Showing papers in "Journal of Early Adolescence in 2017"
TL;DR: Latent class analysis (LCA) is a statistical method used to group individuals (cases, units) into classes (categories) of an unobserved (latent) variable on the basis of the responses made on a set of responses as mentioned in this paper.
Abstract: Latent class analysis (LCA) is a statistical method used to group individuals (cases, units) into classes (categories) of an unobserved (latent) variable on the basis of the responses made on a set...
87 citations
TL;DR: In this article, the authors examined the relations among future orientation, self-esteem, and later adolescent risk behaviors, and compared two mediational models involving selfesteem versus future orientation as mediators.
Abstract: This study’s purpose was to examine the relations among future orientation, self-esteem, and later adolescent risk behaviors, and to compare two mediational models involving self-esteem versus future orientation as mediators. An ethnically diverse sample of 12- to 14-year-olds (N = 862, 54% female, 53% ethnic minority) was assessed longitudinally. Correlations supported the hypotheses that future orientation and self-esteem are (a) positively correlated with each other (r > .40) and (b) negatively related to various risky behaviors that were composited into a measure of risk orientation. Controlling for social desirability, self-esteem partially mediated the relation between future orientation and later risk orientation, and future orientation partially mediated the relation between self-esteem and risk orientation. The results shed light on how the concept of possible selves might factor into adolescents’ risk avoidance. In particular, both future orientation and healthy self-esteem may serve as protecti...
63 citations
TL;DR: It is suggested that Hispanic culture was protective against substance use; however, those effects differed depending on level of Americanism.
Abstract: Using structural equation modeling, we examined the relationship of Hispanicism on recent substance use and whether Americanism moderated the effect in a sample of 1,141 Hispanic adolescents. The Bicultural Involvement Questionnaire (BIQ) was used to determine the degree of individual comfort in both Hispanic (Hispanicism) and American (Americanism) cultures. Hispanicism was associated with greater family functioning (β = 0.36, p < .05) and school bonding (β = 0.31, p < .01); Americanism moderated the effect of Hispanicism on substance use (β = 0.92, p < .01). Findings suggest that Hispanic culture was protective against substance use, however those effects differed depending on level of Americanism.
51 citations
TL;DR: It is found that early sexual initiation predicted having two or more partners (for both males and females) and having a sexually transmitted infection in the past year but did not predict depressive symptoms in thepast week (for either gender).
Abstract: Although early sexual initiation has been linked to negative outcomes, it is unknown whether these effects are causal. In this study, we use propensity score methods to estimate the causal effect of early sexual initiation on young adult sexual risk behaviors and health outcomes using data from the National Longitudinal Study of Adolescent to Adult Health. We found that early sexual initiation predicted having 2 or more partners (for both males and females) and having a sexually transmitted infection in the past year (females only) but did not predict depressive symptoms in the past week (for either gender). These results underscore the importance of continued programmatic efforts to delay age of sexual initiation, particularly for females.
40 citations
TL;DR: In this article, the trajectory of early adolescents' popularity goal during the transition to middle school was examined in a diverse sample of 401 students and the popularity goal was assessed at five time points from five different time points.
Abstract: The trajectory of early adolescents’ popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from t...
37 citations
TL;DR: In this article, a cross-sectional three-level analysis of early adolescence data is presented, where repeated measures from students nested within classrooms and/or schools are collected at three levels (e.g., repeated measures [Level 1], collected across participants [Level 2], and nested within different schools [Level 3]).
Abstract: Researchers in the field of early adolescence interested in quantifying the environmental influences on a response variable of interest over time would use cluster sampling (i.e., obtaining repeated measures from students nested within classrooms and/or schools) to obtain the needed sample size. The resulting longitudinal data would be nested at three levels (e.g., repeated measures [Level 1], collected across participants [Level 2], and nested within different schools [Level 3]). A previous publication addressed statistical analysis issues specific to cross-sectional three-level data analytic designs. This article expands upon the previous cross-sectional three-level publication to address topics specific to longitudinal three-level data analyses efforts. Although all analysis examples are demonstrated using SAS, the equivalent SPSS and Mplus syntax scripts, as well as the generated example data and additional supplemental materials, are available online.
33 citations
TL;DR: The results illustrate how parental knowledge, influenced by family economic status, may play an important role in the development of adolescent behavioral self-control and adjustment.
