Journal articles: 'Adolescence Adolescent psychology Social interaction in adolescence'

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Kandler, Christian, Trine Waaktaar, René Mõttus, Rainer Riemann, and Svenn Torgersen. "Unravelling the Interplay between Genetic and Environmental Contributions in the Unfolding of Personality Differences from Early Adolescence to Young Adulthood." European Journal of Personality 33, no. 3 (May 2019): 221–44. http://dx.doi.org/10.1002/per.2189.

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In two studies, we examined the genetic and environmental sources of the unfolding of personality trait differences from childhood to emerging adulthood. Using self–reports from over 3000 representative German twin pairs of three birth cohorts, we could replicate previous findings on the primary role of genetic sources accounting for the unfolding of inter–individual differences in personality traits and stabilizing trait differences during adolescence. More specifically, the genetic variance increased between early (ages 10–12 years) and late (ages 16–18 years) adolescence and stabilized between late adolescence and young adulthood (ages 21–25 years). This trend could be confirmed in a second three–wave longitudinal study of adolescents’ personality self–reports and parent ratings from about 1400 Norwegian twin families (average ages between 15 and 20 years). Moreover, the longitudinal study provided evidence for increasing genetic differences being primarily due to accumulation of novel genetic influences instead of an amplification of initial genetic variation. This is in line with cumulative interaction effects between twins’ correlated genetic makeups and environmental circumstances shared by adolescent twins reared together. In other words, nature × nurture interactions rather than transactions can account for increases in genetic variance and thus personality variance during adolescence. © 2019 European Association of Personality Psychology

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Guyer, Amanda E., Justin D. Caouette, Clinton C. Lee, and Sarah K. Ruiz. "Will they like me? Adolescents’ emotional responses to peer evaluation." International Journal of Behavioral Development 38, no. 2 (January 23, 2014): 155–63. http://dx.doi.org/10.1177/0165025413515627.

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Relative to children and adults, adolescents are highly focused on being evaluated by peers. This increased attention to peer evaluation has implications for emotion regulation in adolescence, but little is known about the characteristics of the evaluatee and evaluator that influence emotional reactions to evaluative outcomes. The present study used a computer-based social evaluation task to examine predictors of adolescents’ emotional responses to feedback from unknown peers. Nine-to-seventeen-year-olds ( N = 36) completed the “chatroom task” and indicated the degree to which each peer would be interested in interacting with them and how good they felt after receiving acceptance and rejection feedback from peers. We examined whether adolescents’ age and gender impacted their emotional responses to being accepted or rejected by peers of different age groups (i.e., early or middle adolescence) and genders. We also tested whether expectations about peers’ interest was associated with variability in adolescents’ emotional responses to the evaluative outcome. Upon being accepted by middle adolescent male peers, females in the middle relative to early years of adolescence reported greater well-being, whereas males reported similar levels of well-being regardless of their own age. Following acceptance from middle adolescent female peers, females reported greater well-being than males. Adolescents with high expectations for being liked by peers felt better after being accepted versus rejected relative to those with low expectations. For adolescents with low expectations, acceptance and rejection were associated with similar levels of well-being. Adolescents’ emotional responses to peer evaluation are influenced by specific individual characteristics and antecedent preparation for evaluation that may serve an emotion regulatory purpose.

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Holmes, George R., Yuji Sakano, Georgia H. Doran, James R. Doran, and Joseph Cautela. "Japanese High School and College Students' Responses to the Adolescent Reinforcement Survey Schedule." Psychological Reports 75, no. 2 (October 1994): 995–1006. http://dx.doi.org/10.2466/pr0.1994.75.2.995.

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Factor-analyzed correlations among items of the Japanese Adolescent Reinforcement Survey Schedule by Japanese high school students ( N = 939) and college students ( N = 500) were compared to investigate the changes in reinforcers between mid- and late adolescence, gender differences, and the specific groupings of reinforcers which suggest certain interventions for either or both groups of adolescents. The factor analysis yielded ten interpretable factors in both groups. These factors were similar and did not suggest a dramatic shift in reinforcers between mid- and late adolescence. Items related to heterosexual activities and antisocial behaviors were rated as more pleasurable by males and items related to interpersonal relationships and academic activities were rated as more pleasurable by females. Since both groups of students attach high reinforcement value to interpersonal interaction with peers and family members, interventions focusing on social skills development might be popular and well attended.

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Hein, Tyler C., Leigh G. Goetschius, Vonnie C. McLoyd, Jeanne Brooks-Gunn, Sara S. McLanahan, Colter Mitchell, Nestor L. Lopez-Duran, Luke W. Hyde, and Christopher S. Monk. "Childhood violence exposure and social deprivation are linked to adolescent threat and reward neural function." Social Cognitive and Affective Neuroscience 15, no. 11 (October 26, 2020): 1252–59. http://dx.doi.org/10.1093/scan/nsaa144.

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Abstract Background Childhood adversity is, unfortunately, highly prevalent and strongly associated with later psychopathology. Recent theories posit that two dimensions of early adversity, threat and deprivation, have distinct effects on brain development. The current study evaluated whether violence exposure (threat) and social deprivation (deprivation) were associated with adolescent amygdala and ventral striatum activation, respectively, in a prospective, well-sampled, longitudinal cohort using a pre-registered, open science approach. Methods One hundred and sixty-seven adolescents from the Fragile Families and Child Wellbeing Study completed functional magnetic resonance imaging (fMRI) scanning. Prospective longitudinal data from ages 3, 5 and 9 years were used to create indices of childhood violence exposure and social deprivation. We evaluated whether these dimensions were associated with adolescent brain function in response to threatening and rewarding faces. Results Childhood violence exposure was associated with decreased amygdala habituation (i.e. more sustained activation) and activation to angry faces in adolescence, whereas childhood social deprivation was associated with decreased ventral striatum activation to happy faces in adolescence. These associations held when adjusting for the other dimension of adversity (e.g., adjusting for social deprivation when examining associations with violence exposure), the interaction of the two dimensions of adversity, gender, internalizing psychopathology, and current life stress. Conclusions Consistent with recent theories, different forms of early adversity were associated with region-specific differences in brain activation.

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Baird, Sarah, Sarah Alheiwidi, Rebecca Dutton, Khadija Mitu, Erin Oakley, Tassew Woldehanna, and Nicola Jones. "Social Isolation and Disrupted Privacy." Girlhood Studies 13, no. 3 (December 1, 2020): 98–115. http://dx.doi.org/10.3167/ghs.2020.130308.

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The COVID-19 pandemic and subsequent lockdown has shattered the everyday lives of young people, limiting peer interactions and disrupting privacy, with potential for long-term detrimental impacts. This study uses rapid virtual quantitative and qualitative surveys undertaken from April to July 2020 with over 4,800 adolescents affected by displacement in Bangladesh and Jordan to explore adolescent girls’ experiences of social isolation and lack of privacy. Our mixed-methods findings suggest that the pandemic and policy response has caused sharp restrictions on privacy and substantially limited interactions with peers, with larger impacts on girls, particularly those with disabilities. For girls, digital exclusion exacerbates these gender differences. Given that privacy and peer interactions are paramount during adolescence, age-, gender-, and disability-responsive programming is essential to ensure future wellbeing.

