Journal of Youth and Adolescence最新文献

Advocacy carries the potential for LGBTQ+ youth (e.g., lesbian, gay, bisexual, transgender, and queer youth) to have a voice against injustice, even while carrying potential risks, yet limited research has identified factors that correspond with their engagement in it. This study utilized three waves of data from 48 school-based Gender-Sexuality Alliances (GSAs) to consider whether taking on GSA leadership roles, victimization experiences, sexual orientation identity outness, gender identity outness, and positive self-image were associated with and predictive of advocacy over the school year. The sample included 181 cisgender LGBQ+ youth (50.8% youth of color; M_age = 15.12 years, SD = 1.74) and 271 trans/nonbinary LGBQ+ youth (49.4% youth of color; M_age= 15.04 years, SD = 1.51). Cisgender LGBQ+ youth reported greater advocacy during periods when they took on more GSA leadership; also, those who, on average, took on more leadership than others reported greater advocacy over the study period than others, as did those who reported greater sexual orientation identity outness and a more positive self-image at the beginning of the study. Trans/nonbinary LGBQ+ youth reported greater victimization and greater leadership during periods when they reported greater advocacy; those who, on average, took on more leadership than others reported greater advocacy over the study period, whereas greater gender identity outness at the beginning of the study predicted lower advocacy over the study period. These findings carry implications for how GSAs could facilitate LGBTQ+ youth’s advocacy while attending to different barriers or support needs among youth.

Research indicates complex associations between adverse childhood experiences (ACEs) and adolescent peer relationships. ACEs are related to lower peer status, yet the links between ACEs, peer characteristics, and peer relationship quality are inconclusive. The current literature has several further conceptual and methodological limitations, including a lack of attention to ACEs’ co-occurring nature, the developmental timing of ACEs during adolescence, and the multifaceted nature of peer relationships. In addition, much of the literature is cross-sectional. The current study addresses these limitations by examining the associations of early adolescents’ co-occurring ACEs at age 12 with three subsequent peer relationship aspects at age 16 (i.e., peer characteristics, peer status, and peer relationship quality) while controlling for demographics and early adversities. Participants included 883 youth from the Longitudinal Studies of Child Abuse and Neglect. Latent class analyses of the 10 ACEs, as examined in the original CDC-Kaiser ACE study, identified three distinct ACE classes at age 12 (threat, deprivation, and low ACEs) that were distinguished by gender, race, income, and early adversities. Further, the threat class was related to adverse outcomes in peer characteristics and status, while the deprivation class was associated with differences in peer relationship quality. These findings highlight the need for researchers and practitioners to consider ACEs’ co-occurring nature and tailor trauma-informed care accordingly. Findings also underscore the salience of studying ACEs that occur in the developmental period of early adolescence.

Mutual antipathies are characterized by reciprocated disliking. The current study identifies behavioral attributes that forecast participation in mutual antipathies. Participants were 313 (170 girls, 143 boys) Florida public school students (9–14 years old; M_age = 11.09, SD_age = 0.90) who thrice nominated disliked classmates during a single school year (approximately 6.5 weeks apart). Behavioral attributes assayed in the fall semester identified those currently involved in mutual antipathies (N = 101 dyads) and those prospectively involved in new mutual antipathies (N = 124 dyads). Youth involved in existing and new mutual antipathies were characterized by (a) low peer-reported academic achievement and prosocial behavior (prospective only, p = 0.06), (b) high peer-reported disruptiveness and aggression, and (c) high self-reported emotional problems (concurrent only) and emotional reactivity (prospective only). Thus, youth who behave in unattractive ways are disliked and they tend to return the sentiment.

Despite evidence indicating that social mindfulness may be a precondition for both prosocial and aggressive behavior, there remains a limited understanding of how the bidirectional dynamics between them unfold over time. Framed in the developmental cascade model, this study examined the longitudinal reciprocal relations between social mindfulness and these two distinct social behaviors among early adolescents by disentangling within-person and between-person effects. A total of 1087 Chinese early adolescents (48.7% girls; M_age = 11.35 ± 0.49 years at Time 1) participated in a three-wave longitudinal study with about four-month assessment intervals. The random-intercept cross-lagged panel model indicated that, at the within-person level, social mindfulness and prosocial behavior positively predicted each other over time. Furthermore, fluctuations in social mindfulness were found to negatively predict changes in aggressive behavior at subsequent time points, but the reverse was not true, suggesting a unidirectional influence. A similar pattern was found between social mindfulness and reactive aggressive behavior, but no significant bidirectional effects emerged between social mindfulness and proactive aggressive behavior. These findings highlight the role of social mindfulness in shaping early adolescents' social behavior over time, thus providing insights for more targeted and effective interventions to foster prosocial behavior and prevent aggressive behavior.

