Journal of Research on Adolescence最新文献

Longitudinal evidence on social media use and cognitive abilities trajectory coupling across early adolescence is sparse. In this study, data from the ABCD Study (Baseline N ~ 12,000; M_age = 9.9; White = 52.0%, Hispanic = 20.3%, Black = 15.0%, Asian = 2.1%, Other = 10.5%; Female = 47.8%) were used to examine whether growth processes in social media use and cognitive performances (i.e., crystallized abilities, inhibitory control/attention, and processing speed) were associated over 4 years in early adolescence. Parallel process latent growth curve models revealed that the trajectory of social media use was negatively coupled with crystallized and inhibitory control/attention performance trajectories, indicating potential trade-offs. Conversely, the trajectories of social media and processing speed were positively coupled, possibly due to practice-based transfer.

Many adolescents experience peer victimization during this critical period for development. Emotion regulation strategies, including cognitive reappraisal and emotional suppression, can help adolescents cope with such experiences. Although unidirectional relations between peer victimization and emotion regulation strategies have been examined, few studies have explored the potential bidirectional relations of these variables (Clinical Child and Family Psychology Review, 24, 141). Using a cross-lagged panel model and data from the ABCD Study, we investigated the reciprocal relations between relational victimization, reputational victimization, overt victimization, cognitive reappraisal, and emotional suppression from 11 to 14 years. The sample consisted of 11,868 USA adolescents (6181 boys, 5664 girls, 17 other), and 6173 identified as White (1784 Black, 2410 Hispanic, 252 Asian, and 1247 Other). Results did not support a bidirectional relation of victimization and emotion regulation strategy. Instead, the type of victimization was associated with specific emotion regulation strategies, but emotional regulation strategies were not significantly associated with any type of peer victimization. Future research should consider the complex contextual and developmental aspects related to promoting emotion-focused coping strategies.

Effective emotion regulation is critical for adolescents' psychological well-being, yet how parent–adolescent communication patterns predict adolescent emotion regulation—and vice versa—remains underexplored, particularly in Chinese culture where parenting roles are gendered. The present study examined bidirectional associations between communication patterns of adolescents' emotional distress in parents and adolescents and their emotion regulation difficulties in a sample of late adolescents from China (n = 954, 47.1% male, M_age = 15.25 years, SD = 0.54). Adolescents reported their communication patterns with both mothers and fathers and their own emotion regulation difficulties at two time points (over 8 months). Results showed that female adolescents reported higher difficulties than males. Both male and female adolescents reported engaging in more active and reactive emotion sharing with mothers than with fathers, but perceived a greater lack of solicitation from fathers than from mothers. Contrary to the bidirectional hypothesis, only active and reactive emotion sharing negatively predicted adolescents' emotion regulation difficulties longitudinally, and this effect was observed only in father–son dyads. Additionally, both active and reactive emotion sharing with fathers and mothers predicted decreased adolescents' unresponsiveness, and active and reactive emotion sharing with fathers predicted fathers' reduced lack of solicitation over time, both of which suggested a dynamic process of the parent–adolescent emotional interaction. In general, these findings underscore the importance of considering parent and adolescent gender in understanding family emotion communication and adolescents' emotion regulation. Fathers' unique role in predicting male adolescents' emotional development warrants focused attention.

In the context of various risk factors that threaten adolescents' prosociality and well-being, life awe, which provides a broader perspective on life, may help to foster positive youth development. The current study aims to examine whether life awe is positively associated with adolescents' prosocial behavior and subjective well-being during and after the COVID-19 pandemic. We conducted two complementary studies to test our hypotheses using a mixed-methods approach. Study 1 analyzed 16,591 valid Weibo blogs from 12,498 Chinese adolescents (M_age = 20.69, SD_age = 2.76; 74.08% female) posted in the COVID-19 pandemic (January 1, 2020–December 31, 2020). This study explored semantic associations among life awe, prosocial behavior, and subjective well-being in a real-world context. Study 2 involved two waves of longitudinal data from 2299 Chinese adolescents (M_age = 14.63, SD_age = 1.62; 38.32% female) collected during the postpandemic period (October 2023–April 2024), providing longitudinal insights into these relationships. The results of two studies indicated that life awe was significantly and positively associated with adolescents' prosocial behavior and subjective well-being during and after the COVID-19 pandemic. By advancing empirical understanding of life awe, these findings suggest that life awe could serve as a novel target for interventions aimed at promoting positive youth development both during public crises such as pandemics and in everyday life.

A recurring paradox in recent literature is that victims' psychological adjustment outcomes worsen as classroom-level victimization declines. Due to the limited and inconsistent findings from longitudinal studies, this two-wave study aims to examine whether the impact of individual-level victimization on three basic psychological needs (autonomy, relatedness, and competence needs) and internalizing problems (anxiety and depression) varies across classrooms with different victimization levels. A sample of Chinese adolescents (Time 1: N = 1358, 49.5% girls; M_age ± SD = 12.38 ± 0.53; Time 2: N = 1029, 54.3% girls; M_age ± SD = 13.37 ± 0.49) from 22 classrooms were followed for 20 months. Multilevel modeling analysis showed that, in healthier classroom, the individual-level victimization had a stronger effect on satisfaction of relatedness and competence needs, and a stronger indirect effect on internalizing problems (theoretically via basic psychological needs satisfaction). Notably, the moderating effect of classroom-level victimization on the direct path from individual-level victimization to internalizing problems was significant among boys but not among girls. Findings highlight the importance of understanding the individual–environment interactions in the context of Chinese culture when examining the consequences of victimization. They also remind practitioners to pay attention to the potential risks faced of victims in classrooms with low levels of victimization, especially regarding the satisfaction of their psychological needs.

