Negative Peer Research Articles

Assessment of The Impact of Alcohol and Cannabis/Marijuana Use on Students’ Psychosocial Ramifications in Malawi’s Higher Education Institutions

Alcohol and cannabis/marijuana are substances used by Malawian students. Studies have connected an increase in mental health disorders to drug and substance addiction. However, there is limited evidence to support the impact of alcohol and cannabis/marijuana use on students’ psychosocial ramifications in Malawi’s HEIs. This study was conducted to assess the effects of alcohol and cannabis/marijuana use on students’ psychosocial ramifications. The study used mixed methods where quantitative and qualitative methods employed correlational and phenomenological designs, respectively. Quantitative data using closed-ended questions through an online survey was collected to assess the extent to which alcohol and cannabis/marijuana usage is connected with psychosocial impacts. Qualitative data using in-depth interviews via online surveys aided in understanding students’ impressions of the effects of alcohol and cannabis/marijuana usage on their psychosocial lives. Data was analyzed quantitatively and qualitatively. The study revealed high usage (96%) of alcohol and cannabis/marijuana among HEI students. This is attributed to stress and anxiety, boredom and depression, negative peer pressure, heartbreaks, academic obstacles, lifestyles of university/college students, relationship issues, lack of guidance and counseling, lack of resilience, lack of income, and social media influence. The r-value of seeking psychosocial help about alcohol and cannabis/marijuana use is 1.000 at a p-value of 1.000 (1-tailed). This implies a perfect linear relationship (one-to-one correspondence between the values of the variables). Hence, students involved in alcohol and cannabis/marijuana use are likely to seek psychosocial help. However, 77.5% of the respondents have not sought psychosocial help. This might be attributed to a lack of awareness and self-denial among students. Thus, HEI authorities/health practitioners must enforce rules and regulations on alcohol and cannabis/marijuana usage, provide guidance and counselling, engage students in various activities, e.g., sports, and ensure a drug-free campus.

The Impacts of the First Wave of the COVID-19 Pandemic on Canadian Adolescents’ Vaping Behaviors: A Mixed-Method Investigation

Within the Canadian context, vaping among adolescents had increased in the years prior to the COVID-19 pandemic. Adolescent vaping behavior is influenced by individual, social, and environmental factors. The onset of COVID-19 further altered these influences due to lockdowns and physical distancing policies. Using a qualitatively driven convergent mixed methods design, the aim of this study was twofold: (1) to quantitatively measure changes in adolescent vaping behaviors during the first wave of the pandemic; and (2) to qualitatively explore perceptions and experiences of adolescent vaping during this time. Data were used from a larger study including 851 Canadian adolescents, however, only those who reported they had ever vaped were included (n = 174; Mage = 16.8). Descriptive analysis revealed 52.4% of vape users reduced use, 13.1% quit, and 34.5% reported an increase in or no change in vaping frequency. Following an inductive summative content analysis, four themes were identified: (1) reduced access and perceived support, (2) fewer negative peer norms and influence of the school environment, (3) coping mechanism, and (4) minimized resistance skills (boredom). It is evident that the pandemic was a key factor underlying vaping behavior, thus understanding these patterns may help inform policy, prevention, and lessen health risks associated with use.

Peer Pressure and Academic performances of Students Enrolled in Public Sector Universities of Azad Jammu and Kashmir

The present quantitative study was conducted to determine the level of peer pressure, its relationship, and its impact on the academic achievements of students enrolled in the universities of Azad Jammu and Kashmir/AJK. A random sample of 400 out of 34000 students determined by sample size formula (Solvin, 1960) participated in the study. Peer Pressure Questionnaire (Saini, 2016) was used to measure the peer pressure among participants. CGPA was collected as an indicator of academic performances. The results of the study show that the majority (75.5%) of students experiences moderate level of peer pressure. A weak but significant negative correlation (r = -0.218, p = 0.035) was observed indicating that as peer pressure increases the academic performance slightly decreases. Regression analysis revealed that peer pressure has small but negative (β = -0.163, p = 0.001) impact on the academic performances, with each unit increase in peer pressure leading to 0.012 units decrease in academic performance. Results of the study align with past researchers and demonstrate why students should be able to fend off negative peer pressure by forming support networks with mentors and counselling professionals. The study recommends that pressure variations between cultures and genders, may be explored and the mechanisms behind positive peer interactions may also be identified.

