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Contains fulltext : 249039.pdf (Publisher’s version ) (Open Access) Stress initiates a cascade of (neuro)biological, physiological, and behavioral changes, allowing us to respond to a challenging environment. The human response to acute stress can be studied in detail in controlled settings, usually in a laboratory environment. To this end, many studies employ acute stress paradigms to probe stress-related outcomes in healthy and patient populations. Though valuable, these studies in themselves often have relatively limited sample sizes. We established a data-sharing and collaborative interdisciplinary initiative, the STRESS-NL database, which combines (neuro)biological, physiological, and behavioral data across many acute stress studies in order to accelerate our understanding of the human acute stress response in health and disease (www.stressdatabase.eu). Researchers in the stress field from 12 Dutch research groups of 6 Dutch universities created a database to achieve an accurate inventory of (neuro)biological, physiological, and behavioral data from laboratory-based human studies that used acute stress tests. Currently, the STRESS-NL database consists of information on 5529 individual participants (2281 females and 3348 males, age range 6-99 years, mean age 27.7 ± 16 years) stemming from 57 experiments described in 42 independent studies. Studies often did not use the same stress paradigm; outcomes were different and measured at different time points. All studies currently included in the database assessed cortisol levels before, during and after experimental stress, but cortisol measurement will not be a strict requirement for future study inclusion. Here, we report on the creation of the STRESS-NL database and infrastructure to illustrate the potential of accumulating and combining existing data to allow meta-analytical, proof-of-principle analyses. The STRESS-NL database creates a framework that enables human stress research to take new avenues in explorative and hypothesis-driven data analyses with high statistical power. Future steps could be to incorporate new studies beyond the borders of the Netherlands; or build similar databases for experimental stress studies in rodents. In our view, there are major scientific benefits in initiating and maintaining such international efforts. 9 p.

Existing literature has mostly explained the occurrence of bullying victimization by individual socioemotional maladjustment. Instead, this study tested the person-group dissimilarity model (Wright et al., Journal of Personality and Social Psychology, 50: 523–536, 1986) by examining whether individuals’ deviation from developmentally important (relational, socio-behavioral, and physical) descriptive classroom norms predicted victimization. Adolescents (N = 1267, k = 56 classrooms; Mage = 13.2; 48.7% boys; 83.4% Dutch) provided self-reported and peer-nomination data throughout one school year (three timepoints). Results from group actor–partner interdependence models indicated that more person-group dissimilarity in relational characteristics (fewer friendships; incidence rate ratios [IRR]T2 = 0.28, IRRT3 = 0.16, fewer social media connections; IRRT3 = 0.13) and, particularly, lower disruptive behaviors (IRRT2 = 0.35, IRRT3 = 0.26) predicted victimization throughout the school year.

While youth with higher levels of depressive symptoms appear to have lower quality romantic relationships, little is known about longitudinal associations for both men and women. Therefore, this study used longitudinal dyadic design to examine both concurrent and longitudinal associations between depressive symptoms and positive as well as negative aspects of romantic relationship quality across two waves one- or two-years apart. The sample consisted of 149 Dutch stable heterosexual couples (149 females and 142 males participated at T1) in a stable romantic relationship in late adolescence with a mean age of 20.43 years old at the first wave. Actor-Partner Interdependence models were used to examine potential bidirectional associations over time between depressive symptoms and romantic relationship quality, above and beyond potential concurrent associations and stability of the constructs over time, from the perspective of both romantic partners. Results consistently indicated that men and women who reported higher levels of depressive symptoms perceived less positive aspects (intimacy and support) and more negative aspects (conflict) in their romantic relationship over time. In addition, unexpectedly, when men and women perceived more positive relationship aspects, their partners reported higher levels of depressive symptoms over time. These findings stress that depressive symptoms can interfere with the formation of high-quality romantic relationships.

Objective One way in which individuals construct their narrative identity is by making self-event connections, which are often linked to better functioning. Being unable to make connections is related to identity discontinuity and psychopathology. Work in the general population corroborates this association, but also highlights the importance of focusing on specific aspects of these connections and on vulnerable populations. Method We examined the association of self-event connections with personality functioning in youth with severe psychopathology (cross-sectional N = 228, M-age = 19.5, longitudinal N = 84), and the role of event and connection valence in the subsample of youth who made a connection (n = 188 and n = 68). Negative affectivity was controlled for in all models. Results We found no evidence that self-event connections, nor connection valence and its interaction with event valence, are related to functioning. Positive event valence was associated with better functioning. Higher negative affectivity was strongly linked to lower functioning and explained the relation between event valence and functioning. No longitudinal associations emerged. Conclusions These findings show that for youth with severe psychopathology making self-event connections may not be associated with better functioning. Moreover, negative affectivity may be a distal predictor of both event valence and functioning.

Research describes several sexual and gender identity-based microaggressions that sexual and gender minority (SGM) people might experience. We aimed to examine the occurrence of different sexual and gender identity-based microaggressions among SGM youth and to identify differences by sexual and gender identity, and sex assigned at birth. Open-ended questions about daily experiences were coded for 16 types of sexual and gender identity-based microaggressions in two daily diary studies among Dutch SGM youth (Study 1: N = 90, M age = 17.64 SD = 1.78; Study 2: N = 393, M age = 18.36 SD = 2.65). Several types of microaggressions were identified, and there was sizable variability in the reported frequency. Overall, lesbian women and bisexual youth were less likely to report microaggressions than gay youth. Bisexual youth were less likely to report use of heterosexist or transphobic terminology than gay youth and youth assigned male at birth were less likely to report invalidation of LGBTQ identity than youth assigned female at birth. Last, gender minority youth were more likely to report familial microaggressions, invalidation of LGBTQ identity, and threatening behaviors than cisgender youth. Overall, this study provides empirical support using mixed qualitative and quantitative methods for theorized typologies of microaggressions among Dutch SGM youth.

The present study adopted an ecological perspective, and examined effects of sense of belonging to multiple contexts in relation to adolescent adjustment, as well as possible differences between adolescents from intact and divorced families. Self-report questionnaires were used to investigate perceptions of family, school, peer, and neighborhood belonging among 969 adolescents. Results showed that mean level differences in belonging exist based on family structure, and that levels of family and neighborhood belonging vary between post-divorce maternal and paternal households. For all adolescents, sense of belonging predicted self-reported well-being, internalizing, and externalizing problems. Belonging was found to partly explain the relation between divorce and adjustment. Improving adolescents' belonging could therefore be an important step in ensuring a better adjustment post-divorce.

Adolescents might be particularly affected by the drastic social changes as a consequence of the COVID-19 pandemic, given the increased stress-sensitivity and importance of the social environment in this developmental phase. In order to examine heterogeneity during the pandemic, the current study aimed to identify whether subgroups of adolescents could be distinguished based on their levels of perceived stress and symptoms of depression and anxiety. In addition, we examined which prepandemic factors predicted these trajectories. Adolescents were assessed before the pandemic (N = 188, Mage = 13.49, SD = 0.81) and at three timepoints during the pandemic (i.e., eight, ten, and 15 months after the start of the pandemic in the Netherlands). Results showed no support for distinct trajectories of perceived stress, adolescents experienced stable moderate levels during the pandemic. In contrast, results showed three trajectories for depression and anxiety. The majority of adolescents reported stable low or moderate levels and one small subgroup reported high levels of depression and anxiety that decreased during the pandemic. Certain prepandemic factors predicted higher initial levels of stress and symptoms of depression and anxiety during the pandemic. To support adolescents with prepandemic vulnerabilities, strategies could be developed, for instance enhancing adolescents’ social support.

