Changing channels: Early adolescent media choices and shifting investments in family and friends

The decline in TV viewing and increase in music listening associated with the onset of adolescence is examined in terms of the changing social ecology of adolescents' daily lives. Fifth to 9th graders provided self-reports on random moments in their experience over one week. These data suggest that less frequent TV watching by adolescents, as compared to preadolescents, is attributable to a decrease in TV watching done with the family, particularly on weekend mornings and evenings. Adolescents who do watch more TV are those who spend more time with the family overall. In contrast, adolescents who frequently listen to music are those who spend more time with friends. It is argued that the partial shift from television to music during adolescence represents a shift from a medium that reinforces parental values to one that reinforces peer values and speaks to adolescent developmental tasks.This research was carried out at Michael Reese Hospital with a grant from the National Institute of Mental Health (No. MH38324).Received Ph.D. from the Committee on Human Development at the University of Chicago. Research focuses on daily experience across the life span.Received his doctorate from the Committee on Human Development at the University of Chicago. Research focuses on how and why mass media industries shape media content as they do, and how, in turn, mass media content is used and experienced in everyday life.Research interests are in the areas of depression and the processes of death and dying. Currently developing a method of investigation utilizing the hermeneutic and human sciences paradigm.     

Mood variability and the psychosocial adjustment of adolescents

This research uses a new time sampling method to compare adolescent and adult mood variability. Over 9000 self-reports from 182 people are used to evaluate the widespread theoretical assumption that adolescents experience greater mood variability as part of a syndrome of psychosocial disequilibrium. The findings confirm that adolescents experience wider and quicker mood swings, but do not show that this variability is related to stress, lack of personal control, psychological maladjustment, or social maladjustment within individual teenagers. Rather than representing turmoil, wide mood swings appear to be a natural part of an adolescent peer-oriented life style. However, there are indications that adolescent mood variability interferes with capacity for deep involvement, especially in school.This research was partially funded by the Spencer Foundation.Received his Ph.D. from the University of Chicago. Current interests are adolescents' involvements in projects, solitude, and the experience of enjoyment.Received his Ph.D. from the University of Chicago. Current interests are the study of enjoyment on everyday experience and the creation of meaning.Received his Ph.D. from the University of Chicago. Current interest are the contributions of states and traits to everyday experience.     

Introduction: The changing life space of early adolescence

The socialization of children and adolescents is shaped by how they spend their time. This special issue maps the daily experience of white American 5th–9th graders, describing both the quantities of time they spend in different contexts and the affective states associated with these contexts. Each paper examines a separate segment of daily activity (e.g., schoolwork, talking, sports), employing data from a common study in which 401 participants provided experience sampling reports at random times during their daily lives when cued by a pager. The findings show substantial age and sex differences, indicating significant changes in the daily life space of girls and boys between preadolescence and early adolescence. Implication for socialization to healthy adult adjustment in love, work, and play are discussed in each paper.Received Ph.D. from Committee on Human Development, University of Chicago, Research focuses on daily experience associated with health and psychopathology in adolescence and across the life span.Received Ph.D. from Committee on Human Development, University of Chicago. Current research interests: pubertal development, precursors of eating disorders, and the effects of maternal employment on young adolescents.     

Secrets in the bedroom: Adolescents' private use of media

This essay discusses the functions of solitary media use within the ongoing daily emotional lives of adolescents. I review evidence suggesting that adolescents find in solitary TV watching and especially music listening, the opportunity, first, to cultivate a newly discovered private self: teens use media to explore numerous possible selves including those that are desired and feared. Second, I propose that solitary media experiences provide adolescents an important context for dealing with stress and negative emotion. Popular music listening allows adolescents to internalize strong emotional images around which a temporary sense of self can cohere.An earlier version of this paper was presented at the fifth biennial meetings of the Society for Research on Adolescence, San Diego, California, February 10–13, 1994. Much of the research upon which this paper is based was funded by NIMH grant No. 1 R01 MH38324 awarded to Reed Larson and Maryse Richards.Received his Ph.D. in Human Development from the University of Chicago. Research focuses on the temporal and emotional organization of daily life, especially in adolescence and within adolescents' families.     

