Motivations for Social Media Use: Associations with Social Media Engagement and Body Satisfaction and Well-Being among Adolescents

Journal of Youth and Adolescence - Adolescents are spending considerable time on social media, yet it is unclear whether motivations for social media use drive different forms of social media...     

Parent–Adolescent Conflict across Adolescence: Trajectories of Informant Discrepancies and Associations with Personality Types

Journal of Youth and Adolescence - Parent–adolescent conflict can be intense, yet parents and adolescents do not always agree on the intensity of conflict. Conflict intensity tends to change...     

Sample Mining and Data Mining: Combined Real-Time and Retrospective Approaches for the Identification of Emerging Novel Psychoactive Substances

Novel psychoactive substances (NPS) are synthetic drugs that pose serious public health and safety concerns. A multitude of NPS have been identified in the United States, often implicated in forensic investigations. The most common and effective manner for identifying NPS is by use of mass spectrometry and the true utility lies within nontargeted acquisition techniques. During this study, a liquid chromatography quadrupole time-of-flight mass spectrometry (LC-QTOF-MS) assay was developed, validated, and implemented for forensic toxicology testing. A SCIEX TripleTOF™ 5600 + with SWATH^® acquisition was used. Resulting data were compared against an extensive library database containing more than 800 compounds. The LC-QTOF-MS assay was applied to the reanalysis of biological sample extracts to discover emergent NPS. More than 3,000 sample extracts were analyzed, and more than 20 emerging NPS were detected for the first time. Among these were isopropyl-U-47700, 3,4-methylenedioxy-U-47700, fluorofuranylfentanyl, N-methyl norfentanyl, 2F-deschloroketamine, 3,4-methylenedioxy-alpha-PHP, eutylone, and N-ethyl hexedrone.     

Students’ Personal Belief in a Just World,Well-Being,and Academic Cheating: A Cross-National Study

Social Justice Research - A cross-national study with university students from Germany (n?=?1135) and Turkey (n?=?634) tested whether personal belief in a just world (PBJW)...     

Adolescents’ Self-Perception of Morality,Competence, and Sociability and their Interplay with Quality of Family,Friend, and School Relationships: A Three-Wave Longitudinal Study

Morality, competence, and sociability have been conceptualized as fundamental dimensions on which individuals ground their evaluation of themselves and of other people and groups. In this study, we examined the interplay between self-perceived morality, competence, and sociability and relationship quality within the core social contexts with which adolescents have extensive daily interactions (family, friends, and school). Participants were 916 (51.4% girls; M_age?=?15.64 years) adolescents involved in a three-wave longitudinal study with annual assessments. The results of cross-lagged analyses indicated that (a) self-perceived morality was more important than self-perceived competence and sociability in strengthening family, friend, and school relationships; and (b) high-quality friendships led to increasing levels of self-perceived morality over time. Overall, this evidence advances our theoretical understanding of the primacy of morality from a self-perspective approach and highlights the developmental importance of friends.     

Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee

Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students’ subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in eleventh rather than twelfth grade. We see limited evidence of improvements in early math performance during college.