Pub Date : 2023-11-13DOI: 10.1177/02724316231210254
Lydia Gabriela Speyer, Ingrid Obsuth, Manuel Eisner, Denis Ribeaud, Aja Louise Murray
Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial behaviors, as well as a potential mediating role of peer relationships, across ages 11, 13, and 15 ( N = 1526; 51% male) using random-intercept cross-lagged panel models. Results indicated that neither self-reported nor teacher-reported prosociality was associated with reduced aggressive behaviors but suggested a direct protective (‘promotive’) effect of teacher-reported prosociality on bullying perpetration. These findings suggest that promoting prosociality in early adolescence may help reduce some antisocial behaviors over early to mid-adolescent development. Improving prosociality could be explored as a target in intervention approaches such as school-based anti-bullying interventions.
{"title":"Does Prosociality in Early-to Mid-Adolescence Protect Against Later Development of Antisocial Behaviours?","authors":"Lydia Gabriela Speyer, Ingrid Obsuth, Manuel Eisner, Denis Ribeaud, Aja Louise Murray","doi":"10.1177/02724316231210254","DOIUrl":"https://doi.org/10.1177/02724316231210254","url":null,"abstract":"Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial behaviors, as well as a potential mediating role of peer relationships, across ages 11, 13, and 15 ( N = 1526; 51% male) using random-intercept cross-lagged panel models. Results indicated that neither self-reported nor teacher-reported prosociality was associated with reduced aggressive behaviors but suggested a direct protective (‘promotive’) effect of teacher-reported prosociality on bullying perpetration. These findings suggest that promoting prosociality in early adolescence may help reduce some antisocial behaviors over early to mid-adolescent development. Improving prosociality could be explored as a target in intervention approaches such as school-based anti-bullying interventions.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136348426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1177/02724316231210256
Kaplan Toren Nurit, Kumar Revathy
The present study examined both mothers’ reports and adolescents’ perceptions of parents’ educational involvement and their effects on the adolescents’ functioning in school. The sample was drawn from 5 urban schools in Israel. Participants were 449 eighth grade students/adolescents (Female = 47%) and 126 mothers. Adolescents and their mothers completed parallel parents’ educational involvement questionnaires, and adolescents completed questionnaires on learning strategies and self-evaluation. Multiple-group confirmatory factor analyses, based on the mothers’ reports and adolescents’ perceptions of parents’ educational involvement revealed three factors: home-based, school-based, and communication-based knowledge of adolescents’ activities in school. The analysis showed no relation between mothers’ reports and adolescents’ perceptions. However, adolescents’ perceptions of their parents’ educational involvement were significant predictors of the adolescents’ learning strategies, self-evaluation, and academic achievement. Findings underline the congruence and incongruence between mothers and their adolescents, and the significant role parents play in their adolescents’ schooling according to the adolescents’ perceptions.
