Journal of Adolescence最新文献

{"title":"Mentalization and Emotion Regulation Difficulties in Adolescent Girls With Social Anxiety Disorder.","authors":"Ayşe Selma Yenen Menderes, Isranur Yenen Sivri, Hande Günal Okumuş, Uğur Ufuk Işın, Makbule Esen Öksüzoğlu, Burcu Ersöz Alan","doi":"10.1002/jad.70255","DOIUrl":"https://doi.org/10.1002/jad.70255","url":null,"abstract":"<p><strong>Introduction: </strong>Social anxiety disorder (SAD) is a prevalent disorder that often begins during adolescence, leading to considerable challenges in social functioning and overall mental health. Previous studies have demonstrated that mentalization deficits and emotion regulation difficulties are each independently associated with social anxiety. The present study aimed to concurrently examine the associations of emotion regulation difficulties and mentalization deficits with SAD in adolescent girls.</p><p><strong>Methods: </strong>The study sample consisted of 105 adolescent girls, conducted in Türkiye, including 69 treatment-naïve adolescents diagnosed with SAD without psychiatric comorbidities and 36 healthy controls. Mentalization was assessed by the Movie for the Assessment of Social Cognition (MASC) and Reading the Mind in the Eyes Test (RMET). All participants filled in the Social Anxiety Scale for Adolescents (SAS-A) and Difficulties in Emotion Regulation Scale (DERS).</p><p><strong>Results: </strong>Compared with healthy controls, adolescents with SAD demonstrated lower general mentalizing ability, higher levels of hypermentalizing errors, and greater difficulties in emotion regulation (p < 0.001). Within the SAD group, none of the mentalization measures were directly associated with symptom severity. Lower levels of no-mentalizing were associated with greater emotion regulation difficulties (β = -0.24, p = 0.04), and greater emotion regulation difficulties were associated with higher social anxiety symptoms (β = 0.35, p < 0.01); however, the indirect effect of no-mentalizing on social anxiety symptoms through emotion regulation difficulties was not statistically significant (β = -0.09, 95% CI [-0.21, 0.01]).</p><p><strong>Conclusions: </strong>The present findings suggest that mentalization and emotion regulation processes may contribute to a more comprehensive understanding and addressing of SAD in adolescents.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148702494","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":"Ethnic Homophily in Friendship Selection Among High School Students: The Role of Ethnic and Socioemotional Classroom Composition.","authors":"Ákos Bocskor, Aleš Kudrnáč","doi":"10.1002/jad.70250","DOIUrl":"https://doi.org/10.1002/jad.70250","url":null,"abstract":"<p><strong>Introduction: </strong>Research shows that interethnic friendships are beneficial for integration, well-being, and intergroup relations, yet adolescents often prefer same-ethnicity friends even in diverse settings. Prior studies point to individual characteristics, structural opportunities for contact, and classroom contexts as potential predictors of ethnic homophily. This study examines whether ethnic homophily is associated with the ethnic and socioemotional composition of the classroom among adolescents in the Czech Republic.</p><p><strong>Methods: </strong>Our data was collected in the autumn of 2023 from 6,447 students (M_age = 15.6, SD_age = 0.73) in 258 classrooms. We estimated ethnic homophily applying exponential random graph models (ERGMs), accounting for reciprocity, transitivity, and homophily in gender and popularity. Meta-regression was then used to examine the classroom-level correlates of the ethnic homophily coefficients calculated by the ERGMs.</p><p><strong>Results: </strong>The ERGMs provide evidence of ethnic homophily across all groups, with stronger effects observed among minority than majority students. For the Czech majority, homophily was positively associated with the proportion of Ukrainian students and negatively with the proportion of the \"other ethnicity\" group. Among Ukrainian students, homophily was positively associated with the proportion of Czech students. Neither in-group size nor the socio-emotional composition of the classroom, measured as classroom averages of empathic concern and perspective-taking, was associated with ethnic homophily.</p><p><strong>Conclusions: </strong>Our findings underline the importance of structural factors, the size of relevant out-groups, in understanding ethnic homophily. They suggest that schools seeking to promote interethnic friendships should prioritize structured opportunities for meaningful cross-ethnic interaction rather than relying only on general socioemotional characteristics of classrooms.