Journal of Adolescence最新文献

Introduction: Research to understand the role of social media use (SMU) in explaining deteriorating adolescent mental health has been limited by broad, nonspecific measures of social media use, specifically 'time spent on social media'. These measures provide insufficient detail to capture specific risk and protective factors to users.

Methods: We conducted a scoping review of observational and experimental studies of the relationship between non-duration-based SMU measures and mental health outcomes in adolescents ≤ 18 years old. Studies that measured SMU solely based on time spent on a platform were excluded.

Results: The initial search returned 868 articles. After inclusion and exclusion, we identified 217 studies, but among them 133 (61%) used duration-based SMU measures and were excluded. Of the 84 remaining studies, most focused on depression (48%), or anxiety (23%), though nine total mental health domains were included. Studies used 85 distinct measures of SMU, and fewer than half (n = 37; 45%) provided evidence of validity. SMU measures were grouped into five domains, including SMU habits, addiction-like measures, structural aspects, interactions on SM, and feelings about SM. Social comparison and addiction-related measures were consistently linked with poor mental health. SMU for socialization was consistently associated with decreased loneliness. Evidence of protective associations were otherwise limited.

Conclusions: These findings contribute to a more complete understanding of specific types of SMU that contribute to adolescent mental health. This specificity may help to identify modifiable targets for use in prevention programs and policy development for social media regulation.

Objectives: High school is a pivotal transition period where adolescents experience changes in their sleep patterns and daily mood especially among ethnically and racially minoritized adolescents. This study focuses on Black and Latiné adolescents and investigates the associations between sleep and next-day mood as well as changes from 9th to 11th grade.

Methods: Analytic data were collected annually between 2015 and 2017, corresponding to students' 9th through 11th grades, from five high schools in the northeastern United States. In a sample of 181 Black and Latiné adolescents (at baseline: M_age = 14.27; SD = 0.66), this study examined the within-person level and between-person level associations between sleep (e.g., sleep duration and wake minutes after sleep onset) and mood (positive and negative mood) from their 9th to 11th grade.

Results: At the within-person level, on days with longer daily sleep duration, adolescents reported lower levels of negative mood the next day. At the between-person level, longer sleep duration was associated with higher positive mood when adolescents were in the 11th grade. Longer sleep duration and longer wake minutes after sleep onset were associated with higher negative mood when adolescents were in the 11th grade, but these associations were not significant in the 9th or 10th grades.

Conclusions: Healthy sleep habits may serve as a protective factor for positive mood and well-being during adolescence and the critical developmental transition to high school. For Black and Latiné adolescents, the 11th grade may be particularly important for sleep and mood associations.

Introduction: This study investigates the critical role of school climate in relation to absenteeism and school transfer due to transphobic bullying among transgender and gender non-binary youth in Brazil, a context where research on this population is scarce. School climate, characterized by feelings of belonging, safety, and positive relationships, has been shown to significantly impact academic outcomes and overall well-being. Understanding these dynamics is crucial to supporting transgender and gender non-binary students, who often face unique challenges in educational settings.

Methods: A total of 293 Brazilian transgender and gender non-binary youth, with a mean age of 18.71 years (ranging from 13 to 25 years) participated in the study. Gender identities comprised 45.02% transgender girls, 22.34% transgender boys, and 32.65% non-binary individuals, 58.87% White and 41.13% Non-White. Measures included assessments of school connectedness, school safety, and experiences with transphobic bullying.

Results: High rates of school disruption were prevalent; 45.4% of participants reported prolonged absences of more than two consecutive weeks, and over half (55.6%) had wanted to change schools due to transphobic bullying. Students in post-high school settings reported statistically significantly higher levels of school connectedness and perceived safety compared to students in high school. However, perceived safety in gender-segregated spaces, such as washrooms and changing rooms, was critically low for both groups. Furthermore, higher perceived support for gender affirmation from peers and teachers was strongly and positively correlated with increased school connectedness and safety across all contexts.

Conclusions: Low school connectedness and safety are significant risk factors for school disruption among Brazilian transgender and non-binary youth. The transition from high school to post-secondary education is associated with an improved school climate, yet critical safety issues in specific areas persist across all educational levels. These findings underscore the urgent need for targeted interventions in Brazilian schools-particularly within secondary education-to foster supportive, gender-affirming relationships and implement policies.

Introduction: Adolescents' beliefs about the relationship between personal abilities and effort exhibit complex and divergent patterns, with previous studies highlighting significant gender differences in these belief systems. However, the underlying structure of control beliefs (including ability and effort beliefs) remains poorly understood, as well as how distinct belief patterns are associated with psychological adjustment. To address this gap, this study investigates the configuration of adolescents' beliefs about ability and effort and examines their associations with adaptive outcomes.

