Journal of Adolescent Research最新文献_第6页

Ambivalence in Adolescents’ Alcohol Expectancies: A Longitudinal Mixed Methods Study Among 12-to-18-Year-Olds 青少年酒精预期的矛盾心理:一项12- 18岁青少年的纵向混合方法研究

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2023-02-03 DOI: 10.1177/07435584221150909

J. Scheffels, G. S. Brunborg, Ola Røed Bilgrei, Rikke Tokle, J. Burdzovic Andreas, Kristin Buvik

{"title":"Ambivalence in Adolescents’ Alcohol Expectancies: A Longitudinal Mixed Methods Study Among 12-to-18-Year-Olds","authors":"J. Scheffels, G. S. Brunborg, Ola Røed Bilgrei, Rikke Tokle, J. Burdzovic Andreas, Kristin Buvik","doi":"10.1177/07435584221150909","DOIUrl":"https://doi.org/10.1177/07435584221150909","url":null,"abstract":"Drawing on the framework of alcohol expectancies and their importance for drinking behaviors, this longitudinal mixed-methods study examined changes and continuities in development of alcohol expectancies during adolescence. Quantitative and qualitative data were prospectively collected at four time points between 2015 and 2020 from nationwide, socio-economic, and gender-balanced samples of Norwegian adolescents aged 12–18. Quantitative data ( n = 3425) were analyzed using linear mixed-effects models, and qualitative data ( nT1 = 118) using thematic analysis. Quantitative and qualitative results were juxtaposed in the discussion. Quantitative results indicated an increase in social facilitation and tension reduction expectancies from age 13 to 18, and a simultaneous decrease in negative emotional expectancies. This development could partly be explained by experience with alcohol use in adolescence. Similarly, qualitative findings showed adolescents’ expectancies of alcohol evolving with age; from one-sided negative expectancies of aggression and harm to increased positive expectancies of fun, sociability, and relaxation. Both analyses showed that negative expectances remained high throughout the study period, but by late adolescence, many participants held positive and negative expectations simultaneously. The qualitative data illustrated how adolescents’ alcohol expectancies became increasingly ambivalent and complex with age, as alcohol use became more common. Prevention strategies aiming to reduce underage alcohol use should acknowledge this complexity.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48543954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How the COVID-19 Pandemic Affected Young People’s Mental Health and Wellbeing in the UK: A Qualitative Study COVID-19大流行如何影响英国年轻人的心理健康和福祉:一项定性研究

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2023-02-02 DOI: 10.1177/07435584231151902

S. Pearcey, L. Burgess, A. Shum, Eshal Sajid, Milly Sargent, Marie-Louise Klampe, Peter J. Lawrence, Polly Waite

{"title":"How the COVID-19 Pandemic Affected Young People’s Mental Health and Wellbeing in the UK: A Qualitative Study","authors":"S. Pearcey, L. Burgess, A. Shum, Eshal Sajid, Milly Sargent, Marie-Louise Klampe, Peter J. Lawrence, Polly Waite","doi":"10.1177/07435584231151902","DOIUrl":"https://doi.org/10.1177/07435584231151902","url":null,"abstract":"There is emerging evidence of the detrimental impact of the pandemic and associated restrictions on young people’s mental health in the UK but to date, these data have been largely quantitative. The aim of the current study was to gain a deeper understanding of young people’s experiences in relation to their mental health and wellbeing during the pandemic. Seventeen young people, aged 11 to 16 years, sampled for diverse characteristics, and living in the UK, were interviewed virtually between December 2020 and February 2021. Reflexive thematic analysis was carried out by the research team, which included two young people, and five themes were developed: (1) positives; (2) worries and anxiety; (3) sadness and anger about losses; (4) mental exhaustion; and (5) support from others. Aspects of young people’s individual circumstances (e.g., pre-existing mental health difficulties; special educational needs and neurodevelopmental disorders) appeared to play a role in their experiences. Continued measurement of young people’s mental health, initiatives to identify young people who have been struggling and the provision of support (including evidence-based and accessible interventions) will be important for protecting young people from future adversities as we emerge from the pandemic.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43995129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

“It’s like an elephant in the room with my family”: LGBTQ+ College Students’ Identity Expression During the COVID-19 Pandemic “和家人在房间里就像一头大象”：新冠肺炎大流行期间LGBTQ+大学生的身份表达

