Journal of Adolescence最新文献_第4页

Successful School-to-Training Transitions-Can Individual Goal-Striving Resources Compensate for Structural Obstacles in the Local Context? 成功的从学校到培训的转变——个人目标奋斗的资源能否弥补地方背景下的结构性障碍？

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-12 DOI: 10.1002/jad.70037

Nele Theuer, Katarina Weßling

{"title":"Successful School-to-Training Transitions-Can Individual Goal-Striving Resources Compensate for Structural Obstacles in the Local Context?","authors":"Nele Theuer, Katarina Weßling","doi":"10.1002/jad.70037","DOIUrl":"https://doi.org/10.1002/jad.70037","url":null,"abstract":"Introduction: While it is well-established that structural obstacles such as low local employment opportunities negatively affect adolescents' school-to-work transitions, the impact of individual agency in relation to these obstacles is understudied. Hence, we focus on the key research question of how adolescents' goal-striving resources-tenacious goal pursuit (TGP) and flexible goal adjustment (FGA)-affect successful transitions from secondary school to vocational education and training (VET) against the backdrop of structural obstacles in the local context.Methods: We measured transition success in terms of a) the start of a VET position, b) concordance between attained and aspired VET position, c) deviance from the aspired position and d) satisfaction with the attained VET position. We examined our research questions in a longitudinal design, using data from the German National Educational Panel Study (NEPS). Our sample consisted of adolescents who graduated in 2012/2016 with the aspiration to start VET (N = 3382; MAge = 16.77; nFemales = 1524). We conducted multiple regression analyses to answer our research questions.Results: We found interaction effects of TGP × FGA on three out of four indicators of transition success. Their direction did not only depend on the outcome variable under examination but also on the structure of the local context: High levels of both TGP and FGA are helpful in favorable contexts-that means when local unemployment is low-but maladaptive when structural obstacles are high.Conclusion: We recommend that support programs for adolescents that aim to enhance goal-striving resources should consider these complex interrelations.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838298","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}

引用次数: 0

Determinants of Rule-Breaking in Adolescence. 青少年违规行为的决定因素。

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-12 DOI: 10.1002/jad.70031

Karlijn Hoyer, Jelle Sijtsema, Christoph Kogler, Wouter van den Bos, Lucas Molleman

{"title":"Determinants of Rule-Breaking in Adolescence.","authors":"Karlijn Hoyer, Jelle Sijtsema, Christoph Kogler, Wouter van den Bos, Lucas Molleman","doi":"10.1002/jad.70031","DOIUrl":"https://doi.org/10.1002/jad.70031","url":null,"abstract":"Introduction: Learning to navigate the many rules that regulate behavior in the adult world is a key developmental goal in adolescence. Yet, adolescents are notorious rule-breakers. In this paper, we use behavioral experiments to examine how adolescent rule-breaking is impacted by situational ambiguity and social influence.Methods: Younger (11-15 year-olds, N = 296) and older adolescents (16-19 year-olds, N = 333) recruited from high schools in the Netherlands (44% male, 54% female, 2% other) completed incentivized tasks. Each task involved a red traffic light, and participants were told that the rule was to wait until it turned green. However, by breaking the rule and crossing before the green light, they could increase their rewards. The tasks varied in two factors: situational ambiguity (a yellow light appearing before green) and peer behavior (observing peers either following or breaking the rule).Results: Adolescents' rule-breaking is highly sensitive to ambiguity and peer influence. Rule-breaking strongly increases when there is wiggle room to interpret a situation in self-serving ways, and when observing rule-breaking by peers. The magnitude of these effects does not differ between younger and older adolescents, but overall, older adolescents tend to break the rule more often than younger adolescents. Moreover, older adolescents' injunctive norms change more in response to others' behavior. Exploratory analyses indicate that boys break the rule more often and that girls are substantially more sensitive to peer influence than boys.Conclusions: Our experimental results indicate that interventions aimed at curbing adolescents' rule-breaking may benefit from reducing situational ambiguity and promoting exposure to positive peer behavior.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838297","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}