Methods: In total, 10,205 Chinese adolescents (61% male; M_age = 16.56 years, SD_age = 0.84) completed the ability and effort belief subscales of the Chinese version of the Control, Agency, and Means-ends Interview (CAMI), along with the Subjective Health Complaints questionnaire and Satisfaction with Life Scale, assessing control beliefs, subjective health, and life satisfaction, respectively. Participants were assessed longitudinally at three time points (March-April 2017, 2018, and 2019) at 1-year intervals.

Results: Latent profile analysis identified three control belief profiles among adolescents: moderate, above average, and high control. The high control group (characterized by strong ability and effort beliefs) showed optimal psychological adjustment. Longitudinal analyses revealed that baseline psychological adjustment significantly predicted upward transitions among profiles. Notably, male adolescents showed a greater representation of adaptive profiles and more upward transitions.

Conclusions: These results highlight the heterogeneity of control beliefs and the nuanced association between control beliefs and psychological adjustment. Findings suggest that school interventions should target effort-ability belief integration, particularly for female adolescents.

Background: Career-related competencies (CLCs) are essential for nonengaged youths (NEYs) to achieve a successful school-to-work transition. However, there is limited research identifying the characteristics of distinct subgroups based on CLCs.

Objective: This study aimed to classify patterns of NEYs based on CLCs and to examine differences in demographic characteristics, mental health (i.e., depression and anxiety), and social well-being (i.e., civic engagement, social contribution, and social integration) among the classes identified.

Methods: This study involved 249 NEYs in China (M_age = 24.65). Latent Class Analysis (LCA) was performed using Mplus to classify CLCs patterns. t-tests and chi-square tests were used to examine differences in demographic characteristics, mental health, and social well-being between subgroups.

Results: LCA results indicated that NEYs were grouped into three subgroups: the high CLCs group, the middle CLCs group, and the low CLCs group. The low CLCs group exhibited the lowest performance across all CLC dimensions, the highest prevalence of mental health issues, and the most challenges in social well-being.

Conclusions: The findings highlighted the significance of CLCs for the mental health and social well-being of NEYs during their school-to-work transition. Despite limitations, this study contributed to understanding the subtypes of NEYs regarding CLCs and offered insights for intervention services aimed at enhancing NEYs' CLCs.

Introduction: Unlike other forms of violence, such as bullying or dating violence, which have been studied both offline and online, Child-to-Parent Violence (CPV) has primarily been analyzed in offline contexts, with research on its online form still in its early stages. Moreover, no standardized instruments currently exist to assess Cyber-CPV. Thus, the primary objectives of this study were to develop and evaluate the psychometric properties of the Cyber-Child-to-Parent Violence Questionnaire-Adolescent (Cyber-CPVQ-A) and to assess the prevalence of and gender differences in Cyber-CPV from the perspective of adolescents (Study 1) and their parents using the Cyber-Child-to-Parent Violence Questionnaire-Parent (Cyber-CPVQ-P) (Study 2).

Methods: A total of 1597 adolescents participated in Study 1 (49.8% female, 45.5% male, and 0.7% identifying as other; M_age = 14.18, SD = 1.59). 91.3% of the participants were from Spain. In Study 2, 563 parents participated (72.5% mothers and 27.5% fathers; M_age = 49.00, SD = 4.87), of whom 86.9% were Spanish.

Results: In Study 1, a Confirmatory Factor Analysis (CFA) supported a bifactor structure comprising of a general Cyber-CPV factor and two specific factors: one for CPV toward the mother (Cyber-CMV) and another toward the father (Cyber-CFV) based on the adolescent-reported version (Cyber-CPVQ-A). In Study 2, a CFA confirmed a unidimensional structure for the parent-reported version (Cyber-CPVQ-P).

Conclusions: Both scales demonstrated strong internal consistency. The prevalence of Cyber-CPV was high in the community population. This study provides two valid and reliable instruments for assessing Cyber-CPV in adolescents and parents, enabling a more comprehensive measurement of CPV.

Introduction: Social relationships, specifically unsatisfying social relationships, play a critical role in the development of problematic mobile phone use (PMPU). However, few studies, particularly those employing longitudinal mediation models, have explored the underlying mechanisms. Drawing on the Interaction of Person-Affect-Cognition-Execution model, the cognitive-behavioral model, and the compensatory internet use theory, this study examines whether loneliness and maladaptive cognitions mediate the relationship between relatedness need dissatisfaction and PMPU.

Methods: A sample of 1060 Chinese secondary school students participated in this longitudinal study. Self-reported questionnaires were administered at three time points, each separated by 6-month intervals. The independent variable was assessed at Time 1, the mediating variables at Time 2, and the dependent variable at Time 3. Structural equation modeling was employed to analyze the relationships between relatedness need dissatisfaction, loneliness, maladaptive cognitions, and PMPU over time.