The COVID‐19 pandemic has impacted adolescents’ psychosocial adjustment and social relationships across the world. This prospective longitudinal study examined whether internalizing problems during the pandemic could be predicted by precrisis friend support, and whether this effect was moderated by the time adolescents spent with their friends and COVID‐19‐related stress. 245 Dutch adolescents (M age = 11.60) participated before and during COVID‐19. Higher pre‐COVID‐19 friend support predicted less (self‐reported and parent‐reported) internalizing problems during COVID‐19, and this effect was not moderated by the time adolescents spent with friends or COVID‐19‐related stress. Friends may thus protect against developing internalizing symptoms in times of crisis. We also found the reverse effect: Internalizing problems before COVID‐19 were predictive of friend support during COVID‐19.

The extensive measures to prevent spread of COVID-19 have had a major impact on families' daily lives. Changes in family routines and experiences of COVID-19-related stress might negatively impact the quality of parenting and the parent-adolescent relationship. However, using active coping strategies might be associated with limited negative or even positive changes in the parent-adolescent relationship. This longitudinal, multi-informant, and pre-registered study used data of 240 mostly Dutch parents (85% mothers; Mage = 44.2 years old) and adolescents (50% girls; Mage = 11.4 years) from diverse SES backgrounds. Using Latent Change Score models, we examined how parent-reported parenting (i.e., positive parenting and discipline practices) and adolescent-reported relationship quality (i.e., support and negative interaction) changed from pre-COVID-19 (Fall 2019) to the COVID-19 period (Spring 2020). Moreover, we investigated whether parents' and adolescents' level of COVID-19-related stress was associated with the change in relationships, and whether active coping moderated the association between stress and changes in relationships. Results showed average decreases in support, positive parenting, and negative interactions between parents and adolescents. COVID-19-related stress was not a direct predictor of relationship changes and there was little evidence of moderating effects. Only adolescents' use of active coping strategies moderated the effect of stress on positive parenting. For high active coping adolescents, the link between stress and change in positive parenting was negative, whereas for low active coping adolescents this link was positive. The findings suggest that parent-adolescent relationships during a pandemic need attention, especially for adolescents with high stress levels and using active coping strategies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In this multi-informant, longitudinal, daily diary study, we investigated whether long-term dyadic patterns of marital conflict resolution explain the heterogeneity in short-term day-to-day cross-lagged associations between marital conflict intensity and mother-adolescent conflict intensity. The sample consisted of 419 adolescents (44.6% girls, MEn este estudio de informantes múltiples, longitudinal y de registro diario, investigamos si los patrones diádicos de resolución de conflictos conyugales a largo plazo explican la heterogeneidad en las asociaciones diarias de retardo cruzado a corto plazo entre la intensidad del conflicto conyugal y la intensidad del conflicto entre las madres y los adolescentes. La muestra estuvo integrada por 419 adolescentes (el 44.6 % niñas, edad promedio = 13.02, desviación típica = 0.44, en la T1; edad promedio = 17.02, desviación típica= 0.44, en la T5), sus madres (número = 419, edad promedio = 44.48, desviación típica = 4.17, en la T1), y sus padres (número = 419, edad promedio= 46.76, desviación típica = 4.99, en la T1). Las madres y los padres informaron sus estrategias de resolución de conflictos conyugales anualmente durante cinco años. Se evaluaron la intensidad del conflicto diario entre la madre y el padre (informado por la madre) y la intensidad del conflicto diario entre la madre y el adolescente (informado por la madre y el adolescente) durante 75 días a lo largo de cinco años. Planteamos la hipótesis de que los patrones de resolución de conflicto conyugal a largo plazo moderarían la dinámica diaria de conflicto a corto plazo entre la díada conyugal y la díada madre-adolescente. El análisis de crecimiento de clases latentes reveló cuatro tipos de familias sobre la base de la resolución de conflictos conyugales diádicos a largo plazo, incluidas las familias donde se usó la resolución de conflictos principalmente constructiva o principalmente destructiva. Se utilizó el modelo de ecuaciones estructurales dinámicas para investigar los niveles diarios y la dinámica diaria de conflicto a corto plazo, el cual reveló que para la mayoría de las familias no hubo asociaciones diarias retardadas entre el conflicto conyugal y el conflicto entre madres y adolescentes. Los resultados indicaron que los patrones de resolución de conflictos a largo plazo no moderaron la dinámica a corto plazo del conflicto diario. Sin embargo, se encontraron diferencias entre los patrones de resolución de conflictos conyugales a largo plazo en los niveles de conflicto diario, de modo que, en las familias con patrones de resolución de conflictos destructivos a largo plazo, la intensidad del conflicto diario fue mayor.本研究是一项长期研究，对来自多个方面的受试者和其每日日记的研究，我们调查了婚姻冲突解决的长期二元模式是否解释了婚姻冲突强度和母亲-青少年冲突强度之间的短期、日常、交叉滞后关系的异质性。样本包括419名青少年(44.6%是女孩，年龄为13.02,SD = 0.44, T1;母亲(N = 419, Mage = 44.48, SD = 4.17, T1)和父亲(N = 419, Mage = 46.76, SD = 4.99, T1)。在过去的五年里，父母每年都会报告他们解决婚姻冲突的策略。五年内，对母亲与父亲的每日冲突强度(母亲报告)和母亲与青少年的每日冲突强度(母亲与青少年报告) 进行了75天的评估。我们假设长期的婚姻冲突解决模式将调节婚姻的和母亲-青少年之间的冲突的短期的、每日动态。潜在类别增长分析显示，基于长期夫妻婚姻冲突解决的四种类型的家庭，包括主要使用建设性或破坏性冲突解决的家庭。运用动态结构方程模型研究冲突的每日水平及短期每日动态，发现婚姻冲突与母亲-青少年冲突并无每日滞后关系。结果表明，长期冲突解决模式对日常冲突的短期动态没有调节作用。但长期婚姻冲突解决模式在日常冲突水平上存在差异。具有长期破坏性冲突解决模式的家庭，日常冲突强度更高。.

Empathy is an essential component of sensitive caregiving behavior, which in turn is an important predictor of children's healthy social-emotional development. The oxytocin (OXT) system plays a key role in promoting sensitive parenting and empathy. In this study, we investigated how OXT system gene methylation was associated with empathic processes in nulliparous women (M age = 23.60, SD =0.44)—measuring both physiological facial muscle responses and ratings of compassion and positive affect to affective images depicting children. Linear mixed effects analyses demonstrated that lower methylation levels in the OXT and OXTR genes were related to enhanced empathic responses. The effect of OXT system gene methylation on empathic processes was partly qualified by an interaction with individual variations in women's care motivation. Our findings provide experimental evidence for an association between the methylation of OXT system genes and empathy.

