Laura Gorla, W. Andrew Rothenberg, Jennifer E. Lansford, Dario Bacchini, Marc H. Bornstein, Lei Chang, Kirby Deater-Deckard, Laura Di Giunta, Kenneth A. Dodge, Sevtap Gurdal, Daranee Junla, Qin Liu, Qian Long, Paul Oburu, Concetta Pastorelli, Ann T. Skinner, Emma Sorbring, Laurence Steinberg, Liliana Maria Uribe Tirado, Saengduean Yotanyamaneewong, Liane P. Alampay, Suha M. Al-Hassan
Introduction
Creating romantic relationships characterized by high-quality, satisfaction, few conflicts, and reasoning strategies to handle conflicts is an important developmental task for adolescents connected to the relational models they receive from their parents. This study examines how parent–adolescent conflicts, attachment, positive parenting, and communication are related to adolescents' romantic relationship quality, satisfaction, conflicts, and management.
Method
We interviewed 311 adolescents at two time points (females = 52%, ages 15 and 17) in eight countries (China, Colombia, Italy, Kenya, the Philippines, Sweden, Thailand, and the United States). Generalized and linear mixed models were run considering the participants' nesting within countries.
Results
Adolescents with negative conflicts with their parents reported low romantic relationship quality and satisfaction and high conflicts with their romantic partners. Adolescents experiencing an anxious attachment to their parents reported low romantic relationship quality, while adolescents with positive parenting showed high romantic relationship satisfaction. However, no association between parent–adolescent relationships and conflict management skills involving reasoning with the partner was found. No associations of parent–adolescent communication with romantic relationship dimensions emerged, nor was there any effect of the country on romantic relationship quality or satisfaction.
Conclusion
These results stress the relevance of parent–adolescent conflicts and attachment as factors connected to how adolescents experience romantic relationships.
{"title":"Adolescents' relationships with parents and romantic partners in eight countries","authors":"Laura Gorla, W. Andrew Rothenberg, Jennifer E. Lansford, Dario Bacchini, Marc H. Bornstein, Lei Chang, Kirby Deater-Deckard, Laura Di Giunta, Kenneth A. Dodge, Sevtap Gurdal, Daranee Junla, Qin Liu, Qian Long, Paul Oburu, Concetta Pastorelli, Ann T. Skinner, Emma Sorbring, Laurence Steinberg, Liliana Maria Uribe Tirado, Saengduean Yotanyamaneewong, Liane P. Alampay, Suha M. Al-Hassan","doi":"10.1002/jad.12306","DOIUrl":"10.1002/jad.12306","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Creating romantic relationships characterized by high-quality, satisfaction, few conflicts, and reasoning strategies to handle conflicts is an important developmental task for adolescents connected to the relational models they receive from their parents. This study examines how parent–adolescent conflicts, attachment, positive parenting, and communication are related to adolescents' romantic relationship quality, satisfaction, conflicts, and management.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We interviewed 311 adolescents at two time points (females = 52%, ages 15 and 17) in eight countries (China, Colombia, Italy, Kenya, the Philippines, Sweden, Thailand, and the United States). Generalized and linear mixed models were run considering the participants' nesting within countries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Adolescents with negative conflicts with their parents reported low romantic relationship quality and satisfaction and high conflicts with their romantic partners. Adolescents experiencing an anxious attachment to their parents reported low romantic relationship quality, while adolescents with positive parenting showed high romantic relationship satisfaction. However, no association between parent–adolescent relationships and conflict management skills involving reasoning with the partner was found. No associations of parent–adolescent communication with romantic relationship dimensions emerged, nor was there any effect of the country on romantic relationship quality or satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These results stress the relevance of parent–adolescent conflicts and attachment as factors connected to how adolescents experience romantic relationships.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139730774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sonya Xinyue Xiao, Zehra Gülseven, Erin T. Clancy, Jeffrey Liew, Gustavo Carlo, Sarah Kim, Su Jiang
Introduction
In a diverse society, individuals often need to make prosocial decisions toward others who vary on a range of intertwined social identities. Adolescence is a prime time to promote intergroup prosociality due to identity salience during this developmental stage. In this study, our goal was to develop and provide initial validation, of a novel measure on intergroup prosocial behavior considering gender and race/ethnicity.
