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Gender differences in adolescent school stress: A mixed‐method study

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Irene García‐Moya， Carmen Paniagua， Antonia Jiménez‐Iglesias

Abstract

Previous research has consistently found higher school stress among girls. However, scientific understanding of the underlying factors that may explain those gender differences is limited. This study adopts a mixed-method approach (QUANT → QUAL) to address this gap. In Study 1 (quantitative), we used survey data from 4768 adolescents (52.1% girls). In Study 2 (qualitative), focus groups were conducted with 80 boys and 82 girls from high- and low-stress schools. Findings confirmed higher school stress in girls, which were not explained by differences in perceived school demands, academic self-efficacy, and homework time. Identified underlying factors for gender differences included differing priorities and school involvement, girls' greater school workload, emotional factors, gender stereotypes and social expectations, and differential teacher treatment.

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Why are adolescent girls more prone to stress‐induced depression? Testing moderation, mediation, and reciprocal causality in a three‐wave longitudinal study

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Goran Milas， Maja Ribar， Filipa Ćavar

Abstract

The prevalence of depression in females after puberty is twice as high as in their male peers. Considering numerous studies that associate the onset of depression with stress, we tested three hypotheses to elucidate the role of biological sex in stress-induced depression on a sample of 1618 secondary school students from Zagreb, Croatia (Males, N = 671, Mage at baseline = 16.4 years, SD = 0.60; Females, N = 947, Mage at baseline = 16.3 years, SD = 0.65), in a three-wave longitudinal study. The study tested the hypotheses regarding: (a) sex-related differences in reciprocal causation of stress and depression, (b) the moderating role of biological sex in the effect of stress on depression, and (c) the mediating role of stress on the pathway from biological sex to depression. The data were analyzed using a random intercept cross-lagged panel model (RI-CLPM) and standard moderation and mediation analyses. Females consistently reported higher levels of stress (Cohen's d ranged from 0.76 to 0.83) and depression (0.59 to 0.69) compared with their male peers. The hypothesis that biological sex moderates the effect of stress on depression was not supported, as the interaction between sex and subjective stress was mostly nonsignificant or small in magnitude, with standardized regression coefficients not exceeding .126. The hypothesis of sex-differentiated reciprocal causation of stress and depression was also not supported since cross-lagged relations were found to be mostly nonsignificant, indicating that the association between stress and depression rests largely on stable dispositions. The data supported the hypothesis of stress mediating the effect of biological sex on depression, with indirect effects ranging from 0.23 to 0.25 (95% CI 0.19 to 0.30). The findings suggest that the increased vulnerability of adolescent girls may lie in stable dispositions possibly responsible for higher sensitivity and less effective coping with stressful situations that lead to depression.

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Feeling socially connected to others is linked to better emotion regulation in adolescent girls' daily lives: An ecological momentary assessment study

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Quyen B. Do， Kirsten M. P. McKone， Sasha J. Hofman， Kayley E. Morrow， Margaret V. Brehm， Cecile D. Ladouceur， Jennifer S. Silk

Abstract

Developing effective emotion regulation ability to manage negative emotion (NE) is critical during adolescence. Social baseline theory posits social connectedness may impact adolescents' everyday emotion regulation. This study examined the relation between social connectedness and NE after a negative social interaction (emotion regulation) and whether contextual factors moderate the association. Adolescent girls (N = 114; M age = 12.26, SD = 0.8) from a midsized Midwestern U.S. city (67.5% White, 19.3% Black/African American, 9.6% biracial, 1.8% Asian, 1.8% Native American/other race; 8.8% Latinx) completed a 16-day ecological momentary assessment (EMA) protocol, reporting current NE, current social context and social connectedness, peak NE, and receipt of co-regulatory support. Multilevel models were used to examine direct associations of social connectedness on emotion regulation, defined as current NE regressed on peak NE, and moderation of the social connectedness-emotion regulation association by social context, co-regulatory support, and adolescent shyness. Greater within- and between-person social connectedness was associated with better emotion regulation (greater reductions in NE). However, the within-person association depended on girls' social context: Compared to being with solely peers and/or non-family, being with family was associated with a weaker association between social connectedness and emotion regulation. Similarly, receiving in-the-moment co-regulatory support was associated with a weakened link between within-person social connectedness and emotion regulation, which appeared to be driven by reports of co-rumination. Results indicate that social connectedness is associated with better emotion regulation among girls, particularly in interactions with peers and non-family compared to family, highlighting the value of social connection with peers and non-family members. However, co-rumination disrupts the benefits of social connectedness, suggesting social connectedness is not beneficial during maladaptive co-regulatory processes.