Are Changes in Negative Cannabis Expectancies, Peer Approval, and Perceptions of Dangerousness of Driving After Cannabis Use Associated with Changes in Instances of Driving After Cannabis Use Following a Mobile-Phone Based Intervention?

Objective: Driving after cannabis use (DACU) has become an increasing public health concern nationwide. Although previous research has linked perceived peer approval, perceptions of dangerousness, and negative effect expectancies to DACU, no previous work has examined whether these constructs can be successfully targeted in an intervention or whether changes in these variables lead to changes in DACU. The present study is a secondary data analysis to investigate within-subject change and potential mechanisms of change in a pilot trial for a mobile phone-based intervention shown to significantly reduce DACU over time. Method: Participants were 66 emerging adults who completed the mobile-based intervention and provided 3-month follow-up data. Participants completed measures that assessed rates of DACU, negative cannabis expectancies, perceptions of dangerousness, and perceived peer-approval. Results: Results indicated that negative effect expectancies significantly increased from baseline to three-month follow-up, while perceived peer approval for DACU significantly decreased from baseline to three-month follow-up. Though significant within-subject change was found for all variables of interest, none of the variables of interest significantly mediated changes in instances of DACU over time. The results of the current study suggest that key variables associated with DACU-perceived peer approval and negative cannabis expectancies can be successfully targeted in a mobile-based brief intervention. Conclusions: Continued research investigating moderators and mediators of intervention outcomes is warranted.

A "Round, Bruising Sort of Pain": Autistic Girls' Social Camouflaging in Inclusive High School Settings.

Although autistic females often "camouflage" their autism, few studies examine the degree to which adolescent females demonstrate these behaviors in inclusive school settings. We examined: (a) the nature, extent, and underlying motivation of camouflaging in high school; (b) the extent to which autistic girls' characteristics related to camouflaging settings, people, benefits, costs, and school supports; and (c) how girls' open-ended descriptions agreed with closed-ended camouflaging ratings. Using quantitative and qualitative analyses, this study examined the extent, domains, costs, and benefits of autistic females' school-based camouflaging. Thirty-one autistic female adolescents, all included in general education classrooms, answered rating and interview questions. Autistic females camouflaged most often in general education classrooms and with teachers and neurotypical peers that they did not know well; least often at home or with neurodivergent friends. Later age of diagnosis was associated with more camouflaging and camouflaging costs. Qualitative analyses revealed four themes: autistic identity; negative peer experiences; negative consequences of camouflaging; and value of neurodivergent friends. Some qualitative findings converged with quantitative findings, others diverged. Implications are discussed for research and practice for supporting autistic females in general education school settings.

Peer and parental support for sweet snack consumption habits among suburban adolescents in Palu City

Indonesian adolescents have a preference for sweet foods. This study aimed to analyze the relationship between parental and peer support and sweet snack habits among suburban adolescents. A total of 395 adolescents, aged 15-17, living in the suburbs of Palu, were randomly selected. Data collection was conducted using validated questionnaires, along with a Food Frequency Questionnaire to assess sweet snack consumption habits. Correlation analysis was performed using the Spearman Rank test. Nearly half of adolescents reported consuming sweet snacks once a day or more, with low parental support and high peer support. The most significant form of positive peer support in reducing sweet snack consumption was providing negative feedback when adolescents consumed such foods and encouraging them to avoid sweets. Parents positively influenced adolescents' eating habits, particularly by engaging them in discussions about healthier eating and changes in their eating behaviors. Positive peer support was negatively correlated with sweet snacks consumption (r=-0.27), while negative peer support was positively correlated with this habit (r=0.19) among adolescent boys (p<0.05).

