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Integrating the family stress model within a longitudinal sibling-adoption study of adolescent externalizing behavior. 在青少年外化行为的兄弟姐妹收养纵向研究中整合家庭压力模型。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-08-04 DOI: 10.1111/jora.13001
Veronica Oro, Elizabeth J S Bates, Misaki N Natsuaki, Jenae M Neiderhiser, Jody M Ganiban, Daniel S Shaw, Leslie D Leve

Using a sample of linked adopted children, adoptive and birth parents (N = 561), and biological siblings residing in the birth parent home (N = 191), we examined the role of genetics within family stress processes. We tested parental hostility (7 years) as a mediator of the associations between socioeconomic strain and rearing parent psychopathology (4 years) and adolescent externalizing behaviors (11 years) in adoptive and biological parent homes. Next, we examined parent social support (4 years) as a moderator of paths from socioeconomic strain and parent psychopathology to parental hostility. Parental hostility significantly mediated effects of socioeconomic strain and parent psychopathology on adolescent externalizing behaviors in biological and adoptive parent homes, respectively. Equivalence testing of the paths to adolescent externalizing behaviors across family types indicated a negligible role of passive gene-environment correlation. Parent social support significantly attenuated the effect of parent psychopathology on parental hostility in biological families. Birth parent externalizing behaviors were not significantly associated with adoptee externalizing behaviors nor adoptive parent hostility, suggesting negligible heritable risk or evocative gene-environment processes. Full- and half-sibling correlations indicated that children's unique rearing contexts contributed to the parenting they received and the externalizing behavior they exhibited. Implications for intervention are discussed.

通过对收养子女、收养父母和亲生父母(561 人)以及居住在亲生父母家中的亲生兄弟姐妹(191 人)进行抽样调查,我们研究了遗传在家庭压力过程中的作用。我们测试了在收养家庭和亲生父母家庭中,父母敌意(7 年)作为社会经济压力与养育父母精神病理学(4 年)和青少年外化行为(11 年)之间关系的中介。接下来,我们研究了父母社会支持(4 年)对社会经济压力和父母心理病理学与父母敌意之间关系的调节作用。在亲生父母家庭和收养父母家庭中,父母敌意分别对社会经济压力和父母心理病理学对青少年外化行为的影响产生了明显的调节作用。对不同家庭类型的青少年外化行为路径进行等效测试表明,被动基因-环境相关性的作用微乎其微。在亲生父母家庭中,父母的社会支持明显减弱了父母精神病理学对父母敌意的影响。亲生父母的外化行为与被收养者的外化行为或收养父母的敌对行为没有明显关联,这表明遗传风险或诱发基因-环境过程可以忽略不计。全兄弟姐妹和同父异母兄弟姐妹的相关性表明,儿童独特的养育环境对他们所接受的养育方式以及他们所表现出的外化行为都有影响。本文讨论了干预的意义。
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引用次数: 0
Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school. 心态、情境和大学入学:从长远角度看待高中过渡时期的成长心态信念。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-28 DOI: 10.1111/jora.13002
Cameron A Hecht, Jenny Buontempo, Rebecca Boylan, Robert Crosnoe, David S Yeager

Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment. Guided by the Mindset × Context perspective, we analyzed new follow-up data to a one-year nationally representative study of ninth graders (National Study of Learning Mindsets, n = 10,013; 50% female; 53% white; 63% from lower-SES backgrounds). A conservative Bayesian analysis revealed that adolescents' growth mindset beliefs at the beginning of ninth grade predicted their enrollment in college 4 years later. These patterns were stronger for adolescents from lower-SES backgrounds, and there was some evidence that the ninth-grade math teacher's support for the growth mindset moderated student mindset effects. Thus, a time-specific combination of student and teacher might alter long-term trajectories by enabling adolescents to develop and use beliefs at a critical transition point that supports a cumulative pathway of course-taking and achievement into college. Notably, growth mindset became less predictive of college enrollment after the onset of the COVID-19 pandemic, which occurred in the second year of college and introduced structural barriers to college persistence.

