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1.
Elisabetta Crocetti Rasa Erentaitė Rita Žukauskienė 《Journal of youth and adolescence》2014,43(11):1818-1828
Identity formation is a core developmental task of adolescence. Adolescents can rely on different social-cognitive styles to seek, process, and encode self-relevant information: information-oriented, normative, and diffuse-avoidant identity styles. The reliance on different styles might impact adolescents’ adjustment and their active involvement in the society. The purpose of this study was to examine whether adolescents with different identity styles report differences in positive youth development (analyzed with the Five Cs—Competence, Confidence, Character, Connection, and Caring—model) and in various forms of civic engagement (i.e., involvement in school self-government activities, volunteering activities, youth political organizations, and youth non-political organizations). The participants were 1,633 (54.1 % female) 14–19 years old adolescents (M age = 16.56, SD age = 1.22). The findings indicated that adolescents with different identity styles differed significantly on all the Five Cs and on two (i.e., involvement in volunteering activities and in youth non-political organizations) forms of civic engagement. Briefly, adolescents with an information-oriented style reported high levels of both the Five Cs and civic engagement; participants with a normative style reported moderate to high scores on the Five Cs but low rates of civic engagement; diffuse-avoidant respondents scored low both on the Five Cs and on civic engagement. These findings suggest that the information-oriented style, contrary to the diffuse-avoidant one, has beneficial effects for both the individual and the community, while the normative style has quite beneficial effects for the individual but not for his/her community. Concluding, adolescents with different identity styles display meaningful differences in positive youth development and in rates of civic engagement. 相似文献
2.
Anthony L. Burrow Amanda C. O’Dell Patrick L. Hill 《Journal of youth and adolescence》2010,39(11):1265-1273
While having a purpose in life has been theorized as a developmental asset, the extent to which adolescents cultivate a meaningful
sense of direction is not well understood. In the present study, cluster analysis was used to classify adolescents by levels
of purpose exploration and commitment. The sample (N = 318; 55% female) consisted of youth aged 14–18 and was predominantly White/non-Hispanic (76.3%). Results supported four
meaningful yet distinguishable profiles of youth purpose that are largely consistent with theories on identity formation:
Achieved, Foreclosed, Uncommitted, and Diffused. Hypothesized linkages with affect and hope were established across the profiles
such that positive emotions and goal-directed thinking were most apparent among Achieved and Foreclosed youth and least apparent
among Diffused and Uncommitted youth. Overall, findings demonstrate the inherent complexity in adolescents’ engagement with
purpose and suggest a correspondence between stronger commitments to purpose and youths’ sense of personal agency and well-being. 相似文献
3.
Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important
for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom
context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement
of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions
of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement
(psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested
whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and
whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants
included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23%
were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom
context and academic achievement for students without previous achievement difficulties. However, for students with previous
achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic
achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and
achievement for students with previous achievement difficulties. Additional strategies may be needed for these students. 相似文献
4.
Aaron Metzger Lauren M. Alvis Benjamin Oosterhoff Elizabeth Babskie Amy Syvertsen Laura Wray-Lake 《Journal of youth and adolescence》2018,47(8):1663-1683
Civic developmental theory anticipates connections between normative developmental competencies and civic engagement, but little previous research has directly studied such links. The current study sought to contribute to civic development theory by examining associations between emotional and sociocognitive competencies (empathy, emotion regulation, prosocial moral reasoning, future-orientation) and civic engagement (volunteering, informal helping, political behaviors and beliefs, environmental behaviors, social responsibility values, civic skills). Data came from a geographically and racially diverse sample of 2467 youth (Mage?=?13.4, Range: 8–20 years, 56% female). The results indicated that empathy and future-orientation significantly predicted nearly all forms of civic engagement, whereas emotion regulation and prosocial moral reasoning were uniquely associated with specific forms of civic engagement. Exploratory multi-group models indicated that empathy and emotion regulation were more strongly associated with civic engagement among younger youth and prosocial moral reasoning and future-orientation were more strongly related to civic engagement among older youth. The findings help to advance developmental theory of youth civic engagement. 相似文献
5.
Miriam R. Arbeit Sara K. Johnson Robey B. Champine Kathleen N. Greenman Jacqueline V. Lerner Richard M. Lerner 《Journal of youth and adolescence》2014,43(6):971-990
Previous analyses of data from the 4-H Study of Positive Youth Development (PYD) have examined concurrent trajectories of positive development and risk/problem behaviors among adolescents, finding complex and not necessarily inverse relationships among them. In this article, we expand on prior research by employing a person-centered approach to modeling risk behaviors, assessing development from approximately 6th grade through 12th grade among 4,391 adolescents (59.9 % female). Latent profiles involving the problematic behaviors of delinquency, depressive symptoms, substance use, sexual activity, disordered eating behaviors, and bullying were then assessed for concurrent relationships with the Five Cs of PYD: Competence, Confidence, Character, Caring, and Connection. We found six latent profiles, based primarily on mental health, aggression, and alcohol use, with significant differences in Confidence levels among many of the profiles, as well as some differences in the four other Cs. We discuss directions for future research and implications for application to youth policies and programs. 相似文献
6.
