Suchergebnisse

Retrospective peer victimization reports may be inaccurate. With an ethnically and sexually diverse sample, this study compared adolescents' self‐reported peer victimization in 6th grade to their own retrospective reports of 6th‐grade victimization when they were in the 12th grade, controlling for past and current adjustment. Overall, 12th graders' retrospective victimization reports correlated with their own earlier 6th‐grade self‐reports and there was a general tendency to underreport retrospectively. Underreporters were distinguished by worse past 6th‐grade adjustment, whereas overreporters were distinguished by worse current (12th‐grade) adjustment. Higher current depressive symptoms and social anxiety, and lower current self‐worth may be important control variables when collecting retrospective reports of victimization because current adjustment may augment participants' recollection of past experiences.

In longitudinal daily report research, it is challenging to maintain participation with college student samples due to the time and mental energy required. Small monetary incentives can assuage this; thus, the goal of this study was to determine whether incentive distribution method—via (1) the total compensation at the end of the study period, (2) daily compensation that increases with subsequent surveys, or (3) the same steady compensation each day—leads to different completion rates across five consecutive daily surveys. Both steady and increasing compensation groups were more likely to opt-in to the study, while the steady compensation group was more likely to complete the Day 1 survey. Over 5 days, the steady group had a sharper decrease in participation but had a rebound in participation toward the end of the study. Recommendations and rationale for using a daily steady compensation approach with daily report methodology with emerging adults are discussed.

In honor of the 50th anniversary of Loving v. Virginia (1967), the landmark civil rights case that invalidated laws prohibiting interracial marriage in the United States, this review describes the field's past and future directions for studying interracial romantic relationships. We briefly present history, theories, and research about interracial and interethnic romantic relationships, and provide suggestions for future research. We also highlight the need for flexible racial and ethnic categories as demographics and distinctions shift in the United States by proposing the use of adaptable panethnic (a set of related ethnic groups that have been combined and collectively labeled) categories, rather than racial categories, or the use of more specific ethnic or nationality categories depending on a variety of factors. Finally, we discuss multiracial and multiethnic individuals in the research on romantic relationships, acknowledging that multiracial and multiethnic individuals are both the offspring of such unions and a rapidly growing demographic.

School commitment typically declines across adolescence, but the family‐level factors that explain this decline have not been fully characterized. This study investigated sibling support as a family resource in predicting school commitment across 7th–10th grade using a sample of 444 adolescents (Mages = 12.61, 13.59, 14.59, 15.58 years). Results showed that sibling support linearly increased and school commitment decreased and stabilized, independently, over time. Sibling support positively predicted school commitment in seventh grade and across time, suggesting that having supportive siblings may help to offset adolescents' declines in school commitment. Furthermore, having a brother enhanced this association versus having a sister. These findings provide insight into ways to help youth maintain school commitment across the middle‐ to high school transition.

AbstractThe study of peer group status typically involves examination of peer nominations received. In this study, the focus was on nominations given and received. We examined the degree to which middle school students from different ethnic groups demonstrate same‐ethnicity preferences in their peer nominations, the effects of the classroom ethnic composition on these preferences, and the association between same‐ethnicity preferences and social standing. Latina/o, Asian, and White students demonstrated a positive same‐ethnicity bias (i.e., greater acceptance and less rejection of same‐ethnicity peers) whereas African‐American students demonstrated a global same‐ethnicity bias (i.e., they were more likely to nominate African‐American students in general). All students made more nominations to same‐ethnicity peers when there were larger numbers of same‐ethnicity peers in the classroom. Students who made more acceptance nominations to same‐ethnicity peers were more accepted among same‐ethnicity peers and less accepted among other‐ethnicity peers. The significance of the ethnic context to understanding students' peer status and the benefits and costs of same‐ethnicity biases are discussed.