{"title":"Parents’ Educational Involvement: What is More Important Mothers’ Reports or Adolescents’ Perceptions?","authors":"Kaplan Toren Nurit, Kumar Revathy","doi":"10.1177/02724316231210256","DOIUrl":"https://doi.org/10.1177/02724316231210256","url":null,"abstract":"The present study examined both mothers’ reports and adolescents’ perceptions of parents’ educational involvement and their effects on the adolescents’ functioning in school. The sample was drawn from 5 urban schools in Israel. Participants were 449 eighth grade students/adolescents (Female = 47%) and 126 mothers. Adolescents and their mothers completed parallel parents’ educational involvement questionnaires, and adolescents completed questionnaires on learning strategies and self-evaluation. Multiple-group confirmatory factor analyses, based on the mothers’ reports and adolescents’ perceptions of parents’ educational involvement revealed three factors: home-based, school-based, and communication-based knowledge of adolescents’ activities in school. The analysis showed no relation between mothers’ reports and adolescents’ perceptions. However, adolescents’ perceptions of their parents’ educational involvement were significant predictors of the adolescents’ learning strategies, self-evaluation, and academic achievement. Findings underline the congruence and incongruence between mothers and their adolescents, and the significant role parents play in their adolescents’ schooling according to the adolescents’ perceptions.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1177/02724316231212559
Isabelle Archambault, Sophie Lampron-de Souza, Catherine Lamanque-Bélanger, Sophie Pascal, Linda S. Pagani, Véronique Dupéré
The increasing cultural diversity in host society schools highlights the need to better understand the conditions supporting the integration of students with an immigrant background. This study examines whether peer acceptance enhances the association between student-teacher relationship closeness and classroom emotional engagement, and whether this association is moderated by student immigrant status. This study followed 251 fifth- and sixth-grade first- (34.3%), second- (49.4%), or third-generation-plus (16.3%) students across two school years (46.6% boys). Measures included child-reported classroom emotional engagement, student-teacher relationships, peer acceptance, and immigrant status. Using a hierarchical multiple linear regression model, this study demonstrates that positive relationships with teachers represent a protective factor for classroom emotional engagement among students who do not feel accepted by classmates, but only for first-generation students ( b = .46, p < .001). Our results underscore the importance of developing intervention strategies for building student-teacher relationships to benefit the classroom integration of first-generation students.
东道国学校日益增加的文化多样性突出表明，需要更好地了解支持具有移民背景的学生融入社会的条件。本研究探讨同伴接纳是否能增强师生关系亲密度与课堂情感投入之间的关联，以及这种关联是否受学生移民身份的调节。这项研究对251名五年级和六年级的一年级(34.3%)、二年级(49.4%)或第三代以上(16.3%)学生进行了为期两个学年的跟踪调查(46.6%是男生)。测量包括儿童报告的课堂情感投入、师生关系、同伴接受度和移民身份。运用层次多元线性回归模型，本研究表明，与老师的积极关系是不被同学接受的学生课堂情感投入的保护因素，但仅适用于第一代学生(b = .46, p <措施)。我们的研究结果强调了开发干预策略对建立师生关系的重要性，这有利于第一代学生的课堂整合。
{"title":"Low Peer Acceptance and Classroom Engagement: The Protective Role of Elementary School Teacher-Student Relationships for Immigrant-Background Students","authors":"Isabelle Archambault, Sophie Lampron-de Souza, Catherine Lamanque-Bélanger, Sophie Pascal, Linda S. Pagani, Véronique Dupéré","doi":"10.1177/02724316231212559","DOIUrl":"https://doi.org/10.1177/02724316231212559","url":null,"abstract":"The increasing cultural diversity in host society schools highlights the need to better understand the conditions supporting the integration of students with an immigrant background. This study examines whether peer acceptance enhances the association between student-teacher relationship closeness and classroom emotional engagement, and whether this association is moderated by student immigrant status. This study followed 251 fifth- and sixth-grade first- (34.3%), second- (49.4%), or third-generation-plus (16.3%) students across two school years (46.6% boys). Measures included child-reported classroom emotional engagement, student-teacher relationships, peer acceptance, and immigrant status. Using a hierarchical multiple linear regression model, this study demonstrates that positive relationships with teachers represent a protective factor for classroom emotional engagement among students who do not feel accepted by classmates, but only for first-generation students ( b = .46, p < .001). Our results underscore the importance of developing intervention strategies for building student-teacher relationships to benefit the classroom integration of first-generation students.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1177/02724316231210250
Fabiola Silletti, Nicolò M. Iannello, Sonia Ingoglia, Cristiano Inguglia, Rosalinda Cassibba, Manuel Eisner, Denis Ribeaud, Pasquale Musso
The present study investigated the longitudinal associations of self-control and parental involvement with prosociality and internalizing problems from early to mid-to-late adolescence, within a risk and resilience and a developmental cascade framework. We used a panel design (i.e., four measurement times at 2-year intervals from 2008 onwards) to examine data on 1523 Swiss adolescents when they were aged about 11, 13, 15, and 17. A cross-lagged analytical approach was used to respond to our purpose. Results showed that parental involvement promotes later levels of prosociality from early to mid-to-late adolescence. Furthermore, we observed that parental involvement predicted later improvements in self-control and that prosociality and internalizing problems mutually and positively predicted each other during the same period. Our findings suggest that interventions aimed at promoting positive parental involvement with their offspring may contribute to later adolescent prosociality and self-control and that health professionals should consider encouraging a healthy balance between self-interest and concern for others.
