Journal of Adolescence最新文献_第5页

Beyond the Classroom: How School Bullying and Societal Well-Being Shape Adolescent Life Satisfaction Across OECD Countries 课堂之外：学校欺凌和社会福利如何塑造经合组织国家青少年生活满意度。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-28 DOI: 10.1002/jad.70081

Suehye Kim

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.

青少年的生活满意度受到近距离学校经历和更广泛的社会环境的影响。校园欺凌对青少年的福祉构成重大威胁，而积极的师生关系可能是保护的重要来源。本研究考察了学校欺凌、师生关系和国家层面的社会环境如何共同影响30个经合组织国家15岁青少年的生活满意度。方法：利用PISA 2022数据（N = 216,460），本研究采用两种互补的方法（线性回归模型和多层次模型）来(1)比较全球文化集群中社会关系和环境与青少年生活满意度的关系；(2)调查生活满意度是否因国家社会福祉指标而不同。跨层次互动进一步测试了国家社会福利指标是否调节了校园欺凌与生活满意度之间的联系。结果：在经合组织背景下，在学校被欺负与生活满意度显著降低一直相关，在阿拉伯和盎格鲁群体中观察到最强烈的负面关联。积极的师生关系与更高的生活满意度有关，并缓冲了欺凌的有害影响。多层次分析还表明，在社会福利较弱的国家，欺凌的负面影响会加剧。结论：研究结果强调了生态和文化响应干预的必要性，以增强学校的情感支持和加强社会福祉。解决欺凌问题和培养社会情感能力对于推进可持续发展目标下的全球教育和卫生优先事项至关重要。

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引用次数: 0

Qualitative Process Evaluation of a School-Based Group Intervention (DISCOVER) for Depression and Anxiety for Older Adolescents 校本团体干预对大龄青少年抑郁和焦虑的定性过程评价。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-28 DOI: 10.1002/jad.70083

Tim Weaver, Sorcha Alford, Helen Gleeson, Irene Sclare, Stephen Lisk, June S. L. Brown

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.

简介：DISCOVER是一种基于认知行为疗法的干预措施，针对16-18岁青少年的焦虑和抑郁，在学校实施，由中学简短教育研讨会试验（best）证明具有临床效果和成本效益。DISCOVER由研讨会前1:1的会议、小组研讨会和后续1:1的电话会议组成。定性过程评估调查了best的干预交付和结果产生。方法：对来自4个英语地区的不同种族的男女学生（n = 22）和discovery从业者（n = 21）的焦点小组进行访谈的主题分析。结果：从业者对研讨会前的学生会议和研讨会材料非常重视。然而，他们对脚本传递感到不舒服，并且发现在可用的时间内传递所有内容很困难。时间限制和对后续电话的不同依从性限制了目标实现支持的提供。比起说教式的教学，学生更喜欢相关的、互动的工作坊元素。他们发现小组讨论“正常化”，但经常在研讨会结束时报告疲劳。一些人报告了思维挑战、正念和睡眠卫生技巧的有益使用，特别是在考试期间，但报告了随访电话的不同体验。DISCOVER应用程序很少被访问。男女学生提供了类似的描述。结论：学生重视DISCOVER并认为它是有效的。从业人员表示支持在日常实践中实施。研究结果表明，可以通过以下方式提高有效性：(a)审查修改脚本材料的参数；（二）精简工作坊内容的传递方式；及（三）透过提供额外的执业人员培训及使用更多数码及电讯资源，以提高学生的参与度，加强对达成目标的支援。

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引用次数: 0

Associations Between Start or End of a Romance and Suicidal Behavior: A Longitudinal Study of Chinese Adolescents 恋爱开始或结束与自杀行为的关系：一项对中国青少年的纵向研究。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-21 DOI: 10.1002/jad.70077

Zhen-Zhen Liu, Cun-Xian Jia, Xianchen Liu

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.

