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The present study investigated the longitudinal associations of self-control and parental involvement with prosociality and internalizing problems from early to mid-to-late adolescence, within a risk and resilience and a developmental cascade framework. We used a panel design (i.e., four measurement times at 2-year intervals from 2008 onwards) to examine data on 1523 Swiss adolescents when they were aged about 11, 13, 15, and 17. A cross-lagged analytical approach was used to respond to our purpose. Results showed that parental involvement promotes later levels of prosociality from early to mid-to-late adolescence. Furthermore, we observed that parental involvement predicted later improvements in self-control and that prosociality and internalizing problems mutually and positively predicted each other during the same period. Our findings suggest that interventions aimed at promoting positive parental involvement with their offspring may contribute to later adolescent prosociality and self-control and that health professionals should consider encouraging a healthy balance between self-interest and concern for others.

Research has shown links between emotion regulation strategies and child mental health. However, it is not well known how the characteristics of children may moderate these links. The aim of this study was to explore whether environmental sensitivity--the ability to perceive and process information about the environment--moderates links between emotion regulation strategies (cognitive reappraisal and expressive suppression) and children's emotional and behavioral problems. The study included 1381 children (M[subscript age] = 10.53, 51% girls) who gave information about their emotion regulation and environmental sensitivity, and whose teachers reported on their emotional and behavioral problems. The results showed that suppression predicted a higher amount of problems for girls regardless of their sensitivity level. For boys, environmental sensitivity moderated this link. Among more environmentally sensitive boys, the association between suppression usage and emotional and behavioral problems was stronger than among less sensitive boys. These results show that the effects of suppression may be exacerbated depending on the child's gender and environmental sensitivity.

The present study aimed to test if perceived pubertal timing was related to marijuana and alcohol use through deviant peer affiliation. Additionally, we examined if the deviant peer pathway was moderated by impulsiveness, gender, or both. Data were collected from 342 youth, most of whom had a family history of substance use disorder. Youth completed assessments every six months from age 13 to 16. For girls only, longitudinal analyses revealed that perceived pubertal timing was indirectly related to substance use through higher levels of deviant peer affiliation. This pathway was moderated by impulsiveness such that the association between perceived pubertal timing and deviant peer affiliation was only present for girls with average to high levels of impulsiveness. These findings elucidate a developmental pathway from perceived pubertal timing to substance use through deviant peer affiliation for high-risk girls, although low levels of impulsiveness were protective.

The Expectancy-Value model has been extensively used to understand students' achievement motivation. However, recent studies propose the inclusion of cost as a separate construct from values, leading to the development of the Expectancy-Value-Cost model. This study aimed to adapt Kosovich et al.'s ("The Journal of Early Adolescence", 35, 5-6, 2015) instrument for assessing achievement motivation in science and math among Spanish-speaking students aged 9-12. The psychometric evaluation encompassed examining validity, reliability, and measurement invariance for gender. The findings support the applicability of the expectancy-value-cost model in elementary school students, providing a valid and reliable tool for assessing achievement motivation in the science and math domain. However, the findings for the measurement invariance for gender are less conclusive and warrant future psychometric evaluations. This study opens avenues for future research on achievement motivation in Spanish-speaking contexts and populations.

This study examined whether adolescent students' externalizing behavior and prosocial behavior affects their academic achievement (i.e., school grades and standardized test scores) in two major academic domains (i.e., mathematics and German) over and above well-established determinants of school achievement (i.e., prior achievement, intelligence, and domain-specific self-concepts). The study draws on longitudinal data from two independent samples of students (A/B) who were each followed from Grade 7 to Grade 9 (N[subscript A/B] = 1143/1345). In each academic domain, structural equation models showed that externalizing behavior negatively predicted and prosocial behavior positively predicted academic achievement. When both behaviors were included simultaneously, prosocial behavior particularly predicted school grades in both domains, whereas externalizing behavior particularly predicted test scores in mathematics. Further analyses did not suggest differences between boys and girls in the effects of social behavior on academic achievement. Implications for future research and educational practice are discussed.

In the present study, we sought to examine the relationship between perceived economic stress and adolescents' bullying victimization and extended previous literature by examining the mediating effect of self-esteem as well as the moderating effects of student-student relationships and gender in this association. The research hypotheses were tested among 2407 adolescents from China (M[subscript age] = 12.75 years, SD = 0.58) with a moderated mediation model. Results indicated that adolescents with high perceived economic stress were more likely to be bullied. Self-esteem mediated the relationship between perceived economic stress and bullying victimization. Furthermore, student-student relationships moderated the relationship between perceived economic stress and bullying victimization and the relationship between perceived economic stress and self-esteem. Gender did not moderate the direct and indirect relationships between perceived economic stress and bullying victimization. These findings have potential applications for reducing the risk of bullying victimization and promoting positive development for adolescents.

