Journal of Youth and Adolescence最新文献

{"title":"Guilt Proneness and Shame Proneness Differentially Relate to Sex Disparity in Depression Among Adolescents in China: A Longitudinal Serial Mediation Analysis.","authors":"Chengli Huang, Yanqiu Yu, Hongsheng Yang, Mengni Du, Liping Yang, Hongtao Shao, Tingjun Ye, Qun Zhu, Deborah Baofeng Wang, Joseph T F Lau","doi":"10.1007/s10964-026-02403-z","DOIUrl":"10.1007/s10964-026-02403-z","url":null,"abstract":"<p><p>While sex disparities in adolescent depression are well-documented, how distinct self-conscious emotions divergently impact this gap remains incompletely understood. Using a three-wave longitudinal design, Chinese adolescents (N = 2,915; M_age = 16.99, SD = 1.33; 40.07% female) completed measures of shame, guilt, maladaptive cognitive emotion regulation, and depression over 12 months. Females exhibited higher shame, guilt, maladaptive cognitive emotion regulation, and depressive symptoms. Crucially, shame mediated the sex disparity by increasing depressive risk, whereas guilt was not a significant mediator. Furthermore, maladaptive cognitive emotion regulation serially mediated the risk pathway (Sex → Shame → Maladaptive cognitive emotion regulation → Depressive symptoms). This demonstrates that female depressive vulnerability is driven by a specific shame-induced regulatory failure, highlighting the need for interventions dismantling shame.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"2634-2647"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148829688","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":"Cumulative Risks and Trajectories of Psychological Maladjustment in Chinese Adolescents: The Dynamic Mediating Role of Self-Esteem.","authors":"Panpan Yang, Xinyi Gu, Siman Zhao, Dan Li","doi":"10.1007/s10964-026-02400-2","DOIUrl":"10.1007/s10964-026-02400-2","url":null,"abstract":"<p><p>Although family and school are the two primary developmental contexts during adolescence, little is known about how cumulative risk across these domains jointly shape adolescents' psychological maladjustment over time. To address this gap, this study examined how family cumulative risk and school cumulative risk were associated with the developmental trajectories of depressive symptoms and loneliness through the trajectory of self-worth among Chinese adolescents. Drawing on a three-wave longitudinal design, 2,096 Chinese adolescents (M_age = 15.14 years; 50.9% girls) were assessed. Latent growth modeling analyses revealed that both family cumulative risk (FCR) and school cumulative risk (SCR) were associated with higher initial levels of depressive symptoms and loneliness, and lower initial self-esteem; family cumulative risk was associated with slower increase in depressive symptoms and loneliness. Moreover, self-esteem trajectories partially mediated the relations between cumulative risk and maladjustment, with family cumulative risk showing larger direct and indirect effects. These findings provide longitudinal evidence that cumulative risk influences the development of depressive symptoms and loneliness through changes in self-esteem, advancing understanding of the developmental pathways through which multiple contextual adversities shape adolescent mental health.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"2585-2599"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148765202","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":"School Relational Cohesion, Gender-inequitable Attitudes, and Bullying Perpetration Across 15 Education Systems: Less Bullying Overall Without a Weaker Attitude-behavior Link.","authors":"Boxuan Song","doi":"10.1007/s10964-026-02416-8","DOIUrl":"10.1007/s10964-026-02416-8","url":null,"abstract":"<p><p>Gender-inequitable attitudes are consistently associated with bullying perpetration, yet whether supportive schools weaken the link between those attitudes and behavior, or only lower the overall level of perpetration, remains unclear. Data came from the older cohort of the Survey on Social and Emotional Skills 2023. The analytic sample comprised 47,962 mid-adolescents (49.3% girls, 49.5% boys; M age = 15.76 years, SD = 0.29) in 1,263 schools across 15 education systems, five of them national samples and ten cities or sub-national regions. Two-level structural equation models with site indicators were estimated. Endorsement of gender-inequitable attitudes was positively associated with perpetration, and a more female-concentrated household division of labor was indirectly associated with perpetration through those attitudes. Schools higher in relational cohesion reported less bullying on average, but relational cohesion was not associated with a weaker within-school attitude-behavior link. A more hostile school gender climate was associated with both more bullying and a modestly stronger link. An exploratory gender difference in this moderation was not reproduced in split-sample models. Alignment analysis flagged 48% of gender-attitude parameters as noninvariant across systems.