在美国历史上,学业进步方面的社会经济差距一直存在,而成长型思维干预--改变了人们对智力可塑性的看法--已显示出缩小这些差距的希望。按照约翰-舒伦伯格(John Schulenberg)的传统,从 "长远 "的角度来看待青少年的发展,对这些差距的研究以及如何弥补这些差距都会有所裨益。为此,本研究重点探讨了成长型思维模式在高中过渡时期的短期学业进步中的作用,以及对长期教育成就的促进作用。在 "心态×情境 "视角的指导下,我们分析了一项为期一年、具有全国代表性的九年级学生研究(全国学习心态研究,n = 10,013;50%为女性;53%为白人;63%来自较低社会经济地位背景)的新后续数据。一项保守的贝叶斯分析显示,青少年在九年级开始时的成长心态信念预示着他们四年后的大学入学率。这些模式对来自较低社会经济地位背景的青少年的影响更大,而且有证据表明,九年级数学老师对成长型思维模式的支持调节了学生思维模式的影响。因此,学生和教师在特定时间的结合可能会改变长期的发展轨迹,使青少年在关键的过渡点上发展和使用信念,从而支持进入大学的课程学习和成绩累积途径。值得注意的是,在COVID-19大流行发生后,成长型思维模式对大学入学率的预测性降低了,COVID-19大流行发生在大学二年级,为大学的坚持带来了结构性障碍。
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引用次数: 0
An interdisciplinary framework of youth participatory action research informed by curricula, youth, adults, and researchers. 由课程、青年、成人和研究人员提供信息的青年参与行动研究跨学科框架。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-28 DOI: 10.1111/jora.13007
Amy M Leman, Jacinda K Dariotis, Daniela M Markazi, Zachary Kennedy, Mynda Tracy, Ye Rang Park, Aisha N Griffith

Rarely are youth voices incorporated into program and policy development. Youth participatory action research (YPAR) is an opportunity for adolescents to develop research skills by completing projects relevant to their lives and allows participation and decision-making at systems and organizational levels. Attention to YPAR implementation detail, especially a curricular focus, is lacking in the literature. Specifically absent is an all-encompassing YPAR framework, a gap the current study addresses. The current study includes a review of existing YPAR curricula to develop the Youth Researcher Empowerment Framework, including research components, social emotional competencies, and assumptions necessary for completing a YPAR project that centers youth voice and shared power. The study includes a quantitative assessment of the YPAR curricula and qualitative reviews by adult practitioners. In addition, focus group data from youth and teacher audiences across multiple settings confirmed and clarified terms and concepts related to the framework. The study provides empirical evidence to support a revised framework for YPAR curricular implementation. Implications are discussed in terms of aspects of the research process needed for YPAR projects, attention to specific youth developmental skills as outcomes, and underlying principles needed to create a welcoming, contextual space allowing for empowerment, youth voice, and choice.

青少年的声音很少被纳入计划和政策的制定中。青少年参与行动研究(YPAR)为青少年提供了一个机会,通过完成与他们生活相关的项目来培养研究技能,并允许他们参与到系统和组织层面的决策中。文献中缺乏对 YPAR 实施细节的关注,特别是对课程的关注。特别是缺乏一个包罗万象的 YPAR 框架,而本研究正是要填补这一空白。当前的研究包括对现有 YPAR 课程的回顾,以制定青年研究者赋权框架,包括研究内容、社会情感能力以及完成以青年声音和共享权力为中心的 YPAR 项目所需的假设。研究包括对 YPAR 课程的定量评估和成人从业人员的定性审查。此外,来自青少年和教师受众的焦点小组数据在多种环境下证实并澄清了与该框架相关的术语和概念。这项研究提供了实证证据,支持经修订的 YPAR 课程实施框架。研究还讨论了 YPAR 项目所需的研究过程的各个方面、对作为成果的特定青少年发展技能的关注,以及为赋权、青少年发言权和选择权创造一个温馨的情境空间所需的基本原则。
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引用次数: 0
How do victims of bullying develop depression? Testing interpersonal style to explain the victimization-depression link. 受欺凌者如何患上抑郁症?通过测试人际关系风格来解释受害与抑郁之间的联系。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-23 DOI: 10.1111/jora.13005
Minita Franzen, Marijtje A J van Duijn, Peter J de Jong, René Veenstra, Marije Aan Het Rot

This study tested to what extent the relation between bullying victimization and future symptoms of depression could be explained by victims being more hostile and less assertive than non-involved individuals. Data came from waves 2-4 of the Dutch TRacking Adolescents' Individual Lives Survey (TRAILS). Participants' bullying experiences were assessed at age 13, interpersonal style at age 16, and depression symptoms at age 19. Mediation analyses were performed primarily on 274 self-reported victims and 1498 non-involved peers. Self-reported victims had an increased risk for depression symptoms. About a third of that risk could be explained by victims' hostile style, which was also higher than those of non-involved peers. Although victims also reported lower levels of assertiveness than non-involved peers, this interpersonal style did not mediate the link between bullying victimization and depression. Our findings suggest that high hostility, but not low assertiveness, partly explains the increased depression risk of self-reported victims. Therefore, interventions could focus on addressing hostility, to help reduce the likelihood that adolescents who have experienced bullying victimization will have more interpersonal conflicts and mental health problems in the future. Supplementary materials also include analyses for bullies and bully-victims, and for peer-reported measures.

