Mark J. Van Ryzin, Jonathan L. Rochelle, James Sinclair, John Lind
Introduction
Adolescent males with disabilities face unique challenges, and mentoring programs designed for this population could support more positive long-term outcomes. In the current study, a scoping review of empirical research on such programs was conducted. The review was intended to capture the characteristics of existing mentoring program for males with disabilities and map those characteristics in a way that sheds light on the overall status of the field.
Methods
The review included different types of mentoring (e.g., adult to child, peer to peer, etc.) as long as the program explicitly defined the formation of a long-term relationship between mentor and mentee. The search identified 21 relevant studies that were categorized using four dimensions: 1) Setting (i.e., school/after school, community-based, on-line/virtual, or mixed); 2) Sex (i.e., males only or mixed males/females); 3) Outcomes (i.e., academics, social-emotional skills, health, transition from high school, or program implementation); and 4) Evaluation methodology (i.e., experimental, nonexperimental, or qualitative). The findings are summarized in an Evidence Gap Map.
Results
Only three studies used an experimental design, although they were able to demonstrate significant promise in promoting positive outcomes for youth with disabilities. Beyond these studies, however, there was little evidence supporting program efficacy for males with disabilities, as most studies in the sample were nonexperimental in nature.
Conclusions
Overall there are few mentoring programs that target this population, and experimental research on programs that target academic and health outcomes is particularly lacking.
{"title":"Review and Evidence Gap Map of mentoring programs for adolescent males with disabilities","authors":"Mark J. Van Ryzin, Jonathan L. Rochelle, James Sinclair, John Lind","doi":"10.1002/jad.12398","DOIUrl":"10.1002/jad.12398","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Adolescent males with disabilities face unique challenges, and mentoring programs designed for this population could support more positive long-term outcomes. In the current study, a scoping review of empirical research on such programs was conducted. The review was intended to capture the characteristics of existing mentoring program for males with disabilities and map those characteristics in a way that sheds light on the overall status of the field.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The review included different types of mentoring (e.g., adult to child, peer to peer, etc.) as long as the program explicitly defined the formation of a long-term relationship between mentor and mentee. The search identified 21 relevant studies that were categorized using four dimensions: 1) Setting (i.e., school/after school, community-based, on-line/virtual, or mixed); 2) Sex (i.e., males only or mixed males/females); 3) Outcomes (i.e., academics, social-emotional skills, health, transition from high school, or program implementation); and 4) Evaluation methodology (i.e., experimental, nonexperimental, or qualitative). The findings are summarized in an Evidence Gap Map.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Only three studies used an experimental design, although they were able to demonstrate significant promise in promoting positive outcomes for youth with disabilities. Beyond these studies, however, there was little evidence supporting program efficacy for males with disabilities, as most studies in the sample were nonexperimental in nature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Overall there are few mentoring programs that target this population, and experimental research on programs that target academic and health outcomes is particularly lacking.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 1","pages":"5-16"},"PeriodicalIF":3.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113497","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}
Harriet Reed, Ajay Thapar, Lucy Riglin, Stephan Collishaw, Christopher B. Eaton
Introduction
Previous studies have demonstrated deteriorations in young adult mental health during the COVID-19 pandemic, but evidence suggests heterogeneity in the mental health impacts of the pandemic. We sought to identify factors which may predict changes in psychological distress and wellbeing during the COVID-19 pandemic in UK young adults.
Methods
A total of 2607 young adults from the Millennium Cohort Study were included. Psychological distress and mental wellbeing were measured using the Kessler-6 and Short Warwick-Edinburgh Mental Wellbeing Scale, respectively. Assessment occurred at three timepoints between the ages of 17–19: 2018/19 (pre-COVID Baseline), May 2020 (COVID Wave 1) and September/October 2020 (COVID Wave 2). Latent change score models were used to study change in distress and wellbeing across the study period, as well as the impact of sex, relative family poverty, parental education, preexisting mental health difficulties and perceived social support on these changes.
