The Journal of Early Adolescence recent issues

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.

Acknowledgments

2008-04-08

Early Adolescent Pathways of Antisocial Behaviors in Poor, Inner-City Neighborhoods

Park, N. S., Lee, B. S., Bolland, J. M., Vazsonyi, A. T., Fei Sun, — 2008-04-08

The change and stability of antisocial behavior during adolescence has triggered interest in a number of social scientific disciplines. This article longitudinally examines pathways of antisocial behavior among predominantly African American adolescents residing in inner-city, poor neighborhoods. Data were collected from 354 youth (ages 12 through 15) in an ongoing longitudinal study designed to identify the life-course trajectories of behaviors and associated developmental outcomes in inner-city youth. Growth mixture modeling was used to classify antisocial behavior trajectories, which identified three distinct developmental trajectories of antisocial behavior: high starter, incremental, and steady. Understanding developmental trajectories of antisocial behaviors is important in that it informs prevention and intervention efforts, particularly for high-risk youth populations.

Apples and Oranges: Divergent Meanings of Parents' and Adolescents' Perceptions of Parental Influence

McElhaney, K. B., Porter, M. R., Thompson, L. W., Allen, J. P. — 2008-04-08

This study examines the hypothesis that effective parental influence stems from the qualities of the parent-adolescent relationship rather than from explicit efforts to alter adolescents' behaviors. Adolescents' versus parents' perceptions of parental influence as predictors of parent-adolescent relationship quality and of adolescents' social functioning are examined using observational and multireporter data obtained from a sample of 167 adolescents (90 female, 77 male; age M = 13.34 years, SD = 0.65), their parents, and their same-sex peers. Analyses revealed that adolescents' and parents' perceptions of parental influence were uncorrelated with one another and were differentially related to qualities of adolescents' relationships with parents and friends. Adolescents' perceptions of high parental influence were linked to observations and self-reports of warm, supportive relationships with parents (particularly mothers). In contrast, parents' reports of high influence were linked to lower levels of adolescent autonomy with parents and friends and less relatedness with mothers and friends.

A Longitudinal Study of Early Adolescent Precursors to Running Away

Tyler, K. A., Bersani, B. E. — 2008-04-08

Although previous research has examined correlates of running away among samples of currently homeless and runaway adolescents, little is known about what factors will predict the likelihood that a housed adolescent with no prior history of running away will leave home. As such, the current study uses the National Longitudinal Survey of Youth to examine predictors of running away among a diverse sample of housed adolescents ages 12 through 13. Results indicate that socioeconomic status, being African American or Hispanic, and monitoring were significantly predictive of a decrease in the mean rate of running away in midadolescence. In contrast, being female, neighborhood victimization, personal victimization, school suspension, and delinquency all significantly increased the expected frequency of running away. Although findings provide some support for previous cross-sectional studies, they also point to the importance of young people's community environment as a risk factor for leaving home.

Toward a Transactional Model of Parent-Adolescent Relationship Quality and Adolescent Psychological Adjustment

Fanti, K. A., Henrich, C. C., Brookmeyer, K. A., Kuperminc, G. P. — 2008-04-08

The present study includes externalizing problems, internalizing problems, mother-adolescent relationship quality, and father-adolescent relationship quality in the same structural equation model and tests the longitudinal reciprocal association among all four variables over a 1-year period. A transactional model in which adolescents' internalizing and externalizing problems are negatively related to the quality of adolescents' relationships with their parents and relationship quality is related to internalizing and externalizing problems is hypothesized. Moderation by gender, ethnicity, and parental marital status is also investigated. The sample consists of 246 boys and 253 girls from the sixth and seventh grades of a large public middle school. The study's final model suggests a longitudinal, reciprocal association between the quality of adolescents' relationships with their mothers and internalizing problems. Results suggest longitudinal unidirectional effects from externalizing problems to the quality of adolescents' relationships with their fathers and from the quality of adolescents' relationships with their mothers to externalizing problems.