Secondary school learners’ understanding of Namibian boys’ underachievement and under-participation in education

To understand the manifestations of gender disparity in academic achievement between boys and girls, we conducted the Namibian boys’ underachievement in education study. In this article we present data from this study on secondary school learners’ understanding of the disparity. Using a pragmatic parallel mixed methods research design, systematic and criterion sampling techniques, we collected data by administering structured questionnaires to 4659 learners. We also conducted focus group discussions with purposefully selected learners. Some boys performed worse than girls and under-participated in education because they withdrew from learning activities, believed they could do without education, they were not interested in education, dropped out of school and did not actively participate in learning activities. Several parents undermined their sons’ educational achievement during socialization by giving them too much freedom to roam while strictly controlling the behaviour of their daughters; allowing their sons to abuse alcohol and drugs; not giving their sons responsibilities at home; not being concerned of their sons’ education, misconduct, and welfare. We have recommended that schools should establish boys’ academic intrinsic achievement motivation programmes by addressing their dysfunctional motivational attitudes, beliefs, and behaviours. Such programmes should also attend to the boys’ adverse external motivational factors such as negative peer pressure and lack of supportive family and community environments.

The Role of Teacher Strategies in Increasing Student Motivation in Aqidah Akhlak Subjects

A concise and factual abstract is required. The abstract should state This study aims to determine student learning motivation, teacher strategies, and supporting and inhibiting factors in increasing Aqidah Akhlak’s learning motivation. The descriptive qualitative approach is research that describes stimuli and events factually and systematically regarding the factors, characteristics, and relationships between phenomena owned to do the basics only. The research uses a credibility or trust test to assess the results. The main findings of this study show that students’ Aqidah Akhlak learning motivation can be increased by applying various creative learning methods, appropriate reward strategies, and adjustments to student needs. Supporting factors include student enthusiasm, teacher competence, learning facilities, a conducive environment, positive friends, and family support. Meanwhile, the inhibiting factors include unsupportive family conditions, less than optimal student and teacher health, a less conducive classroom environment, and negative peer influence.

Peer socialization processes in the development of callous-unemotional traits.

Callous-unemotional (CU) traits represent a risk factor for persistent, severe levels of externalizing problems. Irritability may predict the development of CU traits for some individuals, who are thought to acquire them in reaction to negative environmental experiences. Models on the development of CU traits have emphasized the socializing role of harsh parenting to the neglect of negative peer experiences. The present study 1) tested primary and alternative models of physical and relational peer victimization as socialization agents in relations between irritability and CU traits; and 2) considered hypothalamic-pituitary-adrenal-axis functioning as a moderator of these associations. Gender moderation was also considered. Aims were tested from middle childhood to adolescence using data from the NICHD Study of Early Child Care and Youth Development, which includes a large national sample (N = 1,077) and multiple methods and informants for the constructs of interest. Positive associations between irritability, peer victimization, and CU traits were supported, with indirect effects on CU traits supported specifically from peer victimization through increases in irritability. Associations between relational victimization, irritability, and CU traits may be particularly salient for females, whose experiences have been neglected to date. However, effects were small, and replication efforts are needed.

The Role of Peer Pressure and Parenting Style with Adolescent Delinquency in Junior High School Students: a Dimensional Analysis

This study was motivated by the phenomenon of juvenile delinquency observed among junior high school in Padang, where students engaged in behaviors that violated social norms and school regulations, including skipping school, fighting with peers, damaging school property, participating in brawls, and bullying. A quantitative correlational approach was employed. The sample consisted 190 students from two junior high school students in Padang using purposive sampling technique. Data was collected through a Likert-scale questionnaire assessing peer pressure, parental care, and juvenile delinquency. Analysis was conducted using multiple regression with Jamovi. The findings reveal that there is a significant positive relationship between parental care and juvenile delinquency, accounting for 25.8% of the variance; and a significant relationship between peer pressure and parental care with juvenile delinquency, accounting for 25.2% of the variance. With peer pressure identified as a factor in delinquent behavior, schools could introduce regular counseling sessions that address peer dynamics, self-esteem, and resistance to negative peer influence. Peer mentoring programs could also encourage positive peer interactions and role modeling.

Black Girls' Emotional Regulation: Investigating the Roles of Parent and Peer Relationships and Neighborhood Safety.

