Journal of Adolescence最新文献_第9页

Profiling Vulnerability in Youth and Predicting Educational Attainment in Young Adulthood 青年脆弱性分析与成年后受教育程度预测。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-18 DOI: 10.1002/jad.70042

Heidi M. Renner, Bosco Rowland, Delyse Hutchinson, John W. Toumbourou

Introduction

Educational attainment is associated with higher rates of employment, income, and standard of living; yet leaving secondary school before completion of the final year remains common, particularly for youth experiencing disadvantage. This study aimed to identify key indicators of vulnerability, derived from a proposed framework of child disadvantage, that predicted early school leaving in a state-representative sample of Australian youth.

Methods

Data comprised 2884 participants (51.7% female; 48.3% male) across three age cohorts from the Australian arm of the longitudinal cohort study, the International Youth Development Study (IYDS). The relationship between level of vulnerability in adolescence (11–15 years old in Wave 1; 2002) and subsequent early school leaving (19–23 years old in Wave 7; 2010) was examined, controlling for individual, family, school, and community covariates.

Results

Latent class analyses identified four vulnerability groups (‘low,’ ‘normative,’ ‘welfare,’ and ‘high’), differentiated by sociodemographic factors (low), receipt of welfare support (welfare), and family and community risk factors (high). Multivariate regression analyses indicated greater vulnerability in adolescence (11–15 years old) predicted an increased odds of subsequent early school leaving, with the highest vulnerability group 40% more likely to leave school before completing Year 12, relative to the lowest vulnerability group (OR = 1.40; 95% CI [1.27, 1.53], p < 0.001).

Conclusions

Sociodemographic, geographical, and risk indicators, selected using a multidimensional framework of child disadvantage, predicted increased vulnerability for early school leaving. Prevention and intervention initiatives should select comprehensive multidimensional indicators to prioritise vulnerable youth with the aim of improving educational equity.

教育程度与较高的就业率、收入和生活水平有关；然而，在完成最后一年之前离开中学仍然很普遍，特别是对于处于不利地位的青年。本研究旨在确定脆弱性的关键指标，该指标来自一个提议的儿童劣势框架，该框架预测了澳大利亚青年的州代表性样本的早期辍学。方法：数据包括2884名参与者（51.7%女性，48.3%男性），来自纵向队列研究国际青年发展研究（IYDS）澳大利亚分部的三个年龄队列。在控制了个人、家庭、学校和社区协变量的情况下，研究了青少年脆弱程度（第1波11-15岁，2002年）和随后的早期离校（第7波19-23岁，2010年）之间的关系。结果：潜在类别分析确定了四个脆弱性群体（“低”、“规范”、“福利”和“高”），并根据社会人口因素（低）、福利支持（福利）以及家庭和社区风险因素（高）进行区分。多变量回归分析表明，青少年时期（11-15岁）的脆弱性越大，预示着随后提前离校的几率会增加，与最低脆弱性群体相比，最高脆弱性群体在完成12年级之前离校的可能性高出40% (OR = 1.40；95% CI [1.27, 1.53]， p结论：使用儿童劣势多维框架选择的社会人口统计学、地理和风险指标预测了过早离校的脆弱性增加。预防和干预举措应选择全面的多维指标，优先考虑弱势青年，以改善教育公平。

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引用次数: 0

Bidirectional Associations Between Civic Engagement, Depressive Symptoms, and Suicidality in Youth: A Population-Based Study 公民参与、抑郁症状和青少年自杀之间的双向关联：一项基于人群的研究

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-16 DOI: 10.1002/jad.70029

Anthony Sciola, Erinn Acland, Frederick L. Philippe, Tianna Loose, Massimiliano Orri, Francis Vergunst, Isabelle Ouellet-Morin, Natalie Castellanos-Ryan, Alain Girard, Victoria Talwar, Sylvana Côté, Marie-Claude Geoffroy

Introduction

Civic engagement is common in youth, yet its longitudinal association with mental health remains understudied. This study aims to document bidirectional associations between civic engagement, depressive symptoms, and suicidality at 20 and 23.

Methods

We included 1451 participants born in 1997/98 from the Québec Longitudinal Study of Child Development in Canada. At 20 and 23, youth self-reported their engagement in five types of civic activities, namely political engagement, volunteering, activism, charitable actions, community involvement, depressive symptoms, and suicidality. Cross-lagged path models adjusted for sex and parental socioeconomic status were used to test associations between civic engagement and mental health outcomes.