After-School Activities, Misbehavior in School, and Delinquency From the End of Elementary School Through the Beginning of High School: A Test of Social Development Model Hypotheses

2008-04-08

Annual survey data on 776 students from sixth through ninth grade were used to examine the relationships among after-school activities, misbehavior in school, and delinquency. The social development model hypothesizes that antisocial behavior in one developmental time period leads to less involvement in activities and interactions that have positive socializing influence in the next developmental time period. Although the overall correlations between structured activities and both misbehavior in school and delinquency did not indicate strong protective influences of structured activities, results of a cross-lagged model that adjusted for prior activity and behavior patterns provided support for the hypotheses. However, antisocial behavior did not predict involvement in activities across the middle school to high school transition. Consistent with routine activities theory, unstructured activity involvement and delinquent behavior in the first year of high school were positively correlated after adjusting for prior levels of antisocial behavior and structured and unstructured activity involvement.

We Knew Them When: Sixth Grade Characteristics That Predict Adolescent High School Social Identities

Stone, M. R., Barber, B. L., Eccles, J. S. — 2008-04-08

Discriminant function analysis assessed the predictive relevance of nine characteristics measured in sixth grade for differentiating among social identities claimed 4 years later by 616 participants in the Michigan Study of Life Transitions. For females, the first discriminant function, associated with academic motivation, self-esteem, and appearance, accounted for 47% of between-group variability, and the second (sports competence and social skills) accounted for 36%. For males, the first discriminant function (academic ability and self-concept of appearance, in opposite directions) accounted for 54% of variability, and the second (sports competence) accounted for 30%. Findings suggest that differences among individuals with particular high school social identities predate adolescence and point to differences in the primary predictors of male and female identity categories.

Acknowledgments

2008-01-22

Self and Identity in Early Adolescence: Some Reflections and an Introduction to the Special Issue

Schwartz, S. J. — 2008-01-22

This article reviews contemporary issues in the study of self and identity and introduces the special issue. Particularly highlighted are the need to integrate the various currents in self and identity, the need to study the role of context in the development of self and identity, research on self and identity in ethnic minority and international populations, and studies of national identity. The article concludes with recommendations for future research on self and identity.

A Longitudinal Examination of Latino Adolescents' Ethnic Identity, Coping With Discrimination, and Self-Esteem

Umana-Taylor, A. J., Vargas-Chanes, D., Garcia, C. D., Gonzales-Backen, M. — 2008-01-22

The current longitudinal study tested the premise that Latino adolescents' (N = 323) proactive coping with discrimination would mediate the relationship between ethnic identity and self-esteem. Each component of ethnic identity (i.e., exploration, resolution, and affirmation) was positively associated with concurrent assessments of adolescents' self-esteem. However, in the longitudinal analyses, none of the ethnic identity components predicted future levels of self-esteem. Ethnic identity resolution was the only ethnic identity component to predict proactive coping over time. Furthermore, proactive coping did not mediate the relationship between ethnic identity and self-esteem. However, there was evidence to suggest that the association between proactive coping and self-esteem was bidirectional. These findings underscore the importance of examining the unique components of ethnic identity as well as using longitudinal designs to examine the associations between ethnic identity and adolescents' psychological well-being.

South African-ness Among Adolescents: The Emergence of a Collective Identity Within the Birth to Twenty Cohort Study

2008-01-22

The authors assessed the emergence of a South African identity among Black, Colored (mixed ancestral origin), White (predominantly English speaking), and Indian adolescents participating in a birth cohort study called "Birth to Twenty" in Johannesburg, South Africa. They examined young people's certainty of their self-categorization as South African; the centrality of their personal, racial, linguistic, and South African identities in their self-definition; and their perceptions of South African life and society today. These results reflect a historical opportunity for full citizenship and national enfranchisement that the end of apartheid heralded for Black and Colored individuals. Black and Colored youth tend to be more certain about their South African-ness, have a more collective identity, and have a more positive perception around South Africa. In contrast, White and Indian youth are less certain about their South African-ness, have a more individualistic identity, and have a less positive perception about South Africa today.