本研究测试了受欺凌与未来抑郁症状之间的关系在多大程度上可以用受害者比非受欺凌者更具敌意和更不自信来解释。数据来自荷兰青少年个人生活跟踪调查(TRAILS)的第 2-4 波。对参与者 13 岁时的欺凌经历、16 岁时的人际交往风格和 19 岁时的抑郁症状进行了评估。主要对 274 名自我报告的受害者和 1498 名未受欺凌的同伴进行了调解分析。自我报告的受害者出现抑郁症状的风险增加。其中约三分之一的风险可以用受害者的敌对风格来解释,而受害者的敌对风格也高于未卷入事件的同龄人。虽然受害者报告的自信程度也低于未受欺凌的同龄人,但这种人际交往方式并不能调节欺凌受害与抑郁之间的联系。我们的研究结果表明,高敌意(而非低自信)在一定程度上解释了自我报告的受害者抑郁风险增加的原因。因此,干预措施可以重点解决敌意问题,以帮助减少曾遭受欺凌的青少年在未来出现更多人际冲突和心理健康问题的可能性。补充材料还包括对欺凌者和欺凌受害者的分析,以及对同伴报告措施的分析。
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引用次数: 0
Virtues as protective factors for adolescent mental health. 美德是青少年心理健康的保护因素。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-19 DOI: 10.1111/jora.13004
Shane McLoughlin, Kristján Kristjánsson

This paper explores the decline in adolescent mental health and the weakening of traditional moral frameworks, positing education in the virtues as protective of mental health due to the intrinsic link between moral/existential wellbeing and psychological health. By integrating character education into school curricula, a continuous "dosage" of moral guidance may be an optimal way to ensure a gradual and ever-clearer articulation of a life worth living and how to live well. The paper critiques popular clinical and positive psychological approaches to promoting wellbeing, which often miss the existential and moral dimensions of adolescent growth. The conclusion emphasizes the need for integrating moral education into mental health interventions to address the comprehensive existential and moral dimensions of adolescent development. This paper advocates for a proactive character developmental model that nurtures moral and existential growth, recognizing challenges with virtue and meta-virtue development as integral to personal and moral evolution, and enhancing the moral and psychological fortitude of adolescents.

本文探讨了青少年心理健康的下降和传统道德框架的削弱,认为美德教育对心理健康具有保护作用,因为道德/存在主义福祉与心理健康之间存在内在联系。通过将品德教育纳入学校课程,持续 "定量 "的道德引导可能是确保逐步、日益清晰地阐明值得过的生活以及如何过好生活的最佳方式。论文批评了流行的临床和积极心理学方法,认为这些方法往往忽略了青少年成长的存在和道德层面。结论强调,有必要将道德教育纳入心理健康干预措施,以全面解决青少年成长过程中的存在和道德问题。本文倡导一种积极主动的品德发展模式,培养青少年的道德和存在感成长,认识到美德和元美德发展的挑战是个人和道德进化不可或缺的一部分,并增强青少年的道德和心理承受力。
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引用次数: 0
Officer gunpoint during police stops: Repercussions for youth mental health and perceived safety. 警察拦截时用枪指着:对青少年心理健康和安全感的影响。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-18 DOI: 10.1111/jora.13003
Dylan B Jackson, Rebecca L Fix, Daniel C Semenza, Alexander Testa, Julie A Ward, Cassandra K Crifasi

Youth-police contact is increasingly acknowledged as a stressor and a racialized adverse childhood experience that can undermine youths' mental health. The present study investigates a particularly distressing feature of youths' direct and witnessed in-person police stops-officer gunpoint (i.e., officers drawing of firearms and pointing them at youth, their peers, or other community members). We examine patterns of youths' officer gunpoint exposure and associations with youth mental health and safety perceptions. Data come from the Survey of Police-Adolescent Contact Experiences (SPACE), a cross-sectional survey of a community-based sample of Black youth ages 12-21 in Baltimore City, Maryland (n = 335), administered from August 2022 to July 2023. Findings indicate that ~33% of youth reporting in-person police stops had been exposed to officer gunpoint during stops. Officer gunpoint was significantly and positively associated with being male, unemployed, having an incarcerated parent, living in a neighborhood with greater disorder, and having been directly stopped by police, in addition to youth delinquency and impulsivity. Net of covariates, experiencing officer gunpoint was associated with a significantly higher rate of youth emotional distress during stops. Significant associations between officer gunpoint and youths' current police violence stress, police avoidance, and diminished safety perceptions also emerged and were largely explained by youths' heightened emotional distress at the time of police stops. Trauma-informed approaches are needed to mitigate the mental health harms of youth experiencing officer gunpoint.