Method
We used two independent samples of early adolescents (N1 = 118, Mage = 12.21 years, 55% boys, 59% White collected nationally in the United States.; N2 = 133, Mage = 12.77, 51.1% boys, 77% White collected locally in Arizona).
Results
Using the data from Sample 1, Exploratory Factor Analyses revealed a two-factor solution capturing intergroup prosociality and personal distress. Confirmatory Factor Analyses with data from Sample 2 confirmed the factor structure. The reliability of intergroup prosociality was acceptable. Prosociality subscale was positively correlated with adolescents' empathy, sympathy, compliant, emotional, dire, and anonymous prosocial behaviors indicating convergent validity and negatively correlated with adolescents' public prosocial behavior indicating discriminant validity. Further, we examined whether youth engage in differential intergroup prosocial behavior using both variable-centered and person-centered approaches, combining data from Samples 1 and 2. While adolescents did not engage in differential intergroup prosocial behavior, Latent Profile Analyses revealed five distinct profiles of early adolescents' intergroup prosociality. Overall, this study advances research on youth's intergroup prosociality across two intersectional social identities, moving beyond the conceptualization of single social identities in intergroup research.
{"title":"Measuring early adolescents' prosocial behavior toward diverse others: Considering multiple social identities","authors":"Sonya Xinyue Xiao, Zehra Gülseven, Erin T. Clancy, Jeffrey Liew, Gustavo Carlo, Sarah Kim, Su Jiang","doi":"10.1002/jad.12305","DOIUrl":"10.1002/jad.12305","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>In a diverse society, individuals often need to make prosocial decisions toward others who vary on a range of intertwined social identities. Adolescence is a prime time to promote intergroup prosociality due to identity salience during this developmental stage. In this study, our goal was to develop and provide initial validation, of a novel measure on intergroup prosocial behavior considering gender and race/ethnicity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We used two independent samples of early adolescents (<i>N</i><sub>1</sub> = 118, <i>M</i><sub>age</sub> = 12.21 years, 55% boys, 59% White collected nationally in the United States.; <i>N</i><sub>2</sub> = 133, <i>M</i><sub>age</sub> = 12.77, 51.1% boys, 77% White collected locally in Arizona).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Using the data from Sample 1, Exploratory Factor Analyses revealed a two-factor solution capturing intergroup prosociality and personal distress. Confirmatory Factor Analyses with data from Sample 2 confirmed the factor structure. The reliability of intergroup prosociality was acceptable. Prosociality subscale was positively correlated with adolescents' empathy, sympathy, compliant, emotional, dire, and anonymous prosocial behaviors indicating convergent validity and negatively correlated with adolescents' public prosocial behavior indicating discriminant validity. Further, we examined whether youth engage in differential intergroup prosocial behavior using both variable-centered and person-centered approaches, combining data from Samples 1 and 2. While adolescents did not engage in differential intergroup prosocial behavior, Latent Profile Analyses revealed five distinct profiles of early adolescents' intergroup prosociality. Overall, this study advances research on youth's intergroup prosociality across two intersectional social identities, moving beyond the conceptualization of single social identities in intergroup research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gregory E. Chase, Morgan T. Brown, Jessica L. Navarro, Melissa A. Lippold, Michaeline Jensen
Introduction
As college students navigate new developmental milestones, many families rely on digital technology to stay connected and aid in the transition to adulthood. Digital location tracking apps allow for parental monitoring in new ways that may have implications for youth development. Although recent research has begun to examine prevalence and motivations for digital location tracking in adolescence, we know little about how and why families continue to track into the transition to college, and how this may relate to perceptions of helicopter and autonomy supportive parenting.
Methods
In a cross-sectional study of 706 community college and 4-year university students in the Southeastern United States, we describe prevalence and sociodemographic differences in parent/caregiver digital location tracking of their college student children, and how this may be associated with perceptions of helicopter parenting and parent/caregiver autonomy support.
