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Judith K. Morgan Daniel S. Shaw Erika E. Forbes 《Journal of youth and adolescence》2013,42(8):1117-1127
Depressive symptoms are considered to have evolutionary social functions to reduce social risks with peers and family members. However, social processes and their relationship to depressive symptoms have been understudied in adolescent boys. Low engagement in social contexts may predict depressive symptoms in adolescent boys, as it may signify efforts to reduce social risks. To address these issues, this study focused on 160 boys at risk for affective problems based on low socioeconomic status. We evaluated how behavioral and physiological engagement in peer and family contexts, respectively, in late childhood predicted depressive symptoms at age 12 and age 15. Social withdrawal was measured across late childhood (ages 9–12) in a camp setting using a latent variable of teacher ratings of withdrawn behavior, peer nominations of withdrawn behavior, and camp counselor ratings of withdrawn behavior. Physiological reactivity was measured during a provocative parent–child conversation using respiratory sinus arrhythmia (RSA) at age 12. Social withdrawal in late childhood predicted depressive symptoms at age 12. The combination of high levels of social withdrawal with peers from ages 9–12 and low RSA reactivity with a parent at age 12 predicted higher depressive symptoms at age 15. Withdrawal in multiple social contexts may place boys at risk for depressive symptoms during the vulnerable period of adolescence. 相似文献
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Timothy J. Owens Nathan D. Shippee Devon J. Hensel 《Journal of youth and adolescence》2008,37(10):1242-1256
Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development:
the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth
problem dimensions: drinking, depressive affect, and academic achievement. We use latent growth curves and the Youth Development
Study (effective N = 856) to track a panel of teens from their freshman to senior year in high school. There are 54.4% girls and 45.6% boys,
and 75.7% non-Hispanic whites and 24.3% other races/ethnicities. Two research goals are addressed: (1) estimate each dimension’s
unique developmental trajectory across high school, and (2) model the dimensions together in order to assess their reciprocal
influences. While mean levels in all three dimensions increased over time, distinct developmental patterns were observed,
especially in drinking and depression. For example, more drinking occasions—a social activity for most teens—may help assuage
some teens’ emotional distress, especially girls’. These patterns suggest a synergistic relationship between the social and
psychological arenas of development. Contrary to expectation, higher freshman depressive affect was associated with a significantly
sharper increase in GPA over time for girls.
Timothy J. Owens is an Associate Professor of Sociology at Purdue University, West Lafayette. He received his Ph.D. in sociology from the University of Minnesota. His primary research interests are life course contexts, development, and transitions; sociology of mental health; identity and self-concept; and sociology of children and adolescents. His most recent book is From Adolescence to Adulthood in the Vietnam Era (Springer 2005). Other projects include applying role and identity theory to estimating the probability and timing of death among American infantrymen in the Vietnam War. Nathan D. Shippee is a 2008–2009 Fulbright research fellow in Ukraine. He received his Ph.D. in sociology from Purdue University in 2008. His research interests pertain to social psychology, criminology, criminal justice, and discourse analysis. Current projects include: violent victimization in the life course, wrongful conviction, legal cases regarding parents who kill their partners, stigma management, and national identity. Devon J. Hensel is an Assistant Research Scientist, Section of Adolescent Medicine, Indiana University School of Medicine. She received her Ph.D. in sociology from Purdue University in 2005. Current research interests include: adolescent health and development, sexual health and decision making, gender and longitudinal data analysis. 相似文献
Devon J. HenselEmail: |
Timothy J. Owens is an Associate Professor of Sociology at Purdue University, West Lafayette. He received his Ph.D. in sociology from the University of Minnesota. His primary research interests are life course contexts, development, and transitions; sociology of mental health; identity and self-concept; and sociology of children and adolescents. His most recent book is From Adolescence to Adulthood in the Vietnam Era (Springer 2005). Other projects include applying role and identity theory to estimating the probability and timing of death among American infantrymen in the Vietnam War. Nathan D. Shippee is a 2008–2009 Fulbright research fellow in Ukraine. He received his Ph.D. in sociology from Purdue University in 2008. His research interests pertain to social psychology, criminology, criminal justice, and discourse analysis. Current projects include: violent victimization in the life course, wrongful conviction, legal cases regarding parents who kill their partners, stigma management, and national identity. Devon J. Hensel is an Assistant Research Scientist, Section of Adolescent Medicine, Indiana University School of Medicine. She received her Ph.D. in sociology from Purdue University in 2005. Current research interests include: adolescent health and development, sexual health and decision making, gender and longitudinal data analysis. 相似文献
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Mackinnon SP 《Journal of youth and adolescence》2012,41(4):474-485
As students transition to post-secondary education, they experience considerable stress and declines in academic performance.
Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or
more waves are needed in this area because they permit stronger causal inferences and help disentangle the direction of relationships.
This study uses a cross-lagged panel and a bivariate growth curve analysis with a three-wave longitudinal design. Participants
include 10,445 students (56% female; 12.6% born outside of Canada) transitioning to post-secondary education from ages 15–19.
Self-report measures of academic achievement and a generalized measure of perceived social support were used. An increase
in average relative standing in academic achievement predicted an increase in average relative standing on perceived social
support 2 years later, but the reverse was not true. High levels of perceived social support at age 15 did not protect against
declines in academic achievement over time. In sum, perceived social support appears to have no bearing on adolescents’ future
academic performance, despite commonly held assumptions of its importance. 相似文献
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Elaine M. Eshbaugh Jacques Lempers Gayle J. Luze 《Journal of youth and adolescence》2006,35(5):833-841
Pregnant and parenting adolescents often cope with a lack of resources as they struggle to negotiate the tasks of motherhood and adolescence. Previous research has determined that young mothers have an increased rate of depression when compared to older mothers. In this study, self-perceived resource adequacy, education, income, age, and environment (urban vs. non-urban) were investigated as predictors of depression at approximately 14 and 36 months after birth in adolescent mothers (N=523). Self-perceived resources accounted for significant variance in depression at 14 and 36 months while controlling for education and income. However, education and income were not significant predictors while controlling for self-perceived resources. Age and environment did not predict depression. Researchers would be wise to focus on a young woman’s view of her situation, as it appears that self-perceived resources play an important role in predicting depression.Post-Doctoral Research Associate at Juniper Gardens Children’s Project, University of Kansas. She received her Ph.D. from Iowa State University in 2005. Her major research interests are adolescent parenthood, mental health, and parenting interventions.Professor at Iowa State University. He received his Ph.D. from the University of Minnesota in 1976. His major research interests are stress and coping, mental health, and adolescence.Assistant Professor at Iowa State University. She received her Ph.D. from Iowa State University in 1997. Her major research interests are assessment and program planning for children with disabilities and early literacy. 相似文献
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Journal of Youth and Adolescence - Inadequate sleep in adolescents has been linked to an increase in screen-based media use, especially at bedtime. Parents can play a critical role in regulating... 相似文献
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Craft Lynette L. Pfeiffer Karin A. Pivarnik James M. 《Journal of youth and adolescence》2003,32(6):431-438
Physical competence, comprising athletic competence and physical appearance competence, is positively related to feelings of self-worth in adolescent girls. This study compared the relationships of psychological, physiological, and maturational constructs with perceived physical competence in adolescent girls. Perceived physical appearance and perceived athletic competence, peer acceptance, body weight, body mass index (BMI), aerobic fitness (VO2max), physical activity level, and menarcheal status were assessed. Global self-worth was highly correlated with peer acceptance, perceived physical appearance, and perceived athletic competence in this sample. Regression analyses indicated that peer acceptance was the best predictor of perceived physical competence. Additional predictors of perceived physical appearance and athletic competence are discussed. Results suggest that postmenarcheal and larger girls may be at risk for low perceptions of physical competence. Enhancing competence feelings among adolescent girls may be accomplished by emphasizing friendship and social interaction within physical activity. 相似文献
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Winstanley Matthew R. Meyers Steven A. Florsheim Paul 《Journal of youth and adolescence》2002,31(2):91-100
We investigated the relation between urban psychosocial stressors and intimacy achievement in a sample of 59 African American, Hispanic American, and White adolescent fathers-to-be. Participants received an intimacy score based on Orlofsky's Intimacy Status Rating Scale. Those with higher cumulative psychosocial stressors had lower levels of intimacy. One psychosocial risk factor, low interpersonal empathy, was significantly associated with intimacy levels. African Americans had lower levels of intimacy than Hispanic or White participants. 相似文献