Nickki Pearce Dawes Andrea Vest Sandra Simpkins 《Journal of youth and adolescence》2014,43(8):1374-1388
Involvement in physically active pursuits, such as sports, contributes to achieving and maintaining good emotional and physical health. The central goal of this article was to examine the longitudinal relationships between participation (i.e., time spent in the activities) in organized and informal sports contexts and motivational beliefs, and factors that might impact these relationships, such as developmental stage and gender. The data for the current study were drawn from the childhood and beyond longitudinal study, which utilized a cohort sequential design with data collected on three cohorts across four waves. The current study sample included 986 European American youth (51 % female), who t were mostly from working- and middle-class families. Self-report questionnaires were used to collect data from the youth about their participation in sports and their motivational beliefs (i.e., value and perceptions of competence) about this activity. Structural equation modeling was used to examine the relationships between participation and motivational beliefs across childhood and adolescence. The results provide some support for a model of reciprocal relationships between participation and motivational beliefs in organized and informal sports activities. These relationships between participation and motivational beliefs did not vary significantly based on developmental stage or by gender. Overall, the findings suggest that participation in organized and informal sports contexts may be fostered by supporting the development of positive motivational beliefs about the activities across developmental periods. 相似文献
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Dorn Lorah D. Dahl Ronald E. Williamson Douglas E. Birmaher Boris Axelson David Perel James Stull Stacy D. Ryan Neal D. 《Journal of youth and adolescence》2003,32(5):315-324
There is inconsistency in the outcome measures of biological and psychosocial studies using measures of puberty as a predictor. For example, some studies show that maturational timing may have differential influences (positive, negative, or no effect) depending on the specific disorder, dimension of measure, and gender. Other studies have suggested that some effects may be more directly linked to pubertal stage or hormone concentrations rather than timing per se. This study outlines several conceptual and methodological issues that may be relevant to addressing these inconsistencies, in the context of examining data from a study of maturational hormones obtained from a unique longitudinal cohort of 24 girls (age 10.0 ± 1.6 years) and 36 boys (age 10.4 ± 1.6 years) in the early part of puberty, where the developmental trajectory of these hormones were tracked annually in 65% of the sample. We explored the contributions of measures of pubertal growth and sociodemographic factors on hormone concentrations. In brief, it appears that no single measure best captures the maturational processes during puberty and suggests that multiple processes are occurring in parallel. Several conceptual and methodological implications are discussed that may guide investigators in interpreting existing studies of pubertal timing and behavior as well as in conducting future studies. 相似文献
10.
Despite substantial increases in the prevalence of adolescent overweight and obesity documented in recent decades, few studies
have prospectively tracked their development during the entire adolescent period. The aims of this study were to characterize
developmental trends in prevalence, incidence, and remission of overweight and obesity using annual data collected from ages
12 to 19 for 496 adolescent females. Ethnic differences between African American (n = 37), Latina (n = 96), and European American (n = 348) adolescents were also compared. The prevalence of overweight decreased slightly across adolescence and remission rates
exceeded incidence (onset). Obesity was more chronic, with increasing incidence accompanied by decreasing remission rates.
Middle through late adolescence was the period of greatest risk for the transition from overweight to obesity. African American
and Latina females had higher overweight and obesity prevalence than European American females throughout adolescence. Differences
in prevalence were driven by higher onset rates for African American and Latina females, whereas remission rates were comparable
across ethnic groups. Results suggest that adolescence is not a high-risk period for onset of obesity for European American
adolescent females, but is for African American and Latina adolescent females. 相似文献
11.
Sarah Jensen Racz Diane L. Putnick Joan T. D. Suwalsky Charlene Hendricks Marc H. Bornstein 《Journal of youth and adolescence》2017,46(8):1688-1701
Children’s and adolescents’ cognitive abilities, social adaptation, and externalizing behaviors are broadly associated with each other at the bivariate level; however, the direction, ordering, and uniqueness of these associations have yet to be identified. Developmental cascade models are particularly well-suited to (1) discern unique pathways among psychological domains and (2) model stability in and covariation among constructs, allowing for conservative tests of longitudinal associations. The current study aimed to identify specific cascade effects among children’s cognitive abilities, social adaptation, and externalizing behaviors, beginning in preschool and extending through adolescence. Children (46.2?% female) and mothers (N?=?351 families) provided data when children were 4, 10, and 14 years old. Cascade effects highlighted significant stability in these domains. Unique longitudinal associations were identified between (1) age-10 cognitive abilities and age-14 social adaptation, (2) age-4 social adaptation and age-10 externalizing behavior, and (3) age-10 externalizing behavior and age-14 social adaptation. These findings suggest that children’s social adaptation in preschool and externalizing behavior in middle childhood may be ideal intervention targets to enhance adolescent well-being. 相似文献
12.
