Positive Adolescent Development Research Articles

Cyberbullying Victimization and Perpetration in Adolescents: A Longitudinal Moderated Mediation Model.

Although cyberbullying victimization significantly impacts cyberbullying behaviors, research on its longitudinal mechanisms and protective factors remains scarce. A total of 1465 Chinese adolescents (52.2% female) with an average age of 16.14 (SD = 0.40) participated in a three-wave longitudinal study with 3-month intervals. Cyberbullying victimization positively predicted cyberbullying perpetration 6 months later, and this effect was mediated by impairment in personality functioning. Mindfulness buffered the predictive effect of cyberbullying victimization on impairment in personality functioning and mitigated the negative impact of impairment in personality functioning on cyberbullying perpetration. Further findings revealed that the indirect effect of impairment in personality functioning was more pronounced when levels of mindfulness were low, and higher levels of mindfulness could disrupt the mediating pathway of impairment in personality functioning between cyberbullying victimization and perpetration. The findings highlighted the importance of promoting the positive development of adolescents' personality functioning and fostering mindfulness skills to reduce cyberbullying among adolescents.

Effectiveness of a resilience school-based intervention in adolescents at risk: a cluster-randomized controlled trial.

School offers a key context to promote resilience. The aim of this study was to assess the effectiveness of a school-based resilience intervention in 578 at-risk adolescents aged 12 to 15, emphasizing the significance of resilience improving mental health. A cluster-randomized controlled trial with parallel arms was conducted during the 2021/22 academic course. A specific training of six 55-minute sessions over 6 weeks was carried out for the students. Each session consisted of 5 minutes of mindfulness, followed by 45 minutes of the corresponding activity: introduction to resilience, self-esteem, emotional regulation strategies, social skills, problem solving, community resources, and peer support. Primary outcomes were assessed by the Child Youth Resilience Measure-32 at baseline (T1), post-intervention (T2), and then at the 24-week follow-up (T3). Both groups were compared using the Student's t-test. The effect size was calculated using Cohen's d and linear regression models were used. A total of 578 adolescents were included, 323 in the control group and 255 in the intervention group. Significant differences in both crude and adjusted analyses for Child Youth Resilience Measure were observed at 24 weeks follow-up, showing higher resilience for the intervention group [IG, M = 128.7, SD = 14.2; CG, M = 125.3, SD = 18.4; p = 0.027; d = 0.2; p = 0.043, d = 0.16]. Furthermore, in Depressive symptoms, lower values were found for the intervention group in both crude and adjusted analyses [IG, M = 2.3 (SD = 2.5); CG, M = 2.8 (SD = 2.5); p = 0.04; d = -0.20; p = 0.037, d = -0.18]. This study contributes to fostering resilience and positive adolescent development. It also reinforces the potential of multicomponent interventions. More continuous follow-up assessments are needed to identify possible long-term changes in resilience. Identifier: NCT05133115. https://clinicaltrials.gov/study/NCT05133115.

Is prior bullying victimization associated with subsequent bullying perpetration? A theoretical framework based on the Threat-Motivation model.

Bullying among adolescents is a global public health issue prevalent in schools, posing significant risks to positive adolescent development. Studies have shown that bullied adolescents tend to engage in more bullying perpetration, but this underlying process of longitudinal correlation has not been fully elucidated. Based on two waves of longitudinal data collected from 347 junior and 144 senior high school students in China (Mage = 13.66 years, SDage = 1.46, 59.27% boys) at 1-year intervals, two moderated chain-mediation models were used to explore the longitudinal correlations between bullying victimization and bullying perpetration and its underlying processes. The results found a significant positive correlation between adolescents' bullying victimization experiences 1 year prior and bullying perpetration 1 year later. Furthermore, fear of negative evaluation and psychache played a longitudinal chain-mediating role in the process, with self-esteem and grade moderating this mediating pathway, either enhancing or weakening the effect. This study demonstrates that prior bullying victimization is longitudinally and positively associated with subsequent bullying perpetration among adolescents. This process is mediated by fear of negative evaluation and psychache, with self-esteem and grade level as moderators. Based on these conclusions, we have formulated the Threat-Motivation Model, offering a framework to understand the relationship between bullying victimization and bullying perpetration. Practical implications, including strategies to reduce bullying in youth groups, are discussed.

Values Scale for Positive Youth Development in Sport.