导读：一段恋情的开始或结束是青春期的一件大事。本研究探讨了中国青少年恋爱卷入与自杀行为之间的横断面和纵向关系。方法：在基线和1年后对山东地区772名7 -8年级和10年级学生（平均年龄14.58岁，男性占50%）进行调查。开始恋爱关系（SRR）、浪漫分手、自杀念头（ST）、自杀计划（SP）、自杀企图（SA）和人口统计数据采用自我管理问卷进行收集。结果：基线数据分析显示，控制协变量后，单纯SRR、单纯分手、SRR+分手均显著增加ST、SP、SA的风险（均p < 0.05）。在控制了协变量和基线自杀行为后，纵向数据分析表明，在随访1年期间，SRR +分手与随后的ST， SP和SA的几率增加29%，56%和67%显著相关。SRR仅与SA的几率高出75%显著相关。在基线时没有自杀行为史的青少年中，SRR仅与高54%的ST发生率和两倍的SA发生率显著相关。SRR和分手分别显著增加43%，83%和76%的几率发生ST， SP和SA。结论：研究结果提示，应明确将浪漫教育和浪漫压力管理纳入自杀预防规划。

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引用次数: 0

Effects of Social Media Time and Exposure to Same-Race Members on Adolescents' School-Based Social Adjustment 社交媒体时间和同种族成员接触对青少年校本社会适应的影响

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-20 DOI: 10.1002/jad.70080

Mei-ki Chan, Emily N. Srisarajivakul, Tyler L. Renshaw

Introduction

Social media has become an important aspect of adolescents' social lives, interacting with offline interactions to shape adolescent development. However, little is known about how adolescents' interactions on social media affect their real-life experiences. This study investigated how the social media experiences of adolescents from racially minoritized groups, particularly their social media time and exposure to same-race members on social media, are linked to their school-based social adjustment.

Methods

Adolescents (N = 16,482; 56% female; grades 6–12) from 83 U.S. secondary schools completed online surveys in January 2021. Using structural equation modeling, we examined the associations of time spent on social media and exposure to same-race members with or without real-life interactions on social media with school-based social adjustment.

Results

Black, Asian, and Latinx adolescents who spent more time on social media reported lower school belonging and heightened belonging uncertainty and stereotype threat. Nevertheless, more exposure to same-race members with real-life interactions on social media was related to enhanced school belonging in all racial and ethnic groups. Impact of exposure to same-race members without real-life interactions varied across racial and ethnic groups and depended on same-race representation at school.

Conclusions

Although more social media time was associated with poorer school adjustment, social media, when used to foster offline connections with same-race members, can potentially strengthen racially and ethnically minoritized adolescents' perceived belonging in schools. This highlights the importance of the nature of social media interactions and the content being accessed to better comprehend social media's multifaceted impact on adolescents' experiences.

引言：社交媒体已经成为青少年社交生活的重要方面，与线下的互动互动共同影响着青少年的发展。然而，关于青少年在社交媒体上的互动如何影响他们的现实生活体验，我们知之甚少。本研究调查了少数族裔青少年的社交媒体经历，特别是他们的社交媒体时间和在社交媒体上与同种族成员的接触，与他们在学校的社会适应之间的关系。方法：来自美国83所中学的青少年（N = 16,482, 56%为女性，6-12年级）于2021年1月完成了在线调查。使用结构方程模型，我们研究了在社交媒体上花费的时间和在社交媒体上有或没有现实生活互动的同种族成员的接触与基于学校的社会适应之间的关系。结果：在社交媒体上花费更多时间的黑人、亚洲人和拉丁裔青少年报告了较低的学校归属感，归属感不确定性和刻板印象威胁增加。然而，在社交媒体上与同种族成员进行更多的真实互动，与所有种族和族裔群体的学校归属感增强有关。与同种族成员接触而没有现实生活中的互动的影响在不同种族和民族群体中有所不同，并取决于学校里的同种族代表。结论：虽然更多的社交媒体时间与较差的学校适应有关，但当社交媒体被用来促进与同种族成员的线下联系时，可能会加强种族和少数民族青少年对学校的归属感。这凸显了社交媒体互动的性质和获取的内容对于更好地理解社交媒体对青少年体验的多方面影响的重要性。

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引用次数: 0

Queering Puberty Research Among LGBTQIA+ Populations: A Scoping Review LGBTQIA+人群中的酷儿青春期研究：范围综述。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-16 DOI: 10.1002/jad.70078

Tori Gaunson, William Warton, Jacob Thomas, Sarcia Stills-Blott, Ainsley Hughes, Jia X Choong, Laura Jobson, Michelle L Byrne

Introduction

LGBTQIA+ individuals face significant health disparities compared to their cisgender, heterosexual, and endosex peers, largely due to the cumulative effects of minority stress. Despite puberty being a formative and often stressful developmental period, LGBTQIA+ populations remain underrepresented in puberty research. This scoping review examined the extent and nature of existing research on puberty among LGBTQIA+ populations, focusing on representation across identities, research methodologies, measures of pubertal development, and associations with health outcomes.

