Journal of Youth and Adolescence最新文献

{"title":"Does Empathy Predict Bullying, or Does Bullying Predict Empathy? A Meta-Analysis of Longitudinal Studies.","authors":"Xiaowei Chu,Xue Lu,Xiaomin Huang","doi":"10.1007/s10964-025-02223-7","DOIUrl":"https://doi.org/10.1007/s10964-025-02223-7","url":null,"abstract":"Despite widespread recognition that empathy is implicated in bullying among children and adolescents, there remains a critical lack of consensus on the longitudinal, bidirectional nature of their relationship, as well as the demographic and methodological factors that may moderate these associations. This study conducted a meta-analysis of existing longitudinal evidence to explore the bidirectional relationships between empathy and bullying perpetration/victimization and investigate the moderation effects of demographic and design factors to identify sources of study heterogeneity. Through searches of four global databases and four Chinese databases, followed by title/abstract screening and application of inclusion/exclusion criteria, the present meta-analysis included 23 studies with a total of 21296 participants (52.6% female; Mage = 13.2 years). Results indicated that empathy negatively predicted subsequent bullying perpetration, and bullying perpetration negatively predicted subsequent empathy. However, results failed to demonstrate either the predictive effect of empathy on bullying victimization or that of bullying victimization on empathy. Further analysis showed that the relationship between earlier experiences of bullying victimization and subsequent levels of empathy demonstrated a greater effect size in females. Compared to longer time lags, the predictive effect of empathy on bullying victimization was stronger in shorter time lags. A stronger correlation was found between earlier bullying perpetration and later empathy when using the Basic Empathy Scale to measure empathy. Overall, these findings clarify the specific reciprocal processes between empathy and bullying perpetration and illustrate the importance of accounting for demographic and methodological factors, thus guiding more targeted research and interventions in the field of bullying among youth.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"47 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144684323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parents Value Demonstration as a Determinant of Youth Experiences and Responses to Parents' Warnings Following the Onset of Risk Behavior.","authors":"Avi Assor,Rinat Cohen,Wendy Grolnick,Judith G Smetana,Efrat Sher-Censor,Noam Itshaki","doi":"10.1007/s10964-025-02196-7","DOIUrl":"https://doi.org/10.1007/s10964-025-02196-7","url":null,"abstract":"When parents first learn about their adolescent's problem behaviors, they may warn their teen that further involvement in problem behaviors will lead to increased restraints, surveillance, or resource withdrawal. However, research has not investigated how adolescents experience and respond to such warnings. Drawing on research on the benefits of parents' demonstration of the merit of their values in their behavior (inherent value demonstration), this study examined the potential role of inherent value demonstration as a moderator of youth responses to warnings. Participants were 105 Israeli adolescents (Mage = 14.87 years, SD = 1.52, 57.1% female) who completed an individualized survey asking them to indicate which of 29 problem behaviors they had engaged in during the last month. The survey then selected the most serious problem behavior youth engaged in, and asked them to rate two parental reactions - warnings and perspective-taking - to the onset of this behavior, their experiences and responses following parents' reactions, problem behavior recurrence, and parents' general inclination to demonstrate their values in their behavior. As hypothesized, and with youth problem behavior characteristics and parents' perspective-taking controlled, youth were more likely to experience their parents' warnings as need-frustrating and respond defiantly when they perceived their parents as failing to demonstrate their values in their behavior. Additionally, inherent value demonstration was positively associated with perception of parents' reactions as need supporting and negatively related to perception of parents reactions as need thwarting and defiance. These findings suggest that parents' inherent value demonstration may function as a protective factor that enables youth to experience their parents' warnings less negatively.