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2023-01-24 DOI: 10.1177/07435584221149372

V. Hanna-Walker, Samantha E. Lawrence, A. Clark, T. Walters, E. S. Lefkowitz

{"title":"“It’s like an elephant in the room with my family”: LGBTQ+ College Students’ Identity Expression During the COVID-19 Pandemic","authors":"V. Hanna-Walker, Samantha E. Lawrence, A. Clark, T. Walters, E. S. Lefkowitz","doi":"10.1177/07435584221149372","DOIUrl":"https://doi.org/10.1177/07435584221149372","url":null,"abstract":"The COVID-19 pandemic led many college campuses to close and transition to remote learning. For lesbian, gay, bisexual, transgender, queer, questioning, or otherwise non-heterosexual or cisgender (LGBTQ+) college students, these disruptions may have affected their ability to express their sexual orientation and gender identity (SOGI). We used a developmental assets framework and minority stress theory with open-ended survey responses to examine LGBTQ+ students’ (N = 411, Mage = 20.5; 38.4% bisexual; 48.7% women) perceptions of whether and how their SOGI expression changed due to the pandemic. We found the majority of LGBTQ+ students described their SOGI expression as restricted. However, some students perceived no change or improvements in their SOGI expression. We also examined whether perceived change in expression differed by gender identity (transgender and gender non-conforming [TGNC] compared to cisgender), and whether students lived with family. TGNC students and students who lived with family were more likely than their peers to report restricted expression and TGNC students were more likely than cisgender students to perceive improvements in their expression. Our findings highlight the internal and external assets that promote positive developmental outcomes for adolescents with minoritized identities and how universities might support LGBTQ+ students.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45544859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Engagement with Master and Alternative Narratives of Gender and Sexuality Among LGBTQ+ Youth in the Digital Age 数字时代LGBTQ+青年对性别和性的主叙事和另类叙事

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2023-01-20 DOI: 10.1177/07435584221150223

Logan L. Barsigian, Cyrus Howard, Anakaren Quintero Davalos, Abigail S. Walsh, A. Manago

{"title":"Engagement with Master and Alternative Narratives of Gender and Sexuality Among LGBTQ+ Youth in the Digital Age","authors":"Logan L. Barsigian, Cyrus Howard, Anakaren Quintero Davalos, Abigail S. Walsh, A. Manago","doi":"10.1177/07435584221150223","DOIUrl":"https://doi.org/10.1177/07435584221150223","url":null,"abstract":"Gender and sexuality are contentious political issues in the US, with a resurgence of traditional master narratives for gender following decades of advances for gender equality. To understand how today’s LGBTQ+ youth navigate this narrative landscape in a polymedia context, we conducted social media tour interviews with 20 LGBTQ+ adolescents (aged 16–19), recording audiovisual data as they guided us through important posts on their top three public social media platforms. Through reflexive thematic analysis, we found that our participants were engaging with both longstanding master narratives (e.g., traditional gender roles) and contemporary alternative narratives (e.g., gender as non-binary) using three key navigational strategies for engaging with narratives on social media platforms: seeking and sharing information, creating queer community, and making choices about visibility and permanence. The meaning and purpose of these strategies for participants, both individually and collectively, could not be fully understood apart from three key navigational contexts: the traditional gender narrative, white liberal community context, and platform affordances. Our results demonstrate that narrative engagement for contemporary LGBTQ+ adolescents is deeply influenced by personal polymedia environments, identity intersections, and power structures shaping possibilities for individual identity expression and collective cultural transformation.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“We’re not anti-police…We’re anti-police brutality”: An Exploration of Black College Freshmen’s Perception of Police Brutality on Social Media “我们不是反警察……我们是反警察暴行”：黑人大学新生在社交媒体上对警察暴行的看法探析

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2023-01-12 DOI: 10.1177/07435584221144975

Amanda M. McLeroy, Y. Wang

引用次数: 0

Race Talk During the 2020 U.S. Presidential Election: Emerging Adults’ Critical Consciousness and Racial Identity in Context 2020年美国总统大选期间的种族对话：背景下新兴成年人的批判意识和种族认同

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-12-29 DOI: 10.1177/07435584221145009