On March 11, 2020, the World Health Organization declared the outbreak of COVID-19 a pandemic. The COVID-19 pandemic brought about worldwide challenges and had a profound impact on family dynamics, relationships, and routines. At the same time, the impact may differ largely due to regional differences in the numbers of infections and severity of preventive measures, as well as individual and contextual risk and protective factors. The aims of this special issue were therefore to (a) provide insight into the impact of the pandemic on the family system and (b) increase our understanding of how this impact may differ between families. This special issue consists of 13 original empirical studies that show how the pandemic affected families across different levels of the family system. At first sight, it seems that many families were able to cope relatively well with the stressors. Yet, for others the demands of the pandemic and pandemic-related measures seemed to exceed their capabilities and available resources. Importantly, the studies in this special issue suggest that the pandemic disproportionally affected children, caregivers and families who were already at risk. Together, the contributions to the special issue offer knowledge on the consequences of both the pandemic and preventive measures on family functioning. At the same time, it also raises questions on the long-term impact of the pandemic and its impact on families who are currently underrepresented in empirical research. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Childhood trauma fundamentally shapes social cognition and basic processing of social cues, which frequently cascade into adverse behavioral outcomes. Recent studies indicate that epigenetic changes in oxytocin functioning might contribute to these long-term effects, although a deeper understanding of the underlying mechanisms is still lacking. The electroencephalographic N170 response to faces might capture a neural response at the core of these interactive effects of oxytocin gene methylation and childhood adversity, given that this response is considered to reflect fundamental face processing, to be susceptible to oxytocin administration and also to be a biomarker of various psychiatric disorders. We assessed the N170 response to neutral faces in relation to participant's (81, women) recalled childhood trauma, methylation of their oxytocin structural (OXTg) and oxytocin receptor (OXTRg) genes, and endogenous levels of cortisol and testosterone. Additionally, we investigated the interactive effect of OXTg methylation and CTQ across three face sets of varying maturity. Methylation of OXTg relates to a weakened N170 response towards adults, children and infants. Moreover, methylation of both OXTRg and OXTg shaped the directionality of adversity effects, predicting a weakened N170 response in those with high methylation and hyper-vigilance with participants with low methylation. Our results are the first to relate OXT(R)g methylation to the N170 response. They shed light on biological processes linking childhood adversity and epigenetic marks to altered behavior and potentially psychopathologies.

Higher parent-child relationship quality has been associated with less internalizing and externalizing problem behavior. However, it remained less clear whether these associations are universal or depend on the country under investigation. Furthermore, fathers are still understudied, even though there is increasing evidence of their important role in early adolescent development. Our study compared the association of mother-child as well as father-child relationship quality with early adolescents’ problem behavior in four culturally different countries, namely Hungary (N = 293; Mage = 11.22; 53% boys), the Netherlands (N = 242; Mage = 11.20; 48% boys), India (N = 230; Mage = 10.68; 61% boys), and Iceland (N = 261; Mage = 10.90; 53% boys). Early adolescents filled out questionnaires in their classroom, assessing warmth and conflict with fathers and mothers and internalizing and externalizing problem behavior. Stepwise multi-group path analysis demonstrated no cross-cultural differences in associations between quality of the parent-child relationship and problem behavior. We did not find any effects of maternal or paternal warmth. However, across samples conflict with mothers was associated with more internalizing and externalizing problem behavior, and conflict with fathers was associated with more externalizing problem behavior. Our findings highlight the need to target conflict with both fathers and mothers in interventions across different countries, especially when addressing externalizing problem behavior. ispartof: Scandinavian Journal Of Psychology vol:61 issue:6 pages:763-774 ispartof: location:England status: published

This 8-wave person-centered multi-informant study tested whether the quality of parent-adolescent relationships predicted the romantic experiences of young adults and their partners (N = 374; 54.8% girls; Mage = 13.08 years, SDage = 0.48 at the first measurement wave). Perceptions of parent-adolescent relationships were assessed using adolescent, mother, and father reports. Results show that both young adults and their partners reported the highest levels of support, intimacy, and passion when young adults had an authoritative relationship quality with their parents. A distant parent-adolescent relationship quality, however, predicted the lowest support, intimacy, and passion in romantic relationships. Interestingly, the association between parent-adolescent relationships with the experience of young adults' romantic partners was indirect. Parent-adolescent relationships predicted target young adults' romantic relationship experiences, which predicted partners' romantic relationship experiences. Parent-child relationship quality therefore has far-reaching, yet subtle, effects on later romantic relationships, affecting both young adults and their partners. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

It is well established that trait neuroticism bears strong links with negative affect and interpersonal problems. The goal of this study was to examine the longitudinal associations between neuroticism and daily experiences of negative affect and interpersonal problems during the developmentally important period of adolescence. Dutch adolescents and their best friends (N = 1,046) completed up to 6 yearly personality trait questionnaires and up to 15 between-year assessment bursts between the ages 13 and 18. During each assessment burst, participants reported on 5 consecutive days about their experiences of negative affect and interpersonal conflict with their mother and their best friend. We estimated a series of multilevel random-intercept cross-lagged panel models to differentiate covariance at the level of constant between-person differences from dynamic processes that occurred within persons. At the level of constant between-person differences, higher neuroticism was associated with more negative daily experiences. At the within-person level, yearly changes in neuroticism were bidirectionally and positively associated with yearly changes in daily negative affect. The most parsimonious, best fitting models did not contain a random intercept for daily conflict with friend and adolescents' contingency between daily experiences of conflict with mother and negative affect. Rank-order differences in these variables were positively associated with subsequent within-person changes in neuroticism. We discuss these results with regard to endogenous versus dynamic theories of personality development and the value of using a differentiated statistical approach. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Using still pictures of emotional facial expressions as experimental stimuli, reduced amygdala responses or impaired recognition of basic emotions were repeatedly found in people with psychopathic traits. The amygdala also plays an important role in short-latency facial mimicry responses. Since dynamic emotional facial expressions may have higher ecological validity than still pictures, we compared short-latency facial mimicry responses to dynamic and static emotional expressions between adolescents with psychopathic traits and normal controls. Facial EMG responses to videos or still pictures of emotional expressions (happiness, anger, sadness, fear) were measured. Responses to 500-ms dynamic expressions in videos, as well as the subsequent 1500-ms phase of maximal (i.e., static) expression, were compared between male adolescents with disruptive behavior disorders and high (n = 14) or low (n = 17) callous-unemotional (CU) traits, and normal control subjects (n = 32). Responses to still pictures were also compared between groups. EMG responses to dynamic expressions were generally significantly smaller in the high-CU group than in the other two groups, which generally did not differ. These group differences gradually emerged during the 500-ms stimulus presentation period but in general they were already seen a few hundred milliseconds after stimulus onset. Group differences were absent during the 1500-ms phase of maximal expression and during exposure to still pictures. Subnormal short-latency mimicry responses to dynamic emotional facial expressions in the high-CU group might have negative consequences for understanding emotional facial expressions of others during daily life when human facial interactions are primarily dynamic.