</p>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680584","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":"Associations Among Bullying Victimization, Executive Functions, and Adolescent Internalizing and Externalizing Symptoms: A Random-Intercept Cross-Lagged Panel Model","authors":"Yefei Huang,&nbsp;Wei Lü","doi":"10.1002/jad.70193","DOIUrl":"10.1002/jad.70193","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Bullying victimization increases the risk of internalizing and externalizing symptoms, while adolescents with more internalizing and externalizing symptoms are more frequently bullied. However, the bidirectional associations between bullying victimization and internalizing and externalizing symptoms and the underlying mechanisms remain underexplored in adolescents. The present study aimed to examine the bidirectional associations between bullying victimization and internalizing and externalizing symptoms among adolescents, and the longitudinal mediating role of executive functions in these associations, distinguishing between-person and within-person effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A final sample of 593 Chinese adolescents (274 females; <i>M</i>_age = 12.37, SD_age = 0.48) was recruited in November 2021 (T1), May 2023 (T2), and May 2024 (T3), respectively. The Delaware Bullying Victimization Scale, Executive Function Self-Assessment Questionnaire, and Achenbach Youth Self-Report-2001 were used to evaluate bullying victimization, executive functions, and internalizing and externalizing symptoms, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>After accounting for between-person effects, bullying victimization positively predicted internalizing and externalizing symptoms, but internalizing and externalizing symptoms didn't predict bullying victimization across time points at the within-person level. In addition, executive functions at T2 played a longitudinal mediating role in the associations between bullying victimization at T1 and internalizing and externalizing symptoms at T3.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings suggest that bullying victimization consistently increases the risk for problem behaviors during early adolescence, and impaired executive functions could serve as a cognitive pathway under these associations.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 6","pages":"1983-1994"},"PeriodicalIF":3.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139578","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":"Problematic Social Media Use Profiles and Adolescent Substance Use Across Countries: A Latent Class Analysis With Multilevel Models","authors":"Wei Zhong,&nbsp;Naiqi Tian","doi":"10.1002/jad.70201","DOIUrl":"10.1002/jad.70201","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While substantial evidence suggests a significant association between problematic social media use (PSMU) and adolescent substance use, the complex nature of PSMU and its cross-national variations remain unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to identify distinct patterns of PSMU, compare their prevalence across countries, and examine the associations between these patterns and adolescent substance use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study analyzed a representative adolescent sample (<i>N</i> = 157,717) from 39 countries, utilizing data from the 2017–2018 Health Behaviour in School-aged Children (HBSC) survey. Latent class analysis (LCA) was conducted to identify different patterns of PSMU. Multilevel logistic regression models were then used to investigate the associations between these identified PSMU patterns and adolescent substance use, specifically focusing on smoking, drunkenness, and cannabis use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five distinct patterns of PSMU were identified: Non-problematic users (52.60%), Preoccupation-driven users (8.42%), conflictual-compulsive users (11.37%), regulation-failure users (25.16%), and highly-problematic users (2.45%). The distribution of PSMU patterns varied across countries and regions, suggesting cross-national heterogeneity rather than a clear geographical or economic gradient. Consistent patterns of association were found between adolescent PSMU and substance use. Highly-Problematic Users showed the strongest associations with smoking, drunkenness, and cannabis use, followed by conflictual-compulsive users and preoccupation-driven users, while regulation-failure users exhibited the weakest association.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings underscore the importance of developing tailored interventions for adolescent PSMU that are based on distinct patterns. Furthermore, special attention should be given to the diverse associations of these PSMU patterns with adolescent substance use.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 6","pages":"2032-2045"},"PeriodicalIF":3.