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"22 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144639949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Growth Mindset in Action: Teaching Practices That Fuel Student Interest and Academic Success.","authors":"Eunjin Seo,So Yeon Lee,You-Kyung Lee","doi":"10.1007/s10964-025-02216-6","DOIUrl":"https://doi.org/10.1007/s10964-025-02216-6","url":null,"abstract":"Although growth mindset-oriented teaching practices are widely promoted, little is known about their long-term effects, particularly when and for whom they matter most. This study examined how growth mindset-oriented teaching practices predicted academic interest and achievement over six years, with particular attention to when and for whom such practices may be more effective. A nationally representative sample of 6853 South Korean students was followed from 7th to 12th grade. Using a random-intercept cross-lagged panel model, this research found that perceived growth mindset-oriented teaching predicted next-year academic interest and achievement. These patterns were especially salient among students facing academic challenges in high school. Findings underscore the potential importance of these practices for supporting student motivation and achievement throughout secondary education.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"35 11 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144630469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Joint Developmental Trajectories of Social Assertiveness and Prosociality: A Parallel Process Latent Class Growth Analysis.","authors":"Xinyue Ma, Panpan Yang, Dan Li, Jiaxi Zhou, Mengting Liu, Xianguo Han, Junsheng Liu, Xinyin Chen","doi":"10.1007/s10964-025-02217-5","DOIUrl":"https://doi.org/10.1007/s10964-025-02217-5","url":null,"abstract":"<p><p>Social assertiveness and prosociality are two related but distinct aspects of social competence that are important to youth's social success. They are likely co-occurrence and interact dynamically over time, but their interdependence and interaction have been overlooked in previous research. This study examined the joint developmental trajectories of the two aspects from middle childhood to early adolescence and tested their associations with aggression, shyness, academic performance and depressive symptoms. Participants included a sample of elementary school children in China (initially N = 1012, 51.2% girls, initial M_age = 9.49 years). Data were collected each year for 4 consecutive years from self-reports and peer nominations. The parallel-process latent class growth model identified three balanced and two imbalanced trajectories: (1) low-stable assertiveness and low-increasing prosociality, (2) both moderate-stable, (3) both high-stable, (4) low-stable assertiveness and high-increasing prosociality, and (5) high-increasing assertiveness and high-decreasing prosociality. In addition, academic performance was a promoting factor whereas the depressive symptom was a weakening factor for the co-developmental trajectories; shyness was positively associated with the two imbalanced developmental groups; aggression was positively associated with the assertiveness-predominant group and negatively associated with the prosociality-predominant group. These findings reveal the heterogeneity of the co-developmental patterns of assertiveness and prosociality and underline the necessity for tailored optimal interventions of social competence according to the diverse characteristics of children.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144637439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural, Social, and Family Processes Towards Adolescents' Academic Development in Chinese American Families.","authors":"Albert Y H Lo, Yijie Wang, Su Yeong Kim","doi":"10.1007/s10964-025-02221-9","DOIUrl":"https://doi.org/10.1007/s10964-025-02221-9","url":null,"abstract":"<p><p>Academic success is a key developmental competency that is strongly emphasized within Chinese American families, stressing the need to understand the cultural, social, and family processes that influence its development among Chinese American youth. The current study took an ecological and family systems approach in investigating the development of Chinese American adolescents' high school grade point averages (GPA) from early to middle adolescence. Participants included fathers, mothers, and adolescents (54% female, 46% male) from Waves 1 (W1; early adolescence) and 2 (W2; middle adolescence) of a study on 444 Chinese American families from a northern urban area on the west coast of the United States (US). Adolescents were 12 to 15 years old at W1 (data collection in 2002), with W2 data collection occurring approximately four years later (2006). Structural equation modeling examined simultaneous paths from fathers' and mothers' cultural orientations to adolescents' GPAs four years later, through fathers' and mothers' acculturative stress, fathers' and mothers' supportive parenting behaviors, and combined parent-adolescent alienation. Cultural orientation, stress, parenting, and alienation were assessed through parent-report and adolescent-report measures, whereas GPA was taken from school transcripts. Wald's tests examined differences between mother-adolescent and father-adolescent processes. Mothers' bicultural and more US cultural orientations (compared to more Chinese) indirectly predicted greater increases in adolescents' GPAs, through lower mothers' acculturative stress, greater mothers' supportive parenting behaviors, and lower alienation. Parallel father indirect effects were not significant. Results demonstrate how Chinese American adolescents' academic achievement is influenced by their families' experiences across cultural, social, and family systems, with fathers and mothers playing significantly different roles. Further investigations of the ways parents influence their child's academic development, especially those specifically relevant to Chinese American fathers, are needed.