Journal of Adolescence最新文献

{"title":"Gender differences in adolescents' life satisfaction: A replication study in Kazakhstan.","authors":"Romain Brisson,Assel Adayeva,Shynar Abdrakhmanova","doi":"10.1002/jad.12404","DOIUrl":"https://doi.org/10.1002/jad.12404","url":null,"abstract":"INTRODUCTIONWhether adolescents' life satisfaction varies with gender is unclear. In a recently published study, Brisson et al. found unadjusted mean scores of life satisfaction to be higher in boys than in girls in Luxembourg, a country ranking high in gender-equality indexes. However, gender was no longer predictive of life satisfaction when well-identified predictors of life satisfaction were included in the model. The present work aimed to replicate Brisson et al.'s study in Kazakhstan, a less gender-equal country than Luxembourg, and test the gender-equality-paradox hypothesis.METHODSWe used cross-sectional data from the Health-Behavior in School-aged Children study conducted in 2022 to mirror Brisson et al.'s study design. We relied on a nationally representative sample of 7369 school attendees in Kazakhstan (MAGE = 13.4; SDAGE = 1.7; 52.3% female). We performed general linear modeling analyses to achieve our research goals.RESULTS AND CONCLUSIONSIn keeping with Brisson et al.'s study, we found unadjusted mean scores of life satisfaction to be higher in boys than in girls. The magnitude of the gender gap was lower in Kazakhstan than in Luxembourg. In contrast to Brisson et al.'s study, controlling for well-identified predictors of life satisfaction did not annul the gap in question but changed its sign. This result suggests that, ceteris paribus, girls were more satisfied with their life than boys. Overall, our replication study supports the gender-equality-paradox hypothesis. Future studies may investigate whether this paradox stems from gendered criteria of life satisfaction assessment and/or sociobiological differences in health profiles.","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"194 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196796","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 significance of feeling needed and useful to family and friends for psychological well-being during adolescence.","authors":"Andrew J Fuligni, Ava Trimble, Xochitl Arlene Smola","doi":"10.1002/jad.12403","DOIUrl":"https://doi.org/10.1002/jad.12403","url":null,"abstract":"<p><strong>Introduction: </strong>Social relationships offer the opportunity to provide support and resources to others. Feeling needed and useful to others has been understudied during adolescence, despite being shown to predict health and well-being during adulthood. The current study examined this underappreciated way in which family and peer relationships may shape psychological well-being during adolescence.</p><p><strong>Method: </strong>A cross-sectional sample of high school students across the United States completed an on-line questionnaire during school hours in the fall of 2020. The sample consisted of 1301 adolescents averaging 15.94 (SD = 1.24) years in age in the ninth through twelfth grades, with 48.4% identifying as female, 47.3% as male, and 3.2% reporting either other gender identities or preferring not to answer (1%). Participants identified as Hispanic or Latino (40.2%), European American (19.8%), African American (14.7%), Multiethnic (9.2%), Asian American (7%), Other Ethnicities (7.8%), and 1.3% did not report their ethnicity.</p><p><strong>Results: </strong>Feeling needed and useful was predicted by both helping and receiving support from others, strongly predicted better psychological well-being, and mediated associations of helping and receiving support with well-being. Males reported feeling more needed by their family as compared to females, and both reported higher levels of being useful to their family than those with other gender identifications.</p><p><strong>Conclusions: </strong>Like adults, adolescents have a need to contribute and feel needed in their social worlds. Studies of close relationships should incorporate the ways in which youth provide resources and support to others in their lives as well as the sense of feeling needed and useful derived from those activities.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156415","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":"A longitudinal study of prosocial behaviors predicting later academic performance in US Latine early adolescents.","authors":"Alysia Maryse Cruz, Gustavo Carlo, Zehra Gulseven, Deborah Lowe Vandell","doi":"10.1002/jad.12401","DOIUrl":"https://doi.org/10.1002/jad.12401","url":null,"abstract":"<p><strong>Introduction: </strong>Scholars have asserted and provided evidence on the developmental benefits of prosocial behaviors on later academic performance and well-being. However, research directly examining these links in US Latine early adolescents and work that explains the positive link between prosocial behaviors and academic outcomes is scarce. The present study investigated whether social skills and self-efficacy mediate the positive relations between prosocial behaviors and US Latine early adolescents' educational performance.</p><p><strong>Method: </strong>Participants were 543 low-income, US Latine middle school students (M_age = 11.7, SD = 0.73; 275 girls) attending after-school programs. Measures of prosocial behaviors, social skills, self-efficacy, and academic performance were administered at three-time points.