Journal of Adolescence最新文献_第10页

How Teacher Autonomy Support and Emotional Violence Shape Adolescent Achievement Emotions: The Mediating Effect of Teacher-Student Relatedness 教师自主支持与情绪暴力对青少年成就情绪的影响：师生关系的中介作用。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-10 DOI: 10.1002/jad.70033

Ying Li, Jingshuai Gao, Limin Guo, Yating Lu, Yuan Li

Background

Achievement emotions (e.g., enjoyment, pride, anxiety, boredom) critically influence students' academic engagement and performance. Teachers foster intrinsic motivation and positive achievement emotions by providing autonomy support that fulfills students' psychological needs. In contrast, emotionally abusive teacher behaviors (e.g., sarcasm, belittlement) thwart these needs, leading to negative emotions and academic burnout. This study examined how teacher autonomy support and teacher emotional violence relate to students' achievement emotions, and whether teacher-student relatedness mediates these effects.

Methods

1506 high school students (52.3% girls; M_age = 15.94, SD = 0.69) from a county-level school in Shaanxi Province participated in our study. Participants completed self-report questionnaires, including the Learning Climate Questionnaire, Emotional Abuse Scale, Achievement Emotions Questionnaire, Teacher-Student Relationship Questionnaire, and a Demographic Questionnaire. Data collection for this cross-sectional study was completed in January 2024.

Results

Teacher autonomy support was positively correlated with teacher-student relatedness and students' positive achievement emotions, whereas teacher emotional violence was associated with poorer teacher-student relationships and more negative emotions. Furthermore, teacher-student relatedness significantly mediated the effects of both autonomy support and emotional violence on students' achievement emotions.

Conclusions

These findings highlight the pivotal role of supportive teacher behaviors and relationships in shaping students' emotional experiences. Enhancing teachers' autonomy support and eliminating emotional violence through targeted training could strengthen teacher-student relatedness and foster more positive achievement emotions among students.

背景：成就情绪（如享受、骄傲、焦虑、无聊）对学生的学业投入和表现有重要影响。教师通过提供满足学生心理需求的自主支持，培养学生的内在动机和积极的成就情绪。相反，教师的情感虐待行为（如讽刺、贬低）阻碍了这些需求，导致负面情绪和学业倦怠。本研究旨在探讨教师自主支持和教师情绪暴力对学生成就情绪的影响，以及师生关系是否在其中起中介作用。方法：高中生1506人(女生52.3%；Mage = 15.94, SD = 0.69)参与了我们的研究。问卷内容包括学习氛围问卷、情绪虐待量表、成就情绪问卷、师生关系问卷和人口统计问卷。这项横断面研究的数据收集于2024年1月完成。结果：教师自主支持与师生关系、学生积极成就情绪呈正相关，教师情绪暴力与师生关系恶化、学生消极情绪增加相关。此外，师生关系在自主支持和情绪暴力对学生成就情绪的影响中均有显著中介作用。结论：这些发现强调了支持性教师行为和关系在塑造学生情感体验中的关键作用。通过有针对性的培训，加强教师自主支持，消除情绪暴力，可以增强师生关系，培养学生更多积极的成就情绪。

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引用次数: 0

Trust Reduces Social Aggression: Trust and Social Aggression Co-Development and the Longitudinal Relationship Among College Students 信任降低社会攻击：大学生信任与社会攻击共同发展及纵向关系。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-07 DOI: 10.1002/jad.70026

Yu-Chuan Yang, An-Qi Sun, Yan Dong, Ling-Xiang Xia

Introduction

In the Chinese cultural context, which emphasizes the harmony of interpersonal relationships, social aggression, as a behavior that destroys others' social relationships, may cause greater harm to the victim. However, the longitudinal relationship between social aggression and protective factors (i.e., trust) has not been explored in depth. This study used a longitudinal follow-up design to investigate the effects of college students' trust on the trajectory of change in social aggression and the longitudinal relationship between them.

