Journal of Adolescence最新文献

Introduction: Adolescents' experiences of autonomy can promote either thriving or stress, depending on whether autonomy is supported or thwarted. Drawing from Self-Determination Theory, we examined whether autonomy satisfaction and autonomy frustration are empirically distinguishable constructs and how they differentially predict adolescents' learning behaviors, academic achievement, and school burnout. We also explored the mediating roles of persistence and procrastination and examined gender differences in these relationships.

Methods: Participants were 1639 10th-grade students (mean age = 15.37 years; 45.3% male) from a public high school in Southwest China. Students completed validated self-report questionnaires assessing autonomy satisfaction, autonomy frustration, persistence, procrastination, and school burnout. Academic achievement was indexed by standardized semester exam scores in three core subjects. Structural equation modeling and multigroup analysis were used to test hypothesized relationships and gender differences.

Results: Bifactor CFA confirmed the empirical distinction between autonomy satisfaction and frustration. Autonomy satisfaction predicted higher persistence and lower procrastination, leading to better academic achievement and lower school burnout. In contrast, autonomy frustration predicted lower persistence and higher procrastination, which contributed to poorer achievement and increased burnout. Direct effects also showed that autonomy frustration strongly predicted burnout, while autonomy satisfaction buffered against it. In addition, the protective effects of autonomy satisfaction on persistence and procrastination were stronger for boys.

Conclusions: Autonomy satisfaction and frustration are distinct and uniquely predictive of Chinese adolescents' academic and psychological outcomes. Differentiating these constructs is crucial for understanding student motivation and informing interventions. Gender-sensitive strategies may enhance effectiveness in supporting student autonomy and reducing school burnout.

Introduction: This study critically evaluates the statistical methodologies employed in analyzing Youth Risk Behavior Surveillance System (YRBS) data from 2015 to 2019, specifically focusing on health outcomes for sexual minority youth (SMY). The YRBS is a crucial source of public health data, and robust analytical approaches are essential for generating reliable insights.

Methods: We conducted a systematic review of existing literature utilizing YRBS data and performed empirical analyses to assess the impact of various statistical techniques. Our primary focus was on identifying discrepancies arising from the application, or lack thereof, of sampling weights, a critical component of YRBS methodology. We also examined the variability in statistical modeling approaches and software used across different studies.

Results: Our findings reveal significant discrepancies between weighted and unweighted analyses, underscoring the imperative of adhering to established guidelines for incorporating sampling weights to ensure data validity. We observed instances where failing to account for survey design led to biased estimates of health disparities among SMY. Furthermore, we identified concerns regarding the inconsistent application of modeling approaches and statistical software, which introduces variability and potentially affects the robustness and comparability of results across studies.

Conclusion: This research highlights the complexities inherent in public health data analysis, particularly with complex survey data like the YRBS. Adhering to appropriate statistical techniques and standardizing software applications are crucial for improving the validity and applicability of findings. Addressing these methodological challenges will ultimately support the development of more effective and targeted public health policies and interventions designed to improve the health and well-being of SMY.

Introduction: Recent studies have indicated that sleep is fundamental for adolescents' physical and mental health. Although it is known that context influences sleep, the impact of school climate on sleep duration remains understudied.

Methods: Using a large, diverse, population-based sample of adolescents attending California high schools (N = 277,954; data collection: 2018-2019) and applying two statistical methods suggested for quantitative research using an intersectionality approach (linear regressions with interaction terms and Exhaustive Chi-square Automatic Interaction Detection [ECHAID]), this study examined associations between school climate and sleep duration among adolescents at the intersection of multiple social positions.

Results: Similar proportions of participants were assigned male and female at birth. The sample was racially and ethnically diverse (54.1% Latina/x/o). The large majority of participants were straight (85.4%) and cisgender (97.7%). On average, participants slept 6.75 h/night. Positive school climate was associated with longer and adequate sleep duration; however, this association varied across social positions, such that the effects of school climate on sleep duration were attenuated among adolescents who held some minoritized social positions. ECHAID results indicated that those reporting the lowest averages of sleep duration not only perceived school climate as negative but also held multiple minoritized identities. In contrast, those who perceive their school climate as positive are overrepresented among those who reported the highest averages of sleep duration.

Conclusion: Findings underscore the impact that schools have on adolescents' sleep health. Our study indicates that adolescents with multiple minoritized social positions face additional challenges impacting their sleep. Future interventions should focus on strategies to improve school climates, given that they would benefit a large number of students.

Introduction: For young people in Europe, European identity can serve as an important source of solidarity and belonging, especially in times of growing societal polarization. This study investigates European identity development during adolescence with two aims: (1) to identify European identity profiles, their associations with civic and solidarity-related attitudes, and profile changes over time; and (2) to examine the role of school-based experiences in predicting profile membership and transitions.