引用次数: 0

Extending the Dark Side of Identity Processes With Identity Distress. 以身份困扰扩展身份过程的阴暗面。

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-11 DOI: 10.1002/jad.70034

Barbara M Gfellner, Karin Bartozuk, Jim Deal

{"title":"Extending the Dark Side of Identity Processes With Identity Distress.","authors":"Barbara M Gfellner, Karin Bartozuk, Jim Deal","doi":"10.1002/jad.70034","DOIUrl":"https://doi.org/10.1002/jad.70034","url":null,"abstract":"Introduction: Latent profile analysis of the dimensions of identity scale (DIDS) provides a person-centered configuration of adaptive (commitment, identification with commitment; exploration in breadth and in depth) and maladaptive (ruminative exploration) identity processes. The DIDS focuses on the future domain in the present. In this study DIDS profile analysis was extended to include the Identity Distress Scale (IDS), an affective index of uncertainty and difficulties with identity issues in general content areas relevant to young adults and its impact on adjustment. Identity distress is conceptualized on a continuum from adaptive to dysfunctional in relation to identity development. Its inclusion with identity processes was expected to provide a more nuanced description of the person-centered identity profiles.Methods: Participants were 914 students (mdn = 19 years; 79.6% women) at a university located in a nonmetropolitan city in the prairie provinces of Canada. During 2017 and 2018 students completed an online survey that included the DIDS, IDS, and various standardized measures of identity, mental health, and adjustment at university.Results: The findings revealed four latent profiles: Carefree Diffusion (6.9%), Troubled Diffusion (24.8%), Achievement (28.2%), and Undifferentiated (40.1%) but neither Foreclosure nor Moratorium were found. These results are consistent with variations in the profiles across other countries and contexts. Expected associations were supported between the profiles and most outcome measures. The low incidence of adaptive identity processes notably exploration was considered in terms of culture and context.Conclusions: This study adds to the complexity of individual pathways and contextual differences in identity development.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144822953","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}

引用次数: 0

What Role Does Emotional Granularity Play in Adolescent Depression and Anxiety? A Scoping Review. 情绪粒度在青少年抑郁和焦虑中的作用？范围审查。

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-10 DOI: 10.1002/jad.70028

Darren L Dunning, Gemma Wright, Marc P Bennett, Rachel Knight, Erik C Nook, Tim Dalgleish

{"title":"What Role Does Emotional Granularity Play in Adolescent Depression and Anxiety? A Scoping Review.","authors":"Darren L Dunning, Gemma Wright, Marc P Bennett, Rachel Knight, Erik C Nook, Tim Dalgleish","doi":"10.1002/jad.70028","DOIUrl":"https://doi.org/10.1002/jad.70028","url":null,"abstract":"Introduction: Mental health problems are most prevalent during adolescence. Emotional granularity, the ability to identify distinctions between different emotion states in our mental experience, is said to contribute to the onset and maintenance of depression and anxiety in adults, through the evidence for its role in adolescent depression and anxiety is less well established. Theoretically, better emotional granularity facilitates adaptive selection and targeted deployment of emotion regulation strategies to manage negative emotions, thereby bolstering mental health.Methods: In this mixed methods scoping review, 40 studies of emotional granularity in adolescents (aged < 25) were examined to establish: (i) how it is measured; (ii) its relationship with measures of anxiety/depression; and (iii) if it is related to and/or moderates the relationship between emotion regulation and anxiety/depression. Adolescent contributors with a lived experience of depression/anxiety were interviewed to gain their insights on emotional granularity.Results: The review revealed: (i) the most common method of measuring emotional granularity was with ecological momentary assessment; (ii) good evidence that lower emotional granularity tracked greater levels of depressive symptomology, with less evidence for a relationship with levels of anxiety; and (iii) inconclusive evidence of granularity moderating the relationship between emotion regulation and depression/anxiety. Adolescent contributor views are presented, and knowledge gaps in our understanding and suggestions for further research are discussed.Conclusions: Emotional granularity well may be related to depression in adolescents, but crucially, there were few studies focussing on younger adolescents and no studies with adolescents diagnosed with anxiety or depression, so conclusions drawn are tenuous.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144817975","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}