Adolescence is a period of special significance for the development of personal and social values. Positive adolescent development (PYD) can be an ideal perspective from which to promote values in young people through their sports practice. The aim of the study was to adapt and analyse the measurement properties of the Values Scale for Positive Youth Development for use in the context of sport in young athletes. A total of 599 adolescents, competitors of different sports modalities, participated in the study. Confirmatory factor analysis and reliability and invariance analyses were performed. The results confirmed a good model fit, with adjustment indexes (CFI, GFI and AGFI) above 0.90 and error (RMSEA and SRMR) below 0.08. The factor loadings above 0.50 were obtained for all items. Adequate reliability of the scales was also confirmed, between 0.72 and 0.89, and gender, age and sport invariance were confirmed. In conclusion, the analysed scale is a valid and reliable instrument with adequate psychometric properties, which makes it an appropriate assessment tool to be used in sports contexts, based on the positive adolescent development approach.

Positive youth development of Tayal and Han adolescents in Taiwan: A cultural and structural perspective.

Using the Five Cs model of positive youth development (PYD), this study aimed to provide a socio-structural and cultural understanding of PYD in Indigenous Tayal youth by examining the specificity in the development of Five Cs (Competence, Confidence, Character, Caring, and Connection) between Tayal and Han youth in Taiwan. A sample of 847 Tayal and Han adolescents (43.8% Tayal, 47.9% girls, Mage = 14.83, SD = 0.50) were drawn from a larger study (September 2014 to August 2017). Adolescent participants completed questionnaires asking about their Five Cs, contribution behavior, and depressive symptomatology. Measurement invariance was conducted to explore specificity between Tayal and Han youth's Five Cs performance. A bi-factor Five Cs model was identified and partial metric and partial scalar measurement invariance was established between the two samples. Across both groups an overarching PYD factor, which was associated with increased contribution and lower depressive symptomatology, was identified. Specificity was observed in the Tayal sample, particularly relating to indicators of Competence, Character, Caring, and Connection. The findings of this study provide a sociocultural-informed lens regarding the specificity of development in Tayal youth. Character, Caring, and Connection appear to contribute significantly more to the overall PYD for Tayal adolescents than their Han peers. Findings relating to Competence suggest that the educational environment may not be aligned with the learning style of Tayal youth. This study has policy and practical implications for Tayal youth, and can further help inform program development in Taiwan and internationally.

Positive Youth Development (PYD) in Martial Arts Activities: Literature Review

Several literatures provide indications on the results of their research that martial arts activities can have a positive effect on the development of adolescents. However, martial arts activities that have been running still do not reveal programs that lead to positive youth development. Apart from that, there is still uncertainty regarding the martial arts training program which is still focused solely on achieving achievements. This study reveals the contribution or role of martial arts activities by providing an overview and explaining the results of the latest research on martial arts activities for positive adolescent development. Literature data collection techniques were taken using systematic computer searches consisting of several journal articles and dissertations, as well as manual data search results. Data collection was carried out for two months in January and February 2024. Several articles were eliminated which were then focused on the 17 articles used in this study. The results show that martial arts activities have had a major impact on positive adolescent development in recent years. The main topics in several research results in general are about prosocial behavior, antisocial behavior, aggression and resilience. There is strong agreement among researchers about the potential of martial arts activities for positive adolescent development. In addition, the discussion in several studies shows clearly that the main influence in martial arts activities is closely related to how the trainers make a strong contribution in providing understanding and also the teaching style used in martial arts activities

Bahaya pada Masa Remaja

This article discusses the dangers faced by teenagers, both physically and psychologically. Adolescence is an important transition period in an individual's life, where they experience various physical, emotional and social changes. This article outlines some of the physical dangers that teenagers face, such as the risk of death, suicide attempts, physical disabilities, and problems with awkwardness or stiffness. Additionally, psychological dangers are discussed, including immature social behavior, risky sexual behavior, and conflict in family relationships. It is important to understand that these dangers can have a significant impact on a teenager's development and well-being. Therefore, this article also explores the implications of adolescent development in the context of counseling services, including the importance of emotional development, moral education, religious awareness, creativity, and political awareness. In conclusion, this article highlights the complexity of adolescence and the importance of appropriate interventions in supporting positive adolescent development.