Results: Relatedness need dissatisfaction at T1 directly predicted PMPU at T3 after controlling for gender, but this effect was not observed when mediating factors were considered. In the integrated mediation model, relatedness need dissatisfaction at T1 exerted an indirect effect on PMPU at T3 through the mediating role of maladaptive cognitions at T2 solely and the sequential mediating role of loneliness and maladaptive cognitions at T2.

Conclusions: These findings underscore the importance of social relationships in the development of PMPU among adolescents, particularly revealing the effect through emotional and cognitive processes. Strategies aimed at strengthening social connections and addressing maladaptive cognitions may effectively mitigate PMPU, providing insights for prevention and intervention efforts for adolescents.

Introduction: Adolescents' life satisfaction is shaped by both proximal school experiences and broader societal environments. School bullying poses a substantial threat to youths' well-being while positive student-teacher relationships may serve as a critical source of protection. This study examines how school bullying, student-teacher relationships and country-level social environments jointly influence life satisfaction among 15-year-olds across 30 OECD countries.

Methods: Using the PISA 2022 data (N = 216,460), this study applies two complementary approaches (linear regression models and multilevel modeling) to (1) compare the associations of social relationships and environments with adolescents' life satisfaction across the GLOBE cultural clusters and (2) investigate whether life satisfaction differs by a national indicator of societal well-being. Cross-level interactions further tested whether the national indicator of societal well-being moderates the link between school bullying and life satisfaction.

Results: Being bullied at school was consistently associated with significantly lower life satisfaction across OECD contexts, with the strongest negative associations observed in Arab and Anglo clusters. Positive student-teacher relationships were linked to higher life satisfaction and buffered the detrimental effects of bullying. Multilevel analyses also showed that the negative impact of bullying was intensified in countries with weaker societal well-being.

Conclusions: Findings emphasize the need for ecological and culturally responsive interventions that enhance emotional support in schools and strengthen societal well-being. Addressing bullying and fostering socio-emotional competencies are central to advancing global education and health priorities under the Sustainable Development Goals.

Introduction: DISCOVER is a Cognitive Behavioural Therapy based intervention for anxiety and depression in 16-18-year-olds delivered in schools, shown to be clinically and cost-effective by the Brief Educational workshops in Secondary Schools Trial (BESST). DISCOVER comprises pre-workshop 1:1 meeting, a group workshop, and 1:1 follow-up phone call. A qualitative process evaluation investigated intervention delivery and outcome generation within BESST.

Methods: Thematic analysis of interviews with an ethnically diverse sample of male and female students (n = 22) and focus groups with DISCOVER practitioners (n = 21) in 4 English regions.

Results: Practitioners valued the pre-workshop student meetings and workshop materials. However, they felt uncomfortable with the scripted delivery, and found delivery of all content difficult in the time available. Time constraints and variable adherence to follow-up phone calls limited provision of goal-attainment support. Students preferred relatable, interactive workshop elements more than didactic teaching. They found group discussions 'normalising', but often reported fatigue by the workshop end. Some reported beneficial use of thought challenging, mindfulness and sleep hygiene techniques, particularly during exams, but reported variable experience of follow-up calls. The DISCOVER app was rarely accessed. Male and female students provided similar accounts.

Conclusions: Students valued DISCOVER and perceived it as effective. Practitioners expressed support for implementation in routine practice. Findings suggest enhanced effectiveness may be achieved by (a) reviewing the parameters for modification of scripted material; (b) streamlined delivery of workshop content, and (c) enhancing support for goal-attainment by providing extra practitioner training and using more digital and telecommunication resources to boost student engagement.

Introduction: Start or end of a romance is a major life event during adolescence. This study explored both cross-sectional and longitudinal associations between romantic involvement and suicidal behavior among Chinese adolescents.

Methods: Seven thousand seventy-two 7th-8th graders and 10th graders (mean age = 14.58 years, 50% male) were surveyed at baseline and 1 year later in Shandong, China. Starting a romantic relationship (SRR), romantic breakups, suicidal thought (ST), suicide plan (SP), suicide attempt (SA), and demographics were collected using a self-administered questionnaire.

Results: Baseline data analysis showed that after controlling for covariates, SRR only, breakups only, and SRR+ breakups all significantly increased the risks of ST, SP, and SA (all ps < 0.001). The associations were stronger in female adolescents than in male adolescents, but the moderation effects of gender were not significant (all ps > 0.05). After controlling for covariates and baseline suicidal behavior, longitudinal data analysis indicated that SRR + breakups were significantly associated with 29%, 56%, and 67% increased odds of subsequent ST, SP, and SA at follow-up for 1-year. SRR only was significantly linked to a 75% higher chance of SA. Among adolescents who had no previous history of suicidal behavior at baseline, SRR only was significantly linked to a 54% higher chance of ST and twice the likelihood of SA. SRR and breakups were significantly linked to 43%, 83%, and 76% higher chance of incident ST, SP, and SA, respectively.

Conclusions: The findings suggest that romance education and romantic stress management should be explicitly integrated into suicide prevention programming.