Journal of Adolescence最新文献

{"title":"Beyond the Classroom: How School Bullying and Societal Well-Being Shape Adolescent Life Satisfaction Across OECD Countries","authors":"Suehye Kim","doi":"10.1002/jad.70081","DOIUrl":"10.1002/jad.70081","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Adolescents' life satisfaction is shaped by both proximal school experiences and broader societal environments. School bullying poses a substantial threat to youths' well-being while positive student–teacher relationships may serve as a critical source of protection. This study examines how school bullying, student–teacher relationships and country-level social environments jointly influence life satisfaction among 15-year-olds across 30 OECD countries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using the PISA 2022 data (<i>N</i> = 216,460), this study applies two complementary approaches (linear regression models and multilevel modeling) to (1) compare the associations of social relationships and environments with adolescents' life satisfaction across the GLOBE cultural clusters and (2) investigate whether life satisfaction differs by a national indicator of societal well-being. Cross-level interactions further tested whether the national indicator of societal well-being moderates the link between school bullying and life satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Being bullied at school was consistently associated with significantly lower life satisfaction across OECD contexts, with the strongest negative associations observed in Arab and Anglo clusters. Positive student–teacher relationships were linked to higher life satisfaction and buffered the detrimental effects of bullying. Multilevel analyses also showed that the negative impact of bullying was intensified in countries with weaker societal well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings emphasize the need for ecological and culturally responsive interventions that enhance emotional support in schools and strengthen societal well-being. Addressing bullying and fostering socio-emotional competencies are central to advancing global education and health priorities under the Sustainable Development Goals.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"550-569"},"PeriodicalIF":3.2,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Qualitative Process Evaluation of a School-Based Group Intervention (DISCOVER) for Depression and Anxiety for Older Adolescents","authors":"Tim Weaver,&nbsp;Sorcha Alford,&nbsp;Helen Gleeson,&nbsp;Irene Sclare,&nbsp;Stephen Lisk,&nbsp;June S. L. Brown","doi":"10.1002/jad.70083","DOIUrl":"10.1002/jad.70083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>DISCOVER is a Cognitive Behavioural Therapy based intervention for anxiety and depression in 16-18-year-olds delivered in schools, shown to be clinically and cost-effective by the Brief Educational workshops in Secondary Schools Trial (BESST). DISCOVER comprises pre-workshop 1:1 meeting, a group workshop, and 1:1 follow-up phone call. A qualitative process evaluation investigated intervention delivery and outcome generation within BESST.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Thematic analysis of interviews with an ethnically diverse sample of male and female students (<i>n</i> = 22) and focus groups with DISCOVER practitioners (<i>n</i> = 21) in 4 English regions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Practitioners valued the pre-workshop student meetings and workshop materials. However, they felt uncomfortable with the scripted delivery, and found delivery of all content difficult in the time available. Time constraints and variable adherence to follow-up phone calls limited provision of goal-attainment support. Students preferred relatable, interactive workshop elements more than didactic teaching. They found group discussions ‘normalising’, but often reported fatigue by the workshop end. Some reported beneficial use of thought challenging, mindfulness and sleep hygiene techniques, particularly during exams, but reported variable experience of follow-up calls. The DISCOVER app was rarely accessed. Male and female students provided similar accounts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Students valued DISCOVER and perceived it as effective. Practitioners expressed support for implementation in routine practice. Findings suggest enhanced effectiveness may be achieved by (a) reviewing the parameters for modification of scripted material; (b) streamlined delivery of workshop content, and (c) enhancing support for goal-attainment by providing extra practitioner training and using more digital and telecommunication resources to boost student engagement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"580-590"},"PeriodicalIF":3.2,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.70083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations Between Start or End of a Romance and Suicidal Behavior: A Longitudinal Study of Chinese Adolescents","authors":"Zhen-Zhen Liu,&nbsp;Cun-Xian Jia,&nbsp;Xianchen Liu","doi":"10.1002/jad.70077","DOIUrl":"10.1002/jad.70077","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Start or end of a romance is a major life event during adolescence. This study explored both cross-sectional and longitudinal associations between romantic involvement and suicidal behavior among Chinese adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Seven thousand seventy-two 7th–8th graders and 10th graders (mean age = 14.58 years, 50% male) were surveyed at baseline and 1 year later in Shandong, China. Starting a romantic relationship (SRR), romantic breakups, suicidal thought (ST), suicide plan (SP), suicide attempt (SA), and demographics were collected using a self-administered questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Baseline data analysis showed that after controlling for covariates, SRR only, breakups only, and