Journal of Adolescent Research最新文献

Adolescent Perspectives on the Impact of Peers and Social Media on Active Travel and Physical Activity: A Mixed Methods Study 青少年对同伴和社交媒体对积极出行和体育活动影响的看法：混合方法研究

Journal of Adolescent Research Pub Date : 2024-02-15 DOI: 10.1177/07435584241231438

Sharon Levi, O. Baron-Epel

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引用次数: 0

Domesticating Paralinguistic Digital Affordances in Adolescent Romantic Relationships and Parent-adolescent Relationships: A Relational Perspective 青少年恋爱关系和父母与青少年关系中的副语言数字功能：关系视角

Journal of Adolescent Research Pub Date : 2024-02-15 DOI: 10.1177/07435584241232213

Yulei Feng

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引用次数: 0

Domesticating Paralinguistic Digital Affordances in Adolescent Romantic Relationships and Parent-adolescent Relationships: A Relational Perspective 青少年恋爱关系和父母与青少年关系中的副语言数字功能：关系视角

Journal of Adolescent Research Pub Date : 2024-02-15 DOI: 10.1177/07435584241232213

Yulei Feng

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引用次数: 0

Adolescent Perspectives on the Impact of Peers and Social Media on Active Travel and Physical Activity: A Mixed Methods Study 青少年对同伴和社交媒体对积极出行和体育活动影响的看法：混合方法研究

Journal of Adolescent Research Pub Date : 2024-02-15 DOI: 10.1177/07435584241231438

Sharon Levi, O. Baron-Epel

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引用次数: 0

“Our Social Lives Were Kind of Ruined”: Challenges and Sources of Support During COVID-19 Distance Learning Among Latinx High School Students "我们的社交生活有点被毁了"：拉美裔高中生在 COVID-19 远程学习过程中遇到的挑战和支持来源

Journal of Adolescent Research Pub Date : 2024-02-13 DOI: 10.1177/07435584241231432

Guadalupe Espinoza, JudelMay E. Mariano, Allyson N. Blanco

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引用次数: 0

The Social Negotiations of “Girls Like Us”: What Text-Messaging Dyadic Interactions Reveal About the Lives of Queer, Lesbian, and Bisexual Girls Living in the United States 像我们一样的女孩 "的社会协商：生活在美国的女同性恋、男同性恋和双性恋女孩的短信互动生活启示录

Journal of Adolescent Research Pub Date : 2024-02-13 DOI: 10.1177/07435584241231377

Elizabeth Saewyc, Lori MacIntosh, Cayley Burton, Ronita Nath, Shannon Millar, Michele Ybarra

{"title":"The Social Negotiations of “Girls Like Us”: What Text-Messaging Dyadic Interactions Reveal About the Lives of Queer, Lesbian, and Bisexual Girls Living in the United States","authors":"Elizabeth Saewyc, Lori MacIntosh, Cayley Burton, Ronita Nath, Shannon Millar, Michele Ybarra","doi":"10.1177/07435584241231377","DOIUrl":"https://doi.org/10.1177/07435584241231377","url":null,"abstract":"While there is emerging literature addressing the gendered nature of digital communication between youth, research about the everyday communications, friendships, and social relations of LGBTQ+ youth remains sparse. This study explores how 14 to 18-year-old, cisgender lesbian, bisexual, and queer girls living in the United States come to understand themselves and others in dyadic text messaging conversations of girls who were previously unknown to each other. Using grounded theory, this secondary data analysis identified the pervasiveness of heteronormative frameworks in participants’ communications with each other. Findings indicate that both digitally-mediated expressions of selfhood and queer identity are dynamic processes significantly shaped by normative discourses and participants’ desire to connect. Drawing on and contributing to girlhood and youth studies, this research provides insight into how queer cisgender girls construct literacies of self, sexuality, and gender, and establish connection, and how they resist heteronormativity to validate their own and each other’s sexual identities.","PeriodicalId":503297,"journal":{"name":"Journal of Adolescent Research","volume":"29 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Can Teachers Improve? Using Culturally Responsive Frameworks to Examine Adolescent Perspectives 教师如何改进？利用文化敏感性框架研究青少年的观点

Journal of Adolescent Research Pub Date : 2024-02-13 DOI: 10.1177/07435584241230960

Lora Henderson Smith, David Aguayo, Toshna Pandey, W. Reinke, K. Herman, Katrina J. Debnam

