Journal of Youth and Adolescence最新文献

{"title":"Bridging the Gender Gap in Academic Engagement among Young Adults: The Role of Anticipated Future Sex Discrimination and Gender-role Orientation.","authors":"Jia Xu, Lixia Yu, Xiaowen Zhang","doi":"10.1007/s10964-024-02009-3","DOIUrl":"10.1007/s10964-024-02009-3","url":null,"abstract":"<p><p>Academic engagement is vital for college students, yet existing studies reveal inconsistencies in how gender influences academic engagement. Building upon the statistical discrimination theory and identity-based motivation theory, this study develops an integrated model to examine gender differences in college students' academic engagement. Further, the role that gender-role orientation in influencing academic engagement was investigated. Using a sample of 524 college students (Mage = 21.11, SD = 1.98; 47.7% women) from a large university collected in two time periods, the findings indicate that in the Chinese context, women anticipate higher future sex discrimination than men. However, gender-role orientation restores parity between men and women through a moderated mediation: egalitarian gender-role orientation has a stronger effect on women's anticipated future sex discrimination than on men's, resulting in increased academic engagement of women. The findings highlight the need to consider female students' egalitarian beliefs in gender-related academic research.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140958436","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 of (Un)popularity with Weight Perceptions and Dieting in Adolescence","authors":"Aafke Swinkels, Nina van den Broek, Antonius H. N. Cillessen","doi":"10.1007/s10964-024-02090-8","DOIUrl":"https://doi.org/10.1007/s10964-024-02090-8","url":null,"abstract":"<p>Little is known about the unique effects of (un)popularity on body image and the characteristics influencing these effects. The goals of this study were to examine (1) the longitudinal associations of adolescents’ (un)popularity with weight perception and dieting, (2) whether (dis)liking, self-esteem, and gender moderated these associations. Participants were 1697 Dutch adolescents (<i>M</i>_age = 14.18 years, <i>SD</i> = 1.29; 51% female), from a middle-class population. Participants completed peer nominations and self-reports in three consecutive school years. Mixed-effects models showed that (un)popularity did not predict weight perception and dieting over time. Concurrently, when liking was low, popularity predicted positive weight perception. Higher popularity predicted more dieting in females. This study highlighted that adolescents’ body image varied in subgroups of social status.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142321551","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":"Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs","authors":"Emine Ozturk, Jacqueline Cerda-Smith, Angelina Joy, Channing J. Mathews, Kelly Lynn Mulvey","doi":"10.1007/s10964-024-02089-1","DOIUrl":"https://doi.org/10.1007/s10964-024-02089-1","url":null,"abstract":"<p>Activism around science, technology, engineering, and mathematics (STEM) is a critical task to promote social justice and to develop sustainable and effective solutions to global problems (e.g., climate change) in contemporary society. The present study examines relationships between adolescents’ perceptions of gender and ethnic classroom inclusivity, outcome expectancies, utility values, and activism orientation in STEM, grounded in the situated expectancy-value theory. Participants were 699 adolescents (50.2% boys, 47.8% White; <i>M</i>_<i>T1age</i> = 15.11 years, <i>SD</i> = 0.84) in the southeastern United States. A structural equation model with FIML estimation, multiple imputation with Bayesian analysis, and multigroup SEM analyses were utilized to test the hypothesized associations using two time points, controlling for sociodemographics and STEM grades. The findings revealed that adolescents’ perceptions of STEM classroom inclusivity appeared to play an important role in shaping STEM expectancies and perceived value of STEM. Multigroup SEM analysis showed that ethnicity significantly moderates the effect of perceived STEM classroom inclusivity on STEM expectancies, suggesting the effect of inclusivity on expectancies is stronger for racially/ethnically majoritized adolescents as compared to racially/ethnically minoritized adolescents. Associations from STEM motivational beliefs to activism orientation revealed that adolescents with higher STEM utility values are more likely to have a higher orientation toward STEM activism. Adolescents’ perceptions of STEM classroom inclusivity had an indirect positive effect on STEM activism orientation through STEM utility values. These findings provide support for the conceptual premise that classroom inclusivity can foster motivational beliefs, and activism orientation in STEM.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142321653","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 Intrinsic and Extrinsic Goals From Early to Late Adolescence and the Association with Internalizing and Externalizing Problems.","authors":"Peng Sun, Chenxi Liu, Xiaonan Yao, Jingxin Zhao, Yu Kou","doi":"10.1007/s10964-024-02092-6","DOIUrl":"https://doi.org/10.1007/s10964-024-02092-6","url":null,"abstract":"<p><p>Although numerous studies have explored the causes and consequences of intrinsic and extrinsic life goals, the developmental trend of life goals during adolescence has not been well understood. To address this research gap, this study explored the developmental changes of the pursuit of intrinsic and extrinsic goals during early, middle, and late adolescence, and examined the relation between life goals and internalizing/externalizing problems from a developmental perspective. A total of 4703 Chinese adolescents from primary (N = 1819, 47.8% girls, M_{age T1} = 9.34, SD_{age T1} = 0.58), middle (N = 1525, 47.5% girls, M_{age T1} = 12.47, SD_{age T1} = 0.59), and high school (N = 1646, 51.9% girls, M_{age T1} = 15.45, SD_{age T1} = 0.65) participated in this two-year, three-wave longitudinal