Introduction Although empathy has been found to be related to prosocial behaviour, little is known about the longitudinal links between these two concepts during early adolescence, a unique window into developmental changes on empathy and prosocial behaviour considering the physical, cognitive, socio-emotional and contextual changes occurring during this period. Even though changes in adolescent empathy have been associated to changes in adolescent prosocial behaviour, studies examining this link on the within-person level are lacking. The present study investigated the within-adolescents longitudinal relations among empathy and prosocial behaviour. Methods 383 French adolescents (MageT1 = 12.15, 50.4% male) reported on their empathy and prosocial behaviour each year across three years. In order to disentangle between-adolescent differences from within-adolescent processes, Random-Intercept Cross-Lagged Panel Models were applied. Results At the between-person level, there was a strong positive association between empathy and prosocial behaviour. At the within-person level, adolescents who reported more empathy than usual reported higher than usual prosocial behaviour one year later. Conclusions Adolescents with higher empathy compared to their peers tended to be those who reported higher prosocial behaviour. Changes in empathy within-adolescents were related to later within-adolescents’ change in prosocial behaviour.

One of the key developmental tasks in adolescence is to develop a coherent identity. The current review addresses progress in the field of identity research between the years 2010 and 2020. Synthesizing research on the development of identity, we show that identity development during adolescence and early adulthood is characterized by both systematic maturation and substantial stability. This review discusses the role of life events and transitions for identity and the role of micro-processes and narrative processes as a potential mechanisms of personal identity development change. It provides an overview of the linkages between identity development and developmental outcomes, specifically paying attention to within-person processes. It additionally discusses how identity development takes place in the context of close relationships.

Background: Student perceptions of teachers’ interpersonal closeness positively affect their emotions. If closeness is, however, effortful for the teacher (i.e., emotional labour, signalling less genuine closeness), this may undermine these positive effects. We tested this assumption by using student reports and external observations of teacher closeness and ambulant measures of teacher heart rate, to gauge teachers’ physiological effort connected to being close during class. Aims: We investigated the association between teachers’ physiological effort connected to closeness and students’ lesson-focused emotions. Sample: 75 teachers and their students (N = 1645) participated during one real-life lesson. Methods: Teacher interpersonal closeness was continuously coded based on a video recording and teachers’ heart rate was measured continuously as an indicator of physiological effort. Students reported their emotions and perception of teacher closeness at the end of the lesson. Results: Multilevel models with student emotions as DVs and students’ perceptions of teacher warmth (L1 predictor) and teachers’ physiological effort when being close (i.e., an intra-individual cross-correlation, L2 predictor) were tested. As expected, students reported more positive and less negative emotions when they perceived more teacher closeness. The physiological effort connected to being close was not directly associated with student emotions; however, such effort moderated the effect of perceived closeness, especially with regard to negative student emotions (i.e., cross-level interactions). The more effortful teacher closeness was, the less closeness protected students from negative emotions. Conclusions: In line with extant research on faking enjoyment and emotional labour, students seemed to be affected when teacher closeness was physiologically effortful, and overall positive effects of teacher closeness were undermined.

Childhood maltreatment (CM) and genetic vulnerability are both risk factors for psychosis, but the relations between them are not fully understood. Guided by the recent identification of genetic risk to CM, this study investigates the hypothesis that genetic risk to schizophrenia also increases the risk of CM and thus impacts psychosis risk. The relationship between schizophrenia polygenetic risk, CM, and psychotic-like experiences (PLE) was investigated in participants from the Utrecht Cannabis Cohort (N = 1262) and replicated in the independent IMAGEN cohort (N = 1740). Schizophrenia polygenic risk score (SZ-PRS) were calculated from the most recent GWAS. The relationship between CM, PRS, and PLE was first investigated using multivariate linear regression. Next, mediation of CM in the pathway linking SZ-PRS and PLE was examined by structural equation modeling, while adjusting for a set of potential mediators including cannabis use, smoking, and neuroticism. In agreement with previous studies, PLE were strongly associated with SZ-PRS (B = 0.190, p = 0.009) and CM (B = 0.575, p B = 0.171, p = 0.001), and substantially mediated the effects of SZ-PRS on PLE (proportion mediated = 29.9%, p = 0.001). In the replication cohort, the analyses yielded similar results, confirming equally strong mediation by CM (proportion mediated = 34.7%, p = 0.009). Our results suggest that CM acts as a mediator in the causal pathway linking SZ-PRS and psychosis risk. These findings open new perspectives on the relations between genetic and environmental risks and warrant further studies into potential interventions to reduce psychosis risk in vulnerable people.

Youth of today grow up in a digital social world but the effects on well-being and brain development remain debated. This study tracked longitudinal associations between structural brain development, social media use and mental well-being. The study demonstrated two pathways of heterogeneity in brain development. First, adolescents who used social media more than their peers showed higher baseline cortical thickness in lateral prefrontal cortex (PFC) and medial PFC; and stronger decreases in the lateral PFC and temporal parietal junction. In contrast, adolescents with lower mental well-being showed lower baseline levels of surface area in the medial PFC and posterior superior temporal sulcus relative to their peers. Whereas the associations between structural brain development and well-being remained significant after correction for multiple testing, the results for social media use did not survive FDR correction. These findings demonstrate that although social media use and mental well-being were both associated with differential trajectories of brain development, the associations we report are distinct. These results show a nuanced perspective on the presumed relations between social media use and well-being and provide a starting point to further examine neural mechanisms that could explain which adolescents thrive by social media and which might be harmed.

Bullying is known to be associated with social status, but it remains unclear how bullying involvement over time relates to social position (status and affection), especially in the first years at a new school. The aim of this study was to investigate whether (the development of) bullying and victimization was related to the attainment of status (perceived popularity) and affection (friendships, acceptance, rejection) in the first years of secondary education (six waves). Using longitudinal data spanning the first- and second year of secondary education of 824 adolescents (51.5% girls;MageT1 = 12.54,SD = 0.45) in the SNARE-study, joint bullying and victimization trajectories were estimated using parallel Latent Class Growth Analysis (LCGA). The four trajectories (decreasing bully, stable high bully, decreasing victim, uninvolved) were related to adolescents’ social position using multigroup analysis that examined differences in slope and intercepts (T1 and T6) of social positions, and indicated that the relative social position of the different joint trajectories was determined at the start of secondary education and did not change over time, with one exception: adolescents continuing bullying were besides being popular also increasingly rejected over time. Although bullying is functional behavior that serves to optimize adolescents’ social position, anti-bullying interventions may account for the increasing lack of affection that may hinder bullies’ long-term social development.

A large number of adolescents experience difficulty when choosing a suitable higher education program that matches their self-views. Stimulating self-concept development could help adolescents to increase their chances of finding a suitable major. We addressed this issue by examining the effects of a naturalistic self-concept training within a gap year context on behavioral and neural correlates of self-evaluations, as well as the long-term effects for future educational decision-making. In total, 38 adolescents/young adults (ages 16-24 years) participated in a 4-wave longitudinal study, with lab visits before, during, and after the training, including behavioral assessments and fMRI. During fMRI-scanning, they rated themselves on positive and negative traits in academic, (pro)social, and physical domains, and additionally filled out questionnaires related to self-esteem and self-concept clarity. Results showed that the positivity of domain-specific self-evaluations, self-esteem, and self-concept clarity increased during the training. Second, participants with lower medial PFC activity during self-evaluation before training showed larger self-esteem increases over the year. Moreover, mPFC activity increased after training for the evaluation of positive but not negative traits. Furthermore, individual differences in the rate of change (slope) in self-concept clarity and social self-evaluations positively predicted social adjustment to college and academic performance 6 months after training. Together, these findings suggest that self-concept can be modulated in late adolescents, with an important role of the medial PFC in relation to enhanced positive self-evaluations, and self-concept clarity as a predictor of future educational outcomes. Supplementary Information The online version contains supplementary material available at 10.3758/s13415-021-00946-1.