Much of the work on body image socialization masks the potentially unique influence of different socializers, yet clearer understanding of socialization mechanisms and ideological context aid intervention efforts. We explored how fathers, female peers, male peers, and adolescent boys themselves produce different levels of internalized appearance-related norms and how these socializer-specific norms differentially relate to wellbeing and beliefs related to gender identity. With a sample of early adolescent boys (n = 260; M[subscript age] = 11.44 years, SD[subscript age] = 0.56, 64% White), we used SEM to investigate relations between internalized norms, wellbeing, and gender beliefs. We found that most boys internalized appearance-related norms, and that boys reported higher levels of norms from themselves than from fathers or peers. Internalized appearance-related norms from different socializers uniquely related to self-esteem, private/public regard of gender, and self-presentation expectations in peer interactions. This relational framework provides unique insights into boys' experiences with their appearance and the role of different socializers.

Although women's representation in STEM fields and occupations has increased, science and math continue to be stereotyped as male domains. This paper links psychological and sociological explanations for gendered disparities in STEM by examining the relationship between the local "micro-situational" female learning environment and the gender gap in academic self-concept in math and science. We applied hybrid models to TIMSS 2015 data comprised of a pseudo-panel of repeated measures for individual student and peer achievement, academic self-concept, utility value, and interest-enjoyment value in math/science (at age 14). We analyzed data from three countries, including a subsample of students who were taught by the same teacher in both math and science, thus eliminating unobserved teacher heterogeneity. Results indicate that female peer climate in the classroom is important for understanding how girls' self-concept in math/science is formed, even though it was unrelated to the gender gap.

The present study aimed to identify overall stress and salient stressors experienced by adolescents from different education tracks and self-perceived ethnic backgrounds. A total of 1489 adolescents (M = 13.40 years; SD = 0.89 years) from nine Dutch secondary schools participated. Self-reported stressors were measured with the adapted version of the Adolescent Stress Questionnaire -- Short. After controlling for age, gender, country of birth, and school classes, results showed that overall stress did not differ for educational track nor for ethnic background subgroups. Adolescents in academic education reported more stress from school-related stressors than adolescents attending vocational education. Adolescents with a mixed ethnic background (i.e., Dutch and another ethnicity) reported more stress regarding school-related stressors than adolescents with a Dutch ethnic background. These differences between adolescents of different educational tracks and ethnic backgrounds have implications for intervention programs targeting specific stressors.

The present study examined changes in ethnic and racial identity (ERI) over one year among 353 Black and Latino early adolescents in relation to ethnic-racial socialization (ERS) and neighborhood economic and demographic characteristics. Parent and child reports of ERS were collected, and child ERI was assessed via self-report. Neighborhood measures included economic disadvantage and ethnic diversity. Results indicated parent report of preparation for bias was associated with greater increases in exploration but not among boys living in non-impoverished neighborhoods. In contrast, child report of preparation for bias was associated with decreases in belonging independent of child gender or neighborhood context. These findings highlight the complexities of neighborhood economic disadvantage and ERI development. Implications for future research examining gender differences and children's interpretation of ERS messages are discussed.

Parents play an important role in adolescents' development of empathy. However, less understood is what dimensions of parental behavior predict changes in empathy during early adolescence and whether effects of parental behavior are moderated by pubertal timing or differ by sex. This study used data from an ethnically diverse sample of 704 youth who reported on their parents' nurturance, harsh discipline, and inter-parental conflict at age 11; on their own empathy at ages 11 and 13; and on their pubertal timing at age 13. The results showed that only parental nurturance uniquely predicted more empathy at age 13 and that this effect was stronger in females. Harsh discipline and inter-parental conflict were only concurrently associated with lower empathy at age 11. Pubertal timing did not moderate the links between parental nurturance, harsh discipline, or inter-parental conflict at age 11 and empathy at age 13.

Many adolescents want to be popular. Popularity goals are associated with adolescents' relational and overt aggression and aggression has been linked to greater risk for victimization. The current study sought to examine if popularity goals may be linked to victimization through associations with aggression and if self-perceived popularity and gender may moderate these relationships. Participants were 292 adolescents (60.3% girls; 44.5% seventh graders, 55.5% eighth graders; 79.5% White/Caucasian) from the Southern United States. Results indicated that relational aggression accounted for the association between popularity goals and victimization and that self-perceived popularity strengthened this indirect effect for girls but not for boys. Overt aggression also partially explained the relation of popularity goals with victimization similarly for boys and girls. The findings suggest that motivations for popularity and self-perceived popularity are important to understanding variation in adolescent aggression and victimization.

The goal of this study was to examine the unique associations of aggression with peer status in a non-Western context. The moderating effects of peer community and teacher closeness at the classroom level and gender and grade at the individual level were considered. Participants were 1954 third to sixth grade students (M[subscript age] = 9.60 years, SD = 0.97; 49% girls) in South Korea. As in Western studies, overt aggression negatively predicted preference, relational aggression positively predicted popularity, and these associations were stronger in early adolescence than in middle childhood. "Whereas" the association between relational aggression and peer status was stronger for boys than girls and peaked in sixth grade. Peer community moderated the association between relational aggression and popularity. Specifically, relational aggression predicted popularity in non-communal classrooms, but not in communal classrooms. Future research should address cultural differences in social relatedness and their implications for fostering peer community in classrooms.