Results
The latent change score models suggested both distress and wellbeing tended to increase across the study period. Being female and in relative poverty predicted greater increases in distress and/or poorer wellbeing. Higher levels of parental education and greater perceived social support were protective against increased distress and associated with improved wellbeing.
Conclusions
The impact of the COVID-19 pandemic on UK young adult mental health is complex. We provide further evidence for a distinction between symptoms of poor mental health and wellbeing. Research is urgently needed to assess the long-term impacts of the COVID-19 pandemic on the mental health and wellbeing of young people, particularly in more vulnerable groups.
{"title":"The unequal impacts of the COVID-19 pandemic on young adults' mental health. Predictors of vulnerability and resilience using longitudinal birth cohort data in the UK","authors":"Harriet Reed, Ajay Thapar, Lucy Riglin, Stephan Collishaw, Christopher B. Eaton","doi":"10.1002/jad.12400","DOIUrl":"10.1002/jad.12400","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Previous studies have demonstrated deteriorations in young adult mental health during the COVID-19 pandemic, but evidence suggests heterogeneity in the mental health impacts of the pandemic. We sought to identify factors which may predict changes in psychological distress and wellbeing during the COVID-19 pandemic in UK young adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 2607 young adults from the Millennium Cohort Study were included. Psychological distress and mental wellbeing were measured using the Kessler-6 and Short Warwick-Edinburgh Mental Wellbeing Scale, respectively. Assessment occurred at three timepoints between the ages of 17–19: 2018/19 (pre-COVID Baseline), May 2020 (COVID Wave 1) and September/October 2020 (COVID Wave 2). Latent change score models were used to study change in distress and wellbeing across the study period, as well as the impact of sex, relative family poverty, parental education, preexisting mental health difficulties and perceived social support on these changes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The latent change score models suggested both distress and wellbeing tended to increase across the study period. Being female and in relative poverty predicted greater increases in distress and/or poorer wellbeing. Higher levels of parental education and greater perceived social support were protective against increased distress and associated with improved wellbeing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The impact of the COVID-19 pandemic on UK young adult mental health is complex. We provide further evidence for a distinction between symptoms of poor mental health and wellbeing. Research is urgently needed to assess the long-term impacts of the COVID-19 pandemic on the mental health and wellbeing of young people, particularly in more vulnerable groups.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 1","pages":"102-112"},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jad.12400","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113498","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}
Colin J. Deal, Helene Jørgensen, Allison Sivak, Nicholas L. Holt
Introduction
The term contribution is a key feature of approaches to positive youth development but has yet to be adequately defined. The purposes of this study were to identify properties that underlie contribution and to establish a theoretical definition of the construct.
Methods
A two-phase scoping review was conducted. The first phase involved the systematic search, selection, and analysis of studies from which six properties of contribution were identified and a preliminary theoretical definition was constructed. In the second phase expert judges rated the degree to that the proposed definition and the six properties of contribution fit with their conceptualization of the construct on a 6-point scale.
Results
Mean ratings for the definition and the six properties ranged from 5.05 to 5.70. Judges' ratings for the overall definition of contribution and the six properties were evaluated using Aiken's content validity coefficient (V). All V coefficients ranged in size from 0.81 to 0.94 and were statistically significant (p's < .01) indicating that the definition of contribution and the corresponding six properties fit well with experts' conceptualizations of the construct.
Conclusion
This study provides a theoretical definition of contribution that will serve as a foundation upon which future research in the area of positive youth development can build.