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Allen, Joseph P., Rachel K. Narr, Emily L. Loeb, and Alida A. Davis. "Beyond deviancy-training: Deviant adolescent friendships and long-term social development." Development and Psychopathology 31, no. 5 (September 9, 2019): 1609–18. http://dx.doi.org/10.1017/s095457941900083x.

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AbstractAdolescent association with deviant and delinquent friends was examined for its roots in coercive parent–teen interactions and its links to functional difficulties extending beyond delinquent behavior and into adulthood. A community sample of 184 adolescents was followed from age 13 to age 27, with collateral data obtained from close friends, classmates, and parents. Even after accounting for adolescent levels of delinquent and deviant behavior, association with deviant friends was predicted by coercive parent–teen interactions and then linked to declining functioning with peers during adolescence and greater internalizing and externalizing symptoms and poorer overall adjustment in adulthood. Results are interpreted as suggesting that association with deviant friends may disrupt a core developmental task—establishing positive relationships with peers—with implications that extend well beyond deviancy-training effects.

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Allen, Joseph P., Bonnie J. Leadbeater, and J. Lawrence Aber. "The relationship of adolescents' expectations and values to delinquency, hard drug use, and unprotected sexual intercourse." Development and Psychopathology 2, no. 1 (January 1990): 85–98. http://dx.doi.org/10.1017/s0954579400000614.

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AbstractThis study examined adolescents' expectations and values about how competent behaviors would work for them in difficult social situations and explored the relation of these appraisals to adolescents' delinquency, drug use, and sexual intercourse without use of adequate birth control. Several lines of research on the determinants of adolescent achievement motivation, social competence, and various problem behaviors are integrated within a unified framework based on both motivational and cognitive-social learning theories. One hundred adolescents at-risk for problematic behaviors, aged 15½–18, received structured interviews measuring their expectations of self-efficacy in performing socially competent behaviors, their expectations about the outcomes of these behaviors, their values toward these behaviors, their perceptions of the values of peers, and their identification with the values of important adults. Adolescents also reported their recent levels of delinquency, hard drug use, and unprotected sexual activity. Adolescents' expectations and values were significantly related to all three problem behaviors; males' low efficacy expectations and females' lack of identification with an adult's values were the strongest correlates of problem behaviors. Adolescents' expectations and values are considered as potentially important aspects of adolescents' models of themselves in social interactions, which may mediate the link between problematic family relationships in childhood and deviant behavior in adolescence.

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Lau, Jennifer Y. F., Alice M. Gregory, Michelle A. Goldwin, Daniel S. Pine, and Thalia C. Eley. "Assessing gene–environment interactions on anxiety symptom subtypes across childhood and adolescence." Development and Psychopathology 19, no. 4 (2007): 1129–46. http://dx.doi.org/10.1017/s0954579407000582.

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AbstractConsistent evidence shows both genetic and stress-related risks on child and adolescent anxiety, yet few studies have considered the degree to which genetic effects are moderated by stress (gene–environment interaction). We used longitudinal data from both a child and adolescent sample of twins to examine three novel issues on the presence of gene–environment interaction on anxiety symptoms. First, we assessed moderation of genetic risks on anxiety symptoms by negative life events in each age group. Second, by distinguishing between “stable” and “age-specific” genetic factors, we explored the continuity of gene–environment interaction across time and/or its emergence at specific ages. Third, we compared the presence of gene–environment interaction across different symptom types (general, panic, social, and separation). Genetic effects on separation anxiety symptoms in childhood (mean age = 8 years, 6 months) and panic anxiety symptoms in adolescence (mean age = 15 years) increased across independent negative life events. Shared environmental effects on separation anxiety symptoms and nonshared environmental effects on general anxiety symptoms in adolescence were also moderated by negative life events. We interpret these preliminary findings tentatively in the context of gene–environment interaction on anxiety in general, and on early separation and later panic anxiety in particular.

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Rao, Devanshi Sudhindar, and Aneesh Kumar. "Development and Validation of the Social Media Self-Esteem Scale for Adolescents." International Journal of Cyber Behavior, Psychology and Learning 10, no. 4 (October 2020): 1–13. http://dx.doi.org/10.4018/ijcbpl.2020100101.

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Development of the self is a vital aspect during the period of adolescence. Interaction with peers contributes to the development of various aspects of self. Due to the technological advances in today's times, adolescents interact with their peers through social media sites and portals. It is essential to study this development in light of the increasing use of social media by adolescence. Thus, the study aimed at developing an item pool to tap the construct of social media influencing self-esteem of adolescents following the procedure of tool construction. Participants included adolescents ranging between 16 to 18 years of age, who have at least one social media account for personal use. There were 110 participants for the first phase and 397 participants for the second phase of the study. The scale has eight items with the overall reliability of .7. It indicates a fitting measure of self-esteem influenced by social media, with looking-glass self theory, according to which individuals develop their self, based on their perceptions of others responses to their behaviour.

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Richards, J. S., C. A. Hartman, B. F. Jeronimus, J. Ormel, S. A. Reijneveld, R. Veenstra, F. C. Verhulst, W. A. M. Vollebergh, and A. J. Oldehinkel. "Beyond not bad or just okay: social predictors of young adults’ wellbeing and functioning (a TRAILS study)." Psychological Medicine 49, no. 09 (September 19, 2018): 1459–69. http://dx.doi.org/10.1017/s0033291718001976.

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AbstractBackgroundVarious childhood social experiences have been reported to predict adult outcomes. However, it is unclear how different social contexts may influence each other's effects in the long run. This study examined the joint contribution of adolescent family and peer experiences to young adult wellbeing and functioning.MethodsParticipants came from the TRacking Adolescents’ Individual Lives Survey (TRAILS) study (n = 2230). We measured family and peer relations at ages 11 and 16 (i.e. family functioning, perceived parenting, peer status, peer relationship quality), and functioning as the combination of subjective wellbeing, physical and mental health, and socio-academic functioning at age 22. Using structural equation modelling, overall functioning was indicated by two latent variables for positive and negative functioning. Positive, negative and overall functioning at young adulthood were regressed on adolescent family experiences, peer experiences and interactions between the two.ResultsFamily experiences during early and mid-adolescence were most predictive for later functioning; peer experiences did not independently predict functioning. Interactions between family and peer experiences showed that both protective and risk factors can have context-dependent effects, being exacerbated or overshadowed by negative experiences or buffered by positive experiences in other contexts. Overall the effect sizes were modest at best.ConclusionsAdolescent family relations as well as the interplay with peer experiences predict young adult functioning. This emphasizes the importance of considering the relative effects of one context in relation to the other.

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Glowacz, Fabienne, Marie-Hélène Véronneau, Sylvie Boët, and Michel Born. "Finding the roots of adolescent aggressive behaviour." International Journal of Behavioral Development 37, no. 4 (May 22, 2013): 319–31. http://dx.doi.org/10.1177/0165025413486418.