Methods

Conducted across six time points between October 2018 and April 2021 (October 2018; April 2019; October 2019; May 2020; October 2020; April 2021), this longitudinal study collected data from 1148 college students (63.7% female; M_age = 18.46 years; age range: 16–24.67 years) in six universities spanning five Chinese regions (Beijing, Sichuan, Guangxi, Guizhou, and Chongqing). Assessments employed self-reported measures of general trust, social aggression, and trait hostility. The initial cohort of 1390 participants yielded 1148 complete responses through six waves of data collection at 6-month intervals.

Result

The results showed that general trust could slow down the growth trend of social aggression. Moreover, the higher the general trust of college students, the lower their level of social aggression, and vice versa.

Conclusion

High trust among college students can reduce both the level and growth rate of social aggression. Trust in college students is an important protective factor against social aggression and should be incorporated into intervention practices for social aggression.

Introduction：在强调人际关系和谐的中国文化背景下，社会攻击作为一种破坏他人社会关系的行为，可能会对受害者造成更大的伤害。然而，社会攻击与保护因素（即信任）之间的纵向关系尚未得到深入探讨。本研究采用纵向随访设计，探讨大学生信任对社会攻击行为变化轨迹的影响及其与社会攻击行为的纵向关系。方法：在2018年10月至2021年4月期间的六个时间点进行(2018年10月；2019年4月;2019年10月;2020年5月;2020年10月;，这项纵向研究收集了1148名大学生(63.7%为女性；法师= 18.46岁；年龄范围：16-24.67岁)，在北京、四川、广西、贵州和重庆五个地区的六所大学学习。评估采用一般信任、社会攻击和特质敌意的自我报告测量。最初的队列有1390名参与者，通过每隔6个月收集6波数据，获得了1148个完整的应答。结果：一般信任能减缓社会攻击性的增长趋势。此外，大学生总体信任水平越高，其社会攻击水平越低，反之亦然。结论：高信任度可以降低大学生社会攻击的水平和增长率。信任是大学生社会攻击的重要保护因素，应纳入社会攻击干预实践。

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引用次数: 0

Ethnic and Gender Variations in Adolescents' Future Aspirations 青少年未来期望的种族和性别差异。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-07 DOI: 10.1002/jad.70030

Meng-Run Zhang, Florrie Fei-Yin Ng

Introduction

This study examined how early adolescents' future aspirations varied by ethnicity and gender among the majority Han and two Muslim ethnic minority groups (Hui and Kazakhs) in China.

Methods

1426 adolescents (948 Han, 200 Hui, and 278 Kazakh; 56.0% girls; M_age = 13.46 years, SD_age = 0.72, age range: 10–17 years) from middle- and working-class families in northwestern China participated in a two-wave longitudinal study spanning a year (2017–2018). At each wave, adolescents described in writing what they wanted their lives to be like 20 years later. Adolescents' open-ended responses of future aspirations were coded into 15 mutually exclusive subcategories.

Results

Multivariate Analysis of Variance (MANOVA) was conducted to examine variations of future aspirations by ethnicity, gender, and time. Adolescents across ethnicities emphasized achievement outcomes the most in their future aspirations. Han (vs. Kazakh) adolescents placed more emphasis on self-maximization and psychological well-being, and less on academic achievement and morality. The Hui, who are more acculturated than the Kazakhs, appeared to be midway between the two groups. Girls emphasized less on career and life achievement and social contribution and more on self-reliance, psychological well-being, and extrafamilial relationships compared to boys, which largely aligned with traditional gender roles across the three ethnic groups.

Conclusions

Findings highlighted the interplay between traditional values and the changing sociocultural context in shaping the future aspirations of Chinese adolescents from diverse ethnic backgrounds.

引言：本研究调查了中国汉族和两个穆斯林少数民族（回族和哈萨克族）中早期青少年的未来愿望如何因民族和性别而异。方法：1426名青少年(汉族948人，回族200人，哈萨克族278人；56.0%的女孩;Mage = 13.46岁，SDage = 0.72，年龄范围：10-17岁)参与了一项为期一年（2017-2018）的两波纵向研究。在每一次浪潮中，青少年都以书面形式描述了他们希望20年后的生活是什么样子。青少年对未来愿望的开放式回答被编码为15个相互排斥的子类别。结果：采用多变量方差分析（MANOVA）来检验不同种族、性别和时间对未来期望的影响。不同种族的青少年在对未来的期望中最强调成就。汉族（与哈萨克族相比）青少年更强调自我最大化和心理健康，而不太重视学业成就和道德。回族人比哈萨克人更适应当地文化，他们似乎处于这两个群体的中间。与男孩相比，女孩不太强调事业、生活成就和社会贡献，而更强调自力更生、心理健康和家庭外关系，这在很大程度上与三个民族的传统性别角色一致。结论：研究结果强调了传统价值观与不断变化的社会文化背景之间的相互作用，在塑造来自不同民族背景的中国青少年的未来愿望。