Methods

A systematic search across six databases identified 176 relevant studies (quantitative and qualitative) examining pubertal development among LGBTQIA+ individuals or groups. No restrictions were placed on participant location or age. Stakeholder engagement and public involvement via focus groups informed the interpretive lens of the review.

Results

Most studies focused on individuals with diverse gender identities. Case studies and case series were the most common design, followed by cross-sectional studies. Clinical samples were more prevalent than community-based ones. Common measures of puberty included Tanner staging, hormone concentrations, age at menarche, and bone age. Studies more often examined differences in pubertal timing between LGBTQIA+ and cisgender/heterosexual youth, rather than examined psychosocial outcomes. Only 21% of studies specifically focused on puberty among LGBTQIA+ populations.

Conclusions

Participant-informed, inclusive approaches—grounded in frameworks that attend to identity, stigma, and minority stress—are needed to better understand the developmental and health implications of puberty for LGBTQIA+ youth.

引言：LGBTQIA+个体与他们的顺性、异性恋和内性同龄人相比，面临着显著的健康差异，这主要是由于少数群体压力的累积效应。尽管青春期是一个形成期，往往是一个充满压力的发育时期，但在青春期研究中，LGBTQIA+人群的代表性仍然不足。本综述审查了LGBTQIA+人群中青春期现有研究的范围和性质，重点关注不同身份的代表性、研究方法、青春期发育的测量以及与健康结果的关联。方法：对6个数据库进行系统检索，确定了176项有关LGBTQIA+个体或群体青春期发育的相关研究（定量和定性）。对参与者的位置和年龄没有限制。透过焦点小组，持份者的参与和公众的参与为检讨的诠释提供了资讯。结果：大多数研究集中在具有不同性别认同的个体上。案例研究和案例系列是最常见的设计，其次是横断面研究。临床样本比社区样本更普遍。青春期的常见指标包括Tanner分期、激素浓度、月经初潮年龄和骨龄。研究更多的是检查LGBTQIA+和顺性/异性恋青少年在青春期时间上的差异，而不是检查心理社会结果。只有21%的研究专门关注LGBTQIA+人群的青春期。结论：为了更好地理解青春期对LGBTQIA+青少年的发育和健康影响，需要采用参与者知情的、包容性的方法——以关注身份、耻辱和少数群体压力的框架为基础。

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引用次数: 0

The Big Five, Life Satisfaction, and Job Identity Development: A Longitudinal Study on the School-to-Work Transition 大五、生活满意度和工作认同发展：一项关于学校到工作过渡的纵向研究。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-14 DOI: 10.1002/jad.70079

Kai Hatano, Shogo Hihara, Kazumi Sugimura, Jun Nakahara, Megumi Ikeda, Satoshi Tanaka, Oana Negru-Subtirica

Introduction

The school-to-work transition presents a crucial period in young adults' identity development, during which the formation of a job identity becomes a key developmental task. However, job identity development during this transition and the individual traits that predict it remain unexplored. This study aimed to examine job identity development among Japanese youth during their first year of employment and investigate whether the Big Five personality traits and life satisfaction during university predicted job identity after entering the workforce.

Methods

Participants included 397 young Japanese adults (M_age = 22.19, SD_age = 0.97; 79.3% women). The first survey was conducted in January 2022 (when all participants were university students), with follow-up surveys conducted in August to September 2022 and March 2023 (when all participants were employed). The Big Five personality traits and life satisfaction were measured at Time 1, and job identity was assessed at Times 2 and 3.

Results

A latent change score model revealed a significant decrease in the mean level of in-depth exploration of job identity over time. Changes related to commitment, in-depth exploration, and reconsideration of commitment displayed significant variance. Extraversion positively predicted commitment level, agreeableness negatively predicted changes in in-depth exploration, and neuroticism positively predicted reconsideration of commitment. Life satisfaction positively predicted both commitment and in-depth exploration levels, and negatively predicted change in commitment.

Conclusion

These findings provide insights into the individual differences that predict job identity development during the school-to-work transition and deepen the understanding of job identity formation during young adulthood.