Results
Findings suggest that digital location tracking is a fairly common practice among college students, with nearly half of the sample endorsing currently or previously being digitally location tracked by their parent/caregiver. Younger, White, and higher socioeconomic status students were more likely to be tracked. Those students who were currently being digitally location tracked tended to perceive their primary parent/caregiver as engaging in more helicopter parenting and as less supportive of their autonomy.
Conclusions
This brief report provides preliminary insight into parent/caregiver digital location tracking of their college student children. It is our hope that future research will further examine how digital location tracking may be helping or hindering attainment of developmental milestones in the digital age.
{"title":"Digital location tracking in the parent/caregiver–college student dyad","authors":"Gregory E. Chase, Morgan T. Brown, Jessica L. Navarro, Melissa A. Lippold, Michaeline Jensen","doi":"10.1002/jad.12300","DOIUrl":"10.1002/jad.12300","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>As college students navigate new developmental milestones, many families rely on digital technology to stay connected and aid in the transition to adulthood. Digital location tracking apps allow for parental monitoring in new ways that may have implications for youth development. Although recent research has begun to examine prevalence and motivations for digital location tracking in adolescence, we know little about how and why families continue to track into the transition to college, and how this may relate to perceptions of helicopter and autonomy supportive parenting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a cross-sectional study of 706 community college and 4-year university students in the Southeastern United States, we describe prevalence and sociodemographic differences in parent/caregiver digital location tracking of their college student children, and how this may be associated with perceptions of helicopter parenting and parent/caregiver autonomy support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings suggest that digital location tracking is a fairly common practice among college students, with nearly half of the sample endorsing currently or previously being digitally location tracked by their parent/caregiver. Younger, White, and higher socioeconomic status students were more likely to be tracked. Those students who were currently being digitally location tracked tended to perceive their primary parent/caregiver as engaging in more helicopter parenting and as less supportive of their autonomy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This brief report provides preliminary insight into parent/caregiver digital location tracking of their college student children. It is our hope that future research will further examine how digital location tracking may be helping or hindering attainment of developmental milestones in the digital age.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.12300","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139693172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parent–adolescent relationship quality is theorized to be an important correlate of adolescent affective well-being. Little is known about the within-family processes underlying parent–adolescent relationship quality and affective well-being over a period of months. This three-wave, preregistered study examined within- and between-family associations between parent–adolescent relationship quality (support and conflict) and adolescent well-being (negative and positive affect). In addition, we examined whether the associations differed between mothers and fathers, and for adolescents' affective well-being in different social contexts (at home, at school, with peers).
Methods
The sample consisted of 244 Dutch adolescents (61.5% girls; age range: 12–17 years; mean age = 13.8 years). Random-intercept cross-lagged panel models were used.
Results
At the between-family level, higher levels of support and lower levels of conflict were associated with higher levels of positive affect and lower levels of negative affect. At the within-family level, increases in support and decreases in conflict were concurrently associated with increases in positive affect and decreases in negative affect. More parent–adolescent conflict than typical also predicted increases in negative affect, 3 months later, and more negative affect and less positive affect than typical predicted increased conflict, 3 months later. These within-family effects were largely similar for fathers and mothers. Associations for conflict occurred through bidirectional processes: Parent–adolescent conflict shaped and was shaped by adolescents' emotions at home, at school, and with peers.
Conclusion
Results suggest that parent–adolescent relationship quality (especially conflict) and adolescent affective well-being cofluctuate and predict each other over time within families.