study. The results revealed that the pursuit of intrinsic goals increased among primary school students, but decreased among middle and high school students. Conversely, the pursuit of extrinsic goals exhibited a consistent increase among adolescents in primary, middle, and high school. Girls have higher initial levels of intrinsic goals than boys in primary school, and boys' intrinsic goals declined faster than girls' in middle school. Additionally, the initial level and developmental rate of intrinsic goals among three developmental stages were significantly associated with internalizing/externalizing problems, with lower initial level, slower growth rate, and faster decline rate being associated with more internalizing and externalizing problems. The significant association between the initial level and developmental rate of extrinsic goals and internalizing/externalizing problems were mainly observed among late adolescents, with higher initial level and growth rate being associated with more internalizing and externalizing problems. These findings delineate the differences in developmental trends between intrinsic and extrinsic goals, underscore the robust relation between intrinsic goals and internalizing/externalizing problems, and figure out the development-stage differences in the relation between extrinsic goals and internalizing/externalizing problems.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142349209","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":"Adolescent-Mother Attachment and Dyadic Affective Processes: Predictors of Internalizing and Externalizing Symptoms","authors":"Stephanie Gyuri Kim, Ashley Holland, Kaylee Brezinski, Kelly M. Tu, Nancy L. McElwain","doi":"10.1007/s10964-024-02091-7","DOIUrl":"https://doi.org/10.1007/s10964-024-02091-7","url":null,"abstract":"<p>Given that adolescence is a critical period for socioemotional development, marked by shifting dynamics in the parent-child relationship, parent-adolescent dyadic regulation may serve as a key mechanism linking the quality of the parent-adolescent relationship to adolescent mental health. The current study investigated two dyadic regulatory processes during mother-adolescent conflictual interactions as interpersonal mechanisms underlying the link between adolescent-mother attachment security and adolescents’ internalizing and externalizing symptoms: (a) mutual engagement in positive affect (i.e., dyadic positivity) and (b) mutual engagement in re-coordination following relational mismatches (i.e., dyadic repair). Eighty-six adolescents (<i>M</i>_<i>age</i> = 13.3 years, <i>SD</i> = 0.6, 37% girls) and their mothers participated. Path models revealed that attachment security was associated with greater engagement in dyadic positivity and repair. Moreover, the indirect effect of attachment security on adolescents’ symptoms (i.e., internalizing symptoms at age 13 and externalizing symptoms at age 14) was significant via dyadic positivity, but not dyadic repair. Dyadic positivity during mother-adolescent conflictual interactions may be one interpersonal process that underlies the link between a secure child-mother attachment and mental health during adolescence.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317405","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":"Grappling with Whiteness: Latent Profiles of White Racial Consciousness and Affect's Impact on Critical Reflection.","authors":"Iván Carbajal,Aldo Barrita,Lianelys Cabrera Martinez","doi":"10.1007/s10964-024-02085-5","DOIUrl":"https://doi.org/10.1007/s10964-024-02085-5","url":null,"abstract":"Understood from a critical consciousness framework, White racial identity development involves recognizing and combating White privilege and supremacy. The present study investigated the development of White American young adults' racial identity through their racial consciousness and racial affect and their combined impact on critical reflection using a person-centered approach via Latent Profile Analysis (LPA). Participants were 716 White identifying participants (Mage = 21.00, SD = 6.20 years; 68% women) who ethnically identified as White (90%) or European American. Participants completed surveys about their White racial consciousness, affect, and critical reflection. The results gave a six-profile solution to understanding White racial identity that can be closely similar to the six statuses proposed by the model of White identity development. However, White racial consciousness is more complex than theorized. The six-profile solution contained insights into how White adults conceive of their Whiteness, both as a racial identity and emotionally. The most illuminating findings of the LPA are in the combinations of identity and affect. The results indicated that even though White individuals are high in racial consciousness, it does not necessarily mean they critically reflect on their privileged position. Further, there was no support for the influence of multiple marginalized identities in helping develop White racial consciousness.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142275317","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":"Empathy as a Mediator of the Relation between Peer Influence and Prosocial Behavior in Adolescence: A Meta-Analysis.","authors":"Wei Li,Qi-Fan He,Jian-Zeng Lan,Attiq-Ur-Rehman,Meng-Wei Ge,Lu-Ting Shen,Fei-Hong Hu,Yi-Jie Jia,Hong-Lin Chen","doi":"10.1007/s10964-024-02079-3","DOIUrl":"https://doi.org/10.1007/s10964-024-02079-3","url":null,"abstract":"During adolescence, empathy and prosocial behavior contribute to the establishment of positive interpersonal relationships and social connections, promoting holistic development in youth. A substantial amount of research has provided compelling evidence that there is a relationship between peer relationships and empathy and prosocial behavior. Empathy, as a key mediating factor, links the influence of peers with prosocial behavior in adolescents, yet there is currently a lack of robust meta-analytic evidence regarding this mediating role. This study employed a two-stage structural equation modeling approach to synthesize existing research on peer influence, empathy, and prosocial behavior during adolescence. Systematic searches were conducted across three databases (PubMed, Web of Science, and PsycINFO), identifying a total of 49 studies, with a systematic assessment of study quality. The results indicated that empathy plays a mediating role between peer influence and prosocial behavior. Positive peer influence is positively correlated with empathy and prosocial behavior, while negative peer influence is negatively correlated with empathy and prosocial behavior, and empathy is positively correlated with prosocial behavior. This meta-analysis demonstrates that during adolescence, empathy mediates the connection between peer influence and prosocial behavior, representing a potential process that can explain the relationship between peer influence and prosocial behavior.