{"title":"Defining contribution: A scoping review","authors":"Colin J. Deal, Helene Jørgensen, Allison Sivak, Nicholas L. Holt","doi":"10.1002/jad.12399","DOIUrl":"10.1002/jad.12399","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The term contribution is a key feature of approaches to positive youth development but has yet to be adequately defined. The purposes of this study were to identify properties that underlie contribution and to establish a theoretical definition of the construct.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A two-phase scoping review was conducted. The first phase involved the systematic search, selection, and analysis of studies from which six properties of contribution were identified and a preliminary theoretical definition was constructed. In the second phase expert judges rated the degree to that the proposed definition and the six properties of contribution fit with their conceptualization of the construct on a 6-point scale.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Mean ratings for the definition and the six properties ranged from 5.05 to 5.70. Judges' ratings for the overall definition of contribution and the six properties were evaluated using Aiken's content validity coefficient (<i>V</i>). All <i>V</i> coefficients ranged in size from 0.81 to 0.94 and were statistically significant (<i>p</i>'s < .01) indicating that the definition of contribution and the corresponding six properties fit well with experts' conceptualizations of the construct.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study provides a theoretical definition of contribution that will serve as a foundation upon which future research in the area of positive youth development can build.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 1","pages":"17-30"},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11701401/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113496","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}
Even though existing amounts of results have shown that school bullying could be related to the main components of executive functions (EFs) (inhibitory control, working memory, and cognitive flexibility), research focused on this association yields inconsistent results.
Method
To address this research gap, the current study conducted a three-level meta-analysis approach and simultaneously considered the two perspectives of the bully and victim to clarify the relationship between school bullying experienced by children and EFs. It also explored the moderating variables that affect the relationship between school bullying and EFs.
Results
Based on 18 studies reporting 73 effect sizes (N = 21,725), the results revealed that the overall effect size for the association between both the bullies and victims of school bullying incidents with EFs (rbullies = −0.154, p < .05; rvictims = −0.187, p < .001). Moderator analyses revealed that the negative correlation between bullies of school bullying and EFs was moderated by EF components, but it was not affected by gender, age, and the EF measurement method. Moreover, the negative correlation between victims of school bullying and EFs was not affected by the form of bullying, source of report, facet of EFs, EF measurement, gender, age, and culture.
Conclusions
The present meta-analysis revealed a relationship between school bullying and EFs. Both bullies and victims appear to have lower EF levels. The results also emphasized that lower inhibitory control was more likely to be a crucial risk factor for bullying behavior.
导言：尽管现有的大量研究结果表明，校园欺凌可能与执行功能（EFs）的主要组成部分（抑制控制、工作记忆和认知灵活性）有关，但针对这种关联的研究结果并不一致：为了填补这一研究空白，本研究采用了三级荟萃分析方法，同时考虑了欺凌者和受害者的两个视角，以厘清儿童遭受的校园欺凌与执行功能之间的关系。本研究还探讨了影响校园欺凌与 EFs 关系的调节变量：本荟萃分析揭示了校园欺凌与 EF 之间的关系。欺凌者和受害者的 EF 水平似乎都较低。研究结果还强调，较低的抑制控制能力更有可能成为欺凌行为的关键风险因素。
{"title":"The association between school bullying and executive functions in children and adolescents: A three-level meta-analysis","authors":"Wei Jia, Chenhui Huang, Na Hu, Dan Cai","doi":"10.1002/jad.12397","DOIUrl":"10.1002/jad.12397","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Even though existing amounts of results have shown that school bullying could be related to the main components of executive functions (EFs) (inhibitory control, working memory, and cognitive flexibility), research focused on this association yields inconsistent results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To address this research gap, the current study conducted a three-level meta-analysis approach and simultaneously considered the two perspectives of the bully and victim to clarify the relationship between school bullying experienced by children and EFs. It also explored the moderating variables that affect the relationship between school bullying and EFs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Based on 18 studies reporting 73 effect sizes (<i>N</i> = 21,725), the results revealed that the overall effect size for the association between both the bullies and victims of school bullying incidents with EFs (<i>r</i><sub>bullies</sub> = −0.154, <i>p</i> < .05; <i>r</i><sub>victims</sub> = −0.187, <i>p</i> < .001). Moderator analyses revealed that the negative correlation between bullies of school bullying and EFs was moderated by EF components, but it was not affected by gender, age, and the EF measurement method. Moreover, the negative correlation between victims of school bullying and EFs was not affected by the form of bullying, source of report, facet of EFs, EF measurement, gender, age, and culture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The present meta-analysis revealed a relationship between school bullying and EFs. Both bullies and victims appear to have lower EF levels. The results also emphasized that lower inhibitory control was more likely to be a crucial risk factor for bullying behavior.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1713-1726"},"PeriodicalIF":3.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056974","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}
Kimberly Thomson, Carly Magee, Monique Gagné Petteni, Eva Oberle, Katholiki Georgiades, Kimberly Schonert-Reichl, Magdalena Janus, Martin Guhn, Anne Gadermann
Introduction
Early adolescents who are new to Canada experience dual challenges of navigating developmental changes and multiple cultures. This study examined how changes in early adolescents’ emotional health from ages 9 to 12 differed by immigration background, and to what extent peer belonging and supportive school climate protected or promoted their emotional health.