{"title":"Within-family associations of parent–adolescent relationship quality and adolescent affective well-being","authors":"İldeniz B. Arslan, Savannah Boele, Evelien Dietvorst, Nicole Lucassen, Loes Keijsers","doi":"10.1002/jad.12299","DOIUrl":"10.1002/jad.12299","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Parent–adolescent relationship quality is theorized to be an important correlate of adolescent affective well-being. Little is known about the within-family processes underlying parent–adolescent relationship quality and affective well-being over a period of months. This three-wave, preregistered study examined within- and between-family associations between parent–adolescent relationship quality (support and conflict) and adolescent well-being (negative and positive affect). In addition, we examined whether the associations differed between mothers and fathers, and for adolescents' affective well-being in different social contexts (at home, at school, with peers).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample consisted of 244 Dutch adolescents (61.5% girls; age range: 12–17 years; mean age = 13.8 years). Random-intercept cross-lagged panel models were used.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>At the between-family level, higher levels of support and lower levels of conflict were associated with higher levels of positive affect and lower levels of negative affect. At the within-family level, increases in support and decreases in conflict were concurrently associated with increases in positive affect and decreases in negative affect. More parent–adolescent conflict than typical also predicted increases in negative affect, 3 months later, and more negative affect and less positive affect than typical predicted increased conflict, 3 months later. These within-family effects were largely similar for fathers and mothers. Associations for conflict occurred through bidirectional processes: Parent–adolescent conflict shaped and was shaped by adolescents' emotions at home, at school, and with peers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Results suggest that parent–adolescent relationship quality (especially conflict) and adolescent affective well-being cofluctuate and predict each other over time within families.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.12299","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139693173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Claire D. Stout, Michele L. Ybarra, Kimberly J. Mitchell, Kimberly M. Nelson
Introduction
The COVID-19 pandemic likely affected adolescent sexual behaviors and alcohol use, although how is not well understood.
Method
Youth were sampled from the national, online longitudinal Growing up with Media study. They responded via text messaging to open-ended questions about how the COVID-19 pandemic may have impacted the sexual behavior and alcohol use of adolescents. Conventional content analysis summarized open-ended responses.
Results
416 responses were analyzed from 335 participants (aged 15–30, US residents), 81 of whom provided data for both topics. Participants suggested that the pandemic affected some youths' sexual health precautions (increased and varying) and attitudes about sex (positive and negative). They discussed how adolescents met partners during the pandemic, including increased use of online platforms. Participants also suggested researchers investigate sexual risk in the realm of COVID-19 transmission and the practice of “safe sex.” Many participants believed adolescents were drinking alcohol more as a result of the pandemic, both alone and with friends; however, others perceived adolescents were drinking less. Participants proposed researchers investigate adolescent drinking habits during the pandemic, as well as how this compares to before the pandemic and the type and quantity of alcohol consumed.
Conclusions
Young people believe adolescent sexual relationships and drinking behaviors changed due to the pandemic, though how varied. Future research could examine the contexts and individual differences that shape these varying behaviors. Overall, this study highlights the importance of directly asking youth about their pandemic experiences and the diversity of views on how the pandemic has influenced adolescent behavior.
{"title":"“An escape from the isolation”: Youth thoughts about the impact of COVID-19 on adolescent sexual behavior and alcohol use","authors":"Claire D. Stout, Michele L. Ybarra, Kimberly J. Mitchell, Kimberly M. Nelson","doi":"10.1002/jad.12303","DOIUrl":"10.1002/jad.12303","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The COVID-19 pandemic likely affected adolescent sexual behaviors and alcohol use, although how is not well understood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Youth were sampled from the national, online longitudinal Growing up with Media study. They responded via text messaging to open-ended questions about how the COVID-19 pandemic may have impacted the sexual behavior and alcohol use of adolescents. Conventional content analysis summarized open-ended responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>416 responses were analyzed from 335 participants (aged 15–30, US residents), 81 of whom provided data for both topics. Participants suggested that the pandemic affected some youths' sexual health precautions (increased and varying) and attitudes about sex (positive and negative). They discussed how adolescents met partners during the pandemic, including increased use of online platforms. Participants also suggested researchers investigate sexual risk in the realm of COVID-19 transmission and the practice of “safe sex.” Many participants believed adolescents were drinking alcohol more as a result of the pandemic, both alone and with friends; however, others perceived adolescents were drinking less. Participants proposed researchers investigate adolescent drinking habits during the pandemic, as well as how this compares to before the pandemic and the type and quantity of alcohol consumed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Young people believe adolescent sexual relationships and drinking behaviors changed due to the pandemic, though how varied. Future research could examine the contexts and individual differences that shape these varying behaviors. Overall, this study highlights the importance of directly asking youth about their pandemic experiences and the diversity of views on how the pandemic has influenced adolescent behavior.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mobolaji Ibitoye, Theo G. M. Sandfort, Jeffrey B. Bingenheimer, Marni Sommer
Introduction
Research suggests that girls who reach menarche at an early age are at greater risk for negative sexual and reproductive health (SRH) outcomes than their later-maturing counterparts, but very little research has examined this issue in sub-Saharan Africa, especially in West Africa. The goal of the current study was to determine whether early menarche was associated with any SRH outcomes in a sample of Ghanaian girls.