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“My family won't let me.” Adolescent‐reported barriers to accessing mental health care

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Chantelle A. Roulston， Isaac Ahuvia， Sharon Chen， Julia Fassler， Kathryn Fox， Jessica L. Schleider

Abstract

Depression is the leading cause of disability among adolescents. Fewer than 50% of youth with depression access mental healthcare services. Leveraging a mixed-methods approach, this pre-registered study characterized youths' self-reported barriers to accessing mental healthcare in a socio-demographically diverse sample of 123 United States adolescents (ages 13–16, identifying as Asian (n = 19), Hispanic (n = 23), Black (n = 7), White (n = 65), or other race (n = 9); man (n = 9), woman (n = 58), or gender minority (n = 56); heterosexual (n = 19) or sexual orientation minority (n = 104)). All participants were experiencing elevated depression symptoms (Patient Health Questionnaire-2 score of ≥2) and endorsed wanting mental health support but being unable to access it. We asked participants an open-ended question gauging perceived barriers to accessing care (“what has kept you from getting support when you wanted it?”), and a binary item gauging perceived current need for mental health support (“right now, do you feel that you need support for emotional or mental health problems?”). Via thematic analysis of responses to the perceived barriers question, we identified a total of 13 categories of barriers. Across all participants, 42.48% (n = 52) endorsed family-related barriers and 31.71% (n = 39) endorsed financerelated concerns. We conducted Chi-square analyses, examining rates of endorsing specific barriers as a function of (a) perceived current support need and (b) demographic variables (e.g. race/ethnicity, gender). In the current study, all adolescents endorsed similar categories of treatment access barriers, regardless of race/ethnicity, gender, sexual orientation, and level of depression. Implications for increasing mental healthcare access for adolescents with elevated depression symptoms are discussed.

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Longitudinal associations between math self‐concept and math Black–White stereotypes among Black adolescents

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Katherine A. Perkins， Olivenne D. Skinner， Marketa Burnett， April Vollmer， Beth Kurtz‐Costes， Stephanie J. Rowley

Abstract

In the United States, Black youth are negatively stereotyped in math ability and are comparatively behind their White and Asian peers on many indicators of math success. Because perceptions of social groups are linked to self-perceptions, Black youths' endorsement of Black-White math stereotypes might be bidirectionally related to their perceptions of their own math abilities. Drawing from a sample of 563 Black youth (250 boys; 313 girls), we used latent growth curve modeling to examine longitudinal change in youths' math self-concept from Grade 5 to Grades 7, 10, and 12, and tested the potential moderating role of youths' gender in developmental change. To advance understanding of developmental connections between students' self-concept and their racialized social group beliefs, we also examined associations between youths' math self-concept and their math Black-White stereotype endorsement. Results showed declines in math self-concept from Grades 5 to 7 to 12, with no gender differences in change across time. In Grade 7, higher math self-concept was associated with lower math stereotype endorsement. Further, a higher math self-concept in Grade 7 predicted steeper declines in stereotype endorsement through high school, and higher Grade 7 stereotype endorsement predicted steeper declines in subsequent math self-concept. Results are discussed in relation to support for improving math self-concept and reducing harmful math stereotype beliefs among Black youth.

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Predictors of Biracial adolescent racial self‐categorization when confronted with monoracist demographic forms

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Victoria Vezaldenos， Deborah Rivas‐Drake， David R. Schaefer， Adriana J. Umaña‐Taylor， Sara I. Villalta， Bernardette Pinetta

Abstract

The current study draws from literature on Multiracial ethnic-racial identity development processes and utilizes logistic regression models to identify what factors inform ethnic-racial self-categorization choices when confronted with a monoracial paradigm of race in a sample of Biracial high school students. Separate logistic regression models analyzed how family ethnic-racial socialization, phenotype, friend groups, and experiences with discrimination are associated with the racial category for Biracial White, Asian, Black, Native American, and Latinx youth, respectively, when asked to choose just one racial background. Results suggest that the associations of family ethnic-racial socialization, experiences with discrimination, and skin color with self-categorization vary in directionality and strength for different groups of Biracial adolescents. However, adolescents with a greater proportion of friends in a given ethnic-racial group were more likely to self-categorize with that respective ethnic-racial group across all models. These findings provide a nuanced understanding of how Biracial youth draw on various aspects of their lived experiences when confronting monoracism.