Methods
This study drew upon linked self-report and administrative data. Across 10 school districts in British Columbia, Canada, N = 4479 non-immigrant, immigrant, and refugee adolescents reported on their peer belonging, school climate, and emotional health (life satisfaction, optimism, self-esteem, sadness, worries) in Grades 4 and 7, using the Middle Years Development Instrument. Immigration background including immigration class (economic, family, refugee) and generation status (first, second) were obtained from linked Immigration, Refugees, and Citizenship Canada data. Multi-level modeling assessed the effect of time (grade level), immigration group, and changes in peer belonging and school climate on changes in self-reported emotional health. Analyses were adjusted for gender, English first language, and low family income.
Results
Immigrant and refugee adolescents reported worse emotional health in Grade 4 compared to non-immigrants. Non-immigrant and immigrant adolescents reported declines in emotional health from Grades 4 to 7. In contrast, first-generation refugee adolescents reported significant improvements in life satisfaction, and first- and second-generation refugees reported improvements in worries over this period. Perceived improvements in peer belonging and school climate were associated with positive changes in emotional health for all adolescents.
Conclusions
Changes in adolescents’ emotional health from Grades 4 to 7 differed between immigrants, refugees, and non-immigrants. Immigrants and refugees who enter adolescence with lower emotional health than their non-immigrant peers may particularly benefit from culturally responsive school and community-based interventions.
导言：初到加拿大的青少年经历着成长变化和多元文化的双重挑战。本研究探讨了不同移民背景的青少年在 9 至 12 岁期间的情绪健康变化，以及同伴归属感和支持性学校氛围在多大程度上保护或促进了他们的情绪健康：本研究利用了相关的自我报告和行政数据。在加拿大不列颠哥伦比亚省的10个学区，共有4479名非移民、移民和难民青少年使用 "中年发展工具"（Middle Years Development Instrument）报告了他们在4年级和7年级时的同伴归属感、学校氛围和情绪健康（生活满意度、乐观、自尊、悲伤、烦恼）情况。移民背景包括移民等级（经济移民、家庭移民、难民移民）和世代状况（第一代、第二代），这些数据来自加拿大移民、难民和公民事务部的相关数据。多层次模型评估了时间（年级）、移民群体、同伴归属感和学校氛围的变化对自我报告的情绪健康变化的影响。分析对性别、英语母语和低收入进行了调整：结果：与非移民相比，移民和难民青少年在四年级时报告的情绪健康状况更差。与此相反，第一代难民青少年的生活满意度显著提高，第一代和第二代难民的忧虑情绪有所改善。所有青少年都认为，同伴归属感和学校氛围的改善与情绪健康的积极变化有关：从四年级到七年级，移民、难民和非移民青少年的情绪健康变化各不相同。与非移民同龄人相比，进入青春期的移民和难民的情绪健康水平较低，他们可能会特别受益于学校和社区基于文化的干预措施。
{"title":"Changes in peer belonging, school climate, and the emotional health of immigrant, refugee, and non-immigrant early adolescents","authors":"Kimberly Thomson, Carly Magee, Monique Gagné Petteni, Eva Oberle, Katholiki Georgiades, Kimberly Schonert-Reichl, Magdalena Janus, Martin Guhn, Anne Gadermann","doi":"10.1002/jad.12390","DOIUrl":"10.1002/jad.12390","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Early adolescents who are new to Canada experience dual challenges of navigating developmental changes and multiple cultures. This study examined how changes in early adolescents’ emotional health from ages 9 to 12 differed by immigration background, and to what extent peer belonging and supportive school climate protected or promoted their emotional health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study drew upon linked self-report and administrative data. Across 10 school districts in British Columbia, Canada, <i>N</i> = 4479 non-immigrant, immigrant, and refugee adolescents reported on their peer belonging, school climate, and emotional health (life satisfaction, optimism, self-esteem, sadness, worries) in Grades 4 and 7, using the Middle Years Development Instrument. Immigration background including immigration class (economic, family, refugee) and generation status (first, second) were obtained from linked Immigration, Refugees, and Citizenship Canada data. Multi-level modeling assessed the effect of time (grade level), immigration group, and changes in peer belonging and school climate on changes in self-reported emotional health. Analyses were adjusted for gender, English first language, and low family income.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Immigrant and refugee adolescents reported worse emotional health in Grade 4 compared to non-immigrants. Non-immigrant and immigrant adolescents reported declines in emotional health from Grades 4 to 7. In contrast, first-generation refugee adolescents reported significant improvements in life satisfaction, and first- and second-generation refugees reported improvements in worries over this period. Perceived improvements in peer belonging and school climate were associated with positive changes in emotional health for all adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Changes in adolescents’ emotional health from Grades 4 to 7 differed between immigrants, refugees, and non-immigrants. Immigrants and refugees who enter adolescence with lower emotional health than their non-immigrant peers may particularly benefit from culturally responsive school and community-based interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1901-1916"},"PeriodicalIF":3.0,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11618723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056947","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}