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200766","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":"Effectiveness of Interventions for Interpersonal Functioning Among Adolescents With Posttraumatic Stress Symptoms: A Meta-Analysis","authors":"Sabrina Ee-Ying Ong,&nbsp;Sayedhabibollah Ahmadi Forooshani,&nbsp;Zahra Izadikhah,&nbsp;Govind Krishnamoorthy","doi":"10.1002/jad.70197","DOIUrl":"10.1002/jad.70197","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Adolescents with posttraumatic stress symptoms often experience interpersonal difficulties; however, the effectiveness of existing interventions in improving interpersonal functioning remains unclear. This meta-analysis aimed to evaluate the effectiveness of current interventions on interpersonal functioning among adolescents with posttraumatic stress symptoms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic search identified 17 studies comprising 35 therapeutic effect sizes that met the inclusion criteria. Effect sizes were synthesised using meta-analytic procedures, and potential moderators, including intervention type, mode, and number of sessions, were examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The aggregated post-intervention effect size was small but statistically significant (g = 0.39, <i>p</i> &lt; 0.001, 95% CI [0.28, 0.49]). Intervention type and mode significantly moderated outcomes. Trauma-Focused Cognitive Behavioural Therapy (TF-CBT) demonstrated the largest effect size, while mixed intervention formats involving both individual and conjoint or group sessions showed greater efficacy than group-only approaches. At the 3-month follow-up, based on six effect measurements, the aggregated effect size was medium (g = 0.54, p &lt; 0.001, 95% CI [0.28, 0.81]). Although the number of sessions did not significantly moderate post-intervention outcomes, interventions with more sessions were associated with stronger follow-up effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Current interventions demonstrate small post-intervention and medium follow-up effects on interpersonal functioning. However, the findings highlight a lack of robust and consistent evidence regarding the adequacy and long-term effectiveness of existing interventions. Further high-quality research is needed to examine interventions that directly target trauma-related mechanisms influencing interpersonal functioning and to rigorously evaluate their long-term effectiveness among adolescents with posttraumatic stress symptoms.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 6","pages":"1867-1883"},"PeriodicalIF":3.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440726/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148253773","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 Is Needed to Create a Prosocial Classroom? The Effectiveness of the Dutch Meaningful Roles Program in Children: A Cluster Randomized Controlled Study","authors":"Amanda W. G. van Loon,&nbsp;Tessa M. L. Kaufman","doi":"10.1002/jad.70188","DOIUrl":"10.1002/jad.70188","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Having a prosocial classroom climate is crucial for promoting children's school and psychological well-being, as well as in optimizing an effective learning environment. School-based programs can foster more prosocial classroom climates, but few evidence-based options are available. This study examined the effectiveness of a primary school program aimed at promoting prosociality by enhancing students' intrinsic motivation through the support of basic psychological needs (autonomy, competence, and relatedness).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data stem from 2337 students (46% boys, <i>M</i>_age = 9.55 years, SD = 1.21) and 225 teachers (76% female, <i>M</i>_age = 38.69 years, SD = 11.09) across 42 schools in the Netherlands. Schools were randomized to an experimental condition (<i>N</i> = 20 schools, <i>N</i> = 1199 students, <i>N</i> = 115 teachers) or control condition (<i>N</i> = 22 schools, <i>N</i> = 1138 students, <i>N</i> = 110 teachers). Regression analyses were conducted at mid- and end-of-year, adjusted for baseline levels, comparing conditions in the full sample and a subsample with ideal program fidelity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results across the entire sample showed no significant effects. Teachers reported increased attitudes toward stimulating prosocial behavior and autonomy. When the program was implemented as intended (with a subsample of <i>N</i> = 202–253 students), small effects were found mainly mid-school year. Students who received the program fared better than those in the control condition in terms of fulfilling basic psychological needs, prosocial classroom climate, school well-being and safety, and antisocial behavior.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>In conclusion, no effects were found in the full sample, only in a small subgroup that reported ideal program fidelity. Understanding optimal program implementation is essential, as effectiveness depends on the degree of program fidelity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 6","pages":"1906-1927"},"PeriodicalIF":3.