Involvement in romantic relationships is a salient developmental task in late adolescence and early adulthood, and deviations from normative romantic development are linked to adverse outcomes. This study investigated to what extent social withdrawal contributed to deviations from normative romantic development, and vice versa, and the interplay between withdrawal and couples’ relationship perceptions. The sample included 1710 young adults (55–61% female) from the Tracking Adolescents’ Individual Lives Survey cohort and their romantic partners. Data were collected across 4 waves, covering romantic relationships from ages 17 to 29 years. The results showed that higher withdrawal predicted a higher likelihood of romantic non-involvement by adulthood, consistently being single at subsequent waves, and entering one’s first relationship when older. Withdrawal moderately decreased when youth entered their first relationship. Male’s withdrawal in particular affected romantic relationship qualities and dynamics. These results provide new insights into the developmental sequelae of withdrawn young adults’ romantic relationship development.

The process of exploring and committing to one’s identity for the sake of a future-oriented goal is important for young adults’ psychosocial functioning. Whereas the relationship between identity process and psychosocial functioning has been examined in long-term longitudinal studies, the short-term relationship between the two at the daily level has not been clarified. This study developed a measure of daily-level identity process and examined their relationship with daily positive and negative emotions, using a five-day daily-diary method. The participants included 721 Japanese young adults aged 18–30 years (54.4% female, Mage = 26.05 years). Results indicated the measure’s three-factor structure, including commitment, active exploration, and ruminative exploration. Commitment related positively to life satisfaction and happiness, and negatively related to depression. Active exploration and ruminative exploration indicated negative associations with life satisfaction and happiness, and positive association depression. Latent profile analysis extracted five theoretically meaningful identity profiles at the daily level: foreclosure, moratorium, troubled diffusion, searching moratorium, and carefree diffusion. Logistic regression analyses indicated that troubled diffusion and moratorium, and foreclosure profiles showed lower and higher levels of life satisfaction and happiness, respectively. These results provided evidence of a strong link between young adult’s identity processes, profiles, and positive and negative emotions at the everyday level. Implications and suggestions for future research are discussed.

Contains fulltext : 236305.pdf (Publisher’s version ) (Open Access) Chronic stress is associated with dysregulations in the physiological stress system, resulting in diverse negative developmental outcomes. Since adolescence is a period characterized by increased stress-sensitivity, and schools are an important environment for the developing adolescent, school-based interventions promoting psychosocial functioning are of particular interest to prevent adverse outcomes. The present study therefore aimed to investigate the effectiveness of such interventions on hypothalamic pituitary adrenal-axis (i.e., cortisol) and cardiovascular (i.e., blood pressure [BP] and heart rate [HR]/heart rate variability [HRV]) parameters of stress in adolescents, and examined moderators of effectiveness. The search resulted in the inclusion of k = 9 studies for cortisol, k = 16 studies for BP, and k = 20 studies for HR/HRV. The results indicated a significant small overall effect on reducing BP, but no significant effect for HR/HRV. For cortisol, large methodological variation in the few primary studies did not allow for quantitative analyses, but a qualitative review demonstrated inconsistent results. For BP and HR/HRV, larger effects were observed for intervention programs with a mindfulness and/or meditation component, for interventions without a cognitive-behavioural component and for interventions with a higher intensity. Providing adolescents with techniques to improve indicators of physiological stress may prevent emerging mental health problems. 23 p.

This study aimed: (1) to identify heterogeneous trajectories of anxiety symptoms in early adolescence; (2) to analyze the relationships between risk factors and identified trajectories; (3) to study the association between anxiety symptom trajectories and depression symptom course. Anxiety and depressive symptoms of 825 participants (44.40% boys; mean initial age = 13.01, SD = 0.56) was assessed every 6 months over an 18-month period. Trajectory identification relied on latent-variable approach. As a result, 2-4 trajectories were identified for social phobia (SP), generalized anxiety (GA) and panic symptoms, revealing at least a low-symptom course and a trajectory of elevated symptoms (at-risk trajectory). Being girl and sibling cohabitation were related to at-risk trajectories, and a course of low effortful control and heightened negative affectivity. Finally, SP and GA symptoms were related to heightened depressive symptom courses. Relevant implications towards tailored prevention and intervention are highlighted to promote a healthy development across adolescence.

Social relationships are of vital importance for children's and adolescents' development, and disruptions in these relationships can have serious implications. Such disruptions play a central role in both loneliness and social anxiety. Although both phenomena are closely related, they have largely been studied separately, and important questions have remained unanswered concerning how both go together within and across time. Multilevel meta-analyses were performed on 102 cross-sectional studies, published between 1981 and 2016, including 41,776 participants (39% males) with a mean age of 15.59 years. Longitudinal associations were examined in 10 studies, including 3,995 participants (46% males), using a novel technique that enables the examination of such associations even when these were not reported in the original empirical studies. Results indicated a strong, positive cross-sectional association between loneliness and social anxiety symptoms. This associations did not systematically differ in strength across childhood and adolescence. Moreover, results showed that loneliness and social anxiety symptoms were reciprocally associated over time. To conclude, loneliness and social anxiety symptoms are positively associated both within and across time, and across childhood and adolescence. Breaking this vicious cycle is of great importance, as both phenomena may be associated with profound problems in multiple domains of youth development. Moreover, failing to pay attention to both loneliness and social anxiety symptoms might substantially reduce the effectiveness of intervention programs focusing on either of the two. (PsycINFO Database Record (c) 2019 APA, all rights reserved). ispartof: DEVELOPMENTAL PSYCHOLOGY vol:55 issue:7 pages:1548-1565 ispartof: location:United States status: published

The sibling relationship has an important impact on children’s emotional functioning, but it is yet unclear whether and how sibling relationship quality affects adolescent depressive symptoms over time. This study contributes to existing knowledge by examining the relative importance of three aspects of sibling relationship quality (i.e., support, conflict and power balance) on the one hand and sibling depressive symptoms on the other hand in predicting adolescent depressive symptoms over time. Additionally, this study examined whether these influence patterns were moderated by perceived sibling relationship quality and by dyadic gender composition. Across six annual waves, 412 Dutch adolescents (57% boys; M age = 12.34 years) and their older siblings (47% boys; M age = 15.36 years) reported on depressive symptoms and sibling relationship quality. Cross-lagged panel analyses showed that only sibling depressive symptoms and not perceived relationship quality predicted adolescent depressive symptoms one year later. This effect was not moderated by sibling relationship quality or gender composition. These results indicate that sibling depressive symptoms may be a risk factor for adolescent depressive symptoms.

