Journal of Youth and Adolescence最新文献

{"title":"(In)Congruence Effect of Individual and Classroom Victimization on Internalizing Problems: Examine Healthy Context Paradox Using Response Surface Analysis.","authors":"Zhongju Xie,Jin-Liang Wang","doi":"10.1007/s10964-025-02207-7","DOIUrl":"https://doi.org/10.1007/s10964-025-02207-7","url":null,"abstract":"Previous research on Healthy Context Paradox has focused on how classroom environment shapes the emotional consequences (e.g., anxiety and depression) of bullying victimization, while limited attention to individual characteristics (e.g., psychological resilience) as potential moderators. Additionally, a better understanding Healthy Context Paradox mechanism requires assessing nonlinear effects of individual and classroom victimization on adolescents' internalizing problems. This study collected longitudinal data from 1029 adolescents over a 20-month period (Time 1: N = 1358, 49.5% girls, Mage ± SD = 12.38 ± 0.53; Time 2: N = 1029, 54.3% girls, Mage ± SD = 12.37 ± 0.49). Polynomial regression and multilevel average response surface analysis showed a linear effect, with higher level in individual and classroom victimization predicted worse outcomes. Moderated response surface analysis revealed that at low resilience level, greater incongruence between individual and classroom victimization predicted more internalizing problems, but this association became non-significant at high resilience level. These findings extended the Healthy Context Paradox and inform interventions to mitigate negative psychological outcomes among victims in seemingly healthy environments.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"42 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320000","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 Linkages between Parental Overprotection and Children's Anxiety: Disentangling the Between-Family and Within-Family Effects.","authors":"Jingkang Jian,Xuemei Qin,Wenxin Gao,Fuzhen Xu","doi":"10.1007/s10964-025-02204-w","DOIUrl":"https://doi.org/10.1007/s10964-025-02204-w","url":null,"abstract":"Although reciprocal associations between changes in parental overprotection and children's anxiety are theoretically expected, there is a lack of empirical evidence on these linkages that tap into both between-family differences and within-family effects. This longitudinal multi-informant study examined reciprocal associations between parental overprotection and children's anxiety at the between- and within-family level, as well as explored whether these linkages differed by informant, parental role, and children's gender. A total of 471 children (55.2% for boys, Mage at T1 = 9.73, SD = 0.57), their fathers (N = 466, Mage at T1 = 38.92, SD = 4.13), and mothers (N = 469, Mage at T1 = 37.55, SD = 3.85) participated in a three-wave longitudinal study with one-year intervals. Results from random intercept cross-lagged panel modeling (RI-CLPM) indicated that at the between-family level, paternal overprotection, maternal overprotection, and children's anxiety were positively correlated with each other. While at the within-family level, in the parent-reported model, children's anxiety predicted an increase in parental overprotection after one year, with a stronger predictive effect on maternal overprotection than that on paternal overprotection, and in the child-reported model, positively reciprocal predictive effects were found between maternal overprotection and children's anxiety over time, and in the cross-informant-reported models, maternal overprotection reported by children could positively predict the following children's anxiety reported by parents. The above results did not differ between boys and girls. Overall, these findings highlight the importance of disentangling the between-family and within-family effects, and it is crucial to consider the perceptions of both parents and children in longitudinal research concerning the reciprocal associations between parenting behaviors and children's psychosocial development.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"44 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320218","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":"Differential Effects of Friendship and School Norms on Adolescents' Defending in Cyberbullying Situations: A Randomized School-Based Experiment.","authors":"Stefanie Richters, Maor Shani, Lea Geyer, Maarten H W van Zalk","doi":"10.1007/s10964-025-02202-y","DOIUrl":"https://doi.org/10.1007/s10964-025-02202-y","url":null,"abstract":"<p><p>During adolescence, close friendships become increasingly important, yet whether norms within friendship groups may influence responses to cyberbullying more than norms from more distal reference groups such as schools remains untested. This preregistered experiment examined the effects of friendship and school pro-defending norms on adolescents' defending intentions and behaviors in response to hypothetical cyberbullying scenarios. Participants were 321 students from grades 5 to 10 in a German secondary school (55.45% female; M_age = 12.66, SD_age = 1.73), randomly assigned to a friendship norm (N = 105), school norm (N = 110), or control (N = 106) condition. Norm information was derived from previous data collection. Victim- and bully-oriented defending intentions and behaviors were significantly higher in the friendship norm condition compared to the control condition, while the school norm condition showed no significant effects. Neither norm condition influenced cyberbullying reporting and participation in an anti-bullying campaign. These findings demonstrate that friendship norms are effective in promoting defending in cyberbullying situations, suggesting that norm-based interventions may benefit from targeting such proximal reference groups that are aligned with adolescents' developmental needs.