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BackgroundTheoretical and empirical studies on stress generation suggest four event generation processes: (1) vulnerability factors predict more negative interpersonal events; (2) vulnerability factors predict fewer positive interpersonal events; (3) resiliency factors predict fewer negative interpersonal events; and (4) resiliency factors predict more positive interpersonal events. However, few studies have examined these four processes simultaneously within a single analytic model. Therefore, it is unclear whether vulnerability and resiliency factors make unique and differential contributions to the occurrences of negative and positive interpersonal events.General objectivesThis study aimed to fill this important gap by examining whether social withdrawal and excessive reassurance-seeking (vulnerable interpersonal behaviors) and prosocial behaviors (a resilient interpersonal behavior) uniquely and differentially predict the occurrences of negative and positive peer events among young adolescents. This study also examined the sex differences in these relationships.MethodsOne hundred and ninety-eight students (109 girls) were recruited from a public middle school in Japan. A multiple-group path analysis was conducted to examine possible sex differences.ResultsSocial withdrawal uniquely predicted more negative peer events for boys and fewer positive peer events for boys and girls. Excessive reassurance-seeking uniquely predicted both more negative peer events and more positive peer events for boys and girls. Prosocial behavior uniquely predicted more positive peer events for boys and girls.ConclusionThis study underscores the unique and differential roles of vulnerable and resilient interpersonal behaviors in predicting negative and positive peer events among young adolescents. These findings not only advance our understanding of stress generation processes but also have broader implications for adolescent development and well-being.

Abstract Background Achievement motivation research has established that motivational factors predict academic affect, cognition, and behavior. Recent studies have shown that trait mindfulness might also predict these academic outcomes. However, it remains unclear whether trait mindfulness has incremental validity over motivational factors. We hypothesized that trait mindfulness would explain unique variance in academic outcomes beyond motivational factors, because mindfulness that is characterized by the being mode of mind (i.e., a present-focused, non-striving, and accepting mind mode) would contribute to academic outcomes through unique and effective self-regulatory processes (i.e., bottom-up self-regulation of learning and present-focused, acceptance-based self-regulation of academic stress), which differ from those (i.e., top-down self-regulation of learning and future-focused, change-oriented self-regulation of academic stress) promoted by motivational factors that are characterized by the doing mode of mind (i.e., a goal-oriented, striving, and change-seeking mind mode). We tested the hypothesis by examining four established motivational factors (competence perception, implicit theory of intelligence, achievement goals, and autonomous and controlled academic reasons) and five outcome variables (test anxiety, enjoyment of learning, study strategy, mind-wandering, and help-seeking avoidance) that had been investigated in both the trait mindfulness and achievement motivation literatures. Methods One hundred and seventy-five students (104 females) were recruited from undergraduate psychology and cultural studies classes at two universities in Japan. Trait mindfulness was assessed using the Five Facet Mindfulness Questionnaire. The other study variables were assessed using established measures as well. We conducted hierarchical multiple regression analyses to test the hypothesis. Results Trait mindfulness predicted four of the five outcome variables (i.e., test anxiety, enjoyment of learning, mind-wandering, and help-seeking avoidance) after controlling for the motivational factors. The acting-with-awareness facet predicted three outcome variables, whereas the other facets predicted one outcome each. Conclusions This study supports the incremental validity of trait mindfulness relative to motivational factors, suggesting that not only the doing mode of mind but also the being mode is beneficial for academic learning.