Effect of youth culture music on high school students' academic performance

This study investigated the assumption that youth culture orientation adversely affects school performance, using rock music as the youth culture component. Adolescents in grades 9–12 were assigned to a subject matter topic in the area of literature, mathematics, physical science, or social science and requested to study this topic intensely for 30 min in a music condition consisting of rock, classical, or no music. The subjects then were tested on their retention of the factual content of the article either immediately after the study period, 1 day later, or 3 days later. Retention was significantly lower in the rock music condition. Students recalled more content in the literature topic and in the immediate test. The results are discussed with reference to a social learning theory interpretation of youth culture.Received his Ph.D. in developmental psychology from the University of Wisconsin-Madison. Major interests are in the area of social and personality development in children and adolescents.Received her M.A. in psychology from the University of Nebraska at Omaha. Major interests are in the area of child and family therapy and play behavior. At present she is working in a clinical setting.     

The self-image of adolescents: A study of four cultures

This paper describes the utilization of the Offer Self-Image Questionnaire (OSIQ) for research purposes on a variety of adolescent populations and demonstrates the OSIQ's effectiveness in meaningfully separating normal, juvenile delinquent, and emotionally disturbed adolescents; older and younger teenagers; males and females. It also considers the utilization of the OSIQ in four different cultures (United States, Ireland, Australia, and Israel) and concentrates on the results obtained when the OSIQ is given adolescents in these four cultures. It discusses the findings and points to some of the methodological problems which are inherent in doing cross-cultural research.Presented at the American Educational Research Association meeting in San Francisco, California, April 20, 1976.Received his M.D. from the University of Chicago. He interned at the University of Illinois and took his psychiatric residency at Michael Reese Hospital and University of Chicago. He is a graduate of the Institute for Psychoanalysis in Chicago. Major interests have been concept of mental health and the developmental psychology of adolescence.Received his Ph.D. in human development from the University of Chicago. Research interests are adolescence and delinquency.Received his Ph.D. in psychology from the University of Chicago. Major interests are psychotherapy research and adolescence.     

Beyond anxiety and fantasy: The coital experiences of college youth

Counting virgins is described as social bookkeeping, a necessary but not sufficient task for social scientists. More important is the development of an understanding of the social processes which encourage or inhibit coital behavior. The analysis in this paper uses the socialbookkeeping approach to document the relatively stable rates of early and premarital coitus since the Kinsey report. The data are drawn from a 1972 study of 14–18-year-olds and a 1967 study of college students. When appropriate controls for educational attainment and age are introduced, it is shown that, in comparison to the change in rates at the beginning of the century, the rates since the 1940's have increased only a fourth as much. More importantly, coital behavior is shown to be still strongly linked to traditional patterns of restraint and facilitation. Traditional factors, such as relationships with parents and religious attendance, are shown to restrain early coital experience (defined as coitus before age 18), while factors linked to the courtship process such as dating frequency, facilitated this early behavior. During college both restraining and facilitating factors were operative, but levels of coital behavior in most cases stayed surprisingly low. Rates of frequent coitus rarely reached 40% among female college seniors and the proportion of college female seniors with three or more partners never reached 20%. The factors which encourage sexual activity during college are the courtship factorsdating behavior and being in love. In terms of initial coitus, women overwhelmingly report that they were in love with their partner. Given the relative stability of rates of early and premarital coitus and continuity of the role of courtship factors in facilitating this behavior, popular discussions of the contemporary sexual revolution are seen as being out of touch with reality and possibly inducing anxiety among young people when they do not experience the sexual revolution.Data analysis for this paper was carried out under NICHD grant HD 04156 and Illinois Law Enforcement Commission grant 2-09-25-0410-02, and also General Support Grant 5-SO1-RRO-5666-05.Received Ph.D. in Sociology from the University of Chicago. Research interests include post childhood socialization, social change and deviance, and urban social studies.Received Ph.D. in Sociology from the University of Chicago. Main research interests include adolescence, urban social studies, and adult socialization.Received Ph.D. in Sociology from the University of Chicago. Main research interest is social change and deviance.     