The aim was to explore predictors of employment during the school year in adolescents aged 13. We report on a population-based sample of children followed-up from 5 months to this day. Parents and children answered questions on family, school, health, and work. A multinomial logistic regression was used to identify the predictors of informal and formal work. Results show that female sex and leisure time physical activity (LTPA) at age 12 were associated with an increased probability of doing informal work at age 13. Also, results indicate that 13-year-olds doing formal work for an employer or in the family business were more likely to report higher LTPA, to have used alcohol, to exhibit more delinquent behaviors, and to report lower educational aspirations at age 12. Such information must be used to devise interventions aiming at reducing the risks that school year employment may entail for education and health of adolescents.

The relation between cognition and life satisfaction is shaped by several factors. The present research investigated whether mindreading skills are linked to subjective well-being and anxiety during the transition into adolescence. Specifically, our aim was to investigate individual differences in those constructs and gendered relational patterns. A sample of 142 Italian sixth- and seventh-graders (84 boys, M = 11.83 years, SD = 6.87 months) completed a theory-of-mind task, and questionnaires on perceptions of different anxiety subtypes and life satisfaction. In the total sample, no interrelations were found among the variables. Nonetheless, mediation analyses conducted separately by gender showed that, only among girls, higher theory-of-mind scores were associated with lower perception of life satisfaction through the mediation of higher generalized anxiety levels. Results suggest that the approach to adolescence may provide a timely intervention window to develop preventive programs that target internalizing symptoms and their cascade effects on young people's well-being.

There has been concern about the potential sequelae of mild traumatic brain injury (mTBI) in children. This study used data from the Adolescent Brain Cognitive Development[superscript SM] (ABCD) study to investigate associations between mTBI and behavior and sleep in school-aged children. Generalized additive mixed models were run to examine the association between TBI and parent-reported Child Behavior Checklist and Sleep Disturbance Scale for Children scores. mTBI with or without loss of consciousness (LOC) in 9- and 10-year old children was associated with 1) higher internalizing, externalizing and total problems and 2) greater sleep disturbance scores on the CBCL. The study also demonstrated a higher incidence of mTBI with and without LOC in boys compared to girls. This study shows a statistically significant but modest association between mTBI and behavioral and sleep changes, suggesting that in a non-clinical, sociodemographically diverse community sample of school-aged children mTBI does not result in clinically significant behavioral or psychological sequelae.

Extant literature suggests that adopted children can generate new attachment bonds with adoptive parents, although early adversity leaves an enduring mark. This research was focused on attachment representations when adoptees from Russia were reaching their adolescence. The participants were 29 adoptees and 38 children from a control group, aged between 8 and 13 years. The Friends and Family Interview, a semi-structured interview, assessed the narrative's coherence, reflective function, internal working models, and attachment classification. Children's narrative was coded into numerical data by two coders with high interrater reliability. Adopted children were classified 41% secure, 35% dismissing, 14% preoccupied, and 10% disorganized (82% secure in the control group). Children's age, gender and verbal IQ, and family structure--but not mother's academic level nor placement variables--were related to attachment variables in both groups. Although adoption offers a protective context that promotes secure attachment, insecurity and disorganization are still evident.

Community violence exposure is associated with increased depressive symptoms in adolescents. This study examined whether coping style moderates this relationship over time. Eighty-four low-income, urban adolescents (M[subscript age] = 13.36, 50% female, 95% African American) participated in two waves of a longitudinal study. Youth reported on their community violence exposure and coping style at Wave 1, and their depressive symptoms at Waves 1 and 2 (17 months apart). Problem-focused coping attenuated the effect of community violence exposure on depressive symptoms ([beta] = -0.47, p < 0.05), whereas avoidant coping amplified the effect of community violence on depressive symptoms ([beta] = 0.63, p < 0.05). Adolescents exposed to community violence are at an increased risk of developing depressive symptoms if they use low levels of problem-focused coping or high levels of avoidant coping. Interventions targeting coping strategies may improve psychological adjustment of urban youth exposed to community violence.

Prior research on bullying victimization has often explored the behavior from a binary perspective in which victims and non-victims are examined. However, there has been an increasing amount of literature taking a more nuanced approach towards different subtypes of victims in recent years. This study sought to examine heterogeneous patterns of victimization and identify correlates associated with different victim groups through an integrated framework of both lifestyle-routine activities and target congruence theories. Using a national sample of 2217 Korean adolescents, the latent class analysis uncovered three groups of victims including physical/verbal, verbal-only, and low/non-victims. The results supported the relevance of integrated target congruence and lifestyle-routine activities theories to explain subtypes of bullying-victims. Among the dimensions of target congruence, vulnerability and antagonism factors were distinctively associated with the three subgroups of victims. Bullying perpetration was relevant in distinguishing physical/verbal and verbal-only victims from non-victims even when target congruence variables were controlled for.