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"2507-2527"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13630974/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149039629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Affirmation and Adolescent Well-Being: A Multilevel Analysis of Pronoun Use, Mattering, Loneliness, Safety, and Bias-Based Bullying.","authors":"Kamilla Bonnesen, Amanda Krygsman, Sarah Hobson, Amie Presley, Janet O'Reilly, Tracy Vaillancourt","doi":"10.1007/s10964-026-02406-w","DOIUrl":"10.1007/s10964-026-02406-w","url":null,"abstract":"<p><p>Identity-affirming teacher practices, such as using correct pronouns, may act as Identity Safety Cues for individual students and the wider school climate. Participants were 42,088 Canadian adolescents in grades 7-12 (age M = 14.6, SD = 1.8; 49.3% girls, 4.0% gender diverse, 15.1% 2SLGBTQIA+). Multilevel models tested associations among teacher pronoun use, bullying victimization (general and bias-based), and well-being (mattering, loneliness, safety). Bias-based victimization was associated with worse outcomes. School level pronoun affirmation was associated with higher well-being for the student body but not with a reduced slope of bias-based bullying victimization. In highly supportive climates, the negative association with mattering was stronger at severe bullying levels, consistent with a healthy context paradox. Teacher pronoun use may be a broadly shared protective climate asset.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"2528-2543"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148874718","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":"How is Congruence in Teacher-Student Relationships and Student-Student Relationships Linked to Bullying Victimization and Bullying Perpetration Among Left-Behind Children in Rural China?","authors":"Ling Gao, Yufeng Chen, Shujian Duan, Xingchao Wang","doi":"10.1007/s10964-026-02405-x","DOIUrl":"10.1007/s10964-026-02405-x","url":null,"abstract":"<p><p>Both teacher-student relationships and student-student relationships are beneficial in reducing children's bullying victimization and perpetration. However, little is known about how congruence in two school-based relationship systems is linked to left-behind children's bullying victimization and bullying perpetration. The sample comprised 1346 left-behind children in rural China, including 735 boys and 611 girls. The mean ages were 11.97 years (SD = 0.85). The current study aimed to examine how the congruence and incongruence across two key school-based relationship systems jointly impacted bullying victimization and perpetration through polynomial regression and response surface analysis. The congruent effect revealed that children who had positive relationships with both teachers and classmates had lower levels of bullying victimization and perpetration than those with negative relationships in both domains. The effect of the direction of incongruence revealed that compared to children with positive teacher-student relationships yet negative student-student relationships, children with negative teacher-student relationships yet positive student-student relationships tended to exhibit lower levels of bullying victimization and perpetration, suggesting that student-student relationships play a more crucial role in reducing their likelihood of bullying victimization and perpetration. Moreover, sex moderated the effects of congruence and incongruence across two school-based relationships on children's bullying victimization, not bullying perpetration. The negative slope of the congruence line for bullying victimization was stronger for boys. The positive slope of the incongruence line was stronger for girls. Notably, when girls perceived negative student-student coupled with positive teacher-student relationships, they experienced the highest levels of bullying victimization. These findings illuminate the significance of examining (in)congruence across two key school-based relationship systems and highlighting the complexity of children's bullying victimization and perpetration.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"2663-2675"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149039580","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":"Longitudinal Associations Among Teacher-Student Relationships, Academic Self-Efficacy, and Prosocial Behavior in Chinese Left-Behind Adolescents: A Three-Wave RI-CLPM Study.","authors":"Zhihan Xu, Qianqian Ruan","doi":"10.1007/s10964-026-02421-x","DOIUrl":"https://doi.org/10.1007/s10964-026-02421-x","url":null,"abstract":"<p><p>For Chinese left-behind adolescents, school-based relational and academic experiences may be especially important for prosocial development because prolonged parental absence due to migration can reduce the consistency of everyday parental support. Yet, little