{"title":"Do Self-Control and Parental Involvement Promote Prosociality and Hinder Internalizing Problems? A Four-Wave Longitudinal Study From Early to Mid-To-Late Adolescence","authors":"Fabiola Silletti, Nicolò M. Iannello, Sonia Ingoglia, Cristiano Inguglia, Rosalinda Cassibba, Manuel Eisner, Denis Ribeaud, Pasquale Musso","doi":"10.1177/02724316231210250","DOIUrl":"https://doi.org/10.1177/02724316231210250","url":null,"abstract":"The present study investigated the longitudinal associations of self-control and parental involvement with prosociality and internalizing problems from early to mid-to-late adolescence, within a risk and resilience and a developmental cascade framework. We used a panel design (i.e., four measurement times at 2-year intervals from 2008 onwards) to examine data on 1523 Swiss adolescents when they were aged about 11, 13, 15, and 17. A cross-lagged analytical approach was used to respond to our purpose. Results showed that parental involvement promotes later levels of prosociality from early to mid-to-late adolescence. Furthermore, we observed that parental involvement predicted later improvements in self-control and that prosociality and internalizing problems mutually and positively predicted each other during the same period. Our findings suggest that interventions aimed at promoting positive parental involvement with their offspring may contribute to later adolescent prosociality and self-control and that health professionals should consider encouraging a healthy balance between self-interest and concern for others.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1177/02724316231212561
Esha Vaid, Martha E. Wadsworth
This study examined the intersecting experiences of perceived racial discrimination, poverty-related stress (PRS), and civic efficacy with psychological functioning in preadolescents. The sample consisted of 129 low-income, racially and ethnically diverse preadolescents. Hierarchical linear regression analyses found that perceived racial discrimination and PRS were associated with greater psychological problems, as reported by parents and youth. High levels of both perceived racial discrimination and PRS together resulted in even higher psychological problems, as reported by parents. Lastly, civic efficacy significantly moderated the relationship, where higher civic efficacy in the presence of both discrimination and PRS was associated with fewer psychological problems. In conclusion, these findings suggest that considering both stressors as intersecting rather than additive stress may better explain the mental health disparities among low-income and Black, Indigenous, and People of Color (BIPOC) youth. Additionally, empowering resources, such as civic efficacy, may promote positive development.
{"title":"Perceived Racial Discrimination, Poverty-Related Stress, Civic Efficacy, and Psychological Problems in Low Socioeconomic Preadolescents","authors":"Esha Vaid, Martha E. Wadsworth","doi":"10.1177/02724316231212561","DOIUrl":"https://doi.org/10.1177/02724316231212561","url":null,"abstract":"This study examined the intersecting experiences of perceived racial discrimination, poverty-related stress (PRS), and civic efficacy with psychological functioning in preadolescents. The sample consisted of 129 low-income, racially and ethnically diverse preadolescents. Hierarchical linear regression analyses found that perceived racial discrimination and PRS were associated with greater psychological problems, as reported by parents and youth. High levels of both perceived racial discrimination and PRS together resulted in even higher psychological problems, as reported by parents. Lastly, civic efficacy significantly moderated the relationship, where higher civic efficacy in the presence of both discrimination and PRS was associated with fewer psychological problems. In conclusion, these findings suggest that considering both stressors as intersecting rather than additive stress may better explain the mental health disparities among low-income and Black, Indigenous, and People of Color (BIPOC) youth. Additionally, empowering resources, such as civic efficacy, may promote positive development.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135972911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1177/02724316231210247
Sophie Russell, Amy L. Bird, Jane S. Herbert
This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children ( M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children’s psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion.