Yibing Li Jacqueline V. Lerner Richard M. Lerner 《Journal of youth and adolescence》2010,39(7):801-815
Although the role of school engagement in influencing children’s academic competence has been recognized in past theory and
research, how school engagement may mediate the relationships between ecological and personal resources and academic competence
remains largely unknown. Using structural equation modeling procedures, the present study was aimed at examining the role
of school engagement in mediating the associations between ecological and personal assets and academic competence. Data from
960 participants (45.6% boys) who took part in the Grades 5 and 6 assessments of the longitudinal, 4-H Study of Positive Youth
Development were used. Evidence was found for a model positing two distinct school engagement components, Behavioral and Emotional,
and for the role of these facets of school engagement in the relationships between developmental assets and later academic
competence. Personal and ecological assets had indirect effects on later academic competence, via behavioral and emotional
school engagement. Behavioral and emotional school engagement predicted academic competence differently. Emotional engagement
was indirectly linked to academic competence, via behavioral engagement. Behavioral and emotional engagement also had different
individual and contextual antecedents. Implications of the findings for evaluating the role of behavioral and/or emotional
school engagement in academic competence and positive youth development are discussed. 相似文献
13.
Identity formation is a dynamic process during adolescence. Trajectories of identity formation were assessed longitudinally in early and middle adolescents, taking into account the personality underpinnings of this process. Identity formation was conceptualized according to the circumplex of identity formation modes. The model distinguishes basic modes rooted in Marcia’s categories of exploration and commitment. Plasticity and stability, the two higher order Big Five meta-traits, were used to assess personality underpinnings. This study includes five measurement waves over 1.5 years and involves 1,839 Polish participants; 914 early adolescents (53.9% girls) and 925 middle adolescents (63.8% girls). The results suggest that (1) the four identity formation modes change dynamically, showing linear and curvilinear growth and that (2) identity formation mode trajectories are more dynamic in middle adolescence than in early adolescence. The results also showed that, in the conditional model, (3) the higher-order personality factors and gender affect the growth factors of identity formation modes. Overall, trajectories of identity formation modes are more linear during early adolescence and more curvilinear during middle adolescence. The initial levels in identity trajectories are influenced by the personality metatraits but only plasticity is related to change among early adolescents. 相似文献
14.
Jonathan Zaff Michelle Boyd Yibing Li Jacqueline V. Lerner Richard M. Lerner 《Journal of youth and adolescence》2010,39(7):736-750
Civic participation does not necessarily equate to civic engagement. However, to date, integrated measures of civic engagement
that go beyond civic behaviors have not been developed. In this article, we propose an integrated construct of civic engagement,
active and engaged citizenship (AEC), that includes behavioral, cognitive, and socioemotional constructs. Using data from
909 adolescents (62.4% girls) who took part in the Grades 8–10 assessments of the longitudinal 4-H Study of Positive Youth
Development (PYD), we assessed the structure and measurement invariance of AEC. AEC was proposed as a second-order latent
construct that encompasses four first-order latent factors: Civic Duty, Civic Skills, Neighborhood Social Connection, and
Civic Participation. Measurement invariance was tested over time (from Grade 8 to Grade 10) and between boys and girls. The
results supported strong invariance of AEC over time and between sexes. Implications of AEC for future research and practice
are discussed. 相似文献
15.
Vanhalst J Klimstra TA Luyckx K Scholte RH Engels RC Goossens L 《Journal of youth and adolescence》2012,41(6):776-787
Based on current theories of depression, reciprocal links between loneliness and depressive symptoms are expected to occur. However, longitudinal studies on adolescent samples are scarce and have yielded conflicting results. The present five-wave longitudinal study from mid- to late adolescence (N=428, M age at T1=15.22 years; 47% female) examined the direction of effect between loneliness and depressive symptoms, using cross-lagged path analysis. In addition, the robustness of these prospective associations was tested by examining the role of the Big Five personality traits (i.e., extraversion, conscientiousness, agreeableness, neuroticism, and openness) as explaining factors and moderators. Results indicated that loneliness and depressive symptoms influenced one another reciprocally, and these reciprocal associations were not attributable to their mutual overlap with personality traits. In addition, neuroticism was found to be a moderator, in that the bidirectional effects between loneliness and depressive symptoms were only found in adolescents high in neuroticism. Practical implications are discussed, and suggestions for future research are outlined. 相似文献
16.