Methods
The study data were drawn from the baseline assessment of a longitudinal study involving two age cohorts (13–14 and 18–19 years) of 700 adolescent girls from Ghana. Logistic regressions were used to assess the association between early menarche (before age 13) and seven SRH outcomes (adolescent sexual activity, early sexual initiation, inconsistent condom use, transactional sex, sexual violence, multiple sexual partners, and adolescent pregnancy).
Results
Early menarche was significantly associated with adolescent sexual activity (odds ratio [OR] = 6.4; 95% confidence interval [CI] 2.1–19.7), and sexual violence (OR = 3.2; 95% CI 1.6–6.2) in the younger cohort and early sexual initiation (OR = 3.2; 95% CI 1.19–8.61) and multiple sexual partners (OR = 3.7; 95% CI 1.39–9.87) in the older cohort. Early menarche was also associated with transactional sex and teen pregnancy in the full sample.
Conclusions
These findings suggest the need for special attention to the needs of early-maturing girls in SRH programming. Interventions are needed to delay adolescent sexual activity in girls with early menarche. Efforts to prevent sexual violence among adolescent girls in Ghana may benefit from targeting and addressing the specific needs of early-maturing girls.
{"title":"The sexual and reproductive health covariates of early menarche among adolescent girls","authors":"Mobolaji Ibitoye, Theo G. M. Sandfort, Jeffrey B. Bingenheimer, Marni Sommer","doi":"10.1002/jad.12298","DOIUrl":"10.1002/jad.12298","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Research suggests that girls who reach menarche at an early age are at greater risk for negative sexual and reproductive health (SRH) outcomes than their later-maturing counterparts, but very little research has examined this issue in sub-Saharan Africa, especially in West Africa. The goal of the current study was to determine whether early menarche was associated with any SRH outcomes in a sample of Ghanaian girls.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study data were drawn from the baseline assessment of a longitudinal study involving two age cohorts (13–14 and 18–19 years) of 700 adolescent girls from Ghana. Logistic regressions were used to assess the association between early menarche (before age 13) and seven SRH outcomes (adolescent sexual activity, early sexual initiation, inconsistent condom use, transactional sex, sexual violence, multiple sexual partners, and adolescent pregnancy).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Early menarche was significantly associated with adolescent sexual activity (odds ratio [OR] = 6.4; 95% confidence interval [CI] 2.1–19.7), and sexual violence (OR = 3.2; 95% CI 1.6–6.2) in the younger cohort and early sexual initiation (OR = 3.2; 95% CI 1.19–8.61) and multiple sexual partners (OR = 3.7; 95% CI 1.39–9.87) in the older cohort. Early menarche was also associated with transactional sex and teen pregnancy in the full sample.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings suggest the need for special attention to the needs of early-maturing girls in SRH programming. Interventions are needed to delay adolescent sexual activity in girls with early menarche. Efforts to prevent sexual violence among adolescent girls in Ghana may benefit from targeting and addressing the specific needs of early-maturing girls.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.12298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139651954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yen K. Pham, Christopher Murray, Qing Wang, Katherine W. Bromley, Christen Knowles, James Sinclair, Stefania Petcu, Erin Coleman
Introduction
Social support is important for many youth but may be particularly important for English learners (ELs) with disabilities, a population that has historically faced barriers accessing resources to meet their educational needs. The current study investigates social support from parents, peers, teachers, and schools in a nationally representative sample of adolescents.