Sex and the Self: The Impact of Early Sexual Onset on the Self-Concept and Subsequent Risky Behavior of African American Adolescents

2008-01-22

A 5-year longitudinal study of African American adolescents, aged 10 to 12 at Time 1, used the prototype/willingness (prototype) model to examine the (social) cognitive effects of the onset of sexual behavior on self-concept. Structural equation modeling (SEM) showed that becoming sexually active was related to favorable changes in adolescents' self-concepts and that this effect was moderated by gender. The effect was more pronounced among boys than girls. Positive self-concept, in turn, was related to subsequent risky sexual behavior. Sexual onset was also associated with positive changes in adolescents' images of the typical adolescent who has sex (i.e., sex prototype). This increase in prototype favorability marginally predicted subsequent willingness to have risky sex. In sum, sexual debut was related to increases in adolescents' self-concepts and risk cognitions, both of which predicted risky sexual behavior.

Relational Support as a Predictor of Identity Status in an Ethnically Diverse Early Adolescent Sample

Hall, S. P., Brassard, M. R. — 2008-01-22

The role of relational (i.e., parent, peer, teacher) support as a predictor of identity status was assessed using a sample of 635 early adolescents from an ethnically diverse, low-income school district. Identity status was measured using the Objective Measure of Ego Identity Status. Multivariate regression analyses suggested that parental support predicted higher foreclosure and lower moratorium in White students, higher achievement in Latino/as, and higher diffusion in African Americans. Peer support predicted higher achievement in Whites and African Americans and higher diffusion in African Americans. Findings suggest that relational support may play a greater role in promoting the formation and maintenance of commitments than in the exploration of alternatives. This study also demonstrates that ethnicity is an important factor in identity status research, as significant effects for the relational (particularly parental) support variables varied between the ethnic groups.

Identity Representations in Patterns of School Achievement and Well-Being Among Early Adolescent Girls: Variable- and Person-Centered Approaches

Roeser, R. W., Galloway, M., Casey-Cannon, S., Watson, C., Keller, L., Tan, E. — 2008-01-22

This study examines relations between early adolescent girls' well-being, achievement, and emerging identities. Variable-centered results showed that girls' moral and student identities were the strongest predictors of their achievement, whereas their moral, student, physical, and peer identities predicted their well-being. Person-centered results delineated four subgroups of girls based on their profiles of well being and achievement. The largest group of girls (46%) was characterized by well being and positive school achievement and had balanced adult- and peer-oriented identities. The second largest group (35%), characterized by emotional distress and average school achievement, had positive student and negative physical and peer identity representations. The third group (12%), characterized by emotional distress and poor school achievement, reported pervasive negative representations. The final group (7%), characterized by well being and poor achievement, did not consider themselves good students but did see themselves as physically attractive. Interviews revealed identity challenges characteristic of girls in each subgroup.

Family Narratives, Self, and Gender in Early Adolescence

Bohanek, J. G., Marin, K. A., Fivush, R. — 2008-01-22

Past research has suggested that family reminiscing may be a particularly important avenue for the development of children's well-being. In this study, the authors examined the ways in which mothers and fathers scaffold conversations about past emotional events with their preadolescent children. Narratives of positive and negative shared family events were coded for parental expression and explanation of emotion, and these variables were related to measures of children's developing self-esteem and emotional and behavioral adjustment 2 years later. Overall, mothers express and explain more emotion than do fathers, and maternal expression and explanation of emotion within family narratives is generally related to positive self-esteem and adjustment in sons and daughters. However, paternal expression and explanation of emotion within family narratives generally appears to be related to poorer self-esteem and adjustment for sons and daughters. Implications for adolescent development, parental scaffolding of emotion, and gender roles within the family are discussed.

Acknowledgments

2007-10-18

A Bidimensional Model of Acculturation for Examining Differences in Family Functioning and Behavior Problems in Hispanic Immigrant Adolescents

2007-10-18

This study examined the relationships of adolescent acculturation orientations to adolescent and parent reports of family functioning and behavior problems in a sample of 338 Hispanic families. Acculturation orientations are derived from the model proposed by Berry. Results indicate that integrated adolescents, who both maintain heritage culture practices and adopt receiving culture practices, reported the highest levels of parental involvement, positive parenting, and family support and that assimilated adolescents, who adopt receiving-culture practices and do not retain heritage culture practices, reported the greatest levels of aggressive behavior. Implications for intervention, as well as benefits of using a bidimensional model to evaluate the relationships of acculturation to individual and family functioning, are discussed.