The current experience sampling study examined the change in distinct daily positive and negative emotions of 136 students (aged 10-12) participating in the Flourishing Students program. Students completed smartphone-based questionnaires covering emotions, daily activities, and social context at eight semi-random intervals for six days. Using a cluster randomized design, 70 students participated in 32 well-being lessons, and 66 students followed their standard curriculum. The findings suggest that the intervention had a buffering effect on the increase in daily negative emotions that is typical during early adolescence. Moreover, participants in the program experienced positive changes in feeling less lonely and increased levels of calmness and enjoyment of being alone. Noticed in several daily activities were similar differences between the groups. The intervention effect was slightly more pronounced in girls than boys. Overall, we hope to encourage incorporation of positive psychology into education and to broaden the scope of evaluation methods.

Adolescence is a period of significant brain development and decreased sleep quality, making it an ideal period to investigate early indicators of anxiety disorders such as psychological distress. The amygdala and hippocampus have been implicated in the neurobiology of anxiety symptoms. Sex-based differences in anxiety symptoms and sleep quality suggest sex-specific indicators may be preferable to a "one size fits all" approach. N = 70 early adolescents (12 years) completed the Pittsburgh Sleep Quality Index (PSQI), Kessler psychological distress scale (K10) and MRI scanning. Female participants were found to be poorer sleepers and to have higher psychological distress levels. Females also had larger right amygdala and hippocampal volumes than males controlling for total brain volume. Findings of sex-based differences in amygdala and hippocampal volumes as well as sleep and psychological distress at age 12 may represent an important step in elucidating sex specific early indicators of future mental health disorders.

Stress and coping frameworks posit that active coping may help mitigate stress experiences of individuals, such as the stress resulting from structural racism or anti-immigrant sentiments (i.e., sociocultural stress) Latinx adolescents experience in the United States. Active coping has been linked to better school functioning in mixed-ethnic adolescent populations. The current study examined the associations between active coping and school functioning, as well as the moderating role of gender among 288 Latinx adolescents (M = 13.69, SD = 0.56; 53% girls). Results revealed active coping related to higher levels of school belonging and grades. No gender differences were found, suggesting active coping works similarly for Latinx adolescent girls' and boys' school functioning. This study's findings contribute to the knowledge on Latinx school functioning by identifying active coping as a potential malleable target for intervention.

This study aimed to examine the evolution of test anxiety during the transition to secondary school, a challenging period that includes a set of contextual factors that could potentially increase students' test anxiety. In addition, to further understand the contribution of different individual factors that might increase the susceptibility to test anxiety during this transition, the study examined the role of motivation, achievement, internalizing behaviors and gender in the development of test anxiety. A total of 478 French-speaking students (231 boys, 247 girls) were followed during their transition to secondary school. Latent growth analysis revealed an overall stable trajectory of test anxiety during the transition to secondary school. However, internalizing behaviors and gender moderated the trajectory over time. Additionally, high initial levels of internalizing behaviors, as well as lower grades in mathematics, were associated with initial levels of test anxiety, as measured at the end of elementary school.

Black and Latinx youth are situated in a maladaptive discriminatory context in the United States; however, prosociality may be one way that youth can promote their own positive development in the face of these experiences. We examined the longitudinal associations between discrimination and prosociality among 380 Black and Latinx early adolescents (M[subscript W6age] = 12.38 years, 52% female) and considered race/ethnicity and self-esteem control beliefs as potential moderators to this association. Discrimination predicted higher levels of prosociality among Black youth 6 months later, but not among Latinx youth. Discrimination also predicted higher prosociality among youth with very high self-esteem control beliefs 6 months later, but not among youth with lower levels of self-esteem control beliefs. None of these associations were significant when looking across a 1-year time frame. Our findings support the predictions of self-esteem enhancement theory and highlight the importance of considering how youth's unique racialized experiences can inform how they respond to discrimination.

This study investigates multiple-level antecedents of cyberbullying victimization among early adolescents. Data from the Health Behavior in School-Aged Children, 2009 to 2010 cohort study in the United States were used. The sample included White, Black, Latino, and Asian adolescents, ages 10-14 (N = 8481). Bivariate analysis, logistic regression, and subgroup analysis were conducted. Among White adolescents, female sex, older age, and bullying victimization were positively associated with cyberbullying victimization, whereas parental awareness was negatively associated. Among Black adolescents, bullying victimization was positively associated with cyberbullying victimization, but parental employment was negatively associated. Among Latino adolescents, older age was positively related to cyberbullying victimization, whereas "other" family structures were negatively related. Among Asian adolescents, "other" family structure and bullying victimization were positively related to cyberbullying victimization, whereas parental awareness, parental employment, and "quite well off" family socioeconomic status were negatively related. Parental awareness moderated the association between parental employment and cyberbullying victimization.