导读：学校到工作的转变是青年认同发展的关键时期，在此期间，工作认同的形成成为一项重要的发展任务。然而，在这一转变过程中的工作认同发展以及预测它的个人特征仍未得到探索。本研究旨在考察日本青年入职第一年的工作认同发展，并探讨大学期间的五大人格特质与生活满意度是否能预测其进入职场后的工作认同。方法：参与者包括397名年轻的日本成年人（Mage = 22.19, SDage = 0.97, 79.3%为女性）。第一次调查于2022年1月进行（当时所有参与者都是大学生），后续调查分别于2022年8月至9月和2023年3月进行（当时所有参与者都是在职人员）。在第一次测试中测量了五大人格特征和生活满意度，在第二次和第三次测试中评估了工作认同感。结果：潜在变化得分模型显示，随着时间的推移，工作认同深度探索的平均水平显著降低。与承诺相关的变化、深入探索和重新考虑承诺表现出显著的差异。外向性正向预测承诺水平，亲和性负向预测深度探索的变化，神经质正向预测承诺的重新考虑。生活满意度对承诺和深度探索水平均有正向预测，对承诺变化有负向预测。结论：这些研究结果为预测青年期工作认同形成的个体差异提供了洞见，并加深了对青年期工作认同形成的理解。

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引用次数: 0

Causal Pathways to Risk and Protective Factors for Partial-Day School Absenteeism for Secondary School Students 中学生半日制缺课的成因及保护因素。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-10 DOI: 10.1002/jad.70073

Knoo Lee, Erich Kummerfeld, Barbara J. McMorris, Wendy S. Looman, Matthew K. Burns, Connie W. Delaney

Introduction

Chronic absenteeism, defined as missing 10% or more school days annually, negatively impacts academic achievement and correlates with long-term risks like poverty, poor health, and criminal behavior. While prior research has focused on full-day absences, partial-day absences, missing portions of the school day, are more prevalent and may have detrimental effects on academic outcomes. Despite this significance, PDAs are underexplored, leaving gaps in understanding their prevalence, causes, and impact. This study seeks to address these gaps and provide insights to guide comprehensive absenteeism interventions.

Methods

In this study we used the Kids and Teens at School framework and causal discovery analysis to model the factors causally associated with partial-day absences using secondary school student-level data (n = 125,375) from the 2019 Minnesota Student Survey. The discovered model indicate specified factors as causes of PDAs and broader absenteeism patterns.

Results and Conclusions

The findings highlighted a pattern of partial-day absences directly affecting full-day absences. Additional factors influencing school absences were discovered including (a) a positive association of sleep deprivation with mental health difficulties, and (b) a negative association between school engagement and partial-day absences. These findings emphasize the need for targeted policies addressing the behavioral and structural factors influencing absenteeism. Implications for practice include strategies to enhance engagement and mitigate the impact of sleep deprivation on attendance.

长期缺课，定义为每年缺课10%或更多，对学习成绩产生负面影响，并与贫困、健康状况不佳和犯罪行为等长期风险相关。虽然之前的研究主要集中在全日缺课上，但部分缺课，即缺课的部分时间，更为普遍，可能对学习成绩产生不利影响。尽管具有这一意义，但pda尚未得到充分探索，在了解其流行程度、原因和影响方面留下了空白。本研究旨在解决这些差距，并为指导全面的缺勤干预提供见解。方法：在本研究中，我们使用了学校儿童和青少年框架和因果发现分析，利用2019年明尼苏达州学生调查的中学生水平数据（n = 125,375）对与部分缺勤相关的因素进行了建模。发现的模型表明，特定因素是导致pda和更广泛的缺勤模式的原因。结果和结论：研究结果强调了半日缺勤直接影响全天缺勤的模式。研究还发现了影响缺课的其他因素，包括：(a)睡眠不足与精神健康问题呈正相关关系，以及(b)学校参与与部分缺课呈正相关关系。这些发现强调有必要制定有针对性的政策，解决影响缺勤的行为和结构因素。对实践的启示包括提高参与度和减轻睡眠剥夺对出勤率的影响的策略。

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引用次数: 0

Who Sexts? An Analysis of Psychological Predictors in Adolescents and Emerging Adults 谁能?青少年与初成人心理因素分析。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-10 DOI: 10.1002/jad.70075