Methods: Drawing on longitudinal data from German 9th graders collected at the beginning and end of one school year (N = 1,206; MAge = 14.39 years; 51.7% female), Latent Profile Analysis (LPA) and Latent Transition Analysis (LTA) were used to examine stability and change of European identity profiles. Based on recent process-oriented models, European identity captured the processes of commitment, in-depth exploration, and reconsideration. Civic and solidarity-related correlates of status profile encompassed EU-related attitudes, tolerance, and intentions for civic engagement; school-based predictors included students' supportive relationships and pluralistic learning climate.

Results: Analyses revealed four distinct profiles reflecting different levels of identity consolidation, meaningfully associated with civic- and solidarity-related attitudes (i.e., tolerance, intentions for civic engagement). A more pluralistic climate was associated with more elaborate identity profiles at the beginning of the school year, while supportive student-teacher relationships were linked to forms of early closure. Yet, school experiences hardly predicted profile change across time.

Conclusions: The findings underscore adolescence as a formative period for developing European identity and highlight both the potential and limitations of schools in supporting youth identity formation.

Introduction: Research on adolescent sexuality is primarily cross-sectional and often neglects interpersonal factors that may play a key role in promoting their sexual wellbeing, such as perceived partner responsiveness, that is, feeling understood, cared for, and accepted by a partner. The current study examined prospective associations between perceived partner responsiveness and sexual wellbeing (sexual satisfaction, sexual desire/arousal, orgasm difficulties, and sexual distress) among adolescents, as well as gender, sexual orientation, and partner continuity differences therein.

Methods: In two waves of a large, ongoing Canadian longitudinal study on adolescents' sexual wellbeing that took place between November 2019 and March 2022, a sample of 508 Canadian adolescents (M_age = 15.57 years old at baseline; M_age = 16.44 years old at T2; 56.5% cisgender girls, 42.5% cisgender boys, and 0.6% trans and nonbinary youth) in romantic relationships completed two self-reported surveys 1 year apart.

Results: Path analyses revealed that perceived partner responsiveness at baseline was positively associated with sexual satisfaction and desire/arousal 1 year later, but not with orgasm difficulties and sexual distress. Moderation analyses indicated there were no differences in these associations based on gender, sexual orientation or partner continuity.

Conclusions: Findings underscore the importance of feeling understood, cared for, and accepted by a partner in fostering sexual satisfaction and desire/arousal among adolescents, irrespective of their gender and sexual orientation. Perceived partner responsiveness emerges as a key target for educational initiatives on healthy romantic relationships and interventions during adolescents' early intimate experiences.

Introduction: Although parenting is a crucial component of the family psychosocial environment and a known influence on academic performance, less is known about the underlying mechanisms and gendered pathways involved. The present study investigated the mediating role of character strengths in the relationship between parenting and academic achievement and the moderating role of gender using a longitudinal design.

Methods: The participants were 728 middle school students in China (M_age = 13.55, SD = 0.82, at T1). The Chinese version of Parental Bonding Instrument (PBI) and the Simplified Chinese version of Character Strength Scale for Adolescents were administered to assess their perceived parenting and their character strengths at T1, and the evaluation of academic achievement was based on the scores in Chinese and mathematics collected from school after 1 year (at T2).

Results: The results showed that positive parenting could significantly predict adolescents' Chinese and mathematics achievement by affecting their character strengths. Additionally, paternal negative parenting negatively predicted adolescents' Chinese achievement. Moreover, the relationship between positive parenting and character strengths was moderated by gender. Specifically, maternal positive parenting had a stronger influence on girls' character strengths than boys', while paternal positive parenting significantly contributed to character strengths among boys but not girls.

Conclusions: The findings revealed how parenting affects adolescents' character strengths and then contributes to their academic achievement, and highlighted the unique roles of different parental bonding styles in this relationship, which provided a reference for improving academic achievement from a strength-based perspective.

Introduction: Youth Participatory Action Research (YPAR) positions adolescents as co-researchers to investigate and address social issues affecting their lives. While YPAR has gained global prominence, comparative research examining how it is conceptualized and practiced across regional contexts remains limited. This study analyzes the differences and commonalities in participatory research projects involving youth conducted in North America and Latin America, focusing on theory, methodology, youth participation roles, and socio-political contexts.

Methods: We conducted a rapid review of 85 peer-reviewed and grey literature sources published between 2003 and 2023, utilizing the SPIDER framework. Sources were screened through a multi-step collaborative process and analyzed thematically across four domains: theoretical foundations, methodological design, domains of inquiry, and youth roles, assessed using Arnstein's Ladder of Citizen Participation.