Executive functions (EF), encompassing inhibition, updating, and shifting, are widely acknowledged as cognitive factors that promote resilience. However, prior research examining the association between EF and resilience has been hampered by inconsistent conceptualizations of resilience and an overreliance on cross-sectional designs. We embraced a process-oriented conceptualization of resilience and employed a longitudinal approach to investigate how EF components interplay with the dynamic processes of resilience resources and resilient functioning.
Methods
A total of 144 Chinese preadolescents (aged 10–12, 53.5% male) completed computer-based EF assessments at baseline and self-reported their resilience at three intervals during 2019–2020. The resilience evaluations encompassed resilience resources at individual, familial, and social levels, as measured by the Resilience Scale for Chinese Adolescents, and resilient functioning, operationalized as the residuals of socioemotional difficulties after accounting for stressful life events.
Results
The findings emphasized the dynamic nature of resilience, unveiling a developmental cascade from resilience resources to resilient functioning and back to resilience resources. Furthermore, distinct effects of EF components on resilience development were found. Specifically, inhibition was associated with both concurrent and long-term resilience resources and functioning, while updating predicted long-term resilience resources, and shifting predicted long-term resilient functioning.
Conclusion
These results underscored the pivotal role of EF as a cognitive foundation in comprehending the dynamic resilience processes during preadolescence.
{"title":"Preadolescents' executive functions and resilience development: A cascade model of resilience resources and resilient functioning","authors":"Yanlin Zhou, Nancy Xiaonan Yu, Zhanhong Liang, Shanshan Feng, Qiong Zhang","doi":"10.1002/jad.12392","DOIUrl":"10.1002/jad.12392","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Executive functions (EF), encompassing inhibition, updating, and shifting, are widely acknowledged as cognitive factors that promote resilience. However, prior research examining the association between EF and resilience has been hampered by inconsistent conceptualizations of resilience and an overreliance on cross-sectional designs. We embraced a process-oriented conceptualization of resilience and employed a longitudinal approach to investigate how EF components interplay with the dynamic processes of resilience resources and resilient functioning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 144 Chinese preadolescents (aged 10–12, 53.5% male) completed computer-based EF assessments at baseline and self-reported their resilience at three intervals during 2019–2020. The resilience evaluations encompassed resilience resources at individual, familial, and social levels, as measured by the Resilience Scale for Chinese Adolescents, and resilient functioning, operationalized as the residuals of socioemotional difficulties after accounting for stressful life events.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings emphasized the dynamic nature of resilience, unveiling a developmental cascade from resilience resources to resilient functioning and back to resilience resources. Furthermore, distinct effects of EF components on resilience development were found. Specifically, inhibition was associated with both concurrent and long-term resilience resources and functioning, while updating predicted long-term resilience resources, and shifting predicted long-term resilient functioning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These results underscored the pivotal role of EF as a cognitive foundation in comprehending the dynamic resilience processes during preadolescence.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1929-1941"},"PeriodicalIF":3.0,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056948","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}
The assessment of online health-related information presents a significant challenge for today's youth. Using the Processing of Commercial Media Content (PCMC) model, we investigated the impact of advertising on the perceived credibility of informational content concerning fitness (in boys) and dietary supplements (in girls).