</p><p><strong>Results: </strong>Findings showed that prosocial behaviors were significantly and positively linked to later self-efficacy, which in turn, was subsequently positively linked to academic performance. In contrast, the paths among prosocial behaviors, social skills, and academic performance were not significant.</p><p><strong>Conclusion: </strong>The discussion focuses on the central role of self-efficacy in understanding the relations between prosocial behaviors and educational performance in US Latine early adolescents.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141371","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 developmental trajectory of prosocial behavior in economically disadvantaged children: General tendencies and heterogeneity.","authors":"Yiqiu Hu, Xian Zhao, Zhihua Li","doi":"10.1002/jad.12402","DOIUrl":"https://doi.org/10.1002/jad.12402","url":null,"abstract":"<p><strong>Introduction: </strong>This study explored the general tendencies and heterogeneous developmental trajectory of prosocial behavior and predictors.</p><p><strong>Method: </strong>The present study conducted latent growth model and growth mixture model analyses in a sample of 814 students (M_age = 13.79 years old at baseline; 57% girls) from economically disadvantaged families, classified as being below the local income threshold in China, with four follow-up surveys administered during the following 2 years.</p><p><strong>Results: </strong>The general tendency in the developmental trajectory of prosocial behavior showed a linear decrease. A gender difference in initial levels was observed, with girls showing a higher initial level of prosocial behavior than boys. Family functioning, subjective support, and support utilization significantly affected the intercept, but objective support significantly negatively affected the slope. Heterogeneity in the development of prosocial behavior was best classified with a 3-class solution, including C1 (Rapid-decrease, 10.6%), C2 (Medium-stable, 42.5%), and C3 (High-increase, 46.9%). The patterns of prosocial behavior development in economically disadvantaged children with higher family functioning were more likely to be in the High-increase Class than in the Rapid-decrease Class.</p><p><strong>Conclusion: </strong>The present study revealed an average decline in the trajectories of prosocial behavior development in economically disadvantaged children. However, it also captured heterogeneous developmental trajectories. Furthermore, the study revealed that family functioning, subjective support, and support utilization all served as protective factors for prosocial behavior among economically disadvantaged children.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141372","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":"Review and Evidence Gap Map of mentoring programs for adolescent males with disabilities.","authors":"Mark J Van Ryzin, Jonathan L Rochelle, James Sinclair, John Lind","doi":"10.1002/jad.12398","DOIUrl":"https://doi.org/10.1002/jad.12398","url":null,"abstract":"<p><strong>Introduction: </strong>Adolescent males with disabilities face unique challenges, and mentoring programs designed for this population could support more positive long-term outcomes. In the current study, a scoping review of empirical research on such programs was conducted. The review was intended to capture the characteristics of existing mentoring program for males with disabilities and map those characteristics in a way that sheds light on the overall status of the field.</p><p><strong>Methods: </strong>The review included different types of mentoring (e.g., adult to child, peer to peer, etc.) as long as the program explicitly defined the formation of a long-term relationship between mentor and mentee. The search identified 21 relevant studies that were categorized using four dimensions: 1) Setting (i.e., school/after school, community-based, on-line/virtual, or mixed); 2) Sex (i.e., males only or mixed males/females); 3) Outcomes (i.e., academics, social-emotional skills, health, transition from high school, or program implementation); and 4) Evaluation methodology (i.e., experimental, nonexperimental, or qualitative). The findings are summarized in an Evidence Gap Map.</p><p><strong>Results: </strong>Only three studies used an experimental design, although they were able to demonstrate significant promise in promoting positive outcomes for youth with disabilities. Beyond these studies, however, there was little evidence supporting program efficacy for males with disabilities, as most studies in the sample were nonexperimental in nature.</p><p><strong>Conclusions: </strong>Overall there are few mentoring programs that target this population, and experimental research on programs that target academic and health outcomes is particularly lacking.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113497","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 unequal impacts of the COVID-19 pandemic on young adults' mental health. Predictors of vulnerability and resilience using longitudinal birth cohort data in the UK.","authors":"Harriet Reed, Ajay Thapar, Lucy Riglin, Stephan Collishaw, Christopher B Eaton","doi":"10.1002/jad.12400","DOIUrl":"https://doi.org/10.1002/jad.12400","url":null,"abstract":"<p><strong>Introduction: </strong>Previous studies have demonstrated deteriorations in young adult mental health during the COVID-19 pandemic, but evidence suggests heterogeneity in the mental health impacts of the pandemic. We sought to identify factors which may predict changes in psychological distress and wellbeing during the COVID-19 pandemic in UK young adults.