{"title":"How Can Teachers Improve? Using Culturally Responsive Frameworks to Examine Adolescent Perspectives","authors":"Lora Henderson Smith, David Aguayo, Toshna Pandey, W. Reinke, K. Herman, Katrina J. Debnam","doi":"10.1177/07435584241230960","DOIUrl":"https://doi.org/10.1177/07435584241230960","url":null,"abstract":"Few qualitative studies have examined student perspectives on teachers’ culturally responsive practices (CRP). This study includes focus group data from middle and high school students who shared perspectives on how teachers can improve their classroom practices and examined if reported concepts align with or go beyond existing models of CRP. Black, Latine, or White students ( N = 103) in the Midwest participated in 1 of 23 focus groups. We identified 103 excerpts where students mentioned ways that their teachers could improve their classroom practices. Two researchers coded each excerpt for alignment with two different models of CRP, the Double Check CARES framework and the Eight Competencies of Culturally Responsive Teaching. Thirty-six excerpts did not align with either framework whereas the remaining 67 aligned with one or both frameworks. We discuss common codes, differences, and similarities across heterogenous focus groups and those with only students of color or White students. We also present themes that were not aligned with Double Check CARES or the Eight Competencies and discuss implications for incorporating student voice into the conceptualization of CRP and improving classroom practices.","PeriodicalId":503297,"journal":{"name":"Journal of Adolescent Research","volume":"65 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Our Social Lives Were Kind of Ruined”: Challenges and Sources of Support During COVID-19 Distance Learning Among Latinx High School Students "我们的社交生活有点被毁了"：拉美裔高中生在 COVID-19 远程学习过程中遇到的挑战和支持来源

Journal of Adolescent Research Pub Date : 2024-02-13 DOI: 10.1177/07435584241231432

Guadalupe Espinoza, JudelMay E. Mariano, Allyson N. Blanco

{"title":"“Our Social Lives Were Kind of Ruined”: Challenges and Sources of Support During COVID-19 Distance Learning Among Latinx High School Students","authors":"Guadalupe Espinoza, JudelMay E. Mariano, Allyson N. Blanco","doi":"10.1177/07435584241231432","DOIUrl":"https://doi.org/10.1177/07435584241231432","url":null,"abstract":"The aim of this study was to better understand Latinx adolescents’ experiences during the pandemic and the transition to distance learning. Guided by the community cultural wealth framework, this study focuses on the key challenges and the sources of support that Latinx adolescents relied on during this unique period. Participants included 40 Latinx high school students from Southern California (28 female, 12 male; 75% Mexican or Mexican-American) between the ages of 14 and 17. A semi-structured interview was conducted with each participant; a thematic analysis approach was utilized to identify the key themes. Five themes emerged as the prominent challenges Latinx adolescents faced during the transition to distance learning. These challenges included disrupted peer relations, academic and motivation difficulties, home distractions, distant teacher relations, and poor mental health. In terms of the sources of support and coping resources to manage these challenges, the four key themes were supportive teacher relations, positive friend interactions, future aspirations and supportive family relations. The findings provide insights into Latinx adolescents’ experiences and sources of stress and support during distance learning. The findings have implications for how schools can best support Latinx youth with the transition to in-person schooling.","PeriodicalId":503297,"journal":{"name":"Journal of Adolescent Research","volume":"34 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Social Negotiations of “Girls Like Us”: What Text-Messaging Dyadic Interactions Reveal About the Lives of Queer, Lesbian, and Bisexual Girls Living in the United States 像我们一样的女孩 "的社会协商：生活在美国的女同性恋、男同性恋和双性恋女孩的短信互动生活启示录

Journal of Adolescent Research Pub Date : 2024-02-13 DOI: 10.1177/07435584241231377

Elizabeth Saewyc, Lori MacIntosh, Cayley Burton, Ronita Nath, Shannon Millar, Michele Ybarra

{"title":"The Social Negotiations of “Girls Like Us”: What Text-Messaging Dyadic Interactions Reveal About the Lives of Queer, Lesbian, and Bisexual Girls Living in the United States","authors":"Elizabeth Saewyc, Lori MacIntosh, Cayley Burton, Ronita Nath, Shannon Millar, Michele Ybarra","doi":"10.1177/07435584241231377","DOIUrl":"https://doi.org/10.1177/07435584241231377","url":null,"abstract":"While there is emerging literature addressing the gendered nature of digital communication between youth, research about the everyday communications, friendships, and social relations of LGBTQ+ youth remains sparse. This study explores how 14 to 18-year-old, cisgender lesbian, bisexual, and queer girls living in the United States come to understand themselves and others in dyadic text messaging conversations of girls who were previously unknown to each other. Using grounded theory, this secondary data analysis identified the pervasiveness of heteronormative frameworks in participants’ communications with each other. Findings indicate that both digitally-mediated expressions of selfhood and queer identity are dynamic processes significantly shaped by normative discourses and participants’ desire to connect. Drawing on and contributing to girlhood and youth studies, this research provides insight into how queer cisgender girls construct literacies of self, sexuality, and gender, and establish connection, and how they resist heteronormativity to validate their own and each other’s sexual identities.","PeriodicalId":503297,"journal":{"name":"Journal of Adolescent Research","volume":"59 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Can Teachers Improve? Using Culturally Responsive Frameworks to Examine Adolescent Perspectives 教师如何改进？利用文化敏感性框架研究青少年的观点

Journal of Adolescent Research Pub Date : 2024-02-13 DOI: 10.1177/07435584241230960

Lora Henderson Smith, David Aguayo, Toshna Pandey, W. Reinke, K. Herman, Katrina J. Debnam

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引用次数: 0