Empathy, which is the ability to feel concern for and to understand others’ feelings, is thought to develop in high quality relationships with parent and peers, but also to facilitate the quality of these relationships. While a wide literature has addressed this aspect, the heterogeneity of primary studies, in which different indicators of relationship quality (e.g., support, conflict) and empathy (i.e., affective and cognitive) have been examined, makes it difficult to draw conclusive answers. Therefore, it remained ambiguous how parent–child and peer relationship quality are associated with adolescents’ empathy. In order to increase the understanding of these associations, a multilevel meta-analysis was performed, which allowed for including multiple effect sizes from each study. By a systematic literate search, 70 eligible studies were found that provided 390 effect sizes from 75 independent samples. The results showed a small positive correlation between parent–child relationship quality and empathy, and a small-to-moderate positive correlation between peer relationship quality and empathy, which was significantly stronger than the correlation with parent–child relationship quality. Hence, the meta-analytic results indicate that adolescents with higher quality relationships, especially with peers, indeed tend to show more concern for and understanding of others’ emotions than adolescents with lower quality relationships. Moreover, the moderation analyses showed stronger correlations for the positive dimension of relationship quality than for the negative dimension, and stronger correlations for composite scores of affective and cognitive empathy than for separate scores of the empathy dimensions. However, no differences in correlations were found between the affective and cognitive empathy dimension, and no moderation effects were found for gender and age. Thus, this meta-analysis demonstrates robust positive associations between parent–child and peer relationship quality and empathy in adolescence, implying that good empathic abilities may be a protective factor for experiencing poor relationships.

Developmental changes in adolescents’ relationships with parents and friends intertwine, but individual differences in these relationships are likely to emerge as not all adolescents develop similarly. Generalized anxiety symptoms may underlie these individual differences, as these symptoms have frequently been associated with interpersonal difficulties. This study examines relationship quality development with parents and friends in adolescents with low and high levels of generalized anxiety symptoms. A latent transition analysis was performed in a two-cohort five-wave study design covering ages 12 to 16 (n = 923, 50.8% males) and 16 to 20 (n = 390, 43.4% males). About one-third of adolescents with high levels of generalized anxiety symptoms perceived a turbulent relationship with both their parents and best friends, whereas only one-tenth of those with low levels of generalized anxiety symptoms did. Low levels as opposed to high levels of generalized anxiety symptoms predicted a twice as high likelihood to perceive harmonious relationships with both their parents and best friends. Nevertheless, adolescents with low and high levels of generalized anxiety symptoms exhibited similar trends in relationship development. Overall, our findings indicate that generalized anxiety symptoms are not deterministic markers for relationship difficulties as there were plenty of adolescents with high levels of generalized anxiety symptoms that experienced no relationship difficulties across adolescence.

Introduction Maternal characteristics and mother–adolescent relationships are thought to affect the emotional development of adolescents. Adolescents can learn to regulate their emotions by observing their mothers, and this is further facilitated by maternal autonomy support. Therefore, this study longitudinally examined the associations among maternal emotion dysregulation, maternal autonomy support, and adolescent emotion dysregulation. Method Participants were 466 Dutch adolescents (54.51% males; Mage = 14.03, SD = 0.45) and 462 mothers (Mage = 45.49, SD = 4.47), who completed self-reports of emotion dysregulation and maternal autonomy support for five consecutive years. Results Random Intercept-Cross Lagged Panel Model analyses showed that at the between-family level, maternal emotion dysregulation was correlated with adolescent emotion dysregulation, adolescent-reported maternal autonomy support, and mother-reported maternal autonomy support; and adolescent emotion dysregulation was correlated with adolescent-reported maternal autonomy support. At the within-family level, higher than usual maternal emotion dysregulation was positively related to adolescent emotion dysregulation at Time 1, yet, was negatively related to adolescent emotion dysregulation at other time points concurrently, and predicted lower adolescent emotion dysregulation in the next year. Also, higher than usual adolescent emotion dysregulation was related to lower adolescent-reported maternal autonomy support both concurrently and the next year. Conclusions Both mothers and adolescents played an important role in adolescent emotional development. To promote adolescent emotional development, it is important to target both maternal emotion dysregulation to understand the development of adolescent emotion dysregulation, and adolescent emotion dysregulation to prevent mothers from providing less autonomy support to their adolescents.

One of the key developmental tasks in adolescence is to develop a coherent identity. Studies have increasingly begun to go beyond the study of mean level identity change and examine the underlying mechanisms of identity development at the intraindividual, microlevel, that is, at the level where development is taking place: within the person, in here and now experiences and relationships. Identity development during adolescence is characterized by both systematic maturation and substantial stability. Life events and transitions, as well as accumulating real-time experiences, might play a role in identity development. Optimal development of identity is embedded in high-quality family relationships and friendships in which constructive narrative processes take place.

Introduction Greece was hit particularly hard by the latest economic recession. Method Using a quasi-experimental design, we examined whether and how psychosocial resources promoted and/or protected youth's school adjustment (academic achievement, school engagement, and conduct) and psychological well-being (absence of emotional symptoms) during the economic crisis. We focused on three family resources (family economic well-being, parental education, and school involvement) and one personal resource (self-efficacy). Data were collected with multiple methods and informants. We compared two cohorts of adolescents, closely matched through Inverse Probability of Treatment Weighting, who lived in the same neighborhoods, one before (2005; N = 1057; age M = 12.7 years) and the other during (2013; N = 1052; age M = 12.6 years) the economic recession. Results Variable- and person-focused analyses revealed that in the context of the economic recession parental education and parental school involvement promoted and/or protected youth's school adjustment, and families' economic wellbeing was linked to both externalizing and internalizing symptoms. Another key finding is that youth who exhibited positive adaptation during the economic crisis were equally well adjusted as youth who were well adjusted before the economic crisis, even though they had fewer resources. Finally, youth with more adequate psychosocial resources were able to keep the same high level of adaptation during the crisis as well-adjusted youth had before the crisis. The findings were robust regarding variations in gender and immigrant status. Conclusion The results suggest that psychosocial resources are important in understanding the diversity in youth's school adjustment and well-being during a major economic crisis.

Since parental differential treatment is related to more adjustment difficulties over and above main effects of parental treatment, it is important to understand under what conditions differential parenting is likely to occur. Using a within-family design, this study focused on between-sibling differences in parent–child personality similarity as a potential predictor of differential autonomy support from fathers and mothers. Longitudinal data (6 annual waves) of 497 target adolescents (56.9% boys,Mage at T1 = 13.03), one of their siblings (N = 416, Mage at T1 = 14.92), their fathers (N = 446, Mage at T1 = 46.74), and their mothers (N = 495,Mage at T1 = 44.41) were used. Parent–child personality similarity was determined based on distinctive profile correlations using the Big Five personality inventory. Structural Equation Modeling showed that the association between sibling differences in mother–child similarity and maternal autonomy support was positive and significant at the between-family level, and not at the within-family level. This means that, in families where one sibling was relatively more similar to the mother, the sibling with closer resemblance to the mother received relatively more autonomy support. No significant effects were found for fathers’ differential autonomy support. The present study highlights the importance of considering parent–child similarity in personality for understanding differences between siblings in maternal autonomy support.