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引用次数: 0

Developmental Changes in Longitudinal Associations Between Sleep Problems and School Burnout in Early Adolescence 青少年早期睡眠问题与学校倦怠之间纵向关联的发展变化。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-05 DOI: 10.1002/jad.70027

Xiaoting Liu, Shangran Wu, Yuxin Zhang

Introduction

Previous studies suggest that adolescents' sleep problems can affect school burnout. However, it remains unclear how these sleep problems evolve during early adolescence and how this development relates to school burnout. This study examines the developmental patterns of sleep problems and school burnout, exploring their interplay by disentangling between- and within-person changes.

Methods

This 2-year longitudinal study collected survey data from 1226 Chinese junior high school students across four waves, beginning in November 2018. The participants had a mean age of 12.73 years (SD = 0.68), with 50.2% male.

Results

Latent class growth analysis (LCGA) identified three sleep problem trajectories: stable low (54%), slow-increasing (40%), and rapid-increasing (6%). Parallel latent growth curve modeling (LGCM) revealed synchronized growth between sleep problems and school burnout. Random-intercept cross-lagged panel model (RI-CLPM) demonstrated that, at the between-person level, sleep problems are significantly positively correlated with school burnout. At the within-person level, sleep problems and school burnout reciprocally reinforced each other over time.

Conclusions

These findings highlight the detrimental effects of sleep problems on school burnout in the Chinese cultural context. Differentiating within-person states from between-person traits is essential in research on the co-development of sleep problems and school burnout.

先前的研究表明，青少年的睡眠问题会影响学校倦怠。然而，目前尚不清楚这些睡眠问题是如何在青春期早期演变的，以及这种发展与学校倦怠有何关系。本研究考察了睡眠问题和学校倦怠的发展模式，通过解开人与人之间和人与人之间的变化来探索它们之间的相互作用。方法：这项为期2年的纵向研究收集了从2018年11月开始的四波1226名中国初中生的调查数据。参与者平均年龄为12.73岁（SD = 0.68），其中50.2%为男性。结果：潜在类别增长分析（LCGA）确定了三种睡眠问题轨迹：稳定低（54%），缓慢增加（40%）和快速增加（6%）。平行潜在增长曲线模型（LGCM）揭示了睡眠问题与学校倦怠之间的同步增长。随机截距交叉滞后面板模型（RI-CLPM）表明，在人际水平上，睡眠问题与学校倦怠显著正相关。在个人层面上，睡眠问题和学业倦怠会随着时间的推移而相互加强。结论：这些发现强调了中国文化背景下睡眠问题对学校倦怠的不利影响。在睡眠问题和学校倦怠共同发展的研究中，区分人内状态和人间特征是必不可少的。

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引用次数: 0

“I Laughed Along for Years But Hated It Inside:” Understanding Nuance in Peer Teasing Experiences Using a Thematic Analysis “我笑了很多年，但内心却很讨厌它：”用主题分析来理解同伴戏弄经历的细微差别。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-05 DOI: 10.1002/jad.70032

Naomi C. Z. Andrews, Molly Dawes

Introduction

Peer teasing is ubiquitous, yet ambiguous in nature. Despite recent attempts to delineate and clarify differences in teasing experienced as playful versus harmful, there remains overlap and complexity in these interactions. In the current study, we present a conceptual model of teasing, which includes many nested features that dynamically interact within a teasing episode. Using this conceptual model to guide our work, the goal of the current study was to use qualitative inquiry to bring further conceptual clarity to the overlap between teasing that is experienced as playful versus harmful.