Although there is a body of literature that addresses victimization of adolescents based on their membership in stigmatized groups, there is little that focuses on this type of aggression delivered digitally. Furthermore, the extant literature typically focuses on the targets of such aggression, but scant attention has been paid to the aggressors. To address this gap, the current study investigated characteristics of perpetrators of bias-based cyberaggression in a sample of 554 self-reported cyber-aggressors among 1695 12- to-15-year-old adolescents in northwestern Mexico. Approximately one-fourth of these cyber-aggressors engaged in bias-based cyberaggression. Demographic characteristics were investigated in an attempt to describe those most at risk for perpetration of bias-based aggression. In addition, the influence of moral disengagement was examined in this unique sample. Results showed that cyber-aggressors who were male and younger were disproportionately represented among those whose cyberaggression was motivated by some type of bias. Bias-based cyberaggression was associated with higher levels of several types of moral disengagement. Possible explanations and implications of the findings are discussed.

This study used a cross-lagged panel analysis to explore the effect of impulsivity and academic achievement on the development of suicidal ideation in adolescents using three-time assessments with an interval of 6 months. A total of 211 adolescents (104 boys, 107 girls with a mean age of 13.62 ± 0.68 years in the third assessment) completed the Barratt Impulsivity Scale, the Monthly Exam, and the Suicidal Ideation/Suicidal Attempt Questionnaire to evaluate the level of impulsivity, academic achievement, and suicidal ideation, respectively. Our results showed that impulsivity was a primary risk factor of suicidal ideation in adolescents during their early stage in junior high school, especially for girls, while academic achievement had an increasing effect on suicidal ideation as adolescents progressed to the higher grades in junior high school, suggesting that taking appropriate intervention measures at specific stages might be critical to prevent suicidal ideation in adolescents.

We examined the prospective associations between two indicators of mother-youth emotional climate (i.e., maternal affect, dyadic cohesiveness) during a peer problem discussion and youth coping with peer stress following entry into middle school. We also investigated youth baseline respiratory sinus arrhythmia (RSA) as a moderator of these associations given its role in physiological stress regulation. Participants were 100 mother-youth dyads (53% boys; M[subscript age] = 11.05 years; 43% ethnic minorities). More positive maternal affect at Time 1 (spring of 5th grade) was associated with more primary and secondary control engagement coping and advice-seeking at Time 2 (fall of 6th grade); greater dyadic cohesiveness was prospectively linked with more advice-seeking only. Further, the positive association between maternal affect and primary control coping was only evident for youth who showed lower (not higher) baseline RSA. We discuss implications for jointly considering the mother-youth relational context and youth physiological regulatory capacity towards understanding coping socialization.

This research examined ethnic and gender variations in early adolescents' reports of parental socialization goals among the majority Han and two Muslim ethnic minority groups (Hui and Kazakhs) in China. 1584 adolescents (mean age = 13.49; 54.6% girls) listed and ranked the five most important goals from parents. Achievement outcomes were emphasized the most across ethnicities. According to adolescents, Han (vs. Kazakh) parents emphasized relatively more on self-maximization and psychological well-being, and less on extrafamilial relationships, morality, and social contribution, with the Hui appearing to be midway between the two groups. Gender differences in perceived parental goals were mostly consistent with traditional gender roles across ethnicities. This research painted a more nuanced picture of adolescents' perceptions of parental socialization in China. Results pointed to the significance of traditional values and economic development in understanding the socialization goals of Chinese parents of different ethnicities.

The main aim of this study was to examine one potential mediator of the prospective association between depressive symptoms and peer victimization: sadness rumination. Data were collected from 302 early adolescents (M[subscript age] = 10.53, SD =0.16; 55.3% girls), at two waves, 1-year spaced, using self-reports. Depressive symptoms preceded increases in peer victimization and sadness rumination. Sadness rumination preceded increases in peer victimization. Sadness rumination mediated the relationship between depressive symptoms and increases in peer victimization. Multi-group analysis indicated that the mediation model tested was significant for boys, but not for girls. Overall, depression-related peer victimization could be minimized with intervention programs targeting early adolescents' sadness rumination tendencies. Future research should further explain why depressed boys may face greater risk than girls in displaying increases in sadness rumination over time, which in turn, may lead to more frequent experiences of peer victimization.

Among U.S. Mexican adolescents living in established immigrant communities, high familism values are positively associated with compliant, emotional, and dire prosocial behaviors via sociocognitive and cultural psychological mechanisms. Less is known about the behavioral mechanisms that may explain these associations, or about prosocial behaviors among U.S. Latinxs residing in emerging immigrant destinations. We examined the cross-sectional, intervening variable associations among familism values, family assistance behaviors, and culturally salient prosocial behaviors among 547 U.S. Latinx adolescents residing in an emerging immigrant destination (M age = 12.8 years; 55.4% girls). Familism values and family assistance behaviors promoted emotional and dire prosocial behaviors for boys and girls, and promoted compliant prosocial behaviors for boys only. Familism also had direct associations with all three prosocial behaviors for boys and girls. Family assistance behaviors may be a mechanism via which adolescents develop compliant, emotional, and dire prosocial behaviors.