INFLUENCE OF EMOTIONAL INTELLIGENCE ON TEENAGERS' CONTENTMENT: INVESTIGATING THE MEDIATING INFLUENCE OF SELF-ESTEEM

The study investigates relationship among the self-esteem, emotional intelligence (EI) and life satisfaction among adolescents within the framework of positive psychology. Historically, research has often focused on human flaws, neglecting the strengths and positive aspects of psychology. Adolescence is a critical developmental stage marked by profound changes, making it crucial to understand how factors of the study variables during this period. Study sample n=157 from Government schools and colleges in Faisalabad city participated in the study. For measuring the study variables, the Emotional Intelligence Questionnaire Adolescents Short Form, Rosenberg Self-Esteem Scale and Satisfaction with Life Scale used for measuring the study variables, respectively. Statistical analyses revealed a noteworthy positive relationship between the study variables among adolescents. Conversely, self-esteem did not mediate this relationship. These findings contribute to understanding the complex dynamics between emotional intelligence, self-esteem and life satisfaction in adolescents, emphasizing the importance of emotional intelligence for promoting well-being during adolescence. The study suggests implications for future research, including the need for larger and more varied illustrations, longitudinal studies to discover causal relationships and the expansion of interventions to improve emotional intelligence in adolescents for improved well-being. This research contributes to the growing body of existing researches on positive psychology and adolescent development, highlighting the significance of emotional intelligence in fostering life satisfaction.

Positive Development Patterns in Left-Behind Adolescents: Do Resilience and Making Sense of Adversity Have Beneficial Effects?

Despite increased attention to the positive development of left-behind adolescents, research findings remain inconclusive. Utilizing latent profile analysis, we identified various positive development profiles among the left-behind adolescents and explored the association between resilience and positive development profiles, alongside the mediating role of making sense of adversity. A multi-stage cluster sampling procedure was employed, randomly selecting four provinces-Zhejiang, Guangdong, Henan, and Jiangxi-from the central and coastal regions. The sample comprised 718 left-behind adolescents recruited from primary and junior high schools across grades 4, 5, 7, and 8. Three scales were utilized, and analyses included latent profile analysis and mediation analysis. Three latent subgroups of positive development among left-behind adolescents were identified: low, moderate, and high. Those with higher resilience and positive perceptions of adversity tended to belong to the high group rather than the low (β = -0.45, p < 0.001; β = -0.09, p < 0.001) or moderate group (β = -0.23, p < 0.001; β = -0.04, p < 0.05). Left-behind adolescents with higher negative perceptions of adversity tended to belong to the high group rather than the moderate group (β = -0.07, p < 0.01). Mediation analysis revealed that resilience facilitated the development of positive appraisals of adversity, subsequently increasing the likelihood of being categorized into the high (95% CI of -0.09 to -0.03) or moderate group (95% CI of -0.05 to -0.01) rather than the low group. These findings hold significant implications for intervention formulation. Educators should focus on strengthening resilience and fostering positive perceptions of adversity among the low group. For the moderate group, maintaining moderate negative perceptions of adversity may stimulate the intrinsic potential for positive development more effectively.

Evaluation of the Effect of Parental Participation on Chinese Adolescent Behavioral Development Through the Mediating Effect of Peers: A Moderated Mediation Model.

With the rapid changes in the social environment, adolescents are facing increasing academic pressure and challenges to their physical and mental development in the socialization process. The purpose of this study was to investigate the influence mechanisms of parental participation on adolescent behavioral development (learning persistence, expressive language ability and knowledge absorption ability), revealing the mediation role of adolescent positive and negative peer interactions between parental participation and behavioral development, and whether differences in parents and children's educational expectations moderate this process. This study was measured using the Parental Participation Questionnaire, Peer Interaction Questionnaire, Behavioral Development Scale, and Educational Expectancy Gap from the China Education Panel Survey. A total of 7730 seventh-grade students and their parents were invited to participate, to establish a moderated mediation model, and the significance of the mediation effect was tested using the bias-corrected percentile Bootstrap method. (1) High frequent parental participation has a significant positive effect on adolescent behavioral development, including behavioral participation, emotional participation, and educational participation all exerting varying degrees of positive influence, as well as positively influencing adolescents' peer interactions. (2) Positive and negative peer interactions play the mediation role of 12.3% and 2.5% respectively in the process of parental participation affecting adolescent behavioral development. (3) Comparing "educational expectation gap - equal", the "educational expectation gap - high" negatively moderates the effect of parental participation on adolescent behavioral development and positive peer interaction (inhibitory effect), the "educational expectation gap - low" positively moderates the effect of parental participation on negative peer interaction (facilitation effect), which meant that the "educational expectation gap - equal" between parents and children is a more desirable state. These findings provide empirical support and effective operational suggestions to further promote positive adolescent behavioral development. Particularly for developing countries, it is recognized that positive parental participation and peer interaction, as well as equal educational expectation of parents and children, are protective factors for adolescent development.

