Caregiver Experiences of Discrimination and African American Adolescents’ Psychological Health Over Time

The present study examined the effect of caregivers' experiences of racial discrimination on their adolescent children's psychological functioning among a sample of 264 African American dyads. Potential relations between caregiver discrimination experiences and a number of indicators of adolescents' (aged 12–17) psychological functioning over time were examined. It was found that caregiver discrimination experiences were positively related to adolescents' symptoms of depression and negatively related to their psychological well‐being. Additional analysis revealed interactions between the effects of caregiver discrimination experiences and family income on all 3 outcomes. Greater caregiver discrimination experiences and lower family income were risk factors for the youth in the sample. These findings underscore the deleterious consequence of caregivers' discrimination experiences on African American youth's psychological health.     

The Effects of Changes in Racial Identity and Self‐Esteem on Changes in African American Adolescents’ Mental Health

This study assessed the unique effects of racial identity and self‐esteem on 259 African American adolescents’ depressive and anxiety symptoms as they transitioned from the 7th to 8th grades (ages 12–14). Racial identity and self‐esteem were strongly correlated with each other for males but not for females. For both males and females, an increase in racial identity over the 1 year was associated with a decrease in the prevalence of depressive symptoms over the same period, even with self‐esteem controlled. It was concluded that racial identity may be as important as self‐esteem to the mental health of African American adolescents, and it explains variance in their mental health not associated with feelings of oneself as an individual.     

The Effects of Attention Cueing on English Reading on Mobile Phones

The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign language (EFL) from two sections of a reading course were randomly assigned to one of two groups. First, the participants were tested to assess their English reading level and prior knowledge of Egyptian culture. Next, they were randomly assigned to one of two modes: picture-plus-text or picture-plus-text-plus-signal. Immediately after experimental treatment, participants were administered tests of pictorial recall, matching, jigsaw puzzles, and retention as well as cognitive load measurement and attitude questionnaires. Experimental treatment was the independent variable, while the comprehension test, cognitive load questionnaire, and attitude questionnaire were the dependent variables. The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score, but not for retention. The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition. However, the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing. The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.     

The Influence of Adult and Peer Role Models on Children’ and Adolescents’ Sharing Decisions

This study explores how the age (adult vs. peer) and the suggestion (to be fair vs. unfair) of models affect the sharing decisions of 9‐ and 12‐year‐olds (N = 365) from Italy and Singapore. Results demonstrate a developmental shift in the influence of models on children's and adolescents’ sharing decisions in both cultures: Children's decisions were more affected by an adult model's suggestion than by that of a peer model, whereas the opposite was true for adolescents. Regardless of the models’ influence, participants considered equal sharing to be the fair choice and reported being happier when their sharing decisions were generous. Our results highlight the crucial importance of social and developmental factors for the promotion of fairness judgments and emotions.     

关于手机依赖的研究综述

目前,手机依赖的研究对象主要集中在大学生和白领阶层。手机依赖的概念有从医学角度出发的,有从心理学角度出发的,还有从社会学角度出发的。手机依赖产生的原因主要有从众心理、娱乐需求、情绪情感因素以及发展需要等。至于手机依赖的干预,则缺乏切实有力的策略。     

Concurrent and Subsequent Associations Between Daily Digital Technology Use and High‐Risk Adolescents’ Mental Health Symptoms

Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at‐risk adolescents. Participants included 151 adolescents at risk for mental health problems (M_age = 13.1) who completed a baseline assessment, 30‐day ecological momentary assessment, and 18 month follow‐up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same‐day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self‐regulation and increases in conduct problem symptoms between the baseline and follow‐up assessments.     

Longitudinal Links Between Fathers’ and Mothers’ Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms

This study used cross‐lagged modeling to examine reciprocal relations between maternal and paternal harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. Data were from a sample of 976 two‐parent families and their children (51% males; 54% European American, 40% African American). Mothers’ and fathers’ harsh verbal discipline at age 13 predicted an increase in adolescent conduct problems and depressive symptoms between ages 13 and 14. A child effect was also present, with adolescent misconduct at age 13 predicting increases in mothers’ and fathers’ harsh verbal discipline between ages 13 and 14. Furthermore, maternal and paternal warmth did not moderate the longitudinal associations between mothers’ and fathers’ use of harsh verbal discipline and adolescent conduct problems and depressive symptoms.     