This study using PROSPER data (N = 977, age 11.5-age 15) investigated the longitudinal within-family associations between parent reported parental monitoring and adolescent aggression. Importantly, this study is the first one to examine parent gender and adolescent gender differences on these within-family associations. Results differed between mothers and fathers. There was a negative, bidirectional within-family association between maternal monitoring and adolescent aggression, such that more maternal monitoring than usual was associated with fewer adolescent aggressive behavior problems than usual within the same family, and vice versa. In contrast, during mid-adolescence, a positive, bidirectional within-family association between paternal monitoring and adolescent males' aggression was found, such that more paternal monitoring than usual was related to more adolescent males' aggression than usual within the same family, and vice versa. Practical implications on intervention strategies are discussed.

The present study examined the relationship between online disinhibition and adolescents' cyberbullying perpetration and investigated whether empathy and gender would moderate this relationship. A total of 2407 Chinese adolescents aged 11-16 years completed the questionnaires to measure their online disinhibition, empathy, and cyberbullying perpetration. Results indicated that high levels of online disinhibition were associated with high levels of cyberbullying perpetration, even after controlling for key covariates related to cyberbullying perpetration. Empathy significantly moderated the relationship between online disinhibition and cyberbullying perpetration. Specifically, this relationship was not significant at high levels of empathy. Moreover, the impact of empathy was moderated by gender. For male adolescents, online disinhibition was significantly associated with cyberbullying perpetration only when their empathy was low. For female adolescents, the relationship between online disinhibition and cyberbullying perpetration became nonsignificant, regardless of whether they had a low or high level of empathy.

Identification of goals is a key social-cognitive process that guides whether adolescents engage in aggressive or nonviolent behavior during social conflicts. This study investigated early adolescents' goals in response to hypothetical social conflict situations involving close friends and peers. Participants (n = 160; M[subscript age] = 12.7, 53% female) were 7th graders from two urban and one rural middle school. On average, participants identified 2.5 goals for each situation. Qualitative analysis using a grounded theory approach identified nine themes representing the goals generated by participants: "instrumental-control," "relationship maintenance," "maintain image and reputation/self-defense," "conflict avoidance," "seek more information," "revenge," "tension reduction," "moral," and "stay out of trouble." Quantitative analysis indicated that female participants identified more goals than male participants, but there were few differences in their types of goals. There were few differences across school sites. The findings highlight the variety of social goals specific to the developmental period of early adolescence.

This study examined adolescents' perceived paternal and maternal parenting in relation to different types of prosocial behaviors. Adolescent gender and age were considered as moderators. Participants included 439 Grades 7-11 adolescents (55.13% girls) from five secondary schools in Hong Kong. Path analysis indicated that maternal and paternal autonomy support and maternal control were associated positively with compliant, public, and emotional prosocial behaviors. Paternal control was associated positively with emotional prosocial behaviors only. Paternal autonomy support and maternal control were associated positively with dire prosocial behaviors but negatively with altruistic ones. No age differences were found from multi-group analyses. However, significant gender differences were evident. Paternal autonomy support and maternal control were associated with boys' and girls' prosocial behaviors; maternal autonomy support and paternal control were associated with girls' prosocial behaviors only. Findings suggest that paternal and maternal parenting are associated with prosocial behaviors in meaningful ways depending on adolescents' gender.

The experience of positive events is associated with increased positive affect, which can beneficially impact the physical and mental health outcomes of adolescents. Despite an increase in important life events during adolescence, little research has examined the influence of positive events on affect in this population. This study used Ecological Momentary Assessment to investigate individual differences in the effects of daily positive events on momentary positive and negative affect and event-specific positive affect among 136 adolescents (M[subscript age] = 13.03 years). Results indicated that interpersonal and independent events elicited greater event-specific positive affect than non-interpersonal and dependent events. Dependent interpersonal events were associated with the greatest positive affect compared to other combinations of event types. Gender did not moderate these effects. These findings may address the gap in the literature regarding the types of daily positive events that elicit the most positive affect in adolescents, and in turn, may enhance well-being.

Friendships can provide a critical buffer against stress for youth, but the extent to which they serve this role depends on whether they provide resources that youth value most. These valued provisions may differ for girls and boys and across stages of development. This study examined whether gender differences in friendship values intensify across the adolescent transition, specifically from elementary to junior high school. Youth (73 elementary schoolers; 80 junior high schoolers; M[subscript age] = 11.40 years; SD[subscript age] = 1.55) completed a novel friendship values measure assessing how much youth valued psychological provisions (intimacy, support) and recreational provisions (companionship, enjoyment) in their friendships. Consistent with predictions, results revealed that junior high school girls place higher value on psychological provisions, whereas junior high school boys place higher value on recreational provisions, differences that were less apparent during elementary school. These gender differences in friendship values may have trade-offs for adolescent socioemotional development.