越来越多的人认为,青少年与警察的接触是一种压力,也是一种种族化的不良童年经历,会损害青少年的心理健康。本研究调查了青少年直接或亲眼目睹警察拦截时的一个特别令人不安的特征--警官枪口对准(即警官拔出枪支并指向青少年、他们的同伴或其他社区成员)。我们研究了青少年接触警官枪口的模式以及与青少年心理健康和安全感的关联。数据来源于警察与青少年接触经历调查(SPACE),这是一项针对马里兰州巴尔的摩市 12-21 岁黑人青少年(n = 335)的社区抽样横断面调查,调查时间为 2022 年 8 月至 2023 年 7 月。调查结果显示,约有 33% 的青少年在报告被警察当面拦截时曾遭遇警官的枪指。除了青少年犯罪和冲动之外,警察枪口还与男性、失业、父母被监禁、居住在较为混乱的社区、曾被警察直接拦截有明显的正相关。除去协变量,在拦截过程中,遭遇警官枪口的青少年情绪困扰率明显更高。警官持枪威逼与青少年当前的警察暴力压力、警察回避和安全感降低之间也存在显著关联,这在很大程度上是由于青少年在被警察拦截时受到了更大的情绪困扰。需要采取创伤知情方法来减轻遭受警官枪口威胁的青少年的心理健康伤害。
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引用次数: 0
Adolescents' perceptions of privacy violations by parents, siblings, and friends. 青少年对父母、兄弟姐妹和朋友侵犯隐私的看法。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-14 DOI: 10.1111/jora.13000
Robert D Laird, Skyler T Hawk

Adolescence is a life stage beset by a growing desire for privacy. This study evaluated adolescents' experiences across four types of potentially privacy-invasive behaviors (PPIVBs) and within four different types of relationships. 158 adolescents (Mage = 16.9 years, SD = 1.0; 53.5% female) reported on the frequency of the PPIVBs, perceived control over the behaviors, secret/private information threatened by the behaviors, and feelings of privacy invasion produced by the behaviors. Privacy experiences were more similar across relationships than across types of behavior. Stronger feelings of privacy invasion were reported for PPIVBs involving electronics and information, for behaviors by family members, when behaviors occurred infrequently, when adolescents perceived greater control over whether the behaviors occurred, and when behaviors threated secret/private information.

青春期是一个对隐私的渴望与日俱增的人生阶段。本研究评估了青少年在四种潜在隐私侵犯行为(PPIVBs)和四种不同类型关系中的经历。158 名青少年(年龄 = 16.9 岁,SD = 1.0;53.5% 为女性)报告了 PPIVB 的频率、对这些行为的控制感、受到这些行为威胁的秘密/隐私信息,以及这些行为造成的隐私侵犯感。不同关系中的隐私体验比不同类型的行为更相似。涉及电子产品和信息的 PPIVB、家庭成员的行为、不经常发生的行为、青少年认为自己对行为发生与否有更大控制权的行为以及涉及秘密/隐私信息的行为,都会让青少年有更强烈的隐私受侵犯的感觉。
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引用次数: 0
It's not what you say it's what you do: School diversity ideologies and adolescent mental health and academic engagement. 不是你说什么,而是你做什么:学校多样性意识形态与青少年心理健康和学业参与。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-11 DOI: 10.1111/jora.12998
Jane Leer, Sarah E Gaither, Anna Gassman-Pines

This study examined the relation between schools' color-evasive versus multicultural diversity ideologies, school characteristics, and adolescent development. Across two datasets linking individual-level survey data (N = 1692) and administrative records (N = 300,063; Mage = 12.4, 52% female, 48% male), schools' stated support for diversity (via a pro-diversity mission statement) was related to adolescent mental health and academic achievement, but in nuanced ways depending on individual racial/ethnic backgrounds, the racial/ethnic diversity of the student body and teachers, and the extent of racial disparities in discipline and gifted education. Findings suggest that communicating support for diversity without redressing systemic inequities in school discipline and academic tracking will not reduce racism-related achievement gaps and may instead exacerbate mental health disparities.