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440710/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164579","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":"Adverse Childhood Experiences and Substance Use: The Mediating Role of Executive Function Deficits","authors":"Mahsa P. Yousefkhani,&nbsp;Xiafei Wang,&nbsp;Sara A. Vasilenko","doi":"10.1002/jad.70192","DOIUrl":"10.1002/jad.70192","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>While adverse childhood experiences (ACEs) are robust risk factors for adolescent substance use, the prospective neurocognitive pathways linking both cumulative and specific adversities to substance use remain understudied. This study tested a vulnerability model by examining whether executive function (EF) deficits mediate the link between cumulative and specific ACEs and substance use, and whether this pathway differs for deprivation- versus threat-based adversities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This longitudinal study used parent- and youth-report data from the US Adolescent Brain Cognitive Development (ABCD) Study (<i>N</i> = 4731; M_age at baseline = 9.9 years; 52.3% male; 56.5% White, 13.8% Hispanic, 13.1% Black). We tested mediation models with temporally ordered assessments of ACEs (ages 9–11), parent-reported EF deficits (12–13), and subsequent substance use (13–14).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The indirect effect of cumulative ACEs on substance use through EF deficits was significant, accounting for 10% of the total effect. Deprivation-based ACEs (material hardship and emotional neglect) were fully mediated by EF. Several threat-based adversities (e.g., household violence, bullying) also showed full mediation. In contrast, sexual abuse demonstrated a significant direct effect but no significant indirect effect through EF.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>EF deficits represent a significant pathway from cumulative ACEs to adolescent substance use, supporting a vulnerability model. This pathway appears robust for deprivation-based and many chaotic threat-based adversities, but sexual abuse is an exception that likely operates through non-EF, trauma-specific mechanisms. Prevention efforts should be multifaceted, incorporating EF-focused interventions for at-risk youth while prioritizing trauma-focused care for survivors of sexual abuse.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 6","pages":"1969-1982"},"PeriodicalIF":3.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440725/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148158605","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":"Longitudinal Relationship Between Helicopter Parenting and Depressive Symptoms in Chinese Middle Adolescents: An Examination of Gender Differences","authors":"Yuqing Wu,&nbsp;Yin Yuan,&nbsp;Zhen Wang","doi":"10.1002/jad.70202","DOIUrl":"10.1002/jad.70202","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Although substantial evidence has established an association between helicopter parenting and depressive symptoms, the causal direction between the two remains unclear. In particular, the dynamic interplay between the different dimension of helicopter parenting and depressive symptoms throughout adolescence has not been sufficiently explored. This longitudinal study examined the developmental transactions between the different dimension of helicopter parenting and depressive symptoms during middle adolescence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A total of 695 junior high school students (52.10% male; <i>M</i>_age = 12.89, SD = 0.72) were assessed for 3 waves over 18 months. At each wave (starting November 2024), youth self-reported their depressive symptoms and perception of parents' helicopter parenting behavior.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analyses based on the random intercept cross-lagged panel model revealed a significant relationship between helicopter parenting and depressive symptoms, with significant gender differences. For girls, a decrease in helicopter parenting (i.e., anticipatory problem solving) predicted later increases in levels of depressive symptoms, an increase in levels of depressive symptoms predicted a subsequent decrease in helicopter parenting (i.e., advice/affect management and anticipatory problem solving). No significant cross-lagged associations were found between boys' depressive symptoms and the various dimensions of helicopter parenting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings highlight the gender-specific dynamics between helicopter parenting and depressive symptoms during adolescent development, providing new empirical insights into their relationship.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 6","pages":"2046-2058"},"PeriodicalIF":3.