is known about how teacher-student relationships, academic self-efficacy, and prosocial behavior are prospectively linked within adolescents over time. Guided by reciprocal determinism, the present study examined between-person and within-person associations among teacher-student relationships, academic self-efficacy, and prosocial behavior, as well as longitudinal indirect effects through academic self-efficacy. Multigroup analyses were further conducted to examine sex differences in the lagged paths. The sample included 929 Chinese left-behind adolescents from four rural secondary schools in Yunnan Province, southwestern China. At baseline, all participants were in Grade 8 (Mage = 12.91 years, SD = 0.31; 50.6% girls), and they completed three assessments at approximately six-month intervals from September 2024 to September 2025. The random-intercept cross-lagged panel model showed positive between-person associations among teacher-student relationships, academic self-efficacy, and prosocial behavior. At the within-person level, higher-than-usual teacher-student relationships at Time 1 predicted higher-than-usual academic self-efficacy and prosocial behavior at Time 2, while higher-than-usual academic self-efficacy at Time 1 predicted higher-than-usual teacher-student relationships and prosocial behavior at Time 2. From Time 2 to Time 3, higher-than-usual prosocial behavior predicted higher-than-usual teacher-student relationships and academic self-efficacy. Academic self-efficacy did not mediate the prospective within-person association between teacher-student relationships and prosocial behavior, and multigroup analyses indicated that the lagged paths did not differ significantly between boys and girls. Taken together, separating within-person change from stable individual differences revealed a temporally ordered pattern among left-behind adolescents.These findings may inform school-based efforts to support the relational, academic, and prosocial development of left-behind adolescents.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149111598","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":"Associations Between Protective Factors and Prosocial Behaviors Among Children and Adolescents with Childhood Maltreatment: A Three-level Meta-Analysis.","authors":"Lei Yang, Rui Yuan","doi":"10.1007/s10964-026-02419-5","DOIUrl":"https://doi.org/10.1007/s10964-026-02419-5","url":null,"abstract":"<p><p>Childhood maltreatment has been extensively studied for its negative developmental consequences, yet the role of protective factors in promoting prosocial behaviors among affected children and adolescents has remained unclear. The present study addressed this gap by conducting a three-level meta-analysis to examine the associations between four types of protective factors (psychological capital, emotion regulation ability, parenting quality and family functioning, and social support) and prosocial behaviors in this population. A total of 17 studies with 34 effect sizes were included (n = 43,477). The results showed that most types of protective factors exhibited small-to-moderate positive associations with prosocial behaviors (r = .314 to 0.406, p < .001), whereas emotion regulation ability showed a non-significant and near-zero correlation (r = - .017; z = - 0.204, p = .838). A significant moderating effect emerged for study quality, with higher-quality studies yielding stronger associations. Although the type of protective factor did not serve as a significant overall moderator, emotion regulation ability demonstrated a significantly weaker association with prosocial behaviors compared with psychological capital. These findings point to the potential relevance of psychological capital, family-based resources, and social support for interventions targeting the maltreated, whereas emotion regulation training may be less promising as a standalone strategy. Policy efforts that support parenting programs and community-based social services could also be considered, though these suggestions remain tentative pending further causal evidence.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149039619","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":"Motivational Profiles of Adolescent Gaming and Their Associations with Psychopathology and Well-Being.","authors":"Jennipher Jildenstål, Sabina Kapetanovic, Sevtap Gurdal","doi":"10.1007/s10964-026-02414-w","DOIUrl":"https://doi.org/10.1007/s10964-026-02414-w","url":null,"abstract":"<p><p>Digital gaming is a common leisure activity among adolescents, yet its relationship with mental health remains poorly understood. Emerging evidence suggests that gaming motivations may be more informative than gaming behavior per se for understanding adolescent psychological outcomes. The present study examined associations between gaming motives and mental health and identified distinct motivational profiles among adolescent gamers. Participants were