Methods
In a survey-based preregistered experiment, 681 Czech adolescents (aged 13–18, 52% girls) were randomly assigned to three groups and exposed to websites with a banner ad, a native ad, or simple informational text without an ad.
Results
The presence of ads on websites diminishes the perceived credibility of informational content. While we did not observe the difference between banner and native advertising, we found one gender-specific difference. Specifically, boys perceive informational content linked with native ads as more credible compared to girls. Additionally, no difference was found between younger and older adolescents. Adolescents demonstrated success in identifying both types of advertisements, irrespective of their age.
Conclusions
The findings are discussed in light of individual differences and various approaches to processing online content. It appears that adolescents are accustomed to native advertising, which seamlessly integrates with traditional banner ads. Moreover, it is plausible that boys assess advertising texts more heuristically and less systematically than girls. Contrary to PCMC expectations, even younger adolescents seem to possess sufficient skills to identify the advertisements.
{"title":"Adolescents' perceptions of the credibility of informational content on fitness and dietary supplements: The impact of banner and native advertising","authors":"David Lacko, Hana Machackova, Lukáš Slavík","doi":"10.1002/jad.12394","DOIUrl":"10.1002/jad.12394","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The assessment of online health-related information presents a significant challenge for today's youth. Using the Processing of Commercial Media Content (PCMC) model, we investigated the impact of advertising on the perceived credibility of informational content concerning fitness (in boys) and dietary supplements (in girls).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a survey-based preregistered experiment, 681 Czech adolescents (aged 13–18, 52% girls) were randomly assigned to three groups and exposed to websites with a banner ad, a native ad, or simple informational text without an ad.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The presence of ads on websites diminishes the perceived credibility of informational content. While we did not observe the difference between banner and native advertising, we found one gender-specific difference. Specifically, boys perceive informational content linked with native ads as more credible compared to girls. Additionally, no difference was found between younger and older adolescents. Adolescents demonstrated success in identifying both types of advertisements, irrespective of their age.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings are discussed in light of individual differences and various approaches to processing online content. It appears that adolescents are accustomed to native advertising, which seamlessly integrates with traditional banner ads. Moreover, it is plausible that boys assess advertising texts more heuristically and less systematically than girls. Contrary to PCMC expectations, even younger adolescents seem to possess sufficient skills to identify the advertisements.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1956-1968"},"PeriodicalIF":3.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11618704/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009724","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}
Based on the Combined Cognitive Biases Hypothesis, the current study via two parallel studies aims to explore the potential mediating role of attention biases and attention control regarding the link between trait mindfulness and psychological stress in adolescents.
Methods
For Study 1, we collected self-reported data from 2123 Chinese adolescents (mean age = 15.6 years, SD = 2.37; 52.8% female) in four schools. The participants completed measures of trait mindfulness, perceived stress, and attention bias. Mediation analysis was employed to investigate the potential mediating effect of attention bias. In Study 2, 123 participants (mean age = 17.7 years, SD = 2.68; 41.46% female) completed the attention network task after inducing attention bias. Then, trait mindfulness and perceived stress were measured. Mediation analysis was employed to investigate the potential mediating effect of attention control (alerting, orienting, and conflict monitoring) under attention bias.