Abstract: Using two waves of longitudinal data, we utilized the family stress model of economic hardship (Conger & Conger, 2002) to test whether family socioeconomic status is related to adolescent adjustment (substance use and academic achievement) through parental knowledge and adolescent self-regulation (behavioral self-control and delay discounting). Participants included 220 adolescent (55% male, mean age = 13 years at Wave 1, mean age = 15 years at Wave 2) and primary caregiver dyads. Results of Structural Equation Modeling revealed significant three-path mediation effects such that low family socioeconomic status at Wave 1 is associated with low parental knowledge at Wave 1, which in turn was related to low academic performance and high substance use at Wave 2 mediated through low adolescent behavioral self-control at Wave 2. The results illustrate how parental knowledge, influenced by family economic status, may play an important role in the development of adolescent behavioral self-control and adjustment.
32 citations
TL;DR: This article found that early adolescent students who were randomly assigned to receive information about need-based financial aid (Open Path condition) showed greater school motivation than those who were assigned to a control condition, specifically if they came from low-asset households.
Abstract: One contributing factor to gaps in academic achievement may be that some students perceive long-term educational goals, such as college, as financially out of reach, which can make schoolwork feel meaningless even several years before college. However, information that leads students to perceive that the financial path to college is open for them (i.e., need-based financial aid) can increase school motivation. Two classroom-based field experiments expand this area of theory and research. Early adolescent students who were randomly assigned to receive information about need-based financial aid (open path condition) showed greater school motivation than those who were randomly assigned to a control condition, specifically if they came from low-asset households. In a second exploratory experiment, the open path effect was mediated by an increased likelihood that students envision a future career that includes college (education-dependent identity). Implications for the study of identity and disparities in ac...
32 citations
TL;DR: The authors examined the relation between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools and found that the prevalence of bullying correlated with academic performance.
Abstract: This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the st...
31 citations
TL;DR: There is abundant evidence to suggest that students' achievement goals (AGs) predict their motivation and performance as mentioned in this paper, and it has been proposed that psychological need satisfaction (PNS) may affe...
Abstract: There is abundant evidence to suggest that students’ achievement goals (AGs) predict their motivation and performance. While it has been proposed that psychological need satisfaction (PNS) may affe...
31 citations
TL;DR: In this article, the authors examined whether Dutch and Indian early adolescents differ concerning sibling and parent-child relationship quality and externalizing and internalizing probabilistic relationships. But they focused on the relationship between siblings and parents.
Abstract: The aims of the present study were (a) to examine whether Dutch and Indian early adolescents differ concerning sibling and parent-child relationship quality and externalizing and internalizing prob...
TL;DR: This article investigated the development of global and domain-specific self-representations in the transition from late childhood to early adolescence and tested whether gender, puberty, and sexual orientation affect the transition.
Abstract: The present study investigated the development of global and domain-specific self-representations in the transition from late childhood to early adolescence and tested whether gender, puberty, and ...
TL;DR: This paper addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of academic reputation with academic reputation.
Abstract: This study addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of beh...
TL;DR: This article explored young people's self-concept research in early adolescence typically measure young people self-perceptions of competence in specific, adult-defined domains, and found that selfconcept research often focuses on competence in a specific domain.
Abstract: Self-concept research in early adolescence typically measures young people’s self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people’s ...
TL;DR: The current study suggests that emotional neglect (more so than emotional abuse) may hinder an individual’s ability to identify his or her own emotions, which may increase the risk of depressive symptoms during adolescence.
Abstract: The present study examined whether emotional abuse and neglect differentially predicted decreases in emotional clarity, and whether emotional clarity, in turn, predicted increases in depressive symptoms. Participants included 204 early adolescents (52% African-American; 54% female; Mean age= 12.85 years) who completed four assessments with measures of depressive symptoms, emotional clarity, and emotional abuse and neglect. Hierarchical linear regressions indicated that emotional neglect significantly predicted decreases in emotional clarity, whereas emotional abuse did not. Further, mediational analyses revealed that decreases in emotional clarity mediated the relationship between emotional neglect and increases in depressive symptoms. The current study suggests that emotional neglect (more so than emotional abuse) may hinder an individual's ability to identify his or her own emotions, which may increase the risk of depressive symptoms during adolescence. These findings have significant implications for the development of intervention and prevention programs for depression.
TL;DR: In this paper, it is assumed that attachment relationships provide a context in which children develop both the effortful control (EC) capacity and the repertoire of responses to regressive stimuli.
Abstract: Based on former research, it can be assumed that attachment relationships provide a context in which children develop both the effortful control (EC) capacity and the repertoire of responses to reg...
TL;DR: This article examined longitudinal relations between overt and relational victimization, sadness and anger dysregulation, and depressive and anxiety symptoms across 6 months among an ethnic ethnic group in the US, and found that victimization was correlated with depression and sadness.
Abstract: The current study examined longitudinal relations between overt and relational victimization, sadness and anger dysregulation, and depressive and anxiety symptoms across 6 months among an ethnicall...
TL;DR: In this article, the authors investigated the direct and indirect effects of biological, psychological, and sociocultural factors in predicting disordered eating behaviors in minority girls with overweight/obesity.