</p><p><strong>Methods: </strong>A total of 2607 young adults from the Millennium Cohort Study were included. Psychological distress and mental wellbeing were measured using the Kessler-6 and Short Warwick-Edinburgh Mental Wellbeing Scale, respectively. Assessment occurred at three timepoints between the ages of 17-19: 2018/19 (pre-COVID Baseline), May 2020 (COVID Wave 1) and September/October 2020 (COVID Wave 2). Latent change score models were used to study change in distress and wellbeing across the study period, as well as the impact of sex, relative family poverty, parental education, preexisting mental health difficulties and perceived social support on these changes.</p><p><strong>Results: </strong>The latent change score models suggested both distress and wellbeing tended to increase across the study period. Being female and in relative poverty predicted greater increases in distress and/or poorer wellbeing. Higher levels of parental education and greater perceived social support were protective against increased distress and associated with improved wellbeing.</p><p><strong>Conclusions: </strong>The impact of the COVID-19 pandemic on UK young adult mental health is complex. We provide further evidence for a distinction between symptoms of poor mental health and wellbeing. Research is urgently needed to assess the long-term impacts of the COVID-19 pandemic on the mental health and wellbeing of young people, particularly in more vulnerable groups.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113498","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":"Defining contribution: A scoping review.","authors":"Colin J Deal, Helene Jørgensen, Allison Sivak, Nicholas L Holt","doi":"10.1002/jad.12399","DOIUrl":"https://doi.org/10.1002/jad.12399","url":null,"abstract":"<p><strong>Introduction: </strong>The term contribution is a key feature of approaches to positive youth development but has yet to be adequately defined. The purposes of this study were to identify properties that underlie contribution and to establish a theoretical definition of the construct.</p><p><strong>Methods: </strong>A two-phase scoping review was conducted. The first phase involved the systematic search, selection, and analysis of studies from which six properties of contribution were identified and a preliminary theoretical definition was constructed. In the second phase expert judges rated the degree to that the proposed definition and the six properties of contribution fit with their conceptualization of the construct on a 6-point scale.</p><p><strong>Results: </strong>Mean ratings for the definition and the six properties ranged from 5.05 to 5.70. Judges' ratings for the overall definition of contribution and the six properties were evaluated using Aiken's content validity coefficient (V). All V coefficients ranged in size from 0.81 to 0.94 and were statistically significant (p's < .01) indicating that the definition of contribution and the corresponding six properties fit well with experts' conceptualizations of the construct.</p><p><strong>Conclusion: </strong>This study provides a theoretical definition of contribution that will serve as a foundation upon which future research in the area of positive youth development can build.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113496","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 association between school bullying and executive functions in children and adolescents: A three-level meta-analysis","authors":"Wei Jia,&nbsp;Chenhui Huang,&nbsp;Na Hu,&nbsp;Dan Cai","doi":"10.1002/jad.12397","DOIUrl":"10.1002/jad.12397","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Even though existing amounts of results have shown that school bullying could be related to the main components of executive functions (EFs) (inhibitory control, working memory, and cognitive flexibility), research focused on this association yields inconsistent results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To address this research gap, the current study conducted a three-level meta-analysis approach and simultaneously considered the two perspectives of the bully and victim to clarify the relationship between school bullying experienced by children and EFs. It also explored the moderating variables that affect the relationship between school bullying and EFs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Based on 18 studies reporting 73 effect sizes (<i>N</i> = 21,725), the results revealed that the overall effect size for the association between both the bullies and victims of school bullying incidents with EFs (<i>r</i>_bullies = −0.154, <i>p</i> &lt; .05; <i>r</i>_victims = −0.187, <i>p</i> &lt; .001). Moderator analyses revealed that the negative correlation between bullies of school bullying and EFs was moderated by EF components, but it was not affected by gender, age, and the EF measurement method. Moreover, the negative correlation between victims of school bullying and EFs was not affected by the form of bullying, source of report, facet of EFs, EF measurement, gender, age, and culture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The present meta-analysis revealed a relationship between school bullying and EFs. Both bullies and victims appear to have lower EF levels. The results also emphasized that lower inhibitory control was more likely to be a crucial risk factor for bullying behavior.