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148253812","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":"Positive Affect as a Transdiagnostic Target for Reducing Adolescent Depression & Suicide Risk: Do Mindfulness, Savoring, & Gratitude Help?","authors":"Natalia Macrynikola,&nbsp;Jackson Doerr,&nbsp;Shirley Yen","doi":"10.1002/jad.70189","DOIUrl":"10.1002/jad.70189","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Despite its known contribution to adolescent depression and suicide risk, low positive affect (PA) remains underemphasized in clinical interventions, with limited evidence on how to best enhance it. Using data from a pilot randomized controlled trial of a brief PA-enhancing intervention for high-risk youth, we hypothesized that increases in PA over the intervention period would prospectively predict lower depressive symptoms and suicide ideation (SI). We also hypothesized that increases in mindfulness, savoring, and gratitude would prospectively predict higher PA and lower depressive symptoms and SI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants were 52 adolescents, ages 12–18 (62% female, 31% male, 8% transgender) hospitalized for suicide-related reasons in the northeastern U.S.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>PA increases (using an anhedonia measure, where lower scores reflect greater PA) predicted lower T2 depressive symptoms, B = 1.00, <i>p</i> &lt; 0.01, and lower T2 SI, B = 3.04, <i>p</i> &lt; 0.01. Mindfulness increases predicted lower T2 depressive symptoms, B = −14.55, <i>p</i> &lt; 0.01, and were marginally associated with lower T2 SI, B = −23.93, <i>p</i> = 0.08. Savoring increases predicted lower T2 depressive symptoms, B = −3.68, <i>p</i> &lt; 0.05, and lower T2 SI, B = −17.50, <i>p</i> &lt; 0.01. Gratitude increases were marginally associated with T2 depressive symptoms, B = −0.68, <i>p</i> = 0.07, but not T2 SI. Mindfulness, savoring, and gratitude increases were significant predictors of higher T2 PA. All analyses adjusted for T1 scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Findings support PA as a transdiagnostic target for adolescent depression and suicide risk. When developmentally tailored, mindfulness, savoring, and gratitude strategies may help enhance PA. Larger studies are needed to confirm these preliminary findings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 6","pages":"1928-1938"},"PeriodicalIF":3.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151894","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":"School-Stage Differences in the Mindset-Resilience-Burnout Network: A Bayesian Network Analysis","authors":"Youzhi Song,&nbsp;Yaying Cheng,&nbsp;Dongling Fang,&nbsp;Ning Hao,&nbsp;Yewei Tang,&nbsp;Qinghua Chen","doi":"10.1002/jad.70199","DOIUrl":"10.1002/jad.70199","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Academic burnout impedes adolescent development. Although mindset and resilience are recognized as influential factors, how their specific dimensions interact within the burnout system remains unclear, particularly whether this network architecture differs across school stages. This study mapped and compared the psychological network linking mindset, resilience, and burnout between middle school and high school students in China, and tested its invariance by gender.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a cross-sectional study of 2,121 Chinese adolescents, we assessed fixed/growth mindset, five resilience dimensions, and three burnout dimensions. We employed Bayesian Gaussian Graphical Modeling to estimate an undirected network and used Directed Acyclic Graph analysis to explore directional pathways. Network structures were formally compared between school stages.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Academic alienation emerged as the most central node, connecting strongly to both burnout symptoms and protective resources. Fixed and growth mindsets showed distinct patterns: fixed mindset linked positively to academic alienation and negatively to emotional control, whereas growth mindset linked negatively to reduced personal accomplishment. Network comparisons revealed significant school-stage differences: the negative fixed-growth mindset association was stronger in high school, while the positive fixed mindset-alienation and emotional control-interpersonal assistance links were stronger in middle school. DAGs suggested a developmental reversal: in middle school, academic alienation pointed to fixed mindset, whereas in high school, fixed mindset acted as an upstream driver of alienation. The network structure was largely invariant across gender.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study provides the first evidence that academic burnout network architecture differs across school stages. Findings highlight academic alienation as a pivotal intervention target and demonstrate the necessity of developmentally staged strategies—disrupting early alienation-mindset cycles in middle school and addressing entrenched fixed mindset schemas directly in high school.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"98 6","pages":"2010-2020"},"PeriodicalIF":3.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200750","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}