Results

Concurrently, individuals who engaged in political engagement and activism were more likely to experience increases in depressive symptoms and suicidality at 20, while those who engaged in volunteering tended to report fewer depressive symptoms. At 23, political engagement remained positively associated with depressive symptoms. Longitudinal analyses revealed that individuals who engaged in activism at 20 were more likely to experience increases in depressive symptoms over time (β = 0.17) and those who participated in charitable actions (β = −0.14) and volunteering (β = −0.11) at 20 tended to report fewer depressive symptoms at 23, though these associations were not independent. Mental health at 20 was not associated to later civic engagement.

Conclusions

Types of civic engagement were differentially associated with later depressive symptoms, but not suicidality. Further research is needed to clarify the mechanisms underlying these associations, including the potential role of engagement frequencies, motivations, and contextual factors.

公民参与在青年中很常见，但其与心理健康的纵向关联仍未得到充分研究。本研究旨在记录20岁和23岁时公民参与、抑郁症状和自杀之间的双向关联。方法：我们纳入了1451名1997/98年出生的加拿大儿童发展纵向研究的参与者。在20岁和23岁时，青年自我报告了他们参与五种类型的公民活动，即政治参与、志愿服务、行动主义、慈善行动、社区参与、抑郁症状和自杀。经性别和父母社会经济地位调整的交叉滞后路径模型被用来测试公民参与和心理健康结果之间的联系。结果：与此同时，从事政治活动和激进主义的人在20岁时更有可能经历抑郁症状和自杀的增加，而从事志愿活动的人倾向于报告较少的抑郁症状。23岁时，政治参与仍与抑郁症状呈正相关。纵向分析显示，在20岁时从事激进主义活动的人随着时间的推移更有可能经历抑郁症状的增加（β = 0.17），而那些在20岁时参加慈善活动（β = -0.14）和志愿活动（β = -0.11）的人在23岁时倾向于报告较少的抑郁症状，尽管这些关联不是独立的。20岁时的心理健康状况与后来的公民参与无关。结论：公民参与类型与后来的抑郁症状有差异相关，但与自杀无关。需要进一步的研究来阐明这些关联背后的机制，包括参与频率、动机和情境因素的潜在作用。

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引用次数: 0

Preliminary Independent Evaluation of Free2B: A Targeted Intervention to Promote the Mental Wellbeing of LGBTQIA+ Youth Free2B的初步独立评估：一种促进LGBTQIA+青少年心理健康的针对性干预。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-13 DOI: 10.1002/jad.70035

Qiqi Cheng, Neil Humphrey

Introduction

Young people who identify as LGBTQIA+ are significantly more likely to experience mental health problems than their cisgender, heterosexual peers. However, there is a dearth of evidence regarding interventions to support their wellbeing. This Short Research Article provides preliminary independent evidence of the efficacy of Free2B, a novel 1:1 mentoring service.

Methods

A quasi-experimental evaluation using propensity score matching and difference-in-differences analysis was used in a pre-test/post-test control group design to assess the impact of Free2B on the mental wellbeing (assessed via the Short Warwick-Edinburgh Mental Wellbeing Scale, SWEMWBS). The intervention group consisted of N = 55 young people (aged 10–18, M = 14.5, SD = 2.0, 29.1% girl, 32.7% boy, 18.2% nonbinary, 3.6% describe in another way and 16.4% not sure), with matched control samples derived from a subset of the #BeeWell cohort study (N = 14, 715, aged 12–15, M = 13.2, SD = 0.7, 43.6% girl, 45.9% boy, 2.2% nonbinary, 3% describe in another way and 5.4% not sure). Data were collected in England between 2016 and 2023.

Results

Participation in Free2B led to a statistically significant improvement in mental wellbeing ( $� � � � � β � � �$ = 3.81, 95% CI = [2.01, 5.61], d = 0.80). This effect was found to be robust across a series of sensitivity analyses (e.g., different matching methods, permutation tests).

Conclusions

Free2B yields considerable promise as a means through which to improve the mental wellbeing of LGBTQIA+ young people. Accordingly, an explanatory trial is warranted.