Perceived Support and Internalizing Symptoms in African American Adolescents: Self-Esteem and Ethnic Identity as Mediators

Existing research leaves a gap in explaining why African American adolescents do not exhibit more anxiety and depression than other youth, at the same time that they experience more contextual risk factors. The current study examined the roles of social support as well as possible mediators self-esteem and ethnic identity (sense of belonging to one’s ethnic group) in reducing internalizing symptoms in 227 African American adolescents (mean age = 12.55). Structural equation models indicated that self-esteem and ethnic identity partially mediated the relation between social support and depression. For depression, ethnic identity accounted for more of the social support effect for males, whereas self-esteem had more impact for females. The mediation model for anxiety was supported in females, with self-esteem more important than ethnic identity. The results suggest that ethnic identity and self-esteem function as important links in how social support reduces internalizing symptoms in African American youth. Assistant Professor, Clinical Psychology, Loyola University Chicago. Received Ph.D. in Psychology from The University of Memphis. Current interests include coping and resilience in African American youth and the role of family characteristics in children and adolescents’ stress and coping processes. Teaching Associate, School of Education and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of Rhode Island. Research interests include ethnic identity in African American youth and the effects of exposure to violence on well-being. Assistant Professor, Human Development and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of California, Riverside. Primary research examines the nature and effects of socialization, father’s involvement, and how they interact with gender, race, and SES to impact youths’ academic and social development. Professor, Clinical and Developmental Psychology, Loyola University Chicago. Received Ph.D. in Human Development from the University of Chicago. Current research interests include the developmental stage of adolescence with a focus on the daily experience of urban African American young adolescents and how this relates to their psycho- social well being. Dr. Richards served as a Predoctoral Adolescent Fellow (1979–1981) and Postdoctoral Adolescent Fellow (1984–1985) at the Clinical Research Training Program in Adolescence in Chicago, IL, which was co-directed by Dr. Daniel Offer., Loyola University Chicago, 6525 N. Sheridan Rd., Chicago, IL, 60626 USA Visiting Professor, Humphrey Institute of Public Affairs; President, University of Minnesota and Global Philanthropy Alliance. Received Ph.D. in Measurement, Evaluation, and Statistical Analysis from the University of Chicago. Research interest is in adolescent development. Dr. Petersen served as Coordinator of the Clinical Research Training Program in Adolescence (1978–1982) and Associate Director (1976–80) and Director (1980–82) of the Laboratory for the Study of Adolescence at Michael Reese Hospital and Medical Center (Chicago, IL) where Dr. Daniel Offer served as Director of the Department of Psychiatry. Dr. Petersen and Dr. Offer collaborated on numerous research papers while working together at Michael Reese Hospital., University of Minnesota and Global Philanthropy Alliance USA     

Identity Orientation, Voice, and Judgments of Procedural Justice During Late Adolescence

This study focused on the relationship between voice and judgments of procedural justice in a sample of older adolescents and examined potential moderating and mediating influences of identity orientation (personal, social, and collective) and negative emotional response. Participants read 1 of 2 different family conflict scenarios (voice and no voice) asking them to imagine themselves in a disagreement with their parents over grades and financial support. In the voice condition, parents were described as making their decision after listening to the participant’s input. In the no voice condition, parents were described as making their decision without listening to the participant’s input. The adolescents then judged the fairness of the parental decisions and responded to questions concerning their identity orientation. Findings indicate that in addition to replicating the effect of voice in a novel context, the present investigation found moderating effects of personal identity orientation on procedural fairness judgments. Additionally, negative emotional response partially mediated the relationship between voice and global judgments of procedural fairness.Mark R. Fondacaro is an Associate Professor of Psychology and Associate Director of the Levin College of Law Center on Children and Families at the University of Florida. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems.Eve M. Brank is an Assistant Professor of Criminology, Law & Society at the University of Florida. She received her Ph.D. in social psychology and her J.D. from the University of Nebraska, Lincoln. Her major research interests are parental responsibility laws and juvenile law issues.Jennifer Stuart is a graduate student in counseling psychology at the University of Florida. Her major research interests are adolescent development and delinquency prevention.Sara Villanueva-Abraham received her Ph.D. in developmental psychology from the University of Florida. Her major research interests are adolescent development and parent-child relationships.Jennifer Luescher is a Forensic Psychology Postdoctoral Fellow at the University of Massachusetts, Boston. She received her Ph.D. in counseling psychology from the University of Florida. Her major research interests are in the areas of procedural justice, risk assessment and risk management, and mental health and juvenile justice policy.Penny S. McNatt is a Visiting Assistant Professor at the University of North Florida. She received her Ph.D. in social psychology from the University of Florida. Her major research interests are in the area of intergroup relations.     

