Journal of Youth and Adolescence最新文献

{"title":"Friendship Network and School Socialization Correlates of Adolescent Ethnic-Racial Identity Development.","authors":"Olga Kornienko, Adriana J Umaña-Taylor, Maciel M Hernández, Thao Ha","doi":"10.1007/s10964-024-02052-0","DOIUrl":"10.1007/s10964-024-02052-0","url":null,"abstract":"<p><p>Ethnic-racial identity (ERI) development is consequential for youth adjustment and includes exploration, resolution, and affect about the meaning of one's ethnic-racial group membership. Little is known about how identity-relevant experiences, such as ethnic-racial socialization and discrimination in peer relationships and school contexts, catalyze adolescent ERI development. The present study examines how identity-relevant experiences in friend and school contexts (i.e., proportion of same-ethnoracial friends, cultural socialization among friends, friends' ERI dimensions, friends' experiences of ethnoracial discrimination, and school promotion of cultural competence and critical consciousness) are associated with ERI development. A multivariate path model with a sample from four southwestern U.S. schools (N = 717; 50.5% girls; M_age = 13.76; 32% Latinx, 31.5% Multiethnic, 25.7% White, 11% other) was used to test these associations. Findings showed that friend and school predictors of ERI did not differ between early and middle adolescents, but significant differences and similarities emerged in some of these associations between ethnoracially minoritized and White youth. Specifically, friend cultural socialization was positively associated with ERI exploration for ethnoracially minoritized youth only, whereas school critical consciousness socialization was positively linked with ERI exploration only for White youth. Friend cultural socialization and friend network's levels of ERI resolution were positively associated with ERI resolution across both ethnoracial groups. These friend and school socialization associations were documented above and beyond significant contributions of personal ethnoracial discrimination to ERI exploration and negative affect for both ethnoracially minoritized and White youth. These findings expand our understanding of how friend and school socialization mechanisms are associated with adolescent ERI development, which is vital to advancing developmental theory and fostering developmental competences for youth to navigate their multicultural yet socially stratified and inequitable world.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11466979/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141633878","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":"Teachers' Implementation of the Identity Project Is Associated With Increases in U.S. High School Students' Ethnic-Racial Identity Exploration.","authors":"Adriana J Umaña-Taylor, Michael R Sladek, M Dalal Safa","doi":"10.1007/s10964-024-01955-2","DOIUrl":"10.1007/s10964-024-01955-2","url":null,"abstract":"<p><p>Ethnic-racial identity formation has significant consequences for positive youth development. Existing findings support the efficacy of the Identity Project, a school-based ethnic-racial identity intervention, when delivered by researchers; however, effectiveness of the program when delivered by teachers is unknown. This study examined changes in adolescents' (N = 180; 42.2% male, 50.6% female, 6.7% another gender identity; M_age = 14.11, SD = 0.33; 38.3% Latinx, 33.9% White, 15.0% Black, 9.4% Asian American, 3.3% another ethnoracial background) ethnic-racial identity exploration as a function of their teachers' implementation of the Identity Project. Findings indicated that ethnic-racial identity exploration significantly increased from pretest to posttest, and this did not vary based on familial ethnic-racial socialization, student-teacher ethnoracial match/mismatch, gender, immigrant status, or ethnoracial background. This study provides preliminary evidence that U.S. educators can be trained to efficaciously implement the Identity Project with high school students and, furthermore, that this approach to program dissemination may not only facilitate scale-up but also result in greater gains for adolescents relative to research-led implementations.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139990489","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":"Ethnic-Racial Identity and Attitude Change: Assessments of Outgroup and Diversity Attitudes among Adolescents in Sweden.","authors":"David J Sandberg, Ann Frisén, Linda P Juang, C Philip Hwang, Moin Syed","doi":"10.1007/s10964-024-02024-4","DOIUrl":"10.1007/s10964-024-02024-4","url":null,"abstract":"<p><p>Outgroup and diversity attitudes are important components of intercultural understanding and well-being. Despite the potential of ethnic-racial identity development as a means to foster positive outgroup and diversity attitudes, little is known about its effectiveness in rapidly diversifying contexts such as Sweden. This pre-registered study filled this gap by examining if adolescents taking part in an intervention focused on ethnic-racial identity exploration, the Identity Project, also reported change in outgroup and diversity attitudes, and whether migration background, education type, and ethnic-racial identity development predicted such change. Twenty-three tenth-grade classes in Sweden (N = 509; M_age = 16.28; SD_age = 0.80; 66% female; 51% migration background) participated in the intervention and were assessed in four waves over a period of 26 weeks. Whereas ethnic-racial identity exploration and resolution increased for the intervention group, the adolescents reported no change in outgroup and diversity attitudes when compared to a control group. Increases in ethnic-racial identity exploration and resolution co-varied with increases in attitudes, but only at Time 3. The results do not provide support for the link between ethnic-racial identity development and positive outgroup and diversity attitudes, and challenge the notion of attitude change as a cascading effect of the Identity Project intervention in non-US sociocultural contexts. All aspects of the study were pre-registered on the Open Science Framework platform ( https://osf.io/f5896 ).