Results: Studies in North America often emphasized individual youth empowerment and institutional reform, drawing on critical pedagogy and positive youth development frameworks within school and health settings. In contrast, Latin America studies prioritized collective action, sociopolitical transformation, and decolonial theory, frequently embedded in grassroots movements. Regarding participation, youth in North America often assumed protagonist roles within structured institutional boundaries, while Latin America projects engaged youth as co-creators of knowledge within broader community-driven struggles.

Conclusions: This review highlights significant regional distinctions in how YPAR is theorized, practiced, and institutionalized. Findings suggest that hybrid approaches-integrating the institutional access common in North America with the grassroots, collective activism of Latin America-may enhance the transformative potential of YPAR. Future scholarship should explore context-sensitive frameworks that elevate youth leadership while respecting regional epistemologies and political realities.

Background: Sexual minority youth are disproportionately at risk of psychopathology. This may be due, in part, to their elevated risk of sexual violence victimization. However, gender discrepancy stress stemming from the fear of repercussions for their gender nonconformity (e.g., sexual violence) may be a more salient driver of their psychopathology. Discrepancy stress is linked broadly to psychopathology among cisgender heterosexual populations. However, prior research has not examined gender discrepancy stress among sexual minorities specifically. In the present study, we test the indirect effects of gender discrepancy stress and sexual violence on the relationship between sexual minority identity and psychopathology in adolescence.

Methods: Survey data assessing gender discrepancy stress, sexual violence victimization, and psychopathology risk were collected from 452 youth (M_age = 15.9; 58% female; 45% Black/AA; 52% sexual minority). Youth were identified as either cisgender sexual minority or cisgender heterosexual based on self-reported identity. Surveys were administered via Qualtrics with a planned missing design.

Results: Separate structural equation models for males and females indicated that sexual minority youth are more prone to gender discrepancy stress than heterosexual youth. Further, discrepancy stress appears to have a stronger link to psychopathology than does sexual violence victimization. When accounting for the indirect effects of discrepancy stress and sexual violence, the direct association between sexual minority identity and psychopathology was negligible and nonsignificant.

Conclusions: Gender discrepancy stress may be an important risk factor for psychopathology that affects all youth and contributes to the disproportionate burden of mental health among sexual minority youth.

Introduction: Adolescent self-disclosure is essential for relationship building, receiving support and mental well-being. However, little is known about whom adolescents confide in and what factors facilitate or hinder this process.

Method: In this mixed methods multi-informant study, twelve Dutch adolescents (M_age = 18.3, 66.6% girls) and their parents (11 fathers, 12 mothers) were interviewed. Inspired by Q-methodology, adolescents placed color-coded cards on a grid to indicate whether they discussed 16 potentially distressing topics (e.g., mental health, school problems, physical complaints, family issues) with 17 persons (five relationship categories: caregivers, peers, professionals, familiar adults and others).

Results: Quantitative results show that adolescents disclosed most to caregivers (especially mothers) and least to familiar adults, such as teachers. Semistructured interviews with adolescents and their parents were analyzed using inductive reflexive thematic analysis. Warm relationships and concrete opportunities to talk facilitated self-disclosure. Barriers included emotional distance and privacy concerns. Parents reported dilemmas between initiating conversations with their child and allowing space.

Conclusion: Adolescents appear to be willing to share distressing topics, but familiar adults may need to take a more active role in fostering disclosure by making time, creating an inviting atmosphere, and initiating conversations.

Background: In everyday family and school contexts, adolescents frequently experience belief changes that profoundly shape their subsequent behaviors. However, the mechanisms underlying such belief change remain insufficiently understood, particularly among adolescents at an important stage of cognitive and social development.

Methods: This study examined how adolescents' belief change was influenced by social identity (in-group vs. out-group) and item type (Rp+, Rp-, Nrp), with measures of recall rates and belief change. Fifty-four high school students (26 females, 28 males; M_age = 15.68, SD = 0.84; range = 14-17 years) from a high school in China participated in the study. Participants were randomly assigned to in-group or out-group conditions using a minimal group paradigm. Across the learning, retrieval, recall, and re-judgment phases-designed to simulate authentic information transmission-we assessed memory and belief change in adolescents. All procedures were reviewed and approved by the local institutional ethics committee.

Results: When speakers were members of the listeners' in-group, adolescents exhibited significant retrieval-induced forgetting (RIF) and belief inhibition effects. These effects were not observed when the speakers belonged to the out-group.

Conclusions: These findings indicate that adolescents' belief change is modulated by the social identity of the information source. The study deepens understanding of belief formation and socialization during adolescence and provides practical implications for educational approaches, such as group-based error correction.