Method

Using semi-structured interviews, we asked university students (N = 27; 63% female, 18–25 years old) in Ontario, Canada, to describe a teasing interaction from their adolescence that they experienced as 1) harmful and 2) playful, with prompts to fully explore the specifics and context of the interaction.

Results

Using thematic analysis, six primary themes were identified: reciprocity versus repetition, the role of power, factors that amplify harm, the interaction between targets' and perpetrators' responses, the need for social skills, and the lasting impacts of teasing.

Conclusions

These themes demonstrate the various mechanistic patterns that are involved in complex teasing interactions and play an important role in the experience of teasing as either harmful or playful. Implications for teachers, parents, and youth themselves in managing social relationships are discussed.

导读：同伴戏弄无处不在，但本质上却模棱两可。尽管最近试图描述和澄清戏弄经历的有趣与有害的差异，但这些相互作用仍然存在重叠和复杂性。在当前的研究中，我们提出了一个戏弄的概念模型，其中包括许多嵌套的特征，这些特征在戏弄事件中动态地相互作用。使用这个概念模型来指导我们的工作，当前研究的目标是使用定性调查来进一步明确戏弄之间的重叠概念，即好玩的和有害的。方法：采用半结构化访谈法，对大学生(N = 27；（63%女性，18-25岁），来自加拿大安大略省，描述了他们青春期经历的一次戏弄互动，1)有害，2)好玩，并提示他们充分探索互动的细节和背景。结果：通过主题分析，确定了六个主要主题：互惠与重复，权力的作用，放大伤害的因素，目标和肇事者反应之间的相互作用，对社交技能的需求，以及戏弄的持久影响。结论：这些主题展示了复杂戏弄互动中涉及的各种机制模式，并在戏弄体验中扮演重要角色，无论是有害的还是好玩的。讨论了管理社会关系对教师、家长和青年本身的启示。

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引用次数: 0

Adolescents' Understanding of Consent and Associations With Sexual Violence Experiences 青少年对同意的理解及其与性暴力经历的关联。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-04 DOI: 10.1002/jad.70023

Briana Edison, Hailey Rueden, Chelsea Austin, Rebekka Zydel, Jeff R. Temple, Dennis E. Reidy

Introduction

Adolescents have a nontrivial risk of sexual violence (SV) victimization. Comprehension of sexual consent is posited to reduce victimization rates; however, few studies have examined adolescents' comprehension of consent and its relationship to SV. The objectives of this study are thus to examine how adolescents' contextual understanding of consent relates to their experiences of SV victimization and perpetration.

Methods

Cross-sectional data (N = 452) were collected from high school students from the southeast U.S. Ordinal least squares regression analyses were conducted to test the association of consent understanding with gender, age, and SV victimization and perpetration.

Results

Generally, adolescents lacked a definitive comprehension of more contextual consent practices (e.g., in long-term relationships, use of coercion or pressure). While concrete understanding of consent decreased with age for adolescents girls and contextual understanding increased with age for adolescent boys, levels of understanding were not associated with SV victimization or perpetration.

Discussion

Findings suggest that greater consent knowledge may not mitigate SV experiences. Despite efforts to educate youth about the necessity of consent, comprehension and practice of procedures to obtain consent may be inadequate to protect against SV. There is a need for further research on how consent is taught to and understood by adolescents.

青少年遭受性暴力（SV）侵害的风险不小。理解性同意被认为可以降低受害率；然而，很少有研究调查了青少年对同意的理解及其与性侵犯的关系。因此，本研究的目的是研究青少年对同意的语境理解与他们的性侵犯受害和犯罪经历之间的关系。方法：收集美国东南部高中学生的横断面数据（N = 452），采用有序最小二乘回归分析来检验同意理解与性别、年龄、性侵犯受害和犯罪的关系。结果：一般来说，青少年缺乏对更多情境同意实践的明确理解（例如，在长期关系中，使用胁迫或压力）。虽然女孩对同意的具体理解随着年龄的增长而下降，男孩对语境的理解随着年龄的增长而增加，但理解水平与性侵犯受害或犯罪无关。讨论：研究结果表明，更多的同意知识可能不会减轻性侵犯的经历。尽管努力教育青年同意的必要性，但对获得同意的程序的理解和实践可能不足以防止性传播感染。有必要进一步研究如何向青少年传授和理解“同意”。