Method
Data from the National Longitudinal Transition Study 2012 was used to evaluate potential group differences in social support among participants that included ELs with (n = 440) and without disabilities (n = 100) and non-ELs with (n = 4890) and without disabilities (n = 1090). A multivariate analysis of covariance was conducted to evaluate potential between-group variations in social support among these student groups after controlling for variations in background demographic characteristics.
Results and Conclusions
Results showed between group differences in parental support and peer connectedness but not in teacher or school support. Parents of students with disabilities reported the highest levels of support, whereas parents of ELs without disabilities reported the lowest levels of support. Students with disabilities reported the lowest levels of peer connectedness among the four groups. Overall, levels of teacher and school supports were high across all four groups of students. These patterns contribute to our understanding of the social support network of ELs with disabilities in comparison to other students. Further investigation is needed to examine the mechanisms that contribute to these differences.
{"title":"Social support among English learners with disabilities and other adolescents","authors":"Yen K. Pham, Christopher Murray, Qing Wang, Katherine W. Bromley, Christen Knowles, James Sinclair, Stefania Petcu, Erin Coleman","doi":"10.1002/jad.12301","DOIUrl":"10.1002/jad.12301","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Social support is important for many youth but may be particularly important for English learners (ELs) with disabilities, a population that has historically faced barriers accessing resources to meet their educational needs. The current study investigates social support from parents, peers, teachers, and schools in a nationally representative sample of adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Data from the National Longitudinal Transition Study 2012 was used to evaluate potential group differences in social support among participants that included ELs with (<i>n</i> = 440) and without disabilities (<i>n</i> = 100) and non-ELs with (<i>n</i> = 4890) and without disabilities (<i>n</i> = 1090). A multivariate analysis of covariance was conducted to evaluate potential between-group variations in social support among these student groups after controlling for variations in background demographic characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results showed between group differences in parental support and peer connectedness but not in teacher or school support. Parents of students with disabilities reported the highest levels of support, whereas parents of ELs without disabilities reported the lowest levels of support. Students with disabilities reported the lowest levels of peer connectedness among the four groups. Overall, levels of teacher and school supports were high across all four groups of students. These patterns contribute to our understanding of the social support network of ELs with disabilities in comparison to other students. Further investigation is needed to examine the mechanisms that contribute to these differences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139576295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lily Gaunt, Alexa Guy, Dieter Wolke, Kirsty S. Lee
Introduction
We investigated whether gender-typed traits (masculinity and femininity) contemporaneously predicted self-reported peer victimization, peer-reported peer victimization, and sibling victimization. We also tested the moderating role of sex and popularity.
Methods
A sample of 2782 British pupils aged 11–16 from Central England, UK was screened for bullying involvement and popularity using self-report and peer nominations, and a subsample of 704 (52.7% girls) completed a measure of gender-typed traits (masculinity and femininity).
Results
Hierarchical multiple regression analyses revealed that low levels of masculine traits were associated with greater risk of self-reported peer victimization, there were no associations with peer-reported peer victimization, and low levels of feminine traits were associated with greater risk of self-reported sibling victimization. The effects were not moderated by sex, while popularity decreased the risk of self- and peer-reported peer victimization.
Conclusions
Bullying prevention interventions could benefit from including the positive facets of feminine and masculine traits.
