Journal of Adolescence最新文献

{"title":"Within-Individual Variability in Well-Being Among Emerging Adults","authors":"Anne Sofie Tegner Anker,&nbsp;Signe Hald Andersen,&nbsp;Line Hjorth Andersen","doi":"10.1002/jad.70019","DOIUrl":"10.1002/jad.70019","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The growing rates of youth who report poor well-being is a cause of great public concern. But we still do not have a good grasp of the degree of volatility of poor well-being among emerging adults. The current study examines within-individual variability in well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We collected repeated measures of five well-being indicators (life satisfaction, general mental health, stress, loneliness, and self-rated health) every other week among a sample of 133 Danish students in upper secondary education (mean age = 18.6). We calculated three different measures (standard deviations, absolute fluctuations, and range) to capture within-individual variability in well-being across 3 months. We furthermore examined correlates of well-being variability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that all five well-being indicators varied considerably over the period. On average the within-individual range (maximum value − minimum value) spanned roughly 30% of the scale of the well-being indicators. The average within-individual standard deviation corresponded to roughly two thirds of the between-individual standard deviation in the baseline measures. We found well-being to vary more among females and those with the lowest baseline well-being to vary more than those with better baseline well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings suggest that individual well-being in emerging adulthood fluctuates considerably—also for individuals who report relatively low well-being at baseline. This suggests that the large share of emerging adults reporting low well-being is likely to partly represent individuals drifting in and out of poor well-being. However, we should not lose sight of a small group (approximately 7% of our sample) that consistently report low well-being.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"2001-2018"},"PeriodicalIF":3.2,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.70019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592638","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":"In the Voices of Adolescents: Co-Designing Four Curricular Components of Compassion Programs to Align With Developmental Needs.","authors":"Blake A Colaianne","doi":"10.1002/jad.70020","DOIUrl":"https://doi.org/10.1002/jad.70020","url":null,"abstract":"<p><strong>Introduction: </strong>School-based prevention efforts to support social and emotional learning in adolescence frequently struggle to demonstrate sizable impact, and scholars suggest this may be due to a lack of curricular alignment with adolescent developmental needs. Using co-design methods, this study invited high school students to refine and revise four curricular components of adult compassion trainings (field of care, emotional granularity, stress shapes, and mindfulness). Research questions included: (1) To what extent are adult compassion training curricula aligned with the interests and experiences of high school students? and (2) Does the co-design process of compassion-based curricula support adolescent developmental needs?</p><p><strong>Methods: </strong>Participants were 15 high school students from one public school district in southeastern Pennsylvania, United States (53% males; M_age = 16, SD = 0.93). A mixed-methods evaluation assessed student perceptions and revisions of the curricular components.</p><p><strong>Results: </strong>Students found the curricular components to be interesting and relevant to their lived experiences, with stress shapes and emotional granularity receiving the highest ratings. Results also demonstrated that the co-design process was developmentally engaging and contributed to compassion toward the self and others. Curricular components were redesigned to evoke a sense of competence, relationality, and meaning within high school students.</p><p><strong>Conclusion: </strong>Revised curricular components, as well as co-design exercises, could be integrated into school-based efforts to support adolescent compassion development. Co-design methods may offer a developmental and equitable approach to adolescent school-based prevention.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585326","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":"Gender Performativity Norms and Friendship Networking Processes: An Epidemiological Perspective From a Longitudinal Cohort of Adolescents","authors":"Jansen Marcos Cambia,&nbsp;Arnat Wannasri,&nbsp;Cheng-Yi Yang,&nbsp;Chih-Ting Lee,&nbsp;Meng-Che Tsai","doi":"10.1002/jad.70014","DOIUrl":"10.1002/jad.70014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Adolescence is a stage of development in which sensitivity to social norms and peer influences becomes more pronounced, and individuals are expected to conform to social group identities and adopt the normative behaviors of their peers, including gender role norms. However, little is known about the reciprocal effects between gender performativity and the friendship networking process in Taiwanese adolescents. Therefore, this study aimed to adopt a social network analysis to study the relationship mentioned above using a representative cohort study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Empirical data were retrieved from the Taiwan Youth Project (TYP), a longitudinal cohort study of Taiwanese adolescents. We first constructed a valid gender-typed behavior and attitude scale (GTBAS), tailoring the available items in TYP to reflect individual levels of gender performativity. Next, stochastic actor-based modeling was used for social network analysis based on the friendship nominations identified in TYP.