Despite previous studies examining the relationship between problematic Internet use and academic stress in adolescents, significant limitations remain, especially in terms of the nature of the stress and moderators. This study systematically examines the association between academic stress and problematic Internet use in adolescents, using a three-level meta-analysis. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, it conducted a comprehensive database search including 49 studies, with 166 effect sizes and 189,483 adolescents. The results indicate a positive correlation between academic stress and problematic Internet use in adolescents. Additionally, moderation analysis revealed that both sources of academic stress and academic stress measurement tools significantly moderated the association. The association between mixed academic stress (intrapsychic and external stressors) and problematic Internet use was significantly stronger than that between external academic stress and problematic Internet use. The association was weaker when using the Academic Expectations Stress Inventory than other scales. These findings highlight that problematic Internet use is often an maladaptive coping strategy for adolescents under academic stress, and this behavior does not vary with the specific use of the Internet. However, it also suggests that under certain cultural contexts, external academic stress can be transformed into motivation for learning. This study deepens our understanding of how academic stress influences adolescent Internet use and underscores the need for improved measurement tools to capture the complexity of academic stress.

Discriminatory teacher beliefs and behaviors, as reflected in a discriminatory climate, are negatively related to student adjustment, but little is known about the classroom processes contributing to this relationship. This study investigated the role of teaching quality as a mechanism behind the associations between a discriminatory climate at school and students’ school adjustment. The study used PISA data collected in Germany in 2018 (N = 2947; M_age = 15.47 years, SD = 0.65; 48.4% girls) and included ninth graders (1) from ethnically minoritized groups that are highly stigmatized (i.e., with heritage from Turkey, the SWANA region, sub-Saharan Africa, and Kurdish areas; n = 198), (2) from other ethnically minoritized groups (n = 445), and (3) from the ethnic majority (n = 2304). The students in Group 1 reported a more discriminatory climate at school than the other student groups did. Multilevel analyses revealed that a discriminatory climate was negatively related to all three indicators of school adjustment (i.e., reading comprehension, reading motivation, and school belonging). Adolescents who perceived a stronger discriminatory climate experienced lessons as less structured and more disruptive, highlighting the mediating role of classroom management in the relationship between discriminatory climate and adolescents’ school adjustment. Thus, a discriminatory climate at school hampers adolescents’ educational outcomes not only directly, but also via teachers’ instructional behavior in class.

Parent‒child separation as a result of parental migration is often associated with an increased risk of depressive symptoms in adolescents. However, little is known about how parent‒child separation affects changes in the development of depressive symptoms, particularly the protective factors (e.g., parent‒child communication) that influence this process. This 5-wave longitudinal study explored the effects of parent‒child separation, communication and their interactions on the trajectory of depressive symptoms in adolescents. The participants were 2725 Chinese adolescents (M_age = 13.47 years; SD = 0.50; 43.3% girls), of whom 696 were separated from both parents, 684 were separated from their fathers, and 1345 were not separated from their parents. Depressive symptoms were measured approximately every 6 months in grades 7 through 9, and other variables were measured at the first time point. The results revealed that adolescents' depressive symptoms increased and the rate of increase gradually slowed throughout junior high school. Separation from both parents was associated with increased levels of depressive symptoms but did not influence changes in adolescents' depressive symptoms over time, and separation from father did not influence the trajectory of adolescents' depressive symptoms. Parent-child communication was negatively associated with the levels of depressive symptoms. Separation from both parents was associated with higher levels of depressive symptoms among girls with a lower level of father‒child communication but not among girls with a higher level of father‒child communication. Separation from father was associated with a faster increase in depressive symptoms among boys with lower levels of father‒child and mother‒child communication but not among boys with higher levels of father‒child and mother‒child communication. These findings indicate that parent‒child communication can alleviate the negative effects of parent‒child separation on the development of depressive symptoms in adolescents, and the effects vary across separation status and gender.

Few studies simultaneously examined how parent-adolescent discrepancies in reporting psychological control and autonomy support predicted adolescents’ adjustment and the moderation by adolescent gender remains unknown. This longitudinal study addressed these gaps using a Chinese sample of 310 adolescents (158 girls; M_age = 13.34, SD = 0.36) and their parents. Adolescents reported depression and resilience and dyads reported parenting. The latent difference scores analysis showed higher psychological control and lower autonomy support perceived by adolescents than parents and larger parent-boy discrepancies in psychological control. Psychological control discrepancies predicted higher adolescents’ depression and autonomy support discrepancies predicted lower boys’ depression. The results suggest that parent-adolescent discrepant perceptions of different parenting behaviors predict adolescents’ adjustment via different processes, which vary for boys and girls.

Family resilience is crucial for individual's psychological health. Previous studies explored the protective factors of anxiety at the individual level, with less attention paid to the impact of family interaction from a dyadic perspective. This study utilized the Actor-Partner Interdependence Mediation Model to investigate the relationship between family resilience, emotional flexibility, and anxiety symptoms. A sample of 2144 Chinese parent-adolescent dyads (36% upper grades of primary school, 64% secondary school, 49.39% girls; 70.38% mothers) was recruited. Perceived family resilience was inversely related to anxiety symptoms, directly or indirectly, through the mediation of emotional flexibility at the individual level. At the dyadic level, adolescents' perceived family resilience was significantly associated with parents' anxiety symptoms through their own or parents' emotional flexibility. Parents' perceived family resilience was inversely link to adolescents' anxiety symptoms through parents' emotional flexibility. Parents emotional flexibility also mediated the association between adolescents' perceived family resilience and their anxiety symptoms. These findings contribute to understanding the intricate dynamics of family resilience and psychological outcomes in parent-child relationships under adversity, emphasizing the need for child-centered interventions to improve family members' mental health.