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引用次数: 0

Social Context Matters—Characterizing Adolescent Cooperation Strategies When Perceiving the Other as a Peer Versus Computer Partner 社会情境影响——青少年视他人为同伴与电脑伙伴时的合作策略特征。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-03 DOI: 10.1002/jad.70025

Wenda Liu, Isabella Mark, Christoph W. Korn, Gabriela Rosenblau

Introduction

Cooperation is a crucial prosocial skill refined during adolescence, a period marked by increased interactions with peers and artificial intelligence agents. While adolescents prioritize peer relationships, it remains unclear whether this translates into increased trust and reciprocity during social exchange. This study explores whether adolescents differentiate their cooperation strategies when interacting with human peers versus adaptive or fixed computer partners.

Methods

Adolescents (N = 67, 36 female, mean age: 12.3 ± 3.0 years) were recruited and invited into the laboratory to play a multiround trust game, first with a peer. In subsequent games, they were told that they continued to play with a peer (i.e., social condition) but they were playing with an adaptive algorithm. In the remaining games, they were correctly informed that they were playing with a computer (i.e., nonsocial condition).

Results

Adolescents sustained cooperation more when interacting with adaptive versus fixed computer partners. In the social condition, older adolescents and those with higher IQs and social skills were more prosocial than in the non-social condition. We fitted direct reciprocity strategies, reinforcement learning (RL) models, and a combination thereof to participants' choices. Direct reciprocity best captured adolescents' cooperation behavior. In the social condition, however, adolescents reinitiated cooperation more often after previously defecting. The winning model in the social condition was a more generous direct reciprocity strategy than the standard model. It used an RL forgiveness term that prescribed an evolving tendency to reinitiate cooperation.

Conclusion

Overall, we show that both partner adaptivity and social context play an important role in adolescents' cooperation decisions.

合作是一项重要的亲社会技能，在青春期得到完善，这一时期与同伴和人工智能代理的互动增加。虽然青少年优先考虑同伴关系，但尚不清楚这是否转化为社会交流中增加的信任和互惠。本研究探讨了青少年在与人类同伴互动时，与自适应或固定的电脑伙伴互动时，是否会区分他们的合作策略。方法：招募青少年67名，女性36名，平均年龄12.3±3.0岁，进入实验室进行多轮信任游戏。在随后的游戏中，他们被告知他们将继续与同伴（即社会条件）一起游戏，但他们将使用自适应算法。在剩下的游戏中，他们被正确地告知他们是在和电脑一起玩（即非社会条件）。结果：与固定电脑伙伴相比，青少年在与适应性电脑伙伴互动时更能维持合作。在社会条件下，年龄较大、智商和社会技能较高的青少年比非社会条件下更亲社会。我们将直接互惠策略、强化学习（RL）模型及其组合应用于参与者的选择。直接互惠最能捕捉到青少年的合作行为。然而，在社会条件下，青少年在先前的背叛之后更容易重新开始合作。在社会条件下获胜的模型是一个比标准模型更慷慨的直接互惠策略。它使用了一个RL宽恕术语，该术语规定了重新启动合作的进化趋势。结论：总体而言，我们发现同伴适应性和社会情境在青少年的合作决策中都起着重要作用。

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引用次数: 0

Early Adolescents' Attitudes Towards and Interest in Care-Oriented HEED Professions: Gender Differences and Associations With Academic Achievement 早期青少年对护理导向职业的态度和兴趣：性别差异及其与学业成就的关系。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-07-21 DOI: 10.1002/jad.70017

Anne J. Maheux

Introduction

Healthcare, early education, and domestic (HEED) fields refer to feminine-typed care-oriented workforce domains. HEED fields remain dominated by women, yet this disparity and its developmental antecedents are often overlooked. This study investigated factors associated with early adolescents' interest in HEED professions.

Methods

US early adolescent participants (n = 1707; Mage = 12.29; 46% girls, 44% boys, 9.5% another gender identity; 36% Latine, 31% White, 21% Black, 6% Asian/Pacific Islander, 7% multiracial/another race/ethnicity) completed surveys in January and March 2021. Participants indicated their perceived value of HEED and masculine-typed jobs (i.e., how much money people in these jobs should make), interest in these jobs, and fear of negative evaluation. Schools reported STEM and English/Social Studies GPA. Hypotheses were preregistered.