The current study investigates the role of parent and peer relationships and neighborhood safety on Black adolescent girls' emotional regulation (ER). Guided by an intersectional ecodevelopmental framework, the data derived from 188 youth punishment system-involved girls ages 12 to 17 in a short-term detention facility. Data from the 2014 Imara study-a randomized control trial of a sexual reproductive health intervention-was analyzed using multivariate path analysis. Imara comprises a local convenience sample of Black girls in a southern US short-term detention facility. Path analysis results noted the impact of social domain variables: parents, peers, and neighborhood safety on ER, revealing primarily negative direct and indirect effects. However, of note were nuanced findings, which showed that having negative peers was indirectly and positively associated with girls' ER. It was also noted that there was a negative relationship between negative peers and neighborhood safety. This study has implications for intervention programs that should be tailored and culturally responsive. Detention, legal system, and other professionals should consider the unique circumstances and coping mechanisms of Blackgirls and designing interventions that reflect their lived experiences and unique social environments.

Examining whether risk factors influence student perceptions of campus sexual violence

The present study examined university students’ perceptions of a campus sexual violence scenario, and specifically determined whether the presence of known risk factors for sexual perpetration would influence their views of an individual who caused harm. Two hundred and seventy-five student participants read a vignette that either included the present or absence of the following three risk factors: Frequent alcohol use, attitudes supportive of rape, and negative peer influence. The findings indicated that the risk factors did not have a significant relationship with students' risk perceptions, indicating that students’ perceptions of risk may not be influenced by the presence of known risk factors. The results suggest that students may use intuition or other non-scientific approaches when assessing instances of interpersonal violence, at least in campus settings. Implications for students, post-secondary institutional safety, and prevention of campus sexual violence are discussed.

Neural correlates associated with a family history of alcohol use disorder: A narrative review of recent findings.

A family history of alcohol use disorder (AUD) is associated with a significantly increased risk of developing AUD in one's lifetime. The previously reviewed literature suggests there are structural and functional neurobiological markers associated with familial AUD, but to our knowledge, no recent review has synthesized the latest findings across neuroimaging studies in this at-risk population. For this narrative review, we conducted keyword searches in electronic databases to find cross-sectional and longitudinal studies (2015-present) that used magnetic resonance imaging (MRI), diffusion tensor imaging, task-based functional MRI (fMRI), and/or resting state functional connectivity MRI. These studies were used to identify gray matter, white matter, and brain activity markers of risk and resilience in family history positive (FHP) individuals with a family history of AUD. FHP individuals have greater early adolescent thinning of executive functioning (frontal lobe) regions; however, some studies have reported null effects or greater gray matter volume and thickness relative to family history negative (FHN) peers without familial AUD. FHP individuals also have white matter microstructure alterations, such as reduced integrity of fronto-striatal pathways. Recent fMRI studies have found greater inhibitory control activity in FHP individuals, while reward-related findings are mixed. A growing interest in identifying intrinsic connectivity differences between FHP and FHN individuals has emerged in recent years. Familial AUD is related to both structural and functional brain alterations. Research should continue to focus on (1) longitudinal analyses with larger samples, (2) assessment of personal substance use and prenatal exposure to alcohol, (3) the effects of comorbid familial psychopathology, (4) examination of sex-specific markers of risk and resilience, (5) neural predictors of alcohol use initiation, and (6) brain-behavior relationships. These efforts would aid the design of neurobiologically informed prevention and intervention efforts focused on this at-risk population.

Determining the Effect of Feedback Quality on User Engagement on Online Idea Crowdsourcing Platforms Using an AI model

The success of idea crowdsourcing platforms relies on fostering a collaborative environment that encourages active user participation, measured by the quality and quantity of contributions and interactions. However, understanding the impact of peer interactions on user engagement and the innovation process remains challenging. While previous studies have focused on sentiment analysis, the contextual interpretation of peer feedback and its effects on engagement and innovation have yet to be explored. To address this knowledge gap, we propose a feature-based AI model that categorizes peer feedback based on its quality and polarity. Our model achieves 96% accuracy in identifying feedback quality (constructive vs. non-constructive and toxic vs. non-toxic) and feedback polarity (negative vs. positive). This contextual feedback categorization provides a foundation for quantitatively analyzing the impacts of feedback on user engagement and the innovation process. Our results show that positive and constructive peer feedback has a significantly positive effect, while toxic and negative peer feedback has a significantly negative impact on the process of idea generation, idea evaluation, and idea selection. Our results also indicate that inexperienced users are more susceptible to toxic feedback than experienced users. Based on these findings, we suggest a recommendation and reward system for incentivizing constructive feedback and preventing toxic feedback.