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Aggressive behaviours in adolescence often originate in early development. This study tested three longitudinal pathways starting in early childhood, in a sample of 325 Belgian participants (162 girls) assessed every 1 or 2 years from birth through age 14. Structural equation models supported the “mother early dissatisfaction” pathway toward adolescent aggression, but neither the “cognitive functioning” nor the “early aggressive behaviour” pathway gained clear support. Mother’s early dissatisfaction with her child was the starting point of a series of negative perceptions of the child, which predicted physical and social aggression in adolescence. Children’s cognitive functioning and early aggression level were weakly correlated with mother’s perceptions. This finding suggests that explaining normative development to parents may improve mothers’ perceptions of their early experience as a mother, of their child, and of their subsequent interactions, which may reduce their child’s future aggressive behaviours.

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Fergusson, David, and John Horwood. "Adoption and Adjustment in Adolescence." Adoption & Fostering 22, no. 1 (April 1998): 24–30. http://dx.doi.org/10.1177/030857599802200105.

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David Fergusson and L John Horwood examine findings from a longitudinal study of the outcomes of adoption in a birth cohort of 1,262 New Zealand children studied from birth to the age of 16 years. This study suggested that children who entered adoptive families were advantaged throughout childhood in a number of areas including childhood experiences, standards of health care, family material conditions, family stability and mother/child interaction. However, the environmental advantages experienced by children who entered adoptive families were not directly reflected in the pattern of adolescent adjustment of this group. In particular, children placed in adoptive families had rates of externalising behaviours (including conduct disorders, juvenile offending and substance use behaviours) that were significantly higher than children reared in two-parent birth families but somewhat lower than those of children who entered single-parent families at birth.

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Lürzel, Stephanie, Sylvia Kaiser, and Norbert Sachser. "Social interaction, testosterone, and stress responsiveness during adolescence." Physiology & Behavior 99, no. 1 (January 2010): 40–46. http://dx.doi.org/10.1016/j.physbeh.2009.10.005.

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Samek, Diana R., Brian M. Hicks, William G. Iacono, and Matt McGue. "Personality, romantic relationships, and alcohol use disorder symptoms in adolescence and young adulthood: An evaluation of personality × social context interplay." Development and Psychopathology 32, no. 3 (August 27, 2019): 1097–112. http://dx.doi.org/10.1017/s0954579419001111.

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AbstractPrior research has shown that person-level characteristics (e.g., temperament, personality) correlate and interact with social-contextual factors (e.g., parent–child relationship quality, antisocial peer affiliation) to predict adolescent substance use, but less research has examined similar processes for adult substance use problems. We addressed this gap by testing for personality × romantic partner context interplay in relation to symptoms of alcohol use disorder (AUD) at ages 24 and 29. Participants were twins in the longitudinal Minnesota Twin Family Study (N = 2,769; 52% female). Results support the corresponsive principle of personality in that we found that key personality traits in late adolescence (low constraint, negative emotionality) predicted subsequent “selection” into key social contexts in early adulthood (poorer quality romantic relationships and greater romantic partner alcohol use), which subsequently reinforced those traits and associated outcomes (including correlated AUD symptoms) through late young adulthood. There were few meaningful gender differences in these associations. There was also no support for the personality × romantic partner context interaction as a significant predictor of AUD symptoms at ages 24 or 29. Taken together with prior studies, these results suggest that such interactions may be less relevant to the development of young adult AUD compared to adolescent substance use problems.

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Vovchenko, Olha A. "An Influence of Emotional Intelligence of a Psychologist (Teacher) on the Development of Emotional Intelligence of a Teenager with Intellectual Disabilities." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 2 (June 24, 2021): 86–94. http://dx.doi.org/10.52534/msu-pp.7(2).2021.86-94.

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The relevance of the study is being covered through the changes in modern educational standards and the latest approaches of psychology for special needs to people with intellectual disabilities, the search for new opportunities to improve the training, education, and psychological support of the individual at different age stages, in particular such crisis ones as adolescence. The purpose of the scientific work is to determine the specifics of the mutual influence of emotional intelligence of psychologists (teachers – head teachers, social workers) interacting with adolescent students with intellectual disabilities on the development of emotional intelligence and its components in people of puberty with atypical development (intellectual disorders). The study involved only those teachers who often and closely cooperate with teenagers, in particular, conduct educational and explanatory conversations, psychocorrective classes, psychotherapy sessions, etc. To determine emotional intelligence (both for adults and adolescents), two standardised test methods were used: “Emotional intelligence questionnaire (N. Hall)” and “Emotional intelligence questionnaire “Emin” (D. Lyusin)”. In the course of the study, positive dynamics were established in experimental groups and an increase in the level of emotional intelligence and some of its components in adolescents with intellectual disabilities, who were influenced by psychologists (teachers, social workers) in the form of conversations, psychological correctional classes, and psychotherapy sessions. The reliable links between the components of emotional intelligence of psychologists/ teachers and the level of development of emotional intelligence of adolescents with intellectual disabilities were established and confirmed by the results of statistical analysis. The results obtained make it possible to develop effective psychological support for the adolescents under study, and, if necessary, to carry out supervision of psychologists or conduct psychotherapy sessions with teachers

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Petito, Fausta, and Robert A. Cummins. "Quality of Life in Adolescence: The Role of Perceived Control, Parenting Style, and Social Support." Behaviour Change 17, no. 3 (September 1, 2000): 196–207. http://dx.doi.org/10.1375/bech.17.3.196.

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AbstractAdult levels of subjective quality of life (SQOL) are remarkably stable on a population basis. This has been explained through the operation of a homeostatic system that acts to maintain each individual's SQOL within a narrow range. However, there are good reasons to expect this homeostatic system to come under severe challenge during adolescence. Many of the variables thought to be involved in the homeostatic process are undergoing marked change during this period, including the balance between primary and secondary control, perceived social support, and interaction with parents. In order to test the stability of SQOL and the influence of these other variables, a sample of 279 adolescents between the ages of 12 to 17 years were recruited. It was found that the SQOL of the older adolescents lay below the predicted range for adults, thereby supporting the idea of a strong challenge to homeostasis during this period. A new scale to measure perceived control was found to possess a useful two-factor structure of primary and secondary control. Moreover, both of these factors, together with social support, predicted levels of SQOL, even though the levels of primary control decreased with age. Finally, adolescents who perceived an authoritarian parenting style experienced a higher SQOL than those who perceived an unengaged style. These findings contribute to our understanding of SQOL homeostasis.

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van der Werf, M., V. Thewissen, M. D. Dominguez, R. Lieb, H. Wittchen, and J. van Os. "Adolescent development of psychosis as an outcome of hearing impairment: a 10-year longitudinal study." Psychological Medicine 41, no. 3 (May 19, 2010): 477–85. http://dx.doi.org/10.1017/s0033291710000978.