Results

Participants believed that masculine-typed jobs are more valuable than HEED jobs but reported more interest in HEED jobs. Girls (vs. boys) and Asian/Pacific Islander and Black youth (vs. White youth) reported greater interest in HEED careers. Greater perceived value of HEED careers, higher fear of negative evaluation, and lower STEM (but not English/Social Studies) GPA were associated with greater HEED career interest cross-sectionally. Only perceived value of HEED careers and identifying as a girl were associated with HEED career interest in the short-term longitudinal analyses, controlling for baseline levels. Moreover, longitudinal analyses suggested bidirectional associations between HEED career interest and value over time.

Conclusion

Results highlight that both demographic and psychosocial factors among early adolescents may shape later disparities in HEED fields.

简介：医疗保健、早期教育和家庭（HEED）领域是指女性类型的以护理为导向的劳动力领域。HEED领域仍然由女性主导，然而这种差异及其发展的原因往往被忽视。本研究探讨了影响早期青少年对职业兴趣的相关因素。方法：美国早期青少年参与者(n = 1707；法师= 12.29；46%的女孩，44%的男孩，9.5%的其他性别认同；36%的拉丁裔、31%的白人、21%的黑人、6%的亚洲/太平洋岛民、7%的多种族/其他种族/族裔在2021年1月和3月完成了调查。参与者表明了他们对男性化工作和男性化工作的感知价值（即，从事这些工作的人应该赚多少钱），对这些工作的兴趣，以及对负面评价的恐惧。学校报告了STEM和英语/社会研究的GPA。假设是预先登记的。结果：参与者认为男性化的工作比男性化的工作更有价值，但对男性化的工作更感兴趣。女孩（相对于男孩）、亚洲/太平洋岛民和黑人青年（相对于白人青年）对HEED职业更感兴趣。更高的感知价值、更高的负面评价恐惧和更低的STEM（但不包括英语/社会研究）GPA与更高的HEED职业兴趣相关。在控制基线水平的短期纵向分析中，只有对女性职业的感知价值和性别认同与女性职业兴趣相关。此外，纵向分析还显示，随着时间的推移，职业兴趣与职业价值之间存在双向关系。结论：研究结果表明，早期青少年的人口统计学和社会心理因素可能会影响后来在HEED领域的差异。

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引用次数: 0

Navigating Complex Transitions Through School and Work during Crises in Urban Ethiopia 埃塞俄比亚城市危机期间通过学校和工作应对复杂转变。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-07-17 DOI: 10.1002/jad.70001

Megan Devonald, Nicola Jones, Workneh Yadete

Introduction

The school-to-work transition is often thought of as a linear pathway, but for many adolescents this is not the case. In recent years, young people in Ethiopia have lived through recurrent crises, including conflict and the COVID-19 pandemic. Yet there is limited longitudinal research that explores the impact of these recurrent, interconnected crises on young people's school-to-work transitions. This article addresses this study gap by exploring how adolescents and young people in urban Ethiopia navigate their educational and working lives during interconnected crises.

Methods

The article uses a qualitative longitudinal approach with data involving 32 adolescents (aged 12–19 years during the first round of interviews), 24 caregivers and 35 key informants, across a 4-year period (2017–2021).

Results

Young people's transitions through education and work are complex, rarely forming linear pathways. Education and work operate in tandem with each other, providing key skills for young people's futures. Over time, work becomes viewed as increasingly important to young people's psychosocial well-being and economic empowerment, especially when education is seen as less secure. In the context of increasing instability, young people's aspirations are becoming more uncertain.

Conclusion

To support young people to successfully navigate their school and working lives, a multidimensional approach is needed. This requires greater flexibility both within school and workplaces, financial incentives to stay in education and financial assistance to support insecure households, and individual and group mental health counselling and psychosocial support.