引言：LGBTQIA+的年轻人比他们的异性恋同龄人更容易经历心理健康问题。然而，缺乏有关支持他们福祉的干预措施的证据。这篇简短的研究文章为Free2B的有效性提供了初步的独立证据，Free2B是一种新型的1:1指导服务。方法：采用倾向评分匹配和差异中差分析的准实验评价方法，采用测试前/测试后对照组设计，评估Free2B对心理健康的影响（采用Short Warwick-Edinburgh心理健康量表，SWEMWBS）。干预组包括55名年轻人（10-18岁，M = 14.5, SD = 2.0, 29.1%女孩，32.7%男孩，18.2%非二元，3.6%以另一种方式描述，16.4%不确定），以及来自BeeWell队列研究子集的匹配对照样本（N = 14,715, 12-15岁，M = 13.2, SD = 0.7, 43.6%女孩，45.9%男孩，2.2%非二元，3%以另一种方式描述，5.4%不确定）。数据收集于2016年至2023年间的英格兰。结果：参与Free2B可显著改善心理健康（β $ β $ = 3.81, 95% CI = [2.01, 5.61], d = 0.80）。在一系列敏感性分析（例如，不同的匹配方法、排列测试）中发现，这种影响是稳健的。结论：Free2B作为一种改善LGBTQIA+年轻人心理健康的手段，具有相当大的前景。因此，有必要进行解释性试验。

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引用次数: 0

Successful School-to-Training Transitions—Can Individual Goal-Striving Resources Compensate for Structural Obstacles in the Local Context? 成功的从学校到培训的转变——个人目标奋斗的资源能否弥补地方背景下的结构性障碍？

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-12 DOI: 10.1002/jad.70037

Nele Theuer, Katarina Weßling

Introduction

While it is well-established that structural obstacles such as low local employment opportunities negatively affect adolescents’ school-to-work transitions, the impact of individual agency in relation to these obstacles is understudied. Hence, we focus on the key research question of how adolescents’ goal-striving resources—tenacious goal pursuit (TGP) and flexible goal adjustment (FGA)—affect successful transitions from secondary school to vocational education and training (VET) against the backdrop of structural obstacles in the local context.

Methods

We measured transition success in terms of a) the start of a VET position, b) concordance between attained and aspired VET position, c) deviance from the aspired position and d) satisfaction with the attained VET position. We examined our research questions in a longitudinal design, using data from the German National Educational Panel Study (NEPS). Our sample consisted of adolescents who graduated in 2012/2016 with the aspiration to start VET (N = 3382; M_Age = 16.77; n_Females = 1524). We conducted multiple regression analyses to answer our research questions.

Results

We found interaction effects of TGP × FGA on three out of four indicators of transition success. Their direction did not only depend on the outcome variable under examination but also on the structure of the local context: High levels of both TGP and FGA are helpful in favorable contexts—that means when local unemployment is low—but maladaptive when structural obstacles are high.

Conclusion

We recommend that support programs for adolescents that aim to enhance goal-striving resources should consider these complex interrelations.

引言：虽然结构性障碍（如当地就业机会低）对青少年从学校到工作的过渡产生负面影响是公认的，但个人机构对这些障碍的影响尚未得到充分研究。因此，本研究聚焦于青少年目标奋斗资源——顽强的目标追求（TGP）和灵活的目标调整（FGA）——如何在地方背景下影响中学到职业教育培训（VET）的成功过渡这一关键研究问题。方法：我们从以下几个方面衡量过渡成功：a)职业技术培训职位的开始，b)已获得的职业技术培训职位与期望的职业技术培训职位之间的一致性，c)与期望的职业技术培训职位的偏差，d)对已获得的职业技术培训职位的满意度。我们使用德国国家教育小组研究（NEPS）的数据，在纵向设计中检查了我们的研究问题。我们的样本包括2012/2016年毕业并希望开始职业教育培训的青少年(N = 3382；法师= 16.77；n女性= 1524)。我们进行了多元回归分析来回答我们的研究问题。结果：我们发现TGP和FGA对转换成功的四个指标中的三个有交互作用。它们的方向不仅取决于研究的结果变量，还取决于当地环境的结构：高水平的TGP和FGA在有利的环境下是有帮助的，这意味着当当地失业率低时，但当结构性障碍高时，就不适应了。结论：我们建议为青少年提供旨在提高目标奋斗资源的支持计划应该考虑这些复杂的相互关系。

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引用次数: 0

Determinants of Rule-Breaking in Adolescence 青少年违规行为的决定因素。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-12 DOI: 10.1002/jad.70031

Karlijn Hoyer, Jelle Sijtsema, Christoph Kogler, Wouter van den Bos, Lucas Molleman

Introduction

Learning to navigate the many rules that regulate behavior in the adult world is a key developmental goal in adolescence. Yet, adolescents are notorious rule-breakers. In this paper, we use behavioral experiments to examine how adolescent rule-breaking is impacted by situational ambiguity and social influence.