The present study investigated the longitudinal trajectory of adolescents' problematic smartphone use (PSU) from Grade 4 to Grade 8. We also examined whether the trajectory differs depending on student gender, parent educational attainment, and family income, and whether prior and concurrent social relationships predict adolescents' PSU at each time point. We employed longitudinal panel data and analyzed survey responses from Korean adolescents (N = 2399). Results of latent growth modeling revealed that the quadratic growth model best represented the trajectory of PSU from Grade 4 to Grade 8, indicating an overall increasing trend in adolescents' PSU, with the rate of this increasing trend declining over time. Additionally, student gender, parent educational attainment, and family income significantly predicted the intercept and linear slope of PSU. The contemporaneous effects of perceived social relationships with peers and teachers on PSU were significant at all time points, suggesting that current difficulties in peer and teacher relationships are consistently linked to elevated PSU. The lagged effects of student–teacher relationships on PSU were significant, whereas those of peer relationships were not, highlighting the enduring importance of teacher relationships. Additionally, the predictive power of social relationships changed over time, indicating the developmental dynamics of social relationships and their importance.

Lee, H., Haffner, S., Auyeung, B., & Chevalier, N. (2025). Beyond risk reduction: Exploring the relation of cognitive control with adolescent positive and negative risk-taking. Journal of Research on Adolescence, 35, e70103. https://doi.org/10.1111/jora.70103

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Parental socialization of self-conscious emotions is crucial in shaping children's behaviors and moral development. While research has frequently examined the socialization of negative emotions like guilt, the socialization of positive emotions such as pride remains understudied. This gap limits our understanding of the outcomes and cultural differences in parental socialization of self-conscious emotions. Additionally, current research often fails to consider domain differences in the socialization of self-conscious emotions despite evidence indicating varying levels of perceived legitimacy and acceptance by adolescents, leading to a restricted understanding of their connection with parent–child relationships. Our study investigated the association between adolescents' perceptions of parents' pride and guilt induction across different domains (i.e., moral, conventional, prudential, and personal) and adolescents' perceptions of parent–child relationship quality in the United States (N = 142) and Hong Kong (N = 124). The domain-differentiated guilt and pride induction scales demonstrated scalar invariance, indicating consistent meaning and structure across both cultural groups. Results revealed both cultural similarities and differences. In both cultures, guilt induction on personal issues was negatively associated with relationship quality, while perceived levels of pride induction across all issue types were positively associated with relationship satisfaction. However, perceived levels of guilt induction on other issues were negatively associated with relationship quality only in the US sample. The results suggest cultural similarities and differences in how adolescents perceive their parents' use of guilt and pride induction. Our study emphasizes the significance of examining the socialization of positive self-evaluation emotions, like pride, and the need to differentiate between various domains in emotion socialization research.

Developing a positive cultural identity is crucial for unaccompanied immigrant minors' (UIMs) integration and adjustment. This study piloted an adapted version of the Identity Project, an 8-week intervention promoting cultural identity, among UIMs (N = 31, M_age = 17 years, SD = 0.76, 55% from Eastern European and 45% from Northern African countries) in Italian residential communities. Participants reported on their cultural identity exploration and resolution at pretest, post-test, and follow-up; focus groups were conducted post intervention. Findings from an intervention mixed-method design indicated that the program was acceptable, feasible, and appropriate, with suggestions for improvement. Heterogeneous individual trajectories for both exploration and resolution emerged. This study underscores the promising value of the Identity Project for UIMs and calls for further research to conduct large-scale efficacy trials.

The irritability–suicidality link has been identified in extensive adolescent suicide research. Few studies, however, have investigated the mechanisms underlying this link within a developmental psychopathology framework. The present study aims to address this issue, with a consideration of contextual differences, by examining whether irritability observed at home and in school increases suicidal risk indirectly through dysfunctional parent–adolescent and peer relationships in a prospective cohort of 932 participants (53.0% girls; 54.6% Black, 25.2% White, 20.2% Mixed or Other race; from the United States). The general levels (i.e., random intercept, RI) of teacher-reported irritability across childhood (age 6–12) independently predicted mid- to late-adolescent suicidality (ages 16–18), whereas the parent RI and the interaction of these two RIs had limited predictive utility for suicidal risk. Poor relationships with parents and peers (age 14) partly mediated the prediction of suicidality from the parent and teacher RIs, respectively. These findings indicate that higher levels of teacher-reported irritability, irrespective of the levels of parent-reported irritability, place youth at greater risk for suicidality; dysfunctional parent–adolescent and peer relationships serve as possibly context-specific pathways from early irritability at home and in school, respectively, to later suicidality. Theoretical and clinical implications are discussed.