导读：从学校到工作的过渡通常被认为是一条线性的道路，但对许多青少年来说，情况并非如此。近年来，埃塞俄比亚的年轻人经历了包括冲突和COVID-19大流行在内的反复危机。然而，探索这些反复出现的、相互关联的危机对年轻人从学校到工作过渡的影响的纵向研究有限。本文通过探讨埃塞俄比亚城市中的青少年和年轻人如何在相互关联的危机中度过他们的教育和工作生活，解决了这一研究差距。方法：本文采用定性纵向方法，数据涉及32名青少年（第一轮访谈时年龄为12-19岁），24名照顾者和35名关键线人，历时4年（2017-2021年）。结果：年轻人通过教育和工作的转变是复杂的，很少形成线性路径。教育和工作相辅相成，为年轻人的未来提供关键技能。随着时间的推移，工作对年轻人的社会心理健康和经济赋权越来越重要，尤其是在教育不那么安全的情况下。在日益不稳定的背景下，年轻人的愿望正变得越来越不确定。结论：为了支持年轻人顺利度过他们的学校和工作生活，需要采取多维方法。这需要在学校和工作场所有更大的灵活性，为继续接受教育提供财政奖励，为不安全家庭提供财政援助，以及个人和团体心理健康咨询和社会心理支持。

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引用次数: 0

Longitudinal Relationship Between Vocational Self-Concept Clarity and Proactive Career Behaviors of Higher Vocational Students: The Role of Career Outcome Expectations and Career Barriers Perception 职业自我概念清晰与高职生主动职业行为的纵向关系：职业结果预期和职业障碍感知的作用

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-07-17 DOI: 10.1002/jad.70022

Xiaoyun Zhao, Shun Huang, Lina Zhu

Introduction

Developing a clear vocational self-concept is a vital task in adolescent career development. Understanding and exploring one's vocational identity not only aids teenagers in forming positive career expectations but also serves as the foundation for engaging in proactive and rational career behaviors.

Methods

This study investigates the relationships among vocational self-concept clarity, career outcome expectations, career barriers perception, and proactive career behaviors among Chinese higher vocational students. Three hundred and thirty-six Chinese higher vocational students (M_ageT1 = 17.99, 213 female) were surveyed three times over the course of 1 year, with data analyzed using a cross-lag model.

Results

(1) There is a significant positive correlation between vocational self-concept clarity, career outcome expectations, and proactive career behaviors; (2) T2 career outcome expectations mediated the longitudinal relationship between T1 vocational self-concept clarity and T3 proactive career behaviors; (3) T2 career barriers perception plays a moderating role in the relationship between T2 career outcome expectations and T3 proactive career behaviors, with this perception potentially weakening the positive effect of career outcome expectations on proactive career behaviors.

Conclusions

Vocational self-concept clarity directly and indirectly drives proactive career behaviors in higher vocational students through career outcome expectations, validating Social Cognitive Career Theory. Career barriers perception weakens expectation-behavior links, while career outcome expectations motivate proactive behaviors, their impact is significantly attenuated by perceived career barriers. Vocational systems must prioritize clarifying self-concepts, fostering realistic expectations, and addressing structural barriers.

摘要形成清晰的职业自我概念是青少年职业发展的一项重要任务。了解和探索自己的职业认同，不仅有助于青少年形成积极的职业期望，而且是青少年从事积极、理性的职业行为的基础。方法：研究高职学生职业自我概念清晰度、职业结果期望、职业障碍感知和主动职业行为之间的关系。对我国高职学生336名（MageT1 = 17.99，其中女生213名）进行了为期1年的三次调查，采用交叉滞后模型对数据进行了分析。结果：(1)职业自我概念清晰度、职业结果期望与主动性职业行为存在显著正相关；(2) T2职业结果期望中介了T1职业自我概念清晰度与T3主动职业行为的纵向关系；(3) T2职业障碍知觉在T2职业结果期望与T3主动职业行为的关系中起调节作用，这种知觉潜在地削弱了职业结果期望对主动职业行为的正向作用。结论：职业自我概念清晰通过职业结果预期直接或间接地驱动高职生的主动职业行为，验证了社会认知职业理论。职业障碍感知削弱了期望-行为的联系，而职业结果期望对主动行为有激励作用，其作用被职业障碍感知显著减弱。职业系统必须优先澄清自我概念，培养现实的期望，并解决结构性障碍。

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引用次数: 0