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Parent‐adolescent emotional communication patterns and adolescent depressive symptoms: A dyadic, mixed methods study

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Ting Zhou， Lingjia Liu， Kan Chen， Jennifer Hu， Zhe Shang

Abstract

This study aimed to explore the characteristics of parent–adolescent emotional communication patterns from the perspectives of both parents and adolescents and to further examine their relationships with adolescent depressive symptoms. A mixed methods exploratory sequential design was used. In the qualitative phase, 21 parent–adolescent dyads (adolescents aged 15.1 years, with 11 reporting high depressive symptoms and 10 reporting low depressive symptoms) were interviewed, and the data were analyzed via inductive thematic analysis. The quantitative phase surveyed 369 parent–adolescent dyads (adolescents aged 13.5, 48.5% female). Emotional communication patterns were identified via latent profile analyses, and adolescent depressive symptoms were compared across patterns. The qualitative phase identified six parent–adolescent emotional communication patterns depending on parental behaviors, adolescents’ needs, and family arrangements. Different patterns were observed between groups with high and low depressive symptoms. In the quantitative phase, five patterns emerged from both adolescent and parent reports. Adolescents’ depressive symptoms significantly differed across patterns regardless of the data source, with the lowest in the adaptive communication pattern and the highest in maladaptive or limited communication patterns. Reporting concordance/discordance was also associated with adolescent depressive symptoms. Parent–adolescent emotional communication patterns differ in frequency and quality. Adolescent depressive symptoms varied across patterns. Concordance/discordance in reporting was associated with depressive symptoms in adolescents.

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Lockdown's double edge: Past remedies, future uncertainties

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Shivani Krishnamurthy， Harpreet Kaur

Abstract

This article examines the multifaceted impact of the pandemic on students' education and mental health, drawing on both an analysis of existing literature and firsthand testimonials from adolescents during the lockdown. It highlights significant challenges, including technological barriers, mental health struggles, and the exacerbation of educational inequalities. Through personal accounts, the article illustrates varied experiences: while some students faced obstacles such as a lack of devices and motivation, others demonstrated resilience and adaptability by finding innovative solutions to continue their education. Positive outcomes, such as increased digital literacy and community support, are acknowledged but often overshadowed by the focus on negative effects. The article emphasizes the long-term implications of learning losses and the psychological impact on young people, urging for a more balanced view that includes success stories. Furthermore, it calls for immediate actions to address disparities in educational resources, including mental health support, skill development programs, and financial assistance. By advocating for youth-centric policies, the article aims to empower students to overcome the challenges presented by the pandemic and build a brighter future.

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Gendered time use, body mass index, and well‐being among adolescents in resource‐poor settings in India: The adverse role of domesticity

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Dibyasree Ganguly， Kriti Vikram

Abstract

We investigated how adolescents' time allocation across daily activities influences their body mass index and well-being by paying explicit attention to gender and activities relevant to low- and middle-income countries (LMICs). We hypothesized that the inequitable domestic burden shouldered by girls adversely affects their health and well-being. Using data from three waves of the Young Lives Longitudinal Survey (2009, 2013, and 2016) tracking 1891 children aged 8, 12, and 15 from predominantly rural, low-income households from South India, we analyzed gendered time use patterns and their implications. Girls spent more time on caregiving, housework, and studying at home, while boys allocated more time to school, leisure, and sleep. Random effects models revealed that time spent on caregiving and housework increased the likelihood of being overweight or obese among girls, whereas leisure time reduced it. Time in school was positively associated with girl's thinness, as was time spent on sleep for both boys and girls. Gender moderated the effects of time spent on housework and unpaid economic tasks on thinness, reducing its likelihood for girls. Subjective well-being improved with time spent in school and studying for all adolescents. Fixed effects models revealed it worsened for girls engaged in paid work and boys engaged in leisure. Longer sleep hours improved boys' well-being. These findings underscore that gendered time use patterns, particularly girls' unequal burden of domestic responsibilities, contribute to their increased risk of overweight and obesity. Addressing these disparities is crucial for improving adolescents' health and well-being in resource-poor settings in LMICs.