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most items in the constructed GTBAS were consistent with the theory of gender performativity, with some variations that reflected sociocultural differences. The scale was valid, with an average Cronbach's α of 0.89, and the scores were intercorrelated to a moderate extent across multiple waves (<i>r</i> ranging from 0.43 to 0.53). Moreover, we found that the participants' friendship selection was significantly associated with similarities in biological sex (<i>β</i> = 1.01 [standard error = ±0.12], <i>p</i> &lt; 0.001), and male participants tended to send more friendship nominations (<i>β</i> = 0.28 [±0.138], <i>p</i> &lt; 0.05). However, gender performativity was unrelated to friendship formation, and peers' gender performativity status did not influence it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Employing an epidemiological manner and tailoring the regional setting, we created a measurement tool that represents gender performativity norms among Taiwanese adolescents. Although biological sex, not gender performativity, was the only critical factor in friendship formation, healthcare providers should be aware of gender issues that gender-nonconforming adolescents may encounter regarding their social networking needs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"1941-1949"},"PeriodicalIF":3.2,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561581","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 Role of Internship Programs in Fostering School-to-Work Transitions in Secondary Schools: Paths for Transversal Skills and Orientation (PCTOs)","authors":"Sara Germani,&nbsp;Mara Marini,&nbsp;Irene Stanzione","doi":"10.1002/jad.12531","DOIUrl":"10.1002/jad.12531","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The school-to-work transition (STWT) represents the initial significant career milestone in young people's lives. In Italy, the Paths for Transversal Skills and Orientation (PCTOs) were introduced in upper secondary schools as an educational tool to support STWT. PCTOs aim to equip students with transversal skills that promote employability and personal development. Given limited research on PCTO effectiveness, this study examines specific PCTO characteristics in enhancing students' transversal skills and career resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional study was conducted between April and May 2024. 567 students (M age = 17.30, SD age = 1.02, 72% males) from two vocational schools (grades 11–13) in central Italy completed a questionnaire assessing four PCTO indicators: orientation value, student involvement in PCTO design, number of PCTO experiences, and quality of the tutor-student relationship. Transversal skills and career motivational resources were also evaluated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A path analysis model revealed positive associations between PCTO indicators and students' transversal skills, which, in turn, were related to career motivational resources. Contrary to expectations, the quality of the tutor–student relationship did not show direct associations with the outcomes. Additionally, results suggested that engaging in various PCTO activities may reduce the clarity of career orientation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings highlight that a quality PCTO planning fosters transversal skills, indirectly enhancing career resources. While different PCTO experiences support skill development, they may reduce the “orientation” value of the Paths. This study underscores the value of PCTOs in preparing young people for the labor market, emphasizing the importance of targeted, skill-oriented experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"1738-1748"},"PeriodicalIF":3.2,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.12531","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561582","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":"What Happens When [Terai] Girls Play? Understanding the Relationship Between Restrictive Gender Norms, Girls' Experiences of Playing Sport in South-Eastern Nepal, and the Factors That Influence Their Participation","authors":"Sara Begg,&nbsp;Nisha Shah,&nbsp;Mukesh Poudel,&nbsp;Justin Pulford,&nbsp;Sara Parker,&nbsp;Cricket Changemakers (Nepal)","doi":"10.1002/jad.70011","DOIUrl":"10.1002/jad.70011","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Restrictive gender norms globally disproportionately constrain girls, limiting their freedom and mobility while increasing their risk of violence. This study adopts a Youth Participatory Action Research approach to explore how adolescents in Nepal experience these norms in sport, and identify pathways for their positive transformation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Twenty-three adolescent girls from eight government schools in the Terai districts of Morang and Saptari, Nepal, were trained as youth researchers to co-define the research focus and questions related to gender, sport, and adolescence. They conducted 15 play-based focus group discussions with 64 adolescent boys and 84 adolescent girls aged 13–19. Outputs were co-analysed using a framework approach shaped by the youth researchers' lived experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Situating our findings relative to Ecological Systems Theory, we found that girls' participation in sports is limited by restrictions on their free time and mobility, and community and peer “backbiting”. Parents, teachers, and boys in their microsystem reinforced these norms, while schools and sporting institutions provided limited opportunities and uneven resources. However, girls' sporting success emerged as a catalyst for change, generating pride that shifted perspectives on girls' capabilities, rights, and freedoms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study highlights the importance of addressing gender norms at a societal level by engaging with the interpersonal interactions that sustain them. It identifies “pride” as a transformative force, supporting evidence that positive norms can drive gender equity. Future interventions should build girls' confidence, engage boys as allies, and increase the visibility of girls' sports to expand freedoms in the Terai.