Suchergebnisse

Relational aggression is defined as behaviours intended to harm others by damaging their relationships. Drawing from two theoretical perspectives, the social process model and the peer socialisation model, we tested how relational aggression and victimisation could influence each other over time, and examined peer status and gender as moderators of these bidirectional associations. We hypothesised that aggression would lead to increasing victimisation and victimisation to increasing aggression, and that the association from aggression to later victimisation would be weaker for more popular and preferred youth, especially girls. Participants were 328 Australian early adolescents (172 boys, 156 girls) in Grades 5, 6 or 7, who nominated classmates who were aggressive, victimised, popular, and preferred. Results showed support for the role of status and gender in the bidirectional associations between aggression and victimisation. Relational aggression was associated with more T2 relational victimisation only among adolescents who were low in popularity and among girls with low social preference. Victimisation was associated with T2 aggressive behaviour among more popular girls. Relational victimisation was also associated with less T2 aggression among popular boys. Findings highlight the complexities introduced by gender and social status for the unfolding of early adolescent relational aggression and victimisation.

Using social cognitive career theory as a framework, we examined the longitudinal effects of proximal parental contextual influences on career aspirations and actions in a collectivist context. We used a sample of 954 Indonesian high school students and measured parental career expectations, adolescent‐parent career congruence, self‐efficacy, outcome expectations, career aspirations, planning and exploration, twice, 6 months apart. The best‐fitting model was reciprocal, with the results showing that parental career expectations predicted subsequent career aspirations and planning, and aspirations and congruence with parents regarding career matters predicted future exploration. Self‐efficacy and outcome expectations were reciprocally related over time. Self‐efficacy served as an across‐time predictor of both parental contextual variables. Career exploration predicted future self‐efficacy and planning predicted later outcome expectations.

AbstractWe investigated the contribution of popularity, popularity prioritization, and gender to the explanation of bullying and defending behavior. Participants were 191 early adolescents (124 girls and 67 boys), aged from 10.9 to 13.6 years. Results revealed that adolescents high on popularity were more likely to bully others. Greater popularity prioritization was also associated with more bullying among boys with high levels, and girls with low levels, of popularity. In addition, popularity was positively related to defending among girls, but not boys. Lower popularity prioritization also contributed to greater defending overall. The implications of these findings for understanding bullying and defending are discussed.

In this study, the effectiveness of the Observed Protective Behaviors behaviors test, a single-session, disclosure-focused, in situ skills training (IST), was evaluated as a standalone program (IST only) or as a booster to the child protective education program, Learn to be safe with Emmy and friends ™ (program + IST). Participants included 281 Year 1 children (5–7 years; 52% male), randomly assigned to IST only, program + IST, program only or waitlist, and followed across 6 months. At each assessment, children completed interviews to assess their intention and confidence to disclose unsafe situations (disclosure intentions and confidence) and their ability to identify unsafe situations (safety identification skills). Children also reported their anxiety symptoms to assess for a possible iatrogenic effect. The IST-only condition was effective, with children showing increased disclosure intentions relative to waitlist children. The program + IST condition was also effective, with children showing increased disclosure intentions relative to children in the waitlist or program-only conditions as well as greater increases in disclosure confidence relative to waitlist children. No differences were observed between conditions in children's safety identification skills, and no iatrogenic effect on anxiety was found. Future research may seek to develop an IST that will also boost children's safety identification skills.

Drawing from the tripartite sociocultural model of body image, the researchers examined whether direct messages and modeling from peers, parents, and media were concurrently and prospectively associated with appearance‐based rejection sensitivity (appearance‐RS) in young adolescents (Mage = 12.0 years). Appearance‐RS was higher among those who concurrently reported more appearance‐related teasing and pressure by peers, more parent teasing, and greater acceptance of media appearance ideals. In prospective analyses, greater increases in appearance‐RS over 1 year were found for adolescents who perceived higher levels of parental appearance‐related teasing and negative attitudes about their own appearance. Moderation analyses indicated the positive prospective association between parental negative appearance attitudes and appearance‐RS was found in younger but not older participants. Gender did not moderate associations.

Scholars have long‐called for researchers to treat coping as a process that is measured over an arc of time. Ambulatory assessment (AA) offers an appealing tool for capturing the dynamic process of adolescent coping. However, challenges in capturing the coping process are not altogether circumvented with AA designs. We conducted a scoping review of the AA literature on adolescent coping and draw from 60 studies to provide an overview of the field. We provide critiques of different AA approaches and highlight benefits and costs associated with various types of measurement within AA. We also speak to considerations of participant burden and compliance. We conclude with recommendations for developmental scholars seeking to deploy AA to capture this quintessential process among adolescents.