Results
Study 1 demonstrated a significant mediating effect of negative attention bias ([−0.13, −0.07], p < .05) but not positive attention bias in the relationship between trait mindfulness and psychological stress. Study 2 revealed that conflict monitoring in negative attention bias ([−0.41, −0.16], p < .05), rather than alerting and orienting in negative attention bias, showed a significant mediating effect on the association between trait mindfulness and psychological stress.
Conclusions
Findings from the two studies suggest that conflict monitoring during negative attention bias may be the underlying mechanism through which trait mindfulness helps mitigate psychological stress in adolescents.
{"title":"Adolescents' trait mindfulness and psychological stress: The mediating role of attention","authors":"Yaoyao Zhang, Xin Liu, Huimin Wu, Qing Li, Cheng Guo","doi":"10.1002/jad.12396","DOIUrl":"10.1002/jad.12396","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Based on the Combined Cognitive Biases Hypothesis, the current study via two parallel studies aims to explore the potential mediating role of attention biases and attention control regarding the link between trait mindfulness and psychological stress in adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>For Study 1, we collected self-reported data from 2123 Chinese adolescents (mean age = 15.6 years, SD = 2.37; 52.8% female) in four schools. The participants completed measures of trait mindfulness, perceived stress, and attention bias. Mediation analysis was employed to investigate the potential mediating effect of attention bias. In Study 2, 123 participants (mean age = 17.7 years, SD = 2.68; 41.46% female) completed the attention network task after inducing attention bias. Then, trait mindfulness and perceived stress were measured. Mediation analysis was employed to investigate the potential mediating effect of attention control (alerting, orienting, and conflict monitoring) under attention bias.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Study 1 demonstrated a significant mediating effect of negative attention bias ([−0.13, −0.07], <i>p</i> < .05) but not positive attention bias in the relationship between trait mindfulness and psychological stress. Study 2 revealed that conflict monitoring in negative attention bias ([−0.41, −0.16], <i>p</i> < .05), rather than alerting and orienting in negative attention bias, showed a significant mediating effect on the association between trait mindfulness and psychological stress.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings from the two studies suggest that conflict monitoring during negative attention bias may be the underlying mechanism through which trait mindfulness helps mitigate psychological stress in adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1984-1996"},"PeriodicalIF":3.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009725","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}
Matthijs Fakkel, Margot Peeters, Susan Branje, Gonneke W. J. M. Stevens
Introduction
Exposure to family risk factors increases adolescents' chances of attaining a lower educational level. However, some adolescents attain a high educational level despite being exposed to family risk factors such as a lower parental socioeconomic status (SES) or receiving less family support.
Method
Using data from the Dutch TRAILS cohort study (NT1 = 2175; Mage = 11.1, SD = 0.55, 50.8% female), we investigated if higher levels of effortful control and peer support can buffer against the negative effects of a lower parental SES and less family support on educational level. Two multinomial logistic regressions were performed (from early to mid-adolescence and from mid-adolescence to young adulthood) with post hoc tests to contrast four ordinal educational levels: practical vocational, theoretical vocational, higher general, and (pre-)university.
Results
Adolescents with a higher parental SES were consistently more likely to end up at a higher educational level, but family support was hardly associated with educational level. Neither effortful control nor peer support buffered the associations of parental SES and family support with educational level. Effortful control did have a positive direct (compensatory) effect on the educational level.
Conclusion
We conclude that other individual competencies or more structural changes may be more helpful buffers for reducing socioeconomic inequalities in educational attainment.