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"1895-1909"},"PeriodicalIF":3.2,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555377","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":"NR3C1 Methylation and Perceived Parenting as Joint Predictors of the Development of Loneliness in Adolescence","authors":"Koopmans Yentl,&nbsp;Stefanie A. Nelemans,&nbsp;Stephan Claes,&nbsp;Patricia Bijttebier,&nbsp;Guy Bosmans,&nbsp;Wim Van Den Noortgate,&nbsp;Karla Van Leeuwen,&nbsp;Luc Goossens","doi":"10.1002/jad.70012","DOIUrl":"10.1002/jad.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Adolescents who perceive low levels of parental support or high levels of parental psychological control are at increased risk for developing loneliness. However, the association between parenting experiences and loneliness varies among adolescents. This study examined whether higher levels of DNA methylation in the <i>glucocorticoid receptor gene</i> (<i>NR3C1</i>), a gene directly involved in stress-reactivity, moderated the association between parental support and psychological control and the development of loneliness in early adolescence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sample of 622 Belgian early adolescents (55% girls, <i>M</i>_{age T1} = 10.77 years, SD_{age T1} = 0.48) reported on loneliness annually for three waves (2017–2020). At Wave 1, perceived parental support and psychological control were assessed via questionnaires, and <i>NR3C1</i> methylation via saliva samples. Latent growth curve models were estimated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results revealed stronger associations between parental psychological control and initial levels of loneliness for adolescents with higher levels of <i>NR3C1</i> methylation. In line with the diathesis–stress model, this finding suggests that the association between parental psychological control and adolescent loneliness may be stronger among individuals with higher <i>NR3C1</i> methylation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"1910-1920"},"PeriodicalIF":3.2,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144555397","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":"College Student Mental Health Is Stable Across College Career, but Declining Over Time","authors":"Martin Seehuus,&nbsp;Keith B. Burt,&nbsp;Robert W. Moeller","doi":"10.1002/jad.70010","DOIUrl":"10.1002/jad.70010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The effect of time in college on student mental health is not as well-explored as cohort effects. The present study used 7 years of longitudinal mental health data to disentangle the effect of time in college from broader cohort-based effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>8585 emerging adult students from two US colleges (mean age 19.58 ± 1.44, 54.16% women, 39.02% men, 6.81% trans or gender diverse) completed annual self-report survey instruments across the years 2018–2024. Individual participants provided between two and four time points of data. Participants completed questionnaire measures of depression, anxiety, and loneliness as well as demographic information. Linear mixed models were used to test hypotheses of change over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Cohort effects indicating a rise in depression and anxiety among more recent birth cohorts were found, whereas depression and anxiety were not found to change significantly over the course of a college career. A decrease in loneliness was found over one's college career. Race, gender, sexual orientation, and socioeconomic status each affected starting points, but not rates of change, of key constructs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Each subsequent cohort of college students matriculates with higher rates of depression and anxiety. Despite the efforts of colleges to improve mental health, we found mental health conditions to be relatively stable over a college career. Colleges should evaluate their approach to student mental health to better account for these cohort effects and the enduring nature of mental health burden for their students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"1882-1894"},"PeriodicalIF":3.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530445","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":"Flow Processing: Narratives of Menarche in Early Adolescence","authors":"Jane Mendle,&nbsp;Mary Kate Koch,&nbsp;Kathleen C. McCormick,&nbsp;Sophie Belfield","doi":"10.1002/jad.70009","DOIUrl":"10.1002/jad.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Foundational research in developmental psychology emphasized the psychological value of youths' narratives and perspectives on menarche. In the current study, we update and extend this work using computational text analysis techniques to examine how youth characterize experiences of menarche and the association of these descriptions with internalizing symptoms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In 2021, <i>n</i> = 120 early adolescents (<i>M</i>_<i>age</i> = 12.86 years, SD = 0.73; 65% Latina) from a large city on the West Coast of the United States completed a word association task and narrative writing task about menarche, along with measures of internalizing psychopathology, at two time points 1 month apart. We examined the most frequently used words and topics youth employed to describe their first period using co-occurrence network analysis, sentiment analysis, and topic modeling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Youth generated predominantly negative words to describe menarche, with “scary” and “painful” as the words used most frequently. Consistent with earlier research, many youth reported talking with their mothers about menarche along with a reluctance to share menarche more publicly. Youth whose narratives included more words about emotions reported fewer symptoms of depression and anxiety at Time 1, while expressions of disgust were linked with greater symptoms of depression and anxiety at Time 2.