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Is using TikTok stressful? Exploring the longitudinal relationships between adolescents' self‐concept clarity and digital stress

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Daria Dodan， Oana Negru‐Subtirica

Abstract

TikTok is a pervasive and controversial social media platform with a sizeable adolescent following. Using a two-wave longitudinal design spaced 3 months apart during the academic year (N = 328, 60.4% male, M age = 16.99), we investigated how adolescents' self-concept clarity relates to approval anxiety, fear of missing out, and online vigilance as possible stressors experienced on TikTok. Results showed a negative bidirectional link between self-concept clarity and approval anxiety. We also found a negative unidirectional longitudinal association between self-concept clarity and fear of missing out (FoMO) and online vigilance, respectively. Last, we found that approval anxiety longitudinally fosters fear of missing out. These findings suggest that adolescents holding uncertain self-views are more likely to perceive TikTok as a stressful environment and that experiencing approval anxiety might be especially harmful for them.

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Friends' influence on Adolescents' loss of control eating: The moderating role of self‐esteem, fear of negative evaluation, and body dissatisfaction

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Desi Beckers， William J. Burk， Junilla K. Larsen， Antonius H. N. Cillessen

Abstract

Friends' influence may importantly contribute to the development of adolescent disordered eating behaviors. However, little is known about the influence of friends on loss of control eating. This study investigated whether friend-reported loss of control eating was associated with changes in adolescents' own loss of control eating 1 year later and tested whether adolescents with lower self-esteem, higher fear of negative evaluation, and higher body dissatisfaction were more susceptible to friends' influence. Sex differences in these associations were also examined. Participants were 612 adolescents (50.0% female; M T1 Age = 13.50 years, SD T1 Age = 1.01) who were recruited from a school in the Netherlands with predominantly native Dutch students and participated in an ongoing longitudinal research project between 2019 and 2021. Results indicated that adolescents and their friends reported similar levels of loss of control eating but provided no support for friends' influence on loss of control eating, nor for differential susceptibility. The modest degree of similarity between adolescents' and their friends' loss of control eating and the lack of friends' influence on loss of control eating may be due to homophilic selection effects or the restrictions involving the COVID-19 pandemic, so replication of the results is warranted.

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Breaking down silos and echo chambers: Adolescence through an interdisciplinary lens

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Darlene A. Kertes， Hyemin H. Han， Kathleen M. Roche， Velma McBride Murry

Abstract

Research on adolescence occurs across a variety of disciplines, including education, psychology, sociology, public health, biology, and medicine, among other fields, each with its own definition of the most pressing problems, levels of analysis, and proposed solutions. There is widespread recognition that human development occurs across levels simultaneously from molecular changes to broader cultural systems. Yet it remains challenging to integrate across levels and scholarly disciplines. This article crystallizes a definition of interdisciplinary research, highlights examples of interdisciplinary career trajectories, and showcases a collection of interdisciplinary empirical and theoretical articles. This special collection serves as a call to action for the difficult work of breaking down scholarly and practical barriers to utilize interdisciplinary research in addressing critical scientific questions and societal needs to improve the well-being and developmental outcomes for all adolescents.

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Balancing boundaries: Observed parental autonomy support and psychological control in the context of parent‐adolescent interactions and adolescent depression

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Wilma G. M. Wentholt， E. H. Alet Meurs， Loes H. C. Janssen， Lisanne A. E. M. van Houtum， Mirjam C. M. Wever， Marieke S. Tollenaar， Lenneke R. A. Alink， Bernet M. Elzinga

Abstract

Autonomy support (AS) and psychological control (PC) are important parenting behaviors in adolescence, with low AS and high PC relating to adolescent depression. Studies on observed levels of AS and PC in a clinical sample are lacking. The current study aimed to (1) develop a reliable coding system for parental AS and PC in parent-adolescent interactions and gain insights into its ecological validity in a healthy control (HC) sample, and (2) disentangle observed and adolescent-perceived parenting behaviors in relation to adolescent depression. HC adolescents (N = 80, M age = 15.90, 63.7% girls, 91.3% White) and their parents (N = 148, M age = 49.00, 53.4% female, 97.3% White) and adolescents with depression (current MDD/dysthymia; N = 35, M age = 15.60, 77.1% girls, 65.7% White) and their parents (N = 62, M age = 50.13, 56.5% female, 79.0% White) participated in three videotaped dyadic interaction tasks (problem solving, event planning, and reminiscence). Adolescents reported on their parents' behavior and their own positive and negative affect after each task, while observed AS and PC were coded from the videos. Multilevel analyses showed that observed AS and PC, coded with our reliable system, related to adolescent-perceived parenting (in daily life), confirming ecological validity. Adolescents with depression (vs. HC) had more negative perceptions of parenting, whereas observed AS and PC did not differ, indicating a negativity bias of adolescents with depression. Lastly, observed PC related to a lower affective state in adolescents with depression, but not HC. Parents could be psycho-educated on the impact of this behavior in a clinical setting.