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142273559","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 Interplay Between Personal Identity and Social Identity Among Vocational High School Students: A Three-Wave Longitudinal Study.","authors":"Kazumi Sugimura,Shogo Hihara,Kai Hatano,Tomotaka Umemura,Elisabetta Crocetti","doi":"10.1007/s10964-024-02073-9","DOIUrl":"https://doi.org/10.1007/s10964-024-02073-9","url":null,"abstract":"Although identity research has predominantly focused on college-bound adolescents, it has largely neglected vocational high school students who enter the job market immediately after graduation. Furthermore, most studies have concentrated on personal identity and have overlooked the concurrent development of social identity. This study examined the relationship between adolescents' personal and social identities over three years of vocational high school. The participants were 4,264 vocational high school students in Japan (Time 1: 46.44% girls; Mage = 15.78). Using a random intercept cross-lagged panel model, the results indicated that within-person increases in social identity predicted increases in personal identity one year later. These findings highlight the importance of social identity as a valuable resource for personal identity development among vocational high school students, a group underrepresented in identity research.","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142273558","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":"Linking Parent-Adolescent Congruence in Perceived Parental Emotional Support to Adolescent Developmental Outcomes: The More, the Better?","authors":"Xiaofang Weng, Mengyu Miranda Gao, Huiting Cao, Zhuo Rachel Han","doi":"10.1007/s10964-024-02081-9","DOIUrl":"https://doi.org/10.1007/s10964-024-02081-9","url":null,"abstract":"<p><p>Parents and their children can have congruent or incongruent perceptions of parenting, which has been shown to have downstream effects on certain adolescent outcomes. However, little is known about whether such effect holds for various domains of developmental outcomes or across adolescent boys and girls. Investigating 2268 parent-girl (M_age = 15.73, SD_age = 0.29, 75.5% were mothers) and 2090 parent-boy (M_age = 15.75, SD_age = 0.29, 71.8% were mothers) dyads from Hong Kong, this study examined the associations between parent-adolescent (in)congruence and adolescent emotional symptoms, positive emotions, and academic performance. Polynomial regression and response surface analyses revealed that both congruence and incongruence were linked to emotional symptoms and positive emotions in varying patterns, but only congruence was tied to academic performance. Associations between (in)congruence and developmental outcomes generally were similar between boys and girls. These findings underscore the importance of decomposing (in)congruence effects in family processes and emphasizing the complexity of adolescent development.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142290160","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 Developmental Trajectory of Chinese Adolescents' Self-Compassion and its Relationship with Parenting Styles: a Longitudinal Study.","authors":"Xinyi Liu, Lijuan Cui, Ying Yang","doi":"10.1007/s10964-024-02087-3","DOIUrl":"https://doi.org/10.1007/s10964-024-02087-3","url":null,"abstract":"<p><p>Abundant evidence highlights the psychological and interpersonal benefits of self-compassion during adolescence, yet the developmental trajectory and influencing factors during this period remain relatively unexplored. This study investigated the developmental trajectory of self-compassion and illustrated the longitudinal relationship between parenting styles and self-compassion using latent growth curve models (LGCM), cross-lagged panel models (CLPM) and random-intercept cross-lagged panel models (RI-CLPM) in a sample of Chinese youth (N = 871; M_age = 15.21, SD = 0.73; 45.4% girls) across two years. Results demonstrated an increase developmental trend of self-compassion over two years. The parallel process LGCMs suggested that changes in parental autonomy support was positively related to the changes in self-compassion, whereas the relationship between parental psychological control and self-compassion was significant only at initial levels. CLPM consistently supported a bidirectional relationship between parental autonomy support and self-compassion in Chinese youth at between-person level. Although within-person changes in the study variables were not significant in a bidirectional manner based on the results of RI-CLPMs, changes in parental autonomy support/parental psychological control and self-compassion were concurrently associated. These results suggested that besides stable connections between parenting styles and adolescents' self-compassion, changes in parenting styles and self-compassion are developmentally linked as well. Overall, this study underscores the potentially beneficial impact of parental autonomy support on adolescent self-compassion and reveals nuanced effects of parental psychological control within the Chinese cultural context.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142290165","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}