{"title":"Parental SES and family support as predictors of educational level: Testing the buffering effect of effortful control and peer support","authors":"Matthijs Fakkel, Margot Peeters, Susan Branje, Gonneke W. J. M. Stevens","doi":"10.1002/jad.12389","DOIUrl":"10.1002/jad.12389","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Exposure to family risk factors increases adolescents' chances of attaining a lower educational level. However, some adolescents attain a high educational level despite being exposed to family risk factors such as a lower parental socioeconomic status (SES) or receiving less family support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Using data from the Dutch TRAILS cohort study (<i>N</i><sub>T1</sub> = 2175; <i>M</i><sub>age</sub> = 11.1, SD = 0.55, 50.8% female), we investigated if higher levels of effortful control and peer support can buffer against the negative effects of a lower parental SES and less family support on educational level. Two multinomial logistic regressions were performed (from early to mid-adolescence and from mid-adolescence to young adulthood) with post hoc tests to contrast four ordinal educational levels: practical vocational, theoretical vocational, higher general, and (pre-)university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Adolescents with a higher parental SES were consistently more likely to end up at a higher educational level, but family support was hardly associated with educational level. Neither effortful control nor peer support buffered the associations of parental SES and family support with educational level. Effortful control did have a positive direct (compensatory) effect on the educational level.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We conclude that other individual competencies or more structural changes may be more helpful buffers for reducing socioeconomic inequalities in educational attainment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1884-1900"},"PeriodicalIF":3.0,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11618718/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141996655","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}
The current study examined a growth mindset intervention designed to promote egalitarian gender role attitudes among adolescents during a pivotal stage of their development, as these attitudes may have important implications for their identity development, well-being, and future life decisions.
Methods
A sample of 181 eighth-grade students (61% female, Mage = 13.14, SD = 0.42) from six Israeli schools participated in the study. The sample consisted of 49% Jewish and 51% Arab adolescents, including both Muslims and Christians. Adolescents engaged in a two-session intervention that included videos and reflective writing tasks. Pre-and postintervention, they completed self-administered questionnaires assessing their gender-role mindsets, attitudes toward women, and sexism. The data collection and intervention process took place from late 2021 to early 2023.
Results
After the intervention, there was an increase in growth mindsets and egalitarian attitudes towards women among adolescents, and a reduction in benevolent sexism and fixed gender-role mindsets. Hostile sexism, however, remained unchanged. No significant sex or ethnic differences were found in the effectiveness of the intervention. Gender-role mindsets mediated the association between the intervention and egalitarian attitudes, but not the association between the intervention and benevolent sexism.
Conclusions
The findings demonstrate the potential of brief and targeted growth mindset interventions in promoting favorable changes adolescents' attitudes towards gender roles. According to this study, despite prolonged gender-role socialization, adolescents from diverse ethnic backgrounds can move towards more egalitarian attitudes and flexibility in gender roles through a rather targeted process. This finding is promising especially in adolescence, when stereotypes are often intensified.
{"title":"A small shift, a major leap: Changing gender-role attitudes among adolescents across two ethnic groups","authors":"Suha Daw, Miri Scharf","doi":"10.1002/jad.12393","DOIUrl":"10.1002/jad.12393","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The current study examined a growth mindset intervention designed to promote egalitarian gender role attitudes among adolescents during a pivotal stage of their development, as these attitudes may have important implications for their identity development, well-being, and future life decisions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sample of 181 eighth-grade students (61% female, <i>M</i><sub>age</sub> = 13.14, SD = 0.42) from six Israeli schools participated in the study. The sample consisted of 49% Jewish and 51% Arab adolescents, including both Muslims and Christians. Adolescents engaged in a two-session intervention that included videos and reflective writing tasks. Pre-and postintervention, they completed self-administered questionnaires assessing their gender-role mindsets, attitudes toward women, and sexism. The data collection and intervention process took place from late 2021 to early 2023.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>After the intervention, there was an increase in growth mindsets and egalitarian attitudes towards women among adolescents, and a reduction in benevolent sexism and fixed gender-role mindsets. Hostile sexism, however, remained unchanged. No significant sex or ethnic differences were found in the effectiveness of the intervention. Gender-role mindsets mediated the association between the intervention and egalitarian attitudes, but not the association between the intervention and benevolent sexism.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings demonstrate the potential of brief and targeted growth mindset interventions in promoting favorable changes adolescents' attitudes towards gender roles. According to this study, despite prolonged gender-role socialization, adolescents from diverse ethnic backgrounds can move towards more egalitarian attitudes and flexibility in gender roles through a rather targeted process. This finding is promising especially in adolescence, when stereotypes are often intensified.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"96 8","pages":"1942-1955"},"PeriodicalIF":3.0,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11618721/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141996654","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}
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