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This study explores the emergence of a criminal career in adulthood. The main hypothesis tested is that late criminal onset
(at age 21 or later) is influenced by early factors that delay antisocial manifestations. The Cambridge Study in Delinquent
Development (CSDD) was used to examine early determinants of criminal behavior. 400 Inner London males were followed from
ages 8–10 to 48–50, and were classified as follows: 35 late onsetters who were first convicted at age 21 or later, and did
not have high self-reported delinquency at ages 10–14 and 15–18; 129 early onsetters first convicted between ages 10 and 20;
and 236 unconvicted males. Odds ratios and logistic regression analyses revealed that the best predictors of late onset offenders
compared with early onset offenders included nervousness, having few friends at ages 8–10, and not having sexual intercourse
by age 18. The best predictors of late onset offenders compared with nonoffenders included teacher-rated anxiousness at ages
12–14 and high neuroticism at age 16. It is concluded that being nervous and withdrawn protected boys against offending in
adolescence but that these protective effects tended to wear off after age 21. These findings show that adult offending can
be predicted from childhood, and suggest that early intervention might prevent a variety of maladjustment problems and difficulties
in adult life.
相似文献
David P. Farrington (Corresponding author)Email: |
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Gail M. Ferguson Christopher A. Hafen Brett Laursen 《Journal of youth and adolescence》2010,39(12):1485-1497
Actual-ideal discrepancies are associated with adolescent emotional distress and there is evidence that the size of discrepancies
matters. However, the direction of discrepancies has not been examined, perhaps due to limitations of widely used self-discrepancy
measures. Two hundred and twelve 7th, 9th and 11th grade students (59% female) in a public school in Jamaica described their
actual and ideal selves in several different domains—friendship, dating, schoolwork, family, sports, and religion/spirituality—using
a Pie measure. Students also completed measures of depressive symptoms, self-esteem, and academic achievement. Discrepancies
favoring the ideal self and those favoring the actual self were linked to depressive symptoms, low self-esteem, and poor school grades in the domains
of friendship, dating, and schoolwork. Effects were stronger among older adolescents than among younger adolescents. Theories
of actual/ideal self-discrepancies have focused on problems arising when the ideal self overshadows the actual self; however,
the present study finds that self-discrepancies, regardless of their direction, are a liability. Implications for self-discrepancy
measurement, adolescent development, and clinical practice are discussed. 相似文献
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The present study explored the heterogeneous nature of popularity by investigating subgroups of popular girls (N = 365) in their first year of secondary school (mean age = 13.05). Cluster analysis revealed the presence of five subgroups based upon sociometric popularity (i.e., those considered likeable by peers) and consensual popularity (i.e., those considered popular by peers), and academic behavioral indices. Two of these groups contained girls who were all nominated as “popular” by classmates, yet the girls in one group displayed very positive academic behaviors (Popular Studious); girls in the other popular group displayed extreme antiacademic behaviors (Popular Disengaged). The remaining groups were Average Popular, Unpopular Disengaged, and Unpopular Studious. External validating measures confirmed the existence of the subgroups, that is, Popular Studious girls were judged by classmates to behave in a prosocial fashion, whereas Popular Disengaged girls exhibited many antisocial behaviors, and were often nominated as bullies. Unpopular Studious girls were often nominated as victims. These findings confirmed the hypothesis that consensual popularity is a heterogeneous concept, and that antiacademic and antisocial girls may still be among the most consensually popular students in secondary schools.Lecturer at the Department of Educational Sciences, University of Amsterdam, Wibautstraat 4, 1091 GM Amsterdam, The Netherlands. His interests include the academic and social behavioral correlates of consensual popularity in adolescence.Associate Professor and Head of Developmental Division, Department of Psychology, University of Connecticut. His interests include peer relations, social behavior, and social cognition in middle childhood and early adolescence. 相似文献