Exploring Features That Play a Role in Adolescents’ Science Identity Development

Many studies done in the last three decades show that, beginning with adolescence and sometimes even earlier, many adolescents undergo a process of distancing themselves from science as they age. This longitudinal study attempts to deepen our knowledge and understanding of factors that play a role in early adolescents’ science identity development. For 3 years, we followed nine early adolescents at school, at home, and at their after-school activities, interviewing them 162 times. A thematic analysis of the interviews led to the identification of 32 themes. When comparing these themes across different participants, we identified three motifs that distinguished between the participants. Our findings suggest that (A) having a clear area of interest, not necessarily in science, positively affected the participants’ self-efficacy in science and self-assessment of their ability in science studies; (B) being or not being the eldest child in a family with multiple siblings played a role in the participants’ identity development in relation to science; and (C) the participants who were wholly dependent on their grades as an indication of their ability in science rejected the possibility of a future in science and studied science out of compliance rather than out of any internal motive. The implications of our findings are discussed and offer insights into ways that may nurture the positive science identity development of early adolescents.

Parenting, Coparenting, and Adolescents’ Sense of Autonomy and Belonging After Divorce

Although there is ample evidence on the importance of experiencing autonomy and belonging for positive adolescent development and the supporting role of parents in this regard, most knowledge stems from intact families. As many youth grow up with divorced parents, this study tested longitudinal links between warm and autonomy supportive parenting and coparental cooperation and conflict on the one hand, and adolescents’ post-divorce autonomy and belonging on the other. Data consisted of three-wave self-report data of 191 Dutch adolescents (Mage = 14.36, 61.3% girls) and 227 divorced parents (Mage = 46.08, 74% mothers). Random-intercept cross-lagged panel models showed stable between-family differences, with autonomy relating positively to coparenting and parental autonomy support, and belongingness associating positively solely with parenting. No significant effects were found within families, meaning that changes in (co)parental behaviors did not predict adolescents’ experiences of autonomy and belonging or vice versa.

Factors and pathways of non-suicidal self-injury in children: insights from computational causal analysis.

Non-suicidal self-injury (NSSI) has become a significant public health issue, especially prevalent among adolescents. The complexity and multifactorial nature of NSSI necessitate a comprehensive understanding of its underlying causal factors. This research leverages the causal discovery methodology to explore these causal associations in children. An observational dataset was scrutinized using the causal discovery method, particularly employing the constraint-based approach. By integrating machine learning and causal inference techniques, the study aimed to determine direct causal relationships associated with NSSI. The robustness of the causal relationships was evaluated using three methods to construct and validate it: the PC (Peter and Clark) method, Fast Causal Inference (FCI) method, and the GAE (Graphical Autoencoder) method. Analysis identified nine nodes with direct causal relationships to NSSI, including life satisfaction, depression, family dysfunction, sugary beverage consumption, PYD (positive youth development), internet addiction, COVID-19 related PTSD, academic anxiety, and sleep duration. Four principal causal pathways were identified, highlighting the roles of lockdown-induced lifestyle changes, screen time, positive adolescent development, and family dynamics in influencing NSSI risk. An in-depth analysis of the factors leading to Non-Suicidal Self-Injury (NSSI), highlighting the intricate connections among individual, family, and pandemic-related influences. The results, derived from computational causal analysis, underscore the critical need for targeted interventions that tackle these diverse causative factors.

The Relationship between Family Characteristics and Adolescent Perception of the Quality of Family Communication

Many studies consider family communication to be one of the most important protective factors for the positive development of children and adolescents in the family environment. This paper aims to clarify whether some characteristics of the family environment influence the quality of family communication in order to provide guidelines for the planning of prevention strategies that effectively improve the quality of family communication and, thus, the positive development of adolescents. Specifically, the aim is to investigate whether there are gender- and age-related differences in the assessment of the quality of family communication and whether there are differences in the assessment of the quality of family communication depending on some family characteristics. High school students from five large Croatian cities (Zagreb, Osijek, Split, Pula, and Varazdin) took part in this study. The quota sample is stratified by three Croatian high school programs, as well as by individual program orientations within each school. The results show that there are differences in assessment of the quality of family communication in relation to gender, age, living with both or one parent, and the educational and working status of the parents. The data suggest that, in addition to the timely implementation of evidence-based parenting and/or family-based prevention interventions, there is a need to invest in high-quality social policies that could lead to a better quality of family life by increasing the chances of higher educational attainment for (future) parents as well as adequate employment opportunities.