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BackgroundIt has long been acknowledged that hearing impairment may increase the risk for psychotic experiences. Recent work suggests that young people in particular may be at risk, indicating a possible developmental mechanism.MethodThe hypothesis that individuals exposed to hearing impairment in early adolescence would display the highest risk for psychotic symptoms was examined in a prospective cohort study of a population sample of originally 3021 adolescents and young adults aged 14–24 years at baseline, in Munich, Germany (Early Developmental Stages of Psychopathology Study). The expression of psychosis was assessed at multiple time points over a period of up to 10 years, using a diagnostic interview (Munich Composite International Diagnostic Interview; CIDI) administered by clinical psychologists.ResultsHearing impairment was associated with CIDI psychotic symptoms [odds ratio (OR) 2.04, 95% confidence interval (CI) 1.10–3.81], particularly more severe psychotic symptoms (OR 5.66, 95% CI 1.64–19.49). The association between hearing impairment and CIDI psychotic symptoms was much stronger in the youngest group aged 14–17 years at baseline (OR 3.28, 95% CI 1.54–7.01) than in the older group aged 18–24 years at baseline (OR 0.82, 95% CI 0.24–2.84).ConclusionsThe finding of an age-specific association between hearing impairment and psychotic experiences suggests that disruption of development at a critical adolescent phase, in interaction with other personal and social vulnerabilities, may increase the risk for psychotic symptoms.

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Gonzales, Nancy A., Yu Liu, Michaeline Jensen, Jenn Yun Tein, Rebecca M. B. White, and Julianna Deardorff. "Externalizing and internalizing pathways to Mexican American adolescents’ risk taking." Development and Psychopathology 29, no. 4 (April 3, 2017): 1371–90. http://dx.doi.org/10.1017/s0954579417000323.

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AbstractThis study used four waves of data from a longitudinal study of 749 Mexican origin youths to test a developmental cascades model linking contextual adversity in the family and peer domains in late childhood to a sequence of unfolding processes hypothesized to predict problem substance use and risky sexual activity (greater number of sex partners) in late adolescence. Externalizing and internalizing problems were tested as divergent pathways, with youth-reported and mother-reported symptoms examined in separate models. Youth gender, nativity, and cultural orientation were tested as moderators. Family risk, peer social rejection, and their interaction were prospectively related to externalizing symptoms and deviant peer involvement, although family risk showed stronger effects on parent-reported externalizing and peer social rejection showed stronger effects on youth-reported externalizing. Externalizing symptoms and deviant peers were related, in turn, to risk taking in late adolescence, including problem alcohol–substance use and number of sexual partners. Peer social rejection predicted youth-reported internalizing symptoms, and internalizing was related, in turn, to problem alcohol and substance use in late adolescence. Tests of moderation showed some of these developmental cascades were stronger for adolescents who were female, less oriented to mainstream cultural values, and more oriented to Mexican American cultural values.

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Raufelder, Diana, and Stefan Kulakow. "The role of the learning environment in adolescents’ motivational development." Motivation and Emotion 45, no. 3 (March 17, 2021): 299–311. http://dx.doi.org/10.1007/s11031-021-09879-1.

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AbstractPast research has continuously shown that motivation in school declines across adolescence. To counteract potential declines in educational practice, the present study examines the motivational development of early and middle adolescent students within one school year and across two distinctive learning environments: a conventional teacher-directed learning environment and an individualized student-directed learning environment based on competency matrices. Based on a sample of 1153 (Mage = 13.97, SD = 1.37, 49% girls) students from grades 7 to 10, latent change analyses were conducted to examine within-school year changes in general self-efficacy and intrinsic value. Significant interaction effects of age and learning environment suggest that motivational trajectories may diverge from the consistent motivational declines that have been demonstrated by past research. Students from both learning environments differed in their general self-efficacy, but not in their intrinsic value.

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Rubtsova, O. V., T. A. Poskakalova, and E. I. Shiryaeva. "Features of On-Line Behavior in Adolescents with Different Levels of Self-Concept Clarity." Психологическая наука и образование 26, no. 4 (2021): 20–33. http://dx.doi.org/10.17759/pse.2021260402.

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The article presents the results of an empirical study, focusing on the association between self-concept clarity, online behavior and self-presentation in adolescence. The study was conducted in the framework of the research project “Digital Portrait of Contemporary Adolescents”, operated by the Center for Inter- disciplinary Research on Contemporary Childhood in Moscow State University of Psychology and Education. The data was collected in February 2020. 52 adolescents, studying in School № 27 in Mitischi (Russia, Moscow Region) took part in the survey. The following methods were used: Self-Concept Clarity Scale (SCCS, J. Campbell); The Presentation of Online Self-Scale (POSS, C. Fullwood); Face- book Intensity Scale (FIS, N.B. Ellison); Chen Internet Addiction Scale (CIAS, S.W. Chen); Online Activity Questionnaire (O.V. Rubtsova, T.A. Poskaklova). Data shows that strategies of adolescents’ interaction and self-presentation in social networks relate to their self-concept clarity. Adolescents with low self-concept clarity tend to experiment in virtual space: they often provide inaccurate information about themselves and create numerous cyber-identities. This group of adolescents is also inclined to risky online behavior and Internet-addiction. All these indicators improve with the increase of self-concept clarity. The data testifies that contemporary adolescents use social networks as platforms for experimenting (e.g. with roles), in the process of which they resolve important age challenges, related to the development of agency and formation of self-concept.

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Zurcher, Jessica D., Hailey G. Holmgren, Sarah M. Coyne, Christopher P. Barlett, and Chongming Yang. "Parenting and Cyberbullying Across Adolescence." Cyberpsychology, Behavior, and Social Networking 21, no. 5 (May 2018): 294–303. http://dx.doi.org/10.1089/cyber.2017.0586.

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Taris, Toon W., and Gün R. Semin. "Parent–Child Interaction During Adolescence, and the Adolescent's Sexual Experience: Control, Closeness, and Conflict." Journal of Youth and Adolescence 26, no. 4 (August 1997): 373–98. http://dx.doi.org/10.1023/a:1024560820286.

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Peeters, M., L. Laninga-Wijnen, and R. Veenstra. "Differences in Adolescents’ Alcohol Use and Smoking Behavior between Educational Tracks: Do Popularity Norms Matter?" Journal of Youth and Adolescence 50, no. 9 (July 7, 2021): 1884–95. http://dx.doi.org/10.1007/s10964-021-01467-3.

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AbstractExplanations about differences in drinking and smoking rates between educational tracks have so far mainly focused on factors outside the classroom. The extent to which these behaviors are rewarded with popularity within a classroom—so called popularity norms—and their interaction with individual characteristics could explain the observed differences in risk behavior. 1860 adolescents (Mage = 13.04; 50% girls) from 81 different classrooms reported three times during one academic year about their own and their classmates behavior. Overall, in vocational tracks popularity norms for alcohol and smoking were more positive and predicted classroom differences in alcohol and smoking. Knowledge about classroom processes can advance the field in unraveling the functional aspects of risk behavior in adolescence. Preregistration: The hypotheses and the analytical plan of this study were preregistered under number #39136 (https://aspredicted.org/blind.php?x=gx77p6).

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Rubtsova, O. V. "Experimenting with Roles in Adolescence: Applying Drama for Constructing the Zone of Proximal Development." Cultural-Historical Psychology 17, no. 2 (2021): 105–13. http://dx.doi.org/10.17759/chp.2021170210.

