Pub Date : 2026-02-11DOI: 10.1007/s10964-026-02326-9
Die Wang, Chenyu Wang, Keer Huang, Bowen Xie, Cheng Guo
{"title":"Longitudinal Relationships between Academic Stress, Depressive Symptoms, and Problematic Internet Use in Early and Late Adolescence.","authors":"Die Wang, Chenyu Wang, Keer Huang, Bowen Xie, Cheng Guo","doi":"10.1007/s10964-026-02326-9","DOIUrl":"https://doi.org/10.1007/s10964-026-02326-9","url":null,"abstract":"","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146157745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-11DOI: 10.1007/s10964-026-02327-8
Guanheng Ren, Shan Zhao, Luhao Wei, Keqin Zhang, Yan Li, Fumei Chen, Li Niu
{"title":"Pubertal Timing and Adolescent Aggression: The Moderating Roles of Peer Group Popularity and Social Preference.","authors":"Guanheng Ren, Shan Zhao, Luhao Wei, Keqin Zhang, Yan Li, Fumei Chen, Li Niu","doi":"10.1007/s10964-026-02327-8","DOIUrl":"https://doi.org/10.1007/s10964-026-02327-8","url":null,"abstract":"","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146157763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Patterns and Transitions of Bullying Participant Roles: the Predictive Roles of Self- and Peer-perceived Peer Status","authors":"Jiahui Chen, Liu Yang, Yiting Liang, Lixuan Huang, Muhua Lyu, Ping Ren","doi":"10.1007/s10964-025-02305-6","DOIUrl":"https://doi.org/10.1007/s10964-025-02305-6","url":null,"abstract":"","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":"285 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146101611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Unraveling the Dynamics of Adolescent Loneliness: A Longitudinal Study of its Reciprocal Links with Perceived Control and Emotional Intelligence.","authors":"Shuyue Zhang, Yaqing Huang, Yujie Zhong, Qinglang Huang, Xiurong Huang, Jie Meng","doi":"10.1007/s10964-025-02294-6","DOIUrl":"10.1007/s10964-025-02294-6","url":null,"abstract":"","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"536-549"},"PeriodicalIF":3.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145654497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2026-01-09DOI: 10.1007/s10964-026-02318-9
Zihao Chen, Cheng Guo
{"title":"Within-Person Reciprocal Relations among Academic Stress, Self-Esteem, and Problematic Internet Use in Chinese Adolescents.","authors":"Zihao Chen, Cheng Guo","doi":"10.1007/s10964-026-02318-9","DOIUrl":"10.1007/s10964-026-02318-9","url":null,"abstract":"","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"431-447"},"PeriodicalIF":3.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145934117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2026-01-12DOI: 10.1007/s10964-026-02323-y
Hanjing Gao, Zhenhong Wang
{"title":"Profiles and Transitions of Character Strengths among Chinese Adolescents: Predictive Role of Parental Acceptance and Rejection.","authors":"Hanjing Gao, Zhenhong Wang","doi":"10.1007/s10964-026-02323-y","DOIUrl":"10.1007/s10964-026-02323-y","url":null,"abstract":"","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"448-464"},"PeriodicalIF":3.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145952562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-09-01DOI: 10.1007/s10964-025-02249-x
Anqi Peng, Sabina Low
Bullying is a group phenomenon, and bystanders play an important role in either facilitating or inhibiting bullying. However, knowledge is still lacking regarding factors, especially contextual ones, which contribute to positive bystander behaviors. Therefore, the present study aimed to investigate the associations between school connectedness and willingness to intervene within the context of anti-bullying climate, using a three-year, four-wave longitudinal design (a half-year interval between Time 1 and Time 2, and one-year intervals between subsequent waves). Data were collected from 4718 adolescents (Mage = 11.22, SD = 0.45 at Time 1; 41% female, 44.6% male; 26.3% Latina/o, 20.6% Black, 19.1% White) across 36 middle schools in the United States. After controlling background variables, intervention effect, and previous victimization, the findings showed that, at the between-person level, both contextual factors (i.e., anti-bullying climate and school connectedness) were positively related to students' willingness to intervene in bullying; in addition, school connectedness was related to willingness to intervene bidirectionally at the within-person level. Gender was not a moderator of reciprocal relations. Overall, this study highlights the role of contextual factors in empowering bystanders and promoting positive bystander behaviors, which provides guidance for bullying prevention and interventions. The whole school needs to work collaboratively in creating and sustaining a safe, caring, and supportive school environment, which may have a great benefit in empowering bystanders to reduce bullying and facilitating positive development in the long term.