Adolescents’ Interpretations of Parental Control: Differentiated by Domain and Types of Control

To determine whether adolescents interpret parental behavioral and psychological control differently, type, level, and domain of control were manipulated across 3 interpretations (adolescents’ competence, mattering to parents, and parental intrusiveness). As expected, adolescents (N = 67, M = 14.25 years) generally interpreted high levels of behavioral control more negatively than moderate behavioral control. At high levels, however, adolescents did not differentiate behavioral control and psychological control, interpreting both as indicating less mattering and more intrusiveness. Furthermore, high levels of control over personal domain issues, regardless of type, tended to be interpreted most negatively. In conclusion, adolescents construe control in ways that may have import for their adjustment and this should be accounted for in theoretical models of parental control.     

浅谈手机短信语言的特点

语言是人类最重要的交际工具,同时也是人们娱乐和游戏的工具,从广义上看,娱乐和游戏也是一种交际,手机短信就是轻松巧妙地在语言文字游戏中完成传情达意的任务的。手机短信受其载体———手机的特殊性质的影响,语言表现出不同于其他群体语言的特点。主要是:受字数限制,精练简洁;屏幕显示可以制造特殊的幽默效果;大量使用多种修辞格,使短信表达生动形象、妥切鲜明;标点、数字和特殊字符的妙用为短信语言增添了一种别样的色彩。     

A Model of Maternal and Paternal Ethnic Socialization of Mexican‐American Adolescents’ Self‐Views

Data from a sample of 462 Mexican‐American adolescents (M = 10.4 years, SD = .55; 48.1% girls), mothers, and fathers were used to test an ethnic socialization model of ethnic identity and self‐efficacy that also considered mainstream parenting styles (e.g., authoritative parenting). Findings supported the ethnic socialization model: parents’ endorsement of Mexican‐American values were associated with ethnic socialization at fifth grade and seventh grade; maternal ethnic socialization at fifth grade and paternal ethnic socialization at seventh grade were associated with adolescents’ ethnic identity exploration at 10th grade and, in turn, self‐efficacy at 12th grade. The findings support ethnic socialization conceptions of how self‐views of ethnicity develop from childhood across adolescence in Mexican‐American children.     

Predicting Adolescents’ Bullying Participation from Developmental Trajectories of Social Status and Behavior

The aim of this study was to determine how trajectory clusters of social status (social preference and perceived popularity) and behavior (direct aggression and prosocial behavior) from age 9 to age 14 predicted adolescents’ bullying participant roles at age 16 and 17 (n = 266). Clusters were identified with multivariate growth mixture modeling (GMM). The findings showed that participants’ developmental trajectories of social status and social behavior across childhood and early adolescence predicted their bullying participant role involvement in adolescence. Practical implications and suggestions for further research are discussed.     

Parental Cultural Socialization of Mexican‐American Adolescents’ Family Obligation Values and Behaviors

The current study examined how parents’ cultural socialization efforts contribute to adolescents’ family obligation values and behaviors and how these processes may depend upon the relational climate at home. Utilizing survey and daily diary methodologies, 428 Mexican‐American adolescents (50% males; M_age = 15 years) and their parents (83% mothers; M_age = 42 years) participated in the study. Adolescents reported on their family obligation values and engagement in family assistance tasks across 14 days. Parents reported on their cultural socialization practices. Results indicated that parental cultural socialization was associated with adolescents’ family obligation values and behaviors when parent–child relationships were low in conflict and high in support. Findings suggest that the transmission of cultural values and practices is best facilitated through positive parent–child relationships.     

Racial/Ethnic Discrimination and Adolescents’ Well‐Being: The Role of Cross‐Ethnic Friendships and Friends’ Experiences of Discrimination

There is an extensive body of work documenting the negative socioemotional and academic consequences of perceiving racial/ethnic discrimination during adolescence, but little is known about how the larger peer context conditions such effects. Using peer network data from 252 eighth graders (85% Latino, 11% African American, 5% other race/ethnicity), the present study examined the moderating role of cross‐ethnic friendships and close friends’ experiences of discrimination in the link between adolescents’ perceptions of discrimination and well‐being. Cross‐ethnic friendships and friends’ experiences of discrimination generally served a protective role, buffering the negative effects of discrimination on both socioemotional well‐being and school outcomes. Overall, results highlight the importance of considering racial/ethnic‐related aspects of adolescents’ friendships when studying interpersonal processes closely tied to race/ethnicity.     

略论日本的健康教育

本文概述了20世纪90年代后期以来，日本体育教育观的转变，即在原来体育的基础上，进一步学习对健康有意义的知识，在学校教育中开设了“保健体育”，文部省要求学校应对学生学会关于运动，健康的基本生活习惯负责。     

Chinese Mothers and Adolescents’ Views of Authority and Autonomy: A Study of Parent–Adolescent Conflict in Urban and Rural China

Eighty‐five dyads of eighth‐grade adolescents (mean age = 14.15 years, SD = 0.39) and their mothers in China (30 dyads from urban one‐child families, 27 from urban multiple‐children families, and 28 from rural multiple‐children families) were interviewed individually. They described daily parent–adolescent conflicts, justified their perspectives on disputes, and evaluated conflict resolutions. The results indicated that across urban and rural areas, for both one‐child and multiple‐children families, adolescents differed significantly from their mothers in their views of parental authority and individual autonomy. The results also showed several regional differences, pointing to the importance of considering the specific context in which conflicts occur.     