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In 2019 a multidisciplinary research project “Digital Storytelling Theater” was launched in Moscow State University of Psychology and Education. The project aims at elaborating, evaluating, and introducing drama technologies into secondary school settings with the goal of applying them as a powerful tool for learning and development. The article focuses on the ways, in which drama can be used for constructing the zone of proximal development in adolescence. It is argued that not any kind of drama-based activities is consistent with the principles of a developing environment in the framework of the Cultural-Historical Paradigm. Creating such a setting is a challenging research task, which requires organization of such types of activity and interaction as role exchanges and reflexive communication. On the example of creating a play with a class of adolescents, it is demonstrated how drama, based on role experimenting, can contribute to overcoming group contradictions, boosting learning motivation and turning personal “pereghivanije” into a resource for development (on the experience of living through the pandemic of COVID-19).

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Shapero, Benjamin G., George McClung, Debra A. Bangasser, Lyn Y. Abramson, and Lauren B. Alloy. "Interaction of Biological Stress Recovery and Cognitive Vulnerability for Depression in Adolescence." Journal of Youth and Adolescence 46, no. 1 (February 29, 2016): 91–103. http://dx.doi.org/10.1007/s10964-016-0451-0.

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Krahé, Barbara. "Risk Factors for the Development of Aggressive Behavior From Middle Childhood to Adolescence: The Interaction of Person and Environment." Current Directions in Psychological Science 29, no. 4 (June 4, 2020): 333–39. http://dx.doi.org/10.1177/0963721420917721.

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In this article, I examine the development of aggressive behavior from middle childhood to adolescence as a result of the interaction between the person and the environment and discuss implications for intervention measures. Three main questions are addressed and illustrated by examples from recent research: What are intrapersonal risk factors for the development and persistence of aggressive behavior from middle childhood to adolescence? What factors in the social environment contribute to the development of aggressive behavior? How do individual dispositions and environmental risk factors interact to explain developmental trajectories of aggressive behavior?

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Rіabinina, Marуna. "Socio-pedagogical research of detecting manipulative manifestations in students’ interpersonal relations." Social work and social education, no. 1(6) (April 15, 2021): 129–36. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234152.

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The article highlights the problem of manipulative manifestations in interpersonal relationships of students of general secondary education. Different points of scientists' view on the admissibility of manipulation in interpersonal communication of school students have been considered. Today researchers do not pay enough attention to the detecting of manipulative manifestations in the interaction of students of general secondary education, as well as socio-pedagogical diagnosis of personal characteristics of adolescents prone to manipulation. Scientists consider the use of manipulative techniques as an unacceptable means of socio-pedagogical and psychological influence because manipulation encourages others to perform actions which are contrary to the people's interests. In addition, it is necessary to establish the socio-pedagogical consequences of the threat of negative manifestations of manipulation in the educational sphere. The purpose of this article is to study and analyze the problems of manipulation in interpersonal communication between students of general secondary education, as well as to identify the personal authorities of students, school to manipulation, or, conversely, unable to resist it. To date, researchers have not proposed a holistic and systematic model of diagnosis and prevention of manipulation in the interaction of adolescent students. A small number of empirical studies would show not only the result but also nature of the impact of manipulation on the relationship between participants in the educational process. The question of the use of manipulation in the socio-pedagogical aspect is insufficiently studied. Observation of students' behaviour during the experiment shows that manipulations are widely used in adolescence. It is established that the issue of manipulative influence and manifestations of manipulation in interpersonal relations of students by the humanities, especially social pedagogy and social psychology, remains open and not fully explored. The prospect for further research is the development and implementation of a training program for the prevention of manipulative manifestations in interpersonal relationships of school students, as well as providing methodological assistance to professionals who face this problem.

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Sequeira, Stefanie L., Jennifer S. Silk, Elizabeth A. Edershile, Neil P. Jones, Jamie L. Hanson, Erika E. Forbes, and Cecile D. Ladouceur. "From scanners to cell phones: neural and real-world responses to social evaluation in adolescent girls." Social Cognitive and Affective Neuroscience 16, no. 7 (March 26, 2021): 657–69. http://dx.doi.org/10.1093/scan/nsab038.

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Abstract While expanded use of neuroimaging seemed promising to elucidate typical and atypical elements of social sensitivity, in many ways progress in this space has stalled. This is in part due to a disconnection between neurobiological measurements and behavior outside of the laboratory. The present study uses a developmentally salient fMRI computer task and novel ecological momentary assessment protocol to examine whether early adolescent females (n = 76; ages 11–13) with greater neural reactivity to social rejection actually report greater emotional reactivity following negative interactions with peers in daily life. As hypothesized, associations were found between reactivity to perceived social threat in daily life and neural activity in threat-related brain regions, including the left amygdala and bilateral insula, to peer rejection relative to a control condition. Additionally, daily life reactivity to perceived social threat was associated with functional connectivity between the left amygdala and dorsomedial prefrontal cortex during rejection feedback. Unexpectedly, daily life social threat reactivity was also related to heightened amygdala and insula activation to peer acceptance relative to a control condition. These findings may inform key brain–behavior associations supporting sensitivity to social evaluation in adolescence.

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Dunham, Richard M., Jeannie S. Kidwell, and Pedro R. Portes. "Effects of Parent-Adolescent Interaction on the Continuity of Cognitive Development from Early Childhood to Early Adolescence." Journal of Early Adolescence 8, no. 3 (September 1988): 297–310. http://dx.doi.org/10.1177/0272431688083006.

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Marengo, Davide, Michele Settanni, Matteo Angelo Fabris, and Claudio Longobardi. "Alone, together: Fear of missing out mediates the link between peer exclusion in WhatsApp classmate groups and psychological adjustment in early-adolescent teens." Journal of Social and Personal Relationships 38, no. 4 (February 11, 2021): 1371–79. http://dx.doi.org/10.1177/0265407521991917.

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Because of the high prevalence of smartphone use in early adolescence, communication between classroom peers increasingly occurs via online chat groups. Recent studies indicate that online classmate groups are places in which different forms of peer exclusion can occur, including being banned from participating in the groups, not being invited to join them, or being shunned by online peers. In order to avoid being offended by peers, students may even decide to self-exclude from participating in the groups. Peer exclusion represents a significant source of suffering for early adolescents, with long-lasting consequences on their well-being. In this study, we investigated the relationship between exclusion from WhatsApp classmate groups and emotional symptoms among early adolescents. Additionally, the fear of missing out (FoMO) was examined as a potential mediator of the relationship between peer exclusion and emotional distress. The sample consisted of 398 middle schoolers (age: M = 12.54 years; SD = 0.96) residing in Italy. We found that positive relationships existed between peer exclusion, emotional symptoms, and FoMO. Findings supported the role of FoMO as a mediator in the link between peer exclusion and emotional symptoms. Results are discussed in light of the implications for the assessment of the quality of student-student interactions.

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Colovic, Petar, Jasmina Kodzopeljic, Dusanka Mitrovic, Bojana Dinic, and Snezana Smederevac. "Roles in violent interactions in early adolescence: Relations with personality traits, friendship and gender." Psihologija 48, no. 2 (2015): 119–33. http://dx.doi.org/10.2298/psi1502119c.