Highlights • Our findings reveal that adolescents with increased social media use (SMU) showed: • Lower difference scores for self-ratings vs. how they expected peers would rate them. • Higher mPFC-activity for self-ratings vs. reflected-peer-ratings. • Higher mPFC-activity for physical self-ratings vs. academic/prosocial self-ratings. • Less positive self-concept, but no convincing link with future clinical symptoms., We investigated behavioral and neural mechanisms in the relation between social media use (SMU) and self-concept, as well as longitudinal developmental outcomes. Adolescents and young adults (N = 150, 11–21 years old at T1) rated themselves on 60 traits in the academic, physical and prosocial domain, and also indicated how they thought peers would judge them (reflected-peer-judgements). Longitudinal questionnaires (1- and 2-year follow-up) were collected to assess positive (prosocial behavior, self-concept clarity) and negative (clinical symptoms) long-term outcomes. Results indicated that heavier self-reported SMU was linked with lower difference scores between self-judgements and reflected-peer-judgements. Lower SMU was related to more positive ratings from self-judgements vs. reflected-peer-judgements. SMU was also associated with less positive self-concept, particularly in the academic domain (boys and girls) and physical domain (girls). Neurally, increased SMU was linked to heightened mPFC-activity during self-judgements compared to reflected-peer-judgements, and increased activity during physical compared to academic and prosocial self-judgements. Longitudinal analyses indicated no evidence for long-term effects of social media use, self/reflected-peer-difference scores and mPFC-activity on clinical symptoms, prosocial behavior or self-concept clarity. This study highlights the complex relationship between social media use and wellbeing and future research is needed to confirm the lack of long-term effects.

Family functioning is salient in explaining adolescents’ problematic internet use (PIU), and precisely this family functioning is under pressure after parental divorce. Moreover, growing up with divorced parents is identified as a risk factor for PIU. Therefore, examining which factors are associated with adolescents’ PIU after divorce is particularly important. Based on self-report data from N = 244 adolescents of divorced families (49.6% boys, M = 13.42), structural equation modeling (SEM) was used to examine the associations of PIU with interparental conflict, triangulation, maternal and paternal warmth, and adolescents’ self-esteem. Potential buffering effects of self-esteem were tested, as well as gender differences in associations. The results showed that more triangulation and less maternal warmth were related to higher levels of PIU, but these effects disappeared after adding self-esteem to the models. Adolescent self-esteem did not significantly buffer the effects of the different family factors on PIU, nor were there any significant gender differences in association. Hence, especially adolescents’ self-esteem seems to be a key aspect for PIU in adolescents from divorced families.

PurposeSexual and gender minority (SGM) adolescents are more likely to become victims of bullying and harassment than heterosexual, cisgender adolescents, but little is known about the contextual details of these victimization experiences. This study aims to examine by whom and where adolescents are bullied or harassed, to whom adolescents report such victimization, and whether these experiences differ between SGM and heterosexual, cisgender adolescents.MethodsParticipants in this nationally representative study were 29,879 students (mean age = 14.1) from 136 Dutch middle/high schools across grades 7–12 (14.5% sexual minority, 2.7% gender minority) who completed a survey about their school-based experiences.ResultsPerpetrators of victimization of SGM students were more often teachers and school staff compared with heterosexual, cisgender adolescents. Furthermore, SGM students experienced victimization in private locations (in the rest- or changing rooms/parking lots, at home), more often than heterosexual, cisgender students. Finally, SGM students felt less safe than their heterosexual, cisgender peers to report these experiences to teachers or parents, and were more likely to report their experiences to the police or the school janitor. SGM students who reported victimization experiences were less likely to receive support: the problems were less often acted on and persisted more often than those of heterosexual, cisgender students.ConclusionsSGM adolescents are not only victimized more often, but also by different perpetrators (teachers, other school staff) and in more private places. Their victimization is also less likely to be recognized or acted on by those responsible for adolescent’s safety: teachers or parents.

Developing a personal identity is a core developmental task for all adolescents. Immigrant adolescents need to integrate the meaning that their belonging to their ethnic group and the receiving nation has for them into their personal identity. The purpose of this study was to examine the longitudinal interplay between personal, ethnic, and national identities of a middle school sample of immigrant youth (N = 765,Mage = 12.7 years,SD = 0.6 at T1; 46% girls) enroled in Greek schools. Data were collected in three waves with repeated measures. To test the link between these identities, two trivariate Cross-Lagged Panel Models were ran, one examining identity exploration and the other examining identity commitment. The results revealed robust within time positive links between ethnic, national and personal identities for both exploration and commitment at all three time-points. There was some evidence that ethnic and national identities were negatively linked longitudinally, and limited support for longitudinal associations between these domains and personal identity. Follow-up analyses suggest that these processes may be specific to second generation youth and that findings may differ by ethnic background. Finally, the findings that emerged are discussed with attention to the socio-political climate in the receiving nation.

Stressful events are associated with various outcomes, but there is variability in these associations suggesting that the interpretation of these events is important. This interpretation is reflected in the narratives adolescents tell of events, which are largely constructed in social interactions. We examined the associations of perceived friendship quality with self‐event connections and redemption in turning point narratives, in a sample of Dutch adolescents. Findings from regression analyses in a cross‐sectional subsample (N = 1087, M age = 14.8) and a three‐wave cross‐lagged panel model in a longitudinal subsample (N = 186, M age at Wave 1 = 14.7) showed that perceived friendship quality was associated with the presence of redemption sequences and self‐event connections within time points, but not longitudinally.

Objective: Advanced parenthood increases the risk of severe neurodevelopmental disorders like autism, Down syndrome and schizophrenia. Does advanced parenthood also negatively impact offspring's general neurodevelopment?Method: We analyzed child-, father-, mother- and teacher-rated attention-problems (N = 38,024), and standardized measures of intelligence (N = 10,273) and educational achievement (N = 17,522) of children from four Dutch population-based cohorts. The mean age over cohorts varied from 9.73-13.03. Most participants were of Dutch origin, ranging from 58.7%-96.7% over cohorts. We analyzed 50% of the data to generate hypotheses and the other 50% to evaluate support for these hypotheses. We aggregated the results over cohorts with Bayesian research synthesis.Results: We mostly found negative linear relations between parental age and attention-problems, meaning that offspring of younger parents tended to have more attention problems. Maternal age was positively and linearly related to offspring's IQ and educational achievement. Paternal age showed an attenuating positive relation with educational achievement and an inverted U-shape relation with IQ, with offspring of younger and older fathers at a disadvantage. Only the associations with maternal age remained after including SES. The inclusion of child gender in the model did not affect the relation between parental age and the study outcomes.Conclusions: Effects were small but significant, with better outcomes for children born to older parents. Older parents tended to be of higher SES. Indeed, the positive relation between parental age and offspring neurodevelopmental outcomes was partly confounded by SES.

