Journal of Research on Adolescence最新文献_第9页

Measuring student mindsets at scale in resource-constrained settings: A toolkit with an application to Brazil during the pandemic 在资源有限的情况下大规模衡量学生的心态：在大流行病期间应用于巴西的工具包。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-08-21 DOI: 10.1111/jora.13008

Guilherme Lichand, Elliot Ash, Benjamin Arold, Jairo Gudino, Carlos Alberto Doria, Ana Trindade, Eric Bettinger, David Yeager

{"title":"Measuring student mindsets at scale in resource-constrained settings: A toolkit with an application to Brazil during the pandemic","authors":"Guilherme Lichand, Elliot Ash, Benjamin Arold, Jairo Gudino, Carlos Alberto Doria, Ana Trindade, Eric Bettinger, David Yeager","doi":"10.1111/jora.13008","DOIUrl":"10.1111/jora.13008","url":null,"abstract":"Mounting evidence that growth mindset—the belief that intelligence is not fixed and can be developed—improves educational outcomes has spurred additional interest in how to measure and promote it in other contexts. Most of this research, however, focuses on high-income countries, where the most common protocols for measuring and intervening on student mindsets rely on connected devices—often unavailable in low- and middle-income countries' schools. This paper develops a toolkit to measure student mindsets in resource-constrained settings, specifically in the context of Brazilian secondary public schools. Concretely, we convert the computer-based survey instruments into text messages (SMS). Collecting mindset survey data from 3570 students in São Paulo State as schools gradually reopened in early 2021, we validate our methodology by matching key patterns in our data to previous findings in the literature. We also train a machine learning model on our data and show that it can (1) accurately classify students' SMS responses, (2) accurately classify student mindsets even based on text written in other media, and (3) rate the fidelity of different interventions to the published growth mindset curricula.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"35 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142017887","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

Problematic internet use profiles and their associated factors among adolescents 青少年使用互联网的问题概况及其相关因素。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-08-20 DOI: 10.1111/jora.13014

José A. Piqueras, Pilar Rico-Bordera, Manuel Galán, Carlos García-Oliva, Juan C. Marzo, David Pineda

{"title":"Problematic internet use profiles and their associated factors among adolescents","authors":"José A. Piqueras, Pilar Rico-Bordera, Manuel Galán, Carlos García-Oliva, Juan C. Marzo, David Pineda","doi":"10.1111/jora.13014","DOIUrl":"10.1111/jora.13014","url":null,"abstract":"The cognitive-behavioral model of generalized Problematic Internet Use (PIU) is the theoretical approach that has obtained the most evidence on the study of this problem, which includes four components: Online Social Preference, Mood Regulation, Deficient Self-Regulation, and Negative Outcomes. This study aimed to identify PIU profiles using Latent Profile Analysis, and to analyze the differences in them attending to some of the principal PIU risk and protective factors. A total of 675 Spanish adolescents completed questionnaires assessing PIU, Internet usage, mental health problems, personality, psychological strengths, and family relationships. Four profiles were obtained: Nonproblematic use (68.30% of the sample), Slightly problematic use (17.90% of the sample), Problematic use (8.50% of the sample), and Severe problematic use (5.40% of the sample). Results showed differences between them, with the profile with more PIU having more risk factors and less protective factors. Results showed that many different personal and social variables included in the study play a role in PIU. Knowing the different PIU profiles can help in the design of more specific and precise procedures and instruments for risk assessment, as well as aiding in prevention and in the design of more individualized treatments.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"34 4","pages":"1471-1485"},"PeriodicalIF":4.6,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.13014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142004467","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}

引用次数: 0

Longitudinal effects of peer victimization on adolescents' future educational and work expectations: Depressive symptoms as a mechanism 同伴伤害对青少年未来教育和工作期望的纵向影响：抑郁症状作为一种机制

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-08-18 DOI: 10.1111/jora.13012

Hannah L. Schacter, Faizun N. Bakth, Je'Nae Johnson, Adam J. Hoffman

引用次数: 0

Coping with ethnic-racial discrimination: Protective-reactive effects of shift-and-persist coping on internalizing symptoms among Black American adolescents 应对民族-种族歧视：在美国黑人青少年中，转变和坚持应对对内化症状的保护-反应效应。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-08-14 DOI: 10.1111/jora.13010

Cassidy Dal Santo, Ariane Desmarais, N. Keita Christophe

{"title":"Coping with ethnic-racial discrimination: Protective-reactive effects of shift-and-persist coping on internalizing symptoms among Black American adolescents","authors":"Cassidy Dal Santo, Ariane Desmarais, N. Keita Christophe","doi":"10.1111/jora.13010","DOIUrl":"10.1111/jora.13010","url":null,"abstract":"Ethnic-racial discrimination has pervasive negative effects on Black youth's mental health; therefore, it is crucial to identify factors that provide resilience against discrimination. Two promising factors to help youth cope are ethnic-racial identity (how one feels about their ethnicity/race) and shift-and-persist coping (reappraising and accepting an uncontrollable stressor while remaining optimistic about the future). While there is existing scholarship on ethnic-racial identity among Black youth, this work has not yet assessed the impacts of shift-and-persist in this population. Using a sample of 155 Black youth (ages 13–17), the current study examined the interplay between discrimination, ethnic-racial identity, shift-and-persist coping, and internalizing symptoms. Symptoms of depression and anxiety were positively associated with discrimination and negatively associated with shift-and-persist. Significant interactions between discrimination and shift-and-persist predicting both depressive and anxiety symptoms revealed significant negative associations between shift-and-persist and internalizing symptoms at low and average, but not high discrimination levels. Effects are, thus, protective-reactive; the protective effects of shift-and-persist are not significant for youth facing high levels of discrimination. Ethnic-racial identity, surprisingly, was not significantly associated with either depressive or anxiety symptoms, nor did it interact with shift-and-persist as it has in studies of Latinx youth. By understanding the protective benefits of shift-and-persist and ethnic-racial identity in Black youth, during a pivotal period for mental health, we can provide this growing population with tools to lessen the maladaptive outcomes associated with discrimination.","PeriodicalId":17026,"journal":{"name":"Journal of Research on Adolescence","volume":"34 4","pages":"1420-1430"},"PeriodicalIF":4.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.13010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141975977","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}

引用次数: 0

Adolescent digital emotion regulation 青少年数字情绪调节。

IF 4.6 2区心理学

Journal of Research on Adolescence Pub Date : 2024-08-09 DOI: 10.1111/jora.13009

Tom Hollenstein, Katie Faulkner

引用次数: 0

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":"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":"34 4","pages":"1403-1419"},"PeriodicalIF":4.6,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.13006","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":"OA","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":"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":"34 4","pages":"1201-1217"},"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":"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":"35 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11758469/pdf/","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":"OA","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":"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":"34 4","pages":"1391-1402"},"PeriodicalIF":4.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jora.13005","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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":"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":"34 4","pages":"1679-1687"},"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