SRR+ breakups all significantly increased the risks of ST, SP, and SA (all <i>ps</i> &lt; 0.001). The associations were stronger in female adolescents than in male adolescents, but the moderation effects of gender were not significant (all <i>ps</i> &gt; 0.05). After controlling for covariates and baseline suicidal behavior, longitudinal data analysis indicated that SRR + breakups were significantly associated with 29%, 56%, and 67% increased odds of subsequent ST, SP, and SA at follow-up for 1-year. SRR only was significantly linked to a 75% higher chance of SA. Among adolescents who had no previous history of suicidal behavior at baseline, SRR only was significantly linked to a 54% higher chance of ST and twice the likelihood of SA. SRR and breakups were significantly linked to 43%, 83%, and 76% higher chance of incident ST, SP, and SA, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest that romance education and romantic stress management should be explicitly integrated into suicide prevention programming.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"487-502"},"PeriodicalIF":3.2,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145566010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Social Media Time and Exposure to Same-Race Members on Adolescents' School-Based Social Adjustment","authors":"Mei-ki Chan,&nbsp;Emily N. Srisarajivakul,&nbsp;Tyler L. Renshaw","doi":"10.1002/jad.70080","DOIUrl":"10.1002/jad.70080","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Social media has become an important aspect of adolescents' social lives, interacting with offline interactions to shape adolescent development. However, little is known about how adolescents' interactions on social media affect their real-life experiences. This study investigated how the social media experiences of adolescents from racially minoritized groups, particularly their social media time and exposure to same-race members on social media, are linked to their school-based social adjustment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Adolescents (<i>N</i> = 16,482; 56% female; grades 6–12) from 83 U.S. secondary schools completed online surveys in January 2021. Using structural equation modeling, we examined the associations of time spent on social media and exposure to same-race members with or without real-life interactions on social media with school-based social adjustment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Black, Asian, and Latinx adolescents who spent more time on social media reported lower school belonging and heightened belonging uncertainty and stereotype threat. Nevertheless, more exposure to same-race members with real-life interactions on social media was related to enhanced school belonging in all racial and ethnic groups. Impact of exposure to same-race members without real-life interactions varied across racial and ethnic groups and depended on same-race representation at school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Although more social media time was associated with poorer school adjustment, social media, when used to foster offline connections with same-race members, can potentially strengthen racially and ethnically minoritized adolescents' perceived belonging in schools. This highlights the importance of the nature of social media interactions and the content being accessed to better comprehend social media's multifaceted impact on adolescents' experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"535-549"},"PeriodicalIF":3.2,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Queering Puberty Research Among LGBTQIA+ Populations: A Scoping Review","authors":"Tori Gaunson,&nbsp;William Warton,&nbsp;Jacob Thomas,&nbsp;Sarcia Stills-Blott,&nbsp;Ainsley Hughes,&nbsp;Jia X Choong,&nbsp;Laura Jobson,&nbsp;Michelle L Byrne","doi":"10.1002/jad.70078","DOIUrl":"10.1002/jad.70078","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>LGBTQIA+ individuals face significant health disparities compared to their cisgender, heterosexual, and endosex peers, largely due to the cumulative effects of minority stress. Despite puberty being a formative and often stressful developmental period, LGBTQIA+ populations remain underrepresented in puberty research. This scoping review examined the extent and nature of existing research on puberty among LGBTQIA+ populations, focusing on representation across identities, research methodologies, measures of pubertal development, and associations with health outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic search across six databases identified 176 relevant studies (quantitative and qualitative) examining pubertal development among LGBTQIA+ individuals or groups. No restrictions were placed on participant location or age. Stakeholder engagement and public involvement via focus groups informed the interpretive lens of the review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most studies focused on individuals with diverse gender identities. Case studies and case series were the most common design, followed by cross-sectional studies. Clinical samples were more prevalent than community-based ones. Common measures of puberty included Tanner staging, hormone concentrations, age at menarche, and bone age. Studies more often examined differences in pubertal timing between LGBTQIA+ and cisgender/heterosexual youth, rather than examined psychosocial outcomes. Only 21% of studies specifically focused on puberty among LGBTQIA+ populations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Participant-informed, inclusive approaches—grounded in frameworks that attend to identity, stigma, and minority stress—are needed to better understand the developmental and health implications of puberty for LGBTQIA+ youth.