The role of popularity goal in early adolescents’ behaviors and popularity status.

2014 ◽  
Vol 50 (2) ◽  
pp. 489-497 ◽  
Author(s):  
Molly Dawes ◽  
Hongling Xie
Keyword(s):  
Early Adolescents ◽  
Popularity Goal

The role of parental alcohol-specific communication in early adolescents’ alcohol use

2010 ◽  
Vol 111 (3) ◽  
pp. 183-190 ◽  
Author(s):  
Haske Van Der Vorst ◽  
William J. Burk ◽  
Rutger C.M.E. Engels
Keyword(s):  
Alcohol Use ◽  
Early Adolescents ◽  
Parental Alcohol

scholarly journals Stress of Language Brokering and Mexican American Adolescents’ Adjustment: The Role of Cumulative Risk

2019 ◽  
Vol 40 (3) ◽  
pp. 400-425
Author(s):  
Yishan Shen ◽  
Eunjin Seo ◽  
Dorothy Clare Walt ◽  
Su Yeong Kim
Keyword(s):  
Depressive Symptoms ◽  
Low Income ◽  
Mexican American ◽  
Cumulative Risk ◽  
Early Adolescents ◽  
Well Being ◽  
The United States ◽  
Language Brokering ◽  
Adjustment Problems

This study focused on early adolescents’ stress of language brokering and examined the moderating role of family cumulative risk in the relation of language brokering to adjustment problems. Data came from self-reports of 604 low-income Mexican American adolescent language brokers (54% female; [Formula: see text]= 12.4; SD = 0.97; 75% born in the United States) and their parents (99% foreign-born) in central Texas. Path analyses revealed that brokering stress, but not frequency, was positively associated with adolescents’ adjustment problems, including depressive symptoms, anxiety, and delinquency. We also found that the relation between stress of brokering for mothers and adolescents’ depressive symptoms was stronger among families with a high cumulative risk. Further, with a high cumulative risk, adolescents exhibited delinquent behaviors regardless of the levels of stress from translating for fathers. Current findings underscore the importance of examining family contexts in assessing the consequences of language brokering for Mexican American early adolescents’ well-being.

scholarly journals Maternal Affection Moderates the Associations Between Parenting Stress and Early Adolescents’ Externalizing and Internalizing Behavior

2019 ◽  
Vol 40 (2) ◽  
pp. 221-248 ◽  
Author(s):  
Gintautas Silinskas ◽  
Noona Kiuru ◽  
Kaisa Aunola ◽  
Riitta-Leena Metsäpelto ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Parenting Stress ◽  
Externalizing Behavior ◽  
Early Adolescents ◽  
Moderating Effect ◽  
Internalizing Behavior ◽  
Lower Secondary School

The present study investigated the role of parenting stress in early adolescents’ externalizing and internalizing behavior and, particularly, the moderating effect of maternal affection on these associations. The data of 992 early adolescents ([Formula: see text]; 454 girls) and their mothers during the transition from primary school to lower secondary school were analyzed. The results showed that when maternal affection was low, parenting stress was not related to the changes in early adolescents’ externalizing or internalizing behavior. In contrast, when maternal affection was high, low parenting stress related to a decrease and high parenting stress to an increase in such behavior. The results were statistically significant and stronger for internalizing behavior; for externalizing behavior, they were marginally significant but showed the same pattern. Overall, the results support the idea that maternal affection provides a context which intensifies (rather than ameliorates) the influence of parenting stress on early adolescents’ externalizing and internalizing behavior.

Intra-familial Violence and Peer Aggression Among Early Adolescents: Moderating Role of School Sense of Belonging

2020 ◽  
Vol 36 (1) ◽  
pp. 87-98 ◽  
Author(s):  
Alberto Valido ◽  
Katherine Ingram ◽  
Dorothy L. Espelage ◽  
Cagil Torgal ◽  
Gabriel J. Merrin ◽  
...  
Keyword(s):  
Sense Of Belonging ◽  
Early Adolescents ◽  
Peer Aggression ◽  
Moderating Role

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

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