Methods

Younger (11−15 year-olds, N = 296) and older adolescents (16−19 year-olds, N = 333) recruited from high schools in the Netherlands (44% male, 54% female, 2% other) completed incentivized tasks. Each task involved a red traffic light, and participants were told that the rule was to wait until it turned green. However, by breaking the rule and crossing before the green light, they could increase their rewards. The tasks varied in two factors: situational ambiguity (a yellow light appearing before green) and peer behavior (observing peers either following or breaking the rule).

Results

Adolescents' rule-breaking is highly sensitive to ambiguity and peer influence. Rule-breaking strongly increases when there is wiggle room to interpret a situation in self-serving ways, and when observing rule-breaking by peers. The magnitude of these effects does not differ between younger and older adolescents, but overall, older adolescents tend to break the rule more often than younger adolescents. Moreover, older adolescents' injunctive norms change more in response to others' behavior. Exploratory analyses indicate that boys break the rule more often and that girls are substantially more sensitive to peer influence than boys.

Conclusions

Our experimental results indicate that interventions aimed at curbing adolescents' rule-breaking may benefit from reducing situational ambiguity and promoting exposure to positive peer behavior.

导读：学会驾驭成人世界中规范行为的许多规则是青春期的一个关键发展目标。然而，青少年是臭名昭著的违规者。本文采用行为实验的方法研究了情境模糊性和社会影响对青少年违纪行为的影响。方法：从荷兰高中招募年龄较小（11-15岁，N = 296）和年龄较大（16-19岁，N = 333）的青少年（男性44%，女性54%，其他2%）完成激励任务。每个任务都涉及到红灯，参与者被告知规则是要等到绿灯。然而，如果他们违反规则，在绿灯之前通过，他们就可以增加奖励。任务在两个因素上有所不同：情景模糊性（黄灯出现在绿灯之前）和同伴行为（观察同伴是否遵守规则）。结果：青少年违规行为对模糊性和同伴影响高度敏感。当存在以自私自利的方式解释情况的回旋余地时，以及当观察到同伴违反规则时，违反规则的行为就会强烈增加。这些影响的程度在年龄较小的青少年和年龄较大的青少年之间没有差异，但总的来说，年龄较大的青少年比年龄较小的青少年更容易违反规则。此外，大龄青少年的命令规范在他人行为的影响下变化更大。探索性分析表明，男孩更经常违反规则，而女孩对同伴影响的敏感度明显高于男孩。结论：我们的实验结果表明，旨在遏制青少年违反规则的干预措施可以通过减少情境模糊性和促进对积极同伴行为的接触而受益。

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引用次数: 0

Extending the Dark Side of Identity Processes With Identity Distress 以身份困扰扩展身份过程的阴暗面。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-11 DOI: 10.1002/jad.70034

Barbara M. Gfellner, Karin Bartoszuk, Jim Deal

Introduction

Latent profile analysis of the dimensions of identity scale (DIDS) provides a person-centered configuration of adaptive (commitment, identification with commitment; exploration in breadth and in depth) and maladaptive (ruminative exploration) identity processes. The DIDS focuses on the future domain in the present. In this study DIDS profile analysis was extended to include the Identity Distress Scale (IDS), an affective index of uncertainty and difficulties with identity issues in general content areas relevant to young adults and its impact on adjustment. Identity distress is conceptualized on a continuum from adaptive to dysfunctional in relation to identity development. Its inclusion with identity processes was expected to provide a more nuanced description of the person-centered identity profiles.

Methods

Participants were 914 students (mdn = 19 years; 79.6% women) at a university located in a nonmetropolitan city in the prairie provinces of Canada. During 2017 and 2018 students completed an online survey that included the DIDS, IDS, and various standardized measures of identity, mental health, and adjustment at university.