</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11466987/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141237949","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":"The Dominance of Liking: Uncovering Dyadic and Reputational Effects of Peer and Perceived Teacher Likes and Dislikes on Friendship Dynamics Among Chinese Adolescents.","authors":"Xingna Qin, Lydia Laninga-Wijnen, Christian Steglich, Yunyun Zhang, Ping Ren, René Veenstra","doi":"10.1007/s10964-024-02104-5","DOIUrl":"https://doi.org/10.1007/s10964-024-02104-5","url":null,"abstract":"<p><p>While previous research suggests that peer and teacher preferences are linked to adolescents' peer relationships, the specific impact of peer and teacher (dis)liking on adolescents' friendship networks is not fully understood. This study used longitudinal social network analysis to examine how peer (dis)liking and perceptions of teacher (dis)liking predicted friendship selection among Chinese adolescents. Questionnaires were administered to a sample of 2566 students (48.3% boys, M_age = 13.94, SD_age = 0.60 at Time 1) in central China in 2015 and 2016. Results for peer (dis)liking revealed that Chinese students tended to befriend peers they liked (dyadic perception), to befriend peers widely liked (reputational perception), and to avoid peers widely disliked (reputational perception). Regarding teacher (dis)liking, Chinese students tended to befriend peers they believed their teachers liked (dyadic perception) and avoid those widely perceived as liked by teachers (reputational perception). Interestingly, students who were widely perceived as liked by teachers tended to befriend peers whom they believed teachers disliked. Perceived teacher disliking had a limited effect on friendship selection at both the dyadic and reputational levels. These findings suggest that peer liking and perceived teacher liking relate to friendship formation among Chinese adolescents, but that a reputation as a teachers' pet may hinder their friendships.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142546234","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":"Appearance-Related Victimization and Pubertal Asynchrony: Identifying Sex-Specific Vulnerabilities.","authors":"Jasmine C Bigelow, Natasha Chaku","doi":"10.1007/s10964-024-02099-z","DOIUrl":"https://doi.org/10.1007/s10964-024-02099-z","url":null,"abstract":"<p><p>Pubertal development is associated with many psychosocial and interpersonal changes, including a dramatic rise in appearance-related victimization. Yet, it is unclear what aspects of pubertal development provoke victimization along with which, and when, youth are at heightened risk. The present study seeks to address this gap by examining the effect of pubertal asynchrony (i.e., temporal variation in an individual's pubertal milestones) on appearance-related victimization and by determining whether associations between asynchrony and victimization differ by sex and pubertal status. In follow-up analyses, associations between pubertal asynchrony and different typologies of victimization were also assessed. Participants included 373 youth (M_age = 13.51 [1.62]; 40% girls, 60% boys; 61% White) drawn from an online sample. The results showed that more pubertal asynchrony was associated with more appearance-related victimization, especially for girls, but associations did not differ across pubertal status. Latent profile analyses of appearance-related victimization further suggested that asynchronous youth were more likely to be in profiles characterized by high appearance-related victimization as well as those characterized by high height-based victimization (boys only). The findings suggest that pubertal asynchrony contributes to appearance-related victimization in adolescence and highlights the need for targeted intervention efforts related to pubertal development and specific typologies of victimization.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142522163","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":"Cyberbullying Victimization and Perpetration in Adolescents: A Longitudinal Moderated Mediation Model.","authors":"Yinqiu Zhao, Wei An, Yingchao Zhang, Chi Yang, Wenqing Li, Jianbing Li, Xiaoyu Li","doi":"10.1007/s10964-024-02105-4","DOIUrl":"https://doi.org/10.1007/s10964-024-02105-4","url":null,"abstract":"<p><p>Although cyberbullying victimization significantly impacts cyberbullying behaviors, research on its longitudinal mechanisms and protective factors remains scarce. A total of 1465 Chinese adolescents (52.2% female) with an average age of 16.14 (SD = 0.40) participated in a three-wave longitudinal study with 3-month intervals. Cyberbullying victimization positively predicted cyberbullying perpetration 6 months later, and this effect was mediated by impairment in personality functioning. Mindfulness buffered the predictive effect of cyberbullying victimization on impairment in personality functioning and mitigated the negative impact of impairment in personality functioning on cyberbullying perpetration. Further findings revealed that the indirect effect of impairment in personality functioning was more pronounced when levels of mindfulness were low, and higher levels of mindfulness could disrupt the mediating pathway of impairment in personality functioning between cyberbullying victimization and perpetration. The findings highlighted the importance of promoting the positive development of adolescents' personality functioning and fostering mindfulness skills to reduce cyberbullying among adolescents.