Parental warmth and parent-child conflict among U.S. Latinx families in middle childhood.

Grounded in family systems theory and using latent profile analysis, the present study examined (a) patterns of parent-child warmth and parent-child conflict within multiple dyads (mother-older child, mother-younger child, father-older child, father-younger child) among 305 U.S. Latinx families with fifth graders (Mage = 10.6; 46.6% female) and younger siblings (Mage = 8.20; 47.2% female) and (b) tested links of profile membership with child academic competence, negative peer relationships, and depressive symptoms. Two profiles were characterized by differential maternal and paternal warmth toward older versus younger siblings, with one of the profiles characterized by higher levels of conflict than the other, and a third profile included families where parent-child dyads were similar in their levels of moderately high warmth and low conflict. Profile membership was concurrently linked with children's academic competence, peer relationships, and depressive symptoms, with notable within-family differences for older versus younger siblings. Findings underscore the value of studying families as interrelated subsystems by capturing multiple dimensions of two children's relationships with mothers and fathers and provide insights for family-based prevention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Childhood Peer Relationships and Dementia Risk in Chinese Older Adults: A Mediation Analysis.

Early-life social experiences significantly influence later-life health, yet the association between childhood peer relationships and dementia, as well as the underlying mechanisms, remains underexplored. This study aimed to investigate this association and the mediating roles of social disengagement and loneliness. Leveraging data from 7574 adults aged ≥ 60 in the China Health and Retirement Longitudinal Study (2011-2018), we employed marginal structural models to assess the associations between childhood peer relationships and dementia risk in later life. Inverse odds ratio weighting was used to examine the mediating roles of formal and informal social disengagement and loneliness. Individuals with deficits in childhood peer relationships had a higher risk of dementia (odds ratio [OR], 1.21; 95% confidence interval [CI], 1.10-1.34) compared with those with more positive experiences. This association was partially mediated by formal social disengagement (proportion mediated, 21.44%; 95% CI, 12.20%-40.94%), loneliness (proportion mediated, 22.00%; 95% CI, 13.42%-33.82%), and their combination with informal social disengagement (proportion mediated, 41.50%; 95% CI, 30.76%-66.07%). Informal social disengagement alone did not show a significant mediating effect. In this cohort study of older Chinese adults, negative childhood peer relationship experiences were associated with an elevated risk of dementia in later life. Formal social disengagement and loneliness partially mediated this association. These findings underscore the importance of fostering positive social relationships in early life and suggest potential psychosocial strategies to mitigate dementia risk in older adults due to childhood peer relationship deficits.

An exploration of intersectionality and school belonging in the permanent exclusion of Black Caribbean boys in schools in England: Implications for Educational Psychologists

AimsDisproportionately high exclusion rates of Black Caribbean Boys (BCBs) in England are considered from a school belonging perspective, particularly as mediated through teacher relations. The vulnerabilities of this group are considered, with intersectionality suggested as a critical concept.Method/RationaleBCBs are permanently excluded from schools in England at a rate three times higher than the general population. Permanent exclusion has been linked to a range of negative personal and socio-economic consequences, highlighting the need to address this disparity. School belonging mediates negative peer and parental influences and may be linked to school exclusion for some groups. Literature is reviewed considering belonging, linking belonginess threats to both pro-social and anti-social behaviour. The multi-dimensional nature of school belonging is noted. School belonging literature is reviewed, establishing the vital importance of teacher relationships. Evidence regarding BCB’s relationships with their teachers, often characterised by low expectations, differential treatment and racial bias, is considered.FindingsIt is argued that these negative relational influences constitute belonginess threats for BCBs. It is hypothesised that these, along with increased belongingness sensitivity amongst some BCBs, can drive increased anti-social behaviour, in some cases leading to school exclusion.LimitationsThis is a theoretical paper and further empirical research is needed into what constitutes school belonging for BCBs, whose lives are often impacted by various intersecting inequalities.ConclusionsInitiatives aiming to increase school belonging amongst BCBs, by improving their relationships with teachers, are suggested as a way of decreasing exclusions. A role for Educational Psychologists in supporting schools with evidence-based approaches to enhancing school belonging for this group is suggested.