Results

The findings revealed four latent profiles: Carefree Diffusion (6.9%), Troubled Diffusion (24.8%), Achievement (28.2%), and Undifferentiated (40.1%) but neither Foreclosure nor Moratorium were found. These results are consistent with variations in the profiles across other countries and contexts. Expected associations were supported between the profiles and most outcome measures. The low incidence of adaptive identity processes notably exploration was considered in terms of culture and context.

Conclusions

This study adds to the complexity of individual pathways and contextual differences in identity development.

简介：身份量表（DIDS）维度的潜在轮廓分析提供了一种以人为中心的适应性配置(承诺，对承诺的认同；在广度和深度上的探索)和不适应（反刍探索）认同过程。DIDS着眼于当前的未来领域。在本研究中，DIDS档案分析扩展到包括身份困扰量表（IDS），这是一个与年轻人相关的一般内容领域中身份问题的不确定性和困难的情感指数及其对调整的影响。身份困扰的概念是在与身份发展有关的一个连续体上从适应到功能失调。将其纳入身份过程有望对以人为中心的身份档案提供更细致入微的描述。方法：914名学生(mdn = 19岁；79.6%女性)在加拿大草原省份的一个非大都市的一所大学就读。在2017年和2018年期间，学生们完成了一项在线调查，其中包括DIDS、IDS以及大学身份、心理健康和适应的各种标准化措施。结果：发现了四个潜在特征：无忧无虑扩散（6.9%）、麻烦扩散（24.8%）、成就（28.2%）和未分化（40.1%），但没有发现止赎和暂停。这些结果与其他国家和背景的概况差异是一致的。在概要和大多数结果测量之间的预期关联得到支持。从文化和环境的角度考虑了适应性身份过程的低发生率，特别是探索。结论：本研究增加了身份发展的个体途径和环境差异的复杂性。

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引用次数: 0

What Role Does Emotional Granularity Play in Adolescent Depression and Anxiety? A Scoping Review 情绪粒度在青少年抑郁和焦虑中的作用？范围审查。

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-10 DOI: 10.1002/jad.70028

Darren L. Dunning, Gemma Wright, Marc P. Bennett, Rachel Knight, Erik C. Nook, Tim Dalgleish

Introduction

Mental health problems are most prevalent during adolescence. Emotional granularity, the ability to identify distinctions between different emotion states in our mental experience, is said to contribute to the onset and maintenance of depression and anxiety in adults, through the evidence for its role in adolescent depression and anxiety is less well established. Theoretically, better emotional granularity facilitates adaptive selection and targeted deployment of emotion regulation strategies to manage negative emotions, thereby bolstering mental health.

Methods

In this mixed methods scoping review, 40 studies of emotional granularity in adolescents (aged < 25) were examined to establish: (i) how it is measured; (ii) its relationship with measures of anxiety/depression; and (iii) if it is related to and/or moderates the relationship between emotion regulation and anxiety/depression. Adolescent contributors with a lived experience of depression/anxiety were interviewed to gain their insights on emotional granularity.

Results

The review revealed: (i) the most common method of measuring emotional granularity was with ecological momentary assessment; (ii) good evidence that lower emotional granularity tracked greater levels of depressive symptomology, with less evidence for a relationship with levels of anxiety; and (iii) inconclusive evidence of granularity moderating the relationship between emotion regulation and depression/anxiety. Adolescent contributor views are presented, and knowledge gaps in our understanding and suggestions for further research are discussed.

Conclusions

Emotional granularity well may be related to depression in adolescents, but crucially, there were few studies focussing on younger adolescents and no studies with adolescents diagnosed with anxiety or depression, so conclusions drawn are tenuous.