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Nicole Lafko Breslend Erin K. Shoulberg Julia D. McQuade Dianna Murray-Close 《Journal of youth and adolescence》2018,47(9):1894-1906
Youth in early adolescence are highly concerned with being popular in the peer group, but the desire to be popular can have maladaptive consequences for individuals. In fact, qualitative work suggests that youth with high popularity goals who are nonetheless unpopular have negative experiences with their peers. However, little quantitative work has examined this possibility. The purpose of the current study was to examine if popularity goals were linked with physical (e.g., being hit) and relational (e.g., being excluded) victimization and peer rejection, particularly for individuals who strived for popularity but were viewed by their peers as unpopular. Late elementary and early middle school participants (N?=?205; 54% female) completed self-reports of popularity goals and peer nominations of popularity and peer rejection. Teachers reported on students’ experiences of relational and physical victimization. Peer nominated popularity and gender were moderators of the association between popularity goals and negative peer experiences. Consistent with hypotheses, girls who were unpopular but wanted to be popular were more likely to experience peer rejection and relational victimization. Unexpectedly, boys who were unpopular but did not desire to be popular were more likely to be rejected and relationally victimized. The findings suggest that intervention and prevention programs may benefit from addressing the social status goals of low status youth in a gender-specific manner. 相似文献
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Meeta Banerjee Zaje A. T. Harrell Deborah J. Johnson 《Journal of youth and adolescence》2011,40(5):595-605
Racial/ethnic socialization has not been studied in the context of other parenting behaviors such as parental involvement in education and its relationship to children??s cognitive outcomes. The present study tested the impact of racial/ethnic socialization and parental involvement in education on cognitive ability and achievement in a sample of African American youth. Two dimensions of racial/ethnic socialization, cultural exposure (i.e., exposure to diverse cultures) and cultural socialization (i.e., in-group pride), were examined in a sample of 92 African American mother?Cchild dyads, of which 50% were female. Maternal reports of involvement during their child??s 5th grade year were examined as a moderator in the relationship between racial/ethnic socialization and cognitive ability and achievement. Hierarchical regression analyses revealed that mothers?? reports of cultural exposure messages measured in 4th grade predicted children??s scores on 5th grade assessments of passage comprehension. There was also a significant interaction indicating that greater cultural exposure and more parental involvement in education predicted better reading passage comprehension scores over time. The implications for assessing dimensions relevant to cognitive ability and achievement in African American children are discussed. 相似文献
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Erin T. Barker Marc H. Bornstein Diane L. Putnick Charlene Hendricks Joan T. D. Suwalsky 《Journal of youth and adolescence》2007,36(7):950-962
Correlations between adolescent and parent reports of adolescent problems are low in magnitude. In community samples adolescents
tend to report more problems than parents and in clinical samples adolescents tend to report fewer problems than parents. Indices of agreement may be biased if some adolescents in a given sample report more problems and
others report fewer problems than parents. In the current study, order and mean agreement between adolescent and maternal
reports of adolescent internalizing and externalizing problems, taking into account the direction of disagreement, was examined
in a community sample of 133 young adolescents and their mothers. Two-thirds to three-quarters of adolescents reported more
problems than mothers. Accounting for the direction of discrepancies resulted in improved agreement between adolescents and
mothers and differing patterns of predictors of discrepancies. Additionally, the results demonstrate the need to control for
relations between adolescent-reported problems and discrepancies when exploring predictors of discrepancies.
Erin T. Barker received her Ph.D. in Applied Developmental Psychology from the University of Alberta. Her research interests
include internalizing and externalizing problems in adolescence and emerging adulthood.