引用次数: 0

Loss of Material, Personal, and Social Resources and Their Impact on Mental Health Among Young People Not in Employment, Education, or Training. 未就业、未受教育或未接受培训的年轻人物质、个人和社会资源的损失及其对心理健康的影响

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-10 DOI: 10.1002/jad.70024

Xintai Chen, Randolph C H Chan

{"title":"Loss of Material, Personal, and Social Resources and Their Impact on Mental Health Among Young People Not in Employment, Education, or Training.","authors":"Xintai Chen, Randolph C H Chan","doi":"10.1002/jad.70024","DOIUrl":"https://doi.org/10.1002/jad.70024","url":null,"abstract":"Introduction: Young people face heightened employment pressure, particularly those in the school-to-work transition phase. Although earlier studies have indicated that young people who are not in employment, education, or training (NEET) experience considerable psychological distress, limited attention has been paid to understanding why they are at risk of poor mental health. Grounded in the conservation of resources theory, this study examined the mental health differences between NEETs and those who are in employment, education, or training (non-NEET). We also investigated how loss of resources could explain the differences.Methods: Based on the Chinese Family Panel Studies dataset in 2020, the study's sample included 5336 individuals aged from 16 to 35 in China (46% females; Mage = 28.13, SDage = 4.99). Approximately 14.25% of the participants were considered NEETs.Results: The results revealed that NEETs showed significantly higher levels of depression symptoms and lower levels of subjective well-being than non-NEETs. Path analysis revealed that, compared to non-NEETs, NEETs reported significantly lower levels of key resources, including perceived economic status, sense of optimism, and perceived social acceptance. These diminished resources mediated the relationship between NEET status and adverse mental health outcomes, specifically elevated depression symptoms and reduced subjective well-being.Conclusions: This study highlights that NEETs experience poorer mental health than non-NEETs, not only due to material deprivation, but as a result of personal and social resource loss. Therefore, beyond providing financial assistance, it is essential to develop evidence-based social services that focus on restoring NEETs' sense of optimism and rebuilding social acceptance.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144817974","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}

引用次数: 0

How Teacher Autonomy Support and Emotional Violence Shape Adolescent Achievement Emotions: The Mediating Effect of Teacher-Student Relatedness. 教师自主支持与情绪暴力对青少年成就情绪的影响：师生关系的中介作用。

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-10 DOI: 10.1002/jad.70033

Ying Li, Jingshuai Gao, Limin Guo, Yating Lu, Yuan Li

{"title":"How Teacher Autonomy Support and Emotional Violence Shape Adolescent Achievement Emotions: The Mediating Effect of Teacher-Student Relatedness.","authors":"Ying Li, Jingshuai Gao, Limin Guo, Yating Lu, Yuan Li","doi":"10.1002/jad.70033","DOIUrl":"https://doi.org/10.1002/jad.70033","url":null,"abstract":"Background: Achievement emotions (e.g., enjoyment, pride, anxiety, boredom) critically influence students' academic engagement and performance. Teachers foster intrinsic motivation and positive achievement emotions by providing autonomy support that fulfills students' psychological needs. In contrast, emotionally abusive teacher behaviors (e.g., sarcasm, belittlement) thwart these needs, leading to negative emotions and academic burnout. This study examined how teacher autonomy support and teacher emotional violence relate to students' achievement emotions, and whether teacher-student relatedness mediates these effects.Methods: 1506 high school students (52.3% girls; Mage = 15.94, SD = 0.69) from a county-level school in Shaanxi Province participated in our study. Participants completed self-report questionnaires, including the Learning Climate Questionnaire, Emotional Abuse Scale, Achievement Emotions Questionnaire, Teacher-Student Relationship Questionnaire, and a Demographic Questionnaire. Data collection for this cross-sectional study was completed in January 2024.Results: Teacher autonomy support was positively correlated with teacher-student relatedness and students' positive achievement emotions, whereas teacher emotional violence was associated with poorer teacher-student relationships and more negative emotions. Furthermore, teacher-student relatedness significantly mediated the effects of both autonomy support and emotional violence on students' achievement emotions.Conclusions: These findings highlight the pivotal role of supportive teacher behaviors and relationships in shaping students' emotional experiences. Enhancing teachers' autonomy support and eliminating emotional violence through targeted training could strengthen teacher-student relatedness and foster more positive achievement emotions among students.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144817973","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}