心理健康问题在青春期最为普遍。情绪粒度，即在我们的心理体验中识别不同情绪状态之间的区别的能力，据说有助于成人抑郁和焦虑的发生和维持，尽管它在青少年抑郁和焦虑中的作用的证据还不太确定。从理论上讲，更好的情绪粒度有助于适应性选择和有针对性地部署情绪调节策略来管理负面情绪，从而促进心理健康。方法：对40项关于青少年情绪粒度的研究进行综合评价。结果表明：(1)情绪粒度的测量方法以生态瞬间评价为主；（ii）有充分证据表明，情绪粒度越低，抑郁症状水平越高，而与焦虑水平相关的证据较少；(3)粒度调节情绪调节与抑郁/焦虑关系的不确定性证据。提出了青少年贡献者的观点，并讨论了我们理解中的知识差距和对进一步研究的建议。结论：情绪粒度可能与青少年抑郁有关，但关键是，很少有研究关注较年轻的青少年，没有研究关注被诊断为焦虑或抑郁的青少年，因此得出的结论是站不住脚的。

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引用次数: 0

Loss of Material, Personal, and Social Resources and Their Impact on Mental Health Among Young People Not in Employment, Education, or Training 未就业、未受教育或未接受培训的年轻人物质、个人和社会资源的损失及其对心理健康的影响

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence

Pub Date : 2025-08-10 DOI: 10.1002/jad.70024

Xintai Chen, Randolph C. H. Chan

Introduction

Young people face heightened employment pressure, particularly those in the school-to-work transition phase. Although earlier studies have indicated that young people who are not in employment, education, or training (NEET) experience considerable psychological distress, limited attention has been paid to understanding why they are at risk of poor mental health. Grounded in the conservation of resources theory, this study examined the mental health differences between NEETs and those who are in employment, education, or training (non-NEET). We also investigated how loss of resources could explain the differences.

Methods

Based on the Chinese Family Panel Studies dataset in 2020, the study's sample included 5336 individuals aged from 16 to 35 in China (46% females; M_age = 28.13, SD_age = 4.99). Approximately 14.25% of the participants were considered NEETs.

Results

The results revealed that NEETs showed significantly higher levels of depression symptoms and lower levels of subjective well-being than non-NEETs. Path analysis revealed that, compared to non-NEETs, NEETs reported significantly lower levels of key resources, including perceived economic status, sense of optimism, and perceived social acceptance. These diminished resources mediated the relationship between NEET status and adverse mental health outcomes, specifically elevated depression symptoms and reduced subjective well-being.

Conclusions

This study highlights that NEETs experience poorer mental health than non-NEETs, not only due to material deprivation, but as a result of personal and social resource loss. Therefore, beyond providing financial assistance, it is essential to develop evidence-based social services that focus on restoring NEETs’ sense of optimism and rebuilding social acceptance.

引言：年轻人面临着越来越大的就业压力，尤其是那些处于学校到工作过渡阶段的年轻人。虽然早期的研究表明，没有就业、教育或培训的年轻人（啃老族）经历了相当大的心理困扰，但人们对了解他们为什么有心理健康状况不佳的风险的关注有限。本研究以资源保护理论为基础，考察了啃老族与在职、受教育或接受培训的人（非啃老族）之间的心理健康差异。我们还研究了资源损失如何解释这种差异。方法：基于2020年中国家庭面板研究数据集，研究样本包括5336名年龄在16至35岁之间的中国个体(46%为女性；法师= 28.13，法师= 4.99)。大约14.25%的参与者被认为是啃老族。结果：啃老族的抑郁症状明显高于非啃老族，主观幸福感明显低于啃老族。通径分析显示，与非啃老族相比，啃老族报告的关键资源水平明显较低，包括感知到的经济地位、乐观感和感知到的社会接受度。这些资源的减少介导了啃老族状态和不良心理健康结果之间的关系，特别是抑郁症状的升高和主观幸福感的降低。结论：本研究强调啃老族的心理健康状况比非啃老族差，这不仅是因为物质匮乏，还因为个人和社会资源的损失。因此，除了提供财政援助外，必须发展以证据为基础的社会服务，重点是恢复啃老族的乐观意识和重建社会接受度。

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引用次数: 0

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。

{"title":"How Teacher Autonomy Support and Emotional Violence Shape Adolescent Achievement Emotions: The Mediating Effect of Teacher-Student Relatedness","authors":"Ying Li, Jingshuai Gao, Limin Guo, Yating Lu, Yuan Li","doi":"10.1002/jad.70033","DOIUrl":"10.1002/jad.70033","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>1506 high school students (52.3% girls; <i>M</i><sub>age</sub> = 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48397,"journal":{"name":"Journal of Adolescence","volume":"97 8","pages":"2212-2225"},"PeriodicalIF":3.2,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144817973","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}

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