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341.
Depressive Symptoms and School Burnout During Adolescence: Evidence from Two Cross-lagged Longitudinal Studies 总被引:1,自引:0,他引:1
Katariina Salmela-Aro Hannu Savolainen Leena Holopainen 《Journal of youth and adolescence》2009,38(10):1316-1327
The main purpose of this study was to examine the extent to which middle and late adolescents’ depressive symptoms predict
their later school burnout and, in turn, the extent to which school burnout predicts depressive symptoms. Drawing on data
gathered at ages 15–19 in two-three-wave longitudinal studies, we investigated cross-lagged paths between school burnout and
depressive symptoms. In Study 1 the participants were 15-year-old adolescents (Time 1: N = 611, Time 2: N = 614, Time 3: N = 725) who completed the School Burnout Inventory and depressive symptoms twice during their final term of comprehensive
school and once after the transition to upper secondary high school or vocational school. In Study 2 the participants were
17-year-old adolescents whose school burnout and depressive symptoms were measured three times annually (Time 1: N = 474, Time 2: N = 412, Time 3: N = 414) during their 3 years of secondary education. Results of both studies revealed moderate stability for both school burnout
and depressive symptoms. They also showed that school burnout more strongly predicted subsequent depressive symptoms later
on than vice versa. Lastly, they revealed cumulative cycles between school burnout and depressive symptoms. 相似文献
342.
Roger J. R. Levesque 《Journal of youth and adolescence》2009,38(10):1281-1281
343.
Phillip L. Hammack Elisabeth Morgan Thompson Andrew Pilecki 《Journal of youth and adolescence》2009,38(7):867-883
Youth with same-sex desire undergo a process of narrative engagement as they construct configurations of identity that provide
meaning and coherence with available sexual taxonomies. This article presents a theoretical analysis and four case studies
centering on the relationship among context, desire, and identity for youth with same-sex desire. Through an interpretive,
holistic analysis of the personal narratives of youth, we examine the integration of same-sex desire, behavior, and identity
in the general life story and the selective appropriation of elements of “master narratives” of sexual identity development.
Narratives were characterized by challenges to integrate desire, behavior, and identity into a configuration that conformed
to the received sexual taxonomy. Implications for theory and further research on sexual identity development are discussed. 相似文献
344.
Shulman S Zlotnik A Shachar-Shapira L Connolly J Bohr Y 《Journal of youth and adolescence》2012,41(5):593-606
This study examined the links between parental divorce, quality of maternal parenting, spousal relationships and middle adolescent
romantic competence in 80 mother-adolescent daughter pairs (40 divorced). Mothers were asked to describe their attitudes and
behaviors with regard to their daughters’ romantic behavior. In addition, mothers were interviewed about their own romantic
experiences when they were at the age of their daughters. Adolescent girls (mean age = 16.98 years; range 16–18) were administered
a comprehensive interview about romantic competence. Findings indicated that adolescent girls from divorced families showed
lower levels of romantic competence, which were expressed in their behavior, attitudes toward relationships and skill in handling
those relationships. Divorce was found to have had an adverse effect on girls’ romantic competence, whereas continued adaptive
parenting and spousal relationships alleviated the effect of divorce. Mothers’ coherent representation of their own adolescent
romantic experiences also alleviated the effect of divorce on daughters’ romantic behavior. Results show the important role
of family relationships in fostering romantic competence among adolescent girls. 相似文献
345.
de Graaf H van de Schoot R Woertman L Hawk ST Meeus W 《Journal of youth and adolescence》2012,41(5):583-592
Although the relation between family relationships and the timing of sexual debut has been the focus of many studies, research
on mediating factors is scarce. This study examines whether low levels of family cohesion result in an earlier onset of romantic
and sexual experiences, and whether the link between family cohesion and an early sexual debut is mediated by early romantic
initiation. A longitudinal sample of 314 adolescent girls and 222 boys, aged 12–17 at Wave 1, completed questionnaires at
three measurement points with three year intervals. The results showed that sexual debut followed romantic initiation for
77% of the participants. For early adolescent females (aged 12–14), high levels of family cohesion resulted in a later sexual
debut and this association was fully mediated by a delay of romantic initiation. Among boys and older girls, timing of romantic
initiation did not mediate the link between family cohesion and timing of sexual initiation. Early adolescent girls who have
negative relationships with their parents turn to romantic relationships for intimacy and support, which subsequently provide
the opportunity for an early sexual debut. Low levels of family cohesion thus primarily precipitate romantic initiation and
sexual initiation appears to be secondary to this process among girls in this age group. 相似文献
346.
347.
Previous studies have indicated homophily in depressive symptoms among adolescent friends, resulting from both peer selection
and socialization processes. However, developmental differences and the role of school transitions in these processes have
not been elucidated. A sample of 367 (51% female) adolescents was followed from 6th to 11th grade to investigate prospective
relationships between adolescents’ and their friends’ depressive symptoms in middle school and in high school. Results revealed
that students selected friends with similar levels of depressive symptoms after each school transition. Additionally, friends
appeared to socialize adolescents to become more similar in depressive affect in late middle school years. These findings
suggest normative selection effects after school transitions, followed by socialization effects in middle school, but not
high school. 相似文献
348.
Understanding the prevalence and correlates of decisional autonomy within specific cultural contexts is necessary to fully
comprehend how family processes are embedded within culture. The goals of this study were to describe mothers’ and fathers’
decision-making with adolescents (M = 12.51 years, SD = 0.58; 51% female), including parent-unilateral, joint, and youth-unilateral decision-making, and to examine
the socio-cultural and family characteristics associated with these different types of decision-making in 246 Mexican-origin
families. Mothers reported more joint and youth-unilateral decision-making and less parent-unilateral decision-making than
did fathers. Fathers reported more youth-unilateral decision-making with sons than with daughters. Further, for mothers, more
traditional gender role attitudes and higher levels of mother-adolescent conflict were associated with more parent-unilateral
and less joint decision-making. In contrast, for fathers, lower levels of respect values were associated with more youth-unilateral
decision-making with sons, and higher levels of parent-adolescent warmth were associated with more youth-unilateral decision-making
with daughters. The importance of understanding the different correlates of mothers’ and fathers’ decision-making with sons
versus daughters is discussed. 相似文献
349.
Hafen CA Allen JP Mikami AY Gregory A Hamre B Pianta RC 《Journal of youth and adolescence》2012,41(3):245-255
Student engagement is an important contributor to school success, yet high school students routinely describe themselves as
disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement.
This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes
in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse
(67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided
questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated
that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased
their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in
other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations
of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs
and its relationship to educational practice is discussed. 相似文献
350.
Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth
of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large,
multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation
in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents’ sense of belonging
at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression
models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in
11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported
a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic
engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents’ sense of belonging at
school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade.
This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and
greater academic performance. School policy implications and recommendations are discussed. 相似文献