Utopian visions of schizophrenic adolescents

Twenty-four normal and 24 hospitalized schizophrenic adolescents described an ideal society for an imaginary island. The normals usually tried to establish a functional democracy. The schizophrenics seemed more sensitive to basic biological needs, but their main goal was to create a personal paradise, a place in which every need and desire would be met. In their search for paradise, the schizophrenics often introduced themes that had a Jungian, archetypal flavor — e.g., themes from antiquity, God, sex, homes, animals, opposites (such as love and hate), birth, and death.Received his Ph.D. in human development from the University of Chicago. Main interests are in developmental theory and schizophrenia.Main interest is in clinical psychology.     

Undivided interest and the growth of talent: A longitudinal study of adolescents

Based on theoretical considerations drawn from John Dewey and others, and using the Experience Sampling Method to longitudinally investigate a group of talented high school students,undivided interest was operationalized as times when the students felt above average spontaneous interest (i.e., excitement, openness, and involvement) while also reporting above average goal-directed interest (i.e., that their task was important to their goals). Results showed that after adjusting for the effects of family background, scholastic aptitude, and other individual differences, undivided interest while doing talent-related activities was positively correlated with independent assessments of talent area performance three years later: the level of mastery students achieved as indicated by their school records, the ratings students received from their talent area teachers, and the students' assessments of their own level of engagement. Highly engaged students reported over twice as much undivided interest in comparison to a group of disengaged students, who reported more divided interest (i.e., more of what Dewey referred to as fooling—high spontaneous involvement with no goal direction; and more drudgery—low spontaneous involvement and high goal direction). These findings held regardless of whether the teenagers were talented in math, science, music, or art. The implications of the study are discussed in terms of contemporary theories of attention and cognitive development, as well as unproductive educational philosophies that pit these important dimensions of experience against each other.Received Ph.D. in psychology from the University of Chicago. Main research interests are adolescent development within the family and the role of interest in learning and development.Received Ph.D. in human development from the University of Chicago. Main research interests are optimal experience and creativity.     

‘HOTTEST 100 WOMEN’

Social movement theorists have developed several concepts to explain the role of social networking in maintaining social movements. This is particularly relevant for periods when levels of public activism are low due to backlash, hostile social contexts and structural uncertainties. As part of my study of the women's movement online and feminist blog networks in Australia, I provide a review of several of these concepts, interrogating their applicability to the study of online communities. This paper explores the relevance of the social movement theory concepts of submerged networks, abeyance structures and the related idea of counterpublics for the study of feminist blog networks. In 2009, the radio station Triple J's ‘Hottest 100 of All Time’ poll featured no solo women artists, and women played on few tracks. In response to this, several strands of discourse developed in the Australian feminist blogosphere identifying ways that the history of rock music excludes or erases women. Activists developed a cross-platform poll on Twitter, Facebook and email, and promoted it through blogs and Twitter, to counter the ‘Hottest 100 Men’ with a ‘Hottest 100 Women’. This paper shows the ways these women have used blogging networks to challenge mainstream discourses and generate new ones.     

Effects of Student Participation and Teacher Support on Victimization in Israeli Schools: An Examination of Gender,Culture, and School Type