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Daily association between feeling needed and useful and adolescent emotional and social well‐being: Differences by suicidal ideation

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Shou‐Chun Chiang

Abstract

Prior research suggests that feeling needed and useful plays a central role in adolescent psychosocial development and well-being. However, little is known about whether feeling needed and useful benefits adolescents' well-being in daily life, especially for those with suicidal ideation. The current study examined the daily association between feeling needed and useful and emotional and social well-being in a daily diary sample of adolescents (N = 122; M age = 12.64) with and without suicidal ideation. Results from multilevel modeling showed that on days when youth experienced higher levels of feeling needed and useful, they reported lower negative emotions, higher positive emotions, and increased family connectedness. Furthermore, significant moderation effects indicated that daily feelings of being needed and useful were associated with higher positive emotions and peer connectedness only for youth with suicidal ideation. The findings support the importance of feeling needed and useful in adolescent development and highlight its beneficial effects among adolescents at risk for suicide.

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Social support and online interaction and their links to psychosocial well‐being among Nordic adolescents: Integrating variable‐centered and person‐centered approaches

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Jasmine Gustafsson， Inga Jasinskaja‐Lahti， Hanna Konttinen， Nina Simonsen， Petra Löfstedt， Nelli Lyyra

Abstract

The Nordic countries are among the most digitally advanced societies in the world. Past research suggests that both social support offline and interaction online are linked to adolescent psychological adjustment. However, less is known regarding the complex implications of distinctive sources of social support offline and online interaction for a broader range of indices of adolescent psychosocial well-being, including its contemporary forms such as social media addiction. This study utilized two methodological approaches to examine the social components and determinants of psychosocial well-being (psychosomatic complaints and problematic social media use) among 22,384 Nordic adolescents aged between 11 and 15 years. A variable-centered approach focused on examining perceived support from four sources (family, peers, teachers, and classmates), preference for online interaction, and intensity of online interaction as predictors of psychosocial well-being. Concurrently, a person-centered approach was utilized to explore the subgroups at risk of psychosocial ill-being. In the variable-centered analysis, lower support from family, teachers, and classmates, higher preference for online interaction, and higher intensity of online interaction with “online contacts” (i.e., interaction partners met online) were linked to higher levels of psychosomatic complaints and more problematic social media use. Additionally, lower peer support was associated with increased psychosomatic complaints, while greater intensity of online interaction with “offline contacts” (e.g., close friends, parents) was related to more problematic social media use. The person-centered analysis identified five profiles of adolescents: (1) “Multiply supported online users” (56%), (2) “Primarily (family-peer) supported high online users” (22%), (3) “Non-supported online users” (13%), (4) “Primarily non-supported online users” (5%), and (5) “Non-supported high online users” (4%). Adolescents reporting higher support from multiple sources and moderate online interaction with offline contacts experienced the lowest levels of psychosomatic complaints and the least problematic social media use, while the other profiles exhibited more complex and less optimal psychosocial well-being. In conclusion, these findings suggest that adolescents benefit most from robust social support offline across multiple social networks, but strong support from certain sources (teachers, classmates) can somewhat mitigate the adverse effects of low support from other sources (family, peers). The relationship between online interaction and psychosocial well-being is contingent on the level of social support.

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The co‐development of ethnic identity and future orientation among ethnically/racially minoritized adolescents: A parallel process model

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Kiera M. Coulter， Aprile D. Benner， Francheska Alers Rojas， Madeline Harrington

Abstract

This brief report examined the co-development of ethnic/racial identity (ERI) and future orientation among ethnically/racially minoritized adolescents. The current study used three waves of longitudinal data (N = 619) spanning 8th to 10th grades from a diverse sample (55.9% Latino/a/x, 21.2% biracial/multiethnic/other, 13.2% Asian, 9.7% Black; 54.1% female; 57.4% economically disadvantaged). We investigated the developmental trajectories of future orientation and ethnic identity and determined if these trajectories were interrelated. The results of the single and parallel process latent growth curve models showed that mean levels of ERI increased while future orientation decreased over time. Initial levels of ERI were significantly related to accelerated declines in future orientation. Exploratory analyses, which tested distinct forms of ethnic/racial discrimination as moderators, revealed that the negative association between ERI in 8th grade and the rate of change in future orientation was significant only at average and high levels of educator-perpetrated discrimination. These results point to complex interrelations between ERI formation and experiences of ethnic/racial discrimination and their influence on trajectories of future orientation during early to middle adolescence.