{"title":"Sibling and peer bullying victimization in adolescence: Masculinity, femininity, and the moderating role of sex and popularity","authors":"Lily Gaunt, Alexa Guy, Dieter Wolke, Kirsty S. Lee","doi":"10.1002/jad.12296","DOIUrl":"10.1002/jad.12296","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>We investigated whether gender-typed traits (masculinity and femininity) contemporaneously predicted self-reported peer victimization, peer-reported peer victimization, and sibling victimization. We also tested the moderating role of sex and popularity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sample of 2782 British pupils aged 11–16 from Central England, UK was screened for bullying involvement and popularity using self-report and peer nominations, and a subsample of 704 (52.7% girls) completed a measure of gender-typed traits (masculinity and femininity).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Hierarchical multiple regression analyses revealed that low levels of masculine traits were associated with greater risk of self-reported peer victimization, there were no associations with peer-reported peer victimization, and low levels of feminine traits were associated with greater risk of self-reported sibling victimization. The effects were not moderated by sex, while popularity decreased the risk of self- and peer-reported peer victimization.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Bullying prevention interventions could benefit from including the positive facets of feminine and masculine traits.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.12296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139576183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
College transition is often regarded as the most stressful phase of life by college students. Hence, it is necessary to find ways to help them adjust more smoothly to this transition. Hope, as conceptualized by C. R. Snyder, has been widely studied as a predictor of optimal functioning and has been shown to be associated with better adjustment among college students. This study aimed to shed light on the role of hope in college transition by examining its unique reciprocal relationships with an array of important psychosocial resources and emotional well-being among first-year college students.
Methods
Data were collected from a sample of Hong Kong college freshmen (N = 433, Medianage = 18 years old, 63.7% female) at two time points. At each time point, participants completed self-reported measures tapping into their levels of hope, psychosocial resources, and emotional well-being. Psychological resources included general and academic self-efficacy, meaning in life, and optimism. Social resources included secure attachment, perceived school environment, and social support. Emotional well-being was operationalized as positive and negative emotions. Cross-lagged panel models were constructed and tested by path analyses.
Results
When autoregression and the effects of other variables were controlled, a greater sense of hope uniquely predicted higher levels of general and academic self-efficacy, greater presence of life meanings, more secure attachment, and more positive and fewer negative emotions. On the other hand, higher levels of meaning in life (both presence and search) and social support uniquely predicted greater hope. Academic hope and presence of life meanings reciprocally predicted one another, whereas other significant cross-lagged relationships were unidirectional.
Conclusions
The findings suggest interventions that promote hope can be useful in helping college freshmen adjust to the new college environment by enhancing their psychosocial resources and emotional well-being. Such interventions would be more effective if they included elements that boost meaning in life and social support, which are expected to further enhance the perceptions of hope.
引言大学过渡期通常被大学生视为人生中压力最大的阶段。因此，有必要设法帮助他们更顺利地适应这一过渡阶段。由 C. R. Snyder 提出的希望概念已被广泛研究，被认为是最佳功能的预测因素，并被证明与大学生更好地适应环境有关。本研究旨在通过考察希望与一系列重要的社会心理资源和大学一年级学生的情绪健康之间独特的互惠关系，揭示希望在大学过渡中的作用：我们在两个时间点收集了香港大学新生（样本数=433，年龄中位数=18岁，63.7%为女性）的数据。在每个时间点，参与者都要完成自我报告的测量，以了解他们的希望、社会心理资源和情绪健康水平。心理资源包括一般自我效能感和学业自我效能感、人生意义和乐观情绪。社会资源包括安全依恋、感知的学校环境和社会支持。情绪幸福感的操作方法是积极情绪和消极情绪。我们构建了跨滞后面板模型，并通过路径分析对其进行了检验：当控制了自回归和其他变量的影响后，更强的希望感独特地预测了更高水平的一般自我效能感和学业自我效能感、更强的生命意义、更安全的依恋以及更多的积极情绪和更少的消极情绪。另一方面，更高水平的生活意义（存在和寻找）和社会支持也能独特地预测更高的希望。学业希望和生活意义的存在相互影响，而其他重要的交叉滞后关系则是单向的：研究结果表明，促进希望的干预措施可以提高大学新生的社会心理资源和情绪健康，从而帮助他们适应新的大学环境。如果干预措施中包含提升生活意义和社会支持的内容，则会更加有效。