Abstract: This study investigated the direct and indirect effects of biological, psychological, and sociocultural factors in predicting disordered eating behaviors in girls with overweight/obesity. A total of 135 Hispanic and African American girls (X¯age = 11.13 ± 1.54 years) completed surveys assessing the desire to be thinner, peer weight-related teasing, disordered eating behaviors, and demographic characteristics. Percent body fat was assessed. Structural equation modeling was conducted to examine the influence of the desire to be thinner and peer weight-related teasing on percent body fat and disordered eating behaviors. Results indicated that percent body fat was directly related to the desire to be thinner (p < .01) and peer weight-related teasing (p < .01), and was indirectly related to disordered eating through its relationship with peer teasing (p < .05). These findings may be useful in guiding the design of interventions preventing the development of disordered eating behaviors in minority girls.
TL;DR: Findings call for interventions targeting improvement of condom use knowledge among early adolescents, as well as parent-teen communication about sex, given the low parent-Teen agreement regarding sexual communication.
Abstract: This study examines the role of condom use knowledge and attitudes, and parent-teen communication about sex and relationship quality on reports of condom use self-efficacy among rural, African Amer...
TL;DR: The findings highlight the roles of afterlife beliefs and future orientation in explaining the beneficial effects of religiousness against adolescent substance use.
Abstract: Although religiousness has been identified as a protective factor against adolescent substance use, processes through which these effects may operate are unclear. The current longitudinal study examined sequential mediation of afterlife beliefs and future orientation in the relation between adolescent religiousness and cigarette, alcohol, and marijuana use. Participants included 131 adolescents (mean age at Time 1 = 12 years) at three time points with approximately two year time intervals. Structural equation modeling indicated that higher religiousness at Time 1 was associated with higher afterlife beliefs at Time 2. Higher afterlife beliefs at Time 2 were associated with higher future orientation at Time 2, which in turn was associated with lower use of cigarettes, alcohol, and marijuana at Time 3. Our findings highlight the roles of afterlife beliefs and future orientation in explaining the beneficial effects of religiousness against adolescent substance use.
TL;DR: This article examined the effects of first-grade teachers' emotional support on task persistence and academic skills in the sixth grade and the mediational role of children's academic self-concept in these effects.
Abstract: This study examined the effects of first-grade teachers’ emotional support on task persistence and academic skills in the sixth grade and the mediational role of children’s academic self-concept in these effects. Participants were 524 children (263 boys, X¯ age in the first grade = 7.47 years), their first-grade homeroom teachers (n = 53), and sixth-grade math (n = 34) and literacy (n = 34) teachers. Academic skills were tested, and students’ task persistence was reported by teachers in the first and in the sixth grade. Students reported on their academic self-concept and their first-grade teacher’s emotional support retrospectively in the sixth grade. First-grade teachers’ emotional support had low facilitative effect on children’s task persistence in language and math lessons, and it supported reading skills. Teacher’s emotional support was related to higher self-concept in reading, and it mediated the effect of emotional support on task persistence and reading skills.
TL;DR: Perceived likelihood of positive and negative alcohol outcomes prospectively predicted increases in drinking and limited support for appraisals operating as mediators of psychosocial risk and protective factors was found.
Abstract: Early adolescence is a dynamic period for the development of alcohol appraisals (expected outcomes of drinking and subjective evaluations of expected outcomes), yet the literature provides a limited understanding of psychosocial factors that shape these appraisals during this period. This study took a comprehensive view of alcohol appraisals and considered positive and negative alcohol outcome expectancies, as well as subjective evaluations of expected outcomes. Developmental-ecological theory guided examination of individual, peer, family, and neighborhood predictors of cognitive appraisals of alcohol and use. A community sample of 378 adolescents (X¯ age 11.5 years at Wave 1 (W1), 52% female) was assessed annually for 4 years. Longitudinal path analysis suggested that the most robust predictors of alcohol appraisals were peer norms. Furthermore, perceived likelihood of positive and negative alcohol outcomes prospectively predicted increases in drinking. There was limited support for appraisals operating...
TL;DR: Female early adolescents who used more relational aggression were perceived as more popular in the context of greater leadership, and leadership significantly moderated the association between relational aggression and perceived popularity.
Abstract: This study examined two competing hypotheses regarding the moderators of the association between relational aggression and peer status in early adolescence. The mitigation relational aggression hypothesis examined whether positive social behaviors reduced the negative effects of relational aggression, thus amplifying the association between relational aggression and perceived popularity. The effective use of relational aggression hypothesis examined whether leadership skills facilitated the proficient use of relational aggression, thus amplifying the association between relational aggression and perceived popularity. Participants were 158 fifth graders (52% female). Post hoc analyses indicated that for girls, leadership significantly moderated the association between relational aggression and perceived popularity after controlling for positive social behaviors. Positive social behaviors did not similarly moderate the association between relational aggression and perceived popularity for boys or girls. Our results demonstrated that in the context of greater leadership, female early adolescents who used more relational aggression were perceived as more popular.