A Small‐Scale Randomized Efficacy Trial of the Identity Project: Promoting Adolescents’ Ethnic–Racial Identity Exploration and Resolution

Adolescents’ ethnic–racial identity (ERI) formation represents an important developmental process that is associated with adjustment. The Identity Project intervention, grounded in developmental theory, was designed to engage adolescents in the ERI processes of exploration and resolution. The current small‐scale efficacy trial involved an ethnic–racially diverse sample of adolescents (N = 215; M_age = 15.02, SD = .68) from eight classrooms that were randomly assigned by classroom to the intervention or attention control group. Differences between conditions in ERI exploration at Time 2 were consistent with desired intervention effects; furthermore, higher levels of ERI exploration at Time 2 predicted increases in ERI resolution at Time 3 only for youth in the treatment condition. Findings provide preliminary evidence of program efficacy.     

Automatic Activation of Adolescents’ Peer‐Relational Schemas: Evidence From Priming With Facial Identity

This study provides experimental evidence for automatic, relationship‐specific social information processing in 13‐year‐old adolescents. Photographs of participants’ liked, disliked, and unknown peers were used as primes in an affective priming task with happy and angry facial expression probes and in a hypothetical vignette task. For the affective priming, reaction times were faster for congruent than for incongruent prime–probe pairs when the prime visibility was high and the prime–probe stimulus onset asynchrony was long. In the vignette task, participants attributed more hostility toward the protagonist, experienced more anger, and were more likely to retaliate when the disliked peer served as a prime. It is concluded that peer‐relational schemas and related affect are activated automatically upon perception of a peer.     

Neurocognitive and Temperamental Systems of Self‐Regulation and Early Adolescents’ Social and Academic Outcomes

ABSTRACT— The aim of the current study was to examine the role of individual differences in neurocognitive and temperamental systems of self‐regulation in early adolescents’ social and academic competence. Measures used in the study included the Attention Network Test, the Early Adolescence Temperament Questionnaire, a peer‐reported Social Status Questionnaire, a self‐reported measure of Schooling Skills, and information on grades obtained by the students in a variety of school subjects (n= 69 12‐year olds). Results showed that efficiency of the neurocognitive network of executive attention is related to academic outcomes, particularly in mathematics, as well as to aspects of social adjustment. Temperamental effortful control appears to be a significant predictor of all dimensions of school competence assessed in this study and mediates the relationship between social adjustment and poor schooling outcomes. These data suggest that individual differences in systems of self‐regulation are central to understanding processes of learning and social adjustment in the school.     

The Effects of Systemic Family Violence on Children's Mental Health

This study examines the link between different forms of family aggression and children's symptoms of psychopathology. The goal of the study was to understand what forms children's problems might take in violent homes and whether close ties within the family (to the mother or a sibling) buffered children. Interviews with 365 mothers and 1 of their children between the ages of 6 and 12 about abuse in the home, support and closeness within the nuclear family, and mother's and children's mental health formed the basis of this study. Families were recruited from battered women's shelters and the community. We found that different forms of abuse in the home were highly interrelated and that children of battered women were at risk for child abuse. Domestic violence predicted children's general psychopathology, but we uncovered little evidence for the presence of specific sorts of disorders as a result of family dysfunction. Although mothers experiencing conjugal violence were more likely to have mental health problems, their mental health did not mediate the children's response to family conflict. Finally, there was less sibling and parental warmth in families marked by aggression, although when it was present, family social support failed to buffer children. Although the general pattern of results was consistent across respondents (mother and child), there was low agreement on symptoms of child psychopathology.     

Child and Adolescent Use of Mobile Phones: An Unparalleled Complex Developmental Phenomenon

This article addresses why children's use of mobile phones is an unparalleled complex developmental phenomenon in hopes of providing a broad context for this special section. It first outlines mobile phones as a sophisticated personalized and multifunction technology. Then it presents mobile phone use by children as an unparalleled complex developmental phenomenon on the basis of its four behavioral elements, two mobile cultures, and two developmental processes. It further illustrates the existing knowledge about children's mobile phones use that has been accumulated over the past 23 years and highlights 12 most studied topics, especially distracted driving and radiation exposure. It concludes with three types of scientific contributions made by the 12 articles in the special section.