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The aim of this study is to examine the relations between roles in violent interactions and personality traits (congruent to dimensions of Big Seven lexical model), number of friends, and gender. The study was conducted on a sample of 1095 elementary school students from Serbia (51.4% female), aged 11-14. The results revealed that membership in the victims group corresponds to smaller number of friends, low Extraversion, high Neuroticism and Conscientiousness and male gender, while higher Aggressiveness, Negative and Positive Valence, lower Neuroticism, and male gender increase the odds of membership in the bullies group. The role of bully-victims corresponds to smaller number of friends, higher Negative Valence and Neuroticism, and male gender. The results point to differences between roles in violent interaction with regard to patterns of personality traits and social behavior.

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Vachkov, I. V. "A Review of the Monograph “Home as a Living Environment of a Person: a Psychological Study”." Клиническая и специальная психология 6, no. 1 (2017): 138–56. http://dx.doi.org/10.17759/cpse.2017060110.

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The reviewed book is a fundamental work of a group of scientists led by a well-known expert in the field of environment psychology, Professor S.K. Nartova – Bochaver. The monograph presents results of a systematic and multifaceted study of a completely new scientific field – the psychology of the home, as the main human life environment that determines one's individuality, social interaction and life success and which is the most powerful ecological and social resource. Prerequisites for the selection of the new subject of study, stages of developing of the completely new category apparatus and also methodology of home – person relations are outlined. The main content of the book is a description of the research results of the formation of various home concepts, subjective models of a friendly home in adolescence, home resources for positive functioning in adolescence and youth, affection and estrangement to home in one’s life perspective. Present book is addressed to a wide range of readers and will be useful to specialists of different profiles: psychologists, psychotherapists, teachers, architects, designers.

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Martin, Jack, and David Cox. "Positioning Steve Nash: A Theory-Driven, Social Psychological, and Biographical Case Study of Creativity in Sport." Sport Psychologist 30, no. 4 (December 2016): 388–98. http://dx.doi.org/10.1123/tsp.2016-0002.

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A recently developed social psychological and biographical approach to the study of lives, life positioning analysis (LPA), is applied to the early life experiences of Canadian basketball player Steve Nash for the purpose of identifying sources of his athletic creativity and work ethic. The analysis focuses on Nash’s childhood and adolescence, especially his interactions with his father, brother, coaches, friends, and teammates. The interpretations, results, and conclusions offered describe specific types of interaction with these other individuals as likely influences on the development of important psychological aspects of the team oriented creativity that came to characterize Nash’s unique athletic style. The article concludes with a brief description of the unique yields and possible contributions of this type of biographical case study as a methodological approach in sport psychology.

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Mellick, William, Carla Sharp, and Monique Ernst. "Depressive Adolescent Girls Exhibit Atypical Social Decision-Making in an Iterative Trust Game." Journal of Social and Clinical Psychology 38, no. 3 (March 2019): 224–44. http://dx.doi.org/10.1521/jscp.2019.38.3.224.

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Introduction: Interpersonal trust behavior is an important target for the identification and treatment of psychiatric disorders with interpersonal dysfunction. Adolescent depression is a highly interpersonal disorder marked by impaired social interactions. However, trust has received little empirical attention. The examination of reward-related decision-making using behavioral economic methods is a relatively novel approach for studying trust in adolescent depression. The present study employed a modified trust game to examine whether depressive adolescents exhibited perturbed reward-related decision-making in social and/or nonsocial contexts. Methods: One hundred and thirty adolescent girls (65 depressive, 65 healthy comparisons) played a modified trust game under two conditions, interpersonal risk-taking (trust) and general risk-taking (lottery), and completed self-report psychopathology measures. Results: Three-way repeated measures ANCOVA analyses revealed a significant group × game interaction such that while the depressive group invested more across trials in the trust game they invested similarly to healthy comparisons in the lottery condition. Discussion: Findings highlight the interpersonal nature of adolescent depression. Future research may help determine whether increased trust behavior is characteristic of depression in adolescent girls. Behavioral economic games, like the trust game, may serve as valuable therapeutic tools for improving social interaction style among depressive adolescents.

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Sergienko, E. A. "Systematic studies of the resilience of adolescents and the possibility of their adaptation.Review of the monograph by A.I. Laktionova “Resilience and social adaptation”. Moscow: Publ. “Institute of Psychology Russian Academy of Sciences”, 2017. 236 p." Social Psychology and Society 9, no. 2 (2018): 207–12. http://dx.doi.org/10.17759/sps.2018090214.

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The monograph under review is devoted to the theoretical and experimental analysis of the resilience of adolescents and the possibilities for their social adaptation. The subjective approach (system-subject approach) and system ecological theory served as theoretical guidelines. The content of the metasystem concept of resilience is substantiated and disclosed, its components are identified. The problems of adolescence and the possibility of studying a multicomponent construct, its role in social adaptation are discussed in detail. Multimethodic studies conducted on adolescents of three groups are described: senior schoolchildren in general education schools, special schools for adolescents with deviant behavior and orphans. Features of adaptive and disadaptive adolescents, teenagers-orphans, characteristic for their level of resilience and social interactions are shown. The problems of adolescence and the possibility of studying a multicomponent construct, its role in social adaptation are discussed in detail. Multimethodic studies conducted on adolescents of three groups are described: senior school- children in general education schools, special schools for adolescents with deviant behavior and orphans. Features of adaptive and disadaptive adolescents, teenagers- orphans, characteristic for their level of resilience and social interactions are shown.

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Tisak, Marie S., John Tisak, Yiwei Chen, Qijuan Fang, and Erin R. Baker. "Adolescent Misconduct Behaviors." Journal of Cross-Cultural Psychology 48, no. 2 (November 30, 2016): 155–67. http://dx.doi.org/10.1177/0022022116681844.

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The primary goal of the current study was to examine cultural differences in Chinese and U.S. adolescents’ and parents’ perceptions and evaluations of adolescent misconduct behaviors. A total of 395 U.S. and Chinese adolescents (ages 11-19 years) and 255 parents participated in this study. Each participant generated adolescent misconduct behaviors and rated each misconduct behavior as to the degree of wrongness. The misconduct behaviors were coded into 10 categories across three themes (moral offenses, drugs, and conventions). Results revealed significant cultural differences in a number of adolescent misconduct behaviors. For example, the United States generated more misconduct behaviors in weapon offenses and drug use than did China. These cultural differences were further complicated by an interaction between culture and generation. Chinese adolescents were more likely than U.S. adolescents to use categories of school, home, and social conventional violations, and considered these adolescent misconduct behaviors to be more wrong. However, it was the U.S. parents who considered adolescent misconduct behaviors in these categories to be more wrong than did Chinese parents.

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Granqvist, Pehr, and Berit Hagekull. "Longitudinal Predictions of Religious Change in Adolescence: Contributions from the Interaction of Attachment and Relationship Status." Journal of Social and Personal Relationships 20, no. 6 (December 2003): 793–817. http://dx.doi.org/10.1177/0265407503206005.

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Marengo, D., C. Longobardi, M. A. Fabris, and M. Settanni. "Highly-visual social media and internalizing symptoms in adolescence: The mediating role of body image concerns." Computers in Human Behavior 82 (May 2018): 63–69. http://dx.doi.org/10.1016/j.chb.2018.01.003.