引用次数: 0

Ethnic and Gender Variations in Adolescents' Future Aspirations. 青少年未来期望的种族和性别差异。

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-07 DOI: 10.1002/jad.70030

Meng-Run Zhang, Florrie Fei-Yin Ng

{"title":"Ethnic and Gender Variations in Adolescents' Future Aspirations.","authors":"Meng-Run Zhang, Florrie Fei-Yin Ng","doi":"10.1002/jad.70030","DOIUrl":"https://doi.org/10.1002/jad.70030","url":null,"abstract":"Introduction: This study examined how early adolescents' future aspirations varied by ethnicity and gender among the majority Han and two Muslim ethnic minority groups (Hui and Kazakhs) in China.Methods: 1426 adolescents (948 Han, 200 Hui, and 278 Kazakh; 56.0% girls; Mage = 13.46 years, SDage = 0.72, age range: 10-17 years) from middle- and working-class families in northwestern China participated in a two-wave longitudinal study spanning a year (2017-2018). At each wave, adolescents described in writing what they wanted their lives to be like 20 years later. Adolescents' open-ended responses of future aspirations were coded into 15 mutually exclusive subcategories.Results: Multivariate Analysis of Variance (MANOVA) was conducted to examine variations of future aspirations by ethnicity, gender, and time. Adolescents across ethnicities emphasized achievement outcomes the most in their future aspirations. Han (vs. Kazakh) adolescents placed more emphasis on self-maximization and psychological well-being, and less on academic achievement and morality. The Hui, who are more acculturated than the Kazakhs, appeared to be midway between the two groups. Girls emphasized less on career and life achievement and social contribution and more on self-reliance, psychological well-being, and extrafamilial relationships compared to boys, which largely aligned with traditional gender roles across the three ethnic groups.Conclusions: Findings highlighted the interplay between traditional values and the changing sociocultural context in shaping the future aspirations of Chinese adolescents from diverse ethnic backgrounds.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144795871","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}

引用次数: 0

Trust Reduces Social Aggression: Trust and Social Aggression Co-Development and the Longitudinal Relationship Among College Students. 信任降低社会攻击：大学生信任与社会攻击共同发展及纵向关系。

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-07 DOI: 10.1002/jad.70026

Yu-Chuan Yang, An-Qi Sun, Yan Dong, Ling-Xiang Xia

{"title":"Trust Reduces Social Aggression: Trust and Social Aggression Co-Development and the Longitudinal Relationship Among College Students.","authors":"Yu-Chuan Yang, An-Qi Sun, Yan Dong, Ling-Xiang Xia","doi":"10.1002/jad.70026","DOIUrl":"https://doi.org/10.1002/jad.70026","url":null,"abstract":"Introduction: In the Chinese cultural context, which emphasizes the harmony of interpersonal relationships, social aggression, as a behavior that destroys others' social relationships, may cause greater harm to the victim. However, the longitudinal relationship between social aggression and protective factors (i.e., trust) has not been explored in depth. This study used a longitudinal follow-up design to investigate the effects of college students' trust on the trajectory of change in social aggression and the longitudinal relationship between them.Methods: Conducted across six time points between October 2018 and April 2021 (October 2018; April 2019; October 2019; May 2020; October 2020; April 2021), this longitudinal study collected data from 1148 college students (63.7% female; Mage = 18.46 years; age range: 16-24.67 years) in six universities spanning five Chinese regions (Beijing, Sichuan, Guangxi, Guizhou, and Chongqing). Assessments employed self-reported measures of general trust, social aggression, and trait hostility. The initial cohort of 1390 participants yielded 1148 complete responses through six waves of data collection at 6-month intervals.Result: The results showed that general trust could slow down the growth trend of social aggression. Moreover, the higher the general trust of college students, the lower their level of social aggression, and vice versa.Conclusion: High trust among college students can reduce both the level and growth rate of social aggression. Trust in college students is an important protective factor against social aggression and should be incorporated into intervention practices for social aggression.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144795872","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}