Disability Status and Early Suicide Risk Among Children With and Without a History of Suspensions/Expulsions

Suicidal behaviors are relatively common among children, yet literature concerning the associated risks remains limited. Using a cumulative risk model, this study examined the effects of disability status, suspensions/expulsions, school disconnectedness, and negative peer relationships on suicidal behaviors. Data used were from The Future of Families and Child Wellbeing Study, which yielded an analytic sample ( N = 2,463) that was majority male (52%), Black and Hispanic (81%), and with an average age of 9.3 years. Using multivariate logistic regression with subgroup analysis, negative peer relationships and being male were associated with suicidal ideation in children without a history of suspension/expulsion. On the contrary, children with a history of suspension/expulsion and a disability status had three times higher odds of suicidal ideation in comparison to children with no disability status. These findings have important research and practical implications, which are discussed.

Barriers and facilitators of transition of adolescents living with HIV into adult care in under-resourced settings of Southern Ethiopia: a qualitative study

BackgroundAdolescence is commonly perceived as a distinct and typically healthy stage of life. However, in regions with a high prevalence of HIV, like Ethiopia, numerous adolescents are contracting the virus. Upon testing and diagnosis, they encounter care-related issues, particularly barriers and facilitators of the healthcare transition from adolescent to adult clinics. Hence, the study aimed to investigate the barriers and facilitators influencing the transition of adolescents living with HIV (ALWHs) in the resource-limited settings of Southern Ethiopia.MethodsThe research employed a phenomenological study design with a qualitative methodology. Purposive sampling was used to gather data through in-depth interviews (IDIs) and focus group discussions (FDGs) involving ALWHs and their parents. The data analysis followed Van Manen’s principles.ResultsFollowing Van Manen’s guidelines, the data analysis revealed a conceptual framework with two major themes: “Barriers” and “Facilitators”. The theme barrier was derived from three sub-themes including behavioral barriers, social barriers, and system barriers in the transition. The theme facilitator was derived from four sub-themes including self-acceptance as an adult, a desire to experience new things, a supportive family, and friendly healthcare services. The study identified three levels of factors influencing the transition into adult clinics: individual, family/peer, and healthcare-related factors. The barriers to transition included lack of knowledge, being in a romantic relationship, psychosocial struggles, perceiving us as immature, stigma, negative peer pressure, lack of timely disclosure, absence of transition guidelines, disrespectful treatment, and absence of separate clinics. On the other hand, facilitators such as self-acceptance as an adult, desire for new experiences, family support, informed support and promising outcomes, flexible appointment scheduling, and psycho-social support groups were found to improve the transition process and enhance the overall well-being of adolescents living with HIV.ConclusionThe study highlights the complex transition process for ALWHs into adult healthcare. Barriers such as lack of knowledge, stigma, and disrespectful treatment pose challenges during this critical period. Conversely, facilitators like self-acceptance, family support, and youth-friendly healthcare services can enhance the transition experience and well-being of ALWHs. Collaborative efforts among ALWHs, families, and healthcare providers are crucial for successful transitions and improved health outcomes. Separated clinics catering to the unique needs of ALWHs are recommended to address privacy concerns.

The Compounding Effects of Negative Life Events and Peer Victimization on Internalizing Symptoms in Middle School

ABSTRACT Middle school is a time of transition associated with increases in peer victimization (PV) and stress that warrant additional attention. Middle school students (N = 256; 54.7% male; M age = 12.24, SD age = .94) completed measures of PV, negative life events (NLEs), anxiety, and depression. Students were assessed across 6 time points to examine if PV and the number of NLEs at baseline (Time 1; T1) had a unique and interactive effect on symptoms of depression and anxiety concurrently and over three school years. Results suggest that T1 PV, T1 NLEs, and their interactions were significantly associated with concurrent depression. Moreover, the association between T1 PV and the trajectory of depression was moderated by T1 NLEs. Associations with anxiety were not as substantial; nonetheless, T1 PV was significantly associated with concurrent anxiety. Findings clarify the cross-sectional and longitudinal association between PV and NLEs on internalizing symptoms in middle school with an emphasis on the substantial risk of depression symptomatology.