Ursula Moffitt, L. O. Rogers, Yola Mzizi, Elana Charlson

{"title":"Race Talk During the 2020 U.S. Presidential Election: Emerging Adults’ Critical Consciousness and Racial Identity in Context","authors":"Ursula Moffitt, L. O. Rogers, Yola Mzizi, Elana Charlson","doi":"10.1177/07435584221145009","DOIUrl":"https://doi.org/10.1177/07435584221145009","url":null,"abstract":"In this study, we drew on the m(ai)cro framework, which centers racism as a macrosystem, to examine how college-going emerging adults made meaning about society and themselves during the 2020 U.S. presidential election and 2021 inauguration. This period was marked by racial justice protests, a global pandemic, anti-Asian violence, and the storming of the U.S. Capitol by predominantly white Trump supporters. Using the constructs of critical consciousness and racial identity meaning making, we analyzed participants’ reports of recent race related conversations. Our sample included 47 students ( Mage = 19.71, SD = 1.72; 81% female, 17% male, 2% other; 45% Asian/Asian American, 30% white, 13% Latinx/Hispanic, 4% Black/African American, 4% Multiracial, 2% Middle Eastern/Arab) at a private, predominantly white university in the U.S. Midwest. Hybrid inductive-deductive analysis showed that a majority reported conversations with peers, focused primarily on racial inequity and justice. For many participants of color, conversations about topics including protests and anti-Asian violence were woven into their racial identities. In contrast, although many white participants discussed events such as the Capitol insurrection, none made links to their racial identities. Our findings highlight connections between critical consciousness and racial identity, and the importance of context and participant positionality in developmental research.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49533553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

“After the School Day, What’s Next?”: Exploring Refugee Youths’ Engagement in After-School Programs “放学后，下一步是什么?”:探索难民青年参与课外活动

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-12-21 DOI: 10.1177/07435584221144952

A. Cureton

{"title":"“After the School Day, What’s Next?”: Exploring Refugee Youths’ Engagement in After-School Programs","authors":"A. Cureton","doi":"10.1177/07435584221144952","DOIUrl":"https://doi.org/10.1177/07435584221144952","url":null,"abstract":"After-school programs can provide important contexts for youths’ development and well-being. While these programs have the potential to serve as an anchor for refugee youth, previous research cites challenges with their access and engagement with them. Drawing on the Positive Youth Development Framework, which offers a lens on how after-school programs are complementary to refugee youth development and well-being, this study explores refugee youths’ motivation and engagement in after school activities. In-depth interviews were conducted with 30 refugee youth between the ages of 14 and 17 years old who resettled into Chicago. First, refugee students were involved in school-based programs with the goal to share cultural and racial identities, process past traumas, and manage homesickness. Second, refugee youth preferred to seek out homework assistance from stakeholders associated with refugee-led organizations instead of school staff due to their high level of familiarity and trust with them. Finally, refugee youth participated in community-based organizations that encouraged their engagement in civic activities. Recommendations are offered about how schools and community partners can assist refugee students in becoming more involved with after-school programs. This research sheds light on how after-school specialists and educators can offer comprehensive after-school programs to this understudied population.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45754192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring Late Adolescents’ Experiences with Career-Related Messages on Entertainment TV and in Social Media in Belgium: A Focus Group Study 比利时青少年在娱乐电视和社交媒体上与职业相关信息的体验探索：一项焦点小组研究

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-12-13 DOI: 10.1177/07435584221140611

I. Vranken, Laura Vandenbosch

{"title":"Exploring Late Adolescents’ Experiences with Career-Related Messages on Entertainment TV and in Social Media in Belgium: A Focus Group Study","authors":"I. Vranken, Laura Vandenbosch","doi":"10.1177/07435584221140611","DOIUrl":"https://doi.org/10.1177/07435584221140611","url":null,"abstract":"Media is an important socialization actor through which adolescents can learn about careers. Nine focus group interviews were conducted with 44 late adolescents ( Mage = 16.27; SDage= 0.54; 56.82% female) in high schools in Belgium to explore how youth in this age group receive career-related messages, the work tasks, skills, values, and ethics that are cultivated, and the ways adolescents experience and judge the perceived realism of career-related messages received via entertainment TV/social media. A combined inductive and deductive thematic analysis of the data revealed various pathways through which adolescents intentionally and unintentionally received career-related messages. Moreover, the adolescents had been cultivated to value specific work tasks/skills (e.g., social skills) and intrinsic and extrinsic work values and work ethics (e.g., working hard to succeed, centrality of work) when consuming career-related messages through TV/social media. Lastly, the perceived realism of such messages depended on content elements (e.g., a balanced portrayal of work values). Differences related to career-related messages on social media versus entertainment TV were observed. Practical implications for various groups (e.g., career counselors, media content producers) are discussed.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49488143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