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Profiles of negative and positive risk‐taking behavior among Asian and non‐Asian American emerging adults

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Yea Won Park， Amy L. Gentzler

Abstract

Risk-taking includes both negative and positive risky behaviors, but little is known about how negative and positive risk-taking occur simultaneously. This study examined negative and positive risk-taking profiles of Asian American and Non-Asian American emerging adults (N = 401; M age = 20.68; 68.30% women) and their demographic and cultural factor correlates. Three profiles emerged: Moderate Negative and Positive, Low Negative and Positive, and High Negative/Average Positive. Asian Americans were most likely to belong in the Low Negative and Positive. The High Negative/Average Positive profile was associated with stronger emotion control values, whereas the Low Negative and Positive profile was higher in humility values. These findings underscore the role of cultural beliefs in shaping distinct risk-taking patterns among emerging adults.

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Locked down, rising up

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Sairaj Sagaram

Abstract

During the COVID-19 pandemic, youth across the globe took outstanding initiatives to support their communities. From distributing food and oxygen to raising funds via digital platforms, young people demonstrated their potential in times of crisis. This commentary explores how youth civic engagement surged during the pandemic, driven by digital activism, community-led initiatives, and institutional collaboration. The scoping review highlighted the importance of Positive Youth Development (PYD) in fostering leadership skills and social responsibility among youth, while also exposing challenges like the digital divide and the risk of armchair activism. Drawing from examples in India, where youth-led initiatives and government recognition played a crucial role, this commentary discusses how civic participation can be a force for positive change, provided it is adequately supported and inclusive of diverse backgrounds.

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Social support is fundamentally important for mental health among adolescents and emerging adults: Evidence across relationships and phases of the COVID‐19 pandemic

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Alicia Mitchell， Chloe L. Johnson， Emily Schroeder， G. Wei Ng， Jordan A. Booker

Abstract

People are fundamentally driven to seek support, care, and validation from others. These are aspects of social support. Feeling sufficiently supported and cared for is important for wellness and mental health across adolescent and emerging adult development. Further, social support is valuable for wellness across both “mundane” periods of daily life as well as during times of turmoil and uncertainty. Guided by multiple frameworks on social motivation, social cognition, and ecological frameworks of development, we aimed to replicate and expand insights about social support, wellness, and mental health for adolescents and emerging adults, studying people living through periods of the COVID-19 pandemic. We studied reports of social support, coping and distress, and mental health concerns (i.e., depression and anxiety) from middle and high school age adolescents, as well as college-going emerging adults recruited during periods of COVID quarantine and following returns to in-person activities in the United States. Across eight samples, social support showed positive relations with coping strategies and negative relations with depressive and anxious problems. These findings were relevant for both adolescents and emerging adults; supported across multiple time points; involved support from family, friends, and other peers; and were sustained during periods of quarantine and the return to face-to-face daily activities. Our work both replicates and extends insights on the essential needs of feeling supported by close others for wellness and mental health and underscores the value of investing in additional infrastructure that can foster social support across multiple relationship domains (i.e., improving family relations and building spaces for peer and friend engagement in schools).

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Investigating risk profiles of smartphone activities and psychosocial factors in adolescents during the COVID‐19 pandemic

✇Wiley: Journal of Research on Adolescence: Table of Contents
By: Ann‐Christin Haag， Elizabeth A. Nick， Mark S. Chen， Eva H. Telzer， Mitchell J. Prinstein， George A. Bonanno

Abstract

Associations of adolescents' smartphone use and well-being have been contradictory. The present study investigates patterns of smartphone use and psychosocial risk / protective factors in US adolescents during COVID-19 and examines their associations with depression symptom trajectories from 5 yearly waves beginning prior to the COVID-19 pandemic. Latent profile analyses revealed three risk profiles, including a high risk profile (18.9% adolescents) characterized by elevated social media use, high levels of psychosocial risk, and low levels of protective variables. Latent growth mixture modeling identified three depression trajectories; stable low, moderate-increasing, and high-severely increasing depression. Both the moderate-increasing and high-severely increasing depression trajectories were associated with membership in the high risk profile. Results highlight the impacts of type of smartphone activity rather than use per se and can inform targeted intervention strategies.

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