Crawford Thomas N. Cohen Patricia Johnson Jeffrey G. Sneed Joel R. Brook Judith S. 《Journal of youth and adolescence》2004,33(5):373-387
Personality disorder symptoms were investigated in a community sample of young people (n = 714) to assess their relationship over time with well-being during adolescence and the emergence of intimacy in early adulthood. Drawing on Erikson's theory of psychosocial development, changes in adolescent well-being were conceptualized as indirect indicators of identity consolidation. Cluster B personality disorder symptoms (borderline, histrionic, and narcissistic symptoms) were conceptualized to represent identity diffusion—i.e. maladaptive personality traits that usually resolve during the identity crisis of adolescence. Latent growth models were used in 2 age cohorts to assess (1) interrelationships between Cluster B symptoms, well-being, and intimacy at mean ages 13.8 and 18.6 years; and (2) associations between their developmental trajectories over the next 6 years. As expected, higher personality disorder symptoms were associated with lower well-being during adolescence, and declines in personality disorder symptoms over time were associated with corresponding gains in well-being. Consistent with Erikson's developmental theory, there was an inverse relationship between Cluster B symptoms and intimacy that increased in strength as young people entered adulthood. As an indicator of successful identity consolidation, well-being was significantly associated with intimacy in female adolescents and young adults. 相似文献
17.
Mengya Xia Gregory M. Fosco Melissa A. Lippold Mark E. Feinberg 《Journal of youth and adolescence》2018,47(7):1499-1516
The ability to develop and maintain healthy romantic relationships is a key developmental task in young adulthood. The present study investigated how adolescent interpersonal skills (assertiveness, positive engagement) and family processes (family climate, parenting practices) influence the development of young adult romantic relationship functioning. We evaluated cross-lag structural equation models with a sample of 974 early adolescents living in rural and semi-rural communities in Pennsylvania and Iowa, starting in sixth grade (mean age?=?12.4, 62.1% female) and followed into young adulthood (mean age?=?19.5). Findings revealed that adolescents who had experienced a more positive family climate and more competent parenting reported more effective problem-solving skills and less violent behavior in their young adult romantic relationships. Adolescent assertiveness was consistently positively associated with relationship problem-solving skills, and adolescents’ positive engagement with their family was associated with feeling more love in young adult romantic relationships. In addition, family functioning and adolescent interpersonal skills exhibited some reciprocal relations over the adolescent years. In summary, family processes and interpersonal skills are mutually influenced by each other across adolescence, and both have unique predictive implications to specific facets of young adult romantic relationship functioning. 相似文献
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Pinquart Martin Silbereisen Rainer K. Wiesner Margit 《Journal of youth and adolescence》2004,33(6):467-477
Individuals direct their own development by setting developmental goals and striving for goal attainment. Human development includes reductions in discrepancies between desired and actual states, as is the case in goal attainment and reduction of aspirations, as well as increases of discrepancies, for example, when individuals increase their aspirations or face setbacks. The present study analyzed how ways of changing discrepancies between desired and actual states of solving developmental tasks relate to changes in adolescents' self-esteem across a 2-year period. With regard to discrepancy-reducing processes we found that increases in goal attainment were associated with increased self-esteem whereas reductions of aspirations were not systematically associated with self-esteem change. With regard to discrepancy-producing processes, diminishing of the present state was consistently associated with declines in self-esteem, whereas increases in aspirations showed inconsistent associations with self-esteem changes. The results indicate similarities and differences between developmental regulation in adolescence and adulthood. 相似文献
20.
Assaf Oshri Josephine A. Kwon Amos Zeichner Kandauda K. A. S. Wickrama 《Journal of youth and adolescence》2017,46(1):151-164
Neglectful rearing is linked with young adults’ substance use and abuse, though the developmental mechanisms that underlie this association are unclear. The present study examines links between self-esteem growth during adolescence, childhood supervisory versus physical neglect severity, and substance use and abuse in young adulthood. A sample of youth was obtained from the Add Health study (N = 8738; 55.4 %-Female; 20 %-African American, 14.7 %-Hispanic). Growth mixture modeling analyses supported declining, ascending, and stable high self-esteem trajectories. The declining and ascending trajectories reported greater neglect and alcohol abuse (but not use) as well as cannabis use and abuse. The findings suggest that compromised development of self-esteem underlies associations between neglect and substance use and abuse. Preventive interventions may benefit from targeting self-esteem among neglected youth. 相似文献