{"title":"A Clinical-Community Comparison of Parent-Child Emotion Conversations About the Past and the Anticipated Future","authors":"Sophie Russell, Amy L. Bird, Jane S. Herbert","doi":"10.1177/02724316231210247","DOIUrl":"https://doi.org/10.1177/02724316231210247","url":null,"abstract":"This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children ( M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children’s psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1177/02724316231207290
Jackson M. A. Hewitt, Bita Zareian, Joelle LeMoult
Adolescent anhedonia is a multidimensional construct defined as the loss of enjoyment or pleasure across multiple domains of life. Anhedonia is concurrently associated with substantial impairment and distress, and it prospectively predicts the onset, severity, and treatment of depression. Despite its demonstrated importance, a limited number of anhedonia measures are validated for adolescents. The current study assessed the psychometric properties of the Dimensional Anhedonia Rating Scale (DARS) in 400 English-speaking, 12- to 19-year-old adolescents. Overall, the DARS demonstrated good convergent and discriminant validity, but sub-optimal concurrent validity. The strengths and limitations of the DARS and its utility as a measure of adolescent anhedonia are discussed. Furthermore, future directions for the construction of measures of adolescent anhedonia are outlined.
{"title":"Assessing Anhedonia in Adolescents: The Psychometric Properties and Validity of the Dimensional Anhedonia Rating Scale","authors":"Jackson M. A. Hewitt, Bita Zareian, Joelle LeMoult","doi":"10.1177/02724316231207290","DOIUrl":"https://doi.org/10.1177/02724316231207290","url":null,"abstract":"Adolescent anhedonia is a multidimensional construct defined as the loss of enjoyment or pleasure across multiple domains of life. Anhedonia is concurrently associated with substantial impairment and distress, and it prospectively predicts the onset, severity, and treatment of depression. Despite its demonstrated importance, a limited number of anhedonia measures are validated for adolescents. The current study assessed the psychometric properties of the Dimensional Anhedonia Rating Scale (DARS) in 400 English-speaking, 12- to 19-year-old adolescents. Overall, the DARS demonstrated good convergent and discriminant validity, but sub-optimal concurrent validity. The strengths and limitations of the DARS and its utility as a measure of adolescent anhedonia are discussed. Furthermore, future directions for the construction of measures of adolescent anhedonia are outlined.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1177/02724316231207282
Matilde Brunetti, Stefania Sette, Emiddia Longobardi, Fiorenzo Laghi, Robert J. Coplan
The main aim of this study was to investigate a conceptual model linking subtypes of social withdrawal, social/asocial dissatisfaction, and internalizing problems in late childhood and early adolescence. Participants were N = 459 students ( n = 247 girls) aged 8–14 years ( M = 11.24, SD = 1.66), who completed self-reports assessments of social withdrawal subtypes (i.e., shyness and unsociability), loneliness and aloneliness, and internalizing problems (i.e., social anxiety and depression). Results from path analyses revealed that shyness was associated with social anxiety and depression via loneliness, whereas unsociability was related to depression and social anxiety via loneliness and associated with depression via aloneliness. Findings also suggested some moderating effects of age. This study highlights the contribution of loneliness and aloneliness in the link between social withdrawal subtypes and internalizing problems in late childhood and early adolescence.