The relationship between parenting styles and positive development of Chinese adolescents : A series of meta-analytic studies

The relationship between parenting styles and positive development of Chinese adolescents : A series of meta-analytic studies

Tinjauan Terhadap Faktor-Faktor Peningkatan Resiliensi Pada Remaja Akhir

Late adolescents experience a critical phase of individual development with various challenges that can affect their mental and emotional well-being. The focus of this research is resilience, namely the ability to overcome, adapt and recover from stress or life pressure. The research aims to understand the factors that increase resilience in late adolescents, with a review of emotional regulation, impulse control, optimism, empathy, casual analysis, self-efficacy and achievement. This research uses a qualitative approach. Data was collected through interviews and observations with 7 late adolescent sources using random sampling. The research results show that the level of resilience of the majority of teenagers is in the good category. Factors such as optimism, self-efficacy, and impulse control play a key role in the formation of positive resilience. The conclusion of this research is that it emphasizes the importance of approaches in developing resilience in late adolescents. Empowerment efforts, particularly in emotional regulation and optimism, can help them face challenges, develop robust personal growth, and better prepare for the transition to adulthood. This research provides in-depth insights for the development of effective interventions to support the positive development of adolescents in their transition phase.

Healthy Lifestyle in Adolescence: Associations with Stress, Self-Esteem and the Roles of School Violence.

A healthy lifestyle is considered by young people as the adoption of positive behaviors, such as a balanced diet, regular exercise, or the decreased consumption of harmful substances. Living a healthy lifestyle during adolescence promotes a better quality of life and psychological well-being in adulthood. The objective of this research is to identify how a healthy lifestyle is related to stress, self-esteem, and school violence roles. The sample is composed of a total of 743 adolescents aged between 14 and 19 years. The instruments used were the Healthy Lifestyles Questionnaire (CEVS-II), the Student Stress Inventory (SSI-SM), the Rosenberg Self-Esteem Scale (RSES), and an ad hoc questionnaire to evaluate school violence roles. The results obtained indicate that there are negative correlations between healthy lifestyle and stress, but positive correlations between healthy lifestyle and self-esteem. Adolescents who participate in situations of school violence have a higher mean of substance use and stress. However, those who do not experience such situations have higher mean self-esteem and lead a healthy lifestyle. In addition, the fact of suffering stress increases the probability of being a victim or an aggressor. Living a healthy lifestyle can have significant implications for health promotion and positive adolescent development.

Disengagement coping and sleep problems among trauma-exposed adolescents

ABSTRACT Background The formation of healthy sleep patterns is a critical component of positive adolescent development. Dysregulated sleep habits can put youth at risk for the development of a multitude of inimical outcomes, particularly among those who are exposed to a traumatic event. Design and methods The present study investigated the links between voluntary disengagement coping (e.g., avoidance, denial, wishful thinking) and sleep outcomes among 86 trauma-exposed and non-exposed adolescents between the ages of 12–17 (M age = 15.44, SD = 1.51; 41.9% female). Results The relationship between voluntary disengagement coping and sleep outcomes was significant only among trauma-exposed adolescents, such that greater use of voluntary disengagement strategies was associated with greater sleep disturbances and greater daytime dysfunction. Conclusions Targeting disengagement coping may be an important strategy to improve sleep health among trauma-exposed adolescents. Continued efforts in improving the efficacy of trauma-exposed adolescent intervention strategies are needed.

Money or Time? The association between parental investment, school engagement and adolescent behavioral problem

Parental investment is widely recognized as a beneficial factor for adolescent development; however, the specific impact on behavioral problems and the underlying mechanisms remain understudied. Addressing this research gap, the present study investigates the effects of two types of parental investment, material and time, on adolescent behavioral problem, while also examining the mediating effects of emotional and cognitive engagement. The study utilizes a sample of 8,283 junior high school students from the China Education Panel Survey (CEPS) 2014–2015. The findings reveal several key insights: (1) both material and time investment are associated with reduced behavioral problem among adolescents; (2) the relationship between parental investment and behavioral problem is mediated by emotional and cognitive engagement; and (3) time investment has a stronger impact on reducing behavioral problem compared to material investment. These findings make significant contributions to our understanding of how parental investment shapes adolescent behavioral problem. Moreover, they hold practical implications for policy design and intervention strategies aimed at promoting positive adolescent development and addressing behavioral problem.

Predicting High-Risk Behaviors based on Positive Youth Development and Positive Psychological Capital in Adolescents

Predicting High-Risk Behaviors based on Positive Youth Development and Positive Psychological Capital in Adolescents