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Cohen-Zion, Mairav, Adi Shabi, Sigal Levy, Laura Glasner, and Avigail Wiener. "Effects of Partial Sleep Deprivation on Information Processing Speed in Adolescence." Journal of the International Neuropsychological Society 22, no. 4 (February 19, 2016): 388–98. http://dx.doi.org/10.1017/s1355617716000072.

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AbstractObjectives: Although chronic sleep loss is highly common among teens, few objective sleep studies have examined its effects on cognitive performance, and specifically on information processing speed (IPS), a measure of cognitive proficiency. Methods: Forty-five adolescents underwent four consecutive nights of monitored sleep restriction (6–6.5 hr/night) and four nights of sleep extension (10–10.5 hr/night), in counterbalanced order, and separated by a washout period. Following each sleep period, cognitive performance was assessed, at a fixed morning time, using a computerized neuropsychological battery including an IPS task, a timed test providing both accuracy and reaction time outcome measures. Results: Overall IPS performance was poorer in the restricted when compared to the extended condition. Increasing task load and pace were associated with increased accuracy for both sleep conditions. However, a significant pace by load interaction effect was only found in the extended condition, with post hoc tests showing that for medium and hard loads, IPS accuracies were better with increasing pace of task. Differences in IPS reaction times were not found between the sleep conditions. In addition, sleep-related changes in IPS indices were correlated with changes in executive function, motor skill, and attention performance. Conclusions: Adolescents’ ability to process information may be especially vulnerable to sleep loss. Under ideal sleep conditions, however, they seem to be able to achieve optimal performance, particularly on more challenging problems. The functional implications of these findings may be particularly relevant to teens, who are often sleep deprived and are constantly required to process academic, social, and emotional input. (JINS, 2016, 22, 388–398)

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Gazelle, Heidi, and Kenneth H. Rubin. "Social Withdrawal and Anxiety in Childhood and Adolescence: Interaction between Individual Tendencies and Interpersonal Learning Mechanisms in Development." Journal of Abnormal Child Psychology 47, no. 7 (May 14, 2019): 1101–6. http://dx.doi.org/10.1007/s10802-019-00557-y.

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Tsitsika, Artemis, Mari Janikian, Tim M. Schoenmakers, Eleni C. Tzavela, Kjartan Ólafsson, Szymon Wójcik, George Florian Macarie, Chara Tzavara, and Clive Richardson. "Internet Addictive Behavior in Adolescence: A Cross-Sectional Study in Seven European Countries." Cyberpsychology, Behavior, and Social Networking 17, no. 8 (August 2014): 528–35. http://dx.doi.org/10.1089/cyber.2013.0382.

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Kobak, Roger, Kristyn Zajac, Caroline Abbott, Abby Zisk, and Nadia Bounoua. "Atypical dimensions of caregiver–adolescent interaction in an economically disadvantaged sample." Development and Psychopathology 29, no. 2 (April 12, 2017): 405–16. http://dx.doi.org/10.1017/s0954579417000074.

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AbstractThe Goal-Corrected Partnership Adolescent Coding System (GPACS) has shown promise in assessing a secure as well as three atypical patterns of parent–adolescent interaction during a conflict discussion. The current study of 186 economically disadvantaged families examines the degree to which four GPACS patterns: secure/collaborative, hostile/punitive, role confused, and disoriented, prospectively predict adolescents’ social competence and maladaptive behavior (internalizing, externalizing, and risk behaviors) at age 15 years after controlling for these social behaviors at age 13 years and contemporaneous GPACS scores. Adolescents from secure/collaborative dyads at age 13 were more likely to have a secure state of mind in the Adult Attachment Interview at age 15 and showed higher levels of teachers’ ratings of empathy and lower levels of teachers’ ratings of externalizing behaviors at age 15 years. Adolescents in disoriented dyads showed higher levels of teacher-rated internalizing problems, while male adolescents in role confused dyads reported higher levels of involvement in risk behaviors, including unprotected sexual activity and substance use problems.

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Klitynska, O. V., V. Z. Ivaskevych, and N. V. Hasiuk. "Comprehensive Analysis of the Quality of Orthodontic Treatment of Transcarpathian Teenagers." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 1 (February 26, 2021): 237–43. http://dx.doi.org/10.26693/jmbs06.01.237.

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The high prevalence of dental anomalies and deformities requires a careful approach to orthodontic treatment, especially to improve quality of life. The purpose of the study was to determine the effectiveness of orthodontic care by index assessment of the results of correction of dental anomalies and determination of the psychosocial profile in adolescents of the Transcarpathian region. Material and methods. The object of the study were 68 adolescents from the Transcarpathian region. Determination of the correction of dental and maxillary apparatus anomalies was performed by calculating the relevant part of the ICON index, calculating the evaluation of the results. The quality of life of adolescents was assessed using the OHIP-14 quality of life questionnaire. Statistical analysis was performed after consolidation of results using the application package Statistica 10.0 (StatSoft, Inc., USA) and Microsoft Office Excel 2010. Results and discussion. Many studies in the field of psychology have determined that self-esteem is a core characteristic of the individual and together with the level of claims is a regulator of human activity and significantly affects its development. The result of self-esteem depends on how a person evaluates his/her success in joint activities where he/she is a member. This is especially true for teenagers and adolescence. The most important aspect of impaired quality of life in patients of this subgroup were problems of psychological and social nature, issues of external attractiveness, which prevailed even over the physical aspects of the impact, which is quite typical of adolescence. In patients with moderate orthodontic treatment there was a statistically significant improvement on the scales of psychological discomfort (from 6.4±0.6 points to 3.96±0.6 points; p <0.05), psychological disability (from 6.5±0.5 points to 2.18±0.5 points; p <0.05) and social disability (from 5.4±0.5 points to 3.36±0.5 points; p <0.05). Patients in this group after solving problems related to the aesthetics of the smile, as well as discomfort during communication, felt greater psychological comfort, relief in interaction with others and peers. There was a noteworthy shift of accentuation in such patients from problems with appearance to study and active social life. Among patients with severe orthodontic treatment, the most pronounced dynamics was observed on all scales of dental quality of life: on the scale of masticatory dysfunction (from 5.7±1.0 points to 3.12±1.0 points; p <0.05), physical pain (from 7.5±0.7 points to 2.01±0.7 * points; p <0.05), psychological discomfort (from 7.9±0.6 points to 3.48±0.6 points; p <0.05) physical disability (from 7.7±0.5 points to 3.20±0.5 points; p <0.05), psychological disability (from 7.5±0.4 points to 3.41±0.5 points; p <0.05). Conclusion. According to the study results, the success of orthodontic treatment (indicators of severity and effectiveness of orthodontic treatment according to the ISO index) directly correlated with the level of quality of life (r = 0.62; p <0.05)

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de Jong, P. J., B. E. Sportel, E. de Hullu, and M. H. Nauta. "Co-occurrence of social anxiety and depression symptoms in adolescence: differential links with implicit and explicit self-esteem?" Psychological Medicine 42, no. 3 (July 29, 2011): 475–84. http://dx.doi.org/10.1017/s0033291711001358.