{"title":"Loneliness and Aloneliness as Mediators of the Associations Between Social Withdrawal and Internalizing Problems in Late Childhood and Early Adolescence","authors":"Matilde Brunetti, Stefania Sette, Emiddia Longobardi, Fiorenzo Laghi, Robert J. Coplan","doi":"10.1177/02724316231207282","DOIUrl":"https://doi.org/10.1177/02724316231207282","url":null,"abstract":"The main aim of this study was to investigate a conceptual model linking subtypes of social withdrawal, social/asocial dissatisfaction, and internalizing problems in late childhood and early adolescence. Participants were N = 459 students ( n = 247 girls) aged 8–14 years ( M = 11.24, SD = 1.66), who completed self-reports assessments of social withdrawal subtypes (i.e., shyness and unsociability), loneliness and aloneliness, and internalizing problems (i.e., social anxiety and depression). Results from path analyses revealed that shyness was associated with social anxiety and depression via loneliness, whereas unsociability was related to depression and social anxiety via loneliness and associated with depression via aloneliness. Findings also suggested some moderating effects of age. This study highlights the contribution of loneliness and aloneliness in the link between social withdrawal subtypes and internalizing problems in late childhood and early adolescence.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135728745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1177/02724316231204369
A. M. Wasserman, T. E. Karns-Wright, C. W. Mathias, T. J. Moon, N. Hill-Kapturczak, D. M. Dougherty
The present study aimed to test if perceived pubertal timing was related to marijuana and alcohol use through deviant peer affiliation. Additionally, we examined if the deviant peer pathway was moderated by impulsiveness, gender, or both. Data were collected from 342 youth, most of whom had a family history of substance use disorder. Youth completed assessments every six months from age 13 to 16. For girls only, longitudinal analyses revealed that perceived pubertal timing was indirectly related to substance use through higher levels of deviant peer affiliation. This pathway was moderated by impulsiveness such that the association between perceived pubertal timing and deviant peer affiliation was only present for girls with average to high levels of impulsiveness. These findings elucidate a developmental pathway from perceived pubertal timing to substance use through deviant peer affiliation for high-risk girls, although low levels of impulsiveness were protective.
{"title":"Perceived Pubertal Timing and Deviant Peer Processes Predicting Substance Use Initiation: The Moderating Role of Impulsiveness","authors":"A. M. Wasserman, T. E. Karns-Wright, C. W. Mathias, T. J. Moon, N. Hill-Kapturczak, D. M. Dougherty","doi":"10.1177/02724316231204369","DOIUrl":"https://doi.org/10.1177/02724316231204369","url":null,"abstract":"The present study aimed to test if perceived pubertal timing was related to marijuana and alcohol use through deviant peer affiliation. Additionally, we examined if the deviant peer pathway was moderated by impulsiveness, gender, or both. Data were collected from 342 youth, most of whom had a family history of substance use disorder. Youth completed assessments every six months from age 13 to 16. For girls only, longitudinal analyses revealed that perceived pubertal timing was indirectly related to substance use through higher levels of deviant peer affiliation. This pathway was moderated by impulsiveness such that the association between perceived pubertal timing and deviant peer affiliation was only present for girls with average to high levels of impulsiveness. These findings elucidate a developmental pathway from perceived pubertal timing to substance use through deviant peer affiliation for high-risk girls, although low levels of impulsiveness were protective.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1177/02724316231199225
Melissa Washington-Nortey, Terri N. Sullivan, Rihana Ahmed, Jelani Crosby, Albert Farrell, Kevin Sutherland, Stephanie Hitti
The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers ( n = 26), administrators ( n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed.
{"title":"Middle School Staff’s Perspectives on the Impact of the Olweus Bullying Prevention Program on Interpersonal Relationships","authors":"Melissa Washington-Nortey, Terri N. Sullivan, Rihana Ahmed, Jelani Crosby, Albert Farrell, Kevin Sutherland, Stephanie Hitti","doi":"10.1177/02724316231199225","DOIUrl":"https://doi.org/10.1177/02724316231199225","url":null,"abstract":"The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers ( n = 26), administrators ( n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed.","PeriodicalId":51412,"journal":{"name":"Journal of Early Adolescence","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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