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1713-1726"},"PeriodicalIF":3.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056974","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":"Changes in peer belonging, school climate, and the emotional health of immigrant, refugee, and non-immigrant early adolescents","authors":"Kimberly Thomson,&nbsp;Carly Magee,&nbsp;Monique Gagné Petteni,&nbsp;Eva Oberle,&nbsp;Katholiki Georgiades,&nbsp;Kimberly Schonert-Reichl,&nbsp;Magdalena Janus,&nbsp;Martin Guhn,&nbsp;Anne Gadermann","doi":"10.1002/jad.12390","DOIUrl":"10.1002/jad.12390","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Early adolescents who are new to Canada experience dual challenges of navigating developmental changes and multiple cultures. This study examined how changes in early adolescents’ emotional health from ages 9 to 12 differed by immigration background, and to what extent peer belonging and supportive school climate protected or promoted their emotional health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study drew upon linked self-report and administrative data. Across 10 school districts in British Columbia, Canada, <i>N</i> = 4479 non-immigrant, immigrant, and refugee adolescents reported on their peer belonging, school climate, and emotional health (life satisfaction, optimism, self-esteem, sadness, worries) in Grades 4 and 7, using the Middle Years Development Instrument. Immigration background including immigration class (economic, family, refugee) and generation status (first, second) were obtained from linked Immigration, Refugees, and Citizenship Canada data. Multi-level modeling assessed the effect of time (grade level), immigration group, and changes in peer belonging and school climate on changes in self-reported emotional health. Analyses were adjusted for gender, English first language, and low family income.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Immigrant and refugee adolescents reported worse emotional health in Grade 4 compared to non-immigrants. Non-immigrant and immigrant adolescents reported declines in emotional health from Grades 4 to 7. In contrast, first-generation refugee adolescents reported significant improvements in life satisfaction, and first- and second-generation refugees reported improvements in worries over this period. Perceived improvements in peer belonging and school climate were associated with positive changes in emotional health for all adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Changes in adolescents’ emotional health from Grades 4 to 7 differed between immigrants, refugees, and non-immigrants. Immigrants and refugees who enter adolescence with lower emotional health than their non-immigrant peers may particularly benefit from culturally responsive school and community-based interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1901-1916"},"PeriodicalIF":3.0,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11618723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056947","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":"Preadolescents' executive functions and resilience development: A cascade model of resilience resources and resilient functioning","authors":"Yanlin Zhou,&nbsp;Nancy Xiaonan Yu,&nbsp;Zhanhong Liang,&nbsp;Shanshan Feng,&nbsp;Qiong Zhang","doi":"10.1002/jad.12392","DOIUrl":"10.1002/jad.12392","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Executive functions (EF), encompassing inhibition, updating, and shifting, are widely acknowledged as cognitive factors that promote resilience. However, prior research examining the association between EF and resilience has been hampered by inconsistent conceptualizations of resilience and an overreliance on cross-sectional designs. We embraced a process-oriented conceptualization of resilience and employed a longitudinal approach to investigate how EF components interplay with the dynamic processes of resilience resources and resilient functioning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 144 Chinese preadolescents (aged 10–12, 53.5% male) completed computer-based EF assessments at baseline and self-reported their resilience at three intervals during 2019–2020. The resilience evaluations encompassed resilience resources at individual, familial, and social levels, as measured by the Resilience Scale for Chinese Adolescents, and resilient functioning, operationalized as the residuals of socioemotional difficulties after accounting for stressful life events.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings emphasized the dynamic nature of resilience, unveiling a developmental cascade from resilience resources to resilient functioning and back to resilience resources. Furthermore, distinct effects of EF components on resilience development were found. Specifically, inhibition was associated with both concurrent and long-term resilience resources and functioning, while updating predicted long-term resilience resources, and shifting predicted long-term resilient functioning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These results underscored the pivotal role of EF as a cognitive foundation in comprehending the dynamic resilience processes during preadolescence.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1929-1941"},"PeriodicalIF":3.0,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056948","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}