Much of the research literature on school violence has focused narrowly on individual characteristics of troubled youth, without careful examination of contextual factors that might influence violence and victimization in school settings. This study examines the associations among Student Participation in Decision-Making in their Schools, Teacher Support, and Student Victimization (by students and staff members) in a nationally representative sample of 10,254 students in 164 junior high and high schools in Israel. Data were analyzed using structural equations modeling for full group analyses and for group comparisons of patterns among junior high, high school, male, female, and Jewish and Arab students. Across all models, higher levels of teacher support were associated with lower rates of victimization. Participation in Decision-Making was also related to Victimization, with varying patterns depending on students' gender and ethnicity. Theoretical and social cultural factors contributing to these gender and cultural differences are discussed. The general findings are consistent with the research literature on teacher support, however they raise future research questions about culture and gender effects when considering participation and school contexts. Presented at the Annual Convention of the American Psychological Association, July 31st, 2004 Honolulu, Hawaii. Roxana Marachi is an Assistant Professor of Education at San José State University. She received her Ph.D.in Education and Psychology in 2003 from the University of Michigan. Her major research interests include school climate, learning environments, social behavior in schools, and the prevention of school violence Ron Avi Astor is Professor of Social Work and Education at the University of Southern California. He received his Ph.D. in School Psychology and Human Development from the University of California at Berkeley in 1991. His major research interests include school violence, moral reasoning about family and school violence, violence interventions, and student empowerment methods using mapping and monitoring methods Rami Benbenishty is a Gordon Brown Professor of Social Work and Social Welfare at the Hebrew University of Jerusalem, Israel. He received his Ph.D. in Social Work and Psychology in 1981 from the University of Michigan. His major research interests include child welfare, student victimization, and clinical judgment and decision making     

Loneliness at adolescence: Correlates,attributions, and coping

The present study provides much needed empirical data on the adolescent loneliness experience. One hundred adolescents were given measures of loneliness, loneliness attributions, coping styles, and personal characteristics. Loneliness was positively related to state and trait anxiety, an external locus of control, depression, self-consciousness, and social anxiety and negatively related to self-reported attractiveness, likability, happiness, and life satisfaction. Lonely adolescents were also less willing to take social risks. Adolescents most often attributed loneliness to boredom and most often coped with loneliness by watching TV or listening to music. The implications of these findings for adolescent social development are discussed.     

The Adolescent Society Revisited: Cultures, Crowds, Climates, and Status Structures in Seven Secondary Schools

The authors used data from seven schools in a metropolitan region to explore continuity and change in adolescent cultures and status structures; they identified six major types of status structures and explained variation among them in terms of characteristics of communities and schools. A key feature of the study is comparison of school climates, using both survey data and qualitative case studies that provide an interpretive context for the survey responses; this methodology allows a contextual level of analysis that is unavailable in either single-school ethnographies or large data sets that aggregate responses from individuals situated in many schools.Roberta Garner is Professor of Sociology at DePaul University. She received a Ph.D. in sociology from the University of Chicago (1966). Her interests are in sociological theory, political sociology, and the sociology of culture.Judith Bootcheck is Associate Professor of Sociology at DePaul University and received the Ph.D. from Purdue University (1969). Her interests are in youth and the aging, families, and social problemsMichael Lorr is a Ph.D. student in Urban Studies at University of Wisconsin-Milwaukee. He received an MA in sociology from DePaul (2002) and his interests are in sociology of culture, political sociology, and sociology of educationKathryn Rauch received an MA from DePaul University with a focus on sociology of education and youth     

Inferencing and television: A developmental study

Little research has been done to examine the cognitive processes engaged by television viewing in general, and with adolescent viewers in particular. The present study examined the extent of inferencing in adolescents' and young adults' interpretations of 3-min video segments taken from prime-time drama series and from rock music videos. It was predicted, and the results confirmed, that the less structured music video segments resulted in higher level inferencing than prime-time dramas. It was also found that young adults produced more higher-level inferences than adolescents, and prime-time drama led to more fact-based responses than music video. Correlations between television inferencing and scores on the Peel Lack of Closure Test were also examined to see if inferencing from video and from written text were related. Generally, these correlations were nonsignificant, confirming the hypotheses of other researchers that video inferencing involves unique knowledge structures that warrant further investigation.Received Ph.D. from Wayne State University. Research interest is adult cognitive development.Received Ph.D. from Vanderbilt University. Research interest is cognitive development.Received Ph.D. from Yale University. Research interest is human thinking and memory.     