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142522164","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":"Reciprocal Relationships Between Parental Involvement and Academic Performance in Early Adolescence: A Two-Year Longitudinal Study in China.","authors":"Yi Yang","doi":"10.1007/s10964-024-02102-7","DOIUrl":"https://doi.org/10.1007/s10964-024-02102-7","url":null,"abstract":"<p><p>Previous literature has focused on the overall influence of parental involvement on adolescents' academic performance, while less attention has been accorded to the reciprocal relationships between different forms of parental involvement and academic performance across gender. The present study examined the reciprocal associations between different forms of parental involvement and adolescents' academic performance using nationally representative data. A total of 9449 Chinese adolescents (47.82% girls, M_age = 13.21, SD = 0.65, 91.20% Han Ethnicity) have participated in the two-year and two-wave longitudinal study. Cross-lagged model results indicated reciprocal associations between parent-reported involvement and academic performance. Autonomy-supportive parental involvement in Grade 7 was positively associated with better academic performance in Grade 8, while behavioral control was negatively associated with later academic performance. Parental socialization practices vary by adolescent's gender. Compared with girls, boys experienced increased parental behavioral control in response to better academic performance. The findings reflect the persistence of stereotypical gender expectations and gender socialization in contemporary China.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142503016","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":"Lore Vankerckhoven Receives Emerging Scholar Best Article Award, 2024.","authors":"Roger J R Levesque","doi":"10.1007/s10964-024-02103-6","DOIUrl":"https://doi.org/10.1007/s10964-024-02103-6","url":null,"abstract":"","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490836","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":"He Said, She Said: a Dyadic Perspective on Adolescent Conflict Management and Dating Violence.","authors":"Andréanne Fortin,Alison Paradis,Martine Hébert","doi":"10.1007/s10964-024-02100-9","DOIUrl":"https://doi.org/10.1007/s10964-024-02100-9","url":null,"abstract":"Physical dating violence is a widespread problem in adolescence, which often occurs during conflict escalation. Given that individual reports may be subject to many biases, including data from both partners is essential to yield a more accurate portrait of adolescent dating relationships. This study sought to examine within-dyad agreement rates as well as dyadic associations between both partners' conflict behaviors and physical dating violence using actor-partner interdependence modeling. The sample consisted of 126 different-sex adolescent couples (n = 252, girls: Mage = 17.34, SD = 1.39, boys: Mage = 17.98, SD = 1.65). Each partner independently completed an online questionnaire. The results revealed that boys and girls mostly disagree about what is going on within their relationship, and that the use of destructive conflict behaviors equally contributed to both partner's physical dating violence perpetration and victimization. Increasing youth's awareness of their own and their partner's behaviors during conflict is key in preventing conflict escalation, and ultimately reducing the incidence of physical dating violence.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142439383","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":"Generational Shifts in Adolescent Mental Health: A Longitudinal Time-Lag Study","authors":"Meghan E. Borg, Taylor Heffer, Teena Willoughby","doi":"10.1007/s10964-024-02095-3","DOIUrl":"https://doi.org/10.1007/s10964-024-02095-3","url":null,"abstract":"<p>There is concern that adolescents today are experiencing a “mental health crisis” compared to previous generations. Research has lacked a longitudinal time-lag design to directly compare depressive symptoms and social anxiety of adolescents in two generations. The current study surveyed 1081 adolescents in the current generation (<i>M</i>age = 14.60, <i>SD</i> = 0.31, 49% female) and 1211 adolescents in a previous generation (<i>M</i>age = 14.40, <i>SD</i> = 0.51, 51% female) across the high school years (grades 9–12), 20 years apart. Mixed-effects analysis revealed that the Current-Sample reported higher and increasing mental health problems over time compared to the Past-Sample. Although most adolescents reported consistently low mental health problems, the Current-Sample had a higher proportion of adolescents who were consistently at risk across the high school years compared to the Past-Sample. These findings highlight while most adolescents in both generations do not report elevated mental health problems, there may be a small, yet growing, group of adolescents today at risk for experiencing a “mental health crisis”.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142430571","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}