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144618710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Dual Impact of Parent-Child Discrepancies in Perceived Closeness: Immediate Emotional and Physiological Costs and Long-Term Behavioural Adaptation.","authors":"Xiaofang Weng, Nigela Ahemaitijiang, Wei Cui, Huiting Fang, Xiaoran Xue, Zhuo Rachel Han","doi":"10.1007/s10964-025-02206-8","DOIUrl":"https://doi.org/10.1007/s10964-025-02206-8","url":null,"abstract":"<p><p>Parent‒child perceptual discrepancies can shape children's development, yet their real-time effects and long-term implications remain unclear. Examining 88 Chinese parent-child dyads (M_{age_child} = 8.07, SD = 1.16, 57.95% boys), this study investigated how (in)congruence in perceived closeness relates to real-time dyadic affects, child parasympathetic regulation, assessed between July to October 2021 (T1), and concurrent (T1) and prospective internalizing/externalizing problems, measured one year later (T2). Polynomial regression and response surface analyses revealed that when children perceived greater closeness than their parents did, they exhibited and shared more positive affect with their parents. Incongruence was linked to poorer parasympathetic regulation but lower long-term externalizing problems. Congruence in low closeness was associated with more internalizing/externalizing problems. Findings highlight the immediate physiological costs of incongruence and its potential benefits for children's long-term behavioral adaptation.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144618711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking the Vicious Cycle of Parental Psychological Control and Depressive Symptoms: The Roles of Individual Self-esteem and Peer Clique Support Norms.","authors":"Shengcheng Song, Ning Xu, Bin Yuan, Caina Li","doi":"10.1007/s10964-025-02210-y","DOIUrl":"https://doi.org/10.1007/s10964-025-02210-y","url":null,"abstract":"<p><p>Peer cliques shape adolescents' behavior patterns and value norms, while also influencing their perceptions of parenting practices and emotional experiences. Although the relationship between parental psychological control and adolescent adjustment issues has received increasing attention, the underlying mechanisms of this relationship, particularly from the perspective of peer cliques remain unclear. Based on both the individual and peer levels, this study employed a multilevel model to investigate the roles of individual self-esteem and clique support norms in the bidirectional relationship between parental psychological control and depressive symptoms. A total of 904 middle school students from Shaanxi Province, China (43% girls; M_age = 12.73, SD = 0.43) participated in this three-wave longitudinal study (initiated in 2015, with a one-year interval). Results indicated that T1 depressive symptoms could influence T3 depressive symptoms and parental psychological control through T2 self-esteem, and high clique support norms strengthened the negative association between T1 depressive symptoms and T2 self-esteem, particularly in all-boys cliques. These findings reveal that while focusing on the important role of self-esteem in adolescent mental health interventions, more attention should be paid to the potential negative effects of high peer support norms on depressed individuals.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144618709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling the Necessary Conditions for Depressive Symptoms in Adolescent Girls and Boys: A Necessary Condition Analysis Study.","authors":"Ilaria Colpizzi,Patrick Pössel,Igor Marchetti","doi":"10.1007/s10964-025-02220-w","DOIUrl":"https://doi.org/10.1007/s10964-025-02220-w","url":null,"abstract":"Adolescent depressive symptoms are a major global health concern, with a higher prevalence observed among females. While numerous risk factors have been identified, limited research has examined necessary conditions - factors whose absence ensures symptoms do not occur. Crucially, no prior study has explored gender differences in these necessary conditions during adolescence. To address this gap, the present study assessed 292 female adolescents (Mage = 15.23, SDage = 0.63; 72.26% White, 17.47% Black, 4.12% mixed race, 1.03% Asian, 0.34% Native American, 4.79% Latinx ethnicity), and 164 male adolescents (Mage = 15.27, SDage = 0.69; 76.83% White, 9.76% Black, 3.05% mixed race, 1.22% Asian, 1.83% Native American, other racial categories 1.22%, 6.10% Latinx ethnicity) recruited from a public high school in the United States, for cognitive vulnerabilities (e.g., dysfunctional attitudes, cognitive errors, negative cognitive triad, automatic thoughts, negative cognitive style, and brooding) and stressful life events at baseline. Depressive symptoms were measured at baseline and again after 12 months. Results