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144266529","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":"Daily Perceptions of Social Status and Aggressive and Prosocial Behaviors on Social Media: The Moderating Role of Narcissism.","authors":"Ying Wang, Skyler T Hawk, Natalie Wong","doi":"10.1007/s10964-025-02199-4","DOIUrl":"https://doi.org/10.1007/s10964-025-02199-4","url":null,"abstract":"<p><p>Resource Control Theory suggests that adolescents strategically deploy aggressive and prosocial behaviors in response to perceived changes in social status. Given the bidirectional nature of interactions between adolescents and their social environment, however, it is also possible that these behaviors might shape their social standing in a reciprocal fashion. These processes were examined in the context of adolescents' aggressive and prosocial social media behavior, as was the potential for youth narcissism to moderate these links. Adolescents (N = 287, M_age = 15.97, 57.1% female) completed a two-week daily diary study. Three pairs of lagged, within-person, bi-directional associations existed, including between perceived status frustration and public aggressive online behaviors, perceived status frustration and private prosocial behaviors, and perceived status satisfaction and private prosocial behaviors. Results support the notion of adaptive and vicious cycles of status attainment. Narcissistic rivalry predicted stronger increases in frustration-related public aggression, while narcissistic admiration predicted stronger increases in satisfaction-related private prosociality. Results highlight the complexity of adolescents' interpersonal dynamics online, from online aggression following perceived status frustrations to prosocial attempts to consolidate or regain status.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144216285","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":"Non-Suicidal Self-Injury-Related Implicit Cognition Among Chinese Adolescents: The Roles of Psychological Flexibility and School Climate.","authors":"Dongyan Ding, Shuanghu Fang","doi":"10.1007/s10964-025-02200-0","DOIUrl":"https://doi.org/10.1007/s10964-025-02200-0","url":null,"abstract":"<p><p>Adolescence is a critical period for the onset of non-suicidal self-injury (NSSI). Current detection methods primarily rely on self-reports, which may be subjective and yield inaccurate results. The widely used implicit tool was not designed for NSSI and has certain limitations. Furthermore, few studies in China have employed implicit test to assess NSSI among non-clinical adolescents. Although individual characteristics (e.g., psychological flexibility) and microsystem factors (e.g., school climate) have well-established associations with self-reported NSSI, their influence on implicit NSSI remains unclear. To address these gaps, this study employed a novel implicit measure specifically developed for NSSI to distinguish Chinese adolescents with and without NSSI and to examine its predictive validity for future NSSI behavior. Additionally, the study analyzed the effects of psychological flexibility and school climate on implicit NSSI. In this longitudinal study, 502 adolescents (55.5% female; mean age = 14.25 years, SD = 1.65) completed the implicit NSSI test and self-report measures at baseline. Six months later, 399 adolescents (56.7% female; mean age = 14.25 years, SD = 1.61) from baseline completed follow-up self-report measures. Results indicated that adolescents with NSSI had significantly higher implicit NSSI scores than those without NSSI; however, the implicit NSSI did not significantly predict future NSSI. Regression analyses revealed significant negative effects of psychological flexibility and school climate on implicit NSSI. Network analysis showed that implicit NSSI was most strongly associated with baseline self-reported NSSI, followed by school bullying, while no significant associations were found with the subdimensions of psychological flexibility. Student-student relationships emerged as the strongest node in the network, followed by self-reported NSSI and defusion. These findings suggest that both implicit and self-reported measures should be considered for early detection of NSSI. Implicit NSSI representing a distinct construct from self-reported NSSI, may be effectively reduced by improving school climate and psychological flexibility. By integrating implicit and self-reported NSSI, this study provides new insights for understanding, preventing, and intervening NSSI in school settings.