The Journal of Early Adolescence current issue

Acknowledgments

2008-07-15

Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students From Intact Families

Plunkett, S. W., Henry, C. S., Houltberg, B. J., Sands, T., Abarca-Mortensen, S. — 2008-07-15

This study used dominance analysis to examine the relative importance of ninth grade, Mexican-origin adolescents' perceptions of academic support from significant others (i.e., mothers, fathers, teachers, and friends) in relation to aspects of academic success. Self-report and school record data were collected from 216 Mexican-origin adolescents living in intact families. The results revealed that teachers' academic support was the most salient predictor of academic satisfaction and grade point average for both female and male students. Academic support from the opposite-sex parent explained the most variation in academic motivation. Academic support from friends was least important in explaining academic outcomes. Implications for schools and educators are presented.

A Comparison of the Response Styles Theory and the Hopelessness Theory of Depression in Preadolescents

Weir, K. F., Jose, P. E. — 2008-07-15

This study compares predictions from the Hopelessness Theory of depression (Abramson, Metalsky, & Alloy, 1989) with the Response Styles Theory of depression (RST; Nolen-Hoeksema, 1987) with data obtained from a preadolescent sample (ages 9 to 13 years). Three hundred ten preadolescents completed self-report measures of stress, sense of control, rumination, and depressive symptoms. Neither rumination nor perceived control moderated the relationship between stress and depressive symptoms. However, path models revealed that perceived control was a more powerful mediator of the relationship between stress and depressive symptoms than rumination. Rather than having a direct impact on depressive symptoms, rumination exerted an indirect effect by predicting lowered perceived control. Overall, these results provide support for the Hopelessness Theory of depression and partial support for the RST in this sample of preadolescents.

The Roles of Stress and Coping in Explaining Gender Differences in Risk for Psychopathology Among African American Urban Adolescents

Carlson, G. A., Grant, K. E. — 2008-07-15

This study used self-report symptom inventories administered in school classrooms to examine relations among gender, psychological symptoms, stress, and coping in 1,200 low-income African American urban early adolescents. Girls reported more symptoms than boys, accounted for by higher internalizing symptoms. Boys reported more stress than girls, particularly major events, controllable events, exposure to violence, and sexual stressors. Boys in gangs reported greater exposure to sexual stressors than non-gang members. Expressing feelings coping, used more by girls, was related to more symptoms and is posited to be a type of co-rumination. Rumination coping, used as a primary strategy by both boys and girls, was related to higher symptom levels. Risk to low-income African American boys from high violence exposure and sexual stressors, the problematic effect of maladaptive coping strategies for youth exposed to high stress, and how culture and experience are relevant to understanding gender differences in psychological symptoms are discussed.

Contextual Variations in Negative Mood and State Self-Esteem: What Role Do Peers Play?

Reynolds, B. M., Repetti, R. L. — 2008-07-15

This study explores the link between peer problems in school and contextual variations in negative mood and state self-esteem over a 5-day period. Fifth-grade children completed measures of mood and state self-esteem while they were at home in the morning and while they were at school each day, allowing for an examination of whether psychological states change from context to context and whether these changes are influenced by types of peer events that children report experiencing at school. Results indicated that children who experienced more peer problems at school showed, on average, a shift toward more negative mood and lowered state self-esteem from mornings at home to afternoons at school during the week of data collection. Peer problems were also associated with higher levels of negative mood at school after controlling for academic problems but no longer predicted state self-esteem in school when academic problems were controlled.

Interparental Hostility and Early Adolescent Problem Behavior: Spillover via Maternal Acceptance, Harshness, Inconsistency, and Intrusiveness

Benson, M. J., Buehler, C., Gerard, J. M. — 2008-07-15

To explore the link between interparental hostility and adolescent problem behaviors, the current study examines four important maternal parenting dimensions as potential mediators: acceptance, harshness, inconsistency, and psychological intrusiveness. With a primary sample of 1,893 sixth-grade students, the measures included adolescent and teacher reports. Structural equation modeling revealed that each parenting construct partially mediated both internalizing and externalizing adolescent problems. Harshness was the strongest mediator for adolescent externalizing. Psychological intrusiveness and low maternal acceptance were the strongest mediators for adolescent internalizing. Inconsistency linked similarly to both internalizing and externalizing. Stronger linkages were found in families with married parents compared to those with divorced parents, but overall the patterns were similar. Youth gender and ethnic differences in the spillover processes were minimal. The findings provide a process model for understanding interparental conflict and adolescent problems.

Longitudinal Study of Nonsuicidal Self-Injury Among Young Adolescents: Rates, Correlates, and Preliminary Test of an Interpersonal Model

Hilt, L. M., Nock, M. K., Lloyd-Richardson, E. E., Prinstein, M. J. — 2008-07-15

This study examined rates, correlates and an interpersonal model of nonsuicidal self-injury (NSSI) among a sample of 508 sixth, seventh, and eighth graders. Questionnaires assessing NSSI, related health-risk behaviors, and relationships with parents were administered two times over an 11-month period. Overall, 7.5% reported engaging in NSSI within the past year with no significant differences across genders, ethnicities, or grade. Those engaging in NSSI were more likely to report having smoked cigarettes, taken drugs, and engaged in maladaptive eating behaviors. Consistent with an interpersonal model, those engaging in NSSI reported significant increases in the quality of their relationships with fathers over time. Clinical implications include considering the role of family members in efforts to prevent and treat NSSI.