Cristina Giménez-García, Marina Andreu-Casas, Feldman Jacqueline, Verónica Estruch-García, María Dolores Gil-Llario, Rafael Ballester-Arnal

Introduction

Sexting has become a common practice among adolescents and young adults. Certain psychological variables influence behavioral patterns, in turn increasing, in some cases, negative consequences. In other sexual behaviors, variables such as impulsivity, self-esteem or romantic love myths have been associated with behavioral patterns and consequences by gender, but the evidence regarding sexting is still unclear. For this reason, the present study analyzes sexting behaviors (sending, responding and posting), motives and attitudes, as well as the role of significant psychological variables (motives and attitudes towards sexting, myths of romantic love, perceived emotional distress, self-esteem, impulsivity, secure attachment, and perception of social relationships) in the engagement in sexting in Spanish adolescents and emerging adults.

Methods

In this cross-sectional study, between 2022 and 2023, 1686 Spanish people (61.1% women and 38.9% men), aged between 12 and 25 years (M = 16.23; SD = 3.25) completed an online questionnaire to evaluate sexting behaviors and related psychological variables.

Results

Our findings supported the consolidation of sexting from early adolescence, as a common practice, more present among emerging adults and, in general, revealed few gender differences. Furthermore, beyond the importance of positive attitudes for engaging in sexting for adolescents and emerging adults, other variables played a different role depending on the age group. For example, higher impulsivity was associated with engaging in sexting for early and middle adolescents, but not for emerging adults.

Conclusion

Therefore, it is necessary to adjust preventive interventions to different age groups, as well as consider the weight of different psychological variables by age.

色情短信在青少年和年轻人中已经成为一种普遍的做法。某些心理变量影响行为模式，在某些情况下，反过来又增加了消极后果。在其他性行为中，冲动、自尊或浪漫爱情神话等变量与性别的行为模式和后果有关，但关于性短信的证据尚不清楚。因此，本研究分析了西班牙青少年和初成人的性短信行为（发送、回复和发布）、动机和态度，以及重要的心理变量（性短信动机和态度、浪漫爱情的神话、感知到的情绪困扰、自尊、冲动、安全依恋和社会关系感知）在性短信参与中的作用。方法：在这项横断面研究中，在2022年至2023年期间，1686名年龄在12至25岁之间的西班牙人（M = 16.23; SD = 3.25）完成了一份在线问卷，以评估性短信行为和相关心理变量。结果：我们的研究结果支持了从青春期早期开始的性别短信的巩固，这是一种常见的做法，在刚成年的成年人中更常见，而且通常显示出很少的性别差异。此外，除了积极态度对青少年和初成成人的重要性外，其他变量根据年龄组的不同发挥了不同的作用。例如，较高的冲动性与青少年早期和中期的性短信有关，但与刚成年的人无关。结论：有必要针对不同年龄组调整预防干预措施，并考虑不同年龄心理变量的权重。

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引用次数: 0

The Reciprocal Relationships Among Perceived Parental Support, Career Exploration and Career Aspiration Developmental Trajectories: A Three-Wave Longitudinal Study 感知父母支持、职业探索和职业抱负发展轨迹的相互关系：一个三波纵向研究。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-10 DOI: 10.1002/jad.70074

Xiaoxuan Xu, Weijian Chen, Hanyu Zhang, Kaiyue Guo, Hongmin Feng, Jiwei Si

Introduction

This three-wave longitudinal study examined the reciprocal relationships among perceived parental support, career exploration, and career aspiration trajectories in adolescents, with a focus on collectivist cultural context. The research aimed to clarify how these variables dynamically influence one another during high school and whether gender differences exist in their developmental patterns.

Methods

Participants included 3233 Chinese high school students (50% male, 50% female; M_age = 15.11 years) from Shandong and Henan provinces. Data were collected across three waves (2018–2020) using validated scales: the Career-Related Parental Support Scale, Vocational Exploration Questionnaire, and Career Aspiration Questionnaire. Latent growth curve modeling (LGCM) was employed to analyze developmental trajectories and bidirectional effects, while gender differences were tested via structural equation modeling.

Results

Results revealed significant upward trends in parental support and career exploration, while career aspirations remained relatively stable across the three waves. Higher initial parental support predicted elevated initial levels (β = 0.529−0.964, p < 0.01) and accelerated growth in career exploration and aspirations. Reciprocally, adolescents' career exploration positively predicted subsequent parental support development (β = 0.430−1.204, p < 0.05). Gender differences were nonsignificant except for a minor disparity in initial career exploration favoring males (β = −0.049, p < 0.01).