Marc H. Bornstein received his Ph.D. in Psychology from Yale University. He has contributed scientific papers in the areas
of human experimental, methodological, comparative, developmental, cross-cultural, neuroscientific, pediatric, and aesthetic
psychology.
Diane L. Putnick received her Ph.D. in Developmental Psychology from George Washington University. Her research interests
include child and family processes across cultures.
Charlene Hendricks received her Ph.D. in Developmental Psychology from George Mason University. Her research interests are
in the areas of early adolescent development and adjustment and families by adoption.
Joan T. D. Suwalsky received her M.S. degree in Human Development from Cornell University. Her research interests include
parent-child interaction and child development in at-risk populations, including families by adoption. 相似文献
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Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents 总被引:2,自引:1,他引:1
Yoonsun Choi 《Journal of youth and adolescence》2007,36(4):403-415
Using data from the National Longitudinal Study of Adolescent Health, this study tests whether the relationship between academic
achievement and problem behaviors is the same across racial and ethnic groups. Some have suggested that academic achievement
may be a weaker predictor of problem behaviors among Asian Pacific Islander American (API) youth; that they can have high
grades but still exhibit problem behaviors. This study finds that academic performance is a significant predictor of aggressive
and nonaggressive delinquent offenses, gang initiation, sexual behaviors, and substance use, and that the relationship generally
does not vary by race and ethnicity. Thus, there is little evidence that API youth are high achievers who are also engaging
significantly in problem behaviors. The existing perceptions of API youth may be largely based on stereotype and ambivalence.
相似文献
Yoonsun ChoiEmail: |
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Using a risk and resiliency theoretical framework, the association between interparental conflict and academic achievement
was examined. The sample consisted of 2,297 6th grade youth with a mean age of 11.92. Participants were mostly European American
(81.8%) and 52% were girls. Results demonstrated that interparental conflict is a risk factor for lower academic achievement,
suggesting that family interactions play a significant role in how youth perform in the academic setting. Youth self-blame
acted as a significant mediator, providing some explanation for how interparental conflict affects academic achievement. Maternal
acceptance and monitoring knowledge partially buffered the association between interparental conflict and youth self-blame.
Additionally, the positive association between interparental conflict and perceived threat was stronger for youth who perceived
relationships with mothers as more supportive, connected, and involved. Results from this study underscore the need for continued
focus on the link between family and school environments with respect to youth developmental outcomes. 相似文献
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The purpose of the present study was to examine how peer group processes of pressure and control and individual motivations
for popularity would add to, and moderate the relationship between, childhood maltreatment and risky behavior in adolescence.
A total of 1558 youth (804 girls) from three high schools in Ontario, Canada (M age = 15.02 years, SD = .86) reported on their alcohol use, delinquent behavior, childhood experiences of physical and emotional
maltreatment and neglect, peer group processes involving control and individual popularity motivations. Regression analyses
showed that, beyond the significant contributions of childhood maltreatment, peer group control predicted risky alcohol use
and delinquent behavior. Peer group control and popularity motivations exacerbated the negative effect of physical maltreatment
on delinquent behavior. Boys’ experiences of peer group control were more strongly linked to alcohol use and delinquent behavior
than girls’. These results suggest that there is a significant window of opportunity during adolescence where the peer group
context can exacerbate or buffer childhood experiences.
相似文献
Wendy E. EllisEmail: |
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Most educational leaders are aware of the added academic challenges that children of divorce from single-parent homes face. However, there has been an assumption among educators and the American public that parental remarriage benefits children academically. Therefore, educational researchers and theorists have given almost no exhortations for teachers and principals about sensitizing themselves to the needs of children of divorce from reconstituted families. Using the 1988 National Educational Longitudinal Survey data set, this study matched students by family structure, race, and socioeconomic status. The results indicate that children of divorce from reconstituted families score no higher and often even lower in academic achievement than children of divorce from single-parent families. Therefore, the assumption by many educators that children of divorce from reconstituted families are better off academically than children of divorce from single-parent families is not supported. 相似文献