Research on the longitudinal association between self-esteem and satisfaction with social relationships has led to ambiguous conclusions regarding the temporal order and strength of this relation. Existing studies have examined this association across intervals ranging from days to years, leaving it unclear as to what extent differences in timing may explain differences across studies. In the present study, we used continuous time structural equation models (i.e., CT-SEM) to examine cross-lagged relations between the constructs, and also distinguished between-person differences from within-person processes (i.e., RI-CT-SEM). We analyzed 10 years of annual data from the Longitudinal Internet Studies of the Social Sciences (N = 14,741). When using CT-SEM, we found a bidirectional positive relation between self-esteem and satisfaction with social relationships, with larger effects over longer intervals. When using RI-CT-SEM, we found the largest effects of self-esteem and satisfaction with social relationships across intervals of 1 year, with smaller effect sizes at both shorter and longer intervals. In addition, the effect of fluctuations in people's satisfaction with social relationships on fluctuations in their self-esteem was greater than the reverse effect. Our results highlight the importance of considering time when examining the relation between self-esteem and interpersonal outcomes and likely psychological constructs in general. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In the present study, we investigated whether the longitudinal growth trajectories of executive functions (EF) and Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms are related. In addition, we investigated whether negative discipline moderated these longitudinal relations. The sample consisted of predominantly clinically referred preschoolers (N = 248, age 42–66 months at Time 1; 79.0% boys). Assessment occurred three times: at baseline, at 9 months, and at 18 months. EF was assessed with five EF tasks. ADHD symptoms (Child Behavior Checklist 1.5–5) were reported by parents. Groups of medium to high and low negative discipline were based on mother- and father-reports (Parenting Practices Inventory). Growth curve models showed that EF generally increased and ADHD symptoms generally decreased over time. Parallel process models showed that there was no relation between the change in EF and the change in ADHD symptoms over time, suggesting no co-development. However, higher EF at baseline was related to lower ADHD symptoms at baseline. This was irrespective of whether children were exposed to high or low negative discipline. Overall, the results suggest that, while EF and ADHD symptoms are related, they develop independently across the preschool years.

Adolescent psychopathological (i.e., internalizing and externalizing) symptoms are quite prevalent and decrease well-being in adulthood. Parental symptoms can put adolescents at risk for developing psychopathological symptoms. This study examined the reciprocal, longitudinal associations between parental and adolescent internalizing and externalizing symptoms between and within families, using random-intercept cross-lagged panel models (RI-CLPMs). Participants were 497 Dutch adolescents (43.1% girls; Mage T₁ = 13.0 years; mostly medium to high socioeconomic backgrounds) and their parents from the general population. Across six years, adolescents and their mothers and fathers reported annually on their internalizing and externalizing symptoms. Between families, maternal, but not paternal internalizing and externalizing symptoms were consistently associated with adolescent internalizing and externalizing symptoms, while within families, only increases in adolescent internalizing symptoms predicted subsequent increases in maternal internalizing symptoms. These findings suggest that associations within families differ from associations between families, and that within-family processes in the transmission of internalizing symptoms are particularly driven by adolescent-to-mother effects. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Adolescence is a formative period for socio-emotional development which is threatened by the COVID-19 pandemic. The current longitudinal study examined two aims: (1) the short- and long-term effects of the pandemic on young people’s mood (i.e. vigor, tension, and depression levels) and emotional reactivity (i.e. fluctuations in daily mood), and (2) the impact of stressors on mood, emotional reactivity, self-oriented (i.e. maladaptive behavior towards COVID-19 rules) and other-benefitting behaviors (i.e. behavior aimed at helping and comforting others). We conducted an online two-week daily diary study among 462 Dutch adolescents (Mage = 15.27 years, 64% females) and 371 young adults (Mage = 21.49 years, 81% females) in May 2020, with a follow-up in November 2020 (N = 238 and 231, respectively adolescents and young adults). In May 2020, young adults and older relative to younger adolescents showed higher levels and more fluctuations in tension and depression and lower levels of vigor. Vigor levels decreased and tension and depression levels increased between May 2020 and November 2020, especially for younger adolescents. There were positive associations between instability of negative emotions (i.e. tension and depression fluctuations) and the exposure to stressors (i.e. family stress and inequality of online homeschooling) in the adolescent sample. Together, this study demonstrates vulnerability regarding young people’s mood and emotional reactivity during the COVID-19 pandemic, especially for adolescents who experience more stressors.

Background and Objectives: Although anxiety consists of multiple components, including cognitive, affective, motivational, and physiological, and some findings suggest that there might be differences regarding their control antecedents and effects on performance, previous studies have largely neglected to examine these components separately and for reasons of convenience often assessed test anxiety as a unified construct using a single-item. Therefore, this study investigated the different test anxiety components with the goal to: (1) examine the relative impact of the anxiety components in the mediating mechanism that connects control and performance–as proposed by Pekrun’s control-value theory, and (2) determine which specific anxiety component is underlying common single-item anxiety measures. Methods: The research questions were investigated using an intra-individual approach in a sample of N = 137 German 8th graders during a mathematics exam. Results: As expected, control was negatively related to all anxiety components, but associations varied in strength. Additionally, the components differed in their relative impact on performance, with the cognitive component being central for this outcome. Furthermore, common single-item measures seem to specifically assess the affective component, and thus not the component most relevant for test performance. Conclusion: Consequently, our study strongly recommends to distinguish between the anxiety components depending on the research question at hand.

In 5 of the 6 large Dutch developmental cohorts investigated here, lower SES adolescents are underrepresented and higher SES adolescents overrepresented. With former studies clearly revealing differences between SES strata in adolescent social competence and behavioral control, this misrepresentation may contribute to an overestimation of normative adolescent competence. Using a raking procedure, we used national census statistics to weigh the cohorts to be more representative of the Dutch population. Contrary to our expectations, in all cohorts, little to no differences between SES strata were found in the two outcomes. Accordingly, no differences between weighted and unweighted mean scores were observed across all cohorts. Furthermore, no clear change in correlations between social competence and behavioral control was found. These findings are most probably explained by the fact that measures of SES in the samples were quite limited, and the low SES participants in the cohorts could not be considered as representative of the low SES groups in the general population. Developmental outcomes associated with SES may be affected by a raking procedure in other cohorts that have a sufficient number and sufficient variation of low SES adolescents.

Though depressive symptoms tend to increase in early adolescence, the trajectories of these symptoms may vary strongly. This longitudinal study investigated the extent to which the distinct developmental trajectories of depressive symptoms were predicted by adolescents' academic achievement and perceived parental practices in a sample of Chinese young adolescents (N = 2,576). The results showed four trajectory profiles of depressive symptoms: low-stable (75%), low-increasing (11%), high-stable (9%), and high-decreasing (5%). Adolescents with high academic achievement were more likely to be classified into the low-stable, low-increasing, and high-decreasing profiles than into the high-stable depressive symptom profile. Moreover, students who perceived greater parental autonomy support were more likely to be in the low-stable and low-increasing profiles than the high-stable profile, whereas adolescents perceiving more parental psychological control had higher odds of being in the low-increasing rather than the low-stable profile. Parental educational involvement was unrelated to students' depressive symptom trajectories. In sum, Chinese adolescents with higher academic achievement and who perceived more parental autonomy support, and less psychological control, were at lower risk of experiencing depressive symptoms.

Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and which underlying skills form optimal targets for interventions. Development of social competence is complex to characterize because (a) it is by nature context- dependent; (b) it is subserved by multiple relevant processes that develop at different times in a child's life; and (c) over the years multiple, possibly conflicting, ways have been coined to index a child's social competence. The current paper elaborates upon a theoretical model of social competence developed by Rose-Krasnor (Rose- Krasnor, 1997; Rose-Krasnor and Denham, 2009), and it makes concrete how underlying skills and the variety of contexts of social interaction are both relevant dimensions of social competence that might change over development. It then illustrates how the cohorts and work packages in the Consortium on Individual Development each provide empirical contributions necessary for testing this model on the development of social competence.