TL;DR: In this paper, the interacting effects of classroom cohesion and hierarchy on the relationships between victimization and aggression with peer acceptance and rejection were investigated in Spanish 7th and 8th grade students.
Abstract: This study addresses the interacting effects of classroom cohesion and hierarchy on the relationships between victimization and aggression with peer acceptance and rejection. Classroom cohesion and hierarchy were constructed from friendship nominations. Multilevel analysis conducted in a sample of seventh- and eighth-grade students from the Sociescuela program in Spain (N = 6,600) showed that in cohesive and hierarchical classrooms, a higher level of victimization was found; peer rejection was more strongly associated with victimization. In contrast to previous research, for males, aggression was more strongly associated with peer acceptance in less hierarchized classrooms.
TL;DR: This paper found that cross-race friendships in late elementary and middle school tend to form friendships with same-race peers, and given the potential benefits of cross race friendships, it is important to understand the individua...
Abstract: Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individua...
TL;DR: In this paper, the authors investigated the prevalence of peer victimization and its association with mental health problems and impact on everyday life, and the possible mediating effect of parental and peer support.
Abstract: Peer victimization is a widespread phenomenon especially prevalent in early adolescence. This study investigates the prevalence of peer victimization and its association with mental health problems and impact on everyday life, and the possible mediating effect of parental and peer support. Data are based on a cross-sectional health survey (N = 9,707) among adolescents (10-13 years) and their parents (N = 8,210). The Strengths and Difficulties Questionnaire was used to measure mental health problems, as well as impact on everyday life. Approximately, 17.6% of boys and 15.3% of girls reported being peer victimized. Both genders had higher symptoms of emotional problems, conduct problems, and hyperactivity than non-peer victimized adolescents. Boys had higher symptoms of emotional problems than girls. All symptom scales were strongly associated with perceived impact on everyday life. Peer and parental support buffer mental health problems among the victimized. Study indicates the importance of interventions ...
TL;DR: In this paper, the Balloon Analogue Risk Task (BART) was used as a measure of risk taking behavior, either individually or in the presence of homogenous or heterogeneous peer groups.
Abstract: In this experimental study, it was examined to what extent peers and sex were important predictors of risk taking behavior of adolescents Participants were 140 Dutch adolescents (529% boys, 12-15 years) who completed the Balloon Analogue Risk Task (BART) as a measure of risk taking behavior, either individually or in the presence of homogenous or heterogeneous peer groups Results showed that (a) adolescents took significantly more risk when they completed the BART with peers than when they completed the risk taking task individually, (b) boys took significantly more risk when they completed the task with peers than girls but not when they completed the task individually, and (c) boys in “boy-only triads” revealed the strongest risk taking behavior compared with “mixed-girl triads” or “girl-only triads” These results suggest that boys appear to be more susceptible to the influence of peers on risk taking behavior than girls
TL;DR: For example, this paper found that descriptive norms among the classmates, based on aggregated self-reported delinquency, predicted individual delinquent behavior across time, and the effect of classmates' delinquency was stronger for males and adolescents scoring higher on impulsivity, risk tolerance, social dominance, cool appearance, unstructured spare time activities, and lower parental supervision.
Abstract: Early adolescents vary in their susceptibility to peer influence on delinquency. However, it is still less clear which factors explain this variation and how these factors relate to each other. In this study, 10 factors that may moderate peer influence were investigated. A sample of 868 participants was followed across six occasions from seventh to ninth grade. Multilevel longitudinal models showed that descriptive norms among the classmates, based on aggregated self-reported delinquency, predicted individual delinquent behavior across time. When each factor was considered separately, the effect of classmates’ delinquency was stronger for males and adolescents scoring higher on impulsivity, risk tolerance, social dominance, cool appearance, unstructured spare time activities, and lower parental supervision. No moderation effects were found for age, self-worth, and social acceptance. In a model containing all significant moderators, only male gender remained significant, indicating boys’ higher susceptibil...
TL;DR: In this paper, propensity scores can be used in regression adjustment, stratification, inverse probability treatment weight, and regression adjustment in order to investigate causality in situations where random assignment is not possible.
Abstract: In order to investigate causality in situations where random assignment is not possible, propensity scores can be used in regression adjustment, stratification, inverse-probability treatment weight...
TL;DR: This paper used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement, and found that fifth grade approaches to learning were positive predictors of both academic achievement and teacher-rated academic skills in eighth grade.
Abstract: The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.