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144225800","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 Does Social Comparison of Received Help Relate to Interpersonal Gratitude? The Roles of Self-Worth and Help Effectiveness.","authors":"Song Li, Xu Chen","doi":"10.1007/s10964-025-02138-3","DOIUrl":"10.1007/s10964-025-02138-3","url":null,"abstract":"<p><p>Cultivating interpersonal gratitude is crucial for promoting adaptive development in emerging adults. Social comparison theory provides a more comprehensive framework for exploring the mechanisms behind the formation of interpersonal gratitude. However, empirical findings regarding the effect of social comparison of received help on interpersonal gratitude are inconsistent, and the underlying mechanism driving this effect is still unclear. To address this, this study extended social comparison theory to help-receiving contexts, examining how social comparison of received help influences interpersonal gratitude among emerging adults in China, while exploring the mediating role of self-worth and the moderating role of help effectiveness. College students volunteered to participate in either Study 1 (N = 144, M_age = 21.54, 65.3% female) or Study 2 (N = 135, M_age = 20.81, 55.6% female). Study 1 employed a recall writing task, while Study 2 used an ecological momentary assessment technique. The two studies found consistent evidence that students who engage in a more extreme downward social comparison of received help show higher levels of interpersonal gratitude. Moreover, self-worth was an important pathway to explain this influence, particularly when students received low-efficiency help. These findings highlight the importance of reducing the self-threatening effects of low-efficiency help through social comparison in fostering interpersonal gratitude.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"1396-1411"},"PeriodicalIF":3.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143023730","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 Impact of Adverse Childhood Experiences on the Development of Adolescent Risk-Taking: The Mediating Effect of Self-Control and Moderating Effect of Genetic Variations.","authors":"Lin-Xin Wang, Jian-Bin Li, Zi-Hao Liu, Jin Zeng, Kai Dou","doi":"10.1007/s10964-025-02136-5","DOIUrl":"10.1007/s10964-025-02136-5","url":null,"abstract":"<p><p>Risk-taking is a concerning yet prevalent issue during adolescence and can be life-threatening. Examining its etiological sources and evolving pathways helps inform strategies to mitigate adolescents' risk-taking behavior. Studies have found that unfavorable environmental factors, such as adverse childhood experiences (ACEs), are associated with momentary levels of risk-taking in adolescents, but little is known about whether ACEs shape the developmental trajectory of risk-taking. Even less research has investigated the underlying mechanisms. Drawing on the self-regulation theory, this study examined the associations between ACEs and the developmental trajectory of adolescent risk-taking. Moreover, it also explored self-control as a mediator and genetic variations as a moderator from a \"gene × environment\" approach. Participants were 564 Chinese adolescents (48.40% males, M_age = 14.20 years, SD = 1.52). Adolescents reported their ACEs and self-control at T1 and risk-taking three times, with a six-month interval between each time point. Adolescents' saliva was collected at T1 for genetic extraction, and polygenetic index was created based on the gene-by-environment interaction between SNPs and ACEs for self-control via the leave-one-out machine learning approach. Findings of latent growth modeling revealed that adolescents' risk-taking decreased over time. ACEs were directly and indirectly through self-control associated with high initial levels of, and a rapid decrease in, risk-taking, especially for those with a higher polygenetic index compared to those with a lower polygenetic index. Theoretically, these results suggest a tripartite model of adolescent risk-taking, such that risk-taking is the combined function of adverse experiences in early years, low self-control, and carriage of sensitive genes. Practically, intervention strategies should reduce childhood adversities, build up self-control, and consider the potential impacts of genetic plasticity.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"1356-1376"},"PeriodicalIF":3.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143007727","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":"Peer Victimization and School Engagement among Chinese Adolescents: Does Classroom-Level Victimization Matter?","authors":"Zhi Ye, Kehui Wu, Li Niu, Yan Li, Zhengge Chen, Lihua Chen, Shan Zhao","doi":"10.1007/s10964-025-02150-7","DOIUrl":"10.1007/s10964-025-02150-7","url":null,"abstract":"<p><p>Peer victimization has been demonstrated to have a long-lasting negative impact on adolescents' psychological well-being, yet its impact on school engagement is inconclusive, particularly during high school. In addition, research about the role of classroom-level victimization in the association between individual-level peer victimization and adolescents' school engagement remains underexplored. Previous research has relied solely on self-report measures to assess peer victimization, potentially limiting the scope of understanding. This study investigated the moderating effects of both student-reported and teacher-reported classroom-level victimization on the association between individual-level peer victimization and school engagement among Chinese adolescents. A sample of 2,803 high school students (aged from 14-19 years, M_age = 15.43 years, SD = 0.56; 48.5% boys) from 48 classes (M_{class size} = 58.62, SD = 3.65) completed measures of peer