This study investigated attitudes toward restrictive gender norms among adolescents in Côte d'Ivoire and Sierra Leone (pooled N = 1,793, M[subscript age(baseline)] = 10.3, M[subscript age(follow-up)] = 11.6, 50% boys/girls). We examined individual and contextual predictors of gender attitudes, assessed change in gender attitudes over 2 years, and estimated the effect of a community-based norms diffusion intervention. Multiple regression analyses revealed that being a boy, exposure to violence against women, and restrictive norms among same-gender peers predicted support for a patriarchal division of adult roles, lower educational status for girls, and acceptance of gender-based violence. In contrast to evidence from Western contexts, we found limited evidence of increased flexibility in gender attitudes during early adolescence. However, the intervention significantly reduced support for restrictive gender norms, especially among boys. Findings reveal novel pathways through which young adolescents acquire beliefs about gender, and provide encouraging evidence regarding community-based approaches to shifting adolescents' gender attitudes.

We examined US parent and youth perceptions of how life events, both positive and negative, associated with COVID-19 resulted in changes in family and youth functioning. Families (n = 105, 80% white, 48% male, and 87% mothers) completed surveys during the pandemic (May to July 2020) and 3 years prior (for youth ages M = 10.6, SD = 1.17 and M = 13.6, SD = 1.19). Declines in youth, though not parent, report of open family communication, parental support, and family satisfaction were found. Declines were associated with various domains of pandemic-related stress in parent report, though positive life events served as buffers. Pre-pandemic family functioning also predicted pandemic stress. Spillover effects in turn impacted youth functioning. The current findings shed light on how experiences of the pandemic are linked with family functioning and have implications for how to support families during this time.

The goal of this study was to test nonverbal intelligence and neighborhood social capital as protective factors against future delinquency in early adolescent youth placed at risk by virtue of their involvement in childhood conduct problems. Analyzing longitudinal data from 3,028 youth (1,565 boys, 1,463 girls) in one cohort of the Longitudinal Study of Australian Children (LSAC) and 3,682 youth (1,896 boys, 1,786 girls) in a second cohort of the LSAC, nonverbal intelligence, as measured by the Matrix Reasoning subscale of the WISC-IV, displayed a consistent moderating effect on the conduct problems--future delinquency relationship. According to these results, conduct problems were slightly but significantly less likely to lead to delinquency when nonverbal intelligence was high than when it was low or moderate. By shielding at-risk children from future delinquency, protective factors like high nonverbal intelligence may provide a means by which delinquency can be prevented or reduced.

We examined the extent to which children's emotion-sharing relationships were unique from friendships. We also examined the association between emotional experience and emotion sharing as well as the association between emotion sharing and prosocial behavior. Participants were 456 children (M[subscript age] = 10.6 years) from the Midwestern United States. Peer nominations and self-report were used to assess study constructs. Despite considerable convergence between friendships and emotion-sharing relationships, children did not share emotions with 31% of close friends and 20% of emotion-sharing partners were not close friends, indicating divergence of the two relationships. Experience of happiness was positively associated with emotion sharing; emotion sharing was positively associated with prosocial behavior. Compared with boys, girls identified more partners and more same-gender peers for emotion-sharing relationships and they shared feelings with friends to a greater extent. We discussed emotion sharing as a compelling means for the development of children's affective and social competence.

The current study investigates how and under what conditions family obligation benefits Mexican American adolescents' adjustment. The study used two waves of data from 604 Mexican American adolescents (54.3% female, Mage.wave1 = 12.41 years, SD = 0.97) and their parents. Structural equation modeling revealed that both adolescents' and parents' sense of family obligation related to more supportive parenting (i.e., parental monitoring, warmth, and inductive reasoning), which linked to better adolescent adjustment (i.e., sense of life meaning, resilience, and grades). There were parent gender differences: Adolescents' family obligation was more strongly related to their reports of maternal (vs. paternal) parenting. The links also varied across informants for parenting: (a) individuals' sense of family obligation related only to their own perceptions of parenting and (b) there were more evident associations between adolescent-reported (vs. parent-reported) parenting and adolescent outcomes.

Students who repeat a grade are at a higher risk of dropping out of high school. Previous research has examined this in a methodologically aggregated way (e.g., repeated any grade versus never repeated) or only specific grades/grade ranges (e.g., Kindergarten or elementary) leaving questions about which grades are more detrimental to repeat with respect to school dropout. This study uses data from the National Center for Education Statistics (N = 9,309) to comparatively examine which grades, when repeated, show the strongest associations with dropping out. Overall, those who repeated sixth or seventh had the highest odds of dropping out of high school with unique patterns by gender and race/ethnicity. These grades are typically when youth transition into middle school. When examined through a developmental lens, these results highlight the important impact that grade retention while youth experience other normative physical, cognitive, and social changes.