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Despite rises in menstrual activism and efforts to destigmatize menstruation, youth's narratives and perspectives on menarche reflected largely negative views of menarche. Because disgust and the articulation of emotions were linked with depression and anxiety, these may be areas of interest to parents or educators and health professionals who work with peri-menarcheal youth.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"2019-2026"},"PeriodicalIF":3.2,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486637","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 Longitudinal Mediating Effect of Emotion Regulation Strategies on the Reciprocal Relationship Between Parental Psychological Control and Problematic Internet Use : A Three-Wave Cross-Lagged Panel Analysis","authors":"Yuran Chen,&nbsp;Brian J. Hall,&nbsp;Mei-Ki Chan,&nbsp;Qiwen Wang,&nbsp;Jingwen Li,&nbsp;Chun Chen","doi":"10.1002/jad.70007","DOIUrl":"10.1002/jad.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Problematic internet use (PIU) becomes increasingly prevalent among rural Chinese adolescents. Previous studies have identified parental psychological control (PPC) and emotion regulation strategies as strong predictors of PIU. However, there is limited studies exploring the longitudinal dynamics between contextual and individual factors and PIU, which is crucial for developing culturally responsive interventions. Therefore, based on the Psychological Decompensation Hypothesis and the Child Effect Model, the present research aimed to investigate the reciprocal relationship between PPC and PIU and the function of emotion regulation strategies (i.e., cognitive reappraisal and expressive suppression) as mediating factors in the relationship through a three-wave longitudinal design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>One thousand six hundred and ninety-two students (<i>M</i>_age = 15.96; SD = 1.67; 54.6% females) from a Chinese secondary boarding school participated in the study. Three-wave cross-lagged panel models (CLPMs) were conducted to examine the reciprocal relationships between PPC and PIU, as well as the potential mediation role of emotion regulation strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results presented a reciprocal association between PPC and expressive suppression, whereas the bidirectional relationship between PIU and expressive suppression was not observed. Moreover, no reciprocal relationship was found in the link between cognitive reappraisal and PPC, as well as between cognitive reappraisal and PIU. The CLPMs also presented that expressive suppression at T2 significantly mediated the relationship between PPC at T1 and PIU at T3.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study underscores the importance of considering both negative parenting influences and students' emotion regulation strategies in informing PIU interventions for rural Chinese adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"1850-1868"},"PeriodicalIF":3.2,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334223","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":"Extracurricular Activities—Extra Beneficial: The Role of Motivation for Extracurricular Activities on Outcomes in High-School Students","authors":"Jérémie Verner-Filion,&nbsp;Anne C. Holding,&nbsp;Isabelle Gingras,&nbsp;Richard Koestner","doi":"10.1002/jad.70008","DOIUrl":"10.1002/jad.70008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>There is growing interest in the developmental consequences of extracurricular activities. While past research has mostly focused on the direct effect of extracurricular activities on outcomes (Farb and Matjasko 2012; Marsh and Kleitman 2002), the current study used a Self-Determination Theory (SDT) framework to test a serial mediation model in which self-determined motivation for extracurricular activities was positively associated with indicators of students' functioning through the mediating role of self-determined school motivation and psychological need satisfaction in school. Moreover, the current study aimed at testing SDT's claim that psychological need satisfaction is universally applicable across contexts and cultures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A total of 886 high-school students (<i>M</i>_age = 14.95, SD_age = 1.77) from China (<i>n</i> = 267), USA (<i>n</i> = 281), Canada (<i>n</i> = 195), and France (<i>n</i> = 143) completed a questionnaire assessing motivation for extracurricular activity and school-related variables including motivation, need satisfaction, mood, stress, perceptions of overscheduling, and intentions to dropout. Teacher reports of students' motivation, self-efficacy, optimism, and missed school days were collected for a subsample of Canadian, American, and French students (<i>n</i> = 219).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings of a cross-sectional mediation model revealed that across cultures, self-determined motivation for extracurricular activities was positively associated with indicators of academic functioning for student and teacher-rated outcomes through the mediating effects of self-determined academic motivation and psychological need satisfaction in school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings underscore the importance of students' perceptions of motivation and psychological need satisfaction in demonstrating how extracurricular activities may be positively related to school functioning across cultures.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 7","pages":"1869-1881"},"PeriodicalIF":3.2,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327210","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}