Son of joe: Continuity and change among white working class adolescents

The present article focuses upon the much-neglected topic of white working class youth — the children of another other America. Based upon the available literature as well as upon a recent program of ethnographic research, the institutional settings — community, family, school — within which working class youth grow up are examined with particular emphasis on their climate and values. Attention is paid to the heterogeneity contained within this segment of the population pointing to four distinct types: collegians, greasers, hippies, and those encapsulated in family life. The article points to factors that promote a potential increase in residential social class homogeneity that, in turn, promotes class values, social and personal expectations, and modal relationships that increasingly diverge from the norms of an urban-industrial middle class society and that in considerable measure either contribute to a growing conservative alienation from the larger society or make adjustments to that society more problematic for its youth. The emergent picture of white working youth in part resembles that of youth in general, but in a more significant measure is much different from that found in either higher or lower social strata.This research was supported by USPHS-NIH Contract 70-511 and USPHS-NICHD Grant No. 04156.Received Ph.D. in Sociology from the University of Chicago. Research interests include post childhood socialization, social change and deviance, and urban social studies.Received Ph.D. in Sociology from the University of Chicago. Main research interest is social change and deviance.Candidate for Ph.D. in Sociology from Northwestern University. Main research interests are social stratification, youth, and social change in an industrial society.     

Adolescents' Participation in Service Activities and Its Impact on Academic,Behavioral, and Civic Outcomes

The National Household Education Survey, a nationally representative data set (N=4,306 high school students and one parent of each), was analyzed to describe characteristics of adolescents, the nature of their service activities, and academic, behavioral and civic outcomes associated with service (voluntary compared to school-required and by type of service). Participation in any service is associated with positive outcomes whether service is voluntary or required. Adolescents who worked directly with individuals in need had better academic adjustment; those who worked for organizations had better civic outcomes than adolescents who performed other types of service. Findings are discussed in terms of their significance for adolescent development, educational policy, and the use of large national data sets to examine service participation. Assistant Professor of Educational Psychology at Northern Illinois University. She received her Ph.D. in Psychology: Human Development from the University of Chicago. Her research interests include motivation, resilience, and positive youth development. Professor at Northern Illinois University. She received her Ph.D. in Educational Psychology from the University of Wisconsin-Madison. Her research interests include family, community, and out-of-school influences on child and adolescent educational adjustment. Received her M.S. Ed. in Educational Psychology from Northern Illinois University, where she is currently pursuing her doctoral degree. Her current research interests involve the role of adolescents' family, community and school contexts in fostering their social, moral, and educational development.     

Self-Esteem Enhancing Reasons for Having Sex and The Sexual Behaviors of African American Adolescents

A sample of 146 African American adolescents living in impoverished neighborhoods with high HIV rates participated in the Chicago HIV Prevention and Adolescent Mental Health Project (CHAMP), a longitudinal study of adolescent HIV risk exposure. The current study examined self-reported reasons why African American adolescents may participate in risky sexual behavior. Adolescents completed a questionnaire regarding their sexual behaviors and reasons for having sex at Wave 3 of data collection. Findings from the study revealed that females used condoms less consistently while males had more sexual partners and sexually debuted earlier. Regression analyses also indicated that males were more likely to endorse self-esteem enhancing reasons for having sex and those who did also reported a higher number of sexual partners. Males were more likely to endorse power-related reasons for having sex and those who did tended to sexually debut earlier. Across both genders, results suggested that those adolescents who endorsed more self-esteem enhancing reasons for having sex were less likely to use condoms consistently. Implications for prevention programs and future research are discussed. Doctoral candidate in the Clinical Psychology Program at Loyola University Chicago. She received her Master of Arts from Loyola University Chicago in Clinical Psychology. Her research interests are in HIV/AIDS prevention in African American communities, particularly amongst adolescent girls. Professor of Clinical Psychology and Director of Clinical Training at Loyola University. He received his Ph.D. in Clinical Psychology from Virginia Commonwealth University. His interests lie in family relations during early and late adolescence, developmental psychopathology, the interface between developmental psychology and clinical child psychology, pediatric psychology (e.g., adolescents with physical disabilities), statistical applications in psychology, and research design. Associate Professor of Psychology in Psychiatry at the University of Illinois at Chicago. She received her Ph.D. in Child Psychology from the University of Minnesota at Minneapolis Her research interests lie in normative developmental processes during the transition to adolescence.