Swedish adolescents aged 14-17 years (n = 418; 62.2% boys). Gaming motives were assessed across seven domains, and mental health was operationalized across both dimensions of the dual-continua model: psychopathology, indexed by internalizing and externalizing problems, and positive mental health, indexed by subjective well-being. Latent profile analysis identified four motivational profiles: low-motive gamers, broadly motivated gamers, competition-oriented gamers, and highly motivated gamers. Avoidance-oriented motives (escape, coping, fantasy) were associated with lower well-being and higher internalizing and externalizing problems, whereas competence-related motives (competition, skill development) were associated with more favorable well-being. Two profiles represented potential clinical risk groups: broadly motivated gamers reported the highest internalizing problems, and highly motivated gamers the highest externalizing problems. These findings suggest that assessing gaming motivations and not merely gaming frequency, may improve identification of at-risk adolescents and inform more targeted clinical screening and intervention.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149039583","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":"Bidirectional Relationship Between Family and School Interpersonal Relationships and Internalizing Problems Among Chinese High School Students.","authors":"Xiaoyu Jia, Ping Li, Weijian Li, Guangxiong Wang","doi":"10.1007/s10964-026-02420-y","DOIUrl":"https://doi.org/10.1007/s10964-026-02420-y","url":null,"abstract":"<p><p>Although adolescents' interpersonal relationships and internalizing problems may shape one another over time, previous work has rarely considered multiple family and school relationships together while testing whether broad prospective associations also reflect changes within adolescents over time. This study investigated bidirectional associations between internalizing problems and adolescents' relationships with mothers, fathers, teachers, and peers. The sample comprised 3,837 Grade 10 students from two Chinese high schools (M_age = 15.40 years, SD = 0.61; 52% female at baseline) who were assessed annually across three waves. A traditional cross-lagged panel model (CLPM) showed broad prospective associations, with internalizing problems predicting poorer subsequent relationship quality across all four domains and mother-child, father-child, and teacher-student relationship quality predicting lower subsequent internalizing problems. A random-intercept cross-lagged panel model (RI-CLPM) showed negative between-person associations across domains, whereas reciprocal within-person associations emerged only between teacher-student relationship quality and internalizing problems. These findings indicate that reciprocal processes in adolescent adjustment vary across relational contexts and levels of analysis, highlighting teacher-student relationships as an important school-based context for adolescent mental health.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149039576","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":"Understanding Individual Differences in Prosocial Risk-Taking During Adolescence The Roles of Prosociality, Risk-Taking, and Social Orientation.","authors":"Rebecca van Rijn, Paul A M van Lange, Lydia Krabbendam, Barbara R Braams","doi":"10.1007/s10964-026-02418-6","DOIUrl":"https://doi.org/10.1007/s10964-026-02418-6","url":null,"abstract":"<p><p>Prosocial risk-taking, helping others at uncertain personal costs, has been proposed to emerge from the intersection of prosociality and risk-taking, suggesting that prosocial risk-taking is most likely to occur when adolescents are both motivated to help others and willing to engage in risk-taking. Empirical findings on its correlates have been mixed, leaving unclear whether prosocial risk-taking is best understood as a form of risk-taking, a form of prosocial behavior, or a distinct construct emerging from both. The present study examined how prosociality, risk-taking and individual differences related to social orientation are associated with prosocial risk-taking. Participants were 355 Dutch adolescents (M_age = 16.04 years, SD_age = 1.11; 58% girls). Complementary variable- and person-centered approaches were used, as well as a broader model including different measures related to prosocial behavior, risk-taking and social orientation. Across approaches, indicators of prosocial orientation showed the strongest associations with prosocial risk-taking. Contrary to predictions from the theoretical model, risk-taking was negatively related to prosocial risk-taking. These findings suggest that prosocial risk-taking is better understood as a form of high-cost prosocial behavior than as a manifestation of adolescents' general risk-taking tendencies.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149039569","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}