{"title":"The role of hope in college transition: Its cross-lagged relationships with psychosocial resources and emotional well-being in first-year college students","authors":"Wai-lap Lance Wong, Sing-hang Cheung","doi":"10.1002/jad.12297","DOIUrl":"10.1002/jad.12297","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>College transition is often regarded as the most stressful phase of life by college students. Hence, it is necessary to find ways to help them adjust more smoothly to this transition. Hope, as conceptualized by C. R. Snyder, has been widely studied as a predictor of optimal functioning and has been shown to be associated with better adjustment among college students. This study aimed to shed light on the role of hope in college transition by examining its unique reciprocal relationships with an array of important psychosocial resources and emotional well-being among first-year college students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were collected from a sample of Hong Kong college freshmen (<i>N</i> = 433, Median<sub>age</sub> = 18 years old, 63.7% female) at two time points. At each time point, participants completed self-reported measures tapping into their levels of hope, psychosocial resources, and emotional well-being. Psychological resources included general and academic self-efficacy, meaning in life, and optimism. Social resources included secure attachment, perceived school environment, and social support. Emotional well-being was operationalized as positive and negative emotions. Cross-lagged panel models were constructed and tested by path analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>When autoregression and the effects of other variables were controlled, a greater sense of hope uniquely predicted higher levels of general and academic self-efficacy, greater presence of life meanings, more secure attachment, and more positive and fewer negative emotions. On the other hand, higher levels of meaning in life (both presence and search) and social support uniquely predicted greater hope. Academic hope and presence of life meanings reciprocally predicted one another, whereas other significant cross-lagged relationships were unidirectional.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest interventions that promote hope can be useful in helping college freshmen adjust to the new college environment by enhancing their psychosocial resources and emotional well-being. Such interventions would be more effective if they included elements that boost meaning in life and social support, which are expected to further enhance the perceptions of hope.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.12297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139576262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
McKenna Roudebush, Desiree W. Murray, Hannah Netschytailo, Todd M. Jensen
Introduction
Although mindfulness-based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement.
Methods
Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement.
Results
There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = −.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality.
Conclusions
Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school-based MBIs and training school staff to deliver them in culturally responsive ways.
导言：尽管正念干预（MBI）有望促进青少年的积极发展，但人们对学生参与MBI的情况却知之甚少。初步研究显示，与参与者特征相关的MBI参与度研究结果参差不齐，尽管情境在学业参与度中起着至关重要的作用，但缺乏对情境对参与度影响的研究。本研究探讨了学生人口特征和课堂情境对参与 MBI 的影响：在三个时间点收集了 106 名九年级学生（年龄 = 14.17 岁，60.4% 为女性，44.2% 为黑人，24.8% 为西班牙裔/拉丁美洲裔）的参与调查数据，这些学生在 2021-2022 学年参加了 "冷静 "项目。我们采用潜增长曲线模型来研究学生参与的轨迹，并评估学生和课堂参与的预测因素：结果：学生参与度的轨迹总体上没有变化，但班级之间存在差异。西班牙/拉美裔身份与较低的参与度相关（β = -.25, p = .008），但这似乎与课程经验无关。同伴关系预测了项目结束时的参与度（β = .39，p 结论：项目结束时的参与度较低：学生参与 MBIs 似乎更多地与课堂环境而非学生特征有关，尽管还需要对更大样本进行进一步研究，以评估参与度与项目结果之间的联系。研究结果对设计校本 MBI 和培训学校教职员工以文化适应方式实施 MBI 有一定的启示。
{"title":"Patterns and predictors of adolescent engagement in a mindfulness-based social–emotional learning program","authors":"McKenna Roudebush, Desiree W. Murray, Hannah Netschytailo, Todd M. Jensen","doi":"10.1002/jad.12294","DOIUrl":"10.1002/jad.12294","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Although mindfulness-based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Survey engagement data were collected at three time points from 106 ninth grade students (<i>M</i><sub>age</sub> = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021–2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (<i>β</i> = −.25, <i>p</i> = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (<i>β</i> = .39, <i>p</i> < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school-based MBIs and training school staff to deliver them in culturally responsive ways.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139571869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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