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"503-520"},"PeriodicalIF":3.2,"publicationDate":"2025-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145533993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Big Five, Life Satisfaction, and Job Identity Development: A Longitudinal Study on the School-to-Work Transition","authors":"Kai Hatano,&nbsp;Shogo Hihara,&nbsp;Kazumi Sugimura,&nbsp;Jun Nakahara,&nbsp;Megumi Ikeda,&nbsp;Satoshi Tanaka,&nbsp;Oana Negru-Subtirica","doi":"10.1002/jad.70079","DOIUrl":"10.1002/jad.70079","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The school-to-work transition presents a crucial period in young adults' identity development, during which the formation of a job identity becomes a key developmental task. However, job identity development during this transition and the individual traits that predict it remain unexplored. This study aimed to examine job identity development among Japanese youth during their first year of employment and investigate whether the Big Five personality traits and life satisfaction during university predicted job identity after entering the workforce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants included 397 young Japanese adults (<i>M</i>_age = 22.19, SD_age = 0.97; 79.3% women). The first survey was conducted in January 2022 (when all participants were university students), with follow-up surveys conducted in August to September 2022 and March 2023 (when all participants were employed). The Big Five personality traits and life satisfaction were measured at Time 1, and job identity was assessed at Times 2 and 3.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A latent change score model revealed a significant decrease in the mean level of in-depth exploration of job identity over time. Changes related to commitment, in-depth exploration, and reconsideration of commitment displayed significant variance. Extraversion positively predicted commitment level, agreeableness negatively predicted changes in in-depth exploration, and neuroticism positively predicted reconsideration of commitment. Life satisfaction positively predicted both commitment and in-depth exploration levels, and negatively predicted change in commitment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings provide insights into the individual differences that predict job identity development during the school-to-work transition and deepen the understanding of job identity formation during young adulthood.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"521-534"},"PeriodicalIF":3.2,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.70079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Causal Pathways to Risk and Protective Factors for Partial-Day School Absenteeism for Secondary School Students","authors":"Knoo Lee,&nbsp;Erich Kummerfeld,&nbsp;Barbara J. McMorris,&nbsp;Wendy S. Looman,&nbsp;Matthew K. Burns,&nbsp;Connie W. Delaney","doi":"10.1002/jad.70073","DOIUrl":"10.1002/jad.70073","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Chronic absenteeism, defined as missing 10% or more school days annually, negatively impacts academic achievement and correlates with long-term risks like poverty, poor health, and criminal behavior. While prior research has focused on full-day absences, partial-day absences, missing portions of the school day, are more prevalent and may have detrimental effects on academic outcomes. Despite this significance, PDAs are underexplored, leaving gaps in understanding their prevalence, causes, and impact. This study seeks to address these gaps and provide insights to guide comprehensive absenteeism interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this study we used the Kids and Teens at School framework and causal discovery analysis to model the factors causally associated with partial-day absences using secondary school student-level data (<i>n</i> = 125,375) from the 2019 Minnesota Student Survey. The discovered model indicate specified factors as causes of PDAs and broader absenteeism patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings highlighted a pattern of partial-day absences directly affecting full-day absences. Additional factors influencing school absences were discovered including (a) a positive association of sleep deprivation with mental health difficulties, and (b) a negative association between school engagement and partial-day absences. These findings emphasize the need for targeted policies addressing the behavioral and structural factors influencing absenteeism. Implications for practice include strategies to enhance engagement and mitigate the impact of sleep deprivation on attendance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"450-460"},"PeriodicalIF":3.2,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145483398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Who Sexts? An Analysis of Psychological Predictors in Adolescents and Emerging Adults","authors":"Cristina Giménez-García,&nbsp;Marina Andreu-Casas,&nbsp;Feldman Jacqueline,&nbsp;Verónica Estruch-García,&nbsp;María Dolores Gil-Llario,&nbsp;Rafael Ballester-Arnal","doi":"10.1002/jad.70075","DOIUrl":"10.1002/jad.70075","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Sexting has become a common practice among adolescents and young adults. Certain psychological variables influence behavioral patterns, in turn increasing, in some cases, negative consequences. In other sexual behaviors, variables such as impulsivity, self-esteem or romantic love myths have been associated with behavioral patterns and consequences by gender, but the evidence regarding sexting is still unclear. For this reason, the present study analyzes sexting behaviors (sending, responding and posting), motives and attitudes, as well as the role of significant psychological variables (motives and attitudes towards sexting, myths of romantic love, perceived emotional distress, self-esteem, impulsivity, secure attachment, and perception of social relationships) in the engagement in sexting in Spanish adolescents and emerging adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this cross-sectional study, between 2022 and 2023, 1686 Spanish people (61.1% women and 38.9% men), aged between 12 and 25 years (<i>M</i> = 16.23; SD = 3.25) completed an online questionnaire to evaluate sexting behaviors and related psychological variables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our findings supported the consolidation of sexting from early adolescence, as a common practice, more present among emerging adults and, in general, revealed few gender differences. Furthermore, beyond the importance of positive attitudes for engaging in sexting for adolescents and emerging adults, other variables played a different role depending on the age group. For example, higher impulsivity was associated with engaging in sexting for early and middle adolescents, but not for emerging adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Therefore, it is necessary to adjust preventive interventions to different age groups, as well as consider the weight of different psychological variables by age.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"474-486"},"PeriodicalIF":3.2,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.70075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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 Reciprocal Relationships Among Perceived Parental Support, Career Exploration and Career Aspiration Developmental Trajectories: A Three-Wave Longitudinal Study","authors":"Xiaoxuan Xu,&nbsp;Weijian Chen,&nbsp;Hanyu Zhang,&nbsp;Kaiyue Guo,&nbsp;Hongmin Feng,&nbsp;Jiwei Si","doi":"10.1002/jad.70074","DOIUrl":"10.1002/jad.70074","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This three-wave longitudinal study examined the reciprocal relationships among perceived parental support, career exploration, and career aspiration trajectories in adolescents, with a focus on collectivist cultural context. The research aimed to clarify how these variables dynamically influence one another during high school and whether gender differences exist in their developmental patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants included 3233 Chinese high school students (50% male, 50% female; <i>M</i>_age = 15.11 years) from Shandong and Henan provinces. Data were collected across three waves (2018–2020) using validated scales: the Career-Related Parental Support Scale, Vocational Exploration Questionnaire, and Career Aspiration Questionnaire. Latent growth curve modeling (LGCM) was employed to analyze developmental trajectories and bidirectional effects, while gender differences were tested via structural equation modeling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results revealed significant upward trends in parental support and career exploration, while career aspirations remained relatively stable across the three waves. Higher initial parental support predicted elevated initial levels (<i>β</i> = 0.529−0.964, <i>p</i> &lt; 0.01) and accelerated growth in career exploration and aspirations. Reciprocally, adolescents' career exploration positively predicted subsequent parental support development (<i>β</i> = 0.430−1.204, <i>p</i> &lt; 0.05). Gender differences were nonsignificant except for a minor disparity in initial career exploration favoring males (<i>β</i> = −0.049, <i>p</i> &lt; 0.01).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings underscore bidirectional dynamics between parental support and adolescents' career development, emphasizing early parental engagement as pivotal for fostering career preparedness. Despite cultural expectations, gender differences were minimal, suggesting evolving egalitarian norms. Limitations include geographically restricted sampling and reliance on self-reports. This study advocates for family-based interventions to strengthen career guidance and highlights the importance of open parent-adolescent communication in educational systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"461-473"},"PeriodicalIF":3.2,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145483376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to “Characterizing Adolescent Social Media Experiences and Links to Momentary Affect”","authors":"","doi":"10.1002/jad.70076","DOIUrl":"10.1002/jad.70076","url":null,"abstract":"<p>Sequeira, S.L., McKone, K.M.P., Diab, E.M., Thomas, J.G., Wolff, J. and Nesi, J. (2025). Characterizing Adolescent Social Media Experiences and Links to Momentary Affect. <i>Journal of Adolescence</i> 97: 1722-1737. https://doi.org/10.1002/jad.12530</p><p>In the Results section, there were labeling errors in Table 5 (pg. 1732) and one error in the text corresponding to the table (Section 3.3.2, pg. 1730). There were no changes to the overall pattern of results or interpretation of the findings. The table has been corrected and is produced below. Section 3.3.2 should read as follows:</p><p>In analyses examining rewarding and threatening SMEs at the previous timepoint predicting affect at the current timepoint, having a threatening SME at the previous timepoint was not associated with NA at the current timepoint (i.e., no within-person association; Table 5). However, there was an effect at the between-person level, such that participants who reported more threatening SMEs on average also reported higher levels of NA at the current timepoint, adjusting for within-person effects of SMEs and NA. Similarly, there was an association between between-person rewarding SMEs and PA (participants who reported more rewarding SMEs on average reported more PA on average). However, there was no significant association between rewarding SMEs at the previous timepoint and PA at the current timepoint.</p><p>We apologize for this error.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 2","pages":"632-633"},"PeriodicalIF":3.2,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145460339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}