victimization and school engagement in October 2023. Their homeroom teachers (85.4% males; M_age = 44.17 years, SD = 7.70) reported overall victimization in each class. Multilevel modeling analyses revealed that, at the individual level, adolescents who reported higher victimization exhibited lower school engagement. Notably, this association was significant only when the classroom-level victimization was high. Furthermore, these significant findings were observed for student-reported classroom-level victimization, but not for teacher-reported victimization. The findings suggest that reducing classroom-level victimization may help mitigate the negative effect of peer victimization on school engagement, underscoring the need to consider classroom environment when developing anti-bullying interventions for high school students.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"1476-1488"},"PeriodicalIF":3.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143066393","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 Bidirectional Relations Between Parental Autonomy Support, Gratitude and Academic Engagement in Chinese Adolescents.","authors":"Teng Chen, Ruibo Xie, Yanling Chen, Shiqing Wenren, Weijian Li, Wan Ding","doi":"10.1007/s10964-024-02127-y","DOIUrl":"10.1007/s10964-024-02127-y","url":null,"abstract":"<p><p>Abundant evidence highlights the benefits of self-determined motivation (e.g., parental autonomy support as internalized extrinsic motivation, gratitude as intrinsic motivation) on academic engagement during adolescence, yet the potential mutual relations remain relatively unexplored. This study investigated the bidirectional relations and potential mechanisms among parental autonomy support, gratitude, and academic engagement using a traditional cross-lag-panel model (CLPM) and a within-person CLPM with random intercept (RI-CLPM) in a sample of Chinese youth (N = 1214; M_age = 15.46, SD_age = 0.71; 39.30% girls) across three time points with 6-month intervals. The results indicated that the bidirectional relation between parental autonomy support and academic engagement was present in CLPM but not in RI-CLPM. However, the bidirectional relations between gratitude and academic engagement, and between gratitude and parental autonomy support, existed at both levels. Furthermore, in CLPM, parental autonomy support influenced academic engagement through gratitude, and gratitude, in turn, affected academic engagement through parental autonomy support. Academic engagement impacted gratitude via parental autonomy support, and simultaneously, academic engagement influenced parental autonomy support through gratitude. Academic engagement served as a mediator between parental autonomy support and gratitude, as well as between gratitude and parental autonomy support. Five self-enhancing loops were identified in CLPM. These findings reveal a virtuous cycle of mutual influence between parental autonomy support, gratitude, and adolescent academic engagement, highlighting the important role of academic engagement in strengthening autonomous motivation.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"1520-1535"},"PeriodicalIF":3.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143066396","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":"Parental Monitoring, Deviant Peer Affiliation, and Adolescents' Cyberbullying Involvement: Prospective Within-Person Associations.","authors":"Xingchao Wang, Shiyin Wang, Li Yang, Denghao Zhang","doi":"10.1007/s10964-025-02141-8","DOIUrl":"10.1007/s10964-025-02141-8","url":null,"abstract":"<p><p>Cybervictimization and cyberbullying are serious public health issues. Parental monitoring serves as a protective factor, reducing adolescents' risk of cybervictimization and cyberbullying. However, no study has systematically explored the interplay between parental monitoring, cybervictimization and cyberbullying at within-person processes, the mediating mechanisms between them, and the moderator of sex among Chinese adolescents. This study followed 2407 Chinese adolescents (50.23% girl, M_age = 12.75, SD = 0.58 at baseline) from seven schools over three time points across one year. Random intercept cross-lagged models were employed to investigate the dynamic links among parental monitoring, deviant peer affiliation, cybervictimization and cyberbullying. Results indicated significant associations among these variables at the between-person level. At the within-person level, parental monitoring, deviant peer affiliation, and cybervictimization were reciprocally predictable. Parental monitoring and deviant peer affiliation predicted cyberbullying, but cyberbullying did not predict parental monitoring or deviant peer affiliation. Additionally, parental monitoring indirectly predicted cybervictimization but not cyberbullying through deviant peer affiliation. Sex differences were observed in the longitudinal associations. The present study provides valuable insights into the relations among parental monitoring, deviant peer affiliation, cybervictimization and cyberbullying from a developmental perspective, offering a new scientific basis for interventions targeting adolescents' involvement in cyberbullying.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"1442-1459"},"PeriodicalIF":3.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143023775","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}