本研究探讨了学校的肤色侵害与多元文化多样性意识形态、学校特点和青少年发展之间的关系。通过将个人层面的调查数据(N = 1692)和行政记录(N = 300,063; Mage = 12.4, 52% 为女性,48% 为男性)联系起来的两个数据集,发现学校宣称的对多样性的支持(通过支持多样性的使命宣言)与青少年的心理健康和学业成绩有关,但根据个人的种族/民族背景、学生群体和教师的种族/民族多样性以及在纪律和资优教育方面的种族差异程度,两者之间的关系存在细微差别。研究结果表明,如果不从制度上纠正学校纪律和学业跟踪方面的不公平现象,对多样性的支持就不会减少与种族主义有关的成绩差距,反而可能会加剧心理健康方面的差距。
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引用次数: 0
I need new friends! Changes in perceived peer drinking norms and developmental outcomes across the transition to college. 我需要新朋友在向大学过渡的过程中,对同伴饮酒规范的感知和发展结果的变化。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-11 DOI: 10.1111/jora.12996
Aprile D Benner, Yishan Shen, Deborah D Kloska

The current study investigated changes in proximal descriptive alcohol use norms from high school to college, social integration as a predictor of stable versus shifting peer norms, and the consequences of norm profile membership for developmental outcomes. Using data (N = 9753 12th grade students; 59% female; 80% White, 7% Black, 5% Hispanic, 5% Asian/Pacific Islander, 3% other races/ethnicities) from the Monitoring the Future panel study, we identified five distinct norm profiles-three stable profiles (high, moderate-high, and low) and two shifting profiles (increasing, declining)-that had unique patterns of perceived friend alcohol use norms. Social integration distinguished norm profile membership, and we observed particular detriments to outcomes for those in the stable high peer norm profile.

本研究调查了从高中到大学期间近似描述性酒精使用规范的变化、社会融合作为稳定与变化的同伴规范的预测因素,以及规范成员资格对发展结果的影响。利用 "监测未来 "小组研究的数据(人数=9753 名 12 年级学生;59% 为女生;80% 为白人,7% 为黑人,5% 为西班牙裔,5% 为亚太裔,3% 为其他种族/族裔),我们确定了五种不同的规范特征--三种稳定特征(高、中高和低)和两种变化特征(增加和减少)--它们在感知朋友饮酒规范方面具有独特的模式。社会融合区分了规范类型的成员,我们观察到稳定的高同伴规范类型的成员对结果特别不利。
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引用次数: 0
Toward a decolonial developmental science in Asia: Exploring adolescent development in communities from the majority world 迈向亚洲非殖民发展科学:探索多数世界社区的青少年发展。
IF 4.6 2区 心理学 Q1 FAMILY STUDIES Pub Date : 2024-07-08 DOI: 10.1111/jora.12972
Prerna Banati

The field of developmental science explores the rich interplay between individuals and their contexts, which dynamically shift across time and place. In Asia, context-specific research and practice are essential for promoting culturally relevant program and policy approaches to improving adolescent well-being. This involves critically examining how localized social structures and power dynamics shape individual experiences and outcomes. The landscape for Asian adolescents today differs significantly from that of previous generations due to rapid changes in these structures, and societal transformation has created the opportunity for traditional and modern values to coexist. This commentary draws across articles from this special issue to describe the dynamics of adolescent-context relations across diverse Asian contexts using developmental science methods. This includes interrogating risk factors, opportunities, and trajectories for adolescents growing up in non-Western settings while also questioning the application of Western, adult-centric discourses on adolescent well-being globally.

发展科学领域探索的是个人与环境之间丰富的相互作用,而这种相互作用会随着时间和地点的变化而动态变化。在亚洲,针对具体环境的研究和实践对于促进与文化相关的计划和政策方法以改善青少年福祉至关重要。这就需要批判性地研究本地化的社会结构和权力动态是如何影响个人经历和结果的。由于社会结构的快速变化,当今亚洲青少年的境况与前几代人大不相同,而社会转型也为传统价值观与现代价值观的共存创造了机会。这篇评论引用了本特刊中的文章,用发展科学的方法描述了不同亚洲背景下青少年与环境关系的动态变化。这包括探讨在非西方环境中成长的青少年的风险因素、机遇和成长轨迹,同时也质疑以成人为中心的西方论述在全球青少年福祉中的应用。
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引用次数: 0
期刊
Journal of Research on Adolescence
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