Journal of Research on Adolescence最新文献

The current study explored the relationships between three components of gender identity, peer support, math anxiety, and math outcomes in a sample of middle school students (N = 295). Separate path analyses were conducted for girls and boys. For boys, gender contentedness was related to higher math grades through a reduction in evaluation math anxiety. For girls, felt pressure was related to a reduction in self reported math grades through an increase in learning math anxiety. In addition, peer support in math was associated with lower learning math anxiety and higher math grades for girls, whereas peer support in math was not associated with math anxiety or math outcomes for boys. Implications for future research and education interventions are discussed.

Adolescents' antisocial behavior and negative conflict management styles are each associated with adverse romantic relationship outcomes, yet little research exists on their associations. We investigated whether adolescents' antisocial behavior was associated with conflict management styles, and whether it predicted breakup 3 months later. In total, 91 adolescent couples (M_age = 16.43, SD = 0.99; 41.2% Hispanic/Latinx) participated in videotaped conflict discussions coded for negotiation, coercion, and avoidance. Actor–partner interdependence models suggest adolescents' antisocial behavior is associated with decreased use of negotiation (couple pattern) and increased use of coercion (actor pattern). No significant associations were found for avoidance. Neither antisocial behavior nor conflict management styles predicted breakup. Findings are discussed in light of the unique developmental importance of adolescents' romantic relationships.

This study explored adolescents' experiences of being under pressure to sext (sending nude images), offering insights into what situations adolescents view as pressuring, how adolescents react to the pressure, and what counter-strategies they use. Written statements from 225 adolescents (age 13–16 years, M = 14.4 years, SD = 0.93) were analyzed using thematic analysis. Results indicated a range of situations including both explicit and implicit pressure. The pressure elicited different emotional responses, including severe physical and psychological reactions, becoming distressed, and being seemingly unconcerned. A majority of the adolescents reported successful strategies on how to ward off the unwanted sexual requests. This study provides insight into how young people cope with potentially harmful situations online.

This study examined the developmental changes of familism values across adolescence among Latinx adolescents from an emerging immigrant community, and how changes in parental warmth were associated with changes in familism values. The sample included 547 Latinx adolescents. Multilevel model results indicated that familism values showed a linear decline from 6th to 10th grade. Between-person analyses showed that parental warmth was related to the higher initial levels of familism values but unrelated to changes in familism values. At the within-person level, on the occasions when adolescents report higher parental warmth, they also report higher familism values. This work highlights the importance of parental warmth for socializing developmental changes in Latinx adolescents' familism values in an emerging immigrant community context.

Many have called for school-based student programs that teach skills related to self-care and caring for others. Here, such a program for peer-nominated adolescents was developed and piloted virtually at one high school during the COVID-19 pandemic. Results of a longitudinal, quasi-experimental evaluation of the program showed high-quality program implementation and promising program impacts. Effect sizes indicated moderate to large program impacts on improvements in adolescents' self-compassion, sense of interdependence, and perspective-taking, and female adolescents' interoceptive awareness, compared to controls. No group differences in compassion for others were found. The need for more research on programs that help adolescents balance compassion for the self and for others is discussed.

Research shows comorbidity between posttraumatic stress symptoms (PTSS) and externalizing problems among polyvictimized youth. However, the impact of polyvictimization on the longitudinal co-development of PTSS and distinct forms of externalizing problems remains unclear. Growth trajectory modeling was used to address this gap. At ages 8, 12, and 16, polyvictimization was measured using youth, caregiver, and official records; whereas youth self-reported PTSS and caregivers reported aggression and delinquency. Results demonstrate that changes in PTSS and each externalizing domain were independent. Further, polyvictimization and PTSS/aggression were only associated at concurrent time points. In contrast, polyvictimization and delinquency were generally associated at concurrent and distal time points, suggesting that polyvictimization may have a more enduring impact on youths' delinquent behaviors than other symptoms.

This study contributes to efforts already underway to attend to the reproduction of white supremacy and the ways whiteness manifests across contexts. We examine whiteness and white racial identity development among incarcerated youth, both a group and place not often studied in relation to these two concepts. Using critical ethnographic methods, we explore how processes of white identity development unfold among incarcerated white youth and the ways in which whiteness is lived, negotiated, and challenged within the carceral context. Findings suggest that white youth used pre-existing racial scripts about race, whiteness, and criminality to make sense of and navigate life in the carceral context. Still, we found that these racial scripts were often seeped in anti-black racist logics about criminality in service of whiteness and the construction of superior white identities.

The transition from adolescence to adulthood is a challenging time marked by rapid changes in relational connections, housing status, and academic or work trajectories. We emphasize how structural inequality shapes racially minoritized youth behaviors and center the potential for resistance, arguing that a resistance lens allows us to deepen our understanding of the transition to adulthood for racially minoritized youth. Throughout the paper, we include research on how racially minoritized youth experience marginalizing institutional structures concurrently across multiple systems and their resulting behaviors. We end with the clinical and research implications of a resistance framework to illuminate resistance-informed responses such as rethinking risk and creating spaces for youth-led self-making, youth–adult partnerships to scaffold transitions, and cultivating youth activism.

Racism is as ubiquitous as the air we breathe and the water we drink. This special section highlights burgeoning research examining White youth’s development in a racist society. This research is urgent given the current political context in the United States. Although promising, developmental science needs to catch up with the groundbreaking research being conducted on Whiteness in other disciplines. Developmental science requires a conceptual reset with the utilization of theories that center racism in youth development acknowledging the privileged status of Whiteness. Developmental science should acknowledge that racism is a universal influence for all youth’s development, including White youth.

This special section situates White racial socialization (WRS) in its rightful place—in the context of White supremacy. The first article offers a conceptual framework to guide research on White adolescents’ racial identity development in this context. The second employs a critical ethnographic approach to explore White racial identity development among incarcerated White adolescents. Additional studies use qualitative, observational, and mixed methods to understand WRS practices in White families. The final article presents a conceptual model of digital WRS. Authors provide recommendations for future research, such as engaging in critical researcher self-reflexivity and focusing on content of racial socialization messages. Two commentaries highlight cross-cutting themes and urge developmental scientists to view this special section as a call to action.