“Girls May Bleed Through Pads Because of Demerits”: Adolescent Girls’ Experiences With Menstruation and School Bathrooms in the U.S.A. “女孩可能会因为缺点而流血”:美国青春期女孩的月经和学校浴室经历

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-12-13 DOI: 10.1177/07435584221139342

Margaret L. Schmitt, Christine Hagstrom, Caitlin Gruer, Azure Nowara, Katie Keeley, Nana Ekua Adenu-Mensah, M. Sommer

{"title":"“Girls May Bleed Through Pads Because of Demerits”: Adolescent Girls’ Experiences With Menstruation and School Bathrooms in the U.S.A.","authors":"Margaret L. Schmitt, Christine Hagstrom, Caitlin Gruer, Azure Nowara, Katie Keeley, Nana Ekua Adenu-Mensah, M. Sommer","doi":"10.1177/07435584221139342","DOIUrl":"https://doi.org/10.1177/07435584221139342","url":null,"abstract":"The aim of this study was to better understand the role of school bathrooms in shaping the menstrual experiences of adolescents in the U.S.A. The participants were Black and Latina, low-income adolescent girls (15–19) and adults interacting closely with youth in three U.S.A. cities (Chicago, Los Angeles, New York City). Data collection methods included: (1) Participatory Methodologies (PM) sessions with adolescent girls ( n = 73); (2) In-depth interviews (IDI) with adolescent girls ( n = 12); and (3) Key Informant Interviews (KII) with adults ( n = 23). Malterud’s “systematic text condensation,” an inductive thematic analysis method, was utilized to analyze the various data types (field notes, in-depth interviews, drawings). Key findings include, one, that menstruating girls experience embarrassment and a need for secrecy when accessing school bathrooms; two, the social and physical environments of school bathrooms, including poor design and maintenance, heighten girls’ discomfort, especially while menstruating; and three, school policies restricting students’ bathroom access are problematic for many menstruating students, especially those experiencing heavy and/or unpredictable bleeding. Schools and policymakers need to consider holistic approaches when addressing the menstrual needs of adolescents in U.S.A. schools, including better prioritizing issues related to menstrual stigma, school bathroom design and bathroom access policies.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65164125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The What, Why, and How of Adolescent Interpersonal Goal Setting Following a Growth Mindset Intervention 成长心态干预后青少年人际目标设定的内容、原因和方式

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-11-28 DOI: 10.1177/07435584221137066

Jennifer H. Martow, Jessie A. L. Heaman, M. Lumley

{"title":"The What, Why, and How of Adolescent Interpersonal Goal Setting Following a Growth Mindset Intervention","authors":"Jennifer H. Martow, Jessie A. L. Heaman, M. Lumley","doi":"10.1177/07435584221137066","DOIUrl":"https://doi.org/10.1177/07435584221137066","url":null,"abstract":"Interpersonal relationships are central to adolescent well-being. The current research investigates interpersonal goal setting among a general sample of adolescents following a growth mindset intervention. This study qualitatively explores what interpersonal goals adolescents set, outcomes they aim to achieve, obstacles they perceive, and actions to overcome the obstacle during the mental contrasting and the implementation intentions goal setting task (MCII). Participants included 217 grade 9 and 12 students (63.13% White/European). One content and three thematic analyses were conducted on adolescent responses to the MCII. Participants largely set goals related to improving the quantity and quality of their friendships. The ultimate ideal outcome of goal achievement was an improved emotional state. Obstacles were both internal (e.g., characteristics) or external (e.g., others) in nature. Actions identified to overcome the obstacle were either active or passive with passive approaches exhibiting lack of congruence with intervention content. Findings contribute to the empirical understanding of adolescent interpersonal goal setting and provide researchers/practitioners a rich resource of youth experiences to draw on when considering goal setting interventions. A better understanding of adolescents’ lived experiences setting goals also stands to benefit those who seek to aid youth in improving well-being.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48395766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1