{"title":"We Need a Village: School Connectedness Empowers Students to Move Beyond Bystanding Under an Anti-Bullying Climate.","authors":"Anqi Peng, Sabina Low","doi":"10.1007/s10964-025-02249-x","DOIUrl":"10.1007/s10964-025-02249-x","url":null,"abstract":"<p><p>Bullying is a group phenomenon, and bystanders play an important role in either facilitating or inhibiting bullying. However, knowledge is still lacking regarding factors, especially contextual ones, which contribute to positive bystander behaviors. Therefore, the present study aimed to investigate the associations between school connectedness and willingness to intervene within the context of anti-bullying climate, using a three-year, four-wave longitudinal design (a half-year interval between Time 1 and Time 2, and one-year intervals between subsequent waves). Data were collected from 4718 adolescents (Mage = 11.22, SD = 0.45 at Time 1; 41% female, 44.6% male; 26.3% Latina/o, 20.6% Black, 19.1% White) across 36 middle schools in the United States. After controlling background variables, intervention effect, and previous victimization, the findings showed that, at the between-person level, both contextual factors (i.e., anti-bullying climate and school connectedness) were positively related to students' willingness to intervene in bullying; in addition, school connectedness was related to willingness to intervene bidirectionally at the within-person level. Gender was not a moderator of reciprocal relations. Overall, this study highlights the role of contextual factors in empowering bystanders and promoting positive bystander behaviors, which provides guidance for bullying prevention and interventions. The whole school needs to work collaboratively in creating and sustaining a safe, caring, and supportive school environment, which may have a great benefit in empowering bystanders to reduce bullying and facilitating positive development in the long term.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"384-398"},"PeriodicalIF":3.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144958991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-08-06DOI: 10.1007/s10964-025-02226-4
Cui Xia, Wan Ding, Teng Chen, Jingning Liu, Weijian Li, Ruibo Xie
Previous studies indicates that helping behaviors (prosocial behavior, which benefits others, and social support, which benefits oneself) are closely associated with adolescents' self-development. However, it is still unclear what the mutual relations and potential mechanisms are between prosocial behavior, social support, and core self-evaluation. A total of 1214 Chinese adolescents were surveyed three times, with a six-month interval between each survey (Mage = 15.46, SD = 0.71; 39.3% girls). Using several Random Intercept Cross-Lagged Models (RI-CLPMs), this study examined the relationships among these variables. The results showed reciprocal relations between prosocial behavior and core self-evaluation, between social support and core self-evaluation, and between prosocial behavior and social support. Additionally, this study identified two mediation mechanisms and serial self-enhancement mechanisms. Specifically, prosocial behavior impacted adolescents' core self-evaluation via social support, core self-evaluation also influenced prosocial behavior through social support. Prosocial behavior and core self-evaluation could achieve self-enhancement via social support, and prosocial behavior could also be improved via core self-evaluation. These findings reveal that prosocial behavior, social support, and adolescents' core self-evaluation can influence each other over time, emphasizing the mediating mechanism of social support between prosocial behavior and adolescents' core self-evaluation.
{"title":"The Bidirectional Longitudinal Relations Between Prosocial Behavior, Social Support, and Core Self-Evaluation.","authors":"Cui Xia, Wan Ding, Teng Chen, Jingning Liu, Weijian Li, Ruibo Xie","doi":"10.1007/s10964-025-02226-4","DOIUrl":"10.1007/s10964-025-02226-4","url":null,"abstract":"<p><p>Previous studies indicates that helping behaviors (prosocial behavior, which benefits others, and social support, which benefits oneself) are closely associated with adolescents' self-development. However, it is still unclear what the mutual relations and potential mechanisms are between prosocial behavior, social support, and core self-evaluation. A total of 1214 Chinese adolescents were surveyed three times, with a six-month interval between each survey (M<sub>age</sub> = 15.46, SD = 0.71; 39.3% girls). Using several Random Intercept Cross-Lagged Models (RI-CLPMs), this study examined the relationships among these variables. The results showed reciprocal relations between prosocial behavior and core self-evaluation, between social support and core self-evaluation, and between prosocial behavior and social support. Additionally, this study identified two mediation mechanisms and serial self-enhancement mechanisms. Specifically, prosocial behavior impacted adolescents' core self-evaluation via social support, core self-evaluation also influenced prosocial behavior through social support. Prosocial behavior and core self-evaluation could achieve self-enhancement via social support, and prosocial behavior could also be improved via core self-evaluation. These findings reveal that prosocial behavior, social support, and adolescents' core self-evaluation can influence each other over time, emphasizing the mediating mechanism of social support between prosocial behavior and adolescents' core self-evaluation.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"501-515"},"PeriodicalIF":3.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144789497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-27DOI: 10.1007/s10964-025-02314-5
Shiqing Wenren, Ruibo Xie, Wan Ding, Teng Chen, Mingshu Chen, Weijian Li
{"title":"Dynamic Reciprocal Relationships among Rejection Sensitivity, Cognitive Reappraisal, and Prosocial Behavior in Secondary School Students.","authors":"Shiqing Wenren, Ruibo Xie, Wan Ding, Teng Chen, Mingshu Chen, Weijian Li","doi":"10.1007/s10964-025-02314-5","DOIUrl":"https://doi.org/10.1007/s10964-025-02314-5","url":null,"abstract":"","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146052712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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