Conclusions

The findings underscore bidirectional dynamics between parental support and adolescents' career development, emphasizing early parental engagement as pivotal for fostering career preparedness. Despite cultural expectations, gender differences were minimal, suggesting evolving egalitarian norms. Limitations include geographically restricted sampling and reliance on self-reports. This study advocates for family-based interventions to strengthen career guidance and highlights the importance of open parent-adolescent communication in educational systems.

本研究以集体主义文化背景为研究对象，考察了青少年感知父母支持、职业探索和职业抱负轨迹之间的相互关系。这项研究旨在阐明这些变量在高中期间是如何动态地相互影响的，以及它们的发展模式是否存在性别差异。方法：研究对象为来自山东和河南的3233名中国高中生（男女各占50%，年龄15.11岁）。数据收集分三个阶段（2018-2020年），使用经过验证的量表：职业相关父母支持量表、职业探索问卷和职业抱负问卷。采用潜在生长曲线模型（LGCM）分析发育轨迹和双向效应，采用结构方程模型检验性别差异。结果：三次浪潮中，父母支持和职业探索均有显著上升趋势，而职业抱负则保持相对稳定。结论：研究结果强调了父母支持与青少年职业发展之间的双向动态关系，强调了父母早期参与对青少年职业准备的关键作用。尽管有文化期望，但性别差异很小，这表明平等主义规范正在演变。局限性包括地理上的抽样限制和对自我报告的依赖。本研究提倡以家庭为基础的干预，以加强职业指导，并强调在教育系统中开放的亲子沟通的重要性。

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引用次数: 0

Correction to “Characterizing Adolescent Social Media Experiences and Links to Momentary Affect” 更正“青少年社交媒体体验特征及其与瞬间影响的联系”。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-11-07 DOI: 10.1002/jad.70076

Sequeira, S.L., McKone, K.M.P., Diab, E.M., Thomas, J.G., Wolff, J. and Nesi, J. (2025). Characterizing Adolescent Social Media Experiences and Links to Momentary Affect. Journal of Adolescence 97: 1722-1737. https://doi.org/10.1002/jad.12530

In the Results section, there were labeling errors in Table 5 (pg. 1732) and one error in the text corresponding to the table (Section 3.3.2, pg. 1730). There were no changes to the overall pattern of results or interpretation of the findings. The table has been corrected and is produced below. Section 3.3.2 should read as follows:

In analyses examining rewarding and threatening SMEs at the previous timepoint predicting affect at the current timepoint, having a threatening SME at the previous timepoint was not associated with NA at the current timepoint (i.e., no within-person association; Table 5). However, there was an effect at the between-person level, such that participants who reported more threatening SMEs on average also reported higher levels of NA at the current timepoint, adjusting for within-person effects of SMEs and NA. Similarly, there was an association between between-person rewarding SMEs and PA (participants who reported more rewarding SMEs on average reported more PA on average). However, there was no significant association between rewarding SMEs at the previous timepoint and PA at the current timepoint.

We apologize for this error.

Sequeira, s.l., McKone, k.m.p., Diab, e.m., Thomas, j.g., Wolff， J.和Nesi， J.（2025）。青少年社交媒体体验的特征及其与瞬间影响的联系。青少年杂志97:1722-1737。在https://doi.org/10.1002/jad.12530In Results部分，在表5（第1732页）中有标记错误，在与表对应的文本中有一个错误（第3.3.2页，第1730页）。结果的总体模式或对结果的解释没有改变。该表已更正，现列于下。第3.3.2节应阅读如下：在分析前一个时间点的奖励性和威胁性中小企业对当前时间点的预测影响时，在前一个时间点拥有威胁性中小企业与当前时间点的NA没有关联（即没有人际关联；表5）。然而，在人与人之间的水平上存在影响，例如，报告更具威胁性的中小企业的参与者在当前时间点平均也报告了更高的NA水平，调整了中小企业和NA的个人影响。同样，在个人奖励型中小企业和PA之间也存在关联（报告更多奖励型中小企业的参与者平均报告更多PA）。然而，在前一个时间点奖励中小企业与当前时间点的PA之间没有显著的关联。我们为这个错误道歉。

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引用次数: 0