引用次数: 0

Developmental Changes in Longitudinal Associations Between Sleep Problems and School Burnout in Early Adolescence. 青少年早期睡眠问题与学校倦怠之间纵向关联的发展变化。

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-05 DOI: 10.1002/jad.70027

Xiaoting Liu, Shangran Wu, Yuxin Zhang

{"title":"Developmental Changes in Longitudinal Associations Between Sleep Problems and School Burnout in Early Adolescence.","authors":"Xiaoting Liu, Shangran Wu, Yuxin Zhang","doi":"10.1002/jad.70027","DOIUrl":"https://doi.org/10.1002/jad.70027","url":null,"abstract":"Introduction: Previous studies suggest that adolescents' sleep problems can affect school burnout. However, it remains unclear how these sleep problems evolve during early adolescence and how this development relates to school burnout. This study examines the developmental patterns of sleep problems and school burnout, exploring their interplay by disentangling between- and within-person changes.Methods: This 2-year longitudinal study collected survey data from 1226 Chinese junior high school students across four waves, beginning in November 2018. The participants had a mean age of 12.73 years (SD = 0.68), with 50.2% male.Results: Latent class growth analysis (LCGA) identified three sleep problem trajectories: stable low (54%), slow-increasing (40%), and rapid-increasing (6%). Parallel latent growth curve modeling (LGCM) revealed synchronized growth between sleep problems and school burnout. Random-intercept cross-lagged panel model (RI-CLPM) demonstrated that, at the between-person level, sleep problems are significantly positively correlated with school burnout. At the within-person level, sleep problems and school burnout reciprocally reinforced each other over time.Conclusions: These findings highlight the detrimental effects of sleep problems on school burnout in the Chinese cultural context. Differentiating within-person states from between-person traits is essential in research on the co-development of sleep problems and school burnout.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790422","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}

引用次数: 0

"I Laughed Along for Years But Hated It Inside:" Understanding Nuance in Peer Teasing Experiences Using a Thematic Analysis. “我笑了很多年，但内心却很讨厌它：”用主题分析来理解同伴戏弄经历的细微差别。

IF 3.2 2区心理学

Journal of Adolescence Pub Date : 2025-08-05 DOI: 10.1002/jad.70032

Naomi C Z Andrews, Molly Dawes

{"title":"\"I Laughed Along for Years But Hated It Inside:\" Understanding Nuance in Peer Teasing Experiences Using a Thematic Analysis.","authors":"Naomi C Z Andrews, Molly Dawes","doi":"10.1002/jad.70032","DOIUrl":"https://doi.org/10.1002/jad.70032","url":null,"abstract":"Introduction: Peer teasing is ubiquitous, yet ambiguous in nature. Despite recent attempts to delineate and clarify differences in teasing experienced as playful versus harmful, there remains overlap and complexity in these interactions. In the current study, we present a conceptual model of teasing, which includes many nested features that dynamically interact within a teasing episode. Using this conceptual model to guide our work, the goal of the current study was to use qualitative inquiry to bring further conceptual clarity to the overlap between teasing that is experienced as playful versus harmful.Method: Using semi-structured interviews, we asked university students (N = 27; 63% female, 18-25 years old) in Ontario, Canada, to describe a teasing interaction from their adolescence that they experienced as 1) harmful and 2) playful, with prompts to fully explore the specifics and context of the interaction.Results: Using thematic analysis, six primary themes were identified: reciprocity versus repetition, the role of power, factors that amplify harm, the interaction between targets' and perpetrators' responses, the need for social skills, and the lasting impacts of teasing.Conclusions: These themes demonstrate the various mechanistic patterns that are involved in complex teasing interactions and play an important role in the experience of teasing as either harmful or playful. Implications for teachers, parents, and youth themselves in managing social relationships are discussed.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790421","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}

引用次数: 0