What Do They Usually Do After School?: A Comparative Analysis of Fourth-Grade Children in Bulgaria, Taiwan, and the United States

2007-10-18

The activities and self-direction allowed after school provide children in different countries with distinct developmental opportunities that promote culturally valued orientations and outcomes. Fourth-grade children in Bulgaria, Taiwan, and the United States (countries with contrasting social values and expectations) reported their usual activities during each after-school hour on 2 weekdays and 1 weekend day. The children also reported whether the activities were self-chosen or chosen by an adult. There were considerable differences in the reported activity patterns, with particular contrast between the American and the Taiwanese children. Compared to American children, Taiwanese reported spending more time in academic and extracurricular pursuits and less time in playing, reading for fun, in sports, or in self-chosen activities. There was substantial agreement in the gender-based participation differences across countries. Girls reported less time spent in free play or computer games and more time in reading, extracurricular activities, routines, and adult-chosen activities.

Level of Bonding to School and Perception of the School Environment by Bullies, Victims, and Bully Victims

Cunningham, N. J. — 2007-10-18

Commitment and attachment to school and perception of school norms were examined in a sample of sixth, seventh, and eighth graders to determine whether bullies, victims, bully victims, and students who reported no or low levels of bullying and victimization differed in their level of bonding to school and their perceptions of standards and expectations for behavior in the school environment (protective factors). Risk factors for bullying were also examined. Results of a discriminant analysis demonstrated differences among the groups on the measures of risk and protective factors and perception of school norms. The grouping of variables differentiated between the comparison group and the bully, victim, and bully victim groups on a dimension of healthy functioning indicated by low risk for bullying and an investment in prosocial behaviors and beliefs. The results have implications for schools in promoting prosocial bonding through the development of academic, emotional, and social competence.

Coping With Academic Failure: Gender Differences in Students' Self-Reported Interactions With Family Members and Friends

Altermatt, E. R. — 2007-10-18

This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students ( N = 297) reported on their general strategies for coping with academic failure, the nature of their everyday interactions with family members and friends following failure, and their levels of academic worry. Gender differences emerged in students' reports of their postfailure interactions and the consequences of these interactions for student worry. The findings are consistent with evidence that girls' interactions are more supportive than boys' interactions but that these seemingly supportive interactions may lead to some negative rather than positive outcomes, including worry.

Growing Up Young: The Relationship Between Childhood Stress and Coping With Early Puberty

Pinto, K. — 2007-10-18

This article presents findings from a study of the role of prior childhood adversity in the pubertal narratives of 16 African-American and White girls, defining adversity as the experience of stressful circumstances (e.g., abandonment, abuse) or psychological states (e.g., depression) that influence the experience of later life events, relationships, and self-perception. A majority of the girls reported such adversity, explaining that it either trivialized the problems typically ascribed to early puberty or demanded early maturity, particularly adult female roles, which consequently affected their adjustment to early pubescence. The author discusses the implications of childhood adversity for the salience of early puberty, examining the ways these identity features intersect to blur the staging of girls' development by producing multiple crossings into adulthood.

Feelings About Language Brokering and Family Relations Among Mexican American Early Adolescents

Weisskirch, R. S. — 2007-10-18

Children and adolescents of immigrant and non-English proficient parents often translate for their parents and other adults, a practice known as language brokering. The personal and emotional impact for adolescents of having to language broker for parents is not well understood. Ninety-eight Mexican American 7th graders (female = 47, male = 49, and did not state = 2) answered a questionnaire about their language brokering experience, their emotions experienced when language brokering, their level of self-esteem, and problems within the family. Participants who had more problematic family relations had higher ratings of negative emotions such as feeling angry, anxious, ashamed, calm, embarrassed, nervous, obligated, scared, uncomfortable, and worried when language brokering. Self-esteem related to translating for parents, for friends, for other people who work at school, and at a restaurant. Negative language brokering experiences may be symptomatic of poor family functioning or intrapsychic variables more than just discomfort with acting as a language broker.