli Baysu, Karen Phalet","doi":"10.1111/jora.70201","DOIUrl":"10.1111/jora.70201","url":null,"abstract":"<p><p>Amidst the abrupt school closure due to the COVID-19 pandemic, adolescents faced unexpected challenges. Drawing on data collected 1 week before, during, and 1 year after the first COVID-19 school closure in Belgium, this study investigated (1) changes in life satisfaction, (2) whether parent-child relationship quality served as a protective factor during school closures over and beyond COVID-19-related concerns; and (3) differences among early adolescents (N = 124, M_age = 12.86, 40.3% girls, 0.8% nonbinary) from different ethnic and SES backgrounds. Results revealed a general decline in life satisfaction during school closure, independent of ethnicity and SES, with only partial recovery when schools reopened. Beyond general negative consequences of parental conflict, parental warmth had a stronger protective effect for youth from ethnic minority and lower SES backgrounds, and the harmful impact of COVID-19-related concerns was more pronounced among youth from ethnic majority backgrounds. The findings highlight how school closures reduced adolescents' life satisfaction, and point toward critical underlying mechanisms among adolescents from different ethnic and SES backgrounds.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 2","pages":"e70201"},"PeriodicalIF":2.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147973402","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":"Understanding sleep and smartphone use in diverse adolescents through passive digital monitoring.","authors":"Oren Shahnovsky, Daniella Ekstein, Talia Friedman, Maya Stemmer, Lior Carmi, Noa Benaroya-Milshtein, Shai Fine, Shira Barzilay","doi":"10.1111/jora.70192","DOIUrl":"10.1111/jora.70192","url":null,"abstract":"<p><p>Adolescents are among the most frequent smartphone users worldwide. Yet, few studies have examined how smartphone use appears among minority adolescents, including sexual and gender minority (SGM) youth and children of immigrant parents, who often experience unique stressors and heightened mental-health risk. Passive smartphone monitoring provides a promising, low-burden method for continuously and objectively assessing real-world behavior, offering new opportunities to identify dynamic markers of mental health challenges, including suicide risk, in daily life. The present study evaluated the feasibility of a replicable framework for passive smartphone monitoring among adolescents at high risk for suicidal thoughts and behaviors (STB) and explored longitudinal differences in smartphone-derived behavioral features across minority subgroups. Ninety-nine adolescents aged 11-18 with recent STB completed baseline assessments and installed the iFeel app, which collected passive smartphone data for 6 months, including total and social-media screen time and phone-inactivity-based proxy sleep indicators inferred from nighttime phone inactivity. Participants contributed 1500 participant-weeks of data, with an average of 11.9 weeks of valid monitoring, supporting the feasibility and acceptability of this approach. Daily smartphone use time, social-media activity time, and sleep duration were comparable to normative adolescent data. No significant longitudinal differences emerged between SGM and non-SGM adolescents. However, immigrant-origin adolescents displayed shorter but more stable sleep patterns compared to non-immigrant origins, who exhibited longer baseline sleep with steeper declines over time. Findings highlight passive sensing as a feasible, inclusive, and scalable method for examining real-world behavioral processes associated with STB and mental health outcomes among diverse adolescents. This framework offers a scalable approach that future studies can apply to deepen real-time understanding of mental-health challenges and behavioral patterns among diverse adolescents.</p>","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"36 2","pages":"e70192"},"PeriodicalIF":2.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13147491/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147839391","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}