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BackgroundSocial anxiety and depression often co-occur. As low self-esteem has been identified as a risk factor for both types of symptoms, it may help to explain their co-morbidity. Current dual process models of psychopathology differentiate between explicit and implicit self-esteem. Explicit self-esteem would reflect deliberate self-evaluative processes whereas implicit self-esteem would reflect simple associations in memory. Previous research suggests that low explicit self-esteem is involved in both social anxiety and depression whereas low implicit self-esteem is only involved in social anxiety. We tested whether the association between symptoms of social phobia and depression can indeed be explained by low explicit self-esteem, whereas low implicit self-esteem is only involved in social anxiety.MethodAdolescents during the first stage of secondary education (n=1806) completed the Revised Child Anxiety and Depression Scale (RCADS) to measure symptoms of social anxiety and depression, the Rosenberg Self-Esteem Scale (RSES) to index explicit self-esteem and the Implicit Association Test (IAT) to measure implicit self-esteem.ResultsThere was a strong association between symptoms of depression and social anxiety that could be largely explained by participants' explicit self-esteem. Only for girls did implicit self-esteem and the interaction between implicit and explicit self-esteem show small cumulative predictive validity for social anxiety, indicating that the association between low implicit self-esteem and social anxiety was most evident for girls with relatively low explicit self-esteem. Implicit self-esteem showed no significant predictive validity for depressive symptoms.ConclusionsThe findings support the view that both shared and differential self-evaluative processes are involved in depression and social anxiety.

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Laceulle, Odilia M., René Veenstra, Wilma A. M. Vollebergh, and Johan Ormel. "Sequences of maladaptation: Preadolescent self-regulation, adolescent negative social interactions, and young adult psychopathology." Development and Psychopathology 31, no. 1 (December 12, 2017): 279–92. http://dx.doi.org/10.1017/s0954579417001808.

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AbstractThis study aims to test whether adolescent negative social interactions mediate the relation between early adolescent self-regulatory capacities and young adult psychopathology, using a fully prospective mediation model. Data were derived from the Tracking Adolescents’ Individual Lives Survey, a large population cohort of Dutch adolescents (n= 962). At age 11, three indicators of self-regulation were assessed: low frustration, high effortful control, and high response inhibition. Negative social interactions between ages 11 and 22 were captured twice using the Event History Calendar. Psychopathology (i.e., internalizing and externalizing problems) was assessed at ages 11 and 22. Findings indicate that adolescents’ frustration and effortful control but not response inhibition assessed at age 11 are related to both internalizing and externalizing problems at age 22, after controlling for psychopathology at age 11, sex, and socioeconomic status. These associations were partly (about 22%) mediated by the negative social interactions adolescents experienced. Effect sizes were all modest. This study shows that self-regulation is related to subsequent psychopathology in part through its effect on negative social interactions, providing evidence for sequences of self-regulatory capacities, life experiences, and developmental outcomes.

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Dovgan, Kristen N., and Micah O. Mazurek. "Relations among activity participation, friendship, and internalizing problems in children with autism spectrum disorder." Autism 23, no. 3 (May 31, 2018): 750–58. http://dx.doi.org/10.1177/1362361318775541.

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Social interaction difficulties in children with autism spectrum disorder can be challenging, especially during adolescence. In addition, high rates of comorbid internalizing disorders in autism spectrum disorder can lead to social isolation. With limited social activity participation, social deficits and internalizing problems in autism spectrum disorder may be related to participation, exposure, and practice with friends. The purpose of this study was to evaluate the relations among friendship, activity participation, and internalizing problems. Participants included 129 children with autism spectrum disorder between the ages of 6 and 18 years. Measures of friendship, sport, hobby, and club participation, and internalizing problems were assessed. Results showed that activity participation was related to more friendships, even after controlling for intelligence quotient. This study sheds light on the impact of social engagement with peers in developing and maintaining friendships as well as managing internalizing problems.

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Steinsbekk, Silje, Lars Wichstrøm, Frode Stenseng, Jacqueline Nesi, Beate Wold Hygen, and Věra Skalická. "The impact of social media use on appearance self-esteem from childhood to adolescence – A 3-wave community study." Computers in Human Behavior 114 (January 2021): 106528. http://dx.doi.org/10.1016/j.chb.2020.106528.

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Stavropoulos, Vasileios, Mark D. Griffiths, Tyrone L. Burleigh, Daria J. Kuss, Young Yim Doh, and Rapson Gomez. "Flow on the Internet: a longitudinal study of Internet addiction symptoms during adolescence." Behaviour & Information Technology 37, no. 2 (January 22, 2018): 159–72. http://dx.doi.org/10.1080/0144929x.2018.1424937.

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Busching, Robert, and Barbara Krahé. "The Contagious Effect of Deviant Behavior in Adolescence." Social Psychological and Personality Science 9, no. 7 (October 13, 2017): 815–24. http://dx.doi.org/10.1177/1948550617725151.

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This article investigated how the development of deviant behavior in adolescence is influenced by the variability of deviant behavior in the peer group. Based on the social information-processing (SIP) model, we predicted that peer groups with a low variability of deviant behavior (providing normative information that is easy to process) should have a main effect on the development of adolescents’ deviant behavior over time, whereas peer groups in which deviant behavior is more variable (i.e., more difficult to process) should primarily impact the deviant behavior of initially nondeviant classroom members. These hypotheses were largely supported in a multilevel analysis using self-reports of deviant behavior in a sample of 16,891 adolescents in 1,308 classes assessed at two data waves about 1-year apart. The results demonstrate the advantages of studying cross-level interactions to clarify the impact of the peer environment on the development of deviant behavior in adolescence.

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Demetriou, Andreas, Antonis Liakos, and Niyazi Kizilyürek. "How Wisdom Emerges from Intellectual Development: A Developmental/Historical Theory for Raising Mandelas." Journal of Intelligence 9, no. 3 (September 21, 2021): 47. http://dx.doi.org/10.3390/jintelligence9030047.

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This paper invokes cognitive developmental theory as a means for preparing citizens to deal with and resolve conflicts within or across nations. We take the centuries-old Greek–Turkish dispute as an example. We first outline a theory of intellectual development postulating that mental changes emerge in response to changing developmental priorities in successive life periods, namely, interaction control in infancy, attention control and representational awareness in preschool, inferential control and cognitive management in primary school, and advanced forms of reasoning and self-evaluation in adolescence. Based on this model, we outline a control theory of wisdom postulating that different aspects of wisdom emerge during development as different levels of control of relations with others: trust and care for others in infancy, taking the other’s perspective, reflectivity, and empathy in preschool, rationality and understanding the rules underlying individual and group interactions in primary school, and understanding the general principles of societal operation explaining the differences in approach and interest between groups in adolescence and early adulthood. We also outline the educational implications of this theory for the education of citizens by capitalizing on intellectual strengths at successive developmental periods to comprehensively understand the world and to act prudently when dealing with interpersonal and social or national conflict. Finally, the paper discusses the political constraints and implications of this theory. This is the first attempt to derive wisdom from the development of cognitive and personality processes from infancy through early adulthood and to connect it to serious world problems.

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Journal articles on the topic 'Adolescence Adolescent psychology Social interaction in adolescence'

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