from Necessary Condition Analysis revealed marked gender differences. For females, all assessed cognitive vulnerabilities and stressful life events were identified as necessary conditions for the development of depressive symptoms after 12 months. In contrast, none of these variables were found to be necessary conditions in males. Notably, 54.17% of females met the necessary conditions, classifying them as at-risk. These findings underscore the importance of distinguishing between genders when investigating necessary conditions for adolescent depression, as males and females are likely to exhibit different profiles of necessary factors. Necessary Condition Analysis offers a valuable framework to guide the development of targeted early prevention interventions in adolescence.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"109 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Time-Varying Association Between Family Climate and Adolescent School Adjustment From 4th Grade to 12th Grade.","authors":"Mengya Xia,Xin Chen,Xinli Chi","doi":"10.1007/s10964-025-02219-3","DOIUrl":"https://doi.org/10.1007/s10964-025-02219-3","url":null,"abstract":"Family climate and adolescents' school adjustment are closely related. However, little is known about the developmental timing of \"when\" and \"how\" their associations change across grade levels. Using time-varying effect modeling (TVEM), this study aimed to examine the dynamic associations between family climate and school adjustment from early to middle adolescence. The sample consisted of 15,451 adolescents in 4th to 12th grades, aged 9 to 18 years (M = 13.33, SD = 2.24); 52.2% were boys and 47.8% were girls; 25.5% were only children, while 74.5% had at least one sibling; 93.9% were from married-parent families, and 6.1% were from families with other structures. Results revealed that family cohesion and conflict were significantly associated with school connectedness and academic achievement across 4th to 12th grades, with the associations being stronger in middle school grades. Family cohesion also significantly moderated how family conflict related to school adjustment, supporting the \"mattering\" hypothesis rather than the \"buffering\" hypothesis. Specifically, family conflict had stronger negative associations with school connectedness among adolescent from high-cohesion families than those from low-cohesion families, particularly during the transition grades from middle to high school (9th to 10th grades). Family conflict also had a significant negative association with academic achievement in 4th to 9th graders from high-cohesion families, but such association was not significant for adolescents in low-cohesion families. Findings demonstrated the time-varying association between family climate and school adjustment across adolescence, with middle school being a critical time window for family-school intervention. Moreover, fostering a cohesive family climate, especially during key school transitions, may be an effective way to support adolescents' academic success and overall adjustment.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"12 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental Trajectories of Friendship Homophily, Racial/Ethnic Identity Commitment, and Intergroup Bias Across Middle School.","authors":"Kara Kogachi,Sandra Graham","doi":"10.1007/s10964-025-02215-7","DOIUrl":"https://doi.org/10.1007/s10964-025-02215-7","url":null,"abstract":"Although racial/ethnic homophily is a common feature of friendship networks, little is known about how preferences for same-race/ethnic friendships develop during early adolescence or how they are linked to the development of racial/ethnic identity and intergroup bias (attitudes favoring ingroups over outgroups). To address these gaps, the present study examined the longitudinal associations between baseline levels and trajectories of friendship homophily (same-race/ethnic preference), racial/ethnic identity commitment, and intergroup bias among early adolescents across the middle school years. Using a large racially/ethnically diverse sample (N = 4,576; Mage = 11.33 years at T1; 51% female; 41% Latinx, 26% White, 17% East/Southeast Asian, 16% African American/Black), findings from multivariate latent growth curve models indicated that friendship homophily and identity commitment trajectories were closely linked. Additionally, baseline homophily predicted greater identity commitment over time for racial/ethnic minoritized youth, but not White youth. In contrast, longitudinal associations between friendship homophily and intergroup bias were weak. Baseline friendship homophily did not predict intergroup bias trajectories; however, baseline levels of intergroup bias predicted increased homophily for racial/ethnic minoritized youth. Findings indicated that for racial/ethnic minoritized early adolescents, the development of friendship homophily is more closely linked to identity commitment than intergroup bias.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"32 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144547878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}