We used latent growth curve analysis to extend research on associations between early puberty and adverse peer relations by examining the role of pubertal timing in the developmental trajectories of peer victimization and offending from early- to mid-adolescence. We made use of three-wave longitudinal data collected annually from a cohort of Swedish adolescents (N = 1,515, 51% girls, [X-bar] age at T1 = 13.0 years). The results revealed negative developmental trends for peer victimization and offending. Early pubertal timing was linked to higher initial levels and a steeper decrease of peer victimization and offending. The only effect of pubertal timing that differed between the genders was that the initial level of offending was stronger for boys than girls. In conclusion, the negative impact of early pubertal timing on peer victimization and offending occurs in the early stages of adolescence and disappears thereafter.

The present study examined influences of sixth-grade student-reported parent educational involvement on early adolescent peer group affiliations at seventh and eighth grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across 20 middle schools in the northwest region of the United States. Findings suggested that specifically parent's educational involvement in sixth grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.

The current study examined the roles of gender, and gender-role orientation in young adolescents' empathetic concern. In addition, this study aimed to explore the contribution of Theory of Mind in participants' empathetic concern. Finally, this study examined whether gender and gender-role orientation were implicated in emerging adolescents' Theory of Mind understanding. One-hundred-fifty 11- to 12-year-olds (79 self-identified females) completed questionnaires measuring their empathetic concern, Theory of Mind, and their perceived gender-role orientation. Results showed that gender-role orientation, specifically, femininity and masculinity predicted empathetic concern above and beyond gender. In addition, the effects of cognitive and affective Theory of Mind are explored and discussed in relation to empathetic concern. Finally, neither gender nor gender-role orientation was found to contribute to participants' Theory of Mind understanding. These findings suggest that emerging adolescents' perceived gender roles, as well as their ability to consider another's beliefs, play a role in their expression of empathetic concern.

In a previous study, reactive criminal thinking or cognitive impulsivity mediated the relationship between parental knowledge and delinquency. This study sought to determine whether cognitive impulsivity also mediated the relationship between parental knowledge and childhood aggression. A path analysis was performed on a sample of 438 early adolescent boys (n = 206) and girls (n = 232) from the Illinois Study of Bullying and Sexual Violence using three waves of non-overlapping data. As predicted, cognitive impulsivity mediated the relationship between parental knowledge and childhood aggression, but cognitive insensitivity did not. The results of this study provide ongoing support for the general conceptual argument that childhood aggression parallels delinquency in certain respects and that parental knowledge deters both future delinquency and childhood aggression by reducing the cognitive impulsivity that is central to the behavioral patterns of delinquency and childhood aggression.

Adolescent depression is a major concern for public health and is associated with negative consequences and outcomes. Identifying adolescent characteristics that might relate to the risk for developing depression is crucial. This study investigated bidirectional associations between coping strategies and depressive symptoms over time. The participants were 1,341 secondary school students from the Netherlands (X-bar = 13.91, SD = 0.55, 47.5% girls) who completed self-report questionnaires at six waves over 2.5 years. Cross-lagged models were used to investigate the associations between coping strategies and depressive symptoms. Coping strategies did not predict depressive symptoms over time. However, there was an indication of the reverse relationship. When adolescents experienced elevated depressive symptoms, they used fewer adaptive techniques to target stress. Gender differences were found in the use of avoidance. The inconsistencies of these findings with earlier studies are discussed and provide new directions for future research on working mechanisms underlying depression prevention programs.

Social anhedonia, a tendency toward experiencing social stimuli as less positive or pleasurable, is associated with maladaptive personality traits, poor interpersonal functioning, and psychopathology, and is typically elevated in males compared with females. However, the correlates of social anhedonia in youth have not been well defined. In this study, 275 young adolescents from a community sample completed measures of social anhedonia, personality, interpersonal functioning, and symptoms; mothers also completed personality and symptom measures. Social anhedonia was associated with low positive emotionality and, to a lesser extent, high disinhibition and negative emotionality. Social anhedonia was also correlated with several markers of poor interpersonal functioning and a wide range of internalizing and externalizing symptoms. Interactions between sex variables indicated that associations were particularly strong in males. Overall, findings suggest that social anhedonia is an important construct to explore in early adolescence, with meaningful associations with psychosocial functioning, especially among males.

Emotional eating, defined as eating in response to affect, may increase during early adolescence, a time of heightened emotionality and increased prevalence of emotional disorders. We investigated change in emotional eating, while also testing the influence of social-emotional risk factors. Study participants (N = 379, mean age [M[subscript age]] = 12.0 years; 56% girls) completed measures of emotional eating twice over 1 year and reported on social adversity within peer and parent contexts (i.e., appearance teasing by peers and parents, and peer rejection) and depression and social anxiety symptoms. Relational victimization and peer rejection, measured via classmate-reports, were also examined as correlates of emotional eating. Emotional eating increased, on average, for Grade 6 and 7 students, marginally increased in Grade 5 students, and increased in boys and girls. In a multivariate prospective model, appearance teasing by parents and social anxiety symptoms were prospectively associated with a higher level of emotional eating 1 year later.